COMMUNICATIVE COMPETENCE BASED LANGUAGE TEACHING:
AN ENGLISH COURSE DESIGN FOR PRIMARY TEACHER EDUCATION
Disusun untuk memenuhi tugas mata kuliah Bahasa Inggris
Dosen Pengampu : Dr. Ali Mustadi
Disusun oleh :
Wiyan Purbatin (14712259004)
PROGRAM STUDI PENDIDIKAN DASAR
PROGRAM PASCASARJANA
UNIVERSITAS NEGERI YOGYAKARTA
2014
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Communicative COMPETENCE BASED LANGUAGE TEACHING:
An English Course Design For Primary Teacher Education
A. Curriculum
1. Language Curriculum
A lamguage curriculum design can be seen as a kind of writing activity and as such it usefully
be studied as a process.
2. Curriculum Model
In language teaching, there are three common models of curriculum. The first is the content
models.the second is objective of theaching. The third is the process model.
3. Procedure For Developing a Curriculum
a. Communicative competence in English language teaching
Communicative competence idea originally came from Chomsky's distinction
between competence and performance is there. The first is the idea of linguistic
knowledge native speakers, an innate biological function in mind that enable individuals
to produce grammatical sentences in infinite amount that is their language, and the
latter is the actual use of language in concrete situations. Hymes see communicative
competence has the following four types: what is formally possible, what is feasible,
what the social meaning or value of a given utterance, and what actually happened.
Hymes was the first to use the term communicative competence. For Hymes, the ability
to speak competently not only requires knowledge of the grammatical rules of the
language, but also knowing what to say to whom in what circumstances and how to say
it. Canale sees communicative competence as the underlying system knowledge and
skills needed for communication. Canale and Swain brings together various ideas which
expanded by communicative competence. In their view, communicative competence
covers four areas of knowledge and skill. This includes the competence grammar, which
reflects its own language code and include knowledge of vocabulary and rules of word
formation, pronunciation, spelling, and sentence formation. A teaching. They saw no
communication is usually called sociolinguistic competence, which utterances produced
and precise. Sociolinguistic competence refers to the pragmatic aspects of learning
various speech acts, ie cultural values, norms, and other socio-cultural conventions in a
social context. They are context and discourse topic, the participants of social status,
gender, and age, and other factors that influence the style and register speak. Strategic
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competence is to do with knowledge of verbal and non-verbal strategies to compensate
for damage such as recognizing discourse structure, activating background knowledge,
contextual guessing, and tolerance of ambiguity. As is obvious from the way they
described the framework, their intention is to find the type of knowledge and skills that
students need to be taught and L2 to develop a theoretical basis for the communicative
approach in the understanding of THG (Canale and Swain, 1980).
b. Transitional models
refers to the transition program of English courses that have been implemented
based on the linguistic structure and is now in the model of 'transition' in which the
communicative competence (theory currently teaching English) is emphasized. is a
structural-based, while the theories currently teaching English communicative
competence-oriented. In connection with the implementation of the current theory of
communicative competence in developing English language syllabus in ESTD, need to
transition from the old to the new version. . This means that the transition model is not
entirely communicative competence as influenced by structural linguistics. The proposed
syllabus design model is a strategy to reduce student
c. Communicative syllabus
1). Competensy based Syllabus
Kern (1990) found that the Competency-Based Syllabus, the competencies required
for the course was also developed during the course outlined defined resulted in
increased student achievement. . Competence really resembles performance in how to
set goals. However, a higher competence in general terms (Nunan, 1990). Both
objectives and competency-based performance should consist ofthree elements:
performance or tasks, conditions, and criteria. Competency-Based Objectives determine
what learners will be able to do with the English language they are learning. To achieve
the goals set, there must be a need for a methodology, which determines how the
Competency-based teaching materials in the syllabus.
2). Task-Based Syllabus
This syllabus uses tasks as the unit of analysis rather than structure, notion, or
functio n commonly used in the syllabus Earlier types Reviews such as the Structural or
Notional-Functional Syllabus. , Suggests the following procedure to develop a Task-
Based Syllabus:
1. Conduct a needs analysis to Obtain an inventory of the target tasks;
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2. Classify the target of tasks into task types;
3. From the task types, derived pedagogical tasks;
4. Select and sequence the pedagogic tasks to form a task syllabus. Referring to this
procedure, Long (1985: 44) Suggests that, once the target task has been identified via
a needs analysis, the next step is to classify them into (the target) task types.
Pedagogic tasks are then derived from the task types and sequenced to form the Task-
Based Syllabus. It is the pedagogic task that the teacher and students actually work on
in the classroom.
Step four in the procedure above is concerned with the issue of grading the which is
one of the most difficult, steps in a syllabus design. Nunan (1988c: 48) states that
"difficulty is the key factor in Determining the ordering of items in a syllabus". Gardner
(1992: 69) points out that Also a rigorous method of grading tasks has not yet been
found in most syllabus designers but they just Rely on the intuitive judgment to grade
and sequence syllabus items. Nunan Suggests that the task needs should be presented
to the learners According to Reviews their order of difficulty.
The problem of designing a syllabus task is to Determine the degree of difficulty
Because there are many factors that Affect Task Difficulties. Besides, there are factors
that are Also related to learners' characteristics. A particular task may be easy for
some learners Considered but difficult, for others. Linguistic aspects conveyed in a task
are not suitable to be used as the basis for grading the tasks since the problem of
grading and sequencing tasks Resides not only in the tasks Themselves but Also
outside the tasks. The next factors are the number of steps Involved in completing the
task, the number of solutions to the problems in the task, the number of persons
Involved in the task, the future in the task that requires learners' cognitive resources,
etc.
