Teaching Productive Skills

Teaching
Productive Skills

Ignasia Yuyun

Technologies Teaching Subskills
Speaking
techniques, Fluency &
procedures, Accuracy

and tasks Teaching
Challenges
Communicative
Activities

Technologies Teaching Subskills
Writing
Techniques, Teaching
procedures, Challenges

and tasks

Classroom
Planning

Teaching
Speaking

Micro Skills and Macro Skills
(Brown, 2010)

Micro Skills

A B C

Creation of Sounds Chunks of Speech Stress

D E F

Reduced Forms Meaning and Grammar Fluency & Cohesion

Macro Skills

A B C

Language Functions Style and Register Conversation Rules

D E

Non Verbal Cues Speaking Strategies

Fluency & Accuracy

Fluency and accuracy
in communication

Mechanical (accuracy building), Meaningful (fluency
building), Communicative (fluency building,) Open-
ended (application)

Both of accuracy and fluency are important
goals in CLT

Accuracy may be an initial goals of language
teaching, accuracy is achieved by focusing on the
element of phonology, grammar, and discourse in
their spoken output.

Fluency and accuracy
in communication

In designing speaking activities, It is important to be
clear about what is involved in accuracy-focused work
as compared with fluency-focused work.

Concern about different aims and consequently
different classroom procedures of two.

Fluency and Confidence

Put students in a “safe” situation to encourage students
to try to use the language.
Use the knowledge that students already know.

What Makes
Speaking
Difficult?

• Clustering
• Redundancy
• Reduced Forms
• Performance Variables
• Colloquial Language
• Rate of Delivery
• Stress, rhythm, and intonation
• Interaction Learning

Principles for Designing Speaking
Techniques

1. Techniques should cover the spectrum of learner needs, from
language-based focus on accuracy to message-based focus
on interaction, meaning, and fluency.

2. Techniques should be intrinsically motivating.
3. Techniques should encourage the use of authentic language

in meaningful contexts.
4. Provide appropriate feedback and correction.
5. Capitalize on the natural link between speaking and listening.
6. Give students opportunities to initiate oral communication.
7. Encourage the development of speaking strategies.

Communicative Activities

• Repeating sentences that you say
• Doing oral grammar drills
• Reading aloud from the course book
• Giving a prepared speech
• Acting out a scripted conversation
• Giving instructions so that someone can use a new machine.
• Improvising a conversation so that it includes lots of examples

of a new grammar structure.
• One learner describes a picture in the textbook while the

others look at it.
• Communication games, discussion, interview
• podcast, video conferencing, speech recognition

TELL in Speaking

MALL (Android, Apple) YouTube Softwares
Tutorial Video
Speak English, Videos and
Wakie, etc. Speeach

recognition: Siri,
Google Assistant,

Bixby.

Teaching
Writing

Micro Skills and Macro Skills

Micro Skills

● Produce graphemes and orthographic patters of English
● Produce writing at an efficient rate of speed to suit the

purpose
● Produce an acceptable core of words and use appropriate

word order patterns
● Use acceptable grammatical systems, patterns, and rules
● Express a particular meaning in different grammatical

forms
● Use cohesive devices in written discourse

Macro Skills

● Use the rhetorical forms and conventions of written discourse
● Appropriately accomplish the communicative functions of written

texts according to form and purpose
● Convey links and connections between events, and communicate

such relations as main idea, supporting idea, new information,
given information, generalization, and exemplification.
● Distinguish between literal and implied meanings when writing
● Correctly convey culturally specific references in the context of
the written text
● Develop and use a battery of writing strategies

Challenges in
Teaching Writing

A B C

Grammar Cohesion and Paragraph
Coherence Organization

D E

Diction Vocabulary
Misspelling

Factors in Influencing
Student’s Writing

English Competence Native Language Interference

Grammar, vocabulary, Transfer and
paragraph writing interference

Motivation Reading Habit
Intrinsic and extrinsic
(Brown, 2004; Harmer, 2001; Atkinson, 2002)

Writing Process

Some important practices that would lead to the
successful ESL/EFL writing instruction
(Nunan, 2015)

1. Giving students as many chances as possible to practice
writing since it only develops and improves with experience. If
students do not practice writing outside the classroom,
teachers should specify some sessions to carry out
composition activities at school.

2. Giving students useful and meaningful feedback by creating
self-correction and peer-reviewing checklists.

3. Both teachers and learners should be fully aware of the
assessment procedures of writing tasks.

3 Elements of successful ESL/EFL
writing instruction (Harmer, 2007)

The genre, the writing process, and building
the writing habit.

Activities in Writing Process
(White & Arndt, 1991)

1. Pairs, groups or the whole class take part in discussing the
topic of the writing task.

2. Learners brainstorm for ideas and share their thoughts with
each other.

3. Learners write whatever ideas come to their minds to
establish their argument without considering sentence
structure, punctuation, or grammatical correctness.

4. Learners produce a rough draft.
5. Learners conduct a primary evaluation of their draft.
6. Learners then focus on the layout and organization of ideas

and text structure.
7. Learners produce the first draft.

Activities in Writing Process
(White & Arndt, 1991)

8. Learners carry out a peer evaluation of the first draft.
9. Learners discuss their first drafts and make decision regarding
necessary changes for the second draft.
10. Learners compose the second draft.
11. Learners proofread and edit their own second draft.
12. Learners produce the final draft.
13. Finally, peer review takes place and learners give their
feedback on their peers' final product.

TELL in Writing

https://www.essaybot.com/
https://quillbot.com/

https://www.plot-generator.org.uk/
https://blog.reedsy.com/writing-tools/

grammarly, Storyrobe

“

References

Brown, H. Douglas. (2000). Principles of Language
Learning And Teaching. TESOL Quarterly. 14.
10.2307/3586319.

Harmer, J. (2007). The Practice of English Language
Teaching with DVD (4th Edition) (Longman Handbooks
for Language Teachers) (4th ed.). Pearson Longman
ELT.

Nunan, D. (2015). Teaching English to Speakers of Other
Languages: An Introduction. Routledge: London.

White, R., & Arndt, V. (1991). Process Writing. Longman:
Essex.

Thanks!

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