PENDALAMAN MATERI PENDALAMAN MATERI BAHASA INGGRISBAHASA INGGRIS

(Pengembangan Bahan Ajar)(Pengembangan Bahan Ajar)

How to Write a How to Write a TextbookTextbook

Lembaga Penjaminan Mutu Pendidikan Lembaga Penjaminan Mutu Pendidikan (LPMP)(LPMP)

Jawa TengahJawa Tengah

Semarang, 24 – 25 Oktober 2007

Let me introduce myselfLet me introduce myself Rudi Hartono, S.S., M.Pd.Rudi Hartono, S.S., M.Pd. Tasikmalaya,September 7, 1969Tasikmalaya,September 7, 1969 S-1 (English Linguistics-UNPAD S-1 (English Linguistics-UNPAD

Bandung)Bandung) S-2 (English Education-UPI Bandung)S-2 (English Education-UPI Bandung) S3 (Linguistics: Translation Studies-S3 (Linguistics: Translation Studies-

UNS/On going)UNS/On going) English Lecturer of UNNES SemarangEnglish Lecturer of UNNES Semarang English Textbook WriterEnglish Textbook Writer One Wife and Two ChildrenOne Wife and Two Children Teaching & TravelingTeaching & Traveling E-mail: rudi_fbsunnes@yahoo.comE-mail: rudi_fbsunnes@yahoo.com

About English LessonAbout English Lesson

English language is a tool of communication English language is a tool of communication used by people (both oral and written).used by people (both oral and written).

Indonesian students should be able to Indonesian students should be able to understand and express information, thought, understand and express information, thought, feeling, and develop science and technology, feeling, and develop science and technology, and culture by using English language.and culture by using English language.

The function of English language is a tool of The function of English language is a tool of communication used by people to access communication used by people to access information, a tool for keeping interpersonal information, a tool for keeping interpersonal relationship, exchanging information, and relationship, exchanging information, and enjoying language esthetics in English culture.enjoying language esthetics in English culture.

The Purpose of English Lesson The Purpose of English Lesson in Indonesiain Indonesia

To develop a wording capability (discourse To develop a wording capability (discourse competence) in order to participate in a competence) in order to participate in a modern society.modern society.

To develop communication skills in both To develop communication skills in both spoken and written English which covers spoken and written English which covers listening, speaking, reading, and writing.listening, speaking, reading, and writing.

To develop awareness of the essence and To develop awareness of the essence and function of language as a tool of function of language as a tool of communication and a tool of learning.communication and a tool of learning.

To develop concept of cultural context and To develop concept of cultural context and its implication in language usage.its implication in language usage.

The Range of English SubjectThe Range of English Subject

Language skills: listening, speaking, Language skills: listening, speaking, reading, writingreading, writing

Sub-competence: linguistic competence, Sub-competence: linguistic competence, actional competence, socio-cultural actional competence, socio-cultural competence, strategic competence, competence, strategic competence, discourse competencediscourse competence

Positive attitude development toward Positive attitude development toward English as a tool of communicationEnglish as a tool of communication

Reading Materials

Exposure Difficulties of Out of Classroom Application

Native Speakers

Classroom Teacher and Textbook

Unlimited Time

Limited Time

ENGLISH TEXTBOOK ENGLISH TEXTBOOK STANDARDIZATIONSTANDARDIZATION

ENGLISH TEXTBOOK ENGLISH TEXTBOOK STANDARDIZATIONSTANDARDIZATION

AchievableAchievable PracticalPractical Giving priority to the Giving priority to the

objectives of communicationobjectives of communication Developing the life-skillsDeveloping the life-skills

The Aspects of English Textbook The Aspects of English Textbook StandardizationStandardization

Content or teaching material Content or teaching material aspectaspect

Material presentation aspectMaterial presentation aspectLanguage aspect and Language aspect and

readabilityreadabilityGraphics aspectGraphics aspect

Criteria of Content and Material AspectsCriteria of Content and Material Aspects

Lesson materials are matching to curriculum.Lesson materials are matching to curriculum. It presents integrated lesson materials.It presents integrated lesson materials. Lesson materials contain text typesLesson materials contain text types Lesson materials contain phonological component, Lesson materials contain phonological component,

vocabulary, and accurate English grammar based on the vocabulary, and accurate English grammar based on the curriculum demands.curriculum demands.

