MODULE 9: TASK 3 – DISCUSSION: SHARING TEACHING SPEAKING ACTIVITY (2 HOURS) In this module, it has been outlined why teaching collaborative writing is essential in digital era. So, according to your opinion explain the advantages and the reasons that teaching collaborative writing is the best 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 <<<< Hello all, In my opinion that teaching collaborative writing is essential because of several reasons. First, collaborative writing provides opportunities for every student to work together, so it can promote team work and cooperation. Students can learn how to communicate and negotiate effectively each other. These values are important in their personal relationship or community organization. Next, collaborative writing develop students’ critical thinking skills. Students requires to think critically about their ideas and arguments, so they can evaluate the strengths and weaknesses of their own and others' contributions, and make decisions about which ideas to include in the final product. Collaborative writing also enhances students’ creativity. When multiple students work together on a writing project, they can bring different perspectives and ideas to the table that can lead to more creative and innovative solutions. It is also more engaging and interesting writing activities. Finally, it can improve students’ writing skills because collaborative writing provides opportunities for students to receive feedback on their writing, so they can learn from others' strengths and weaknesses. Students can also improve their writing skills and develop a better understanding of grammar, style, and structure by working together. Best, Nayara Best, Sare 13 After you share your opinion now, you can reply from a former participant. Here is the example Dear Nayara, I agree with your opinion. I certainly believe that collaborative writing can promote teamwork and cooperation that are essential skills in many different areas of life. Then, collaborative writing can enhance students’ creativity since it can bring multiple perspectives and ideas in the
14 Iprocess of writing. Students can also improve their writing skills by getting feedback for their learning. Finally, they have motivation to demonstrate their writing skills. Best, Asiyah You will be assessed based on this Discussion Board Participation Rubric
15 The assignment provides you with an opportunity to create a lesson plan for a writing 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 an English teacher, it is important to plan and implement effective strategies to enhance writing skills among students. The following are some instructions on how to create a successful project for teaching writing. Teaching writing 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 writing. 1.Determine the learning objectives. Before we start with the lesson plan, we need to determine the learning objectives. What specific skills or knowledge do we want our students to gain from the lesson? Are we teaching students how to write a persuasive essay, a descriptive paragraph, or a narrative story? We should Identify the learning objectives that will help us to develop a clear and focused lesson plan. Our objective should be specific, measurable, achievable, relevant, and timebound (SMART). MODULE 9: TASK 4 – PROJECT (GROUP WORK): TEACHING WRITING IN DIGITAL ERA (6 HOURS) GROUP PROJECT Assignment 2.Plan the pre-writing activities. Once we have determined the learning objectives, we need to plan the pre-writing activities. These activities will help students to generate ideas, organize their thoughts, and develop a plan for their writing. Some prewriting activities may include brainstorming, clustering, outlining, or free writing. 3.Teach writing strategies When we teach writing, we cannot teach writing in one lesson, so we must decide different strategies for teaching writing. These strategies may include how to hook a reader or student, how to develop a thesis statement, how to use descriptive language, and how to organize their writing. In this session, we can introduce many strategies and models that help students how to use or practice using them.
16 4. Model the writing process We should model the writing process, so that students can see how to apply the strategies we taught them. We can show students how to write a rough draft, revise their work, and edit their writing for grammar and spelling errors. We model the process of writing a paragraph, essay, or story and we make sure to explain the steps as we go. 5. Provide writing practice After we are modeling the writing process, we also give students a chance to practice. We must provide writing prompts that relate to the learning objectives, and give students time to work on their writing. We can encourage students how to use the writing strategies that we taught them and provide feedback on their work. 6. Assess student writing We must assess student's writing to determine whether they have met the learning objectives. We can use rubrics, checklists, or other assessment tools to evaluate their work. We should provide feedback to students on their writing, and offer suggestions for improvement. 7. Reflection At the end of the lesson, we have students reflect on what they have learned. We ask them to identify the strategies they found most useful, and to consider how they can apply what they learned to their future writing. 8. Record and Practice it After we have designed lesson plan how to teach writing, now we can practice and record it. Finally, we can upload in YouTube.
