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
• appreciates
• safe
• 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 Pendekatan Saintifik

BKoF Mengamati
Menanya
MoT Mengumpulkan informasi
Mengasosiasikan
JCoT Mengkomunikasikan
ICoT 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 learn
To learn
to
to listen
respond

good listeners in good know how

conversation responders to negotiate
- to give feedback
- to ask for clarification
- to maintain a topic
LISTENING TECHNIQUES FROM BEGINNING TO
ADVANCED

1. Beginner Level 3. Advanced Level

a. Bottom-up exercises a. Bottom-up exercises
b. Top-down exercises b. Top-down exercises
c. Interactive exercises c. Interactive exercises

2. Intermediate
Level
a. Bottom-up exercises
b. Top-down exercises
c. Interactive exercises
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, how’s it going?
Bob : Oh, so-so
Amy : Not a great weekend, huh?
Bob : Well, far be it for me to criticise, but, I’m pretty miffed about last week.
Amy : What are you talking about?
Bob : I think you know perfectly well what I’m 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 teacher’s 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, • Questionnaires
articles, reference (dictionaries)
• Directions
• Fiction: novels, short stories, jokes,
drama, poetry • Labels
• Letters: personal, business • Signs
• Greeting cards • Recipes
• Diaries, journals • Bills
• Memos • Maps
• Messages • Manuals
• Announcements • Schedules
• Newspaper • Advertisements
• Academic writing • Invitations
• Forms, applications • Directories
• Comic strips, cartoon
TEACHING VOCABULARY
TECHNIQUES IN TEACHING
VOCABULARY (SUYANTO, 2007: 48)

1. Introducing

4. Applying 2. Modeling

3. Practicing
 TECHNIQUES IN TEACHING
VOCABULARY (SUYANTO, 2007:
48)

Students Illustration

Lower Upper
Translation
Classes Classes

Groups of
Listen &
Definition words
Repeat

Synonym
MEDIA TO FACILITATE
VOCABULARY TEACHING AND
LEARNING ACTIVITIES
 HEAD

EYES
MOUTH
EARS
NOSE SHOULDERS

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?
LET’S 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 boy’s name is Tom. Tom is
not happy; he wants a pet.
THANK YOU