Iman Hilmansyah

1402203
EFL Methodology
Teaching Pronunciation
To measure the students pronunciation ability, the teachers may
determine it by their sound or by their understandable. Because the
degree to which students acquire perfect pronunciation seems to
depend very much on their attitude to how they speak and how well
they hear. Some students want to expose to a native speaker variety,
and will strive to achieve pronunciation which is indistinguishable from
that of a first language. Other students, however, do not especially want
to sound like inner circle speakers. They wish to be speakers of English
as an international or global language.
It has become customary for language teachers to consider intelligibility
as the prime goal of pronunciation teaching. This implies that the
students should be able to use pronunciation which is good enough for
them to be always understood. If their pronunciation is not up to this
standard, then clearly there is a serious danger that they will fail to
communicate effectively. If intelligibility is the goal, then it suggests that
some pronunciation features are more important than others. In the
case of individual sounds, a lot depends on the context of the utterance,
which frequently helps the listener to hear what the speaker intends.
However, stressing words and phrases correctly is vital if emphasis is to
be given to the important parts of messages and if words are to be
understood correctly.
As we know that many students in EFL classroom have great difficulty
hearing pronunciation features which we want them to reproduce.
Frequently, speakers of different first languages have problems with
different sounds. Because of that, the expert found two ways of dealing
with this. First, we can show students how sounds are made through
demonstration, diagrams and explanation. Second, we can draw the

sounds to their attention every time they appear on a recording or in

our own conversation.
Learning a foreign language often presents us with the problem of
physical unfamiliarity. To counter this problem, we need to be able to
show and explain exactly where sounds are produced (e.g. where is the
tongue in relation to the teeth? What is the shape of the lips when
making a certain vowel?) etc.
For many teachers the most problematic area of pronunciation is
intonation. However, the fact that we may have difficulty recognizing
specific intonation tunes does not mean that we should abandon
intonation teaching altogether. One of our tasks, then, is to give
students opportunities to recognize such moods and intentions either on
an audio track or through the way we ourselves model them.
The key to successful pronunciation teaching, however, is not so much
getting students to produce correct sounds or intonation tunes, but
rather to have them listen and notice how English is spoken-either on
audio or video or by their teachers themselves. the more aware they
are, the greater the chance that their own intelligibility levels will rise.
Just as with any aspect of language-grammar, vocabulary, etc. Teachers
have to decide when to include pronunciation teaching in lesson
sequences. There are a number of alternatives to choose from:
Whole lessons: making pronunciation the main focus of a lesson does
not mean that every minute of that lesson has to be spent on
pronunciation work. Sometimes students may also listen to a longer
recording, working on listening skills before moving to the pronunciation
part of the sequence. Sometimes they may look at aspects of
vocabulary before going on to work on word stress and sounds and
spelling.
Some teachers insert short, separate bits of pronunciation work into
lesson sequence. Over a period of weeks, they work on all the individual

phonemes, either separately or in contrasting pairs. At other times they

spend a few minutes on a particular aspect of intonation, say, or a
contrast between two or more sounds. It can be useful, and provide a
welcome change of pace and activity during a lesson and we do not
spend too long on any one issue.
Many teachers get students to focus on pronunciation issues as an
integral part of a lesson. When students listen to a recording, for
example, one of the things which we can do is to draw their attention to
pronunciation features on the recording, if necessary having them work
on sounds that are especially prominent, or getting them to imitate
intonation patterns for questions, for example, one of the things we
want to concentrate on during an accurate reproduction stage is the
students correct pronunciation.
Just as teachers may stray from their original plan when lesson realities
make

this

inevitable,

and

teach

vocabulary

or

grammar

opportunistically because it has come up, so there are good reasons

why we may want to stop what we are doing and spend a minute or two
on some pronunciation issue that has arisen in the course of an activity.
Pronunciation is an extremely personal matter, and even in monolingual
groups, different students have different problems, different needs and
different attitudes to the subject. In multilingual groups, of course,
students from different language background may have very different
concerns and issues to deal with.
There are many ways to help our students in learning pronunciation. For
example, identify their own individual pronunciation difficulties by
revising a list of words which words they find easy to pronounce and
which words they find difficult. It is vitally important when correcting
students to make sure that we offer help in a constructive and useful
way.
In the end, there are some Examples of pronunciation teaching:

a. Working with sounds

b. Working with stress
b. Working with intonation
a. Sounds and spelling
b. Connected speech and fluency

Iman Hilmansyah
1402203
EFL Methodology
Teaching the Four Language Skills Integrating the Four Language Skills
There are two types of language skills receptive and productive skills. The first is
receptive skill is a term used for reading and listening, skill where the meaning is extracted
from the discourse. The second is productive skill is a term for speaking and writing, skills
where students actually have to produce language. All of those skills are integrated and
cannot be separated. In language teaching input may come from the students output.
Harmer (2007) states that in order to provide maximum learning opportunities for the
different students in our class it makes sense to integrated different skills. Here are
learning sequences in teaching language as integrated skill proposed by Harmer (2007).
First, speaking as preparation and stimulus, the students are asked and investigated
about the topics that are going to be discussed. Second, text as models, written and spoken
texts are very necessary to give model for the students. Next, texts as preparation and
stimulus, language production grows out of texts that students see or hear so we can use
written and spoken texts to stimulate our students into some other kind of work. Last,
integrated tasks, when the students are asked to do cooperative writing, it is possible
involved the others skills.

