“PLPG”: IN-SERVICE EDUCATION AND TRAINING

FOR TEACHER PROFESSIONAL DEVELOPMENT

Course: Teaching English for Junior and Senior High School

Students

BRANCH 021

GANESHA UNIVERSITY OF EDUCATION

1
 YEAR 2011

INTRODUCTION

The curriculum in use in the Indonesian education system very recently is

what the so-called ‘KTSP’ or ‘Kurikulum Tingkat Satuan Pendidikan’ (School-
Based Curriculum) which has been officially started to be implemented since the
establishment of government decree No. 20 Year 2003 concerning with the
national education system and the government regulation No. 19 Year 2005
dealing with the national education standard. This newly designed curriculum is in
fact not much different from the previous one, ‘KBK’ (Competency-Based
curriculum), which is competency oriented. It aims to enable students in any level
of education to possess specific language competencies at the end of a period of
learning. One obvious difference of the two is that the ‘KTSP’ gives more
freedom to the schools concern to create their own curriculum on the basis of the
general guidelines provided by the government. Thus, the latest curriculum does
not only consider top-down policy, but also bottom-up principle.
Compared to the previous curriculums which were more centralized, this
curriculum is decentralized in the sense that it gives more autonomy to the school
to participatively develop its curriculum. The main goal of the application of
School-Based Curriculum is to empower education unit (school). The schools are
then allowed to make variations of the content on the basis of the local need,
support as well as the availability of facilities. More specifically, it aims (1) to
improve the quality of education through giving more autonomy and iniative to
the school to develop, manage, and empower the available resources, (2) to raise
awareness of the school community and society in the curriculum development,
and (3) to foster healthy competition among units of education to reach high
standard of quality (Sanjaya, 2010: 132-133). Specifically concerning with the
teaching of English, the general aims are two-folded: (1) to develop

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communicative competence and (2) to arise awareness of the importance of
English to increase global competitiveness (BSNP, 2006). In order to reach those
aims, the material should cover the four language skills, namely listening,
speaking, reading, and writing, in which the standard competencies and basic
competencies are specified.
In regard to the application of the School-Based Curriculum, the material
in this in-service training of teacher professional development is also designed to
cover all four language skills and aim to achieve standard competencies and basic
competencies.

LANGUAGE SKILLS

Talking about skill is something to do with the ability that someone

possesses to conduct a certain thing. In order to do so, he or she must have
knowledge that he or she can use to do the task. New Zealand Ministry of
Education (2010: 1) defines language skill as an ability to use language
knowledge and understanding to perform a language-based or language-related
task, such as filling in a form (writing skill) or getting the gist of a news broadcast
(listening skill). From both definitions, it can be summarized that language skill is
an ability to use a certain way and technique, particularly language knowledge and
understanding to perform a language task.
Language skill is commonly categorized into two: productive skill and
receptive skill. The productive skill refers to speaking and writing, and receptive
skill concerns with listening and reading. In productive skills, the learners will
produce something as the result of their learning, for example in speaking they
will produce oral discourse or in writing they will produce a written discourse,
while in receptive skills, the learners do not obviously produce either oral or
written discourse as the result of their learning, but they are engaged with the the
discourse that they hear or read. The purpose is mainly to comprehend it.

LISTENING

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 Listening is one of the receptive skill which is the foundation of further
language skill. Helgesen (2003:24) describes listening as an active process which
aims at creating meaning from what is heard. Listening requires learners to
receive and understand input. Denes and Pinson (1963 in Morley 2001:70) state
that listening comprehension forms a foundation for oral language development in
a speech chain of listening and speaking. Buck (2001:31) further explains that
listening comprehension is an active process of constructing meaning, and that
this is done by applying knowledge to the incoming sound. The knowledge
applied is of two types, namely linguistics knowledge and non linguistics
knowledge. The linguistics knowledge includes phonology, vocabulary, syntax,
semantics, and discourse structure. Meanwhile, non linguistics knowledge
involves knowledge on topics, contexts, and general knowledge about the world.
Meanwhile, Richards (2008:3-15) views listening in two perspectives, namely: (1)
listening as comprehension, and (2) listening as acquisition. Listening as
comprehension is a traditional way of thinking the nature of listening. In this way,
listening and listening comprehension are two synonymous terms. This view is
based on the assumption that the main function of listening in second language is
to facilitate comprehension of oral discourse. While listening as acquisition views
listening as a part of language development. Language development occurs if
learners develop ability in features of language input, then internalize those new
language items in their language repertoire by making used of the language items
in producing oral language.
It can then be concluded that listening skill is one language skill which has
a central place in second language acquisition. There are two perspectives of
listening, namely listening as comprehension and listening as acquisition. In
listening as comprehension, learners should be able to comprehend the text they
hear. In order to do so, they have to possess two kinds of knowledge, linguistics
and non linguistics, while in listening as acquisition, the learners do not only have
to comprehend the text they hear, but also have to be able to use them.

Standard Competency:

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 At the end of a course, the participants are expected to gain:

Competency in understanding meaning of functional text in the form of

genres in order to be able to interact in daily life context.

Basic Competency:

Respond the meaning of functional text in the form narrative, recount,

and news item orally, accurately, fluently, and acceptably.

Activity 1: Listening through Story. It is a powerful means of language teaching.

Stories can be used to develop efficient listening and fluent speaking . After
listening to the story, there are some other follow-up activities to conduct: retell,
act it out, write a script of the story (Peck, 2001).

Procedure:
1. Ask students to listen to the story to find some information individually.
2. Ask them to answer the questions provided from the audio orally.
3. Ask them to tell the moral value of the story.
4. Ask them to summarize (additionally retell) the story listened to using their
own words.

