Curriculum Vitae (membuat design CV yang menarik)

Curriculum Vitae merupakan salah satu syarat yang harus dilengkapi oleh seorang pelamar ketika hendak melamar sebuah pekerjaan. Curriculum Vitae memiliki pengaruh yang cukup  penting dalam hal perekrutan pegawai. Curriculum Vitae yang baik dapat menjad nilai tambah bagi si pelamar. biasanya baik perusahaan maupun instansi lainnya mempertimbangkan isi dari CV tersebut.
Tentu saja hal itu tidak dapat dipungkiri, karena CV memuat seluruh riwayat hidup di pelamar. Dengan kata lain sejarah si pelamar tertuang dalam isi CV.

Pada umumnya isi dari CV adalah:

1. Basic information.
     memuat informasi umum si pelamar seperti nama, alamat, TTL, contact person, e-mail, dll

2. Education
    memuat informasi seputar pendidikan si pelamar mulai dari tingkat dasar hingga pendidikan
    terakhir yang ditempuh.

3. Language
    menjelaskan tentang kemampuan berbahasa si pelamar baik Spoken (lisan) ataupun Written
    (tulisan). Note* bahasa memiliki nilai plus yang tinggi

4. Organization
    berisi tentang pengalaman organisasi si pelamar.

5. Work history
    berisi tentang pengalaman kerja si pelamar.

6. Interest
    berisi tentang ketertarikan si pelamar dalam bidang tertentu. biasanya berkaitan dengan hobby,
    seperti literature, sport, reading, games, teaching, dll.

7. other skills
    berisi tentang kemampuan lain yang dimiliki si pelamar, misalnya computer skill. note* sebutkan
    beberapa program yang telah di kuasai misalnya: photoshop, Ms. office.

8. Personality
    menjelaskan tentang hal yang berkaitan dengan pribadi si pelamar misalnya sifat ( communicative,
    dilligent, responsible)


Selain berisi informasi tersebut yang tak kalah penting adalah design CV. hal ini jarang dilakukan oleh para pelamar. kebanyakan dari mereka mementingkan isi CV dari pada sisi estetiknya.  sebenarnya hal itu tidaklah berdosa, namun alangkah baiknya jika isi CV yang baik di dukung dengan design CV yang menarik.

Design yang menarik akan membuat pihah perusahaan / instansi lebih melirik CV anda karena terdapat hal berbeda yang terlihat dari CV anda. Design CV yang menaik bahkan unik akan mencerminkan diri anda. namun bagi para pemula membuat CV yang menarik itu sulit dan melelahkan. sebenarnya segala sesuatunya menjadi mudah apabila anda mau mencobanya. apalagi di zaman serba digital ini. anda hanya perlu menggerakkan jari anda untuk memilih program di computer anda. Ms. publisher bisa anda gunakan dalam membuat Design CV tersebut. anda cukup merubah formatnya isinya saja.

selain menggunakan Ms. Publisher, anda juga dapat membuat CV secara online dan gratis dengen situs pembuat CV online.

berikut alamat Pembuat CV online  https://cvmkr.com/

contoh Design CV

TOEFL PREPARATION Part 3

The exercise completed by answer and brief explanation.

1.       The three basic chords in _______ the tonic, the dominant, and the subdominant.

a.       Functional harmony

b.      Functional harmony is

c.       Functional harmony are

d.      Functional harmony they are

The right answer is (c) functional harmony are. The blank one should be filled by subject and verb that suitable to the plural object.

2.       ______ Hale Telescope, at the Palomar Observatory in southern California, scientist can photograph objects several bilion light yeas away.

A.      The

B.      With the

C.      They use

D.      It is the

Theright answer is (b) with the. The blanks one should be filled by preposition and extra subject.

3.       Without proper card installed inside the computer , _______ impossible to run a graphical program.

a.       Is definitely

b.      Because of

c.       It is

d.      Is

The right answer is (c) it is. The blank one should be filled by subject and verb of the main clause.

