COMMUNICATIVE COMPETENCE BASED LANGUAGE TEACHING:

AN ENGLISH COURSE DESIGN FOR PRIMARY TEACHER EDUCATION

Disusun untuk memenuhi tugas mata kuliah Bahasa Inggris

Dosen Pengampu : Dr. Ali Mustadi

Disusun oleh :

Wiyan Purbatin (14712259004)

PROGRAM STUDI PENDIDIKAN DASAR

PROGRAM PASCASARJANA

UNIVERSITAS NEGERI YOGYAKARTA

2014

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Communicative COMPETENCE BASED LANGUAGE TEACHING:

An English Course Design For Primary Teacher Education

A. Curriculum

1. Language Curriculum

A lamguage curriculum design can be seen as a kind of writing activity and as such it usefully

be studied as a process.

2. Curriculum Model

In language teaching, there are three common models of curriculum. The first is the content

models.the second is objective of theaching. The third is the process model.

3. Procedure For Developing a Curriculum

a. Communicative competence in English language teaching

Communicative competence idea originally came from Chomsky's distinction

between competence and performance is there. The first is the idea of linguistic

knowledge native speakers, an innate biological function in mind that enable individuals

to produce grammatical sentences in infinite amount that is their language, and the

latter is the actual use of language in concrete situations. Hymes see communicative

competence has the following four types: what is formally possible, what is feasible,

what the social meaning or value of a given utterance, and what actually happened.

Hymes was the first to use the term communicative competence. For Hymes, the ability

to speak competently not only requires knowledge of the grammatical rules of the

language, but also knowing what to say to whom in what circumstances and how to say

it. Canale sees communicative competence as the underlying system knowledge and

skills needed for communication. Canale and Swain brings together various ideas which

expanded by communicative competence. In their view, communicative competence

covers four areas of knowledge and skill. This includes the competence grammar, which

reflects its own language code and include knowledge of vocabulary and rules of word

formation, pronunciation, spelling, and sentence formation. A teaching. They saw no

communication is usually called sociolinguistic competence, which utterances produced

and precise. Sociolinguistic competence refers to the pragmatic aspects of learning

various speech acts, ie cultural values, norms, and other socio-cultural conventions in a

social context. They are context and discourse topic, the participants of social status,

gender, and age, and other factors that influence the style and register speak. Strategic

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competence is to do with knowledge of verbal and non-verbal strategies to compensate

for damage such as recognizing discourse structure, activating background knowledge,

contextual guessing, and tolerance of ambiguity. As is obvious from the way they

described the framework, their intention is to find the type of knowledge and skills that

students need to be taught and L2 to develop a theoretical basis for the communicative

approach in the understanding of THG (Canale and Swain, 1980).

b. Transitional models

refers to the transition program of English courses that have been implemented

based on the linguistic structure and is now in the model of 'transition' in which the

communicative competence (theory currently teaching English) is emphasized. is a

structural-based, while the theories currently teaching English communicative

competence-oriented. In connection with the implementation of the current theory of

communicative competence in developing English language syllabus in ESTD, need to

transition from the old to the new version. . This means that the transition model is not

entirely communicative competence as influenced by structural linguistics. The proposed

syllabus design model is a strategy to reduce student

c. Communicative syllabus

1). Competensy based Syllabus

Kern (1990) found that the Competency-Based Syllabus, the competencies required

for the course was also developed during the course outlined defined resulted in

increased student achievement. . Competence really resembles performance in how to

set goals. However, a higher competence in general terms (Nunan, 1990). Both

objectives and competency-based performance should consist ofthree elements:

performance or tasks, conditions, and criteria. Competency-Based Objectives determine

what learners will be able to do with the English language they are learning. To achieve

the goals set, there must be a need for a methodology, which determines how the

Competency-based teaching materials in the syllabus.

2). Task-Based Syllabus

This syllabus uses tasks as the unit of analysis rather than structure, notion, or

functio n commonly used in the syllabus Earlier types Reviews such as the Structural or

Notional-Functional Syllabus. , Suggests the following procedure to develop a Task-

Based Syllabus:

1. Conduct a needs analysis to Obtain an inventory of the target tasks;

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2. Classify the target of tasks into task types;

3. From the task types, derived pedagogical tasks;

4. Select and sequence the pedagogic tasks to form a task syllabus. Referring to this

procedure, Long (1985: 44) Suggests that, once the target task has been identified via

a needs analysis, the next step is to classify them into (the target) task types.

Pedagogic tasks are then derived from the task types and sequenced to form the Task-

Based Syllabus. It is the pedagogic task that the teacher and students actually work on

in the classroom.

Step four in the procedure above is concerned with the issue of grading the which is

one of the most difficult, steps in a syllabus design. Nunan (1988c: 48) states that

"difficulty is the key factor in Determining the ordering of items in a syllabus". Gardner

(1992: 69) points out that Also a rigorous method of grading tasks has not yet been

found in most syllabus designers but they just Rely on the intuitive judgment to grade

and sequence syllabus items. Nunan Suggests that the task needs should be presented

to the learners According to Reviews their order of difficulty.

The problem of designing a syllabus task is to Determine the degree of difficulty

Because there are many factors that Affect Task Difficulties. Besides, there are factors

that are Also related to learners' characteristics. A particular task may be easy for

some learners Considered but difficult, for others. Linguistic aspects conveyed in a task

are not suitable to be used as the basis for grading the tasks since the problem of

grading and sequencing tasks Resides not only in the tasks Themselves but Also

outside the tasks. The next factors are the number of steps Involved in completing the

task, the number of solutions to the problems in the task, the number of persons

Involved in the task, the future in the task that requires learners' cognitive resources,

etc.