Media: Recorded Material No.1 (See appendix 1)

Activity 2: Listening Using Think-Pair-Share. Think-pair-share is a cooperative

discussion strategy developed by Lyman (1981). It gets its name from the three
stages of students’ action with emphasis on what students will do at each of the
stages. This strategy is a relatively low-risk and short collaborative learning
structure, and is suited for instructors and students who are new to collaborative
learning.
The think pair share strategy encourages individual participation and is
applicable across all grade levels and class sizes. Students think through questions
using three distinct steps:

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 1. Think: Students think independently about the question that has been
posed, forming ideas of their own.
2. Pair: Students are grouped in pairs to discuss their thoughts. This step
allows students to articulate their ideas and to consider those of others.
3. Share: Student pairs share their ideas with a larger group, such as the
whole class. Often, students are more comfortable presenting ideas to a
group with the support of a partner. In addition, students' ideas have
become more refined through this three-step process.

Procedure:

1. Let the students to listen to the audio tape for three times.
2. Let the students to think the answer individually.
3. After 10 minutes, ask the students to work in pairs to discuss the answer.
4. Some pairs will present their answer in the front of the class.
5. The rests comment on their friends’ answer.

Answer the questions below based on the audio CD!

1. What is the news about?

2. What are the subjects included in the students exchange and universities
partnership?
3. What is micro scholarship supported for?
4. What factors do influence the decreasing Indonesian students study in
USA?
5. What is the favorite subject of Indonesian students studying in America?

Material: Recorded Material No.2 (See appendix 2)

Activity 3: Listening Using Problem-based Learning. Problem-based learning

is a student centered pedagogy in which students learn about a subject in the
context of complex and realistic problem. Problem based Learning is usually done
in group. By working in groups, students identity what they know, what they need

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to know, and how and where to access information that will lead to the answer of
the problem. The role of teacher is as the facilitator of learning who provides
appropriate assistance of that process by asking questions, providing appropriate
resources, and leading class discussion, as well as designing students’
assignments.
Procedure:

1. Explore the issues.

2. The students make list about what they know of the problem.
3. The students will develop and write the problem in their own words.
4. The students will list out possible solutions and order them from strongest
and weakest.
5. The students list actions which will be taken with a timeline.
6. The students must list everything that they need to know by researching
the knowledge and data that will support their solutions.
7. Write the solutions with its supporting documentation and submit it.
8. The students must present and defend their data findings.

Problems to be discussed:

1. American has shown its commitment to increase student quota to study,

what is your point of view about it?

2. Do you think that by letting Indonesian students to study in USA will

bring better condition in Indonesia after they come back to Indonesia?

3. By listening the news, what will you do as a teacher to direct your students
to study in USA?

Material: Recorded Material No.2 (See appendix 2)

Activity 4: Listening to the News Item Using Cloze Procedure. It is a teaching

strategy with the rationale deletions made by the teacher with the hope of teaching
something. Cloze text is often defined as a text or a passage of appropriate length

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and difficulty with every nth word deleted. The definition seems quite
straightforward. However, certain precautions should be taken regarding the concepts
of appropriate length, difficulty, and the value and the frequency of n. Each is briefly
explained below (Raymond, 1988).

Procedure:
1. Ask the students to listen to the audio CD for twice.
2. While listening, the students fill out the blank in the given sheet.
3. Discussing the answer together.

ACTIVITY
Todd : Hey, Edwin, how are you doing?

Edwin : I'm good, thanks. How are you?

Todd : Oh, I'm (1)…. So, did you do anything this weekend?

Edwin : Yes, (2)… to the city.

Todd : Oh, you went to the (3)...? Who did you go with?

Edwin : I went with (4)....

Todd : Oh, yeah. Were you guys going clubbing and (5)... ?

Edwin : No, we just went shopping.

Todd : Shopping, really.

Edwin : Oh, yeah.

Todd : (6) ... as the shopping type.

Edwin : No, but it's (7)..., and I need some winter clothes.

Todd : That is (8).... That is true. So, what did you buy?

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Edwin : (9) ... a jacket and a pair of warm trousers.

Todd : (10)... did you spend?

Edwin : I spent about a (11)….

Todd : Really?

Edwin : Yes.

Todd : Wow! That's a lot.

Edwin : Yes, but (12)…, so

Todd : Right. So did you go on (13)...?

Edwin : I went on Saturday.

Todd : Saturday. You didn't stay (14)...?

Edwin : No, I didn't stay overnight. It was going (15)... if we stayed overnight.

Todd : Right, yeah. How did (16)... by the way? Do you drive?

Edwin : No, we (17)....

Todd : Oh, you took the bus.

Edwin : Yeah.

Todd : I hate (18)....

Edwin : Yes, but unfortunately I don't have a licence (19)....

Todd : Right, actually, I'm in the same boat, you (20)..., I don't have a license
either, but when (21).... I always take the train. Have you ever (22)...?

Edwin : Ah, no, I have taken the train yet.

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Todd : Oh, (23)… take the train.

Edwin : How does it compare to (24)...?

Todd : It's so much better . Well, it takes about (25)... of time

Edwin : Oh, really.

Todd : It takes about two (26)..., but you can kind of walk around a (27)..., you
know, it's not as cramped. I kind of (28)… on the bus.

Edwin : But isn't it more expensive (29)...?

Todd : Well, actually, you can get four tickets for (30)..., so it's about twenty-five
dollars one way, and I think the bus is ... you can get four tickets for eighty
dollars, so it's only a little more expensive.

Edwin : I see, I see.

Todd : It does take a little bit longer though.

Edwin : Okay.

Todd : So anyway, what about Sunday? What did you do yesterday?

Edwin : Yesterday? I just walked around campus, and not much to do on Sunday.
Sunday is usually my easy-going day.

Todd : Yeah, did you study?

Edwin : Yeah, later in the night. Daytime it's usually ... yeah, usually no studies
during the day.

Todd : Yeah, did you wait until the last minute?

Edwin : Yeah, I'm that kind of person, so yes.

