Teaching English As A Foreign Language: Dr. Zuliati Rohmah, M.PD

TEACHING ENGLISH
AS A FOREIGN LANGUAGE
A Handbook For English Department Undergraduate Students

Faculty of Letters and Humanities
UIN Sunan Ampel Surabaya
By
Dr. Zuliati Rohmah, M.Pd.
Supported by:
Government of Indonesia (GoI) and Islamic Development Bank (IDB)
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FOREWORDS
BY
THE RECTOR OF UIN SUNAN AMPEL
Based on the decree of Ministry of National Education (MoNE) No. 232/U/ 2000 about
curriculum in higher education and evaluation, and No. 045/ U/ 2002 about the core curriculum in
higher education, and No. 353 2004 about curriculum design in higher education, State Institute of
Islamic Studies Sunan Ampel Surabaya publishes students’ handbooks as a part of the effort to
improve the profesionalism of the lecturers.
To publish high quality handbooks, Islamic State University (UIN) Sunan Ampel Surabaya in
cooperation with the Goverment of Indonesia (GoI) and Islamic Development Bank (IDB) conducted
training on textbook development and wokshop on textbook writing for the lecturers of UIN Sunan
Ampel. The output of the training and workshop is that many books are produced by lecturers of 5
faculties in UIN Sunan Ampel.
Teaching English as a Foreign Language (TEFL) is one of the published books intended to be
used as optional subject. We expect that after the publication of this book, the teaching and
learning process is better, more efective, contextual, joyful and students become more actively
involved. Hence, it can increase the quality of the students’ competence.
To the Government of Indonesia (GOI) and Islamic Development Bank (IDB) which have given
support, the facilitators and the writers who have done to the best of their effort to publish this
book, we are very grateful. We hope that this textbook can help the students study Pragmatics
more effectively and make UIN Sunan Ampel Surabaya have better academic quality.
Rector of UIN Sunan Ampel Surabaya
Prof. Dr. H. Abd. A’la, M.Ag.

NIP. 195709051988031002

Prakata
Penulisan buku ini didorong oleh adanya keperluan dari mahasiswa yang sedang mengambil
mata kuliah Teaching English as a Foreign Language (TEFL) untuk memiliki buku pegangan untuk
MK tersebut. Dengan adanya buku pegangan, mahasiswa dapat memfokuskan proses belajarnya pada
topik yang telah dipilih dan mendapatkan pengayaan dari sumber-sumber lain yang disarankan oleh
dosen. .
Dalam buku ini, berbagai pengertian dan teori dasar dalam TEFL serta teknik pembelajaran disajikan
untuk membantu siswa menguasai bahasa asing. Teknik- teknik tersebut antara lain teknik
penggunaan permainan, drama, lagu, puisi, cerita, komputer dan internet dalam kelas TEFL. Teknik-
teknik ini disajikan sedemikian rupa agar mahasiswa dapat menerapkan proses pembelajaran di kelas
dengan menyenangkan. Buku ini ditulis dengan memasukkan langkah-langkah praktis dalam
pembelajaran bahasa asing. Mahasiswa calon guru bahasa Inggris dapat membukanya secara cepat
dan mengaplikasikannya dalam kegiatan kelas dengan mudah.
Teknik permainan yang ada dalam buku ini meliputi permainan untuk mengajarkan berbagai
komponen bahasa seperti alfabet dan pelafalan, kosa kata, dan tata bahasa. Selain itu, teknik
permainan untuk membantu meningkatkan ketrampilan berbahasa juga dimasukkan. Hal ini meliputi
teknik permainan untuk mengasah ketrampilan menyimak, membaca, berbicara dan menulis dalam
bahasa asing. Ada juga teknik permainan yang melibatkan beberapa ketrampilan berbahasa sekaligus.
Akhirnya penulis berharap dengan hadirnya buku ini mahasiswa calon guru bahasa Inggris
dapat menyajikan proses pembelajaran bahasa asing yang menyenangkan dan efektif untuk
meningkatkan motivasi pembelajaran bahasa asing.
Malang, 28 September 2013

Penulis

DAFTAR ISI
PENDAHULU
Halaman Judul ........................................................................................................... 1
Prakata ....................................................................................................................... 2
Daftar Isi .................................................................................................................... 3
Satuan Acara Perkuliahan .......................................................................................... 4
ISI PAKET
Paket 1: Konsep Dasar dalam TEFL .......................................................................... 7
Paket 2: Berbagai Metode dalam TEFL ....................................................................... 14
Paket 3: Seni Mengajar: Membangun Hubungan Baik dengan Siswa ........................ 26
Paket 4: Memahami Peran Guru dan Siswa ................................................................. 33
Paket 5: Perbedaan Gaya Belajar Siswa ...................................................................... 38
Paket 6: Pengaturan Posisi Duduk Siswa .................................................................... 43
Paket 7: Authentic Materials dalam TEFL .................................................................. 51
Paket 8: Games dalam Pembelajaran di Kelas ............................................................. 58
Paket 9: Video dalam Pembelajaran Bahasa Inggris ................................................... 64
Paket 10: Penggunaan Lagu dalam Pembelajaran Bahasa Inggris .............................. 75
Paket 11: Praktek Mengajar ......................................................................................... 85
Daftar Pustaka 90
Curriculum Vitae 92

Satuan Acara Perkuliahan
TEACHING ENGLISH AS A FOREIGN LANGUAGE (TEFL)
A. Identitas
Nama Mata Kuliah : Teaching English As A Foreign Language (TEFL)

Jurusan : Sastra Inggris
Bobot sks : 2 sks
Waktu : 32 x 50 menit
Kelompok MK : Bidang Studi
B. Deskripsi
Mata kuliah ini memberikan bekal pengetahuan dan ketrampilan kepada mahasiswa
untuk mengajar bahasa Inggris sebagai bahasa asing. Dalam mata kuliah ini, mahasiswa
diperkenalkan dengan istilah-istilah dasar dalam TEFL, berbagai pendekatan, metode, strategi
dan teknik dalam proses pembelajaran bahasa Inggris. Mahasiswa juga mempelajari berbagai
cara untuk membuat proses pembelajaran menyenangkan.
C. Urgensi
Mata kuliah ini penting untuk diberikan kepada mahasiswa agar mereka mengenal berbagai
teori dalam proses pembelajaran bahasa Inggris. Hal ini penting jika mahasiswa nantinya
menjadi pengajar bahasa Inggris sebagai alternatif profesi setelah mahasiswa lulus.
D. Standar Kompetensi Mata Kuliah

Memiliki pengetahuan dan ketrampilan dasar untuk mengajarkan bahasa Inggris sebagai
bahasa asing.

D. KOMPETENSI DASAR DAN INDIKATOR
No KOMPETENSI INDIKATOR MATERI

DASAR
1. Memahami konsep - Menjelaskan istilah-istilah dasar dalam Paket 1: Konsep
dasar dalam TEFL TEFL. Dasar dalam
- Menjelaskan perbedaan antara pendekatan, TEFL
metode, strategi dan teknik dalam
pembelajaran EFL.
2. Memahami berbagai - Menyebutkan berbagai metode dalam Paket2: Berbagai
metode dalam TEFL TEFL. Metode dalam
- Menyebutkan sejarah munculnya suatu TEFL
metode.
- Menyebutkan karakteristik utama setiap
metode.
- Menyebutkan kelebihan dan kekurangan
setiap metode.
3. Memahami cara - Menyebutkan berbagai teknik membangun Paket 3: Seni
memotivasi good rapport dengan siswa. Mengajar:
pembelajar - Menyebutkan berbagai cara Membangun
meningkatkan motivasi siswa. Hubungan Baik
dengan Siswa
4. Memahami peran - Menyebutkan peran guru. Paket 4:
guru dan siswa - Menyebutkan peran siswa. Memahami Peran
dalam proses - Menjelaskan cara memaksimalkan peran Guru dan Siswa
pembelajaran siswa di kelas.
5. Memahami - Menyebutkan berbagai macam learning Paket 5:

perbedaan gaya style siswa. Perbedaan Gaya
belajar siswa - Menyebutkan cara mengakomodasi Belajar Siswa
perbedaan learning style siswa.
- Menyebutkan aktifitas pembelajaran yang
cocok dengan learning style siswa.
6. Memahami cara - Menjelaskan perlunya membuat variasi Paket 6:
mangatur kelas tempat duduk siswa. Pengaturan Posisi
melalui pengaturan - Menyebutkan berbagai jenis seating Duduk Siswa
posisi duduk siswa arrangement (traditional row, pairs,
cooperative clusters, a long row,
horseshoe, full circle).
- Menyebutkan kelebihan dan kekurangan
masing-masing posisi duduk.
7. Memahami - Menjelaskan definisi dan contoh authentic Paket 7: Authentic

penggunaan materials. Materials dalam
authentic materials - Menyebutkan kelebihan dankekurangan TEFL
dalam TEFL authentic materials.
- Menyebutkan kriteria untuk mengevaluasi
authentic materials.
- menyebutkan berbagai aktifitas dengan
menggunakan authentic materials.
8. Memahami aplikasi - Memahami berbagai macam games dalam Paket 8: Games
games dalam TEFL. dalam
pembelajaran di - Mempraktekkan penggunaan games dalam Pembelajaran di
kelas. proses belajar mengajar (pbm). Kelas
9. Memahami berbagai - Menyebutkan berbagai kelebihan Paket 9: Video
teknik dalam penggunaan video dalam pbm. dalam
menggunakan video - Menyebutkan berbagai persiapan yang Pembelajaran
dalam TEFL. diperlukan sebelum menggunakan video Bahasa Inggris
di kelas.
- Menyebutkan berbagai teknik dalam
penggunaan video dalam proses
pembelajaran TEFL.
10. Memahami berbagai - Menyebutkan berbagai kelebihan Paket 10:
teknik penggunaan penggunaan lagu dalam pbm. Penggunaan Lagu
lagu dalam TEFL - Menyebutkan berbagai persiapan yang dalam
diperlukan sebelum menggunakan lagu di Pembelajaran
kelas. Bahasa Inggris
- Menyebutkan berbagai teknik dalam
penggunaan lagu dalam proses
pembelajaran TEFL.
11. Menerapkan - Menyusun materi dengan tepat. Paket 11: Praktek
pengetahuan tentang - Memilih teknik mengajar dengan tepat Mengajar
TEFL dalam proses - Menggunakan teknik mengajar dengan
peer teaching. tepat.
- Memilih media dengan tepat
- Menggunakan media dengan tepat.
- Menerapkan classroom management
dengan efektif.

PAKET 1
KONSEP DASAR DALAM TEFL
Pendahuluan
Perkuliahan dalam paket ini dimaksudkan untuk memperkenalkan mata kuliah TEFL dan istilah-
istilah dasar dalam TEFL serta menjelaskan perbedaan antara pendekatan, metode, strategi dan teknik
dalam pembelajaran EFL. Hal ini penting untuk dipahami mahasiswa agar mahasiswa memahami
perbedaan antara English as a Foreign Language (EFL) dan English as a Second Language (ESL) berikut
metodologi pengajarannya.
Dalam perkuliahan mahasiswa diajak untuk mengingat proses pembelajaran bahasa Inggris yangg
selama ini mereka alami. Hal ini penting untuk mengarahkan mereka agar mereka berkeinginan dan
berusaha untuk mempelajari teknik pembelajaran yang dapat membantu siswanya kelak untuk
mempelajarai bahasa Inggris dengan cara yang menyenangkan. Selanjutnya mahasiswa diperkenalkan
tentang perbedaan pendekatan, metode, dan teknik pembelajaran.
Dalam kegiatan pembelajaran, dosen akan lebih banyak fokus menggunakan mind-map di papan
tulis. Mahasiswa akan lebih banyak melakukan kegiatan berpasangan untuk mendiskusikan pengalaman
belajar mereka selama ini dan mendiskusikan materi yang diperkenalkan pada paket ini.
Rencana Pelaksanaan Perkuliahan

Kompetensi Dasar
Mahasiswa memahami konsep dasar dalam Teaching English as a Foreign Language (TEFL).
Indikator
Pada akhir perkuliahan mahasiswa diharapkan dapat:
- Menjelaskan istilah-istilah dasar dalam TEFL.
- Menjelaskan perbedaan antara pendekatan, metode, strategi dan teknik dalam pembelajaran EFL.
Waktu
2 x 50 menit
Materi Pokok:
1. Understanding Basic Terms in TEFL
2. The Teaching of Language Skills and Language Components
3. Approach, Method and Strategies
4. Language-Centered, Learning-Centered, and Learner-Centered Methods

Kegiatan Perkuliahan
Kegiatan Awal
1. Brainstorm pengalaman belajar bahasa Inggris.
Kegiatan Inti
1.Meminta mahasiswa berdiskusi berpasangan tentang kegiatan belajar yang mereka sukai dan yang tidak
mereka sukai
2.Menjelaskan arah secara global tentang kegiatan perkuliahan, yaitu untuk melaksanakan proses
pembelajaran bahasa Inggris yang menyenangkan.
3. Menjelaskan istilah-istilah dasar dalam TEFL.
4. Menjelaskan perbedaan antara pendekatan, metode, strategi dan teknik dalam pembelajaran EFL.
Kegiatan Penutup
1. Meminta mahasiswa menuliskan target yang ingin mereka raih dalam perkulian ini.
Kegiatan Tindak Lanjut
1. Meminta mahasiswa untuk berselancar mencari informasi tentang 8 metode dalam TEFL untuk
mempersiapkan mereka memahami 8 metode dalam TEFL yang akan dibahasa dlam pertemuan
berikutnya. Masing-masing mahasiswa mencari 1 metode dan membuat ringkasan 1 halaman.
Lembar Kegiatan
Mengidentifikasi kegiatan belajar yang menyenangkan dan yang tidak menyenangkan.
Kegiatan Belajar Yang Menyenangkan Kegiatan Belajar Yang Tidak Menyenangkan
Bahan dan Alat

Papan tulis, kertas dan spidol warna-warni.

Uraian Materi
INTRODUCTION:
TEACHING ENGLISH AS A FOREIGN LANGUAGE
This chapter presents basic terms related to the teaching of English, the discussion of teaching
language skills and components, and language-centered, learning-centered, and learner-centered methods.
Understanding Basic Terms

Fachrurrazy (2011) states that it is important for anyone who wants to learn methods in teaching
English to know basic terms in the field. Teaching English as a Foreign Language (TEFL) refers to
teaching English to students whose first language is not English. TEFL usually occurs in the student's
own country, either within the state school system, or in private institutions. TEFL teachers may be native
or non-native speakers of English.
TEFL may also refer to a particular methodology for teaching people whose first language is not
English, but who need to learn it for work or choose to learn it for leisure. These students may be adults
or children. They may be paying for the courses themselves, or their employers or parents are paying for
them. Many of them are highly motivated and literate, and already have an aptitude for languages.
However, many others are not really motivated because they do not really like learning English. They
learn English because certain situations force them to learn. In this situation, English teachers need to
motivate them by engaging them in joyful learning environment.
TEFL methodology is highly developed and the most up-to-date training courses turn out teachers who
use a communicative approach and a student-centered style of teaching. In these key respects, TEFL
courses are different from the way English is taught in most mainstream compulsory education.
To understand TEFL methodology, we should familiarize ourselves with some basic terms, such as,
first, second, and foreign language. First language is a language that is firstly learned by children after
they are born. First language is often called mother tongue, native tongue or L1. The term ‘mother
tongue’ is used to refer to the language used by the mother of a child which is often firstly learned by the
new-born baby. ‘Native tongue’ is used to refer to the language used by people surrounding by the child.
It is assumed that the language that is firstly learned by the baby is the language used by people around
the baby. L1 means first language that is the language firstly learned by the child.
A child who is born in Java from Javanese parents who speak Javanese in their daily life possibly has
Javanese as his/her first language. He/she learns Javanese for the first time. Javanese is her/his mother
tongue because his/her mother speaks Javanese. Javanese is also his/her native tongue since people
around him/her speak Javanese, too.
Second language is the language learned by a child after the first language. The Javanese child whose
first language is Javanese might have Bahasa Indonesia as his/her second language. Second language
implies the use of the language in a more formal occasion, such as, as the medium of instruction. In
Singapore, Malaysia, India, the Philippines, Kenya, and Nigeria, English is considered as a second
language. In those countries, English is used as a national language and used widely in the countries.

Foreign language is a language acquired and spoken by a person after the first and second language.
The language is not used in daily life of the society where the person lives. For the Javanese child whose
first language is Javanese and who lives in Java, English is a foreign language. In Java and Indonesia, in
general, English is not spoken in daily life.
Other terms related to TEFL are ENL, ESL and EFL. ENL is English as a native language. ENL is
found in the United Kingdom, the U.S., Australia, and New Zealand. ESL stands for English as a second
language. ESL exists in Singapore, Malaysia, India, Brunei, and the Philippines. EFL, which is English as
a foreign language, can be found in Indonesia, Thailand, Japan, China, Korea, Argentina and some other
countries.
In relation to the teaching of English, we also have other abbreviations, such as, TEFL, TESL,
TESOL, TEYL, and TEFLIN. TEFL stands for teaching English as a foreign language. TESL is
abbreviation of teaching English as a second language. Another term that may be used in the context of
TESL is TEAL (Teaching English as an Additional Language).
TESOL is teaching English to speakers of other languages. TESOL is often used to mean the same
thing as TEFL, but it is also used to describe English language teaching to people living in an English
speaking country who are not native English speakers – such as refugees and first generation immigrants.
In the UK, ESOL courses provide students with a level of English that will allow them to integrate into
the country’s educational, work and cultural environment. There may be a need to teach basic literacy and
other life skills as well.
TEYL is teaching English for young learners. TEFLIN is teaching English as a foreign language in
Indonesia. TEFLIN is an association of English teachers in Indonesia. It conducts annual international
conference in Indonesia and publishes TEFLIN Journal, an English teaching journal.
The teaching of Language skills and Language Components

Related to the teaching of language, we are familiar with the term ‘language skills’ and ‘language
components.’ Language skills consist of listening, speaking, reading and writing. Listening and reading
are usually grouped into receptive skills, and speaking and writing are seen as productive skills. Language
components consist of pronunciation, which includes stress, rhythm, and intonation, grammar or
structure, and vocabulary.
In TEFL, teachers may intend to target specifically one skill or one component to teach. However, in
reality the teaching of one skill or component can never be isolated from other skills and components.
When teaching listening, for example, teachers often ask students to speak to check whether they can
listen certain materials, and when speaking, a student needs to apply their ability in pronunciation,
vocabulary and grammar. Hence, the teachers and students cannot avoid entirely other skills and
components.
Approaches, Methods, and Techniques

The trio of terms which I am attempting to re-locate in the scheme of definitions are approach,
method, and technique. According to Anthony (1963), the arrangement is hierarchical. The organizational
key is that techniques carry out a method which is consistent with an approach. The definitions are
offered with some diffidence - there are many roads to Nirvana - , and this is certainly not the only route.
10

