Portfolio Assessment: A collection of student work that demonstrates their learning and progress over time. Project-Based Learning (PjBL): A teaching method where students work on a project over an extended period of time, often collaboratively, that engages them in solving a real-world problem or addressing a complex question. PBL focuses on developing students' critical thinking, problemsolving, and communication skills. Problem-Based Learning (PBL): Similar to PBL, PrBL is a student-centered teaching method where students solve a problem or challenge that is presented to them. PrBL is focused on developing students' ability to think critically, analyze information, and collaborate with others to find solutions to real-world problems. Rubric: A set of criteria used to assess student work and provide feedback Scientific Approach: A teaching method that uses the scientific method to investigate and solve language learning problems. This method emphasizes the use of observation, hypothesis testing, and experimentation to help students develop their critical thinking and analytical skills. Self-Assessment: Students evaluate their own learning and progress using a set of criteria. Summative Assessment: Assessments that occur at the end of a learning unit or course to measure student achievement and mastery. Task-Based Language Teaching (TBLT): A method that focuses on teaching English through tasks that are meaningful and relevant to students' lives. This approach emphasizes the use of authentic materials and encourages students to use language in real-world situations. 35
TEACHING VOCABULARY IN DIGITAL ERA PREPARED BY: ARIK SUSANTI
TABLE OF CONTENS Module 4 : Task 1 - Reading: Vocabulary ..............................................................2 Module 4 : Task 2 - Checking your understanding.........................................10 Module 4 : Task 3 - Discussion........................................................................................11 Module 4 : Task 4 - Project Assignment..................................................................13 Module 4 : Task 5 - Reflection Activity ....................................................................15 Module 4 : Glossary...............................................................................................................16
MODULE 4 : OVER VIEW MODULE 4 TASK LIST The module should take 6-8 hours to complete. Do the following tasks in this order by the end of the week: Task 1 : Reading: Vocabulary Task 2 : Checking your Understanding Task 3 : Discussion: Using Technology To Teach Vocabulary Task 4 : Project Assignment: Using Social Media To Teach Vocabulary Task 5 : Reflection Activity Task 6 : Glossary OUR BEST CLIENTS Examine concept of teaching vocabulary Create how to teach vocabulary scenario Practice how to teach vocabulary Objectives : By the end of the module, you will have: 1
2 Vocabulary is one of the aspects of language aids that English learners should know since it’s one of the components that enables mastery of four languages skills such as, reading, speaking, writing, and listening. To comprehend the target language, English, the students must consider the vocabulary roles. It is known that without grammar very little can be communicated, and without vocabulary nothing can be achieved. Vocabulary is one of the essential areas of knowledge for language acquisition (Cameron, 2001). Learners of the English language have a pressing need to acquire vocabulary by identifying an effective method for learning and memorization (Mulyasari & Hartati, 2017). Since vocabulary is crucial, it is required technique or strategies or innovative ways to support students' requirements in learning applicable, practical, and daily-use language. Mastery of vocabulary is an integral part of studying English since, without vocabulary, students have difficulty constructing sentences during communication. A research conducted by Lengkanawati (2005) has found that teachers had substantial deficiencies in a variety of areas, including idea organization, syntax, and vocabulary. A lack of vocabulary causes major problems for students since their limitation of vocabulary will influence their English language acquisition. Communication in a second language cannot be meaningful without the ability to utilize words to express a broader variety of meanings, regardless of how effectively the learner learns grammar or acquires L2 sounds. This demonstrates that a large vocabulary is essential for both oral and written communication. In both verbal and written communication, a large vocabulary is essential (Munandar and Nurweni, n.d.). MODULE 4: TASK 1 READING: VOCABULARY
3 Incidental vocabulary learning occurs when students are working together in conversation or reading and their focus is on what they are talking about or what they are reading about. Anna de Groot (2011) says that incidental vocabulary learning is the vocabulary acquisition that takes place when individuals carry out specific language-processing tasks that are not intended to commit lexical material to memory. Students may be using the vocabulary in the background or they can obtain vocabulary proficiency outside the classroom. They may be using it, they may not know it, and they may be picking it up without really realizing it. In this step, they learn it incidentally. It is said that students can use abundant technology to support second language learning outside the classroom. Students will be more proficient in skills if they have a strong vocabulary, especially if they wish to become educators and language role models At the same time, vocabulary has been most neglected areas of language instruction because of reason. It is often considered that students will acquire the vocabulary they need through exposure to the language How To Teach Vocabulary There are two ways of learning vocabulary, namely incidental vocabulary learning and intentional vocabulary learning. The frequency of language exposure considerably influences accidental vocabulary learning. Krashen (1989) says that incidental vocabulary learning happens naturally by giving the learner comprehensible input. As a result, incidental learning is a natural way to acquire new vocabulary without explicit instruction, and it can be an effective way to expand one's vocabulary. However, incidental learning can be limited by the learner's level of proficiency and the amount of exposure to the language. In contrast, intentional vocabulary learning is when students can engage in learning vocabulary. Students can focus on meaning since they are focusing on the words.