Lesson materials are arranged based on the gradation Lesson materials are arranged based on the gradation and difficulty levels.and difficulty levels.

Tasks are given to improve student’s ability and to support Tasks are given to improve student’s ability and to support the formulated objectives of curriculum.the formulated objectives of curriculum.

Lesson materials contains knowledge and attitudes that Lesson materials contains knowledge and attitudes that support life-skills.support life-skills.

Lesson materials are concerned with genders, tribes, Lesson materials are concerned with genders, tribes, religions, races, and groups and ethic code of copy rights religions, races, and groups and ethic code of copy rights

Criteria of Presentation AspectCriteria of Presentation Aspect The learning objectives are stated explicitly and led to the The learning objectives are stated explicitly and led to the

communication competence mastery.communication competence mastery. Chapter presentation reflects a logic, harmonious, and Chapter presentation reflects a logic, harmonious, and

arranged plot.arranged plot. Chapter presentation is arranged based on the difficulty levels Chapter presentation is arranged based on the difficulty levels

from easy to difficult materials.from easy to difficult materials. Tasks and exercises are suitable with the given lesson Tasks and exercises are suitable with the given lesson

materials.materials. Chapter presentation considers the relationship between Chapter presentation considers the relationship between

connected materials and other materials.connected materials and other materials. Chapter presentation actively involves students to communicate Chapter presentation actively involves students to communicate

in English language.in English language. Chapter presentation motivates students to be interested in Chapter presentation motivates students to be interested in

English lesson.English lesson. Chapter presentation motivates students to do reflection and Chapter presentation motivates students to do reflection and

self-evaluation by providing exercise items and answer keys self-evaluation by providing exercise items and answer keys that evaluate and assess the students’ comprehension.that evaluate and assess the students’ comprehension.

Criteria of Language Aspect Criteria of Language Aspect and Readabilityand Readability

Usage of Standard English based on the linguistic Usage of Standard English based on the linguistic principlesprinciples

Usage of English language according to the instruction Usage of English language according to the instruction communication needcommunication need

Usage of other English varieties appropriately matching Usage of other English varieties appropriately matching to text types and communication demandto text types and communication demand

Usage of vocabularies according to student’s cognitive Usage of vocabularies according to student’s cognitive level and difficulty level considerationlevel and difficulty level consideration

Usage of sentence structures based on the student’s Usage of sentence structures based on the student’s language mastery levellanguage mastery level

Paragraphs are presented effectively by considering the Paragraphs are presented effectively by considering the coherence and cohesion aspects.coherence and cohesion aspects.

Usage illustrations which are functional and relevant to Usage illustrations which are functional and relevant to the lesson materialsthe lesson materials

What is the textbook model?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.

What is the textbook model for?What is the textbook model for? The textbook model is useful for creative The textbook model is useful for creative

teachers and active students.teachers and active students. The textbook model is designed for an The textbook model is designed for an

English user who has a high motivation to English user who has a high motivation to practice English communicatively based on practice English communicatively based on both English and Indonesian socio-cultural both English and Indonesian socio-cultural contexts.contexts.

The textbook model is an alternative The textbook model is an alternative textbook prepared for fulfilling the lack of textbook prepared for fulfilling the lack of teaching and learning materials, and teaching and learning materials, and teachers and students’ need.teachers and students’ need.

