TEFL II

 IRWANDI, S.S.,M.Pd.
TASK
 A. INDIVIDUAL TASK
 RESUME (WEEKLY TASK)
1.
 II. DESIGN TEACHING MATERIAL (USING ESA
MODEL: STRAIGHT ARROW AND PATCWORK
MODEL)
 III.REVIEW 5 INTERNATIONAL JOURNALS
RELATED TO YOUR THESIS
B. GROUP
I. MAKING A PRESENTATION (USING POWER POINT)
II. MAKING A MINI PAPER (MIN. 6 PAGES, SPACE: 1 1/5)
 A BASIC METHODOLOGICAL MODEL
FOR TEACHING RECEPTIVE AND
PRODUCTIVE SKILLS
A Basic Methodological Model For Teaching Receptive Skills

TYPE 1 TASKS

T directs SS T Directs T Directs

Lead-in comprehension read/listen
feedback text-related
task for task
task

T directs
comprehension
task

TYPE (1) 2 SS read/listen for

TASKS task

T
Directs
feedback
A Basic Methodological Model For Teaching Productive
Skills

SS have all the

information
they need

T Sets the T Monitor T Gives task

Lead-in Task related
task the task feedback
follow-up

T sets the
task

T Monitor
the tas

T gives task
feedback
 ESA TEACHING MODEL
JEREMY HARMER (1998)
E S A MODEL
E Engage
S Study

A Activate
 E S A MODEL
 Engage students’ attention. Teacher
activates students’ background
knowledge.
-Bottom Up (Vocabulary, Grammar,
Pronunciation)
-Top Down (Learner’s experience)
 Study the language and how it is
constructed, vocabulary, and
pronunciation.Teacher explains these
E S A MODEL 1: STRAIGHT ARROW

E SA

Engage Study Activate

ESA MODEL
MODEL 2: BOOMERANG MODEL
MODEL 3
PATCHWORK MODEL

1
EAAS
ASEA 6 4
(etc)
Engage Study Activate
3
5 2

7
TUGAS INDIVIDU
 MAKE AN INSTRUCTIONAL DESIGN
BASED ON STRAIGHT ARROW MODEL
AND PATCHWORK MODEL.YOU MUST
ATTACH THE FOLLOWING DOCUMENTS:
1. LESSON PLAN WHICH DESCRIBES THE
SEQUENCE IN THE MODEL.
2. TEACHING MATERIAL (TEXTBOOK FOR
SMP/SMA STUDENTS)
LESSON PLAN FOR STRAIGHT ARROW
 LEARNING OBJECTIVE:
 TIME: 90’

NUM./ TEACHER ACTIVITY STUDENTS

TIME ACTIVITY
1 (15’) ENGANGE

II (60’) STUDY

III ACTIVATE
Scenario: Habitual Action
(AFFIRMATIVE SENTENCE)
 ESA 1
 Engage:
[] Guru menampilkan sederetan gambar tentang aktivitas
yang beragam. Misal: Tono swims in the river on Saturdays.
[] Guru meminta siswa untuk memikirkan 6 kegiatan yang
menjadi kebiasaan mereka sehari-hari.
[] Guru meminta siswa membuat kalimat sesuai contoh
untuk 6 jenis kegiatan itu. Misal: I pray Shubuh in the
mosque every morning. I get breakfast with my parents
every morning. I go to the school by renting motorcycle
every morning.
[] Guru meminta masing-masing siswa menceritakan 6
kegiatan harian mereka.
HABITUAL ACTION (affirmative
sentence dan interrogative sentence)
 ENGAGE:
-Guru menampilkan sebuah tabel tentang aktivitas
harian.Contoh:
Day Time Activity
Sunday 05.00-05.30 Pray Shubuh

 Guru meminta siswa untuk mengisi tabel di atas sesuai

contoh.
 Guru memberikan contoh kalimat bertanya tentang
aktivitas seseorang: dan cara menjawab: What do you do
at 5 o’clock in the morning? [] I pray Shubuh.
 Guru meminta siswa menanyakan kepada 9 orang yang
memiliki perbedaan aktivitas dengan dirinya.
 I
LEARNERS AND LEARNING,
CLASSROOMS AND CONTEXT
 HOW LANGUAGES ARE LEARNED?

