LEMBAGA PENJAMINAN MUTU PENDIDIKAN (LPMP)JAWA TENGAH 2011

ENGLISH TEACHING AND ASSESSMENTFacilitated by:

Wasimin

ABOUT MEABOUT 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

The minds are like The minds are like parachutes,parachutes,

They function when They function when they openthey open

LPMP JATENG

1. SMILE : VALUE TO YOUR FACE2. LOVE : VALUE TO YOUR HEART3. RESPECT : VALUE TO YOUR

BEHAVIOR4. STUDY : VALUE TO YOUR FUTURE5. FRIENDSHIP : VALUE TO YOUR LIFE

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)

WE ARE ALL WE ARE ALL LEARNERS & TEACHERS LEARNERS & TEACHERS

AT THE SAME TIMEAT THE SAME TIME

MANFAAT MODUL BAGI PESERTAMANFAAT MODUL BAGI PESERTA

• 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.

BASIC QUESTIONS TO EXPLORE

1. How do you teach each of language skills? 2. How do you assess each of language skills?

LPMP JATENG

TEACHING LISTENING

• To maximize students’ comprehension of aural input.

• To identify relevant and non-relevant info.• To tolerate less than word- by- word

comprehension.

LISTENING STRATEGIES

1. TOP-DOWN STRATEGIESa. Are listener based.b. Include: listening for main idea, predicting,

drawing inferences, summarizing.

2. BOTTOM-UP STRATEGIESa. Are text based.b. Include: listening for specific details,

recognizing cognates and word-order patterns.

LPMP JATENG

LISTENING FOR MEANING To extract meaning, students need to follow 4 basic steps :

1. Figure out the purpose for listening.2. Attend to the parts of the listening input that are

relevant to the identified purpose and ignore the rest.

3. Select top-down and bottom-up strategies that are appropriate to the listening task.

4. Check comprehension while listening and when the listening task is over.

• Check the level of difficulty of the listening Check the level of difficulty of the listening task.task.

DEVELOPING LISTENINGACTIVITIES

• Construct the listening activity around a Construct the listening activity around a contextualized task.contextualized task.

• Use pre-listening activities to Use pre-listening activities to prepare students for what they are prepare students for what they are going to hear or view.going to hear or view.

• Match while-listening activities to the Match while-listening activities to the instructional goal, listening purpose, and instructional goal, listening purpose, and students’ proficiency level.students’ proficiency level.

LPMP JATENG

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.

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.

THREE STEPS OF LISTENING ACTIVITY

FOLLOW-UP LISTENING ACTIVITY

Making summary.RetellingHaving discussionExpressing opinion

on the topic discussed.

THREE STEPS OF LISTENING ACTIVITY

TYPES OF LISTENING ACTIVITYTYPES OF LISTENING ACTIVITYListening for Perception (LP)

Identifying soundSound and intonationDiscrete words or sentences

Listening for Comprehension (LC)DescriptionInstructionDirectionTransferring infoInference

ASSESSING LISTENING ASSESSING LISTENING

LPMP JATENG

TYPES OF LISTENING ASSESSMENTTYPES OF LISTENING ASSESSMENTHOLISTIC

Language useDictionContent

• PRIMARY TRAITHow students understand the instruction, etc.

ANALYTICTeacher determines some components which have different scores.

ONGOING EVALUATION

ON THE SPOT TESTPEER CONFERENCETEACHER-STUDENT

CONFERENCE

• SUGGESTION

1. YOU CAN USE POST-LISTENING ACTIVITIES

TO CHECK COMPREHENSION

6. CONSIDER THE TYPE OF RESPONSE TO

A PARTICULAR SELECTIONWOULD ELICIT IN A NON- CLASSROOM SITUATION

2. TO EVALUATE LISTENING SKILL AND

USE OF LISTENINGSTRATEGIES

3. EXTEND THE KNOWLEDGE GAINEDTO OTHER CONTEXTS.

4.POST-LISTENINGACTIVITIES MUST

REFLECT THE REAL LIFEUSES

TEACHING SPEAKING

SPEAKING INVOLVES THREE

(3) AREAS OF KNOWLEDGE

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.

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.

WHY SPEAKING

TASKS

REHEARSAL

FEEDBACK

ENGAGEMENT

Information GapsSurveysDiscussionRole-play

WHAT TEACHERS’ROLE

(Engage-Activate-Study)

TEACHING WRITING

GET READY TO WRITE

WRITING A PLAN

The sequence of events

CHOOSING A TOPIC

Think about

DRAFTINGBegin to

write

REVIEWINGCheck that the events are in the

right order

CONFERENCINGCONSULTING

EDITINGPUBLISHING

STEPS OF WRITING

Gathering information

Making mind maps Selecting and

focusing information Working from

opening sentences Pyramid Planning

Students are free to write

Having conference with teacher

PRE-WRITING DRAFTING

Students’ work need editing and revising

Having conference with teacher

Reading for other students and teacher (at least)

RE-WRITING (EDITING AND REVISING) PUBLISHING

ASSESSING 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

Imitative writing Intensive writing

Paraphrasing Guided question and

answer Paragraph

construction tasks

Responsive/extensive writing

TEACHING READING(principles)

1. Reading is not a passive skill.2. Students need to be engaged with what they are

reading.3. Students should be encouraged to respond

to the content of a reading text, not just to the language.

4. Prediction is a major factor in reading.5. Match the task to the topic.6. Good teachers exploit reading texts

to the full.

HOW TO BE A BETTER READER1. Reading for pleasure.2. Working on your reading skills

a. Previewingb. 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.

STRATEGIES FOR READING COMPREHENSION

• Skimming• Scanning• Sequencing• Deducing meaning in

a context.

TECHNIQUES TO TEACH RC

• TPT (Three-Phase Technique)1. Pre-Reading Stage2. Whilst-Reading Stage3. Post-Reading Stage

• SQ3R (Survey, Question, Read, Recall, Review).

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.)

Reading aloud Written response Multiple-choice Picture-cued items

Multiple-choice Matching tasks Editing tasks Picture-cued tasks Gap-filling tasks

Perceptive Reading Selective 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

Interactive Reading Extensive Reading

الم عليكم ورحمة الله السوبركاته