WRITING FOR ACADEMIC PURPOSE AN ESSAY

English Teaching Process

BY ADHA RITNASIH GRIYANI 07420236 5F

ENGLISH EDUCATION DEPARMENT FACULTY OF LANGUAGES AND ART EDUCATION IKIP PGRI SEMARANG 2009

Outlining:
Theme Title : Learning and Teaching Process : English Teaching Process

I. Introduction
General Statement English Teaching process has three components. Thesis Statement There are the teaching acts of presenting and explaining new material; providing practice; and testing. It is one of the things that should be faced by the teacher in learning and teaching process. It becomes teachers job to promote these learning processes

II. Body Teaching process

1. presentation and explanation In the first stage, to appear the materials in learning, the teachers job is giving presentation and explanation. a. First job is student able to perceive and understand the teachers presentation b. Second job is making it clear the presentation. c. Third job is making its new material comprehensible. Effective presentation (presentation and explanation) 1. First, they will need Attention 2. Second, the teacher has to know the perception of each student 3. The next one is understands

4. Finally, the students need to take the material into short-term memory Explanations and instructions (presentation and explanation) 1. give explicit descriptions or definitions of concepts processes 2. giving instruction a. The firstly experience is in teaching b. The secondly is discussion 3. the guidelines on giving effective explanation and presentations a. The first guideline is prepared b. The second guideline is full attention in the class c. The third guideline is presenting the information more than once d. The fourth guideline is being brief e. The fifth guideline is illustrate with example f. The sixth guideline is getting feedback 2. Practice activities a. Firstly, the function of practice The process of learning a skill by means of a course of instruction What are three-stage processes in skill learning? b. Secondly, the characteristic of effective language practice. First of all is validity Pre-learning Volume Success-orientation Teacher assistance Interesting 3. Tests a. What are tests for?

b. Why do we take a test? Inquiry Critical reflection Reservation Implication for testing Formal and informal testing Elicitation technique 1. questions and answer 2. true or false 3. multiple-choice 4. gap-feeling and completion 5. matching 6. dictation 7. cloze 8. transformation 9. rewriting 10. translation 11. essay 12. monologue

c. How to take tests?

III. CONCLUSION
The conclusion in teaching process can be divided into three parts. There is presentation and explanation, practice activities, and test. Those are useful to the teacher in teaching their students and reach the purpose of study; the student will more intensively get attention and feedback from the teacher if they know deeply the process of teaching.

English Teaching process

English Teaching process is one of the things that should be faced by the teacher in learning and teaching process. The process of teaching is a complex thing with many other subjects. These subjects will be broken down into three components for purpose of study. The three components are the teaching acts of presenting and explaining new material; providing practice; and testing. It will be used as a process in teaching English. The processes are presenting, practicing, and testing. It becomes teachers job to promote these learning processes by the use of appropriate teaching acts, with using these processes in the classroom. Thus are presented in the following units not as exclusive source of student learning, nor as representing a grid linear classroom routine, but rather as simplified but comprehensive categories that enable useful study of basic teaching acts. In the first stage, to appear the materials in learning, the teachers job is effective presentations and explanations. The teachers presentation is very important to the students. The students need to be able to perceive and understand the teachers presentation. The students will get something new from the teacher in learning English. They will get a new text, a new word, and something new about how to perform a task. As a result, the teachers job is making easy that something new to the students become easy to understand. Instead, the teachers job is not only easier the lesson but also has ability to make it clear their presentation. Sometimes the students will get difficult to understand the lesson and it becomes the teachers problem because between one student and others students have different abilities.

