WORKSHOP PENULISAN BUKU AJAR BERBASIS PENELITIAN DAN TEORI

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WORKSHOPPENULISAN BUKU AJAR BERBASIS
PENELITIAN DAN TEORI

• Prof. Endang Fauziati
• 081 546 644 197
• efauziati_at_gmail.com/endang_fauziati_at_ums.ac.id
• Universitas Muhammadiyah Surakarta
• Jl. A Yani Tromol Pos 1 Pabelan Surakarta

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MENGAPA MENULIS BUKU AJAR?
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LEARNING BY DOING

• PILIH SALAH SATU MATA KULIAH YANG SUDAH SANGAT
  ANDA KUASAI
• CONTOH
• APPROACH AND METHOD OF TEACHING ENGLISH AS A
  FOREIGN LANGUAGE
• (TEFL)

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TULIS TOPIK BAHASAN UTAMA SELAMA SATU SMT

• CONTOH
• AN OVERVIEW OF FOREIGN LANGUAGE TEACHING
  METHODOLOGY
• TRADITIONAL METHOD
• DESIGNER METHOD
• COMMUNICATIVE APPROACH
• SCIENTIFIC APROACH

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BREAKDOWN MASING MASING TOPIK MENJADI BEBERAPA
SUB TOPIK

• CONTOH
• PART ONE
• AN OVERVIEW OF FOREIGN LANGUAGE TEACHING
  METHODOLOGY
• 1. Historical Sketch of Foreign Language Teaching
  Methodology
• 2. The Nature of Approach, Method, and Technique
  
• PART TWO
• TRADITIONAL METHOD
• 1. Grammar Translation Method (GTM)
• 2. Direct Method (DM)
• 3. Situational Language Teaching (SLT)
• 4. Audiolingual Method (ALM)
• 5. Cognitive Code Learning (CCL)

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• PART THREE
• DESIGNER METHOD
• 1. Community Language Learning (CLL)
• 2. Total Physical Response (TPR)
• 3. Silent Way (SW)
• 4. Suggestopedia
• 5. Natural Approach (NA)
•  
• PART FOUR
• COMMUNICATIVE APPROACH
• 1. Communicative Language Teaching (CLT)
• 2. Cooperative Language Learning (Coop. LL)
• 3. Competency-Based Language Teaching (CBLT)
• 4. Content-Based Instruction (CBI)
• 5. Genre-Based Instruction (GBI)
•  
• PART FIVE
• SCIENTIFIC APROACH
• 1. Inquiry-Based Language Learning (IBLL)

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KUMPULKAN MINIMAL 10 ARTIKEL TTH SATU TIPIK
BAHASAN

• Contoh Genre-Based Instruction (GBI)
• References
• 1. Agustien, H.I.R. 2006.Text-Based Curriculum
  and Genre Approach. A plenary paper presented at
  UPI National Seminar, 27 February 2006.
• 2. Badger, R., White, G. (2000). Product,
  Process and Genre Approaches to Writing in EAP
  Electronic Version. ELT Journal, 2000 54/2,
  153-160.
• 3. Balaban, Nancy. (1995) "Seeing the Child,
  Knowing the Person." In Ayers, W. "To Become a
  Teacher," Teachers College Press.
• 4. Bawarshi, A. (2000). The genre function.
  College English, 62(3), 335-360. Bhatia, V. K.
  (1993). Analyzing genre Language use in
  professional settings. New York Longman.
• 5. Bhatia, V. K. 1993. Analyzing Genre Language
  Use in Professional Setting. London Longman.
• 6. Burns, A. (2001). Genre-Based Approaches to
  Writing and Beginning Adult ESL Learners. In C.
  Candlin N. Mercer (Eds.), English Language
  Teaching in its Social Context A Reader (pp.
  200-207). London Routledge.
• 7. Butt, D., Fahey, R., Feez, S., Spinks, S.,
  Yallop, C. (2001). Using Functional Grammar An
  Explorers Guide (2nd ed.). Sydney NCELTR.
• 8. Bruner, J. 1983. Childs Talk Learning to Use
  Language.Oxford Oxford University Press.
• 9. Brown, H. Douglas. 1994. Principles of
  Language Learning and Teaching. New York
  Prentice Hall.
• 10. Byram, M. (2004). Genre and genre-based
  teaching. The Routledge Encyclopedia of Language
  Teaching and Learning (pp. 234-237). London
  Routledge.
• 11. Celce-Murcia, M., Z. Dornyei, S. Thurrell
  1995. Communicative Competence A Pedagogically
  Motivated Model with Content Specifications. In
  Issues in Applied Linguistics, 6/2 5-35.

