MODELS OF

TEACHING ENGLISH

ISMUKOCO
Widyaiswara, LPMP, Jatim
ismbling@gmail.com
081.732.60.40
Developing Instructional
Material
BY :
Ismukoco,S.Pd, M.Pd
Teacher Trainer
LPMP East java

HP : 081-732-6040/ 082-173-175-710
Ismbling@gmail.com
BiOdAtA
ISMUKOCO
Nganjuk, 12 Juni 1959
Plemahan Besar 57-C Surabaya

081-732-6040
ismbling@gmail.com
Kompetensi Yang Diharapkan
1. Memahami isi standar isi
2. Memahami pentingnya pemetaan materi
3. Memahami metodologi pembelajaran
4. Memahami gaya pembelajaran siswa
5. Memahami kompetensi yang diharapkan
siswa : Thinking /social /reading/Creativity
/Communication skill
6. Memahami alur pengembangan materi
7. Mengembangkan materi ajar
8. Mentelaah materi ajar
GOALS OF TEACHING
ENGLISH

To develop students’ language

skill (Reading, listening, speaking
and writing)
To use English as a means of
communication
WHAT SKILLS TO BE
DEVELOPED ?

 Reading : Silent, Aloud

 Listening

 Speaking : Monologue, Dialogue

 Writing
WHAT LANGUAGE
COMPONENTS TO BE
DEVELOPED ?

 Grammar

 Vocabulary

 Spelling

 Pronunciation

 Punctuation
WHAT GENRES TO BE
DEVELOPED?
 Recount
 Narrative
 Spoof
 Descriptive
 Report
 Procedure
Next…..
 Discussion
 News item

 Interpersonal and transactional

text (Offering Something, giving
direction etc.)
 Functional Text : Post Card,
Announcement, Label, Notice ,etc.
 ALUR ANALISIS
PENYUSUNAN BAHAN
AJAR
STANDAR KOMPETENSI
INDIKATOR
KOMPETENSI DASAR

KEGIATAN MATERI
BAHAN AJAR PEMBELAJARAN PEMBELAJARAN
 ALUR ANALISIS PENYUSUNAN BAHAN AJAR
Standar
Kompetensi
1. Berkomunikasi lisan dan
tertulis menggunakan ragam
bahasa yang sesuai dengan
lancar dan akurat dalam
wacana interaksional
dan/atau monolog terutama
berkenaan dengan wacana
berbentuk naratif, prosedur,
spoof/recount, report, dan
news item.
BAHAN AJAR
1. LKS
2. Modul
3. Kaset
4. dll.
Kompetensi
Indikator
Dasar
1.1. Mendengarkan 1.Mengidentifikasi
Memahami wacana kelompok kata sifat
transaksional dan 2. …..Lainnya
interpersonal ringan
dan/atau monolog lisan
terutama berkenaan
dengan wacana
berbentuk report.
Materi
Kegiatan
Pembelajaran
Pembelajaran
1. Mendiskusikan 1. Teks berbentuk
teks report yang report.
didengar. 2. Adjective phrase.
2. Mengidentifikasi
adjective phrase.
 MAPPING of the
INSTRUCTIONAL MATERIAL
UNIT/ THEME/ GENRE SKILLS LANGUAGE FUNCTIONAL
LESS SUB COMPONENT/ TEXT
ON/ THEME Based on text
CHAP used
TER
1. HOBBY DESCRIPTIVE 1. Listening : 1.Present tense Post
Monolog / 2. Adjective Card
Dialog 3. Hobby
2. Speaking : 4. Spelling
Monolog /
Dialog 5. Pronunciation
3. Reading :
aloud/compre
hension
4. Writing :
description
LISTENING
INDICATORS :
 Menjawab makna ttg ekspresi ….
 Menentukan makna dialog dlm ekspresi …
 Mengidentifikasi benda-benda/org/lainnya...
 Menentukan informasi tertentu/tersirat/rinci dari
teks (percakapan, narasi, deskripsi)
 Melaksanakan perintah yang diberikan secara lisan.
 Melakukan seperangkat petunjuk lisan
 Memilih gambar yang tepat dari info yang
diberikan
 Melengkapi formulir
 Menafsirkan makna kata/frasa/kalimat
berdasarkan konteks
 Menentukan makna teks
 Menentukan pikiran utama dalam teks pendek
 Menentukan rujukan kata
SPEAKING INDICATORS :
 Mengeja lafal kata dengan benar
 Mengucapkan ekspresi tertentu dengan benar
 Bertanya jawab pertanyaan secara sederhana
 Mendemonstrasikan dialog tentang ekspresi tertentu
 Memberi perintah sederhana
 Merespon makna dari informasi tertentu/tersirat/rinci
dari teks
 Menyampaikan informasi tertentu/rinci tersurat
 Mengungkapkan pikiran, pendapat, dan perasaan
 Mendeskripsikan sesuatu (peristiwa, gambar, tempat)
 Menceritakan suatu peristiwa/kejadian
 Melakukan interview
HOW TO PRESENT SKILLS
A. READING, LISTENING,SPEAKING AND
WRITING CAN BE PRESENTED USING:

1. 3- PHASE TECHNIQUE ( Communicative

Approach)
2. PPP( Presentation Practice Production)
3. GENRE APPROACH
1. 3-Phase Technique ( C. A.)

