MAIN POINTS:

Learners individual differences

Models of teaching and learning activities
Benefits of interactive activities
Teaching language skills (listening,
speaking, reading, writing)
Teaching language components
(vocabulary, grammar, pronunciation)

LEARNERS INDIVIDUAL
DIFFERENCES

UTILIZATION OF BRAIN (CHRISTISON, 2001)

Left brain:

Right brain:

uses logic.

uses feeling.

detail oriented

big picture oriented

facts rule

imagination rules

words and language.

symbols and images

present and past.

present and future

math and science

philosophy and religion

knowing

believing

reality based

fantasy based

acknowledges

safe

appreciates

risktaking

MULTIPLE INTELLIGENCES (GARDNER)

Verbal-linguistic
Logical-mathematical
Visual-spatial
Bodily-kinestetic
Musical
Interpersonal
Intrapersonal
naturalistic

Implication for teaching?

The use of various

teaching techniques

MODELS OF TEACHING
LEARNING ACTIVITIES

TEACHING A LANGUAGE MEANS

DEVELOPING
COMMUNICATIVE COMPETENCE.

INTERACTION IS THE HEART

OF COMMUNICATION.

SO?

Kompatibilitas GBA dan Pendekatan Saintifik

Pendekatan Berbasis Teks

BKoF
MoT
JCoT
ICoT

Pendekatan Saintifik
Mengamati
Menanya
Mengumpulkan informasi
Mengasosiasikan
Mengkomunikasikan
Mencipta

LANGUAGE TEACHERS JOB

IS CREATING
INTERACTIVE ACTIVITIES.

BENEFITS OF INTERACTIVE
ACTIVITIES

For students: Closeness Promotes Friendship

Closeness
Interaction

Familiarity

Discovered similarity

Liking Language mastery

TEACHING LISTENING

TYPES OF SPOKEN LANGUAGE

Familiar
Transactional
Unfamiliar
Dialogue
Familiar
Interpersonal
Unfamiliar
Planned
Monologue
Unplanned

INTERACTION

- to give feedback
- to ask for clarification
- to maintain a topic

LISTENING TECHNIQUES FROM BEGINNING TO

ADVANCED

TEACHING SPEAKING

TYPES OF CLASSROOM SPEAKING

PERFORMANCE
Imitative
Application of a human tape recorder speech
Not for the purpose of meaningful interaction, but for
focusing on some particular element of language form
Intensive
One step beyond imitative speaking
Designed to practice some phonological or grammatical
aspect of language

TYPES OF CLASSROOM SPEAKING

PERFORMANCE (CONT)
Responsive
Short responses to teacher- or student-initiated questions or
comments
Example:
T : How are you today?
S : Pretty good, thanks, and you?
T : What is the main idea of this essay?
S : The United Nation should have more authority.

TYPES OF CLASSROOM SPEAKING

PERFORMANCE (CONT)
Transactional (dialogue)
An extended form of responsive language
The purpose is for conveying or exchanging specific information
Example conversation:
T: What is the main idea of this essay?
S: The United Nation should have more authority.
T: More authority than what?
S: Than it does right now.
T: What do you mean?
S: Well, for example, the UN should have the power to force a country like Iraq to
destroy its nuclear weapons.

TYPES OF CLASSROOM SPEAKING

PERFORMANCE (CONT)

Interpersonal (dialogue)
The purpose is more to maintain social relationship than to transmit facts and
information.
Learners can involve some or all of the following factors: a casual register,
colloquial language, emotionally changed language, slang, ellipsis, sarcasm, a
covert agenda.
Example:
Amy : Hi Bob, hows it going?
Bob

: Oh, so-so

Amy : Not a great weekend, huh?

Bob : Well, far be it for me to criticise, but, Im pretty miffed about last week.
Amy : What are you talking about?
Bob : I think you know perfectly well what Im talking about.

TYPES OF CLASSROOM SPEAKING

PERFORMANCE (CONT)
Extensive (monologue)
Extended monologues can be in the form of oral reports,
summaries, or perhaps short speeches.
The register is more formal and deliberative.
Extended monologues can be planned or spontaneous.

TEACHING READING

TYPES OF READING CLASSROOM PERFORMANCE

WORD RECOGNITION GAMES:

Matching words and pictures
Pointing to the object on the card
Guessing which card Teddy has picked out of
the hat
This approach encourages recognition of a
range of words and phrases before reading
a text.
UNIT 3

29

WHOLE SENTENCE READING

The teacher teaches recognition of
whole phrases and sentences which have
meaning in themselves.
The words are not presented in
isolation, but as whole phrases or
sentences.

UNIT 3

30

LANGUAGE EXPERIENCE
APPROACH
Reading a story from a book
Reading a class story
Reading familiar nursery rhymes or songs
Reading aloud
Story telling; USSR; Book talks; Buddy
reading; jigsaw reading

UNIT 3

31

READING ALOUD:
It should be done individually or in small
groups.
The reader has the teachers full attention.
The teacher can ask about meaning, what
students think about the book.
It can be used as a means of training and
checking rhythm and pronunciation.

UNIT 3

32

JIGSAW READING
It encourages cooperative learning.
Find a text containing four or five paragraphs of
approximately the same length.
Divide the class into small groups called home groups.
Ask them to leave their home groups to expert
groups.
Tell them to contribute their knowledge of the
paragraph to the home group.

UNIT 3

33

OTHER READING ACTIVITIES

story telling

book talks

Buddy reading

library visit

having funs with book

books across curriculum

UNIT 3

34

TEACHING WRITING

WHICH DO YOU LEARN?

RESEARCH ON SECOND LANGUAGE WRITING

PATTERN OF WRITTEN DISCOURSE (KAPLAN, 1966)
Contrastive Rhetoric

Types of written language

TYPES OF WRITTEN LANGUAGE

Nonfiction: reports, editorials, essays,

articles, reference (dictionaries)
Fiction: novels, short stories, jokes,
drama, poetry
Letters: personal, business
Greeting cards
Diaries, journals
Memos
Messages
Announcements
Newspaper
Academic writing
Forms, applications

Questionnaires
Directions
Labels
Signs
Recipes
Bills
Maps
Manuals
Schedules
Advertisements
Invitations
Directories
Comic strips, cartoon

TEACHING VOCABULARY

TECHNIQUES IN TEACHING
VOCABULARY (SUYANTO, 2007: 48)

TECHNIQUES IN TEACHING
VOCABULARY (SUYANTO, 2007: 48)

MEDIA TO FACILITATE VOCABULARY

TEACHING AND LEARNING ACTIVITIES

HEAD
EYES
EARS
NOSE

MOUT
H

SHOULDER
S

KNEES
TOES

TEACHING GRAMMAR

ISSUES
Should we teach grammar?
Which grammar items do learners need most?
How do we go about teaching grammar items in the
most effective way?
Are they best taught inductively or deductively?

LETS PRACTICE SOME TECHNIQUES.

Interactive Crossword Puzzle
Walking Dictation
Interviewing
Think Pair Share
Listening for Predicting
Creative Writing

CREATIVE WRITING
Level: all
Time: 10 minutes
In class:
1. 8 12 students sit in a circle.
2. Begin by describing a situation (story).
3. One student from the circle must carry on the story, beginning
with the word fortunately.
4. The next student continues the story with unfortunately.

SITUATION:

This is a story about a boy and his Mom

and Dad. The boys name is Tom. Tom is not
happy; he wants a pet.

THANK YOU