NIM        : 0708066023

Lecturer  : HARTOYO, MA. Ph.D

Subject    : Final TEFL

    Teaching Speaking 

1. Background 

English language teaching covers four language skills ; reading, listening, speaking, and writing. These four language skills are the main competence standard of English Curriculum for the secondary school in Indonesia.Nevertheless, the reality shows that the result of  the teaching of the English in Indonesia have not been satisfactory. It can be seen from the minimal English skills that the Indonesian students achieved.Many of the techniques and attitudes that are essential to recognize for the English teacher. They should consider integrating or using an activity-based approach within their language classroom, since such an approach seems to have much to offer the needs of the students so they are motivated and interested in what they are studying.Realizing such difficulties, it is important for the teacher of English to be creative in teaching and learning process by designing or selecting an appropriate activity to be used in the classroom.In this observation we’ll report our English teaching practice in SMPN 11 South Jakarta. It is located at Jl. Kerinci VII Block E, Kebayoran Baru South Jakarta. The samples of the observation are used to obtain data of 42 students of the ninth grade includes 18 boys, and 22 girls. 

2. The objectives

Effective learning will be gained only if the students learning process were in fun and exciting condition (De Porter, 2002:17). The fun condition mentioned above is the learning psychological condition students from pressure or stress. The pressure can come from many ways such as unchallenging learning materials, monotonous class, uninteresting or unexciting teacher, lack of teaching media or aids, too crowded class, and many more. Therefore, a fun or exciting condition is a pre-condition for optimizing a successful teaching and learning process. A fun and exciting learning will lead the learning motivation.Before the teaching and learning process, the English teachers should have good preparation on what they are going to be taught, on what skill do their students will achieved after the process. The teacher should consider that the activity :

• Has a clear language teaching goal
• Has a clear and meaningful goal or purpose for the students
• Has a clear outcome(s) for the students
• Involves students in work or activity which requires.

Here is the a system that adapted from David Nunan (Moon:2002), when the teachers want to create their own activities they should consider these things :

• Goal  : the teachers’ purpose or aim in using the activity, i.e what he or she wants to achieve through the activity. The children ourpose in carrying out the activity.
• Input : the material that students will work on, e.g. text, oral instruction, etc.
• Procedures : what students actually do with the input, e.g. they read or talk.
• Outcome : what students produce as a result of the activity.

 3. The Process of Teaching

The teaching of spoken English to the students requires the  teacher to be creative in preparing the materials that allow the students to communicate in the classroom. In this observation we’ll report the teachers’ activities during the teaching and learning process.

• BkoF

The teacher opened the activities by saying greeting, did the setting up by showing some pictures to the students and then asked them some questions based on the pictures given. The teacher used some expressions related to the topic, introduced the materials and explined it to the students. Responded the students’ questions.

• MoT

The teacher showed some models of dialogues using the expressions of politeness and asking for clarifications. The teacher read the dialogues and the students repeated it after him. Asked some pairs of the students to read the dialogues.  The students answered the questions given by the teacher based on the dialogues they have learned. Discussed the answers in the classroom.

• JCoT

In this step the teacher asked the students to do the exercises. Each of students were given a utterance and they must find the suitable pair of theirs by asking to others  who had the suitable pair. And then the students read the dialogue in pair. In the last of the JcoT, the teacher asked the students to construct a dialogue using the expressions they learned in pair.

• ICoT

In the last step the teacher asked the students to performed their dialogue in front of the classroom.

4. The strenghtness and the weaknesses

From the teaching prctice that was done by our group presented by Mr. Samsul and Mr. Caswani, I can conclude that both of them have done a good preparation before doing teaching practice, e.g. making lesson plan, preparing some media or teaching aids, and choosing appropriate materials for the topic. They brought some teaching aids and used them to help students understand the lesson more easily. They used them to raise students’ motivation to learn the lesson. Some written materials in the form of dialogue have been choosen as the modelling of text was really native and authentic. The way how the teacher open the lesson can raise students’ interest, when they have some difficulties in understanding the lesson, the teacher can use variety of other types of questions so that the students can response the questions easily. The situation of the class created by the teacher was really active.The weaknesses were both of the teachers can not manage the time well. Most of the allocated time is used on BkoF stage. It spent 30 minutes for the first teacher to open the lesson. The teacher still explain the topic even though most of the students have understood it. The second teacher only spent 25 minutes for the  JCoT and the ICoT stages. As the result , the teacher can not explore the students’ ability  to create and practice dialogue in pairs. The teacher voice was softly so the students at the backside couldn’t hear it clearly. So they gave little attention to the lesson and even some of them did not do the assignments. And some of them were getting bored with the classes, and disturb their partner. The teacher more focused on clever students. 