The next job is making its new material comprehensible. The students may absorb new material unconsciously, or semi-consciously. Thats why; the teacher must make it clear and easy. Effective presentation in front of the class must has excellent than the other. So, what will the teacher do when they are active presentation? First, they will need Attention. To get their attention, the teacher must prepare the material well; focus on the students attention and the material to be learnt, and aware that something is coming that they need to take in. Then the teacher needs to make sure that the students are in fact attending; it helps if the target material is perceived as interesting in itself. Second, the teacher has to know the perception of each student. The students must see or hear the target material clearly. This means not only making sure that the material is clearly visible or audible in first place. It also usually means repeating it in order to give added opportunities, reinforce, and perception. As a result, it helps the teacher to get the students response in order to check their ability in the class accurately included repetition, for example, or writing. The next one is understands. The students understand the meaning of the material being introduced by the teacher, and its connection with other things they already know. So, the teacher may need to illustrate, make links with previously learnt material, and explain (discussion). A response from the learners, again, can give the teacher valuable feedback on how well the students understood. Finally, the students need to take the material into short-term memory. The aim of shortterm memory is make it easy to remember it. The teacher can use visual, aural, and kinesthetic input. Because some students remember better if the material is self, others its heard, and the others if it is associated with physical environment. These should ideally all be utilized within a good presentation. If a lengthy explanation has taken place, it helps also to finish with a brief restatement of the main point. Then the teacher will get the impact of it.

Secondly, in the presentation and explanation is giving explanations and instructions. When introducing new material the teacher often need also to give explicit descriptions or definitions of concepts processes, and whether the teacher can or cannot explain such new ideas clearly to their students may make crucial difference to the success failure of a lesson. One particular kind of explanation that is very important in teaching is instruction: the directions that are given to introduce a learning task which entails some measure of independent student activity. The task below is based on the experience of giving instructions, and the following guidelines on effective explaining may be studied in the light of this experience. Alternatively, the guidelines may be studied on theirs and tried out in teachers teaching. In teaching and learning English process, giving instructions to the students is divided into two parts. The firstly the teacher must think about experience. If the teacher is currently teaching, notice carefully how the teachers give instruction for a group or pair work activity in the class, and note down immediately afterwards what the teacher did, while the even is still fresh in the teacher memory. Better, but not always feasible ask a colleague to observe you and take notes. Alternatively, within a group of colleagues each participant chooses an activity and prepares instruction on how to do it. The activity may be a game which you know how to play but others do not, a process (how to prepare certain dish, how to mend or build something), or a classroom procedure. Two or three volunteer participant they actually give the instructions, and in practical the group goes not to start performing the activity. The secondly is discussion. Read the guidelines on giving effective explanations laid out below. Think about or discuss them with colleagues, relating them to the actual instruction in given in first stage. On giving effective presentation and explanation, the teacher must know how to do it in order to go run well. Thats why the teacher must know the guidelines on giving effective explanation and presentations. The first guideline is prepared. The teacher may feel

perfectly clear in their own mind about what needs clarifying, and therefore think that can you improvise a clear explanation. But the experiences show that teachers explanations are often not as clear to their students as they are to himself! It is worth preparing: thinking for a while about the words that you will use, the illustrations you will provide, and so on. The second guideline is making sure that the classs have full attention. In ongoing language practice the students attention may sometimes stray; they can usually make up what they have lost later. But if the teachers are explaining something essential, they must attend. This may be the only chance they have to get some vital information; if they mist bits, they may find themselves in difficulties later. One of this implications of this when giving instructions for a group-work task is that is advisable to give the instructions before you divide the class groups or give out materials, not after! Once they are in groups, the students attention will be naturally directed to each other rather that you; if they have written or pictorial material in their hands, the temptations will be to look at it, which may also distract. The third guideline is presenting the information more than once. A repetition or paraphrase of the necessary information may make all the difference: the students attention wanders occasionally, and it important to give them more than one chance to understand what they have to do. Also, it helps to re-present the information in a different mode: for example, say it and also write it up on the board. The fourth guideline is being brief. The students in fact, all of them have only a limited attention span; they cannot listen to you for very long at maximum concentration. Make the teachers explanation as brief as they can, compatible with clarity. This means thinking fairly carefully about what you can, or should, omit, as much as about what you should include! In some situations it may also using the students tongue. As a more accessible and cost-effective alternative to the sometimes lengthy and difficult targetlanguage explanation.

