This paper shows the precesses or ways the teacher helps his/her students in understanding and preparing the oral presen...
IMPLEMENTASI STRATEGI KOGNITIF DALAM PEMBELAJARAN ’SPEAKING OF RECOUNT TEXT’ DI SMA
Oleh: Suhanto Kastaredja
[email protected]
Universitas PGRI Adi Buana Surabaya Program Progra m Studi Bahasa Inggris Jalan Ngagel Dadi III B- 37 Surabaya Tilp. (031) 5681097 Tahun 2009
3
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Foreword First of all I would like to express my gratitude to God because of His bless, protection and love I could complete the paper writing assignment of the course of the Cognitive Strategy Dr. Meini Sondang, M.Pd. The topic I have decided to take is ‘ The Implementation of
Cognitive Strategies of in Activities of Learning and Teaching Speaking of Recount Text Text at Senior High School.’ I would like to express my delight for the opportunity of taking the course of the Cognitive Strategy by her. In my opinion this course is quite essential because it belongs to one of the instructional strategies that is widely discussed in various world-wide educational journals. Many instructional theorists and practitioners also have validated its effectiveness. I, therefore, feel that it is a big challenge to apply cognitive strategy in my duty as a senior high school English teacher. To complete this assignment, I have worked very hard to collect and read various sources of cognitive strategy instruction from the Internet in order to enhance my understanding about its philosophy, concept and implementation. After having adequate understanding of all aspects about the cognitive strategy, I tried to apply them the m in English teaching activities at SMA. I am so grateful that I have found out out that cognitive strategy could be well applied in teaching English at SMA. I have to admit I could obtain a lot of benefits from the course of Cognitive Strategy by Dr. Dr. Meini Sondang, Sondang, M.Pd as well as my effort in writing this assignment Finally, my sincere appreciation goes to her who has patiently shared her expertise, experience as well big-heartedness. Finally, I wish her a joyful life.
Suhanto Kastaredja
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DAFTAR ISI Halaman
HALAMAN JUDUL………………………………………………………....
i
KAT KATA PENGANTAR………………… PENGANTAR… ……………………………… ……………………………… …………………….. ……..
ii
DAFTAR DAFTAR ISI……………………………………………………………….....
iii
BAB I : PENDAHUL PENDAHULUAN…… UAN…………………… ……………………………… ……………………... ……........ ......... ....
1
A. Kritik Terhadap Kinerja Guru Bahasa Inggris SMA …....
1
B. Langkah Preofesional Guru Bahasa Inggris SMA ……...
4
C. Tujuan Penulisan …………………………………….....
4
BAB II : STRATEGI STRATEGI KOGNITIF DAN ASPEK-ASPEK PEMBELAJARAN A. Strategi Kognitif Kognitif dan Pemecahan Masalah ……………....
6
B. Bentuk–Bentuk Strategi Kognitif dan Fungsinya 1. Chunking.............…………………………………. Chunking.............………………………………….
8
2. Spatial........ ……………………………………….
8
3. Bridging............. ………………………………….
8
4. Multi Purposes
............................................. ............................................... .. ..
9
C. Pembelajaran dengan Strategi Kognitif ................................. .................................
9
BAB III : STRATEGI STRATEGI KOGNITIF DALAM PEMBELAJARAN BAHASA INGGRIS DI SMA A. Keunggulan KTSP Bahasa Inggris……………………........
11
B. Pembelajaran Bahasa Inggris Berbasis Teks ……… ............
13
C. Bentuk- Bentuk Strategi Kognitif (SK) Dalam Pembelajaran
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3. SK Untuk Untuk Membeda Membedakan kan Regular Regular dan dan Irregular Irregular Verb.....16 erb.....16 4. SK Untuk Ucapan Ending-ed. Ending-ed. .......... ............... .......... .......... .......... .......... .....
