konsep pendekatan scientific

1. KEMENTERIAN PENDIDIKAN DAN KEBUDAYAAN
BADAN PENGEMBANGAN SUMBERDAYA MANUSIA PENDIDIKAN DAN KEBUDAYAAN
DAN PENJAMINAN MUTU PENDIDIKAN
KONSEP PENDEKATAN ILMIAH DALAM
PEMBELAJARAN BAHASA INGGRIS

2. Permendikbud No 65 Th 2013 tentang
Standar Proses
2
GRADASI KOMPETENSI
SIKAP PENGETAHUAN KETERAMPILAN
Menerima Mengingat Mengamati
Menjalankan Memahami Menanya
Menghargai Menerapkan Mencoba
Menghayati Menganalisis Menalar
Mengamalkan Mengevaluasi Menyaji
- Mencipta

3. Permendikbud 81a/2013 tentang Implementasi
Kurikulum (5 Pengalaman Belajar Pokok)
Mengamati
Memperta
nyakan
Mengumpulkan
Informasi
Mengasosi
asikan
Mengomuni
kasikan
3

4. Proses Pembelajaran
1. Mengamati (fenomena untuk mengidentifikasi masalah yang ingin
diketahui)
2. Menanya (membatasi masalah dan merumuskan pertanyaan dan
merumuskan jawaban sementara terhadap pertanyaan berdasarkan
pengetahuan dan/atau data/informasi terbatas yang telah dimiliki)
3. Mengumpulkan data dengan satu atau lebih teknik (yang relevan
dengan pertanyaan dengan berbagai cara)
4. Menalar/menganalisis data (untuk merumuskan kesimpulan)
5. Mengomunikasikan (kesimpulan/jawaban pertanyaan kepada pihak
lain)
6. DAPAT dilanjutkan dengan mencipta (dan mengomunikasikan ciptaan)
(dan/atau menginovasi sesuatu berdasarkan pengetahuan yang
dibangun)
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5. Pembelajaran Bahasa Inggris [Teaching by
Principles, Brown: 2007]
 Automaticity
 Meaningful learning
 The anticipation of reward
 Intrinsic motivation
 Strategic investment
 Autonomy
 Language ego
 Willingness to
communicate
 The language-culture
connection
 The native language
effect
 Interlanguage
 Communicative
competence
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6. Communicative Language Teaching
Tujuan pembelajaran
memfasilitasi peserta
didik dalam
mengembangkan
kompetensi
komunikatif lisan dan
tertulis dalam bahasa
sasaran (target)
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7. Kompetensi Komunikatif
(Celce-Murcia, dkk, 1995)
kompetensi kebahasaan
kompetensi aksional
kompetensi sosiokultural
kompetensi strategi
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8. Perwujudan CLT
 PROCESS-BASED CLT APPROACHES
A. Content-based Instruction
B. Task-based Instruction
 PRODUCT-BASED CLT APPROACHES
A. Genre-based Approach
B. Competency-based Approach
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9. Genre-based Approach
(Feez & Joyce, 1998)
1. Building the Context or Knowledge of the Field
(Negotiating Field)
2. Modelling and Deconstructing the Text
3. Joint Construction of Text
4. Independent Construction of Text
5. Linking to Related Texts
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10. Building Knowledge of the Field
Activities
 Presenting the context through pictures, audio-visual
material, realia, excursions, field-trips, guest speakers,
etc
 Establishing the social purpose through discussions or
surveys
 Cross cultural activities
 Related research activities
 Comparing the model text with other texts of the same
genre or contrasting type
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11. Notes for Teachers
 Teachers should create activities which help students to
comprehend the content of the text, including the roles
of the people involved, the purposes of the text, the
function of the text, and the type of situation.
 The questions may be multiple choice in their form,
completion, or essay, depending on the level of learning.
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12. Modelling and Deconstructing the Text
 STUDENTS investigate the structural patterns and
language features of the model text
 STUDENTS compare the model with other examples of
the text-type
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13. Activities at Each Level of Language
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LEVEL OF LANGUAGE ACTIVITIES
TEXT-LEVEL • presentation activities using devices
• sorting, matching and labelling activities eg sorting
sets of texts, sequencing jumbled stages, labelling
stages.
• activities focusing on cohesive devices
CLAUSE LEVEL • presentation and practice activities relating to the
grammatical features of the text
EXPRESSION LEVEL • oral-aural, pronunciation, decoding, spelling,
handwriting or typing practice as needed for the use
of the text type