Harmer (2007) proposed a basic methodological model for teaching receptive skills
such as: lead in the students then direct comprehension task, ask the students to read or
listen to the teach then give the feedback which includes direct comprehension task, ask
the students to read or listen for task then direct the feedback, and give the students directs
text related to the task.
In teaching the four language skills, comprehensible input helps language
acquisition. The more we expose the language to students the more they will learn.
Therefore, we need specific ways to point out the problem of language difficulty. As
suggested by Harmer (2007) these include pre teaching vocabulary, using extensive
reading and listening, and considering alternatives to authentic language.
This is very important for the teacher to choose comprehension tasks because this
is a key in successful teaching of receptive skills. The teachers need to test and teach
receptive skill in order to help the students become better readers and listener. In addition,
the teachers may provide appropriate challenge to give them useful sources.
In teaching productive skills, Harmer (2007) points out some basic model of
teaching. Making sure that all of the students have the information they need which
includes lead in and set the task is needed, monitoring the task, giving task feedback, and
the last is following up.
Harmer (2007) assumes that to be successful in communication we need to
structure our discourse in such a way that it will be understood by the listeners or readers.
Interacting with the audience is the most important point in productive skills.
There are several strategies to resolve language problem difficulty suggested by
Harmer (2007). Those are improvising, discarding, and paraphrasing. In addition, there are
also a number of steps to help the students achieve success including give the students key
language it means that we need to involve the students to take part in a spoken or written
activity and plan activity in advance which means that the teacher need to plan production
activities that will force the use of language in optimum ways. So the students can use the
language in maximum condition.
Besides that, students projects can be the useful assignment for the students in
improving all of the skills. Projects can be organized in a number of different ways, but
generally share the same sequence as stated by Harmer (2007). Those are the briefing or

the choice, idea or language generation, data gathering, planning, drafting and editing, the
result, and consultation or tutorial.
In simple, teaching the four skills as integrative skills, teachers should understand
that both of receptive or productive skills cannot be separated from each other. For
example when we focus on a skill such as speaking we have to support this skills with the
other skills that can help the achievement. Because of that, in teaching language we cannot
separate the four skills as an individual skill; it means that we as teachers need to integrate
all of those skills to help students language acquisition.

Reference
Harmer, Jeremy. 2007. The Practice of English Language Teaching. Malaysia: Pearson
Education Limited.

Iman Hilmansyah
1402203
EFL Methodology

Teaching Reading
Extensive and Intensive reading
Make the students to be able to read is important for the teacher,
because it can helps their careers, study purpose, and for pleasure
(harmer 2007, p.99). As we know that English as lingua franca or as an
international language, there are so many important information that
people need in their real which is written in English. Because of that the
ability to read English text is very important for people. This situation
also pursue the English teacher to make their students are able to read.
But as a good teacher we have to understand the techniques in
teaching reading. Brown (2001, p.300) explains that language ego, self
esteem, empathy, motivation, and culture influence the students in
learning to read. To get maximum benefit from their reading, Harmer
(2007a, p.283) says that students need to be involved in both extensive
and intensive reading.

Extensive Reading
Extensive reading is carried out to achieve general understanding of
usually somewhat longer text, most extensive reading is performed

outside of the class time (Brown p. 313). The statement means that
extensive reading is a kind of reading activities that students always do
it anywhere and anytime. They are free to choose every kind of texts
that they want to read. In line with that, Harmer (2007b, p99) says that
extensive reading should involve reading for pleasure. In another book,
Harmer (2007a, p.283) also says that the extensive reading is aimed to
develop students world recognition and for their improvement as
reader overall. Brown (2001, p.301) also agrees that extensive reading
is a key to student gain in reading ability, linguistic competence,
vocabulary, spelling and writing.
In the extensive reading, teacher should offer them a program which
includes appropriate materials, guidance, task and facilities, such as
permanent or portable libraries of books. So in the extensive reading, it
is not important about what kind of books they read and when they read
as long as they love to do it which the activities can help them to be
able to get the information from written text. Nation (2009, p.49)
supports the statement, he believes that the aim of extensive reading
activities is to develop meaning focus input and fluency depend on the
level of the books that the learners read.
Extensive reading materials
Harmer (2007a, p283) says that the most important thing of a successful extensive reading
program is that students have to understand about this reading material. If they are
struggling to understand every word on the text, they can hardly be reading for pleasure
which is the main goal of this activity.
This means that teacher should provide book which are readily accessible to our students,
the have to be able to choose what kind of book that appropriate for them both in skill and
genre. So they can enjoy to read the book.
Setting up a library
Harmer (2007a, p.284) states that In order to set up an extensive reading program, we need
to build up library of suitable books. Although this may appear costly, it will be money
well spent. If possible, we need to have static library in the classroom or in another parts of
school to make easier the process. Besides that, once books have been purchased, we

