260307 Yogya EFL MGMP on TEFL Methodology SMP

26/03/07 Yogya EFL MGMP on TEFL Methodology SMP Muh 1 Yogyakarta 1

Layers of Contexts for TEFL 26/03/07 Yogya EFL MGMP on TEFL Methodology SMP Muh 1 Yogyakarta 2

Democratization, Decentralization, Regional Autonomy Each Region + > 1 Intl. St. School Decentralized Education System School-Based Management School Level Curriculum Min. Reg. No. 22 on CS Minl. Regln. No. 23 on GCS Law No. 14/2005 on Ts & Ls Competencies required of Ts & Ls Certification 26/03/07 Yogya EFL MGMP on TEFL Methodology SMP Muh 1 Yogyakarta 3

Teachers have a Noble Task: Educating young generation sustaining the nation’s existence Right track sustainable credits (amal jariah) the Paradise is awaiting educators Wrong track prevailing sins So …. . ? 26/03/07 Yogya EFL MGMP on TEFL Methodology SMP Muh 1 4

Professional Competencies T-L PROCESS Pedagogical Competencies Teacher Competencies LEARNING OUTPUT 26/03/07 Interpersonal Competencies Personal Competencies Yogya EFL MGMP on TEFL Methodology SMP Muh 1 Yogyakarta 5

Technical/Professional Knowledge (Competencies): 1. Understands the linguistic systems of English phonology, grammar, and discourse. 2. Comprehensively grasps basic principles of language learning and teaching. 3. Has fluent competence in speaking, writing, listening to, and reading English. 4. Knows through experience what it is like to learn a foreign language. 5. Understands the close connection between language and culture. 6. Keeps up with the field through regular reading and conference/workshop attendance. Pedagogical Skills: 7. Has a well-thought-out, informed approach to language teaching. 8. Understands and uses a wide variety of techniques. 9. Efficiently designs & executes lesson plans. 10. Monitors lessons as they unfold and makes effective mid-lesson alternatives. 11. Effectively perceives Ss’ linguistic needs. 12. Gives optimal feedback to students. 13. Stimulates interaction, cooperation, and teamwork in the classroom. 14. Uses appropriate principles of classroom management. 15. Uses effective, clear presentation skills. 16. Creatively adapts textbook material & other audio, visual, & mechanical aids. 26/03/07 Yogya EFL MGMP on TEFL Methodology SMP Muh 1 Yogyakarta 6

17. Innovatively creates brand-new materials when needed. 18. Uses interactive, intrinsically-motivating techniques to create effective tests. Interpersonal Skills 19. Is aware of cross-cultural differences and is sensitive to students’ cultural traditions. 20. Enjoys people; shows enthusiasm, warmth, rapport, and appropriate humour. 21. Values the opinions and abilities of students. 22. Is patient in working with students of lesser ability. 23. Offers challenges to students of exceptionally high ability. 24. Cooperates harmoniously and candidly with colleagues (fellow teachers). 25. Seeks opportunities to share thoughts, ideas, and techniques with colleagues. Personal Skills 26. Is well-organized, conscientious in meeting commitments, and dependable. 27. Is flexible when things go awry. 28. Maintains an inquisitive mind in trying out new ways of teaching. 29. Sets short-term and long-term goals for continued professional growth. 30. Maintains and exemplifies high ethical and moral standards. 26/03/07 Yogya EFL MGMP on TEFL Methodology SMP Muh 1 Yogyakarta 7

A good EFL teacher comprehensively grasps basic principles of language learning and teaching. A good EFL teacher has a well-thought-out, informed approach to language teaching. A good EFL teacher understands and uses a wide variety of techniques. 26/03/07 Yogya EFL MGMP on TEFL Methodology SMP Muh 1 Yogyakarta 8

Cognitive Principles of EFL Teaching Brown, 2001 26/03/07 Affective ·Automaticity ·Meaningful Learning ·Anticipation of Reward ·Intrinsic Motivation ·Strategic Investment ·Language Ego ·Self Confidence ·Risk-taking ·Language-Culture Connection ·Native Language Effect Linguistic ·Inter-language · Communicative Yogya EFL MGMP on TEFLCompetence Methodology SMP Muh 1 Yogyakarta 9

(1) AUTOMATICITY: a timely movement of the control of a few l. forms INTO the automatic processing of a relatively unlimited no. of l. forms balance between the language focus and the communication focus activities (2) MEANINGFUL LEARNING: M. L. better long retention than rote learning appealing to Ss’ interests; associate new & old l. points; avoid meaningless rote learning (3) ANTICIPATION OF REWARD: anticipation of reward— tangible/ intangible, short-term/long-term—drives human behaviour (l. behaviour) give verbal praise & encouragement; Ss’ mutual & praise encouragement; provide reminders of progress/ achievement (gold stars, stickers); T’s enthusiasm & interests; get Ss to see LYogya EFL MGMP on TEFL 10 T 26/03/07 rewards Methodology SMP Muh 1

