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R. Adelina Fauzie (Perbanas Institute)
&
Andis E. Faizasyah (Samporna School of Education)
Introduction
 Background of RSBI (Rintisan Sekolah Bertaraf
Internasional) or International Standardized
School.
 RSBI at secondary school (grade 7-9)
 Subjects in English: Math, Science (Biology,
Physics) and English
Background of the Research
 Since 2007 RSBI has shown gaps between the expectation and
the practice.
 The Expectation:
 The teaching and learning process provides active, creative, fun
learning and enhancing HOTS (Higher Order Thinking Skills).
 The use of English for the three subjects is intended to achieve
better quality of English.
 The Practice:
 The teaching and learning process is mostly conducted in a
conventional way.
 The students are not well provided with good academic English.
Focus of the Research
 The material development of English subject that would
meet the expectation (active, creative, fun learning),
 The evaluation of the prescribed syllabus,
 The students’ activities and learning process that
encourage HOTS.
Literature Review
 The Ministry of the National Education (DIKNAS) Regulation
(Undang-undang RI No. 20/2003, pasal 50 ayat (3) and
Permendiknas no 78/2009) “The teaching and learning process
of the two core subjects, Math and Science, using English have
been applied in several middle schools in Indonesia”.
 The teaching and learning process in RSBI is never easy to run,
because there are some obstacles the system faces, for
example the materials of English used in the class room
sometimes considered not support the needs of students’
English skill, let alone the main subjects taught (Faizasyah and
Fauzie, 2010)
 Some research results show the lack of teachers’ language
competence, “ English language proficiency of teachers at
RSBI is mostly still at the novice level” (Noor, 2011)
 Bax (2010) recommended that teachers receive training and
development in terms of their English Language proficiency,
classroom management. He also recommended that if
possible good materials be obtained to show teachers how to
use good classroom techniques in their work, as part of a
teacher development program.
 The preparation of the teachers who teach the RSBI affects
their teaching quality in the class room (Perkasa, 2011)
 The government’s effort in evaluating this program has been
conducted until now, but it has not finished and there is no
result yet whether it is considered successful or failed
(Hidayat, 2012)
Discussion
 Prescribed syllabus
Basic
Competence
Learning
Materials
Learning
Activities
Indicator of
Achievement
1.1. To
understand the
meaning and efficient
of explicit and implicit
in oral simple
interpersonal and
transactional about
introduce instruction
request and give the
information, ex
person
Theme : Personal
Identity
Introduce
A: Good morning
How are you ?
B : Fine thanks
Nice to meet you
Instruction
-Don't take the food to
the laboratory
Do it yourself
Request and give
information
A:I don't see
Ani where is she?
B:She is sick
A:I'm sorry to hear that
1) Question and
Answer based on
material.
2) Discussing
vocabulary and
grammar based on
material
3) Listening the
dialogue based on
material
4) Responding /
Answering
question
Response the
expressions :
 Introducing
 Instruction
 Request and
information
Referring to that syllabus, it can be seen that the syllabus
covers the first three levels of the Bloom Taxonomy, out of six
levels.
The following is the Bloom Taxonomy levels
1. Knowledge
2. Comprehension
3. Application
4. Analysis
5. Synthesis
6. Evaluation
LOTS
HOTS
Bloom Taxonomy
Knowledge the remembering of previously learned
material
Comprehension the ability to grasp the meaning of
material
Application the ability to use learned material in
new and concrete situations
Analysis the ability to break down material into
its component parts so that its
organizational structure may be
understood
Synthesis the ability to put parts together to form
a new whole
Evaluation the ability to judge the value of
material (statement, novel, poem,
research report) for a given purpose
Source: http://hppa.spps.org/What_is_Bloom_s_Taxonomy.html
Suggestion
Level Example of Outcome I can statement Suggested
Activities
Knowledge Students can tell their
names and get their
friends’ names in a self-
introduction conversation
I can tell my name
in a self-
introduction
conversation
1. Video watching on self
introduction
2. Pair practice
3. Individual practice in
front of the class
Comprehension Students can interpret the
name information given
by their friends when self-
introduction conversation
happens.
I can understand
the different names
my friends have and
the different ways
they introduce
themselves
1. Hand out list of
different ways of
greetings and self
introduction
2. Students can identify
the use of variety of
self introductions that
friends use
Application Students can apply
materials they have
learned for other
situations and learning
tasks in their self-
introduction.
I can use different
ways to introduce
myself in a self-
introduction
conversation
1. The students are given
formal and informal
situations.
2. Students write down
self introductions
according to those
situations and practice
with friends.
