MGMP Kota Yogya 26 Maret 07

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Yogya EFL MGMP on TEFL
Layers of Contexts for

TEFL Yogya EFL MGMP on TEFL
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Democratization, Decentralization, Regional

Autonomy
Each Region + > 1 Intl. St. School

Decentralized Education System
School-Based Management
School Level Curriculum
Min. Reg. No. 22 on CS
Minl. Regln. No. 23 on GCS
Law No. 14/2005 on Ts & Ls
Competencies required of Ts & Ls
Certification
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Teachers have a Noble Task:

Educating young generation
sustaining the nations
existence
Right track sustainable
credits (amal jariah) the
Paradise is awaiting educators
Wrong track prevailing sins
So ..?
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Yogya EFL MGMP on TEFL Methodo

logy SMP Muh 1 Yogyakarta
Professional
Competencies
T-L PROCESS
Pedagogical
Competencies
Teacher
Competencies
LEARNING
OUTPUT
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Interpersonal
Competencies
Personal
Competencies
Technical/Professional Knowledge (Competencies):

1. Understands the linguistic systems of English phonology,
grammar, and discourse.
2. Comprehensively grasps basic principles of language learning and
teaching.
3. Has fluent competence in speaking, writing, listening to, and reading English.
4. Knows through experience what it is like to learn a foreign language.
5. Understands the close connection between language and culture.
6. Keeps up with the field through regular reading and conference/workshop
attendance.
Pedagogical Skills:
7. Has a well-thought-out, informed approach to language teaching.
8. Understands and uses a wide variety of techniques.
9. Efficiently designs & executes lesson plans.
10. Monitors lessons as they unfold and makes effective mid-lesson alternatives.
11. Effectively perceives Ss linguistic needs.
12. Gives optimal feedback to students.
13. Stimulates interaction, cooperation, and teamwork in the classroom.
14. Uses appropriate principles of classroom management.
15. Uses effective, clear presentation skills.
16. Creatively adapts textbook material & other audio, visual, & mechanical aids.
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17. Innovatively creates brand-new materials when needed.

18. Uses interactive, intrinsically-motivating techniques to create effective tests.
Interpersonal Skills
19. Is aware of cross-cultural differences and is sensitive to students cultural
traditions.
20. Enjoys people; shows enthusiasm, warmth, rapport, and appropriate humour.
21. Values the opinions and abilities of students.
22. Is patient in working with students of lesser ability.
23. Offers challenges to students of exceptionally high ability.
24. Cooperates harmoniously and candidly with colleagues (fellow teachers).
25. Seeks opportunities to share thoughts, ideas, and techniques with colleagues.
Personal Skills
26. Is well-organized, conscientious in meeting commitments, and dependable.
27. Is flexible when things go awry.
28. Maintains an inquisitive mind in trying out new ways of teaching.
29. Sets short-term and long-term goals for continued professional growth.
30. Maintains and exemplifies high ethical and moral standards.
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A good EFL teacher comprehensively grasps

basic principles
of language learning and teaching.
A good EFL teacher has a wellthought-out, informed approach to
language teaching.
A good EFL teacher understands and
uses a wide variety of techniques.
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Cognitive
Principles
of EFL
Teaching
Brown, 2001
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Affective
Automaticity
Meaningful
Learning
Anticipation of
Reward
Intrinsic Motivation
Strategic
Investment
Language Ego
Self Confidence
Risk-taking
Language-Culture
Connection
Native Language
Effect
Linguistic
Inter-language
Communicative
Competence
(1) AUTOMATICITY: a timely movement of the

control of a few l. forms INTO the automatic
processing of a relatively unlimited no. of l.
forms balance between the language focus
and the communication focus activities
(2) MEANINGFUL LEARNING: M.L. better long
retention than rote learning appealing to Ss
interests; associate new & old l. points; avoid
meaningless rote learning
(3) ANTICIPATION OF REWARD: anticipation of
reward tangible/ intangible, short-term/longtermdrives human behaviour (l. behaviour)
give verbal praise & encouragement; Ss mutual
& praise encouragement; provide reminders of
progress/ achievement (gold stars, stickers); Ts
26/03/07& interests;
Yogya EFL MGMP
on TEFL
10
enthusiasm
get
SsMetho
to see L-T
dology SMP Muh 1 Yogyakarta
rewards
(4) INTRINSIC MOTIVATION: Ss needs, wants,