There are three Reasons Why the target tasks need to be classified into task types

(Long, 1985). First, it is more effective to teach a more general task types can be

transferred Because It Several sub-targets to tasks. Second, a task type is useful to a

learner WHO may have different academic backgrounds. Third, a task type for the

pedagogical tasks Easier is the activity the teachers and learners will work in the

classroom. It needs to be pointed out that pedagogical tasks should be made suitable

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to the learners' proficiency levels. It has been pointed out that the design of syllabus

types requires needs analysis above.

d. Implementation of the Syllabus

1). 4 teaching learning cycles

1. Building a knowledge field (building knowledge of field)

Phase build knowledge is very important for students, especially students of ESL,

because it is the point at which the overall knowledge of the cultural and social

context of the task or topic is built and developed. At this stage, a discussion of the

similarities and differences across cultures occur so that an understanding of the

purpose of the community can be developed. The range and nature of activities

here depend on the extent to which learners are learning English as a second

language develops and rate their familiarity with the task or topic before expected

to learn it.

2. Modelling of the text

3. This phase introduces learners to the text or performance models that must be

mastered them. At this stage, there is a clear focus on the analysis and observation

of the text or performance models associated with the task. The selection of the

model depends on teacher assessment of learners. In general, the model chosen is

that reflect the needs of learners and purpose in their literacy development.

Learners should be able to see the relevance of concrete what they do with what

they need to do

4. Joint Contruction of the text.

At this stage, the goal is for teachers to work with students to make the idea of a

text or a similar performance. First, teachers need to assess the extent of

knowledge and understanding of the field of learners. Further work may need to

be done before making ideas from the text or the actual performance begins. This

may include, for example, to collect relevant information or setting up a series of

records that will be used as the basis for the idea.

5. Independent contusction of the text

Before moving to this stage, the teacher needs to assess whether students are

ready to develop independently. Generally, independent preparation occurs only

after the students in groups or pairs have shown has mastered the part. In

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accordance with the needs of the students, it may be necessary to recycle some of

the tasks and activities at an early stage, for example, modeling or analysis of

grammatical patterns.

2). 3 muranoi interaction enhancement

competence to speak and listen, for example self-knowledge, and able to teach

using English as the language of instruction is bilingual. Analysis of tasks based on

steps the teacher during the lesson. Learning begins with:

1. allow time for students to prepare for the activity.

2. asks the students to act or perform activities.

3. discuss the problems that students have during the show, both at the level of the

sentence or discourse.

According 3 Muranoi interaction devices cited in Doughty and Williams [1998: 241-

242), step 1 is referred to as phase teacher training, step 2 stage performance, and

step 3 debriefing phase. Three phase increased interaction described below,

1. Stage Rehearsal (exercise)

During the training phase gurumemberikan class scenario in which the teacher

provides students with problems to be solved through interaction. Students form

pairs and prepare for the performance.

Phase 2. Performance

During this phase of the performance, a student doing the scenario, and the whole

class watched this performance. The interaction is enhanced by the teacher by giving

a request for repetition when students make mistakes.

Step 3. Debriefing

The teachers and students evaluate how well the interaction is done. There are two

types of evaluation: (a) evaluation focuses form, which involves the precision of the

target shape, ie explicit grammar explanations about the use of certain grammatical

features, and (b) the evaluation focuses meaning, which involves how the success of

the communication is done. The focus is on the level of accuracy in conveying

meaning and target accuracy.

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B. Competency and Task

1. Communicative competence and task classification

This is an important step that limits the extent to which information or knowledge

that is delivered to students. Therefore, the selection has been made for important

information. The second task is that an understanding of words and words primarily

functional. Acquisition of words including the important and fundamental competencies

in teaching and learning. The next task in the competence grammar is that

understanding the rules of word and sentence formation or structural ability: tenses,

active and passive voice, direct and indirect speech, the level of comparison, the gerund

(noun formed from the word plus -ing) and infinitive, affixes and its derivatives,

conditional sentences, clauses relative / adjective, causative, the use of expectations,

etc. the final task in the competence grammar is constructing a sentence types: simple

2. Communicative competence and task framework

As can be seen in the above description, competencies and tasks are analyzed in real

classroom teaching activities. Competence and task analysis using the framework from

the perspective of English language teaching today is the communicative competence in

language teaching. Then, the task is defined as an activity, prone to short or extended

pedagogical intervention, which requires learners to use the language with emphasis on

meaning to achieve the goal. A language learning task must meet the following criteria:

a) The primary focus of the meaning of a task, b) the task should have a purpose, c) the

task should be evaluated in terms of the results, and the task must have a relationship

with the real world.By using the definitions and criteria above, the data in this study

analyzed the class in this type of task. Types of tasks is their language activities that meet

the above criteria. Activities focused on the use of language, has a goal to achieve at the

end of the activity, and related to the students perceived the future needs in their work.

The types of competence, which is identified in the current theory of teaching English,

and tasks, which are identified in the classroom observation, is presented as follows:

C. Deskription of communicative competence

1. grammatical Competence

Understanding the Key Words and Words Functional

Acquisition word belongs important and basic competence in English language

teaching and learning. So in this case, the memory of students vocabulary can affect how

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many words or vocabulary can be produced or presented in both oral and written texts. The

second task is that ofunderstanding main word and functional words.

Understanding Rules and Noun Phrase

Build & Presents Description Text by Using phrases Noun

This task is very useful for the construction of the text both oral and written texts,

especially in preparing the description text.

