TUGAS SEMESTER PENDEK

BAHASA INGGRIS PROFESI

Di susun untuk memenuhi sebagai tugas dalam Semester Pendek Tahun Ajaran 2016/2017
/Genap

Dosen pengampu: Mega Arya Monica, M. Pd.

Disusun Oleh :

Natasya Saraswati (1511080268)

Kelas : D

Semester :4

JURUSAN BIMBINGAN DAN KONSELING

FAKULTAS TARBIYAH DAN KEGURUAN

UNIVERSITAS ISLAM NEGERI (UIN)

RADEN INTAN LAMPUNG

TAHUN 2017

1
 SILABUS

MATA KULIAH: BAHASA INGGRIS PROFESI

FAKULTAS : KEGURUAN DAN ILMU PENDIDIKAN

PROGRAM STUDI : PENDIDIKAN BAHASA INDONESIA
MATA KULIAH : BAHASA INGGRIS PROFESI
JUMLAH SKS : 2 SKS
SEMESTER :2
DOSEN : MEZIA KEMALA SARI, M.A.

I. DESKRIPSI MATA KULIAH

The course gives learning and teaching experiences in handling the students in
classroom based on the capability of English aspect like Speaking and writing. Clasroom
activities are focused on how to prepare, handle, manage, train an controll your English
prosperity in the classroom. The activities involve several techniques (writing, reviewing,
inferring, tuning, affecting, speaking, combining) which comprises the activities of writing on
the blackboard, discussing grammatical mistakes, discussing the basic concept, inquiring
topics of various types, handling the class, manage your time and individual writing
assignment of about selected topics. Evaluation is based on the sum of scores on attendance,
individual assignments, teaching practice mid semester and final tests.
II. STANDARDISASI KOMPETENSI MATA KULIAH
Upon the completion of the course, the students are expected to be able to:
1. produce good English and comprehend their capability of being teacher in the classroom,
2. produce pieces of teachers assignments in various selected topics,
3. edit/ revise their own writing, and
4. identify common errors dealing with grammars.

III. INDIKATOR PENCAPAIAN KOMPETENSI

a. Cognitive Aspect and Critical Thinking Skill
b. Psychomotoric Aspect
c. Afective Aspect, Social and Personal Skill

IV. SUMBER BACAAN

Bolles, Richard Nelson, What Color is Your Parachute: A Practical Manual for Job-
Hunters and Career Changers. Ten Speed Press, 2002.
Given, B.K. 2007. Brain-Based Teaching. Bandung: Mizan Media Utama (MMU)
Wishon, G. E. & Burks, J. M. (1980). Lets Write English. New York: Litton Educational
Publishing, Inc
V. EVALUASI
No Assessment Tasks Weighting
1 Participation 10%
2 Assignments 30%
3 Mid exam 30%
4 Final exam 30%
TOTAL 100%

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 VI. SKEMA KERJA

Pokok Bahasan Rincian Strategi

Introducing proffesional -Communication prinsiples in the classroom Lecturing

English -The Rules Exercise
-Proffesional English Scheme

Communication; Process and -Communication as a skill Lecturing

the Principles (part.1) -The Importance of communication Exercise
-Language used
Communication; Process and -Attitudes, Values and Skills Lecturing
the Principles -Knowlege and Skills Exercise
-Examples

Knowing Teachers Images -Who is Teacher Lecturing

in the Classroom -What is the teachers do in the Classroom Exercise
-How teachers work
-Problems of teacher

Mid Exam
Domains in Teaching -Kinds of domains in teaching in the classroom Lecturing
-Some examples of domains for a teacher Exercise

Exploring Carreers in -Improving your English skills Lecturing

English
English Writing for Teachers
Teaching Practices
-Any possibilities in English field Exercise
-Analyze crucial careers in English
-How to write a syllabus Lecturing
-How to make a teaching plans Exercise
-How to prepare a teaching draft
-Individually, teach in front of the classroom based Practicing
on the available syllabus an explore your speaking
capability

Final Exam

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 BAB I
INTRODUCING PROFESSIONAL ENGLISH IN CLASSROOM

The term Professional English refers to the use of English for communication in
professional or business-related situations. Professional English can be studied at several
different levels. At its most basic level, it is a form of communication. We need to
understand, at this level, what communication (in a general sense) is and how it takes place.
At the next level, Professional English involves communication through language,
which is a particular form of communication. At this level we need to understand what
language is and how it is used in communication.
At the next higher level, we have to approach Professional English as
communication through a particular language English. At this level, we need to understand
the features of the English language which are important for communication. Some of these
are universal features which English shares with other languages, while others are unique to
English.
And finally, at the topmost level, we need an understanding of the situations in the
professional or business world in which people communicate with each other through
English, resulting in the use of many special forms of communication.
The diagram below represents the different levels at which Professional English
may be analyzed and studied.

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Example:
The first contact a student teacher has with her/his students often makes a lasting
impression and sets the tone for the entire experience. Here are some ideas on how to make
that first impression a positive one.