desires drive their behaviours use interesting
and motivating classroom techniques
(5) STRATEGIC INVESTMENT: Ss success in
learning an FL their investment of time, effort,
attention strategies for comprehending &
producing the language.
AFFECTIVE
(6) LANGUAGE EGO: Ss new mode of thinking,
feeling, and acting (2nd identity) a sense of
fragility, a defensiveness & a raising of
inhibitions show supportive attitudes; use
techniques & tasks of moderate difficulty; be
fair, clear, structured, wise; show patience and
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Yogya EFL MGMP on TEFL Metho
11
understanding
(7) SELF-CONFIDENCE: Ss belief in their own

capability contributes to their L. success give
verbal and nonverbal assurance; sequence tasks
from easy to difficult
(8) RISK-TAKING: To be successful, Ss must be
willing to become gamblers, to attempt to
produce and interpret English that is a bit
beyond their absolute certainty create an
encouraging atmosphere; + reasonable
challenges; help Ss to understand calculated
risk-taking; + positive affirmation, give praise;
give warm but firm attention
(9) discuss cultural differences; illustrate L-C
connections; show cultural connotations of
language;
screen materials
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(10) THE NATIVE LANGUAGE EFFECT: Ss native

language system both facilitates and interferes
with their acquisition of the new language, but
the interfering effects are likely to be most
salient make Ss aware of their NL interference;
make them aware that not all their errors are
caused by their NL system; help them to think in
English
(11) INTERLANGUAGE: Ss tend to go thr. a
systematic or quasi-systematic devtl. process
towards full competence in English.
Interlanguage devt. results from feedback
utilization. error-mistake distinction; tolerance
of Ss errors; never put Ss down because of their
errors; give Ss feedback so that they learn thr.
making mistakes; help Ss to develop ability to do
self-correction;
encourage
them
to speak; select
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Yogya EFL MGMP on
TEFL Metho
13
which errors to treat
(see Brown, 2000: 240)
(12) COMMUNICATIVE COMPETENCE: CC

consists of organizational competence
(grammatical & discourse), pragmatic
competence (functional &
sociolinguistic), strategic competence, &
psycho-motor skills usage & use,
accuracy-fluency, authentic English &
contexts give attention to all aspects;
give attention to subtlety; give attention
to pronunciation; provide opportunities
for practice & be tolerant to their
mistakes; create communicative or
information-gap activities; help them to
develop skills to learn independently
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14
All efforts are to support the development of

Ss communicative competence
Standards of Graduate Competence

Minister Regulation No. 23/2006
A good EFL teacher has a wellthought-out, informed approach to

language teaching.
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Yogya EFL MGMP on TEFL Methodology SM

P Muh 1 Yogyakarta
15
GTM
DIRECT
METHOD
READING
METHOD
ALM
COGNITIVE
CODE
LEARNING
COMMUNICATIVE APPROACH =
A SET OF APPROACHES
Modified from Stern, 1983
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P Muh 1 Yogyakarta
16
Theories and Models of S/FLA
Innatist
Cognitive
[Krashen]
subconscious
acquisition
superior
to learning and
monitoring
comprehensible
input
(i + 1)
low affective filter
natural order of
acquisition
zero option for
grammar
instruction
[McLaughlin/Bialysto [Long]
k]
interaction
hypothesis
controlled/automatic intake through
processing (McL)
social
focal/peripheral
interaction
attention (McL)
output hypothesis
restructuring
(Swain)
(McL)
HIGs (Seliger)
implicit vs. explicit
authenticity
(B)
task-based
unanalized vs.
instruction
analyzed
knowledge
(B)
form-focused
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instruction
P Muh 1 Yogyakarta
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Constructivist
If our students learning needs are the focus of our

attention, we must not concerned ourselves too much
with methods/techniques.
We choose a certain method or technique because its
application/use will help our students in acquiring
communicative competencies.
INFORMED or ENLIGHTENED ECCLECTICISM

