LEMBAGA PENJAMINAN MUTU PENDIDIKAN (LPMP) JAWA TENGAH 2011

1. ENGLISH TEACHING AND ASSESSMENT Facilitated by: Wasimin LEMBAGA PENJAMINAN MUTU PENDIDIKAN (LPMP)JAWA TENGAH 2011

2. ABOUT ME • WASIMIN • WIDYAISWARA • KUDUS, MARCH 14th, 1969 • Jl. Parangkusumo XII/6 Tlogosari, • Semarang E-mail: was_lpmpjateng@yahoo.com k HP. 081 225 10 5544 FB: wasimin smg I  journey

3. MOTTO OF THE DAY The minds are like parachutes, They function when they open LPMP JATENG

4. Food for Thought Today • SMILE : VALUE TO YOUR FACE • LOVE : VALUE TO YOUR HEART • RESPECT : VALUE TO YOUR BEHAVIOR • STUDY : VALUE TO YOUR FUTURE • FRIENDSHIP : VALUE TO YOUR LIFE

5. TEACHER AND TEACHING • A teacher affects eternity; he can never tell where his influence stops. (Henry Adams) • Teaching is the greatest of human task. Civilization is race between education and catastrophe. (H.G. Wells) • Teaching well means helping students learn well. (Bruce Joyce). • Which one do you choose? Mediocre teacher tells, Good teacher explains, Superior teacher demonstrates, Great teacher inspires. (William Arthur Ward)

6. WE ARE ALL LEARNERS & TEACHERS AT THE SAME TIME

7. MANFAAT MODUL BAGI PESERTA BASIC QUESTIONS TO EXPLORE • Peserta memahami berbagai hal yang terkait dengan pendidikan orang dewasa antara lain; ciri-ciri orang dewasa, keterbatasan dan kelebihan orang dewasa, serta cara yang efektif dan efisien untuk melaksanakan pendidikan orang dewasa. • How do you teach each of language skills? • 2. How do you assess each of language skills? LPMP JATENG

8. TEACHING LISTENING • To maximize students’ comprehension of aural input. • To identify relevant and non-relevant info. • To tolerate less than word- by- word comprehension.

9. LISTENING STRATEGIES • TOP-DOWN STRATEGIES • a. Are listener based. • b. Include: listening for main idea, predicting, • drawing inferences, summarizing. • 2. BOTTOM-UP STRATEGIES • a. Are text based. • b. Include: listening for specific details, • recognizing cognates and word-order • patterns. LPMP JATENG

10. LISTENING FOR MEANING • To extract meaning, students need to follow 4 basic steps : • Figure out the purpose for listening. • Attend to the parts of the listening input that are relevant to the identified purpose and ignore the rest. • Select top-down and bottom-up strategies that are appropriate to the listening task. • Check comprehension while listening and when the listening task is over.

11. Construct the listening activity around a contextualized task. • Check the level of difficulty of the listening task. DEVELOPING LISTENING ACTIVITIES • Use pre-listening activities to prepare students for what they are going to hear or view. • Match while-listening activities to the instructional goal, listening purpose, and students’ proficiency level. LPMP JATENG

12. THE IMPORTANCE OF TEACHER-TALK • Can you clean the blackboard/ • Please open the book on page 63. • It’s getting hot. Open the windows, please. • Do exercise D in pairs. Write the answers on a piece of paper. • Don’t forget to bring pictures that you want to talk about next week.

13. THREE STEPS OF LISTENING ACTIVITY PRE-LISTENING ACTIVITY MAIN LISTENING ACTIVITY • Introducing the topic. • Asking students’prior knowledge. • Explaining vocabularies. • Listening activity. • Students are supposed to get the general idea. • Getting detailed info. • Confirm the info they get.

14. THREE STEPS OF LISTENING ACTIVITY FOLLOW-UP LISTENING ACTIVITY • Making summary. • Retelling • Having discussion • Expressing opinion on the topic discussed.

15. TYPES OF LISTENING ACTIVITY • Listening for Perception (LP) Identifying sound Sound and intonation Discrete words or sentences • Listening for Comprehension (LC) Description Instruction Direction Transferring info Inference

16. ASSESSING LISTENING LPMP JATENG

17. TYPES OF LISTENING ASSESSMENT • HOLISTIC Language use Diction Content • PRIMARY TRAIT How students understand the instruction, etc. • ANALYTIC Teacher determines some components which have different scores.

