material development of english subject that promotes students’ engagement and creative thinking...
TRANSCRIPT
Material Development of English Subject that Promotes Students’ Engagement and
Creative Thinking Skills at Junior High School Level in Indonesia Context
R. Adelina Fauzie (Perbanas Institute) &
Andis E. Faizasyah (Samporna School of Education)
IntroductionBackground 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 ResearchThe 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 ReviewThe 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)
DiscussionPrescribed 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 IdentityIntroduceA: Good morning
How are you ?B : Fine thanks
Nice to meet youInstruction-Don't take the food to
the laboratoryDo it yourselfRequest and give
informationA:I don't see
Ani where is she?B:She is sickA: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. Knowledge2. Comprehension
3. Application
4. Analysis5. Synthesis6. Evaluation
LOTS
HOTS
Bloom TaxonomyKnowledge the remembering of previously
learned materialComprehension the ability to grasp the meaning
of materialApplication 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 purposeSource: http://hppa.spps.org/What_is_Bloom_s_Taxonomy.html
SuggestionLevel Example of
OutcomeI 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 practice3. 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.Siswa.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/bloomstaxonomy.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.