should code them for level and genre so that students can easily identify what kind of
books they are.
The library is very important to organized the book and to make our students are easier to
read the book. So when the teacher asks the students to become extensive reader, they can
also facilitate the students to read everything they want.
The role of the teacher in extensive reading programs
As we know from Harmer (2007a, p.284) that most of students will not do a lot of
extensive reading by themselves unless they are encourage to do so by their teacher.
Because of the situation, teacher has important roles in promoting reading and persuading
students for its benefits. Beside that we also have to organize reading program. Nation
(2009, p.50-57) creates several guidelines for planning the program such as make our
students understand the goals and limitations extensive reading; find your learners present
vocabulary level; provide plenty interesting and appropriate reading text; the teacher have
to set, encourage and monitor large quantities of extensive reading; support and
supplement extensive reading with language-focused learning and fluency development;
help learners move systematically through the graded reader levels; and we have to
simplified and unsimplified text.
After the teacher understand about the guidelines, the teacher will be able to make decision
about what will we do or what kind of strategies that they want to do to the students in
making them get their interest to do extensive reading. For example we can explain how
they can make their own choice of what to read, making it clear that the choice is theirs,
but they can ask other students. Review and comments to help them make that choice.
In order to do these activities the teacher should consider to the types of text to help the
students in choosing what kind of text that appropriate for them. Brown (p. 302-303)
shows the types of text such as; non-fiction, fiction, letters, greeting cards, diaries or
journals, memos, messages, announcements, newspaper, academic writing, forms or
applications, questionnaires, direction, label, signs, receives, bills, maps, manuals, menus,
schedules, advertisements, invitations, directories, comic strips or cartoons.
Here, the role of the teacher is a promoter of extensive learning, they should be able to
give explanation of the benefits of reading, change students minds about reading, create

good atmosphere for the students to read, and arrange good strategies for the students to
read.
Extensive reading tasks
Because students can make their own choice of what to read, they will not all be reading
the same text at once. For this reason- and because we want to prompt to keep reading- we
should encourage them to report back on their reading in a number of ways (Harmer,
2007b, p.110). Ask the students to give feedback about what they have read is very
important for the teacher to measure their comprehension toward their reading.
One approach is to set aside a time at various points in a course at which students can ask
questions and/or tell their classmates about books they have read. However, if this
inappropriate because not all students read at the same speed (or because they often do not
have much to say about the book in front of their colleagues), we can ask them to write
their comments or question in their own diary or book. We can also put comment sheet
into the books for students to write in. in the end, it does not really matter which of this
tasks students are asked to perform, provide that what they are asked to do helps to keep
them reading as much as often and possible.
Giving students time to read is very important, because it can make them comfort in
reading. But when we give the time for students to read, we have to observe the students,
because not all students are active learners. For some students who demotivated by these
activities, we as a teacher, can force them to read, but we should do everything to
encourage them.

Intensive Reading: The roles of the teacher

Before understanding the roles of the teacher in the intensive reading activities, the
teacher should be aware to the focuses in intensive reading itself. Nation (2009,
p.27) cites in his book that intensive work on a reading text can focuses on
following aspects: comprehension, regular and irregular sound-spelling relation,
vocabulary, grammar, cohesion, information structure, genre features, and
strategies. All of these aspects can be guidance for the teacher to make decision
toward what should teacher do in teaching reading activities.

