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7/25/2019 GENRE-BASED APPROACH.ppt
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TEXT-BASEDTEXT-BASEDNGLISH
NGLISH
T ACHING
ACHING
presented by
EKA PURNAMA, SPd
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Mata Pelajaran Bahasa Inggris di SMA/MAMata Pelajaran Bahasa Inggris di SMA/MA
bertujuan agar peserta didik memiliki kemampuanbertujuan agar peserta didik memiliki kemampuan
sebagai berikut.sebagai berikut.MengembangkanMengembangkan kompetensi berkomunikasikompetensi berkomunikasi
dalam bentuk lisan dan tulis untuk mencapai tingkatdalam bentuk lisan dan tulis untuk mencapai tingkat
literasiliterasi informationalinformational
Memiliki kesadaran tentang hakikat danMemiliki kesadaran tentang hakikat dan
pentingnya bahasa Inggris untuk meningkatkanpentingnya bahasa Inggris untuk meningkatkan
daya saing bangsa dalam masyarakat globaldaya saing bangsa dalam masyarakat global
Mengembangkan pemahaman peserta didikMengembangkan pemahaman peserta didik
tentang keterkaitan antara bahasa dengan budaya.tentang keterkaitan antara bahasa dengan budaya.
(Standar Isi)(Standar Isi)
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DiscourseDiscourse
CompetenceCompetence
Socio-culturalSocio-cultural
CompetenceCompetence
Linguistic CompetenceLinguistic Competence ActionalActional
CompetenceCompetence
Strategic CompetenceStrategic Competence
CommunicativeCommunicativeCompetenceCompetenceCelce-Murcia et al. (1995:10)Celce-Murcia et al. (1995:10)
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What is theWhat is the
GENRE/LITERACYGENRE/LITERACYAPROACHAPROACH ??
??BASIC METHODOLOGYBASIC METHODOLOGYinin ELTELT
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GENRE/LITERACY APPROACHGENRE/LITERACY APPROACH
BUILDINGBUILDING
KNOWLEDGEKNOWLEDGE
OF THE FIELDOF THE FIELD
(TEXT)(TEXT)
MODELLING OF TEXTMODELLING OF TEXTJOINTJOINTCONSTRUCTIONCONSTRUCTION
OF TEXTOF TEXT
INDEPENDENTINDEPENDENT
CONSTRUCTIONCONSTRUCTIONOF TEXTOF TEXT
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?APPROACH
GENREGENRE
LITERACYLITERACY
TEXT-BASEDTEXT-BASED
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STANDAR ISI (SI)STANDAR ISI (SI)
STANDAR KOMPETENSISTANDAR KOMPETENSILULUSAN (SKLLULUSAN (SKL))
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Text-basedText-based
SyllabusSyllabust ncorporates an ncreas ng
t ncorporates an ncreas ng
understand ng of
nderstand ng of how language ishow language is
structuredstructured andand how language is usedhow language is usedin social contextsin social contexts
Syllabus type:Syllabus type:A type o !"xed syllabus
All t#e ele!e$ts o %a&"ous ot#e&syllabus types 'a$ 'o$st"tute a&epe&to"&e &o! (#"'# a text-based syllabus 'a$ be des")$ed
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VIEW OF LANGUAGE:VIEW OF LANGUAGE:
La$)ua)e o''u&s asLa$)ua)e o''u&s as (#ole texts(#ole texts(#"'# a&e e!bedded "$ t#e(#"'# a&e e!bedded "$ t#eso'"al 'o$texts "$ (#"'# t#ey a&eso'"al 'o$texts "$ (#"'# t#ey a&eusedused
VIEW OF LANGUAGE LEARNING:VIEW OF LANGUAGE LEARNING:
People lea&$ la$)ua)ePeople lea&$ la$)ua)e
t#&ou)# (o&*"$) ("t#t#&ou)# (o&*"$) ("t#
(#ole(#oletextstexts
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MMethodology:ethodology:is based on a model of teachingis based on a model of teaching
and learning in which the learnerand learning in which the learner
gradually gains increasinggradually gains increasing
control ofcontrol of text-typestext-types
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Text-based SyllabusText-based Syllabus
"s p&"!a&"ly 'o$'e&$ed ("t#"s p&"!a&"ly 'o$'e&$ed ("t#(#at lea&$e&s do ("t# la$)ua)e+(#at lea&$e&s do ("t# la$)ua)e+
"+e+"+e+ (#at t#ey do ("t# (#ole(#at t#ey do ("t# (#oletexts "$ 'o$texttexts "$ 'o$text
A text-based syllabusA text-based syllabus
"s 'o$'e&$ed ("t#"s 'o$'e&$ed ("t#$"ts o$"ts od"s'ou&sed"s'ou&se'alled'alledtete
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Text-based Syllabus design draws on theText-based Syllabus design draws on thesystemic functional model of language.systemic functional model of language.