 Pree Activity
 Whilst Activity

 Post Activity
What activities can be
developed in pre activity
 Showing pictures and ask questions from the
pictures.
 Asking some questions related to the text
 Predicting topic which is going to present.
 Pre-teaching new words in the text.
 Brainstorming
 Telling a story
WHAT ACTIVITIES CAN BE
DEVELOPED IN WHILST ACTIVITY ?
 Developing students’ sub skill by constructing
: 1. Surface problem: Who,when,what,where
etc.
2. Deep Problems:
1. Show the reasons
2. Explain the ways
3. Analyse the text
WHAT ACTIVITIS CAN BE
DEVELOPED IN POST ACTIVITY ?
 Summarising the text
 Telling the text
 Producing another text
 Sequencing the text
 Paraphrasing the text
2. PPP
 PRESENTATION STAGE
 PRACTICE STAGE
 PRODUCTION STAGE

THIS METHOD IS SUIABLE TO PRESENT

SPEAKING SKILL. ESPECIALLY Functional
Skill ( Expression of request etc.
WHAT ACTIVITIES CAN BE
DEVELOPED IN PRESENTATION
STAGE
 DEMONSTRATING TEXT
 ROLE PLAYING TEXT
 SHOWING ACTION AND ASKING
QUESTIONS
 EXPLAINING TEXT
 DISCUSSING TEXT
 PRESENTING TEXT
WHAT ACTIVITIES CAN BE
DEVELOPED IN PRACTICE
STAGE?

 GIVING EXERCISES
1. CONTROLLED EXERCISES
2. INDIVIDUAL EXERCISES
WHAT ACTIVITIES CAN BE
DEVELOPED IN PRODUCTION
STAGE ?

 Giving independent exercises/ task.

 Asking students to produce//make a
text/ concept without any help.
3. Genre Approach
 BKOF (Building Knowledge of Field)
 MOT (Modelling of Text)
 JCOT (Joint Construction of Text)
 ICOT (Independent Construction of
Text).

Genre Approach can be used in oral cycle and

written cycle
ACTIVITIES IN BKOF
1. Talking Topic with Students
2. Talking about vocabulary
3. Talking about grammar
4. Talking about culture
ACTIVITIES IN MOT
 Presenting a Model of Text
 Observing the model

 Imitating the model

 Comprehending the model

 Questioning the model

ACTIVITIES IN JCOT
 Creating a text in pairs/groups
 Role Playing a dialogue in groups

 Making a text/dialogue ingroups

 Modifying a text/dialogue in
pairs/groups
 Arranging a text in pairs/groups
ACTIVITIES in ICOT
 Creating / making / producing a
text/monologue alone
 Reporting a text/monologue alone

 Publishing a text
B. How to Present Vocabulary
 Word completion
 Deducing meaning from context:
Many animals live by killing other animals. They
are predatory animals.
 Antonym
 Synonym
 Definition
 Matching
 Information Gap Activities
Next……
 Cluster
 Close procedure
 Grouping
 Puzzles
 Translation
 Word analysis: illegal-dislike-childish
 Word association: green-car-milk : Beverage
 Hyponym: Mrs Hill came in slowly. The woman
looked tired
C. How to present Grammar
There are many methods to present grammar.
But they can be presented in printed ways.
They are…..
1. EGRA ( Experience Generalization
Reinforcement Application)
2. PGR ( Practice Generalization
Reinforcement)
3. PPP ( Presentation Practice Production )
1.EGRA ( Experience
Generalization Reinforcement
Application)

Activities in Experience are…….

1. Giving a text

2. Reading a text, answering questions and

analysing the new grammar used in text
ACTIVITIES IN
GENERALISATION….
 Constructing questions about the
grammar
 Answering the questions about
grammar
 Formulating the rules of grammar

 Concluding the use of the grammar

ACTIVITIES IN
REINFORCEMENT….
 Giving exercises about grammar both
controlled and individual exercises
 Checking the mastery of grammar

 Giving more complicated grammar

exercises
ACTIVITIES IN APPLICATION…

 Giving exercises if students

can use the grammar in real
life. So we give a context.
2. PGR ( Practice
Generalization Reinforcement)
Activities in Pracitice…
 Giving easy exercise as testing.
 Giving more difficult exercises.

If the students understand the

grammar, we go to generalization
ACTIVITIES IN
GENERALIZATION….

