Mengembangkan Strategi Pembelajaran Bahasa Inggris Yang Kreatif
The main problem of students in Indonesia in learning English as a second languages is that they have been learning English since they studied in the basic schools but they cannot communicate (read, write, speak, listen [RWSL]) in English well as some researches show it. The problem is concerned with teaching and learning components that are students, teachers, curriculum, learning material, teaching and learning activity, classrooms, and learning tools. The article focuses on learning material and teaching and learning activity that should drive studentsaat higher education able to communicate in English well. The learning material includes knowledge, skills and expertise, values, and attitudes and behaviors. The teaching and learning activity contains (1) paradigm shift from instruction paradigm to learning paradigm and (2) communicative learning strategy.
Kementerian Pendidikan dan Kebudayaan. Buku Guru Bahasa Inggris When English Rings A Bell SMP/MTs Kelas VII. Jakarta: Kementerian Pendidikan dan Kebudayaan, 2014.
--------. (2014). Buku Guru Bahasa Inggris When English Rings A Bell SMP/MTs Kelas VIII. Jakarta: Kementerian Pendidikan dan Kebudayaan.
---------. “Pengembangan Kurikulum 2013”. Kementerian Pendidikan dan Kebudayaan. November 2012.
Anderson, Lorin W., & Krathwohl, David R. (Eds.). A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom’s Taxonomy of Educational Objectives. Abridged Edition. New York: Addison Wesley Longman, Inc, 2001.
Barr, Robert B., & Tagg, John. From Teaching to Learning: A New Paradigm for Undergraduate Education. Change. November/ December 1995.
Birjandi, P., & Hashamdar, M. (2014). Micro-strategies of post-method language teaching developed for iranian EFL context. Theory and Practice in Language Studies, 4(9), 1875-1880. Retrieved from http://search.proquest.com/docview/1567959589?accountid=62100
Bloom, Benjamin S. (Ed.). Taxonomy of Educational Objectives The Classification of Educational Goals Handbook I: Cognitive Domain. New York: David McKay Company, Inc., 1956.
Driscoll, Amy, & Wood, Swarup. Developing Outcomes-Based Assessment for Learner-Centered Education. Sterling: Stylus Publishing, 2007.
Hodge, Steven. Student-Centered Learning in Higher Education and Adult Education. Occasional Paper on Learning and Teaching at UniSA. 2010.
Hunter, Charlene, et al. Games for English and Language Arts. Third edition. Fort Collins: Cottonword Press, 2005.
Kamus Besar Bahasa Indonesia. Edisi Keempat. Jakarta: Departemen Pendidikan Nasional dan Gramedia Pustaka Utama, 2008.
Krathwohl, David R., Bloom, Benjamin S. & Masia, Bertram B. Taxonomy of Educational Objectives The Classification of Educational Goals Handbook II: Affective Domain. New York: David McKay Company, Inc, 1964.
Kumaravadivelu, B. Toward a Postmethod Pedagogy. TESOL Quarterly 35:4:537–60, 2001.
Kumaravadivelu, B. Beyond Methods: Macrostrategies for Language Teaching. New Haven: Yale University Press, 2003.
Nuh, Mohammad. “Pengembangan Kurikulum 2013 dan Peran Muhammadiyah dalam Pencerdasan Bangsa”. Paparan Menteri Pendidikan dan Kebudayaan RI. Yogyakarta, 30 Januari 2013.
O’Neill, Geraldine, & McMahon, Tim. Student-Centred Learning: What Does It Mean for Students and Lecturers? in Emerging Issues in the Practice of University Learning and Teaching, O’Neill, G, Moore, S, McMullin, B. (Eds), Dublin: AISHE, 2005.
Prihantoro, Agung. 100 Games for Teaching English: Pusparagam Permainan Seru untuk Mengajar Reading, Listening, Speaking, Writing dan Developing Vocabulary. Yogyakarta: Pustaka Pelajar, 2013.
Ratri, Rosalia & Wiwiek Wahyuning. Pelaksanaan Kurikulum 2013. Kompas, 26 September 2014.
SCImago. (2007). SJR—SCImago Journal & Country Rank.
Retrieved November 06, 2014, from http://www.scimagojr.com
Simpson, Elizabeth Jane. The Classification of Educational Objectives: Psychomotor Domain. Illinois: U.S. Department of Health, Education and Welfare Office Education, 1966.
Sobhani, Marjan, & Bagheri, Mohammad Sadegh. “Attitudes toward the Effectiveness of Communicative and Educational Language Games and Fun Activities in Teaching and Learning English.” Theory and Practice of Language Studies, Vol. 4, No. 5, pp. 1066-1073.
Weimer, Maryellen. Learner-Centered Teaching: Five Key Changes to Practice.San Francisco: Jossey-Bass, 2002.
Copyright (c) 2018 Agung Prihantoro
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.