5. Conclusion

As a skill, speaking is clearly one of the very important thing in the English teaching and learning process. The teachers should be creative in preparing materials so that the students are motivated to learn it. The students should be provided by the challenging activities that can explore their ability in speaking. The class management is very important for the teacher to control the activities during the teaching and learning process. And time management is also one of the most important thing that the teachers should consider.  So they  can perform each stage in teaching and learning process well. And in the last activities they will get good result.  

In Asia, students are more accustomed to seeing their teachers dressed semi-formally. At the beginning, you will be much more likely to gain their respect (and the respect of the school director) if you follow this custom. In almost every case, wearing clothes associated with the country’s cultural festivals or with peasant peoples is considered worthy of ridicule (imagine if you were studying Japanese in North America, and your native Japanese teacher showed up in cowboy clothes!)
As soon as possible, try to start learning the local language. Knowing some of the local language will make you more aware of why certain grammatical or pronunciation problems seem so difficult to overcome. It will also make you more able to determine what topics of discussion will be of interest to your students—even though you may not know enough of the language to tune into a popular television show, knowing enough of the language to realize which advertisements are aired twenty times per day or that something is a popular topic of conversation will help you to realize that the topic may be a good English conversation starter in the classroom.
Provide your students with initial and ongoing assessment. Find out what it is that your students want to study as well as their actual abilities in English. From time to time reassess their abilities and help them to become aware of the progress they are making. Check in with your students to see how they feel about the class and if there is anything new they wish to study.
Check for real understanding. Students may look at you and nod their head without really understanding. Make sure they understand you by asking them a question using the language you wish to target.
Try to recognize boredom. Student boredom can indicate that students don’t understand you, you’ve been talking for too long, or that they need to get out of their seats and do something different.
Bring real objects into your classroom. It is more interesting to talk about an authentic box of cereal than simply to look at a picture of a box of cereal.
Give your students homework to do, including those grammar worksheets. Don’t waste class time doing work that students could do on their own. Their class time is better spent listening to your English and participating in real communication.
Allow for occasional translation. If all but a few students understand an abstract word or a particular phrase, allow for a quick translation. It saves time and will help to keep everyone up to speed.
Allow your students to speak freely without correcting their mistakes. Let your students know that you will be correcting their mistakes during grammar time but not outside of it.
Put your students into small groups to practice what they have learned, to carry out tasks, and to exchange information.
Accommodate a variety of learning styles in your classroom. Some people learn best by reading, others by hearing, others by doing. In addition to providing your students with plenty of comprehensible input, be sure to write new vocabulary, grammar points, and phrases on the board for those students who absorb information best by seeing it. To accommodate those in your classroom who learn best by doing, incorporate role-play, physical response activities, and get your students to talk to one another standing up. Moving around also relieves tension.
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NIM           : 0708066023 

Subject      : Mid Term – ICT 

Lecture      : Hartoyo M.A, Ph.D 

ICT in Language Learning

The development of computer technology has stimulated people, especially those who work in the field of education.Teachers can create any possibilities for their teaching-learning process in the classroom. Computer, in short, making the aspirations of progressive education. A practicable reality for far more teachers and pupils than they at present are, and at the same time producing clear learning results. For different reasons this would be a strategy that would help resolve some of the problems in teaching and learning process. All the methodologies can be retained in the more recent shift into computer mediated language instructions, and it is assumed that computer based language instruction is better than any other non-computer.

