kharakter manusia yang bakal ngebantu ente guys.

tidak sedikit orang sukses dilapangan alias relationship antar sesama karena keceradasan sosial yang ia miliki,,,dan ini sangat ngebantu mulusnya sebuah hubungn baik pasangan, teman , orang tua dan semua jenis habluminnas. ini resenya biar kalian diterima baik dengan semua orang perlakukan mereka sesuai kadar karakternya, jangan yang bertolak belaknag makan permusuhan yang terjadi.

MELANKOLIS (SISEMPURNAAAA)

       Melankolis, kalau nemu temen orangnya pemikir, sensitip, romantis, teratur , bisa dipastikan 99.99 persen dia tipe orang melankolis. si melankolis mempunyai rasa empati yang tinggi, tak jarang kalau ada temen yang ada masalah dialah orang pertama yang merasakanya bahkan menjadi pendengar yang baik. selain berempati, melankolis juga romantis banget suka bikin pusisi gitu.

                           Melankolis ternyata punya bakat perfeksionis harus sempurnaaa. kalu bisa dia sendiri yang mengerjakannya jangan orang lain bahkan detail baju pun musti terkonsep. dia juga tipe pemikir dari A - Z baru bertindak kebayakn mikir , orang bertipe ini cenderung mempunyai rasa seni yang tinggi, suka akan gambar, grafik dll, cukup berbakat menjadi seorang seniman entah musik atau pelukis, 

Mereka juga kadang suka sekali namanya berkorban, bahkan mengorbankan diri mereka sendiri demi orang lain, tidak suka menonjolkan diri a.k.a low profile lebih memilih bekerja dibalik layar, keknya nggak mau terkenal.

            Sisi jeleknya,. tipe melankolis orangnya super sensitif, dicolek rasanya kayak di tonjok. mereka suka yang namanya menyendiri, kadang juga terjebak dimasalalu dengan ratusan kisah sedih sambil meratapi nasip dan suka membesar besarkan masalah, 

         melankolis umumnya tertutup, kalau ada masalah biasanya diumpetin, kalaupun dibagi, pastilah dibagi dengan orang yang paling diapercaya entah keluarga ataupun teman (so guys, kalau anda dicurhati sama melankolis dijaga baik baik kepercayaanya :) ). mereka juga kadang suka meremehkan diri mereka sendiri, padahal apa yang dikerjakanya mungkin lebih bagus dengan orang lain, istilahnya rumput tetangga lebih hijau dan juga takut kegagalan pikoke pikiranya negatip mulu nggak ada motivasi. idealis, kalau dirasa sesuatu tidak sesuai kehendaknya mereka kadang suka ngedumel.

MELANKOLIS:

KEKUATAN:

* Analitis, mendalam, dan penuh pikiran

* Serius dan bertujuan, serta berorientasi jadwal

* Artistik, musikal dan kreatif (filsafat & puitis)

* Sensitif

* Mau mengorbankan diri dan idealis

* Standar tinggi dan perfeksionis

* Senang perincian/memerinci, tekun, serba tertib dan teratur (rapi)

* Hemat

* Melihat masalah dan mencari solusi pemecahan kreatif (sering terlalu kreatif)

* Kalau sudah mulai, dituntaskan.

* Berteman dengan hati-hati.

* Puas di belakang layar, menghindari perhatian.

* Mau mendengar keluhan, setia dan mengabdi

* Sangat memperhatikan orang lain

KELEMAHAN:

* Cenderung melihat masalah dari sisi negatif (murung dan tertekan)

* Mengingat yang negatif & pendendam

* Mudah merasa bersalah dan memiliki citra diri rendah

* Lebih menekankan pada cara daripada tercapainya tujuan

* Tertekan pada situasi yg tidak sempurna dan berubah-ubah

* Melewatkan banyak waktu untuk menganalisa dan merencanakan (if..if..if..)

* Standar yang terlalu tinggi sehingga sulit disenangkan

* Hidup berdasarkan definisi

* Sulit bersosialisasi

* Tukang kritik, tetapi sensitif terhadap kritik/ yg menentang dirinya

* Sulit mengungkapkan perasaan (cenderung menahan kasih sayang)

* Rasa curiga yg besar (skeptis terhadap pujian)

* Memerlukan persetujuan

PLEGMATIS - Si Pecinta damai

       agak sulit sih menjelaskan sifat yang bukan sifat sendiri, . kaum plegmatis umumnya menghindari konflik a.k.a netral, bagi mereka Perdamaian itu nomer 1, perdamaian perdamaian, perdamaian peeerdamaian..

