Transcript KBK dan Pengembangan Silabus

Teknik Penyusunan Silabus
M. Asfah Rahman
[email protected]
Fakultas Bahasa dan Sastra
Universitas Negeri Makassar
Makassar: 28 Januari 2013
Tujuan
1. Menjelaskan manfaat silabus bagi
guru dan murid;
2. Menjelaskan kandungan bagianbagian terpenting dari suatu silabus;
3. Menyusun silabus mata pelajaran
Bahasa Inggris (SMP/SMA);
JUST TO THINK
"Would you tell me, please, which way I
ought to go from here?“
"That depends a good deal on where you
want to get to...”
(Alice in Wonderland, Chapter VI, P 64;
Carroll, 1960)
Batasan / Pengertian
Silabus
Etimologi: label, daftar – daftar isi
 ... Ikhtisar atau garis besar suatu pelajaran’
Syllabus …
Syllabus ………
• “…rincian dari APA yang akan dipelajari"
• "...subbagian kurikulum yang berhubungan dengan rincian
tentang unit-unit yang akan diajarkan"
• “…pernyataan guru tentang tujuan dan isi, dengan unsur formal
dan fungsional dalam pembelajaran baik liniar maupun spiral”
• “… menyebutkan isi dan mengurutkan pembelajaran yang akan
berlangsung,”
• "... kerangka yang menuntun kegiatan yang akan dikerjakan: alat
pembelajaran guna membantu memfasilitasi “belajar”
• “suatu bentuk dukungan kegiatan pengajaran yang
direncanakan di dalam kelas dan suatu bentuk panduan dalam
menyusun materi pelajaran yang cocok”
Syllabus …
•
Apa yang perlu diketahui pelajar, dan apa yang
dapat dikerjakan pelajar dengan pengetahuan itu?
i) “Pengetahuan apa yang menjadi fokus?”
ii) “Kemampuan apa yang menjadi fokus dan prioritas?”
iii) “Apa landasan pemilihan dan pembagian tentang apa yang
harus dipelajari?”
iv) “Bagaimana mengurutkan apa yang akan dipelajari itu?
v) “Apa rasionalnya?”
(Long & Crookes [1993])
Syllabus …
•
Dilihat dari perspektif siswa, pertimbangkan
pertanyaan berikut:
i) Mengapa saya memerlukan mata pelajaran ini?
ii) Mapel ini memungkinkan saya dapat melakukan apa (tanpa
itu saya tidak akan dapat melakukannya)?
iii) Apa saja persyaratan Mapel dan bagaimana cara
memenuhinya?
iv) Bagaimana saya akan dievaluasi/diberi nilai?
Steps in Syllabus Development
PLANNING
Collecting:
Information
References
Learning resources
Formulating: competencies, objectives
Determining learning materials,
outcomes, performance indicators
IMPLEMENTATION
Determining: instructional methods/
strategies
Determining evaluation instrument
(classroom-based evaluation)
Feasibility and Quality
REVISION
Judgment
Bagian-bagian Silabus
Sembilan bagian utama:
1. Identitas mata pelajaran
2. Standar Kompetensi
3. Kompetensi dasar
4. Indikator
5. Materi Pokok Pembelajaran
6. Kegiatan Pembelajaran
7. Penilaian
8. Alokasi Waktu
9. Sumber
Bagian-bagian Silabus …
Identitas mata pelajaran
Jenjang sekolah:
Kelas/Semester:
Mata Pelajaran:
Standar Kompetensi:
Sesuai dengan standar isi kurikulum mata pelajaran
Kompetensi Dasar:
Sesuai dengan standar isi kurikulum mata pelajaran
Bagian-bagian Silabus …
Indikator
•
•
•
•
•
•
Nyatakan kemampuan yang diharapkan dapat diperoleh siswa jika
telah selesai mengikuti pelajara ini.
Landasan:
- Pengetahuan dan aplikasi prinsip bidang ilmu
- Pengembangan keterampilan
- Pengembangan sikap positif
Memperjelas apa yang Anda inginkan siswa capai;
Membantu memilih metode, materi, tugas, evaluasi;
“Kontrak” dengan siswa;
Info bagi guru lain (prasyarat, keterkaitan)
Dapat diamati atau diukur
Kata kerja operasional dengan obyeknya
Ingat:
Tujuan non-isi (pengiring): mis.: menunjukkan toleransi dan
penerimaan terhadap pandangan yang berbeda/bertentangan.
