Summary

1.Teaching Language Skills

English skills divided into two categories that are receptive skills and productive
skills. Reading and listening are receptive skills where meaning is extracted from the
discourse. Writing and speaking are considered as the productive skills since the students
have to produce language themselves.
1.Input and Output
The output of the language shows how much input a learner gets. The more language
acquired, the more the learner can produce languages.
2.Integrating Skills
Skill-mixing gives chances to students to improve their language abilities. There are
examples of integrating skills: speaking as preparation and stimulus, texts as models, texts as
preparation and stimulus, and integrated tasks.
3.Language Construction, Integrating Skills, and Language Works
Works on language skills is often a precursor to work on various aspects of language
construction. It is better to make students work based on the data they collect.
RECEPTIVE SKILLS
The procedure for teaching receptive skills generally starts with a lead in. Students
can be lead to engage with the topic by activating their schemata, described as our preexistent knowledge of the world. Students have background knowledge from their life.
Provoke students to get in touch with that background knowledge.
PRODUCTIVE SKILLS
The key factors in the success of productive-skill tasks are the way teachers organize
them and how they respond to the students work. The first stage is not really different with
teaching receptive skills. The stages are: Lead-in stage, sets the task, monitor the task, and
task feedback.
There are several strategies for teachers in dealing language difficulties. Employ the
following strategies to resolve the difficulties: Improvising, discarding, foreignising, and
paraphrasing.

2. Teaching Reading
A Extensive and Intensive Reading
Extensive and intensive reading should be taught to the students in the classroom to
get maximum benefit. By giving extensive reading students will feel free to choose the book

they want to get the pleasure and general language improvement. On the other hand, the book
choice in intensive reading is usually promoted and directed by teachers.
1

Extensive reading

Reading extensively facilitates students to develop their words recognition and their
improvement as readers in general. It includes the appropriateness of materials, facilities,
guidance, and task.

Extensive reading materials

The key point of extensive reading activity is having pleasure in reading. Hence, students
need to have reading material that they can easily understand, without requiring them for
struggling over every word they read. This means that teacher needs to provide them with
books which are specially written to students.

Setting up the library

To inspire the students to do extensive reading activities, teacher needs to provide

students with accessible reading materials by setting up the library with suitable books.
Teacher can manage to set up a static library in the classroom by the help of the institution if
possible, or in simple way, by setting up boxes or trolleys to manage the books.

The role of teacher in extensive reading activity

Although this activity is students own responsibility, teacher still plays quite crucial

role. Teacher needs to support the students to reading by building their interest and explaining
its benefit.

Extensive reading tasks

Students actually will not be expected to read the chosen books at once so that teacher

has to keep students reading as much and often as possible. Teachers can encourage them to
report back their reading in number of ways. Teacher can organize the meeting within two
weeks for students to share their book and impression toward it.
2.Intensive Reading
An intensive reading focuses on particular guided texts to work with. Quality is
emphasized in this intensive reading activity rather than quantity. From the statements, it is
clear that students work through words to words basis and find the language interrelation
among them to construct meaning.
Such skills are needed to equip students to deal with different texts in reading activities.
However, the roles of teachers are also considered as crucial factors in conducting the
activity.

The role of the teacher

Harmer (2007a) proposed several roles to accommodate the success of intensive reading

activity as follows: Organizer, Observer, Feedback organizer, and Prompter.

The vocabulary question
In this activity, students are encoureged to read for general understanding without worrying
about the meaning of every definite word
Letting the students in
In reading activity, teachers are required to engage the students to be active rather than
just have students respond to the questions of the exercise in coursebook.
B Reading Lesson Sequences
Teaching sequences can help teacher in arranging the lesson in order to provide step-bystep instruction. Harmer (2007b, pp. 52-53) recommends ESA-Engage, Study, Activate
elements that will contribute to the success of students learning.
In relation to teaching reading, ESA elements manage the reading lesson so that the skills
of reading can be developed effectively by students.
3.Summary of Listening
Listening is known as a receptive skill which requires intensive practice. The overviews
highlight how both extensive and intensive listening material can help them to improve their
communicative skill.
A.1 Extensive and Intensive Listening
Materials from extensive listening usually take place outside the classroom: in the
students home, car or on personal MP3 players as they travel from one place to another.
1. Intensive Listening: Using Audio Material
An audio material such as tape, CD or hard disk is very popular in the listening
practice in the classroom.
2. Intensive Listening: Live listening
A genuine way to ensure students listen is when they are offered an opportunity to
communicate. Live listening can be done in the form of reading loud, storytelling, interviews
and conversation.
3.Intensive listening: the roles of the teacher
Teachers need to build up students confidence by helping them listen better, rather than by
testing them.
A.2 Film and Video

Nowadays, students are used to see digital video everywhere. There are many good
reasons to apply film as a media in the classroom. For instance, they can see facial
expression, listen to different character and learn more about different culture.
A.3 Listening Lesson Sequences
There is no single way of teaching English, no single way of learning it, no single
motive for doing so, no single syllabus or textbook, no single way of assessing proficiency
and, indeed, no single variety of English which provides the target of learning (Graddol,
2006, p.82).
Discussion
Questions:
1. Is it effective to apply integrated skills for vocational high school especially for tourism
major which needs more practice in English since the time is limited and they need more
speaking?
2. What are the benefits of task in extensive reading?
3. Mostly students are afraid of listening class. How do you deal with that?
Answers
1. Vocational High school Students epecially tourism major is not only speaking but also
they still need other skills, for example: reading and writing for describing the destination
places or business letters. They also need listening skills because they will face the native
speakers who have various accent and dialects.
2.It is necessary to give the task of extensive reading to students because it can keep them
reading, and also it can check the students progress. As we know, the purpose of extensive
reading can promote students reading habit. So, it means that by giving the task it cam keep
their habit in reading.
3.First, We have to identify whether they are afraid of listening or English. Actually, we dont
have to mention Okay class, we have a listening activity because we learn language and it
consists of speaking, listening, writing, and reading. Based on Krashen, choosing material
should be meaningful, interisting, new items limited, understandable and stres-free. So, we
have to consider students motivation and do not forget that we have low froficiency students
in the classroom. Showing some examples on the whiteboard can help them during practice.