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Todd : Yeah, me too, me too

SPEAKING

Speaking is the ultimate aim of knowing a language. Lazaraton (as cited in

Celce-Murcia, 2001) affirms that the ability to speak is synonymous with knowing
the language as speech is regarded as the basic means of human communication.
However, according to Bailey and Savage (as cited in Lazaraton, 2001: 103),
speaking in a second or foreign language has often been viewed as the most
demanding of the four skills. They further argue that speaking is an activity which
needs the integration of many subsystems. According to Burkart (1998) speaking
involves three areas of knowledge: (1) mechanics (pronunciation, grammar, and
vocabulary): using the right words in the right order with the correct
pronuncitaion, (2) Functions (transaction and interaction): knowing when clarity
of message is essential (transaction/information exchange) and when precise
understanding is not required (interaction/relationship building),and (3) social and
cultural rules and norms (turn taking, rate of speech, length of pauses between
speakers, relative roles of participants): understanding how to take into account
who is speaking to whom, in what circumstances, about what, and for what
reason. Thus, these three aspects should be mastered by language learners to be
able to conduct a good and effective speaking.

Standard Competency:

At the end of a course, the participants are expected to gain:

Competency to talk on prepared or unprepared topics using the common

expressions and good pronunciation in interpersonal and transactional
conversation about their surrounding.

Basic Competency:

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 Ask simple questions and give information in order to interact with their
environment about their routines and habits , to use common expression in
gossiping, to debate on critical issues in education , and to retell the story
heard on a video player accurately, fluently, and acceptably.

Activity 1: Using Surveys. It is a teaching strategy which can be used to get the
language learners interviewing each other. In order to interview others, they can
design a questionnaire consisiting of several questions of a certain topic (Harmer,
2007).

Procedure:

1. Explain how to use the questionnaire.

2. Ask students to answer the questionnaire themselves.
3. Ask them to interview 2 or 3 friends.
4. Ask them to report the result of their interview.

Teaching Media

Daily Teaching Questionnaire

Name:

No Do you……..? You Your Friends

1 Make preparation before teaching

2 Make lesson plan
3 Determine appropriate topic
4 Use textbook or designed handout
5 Use appropriate teaching media
6 Use appropriate teaching
method/technique
7 Use appropriate assessment technique
8 Read other sources
9 Discuss your plan before teaching to other
teachers
10 Invite the students to participate in the
classroom
11 Give extra score for the active students
12 Tolerate your students’ mistakes

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13 Use simple language
14 Give special attention to low level students
15 Give more exercises to higher level
students

Activity 2: Using Gossiping Groups Activity. It is a teaching strategy to exploit

human weakness for gossiping to provide language proficiency practice (Baw,
2002).

Procedure:

1. Ask students to sit-in group of three.

2. Each member should speak in English using a variety of tenses, positive
and negative statements, questions, and exclamations.
3. Choose the person to be gossiped about (e.g a movie star, athlete,
politician, leader of a country, etc.).
4. Distribute a piece of paper containing e.g three different gossip items to
each group members.
5. Have the participants talk and listen to the gossip items in their groups.
6. Form new groups of three
7. Have them gossip again using all information they gained in the previous
round.
8. Have a representative of the group to discuss the topic in front of the class.

Gossip Items:

Always promises; never good to friends; too fond of handsome man; always
forgets to return borrowed money; intersted in sleeping and eating only; stays
aloof; stingy; never neat and tidy; very lazy; knows very little, but very boastful;
look down on people who cannot speak English; not helpful; no sense of duty;
assumes no responsibility for his family; never admits his faults; envies people
around him; very, greedy and selfish; likes flattery; does not believe in any
religion; very short, but loves tall women; very ugly, no woman loves him; likes
gambling; drinks like a fish; always late for appointment; has no sympathy for the
poor and uneducated; always pessimistic

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Activity 3: Using Debate. It is a teaching strategy which concerns with
controversial issue which should be argued by two groups who strongly agree
(proponent) or disagree (opposant) to the topic raised (Harmer, 1991).

Alternative topics:

1. National Examination should be banned from Indonesian Education

System
2. Home Schooling should be legalized by the Government
3. “BOS” (School Operational Financial Support) should be stopped

Procedure:

1. Introduce the topics to participants.

2. Define two sides of groups (affirmative and negative).
3. Give a lottery to determine affirmative and negative groups.
4. Give time (10 minutes) for each group to support their points of views.
5. Conduct the debate of each different topic within 15 minutes.
6. Make sure in every group that the first speaker defines their position
(opening statement), the next 2 or 3 speakers give their arguments (rebuttal
statement), the last speaker gives their conclusion of their points of views
(closing statement).

Activity 4: Using Roleplay. It is a teaching strategy in which students are given

particular roles and they have to speak and act in their new character (Harmer,
2007).

Procedure:

1. Give the participants role cards which tell them how they feel and what
they want to achieve.
2. Present the class with the situation.
3. Ask the participants to work in groups of five
4. Ask them to discuss the roles they are going to play
5. When they are ready, ask them to perform the roleplay.

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Teaching Media: example of role cards

The Suspect
 You are seventeen and a half years old.
 You did steal the trophy, of course, but you don’t think the police have any
proof.
 You want to know where the police got their information. When they ask you
what you were doing last night, you’ll say you were with a friend.
 You enjoy being silly when the police ask you question. You get angry when
the lawyer tries to stop you doing this.

Police Officer 1
 The suspect was seen leaving the club house at around 9.30 by two other
criminals, Ben and Joey, but you can’t tell the suspect this, because that would
put Ben and Joey in danger. So the only thing you can do is to keep asking the
suspect different questions about what they were doing last night in the hope
that they’ll get confused and in the end confess.
 You have had enough of teenage crime in your area. It makes you really mad.
Anyway, you want to get home. Unfortunately, you get angry rather quickly.
When your police colleague tells you to calm down, you get really angry.

Police Officer 2
 The suspect was seen leaving the club house at around 9.30 by two other
criminals, Ben and Joey, but you can’t tell the suspect this, because that would
put Ben and Joey in danger. So the only thing you can do is to keep asking the
suspect different questions about what they were doing last night in the hope
that they’ll get confused and in the end confess.
 You like your partner, but you get really worried when they start getting angry

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 since this doesn’t help in a police interview situation, so you try to calm your
partner down. But whenever a suspect’s mother or father tries to say that their
beautiful child is not really to blame for something, you get really irritated.