4.       The charter for the Louisiana lottery was coming up for renewal, ______ spared no expense in the fight to win renewal.

a.       The lottery committee

b.      So the lottery committee and

c.       So the lottery committee

d.      The lottery committee made

The right answer is (c) so the lottery committee. The blanks one should be filled by conjunction and subject of the  clause.

5.       While in reality Alpha Centauri is a triple star,  ________ to the naked eye to the single star.

a.       It appears

b.      But it appears

c.       Appears

d.      Despite is

The right answer is (a) it appear. The blanks one should be filled  by subject and verb of the main clause.

6.       The Sun’s gravity severely distorted in the path of the comet _________ entered its widely erratic orbit around Jupiter.

a.       It

b.      When

c.       After the comet came into it

d.      Once the comet

The right answer is (d) after the comet come into. The blank one should be filled by conjunction and the subject of the verb (entered).

7.       Each object ________ Jupiter’s magnetic field is deluge with electrical charges.

a.       Enters

b.      It enters

c.       Entering

d.      Enter

The right answer is (c) entering.

8.       As its name suggests, the Prairie Wetlands Resources Center ________ the protection of wetland on the prairies of the Dakotas, Montana, Minnesota, and Nebraska.

a.       It focuses

b.      Focuses on

c.       Focusing

d.      To focus on

The right answer is (b) focuses on. The blanks one should be filled by verb of single subject.

9.       One of the largest and the most powerful birds of prey in the world, _______ a six foot wingspan and legs and talons roughly the size of a man’s arms and legs.

a.       So the harpy has

b.      The harpy having

c.       With the harpy having

d.      The harpy has

The right answer is (d) the harpy has. The blanks one should be filled by subject and verb.

10.   __________ creation of such a community was a desireble step, the requisite political upheavel had to he accepted.

a.       Since the

b.      The

c.       Later the

d.      It was

The right answer is (a) since the. The blanks one should be filled by conjunction and extra subject.  

TOEFL PREPARATION part 2

The exercise completed by answer and short explanation.

1.       The president of the U.S appoinnts the cabinet member, _______ appointments are subject to senate approval.

a.       Their

b.      With their

c.       Because their

d.      But their

The right answer is (c) because their. The blank one should be filled by conjunction because adverb clause and the verb is plural (are)

2.       The prisoners were prevented from speaking to the reporter because _______

a.       Not wanting the story in the papers.

b.      The story in the papers the superintended did not want

c.       The public to hear the story

d.      The superintended did not want the story in paper

The right answer is (d) the superintended. The blank one should be filled by adverb clause.

3.       Like Thomas Berger’s fictional character Little Big Mon. Lauderdale managed to find himself where _____ of important event to place.

a.       It was an extraordinary number

b.      There was an extraordinary number

c.       An extraordinary number

d.      An extraordinary number existed

The right answer is (c) an extraordinary number. The blanks one should be filled by extra subject of adverb clause.

4.       ______ sucked groundwater from below, some part of the city have begun to sink as much as ten inches annually.

a.       Pumps have

b.      As pumps have

c.       So pumps have

d.      With pumps

The right answer is (b) as pumps have. the blank one should be filled by conjuction

5.       Case studies are the target of much skepticism in the scientific community ______ used extensively by nomerous researchers.

a.       They are

b.      Are

c.       Yet they

d.      Yet they are

The right answer is (d) yet they are. The blank one should be filled by coordination that suitable to the subject and verb.

6.       According to the hypothesis in the study, the monarchs pick up the magnetic field of the ________ migrate by following magnetic field.

a.       Target monarchs

b.      Target since monarchs

c.       Target since monarchs are

d.      Target

The right answer is (b) target since monarchs. The blanks one should be filled by object of verb (pick up), conjucntion, and subject of verb (migrate).

