Good Morning - PowerPoint PPT Presentation

Loading...

PPT – Good Morning PowerPoint presentation | free to download - id: 6fb410-MWRlN



Loading


The Adobe Flash plugin is needed to view this content

Get the plugin now

View by Category
About This Presentation
Title:

Good Morning

Description:

Title: Good Morning Created Date: 3/5/2007 12:43:40 AM Document presentation format: On-screen Show Other titles: Arial Arial Black Times New Roman Wingdings Tahoma ... – PowerPoint PPT presentation

Number of Views:46
Avg rating:3.0/5.0
Slides: 43
Provided by: word378
Learn more at: http://aguswuryanto.files.wordpress.com
Category:

less

Write a Comment
User Comments (0)
Transcript and Presenter's Notes

Title: Good Morning


1
Assalamu'alaikum
Good Morning Ladies and Gentlemen
2
PENDALAMAN MATERI BAHASA INGGRIS(Pengembangan
Bahan Ajar)How to Write a Textbook
  • Lembaga Penjaminan Mutu Pendidikan (LPMP)
  • Jawa Tengah

Semarang, 24 25 Oktober 2007
3
Let me introduce myself
  • Rudi Hartono, S.S., M.Pd.
  • Tasikmalaya,September 7, 1969
  • S-1 (English Linguistics-UNPAD Bandung)
  • S-2 (English Education-UPI Bandung)
  • S3 (Linguistics Translation Studies-UNS/On
    going)
  • English Lecturer of UNNES Semarang
  • English Textbook Writer
  • One Wife and Two Children
  • Teaching Traveling
  • E-mail rudi_fbsunnes_at_yahoo.com

4
About English Lesson
  • English language is a tool of communication used
    by people (both oral and written).
  • Indonesian students should be able to understand
    and express information, thought, feeling, and
    develop science and technology, and culture by
    using English language.
  • The function of English language is a tool of
    communication used by people to access
    information, a tool for keeping interpersonal
    relationship, exchanging information, and
    enjoying language esthetics in English culture.

5
The Purpose of English Lesson in Indonesia
  • To develop a wording capability (discourse
    competence) in order to participate in a modern
    society.
  • To develop communication skills in both spoken
    and written English which covers listening,
    speaking, reading, and writing.
  • To develop awareness of the essence and function
    of language as a tool of communication and a tool
    of learning.
  • To develop concept of cultural context and its
    implication in language usage.

6
The Range of English Subject
  • Language skills listening, speaking, reading,
    writing
  • Sub-competence linguistic competence, actional
    competence, socio-cultural competence, strategic
    competence, discourse competence
  • Positive attitude development toward English as a
    tool of communication

7
ENGLISH LANGUAGE
Situation
Culture
Linguistics
Listening
Speaking
Reading
Writing
Exposure Difficulties of Out of Classroom
Application
Reading Materials
Native Speakers
Limited Time
Unlimited Time
Classroom Teacher and Textbook
8
ENGLISH TEXTBOOK STANDARDIZATION
  • Achievable
  • Practical
  • Giving priority to the objectives of
    communication
  • Developing the life-skills

9
The Aspects of English Textbook Standardization
  • Content or teaching material aspect
  • Material presentation aspect
  • Language aspect and readability
  • Graphics aspect

10
Criteria of Content and Material Aspects
  • Lesson materials are matching to curriculum.
  • It presents integrated lesson materials.
  • Lesson materials contain text types
  • Lesson materials contain phonological component,
    vocabulary, and accurate English grammar based on
    the curriculum demands.
  • Lesson materials are arranged based on the
    gradation and difficulty levels.
  • Tasks are given to improve students ability and
    to support the formulated objectives of
    curriculum.
  • Lesson materials contains knowledge and attitudes
    that support life-skills.
  • Lesson materials are concerned with genders,
    tribes, religions, races, and groups and ethic
    code of copy rights

11
Criteria of Presentation Aspect
  • The learning objectives are stated explicitly and
    led to the communication competence mastery.
  • Chapter presentation reflects a logic,
    harmonious, and arranged plot.
  • Chapter presentation is arranged based on the
    difficulty levels from easy to difficult
    materials.
  • Tasks and exercises are suitable with the given
    lesson materials.
  • Chapter presentation considers the relationship
    between connected materials and other materials.
  • Chapter presentation actively involves students
    to communicate in English language.
  • Chapter presentation motivates students to be
    interested in English lesson.
  • Chapter presentation motivates students to do
    reflection and self-evaluation by providing
    exercise items and answer keys that evaluate and
    assess the students comprehension.

12
Criteria of Language Aspect and Readability
  • Usage of Standard English based on the linguistic
    principles
  • Usage of English language according to the
    instruction communication need
  • Usage of other English varieties appropriately
    matching to text types and communication demand
  • Usage of vocabularies according to students
    cognitive level and difficulty level
    consideration
  • Usage of sentence structures based on the
    students language mastery level
  • Paragraphs are presented effectively by
    considering the coherence and cohesion aspects.
  • Usage illustrations which are functional and
    relevant to the lesson materials

13
What is the textbook model?
  • Textbook is a source of learning.
  • Textbook is a reference for which students ask.
  • Textbook model is a textbook which is designed
    based on the current curriculum to be tried out
    and evaluated by users whether it is appropriate
    for classroom instructions or other teaching and
    learning activities or not.
  • Textbook model is prepared for overcoming the
    lack of teaching and learning materials needed by
    teachers and students in and out of the classroom.