2. sociolinguistic competence

3. The function of language is needed in this task

4. The language functions required to complete the task to be able to teach a number of

subjects using English as the language of instruction bilingual involves sixteen types of

language function. they are: speech / say helo, open / presence of call / start the lesson, ask

permission, give opinions, provide information, review / preview the lesson, explaining the

material, ask questions, provide feedback to the opinions or questions students, providing

instruction / ask students to do something, give clarification, expression or agreement and

disagreement, reward / feedback, give advice, give advice, concluded / summarize, closed

class, and leave taking. interaction is done when students take on the role of teachers and

students.

5. Produce appropriate utterances self introduction

6. active communication is an important aspect in learning English. very important, especially

for students who will be elementary school teachers because they will use English as the

language of instruction in the bilingual classroom. so, speaking skills belong important and

fundamental competencies in the teaching and learning of English. students are expected to

speak English well

7. The introduction of self-selected as one of the strategies to improve speaking skills because

it is not so difficult to do. it means that the students explain some of the information relating

to the real condition of the students such as name, date of birth, address, status, profession,

etc. in addition consists of several functions of the expression of an English / language such

as greetings, open / ask permission, inform fact, shut off taking, etc. there is one topic in this

task.

8. Discourse competence

There are five important topics presented by a lecturer in building form sentences.

The lecturers start a topic by identifying the needs of students. The topics are presented in

the task are: 1) positive and negative sentences (statements), 2) yes / no questions, wh-

questions, tag questions (interrogative), 3)

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command / command (imperative), 4) a request / ask someone to do something

(demand), and 5) a warning, ban, admire (exclamation). Topics begins with the analysis of

the needs of students. The students, who will teach elementary school students in bilingual

classes, require qualification on the competence to establish the form of sentences: 1)

positive and negative sentences (statements), 2) yes / no questions, wh-questions, tag

questions

(interrogative), 3) command / command (imperative), request / ask someone to do

something (demand), and warning, prohibition, admire (exclamation) sentences and how to

make the text by using sentences.

9. Strategic competence

Task 1. The relevant language sepereti use language function and expression in

English. Hanaya there is one task in strategic capabilities. This task is using language that is

appropriate to the purpose or expression language support in English correctly, based on the

genre and the communication situation; selecting appropriate content and

mengekpresikannya task with the right tone and language support appropriate so that this

task as expressed in everyday activities dirumah.meng-expresses the English language

support is very important for students because they can mengyambut teachers who teach

them berbahsa English, and expressing English in class. In addition, a professional teacher,

metreka will require English language support in daily to communicate. So master the

English language essential sangatlang clicking mengjarkan expresses its ability in English. It is

expected that students can understand English expressions ungakapn well as introductions

to people and how to express what is in their minds, as mentioned numbers in English.

English bahs express not only used by teachers but also but also in use by students,

especially when expressed in teaching in the classroom.

a. Topic presented

This task can be used with appropriate language support functions such as

language support? expression language support correctly, which is based on the

genre and communication. The selection of content and mengekpresikanya with

the right tone, as the expression of everyday activities. It is expected that

students can express expression smoothly and clearly. This task is different

denagn sebelunya task because the previous task in the classroom hanay but

this task is did a house. To facilitate learning in the classroom is no board to

attach each task kompetesinya. Like the previous task assignment begins using

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dibutukan analysis by students. Topics are connected denagn daily activities with

correct intonation and right both disekolahan or at home.

b. Language functions required in this task.

Like the previous task, purpose language can be proved from the interaction

between students and teachers, who showed verbal interaction or conversation

in the process of teaching the language and learn the expressions of everyday

which can be classified into several languages objectives. The purpose of

language in this task is not only to identify the interaction between students and

teachers in the classroom, but also prove of everyday students in the classroom

or home. Namely: greeting / saying hello (welcome greeting), apologizing

(apology) opening the lesson (open lessons), asking for permission (permit

request), opening the presentation (open presentation), giving information

(member information), explaning the material (explaining the material), asking

question 9menayakan question) 9memberi responses giving a response,

rewarding (bonus / extra value), concluding (conclusion), closing (closing), and

leaving the talking? saying thanks (greeting leave and say thank ksaih)

D. Goal, Input, and strategy

1. Competency and task goals

As seen in the types of competences and tasks above, the goal of teching English

ranged from developing structural knowledge to more communicative competence in

English language teaching, and this is the general intention within the English courses.

An examination of learning activities Carried out in the classrooms indicates that there

are more specific goals related to the competency and task Discussed and Carried out in

the course. The goals are reflected in the kinds of language activities that the lecturers

and the students did. For xample, in the task of understanding the structural skills

roomates discuss tenses, the goals of the lesson as to develop the students knowledge

of tenses through explanations or bulding knowledge from the lecturer, then modeling,

and joint construction, and finally independent construction. Similarly, in a more

communicative task Reviews such as producing appropraiteutterances of self

introduction and being Able to teach by using English as bilingual instruction, the goal is

to develop and improve the students' communicative skills through Reviews such kinds

of activities.

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2. Competency and task input

a. Input Refers to the matrials that form the point of departure of the lessons of the

competency or the task. The input for the lessons in this study is derived from the

analysis of students' needs the which is integratedly combined from different sources,

Reviews such as modules, hand outs, etc. in addition to the analysis of students' needs

modules, hand outs, the competency and task Also are selected from in-house materials

Reviews such as English elementary schools or English for bilingual instruction, the which

the lecturers develop for the internal use. In addition, the input for the competency and

tasks are determined on the bases of: 1) the current theories of English language

teaching, 2) the students 'needs, and 3) the relevant factors of the students' jobs or

professions in the future as elementary school teachers. The course materials are

related to the 'real world' tasks, taken either from the related sources or locally made

texts by the lecturers. Language classroom materials, Among others, are Characterized

by communicative competence of the which is influenced by structural competence

Because The design is in the form of the transitional models. The following extracts,

forexample, have been selected from matrials used in the classroom. The first extract is

a reading passage of a narrative text Entitled the legend of toba lake. Orientation. Once

upon a time there was a handsome man. His name was god sahala teacher. He liked

fishing. One day, he caught a fish. He was surprised to find out that the fish could talk.