17
5. SK Untuk Jenis Kata Setelah BE .......... ............... .......... .......... ........ ... .
17
6. SK Untuk Untuk Membeda Membedakan kan Pemakaian Pemakaian Was dan Were .... .... 18 7. SK Untuk Visualisasi isualisasi Intonasi Intonasi Kalimat Kalimat .......... ............... .......... ..... 19 8. SK Untuk Untuk Generic Generic Strutur Struturee of the Recount Recount Text Text ....... ......... .. 19 9. SK Untuk Aspek Aspek Budaya Budaya Presentasi Presentasi Speaking Speaking ... .....
19
10. SK Untuk Frame of the Recount Text ...................... ...................... 20
BAB IV : IMPLEMENTASI SRATEGI KOGNITIF DALAM PEMBELAJARAN ‘SPEAKING OF RECOUNT TEXT ‘ A. Penempatan Strategi Kogntif…………………………. .......... 22 B. Model Penyampaian Penyampaian Strategi Kognitif ……………………..... 25 C. Strategi Kognitif dan Penilian................... Penilia n.......................................... ................................. .......... 27
BAB V
KESIMPULAN DAN SARAN…………………………….......
28
A. Kesimpulan ……………………………………………….....
28
B. Saran…………………………………………………….........
29
DAFTAR PUSTAKA……………………… PUSTAKA……………………………………… ……………………………… ………………....... .......
30
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PENDAHULUAN
Bahasa Inggris diakui keberadaan dan peranannya sebagai alat komunikasi antar bangsa. Sangat Sangatlah lah disada disadari ri bahwa bahwa banyak banyak manfaat manfaat yang yang dapat dapat diperol diperoleh eh dari dari hubung hubungan an antar antar bangsa, hingga banyak negara termasuk Indonesia yang memasukkan bahasa internasional ini dalam dalam kuriku kurikulum lum sekola sekolah. h. Dengan Dengan memilik memilikii kemamp kemampuan uan berbah berbahasa asa Inggri Inggriss yang yang memad memadai, ai, sisw siswaa diha dihara rapk pkan an dapat dapat memp mempero erole leh h kese kesemp mpata atan n yang yang cuku cukup p luas luas dan dan kemudahan untuk menjalin hubungan dengan bangsa lain. Namun kenyataannya, kompetensi bahasa Inggris yang dicapai oleh sebagian besar lulu lulusa san n SMA SMA masi masih h jauh jauh dari dari hara harapa pan. n. Bany Banyak ak fakt faktor or yang ang menj menjad adii peny penyeb ebab ab permas permasalah alahan an terseb tersebut. ut. Dalam Dalam upaya upaya mening meningkat katkan kan kompet kompetens ensii bahasa bahasa Inggri Inggriss anak anak didiknya, didiknya, penulis penulis mencoba mencoba mengkaji secara lengkap lengkap stategi kogntif kogntif secara teoritis dan praktis dalam pembelajaran bahasa Inggris Speaking of Recount Text untuk siswa SMA kelas X semester 1, sebagai tugas perkuliahan Strategi Kognitif A. Kritik Terhadap Kinerja Guru Bahasa Inggris
Adalah sangat berharga hampir terjawab sudah betapa parahnya kerusakan pengajaran Bahasa Inggris di Indonesia. Banyak (baca, sebagian besar) guru Bahasa Inggris ternyata tidak mengajar. mengajar. Mereka hanya membagikan me mbagikan LKS (LembarKerja Siswa) dan membiarkan siswanya bekerja sendiri, tanpa harus berbuat apa(Marsono, 2005). Di bagian lain kritik diberikan atas ketidaktahuaan para guru bahasa Inggris melakukan pembelajaran yang yang tepat “Sungguh sangat mengherankan. Sampai detik ini masih banyak
guru Bahasa Inggris yang idak tahu harus berbuat apa agar peserta didik mereka mampu mencerna pelajaran bahasa Inggris yang mereka berikan Inilah laporan dari Seminar Sehari Pengajaran Bahasa Inggris What Went Wrong With English Language Teaching
