7 To assess reading comprehension, the teacher can use strategies that are necessary to help students in comprehending the passage such as writing story summaries or sentence structures. Some sentence structures that can be useful while writing summaries are as follows. Identification Subject : English Skill : Reading Grade : VII Time allotment : 80 minutes The students are able to find detail information The students are able to find main idea The students are able to find synonym The students are able to find referential questions The learning goal for the reading; This is a story about _____ . The name of the main character is _____ . At the start of the story, _____ . In the middle of the story, _____. At the end of the story, _____. The Implementation of Teaching Reading Through Problem Based Learning Learning Activities 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. The teacher checks the mastery of the competencies that have been studied previously The teacher motivates students by asking students to describe their best friends
8 WhiltsTeaching activities Organizing the problem The teacher provides a text entitled “My Classmate” Students read the text loudly The students underline difficult words based The students and teacher discuss difficult word based on the context The students mention detail information of the text that has read The students communicate their work orally Organizing students The teacher divides the class into several groups and each group consists of 3-4 students Every group is given descriptive text and they must classify detail information and main idea using a graphic organizer on a jam board Every group presents their discussion in front of the class and the teacher gives feedback The teacher reinforces or explains the definition of descriptive text Guiding students to investigation The teacher provides clozed procedure text Students do it individually While students do their work, the teacher guides students who have difficult materials Presenting Using a walking stick, students present their work in front of the class The teacher and others can give their response Evaluating The students evaluate what they learned using self assessment
Lusia is my classmate. She is very beautiful and friendly. Her hair is as long as her shoulders. She is very energetic. She is very active in her school and takes some extracurricular subjects. One of them is dancing. 9 Postteaching 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 Do you have a best friend? What is his/her name? Can you describe her/his? Learning Materials Pre-teaching Activities Answer the questions below! Whilst-Teaching activities Activity 1 Read text 1 She has been practicing dance since she was six years old. She can dance both traditional and modern dances, but she prefers traditional dances to modern ones. Her favorite dance is pakarena dance. It is from Makassar.
Every time she performs the dance on the stage. She always gives her best performance to her audience so they really enjoy her dance. So far, she has appeared many times in formal ceremonies so she is very famous in our school. She often performs abroad as a member of Indonesia cultural delegations. Someday, she dreams to become a wellknown dancer and if she has enough money, she will own a dancing company. Who is Lusia? Is Lusia beautiful? What hobbies Lusia? How long has she been practicing dancing? What is her favorite dancer? What is Lusia’s dream? Where is she from? What is main idea of paragraph 1? What does paragraph 2 talk about? Please, answer the questions based on text 1 My best friend is Ernesto and he is my classmate. We go to school together. Ernesto comes from an educated family. His father is a school principal and his mother is also a teacher. He is punctual, well-educated, and has good manners. He is really hard working. He always does his homework. He is also well-dressed and well-behaved. All teachers have a high opinion of him. Ernesto has a well-built body. He is gentle but fearless. He takes part in all sports, scout, trekking and mountaineering activities. He has a good heart. He is truthful, honest and obedient. He also plays the guitar, and he makes his parents very proud of him. He has good marks and is usually top of his class in examinations. He inspires me to work harder. He keeps me away from bad company. I am happy to have such a friend. 10 Activity 2 Please Read text 2 My Best Friend, Ernesto
11 Parts Explanation or Answering Describe Ernesto based on the following guidelines: 1. Who is Ernesto? 2. How is his personality? 3. What is his father? 4. What is his mother? What are his activities? Please find the synonym a. Well-built b. Take part c. Proud d. Gentle e. Examination Participation Test Dignity Strong Self-satisfied 1. 2. 3. 4. 5. Activity 3 Please make a group consider 3-4 member, and classify detail information and synonym based on the text 2 using following graphics organizer in jamboard, based on following the link below: Classify the detail information of the passage 2 Activity 4 Listen to the explanation from the PPT below
Please fill the blank with correct answer with the word below! Back Have Go Is With Are Live Am My name (1)….. Clara. I (2)…….a students at SMP Pelita Harapan. I (3)….. in Surabaya. I have a brother and a sister. My sister is a university student (4)…. medicine. She is going to be a doctor. My brother doesn’t want (5)….. to university. 12 Activity 5 References Brown, H. D., & Lee, H. (2015). Teaching by Principles: An Interactive Approach to Languag Pedagody. Pearson Education Inc. Chen, X., & Schwartz, M. (2018). Morphological awareness and literacy in second language learners: a cross-language perspective. Reading and Writing, 31(8), 1685–1694. https://doi.org/10.1007/s11145-018-9866-1 Koch, H., & Spörer, N. (2017). Students Improve in Reading Comprehension by Learning How to Teach Reading Strategies. An Evidence-based Approach for Teacher Education. Psychology Learning and Teaching, 16(2), 197–211. https://doi.org/10.1177/1475725717700525 Mccown, M. A., & Mccown, M. A. (2013). THE EFFECTS OF COLLABORATIVE STRATEGIC READING ON by. Thoman, E., & Jolls, T. (2003). Literacy for the 21 st Century An Overview & Orientation Guide To Media Literacy Education Part I: Theory CML MediaLit KitTM A Framework for Learning and Teaching in a Media Age Developed and written by. 37. www.medialit.org
13 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 The “Early” Years. Module 6: Task 2- Checking Your Understanding(Graded) (30minutes) >>>> Please note that this quiz can only be completed in VINESA <<<< Scan Here!
