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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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    26/03/0726/03/07 Yogya EFL MGMP on TEFL MethodoYogya EFL MGMP on TEFL Methodology SMP Muh 1 Yogyakartalogy SMP Muh 1 Yogyakarta

    44

    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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    26/03/07 Yogya EFL MGMP on TEFL !

    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>

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    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" A