Be sure to smile.
Write your name on the board. This helps the students remember your name and gives
them a chance to write it down.
Pronounce your name slowly and clearly. If your name is unusual or difficult to
pronounce, you may want to talk about the origin of your name.
Talk about your teaching experience or your motivation for becoming a teacher. Be
creative.
Communicate your expectations. You are there to teach, but you also are there to
learn.
Let your students know what you expect of them. This can help motivate them to do
good work.
Take a deep breath and go for it! You are about to embark on a wonderful adventure.
Here is one example of how to introduce yourself

as a student teacher:

Hello, my name is Chris O'Conner. I am a student teacher. This means that I have
finished all of my college classes and I am almost ready to become a full-time teacher. I am
here so that I can practice what I've learned in my classes. I also want to learn from you
about what works and what doesn't.

I am a senior at the university and I've been a counselor at camp Whattablast for the
past three summers. Last year, I was a peer tutor in French and I occasionally give
swimming lessons.

Because I will be trying some new approaches, I will rely on your feedback to let me
how they are working. I want you to feel comfortable letting me know that "today's class was
really fun," or " that group project was a waste of time." Preferably, you would let me know
these things by writing a note or talking to me before or after class. Your comments can help
guide our classroom activities.

Finally, I know that I will be spending a lot of time creating lesson plans, grading
papers, and generally preparing for each day. I promise to put forth my best effort so that we
can all get something out of this. In return, I expect that you will all show me an honest effort
and that you will each try to do your best work. Also, I want to thank Ms. Rivera for allowing
me to teach in her classroom. Does anyone have a question?

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 BAB II
COMMUNICATION : PROCESS AND PRINCIPLES (PART.1)

Communication as skill
Communication is an activity something that we do. When we communicate, we
have to perform various tasks, some of which are fairly simple. For example, when a child
in a kindergarten class has to inform the teacher of its need to visit the bathroom, all that it
has to do is to hold up the little finger of one hand. Most children are able to do this quite
easily. It is less easy, however, to persuade someone to part with money. The successful
performance of this task requires a great deal of skill.
How skills are acquired
A skill is defined as the ability to perform a task. Every human being is called upon
to perform a number of routine tasks everyday. Some are simple but others require special
skills. A few skills are inborn that is, human beings are born with the ability to perform
certain activities ; but most skills have to be learnt or acquired. For example, human babies,
unlike ducklings, are not born with the natural ability to swim ; they have to learn the skills of
swimming.
The role of practice in skill development
Skills are acquired through practice. We develop the ability to perform an activity by
repeatedly making the effort to perform it. One who wants to learn how to swim must get
into the water and move his/her arms and legs in a certain way. Few people are able to swim
at the first attempt ; it takes time, and much practice, before one is able to master the skill of
swimming. Practice is required also to develop the skills of communication. The more
practice we give ourselves in communicating, the easier it becomes to communicate.

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 BAB III
COMMUNICATION : PROCESS AND PRINCIPLES (PART.2)

KNOWLEDGE AND SKILLS

Some skills require a lot of background knowledge, while little or no knowledge is
required for certain other skills. Very little knowledge is required, for example, for the
activities of walking or swimming, so that even babies and small children are able to walk or
swim after some practice.
But there are some other skills which require deep knowledge. For example, a
surgeon requires very precise knowledge of human anatomy in order to perform surgery,
although surgery is basically a skill, developed through practice. A Professor of Anatomy
also has knowledge of anatomy but lacks the skills of the surgeon.
The driver of a motor-car requires some knowledge of the machinery of the car. He/
she should know, for example, how the clutch and the system of gears operate. In this case,
however, depth of knowledge is not required ; the driver needs only to know that the clutch
must be pressed down each time gears are changed. At first, this knowledge exists at a
conscious level ; the learner-driver has to remind himself/herself to press the clutch with
his/her foot while changing gears. But with practice, conscious knowledge is converted into
sub-conscious or automatic behaviour, so that the driver is able to change gears
automatically, without having to think consciously about what he/she must do.
Different skills require different kinds and levels of background knowledge. At one
end of the scale there are simple motor skills such as walking or swimming, which require
control of motor (muscular) activity, but hardly any application of knowledge. At the other
end are the cognitive or mental skills, involving complex applications of knowledge but little
motor activity, such as the skills used in solving mathematical problems. In between these
two are the psycho-motor skills, which require applications of knowledge as well as control
of motor activity. It is to this category that the skills of communication belong. A successful
communicator requires some knowledge and understanding of the process and the principles
of communication. But this knowledge has to be converted, through practice, into automatic
behavior

ATTITUDES AND VALUES AND SKILLS

We have provided some examples (above) of skills that require background
knowledge. But in addition to knowledge, certain values and attitudes are also necessary for
the development of skills.
The driver of a motorcar needs the skill (or skills) of driving, as well as some supporting
knowledge, but it is also important for him/her to have the right values and attitudes. He/she
must, for example, respect the rights of other road-users and know when to give way to
others.
Values and attitudes are just as important in communication as knowledge of the basic
principles. In some later chapters of this book, we shall highlight some of these values and
attitudes and how they can be developed.