MODULE 6: TASK 3 – DISCUSSION: SHARING TEACHING READING ACTIVITY (2 HOURS) In this module, it has been outlined why reading is important to students and how to teach reading for students. In this discussion part, share a reading activity, including pre-, during, and post-reading exercises. The following example is provided to offer guidance. Please use your own words and do not copy and paste from the examples. 14 >>>> Please note that this discussion can only be completed in VINESA <<<< Hello all, I found a very interesting topic how to teach reading. The topic of reading is simple and use students’ background knowledge and culture. This material can enhance students' reading skills and promote their speaking. In pre reading, the teacher would start with a warm up and ask some general questions related to the topic of the story. After that, in whilst reading, the students read a passage, work in group to collaborate to classify detail information and find synonym. Students also learn how to complete cloze text. In post reading, the teacher and students wrap up about what they have learned. All those activities can improve students’ engagement and develop students’ conversation in group. Best, Fira After you share your opinion now, you can reply from a former participant. Here is the example Dear Fira, First of all, I would like to thank you for sharing this activity, I also believe that that using material based on students’ background and culture can help student to comprehend the text. I can add my opinion that the use of authentic reading materials can improve students’ competence and get better every day. I think the pre reading activity, whilst reading and post reading activities are great. If I were a teacher, I would apply these activities. Furthermore, the use of technology can make the learning and teaching process more interesting. I agree with you that the topics for debate must be interesting enough to inspire them to talk and share experiences. Best, Jasmine.
MODULE 6: TASK 4 – PROJECT (GROUP WORK): TEACHING READING 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 15 Directions: As a teacher, it is important to plan and implement effective strategies to enhance reading skills among students. The following are some instructions on how to create a successful project for teaching reading:
Determine the learning objectives: Start by identifying the specific reading skills that you want your students to learn. This could be anything from improving fluency and comprehension to developing critical thinking skills. Set clear and measurable goals for the project. Select appropriate reading materials: Choose reading materials that are appropriate for the level and interest of your students. This can include books, articles, and online resources. Plan interactive activities: Incorporate interactive and engaging activities that will help students learn the reading skills. This could include group discussions, reading circles, and interactive games. Incorporate technology: Use technology to enhance the reading experience, such as by using interactive e-books or online reading resources. Assess and track progress: Regularly assess the progress of your students and track their achievements. Use assessment tools such as quizzes, reading logs, and other measures to monitor the progress of the project. Practice and record it: Practice your plan interactive activities to make you better performance 1. 2. 3. 4. 5. 6. 16 Designing Your Reading Lesson Plan
NO Aspect of reflection Answer a Facts Tell us about your experience when you learn how to teach reading 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 reading? b Feeling How did you feelwhen you learn how to teach reading? 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 reading? 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: 17
Authentic text: A text written for any purpose other than teaching/learning about language. Content knowledge: Knowledge and information that teachers teach and that students are expected to learn in a given subject or content area such as English language arts, mathematics, science, or social studies. Decoding: A part of the literacy process which includes knowledge about the content and the world but is also about how language is used to construct text. Idiosyncratic speech: A speech when the learner uses standard words or phrases in an unusual, but meaningful way. Lexical development: The changes that occur in vocabulary knowledge over the process of language acquisition. It concerns learners’ first steps in building a vocabulary, how learners of different ages assign meanings to words, and how these meanings change in response to various experiences. Literacy development: Learning about sounds, words and language. Literacy is the basis for a child’s ability to read, write, communicate and socialize. Literacy: The ability to read and write. Readability: The ease with which a reader can understand a written text. Simplified Texts: Texts that contain the same ideas as the original text, but the language is simpler for learners so that they can have access to the same meaning without having to understand the difficult texts. MODULE 6: TASK 6- GLOSSARY 18
TEACHING LISTENING IN DIGITAL ERA BY : ARIK SUSANTI
TABLE OF CONTENTS Module 7 : Task 1 - Reading: Teaching Listening in Digital Era...............2 Module 7 : Task 2 - Checking your understanding..........................................9 Module 7 : Task 3 - Discussion......................................................................................14 Module 7 : Task 4 - Project Assignment:................................................................15 Module 7 : Task 5 - Reflection Activity ....................................................................17 Module 7 : Task 6 - Glossary .........................................................................................18
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 - Reading Teaching Listening (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 listening (6 hours) Task 5 : Reflection Activity - Reflecting on Experiences with Teaching Listening (30 minutes) Task 6 : Glossary Examine concept of teaching listening Create how to teach listening scenario Practice how to teach listening Objectives : By the end of the module, you will have: 1 MODULE 7 OVERVIEW MODULE 7 TASK LIST OUR BEST CLIENTS
2 In addition, Etemadfar (2020) describes that there are six types of listening sub-skills to guide listeners in understanding the texts for classroom, such as: (1) listening for gist (to get a general idea), (2) listening for specific information (to get the information in specific), (3) listening in detail (to get and understand about the information in detail), (4) listening to infer (to understand the feeling of listeners), (5) listening to questions and responding (to know how to anwer the questions), (6) listening to descriptions (to know for specific description). MODULE 7 : TASK 1; READING TEACHING LISTENING Teaching listening comprehension is very important in language learning phenomenon.Listening is the ability to identify and understand what others are saying. This involves understanding a speaker's accent or pronunciation, his grammar and his vocabulary, and grasping his meaning. There are some factors that affecting the quality of a listening texts, such as: (1) content that means how the audiences get interested in the text, and (2) delivery that means how the speaker deliver spoken English in listening (Pei & Suwanthep, 2019).
