Rusnadi, S.Pd.I., M.Pd.I., M.

A
English Department of Tarbiyah and Teachers’ Training Faculty
Antasari State Islamic University Banjarmasin
e-mail: rusnadi@uin-antasari.ac.id
Phone/WA: +62 821 5463 6777

THE TEST FOR TEFL I

Name : Hairi Ismatullah Semester/Year : 4/2020

Student’s No : 180101030032 Score Achieved :

1. What do you know about the following terms and concepts? Please explain briefly! (25
points)
a. Approach
b. Method
c. Technique
d. Communicative competence
e. Curriculum design
f. Syllabus design
g. Lesson Plan

Answer :
- Approach
Approach is a teacher's perspective on teaching and learning. The basic thing in teaching
language is a theoretical view of what language is, and how it can be learned. An
approach brings up a method, a way of teaching, even class activities or techniques to
help students learn.

- Method
Methods are the principles and the ways used by teachers to enable students to learn and
understand the subject of the material that given to them. These strategies are
determined by the type of subject matter to be taught and also the attitude /
characteristics of students in the class to be taught

- Technique
Techniques can be defined as skills that you have gained with experience and apply
them at teaching. Techniques can also be referred to as methodologies or skills that
teachers use when teaching in class. Personalized teaching techniques that can't be
taught, people can get it by the experience.

- Communicative competence
Communicative competence refers to a learner's ability to use language to communicate
successfully and correctly. Communicative competence means having a “competence to
communicate”. This competence can be oral, written or even nonverbal. It is an inclusive
term that refers to possessing the knowledge of the language as well as the skill to use
the language in real life situations for fulfilling communicative needs. Language,
according to many researchers, is a means of communication, and it comprises four main
skills; vis, listening, speaking, reading and writing. To acquire these language skills, one
needs not only to learn grammatical rules but to practice such skills till he gets used to all
of them.
 Rusnadi, S.Pd.I., M.Pd.I., M.A
English Department of Tarbiyah and Teachers’ Training Faculty
Antasari State Islamic University Banjarmasin
e-mail: rusnadi@uin-antasari.ac.id
Phone/WA: +62 821 5463 6777
- Curriculum design
Curriculum design is a term used to describe the purposeful, deliberate, and systematic
organization of curriculum within a class or course. In other words, it is a way for
teachers to plan instruction. When teachers design curriculum, they identify what will be
done, who will do it, and what schedule to follow

- Syllabus Design
A syllabus is a basic contract between the instructor and students, laying out the
responsibilities and expectations on both sides. It’s also a road map that shows the
general contours of the course, important milestones, and the landmarks that will let
students know they’re on the right way.

- Lesson Plan
A lesson plan is a teacher's detailed description of the course of instruction or "learning
trajectory" for a lesson. A daily lesson plan is developed by a teacher to guide class
learning. Details will vary depending on the preference of the teacher, subject being
covered, and the needs of the students.
2. According to Brown (2007), there are 12 principles which should be considered by
EFL/ESL teachers in ELT. Please mention and explain 5 of those principles briefly! (20
points)
Answer :

1. Self Confidence
The essence of all learning is one's belief in his ability to complete tasks. While self-
confidence can be linked to the Ego Language Principle above, it goes further in
emphasizing the importance of student self-assessment, regardless of the level of
language-ego involvement. Simply put, we are saying : “Learner’s belief that they
indeed are fully capable of accomplishing a task is at least partially a factor in thier
eventual success in attaning the task”.

2. Risk-Taking
The third affective principle that is interrelated with the last two is the importance of
making students take calculated risks in efforts to use language - both productively and
receptively. The two previous principles, if satisfied, lay the foundation for risk taking.
If students recognize the fragility of their own egos and develop a strong belief that, yes,
they can, they are ready to take the necessary risks. They are ready to try their newly
acquired language, use it for meaningful purposes, to ask questions, and to assert
themselves.

3. The Language Culture-Connection

Language and culture are intricately interrelated. Every time you learn a language,
you will also learn something about the culture of the speakers of that language. This
principle focuses on the complex interrelationship between language and culture.
 Rusnadi, S.Pd.I., M.Pd.I., M.A
English Department of Tarbiyah and Teachers’ Training Faculty
Antasari State Islamic University Banjarmasin
e-mail: rusnadi@uin-antasari.ac.id
Phone/WA: +62 821 5463 6777
4. The Native Language Effect
It almost goes without saying that the learner's native language is a very significant
factor in the acquisition of a new language. Most of the time, we regard the native
language as using a disturbing effect on the target language, and inducing appcar docs
the safest and observable effect to be one of the interference (see PLIT, Chapter 8). The
majority of students 'mistakes in producing a second language, especially at the initial
level, stems from students' assumptions that the target language operates like a native
language.

5. Interlanguage
Just as children devote their native language gradually, systematic stagcs, adults also
manifest systematic progress in the acquisition of sounds and words and the structure
and features of discourse (sce PLIT, Chapter 8). The Interlanguage Principle tells us:
“Second language learners tend to go through a process of systematic or quasi-
systematic development as they develop into full competence in the target language.
Successful inter-language development is partly the result of utilizing feedback from
others”.

