KONSEP PENDEKATAN ILMIAH DALAM

PEMBELAJARAN BAHASA INGGRIS

BADAN PENGEMBANGAN SUMBERDAYA MANUSIA PENDIDIKAN DAN KEBUDAYAAN

DAN PENJAMINAN MUTU PENDIDIKAN

KEMENTERIAN PENDIDIKAN DAN KEBUDAYAAN

Permendikbud No 65 Th 2013 tentang

Standar Proses
GRADASI KOMPETENSI
SIKAP

PENGETAHUAN

KETERAMPILAN

Menerima

Mengingat

Mengamati

Menjalankan

Memahami

Menanya

Menghargai

Menerapkan

Mencoba

Menghayati

Menganalisis

Menalar

Mengamalkan

Mengevaluasi

Menyaji

Mencipta

Permendikbud 81a/2013 tentang Implementasi

Kurikulum (5 Pengalaman Belajar Pokok)

Mengamati

Memperta
nyakan

Mengumpulkan
Informasi

Mengasosi
asikan

Mengomuni
kasikan

Proses Pembelajaran
1.
2.

3.
4.
5.
6.

Mengamati (fenomena untuk mengidentifikasi masalah yang ingin

diketahui)
Menanya (membatasi masalah dan merumuskan pertanyaan dan
merumuskan jawaban sementara terhadap pertanyaan berdasarkan
pengetahuan dan/atau data/informasi terbatas yang telah dimiliki)
Mengumpulkan data dengan satu atau lebih teknik (yang relevan
dengan pertanyaan dengan berbagai cara)
Menalar/menganalisis data (untuk merumuskan kesimpulan)
Mengomunikasikan (kesimpulan/jawaban pertanyaan kepada pihak
lain)
DAPAT dilanjutkan dengan mencipta (dan mengomunikasikan ciptaan)
(dan/atau menginovasi sesuatu berdasarkan pengetahuan yang
dibangun)

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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Communicative Language Teaching

Tujuan pembelajaran

memfasilitasi peserta
didik dalam
mengembangkan
kompetensi komunikatif
lisan dan tertulis dalam
bahasa sasaran
(target)

Kompetensi Komunikatif
(Celce-Murcia, dkk, 1995)

kompetensi kebahasaan
kompetensi aksional
kompetensi sosiokultural
kompetensi strategi
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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

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
9

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

10

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.

11

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

12

Activities at Each Level of Language

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

13

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

14

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

15

Notes for Teachers

Students begin to contribute to the
construction of whole examples of the texttype
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)

16

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

17

 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

18

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

19

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 texttype 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 texttypes
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Contoh Realisasi
Pendekatan Ilmiah dalam GBA
(Prof Utami, UM)
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

21

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

22

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

23

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

24

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.

25

Terima Kasih

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