3 Furthermore, according to Richards (2008), the aim of teaching listening comprehension is to provide opportunities for the learner to acquire particular micro-skills. There is lists a series of micro-skills of listening called enabling skills. They are: predicting what people are going to talk about guessing at unknown words or phrases without panic using one's own knowledge of the subject to help one understand identifying relevant points; rejecting irrelevant information retaining relevant points (note-taking, summarizing) recognizing discourse markers, e. g. , Well; Oh, another thing is; Now, finally; etc. recognizing cohesive devices, e. g. , such as and which, including linking words, pronouns, references, etc. understanding different intonation patterns and uses of stress, etc. , which give clues to meaning and social setting understanding inferred information, e. g. , speakers' attitude or intentions. Teachers can use these micro-skills for listening comprehension to determine which micro-skills are most important for students to develop in connection to their learning objectives. Brown & Lee (2015) believe that students can get a fair understanding of what their listening comprehension by using a checklist of micro-skills. The list of listening micro skills assists teachers who are planning a specific approach or listening module to concentrate on clearly conceptualized objectives.
4 Listening micro skills can be utilized as evaluation criteria. D. H. Brown (2003) suggests a strategy based on micro-listening exercises that practice individual micro-skills of hearing in order to decide which micro-skills need to be practiced. These micro-skills are viewed as competencies that native listeners possess and that non-natives must acquire in order to learn a language. Examples of such competencies include the mastery of auditory phonetics, word-identification strategies, reference patterns, etc. Next, teachers can change the input or the tasks assigned to the student when teaching listening. Listening is one of the fundamental language skills because people can gain a large portion of their education through listening. In this day, much of mass communication are delivered in the form of oral communication. Thus, it is vital that students should be taught listening skills effectively and critically, so they can understand the meaning of information. It is known that without listening, students couldn’t do a whole lot of speaking. Assign a topic or situation to students and ask them to script a typical interaction in that situation. Listening is a receptive skill that gives way to productive skills. Students can produce something if the teaching and learning process is held more communicative. It can bring the students to practice target language. Hence, the teaching listening should be done into integrated language skills. The teacher provides a varietyactivities in the classroom that can maintain students’ motivation. It also allows the recycling and revision of language which has already been taught separately in each skill. There are two reasons for using integrating activities in language classrooms (1) to practice and extend the learners' use of a certain language structure or function and (2) to develop the learners' ability in the use of two or more of the skills within real contexts and communicative frame work. Listening helps students to learn better. The teacher should have students a lot of listening, such as listen to each other, listen to teacher, listen to a lot of media, and as a result, the speaking skills will improve.
5 The teacher might be sure that these tasks help in learning and do not confusing students. Students should learn how use the environmental clues, the speaker's facial expression, posture, eye direction, proximity, gesture, tone of voice, and that general surroundings contribute information. Thus, the teacher should train students to understand what is being said in conversations to get them to disregard redundancy, hesitation, and ungrammaticality. Listening to and understanding speech involves a number of basic processes, such as linguistic competence, previous knowledge, psychological variables. All those aspects will affect the mobilization of these competence and knowledge in the particular task situation. So, the listener must have a continuous set to listen and understand. When he hears the utterance, he may be helped by some kind of set to process and remember the information transmitted. His linguistic competence enables him, presumably, to recognize the formatives of the heard utterance, i. e. , to dissect out of the wave form of the morphemes, words, and other meaning-bearing elements of the utterance. Hence, teaching listening can be divided into three stages: Pre-listening (purpose must be given at this stage), During (in-while) listening, Post -listening (speaking). In pre-listening activities, the teacher must mention a purpose to learners. The teacher should give a clear lead in what students are going to hear. The teacher can use some kind of visual back up for students to understand, give questions and tasks in order to clarify the things in their minds. General information (understanding of the main points) Specific information (understanding of the particular items) Cultural interest (generally informing about the target language culture) Information about people's attitudes and opinions The organization of ideas Sequence of events In whilst listening activities or listening tasks, students make an immediate response to what they hear. Students can answer comprehension questions, fill in the blanks, complete tables, identify key vocabulary or main ideas, summarize, or retell the content. Whilst listening activities are designed to improve listening skills and comprehension in a foreign language. These activities can take various forms, including:
6 Lexical items (words expressing noise / movement) Structural items (their use and meaning) Functional items (their form and use) Post-listening activities are a critical part of the language learning process, as they help students consolidate their understanding of what they have heard, and provide opportunities to practice and reinforce newly acquired skills. The teacher may lead a class discussion, ask students to share their understanding and opinions, or provide additional activities such as role-play, debates, or writing tasks based on the listening material in post teaching activities. Furthermore, it is vital for teachers to understand that super-segmentals such as intonation are crucial for helping students de-code information. For example, these words “I really like you” can mean anything from “I really like you” to “I hate you.” So for example I could say “I really like you,” which means “I really do like you.” In teaching listening, the teacher can use strategies top-down listening and bottom-up listening. Top down listening is what is needed to get the main idea, to get the main meaning of what has been said. Top down strategies help students to understand the main idea by predicting and discovering based on what they've understood from the discourse as well as other cues in the environment, such as visual cues. So it’s very important that students learn top-down listening that they get the big picture based on predicting. On the other hand, bottom-up listening focuses on the phonology, words and phrases. These skills include being able to de-code information based on the sentence-level vocabulary and grammar. Students need to be able to de-code streams of speech into words and sentences. Thus, students need to learn both top-down and bottom-up strategies to understand what the person is saying overall and some of the details.