4 They look at the words or they study the words and they know that they’re trying to learn particular words. Intentional vocabulary is very important for students to learn enough vocabulary. The process of intentionally vovabulary can be done through explicitly teaching vocabulary that involves giving students direct instruction in both word meanings and word learning techniques (Gallagher et al., 2019). It means that students need to intentionally acquire new words from learning. Students can learn vocabulary through direct teaching such as through teacher-led activities, textbooks, or vocabulary lists. It is an effective way to introduce new vocabulary and provide learners with a structured approach to learning (Spencer et al., 2012). Furthermore, theuse of innovative method, such as Problem Based Learning (PBL) and technology (internet) has lots of opportunities to find vocabulary for students to learn intentionally. They learn intentionally when they participate in fun, interesting language-rich activities in English classroom. Therefore, teachers should remember that vocabulary is learned incrementally, so the use of innovative method and internet is a great source for these. It is necessary for students to acquire (such as academic vocabulary) and offering explicit instruction of each of these words using definitions to enable the students integrate the meaning of the word (Stahl & Nagy, 2005). Students don’t learn all but they learn what they need to know through repeated exposure to words in different context of use, so that their knowledge builds up over time. The teacher should find opportunities in their process of teaching to give students those repeated exposures to draw students’ attention back to those words and try to find new things. It is known that vocabulary vocabulary knowledge is not something that that can ever be fully mastered but it is something that expands and deepens over the course of a life time. Instruction in vocabulary involves far more than looking up words in a dictionary and using the words in a sentence. It means that vocabulary is acquired incidentally through indirect exposure to words and intentionally through explicit instruction in specific words and word-learning strategies There are five steps of vocabulary learning that are crucial for students to accomplish (Hatch & Brown, 1995). They includes:
1) asking the words meaning to native speakers or Bilingual people like your friends or teacher, 2) By doing contextualization or placing the words in some situation in order to easily get the exact meaning of the words. 5 Encountering new words The first and most important step in learning a new term is to seek for references in advance. The objective given to the students in this situation is to read books, magazines, newspapers, stories, or English songs. Getting the word form Getting the word meaning This is the crucial stage of vocabulary development, particularly when students are asked to define words. Students should master a precise understanding of the word's form, spelling, and pronunciation. There are many strategies that can be followed by the learners in order to get the meanings of the word, such as; Consolidating a word form and meaning into memory Using the words The fourth major step is to emphasize the memory consolidation of word form and meaning. It is the acquisition of words through appropriate context in which enables learners to acquire both the meaning and form of the word at the same time. Using the words is the the last stage of learning vocabulary. Finally, learners require Wide or extensive independent reading to expand word knowledge Instruction in specific words to enhance comprehension of texts containing those words all five steps in order to enhance their vocabulary and gain a thorough understanding of the words they seek to learn. This can be accomplished through a variety of activities, strategies, or techniques Furthermore, Michael Graves (2000) states that there are four components of an effective vocabulary program:
Instruction in independent word-learning strategies, and Word consciousness and word-play activities to motivate and enhance learning 6 Therefore, the teacher can make many important connections between innovative method, especially technology and vocabulary. Technology provides access to many different ways for students to study vocabulary. Also, teachers can find many resources to help teach vocabulary on the Internet. We will see an examples of kinds of vocabulary teaching using innovative methods (PBL) that is integrated with technology or internet. The Implementation of Teaching Vocabulary The Implementation of Teaching Reading Through Problem Based Learning Identification Subject : English Skill : Reading Grade : VII Time allotment : 80 minutes Students are able tofind the meaning of words in a text Students are able to guess the meaning of certain words Learning Objectives: C. Learning Activities Stages Activities Preteaching activities Teacher greets by saying good morning students. Before we starts the class, please pray together Teacher checks the students’ attendance list Teacher mentions the learning objectives that are students are able to find the meaning and guess the meaning of certain words Teacher shows the picture and ask questions (What do you see students? Have you ever played? Where do you play? And What do you need to play it)
7 WhiltsTeaching activities Organizing the problem tudents, please watch a video. Then, please guess the meaning of word “obliterated” in that video. Students have a chance to look at the word, see it in context, and also hear it when they listen to the story. Organizing students Students read the text. Since they do not have any question, please do it exercises individually Students and teacher discuss this exercises using talking stick After that, please answer the questions based on the following questions to know your understanding about text. Guiding students to investigation Now, please work in group. To create a group you can use number head together. Please count number one until 6. If you have number one please join in number and so on. Please discuss these exercises in your group After that, in the whole of the class we will check whether your group discussion is correct or not The leader can present and other students can give response or questions Presenting For individual task, please make summary about this text Please present your summary in front of the class Evaluating The students and the teacher summarize what they have learned The teacher gives homework or activities that they must do for the next meeting The teacher closes the class by leading students to pray The students evaluate what they learned using self assessment
9 . 8 Whilst Teaching Activities Watch the story at What do you see students? Have you ever played? Where do you play? What do you need to play it Learning Materials Learning materials Pre teaching activities Look at the picture Where is Michael from Where is carol from ? What is Michael? What is Carol? What is Michael’shobby ? What does Carol do in her free time? Answer the questions 1. 2. 3. 4. 5. 6. What's her name? How old is she? Where is she from? Where does she live? Who does she live with? What does her mum do? What's her sister name? What's her favorite band? What's her favorite sport? Answer the questions 1. 2. 3. 4. 5. 6. 7. 8. 9.
9 After you read the text, nowwrite summary based on the following picture References AftReferences Cameron, L. (2001). Teaching languages to young learners. 258 Lengkanawati, N. S. (2015). EFL Teachers’ Competence in the Context of English Curriculum 2004: Implications for EFL Teacher Education. TEFLIN Journal - A Publication on the Teaching and Learning of English, 16(1), 79. Https://doi.org/10.15639/teflinjournal.v16i1/79-92 Mulyasari, E., & Hartati, T. (2017). Meaningful Vocabularies Developed through Classroom Activities. 58, 136–140. Https://doi.org/10.2991/icece-16.2017.23 Munandar, K., & Nurweni, A. (n.d.). Vocabulary learning strategies and vocabulary size of the indonesian senior high students.
