Part 1 TEFL

1. What is grammar ? What is the difference between traditional grammar, formal

grammar, functional grammar ? Which one is useful for you students? Why ?
2. What is communicative competence ? Can you explain what are;
a. Linguistic competence
b. Socio-cultural competence
c. Actional competence
d. Discourse competence
e. Strategic competence
3. What is ? In which area of English skill building do these concepts contribute ?
a. Turn taking
b. Adjacency pairs
c. Speech acts
d. Conversation gambits
e. Pragmatic markers
4. What do you learn about the grammatical resources for making ideational meaning,
interpersonal meaning and textual meaning ?
5. Systemic linguist have advanced four main theoretical claims about language: that
language is functional; that its function is to make meanings; that these meanings are
influenced by the social and cultural context in which they are exchanged; and that the
process of using language is a semiotic process, a process of making meanings by
choosing. What is the pedagogical impliciation of these claims in teaching english as
a foreign language ?

Part 2 Language and educational philosophy

1. What is the implication of operant conditioning towards education ?

2. Sigmund Freud’s theory called “libido development ( normal sexual development of
the human subject) stated that there are several stages: oral stage: anal stage; phallic
stage; latency period; and genital stage. Explain this theory.
3. Piaget’s approach called “cognitive constructivism” means kids go through stages of
cognitive development from sensori motor, pre-coperational, concrete operational and
formal operational. Describe and explain this theory.
4. ZPD ( zone of proximal development) by vygotsky is the grey area between the things
the learner can do alone and the things the learner can with help from a more
knowledgeable person or a peer group. Explain the practical implication in teaching
and learning.
5. What is the difference between taxonomy bloom and the revised one by Lorin
Anderson ? What is the application in teaching and learning process ?
 Bloom : Evaluation, synthesis, analysis, application, comprehension and knowledge.
Lorin: Creating, evaluating, analyzing, applying, understanding and remembering.
6. Chomsky theory of language acquisition device said that humans are born with a
special biological brain mechanism, “the learning of language is inborn, nature is
more important than nurture and experience using language is only necessary in order
to activate the LAD. Explain the strength and the weakness.

Part 3 Research Method

1. What is the difference between qualitative and quantitative in terms of:

a. Their basic assumptions about facts and phenomena
b. They types of data required
c. The techniques used for gathering the data
d. The methods of data analysis
2. Why is try out important ? How shud the researcher conduct the tryout ? What shud
they do with the result ?
3. Why is random assignment in experimental research is important ? What may happen
to the research result if the researcher does otherwise ?
4. What is Krashen ( 1982) comprehensive input ? How is it significant in language
learning ? What shud a teacher do to comply with it in his/her teaching practices ?
5. What kinds of criticism have been leveled against the interpretive analysis in
qualitative research considering of its relialibility and validity ?
 PEMBAHASAN

1. Communicative competence
Hymes defined communicative competence in term of four dimensions. The first, systemic
potential is knowledge of and ability to use the generative base of language. The second
dimension is appropriateness, defined as knowledge of language behaviour and its contextual
features and the ability to use language appropriately. The third is occurrence which Hymes
defined as knowledge of whether and to what extent action is taken with language to take
such action. The last dimension is feasibility, which includes knowledge of whether and to
what extent something is possible, and the ability to be practical or feasible. Since its
appearance in applied linguistics, others have attempted to use the concept of communicative
competence, and its underlying theory of language, to construct frameworks for the design of
language curricula and test.

Celce Murcia (1995)

a) Discourse competence
It includes not only knowledge of and the ability to use linguistic resources to create
cohesion and coherence in both oral and written texts. It includes also knowledge of and the
ability to use conversations for taking turns, holding on to the conversational floor
interrupting and providing listener feedback cues such as ‘umm’ and ‘uh huh’.
b) Linguistic competence
It consists of the basic elements of the linguistic system that are used to interpret and
construct grammatically accurate utterances and texts. This also includes knowledge of and
ability to use syntax, involving sentence, patterns, word order, coordination, and
subordination and embedding in addition to morphology, phonology, vocabulary, and
orthography.
c) .Sociocultural competence
Sociocultural competence refers to the speaker’s pragmatic knowledge, i.e. how to
express messages appropriately within the overall social and cultural context of
communication. This includes knowledge of language variation with reference to
sociocultural norms of the target language.
d) Actional competence
The knowledge of and ability to match actional intent with linguistic form based on
the knowledge of an inventory of verbal schemata that carry illocutionary force.
e) Strategic competence
Strategies for language learning and use are “specific behaviors or thought processes
that students use to enhance their own L2

2. Context of Culture & Context of situation

Context of culture and context of situation are inseparable parts of teaching
languages. Both of them play important part on how a language is used. As language teacher
I should make sure that students not only recognize the words, pronounce them correctly, but
al so to fully comprehend the language. For example when I teach a certain formulaic
expression to my students, I have to make sure that they understand, what word to use, when
to use, to whom they speak, and what form of communication (spoken or written). To do
that, I will let the students to deduce the context themselves and discuss it afterward.
3. Interpersonal negotiation, formulaic expressions, speech functions, adjacency pairs,
and chunks.
1) Interpersonal negotiation
It is the way in engaging sustained dialogue that we can establish and develop the social
roles we are playing with other people. Being able take part in dialogue means that we
are able to negotiate the exchange interpersonal meanings.
2) Formulaic expressions are some expressions to express greetings, farewell, thanks, or
apologies. These may consist of a single word or of several words acting as a unit. Here
are some examples:

bye excuse me
goodbye thanks
hello thank you
farewell thanks a lot
hi sorry
so long pardon
3) Speech functions is the way people exchanging information or goods or services from
one to others. It is divided into four primaries such as offer / command, statement /
questions. To answer speech functions there are 8 speech function classes which can be
used in a conversation involving two or three people such as acceptance / rejection,
compliance / refusal, acknowledgement / contradiction, answer / disclaimer.
4) Adjacency pair is a type of turn-taking. It is the smallest unit of conversational
exchange.
5) Chunks are groups of words that can be found together in language. They can be words
that always go together, such as fixed collocations, or that commonly do, such as
certain grammatical structures that follow rules. Chunks include lexical phrases, set
phrases, and fixed phrases.
In studies of language acquisition, several words that are customarily used together in a
fixed expression, such as "in my opinion," "to make a long story short," "How are
you?" or "Know what I mean?"