How to develop the textbook model?How to develop the textbook model? Listening Activities:Listening Activities:

a. Listening to English programs on radio, tape recorder, TV/ CD/VCD/ a. Listening to English programs on radio, tape recorder, TV/ CD/VCD/ DVD/movies, announcement, etc.DVD/movies, announcement, etc.b. Recording teacher’s, student’s, native speaker’s voiceb. Recording teacher’s, student’s, native speaker’s voicec. Listening to lesson materials dictated by teachers in the classroomc. Listening to lesson materials dictated by teachers in the classroom

Speaking Activities:Speaking Activities:a. Talking to teachers, friends, families, neighbors, foreigners, other a. Talking to teachers, friends, families, neighbors, foreigners, other people in Englishpeople in Englishb. Retelling stories, delivering a speech, being a moderator, b. Retelling stories, delivering a speech, being a moderator, giving comments, discussing problems, debating, presenting a giving comments, discussing problems, debating, presenting a

paperpaper Reading Activities:Reading Activities:

Reading short stories, novels, poems, textbooks, newspapers, Reading short stories, novels, poems, textbooks, newspapers, magazines, leaflets, announcements, news, e-mails, websites, etc.magazines, leaflets, announcements, news, e-mails, websites, etc.

Writing Activities:Writing Activities:Rewriting stories, writing short stories, novels, poems, notes, memos, Rewriting stories, writing short stories, novels, poems, notes, memos, announcements, news, articles, papers, diaries, journals, wall announcements, news, articles, papers, diaries, journals, wall magazines, etc. by doing a peer collaboration and/or peer-teacher magazines, etc. by doing a peer collaboration and/or peer-teacher collaboration in or out of the classroom.collaboration in or out of the classroom.

To whom is the textbook model tried out?To whom is the textbook model tried out?

Respondents that can be involved in Respondents that can be involved in trying out the textbook model are:trying out the textbook model are:

Government staffs (policy and decision makers)Government staffs (policy and decision makers)

Private stakeholders (publishers and companies)Private stakeholders (publishers and companies)

Teachers (users and evaluators)Teachers (users and evaluators)

Students (users)Students (users)

Researchers (evaluators)Researchers (evaluators)

Student’s parents (evaluators and supervisors)Student’s parents (evaluators and supervisors)

The Odd Chapter Format of the English The Odd Chapter Format of the English Textbook ModelTextbook Model

Title of Chapter (Language Function)Title of Chapter (Language Function) Learning ObjectivesLearning Objectives Stage 1 (Dig up What You Know)Stage 1 (Dig up What You Know) Stage 2 (Take a Look)Stage 2 (Take a Look) Stage 3 (Discuss It, Please)Stage 3 (Discuss It, Please) Stage 4 (Do It Yourself)Stage 4 (Do It Yourself) Reflection (Think Again)Reflection (Think Again) Formative TestFormative Test

The Even Chapter Format of the The Even Chapter Format of the English Textbook ModelEnglish Textbook Model

Title of Chapter (Text Type)Title of Chapter (Text Type) Learning ObjectivesLearning Objectives Stage 1 (Dig up What You Know)Stage 1 (Dig up What You Know) Stage 2 (Take a Look)Stage 2 (Take a Look) Stage 3 (Discuss It, Please)Stage 3 (Discuss It, Please) Stage 4 (Do It Yourself)Stage 4 (Do It Yourself) Reflection (Think Again)Reflection (Think Again) Formative TestFormative Test

Lesson Material CoverageLesson Material Coverage Language FunctionsLanguage Functions: : Expressing complaints, requests, Expressing complaints, requests,

commands, advice, suggestions, possibilities, commands, advice, suggestions, possibilities, apologies, hopes/wishes, plans, etc.apologies, hopes/wishes, plans, etc.

