Nama: Mutiara Faradina

NIM: 171320000358
Class: 4PBIA2

Listening

Listening is an activity of acquiring spoken message, conveying its

meaning, and then responding. There are two listening activities that can be held in
teaching English: extensive listening and intensive listening. Extensive listening is
an enjoyable activity when teacher encourages students to choose their own
listening activity in order to developing students’ general language improvement.
For instance, Teacher has students listen to podcasts or songs and then record their
comments in a personal journal.
Intensive listening is an activity when students listen to audio tapes relating
to their subject materials. For instance, when students are studying about narrative
text, their teacher let them listen to a tape about Cinderella. After that, students are
asked to answer several questions relating to the story.
Intensive listening activity is affordable because taped materials are both
cheap and portable. Those taped materials allow students listen to a variety of
voices. However, in a big classroom with poor acoustics, the sound of taped
materials may be inaudible especially if some students sit quite far from the tape
player. Furthermore, students either who are good-listener or poor-listener have to
listen at same speed dictated by the tape. In order to deal such situations, teacher
needs to divide students into groups and provide a suitable listening material
according to students’ listening skill. It is important for teacher to acknowledge
their students capability because giving a distressful task for students may lead to
students’ failure in listening.
Intensive listening could be undergone through several live listening
activities. Live listening activity allows students to interrupt speakers and ask for
repetition or clarification. Live listening activities could be done in several forms:
 Reading aloud
Reading aloud is an activity when teacher reads book aloud in order to
provide listening materials. It is an enjoyable activity that allows students
listening teacher’s reading aloud.
 Story-telling
 Storytelling is an activity when teacher provides excellent listening material
by telling a story in front of the class. Teacher can either get students to
predict what is coming next, give comments, or review the story.
 Interviews
Interviews is the most motivating listening activity where students
themselves dream up the questions. After that, they can have their friends
answer their questions. Teacher can has native English speaker to visit the
classroom if possible.
 Conversations
Teacher can invite a colleague to do interactive conversation for giving
students listening materials.

Teacher needs to apply various roles of teaching as follows:

 Organiser
Techer needs to tell students the purpose of listening activity and provide an
achievable listening material. Merely use a tape player may bore students.
Therefore, teacher must develop various learning activities which elevate
the students’ interest towards listening.
 Machine Operator
Teacher must be able to cause efficiency in using a tape player. This means,
teacher needs to adjust the way of using the machine in order to meet
students’ comprehensive understanding of the listening materials.
 Prompter
For comprehensive purpose, teacher may replay the audio tape for twice or
three times in order to let students notice the variety of voices. Particularly,
teacher may offer the audio listening script to provoke students’ awareness
of language items.
 Lesson Plan

Skill : Listening for detailed information (Intensive Listening)

Topic of Material : Recount Text
Students Level : 3rd grade of Senior High School Students
Timetable Fit : 2x45 minutes
Aim : To give students a clear understanding about recount text
Learning Objectives:
 Students are able to take specific information from the recount text
Strategies:
Since the students will have a national exam of listening, teacher provides
an exercise to boost their listening skill. First, teacher engage students by telling a
story in front of the class. Teacher sometimes pauses the story and let students guess
what will probably come next. Teacher may pass candy to student who can predict
what the next event is. Second, teacher leads a listening section and distributes
question sheets. Teacher needs to give a clear instruction about what the next
activities are. Third, teacher has students listen to a spoken monologue recounting
a past experience three times. After students listen to the monologue, they must
answer the questions. Last, teacher leads a feedback session in order to clarify the
right answers.
 Writing

There are three elements that help make writing clear and understandable.

 Handwriting
Handwriting is personal issue of students. Students should not be expected
to use exactly the same style. However badly-formed handwriting may
influence the reader’s preceptions againts the writer. Students’handwriting
on their exam paper should be understandable.
 Spelling
Although incorrect spelling doesn’t often prevent reader to understand a
written message, it can adversely affect the readers’ judgment towards the
writer. Too often bad spelling is perceived as a lack of education care. One
of the best ways to help students improve their spelling is through reading
espeacially extensively.
 Layout and Punctuation
Incorrect usage of punctuation makes a piece of writing look awkward to
many readers. Teacher should encourage students to use punctuations
correctly in order to make their writing understandable.
Approach to student writing
 Process and product
In teaching writing, teacher can focus on the product of that writing or on
the writing process itself. When focusing on the product teacher is only
interested in the final product ignoring how struggling the process is.
Teacher who is concerning on a process of writing, however, pay attention
to the various stages that a piece of writing has taken. One of the
disadvantages of getting students to focus on the process of writing is that
it takes time to brainstorm ideas, draft, review and edit, generate, redraft, re-
edit, and so on. There are times when process writing is simply not
appropriate because classroom time is limited, or because we want students
to write quickly as part of communication game, or when students are
working alone, we want them to compose a short writing on the spot.
 Writing and Genre
A genre is an appropriate approach for students of English for specific
purposes. Students who are given task to write within a certain genre need
to consider a number of different factors. They need to know the topic, the
conventions and the style of genre, and the context. Teacher should has
students study real examples to discover facts about construction and
specific language usage which is common in that genre.
 Creative Writing
The term creative writing suggests imaginative tasks such as writing poems,
stories, and plays.

