Transcript Good Morning

PENDALAMAN MATERI
BAHASA INGGRIS
(Pengembangan Bahan Ajar)
How to Write a Textbook
Lembaga Penjaminan Mutu Pendidikan (LPMP)
Jawa Tengah
Semarang, 24 – 25 Oktober 2007
Let me introduce myself
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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 StudiesUNS/On going)
English Lecturer of UNNES Semarang
English Textbook Writer
One Wife and Two Children
Teaching & Traveling
E-mail: [email protected]
About English Lesson
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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.
The Purpose of English Lesson
in Indonesia
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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.
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
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Exposure Difficulties of Out of Classroom Application
Reading Materials
Limited Time
Native Speakers
Classroom Teacher
and Textbook
Unlimited
Time
ENGLISH TEXTBOOK
STANDARDIZATION
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Achievable
Practical
Giving priority to the
objectives of communication
Developing the life-skills
The Aspects of English Textbook
Standardization
 Content
or teaching material
aspect
 Material presentation aspect
 Language aspect and
readability
 Graphics aspect
Criteria of Content and Material Aspects
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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 student’s 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
Criteria of Presentation Aspect
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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.
Criteria of Language Aspect
and Readability
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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 student’s cognitive
level and difficulty level consideration
Usage of sentence structures based on the student’s
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
What is the textbook model?
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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.
What is the textbook model for?
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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.
How to develop the textbook model?
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Listening Activities:
a. Listening to English programs on radio, tape recorder, TV/ CD/VCD/
DVD/movies, announcement, etc.
b. Recording teacher’s, student’s, native speaker’s 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.
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)
Student’s parents (evaluators and supervisors)
The Odd Chapter Format of the English
Textbook Model
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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
The Even Chapter Format of the
English Textbook Model
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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
Lesson Material Coverage
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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
Exercise Coverage
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Listening: Listening to Questions, dialogs, texts, stories
Speaking: Oral Q&A, 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
Time Allotment of XII Grade (A4)
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38 x 5 x 45’ = 8550 minutes
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8550 : 12
= 712,5 minutes (@ chapter)
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712,5 : 4
= 178,125 minutes (@ stage)
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178,125 : 4 = 44,53125 minutes (@ activity)
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: [email protected]
 www.bsnp.indonesia.org
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