There are three Reasons Why the target tasks need to be classified into task types
(Long, 1985). First, it is more effective to teach a more general task types can be
transferred Because It Several sub-targets to tasks. Second, a task type is useful to a
learner WHO may have different academic backgrounds. Third, a task type for the
pedagogical tasks Easier is the activity the teachers and learners will work in the
classroom. It needs to be pointed out that pedagogical tasks should be made suitable
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to the learners' proficiency levels. It has been pointed out that the design of syllabus
types requires needs analysis above.
d. Implementation of the Syllabus
1). 4 teaching learning cycles
1. Building a knowledge field (building knowledge of field)
Phase build knowledge is very important for students, especially students of ESL,
because it is the point at which the overall knowledge of the cultural and social
context of the task or topic is built and developed. At this stage, a discussion of the
similarities and differences across cultures occur so that an understanding of the
purpose of the community can be developed. The range and nature of activities
here depend on the extent to which learners are learning English as a second
language develops and rate their familiarity with the task or topic before expected
to learn it.
2. Modelling of the text
3. This phase introduces learners to the text or performance models that must be
mastered them. At this stage, there is a clear focus on the analysis and observation
of the text or performance models associated with the task. The selection of the
model depends on teacher assessment of learners. In general, the model chosen is
that reflect the needs of learners and purpose in their literacy development.
Learners should be able to see the relevance of concrete what they do with what
they need to do
4. Joint Contruction of the text.
At this stage, the goal is for teachers to work with students to make the idea of a
text or a similar performance. First, teachers need to assess the extent of
knowledge and understanding of the field of learners. Further work may need to
be done before making ideas from the text or the actual performance begins. This
may include, for example, to collect relevant information or setting up a series of
records that will be used as the basis for the idea.
5. Independent contusction of the text
Before moving to this stage, the teacher needs to assess whether students are
ready to develop independently. Generally, independent preparation occurs only
after the students in groups or pairs have shown has mastered the part. In
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accordance with the needs of the students, it may be necessary to recycle some of
the tasks and activities at an early stage, for example, modeling or analysis of
grammatical patterns.
2). 3 muranoi interaction enhancement
competence to speak and listen, for example self-knowledge, and able to teach
using English as the language of instruction is bilingual. Analysis of tasks based on
steps the teacher during the lesson. Learning begins with:
1. allow time for students to prepare for the activity.
2. asks the students to act or perform activities.
3. discuss the problems that students have during the show, both at the level of the
sentence or discourse.
According 3 Muranoi interaction devices cited in Doughty and Williams [1998: 241-
242), step 1 is referred to as phase teacher training, step 2 stage performance, and
step 3 debriefing phase. Three phase increased interaction described below,
1. Stage Rehearsal (exercise)
During the training phase gurumemberikan class scenario in which the teacher
provides students with problems to be solved through interaction. Students form
pairs and prepare for the performance.
Phase 2. Performance
During this phase of the performance, a student doing the scenario, and the whole
class watched this performance. The interaction is enhanced by the teacher by giving
a request for repetition when students make mistakes.
Step 3. Debriefing
The teachers and students evaluate how well the interaction is done. There are two
types of evaluation: (a) evaluation focuses form, which involves the precision of the
target shape, ie explicit grammar explanations about the use of certain grammatical
features, and (b) the evaluation focuses meaning, which involves how the success of
the communication is done. The focus is on the level of accuracy in conveying
meaning and target accuracy.
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B. Competency and Task
1. Communicative competence and task classification
This is an important step that limits the extent to which information or knowledge
that is delivered to students. Therefore, the selection has been made for important
information. The second task is that an understanding of words and words primarily
functional. Acquisition of words including the important and fundamental competencies
in teaching and learning. The next task in the competence grammar is that
understanding the rules of word and sentence formation or structural ability: tenses,
active and passive voice, direct and indirect speech, the level of comparison, the gerund
(noun formed from the word plus -ing) and infinitive, affixes and its derivatives,
conditional sentences, clauses relative / adjective, causative, the use of expectations,
etc. the final task in the competence grammar is constructing a sentence types: simple
2. Communicative competence and task framework
As can be seen in the above description, competencies and tasks are analyzed in real
classroom teaching activities. Competence and task analysis using the framework from
the perspective of English language teaching today is the communicative competence in
language teaching. Then, the task is defined as an activity, prone to short or extended
pedagogical intervention, which requires learners to use the language with emphasis on
meaning to achieve the goal. A language learning task must meet the following criteria:
a) The primary focus of the meaning of a task, b) the task should have a purpose, c) the
task should be evaluated in terms of the results, and the task must have a relationship
with the real world.By using the definitions and criteria above, the data in this study
analyzed the class in this type of task. Types of tasks is their language activities that meet
the above criteria. Activities focused on the use of language, has a goal to achieve at the
end of the activity, and related to the students perceived the future needs in their work.
The types of competence, which is identified in the current theory of teaching English,
and tasks, which are identified in the classroom observation, is presented as follows:
C. Deskription of communicative competence
1. grammatical Competence
Understanding the Key Words and Words Functional
Acquisition word belongs important and basic competence in English language
teaching and learning. So in this case, the memory of students vocabulary can affect how
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many words or vocabulary can be produced or presented in both oral and written texts. The
second task is that ofunderstanding main word and functional words.
Understanding Rules and Noun Phrase
Build & Presents Description Text by Using phrases Noun
This task is very useful for the construction of the text both oral and written texts,
especially in preparing the description text.
