Banyak siswa yang duduk di kelas IX SMP sering panik saat mereka mendengar kata Ujian Nasional, hal ini terjadi dikarenakan di beberapa hasil Try Out Ujian Nasional / Test Pendalaman Materi sering hasilnya tidak memuaskan .
Untuk mencapai nilai maksimal diperlukan banyak belajar dan berlatih mengerjakan soal. Proses berlatih yang panjang akan membentuk daya pikir dan kemampuan menganalisis soal dengan sendirinya.
Siswa akan diberi Buku Latihan Soal Ujian Nasional Bahasa Inggris kelas 9 SMP yang telah dipersiapkan dan disusun secara khusus berdasarkan Kisi – kisi Ujian Nasional. Soal – soal didalam buku tersebut disusun berdasarkan hasil analisis yang mendalam terhadap soal soal Ujian Nasional tahun yang lalu.
Dengan berbagai jenis soal dari yang bentuk normatif sampai prediktif sesuai dengan standar kompetensi siswa diharapkan siswa lebih mengenal karakteristik soal soal Ujian Semester, Ujian sekolah dan Ujian Nasional.
Guru akan memberikan rangkuman materi beserta teorinya di kelas secara interaktif sebelum siswa berlatih mengerjakan soal dengan maksud siswa lebih paham konsep dan karakteristik soal untuk selanjutnya dapat mengejakan soal dengan cepat dan tepat terutama soal bahasa Inggris HOT ( Higher Order Thinking).
Harapan kami buku tersebut dapat mendampingi para siswa menyongsong Ujian Nasional mendatang dengan sukses untuk penentuan melanjutkan ke jenjang SMA/SMK pilihannya .
Pilihan Waktu :
1. Jam : 16.00 - 17.30 WIB dan
Jam : 18.30 - 20.00 WIB
2. Hari : Senin sd Sabtu
Alamat kami :
Gadjah Mada English School (GMES)
Jl. Kadipaten Kulon No. 27 B ,Kraton ,
Yogyakarta
(Barat Pasar Ngasem Yogyakarta)
Phone/HP/WA : 0812 274 7050
Materi Bahasa
Inggris
Kls 9 SMP
Descriptive
Text
Narrative
Text
Announcement
( Pengumuman)
Procedure
Text
Letter
( Surat)
Report
Text
Arrange
the words ( Susun kata)
Card
( Kartu)
Recount
Text
Caution
, Notice, Warning
Arrange
the sentences ( Susun Kalimat)
Advertisement
( Iklan)
Time
Schedule ( Jadwal)
Short
Message, Memo and Phone Message
Fill
in the blanks ( Paragraph Rumpang)
Labels
Invitation
Card ( Kartu Undangan)
Email
Preposition/Kata
Depan -- ( In , At, On, Under, Above, Between, Beside, Near,..)
Adverb
of frequency ( Always, Usually, Often, Sometimes, Never,... )
Pronoun
/ Kata Ganti Benda -- ( I – Me – My – Mine – Myself )
They
– Them – Their –Theirs – Themselves, ...)
To
Be ( Is – Am – Are – Was – Were )
Conjuction
/ Kata Hubung ( And, But, Or, Because, So, Although, Before, After,..)
Regular
Verb / Kata Kerja Teratur --( Play-Played-Played / Work – Worked-
Worked)
Irregular
Verb/ Kata Kerja Tdk Teratur-- ( Write - Wrote - Written / Do - Did - Done
)
Adjective/
Kata Sifat -- ( Small - Big , / Cheap - Expensive, )
Personal
Background ( Latar Belakang Pribadi
Short
Conversation ( Percakapan Pendek)
Hasil Ujian Nasional Bahasa Inggris SMA sering dirasa tidak memuaskan oleh para siswa , guru dan orang tua hal tersebut tidak hanya disebabkan rendahnya kosa kata yang dikuasai siswa tetapi juga karena para siswa kurang siap mengantisipasi type dan tingkat kesulitan soal UN Bahasa Inggris.
Mengingat akhir-akhir ini Type soal UN Bahasa Inggris termasuk kategori Higher Order Thinking ( HOT) yang berarti dalam mengerjakan soal UN Bahasa Inggris sering tidak bisa langsung diketahui jawabannya namun siswa telebih dahulu harus tahu trik menganalisis kata, kalimat dan konteknya secara kristis dan logis maka GMES telah merancang materi yang cocok dengan masalah tersebut.
Gadjah Mada English School (GMES) sebagai salah satu tepat Les Bahasa Inggris di Jogja telah mempersiapkan materi dengan urutan sebagai berikut : Penyampaian Kisi-Kisi soal UN, Rangkuman materi, Contoh soal UN, Pembahasan Soal dan Latihan soal UN sehingga diharapkan para siswa dapat lebih dini tidak hanya siap Ujian Nasional tetapi juga siap mengerjakan soal seleksi masuk SBMPTN , STAN , Sekolah Tinggi Kedinasan dan TOEFL Test.