(4) INTRINSIC MOTIVATION: Ss’ needs, wants, desires drive their behaviours use interesting and motivating classroom techniques (5) STRATEGIC INVESTMENT: Ss’ success in learning an FL their investment of time, effort, attention strategies for comprehending & producing the language. AFFECTIVE (6) LANGUAGE EGO: Ss’ new mode of thinking, feeling, and acting (2 nd identity) a sense of fragility, a defensiveness & a raising of inhibitions show supportive attitudes; use techniques & tasks of moderate difficulty; be fair, clear, structured, wise; show patience and understanding 26/03/07 Yogya EFL MGMP on TEFL Methodology SMP Muh 1 11

(7) SELF-CONFIDENCE: Ss’ belief in their own capability contributes to their L. success give verbal and nonverbal assurance; sequence tasks from easy to difficult (8) RISK-TAKING: To be successful, Ss must be willing to become ‘gamblers’, to attempt to produce and interpret English that is a bit beyond their absolute certainty create an encouraging atmosphere; + reasonable challenges; help Ss to understand calculated risk-taking; + positive affirmation, give praise; give warm but firm attention (9) discuss cultural differences; illustrate L-C connections; show cultural connotations of language; screen materials 26/03/07 Yogya EFL MGMP on TEFL Methodology SMP Muh 1 12

(10) THE NATIVE LANGUAGE EFFECT: Ss’ native language system both facilitates and interferes with their acquisition of the new language, but the interfering effects are likely to be most salient make Ss aware of their NL interference; make them aware that not all their errors are caused by their NL system; help them to think in English (11) INTERLANGUAGE: Ss’ tend to go thr. a systematic or quasi-systematic devtl. process towards full competence in English. Interlanguage devt. results from feedback utilization. error-mistake distinction; tolerance of Ss’ errors; never put Ss down because of their errors; give Ss feedback so that they learn thr. making mistakes; help Ss to develop ability to do selfcorrection; encourage them to speak; select which errors to treat (see Brown, 2000: 240) 26/03/07 Yogya EFL MGMP on TEFL Methodology SMP Muh 1 13

(12) COMMUNICATIVE COMPETENCE: CC consists of organizational competence (grammatical & discourse), pragmatic competence (functional & sociolinguistic), strategic competence, & psycho-motor skills usage & use, accuracy-fluency, authentic English & contexts give attention to all aspects; give attention to subtlety; give attention to pronunciation; provide opportunities for practice & be tolerant to their mistakes; create communicative or information-gap activities; help them to develop skills to learn independently 26/03/07 Yogya EFL MGMP on TEFL Methodology SMP Muh 1 14

All efforts are to support the development of Ss’ communicative competence Standards of Graduate Competence Minister Regulation No. 23/2006 A good EFL teacher has a well-thought-out, informed approach to language teaching. 26/03/07 Yogya EFL MGMP on TEFL Methodology SMP Muh 1 Yogyakarta 15

GTM DIRECT METHOD READING METHOD ALM COGNITIVE CODE LEARNING COMMUNICATIVE APPROACH = A SET OF APPROACHES Modified from Stern, 1983 26/03/07 Yogya EFL MGMP on TEFL Methodology SMP Muh 1 Yogyakarta 16

Theories and Models of S/FLA Innatist Cognitive Constructivist [Krashen] l subconscious acquisition superior to ‘learning’ and ‘monitoring’ l comprehensible input (i + 1 ) l low affective filter l natural order of acquisition l ‘zero option’ for grammar instruction [Mc. Laughlin/Bialystok] l controlled/automatic processing (Mc. L) l focal/peripheral attention (Mc. L) l restructuring (Mc. L) l implicit vs. explicit (B) l unanalized vs. analyzed knowledge (B) l form-focused instruction [Long] l interaction hypothesis l intake through social interaction l output hypothesis (Swain) l HIGs (Seliger) l authenticity l task-based instruction 26/03/07 Yogya EFL MGMP on TEFL Methodology SMP Muh 1 Yogyakarta 17

If our students’ learning needs are the focus of our attention, we must not concerned ourselves too much with methods/techniques. We choose a certain method or technique because its application/use will help our students in acquiring communicative competencies. INFORMED or ENLIGHTENED ECCLECTICISM A good EFL teacher understands and uses a wide variety of techniques. 26/03/07 Yogya EFL MGMP on TEFL Methodology SMP Muh 1 Yogyakarta 18