The fifth guideline is illustrating with example. Very often a careful theoretical explanation only comes together for an audience when made real through an example or preferable several. You may explain, for instance, meaning of a word, illustrating your explanation with example of its use in various context, relating these as far as possible to the students on lives and experiences. Similarly, when giving the instruction for an activity, it often helps to do a dry run: an actual demonstration of the activity yourself with a volunteer student before inviting learners to tackle the task on their own. The last guideline is getting feedback. When the teacher have finished explaining, check with your class that their understood. It is not enough just to ask do you understand?; the students will sometimes say they did even if in fact did not, out of politeness or unwillingness to lose face, or because they think they know what they have to do, but have in fact completely misunderstood! It is better to ask them to do something that will show their understanding: to paraphrase in their own words, or provide further illustrations of their own. In the second stage in teaching English process is Practice Activities. Practice activities can be improved our skill, behavior, and performance in learning and teaching process. Characteristics of good practice are usually carried out through procedures like exercises and activities in the class. The techniques of practice consist of some aspects of language like spelling, grammar, and vocabulary. Firstly, we must know what the functions of practice are. Practice can be roughly defined as the rehearsal of certain behaviors with the objective consolidating learning and improving performance. Language the student can benefit being told, and understanding, facts about the language only up into a point: ultimately, they have acquire an intuitive, automat zed language which will enable ready and fluent comprehension and selfexpressions. And such knowledge the normally brought about through consolidation of learning through practice.

The process of learning a skill by means of a course of instruction has been defined as a three-stage process. At the first the bit of the skill to be learnt may be focused on and defined in words verbalized as well as demonstrated. The teacher then gets the learners to demonstrate the target behavior, while monitoring their performance. Finally they take the set of behaviors they have mastered and begin to improve on their own, through further active activity. What are three-stage processes in skill learning? The first stage is verbalization that the teacher describes and demonstrates the skilled behavior to be learned; learners perceive and understand. The second stage is automatization that the teacher suggests exercises, learners, practice skill in order to acquire facility, automatize; teacher monitors. And the last stage is autonomy that learners continue to use skill on their own, becoming proficient and creative. Secondly, in English teaching process that should we know is a characteristic of effective language practice. Practice is usually carried out through procedures called exercise or activities. The latter term usually implies rather more learners activity and initiative than the former, but there is a large area of overlap. Exercise and activity, of course relate to any aspect of language like grammatical structure, listening, speaking, reading or writing. What is the characteristic of effective language practice? First of all is validity. The activity should activate learners primarily in the skill or material its purports to practice. This is an obvious principle that is surprisingly often violated. Validity does not necessarily imply that the language should be used for some kind of replication of reallife communication. Second characteristic is pre-learning. The leaner should have a good preliminary grasp of the language they are required to practice, though they may only be able to produce or understand it slowly and after thought. If they are required to do a practice activity based

on something they have not yet begun to learn, they will not be able to do it at all, or will produce unsuccessful responses. Third characteristic is volume. The more language the learners actually engage with during the activity, the more practice in they will get roughly speaking. If the lesson available for the activity is seen as a container, then should be filled which as much volume of language as possible. Fourth characteristic is success orientation. We consolidate learning by doing things right on the whole. Continued in accurate or unacceptable performance result only in fossilization of mistakes and general discouragement. It is therefore important to select, design an administer practice activities in such away that the learners are likely to succeed in doing the task. Success, incidentally, does not necessary perfection. A class engages successfully with language practice in groups, where mistakes do occasionally occur, but most of the utterances are acceptable and large volume to practices achieved. Fifth characteristic is teacher assistance. Having proposed the activity and given clear instruction is the main function of the teachers. They help the learners to do it successfully. They assist them; increase their chances of success and the effectiveness of the practice activity as a whole. Such assistance may take the form of allowing plenty to think, of making the answer easier through giving hint and guiding questions in the classroom making you available to answer questions. Last character is interest. It is little challenge in the language work it self because of its success orientation and if there is a lot of repetition of target form (volume), then there is certainly danger that the practice might be boring. And boredom is not only an unpleasant feeling in it self. It also leads to inattention, low interaction and ultimately less learning. The last stage is tests. What are tests for? A test may be defined as an activity whose main purpose is to convey how well the tester knows or can do something. This is a contrast to practice, whose main purpose sheer learning. Learning may of course result