• Comprehensible
INTAKE
• Meaningful • PRODUCING
• Providing out-of- • The way of LANGUAGE
processing input.
class resources
• Assimilating
language to their
INPUT interlanguage system.
OUTPUT
 THE ROLE OF INTERACTION IN
THE CLASSROOM
 PRODUCING COMPREHENSIBLE INPUT
Learners need practice in producing
comprehensible input using all the language
resources they have already acquired.
 LEARNERS HAVE EXPERIENCE FOR
THE NEGOTIATION OF MEANING
Negotiation of meaning aims at making output
more comprehensible.
ACCURACY AND FLUENCY:
GIVING EACH ITS PLACE
Fluency
 The ability to produce written and / or spoken
language with ease.
 Speak with a good but not necessarily perfect
command of intonation, vocabulary and grammar.
 Communicate ideas effectively.
 Produce continuous speech without causing
comprehension difficulties or a breakdown in
communication.
Accuracy

 Ability to produce grammatically correct sentences

 May not include the ability to speak or write fluently.
Self-Assessment

 The amount of emphasis you put on accuracy or fluency

depends on your students
 Tourism?
 Translation?
FOUR SKILLS

 Reading
• Intensive vs. Extensive
 Listening
• Intensive vs. Extensive
 Writing
• Process vs. Free
 Speaking
• Planned vs. Spontaneous
THE ROLE OF ERROR
 MANAGING LEANERS’ ERROR

 1. Errors are reflections of a learner’s

stage of interlanguage development.
 2. Correction is an expected role for the
teacher especially in many foreign
language situation, where there is little
exposure to English.
 3.Teacher must choose the strategy for
correction. –See Hedge (2000:290).
 II
THE COMMUNICATIVE CLASSROOM
 THE CONCEPT OF COMMUNICATIVE
LANGUAGE ABILITY

 KNOWLEDGE OF LANGUAGE FORM

AND THE ABILITY TO PUT THAT
KNOWLEDGE TO USE IN
COMMUNICATION.
DISTINCTIVE TERM:
 Chomsky (1965)
COMPETENCE PERFORMANCE
The speaker-hearer’s The way people use
knowledge of the that linguistic
language. knowledge when
communicating in
concrete situation
THE COMPONENTS OF COMMUNICATIVE
LANGUAGE ABILITY (See Hedge, page:56)

LINGUISTICS
COMPETENCE

FLUENCY PRAGMATIC
COMPETENCE

STRATEGIC DISCOURSE
COMPETENCE COMPETENCE
 THE COMPONENTS OF COMMUNICATIVE
LANGUAGE ABILITY
COMMUNICATIVE LANGUAGE IMPLICATION FOR LEARNERS
ABILITY
1-ACHIEVING ACCURACY IN THE
LINGUISTIC COMPETENCE GRAMMATICAL FORMS OF
LANGUAGE.

2-ACHIEVING ACCURACY IN THE

PRONOUNCIATION (SEGMENTAL AND
SUPRA SEGMENTAL SOUND).

3-CONSTRUCTING A RANGE OF
VOCABULARY.

4-ACHIEVING ACCURACY IN WORD

FORMATION.

5-LEARNING THE SCRIPT AND

SPELLING RULES.
PRAGMATIC COMPETENCE

LEARNING RELATIONSHIP BETWEEN

GRAMMATICAL FORMS AND FUNCTIONS

USING STRESS AND INTONATION TO

EXPRESS ATTITUDE AND EMOTION.

LEARNING THE SCALE OF FORMALITY.

SELECTING LANGUAGE FORMS

APPROPRIATE TO TOPIC, LISTENER, ETC.
PRAGMATIC COMPETENCE: THE CONTEXT
OF USE PRESENT PROGRESSIVE
Jack : Hello, Mary, it’s Jack here. Can I
speak to Albert, please?
Marry: Hi, Jack. Albert’s working in the
garage at the moment. Can I get
him to call you back?
Jack : Sure. Thanks.
A NUMBER FUNCTIONS OF
PRESENT PROGRESSIVE

 He’s coming up the steps.

 I’m leaving in five minutes.

 Mary is always complaining.

DISCOURSE COMPETENCE

ORAL
DISCOURSE

WRITTEN
DISCOURSE
ORAL DISCOURSE
 1-INITIATING AND CLOSING
CONVERSATION/DIALOGUE.

 2-TAKING LONGER TURNS.