Evaluation. Batara teacher could not bear it.He made the fish free. As soon as it was

free, the fish changed into a very beautiful woman. She Attracted god teacher so much.

He fell in love with that woman fish. The woman wanted to marry with him and said that

god teachers had to keep the secret the which she had been a fish. Batara teacher

agreed and promised that he would never tell anybody about it.Complication. They

married happily. They had two daughters. One day the teacher got very angry god with

his daughters. He could not control his madness. He shouted angrily and got the word of

the fish to his daughters. The daughters were crying. Then they found her Reviews their

mother and talked about it. Resolution. The mother was very annoyed. Batara teacher

hose broke promise. The mother was shouting angrily. Then the earth Began to shake.

Volcanoes started to erupt. The earth formed a very big hole.Reorientation.People

Believed that big hole Became a lake. Then this lake is known as Toba lake (taken from

the students' work) As seen in the paragraph above, the structural skill of 'past tense'

mostly dominates the text. This structural skill is repeated throughout the reading text.

In addition to the structurally-based materials, there are Also materials designed for

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more communicative competence practices for language teaching. The course material

focuses on communicative roomates or speaking skills with the task of being Able to

describe objects. For instance, is Carried out in active communication in the form of

speaking presentation. The following presents the example of a students' speaking

presentation in describing the Borobudur temple. Identification greet Borobudur is a

Buddhist temple in Indonesia. And it is very well known in the world Description The

temple is located in Magelang, on the island of Java in Indonesia. It is built in 9Th

century under the Sailendra dynasty of java. Influenced by the gupta architecture of

India, the temple is constructed on a hill 46 m high, and Consist of eight step-like stone

terraces. The first five terraces are square and surrounded by walls adorned with

buddhistsculpture. The upper three are circular with a circle the stupa. The design of the

temple of Borobudur is a Mountain- symbolizing the structure of the universe.

Borobudur was dedicated as an Indonesian Monument in 1983 (an example of the

students' work)

3. Competency and task impementation strategy

4. teaching learning Cycles

His job, which is carried out at this stage, with regard to the ability to write and read.

Namely: 1. Spelling alphabet or letters and numbers, in the language pronunciation

inggris.2.mengerti main word and the word sambung.3. understand the rules of a set of

nouns, and describe a set of sentences that construct that describes the object by using

the word benda.4. understand the rules of word and sentence structure or the structure

of sentences: sentences, active and passive sentences, direct and indirect speech, rate

comparison, gerunds and infinitives, said additive and said so, conditional sentences,

sentences with adjectives, because the sentence, the sentence of hope. 5. type of

sentence building; Simple, said manjemuk, and complete sentences, sentence building

forms: a statement, question, command sentences, sentence demand, and penjelasan.6

sentence. understand strstegi menaarik to teach using English in primary school, by

singing, playing simple movies, play games, make menaarik media, etc. sisoal budaya.7

based context. combine grammatical forms and acquire meaning in any text form

different kind; rhyme, procedures, descriptions, reports, news, narrative, calculate,

empower, discussion, exposition, argument, reports, content, pemberitahuan.8. can use

the appropriate language as the language function or language ekpressi good, clear way,

communication according to the situation and genre, selecting appropriate content and

tone of their voice, body language and body movement.

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4 teaching strategies to this task by 4 teaching-learning cycles that provide the

listener's spirit. 4 stage it is, 1. Build a vast knowledge, 2. Model text, 3. Combined create

text, 4. Free daari make teks.dan end of this phase 4, lecturer memdiskusikannya with

students during the lecture, both groups has or individual. Strategy 4 teaching-learning

cycles based on the assumption that in order to study and learn in efktif: first of all

students need a broad sense, and besifat kinship with the task or topic they are

studying. They also need a model that they will learn, in order to get a good idea for

them to do in the future. They membuthkan spirit and guidance for learning how to

organize what they know about the topic and the corresponding text.

Finally, they need the opportunity to use what they learn if their own and do so

freely.

Subsequent shows as an example the implementation of 4 cycles of teaching-

learning in the different task types narrative style through the building.

TASK: the idea of writing the story

1. Building a knowledge of the field (Building a broad knowledge)

First, lecturer memberrikan explanation or a broad knowledge of the content of

the story. Here be touched explain how important types of content of the story

and also rules about the content of the writing., Because each type of plot has

the properties sendiri2.sebagai example, if students want to make a story in the

form of description, it should use the `simple present tense. And if they want to

make writing about the past, then it should use the `past tense`. In addition,

there is a common structure in all the writing of the manuscript. For example,

the content of the story have the orientation, assessment, complete, resolution

and

2. Modelling of the text (Manuscript example)

After the lecturers give an explanation, he led the "modeling of the text" where

the lecturer shows an example of a neaskah. Then he showed a good example of

a story script includes characteristics, rules of writing, general structure, etc.

Which seacara expressly written in the script.

3. Joint construction of the text

Then, professors encourage students to practice how bedasarkan story drafting

rules and guidance of the lecturer. Students do with the group or Joint

construction of the text.