 Constructing questions about the

grammar
 Answering the questions about
grammar
 Formulating the rules of grammar

 Concluding the use of the

grammar
ACTIVITIES IN
REINFORCEMENT….
 Giving exercises about grammar
both controlled and individual
exercises
 Checking the mastery of grammar

 Giving more complicated grammar

exercises
3. How to present Spelling /
Punctuation
Activities can be used are….
 Spelling Practice

 Error Analysis
4. Information Gap Activities
IGA is an activity of exchanging or telling
information where one person has
information while the other has no
information. If they can complete the form
they will have complete information.
The steps:
1. DISCUSS ABOUT THE NEW WORDS IN
THE TASK.
2. DISCUSS ABOUT THE NEW LANGUAGE
FUNCTIONS.
3. DISTRIBUTE THE TASK
4. START TO COMPLETE THE TASK
5. COMPARE THE RESULTS
6. REFLECT THE LEARNING PROCESS
J I G S A W ….??
 Strategi pembelajaran kooperatif dimana
pembelajaran perlu saling membelajarkan.
Informasi yang dipelajari dibagi menjadi bagian-
bagian lebih kecil.

Setiap anggota kelompok membelajarkan diri &

nantinya mengajarkan kepada anggota kelompok
lain, sehingga tiap individu memperoleh informasi
sama
PROSEDUR JIGSAW
 Tiap peserta dibentuk dalam kelompok belajar
(Learning groups) dan memperoleh nomor tugas.
 Tiap anggota kelompok memperoleh tugas yang
berbeda.
 Tiap peserta dengan nomor yang sama
mengelompok menjadi satu (Expert group).
 Anggota kelompok tim ahli (expert group)
menyelesaikan satu masalah yang sama
 Setelah selesai, kembali ke kelompok semula
(Learning groups) untuk menginformasikan
temannya secara bergantian.
  JIG SAW
KELOMPOK ASAL
I A B C D E A B C D E V

II A B C D E A B C D E VI

III A B C D E A B C D E VII

IV A B C D E A B C D E VIII
  KELOMPOK AHLI
A A A A A A A A A A A

B B B B B B B B B B B

C C C C C C C C C C C

D D D D D D D D D D D

E E E E E E E E E E E
 KELOMPOK ASAL
I A B C D E A B C D E V

II A B C D E A B C D E VI

III A B C D E A B C D E VII

IV A B C D E A B C D E VIII
TUGAS LEARNING GROUPS

 MEMBAGI TUGAS
 MENGKONSTRUKSI JAWABAN
 MENGKOMUNIKASIKAN TEMUAN /
JAWABAN
TUGAS EXPERT GROUP

 MEMECAHKAN JAWABAN /
PERTANYAAN
 MELAKUKAN PENYAMAAN PANDANGAN /
PERSEPSI
 MENDISKUSIKAN JAWABAN
 PERBEDAAN KEL. BELAJAR
TRADISIONAL & KEL. BELAJAR
KOOPERATIF

KEL. BELAJAR KOOPERATIF KEL. BELAJAR TRADISIONAL

1. Positive interindependence 1. No interindependence

2. Tanggung jawab pribadi 2. Tidak ada tanggung jawab
3. Heterogen individu
4. Kelompok 2-5 siswa 3. Homogen
5. Kepemimpinan dibagi 4. Kelompok 8-12 siswa
6. Ketrampilan sosial secara 5. Kepemimpinan ditunjuk
langsung diajarkan 6. Ketrampilan sosial diabaikan
7. Nilai kelompok 7. Nilai individu
8. Guru mengamati dan 8. Guru mengabaikan fungsi
mengintervensi kelompok
What skills?
 Argumentasi
 Sosial
 Komunikasi
 Tanggungjawab
 Kerjasama
 Kepedulian
Reading and Writing
Connection
 Discuss about the vocabulary
 Distribute the text
 Read and comprehend the text
 Withdraw the the text
 Write the text using their own words
 Check the writing
EPIKER
 Distribute worksheet
 Find the information
 Map the information
 Write the information
 Check the writing
 Inform the information
LEARNING ACTIVITIES
 DISPLAYING  REVISING
 FOMULATING  CONNECTING
 UDERLYING  LISTENING
 IDENTIFYING  CONSTRUCTING
 COMPARING  RETELLING
 ANALIZING  INTERVIEWING
 SUMMARIZING  PARAPHRASING
 ROLE PLAYING  CIRCLING
 DISCUSSING  LABELLING
 REPORTING
 COMPOSING
LEMBAR KERJA/TUGAS
YANG BAIK
1. Kenalkan konteks/informasi permasalahan.
KONTEKS untuk menginspirasi siswa untuk
menjawab. Bisa dalam bentuk
deskripsi,tabel,gambar,teks, atau benda
konkrit.
2. Pertanyaan/Perintah
Hendaknya memicu siswa
menyedlidiki,menemukan,memecahkan
masalah atau mengkreasi.
55