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 BAB IV
TEACHERS IMAGE AND DOMAINS IN TEACHING

The image of teachers that emerges from the standards that have been set is that of teachers
who:
see the goal of their professional actions as effective learning by pupils in the
classroom
see their function not only as an English teacher, but also as an educator,
promoting and fostering the development of values, critical thinking and world
knowledge
are able to articulate the reasons for their classroom practices
reflect during their teaching and on their teaching (reflection in- and on-action) and as
a result improve their teaching
are autonomous and are able to take responsibility for their actions
seek opportunities for on-going professional development through reading
professional literature, attending in-service training sessions and conferences,
continuing with their formal education, and collaborating with their colleagues
Suggested Uses
This document can be used:
as a tool for evaluation and approval of teacher-training programs.
for teacher colleges to set and re-evaluate their syllabi and goals.
as a checklist to ensure that teacher-training programs include all the benchmarks.
by student teachers to map out and track their professional progress.
to facilitate staff collaboration.
as a basis for teacher observation and evaluation by other professionals, such as
inspectors, mentors, and colleagues.
as a diagnostic tool for planning in-service teacher-training sessions.
to help teachers fully understand and internalize the principles and benchmarks of
the English Curriculum since both documents are similar in their conceptual format.

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 BAB V
DOMAINS IN TEACHING

Organization
The standards are divided into five domains. For each domain, standards have been set. For
each standard, benchmarks for teacher's knowledge and teaching performance have been
defined. Following is an outline of the document.
Domain Standards
Content Language Proficiency and Awareness
Literature and Culture

Learning and the Theories and Practice of Learning and Learning an

Learner Additional Language
Individual Diversity

Teaching and the Classroom Interaction

Teacher Planning
Teaching Materials
The Teacher as a Professional

Assessment The Role of Assessment

The Methods of Assessment
The Learners' Role in Assessment
The Role of Testing in Assessment

Classroom Classroom Climate and Management

Environment The Physical Learning Environment

DOMAIN: CONTENT
Standard: Language Proficiency and Awareness
Teachers are proficient in the English language, aware of its structure, and are
able to teach it to learners.

Teacher's Knowledge Benchmarks

Teachers will meet this standard when they know:

how the English language is structured: orthography, phonetics, phonology,

lexicon,semantics, pragmatics, and grammar

how language functions in social contexts

how languages differ e.g. structurally and grammatically

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Teaching Performance Benchmarks

Teachers will meet this standard when they:

demonstrate proficiency in oral, written, social and academic English and

serve as good language models for their learners

are able to teach their knowledge of the language in a way that is accessible
and
relevant to the language learner

develop the learners' awareness of how the English language is structured and
how it compares to their mother tongue

DOMAIN: CONTENT

Standard: Literature and CulturE

Teachers are familiar with a range of literary texts and cultural aspects of the
English-speaking world, and use their knowledge to promote learners' literary
and cultural appreciation.

Teacher's Knowledge Benchmarks

Teachers will meet this standard when they:

have read and continue to read with appreciation a range of literary works in
English, including children's literature

are aware of cultural, historical, and social backgrounds of literature

are aware of the various approaches to the interpretation and analysis of
literature
are aware of different cultural practices and traditions in the English-speaking
world and how they differ from each other

Teaching Performance Benchmarks

Teachers will meet this standard when they:

encourage learners to read, enjoy, and appreciate literature

facilitate the interpretation and analysis of pieces of literature appropriate for

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 their learners
create opportunities that foster knowledge of and respect for other cultures
raise learners' awareness of the interrelationship between language,
literature, and culture

D O M AI N : L E A R N I N G A N D T HE L E AR NE R
Standard: Theories and Practice of Learning and Learning an
Additional Language

Teachers know about learning processes in general (cognitive, metacognitive, and

affective factors) and language learning in particular, and apply this knowledge in
their teaching.

Teacher's Knowledge Benchmarks

Teachers will meet this standard when they know about:

the theoretical bases for current and past methods and approaches to learning
and teaching, such as behaviorism, constructivism.
approaches and methods of language teaching, such as audio-lingualism,
communicative approaches
different approaches of teaching language skills and components necessary for
achieving the standards in the four domains of the English Curriculum
affective factors in learning and language learning, such as attitude, self-esteem,
motivation

Teaching Performance Benchmarks

Teachers will meet this standard when their teaching displays awareness of
learning processes and sensitivity to affective factors. Some examples are
when teachers:
provide a variety of learning opportunities
encourage learners to make links between prior and new knowledge
encourage the meaningful and relevant use of language being learned
provide learning opportunities for the four domains of the English Curriculum
encourage learners to become aware of their learning processes and adopt
appropriate learning strategies
provide stimulating and success-oriented activities
foster a classroom climate of trust, warmth, and support
respond to learners' behavior and performance in order to optimize learning

D O M A I N : L E A R N I N G A N D T HE L E AR NE R
Standard: Individual Diversity

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Teachers are aware how learners differ and cater to these differences in their
teaching.

Teacher's Knowledge Benchmarks

Teachers will meet this standard when they know about:

theories of learning diversity and learning styles.

areas of environmental diversity such as socio-economic and cultural
background, mother tongue and the influence these factors have on the
learners' learning
learners' special needs including learning disabilities and physical handicaps,
and the appropriate teaching practices for such learners

Teaching Performance Benchmarks

Teachers will meet this standard when they:

show respect for and accept all learners

adjust their demands to the needs of individual learners
vary instructional activities in order to cater to individual differences
use cultural diversity to enrich their teaching, such as encouraging learners to
relate to their own cultural backgrounds and that of others
make learning provisions for learners with special needs, disabilities, and
handicaps

D O M A I N : T E A C HI N G A N D T HE T E AC HE R
Standard: Classroom Interaction

Teachers are aware of, use, and manage various patterns of classroom
interaction appropriate for teaching English as a foreign language.