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• 12. Corden, R. 2000. Literacy and Learning
  through Talk Strategies for the Primary
  Classroom. Buckingham Oxford University Press.
• 13. Depdiknas. 2005. Peraturan Pemerintah
  Republik Indonesia Nomor 19 Tahun 2005 tentang
  Standar Nasional  Pendidikan. Jakarta Depdiknas
  Republik Indonesia.
• 14. Fees, Susan and Helen Joyce. 2002. Text_based
  Syllabus Design. Sydne McQuarie University/AMES.
• 15. Halliday, M.A.K., dan R. Hasan 1985a.
  Language Context and Text Aspects of Language in
  a Social Semiotic Perspective. Victoria Deakin
  University Press.
• 16. Hammond et. al. 1992. English for Special
  Purposes A handbook for Teachers of Adult
• Literacy. Sydney NCELTR.
• 17. Henry, A., Roseberry, R. L. (1998). An
  evaluation of a genre-based approach to the
  teaching of EAP/ESP writing. TESOL Quarterly,
  32/1 147-156.
• 18. Hyland, K. (2002). Genre in primary
  classrooms The New South Wales (NSW) K-6
  syllabus. In C. N
• 19. Candlin D. R. Hall (Eds.), Teaching and
  researching (pp. 96-103). Harlow, Essex, UK
  Longman.
• 20. Hyon, S. (1996). Genre in three traditions
  Implications for ESL. TESOL Quarterly, 30/4
  693-717.
• 21. Kay, H., Dudley-Evans, T. (1998). Genre
  What Teachers Think Electronic Version. ELT
  Journal, 52/4 308-314.
• 22. Kay, H T. Dudley-Evans. 1998. Genre What
  Teachers Think. ELT Journal 52(4) 308-14
• 23. Kim, Y., Kim, J. (2005). Teaching Korean
  University Writing Class Balancing the Process
  and the Genre Approach Electronic Version.
  Asian EFL Journal, 7/2 1-15.
• 24. Lin, Benedict. 2006. Genre-based Teaching and
  Vygotskian Principles in EFL The Case of a
  University Writing Course. The Asian EFL
  Journal, 2006 8/ 3
• 25. Mel Silberman. 1999. Active learning
  Strategies to Teach Any Subject. Allyn and Bacon
  Needham Heights, Massachusetts
• 26. Miller, C. R. (1984). Genre as social action
  Electronic version. Quarterly Journal of
  Speech, 70, 151-167.
• 27. Nunan, David. 1991. Language Teaching
  Methodology. New York Prentice Hall.
• 28. Paltridge, B. (1996). Genre, text type, and
  the language learning classroom. ELT Journal,
  50/3 237-243.
• 29. Swales, J. M. (1990). Genre Analysis English
  in Academic and Research Settings. Cambridge, UK
  Cambridge University Press.

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• Pelajari semua artikel
• buat catatan
• Fahami secara keseluruhan
• Buat rancangan ide ide atau aspek aspek yang
  akan dimasukkan dalam bahasan
• Buat kerangaka
• Isi kerangka dengan daging
• Demikian seterusnya

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• Contoh Kerangka
• Genre-Based Approach (GBA) to Foreign Language
  Teaching
• A. Introduction
• B. An Overview of Genre-Based Approach
• C. Underlying Principles
• 1. Linguistic Principles
• 2. Learning Principles
• D. Pedagogical Application
• E. Genre-Based Approach in Indonesia 
• 1. The 2004 English Curriculum
• 2. Classroom Implementation
• Conclusion
• References

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• Buat Kerangka dari masing masing sub topik
• Mulailah dengan Isi
• kemudian
  closing,
• 
  dan akhirnya Introduction
• Contoh
• An Overview of Genre-Based Approach
• - GBI was initially popularized as technique in
  teaching writing in EFL
• - Classroom implementation of GBI
• - Learning cycles in standard GBI writing class
• - GBI for the EFL in general