Level Example of Outcome I Can Statement Suggested
Activities
Analysis Students can break down
materials of personal identity
information into part and
determine connection and
interaction between information
they get.
I can put different
ideas to introduce
myself, for example
by adding hobbies,
vacancy, etc, to my
self-introduction.
1. Students add more
personal and
interesting
information.
2. Students exchange
information by doing
gaps activity
Synthesis Students can produce various self
introduction material which suit
to a particular conversation
situation.
I can plan and
create a good and
more complete self
introduction in a
conversation or
presentation.
1. Students given or
invent particular
situations related to
school activities (as a
host school, as a
visitors to other
schools, etc.)
2. Students are able to
write and present their
introduction.
Evaluation Students can assess different
information for their self-
introduction and review
situations or conditions that they
meet.
I can compare and
evaluate the
information I need
to give in different
situation of my
self-introduction.
1. Students compare and
identify other students
introduction whether it’s
formal or informal and
suitable for specific
situation.
2. Students able to apply
it in the real situation
Conclusion and Recommendation
 The syllabus needs to be adjusted to meet the
objectives of RSBI and to enhance HOTS.
 As suggested by Bax, the teaching materials for
RSBI subjects should be developed towards
fulfilling the students’ need for creative thinking.
 The Bloom Taxonomy of the last three levels can
be the guidance for teachers when developing
teaching materials.
 The sample of material development for grade 7
English subject is one of the suggestions that
teachers can also implement in their own subject
syllabus.
 Teachers need to be aware of the need of
professional development and training as
recommended by many scholars.
 As teachers, we can work collaboratively to
achieve better teaching practice that would
benefit the students.
References
Akuntono, I. & Wedhaswary I.D., (2012, March 6). Kemdikbud: RSBI Memang untuk Siswa di Atas
Rata-rata. Kompas. Retrieved from
http://edukasi.kompas.com/read/2012/03/06/16344049/Kemdikbud.RSBI.Memang.untuk.Sis
wa.di.Atas.Rata-rata
Bax, S. (2010). Researching English Bilingual Education in Thailand, Indonesia and South Korea.
Retrieved from ttp://whww.britishcouncil.org/publication_2_-
_researching_english_bilingual_education.pdf
Bilash, O., (2011). Bloom’s Taxonomy. Retrieved from
http://www2.education.ualberta.ca/staff/olenka.Bilash/best%20of%20bilash/bloomstaxonom
y.html
Center for Teaching and Learning University of Minnesota. (2011). What is an Effective Syllabus.
Retrieved from http://www1.umn.edu/ohr/teachlearn/tutorials/syllabus/what/index.html
Faizasyah, A. & Fauzie, A. (2010, November). Students’ Perception on
Learning Math and Science through English at International Standardized School at Junior
High Schools in Jakarta. An Analysis on a Content-Based Instruction Approach. Paper
presented at CONEST 7, Jakarta.
Hidayat, S. (2012). Kemendikbud Masih Evaluasi Keberadaan SMP RSBI. Retrieved from
http://antarajatim.com/lihat/berita/80058/kemendikbud-masih-evaluasi-keberadaan-smp-
rsbi
Kartowagiran, B. (2011) Pengembangang Instrumen Asesmen
Pembelajaran di Sekolah Bertaraf Internasional (SBI). Retrieved from
http://staff.uny.ac.id/sites/default/files/11-
Sistem%20penilaian%20di%20RSBI,%20UAD-1.pdf
Noor, I.H.M. (2011). Studi Evaluasi Penyelenggaraan Rintisan Sekolah
Bertaraf Internasional (RSBI) Di Sekolah Menengah Pertama (SMP).
Retrieved from
http://sippendidikan.org/media.php?page=detailkarya&id=51
Perkasa, V.D. (2011, July 07). In Search of Innovative Teaching, Learning
Practices. The Jakarta Post. Retrieved from
http://www.thejakartapost.com/news/2011/07/29/in-search-
innovative-
teaching-learning-practices.html
Peraturan Menteri Pendidikan Nasional Republik Indonesia No.78
Tahun 29.
Tomlinson, B., (2003) Materials Evaluation. In B. Tomlinson (Ed).
Developing Materials for Language Teaching (pp.15-36). London,
England: Continuum.
Undang-undang RI No. 20 th. 2003 tentang Sisdiknas pada pasal
50 ayat (3).
Retrieved from http://www.inherent-
dikti.net/files/sisdiknas.pdf
Wala, D.A.S., (2003) Publishing a Coursebook: Completing
Materials Development Circle. In B. Tomlinson (Ed),
Developing Materials for Language Teaching (pp.141-161).
London, England: Continuum.