A good EFL teacher understands and
uses a wide variety of techniques.
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P Muh 1 Yogyakarta
18
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The statements of graduate competencies for

both the educational unit level and the subject
cluster level (Permen No. 23/2006);
(1) At the Junior Secondary Education Level:
Demonstrate listening, speaking, reading, and
writing skills in simple English;
(2) At the general senior secondary education
level: Demonstrate listening, speaking, reading
and writing skills in English;
(3) At the vocational senior secondary education
level: Demonstrate listening, speaking, reading
and writing skills in English.
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Gr. Competencies at the subject level (PS Level)

(a)Listening - Understand very simple instructions, information,
and stories presented orally in the classroom, school, and
surrounding context;
(b)Speaking - Express orally meanings in very simple
interpersonal and transactional discourse in the form of
instructions and information in the classroom, school and
surrounding contexts;
(c) Reading - Read aloud and understand meanings in the form of
very simple instructions, information, short functional texts, and
pictured descriptive texts presented in written forms in the
classroom, school, and surrounding contexts:
(d)Writing - Write words, expressions, and very simple short
functional texts with correct spelling and punctuations:
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Gr. Competencies at JSS Level

(a)Listening - Understand meanings in simple interpersonal and
transactional oral discourses, both formal and informal, in the form
of recount, narrative, procedure, descriptive, and report, in daily
life contexts;
(b)Speaking - Express meanings orally in simple interpersonal and
transactional discourse, both formally and informally, in the form
of recount, narrative, procedure, descriptive, and report, in daily
life contexts;
(c) Reading - Understand meanings in simple written interpersonal
and transactional discourse, both formally and informally, in the
form of recount, narrative, procedure, descriptive, and report, in
daily life contexts;
(d) Writing - Express in written form meanings in simple
interpersonal and transactional discourse, both formally and
informally, in the form of recount, narrative, procedure,
descriptive,
and report,
in daily
life contexts
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Yogya
EFL MGMP
on TEFL
Gr. Competencies at SSS Level (Non-Language)

(a) Listening - Understand meanings in interpersonal and transactional oral
discourses, both formal and informal, in the form of recount, narrative,
procedure, descriptive, news items, report, analytical exposition,
hortatory exposition, spoof, explanation, discussion, and review in daily
life contexts;
(b) Speaking - Express meanings orally in simple interpersonal and
transactional discourse, both formally and informally, in the form of
recount, narrative, procedure, descriptive, news items, report, analytical
exposition, hortatory exposition, spoof, explanation, discussion, review
and report, in the daily life contexts;
(c) Reading - Understand meanings in simple written interpersonal and
recount, narrative, procedure, descriptive, news items, report, analytical
and report, in the daily life contexts;
(d) Writing - Express in written form meanings in simple interpersonal and
recount, narrative, procedure, descriptive, , news items, report, analytical
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and report, in the daily life
Gr. Competencies for Language Program

(a) Listening - Understand meanings in interpersonal and transactional oral
discourses, both formal and informal, in the form of recount, narrative,
procedure, descriptive, news items, report, analytical exposition, hortatory
exposition, spoof, explanation, discussion, review, and public speaking in the
academic context, and popular and authentic literary works in real daily life;
(b) Speaking - Express meanings orally in simple interpersonal and transactional
discourse, both formally and informally, in the form of recount, narrative,
procedure, descriptive, news items, report, analytical exposition, hortatory
exposition, spoof, explanation, discussion, review, report, and public speaking
in the academic context, and popular and authentic literary works in real daily
life;
(c) Reading -Understand meanings in simple written interpersonal and
transactional discourse, both formally and informally, in the form of recount,
narrative, procedure, descriptive, news items, report, analytical exposition,
hortatory exposition, spoof, explanation, discussion, review, report, and public
speaking in the academic context, and popular and authentic literary works in
real daily life;
(d) Writing - Express in written form meanings in simple interpersonal and
transactional discourse, both formally and informally, in the form of recount,
narrative, procedure, descriptive, news items, report, analytical exposition,
hortatory exposition, spoof, explanation, discussion, review, report, and public
speaking in the academic context, and popular and authentic literary works in
real daily life.
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LANGUAGE COMPETENCE
ORGANIZATIONAL
PRAGMATIC
COMPETENCE
COMPETENCE
GRAMMATICAL
COMPETENCE
TEXTUAL
ILLOCUTIONARY
COMPETENCE COMPETENCE
-Vocab
-Cohesion
-Morphology
-Syntax
-Phonology/
Graphology
-Ideational Funcs.
Sensitivity to
-Heuristic Funcs.
dialects
-Manipulative Funcs. Sensitivity to
-Rhetorical
-Imaginative Funcs.
Registers
organization
-Sensitivity to
Bachman, L. (1990)
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SOCIOLINGUISTIC
COMPETENCE

