Language Description

Language Descripstions

Have six main stage of development

1. Classical or traditional grammar
2. Structural linguistics
3. Transformational generative (TG) grammar
4. Functional/notional grammar
5. Discourse(rhetorical) analysis

• Classical or traditional grammar

These decriptions were based on an analysis of the role played by each word in the sentence. Language were described in this way becouse the classical languages were case-based languages where the gramatical function of each word in the sentence was made apparent by the use of appropriate inflections. Thus the form of a word would change according to whether it was a subject, object, indirect object and so on. The prestige of the old classical language ensured the survival of this form of description even after english had lost most of its case markers and become a largely word-order based language.

• Structural linguistics

In a structural description the grammar of the language is described in terms of syntagmatic structures which carry the fundamental propositions (statement, interrogative, negative, imperative, etc) and notions (time, number, genders etc). By varying the word within these structural frameworks, sentence with different meaning can be generated. This method of linguistic analysis led in english language teaching to the development of the substitution tabel as a typical means of explaining grammatical patterns.

• Transformational Generative (TG) grammar

Chomsky argured that the structural description was too superficial, becouse it only described the surface structure of the language and thus could not explain relationships of meaning which were quite clearly there, but which were not realised in the surface structure.

Language variation and register analysis

The concept of language variation gave rise to the type of ESP which was based on register analysis. If language varies according to context, it was argured, then it should be possible to identify the kind of language associated with a specific context, such as an area of kowledge (legal english ; social english ; medical english ; bussines english ; scientific english etc), or an area of use (technical manuals, academic texts, business meeting, advertisements, doctor-patient communication etc).

• Functional/notional grammar

The second major offshoot of work into language as communication which has influenced ESP has been the functional/notional cocept of language descriptions. The terms ‘functional’ and ‘notional’ are easly and frequenty confused. There is, however, a difference. Functions are concerned with social behaviour and represent the intention of the spreaker or writer, for example, advising, warning threatening, describing etc.they can be approximately equated with the communicative acts that are carried out thought language. Notions on the other hand, reflects the way in which the human mind thinks. They are the categories into which the mind and thereby language divides reality , for example time, frequently, duration, gender, number, location, quantity, quality etc.

• Discourse (rhetorical) analysis

Till this point language had been viewed in term of the sentence. Now the emphasis move to looking at how meaning is generated between sentences. This was a logical development of the functional/notional view language of language which had shown that there is more the meaning than just the word in the sentence. The context of sentence is also important in creating the meaning.

How to make RPP

Rencana Pelaksanaan Pembelajaran

Sekolah                       : SMAN 1 Pangkalan Lampam

Mata pelajaran             : Bahasa Inggris

Kelas/Semester            : X/Ganjil

Standar Kompetensi   : Menulis

1. Mengungkapkan makna dalam teks tulis fungsional pendek dan esei sederhana berbentuk Recount, Narrative, dan Procedure dalam konteks kehidupan sehari-hari

Kompetensi Dasar       :

1. Mengungkapkan makna dalam bentuk teks tulis fungsional pendek (misalnya pengumuman, iklan, undangan dll.) resmi dan tak resmi dengan menggunakan ragam bahasa tulis secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari

Indikator                     :

1. Mengidentifikasi struktur teks Job Vacancy
2. Menentukan struktur teks Job Vacancy\
3. Mengoperasikan teks Job vacancy
4. Menjawab sejumlah pertanyaan teks Job Vacancy
5. Merancang Teks Job Vacancy

Alokasi waktu             : 2x45 menit

• Tujuan Pembelajaran

Setelah selesai melakukan kegiatan pembelajaran, siswa dapat :

1. Mengidentifikasi struktur teks Job Vacancy
2. Menentukan struktur teks Job Vacancy
3. Mengoperasikan teks Job vacancy
4. Menjawab sejumlah pertanyaan teks Job Vacancy
5. Merancang Teks Job Vacancy 

• Materi Pembelajaran

·         Fakta : Kegunaannya Job vacancy untuk kehidupan sehari-hari

·         Konsep : Pengertian Job vacancy

·         Prinsip : Pengenalan tentang  job vacancy

·         Prosedur : Opening, content, closing.

•  Metode pembelajaran

·         Tanya Jawab

·         Ceramah

• Langkah-Langkah Kegiatan Pembelajaran

a.       Pendahuluan

ü  Apersepsi        : Mengaitkan pelajaran yang akan dilakukan dengan meteri sebelumnya, dan Mengingat kembali pelajaran dengan bertanya, mengajukaan pertanyaan yang berkaitan dengan materi ajar.