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Bila berfikiran positif, para guru bahasa Inggris akan bergegas melakukan introspeksi, yang tentu akan menjadi bermanfaat. ber manfaat. Tetapi Tetapi apabila disikapi secara secar a negatif, tentu akan terjadi perdebatan yang tidak menguntungkan. Apabila memilih yang pertama yaitu dengan pemikiran positif maka kritikus kita anggap mengajak guru bahasa Inggris untuk lebih profesioanal. Maka yang harus dilakukan ialah introspeksi professional, yaitu melihat kembali proses pembelajaran yang dilakukan oleh masing-masing guru. Oleh karena itu sangatlah bijak bila bila guru bahasa Inggris mau melihat kembali teori pembelajaran. Salah satu cara melihat pada tujuan pembelajaran bahasa Inggris . Tujuan
pembelajaran pembelaja ran ialah kompetensi itu sendiri …
Meskipun pendekatan, metode, tehnik-
tehnik pembelajaran fleksibel, perlu ditekankan bahwa dalam implementasinya pengajar diharapkan memperhatikan proses atau tahapan-tahapan yang dirancang dengan matang sehingga semua kegiatan yang terjadi di dalam kelas mengarah kepada satu tujuan yakni memperoleh kompetensi wacana atau kemampuan untuk menggunakan bahasa.(Kurikulum Bahasa Inggris 2004, halaman 19) Dengan demikian, apapun kritik yang diarahkan oleh pengamat pembelajaran bahasa Inggris kepada guru bahasa Inggris, kalau para siswa sudah mencapai menca pai kompetensi berkomunikasi bahasa Inggris lisan maupn tulis secara baik, ini berarati guru sudah melakukan tugas dengan benar. B. Langkah Profesional Guru Bahasa Inggris
Langkah awal yang sebenarnya sangat professional dan proporsional bagi setiap guru adalah pada minggu pertama mengajar guru perlu melakukan test atau survei, tulis tau lisan, untuk membentuk peta kompetensi kelas. Guru bahasa Inggris, dengan demikian, mengetahui berapa prosentase (siapa-siapa) siswa yang sudah mencapai kompetensi berkomunikasi dalam bahasa Inggris pada tingkat tingkat baik, cukup, kurang dan kurang sekali.
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meningkatkan semua komponen kompetensi itu. Streagi kognitif dapat mendukung untuk peningkatan pencapaiann peningkatan itu. Kemudian pada akhir pembelajaran asesmen dilakukan untuk melihat perubahan. Seberapa besar peningkatan dapat dicapai? Kemudian berbagai aspek dianalisis untuk memberikan jawaban atas pertanyaan bagaimana dan mengapa? Strategi kognitif akan secara efektif, efisien, praktis dan cepat akan membantu guru dalam upaya meningkatkan kompetensi pemahaman (kognitif (kognitif )dan praktek (psikomotor) (psikomotor) siswa yang belum baik menjadi baik dan siswa yang sudah baik menjadi semakin baik. Para ahli pembelajaran telah mevalidasi strategi kognitif dapat mendukung upaya tersebut. Strategi kogntif membuktikan , hasil-hasilnya hasil- hasilnya mengesankan The cognitive strategy research of 1975 to 1990 has produced an impressive series of results, and, even more important, has produced a technology for continuing this line of research and practice . (Barak, 1997). Sedang Reid menyatakan lebih rinci dan tegas bahwa Instrusctional Cognitive Strategy (ISC) memberikan kemudahan dan hasil yang baik bagi siswa. ,” Facilitate performance - strategies are processes that when matched to task
requirements, improve performance. You can do things better, easier, and quicker when you use a strategy.(Reid, 2006) . C. Tujuan Penulisan
Dengan uaraian di atas, penulis beruasaha mengambil langkah proposional dan
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2. Dapatkah Dapatkah dan bermanfaatkah bermanfaatkah strategi strategi kogntif kogntif diimplem diimplementas entasikan ikan dalam dalam pembelajaran bahasa Inggris yang berbasis teks? t eks? 3. Bagaimanakah Bagaimanakah implementasi implementasi strategi strategi kognitif kognitif untuk meningkatk meningkatkan an pembelajaran ‘Speaking of Recount Text ’?