2. sociolinguistic competence
3. The function of language is needed in this task
4. The language functions required to complete the task to be able to teach a number of
subjects using English as the language of instruction bilingual involves sixteen types of
language function. they are: speech / say helo, open / presence of call / start the lesson, ask
permission, give opinions, provide information, review / preview the lesson, explaining the
material, ask questions, provide feedback to the opinions or questions students, providing
instruction / ask students to do something, give clarification, expression or agreement and
disagreement, reward / feedback, give advice, give advice, concluded / summarize, closed
class, and leave taking. interaction is done when students take on the role of teachers and
students.
5. Produce appropriate utterances self introduction
6. active communication is an important aspect in learning English. very important, especially
for students who will be elementary school teachers because they will use English as the
language of instruction in the bilingual classroom. so, speaking skills belong important and
fundamental competencies in the teaching and learning of English. students are expected to
speak English well
7. The introduction of self-selected as one of the strategies to improve speaking skills because
it is not so difficult to do. it means that the students explain some of the information relating
to the real condition of the students such as name, date of birth, address, status, profession,
etc. in addition consists of several functions of the expression of an English / language such
as greetings, open / ask permission, inform fact, shut off taking, etc. there is one topic in this
task.
8. Discourse competence
There are five important topics presented by a lecturer in building form sentences.
The lecturers start a topic by identifying the needs of students. The topics are presented in
the task are: 1) positive and negative sentences (statements), 2) yes / no questions, wh-
questions, tag questions (interrogative), 3)
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command / command (imperative), 4) a request / ask someone to do something
(demand), and 5) a warning, ban, admire (exclamation). Topics begins with the analysis of
the needs of students. The students, who will teach elementary school students in bilingual
classes, require qualification on the competence to establish the form of sentences: 1)
positive and negative sentences (statements), 2) yes / no questions, wh-questions, tag
questions
(interrogative), 3) command / command (imperative), request / ask someone to do
something (demand), and warning, prohibition, admire (exclamation) sentences and how to
make the text by using sentences.
9. Strategic competence
Task 1. The relevant language sepereti use language function and expression in
English. Hanaya there is one task in strategic capabilities. This task is using language that is
appropriate to the purpose or expression language support in English correctly, based on the
genre and the communication situation; selecting appropriate content and
mengekpresikannya task with the right tone and language support appropriate so that this
task as expressed in everyday activities dirumah.meng-expresses the English language
support is very important for students because they can mengyambut teachers who teach
them berbahsa English, and expressing English in class. In addition, a professional teacher,
metreka will require English language support in daily to communicate. So master the
English language essential sangatlang clicking mengjarkan expresses its ability in English. It is
expected that students can understand English expressions ungakapn well as introductions
to people and how to express what is in their minds, as mentioned numbers in English.
English bahs express not only used by teachers but also but also in use by students,
especially when expressed in teaching in the classroom.
a. Topic presented
This task can be used with appropriate language support functions such as
language support? expression language support correctly, which is based on the
genre and communication. The selection of content and mengekpresikanya with
the right tone, as the expression of everyday activities. It is expected that
students can express expression smoothly and clearly. This task is different
denagn sebelunya task because the previous task in the classroom hanay but
this task is did a house. To facilitate learning in the classroom is no board to
attach each task kompetesinya. Like the previous task assignment begins using
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dibutukan analysis by students. Topics are connected denagn daily activities with
correct intonation and right both disekolahan or at home.
b. Language functions required in this task.
Like the previous task, purpose language can be proved from the interaction
between students and teachers, who showed verbal interaction or conversation
in the process of teaching the language and learn the expressions of everyday
which can be classified into several languages objectives. The purpose of
language in this task is not only to identify the interaction between students and
teachers in the classroom, but also prove of everyday students in the classroom
or home. Namely: greeting / saying hello (welcome greeting), apologizing
(apology) opening the lesson (open lessons), asking for permission (permit
request), opening the presentation (open presentation), giving information
(member information), explaning the material (explaining the material), asking
question 9menayakan question) 9memberi responses giving a response,
rewarding (bonus / extra value), concluding (conclusion), closing (closing), and
leaving the talking? saying thanks (greeting leave and say thank ksaih)
D. Goal, Input, and strategy
1. Competency and task goals
As seen in the types of competences and tasks above, the goal of teching English
ranged from developing structural knowledge to more communicative competence in
English language teaching, and this is the general intention within the English courses.
An examination of learning activities Carried out in the classrooms indicates that there
are more specific goals related to the competency and task Discussed and Carried out in
the course. The goals are reflected in the kinds of language activities that the lecturers
and the students did. For xample, in the task of understanding the structural skills
roomates discuss tenses, the goals of the lesson as to develop the students knowledge
of tenses through explanations or bulding knowledge from the lecturer, then modeling,
and joint construction, and finally independent construction. Similarly, in a more
communicative task Reviews such as producing appropraiteutterances of self
introduction and being Able to teach by using English as bilingual instruction, the goal is
to develop and improve the students' communicative skills through Reviews such kinds
of activities.
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2. Competency and task input
a. Input Refers to the matrials that form the point of departure of the lessons of the
competency or the task. The input for the lessons in this study is derived from the
analysis of students' needs the which is integratedly combined from different sources,
Reviews such as modules, hand outs, etc. in addition to the analysis of students' needs
modules, hand outs, the competency and task Also are selected from in-house materials
Reviews such as English elementary schools or English for bilingual instruction, the which
the lecturers develop for the internal use. In addition, the input for the competency and
tasks are determined on the bases of: 1) the current theories of English language
teaching, 2) the students 'needs, and 3) the relevant factors of the students' jobs or
professions in the future as elementary school teachers. The course materials are
related to the 'real world' tasks, taken either from the related sources or locally made
texts by the lecturers. Language classroom materials, Among others, are Characterized
by communicative competence of the which is influenced by structural competence
Because The design is in the form of the transitional models. The following extracts,
forexample, have been selected from matrials used in the classroom. The first extract is
a reading passage of a narrative text Entitled the legend of toba lake. Orientation. Once
upon a time there was a handsome man. His name was god sahala teacher. He liked
fishing. One day, he caught a fish. He was surprised to find out that the fish could talk.