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4. Independent construction of the text

At the end of the lesson, the lecturer showed the students a short and simple

movie bejudul "goldilocks and the three bears", in front of the class. Then

students practice with free how to compose a story based on the film's script.

5. 3 muranoi interaction enhancement

a. Factors affecting the competency and task

All tasks, the implementation of measures from 3 muronai`s interaction

enhancements, is all of these tasks related to the ability to talk and listen. They are,

1) can teach a subject by using English as the language of instruction is bilingual in

the social sphere in tingkst elementary school. 2) make words exact phrase as an

introduction. The analysis of this task is bedasarkan lecturer steps taken during the

observation. Lecturer start with, 1) allow time for students to prepare all

kegiatannya.2) allow students to perform, 3) to discuss all issues that students face

during the show, whether it's writing a sentence or arrangement. Following 3

muronai`s interaction enhancements, the first step of the faculty is to show the

exercise phase. The second step, stage performances, and the third step is the stage

of face-to-face. This Directive an example implementation of 3 muronai`s interaction

enhancements in the task of carrying out teaching using English as the language of

instruction bilingual ..

Task: Can you teach a subject by using English as the language of instruction is

bilingual.

1. Input for the task (Input for the task)

Input to the task is the need of the students, ie who will be a primary school

teacher. They are expected to teach a subject by using English as the language of

instruction is bilingual. So as faculty must teach them how to teach in the English

language well. To complete this task, the student is expected in the given

instructions that they need to perform at an advanced SSAT seoang elementary

school teachers and students in teaching practice.

C. Competency and Task

1. Communicative competence and task classification

This is an important step that limits the extent to which information or knowledge

that is delivered to students. Therefore, the selection has been made for important

14

information. The second task is that an understanding of words and words primarily

functional. Acquisition of words including the important and fundamental competencies

in teaching and learning. The next task in the competence grammar is that

understanding the rules of word and sentence formation or structural ability: tenses,

active and passive voice, direct and indirect speech, the level of comparison, the gerund

(noun formed from the word plus -ing) and infinitive, affixes and its derivatives,

conditional sentences, clauses relative / adjective, causative, the use of expectations,

etc. the final task in the competence grammar is constructing a sentence types: simple

2. Communicative competence and task framework

As can be seen in the above description, competencies and tasks are analyzed in real

classroom teaching activities. Competence and task analysis using the framework from

the perspective of English language teaching today is the communicative competence in

language teaching. Then, the task is defined as an activity, prone to short or extended

pedagogical intervention, which requires learners to use the language with emphasis on

meaning to achieve the goal. A language learning task must meet the following criteria:

a) The primary focus of the meaning of a task, b) the task should have a purpose, c) the

task should be evaluated in terms of the results, and the task must have a relationship

with the real world.

By using the definitions and criteria above, the data in this study analyzed the class

in this type of task. Types of tasks is their language activities that meet the above

criteria. Activities focused on the use of language, has a goal to achieve at the end of the

activity, and related to the students perceived the future needs in their work. The types

of competence, which is identified in the current theory of teaching English, and tasks,

which are identified in the classroom observation, is presented as follows:

D. Deskription of communicative competence

1. grammatical Competence

Understanding the Key Words and Words Functional Acquisition word belongs

important and basic competence in English language teaching and learning. So in this

case, the memory of students vocabulary can affect how many words or vocabulary can

be produced or presented in both oral and written texts. The second task is that

ofunderstanding main word and functional words. Understanding Rules and Noun

Phrase Build & Presents Description Text by Using phrases _Noun This task is very useful

15

for the construction of the text both oral and written texts, especially in preparing the

description text.

2. sociolinguistic competence

3. The function of language is needed in this task

4. The language functions required to complete the task to be able to teach a number of

subjects using English as the language of instruction bilingual involves sixteen types of

language function. they are: speech / say helo, open / presence of call / start the lesson,

ask permission, give opinions, provide information, review / preview the lesson,

explaining the material, ask questions, provide feedback to the opinions or questions

students, providing instruction / ask students to do something, give clarification,

expression or agreement and disagreement, reward / feedback, give advice, give advice,

concluded / summarize, closed class, and leave taking. interaction is done when

students take on the role of teachers and students

5. Produce appropriate utterances self introduction

6. active communication is an important aspect in learning English. very important,

especially for students who will be elementary school teachers because they will use

English as the language of instruction in the bilingual classroom. so, speaking skills

belong important and fundamental competencies in the teaching and learning of

English. students are expected to speak English well

7. The introduction of self-selected as one of the strategies to improve speaking skills

because it is not so difficult to do. it means that the students explain some of the

information relating to the real condition of the students such as name, date of birth,

address, status, profession, etc. in addition consists of several functions of the

expression of an English / language such as greetings, open / ask permission, inform fact,

shut off taking, etc. there is one topic in this task.

8. Discourse competence

There are five important topics presented by a lecturer in building form sentences. The

lecturers start a topic by identifying the needs of students. The topics are presented in

the task are: 1) positive and negative sentences (statements), 2) yes / no questions, wh-

questions, tag questions (interrogative), 3) command / command (imperative), 4) a

request / ask someone to do something (demand), and 5) a warning, ban, admire

(exclamation). Topics begins with the analysis of the needs of students. The students,

who will teach elementary school students in bilingual classes, require qualification on

the competence to establish the form of sentences: 1) positive and negative sentences

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(statements), 2) yes / no questions, wh-questions, tag questions (interrogative), 3)

command / command (imperative), request / ask someone to do something (demand),

and warning, prohibition, admire (exclamation) sentences and how to make the text by

using sentences.