from a test, just as feedback or knowledge may be one of the spin-offs of practice activities. It is often conventionally assumed that tests are mostly used for assessment; the test gives a score which is assumed to define the level of knowledge of the tester. An additional reason, why do we take a test? The first reason is inquiry. Its activity likes think about and write down the main reasons why you (would) test in the language classroom. Ask one or two experienced teachers what their main reasons are; and then ask some learners if they think being tested is helpful or important and if so why. The second reason is critical reflection. These are the main reason why the teachers test in the classroom not necessarily in order to importance. From here the teacher knows a lot about where the students are the moment, to help decide what to teach next. The third reason is reservation. As a by product of the investigation and thinking up to now, you have probably come some convincing reasons for not testing like the tension and negative feeling tests cause learners, for example, or the fact that they are very timeconsuming. Note down all such reasons you can think of before moving on to the summary suggested in the next stage. The forth reason is giving information. Tests are able to give the student information about what they know, so that they also have an awareness of what they need to learn or review. Another way, we should know about some steps how to take tests? The test presented here is of conventional type in which you answer a paper of given questions in writing within a limited time, in silence, in the classroom. And the material you will be tested on consists of concepts associated with testing itself. First step is preparation. Prepare for the test by learning the material you will be tested on. First of all the test consists the theoretical concept like validity, reliability, and washback. Second, the distinction between achievement and proficiency test, diagnostic

and prognostic test, discrete-point and integrative test, and subjective and objective test. Third, the form types of test item like multiple choice or cloze. Second step is doing the test. The teacher should to know what the student is ready to test. Explain them about duration of time what the test will take the time. And the instruction on the test must clearly. Third step is checking. After the student finished their work then ask for them to collect their answer. Check the answer against those given in the source that have prepared before in the literature or see the brief answer in the notes. Forth step is reflection and discussion reflecting on the test experience that have just had and perhaps on the other test experiences, ask for your student to think about and discuss its question. The last step is implications for teaching. After we have just experienced a test from the point of view of a tester, and discussed that experience. Returning the role of teacher, go through we answer to each of the question and think about how they might effect the way we would or should test in the classroom. In addition, we should know what the test types? The types divide into two classifications. Firstly, formal and informal testing, the test in the classroom may be the conventional type exemplified in the previous unite, where the tester is told in advance what they need to know, what the criteria are for success, and so on. But they may also be informal a homework assignment may in fact function as a test if the teachers main aim in giving it is to find out whether the learners have learned some language point or not; questions asked during the routine give and take of classroom interaction may serve the same purpose, as may some textbook exercises. Secondly, the elicitation techniques divided into twelve parts. First part is questions and answer. These can be used to test almost anything. The more question is simple question,