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NO Aspect of reflection Answer a Facts Tell us about your experience when you learn how to teach writing 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 writing? 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 writing? What actions or alternative solutions will I take after learning how to teach speaking? MODULE 9: TASK 5- REFLECTION ACTIVITY This activity allows you to think about how to teach speaking for your students. Please reflect on the ways in which you teach writing in your contexts. Before moving on to the next part, please reflect on the following questions: Directions: 18
Cohesion: The grammatical and lexical linking within a text or sentence that holds a text together and gives it meaning. Collaboration software: Application software designed to help learners involved in a common task to achieve their goals. Collaborative writing: A writing process that involves two or more persons working together to produce a written document. Comment: A function in Google Docs that allows users to leave comment in the desired part of the document. Communicative functions: The purpose of gestural, vocal, and verbal acts intended to convey information to others such as commenting, requesting, protesting, directing attention, showing, and rejecting. Empirical research: A type of research based on observed and measured phenomena and derives knowledge from actual experience rather than from theory or belief. Explore: A function in Google Docs that suggests related content for the Doc by presenting images and web pages from the Internet that are related to the topic. Grammarly: A system that monitors student writing and offers feedback on errors they make in spelling, grammar, and punctuation. Interpersonal function: An aspect of writing that refers to the fact that writing builds identity and relationships. Peer feedback: A practice in language education where feedback is given by one student to another. Process orientation: An aspect of writing that refers to the idea that writing is generating and shaping ideas that get polished through multiple drafting and revisions before the final product. Proofreading: The process of reviewing the final draft of a piece of writing to ensure consistency and accuracy in grammar, spelling, punctuation, and formatting. Register variation: An aspect of writing that refers to the fact that written language varies according to the social context, purpose, and audience. MODULE 9: TASK 6- GLOSSARY 19
Spellcheck: A tool, built into most Word Processing tools, that underlines mistakes in spelling and grammar, and suggests corrections. Syntactic accuracy: The accurate use of the set of rules, principles, Writing conventions: A set of generally accepted standards for written English such as spelling, punctuation, capitalization, and grammar. Writing fluency: The ability to write with a natural flow and rhythm by using appropriate word patterns, vocabulary, and content. 20
TEACHING SPEAKING IN DIGITAL ERA BY : ARIK SUSANTI
TABLE OF CONTENS Module 9 : Task 1 - Reading: Teaching Speaking in Digital Era...............2 Module 9 : Task 2 - Checking your understanding..........................................9 Module 9 : Task 3 - Discussion......................................................................................10 Module 9 : Task 4 - Project Assignment:................................................................12 Module 9 : Task 5 - Reflection Activity ....................................................................14 Module 9 : Task 6 - Glossary .........................................................................................15
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 Speaking 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 reading(6 hours) Task 5 : Reflection Activity - Reflecting on Experiences with A century of Language Teaching (30 minutes) Task 6 : Glossary Examine concept of teaching speaking Create how to teach speaking scenario Practice how to teach speaking Objectives : By the end of the module, you will have: 1 MODULE 9: TEACHING SPEAKING IN DIGITAL ERA MODULE 9 TASK LIST OUR BEST CLIENTS
2 The two dimensions of speaking, fluency and accuracy (Zappa-Hollman, 2007), work together to make good, clear, comprehensible speech. But it seems when we are teaching and when students are learning how to speak, those two dimensions of speaking really work against each other. When students are speaking accurately, they are often very slow and hesitant. They are stopping to think. Their speech isn’t automatic and fluent. So, when accuracy is up, fluency can go down. In contrast, when students are talking to each other, they’re talking casually and the words are just flowing, the accuracy isn’t always what we would like it to be. The benefit of CLL can allow students to practice using the language in a real-life situation. It can help them to develop their communicative skills and to acquire a more natural use of th. MODULE 9 : READING TEACHING SPEAKING Speaking is a fundamental language skill since it is the primary way in which we communicate information. Speaking is also the basis of oral language. If we ever travel and want to use the language, we need to be able to communicate in some way orally (Balbay & Kilis, 2017). To understand what other people are saying, it is also being able to communicate with them. Thus, speaking is important in daily life because people get things done every day by speaking. People also establish and maintain relationships with others by speaking. Our speaking does something to mark who we are. It expresses our identity in everyday faceto-face communication.As teachers, however, we must be mindful that speaking involves more than simply using words to articulate what we are thinking, and there is more at play than simply asking students to say the words that they know.