Not every aspect of language teaching has been referred to this framework. It is quite possible that
modifications and refinements are desirable.
First, let us take up the term approach. I view an approach, any approach, as a set of correlative
assumptions dealing with the nature of language and the nature of language teaching and learning. An
approach is axiomatic. It describes the nature of the subject matter to be taught. It states a point of view, a
philosophy, an article of faith - something which one believes but cannot necessarily prove. It is often
unarguable except in terms of the effectiveness of the methods which grow out of it.
Let me illustrate by citing the essentials of the aural-oral approach as I see them, not to advocate them
particularly at this time, but only to exemplify what is meant by approach. First, here is a list of linguistic
assumptions:
1. Language is human, aural-oral, and symbolically meaningful.
2. Any given language is structured uniquely. This can also be stated negatively; no two languages are
structured alike.
3. The structure of a language can be discovered, and usefully and systematically described, although
such descriptions may differ at various levels and for various purposes.
If language is accepted as aural-oral, an obvious corollary to these assumptions is that writing is a
secondary manifestation and ultimately speech-based. I must, however, immediately add that this is not
necessarily a statement of the relative importance of speech and writing. One can, of course, argue that
writing, often more deliberate and thoughtful, and always more permanent than speech, is therefore more
important.
The second type of assumption - those that relate to language teaching and learning - take the form of
three priority statements, one procedural statement, and a comparison statement, all arising out of the
linguistic assumptions.
1. Primary manifestations (the aural-oral aspects) should be taught before secondary (reading and
writing). Understanding the spoken language is taught more efficiently before oral production, and is
indeed a first step toward production.[1]
2. The secondary manifestations (the reading and writing aspects) should be taught in the stated order,
since graphic symbols must be seen before they are produced, and thus reading, in a sense, is actually a
first step in learning to write.
3. Other uses of language - tertiary in this scheme - such as literary and artistic manifestations,
pedagogically also follow reception/production order. It is perhaps doubtful if foreign students of
English should be instructed in the production of literary English.
4. Our procedural assumption states that (a) languages are habits, (b) habits are established by repetition,
and (c) languages must be taught through repetition of some sort.
5. An assumption that is not always accepted, and about which there is currently much discussion,
revolves around the usefulness of bilingual comparison: each language is uniquely structured, as we
have said. It is therefore beneficial to compare the learner’s language with the target language in order
to isolate those features of the target language which can be predicted, with a-fair degree of accuracy,
to cause trouble for the learner.
Let us move on to our second definition - of method. Method is an overall plan for the orderly
presentation of language material, no part of which contradicts, and all of which is based upon, the
selected approach. An approach is axiomatic, a method is procedural. Within one approach, there can be
11

many methods. Several factors influence the orderly presentation of language to students. The order will
be influenced by the nature of the student’s language as compared to English. Teaching English to
speakers of Chinese differ methodologically. The age of the student, his cultural background, and his
previous experience with English modify the method employed. The experience of the teacher and his
level of English mastery are significant. The goal of a course must be considered whether it is aimed at
reading, fluency in speech, inculcating translation skill_all these shape methodology. The place of English
in the curriculum and the time available during a given course are not unimportant.
As can be seen from the above, textbooks ought to be written within methodological limitations. It
may be of value to compare briefly two methods which share an approach. The approach, again, is the
aural-oral. The methods are frequently called mim-mem (mimic-memorize), and pattern practice. Both
share the factor of goal - they aim at automatic oral production coupled with skill in understanding the
stream of speech. They each function best under intensive course conditions. Each is primarily for adults,
and neither perse assumes previous language learning experience. The order of presentation differs.
The mim-mem method begins with a situation - greetings perhaps, or food and meals, or getting a
room at a hotel. The student must mimic a native speaker, real or recorded, and remember a rather large
number of useful sentences within the situation. From the memorized sentences are drawn certain
structures, phonological and grammatical, for particular emphasis and drill. The choice of these structures
ideally depends on the result of a bilingual analysis and description. There is nothing in the mim-mem
method which contradicts the assumptions which make up the aural-oral approach.
On the other hand, the practice pattern method ideally uses bilingual comparison at the very
beginning, and starts with grammatical and phonological structures chosen with the results of a bilingual
comparison in mind. These structures are drilled and built up into a situation through the addition of
lexical items. Again, there is nothing here which contradicts the aural-oral approach. Both methods have
been used with success. Both lie within the same approach, yet each has distinctive features.
The last term which will be discussed is technique. A technique is implementational - that which
actually takes place in a classroom. It is a particular trick, stratagem, or contrivance used to accomplish an
immediate objective. Techniques must be consistent with a method, and therefore in harmony with
an approach as well.
Techniques depend on the teacher, his individual artistry, and on the composition of the class.
Particular problems can be tackled equally successfully by the use of different techniques. For example,
in teaching the difference between the pronunciation of English /l/ and /r/ to some Oriental students,
teachers sometimes get results by requiring only imitation. If imitation fails, another technique requires
the use of a pencil in the mouth to prevent the student’s tongue from touching the alveolar ridge, hence
inhibiting the pronunciation o /l/. Another teacher or the same teacher at another time might depend upon
a drawing or chart of the human vocal apparatus.
When visitors view a class, they see mostly techniques. Teachers often feel uneasy in the presence of
visitors, fearing a misinterpretation of their classes. This, in my view, arises largely out of a confusion of
techniques with method. The effectiveness of a particular technique must be taken in relation to a method.
A particular technique might at one time in the progress of a course be used quite wrongly because it is
out of order required by the method. Later on it might be quite correct.
Laboratory tape-recorders and phonographs are techniques. The recently-popular teaching machines
are techniques. The closed-circuit television of the English Language Institute at the University of
12

Michigan is a technique. And even the airplane which slowly circles over the American Midwest
transmitting educational TV signals is, under this classification, a four-engined technique.
Machines have enjoyed great favour recently. Great claims have been made for their effectiveness in
language teaching. In truth, they have great value. But their value depends on method and approach. The
operative factor in the use of language laboratories is not the number of booths or the modernity of the
electronic equipment, but what kind of approach is adopted, and what method the equipment carries out.
A teaching machine, however complex, is a technique, the principles of step-increment learning factors of
approach, the actual programme employed describes method.
It is to be hoped that the use of the three terms technique, method and approach, redefined and
employed in the telescoping notions outlined above, will serve to lessen a little the terminological
confusion in the language-teaching field. The author will welcome comments and criticisms relating to
their use.
Language-Centered, Learning-Centered, and Learner-Centered Methods

TEFL methodology is highly developed and the most up-to-date training courses turn out teachers who
use a communicative approach and a student-centred style of teaching. In these key respects, TEFL
courses are different from the way English is taught in most mainstream compulsory education. As a
basic knowledge, however, anyone who wants to learn methods of teaching English needs to familiarize
themselves with ELT basic methods. Kumaravadivelu (2006) grouped the methods into three groups, that
is, language-centered, learning-centered, and learner-centered methods.
Language-centered methods concentrate on what to teach. The examples of these methods are
Grammar Translation Methods (GTM), Direct Methods (DM), Reading Methods (RM), and Audio-
lingual Methods (ALM), which emerged chronologically. These methods try to facilitate learners to
practice preselected, presequenced linguistic structures through for-focused exercises. This is based on the
assumption that familiarization with form will automatically make the learners acquire the foreign
language.
Learning-centered methods focus on how to teach L2. These methods aim at providing learners to
participate in open-ended meaningful interaction through language learning tasks. This is based on the
assumption that familiarization with meaning making will help learners to master L2. The teacher’s task
is to created situations in which learners are exposed to meaningful problem-solving activities. These
methods include Silent Way, Suggestopedia, Total Physical Response, Natural Approach, and
Community Language Learning.
Learner-centered methods concentrate on who is learning L2. These methods provide opportunities for
learners to practice preselected linguistic structures and communicative ideas via function-focused
activities. The methods were developed with the assumptions that preoccupation with forms and functions
helps students acquire L2. The responsibility of the teachers applying the methods is to introduce forms
and functions at the same time and give opportunities for learners to practice them so that they can
internalize the L2 system. An example of the methods is communicative language teaching (CLT).
13

PAKET 2
BERBAGAI METODE DALAM TEFL
Pendahuluan
Pada perkuliahan ini materi difokuskan pada pengenalan terhadap berbagai metode dalam TEFL. Di
antara metode yang dikenalkan adalah The Grammar-Translation Approach, The Reading Approach, The
Audiolingual Method, Community Language Learning, The Silent Way, The Communicative Approach,
Functional-Notional Approach, Total Physical Response, the Natural Approach.
Pada awal kegiatan, mahasiswa diminta untuk bekerja secara individu mencari di buku ataupun
internet tentang satu metode di atas dan membuat ringkasan maksimal1 halaman. Setelah itu, mahasiswa
yang membuat ringkasan tentang metode yang sama berkumpul dalam satu kelompok dan mendiskusikan
tentang metode tersebut. Selanjutnya, kegiatan berikutnya adalah diskusi dengan siswa ada dalam posisi
‘Carousel’ (komidi putar). Setelah semua mahasiswa mengetahui tentang seluruh diskusi, dosen
memperagakan beberapa teknik pembelajaran dan meminta mahasiswa untuk menebak metode apa yang
sedang dipraktekkan.
Untuk membuat mahasiswa terbiasa menggunakan cara berkomunikasi lewat email, maka dosen
meminta mahasiswa untuk mengirimkan hasil ringkasann tentang satu metode tertentu melalui email. Hal
ini penting agar mahasiswa tidak ketinggalan jaman dan gagap teknologi.

Kompetensi Dasar
Mahasiswa memahami berbagai metode dalam TEFL.
Indikator
Menyebutkan berbagai metode dalam TEFL.
- Menyebutkan sejarah munculnya suatu metode.
- Menyebutkan karakteristik utama setiap metode.
- Menyebutkan kelebihan dan kekurangan setiap metode.
Waktu
2 x 50 menit
Materi Pokok:
1. The Grammar-Translation Approach
2. The Reading Approach
3. The Audiolingual Method
4. Community Language Learning
5. The Silent Way
6. The Communicative Approach
7. Functional-Notional Approach
8. Total Physical Response
9. The Natural Approach
14

Kegiatan Awal
- Brainstorming berbagai metode dalam TEFL
Kegiatan Inti
1. Meminta mahasiswa duduk sesuai dengan kelompok metodenya.
2. Meminta mahasiswa untuk mempersiapkan untuk presentasi metodenya.
3. Meminta mahasiswa untuk tukar informasi tentang metode yang telah dipelajarinya dengan melakukan
kegiatan komidi putar (mahasiswa berpindah-pindah kelompok sesuai dengan jumlah metode yang
dibahas sehingga di akahir kegiatan semua mahasiswa memahami seluruh metode TEFL).
Kegiatan Penutup
1. Memperagakan berbagai metode dan meminta mahasiswa untukmenebak metode yang sedang
diperagakan.
-
Lembar Kegiatan
Ringkasan masing-masing metode
The Grammar-Translation Approach
____________________________________________________________________________________
The Reading Approach
The Audiolingual Method
____________________________________________________________________________________
Community Language Learning
____________________________________________________________________________________
15

The Silent Way
____________________________________________________________________________________
The Communicative Approach
Functional-Notional Approach
____________________________________________________________________________________
Total Physical Response
____________________________________________________________________________________
The Natural Approach
____________________________________________________________________________________
Bahan dan Alat

-
Uraian Materi
METHODS IN TEFL
Krashen & Terrel (1983) mention four general orientations among modern second-language methods
and approaches:
1. STRUCTURAL/LINGUISTIC: Based on beliefs about the structure of language and descriptive or
contrastive linguistics. Involves isolation of grammatical and syntactic elements of L2 taught either
deductively or inductively in a predetermined sequence. Often involves much meta-linguistic content
or "learning about the language" in order to learn the language.
2. COGNITIVE: Based on theories of learning applied specifically to second language learning. Focus
is on the learning strategies that are compatible with the learners own style. L2 content is selected
16

according to concepts and techniques that facilitate generalizations about the language, memorization
and "competence" leading to "performance".
3. AFFECTIVE/INTERPERSONAL: Focuses on the psychological and affective pre-dispositions of
the learner that enhance or inhibit learning. Emphasizes interaction among and between teacher and
students and the atmosphere of the learning situation as well as students' motivation for
learning. Based on concepts adapted from counseling and social psychology.
4. FUNCTIONAL/COMMUNICATIVE: Based on theories of language acquisition, often referred to
as the "natural" approach, and on the use of language for communication. Encompasses multiple
aspects of the communicative act, with language structures selected according to their utility in
achieving a communicative purpose. Instruction is concerned with the input students receive,
comprehension of the "message" of language and student involvement at the students' level of
competence.
The Grammar-Translation Approach

This approach was historically used in teaching Greek and Latin. The approach was generalized to
teaching modern languages. Classes are taught in the students' mother tongue, with little active use of the
target language. Vocabulary is taught in the form of isolated word lists. Elaborate explanations of
grammar are always provided. Grammar instruction provides the rules for putting words together;
instruction often focuses on the form and inflection of words. Reading of difficult texts is begun early in
the course of study. Little attention is paid to the content of texts, which are treated as exercises in
grammatical analysis. Often the only drills are exercises in translating disconnected sentences from the
target language into the mother tongue, and vice versa. Little or no attention is given to pronunciation.
The Direct Approach

This approach was developed initially as a reaction to the grammar-translation approach in an attempt
to integrate more use of the target language in instruction. Lessons begin with a dialogue using a modern
conversational style in the target language. Material is first presented orally with actions or pictures. The
mother tongue is NEVER, NEVER used. There is no translation. The preferred type of exercise is a series
of questions in the target language based on the dialogue or an anecdotal narrative. Questions are
answered in the target language. Grammar is taught inductively--rules are generalized from the practice
and experience with the target language. Verbs are used first and systematically conjugated only much
later after some oral mastery of the target language. Advanced students read literature for comprehension
and pleasure. Literary texts are not analyzed grammatically. The culture associated with the target
language is also taught inductively. Culture is considered an important aspect of learning the language.
The Reading Approach

This approach is selected for practical and academic reasons. For specific uses of the language in
graduate or scientific studies. The approach is for people who do not travel abroad for whom reading is
the one usable skill in a foreign language. The priority in studying the target language is first, reading
ability and second, current and/or historical knowledge of the country where the target language is
spoken.Only the grammar necessary for reading comprehension and fluency is taught. Minimal attention
is paid to pronunciation or gaining conversational skills in the target language. From the beginning, a
17

great amount of reading is done in L2, both in and out of class. The vocabulary of the early reading
passages and texts is strictly controlled for difficulty. Vocabulary is expanded as quickly as possible,
since the acquisition of vocabulary is considered more important that grammatical skill.Translation
reappears in this approach as a respectable classroom procedure related to comprehension of the written
text.
The Audiolingual Method

This method is based on the principles of behavior psychology. It adapted many of the principles and
procedures of the Direct Method, in part as a reaction to the lack of speaking skills of the Reading
Approach. New material is presented in the form of a dialogue. Based on the principle that language
learning is habit formation, the method fosters dependence on mimicry, memorization of set phrases and
over-learning. Structures are sequenced and taught one at a time. Structural patterns are taught using
repetitive drills. Little or no grammatical explanations are provided; grammar is taught inductively. Skills
are sequenced: Listening, speaking, reading and writing are developed in order.Vocabulary is strictly
limited and learned in context. Teaching points are determined by contrastive analysis between L1 and
L2. There is abundant use of language laboratories, tapes and visual aids. There is an extended pre-
reading period at the beginning of the course. Great importance is given to precise native-like
pronunciation. Use of the mother tongue by the teacher is permitted, but discouraged among and by the
students. Successful responses are reinforced; great care is taken to prevent learner errors. There is a
tendency to focus on manipulation of the target language and to disregard content and meaning.
Hints for Using Audio-lingual Drills in L2 Teaching

1. The teacher must be careful to insure that all of the utterances which students will make are actually
within the practiced pattern. For example, the use of the AUX verb have should not suddenly switch to
have as a main verb.
2. Drills should be conducted as rapidly as possibly so as to insure automaticity and to establish a system.
3. Ignore all but gross errors of pronunciation when drilling for grammar practice.
4. Use of shortcuts to keep the pace o drills at a maximum. Use hand motions, signal cards, notes, etc. to
cue response. You are a choir director.
5. Use normal English stress, intonation, and juncture patterns conscientiously.
6. Drill material should always be meaningful. If the content words are not known, teach their meanings.
7. Intersperse short periods of drill (about 10 minutes) with very brief alternative activities to avoid
fatigue and boredom.
8. Introduce the drill in this way:
a. Focus (by writing on the board, for example)
b. Exemplify (by speaking model sentences)
c. Explain (if a simple grammatical explanation is needed)
d. Drill
9. Don’t stand in one place; move about the room standing next to as many different students as possible
to spot check their production. Thus you will know who to give more practice to during individual
drilling.
10. Use the "backward buildup" technique for long and/or difficult patterns.
18

--tomorrow
--in the cafeteria tomorrow
--will be eating in the cafeteria tomorrow
--Those boys will be eating in the cafeteria tomorrow.
11. Arrange to present drills in the order of increasing complexity of student response. The question is:
How much internal organization or decision making must the student do in order to make a response in
this drill. Thus: imitation first, single-slot substitution next, then free response last.
Community Language Learning

This methodology created by Charles Curran is not based on the usual methods by which languages
are taught (Currant, 1976). Rather the approach is patterned upon counseling techniques and adapted to
the peculiar anxiety and threat as well as the personal and language problems a person encounters in the
learning of foreign languages. Consequently, the learner is not thought of as a student but as a client. The
native instructors of the language are not considered teachers but, rather are trained in counseling skills
adapted to their roles as language counselors.
The language-counseling relationship begins with the client's linguistic confusion and conflict. The
aim of the language counselor's skill is first to communicate an empathy for the client's threatened
inadequate state and to aid him linguistically. Then slowly the teacher-counselor strives to enable him to
arrive at his own increasingly independent language adequacy. This process is furthered by the language
counselor's ability to establish a warm, understanding, and accepting relationship, thus becoming an
"other-language self" for the client.
The process involves five stages of adaptation:
STAGE 1
The client is completely dependent on the language counselor.
1. First, he expresses only to the counselor and in English what he wishes to say to the group. Each group
member overhears this English exchange but no other members of the group are involved in the
interaction.
2. The counselor then reflects these ideas back to the client in the foreign language in a warm, accepting
tone, in simple language in phrases of five or six words.
3. The client turns to the group and presents his ideas in the foreign language. He has the counselor's aid
if he mispronounces or hesitates on a word or phrase. This is the client's maximum security stage.
STAGE 2
1. Same as above.
2. The client turns and begins to speak the foreign language directly to the group.
3. The counselor aids only as the client hesitates or turns for help. These small independent steps are signs
of positive confidence and hope.
STAGE 3
1. The client speaks directly to the group in the foreign language. This presumes that the group has now
acquired the ability to understand his simple phrases.
19

2. Same as 3 above. This presumes the client's greater confidence, independence, and proportionate
insight into the relationship of phrases, grammar, and ideas. Translation is given only when a group
member desires it.
STAGE 4
1.The client is now speaking freely and complexly in the foreign language. Presumes group's
understanding.
2.The counselor directly intervenes in grammatical error, mispronunciation, or where aid in complex
expression is needed. The client is sufficiently secure to take correction.
STAGE 5
1. Same as stage 4.
2. The counselor intervenes not only to offer correction but to add idioms and more elegant constructions.
3. At this stage the client can become counselor to the group in stages 1, 2, and 3.
The Silent Way

This method created by Caleb Gattegno begins by using a set of colored rods and verbal commands in
order to achieve the following:
- To avoid the use of the vernacular.
- To create simple linguistic situations that remain under the complete control of the teacher.
- To pass on to the learners the responsibility for the utterances of the descriptions of the objects shown or
the actions performed.
- To let the teacher concentrate on what the students say and how they are saying it, drawing their
attention to the differences in pronunciation and the flow of words.
- To generate a serious game-like situation in which the rules are implicitly agreed upon by giving
meaning to the gestures of the teacher and his mime.
- To permit almost from the start a switch from the lone voice of the teacher using the foreign language to
a number of voices using it. This introduces components of pitch, timbre and intensity that will
constantly reduce the impact of one voice and hence reduce imitation and encourage personal
production of one's own brand of the sounds.
- To provide the support of perception and action to the intellectual guess of what the noises mean, thus
bring in the arsenal of the usual criteria of experience already developed and automatic in one's use of
the mother tongue.
To provide a duration of spontaneous speech upon which the teacher and the students can work to obtain
a similarity of melody to the one heard, thus providing melodic integrative schemata from the start.
Materials
The complete set of materials utilized as the language learning progresses include:
- A set of colored wooden rods.
- A set of wall charts containing words of a "functional" vocabulary and some additional ones.
- A pointer for use with the charts in Visual Dictation.
- A color coded phonic chart(s)
20

- Tapes or discs, as required;
- Films
- Drawings and pictures, and a set of accompanying worksheets
- Transparencies, three texts, a Book of Stories, worksheets.
The Communicative Approach

• Communicative competence is the progressive acquisition of the ability to use a language to achieve
one's communicative purpose.
• Communicative competence involves the negotiation of meaning between meaning between two or
more persons sharing the same symbolic system.
• Communicative competence applies to both spoken and written language.
• Communicative competence is context specific based on the situation, the role of the participants and
the appropriate choices of register and style. For example: The variation of language used by persons
in different jobs or professions can be either formal or informal. The use of jargon or slang may or
may not be appropriate.
• Communicative competence represents a shift in focus from the grammatical to the communicative
properties of the language; i.e. the functions of language and the process of discourse.
• Communicative competence requires the mastery of the production and comprehension of
communicative acts or speech acts that are relevant to the needs of the L2 learner.
Characteristics of the Communicative Classroom