Mereka juga baik hati, pribadinya tenang rendah hati dan juga penyabar, terlihat kalem. kalau digabung sama sifat diatas, keknya kerjaan yang cocok jadi diplomat aja deh. banyak dari tipe Plegmatis mempunyai daya humor yang tinggi, menyenangkan untuk diajak gaul.

Nah, kalau tadi dalam si melankolis cenderung memilih sendiri, si plegmatis mereka tipe pendegar, jadi kalau misalkan ada orang yang berbicara anda memperhatikan seorang teman asik mendengarkan dialah si plegmatis. so, mau curhat, pilihlah orang dengan sifat plegmatis :D .

 orang plegmatis orang simple, nggak mau melibatkan diri dalam konflik bahkan konflik di dirinya sendiri alias pengen mudahnya kalau ada yang mudah ngapain dipersulit?, kalau disuruh mengambil keputusan sering kali ditunda tunda, jadi punya temen plegmatis keknya harus dicambukin biar jalan, apalagi sifat nggak bersemangat dan malesnya yang nggak ketulungan, heheheh.

selain males, suka menunda nunda dan ambil enaknya ternyata mereka juga kikir, sedikit egois dan penakut.

PLEGMATIS:

KEKUATAN:

* Mudah bergaul, santai, tenang dan teguh

* Sabar, seimbang, dan pendengar yang baik

* Tidak banyak bicara, tetapi cenderung bijaksana

* Simpatik dan baik hati (sering menyembunyikan emosi)

* Kuat di bidang administrasi, dan cenderung ingin segalanya terorganisasi

* Penengah masalah yg baik

* Cenderung berusaha menemukan cara termudah

* Baik di bawah tekanan

* Menyenangkan dan tidak suka menyinggung perasaan

* Rasa humor yg tajam

* Senang melihat dan mengawasi

* Berbelaskasihan dan peduli

* Mudah diajak rukun dan damai

KELEMAHAN:

* Kurang antusias, terutama terhadap perubahan/ kegiatan baru

* Takut dan khawatir

* Menghindari konflik dan tanggung jawab

* Keras kepala, sulit kompromi (karena merasa benar)

* Terlalu pemalu dan pendiam

* Humor kering dan mengejek (Sarkatis)

* Kurang berorientasi pada tujuan

* Sulit bergerak dan kurang memotivasi diri

* Lebih suka sebagai penonton daripada terlibat

* Tidak senang didesak-desak

* Menunda-nunda / menggantungkan masalah.

SANGUIN - Si Superstar

Kita bahas si superstar nih, orang dengan tipe sanguis terkenal dengan bnayak polah suka bikin sensasi, dan memiliki kemampuan komunikasi yang baik serta mengusasai pembicaraan. sanguis memiliki hasrat untuk bersenang senang yang tinggi, mereka suka akan ketenaran, perhatian, kasih sayang, dan dukungan dari orang lain.

tipe sanguis juga memiliki rasa optimistis yang tinggi tidak menyarah dengan keadaan dan strong, humoris dan mudah bergaul, emosi mereka juga seperti Plegmatis yaitu cepat berubah, sesaat mereka bisa terlihat bahagia namun beberapa saat kemudian menangis derasnya mereka juga senang mengutarakan joke sehingga membuat orang orang disekitarnya senang.

negatifnya, orang tipe sanguis umumnya berfikiran pendek, sulit berkonsentrasi dan tidak teratur. mereka dapat stres jika terjebak dalam situasi yang mana hidupnya terasa tidak menyenangkan karna orang sanguis takut untuk tidak populer. so, jadi kalau misalkan dalam sebuah kelompok ada orang yang banyak polah, dialah si Superstar.

