SESSION 1

1. There are many theories on communicative competence introduced by different experts:

state only one to explain as clearly as possible.
Answer:
a. Canale & Swain (1980) defined communicative competence as a synthesis of an
underlying system of knowledge and skill needed for communication.

This notion means that in real communication, someone must have knowledge
and skill about language and about other aspects of language use such as
knowledge of grammatical principles (words and rules), knowledge of using
language in social context (appropriatenes) and knowledge of how to combine
utterances based on its functions.

b. Savignon (1972: 8) described communicative competence as the ability to

function in a truly communicative setting. Savignon defined competence as an
underlying ability and performance as an open manifestation of competence.
Savignon assumed that competence equates (same) with proficiency. Taylor
(1988) replace ‘communicative competence’ into ‘communicative proficieny’.
c. Hymes, Widdowson, Candlin and Bahman defined communicative competence
as a concept comprised of knowledge or competence and capacity for appropriate
use of knowledge in a contextual communicative language use.
d. Ellis, Rod (1994:13) communicative competence consists of the actual use of two
types of knowledge (linguistic and pragmatic knowledge) in understanding and
producing discourse.

2. When a language is used to communicate, there are two contexts which encircle it,
context of culture and context of situation. As a teacher of English, what should you do
in connection with this theory?
Answer:
- In the context of culture, an English teacher must use language by adjusting to
cultural background of students from a certain community in order to eliminate
misunderstanding in the middle of communication. That context will cover students’
attitudes, customs, habits, beliefs, perceptions, arts etc.
- In the context of situation, an English teacher must use language based on concrete
situation that is appropriate and acceptable to a particular communication setting.
3. Describe comprehensively each of these following: interpersonal negotiation, formulaic
expressions, speech functions, adjacency pairs, and chuncks.
Answer:

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- Interpersonal negotiation: negotiating information, feelings, attitudes, thoughts etc
among interlocutors within interactional conversation.
- Speech functions: the most specific move types of a clause that indicates particular
mood structures and particular discourse functions.
Example interpersonal negotiation and speech functions

Negotiation
Speaker Clauses Speech Functions
Types

Kracken (i)By the way, do you know Lee Kuan Yew O: I: question:
-
has passed away ? closed:fact

Olive (i)so...so.. Excuse me, - R: register

(ii) who is Lee Kuan Yew? Interpersonal R: track: clarify

(iii) I don’t know about him. Interpersonal R:c:disavow

Abdul (i) I think if I am not mistaken Lee Kuan Logico semantic R: answer
Yew is former Minister of singapore.

Olive (i)Ohhhh - R: register

(ii) the Former Minister of Singapore ? Interpersonal R: track: confirm

- Formulaic expressions: fixed and repeated groups of words (predictable and routine
utterances) that are commonly used by native speakers, reflecting the ritualization of
language behavior (in Rodd Ellis: 84-85).
Example:
a. Can I have a .......
b. I don’t know that...
- Adjacency pairs: a unit of conversation that contains an exchange of one turn each by
two speakers that is the first immediately follows the second. The speaking of the first
utterance (the first-pair part, or the first turn) provokes a responding utterance (the
second-pair part, or the second turn).
Nb: provoke: cause reaction
Example:

a. Complain: "It's awfully cold in here" → "Oh, sorry, I'll close the window"
b. Inform → "Your phone is over there" → "I know"
c. request → acceptance/rejection: "Is it OK if I borrow this book?" → "I'd rather
you didn't, it's due back at the library tomorrow"

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 - Chuncks: is a piece of phrase or clause with specific meaning that are commonly
used repeatedly both in speaking and writing.
Example: you know, you know what I mean, things like that, and that kind of thing,
having said that.
4. Is teaching pronunciation to the students important? Explain your answer why so/not so
provide examples when necessary.
Answer:
Yes, it is.
Teaching pronunciation is necessary to enable our students speak with correct
pronunciation of target language and understand when listening to target language.
Corretc pronunciation is also a basis for communication and intended message
successfully passed and properly understood.
Bad pronunciation can result a failure to convey the message and cause troubles
in communication.
For example, when the students speak the target language with correct
pronunciation, their utterances will be understood. Or, when students know the
pronunciation well, they will understand what native speaker says.
Some important aspects to be taught in respect to teaching pronunciation:
- Sounds
- Words stress
- Sentence stress
- Intonation
- Connected speech

5. What do you learn about grammatical resources for making ideational, interpersonal and
textual meaning?
Answer:
- In ideational, I learn about experiences of one’s surrounding world and discover who
the doer is and discover what reality is being presented. In this area, the grammatical
resources will be analysed via process (material, verbal, etc), transitivity and clause
complex.
- In interpersonal, I learn about how language is used to interact with other people by
comprehending the clause construction in a dialogic role. In this area, the
grammatical resources will be analysed via mood and residue.
- In textual Meaning, I learn how language is used to organize messages so that they
fit with other messages around them. In this area, the grammatical resources will be
analysed is theme (starting point of message) and rheme (supporting of message).

