INTRODUCTION TO ENGLISH LANGUAGE TEACHING BY ROHADI, M.Pd rohadimpd@yahoo.com www.Rohadi-banten.com

ENGLISH LEARNING Language has a central role in intellectual, social and emotional development of learners and it supports the success of learning other subjects. Language learning is expected to be able to help learners to know and understand themselves, their cultures and other cultures. Language learning also helps learners to be able to express their ideas and feelings, to take part in society and even to use analytical and imaginative abilities that they possess ( Departemen Pendidikan Nasional, 2004 )

Language learning in the Competence Based Curriculum (CBC) was implemented ( Departemen Pendidikan Nasional, 2004) to emphasize communicative competence of the learners. Communicating here means understanding and expressing information, thoughts and feelings. Learners are supposed to have communicative competence, that is to have discourse competence, the ability to understand and to produce spoken and written texts which are realized in four language skills: listening, speaking, reading, and writing.

Canale and Swain ( 1980 )defined communicative competence in terms of four components; “ (1) grammatical competence: words and rules (2) sociolinguistic competence: appropriateness, (3) discourse competence: cohesion and coherence (4) strategic competence: appropriate use of communication strategies”

Celce Murcia , Dornyei and Thurrel (1995 ) communicative competence consists of: actional competence, including listening, speaking, reading and writing; discourse competence; linguistic competence; socio cultural competence and strategic competence.

Actional Competence Includes 4 langauge skills Listening Reading Speaking writing

Listening Microskills Discriminate among the distinctive sounds of English. Retain chunks of language of different lengths in short term memory. Recognise English stress patterns, words in stressed and unstressed positions, rhythmic structures, intonation contourse, and their roles in signaling information. Recognise reduced forms of words. Distinguish word boundaries, recognise a core of words, and interpret word order patterns and their significance. Process speech at different rate of delivery. Process speech containing pauses, errors, corrections, and other performance variables. Recognise grammatical word classes (nouns, verb etc.) systems (e.g. tense, agreement, pluralisation), patterns, rules, and elliptiacl forms. Detect sentence constituents and distinguish between major and minor constituents. Recognise that a particular meaning may be expressed in different grammatical forms. Recognise cohesive devices in spoken discourse.

Listening Macroskills Recognise the communicative functions of utterance according to situations, participants, goals. Infer situations, participants, goals using real-word knowledge. From events, ideas, and so on, describes, predict outcomes, infer links and connections between events, deduce causes and effects, and detect such relations as main idea, supporting idea, new information, given information, generalisation, and exemplification. Distinguish between literal and implied meanings. Use facial, kenesic, body language, and other nonverbal clues to decipher meanings. Develop and use a battery of listening strategies, such as detecting key words, guessing the meaning of words from context, appealing for help, and signalling comprehension or lack thereof

Speaking Microskills Produce differences among English phonemes and allophonic variants. Produce chunks of language of different lengths. Produce English stress patterns, words in stressed and unstressed positions, rhythmic structure, and intonation contours. Produce reduced forms of words and phrases. Use an adequate number of lexical units (words) to accomplish pragmatic purposes. Produce fluent speech at different rates of delivery. Monitor one’s own oral production and use various strategic devices – pauses, fillers, self corrections, backtracking – to enhance the clarity of the message. Use grammatical word classes (nouns, verbs etc.) systems (tense, agreement, pluralisation), word order, patterns, rules, and elliptical forms. Produce speech in natural constituents: in appropriate phrases, pause groups, breath groups, and sentence constituents. Express a particular meaning in different grammatical forms. Use cohesive devices in spoken discourse

Speaking Macroskills Appropriately accomplish communicative functions according to situations, participants, and goals. Use appropriate styles, registers, implicature, redundancies, pragmatic conventions, conversation rules, floor keeping and yielding, interrupting, and other sociolinguistic features in face-to-face conversations. Convey links and connections between events and communicate such relations as focal and peripheral ideas, events and feeling, new information and given information, generalisation and exemplification. Convey facial features, kinesics, body language, and other nonverbal cues along with verbal language. Develop and use a battery of speaking strategies, such as emphasising key words, rephrasing, providing a context for interpreting the meaning of words, appealing for help, and accurately assessing how well your interlocutor is understanding you.

Reading Microskills Discriminate among distinctive graphemes and orthographic patterns of English. Retain chuncks of language of different lengths in short term memory. Process writing at an efficient rate of speed to suit the purpose. Recognise a core of words, and interpret word order patterns and their significance. Recognise grammatical word classes (nouns, verb etc.) systems (e.g. tense, agreement, pluralisation), patterns, rules, and elliptiacl forms. Recognise that a particular meaning may be expressed in different grammatical forms. Recognise cohesive devices in written discourse and their role in signaling the relationship between and among clauses Recognise grammatical word classes (nouns, verb etc.) systems (e.g. tense, agreement, pluralisation), patterns, rules, and elliptiacl forms

Reading Macroskills Recognise the rhetorical forms of written discourse and their significance for interpretation. Recognise the communicative functions of written texts, according to form and purpose. Infer context that is not explicit by using background knowledge. From described events, ideas, etc. Infer links and connections between events, deduce causes and effects, and detect such relations as main idea, supporting idea, new information, given information, generalisation, and exemplification. Distinguish between literal and implied meanings. Detect culturally specific references and interpret them in a context of the appropriate cultural schemata. Develop and use a battery of reading strategies such as scanning and skimming, detecting discourse markers, guessing the meaning of words from context, and activating schemata for the inperpretation of texts.