SANGUINIS:

KEKUATAN:

* Suka bicara mendramitisir kejadian

* Secara fisik memegang pendengar, emosional dan demonstratif

* Antusias dan ekspresif

* Ceria dan penuh rasa ingin tahu

* Hidup di masa sekarang

* Mudah berubah (banyak kegiatan / keinginan)

* Berhati tulus dan kekanak-kanakan

* Senang kumpul dan berkumpul (untuk bertemu dan bicara)

* Umumnya hebat di permukaan

* Mudah berteman dan menyukai orang lain

* Senang dengan pujian dan ingin menjadi perhatian

* Menyenangkan dan dicemburui orang lain

* Mudah memaafkan (dan tidak menyimpan dendam)

* Mengambil inisiatif/ menghindar dari hal-hal atau keadaan yang membosankan

* Menyukai hal-hal yang spontan

KELEMAHAN:

* Suara dan tertawa yang keras (terlalu keras)

* Membesar-besarkan suatu hal / kejadian

* Susah untuk diam

* Mudah ikut-ikutan atau dikendalikan oleh keadaan atau orang lain (suka nge-Gank)

* Sering minta persetujuan, termasuk hal-hal yang sepele

* RKP! (Rentang Konsentrasi Pendek)

* Dalam bekerja lebih suka bicara dan melupakan kewajiban (awalnya saja antusias)

* Mudah berubah-ubah

* Susah datang tepat waktu jam kantor

* Prioritas kegiatan kacau

* Mendominasi percakapan, suka menyela dan susah mendengarkan dengan tuntas

* Sering mengambil permasalahan orang lain, menjadi seolah-olah masalahnya

* Egoistis

* Sering berdalih dan mengulangi cerita-cerita yg sama

* Konsentrasi ke “How to spend money” daripada “How to earn/save money”

KORELIS - Si Kuat

Masuk ke bagian terakhir nih, kita bahas si kuat, orang tipe ini biasanya suka mengatur dan memerintah orang, dia nggak mau ada orang berdiam diri saja sementara dia sibuk kerja/beraktivitas. orang korelis suka akan tantangan, sang suka berpetualang, mereka juga tegas. tak heran banyak dari usahanya yang sukses karna memang sifatnya yang juga pantang menyerah dan juga mengalah.

sisi negatifnya, mereka orang yang tidak sabaran, segalanya harus cepat karna memang sifat keproduktivitasnya yang tinggi. mereka juga gampang sekali marah, dan suka berprilaku kasar. jadi kalau nemu temen kerjanya uring uringan, suka berkata kasar dan gampang marah, dialah Koleris.

mereka juga suka akan kontoversi dan pertengkaran, bertolak belakang dengan dengan plegmatis yang cinta damai. sifat mereka juga kurang bersimpatin dengan sesama suka memanipulasi orang lain dan memperalat orang lain dan juga kalau salah, susah banget meminta maaf.

Orang koleris sedikit mirip dengan sanguis mereka gampang bergaul dan optimistis. mereka juga bisa berkomunikasi dengn baik dan terbuka dengan orang lain, hmm tipe orang seperti ini cocok sebagai pemimpin

dari keempat sifat manusia diatas, dapat kita menarik kesimpulan bahwa:

KOLERIS

KEKUATAN:

* Senang memimpin, membuat keputusan, dinamis dan aktif

* Sangat memerlukan perubahan dan harus mengoreksi kesalahan

* Berkemauan keras dan pasti untuk mencapai sasaran/ target

* Bebas dan mandiri

* Berani menghadapi tantangan dan masalah

* “Hari ini harus lebih baik dari kemarin, hari esok harus lebih baik dari hari ini”.

* Mencari pemecahan praktis dan bergerak cepat

* Mendelegasikan pekerjaan dan orientasi berfokus pada produktivitas

* Membuat dan menentukan tujuan

* Terdorong oleh tantangan dan tantangan

* Tidak begitu perlu teman

* Mau memimpin dan mengorganisasi

* Biasanya benar dan punya visi ke depan

* Unggul dalam keadaan darurat

KELEMAHAN:

* Tidak sabar dan cepat marah (kasar dan tidak taktis)

* Senang memerintah

* Terlalu bergairah dan tidak/susah untuk santai

* Menyukai kontroversi dan pertengkaran

* Terlalu kaku dan kuat/ keras

* Tidak menyukai air mata dan emosi tidak simpatik

* Tidak suka yang sepele dan bertele-tele / terlalu rinci

* Sering membuat keputusan tergesa-gesa

* Memanipulasi dan menuntut orang lain, cenderung memperalat orang lain

* Menghalalkan segala cara demi tercapainya tujuan

* Workaholics (kerja adalah “tuhan”-nya)