The term intensive reading refers to the detailed focus on the construction of reading texts
which take place usually in the classrooms (Harmer 2007b, p.99). It means that the
intensive reading ask the students to read kind of text that is determined by specific
purposes that students studying for. Brown (2001, p.313) informs that intensive reading is
usually a classroom-oriented activity in which the students focus on the linguistics or
semantic details of a passage. He also says that intensive reading ask the students to
concern about grammatical forms, discourse markers, and other surface structure details
for the purpose of understanding literal meaning, implications, rhetorical relationship, etc.
In order to make our students to read enthusiastically in class, we need to work creatively
to create interest in the topic and tasks. However, there are several roles conducts by
Harmer (2007a, p.286) that we need to adopt when asking students to read intensively:
First is organizer, it means that we have to tell the students exactly what their reading
purpose is, give them clear instructions about how to achieve it and how long we have to
this. Second is observer, it means that when students in the reading time, we need to give
them space to do so. Third is feedback organizer, it means that the teacher can lead a
feedback session to check that they have completed reading after they finished the task.
Last is prompter, it means that teacher can prompt the students to notice language feature
within it.
In doing all of the roles, teacher should consider to the students reading level. Harmer
(2007, p.100) the authentic reading text that depend on the level of the students should be
delivered if we want to gain success of the activity. It means that when the teacher
organized reading activities, the text must be balanced between the real English on the one
hand and students capabilities and interest on the other hand.
Moreover, Brown (2001, p.307-310) explain several strategies are made to help the
students achieve reading comprehension which consists of identifying the purpose in
reading, using grapheme rules and pattern, using silent reading technique, skimming the
text, scanning the text, using semantic mapping or clustering, guessing when you arent
certain, analyzing vocabulary, distinguishing between literal and implied meanings,
capitalizing on discourse markers to process relationship.

Intensive reading: the vocabulary question

A common problem in reading lesson that exists in Brown (2007a, p.286) is that when the
teacher are encouraging students to read for general understanding, without worrying
about the meaning of every single word, the students, on the other hand, are really want to
know what each individual word means. Because of that, we need to find some
accommodation between our desire to have students develop particular reading skills and
their natural urge to understand the meaning of every single word.
If students ask for the meaning of all the words they dont know, the majority of a lesson
may be taken up in this way. Therefore, to limit the amount of time spent on vocabulary
checking in the following ways: time limits, word/phrase limit, and meaning consensus.
Time limit means that we can give our students time limit for vocabulary enquiry, whether
this involves dictionary use, language corpus searches or questions to the teacher.
Word/phrase limit means the teacher give a limit to the students to ask the meaning of the
words in one text. Meaning consensus means that we can ask the students to work together
to search for and find word meanings.

Intensive reading: letting the students in

Harmer (2007a, p.287-288) explains that generally, the main objective in intensive
reading to find out students comprehension by asking the students to answer the
task based on the textbook. But the students are difficult to be engaged in a text if
they bring their own feelings and knowledge to the task, rather than only
responding to someone elses ideas of what they should find out. Engaging students
to read is very important because it can helps the students in create their willingness
in reading. Guthrie (2004, p.1) agrees because engaging students to read entails
multiple perspectives on reading that consist of motivational dispositions, cognitive
strategies, conceptual understanding, and social discourse.
One of the most important questions is do you like the text? The question is
important because we can get affective response to the content of the text than if we
only ask them the technical questions about language. Another way of letting the
students in is to allow them to create their own comprehension task. For example,
when the text is about people, even or topics which everyone knows something
about is to discuss the subject of the text with the class before they read. Another

involving way of reading is jigsaw theory which is ask the students to read different
texts and then share the information they have gathered in order to piece together in
the whole story.
Harmer in another book (2007b, p. 101) adds that there are some principles that
must be considered by the teacher when they teach reading such as: encourage
students to read as often and as much as possible; students need to be engaged with
what they are reading; encourage students to respond to the content of a text not just
concentrate on its construction; predicting is a major factor in reading; match the
task to the topic when using intensive reading texts; and good teacher exploit
reading texts to the full.
Something that I can found from the explanation above is that when we want to
make our students let in to the reading activities, we have to make our students
think that reading activities is very interesting and do not make them confused
about the construction and structures for example, although we are know that both
of structure and construction of the text are important. In simply, we have to make
our students enjoy first before we give them the difficult one.
Reading lesson sequences
We use intensive reading sequences in class for a number of reason. We may want to have
the students practice specific skills such as skimming and scanning. We may, on the other
hand, get the students to read text for communication purposes, as part of activities, as
sources of information, or in order to identify specific uses of language. Most reading
sequences involve more than one reading skill.
Examples of reading sequences
There are several examples of reading sequences such as:
Reading to confirm information that involves predicting reading for gist and reading for
detail information. Here the students are asked to predict the content of the text by giving
them clues of words that existed in the text.

General reading that involves reading for gist and reading for general comprehension. In
this kind of reading, students are asked to read the text by giving some questions that will
help them to gain the information from the text.
Modified cloze text that involves reading for gist and reading for detail information. This
is a popular test of comprehension in reading where every seventh word is replaced by a
blank. It can be a good way to help them gain the general understanding of a piece of text
and a detail understanding of the sentence in it.
Researching topic of reading that involves scanning reading for gist. This kind of way
shows how computers and the internet can be used in the class to get students searching for
information in an entirely realistic and enjoyable way.
Reading for discussion that involves reading for gist and reading for detail comprehension.
This example will cause some students disquiet because it discusses an issue they may not
be comfortable with.
Jigsaw reading that involves reading for detail information. Here, students are asked to
solve the mystery. They are divided into groups and then given something different to read
but related to other texts. After that, they have to share the information to find out the
complete story and resolve the mystery.
Beside of the example that was explained before, Harmer (2007b, p. 107-109) adds more
example of reading sequences that includes reading puzzles, using newspaper, following
instruction, poetry, playing extracts, predicting from words and pictures, and different
responses.
Here, we as a teacher should be able to choose the best reading sequences or to combine
each reading sequences that related to students need in order to make them are able to
acquire comprehend text.