4. Is teaching pronunciation to the students important? Explain your answer why

so/not so provide examples when necessary.
Yes, it is, because pronunciation is important aspect in learning and using a language.
When the students learning in classroom context, isn’t usually a major factor that influences
comprehension however, it may be when the students use it in spoken language.
Mispronunciation can make the conversation awkward and make it misinterpretation. The
hearer will not understand what the speaker says. For example, how can we recognize the
word sheet, seed, sit, sight, shed, even sh*t or with, white, wait without teaching the students
the proper pronunciation? Although in our English classroom, the spoken language is rarely
used, but I think it’s a must for us, the teacher to teach pronunciation considering its
importance in communication to avoid misinterpretation.
5. Ideational meanings are meanings about phenomena, about things (living and non-living,
abstract and concrete, about goings on (what the things are or do) and the circumstances
surrounding this happenings and doings.
Interpersonal meaning: meaning about roles and relationship, this involves looking at
what kinds of role relations are established through talk, what attitudes interact ants
express to and about each other, what kinds of things they find funny, and how they
negotiate to take turns, etc.
Textual meaning express the relation of language to its environment, including both the
verbal environment- what has been said or written before, and the non-verbal, situational
environment (context).

Session 2
1. General solicit means the teacher give the questions for general students without selecting
any student. For example “Have you done your homework?”
Personal solicit means the teacher select a student to answer the question given. For
example “Alex, did you study last night?”
Students’ self initiative means the students initiate to ask give comment about the
teacher’s talk. Example “Sir, may I ask something?”
Control Group
The use of control group: is two compare the result of experimental group it has the
normal result. After the experiment we can tell if and what has changed from the control
group result.
a. The similar way with experimental group is in doing the pre test and pos test
b. The similar way with experimental group is in doing the treatment
Trying out the tests or other research instrument is necessary to get appropriate instrument
and to know which instrument that is too complicated. It also can be categorized as a pilot
study.
The procedures:
- Administered the instrument as same as the study
- Ask the subjects for feedbacks and difficult questions
- Record the time taken
- Discard all unnecessary or ambiguity of the instruments
- Assess whether each questions give adequate response
- Check all questions
- Revise, if possible
Chomsky Theory on LAD
The strength:
A learner cannot memorize all the possible different language and grammar
combinations that he learns through the environment. The LAD helps the learner to
generalize rules and make his own creative use of the language. A child will resist
using an irregular form because of over-generalizing, and he will create his own form
of a word according to the rules that he has internalized. And these rules don’t
necessarily conform to adult grammar rules which include many exceptions. By
 applying these internalized and generalized rules, a child is able to acquire a language
at a fast pace.
The weaknesses:
It demands the existence of the Language Acquisition Device (LAD), its existence is
difficult to prove and is immeasurable. This theory also doesn’t take into account
different kinds of learners, just ideal learners with ideal grammar. The environment
plays a minor role in this theory, so it doesn’t take into account the social aspect of the
learner.

Education Character
Problem:

There is still few of role model for the students. Role model plays important role in
education character. The role model can come not only from the teacher or school
community, but also from the very basic environment such as the family and also they
can come from our public figures. Unfortunately, there are many ‘ Sometimes the
character education in syllabus is doesn’t match with the subject material Groups of
students are discussing a problem in physics. Though the teacher knows the "answer"
to the problem, she focuses on helping students restate their questions in useful ways.
She prompts each student to reflect on and examine his or her current knowledge.
When one of the students comes up with the relevant concept, the teacher seizes upon
it, and indicates to the group that this might be a fruitful avenue for them to explore.
They design and perform relevant experiments. Afterward, the students and teacher
talk about what they have learned, and how their observations and experiments helped
(or did not help) them to better understand the concept.

Bloom's Taxonomy

Preface
Benjamin Bloom made "the improvement of student learning" the central focus of his life's
work.

Discussions during the 1948 Convention of the American Psychological Association led
Bloom to spearhead a group of educators who eventually undertook the ambitious task of
classifying educational goals and objectives. Their intent was to develop a method of
classification for thinking behaviors that were believed to be important in the processes of
learning. Eventually, this framework became the taxonomy of three domains:

 The cognitive - mental skills (knowledge based domain), consisting of six levels
 The psychomotor - skills based domain, consisting of six levels
 The affective - attitudinal based domain, consisting of five levels
Trainers often refer to these three domains as KSA (Knowledge, Skills, and Attitude). This
taxonomy of learning behaviors can be thought of as "the goals of the training process." That
is, after the training session, the learner should have acquired new skills, knowledge, and/or
attitudes.

This compilation divides the three domains into subdivisions, starting from the simplest
behavior to the most complex. The divisions outlined are not absolutes, and there are other
systems or hierarchies that have been devised in the educational and training world.
However, Bloom's taxonomy is easily understood and is probably the most widely applied
one in use today.

What is Bloom's Taxonomy?

Understanding that "taxonomy" and "classification" are synonymous helps dispel uneasiness
with the term. Bloom's Taxonomy is a multi-tiered model of classifying thinking according to
six cognitive levels of complexity. Throughout the years, the levels have often been depicted
as a stairway, leading many teachers to encourage their students to "climb to a higher (level
of) thought." The lowest three levels are: knowledge, comprehension, and application. The
highest three levels are: analysis, synthesis, and evaluation. The taxonomy is hierarchical, in
that each level is subsumed by the higher levels. In other words, a student functioning at the
'application' level has also mastered the material at the 'knowledge' and 'comprehension'
levels. One can easily see how this arrangement led to natural divisions of lower and higher
level thinking.

Cognitive Domain
The cognitive domain (Bloom, 1956) involves knowledge and the development of intellectual
skills. This includes the recall or recognition of specific facts, procedural patterns, and
concepts that serve in the development of intellectual abilities and skills. There are six major
categories, starting from the simplest behavior to the most complex. The categories can be
thought of as degrees of difficulties. That is, the first one must be mastered before the next
one can take place.

Category Example and Key Words

Examples: Recite a policy. Quote prices from memory

Knowledge: Recall data or to a customer. Knows the safety rules.
information.
Key Words: defines, describes, identifies, knows,
labels, lists, matches, names, outlines, recalls,
recognizes, reproduces, selects, states.
Comprehension: Understand the
meaning, translation, interpolation,
and interpretation of instructions
and problems. State a problem in
one's own words.
Examples: Rewrites the principles of test writing.
Explain in one's own words the steps for performing a
complex task. Translates an equation into a computer
spreadsheet.

