mgmp kota yogya 26 maret 07
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Layers of Contexts for
TEFL
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Decentralized Education SystemSchool-Based Management
School Level CurriculumMin. Reg. No. 22 on CSMinl. Regln. No. 2 on !CS
Democratization" Decentralization" RegionalAutonomy
Each Region # $ % &ntl. St. School
La' No. %()2**+ on ,s LsCom etencies re/uired o0 ,s Ls
Certi1cation
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Teachers have a Noble Task: Educating young generation
sustaining the nation se3istence
Right track sustainablecredits (amal jariah) theParadise is awaiting educatorsWrong track re!ailing sins
"o #$$%
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Technical&Professional 'nowledge (Com etencies) *+$ ,nderstands the linguistic systems of English honology-
grammar- and discourse$.$ Com rehensi!ely gras s basic rinci les 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.. Keeps up with the field through regular reading and conference!workshop
attendance.
"edagogical #kills$%. Has a well&thought&out, informed approach to language teaching.'. Understands and uses a wide (ariet) of techni*ues.+. Efficientl) designs executes lesson plans.- . /onitors lessons as the) unfold and makes effecti(e mid&lesson alternati(es.--. Effecti(el) percei(es #s0 linguistic needs.-1. 2i(es optimal feedback to students.-3. #timulates interaction, cooperation, and teamwork in the classroom.-4. Uses appropriate principles of classroom management.-5. Uses effecti(e, clear presentation skills.- . reati(el) adapts textbook material other audio, (isual, mechanical aids.
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-%. nno(ati(el) creates brand&new materials when needed.-'. Uses interacti(e, intrinsicall)&moti(ating techni*ues to create effecti(e tests.
nterpersonal #kills-+. s aware of cross&cultural differences and is sensiti(e to students0 cultural
traditions.1 . En o)s people6 shows enthusiasm, warmth, rapport, and appropriate humour.1-. 7alues the opinions and abilities of students.11. s patient in working with students of lesser abilit).13. 8ffers challenges to students of exceptionall) high abilit).
14. ooperates harmoniousl) and candidl) with colleagues 9fellow teachers:.15. #eeks opportunities to share thoughts, ideas, and techni*ues with colleagues.
"ersonal #kills1 . s well&organi;ed, conscientious in meeting commitments, and dependable.1%. s flexible when things go awr).
1'. /aintains an in*uisiti(e mind in tr)ing out new wa)s of teaching.1+. #ets short&term and long&term goals for continued professional growth.3 . /aintains and exemplifies high ethical and moral standards.
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A good EFL teacher com rehensi!ely gras sbasic rinci les
of language learning and teaching$
A good EFL teacher has a well/thought/out- informed a roach to
language teaching$
A good EFL teacher understands anduses a wide !ariety of techni0ues$
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Princi les
of EFLTeaching
Cogniti!e
A1ecti!e
Linguistic
Automaticity 2eaningfulLearning Antici ation of
Reward 3ntrinsic 2oti!ation "trategic3n!estment Language Ego
"elf Con4dence Risk/taking Language/Culture
Connection
5ati!e LanguageE1ect
3nter/language Communicati!e
Com etence
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(+) A,T62AT3C3T7 * a timely mo!ement of thecontrol of a few l$ forms 35T6 the automaticrocessing of a relati!ely unlimited no$ of l$
forms balance between the language focusand the communication focus acti!ities
(.) 2EA5358F,L LEAR5358 * 2$L$ better longretention than rote learning a ealing to "s9
interests: associate new ; old l$ oints: a!oidmeaningless rote learning
( tangible& intangible- short/term&long/term>dri!es human beha!iour (l$ beha!iour) gi!e !erbal raise ; encouragement: "s9 mutual; raise encouragement: ro!ide reminders ofrogress& achie!ement (gold stars- stickers): T9s