Text Types (Genres)Text Types (Genres): : Narrative, Explanation, Narrative, Explanation, Discussion, ReviewDiscussion, Review

GrammarGrammar: : Tenses, Passive Voices, Noun Tenses, Passive Voices, Noun Clause/Phrase, Adverb Clause/Phrase, Adjective Clause/Phrase, Adverb Clause/Phrase, Adjective Clause/Phrase, Adverbs, Conjunctions, Nouns, Clause/Phrase, Adverbs, Conjunctions, Nouns, Pronouns, Verb classes, Question Tags, Modality, If Pronouns, Verb classes, Question Tags, Modality, If Clause, etc.Clause, etc.

Vocabulary/GlossaryVocabulary/Glossary: : Equivalences and definitionsEquivalences and definitions Pronunciation PracticePronunciation Practice: : New words from the textsNew words from the texts Public SpeakingPublic Speaking: : Speech, debate, moderator, presenterSpeech, debate, moderator, presenter Literary AppreciationLiterary Appreciation:: Story reading, story telling, Story reading, story telling,

poetry reading, prose analysis, poetry analysispoetry reading, prose analysis, poetry analysis

Exercise CoverageExercise Coverage ListeningListening: : Listening to Questions, dialogs, texts, storiesListening to Questions, dialogs, texts, stories SpeakingSpeaking: : Oral Q&A, matching suitable expressions, Oral Q&A, matching suitable expressions,

conversation, retelling, speech, discussing, role playing conversation, retelling, speech, discussing, role playing (dialog, story or drama), debating, presenting papers(dialog, story or drama), debating, presenting papers

ReadingReading: : Reading text types, leaflets, banners, illustrations, Reading text types, leaflets, banners, illustrations, expressions, dialogs, story booksexpressions, dialogs, story books

WritingWriting: : Making sentences based on the provided patterns Making sentences based on the provided patterns or words, dialog scripts, clauses, paragraphs, short texts, or words, dialog scripts, clauses, paragraphs, short texts, essays, answering written questions and true-false essays, answering written questions and true-false arranging sentences into a paragraph/dialog, arranging arranging sentences into a paragraph/dialog, arranging expressions into a dialog, making a dialog from a story, expressions into a dialog, making a dialog from a story, making a dialog based on the pictures, text structure and making a dialog based on the pictures, text structure and linguistic features analysis, rewriting a story based on linguistic features analysis, rewriting a story based on picture series, constructing a text draft based on the plan of picture series, constructing a text draft based on the plan of texttext

PronunciationPronunciation: : Pronouncing words, phonetic transcription Pronouncing words, phonetic transcription drillsdrills

GrammarGrammar: : Studying and practicing grammatical patterns and Studying and practicing grammatical patterns and usage, analyzing the grammatical rules, changing the verbsusage, analyzing the grammatical rules, changing the verbs

VocabularyVocabulary: : matching words with definitionsmatching words with definitions

Time Allotment of XII Grade (A4)Time Allotment of XII Grade (A4)

38 x 5 x 45’ = 8550 minutes38 x 5 x 45’ = 8550 minutes

8550 : 12 8550 : 12 = 712,5 minutes (@ chapter)= 712,5 minutes (@ chapter)

712,5 : 4712,5 : 4 = 178,125 minutes (@ stage)= 178,125 minutes (@ stage)

178,125 : 4178,125 : 4 = 44,53125 minutes (@ activity)= 44,53125 minutes (@ activity)

PUSAT PERBUKUAN JAKARTAPUSAT PERBUKUAN JAKARTA

Jl. Gunung Sahari Raya No. 4 (Eks Jl. Gunung Sahari Raya No. 4 (Eks Kompleks Siliwangi) Lantai VI, Jakarta Kompleks Siliwangi) Lantai VI, Jakarta Pusat 10002Pusat 10002

www.setjen.depdiknas.go.idwww.setjen.depdiknas.go.idwww.sibi.or.idwww.sibi.or.idE-mail: E-mail: pusbuk@sibi.or.idpusbuk@sibi.or.idwww.bsnp.indonesia.orgwww.bsnp.indonesia.org