Key Words: Comprehends converts, defends,

distinguishes, estimates, explains, extends, generalizes,
gives Examples, infers, interprets, paraphrases,
predicts, rewrites, summarizes, translates.

Examples: Use a manual to calculate an employee's

Application: Use a concept in a
vacation time. Apply laws of statistics to evaluate the
new situation or unprompted use of
reliability of a written test.
an abstraction. Applies what was
learned in the classroom into novel
Key Words: applies, changes, computes, constructs,
situations in the work place.
demonstrates, discovers, manipulates, modifies,
operates, predicts, prepares, produces, relates, shows,
solves, uses.

Examples: Troubleshoot a piece of equipment by

Analysis: Separates material or
concepts into component parts so
that its organizational structure may
be understood. Distinguishes
between facts and inferences.
using logical deduction. Recognize logical fallacies in
reasoning. Gathers information from a department and
selects the required tasks for training.
Key Words: analyzes, breaks down, compares,
contrasts, diagrams, deconstructs, differentiates,
discriminates, distinguishes, identifies, illustrates,
infers, outlines, relates, selects, separates.

Examples: Write a company operations or process

manual. Design a machine to perform a specific task.
Synthesis: Builds a structure or
Integrates training from several sources to solve a
pattern from diverse elements. Put
problem. Revises and process to improve the outcome.
parts together to form a whole, with
emphasis on creating a new
Key Words: categorizes, combines, compiles,
meaning or structure.
composes, creates, devises, designs, explains,
generates, modifies, organizes, plans, rearranges,
reconstructs, relates, reorganizes, revises, rewrites,
summarizes, tells, writes.

Evaluation: Make judgments about Examples: Select the most effective solution. Hire the
the value of ideas or materials. most qualified candidate. Explain and justify a new
budget.
 Key Words: Appraises compares, concludes,
contrasts, criticizes, critiques, defends, describes,
discriminates, evaluates, explains, interprets, justifies,
relates, summarizes, supports.

Revised Bloom's Taxonomy (RBT)

During the 1990's, a former student of Bloom's, Lorin Anderson, led a new assembly which
met for the purpose of updating the taxonomy, hoping to add relevance for 21st century
students and teachers. Published in 2001, the revision includes several seemingly minor, yet
actually quite significant changes.

Several excellent sources are available which detail the revisions and reasons for the changes.
A more concise summary appears here. The changes occur in three broad categories:
terminology, structure, and emphasis.

Terminology Changes
Clearly, Bloom's Taxonomy has stood the test of time. Due to its long history and popularity,
it has been condensed, expanded, and reinterpreted in a variety of ways. Research findings
have led to the discovery of a veritable wide variety of interpretations and applications,
falling on a continuum ranging from tight overviews to expanded explanations. Nonetheless,
one recent revision (designed by one of the co-editors of the original taxonomy along with a
former Bloom student) merits particular attention.

Changes in terminology between the two versions are perhaps the most obvious differences
and can also cause the most confusion. Basically, Bloom's six major categories were changed
from noun to verb forms. Additionally, the lowest level of the original, knowledge, was
renamed and became remembering. Finally, comprehension and synthesis were re-titled to
understanding and creating. In an effort to minimize the confusion, comparison images
appear below.

Terminology changes: The graphic is a representation of the NEW verbage associated with
the long familiar Bloom's Taxonomy. Note the change from Nouns to Verbs [e.g., Application
to Applying] to describe the different levels of the taxonomy. Note that the top two levels are
essentially exchanged from the Old to the New version. (Evaluation moved from the top to
Evaluating in the second from the top, Synthesis moved from second on top to the top as
Creating.)

Structural Changes
Bloom's original cognitive taxonomy was a one-dimensional form. With the addition of
products, the Revised Bloom's Taxonomy takes the form of a two-dimensional table. One of
the dimensions identifies The Knowledge Dimension (or the kind of knowledge to be
learned) while the second identifies The Cognitive Process Dimension (or the process used to
learn).

Table1. Bloom's Taxonomy

The The Cognitive Process Dimension
Knowledge
Dimension Remember Understand Apply Analyze Evaluate Create
Factual
List Summarize Classify Order Rank Combine
Knowledge
Conceptual
Describe Interpret Experiment Explain Assess Plan
Knowledge
Procedural
Tabulate Predict Calculate Differentiate Conclude Compose
Knowledge
Meta-Cognitive Appropriate
Execute Construct Achieve Action Actualize
Knowledge Use

Changes in Emphasis
Bloom himself recognized that the taxonomy was being "unexpectedly" used by countless
groups never considered an audience for the original publication. The revised version of the
taxonomy is intended for a much broader audience. Emphasis is placed upon its use as a
"more authentic tool for curriculum planning, instructional delivery and assessment."

Summary
As history has shown, this well known, widely applied scheme filled a void and provided
educators with one of the first systematic classifications of the processes of thinking and
learning. The cumulative hierarchical framework consisting of six categories each requiring
achievement of the prior skill or ability before the next, more complex, one, remains easy to
understand. Out of necessity, teachers must measure their students' ability. Accurately doing
so requires a classification of levels of intellectual behavior important in learning. Bloom's
Taxonomy provided the measurement tool for thinking.

With the dramatic changes in society over the last five decades, the Revised Bloom's
Taxonomy provides an even more powerful tool to fit today's teachers' needs. The structure
of the Revised Taxonomy Table matrix provides a clear, concise visual representation of the
alignment between standards and educational goals, objectives, products, and activities.
Remembering: can the student recall define, duplicate, list, memorize, recall, repeat,
or remember the information? reproduce state
Understanding: can the student classify, describe, discuss, explain, identify, locate,
explain ideas or concepts? recognize, report, select, translate, paraphrase
Applying: can the student use the choose, demonstrate, dramatize, employ, illustrate,
information in a new way? interpret, operate, schedule, sketch, solve, use, write.
Analyzing: can the student appraise, compare, contrast, criticize, differentiate,
distinguish between the different discriminate, distinguish, examine, experiment,
parts? question, test.
Evaluating: can the student justify a appraise, argue, defend, judge, select, support, value,
stand or decision? evaluate
Creating: can the student create new assemble, construct, create, design, develop,
product or point of view? formulate, write.