7 Teachers also need to recognize that spoken language differs depending on the register. The spoken language used for business or in public life is different than what is used among friends. Students need to recognize these differences. Teachers need to provide practice listening to different registers of spoken English. And teachers also need to point out what some of the differences are between oral language across different registers. For example, it may not be surprising to hear “sorry, my bad” in a soccer game, but it is not expected at all to hear this in an academic lecture from a teacher. The teachers expect that students say “I’m sorry, I made a mistake.” So students would see quite different uses of the language, and it’s important that students listen and recognize that different social contexts are going to bring about different types of language to listen to There are three steps to teach listening that can attract students’ motivation and engagement. First, the teachers can use as many cues as possible, not only audio cues but also visual ones, that can help students to understand better. Second, the teacher should provide students with access to diverse speech varieties in classes, so students can learn how to adapt to a given speech variety. Being able to adapt to speaker’s variety is very important since students can encounter numerous variety in diverse world. Third, the teacher should select materials that can attract students’ interest. It can encourage students to listen to such materials outside of the classroom. Hence, the teacher can use technology since thechnology provides some resources to make teaching listening a lot of easier and create classroom environment more enjoyable. I could say “I really like you?” which is sort of a question--I don’t know if I do or I don’t. Or I could say, “I really like you,” which is sort of a sarcastic way of saying “I don’t like you.” So it’s important that students understand the importance of intonation in listening. The Implementation of Teaching Listening in Digital Era Here is the example of implementation of teaching listening using Problem based Learning integrated with technology Identification Subject : English Skill : Listening Grade : X Time allotment : 90 minutes
8 Stages Activities Preteaching activities (Prelistening) 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. The teacher checks the mastery of the competencies that have been studied previously The teacher motivates students by showing a picture and answerquestions based on the picture. The teacher should encourage students to discuss their activities in holiday or in their daily life. It will motivate them to practice their English and motivate students’ background knowledge WhilstTeaching activities Organizing the problem The teacher played recording once time and instructed students to find main idea and identify the phrases of present and past simple. The students present their resuts of finding main idea and identifying present and past simple tense Recognize and apply the structure and use of present and past simple tense. Develop linguistic competence. Use present simple and past simple correctly in both spoken and written language. The learning goal for the reading : C. Learning Activities
9 What did Jasmine do last weekend ? What does jasmine do in her school this week? What subject does she dislike? What subjects does she live very much? Why Organizing students Students will work on handouts with empty gaps to fill in. The teacher might need to play recording more than twice so that students can complete the blanks correctly. Monitoring students is important to provide guidance and help should they need it. Afte4r 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 Guiding students to investigati on The teacher divides students into several group and ask them to write summary about its text. Students can practice their summary based on recording. For more confidence, learners can record their practice. Presenting (postlistening Students present their summary. The teacherand other students can give feedback. Evaluating The students evaluate what they learned using self assessment. Postteaching 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.