Teacher's Knowledge Benchmarks

Teachers will meet this standard when they know about:

a wide range of patterns of classroom interaction (such as cooperative

learning, peer teaching and self-learning)
the appropriateness of various patterns of interaction to specific learning

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objectives and tasks

Teaching Performance Benchmarks

Teachers will meet this standard when they:

use and manage different teacher-learner and learner-teacher interactions such

as questioning, giving feedback, negotiating
use and manage learner-learner interaction such as pair and group work
provide opportunities for individualized work such as extensive reading,
project work.

D O M A I N : T E A C HI N G T E AC HE R
A N D T HE
Standard: Planning
Teachers know about the principles of effective planning and engage in short-
and long-term planning of their teaching, including assessment, in accordance
with the English Curriculum.

Teacher's Knowledge Benchmarks

Teachers will meet this standard when they:

know principles of effective lesson design such as timing, variety of activities,

lesson openings and closings
are aware of criteria for sequencing such as grading, task difficulty, thematic
development
are aware of the benchmarks in the English Curriculum
know how to formulate goals and objectives using the benchmarks in the
English Curriculum
are aware of the importance of reflecting on their teaching practices and the
relevance of reflection for planning

Teaching Performance Benchmarks

Teachers will meet this standard when:

they plan and design teaching units and lesson plans that include general goals
and specific objectives in accordance with the principles and benchmarks in
the English Curriculum
their lessons are well-paced, well-organized and varied

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they engage in short- and long-term planning in collaboration with other
English teachers at their school
they engage in planning for transition (to junior and to senior high school)
with teachers from the relevant schools
they reflect on their lessons, activities, and results of assessment procedures in
order to inform their future planning

D O M A I N : T E A C HI N G T E AC HE R
A N D T HE
Standard: Teaching Materials
Teachers know about the range of English-teaching materials available and
critically evaluate, select, adapt, and design materials appropriate to their
learners.

Teacher's Knowledge Benchmarks

Teachers will meet this standard when they:

know the principles and standards of the English Curriculum

are familiar with approved coursebooks and enrichment materials
know the criteria for the evaluation of coursebooks, courseware, and other
materials and are able to choose the appropriate materials for their learners
know how to access and obtain enrichment materials from the Internet and
elsewhere
are aware of the importance of using varied teaching materials and resources
such as visual and audio aids, overhead projector, games
are familiar with technology-based resources such as television, video,
multimedia

Teaching Performance Benchmarks

Teachers will meet this standard when they:

use a wide variety of teaching materials and resources

select appropriate materials according to the needs of their learners
create or adapt materials to suit their learners
integrate technology-based materials in their lessons

D O M A I N : T E A C HI N G A N D T HE T E AC HE R
Standard: The Teacher as a Professional
Teachers are aware of the importance of developing professionally and use a

14
variety of means to do so.

Teacher's Knowledge Benchmarks

Teachers will meet this standard when they know about:

appropriate forums for professional development

different resources for accessing information for professional development

Teaching Performance Benchmarks

Teachers will meet this standard when they:

reflect on their teaching and re-assess their teaching practices

engage in on-going self- and peer-assessment of teaching practices
initiate practice-oriented research, such as action research, case studies,
teacher narratives
read professional literature
attend conferences and in-service courses

DOMAIN: ASSESSMENT
Standard: The Role of Assessment
Teachers are aware of the role of assessment for improving learning as an
integral part of the teaching-learning process. Teachers assess the progress of
their learners as part of their teaching routine.

Teacher's Knowledge Benchmarks

Teachers will meet this standard when they know about:

the interdependency of teaching, learning, and assessment

the importance of providing feedback and monitoring as essential for effective
learning
methods of assessment that take into account different levels, learning styles,
and abilities in heterogeneous classes
the value of alternatives in assessment

Teaching Performance Benchmarks

Teachers will meet this standard when they:

15
 integrate teaching, learning, and assessment in the planning of their units,
lessons, and tasks
ensure that learners are regularly aware of their language learning progress
design varied tasks and tools that allow learners to perform and succeed at
different levels according to different learning styles and abilities
use alternatives in assessment including projects, portfolios, presentations,
exhibitions

D O M AI N : A S S E S S M E N T
Standard: The Methods of Assessment
Teachers know about theories and methods of assessment and match them
with the appropriate tasks and tools.

Teacher's Knowledge Benchmarks

Teachers will meet this standard when they know about:

the distinction between formative and summative assessment

the various types of assessment methods such as performance-based tasks,
projects, portfolios, tests, and the goals they are designed to achieve
a wide range of assessment tools such as rubrics, assessment lists, and rating
criteria to evaluate learners' achievement of the different goals that were set

Teaching Performance Benchmarks

Teachers will meet this standard when they:

define for themselves and make clear to the learners the goals and criteria of
the assessment task, prior to assigning it
design different assessment tools that are developed with the participation of
the learners and are according to the goals that were set
provide a varied range of assessment tasks
collect and record information about the learners' progress over a period of
time from different sources including homework, assessment tasks, individual,
pair and group activities

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D O M AI N : A S S E S S M E N T
Standard: The Learners' Role in Assessment

Teachers are aware of the importance of involving learners and actively

engaging them in the different stages of the assessment process.