WRITTEN DISCOURSE/TEXTUAL
COMPETENCE
 1. APPRECIATING AND PRODUCING
CONTEXTUALIZED WRITTEN TEXTS IN A
VARIETY OF GENRES.
Description of process [] Cause-effect
[] Comparison
 2-USING COHESIVE DEVICES IN READING

AND WRITING TEXTS.

 3- COMPREHENDING AUTHENTIC TEXT.
STRATEGIC COMPETENCE
 1. USING ACHIEVEMENT STRATEGIES.
 2. USING REDUCTION STRATEGIES.

See Hedge (2000:52-53)

THE IMPLICATIONS FOR THE
COMMUNICATIVE CLASSROOM
 FOCUS ON THE MEANING (MESSAGE) AND NOT
ON THE FORM (MEDIUM).
 DETERMINING LEARNER’S NEED.
 LEADING LEARNERS TO BE ABLE TO NEGOTIATE
MEANING.
 LEADING LEARNERS TO PRACTICE AND DEVELOP
STRATEGIC COMPETENCE.
 TEACHER INTERVENTION TO CORRECT SHOULD
BE MINIMAL.
THE TYPOLOGY OF
COMMUNICATIVE ACTIVITIES
INFORMATION-GAP
ACTIVITY

REASONING-GAP
ACTIVITY

OPINION-GAP ACITIVITY
INFORMATION GAP-ACTIVITY

Transferring a given information

from one person to another
Example:
A student has a part of total information (for
example an incomplete picture) and
attempts to convey it verbally to the other.
 REASONING-GAP ACTIVITY

DERIVING SOME NEW INFORMATION

FROM GIVEN INFORMATION THROUGH
PROCESSES OF INFERENCE,
DEDUCTION, PRACTICAL REASONING,
OR A PERCEPTION OF RELATIONSHIP.
OPINION-GAP ACTIVITY
 Identifying and articulating a
personal preference, feeling, or
attitude in response to a given
situatuion.
SPECIAL TASK FOR TOPIC II
 Review two or three English language
textbooks used in Senior High School
and investigate the components of
communicative language ability they
give leaners for learning English.
 Attach the material that you find from
the textbook.
TOPICS, SITUATIONS,
NOTIONS, AND FUNCTIONS
COMBINING DIFFERENT KINDS OF
LANGUAGE SEGEMENT

TOPICS
SITUATIONS
NOTIONS
FUNCTIONS
 Model of Coordinating
Different Language Categories
SITUATION TOPIC NOTION FUNCTION GRAMMAR/ VOCABULARY
(SETTING) (CONCEPT (COMMUNICATIVE ACT/ Sample of
/ TINDAKAN Sentence
IDEA) KOMUNIKASI)

Example: ROAD TIME Describing an Past Tense road, car,

ACCIDENT
Reporting an (PAST action/Narrating drive, etc.
Accident TIME) an event (Words related
to street scene
or accident)
SHOPPING BUYING Request Making request Modals Clothes, size,
CLOTHES
(would, adjective of
could, colour size, etc
might)
PLANNING A TRAVELLING Emotion Expressing of Interrogative ?
HOLIDAY (agree/ Opinion Sentence in
disagree) Present Tense
SPECIAL TASK
Analyzing Coordinating
Different Language Categories in English
Textbooks Used in Senior High School
 Review an English language textbook used in
Senior High School and investigate
Situation/Topic, Notion, Function, Grammar,
Vocabulary it gives leaners for learning English.
 Classify them in a table.
 Write a short comment on it.
 Attach the material that you find from the
textbook.
CONTEXT
 (What we say, Who says it, Why we say
it, When we say it, and How we say it)
TEACHING GRAMMAR
 WHAT IS GRAMMAR?
 PRESCRIPTIVE GRAMMAR
Rule-based grammars specifying what
people should say and write.
 DESCRIPTIVE GRAMMAR
Grammars based on what people actually
say and write as opposed to what they
should say and write (prescriptive grammar)
 THE ROLE OF GRAMMAR IN
ENGLISH LANGUAGE TEACHING

ANTI-GRAMMAR MOVEMENT
Grammar can be acquired naturally
VS

PROPONENTS OF TEACHING GRAMMAR

Grammar is taught communicatively
THE PROCESS OF LEARNING GRAMMAR
 LEARNING HOW TO LEARN GRAMMAR

