writing and speaking skill

Writing and Speaking Skills

Fidiyah Retno Wulandari 16716251024

Citra Kinanti Kayang 16716251028

Mulya Sari Bunaya 16716251031

OutlineWriting Skills Speaking Skills Resource-based Activity

1. Reason for writing2. Type of writing3. Traditional writing4. Current literature5. Levels of writing6. Audience7. Process-oriented

classroom procedures8. Writing environment9. Correcting written

work10.Feedback guidelines

1. Reason for speaking2. Communicative

language theory3. Characteristics of

spoken language4. Teaching pronunciation5. Current advice to

increase ‘intelligibility’6. Conversation analysis7. Features of speech8. Classroom implication9. Feedback learners

1. Type of activity to promote speaking skill

2. Communication games3. Example of

communication games4. Problem solving5. Simulation/role play6. Material requiring

personal respones7. Materials illustrating

tendencies/patterns of conversation

8. Materials to enhance academic speaking skill

Writing SkillsBy Fidiyah Retno Wulandari

Reference:McDonough, Jo., Shaw, Christopher., Masuhara, Hitomi. (2013). Materials and method in ELT. A John Wiley & Sons, Ltd. Publication : West Sussex, PO19 8SQ, UK

Reason for Writing

Different intention

Different way

Reason for

writing

McDonough, Shaw, & Masuhara (2013).

Type of Writing

Personal writing Public writing Creative writing Social writing Studty writing Institutional writing

Hedge (2005) as cited in McDonough (2013).

Traditional Writing


Types of writing task

Orientation Teacher’s attention

Function

• Controlled sentence construction

• Free composition

• The ‘homework’ function

Product-oriented

• Sentence structure

• Spelling• Word choice• Paragraph

construction

Consolidating function

Current Literature

Written Product • Traditional writing +• Genre • Purpose• Socio-cultural factors


Levels of WritingHandwriting, spelling, punctuation

Sentences, grammar, word choice

Paragraphs

Overall organization


Audience

To other students

For the whole class

For new students

To the teacher

For themselves

To pen friends

To other people in the school

To people and organizations outside the school

If the school has access to a network of computers, many of these activities can be carried out electronically as well.


Process-oriented Classroom Procedures

Communicating Crafting

Hedge (2005) as cited in McDonough (2013).

Writing Environment

Collaborative, interactive framework involving ‘Brainstorming’ a topic by talking with other students

Co-operating at the planning stage

‘Jigsaw’ writing

Editing another student’s draft.

Preparing interview questions.

Correcting Written Work

Schemes of teacher feedback Communicative quality

Logical organization

Layout and presentation

Grammar

Vocabulary

Handwriting, punctuation and spelling


Feedback Guidelines

Teacher should Prioritize

Treat students as individuals

Be encouraging

Be clear and helpful

Avoid imposing their own ideas on students writers

Ferris (2003) as cited in McDonough (2013).

Speaking SkillsBy Citra Kinanti Kayang

Reference:McDonough, Jo., Shaw, Christopher., Masuhara, Hitomi. (2013). Materials and method in ELT. A John Wiley & Sons, Ltd. Publication : West Sussex, PO19 8SQ, UK

Reason for Speaking

Speaking is a skill that:

Enables us to produce utterances

Is used to communicate something to achieve a particular end

Plays a large part in making our students communicatively competent, both in english as a foreign and second language

Takes place in real time that allows very little time for the speaker to respond to the listener IF the flow of a conversation is to be maintained

Communicative Language Theory

Richards and Rodgers (2001: 161) offer the following characteristics of a communicative view of language: Language is a system for the expression of meaning

The primary function of language is for interaction and communication

The structure of language reflects its functional and communicative uses

The primary units of language are not merely its grammatical and structural features but its functional and communicative meaning

Characteristics of Spoken Language Motor-receptive speaking skills

Pronunciation, vocabulary, chunks and structures

Social and interactional skills

What and how to say things effectively in specific communicative situations

Teaching Pronunciation Drill correct pronunciation habits

Develop comprehensibility within fluency

Dalton and Seidlhofer (1994) stated that teaching pronunciation is to create examples for guidance not for imitation

Key aspects of pronunciation, teachers in theory could focus on:

Bottom-up (forming and hearing sounds as “intelligibly”)

Top-down (learner’s pronunciation a part of communicative approach)

Common Advice to Increase “Intelligibility” Individual sounds

Word stress

Sentence stress and rhythm

Intonation

Sound and spelling

Conversation Analysis General principles proposed by McCarten and McCarthy

(2010) that could be applied to expose the features of real conversation: Keep turns generally short, except for narratives

Allow speakers to react to the previous speaker

Do not overload speech with compact information

Include some repetition, rephrasing, fragmented sentence but maintain transparency

Keep speakers “polite” not confrontational or face-threatening

Burns (2012) Features of Speech

Spoken interaction often show these features; Ellipsis (incomplete utterances)