Teacher's Knowledge Benchmarks

Teachers will meet this standard when they know:

learning is enhanced when learners feel ownership of the assessment

procedures
about different assessment tools that learners can generate and use to assess
their learning such as peer- and self-assessment
about assessment tools that allow learners to evaluate both process and
product of their performance

Teaching Performance Be nchmarks

Teachers will meet this standard when they:

encourage learners to contribute to the design of the assessment procedures

such as determining criteria, creating rubrics, and writing test items
provide opportunities for learners to assess each other and themselves
encourage the use of assessment tools for learners to evaluate process and
product, such as checklists and rubrics

DOMAIN: ASSESSMENT
Standard: The Role of Testing in Assessment
Teachers know about theories of language testing and design, and use tests
appropriately.

Teacher's Knowledge Benchmarks

Teachers will meet this standard when they:

know about criteria for the design of tests and other assessment methods such
as validity, reliability
know about the practical constraints in designing and administering tests
know about appropriate ways to test and assess the skills and domains

17
 according to the principles in the English Curriculum
know about a wide range of types of test items such as multiple-choice, open-
ended, true/false, their advantages and disadvantages, and when it is
appropriate to use them
are aware of test anxiety and its implications
know about basic test calculations such as weighting, percentages, averages,
distribution of grades
know about national tests such as the Bagrut exams, and their implications for
teaching

Teaching Performance Benchmarks

Teachers will meet this standard when they:

design valid and reliable tests that are practical to administer and grade
include test items appropriate to the goals of the test and the learning
objectives
design tests that have a balanced coverage of skills and domains as presented
in the English Curriculum throughout the year
take steps to lower test anxiety by appropriate preparation, and by creating a
supportive classroom climate
analyze test results using appropriate test calculations
take into account national tests in their teaching

D O M AI N OF C L A S S R O OM E N V I R ONM E NT

Standard: Classroom Climate and Management

Teachers are aware of and apply principles of effective classroom
management in order to create a framework for optimal learning.

Teacher's Knowledge Benchmarks

Teachers will meet this standard when they know about:

principles of classroom management

group dynamics in the classroom
different teacher roles and responsibilities such as instructor, facilitator,
negotiator
different learner roles and responsibilities such as initiator, responder,
cooperator, researcher
organizational structure of schools and the teacher's role in the school culture

18
 Teaching Performance Benchmarks

Teachers will meet this standard when they:

set up, desirably together with the learners, and maintain a framework for
orderly classroom procedures
use appropriate patterns of interaction to maximize learners' time-on-task
(teacher led and individual, pair, and group work)
demonstrate their ability to deal effectively with discipline problems
adopt teacher roles and enable different learner roles appropriate to a specific
learning- teaching context
provide opportunities for self-access learning
respond sensitively to learners' verbal and non-verbal behaviors
work in conjunction with school personnel and parents

D O M AI N OF C L A S S R O OM E N V I R ONM E NT
Standard: The Physical Learning Environment

Teachers are aware of the importance of, and do their best to create, a physical
learning environment that is actively conducive to learning English

Teacher's Knowledge Benchmarks

Teachers will meet this standard when they know about:

the importance of providing a learning environment rich in attractive,

stimulating, and instructive materials
the design, maintenance, and management of self-access materials, such as
work cards, and facilities, such as learning centers
the importance of having access to an English library and Internet-linked
computers

Teaching Performance Benchmarks

Teachers will meet this standard when:

a variety of stimulating teacher/learner-generated materials are displayed on

classroom walls such as interactive walls and bulletin boards

self-access materials are available and used by learners

19
 they actively promote the setting up and use of English libraries and computer
facilities

20
 BAB VII
EXPLORING CAREERS IN ENGLISH

What can you do with an English major?

The Student of Literature in the Workplace: An in-depth exploration of the relationships

between education and work, work and life. We will explore the relationship between the
knowledge and skills English majors develop and the larger social world we inhabit.

Planning Education, Career, and Life: Students will be asked to think very consciously
about their futures and to map out plans for their educational, career, and life goals.
Ultimately, the course will provide students with the tools to make decisions and to act on
those decisions. Students will learn how to use the Occupational and Career Counseling
Office library to locate and evaluate relevant internships and/or grant opportunities, as well as
professions and careers. Guest speakers, many drawn from English Department alumni, will
introduce students to the wide range of career options available to them.

A Different Kind of Writing: Students will learn how to sell themselves on paper (in
application letters, rsums, grant and internship applications, and other job application
materials), and how to write out loud, that is how to interview. We will focus on how to
articulate the connections between their reading, writing, and critical thinking skills, the study
of literature, and the careers students wish to pursue.

Example:

Identify the strength and the weakness of that proffesion

Counsellor: job description

Counsellors work in confidential settings with individuals who are experiencing personal
difficulties, to help them overcome their problems and to make appropriate changes to their
life.

Counsellors listen to, empathise with, encourage and help to empower individuals. The
nature of problems encountered varies according to the setting, but counsellors do not deal
with seriously disturbed clients and they do not give advice. Referral and liaison with other
agencies is a feature of the work.

