ppt-1.3a. konsep-pendekatan-scientific-b-inggris-smp
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kur 2013TRANSCRIPT
KEMENTERIAN PENDIDIKAN DAN KEBUDAYAAN
BADAN PENGEMBANGAN SUMBERDAYA MANUSIA PENDIDIKAN DAN KEBUDAYAAN DAN PENJAMINAN MUTU PENDIDIKAN
KONSEP PENDEKATAN ILMIAH DALAM
PEMBELAJARAN BAHASA INGGRIS
Permendikbud No 65 Th 2013 tentang Standar Proses
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GRADASI KOMPETENSI
SIKAP PENGETAHUAN KETERAMPILAN
Menerima Mengingat Mengamati
Menjalankan Memahami Menanya
Menghargai Menerapkan Mencoba
Menghayati Menganalisis Menalar
Mengamalkan Mengevaluasi Menyaji
- Mencipta
Permendikbud 81a/2013 tentang Implementasi Kurikulum (5 Pengalaman Belajar Pokok)
Mengamati
Mempertanyakan
Mengumpulkan Informasi
Mengasosiasikan
Mengomunikasikan
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Proses Pembelajaran
1. Mengamati (fenomena untuk mengidentifikasi masalah yang ingin diketahui)
2. Menanya (membatasi masalah dan merumuskan pertanyaan dan merumuskan jawaban sementara terhadap pertanyaan berdasarkan pengetahuan dan/atau data/informasi terbatas yang telah dimiliki)
3. Mengumpulkan data dengan satu atau lebih teknik (yang relevan dengan pertanyaan dengan berbagai cara)
4. Menalar/menganalisis data (untuk merumuskan kesimpulan)
5. Mengomunikasikan (kesimpulan/jawaban pertanyaan kepada pihak lain)
6. DAPAT dilanjutkan dengan mencipta (dan mengomunikasikan ciptaan) (dan/atau menginovasi sesuatu berdasarkan pengetahuan yang dibangun)
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Pembelajaran Bahasa Inggris [Teaching by Principles, Brown: 2007]
Automaticity Meaningful learning The anticipation of reward Intrinsic motivation Strategic investment Autonomy Language ego
Willingness to communicate
The language-culture connection
The native language effect
Interlanguage Communicative
competence
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Communicative Language Teaching
Tujuan pembelajaran
memfasilitasi peserta didik dalam
mengembangkan kompetensi
komunikatif lisan dan tertulis dalam bahasa
sasaran (target)
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Kompetensi Komunikatif(Celce-Murcia, dkk, 1995)
kompetensi kebahasaan
kompetensi aksional
kompetensi sosiokultural
kompetensi strategi
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Perwujudan CLT
PROCESS-BASED CLT APPROACHESA. Content-based InstructionB. Task-based Instruction
PRODUCT-BASED CLT APPROACHESA. Genre-based ApproachB. Competency-based Approach
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Genre-based Approach (Feez & Joyce, 1998)
1. Building the Context or Knowledge of the Field (Negotiating Field)
2. Modelling and Deconstructing the Text
3. Joint Construction of Text
4. Independent Construction of Text
5. Linking to Related Texts
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Building Knowledge of the FieldActivities
Presenting the context through pictures, audio-visual material, realia, excursions, field-trips, guest speakers, etc
Establishing the social purpose through discussions or surveys
Cross cultural activities Related research activities Comparing the model text with other texts of the same
genre or contrasting type
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Notes for Teachers
Teachers should create activities which help students to comprehend the content of the text, including the roles of the people involved, the purposes of the text, the function of the text, and the type of situation.
The questions may be multiple choice in their form, completion, or essay, depending on the level of learning.
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Modelling and Deconstructing the Text
STUDENTS investigate the structural patterns and language features of the model text
STUDENTS compare the model with other examples of the text-type
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Activities at Each Level of Language
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LEVEL OF LANGUAGE
ACTIVITIES
TEXT-LEVEL • presentation activities using devices• sorting, matching and labelling activities eg
sorting sets of texts, sequencing jumbled stages, labelling stages.