Bagian-bagian Silabus …
Materi Pokok Pembelajaran
Cantumkan konsep, kemampuan/keterampilan, unsur
kebahasaan yang menjadi acuan/panduan dalam
mengembangkan atau memilih bahan dan sumber belajar.
Kegiatan Pembelajaran
Cantumkan kegiatan pengajaran (strategi, teknik
yang disarankan) dan pengalaman belajar bagi
siswa yang direncanakan di dalam kelas;
Bagian-bagian Silabus …
Evaluasi / Penilaian
Cara dan faktor/aspek yang dinilai:
Rujukan: indikator / tujuan pembelajaran
Aspek dan bobot
Kriteria nilai akhir
(sesuaikan dengan aturan sekolah)
Alokasi Waktu
Tentukan estimasi waktu yang diperlukan untuk mencapai
indikator yang telah ditetapkan
Sumber
Acuan untuk materi yang akan digunakan
Bloom Taxonomy ... Knowledge
Useful Verbs
tell
list
describe
relate
locate
write
find
state
name
Sample Question Stems
What happened after...?
How many...?
Who was it that...?
Can you name the...?
Describe what happened at...?
Who spoke to...?
Can you tell why...?
Find the meaning of...?
What is...?
Which is true or false...?
Potential activities and products
Make a list of the main events..
Make a timeline of events.
Make a facts chart.
Write a list of any pieces of
information you can remember.
List all the .... in the story.
Make a chart showing...
Make an acrostic.
Recite a poem.
Bloom Taxonomy ... Comprehension
Useful Verbs
Sample Question Stems
explain
interpret
outline
discuss
distinguish
predict
restate
translate
compare
describe
Can you write in your own words...?
Can you write a brief outline...?
What do you think could of happened
next...?
Who do you think...?
What was the main idea...?
Who was the key character...?
Can you distinguish between...?
What differences exist between...?
Can you provide an example of what you
mean...?
Can you provide a definition for...?
Potential activities and products
Cut out or draw pictures to show a
particular event.
Illustrate what you think the main idea
was.
Make a cartoon strip showing the
sequence of events.
Write and perform a play based on the
story.
Retell the story in your words.
Paint a picture of some aspect you like.
Write a summary report of an event.
Prepare a flow chart to illustrate the
sequence of events.
Make a colouring book.
Bloom Taxonomy ... Application
Useful Verbs
solve
show
use
illustrate
construct
complete
examine
classify
Sample Question Stems
Potential activities and products
Do you know another instance
Construct a model to demonstrate how it will
where...?
work.
Could this have happened in...?
Make a diorama to illustrate an important
Can you group by characteristics such event.
as...?
Make a scrapbook about the areas of study.
What factors would you change if...? Make a paper-mache map to include relevant
Can you apply the method used to
information about an event.
some experience of your own...?
Take a collection of photographs to
What questions would you ask of...? demonstrate a particular point.
From the information given, can you Make up a puzzle game suing the ideas from
develop a set of instructions about...? the study area.
Would this information be useful if you Make a clay model of an item in the material.
had a ...?
Design a market strategy for your product
using a known strategy as a model.
Dress a doll in national costume.
Paint a mural using the same materials.
Write a textbook about... for others.
Bloom Taxonomy ... Analysis
Useful Verbs
analyse
distinguish
examine
compare
contrast
investigate
categorise
identify
explain
separate
advertise
Sample Question Stems
Potential activities and products
Which events could have happened...?
Design a questionnaire to gather
I ... happened, what might the ending have information.
been?
Write a commercial to sell a new product.
How was this similar to...?
Conduct an investigation to produce
What was the underlying theme of...?
information to support a view.
What do you see as other possible
Make a flow chart to show the critical stages.
outcomes?
Construct a graph to illustrate selected
Why did ... changes occur?
information.
Can you compare your ... with that
Make a jigsaw puzzle.
presented in...?