10 What do you see in the picture? Do you always help your parents? Why? How do you feel when you help your parents? When did you help your parents? Learning Materials Pre-teaching Activities Please look at the picture and answer questions! 1.What does the text talk about? 2.When was he from? 3.How old was he when he moved to Venezuela? 4.Does he enjoy his life? Whilst Teaching Actvities Please listen to the following recording https://www.esl-lab.com/intermediate/hiking-adventures/ Then answer the following questions
11 My name’s Randall Davis, and I’m originally from the state of Indiana in the United States. When I was 19 years old, I moved to Venezuela in South America, and later returned to the United States, where I attended Brigham Young University in the 1980s. I majored in Spanish education and TESOL, or teaching English as a second language. After graduating from college, my wife and I moved to Japan where we lived for eight years. Now, I work back in the States in Utah. However, my greatest interests are my family. Years ago, I wanted to make something of myself in my profession . . . you know . . . get ahead in life. However, I realized that the most important things in life lived within the walls of my own home, and today, I try to put them first. My kids wouldn’t remember me for the work I did outside of the home; they would only recall the moments we spent together. Therefore, I enjoy spending time with my family. I have four children, and we go hiking and camping together, usually in Utah. On our hikes, we often talk about life, and I tell stories or share personal experiences. When I do this, I can focus on the kids without the distractions of video games or the Internet. Telling stories sounds easy, but when you have to think of a new story on a hot, 12-kilometer hike through the desert, you have to come up with ideas off the top of your head. Now, this doesn’t mean we don’t have problems; all families face challenges in their lives, and our family is no exception. However, we try to talk openly about our problems, and we try to solve our problems together. Building a strong family takes time, but it is worth the effort. Please listen again and complete the following text
NO Guiding questions Answer 1. Where was Randall from? 2. Where did he move? 3. What is his greatest interest of his life? Why 4. How does he overcome his problem? Now, please write summary based on the text above. You can use this graphic organizer 12 Write summary based on graphic organizer above! __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __
13 Brown, D. H. (2003). Language Assessment. Principles and Classroom Practices. Longman. Brown, H. D., & Lee, H. (2015). Teaching by Principles: An Interactive Approach to Languag Pedagody. Pearson Education Inc. Etemadfar, P. (2020). An account of EFL learners’ listening comprehension and critical thinking in the flipped classroom model. Cogent Education, 7(1). https://doi.org/10.1080/2331186X.2020.1835150 Pei, T., & Suwanthep, J. (2019). Effects of web-based metacognitive listening on Chinese university EFL learners’ listening comprehension and metacognitive awareness. Indonesian Journal of Applied Linguistics, 9(2), 480–492. https://doi.org/10.17509/ijal.v9i2.20246 Richards, J. C. (2008). Teaching Listening and Speaking: From Theory to Practice. Language Teaching, 35(April), 48. https://doi.org/10.1017/S0261444802211829 References
14 In this module, it has been outlined why listening is important to students and how to teach listening for students. In this discussion part, share a listening activity, including pre, whilts, and post-listening activities. 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 <<<< Hello all, I found a very interesting topic how to teach listening. There are two strategies that the teacher can implement, namely top-down and bottomup strategies. Top down is used to get the main idea what has been said. The teacher can use visual to help students. On the other hand, bottom-up listening focuses on the phonology, words and phrases. These skills include being able to de-code information based on the sentence-level vocabulary and grammar. Students need to be able to de-code streams of speech into words and sentences. Thus, students need to learn both topdown and bottom-up strategies to understand what the person is saying overall and some of the details. MODULE 7: TASK 3 – DISCUSSION: SHARING TEACHING LISTENING ACTIVITY (2 HOURS) Best, Fira After you share your opinion now, you can reply from a former participant. Here is the example Dear Fira, First of all, I would like to thank you for sharing this activity, I also believe that that two strategies can help students to understand and get information from the speaker say. I think, the teacher can motivate students how to implement two strategies in teaching and learning process to encourage them learning listening. Best, Jasmine. You will be assessed based on this Discussion Board Participation Rubric
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16 IThe assignment provides you with an opportunity to create a lesson plan for a listening activity 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. Directions: As a teacher, it is important to plan and implement effective strategies to enhance listening skills among students. The following are some instructions on how to create a successful project for teaching listening: Instructions for Designing a Teaching Listening Project. This guidelines can help you how to design a teaching listening project that improve your students’ listening skills and become better communicators. MODULE 7: TASK 4 – PROJECT (GROUP WORK): TEACHING LISTENING IN DIGITAL ERA (6 HOURS) Identify the goals and objectives of learning. Before you start designing the teaching listening, it is essential to define the goals and objectives you want to achieve. It will help you to focus your teaching and learning scenario, and it will be easier for you to create the desired outcome. Select the listening materials You must select the listening materials based on your learning objectives to accomplish the project. You can choose from a variety of sources such as YouTube, podcasts, TED Talks, news clips, and more. You can incorporate technology in listening materials since it allows students to practice their listening skills.
17 ICreate lesson plans Based on the listening materials you have selected, create lesson plans that will help your students improve their listening skills. Include activities that will require them to listen actively and critically. In your lesson plan, you can also create group work that encourage them to work in small group to discuss and analyze what they have heard. Develop assessment tools Practice and record your lesson plan It is essential to create assessment tools to evaluate the students' learning progress. You can use quizzes, tests, or other types of evaluations to determine whether the students have achieved the objectives of the project. It is critical in any learning process to check how you deliver your materials in teaching listening to improve students’ listening skills. Reflect on the project: Finally, take some time to reflect on the project and evaluate its effectiveness. Think about what worked well and what did not work, and make changes as necessary to improve the project for the next time.