Writing The same classification scheme is reformulated here to include the most common genres that a second language writer might produce, within and beyond the requirements of a curriculum. ... you should be aware of the surprising multiciplity of options of written genres that second language learners need to acquire. (Brown 2004:219)

Writing Microskills Produce graphemes and ortographic patterns of English. Produce writing at an efficient rate of speed to suit the purpose. Produce an acceptable core of words and use appropriate word order patterns. Use acceptable grammatical systems (e.g. tense, agreement, pluralisastion), patterns and rules. Express a particular meaning in different grammatical forms. Use cohesive devices in written discourse

Writing Macroskills Use the rhetorical forms and conventions of written discourse. Appropriately accomplish the communicative functions of written texts according to form and purpose. Convey links and connections between events, and communicate such relations as main idea, supporting idea, new information, given information, generalisation, and exemplification. Distinguish between literal and implied meanings when writing. Correctly convey culturally specific references in the context of the written text. Develop and use a battery of writing strategies, such as accurately assessing the audience’s interpretation, using pre-writing devices, writing with fluency in the first draft, using paraphrases and synonyms, soliciting peer and instructor feedback, and using feedback for revising and editing

DISCOURSE COMPETENCE: concerns with the selection, sequencing, and arrangement of words, structures, sentences and utterance to achieve a unified spoken or written text. UNDERTSAND AND PRODUCE MANY KINDS OF ENGLISH TEXTS ( GENRE ) POINTS TO PONDER: SOCIAL FUNCTION STRUCTURES OF THE TEXT SIGNIFICANT LANGUAGE FEATURES

TEXTS TO LEARN Procedure Recount Narrative News item Anecdote Description Report Hortatory exposition Analytical exposition Explanation Review discussion

MATERIAL TO TEACH : PERCAKAPAN TRANSAKSIONAL DAN INTERPERSONAL SHORT FUNCTIONAL TEXT TEXT MONOLOG / DISCOURCE

LINGUISTIC COMPETENCE IT IS ABOUT GRAMMAR RULES THERE ARE THREE KINDS OF GRAMMAR : FORMAL GRAMMAR, TRADITIONAL GRAMMAR AND SYSTEMIC FUNCTIONAL GRAMMAR FORMAL AND TRADITIONAL : GRAMMAR IS SET OF RULES , HOW TO MAKE CORRECT SENTENCES

SYSTEMIC FUNCTIONAL GRAMMAR: GRAMMAR IS SEEN FROM ITS FUNCTION . LANJUTAN : SYSTEMIC FUNCTIONAL GRAMMAR: GRAMMAR IS SEEN FROM ITS FUNCTION . SOME IMPORTANT TERMS : PARTICIPANTS : PELAKU CIRCUMSTANCE : ADVERB PROCESS : KATA KERJA MATERIAL PROCESS MENTAL PROCESS VERBAL PROCESS BEHAVIORAL PROCESS ( see the hyperlink)

4 LEVELS OF LITERACY PERFORMATIVE FUNCTIONAL INFORMATIVE EPHISTEMIC

NEW TREND WHICH ONE TO TEACH? LANGUAGE FORM LANGUAGE USE

Sociocultural Competence The knwoledge of the relation of the language use in its non linguistic context There are four components of socio-cultural competence: social contextual factors, stylistic appropriateness factors, cultural factors, and non-verbal communicative factors (Celce-Marcia, Dorneyi & Thurred, 1995). Some of these components are often neglected in ESL education, leading to confusion or comprehension difficulties in the future.

Strategic Competence - the ability to solve communication problems despite an inadequate command of the linguistic and sociocultural code – the ability to cope with unexpected problems, when no ready-made solutions are available. If we meet a problem, that is, if our command of the linguistic and sociocultural code is not adequate, we have two basic choices. On one hand, we can avoid the problem by adopting a reduction strategy: in other words, we keep our message within our communicative resources, we avoid the risk, we adjust our ends to our means — in this way we change our goal. On the other hand, we can decide to keep our goal but develop an alternative plan, we adopt an achievement strategy, we take the risk and expand our communicative resources, we adjust our means to our ends.

HOW TO EVALUATE? USE AUTHENTIC ASSESSMENT WHICH CAN REALLY MEASURE THE STUDENTS COMPETENCE CORNCERN NOT ONLY TO THE PRODUCT BUT ALSO TO THE PROCESS USE : PAPER AND PENCIL TEST PERFORMANCE PORTFOLIO PROJECT

USE CTL CONTEXTUAL TEACHING AND LEARNING SEVEN ELEMENT OF CTL INQUIRY QUESTIONING CONSTRUCTIVISM AUTHENTIC ASSESSMENT LEARNING COMMUNITY MODELLING REFLECTION

APPLY LIFE SKILLS Self Awareness General Life Skill Personal Skill Thinking Skill LIFE SKILL Social Skill Academic Skill Specific Life Skill Vocational Skill