BAB II STRATEGI KOGNITIF DAN ASPEK-ASPEK PEMBELAJARAN
Ketrampilan transfer of learning, atau ketrampilan individu mengontrol pengetahuan yang diperoleh untuk diaplikasikan dalam menghadapi masalah baru, adalah salah satu persyaratannya. Jika seorang individu sudah memiliki ketrampilan transfer of learning, maka individu tersebut sudah mempunyai strategi kognitif. (Pannen, hal: 3) Strategi kognitif didefinisikan sebagai kemampuan internal yang ter organisir yang dapat membantu siswa dalam proses belajar, proses berpikir memecahkan masyalah, dan mengambil keputusan (Pennen, dikutip dari Gagnne, 1974).
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penghargaan kepada guru bukan pada perbaikan kualitas belajar. Barak dengan jelas mengungkapkan,
“ Although the teacher effects results was and remains a powerful instructional model, there were at least two problems with this research. The first was a political problem because the pattern of instruction used by the expert teachers was a teacher-led model. It was a direct instruction model, a model which, today, is not politically correct or romantically correct. So much for honoring the wisdom of teachers.”
Cognitive Strategy Instruction (CSI) is a very broad subject but here you will find an overview of the process and practical tips. For more in depth study references are provided. CSI is a tool intended to help students develop the necessary skills to be self-regulated learners.” (Reid, 2005). Berdasarkan pada pandangan ini, pembelajaran yang menerapkan strategi kogntif memberikan alat kepada siswa yang memungkinkan, dengan alat itu, siswa mengembangkan ketrampilannya ketrampilannya dan melakukan sendiri. Pembelajaran dengan strategi strategi kognitif bukanlah serangkaian langkah khusus/tertentu. Dicontohkan pada saat pembelajaran membaca, agar siswa dapat membaca dengan baik maka yang harus dilakukan guru ialah membekali siswa dengan strategi. Strategi dimaksud, yaitu menggunakan who, what and where dalam proses membaca agar para siswa dapat menghasilkan atau membuat pertanyaan yang mengantarkan mereka mengerti apa yang mereka baca.
“ In practice, the cognitive strategy approach did not focus on algorithms, on teaching
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Pembelajaran dengan strategi kognitif adalah tergolong pembelajaran berbasis pada pemecahan masalah dan disebut juga strategi belajar. Ini seperti yang dinyatakan oleh Barak, “ For teaching these "higher" tasks, a new line of research began in the 1970's and flourished in the 1980's: cognitive strategy instruction. The apparent first use of the term cognitive strategies was in 1976 when Robert Gagne and Ellen Weinstein each began to use the term, Gagne in reference to problem solving (Gagne, 1977, p. 143) and Weinstein in reference to study strategies. (Barak, 2005).