26/03/07 Yogya EFL MGMP on TEFL Methodology SMP Muh 1 Yogyakarta 19

The statements of graduate competencies for both the educational unit level and the subject cluster level (Permen No. 23/2006); (1) At the Junior Secondary Education Level: Demonstrate listening, speaking, reading, and writing skills in simple English; (2) At the general senior secondary education level: Demonstrate listening, speaking, reading and writing skills in English; (3) At the vocational senior secondary education level: Demonstrate listening, speaking, reading and writing skills in English. 26/03/07 Yogya EFL MGMP on TEFL Methodology SMP Muh 1 Yogyakarta 20

Gr. Competencies at the subject level (PS Level) (a) Listening - Understand very simple instructions, information, and stories presented orally in the classroom, school, and surrounding context; (b) Speaking - Express orally meanings in very simple interpersonal and transactional discourse in the form of instructions and information in the classroom, school and surrounding contexts; (c) Reading - Read aloud and understand meanings in the form of very simple instructions, information, short functional texts, and pictured descriptive texts presented in written forms in the classroom, school, and surrounding contexts: (d) Writing - Write words, expressions, and very simple short functional texts with correct spelling and punctuations: 26/03/07 Yogya EFL MGMP on TEFL Methodology SMP Muh 1 Yogyakarta 21

Gr. Competencies at JSS Level (a) Listening - Understand meanings in simple interpersonal and transactional oral discourses, both formal and informal, in the form of recount, narrative, procedure, descriptive, and report, in daily life contexts; (b) Speaking - Express meanings orally in simple interpersonal and transactional discourse, both formally and informally, in the form of recount, narrative, procedure, descriptive, and report, in daily life contexts; (c) Reading - Understand meanings in simple written interpersonal and transactional discourse, both formally and informally, in the form of recount, narrative, procedure, descriptive, and report, in daily life contexts; (d) Writing - Express in written form meanings in simple interpersonal and transactional discourse, both formally and informally, in the form of recount, narrative, procedure, descriptive, and report, in daily life contexts 26/03/07 Yogya EFL MGMP on TEFL Methodology SMP Muh 1 Yogyakarta 22

Gr. Competencies at SSS Level (Non-Language) (a) Listening - Understand meanings in interpersonal and transactional oral discourses, both formal and informal, in the form of recount, narrative, procedure, descriptive, news items, report, analytical exposition, hortatory exposition, spoof, explanation, discussion, and review in daily life contexts; (b) Speaking - Express meanings orally in simple interpersonal and transactional discourse, both formally and informally, in the form of recount, narrative, procedure, descriptive, news items, report, analytical exposition, hortatory exposition, spoof, explanation, discussion, review and report, in the daily life contexts; (c) Reading - Understand meanings in simple written interpersonal and transactional discourse, both formally and informally, in the form of recount, narrative, procedure, descriptive, news items, report, analytical exposition, hortatory exposition, spoof, explanation, discussion, review and report, in the daily life contexts; (d) Writing - Express in written form meanings in simple interpersonal and transactional discourse, both formally and informally, in the form of recount, narrative, procedure, descriptive, , news items, report, analytical exposition, hortatory exposition, spoof, explanation, discussion, review Yogya EFL MGMP on TEFL 26/03/07 23 and report, in the daily life. Methodology SMP Muh 1 Yogyakarta

Gr. Competencies for Language Program (a) Listening - Understand meanings in interpersonal and transactional oral discourses, both formal and informal, in the form of recount, narrative, procedure, descriptive, news items, report, analytical exposition, hortatory exposition, spoof, explanation, discussion, review, and public speaking in the academic context, and popular and authentic literary works in real daily life; (b) Speaking - Express meanings orally in simple interpersonal and transactional discourse, both formally and informally, in the form of recount, narrative, procedure, descriptive, news items, report, analytical exposition, hortatory exposition, spoof, explanation, discussion, review, report, and public speaking in the academic context, and popular and authentic literary works in real daily life; (c) Reading -Understand meanings in simple written interpersonal and transactional discourse, both formally and informally, in the form of recount, narrative, procedure, descriptive, news items, report, analytical exposition, hortatory exposition, spoof, explanation, discussion, review, report, and public speaking in the academic context, and popular and authentic literary works in real daily life; (d) Writing - Express in written form meanings in simple interpersonal and transactional discourse, both formally and informally, in the form of recount, narrative, procedure, descriptive, news items, report, analytical exposition, hortatory exposition, spoof, explanation, discussion, review, report, and public speaking in the academic context, and popular and authentic literary works in Yogya EFL MGMP on TEFL real daily life. 26/03/07 24 Methodology SMP Muh 1 Yogyakarta