What is Bloom’s Taxonomy. (2012). Retrieved from
http://hppa.spps.org/What_is_Bloom_s_Taxonomy.html on
22 April 2012.
Thank You
Adelina: adelina.fauzie@gmail.com
Andis: andis_faizasyah@hotmail.com

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Material Development of English Subject that Promotes Students’ Engagement and Creative Thinking Skills at Junior High School Level in Indonesia Context

  • 1. R. Adelina Fauzie (Perbanas Institute) & Andis E. Faizasyah (Samporna School of Education)
  • 2. Introduction  Background of RSBI (Rintisan Sekolah Bertaraf Internasional) or International Standardized School.  RSBI at secondary school (grade 7-9)  Subjects in English: Math, Science (Biology, Physics) and English
  • 3. Background of the Research  Since 2007 RSBI has shown gaps between the expectation and the practice.  The Expectation:  The teaching and learning process provides active, creative, fun learning and enhancing HOTS (Higher Order Thinking Skills).  The use of English for the three subjects is intended to achieve better quality of English.  The Practice:  The teaching and learning process is mostly conducted in a conventional way.  The students are not well provided with good academic English.
  • 4. Focus of the Research  The material development of English subject that would meet the expectation (active, creative, fun learning),  The evaluation of the prescribed syllabus,  The students’ activities and learning process that encourage HOTS.
  • 5. Literature Review  The Ministry of the National Education (DIKNAS) Regulation (Undang-undang RI No. 20/2003, pasal 50 ayat (3) and Permendiknas no 78/2009) “The teaching and learning process of the two core subjects, Math and Science, using English have been applied in several middle schools in Indonesia”.  The teaching and learning process in RSBI is never easy to run, because there are some obstacles the system faces, for example the materials of English used in the class room sometimes considered not support the needs of students’ English skill, let alone the main subjects taught (Faizasyah and Fauzie, 2010)
  • 6.  Some research results show the lack of teachers’ language competence, “ English language proficiency of teachers at RSBI is mostly still at the novice level” (Noor, 2011)  Bax (2010) recommended that teachers receive training and development in terms of their English Language proficiency, classroom management. He also recommended that if possible good materials be obtained to show teachers how to use good classroom techniques in their work, as part of a teacher development program.  The preparation of the teachers who teach the RSBI affects their teaching quality in the class room (Perkasa, 2011)  The government’s effort in evaluating this program has been conducted until now, but it has not finished and there is no result yet whether it is considered successful or failed (Hidayat, 2012)
  • 7. Discussion  Prescribed syllabus Basic Competence Learning Materials Learning Activities Indicator of Achievement 1.1. To understand the meaning and efficient of explicit and implicit in oral simple interpersonal and transactional about introduce instruction request and give the information, ex person Theme : Personal Identity Introduce A: Good morning How are you ? B : Fine thanks Nice to meet you Instruction -Don't take the food to the laboratory Do it yourself Request and give information A:I don't see Ani where is she? B:She is sick A:I'm sorry to hear that 1) Question and Answer based on material. 2) Discussing vocabulary and grammar based on material 3) Listening the dialogue based on material 4) Responding / Answering question Response the expressions :  Introducing  Instruction  Request and information
  • 8. Referring to that syllabus, it can be seen that the syllabus covers the first three levels of the Bloom Taxonomy, out of six levels. The following is the Bloom Taxonomy levels 1. Knowledge 2. Comprehension 3. Application 4. Analysis 5. Synthesis 6. Evaluation LOTS HOTS
  • 9. Bloom Taxonomy Knowledge the remembering of previously learned material Comprehension the ability to grasp the meaning of material Application the ability to use learned material in new and concrete situations Analysis the ability to break down material into its component parts so that its organizational structure may be understood Synthesis the ability to put parts together to form a new whole Evaluation the ability to judge the value of material (statement, novel, poem, research report) for a given purpose Source: http://hppa.spps.org/What_is_Bloom_s_Taxonomy.html
  • 10. Suggestion Level Example of Outcome I can statement Suggested Activities Knowledge Students can tell their names and get their friends’ names in a self- introduction conversation I can tell my name in a self- introduction conversation 1. Video watching on self introduction 2. Pair practice 3. Individual practice in front of the class Comprehension Students can interpret the name information given by their friends when self- introduction conversation happens. I can understand the different names my friends have and the different ways they introduce themselves 1. Hand out list of different ways of greetings and self introduction 2. Students can identify the use of variety of self introductions that friends use Application Students can apply materials they have learned for other situations and learning tasks in their self- introduction. I can use different ways to introduce myself in a self- introduction conversation 1. The students are given formal and informal situations. 2. Students write down self introductions according to those situations and practice with friends.