Ini sejalan dengan pandangan Degeng. Pembelajaran yang berbasis pada pemecahan masalah diperlukan manusia masa kini, abad XXI. Pembelajaran abad XXI adalah pembelajaran yang memandang pendidikan tidak lagi sebagai yang mempersiapkan masa depan tetapi sebagai suatu proses agar seseorang bisa hidup kapanpun, dimanapun dan dalam keadaan apapun. Maka yang penting mengembangkan mental yang memungkinkan orang dapat belajar (Degeng, 2005). Bagaimana model pembalajaran strategi kogntif? Ada dua macam teori pembelajaran yang sangat besar mempengaruhi arah pengembangan pembelajaran, yaitu teori behavioiristik dan kognitif. Teori beheviouristik dengan model hubungan stimulus respon yang mendudukan orang yang belajar sebagai individu yang pasif. Respon atau perilaku tertentu dapat dapat dibentuk memalui metode drill. Teori Teori lainnya yaitu kognitif, ini oleh Degeng (2005, halaman 23) ) ditegaskan, lebih memperhatikan pada peristiwaperistiwa peristiwa internal. Sehingga teori ini melihat kesuksesan seseoaang dalam belajar adalah
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dan refleksi serta intepretasi. Behaviorostik memandang mind sebagai fungsi penjimplak struktur pengetahuan melalui proses berfikir. Dan konstruktivitik memandang mind sebagai fungsi mengintepretasikan peristiwa, objek, atau prespektif dalam dunia nyata sehingga makna yang dihasilkan bersifat unik dan individualistik.(Degeng, halaman 26) Uraian diatas sejalan dengan pandangan Bruner (1999) yang menyatakan sebgai berikut:
The basic premise is that an individual learner must actively "build" knowledge and skills (e.g., Bruner (e.g., Bruner , 1990) and that information exists within these built constructs rather than in the external environment. [See Ullman (1980) versus Gibson (1979) for an overview of this controversy within the cognitive perspective.] However, all advocates of constructivism agree that it is the individual's processing of stimuli from the environment and the resulting cognitive structures, that produce adaptive behavior, rather than the stimuli themselves ( Harnard , 1982). Saat ini terdapat pendekatan mengajar yang disebut konstruktivisme. Konsep mendasar dari pendekatan ini ialah bahwa pengetahuan tidak dapat dialihkan dari pikiran guru ke pikiran siswa secara utuh, tetapi dibangun sendiri oleh siswa didalam kepalanya. Tepatnya dalam struktur kognitifnya (Setiawan, 2004). Berdasarkan urian tersebut, strategi kognitif jelas sekali tidak menekankan pada penambahan pengetahuan (behavioristik), tetapi lebih menekankan belajar bagaimana belajar yang wujud konkritnya memberikan guide, atau petunjuk agar siswa membangun pengetahuan dan mengembangkan ketrampilnnya sendiri.
B. Bentuk-Bentuk Strategi Kognitif Dan Fungsinya
Ada empat strategi kognitif menurut menurut Pannen (1997, hal 23-24), yaitu Chunking,
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kemudian. Strategi bisa dalam bentuk frame (table) dan Concept Map (Peta Startegi). 3.
Bridging ialah strategi untuk menjembatani pemahaman seseorang melalui metaphor, metaphor, analogi analog i (memahami konsep baru dengan menggunakan konsep yang sudah dipahami) dan advance organizer dalam (bentuk kerangka abstraksi atau ringkasan, atau dalam bentuk narasi ) untuk memudahkan pemahaman.
4.
Multipurpose ialah strategi yang diganukan berbagai tujuan, antara lain rehearsal, imagery, dan mnemonic. Rehearsal merupakan strategi untuk mereview materi, bertanya, mengantisipasi pertanyaan dan materi.
Imagery (membayangkan) digunakan untuk mengatasi kesulitan pemahaman dengan cara visualisasi suatu konsep, kejadian maupun prinsip. Mnemonic atau jembatan keledai merupakan alat bantu untuk memudahkan upaya upaya mengingat, misalnya singkatan.(LUBER., singkatan.(LUBER., Langsung Langsung Umum Bebas Rahasia, nadjeplatingpas, yaitu jenis kata-kata yang dapat digunakan untuk untuk mengikuti ‘to be’. be’. Hal ini akan lebih jelas dipahami dengan dituliskan rumus kalimat sebagai sebagai berikut S+BE+ Nadjengplatingpas, noun, adjective, place, time, ing form, passive form (Marsono, 2005)
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model using the strategy think aloud start with simplified material complete part of the task for the students present material in small steps anticipate student errors and difficult areas provide models of expert work suggest fix-up strategies increase student's responsibility
Lebih lanjut Barak menjelaskan: “ Once the concrete prompts have been invented or identified, what are the specific instructional procedures one can use to teach students to use these heuristics or concrete prompts? The best review on how to teach cognitive strategies was written by Collins Brown and Newman (1989). In that review, they abstracted the procedures used in four major studies and presented their findings on instructional procedures such as modeling, thinking aloud, scaffolding, and coaching. coaching .