* Amat sulit mengaku salah dan meminta maaf

* Mungkin selalu benar tetapi tidak populer

DEFINING PROFICIENCY LEVELS BEGINNING, INTERMEDIATE, AND ADVANCED LEVEL

CHAPTER II

DISCUSSION

A.    DEFINING PROFICIENCY LEVELS

The ACTFL Proficiency Guidelines (1986) have come to be a widely recognized proficiency standard in language teaching circles. The current version of the guidelines is historically related to what or many years was referred to as “FSI” referred to as “ILR” (Interagency Language Roundtable) levels in more formal research settings, represent points on an increasing scale of sophistication as determined by the FSI Oral Interview.

B.     TEACHING BEGINNING LEVELS

Teaching beginner is considered by many to be the most challenging level of language instruction. Since students at this level have little or no prior knowledge of the target language, the teacher (and accompanying techniques and materials) becomes a central determiner in whether students accomplish their goals. This can also be most tangibly rewarding level for a teacher because the growth of students proficiency is apparent in a matter of a few weeks.

At the beginning or even false-beginning level, your students have very little language “behind: them. You may therefore be temped to go along with the popular misconception that the target language cannot be taught directly, that you will have to resort to a good deal of talking “about” the second language in the students’ native language. Such is clearly not the case, as beginning language courses have demonstrated for many decades. But you do have to keep in mind that your students’ capacity for taking in and retaining new words, structures, and concepts is limited.

The following ten factors – and the words of advice accompanying each- will help you to formulate an approach to teaching beginners. As you adopt a theoretical stance on each factors, you will be able to design classroom techniques that are consistent with your approach.

1.      Students’ cognitive learning processes

In those first few days and even weeks of language learning, virtual all of the students processing with respect to the second language it self is in a focal, controlled mode. Therefore, you can expect to engage in plenty of repetition of a limited number of words, phrases, and sentences. Don’t become frustrated if a considerable period of time goes by with little change in these learning modes.

The forms themselves, although still controlled (limited in capacity) nevertheless move into a peripheral mode as students become immersed in the task of seeking genuine information.               

2.      The role of the Teacher

Beginning students are highly dependent on the teacher for models of language and so a teacher-centered or teacher-fronted classroom is appropriate for some of your classroom time. Student are able to initiate few question and comments, so it is your responsibility to “keep the ball rolling”. Still, your beginning level classes need not be devoid of a modicum of student-centered work. Pair work and group work are effective techniques for taking students’ focus off you as the center of attention and for getting them into an interactive frame of mind even the most beginning level.

As students pain in their proficiency, they will be able to initiate questions and comments of their own that may then occasionally shift the locus of control.

3.      Teacher Talk

Your input in the class is crucial. Every ear and eye are indeed focused on you. Your own English needs to be clearly articulated. It is appropriate to slow your speech somewhat for easier student comprehension, but don’t slow it so much that it loses its naturalness. And remember, you don’t need to talk any louder to beginners than to advanced students if your articulation is clear. Use simple vocabulary and structures that are at or just slightly beyond their level.  

4.      Authenticity of Language

The language that you expose your students to should, according to principles of CLT, be authentic language, not just because students are beginners. Simple greeting and introduction, for example are authentic and yet manageable/ make sure utterance are limited to short, simple phrases. At time such language may appear to be artificial because of all the repetition needed at this stage. Don’t despair, your students will appreciate the opportunity to practice their new language.

5.      Fluency and accuracy

Fluency is a goal at this level but only within limited utterance lengths. Fluency does not have to apply only to long utterance. The “flow” of language is important to establish, from the beginning, in reasonably short segments. Attention to accuracy should center on the particular grammatical, phonological, or discourse element that are being practiced.

6.      Students creativity

The ultimate goals of learning a language is to be able to comprehend and produce it in unrehearsed situations, which demand both receptive and productive creativity. But at the beginning level, student can be creative only within the confines of a highly controlled repertoire of language. Innovation will come later when students get more language under their control.