Evaluation. Batara teacher could not bear it.He made the fish free. As soon as it was
free, the fish changed into a very beautiful woman. She Attracted god teacher so much.
He fell in love with that woman fish. The woman wanted to marry with him and said that
god teachers had to keep the secret the which she had been a fish. Batara teacher
agreed and promised that he would never tell anybody about it.Complication. They
married happily. They had two daughters. One day the teacher got very angry god with
his daughters. He could not control his madness. He shouted angrily and got the word of
the fish to his daughters. The daughters were crying. Then they found her Reviews their
mother and talked about it. Resolution. The mother was very annoyed. Batara teacher
hose broke promise. The mother was shouting angrily. Then the earth Began to shake.
Volcanoes started to erupt. The earth formed a very big hole.Reorientation.People
Believed that big hole Became a lake. Then this lake is known as Toba lake (taken from
the students' work) As seen in the paragraph above, the structural skill of 'past tense'
mostly dominates the text. This structural skill is repeated throughout the reading text.
In addition to the structurally-based materials, there are Also materials designed for
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more communicative competence practices for language teaching. The course material
focuses on communicative roomates or speaking skills with the task of being Able to
describe objects. For instance, is Carried out in active communication in the form of
speaking presentation. The following presents the example of a students' speaking
presentation in describing the Borobudur temple. Identification greet Borobudur is a
Buddhist temple in Indonesia. And it is very well known in the world Description The
temple is located in Magelang, on the island of Java in Indonesia. It is built in 9Th
century under the Sailendra dynasty of java. Influenced by the gupta architecture of
India, the temple is constructed on a hill 46 m high, and Consist of eight step-like stone
terraces. The first five terraces are square and surrounded by walls adorned with
buddhistsculpture. The upper three are circular with a circle the stupa. The design of the
temple of Borobudur is a Mountain- symbolizing the structure of the universe.
Borobudur was dedicated as an Indonesian Monument in 1983 (an example of the
students' work)
3. Competency and task impementation strategy
4. teaching learning Cycles
His job, which is carried out at this stage, with regard to the ability to write and read.
Namely: 1. Spelling alphabet or letters and numbers, in the language pronunciation
inggris.2.mengerti main word and the word sambung.3. understand the rules of a set of
nouns, and describe a set of sentences that construct that describes the object by using
the word benda.4. understand the rules of word and sentence structure or the structure
of sentences: sentences, active and passive sentences, direct and indirect speech, rate
comparison, gerunds and infinitives, said additive and said so, conditional sentences,
sentences with adjectives, because the sentence, the sentence of hope. 5. type of
sentence building; Simple, said manjemuk, and complete sentences, sentence building
forms: a statement, question, command sentences, sentence demand, and penjelasan.6
sentence. understand strstegi menaarik to teach using English in primary school, by
singing, playing simple movies, play games, make menaarik media, etc. sisoal budaya.7
based context. combine grammatical forms and acquire meaning in any text form
different kind; rhyme, procedures, descriptions, reports, news, narrative, calculate,
empower, discussion, exposition, argument, reports, content, pemberitahuan.8. can use
the appropriate language as the language function or language ekpressi good, clear way,
communication according to the situation and genre, selecting appropriate content and
tone of their voice, body language and body movement.
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4 teaching strategies to this task by 4 teaching-learning cycles that provide the
listener's spirit. 4 stage it is, 1. Build a vast knowledge, 2. Model text, 3. Combined create
text, 4. Free daari make teks.dan end of this phase 4, lecturer memdiskusikannya with
students during the lecture, both groups has or individual. Strategy 4 teaching-learning
cycles based on the assumption that in order to study and learn in efktif: first of all
students need a broad sense, and besifat kinship with the task or topic they are
studying. They also need a model that they will learn, in order to get a good idea for
them to do in the future. They membuthkan spirit and guidance for learning how to
organize what they know about the topic and the corresponding text.
Finally, they need the opportunity to use what they learn if their own and do so
freely.
Subsequent shows as an example the implementation of 4 cycles of teaching-
learning in the different task types narrative style through the building.
TASK: the idea of writing the story
1. Building a knowledge of the field (Building a broad knowledge)
First, lecturer memberrikan explanation or a broad knowledge of the content of
the story. Here be touched explain how important types of content of the story
and also rules about the content of the writing., Because each type of plot has
the properties sendiri2.sebagai example, if students want to make a story in the
form of description, it should use the `simple present tense. And if they want to
make writing about the past, then it should use the `past tense`. In addition,
there is a common structure in all the writing of the manuscript. For example,
the content of the story have the orientation, assessment, complete, resolution
and
2. Modelling of the text (Manuscript example)
After the lecturers give an explanation, he led the "modeling of the text" where
the lecturer shows an example of a neaskah. Then he showed a good example of
a story script includes characteristics, rules of writing, general structure, etc.
Which seacara expressly written in the script.
3. Joint construction of the text
Then, professors encourage students to practice how bedasarkan story drafting
rules and guidance of the lecturer. Students do with the group or Joint
construction of the text.
