Uses interactive, intrinsically-motivating techniques to create effective tests.

260307 Yogya EFL MGMP on TEFL Methodology SMP Muh 1 Yogyakarta 7

18. Uses interactive, intrinsically-motivating techniques to create effective tests.

Interpersonal Skills 19. Is aware of cross-cultural differences and is sensitive to students’ cultural traditions. 20. Enjoys people; shows enthusiasm, warmth, rapport, and appropriate humour. 21. Values the opinions and abilities of students. 22. Is patient in working with students of lesser ability. 23. Offers challenges to students of exceptionally high ability. 24. Cooperates harmoniously and candidly with colleagues fellow teachers. 25. Seeks opportunities to share thoughts, ideas, and techniques with colleagues. Personal Skills 26. Is well-organized, conscientious in meeting commitments, and dependable. 27. Is flexible when things go awry. 28. Maintains an inquisitive mind in trying out new ways of teaching. 29. Sets short-term and long-term goals for continued professional growth. 30. Maintains and exemplifies high ethical and moral standards. 260307 Yogya EFL MGMP on TEFL Methodology SMP Muh 1 Yogyakarta 8 basic principles of language learning and teaching. A good EFL teacher has a well- thought-out, informed approach to language teaching. A good EFL teacher understands and uses a wide variety of techniques. 260307 Yogya EFL MGMP on TEFL Methodology SMP Muh 1 Yogyakarta 9 Principles of EFL Teaching Cognitive Affective Linguistic  Learning  Anticipation of Reward  Intrinsic Motivation  Strategic Investment  Language Ego  Self Confidence  Risk-taking  Language-Culture Connection  Native Language Effect  Inter-language  Communicative Competence Brown, 2001 260307 Yogya EFL MGMP on TEFL Metho dology SMP Muh 1 Yogyakarta 10 control of a few l. forms INTO the automatic processing of a relatively unlimited no. of l. forms  balance between the language focus and the communication focus activities 2 MEANINGFUL LEARNING : M.L. better long retention than rote learning  appealing to Ss’ interests; associate new old l. points; avoid meaningless rote learning 3 ANTICIPATION OF REWARD: anticipation of reward— tangible intangible, short-termlong- term—drives human behaviour l. behaviour give verbal praise encouragement; Ss’ mutual praise encouragement; provide reminders of progress achievement gold stars, stickers; T’s enthusiasm interests; get Ss to see L-T rewards 260307 Yogya EFL MGMP on TEFL Metho dology SMP Muh 1 Yogyakarta 11 5 STRATEGIC INVESTMENT: Ss’ success in learning an FL  their investment of time, effort, attention  strategies for comprehending producing the language. desires drive their behaviours  use interesting and motivating classroom techniques 6 LANGUAGE EGO : Ss’ new mode of thinking, feeling, and acting 2 nd identity a sense of fragility, a defensiveness a raising of inhibitions  show supportive attitudes; use techniques tasks of moderate difficulty; be fair, clear, structured, wise; show patience and understanding AFFECTIVE 260307 Yogya EFL MGMP on TEFL Metho dology SMP Muh 1 Yogyakarta 12 capability contributes to their L. success  give verbal and nonverbal assurance; sequence tasks from easy to difficult 8 RISK-TAKING: To be successful, Ss must be willing to become ‘gamblers’, to attempt to produce and interpret English that is a bit beyond their absolute certainty create an encouraging atmosphere; + reasonable challenges; help Ss to understand calculated risk-taking; + positive affirmation, give praise; give warm but firm attention 9  discuss cultural differences; illustrate L-C connections; show cultural connotations of language; screen materials 260307 Yogya EFL MGMP on TEFL Metho dology SMP Muh 1 Yogyakarta 13 language system both facilitates and interferes with their acquisition of the new language, but the interfering effects are likely to be most salient make Ss aware of their NL interference; make them aware that not all their errors are caused by their NL system; help them to think in English 11 INTERLANGUAGE: Ss’ tend to go thr. a systematic or quasi-systematic devtl. process towards full competence in English. Interlanguage devt. results from feedback utilization.  error-mistake distinction; tolerance of Ss’ errors; never put Ss down because of their errors; give Ss feedback so that they learn thr. making mistakes; help Ss to develop ability to do self-correction; encourage them to speak; select which errors to treat see Brown, 2000: 240 260307 Yogya EFL MGMP on TEFL Metho dology SMP Muh 1 Yogyakarta 14 consists of organizational competence grammatical discourse, pragmatic competence functional sociolinguistic, strategic competence, psycho-motor skills  usage use, accuracy-fluency, authentic English contexts  give attention to all aspects; give attention to subtlety; give attention to pronunciation; provide opportunities for practice be tolerant to their mistakes; create communicative or information-gap activities; help them to develop skills to learn independently Yogya EFL MGMP on TEFL Methodology SM Yogya EFL MGMP on TEFL Methodology SM P Muh 1 Yogyakarta P Muh 1 