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Teknik Penyusunan Silabus

Teknik Penyusunan Silabus. M. Asfah Rahman asfah_rahman@yahoo.com Fakultas Bahasa dan S astra Universitas Negeri Makassar Makassar : 28 Januari 2013. Tujuan. Menjelaskan manfaat silabus bagi guru dan murid ; 2. Menjelaskan kandungan bagian-bagian terpenting dari suatu silabus ;

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Teknik Penyusunan Silabus

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  1. Teknik Penyusunan Silabus M. AsfahRahman asfah_rahman@yahoo.com FakultasBahasadanSastra UniversitasNegeri Makassar Makassar: 28 Januari 2013

  2. Tujuan • Menjelaskanmanfaatsilabusbagiguru dan murid; • 2. Menjelaskankandunganbagian-bagianterpentingdarisuatusilabus; • 3. Menyusunsilabusmatapelajaran Bahasa Inggris (SMP/SMA);

  3. 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)

  4. Batasan / Pengertian Silabus • Etimologi: label, daftar – daftar isi • ... Ikhtisar atau garis besar suatu pelajaran’

  5. Syllabus … Syllabus ……… • “…rinciandari APA yang akandipelajari" • "...subbagiankurikulum yang berhubungandenganrinciantentang unit-unit yang akandiajarkan" • “…pernyataan guru tentangtujuandanisi, denganunsur formal danfungsionaldalampembelajaranbaikliniarmaupun spiral” • “… menyebutkanisidanmengurutkanpembelajaran yang akanberlangsung,” • "... kerangka yang menuntunkegiatan yang akandikerjakan: alatpembelajarangunamembantumemfasilitasi “belajar” • “suatubentukdukungankegiatanpengajaran yang direncanakandidalamkelasdansuatubentukpanduandalammenyusunmateripelajaran yang cocok”

  6. 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])

  7. Syllabus … • Dilihatdariperspektifsiswa, pertimbangkanpertanyaanberikut: i) Mengapasayamemerlukanmatapelajaranini? ii) Mapelinimemungkinkansayadapatmelakukanapa (tanpaitusayatidakakandapatmelakukannya)? iii) ApasajapersyaratanMapeldanbagaimanacara memenuhinya? iv) Bagaimanasayaakandievaluasi/diberinilai?

  8. Steps in Syllabus Development Collecting: Information References Learning resources PLANNING 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

  9. Bagian-bagian Silabus Sembilan bagian utama: • Identitas mata pelajaran • Standar Kompetensi • Kompetensi dasar • Indikator • Materi Pokok Pembelajaran • Kegiatan Pembelajaran • Penilaian • Alokasi Waktu • Sumber

  10. 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

  11. Bagian-bagian Silabus … Indikator Nyatakankemampuanyang diharapkandapatdiperolehsiswajikatelahselesaimengikutipelajara ini. Landasan: - Pengetahuandanaplikasiprinsipbidangilmu - Pengembanganketerampilan - Pengembangansikappositif • Memperjelasapa yang Andainginkansiswacapai; • 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.

  12. Bagian-bagian Silabus … Materi Pokok Pembelajaran Cantumkankonsep, kemampuan/keterampilan, unsur kebahasaan yang menjadi acuan/panduan dalam mengembangkan atau memilih bahan dan sumber belajar. Kegiatan Pembelajaran Cantumkan kegiatanpengajaran (strategi, teknik yang disarankan) dan pengalaman belajar bagi siswa yang direncanakandidalamkelas;

  13. Bagian-bagian Silabus … Evaluasi / Penilaian Cara danfaktor/aspek yang dinilai: Rujukan: indikator / tujuan pembelajaran Aspekdanbobot Kriterianilaiakhir (sesuaikandenganaturan sekolah) Alokasi Waktu Tentukan estimasi waktu yang diperlukan untuk mencapai indikator yang telah ditetapkan Sumber Acuan untuk materi yang akan digunakan

  14. Bloom Taxonomy ... Knowledge

  15. Bloom Taxonomy ... Comprehension

  16. Bloom Taxonomy ... Application

  17. Bloom Taxonomy ... Analysis

  18. Bloom Taxonomy ... Synthesis

  19. Bloom Taxonomy ... Evaluation

  20. Metode/StrategiPerkuliahan Dasar: Topikmateridantujuan “Apasesungguhnyamhsakankerjakan?” - Ceramah - Diskusikelompokkecil - Kerjamandiri/pasangan/klpkkecil - simulasi - Pemanfaatanteknologiinformasi - Debat - Studikasus - bermainperan - demonstrasi - Experientail learning (bekerjasambilbelajar) - Bekerjadanbelajarsecarakolaboratif 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.) Bagian-bagain Silabus …

  21. FINAL REMARK It is important to begin with the end in mind, and then put first things first!!

  22. Terima Kasih Selamat Bekerja

  23. 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

  24. 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

  25. 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 General Knowledge Texts • Simple Present Tense • Verbs Instructions • Connectors to express sequence • Verbs: Imperatives Lists • Nouns and Noun Phrases • Quantifiers

  26. 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-and-effect, 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

  27. 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

  28. 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

  29. Text Types

  30. Text Types

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