enthusiasm ; interests: get "s to see L/Trewards
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(D) "ELF/C65F3=E5CE* "s9 belief in their ownca ability contributes to their L$ success gi!e!erbal and non!erbal assurance: se0uence tasks
from easy to di cult
( ) R3"'/TA'358* To be successful- "s must bewilling to become gamblers9- to attem t to
roduce and inter ret English that is a bitbeyond their absolute certainty create anencouraging atmos here: G reasonablechallenges: hel "s to understand calculatedrisk/taking: G ositi!e a rmation- gi!e raise:gi!e warm but 4rm attention
(H) discuss cultural di1erences: illustrate L/Cconnections: show cultural connotations of
language: screen materials
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(+I) TJE 5AT3@E LA58,A8E EFFECT* "s9 nati!elanguage system both facilitates and interfereswith their ac0uisition of the new language- but
the interfering e1ects are likely to be mostsalient make "s aware of their 5L interference:make them aware that not all their errors arecaused by their 5L system: hel them to think inEnglish(++) 35TERLA58,A8E* "s9 tend to go thr$ asystematic or 0uasi/systematic de!tl$ rocesstowards full com etence in English$3nterlanguage de!t$ results from feedback
utiliKation$ error/mistake distinction: toleranceof "s9 errors: ne!er ut "s down because of theirerrors: gi!e "s feedback so that they learn thr$making mistakes: hel "s to de!elo ability to do
self/correction: encourage them to s eak: selectwhich errors to treat (see rown- .III* . I)
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8ogya E9L M!M4 on ,E9L Methodology SM 8ogya E9L M!M4 on ,E9L Methodology SM4 Muh % 8ogya:arta4 Muh % 8ogya:arta
%;%;2;)* )*?E@> A2/E=H8>
@B/
C622,53CAT3@E APPR6ACJ N
A "ET 6F APPR6ACJE"
82A = 7E8>EBE@?A A2
Mod"#"ed #ro$ Stern% 1! 3
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8ogya E9L M!M4 on ,E9L Methodology SM 8ogya E9L M!M4 on ,E9L Methodology SM4 Muh % 8ogya:arta4 Muh % 8ogya:arta
%
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8ogya E9L M!M4 on ,E9L Methodology SM 8ogya E9L M!M4 on ,E9L Methodology SM4 Muh % 8ogya:arta4 Muh % 8ogya:arta
%?%?2;)* )*
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,he statements o0 graduate com etencies 0orAoth the educational unit level and the suA ectcluster level >4ermen No. 2 )2**;
>% 6t the unior Secondary Education LevelFDemonstrate listening, speaking, reading, andwriting skills in simple English ;
>2 6t the general senior secondary educationlevelF Demonstrate listening, speaking, readingand writing skills in English ;
> 6t the vocational senior secondary education
levelF Demonstrate listening, speaking, readingand writing skills in English .
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8r$ Com etencies at the subQect le!el ( 4S Level
(a)Listening - 7nderstand very sim le instructions" in0ormation"and stories resented orally in the classroom" school" andsurrounding conte3t
(b)" eaking / E 3 ress orally meanings in very sim leinter ersonal and transactional discourse in the 0orm o0instructions and in0ormation in the classroom" school andsurrounding conte3ts
>c Reading / Read aloud and understand meanings in the 0orm o0very sim le instructions" in0ormation" short 0unctional te3ts" andictured descri tive te3ts resented in 'ritten 0orms in theclassroom" school" and surrounding conte3tsF
(d)Writing / @rite 'ords" e3 ressions" and very sim le short0unctional te3ts 'ith correct s elling and unctuationsF
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!r. Com etencies at SS Level
(a)Listening / 7nderstand meanings in sim le inter ersonal andtransactional oral discourses" Aoth 0ormal and in0ormal" in the 0orm
o0 recount" narrative" rocedure" descri tive" and re ort" in dailyli0e conte3ts
(b)" eaking / E3 ress meanings orally in sim le inter ersonal andtransactional discourse" Aoth 0ormally and in0ormally" in the 0ormo0 recount" narrative" rocedure" descri tive" and re ort" in dailyli0e conte3ts
