PAPER

LISTENING AND SPEAKING SKILL APPROACHMENT

FINAL PROJECT

TECHNOLOGY AND LANGUANGE LEARNING

SEMESTER III

 

Darmonah                    2011120023

Dini Hudriyah     2011120055

Lita Prihati          2011120035

 

Guide Lecture:    Hudi Samanhudi

 

 

January, 31st 2013

 

 

 

 

 

 

 

 

INTRODUCTION

Teaching is a process to give guidance the students to reach the goals. Teaching known as “Instruction” it means process that makes someone do learning. Teaching is a media for learning process includes behavior individual changes through pre-planned. Teaching is an exiting job. Today, many references help teachers to get some solution of problems in teaching learning process. The teachers can use some references to find out some techniques of teaching in their classroom. On the other hand, teaching is not easy to do. The teacher should do much of his work before entering the classroom. According to Brown:  “Teaching is a superior job, is the demanding job. Among the demanding tasks are modifying the approaches, syllabus, technique, and exercises to adopt and maximize the learning of a class as well as of most of its individual member, including for listening and speaking learning. According to Patricia, “It is important for teacher to include as many techniques as possible to enhance student learning”.

Listening and speaking are crucial language skill that student face. In this paper we will explaine about some theories that relate with both of these skills and explore more about the effective way in facing these kind of skills. If many years ago teaching and learning just focused on reading and writing, nowdays listening and speaking became very popular. Respon this situation, recent years listening became one of the component for task or tool for teaching and learning process. And for speaking itself, now became favourite for the students, because it is influenced by globalization. Many students think that able in english is one of the way to get closer with other faster. We can see, nowdays there are so many institution that over the service for teach speaking not teach languange.

Speaking is one of the skills that have to be mastered by students in learning English. Many expert define speaking in different ways. Brown and Yule state in their book “Speaking is to express the needs-request, information, service, etc”. The speakers say words to the listener not only express what in her mind but also to express what she needs whether information service. Most people might spend of their everyday life in communicating with other. Revell defines communication as follow: “communication, of ideas, of opinions, of feeling.” And the problem is : the students have low listening and speaking ability. This two problem still meets some serious problem,  therefore both of them are crucial for teaching and learning process. And of course from this peper we will create a lesson plan that contain the effective way to face them.

BODY

The theories for  supporting this lesson plan (focusing in listening and speaking) are theories of metacognism listening  strategy from from Buck and teaching of speaking from John.

Metacognitive listening strategy’s Buck (2001, 104) including assessing, monitoring, self-evaluating, and self-testing. It is mean that listening process cover the background of students itself (first language) than continued with listening activity that allowed the student to correct their resul in receiving the data sistematicly.

Support this theory Goh (1997-1998) deliver some activities for applying Buck’s metacognitive listening theory. They are:

Pre-listening activity   : the students allowed to guess what are the words that will appear before listening session.

  • First listen                   : the student able to add some word of listening.
  • Pair discussion            : the students work in pair than match their result
  • Second listen               : pair of students listen the music
  • Discussion class          : the teacher stimulate the students to share what they get together with giving correction.

According this theory I apply disscussion group in my lesson plan, and for the material I use tape recorder like Yorkie statemen,”  in improving our speaking there are so many activities that we can do continuesly, they are listening cassette, watching tv, watching film, practicing with foreigners, practicing with partner. For our first lesson plan we choose listening cassete than continued by doing discussion and role play.

Other lesson plan we use guessing games. According to Klippel, “The basic rule of guessing games is “eminently simple; one person knows something that another one wants to find out.”. Wright and Buck say, “ Essentially, in guessing and speculating games, some one knows something and the others must find out what it is.” Based on the definition, it can be conclude that guessing games is a game in which person or participate knows something and competes individually or in a team to identify or to find out it. Games can be applied in teaching-learning English. This idea is supported by Andrew Wright, Betteridge and Buckby. “Games can be found to give practice in all skills (Reading, speaking, listening and speaking) in all stages on teaching-learning sequences…”

Beside on the statement above, it is clear that all skill can be applied in teaching, one of them is speaking. There are many reasons a teacher uses games in teaching speaking. Games give students chance to use English orally, it means that students can practice and develop their ability to speak English. Games provide fun and relax while remaining very much within the framework of language learning. It is expected for shy or slow learners can be active participants to show their ability and find their confidence in the foreign language

Now, lets see for this theory

Jones (1996,12) in speaking and listening we tend to be getting someting done, exploring ideas, working out some aspect of the world, or simply being together. In speaking we may be creating for record.

Than Richard give some additional (activity that relate with Jones’ statemen)

Conversational routine

Pay attention to the style of speaking and the function itself.

Talk as interaction

Talk as transactional

Talk as performance

In our lesson plan we combine talk as interaction, talk as transactional, talk as performance in role play. In role play the student talk use some simple sentences that use for transactional conversation.