Assessing reading
As we know that assessment have backwash effect both the students and the teacher
(Hughes 2003, p.1). It means that assessment can give good or bad effect both of the
students and the teacher depend on how the teacher creates the assessment.

Because of that, assessing reading is important for the students and the teacher. Nation
(2009, p.75) explains the reason for assessing reading and the skills and knowledge that
are involved in reading.
The first is assessing to encourage learning. This is a very common informal assessment
that teacher use to make the learners study. They include speed reading graphs, reading
logs, and oral book reports.
The second is assessing to monitor progress and provide feedback. This is focus on the
learning done in particular course. They include pronominal questions or imperative;
true/false, yes/no, alternative questions and multiple-choices; and information transfer.
Third is assessing to diagnose problems. This kind of assessment is used to find out the
where is the problems lie if the problem is existed. They include reading aloud, vocabulary
test, test of grammatical knowledge, testing reading speed, and other causes.
The last is assessing to measure proficiency. It tries to measure a learners skill not in
relation to what has been taught on what particular course but in relation to wider standard.

Conclusion
Teaching reading divided into extensive reading, intensive reading, reading sequences, and
assessing reading. The most important thing when we use extensive and intensive reading
is how to engage the students in creating the willingness to read text. The way we engaged
the students will be applied in reading sequences. We have to be able to arrange
appropriate activities that can help the students to engage students willingness in reading.
The assessing reading is also important since we know that assessment has a backwash
effect which means that god or bad result of students assessment is depend on the
assessment itself.

References
Brown, H.Douglas. 2001. Teaching by Principles. An Interactive Approach to Language Pedagogy.
Englewood Cliffs: Prentice Hall.

Harmer, Jeremy. 2007a. The Practice of English Language Teaching. Malaysia: Pearson Education
Limited.
Harmer, Jeremy. 2007b. How to Teach English. China: Pearson Education Limited.
Hughes, Arthur. 2003. Testing for Language Teachers Second Edition: UK: Cambridge University
Press

Nation, I.S.P. 2009. Teaching ESL/ EFL Reading and Writing. New Zealand: Routledge

Guthrie, J.T. 2004. Teaching for Literacy Engagement. Journal of Literacy Research 36, 130.

Iman Hilmansyah
1402203
EFL Methodology
Teaching Listening

Generally, teaching listening is as same as teaching reading. There is extensive and

intensive listening. But listening is dealing with sound. Listening skills is one of the
receptive skill that is closest to the ability of speaking ability. Because the more people
understand to listen the better they speak.
Both of extensive and intensive listening material and procedures can help the
students to gain valuable language input in order to improve their listening skills.
Extensive listening usually takes place outside the classroom. They students can choose
what they are going to listen based on their pleasure. We can say that extensive listening is
listening for joy. The teacher can give suggestion for the students extensive listening such
as recommended CD or podcast. Harmer (2007) says that to encourage extensive listening
we can ask the students to perform a number of tasks such as reporting what they have
listen and write it in the personal journal.
Using audio material on tape, CD or hard disk to practice listening skills has a
number of advantages and disadvantages as stated by Harmer (2007). These are several
advantages it allows the students to hear variety of different voices apart from just their
teacher, the audio tape or CD is cheap, and the teacher can play directly in the class. But, it
also has disadvantages. One of the disadvantage is when we are in big classroom it is
possible for the students that they cannot hear well. In addition, each student has their own
language problem however in this situation they are forced to listen at the same speed. To
solve all of the problems, Harmer (2007) offers solution, some of the solution are, the
students can control stop and start, the students have access to different machines and the
students work in a language laboratory or listening center.
In the other side, Intensive listening or live listening is very useful because it
allows the students to practice listening in face to face interactions. Harmer (2007) says
that listening can be in several forms such as reading aloud, story telling, interviews, and
conversation. The teacher plays several roles in intensive listening. The teacher plays as
organizer, machine operator, feedback organizer, and prompter.
In intensive listening activity, we can use film and video. Here, film and video can
also be useful for listening sources. To use film and video as a listening sources we can use
some of viewing techniques such as fast forward, silent viewing (for language), silent
viewing (for music), freeze frame and partial viewing (Harmer, 2007).