(c) Reading / 7nderstand meanings in sim le 'ritten inter ersonaland transactional discourse" Aoth 0ormally and in0ormally" in the0orm o0 recount" narrative" rocedure" descri tive" and re ort" indaily li0e conte3ts
>d Writing - E3 ress in 'ritten 0orm meanings in sim leinter ersonal and transactional discourse" Aoth 0ormally andin0ormally" in the 0orm o0 recount" narrative" rocedure"
descri tive" and re ort" in daily li0e conte3ts
! C i SSS L l N L
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!r. Com etencies at SSS Level >Non-Language9a: Bistening & Understand meanings in interpersonal and transactional oral
discourses, both formal and informal, in the form of recount, narrati(e,procedure, descripti(e, news items, report, anal)tical exposition,
hortator) exposition, spoof, explanation, discussion, and re(iew in dail)life contexts6
9b:#peaking & Express meanings orall) in simple interpersonal andtransactional discourse, both formall) and informall), in the form ofrecount, narrati(e, procedure, descripti(e, news items, report, anal)tical
exposition, hortator) exposition, spoof, explanation, discussion, re(iewand report, in the dail) life contexts6
9c: ?eading & Understand meanings in simple written interpersonal andtransactional discourse, both formall) and informall), in the form ofrecount, narrati(e, procedure, descripti(e, news items, report, anal)tical
exposition, hortator) exposition, spoof, explanation, discussion, re(iewand report, in the dail) life contexts6
9d: Driting & Express in written form meanings in simple interpersonal andtransactional discourse, both formall) and informall), in the form ofrecount, narrati(e, procedure, descripti(e, , news items, report, anal)tical
exposition, hortator) exposition, spoof, explanation, discussion, re(iewand report, in the dail) life
!r Com etencies 0or Language 4rogram
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9a: Bistening & Understand meanings in interpersonal and transactional oraldiscourses, both formal and informal, in the form of recount, narrati(e,procedure, descripti(e, news items, report, anal)tical exposition, hortator)exposition, spoof, explanation, discussion, re(iew, and public speaking in the
academic context, and popular and authentic literar) works in real dail) life69b: #peaking & Express meanings orall) in simple interpersonal and transactionaldiscourse, both formall) and informall), in the form of recount, narrati(e,procedure, descripti(e, news items, report, anal)tical exposition, hortator)exposition, spoof, explanation, discussion, re(iew, report, and public speakingin the academic context, and popular and authentic literar) works in real dail)
life69c: ?eading &Understand meanings in simple written interpersonal andtransactional discourse, both formall) and informall), in the form of recount,narrati(e, procedure, descripti(e, news items, report, anal)tical exposition,hortator) exposition, spoof, explanation, discussion, re(iew, report, and publicspeaking in the academic context, and popular and authentic literar) works in
real dail) life69d: Driting & Express in written form meanings in simple interpersonal and
transactional discourse, both formall) and informall), in the form of recount,narrati(e, procedure, descripti(e, news items, report, anal)tical exposition,hortator) exposition, spoof, explanation, discussion, re(iew, report, and publicspeaking in the academic context, and popular and authentic literar) works inreal dail) life.
!r. Com etencies 0or Language 4rogram
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B@A2U@2E 8/"E=EA E
8?2@A @= 8A@B "?@2/@=
8/"E=EA E 8/"E=EA E
2?@//@= @B =EF=U@B BB8 U= 8A@?G #8 8B A2U #=
8/"E=EA E 8/"E=EA E 8/"E=EA E 8/"E=EA E
&7ocab & ohesion & deational Cuncs. #ensiti(it) to' /orpholog) &Heuristic Cuncs. dialects)ntax &/anipulati(e Cuncs. #ensiti(it) to&"honolog)! &?hetorical & maginati(e Cuncs. ?egisters 2rapholog) organi;ation ensiti(it) to
Aaturalness ensiti(it) to ult. ?efs.