• The classroom is devoted primarily to activities that foster acquisition of L2. Learning activities
involving practice and drill are assigned as homework.
• The instructor does not correct speech errors directly.
• Students are allowed to respond in the target language, their native language, or a mixture of the two.
• The focus of all learning and speaking activities is on the interchange of a message that the acquirer
understands and wishes to transmit, i.e. meaningful communication.
• The students receive comprehensible input in a low-anxiety environment and are personally involved
in class activities. Comprehensible input has the following major components:
a. a context
b. gestures and other body language cues
c. a message to be comprehended
d. a knowledge of the meaning of key lexical items in the utterance
Stages of language acquisition in the communicative approach

1. Comprehension or pre-production
a. Total physical response
b. Answer with names--objects, students, pictures
2. Early speech production
a. Yes-no questions
b. Either-or questions
c. Single/two-word answers
21

d. Open-ended questions
e. Open dialogs
f. Interviews
3. Speech emerges
a. Games and recreational activities
b. Content activities
c. Humanistic-affective activities
d. Information-problem-solving activities
Functional-Notional Approach
This method is created by Finocchiaro & Brumfit (1983). This method of language teaching is
categorized along with others under the rubric of a communicative approach. The method stresses a
means of organizing a language syllabus. The emphasis is on breaking down the global concept of
language into units of analysis in terms of communicative situations in which they are used.
Notions are meaning elements that may be expressed through nouns, pronouns, verbs, prepositions,
conjunctions, adjectives or adverbs. The use of particular notions depends on three major factors: a. the
functions b. the elements in the situation, and c. the topic being discussed. A situation may
affect variations of language such as the use of dialects, the formality or informality of the language and
the mode of expression. Situation includes the following elements:
A. The persons taking part in the speech act
B. The place where the conversation occurs
C. The time the speech act is taking place
D. The topic or activity that is being discussed
Exponents are the language utterances or statements that stem from the function, the situation and the
topic. Code is the shared language of a community of speakers. Code-switching is a change or switch in
code during the speech act, which many theorists believe is purposeful behavior to convey bonding,
language prestige or other elements of interpersonal relations between the speakers.
Functional Categories of Language

Mary Finocchiaro (1983, p. 65-66) has placed the functional categories under five headings as noted
below: personal, interpersonal, directive, referential, andimaginative.
Personal = Clarifying or arranging one’s ideas; expressing one’s thoughts or feelings: love, joy,
pleasure, happiness, surprise, likes, satisfaction, dislikes, disappointment, distress, pain, anger, anguish,
fear, anxiety, sorrow, frustration, annoyance at missed opportunities, moral, intellectual and social
concerns; and the everyday feelings of hunger, thirst, fatigue, sleepiness, cold, or warmth
Interpersonal = Enabling us to establish and maintain desirable social and working relationships:
Enabling us to establish and maintain desirable social and working relationships:
• greetings and leave takings
• introducing people to others
• identifying oneself to others
• expressing joy at another’s success
• expressing concern for other people’s welfare
22

• extending and accepting invitations
• refusing invitations politely or making alternative arrangements
• making appointments for meetings
• breaking appointments politely and arranging another mutually convenient time
• apologizing
• excusing oneself and accepting excuses for not meeting commitments
• indicating agreement or disagreement
• interrupting another speaker politely
• changing an embarrassing subject
• receiving visitors and paying visits to others
• offering food or drinks and accepting or declining politely
• sharing wishes, hopes, desires, problems
• making promises and committing oneself to some action
• complimenting someone
• making excuses
• expressing and acknowledging gratitude
Directive = Attempting to influence the actions of others; accepting or refusing direction:
• making suggestions in which the speaker is included
• making requests; making suggestions
• refusing to accept a suggestion or a request but offering an alternative
• persuading someone to change his point of view
• requesting and granting permission
• asking for help and responding to a plea for help
• forbidding someone to do something; issuing a command
• giving and responding to instructions
• warning someone
• discouraging someone from pursuing a course of action
• establishing guidelines and deadlines for the completion of actions
• asking for directions or instructions
Referential = talking or reporting about things, actions, events, or people in the environment in the
past or in the future; talking about language (what is termed the metalinguistic function: = talking or
reporting about things, actions, events, or people in the environment in the past or in the future;
talking about language (what is termed the metalinguistic function:
• identifying items or people in the classroom, the school the home, the community
• asking for a description of someone or something
• defining something or a language item or asking for a definition
• paraphrasing, summarizing, or translating (L1 to L2 or vice versa)
• explaining or asking for explanations of how something works
• comparing or contrasting things
• discussing possibilities, probabilities, or capabilities of doing something
• requesting or reporting facts about events or actions
• evaluating the results of an action or event
23

Imaginative = Discussions involving elements of creativity and artistic expression
• discussing a poem, a story, a piece of music, a play, a painting, a film, a TV program, etc.
• expanding ideas suggested by other or by a piece of literature or reading material
• creating rhymes, poetry, stories or plays
• recombining familiar dialogs or passages creatively
• suggesting original beginnings or endings to dialogs or stories
• solving problems or mysteries
Total Physical Response

James J. Asher (1979) defines the Total Physical Response (TPR) method as one that combines
information and skills through the use of the kinesthetic sensory system. This combination of skills allows
the student to assimilate information and skills at a rapid rate. As a result, this success leads to a high
degree of motivation. The basic tenets are:
Understanding the spoken language before developing the skills of speaking. Imperatives are the main
structures to transfer or communicate information. The student is not forced to speak, but is allowed an
individual readiness period and allowed to spontaneously begin to speak when the student feels
comfortable and confident in understanding and producing the utterances.
Technique
Step I The teacher says the commands as he himself performs the action.
Step 2 The teacher says the command as both the teacher and the students then perform the action.
Step 3 The teacher says the command but only students perform the action
Step 4 The teacher tells one student at a time to do commands
Step 5 The roles of teacher and student are reversed. Students give commands to teacher and to other
students.
Step 6 The teacher and student allow for command expansion or produces new sentences.
The Natural Approach

The Natural Approach and the Communicative Approach share a common theoretical and
philosophical base.The Natural Approach to L2 teaching is based on the following hypotheses:
1. The acquisition-learning distinction hypothesis
Adults can "get" a second language much as they learn their first language, through informal, implicit,
subconscious learning. The conscious, explicit, formal linguistic knowledge of a language is a
different, and often non-essential process.
2. The natural order of acquisition hypothesis
L2 learners acquire forms in a predictable order. This order very closely parallels the acquisition of
grammatical and syntactic structures in the first language.
3. The monitor hypothesis
Fluency in L2 comes from the acquisition process. Learning produces a "monitoring" or editor of
performance. The application of the monitor function requires time, focus on form and knowledge of
the rule.
24

4. The input hypothesis
Language is acquired through comprehensible input. If an L2 learner is at a certain stage in language
acquisition and he/she understands something that includes a structure at the next stage, this helps
him/her to acquire that structure. Thus, the i+1 concept, where i= the stage of acquisition.
5. The affective hypothesis
People with certain personalities and certain motivations perform better in L2 acquisition. Learners
with high self-esteem and high levels of self-confidence acquire L2 faster. Also, certain low-anxiety
pleasant situations are more conducive to L2 acquisition.
6. The filter hypothesis
There exists an affective filter or "mental block" that can prevent input from "getting
in." Pedagogically, the more that is done to lower the filter, the more acquisition can take place. A
low filter is achieved through low-anxiety, relaxation, non-defensiveness.
7. The aptitude hypothesis
There is such a thing as a language learning aptitude. This aptitude can be measured and is highly
correlated with general learning aptitude. However, aptitude relates more to learning while attitude
relates more to acquisition.
8. The first language hypothesis
The L2 learner will naturally substitute competence in L1 for competence in L2. Learners should not
be forced to use the L1 to generate L2 performance. A silent period and insertion of L1 into L2
utterances should be expected and tolerated.
9. The textuality hypothesis
The event-structures of experience are textual in nature and will be easier to produce, understand, and
recall to the extent that discourse or text is motivated and structured episodically. Consequently, L2
teaching materials are more successful when they incorporate principles of good story writing along
with sound linguistic analysis.
10. The expectancy hypothesis
Discourse has a type of "cognitive momentum." The activation of correct expectancies will enhance
the processing of textual structures. Consequently, L2 learners must be guided to develop the sort of
native-speaker "intuitions" that make discourse predictable.
25

PAKET 3
SENI MENGAJAR:
MEMBANGUN HUBUNGAN BAIK DENGAN SISWA
Pendahuluan
Paket ini memfokuskan pembahasan pada cara dan seni mengajar yang antara lain terkait dengan
membangun hubungan baik dengan siswa dan cara memotivasi siswa. Bahasan ini sangat penting karena
betapapun baik metode dan teknik yang dipakai guru dalam mengajar, jika guru tidak memiliki hubungan
yang baik dengan siswa, maka metode dan teknik tersebut tidak akan banyak manfaatnya. Demikian juga
dengan motivasi siswa, tanpa motivasi yang tinggi siswa tidak akan dapat melaksanakan aktifitas
pembelajaran dengan baik.
Kegiatan ini akan melibatkan siswa untuk melakukan aktifitas ‘Think-Pair-Share.’ Sebelum
mahasiswa diberi kesempatan untuk berdiskusi berpasangan, dosen memberi kesempatan kepada mereka
untuk berpikir sejenak. Setelah siswa berdiskusi berpasangan, siswa diminta menyatakan pendapatnya
kepada teman sekelas. Hal ini memberi kesempatan mereka untuk berani menyatakan pendapatnya
dimulai dengan menyampaikan hanya kepada teman terdekat, lalu kepada teman sekelas.
Topik pembahasan ini berisi cara membangun kedekatan dengan siswa sehingga guru mendapatkan
kepercayaan dari siswa. Selain itu, cara meningkatkan motivasi siswa juga dibahas pada bagian akhir.
Dalam pembelajaran bahasa Inggris, motivasi sangat diperlukan mengingat di beberaapa tempat bahasa
Inggris dipandang sebagai pelajaran yang sulit dan membosankan. Denagn teknik mengajar yang baik dan
cara peningkatan motivasi yang benar, siswa diharapkan dapat menikmati proses belajar bahasa Inggris
yang menyenangkan.

Kompetensi Dasar
Mahasiswa mampu memahami cara membangun hungan baik antara guru-siswa dan cara memotivasi
pembelajar.
Indikator
- Menyebutkan berbagai teknik membangun good rapport dengan siswa.
- Menyebutkan berbagai cara meningkatkan motivasi siswa.
Waktu
2 x 50 menit
Materi Pokok:
- Teknik membangun good rapport dengan siswa.
- Cara meningkatkan motivasi siswa.
26

Kegiatan Awal
- Menceritakan seorang guru idola dan mengidentifikasi perilakunya yang memotivasi siswa.
Kegiatan Inti
- Meminta siswa menceritakan guru idolanya pada teman (pairwork).
- Meminta siswa mencocokkan langkah dalam memotivasi dan cara rianciannya yang ada dalam potongan
kartu (cuts up)
- Menjelaskan perlunya good rapport.
- Meminta siswa berdiskusi dalam kelompok tentang hubungannya dengan guru.
- Menjelaskan teknik membangun good rapport
Kegiatan Penutup
- Memberi pekerjaan rumah
-
Lembar Kegiatan
-
Bahan dan Alat
- Cuts-up paper
Uraian Materi
THE ART OF TEACHING
Teaching should not be viewed as pouring down information to students and not getting them
emotionally involved in the process. Teachers should not look at themselves as experts who feel they can
come down from the mountain of knowledge at anytime and anyway they want, and expect students to
receive happily whatever they bring.
Instead, teaching should be seen as an art that needs love and passion to the profession. Great teachers
can make a difference in the students’ life. Powerful teachers help students empower themselves to their
own path to success. They recognize that it is the students’ journey, and they are there to help guide the
way. Through a love of teaching, and a passion for exploration, they do not impose their authority, or
credentials, or ego. They gently, patiently guide the students’ interactions with a brave new world,
whether it is the world of listening, reading, speaking, or writing of a new language.
The most important thing is that teaching skills can be learned; there is nothing natural about teaching.
A good teacher may look natural, but that's the product of endless practice. The classroom is a form of
theater, and the teachers must play various roles. The teachers may rehearse themselves before, during
and after teaching. It’s a good practice for teachers to have a reflection of what they have just taught. This
will help them improve their future teaching.
In order to become great, effective teachers, we need to establish a persona in the classroom, to
fostering relationships with students, and to balancing teaching load with academic writing and research.
One way of doing this is by building rapport and motivating learners.
27

Building Rapport
Building rapport is very important in teaching-learning processes. Building rapport is essential to build
trust and create secure feeling among students during the lesson. If the students feel secure, they can
concentrate in the learning and not in thinking about how to get away from it.
Think back when you were a student

What kinds of things made you feel embarrassed, de-motivated or afraid? Why do
teachers sometimes feel the need to behave in this way?
Which teachers gave you confidence in yourself? What did they do that helped you
feel relaxed and interested in what you were learning?
What do you think your learners expect of you as teachers?
What do you think the ideal relationship between teacher and learners should be
like?
What do you do to make your classroom learning environment pleasant?
Adapted from LAPIS-ELTIS (2008a)
You might recall when you were students, your teacher did not care about you and you were de-
motivated. Your teacher did not seem to know your friends’ names, appeared inflexible and took little
interest in what you and your friends said. You might also remember one of your teachers carried a stick
and beat the desk every time there was an error and asked students who made an error to stand up or
stand in the corner. He/she also made comments to the others about a student.
These kinds of teachers are unlikely to have a good relationship with students. One possible reason for
behaving in a threatening way is that many teachers believe it can help maintain discipline. To some
extent this might be true, but it comes at the cost of the relationships with the students. Also, most
research shows that teachers maintain discipline through good classroom management skills and
selecting appropriate materials and activities, rather than with threats and put downs.
Therefore, it is important to establish and maintain rapport while applying good classroom
management skills through various methods and techniques.
Techniques for Good Rapport Establishment

LAPIS-ELTIS (2008a) suggests ways to build rapport successfully. Among the ways are as follows.
• Smile at your students. Greet them when you enter the class to start a lesson. If you look happy and
pleased to be in the classroom, you pass on this feeling to your students.
28

• Find out student’s interests. You can do this by chatting to students outside the classroom, e.g. when
you meet a student, greet and engage in quick conversation about a student’s interests. Do not talk
about class, behavior, schoolwork, etc. Try to get the student when peers do not surround him.
• Learn students’ names. This is very important. It can help you maintain discipline and make students
feel you have made the effort to get to know them. If you don’t seem to know who they are, this can
make them feel you undervalue them as individuals.
• Use active learning techniques. Use relevant, interesting topics and assignments that fit the interests
of your class learning styles of the students. These techniques tend to minimize the classroom
management problems that often bother teachers who rely too heavily on lecturing the learners. If
students are interested and feel that you have made the effort to find topics that interest them-they are
less likely to be bored and misbehave.
• Connect on a personal level. Whether the problem of students are aggressive or introverted, make a
point of getting to know them. It’s unlikely that students will continue to give you a hard time or
remain distant if you’ve taken an interest in them. Personally greet students each day.
• Use more positives. “You catch more flies with honey than vinegar.” Establish a positive classroom
environment by increasing the amount of positive statements you make in class. Use positive
reinforcement through incentives and rewards appropriate to the developmental level of students
including stickers, tokens, displaying work or publishing work in a school magazine, noted from the
teacher commenting on good work, a message sent to parents commending the student. Social rewards
are often the most effective-smiles, nods and verbal praise.
• Signal nonverbally. Make eye contact with students or move closer to them when they hold private
conversations, start to fall asleep, or hide from participation. Regularly scan the class and press your
fingers together (modestly) to signal wordy student to finish what they are saying. Raise your hand to
get students’ attention. Teach students the behavioral expectations of your signals and practice using
them until they become routine.
• Listen attentively. Give students your full attention when they are talking to you. Give them eye
contact and positive body language. If students talk too long or argue with you, interrupt with a
summary of their views and then ask others to speak. Or you can acknowledge the value of their
viewpoints or invite them to discuss their views with you at a later time.
• Change the method of participation. Sometimes you can control the damage done by difficult
students by inserting new formats such as using pairs or small groups rather than full-class activities.
Another way of changing participation is by using craft sticks. Put students’ names on each stick and
draw out names randomly. Give the whole class the questions and give think time or partner discussion
first before drawing a stick to call on a student. This increases their success rate.
29

• Use good-natured humor. One way to deflect difficult behavior is to use humor with students. Be
careful, however, not to be sarcastic or insulting. Gently protest the behavior (e.g. “Enough, enough
for one day!”). Humorously, put yourself down instead of the students (e.g. “ What did I do to deserve
this! ”).
• Visibility radar. Move around the room during group activities, keeping students on task and
providing help as needed. Keep your eyes on everyone!
• Discuss negative behaviors in private. You must call a stop to behaviors you find harmful to learning.
Firmly request, in private, a change in behavior of those students who are disruptive. Let the students
know you care about him/her, and to prove it, increase the positive attention you give the student. If
the entire class is involved, stop the lesson and explain clearly what you need from students to conduct
the class effectively. Increase positive feedback to the class.
Motivating Learners
Motivation is very important for students’ learning. Without motivation, students hardly enjoy their
study. With motivation, students can easily find ways to train themselves and improve their skills.
Showing enthusiasm, taking the students’ learning seriously, creating a pleasant and supportive
atmosphere in the classroom, developing a good relationship with your learners, stress the benefits that
knowledge of english can bring, making the curriculum and teaching materials relevant, using goal-
setting methods in your classroom, adapting to diffirent situations, and acting like a teacher are among the
ways suggested by LAPIS-ELTIS (2008e) that teachers can apply to motivate students.
Showing Enthusiasm
Show your enthusiasm by your actions and manner that you find English is interesting. You can
show it by telling them some success stories about people who become more successful because of their
mastery in English. You can also use your voice and body language to appear enthusiastic. Your cheerful
facial expressions and energetic movement may make them become more enthusiastic. Besides, you need
to show learners that English continues to enrich your own life. You may want to show them that you
subscribe online English magazines. You can also share them the web address and let them read the
appropriate levels of English there.
Taking the Students’ Learning Seriously

You can expect students to learn seriously if you also take their learning seriously. On the other way
round, if you do not pay attention to their learning, you cannot expect them to do it seriously. That is why
you need to show learners that you care about their progress. Praise them when they make a progress,
“Great. Now you can make a good sentence.” Even when they make a mistake, you still need to find their
strengths while showing them their error, “I know that you have tried hard. But, you cannot do it this way.
You’d better try this. Do you want to try it now?” You should also have high expectations of what your
learners can achieve. You have to be sure that they can do certain tasks, don’t undermine them. Show that
you monitor their progress and pay attention to it.
30

Creating a Pleasant and Supportive Atmosphere in the Classroom
You can create good atmosphere for learning by encouraging risk-taking and lack of fear situations in
the classroom. Encourage your students to ask questions and to be active in initiating communication.
Encourage humor and use it yourself. You can make fun of yourself, but not your students. You may not
say, “Hi Gendut, come here,” just to make your students laugh at a particular student. Encourage learners
to personalize the classroom with pictures. You may want to assign students to make collage about his
family and tell it to their friends.
Developing a Good Relationship with Your Learners

You can do this by remembering learners’ names, showing learners that you care about them as people
and listening to them. To help you remember their name, you ask them to bring a name tag big enough for
you to see. With this name tag, you can call them by name and they will feel closer to you.
Stressing the Benefits that Knowledge of English can Bring

Regularly remind learners that English is useful for their future careers. You can tell them through
stories or experience of different people. Show learners the role that English plays in the world. It is a
global and international language. If they master English, they can go around the world without having
trouble communicating with people. Encourage learners to use English with foreigners if they have the
chance. It is also a good idea if you can invite foreigners to your classroom.
Making the Curriculum and Teaching Materials Relevant

Relate the course materials to everyday experiences of your learners. You need to personalize your
teaching to make it easier for students to understand and to learn. Encourage learners to choose and help
design course materials. In the first meeting, you can ask your students about their interests and,
whenever possible, incorporate them in the learning process. Using authentic materials from local sources
will also be good. If you cannot get the hard paper, you can also browse the online authentic materials.
Making Lessons Memorable, Stimulating and Enjoyable

First of all, make tasks challenging enough for your students. Present a lesson which is one level
above the students’ level. Do not engage them in a lesson with 2 levels above the students ability because
it will make them frustrated. You also need to make your materials attractive by adapting them to the
learners interests. Finally, you also need to select tasks that have clear, visible and memorable finished
products.
Using Goal-Setting Methods in Your Classroom

Encourage learners to set their own short-term and long-term goals. This will help them focus on their
learning. You also need to emphasize goal completion deadlines. Remind them when they appear to lag
behind. Monitoring and rewarding the achievement of goals will also increase their motivation. The
reward is not always in the form of presents; it can be in the form of praise, “I like that. You finish it on
time.”
31

Being Adaptable
Be prepared to change your lesson plan to respond to learners’ needs. Some times, your students can
proceed to the next chapter very quickly. But, when your students seem to find difficulties on a particular
topic and you need to extend the time, feel free to do that. You can use the extra time when lesson goes
quickly. You also need to be prepared to change your lesson plan to respond to events. When there is a
big sport event in your town and most students are interested in talking about it, you might need to use the
topic to discuss. You should also be prepared to change your plan to respond to other interesting things.
Acting Like a Teacher

Dress professionally. When teaching, you need to pay attention to the manner of dress. You also need
to be punctual because you are the role model for your students. If you are late, you cannot expect your
students to come on time. You should also be fair at all times, and don’t favor particular learners. Keep a
suitable ‘distance’ from learners. Don’t be too far that makes your students afraid of you and think that
you are ‘unapproachable.’ But, don’t be too close, either, that makes them feel spoiled and undisciplined.
By building good rapport with your students and maintaining their high motivation, you have put
fundamentals for their fruitful learning. Further learning might be nurtured more easily if these essentials
have been put in place.
32

PAKET 4
MEMAHAMI PERAN GURU DAN SISWA
Pendahuluan
Paket ini membantu mahasiswa untuk memahami peran guru dan siswa dalam kegiatan pembelajaran
di kelas. Dengan memahami peran guru dan siswa secara menyeluruh, mahasiswa nantinya dapat
mempersiapkan diri dengan lebih baik agar menjadi pengajar bahasa Inggris yang berkualitas.
Pada awal kegiatan guru meminta siswa untuk membuat mind map tentang peran guru dan siswa di
dalam kelompok, lalu membahasnya dengan seluruh teman sekelas. Kemudian guru menjelaskan lebih
rinci tentang peran-peran tersebut. Setelah itu, guru meminta mahasiswa menjodohkan peran guru dan
aktifitas yang cocok dengan menggunakan cuts-up paper. Setelah itu, guru menunjukkan power point
tentang peran siswa dan bagaimana cara guru membantu siswa agar dapat memaksimalkan perannya
dalam kelas.