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SESSION 2
1. What is the use of control group in experimental research and in what way must a control
group be similar with and different from the experimental?
Answer:
The use of control group is to neutralise object of research from any effect of treatment.
a. Control group must be similar with experimental in way of:
 Size and level of group
b. Control group must be different to experimental in way of:
 Treatment : control group is not given any treatment, experimental is given.
2. What is meant by comprehensible input in language learning and explain what a teacher
should do to provide it in teaching?
Answer:
Conprehensible input in language learning is what L2 learners understand and what
makes sense to them about the target language.

Teacher should provide conprehensible input by applying type of input i+1 where the ‘i’
represent the learners’ current level of comfort understanding – and the ‘1’ is promoted
learning but not overwhelming (tidak memberatkan) to the learners. So, for instance
students understand about ‘adjective’: happy, diligent, quick, then teacher promotes the
new chlallenge: adverd by referring to the previous students’ input about adjective.
Then happy – happily, diligent-diligently, quick-quickly, and so on.

3. What is the difference between “comprehension check“ and “confirmation check” in

negotiated interaction? Provide examples!
Answer:
- Comprehension check: the speaker’s query of the interlocutors to see if they have
understood what was said. Example: Do you understand? or Do you get what I am
saying?
- Confirmation check: the speaker’s query as to whether it is correct or not the
speaker’s understanding of the interlocutor’s meaning. Example: ‘Oh, so are you
saying you did live in London?’
The difference is in goal: comprehension check to know whether the listener
understand or not, in confirmation check to make certain on what interlocutor has
said.
Nb: query: question
4. In classroom interaction turns to talk may be gained or distributed through general
solicit, personal solicit, or students’ self- initiative. Explain each with a clear example!
Answer:
- General solicit: all participants/students can choose to answer. Example: who knows
why Indonesia is called by archipelago country?
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 - Personal solicit: teacher gives a bid for a turn. Example: hands up if you know the
answer!
- Students’ self-initiative: student make turn offer vocally (example: Sir, Sir, I can
answer it) or gesturally (example: raise hands)
5. Ethnographic research is strictly qualitative. Give reasons why you agree or disagree with
this statement.
Answer:
I agree it is qualitative. Because ethnography research focuses on natural setting (social
phenomenon), use of subjective views and belief systems of the participants in the
research process and an avoidance by the investigator of manipulating the study
variables.

6. What is your understanding of validity and reliability in qualitative research? Are they or
are they not important, and how are they measured?
Answer:
- They are both important.
- Agar (1993 in Cohen 1997: 134-135) the validity and reliability in qualitative data
collection can be measured by two ways: 1) involvement, and 2) in-depth.
- The term Validity in qualitative research is more suitable using ‘understanding’ of a
researcher who is part of the researched world or phenomenon. That’s why validity in
qualitative requires the researcher to be as honest as possible to the self-reporting of
the researched (Cohen, 2007: 134).
7. Action research is divided into cycles. What activities are there in each cycle and how
does one cycle relate with another?
Answer:
CYCLE 1
- Identifying initial idea or problem in the classroom
- Reconnaissance
a. Fact finding: for example: ‘Why are the students lack of concentration?
b. Analysis: critical analysis of students’ lack of concentration: involving generating
explanatory hypotheses and hypotheses testing.
c. Implementation of action steps 1
d. Monitor implementation the action to see the improvement and see the effect in
overcome the lack of concentration of students
e. Reconnaissance: explaining the failure, the effects).
REVISION AMANDING: Plan action steps 1, action step 2, action step 3 Next cylcle

CYCLE 2
a. Implementation of action steps 1
b. Monitor implementation the action to see the improvement and see the effect in
overcome the lack of concentration of students.
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 c. Reconnaissance: explaining the failure, the effects).

REVISION AMANDING: Plan action steps 1, action step 2, action step 3 Next cylcle

CYCLE 3
a. Implementation of action steps 1
b. Monitor implementation the action to see the improvement and see the effect in
overcome the lack of concentration of students.
c. Reconnaissance: explaining the failure and the effects.

EVALUATION

SESSION 3
1. Zone proximal development (ZPD) (Vygotsky, 1978) is the gray area between the things
the learner can do alone and the things the learner can with help from a more
knowledgeable person or peer group. This gray area encompasses the functions in a child
that have not matured yet, but are in the process of maturing and developing. By
examining a child’s ZPD, we have a window into the child’s immediate future and his
overall state of dynamic development. The larger the ZPD, the more a child will learn.
Explain the practical application of this theory to teaching and learning?
Answer:
The ZPD was understood by Vygotsky to describe the current or actual level of
development of the learner and the next level attainable through the use of mediating
semiotic and environmental tools and capable adult or peer facilitation. This will train
learner to be independent next time when do the same task individually.

In the practical application, a teacher can create group discussion and peer work in which
learner complete the task jointly. For example in task of observing metamorphosis of
frog. Teacher assigsn students to do in group. They do observation of the process of frog
metamorphosis through some phases: egg – tadpole – metamorph – frog. Then, they
write the report with description of each phase. The task completed and next time, teacher
can assign each student to do the same with different object: flower, butterfly, bee, etc.
This will raise students’ independence in finishing the task.