7.      Techniques

Short, simple techniques must be used. Some mechanical techniques are appropriate-choral repetition and other drilling, for example. A good many teacher-initiated questions dominate at this level, followed only after some time by an increase in simple student-initiated questions. Group and pair activities are excellent techniques as long as they are structured and clearly defined with specific objectives. A variety of techniques is important because of limited language capacity.

8.      Listening and Speaking Goals

Listening and speaking functions for beginner are meaningful and authentic communication tasks. They are limited more by grammar, vocabulary, and length of utterance than by communicative functions. It is surprising how many language functions can be achieved with very uncomplicated language.

9.      Reading and Writing Goals

In level 1 reading and writing topics are confined to brief but nevertheless real-life written material. Advertisement, forms, and recipes are grist for the beginner’s reading mill, while written work may involve forms, lists, and simple notes and letters. The most important contextual factor that you should bear in mind in teaching reading and writing to beginners in their own native language.

10.  Grammar

As the charts show, a typical beginning level will deal at the outset with very simple verb forms, personal pronouns, definite and indefinite articles, singular and plural nouns, and simple sentences, in a progression of grammatical topics from simple to complex.

C.    TEACHING INTERMEDIATE LEVELS

In intermediate levels students have progressed beyond notice stages to an ability to sustain basic communicative tasks, to establish some minimal fluency, to deal with a few unrehearsed situations, to self-correct on occasion, top use a few compensatory strategies, and generally to “get along” in the language beyond mere survival. The picture change somewhat. Your role and the students’ capacities change. Consider the same ten factors :

1.      Students’ cognitive learning processes

As the intermediate stage some automatic processing has taken hold. Phrases, sentences, structures, and conversational rules have been practiced and are increasing in number, forcing the mental processes to automatize. I like to think of automaticity as placing elements of language into the “hard drive” are too small to contain all the information we neerd. One of your principal goals at this level is to get students to continue automatize, to continue to allow the bits and pieces of language that might clutter the mind to be relegated to automaticity.

2.      The role of the Teacher

Your are no longer the only initiator of language. Students should be encouraged to ask questions, make comments, and negotiate certain options in learning where appropriate. More students-student interaction can now take place in pairs, small groups, and whole-class activity.

Learner-centered work is now possible for more sustained lengths of time as students are able to maintain topics of discussion and focus. By its very nature, the intermediate level is richly diverse, that diversity can work to your advantage with carefully designed cooperative activities that capitalize in difference among students. Don’t set equal expectations for all students, however, since abilities, especially, speaking ability, can vary widely.

3.      Teacher Talk

Most of your oral production can be sustained at a natural pace, as long as your articulation is clear. Teacher talk should not occupy the major proportion of a class hour, otherwise, you are probably not giving students enough opportunity to talk. You should be using less of the native language of the learners at this level, but some situations may still demand it.

4.      Authenticity of Language

At this level students sometimes become overly concerned about grammatical correctness and may want to wander into esoteric discussions of grammatical details. This penchant for analysis might get them too far afield from authentic, real language. Make sure they stay on the track.

5.      Fluency and accuracy

The dichotomy between fluency and accuracy is a crucial concern here, more so than at either of the other ends of the proficiency spectrum. Some students are likely to become overly concerned about accuracy, possibly berating themselves for the mistakes they make and demanding constant corrections for very slip-up.

In general, fluency exercises are a must at this level. They help to get students over the hump of always having to say or write everything absolutely correctly. A big part of your task with the most students is to maintain their flow with just enough attentions to error to keep them growing.

6.      Students creativity

The fact that some of this new language is now under control gives rise to more opportunities for the student to be creative. Try to recognize this form of creativity as a positive sign of language development and of the internalization of a coherent system. Students are also becoming more capable of applying their classroom language to unrehearsed situations.

7.      Techniques

Because of the increasing language capacities of your students, techniques can increase in complexity. Common interactive techniques for intermediate include chain stories, surveys and polls, paired interviews, group problem solving, role-plays, story telling and many others.

8.      Listening and Speaking Goals

The linguistic complexity of communicative listening-speaking goals increase steadily. Along with the creation of novel utterance, students can participate in short conversation, ask and answer questions, find alternative ways to convey meaning, solicit information from others, and more. The functions themselves may not be intrinsically more complex, but the forms they use are.

