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Discourse competenDiscourse competence Strategic Competence Socio-Culcutural Competence Linguistic Competence Pragmatic Competence.

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Presentasi berjudul: "Discourse competenDiscourse competence Strategic Competence Socio-Culcutural Competence Linguistic Competence Pragmatic Competence."— Transcript presentasi:

1 Discourse competenDiscourse competence Strategic Competence Socio-Culcutural Competence Linguistic Competence Pragmatic Competence

2 ConceptIndicatorsSub-indicators Discourse Competence/ Communicative Competence Sociocultural competence Identify general information Identify supporting detail/ information Linguistic competence Identify sentence- meaning Identify word- meaning Identify pronoun reference Identify sentence-relation Identify paragraph-relation Pragmatic competence Identify communicative functions of a word, sentence, paragraph, or text. Strategic competence Communication strategies Comprehension strategies

3 Sub-indicatorsLearning objectives (Text bounded) Identify general information Identify the topic of the text Identify the main idea of the text Identify supporting details/information Identify the main characters in the text Identify the relationship of the main characters Identify the setting of the story Identify the traits of the characters dst Identify sentence meaning Identify word-meaning Indentify pronoun reference Identify sentence-relation Identify paragraph-relation Identify the meaning of the sentence(s) in the text Identify the meaning of the word(s) in the text Identify the reference of the pronoun(s) Identify the relationship the sentences, and paragraphs Identify the communicative function of a word, sentence, paragraph, and text Word Sentence Paragraph Text Communication strategies Comprehension strategies of: Word, Sentence Paragraph Text

4 (4) Learning condition e.g. EFL Educational treatment: Objectives, Content, Procedures, Materials, Evaluation e.g. ESL Exposure to target language in its natural setting (1) Social context Sociolinguistic, sociocultural, and socioeconomic factors (2) Learner characteristics Age: cognitive, affective, and personality charateristics (3) Learning process Strategies, techniques, and mental operations (5) Learning outcome L2 Competence/proficiency Theoretically based schemes, Impresionistic ratings, Test performance interlanguage FRAMEWORK OF SECOND/FOREIGN LANGUAGE LEARNING

5  Mengembangkan kompetensi berkomunikasi dalam bentuk lisan dan tulisan untuk mencapai tingkat literasi functional  Memiliki kesadaran tentang hakikat dan pentingnya bahasa Inggris untuk meningkatkan daya saing bangsa dalam masyarakat global  Mengembangkan pemahaman peserta didik tentang keterkaitan antara bahasa dengan budaya.

6 Menguasai pengetahuan dan keterampilan dasar Bahasa Inggris untuk mendukung pencapaian kompetensi program keahlian Menerapkan penguasaan kemampuan dan keterampilan Bahasa Inggris untuk berkomunikasi baik lisan maupun tertulis pada level intermediate.

7 CONCEPTINDICATORS Discourse competence1.Socio-cultural competence 2.Linguistic competence 3.Functional competence 4.Strategic competence FROM DISCOURSE COMPETENCE TO TASKS AND EXERCISES

8 INDICATORSDISCRIPTIONS 1.Socio-cultural competenceVarious informations 2.Linguistic competenceVarious linguistic features 3.Functional competenceVarious communicative functions 4.Strategic competenceVarious communicative strategies THE DISCRIPTION OF THE INDICATORS

9 INDICATORS DISCRIPTIONSTASKS/EXERCISES ON Various informations General informationTopic Main idea Title Detail informationDetails Various limguistic features Word meaning/formation Grammatical construction Cohesive devices/unity Mechanics/spelling Pronunciation Various communicative functions Comt. Funct. Of a text/paragraph Comt. Funct. Of a text/paragraph/generic structure Comt. Function of a sentenceComt. Function of a sentence/speech acts Comt. Function of a word/phrase Discourse markers FROM INDICATORS TO TASKS

10 1. Mengidentifikasi berbagai informasi 2. Mengidentifikasi berbagai ciri kebahasaan 3. Mengidentifikasi “generic structure”

11 After the class students are able to: 1.1 mention the stated general idea correctly 1.2 write the non-stated general idea accurately 1.3 state the stated details of the text clearly 1.4 state the implied details of the text correctly 2.1 explain/state the meaning/formation of the words clearly 2.2 explain/write gammatical construction correctly 2.3 explain/use cohesive devices correctly 2.4 distinguish various graphems and chunks correctly 3.1 state the generis structure correctly 3.2 mention the speech act of s sentence correctly 3.3 mention the pragmatic meaning of word/expression correctly 3.4 identify the discourse markers correctly

12 1. Menyampaikan berbagai pesan secara lisan/tertulis 2. Menggunakan berbagai ciri kebahasaan 3. Menggunakan “generic structure” INDICATORS OF PRODUCTIVE SKILLS

13 Selesai pembelajaran peserta didik dapat: 1 Menyampaikan pesan secara lisan atau tertulis dalam bentuk prosedur 2. Menggunakan berbagai ciri kebahasaan 2.1 Imperative 2.3 Adverbial 2.2 action verbs 2.3 Conjuctive 3 Menggunakan struktur teks 3.1 goal 3.2 materials 3.3 steps secara lancar, akurat, dan berteriman

14 Diberikan kalimat acak siswa dapat menulis teks prosedure:  Menggunakan berbagai ciri kebahasaan 2.1 Imperative 2.3 Adverbial 2.2 action verbs 2.3 Conjuctive  Menggunakan generic structure 3.1 goal 3.2 materials 3.3 steps dengan lacar akurat dan berterima

15 Diberikan gambar seri tentang cara membuat kopi siswa dapat  Mengungkapkan berbagai informasi secara lisan dalam teks bentuk prosedur Menggunakan berbagai ciri kebahasaan 2.1 Imperative 2.3 Adverbial 2.2 action verbs 2.3 Conjuctive  Menggunakan generic strukture 3.1 goal 3.2 materials 3.3 steps dengan lancar akurat dan berterima

16 Memahami Merespon Telling story Verbal Action Total physical response Memilih Yes/No


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