EDUCATIONAL MEDIA

ARGUMENTATION WITH WRITING SKILL

Compiled By:

Rani Kholidaziya

NIM : 1888203134

ENGLISH EDUCATION DEPARTMENT

FACULTY OF TEACHING TRAINING AND EDUCATION

UNIVERSITY OF MUHAMMADIYAH TANGERANG

2019
I. SUBJECT
Argumentation.
In an argumentative text the student will discuss a subject or a
problem, often with no obvious solutions. In this type of the text the
student should discuss the topic from different angles, compare and
contrast, and give their own opinions.

II. STRETEGY OF LEARNING

CLT (Communicative Language Teaching) with writing skill.
CLT is best understood as an approach (Richards & Rodgers, 2001).
The following four interconnected characteristics as a definition of
CLT is:
1. Classroom goals are focused on all of the components of CC and
not restricted to grammatical or linguistic competence.
2. Language techniques are designed to engage learners in the
pragmatic, authentic, functional use of language for meaningful
purposes. Organizational language forms are not the central focus
but rather aspects of language that enable the learner to accomplish
those purposes.
3. Fluency and accuracy are seen as complementary principles
underlying communicative techniques. At times fluency may have
to take on more importance than accuracy in order to keep learners
meaningfully engaged in language use.
4. In the communicative classroom, students ultimately have to use
the language, productively and receptively, in unrehearsed
contexts.
And CLT is the strategy that can coverage 4 skills; Reading, Writing,
Speaking, and Listening. Even this strategy is often use in speaking,
CLT in writing is also the great method to learn foreign language as
the second language.
III. PROCEDURE TEACHING BY THEORIES
“Principles of Language Learning and Teaching” by H. Douglas
Brown (2006).
Task -Based
David Nunan (2004), among others (Skehan. 2003; Willis, 1996), is
careful to distinguish between target tasks (uses of language in the
world beyond the classroom) and pedagogical tasks (those that occur
in the classroom). Tasks are a subset of all the techniques and activities
that one might design for the classroom, and themselves might involve
several techniques. So, for example:
1. Teacher make a map- oriented problem- solving task, so it might
involve teacher- initiated schema setting comments.
2. Review of appropriate grammar and/or vocabulary useful for the
task.
3. Pair or group work to propose and discuss solutions.
4. A whole-class reporting procedure.

“Approach and Methods in Language Teaching” by Jack C.

Richards and Theodore S. Rodgers.
Text - Based Material
Savignon (1983) discusses techniques and classroom management
procedures associated with a number of CLT classroom procedures
(e.g., group activities, language games, role plays), but neither these
activities nor the ways in which they are used are exclusive to CLT
classrooms. Finocchiaro and Brumfit offer a lesson outline for teaching
the function "making a suggestion" for learners in the beginning level
of a secondary school program that suggests that CLT procedures are
evolutionary rather than revolutionary:
1. Presentation of a brief dialog or several mini-dialogs, preceded by
a motivation (relating the dialog situation(s) to the learners’
probable community experiences) and a discussion of the function
and situation - people, roles, setting, topic, and the informality or
formality of the language which the function and situation demand.
(At beginning levels, where all the learners understand the same
native language, the motivation can well be given in their native
tongue.)
2. Oral practice of each utterance of the dialog segment to be
presented that day (entire class repetition, half-class, groups,
individuals) generally preceded by your model. If mini-dialogs are
used, engage in similar practice.
3. Questions and answers based on the dialog topic(s) and situation
itself.
4. Questions and answers related to the students’ personal
experiences but centered around the dialog theme.
5. Study one of the basic communicative expressions in the dialog or
one of the structures which exemplify the function. You will wish
to give several additional examples of the communicative use of
the expression or structure with familiar vocabulary in
unambiguous utterances or mini-dialogs (using pictures, simple
real objects, or dramatization) to clarify the meaning of the
expression or structure….
6. Learner discovery of generalizations or rules underlying the
functional expression or structure. This should include at least four
points: its oral and written forms (the elements of which it is
composed, e.g., “How about + verb + ing?”); its position in the
utterance; its formality or informality in the utterance; and in the
case of a structure, its grammatical function and meaning….
 7. Oral recognition, interpretative activities (two to five depending on
the learning level, the language knowledge of the students, and
related factors).
8. Oral production activities - proceeding from guided to freer
communication activities.
9. Copying of the dialogs or mini-dialogs or modules if they are not
in the class text.
10. Sampling of the written homework assignment, if given.
11. Evaluation of learning (oral only), e.g., “How would you ask your
friend to…….? And how would you ask me to…….?”

IV. PROCEDURE TEACHING

So, I combine the two- procedure teaching above and make my own
way to teaching Argumentation with writing skill and CLT strategy:
1. Pre- Teaching
 Greeting
 Praying
 The teacher has some question according to argumentation
 The teacher explained about argumentation and how it has
formed
2. While Teaching
 The teacher showing a big carton that represent as an Instagram
page
 The teacher setting the comment section as a media that the
student can write their argument regarding to the topic in the
picture of the carton
 The teacher asked the student to make a two group that
represent the pro and con side
 The teacher gave some paper to the student so they can write
their argument and stick it on the comment section in front of
the class
3. Post Teaching
  The teacher and student make a conclusion together with all the
pro and contra’s comment

V. REFERENCE
1. Douglas H. Brown. (2006). Principles of Language Learning and
Teaching. USA: Pearson Longman.
2. Richards C. Jack, & Rodgers S. Theodore. (1999). Approaches and
Methods in Language Teaching. USA: The Press Syndicate of The
University of Cambridge.