Communicative competence
Hymes (1972) defined communicative competence not only as an inherent
grammatical competence but also as an ability to use grammatical competence in a
variety of communicative situations.
Canale and swain (1980) understood communicative competence as a synthesis of an
underlying system of knowledge and skill needed for communication. The concept of
skill refers to how an individual can use the knowledge in actual communication.

Culture of situation and culture of context

Interpersonal negotiation
It is the way in engaging sustained dialogue that we can establish and develop the
social roles we are playing with other people. Being able take part in dialogue means
that we are able to negotiate the exchange interpersonal meanings.

Formulaic expressions
It is a common phrase or expression that is learned and used as whole units rather than
as individual words. For example “ How are you? Or See you later.”

Speech functions.
According to Halliday, people communicate to exchange information or goods and
services. The speech function is the way people exchanging information or goods or
services from one to others. It is divided into four primaries such as offer / command,
statement / questions. To answer speech functions there are 8 speech function classes
which can be used in a conversation involving two or three people such as acceptance
/ rejection, compliance / refusal, acknowledgement / contradiction, answer /
disclaimer.

Adjacency pairs
Adjacency pairs are standard pattern in language. It is also an example of
conversational turn – taking. They always consist of first part and second part,
produce by different speaker. The utterance of first part immediately creates an
expectation of the utterance of the second part of the same pair.
The example of adjacency pairs are question or answer, request or offer, order or
compliance, and so on given part of the pair, the other is normally predictable.
Eg.
A: What’s up
B: Nothin’ much

A: Thanks
B: You are welcome

Chunks
Chunks are multi word units that behave as if they were single words and typically
consist of short formulaic routines that are stored and receive in their entirety such as
sort of, of course, and you know.

Speech is the basic form of language which means that speech should be emphasized
accurately. Without the degree of accuracy, the speaker could end up in producing
incomprehensible language. In may own opinion, we do not need to turn people into
sounding like a native speaker. But, we do need to get them to be capable of being
understood by the listeners. So, it is important to teach the right English pronunciation
to the students. They can communicate exactly what and how they want to
communicate. Because when we are making an error in producing the words, we will
deal with miscommunication.

Ideational meanings are meanings about phenomena, about things (living and non-
living, abstract and concrete, about goings on (what the things are or do) and the
circumstances surrounding this happenings and doings.

Interpersonal meaning: meaning about roles and relationship, this involves looking at
what kinds of role relations are established through talk, what attitudes interact ants
express to and about each other, what kinds of things they find funny, and how they
negotiate to take turns, etc.

Textual meaning express the relation of language to its environment, including both
the verbal environment- what has been said or written before, and the non-verbal,
situational environment (context).
Session 1

1. There are many theories on communicative competence introduced by different

experts: state only one to explain as clearly as possible.
2. When a language is used to communicate, there are two contexts which encircle it,
context of culture and context of situation. As a teacher of English, what should you
do in connection with this theory?
3. Describe comprehensively each of these following: interpersonal negotiation,
formulaic expressions, speech functions, adjacency pairs, and chuncks.
4. Is teaching pronunciation to the students important? Explain your answer why so/not
so provide examples when necessary.
5. What do you learn about grammatical resources for making ideational, interpersonal
and textual meaning?

Session 2

1. What is the use of control group in experimental research and in what way must a
control group be similar with and different from the experimental?
2. What is meant by comprehensible input in language learning and explain what a
teacher should do to provide it in teaching?
3. What is the difference between “comprehension check “ and “confirmation check” in
negotiated interaction? Provide examples!
4. In classroom interaction turns to talk may be gained or distributed through general
solicit, personal solicit, or students’ self- initiative. Explain each with a clear
example!
5. Ethnographic research is strictly qualitative. Give reasons why you agree or disagree
with this statement.
6. What is your understanding of validity and reliability in qualitative research? Are
they or are they not important, and how are they measured?
7. Action research is divided into cycles. What activities are there in each cycle and how
does one cycle relate with another?

Session 3

1. Zone proximal development (ZPD)(Vygotsky, 1978) is the gray area between the
things the learner can do alone and the things the learner can with help from a more
knowledgeable person or peer group. This gray area encompasses the functions in a
child that have not matured yet, but are in the process of maturing and developing.
By examining a child’s ZPD, we have a window into the child’s immediate future and
his overall state of dynamic development. The larger the ZPD, the more a child will
learn. Explain the practical application of this theory to teaching and learning?

2. Lorin Anderson, a former student of Bloom, revisited the cognitive domain in the
learning taxonomy in the mid-nineties and made some changes, with perhaps the two
 most prominent one being 1) changing the names in the six categories from noun to
verb forms, and 2) slightly rearranging them. This new taxonomy reflects a more
active form of thinking and is perhaps more accurate, as below.
ORIGINAL DOMAIN NEW DOMAIN
Evaluation Creative
Synthesis Evaluating
Analysis Analyzing
Application Applying
Comprehension Understanding
Knowledge Remembering

Explain the difference between Bloom’s original domain and the revised one. How
do you apply the new domain in your classroom teaching and learning process.
3. Character education is the development of knowledge, skills, and abilities that enable
the learner to make informed and responsible choices. It encourages students to think
critically and the act responsibly. Character development provides a foundation upon
which we can build respect for human dignity and create twenty –first-century
schools that will empower students to achieve excellence. In Indonesia, the 2013
curriculum is claimed to be characterized by the introduction of character education.
What factors that support the implementation of character education in Indonesia?
What roblems and what solutions can you propose for the successful implementation
of character education in Indonesia?
4. Chomsky’s theory of language acquisition device ( LAD) hypothesizes that humans
are born with a special biological brain mechanism . This theory supposes that the
ability to learn language is inborn, that nature is more important than nurture and the
experience using language is only necessary in order to activate the LAD. Analyze the
strength and weaknesses of this theory.
5. Constructivism is based on experimental learning through real life experience to
construct and conditionalize knowledge. The purpose in education is to become
creative and innovative through analysis, conceptualizations, and synthesis of prior
experience to create new knowledge. The educator’s role is to mentor the learner
during heuristic problem solving of ill-defined problems by enabling quested learning.
The learning goal is the highest order of learning: heuristic problem solving,
metacognitive knowledge, creativity and originality that may modify existing
knowledge and allow for creation of new knowledge. Explain the practical application
of this theory to English language teaching and learning!