Listening and mixed techniques are similarly designed to provoke engagement and
expectation. Those techniques are picture less listening (language), picture less listening
(music), picture less listening (sound effects), picture or speech, and subtitles.
Generally the ability of speaking depends on the ability of listening. Thus, we need
to use listening material for as many purposes as possible. Many researches show that the
use of music is a powerful stimulus for the students. The teacher may use music as the
background in teaching process. However, some students do not like listening music while
learning process. To deal with the problem, the teacher should bring students favorite
songs.
In the end, we can say that teaching listening can be an enjoyable for the students.
It is depend on teacher understanding about the nature of listening itself. The teachers also
have to understand about the methodology in teaching listening. Then, the teacher need to
understand students characteristics. So teacher can arrange effective strategy in teaching
listening. For example, as a teacher we need to create various activities. We can use CD,
podcast, even film or video. We also need to encourage the students to do extensive
listening in order to improve their listening ability.

Reference
Harmer, Jeremy. 2007. The Practice of English Language Teaching. Malaysia: Pearson
Education Limited.

Iman Hilmansyah
1402203
EFL Methodology
Teaching Writing

In English, Literacy deals with someone ability in terms of reading and writing for any
purposes even for using information technology. In teaching English as a foreign language
we as teachers need to decide how literate our students. There are several issues related to
English literacy. The issues include handwriting, spelling, layout and punctuation.
Nowadays there are so many ways to help us in writing. One of the ways is that now
we have computer literate, but if we see deeper, hand writing still is one of the important
points of literacy. Because if we in the occasion such as doing exam, writing postcard,
memo, etc. we cannot lay on computer literate. Because of that, we need teach the students
how to write especially for the students whose native language orthography is very
different from English, for example Indonesia. Handwriting always relates to the personal
issue therefore we need to encourage the students to improve their handwriting.
One of the issues in English literacy is spelling. It may affect readers judgment so in
order to make the reader understand what the meaning of our writing we need to have
correct spelling. In order to improve students awareness in spelling we can encourage the
students to do extensive reading as often as possible. Learning about a language, we need
to be aware of layout and punctuation. Although punctuation is a personal style we need to
consider it in learning a language especially foreign language because it will be different
from the style of first language or mother tongue. Different genres of writing are laid out
differently therefore to be successful writers we need to be aware of these layouts.
In teaching writing we can focus on the product or the process. When we focus on the
product the main thing to be focused on is the end of product. Otherwise, if we are going
to focus on process we need to pay attention to the various stages of writing such as pre
writing phases, editing, re drafting, and finishing. Actually writing is not an instant
process we need to plan, draft, re draft, re plan, etc. Both of the products and the process of
the writing are important.
To construct their writing people need to understand what kind of text it is. Writing
can be related to genre. There are several factors should be considered by the students to
write a certain genre. Those are the knowledge of the topic, the convention and style of the
genre, and considering the audience.

There is also creative writing which deals with imaginative task such as writing
poetry, story, etc. Creative writing can be consider as one of the effective learning that
provokes a great input and output for the learners. To overcome students problems about
creative writing as the teacher we need to build the writing habit and always motivate the
students. Cooperative writing can be useful for the students. We can focus on the process.
The students can share their ideas, giving correction and feedback for each other, etc.
Writing in a group can be greatly motivating for the students and it is not only about
writing but also research, discussion, peer evaluation and group pride.
To make the students enjoy writing we need to build the writing habit through
interesting and enjoyable task. We can support the students by giving some activities that
include picture as the visual aid, game or something that can encourage students to write.
There are two kinds of writing. The first is writing for learning and the second is
writing for writing. Here, writing for learning and writing for writing are totally different.
Writing for learning is the kind of writing to help students learn language or to test them
on that language. Otherwise, if we want to build the students writing skills we will have to
use such writing for writing task as often as is appropriate.
In teaching writing, the teachers can play several roles. They can be a motivator who
always encourage and motivate the students to write. In addition, the can be a resource
who supply information and language where necessary. Moreover, they also can be a
feedback provider who can give feedback and correction on writing task. Portfolios,
journals, and letters can be used by the teacher to encourage the students to write. For the
common European framework, it can be divided into three part, language biography,
language passport and dossier.
It is important for the teacher to teach the students to be able to write for many
purposes. As a teacher we need to motivate and encourage the students to write and
provide them many enjoyable and interesting tasks. So in the end, teachers should be able
to apply many strategies in teaching writing.

Reference
Harmer, Jeremy. 2007. The Practice of English Language Teaching. Malaysia: Pearson
Education Limited.

Iman Hilmansyah
1402203
EFL Methodology

Teaching Speaking
Speaking is a complex skill. It needs so many supporting item to support someone to
be able to speak. Besides being able to pronounce phonemes correctly, use appropriate
stress and intonation patterns and speak in connected speech it is also important to be able
to speak in a range of different genres and situation in order to speak English fluently.
Different speaking events will also require different style of speaking. We can make
distinction between transactional and interpersonal, interactive and non-interactive,
planned and unplanned.
Related to conversational strategies, there are there things that we should aware about.
1.