17 NO Aspect of reflection Answer a Facts Tell us about your experience when you learn how to teach listening 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 speaking? b Feeling How did you feel when you learn how to teach listening? 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 speaking? What actions or alternative solutions will I take after learning how to teach listening? MODULE 7: TASK 5- REFLECTION ACTIVITY This activity allows you to think about how to teach listening for your students. Please reflect on the ways in which you teach listening in your contexts. Before moving on to the next part, please reflect on the following questions: Directions:
Bottom-up skills: Skills that focus on listening for details and involve tasks that focus on understanding at a sound or word level. Captioning: Displaying text on a television, video screen, or other visual display to provide additional or interpretive information. Extemporaneous speech: Limited-preparation speech event based on research and original analysis. Intonation: Variation in speech used for a range of functions such as indicating the attitudes and emotions of the speaker, signaling the difference between statements and questions, and between different types of questions, focusing attention on important elements of the spoken message and also helping to regulate conversational interaction. Lyrics: Words that make up a song. Phonology: The study of the patterns of sounds in a language and across languages. Speech variety: Differences such as regional (e.g., dialect, accent), social, style (e.g., fast, slow, quiet, loud, etc.), age (e.g., young speakers vs. older speakers), or mode (e.g., audio, visual, animation etc.). Supersegmentals: A subfield of phonology that deals with phonological property of more than one sound segment. Common supra-segmental features are the stress, tone, and duration in the syllable or word for a continuous speech sequence. Top-down skills: Skills that help students to understand the main idea by predicting and discovering based on what they have understood from the discourse as well as other cues in the environment, such as visual cues. Visual cues: Things that can help listeners to decode what they have heard such as movements (lip reading), gestures to indicate topic change, hand motions to signal key, words, facial gestures to indicate opinion, and body gestures to indicate emphasis. MODULE 9: TASK 6- GLOSSARY 19
TEACHING WRITING IN DIGITAL ERA BY ARIK SUSANTI
TABLE OF CONTENS Module 9 : Task 1 - Reading: Teaching Writing in Digital Era....................2 Module 9 : Task 2 - Checking your understanding.........................................12 Module 9 : Task 3 - Discussion......................................................................................13 Module 9 : Task 4 - Project Assignment:................................................................15 Module 9 : Task 5 - Reflection Activity ....................................................................18 Module 9 : Task 6 - Glossary .........................................................................................19
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 - Reading Teaching riting in (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 writing(6 hours) Task 5 : Reflection Activity - Reflecting on Experiences with Teaching Writing in Digital Era (30 minutes) Task 6 : Glossary Examine concept of teaching writing Create how to teach writing scenario Practice how to teach writing Objectives : By the end of the module, you will have: 1 MODULE 8: TEACHING WRITING IN DIGITAL ERA MODULE 8 TASK LIST OUR BEST CLIENTS
2 Writing is one of the productive English skills that should be mastered by English as Foreign Language (EFL) students in Indonesia. Writing is a way for a person to express thoughts and feelings in clear, understandable language that is accessible to everyone. Graham, S., Gillespie A., & McKeown, D. (2013) state that writing is a very adaptable tool that may be utilized to achieve a wide range of objectives. It allows students to maintain intimate connections with family, friends, and colleagues even when we are unable to be physically present with them. Writing is used by people to build imagined worlds, tell stories, share information, discover who they are, cope with loneliness, and chronicle their experiences. Writing about one's feelings and experiences can be both psychologically and physiologically beneficial. Writing is the most challenging area in learning English as foreign language because writing is a cognitive process that tests memory, thinking ability and verbal command to successfully express the ideas. Therefore, learning how to write has gained considerable importance for the last two decades due to two factors: its use as a tool for effective communication of ideas, and the extensive research work carried out in this area to examine various issues faced by L2 writers. Writing is defined as the ability to write an essay, paper or composition to express thoughts, ideas and feelings and convey them through words arranged into sentences (Puji Hastuti, 2020). Sobari, M., & Husnussalam, H. (2019) also state that, writing is one of the talents that are the most challenging to acquire because students must accurately translate what they say into written words in accordance with social functions, language features and linguistic elements. MODULE 8: READING TEACHING WRITING
3 Brown (2001) also supports that writing skill is an ability to write naturally, coherently, grammatically, fluently, authentically and purposively. It means that writing activity requires the capacity to learn grammar, vocabulary, and precision in using the language. In terms of grammar, the pupils should be given opportunities to practice the grammatical elements of the text, so they can identify the readers of their texts using sociolinguistics principles to demonstrate coherence. Thus, to write effectively, the students must put their thoughts into writing as a form of communication, using all of their available energy to finish the task at hand as well as to express their views (Hanif Maulaniam Sholah, 2019). The students must put their thoughts into writing as a form of communication, using all of their available energy to finish the task at hand as well as to express their views in order to write effectively (Hanif Maulaniam Sholah, 2019). Thus, teachers can help students by providing exposure to reflect the language in all of their competency areas (Hadiani, D., & Nuryanti, P., 2019). Teachers can use graphic organizers to gain and learn writing through consistent deliberate effort since writing presents a symbolic language. Additionally, writing requires the proper arrangement of mechanical elements, such as handwriting, spelling, and punctuation, as well as the structuring of sentences, paragraphs, and texts. Hadiani, D., & Nuryanti, P., (2019) state that teachers can help students by providing exposure to reflect the language in all of their competency areas that helps students develop their communicative competence in writing. It can also help people convey information and interact with one another through written language. Writing can be done for a variety of reasons, including self-expression, informational purposes, persuasion, and literary purposes. There are four reasons why authors write, such as a means of self-expression, information for the reader, persuasion, or the creation of a literary work (Toba et al., 2019).