Cigs. of
(a)h$an% L* +1!!0,
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,ECGN&H7ES
95R GEL4&N! Ss toC5M4REGEND ,GEC5N,EN, 59 the ,EI,
95R GEL4&N! Ss LE6RN
,GE R7LES 7SED ,5EI4RESS &N,ENDEDME6N&N!S
95R GEL4&N! Ss LE6RN ,57SE ,GE 6LRE6D8 LE6RN,R7LES C5MM7N&C6,&JEL8
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C ll d h i/
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Controlled ,echni/ues F%. @arm-u F Mimes" songs" dance" o:es" lay.2. SettingF 0ocusing on lesson to ic.. 5rganizationalF Structuring lesson or class activities
>classroom management(. Content e3 lanationF gram." hon." voc." socioling."
ragmatic or other as ects+. Role- lay demonstrationF the teacher)selected Ss
;. Dialogue)Narrative resentationF Reading or listening0or assive rece tion.
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Controlled ,echni/ues > . Contd. F%%. DrillFe$g$ re etition- substitution- and
mechanical alterations$+.$ Translation* "&T ro!ision of L+ or L. trans$ of a
text% . DictationF Ss 'riting do'n orally resented te3t.%(. Co yingF Ss 'riting do'n te3t resented visually%+. &denti1cationF Ss ic:ing out" roducing)laAeling or
identi0ying a s eci1c , 0orm" 0uncts." de0." etc.%;. RecognitionF Ss identi0ying 0orms 'ithout a verAal
res onse%
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Semicontrolled techni/uesF2*. Brainstorming2%. Story telling >es ecially 'hen Ss-generated22. Huestion-ans'er re0erential2 . Cued narrative)dialogue2(. &n0ormation trans0er2+. &n0ormation e3change2;. @ra -u
2
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How important is a text in ourEnglish teachingI
n communicati(e language teaching, atext is a unit of communicati(e product,
i.e. the result of exercising the textualcompetence, which is part of thecommunicati(e language competence.
Bet0s see the components ofcommunicati(e language competence.
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F* Grellet% 1! 1
3. the primar) determinant of whether a set ofsentences do or do not constitute a text depends oncohesi(e relationships within and between thesentences, which create texture $ L @ text has atexture and this is what distinguishes it fromsomething that is not a text . =he texture ispro(ided b) the cohesi(e ?EB@= 8A 0 9Hallida)
Hasan, -+% , as *uoted b)
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ategories
?eferences
#ubstitution andEllipsis 9the examplesillustrate substitution:
on unction
Bexical cohesion
p
Per-onal
>emonstrati(e
omparati(e
Aominal
7erbal
lausal
@d(ersati(e
@dditi(e
=emporal
ausal
?eiteration
ollocation
M ust met )our brother. He0s a nice gu).N
MGou failed the test. =his is bad news.N
M asked for this bag, but got the other bag.N
M an ha(e another drinkI =his one is finished.N
MGou look great.N M#o do )ou.N
M s she happ)IN M think so.N
M didn0t stud). Howe(er, still passed.N
MHe didn0t stud). @nd he failed.N
M#he studies hard. =hen she sat the test.N
M=he) studies hard. =herefore the) deser(e to
pass.N
MHand me the book. =hat book on the table.N
M=he book arri(ed in the mail. =he co(er wasripped off and the pages were torn.N
8ther cohesi(e de(ices in English$
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8ther cohesi(e de(ices in English$ategories
Ellipsis
Bexical cohesion
Aominal
7erbal
lausal
?epetition
#)non)m
#uperordinate
2eneral Dord
Examples
/) kids pla) an awful lot of sport. id )ou tr) the steamed bunsI
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Dhich of the sentences in each number form a text.
9-: Dash and core six cooking apples. "ut them into afireproof.
91: Dash )our face and appl) the cream. am going to cook in thekitchen.
93: @t least -4 people died on #aturda) after drinking a cheap alcoholic be(erage, raising to 1 the number of people killed b) the poisonous brew in two da)s , news reports said. =he *uake measured 5.% on the ?ichter scale and was felt
shortl) before - .5 am 9 '5 2/=: ennison said ?obert "hee, 13, a technician on the hit musical M/iss #aigonN wasMgripped b) the excitement and theatricalit)N of the eight
robberies which netted him -5, pounds.
