Rangkuman kumpulan modul plpg mapel bahasa inggris rayon universitas negeri semarang tahun 2008

5. At the independent construction of text, teachers should……… A. not help the students. B. help the students when needed. C. evaluate students’ work. D. explain the cultural context 6. In applying the teaching-learning cycle, teachers should ……. A. spend equal time for each stage. B. go through all the stages for both spoken and written language. C. spend more time in the building knowledge stage. D. be free in allocating the time for each stage. 7. In teaching a written recount, teachers should start by ……. A. analyzing the structure B. analyzing the generic structure. C. Introducing students to the text. D. writing a text 8. Reading models of a text can be done in the …… A. building knowledge stage. B. modeling stage. C. joint construction stage D. all the above. 9. The teaching learning cycle should be used …… A. flexibly. C. partially B. rigidly. D totally. 10. The teaching learning cycle provides …………. .. of the activities in the classroom. A. an example B. a framework C. an understanding D. a genre

BAB IV KEGIATAN BELAJAR INTERACTIVE LANGUAGE LEARNING

A. Kompetensi dan indikator Kompetensi

1. Memahami konsep pengajaran bahasa Inggris yang interaktif.. 2. Mengajar dengan interaktif. Indikator 1. Menerangkan tentang pentingnya interaksi dalam PBM. 2. Menerangkan tentang cara memaksimalkan nteraksi.. 3. Menyebutkan ciri-ciri kelas yang interaktif. 4. Mengajar dengan interaktif.

B. Uraian Materi INTERACTIVE LANGUAGE TEACHING

Source : Rivers, 1987 3-15 Interaction as the Key to Teaching Language for Communication Students achieve facility in using a language when their attention is focused on conveying and receiving authentic messages that is, messages that contain information of interest to speaker and listener in a situation of importance to both. This is interaction. Interaction involves not just expression of ones own ideas but comprehension of those of others. One listens to others; one responds directly or indirectly; others listen and respond. The participants work out interpretations of meaning through this interaction, which is always understood in a context, physical or experiential, with nonverbal cues adding aspects of meaning beyond the verbal. All of these factors