14
What is the textbook model for?
  • The textbook model is useful for creative
    teachers and active students.
  • The textbook model is designed for an English
    user who has a high motivation to practice
    English communicatively based on both English and
    Indonesian socio-cultural contexts.
  • The textbook model is an alternative textbook
    prepared for fulfilling the lack of teaching and
    learning materials, and teachers and students
    need.

15
How to develop the textbook model?
  • Listening Activities
  • a. Listening to English programs on radio, tape
    recorder, TV/ CD/VCD/
  • DVD/movies, announcement, etc.
  • b. Recording teachers, students, native
    speakers voice
  • c. Listening to lesson materials dictated by
    teachers in the classroom
  • Speaking Activities
  • a. Talking to teachers, friends, families,
    neighbors, foreigners, other
  • people in English
  • b. Retelling stories, delivering a speech, being
    a moderator,
  • giving comments, discussing problems,
    debating, presenting a
  • paper
  • Reading Activities
  • Reading short stories, novels, poems, textbooks,
    newspapers, magazines, leaflets, announcements,
    news, e-mails, websites, etc.
  • Writing Activities
  • Rewriting stories, writing short stories,
    novels, poems, notes, memos, announcements, news,
    articles, papers, diaries, journals, wall
    magazines, etc. by doing a peer collaboration
    and/or peer-teacher collaboration in or out of
    the classroom.

16
To whom is the textbook model tried out?
  • Respondents that can be involved in trying out
    the textbook model are
  • Government staffs (policy and decision makers)
  • Private stakeholders (publishers and companies)
  • Teachers (users and evaluators)
  • Students (users)
  • Researchers (evaluators)
  • Students parents (evaluators and supervisors)

17
The Odd Chapter Format of the English Textbook
Model
  • Title of Chapter (Language Function)
  • Learning Objectives
  • Stage 1 (Dig up What You Know)
  • Stage 2 (Take a Look)
  • Stage 3 (Discuss It, Please)
  • Stage 4 (Do It Yourself)
  • Reflection (Think Again)
  • Formative Test

18
The Even Chapter Format of the English Textbook
Model
  • Title of Chapter (Text Type)
  • Learning Objectives
  • Stage 1 (Dig up What You Know)
  • Stage 2 (Take a Look)
  • Stage 3 (Discuss It, Please)
  • Stage 4 (Do It Yourself)
  • Reflection (Think Again)
  • Formative Test

19
Lesson Material Coverage
  • Language Functions Expressing complaints,
    requests, commands, advice, suggestions,
    possibilities, apologies, hopes/wishes, plans,
    etc.
  • Text Types (Genres) Narrative, Explanation,
    Discussion, Review
  • Grammar Tenses, Passive Voices, Noun
    Clause/Phrase, Adverb Clause/Phrase, Adjective
    Clause/Phrase, Adverbs, Conjunctions, Nouns,
    Pronouns, Verb classes, Question Tags, Modality,
    If Clause, etc.
  • Vocabulary/Glossary Equivalences and definitions
  • Pronunciation Practice New words from the texts
  • Public Speaking Speech, debate, moderator,
    presenter
  • Literary Appreciation Story reading, story
    telling, poetry reading, prose analysis, poetry
    analysis

20
Exercise Coverage
  • Listening Listening to Questions, dialogs,
    texts, stories
  • Speaking Oral QA, matching suitable
    expressions, conversation, retelling, speech,
    discussing, role playing (dialog, story or
    drama), debating, presenting papers
  • Reading Reading text types, leaflets, banners,
    illustrations, expressions, dialogs, story books
  • Writing Making sentences based on the provided
    patterns or words, dialog scripts, clauses,
    paragraphs, short texts, essays, answering
    written questions and true-false arranging
    sentences into a paragraph/dialog, arranging
    expressions into a dialog, making a dialog from a
    story, making a dialog based on the pictures,
    text structure and linguistic features analysis,
    rewriting a story based on picture series,
    constructing a text draft based on the plan of
    text
  • Pronunciation Pronouncing words, phonetic
    transcription drills
  • Grammar Studying and practicing grammatical
    patterns and usage, analyzing the grammatical
    rules, changing the verbs
  • Vocabulary matching words with definitions

21
Time Allotment of XII Grade (A4)
  • 38 x 5 x 45 8550 minutes
  • 8550 12 712,5 minutes (_at_ chapter)
  • 712,5 4 178,125 minutes (_at_ stage)
  • 178,125 4 44,53125 minutes (_at_ activity)

22
PUSAT PERBUKUAN JAKARTA
  • Jl. Gunung Sahari Raya No. 4 (Eks Kompleks
    Siliwangi) Lantai VI, Jakarta Pusat 10002
  • www.setjen.depdiknas.go.id
  • www.sibi.or.id
  • E-mail pusbuk_at_sibi.or.id
  • www.bsnp.indonesia.org

23
(No Transcript)
24
(No Transcript)
25
(No Transcript)
26
(No Transcript)
27
(No Transcript)
28
(No Transcript)
29
(No Transcript)
30
(No Transcript)
31
(No Transcript)
32
(No Transcript)
33
(No Transcript)
34
(No Transcript)
35
(No Transcript)
36
(No Transcript)
37
(No Transcript)
38
(No Transcript)
39
(No Transcript)
40
(No Transcript)
41
(No Transcript)
42
Thank you
Wassalamu'alaikum
About PowerShow.com