English Teaching Models Presented by INDAWAN SYAHRI FKIP UNIVERSITAS MUHAMMADIYAH PALEMBANG

CONTEXTUAL TEACHING AND LEARNING (CTL) CTL is a holistic system that reflects the way nature works. CTL is a system that stimulates the brain to weave patterns that express meaning. CTL is a brain-compatible system of instruction that generates meaning by linking academic content with the context of a students’ daily life. CTL system contributes to helping students make sense of schoolwork.

8 COMPONENTS OF CTL SYSTEM Making meaningful connections Doing significant work Self-regulated learning Collaborating Critical and creative thinking Nurturing the individual Reaching high standard Using authentic assessment

THE SIGNIFICANCE FOR CTL OF 3 SCIENTIFIC PRINCIPLES CTL reflects the principle of interdependence. CTL reflects the principle of differentiation. CTL reflects the principle of self-organization.

CTL in ELT What is competency-based syllabus? In relation to Competency-based Curriculum. What competencies that the students have to master and apply? Which approach that is applicable in enabling the students to posses the competencies? How to assess the students’ achievement?

Communicative Competence Discourse competence: the ability of the speaker to select, sequence, and arrange words, structures, and utterances to create a unified spoken or written text. Linguistic competence: the ability to accurately use morphology, syntax, and lexicon in structurally accurate ways. Actional competence: the ability to appropriately understand and convey communicative intent in interaction. This component includes such items as speech acts. Sociocultural competence: knowledge of the target culture’s or target culture’s value and traditions and the ability to communicate appropriately within the context. Strategic competence: the speaker’s knowledge of various communication strategies and the ability to use them.

competence Sociocultural competence Discourse competence Linguistic Actional competence Strategic competence

GENRE-BASED APPROACH Genres are how things get done, when language is used to accomplish them (Martin, 1985). Genre must be centered not on the substance of form of discourse but on the action it is used to accomplish (Miller, 1984). A genre is the role of communicative purpose (Swale, 1990). The purpose interacts with features of text at every discourse level (Johns, 1997). Genre-based approaches have privileged communicative purpose. In relation to literacy, genres are simply defined as text types; i.e., descriptive, narrative, explanatory texts, and the like.

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