Teknik Apersepsi Gerak badan
Contoh : Guru :" kalau Bu Guru mengucapkan 1, lompat ke kanan, kalau mengucapkan 2, lompat ke kiri

ü  Motivasi          : Memberikan gambaran tentang manfaat mempelajari pelajaran yang akan dipelajari,apabila materi ini dikuasi dengan baik, maka peserta didik diharapkan dapat menjelaskan tentang: fungsi, manfaat serta struktur yang tepat dalam proses pembuatan job vacancy.

b.      Kegiatan Inti

1.      Siswa melihat dan membaca mind mapping yang ditunjukkan guru di papan tulis.

2.      Siswa mendengarkan penjelasan guru tentang Job vacancy menggunakan metode mind mapping

3.      Siswa  melihat dan membaca struktur dan contoh dari Job vacancy yg diberikan guru di papan tulis

4.      Siswa mulai belajar cara menempatkan Job vacansy beserta kegunaannya

5.      Siswa menjawab pertanyaan yang diberikan guru

6.      Siswa menulis Job vacancy dengan tema yang berbeda dengan menggunakan kalimat yang tepat

c.       Penutup

1.      Penilaian

2.      Siswa memberikan pertanyaanentang apa yang belum dimengerti

3.      Siswa di berikan kesimpulan

4.      Siswa diberikan pekerjaan rumah

•  Sumber dan Bahan Belajar

1.      Buku Paket Sekolah

2.      Website/situs resmi

Media & alat

1.      Laptop

2.      Proyektor

3.      Papan tulis

4.      Alat tulis

5.      Handout

• Penilaian

1. Tertulis

Writing-Reading Facilities E-tools

Getting English Language Learnings to Improve and Focus On Their Literacy Skills.

         This section focuses on instructional technologies that can be used to help ELLs improve their literacy skills. Such as

WIKIS

Wikis is a server program that allows users to collaborate in forming the content of a Web site. The term comes from the word "wikiwiki," which means "fast" in the Hawaiian language.
A wiki provides a simplified interface. It is not necessary to know HTML. At any time, contributors can review the history of the page they are working on or preview the Web page before publishing it.
A wiki Web site operates on a principle of collaborative trust. The simplest wiki programs allow users to create and edit content. More advanced wikis have a management component that allow a designated person to accept or reject changes. The best known example of a wiki Web site is Wikipedia.
Wikis promote student-centered teaching in that student themselves have control over what is written and what stays on the wiki pages. Students can incorporate links to other websites or use pictures and other grapics to spruce up what they have written.

Blogs

Blogs is a personal online journal that is frequently updated and intended for general public consumption. Blogs are defined by their format: a series of entries posted to a single page in reverse-chronological order.Blogs generally represent the personality of the author or reflect the purpose of the Web site that hosts the blog. Topics sometimes include brief philosophical musings, commentary on Internet and other social issues, and links to other sites the author favors, especially those that support a point being made on a post.
There are blog search engines and many different types of blogs are named for the way content is delivered such as :

• Vlog
• Linklog
• Skecthblog
• Photoblog or photo log (Flog)

Teacher can do searches on these websites to find a partner classroom in the country where the target language is spoken. This activity can be a semester-long project with different chains activities. Basically, students are given topics to focus on, such as special holidays, activities, traditions and customs, and share their ideas and experiences.

Webquest

A WebQuest is an inquiry-oriented lesson format in which most or all the information that learners work with comes from the web. These can be created using various programs, including a simple word processing document that includes links to websites.

• WebQuests are activities, using Internet resources, which encourage students to use higher order thinking skills to solve a real messy problem. WebQuests are a sub-set of Problem-Based Learning (PBL).
• Teachers around the world are making WebQuests for their own classes as well as to share. 
• Students of all ages and grades can use WebQuests. 
• Most, if not all, of the information used in WebQuests is drawn from the Internet
• Students are provided with online resources and are asked to use this information constructively to solve the presented problem rather than just cutting and pasting material into an assignment or project.
• By eliminating the need to search or hunt for information the student is given more time to analyse, criticise and assess the information they find.
• WebQuests are inquiry-oriented activities designed to make the most of the student's time.
• Most schools cannot afford the time or resources required to allow students to search the Internet without a clear purpose in mind, and there is doubtful educational benefit in doing so. WebQuests allow students to use the Internet without the arduous task of filtering through the mountains of information contained within it. Teachers have done this work already
• Great WebQuests direct students to not only search for information but to debate, discuss or defend a particular stance with classmates.

ICT For English Literary

Stages of Language Development
Have a two point, Language Acquisition and Language Instructions, What is that?

• Language Acquisition is the process by which humans acquire the capacity to perceive and comprehend language, as well as to produce and use words and sentences to communicate. Language acquisition usually refers to first-language acquisition, which studies infants' acquisition of their native language and
• Language Instructions (memperoleh bahasa) is the process by which humans learn to acquire a language, either through schools or courses.

Process Of Learning English as L2

• The process of acquiring or producing language is very regular and systematic (Pienemann, 2007)
• The stages in language acquisition cannot be changed. The learners will acquire new language structures only when they are cognitively and psycologically ready (Krashen, 1981; Pienemann;2007)

Stages of L2 Development (Krashen & Terrell, 1983)

1. Pre-production Stages :This is the silent period. English language learners may have up to 500 words in their receptive vocabulary but they are not yet speaking. Some students will, however, repeat every thing you say. 
2. Early Production Stages :This stage may last up to six months and students will develop a receptive and active vocabulary of about 1000 words. During this stage, students can usually speak in one- or two-word phrases. They can use short language chunks that have been memorized although these chunks may not always be used correctly
3. Speech Emmergence Stages :Students have developed a vocabulary of about 3,000 words and can communicate with simple phrases and sentences
4. Intermediete Fluency :English language learners at the intermediate fluency stage have a vocabulary of 6000 active words. They are beginning to use more complex sentences when speaking and writing and are willing to express opinions and share their thoughts.