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94: n England, howe(er, the tungsten&tipped spikes would tear the thintarmac surfaces of our roads to pieces as soon as the protecti(e la)er ofsnow or ice melted. ?oad maintenance crews tr) to reduce the danger ofskidding b) scattering sand upon the road surface. De therefore ha(e to
settle for the method described abo(e as the lesser of two e(ils. =heirspikes grip the ic) surfaces and enable the motorist to corner safel)where non&spiked t)res would be disastrous. ts main drawback is that ifthere are fresh snowfalls the whole process has to be repeated, and if thesnowfalls continue, it becomes increasingl) ineffecti(e in pro(iding some
kind of grip for t)res. =hese t)res pre(ent most skidding and are effecti(ein the extreme weather conditions as long as the roads are regularl)cleared of loose snow. #uch a measure is generall) ade*uate for our (er)brief snowfalls. Dhene(er there is snow in England, some of the countr)roads ma) ha(e black ice. n Aorwa), where there ma) be snow and icefor nearl) se(en months of the )ear, the law re*uires that all cars be fittedwith special spiked t)res. /otorists coming suddenl) upon stretches ofblack ice ma) find themsel(es skidding off the road.
95: Dhene(er there is snow in England, some of the countr) roads ma)
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95: Dhene(er there is snow in England, some of the countr) roads ma)ha(e black ice . /otorists coming suddenl) upon stretches of black icema) find themsel(es skidding off the road. ?oad maintenance crews tr)to reduce the danger of skidding b) scattering sand upon the roadsurface. #uch a measure is generall) ade*uate for our (er) briefsnowfalls. ts main drawback is that if there are fresh snowfalls thewhole process has to be repeated, and if the snowfalls continue, itbecomes increasingl) ineffecti(e in pro(iding some kind of grip for t)res.n Aorwa), where there ma) be snow and ice for nearl) se(en months ofthe )ear, the law re*uires that all cars be fitted with special spiked t)res.=hese t)res pre(ent most skidding and are effecti(e in the extremeweather conditions as long as the roads are regularl) cleared of loosesnow. =heir spikes grip the ic) surfaces and enable the motorist to cornersafel) where non&spiked t)res would be disastrous. n England, howe(er,the tungsten&tipped spikes would tear the thin tarmac surfaces of ourroads to pieces as soon as the protecti(e la)er of snow or ice melted. Detherefore ha(e to settle for the method described abo(e as the lesser oftwo e(ils *
=he relationships signaled b) However and on the other hand are
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. =he relationships signaled b) However and on the other hand aread(ersati(e because the information in the second sentence of the textmitigates or *ualifies the information in the first.
. =emporal relationship exist when the e(ents in a text are related in terms of
the timing of their occurrence.
. ollocation is a t)pe of lexical cohesion which includes all those items in atext that are semanticall) related.
"lants characteristics s)nthesi;e complex organic substances from simpleinorganic raw materials. n green plants, the energ) of this process issunlight . =he plants can use this energ) because the) possess the greenpigment chloroph)ll . "hotos)nthesis or Mlight s)nthesis ,N is a Mself&feeding ,Nor autotrophic process.
@nimals, on the other hand, must obtain complex organic substances b)eating plants and other animals. =he reason for this is that the) lackchloroph)ll. @mong these Mother feedersN or phagotrophs, are Mli*uidfeedersN or osmotrophs. Dhereas phagotrophic organisms take in solid andoften li(ing food, osmotrophic ones absorb or suck up li*uid food. =his isusuall) from dead or rotting organism."earson -+%', as *uoted b) Aunan, -+++:.