There are some reasons why computer is used in language learning. By utilizing computer,the students are able to move in whatever directionm interest them and navigate them through both text and graphical information, it can also be utilized to communicative visually with students by displaying text, graphics, video images, music or other audio out put and it is not doubt that computer can be used to generate examples, illustrate certain operation and to stimulate conversation. The thing described above shows us that computer is more flexible to be utilized in the process of teaching and learning.The other reasons why computer is used in language learning is that it is more interactive; it is able to interact with the students; it can analyzed specific mistake; it may act as a teacher or tutor and it can be a very effective and efficient reference book.There are many options and possibilities that computers and programming languages provide for teaching and practice of language skills. In term of writing, CALL (the approach to language teaching and learning, in which computer technology is used as an aid) will help the students in doing correction of grammatical mistake, it can present a telegram, love letter, or message to be answered etc.For reading activities, it will help students in understanding the passage by guessing the content through sight reading exercise; it also possibly offers the students a dynamic text. It means that an activity of reading is not longer anymore in viewed as a passive skill.The advantageous of using CALL for speaking and listening are : to provide students in interactive way sophisticated them with an animation and science effect stimulating students to do conversation, to use a random-access audio recorder, to generate speech in two ways; digitized and synthetic speech.     Moreover for students, computer can encourages them to develop a non sequential reading habit, offers freedom for the students to choose any topics available within the package, spurs the students to able to collaborate in problem solving and the system is easy to use and the program is more interesting.

However, there are some disadvantages/ weaknesses in utilizing computer in the process of teaching and learning, such as; a lot of fun have to be provided to purchase equipment and maintenance; reading long text would make eyes irritation and pain; some of the computers are big enough to be carried around; the most important thing, it is powerless, depend on the users.

ReferencesPeter Scrimshaw, ’ Language, classroom & computer’Hartoyo, M.A.,Ph.D, (2006) ‘INDIVIDUAL DIFFERENCES in CALL”  

Name                  : Iis Arismaya

NIM                    : 0708066023

Subject               : Analyze Cd`s – ICT

Lecturer             : Hartoyo M.A, Ph.D 

Evaluations of ready-made computerized language programs (CD)

Name      : Iis Arismaya 

NIM        : 0708066023 

Subject   : Final Test –  ICT 

Lecture   : Hartoyo M.A, Ph.D  

Computer in teaching and learning processIntroduction

In modern teaching and learning process, the teachers are expected to be creative; they should give their students more meaningful practice activities. This means that the teachers must be active communicative participant in learning. In this case, a computer can be utilized as a medium that creates new possibilities for learning and communications between teachers and learners. There are some questions that we are concerned about the role of computers in learning, and the implications of this for classroom activities, such as:

·        What theory of computer supported learning would best help teachers to understand how best to promote learning in their classroom?

·        What classroom roles does it suggest for the individual pupil, his or her classmates, the teacher and the computer, if learning is to be encouraged?

·        How is access to computer supported learning distributed, and how might it be distributed more equitably

The importance of computer supported collaborative learning as a way of delivering the learning outcomes emphasized by more traditional views of education but by methods that embody some of the socially oriented process values of group work and cooperation emphasized by progressive. Computers, in short, offer way of making aspirations of progressive education a practicable reality for far more teachers and pupils than they at present are, and at the same time producing clear learning results. 