LANGUAGE COMPETENCE ORGANIZATIONAL COMPETENCE PRAGMATIC COMPETENCE GRAMMATICAL COMPETENCE TEXTUAL ILLOCUTIONARY COMPETENCE -Vocab -Cohesion -Morphology -Syntax -Phonology/ Graphology SOCIOLINGUISTIC COMPETENCE -Ideational Funcs. –Sensitivity to -Heuristic Funcs. dialects -Manipulative Funcs. –Sensitivity to -Rhetorical -Imaginative Funcs. Registers organization -Sensitivity to Naturalnes s Bachman, L. (1990) 26/03/07 Yogya EFL MGMP on TEFL Methodology SMP Muh 1 -Sensitivity to Cult. Refs. & Figs. of 25 Speech

FOR HELPING Ss to COMPREHEND THE CONTENT OF the TEXT TECHNIQUES FOR HELPING Ss LEARN THE RULES USED TO EXPRESS INTENDED MEANINGS FOR HELPING Ss LEARN TO USE THE ALREADY LEARNT RULES COMMUNICATIVELY 26/03/07 Yogya EFL MGMP on TEFL Methodology SMP Muh 1 Yogyakarta 26

CONTROLLED TECHNIQUES (19) TECHNIQUES SEMICONTROLLED TECHNIQUES (9) FREE TECHNIQUES (10) 26/03/07 Yogya EFL MGMP on TEFL Methodology SMP Muh 1 Yogyakarta 27

Controlled Techniques: 1. Warm-up: Mimes, songs, dance, jokes, play. 2. Setting: focusing on lesson topic. 3. Organizational: Structuring lesson or class activities (classroom management) 4. Content explanation: gram. , phon. , voc. , socioling. , pragmatic or other aspects 5. Role-play demonstration: the teacher/selected Ss 6. Dialogue/Narrative presentation: Reading or listening for passive reception. 7. Dialogue/Narrative recitation: Reciting a previously known or prepared text, either in unison or indiv. 8. Reading aloud: Reading directly from a given text/ 9. Checking: T guiding the correction of Ss’ work, providing feedback as an activity 10. Question-answer, display: Activity involving prompting of st. responses by means of display questions 26/03/07 Yogya EFL MGMP on TEFL Methodology SMP Muh 1 Yogyakarta 28

Controlled Techniques (…. Contd. ): 11. Drill: e. g. repetition, substitution, and mechanical alterations. 12. Translation: S/T provision of L 1 or L 2 trans. of a text 13. Dictation: Ss writing down orally presented text. 14. Copying: Ss writing down text presented visually 15. Identification: Ss picking out, producing/labeling or identifying a specific T form, functs. , def. , etc. 16. Recognition: Ss identifying forms without a verbal response 17. Review: T-led review of previous week/month as a formal summary & type of a test of st recall performance 18. Testing: formal testing procedures Ss’ progress 19. Meaningful drill: Drill activity involving responses with meaningful choices, as in reference to different information 26/03/07 Yogya EFL MGMP on TEFL Methodology SMP Muh 1 Yogyakarta 29

Semicontrolled techniques: 20. Brainstorming 21. Story telling (especially when Ss-generated) 22. Question-answer referential 23. Cued narrative/dialogue 24. Information transfer 25. Information exchange 26. Wrap-up 27. Wrap-up 28. Preparation Free techniques: 29. Role-play 30. Games 31. Report 32. Problem solving 33. Drama 34. 26/03/07 Simulation 35. Interview 36. Discussion 37. Composition 38. A propos Yogya EFL MGMP on TEFL Methodology SMP Muh 1 Yogyakarta 30

How important is a text in our English teaching? In communicative language teaching, a text is a unit of communicative product, i. e. the result of exercising the textual competence, which is part of the communicative language competence. Let’s see the components of communicative language competence. 26/03/07 Yogya EFL MGMP on TEFL Methodology SMP Muh 1 Yogyakarta 31

Crucial Concepts 1. Transactional texts = those aimed at transmitting 2. 3. or exchanging factual or propositional information (Philosophers’ & psychologists’ view) 4. 2. Interactional or interpersonal texts = those aimed at establishing and maintaining social relationships (sociologists’ & anthropologists’ view) 26/03/07 Yogya EFL MGMP on TEFL Methodology SMP Muh 1 Yogyakarta 32

3. … the primary determinant of whether a set of sentences do or do not constitute a text depends on cohesive relationships within and between the sentences, which create texture: ‘ A text has a texture and this is what distinguishes it from something that is not a text …. The texture is provided by the cohesive RELATION’ (Halliday & Hasan, 1976, as quoted by Brown & Yule, 1983) A text demonstrates: ¨ The relationship between sentences and texts ¨ Textual connectivity F. Grellet, 1981 26/03/07 Yogya EFL MGMP on TEFL Methodology SMP Muh 1 Yogyakarta 33