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Functional coherence
Cabin attendant $ @re )ou ha(ingsaladI
"assenger $ Ges, am.Cabin attendant $ aesar or
regularI"assenger $ ?egular.Cabin attendant $ Dould )ou like
dressing on thatI"assenger $ Ges, please.Cabin attendant $
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a-e- o# #a"lure "n )o$$un")at"on
-. ontext$ the upper, nonsmoking deck of a %4% aircraft. Pa--enger e 4een -$ok"ng #or 2 year-% and ga e u -o )ould tra el u here*
a4"n attendant Sorry Pa--enger -a"d% e 4een -$ok"ng #or 2 year-% and ga e u -o )ould -"t here* a4"n attendant So Pa--enger So% ga e u -$ok"ng* a4"n attendant hat do you 8ant Pa--enger don t 8ant anyth"ng* +Turn- to artner,* ell% 8on t 4e tra ell"ng 8"th
th"- out#"t aga"n*
1. ontext$ at the end of a shift in a factor) 9at" e - eaker See you later* 9on'nat" e - eaker hat t"$e 9at" e - eaker hat do you $ean
3. ontext$ in an elementar) school classroom : Tony% are you talk"ng ( Ye-% a$* : ;on t 4e )heeky*
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Why do we- teachers- needto analyKe a text%
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What ty e of exercises can be created%
8rellet (+H +) has ma ed the ty es ofexercises- of which some are related totextual com etence*
Reading techni0ues- Jow the aim is con!eyed- ,nderstanding meaning
- Assessing the text
Reading Com rehension Exercise/
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Reading Com rehension Exercise/Ty esReading
techni0ues-. #ensiti;ing
a. nference$ through context nference thr. Dord formation
b. Understanding relations within
the sentence
c. Binking sentences and ideas$
reference Binking sentences and ideas$
link&words
1. mpro(ing reading speed
3. Crom skimming to scanning
a. "redicting
b. "re(iewing
c. @nticipation
d. #kimming
e. #canning
Jow the Aim is con!eyed-. @im and Cunction of the text
a. Cunction of the text b. Cunctions within the text
1. 8rgani;ation of the text$ different thematic patterns a. /ain idea and supporting details
b. hronological se*uence c. >escription d. @nalog) and contrast e. lassification f. @rgumentati(e and logical organi;ation
3. =hemati;ation
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Reading involves a variety o0 s:ills > See MunAy s list"
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Reading involves a variety o0 s:ills. > See MunAy s list%K?%" 'hich can Ae develo ed through severalty es o0 e3ercises" 'ith the 0unctions F
%. ,o clari0y the organization o0 the assage >te3t .&n this case" the /uestions an Ae aAoutF
/ the function of the text/ the general organiKation
/ the rhetorical organiKation / the cohesi!e de!ices / the intra/sentential relations (e$g$ deri!ation-
mor hology- hy onymy) 2. ,o clari0y the content o0 the assage. &n this
case the /uestions can Ae aAoutF / lain fact (direct reference) / im lied fact (inference) / deduced meaning (su osition) / e!aluation
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emand for e(idence. @greement. Carewell
. @sking for information. 2reeting
. E(idence 9explanation:
. 2i(ing information
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#kills in(ol(ed in recogni;ing the main idea and
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#kills in(ol(ed in recogni;ing the main idea andsupporting details$' ?ecogni;e the techni*ue used b) the writer ' Understand relations between parts of a text' >istinguish the main idea from supporting details' ?ecogni;e indicators in discourse' >istinguish the main points of the text
?ecogni;ing the chronological se*uence in(ol(es theskills to$' Extract selecti(el) rele(ant points from the text' Understand relations between parts of a text?ecogni;ing a description in(ol(es the skills to$' Extract selecti(el) rele(ant points from a text' Understand how the information is presented indescripti(e texts
8rgani;ing @ >E# ? "= 8A
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8rgani;ing @ >E# ? 8A & 2eneral to specific & >own up
& #pecific to 2eneral & outside inside
& Up down & inside outside
Understanding analog) and contrast in(ol(es theskills to understand relations between parts of a text.
=his can be de(eloped b) asking #s to fill acomparison table.
Understanding analog) and contrast in(ol(es the skills
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Understanding analog) and contrast in(ol(es the skillsto understand relations between parts of a text.
=his can be de(eloped b) asking #s to$' complete a diagram based on the text' make a diagram based on the text
,nderstanding argumentati!e and logicalorganiKation in!ol!es the skills to*- ,nderstand the comm !e !alue of sentences- ,nderstand more or less ex licitly stated
information- ,nderstand relations between arts of thetext
Understanding lassification re*uires the skills toUnderstanding lassification re*uires the skills to
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gunderstand relations between parts of a text, whichcan be depicted in a diagram or a flow chart.
gunderstand relations between parts of a text, whichcan be depicted in a diagram or a flow chart.