Kompetensi Dasar
Mahasiswa memahami peran guru dan siswa dalam proses pembelajaran di kelas.
Indikator
- Menyebutkan peran guru.
- Menyebutkan peran siswa.
- Menjelaskan cara memaksimalkan peran siswa di kelas.
Waktu
2 X 50 menit
Materi Pokok:
- Peran guru.
- Peran siswa.
- Memaksimalkan peran siswa di kelas.
Kegiatan Awal
- Apersepsi tentang peran mereka sebagai siswa.
Kegiatan Inti
- Meminta siswa untuk mendiskusikan dalam kelompok tentang peran guru dan membuat mind map
tentang hal tersebut.
- Menjelaskan peran guru.
- Menjelaskan peran siswa.
- Menjelaskan cara memaksimalkan peran siswa di kelas.
33

Kegiatan Penutup
- Meminta mahasiswa menuliskan cara mereka memaksimalkan peran mereka sendiri sebagai pembelajar.
-
Lembar Kegiatan
-
Bahan dan Alat
- Power point
Uraian Materi
UNDERSTANDING TEACHERS’
AND LEARNERS’ ROLES
Understanding teachers’ and learners’ roles will help teachers create more effective learning
environment. Traditional view of teaching might see teachers mainly as source of information, so their
roles are mostly as informer. In this constantly changing world, there are different ways of teaching and
teachers may play different roles. The development of technology enables teachers to facilitate learning
through internet. Teacher can also teach without meeting students. They can have conferences through the
internet.
Teachers’ Roles
To promote joyful learning, teachers should play their different roles in the proper time. The roles that
the teachers might perform are as planner, diagnostician, informer, resource, parent/friend, manager,
involver, and also monitor. Watkins (2005) and Spratt, et.al (2005) mention teachers’ roles as a planner, a
manager, an informer, a monitor, a diagnostician, an assessor, an involver, a parent/friend, a facilitator
and a resource person.
Planner prepares and thinks through the lesson in detail before teaching it so that it has
variety and there are appropriate activities for the different learners in class.
Diagnostician recognizes the cause of learners’ difficulties.
Informer gives the learners detailed information about the language or about an activity.
Resource provides the learners with help and advice.
Parent/Friend comforts learners when they are upset or unhappy.
Manager organizes the learning spaces, makes sure everything in the classroom is running
smoothly and sets up rules and routines for behaviour.
Involver makes sure all the learners are taking part in the activities
Monitor goes around the classroom during individual, pair, and group work activities,
checking learning.
34

Discuss with your friends.
 Which roles do you think are most important in the classroom? Why?
 Which role is the most difficult? Why?
 Which role do you take on most often? Why?
 Which role would do you think you should take on more often? Why?
 How does thinking about our various roles in the class help us when teaching?
Now, look at the following situations. Decide what role the teacher is performing in each situation:
1. Mr. Wahid gives his learners five different sentences using the word suggest and asks his
learners to work out rules for using this verb.
2. Ms. Tsania gives a short informal vocabulary test at the end of week and makes a note of
everyone’s scores in her record book.
3. Mr. Razak realizes one of his students can’t do the activity he has set because her eyesight
is bad and she can’t see the board.
4. Mr. Huda goes around the class and checks all learners are on task. He also helps one or
two learners who are having difficulty.
5. Ms. Shofie shows her learners when to use the past continuous.
6. Mrs. Arina organizes her students into groups to discuss answers to the homework. She
makes sure disruptive learners are separated from each other.
7. Before the lesson, Mr. Ghazali thinks about the best way to help his students learn
vocabulary and phrases related to making arrangements.
Adapted from: LAPIS-ELTIS (2008b)

From the discussion with your friends, you might understand that the roles of the teachers in the
above boxes are: 1. Facilitator/Guide, 2. Assessor, 3. Diagnostician, 4. Monitor, 5. Informer, 6. Manager,
and 7. Planner
35

Learners’ Roles
In line with the different roles teachers need to perform, students also have different roles during their
learning sessions. The roles of the students are as participants, discoverers, questioners, and recorders of
information (Watkins, 2005:18).
Participant
By participating fully in the lesson, students gain practice. They can ‘test out’ how they think the
language works in a non-threatening environment and may benefit from feedback from the teacher on
their efforts. Practice in using language and exposure to it seem to be important elements in the learning
process. However, teachers should be aware that some learners may feel uncomfortable about joining in
certain situations, and some people may prefer to remain relatively quiet and observe others. Many people
may learn very effectively in this way, and so learners need the opportunity to participate, but not
necessarily be forced to.
Discoverer
The students can perform this role by taking the opportunities to work out patterns and rules for
themselves, learners can benefit in the way described in that section. The teacher’s role in this case is
mostly as the guide for the students to find the rules from a set of examples or a context provided by the
teacher.
Questioner
By asking questions, learners can take responsibility for their own learning to some extent. They can
set the agenda of what gets taught, rather than simply being the passive recipient of the teacher presents.
They can also tap into and benefit from the teacher’s expertise.
Recorder of Information
Students also need to write down important information so that they can refer back to the information
when needed. Learners need to record new words and phrases, new bits of grammar and so on, to help
them remember what they learn. They can also make these records outside the classroom when they study
independently. Teachers may facilitate the students to perform their roles better.
Helping students to be good participants:

 Set up situations where students are encouraged to give opinions/ suggest answers either to the whole
class or in groups.
 Show you value contributions by using praise and commenting positively on the responses.
 Respect learners who chose to remain quiet and think about how you might be able to encourage them
to participate another time.
36

Helping students to be good discoverers:
 Allow learner to work out rules for themselves.
 Resist the temptation to just tell them the answers-even though it can seem that this will save you
time.
Helping students to be good questioners:
 Teach questions that encourage learners to ask for help and clarification e.g. How do you spell, Could
you please say that again?
 The teacher can train students to acquire questioning skills by, for example, showing a picture and let
students ask questions from simple ‘what’ questions to complicated ‘how’ questions.
 Create an atmosphere where you promote a spirit of exploration and enquiry.
Helping students to be good recorders of information:

 Teach learners how to keep notes and record information in an organized way.
 Ask learners to refer back to notes during class.
 Encourage learners to read over and/or rewrite notes on what they have learnt in the lesson.
37

PAKET 5
PERBEDAAN GAYA BELAJAR SISWA
Pendahuluan
Paket ini memfokuskan pembahasan pada gaya belajar siswa yang berbeda-beda. Dengan menyadari
perbedaan gaya belajar siswa, guru diharapkan mampu memahami siswa dengan lebih baik dan
merancang kegiatan yang lebih sesuai dan bervariasi sesuai dengan perbedaan gaya belajar masing-
masing siswa.
Kegiatan belajar mengajar pada paket ini akan meliputi penjelasan tentang berbagai macam
learning style siswa dan cara mengakomodasi perbedaan learning style siswa dalam kegiatan
pembelajaran. Agar mahasiswa tidak bosan, dosen meminta mereka untuk memasangkan potongan kartu
tentang aktifitas pembelajaran dengan learning style yang telah disiapkan. Setelah itu dosen menjelaskan
cara mengakomodasi perbedaan learning style siswa melalui berbagai aktifitas pembelajaran yang cocok
dan bervariasi.
Dalam kegiatan pembelajaran ini, dosen tidak hanya mencontohkan berbagai kegiatan yang
menarik melalui penjelasan, tetapi dosen juga mengajak mahasiswa untuk mempraktekkan secara
langsung kegiatan tersebut.

Kompetensi Dasar
Mahasiswa memahami perbedaan gaya belajar (learning style) siswa.
Indikator
- Menyebutkan berbagai macam learning style siswa.
- Menyebutkan cara mengakomodasi perbedaan learning style siswa.
- Menyebutkan aktifitas pembelajaran yang cocok dengan learning style siswa.
Waktu
2 X 50 menit
Materi Pokok:
- Berbagai macam learning style siswa.
- Mengakomodasi perbedaan learning style siswa.
- Aktifitas pembelajaran yang cocok dengan learning style siswa.
Kegiatan Awal
- Mengajak mahasiswa melakukan ‘Memorization Game’
Kegiatan Inti
- Menjelaskan berbagai macam learning style siswa.
38

- Meminta siswa memasangkan potongan kartu tentang aktifitas pembelajaran dan learning style.
- Menjelaskan aktifitas pembelajaran yang cocok dengan learning style siswa.
Kegiatan Penutup
- Memberikan kuiz
-
Lembar Kegiatan
-
Bahan dan Alat
Power point, cuts-up paper.
Uraian Materi
ACCOMMODATING STUDENTS’
LEARNING STYLES
To understand learners’ differences, try to apply ‘Memorization Game’ as follows:

• Ask your students to work in groups. Give your students an envelope containing different objects.
Your students have two minutes to memorize the objects.
• After two minutes, return the objects to the envelope.
• Ask your students to make a list of as many objects as they can remember.
• Ask them to work in groups to compare their lists and collaborate to make a group list
Now, have a reflection of what they have done.

a) How many of the objects were your students able to remember?
b) When memorizing the objects, which senses did they use? Did they say the names
of the objects aloud? Did they touch them? Did they merely sit and look? Did
they work as a team?
You might notify that some of your students prefer to see the objects and read letters in the objects.
Some of them prefer to touch the objects, some of them might want to smell the things, some of them ask
questions to others. These show that your students have different learning styles.
Learning styles
Different people like to learn in different ways. You can try this by giving the same list of new
vocabulary to two learners. Observe how they will learn the vocabulary. Munir may memorize the words
by repeating them aloud, while Rizka may prefer to read them silently or write them out. When learning
to use a new piece of machinery, one person may prefer to follow written instructions in a manual, while
another might like to have a hands-on demonstration.
39

The following is different learning styles mentioned by Pratt et.al (2005) that you might observe
among your students:
Visual learner: the learner learns best through seeing

Auditory learner: the learner learns best through hearing
Individual learner: the learner learns best through working alone.
Group learner: the learner learns best through working with others.
Impulsive learner: the learner learns best when able to respond immediately.
Reflective learner: the learner learns best when given time to consider choices
Kinesthetic learner: the learner learns best through using the body.
Implications of Learning Styles for Teachers

What are the implications of learning styles for teachers? Many teachers believe that variety of
activities and task types are the key to harnessing these different learning preferences. Look at the
following table showing certain kinds of activities that are most suitable for students with certain kinds of
learning styles.
Activity Learning style
Singing a song. auditory
Looking at a diagram/time-line on the whiteboard visual
Doing a board race. kinesthetic
Reading grammatical explanations in a book. Reflective, individual
Doing a role play. impulsive
Discovering grammatical rules by working in a team. group
Listening to a lecture. auditory
Understanding that learners are individuals with different styles of learning is only the first step. More
important, from a practical and professional point of view, is what to do about it. To better accommodate
and exploit the different preferred learning styles among students, teacher should:
1. Use a variety of activities

When planning lessons, consider many different activity types. Plan activities that suit the
variety of learning styles:
 Activities in which students move around.
 Activities in which students work alone.
 Activities that involve group work.
 Activities that involve listening and speaking.
 Activities that involve reading and drawing/writing.
 Activities that involve reflective study.
If you vary the types of activity, you will not only accommodate different learning preferences,
you will also avoid teaching boring lessons.
40

2. Use a variety of materials
When selecting or designing materials, think of the learners, their different styles and the senses
they prefer to use. Different materials may appeal to different senses:
 Visual (pictures, charts, written texts, power point, …)
 Auditory (tapes and CDs, songs, spoken texts…)
 Kinesthetic (matching tasks and cut-ups, running dictation, board slap …)
 Individual (individual exercises)
 Group learner (discussion and group work)
Many textbooks include a variety of materials. However, traditional teaching materials tend to
appeal, especially, to visual learners. Teachers should try to produce or adapt as many materials as
possible for those students who prefer to process information in auditory or kinesthetic style.
3. Use a variety of interaction patterns

Within a single lesson the teacher and students may interact with each other in many different
ways. There are some examples below:
 T --- Ss : Teacher communicates with students
 Ss --- T : Students communicate with the teacher
 S --- S : A student communicates with another student (might be in pairs)
 S --- Ss : A student communicates with other students
4. Use personalization
Personalization means making the learning points meaningful to the learners, especially how
they relate to their daily lives. When using materials for personalization should consider the age,
lifestyle, location, needs and interests of the learners. For instance, if your learners are interested in
music, you can choose reading texts about music, you can play music in class as a stimulus to
discussion, and you can also use music as a basis for a writing project.
Similarly, activities you choose should mirror the kind of activities they do in the real world.
For example, formal debates are not something that people do in their daily lives; however, decision-
making activities are. Ranking activities and sequencing activities are perhaps more appropriate to
learners than debates.
Personalization can also be applied when using materials. One factor that may influence
motivation in the classroom is the intrinsic interest generated by the material. This may be achieved by
personalization, adapting the content of the materials to make them more meaningful to the learner.
 The materials relate to the world that the students know
 The tasks give students an opportunity to talk about themselves and their daily lives.
 The learning points are useful in the students’ life.
When you teach students about ‘breakfast’ using a material about western people’s breakfast, for
example, you can later on ask students to tell friends or write about their own breakfast. Similarly,
when you teach about recreation places and the book you use describes ‘The Caribbean Islands,’ you
may ask your students to write about recreation places in their towns. These are among the ways that
you can personalize the materials to make them more familiar to your students.
41

5. Use a variety of teaching aids
 The blackboard/whiteboard is a very useful teaching tool. Don’t forget it. Visual learners really
appreciate it.
 Auditory learners often appreciate TV, movie, CD and audio device.
 You can even use your own body or your students’ body to help make your teaching more
interesting and clarify different items.
42

PAKET 6
PENGATURAN POSISI DUDUK SISWA
Pendahuluan
Paket ini membahas tentang classroom seating arrangement. Pada umumnya siswa duduk berderet
dalam kelas, namun posisi seperti ini tidak selalu bagus untuk semua kegiatan kelas. Mahasiswa perlu
ikenalkan dengan berbagai posisi duduk siswa dalam kelas agar dapat melaksanakan berbagai kegiatan
yang menarik dan efektif dalam kelas.
Kegiatan perkuliahan akan dilaksanakan dengan cara dosen mendemonstrasikan berbagai aktifitas
yang dapat dilaksanakan dengan model traditional row, U-shape, pairwork, groupwork. Setelah itu, dosen
meminta mahasiswa untuk menganalisis kelebihan dan kekurangan suatu model seating arrangement.
Agar kegiatan ini berjalan lancar, dosen perlu menyiapkan power point dan seluruh peralatan yang
diperukan untuk mendemonstrasikan kegiatan yang dilaksanakan dalam berbagai model seating
arrangement.

Kompetensi Dasar
Mahasiswa memahami cara mangatur kelas melalui pengaturan posisi duduk siswa untuk berbagai
kegiatan.
Indikator
- Menjelaskan perlunya membuat variasi tempat duduk siswa.
- Menyebutkan berbagai jenis seating arrangement (traditional row, pairs, cooperative clusters, a long
row, horseshoe, full circle).
- Menyebutkan kelebihan dan kekurangan masing-masing posisi duduk.
Waktu
2 X 50 menit
Materi Pokok:
- Perlunya variasi tempat duduk siswa.
- Berbagai jenis seating arrangement
- Kelebihan dan kekurangan masing-masing posisi duduk.
Kegiatan Awal
- Menanyakan posisi duduk mahasiswa selama ini di alam kelas.
Kegiatan Inti
- Menjelaskan perlunya membuat variasi tempat duduk siswa.
43

- Menyebutkan berbagai jenis seating arrangement (traditional row, pairs, cooperative clusters, a long
row, horseshoe, full circle).
- Meminta siswa diskusi kelompok untuk mengidentifikasi kelebihan dan kekurangan masing-masing
posisi duduk.
Kegiatan Penutup
- Melakukan permainan
- Memberikan pekerjaan rumah untuk mengidentifikasi jenis kegiatan yang dilakukan dengan berbagai
model tempat duduk.
Lembar Kegiatan
Seating Arangement: ……………………… Name of student: …………………………
Name of Activity Procedures:
Bahan dan Alat

Power-point
Uraian Materi
VARIOUS CLASSROOM ARRANGEMENTS
Setting up a classroom layout is an important step to have successful activities with students
(Lewis, 2009; Ramsden, 1999; Sasson, 2007). In organizing your classroom, you need to set up the space
in your classroom based on your needs. It depends on what kinds of activities you want to do with your
students. The roles as a teacher that you want to perform—as a manager, facilitator, planner, informer,
resource, parent/friend, involver, or monitor—will also determine what kinds of seating arrangement that
you might want.
The Importance of Seating Arrangement

New teachers usually apply standard—traditional—seating arrangements. It is usually with
frontal rows, the teacher in the front and the students sit in rows. The teacher becomes the center of
attention. This is probably a good option when the teacher wants to pass information onto all students.
What the students need to do is just paying attention to the teacher and listening to the information
However, there will naturally come a time when a teacher will want to choose for group or pair
work as one of the primary activities in the lesson plan. If you decide to have pair or group work, this
traditional seating arrangement absolutely not the best choice. If you haven't tried it until now, you might
need to plan some different activities, for example, a brief 'getting to know you' activity. You need to
44

experiment a bit. Are the pupils familiar with each other? Who haven't they got to know yet? This is a
good way to 'test' different classroom arrangements and see how well they appeal to you.
Do you ever think about the layout of the classroom when you're planning your lessons?
Sometimes it may be impossible and impractical to move the furniture around at all for many reasons
including the fact that in some schools the tables are bolted to the floor! It is true that the classroom
furniture ideally would be light and mobile so you could come in and quickly rearrange it to your liking.
Unfortunately, in the real world it is often heavy and the rooms themselves are too small to make many
changes. However, even if the furniture is immobile, remember that your students aren't, so you can think
about how you want to group students and how you can use the space you have to your advantage. You
might be able to use spaces at the front, or down the side of the classrooms, letting students stand up or to
sit on the floor to do certain activities.
Although it seem like an extra effort and a waste of time, you will find spending the first two minutes
of a class moving the furniture so that you can see every single face is time well invested. You can
usually get the students to help you and as long as you give the instructions in English it's all good
language practice! Budden (2008) suggests some possible classroom lay-outs. Now, let’s look at the
typical seating arrangements.
When arranging classroom layout, ask yourself the following questions:
• Can I see the faces of every single student and can they see me?
• Can everyone see the board (if you're planning on using it)?
• Can the students see one another?
• Can I move around the room so that I can monitor effectively?
• Can the layout facilitate the students’ activities?
• Is there any student with special needs that I have to facilitate?
Adopted from: http://www.teachingenglish.org.uk/articles/classroom-layout
Types of Seating Arrangement