Vacancies arise within dedicated counselling services, general practices, hospitals,

secondary schools, colleges, universities, or larger companies. Promotion is normally into
managerial roles, but opportunities are limited as most counselling departments are very
small.

Vacancies are advertised in a variety of publications including

The Guardian, Community Care, Nursing Times, and

Opportunities.

21
Some counsellors are successfully self-employed, although this is only possible if you have a
good network of contacts for referrals.

Qualifications and training required

As further experience is required, counselling is not normally a first career choice, and many
people enter the profession later in life. Experience can be gained through direct approaches
to employers, voluntary work, job shadowing and networking.

That said, you can become a counsellor both with or without a degree. For graduates, its
possible to enter the profession with a degree in any subject. A mature attitude and relevant
experience is considered to be as important as degree subject you studied, although a
psychology or social science degree can be advantageous.

Becoming a member of an organisation such as the British Association for Counselling and
Psychotherapy (BACP) will aid your entry into the profession. Membership is open to both
university graduates and school leavers, with counselling courses available at foundation
level through to postgraduate. Further professional training is then usually required to gain
accreditation from the BACP.

Key skills for counsellors

Listening skills
Sensitivity and empathy
Patience and a calm manner
Ability to cope with emotional situations
Ability to relate to a wide range of people

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 BAB VII

WRITING IN ENGLISH FOR TEACHER

Syllabus is one of the important thing for teacher or lecture to give brief description about
what thesubject about, the goal and many other important things related to the subject,
Below is one of the great example of syllabus.

Course Description:
This class is atypical of English classes in a number of ways. Our goal is not to study
literature but to study ourselves as students of literature and as citizens in a social and
professional culture. What kind of life do you want to lead? What kind of work will satisfy
you intellectually? How does one use the skills one learns in the study of literature in ones
life and work? How does one define and pursue a satisfying career path? And how does one
respond to nervous parents and meddlesome, ill-informed friends and relatives who ask, So
how will you find a job with an English major? or more frequently, What grade do you
plan to teach? We will firmly dispense with such myths by researching and shaping
academic and career interests, with particular attention to articulating the relationship
between the reading, writing, and analytical skills you develop as majors and the career
options these skills open to you. The course will cover three areas:

1. The Student of Literature in the Workplace: We will discuss the knowledge and skills
English majors develop, the value those skills hold in the larger social world, and how one
communicates these skills and their value to potential employers.

2. Planning Education, Career, and Life: You will be asked to think very consciously about
your future and to map out educational, career, and life goals. Ultimately, the course will
provide students with the tools to make decisions and to act on those decisions. You will
learn how to use the resources of the Academic Advising and Career Counseling Center to
locate and evaluate relevant internships and/or grant opportunities, as well as professions and
careers. Guest speakers, many drawn from English Department alumni and current students,
will discuss their career and internship experiences.

3. A Different Kind of Writing: Students will learn how to sell themselves on paper (in
application letters, resumes, grant and internship applications, and other job application
materials), and how to write out loud, that is how to interview.

Student Obligations:
This class is the equivalent of your job this semester; this means attendance is obligatory as is
promptness and responsibility. You must complete the reading, writing, and workshop
assignments when due. Unless otherwise indicated, deadlines are NOT flexible, as they will
not be in the internship, job, grant, or graduate school application processes. Assignment
details are appended to the syllabus. No daily assignments will be accepted late. The work
you will prepareresume, application letter, graduate school statementis critical to the
successful pursuit of gainful employment and further education. I will, therefore, hold you to
rigorous grammar, syntax, format and proofreading standards and guidelines. I will NOT be
lenient about this. If you do not own a grammar and usage handbook or the MLA Style
Manual, I would strongly urge that you get both immediately and figure out how to use them.
If money is a concern, there are copies of both in the reference section of Carrier Library. [A

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 secretarial handbook is actually a good choice since it provides formats for business
correspondence and other handy information.] There is a heavy element of personal
responsibility to this course; your gains will be directly proportional to the amount of time
and effort you put into your career research and preparation of documents.

Assignments (* Instructions will be provided)

1. Resume* (20%)
2. Application letter or Personal Statement* (20%)
3. Career Report & Plan* (15%)
4. Informational Interview* (10%)
5. Mock Interview* (10%)
6. Daily Written Assignments (15-16 total) (15%)
7. The following exercises from Parachute: (10%)
Exercise #3, p. 134
Exercise #1, pp. 130-131
Traits exercise, pp. 346-349
Values and Goals exercise, pp. 357-362
Geography exercise, pp. 349-353
Working conditions exercise, pp. 363-364
Budget (from pp. 288-289/365-368)
Attendance: I will notice if you miss class, just as an employer would notice. Technically,
no absence from class is excused. I reserve the right to grant exceptions solely on my
assessment; more than 2 absences may lower your course grade substantially. Tardiness will
be counted as absences at my discretion. I make announcements about assignments, syllabus
changes, etc. at the beginning of the period. I will not repeat them. You are responsible for
all course work, whether you have attended class or not.

Format for Written Work: Unless I specify otherwise, all written assignments must be
typed. ALWAYS MAKE A COPY OF WORK BEFORE TURNING IT IN. I reiterate the
necessity of following specified formats and of rigorous proofreading.