English Language (Cummin, 1981)

BICS vs CALP

          BICS stands for Basic Interpersonal Communication Skills and consists of those language skills that allow students to communicate everyday social contexts, such as at home or while spending time with a group of friends (Díaz-Rico & Weed (2006). Since BICS is context embedded (understanding and meaning are provided in the situation due to continuous feedback between participants), English Language Learners tend to develop it within two years; much more quickly than CALP.

          CALP stands for Cognitive Academic Language Proficiency and can be thought of as academic, or school, language. It consists of more “abstract and decontextualized” (Díaz-Rico & Weed, 2010) ideas and requires higher-order thinking skills from the student. Because of a lack of context clues that CALP provides, it can take up to five years for English Language Learners to develop.

Cummin's Quadrant

It is designed for aiding thinking when designing learning for children with English as an additional language (EAL), but as is often the case with good practice designed for minority groups, I think it is actually good practice for all learners. It has certainly help to plan lessons that draw learners in and make the abstract relevant and engaging.

Cummins splits learning into four quadrants of activity. The vertical scale moves from Cognitively un-demanding tasks, those which the learners find easy, to cognitively demanding tasks, which they will find hard. The horizontal moves from tasks with a high context, for instance using material or content the learners will find familiar and relate to, to abstract concepts which are much more challenging to relate to real experience, but are often the ‘Objectives’ that have been defined for them to learn.

For example

ICT for English Literary

Technology in the Classroom

• the use of technology in language teaching is increasing rapidly
• infusing the technology into language teaching has been around for decades

Rationales Why ICT importantis important in English Language Teaching

• The ease of access
• Provide authentic materials
• The use of english in a technological media
• Provide the access to the abundances of ready-made ELT materials
• Can be a facility that connect the learners one to another
• Provide the teacher with a resource book
• Offer the students a new way to practice their language skillsand access the performance
• Technological is mobile can be accessed everywhere

Attitude to the use of technology

• Techno geeks
• Technophobe
• Digital native
• Digital Immigrant

Negative attitude toward the use of ICT

• Lack of confidence
• Lack of facilities
• Lack of training

How to start infusing Technology

• One computer/laptop / notebook
• Internet connection
• Web browser/Search Engine
• A printer

Principles of Effective Teaching and Learning for English Language Learnes

• Know who your learners are-their language background, their language proficiency, their experiential background
• Identify the desired learning outcomes of teaching and learning
• Maintain and make explicit the same learning outcomes for all the learners
• Begin with the context embedded tasks which make abstract concrete
• Provide the opportunities for authentic language use by focussing on using academic language by the teacher
• Balance between receptive and productive language
• administer the monitoring and evaluation during the process of teaching and learning

The of English Language Learning and What to Expect

This article will discuss about the process of learning English and what will be expected of the learning process.

• Give English Language Learning many opportunities to read, to write, to listen to, and to discuss oral and written english texts expressed in a variety of ways.

there is much research to suggest that both the discussion of texts and production of texts are important practices in the development of content-area literacy and learning.

For english language learning this means that opportunities to create, discuss, share, revise, and edit a variety of texts will help them develop content-area understanding and also recognition and familiarity with the types of texts found in particular content areas.

The importance of classroom talk in conjunction with learning from and creating texts cannot be underestimated in the development of academic literacy in english language learning.

• Draw Attention to patterns of English Language Structure

For Example. if we or child want to ride a bike, we or child needs to actually practice riding the bike. Sometimes, training wheels are fitted to the back of the bike to help the young child maintain his or her balance.

Above of examples we can already recognize how How Good Teaching Learning Process of English in a way slowly accordance with they levels.

• Give ELLs Classroom time to use their english productively

1. By using  language with other, english language learners will obtain a richer language contributions from those around them.
2. ELLs will be forced to pay attention to the structure of language they listen to,
3. ELLs will be able to test out their language assumtions and confirm them through the types of language input they receive
4. ELLs can better internalize their current language knowledge,
5. by engagingin interaction, ELLs can work towards better discourse fluency,
6. ELLs will be able to find space to develop their own linguistic style and voice.

• Give ELLs opportunities to notice their errors and to correct their English

For Example

Student : The heart hits blood to se body

Teacher : The heart pumps blood to the body

from these examples, we can see how we justify what is wrong in our students

in a very simple and does not require emotion by way of tender and directly to errors

• Construct Activities That Maximize opportunities for ELLs to interact with order in English

This principle requires teachers to design activities to build make learning become favored by students for example : by adding games in the learning process so that students are not saturated.

I'm really appreciete if you have comment, see you next articles and thank you.