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PENGEMBANGAN BAHAN AJAR

Pemilihan dan Pengembangan Bahan Ajar Yang menjadi pertimbangan (BSNP, 2006) 1. Potensi peserta didik 2. Relevansi dengan karakteristik daerah 3. Tingkat perkembangan fisik, intelektual, emosional, sosial, dan spiritual peserta didik 4. Kebermanfaatan bagi peserta didik Struktur keilmuan 5. Aktualitas, kedalaman, dan keluasan materi pembelajaran 6. Relevansi dengan kebutuhan peserta didik dan tuntutan lingkungan 7. Alokasi waktu

Prinsip pemilihan Materi


McKeachie (1978) Menumbuhkan keingintahuan (curiousity) Membangun Kompetensi Mengembangkan kemampuan berpikir (Human beings are learning organism seeking, organizing, coding, storing, and retrieving information all their lives, building on cognitive structures to continue learning throughout life (certainly not losing capacity to learn); continually seeking meaning (McKeachie, 1978). Menciptakan keinginan berinteraksi dan berprestasi Memelihara dan meningkatkan motivasi

Sumber & Bahan Ajar


Publisher Materi otentik (materi pembelajaran, baik yang dalam bentuk cetakan maupun audio visual) Media masa (cetak dan elektronik) Foto-foto dan gambar Alam lingkungan Masyarakat

Berfikir Kritis
Visualization: yaitu gambaran dari apa yang dibaca atau didengar Question: yaitu pertanyaan-pertanyaan yang menunjukkan keingintahuan lebih jauh tentang materi yang dibaca tau didengar Connecting: yaitu keterkaitan dengan apa yang sudah diketahui sebelumnya Inferring: yaitu bayangan terhadap implikasi atau konteks nyata Synthesis: yaitu pembentukan konteks yang lebih besar dimana semakin banyak yang dibaca atau didengar semakin besar konteks pemahaman yang terjadi.

Peran guru
Model Shared Guide Independent Student

Teacher Ilustrasi 1: Peran guru dalam membantu siswa mengembangkan kemampuan berpikir Kritis dengan think-pair-share

Mengapa guru harus menyusun / mengebangkan bahan ajar?


Allwright (1990) textbook umumnya terlalu kaku apabila dijadikan sebagai sumber tunggal dalam pembelajaran

Berpedoman pada satu teksbook tidak

selalu cocok dengan minat, kondisi, tingkat perkembangan dan kebutuhan berbahasa anak kurang memberi kebermaknaan

Sumber Belajar

Materi otentik (materi pembelajaran, baik yang dalam bentuk cetakan maupun audio visual Internet Media masa (cetak dan elektronik) Foto-foto dan gambar Alam lingkungan Masyarakat

Jenis Pengembangan Materi


Self-designed Modification Adaptation Compilation Handout

READING
Text Exploitation Reading aloud Limited response (Y/N, T/F, Agree/Disagree) Reproduction (What, Why, How, ; Tell me about ) Grammar Focus

Reading
Scanning and skimming Dictation Notice the mistake Extend and discuss Review

Listening
Comprehension Reproduction Communication Close procedures Key word-guided writing Review Listening Games

Speaking
Discusion and Debate Project Presentation Topic talks Drama Activities Information Gap

Writing
Controlled Writing (jigsaw sentences, gapped passages, pure cloze, find and copy, gapped illustrative sentences, dictation) Guided Writing (picture, note, letters, diary, story completion) Writing from maps, graphs and statistical data Free composition

Contoh Pengembangan Bahan ajar


A. B. Mata Pelajaran : Bahasa Inggris Standar Kompetensi: Membaca: Memahami makna dalam teks tulis fungsional pendek sederhana untuk berinteraksi dalam konteks kehidupan sehari-hari

Contoh Pengembangan Bahan ajar


C. Kompetensi Dasar: Merespon makna yang terdapat dalam teks tulis fungsional pendek sederhana secara akurat, lancar dan berterima untuk berinteraksi dalam konteks kehidupan sehari hari D. Indikator Pencapaian Kompetensi Siswa dapat membaca sebuah ceritera sederhana dengan ucapan dan intonasi yang tepat Siswa dapat menjawab pertanyaan-pertanyaan yang memerlukan jawaban singkat tentang bacaan. Siswa dapat menjawab pertanyaan-pertanyaan yang memerlukan penjelasan yang panjang tentang bacaan. Siswa bisa menceritakan kembali isi bacaan dengan kata-kata sendiri.

Contoh Pengembangan Bahan ajar


E. Tujuan Pembelajaran:
1. Siswa dapat membaca bacaan sederhana berbahasa Inggris dengan ucapan dan intonasi yang benar 2. Siswa dapat memahami isi sebuah bacaan sederhana berbahasa Inggris 3. Siswa dapat menggunakan bahasa Inggris sederhana dalam bentuk lisan dan tulisan berdasarkan informasi dari sebuah bacaan

Bahan Pelajaran
Bacaan Permainan Lagu

Bacaan
Read the following story and follow the instructions

Stop and Think


Before continue reading, answer the following questions: 1. Do you agree that the missing coin is not gone far? 2. Do you think the woman will find the coin? 3. The woman wouldnt mind if she cant find the missing coin because its not valuable. (True or False)

Stop and answer the questions


The woman was making so much noice that its woken up the cat. If you were the cat, how would you feel? The woman didnt want to loose one coin. Why do you think so? Where do you think she would find the coin?

Reproduction
How many coin does the woman have? What does she like to do with the coins? Why do you think the coins were scattered everywhere? Did she finally find the missing coin? Where did she find it? What do you think will the woman do after she found the missing coin?

Extend and discuss


The story could be made better if you insert one more page. Discuss in groups of 4s: 1. Where the new page should be inserted 2. What you should write to make the story better 3. Draw the suitable picture to go with your additional story, and write the story in the proper part of the page.

Grammar Focus
Prepositional phrases:
under into on in : Perhaps it is under the rug : Perhaps it has bounced into the fireplace : The cat was lying on it all the time : Hes off to find a quiet place in the garden

Write sentences using the preposition below


in into on under : .. : : .. : ..

Writing
Pretend that the woman in the story is one of your family members. Write the story using your own words.
Example: My sister, Evi, has ten silver coins. She likes to count them. .

Song
We are going on a bear hunt Were going to catch a big one Were not scared Ooh no, grass, long green grass We cant go over itWe cant go under it We cant go round it We have to go through it Swish, Swish, Swish.. We are going on a bear hunt Were going to catch a big one Were not scared Ooh no, water, cold wet water We cant go over itWe cant go under it We cant go round itWe have to go through it Splash, Splash, Splash.

Song
We are going on a bear hunt Were going to catch a big one Were not scared Ooh no, trees, tall big trees We cant go over them We cant go under them We cant go round them We have to go through them Dada, Dada, Dada

Song
Oh look, a cave. A big dark cave Ooh no its a BEAR, A big scary BEAR Quick run Out of the cave Shhh. Shhh, Shhh.. Through trees Dada, dada, dada . Through water Splash, splash, splash Through the grassSwish, swish, swish. And back home, PHEW!!!

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