Examples Categories Personal References Substitution and Ellipsis (the examples illustrate substitution) Conjunction Lexical cohesion 26/03/07 “I just met your brother. He’s a nice guy. ” Demonstrative “You failed the test. This is bad news. ” Comparative “I asked for this bag, but I got the other bag. ” Nominal “Can I have another drink? This one is finished. ” Verbal “You look great. ” “So do you. ” Clausal “Is she happy? ” “I think so. ” Adversative “I didn’t study. However, I still passed. ” Additive “He didn’t study. And he failed. ” Temporal “She studies hard. Then she sat the test. ” Causal “They studies hard. Therefore they deserve to pass. ” Reiteration “Hand me the book. That book on the table. ” Collocation “The book arrived in the mail. The cover was ripped off and the pages were torn. ” Yogya EFL MGMP on TEFL Methodology SMP Muh 1 Yogyakarta 34

Other cohesive devices in English: Examples Categories Ellipsis Nominal My kids play an awful lot of sport. Both (0) are incredibly energetic. Verbal A. Have you been working? B: Yes, I have (0). Clausal A: Why do you only set three places? Paul’s staying for dinner, isn’t he? B: Is he? He didn’t tell me (0). Repetition Lexical cohesion Synonym Superordinate General Word What we lack in a newspaper is what we should get. In a word, a “popular” newspaper may be the winning ticket. You could try reversing the car up the slope. The incline isn’t all that steep. Pneumonia has arrived wit the cold and wet conditions. The illness is striking everyone from infants to the elderly. A: Did you try the steamed buns? B: Yes, I didn’t like things much. 26/03/07 Yogya EFL MGMP on TEFL Methodology SMP Muh 1 Yogyakarta 35

Which of the sentences in each number form a text. (1) Wash and core six cooking apples. Put them into a fireproof. (2) Wash your face and apply the cream. I am going to cook in the kitchen. (3) At least 14 people died on Saturday after drinking a cheap alcoholic beverage, raising to 20 the number of people killed by the poisonous brew in two days, news reports said. The quake measured 5. 7 on the Richter scale and was felt shortly before 10. 50 am (0850 GMT) Bucharest radio quoted an official report as saying. Judge Neil Dennison said Robert Phee, 23, a technician on the hit musical “Miss Saigon” was “gripped by the excitement and theatricality” of the eight robberies which netted him 15, 000 pounds. 26/03/07 Yogya EFL MGMP on TEFL Methodology SMP Muh 1 Yogyakarta 36

(4) In England, however, the tungsten-tipped spikes would tear the thin tarmac surfaces of our roads to pieces as soon as the protective layer of snow or ice melted. Road maintenance crews try to reduce the danger of skidding by scattering sand upon the road surface. We therefore have to settle for the method described above as the lesser of two evils. Their spikes grip the icy surfaces and enable the motorist to corner safely where non-spiked tyres would be disastrous. Its main drawback is that if there are fresh snowfalls the whole process has to be repeated, and if the snowfalls continue, it becomes increasingly ineffective in providing some kind of grip for tyres. These tyres prevent most skidding and are effective in the extreme weather conditions as long as the roads are regularly cleared of loose snow. Such a measure is generally adequate for our very brief snowfalls. Whenever there is snow in England, some of the country roads may have black ice. In Norway, where there may be snow and ice for nearly seven months of the year, the law requires that all cars be fitted with special spiked tyres. Motorists coming suddenly upon stretches of black ice may find themselves skidding off the road. 26/03/07 Yogya EFL MGMP on TEFL Methodology SMP Muh 1 Yogyakarta 37

(5) Whenever there is snow in England, some of the country roads may have black ice. Motorists coming suddenly upon stretches of black ice may find themselves skidding off the road. Road maintenance crews try to reduce the danger of skidding by scattering sand upon the road surface. Such a measure is generally adequate for our very brief snowfalls. Its main drawback is that if there are fresh snowfalls the whole process has to be repeated, and if the snowfalls continue, it becomes increasingly ineffective in providing some kind of grip for tyres. In Norway, where there may be snow and ice for nearly seven months of the year, the law requires that all cars be fitted with special spiked tyres. These tyres prevent most skidding and are effective in the extreme weather conditions as long as the roads are regularly cleared of loose snow. Their spikes grip the icy surfaces and enable the motorist to corner safely where non-spiked tyres would be disastrous. In England, however, the tungsten-tipped spikes would tear the thin tarmac surfaces of our roads to pieces as soon as the protective layer of snow or ice melted. We therefore have to settle for the method described above as the lesser of two evils. 26/03/07 Yogya EFL MGMP on TEFL Methodology SMP Muh 1 Yogyakarta 38