Conclusion 

            Listening and speaking are crucial language skills that students face. Listening became one of the component for task or tool for teaching and learning process and speaking became favourite for the students, because it is influenced by globalization. But sometimes as a teacher we don’t know how to develop skills of our students. It’s not easy but now, many references can help us as teachers to get some solution of problems how to do it in teaching learning process. The teachers can use some references to find out some techniques of teaching in their classroom. For example we can use role play and game behind teaching and learning process. Role play that we use such as an activity in cassette of tape recorder like Yorkie statemen,”  in improving our speaking there are so many activities that we can do continuesly, they are listening cassette, watching tv, watching film, practicing with foreigners, practicing with partner, we will do discussion and role play. The activity are:  Pre-listening activity        : the students allowed to guess what are the words that will appear before listening session. Next they will do First listen, Pair discussion, Second listen, and Discussion class. Game that we us is guessing game. Klippel said, “The basic rule of guessing games is “eminently simple; one person knows something that another one wants to find out.”. The activity in this game is a person or participate knows something and competes individually or in a team to identify or to find out.

Games can be applied in teaching-learning English. This idea is supported by Andrew Wright, Betteridge and Buckby. “Games can be found to give practice in all skills (Reading, speaking, listening and speaking) in all stages on teaching-learning sequences…”. There are many reasons a teacher uses games in teaching speaking. Games give students chance to use English orally, it means that students can practice and develop their ability to speak English etc.

 

Resources:

  • Richard C Yorkey,”Study skill for students of English as a second language”(Newyork :MC.Grow Hill, Inc,1990).
  • Rogers, C. (1951). Client-centered therapy. Boston: Houghton Mifflin Company
  • Speaking skill improvement with guessing games, retrivied January, 29th 2013 from

http://www.scribd.com/doc/22057958/THE-IMPROVEMENT-OF-STUDENT-SPEAKING-SKILL-THROUGH-GUESSING-GAMES-TECHNIQUE

  • Teacing Listening ry and Speaking: from theoand practice by Jack C Richard

LESSON PLAN

Lesson plan 1

School                         :

Subject                       : English

Grade/semester          : X/ first semester

Skill                             : listening and speaking

Genre                         : Transactional conversation

Topic                          : introduction, invitation and promise

Meeting                      : 1

Time allocation                      : 2×45 (1 meeting)

  1. I.        Competence standard (refer to the syllabus)

Understand the meaning of transactional conversation and interpersonal in daily life context.

Expressing transactional/interpersonal conversation in daily life context

  1. II.      Basic competence

Response the meaning of simple transactional conversation and interpersonal (socialization) formal and informal accurately and fluently in discussion group

 

Express the simple transactional conversation and interpersonal formal and informal accurately and fluently in conversation text (role play)

 

  1. III.    Indicator (action verb in a description of a measurable outcome)

student should able to use some of simple sentences  that use for transactional and interpersonal conversation orally

 

  1. IV.   Teaching learning methods

Group discussion

 

  1. V.     Teaching and learning activities
  • Student listen the interpersonal/transactional conversation through tape indifidually.
  • Students discuss and response what they learn from listening session in group.
  • The students’ role plays in group of 3
  • The students give correction each other.
  1. VI.   Learning media

Ppt slidep

Tape recorder

VII. Learning resources

WWW.ESL-lab

kaset CD

  1. VIII.  Evaluation
  • Quiz (the students write the sentences that used for transactional/interpersonal conversation based on listening session they got)

 

  • Performance ( role play)

 

 

Lesson plan 2

School                         :

Subject                       : English

Grade/semester          : X/fisrt semester

Skill                             : listening and speaking

Genre                         : Transactional conversation

Topic                          : express happines, express attention, show symphty and giving instruction.

Meeting                      : 2

Time allocation          : 2×45 (1 meeting)

  1. I.        Competence standard (refer to the syllabus)
  • Understand the meaning of transactional conversation and interpersonal in daily life context.
  • Expressing transactional/interpersonal conversation in daily life context
  1. II.      Basic competence
  • Response the meaning of simple transactional conversation and interpersonal (socialization) formal and informal accurately and fluently in discussion group

 

  • Express the simple transactional conversation and interpersonal formal and informal accurately and fluently in conversation text (role play)
  1. III.    Indicator (action verb in a description of a measurable outcome

The students able to identify and express happines, attention, symphty, and giving instruction orally.

 

  1. IV.   Teaching learning methods

Group discussion

  1. V.     Teaching and learning activities
  • •           Student listen the interpersonal/transactional conversation through tape individually.
  • •           Students discuss and response what they learn from listening session in group.
  • •           The students’ role plays in group of 3
  • •           The students give correction each other
  1. VI.   Learning media

Caset Cd

VII. Learning resources

www.ESL-lab

www.englishdaily.com

 

  1. VIII.  Evaluation
  • •           Quiz (the students write the sentences that used for transactional/interpersonal conversation based on listening session they got)

 

  • •           Performance (role play)

 

 

 

Lesson plan 3

School                         :

Subject                       : English

Grade/semester          : XI/first semester

Skill                             : listening and speaking

Genre                         : Kind of text

Topic                          : recount, narrative and procedure

Meeting                      : 3

Time allocation          : 2×45 (1 meeting)

  1. I.        Competence standard (refer to the syllabus)

Understand the meaning and express of simple functional text in form of recount, narrative, and procedure in daily life.