1. Hymes defined communicative competence in term of four dimensions. The first,

systemic potential is knowledge of and ability to use the generative base of
language. The second dimension is appropriateness, defined as knowledge of
language behaviour and its contextual features and the ability to use language
appropriately. The third is occurrence which Hymes defined as knowledge of
whether and to what extent action is taken with language to take such action. The
last dimension is feasibility, which includes knowledge of whether and to what
extent something is possible, and the ability to be practical or feasible. Since its
appearance in applied linguistics, others have attempted to use the concept of
communicative competence, and its underlying theory of language, to construct
frameworks for the design of language curricula and test.
Celce Murcia (1995)
f) Discourse competence
Discourse competence as the core of communicative competence. It
includes not only knowledge of and the ability to use linguistic resources to
create cohesion and coherence in both oral and written texts. It includes also
knowledge of and the ability to use conversations for taking turns, holding on to
the conversational floor interrupting and providing listener feedback cues such
as ‘umm’ and ‘uh huh’. They argued that discourse competence deals with the
selection, sequencing, and arrangement of words, structures, and utterances to
achieve a unified spoken message. They described several sub-areas of
discourse competence, four of which are most important with regard to current
model:
a. cohesion: conventions regarding use of reference (anaphora/cataphora),
substitution/ellipsis, conjunction, and lexical chains.
b. deixis: situational grounding achieved through use of personal pronouns,
spatial terms, temporal terms, and textual terms.
c. coherence: expressing purpose/intent through appropriate content schemata,
managing old and new information, maintaining temporal continuity and other
organizational schemata through conventionally recognized means.
d. generic structure: formal schemata that allow the user to identify an oral
discourse segment as a conversation, narrative, interview, service encounter,
report, lecture, sermon,etc.
g) Linguistic competence
The first competence that giving shaped to discourse competence is
linguistic competence, which consist of the basic elements of the linguistic
system that are used to interpret and construct grammatically accurate utterances
and texts. This also includes knowledge of and ability to use syntax, involving
sentence, patterns, word order, coordination, and subordination and embedding
in addition to morphology, phonology, vocabulary, and orthography. The term
of linguistic competence includes four types of knowledge:
a. phonological: includes both segmentals (vowels, consonants, syllable types)
and suprasegmentals (prominence/stress, intonation, and rhythm).
b. lexical: knowledge of both content words (nouns, verbs, adjectives, adverbs)
and functional words (pronouns, determiners, prepositions, verbal auxiliaries,
etc)
c. morphological: part of speech, grammatical inflections, productive
derivational processes.
 d. syntactic: constituent/phrase structure, word order (both canonical and
marked), basic sentence types, modification, coordination, subordination,
embedding
Linguistic competence is the main focus in teaching English as second
or foreign language in most country around the world. Whereas, to maintain
communication run well, one should know aware with whom and from where
he talks to, so he can use the appropriate strategies in communication. Thus, the
next competence which linked to discourse competence will provide some
component that one should know in maintaining communication that is
sociocultural competence. This comprises the non-linguistic, contextual
knowledge that communicators rely on to understand and contribute to a given
communicative activity. This aspect competence includes knowledge of, ability
to use, the rules, norms and expectations governing the larger social context of
the activity.
h) Sociocultural competence
Sociocultural competence refers to the speaker’s pragmatic knowledge,
i.e. how to express messages appropriately within the overall social and cultural
context of communication. This includes knowledge of language variation with
reference to sociocultural norms of the target language. In fact a social or
cultural blunder can be far more serious than a linguistic error when one
isengaged in oral communication (Celce-Murcia et al: 1995.). Celce-Murcia
argued that the pedagogical challenge lies in the fact that second and foreign
language teachers typically have far greater awareness andknowledge of
linguistics rules than they do of the sociocultural behaviors and expectations
that accompany use of the target language. Based on her perspective, even when
good cultural descriptions are available, it is hard to get learners to change their
native verbal behaviour based on a new set of assumptions.
Further, Celce-Murcia et al (1995: 23-24) described several
sociocultural variables, three of which are most crucial in terms of the current
model.
a. Social contextual factors: the participants’ age, gender, status, social distance
and their relations to each other.
b. Stylistic appropriateness: politeness strategies, a sense of genres and
registers.
c. Cultural factors: background knowledge of the target language group, major
dialects/regional differences, and cross-cultural awareness
She added that the above competencies can be acquired in part through
some knowledge of the life and traditions as well as knowledge of the history
and literature of the target language community. An extended living experience
among members of the target language group is probably the best experience for
language acquisition if the learner has adequate basic preparation in both
linguistic and sociocultural competence coupled with good powers of
observation.
 Both linguistic competence and sociocultural competence are the way
we know which strategy that may proper to communicate and how to form
words into sentences, so we can convey our intention to the hearer
appropriately. Even so, we cannot make a good communication and may cause
the communication fail if we do not know how to convey it well. Thus, the next
component of communicative competence is added by Celce-Murcia et al. in
1995 that is actional competence. Based on Celce-Murcia et al (1995) actional
competence refers to the ability to comprehend and produce all significant
speech acts and speech act sets.
i) Actional competence
Also linked to discourse competence is actional or rhetorical
competence. Celce-Murcia et al. defined this component as the knowledge of
and ability to match actional intent with linguistic form based on the knowledge
of an inventory of verbal schemata that carry illocutionary force. Entailed here,
therefore, is knowing how to use language to do something, to perform certain
functions, such as making promise, giving orders, complaining and so on. It also
involves knowing how to combine individual acts into larger, meaningful sets of
actions to create an appropriate communicative activity such as making a
purchase, setting up an appointment, recounting a story and so on. When
discussing written text, Celce-Murcia et al. prefer the parallel term of rhetorical
competence. This aspect includes knowledge of the speech acts and speech act
sets conventionally associated with particular written grammar.
Celce-Murcia et al, (1995) added that nonverbal or paralinguistic
aspects of oral interactions are also crucial made are rarely treated in the
language classroom. These conventions can overlap with those for
conversational turn-taking; for example an English speaker’s body movements,
in breaths, and eye contact can result in a conversational turn for the person
displaying such non-verbal signals. Hence, all of the differences in
communication should be solved in order to participate in discourse, which is
the main goal in communication. Thus, the final component of Celce-Murcia et
al.’s model isstrategic competence. It includes the knowledge, skills and ability
to resolve communicative difficulties and enhance communicative effectiveness.
j) Strategic competence
According to Oxford (2001:362) as cited by Celce-Murcia et al.
strategies for language learning and use are “specific behaviors or thought
processes that students use to enhance their own L2.” Such behaviors are either
(1) learning strategies or (2) communication strategies). We know that the
learners who can make effective use of strategies (i.e. who have strategic
competence) tend to learn languages better and faster than those who are
strategically inept. There are some terms that should be realized in strategic
competence, there are:
a. cognitive: that is strategy in making use of logic and analysis to help oneself
learn a new languagethrough outlining, summarizing, note taking, organizing
and reviewing material, etc.
 b. metacognitive: this strategy involves planning one’s learning by making time
for homework or for preparation, and engaging in self evaluations of one’s
success on s given task or on one’s overall progress. This is achieved in part
by monitoring and nothing one’s errors, learning from teacher and peer
feedback, etc. Compansationing for missing or partial knowledge by
guessing the meanings of words from context or the grammatical function of
words from formal clues are also aspect of metacognitions.
c. memory-related: that is strategy that help learners recall or retrieve words
through the use of acronyms, images, sounds (rhymes), or other clues.
The other crucial strategies, which are highlighted on Celce-Murcia et
al. (1995: 26-29), are communication strategies; they include the following:
a. achievement: strategies of approximation, circumlocution, codeswitching,
miming, etc.
b. stallingfor time gaining: using phrases like Where was I? Could you repeat
that?
c. self-monitoring: using phrases that allow for self repair. i.e. I mean...
d. interacting: this is strategy that include appeals for help/clarification, that
involve meaning negotiation, or that involve comprehension and
confirmations checks, etc.
e. Social: these strategies involve seeking out native speakers to practice with,
actively looking for opportunities to use the target language.