• activities focusing on cohesive devices
CLAUSE LEVEL • presentation and practice activities relating to the grammatical features of the text
EXPRESSION LEVEL • oral-aural, pronunciation, decoding, spelling, handwriting or typing practice as needed for the use of the text type
Notes for Teachers
Use diagnostic assessment “to decide how much time to devote to particular language feature and what kind of presentation or practice students need with each feature”
Conduct the activity at the whole text level, clause level and expression level
Use various techniques for dealing with grammar and text structures
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Joint Construction of the TextActivities
Teacher questioning, discussing and editing whole class construction, then scribing onto board
Skeleton texts Jigsaw and information gap activities Small group construction of texts Dictogloss Self assessment and peer assessment activities
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Notes for Teachers
Students begin to contribute to the construction of whole examples of the text-type
The teacher gradually reduces the contribution to text construction, as the students move closer to being able to control the text-type independently (Feeze & Joyce, 1998: 30)
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Independent Construction of the TextActivities
Independent construction activities include: Listening tasks, e.g., comprehension activities in response to
live or recorded material, such as performing a task, sequencing pictures, numbering, ticking or underlining material on a worksheet, answering questions
Listening and speaking tasks, e.g., role plays, simulated or authentic dialogs
Speaking tasks, e.g., spoken presentation to class, community organization, or workplace
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Reading tasks, e.g., comprehension activities in response to written material such as performing a task, sequencing pictures, numbering, ticking or underlining material on a worksheet, answering questions
Writing tasks which demand that students draft and present whole texts
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Linking to Related Texts [Optional](Depending on Students’ Proficiency Level)
In this stage, students investigate how what they have learned in this teaching/learning cycle can be related to: other texts in the same or similar context future or past cycles of teaching and learning
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Activities
Comparing the use of the text-type across different fields
Researching other text-types used in the same field Role-playing what happens if the same text-type is used
by people with different roles and relationships Comparing spoken and written models of the same text-
type Researching how a key language feature used in this
text-type is used in other text-types
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Contoh Realisasi Pendekatan Ilmiah dalam GBA
(Prof Utami, UM)
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STAGE GBA PENDEKATAN ILMIAH
BKoF Presenting the context through pictures, audio-visual material, realia, excursions, field-trips, guest speakers, etcEstablishing the social purpose through discussions or surveysCross cultural activitiesRelated research activitiesComparing the model text with other texts of the same genre or contrasting type
MengamatiMenanyaMengumpulkan dataMenalar/menganalisis dataMengomunikasikan
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STAGE GBA PENDEKATAN ILMIAH
MoT • presentation activities using devices• sorting, matching and labelling activities eg
sorting sets of texts, sequencing jumbled stages, labelling stages.
• activities focusing on cohesive devices • presentation and practice activities relating
to the grammatical features of the text• oral-aural, pronunciation, decoding,
spelling, handwriting or typing practice as needed for the use of the text type
MengamatiMenanyaMengumpulkan dataMenalar/menganalisis dataMengomunikasikan
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STAGE GBA PENDEKATAN ILMIAH
JCoT • Teacher questioning, discussing and editing whole class construction, then scribing onto board
• Skeleton texts• Jigsaw and information gap activities• Small group construction of texts• Dictogloss• Self assessment and peer assessment
activities
Mencipta
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STAGE GBA PENDEKATAN ILMIAH
ICoT • Listening tasks, e.g., comprehension activities in response to live or recorded material, such as performing a task, sequencing pictures, numbering, ticking or underlining material on a worksheet, answering questions
• Listening and speaking tasks, e.g., role plays, simulated or authentic dialogs
• Speaking tasks, e.g., spoken presentation to class, community organization, or workplace
• Reading tasks, e.g., comprehension activities in response to written material such as performing a task, sequencing pictures, numbering, ticking or underlining material on a worksheet, answering questions
• Writing tasks which demand that students draft and present whole texts
Mencipta
Your Turn
Work in groups.1. Choose one KI and one KD.2. Find relevant materials.3. Discuss and develop a teaching scenario reflecting the
scientific approach.
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