7.       _________ show the relations among neurons they do not preclude the possibility that other aspect are important.

a.       Neural theories

b.      A neural theory

c.       Although neural theories

d.      However neural theories

The right answer is (c) although neural theories. The blank one should be filled by subject of adverb clause and contrary conjuction.

8.       ________ or refinanced, the lender will generally require setting up an escrow encount to ensure the payment of property taxes and home owner’s insurance.

a.       A home is

b.      A home is bought

c.       When a home

d.      When a home is bought

The right answer is (d) when a homeis bought. The blanks one should be filled by conditional conjuction.

9.       If ultraviolet radiation enters the Earth’s atmosphere, ________ generally blocked by the ozone concentrated in the atmosphere.

a.       It

b.      It is

c.       So it is

d.      The it

The right answer is (b) it is. The blank one should be filled by subject and verb of the main clause.

10.   Among human chromosomes, the Y chromosome is unusual _________ most of the chromosome does not participate in meiotic recombination.

a.       In

b.      So

c.       And

d.      That in

The right answer is (b) so. The blanks one should be filled by conjunction that show effect.

TOEFL PREPARATION part 1

TOEFL questions completed by the answers

1. The North Platte River _______ from Wyoming into Nebraska.

     a. it flowed

     b. flows

     c. flowing

     d. with flowing water

The right answer is (b) flows . we must fill the blank one with verb.

2. ______ Biloxi received its name from a Sioux word meaning "first people."

    a. The city of 

    b. Located in

    c. It is in

    d. The tour included.

The right answer  is (a) The city of. the blank one should be filled by Subject

3. A pride of lions ______ up to forty lions, including one to three males, several females, and cubs.

    a. can contain

    b. it contains

    c. contain

    d. containing

The right answer is (a) can contain. the blank one should be filled by verb that used to singular subject (A pride of lions).

4. ______ tea plant are small and white.

    a. The

    b. On the

    c. Having flowers the

    d. The flowers of the

The right answer is (d) The flowers of the. the blank one should be filled by extra subject.

5. The tetracyclines, _______ antibiotics, are used to treat infection.

    a. are a family of

    b. being a family

    c. a family of

    d. their family is

The right answer is (c)  a family of. the blank one should be filled by extra subject that explains (tetracyclines).

6. Any possible academic assistance from taking stimulants ______ marginal at best.

    a. it is 

    b. there is

    c. is

    d. as

The right answer is (c)  is, the blank one should be filled by verb.

7. Henry Adams, born in Boston, ______ famous as a historian and novelist.

    a. became

    b. and became

    c. he was

    d. and he became

The right answer is (a) became. the blank one should be filled by verb.

8. The major cause ______ the pull of the Moon on the Earth.

    a. the ocean tides are

    b. of ocean tides is

    c. of the tides in the ocean

    d. the ocean's tides

The right answer is (b) of ocean tides is. the blank one should be filled by extra subject and verb.

9. Still a novelty in the late nineteenth century,  ______ limited to the rich.

    a. was

    b. was photography

    c. it was photography

    d. photography was 

The right answer is (d)  photography was. the blank one should be filled by extra subject and verb.

10. A computerized map of the freeways using information gathered by sensor embedded in the pavement ______ on a local cable channel during rush  hours. 

    a. airs

    b. airing

    c. air

    d. to air

The right answer is (a) airs. the blank one should be filled by verb.

TRANSLATION

a.  Definition of Translation

Some experts have defined their own definition about translation. Douglas Robinson states that definition of translation depends on people’s point of view. Different people will give different definition. If they are not translator, they argue that translation is primarily a text but if they are, translation is an activity.[1] While according to Nababan, he describes translation as process of transfering massage from Source Text to Target Text.[2] Moreover he argues that in translation needs to understand the meaning and also the figurative language. It is important because the massage of the text usually found after the translator take awareness in figurative language that author delivered.

Catford (in Budiarto and Fardhani) states that translation is a replacement process of one equivalent textual material into another equivalent textual in term language.[3] The main point of the statement is about textual material that has equivalency in two languages. Each language has their own term and translator has to find suitable equivalent in word, phrase, clause, sentence between SL and TL.

