ppt-1.3a. konsep-pendekatan-scientific-b-inggris-smp

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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