Make a family tree showing relationships.
Can you explain what must have happened Put on a play about the study area.
when...?
Write a biography of the study person.
How is ... similar to ...?
Prepare a report about the area of study.
What are some of the problems of...?
Arrange a party. Make all the arrangements
Can you distinguish between...?
and record the steps needed.
What were some of the motives behind...? Review a work of art in terms of form, colour
What was the turning point in the game? and texture.
What was the problem with...?
Bloom Taxonomy ... Synthesis
Useful Verbs
create
invent
compose
predict
plan
construct
design
imagine
propose
devise
formulate
Sample Question Stems
Potential activities and products
Can you design a ... to ...?
Why not compose a song about...?
Can you see a possible solution to...?
If you had access to all resources how
would you deal with...?
Why don't you devise your own way to
deal with...?
What would happen if...?
How many ways can you...?
Can you create new and unusual uses
for...?
Can you write a new recipe for a tasty
dish?
can you develop a proposal which would...
Invent a machine to do a specific task.
Design a building to house your study.
Create a new product. Give it a name and
plan a marketing campaign.
Write about your feelings in relation to...
Write a TV show, play, puppet show, role play,
song or pantomime about...?
Design a record, book, or magazine cover
for...?
Make up a new language code and write
material suing it.
Sell an idea.
Devise a way to...
Compose a rhythm or put new words to a
known melody.
Bloom Taxonomy ... Evaluation
Useful Verbs
judge
select
choose
decide
justify
debate
verify
argue
recommend
assess
discuss
rate
prioritise
determine
Sample Question Stems
Is there a better solution to...
Judge the value of...
Can you defend your position
about...?
Do you think ... is a good or a bad
thing?
How would you have handled...?
What changes to ... would you
recommend?
Do you believe?
Are you a ... person?
How would you feel if...?
How effective are...?
What do you think about...?
Potential activities and products
Prepare a list of criteria to judge a ...
show. Indicate priority and ratings.
Conduct a debate about an issue of
special interest.
Make a booklet about 5 rules you see
as important. Convince others.
Form a panel to discuss views, eg
"Learning at School."
Write a letter to ... advising on
changes needed at...
Write a half yearly report.
Prepare a case to present your view
about...
Bagian-bagain Silabus …
Metode/Strategi Perkuliahan
Dasar:
Topik materi dan tujuan
“Apa sesungguhnya mhs akan
kerjakan?”
- Ceramah
- Diskusi kelompok kecil
- Kerja mandiri/pasangan/klpk kecil
- simulasi
- Pemanfaatan teknologi informasi
- Debat
- Studi kasus
- bermain peran
- demonstrasi
- Experientail learning (bekerja
sambil belajar)
- Bekerja dan belajar secara
kolaboratif
Tentukan Cara:
Mempersiapkan pengajaran
(reviu atau previu)
Menyajikan konsep baru
(ceramah, demonstrasi,
diskusi)
Menuntun menerapkan konsep
(diskusi, menulis di dlm kelas,
bekerja kolaboratif)
Mengevaluasi / Menilai
(tes, diskusi, pemecahan
masalah, kasus, dll.)