18. ONGOING EVALUATION • ON THE SPOT TEST • PEER CONFERENCE • TEACHER-STUDENT CONFERENCE

19. 2. TO EVALUATE LISTENING SKILL AND USE OF LISTENING STRATEGIES • YOU CAN USE POST- • LISTENING ACTIVITIES • TO CHECK • COMPREHENSION 3. EXTEND THE KNOWLEDGE GAINED TO OTHER CONTEXTS. • SUGGESTION 6. CONSIDER THE TYPE OF RESPONSE TO A PARTICULAR SELECTION WOULD ELICIT IN A NON- CLASSROOM SITUATION 4.POST-LISTENING ACTIVITIES MUST REFLECT THE REAL LIFE USES

20. TEACHING SPEAKING MECHANICS (PRONUNCIATION, GRAMMAR, AND VOCABULARY) Using the right words in the right order with the correct pronunciation. FUNCTIONS (TRANSACTION AND INTERACTION) Knowing when clarity of message is essential and when precise understanding is not required. SPEAKING INVOLVES THREE (3) AREAS OF KNOWLEDGE SOCIAL AND CULTURAL RULES AND NORMS (TURN-TAKING, RATE OF SPEECH, LENGTH OF PAUSES BETWEEN SPEAKERS, RELATIVE ROLES OF PARTICIPANTS) Understanding how to take into account who is speaking to whom, in what circumstances, about what, and for what reason.

21. Information Gaps Surveys Discussion Role-play REHEARSAL WHAT TEACHERS’ ROLE (Engage-Activate- Study) WHY SPEAKING TASKS FEEDBACK ENGAGEMENT

22. TEACHING WRITING

23. GET READY TO WRITE CHOOSING A TOPIC Think about WRITING A PLAN The sequence of events DRAFTING Begin to write CONFERENCING CONSULTING EDITING PUBLISHING REVIEWING Check that the events are in the right order

24. STEPS OF WRITING PRE-WRITING DRAFTING • Gathering information • Making mind maps • Selecting and focusing information • Working from opening sentences • Pyramid Planning • Students are free to write • Having conference with teacher

25. RE-WRITING (EDITING AND REVISING) PUBLISHING • Students’ work need editing and revising • Having conference with teacher • Reading for other students and teacher (at least)

26. ASSESSING WRITING Imitative writing Intensive writing • Tasks in writing letters, words, punctuation • Spelling tasks and detecting phoneme-grapheme correspondence • Dictation and dicto-comp • Grammatical and transformation tasks • Picture-cued tasks • Vocabulary assessment tasks • Ordering tasks • Short answer and sentence completion tasks

27. Responsive/extensive writing • Paraphrasing • Guided question and answer • Paragraph construction tasks

28. TEACHING READING(principles) • Reading is not a passive skill. • Students need to be engaged with what they are reading. • Students should be encouraged to respond to the content of a reading text, not just to the language. • Prediction is a major factor in reading. • Match the task to the topic. • Good teachers exploit reading texts to the full.

29. HOW TO BE A BETTER READER • Reading for pleasure. • Working on your reading skills a. Previewing b. Asking questions as you read. c. Guessing what new words mean. d. Finding the topic and main idea. e. Using signal words. 3. Learning to read faster. 4. Learning to think in English.

30. STRATEGIES FOR READING COMPREHENSION • Skimming • Scanning • Sequencing • Deducing meaning in a context.

31. TECHNIQUES TO TEACH RC • TPT (Three-Phase Technique) 1. Pre-Reading Stage 2. Whilst-Reading Stage 3. Post-Reading Stage • SQ3R (Survey, Question, Read, Recall, Review).

32. Types (Genres) of Reading • Academic reading(general interest articles in magazines, technical reports, textbooks, essays, theses, papers, opinion writing) • Job-related reading(phone messages, letters, memos, schedules, labels, signs, applications, bills, invoices, directories, manuals) • Personal reading(newspapers, magazines, greeting cards, recipes, menus, advertisements, novels, short stories, medical reports, etc.)

33. Perceptive Reading Selective Reading • Reading aloud • Written response • Multiple-choice • Picture-cued items • Multiple-choice • Matching tasks • Editing tasks • Picture-cued tasks • Gap-filling tasks

34. Interactive Reading Extensive Reading • Cloze tasks • Impromptu reading + comprehension questions • Short answer tasks • Scanning • Ordering tasks • Information transfer • Extensive • Skimming tasks • Summarizing and responding • Note-taking and outlining • Skimming tasks • Summarizing and responding • Note-taking and outlining

35. THANK YOU اْلسَّلاَمُ عَلَيْكُمْ وَرَحْمَةُ اللهِ وَبَرَكَاتُهُ