• The relationships signaled by However and on the other hand are adversative because the information in the second sentence of the text mitigates or qualifies the information in the first. • Temporal relationship exist when the events in a text are related in terms of the timing of their occurrence. • Collocation is a type of lexical cohesion which includes all those items in a text that are semantically related. Plants characteristics synthesize complex organic substances from simple inorganic raw materials. In green plants, the energy of this process is sunlight. The plants can use this energy because they possess the green pigment chlorophyll. Photosynthesis or “light synthesis, ” is a “self-feeding, ” or autotrophic process. Animals, on the other hand, must obtain complex organic substances by eating plants and other animals. The reason for this is that they lack chlorophyll. Among these “other feeders” or phagotrophs, are “liquid feeders” or osmotrophs. Whereas phagotrophic organisms take in solid and often living food, osmotrophic ones absorb or suck up liquid food. This is usually from dead or rotting organism. Pearson 1978, as quoted by Nunan, 1999). 26/03/07 Yogya EFL MGMP on TEFL Methodology SMP Muh 1 Yogyakarta 39

Rhetorical Patterns in a text • cause-consequence • problem-solution Which order of the four sentences below shows textual coherence? I opened fire. I was on sentry duty. I beat off the attack. I saw the enemy approaching. I was on sentry duty. I saw the enemy approaching. I opened fire. I beat off the attack. 26/03/07 Yogya EFL MGMP on TEFL Methodology SMP Muh 1 Yogyakarta 40

Functional coherence Cabin attendant: Are you having salad? Passenger: Yes, I am. Cabin attendant: Caesar or regular? Passenger: Regular. Cabin attendant: Would you like dressing on that? Passenger: Yes, please. Cabin attendant: Blue cheese or ranch? Passenger: Blue cheese, please. A: How do I get to Kensington Road? B: Well you go down Fullarton Road…. A: … what, down Old Belair, and around …? B: Yeah. And then you go straight … A: … past the hospital? B: Yeah, keep going straight, past the racecourse to the roundabout. You know the big roundabout? A: Yeah B: And Kensington Road’s off to the right. A: What, off the roundabout? B: Yeah. A: Right! Which of the above texts contains regular patterns and elements and which one contains negotiation? 26/03/07 Yogya EFL MGMP on TEFL Methodology SMP Muh 1 Yogyakarta 41

Cases of failure in communication 1. Context: the upper, nonsmoking deck of a 747 aircraft. Passenger: I’ve been smoking for 28 years, and I gave up so I could travel up here. Cabin attendant: Sorry? Passenger: I said, I’ve been smoking for 28 years, and I gave up so I could sit here. Cabin attendant: So? Passenger: So, I gave up smoking. Cabin attendant: What do you want? Passenger: I don’t want anything. (Turns to partner). Well, I won’t be travelling with this outfit again. 2. Context: at the end of a shift in a factory Native speaker: See you later. Non-native speaker: What time? Native speaker: What do you mean? 3. Context: in an elementary school classroom A: Tony, are you talking? B: Yes, I am. A: Don’t be cheeky. 26/03/07 Yogya EFL MGMP on TEFL Methodology SMP Muh 1 Yogyakarta 42

Is there any principle related to the importance of text? Yes, it is expressed in one of the principles of communicative methodology proposed by Morrow (1981). It implies that we have to work on language as discourse, which is made up by inter-related sentences, NOT BY SEPARATE SENTENCES. So while sentence-level analysis is still important, it is not enough. Analyzing text is a necessity in the framework of communicative language teaching. 26/03/07 Yogya EFL MGMP on TEFL Methodology SMP Muh 1 Yogyakarta 43

Why do we, teachers, need to analyze a text? Because we have to help our students to develop their ability to read more efficiently. By analyzing a text, we can develop relevant exercises to support the development of their efficient reading ability. The exercises should guide them to go from the overall meaning of the text, its function and aim, and then to the specific ideas. “By starting with longer units (than sentences) and by considering the layout of the text, the accompanying photographs or diagrams, the number of paragraphs, etc. , the students can be encouraged to anticipate what they are to find in the text. This is essential in order to develop their skills of inference, anticipation and deduction” (Grellet, 1981). 26/03/07 Yogya EFL MGMP on TEFL Methodology SMP Muh 1 Yogyakarta 44

What type of exercises can be created? Grellet (1981) has mapped the types of exercises, of which some are related to textual competence: • Reading techniques - How the aim is conveyed - Understanding meaning - Assessing the text 26/03/07 Yogya EFL MGMP on TEFL Methodology SMP Muh 1 Yogyakarta 45