Pilihan Waktu :
1. Jam : 16.00 - 17.30 WIB dan
Jam : 18.30 - 20.00 WIB
2. Hari : Senin sd Sabtu
Alamat kami :
Gadjah Mada English School (GMES)
Jl. Kadipaten Kulon No. 27 B ,Kraton ,
Yogyakarta
(Barat Pasar Ngasem Yogyakarta)
Phone/HP/WA : 0812 274 7050
Struktur
Materi
Bahasa
Inggris
SMA
KLS 12
Narrative
Text
Tenses
Descriptive
Text
Concord,
Agreement ,Number
Recount
Text
Preposition
/ Kata depan -- ( in, at, on, from, of.....)
Kami Gadjah Mada English School ( GMES) Yogyakarta menyediakan program persiapan mengahadapi Test TOEFL bagi mahasiswa maupun pencari kerja.
TOEFL, Test of English as a Foreign Language , adalah tes untuk mengukur kemampuan bahasa Inggris seseorang di negara di mana bahasa inggris adalah bahasa asing.
TOEFL sering menjadi persyaratan utama untuk penerimaan mahasiswa S2 dan S3 di negara seperti Amerika , Kanada , dan juga negara lain termasuk di Indonesia.
TOEFL sering menjadi rintangan utama yang membuat seseorang gagal untuk mendapatkan beasiswa , melamar pekerjaan tertentu dan kenaikan jabatan.
Penyampaian materi TOEFL dilakukan secara lengkap dan sistimatis membahas satu-persatu materi tentang Listening, Grammar, Reading, dan Vocabulary. Materi TOEFL disampaikan dengan metode penalaran dan teori langsung praktek .
Selama mengikuti program , Siswa diberikan beberapa kali Try out Test TOEFL untuk mengukur tahap kemajuan belajarnya dan setelah selesai mengikuti program diberikan Certificate of TOEFL Prediction.
Pilihan Waktu :
1. Jam : 16.00 - 17.30 WIB dan
Jam : 18.30 - 20.00 WIB
2. Hari : Senin sd Sabtu
Alamat kami :
Gadjah Mada English School (GMES)
Jl. Kadipaten Kulon No. 27 B ,Kraton ,
Yogyakarta
(Barat Pasar Ngasem Yogyakarta)
Phone/HP/WA : 0812 274 7050
Struktur
Materi TOEFL
1
Listening Comprehension
a.The Main Topic
of The Conversation
b.The Place and
Time of The Conversation
c.The Speakers (
Pembicara)
d.Main Ideas (
Pikiran Utama)
e.Detail
Conversation
f.Implication (
Maksud )
a.Suggestion/Advice
( Saran)
b.Computation (
Perhitungan)
c.Understanding
Negative Expression
d.Agreement and
Disagreement
e.Restatement
f.Speaker’s View
( Pandangan pembicara)
g.Conclusion (
Kesimpulan)
h.Detailed
Information (Who,What,Where,When, How... )
i.The
purpose of the conversation
2
Structure And
Written Expression
a.Tenses
b.Gerund
c.To
infinitive
d.Concord (
Kesesuaian Kalimat)
e.Passive
Voice ( Kalimat Passive)
f.Pronouns
( Kata Ganti)
g.Conjuction
( Kata Hubung)
h.Preposition (
Kata Depan)
i.Active
Participle
j.Derivatives
k.Conditional Sentence
l.Subjunctive
m.Preference
n.Dependent And
Independent Clause
o.Word Order (
Susun Kata)
p.Modal
q.Causative
r.Elliptical
Construction
s.Parallelism
3
Reading Comprehension
a.Topic
b.Stated Detail Questions
c.Unstated Detail Questions
d.Implied Detail Questions
e.Vocabulary
in Context /Synonym
f.Reference
Questions
g.Purpose Questions
h.Question
Words ( Who, What, Where, When, Which, How...... )
Pengayaan Materi
1
Writing ( Menulis)
2
Learning English through the song ( Belajar B. Inggris lewat
lagu)
3
Learning English through the film ( Belajar B. Inggris lewat
film)
4
Short Conversation ( Percakapan Pendek)
Tujuan pengajaran bahasa Inggris di dalam Program Percakapan ( Conversation) ini diarahkan untuk membekali siswa dengan kemampuan komunikasi sehingga program ini menitik beratkan pada pemahaman makna bentuk bahasa , situasi pengguna bahasa , tingkat penguasaan bahasa inggris siswa dan selanjutnya menggunakan bentuk bahasa itu untuk berkomunikasi .