Grading Scale:
A = 90-100 B = 80-89 C = 70-79 D = 60-69 F = 59 and below

Week 1: Introduction and Self-Assessment

Monday, August 26: Introductions and Introductory Matters Oh, youre an English major? What
are you planning to teach? and other stubborn myths and legends.

Wednesday, August 28:

Parachute, Chapter 7, The Secret to Finding Your Dream Job, pp. 125-150. Do exercise
#3, p. 134 for class.
Make a list of the skills, talents, etc. you feel you have learned and are learning by
studying literature. If you have other academic skills a second major, a particular
talent or skill list these also.

Week 2: Self-Assessment
Monday, September 2:

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 Parachute (1) do exercise #1, pp. 130-131 for class; (2) search at least three of the
internet sites listed in Chapter 7 and bring in notes on which site you found most useful
and why; and (3) do exercise #2 or #4 or one of the exercises for identifying skills on pp.
174-175

Wednesday, September 4:
Parachute, Chapter 8, When You Lose All Track of Time, pp. 153-175
Discussion of transferable skills bring completed list to class
Locate two job descriptions that look interesting and that specify skills in some detail on
an internet site such as <monster.com> or <hotjobs.com>. Bring copies to class.

Week 3: Graduate School To go or not to go?

Monday, September 9:
Discussion of graduate school
Write an essay in which you discuss both what you imagine graduate school to be (what
does one do there as opposed to undergraduate study? Why function does a graduate
degree serve?), and whether you have considered applying for graduate programs and
why or why not? In otherwords, discuss what it is you think you know about graduate
school and what kind of thought youve given to it for yourself.

Wednesday, September 11:

Graduate school panel discussion

Week 4: Finding a Career, Job, or Internship Introduction to JMU Resources

Monday, September 16:
Half of the class meets at Academic Advising and Career Center (Wilson Hall, Third Floor)
Bring a written list of careers that interest you and questions you have about those
careers

Wednesday, September 18:

Half of the class meets at Academic Advising and Career Center (Wilson Hall, Third Floor)
Bring a written list of careers that interest you and questions you have about
those careers

Week 5: Marketing Your Skills

Monday, September 23:
(1) Do Traits exercise on pp. 346-349 and Values and Goals exercise on pp. 357-
362
(2) Write a serious advertisement for your dream job [no comedic versions please]:
consider carefully the results of the self-assessment exercises you have completed when
preparing this.
(3) Bring two job ads you find interesting. Include the URLs.

Wednesday, September 25:

Parachute, Chapter 1, What are you Looking for?
Chapter 2, Job-Hunting at Warp Speed, pp. 1-29
Resume Workshop
(1) Draft resume due handout to be provided
(2) Locate one sample resume on the internet; critique it for appearance and content;
bring it and the critique to class.

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Week 6: Career Planning
Monday, September 30:
Application Letter/Personal Statement Workshop. Using the handout provided, draft three
paragraphs of an application letter as follows: (1) a discussion of your academic
experience; and (2) a discussion of your work experience, and (3) a brief description of
one experience that indicates something significant about you that an employer would
find revealing [in a positive way goes without saying]

Wednesday, October 2:
Parachute, Chapter 3, But What if that Doesnt Work? pp. 31-57
Informational Interview Workshop: (1) Make a list of people you might interview about
their careers these need not be people you know.
(2) Do Geography exercise, pp. 349-353 and Working Conditions exercise, pp.
363-364

Week 7: Panel Discussions

Monday, October 14:
Panel Discussion Writing as a Career (Lucy Corin, Chris Bolgiano, Michelle Hite)
Submit a list of questions you plan to ask in your informational interview

Wednesday, October 16:

Panel Discussion Library Careers (Rebecca Feind & Cathy Clark)

Week 8: From the Employers Perspective

Monday, October 21:
Parachute, Chapter 4, How Employers Hunt for Job-Hunters, pp. 53-68

Wednesday, October 23:

Panel Discussion Students on internships

Week 9: Panel Discussions

Monday, October 28
Panel Discussion Stockbroker, City Assessor, lawyer
Informational Interviews due

Wednesday, October 30:

Panel Discussion newspaper writing, editing

Week 10: How to Find an Internship or a Job

Monday, November 4:
Reflections Discussion: What have I learned so far? Where am I going next? Write a short
response to these questions for class discussion.
Parachute, Chapter 10, Getting into Impossible Places, pp. 223-238

Wednesday, November 6:
Revised Resume and Application Letter due

Week 11: Interviewing

Monday, November 11:

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 Parachute, Chapter 11, Interviewing Tips for Smarties, pp. 239-278
Interviewing Workshop: Write out 2 difficult interview questions you have been asked or
are afraid you will be asked write a response for each question.

Wednesday, November 13:

Mock Interview Workshop
Locate an advertisement for a position that interests you. Imagine you must interview
candidates for the position and hire one. Write a list of 5 questions you would ask
prospective candidates for the position. Bring this the ad and list to class

Week 12: Mock Interviews

Monday, November 18:
Mock Interviews

Wednesday, November 20:

Mock Interviews

Week 13: Panels and Presentations

Monday, November 25:
Mock Interviews
Career Report Due

Wednesday, November 27: Thanksgiving Holiday. No Class.