Lawyer
 Your job is to protect the suspect.
 You try to stop the police asking difficult question-and you try to stop the
suspect saying too much.

Parent
 You think your child is a good person and that if they have got into any trouble
it isn’t their fault. Your partner (the suspect’s mother or father) was sent to
prison and the suspect is very upset about this.
 If you think the police are being unfair to your child, you should tell them so-
and make sure they realise it isn’t really your child’s fault.

Example of Dramatic Situation

Last night the Wolverhampton Trophy was stolen from the Wolverhampton
Footbal Club Headquarters at around 9.30 in the evening. The police have brought
in a youth for questioning; they believe this youth stole the trophy.
The suspect is being interviewed by two police officers. The suspect’s lawyer
also present. But because the suspect is not yet eighteen, a parent is also present.

(Source of media: Harmer, 2007: 125-126)

READING

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 According to Bernhardt (as cited by Ediger, 2001: 154), reading is viewed
as an interactive, sociocognitive process involving a text, a reader, and social
context within which the activity of reading takes place. Ediger further points that
the reader constructs meaning through his transaction with the written text. The
transaction involves interpretation which is influenced by his past experience,
language background, cultural framework, and purposes of reading (Hudelson in
Ediger, 2001:154).
Grabe (cited in Ediger, 2001: 154) further mentions six components skill
and knowledge which can be gained from the reading process. Those are (1)
automatic recognition skill, something to do with word identification; (2)
vocabulary and structural knowledge; (3) formal discourse structure knowledge;
(4) content/world background knowledge; (5) synthesis/evaluation
skills/strategies, something to do with the ability to read and compare information
from different sources; and (6) metacognitive knowledge and skill monitoring,
something to do with mental process and the ability to reflect on what one is
doing and the strategies used while reading. Hence, there are a number of benefits
that readers can possess during reading process.

Activity 1: Reading a Story Using DRTA

DRTA stands for Directed Reading and Thinking Activity, which have 4
main steps: Predict-Read-Confirm-Resolution. In Prediction, students reflect
what they think will be covered in the text. In Read, they read from one point to
another (usually a few paragraphs) to look for the information that is discussed
prior to reading. In Confirmation, they compare their prediction with what is
actually presented in the text. The cycle is repeated throught out the text part by
part (per paragraph or per page). In Resolution, they summarize what the text is
actually about (McIntosh, 1993; Conner, 2006).
Procedure:
1. Teachers shows the title of the story.
2. Students work in group what might happen in the story from the title.
3. Students record their prediction on the prediction chart.

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 4. Students are then asked to compare and read their prediction to the other
groups.
5. Students are asked to read the first part (paragraph) of the story to find out
the information.
6. Then, they discuss the prediction they have made. They can change their
prediction.
7. They continue to read the next part and discuss the prediction until the end
of the story.
8. Students are asked to compare their prediction to the content of the story.
9. They then give comments or opinions concerning with what they feel after
reading the story.
10. They discuss the good and the bad things of the story.
11. They further answer comprehension questions related to the story.

Example of Prediction Chart

Prediction 1
---------------------------------------------------------------------------------------------------
---------------------------------------------------------------------------------------------------
---------------------------------------------------------------------------------------------------
Prediction 2 (after reading the first part or paragraph, students can revise the first
prediction)
---------------------------------------------------------------------------------------------------
---------------------------------------------------------------------------------------------------
---------------------------------------------------------------------------------------------------
What happened in the story: (after reading all through the story, students are
asked to make a summary)
---------------------------------------------------------------------------------------------------
---------------------------------------------------------------------------------------------------
---------------------------------------------------------------------------------------------------
---------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------

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Text:
The Blue Bouquet

I woke covered with sweat. Hot steam rose from the newly sprayed, red-brick
pavement. A gray-winged butterfly, dazzled, circled the yellow light. I jumped
from my hammock and crossed the room barefoot, careful not to step on some
scorpion leaving his hideout for a bit of fresh air. I went to the little window and
inhaled the country air. One could hear the breathing of the night, feminine,
enormous. I returned to the center of the room, emptied water from a jar into a
pewter basin, and wet my towel. I rubbed my chest and legs with the soaked cloth,
dried myself a little, and, making sure that no bugs were hidden in the folds of my
clothes, got dressed. I ran down the green stairway. At the door of the
boardinghouse I bumped into the owner, a one-eyed taciturn fellow. Sitting on a
wicker tool, he smoked, his eye half closed. In a hoarse voice, he asked:
“Where are you going?”
“To take a walk. It’s too hot.”
“Hmmm-everything’s closed. And no streetlights around here. You’d
better stay put.”
I shrugged my shoulders, muttered “back soon,” and plunged into the darkness.
At first I couldn’t see anything. I fumbled along the cobblestone street. I lit
cigarette. Suddenly the moon appeared from behind a black cloud, lighting a
white wall that was crumbled in places. I stopped, blinded by such whiteness.
Wind whistled slightly. I breathed the air of the tamarinds. The night hummed, full
of leaves and insects. Crickets bivouacked in the tall grass. I raised my head: up
there the stars too had set up camp. I thought that the universe was a vast system
of signs, a conversation between giant beings. My actions, the cricket’s saw, the
star’s blink, were nothing but pauses and syllables, scattered phrases from that
dialogue. What word could it be, of which I was only a syllable? Who speaks the
word? To whom it is spoken? I threw my cigarette down on the sidewalk. Falling,
it drew a shining curve, shooting out brief sparks like a tiny comet.
I walked a long time, slowly. I felt tree, secure between the lips that were at
that moment speaking me with such happiness. The night was a garden of eyes.