9. Strategic competence

10. Task 1. The relevant language sepereti use language function and expression in English.

Hanaya there is one task in strategic capabilities. This task is using language that is

appropriate to the purpose or expression language support in English correctly, based on

the genre and the communication situation; selecting appropriate content and

mengekpresikannya task with the right tone and language support appropriate so that

this task as expressed in everyday activities dirumah.meng-expresses the English

language support is very important for students because they can mengyambut teachers

who teach them berbahsa English, and expressing English in class. In addition, a

professional teacher, metreka will require English language support in daily to

communicate. So master the English language essential sangatlang clicking mengjarkan

expresses its ability in English. It is expected that students can understand English

expressions ungakapn well as introductions to people and how to express what is in

their minds, as mentioned numbers in English. English bahs express not only used by

teachers but also but also in use by students, especially when expressed in teaching in

the classroom.

11. a. Topic presented This task can be used with appropriate language support functions

such as language support? expression language support correctly, which is based on the

genre and communication. The selection of content and mengekpresikanya with the

right tone, as the expression of everyday activities. It is expected that students can

express expression smoothly and clearly. This task is different denagn sebelunya task

because the previous task in the classroom hanay but this task is did a house. To

facilitate learning in the classroom is no board to attach each task kompetesinya. Like

the previous task assignment begins using dibutukan analysis by students. Topics are

connected denagn daily activities with correct intonation and right both disekolahan or

at home.

b. Language functions required in this task.

Like the previous task, purpose language can be proved from the interaction

between students and teachers, who showed verbal interaction or conversation in

the process of teaching the language and learn the expressions of everyday which

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can be classified into several languages objectives. The purpose of language in this

task is not only to identify the interaction between students and teachers in the

classroom, but also prove of everyday students in the classroom or home. Namely:

greeting / saying hello (welcome greeting), apologizing (apology) opening the lesson

(open lessons), asking for permission (permit request), opening the presentation

(open presentation), giving information (member information), explaning the

material (explaining the material), asking question 9menayakan question) 9memberi

responses giving a response, rewarding (bonus / extra value), concluding

(conclusion), closing (closing), and leaving the talking? saying thanks (greeting leave

and say thank ksaih)

E. Goal, Input, and strategy

1. Competency and task goals

As seen in the types of competences and tasks above, the goal of teching English

ranged from developing structural knowledge to more communicative competence in

English language teaching, and this is the general intention within the English courses.

An examination of learning activities Carried out in the classrooms indicates that there

are more specific goals related to the competency and task Discussed and Carried out in

the course. The goals are reflected in the kinds of language activities that the lecturers

and the students did. For xample, in the task of understanding the structural skills

roomates discuss tenses, the goals of the lesson as to develop the students knowledge

of tenses through explanations or bulding knowledge from the lecturer, then modeling,

and joint construction, and finally independent construction. Similarly, in a more

communicative task Reviews such as producing appropraiteutterances of self

introduction and being Able to teach by using English as bilingual instruction, the goal is

to develop and improve the students' communicative skills through Reviews such kinds

of activities.

2. Competency and task input

a. Input Refers to the matrials that form the point of departure of the lessons of the

competency or the task. The input for the lessons in this study is derived from the

analysis of students' needs the which is integratedly combined from different sources,

Reviews such as modules, hand outs, etc. in addition to the analysis of students' needs

modules, hand outs, the competency and task Also are selected from in-house materials

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Reviews such as English elementary schools or English for bilingual instruction, the which

the lecturers develop for the internal use. In addition, the input for the competency and

tasks are determined on the bases of: 1) the current theories of English language

teaching, 2) the students 'needs, and 3) the relevant factors of the students' jobs or

professions in the future as elementary school teachers. The course materials are

related to the 'real world' tasks, taken either from the related sources or locally made

texts by the lecturers. Language classroom materials, Among others, are Characterized

by communicative competence of the which is influenced by structural competence

Because The design is in the form of the transitional models. The following extracts,

forexample, have been selected from matrials used in the classroom. The first extract is

a reading passage of a narrative text Entitled the legend of toba lake. Orientation. Once

upon a time there was a handsome man. His name was god sahala teacher. He liked

fishing. One day, he caught a fish. He was surprised to find out that the fish could talk.

Evaluation. Batara teacher could not bear it.He made the fish free. As soon as it was

free, the fish changed into a very beautiful woman. She Attracted god teacher so much.

He fell in love with that woman fish. The woman wanted to marry with him and said that

god teachers had to keep the secret the which she had been a fish. Batara teacher

agreed and promised that he would never tell anybody about it.Complication. They

married happily. They had two daughters. One day the teacher got very angry god with

his daughters. He could not control his madness. He shouted angrily and got the word of

the fish to his daughters. The daughters were crying. Then they found her Reviews their

mother and talked about it. Resolution. The mother was very annoyed. Batara teacher

hose broke promise. The mother was shouting angrily. Then the earth Began to shake.

Volcanoes started to erupt. The earth formed a very big hole.Reorientation.People

Believed that big hole Became a lake. Then this lake is known as Toba lake (taken from

the students' work) As seen in the paragraph above, the structural skill of 'past tense'

mostly dominates the text. This structural skill is repeated throughout the reading text.