9.      Reading and Writing Goals

Increasing complexity in terms of length, grammar, and discourse now characterizes reading material as student read paragraphs and short, simple stories, and are beginning to use skimming and scanning skills. Writing is similarly more sophisticated.

10.  Grammar

Grammar topics such as progressive verb tenses and clauses typify intermediate level teaching. Students can benefit from small doses of short, simple explain nation of points in English. Keep grammatical meta-language to an ideal minimum at this level: otherwise, your students will become English grammarians instead of English speakers. Remember, you are interested in grammar because that is where some of your training has been , but you don’t need to make budding Ph.D.s in linguistics of your students.

D.    TEACHING ADVANCED LEVELS

As students move up the developments ladder, getting closer and closer to their goals, developing fluency along with a greater degree of accuracy able to handle virtually any situations in which target language use is demanded, they become “advanced students”.

1.      Students’ cognitive learning processes

As competence in language continues to build, students can realize the full spectrum of processing, assigning larger and larger chunks to automatic modes and gaining the confidence to put the formal structures of language on the periphery so that focal attention may be given to the interpretation and negotiation of meaning and to the conveying of thoughts and feeling in interactive communication.

2.      The role of the Teacher

On the surface, your job may appear easier with advanced students, you can sit back and let their questions and self-generated curiously take over. In reality, the independence that’s students have acquired mist be cleverly channeled into class-room routines that benefit most of the students most of the time. No mean task! The most common occurrence in advanced level teaching is that your class runs away with it self and you are left with only a quarter of half your plans fulfilled. So, whole you want to take advantage of the self-starting personalities in your class, orderly plans are still important. A directive role on your part can create effective learning opportunities even within a predominantly learner-centered classroom.

3.      Teacher Talk

Natural language at natural speed is a must at this level. Make sure your students are challenged by your choice of vocabulary, structures, idioms, and other language features. But, after all, they are still learning the language, so remember that they have not yet turned into native speakers. The amount of teacher talk should be commensurate with the type of activity. Make sure your students have ample opportunities to produce language so that your role as a provider of feedback takes prominences. For some of your students, this is the last chance to benefit from informed, systematic feedback on their performance; from here on out, they will be “out there” where people, out of politeness or respect, rarely give corrections.

4.      Authenticity of Language

Everything from academic prose to literature to idiomatic conversation becomes a legitimate resource for the classroom. Virtually no authentic language material should be summarily disqualified at this stage. Certain restrictions may come to bear, depending on how advanced your class is, of course.

5.      Fluency and accuracy

At this level most, if not all of your students are “fluent” in that they have passed beyond the breakthrough stage and are no longer thinking about every word or structure they are producing or comprehending. A handful or two of problems still need attention. If errors are relatively rare, an occasional treatment from you or from peers may be quite helpful.  

6.      Students creativity

The joy of teaching at this level is in those moments of student performance when you know that they are now able to apply classroom material to real contexts beyond. Make sure that students keep their eyes fixed in those goals. Be ever wary of classroom activity that simply ends right there in the classroom.

7.      Techniques

Techniques can now tap into a full range of sociolinguistics and pragmatic competences. Typical of this level are activities like group debates and argumentations, complex role-plays, scanning and skimming reading material, determining and questioning author’s intent and writing essays and critiques. Often at this level students have specific purposes for which they are planning to use English. Focus on those purpose as much as possible.

8.      Listening and Speaking Goals

At this level students can focus more carefully on all the sociolinguistic nuances of language. Pragmatic constrain are common areas needing work as students finc-tune their production and comprehension in terms of register, style, the status of the interlocutor, the specific context of a conversational exchange turn-taking, topic nomination and termination, topic-changing, and culturally conditioned language constrains,.

9.      Reading and Writing Goals

Reading and writing skills similarly progress closer and closer to native-speaker competence as students learn more about such things as critical reading, the role of schemata in interpreting written texts, and writing a document related to one’s profession.

10.  Grammar

Your classes need not become saturated with language about language,  but will-targeted deductive grammar has its place. You have now had a chance to contemplate quite a number of variables that changes as you teach lower or higher levels of proficiency. The age and proficiency variables are two extremely important issues to incorporate into any attempt to plan and conduct language lessons.