According to Samuelson, he emphasizes that translation is not a brief process, but it is a creative process.[4] It needs some skills to be used together. The translator should unterstand what the writer means and then it is transfered in the target language. In the process of transfering  massage, the interpreting and editing skill must be known well by the translator.  

In the same line, Machali explains that translation is a product and a process.[5] It is called a product because a readable written text, and called a process because a translator always passes many steps in translating process. Even though the readers never know the process itself but translator still aware in choosing suitable method, find the suitable term and so on.

Based on the explanation above, it can be inferred that translation is a creative process of transfering massage from SL into TL that produces a readable and understandable written text.

---

[1] Douglas Robinson, Becoming A Translator: An Introduction to the Theory and Practice of Translation, 2^nd edition, (New York: Routledge, 2007), p. 6.

[2] M. Rudolf Nababan, Teori Menerjemah ., p.18.

[3] Langgeng Budiarto and Aan E. Fardhani, A Practical Guide for Translation Skill, (Malang: UIN Maliki Press, 2010), p. 1.

[4] Geoffrey Samuelsson-Brown, A Practical Guide for Translator, (Great Britain: Short Run Press, 2010), 5^th edition p. XV.

[5] Rochayah Machali, Pedoman Bagi Penerjemah,. (Jakarta: Grasindo, 2000), p. 9.

RPP K13 SMP

Rencana Pelaksanaan Pembelajaran

(RPP)

SATUAN PENDIDIKAN MATA PELAJARAN  KELAS/SEMESTER TEMA/SUB TEMA ALOKASI WAKTU

: : : : :

SMP N 3 Batanghari Bahasa Inggris VII/1 How are you / Apologize 2 x 40 menit (2JP)

A.   KOMPETENSI DASAR

1.1 Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai bahasa pengantar komunikasi internasional yang diwujudkan dalam semangat belajar.

2.1  Menunjukkan perilaku santun dan peduli dalam melaksanakan komunikasi interpersonal dengan guru dan teman.

3.1   Memahami fungsi sosial, struktur teks, dan unsur kebahasaan pada ungkapan sapaan, pamitan, ucapan terimakasih, dan permintaan maaf, serta responnya, sesuai dengan konteks penggunaannya.

4.1 Menyusun teks lisan sederhana untuk mengucapkan dan merespon sapaan, pamitan, ucapan terimakasih, dan permintaan maaf, dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan yang benar dan sesuai konteks.  

B.   INDIKATOR PENCAPAIAN  KOMPETENSI

1.    Spiritual

Mensyukuri anugerah Tuhan akan keberadaan bahasa Inggris sebagai bahasa pengantar komunikasi internasional.

2.    Sosial

Menunjukankan sikap keantusiasan, kesantunan, dan kepedulian dalam melaksanakan komunikasi fungsional secara konsisten.

3.    Pengetahuan

               Memahami fungsi sosial, struktur teks, dan unsur kebahasaan dari teks lisan dan tulis.

4.   Ketrampilan

Menyusun teks lisan dan tulis mengenai ungkapan permintaan maaf dengan unsur kebahasaan yang benar dan sesuai konteks.

C.   TUJUAN PEMBELAJARAN

Siswa dapat berkomunikasi dalam bahasa Inggris untuk menjalin hubungan interpersonal dengan guru, teman-temannya, dan orang-orang disekitarnya melalui ungkapan permintaan maaf dengan orang lain secarabersungguh-sungguh, santun dan peduli dengan menggunakan struktur teks teks lisan dan tulis yang runtutdanunsurkebahasaan yang benar.