Naturalness
-Sensitivity to
Cult. Refs. &
25
Figs. of
FOR HELPING Ss to
COMPREHEND THE
CONTENT OF the TEXT
TECHNIQUES
FOR HELPING Ss LEARN

THE RULES USED TO
EXPRESS INTENDED
MEANINGS
FOR HELPING Ss LEARN TO

USE THE ALREADY LEARNT
RULES COMMUNICATIVELY
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CONTROLLED
TECHNIQUES (19)
TECHNIQUES
SEMICONTROLLED
TECHNIQUES (9)
FREE TECHNIQUES
(10)
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Controlled Techniques:
1. Warm-up: Mimes, songs, dance, jokes, play.
2. Setting: focusing on lesson topic.
3. Organizational: Structuring lesson or class activities
(classroom management)
4. Content explanation: gram., phon., voc., socioling.,
pragmatic or other aspects
5. Role-play demonstration: the teacher/selected Ss
6. Dialogue/Narrative presentation: Reading or listening
for passive reception.
7. Dialogue/Narrative recitation: Reciting a previously
known or prepared text, either in unison or indiv.
8. Reading aloud: Reading directly from a given text/
9. Checking: T guiding the correction of Ss work,
providing feedback as an activity
10. Question-answer, display: Activity involving prompting
of st. responses by means of display questions
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Controlled Techniques (. Contd.):

11. Drill: e.g. repetition, substitution, and
mechanical alterations.
12. Translation: S/T provision of L1 or L2 trans. of a
text
13. Dictation: Ss writing down orally presented text.
14. Copying: Ss writing down text presented visually
15. Identification: Ss picking out, producing/labeling or
identifying a specific T form, functs., def., etc.
16. Recognition: Ss identifying forms without a verbal
response
17. Review: T-led review of previous week/month as a
formal summary & type of a test of st recall
performance
18. Testing: formal testing procedures Ss progress
19. Meaningful drill: Drill activity involving responses with
meaningful choices, as in reference to different
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information
Semicontrolled techniques:
20. Brainstorming
21. Story telling (especially when Ss-generated)
22. Question-answer referential
23. Cued narrative/dialogue
24. Information transfer
25. Information exchange
26. Wrap-up
27. Wrap-up
28. Preparation
Free techniques:
29. Role-play
35. Interview
30. Games
36. Discussion
31. Report
37. Composition
32. Problem solving
38. A propos
33. Drama
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34. Simulation
30
How important is a text in our

English teaching?
In communicative language teaching, a
text is a unit of communicative product,
i.e. the result of exercising the textual
competence, which is part of the
communicative language competence.
Lets see the components of
communicative language competence.
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Crucial Concepts
1. Transactional texts = those aimed at transmitting
or exchanging factual or propositional
information (Philosophers & psychologists view)
2. Interactional or interpersonal texts = those aimed

at establishing and maintaining social
relationships (sociologists & anthropologists
view)
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3. the primary determinant of whether a set of