Is teaching pronunciation to the students important? Explain your answer why

so/not so provide examples when necessary.
Yes, it is, because pronunciation is important aspect in learning and using a language.
When the students learning in classroom context, isn’t usually a major factor that
influences comprehension however, it may be when the students use it in spoken
language. Mispronunciation can make the conversation awkward and make it
misinterpretation. The hearer will not understand what the speaker says. For example,
how can we recognize the word sheet, seed, sit, sight, shed, even sh*t or with, white,
wait without teaching the students the proper pronunciation? Although in our English
classroom, the spoken language is rarely used, but I think it’s a must for us, the
teacher to teach pronunciation considering its importance in communication to avoid
misinterpretation.
In this sense the validity in quantitative research is very specific to the test to
which it is applied – where triangulation methods are used in qualitative research.
Triangulation is typically a strategy (test) for improving the validity and reliability of
research or evaluation of findings. Mathison (1988) elaborates this by saying:
Triangulation has risen an important methodological issue in naturalistic and
qualitative approaches to evaluation [in order to] control bias and establishing valid
propositions because traditional scientific techniques are incompatible with this
alternate epistemology. (p. 13)
Patton (2001) advocates the use of triangulation by stating “triangulation
strengthens a study by combining methods. This can mean using several kinds of
 methods or data, including using both quantitative and qualitative approaches” (p.
247). However, the idea of combining methods has been challenged by Barbour
(1998). She argues while mixing paradigms can be possible but mixing methods
within one paradigm, such as qualitative research, is problematic since each method
within the qualitative paradigm has its own assumption in “terms of theoretical
frameworks we bring to bear on our research” (p. 353). Even though triangulation is
used in quantitative paradigm for confirmation and generalization of a research,
Barbour (1998) does not disregard the notion of triangulation in qualitative paradigm
and she states the need to define triangulation from a qualitative research’s
perspective in each paradigm. For example, in using triangulation of several data
sources in quantitative research, any exception may lead to a disconfirmation of the
hypothesis where exceptions in qualitative research are dealt to modify the theories
and are fruitful.

Context of culture and context of situation are inseparable parts of teaching

languages. Both of them play important part on how a language is used. As language
teacher I should make sure that students not only recognize the words, pronounce
them correctly, but al so to fully comprehend the language. For example when I teach
a certain expression to my students, I have to make sure that they understand, what
word to use, when to use, to whom they speak, and what form of communication
(spoken or written). To do that, I will let the students to deduce the context
themselves and discuss it afterward.

Session 1

6. There are many theories on communicative competence introduced by different

experts: state only one to explain as clearly as possible.
Answer:
Savignon (1972) used the term “communicative competence” to characterize the
ability of classroom language learners to interact with other speakers, to make
meaning, as distinct from their ability to recite dialogs or perform on discrete-point
tests of grammatical knowledge. Savignon (1983) divided communicative
competence into:
1) Grammatical competence refers to sentence-level grammatical forms, the ability
to recognize the lexical, morphological, syntactic, and phonological feature of a
language and to make use of these features to interpret and form words and
sentences.
2) Discourse competence is concerned not with isolated words or phrases but with
the interconnectedness of a series of utterances, written words, and/or phrases to
form a text, a meaningful whole.
 3) Sociocultural competence requires an understanding of the social context in which
language is used: the roles of the participants, the information they share, and the
function of the interaction.
4) Strategic competence refers to a speaker’s ability to adapt their use of verbal and
nonverbal language to compensate for communication problems caused by the
speaker’s lack of understanding of proper grammar use and/or insufficient
knowledge of social behavioral and communication norms.

Celce-Murcia et al. (1995) proposed five interrelated areas of competence:

1) Discourse competence includes not only knowledge of and the ability to use
linguistic resources to create cohesion and coherence in both oral and written texts
but also includes knowledge of and the ability to use conversations for taking
turns, holding on to the conversational floor interrupting and providing listener
feedback cues.
2) Linguistic competence consists of the basic elements of the linguistic system that
are used to interpret and construct grammatically accurate utterances and texts.
This also includes knowledge of and ability to use syntax, involving sentence,
patterns, word order, coordination, and subordination and embedding in addition
to morphology, phonology, vocabulary, and orthography.
3) Sociocultural competence refers to the speaker’s pragmatic knowledge, i.e. how
to express messages appropriately within the overall social and cultural context of
communication.
4) Actional competence is defined as the knowledge of and ability to match actional
intent with linguistic form based on the knowledge of an inventory of verbal
schemata that carry illocutionary force. In other words, actional competence is
knowing how to use language to do something, to perform certain functions, such
as making promise, giving orders, complaining and so on.
5) Strategic competence strategies for language learning and use are “specific
behaviors or thought processes that students use to enhance their own L2.”

