TEACHING MATERIAL DEVELOPMENT

Disusun oleh:

Dewi Puspitasari (20128100389)

ENGLISH DEPARTMENT

SCHOOL OF TEACHERS’ TRAINING AND EDUCATION

STKIP KUSUMA NEGARA JAKARTA

2016
 1. How many kinds of techniques of speaking lesson? Mention and explain!

Goals and Techniques for Teaching Speaking

The goal of teaching speaking skills is communicative efficiency. Learners should be able to
make themselves understood, using their current proficiency to the fullest. They should try to
avoid confusion in the message due to faulty pronunciation, grammar, or vocabulary, and to
observe the social and cultural rules that apply in each communication situation.

To help students develop communicative efficiency in speaking, instructors can use a balanced
activities approach that combines language input, structured output, and communicative output.

Language input comes in the form of teacher talk, listening activities, reading passages, and the
language heard and read outside of class. It gives learners the material they need to begin
producing language themselves.

Language input may be content oriented or form oriented.

 Content-oriented input focuses on information, whether it is a simple weather report or an

extended lecture on an academic topic. Content-oriented input may also include
descriptions of learning strategies and examples of their use.
 Form-oriented input focuses on ways of using the language: guidance from the teacher or
another source on vocabulary, pronunciation, and grammar (linguistic competence);
appropriate things to say in specific contexts (discourse competence); expectations for
rate of speech, pause length, turn-taking, and other social aspects of language use
(sociolinguistic competence); and explicit instruction in phrases to use to ask for
clarification and repair miscommunication (strategic competence).

In the presentation part of a lesson, an instructor combines content-oriented and form-oriented

input. The amount of input that is actually provided in the target language depends on students'
listening proficiency and also on the situation. For students at lower levels, or in situations where
a quick explanation on a grammar topic is needed, an explanation in English may be more
appropriate than one in the target language.

For more on input, see Guidelines for Instruction.

Structured output focuses on correct form. In structured output, students may have options for
responses, but all of the options require them to use the specific form or structure that the teacher
has just introduced.

Structured output is designed to make learners comfortable producing specific language items
recently introduced, sometimes in combination with previously learned items. Instructors often
use structured output exercises as a transition between the presentation stage and the practice
stage of a lesson plan. textbook exercises also often make good structured output practice
activities.
In communicative output, the learners' main purpose is to complete a task, such as obtaining
information, developing a travel plan, or creating a video. To complete the task, they may use the
language that the instructor has just presented, but they also may draw on any other vocabulary,
grammar, and communication strategies that they know. In communicative output activities, the
criterion of success is whether the learner gets the message across. Accuracy is not a
consideration unless the lack of it interferes with the message.

In everyday communication, spoken exchanges take place because there is some sort of
information gap between the participants. Communicative output activities involve a similar real
information gap. In order to complete the task, students must reduce or eliminate the information
gap. In these activities, language is a tool, not an end in itself.

2. How many kinds of techniques of Reading lesson? Mention and explain!

There are some technique in reading lesson :

 Skimming
 Scanning
 Previewing
 Skipping
 Selecting
 Take notes
 Summarize
 Question

Skimming
Skimming is read quickly to determine the general content or part of a reading (Farida Raheem,
2005). Skimming needed to determine the point of view of the author of something, find a
pattern organisation paragraphs, and find common ideas quickly (Mikulecky and Jeffries in
Farida Raheem, 2005).
Another sense of reading or skimming Skimming is reading quickly to get some information
from that we read. Skimming made to do a quick reading in general in the literature. In
skimming, the reading process is done by looking at the bounding main ideas with a major in
literature to understand the theme of magnitude.
In addition to getting the main idea of a text. To determine whether an article in accordance with
what we were looking for. To assess whether the article was interesting to read in further detail.
Speed reading is skimming usually about 3-4 times faster than normal reading.

Scanning
Face reading or scanning is also called read scan is very fast read. When one reads the scan, he
will surpass many words. According Mikulecki and Jeffries (in Farida Raheem, 2005) read the
scan is important to improve reading skills. Reading technique is useful to find some information
as soon as possible. Usually we read word for word of each sentence they read. By practicing
reading the scan, someone can learn to understand the reading text in a more fast. But, read by
scanning the original is not in use. If for the purpose of reading text books, poetry, critical letters
from lawyers, and so need more detail read.
Scanning or read scan means finding specific information quickly and accurately. Scanning
means flying over the pages of a book. Reading with scanning techniques means sweeping the
book to find something that is needed. Scanning associated with moving the eyes rapidly to all
parts of a particular page to search for specific words and phrases. Scan reading techniques
(scanning) is a technique to find information quickly from reading by way of sweeping the pages
evenly, and then when it came to the parts needed, eye movement stops. Eyes moving fast,
jumping jacks, and do not see the word for word.

Previewing
Previewing, that at first glance make some initial observations about the identity of the book and
the description of the contents at a glance. Previewing the first step before you read the book
carefully, to ensure that you have read the book or not, need to buy the book or not, or the
information you need is or is not in the book.