Yogyakarta 15 15 260307 260307 Standards of Graduate Competence Minister Regulation No. 232006 All efforts are to support the development of Ss’ communicative competence A good EFL teacher has a well- thought-out, informed approach to language teaching. Yogya EFL MGMP on TEFL Methodology SM Yogya EFL MGMP on TEFL Methodology SM P Muh 1 Yogyakarta P Muh 1 Yogyakarta 16 16 260307 260307 GTM DIRECT METHOD READING METHOD ALM COMMUNICATIVE APPROACH = A SET OF APPROACHES COGNITIVE CODE LEARNING Modified from Stern, 1983 Yogya EFL MGMP on TEFL Methodology SM Yogya EFL MGMP on TEFL Methodology SM P Muh 1 Yogyakarta P Muh 1 Yogyakarta 17 17 260307 260307 Innatist Innatist Cognitive Cognitive Constructivist Constructivist [Krashen] [Krashen]  subconscious subconscious acquisition acquisition superior superior to ‘learning’ and to ‘learning’ and ‘ ‘ monitoring’ monitoring’  comprehensible comprehensible input input i + 1 i + 1  low affective filter low affective filter  natural order of natural order of acquisition acquisition  ‘ ‘ zero option’ for zero option’ for grammar grammar instruction instruction [ [ McLaughlinBialysto McLaughlinBialysto k] k]  controlledautomatic controlledautomatic processing McL processing McL  focalperipheral focalperipheral attention McL attention McL  restructuring restructuring McL McL  implicit vs. explicit implicit vs. explicit B B  unanalized vs. unanalized vs. analyzed analyzed knowledge knowledge B B  form-focused form-focused instruction instruction [Long] [Long]  interaction interaction hypothesis hypothesis  intake through intake through social social interaction interaction  output hypothesis output hypothesis Swain Swain  HIGs Seliger HIGs Seliger  authenticity authenticity  task-based task-based instruction instruction Yogya EFL MGMP on TEFL Methodology SM Yogya EFL MGMP on TEFL Methodology SM P Muh 1 Yogyakarta P Muh 1 Yogyakarta 18 18 260307 260307 We choose a certain method or technique because its applicationuse will help our students in acquiring communicative competencies. INFORMED or ENLIGHTENED ECCLECTICISM A good EFL teacher understands and uses a wide variety of techniques. 260307 Yogya EFL MGMP on TEFL Methodology SMP Muh 1 Yogyakarta 19 260307 Yogya EFL MGMP on TEFL Methodology SMP Muh 1 Yogyakarta 20 both the educational unit level and the subject cluster level Permen No. 232006; 1 At the Junior Secondary Education Level: Demonstrate listening, speaking, reading, and writing skills in simple English ; 2 At the general senior secondary education level: Demonstrate listening, speaking, reading and writing skills in English ; 3 At the vocational senior secondary education level: Demonstrate listening, speaking, reading and writing skills in English . 260307 Yogya EFL MGMP on TEFL Methodology SMP Muh 1 Yogyakarta 21 aListening - Understand very simple instructions, information, and stories presented orally in the classroom, school, and surrounding context; bSpeaking - Express orally meanings in very simple interpersonal and transactional discourse in the form of instructions and information in the classroom, school and surrounding contexts; c Reading - Read aloud and understand meanings in the form of very simple instructions, information, short functional texts, and pictured descriptive texts presented in written forms in the classroom, school, and surrounding contexts: dWriting - Write words, expressions, and very simple short functional texts with correct spelling and punctuations: 260307 Yogya EFL MGMP on TEFL Methodology SMP Muh 1 Yogyakarta 22 aListening - Understand meanings in simple interpersonal and transactional oral discourses, both formal and informal, in the form of recount, narrative, procedure, descriptive, and report, in daily life contexts; bSpeaking - Express meanings orally in simple interpersonal and transactional discourse, both formally and informally, in the form of recount, narrative, procedure, descriptive, and report, in daily life contexts; c Reading - Understand meanings in simple written interpersonal and transactional discourse, both formally and informally, in the form of recount, narrative, procedure, descriptive, and report, in daily life contexts; d Writing - Express in written form meanings in simple interpersonal and transactional discourse, both formally and informally, in the form of recount, narrative, procedure, descriptive, and report, in daily life contexts 260307 Yogya EFL MGMP on TEFL Methodology SMP Muh 1 Yogyakarta 23 a Listening - Understand meanings in interpersonal and transactional oral discourses, both formal and informal, in the form of recount, narrative, procedure, descriptive, news items, report, analytical exposition, hortatory exposition, spoof, explanation, discussion, and review in daily life contexts; b Speaking - Express meanings orally in simple interpersonal and transactional discourse, both formally and informally, in the form of recount, narrative, procedure, descriptive, news items, report, analytical exposition, hortatory exposition, spoof, explanation, discussion, review and report, in the daily life contexts; c Reading - Understand meanings in simple written interpersonal and transactional discourse, both formally and informally, in the form of recount, narrative, procedure, descriptive, news items, report, analytical exposition, hortatory exposition, spoof, explanation, discussion, review and report, in the daily life contexts; d Writing - Express in written form meanings in simple interpersonal and transactional discourse, both formally and informally, in the form of recount, narrative, procedure, descriptive, , news items, report, analytical exposition, hortatory exposition, spoof, explanation, discussion, review and report, in the daily life 260307 Yogya EFL MGMP on TEFL Methodology SMP Muh 1 Yogyakarta 24 discourses, both formal and informal, in the form of recount, narrative, procedure, descriptive, news items, report, analytical exposition, hortatory exposition, spoof, explanation, discussion, review, and public speaking in the academic context, and popular and authentic literary works in real daily life; b Speaking - Express meanings orally in simple interpersonal and transactional discourse, both formally and informally, in the form of recount, narrative, procedure, descriptive, news items, report, analytical exposition, hortatory exposition, spoof, explanation, discussion, review, report, and public speaking in the academic context, and popular and authentic literary works in real daily life; c Reading -Understand meanings in simple written interpersonal and transactional discourse, both formally and informally, in the form of recount, narrative, procedure, descriptive, news items, report, analytical exposition, hortatory exposition, spoof, explanation, discussion, review, report, and public speaking in the academic context, and popular and authentic literary works in real daily life; d Writing - Express in written form meanings in simple interpersonal and transactional discourse, both formally and informally, in the form of recount, narrative, procedure, descriptive, news items, report, analytical exposition, hortatory exposition, spoof, explanation, discussion, review, report, and public speaking in the academic context, and popular and authentic literary works in real daily life. 260307 Yogya EFL MGMP on TEFL Metho dology SMP Muh 1 Yogyakarta 25 ORGANIZATIONAL PRAGMATIC COMPETENCE COMPETENCE GRAMMATICAL TEXTUAL ILLOCUTIONARY SOCIOLINGUISTIC COMPETENCE COMPETENCE COMPETENCE COMPETENCE - Vocab -Cohesion -Ideational Funcs. –Sensitivity to -Morphology -Heuristic Funcs. dialects -Syntax -Manipulative Funcs. –Sensitivity to -Phonology -Rhetorical -Imaginative Funcs. Registers Graphology organization -Sensitivity to Naturalness -Sensitivity to Cult. Refs. Figs. of Speech Bachman, L. 1990 260307 Yogya EFL MGMP on TEFL Methodology SMP Muh 1 Yogyakarta 26 TECHNIQUES FOR HELPING Ss to FOR HELPING Ss LEARN THE RULES USED TO EXPRESS INTENDED MEANINGS FOR HELPING Ss LEARN TO USE THE ALREADY LEARNT RULES COMMUNICATIVELY 260307 Yogya EFL MGMP on TEFL Methodology SMP Muh 1 Yogyakarta 27 TECHNIQUES CONTROLLED TECHNIQUES 19 SEMICONTROLLED TECHNIQUES 9 FREE TECHNIQUES 10 260307 Yogya EFL MGMP on TEFL Methodology SMP Muh 1 Yogyakarta 28 classroom management 4. Content explanation: gram., phon., voc., socioling., pragmatic or other aspects 5. Role-play demonstration: the teacherselected Ss 6. DialogueNarrative presentation: Reading or listening for passive reception. 7. DialogueNarrative recitation: Reciting a previously known or prepared text, either in unison or indiv. 8. Reading aloud: Reading directly from a given text 9. Checking: T guiding the correction of Ss’ work, providing feedback as an activity 10. Question-answer, display: Activity involving prompting of st. responses by means of display questions 260307 Yogya EFL MGMP on TEFL Methodology SMP Muh 1 Yogyakarta 29 mechanical alterations. 12. Translation: ST provision of L1 or L2 trans. of a text 13. Dictation: Ss writing down orally presented text. 14. Copying: Ss writing down text presented visually 15. Identification: Ss picking out, producinglabeling or identifying a specific T form, functs., def., etc. 16. Recognition: Ss identifying forms without a verbal response 17. Review: T-led review of previous weekmonth as a formal summary type of a test of st recall performance 18. Testing: formal testing procedures  Ss’ progress 19. Meaningful drill: Drill activity involving responses with meaningful choices, as in reference to different information 260307 Yogya EFL MGMP on TEFL Methodology SMP Muh 1 Yogyakarta 30 Free techniques: 29. Role-play 35. Interview 30. Games 36. Discussion 31. Report 37. Composition 32. Problem solving 38. A propos 33. Drama 34. Simulation 260307 Yogya EFL MGMP on TEFL Methodology SMP Muh 1 Yogyakarta 31 In communicative language teaching, a text is a unit of communicative product, i.e. the result of exercising the textual competence, which is part of the communicative language competence. Let’s see the components of communicative language competence. 260307 Yogya EFL MGMP on TEFL Methodology SMP Muh 1 Yogyakarta 32

1. Transactional texts = those aimed at transmitting