Assalamu'alaikum

1. Assalamu'alaikum Good Morning Ladies and Gentlemen

2. PENDALAMAN MATERI BAHASA INGGRIS(Pengembangan Bahan Ajar)How to Write a Textbook Lembaga Penjaminan Mutu Pendidikan (LPMP) Jawa Tengah Semarang, 24 – 25 Oktober 2007

3. Let me introduce myself • Rudi Hartono, S.S., M.Pd. • Tasikmalaya,September 7, 1969 • S-1 (English Linguistics-UNPAD Bandung) • S-2 (English Education-UPI Bandung) • S3 (Linguistics: Translation Studies-UNS/On going) • English Lecturer of UNNES Semarang • English Textbook Writer • One Wife and Two Children • Teaching & Traveling • E-mail: rudi_fbsunnes@yahoo.com

4. About English Lesson • English language is a tool of communication used by people (both oral and written). • Indonesian students should be able to understand and express information, thought, feeling, and develop science and technology, and culture by using English language. • The function of English language is a tool of communication used by people to access information, a tool for keeping interpersonal relationship, exchanging information, and enjoying language esthetics in English culture.

5. The Purpose of English Lesson in Indonesia • To develop a wording capability (discourse competence) in order to participate in a modern society. • To develop communication skills in both spoken and written English which covers listening, speaking, reading, and writing. • To develop awareness of the essence and function of language as a tool of communication and a tool of learning. • To develop concept of cultural context and its implication in language usage.

6. The Range of English Subject • Language skills: listening, speaking, reading, writing • Sub-competence: linguistic competence, actional competence, socio-cultural competence, strategic competence, discourse competence • Positive attitude development toward English as a tool of communication

7. ENGLISH LANGUAGE Situation Culture Linguistics Listening Speaking Reading Writing Exposure Difficulties of Out of Classroom Application Reading Materials Native Speakers Limited Time Unlimited Time Classroom Teacher and Textbook

8. ENGLISH TEXTBOOK STANDARDIZATION • Achievable • Practical • Giving priority to the objectives of communication • Developing the life-skills

9. The Aspects of English Textbook Standardization • Content or teaching material aspect • Material presentation aspect • Language aspect and readability • Graphics aspect

10. Criteria of Content and Material Aspects • Lesson materials are matching to curriculum. • It presents integrated lesson materials. • Lesson materials contain text types • Lesson materials contain phonological component, vocabulary, and accurate English grammar based on the curriculum demands. • Lesson materials are arranged based on the gradation and difficulty levels. • Tasks are given to improve student’s ability and to support the formulated objectives of curriculum. • Lesson materials contains knowledge and attitudes that support life-skills. • Lesson materials are concerned with genders, tribes, religions, races, and groups and ethic code of copy rights

11. Criteria of Presentation Aspect • The learning objectives are stated explicitly and led to the communication competence mastery. • Chapter presentation reflects a logic, harmonious, and arranged plot. • Chapter presentation is arranged based on the difficulty levels from easy to difficult materials. • Tasks and exercises are suitable with the given lesson materials. • Chapter presentation considers the relationship between connected materials and other materials. • Chapter presentation actively involves students to communicate in English language. • Chapter presentation motivates students to be interested in English lesson. • Chapter presentation motivates students to do reflection and self-evaluation by providing exercise items and answer keys that evaluate and assess the students’ comprehension.

12. Criteria of Language Aspect and Readability • Usage of Standard English based on the linguistic principles • Usage of English language according to the instruction communication need • Usage of other English varieties appropriately matching to text types and communication demand • Usage of vocabularies according to student’s cognitive level and difficulty level consideration • Usage of sentence structures based on the student’s language mastery level • Paragraphs are presented effectively by considering the coherence and cohesion aspects. • Usage illustrations which are functional and relevant to the lesson materials

13. What is the textbook model? • Textbook is a source of learning. • Textbook is a reference for which students ask. • Textbook model is a textbook which is designed based on the current curriculum to be tried out and evaluated by users whether it is appropriate for classroom instructions or other teaching and learning activities or not. • Textbook model is prepared for overcoming the lack of teaching and learning materials needed by teachers and students in and out of the classroom.