2.

3.

Conversational rules and structure, we need to know such as conversational

opening deals with how we start the conversation, interrupting, topic shift and
closing.
Survival and repair strategies, students need to be able to use repair strategies
when listening in interactive situations such as being able to paraphrase, being
able to use an all-purpose phrase and being able to appeal for help.
Real talk, students should be able to speak in real talk such as in spontaneous
face to face conversation outside classroom. Students need to be aware of
what real conversation looks like. Therefore we need to provide some
activities to let the students aware of the pattern and phrases used in real talk
such as ask them to analyze transcripts of real speech.

In teaching speaking we need to teach functional exchanges in order to make the

students aware of fixed phrases, functional sequences and adjacency pairs.
In helping the students to speak confidently, there are several thing that can be done
by the teachers:
1. Preparation, here, we can ask the students to plan and rehearse as much as they

can.
2. Repetition, it helps the students to improve on what they did before. It also gives
the students a chance to analyze what they have already done.
3. Before we ask the students to speak in a big group it is important for them to have
practices in a small group first. It is important to reduce the reluctance of some
students to speak.

4. It is little bit similar with jigsaw, the students are asked to talk as much as they can

with their friends.

In teaching speaking, teachers have several roles. First, they should be a prompter by
help the students by offering discrete suggestion. Second, participant, teachers can take
part in several speaking activities with the students. Third, feedback provider, to give a
feedback the teachers should consider appropriate situation.
There are several speaking activities that can be conducted in the classroom. First,
acting from a script, we can ask our students to use roll play in the classroom that based on
the dialog from the textbook. Second, communication games, it can be information gap
games or television and radio games. Third, discussion, it can be in form of buzz groups,
instant comment, formal debates, unplanned discussion, reaching a consensus. Third,
prepared talks, we can ask the students to present a topic of their own choice. Next,
questioner, by being pre planned both questioner and respondent have something to say to
each other. Students can design a questioner with an appropriate topic then teacher can be
their resource. Last, simulation and role play, through role play the students can simulate a
real life such as a business meeting, interview, etc. Moreover, we can encourage the
students to improve their speaking and deal with the specific situation. in the process of
teaching speaking, we can ask the students to make recording. We also can ask the students
to make group in order to make conversation from the dialog and they can change the roles
on the dialogue as an assignment.
In the end, the teachers task whent they teach speaking is to make the students aware
of different situation in speaking. Moreover, teachers also have to be able to create
interesting activity in teaching speaking. All of the strategies are propose to help the
students to acquire speaking ability.

Reference
Harmer, Jeremy. 2007. The Practice of English Language Teaching. Malaysia: Pearson
Education Limited.

Iman Hilmansyah
1402203
EFL Methodology
Text-based Language Teaching

A text is any stretch of spoken or written language that is meaningful in a social

context. Meaningful means that it fulfills a social purpose and represents a unified whole.
Genre can be defined as culturally specific texts with particular patterns that fulfill
different social purposes.
There are three register variables in social contexts of situation. Those are field,
tenor and mode. Field refers to what is going on. Tenor refers to the relationship between
people in a social situation that are determined by such things as the status of the people
involved. Mode refers to the channel of communication or whether people are using
written or spoken language.
Texts are constructed according to different purposes and contexts of use. Texts
vary according to context. The context of culture of a text decides its staging or text
structure, the context of situation of a text determines the language features chosen in the
text.
The purpose of language learning is to acquire skills and knowledge to respond to
and compose texts for a purpose in a social context. Therefore, learners need to be guided
in order to understand the context of a text and how text work in collaboration with other
to respond to or to construct text, then to apply it creatively in diverse social context for
various purposes. Scaffolding provides support and guidance for student through
interaction to move to a level where assistance became less and where they are able to
perform the task independently.
There are four sequential stages in a text based teaching methodology:
The first, students are introduced to the cultural and social context of the text in
order to help the students understand the context of the text being taught and get a general
idea about its purpose, staging or text structure, audience and language feature.
Second, after exploring the context of texts, the students are exposed to a model
text to help the students to further examine the social purpose and overall structure of the
text chosen for the context in stage one.
Third, students work to move toward their own independent performance of a task
through the assisted performance of an expert. The students jointly construct texts with the
teacher.