sentences do or do not constitute a text depends on
cohesive relationships within and between the
sentences, which create texture: A text has a
texture and this is what distinguishes it from
something that is not a text . The texture is
provided by the cohesive RELATION (Halliday &
Hasan, 1976, as quoted by Brown & Yule, 1983)
A text demonstrates:
The relationship between sentences and texts
Textual connectivity
F. Grellet, 1981
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Examples
Categories
Personal
I just met your brother. Hes a nice guy.
Demonstrative You failed the test. This is bad news.
References
Substitution and
Ellipsis (the examples
illustrate substitution)
Conjunction
Comparative
I asked for this bag, but I got the other bag.
Nominal
Can I have another drink? This one is finished.
Verbal
You look great. So do you.
Clausal
Adversative
I didnt study. However, I still passed.
Additive
He didnt study. And he failed.
Temporal
She studies hard. Then she sat the test.
Causal
They studies hard. Therefore they deserve to

pass.
Reiteration
Lexical cohesion
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Is she happy? I think so.
Collocation
Hand me the book. That book on the table.

The book arrived in the mail. The cover was
ripped off and the pages were torn.
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Other cohesive devices in English:

Examples
Categories
Ellipsis
Nominal
My kids play an awful lot of sport. Both (0) are

incredibly energetic.
Verbal
A. Have you been working?

B: Yes, I have (0).
Clausal
A: Why do you only set three places? Pauls staying

for dinner, isnt he?
B: Is he? He didnt tell me (0).
Repetition
Lexical
cohesion
Synonym
What we lack in a newspaper is what we should get.

In a word, a popular newspaper may be the
winning ticket.
You could try reversing the car up the slope. The
incline isnt all that steep.
Superordinate
Pneumonia has arrived wit the cold and wet

conditions.
The illness is striking everyone from infants to the
elderly.
General Word
A: Did you try the steamed buns?

B: Yes, I didnt like the things much.
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Which of the sentences in each number form a text.

(1) Wash and core six cooking apples. Put them into a
fireproof.
(2) Wash your face and apply the cream. I am going to cook in the
kitchen.
(3) At least 14 people died on Saturday after drinking a cheap
alcoholic beverage, raising to 20 the number of people killed
by the poisonous brew in two days, news reports said.
The quake measured 5.7 on the Richter scale and was felt
shortly before 10.50 am (0850 GMT) Bucharest radio quoted
an official report as saying. Judge Neil Dennison said Robert
Phee, 23, a technician on the hit musical Miss Saigon was
gripped by the excitement and theatricality of the eight
robberies which netted him 15,000 pounds.
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(4) In England, however, the tungsten-tipped spikes would tear the thin
tarmac surfaces of our roads to pieces as soon as the protective layer of
snow or ice melted. Road maintenance crews try to reduce the danger of
skidding by scattering sand upon the road surface. We therefore have to
settle for the method described above as the lesser of two evils. Their
spikes grip the icy surfaces and enable the motorist to corner safely
where non-spiked tyres would be disastrous. Its main drawback is that if
there are fresh snowfalls the whole process has to be repeated, and if the
snowfalls continue, it becomes increasingly ineffective in providing some
kind of grip for tyres. These tyres prevent most skidding and are effective
in the extreme weather conditions as long as the roads are regularly
cleared of loose snow. Such a measure is generally adequate for our very
brief snowfalls. Whenever there is snow in England, some of the country
roads may have black ice. In Norway, where there may be snow and ice
for nearly seven months of the year, the law requires that all cars be fitted
with special spiked tyres. Motorists coming suddenly upon stretches of
black ice may find themselves skidding off the road.
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(5) Whenever there is snow in England, some of the country roads may
have black ice. Motorists coming suddenly upon stretches of black ice
may find themselves skidding off the road. Road maintenance crews try
to reduce the danger of skidding by scattering sand upon the road
surface. Such a measure is generally adequate for our very brief
snowfalls. Its main drawback is that if there are fresh snowfalls the
whole process has to be repeated, and if the snowfalls continue, it
becomes increasingly ineffective in providing some kind of grip for tyres.
In Norway, where there may be snow and ice for nearly seven months of
the year, the law requires that all cars be fitted with special spiked tyres.
These tyres prevent most skidding and are effective in the extreme
weather conditions as long as the roads are regularly cleared of loose
snow. Their spikes grip the icy surfaces and enable the motorist to corner
safely where non-spiked tyres would be disastrous. In England, however,
the tungsten-tipped spikes would tear the thin tarmac surfaces of our
roads to pieces as soon as the protective layer of snow or ice melted. We
therefore have to settle for the method described above as the lesser of
two evils.
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The relationships signaled by However and on the other hand are