Dari penjelasan di atas dapat diperoleh pemahaman bahwa ‘conctere prompts(CP), ialah petunjuk atau arahan nyata dari guru kepada siswa. Adapun arahan itu adalah untuk mendorong siswa melakukan tugas atau latihan dalam upaya mencapai kompetensi maksimal. Maka dalam kontek bahasa Inggris, agar siswa dapat melakukan presentasi
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BAB III
STRATEGI KOGNITIF DALAM PEMBELAJARAN BAHASA INGGRIS DI SMA
A. Keunggulan KTSP Bahasa Inggris
Kurikulum Bahasa Inggris SMA 2004, kurikulum yang berbasis kompetensi, kompetensi, (berkomuinikasi) berkembang menjadi Standard Isi sesuai dengan Permen No. 23 Tahun 2006 yang seiring diberlakukannya diberla kukannya Kurikulum Tingkat Tingkat Satuan Pendidikan (KTSP). Kurikulum tersebut menetapkan kompetensi komunikasi sebagai tujuan akhir pembelajaran bahasa Inggris SMA. Hal demikian diwujudkan pada setiap unit pembelajaran.. Kurikulum Bahasa Inggris SMA 2004/KTSP memiliki keunggulan nyata dibanding dari kurikulumm sebelumnya, (1984, 1994). Kurikulum ini meletakan dasar kompetensi sebagai tujuan akhir
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baik lisan mapun tulis, maka dia sedang membentuk teks. Dan pembelajaran bahsa Inggris yang berbasis kompetensi tujuannya tidak lain mengembangkan kemampuan siswa membangun teks. Secara ringkas teks-teks yang dimaksud dalam bagan berikut.
Text dibawah adalah ini jenis-jenis teks (Genre) yang diajarkan di SMA
Text
Interpersonal and Transactional Text
Introduction Agreeing Disagreeing Accepting invitation etc Refusing Invitation
Minor Text
Invitation Letter Brochure Advertisement Announcement, etc.
Major Text
Recount, Narrative Procedure, News Item, Desc riptive, Report, Exposition, Explanation, Discussion, Review
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C. Bentuk- Bentuk Srategi Kognitif Dalam Pembelajaran ‘Recount Text’
Pembelajaran strategi kognitif merupakan pembelajaran yang luas namun dapat disusun
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1. Strategi Strategi kognitif kognitif pertama yang yang harus diketahu diketahuii siswa adalah adalah RT RT dengan dengan segala aspek atau bagiannya secara keseluruhan dan sekaligus siswa perlu mengetahui hubungan antar aspek atau bagian. Untuk mencapai target tersebut, strategi kognitif spatial cukup efektif membantu siswa. Dan bagan inilah yang terkait dengan RT RT
dan aspek-aspeknya.
Text Recount
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SUMMARY 1. Kalimat positif positif yang menggun menggunakan akan past past tense tense dapat dirumu dirumuskan skan sebaga sebagaii berikut berikut berikut S + Verb Verb 2 + O + Adverb of time (past). (+) Rini pla yed volleyball yesterday. 2. Kalimat negativ negativee dibentuk dibentuk dengan dengan menammb menammbahkan ahkan didn’ didn’tt , kemudian kemudian verb verb 1 yang digunkan, tersusunlah : S + didn’t + Verb Verb 1 + O + Adverb of Time (past). (past). (-) Rini didn’t play volleyball yesterday. 3. Kalimat pertanyaan yang jawabnya yes-no (Yes-No (Yes-No Question) dibentuk dengan diawali “Did’ dan diikuti subjek dan diikuti verb -1. (?) Did + S + Verb-1 Verb-1 + O +Adverb of Time? Time? 4. Untuk kalimat kalimat pertany pertanyaan aan dengan dengan kata kata tanya (What, (What, Who, Who, Where, Where, When, When, Why Why
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Regular Verbs
4. Strategi Strategi kognitif kognitif keempat, keempat, yaitu yaitu memberikan memberikan bantuan bantuan siswa memahami memahami ucapakan ucapakan – ed dengan tiga macam variasi ucapan. Bagian ini dapat digunakan strategi kognitif spatial juga. No
Ending-
Position, af after
Pronunciation
Example of of Ve Verbs
[s,p,k] [t,d] Except [s,p,k]
[-t] [-id] [-d]
advised, stopped, worked wanted, deeded, Entered, stayed, travled,
ed 1 2 3
[-ed]
and [t,d] [r,y,l,v,] etc.