10 Spencer, E. J., Goldstein, H., & Kaminski, R. (2012). Teaching Vocabulary in Storybooks: Embedding Explicit Vocabulary Instruction for Young Children. Young Exceptional Children, 15(1), 18–32. Https://doi.org/10.1177/1096250611435367 Stahl, S. A., & Nagy, W. E. (2005). Teaching word meanings. Lawrence Erlbaum Associates. Https://www.routledge.com/Teaching-WordMeanings/Stahl-Nagy/p/book/9780805843644 Stephen Henderson. (2016). Special Issue: Research Methodology. Artificial Intelligence for Engineering, Design, Analysis and Manufacturing, 4(9), 261–262. Https://doi.org/10.1017/S0890060400000937 This graded quiz is meant to check your comprehension of the reading on the previous page. Please make sure you have read and taken notes before completing this quiz. This quiz is worth 5 points, and consists of 5 multiple choice questions. If you do not understand a question, return to your reading to review. When you are finished with this quiz you should feel confident in your understanding of Teaching Vocabulary. Module 4: Task 2- Checking Your Understanding(Graded) (30minutes) >>>> Please note that this quiz can only be completed in VINESA <<<< Scan Here!
MODULE 4: TASK 3 – DISCUSSION: SHARINGTEACHING VOCABULARY ACTIVITY In this module, it has been outlined why reading is important to students and how to teach vocabulary for students. In this discussion part, share teaching strategies to teach vocabulary. The following example is provided to offer guidance. Please use your own words and do not copy and paste from the examples. 11 >>>> Please note that this discussion can only be completed in VINESA <<<< Hello all, The greatest ways for teaching vocabulary to our pupils are determined by their goals and needs. I believe that, as a teacher, I will integrate both approaches to make the teaching and learning process more effective and efficient for the development of a comprehensive vocabulary. It is well-established that incidental vocabulary acquisition occurs organically through exposure to language in context, such as reading or listening to authentic sources. It aids in the development of a vast vocabulary and can improve reading comprehension. It may also be carried out outside of the classroom. However, deliberate vocabulary acquisition requires explicit instruction and practice of specific terms, such as flashcards, word lists, and vocabulary exercises. It aids in the acquisition of specialized vocabulary and the development of a deeper comprehension of word meanings and usage. That is possible during the teaching and learning process. Best, Shena After you share your opinion now, you can reply from a former participant. Here is the example Dear Shena I appreciate you expressing your thoughts. I completely agree with your point of view. Hence, we are as teacher need utilize two ways in teaching and learning process. With incidental techniques, we can undertake lengthy reading activities in which children are encouraged to read literature of interest to them. After you share your opinion now, you can reply from a former participant. Here is the example
12 You will be assessed based on this Discussion Board Participation Rubric. But, in the process of teaching and learning vocabulary, I will employ intentionally that can develop students' vocabulary. I want to employ a variety of visual and textual aids to help students enhance their vocabulary. To boost kids' vocabulary, the teacher should be imaginative, in my opinion. Best, Jasmine.
MODULE 6: TASK 4 – PROJECT (GROUP WORK): TEACHING VOCABULARY IN DIGITAL ERA (6 HOURS) GROUP PROJECT Assignment The assignment provides you with an opportunity to create a lesson plan for teaching vocabulary using Google Docs, Microsoft Word, PDF, or a similar software. The lesson plan can cover one or more class periods, depending on your students' learning needs. Please read the instructions carefully before you start. 13 Directions: As a teacher, it is important to plan and implement effective strategies to enhance vocabulary competence among students. The following are some instructions on how to create a successful project for teaching reading: Designing Your Vocabulary Lesson Plan Objective: To teach the students the vocabulary used in the report on climate change through problem-based learning Step design: Step 1: Introduce the problem to the students and ask them to brainstorm a list of vocabulary words they do not understand in the report. Step 2: Divide the students into small groups and assign each group a vocabulary word to research and present to the class. Step 3: Provide the students with resources such as dictionaries, thesauruses, and online articles to assist them in their research. Step 4: Have each group present their findings on the vocabulary word, including its definition, synonyms, and antonyms, as well as its relevance to the report on climate change. Step 5: After each presentation, have the class discuss the word and its importance in understanding the report. Encourage the students to ask questions and share their own insights on the vocabulary. Step 6: Repeat the process for each vocabulary word on the list. Step 7: As a final assessment, have the students write a short report on one aspect of climate change, incorporating the vocabulary words they have learned. Step 8: Practice and record it: Practice your plan interactive activities to make you better performance
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NO Aspect of reflection Answer a Facts Tell us about your experience when you learn how to teach vocabulary using LMS VINESA and e-module. What things did you experience in the learning process? You can also tell us about the obstacles/difficulties when learn how to teach vocabulary? b Feeling How did you feel when you learn how to teach vocabulary? Are you happy, excited or difficult to understand materials? Tell me things that make you have these feelings. c Finding What lessons did I get from the process? What new things did I learn about myself after the process? d Future What could I do better if I did something similar in teaching vocabulary? What actions or alternative solutions will I take after learning how to teach reading? MODULE 6: TASK 5- REFLECTION ACTIVITY This activity allows you to think about Teaching Reading. Please reflect on the ways in which you understand the concept of teaching reading . Before moving on to the next part, please reflect on the following questions: Directions: 15