Dalam pelaksanan program percakapan bahasa Inggris ini sengaja didahulukan pokok bahasan berbicara ( Speaking) dan mendengarkan ( Listening) dengan tema sesuai kebutuhan siswa didalam melakukan percakapan dilingkungan terdekatnya dengan pertimbangan agar siswa segera mampu memahami dan menggunakan Bahasa Inggris dalam kehidupan sehari hari dengan temannya , sehingga apa yang telah dipelajari tidak membosankan dan siswa segera merasakan adanya peningkatan penguasaan bahasa Inggrisnya, tetapi walupun demikian program ini juga diajarkan contoh berbentuk bacaan ( Reading )
Gadjah Mada English School (GMES) sebagai salah satu tempat Kursus Percakapan Bahasa Inggris di Jogja telah mempersiapkan materi tersebut dengan harapan para siswa mampu berbicara bahasa Inggris tetapi juga siap mengerjakan soal Ujian Nasional , SBMPTN , STAN , English For Job Interview dan TOEFL Test.
Pilihan Waktu :
1. Jam : 16.00 - 17.30 WIB dan
Jam : 18.30 - 20.00 WIB
2. Hari : Senin sd Sabtu
Alamat kami :
Gadjah Mada English School (GMES)
Jl. Kadipaten Kulon No. 27 B ,Kraton ,
Yogyakarta
(Barat Pasar Ngasem Yogyakarta)
Phone/HP/WA : 0812 274 7050
Bantuan petunjuk transportasi :
While cities and their metropolitan areas have always interacted with and shaped the natural environment, it is only recently that historians have begun to consider this relationship. During our own time, the tension between natural and urbanized areas has increased, as the spread of metropolitan populations and urban land uses has reshaped and destroyed natural landscapes and environments
The relationship between the city and the natural environment has actually been circular, with cities having massive effects on the natural environment, while the natural environment, in turn, has profoundly shaped urban configurations. Urban history is filled with stories about how city dwellers contended with the forces of nature that threatened their lives . Nature not only caused many of the annoyances of daily urban life, such as bad weather and pests, but it also gave rise to natural disasters and catastrophes such as floods, fires, and earthquakes. In order to protect themselves and their settlements against the forces of nature, cities built many defenses including flood walls and dams, earthquake-resistant buildings, and storage places for food and water. At times, such protective steps sheltered urbanites against the worst natural furies, but often their own actions-such as building under the shadow of volcanoes, or in earthquake-prone zones-exposed them to danger from natural hazards.
City populations require food, water, fuel, and construction materials, while urban industries need natural materials for production purposes. In order to fulfill these needs, urbanites increasingly had to reach far beyond their boundaries. In the nineteenth century, for instance, the demands of city dwellers for food produced rings of garden farms around cities. In the twentieth century, as urban populations increased, the demand for food drove the rise of large factory farms. Cities also require fresh water supplies in order to exist-engineers built waterworks, dug wells deeper and deeper into the earth looking for groundwater, and dammed and diverted rivers to obtain water supplies for domestic and industrial uses. In the process of obtaining water from distant locales, cities often transformed them, making deserts where there had been fertile agricultural areas.
Urbanites had to seek locations to dispose of the wastes they produced. Initially, they placed wastes on sites within the city, polluting the air, land, and water with industrial and domestic effluents. As cities grew larger, they disposed of their wastes by transporting them to more distant locations. Thus, cities constructed sewerage systems for domestic wastes. They usually discharged the sewage into neighbouring waterways, often polluting the water supply of downstream cities.
The air and the land also became dumps for waste disposal. In the late nineteenth century, coal became the preferred fuel for industrial, transportation, and domestic use. But while providing an inexpensive and plentiful energy supply, coal was also very dirty. The cities that used it suffered from air contamination and reduced sunlight, while the cleaning tasks of householders were greatly increased.
In the late nineteenth and early twentieth centuries, reformers began demanding urban environmental cleanups and public health improvements. Women’s groups often took the lead in agitating for clean air and clean water, showing a greater concern than men in regard to quality of life and health-related issues. The replacement of the horse, first by electric trolleys and then by the car, brought about substantial improvements in street and air sanitation. The movements demanding clean air, however, and reduction of waterway pollution were largely unsuccessful. On balance, urban sanitary conditions were probably somewhat better in the 1920s than in the late nineteenth century, but the cost of improvement often was the exploitation of urban hinterlands for water supplies, increased downstream water pollution, and growing automobile congestion and pollution.
In the decades after the 1940s, city environments suffered from heavy pollution as they sought to cope with increased automobile usage, pollution from industrial production, new varieties of chemical pesticides and the wastes of an increasingly consumer-oriented economy. Cleaner fuels and smoke control laws largely freed cities during the 1940s and 1950s of the dense smoke that they had previously suffered from. Improved urban air quality resulted largely from the substitution of natural gas and oil for coal and the replacement of the steam locomotive by the diesel-electric. However, great increases in automobile usage in some larger cities produced the new phenomenon of smog, and air pollution replaced smoke as a major concern.