Week 14: Resume and Letter Workshop

Monday, December 2:
Resume and job letter/personal statement workshop peer review
Prepare specific questions about the effectiveness of your resume and letter/personal
statement

Wednesday, December 4:
Last day of class. Due: (1) Self-evaluation (form to be provided); (2) Polished Resume
& Application Letter. There is no final exam in this class.

Assignments
* Instructions will be provided
1. Resume* (20%)
2. Application letter or Personal Statement* (20%)
3. Career Report & Plan* (15%)
4. Informational Interview* (10%)
5. Mock Interview* (10%)
6. Written Assignments (15-16 total) (15%)
7. The following exercises from Parachute: (10%)

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 BAB VIII
NATIVE AND NON-NATIVE ENGLISH TEACHERS

Since language proficiency occupies a primary role in the subject matter knowledge
of language teaching, the background of teachers as native or non-native speakers of the
language they teach is of major concern. Some research findings point to a dichotomous
distinction between native and non-native foreign language teachers that is manifested in
their pedagogical perceptions. Others reject this distinction and the relevance of native
background to teachers' perceptions. Yet, these studies failed to examine the effect of
additional personal and professional background variables on the teachers' perceptions.
Moreover, subjects in these studies were classified as native or non-native speakers based on
very limited definitions, disregarding the complex nature of the native speaker construct. This
study sets out to investigate the effect of the native versus non-native distinction on the
pedagogical perceptions of teachers of English as a Foreign Language (EFL) in Israel.

Research Process
The first phase of the study examined the factors that account for the teachers' native
or non-native self-ascription, based on data collected from 102 teachers via self-report
questionnaires. Results showed that the teachers' self-perceived native speaker identity can be
explained by a cluster of nine variables, thus demonstrating the complexity of the native
speaker concept. Two of the variables were found to best predict the teachers' self ascribed
identity as native or non-native English speakers: whether they had spoken English from the
age of 0 to 6, and whether others perceived them as native or non-native English speakers.
Thus findings indicate that native speaker identity is not necessarily preordained, but is also
affected by social recognition and personal choice. Results were validated using cross
triangulation procedures.
The second phase of the study investigated the effect of native and non-native identity
on the espoused pedagogical perceptions of 264 English teachers (65% non-native speakers
and 35% native speakers). Data was collected through a self-report questionnaire consisting
of 48 items. Findings showed that the teachers' native or non-native background does not
account for differences in most perception domains. Differences between the native and non-
native groups were detected in only three perceptions: Native speakers were found to agree
more with the superiority of the native speaking teacher and to espouse more confidence in
using the English language and teaching about culture. Conversely, non-native speaking
teachers reported to having better relations with their students and to feeling more confident
in using the local language to facilitate teaching.

Findings
Yet, no differences were found in perception categories related to teaching and
assessment practices, to defining students' knowledge in English, the status of the English
language and goals for teaching it. Perception differences in these areas were found to
emanate from specific or integrated effects of personal and professional variables other than
native speaking background, such as country of birth, length of residence in the country,
school level and perceived type of school. Analysis of the teachers' perceptions regardless of

28
background variables, produced a division into teaching styles, clustered according to
idiosyncratic beliefs rather than conventional teaching approaches.
Nine teachers were interviewed in order to gain more subtle insight into the teachers'
perceptions. Findings from these interviews confirmed previous results. They also revealed,
however, the effect of individual differences on the teachers' perceptions, demonstrating that
perceptions can often be attributed to more than a single background variable.
The division between native versus non-native teachers regarding the superiority of
the native speaking English teacher was seen to indicate a power struggle over professional
status between the two groups, whereby native speaking teachers are safe-guarding their
advantageous position. It was observed, however, that emphasis on the language proficiency
of the native speaking teacher devalues the professional status of language teaching as it
disregards subject matter knowledge components acquired through training and professional
expertise.
The results of this study demonstrate the ineffectiveness of teacher classification
according to the single criterion of birth, and substantiate context-embedded models in
foreign language teaching. They further provide an operationalized construct for the native
speaker concept in the language- teaching domain, and demonstrate the heterogeneity within
both the native and non-native teacher groups.
Implications relate to the need for caution in employing teacher categorization
according to background variables. Hence it is recommended that hiring practices should be
conducted on the basis of professional expertise and personal attributes rather than on native
speaking background. It is also recommended that language teachers' education programs
should include all subject matter knowledge components of the domain as well as a critical
debate on the native speaker issue in language teaching.

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 DAFTAR PUSTAKA

Bolles, Richard Nelson, What Color is Your Parachute: A Practical Manual for Job-Hunters and
Career Changers. Ten Speed Press, 2002. ISBN: 1580082424

Bohlin, K. Et al. 2001. Building Character in Schools. Resource Guide. California: Jossey-Bass

Given, B.K. 2007. Brain-Based Teaching. Bandung: Mizan Media Utama (MMU)

Johnson & Johnson. 1994. Cooperative Learning in the Classroom. Virginia: Association for
Supervision and Curriculum Development

Lie, A. 2002. Cooperative Learning. Jakarta: Grasindo

Wishon, G. E. & Burks, J. M. 1980. Lets Write English. New York: Litton Educational Publishing,
Inc

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