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As I crossed the street, I heard someone come out of a doorway. I turned around,
but could not distinguish anything. I hurried on. A few moments later I heard the
dull shuffle of sandals on the hot stone. I didn’t want to turn around, although I
felt the shadow getting closer with every step. I tried to run. I couldn’t. Suddenly I
stopped short. Before I could defend myself, I felt the point of a knife in my back
and a sweet voice:
“Don’t move, mister, or I’ll stick it in.”
Without turning I asked:
“What do you want?”
“Your eye, mister,” answered the soft, almost painful voice.
“My eyes? What do you want with my eyes? Look, I’ve got some money.
Not much, but it’s something. I’ll give you everything I have if you let me go.
Don’t kill me.”
“Don’t be afraid, mister. I won’t kill you. I’m only going to take your
eyes.”
“But why do you want my eyes?” I asked again.
“My girlfriend has this whim. She wants a bouquet of blue eyes. And
around here they’re hard to find.”
“My eyes won’t help you. They’re brown, not blue.”
“Don’t try to fool me, mister. I know very well that yours are blue.”
“Don’t take the eyes of a fellow-man. I’ll give you something else.”
“Don’t play saint with me,” he said harshly. “Turn around.”
I turned. He was small and fragile. His palm sombrero covered half his face. In
his righ hand he held a country machete that shone in the moonlight.
“Let me see your face.” I struck a match and put it close to my face. The
brightness made me squint. He opened my eyelids with a firm hand. He couldn’t
see very well. Standing on tiptoe, he stared at me intensely. The flame burned my
finger. I dropped it. A silent moment passed.
“Are you convinced now? They’re not blue.”
“Pretty clever, aren’t you?” he answered. Let’s see. Light another one.”
I struck another match, and put it near m eyes. Grabbing my sleeve, he ordered:

20
 “Kneel down.” I knelt. With one hand he grabbed me by the hair, pulling my
head back. He bent over me, curious and tense, while his machete slowly dropped
until it grazed my eyelids. I closed my eyes.
“Keep them open,” he ordered. I opened my eyes. The flame burned my lashes.
All of a sudden he let me go.
“All right, they’re not blue. Beat it.”
He vanished. I leaned against the wall, my head in my hands. I pulled myself
together. Stumbling, falling, trying to get up again. I ran for an hour through the
deserted town. When I got to the plaza, I saw the owner of the boardinghouse, still
sitting in the front of the door. I went in without saying a word. The next day I left
town.
(Octavio Paz in Andrews and Fisher, 1991:92-93)

Answer the comprehension questions below based on the text

1. What mode of writing is the text above?
2. What is the social function of the text?
3. Please identify the generic structure of the text above!
4. What does the word” bouquet” actually mean based on the story?
5. How many characters are there in the story?
6. Where and when did the story take place?

Activity 2: Reading a Magazine Item (Using Anticipation Guide Strategy). It is

a teaching strategy which consists of a list of statements that are related to the
topic of the text that the students will be reading. They will give their agreement
or disagreement on the statement which provoke them share their belief on the
topic (Duffelmeyer, 1994; Conner, 2006; Harringto, 2006).

Procedure:

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 1. Choose a text (it works well with most expository texts, and works
particularly well with texts which present controversial ideas).
2. Write several statements that focus on the topic of the text in the
anticipation guide. Students provide their opinion whether they agree or
disgree to the statement.
3. Have students complete the anticipation guide before reading. The guide
can be completed by students individually or in small groups. Remind the
students that they should be prepared to discuss their reactions to the
statement on the anticipation guide after they have completed it.
4. Have a class discussion before reading. Encourage the students who have
different opinions or view points to debate and defend their position.
5. Have students read the text. Encourage students to write down ideas from
the text that either support their reaction to each statement or cause them to
rethink those reactions.
6. Have a class discussion after reading. Ask students if any of them change
their minds about positions on each statement. Ask them to explain why.
Encourage them to use information from the text to support their position.

Example of Anticipation Guide

What I think Statement What I think after
before reading reading
(Agree/Disagree) (Agree/Disagree)
1. Bullies are peope who have good
attitude.
2. Bullying normally happens in the
school.
3. Bullying should be maintained for
better learning.
4. The target of the bullying is a big
and strong person.
5. Bullying encourages and motivates
the target to study.
Text:
Busting Bullies

22
 It’s every parent’s and child’s nightmare but sadly it’s a common problem;
one of six children in Australia is bullied every week and for some the trauma of
being teased lasts for years afterwards.
Libby Skinner’s father managed a sheep and cattle station in outback New
South Wales, so she didn’t go to mainstream school until her family moved to
Sydney. Within two days, Libby, then 12, was a target of bullies.
“Going to school was an exciting time for me because I’d been taught by
correspondence most of my life. I was keen to learn. I put my hand up in class if I
knew the answer to a question and other students resented that,” recalls Libby.
“They also realised I had very few social skills because I’d come from the
country. I didn’t know how to mix and I wasn’t street smart. A girl in my class
who had a number of hangers-on started calling me names. A few days later, she
and her friends pushed me and pulled my hair. I was rooted to the spot with fear. I
wanted to throw up and every morning I would wake with a gnawing anxiety,
wondering whether the bullying would happen again. It lasted for a year until a
teacher noticed my anxiety and asked me about it,” says Libby.
“She took the issue to a meeting and teacehrs then began talking during
assembly about the need to build self-esteem and not to put each other down. The
school became more aware of bullying incidents and nipped them in the bud
earlier but it took me many, many years to regain my self-confidence.”
Libby, now 50, works as a counsellor for Kids Help Line, the national
phone counselling service for children. Last year, the service received 6000 calls
from boys and girls who said they were being bullied. Their studies estimate that
one in six children between the ages of 9 and 17 is bullied every week in
Australia’s public and private schools.
Wendy Reid, manager of Research and Publicationss for Kids Help Line,
says: “Our calls about bullying are increasing and those kids feel a sense of
sadness, loneliness, and powerlessness. They’re worried about going to school and
they’re terrified when the lunch break approaches because they don’t know
whether they are going to be bullied again or not. Some children feel embarrassed
and confused about being singled out and their level of anxiety can be so great

23
that they can focus on learning. Sadly, some even cut their education short as a
result of being bullied.”
(Written by Sarah Marinos, The Australian Women’s Weekly, May 2000, p. 133)

Activity 3: Reading Article from Journal (Using Reciprocal Reading

Technique). It is a cooperative reading strategy which is represented in dialogues
between the students themselves or between the students and the teacher who
exchange roles according to the reciprocal teaching strategies which include
predicting, questioning, clarifying, and summarizing (Palinscar and Brown, 1984).

