WORKSHOP PENULISAN BUKU AJAR BERBASIS PENELITIAN DAN TEORI Prof. Endang Fauziati 081 546 644 197 efauziati@gmail.com/endang_fauziati@ums.ac.id Universitas Muhammadiyah Surakarta Jl. A Yani Tromol Pos 1 Pabelan Surakarta

MENGAPA MENULIS BUKU AJAR?

LEARNING BY DOING PILIH SALAH SATU MATA KULIAH YANG SUDAH SANGAT ANDA KUASAI CONTOH APPROACH AND METHOD OF TEACHING ENGLISH AS A FOREIGN LANGUAGE (TEFL)

TULIS TOPIK BAHASAN UTAMA SELAMA SATU SMT CONTOH AN OVERVIEW OF FOREIGN LANGUAGE TEACHING METHODOLOGY TRADITIONAL METHOD DESIGNER METHOD COMMUNICATIVE APPROACH SCIENTIFIC APROACH

BREAKDOWN MASING MASING TOPIK MENJADI BEBERAPA SUB TOPIK CONTOH PART ONE AN OVERVIEW OF FOREIGN LANGUAGE TEACHING METHODOLOGY 1. Historical Sketch of Foreign Language Teaching Methodology 2. The Nature of Approach, Method, and Technique PART TWO TRADITIONAL METHOD 1. Grammar Translation Method (GTM) 2. Direct Method (DM) 3. Situational Language Teaching (SLT) 4. Audiolingual Method (ALM) 5. Cognitive Code Learning (CCL)

1. Community Language Learning (CLL) 2. Total Physical Response (TPR) PART THREE DESIGNER METHOD 1. Community Language Learning (CLL) 2. Total Physical Response (TPR) 3. Silent Way (SW) 4. Suggestopedia 5. Natural Approach (NA)   PART FOUR COMMUNICATIVE APPROACH 1. Communicative Language Teaching (CLT) 2. Cooperative Language Learning (Coop. LL) 3. Competency-Based Language Teaching (CBLT) 4. Content-Based Instruction (CBI) 5. Genre-Based Instruction (GBI) PART FIVE SCIENTIFIC APROACH 1. Inquiry-Based Language Learning (IBLL) 2. Project-Based Language Learning (Proj.BLL) 3. Problem-Based Language Learning (Prop.BLL) 4. Discovery Language Learning (DLL) 5. Task-Based Language Learning (TBLL)

KUMPULKAN MINIMAL 10 ARTIKEL TTH SATU TIPIK BAHASAN Contoh: Genre-Based Instruction (GBI) References 1. Agustien, H.I.R. 2006.Text-Based Curriculum and Genre Approach. A plenary paper presented at UPI National Seminar, 27 February 2006. 2. Badger, R., & White, G. (2000). “Product, Process and Genre: Approaches to Writing in EAP“ [Electronic Version]. ELT Journal, 2000: 54/2, 153-160. 3. Balaban, Nancy. (1995) "Seeing the Child, Knowing the Person." In Ayers, W. "To Become a Teacher," Teachers College Press. 4. Bawarshi, A. (2000). The genre function. College English, 62(3), 335-360. Bhatia, V. K. (1993). Analyzing genre: Language use in professional settings. New York: Longman. 5. Bhatia, V. K. 1993. Analyzing Genre: Language Use in Professional Setting. London: Longman. 6. Burns, A. (2001). “Genre-Based Approaches to Writing and Beginning Adult ESL Learners”. In C. Candlin & N. Mercer (Eds.), English Language Teaching in its Social Context: A Reader (pp. 200-207). London: Routledge. 7. Butt, D., Fahey, R., Feez, S., Spinks, S., & Yallop, C. (2001). Using Functional Grammar: An Explorer’s Guide (2nd ed.). Sydney: NCELTR. 8. Bruner, J. 1983. Child’s Talk: Learning to Use Language.Oxford: Oxford University Press. 9. Brown, H. Douglas. 1994. Principles of Language Learning and Teaching. New York: Prentice Hall. 10. Byram, M. (2004). Genre and genre-based teaching. The Routledge Encyclopedia of Language Teaching and Learning (pp. 234-237). London: Routledge. 11. Celce-Murcia, M., Z. Dornyei, S. Thurrell 1995. Communicative Competence: A Pedagogically Motivated Model with Content Specifications. In Issues in Applied Linguistics, 6/2: 5-35.