adversative because the information in the second sentence of the text
mitigates or qualifies the information in the first.
Temporal relationship exist when the events in a text are related in terms of
the timing of their occurrence.
Collocation is a type of lexical cohesion which includes all those items in a
text that are semantically related.
Plants characteristics synthesize complex organic substances from simple
inorganic raw materials. In green plants, the energy of this process is
sunlight. The plants can use this energy because they possess the green
pigment chlorophyll. Photosynthesis or light synthesis, is a self-feeding,
or autotrophic process.
Animals, on the other hand, must obtain complex organic substances by
eating plants and other animals. The reason for this is that they lack
chlorophyll. Among these other feeders or phagotrophs, are liquid
feeders or osmotrophs. Whereas phagotrophic organisms take in solid and
often living food, osmotrophic ones absorb or suck up liquid food. This is
usually from dead or rotting organism.
Pearson 1978, as quoted by Nunan, 1999).
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Rhetorical Patterns in a text

cause-consequence
problem-solution
Which order of the four sentences below shows
textual coherence?
I opened fire. I was on sentry duty. I beat off the
attack. I saw the enemy approaching.
I was on sentry duty. I saw the enemy approaching. I
opened fire. I beat off the attack.
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Functional coherence
Cabin attendant: Are you having
salad?
Passenger: Yes, I am.
Cabin attendant: Caesar or
regular?
Passenger: Regular.
Cabin attendant: Would you like
dressing on that?
Passenger: Yes, please.
Cabin attendant: Blue cheese or
ranch?
Passenger: Blue cheese, please.
A: How do I get to Kensington Road?

B: Well you go down Fullarton Road.
A: what, down Old Belair, and around ?
B: Yeah. And then you go straight
A: past the hospital?
B: Yeah, keep going straight, past the
racecourse to the roundabout. You know
the big roundabout?
A: Yeah
B: And Kensington Roads off to the right.
A: What, off the roundabout?
B: Yeah.
A: Right!
Which of the above texts contains regular

patterns and elements and which one
contains negotiation?
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Cases of failure in communication

1. Context: the upper, nonsmoking deck of a 747 aircraft.
Passenger: Ive been smoking for 28 years, and I gave up so I could travel up here.
Cabin attendant: Sorry?
Passenger: I said, Ive been smoking for 28 years, and I gave up so I could sit here.
Cabin attendant: So?
Passenger: So, I gave up smoking.
Cabin attendant: What do you want?
Passenger: I dont want anything. (Turns to partner). Well, I wont be travelling with
this outfit again.
2. Context: at the end of a shift in a factory
Native speaker: See you later.
Non-native speaker: What time?
Native speaker: What do you mean?
3. Context: in an elementary school classroom
A: Tony, are you talking?
B: Yes, I am.
A: Dont be cheeky.
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Is there any principle related to the importance of text?

Yes, it is expressed in one of the principles of
communicative methodology proposed by Morrow
(1981).
It implies that we have to work on language as
discourse, which is made up by inter-related
sentences, NOT BY SEPARATE SENTENCES. So while
sentence-level analysis is still important, it is not
enough. Analyzing text is a necessity in the framework
of communicative language teaching.
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Why do we, teachers, need

to analyze a text?
Because we have to help our students to develop their ability to
read more efficiently. By analyzing a text, we can develop
relevant exercises to support the development of their efficient
reading ability. The exercises should guide them to go from the
overall meaning of the text, its function and aim, and then to the
specific ideas.
By starting with longer units (than sentences) and by
considering the layout of the text, the accompanying
photographs or diagrams, the number of paragraphs, etc., the
students can be encouraged to anticipate what they are to find in
the text. This is essential in order to develop their skills of
inference, anticipation and deduction (Grellet, 1981).
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What type of exercises can be created?