Collocate: To appear often with another word. Collocation: Words co-occurring with other words. Communicative ability: The learner’s ability to understand and use language appropriately to communicate in authentic social and school environments. Concordance lines: A comprehensive index of the words used in a text or a corpus. Concrete nouns: A noun that can be identified through one of the five senses (taste, touch, sight, hearing, or smell). Context: How the words are actually used in sentences. Digital literacy: An individual's ability to find, evaluate, and compose clear information through writing and other mediums on various digital platforms. Fanfiction: A fictional account of the original and fictional work written by fans about characters or settings, created by fans of that work rather than by its creator. High-frequency word: A word that is frequently used in written or spoken genres. Incidental vocabulary learning: A way of vocabulary learning that occurs when students’ focus is on what they are talking about or what they are reading about. Intentional vocabulary learning: A way of vocabulary learning that occurs when students’ focus is on specific vocabulary itself. Lexicon: The total inventory of the vocabulary of a person or a language. Register: Level of formality in speech with others; register depends on the situation, location, topic discussed, and other factors. Target language: The language that is intended to be learned. Vocabulary drills: A systematic vocabulary training by multiple repetitions. Voice of America: A U.S. government-funded international multimedia agency which serves as the United States federal government's official institution for non-military, external broadcasting. MODULE 4: TASK 6- GLOSSARY 16
TEACHING GRAMMAR PREPARED BY: ARIK SUSANTI
TABLE OF CONTENS Module 5 : Task 1 - Reading: Teaching Grammar ............................................2 Module 5 : Task 2 - Checking your understanding..........................................11 Module 5 : Task 3 - Discussion.......................................................................................12 Module 5 : Task 4 - Project Assignment..................................................................14 Module 5 : Task 5 - Reflective Activity .....................................................................17 Module 5 : Task 6 - Glossary...........................................................................................18
MODULE 5 : OVER VIEW MODULE 5 TASK LIST The module should take 6-8 hours to complete. Do the following tasks in this order by the end of the week: Task 1 : Reading: Teaching Grammar Task 2 : Checking your Understanding Task 3 : Discussion: Teaching Grammar Task 4 : Project Assignment: Creating Lesson plan and Practice How To Teach Grammar Task 5 : Reflection Activity Task 6 : Glossary OUR BEST CLIENTS Examine concept of teaching grammar Create teaching scenario how to teach grammar Practice how to teach grammar Objectives : By the end of the module, you will have: 1
2 Introduction Grammar is rules of a language and it is a system of meaningful structures and patterns that are governed by particular pragmatic constraints (Karagul & Yuksel, 2014). It means that grammar is a description of the rules for forming sentences, including an account of the meanings that these forms convey. In foreign language acquisition accurate understanding of the language structures is the key part so teaching grammar is an essential aspect of foreign language instruction. There has always been a debate about the most effective way of teaching grammar. Grammar instruction through context positively affects learners ‘competence to use grammatical structures accurately in language skills. It is always useful for learners to see how language works in sentences or paragraphs; therefore, teaching grammar in context will give learners opportunities to see how grammatical structures function in sentences. Teaching grammar in context will help learners to acquire nature of the language which will facilitate their understanding of the language (Ahmadi & Barabadi, 2014). Grammar instruction should not be ignored since it plays a crucial role for a better language improvement. To be an effective language user, learners should study grammar because grammar skills will help learners to organize words and messages and make them meaningful (Zhang, 2009). Knowing more about grammar will enable learners to build better sentences in speaking and writing performances. A good knowledge of grammar helps learners to make sentences clear enough to understand. On the other hand, improper use of grammar will not convey meaningful messages. To establish an effective communication, learners need grammar skills; therefore, without grammar, speech gets meaningless (Safa & Goodarzi, 2014). MODULE 5: TASK 1 TEACHING GRAMMAR USING TECHNOLOGY
3 competence. Teaching grammar is to show how language works. Accurate teaching of grammar guides learners how to use the language correctly. Azar highlights the significance of teaching grammar as: ―One important aspect of grammar teaching is that it helps learners discover the nature of language, i.e., that language consists of predictable patterns that make what we say, read, hear and write intelligible. Without grammar, we would have only individual words or sounds, pictures, and body expressions to communicate meaning. Grammar is the weaving that creates the fabric (Azar, 2007). To establish precise sentences, grammar knowledge is essential. It is known that language acquisition without grammar will be confusing. Learners will fail to use the language correctly without grammar skills. Grammar is an essential aspect to communicate effectively. Moreover, grammar simply is creating well-organized reading and writing performances. Grammar will give learners the competence how to combine words to form sentences. To create fully developed sentences, grammar knowledge is indispensable. With little understanding of how language functions, learners cannot develop their language skills. Grammar instruction holds an important place in foreign language learning (Chung, 2006). It needs to be noted that grammar skills will make great contribution to language Thus, people agree that grammar is too important to be ignored, and that without a good knowledge of grammar, learners‘ language development will be severely constrained (Zhang, 2009). Richards and Renandya (2002) point out two good reasons for teaching grammar, namely comprehensibility and acceptability. Comprehensibility is knowing how to build and use certain structures makes it possible to communicate common types of meaningsuccessfully. Without these structures, it is difficult to make comprehensible sentences.