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4. Independent construction of the text
At the end of the lesson, the lecturer showed the students a short and simple
movie bejudul "goldilocks and the three bears", in front of the class. Then
students practice with free how to compose a story based on the film's script.
5. 3 muranoi interaction enhancement
a. Factors affecting the competency and task
All tasks, the implementation of measures from 3 muronai`s interaction
enhancements, is all of these tasks related to the ability to talk and listen. They are,
1) can teach a subject by using English as the language of instruction is bilingual in
the social sphere in tingkst elementary school. 2) make words exact phrase as an
introduction. The analysis of this task is bedasarkan lecturer steps taken during the
observation. Lecturer start with, 1) allow time for students to prepare all
kegiatannya.2) allow students to perform, 3) to discuss all issues that students face
during the show, whether it's writing a sentence or arrangement. Following 3
muronai`s interaction enhancements, the first step of the faculty is to show the
exercise phase. The second step, stage performances, and the third step is the stage
of face-to-face. This Directive an example implementation of 3 muronai`s interaction
enhancements in the task of carrying out teaching using English as the language of
instruction bilingual ..
Task: Can you teach a subject by using English as the language of instruction is
bilingual.
1. Input for the task (Input for the task)
Input to the task is the need of the students, ie who will be a primary school
teacher. They are expected to teach a subject by using English as the language of
instruction is bilingual. So as faculty must teach them how to teach in the English
language well. To complete this task, the student is expected in the given
instructions that they need to perform at an advanced SSAT seoang elementary
school teachers and students in teaching practice.
C. Competency and Task
1. Communicative competence and task classification
This is an important step that limits the extent to which information or knowledge
that is delivered to students. Therefore, the selection has been made for important
14
information. The second task is that an understanding of words and words primarily
functional. Acquisition of words including the important and fundamental competencies
in teaching and learning. The next task in the competence grammar is that
understanding the rules of word and sentence formation or structural ability: tenses,
active and passive voice, direct and indirect speech, the level of comparison, the gerund
(noun formed from the word plus -ing) and infinitive, affixes and its derivatives,
conditional sentences, clauses relative / adjective, causative, the use of expectations,
etc. the final task in the competence grammar is constructing a sentence types: simple
2. Communicative competence and task framework
As can be seen in the above description, competencies and tasks are analyzed in real
classroom teaching activities. Competence and task analysis using the framework from
the perspective of English language teaching today is the communicative competence in
language teaching. Then, the task is defined as an activity, prone to short or extended
pedagogical intervention, which requires learners to use the language with emphasis on
meaning to achieve the goal. A language learning task must meet the following criteria:
a) The primary focus of the meaning of a task, b) the task should have a purpose, c) the
task should be evaluated in terms of the results, and the task must have a relationship
with the real world.
By using the definitions and criteria above, the data in this study analyzed the class
in this type of task. Types of tasks is their language activities that meet the above
criteria. Activities focused on the use of language, has a goal to achieve at the end of the
activity, and related to the students perceived the future needs in their work. The types
of competence, which is identified in the current theory of teaching English, and tasks,
which are identified in the classroom observation, is presented as follows:
D. Deskription of communicative competence
1. grammatical Competence
Understanding the Key Words and Words Functional Acquisition word belongs
important and basic competence in English language teaching and learning. So in this
case, the memory of students vocabulary can affect how many words or vocabulary can
be produced or presented in both oral and written texts. The second task is that
ofunderstanding main word and functional words. Understanding Rules and Noun
Phrase Build & Presents Description Text by Using phrases _Noun This task is very useful
15
for the construction of the text both oral and written texts, especially in preparing the
description text.
2. sociolinguistic competence
3. The function of language is needed in this task
4. The language functions required to complete the task to be able to teach a number of
subjects using English as the language of instruction bilingual involves sixteen types of
language function. they are: speech / say helo, open / presence of call / start the lesson,
ask permission, give opinions, provide information, review / preview the lesson,
explaining the material, ask questions, provide feedback to the opinions or questions
students, providing instruction / ask students to do something, give clarification,
expression or agreement and disagreement, reward / feedback, give advice, give advice,
concluded / summarize, closed class, and leave taking. interaction is done when
students take on the role of teachers and students
5. Produce appropriate utterances self introduction
6. active communication is an important aspect in learning English. very important,
especially for students who will be elementary school teachers because they will use
English as the language of instruction in the bilingual classroom. so, speaking skills
belong important and fundamental competencies in the teaching and learning of
English. students are expected to speak English well
7. The introduction of self-selected as one of the strategies to improve speaking skills
because it is not so difficult to do. it means that the students explain some of the
information relating to the real condition of the students such as name, date of birth,
address, status, profession, etc. in addition consists of several functions of the
expression of an English / language such as greetings, open / ask permission, inform fact,
shut off taking, etc. there is one topic in this task.
8. Discourse competence
There are five important topics presented by a lecturer in building form sentences. The
lecturers start a topic by identifying the needs of students. The topics are presented in
the task are: 1) positive and negative sentences (statements), 2) yes / no questions, wh-
questions, tag questions (interrogative), 3) command / command (imperative), 4) a
request / ask someone to do something (demand), and 5) a warning, ban, admire
(exclamation). Topics begins with the analysis of the needs of students. The students,
who will teach elementary school students in bilingual classes, require qualification on
the competence to establish the form of sentences: 1) positive and negative sentences
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(statements), 2) yes / no questions, wh-questions, tag questions (interrogative), 3)
command / command (imperative), request / ask someone to do something (demand),
and warning, prohibition, admire (exclamation) sentences and how to make the text by
using sentences.