Procedure:
1. Divide students into groups of three or four.
2. Give three or four envelopes for each group and explain that they have to
take turn to read and listen.
3. Each envelope contains different piece of text (different paragraph) and
another piece of paper for prediction. It has number of the parts of the text.
4. The reader is the leader of the discussion. While the reader is reading,
others listen and write prediction. They can ask questions about difficult
concept or unfamiliar vocabulary during the process to the members, and
the others answer the questions asked and give clarification.
5. Finish with the first envelope, they have to put back the reading text and
the prediction in the envelope.
6. Continue with the rest of two or three envelopes for the next reading,
predictiing, questioning, and clarifying by following the same step as
before.
7. Make a summary of the text together.

Text:

24
Language Anxiety in the Classroom
Language anxiety is a unique type of anxiety that arouses worry and
negative emotional reactions (Young, 1999). By definition, there are three
categories of language anxiety—trait anxiety, state anxiety, and situation-specific
anxiety.
Brown (2000) claims that trait anxiety is a more permanent predisposition
to be anxious; while state anxiety is experienced in some particular events.
Although it is similar to state anxiety, situation specific anxiety limits anxiety to a
single context, i.e., moment-to-moment experience.
Horwitz (2000) sees anxiety as a cause of poor language achievement. By
contrast, anxiety could function as a stimulus. Alpert and Haber (1960) explain the
difference between facilitative and debilitative anxiety. The former brings about
advantageous impact on students and motivates them to learn more; while the
latter impedes language learning. Campbell & Ortiz (1991) note one-half of both
foreign and second language students experience a startling level of anxiety.
Learners who experience debilitative anxiety will have feelings of fear or
insecurity. They will suffer from poor performance, and then be unwilling to
participate and communicate in the foreign language class (Gardner, 1985).
The effects of anxiety on foreign language learning have been widely
acknowledged.
Horwitz et al.(1986) present Foreign Language Classroom Anxiety Scale
(FLCAS) aiming to identify anxious university students and measure their anxiety.
Based on FLCAS, many studies have been invited to explore the sources or
factors that result in different levels of anxiety.
Elkhafaifi (2005) makes a study concerning listening comprehension and
anxiety in the Arabic language classroom. Phillips (1992) focuses on the effects of
language anxiety on students’ oral test performance and attitude. Sellers (2000)
presents the relationship between reading and anxiety in Spanish as a foreign
language. Cheng (2002) analyzes factors associated with foreign language writing
anxiety. Students or language learners in these studies experience different levels
of anxiety. Crookall and Oxford (1991) assert that serious language anxiety may
adversely affect student self-esteem, self-confidence, and ultimately hamper

25
proficiency in the language acquisition. Liu (2006) states the facts that a
considerable number of Chinese students at each level feel anxious when speaking
English in class. The results reveal that the more proficient students tend to be less
anxious; the students feel the most anxious when they respond to the teacher or
are singled out to speak English in class. But they feel the least anxious during
pair work; with increasing exposure to oral English, the students feel less and less
anxious about using the target language in speech communication.
(Adapted from Wu, 2009)

Activity 4: Reading article from Newspaper Article (Using Question

Generation Strategy). It is a strategy which requires students to pose and answer
questions about what is read, typically to make inferences or reveal details (why,
how, when, where, who, etc) and specific information needed to deeply analyze a
body of knowledge or process (e.g investigation, experiment, classfication,
comparison, or contrast) to promote improved reading comprehension. It is
designed to prompt students to generate “think type” questions while reading and
encourage them to be more active readers and increase their awareness of whether
they are comprehending or not (Woloshyn, 2000).

Procedure:

1. Locating Explicit main ideas: Train students to identify and underline

main idea sentences.
2. Finding Key Facts: In passages in which the main idea is implied rather
that explicit, readers must first identify the key facts or ideas of the
passage before summarizing the main ideas.
3. Writing a ‘gist’ sentence: demonstrate how to write a gist sentence (one
that is built from identified key ideas and summarizes the paragraph’s
main ideas).

26
4. Generating Questions: Ask students to construct questions about what
they are reading to help them learn. Put up a list of signal words that can
be used as question straters, e.g who, what, where, when, why, how. These
questions can be a good tool because they are linked to answers that they
have already located in the passage.

Text:

Malinda to Undergo Surgery for Breast Inflammation

Malinda Dee, the former Citibank manager who allegedly embezzled

millions of dollars from her clients will undergo surgery for problems with her
breast enhancements, according to police.
National Police spokeperson Insp.Gen. Anton Bachrul Alam said that the
procedure would be conducted at the Soekanto National Police Hospital in
Kramat Jati, East Jakarta. Anton said that a team of doctors led by hospital
director Brig.Gen. Budi Siswanto was preparing for the operation.
“We will look for surgeons from other hospitals because the police
hospital only has one surgeon,” Anton said as quoted by kompas.com. Anton
refused to comment on who would foot the bill for the surgery.
Malinda was taken to the hospital on May 26 for treatment for
hypertension and respiratory problems. The 47-year-old was brought to the
emrgency room with swollen feet and a blood pressure of 240/130, well above
the normal 120/80 pressure for adults.
Malinda has been detained by the National Police since March for
allegedly embezzling at least Rp. 17 billion (US $ 2 million) from customers
in Citibank’s high value client program.
Malinda’s husband, model Andhika Gumilang, her sister, her brother-in-
law, and three Citibank tellers have also been implicated in the case.
Bank Indonesia (BI) has also imposed sanctions on Citibank following the
embezzlement allegations and death of one of its credit card clients, Irzen
Octa, while meeting with the bank bank’s debt collectors.