4 We must, therefore, try to identify these structures and teach them well. Acceptability is condition of some social contexts or serious deviance from native-speaker norms can hinder integration and excite prejudice- a person who speaks badly may not be taken seriously or may be considered uneducated or stupid. Students may therefore want or need a higher level of grammatical correctness than is required for mere comprehensibility. Therefore, teaching grammar will help learners to understand the nature of language or gain an understanding of grammar concepts: such as subordination and coordination; concepts of expressing time relationships through the use of verb forms; concepts of nouns and adjectives, subjects and verbs, clauses and phrases. Students can understand grammar concepts with simplified terminology, with a minimum of metalanguage and grammatical analysis, and even without definition of key terms such as noun or verb (Azar, 2007). With a good knowledge of grammar, the relationship between grammatical concepts gets clear. Being aware of this relationship facilitates understanding the language. Thus, grammar skills will enable learners to be aware of parts of a language such as verbs, and nouns. It also provides learners with a better improvement since grammar knowledge will increase learners‘ comprehension of the language. Teaching grammar should be in context because of several reasons. First, it is more relevant and interesting for learners. It means learners can see how grammar works in real-life situations that can lead them to deeper understanding of the language and better communication skills. Next, it can also encourages students’ critical thinking skills and problem solving when leaners encounter grammar in context since they must analyse and understand the context to make sense of the language. Finally, it canpromote language acquisition since students can apply them naturally in their language and use them more effective for they are more likely to internalize the rules. Teaching grammar in context will give learners an opportunity to understand how language works and will improve their communication skills since context gives a more precise understanding of how to use grammar and provide accuracy in the studied language both in oral or written language. TEACHING GRAMMAR IN CONTEXT
5 Context-based instructionis also useful for learners that encourage them to learn language in logical contexts, either through authentic discourselength input or through language learning materials. It also provides a meaningful framework that connects to reality in the targeted language (Anderson, 2005). Teaching grammar in context also helps learners how to form structures correctly and use them to communicate meaning. Learners have an opportunity to develop their comprehension of the grammar rules. Recognize and apply the structure and use of expressing offering help and items Use expression offering help and items correctly in both spoken and written language. The learning goal for the reading: The Implementation of Teaching Grammar in Digital Era Here is the example of implementation of teaching grammar using Problem based Learning integrated with technology Identification Subject : English Skill : Reading Grade : X Time allotment : 90 minutes Stages Activities Preteaching activities The teacher prepares students to take part in the learning process by greeting them, inviting students to pray, and tidying up the class. The teacher checks the attendance of students. The teacher mentions learning objectives C. Learning Activities
6 The teacher checks the mastery of the competencies that have been studied previously The teacher motivates students by showing a picture and answer questions based on the picture. The teacher should encourage students to discuss if one of their friends is not in good condition. What kind of suggestion that they can give toher. It will motivate them to practice their English and motivate students’ background knowledge WhiltsTeaching activities Organizing the problem The teacher played recording once time (https://drive.google.com/file/d/1PfIl8vAt966ny_4ZY w0yVXK8E6ZTRULs/view?usp=sharing) and instructed students to fillthe empty gap. The teacher might need to play recording more than twice so that students can complete the blanks correctly. After students have filled in the blanks and the listening is completed, the teacher should elicit the new words/ expressions/ phrasal verbs on the board for students’ better understanding and checking. Using a walking stick, students present their work in front of the class The teacher and others can give their response Organizing students Students will read and practice the text in pairs Students find the detail information from the text. Using a walking stick, students present their work in front of the class The teacher and others can give their response Guiding students to investigation The teacher divides students into several group and ask them to write summary about its text The teacher provides other text Students can classify expression of offering help and items using graphic organizer The teacher monitors their students work
7 Presenting Students present their summary The teacher and other students can give feedback Evaluating The students work individually to apply expression of offering help and items to evaluate what they learned Post-teaching Activities The students and the teacher summarize what they have learned The teacher gives homework or activities that they must do for the next meeting The teacher closes the class by leading students to pray Learning Materials Pre-teaching Activities Where are they? Who is the man with blue shirt? What does he probably say to the man and the woman? Look at the picture above. Answer the questions orally. Whilst teaching Listen to the recording and fill the blank Storekeeper : Hi. ________? Customer : Yes please. Have you got a guide book for London?
8 Storekeeper : Yes, they’ re over there. Customer : Oh yes. I see. ............. I’ll have this one please. How much is this map? Storekeeper : This one is five pounds ninety five. Customer : Ok. I’ll ............ the map too. Storekeeper : Sure. Customer : Can I ............. four stamps for Europe please? Storekeeper : ............we don’t sell stamps for Europe. Customer : No problem Storekeeper : Anything else? Customer : No, that’s all. Thanks. Storekeeper : Right, that’s nine teen pounds forty five please. Customer : Here you are. Storekeeper : ............... like a bag? Customer : No, thanks I’ve got one. Storekeeper : Ok. Here’s your change, and your receipt. Have a nice day. Customer : You too. Storekeeper : Bye. Customer : Bye. Where does the conversation take place? What does the customer buy? Does the store sell stamps? How much is the total price paid by the customer? Does the customer need a bag? What is text about? Answer the questions! Text 2 Read the dialog below. Look at the expressions of offering help/items and their responses. Between Passengers in a Train Anton : It’s very cold tonight. Ryan : Yes. Shall I shut the window? Anton : Oh yes, please. Ryan : Why don’t you wear a sweater? Anton : Oh, I forgot to bring mine. I didn‟t really expect it to be so cold.