9. Strategic competence
10. Task 1. The relevant language sepereti use language function and expression in English.
Hanaya there is one task in strategic capabilities. This task is using language that is
appropriate to the purpose or expression language support in English correctly, based on
the genre and the communication situation; selecting appropriate content and
mengekpresikannya task with the right tone and language support appropriate so that
this task as expressed in everyday activities dirumah.meng-expresses the English
language support is very important for students because they can mengyambut teachers
who teach them berbahsa English, and expressing English in class. In addition, a
professional teacher, metreka will require English language support in daily to
communicate. So master the English language essential sangatlang clicking mengjarkan
expresses its ability in English. It is expected that students can understand English
expressions ungakapn well as introductions to people and how to express what is in
their minds, as mentioned numbers in English. English bahs express not only used by
teachers but also but also in use by students, especially when expressed in teaching in
the classroom.
11. a. Topic presented This task can be used with appropriate language support functions
such as language support? expression language support correctly, which is based on the
genre and communication. The selection of content and mengekpresikanya with the
right tone, as the expression of everyday activities. It is expected that students can
express expression smoothly and clearly. This task is different denagn sebelunya task
because the previous task in the classroom hanay but this task is did a house. To
facilitate learning in the classroom is no board to attach each task kompetesinya. Like
the previous task assignment begins using dibutukan analysis by students. Topics are
connected denagn daily activities with correct intonation and right both disekolahan or
at home.
b. Language functions required in this task.
Like the previous task, purpose language can be proved from the interaction
between students and teachers, who showed verbal interaction or conversation in
the process of teaching the language and learn the expressions of everyday which
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can be classified into several languages objectives. The purpose of language in this
task is not only to identify the interaction between students and teachers in the
classroom, but also prove of everyday students in the classroom or home. Namely:
greeting / saying hello (welcome greeting), apologizing (apology) opening the lesson
(open lessons), asking for permission (permit request), opening the presentation
(open presentation), giving information (member information), explaning the
material (explaining the material), asking question 9menayakan question) 9memberi
responses giving a response, rewarding (bonus / extra value), concluding
(conclusion), closing (closing), and leaving the talking? saying thanks (greeting leave
and say thank ksaih)
E. Goal, Input, and strategy
1. Competency and task goals
As seen in the types of competences and tasks above, the goal of teching English
ranged from developing structural knowledge to more communicative competence in
English language teaching, and this is the general intention within the English courses.
An examination of learning activities Carried out in the classrooms indicates that there
are more specific goals related to the competency and task Discussed and Carried out in
the course. The goals are reflected in the kinds of language activities that the lecturers
and the students did. For xample, in the task of understanding the structural skills
roomates discuss tenses, the goals of the lesson as to develop the students knowledge
of tenses through explanations or bulding knowledge from the lecturer, then modeling,
and joint construction, and finally independent construction. Similarly, in a more
communicative task Reviews such as producing appropraiteutterances of self
introduction and being Able to teach by using English as bilingual instruction, the goal is
to develop and improve the students' communicative skills through Reviews such kinds
of activities.
2. Competency and task input
a. Input Refers to the matrials that form the point of departure of the lessons of the
competency or the task. The input for the lessons in this study is derived from the
analysis of students' needs the which is integratedly combined from different sources,
Reviews such as modules, hand outs, etc. in addition to the analysis of students' needs
modules, hand outs, the competency and task Also are selected from in-house materials
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Reviews such as English elementary schools or English for bilingual instruction, the which
the lecturers develop for the internal use. In addition, the input for the competency and
tasks are determined on the bases of: 1) the current theories of English language
teaching, 2) the students 'needs, and 3) the relevant factors of the students' jobs or
professions in the future as elementary school teachers. The course materials are
related to the 'real world' tasks, taken either from the related sources or locally made
texts by the lecturers. Language classroom materials, Among others, are Characterized
by communicative competence of the which is influenced by structural competence
Because The design is in the form of the transitional models. The following extracts,
forexample, have been selected from matrials used in the classroom. The first extract is
a reading passage of a narrative text Entitled the legend of toba lake. Orientation. Once
upon a time there was a handsome man. His name was god sahala teacher. He liked
fishing. One day, he caught a fish. He was surprised to find out that the fish could talk.
Evaluation. Batara teacher could not bear it.He made the fish free. As soon as it was
free, the fish changed into a very beautiful woman. She Attracted god teacher so much.
He fell in love with that woman fish. The woman wanted to marry with him and said that
god teachers had to keep the secret the which she had been a fish. Batara teacher
agreed and promised that he would never tell anybody about it.Complication. They
married happily. They had two daughters. One day the teacher got very angry god with
his daughters. He could not control his madness. He shouted angrily and got the word of
the fish to his daughters. The daughters were crying. Then they found her Reviews their
mother and talked about it. Resolution. The mother was very annoyed. Batara teacher
hose broke promise. The mother was shouting angrily. Then the earth Began to shake.
Volcanoes started to erupt. The earth formed a very big hole.Reorientation.People
Believed that big hole Became a lake. Then this lake is known as Toba lake (taken from
the students' work) As seen in the paragraph above, the structural skill of 'past tense'
mostly dominates the text. This structural skill is repeated throughout the reading text.