T#e !a"$ 'o$'epts:T#e !a"$ 'o$'epts: La$)ua)e "s a &esou&'e o&La$)ua)e "s a &esou&'e o& makingmakingmeaningmeaning
T#e &esou&'e o la$)ua)e 'o$s"sts o a setT#e &esou&'e o la$)ua)e 'o$s"sts o a set
oo interrelated systeminterrelated system La$)ua)e use&sLa$)ua)e use&s draw on this resourcedraw on this resourceea'#ea'#
t"!e t#ey use la$)ua)et"!e t#ey use la$)ua)e
Language users create textsLanguage users create textsto !a*eto !a*e
!ea$"$)!ea$"$)
TextsTextsa&e s#aped bya&e s#aped by the social contextthe social context"$"$
(#"'# t#ey a&e used(#"'# t#ey a&e used
The social contextThe social context"s s#aped by"s s#aped by people us"$)people us"$)t#e la$)ua)et#e la$)ua)e
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The most effective methodologyThe most effective methodology
for implementing a text-asedfor implementing a text-ased
sylla!s is thesylla!s is the
GENRE/LTER!"# !$$R%!"&GENRE/LTER!"# !$$R%!"& , t(o. 'y'les, t(o. 'y'leso&alo&al a$da$d
(&"tte$(&"tte$ Ea'# 'y'le 'o$s"sts oEa'# 'y'le 'o$s"sts o 00
ou&. sta)esou&. sta)es::1+1+ 2u"ld"$) 3$o(led)e o 4"eld2u"ld"$) 3$o(led)e o 4"eld
,+,+ 5odel"$) o Text5odel"$) o Text
6+6+7o"$t Co$st&u't"o$ o Text7o"$t Co$st&u't"o$ o Text
0+0+ I$depe$de$t Co$st&u't"o$ o TextI$depe$de$t Co$st&u't"o$ o Text
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GENRE/LITERACYGENRE/LITERACY
APPROACHAPPROACH
BUILDINGBUILDING
KNOWLEDGEKNOWLEDGE
OF THE FIELDOF THE FIELD
(TEXT)(TEXT)
MODELLING OF TEXTMODELLING OF TEXTJOINTJOINTCONSTRUCTIONCONSTRUCTION
OF TEXTOF TEXT
INDEPENDENTINDEPENDENT
CONSTRUCTIONCONSTRUCTIONOF TEXTOF TEXT
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1.1. BBUILDINGUILDING KKNOWLEDGENOWLEDGE OOF THEF THE FFIELDIELD
StudentsStudents are introduced to theare introduced to the socialsocial
contextcontextof the textof the text
explore theexplore the culturalculturalcontextcontextandandsocialsocialpurposepurposeof the text-typeof the text-type
are exposed to the relevantare exposed to the relevant
vocabularyvocabularyandand grammaticalgrammaticalpatternspatterns
are exposed to theare exposed to the genericgenericfeaturesfeaturesof the textof the text
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2.2.mmodelingodelingooffttextextStudentsStudents
n!est"#te t$en!est"#te t$e structural patternsstructural patterns#nd#ndlanguage featureslanguage features%& t$e '%de%& t$e '%de
comparecomparet$e '%de t$t$e '%de t$ %t$e* e+#',es%t$e* e+#',es%&%&t$e te+t-t.,et$e te+t-t.,e
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3.3.JJOINTOINTCCONSTRUCTIONONSTRUCTION
OOFFTHETHETTEXTEXTStude$ts be)"$ toStude$ts be)"$ to
'o$t&"bute'o$t&"buteto t#eto t#e'o$st&u't"o$'o$st&u't"o$o t#e (#oleo t#e (#ole
exa!ples o t#eexa!ples o t#etexttext--typetype
Stude$ts (o&* "$Stude$ts (o&* "$'ollabo&at"o$'ollabo&at"o$"$ pa"&s o&"$ pa"&s o&
s!all )&oup-(o&*.s!all )&oup-(o&*.
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4.4. IIndependentndependent
CConstructiononstruction ooff TTextext
Stude$ts (o&*Stude$ts (o&*
"$depe$de$tly"$depe$de$tly("t#("t#
t#e textt#e text
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3u&890 /3u&890 /
323323To develop te !t"de#t!$To develop te !t"de#t!$COMMUNICATI%E COMPETENCE&COMMUNICATI%E COMPETENCE&
COMMUNICATI/ECOMMUNICATI/E
APPROACHAPPROACH
GENRE APPROACHGENRE APPROACH
Grammatical CompetenceSocio-linguistic CompetenceDiscourse CompetenceStrategic Competence
( C#n#e #nd S#n0 1234 )
Discourse CompetenceActional CompetenceLinguistic CompetenceSocio-cultural CompetenceStrategic Competence
(Ce5e-Mu*5#0 et #0 1226)
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COMMUNICATIVECOMMUNICATIVE
APPROACHAPPROACHA$ app&oa'# to o&e")$ o&A$ app&oa'# to o&e")$ o&
se'o$d la$)ua)e tea'#"$)se'o$d la$)ua)e tea'#"$)
(#"'# e!p#as"es t#at t#e )oal(#"'# e!p#as"es t#at t#e )oalo la$)ua)e lea&$"$) "so la$)ua)e lea&$"$) "s
??
COMMUNICATIVECOMMUNICATIVE
COMPETENCECOMPETENCERichards, J.C. et al. 199. Longman Dictiona! o" Lang#ag$T$ac%ing an& A''(i$& Ling#i)tic)* !"#L$%&'a%
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THE PRINCIPLESTHE PRINCIPLES oo
CO55;NICATI
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Wa(s $) Achie*i%& the O+ecti*es#Wa(s $) Achie*i%& the O+ecti*es#
1.1. Use natural English (theUse natural English (the
teacher and the students)teacher and the students)
2.2. Use language unctions inUse language unctions inappropriate situationsappropriate situations
!.!. "ocus on meaning rather than"ocus on meaning rather than
ormorm
#.#.Teacher as acilitatorTeacher as acilitator
$.$. %tudent&oriented activities%tudent&oriented activities
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Than' ouThan' out*s good to +et*s good to +eimportantimportant,,+ut it*s+ut it*s
important to +eimportant to +e
goodgood