2. Lorin Anderson, a former student of Bloom, revisited the cognitive domain in the
learning taxonomy in the mid-nineties and made some changes, with perhaps the two
most prominent one being 1) changing the names in the six categories from noun to verb
forms, and 2) slightly rearranging them. This new taxonomy reflects a more active form
of thinking and is perhaps more accurate, as below.
ORIGINAL DOMAIN NEW DOMAIN
Evaluation Creative
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 Synthesis Evaluating
Analysis Analyzing
Application Applying
Comprehension Understanding
Knowledge Remembering

Explain the difference between Bloom’s original domain and the revised one. How do
you apply the new domain in your classroom teaching and learning process.
Answer:
- The changing from noun to verb of each category is to reflect the nature of thinking
for each category because subject matter (noun) and cognitive processes (verb)
should be separate dimension
- The last two stages of Bloom’s Taxonomy were switched so that evaluation
(evaluating) comes before synthesis (creating). Anderson believed that a learner’s
ability to evaluate came before his or her ability to synthesize/create and therefore
changed the order of these last two categories in Bloom’s Taxonomy.
- The knowledge (remembering) category was updated to reflect four knowledge
dimensions instead of three.
Under the original Bloom’s Taxonomy, the knowledge/remembering category only
included three knowledge dimensions: factual (basic elements of knowledge),
conceptual (the interrelationships between basic elements of knowledge), and
procedural (the “how-to” part of knowledge). With Anderson and Krathwohl’s
updates, they added a fourth knowledge dimension: metacognitive (knowledge of
cognition and awareness of one’s own cognition).

3. Character education is the development of knowledge, skills, and abilities that enable
the learner to make informed and responsible choices. It encourages students to think
critically and the act responsibly. Character development provides a foundation upon
which we can build respect for human dignity and create twenty –first-century schools
that will empower students to achieve excellence. In Indonesia, the 2013 curriculum is
claimed to be characterized by the introduction of character education. What factors that
support the implementation of character education in Indonesia? What problems and
what solutions can you propose for the successful implementation of character
education in Indonesia?
Dignity: the state or quality of being worthy of honor or respect.
Answer:
Factors that support the implementation of character education
- Good culture
- Good school system and environment
- Good family
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 - Good environtment – society
- Good content of mass media (television, internet, and printed media: newspaper,
books, novel, comic, etc)
Problems: 1) busy family, 2) bad environment and 3) negative content of mass media.
Solutions:
- Busy family: School stakeholders together with government especially minister of
education, give bright program that increase care of children at home and get parents
allocate their time for their children. This step to eliminate children seeking other
attention outside or feeling neglected by their own parents at home.
- Bad environment: Regional government and elder man can create some positive
programs in order teenagers and children active to participate in good activities. For
example remaja masjid for teenagers, teaching in rumah singgah for adult, etc.
- Negative content of mass media: Government via Badan Sensor Film (BSF) and
KPI can ban or block mass media with negative content.

4. Chomsky’s theory of language acquisition device (LAD) hypothesizes that humans are
born with a special biological brain mechanism. This theory supposes that the ability to
learn language is inborn, that nature is more important than nurture and the experience
using language is only necessary in order to activate the LAD. Analyze the strength and
weaknesses of this theory.
Answer:
Stregth:
- LAD make human beings are able to differentiate voice and sounds from
surroundings since infant
- The ability of linguistics construction gradually since child until adult.
- The ability to evaluate and to develop linguistic system based on simple input.
- Through the process that happened in human brain (include sounds production),
children are able to speak perfectly in very short period and they can be ideal
speakers without making many errors.
- in innate LAD, small children able to communicate with others. It is meant that what
happens in children’s mind when acquiring the first language indicate that there are
psychological processes in their mind which cannot be identified superficially and it
can take place to any children and language without limiting to one particular
language.
Weaknesses:
- it is impossible to speak perfectly since common people seldom use language in ideal
situation. It means language is dynamic and can be learned.
- Language acquisition is also influenced by many factors outside inner properties or
LAD such as imitation, environment, interation and learning.

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5. Constructivism is based on experimental learning through real life experience to
construct and conditionalize knowledge. The purpose in education is to become creative
and innovative through analysis, conceptualizations, and synthesis of prior experience to
create new knowledge. The educator’s role is to mentor the learner during heuristic
problem solving of ill-defined problems by enabling quested learning. The learning goal
is the highest order of learning: heuristic problem solving, metacognitive knowledge,
creativity and originality that may modify existing knowledge and allow for creation of
new knowledge. Explain the practical application of this theory to English language
teaching and learning!
Nb: Heuristic:enabling a person to discover or learn something for themselves
Quested: search for something.
Answer:
- One of the practical applications of constructivism to English language teaching
learning is by practising English in daily activities at school. An English teacher
becomes role model as English speaker and facilitates students by giving simple and
most used sentences. Students will practice little by little and make it speaking habits
at school. Besides, English teacher also write most used phrase or sentence on board
in strategic location: in front of classroom, in the canteen, in the library and garden.
This will help student to remember and practice English.