4 According Permatasari (2016), there are two broad categories of writing, namely for personal and academic reasons. When students write to freely express themselves and their thoughts which helps them come up with ideas, it is categorized as personal reasons. Students write for enjoyment and self-expression. However, when students write, the teacher marks and evaluates their work for the goal of the study or writing is used for educational purposes. It can be classified as academic reasons. Students’ writing ability can be improved by fostering their interest, motivation and enjoyment for writing, through technology. In addition, Harmer (2007) classify the writing process into 4 steps, when students are learning writing to get maximal output or students are able to write good composition. The first step is pre-writing. In this step, students must have an idea or a plan or a topic what they are going to write and decide a topic to be written in their composition. It involves deliberating, making notes, conversing with others, coming up with ideas, creating an outline, and compiling data. Although prewriting is the first action writers do, coming up with ideas is a process that happens all throughout writing. Similarly, some metacognitive, cognitive and socio-affective strategies could also be used for enabling the students to know and practically exercise the writing process. Further, the teachers can adapt their pedagogic approaches and can mutually design such tasks that could motivate and encourage students by giving them liberty of choosing topics of their interest. It will reshape their writing patterns, presumably, through extended practice and by involving physical and cognitive skills which give the writer control over the expression of linguistic and domainspecific knowledge. In addition, it will be convenient for language and content teachers to monitor their students from broad perspectives. Most importantly, it is necessary that attitudes towards writing and dealing with its issues are changed. Teachers must employ strategies to elicit ideas from students to be penned down on a piece of paper to promote their verbal ability.
5 Wait till the other stages of the writing process are finished before editing the work. When students have reached all the process, the writing product can be called a final version. It is the last step called the final version. After that, students must elaborate their ideas into their writing in the form of sentences to support their ideas so that it will produce a draft composition. This step is called drafting. In this part, writers draft or they organize their thoughts into sentences and paragraphs. Here, the writers' main focus is clearly articulating and defending their points. The writers start to link their thoughts, put their ideas into words transforms them, and choose elicit new concepts or connotations. This draft has a tendency to be writer-centered, with the writers outlining what they already know and believe to be true about the subject. The next step is editing in which students must read again their work to check and correct some problems emerging in drafting such as grammar, usage, word choice, and punctuation. It motivates students to find mistakes and correct it. Students will verify the spelling, grammar, and other elements, before they are printing their text. The writers should take one last step: spell check it. Writing rubric components is consisted of content, an organization the idea, grammar, vocabulary, and mechanics. Content is developing an idea that is related to the topic. Good content will engage the readers more. When writers have finished their drafting, they give their readers' needs and expectations more consideration. The text starts to be focused on the reader. The writers also polish their text at this point, making each statement as accurate and succinct as they can, making clear, and apparent the relationships between concepts. It is called as revision step. In writing text, there are some components that must be achieved, and it is called an assessment considered as an important activity to help students develop their writing skills (Douglas H. Brown, 2007). By conducting a good assessment will reflect students’ work and students’ specific level of proficiency to measure students’ competence and ability. Assessment is a set of criteria that must be identified and applied consistently to each students’ work of writing in order to be objective and reduce teacher bias and increase the value of writing.
The next is an organization idea that is considered an important factor in writing because students must know what they are going to write. Constructing the idea is the first step in writing when students choose a certain topic. A good arrangement of the idea is important to produce good writing started by the introduction or opening, body, and conclusion or closing. It will make the reader easy to follow what is on the writer’s mind. Grammar is the way words taken place in a sentence. Without the rule of grammar, the communicative form of writing cannot be built because the reader will have a difficulty in understanding the passage. Choosing proper diction is important to a writer to express their writing better. 6 It means that having many vocabularies could help the writer in choosing the diction. Also, it could enrich the literary and cultural values of a writing text. The last component is mechanic that is the way writers write using the rules of written language; such as capitalization, punctuation, and spelling that is needed to communicate the ideas clearly. It is one of the most effective ways to teach writing to students since it can boost their motivation, self-assurance, critical thinking, and other skills through pair or group discussions. Students also can develop a good composition by working together with their peers (Sukirman, 2016). In other words, collaborative writing requires that students write a piece of writing in pairs. Every stage of writing should involve input from every student. This means that each student should have a role in their work even though the writing was completed by two students or more. In digital era, learning writing can be done through collaboration. Collaborative writing is very useful since it can help students develop their writing abilities (Storch, 2019). Collaborative writing is a social activity that group members concentrate on a single objective and interact, discuss, and negotiate while producing a single text (Lowry et al., 2004).