D.   MATERI PEMBELAJARAN

Teks lisan dan tulis sederhana untuk menyatakan danmerespon permintaan maaf

Fungsi sosial

Meminta maaf untuk menjalin hubungan interpersonal dengan guru dan teman

Struktur teks

Ungkapan permintaan maaf:

-          I’m sorry

-          I’m very sorry

-          I’m so sorry

Merespon ungkapan permintaan maaf:

-          That’s fine

-          Okay

-          Alright

-          It’s OK!

Unsur kebahasaan

-          Kosa kata : Let, help, sorry, would

-          Tata bahasa : be, have, kata ganti I, he, she, they

-          Ucapan,

-          Tekanan kata, dan intonasi

-          Ejaan dan tanda baca

-          Tulisan tangan

Topik

Berbagai hal terkait dengan interaksi antara guru dan siswa selama proses pembelajaran, di dalam maupun di luar kelas, dengan memberikan keteladanan tentang perilaku jujur, percaya diri dan betanggung jawab

E.    METODE PEMBELAJARAN

Pendekatan: Scientific Approach

Strategi:Cooperative(pairing)

F.    MEDIA PEMBELAJARAN (Terlampir)

-          Gambar-gambar      -     Script percakapan                 

-          Crossword

G.   SUMBER PEMBELAJARAN

Asep Gunawan, dkk. 2013. When English Rings the Bell. Jakarta: Kemendikbud RI (halaman  19-20)

H.   LANGKAH-LANGKAH PEMBELAJARAN

1.  Pendahuluan (10 menit)

-          Guru bersama siswa mengucapkan salam dan berdoa

-          Guru bersama siswa mengkondisikan kelas

-          Guru menanyakan kepada siswa terkait materi yang telah dipelajari

-          Guru memberi motivasi kepada peserta didik

-          Guru menyampaikan garis besar cakupan materi dan penjelasan tentang kegiatan yang akan dalakukan oleh siswa

2. Kegiatan Inti (55 menit)

Mengamati (Observing)

-          Siswa mengamati gambar dan teks tentang permintaan maaf. (activity 17 chapter 1)

-          Siswa mendengarkan guru membaca teks tentang permintaan dan menirukan ucapan guru

Menanyakan (Questioning)

-          Guru menyampaikan pertanyaan penuntun (leading question) untuk membangitkan rasa ingin tahu siswa tentang fungsi meminta maaf

-          Guru memberi kesempatan kepada siswa untuk merumuskan hal-hal yang ingin diketahui dalam bentuk pertanyaan mengenai permintaan maaf

Mengumpulkan informasi

-          Guru menyuruh siswa bertanya jawab tentang permintaan maaf secara berpasangan (in pair). ( activity 18 chapter 1 )

Menalar (Associating)

-          Siswa membuat kesimpulan sementara tentang materi ajar yang sedang dipelajari

-          Guru memberikan penguatan dengan menjelaskan penggunaan ungkapan-ungkapan yang dipelajari

Mencoba (Experimenting)

-       Siswa meniru ungkapan dan ucapan yang dicontohkan oleh guru secara bersama-sama/individu.

-       Secara berpasangan siswa berlatih membuat dialog mengenai permintaan maaf beserta responnya seperti contoh:

A: Can you lend me a pen?

B: I’m sorry, my pen was lost.

A: it’s OK!

-       Secara berpasangan siswa berlatih untuk mempraktekan dialog yang telah dibuat mengenai permintaan maafbeserta responnya

Mengkomunikasikan (Networking)

-          Siswa secara berpasangan mempresentasikan permintaan maaf beserta responnya dengan  dengan struktur bahasa yang baik dan benar di depan kelas

-          Pasangan lain memberi tanggapan

3. Penutup (15 menit)

-          Guru bersama siswa membuat rangkuman/simpulan pelajaran,

-          Guru melakukan penilaian dan/atau refleksi terhadap kegiatan yang sudah dilaksanakan secara konsisten dan terprogram,

-          Guru memberikan feedback terhadap proses dan hasil pembelajaran,

-          Memberikan tugas, baik tu­gas individual maupun kelompok sesuai dengan hasil belajar peserta didik,

-          Menyampaikan rencana pembelajaran pada per­temuan berikutnya.