In addition to the structurally-based materials, there are Also materials designed for
more communicative competence practices for language teaching. The course material
focuses on communicative roomates or speaking skills with the task of being Able to
describe objects. For instance, is Carried out in active communication in the form of
speaking presentation. The following presents the example of a students' speaking
presentation in describing the Borobudur temple. Identification greet Borobudur is a
Buddhist temple in Indonesia. And it is very well known in the world Description The
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temple is located in Magelang, on the island of Java in Indonesia. It is built in 9Th
century under the Sailendra dynasty of java. Influenced by the gupta architecture of
India, the temple is constructed on a hill 46 m high, and Consist of eight step-like stone
terraces. The first five terraces are square and surrounded by walls adorned with
buddhistsculpture. The upper three are circular with a circle the stupa. The design of the
temple of Borobudur is a Mountain- symbolizing the structure of the universe.
Borobudur was dedicated as an Indonesian Monument in 1983 (an example of the
students' work)
3. Competency and task impementation strategy
4. 4 teaching learning Cycles
His job, which is carried out at this stage, with regard to the ability to write and read.
Namely: 1. Spelling alphabet or letters and numbers, in the language pronunciation
inggris.2.mengerti main word and the word sambung.3. understand the rules of a set of
nouns, and describe a set of sentences that construct that describes the object by using
the word benda.4. understand the rules of word and sentence structure or the structure
of sentences: sentences, active and passive sentences, direct and indirect speech, rate
comparison, gerunds and infinitives, said additive and said so, conditional sentences,
sentences with adjectives, because the sentence, the sentence of hope. 5. type of
sentence building; Simple, said manjemuk, and complete sentences, sentence building
forms: a statement, question, command sentences, sentence demand, and penjelasan.6
sentence. understand strstegi menaarik to teach using English in primary school, by
singing, playing simple movies, play games, make menaarik media, etc. sisoal budaya.7
based context. combine grammatical forms and acquire meaning in any text form
different kind; rhyme, procedures, descriptions, reports, news, narrative, calculate,
empower, discussion, exposition, argument, reports, content, pemberitahuan.8. can use
the appropriate language as the language function or language ekpressi good, clear way,
communication according to the situation and genre, selecting appropriate content and
tone of their voice, body language and body movement.
4 teaching strategies to this task by 4 teaching-learning cycles that provide the
listener's spirit. 4 stage it is, 1. Build a vast knowledge, 2. Model text, 3. Combined create
text, 4. Free daari make teks.dan end of this phase 4, lecturer memdiskusikannya with
students during the lecture, both groups has or individual. Strategy 4 teaching-learning
cycles based on the assumption that in order to study and learn in efktif: first of all
students need a broad sense, and besifat kinship with the task or topic they are
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studying. They also need a model that they will learn, in order to get a good idea for
them to do in the future. They membuthkan spirit and guidance for learning how to
organize what they know about the topic and the corresponding text.
Finally, they need the opportunity to use what they learn if their own and do so
freely. Subsequent shows as an example the implementation of 4 cycles of teaching-
learning in the different task types narrative style through the building.
TASK: the idea of writing the story
1. Building a knowledge of the field (Building a broad knowledge)
First, lecturer memberrikan explanation or a broad knowledge of the content of
the story. Here be touched explain how important types of content of the story
and also rules about the content of the writing., Because each type of plot has
the properties sendiri2.sebagai example, if students want to make a story in the
form of description, it should use the `simple present tense. And if they want to
make writing about the past, then it should use the `past tense`. In addition,
there is a common structure in all the writing of the manuscript. For example,
the content of the story have the orientation, assessment, complete, resolution
and
2. Modelling of the text (Manuscript example)
After the lecturers give an explanation, he led the "modeling of the text" where
the lecturer shows an example of a neaskah. Then he showed a good example of
a story script includes characteristics, rules of writing, general structure, etc.
Which seacara expressly written in the script.
3. Joint construction of the text
Then, professors encourage students to practice how bedasarkan story drafting
rules and guidance of the lecturer. Students do with the group or Joint
construction of the text.
4. Independent construction of the text
At the end of the lesson, the lecturer showed the students a short and simple
movie bejudul "goldilocks and the three bears", in front of the class. Then
students practice with free how to compose a story based on the film's script.
5. 3 muranoi interaction enhancement
a. Factors affecting the competency and task
All tasks, the implementation of measures from 3 muronai`s interaction
enhancements, is all of these tasks related to the ability to talk and listen.
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They are, 1) can teach a subject by using English as the language of
instruction is bilingual in the social sphere in tingkst elementary school. 2)
make words exact phrase as an introduction. The analysis of this task is
bedasarkan lecturer steps taken during the observation. Lecturer start with,
1) allow time for students to prepare all kegiatannya.2) allow students to
perform, 3) to discuss all issues that students face during the show, whether
it's writing a sentence or arrangement. Following 3 muronai`s interaction
enhancements, the first step of the faculty is to show the exercise phase.
The second step, stage performances, and the third step is the stage of face-
to-face. This Directive an example implementation of 3 muronai`s
interaction enhancements in the task of carrying out teaching using English
as the language of instruction bilingual ..
Task: Can you teach a subject by using English as the language of instruction
is bilingual.
1. Input for the task (Input for the task)
Input to the task is the need of the students, ie who will be a primary
school teacher. They are expected to teach a subject by using English as
the language of instruction is bilingual. So as faculty must teach them
how to teach in the English language well. To complete this task, the
student is expected in the given instructions that they need to perform
at an advanced SSAT seoang elementary school teachers and students in
teaching practice.