very often following reading, or as part an interview, may require short or long answer. The easier item will be to mark. It is fairly easy to compose and grade-ended questions; more open, though-provoking ones and more difficult, but may actually test better. Second part is true or false question. A statement is given which is to be marked true or false. This also is given as question, in which case the answer is yes or no. This not directly test writing or speaking abilities, only listening or reading. It may be used to test aspects of language such as vocabulary, grammar, content of a reading or listening passage. It is fairly easy to design; it is also easy to administer, whether orally or in writing, and to mark. Third part is multiple-choice. This might be used for the same testing purpose as true/false items; it does test rather more thoroughly since it offer more optional answer and is obviously very easy to mark. The question consists of a stem and number of options (usually four), from which the testee has to select the right one. Another important problem is that good multiple-choice questions are surprisingly difficult to design, they often ambiguous, or with no clear right answer, or with their solution overobvious. They are approached with caution. Fourth part is gap-feling and completion. The testee has to complete a sentence by feeling a gap or adding something. A gap may not be signaled by blank or dash; the word to be inserted may or may not be given or hinted at. This usually tests grammar or vocabulary, as in the example. Fifth part is matching. The testee is faced with two groups of words; phrases or sentences; each item in the first group has to be linked to a different item in the second. This usually test in vocabulary, and is rather awkward to administer orally; those it is best presented written the board or on the paper, though responses may be either oral or in writing.

Sixth part is dictation. The tester dictates a passage or set of words; the testee written them down. These mainly test in spelling, perhaps punctuation, and perhaps surprisingly on the face of it, listening comprehension: people can only usually write words down accurately from dictation if they understand them. Seventh part is cloze. Words omitted from a passage regular intervals. Usually the first two or thee lines are given with no gaps. The tests (intensive) are reading spelling, and to some extent knowledge of vocabulary and grammar. It can be adapted to target specific language item, by for example, omitting all the verbs. Eighth part is transformation. A sentence is given; the testee has to change it according to some given instruction. This item is relatively easy to design, administer and mark, but its validity may be suspect. It tests the ability of the testee to transform grammatical structures, which is not the same as testing grammar. Ninth part is rewriting. A sentence is given; the testee its rewrites it, incorporating a given change of expression but reserving the basic meaning. The tests the same sort of thing as transformation, but it is likely to reflect more through knowledge of the target items, since involve paraphrasing the entire meaning of a sentence rather than transforming a particular item. Tenth part is translation. The testee is asked to translate expression, sentences or entire passages to or from the target language. A technique which, at the time of writing, is for various reasons rather unpopular, but in my opinion undeservedly so. Eleventh part is essay. The testee is given a topic and asked to write an essay of a specific length. This is good general writing. It is relatively to provide a topic and tell the class to write an essay about it but marking it extremely difficult and time-consuming. Twelfth part is monologue. The testee is given a topic or question and asked to speak about it for a minute or two. This test is oral fluency in long-turns, something not

everyone can do in their mother tongue. It also tests knowledge of pronunciation, grammar and vocabulary. The conclusion in teaching process can be divided into three parts. There is presentation and explanation, practice activities, and test. The teachers presentation is very important to the students. The students need to be able to perceive and understand the teachers presentation. Then the practice activities can be improved our skill, behavior, and performance in learning and teaching process. Characteristics of good practice are usually carried out through procedures like exercises and activities in the class. And the last is tests. A test may be defined as an activity whose main purpose is to convey how well the tester knows or can do something. This is a contrast to practice, whose main purpose sheer learning. Learning may of course result from a test, just as feedback or knowledge may be one of the spin-offs of practice activities. It is often conventionally assumed that tests are mostly used for assessment; the test gives a score which is assumed to define the level of knowledge of the tester. Those are useful to the teacher in teaching their students and reach the purpose of study; the student will more intensively get attention and feedback from the teacher.

IV. REFERENCE
Brown, H. Douglas. 2004. Language Assessment Principal and Classroom Practice. America: Person Education Inc. OMalley, J. M. and Chamot, A. U. 1990 Learning Strategies in Second Language Acquisition, Cambridge: Cambridge University Press. Oshima, Alice and Ann Houge. 2006. Writing Academic English. USA: Parson Longman. http://en.wikipedia.org/wiki/TOEFL http://www.englishclub.com/esl-exams/ets-toefl.htm http://www.ets.org