9 Ryan : I can give you one if you don’t mind. I have one more in my suitcase. Anton : That’s very kind of you. Ryan : How about a cup of hot tea? Anton : No, thank you. Is the weather hot tonight? Who feels cold? What does Ryan offer to Anton? Does Anton wear a sweater? Why? Does Anton need a cup of hot tea? Answer the questions! Group work Write down the expressions of offering help/items and their responses form two texts above
10 Waiter : Hello, Can I helping you? Kim : Yes, I'd like to had some lunch. Waiter : Will you like a starter? Kim : Yes, I would like a bowl of chicken soup, please. Waiter : And what would you like for your main course? Kim : I can liked a grilled cheese sandwich. Waiter : Would you like anything to drunk? Kim : Yes, I'd liked a glass of Coke, please. After Kim has her lunch. Waiter : Can I bringing you anything else? Kim : No thank you. Just the bill. Waiter : Certainly. Kim : I don't had my glasses. How much is the lunch? Waiter : That's $6.75. Kim : Here you are. Thank you very much. Waiter : You're welcome. Have a good day. Kim : Thank you, the same to you. Individual work Read the dialog below. There are seven wrong words in the italic sentences, identify and correct them. References Ahmadi, A., & Barabadi, E. (2014). Examining Iranian EFL Learners’ Knowledge of Grammar through a Computerized Dynamic Test. Issues in Language Teaching (ILT), 3(2), 161–183. Chung, S.-F. (2006). A Communicative Approach to Teaching Grammar: Theory and Practice. The English Teacher, XXXIV(April), 33–50. http://peoplelearn.homestead.com/MEdHOME/Topic7.Grammar.Communic ative.Approach.pdf
11 Karagul, B. I., & Yuksel, D. (2014). Teaching grammar. Teaching Language Skills, 159–168. https://doi.org/10.4324/9781410613813-6 Safa, M. A., & Goodarzi, S. (2014). The Washback Effects of Task-based Assessment on the Iranian EFL Learners’ Grammar Development. Procedia Social and Behavioral Sciences, 98, 90–99. https://doi.org/10.1016/j.sbspro.2014.03.393 Zhang, J. (2009). Necessity of Grammar Teaching. International Education Studies, 2(2), 78–81. https://doi.org/10.5539/ies.v2n2p184 This graded quiz is meant to check your comprehension of the reading on the previous page. Please make sure you have read and taken notes before completing this quiz. This quiz is worth 5 points, and consists of 5 multiple choice questions. If you do not understand a question, return to your reading to review. When you are finished with this quiz you should feel confident in your understanding of Teaching Grammar Module 5: Task 2- Checking Your Understanding(Graded) (30minutes) >>>> Please note that this quiz can only be completed in VINESA <<<< Scan Here!
MODULE 5: TASK 3 – DISCUSSION: SHARING TEACHING GRAMMAR ACTIVITY In this module, it has been outlined why it is important to learn grammar and how to teach grammar for students. In this discussion part, share your opinion why teaching grammar in context is very important. So, according to your opinion which why is it importance for your students. The following example is provided to offer guidance. Please use your own words and do not copy and paste from the examples. >>>> Please note that this discussion can only be completed in VINESA <<<< 12 Hello all, According to me, teaching grammar in context is more important and effective during the process of teaching and learning since it can help students develop their language skills and understand how grammar works in real-life situations. It means that students can see how grammar works in meaningful and relevant ways. Grammar can be presented in the context of authentic language use, so students can understand the meaning and function of grammar structure in real-life situations. It can also develop their communicative competence that refers to the students’ ability to use language appropriately in different context and purposes. Teaching grammar in context also allows students to explore the cultural context in which language is used, leading to a greater understanding of the people and societies that use the language. Best, Shena After you share your opinion now, you can reply from a former participant. Here is the example Dear Shena I would agree with your opinion that teaching grammar in context is crucial because it helps students understand how grammar is used in real-life situations. It also enhances students’ ability to comprehend language, develop their communicative competence, and retain grammar rules more effectively. After you share your opinion now, you can reply from a former participant. Here is the example
13 You will be assessed based on this Discussion Board Participation Rubric I also highlight the fact that teaching grammar in context develop students’ critical thinking skills. Students will learn how to analyzing language use in different situations, as well as fostering cultural understanding by exploring the cultural context in which language is used. Best, Jasmine
MODULE 5: TASK 4 – PROJECT (GROUP WORK): TEACHING GRAMMAR IN DIGITAL ERA (6 HOURS) GROUP PROJECT Assignment The assignment provides you with an opportunity to create a lesson plan for speaking activities using Google Docs, Microsoft Word, PDF, or a similar software. The lesson plan can cover one or more class periods, depending on your students' learning needs. Please read the instructions carefully before you start. 14 Determine the objective of the lesson. Choose appropriate materials. Plan the introduction Directions: As a teacher, it is important to plan and implement effective strategies to enhance grammar skills among students. The following are some instructions on how to create a successful project for teaching grammar : Teaching grammar can be a challenging task, but with a well-planned lesson, it can be an engaging and rewarding experience for both you and your students. Here are some instructions on how to make a lesson plan for teaching grammar. You must decide what you want to your students to learn. For example, “Do you want them to identify parts of speech? Use correct subject-verb agreement? Or Write grammatically correct sentences? Your objective should be specific, measurable, achievable, relevant, and time-bound (SMART). You need to choose appropriate materials to teach the lesson including students’ worksheets, textbooks, videos, games, and other resources. Your materials should be relevant with age-appropriate, and engaging for your students. The introduction of the lesson (pre-teaching activities) should capture the students' attention and motivate them to learn. This can be achieved through a short video, a game, a funny story, or a provocative question.