To accommodate and facilitate different types of learners in your class, you need to enrich your
classroom activities with different pattern of activities (see, for example, Budden, 2008; Ramsden, 1999;
and Sasson, 2007a & b). The varied activities might necessitate the different seating arrangement. The
following types of seating arrangement might give you ideas of how to create more lively atmosphere in
your classroom.
1. Traditional rows
This is a traditional classroom seating arrangement of several rows of desks facing the teacher. I would
bet that most of us sat in traditional rows during our school years. The students’ desks are not touching
each other but are lines up in rows and columns. The teacher is usually only able to walk from the front to
the back in this set up, not walk from side to side without making students move. The students are in a
perfect test taking arrangement if the teacher is monitoring the class. It is easy for the teacher to monitor
45

all the students. This situation is probably more adult-run and direct instructions. The students are all
facing the teacher and can see the blackboard, overhead projector, screen and/or other instructional aids.
This lay out places students as the audience focusing their attention to teacher. Therefore, this seating
arrangement tends to create teacher-centric lesson (Lewis, 2009).
The problem with this arrangement is some students are going to have to sit in the corners and in
the back of the room (Lewis, 2009). In these locations in the classroom students participate and interact
less and more behavioral problems occur. This arrangement is also not good for group work or projects.
Taking the time to have the students get into groups and move their desks is taking away important
instructional time during the school day. If students are sitting in twos you have immediate pairs made for
pair work but as you will probably want to change the pairs at some point this is only a limited advantage.
If you can't get around behind the students to look at their work it can be really difficult to monitor. If you
have to work in this layout think about the spaces at the front of the class and the aisles between the rows.
For mingle tasks make use of these. Look for alternative spaces for certain group tasks, such as the
corridors, playground or halls.
2. Pairs
Having the students sit in pairs seating arrangement is when the two students’ desks are together
and spaced away from other pairs. Pairs allow the students to work together and independently. The
students are all facing the teacher and front of the classroom. It is easy to have the students see the
instructional aids that could be used. In this situation children can take tests and the teacher can easily
monitor. They can do activities and learn cooperatively. This arrangement allows the teacher to walk
around the classroom and monitor all the students. Before you arrange your class using this seating
arrangement, you need to decide which students can be paired together and not misbehave or lower their
academic stamina.
There are some advantages of using pair work to organize students’ activities (Doff, 1988).
Students will have more language practice with their friends. Students will be more involved in the
activities because they need to practice the language with his/her partners. Besides, the students will also
feel more secure. They work independently with their partners, if one of them cannot do the activities,
his/her partners will be able to help him/her. You still need to monitor the students’ activities and offer
assistance when needed. Thus, by assigning pair work activities, you also give opportunities for your
students to help one another.
To make the pair work activities more successful, you can do the following activities:
 You need to demonstrate the pair work by asking questions round the class, or by asking one pair of
the students to ask and answer questions round the class. Then, students would know exactly how to
do the task.
 You need to be more active in starting the pair work. Instead of just saying, “Now, work in pair,” you
can decide who should do the task with whom, check that every one has a partner, especially, if it is
the first pair work the students do.
 During the activity, move around the class monitor your students. If they cannot do the task properly,
you can help them. If they have finish, you can stop the activities.
 After the pair work, you can ask one or two pairs to demonstrate what they said during the activity.
46

The downfall of pair seating arrangements is again that there are students that will be in the back
and the corners of the room. Also, this arrangement doesn’t allow for much class discussion because the
students are not facing each other and it is hard to hear and see who is talking. To allow the children to
work together is necessary for the teacher to make sure the class as a whole can have a partner and work
together. It is important that the teacher picks out the pairs so there isn’t anyone left out.
3. Cooperative Clusters
Clusters or groups consist of four or five desks pushed together so every desk is facing another
one. The fifth desk, if needed, would be put on the end of the group of four. If the class is without
desks—the desks are attached to the chairs—the students in group of four or five can sit facing one
another. The classroom would have clusters scattered around, so each cluster would be far enough apart
that the student’s chairs wouldn’t hit each other.
However, it can be difficult to start classes when students are already sitting on small tables as
some students will have their backs to you. If possible have the students sit so they're side on to you and
remember to move around the classroom when you need to give instructions or change activities. Surprise
your class by popping up at different places around the class.
In this situation the teacher is free to walk around the room without bumping into students desk or
chairs and can work with the groups. The groups of students need to be thought about before setting up.
The students need to be able to work together. There will have to be different levels of students at each
group so that they can help each other learn and grow. Clusters are very common in situations where there
is a lot of group learning and work. The desks together make it easy for all students in the cluster to see
each other and to discuss. This situation is best for collaborative learning. This lets the students have
hands on activities and learn by practicing. The teacher shares and gives guidance and help to the
students. This arrangement also allows students to do individual work at their desk.
The variation for this is that by asking the students to sit in the floor without having desks in front
of them. They just sit facing one another in groups of four, five or six. This formation is good, especially,
when the students need to work together in groups where no writing activities are involved.
Before grouping the students, you may need to consider some different factors:
 The teaching aim. It is easier to choose of how to group students when we know the aim of the lesson
and the aim of the activity.
 The learning styles of the students. Some students like to work individually, some others prefer to
work in groups.
47

 The students’ language ability. Most classes consist of mixed ability students. In some activities, we
can groups students of the same ability, in others, we need to group students of different abilities so
that they can work together.
 The personalities of the students. When shy students are grouped with quite dominant students, they
often cannot work together positively.
 The class size. Classes with 20-30 students can be managed through group work easily. But we need to
group classes of 30-40 students more carefully.
 The previous experience of the students. Students who get used to group work can be grouped easily.
Those who have never done any group work should be assisted with short activities first. Longer
activities can be introduced gradually later on.
 Types of activities. There are some activities that are best done in groups, such as, discussions. Some
other activities are not good to be done through group work.
 The balance interaction patterns. The activities should be balanced in terms of individual work, pair
work and group work to make it more successful.
 The group dynamics. It refers to the relationships among students and how they behave towards others.
We need to remember, however, that clusters or groups are not very good during test or quizzes
because students can easily cheat off each other. Clusters can be a disadvantage to the teacher when
giving a direct instruction lesson because students may not be oriented toward them. Students may have
their back to the teacher and not be focused to the front of the room (Lewis, 2009).
48

4. A Long Row
The students sit or stand up next and across from each other. This set- up is typically found in
science labs and writing workshops. It is a good arrangement for group work and large group projects.
The philosophy of the teacher who would set up their classroom with this row is for collaborative
learning. They motivate their students by letting them work together, and it helps students learn how to
learn. During writing workshops it is easy for students to turn to a person and do a peer editing and to
share their work. It is also possible for speaking practice. In science labs it is sensible to have a large table
where everyone can observe the item and have discussion about it.
5. Horseshoe or U-shape.
Tables in a horseshoe or three sided square shape. You can also use the space inside the
horseshoe shape for many different activities. You can stand up and sit down, depending on the activities
you want to do with your students. When standing, students can also do it in U-shape. This is great if
you're doing board work and speaking activities. All the students will still be able to see you, the board
and each other and you will have a lovely space in the middle of the horse shoe and around the outside to
monitor. If you have a very large class you can get a similar effect by having one horseshoe inside another
and using double rows.
49

6. Full Circle
Tables pushed to the walls and just the chairs in a circle. You can sit in the circle with your students.
If they need to write at certain times of the lesson they can either go to work at the tables facing the walls
around the outside or they can rest a folder on their knees and stay in the circle. The circle formation is
great for many games, group discussions, welcoming your students at the beginning of the class, doing
the register and really talking to your students.
In each class, there must different types of learners with their own strengths and weaknesses.
Applying different types of seating arrangements enable you to facilitate all types of learners almost
equally. If you stick to the same seating arrangement, there must be certain learners that get the most
benefit in your class while some other learners cannot get the maximum benefit in it. I suggest you try as
many classroom layouts as you can to see how you feel most comfortable. Experiment using as many
layouts as possible. If you really can't change the seats and desks in your classrooms, then do spend time
thinking about how you can vary the students’ position and where you put yourself among your students.
The classroom dynamics can improve dramatically when you change the layout. It is a matter of
experimenting and seeing what works best for you and your students. It is good if you take this into
consideration when you write your lesson plan at the lesson planning stage.
50

PAKET 7
AUTHENTIC MATERIALS DALAM TEFL
Pendahuluan
Pada paket ini, mahsiswa diajak untuk memahami materi otentik yang dapat dipakai dalam proses
pembelajaran bahasa Inggris. Dengan memahami dan menyadari betapa banyak materi di sekeliling
mereka yang dapat dipakai dalam pembelajaran di kelas, diharapkan mereka dapat mendesain materi
pembelajaran yang menarik dan tidak hanya mengandalkan materi dalam buku teks.
Kegiatan dalam paket ini berupa pembahasan tentang perlunya materi otentik dalam kegiatan
pembelajaran bahasa Inggris, kekurangan dan kelebihan materi otentik untuk dipergunakan dalam
kegiatan pembelajaran dalam kelas. Selanjutnya, dosen akan mendemonstrasikan kegiatan pembelajaran
dengan menggunakan materi otentik. Kegiatan diakhiri dengan identifikasi kegiatan yang dapat
dilaksanakan dengan menggunakan materi otentik yang dibagikan dosen kepada mahasiswa dalam kerja
kelompok.
Dalam kegiatan ini, selain dosen mempersiapkan langkah-langkah kegiatan yang cocok untuk berbagai
materi otentik, dosen juga perlu menyiapkan berbagai contoh materi otentik yang meliputi majalah,
brosur, kalender, internet, surat kabar, CD, dan lain-lain untuk ditunjukkan kepada mahasiswa dan dipakai
dalam kegiatan di kelas.

Kompetensi Dasar
Mahasiswa memahami penggunaan authentic materials dalam kelas TEFL.
Indikator
- Menjelaskan definisi dan contoh authentic materials.
- Menyebutkan kelebihan dankekurangan authentic materials.
- Menyebutkan kriteria untuk mengevaluasi authentic materials.
- menyebutkan berbagai aktifitas dengan menggunakan authentic materials.
Waktu
2 X 50 menit
Materi Pokok:
- Definisi dan contoh authentic materials.
- Kelebihan dankekurangan authentic materials.
- Kriteria dalam evaluasi authentic materials.
- Berbagai aktifitas dengan menggunakan authentic materials.
51

Kegiatan Awal
- Warmer: Mengurutkan lirik lagu
- Apersepsi
Kegiatan Inti
- Menjelaskan authentic materials berikut contoh-contohnya.
- Menjelaskan kelebihan dan kekurangan dalam penggunaan authentic materials.
- Menjelaskan kriteria untuk mengevaluasi authentic materials.
- Meminta siswa untuk diskusi kelompok mengidentifikasi alasan penggunaan lagu, artikel koran, menu
dari restoran, film dalam DVD, cerita pendek.
- Menyebutkan berbagai aktifitas dengan menggunakan authentic materials.
- Mendemonstrasikan cara mengajar topik Going Shopping dengan menggunakan brosur dari
supermarket.
Kegiatan Penutup
Memberikan pekerjaan rumah kepada mahasiswa untuk membuat langkah-langkah kegiatan dengan
menggunakan materi otentik.
Mahasiswa mencari materi otentik dan merancang kegiatan yang cocok.
Lembar Kegiatan
Activities Materials Aims
Bahan dan Alat

Berbagai contoh materi otentik dan contoh lesson plan pendek.
52

Uraian Materi
USING AUTHENTIC MATERIALS

IN THE CLASSROOMS
Authentic materials are materials used for teaching learning process that do not come from
textbooks or language books. Authentic materials are available and used in daily life, originally not
intended for teaching learning process. A common example is newspaper. Other examples are ‘junk
mail’, catalogues, novels & short stories, newspapers, magazines, shop fliers, telephone books, calendars,
travel brochures, postcards, songs, DVDs, Radio shows and TV shows.
Advantages of Authentic Materials

Authentic materials have a lot of advantages, for example:
• They have positive effect on learner motivation.
• They provide authentic cultural information about the target culture.
• They provide exposure to real language.
• They relate more closely to learners’ needs.
• They support a more creative approach to teaching.
Disadvantages of Authentic Materials

Among the disadvantages of authentic materials are:
• Authentic materials often contain difficult language.
• Using authentic materials might be a burden for teachers.
• Authentic materials do not contain suggestions on how to use them in the classrooms.
Criteria for Evaluating materials
53

Since authentic materials are not originally intended for teaching, teachers who want to use them
should select the materials so that they can be of maximum benefit for the students’ learning. The
questions, adapted from LAPIS-ELTIS (2008c), that the teachers need to think before using the materials
are:
 Do the materials fit in with the syllabus?
 Do the materials provide opportunity for communicative practice?
 Do the materials facilitate self-assessment?
 Is the purpose of the materials clear?
 Are the materials up to date?
 Are the materials likely to motivate your learners? (Are they inherently interesting?)
 Do the materials have credibility? (Will the learners feel they come from a believable source?)
 Are the materials culturally appropriate, or do they provide an interesting view of another
culture?
 Can learners relate to the materials on a personal level?
 Can the materials be used with classes of various levels of ability?
 Are the materials quick, easy and cheap to prepare?
 Do the materials provide a good model of usable English?
 Are the materials flexible? (Can they be used in different ways?)
The following is more specific criteria for some authentic materials:

Authentic materials Criteria
A song Motivating, fun, ‘cool’, personalized, provide cultural insight…etc.
An article from a Up-to-date, provide cultural insight, lead to further discussion, easy
recent newspaper to get (or not, depending where you are)…etc
A real menu from a Easy to get, flexible – many activities, appropriate for all levels,
local restaurant learners can see the usefulness…etc
A DVD clip from a Fun, motivating, flexible – can use in many ways, bring moral
popular film values…etc
A short story Lead to many activities, lead to good study habits, challenging,
motivating…etc
Where Can We Find Authentic Materials?

Authentic materials can be found easily in different places. You can find junk mail of your own or
your friends’. Catalogues, novels, short stories, newspapers and magazines can be easily obtained from a
library. You can easily assign students to go to the library to find out the intended materials. When you go
to supermarkets and malls, you can also get the catalogues for products and prices and sale fliers.
Postcards from your friends can also be used to teach English. Songs now can be easily found in cassette
counter or downloaded from the internet. You can also record radio and TV shows. YouTube also
provides a range of authentic materials.
54

How to Use Some Authentic Materials?
Some possible ways of using authentic materials to facilitate students’ learning adapted from
LAPIS-ELTIS 92008c) are as follows.
Newspapers
Newspaper can be used for different purposes.
The following is among the example of how to use it in an English class.
• Use the advice column to work on modals. Have students write answers to the questions asked in
the advice column. They also make great discussion points- re values, customs etc.
• Have students use the first paragraphs of a story to complete who, what, where, when (sometimes
why) grids. Then give them a headline and have them write their own stories.
• Use graphs and charts
• Read a book or movie review aloud and have students do global listening to determine if the
reviewer liked it or not.
• Ask students to choose a job or an ad from a paper- they then interview each other.
Magazines
Magazines are also good resources for students to learn English. Some examples of how to use
magazines are as follows:
• Pictures can be used for description, comparison, or for writing mysteries or movie plots
• Use the recipes – great for sequencing. Students can then write their own. Can also just use the
pictures of well-known food and students write the recipe
• Have students analyze ads for audience, slogan, product being sold, logo and sales technique.
Then have them create their own ads and explain them to the class.
55

Sales fliers from supermarkets, department stores, and electronic stores
These often neglected items can be used in many different ways, such as:
• Great for scan reading - prices, products, sizes, dimensions and available colors
• Give students a list with specific qualities of certain items to buy and then have them calculate
how much money they have spent. Have other students ask – wh questions to find out about what
they bought and how much it cost.
• Give students a specific sum of money (imaginary) and ask them to ‘go shopping’. They tell the
class the things they would like to buy and why.
Songs
Songs are often found interesting for students. Students can enjoy the songs while learning English.
Songs can be used in teaching English joyfully. The following steps might be ableto be applied:
• Cut up the lyrics and get them to put them in order as they listen
• Make a gap-fill exercise from the lyrics
• Play the song and ask learners to say whether the singer is happy, sad, jealous, angry, etc
• Play the song and ask learners to work in groups to act out a promotional video for it, lip-
synching if they want
• Write a review of the song.
Video cassettes / CDs

Many different activities can be administered using video cassettes / CDs:
• Play a video cassette or a CD for about 5 minutes without any sound. Let your students watch it.
Ask your students to write possible dialogues in it.
• Play a cassette and pause in any appropriate times. Ask students the following question, “What is
he/she doing?” “What are they doing?” to facilitate them produce sentences in Present
Continuous Tense.
• Similar to above, ask your students different questions, “What will he/she/they do?” “What will
happen?” “What’s he/she going to do?” This is to help them predict what will happen by
employing Future tenses.
• Similar to above, different questions can be asked, such as, “What did she/he/they do?” “What
has happened?” “Where has she/he been/done/watched?” This is to promote students’ ability in
producing sentences in past simple and present perfect.
56

Below is an example of a simple lesson plan on asking and giving information in the context of
shopping using authentic materials.
Activities Materials Aims
5’ Lead in A picture of a - To focus to the topic.

- T elicits ss about products and mall / shop, sale - To diagnose ss’ ability in
prices. fliers asking and giving info related
to products and prices.
5’  T write down different ways of  To underlines different ways
asking questions and giving of asking questions and giving
information on WB information on products and
prices.
3’ Drills Flash cards on  To form students’ ability and
 T drills ss on how to ask and give products and habit in asking and giving info
information about products and prices on product and prices
prices using different techniques
10’ Role play Sale fliers  To give opportunities for ss to
 Assign ss to be buyers and sellers. practice asking questions and
 Ask them to ask products and giving information on products
prices. and prices
 Ask them to reverse their roles
after 5 minutes
2’ Feedback and conclusion  To strengthen the ss’

understanding on how ask
questions and give information
on products and prices.
Authentic materials can be very useful resources for students’ learning. Authentic materials are often
inexpensive but are of great support for students. To get maximum benefits of the authentic materials,
teachers need to select appropriate materials for the students and design suitable classroom activities to
better facilitate students in their learning in the classrooms.
57

PAKET 8
GAMES DALAM PEMBELAJARAN DI KELAS
Pendahuluan
Paket ini memperkenalkan penggunaan permainan (games) dalam pembelajaran bahasa Inggris.
Dengan permainan proses pembelajaran dapat dilaksanakan dengan menyenangkan dan efektif. Engan
permainan, pembelajar dapat menguasai bahasa asing dengan tanpa merasa terpaksa, mereka
melakukannya dengan riang gembira.
Dalam kegiatan pembelajaran, dosen mendemonstrasikan beberapa permainan bahasa dan mengajak
mahasiswa mengidentifikasi poin kebahasaan apa yang dipelajari siswa melalui permainan tersebut.
Permainan yang diperkenalkan meliputi berbagai permainan untuk kegiatan awal (warmer), kegiatan
inti, dan juga kegiatan penutup. Untuk menunjang lancarnya kegiatan ini, dosen mempersiapkan tayangan
power point dan berbagai peralatan lain yang diperlukan untuk permainan.