Reading Comprehension Exercise-Types Reading techniques How the Aim is conveyed 1. Sensitizing 1. Aim and Function of the text 2. a. Inference: through context a. Function of the text b. Functions within the text 3. Inference thr. Word formation 4. b. Understanding relations 2. Organization of the text: different within thematic patterns the sentence a. Main idea and supporting details c. Linking sentences and ideas: b. Chronological sequence reference c. Description d. Analogy and contrast Linking sentences and ideas: e. Classification link-words f. Argumentative and logical 2. Improving reading speed organization 3. From skimming to scanning 3. Thematization a. Predicting b. Previewing c. Anticipation d. Skimming Yogya EFL MGMP on TEFL e. Scanning 26/03/07 46 Methodology SMP Muh 1 Yogyakarta

Understanding meaning Assessing the text 1. Non-linguistic response to the text a. Ordering a sequence of pictures b. Comparing texts and pictures c. Matching d. Using illustrations e. Completing a document f. Mapping it out g. Using the information in the text h. Jigsaw reading 1. Fact vs. opinion 2. Writer’s intention 2. Linguistic response to the text a. Reorganizing the information: reordering events Reorganizing the information: using grids b. Comparing several texts d. Question-types c. Completing a document e. Study skills: summarizing Study skills: note-taking 26/03/07 Yogya EFL MGMP on TEFL Methodology SMP Muh 1 Yogyakarta 47

Reading is a constant process of guessing, and what one brings to the text is often more important than what one finds in it. This is why, from the very beginning, the students should be taught to use what they know to understand unknown elements, whether these are ideas or simple words. This is best achieved through a global approach to the text. What is the procedure of the global approach? 26/03/07 Yogya EFL MGMP on TEFL Methodology SMP Muh 1 Yogyakarta 48

Study of the Layout: title, length, pictures, typeface, of the text Second reading For more detail 26/03/07 Making hypotheses about the content and function Further prediction + Anticipation of where to look for confirmation of these hypotheses according to what one knows of such text types Confirmation or revision of one’s guesses Yogya EFL MGMP on TEFL Methodology SMP Muh 1 Yogyakarta Skimming through the passage (text) 49

Reading involves a variety of skills. (See Munby’s list, 1981), which can be developed through several types of exercises, with the functions: 1. To clarify the organization of the passage (text). In this case, the questions an be about: - the function of the text - the general organization - the rhetorical organization - the cohesive devices - the intra-sentential relations (e. g. derivation, morphology, hyponymy) 2. To clarify the content of the passage. In this case the questions can be about: - plain fact (direct reference) - implied fact (inference) - deduced meaning (supposition) - evaluation 26/03/07 Yogya EFL MGMP on TEFL Methodology SMP Muh 1 Yogyakarta 50

Being aware of the function of a text is a prerequisite for understanding it. Students should therefore be encouraged to find out the function of a new text they have to understand. The origin of the document, its presentation and layout are usually very helpful in determining its function. Functions of the text include: • persuasion • warning • Giving information • giving directions • Invitation • Request • Encouraging • Entertaining • Giving arguments 26/03/07 Functions within the text include: • Demand for evidence • Agreement • Farewell • Asking for information • Greeting • Evidence (explanation) • Giving information Yogya EFL MGMP on TEFL Methodology SMP Muh 1 Yogyakarta 51

Text organizations include: -Building the text around a main idea (e. g. in newspaper articles and in fact in the paragraphs of all kind of texts) - chronological sequence - description - Analogy and contrast - Classification - Argumentative and logical organization What are the skills related to each of the above organizations? 26/03/07 Yogya EFL MGMP on TEFL Methodology SMP Muh 1 Yogyakarta 52

Skills involved in recognizing the main idea and supporting details: - Recognize the technique used by the writer - Understand relations between parts of a text - Distinguish the main idea from supporting details - Recognize indicators in discourse - Distinguish the main points of the text Recognizing the chronological sequence involves the skills to: - Extract selectively relevant points from the text - Understand relations between parts of a text Recognizing a description involves the skills to: - Extract selectively relevant points from a text - Understand how the information is presented in descriptive texts 26/03/07 Yogya EFL MGMP on TEFL Methodology SMP Muh 1 Yogyakarta 53

Organizing A DESCRIPTION - General to specific - Specific to General - Up down - Down up - outside inside - inside outside Understanding analogy and contrast involves the skills to understand relations between parts of a text. This can be developed by asking Ss to fill a comparison table. 26/03/07 Yogya EFL MGMP on TEFL Methodology SMP Muh 1 Yogyakarta 54