3 Therefore, teachers need to develop speaking gradually by teaching for both fluency and accuracy. Learners of a language need to just feel comfortable producing language and not worrying so much about whether it’s right or wrong. But at some point, they also need to work on places where accuracy matters. These two things should be separated. Another thing that teachers need to know about teaching speaking is that they need to understand the nature of progress: that often, students might not be able to do what they want them to do right away. Communicative competence Being a ‘good speaker’ requires a range of skills beyond accurate grammar, vocabulary and pronunciation, though these are the basic building blocks that enable a message to be understood. An effective communicator chooses the words they use, and the way in which they speak to different people in different situations, whether that is ordering a sandwich at a snack bar or giving a keynote speech at an academic event. The skills involved in how we interact with others in different ways are called communicative competencies: teachable skills which frame the language used in interaction in different settings. Speaking as a language skill involves these competencies much more than it requires accuracy of language, Their brains know what they want to do, but their mouths and their automaticity (how automatically they can produce things) don’t follow. This is normal, and it will come to a point where it becomes more automatic. Thus, the teacher should be patient because automaticity comes with practice little by little. Some strategies for teaching public speaking can be used (Morita, 2009) So when we talk about ‘teaching speaking’, we are talking about something different from grammar or vocabulary practiceSpeaking can be used to practice new language (as is common in question-answer tasks or roleplays held after specific language instruction, but this kind of activity may not teach the skill of speaking itsel
4 . Teaching speaking as a set of skills When teacher teach, present, and practice specific grammar features to students, he/she can also break down and present the component competencies that comprise speaking as a pure language skill in a systematic manner. Language subskills that can be turned into practice activities include: Avoiding repetition Responding appropriately while listening Turn-taking techniques Politeness Circumlocution (using known language to talk around unknown words) Extending ideas situation. Find recordings of people interacting in restaurants, banks, or wherever your lesson will be set, and think about the functional steps of the interaction as it happens. You will probably find that most interaction that you listen to is quite formulaic and predictable, so it can be used as a structure for the dialogues that you present and practice in class, only with the organisation and ordering of the speech as the focus of the class rather than the specific language used. Taking an opposite approach, think of situations where the above list of competencies is common. It's worth noting that none of these sub-skills specifically mention grammar, vocabulary, or pronunciation, despite the fact that these are obviously required for students to communicate what they want to say. To focus on these competencies, it is best to lead speaking tasks on topics that students are familiar with and in language that is within their ability. By removing the stress of learning a new language from speaking activities, students can concentrate on the pure sub-skills listed above. This is similar to how native speakers are 'trained' for public speaking or assertiveness in social situations: they are comfortable with the structure of their own language but want to develop other skills that go with it. Discourse and organisation of message Many of these features of speaking fall into the category of discourse – the organisation and style of a message as it is delivered in different situations. When teaching speaking in a given context, think about how people actually speak in that
5 Assign roles to different students so they can practice speaking to different "people" and see how their ideas change when speaking to their boss versus their 7-year-old daughter. For example: we often use circumlocution when we are talking about complex, technical subjects, like when we describe a problem we are having with a gas cooker, car engine or plumbing; we may not know the exact name of the part which is not working, but we can still communicate it to a gas fitter, mechanic or plumber. This is a useful life skill, and one which can be used to harness second language speaking for language learners. Assign a topic or situation to students and ask them to script a typical interaction in that situation. Again, as long as the students are playing with language they are already familiar with, their "discourse brains" will be more engaged and they will be more focused on the competencies they are learning. Free speaking or unrestricted speaking tasks should be exactly that: student-student interaction with few constraints. To ensure spontaneity and flexibility with language, the same dialogue used in free practice can be repeated, but with different participants. Only then can you say that by the end of the class, students have truly applied what