We are from the 6th group and our presentation is about Writing and Speaking skill with some resource-based learning activities. The questions from the panel-discussion in the class which are still not answered will be answered here. If there are any additional questions, please mention in the comment below, or you can email us right away. Please kindly wait for further update. Thank you everyone, God Bless :) Fidi, Kinan and Bunaya :)

1. Writing and
Speaking Skills
Fidiyah Retno Wulandari 16716251024
Citra Kinanti Kayang 16716251028
Mulya Sari Bunaya 16716251031

2. Outline
Writing Skills Speaking Skills Resource-based Activity
1.Reason for writing
2.Type of writing
3.Traditional writing
4.Current literature
5.Levels of writing
6.Audience
7.Process-oriented
classroom procedures
8.Writing environment
9.Correcting written
work
10.Feedback guidelines
1.Reason for speaking
2.Communicative
language theory
3.Characteristics of
spoken language
4.Teaching pronunciation
5.Current advice to
increase ‘intelligibility’
6.Conversation analysis
7.Features of speech
8.Classroom implication
9.Feedback learners
1.Type of activity to
promote speaking skill
2.Communication games
3.Example of
communication games
4.Problem solving
5.Simulation/role play
6.Material requiring
personal respones
7.Materials illustrating
tendencies/patterns of
conversation
8.Materials to enhance
academic speaking skill

3. Writing Skills
By Fidiyah Retno Wulandari
Reference:
McDonough, Jo., Shaw, Christopher., Masuhara, Hitomi. (2013). Materials
and method in ELT. A John Wiley & Sons, Ltd. Publication : West Sussex,
PO19 8SQ, UK

4. Reason for Writing
Different
intention
Different
way
Reason
for
writing
McDonough, Shaw, &
Masuhara (2013).

5. Type of Writing
Personal writing
Public writing
Creative writing
Social writing
Studty writing
Institutional writing
Hedge (2005) as cited in
McDonough (2013).

6. Traditional Writing
McDonough, Shaw, &
Masuhara (2013).
Types of
writing task
Orientation Teacher’s
attention
Function
• Controlled
sentence
construction
• Free
composition
• The
‘homework’
function
Product-
oriented
• Sentence
structure
• Spelling
• Word choice
• Paragraph
construction
Consolidating
function

7. Current Literature
Written Product
• Traditional writing +
• Genre
• Purpose
• Socio-cultural factors
McDonough, Shaw, &
Masuhara (2013).

8. Levels of Writing
Handwriting,
spelling,
punctuation
Sentences, grammar,
word choice
Paragraphs
Overall
organization
McDonough, Shaw, &
Masuhara (2013).

9. Audience
 To other students
 For the whole class
 For new students
 To the teacher
 For themselves
 To pen friends
 To other people in the school
 To people and organizations
outside the school
 If the school has access to a
network of computers,
many of these activities can
be carried out
electronically as well.
McDonough, Shaw, &
Masuhara (2013).

10. Process-oriented Classroom
Procedures
Communicating
Composing
Crafting
Improving
Hedge (2005) as cited in
McDonough (2013).

11. Writing Environment
Collaborative, interactive framework involving 
 ‘Brainstorming’ a topic by talking with other students
 Co-operating at the planning stage
 ‘Jigsaw’ writing
 Editing another student’s draft.
 Preparing interview questions.

12. Correcting Written Work
Schemes of teacher feedback 
 Communicative quality
 Logical organization
 Layout and presentation
 Grammar
 Vocabulary
 Handwriting, punctuation and spelling
McDonough, Shaw, &
Masuhara (2013).

13. Feedback Guidelines
Teacher should 
 Prioritize
 Treat students as individuals
 Be encouraging
 Be clear and helpful
 Avoid imposing their own ideas on students writers
Ferris (2003) as cited in
McDonough (2013).

14. Speaking Skills
By Citra Kinanti Kayang
Reference:
McDonough, Jo., Shaw, Christopher., Masuhara, Hitomi. (2013). Materials
and method in ELT. A John Wiley & Sons, Ltd. Publication : West Sussex,
PO19 8SQ, UK

15. Reason for Speaking
Speaking is a skill that:
 Enables us to produce utterances
 Is used to communicate something to achieve a particular end
 Plays a large part in making our students communicatively
competent, both in english as a foreign and second language
 Takes place in real time that allows very little time for the
speaker to respond to the listener IF the flow of a conversation
is to be maintained

16. Communicative Language Theory
Richards and Rodgers (2001: 161) offer the following
characteristics of a communicative view of language:
 Language is a system for the expression of meaning
 The primary function of language is for interaction and
communication
 The structure of language reflects its functional and
communicative uses
 The primary units of language are not merely its
grammatical and structural features but its functional and
communicative meaning

17. Characteristics of Spoken
Language
 Motor-receptive speaking skills
Pronunciation, vocabulary, chunks and structures
 Social and interactional skills
What and how to say things effectively in specific
communicative situations

18. Teaching Pronunciation
 Drill correct pronunciation habits
 Develop comprehensibility within fluency
 Dalton and Seidlhofer (1994) stated that teaching pronunciation
is to create examples for guidance not for imitation
 Key aspects of pronunciation, teachers in theory could focus on:
Bottom-up (forming and hearing sounds as “intelligibly”)
Top-down (learner’s pronunciation a part of communicative
approach)

19. Common Advice to Increase
“Intelligibility”
 Individual sounds
 Word stress
 Sentence stress and rhythm
 Intonation
 Sound and spelling