FINAL REMARK
Use reading strategies to construct meaning
a) Use phonological awareness strategies:
- Blend sounds of consonants and vowels to make words
- Identify and produce rhyming words
- Separate spoken words into beginning and ending sounds
- Distinguish long and short vowels in words
- Match spoken words to printed words
- Understand that as letters of words change, so do the sounds
- Read common, irregular sight words e.g. the, have, said
- Read aloud to check pronunciation and understanding
b) Use meaning-based strategies:
- Relate words to pictures
- Use knowledge of cohesive devices: connectors to do with time,
sequence
- Use contextual clues: pictures, title
- Use prior knowledge: familiar words, word association
- Recognise text types
- Ask questions about the texts studied
Listen to / Read /View a variety of texts and demonstrate in oral
or written form the ability to acquire and use knowledge for a
variety of purposes
a) Locate information using author, title, table of contents
b) Gather informationusing alphabetical order / categories
c) Organise information: list and sequence
Listen to / Read / View a variety of texts and demonstrate in
oral or written form the ability to acquire and use knowledge
for a variety of purposes
a) Give reasons to support a response to a story, saying whether
they like or dislike it
b) List, organise information about characters, sequence of events
or setting to complete a story web
General Knowledge Texts
• Simple Present Tense
• Verbs
Instructions
• Connectors to express sequence
• Verbs: Imperatives
Lists
• Nouns and Noun Phrases
• Quantifiers
Narratives / Personal Recounts
• Adjectives
• Adverbs
• Connectors to do with time and sequence
• Nouns and Noun Phrases
• Pronouns
• Punctuation
• Simple Past Tense
• Verbs
Conversations and Short Functional
Texts
• Adverbs
• Contractions of verb forms and modal
auxiliaries
• Modal auxiliaries
• Prepositions
• Pronouns
• Questions
• Tense: Simple Present and Past
Factual Recounts
• Adverbs and Adverbials
• Nouns, Noun Phrases and Clauses
• Past Tense
• Prepositions and Prepositional Phrases
• Pronouns
• Verbs and Verb Phrases
Narratives / Personal Recounts
• Adjectives, Adjectival Phrases and
Clauses
• Adverbs and Adverbials
• Compound and Complex sentences
• Connectors
• Direct and Indirect Speech
• Nouns, Noun Phrases and Clauses
• Pronouns
• Punctuation
• Tense: a range of tenses
• Verbs and Verb Phrases
Explanations
• Connectors to show cause-andeffect, reason, choice
• Modal auxiliaries
• Simple Present Tense
• Verbs and Verb Phrases
Expositions
• Adjectives, Adjectival Phrases
and Clauses
• Connectors
• Simple Present Tense
• Verbs and Verb Phrases
Narratives / Personal Recounts
• Adjectives, Adjectival Phrases and Clauses
• Adverbs and Adverbials
• Connectors to do with time and sequence
• Direct and Indirect Speech
• Nouns, Noun Phrases and Clauses
• Prepositions and Prepositional Phrases
• Pronouns
• Tense to express past time
• Verbs and Verb Phrases
Procedures
• Adjectives, Adjectival Phrases and Clauses
• Connectors to do with sequence
• Nouns, Noun Phrases and Clauses
• Quantifiers
• Simple Present Tense
• Verbs and Verb Phrases
Conversations and Short Functional Texts
• Adverbs and Adverbials
• Contractions of verb forms and modal auxiliaries
• Modal auxiliaries
• Prepositions and Prepositional Phrases
• Pronouns
• Questions, Answers and Negative Statements
• Tense: a range of tenses
Text Types
Text Type
Purpose
Grammatical Features
Narratives
e.g. stories,
fables
To entertain, tell a
story, teach or
Inform
Personal
recounts
e.g. anecdotes,
diary / journal
entries,
biographies,
autobiographies
To retell an activity
that the writer /
speaker has been
personally involved
in
• Adjectives, Adjectival Phrases and Clauses
• Adverbs and Adverbials
• Connectors to do with time andsequence e.g.
soon, later, next, after this
• Direct and Indirect Speech (including the
appropriate punctuation for direct speech)
• Expressions for past time
• Nouns, Noun Phrases andClauses
• Prepositions and PrepositionalPhrases
• Pronouns - personal, reflexive, demonstrative,
possessive,interrogative, relative
• Verbs - action verbs e.g. run, jump; saying
verbs e.g. ask, comment; verbs of perception
and appearance e.g. see, seem; verbs of belief
and knowledge e.g. consider, understand; verbs
of emotion, desire and attitude e.g. like, want,
deserve
Verb Phrases e.g. dashing out of the car
Text Types
Text Type
Purpose
Grammatical Features
Procedures
e.g. procedures
involved in
carrying
out a task
To tell / record in
sequential order
the
steps taken to do
or make something
• Adjectives, Adjectival Phrases and
Clauses to describe materials / objects
• Connectors to do with sequence e.g.
then, after this, next
• Nouns, Noun Phrases andClauses to
refer to materials /objects
• Quantifiers e.g. some, many, much, a lot
of, a little
• Simple Present Tense
• Verbs - Imperatives e.g. stir, fold
Verb Phrases e.g. cutting the stalk at an
angle