14. What is the textbook model for? • The textbook model is useful for creative teachers and active students. • The textbook model is designed for an English user who has a high motivation to practice English communicatively based on both English and Indonesian socio-cultural contexts. • The textbook model is an alternative textbook prepared for fulfilling the lack of teaching and learning materials, and teachers and students’ need.

15. How to develop the textbook model? • Listening Activities: a. Listening to English programs on radio, tape recorder, TV/ CD/VCD/ DVD/movies, announcement, etc. b. Recording teacher’s, student’s, native speaker’s voice c. Listening to lesson materials dictated by teachers in the classroom • Speaking Activities: a. Talking to teachers, friends, families, neighbors, foreigners, other people in English b. Retelling stories, delivering a speech, being a moderator, giving comments, discussing problems, debating, presenting a paper • Reading Activities: Reading short stories, novels, poems, textbooks, newspapers, magazines, leaflets, announcements, news, e-mails, websites, etc. • Writing Activities: Rewriting stories, writing short stories, novels, poems, notes, memos, announcements, news, articles, papers, diaries, journals, wall magazines, etc. by doing a peer collaboration and/or peer-teacher collaboration in or out of the classroom.

16. To whom is the textbook model tried out? Respondents that can be involved in trying out the textbook model are: • Government staffs (policy and decision makers) • Private stakeholders (publishers and companies) • Teachers (users and evaluators) • Students (users) • Researchers (evaluators) • Student’s parents (evaluators and supervisors)

17. The Odd Chapter Format of the English Textbook Model • Title of Chapter (Language Function) • Learning Objectives • Stage 1 (Dig up What You Know) • Stage 2 (Take a Look) • Stage 3 (Discuss It, Please) • Stage 4 (Do It Yourself) • Reflection (Think Again) • Formative Test

18. The Even Chapter Format of the English Textbook Model • Title of Chapter (Text Type) • Learning Objectives • Stage 1 (Dig up What You Know) • Stage 2 (Take a Look) • Stage 3 (Discuss It, Please) • Stage 4 (Do It Yourself) • Reflection (Think Again) • Formative Test

19. Lesson Material Coverage • Language Functions: Expressing complaints, requests, commands, advice, suggestions, possibilities, apologies, hopes/wishes, plans, etc. • Text Types (Genres): Narrative, Explanation, Discussion, Review • Grammar: Tenses, Passive Voices, Noun Clause/Phrase, Adverb Clause/Phrase, Adjective Clause/Phrase, Adverbs, Conjunctions, Nouns, Pronouns, Verb classes, Question Tags, Modality, If Clause, etc. • Vocabulary/Glossary: Equivalences and definitions • Pronunciation Practice: New words from the texts • Public Speaking: Speech, debate, moderator, presenter • Literary Appreciation: Story reading, story telling, poetry reading, prose analysis, poetry analysis

20. Exercise Coverage • Listening: Listening to Questions, dialogs, texts, stories • Speaking: Oral Q&A, matching suitable expressions, conversation, retelling, speech, discussing, role playing (dialog, story or drama), debating, presenting papers • Reading: Reading text types, leaflets, banners, illustrations, expressions, dialogs, story books • Writing: Making sentences based on the provided patterns or words, dialog scripts, clauses, paragraphs, short texts, essays, answering written questions and true-false arranging sentences into a paragraph/dialog, arranging expressions into a dialog, making a dialog from a story, making a dialog based on the pictures, text structure and linguistic features analysis, rewriting a story based on picture series, constructing a text draft based on the plan of text • Pronunciation: Pronouncing words, phonetic transcription drills • Grammar: Studying and practicing grammatical patterns and usage, analyzing the grammatical rules, changing the verbs • Vocabulary: matching words with definitions

21. Time Allotment of XII Grade (A4) • 38 x 5 x 45’ = 8550 minutes • 8550 : 12 = 712,5 minutes (@ chapter) • 712,5 : 4 = 178,125 minutes (@ stage) • 178,125 : 4 = 44,53125 minutes (@ activity)

22. PUSAT PERBUKUAN JAKARTA • Jl. Gunung Sahari Raya No. 4 (Eks Kompleks Siliwangi) Lantai VI, Jakarta Pusat 10002 • www.setjen.depdiknas.go.id • www.sibi.or.id • E-mail: pusbuk@sibi.or.id • www.bsnp.indonesia.org

42. Thank you Wassalamu'alaikum