In addition to the structurally-based materials, there are Also materials designed for

more communicative competence practices for language teaching. The course material

focuses on communicative roomates or speaking skills with the task of being Able to

describe objects. For instance, is Carried out in active communication in the form of

speaking presentation. The following presents the example of a students' speaking

presentation in describing the Borobudur temple. Identification greet Borobudur is a

Buddhist temple in Indonesia. And it is very well known in the world Description The

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temple is located in Magelang, on the island of Java in Indonesia. It is built in 9Th

century under the Sailendra dynasty of java. Influenced by the gupta architecture of

India, the temple is constructed on a hill 46 m high, and Consist of eight step-like stone

terraces. The first five terraces are square and surrounded by walls adorned with

buddhistsculpture. The upper three are circular with a circle the stupa. The design of the

temple of Borobudur is a Mountain- symbolizing the structure of the universe.

Borobudur was dedicated as an Indonesian Monument in 1983 (an example of the

students' work)

3. Competency and task impementation strategy

4. 4 teaching learning Cycles

His job, which is carried out at this stage, with regard to the ability to write and read.

Namely: 1. Spelling alphabet or letters and numbers, in the language pronunciation

inggris.2.mengerti main word and the word sambung.3. understand the rules of a set of

nouns, and describe a set of sentences that construct that describes the object by using

the word benda.4. understand the rules of word and sentence structure or the structure

of sentences: sentences, active and passive sentences, direct and indirect speech, rate

comparison, gerunds and infinitives, said additive and said so, conditional sentences,

sentences with adjectives, because the sentence, the sentence of hope. 5. type of

sentence building; Simple, said manjemuk, and complete sentences, sentence building

forms: a statement, question, command sentences, sentence demand, and penjelasan.6

sentence. understand strstegi menaarik to teach using English in primary school, by

singing, playing simple movies, play games, make menaarik media, etc. sisoal budaya.7

based context. combine grammatical forms and acquire meaning in any text form

different kind; rhyme, procedures, descriptions, reports, news, narrative, calculate,

empower, discussion, exposition, argument, reports, content, pemberitahuan.8. can use

the appropriate language as the language function or language ekpressi good, clear way,

communication according to the situation and genre, selecting appropriate content and

tone of their voice, body language and body movement.

4 teaching strategies to this task by 4 teaching-learning cycles that provide the

listener's spirit. 4 stage it is, 1. Build a vast knowledge, 2. Model text, 3. Combined create

text, 4. Free daari make teks.dan end of this phase 4, lecturer memdiskusikannya with

students during the lecture, both groups has or individual. Strategy 4 teaching-learning

cycles based on the assumption that in order to study and learn in efktif: first of all

students need a broad sense, and besifat kinship with the task or topic they are

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studying. They also need a model that they will learn, in order to get a good idea for

them to do in the future. They membuthkan spirit and guidance for learning how to

organize what they know about the topic and the corresponding text.

Finally, they need the opportunity to use what they learn if their own and do so

freely. Subsequent shows as an example the implementation of 4 cycles of teaching-

learning in the different task types narrative style through the building.

TASK: the idea of writing the story

1. Building a knowledge of the field (Building a broad knowledge)

First, lecturer memberrikan explanation or a broad knowledge of the content of

the story. Here be touched explain how important types of content of the story

and also rules about the content of the writing., Because each type of plot has

the properties sendiri2.sebagai example, if students want to make a story in the

form of description, it should use the `simple present tense. And if they want to

make writing about the past, then it should use the `past tense`. In addition,

there is a common structure in all the writing of the manuscript. For example,

the content of the story have the orientation, assessment, complete, resolution

and

2. Modelling of the text (Manuscript example)

After the lecturers give an explanation, he led the "modeling of the text" where

the lecturer shows an example of a neaskah. Then he showed a good example of

a story script includes characteristics, rules of writing, general structure, etc.

Which seacara expressly written in the script.

3. Joint construction of the text

Then, professors encourage students to practice how bedasarkan story drafting

rules and guidance of the lecturer. Students do with the group or Joint

construction of the text.

4. Independent construction of the text

At the end of the lesson, the lecturer showed the students a short and simple

movie bejudul "goldilocks and the three bears", in front of the class. Then

students practice with free how to compose a story based on the film's script.

5. 3 muranoi interaction enhancement

a. Factors affecting the competency and task

All tasks, the implementation of measures from 3 muronai`s interaction

enhancements, is all of these tasks related to the ability to talk and listen.

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They are, 1) can teach a subject by using English as the language of

instruction is bilingual in the social sphere in tingkst elementary school. 2)

make words exact phrase as an introduction. The analysis of this task is

bedasarkan lecturer steps taken during the observation. Lecturer start with,

1) allow time for students to prepare all kegiatannya.2) allow students to

perform, 3) to discuss all issues that students face during the show, whether

it's writing a sentence or arrangement. Following 3 muronai`s interaction

enhancements, the first step of the faculty is to show the exercise phase.

The second step, stage performances, and the third step is the stage of face-

to-face. This Directive an example implementation of 3 muronai`s

interaction enhancements in the task of carrying out teaching using English

as the language of instruction bilingual ..

Task: Can you teach a subject by using English as the language of instruction

is bilingual.

1. Input for the task (Input for the task)

Input to the task is the need of the students, ie who will be a primary

school teacher. They are expected to teach a subject by using English as

the language of instruction is bilingual. So as faculty must teach them

how to teach in the English language well. To complete this task, the

student is expected in the given instructions that they need to perform

at an advanced SSAT seoang elementary school teachers and students in

teaching practice.