15 Plan the whilst-teaching activities Plan closure (post teaching activities) You can implement a certain method that can motivate students’ participation. This can be done by providing discussion that make your students easy to understand. Next, you can plan guided practice in which students practice using the grammar rules and concepts they have learned. This can be done through worksheets, exercises, or small group activities. The practice is interactive and engaging. After that, you can plan independent practice where students work on their own to apply what they have learned. This can be done through writing assignments, homework, or projects. Ensure that the independent practice is challenging but achievable. The last stage is assessment that teacher evaluates students' learning through writing assignments, or projects. The assessment aligns with the lesson objective and the materials used. Post-teaching activities is wrapping up the lesson and summarizing the key points that can be done through a class discussion, a summary slide, or a review game. Post teaching activities reinforce the lesson objective and motivates students to continue learning
16 By following these steps, you can create a well-planned lesson for teaching grammar that is engaging, effective, and rewarding for both you and your students.
NO Aspect of reflection Answer a Facts Tell us about your experience when you learn how to teach grammar using LMS VINESA and e-module. What things did you experience in the learning process? You can also tell us about the obstacles/difficulties when learn how to teach grammar? b Feeling How did you feel when you learn how to teach grammar? Are you happy, excited or difficult to understand materials? Tell me things that make you have these feelings. c Finding What lessons did I get from the process? What new things did I learn about myself after the process? d Future What could I do better if I did something similar in teaching grammar? What actions or alternative solutions will I take after learning how to teach grammar? MODULE 5: TASK 5- REFLECTION ACTIVITY This activity allows you to think about Teaching Grammar. Please reflect on the ways in which you understand the concept of teaching reading . Before moving on to the next part, please reflect on the following questions: Directions: 17
Authenticity: The degree to which the content or the tasks resemble real life in which the target language is used. Corpus linguistics: The study of linguistic phenomena through large collections of machine-readable texts (i.e., corpora). Corpus: A collection of written texts, especially the entire works of a particular author or a body of writing on a particular subject. Descriptive grammar: A set of rules about language based on how it is actually used. In a descriptive grammar there is no right or wrong language. Discourse function: How a particular expression is used on a particular occasion. Explicit knowledge: The knowledge of rules and items that exist in an analyzed form so that learners are able to report what they know. Form: The actual structure or formation of words, phrases and clauses. Function: The rules for using language to get things done. Implicit knowledge: Knowledge that is intuitive, and enables spontaneous use of the language characterized by fluency and control evident in our mother tongue or L1. POS (part of speech) tag: In corpus linguistics, part-of-speech tagging, also called grammatical tagging, is the process of marking up a word in a text (corpus) as corresponding to a particular part of speech based on both its definition and its context—i.e., nouns, verbs, adjectives, adverbs, etc. Prescriptive grammar: A set of rules based on how people think language should be used. Register variation: The ability to vary one's language style based on the social context or communication partner. Register: Level of formality in speech with others; register depends on the situation, location, topic discussed, and other factors. MODULE 5: TASK 6- GLOSSARY 18
TEACHING READING IN DIGITAL ERA PREPARED BY: ARIK SUSANTI
TABLE OF CONTENS Module 6 : Task 1 - Reading: Teaching Reading Texts ..................................2 Module 6 : Task 2 - Checking your understanding.........................................13 Module 6 : Task 3 - Discussion: Teaching Reading in Digital Era...........14 Module 6 : Task 4 - Project Assignment: ...............................................................15 Module 6 : Task 5 - Reflection Activity......................................................................17 Module 6 : Task 6 - Glossary...........................................................................................18
MODULE 6 : OVER VIEW MODULE 6 TASK LIST The module should take 6-8 hours to complete. Do the following tasks in this order by the end of the week: Task 1: Read Module 6:Reading Teaching Reading (1 hour) Task 2: Take Module 6: Checking Your Understanding (Graded) (30 minutes) Task 3 : Discussion (1 hour) Task 4: Project Assignment: Creating and Practicing how to teach reading(6 hours) Task 5 : Reflection Activity - Reflecting on Experiences with A century of Language Teaching (30 minutes) Task 6 : Glossary OUR BEST CLIENTS Examine concept of teaching reading Create how to teach reading scenario Practice how to teach reading Objectives : By the end of the module, you will have: 1
2 Reading is a fundamental academic skill in the 21stcentury that cannot be released in our life to search information or knowledge from textbooks, articles, or magazines written in English. Thus, students should have good reading skills to help them in academic studies. Reading is a complex cognitive process of decoding symbols in order to construct or derive meaning. It means reading refers to the process of interpreting written language that involves understanding the meaning . of written language as a whole, without necessarily breaking it down into individual components (Brown & Lee, 2015). Thus, reading is a means of language acquisition, communication and of sharing information and ideas since reading opens up a vast world of experience and adventure. Furthermore, reading, as a major part of what literacy is, introduces students to new worlds, new words, and new ways of looking at ideas (Chen & Schwartz, 2018). So, reading skills are necessary for a person to be able to learn from texts and are essential for lifelong learning. Research has shown that readers who have larger vocabularies than non-readers, can write better. Reading can also help students learn language, particularly about the various disciplines, (Thoman & Jolls, 2003). Transactional Texts (texts that is containing some negotiation or transaction between one people to another. It is in the form of dialogue r conversation. For example: offering help, asking opinion, giving advice, etc) Interpersonal Texts (text that is showing your personal interaction, such as how are you, asking about interests, activities) Short functional texts (Short text that has particular meaning and purposes, such as greeting card, invitation, label, announcement, etc) There are 4 types of reading texts covering: MODULE 6: TASK 1 READING TEACHING READING