Skipping
Read-jump Techniques (skipping) is read by leaps read. That is, reading the parts that are
considered as necessary or is understood ignore.
Selecting
Techniques read-select (selecting) are reading literature or reading passages that are considered
to contain the information required. In this case, the reader simply choose and read the parts
required course readings

Take Notes
Some reasons for taking notes are:

 to maintain attentiveness as you read,

 to focus your attention,
 to provide you with a summary of the material.

Summarize
A summary is a collation of your notes, recording the main points the writer makes. Making a
summary from your notes has two main benefits. It allows you to test yourself on your
understanding of the material you have been reading - sometimes it is only when you try to put
the writer's ideas into your own words that you uncover difficulties. It provides you with a
compact account of the text for further reference.

Question
Effective reading is active reading. To turn reading from a passive into an active exercise, always
ask questions.

3. How many kinds of techniques of Writing lesson? Mention and explain!

In a balanced activities approach, the teacher uses a variety of activities from these different
categories of input and output. Learners at all proficiency levels, including beginners, benefit
from this variety; it is more motivating, and it is also more likely to result in effective language
learning.

3. One of the most important things to remember when teaching writing is that writing is a
process.Very few native speakers will ever start writing at the top of the first page and continue
straight through until they finish at bottom of the last one. The entire process has four steps, they
are:

1. PREWRITING: the period where writers get ready to write—gathering information,

organizing ideas, identifying audience and purpose, and selecting genre. Some methods
are prewriting are :

1. Brainstorming

Brainstorming is an activity with which most people are familiar. The object in
brainstorming is to compile as large a list as possible of potential examples for a given
topic. This is a great activity to do in small groups or with the entire class. Brainstorming
a list of ice cream flavors is an easy one to start with when introducing the concept.
Naturally, one idea will spark another, so it is helpful to have students working together
when brainstorming. Give your students permission to be as creative as they like.
Anything goes with brainstorming. Challenge your students to come up with as many
examples as they possibly can for whatever topic you give them.

2. Free writing

Free writing is an individual activity for getting thoughts from your head on to paper.
Explain the concept of stream of consciousness to your students and tell them that free
writing is simply putting on paper every thought that is going through their heads. Like
with brainstorming, anything goes. The goal of this activity is to never let your pen or
pencil stop writing. Help students understand that though they will begin with a particular
topic in mind, it is okay to veer off on tangents as they write. Spelling and grammar are
not important for this activity; it is ideas that we are trying to grasp. Give your students a
set length of time for this activity. If they are young you may want to limit it to two or
three minutes; older students can probably write for five to ten minutes. Then when
students have completed the activity, have them go back and read what they have written
digging through the mire for the gems hidden within.

3. Journalistic Questions

Journalistic questions approach a topic in a more structured manner. Start by reviewing

the question words: who, what, where, when, why and how. Then, for your given topic,
ask questions starting with each of these words. For example, if your topic was study
habits, you might ask, “Who has good study habits? Who benefits from good study
habits? What are the good habits? Where do people with good study habits study? Where
to they keep their books? Where do they organize notes and homework? When do they
study? When do they complete assignments? ...” There are an infinite number of
questions you can ask about any given subject. This activity can be done either
individually or in groups with success. Have students write answers to each question.
When finished prewriting, have them go back and read what they have written and
organize their thoughts in preparation for writing.
4. Cluster Mapping

Cluster mapping, also called idea webbing, is a great way to show relationships between
ideas. Cluster mapping is also part idea generation and part organization, so students will
know exactly how to group their ideas once they are ready to write. To begin, write your
topic in the center of the page and put a circle around it. Then you can move in one of
two directions. With younger children, have them think of questions about the topic. For
example, if the topic is spiders, they may ask, “What do spiders eat? Where to spiders
live? What do spiders look like?” Each question should be written in a bubble connected
to the central topic. Tell students to spread these bubbles out over the page as they will be
adding to each. Then, have students answer the questions connecting still smaller bubbles
to the bubbles containing the questions. If their question was “What do spiders do?” then
they might make connecting bubbles saying they capture flies, they spin webs, they scare
nursery rhyme characters, etc. With students who have more knowledge about their
central topic, their bubbles connected to the central idea should include subtopics and/or
details about the subtopics. A student may start with spiders as the central theme, make a
connecting bubble with the subtopic of diet, then connect bubbles to that subtopic with
different types of insects on which spiders feed. Generally speaking, each of the
subtopics would be one paragraph in a composed piece of writing with examples and
support for the idea surrounding it.