Use of conjunction to add information and achieve continuity

Very few passives

Replacing/refining expressions

The use of vague language

The use of pauses fillers

Classroom Implication A good speaking skills classroom have;

Learners who talk a lot

Participation is even

Motivation is high and,

The language is at an acceptable level

Thornbury (2005) promotes three key elements of teaching speaking, they are;

Awareness

Appropriation

Autonomy

Feedback to Learners

“How” and “when” to give feedback is sensitive

Correcting the learners during oral work will tend to restrain further those learners who are already very silent in class

It is also unhelpful to correct a student in mid-sentence

Teachers prefer to record spoken language mistake in writing and hand it to the students at the end of the class

Resource-based ActivityBy Mulya Sari Bunaya

Types of Activity to Promote Speaking Skills

Communication games

Problem solving

Simulation/role play materials

Material requiring personal response

Material illustration tendencies/patterns of conversation

Material to enhance academic speaking skill

Communication

Why games???Games are often a useful way of giving students valuable opportunities to use English, especially, although by no means exclusively, where younger learners are involved. Game-based activities can involve practice of oral strategies such as describing, predicting, simplifying, asking for feedback, through activities such as filling in questionnaires and guessing unknown information.

Games resources on promoting speaking skill:• BBC• British Council• Edutopia.org• Busyteacher.org • Etc.

Example of Communication Games Find The Partner

Prepare a small slip of paper for each student in your class. Each paper should have one word on it that goes with a word on another slip of paper. Fold the papers and put them into a hat. Each person then draws one slip of paper. On your word, students must circulate and talk to one another trying to find their partner.

Guess Me

Write one word or phrase on the paper, do not show it to the students. It can be the name of famous people, places, animal etc. Hide the word or phrase, give they only one clue then let students ask you any questions so they can finally guess the word or phrase.

Hide and Speak

Write several questions each on one index card or post-it note. These questions can be get to know you questions, comprehension questions or questions using current vocabulary words. Before your students arrive, hide these cards throughout your classroom. At the start of class, break your students into two teams. Explain that you have hidden cards throughout the room. On your word, students will search the room for the cards you have hidden. They can only pick up one card at a time. When a student finds a card, he must bring it to you and answer the question on the card. If he answers it correctly, he earns the card for his team. If he does not answer it correctly, he must get someone else from his team to help him find the answer.

Problem Solving Setting up the problem to raise students’ opportunities of communication

while working on the problem solving.

Example: Mishan (2010) gives the students the reading a mystery story about a man who was

found wandering on a seafront road in the South East of England. She uses a maze format in which students develop this story by choosing a plausible option for solving this mystery.

She gives two further examples of materials using problem solving principles. One of them involves the ‘Whodunit?’ genre, where the students have to solve a mystery that led to the death of a person. She makes use of a novel, an audio book and a film in giving clues as necessary. The main objective is to create motivations and opportunities for communication while working out the likely plot based on the character profiles. The other example involves the students in developing a web site (e.g. Wiki, Blog) to help future Erasmus European Exchange Program students to understand the host country and people in order to reduce the impact of having culture shock.

Simulation/Role Play Materials

Role plays require a situation, a profile of the people and an outcome for the interaction.

The students can have freedom in what they will say according to the given context or situation.

Role-play materials are often written specifically to get learners to express opinions, to present and defend points of view, and to evaluate arguments for which there is no one objective way of demonstrating the outcome as right or wrong.

Materials Requiring Personal Responses

Tomlinson (2011b) stresses the importance of materials being underpinned by learning theories and proposes a flexible text-driven framework in which engaging spoken or written texts drive the sequence of materials. The learning principles are include:•Provide extensive, rich and varied exposure to language in use.•Ensure affective and cognitive engagement to maximize the like-hood of intake •Facilitate hypothesis forming, trialing and revising•Provide opportunities to use the language for outcome-oriented output.

Materials Illustrating Tendencies/Patterns of Conversation Do teaching materials reflect what we have come to understand

about spoken interaction? (expression, polite/impolite)

Students should be natural when participating in conversations and discussions.

The ability to use some strategies or well-accepted spoken expression may be misinterpreted by other participants.

Materials to Enhance Academic Speaking Skill Students need to speak in an academic community. Examples of Materials:

Study Speaking (Anderson et al., 2004)

Bell (2008) language and skills necessary for oral presentation

Schmidt and Schmidt (2005) and McCarthy and O’Dell (2008) offer practice for useful academic vocabularies and expressions.

Reference:

McDonough, J., Shaw, C., Masuhara, H. (2013). Materials and method in ELT. A John Wiley & Sons, Ltd. Publication: West Sussex, PO19 8SQ, UK

britishcouncil.co.uk

busyteacher.org

Bbc.org

THANK YOU

writing and speaking skill

Education