4
AUTOMATIZING

3
STRUCTURING
2 AND
REASONING RESTRUCTURING
1 AND
NOTICING HYPOTHESIZING
 NOTICING

 Learners notice items of language

and the relationship between
form and meaning interpreted.
 NOTICING
FOCUS ON FORM
Communication comes first, and focus
on form comes second
CONSCIOUSNESS-RAISING
Learners are made aware of the target grammatical
item through discovery-oriented tasks (Learners
are not required to produce the target structure).
 REASONING AND HYPOTHESIZING
 REASONING DEDUCTIVELY
Learners apply rules they already know to
working out the meaning of what they hear
or to the formulation of what they want to
say.
 REASONING INDUCTIVELY
Learners get the principles or the rule after
being presented the samples of language.
 REASONING AND HYPOTHESIZING
 Analyzing Contrastively
Learners may compare their first and
second language.
 Translating

 Transferring
 STRUCTURING AND RESTRUCTURING

 Learners work out new rules

(STRUCTURING) and restructure as they
move on to another stage of
development (RESTRUCTURING).
AUTOMATIZING

 The learners can achieve regular

and consistent responses in
conversation to a certain type of
input.
PRINCIPLES FOR TEACHING GRAMMAR
 3 PRINCIPLES
FOR TEACHING GRAMMAR
INTEGRATE BOTH INDUCTIVE AND DEDUCTIVE METHODS INTO YOUR TEACHING

DEDUCTIVE PROCEDURE INDUCTIVE PROCEDURE

USE TASKS THAT MAKE CLEAR THE RELATIONHSIP BETWEEN GRAMMATICAL

FORM AND COMMUNICATIVE FUNCTION
GRAMMATICAL FORM COMMUNICATIVE CONTEXTS

FOCUS ON THE DEVELOPMENT OF PROCEDURAL RATHER THAN

DECLARATIVE KNOWLEDGE
PROCEDURAL KNOWLEDGE
(USE THE KNOWLEDGE FOR COMMUNICATION)
TYPES OF GRAMMAR PRACTICE:
FROM ACCURACY TO FLUENCY
 FROM ACCURACY TO FLUENCY
 AWARENESS
 CONTROLLED DRILLS
 MEANINGFUL DRILLS
 GUIDED AND MEANINGFUL DRILLS
 STRUCTURE-BASED FREE SENTENCE
COMPOSITION
 STRUCTURE –BASED DISCOURSE COMPOSITION
 FREE DISCOURSE
TASK
 DESIGN A TEACHING PROCEDURE FOR
TEACHING A GRAMMATICAL ITEMS BY
APPYING THE PRINCIPLES OF TEACHING
GRAMMAR.
 USE ESA MODEL TO FACILITATE YOUR
TEACHING PROCEDURE.
Reading: Extensive

 Reading for overall understanding

 Longer piece of text
 Worry less about individual words and sentences
 Get caught up in flow of ideas

Jim Scrivener, Learning Teaching. Heinemann, 1994, p. 152-3.

Reading: Intensive

Short sections or sentences

 When we need to understand information in detail
Discussion
1.The Nature of Listening
1. Listening is an active, purposeful process of
making sense of what is heard.
2. In listening, the listener does not listen the words,
but listen to the meaning behind the words. Meaning
is something that is constructed by listeners based
on a number of different knowledge sources.
Knowledge sources: Knowledge of language, of context,
and general background knowledge.
2.Background to Teaching
Listening

1. The Audiolingual Method

2. The Communicative Language
Teaching }
Listening is seen as a major source of
comprehensible input.
3. The Problems in Listening Process

•Trouble with sounds

•Have to understand every word
•Clustering
• Reduced Forms
•Rate of Delivery
•Stress, Rhythm, and Intonation
•Interaction
.Uncertainties of confidence
.Uncertainties because gaps
in the message
.Uncertain strategies
.Uncertainties of language
.Uncertainties of content
.Visual uncertainties
4.The Skills of Listening Comprehension

•Listening for specific

information
•Listening for gist information
•Listening between the lines
(Inference Task)
 Microskills of Listening Comprehension

