CHAPTER 1
INTRODUCTION
A.
Background of study
English is an international language. As
social individual, people have a fundamental need, that is, the need of
communication which it has an important role of jobs fields and education
fields to provide the students with English learning as whole; teacher has to
present all language skills that are identified as listening, speaking,
writing, and reading. All of language skill must be presented to achieve the
whole understanding of English.
In
language teaching, the four skills are described in term of their direction;
language generated by the learner (writing and speaking) is referred to
productive. Speaking
and writing are called Productive Skills because they involve language
production, as opposed to listening and reading, which are receptive skills. Although
most of the times more than one skill is used simultaneously, as is often the
case of speaking and listening, we are going to treat the four items as
discrete ones for the scope of this study.
Someone who
studies about English as a second or foreign language agree if writing and
speaking is called enemy. Almost all of peoples say that writing and
speaking is so difficult to be learned. They have given up
to study about English if they meet this subject. In fact, speaking becomes the subject that has a few interested people. Actually writing is easy to be learned. Just need a comprehension to master it.Many teachers look at teaching productive skills with uneasiness -noisy
students, changing sitting arrangement, loss of concentration, increasing teacher’s
monitoring chores. is communication really worth all this trouble? Why not
giving them a nice quiet writing
and speaking exercise? Many others complain of wasting
time” when attempting a communicative task. They seem to believe that
communication is some extra work you squeeze” into your syllabus to make it
look up-to-date. In fact, teaching productive skills is like taming a lion: risky,
demanding, time-consuming and challenging. But as such, it is also an exciting,
rewarding and enriching experience.
B.
Statement of Problem
The problem statement provides the rationale for the request for
funding and uses data and other objective resources that substantiate the need
for finding a solution to the concern. The chapter will guide you through the
process for crafting a need/problem statement as below:
1.
How
to teach writing skill?
2.
How
to teach speaking skill?
C.
The Goals
The purpose of these skills is help of studying want to gain the
required knowledge to be the kind of English teacher that put help the pupils
to develop their writing and speaking skills and to improve their ability.
CHAPTER 2
DISCUSSION
1.
How to Teach Writing Skill
Spoken language and written language
differ in many significant ways. Here are some key contrasts (van Lier, 1995,
p.88)
Spoken Language Written
Language
Auditory Visual
Temporary; immediate reception Permanent;
delayed reception
Prosody (rhythm, stress intonation) Punctuation
Immediate feedback Delayed
or no feedback[1]
a. principles for teaching writing
a.
understand your student’s reason for writing.
1.
What are the ways in which you use writing?
Make a list ( think of everything from shopping lists to research essays) of
all the ways in which you use writing.
2.
Review your list and think of which could be
converted into writing activities. Create one activity related to an item on
your list.
b. Provide many oppprtunities for
students to write.
Writing almost always improves with practice.
Practice writing should provide students with different type of writing as
well. Short responses to a reading, journal entries, letter writing, summaries,
poerty, or any type of writing you find useful in your class should be
practiced in class.
c. Make feedback helpful and meaningful
Students crave feedback on their writing. If
you write comments on students’ papers, make sure they understant the
vocabulary or symbol you use. Take time to discuss them in class. Be cautious
about the tone of your comments. Feedback should not entail “correcting” a
student’s writing. In order to foster independent writers, you can provide
summary comments that instruct students to look for problems and correct them
on their own.
d.
Clarify for yourself, and for your students,
how their writing will be evaluated.
Students often feel that the evalution of
their writing is completely subjective. One way to combat that feeling is to
first develop a statement for yourself about what is valued in student writing,
either in your classroom or in your institution as a whole. [2]
b.
Technique to teach writing skills
When you are teaching writing to
children who are four to seven years old, you must consider two separate areas
of development. First, do your students have the fine physical skills necessary
to hold a pencil firmly in their hand and form letters on paper? Second, do
they have the cognitive skills necessary to formulate ideas and write them on
to paper? (Praktikal bukune)
The technique writing
approach involves the technique-steps necessary to produce good quality final
pieces of writing.
1.
Inventive
Spelling
Inventive spelling refers to
students’ attempts at spelling words base on their developing cognitive and
literacy skill. Inventive spelling can reveal valuable information about the
chid’s English-language literacy development.