moved,
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6. Strategi Strategi keenam ialah ialah mefasilitas mefasilitasii siswa siswa untuk memaham memahamii struktur struktur kalimat kalimat yang yang No Subject
BE
nadjeplatingpas
1 2 3 4 5 6
was was was was was w er e
a party happy at home In Medan at 5 o’clock watching TV
It I He She It We
(n) noun (adje) adjective (pla) place (pla) place (t) time (ing) ing form
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strategi kognitif spatial berikut ini.
I, She, He, It,
Was Verb-ing
They We, You
Were
8. Strategi Strategi kogntif kogntif kedelapan kedelapan multipurpo multipurpose se memberikan memberikan visualis visualisasi asi intonasi intonasi kalimat. kalimat. Klasifikasi umum ialah bahwa kalimat bahasa Inggris ada dua intonasi, falling dan rising intonation (intonasi turun dan naik). Ini digunakan strategi kognitif imagery dalam bentuk visualisasi.
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3. Orientation/Comment
9. Adapaun contoh lengkap penyajian RT dapat divisualisasakan sebagai berikut.
Teks Recount R ecount
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2. Speaking Speaking Presentat Presentatation ation of Recou Recount nt Text Text
Orientation : Your activity at home yesterday
Series of your activities:
First: In the living room
Second: In the kitchen
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IMPLEMENTASI SRATEGI KOGNITIF DALAM PEMBELAJARAN ‘SPEAKING OF RECOUNT TEXT ‘
Dalam pembelajaran yang berbasis kompetensi (KTSP) diharapkan guru mampu menjadikan pembelajaran berpusat pada siswa. Pengembangan kompetansi sisa lebih menekankan pada proses dan juga gruru mengubah dari paradigma dari teaching menjadi
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siklus dibagi menjadi empat tahap . Empat tahapan tersebut dapat diuraikan sebagai barikut:
a.
BKOF (Building (Building Knowled Knowledge ge of the the Field) Field) = Apersepsi Apersepsi tentang tentang teks
Listening yang diajarkan dalam kehidupa’komunikasi nyata sehari-hari.
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No 1
2
3
Strategi Kognitif Spatial
Bahan Strukur Recount
Advanced
Text Summary:
Organizer
Struktur Kalimat
Spatial
(+), (-) dan (-) Membedakan
BKOF V
MOT JCOT
V
V
ICOT
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B. Model Penyampaian Strategi Kognitif
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regulated learners. CSI is a tool intended to help students develop the necessary skills to
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perfect continuos tense ) bisa ditugasan untuk diguankan (bukan hanya simple past tense)
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dilihat secara keseluruhan kemudian juga dilihat hubungan antar komponen/bagian
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Trusted by over 1 million members
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Trusted by over 1 million members
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Trusted by over 1 million members
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Trusted by over 1 million members
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Trusted by over 1 million members
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Trusted by over 1 million members
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Trusted by over 1 million members
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Trusted by over 1 million members
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Trusted by over 1 million members
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Trusted by over 1 million members
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Trusted by over 1 million members
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Trusted by over 1 million members
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