•Recognize English stress patterns, words in

stressed and unstressed positions.
•Recognize grammatical word classes (nouns,
verbs, etc), system (tense, agreement,
pluralization), and rules.
•Recognize the communicative functions of
utterance, according to situations, participants,
and goals. Etc (Read more: Brown, 2003)
5. The Principles for Teaching
Listening
•Exposing students to different ways of
processing information
(Bottom-up vs top-down)
•Expose different types of listening
•Teach a variety of tasks
•Consider text, difficulty, and authenticity
•Teach listening strategies
6. Classroom
Listening Activities

1. Reactive 2. Intensive
3. Responsive 4. Selective
5. Extensive 6. Interactive
7.Extensive and Intensive Listening
Listening

Intensive vs. Extensive Listening

 Intensive listening:
• Instructions
 Extensive listening:
• A movie
• A conversation
 Process Writing
 Teacher doesn’t just assign a writing topic and
receive the finished product for correction with
no intervention in the writing process itself.
 The process is as (or more) important than the
product
 Students plan, write, rewrite, edit individually and
in groups with teacher supervision

Stanley, G. “Approaches to process writing”. Teaching English. British Council,

BBC. http://www.teachingenglish.org.uk/think/write/process_write.shtml
Freewriting
 Not just for brainstorming
 Practice for decreasing students’ inhibitions about
writing
 Allow them to increase written fluency
 Reassure students continually that whatever they write
is OK
 BUT must keep writing..write as much as possible

Gretchen Jude (1999). Freewriting for fun and fluency.

http://langue.hyper.chubu.ac.jp/jalt/pub/tlt/99/jul/sh_jude.html
Now you try it….
 Theme: The best class I ever had

 Rules:
• Don’t erase
• Don’t stop writing
A Basic Methodological Model For Teaching Productive
Skills

SS have all the

information
they need

T Sets the T Monitor T Gives task

Lead-in Task related
task the task feedback
follow-up

T sets the
task

T Monitor
the task

T gives task
feedback
PRINCIPLES FOR TEACHING
SPEAKING
1. BE AWARE OF DIFFERENCES BETWEEN
SECOND LANGUAGE AND FOREIGN
LANGUAGE LEARNING CONTEXTS

 A Foreign Language (FL) context is one

where the target language is not the language of
communication in the society.

 A Second Language (SL) context is one

where the target language is the language of
communication in the society.
 2. GIVE LEARNERS PRACTICE
WITH BOTH FLUENCY AND
ACCURACY.
 Fluency: “concerns the learner’s capacity
to produce language in real time without
undue pausing or hesitation.”
 Accuracy: “how well language is produced
in relation to the rule system of the target
language.”
3. PROVIDE OPPURTINITIES FOR
LEARNERS TO TALK NY USING GROUP
WORK OR PAIR WORK, AND LIMITING
TEACHER TALK.
 4. PLAN SPEAKING TASKS THAT INVOLVE
NEGOTIATION FOR MEANING
-By asking for clarification, repetition, or
explanation during conversation.

 5.DESIGN CLASSROOM ACTIVITIES THAT

INVOLVE GUIDANCE AND PRACTICE IN
BOTH TRANSACTIONAL AND
INTERACTIONAL SPEAKING.
 INTERACTIONAL
TASK BASED METHOD
Task-based methods

 Recommend fluency activities first

 Then follow up with accuracy activities

 Accuracy in Tasks
Whenever learners are involved in communication they are
concerned with accuracy…
In spontaneous communication -- little time to reflect on the
language they produce.
If given time to prepare, there will be more accuracy

Dave Willis, “Accuracy, fluency and conformity” Challenge and Change in

Language Teaching, J. Willis and D. Willis, ed. Heinemann, 1996. P. 50.
Fluency in Tasks
need opportunities to process language for
communicative purposes as receivers and producers.
should be unfettered by the perceived need to conform
to teacher expectations in terms of the production of
specific language forms.