Fourth, students work on text independently. Students are encouraged to identify

their purpose, the audience and to organize their ideas effectively while bearing in mind
the text structure and language features in order to achieve their purpose.
A spoken exchange or conversations text is fundamental human activities from
inside a language classroom to social context. Here, the first stage that must be done by the
teacher is to builds up the social context of the targeted spoken text including the topic in
which the text is used. Next, the students need to be more familiar with the staging or text
structure of conversation text. Then, students and the teacher need to engage reciprocally
in the construction of a text for a purpose. Last, the students begin to construct texts by
themselves without the teachers intervention or guidance.
Designing a language course related to text-based approach the teacher need to
consider the choice of appropriate text based on the students purpose, level, learning pace,
interest and motivation.
Assessment also becomes an essential component in the text-based approach. It is
made to find out whether students have achieved the learning outcomes set out in the
course objectives. In text based approach, there are three variables for assessing the
students outcome. Those are assessment criteria, assessment condition and assessment
tasks.
In this context, there are fourteen learner texts that can be used as a reference for both
students and teacher in text based approach to language teaching. Those are casual
conversation, conversation (request goods and services), recount, information report
(description of a thing), exposition, discussion, review, explanation, procedure,
information report (description of a place), visual literacy, advertisement, advertisement,
and postcard. Each of them has different purpose, structure and language features.
Reference
Thai, Minh Duc.2009. Text-based Language Teaching. Australia: Mazmania Press.

Iman Hilmansyah
1402203
EFL Methodology
Problems related to Students: Why, What, and Some possible solutions
In teaching and learning process, teachers can make sure that their teaching activity
was success or not, but sometimes there are problems which are appeared in the process. It
can be caused by students behavior problems such as disruptive talking, inaudible

responses, sleeping in class, tardiness and poor attendance, failure to do homework,

cheating in test and unwillingness to speak in the target language. In order to solve
problems occur in our class, teacher should understand why it occurs, how to prevent it
and what to do if happens.
The problems that are existed in the classroom may appear because of several factors.
1. Family, students experiences in their family will influence on their attitude to
2.

3.
4.

5.

learning and to authority.

Learning expectation, students previous learning experiences affect their behavior.
Students learning expectations are also affected by the learning culture they are
operating in.
Approval, students self-esteem may result partly from the way their teacher
behaves. Students also look approval from their peers.
What the teacher does, sometimes the problems that occurs in the class influence
by how the teacher behave in class. Next, success and failure, success is a powerful
agent for the sustaining of a students motivation. On the other hand, failure is a
powerful engine for problem behavior so the teachers need to manage for the
students success.
External factors, the teacher need to pay attention to several external factors such
as classroom management, weather, situation, etc.

To prevent problems occur in our class we need to create behavior norms. In order to
create behavior norms we need to bear three things in mind. Those are norms need to be
explicitly discussed, norms can be jointly negotiated, norms need to reviewed and
revisited. Then, we need to ensure a positive class atmosphere by doing several things such
as we need to start as we mean to go on, know what we are going to do, plan for
engagement, priorities success, equality rules, and praise the students rather that blame
them.
Teachers also can modify the situation by doing these roles. First, act immediately
such as by stopping talking, pausing and looking at the student in questions. Second, keep
calm. Third, focus on the behavior not the students. Fourth, take things forward, ask them
to talk in private and use clearly agreed sanctions. Fifth, use colleagues and the institution.
There are also several problems that appear teaching and learning process such as;.
different level of the students, very big class, students keep using their own language,
students do not do homework, students are uncooperative, students do not want to talk,
students do not understand the audio track and some students finish before every else.
To deal with these problems, teacher can do several strategis:

1. When dealing with the students level we can use different materials and

2.

3.

4.

5.

6.

technology, provide different task with the same material or technology, ignore the
problem and ask the students to do peer help in order to help their friends.
In managing a very big class, there are several things that can we do to solve the
problems. The teachers can use worksheet, as the students to work in pair and
group, choose a leader for each group to help the teachers control their students,
think about vision and acoustics, and use the size of group to our advantage.
When the students keep using their own language, we need to encourage them to
speak a lot in target language. There are several solutions offered to solve this
problem such as talk to them about the issues, encourage them to use English
appropriately, only respond to English use, create an English environment and
always keep reminding them.
For the students who do not do their homework. We can ask the students what they
think about homework and ensure that the homework is relevant to them, make it
fun, respect homework and make post-homework productive.
For students who hard to interact with other students, the teachers can react in a
number of ways such as need to remember that it is just a job, try to deal with the
behavior not the students, be even handed, go forward, use any means of
communication, enlist help, and prevention or cure. Beside that, this is very
important to try such as use pair work, allow them to speak in a controlled way at
first, use acting out and reading aloud, use role play, and use recording, doing
several alternatives such as preview interview questions, use jigsaw listening, give
them one task only, play a or the first segment only, play the listening in chunk, use
the audio script, use vocabulary prediction, have students listen all the time.
If the problems are in group work, the teacher can provide them with some extra
material. But if only one group is left without having finished the teacher may
decide to stop the activity because we cannot make the class keep waiting.

Reference
Harmer, Jeremy. 2007. The Practice of English Language Teaching. Malaysia: Pearson
Education Limited.
Harmer, Jeremy. 2007. How to Teach English. China: Pearson Education Limited.