7 Collaborative writing is an essential part of academic writing because it can improve students’ engagement in class and improves their writing skills (Herlinawati et al., 2022). Collaborative writing also helps individual students to set goals, plan strategies, monitor their thinking, and evaluate it. It also allows students to stay on task and concentrate each week on their collaborative writing, and their contributions to text creation. The Implementation of Teaching Grammar in Digital Era Here is the example of implementation of teaching grammar using Project based Learning integrated with technology Identification Subject : English Skill : Writing Grade : IX Time allotment : 90 minutes To classify parts of greeting card Use expression in greeting card To write greeting card The learning goal for writing; When students work in groups or pairs to create a piece of writing, the teacher should provide media that encourage students to demonstrate their knowledge, and decide on each phase of the writing process. Canva or google docs is example of media that can be applied to promote students’ writing collaboration. It is very effective since students can develop and collaborate to organize, create, revise, and edit their compositions. It enables students to complete all writing processes, including prewriting, drafting, revising, editing and publishing.
8 Learning Activities Stages Activities Preteaching activities (Prelistening) 1.Teacher greets the students (good morning students. Before we start the class, please pray together) 2.Teacher checks the students’ attendance list 3.Teacher mentions the learning objectives 4.Teacher shows the picture and ask questions (What do you see students?, Have you ever seen? Where do you see? And When do you see) WhilstTeaching activities Giving essential questions 5. Students, please read this text 6. Complete the missing words based on your words/phrases that have you heard 7. Students and teacher discuss using walking stick Deciding the project, arrange the schedule Drafting 8. Ask the students to work in group and deciding the project relating to arrange the timeline and students’ responsibility Teaching Scenario
9 Monitoring and report progress 9. Now, please work in group. Please make some note what kinds of part that must be put in writing greeting card 10. Work in group and show someequipment that is required and report the progress to teachers. Presenting and evaluating 11. Group present their project and others gives some comment Postteaching Activities 12. The students and the teacher summarize what they have learned 13.The teacher gives homework or activities that they must do for the next meeting 14.The teacher closes the class by leading students to pray
10 Pre Teaching Please look at the picture Answer the questions ! 1.What do you see students? 2.Have you ever seen? 3.Where do you see? 4.When do you see? 5.How do you feel? Whilst teaching Teaching Materials
11 Create greeting card in canva with your group Teaching Materials
11 References > Ahmed, P. H. (2019). Major Writing Challenges Experienced by EFL Learners in Soran University. Journal of University of Human Development, 5(3), 120. https://doi.org/10.21928/juhd.v5n3y2019.pp120-126 Douglas H. Brown. (2007). Brown H. - Douglas. Teaching by Principles_ An Interactive Approach to Language Pedagogy. Pearson Education, 2nd edition. Graham, S., Gillespie, A., & McKeown, D. (2013). Writing: Importance, development, and instruction. Reading and Writing, 26(1), 1–15. https://doi.org/10.1007/s11145-012-9395-2 Hadiani, D., & Nuryanti Permata Politeknik Manufaktur Bandung, N. (2019). AN ANALYSIS OF STUDENTS’ WRITING SKILLS: FOCUS ON GRAMMATICAL AND DISCOURSE COMPETENCE. Journal: A Journal on Language and Language Teaching, 22(2), 198–208. https://doi.org/10.24071/llt.2019.220206 Harmer, J. (2007). How to teach English. Pearson Longman. Herlinawati, H., Isnawati, U. M., Yudar, R. S., Syahdan, S., & Syaifullah, S. (2022). Students’ Online Experiences in Online Collaborative Writing with Focus on Language Rules. REiLA: Journal of Research and Innovation in Language, 4(2), 209–218. https://doi.org/10.31849/reila.v4i2.9833 Huett, A., & Koch, R. T. (2011). Collaborative writing strategies. UNA Center for Writing Excellence, June, 1–2. Permatasari, K. E. (2016). TEACHING WRITING DESCRIPTIVE TEXTS TO THE EIGHTH YEAR STUDENTS: “PUT YOURSELF IN THE PICTURE” ACTIVITY. Puji Hastuti, D. (2020). INFLUENCE OF READING ABILITY AND VOCABULARY MASTERY ON WRITING SKILLS DESCRIPTIVE TEXT. 11(1), 48–57. Toba, R., Noor, W. N., & Sanu, L. O. (2019). The Current Issues of Indonesian EFL Students’ Writing Skills: Ability, Problem, and Reason in Writing Comparison and Contrast Essay. Dinamika Ilmu, 57–73. https://doi.org/10.21093/di.v19i1.1506 Wibowo, H., & Eka Putri, D. (2022). USING CUE CARDS TO IMPROVE STUDENTS’ WRITING SKILLS. Jurnal Pendidikan Bahasa. https://doi.org/10.34005/lingua.v%vi%i.1882
12 MODULE 9: TASK 2- CHECKING YOUR UNDERSTANDING (GRADED) (30 MINUTES) 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 writing Scan Here! >>>> Please note that this quiz can only be completed in VINESA <<<<