Kompetensi Dasar
Mahasiswa memahami aplikasi games dalam pembelajaran di kelas
Indikator
- Memahami berbagai macam games dalam TEFL.
- Bersama dosen mempraktekkan penggunaan games dalam proses belajar mengajar (pbm).
Waktu
2 X 50 menit
Materi Pokok:
- Berbagai macam permainan bahasa
Kegiatan Awal
- Melaksanakan Ball-throwing game.
Kegiatan Inti
- Mengajak mahasiswa mengidentifikasi poin bahasa yang dilatihkan dalam permainan Ball-throwing
game.
- Membagi mahasiswa dibagi dalam 6 kelompok.
- Mahasiswa melaksanakan practice teaching. Masing-masing kelompok diwakili seorang.
Kegiatan Penutup
- Mengajak mahasiswa menyimpulkan kelebihan games dalam aktifitas pembelajaran.
-
Lembar Kegiatan
-
58

Bahan dan Alat
Bola, kertas warna-warni.
Uraian Materi
TEACHING ENGLISH
USING GAMES
Learning a language is often a hard task which can sometimes be frustrating, especially, if the
language is not used in daily life by the community. Constant effort is required to understand, produce
and manipulate the target language. Well- prepared games are very useful as they give students a break
and at the same time allow students to practice language skills in a joyful situation. Well-chosen games
are highly motivating since they are amusing and interesting. At the same time, you may put enough
challenge to students so that they will learn to practice the language while having fun activities. They also
employ valuable and practical language in real contexts. They also encourage and increase cooperation
among learners.
In this chapter, I list games that were often practiced during LAPIS-ELTIS training (LAPIS-ELTIS,
2008a, b, c, d & e) with some adaptation and elaboration.
‘Getting to Know You’ Games

There different kinds of activities to make students know one another and feel at ease with one another
as well as with you.
Important Figures
 Introduce yourself very briefly.
 Write down 5 important figures on the board and ask your students to guess. Your figures can
include years of important events in your life, number of your kids, siblings, house, friends in
facebook, and number of books you have read.
 Ask your students to guess what the numbers are.
 If your students know all the numbers—either they guessed them correctly or you told them to save
time—ask them to write their own important numbers.
 Ask them to go around the class and guess the other three people’s numbers.
Choose which one(s) is incorrect

 Introduce yourself very briefly.
 Write down four sentences about yourself. Two of them should be incorrect. Your sentences might
look like this.
 I went to Australia in 2002.

 I went to Cambodia in 2008 for a
training.
 I presented a paper in Asia TEFL Kuala Lumpur in
2010.
 I have 2 kids.
59

 Ask your students to guess which sentences are incorrect and ask why they are incorrect.
 Once they know which one(s) is incorrect, ask them to write down four sentences; two should be
incorrect.
 Ask them to go around the class and meet at least three other students and guess which ones of their
sentences are incorrect. Your instructions might look like this, “Next, go around the room. Show your
statements to you friends, at least three, and ask them to guess which ones are incorrect about you.”
Asking Yes/No questions

 Remind your students how to make yes/no questions.
 Give examples of yes/no questions.
 Ask your students to ask yes/no questions to you to know more about you and respond with ‘yes’ if it
is correct and ‘no’ if it is not correct.
For example: Do you like meatball?  Yes

Do you like to play chess?  No
Are you interested in painting?  No
 Once, they know more about you, move to the next activities.
 Ask them to work in pairs and ask their friends ‘ye/no questions’.
You can also apply ‘yes/no questions’ in other occasions.
Handshakes
This activity is extremely simple and aimed at getting students to move and making some sort of
contact with everyone else in the class. The physical contact of the handshake is clearly of symbolic
importance as a gesture of mutual goodwill. This is a good starting exercise with groups who are meeting
for the first time (Ur & Wright, 1992).
Procedures:
 Everyone walks freely about the room. The object is to shake hands with everyone in the room,
without speaking, but with an appropriate facial expression.
 Instructions is given by involving a change in facial expressions. For example: “Each person you
shake hand is a very good friend,” “You’re at a very formal reception, you do not know any of the
people you meet,” “It’s the first time you meet the people.” “You’re tired, but you have to shake
hands,” etc.).
Chain Words
This is a vocabulary game to help students pronounce words quickly. This is, especially, good for
beginners or elementary level students. It is basically mentioning words where the last letter of the first
word becomes the first letter of the second word. For example: chair – rose – empty – young – game –
egg – goose – ear and so on. This is a simple word game to start or finish a lesson.
 Arrange students in a big circle. You can start by mentioning a word, for example, “chair.”
 Next, ask students to raise their hands if they know the next word starting with the last letter of the
60

previous word, for example, “ride,” “role,” “rose, “ring.”
 Point at a student and the pointed student mention the next word. Continue to suit the students’ need
for practice.
Possible variations for this game:
 You can specify the words to mention, for example, nouns only, adjectives only, verbs only or adverbs
only. You can also adapt it to any topic you’re doing or one you want to revise. You can focus on
animals’ names only, fruits, furniture, and so on. However, this might be difficult, so you may allow
students to open dictionary.
 You can also point at any students you want and if the students cannot mention the correct words, you
may ask them to tell the class about, for example, their hobbies.
 You can also make variation by asking students to make two lines facing one another. You hold a
small plastic ball, or paper, or whatever you have. After mentioning a word, you throw the ball to one
student. The student holding the ball mentions the next word and throws the ball to another students.
Chain Sentences
This is good for students who have learned sentences. You can apply similar procedure as the above
game. The difference is that at this game, the students mention sentences. The last word of the first
sentence becomes the first word of the second sentence. For example: “I love basket ball.” “The basket
ball game is in the William Arena.” “William Arena is next to TCF Bank stadium.” TCF Bank Stadium
was build by TCF bank and the Indian Tribes.” You can continue the game as long as you and your
students like.
To ensure that students get more opportunities to produce sentences, you can assign them to play the
game in groups. You just need to practice the first game for the whole class to let the students experience
the game for the first time.
Change Places
This is a great activity to get students moving about and practice some vocabulary or sentence
structures. Incorporate this activity in the class at an appropriate time. It is a definitely a ‘warmer,’ it’s
better to apply it in the start of the lesson.
Procedures:
 Ask students to sit chairs in a circle, or in two lines facing one another. Move spare chairs from the
circle or the two lines.
 You can start by saying, "Change places if (for example) you’re wearing black shock." All students
who are wearing black shock must stand up, and move to another chair.
 The last person to find a chair should give the next command, "Change places if you (for example)
have two siblings" and so it goes on until you think it’s enough to warm up to provide students
enough language practice.
Young learners can get very excited with this game so make it clear from the beginning that pushing
other students out of chairs and similar behavior is not going to be tolerated! For higher levels, you adapt
the commands with more difficult language items such as, "Change places if you went shopping last
weekend", or "Change places if you would like to have less homework."
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Whisper Game
It is adapted from Chinese Whisper, which is, a game played around the world, in which one person
whispers a message to another. The message is passed through a line of people until the last player
announces the message to the entire group. This game is a very good activity to improve the students’
ability in listening, speaking, reading and writing. You can apply this game to all levels of students’
ability. You just need to adjust the length of the sentences and also the choice of words in the sentences.
Procedure:
 Ask students to stand up in four or five lines.
 Tell the game and how to play it, ”Alright students. We’ll play Whisper game. I’ll show a sentence to
the students in the front. The front students whisper to the students in their back. The second students
whisper to the third students. The students in the back run to the front and write down the sentence on
the board. After finishing writing on the board, the students stay in the front, and I’ll whisper to them.
Again, the students in the back will write the sentence on the board.”
 Try out to play the game first before really playing it and give scores to students. You can assign score
to all groups who write the sentence correctly or score only the quickest, correct group.
 After trying out the game and clarifying any confusions apparent, you can start the game. During the
game, the students might be excited and all move forward to the front of the class. To avoid this, you
need to set up the rule that they should stay where they are.
Running Dictation
Since the students are active in understanding the questions and skim the answer in the reading
materials, the students improve their skimming skills for reading while having fun running from the
questions to the answers in the reading texts.
Procedure:
 Before the game, attach a set of questions on one end of the wall and poster facts or any other reading
materials about Football clubs in England on the other end.
 Divide the class into 4 or five groups. Ask each group to choose a secretary, 2 runners to look at the
questions and 2 runners to find the answers.
 Explain the rules of the game, “Okay, students. Look at the list of questions on that wall and poster
facts on this wall. Two people should run to that questions, read one question at a time and run to the
secretary to dictate him/her the question. Another runner find the answer of the question on the poster
fact over here. Once, you get the answer run back to the secretary and mention the answer. Do it until
you finish and find the answers of all questions. The first to answer all questions correctly will be the
winner.”
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Is New castle near Sunderland?
When was Manchester United established?
What color is Arsenal?
What is the home of Aston villa?
Is Birmingham near London?
What is the capacity of the Birmingham city stadium?
What's the nickname of Everton?
Possible variations:
 You can choose any other interesting reading materials that suit to the students level. I choose
football theme because it is a universal theme that students might like it.
 Instead of assigning students to work in groups, you can also ask them to work in pairs. When
they work in pairs, you might consider reducing the amount of the questions. They can reverse
the role as a secretary and a runner in the middle of the game.
 You can also change the questions into gap… to be filled by students. Your gap prompts will
might look like the following. The amount of dash (_) represents the number of letters in the
gaps.
New castle is _ _ _ _ Sunderland.

Manchester United was established in _ _ _ _
_ _ _ and _ _ _ _ _ are the color of Arsenal.
The home base of Aston villa is _ _ _ _ _ _ _ _ _
Birmingham _ _ _ _ _ _ London.
The capacity of the Birmingham city stadium is _ _ _ _ _
_ _ _ _ _ _ _ _ _ _ is the nickname of Everton.
Who am I?
This is a variation of ‘yes/no question’ because the students need to ask their friends ‘yes/no questions
before they can guess what they are correctly.
Procedures:
 Before the game, prepare about 20 – 30 words to guess, for example, a mango, an apartment, a car, a
bus, Maradona, Indonesia, Bali, and so on. Write down each word in a sticky paper (or post-it paper).
 Tell your learners the rule of the game, “Alright, students. We will play ‘Who am I?. I will stick a
paper with a word on it on your back. Like this (stick to one of your students’ back, choose the strong
student. Let’s say, Ali). Ali, now you have to guess the word in your back. In order to guess correctly,
you have to ask ‘yes/no questions.”
 Give Ali opportunities to try asking ‘ye/no questions’ and guess the word. If he fails, you need to
guide him. This is as a model for students so that they know how to play the game.
 Tell the students that they need to have a partner to do the game. Once, a student can guess correctly,
his/her partner will ask ‘yes/no questions’ and guess the word. If they have finish, both can go to the
trainer and ask for more words to guess.
63

PAKET 9
VIDEO DALAM PEMBELAJARAN BAHASA INGGRIS
Pendahuluan
Paket ini memberikan kesempatan kepada mahasiswa untuk memahami dan merasakan
penggunaan video dalam pembelajaran bahasa Inggris. Dalam kegiatan pembelajaran, mahasiswa
disadarkan bahwa video dapat digunakan untuk membuat pembelajaran yang aktif dan interaktif.
Berbagai teknik diperkenalkan kepada mahasiswa.
Pada awal kegiatan, mahasiswa dipersilakan untuk menonton video selama kurang lebih 8 menit.
Setelah itu, mereka diminta untuk mendeskripsikan apa yang dapat mereka pelajari lewat video tersebut.
Setelah itu, pembahasan difokuskan pada kelebihan penggunaan video dan hal-hal yang harus
dipersiapkan sebelum menggunakan video di kelas. Kegiatan selanjutnya adalah menunjukkan berbagai
teknik praktis menggunakan video di dalan kelas, misalnya untuk kegiatan ‘predicting,’ ‘viewing
comprehension,’ ‘listening practice,’ ‘speaking practice,’serta ‘writing practice’ dan pengembangan
‘discussion skills.’
Untuk melaksanakan kegiatan ini, dosen harus mempersiapkan berbagai video dan hal-hal lain
yang mendukung penggunaan video dalam kelas.

Kompetensi Dasar
Mahasiswa memahami berbagai teknik dalam menggunakan video dalam TEFL.
Indikator
- Menyebutkan berbagai kelebihan penggunaan video dalam pbm.
- Menyebutkan berbagai persiapan yang diperlukan sebelum menggunakan video di kelas.
- Menyebutkan berbagai teknik dalam penggunaan video dalam proses pembelajaran TEFL.
Waktu
2 X 50 menit
Materi Pokok:
- Kelebihan penggunaan video dalam pbm.
- Persiapan penggunaan video di kelas.
- Berbagai teknik penggunaan video dalam proses pembelajaran TEFL.
Kegiatan Awal
- Pemutaran video pendek (8 menit)
- Apersepsi
Kegiatan Inti
- Menjelaskan berbagai kelebihan penggunaan video dalam pbm.
- Menjelaskan berbagai persiapan yang diperlukan sebelum menggunakan video di kelas.
- Menjelaskan berbagai teknik dalam penggunaan video dalam proses pembelajaran TEFL.
- Demontrasi penggunaan video untuk predicting, mentioning activities that have just happened dan
activities in progress.
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Kegiatan Penutup
- Meminta mahasiswa untuk menuliskan hal yang akan mereka lakukan terkait dengan penggunaan video
dalam kelas.
Lembar Kegiatan
Bahan dan Alat
- CD, power point, speaker, proyektor.
Uraian Materi
TEACHING ENGLISH THROUGH VIDEOS
Learning the English language is often a complex task. As with learning any language, non-native
speakers have to navigate a bundle of vocabulary, grammatical exceptions and language nuances. There
are an assortment of useful tools that English teachers can use to help non-native speakers in developing
their English skills. One of these tools is the use of videos or films in language education. By integrating
videos into the learning process, teachers allow non-native speakers to see authentic examples of
language use and build their language skills by observing the language use of others. Watching and
studying English via films can also be a useful and fun way to enhance English language skills.
Advantages of Using a Video
Allan (1985) suggests some advantages of using a film/video in the classroom.
 It presents realistic fragments of life. Most language courses use dialogue or a narrative to present the
language use. When you present the language use using video, it will give greater realism of different
voices and sound effects plus moving pictures. The examples of language in use become more realistic
and more comprehensive. Video shows the ways people communicate visually as well as verbally.
 It gets students talking. There are times when we teach language, we want our students to talk to us
and to other students. The right video materials can help students to have the need to express their
ideas and communicate them to their friends. Vivid presentation of settings and characters can be used
to set the scene for role plays. A video can also present a hot issue that can spark off discussions. Our
interpretation to the scene can become a genuine reason for students to communicate with other
students.
 It provides visual supports. Video’s moving pictures help learners concentrate because they provide a
focus of attention while they listen. The more exposures the learners have to the language, the better
they are likely to learn it.
 It offers variety and entertainment. At home, we associate the small screen with entertainment. When
we present language items through video, we hope students will also have a feeling of being
entertained. Thus, they learn language while enjoying the entertainment.
In the market, the examples are listed at the end of this chapter, you can find specific video
designed for English Language Teaching (ELT). They can be categorized into four purposes: presenting
language; presenting the country and its culture, telling stories, and presenting topics. Some videos were
prepared to present language, for example, Family Affair, Let’s Watch, and The English Teaching Theatre
Video. Family Affair presents specific language items in a serial story in fifteen episodes.
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This video can be used to supplement other
language course books. It consists of 60 minutes
video, study guide and teacher’s manual. Let’s
Watch also presents structures and functions within
a story and introduces different styles of language:
documentary style as well as different levels of
conversational style.
A video is also good to present different countries and their cultures Allan (1985). Focus on Britain
is aimed at the young European visitor to Britain and feature domestic situations of the kind an exchange-
scheme student might meet. At Home in Britain also provides examples of British social life aimed at
young people coming to Britain as students. Challenges consists of a set of six programs, each with
different theme, and each featuring young British people engaged in pursuits typical of their age and
culture. Follow Me to San Francisco depicts the adventures of a newcomer to San Francisco and through
his adventures introduces information about the society. Living in Washington also presents some cultural
background in North America.
Some videos simply make use of the power of story telling. This includes detective stories and
adventure stories. The Adventure of Charlie McBride provides a narrative thread as well as viewing task
for students. Here We Come, Come and See Us, and Double Trouble are all aimed at children between the
ages of ten and fifteen. Stories on video exploit the interest of most of us in the lives and predicaments of
other human beings. These can be used to ignite discussion in the classroom.
Videos were also designed to present certain topics. Some materials enable teacher to use the video
as a basis for project work or to generate debate. Television English, for example, provides documentary
materials on a range of topics. This might be used to engage students in conversation or discussions.
Some ESP materials and self-study course are also available.
In addition to specific videos designed for ELT, teachers can also use videos available in stores for
general purposes. Other sources can include broadcast television, video / CD hire, and video/ CD
purchase. This might serve as authentic materials for students. When teachers decide to use this kind of
materials, teachers need to make more preparation. Preparation needed before using videos or films in the
classrooms is:
o Use a variety of videos. While there are videos specifically made for use in educational settings, do not
feel that you must stick to these specialized videos. Movies and even commercials can all be helpful in
teaching non-native English speakers as they provide an authentic representation of language use.
These alternate videos forms are also commonly more interesting to non-native speakers than the basic
language-learning videos.
o Choose a film with familiar and simple content. Choose relevant films that are appropriate for your
class. If you are teaching children, or adults with a very basic skill level, animated feature films are an
appropriate choice. The simple language and visual representation makes it easier to understand
vocabulary and complex sentences. Children or family films may have clearer pronunciation with
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simple vocabulary. Avoid action films with loud noises and crashes that might distract your focus. If
there is a script available for the films you choose, or if the movie is based on a book, try to obtain that
also. Read reviews about the movie, and try to predict the plot so that it’s easier to follow.
o Watch the film in your native language with the English subtitles on. Films that you have watched in
your native language may also be easier for you to comprehend. Pause and rewind to review words or
phrases. Keep a dictionary nearby. Write down words or phrases you don't understand, and look them
up. Guess what speakers are saying based on their intonations and body language. Practice the words
and phrases out loud. Write down a summary of the movie, and share it with an English speaking
friend. See if you have the content correct.
o Watch the same film with English dubbed over and subtitles on. See if you can focus on the English
sound with less attention to the subtitles, but go back and forth between the two as needed. Watch the
film multiple times until you are comfortable with the content, have mastered the grammar and
increased your vocabulary.
o Try a new film, and repeat these steps. Build up your personal learning library of English-language
films, supporting scripts and books. Classify the movies by regions since they may use actors with
different accents, for example American, British or Australian.
o Select vocabulary from videos. Instead of picking an arbitrary list of vocabulary words, select words
that appear in videos. Present the learners with the words prior to playing the video clip, and allow
them to use context clues from the video to determine the meaning before providing them with the
definition. By giving them the opportunity to determine the meaning for themselves, you are helping
them practice their context-clue-deciphering skills and increasing the likelihood that they will be able
to determine the meaning of unknown words that come up in conversation.
Using Videos or CDs in the Classrooms

Watching television is often seen as a passive viewing experience because the students merely
watch and listen and no other activities can be done while watching. Unlike watching television,
watching films and movies may become a springboard for student interaction. You can pause whenever
you want and do various activities while watching. You can use films or videos to do the following
activities: predicting, viewing comprehension, practice, speaking, and discussion.
Here are some general teaching strategies that enhance the use of video materials in your classroom
by targeting specific skill sets.
1. Predicting
Predicting can be done prior to watching the film. You may do it by showing the title of the film and
ask students to predict what the film is about. You may hold class discussion previous to the film
viewing. Be sure to have an effective preview discussion. Predicting can also be done while watching the
movie. The following example of ‘What happens next’ shows how to help students predict while
watching a film.
Level: High elementary and above

Target ‘going to’, ‘I think she’s going to’
language: Speculating about the future
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1. You need a piece of film or cartoon in which there is plenty of action or visual
Preparation: interest. Mr. Bean or Tom & Jerry work well.
2. Prepare beforehand which places in the video you are going to pause.
1. Divide the class into small groups ( 3 or 4 Ss)

Procedure: 2. Tell the learners they are going to watch a short piece of film.
3. Play the DVD and pause it just before something happens. Ask Ss to write
down on a piece of paper what they think is going to happen.
4. Go round the class and elicit sentences from the groups (e.g. I think he’s going
to shoot the dog)
5. Resume the film to find out what happens.
6. If a group speculates correctly they score a point.
7. Do this again and again several times.
Notes:  Insist on natural pronunciation (gonna)

 If it’s a funny film, replay the whole thing once you’ve finished the activity.
(Adapted from LAPIS-ELTIS, 2008c)
The above activities can be adapted in different ways as follows:
With picture and audio on:

 Use the pause control to stop a scene and have students predict what will happen next.
 Use the pause control to stop after a particular line of dialogue and have students predict the next line
With audio off:

 Have students predict the situation and characterizations based on viewing an entire scene without the
sound.
 Have students predict lines of dialogue after viewing an entire scene without the sound.
 Have students predict individual lines of dialogue by using the pause button to stop the scene
With picture off:

 Have students predict the situation and characterizations by listening to the soundtrack without
watching the picture.
Specific Focus: Narrative Tenses

While watching the movies, you can also assign the students’ attention on specific focus. Look at
the following example of how to focus on narrative tense.
Level: Pre-intermediate and above

 Past simple & Past continuous (narrative tenses)
Target ‘He dropped the brush when he was painting the wall’.
language: ‘He ran along the street, then he turned the corner…’
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 Action verbs
 Sequencing linkers – then, after that, while, when…
1. You need a short piece of film or cartoon in which there is plenty of action or
Preparation: visual interest. Mr. Bean or Tom & Jerry work well.
2. Watch the piece of film beforehand and note down all the actions that it shows..
1. Group the Ss in threes or fours.