20. Conversation Analysis
General principles proposed by McCarten and McCarthy
(2010) that could be applied to expose the features of real
conversation:
 Keep turns generally short, except for narratives
 Allow speakers to react to the previous speaker
 Do not overload speech with compact information
 Include some repetition, rephrasing, fragmented sentence
but maintain transparency
 Keep speakers “polite” not confrontational or face-
threatening

21. Burns (2012) Features of Speech
Spoken interaction often show these features;
Ellipsis (incomplete utterances)
Use of conjunction to add information and achieve continuity
Very few passives
Replacing/refining expressions
The use of vague language
The use of pauses fillers

22. Classroom Implication
 A good speaking skills classroom have;
Learners who talk a lot
Participation is even
Motivation is high and,
The language is at an acceptable level
 Thornbury (2005) promotes three key elements of teaching
speaking, they are;
Awareness
Appropriation
Autonomy

23. Feedback to Learners
 “How” and “when” to give feedback is sensitive
 Correcting the learners during oral work will tend to restrain
further those learners who are already very silent in class
 It is also unhelpful to correct a student in mid-sentence
 Teachers prefer to record spoken language mistake in writing
and hand it to the students at the end of the class

24. Resource-based Activity
By Mulya Sari Bunaya

25. Types of Activity to Promote
Speaking Skills
 Communication games
 Problem solving
 Simulation/role play materials
 Material requiring personal response
 Material illustration tendencies/patterns of conversation
 Material to enhance academic speaking skill

26. Communication
Why games???
Games are often a useful way of giving students valuable opportunities
to use English, especially, although by no means exclusively, where
younger learners are involved. Game-based activities can involve
practice of oral strategies such as describing, predicting, simplifying,
asking for feedback, through activities such as filling in questionnaires
and guessing unknown information.
Games resources on promoting speaking skill:
• BBC
• British Council
• Edutopia.org
• Busyteacher.org
• Etc.

27. Example of Communication Games
 Find The Partner
Prepare a small slip of paper for each student in your class. Each
paper should have one word on it that goes with a word on
another slip of paper. Fold the papers and put them into a hat. Each
person then draws one slip of paper. On your word, students must
circulate and talk to one another trying to find their partner.
 Guess Me
Write one word or phrase on the paper, do not show it to the
students. It can be the name of famous people, places, animal etc.
Hide the word or phrase, give they only one clue then let students
ask you any questions so they can finally guess the word or phrase.

28.  Hide and Speak
Write several questions each on one index card or post-it note.
These questions can be get to know you questions,
comprehension questions or questions using current
vocabulary words. Before your students arrive, hide these cards
throughout your classroom. At the start of class, break your
students into two teams. Explain that you have hidden cards
throughout the room. On your word, students will search the
room for the cards you have hidden. They can only pick up one
card at a time. When a student finds a card, he must bring it to
you and answer the question on the card. If he answers it
correctly, he earns the card for his team. If he does not answer it
correctly, he must get someone else from his team to help him
find the answer.

29. Problem Solving
 Setting up the problem to raise students’ opportunities of
communication while working on the problem solving.
Example:
 Mishan (2010) gives the students the reading a mystery story about a man who
was found wandering on a seafront road in the South East of England. She uses a
maze format in which students develop this story by choosing a plausible option
for solving this mystery.
 She gives two further examples of materials using problem solving principles.
One of them involves the ‘Whodunit?’ genre, where the students have to solve a
mystery that led to the death of a person. She makes use of a novel, an audio
book and a film in giving clues as necessary. The main objective is to create
motivations and opportunities for communication while working out the likely
plot based on the character profiles. The other example involves the students in
developing a web site (e.g. Wiki, Blog) to help future Erasmus European
Exchange Program students to understand the host country and people in order
to reduce the impact of having culture shock.

30. Simulation/Role Play Materials
 Role plays require a situation, a profile of the people and an
outcome for the interaction.
 The students can have freedom in what they will say according
to the given context or situation.
 Role-play materials are often written specifically to get learners
to express opinions, to present and defend points of view, and to
evaluate arguments for which there is no one objective way of
demonstrating the outcome as right or wrong.

31. Materials Requiring Personal
Responses
Tomlinson (2011b) stresses the importance of materials being underpinned by
learning theories and proposes a flexible text-driven framework in which engaging
spoken or written texts drive the sequence of materials. The learning principles
are include:
•Provide extensive, rich and varied exposure to language in use.
•Ensure affective and cognitive engagement to maximize the like-hood of intake
•Facilitate hypothesis forming, trialing and revising
•Provide opportunities to use the language for outcome-oriented output.

32. Materials Illustrating
Tendencies/Patterns of
Conversation
 Do teaching materials reflect what we have come to understand
about spoken interaction? (expression, polite/impolite)
  Students should be natural when participating in
conversations and discussions.
 The ability to use some strategies or well-accepted spoken
expression may be misinterpreted by other participants.

33. Materials to Enhance Academic
Speaking Skill
Students need to speak in an academic community.
Examples of Materials:
Study Speaking (Anderson et al., 2004)
Bell (2008) language and skills necessary for oral
presentation
Schmidt and Schmidt (2005) and McCarthy and O’Dell (2008)
offer practice for useful academic vocabularies and
expressions.

34. Reference:
 McDonough, J., Shaw, C., Masuhara, H. (2013). Materials and
method in ELT. A John Wiley & Sons, Ltd. Publication: West
Sussex, PO19 8SQ, UK
 britishcouncil.co.uk
 busyteacher.org
 Bbc.org

35. THANK YOU