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    Hegar

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    Handi Pabriana
    The document discusses different approaches to organizing teaching materials, including structural, situational, topic-based, functional, skill-based, task-based, and competence-based syllabuses. It also describes the forward, central, and backward design approaches. The forward design maps content and appears suitable for a communicative approach. The central design is teacher-created and considers learning goals. The backward design develops materials based on learning outcomes. The document advises teachers to choose a design approach, organize materials accordingly, and systematically develop the new teaching materials.

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    Hegar

    Uploaded by

    Handi Pabriana
    18 views17 pages
    The document discusses different approaches to organizing teaching materials, including structural, situational, topic-based, functional, skill-based, task-based, and competence-based syllabuses. It also describes the forward, central, and backward design approaches. The forward design maps content and appears suitable for a communicative approach. The central design is teacher-created and considers learning goals. The backward design develops materials based on learning outcomes. The document advises teachers to choose a design approach, organize materials accordingly, and systematically develop the new teaching materials.

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    PPT HEGAR

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    The document discusses different approaches to organizing teaching materials, including structural, situational, topic-based, functional, skill-based, task-based, and competence-based syllabuses. It also describes the forward, central, and backward design approaches. The forward design maps content and appears suitable for a communicative approach. The central design is teacher-created and considers learning goals. The backward design develops materials based on learning outcomes. The document advises teachers to choose a design approach, organize materials accordingly, and systematically develop the new teaching materials.

    Copyright:

    © All Rights Reserved
    Download as PPTX, PDF, TXT or read online from Scribd
    Download as pptx, pdf, or txt
    18 views17 pages

    Hegar

    Uploaded by

    Handi Pabriana
    The document discusses different approaches to organizing teaching materials, including structural, situational, topic-based, functional, skill-based, task-based, and competence-based syllabuses. It also describes the forward, central, and backward design approaches. The forward design maps content and appears suitable for a communicative approach. The central design is teacher-created and considers learning goals. The backward design develops materials based on learning outcomes. The document advises teachers to choose a design approach, organize materials accordingly, and systematically develop the new teaching materials.

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    © All Rights Reserved
    Download as PPTX, PDF, TXT or read online from Scribd
    Download as pptx, pdf, or txt
    of 17

    The Organization of Materials

     According to Sundayana (2017), the kinds of organization


    material are shown as follow:

    Structural Situational Topic-based


    Syllabus Syllabus Syllabus

    Functional Skill-based Task-based


    Syllabus Syllabus Syllabus

    Competence-
    based
    Syllabus
    Structural
    Syllabus

     is a material organization based on hierarchical language form, start from the


    smallest form to the largest form of language.

    Text
    Sentences
    Clauses
    Phrases
    Words
    Morpheme
    s
    Phonemes
    Situational
    Syllabus

     is a material organization based on situational take place for communication


    activities such as:
    Topic-based
    Syllabus

     is a material organization based on conversational topic that often used in daily communication. The
    topic also can be developed from every school subject e.g, math, chemistry, phsyics, geology etc.
    Functional
    Syllabus

     is a material organization based on optional language function that frequently


    used in several communication activities. More often used, more appropriate
    to be chosen for example :
    Skill-based
    Syllabus

     is a material organization based on students’ language skill, receptive


    language skill (listening and reading) or productive language skill (speaking
    and writing) such as comparing main idea of a text, comparing main idea with
    supporting idea of a text.
    Task-based
    Syllabus

     is a material organization based also on communicational purposes such as


    creating a map, following instruction and direction.
    Competence-
    based
    Syllabus

     is a material organization that not only based


    on students’ language skill but also include
    the cognitive, affective and knowledge
    aspect that should be available for doing
    daily task in group-work or individual
    academic work.
    Arranging Good Teaching Material

    • Choose the approach and


    design of the
    development of teaching
    1 materials in the syllabus
    Forward Design Approach
    Mapping Content,
    The forward design appears to be used in
    a communicative approach

    TOPIK TUJUAN Kegiatan Alokasi Penilaian


    Pembelajaran Waktu

    1. 1.1 Pendahuluan 2 x 45 menit Tes tertulis


    Transportasi Menyebutkan Inti Pilihan ganda
    berbagai jenis Penutup
    sarana
    transportasi

    1.2
    Memetakan
    kata terkait
    jenis
    transportasi
    Central Design Approach
    Teacher’s whole package based from teacher's consideration of aspects of
    the learning methodology that are seen to help students acquire
    the capabilities stated in the curriculum or syllabus.

    Cognitive Affective
    LEARNING
    GOALS
    Psychomotor
    Central Design Approach
    TOPIK TUJUAN KEGIATAN PEMBELAJARAN ALOKASI PENILAIAN
    WAKTU

    1. 1.1 Melafalkan Kegiatan-Prakomunikasi 2 x 45 Tes lisan


    Memperkenalk ungkapan Kegiatan-komunikasi menit Unjuk
    an diri sendiri menyapa, Kegiatan-pascakomunikasi kerja
    memperkenalka
    n diri dan
    berpamitan

    1.2 Memilih
    ungkapan
    menyapa,
    memperkenalka
    n diri dan
    berpamitan
    sesuai situasi
    percakapan
    Backward Design Approach
    Developed based on learning outcomes.

    Indikator Unsur Bahasa Alokas Judul Materi


    Kompetensi Perkembangan Keterampila Fungsi fonem, kosakata, i Pengayaan
    n Berbahasa
    Dasar Keterampilan Bahasa frasa, klausa, waktu
    Sikap struktur kalimat

    Memahami Merespon Listening Textual Fonem/ksk god 2 jam Tales of Enrichtme


    wacana lisan wacana lisan Deklaratif heaven pelajar wisdom nt
    berbentuk monolog Interogatif Frase NP an
    naratif Menentukan Imperatif
    pilihan setuju
    atau tidak
    setuju
    terhadap suatu
    tindakan yang
    terungkap
    dalam wacana
    Arranging Good Teaching Material

    • Choose the approach and design of the


    development of teaching materials in
    1 the syllabus

    • The teacher then Establish the


    organization of teaching materials
    2 according to the approach selected.
    Forward Design Approach

    Text
    Sentences
    Clauses
    Phrases
    Words
    Morpheme
    s
    Phonemes
    Text-Based Approach

    Text
    Sentences
    Clauses
    Phrases
    Words
    Morpheme
    s
    Phonemes
    Arranging Good Teaching Material
    • Choose the approach and design of the development of
    1 teaching materials in the syllabus.

    • The teacher then Establish the organization of teaching


    2 materials according to the approach selected.

    • The next step is to determine and develop teaching


    3 materials systematically.

    After that, we can see the new teaching


    material from our own concept .

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