Objectives

The arrival of the computer is likely to change the teacher’s approach to managing learning, and in particular the degree of control the teacher exercises over lesson content. The teacher’s roles are changed when computers are used, and that this often involves a move towards a more facilitative and less controlling style of working. Some of the evidence for this is discussed.The computer can help by providing some of the structuring needed, rather than this being done by the teacher. Also, of course, many computers programs present task that the teacher doesn’t know the answer, thus enabling him or her to become a genuine co-learner, at least for some part of the activity. Again computer networks that link pupils with other outside their school or even their country expose the pupils to views of others who may be potentially powerful counterweights to the authority of their own teacher’s interpretations. For the teacher wishing to promote independence, this situation can be exploited to encourage both individual and collaborative learning. A question which arises here is whether effective learning really does require avoiding input from a more knowledgeable source. Presumably one form of collaborative learning is really not much different from teacher led problem solving, for an expert pupil may take on the teacher role instead.If this is not the case, where does the knowledge come from within the pupil group to solve the problem, and how do pupils establish that they have achieved an adequate solution without some form of reference to someone or something outside the group? One answer to those questions might be that this is precisely to contribution of the computer, namely to supply facts or evidence against which the group can test their assumptions, databases and spelling checkers, for instance, can be, and often are, used. But what then has become of the group’s independence if they take the computer’s answers as definitive? Is this not just replacing one form of dependence by another? It has been held that one of the main advantages of computers in education is that they make it possible to individualize the teaching-learning process; it is natural to see the advent of the computer in terms of its potentialities for stimulating and supporting learners in this kind of individual voyage and discovery. And the point we are going to see more is how can the computers make collaborative learning?There is, as we have already noted, a widespread belief among the teachers and others concerned with education that discussion and interaction are ‘a good thing’. The benefits they are supposed to confer may be at a very general level, and may be as much social as intellectual. Producing students who are disposed and be able to cooperate with one another is legitimate goal for education, and some research on collaborative learning has focused on its effects on school children’s sociability and cooperativeness. One problem which arises straight away is whether one should be concerned with effectiveness in terms of how learners manage to achieve when working together on computer. From the Plow den Report right through the National Curriculum Documents, the potential collaborative learning in small group in small groups has been recognized. Computers have potential to enhance collaborative learning, in the context of them; this mode of learning can lead to improved outcomes, even when these are judged at the individual level. It may be, then, that the computer can deliver something which other teaching and learning contexts tend to lack – perhaps by providing just sufficient structure, direction and support to the learning process to enable the collaborative learning process to be effectively sustained. In planning for cooperative working, it is important to be clear about the particular kinds of working styles the teacher wants them to adopt during the activity, and how the computer may help with these. Cooperative working picks out a diver’s range of pupils activities, which vary greatly. One strategy is to arrange a division of labor. Here the pair (for example) shares out the task between them each taking responsibility for particular tasks within the overall activity, which they then do individually. Second strategy we may call serial working. Here each task is done by both learners, but always individually, the two exchanging roles after a certain point. The third strategy is peer tutoring. This involves a more skilled child acting as tutor to another. Unlike the division of labor and serial working strategies, this required that they both deal together with each task as it rises, but with one of them scaffolding the attempts of the other to deal with it. Responsibility of for defining each task falls to the tutoring members of the pair, who is, by definition, the one who  knows what the pair should be doing. Finally, in collaborative working both learners jointly take part in each task whenever it arises the defining of each task has to be jointly negotiated, and there is no fixed allocation of scaffolding roles between the pair. Each takes the lead as and when they feel able to do so, resolving any differences of view by appeal to the likely results rather than to their relative position. In practice, elements of the four approaches can appear in real situations, but balance between them is what gives different kinds of group work much of their distinctive character, as well as greatly influencing the learning process opportunities that arise. 

Summary

The development of information Technology has permeated   the application of computers in teaching-learning process, which is generally known as Computer Assisted Learning. Computers offer some advantages for students in their learning process. But we should realize that the computer is solely a tool and medium. Hence, it is powerless and is totally dependent on the users.     

REFERENCES

Bennett, N. (1987) ‘Cooperative learning; children do it in groups – or do They? Educational and Child Psychology’4: 7 – 18Johnson, R., Johnson, D. and Stanne, M. (1986) ‘Comparison of computer assisted cooperative, competitive and individualistic learning’ American Educational Research Journal, 23-382-92Peter Scrimshaw. ‘Language, classroom and computers’ London and New York. British Library cataloguing in Publication DataHartoyo, M.A., Ph.D. Individual Differences in Computer-Assisted Language Learning (CALL)     

1. Material

The material of ICT was presented in a very smple writen book and it is easy to learn. The theory is clear and it is interesting enough to be learned. So the readers can understand the content of the source easily.

2. Method and Approach

Learning process was designed effectively. Beginning with the historical review of the things related to the subject, followed by group discussion and presentation of the CALL, and it is ended by the practice to operate computer, but the time to be in the computer lab. is very limited, so some of us were not satisfied. It’s better for the institution to give us longer time to do the practical ( to practice operating computer) in the laboratory.

3. Lecturer

Mr. Hartoyo, the lecturer, is an experienced lectured in the subject of ICT. He always shares his experiences, stimulates our interest in ICT and encourages us to be more confident in operating computer. In short, Mr. Hartoyo is very good lecturer for this subject.

4. Facilities

Computers now are needed in many activities, it’s better for the University to provide the students more computers and also the better ones.

5. Comments

After getting the ICT subject, I realize that in the modern teaching and learning process , a computer can help the teachers in doing their activities in their profession. Computer can be utilised to facilitate learning, particularly for me as an English teacher. The first time I was very worried to operate computer, but now I feel confident enough, and I think the activities in the computer lab, we have experienced in this semaster, was not enough for us. We need lomger time. Finally, I do hope ICT subject can make us , especially for English teachers  to be more creative in designing material for their teching and learning process in the classroom.