Grellet (1981) has mapped the types of
exercises, of which some are related to
textual competence:
Reading techniques
- How the aim is conveyed
- Understanding meaning
- Assessing the text
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Reading Comprehension ExerciseTypes

Reading
How the Aim is conveyed
1. Sensitizing
techniques
a. Inference: through context
Inference thr. Word formation
b. Understanding relations within
the sentence
c. Linking sentences and ideas:
reference
Linking sentences and ideas:
link-words
2. Improving reading speed
3. From skimming to scanning
a. Predicting
1. Aim and Function of the text

a. Function of the text
b. Functions within the text
2. Organization of the text: different
thematic patterns
a. Main idea and supporting details
b. Chronological sequence
c. Description
d. Analogy and contrast
e. Classification
f. Argumentative and logical
organization
3. Thematization
b. Previewing
c. Anticipation
d. Skimming
e. Scanning
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Understanding meaning
1. Non-linguistic response to the text
a. Ordering a sequence of pictures
b. Comparing texts and pictures
c. Matching
d. Using illustrations
e. Completing a document
f. Mapping it out
g. Using the information in the text
h. Jigsaw reading
Assessing the text

1. Fact vs. opinion
2. Writers
intention
2. Linguistic response to the text

a. Reorganizing the information:
reordering events
Reorganizing the information:
using grids
b. Comparing several texts
d. Question-types
c. Completing a document
e. Study skills:
summarizing
Study skills: note-taking
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47
Reading is a constant process of guessing, and

what one brings to the text is often more
important than what one finds in it. This is why,
from the very beginning, the students should be
taught to use what they know to understand
unknown elements, whether these are ideas or
simple words. This is best achieved through a
global approach to the text.
What is the procedure of the global

approach?
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48
Study of the
Layout: title,
length,
pictures,
typeface, of
the text
Second
reading
For more
detail
Making
hypotheses
about the
content and
function
Further
prediction
26/03/07
+ Anticipation of where
to look for
confirmation of these
hypotheses according
to what one knows of
such text types
Confirmation
or revision of
ones
guesses
Skimming
through the
passage (text)
49
Reading involves a variety of skills. (See Munbys list,

1981), which can be developed through several
types of exercises, with the functions:
1. To clarify the organization of the passage (text).
In this
case, the questions an be about:
- the function of the text
- the general organization
- the rhetorical organization
- the cohesive devices
- the intra-sentential relations (e.g. derivation,
morphology, hyponymy)
2. To clarify the content of the passage. In this

case the questions can be about:
- plain fact (direct reference)
- implied fact (inference)
- deduced meaning (supposition)
- evaluation
26/03/07
50
Being aware of the function of a text is a prerequisite for

understanding it. Students should therefore be
encouraged to find out the function of a new text they
have to understand. The origin of the document, its
presentation and layout are usually very helpful in
determining its function.
Functions of the text include:
persuasion
warning
Giving information
giving directions
Invitation
Request
Encouraging
Entertaining
Giving arguments
26/03/07
Functions within the text

include:
Demand for evidence
Agreement
Farewell
Asking for information
Greeting
Evidence (explanation)
Giving information
51
Text organizations include:

-Building the text around a main idea (e.g. in newspaper
articles and in fact in the paragraphs of all kind of texts )
- chronological sequence
- description
- Analogy and contrast
- Classification
- Argumentative and logical organization
What are the skills related to each of the

above organizations?
26/03/07
52
Skills involved in recognizing the main idea and

supporting details:
- Recognize the technique used by the writer
- Understand relations between parts of a text
- Distinguish the main idea from supporting details
- Recognize indicators in discourse
- Distinguish the main points of the text
Recognizing the chronological sequence involves the

skills to:
- Extract selectively relevant points from the text
- Understand relations between parts of a text
Recognizing a description involves the skills to:
- Extract selectively relevant points from a text
- Understand how the information is presented in
descriptive texts
26/03/07
53
Organizing A DESCRIPTION
- General to specific
- Specific to General
- Up down
- Down up
- outside inside
- inside outside
Understanding analogy and contrast involves the

skills to understand relations between parts of a text.
This can be developed by asking Ss to fill a

comparison table.
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54
Understanding analogy and contrast involves the skills

