Transcript pembelajaran-bahasa-ing-berbasis-teks

PEMBELAJARAN BAHASA
INGGRIS BERBASIS TEKS
Oleh:
SARDANI
SMA N I KUTAB UTARA
2010
Kegiatan Pembelajaran Dalam
Empat Tahap dan Dua Siklus
1. Section one (BKOF lisan):
• Sharing knowlwedge
• Vocabulary building
• Grammar focus
2.Section two (MOT lisan):
• Story telling
• Transactional and interpersonal exchange
Prinsip Pembelajaran Kontekstual
(CTL) dan Literasi
•
•
•
•
•
•
CTL:
Konstruktivisme
Inkuiri
Mempertanyakan
Pemodelan
Komunitas belajar
Pinilaian otentikRefleksi
•
•
•
•
•
•
•
Literasi:
Interpretasi
Kolaborasi
Konvensi
Pengetahuan budaya
Pemecahan masalah
Refleksi dan refleksi diri
Menggunakan bahasa
3.Section three (JC lisan):
• Constructing monologues
• Constructing transactional exchange
• Constructing interpersonal exchange
4.Section four (IC lisan):
• Constructing and performing monologues
• Performing transactional exchange
• Performing interpersonal exchange
5. Section five (BKOF tulis):
• Sharing knowledge
• Vocabulary building
• Grammar focus
6. Section six (MOT tulis):
• Reading for comprehension and interpretation
• Reflecting on text
• Reflecting on information organization
• Reading short function text
7. Section seven (JC tulis):
• Constructing text
• Constructing short functional text
8. Section eight (IC tulis)
• Constructing short functional text
• Constructing text (various genres)
• Pengalaman belajar dimulai dari bahasa lisan
dan secara gradual mengarah ke bahasa tulis
• Guru sangat berperan dalam merangsang
diskusi atau berinteraksi lisan dengan siswa
• Scaffolding talk atau bahasa yang menopang
pembelajaran dan sekaligus menjadi model
bahasa otentik yang digunakan dalam konteks
sehari-hari
Transactional
• Percakapan transactional yaitu percakapan
yang memiliki tujuan tertentu (to get something
done,misalnya meminjamh buku, mengundang
teman,meminta tolong, dsb.
• Percakapan semacam ini adalah perckapan
yang memang harus dilakukan sebab jika tidak
bercakap maka urusan tidak terselesaikan
Interpersonal
• Perckapan interpernonal dimaksudkan
untuk membiasakan siswa
memperpanjang percakapan dalam
konteks ‘ngobrol’ tanpa tujuan tertentu,
misalnya jika mereka ketemu dengan
orang asing di halte bus, di pesta atau
situasi lain yang mengharuskan mereka
berbicara. Artinya, orang bercakap-cakap
karena harus bercakap agar tidak terlihat
aneh
DESCRIPTION
Social
Function
Generic Structure
Significant
Lexicogrammatical
features
To describe
a particular
person,
place or
thing
Identification:
identities
phenomenon to be
described
Description:
describes parts,
qualities,
characteristics
Focus on specific
participants
Use of attributive and
identifying process
Frequent use of
ephitets and classifiers
in nominal group
Use of simple present
tense
RECOUNT
Social
Function
Generic Structure
Significant
Lexicogrammatical
Features
To tell events
for the
purpose of
informing or
entertaining
Orientation:
provides the setting
and introduces
participants
Events; tell what
happened, in what
sequence
Re-orientation:
optional-closure of
events
Focus on specific
participants
Use of material
processes
Circumstances of
time and place
Focus on temporal
sequence
NARRATIVES
Social Function Generic Structure
To amuse,
entertain and to
deal with actual
or vicarious
experience in
different ways;
Narrative deal
with
problematic
events which
lead to a crisis
or turning
points of some
kind, which in
turn fields a
resolution
Orientation: sets
the scene and
introduces the
participants
Evaluation: a
stepping back to
evaluate the plight.
Complication: a
crisis arises
Resolution: the
crisis is resolved,
for better or for
worse
Re-orientation:
optional
Significant
Lexicogrammatical
Features
Focus on specific and
usually individualized
participants.
Use of material processes
(and in this text, beharioul
and verbal processes)
Use of relational
processes and mental
processes
Use of temporal
conjunctions and temporal
circumstances
Use of past tense
ANECDOTE
Social
Function
Generic Structure
Significant
Lexicogrammatical
Features
To share
with other s
an account
of unusual
or amusing
incident
Abstract: signals the
retelling of an usual
incident
Orientation: sets the
scene
Crisis: provides details
of the unusual incident
Code: optional reflection
on or evaluation on the
incident
Use of exclamations,
rhetorical questions and
intensifiers (really, very,
quite, etc) to point up the
significance of the
events
Use of material
processes to tell what
happened
Use of temporal
conjunctions