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• Beri daging pada kerangka yang tersedia
• CONTOH
• GBA was initially popularized as technique in
  teaching writing in a second/foreign language. As
  one of the four language skills, it has always
  occupied a place in most English language course
  since more and more people need to learn to write
  in English for occupational or academic purposes.
  Traditionally, in teaching practice, a
  distinction has been drawn between the activities
  which focus on products and on process. A product
  approach focuses on the end result of the
  learning process that is, what the learner is
  expected to be able to do as a fluent and
  competence user of the language (Brown, 1994)
  whereas process approach focuses more on the
  various classroom activities which are believed
  to promote the development of skilled language
  use (Nunan, 1991). Later, more attention is paid
  to the nature of writing in various situations.
  This then has brought popularity to the genre
  approach, which focuses on models and key
  features of texts written for a particular
  purpose. In genre approach, the knowledge of
  language is connected to a social purpose, and
  more focus is on the viewpoint of the reader
  rather than the writer. The Routledge
  Encyclopedia of Language Teaching and Learning
  has defined the genre approach as a framework
  for language instruction (Byram, 2004 234)
  based on examples of a particular genre. The
  genre framework supports students writing with
  generalized, systematic guiding principles about
  how to produce meaningful passages (Kim, 2005).
• In terms of a classroom implementation, GBA is
  similar to a process approach to teaching
  writing. However, the genre-based approach also
  resembles the product approach in that a model
  text is analyzed on the basis of grammatical and
  text features. This is followed by guided writing
  in a joint construction stage before a final,
  free-writing stage (Badger White, 2000 154).
  Hammond in Burns (2001 202), for example,
  proposed a wheel model of a teaching-learning
  cycle having three phases modeling, joint
  negotiation of text by learners and teacher, and
  the independent construction of texts by
  learners. Modeling is the time when the target
  genre that learners should construct is
  introduced the discussion focuses on the social
  function of the genre and on the text structure
  and language. Joint negotiation of text refers to
  the stage when learners carry out exercises on
  relevant language forms in a negotiating process
  between the teacher and the students. The
  independent construction of texts is the stage
  learners produce actual texts through activities
  such as choosing a topic, researching, and
  writing.
• Meanwhile, some authors (Derewianka, 1991
  Feez, 1998 Hyland, 2003) suggest that there are
  two main teaching-learning cycles in standard
  genre-based writing teaching writing with the
  class and writing independently. Writing with the
  class involves building knowledge of the field,
  exploring the genre, and joint text construction.
  Writing independently includes building knowledge
  of a similar field, drafting, revising, and
  conferencing, and editing and publishing. Each
  stage has different purposes in terms of the
  writing process. Proponents such as Kay and
  Dudley- Evans (1998 310) have argued that the
  genre approach is more effective for learners to
  advance their writing skills in a second language
  than the process approach since the model helps
  free students from their severe worries over
  writing.
•  

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• STRATEGI MENGGALI TOPIK PENELITIAN DARI BUKU AJAR
  
• Ambil satu topik yang sangat dikuasai
• Contoh bahasanya pembelajar bahasa
  (Interlanguage)
• Kaji Fenomena yang ada di kelas ttg interlanguage
• Angkat sebagai topik penelitian
• Contoh Sistem Bahasa Antar Pembelajar Bahasa
  Inggris Kasus pasa siswa SMP di Surakarta
• Aspek yang dikaji
• - Sistem yang merepresantikan kejadian sekarang
• - Sistem yang merepresantikan kejadian masa lalu
• - Sistem yang merepresantikan kejadian masa yang
  akan datang

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• Angkat sebagai judul buku TEKS
• SISTEM BAHASA ANTAR PEMBELAJAR BAHASA INGGRIS
  SEBUAH KAJIAN PEMEROLEHAN BAHASA ASING OLEH ANAK
  INDONESIA
• LAPORAN PENELITIAN DIUBAH MENJADI BUKU TEKS
  SEPERTI CONTO BERIKUT INI

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• JUDUL
• SISTEM BAHASA ANTAR PEMBELAJAR BAHASA INGGRIS
  SEBUAH KAJIAN PEMEROLEHAN BAHASA ASING OLEH ANAK
  INDONESIA
• ISI BUKU
• BAB I INTRODUCTION
• BAB II THEORETICAL FRAMEWORK
• BAB III METHODOLOGY

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• BAB IV ANALISIS KESALAHAN BERBAHASA
• 4.1 Analisis Kesalahan Berbahasa
  .............................................
• 4.1.1 Pendahuluan
• 4.1.2 Prosedur Analisis Kesalahan Berbahasa
• 4.2 Analisis Kesalahan Berbahasa Inggris
• 4.3 Hasil Penelitian Analisis Kesalahan
  Berbahasa
• BAB V ANALISIS BAHASA ANTAR
• 5.1 Analisis Bahasa Antar
• 5.1.1 Pendahuluan
• 5.1.2 Karakteristik Bahasa Antar
• 5.1.3 Bahasa Antar Pembelajar Bhs Inggris
• 5.1.4 Hasil Penelitian Analisis Bahasa Antar
• 5.1.4.1 Sistem Bahasa Antar Pembelajar
  Indonesia
• 5.1.4.2 Permeabilitas Bahasa Antar Pembelajar
  Indonesia
• 5.1.4.3 Kedinamisan Sistem Bahasa Antar
  Pembelajar Indonesia
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•  

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NO PAIN NO GAIN LIFE MUST BE DYNAMIC THANK YOU
FOR YOUR ATTENTION