LAPORAN KELOMPOK

Presentasi oleh kelompok Rimberio

 INTRODUCTION

This chapter discusses the importance of speaking English as a

major goal for language learners and teachers. It suggests that
technological advances have enabled language professionals to
develop new insights in the analysis of spoken language and
suggest new approaches to the teaching of speaking in English
language programs. It also highlights the relationships and contrasts
between spoken and written language and offers a pedagogical
approach for the teaching of speaking that is spoken-text-based.
 CONCEPTUAL AND PEDAGOGICAL ORIENTATIONS
TO THE TEACHING OF SPEAKING

The teaching of speaking has been a central force in language learning, but has occupied
a "peculiar position" in the history of language teaching due to a lack of study of the
linguistic structures and forms of speech, reliance on grammatical forms and features of
written language, difficulty collecting large samples of speech, and conflation of the
teaching of speaking with the use of spoken language. Approaches based on grammar-
translation and structuralism have been influential in teaching speaking.
Audiolingualism, communicative language teaching, notional-functional, meaning-
centred and task-based approaches have provided stronger perspectives.
Psycholinguistically oriented second language acquisition studies have focused on speech
processing and production, skills-based approaches and oral task-based performance.
Sociolinguistics, discourse and conversational analysis, functional linguistics and corpus
linguistics have motivated the text-based syllabus approach.
 WHAT IS A TEXT-BASED SYLLABUS?

Text-based syllabuses take the notion of text as the

basis for developing tasks and activities for the
classroom. Texts are units of discourse that are held
together cohesively through meaning. Two central
ideas in a text-based syllabus approach are how
language is used in social contexts and how it is
structured in relation to those contexts.
Feez (1998: 3-4) sets out the main characteristics of a text- based syllabus
 THE NATURE OF
SPEECH AND WRITING

One important implication of thinking about syllabus design in terms

of texts that are used in daily social contexts is the realization that
speech and writing (as well as listening and reading) are not discrete
communicative skills. One of the contributions of discourse analysis
to language teaching is that it has revealed systematic differences
and patterns in these two modes that reflect their cultural and social
functioning. As Halliday (1994: 92) states, “talking and writing, then,
are different ways of saying. They are different modes for expressing
linguistic meanings.”
 SPOKEN GENRES

Genre is a social process that takes a number of steps to achieve

one's purpose. It refers to the protypical ways that different kinds
of texts demonstrate common structures and language features.
Genre analysis has become a tool for analysing spoken
interaction, which can be categorized as transactional or
interactional. Transactionally motivated talk is easier to teach and
easier to examine relationships between stages of the text and
grammar.
 IMPLICATIONS FOR TEACHING SPEAKING

The majority of materials available for language teaching fail to

incorporate insights gained from genre and text analysis. Textbook
dialogues based on written grammar norms and the writer's intuitions
about "conversation" may be appropriate at beginner stages of
learning, but will not serve learners well in the linguistically dynamic
world beyond the classroom. A text-based syllabus approach seeks to
expose learners to activities that work towards understanding and
participating in authentic interactions.
 6.1 THE LANGUAGE EVENT

The most important details in this text are that the four macro-skill areas of
speaking, listening, reading and writing are not discrete, and that the focus
points for these units can be drawn from situations identified and mapped
jointly by teachers and learners or from course book segments or syllabus
specifications. A range of activities can be introduced, such as pre-teaching some
key vocabulary related to travel, introducing the structure, vocabulary, and
typical expressions used in a service enquiry for requesting brochures, and
encouraging learners to undertake out-of-class interaction tasks where material
is brought back to the class. Finally, to reintroduce an interpersonal spoken
genre, learners can practice ex-plaining their plans to different people.
 6.2 STARTING WITH TOPICS

The language event is an example of starting a text-based

syllabus from a topic. A cyclical model is used to identify a real-
life task, record spoken interactions related to the task, identify
the genre, stages and grammatical patterns of the interactions,
and select classroom activities that extend the learners’
knowledge of the topic and the text. On completion of the cycle,
the teacher and learners can evaluate to what extent parts of the
cycle need to be repeated.
 6.3 STARTING WITH TEXTS

The most important details in this text are that teachers can use a
specific genre or text as a starting point, collect texts that exemplify
the genre, develop activities to extend learners' development, and
scaffold learning through a series of activities with varying aims.
Scaffolding is a metaphor that captures the notion of the assistance
required by the teacher to enable a learner to accomplish a task
which they would not have been able to manage on their own.
 CONCLUSION

A text-based syllabus can be used to frame the teaching of

speaking, allowing teachers to identify the major genres
needed, clarify starting points, analyse performance, and
model different types of spoken genres. It also provides a basis
for coherent task design and leads to more authentic
representations of spoken communication. This approach
complements existing resources and offers a way of extending
learning repertoires.
THANK YOU