27
 Bank Indonesia has barred Citibank from issuing credit cards to new
customers for two years and from accepting new premium wealth services
clients for one year.
(Source: The Jakarta Post, Tuesday, June 7, 2011: 9).

WRITING

Another language skill needs to be thoroughly taught by English teachers

is writing. Bahsyal (2009) states writing is a productive skill which involves better
organization of meaning and also more accuracy of form than speaking. Harris (as
cited in Tan, 2009) states that writing is a complex activity that engages writers
more actively in processing, interpreting, and evaluating information and putting
it in logical, coherent, and well reasoned arrangement.
At the beginning phase of teaching writing in a second or foreign
language, the teacher normally centralizes their teaching on mechanics which
considers letter recognition, letter discrimination, word recognition, basic rules of
spelling, punctuation, capitalization, and recognition of whole sentences and
paragraphs. In a more advanced writing activities, the goal is shifted from the
focus on the mechanics to basic writing process-oriented tasks that need to
incorporate the language in morphological and discourse levels. Hence, the
writing task is focused on both accuracy and content of the message (Olshtain,
2001).
Brown further explains that there are two kinds of writing orientations,
product and process. In the product oriented writing, composition has to fulfill the
criteria (a) meet certain standard of prescribed English rhetorical style, (b) reflect
accurate grammar, and (c) be organized in conformity with what the audience
would consider to be conventional. Thus, the students’ writing is evaluated on the
basis of content, organization, vocabulary use, grammatical use, and mechanical
considerations, such as spelling and punctuation. On the other hand, in the
process-oriented writing students are given more chance to create their language,
they are allowed to focus on content and message. Some major features of the
process approach of writing instruction are (1) the focus is given on the process

28
that leads to the final written product, (2) it helps students to understand their own
composing process, (3) it helps them to build repertoires of strategies for
prewriting, drafting, and rewriting, (4) it gives students time to write and rewrite,
(5) it places central importance on the process of revision, (6) it lets the students
discover what they want to say as they write, (7) it gives students feedback
throughout the composing process as they attempt to bring their expression closer
and closer to intention, (8) it encourages feedback from both the instructors and
peers, (9) it includes individual conferences between teacher and student during
the process of composition (adapted from Shih, 1986, as cited in Brown, 2001:
335-336). The following are some activities to develop participants’ writing
competency.

Activity 1: Using Mind Maps in Writing a Report. A mind map or spidergram

is a strategy for making notes on a topic prior to writing. It is a graphic
representation of ideas (usually generated via brainstroming session). It shows the
ideas which are generated around a central theme and how they are interlinked.
(Steele, 2005; Lorcher, 2009).

Procedure:

1. Put students in groups of five.

2. Brainstorm general information about a main topic (e.g animal) classically.
3. Write a main idea (e.g cat) as the topic to discuss and develop some
subtopics using graphs or tables.
4. Put the words got in brainstoriming in four categories/sub topics (e.g
physical apperance, behavior, habitat, reproduction).
5. In each group, students decide who is responsible to write a paragraph
about each of the category or sub topic, and they can also help each other
during the process.
6. While writing, teacher monitors students to make sure that everybody is
writing.

29
 7. The leader of the group assisted by members assemble the pargraphs of
each category then rewrite them into a report text of the group.
8. The group leader reads the text for the class.
9. Teacher gives each group an example of a done-text for the students to use
as a comparison to their text.
10. Teachers then can give the groups or individual student different animals
to write through the same process as before.

Example of a report text:

Platypus

The word platypus is derived from Greek. Platy means broad and pous
means foot. Many people call it duckbill because the animal has a bill looks like a
duckbill. It is a native to Tasmania and southern and Eastern Australia.
(Introduction).
Platypuses have flat tails and webbed feet. Their body length is 30 to 45
cm and covered with a thick, soft, and wooly layer of fur. Their bills are detecting
prey and stirring up mud. Platypuses’s eyes and heads are small. They have no
ears, but they can sense sound and light. (subcategory/sub topic 1)
Platypuses are shy animals and are seldom observed, even in localities
where they live. They are active only during the early morning and late evening.
They are excellent swimmers and divers. (subcategory/sub topic 2)
Platypuses live in streams, rivers and lakes. Female platypuses usually dig
burrows in the banks of rivers or streams. The burrows are blocked in soil in
several places to protect them from intruders and flooding. For their nest the
females construct a bed of grass, leaves and woods. Males don’t stay in the
burrow. (subcategory/sub topic 3)
The adult female usually lays two or four eggs. The young animls have no
fur when they were born. They female uses its tail to hold the young to its
abdomen. (subcategory/sub topic 4 )
(Adapted from Smart Step by Ali Akhmadi and Ida Safrida, 2005: 21)

30
Activity 2: Using Personal Photographs to spark Narrative (Recount)
Writing. Both photographs and pictures have high artistic value which are
colorful and importantly they are rich with information. For that reason, these two
media are very potential to help learners to understand the lesson. Specifically
related to personal photograph, this kind of media has another extra value, in
which the learners’ feeling is involved in it. Since the scenes behind the
photographs have something to do with personal experience, the students are able
to talk or express many things about their photos. According to Wiehardt (2011:1)
pictures, and especially photographs, carry with them implicit narratives, making
them ideal writing prompts for generating new short story ideas. Similarly,
Hayden (2011: 1) cites that using interesting pictures to spark creative ideas is one
way to get students writing. Students are asked to take a picture and turn it into a
great story with many descriptive words. Kellner (2008) further conveys that
photographs are powerful teaching aids that can inspire students at all levels to
create both expository and creative compositions. Gardner (2003:1) adds that a
photograph is worth a thousand words from image to detailed narrative. This
means that from a photograph students will have chance to think critically about
the interpretation of the events in image and to write about those ideas.