3. After post-methods era, there are some approaches developed in ELT such as content-
based approach, literature-based approach, and experiential and negotiated learning.
According to you, please explain the basic idea of why each of this approach is
developed! (15 points)
a. Content-based approach:
b. Literature-based approach:
c. Experiential and negotiated learning:

Answer :

a) Content-Based Approach
Content based information (CBI) is a powerful innovation in acquiring & enhancing a
language. This program is specially designed for the adult mind to learn English for their
success in career, social, love & personal lives. It is combination of Content Based
Instruction & Theme Based Learning to help ESL students. The integration of language &
content teaching is perceived by the European Commission as “an excellent way of
making progress in a foreign language”. CBI effectively increases learners’ English
language proficiency & teachers them the skills necessary for the success in various
professions. With participate more fully in an increasingly complex academic & social
environment.

b) Literature-Based Approach
Literature promotes cultural and intercultural awareness (Van, 2009) especially in the era
of globalization (Tayebipour, 2009). In the era of globalization, there is a growing concern
of universally shared needs and wants rather than individual needs. Since literature
deals with universal concepts (Maley, 1989s), there in an urge to rab on literature as an
input source for flourishing language learners’ competence. According to Maley (1989s),
 Rusnadi, S.Pd.I., M.Pd.I., M.A
English Department of Tarbiyah and Teachers’ Training Faculty
Antasari State Islamic University Banjarmasin
e-mail: rusnadi@uin-antasari.ac.id
Phone/WA: +62 821 5463 6777
literature deals with universal concepts such as love, hatred, death, nature, and etc that
are common all languages and cultures. The similarities and even differences between
cultures and language can further our understanding of the whole world.

c) Experiential and Negotiated Learning

Legutke and Thomas (1991) note that it was not until the mid 1970s that language
teachers realized the rich potential of project promoting meaningful interaction and
seriously began implementing this approach in the language classroom. Project work
optimizes every dimension of Ixahonnen’s (1992) experiential education model in term of
it is view of learning, power relations, teacher and learner roles, view of knowledge,
view of curriculum, learning experiences, control of process, motivation, and evaluation

4. What should you do as an EFL teacher, if you have to teach a group of 20 EFL students,
aged between 13 – 17 with intermediate level of English proficiency, and they want to
develop their speaking and listening skills, while the school wants them to have
reading and writing skills. Explain how you can design a syllabus to accommodate the
needs of the students and the institution, include the methods and techniques you would
like to use and why you would do that. (20 points).
Answer :
If I'm in a condition where my students want to develop their speaking and listening
skills, the school wants me to help them develop their reading and writing skills. So in
this case what I'm going to do is compile a syllabus that has 60% development of
speaking and listening skills and reading and writing skills by 40%. I make it like this
because in language learning I cannot rule out the desires of students, because by
paying attention to their desires will make their learning desires even more. But also I
can not ignore the desires of the school which certainly has a certain reason. I just think
that no matter how good the desires of the school are, it should always be prioritized by
the students' desire to develop their abilities, because then learning will be more
effective and of course other abilities will slowly follow the development of other
abilities.
The method I will use is focused on the audio-lingual method. I chose this method
because it was in accordance with the syllabus I made above, but in this teaching I not
only used ALM but used other methods such as the Direct Method that was in line with
the desires of the school. Both of these methods will be the main focus in teaching
without forgetting the use of other methods. ALM is very by the desires of students who
want to develop speaking and listening skills, and the techniques in ALM that I will
certainly use are Backward Build-Up Drill, repetition Drill, Chain Drill, Single-Slot
substitution Drill, Multiple-Slot substitution Drill, Transformation Drill , Question-And-
Answer Drill, Complete The Dialog, Grammar Game. Depending on the situation,
techniques will be used in learning. Likewise in the Direct Method method, the
techniques I will generally use are reading aloud, question and answer exercises, getting
students to self-correct, conversation practice, fill-in-the-blanks, dictation, and map
drawing. By focusing on both methods, I think I can accommodate the desires of both
students and schools.
 Rusnadi, S.Pd.I., M.Pd.I., M.A
English Department of Tarbiyah and Teachers’ Training Faculty
Antasari State Islamic University Banjarmasin
e-mail: rusnadi@uin-antasari.ac.id
Phone/WA: +62 821 5463 6777
5. If you are teaching in an intensive English program like Center for Language
Development (PPB), or other type of university EFL/ESL program, how are textbook
chosen, what consideration would you take, and how will you involve the teachers
input into the selection process? Please explain briefly! (20 points)
Answer :
“No one textbook is the best for all situation”
In the efl / esl program, of course many things will be taught, how can all these
needs be met? The most suitable answer is to use adopt and adapt. Because by using
these two things, the needs can be met.
The consideration I will do is conformity with the applicable curriculum, I as a
teacher who uses the book, students as targets, and the situation and condition of the
school. The applicable curriculum will certainly affect the learning to be carried out, by
choosing books that are in accordance with the curriculum, learning will not deviate
from the goals set by the government. My second consideration is that as a teacher who
teaches, not all books are suitable for a particular teacher because they have different
teaching styles, so the selection of books that suits the instructor will make it easier to
teach learning to students. Students as the target of learning become further
considerations, what needs are needed by students, the book must adjust it so that
learning will be a good synergy for the learning atmosphere. The situation and
condition of the school is of course a further consideration because not all books can be
used in certain places for various reasons, if the situation and condition of the school do
not support the learning will be ineffective so that the quality of learning will decrease.
In selecting and making learning books that are most close to the goal has a lot to do,
then the cooperation of various parties, especially from teachers who teach, of course
must be done because then the most ideal book for learning will be created from this
collaboration.