they have learned. Restricted and unrestricted speech As with grammar and vocabulary, we can incorporate these target competencies into standard lesson formats - for example, we can present a feature of speech through an audio or video task, and then ask students to practice applying the feature in a restricted task, such as gapped dialogues, ordering lines in a script, or selecting the best alternative from three different responses in a conversation. This will allow them to apply the features they are learning to different types of speech. Finally, keep in mind that, while your students have been focusing on these wonderful aspects of spoken communication, they have yet to fully apply them until they have spoken completely freely, without a script or notes to work from (after all, native speakers don't carry scripts around with them to use in sandwich shops, though they do have a 'expected script' in their minds that informs their use of language), by participating in a speaking event wit
The teacher should set or define the learning objective clearly based on basic competence. For examples, the students are expected to be able to: (1) mention the generic structure of the text, (2) classifying present tense, create conversation, and practice speakingskills The teacher must choose a topic based on the basic competence, such ascurrent event based on students’ interest. In this part we can use video from YouTube: https://www.youtube.com/watch? v=zLDeCVbQys4 The implementation of Teaching Speaking Using PjBL Method and YouTube Media To teach speaking using Project-Based Learning (PBL) with YouTube as the media, there are some steps that must be followed: 6 The teacher prepares students to join learning process such as praying, checking their attendance The teacher motivates students by providing a picture and giving some questions The teacher gives an overview of the benefits of learning the lesson and informs the learning objectives to be learned. Pre Teaching activity : a. What do you do in your school? b. What is your favorite subject? Why? c. What do you do in your weekend? The teacher provides video from youtube (https://www.youtube.com/watch?v=zLDeCVbQys4) Students watch a video and take notes and identify key point that they want to include in their speaking presentation. Below is the guide line to take a note Whilst-teaching activities Giving essential questions NO Questions Answer a What does Jasmine do in this week? b What does Jasmine do in her weekend?
7 c What did Jasmine do last weekend? d What does jasmine do in her school this week? e What subject does she dislike? f What subjects does she live very much? Why Students present their findings and insight to the class. The others can give some feedback orcomments .Students practicedialogue in pairs The teacher provides jumbled dialogue and ask students to create a good transactional text using jamboard Deciding the project This is the link https://jamboard.google.com/d/1Z8qZqTwIXg48MWsr0kKON8bEOS87TNYlZxSZ3nQ7BY/edit?usp=sharing
8 They do it in pairs and present their work Group work: Divide students into small groups and assign each group a specific topic to research and present. Encourage students to work together to brainstorm ideas, organize information, and practice speaking. Every groups report their progress Presentation: Provide each group with an opportunity to present their findings and insights to the class. Encourage students to use many materials as a resource for their presentations and to incorporate them into their speaking. Monitor the students’ work Presentation Feedback: Encourage students to give and receive feedback on each other's presentations, focusing on areas for improvement and strengths Reflection: After the presentations, encourage students to reflect on their own learning and the speaking project as a whole. Ask them to evaluate their own speaking skills, identify areas for improvement, and set goals for future speaking opportunities. The teacher and students reflect on the activities that have been carried out The teacher gives homework for the next meeting. The teacher and students end the lesson by praying. Assessment Post Teaching activities All in all, when planning a speaking skills lesson, be aware that using language in speech is not necessarily practice of speaking as a language skill. Developing the range of competencies that make ‘a good speaker’ takes focus on the ways that we speak to different people, and the ways we construct what we are saying. This is independent from the grammar and vocabulary we use in real life, so should be kept separate from pure language input in the language classroom. Conclusion
9 Balbay, S., & Kilis, S. (2017). Students’ Perceptions of the use of YouTube channel specifically designed for an Academic Speaking Skills Course. 3(2), 235–251. Morita, N. (2009). Language, culture, gender, and academic socialization. Language and Education, 23(5), 443–460. https://doi.org/10.1080/09500780902752081 Zappa-Hollman, S. (2007). Academic presentations across post-secondary contexts: The discourse socialization of non-native english speakers. Canadian Modern Language Review, 63(4), 455–485. https://doi.org/10.3138/cmlr.63.4.455 References 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 reading. Scan Here! >>>> Please note that this quiz can only be completed in VINESA <<<<