  • 11. Level Example of Outcome I Can Statement Suggested Activities Analysis Students can break down materials of personal identity information into part and determine connection and interaction between information they get. I can put different ideas to introduce myself, for example by adding hobbies, vacancy, etc, to my self-introduction. 1. Students add more personal and interesting information. 2. Students exchange information by doing gaps activity Synthesis Students can produce various self introduction material which suit to a particular conversation situation. I can plan and create a good and more complete self introduction in a conversation or presentation. 1. Students given or invent particular situations related to school activities (as a host school, as a visitors to other schools, etc.) 2. Students are able to write and present their introduction. Evaluation Students can assess different information for their self- introduction and review situations or conditions that they meet. I can compare and evaluate the information I need to give in different situation of my self-introduction. 1. Students compare and identify other students introduction whether it’s formal or informal and suitable for specific situation. 2. Students able to apply it in the real situation
  • 12. Conclusion and Recommendation  The syllabus needs to be adjusted to meet the objectives of RSBI and to enhance HOTS.  As suggested by Bax, the teaching materials for RSBI subjects should be developed towards fulfilling the students’ need for creative thinking.  The Bloom Taxonomy of the last three levels can be the guidance for teachers when developing teaching materials.
  • 13.  The sample of material development for grade 7 English subject is one of the suggestions that teachers can also implement in their own subject syllabus.  Teachers need to be aware of the need of professional development and training as recommended by many scholars.  As teachers, we can work collaboratively to achieve better teaching practice that would benefit the students.
  • 14. References Akuntono, I. & Wedhaswary I.D., (2012, March 6). Kemdikbud: RSBI Memang untuk Siswa di Atas Rata-rata. Kompas. Retrieved from http://edukasi.kompas.com/read/2012/03/06/16344049/Kemdikbud.RSBI.Memang.untuk.Sis wa.di.Atas.Rata-rata Bax, S. (2010). Researching English Bilingual Education in Thailand, Indonesia and South Korea. Retrieved from ttp://whww.britishcouncil.org/publication_2_- _researching_english_bilingual_education.pdf Bilash, O., (2011). Bloom’s Taxonomy. Retrieved from http://www2.education.ualberta.ca/staff/olenka.Bilash/best%20of%20bilash/bloomstaxonom y.html Center for Teaching and Learning University of Minnesota. (2011). What is an Effective Syllabus. Retrieved from http://www1.umn.edu/ohr/teachlearn/tutorials/syllabus/what/index.html Faizasyah, A. & Fauzie, A. (2010, November). Students’ Perception on Learning Math and Science through English at International Standardized School at Junior High Schools in Jakarta. An Analysis on a Content-Based Instruction Approach. Paper presented at CONEST 7, Jakarta. Hidayat, S. (2012). Kemendikbud Masih Evaluasi Keberadaan SMP RSBI. Retrieved from http://antarajatim.com/lihat/berita/80058/kemendikbud-masih-evaluasi-keberadaan-smp- rsbi
  • 15. Kartowagiran, B. (2011) Pengembangang Instrumen Asesmen Pembelajaran di Sekolah Bertaraf Internasional (SBI). Retrieved from http://staff.uny.ac.id/sites/default/files/11- Sistem%20penilaian%20di%20RSBI,%20UAD-1.pdf Noor, I.H.M. (2011). Studi Evaluasi Penyelenggaraan Rintisan Sekolah Bertaraf Internasional (RSBI) Di Sekolah Menengah Pertama (SMP). Retrieved from http://sippendidikan.org/media.php?page=detailkarya&id=51 Perkasa, V.D. (2011, July 07). In Search of Innovative Teaching, Learning Practices. The Jakarta Post. Retrieved from http://www.thejakartapost.com/news/2011/07/29/in-search- innovative- teaching-learning-practices.html Peraturan Menteri Pendidikan Nasional Republik Indonesia No.78 Tahun 29. Tomlinson, B., (2003) Materials Evaluation. In B. Tomlinson (Ed). Developing Materials for Language Teaching (pp.15-36). London, England: Continuum.
  • 16. Undang-undang RI No. 20 th. 2003 tentang Sisdiknas pada pasal 50 ayat (3). Retrieved from http://www.inherent- dikti.net/files/sisdiknas.pdf Wala, D.A.S., (2003) Publishing a Coursebook: Completing Materials Development Circle. In B. Tomlinson (Ed), Developing Materials for Language Teaching (pp.141-161). London, England: Continuum. What is Bloom’s Taxonomy. (2012). Retrieved from http://hppa.spps.org/What_is_Bloom_s_Taxonomy.html on 22 April 2012.