Procedure: 2. Play a very short sequence. Ask Ss to note down the actions they see.
3. At the end, get the groups to agree on the actions they saw and make a definitive
list.
4. Ask groups to approach the whiteboard and write their lists.
5. Re-play the DVD and tick off the actions.
6. Ask the learners to make sentences, using their lists for guidance.
7. Learners join sentences into a narrative text.
Notes A short video like this is a lively and motivating way into the genre of narrative.
Variation to the above procedure can also be seen in the following activities.
Level: Elementary and above
Various:
Target ‘is doing’ (present continuous for current activity)
language: ‘is going to do’ (future action)
‘she has just’ (past action with present significance)
1. You need a piece of film or cartoon in which there is plenty of action or visual
Preparation interest. Mr. Bean or Tom & Jerry work well.
2. Prepare beforehand which places in the video you are going to pause.
1. Divide the class into small groups ( 3 or 4 Ss)

Procedure: 2. Tell the learners they are going to watch a short piece of film.
3. Play the DVD and pause it each time something happens. Going from group to
group in turn, ask Ss to say what is happening or what has just happened.
e.g. ‘The cat is falling’, ‘the mouse has just jumped in the fridge’
4. Go round the class and elicit sentences from the groups (e.g. I think he’s going to
shoot the dog)
6. If a group speculates correctly they score a point.
7. Do this again and again several times.
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Notes: This activity can be used to practice almost any tense or combination of tenses:
present continuous, going to, past simple and continuous, present perfect, past
perfect, etc.
2. Viewing Comprehension
You can check the students' understanding of the situations and characters in the following
ways:
Before watching:
 Give students specific tasks to look and listen before they watch a scene.
While watching:
 Freeze-frame the scene by using the pause button and check students' understanding.
 Have periodic discussion breaks. Be sure to let students ask questions about what they have seen
to increase both their listening and speech skills. Students must organize their thoughts in order to
ask questions aloud. Have them draw parallels to their own lives.
While watching or after watching:
 Have students answer comprehension questions or a film check list you devise. The
comprehension questions or a guideline check list help students focus on specific tasks while
watching movie. It helps students develop their critical thinking skills, too. The comprehension
questions or check lists may also be used as a platform for other lessons later.
After watching:
 Give students cloze scripts and have them fill in missing words in dialog lines.
 Wrap it up and conduct a through review after your film is over. This is commonly referred to as
"post-viewing," which is a similar technique used in many literature and English classes. Improve
students' summary skills by having them give an overview of what they have seen and talk about
why it might be relevant to them. Have students extend their thinking beyond simple "I liked it"
or not.
3. Listening Practice
Have students focus on the dialogue contained in a scene by listening for particular vocabulary
words, structures, or functional expressions. Use videos to practice listening skills. Provide students
with questions prior to watching the video, and ask them to use their listening skills to discover the
answers. As non-native speakers learn English, they need the opportunity to practice understanding
information that is presented orally. By providing students with video questions that they must
answer through the watching of a video, you allow them to practice careful listening and decoding.
You can also apply movie dictation by having students write dialogue lines as they view them. You
can do this by using the pause control to stop the scene after each line. Another way of doing it is
cloze scripts, that is, asking students to view a scene and have them fill in missing words in a cloze
script you have created (Allan, 1985).
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The following is an example of the application of the cloze scripts.
Level: High Elementary and Above

Various.
Target  Functional language such as asking for permission, giving advice…
language:  Greetings and requests.
 Instructions.
1. You need a short piece of film in which there is a dialogue.
Preparation: 2. Watch the piece of film beforehand and transcribe the dialogue.
4.
S 1. Group the Ss in threes or fours.
pe Procedure: 2. Give the learners the transcript with half the dialogue (one speaker)
a erased.
ki 3. Play a very short sequence with the sound off. (mute)
n 4. Ask learners to construct the dialogue.
g 5. Play the whole sequence while learners check whether they were right.
P 6. Possibly, get learners to act out the dialogue.
ra
ctice
Allan further suggests activities using videos that may enhance students’ speaking skills.
• Role Plays: Have students role play a scene, practicing the lines of dialogue for correct intonation
and emphasis.
• On-Location Interviews: Have students circulate around the classroom and interview each other
using questions contained in the video segment. Students can then report to the class about their
interviews.
• Information Gap: Have half the class see a segment without audio and the other half hear it without
the picture. Students from each half of the class then pair up, talk about the situation and characters,
and act out the scene.
• Strip Dialogue Scenes: Write dialogue lines on separate strips of paper, distribute them randomly,
and have students recreate the scene by putting the lines together.
Challenge learners to practice their parts of speech skills by picking out words of different types
from the videos watched. As students advance in their English-learning skills, use videos as vehicles to
practice parts of speech. Instruct students to write down all the nouns, verbs, adjectives or adverbs that
they hear in a section of a video. Play a short clip, and see how many words of the featured part of speech
the student accurately identified.
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5. Writing Activities
Video can also be used to generate writing activities. In this section, I will illustrate two writing
lessons using videos. The first one is producing commentary and the second is producing dialogue
scripts.
Topic: ‘Every day drugs’: Alcohol

Text: An extract from video clip about the problem of alcohol in society.
Aims: To give students practice in:

- making suggestions and responding to the suggestions of others
- writing to inform
- presenting a brief written statement orally
Procedure: 1. Show a video, without soundtrack, in which the pictures illustrate the commentary.
Ask students to make notes on the aspect of problems.
2. Show the video for the second time to enable the students to amplify their notes.
3. Ask students to work in group to write the commentary. Your instruction may look
like this.
“Write a commentary in small groups. Your commentary should include the
following words: off-license, booze, housekeeping. You may check your dictionary
to know the meaning of the words.
In your group, write a short commentary covering all the points that the group’s
members have picked up from the pictures and include the three words above.
The original commentary has seven words. Yours should not be longer than that.”
You may show the video one more time.
4. Collect the commentaries and check for any mistakes and awkwardness. Return the
commentaries to your students.
5. Ask the groups to record their commentaries along with the silent video.
6. Show the results of the recordings to the whole class and ask their comments about
the recorded commentaries.
7. Show the original video with its soundtrack and ask students to compare with their
own.
The following is the scenario for producing scripts.

Topic Any topic suitable for your students
Text A script from a video
Aims To help students build dialogue among people
Procedure 1. Ask the students to watch two scenes of a movie where people are talking to
each other, but this time, play the video silently. Ask the students to guess what
they are talking about. Ask volunteer to write down on the board.
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2. Give the dialogue on the scenes and ask students compare with their prediction.
3. Play the scenes with sound so that students can watch the scenes while listening
to the sound.
4. Play the following scene without sound and ask students to write the dialogue
again.
5. Ask them to discuss the dialogue in pairs. Play again without sound and ask
them to improve their dialogue in pairs.
6. Play the scene with the sound so the students can compare their dialogue to the
dialogue on the video.
7. Repeat the play as long as you wish.
8. You can end the session by either assigning students to prepare for a role play or
to have a discussion about the message in the video.
6. Discussions Skills
After watching movies, students may have discussions on the following:
 Have students discuss the scene, plot and characters' actions, thoughts, and feelings.
 Have students think about what the characters in the scene are thinking but not saying. Students
can create these interior monologues, present them to the class, and discuss any varying
opinions about characters' inner thoughts during the scene.
 Have students tell which characters they identify with and explain why.
 Have study culture with films or videos. Along with learning the language, non-native speakers
can benefit from lessons in American culture. Use contemporary movies and televisions shows
to teach them standard cultural practices. Explore holidays, standard practices or common
rituals by watching videos featuring these cultural elements.
Using a Video Clip

To match with the class objectives, these videos shouldn't last longer than ten minutes. Unless you
have either access to online resources in the form of an Interactive White Board in your classroom or a
computer room with internet facilities and preferably a projector screen, you would better copy the video
clip beforehand. During the class, you just need to replay the video you have copied in your computer
file.
There are some advantages of using video clips. First, students are exposed to authentic English in
a natural context. Not only is this by exposing them to "real people", but they view real situations, too.
Short documentaries, for example, can open up their eyes to different cultures and ways of life. Second,
you can really focus on the content, without students losing concentration. Third, since it is a short video,
you have the chance to pre-teach relevant vocabulary beforehand and then whilst watching the video,
students will be able to listen to the new vocabulary in context. You will have enough classroom time
before or after the showing of the video to exploit the content. Fourth, language produced from the video
can be exploited further by setting up a debate involving recycling of new vocabulary, and followed up by
a piece of writing for homework. Lastly, the visual element is stimulating to students. Short videos
provide a nice alternative to reading or listening exercises which students are usually exposed to.
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However, some problems might arise and you have to be aware of them so that you can anticipate
them from happening. First, technical problems can arise, either with problems of internet connection, or
in the case of video on demand, a high demand at a given time for one particular video can affect the
server. If you are not technically acquainted with the equipment you need to have an emergency back-up
lesson. Second, when a longer video is used, attention may sway, especially if we are dealing with a
difficult script, and students may end up feeling demotivated as they are struggling to keep up with the
language. This is particularly applicable to lower level groups. So, be sure to use video which is suitable
for your learners’ level. Third, some videos can be inappropriate, and the content may not be quite what
you expect, hence it is crucial that you watch the video beforehand. This leads us onto the point of video
selection.
There are three key points to consider when selecting an appropriate video clip. First, who will
select the video? Where students are involved in the selection of the video they may be more motivated to
watch it as it will reflect their interests. This could even be given as a pre-class task, where students could
select an online video clip themselves, and be prepared to talk about it. When you, as the teacher, are
selecting a video, note down any new vocabulary you want to pre-teach whilst watching the video.
Second, what is the topic of the video? This could be a topic which students have requested or something
more specific to your students' needs. Perhaps you are teaching Business classes or English for Specific
Purposes (ESP). Topics which coincide with the course book you may be using in class or something
related to the customs and traditions of the country where you are teaching, for example, local festivals
might well be motivating. Third is class objectives. Do you want students to concentrate on the visual
aspect to make descriptions? If so, you need to look at short stories, or perhaps music videos which will
tell a story. Or would you prefer to focus on specific vocabulary on the video? You need to consider your
class aims carefully when it comes to selecting the appropriate video.
These are the stages about how to exploit the clip in my classroom. During the class, pre-teach the
vocabulary if you are watching a news item or short documentary. This can be done by asking a few key
questions using the new vocabulary, and getting students into pairs or small groups to discuss. Once class
feedback is gathered and the new vocabulary has been put on the board, we can then show the video. If
you are watching a film trailer or a music video, you may be more focused on the visual aspect, so make
sure your students know that they will be expected to produce some descriptive writing based on what
they have seen. In this case the video can be shown more than once.
After viewing, if you have viewed something topical, set a discussion going by gathering student
opinions on the video. For a talkative classes, the learners will carry a discussion through, once you have
given them a few prompt questions. Where the class are hesitant to talk, give them some preparation time
for a discussion by putting them into two groups where one group will argue advantages, the other
disadvantages. This way, they will have had some time to prepare arguments for the class debate which
follows. This can be followed up with a piece of writing on the topic for homework, again giving a
chance for students to recycle the new vocabulary. If you want to focus more on a grammar point, for
example narrative tenses, then you could get students to write down their own interpretation of events
once they have seen the video.
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PAKET 10
PENGGUNAAN LAGU
DALAM PEMBELAJARAN BAHASA INGGRIS
Pendahuluan
Paket ini menghadirkan lagu dalam proses pembelajaran bahasa Inggris di kelas. Lagu tidak hanya
digunakan untuk hiburan tetapi sekaligus alat untuk memperkenalkan dan menguasai bahasa asing.
Dengan lagu, siswa dapat belajar dengan tanpa rasa terbebani, sebaliknya siswa akan senang dan bahagia.
Pada kegiatan ini, dosen akan memutar lagu dan meminta mahasiswa untuk mengurutkan potongan
syair lagu yang telah dibagikan. Mahasiswa melakukannya dalam kelompok. Setelah itu, dosen mengajak
mahasiswa untuk merefleksikan langkah-langkah yang telah dilakukan dan mendiskusikan poin bahasa
apa yang diperkenalkan melalui potongan lagu tersebut. Setelah itu, dosen melanjutkan pemutaran lagu
dan memperkenalkan penggunaannya dengan aktifitas yang bermacam-macam, antara lain, mengurutkan
kata, mengisi, mencari kata yang beda, menjodohkan serta mendiskusikan isi lagu. Masing-masing
kegiatan tersebut diikuti dengan refleksi kegiatan.
Untuk membantu mahasiswa memahami berbagai aktifitas yang dapat digunakan dalam kaitannya
dengan penggunaan lagu di kelas, maka dalam aktifitas ini diperkenalkan bermacam-macam aktifitas
untuk satu lagu. Dalam pelaksanaan sesungguhnya di kelas bahasa, guru hanya perlu menerapkan dua
atau tiga macam aktifitas dalam sekali pertemuan isi lagu. Terlalu banyak aktifitas akan membingungkan
siswa.

Kompetensi Dasar
Mahasiswa memahami berbagai teknik penggunaan lagu dalam kelas TEFL.
Indikator
- Menyebutkan berbagai kelebihan penggunaan lagu dalam pbm.
- Menyebutkan berbagai persiapan yang diperlukan sebelum menggunakan lagu di kelas.
- Menyebutkan berbagai teknik dalam penggunaan lagu dalam proses pembelajaran TEFL.
Waktu
2 X 50 menit
Materi Pokok:
- Kelebihan penggunaan lagu dalam pbm.
- Persiapan sebelum menggunakan lagu di kelas.
- Teknik penggunaan lagu dalam kelas TEFL.
Kegiatan Awal
- Warmer: Lagu ‘Hello & Goodbye’
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Kegiatan Inti
- Menjelaskan manfaat penggunaan lagu dalam pbm.
- Menjelaskan contoh penggunaan lagu sebagai warmer (Stop & Find, Drawing While Listening, Pass the
Glass, Listen & Stand Up).
- Melakukan demonstrasi penggunaan lagu dalam main activities (discssion questions, ordering
sentences, correcting errors, filling gaps, arranging jumbled words).
Kegiatan Penutup
- Mendiskusikan follow up activities.
-
Lembar Kegiatan
Bahan dan Alat
- CD/kaset, power point, proyektor
Uraian Materi
TEACHING ENGLISH
USING SONGS
Songs can be wonderful tools for teachers to teach English to learners of different ages. Songs can
be used to reinforce the learners’ language skills. While enjoying the songs, the students can learn new
vocabulary, develop listening skills, improve their pronunciation, learn the contents, get the messages,
improve their English. Songs can also be used to generate further activities such as speaking, reading as
well as writing.
Using Songs with Young Learners

You might need to use songs differently when teaching young learners. Using songs for young
learners is mostly aimed at introducing new words, pronunciation and meaning to children. When you use
songs with young learners, the best way to use them is to be repetitive.
Procedure:
Present the song to the learners first. You can use your own voice when presenting the song to your
learners. However, if you think you are not a good singer, you can still use songs in your classrooms.
You can play cassettes, instead, to help you present them to your students and follow along with the
cassettes. Show facial expressions and body movements in line with the mood of the songs. For
cheerful songs, show your delighted face and jovial body movement. For melancholic songs, use
gloomy face and calm body movement. For young learners, however, try to use cheerful songs to
keep them in high spirit.
Allow them to sing it along with you or the cassette. By singing together, the learners can try to
pronounce the words, hence, it also helps them improve their pronunciation. Repeated it two or three
times, and, finally, allow them to sing together with their fellow friends, but without you or the
cassette.
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Practice them often in various occasions. For example, you might want to sing the same songs when
you are at carpet time in the morning. You may want to sing the song every time that you line up to
enter the classroom. Use these songs repeatedly in every occasions possible so that children are able
to understand and remember the lyrics.
Some examples of songs that you may use would include number songs, and that can be
numbers counting up or numbers counting down such as "Ten Monkeys Jumping on the Bed." One of
favorite songs good for children is "Five Green and Speckled Frogs." This song helps students count
backwards from five. Here is the Lyrics for song.
Five green and speckled frogs
sat on a speckled log
eating the most delicious bugs,
yum, yum.
One jumped into the pool
where it was nice and cool,
now there are four green speckled frogs,
glub, glub."
Adapted from: http://www.ehow.com/video_4952228_teach-english-kids-using-songs.html
After singing the song, you can ask students to count from four all the way down to zero. This
really reinforces the skill of counting backwards from five down. When you use "Ten Silly Monkeys
Jumping on the Bed," you help your students practice from ten down. There are many other songs to
practice nearly everything in the classroom. One of the favorite songs is "the Adams Family." This
song is used to help learners remember the days of the week. The lyrics is as follows:
Days of the week,
days of the week,
days of the week,
days of the week,
days of the week.
There's Sunday, and there's Monday...
there's Tuesday and there's Wednesday,
Thursday and then there's Friday
and then there's Saturday.
Days of the week."
Adapted from: http://www.ehow.com/video_4952228_teach-english-kids-using-songs.html

Young learners really love it. You can also encourage them to snap while singing the song. If
they're not able to snap, which many young children aren't, they may clap along with the song. By
singing the song, the young learners become excited about and they're able to remember the words. You
can also create your own delightful song and be creative in inserting the words you want your students
to learn.
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Using Songs for Teenage and Adult Learners
Songs can be used as warmers to prepare students for further learning. Songs can also be
used for the main activities in the lesson.
Using Songs as Warmers

Songs can be used before we start our lesson. This song function as a warmer, that is, to prepare
student for the next activities. The following is among the examples of activities in using songs as
warmers.
Activity 1: Stop and find

(adapted from Murphy, 1992)
1. Choose some up-to-date lively, rhythmic music.

2. Tell students you are going to play some music and they should walk around the room in different
directions in time to the music. They must not speak.
3. Tell them that when you stop the music you will give them an instruction and they should follow
the instruction as quickly as possible.
4. Play the music and pause every 5 to 20 seconds.
Some possible instructions

 Write the word silence on a piece of paper.
 Walk to the door.
 Put your right hand on your left foot.
 Water the flower
 Jump three times
 Drive a car
What do you think about the activity? Can you apply it in your classroom?
When can you use this kind of activity and for what topic?
Possible Variations
You can choose the song the content of which relates to your topic of the lesson.
Instead of asking the students to repeat the instructions, you can ask them to do the instruction, for
example, ‘stand up,’ ‘count one up to ten,’ ‘write 5 words starting with w,’ and so on. The kinds of
instructions you give to your students should be in the students’ level of ability.
Instead of asking the students to repeat the instructions, you can ask them to tell the class about their
holiday experience, past experience, stories, houses, and so on, related to the previous class activities.
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Activity 2: Drawing while listening
1. Choose a song. Choose the one which is in line with your topic today. If you plan to teach about
things around us, you can use Maher Zain’s song “Open Your Eye” that you can download in:
http://www.youtube.com/watch?feature=endscreen&v=4c6Z_F6XmSA&NR=1
2. Ask students to prepare a piece of paper and be ready to draw anything they hear from the song that
you will play.
3. Play the song and ask your students to draw.
4. Ask students to show their drawing to their friends and tell what is in the picture and discuss about
the song.
What do you think about the activity? Can you apply it in your classroom?
What adaptation you need to make to suit your class?
Possible Variations
For lower level students, you can also draw pictures on the board prior to playing the song. Then,
when playing the song, you can stop every two lines, and ask certain students to proceed to the board
to point at pictures that have been mentioned in the song.
Another variation, you can play the song and select on student to stand by the board and put an ‘x’
next to the item they hear on the recording.
Activity 3: Pass the glass
(adapted from LAPIS-ELTIS, 2008b)
1. Select a lively piece of music.