5. Flow Charting

Flow charting is similar to cluster mapping in that it shows relationships between ideas.
However, flow charting is most effective when examining cause and effect relationships.
With the central theme drug abuse in the center of your page, to the left students would
make list of causes for drug abuse with arrows pointing at the central idea. What causes
drug abuse? Peer pressure, medical need, parental example and boredom are all potential
causes of drug abuse. Each would therefore be in its own box in the diagram with an
arrow pointing from it to the central idea of drug abuse. Then examine the effects of drug
abuse and place those in separate boxes to the right of the central idea each with an arrow
going from the central idea to it. Homelessness, loss of jobs, failure in school, isolation,
further abuse and addiction may all be results of drug abuse. When writing, students can
then focus on either half of the diagram (causes of drug abuse or effects of drug abuse) or
follow the cause and effect pathway from cause to effect and cause to effect. Depending
on the topic, students may create a chain of cause and effect relationships and choose to
write about the series.

6. Double/Triple Entry

Double or Triple Entry is another focused brainstorming activity. This is especially useful
when comparing and contrasting two or three topics or when exploring two or three areas
of one topic. With this prewriting method, have students make two (or three) columns on
their paper. Each column should have a topic which focuses the idea generation. For
example, if you were going to compare love and hate, you might label your columns
similarities and differences and list your ideas in the appropriate sections. If your students
 are writing about their ethnic heritage in comparison to another, you could have them
label one column with each culture. When finished, students should have a good idea of
the points on which they can compare or contrast their topics.

2. DRAFTING: the production state of getting ideas down using complete sentences and
utilizing the general conventions of writing.
3. REVISING: the time when writers review their work, checking for clarity of message,
word choice, and organization.
4. EDITING: the process of checking written work for the conventions of writing and any
lingering concerns with voice, tone and style.

4. How many kinds of techniques of Listening lesson? Mention and explain!

Goals and Techniques for Teaching Listening

Instructors want to produce students who, even if they do not have complete control of the
grammar or an extensive lexicon, can fend for themselves in communication situations. In the
case of listening, this means producing students who can use listening strategies to maximize
their comprehension of aural input, identify relevant and non-relevant information, and tolerate
less than word-by-word comprehension.

Focus: The Listening Process

To accomplish this goal, instructors focus on the process of listening rather than on its product.

 They develop students' awareness of the listening process and listening strategies by
asking students to think and talk about how they listen in their native language.
 They allow students to practice the full repertoire of listening strategies by using
authentic listening tasks.
 They behave as authentic listeners by responding to student communication as a listener
rather than as a teacher.
 When working with listening tasks in class, they show students the strategies that will
work best for the listening purpose and the type of text. They explain how and why
students should use the strategies.
 They have students practice listening strategies in class and ask them to practice outside
of class in their listening assignments. They encourage students to be conscious of what
they're doing while they complete listening tape assignments.
 They encourage students to evaluate their comprehension and their strategy use
immediately after completing an assignment. They build comprehension checks into in-
 class and out-of-class listening assignments, and periodically review how and when to
use particular strategies.
 They encourage the development of listening skills and the use of listening strategies by
using the target language to conduct classroom business: making announcements,
assigning homework, describing the content and format of tests.
 They do not assume that students will transfer strategy use from one task to another. They
explicitly mention how a particular strategy can be used in a different type of listening
task or with another skill.

By raising students' awareness of listening as a skill that requires active engagement, and by
explicitly teaching listening strategies, instructors help their students develop both the ability and
the confidence to handle communication situations they may encounter beyond the classroom.
In this way they give their students the foundation for communicative competence in the new
language.

Integrating Metacognitive Strategies

Before listening: Plan for the listening task

 Set a purpose or decide in advance what to listen for

 Decide if more linguistic or background knowledge is needed
 Determine whether to enter the text from the top down (attend to the overall meaning) or
from the bottom up (focus on the words and phrases)

During and after listening: Monitor comprehension

 Verify predictions and check for inaccurate guesses

 Decide what is and is not important to understand
 Listen/view again to check comprehension
 Ask for help

After listening: Evaluate comprehension and strategy use

 Evaluate comprehension in a particular task or area

 Evaluate overall progress in listening and in particular types of listening tasks
 Decide if the strategies used were appropriate for the purpose and for the task
 Modify strategies if necessary

Using Authentic Materials and Situations

Authentic materials and situations prepare students for the types of listening they will need to do
when using the language outside the classroom.

One-Way Communication

Materials:
  Radio and television programs
 Public address announcements (airports, train/bus stations, stores)
 Speeches and lectures
 Telephone customer service recordings

Procedure:

 Help students identify the listening goal: to obtain specific information; to decide whether
to continue listening; to understand most or all of the message
 Help students outline predictable sequences in which information may be presented:
who-what-when-where (news stories); who-flight number-arriving/departing-gate
number (airport announcements); "for [function], press [number]" (telephone recordings)
 Help students identify key words/phrases to listen for

Two-Way Communication

In authentic two-way communication, the listener focuses on the speaker's meaning rather than
the speaker's language. The focus shifts to language only when meaning is not clear. Note the
difference between the teacher as teacher and the teacher as authentic listener in the dialogues in
the popup screens.

5.Make each example of lesson plan in speaking, reading, writing, and listening lesson!