Example: dis es mi haws = This is my house
2. Brainstorming
Brainstorming can be done individally or in pairs or group of students. In
a brainstorming session, students list all the ideas they can think of related
to topic, either in writing or aloud, quickly and without much planning. If no
topic is given, then the student can brainstorm possible topic.
3. Wordmapping
Wardmapping is more visual form of brainstorming. When students create
wordmap, they begin with an idea at the top or center of a blank piece of
paper. They then think of related ideas or word and draw relationship with a
series of boxes, cercle, and arrows.
4. Quickwriting
Quickwriting is where students begin with a topic, but than write rapidly about
it. You can give the students a time limit, usually 10 to 15 minutes, and
instract them to not to erase or cross
out text, to keep writing without stopping,
and justlet the ideas and words come out without concern for spelling
grammar, or punctuation.
5.
Writing
model
Good writers are readers, and good
writers read both fiction and non-fiction. Thus, you want to provide reading
material that will model the type of writing your young learners will produce.
By reading and exposing children to a variety of good fiction and non-fiction,
you are helping them became better writing. In addition to books, magazines, and
newspapers.[3]
2.
How to Teach Speaking Skill
Teaching speaking is sometimes
considered a simple process. Commercial language schools around the world hire
people with no training to teach conversation. Although speaking is totally
natural, speaking in a language other than our own is anything but simple
As a teacher we must be able to
fluent users of language in order to handle the communicative demand of day to
day interactions outside of the classroom.
a.)
Picture
stories
Picture
stories can be used with all students, particularly those with limited literacy
skills. Learners can interpret a story based on a picture sequences. Students
work collaboratively to put the story in the correct order. Once they have don
so, they stand in a circle and tell the story.
Unit
1
b.)
Information-gap
activities
Informational-gap
activities are often used to practice specific language points, and they are
also ideal for general fluency practice. The teacher giving assignment to gap
information in the picture, give clue or key word.
1.) She is a
dangdut singer 2.) She was born in Depok, West Java 3.)She sings a song entitled "Alamat
Palsu".
Unit
2
c.)
Groupings
Finding
connections among other students is a concept of groupings. In creating groups,
teacher and learners need to negotiate what they will discuss. For example; Ask
students to create job groups based on different criteria for the picture they
are holding.
Indoor
Vs. outdoor jobs
Kinds
of transformation
d.)
Mingle
Activities
A
mingle activity involves learners milling around and gathering information from
other students in the class on a given topic. Mingle activities have the
benefit of maximizing student participation for learners at all levels.
e.)
Discussion
activities
Any
learners can take part in a discussion activities, it can be about current
events, cultural issue, education, work, or anything that is relevant to your
learners’ lives.
f.)
Problem
Solving
Problem
solving activities have all of the characteristics given for discussion
activities. Learners work together to come up with solution to the problem.[4]
CHAPTER 3
CONCLUSION
Writing and
speaking skills were also provided for learners at different stages of language
and literacy development, and a wide range of written and speaking products
that children can produce were also included. Help learners to increase active
communication with productive oral skill, and contrasted speech with writing.
Reference
Nunan,
David, 2003, Practical English Language Teaching (The McGrow-Hill
Companies: New York)
Parrish,
Betsy, 2004, Teaching Adult ESL (The McGrow-Hill Companies: New York)
Linse,
Caroline T, 2005, Young Lerarners(The McGrow-Hill Companies: New York)
Bailey,
Katheleen, 2005, Practical ELT Speaking(The McGrow-Hill Companies: New
York)
[1]
David Nunan, 2003, Practical
English Language Teaching (The McGrow-Hill Companies:New York)page 48
[2]
Caroline T Linse , 2005, Young Lerarners(The
McGrow-Hill Companies: New York)page 92-94
[3]
Katheleen Bailey, 2005, Practical ELT
Speaking(The McGrow-Hill Companies: New York)page 96-94
[4]
Betsy Parrish,, 2004, Teaching Adult ESL
(The McGrow-Hill Companies: New York)page 103-106
Tidak ada komentar:
Posting Komentar