Dave Willis, “Accuracy, fluency and conformity” Challenge and Change in

Language Teaching, J. Willis and D. Willis, ed. Heinemann, 1996. P. 50
The Task Cycle: Task (Fluency)
 Pairs or groups.
• use any language they have to express themselves and say what
they want to say.
 T walks around and monitors
• helps Ss formulate what they want to say, but doesn’t correct
errors in form
 Emphasis on spontaneous, exploratory talk and
confidence building in small group.
• Success helps Ss’ motivation.
 The Task Cycle: Planning /
Reporting (Accuracy)
 Planning
• Ss draft and rehearse what they want to say or write.
• T helps advising Ss.
• Emphasis on clarity, organization and accuracy
 Reporting:
• T asks some pairs to report briefly to whole class so everyone can
compare findings--or begin a survey
• T chairs, comments on content, rephrases but gives no public
correction
Now you do it…

 In pairs, tell your partner about your worst

teaching experience
Now, write your experience
Change partners and
tell the story again
How did it change?
So, what to do in class…

 Reading:
• Encourage students to do free reading of longer passages
(fluency) as well as in class exercises (usually accuracy)
 Listening
• Encourage students to watch movies and listen to songs in
English (fluency) as well as class practices (accuracy)
 Writing
• Include freewriting (fluency) daily or weekly for a few
minutes
 Speaking
• Follow a task cycle
Thank you very much….

Handout available at: www.efltasks.net

SPECIFIC TASK I
 TEACHING VOCABULARY AND
GRAMMAR
 1.Review two or three English language
textbooks used in Senior High School and
investigate the activity for teaching vocabulary
and grammar they give leaners for learning
English.
 2. Attach the material that you find from the
textbook.
 3. Give your own comment on such activities
(quote theory to back up your comment).
TEACHING READING
A Basic Methodological Model For Teaching Receptive Skills

TYPE 1 TASKS

T directs SS T Directs T Directs

Lead-in comprehension read/listen
feedback text-related
task for task
task

T directs
comprehension
task

TYPE (1) 2 SS read/listen for

TASKS task

T
Directs
feedback
TEACHING READING
What is reading ?

 STRATEGIES FLUENCY

THE READER READING THE TEXT

READING PROCESS

Bottom-up Top-Down Comprehension

Principles for
teaching reading
1. Exploit the reader’s background knowledge

2. Build a strong vocabulary base

3. Teach for comprehension

4. Work on increasing reading rate

5. Teach reading strategies

6. Encourage readers to transform strategies into skills

7. Build assessment and evaluation into your teaching

8. Strive for continuous improvement as reading teacher

CLASSROOM TECHNIQUES AND TASKS
A TEACHING SYSTEM: A C T I V E
 A : Activate prior knowledge
 C : Cultivate vocabulary
 T :Teach for comprehension (Finding gist
information, Specific information, Inference)
 I : Increase reading rate
 V :Verify reading strategies
 E : Evaluate progress
 THE EFFECT OF ACTIVE STRATEGIES TOWARDS
STUDENTS’ READING COMPREHENSION

 USING ACTIVE STRATEGIS FOR STUDENTS’

READING COMPREHENSION IN SMA 1 OF …
TEACHING WRITING
A Basic Methodological Model For Teaching Productive
Skills

SS have all the

information
they need

T Sets the T Monitor T Gives task

Lead-in Task related
task the task feedback
follow-up

T sets the
task

T Monitor
the tas

T gives task
feedback
 FINAL TEST
 B. Practice (Course Design)
 I. Rancang bahan ajar secara integrated (terpadu) untuk siswa
kelas 2 SLTP (kelas VIII) dengan memperhatikan aspek-aspek
sebagai berikut:
(1) Merumuskan topik
(2) Aspek Grammar yang relevan.
(3) Aktivitas untuk pembelajaran keterampilan: Listening,
Speaking, Writing, dan Reading (Deciding the genre of text)
(4) Aspek Vocabulary dan Pronunciation
II. Jelaskan prosedur pengajaran (Teaching Procedure) untuk
setiap keterampilan bahasa dan sistem bahasa di atas (Grammar,
Vocabulary, dan Pronunciation) dengan menggunakan pola ESA
(Engage, Study, Activate) Straight Arrow
FINAL TEST
 A. Theory
 1. Explain the principles of teaching Writing for
beginner (2 references)!
2. Finding an article/essay which discusses about the
technique of teaching grammar communicatively and
summarize it!
3. Explain the principles of teaching speaking
generally!(2 references)
4. Summarize 5 international articles related to your
thesis!
5. Revise all summaries related to the topics of TEFL 2!
 III. Rancang bahan ajar untuk keterampilan Listening
dengan fokus ke: Finding Gist Information , Finding Detail
Information, and Making an Inference.

 Catatan: Semua bahan ajar untuk soal No.I s.d III

dilampirkan