2. language activities (activity language)
a. Proactive task activity (activity of active duty)
Before giving the task, lecturer explains how to use English as the
language of instruction Lecturer memberikanbeberapa example of
how to teach using English, for example, how to open a class, how
to explain the material, how to summarize and how close the class.
b. phase exercise
During this stage, the lecturer asked the students to choose a topic
of particular subjects, including the form of planning, teaching
media, teaching strategies, etc. They propose to divide some groups
or consult with faculty.
c. phase appear
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Kemudiann student must appear in teaching practice. Students
should appear as a real elementary school teachers who teach a
particular topic of topics daalm speak English in class.
d. phase interview
During the show, the lecturer makes notes the problems faced by
students during the show. At the end of the teaching, the lecturer to
discuss it with the entire student body. The first problem is the
aspect of concentration, the ability to communicate. Then make a
list of problems lecturer d board and ask the class to show what dab
pemasalahannya how they fix it in the future
b. Communications from the perspective of students and lecturers The
next task is to understand the noun phrase and build a text description that
describes the object by using the noun phrase and then presents how to
describe an object in front of the class by using text descriptions containing
noun phrases. The task is determined by several factors. In the task of
understanding the noun phrase, there are five factors that affect the task.
They are:
a. vocabulary students
b. Student mastery of noun phrases,
c. students speaking skills: pronunciation and fluency
d. student motivation and
e. allotment of time.
In this task, some students can not afford to build or write noun phrases are
good, especially the two rules accurately. This means that it is influenced by the
students' understanding of the rules of how to construct noun phrases and
vocabulary as well as by students. So lecturer focuses on building the
knowledge to understand the rules of noun phrases and noun phrases prepare
well. Motivation mahamahasiswa also affect the ability of the students in the
task, in which some students are still not confident when they build a noun
phrase. Another factor is the time allotment, where there is time available to
carry out tasks, including building the knowledge to understand the rules of
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noun phrases, noun phrases modeling, construction along with how to make a
noun phrase in the group, and independent construction of each student to
make phrases individual objects.
In presenting text descriptions, factors affecting task is dominated by the
students' speaking skills, because in this task, the students who attend or
perform their speaking skills to describe a particular object in front of the class.
Here the students have to perform tasks individually and without text. The
object can be people, animals, plants, and others.
The third task is about understanding the structural skills. This task is influenced
by several factors, where the task is at the sentence level. There are three
factors that affect the task. They are:
a. mastery of the rules of word and sentence formation or structural skills /
grammar,
b. student motivation, and
c. time allotment
For example, some students do not understand very well some structural skills,
such as tenses, active and passive voice, direct indirect speech, rate
comparison, gerund and infinitive, affixes and their derivatives, conditional
sentences, relative / adjective clause, causative, the use of desire, etc. This
means that it is influenced by structural student mastery of skills. So lecturer
intends to focus on building a knowledge of understanding the structural skills,
text modeling and construction along with taking students into groups
discussion. Here, lecturers implement group discussion so that students
understand the structural skill intensive. Next is the student motivation and
time allotment, where some students are not confident in doing their job, and
the time available also need to be set in proportion.
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The final task is to build competence grammatical sentence types: simple,
compound, and complex sentences; and build tenses: statement, interrogative,
imperative, demand, and exclamation sentences. In this case, the factors that
affect the task indicated by
The following five factors:
a. vocabulary of students,
b. mastery of sentence patterns of the type of student sentences: simple,
compound, and complex sentences, and sentence patterns of Form sentence:
statement, interrogative, imperative, demand, and exclamation sentences,
c. structural student mastery of skills,
d. student learning motivation, and
e. allotment of time
Students are expected to build up tenses and sentence types. But in fact, not all
students can write or build a good sentence by sentence structure patterns. This
is connected with the knowledge and skills of students such as vocabulary and
structural skills of students. So lecturer intends to build knowledge on how to
build different types of sentences and sentence good shape. Another factor that
affects the tasks that student motivation and time allotment. Not all students
can write well, and the availability of time also contribute to the
implementation of the task.
The next task is English for early childhood. This task involves an understanding
of current educational theory Teaching English to elementary school students
like to understand the characteristics of students, selecting course materials,
choose the source, and capable meakukan exciting activities such as singing,
playing simple english movie / drama, play games / play for fun, create media
interest, determining teaching strategies, etc. There are several factors that
determine their duties and somewhat different from previous tasks because in
this task, the student activity in the construction phrase together or in a group
discussion. There are five factors that influence this task. They are:
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a. student knowledge about teaching English to elementary school children as
knowledge characteristics of students, selecting course materials, select a
source.
b. The ability of students to play an exciting activities such as singing, playing
simple english movie / drama, play games / play for fun.
c. The ability of students to media interest, determining teaching strategies etc.
d. Student motivation, and
e. Allotment of time.
In a group discussion, if some students do not work well in their groups. This
means that it may be affected of student motivation and understanding of the
students to the teaching of English in primary schools.
The next task of sociolinguistic competence is the ability to teach a number of
subjects by using English as bilingual instruction. This task is influenced by
several factors, and in this task mahamahasiswa must attend and teach skills on
how to teach a number of subjects by using English as the instruction or
teaching English in class. Factors affecting this task are:
a. Knowledge of student vocabulary.
b. Articulation or speech production.
c. skills structural
d. accuracy pronunciation
e. Fluency speaking skills
f. Voltage and intonation patterns
g. Ekpspresi speak english
h. student Motivation
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i. rationing time
For example, some students can not speak English fluently accurate in their
teaching practice. This means that it is influenced by knowledge of the
vocabulary of students articulation or speech production struktual skills, and
student motivation. So lecturer intends to build knowledge about how to teach
the English language to give some examples of English mahamahasiswa used for
bilingual instruction and told them to practice more. This task also requires the
availability of sufficient time for students to perform optimally, a lecturer should
organize and establish a proportionally.
The final task of sociolinguistics is the ability to produce speech right of self-
introduction. This task is determined by several factors and their nearly equal to
the previous task. In this task, the student must be present and
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