22
2.4.3 JCOT Joint Construction of Text
At this stage of the cycle, the teachers and the students work together to construct whole examples of the genre, with the teachers gradually reducing his
other contribution as the teachers gain greater control over their writing. The teachers ask the students to make group work and pair. Brown, D. 2001:34
suggests that group work is a generic term covering a multiplicity of techniques in which two or more students are assigned a task that involves collaboration and
self-initiated language. According to See long and Porter 1985:41 group work can be divided into
four groups, which are summarized as follows, 1 Group work generating interactive language. The teachers, explain grammar points, conduct drills and at
best least whole class discussion in which each student might get a few seconds of a class period to talk. In so-called traditional language classes, teachers’ talk is
dominant. 2 Group work offering an embracing affective climate. It is offered by group work the security of a smaller group of students where each individual is
not so starkly on public display, vulnerable to what the student may perceive as criticism and rejection. 3 Group work promoting learner responsibility and
autonomy. Even in a relatively small class of fifteen to twenty students, whole- class activity often gives students a screen to hide behind. Group work places
responsibility for action and progress upon each of the members of the group somewhat equally. It is difficult to ‘hide’ in a small group. 4 Group work with a
step toward individualizing instruction. Every student in the classroom has needs and abilities that are unique.
Usually we can see the differences among the students in their speaking, listening,
23
writing, and reading abilities. So, the teachers should need this teaching groups assignments style. They are: 1 Teacher questioning, discussing and editing
whole class construction, then scribing onto board or OHP. 2 Skeleton texts 3 Jigsaw and information gap activities 4 Small group construction of texts. 5
Self-assessment and peer assessment activities. Therefore, in this JCOT stage: 1 Students begin to contribute to the
construction of the whole examples of the text-type. 2 The teacher gradually reduces the contribution to text construction, as the students move closer to able to
control the text-type independently.
2.4.4 ICOT Independent Construction of Text
The teachers ask the students to create a text to obtain a social function. Generally, independent construction occurs only after group or pair construction
has shown that the students have gained control of the field and the mode. According to the needs of the students, it may be necessary to recycle some of the
tasks and activities at earlier stages. Technology in the Language Classroom is presented below:
1 Commercially produced audiotapes.
Libraries and instructional resource centers may be able to provide a surprising variety of audiocassette tapes with a listening exercises,
b lectures, c stories, and d other authentic samples of native- speaker texts.
2 Commercially produced videotapes.
Most institutions now have substantial video libraries that offer a documentaries on special topics, b movies, films, and news media,
c programs designed specifically to instruct the students on certain aspects of English. An option that some have found useful is the use of
close-captioned video to offer the students written language input simultaneously with oral.
Kategori