Procedure:
1. Ask the students to bring 2 to 3 personal photographs beforehand.
2. Ask them to make a journal entry of their personal photographs.
3. Ask several volunteers to briefly describe their personal photographs.
4. Introduce a sample of writing using personal photographs accompanied
with the explanation of the generic structure of a narrative (recount).
5. Ask the students to make a draft of their own writing like the sample by
using their personal photographs.
6. Provide them with assistance when they are drafting.
7. Give them extra time to do revision.
8. Ask them to submit their writing to be assessed.

31
Activity 3: Using PLEASE Strategy in Descriptive Writing. It is a teaching
strategy which is designed to facilitate problem solving; as an aid for the students
to complete the writing task indepedently since it gives opportunity to them in
editing and revising their own works. PLEASE stands for (P) = Pick you topic:
the students are asked to decide what topic to be developed, (L) = List your ideas
about the topic: the students are asked to list relevant ideas related to the topic,
(E) = Evaluate your list: the students evaluate the list by making sure that the
orders of the ideas are logical in order to support the main ideas, (A) = activate
the paragraph with topic sentences: it is done by expressing the topic sentence
in complete sentence, (S) = supply supporting sentences: the students explain
the topic sentence by using the datails ordered previously and connect the
supporting sentences logically, and (E) = end with a concluding sentence and
evaluate work. The students restate the topic sentence in the last part of the
paragraph. They also need to evaluate their work by looking at the punctuation,
spelling and grammar. Evaluating can be done by exchanging each student’s work
in pairs (Sanders, 2004).

Procedure:

1. Ask the students to pick their own topic (e.g describing a place).
2. Ask them to list their ideas dealing with the bedroom.
3. Evaluate their list whether it is ordered logically.
4. Ask them to activate the paragraph with a topic sentence.
5. Supply the supporting sentences by using the details ordered previously
and connect the supporting sentences logically.
6. Ask them to end with a concluding sentence and evaluate the work in
terms of punctuation, spelling and grammar.

32
Sample of Activities:

1. Pick the Topic: My Bedroom

2. List the Ideas - The size of the bedroom

- The color of the bedroom
- The location of the bedroom
- The facilities available in the bedroom
- The position of some unique things in the
bedroom

3. Evaluate the List The list should be ordered logically. Change the
order of the list above, such as the following:
- The location of the bedroom
- The size of the bedroom
- The color of the bedroom
- The condition of the bedroom
- The facilities available in the bedroom
- The position of things in the bedroom
4. Activate the E.g It is about my lovely bedroom.
Paragraph with a
Topic Sentence
5. Supply with the The location:
Supporting Sentences My bedroom is located on the second floor.
It is close to the verandah.
It is next to the parents’ bedroom.
The Size:
It is big.
Its size is 4 x 3 meters.
The Color:
The main color of the bedroom is light blue.

The condition:
It is clean.

33
 It is tidy.
It is comfortable.
The Facilities:
There are many things in the room.
There is a king size wooden bed where I sleep.
There is a big olympic cupboard to keep my
clothes.
There is a book shelf where I put my books and
references, and sport magazines.
There is a study table.
There is a dressing table.
There is a 20 inches television set.
There is a computer set.
There is an acoustic guitar.
The Position of things:
The bed is at the right corner of the room.
The cupboard is next to the dressing table.
The study table in front of the bed next to the
door.
The computer set is on the top of the study table.
The television set is on the left side of the study
table.
The book shelf is between the study table and the
television set.
6. End with a concluding It is a nice and comfortable bedroom that I like
sentence and evaluate best to spend my time both for studying and for
the work taking a rest.

The Sample of the Paragraph is as follows:

34
 This is my lovely bedroom. It is located on the second floor, close to the
verandah, and next to my parents’ bedroom. It is a big bedroom and its size is 4 x
3 meters. The main color of the bedroom is light blue. It is clean, tidy, and
comfortable. There are many things in the room. There is a king size wooden bed
where I sleep, a big olympic cupboard to keep my clothes, a book shelf where I
put my books and references, and sport magazines. There is also a study table,
computer set, and acoustic guitar. I arrange everything in my room nicely. The bed
is at the right corner of the room. The cupboard is next to the dressing table. The
study table is in front of the bed next to the door.The computer set is on the top of
the study table and the television set is on the left side of the study table. The book
shelf is between the study table and the television set. It is a big, nice, and
comfortable bedroom that I like best to spend my time both for studying and for
taking a rest.

Activity 4: Using Project-Based Learning in Writing. It is an instructional

strategy centered on the learners. It involves them in investigations of compelling
problems that culminate in authentic products. Projects usually integrate language
and number of activities. These activities combine in working towards an agreed
goal and may include planning; gathering information through reading, listening,
interviewing, and observing; group discussion of the information; problem
solving; oral and written report; and display (Boud, 1985).

Procedure:

1. Give students the topic to be developed (e.g UAN should be sustained or

banned)
2. Ask them whether they agree to sustain UAN or ban it.
3. Classify them in these two major groups (Group which sustains or group
which bans).
4. Ask them to work in a group of three or four to work on their opinion.
5. Discuss in their group the reasons, the advantages, or the disadvantages
which support their opinion.
6. Ask them to make a draft consisting of the introduction of what UAN is,
the reasons, advantages, or disadvantages which support their opinion.

35
 7. Divide the subtopics of the writing among members of the group.
8. Monitor students while working.
9. Ask them to combine each subtopic written by the member into a wholistic
writing.
10. Give them time for editing the work.
11. Ask them to display their work.

CONCLUSION

In oder to be able to conduct a better and more effective teaching, teachers

must be provided with in-service training program for their professional
development. This can be operationalized by enriching their knowledge and skills
in English through practices. The activities developed in this training program
may also be adapted and applied for the junior and senior high school students
with some modifications in accordance with the students’ level and ability.

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