2. Write a set of instructions on strips of paper and fold them up.
3. Put the folded strips of paper into a plastic glass or any small container that can be easily moved.
4. Tell the class that they must pass the glass to the person next to them while the music is playing.
When the music stops whoever is holding the glass must take out a piece of paper and do what the
instruction says.
Possible instructions
 Tell us about your family.
 Draw your favorite pet on the board.
 Touch something green.
 Shake hands with three people and tell them a false name. “Hi, I’m……… ”
 Look out of the window and smile.
Activity 4: Listen and Stand up

(adapted from LAPIS-ELTIS, 2008b)
• Select a piece of song that contains repetitive words. As an example, you can use ‘Hello & Goodbye’
song.
• Divide the class up into ‘hellos’ & ‘goodbyes.’ You can assign the women are all ‘hellos’ and the
men are all ‘goodbyes’
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• Tell them that when you play the song every time the women hear the word ‘hello’ they must stand
up and sit down again. Every time the men hear the word ‘goodbye’ they should do the same.
What level would this activity be suitable for?

Can you think of any other songs that might be suitable for a similar activity?
How could you adapt the activity to suit different songs and different levels?
Possible Variations
 Instead of standing up, students can also just raise their hand when hearing the targeted words.
Using Songs as the Main Activities
1. Lead in: Discussion Questions

Before using the song to teach your language points, you need a ‘lead in’ activity. If you use
Maher Zain’s song ‘Hold My Hand,’ for example, you can start it by asking the students the
following questions:
• What happens to the US and Al Qaidah?
• Is it good?
• What you expect to happen?
• What is your suggestion to the US and Al Qaidah?
Do the discussion quickly for about ten minutes. After finishing this discussion, relate the
discussions with the song.
2. Ordering Sentences
• Prepare cuts up by printing two verses of the song in big font and cut sentence by sentence.
• Give out cuts up to students and ask them to work in group.
• Before listening, ask students to put the sentences into a possible order.
• Listen to the song and check answer
• Give out copy of correct version
What was the value of ordering the sentences before listening?

What kind of song is this task suitable for?
What level is it suitable for?
Here are the reasons behind the procedure abovementioned. Putting the sentences in a logical
order before listening to the song help students focus on the meaning of the sentences. This prepared
them to listen to the song. It is also an important stage because it is possible to listen and order the
sentences without understanding the song at all. In addition, ordering lyrics is suitable for most songs
that have some kind of storyline. However if learners predict the order first, it’s best to give out one
80

verse at time, to make the task more manageable. Ordering sentences is most suitable for lower levels
but could also be used for higher levels depending on the complexity of the lyrics.
3. Find Different Words

 Play the next verse and ask the students to just listen:
Hold my hand
There are many ways to do it right
Hold my hand
Turn around and see what we have left behind
Hold my hand my friend
We can save the good spirit of me and you
For another chance
And let’s pray for a beautiful world
A beautiful world I share with you
 Ask question, “Is the singer optimistic about the future or not?”
 Give out lyrics for chorus with some ‘wrong’ words. Before listening to the verse again, ask
students to work out first which words are wrong.
Hold my arm
There are many faces to do it right
Hold my arm
Turn around and look what we have done
Hold my arm my friend
We can save the friendship of me and you
For another balance
And let’s pray for a promising world
A beautiful world I have with you
 Ask your students to listen to the song and correct the wrong words.
Why play the song first and ask a general question before checking the wrong words? Why ask students
to work out which word might be wrong before listening?
What kind of song is this task suitable for?
What level is it suitable for?
Asking a general question about the song makes learners focus on overall meaning. They don’t
need to understand everything but just pick up on a few key words. This is often what we normally do
when we listen to a song-even as native speakers. Besides, predicting what might be wrong focuses
the learners on the meaning of the song. It is can also be very rewarding when you find out you were
right. Finally we can say that this kind of activity is suitable for most songs. It is also suitable for any
level. The lower, the level the more obvious the errors can be.
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4. Filling Gaps
 Ask students to look at the next verse and predict what might go in the gaps. While the students
predict, you may write up some of their ideas on the board.
Children seem like ________ lost their smile
On the new blooded ___________
Oh no
How could we ________ , heartbreaking _______ sounds
And we’re still going on
Like nobody really ______
And we just ________ feeling all the pain because
Like it’s a _______ basic affair
Now we share the same ____ ____,
The same round moon
Why don’t we share the _____ _____
Tell me why not
Life is _______ than most have thought
 Ask students to listen to the verse and check their answers.
Why ask learners to predict first? What kind of song is this task suitable for?
What level is it suitable for? How should you select where to put the gaps?
A gap fill is the most common task set by teachers when listening to a song in class. It is easy to
prepare and gives a purpose to the listening. However, listen and fill the gaps does not check meaning, it
merely checks students’ ability to hear a word. Asking learners to predict first helps them focus on
meaning and collocation. A gap fill is suitable for most songs and most levels but the technique is in what
words you remove. They should be words that focus on language you would like learners to pay attention
to. To reduce the difficulty level of the task, you can put certain amount of dash ( _ )according to the
amount of letters in the deleted words. If you delete the word ‘some,’ for example, you put four dashes ( _
_ _ _) in the place of ‘some’.
Some possible gaps might be:

 Remove words related to grammatical feature e.g. prepositions/articles/past tense verbs/gerunds.
 Remove all words related to a particular lexical set, for example, colors/days of the week.
 Remove all words with a certain vowel sound or words that rhyme.
 Remove words that are central to meaning.
5. Arranging Jumbled Words

- Give out the jumbled version of the next verse
- Ask students to unjumble sentences first before listening to the verse.
- Play the song and ask students to listen and check their answers.
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No how far I might be matter
I’m always be gonne neighbor your
There’s only small one planet to be where
So I’m always gonna be your neighbor
We hide cannot, we can’t deny
That we’re always be neighbors gonna
You’re neighbor, neighbor my
We’re neighbors
(A complete lyric of Maher Zain’s song can be downloaded at:

http://www.islamiclyrics.net/maher-zain/hold-my-hand/)
Why ask learners to unjumble first? What kind of song is this task suitable for? What
level is it suitable for?
Asking learners to unjumble first help them use what they already know about sentence
structure and then put that knowledge to the test. Songs sometimes play around with grammar in
unusual ways and they can also learn about being creative with language from this. This is also a
good way of introducing songs as a certain genre different from other genres. This kind of activity is
suitable for most songs that make use of straightforward sentence structure. It is also suitable for all
levels depending on the complexity of sentence structure.
Variation to Songs as the Main Activities

 Prediction Next Verse. In predicting task, you can start by predicting the next verse without any clue
at all. Another variation is you provide half of the sentence in each line and ask the students to predict
the half sentences. After that you can ask them to listen and check their answer. Prediction helps
learners focus on meaning and gives them a reason of their own to listen. Suitable songs would need
to have some kind of story in them, so that students can predict based on the story. This kind of task,
however, is probably not suitable for very low level students as it can involve some complex
language–but again it depends on the song.
 Matching. Sentence matching works well for the sentences containing collocation e.g. meet a man,
keep an appointment. It also helps learners focus on meaning and the sentence haves need to make
sense when matched.
After you finish with the activities, you may need to sing the song along with your students. Some
learners really enjoy singing along and can’t wait to do this. Others keep their mouths firmly closed. It’s a
great opportunity for the learners to practice saying the words and can help them memorize new phrases.
Don’t push unwilling singers to sing. Being a brave singer yourself will encourage the shy and
embarrassed students.
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Follow up activities
Songs that you apply either as warmers or in the main activities can be followed up by various
activities depending on the focus your lesson. Follow up tasks usually work well after songs as the
learners often have a clear picture in their minds of the situation and the feelings involved. This makes a
good basis for an effective follow up task. You could also ask students to draw, mime or write a short
story about what happens next. Any song that you feel generates emotions and gives a suggestion of
something unresolved is suitable. Follow up tasks can be applied for all levels, we just need to choose
which one is suitable for our learners.
Among the possible activities for follow up activities are:
 Vocabulary lesson. You can explore vocabulary you want to introduce to your students from a
song. This will help students to acquire the vocabulary in enjoyable activities.
 Grammar lesson. After singing the song, you can lead students to identify certain forms in the
song. If you want to focus on Simple Past, you may choose a song containing a lot of sentences
written in Simple Past. After the students identify the Simple Past, you can guide them to
conclude the rule and you just highlight it. You then may assign them a task to write down more
sentences in that pattern in the classroom. As a homework, you can ask them to write down their
unforgettable past experience. This must be interesting for your students.
 Story telling. Based on the content of the song, you may want the students to prepare a story and
retell it to their friends either in pairs, in groups or in the front of all students. To help students
have the idea of how to tell a story based on the song, you might need to tell your own story as a
model for your students.
 Writing lesson. You may also want the students to write. If you use Maher Zain’s song ‘Hold My
Hand,’ you may ask your students to write a descriptive paragraph about the world situation now
or a narration about an event depicted in the song. You can also ask you student about their plan
to improve the world.
 Role play. As a follow up activity to the song, you can also ask students to work in groups and
make role plays based on the song. The students will enjoy it and their creativity has a place to
translate in the role plays.
 Reading activity. You can also continue activities using a song with reading activity using a text
related either to the song or the writer.
 Internet surf. You may assign the students to find more information about the writer, the singer,
the events behind the song, or all other related activities. Learners often find it interesting to know
how or why the singers wrote the song. It’s also a piece of authentic reading which can be very
motivating for learners. You’ll need to decide if the language is suitable for the level of your
learners.
84

PAKET 11
PRAKTEK MENGAJAR
Pendahuluan
Paket ini memberikan kesempatan kepada mahasiswa untuk mempraktekkan apa yang telah
dipelajarinya ke dalam kegiatan praktek mengajar teman sekelas (peer teaching). Kegiatan ini penting
agar mahasiswa memiliki kesempatan untuk menumbuhkan dan mengasah ketrampilan mengajar bahasa
Inggris.
Dalam kegiatan ini, mahasiswa juga diberi kesempatan melakukan observasi terhadap teman lain
yang melakukan praktek mengajar. Dengan melakukan observasi, mahasiswa diharapkan dapat melihat
hal-hal baik yang dilakukan oleh temannya saat mengajar sehingga meraka dapat menerapkannya dalam
kegiatan mereka sendiri.
Hasil observasi tersebut dituangkan alam bentuk laporan observasi. Hasil observasi juga memuat
hal-hal yang perlu diperbaiki oleh mahasiswa praktikan. Terkait dengan praktik pengajaran yang kurang
baik tersebut, mahasiswa yang mengobservasi juga diminta untuk memberikan saran perbaikan.

Kompetensi Dasar
Mahasiswa menerapkan pengetahuan tentang TEFL dalam kegiatan peer teaching.
Indikator
- Memilih materi dengan tepat.
- Memilih teknik mengajar dengan tepat
- Menggunakan teknik mengajar dengan tepat.
- Memilih media dengan tepat
- Menggunakan media dengan tepat.
- Menerapkan classroom management dengan efektif.
Waktu
2 X 50 menit
Materi Pokok:
Kegiatan Awal
- Memberi penjelasan tentang teknik peer teaching dan observasi.
Kegiatan Inti
- Mahasiswa melakukan praktek mengajar masing-masing 10 menit dan melakukan observasi teman lain.
Kegiatan Penutup
- meminta mahasiswa untuk memberikan feedback atas kegiatan peer teaching.
- Mengumpulkan hasil obserasi mahasiswa.
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Lembar Kegiatan
Reflections on your lesson
Name: Time:
Group: Date:
1. Write down two things you liked about your mini-lesson. Why?
2. Write down two things you didn’t like about your mini-lesson. Why not?
3. What would you do differently if you taught this mini-lesson again? Why?
Aims
1. What were your aims?
2. To what extent were they achieved? Why/why not?
3. How could they have been further achieved?
86

Observation sheet for
Peer teaching
Watch one student for about ten minutes. Is he/she participating actively?
How do you know?
What did you like about the lesson? Why?
What would you have done differently? Why?
Do you think they achieved their aims? Why? Why not?
Bahan dan Alat

- Lesson plan dan format observasi
87

Uraian Materi
PREPARATION FOR PEER TEACHING
You have already decided on some aims for your activity and this will have helped you familiarize
yourself with the material.
While you prepare, you also need to think about the following areas:
 Communicativeness
Do the materials fulfill the criteria for a communicative activity? If not, how can you adapt it to make
it more suitable? Use your checklist to evaluate the materials.
 Instructions
What do you need to do to make sure your instructions are clear? Do you need a demonstration?
Look again at your guidelines for giving instructions.
 Questions
Are there any questions you can ask to introduce the activity to prepare students for the task?
What kind of questions will you ask? What order will you ask the questions in?
 Realia
What visuals, objects or extra materials can you add to make your context more real and
meaningful? Ask you trainer for help and ideas in this area.
 Timing
How long will each stage take? Your mini teaching session should not take longer than 10 minutes.
Make sure your early stages are suitably short so you have time to do your main activity and achieve
your aim (s).
 A brief lesson plan
You need to produce a brief plan showing your aims and the stages of your activity. Your trainer
will need a copy of you plan.
For example:
LESSON PLAN
Aim: by the end of the lesson the students will be better able to use phrases to talk about ‘likes’ in the
context of talking about a favourite sport.
Aim/Reasons for doing
Stage Time Activity Procedure this
1 0-3 Miming ask: what am I doing? To introduce the topic of
and The teacher mimes playing volley ball. favourite sports in a fun,
speaking Students guess the sport and ask 3 memorable way.
questions. E.g. How often do you
play/Why do like it? With whom do you
play it?
The teacher mimes again playing
football, students guess and ask 3
88

questions.
2 4-7 Speaking Sts work in pairs and do the same To get the students
in pairs activity as in stage 1 - but chose a sport moving around and
they enjoy playing or watching. provide a brief fluency
task by letting them ask
any questions they want.
3 8-9 Introduce Teacher introduces more sports through To provide some new
more pictures. vocabulary about sport
vocabulary
4 10 Closing Teacher closes the activity To end the lesson
joyfully.
 Once you have adapted your materials you need to ‘walk through’ your mini lesson with your
partner(s). You may want to do this a couple of times.
89

Daftar Pustaka
Allan, M. 1985. Teaching English with video. Essex: Longman.

Anthony, E. M. 1963. Approach, Method and Technique. English Language Teaching (ELT) Journal, vol.
17 (p. 63-67).
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Boswood, T. 1997. New ways of using computers in language teaching. Bloomington: TESOL Inc.
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Vol. XVI, No. 1, January 2010, http://iteslj.org/
Budden, J. 2008. Classroom layout. British Council Spain
(http://www.teachingenglish.org.uk/think/articles/classroom-layout, retrieved 31 August 2009)
Burkhardt, R. M. 2006. Using poetry in the classroom: Engaging students in learning. Maryland:
Rowman & Littlefield Education.
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Doff, A. 1988. Teach English: A training course for teachers. Cambridge: CUP
Fachrurrazy. 2011. Teaching english as a foreign language for teachers in Indonesia. Malang: UM Press.
Finocchiaro, M. & Brumfit, C. 1983. The Functional-Notional Approach. New York, NY: Oxford
University Press.
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games. Pilgrims Ltd. (www.hltmag.co.uk/jul06/mart01.rtf(
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Educational Solutions.
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english-kids-using-songs.html#ixzz2ZqkjhhqF, retrieved 1 Nopember 2011)
Krashen, S.D. , & Terrell, T.D. (1983). The natural approach. Hayward, CA: The Alemany Press.
Kumaravadivelu. B. 2006. Understanding language teaching: From method to post-method. Mahwah:
Lawrence Erlbaum Associates Inc.
LAPIS-ELTIS. 2008a. CELTT 1: Principles of communicative language teaching 1. Surabaya:
Unpublished Training Module.
LAPIS-ELTIS. 2008b. CELTT 2: Teaching the receptive skills 2. Surabaya: Unpublished Training
Module.
LAPIS-ELTIS. 2008c. CELTT 3: Teaching the receptive skills. Surabaya: Unpublished Training Module.
LAPIS-ELTIS. 2008d. CELTT4: Teaching the productive skills: Speaking & writing. Surabaya:
Unpublished Training Module.
LAPIS-ELTIS. 2008e. CELTT 5: Teaching grammar & vocabulary. Surabaya: Unpublished Training
Module.
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(Http://k6educators.about.com/od/classroomorganization/p/deskplacement.htm, retrieved 31
August 2009)
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90

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August 2009)
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organization.suite101.com/article.cfm/diverse_classroom_arrangements, retrieved 1 September
2009)
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(http://classroomorganization.suite101.com/article.cfm/how_to_use_a_seating_chart#ixzz0PpElQ
HPw, retrieved 1 September 2009)
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Teachers College Press
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February 2012)
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teachers. New York: Teachers College Press
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Watkins, P. 2005. Learning to teach English. Delta Publishing
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91

CURRICULUM VITAE
Personal Details
Name : Dr. Zuliati Rohmah, M.Pd.

Address : Jl. Tirto Mulyo VI no. 1B Landungsari, Dau, Malang, 65151.
Mobile phone : 082179968006, 0812143791083
Email : [email protected]; [email protected]
Education and Training
Aug 2011 – Jun 2012 H.H. Humphrey Fellowship Program, University of Minnesota, USA.
Jul 23 – Aug 12 2012 Preacademic Program, University at Buffalo, the State University of New York
Jul – Dec 2007 ICELT (In-service Certificate in English Language Teaching), ESOL
Examinations, University of Cambridge.
2001 – 2006 Doctorate (English Language Teaching), State University of Malang.
1996 – 1999 Master of Education (English Language Teaching), State University of Malang
1991 – 1996 Bachelor of Education (English Language Teaching), Teacher Training College
(IKIP MALANG)
Publications (last three years)
Rohmah, Z. (2013). Fun Activities: Cara Asik Belajar Bahasa Asing.Malang: Malang: Bintang Sejahtera.
Rohmah, Z. (2012). Teaching English joyfully.Malang: Malang: Bintang Sejahtera.
Rohmah, Z. (2012). Mitigated disagreements among Indonesian doctorate students in an academic setting.
The Linguistics Journal, 6(1), 59-80.
Rohmah, Z. (2012). Promoting harmony during disagreements: A portrait of adult discussions in the
Indonesian context. Theory and Practice in Language Studies, 2(3), 440-449.
Rohmah, Z. (2012). Incorporating Islamic messages in the English teaching in the Indonesian context.
International Journal of Social Science and Education, 2(2), 156-164.
Rohmah, Z. (2012). Responses to disagreements in academic discussions. Unpublished Research Report.
Surabaya: IAIN Sunan Ampel.
Rohmah, Z. (2011). A speech act analysis of Jane Eyre. Language in India, 11 (2), 376-387.
Rohmah, Z. (2010). Setting up your classroom lay out. In A. K. Hakim & M. Syaifuddin (Eds.), Serba-
serbi pengajaran bahasa: Buku 2. (pp.23-36). Surabaya: EF Press.
Rohmah, Z. (2010). Gender issues in teacher training materials of ELTIS (English language training for
Islamic schools): A study from Indonesia. Language in India, 10(8), 39-50.
Rohmah, Z. (2010). English language training for Islamic schools (ELTIS): Trainees’ outlook. Bahasa
dan Seni, 38(1), 117-129.
Rohmah, Z. (2010). Introducing ELTIS resource packs. Nobel, 1(1), 29-46.
92

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TEACHING ENGLISH

A Handbook For English Department Undergraduate Students

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Rector of UIN Sunan Ampel Surabaya

Prof. Dr. H. Abd. A’la, M.Ag.

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Malang, 28 September 2013

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Nama Mata Kuliah : Teaching English As A Foreign Language (TEFL)

D. Standar Kompetensi Mata Kuliah

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No KOMPETENSI INDIKATOR MATERI

5. Memahami - Menyebutkan berbagai macam learning Paket 5:

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Rencana Pelaksanaan Perkuliahan

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Kegiatan Belajar Yang Menyenangkan Kegiatan Belajar Yang Tidak Menyenangkan

Bahan dan Alat

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Understanding Basic Terms

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The teaching of Language skills and Language Components

Approaches, Methods, and Techniques

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Language-Centered, Learning-Centered, and Learner-Centered Methods

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Rencana Pelaksanaan Perkuliahan

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Ringkasan masing-masing metode

The Grammar-Translation Approach

The Audiolingual Method

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Bahan dan Alat

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The Grammar-Translation Approach

The Direct Approach

The Reading Approach

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The Audiolingual Method

Hints for Using Audio-lingual Drills in L2 Teaching

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Community Language Learning

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The Silent Way

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The Communicative Approach

Characteristics of the Communicative Classroom

Stages of language acquisition in the communicative approach

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Functional Categories of Language

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Total Physical Response

The Natural Approach