Communicative Competence SocioCulcutural Competence Discourse competence Linguistic Competence

Communicative Competence Socio-Culcutural Competence Discourse competence Linguistic Competence Pragmatic Competence Strategic Competence

From Discourse Competence to Teaching Objectives Concept Discourse Competence/ Communicative Competence Indicators Sub-indicators Sociocultural competence Identify general information Identify supporting detail/ information Linguistic competence Identify sentence- meaning Identify word- meaning Identify pronoun reference Identify sentence-relation Identify paragraph-relation Pragmatic competence Identify communicative functions of a word, sentence, paragraph, or text. Strategic competence Communication strategies Comprehension strategies

From Discourse Competence to… Sub-indicators Learning objectives (Text bounded) Identify general information Identify the topic of the text Identify the main idea of the text Identify supporting details/information Identify the main characters in the text Identify the relationship of the main characters Identify the setting of the story Identify the traits of the characters dst Identify sentence meaning Identify word-meaning Indentify pronoun reference Identify sentence-relation Identify paragraph-relation Identify the meaning of the sentence(s) in the text Identify the meaning of the word(s) in the text Identify the reference of the pronoun(s) Identify the relationship the sentences, and paragraphs Identify the communicative function of a word, sentence, Word paragraph, and text Sentence Paragraph Text Communication strategies Comprehension strategies of: Word, Sentence Paragraph Text

FRAMEWORK OF SECOND/FOREIGN LANGUAGE LEARNING (2) Learner characteristics Age: cognitive, affective, and personality charateristics (5) Learning outcome (1) Social context Sociolinguistic, sociocultural, and socioeconomic factors (3) Learning process Strategies, techniques, and mental operations (4) Learning condition e. g. EFL Educational treatment: Objectives, Content, Procedures, Materials, Evaluation e. g. ESL Exposure to target language in its natural setting L 2 Competence/proficiency Theoretically based schemes, Impresionistic ratings, Test performance interlanguage

EFL Competence Mengembangkan kompetensi berkomunikasi dalam bentuk lisan dan tulisan untuk mencapai tingkat literasi functional Memiliki kesadaran tentang hakikat dan pentingnya bahasa Inggris untuk meningkatkan daya saing bangsa dalam masyarakat global Mengembangkan pemahaman peserta didik tentang keterkaitan antara bahasa dengan budaya.

SMK EFL Competence • Menguasai pengetahuan dan keterampilan dasar Bahasa Inggris untuk mendukung pencapaian kompetensi program keahlian • Menerapkan penguasaan kemampuan dan keterampilan Bahasa Inggris untuk berkomunikasi baik lisan maupun tertulis pada level intermediate.

FROM DISCOURSE COMPETENCE TO TASKS AND EXERCISES CONCEPT INDICATORS Discourse competence 1. Socio-cultural competence 2. Linguistic competence 3. Functional competence 4. Strategic competence

THE DISCRIPTION OF THE INDICATORS DISCRIPTIONS 1. Socio-cultural competence Various informations 2. Linguistic competence Various linguistic features 3. Functional competence Various communicative functions 4. Strategic competence Various communicative strategies

FROM INDICATORS TO TASKS INDICATORS DISCRIPTIONS TASKS/EXERCISES ON General information Topic Main idea Various informations Various limguistic features Title Detail information Details Word meaning/formation Grammatical construction Cohesive devices/unity Mechanics/spelling Pronunciation Comt. Funct. Of a text/paragraph/generic structure Comt. Function of a sentence/speech acts Comt. Function of a sentence Various communicative functions Comt. Function of a word/phrase Discourse markers

INDICATORS OF RECEPTIVE SKILLS Mengidentifikasi berbagai informasi 2. Mengidentifikasi berbagai ciri kebahasaan 3. Mengidentifikasi “generic structure” 1.

Learning Objectives (Receptive) After the class students are able to: 1. 1 mention the stated general idea correctly 1. 2 write the non-stated general idea accurately 1. 3 state the stated details of the text clearly 1. 4 state the implied details of the text correctly 2. 1 explain/state the meaning/formation of the words clearly 2. 2 explain/write gammatical construction correctly 2. 3 explain/use cohesive devices correctly 2. 4 distinguish various graphems and chunks correctly 3. 1 state the generis structure correctly 3. 2 mention the speech act of s sentence correctly 3. 3 mention the pragmatic meaning of word/expression correctly 3. 4 identify the discourse markers correctly

INDICATORS OF PRODUCTIVE SKILLS 1. Menyampaikan berbagai pesan secara lisan/tertulis 2. Menggunakan berbagai ciri kebahasaan 3. Menggunakan “generic structure”

Learning Objectives (Productive) Selesai pembelajaran peserta didik dapat: 1 Menyampaikan pesan secara lisan atau tertulis dalam bentuk prosedur 2. Menggunakan berbagai ciri kebahasaan 2. 1 Imperative 2. 3 Adverbial 2. 2 action verbs 2. 3 Conjuctive 3 Menggunakan struktur teks 3. 1 goal 3. 2 materials 3. 3 steps secara lancar, akurat, dan berteriman

Diberikan kalimat acak siswa dapat menulis teks prosedure: Menggunakan berbagai ciri kebahasaan 2. 1 Imperative 2. 2 action verbs 2. 3 Adverbial 2. 3 Conjuctive Menggunakan generic structure 3. 1 goal 3. 2 materials 3. 3 steps dengan lacar akurat dan berterima

Diberikan gambar seri tentang cara membuat kopi siswa dapat Mengungkapkan berbagai informasi secara lisan dalam teks bentuk prosedur Menggunakan berbagai ciri kebahasaan 2. 1 Imperative 2. 3 Adverbial 2. 2 action verbs 2. 3 Conjuctive Menggunakan generic strukture 3. 1 goal 3. 2 materials 3. 3 steps dengan lancar akurat dan berterima

Action Verbs: Listening dan Reading Total physical response Action Memilih Memahami Yes/No Merespon Verbal Telling story