0
#tudents0 minds
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#tudents0 minds feelings are in the real world
ack to reallife
@
E
Relevant
Learning ,as:s
A$ Warm , *
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/ What will you do to attract "s9 attention% / What will you do to direct "s9 minds and
hearts towards the focus of the lesson% / What will you do to moti!ate "s to learn
toac0uire the communicati!e com etency
useful for their life%$ Content Focus*/ What will you do to hel "s to
com rehendthe meanings ex ressed in the in ut text%
(general information- s eci4c information-detailed information- function of the text-organiKation of the text- the writer9sintention) meanin s of !ocabular items
C$ Language focus*
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C$ Language focus What will you do to hel "s to
understand
the language forms used to ex ress themeanings in the text% (structures-ronunciation- s elling- mechanics)
D. Communication 0ocusF@hat 'ill you do to hel Ss learn to use thelanguage 0orms ust learned 0orcommunication >through communicativeactivities" ranging 0rom guided in0ormation-
ga activities to 0ree in0ormation gaactivities games" role lays" simulations
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>E7 @A= U==E?@A E
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+ * =)pe lexical, phon., gram.,
disc., prag., socioling .
3. Binguistic complexit)"ntr")ate = "n ol ed or ea-y to e> la"n/deal 8"th
5. /istake or Error
- . =eacher st)le d"re)t or "nd"re)t "nter ent"on"-t% la"--e?'#a"re
'. "edagogical focus "$$ed"ate ta-k goal-% L* o4@e)t" e-% )our-e goal-/ ur o-e-
. Bearner0s @ff. #tate language ego #rag"l"ty%
an>"ety% )on#"den)e%re)e t" ene--
4. Bocal or 2lobal
.$ "ource B-, B1, t&induced, other #s, outside B1
input, @!7!print!E. media
%. Bearner0s ling. state e$ergent% re-y-te$at")%-y-te$at")% o-t-y-te$at")
+. ommunicati(e context con(ersational flow factors,
indi(., group, or whole&classwork, # or #&= exchange
=?E@= 2A8?E 6,TP,T(ro8n% 2000
Teachers should not in!ol!e their
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62
Teachers should not in!ol!e theirstudents in analyKing the text $
3nstead- they should choose froma!ailable sources or de!eloexercises which can hel students
understand * (a) the functions of thetexts: (b) how the texts ha!e beenorganiKed: and S get informationfrom it (general- s eci4c- anddetailed)
A book entitled =e!elo ing Reading"killsU by F$ 8rellet is stronglyrecommended $
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8ogya E9L M!M4 on ,E9L Methodology SM 8ogya E9L M!M4 on ,E9L Methodology SM
4 Muh % 8ogya:arta4 Muh % 8ogya:arta
;;2;)* )*
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8ogya E9L M!M4 on ,E9L Methodology SM 8ogya E9L M!M4 on ,E9L Methodology SM
4 Muh % 8ogya:arta4 Muh % 8ogya:arta
;(;(2;)* )*
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8ogya E9L M!M4 on ,E9L Methodology SM 8ogya E9L M!M4 on ,E9L Methodology SM
4 Muh % 8ogya:arta4 Muh % 8ogya:arta
;+;+2;)* )*
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(a)h$an% L*F* +1!!0,* Fundamental Concepts of Language Testing. 9e8 York BCP*(ro8n% D*;* +2000,* Principles of Language Learning and Teaching. a$4r"dge
CP*(ro8n% D*;* +2001,* Teaching by Principles. a$4r"dge CP*
(ro8n% G* = Yule% G* +1! 3,* Discourse Analysis. a$4r"dge CPGrellet% F +1! 1,* Developing Reading S ills. a$4r"dge CP*Mun4y% * +1! 1,* Communicative Syllabus Design. a$4r"dge CP*9unan% ;* +1!!!,* Second Language Teaching ! Learning. (o-ton De"nle =
De"nle Pu4l"-her-*Stern%D*D* +1! 3,* Fundamental Concepts of Language Teaching. B>#ord BCP*