2. language activities (activity language)

a. Proactive task activity (activity of active duty)

Before giving the task, lecturer explains how to use English as the

language of instruction Lecturer memberikanbeberapa example of

how to teach using English, for example, how to open a class, how

to explain the material, how to summarize and how close the class.

b. phase exercise

During this stage, the lecturer asked the students to choose a topic

of particular subjects, including the form of planning, teaching

media, teaching strategies, etc. They propose to divide some groups

or consult with faculty.

c. phase appear

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Kemudiann student must appear in teaching practice. Students

should appear as a real elementary school teachers who teach a

particular topic of topics daalm speak English in class.

d. phase interview

During the show, the lecturer makes notes the problems faced by

students during the show. At the end of the teaching, the lecturer to

discuss it with the entire student body. The first problem is the

aspect of concentration, the ability to communicate. Then make a

list of problems lecturer d board and ask the class to show what dab

pemasalahannya how they fix it in the future

b. Communications from the perspective of students and lecturers The

next task is to understand the noun phrase and build a text description that

describes the object by using the noun phrase and then presents how to

describe an object in front of the class by using text descriptions containing

noun phrases. The task is determined by several factors. In the task of

understanding the noun phrase, there are five factors that affect the task.

They are:

a. vocabulary students

b. Student mastery of noun phrases,

c. students speaking skills: pronunciation and fluency

d. student motivation and

e. allotment of time.

In this task, some students can not afford to build or write noun phrases are

good, especially the two rules accurately. This means that it is influenced by the

students' understanding of the rules of how to construct noun phrases and

vocabulary as well as by students. So lecturer focuses on building the

knowledge to understand the rules of noun phrases and noun phrases prepare

well. Motivation mahamahasiswa also affect the ability of the students in the

task, in which some students are still not confident when they build a noun

phrase. Another factor is the time allotment, where there is time available to

carry out tasks, including building the knowledge to understand the rules of

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noun phrases, noun phrases modeling, construction along with how to make a

noun phrase in the group, and independent construction of each student to

make phrases individual objects.

In presenting text descriptions, factors affecting task is dominated by the

students' speaking skills, because in this task, the students who attend or

perform their speaking skills to describe a particular object in front of the class.

Here the students have to perform tasks individually and without text. The

object can be people, animals, plants, and others.

The third task is about understanding the structural skills. This task is influenced

by several factors, where the task is at the sentence level. There are three

factors that affect the task. They are:

a. mastery of the rules of word and sentence formation or structural skills /

grammar,

b. student motivation, and

c. time allotment

For example, some students do not understand very well some structural skills,

such as tenses, active and passive voice, direct indirect speech, rate

comparison, gerund and infinitive, affixes and their derivatives, conditional

sentences, relative / adjective clause, causative, the use of desire, etc. This

means that it is influenced by structural student mastery of skills. So lecturer

intends to focus on building a knowledge of understanding the structural skills,

text modeling and construction along with taking students into groups

discussion. Here, lecturers implement group discussion so that students

understand the structural skill intensive. Next is the student motivation and

time allotment, where some students are not confident in doing their job, and

the time available also need to be set in proportion.

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The final task is to build competence grammatical sentence types: simple,

compound, and complex sentences; and build tenses: statement, interrogative,

imperative, demand, and exclamation sentences. In this case, the factors that

affect the task indicated by

The following five factors:

a. vocabulary of students,

b. mastery of sentence patterns of the type of student sentences: simple,

compound, and complex sentences, and sentence patterns of Form sentence:

statement, interrogative, imperative, demand, and exclamation sentences,

c. structural student mastery of skills,

d. student learning motivation, and

e. allotment of time

Students are expected to build up tenses and sentence types. But in fact, not all

students can write or build a good sentence by sentence structure patterns. This

is connected with the knowledge and skills of students such as vocabulary and

structural skills of students. So lecturer intends to build knowledge on how to

build different types of sentences and sentence good shape. Another factor that

affects the tasks that student motivation and time allotment. Not all students

can write well, and the availability of time also contribute to the

implementation of the task.

The next task is English for early childhood. This task involves an understanding

of current educational theory Teaching English to elementary school students

like to understand the characteristics of students, selecting course materials,

choose the source, and capable meakukan exciting activities such as singing,

playing simple english movie / drama, play games / play for fun, create media

interest, determining teaching strategies, etc. There are several factors that

determine their duties and somewhat different from previous tasks because in

this task, the student activity in the construction phrase together or in a group

discussion. There are five factors that influence this task. They are:

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a. student knowledge about teaching English to elementary school children as

knowledge characteristics of students, selecting course materials, select a

source.

b. The ability of students to play an exciting activities such as singing, playing

simple english movie / drama, play games / play for fun.

c. The ability of students to media interest, determining teaching strategies etc.

d. Student motivation, and

e. Allotment of time.

In a group discussion, if some students do not work well in their groups. This

means that it may be affected of student motivation and understanding of the

students to the teaching of English in primary schools.

The next task of sociolinguistic competence is the ability to teach a number of

subjects by using English as bilingual instruction. This task is influenced by

several factors, and in this task mahamahasiswa must attend and teach skills on

how to teach a number of subjects by using English as the instruction or

teaching English in class. Factors affecting this task are:

a. Knowledge of student vocabulary.

b. Articulation or speech production.

c. skills structural

d. accuracy pronunciation

e. Fluency speaking skills

f. Voltage and intonation patterns

g. Ekpspresi speak english

h. student Motivation

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i. rationing time

For example, some students can not speak English fluently accurate in their

teaching practice. This means that it is influenced by knowledge of the

vocabulary of students articulation or speech production struktual skills, and

student motivation. So lecturer intends to build knowledge about how to teach

the English language to give some examples of English mahamahasiswa used for

bilingual instruction and told them to practice more. This task also requires the

availability of sufficient time for students to perform optimally, a lecturer should

organize and establish a proportionally.

The final task of sociolinguistics is the ability to produce speech right of self-

introduction. This task is determined by several factors and their nearly equal to

the previous task. In this task, the student must be present and

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