Lesson Plan

Skill : Writing (Intensive Writing)

Approach : Process Approach
Topic of Material : Announcement
Students Level : 1st grade of Junior High School Students
Timetable Fit : 2x45 minutes
Aim : To give students a clear understanding about
Announcement
Learning Objectives : Students know how to write announcement

Strategies:
Teacher divides students into groups in which every student gets certain
number. Teacher has students find out one written announcement and that
can be found nearby by exploring their school in ten minutes. Teacher must
explain that students need to write what the announcement is about and
where they have found it. After the time is over, students must back to class
and report their findings to teacher. Teacher needs to be aware of group who
doesn’t know the concept of announcement at any so they can be taught
privately. Teacher explain a material about announcement including its
grammatical features. Teacher has every group write an announcement in
the same topic as one that they have found. When students feel any
difficulties in the process of writing, they must feel free to ask teacher’s
guidance. At the end of the lesson, teacher collect students’ writings.
 Speaking

Speaking is a way to communicate which involves speaker and listener.

Speaking is the most demanding language skill because it requires componets of
connected speech, expressive device, lexis and grammar, and negotiation
languages.
 Connected Speech
English speakers must be able not only to produce the individual phonemes
but also to use fluent connected speech in which sounds are modified,
omitted, added, and weakened.
 Expressive Device
Native english speakers allow extra expression of emotion intensity when
they speak by changing the pitch and stress of voice. Therefore, students
should be able to develop suprasegmental features and devices in the same
way in order to be fully effective communicators.
 Lexis and Grammar
Spontanous speech is marked by the use of lexical phrases so teacher should
supply a variety of phrases for different functions such as agreeeing or
disagreeing, expressing surprise, shock, etc.
 Negotiation Language
We use to seek clarification and to show the structure of what we are saying.

Mental / Social Processing

 Language Processing
Effective speakers need to be able to process language in their minds and
put it into coherent order so that it comes out in an understandable verbal
form.
 Interacting with others
Speaking involves interaction with one or more participants. It also involves
a good deal of listening, understanding, and knowledge of how linguistically
allow others to do.
 On the spot information processing
We need to be able to process information they tell us at the moment we get
it. The longer we take for processing information, the less effective we are
as instant communicators. We should give an instant response after we get
the information.
Classroom Speaking Activities
1. Acting from a script
Teacher can ask students to act out scenes from plays or their coursebooks
and sometimes filming the results. Students will often act out dialogues they
have written on their own.
2. Communication Games
Teacher has students play a game in class to provoke communication that is
frequently depend on an information gap so that one student has to talk to a
partner in order solve a puzzle, describe something, or put things in the right
order.
3. Disscussion
Buzz group is one way in which a teacher can encourage students to speak
confidently. Students have a chance for quick discussion in small groups
before they are asked to speak in public. The shy level of students is reduced
because they have a chance to think of ideas and language that they use
before being asked to talk in the front of the class.
4. Prepared talks
It is a popular kind of activity where students make a presentation on a topic
that they choose. The talks are not designed for spontaneous conversation
because are prepared and more writing-like.
5. Questionnaires
Students can design questionnaires on any topic that is appropriate.
Questionnaires are useful because it ensures that both questionnaire and
responden have something to say to each other by being pre-planned.
6. Simulation and Role-play
Simulations and roleplay are activities when students set up a real-life
encounter. They then take a role of a character different from themselves
and act out a conversations. Simulations nd roleplay can be used to
encourage general oral fluency or to train students specific situations.
 Lesson Plan
(Using Sequenced Pictures in Teaching Procedure Text)

Skill : Speaking
Topic of Material : Procedure Text
Students Level : The students are at the 3rd grade of Senior High School.
They already have enough competences to compose a text
with their own words because they have been taught some
grammar lessons.
Language Study Techniques: Demostration, explanation, immediate creativity.
Timetable Fit: 2x45 minutes
Aim: To give students a clear understanding about procedure text
Learning Objectives:
1. Students are able to make their own procedure text
2. Students are able to perform procedures of making something
Strategies:
1. Teacher demonstrate how to perform a tutorial of making biscuits by
showing a sequence picture of the procedures to engage students interest.

2. Teacher asks students what kind of text that the teacher has performed
3. Teacher gives a brief lecture about procedure text.
4. Teacher distributes the sequence pictures.
5. Teacher ask students to perform in pair a tutorial based on the picture that
they have got. Students may discuss with their pair about the tutorial that is
going to be performed. They can write the tutorial first.
6. Teacher approach students to see if they need any help. After that, students
perform the tutorial in front of the class orally without script.
7. When students perform their tutorial, teacher can take notes of students’
mistakes and achievements.
8. If there is a student who gets stuck in front of the class, teacher can help the
student by hinting in order to stimulate the student to speak.
9. After all students have performed the tutorial, teacher lead a feedback
session to review students mistakes and see if they can put it right. Teacher
also tell students how well they have performed an oral form of procedure
text in order to boost their motivation.

10. Appendix