12. Corden, R. 2000. Literacy and Learning through Talk: Strategies for the Primary Classroom. Buckingham: Oxford University Press. 13. Depdiknas. 2005. Peraturan Pemerintah Republik Indonesia Nomor 19 Tahun 2005 tentang Standar Nasional  Pendidikan. Jakarta: Depdiknas Republik Indonesia. 14. Fees, Susan and Helen Joyce. 2002. Text_based Syllabus Design. Sydne: McQuarie University/AMES. 15. Halliday, M.A.K., dan R. Hasan 1985a. Language Context and Text: Aspects of Language in a Social –Semiotic Perspective. Victoria: Deakin University Press. 16. Hammond et. al. 1992. English for Special Purposes: A handbook for Teachers of Adult Literacy. Sydney: NCELTR. 17. Henry, A., & Roseberry, R. L. (1998). An evaluation of a genre-based approach to the teaching of EAP/ESP writing. TESOL Quarterly, 32/1: 147-156. 18. Hyland, K. (2002). Genre in primary classrooms: The New South Wales (NSW) K-6 syllabus. In C. N 19. Candlin & D. R. Hall (Eds.), Teaching and researching (pp. 96-103). Harlow, Essex, UK: Longman. 20. Hyon, S. (1996). Genre in three traditions: Implications for ESL. TESOL Quarterly, 30/4: 693-717. 21. Kay, H., & Dudley-Evans, T. (1998). “Genre: What Teachers Think [Electronic Version]. ELT Journal, 52/4: 308-314. 22. Kay, H & T. Dudley-Evans. 1998. Genre: What Teachers Think. ELT Journal 52(4): 308-14 23. Kim, Y., & Kim, J. (2005). Teaching Korean University Writing Class: Balancing the Process and the Genre Approach [Electronic Version]. Asian EFL Journal, 7/2: 1-15. 24. Lin, Benedict. 2006. Genre-based Teaching and Vygotskian Principles in EFL: The Case of a University Writing Course. The Asian EFL Journal, 2006: 8/ 3 25. Mel Silberman. 1999. Active learning: Strategies to Teach Any Subject. Allyn and Bacon: Needham Heights, Massachusetts 26. Miller, C. R. (1984). Genre as social action [Electronic version]. Quarterly Journal of Speech, 70, 151-167. 27. Nunan, David. 1991. Language Teaching Methodology. New York: Prentice Hall. 28. Paltridge, B. (1996). Genre, text type, and the language learning classroom. ELT Journal, 50/3: 237-243. 29. Swales, J. M. (1990). Genre Analysis: English in Academic and Research Settings. Cambridge, UK: Cambridge University Press. 30. Vygotsky. L. 1978. Mind in Society. Cambridge MA: Harvard University Press. 31. Wells, B. 1987. “Apprenticeship in Literacy”. In Interchange 18,1/2: 109-123.  

Pelajari semua artikel buat catatan Fahami secara keseluruhan Buat rancangan ide ide atau aspek aspek yang akan dimasukkan dalam bahasan Buat kerangaka Isi kerangka dengan daging Demikian seterusnya

Contoh Kerangka Genre-Based Approach (GBA) to Foreign Language Teaching A. Introduction B. An Overview of Genre-Based Approach C. Underlying Principles 1. Linguistic Principles 2. Learning Principles D. Pedagogical Application E. Genre-Based Approach in Indonesia 1. The 2004 English Curriculum 2. Classroom Implementation Conclusion References

Buat Kerangka dari masing masing sub topik Mulailah dengan Isi kemudian closing, dan akhirnya Introduction Contoh An Overview of Genre-Based Approach - GBI was initially popularized as technique in teaching writing in EFL - Classroom implementation of GBI - Learning cycles in standard GBI writing class - GBI for the EFL in general