7. When a language is used to communicate, there are two contexts which encircle it,
context of culture and context of situation. As a teacher of English, what should you
do in connection with this theory?
Answer:

8. Describe comprehensively each of these following: interpersonal negotiation,

formulaic expressions, speech functions, adjacency pairs, and chunks.
Answer:
6) Interpersonal negotiation
7) Formulaic expressions are some expressions to express greetings, farewell, thanks,
or apologies. These may consist of a single word or of several words acting as a
unit. Here are some examples:
 bye excuse me
goodbye thanks
hello thank you
farewell thanks a lot
hi sorry
so long pardon
Some formulaic expressions express agreement or disagreement with a previous
speaker: yes, yeah, no, okay, right, sure
8) Speech functions is language that we use to communicate with other people
including inviting, offending, or complimenting someone
9) Adjacency pair is a type of turn-taking. It is the smallest unit of conversational
exchange.
10) Chunks are groups of words that can be found together in language. They can be
words that always go together, such as fixed collocations, or that commonly do,
such as certain grammatical structures that follow rules. A listener or reader uses
their knowledge of chunks to help them predict meaning and therefore be able to
process language in real time. Chunks include lexical phrases, set phrases, and
fixed phrases.
Example: ‘utter disaster’, ‘by the way’, ‘at the end of the day’,
‘encourage+someone+infinitive’, ‘dependent+on’
In studies of language acquisition, several words that are customarily used
together in a fixed expression, such as "in my opinion," "to make a long story
short," "How are you?" or "Know what I mean?"

9. Is teaching pronunciation to the students important? Explain your answer why so/not
so provide examples when necessary.
Answer:
According to Goodwin, the goals of teaching pronunciation are to enable learners to
understand and be understood, to build their confidence in entering communicative
situation, and to enable learners to monitor their speech based on the input from the
environment. It is clearly stated that pronunciation is an essential component not only
of learning a language but also of using that language. For that reason pronunciation
is something that is very important to learners especially beginner learners. In
learning foreign language, students sometimes need to feel free to make mistakes and
practice their pronunciation in order to increase their accuracy, but there are also
times when pronunciation must be quickly corrected so that it does not impede the
students' ability to understand and be understood. In a classroom context,
pronunciation may not be a major factor that influences students’ comprehension but
it will be when the learners use the foreign language in society/community. For
example when someone mispronounce the words ‘sheep’ to ‘ship’, the listener
definitely will get wrong meaning of the utterances. In other words, we can say that
the speaker will be misunderstood.
 For that reasons, the value of teaching pronunciation cannot be underestimated.
Besides the difficulty of changing a `bad habit´, early pronunciation instruction helps
students understand how to form sounds that are not found in their mother tongue. In
conclusion, I say that teaching pronunciation is important to the students.

10. What do you learn about grammatical resources for making ideational, interpersonal
and textual meaning?
Answer:
Ideational (experiential and logical) meanings construing Field are realised
lexicogrammatically by the system of Transitivity. This system interprets and
represents our experience of phenomena in the world and in our consciousness by
modelling experiential meanings in terms of participants, processes and
circumstances. Resources for chaining clauses into clause complexes, and for
serialising time by means of tense, address logical meanings.
Interpersonal meanings are realised lexicogrammatically by systems of Mood and
Modality and by the selection of attitudinal lexis. The Mood system is the central
resource establishing and maintaining an ongoing exchange between interactants by
assuming and assigning speech roles such as giving or demanding goods and services
or information.
Textual meaning

Session 2

8. What is the use of control group in experimental research and in what way must a
control group be similar with and different from the experimental?
9. What is meant by comprehensible input in language learning and explain what a
teacher should do to provide it in teaching?
10. What is the difference between “comprehension check” and “confirmation check” in
negotiated interaction? Provide examples!
11. In classroom interaction turns to talk may be gained or distributed through general
solicit, personal solicit, or students’ self- initiative. Explain each with a clear
example!
12. Ethnographic research is strictly qualitative. Give reasons why you agree or disagree
with this statement.
13. What is your understanding of validity and reliability in qualitative research? Are they
or are they not important, and how are they measured?
14. Action research is divided into cycles. What activities are there in each cycle and how
does one cycle relate with another?
15. Random sampling is said to be the best technique to be used in drawing a sample or a
population because it gives an equal chance to each subject to be selected. State
whether you agree or disagree with the above statement and give your reason!
16. A researcher will usually have to try out the tests or other research instruments before
s/he can use them to collect data. Discuss why it is necessary, how should the
researcher conduct the try-out, and what should s/he do with the try out result?
Session 3

6. Zone proximal development (ZPD)(Vygotsky, 1978) is the gray area between the
things the learner can do alone and the things the learner can with help from a more
knowledgeable person or peer group. This gray area encompasses the functions in a
child that have not matured yet, but are in the process of maturing and developing. By
examining a child’s ZPD, we have a window into the child’s immediate future and his
overall state of dynamic development. The larger the ZPD, the more a child will learn.
Explain the practical application of this theory to teaching and learning?
Answer:
Vygotsky’s theory emphasizes on the importance of interaction with peers as an
effective way of developing skills and strategies. In this case, he suggest that teachers
use cooperative learning in order to help the less competent students develop with the
assistance of more skillful peers. Vygotsky believed that when a student is provided
the appropriate assistance will give the student enough of a "boost" to achieve the
task. Besides that, Vygotsky also suggested teachers to use scaffolding. Once the
student, with the benefit of scaffolding, masters the task, the scaffolding can then be
removed and the student will then be able to complete the task again on his own.
For example, a teacher initially provides scaffolding for students by coaching them
step-by-step in constructing narrative text. Next, teacher can slowly remove the
scaffolding by only providing outlines or brief descriptions of how to proceed.
Finally, students would be expected to develop and construct their narrative text
independently.