MODULE 9: TASK 3 – DISCUSSION: SHARING TEACHING SPEAKING ACTIVITY (2 HOURS) In this module, it has been outlined why speaking as oral communication is important to students and how to teach speaking for students. In this discussion part, share a speaking activity, including pre-, during, and postspeaking exercises. 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 speaking. I found that using technology, such as Youtube and google jambaord can enhance and promote speaking and collaboration. In pre teaching, the teacher would start with a warm up by providing a picture and ask some general questions related to the topic of the story such as, What do you do in your school every day?, What is your favorite subject? These questions motivate students to be confident to speak up. While- speaking activities. After that, the teacher plays YouTube and ask students to take note using graphic organizer that encourage them to focus on the key points. They should put the correct information in the graphic organizer. Next, the teacher would invite her students to practice video in pairs. The teacher also diveides the class into several small group and ask them to create conversation based on their topic that have been provided. Then, the present and give some comment. The last, they do refelction. Post speaking the teacher gives homework and ask students to review all the materials. Best, Sare 10 After you share your opinion now, you can reply from a former participant. Here is the example Dear Alya, First of all, I would like to thank you for sharing this activity, I also believe that using technologyand project in teaching speaking can help students improve their communication, collaboration and competence.
11 I think, I will try to practice so my students are happy to learn speaking. I have never assigned my students such a task, so I agree with you that it will be interesting enough to inspire them to talk and share experiences. Best, Sare. You will be assessed based on this Discussion Board Participation Rubric
12 The assignment provides you with an opportunity to create a lesson plan for a speaking 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. Identify a specific topic for the speaking project that aligns with the curriculum or learning objectives. Choose a topic that students can relate to and that they can easily discuss using their existing language skills. Divide the class into groups of 3-4 students. Assign each group a specific task or goal to accomplish based on the topic selected. For example, each group can create a presentation on a specific aspect of the topic, such as cultural practices, famous people, or current events. Directions: As a teacher, it is important to plan and implement effective strategies to enhance speaking skills among students. The following are some instructions on how to create a successful project for teaching reading: Designing Your Speaking Lesson Plan MODULE 9: TASK 4 – PROJECT (GROUP WORK): TEACHING SPEAKING IN DIGITAL ERA (6 HOURS) GROUP PROJECT Assignment Provide students with resources and materials to guide their research and learning. Encourage students to use a variety of sources such as books, articles, videos, podcasts, and interviews with experts or native speakers. Set up opportunities for students to practice and improve their speaking skills. This can include individual and group presentations, discussions, debates, or role-playing exercises. Encourage students to use a range of vocabulary, idioms, and expressions relevant to the topic. Give feedback and assess student performance. Provide constructive feedback to help students improve their speaking skills and encourage them to practice more. Use rubrics or other assessment tools to measure student learning and identify areas for improvement. 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 speaking 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 speaking? 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 speaking? MODULE 9: TASK 5- REFLECTION ACTIVITY This activity allows you to think about how to teach speaking for your students. Please reflect on the ways in which you teach speaking in your contexts. Before moving on to the next part, please reflect on the following questions: Directions: 14
Accented speech: Second/foreign language speech that differs from the native speaker norm. Accuracy: Accurate perception and production of a target item which can be a sound, a word, or a sentence structure. Comprehensibility: The quality or state of being comprehensible; capability of being understood. Fluency: The ability to produce rapid, flowing, natural speech, but not necessarily grammatically correct speech. Fluency-oriented task: Tasks that would allow the students to speak freely without stopping and correcting for errors, without focus on accuracy. Morphology: The study of the smallest units of meaning in language, including their sounds. Narrated presentation: Presentations in which you record your own voice over right within an online presentation and infographic tool. Text-to-speech: A computer system that converts normal language text into speech. Voiced sounds: B, D, G, J, L, M, N, Ng, R, Sz, Th (as in the word "then"), V, W, Y, and Z. Voiceless consonants: Ch, F, K, P, S, Sh, T, and Th (as in "thing"). MODULE 9: TASK 6- GLOSSARY 15