Understanding analogy and contrast involves the skills to understand relations between parts of a text. This can be developed by asking Ss to: - complete a diagram based on the text - make a diagram based on the text Understanding argumentative and logical organization involves the skills to: - Understand the commve value of sentences - Understand more or less explicitly stated information - Understand relations between parts of the text 26/03/07 Yogya EFL MGMP on TEFL Methodology SMP Muh 1 Yogyakarta 55

Understanding Classification requires the skills to understand relations between parts of a text, which can be depicted in a diagram or a flow chart. 0 26/03/07 Yogya EFL MGMP on TEFL Methodology SMP Muh 1 Yogyakarta 56

Students’ minds & feelings are in the real world A B C Relevant Learning Tasks D E Back to real life 26/03/07 Yogya EFL MGMP on TEFL Methodology SMP Muh 1 Yogyakarta 57

A. Warm Up: - What will you do to attract Ss’ attention? - What will you do to direct Ss’ minds and hearts towards the focus of the lesson? - What will you do to motivate Ss to learn to acquire the communicative competency useful for their life? B. Content Focus: - What will you do to help Ss to comprehend the meanings expressed in the input text? (general information, specific information, detailed information, function of the text, organization of the text, the writer’s intention) meanings of vocabulary items 26/03/07 Yogya EFL MGMP on TEFL Methodology SMP Muh 1 Yogyakarta 58

C. Language focus: What will you do to help Ss to understand the language forms used to express the meanings in the text? (structures, pronunciation, spelling, mechanics) D. Communication focus: What will you do to help Ss learn to use the language forms just learned for communication? (through communicative activities, ranging from guided informationgap activities to free information gap activities games, role plays, simulations) 26/03/07 Yogya EFL MGMP on TEFL Methodology SMP Muh 1 Yogyakarta 59

E. Closing: - What will you to help Ss to grasp the summary of the lesson? - What will you do to make Ss aware of the usefulness of the skills already learned for accomplishing real life communication purposes? 26/03/07 Yogya EFL MGMP on TEFL Methodology SMP Muh 1 Yogyakarta 60

DEVIANT UTTERANCE 1. Type lexical, phon. , gram. , disc. , prag. , socioling. 2. Source L 1, L 2, t-induced, other Ss, outside L 2 input, A/V/print/E. media 3. Linguistic complexity intricate & involved or easy to explain/deal with 4. Local or Global 6. Learner’s Aff. State language ego fragility, anxiety, confidence, receptiveness 5. Mistake or Error 7. Learner’s ling. state emergent, presystematic, postsystematic 9. Communicative context conversational flow factors, indiv. , group, or whole-class work, S-S or S-T exchange Brown, 2000 26/03/07 TREAT 8. Pedagogical focus immediate task goals, L. objectives, course goals/purposes 10. Teacher style direct or indirect interventionist, laissez-faire IGNORE Yogya EFL MGMP on TEFL Methodology SMP Muh 1 Yogyakarta OUTPUT 61

Teachers should not involve their students in analyzing the text. Instead, they should choose from available sources or develop exercises which can help students understand: (a) the functions of the texts; (b) how the texts have been organized; and © get information from it (general, specific, and detailed) A book entitled “Developing Reading Skills” by F. Grellet is strongly recommended. 26/03/07 Yogya EFL MGMP on TEFL Methodology SMP Muh 1 62

Life Orientation ways of utilizing resources (time, energy, money, mental strength) 26/03/07 Yogya EFL MGMP on TEFL Methodology SMP Muh 1 Yogyakarta 63

Money A Self achievement B W H O E R R L D Dedication to the nation C E A F T E R Dedication to God the Almighty 26/03/07 Yogya EFL MGMP on TEFL Methodology SMP Muh 1 Yogyakarta 64 D

ORIENTATION D LIFELONG SUSTAINABLE INTRINSIC MOTIVATION TO SELF-IMPROVE PROFESIONALLY 26/03/07 Yogya EFL MGMP on TEFL Methodology SMP Muh 1 Yogyakarta 65

References: Bachman, L. F. (1990). Fundamental Concepts of Language Testing. New York: OUP. Brown, H. D. (2000). Principles of Language Learning and Teaching. Cambridge: CUP. Brown, H. D. (2001). Teaching by Principles. Cambridge: CUP. Brown, G. & Yule, G. (1983). Discourse Analysis. Cambridge: CUP Grellet, F (1981). Developing Reading Skills. Cambridge: CUP. Munby, J. (1981). Communicative Syllabus Design. Cambridge: CUP. Nunan, D. (1999). Second Language Teaching & Learning. Boston: Heinle & Heinle Publishers. Stern, H. H. (1983). Fundamental Concepts of Language Teaching. Oxford: OUP. 26/03/07 Yogya EFL MGMP on TEFL Methodology SMP Muh 1 Yogyakarta 66