14. Notes for Teachers
 Use diagnostic assessment “to decide how much time to
devote to particular language feature and what kind of
presentation or practice students need with each
feature”
 Conduct the activity at the whole text level, clause level
and expression level
 Use various techniques for dealing with grammar and
text structures
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15. Joint Construction of the Text
Activities
 Teacher questioning, discussing and editing whole class
construction, then scribing onto board
 Skeleton texts
 Jigsaw and information gap activities
 Small group construction of texts
 Dictogloss
 Self assessment and peer assessment activities
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16. Notes for Teachers
 Students begin to contribute to the construction of
whole examples of the text-type
 The teacher gradually reduces the contribution to text
construction, as the students move closer to being able
to control the text-type independently (Feeze & Joyce,
1998: 30)
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17. Independent Construction of the Text
Activities
Independent construction activities include:
 Listening tasks, e.g., comprehension activities in response to
live or recorded material, such as performing a task,
sequencing pictures, numbering, ticking or underlining
material on a worksheet, answering questions
 Listening and speaking tasks, e.g., role plays, simulated or
authentic dialogs
 Speaking tasks, e.g., spoken presentation to class,
community organization, or workplace
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18.  Reading tasks, e.g., comprehension activities in
response to written material such as performing a
task, sequencing pictures, numbering, ticking or
underlining material on a worksheet, answering
questions
 Writing tasks which demand that students draft and
present whole texts
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19. Linking to Related Texts [Optional]
(Depending on Students’ Proficiency Level)
In this stage, students investigate how what they have
learned in this teaching/learning cycle can be related to:
 other texts in the same or similar context
 future or past cycles of teaching and learning
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20. Activities
 Comparing the use of the text-type across different
fields
 Researching other text-types used in the same field
 Role-playing what happens if the same text-type is used
by people with different roles and relationships
 Comparing spoken and written models of the same text-
type
 Researching how a key language feature used in this
text-type is used in other text-types
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21. Contoh Realisasi
Pendekatan Ilmiah dalam GBA
(Prof Utami, UM)
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STAGE GBA PENDEKATAN ILMIAH
BKoF Presenting the context through pictures,
audio-visual material, realia, excursions,
field-trips, guest speakers, etc
Establishing the social purpose through
discussions or surveys
Cross cultural activities
Related research activities
Comparing the model text with other texts of
the same genre or contrasting type
Mengamati
Menanya
Mengumpulkan data
Menalar/menganalisis
data
Mengomunikasikan

22. 22
STAGE GBA PENDEKATAN ILMIAH
MoT • presentation activities using devices
• sorting, matching and labelling activities eg
sorting sets of texts, sequencing jumbled
stages, labelling stages.
• activities focusing on cohesive devices
• presentation and practice activities relating
to the grammatical features of the text
• oral-aural, pronunciation, decoding,
spelling, handwriting or typing practice as
needed for the use of the text type
Mengamati
Menanya
Mengumpulkan data
Menalar/menganalisis data
Mengomunikasikan

23. 23
STAGE GBA PENDEKATAN ILMIAH
JCoT • Teacher questioning, discussing and editing
whole class construction, then scribing onto
board
• Skeleton texts
• Jigsaw and information gap activities
• Small group construction of texts
• Dictogloss
• Self assessment and peer assessment
activities
Mencipta

24. 24
STAGE GBA PENDEKATAN
ILMIAH
ICoT • Listening tasks, e.g., comprehension activities
in response to live or recorded material, such
as performing a task, sequencing pictures,
numbering, ticking or underlining material on a
worksheet, answering questions
• Listening and speaking tasks, e.g., role plays,
simulated or authentic dialogs
• Speaking tasks, e.g., spoken presentation to
class, community organization, or workplace
• Reading tasks, e.g., comprehension activities
in response to written material such as
performing a task, sequencing pictures,
numbering, ticking or underlining material on a
worksheet, answering questions
• Writing tasks which demand that students
draft and present whole texts
Mencipta

25. Your Turn
Work in groups.
1. Choose one KI and one KD.
2. Find relevant materials.
3. Discuss and develop a teaching scenario reflecting the
scientific approach.
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