Beri daging pada kerangka yang tersedia CONTOH: GBA was initially popularized as technique in teaching writing in a second/foreign language. As one of the four language skills, it has always occupied a place in most English language course since more and more people need to learn to write in English for occupational or academic purposes. Traditionally, in teaching practice, a distinction has been drawn between the activities which focus on products and on process. A product approach focuses on the end result of the learning process that is, what the learner is expected to be able to do as a fluent and competence user of the language (Brown, 1994) whereas process approach focuses more on the various classroom activities which are believed to promote the development of skilled language use (Nunan, 1991). Later, more attention is paid to the nature of writing in various situations. This then has brought popularity to the genre approach, which focuses on models and key features of texts written for a particular purpose. In genre approach, the knowledge of language is connected to a social purpose, and more focus is on the viewpoint of the reader rather than the writer. The Routledge Encyclopedia of Language Teaching and Learning has defined the genre approach as “a framework for language instruction” (Byram, 2004: 234) based on examples of a particular genre. The genre framework supports students’ writing with generalized, systematic guiding principles about how to produce meaningful passages (Kim, 2005). In terms of a classroom implementation, GBA is similar to a process approach to teaching writing. However, the genre-based approach also resembles the product approach in that a model text is analyzed on the basis of grammatical and text features. This is followed by guided writing in a joint construction stage before a final, free-writing stage (Badger & White, 2000: 154). Hammond in Burns (2001: 202), for example, proposed “a wheel model of a teaching-learning cycle having three phases: modeling, joint negotiation of text by learners and teacher, and the independent construction of texts by learners”. Modeling is the time when the target genre that learners should construct is introduced; the discussion focuses on the social function of the genre and on the text structure and language. Joint negotiation of text refers to the stage when learners carry out exercises on relevant language forms in a negotiating process between the teacher and the students. The independent construction of texts is the stage learners produce actual texts through activities such as choosing a topic, researching, and writing. Meanwhile, some authors (Derewianka, 1991; Feez, 1998; Hyland, 2003) suggest that there are two main teaching-learning cycles in standard genre-based writing teaching: writing with the class and writing independently. Writing with the class involves building knowledge of the field, exploring the genre, and joint text construction. Writing independently includes building knowledge of a similar field, drafting, revising, and conferencing, and editing and publishing. Each stage has different purposes in terms of the writing process. Proponents such as Kay and Dudley- Evans (1998: 310) have argued that “the genre approach is more effective for learners to advance their writing skills in a second language than the process approach since the model helps free students from their severe worries over writing”.  

STRATEGI MENGGALI TOPIK PENELITIAN DARI BUKU AJAR Ambil satu topik yang sangat dikuasai Contoh: bahasanya pembelajar bahasa (Interlanguage) Kaji Fenomena yang ada di kelas ttg interlanguage Angkat sebagai topik penelitian Contoh: Sistem Bahasa Antar Pembelajar Bahasa Inggris: Kasus pasa siswa SMP di Surakarta Aspek yang dikaji: - Sistem yang merepresantikan kejadian sekarang - Sistem yang merepresantikan kejadian masa lalu - Sistem yang merepresantikan kejadian masa yang akan datang

Angkat sebagai judul buku TEKS SISTEM BAHASA ANTAR PEMBELAJAR BAHASA INGGRIS: SEBUAH KAJIAN PEMEROLEHAN BAHASA ASING OLEH ANAK INDONESIA” LAPORAN PENELITIAN DIUBAH MENJADI BUKU TEKS SEPERTI CONTO BERIKUT INI

JUDUL: SISTEM BAHASA ANTAR PEMBELAJAR BAHASA INGGRIS: SEBUAH KAJIAN PEMEROLEHAN BAHASA ASING OLEH ANAK INDONESIA ISI BUKU: BAB I: INTRODUCTION BAB II: THEORETICAL FRAMEWORK BAB III: METHODOLOGY

BAB IV: ANALISIS KESALAHAN BERBAHASA 4.1.1 Pendahuluan 4.1.2 Prosedur Analisis Kesalahan Berbahasa 4.2 Analisis Kesalahan Berbahasa Inggris 4.3 Hasil Penelitian Analisis Kesalahan Berbahasa BAB V: ANALISIS BAHASA ANTAR 5.1 Analisis Bahasa Antar 5.1.1 Pendahuluan 5.1.2 Karakteristik Bahasa Antar 5.1.3 Bahasa Antar Pembelajar Bhs Inggris 5.1.4 Hasil Penelitian Analisis Bahasa Antar 5.1.4.1 Sistem Bahasa Antar Pembelajar Indonesia 5.1.4.2 Permeabilitas Bahasa Antar Pembelajar Indonesia 5.1.4.3 Kedinamisan Sistem Bahasa Antar Pembelajar Indonesia  

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