to understand relations between parts of a text.
This can be developed by asking Ss to:
- complete a diagram based on the text
- make a diagram based on the text
Understanding argumentative and logical
organization involves the skills to:
- Understand the commve value of sentences
- Understand more or less explicitly stated
information
- Understand relations between parts of the
text
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55
Understanding Classification requires the skills to

understand relations between parts of a text, which
can be depicted in a diagram or a flow chart.
26/03/07
56
Students minds &

feelings are in
the real world
A
B
C
Relevant
Learning
Tasks
D
E
Back to real
life
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57
A. Warm Up:
- What will you do to attract Ss attention?
- What will you do to direct Ss minds and
hearts towards the focus of the lesson?
- What will you do to motivate Ss to learn
to
acquire the communicative competency
useful for their life?
B. Content Focus:
- What will you do to help Ss to
comprehend
the meanings expressed in the input text?
(general information, specific information,
detailed information, function of the text,
organization of the text, the writers
26/03/07
58
intention) meanings of vocabulary items
C. Language focus:
What will you do to help Ss to
understand
the language forms used to express the
meanings in the text? (structures,
pronunciation, spelling, mechanics)
D. Communication focus:
What will you do to help Ss learn to use the
language forms just learned for
communication? (through communicative
activities, ranging from guided informationgap activities to free information gap
activities games, role plays, simulations)
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59
E. Closing:
- What will you to help Ss to grasp the
summary of the lesson?
- What will you do to make Ss aware of the
usefulness of the skills already learned
for accomplishing real life
communication purposes?
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60
DEVIANT UTTERANCE
1. Type
lexical, phon., gram.,
disc., prag., socioling.
2. Source
L1, L2, t-induced,
other Ss, outside L2
input, A/V/print/E. media
3. Linguistic complexity
intricate & involved or
easy to explain/deal with
4. Local or Global
6. Learners Aff. State
language ego fragility,
anxiety, confidence,
receptiveness
5. Mistake or Error
7. Learners ling. state
emergent, presystematic,
systematic, postsystematic
8. Pedagogical focus
immediate task goals,
L. objectives, course
goals/purposes
9. Communicative context
conversational flow factors,
indiv., group, or whole-class
work, S-S or S-T exchange
Brown, 2000
10. Teacher style

direct or indirect
interventionist, laissez-faire
TREAT
26/03/07
IGNORE
OUTPUT
61
Teachers should not involve their

students in analyzing the text.
Instead, they should choose from
available sources or develop
exercises which can help students
understand: (a) the functions of the
texts; (b) how the texts have been
organized; and get information
from it (general, specific, and
A book entitled Developing Reading
detailed)
Skills by F. Grellet is strongly
recommended.
26/03/07
62
Life Orientation
ways of utilizing
resources (time,
energy, money, mental
strength)
26/03/07

P Muh 1 Yogyakarta
63
Money
Self achievement
R
E
Dedication to the nation
F
T
E
R
Dedication to God the Almighty

26/03/07

P Muh 1 Yogyakarta
64
ORIENTATION D
LIFELONG SUSTAINABLE
INTRINSIC MOTIVATION TO
SELF-IMPROVE
PROFESIONALLY
26/03/07

P Muh 1 Yogyakarta
65
References:
Bachman, L.F. (1990). Fundamental Concepts of Language Testing. New York: OUP.
Brown, H.D. (2000). Principles of Language Learning and Teaching. Cambridge:
CUP.
Brown, H.D. (2001). Teaching by Principles. Cambridge: CUP.
Brown, G. & Yule, G. (1983). Discourse Analysis. Cambridge: CUP
Grellet, F (1981). Developing Reading Skills. Cambridge: CUP.
Munby, J. (1981). Communicative Syllabus Design. Cambridge: CUP.
Nunan, D. (1999). Second Language Teaching & Learning. Boston: Heinle &
Heinle Publishers.
Stern,H.H. (1983). Fundamental Concepts of Language Teaching. Oxford: OUP.
26/03/07

P Muh 1 Yogyakarta
66

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26/03/07

Yogya EFL MGMP on TEFL

Layers of Contexts for

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Each Region + > 1 Intl. St. School

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Technical/Professional Knowledge (Competencies):

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I just met your brother. Hes a nice guy.

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He didnt study. And he failed.

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