  1. II.      Basic competence

Respon and express the meaning of simple text that use variety of spoken languange using recount, narrative and procedure text.

  1. III.    Indicator (action verb in a description of a measurable outcome)
  • Identify a main ide, actor, generic structure, and the purpose of given text (narrative, recount, and procedure)
  • Use past tense in story, use imperative in procedure text, use direct and indirect sentence in narrtive text.
  • Create recount, narrative and procedure text.

 

  1. IV.   Teaching learning method

Discussion group

 

  1. V.     Teaching and learning activities

Listen the story/ procedure

Discuss the difference between spoken and written language in group

Make story in group

Make a story individually

 

  1. VI.   Learning media

Casset CD

 

VII. Learning resources

www.ESL-lab

 

  1. VIII.  Evaluation

Quiz

Performance

 

 

Lesson plan 4

School                         :

Subject                       : English

Grade/semester          : XI/ first semester

Skill                             : listening and speaking

Genre                         : Transactional conversation

Topic                          : simple sentence for expressing thankfullness, prise and congratulation.

Meeting                      : 4

Time allocation                      : 2×45 (1 meeting)

  1. I.        Competence standard (refer to the syllabus)
  • •           Understand the meaning of transactional conversation and interpersonal in daily life context.
  • •           Expressing transactional/interpersonal conversation in daily life context
  1. II.      Basic competence
  • Response the meaning of simple transactional conversation and interpersonal (socialization) formal and informal accurately and fluently in discussion group

 

  • Express the simple transactional conversation and interpersonal formal and informal accurately and fluently in conversation text
  1. III.    Indicator (action verb in a description of a measurable outcome)

Student able in identifying, responding and expressing thankfullnes, prise and congratulation.

  1. IV.   Teaching learning methods

Discussion group

  1. V.     Teaching and learning activities

Listening interpersonal/ transactional conversation through a film individually.

Discussing in pair

Discuss the respon

Role play

  1. VI.   Learning media

Casset CD

VII. Learning resources

www.englishdaily626.com

www.Esl-lab

 

  1. VIII.  Evaluation

Quiz

Performance

 

 

Lesson plan 5

School                         :

Subject                       : English

Grade/semester          : Xl/ second semester

Skill                             : reading and writing

Genre                         : Simple functional text

Topic                          : invitation, advertisement, and announcement.

Meeting                      : 5

Time allocation          : 2×45 (1 meeting)

  1. I.         standard (refer to the syllabus)
  • Understand the meaning of transactional conversation and interpersonal in daily life context.
    • Expressing transactional/interpersonal conversation in daily life context
  1. II.      Basic competence
  • •           Response the meaning of simple functional text in group
  • •           Express the simple funtional text individually

 

  1. III.    Indicator

Student able to read and identify the meaning and the purpose of simple funtional text.

Student able to create simple functional information in written text.

 

  1. IV.   Teaching learning methods

Direct instruction and discussion group

 

  1. V.     Teaching and learning activities

Reading use intonatio properly

Discuss the main idea in pair

Discuss the respon from other pair

Create and revise simple functional text individually

 

  1. VI.   Learning media

Simple funtional text (paper)

VII. Learning resources

English online

Jakarta Pos

  1. VIII.  Evaluation

Discussion

Writing text (result)

 

 

Lesson plan 6

School                         :

Subject                       : English

Grade/semester          : XI/ first semestr

Skill                             : reading and writing

Genre                         : kind of text

Topic                          : narrative, descriptive and news item text.

Meeting                      : 6

Time allocation          : 2×45 (1 meeting)

  1. I.        Competence standard (refer to the syllabus)

Undersand and express kind of text (narrative, descriptive and recount)

  1. II.      Basic competence
  • •           Respon and Express the kind of information text individually
  1. III.    Indicator (action verb in a description of a measurable outcome)

Student able to read and identify the meaning and the purpose of simple funtional text.

Student able to create simple functional information in written text.

 

  1. IV.   Teaching learning method

Direct instruction and discussion group

 

  1. V.     Teaching and learning activities

Identify the meaning of text

Find and discuss general structure

Create narrative, descriptive and news item.

  1. VI.   Learning media

Cassete CD

VII. Learning resources

ESSOL online, English Online and www ESL-lab

 

  1. VIII.  Evaluation

Discussion

Written text result

 

Assessment

Objectives/Indicators Competencies are listed according to the syllabus and indicators are measurable and appropriate.
Teaching and Learning activities Appropriate in content and usage of Teaching and Learning activities. Teaching and Learning activities match objectives.
Materials and Resources Listed and appropriate for the lesson and grade level. Details given about resources. Three or more activities used.
Technology Strongly embedded in lesson. Various types of technology used.
Assessment Clearly stated and totally matches objectives.