Predicting: using knowledge of the subject matter to make predictions about content and vocabulary and check comprehension ; using knowledge of the text type and purpose to make predictions about discourse structure ; using knowledge about the author to make predictions about writing , vocabulary and content. Skimming and scanning: using a quick survey of text to get the main idea, identifying text structure , conform or question predictions Guessing from context: using prior knowledge of the subject and the ideas in the text as clues to the meanings of unknown words , instead of stopping to look them up. Paraphrasing : stopping at the end of a section to check comprehension by restating the information and ideas in the text. Long functional texts (Text or essay to give information in daily and it has a generic structure, such as narrative text, recount text, descriptive text) Previewing : reviewing titles, section headings, and photo captions to get a sense of the structure and content of a reading selection An effective way to understand texts is to use reading strategies (Koch & Spörer, 2017). Teachers might employ the following reading instruction strategies to assist their students to develop reading skills. Strategies for developing reading skills includes: By modeling the strategies aloud and talking through the processes of reviewing, predicting, skimming and scanning, and paraphrasing. In addition to utilizing reading methods in teaching reading, English teachers should employ instructions that are integrated with reading techniques to aid students in comprehending reading passages. Teacher can help students learn when and how to use reading strategies in several ways. 3
This demonstrates to leaners how the strategies work and how much they may learn about a text before beginning to read word by word. Assess students’ background knowledge of the topic and linguistic content of the text. In this activity, the teacher can use the title, subtitles, and divisions within the text to predict content and organization or sequence of information. The teacher can use pictures, maps, diagrams or graph and their captions to asses their background knowledge. Teachers can help their students to become more effective readers by teaching them how to use strategies before, during and after reading. The activity use during pre-reading may serve as preparation in several ways. During pre-reading activity, teacher may: By allocating time in class for group and individual previewing and forecasting exercises as preparation for in-class or out-of-class reading. By employing cloze (fill in the blanks) tasks to review vocabulary words. This teaches pupils how to infer meaning from context. By encouraging students to discuss about what methods they think would assist them approach a reading assignment, and then talking about what tactics they actually employed after reading. 4 Give students the background knowledge necessary for comprehension of the text, or activate the existing knowledge that the students possess. Teacher should help students develop literacy skills is talking. Students need to talk about what they will be reading about. Just as children learn about their worlds just by touching and talking long before they begin reading. This is where meanings are constructed and ways of talking about content or ideas happen. Clarify any cultural information which may be necessary to comprehend the passage. The teacher and students can talk about the author’s background, writing style, and usual topics. Skimming can be implemented to find the theme or main idea and eliciting related prior knowledge or reviewing vocabulary or grammatical structures. It is used to focus attention on finding that information while reading. Make students aware of the type of text they will be reading and the purpose for reading. The teacher provide guided practice with guessing meaning from context or checking comprehension while reading.
point or main idea of a piece of writing. However, specific ideas provide evidence to further define the general or primary idea and indicate that it is valid. 5 Whilst-reading activities are activities that direct students' attention to certain parts of the text and aid in their comprehension. These exercises are meant to help students approach the text as they would if it were written in their native tongue. The variety of activities the teacher might conduct with the class to encourage reading participation. Determine topic sentences. Finding general and specific ideas. Identifying topic sentences and the primary concept of paragraphs is essential for determining the author's message about the topic. Every paragraph is typically recognized with a topic sentence that summarizes the key points of the paragraph. The students must be able to differentiate between general and specific ideas. General ideas usually express the main Determine the Connectors Confirm prediction. To identify the connectors, look at how they connect ideas in the text. There are many different sorts of connectors; for a complete list of linking terms, see these linking words organized by category. It is used to determine whether or not predictions and educated guesses are correct. Read a text and skim it for specific information. When a reading class begins with one of these pre-reading activities, this is something that can be done. Skimming refers to the capacity to discover the primary idea inside a text; employing this reading method will assist pupils in becoming proficient readers. Skimming reading will also help pupils become more adaptable readers.
Answer to literal and inferential questions. Inference Coding text Literal refers to what the text states, but inferential refers to utilizing the text as a starting point to derive a deeper meaning. Students can try out one of these activities. Another exercise to do while reading is to infer the meaning of new words based on context. All language learners rely on context to determine the meaning of a word, which is a common reading approach while doing extensive reading. Coding text involves teaching students how to use margin marking to put a question mark next to a phrase they don't understand or an exclamation mark next to something that shocked them. Look for specific information in a text. Complete a brief quiz Scanning is the process of swiftly reading a text in order to find specific information. Students scan, when they read a listed of table of context or when they look their friends phone number in their contact list. The teacher can use online tools to collect those replies. Post reading activities assist students in assessing their comprehension, and organizing their ideas. 6 Interaction between students Teacher provides opportunities for group or collaborative work and for class discussion activities called as interaction between students. When students read the paragraph, talk to a classmate, and listen to what he or she has to say, this activity encourages the integration of two more abilities. The teacher can ask pupils to have a chat after finishing a paragraph or a stanza of a poem so they can clear up any misconceptions