AHMAD FAKHROZY /155110500111034

Quiz TEFL:

1. Mention each principle contained in Principles for designing reading techniques, listening
techniques, speaking techniques, and writing techniques

a. Principles for designing listening techniques.

- In an interactive, four skills curriculum, make sure dont over look the importance
of techniques that specifically develop listening comprehension.
- Use technique that are motivating intrinsically.
- Utilize authentic language and contexts.
- Carefully consider the form of listener response.
- Encourage the development of listening strategies.
- Include both bottom-up and top-down listening technique.

b. Principle for designing speaking techniques.

- Use technique that cover the spectrum of learner needs, from language-base focus
on accuracy to message-base focus on interaction, meaning, and fluency.
- Provide intrinsically motivating techniques.
- Encourage the use of authentic languages in meaningful context.
- Provide appropriate feedback and correction.
- Capitalize on the natural links between listening and speaking.
- Give students opportunities to initiate oral communication.
- Encourage the development of speaking strategies.

c. Principle for designing reading techniques.

- In an interactive curriculum, make sure that you dont overlook the importance of
specific instruction in reading skills.
- Use techniques that are intrinsically motivating.
- Balance authencity and readability in choosing texts.
- Encourage the development of reading strategies.
- Include both bottom-up and top-down techniques.
- Follow the SQ3R sequence.
- Subdivide your techniques into pre-reading, during pre-reading, after-reading
phases.
- Build some evaluative aspect to your techniques.

d. Principle for designing writing techniques.

- Incorporate practice of good writers.
- Balance process and product.
- Account for cultural/literally background.
- Connect reading and writing.
 - Provide as much authentic writing as possible.
- Frames your techniques in terms of prewriting, drafting, and revising stage.
2. Dictation is believed to be a technique that can integrate the four language skills
(reading, listening, speaking, and writing). Design dictation procedures that possibly
are applicable to cover the Principles for designing reading techniques, listening
techniques, speaking techniques, and writing techniques!

Teaching procedure dictation.

Topic: narrative text

Level / Proficiency: Senior high school / intermediate

Time: 2x 40

First teacher open the class with greeting and check the attendance. The teacher ask student what is

narrative as building the schemata or background knowledge. Give simple example and explain the

organization of narrative. Then, teacher divide students into small groups, it is groups 1-5. Teacher

give narrative text to each group. Then each group have different paragraph. Group 1 should dictate

the paragraph 1 and so on till group 5. Each student should take turns reading every line. While one

students dictate, the other should listen and take a note about what their friend are talking about. So, at

the end each group should present the narrative while correction the other. By this way teaching

listening and reading can be covered. Then teacher assessment by question about the narrative text

like setting, characters, moral values, point of view, main idea . After that teacher motivate each

student to study and read a lot. The close the class.

3. a. Mention all methods you have learnt in Language Teaching methodology

Grammar translation method, Audiolinguism method, Presentation practice production PPP,

Task based learning, Communicative language teaching.

b. From all methods/techniques you have learnt, choose the most suitable and the least
suitable methods/techniques to teach this KD (menunjukkan perilaku jujur, tanggung
jawab, peduli, responsive, dan proaktif dalam mengolah menalar, dan mengajukan
 solusi untuk mengantisipasi dan mengatasi permasalahan yang terkait dengan
lingkungan alam dalam bentuk hortatory text) and give clarification by giving the
strength/s and the weakness/es

No Method Strength/s Weakness/es

1 The most suitable: - teacher can integrate - introvert student
Communicative all skill dont want talk
language teaching - student more active - student dont want
- learner centred learn by her/himself
- student afraid to talk
because when they
wrong they will bully
by their friend.
2 The least suitable: - focus on grammar - memorizing
Grammar translation - good on translation - no attention on
method - have lot vocabulary content
- no attention to
prounciation