I.    PENILAIAN (Instrument Penilaian Terlampir)

1. Penilaian sikap

2. Penilaian pengetahuan

3. Penilaian keterampilan

                                                                   Batanghari, 30 Agustus 2014

Mengetahui,

Guru Pamong                                                           Guru Praktikan

Sih Budiwati,S.Pd                                                       Khoirunnisa

NIP. 19640806 198703 2 009                                      NPM. 1176457

LAMPIRAN 1

Materi/Media Pembelajaran

       

Lembar Kerja Siswa (LKS)

In a group, Find the right word of the gretting, take leave, thank, apologize on the crossword below!

A	S	O	R	R	K	L	I	I	S	E	A
D	H	J	B	U	N	Y	O	F	A	L	S
F	G	M	O	R	N	I	N	G	Z	Q	W
T	A	L	X	U	I	N	I	U	I	O	E
H	X	F	H	B	N	U	G	Z	V	C	P
A	J	L	T	Y	O	I	H	Y	E	T	R
N	L	E	H	E	R	J	T	E	V	P	S
K	I	S	J	U	R	I	U	R	E	F	D
S	O	R	R	Y	W	N	L	I	N	R	L
O	P	M	Z	E	H	T	O	N	I	J	M
L	A	E	V	Y	Q	R	W	O	N	N	S
U	K	I	P	M	X	E	K	L	G	C	V

Kunci Jawaban: 1. MORNING  2. AFTERNON 3. EVENING 4. NIGHT 5. BYE 6. THANKS 7. SORRY

           

LAMPIRAN 2

Penilaian

1. Aspek sikap

- Teknik penilaian: observasi

- Bentuk instrument:

No	Nama Siswa	Santun	Jujur	Disiplin	Percaya Diri	Bertanggung Jawab
1
2
3
Dst

SkalaPenilaian:

Skor	Sikap yang diamati :
5	Tidak pernah menunjukkan sikap tidak santun, peduli, jujur, disiplin, percayadiri, bertanggung jawab.
4	Pernah menunjukkan sikap tidak santun, peduli, jujur, disiplin, percaya diri, bertanggung jawab.
3	Beberapa menunjukkan sikap tidak santun, peduli, jujur, disiplin, percaya diri, bertanggung jawab.
2	Sering menunjukkan sikap tidak santun, peduli, jujur, disiplin, percaya diri, bertanggung jawab.
1	Sangat sering menunjukkan sikap tidak santun, peduli, jujur, disiplin, percaya diri, bertanggungjawab.

2. Aspek pengetahuan

- Teknik Penilaian: tes lisan

- Bentuk instrumen: Pertanyaan

No	Indikator	Butir Instrumen
1	Meminta maaf pada orang lain	1. What should you say when you want to apologize? 2. A: Would you like to close the door please?        B: …………………..
2	Merespon ungkapan permintaaan maaf	3. What you say to response someone’s apologize? 4. A: Would you like to help me?     B: ouch, so sorry. I would not.   A: ...............................

Kunci Jawaban:

1. I’m sorry, I’m so sorry, I’m very sorry

2. I’m sorry. I would not

3. That’s fine, OK!, alright, it’s okay

4. That’s fine, OK!, alright, it’s okay

Pensekoran :

No Soal	Soal	Skor
1-4	Jawaban benar pengucapan benar	2,5
	Jawaban benar, pengucapan kurang tepat	1,5
	Jawaban salah	0
Skor maksimal		10

3. Aspek keterampilan

- Teknik Penilaian: Tes lisan

-  Bentuk instrument:Percakapan permintaan maaf

Lembar Penilaian

No	Nama	Kosa Kata	Kelancaran	Ketelitian	Pengucapan	Intonasi	Pemahaman	Pilihan Kata
1
2
3
dst

                   Keterangan:

*Rentang nilai 1-5