7. Lorin Anderson, a former student of Bloom, revisited the cognitive domain in the
learning taxonomy in the mid-nineties and made some changes, with perhaps the two
most prominent one being 1) changing the names in the six categories from noun to
verb forms, and 2) slightly rearranging them. This new taxonomy reflects a more
active form of thinking and is perhaps more accurate, as below.
ORIGINAL DOMAIN NEW DOMAIN
Evaluation Creative
Synthesis Evaluating
Analysis Analyzing
Application Applying
Comprehension Understanding
Knowledge Remembering
Explain the difference between Bloom’s original domain and the revised one. How do
you apply the new domain in your classroom teaching and learning process.
8. Character education is the development of knowledge, skills, and abilities that enable
the learner to make informed and responsible choices. It encourages students to think
critically and the act responsibly. Character development provides a foundation upon
which we can build respect for human dignity and create twenty –first-century schools
that will empower students to achieve excellence. In Indonesia, the 2013 curriculum is
claimed to be characterized by the introduction of character education. What factors
that support the implementation of character education in Indonesia? What problems
 and what solutions can you propose for the successful implementation of character
education in Indonesia?
9. Chomsky’s theory of language acquisition device (LAD) hypothesizes that humans
are born with a special biological brain mechanism. This theory supposes that the
ability to learn language is inborn, that nature is more important than nurture and the
experience using language is only necessary in order to activate the LAD. Analyze the
strength and weaknesses of this theory.
Answer:
The strength:
A learner cannot memorize all the possible different language and grammar
combinations that he learns through the environment. The LAD helps the learner to
generalize rules and make his own creative use of the language. A child will resist
using an irregular form because of over-generalizing, and he will create his own form
of a word according to the rules that he has internalized. And these rules don’t
necessarily conform to adult grammar rules which include many exceptions. By
applying these internalized and generalized rules, a child is able to acquire a language
at a fast pace.
The weaknesses:
It demands the existence of the Language Acquisition Device (LAD), its existence is
difficult to prove and is immeasurable. This theory also doesn’t take into account
different kinds of learners, just ideal learners with ideal grammar. The environment
plays a minor role in this theory, so it doesn’t take into account the social aspect of the
learner.

10. Constructivism is based on experimental learning through real life experience to

construct and conditionalize knowledge. The purpose in education is to become
creative and innovative through analysis, conceptualizations, and synthesis of prior
experience to create new knowledge. The educator’s role is to mentor the learner
during heuristic problem solving of ill-defined problems by enabling quested learning.
The learning goal is the highest order of learning: heuristic problem solving,
metacognitive knowledge, creativity and originality that may modify existing
knowledge and allow for creation of new knowledge. Explain the practical application
of this theory to English language teaching and learning!
Answer:
Groups of students are discussing a problem in physics. Though the teacher knows the
"answer" to the problem, she focuses on helping students restate their questions in
useful ways. She prompts each student to reflect on and examine his or her current
knowledge. When one of the students comes up with the relevant concept, the teacher
seizes upon it, and indicates to the group that this might be a fruitful avenue for them
to explore. They design and perform relevant experiments. Afterward, the students
and teacher talk about what they have learned, and how their observations and
experiments helped (or did not help) them to better understand the concept.

11. Consider the following views on language:

  Language is seen as an arbitrary, vocal symbol which permit all people in a given
culture, or other people who have learned the system of that culture, to
communicate or interact (Finocchiaro, 1964).
 Systemic Functional (SF) theory vies language as a social semiotic a resource
people use to accomplish their purpose by expressing meaning in context
(Halliday, 2004).
Compare these two views and what are their implications for the English language
teaching?

Session 2

In classroom interaction turns to talk may be gained or distributed through general

solicit, personal solicit, or students’ self- initiative. Explain each with a clear
example!
- General solicit means the teacher give the questions for general students without
selecting any student. For example “Have you done your homework?”
- Personal solicit means the teacher select a student to answer the question given.
For example “Alex, did you study last night?”
- Students’ self initiative means the students initiate to ask give comment about the
teacher’s talk. Example “Sir, may I ask something?”

Ethnographic research is strictly qualitative. Give reasons why you agree or disagree
with this statement.
Ethnographic research is one of qualitative research, but it is not strictly qualitative.
Because in techniques of collecting data, it is also possible use quantitative
techniques.

What is the use of control group in experimental research and in what way must a
control group be similar with and different from the experimental?
The use of control group in experimental research is to compare between
experimental group. So in doing the research, the experimental group will get the
program or intervention, but for control group just run like usual.

Random sampling is said to be best technique to be used in drawing a sample

population because it gives an equal chance to each subject to be selected state
whether you agree or disagree with the above statement and give your reasons.
In my opinion, Random sampling is best technique to draw a sample population.
Because it gives an equal chance to each subject. But this reason for the condition that
researcher knews little about the population. If the researcher knew more, so she/ he
 can use different sampling technique like stratified random sampling, which helps to
account for the differences between the population (age, race, gender, etc)

What is your understanding of validity and reliability in qualitative research? Are they
or are they not important, and how are they measured?
According to Paton (2001), validity and reliability are two factors which any
qualitative researcher should be concerned about while designing a study, analyzing
results and judging the quality of the study. Validity and reliability are not important
for qualitative research, while Credibility, Neutrality or Confirmability, Consistency
or Dependability and Applicability or Transferability are to be the essential criteria for
quality (Lincoln & Guba, 1985). And to measure validity and reliability in qualitative
research by using triangulation.

A researcher will usually have to try out the tests or other research instruments before
she/he can use them to collect data. Discuss why it is necessary, how should the
researcher conduct the try-out and what should she/ he do with the try-out results?
Trying out the tests or other research instrument is necessary to get appropriate
instrument and to know which instrument that is too complicated. It also can be
categorized as a pilot study.
The procedures:
- Administered the instrument as same as the study
- Ask the subjects for feedbacks and difficult questions
- Record the time taken
- Discard all unnecessary or ambiguity of the instruments
- Assess whether each questions give adequate response
- Check all questions
- Revise, if possible

The zone of proximal development (ZPD) has been defined as "the distance between the
actual developmental level as determined by independent problem solving and the level of
potential development as determined through problem solving under adult guidance, or in
collaboration with more capable peers" (Vygotsky, 1978, p86).

Lev Vygotsky views interaction with peers as an effective way of developing skills and
strategies. He suggests that teachers use cooperative learning exercises where less competent
children develop with help from more skillful peers - within the zone of proximal
development.

Vygotsky believed that when a student is at the ZPD for a particular task, providing the
appropriate assistance will give the student enough of a "boost" to achieve the task.

The ZPD has become synonymous in the literature with the term scaffolding. However, it is
important to note that Vygotsky never used this term in his writing, and it was introduced by
Wood et al. (1976). Once the student, with the benefit of scaffolding, masters the task, the
scaffolding can then be removed and the student will then be able to complete the task again
on his own.