1. Day 1 Session 2

2. Before starting a professional development session, it is important to ask some reflective questions for ourselves and others

3. Peserta dibagi 3 kelompok besar. 1/3 kelas menjawab pertanyaan worksheet 1 dan 1/3 kelas menjawab pertanyaan worksheet 2 1/3 kelas menjawab pertanyaan 3

4. Worksheet 1 What about myself: School case 1.How much do I know about the curriculum in my school? 2.In my daily teaching do I always have objectives that I always put in my lesson plan? 3.Am I free to choose material that help me achieve the objectives? 4.Do I always develop activities that make students interact and learn to think more critically? 5.Do you think the amount of time allocated for English lesson is sufficient? 6.Have I used the available supporting facilities effectively? 7.How does my English help me in conducting the lesson? 8.Do I evaluate the coverage of materials or the students’ English proficiency? 9.How do I make my students interact each other in the class? 10.Is there any other supports that I might need?

5. Worksheet 2 Classroom case 1.How heterogeneous is the level of your students’ English? 2.How is their motivation to learn English? 3.What have I done to overcome to above 2 challenges? 4.What do I do to facilitate the learning in regards to the differences among the students? What is usually your reference when you do activities in the classroom? Is it the materials or the objectives of the curriculum? 5.If your reference is objectives, where do you usually adopt them from? 6.If your reference is textbook, how do you define the objectives of lessons? 7.When you do activities in the class, do you consider the students’ learning styles (visual, auditory, kinesthetic)? Please give some examples 8.When you do the activities, how do you usually manage the students differences?

6. Worksheet 3: Classroom case 1.When you choose material to teach in a lesson, what is usually your considerations? 2.What are usually your challenges, in applying or executing the materials you choose? 3.When you conduct your classes, do you always use English? 4.How much do your students can understand you? 5.How do you know whether they can or not? 6.What do you do when your students do not understand you? 7.Do you use bahasa Indonesia to help you make them understand? 8.Other than helping you to make the students understand, in which part of the lesson do you use bahasa Indonesia? 9.What can be your challenges to apply full English instruction in the class?

7. Setelah mereka menjawab secara individu lalu mereka share dalam kelompok tiga orang jadi kalau ada 18 orang maka ada 2 kelompok yang membahas pertanyaan yang sama.

8. Setelah selesai bekerja kelompok kecil dan mereka mempunyai jawaban atas pertanyaan2 dalam worksheet lalu membahasnya dalam kelompok yang membahas worksheet yang sama dan menghasilkan satu poster dengan judul To be successful in teaching English teachers need to…….(expected to be a list of what should be done by teachers to make their class more effective)

9. Tujuan utama kegiatan di atas adalah agar para master teachers menyadari pentingnya memahami persoalan yang ada di seputar pengajaran bahasa Inggris di tingkat sekolah menengah (SMP, SMA, dan SMK)

10. It can be concluded that as an English teacher, we need to Understand the objectives stated in the curriculum and syllabus Be able to translate those objectives into instructional objectives for classroom activities Able to adapt and adopt materials to achieve objectives (not just pick up materials to teach)

11. It can be concluded that as an English teacher, we need to Develop activities that make students practice using the language as stated in the objectives Develop worksheets that make students interact actively in the classroom Use learning media (pictures, video, realia, etc) to make the learning more contextual and meaningful. Use simple language to connect ideas in the class

12. Be able put in clear and meaningful context Make the concept of the language we teach more concrete Be able to connect the lessonto the real experiences of the learners in the real world closely and naturally Relate the goals and outcomes of tasks to the real needs of learners, such as reading simple story, labels, talk to their friends and teachers, etc. Silahkan ditambah dari apa yang mereka buat di poster It can be concluded that as an English teacher, we need to

13. In adapting and adopting teaching materials teachers should apply functional approach as expected by Indonesian English Curriculum in order that the lesson: achieves different social purposes Is to be used to share ideas and experience of the world Makes connections between ideas Is to e used to interact with others Is to be used to construct coherent text in both spoken and written modes (Derewianka B, (2011) A New Grammar Companion, e:lit)

14. Sekarang lebih kongkrit lagi. Peserta diminta bekerja dalam kelompok 3 orang untuk membahas what they see, hear, and other things (might be feeling) in a successful English class

15. Successful Lesson What does it look like?

16. What Makes a Successful Lesson In group of 3 please think of a situation in a successful class What do you hear in a successful English Lesson (from the students and from the teachers? What do you see in a successful English lesson (teacher and students? Anything else?

17. In a successful lesson We hear children: – talk to each other – give slightly wrong answer – occasionally use bahasa Indonesia – talk naturally – use incomplete sentences – ask questions

18. In a successful lesson We hear teachers: – Give clear instructions – Paraphrase – Give appraisal – Talk naturally – Speak in loud enough voice – Change their intonation and pitch – Talk in different phase and tone – Explore children opinion – Motivate children

19. In a successful lesson We can see children – Talk to each other – Raise their hands – Move and walk around – Take notes – Work in pair and group – Frown – Smile – participate

20. In a successful lesson We see teacher – Smile – Use proper body language – Enthusiastic – Use different kinds of teaching aid – Move around – Talk with different students – Encourage children to participate – Give real examples before an activity – Group and pair students – Use gesture

21. Let’s do an activity

22. Create a text about the person you see at the picture. You are free to create her identity. Please also what problem she has at the moment.

23. Now please write your advice for her.

24. Is it possible to apply this activity in SMP, SMK or SMA class? Does it need adaptation?

25. Just as you cannot do very much carpentry with your bare hands, there is not much thinking you can do with your bare brain. Bo Dahlbom and Lars-Erik Janlert (unpublished)

26. How can we teach a procedure text to write an email properly

27. Can you remember what She did at Her time?

28. His name is ……………. He is ……………. He lives ……………… In his life he always……………. He never…… Every Friday he …………….. He spends his Friday …… His name is ……………. He is ……………. He lives ……………… In his life he always……………. He never…… Every Friday he …………….. He spends his Friday …… What questions will we ask them to write about them?

29. Make as many questions as you can.

30. Please create a text that tells your audience the importance of keeping water.

31. How can we elicit to get the students involve?

32. Let’s talk about the values

33. What about a narrative?

34. Character building in English Lesson will be successful if…… Teachers are interested in the life of others Teachers are sensitive towards things happen around the life of the students Teachers are interested in talking about moral and ethics

35. Let’s think of resources we use in our class. How much is it relevant to the students objectives? How do I know? Does the resource enhance student character building? Does my resource improve the students knowledge, refine their skills, or shape the application and behaviour? Does my resource help to achieve the language learning objectives?

36. Considerations when selecting talular to teach English Relevance to the learners’ needs or syllabus demands Intrinsic interest Cognitive demands Logistical consideration Exploitability Linguistic demands Time to prepare (moral values) Adapted from McGrath 2002, Materials Evaluation and Design for Language Teaching

37. Can English lesson be part the development of Critical Thinking and Character building? Available Can be multi purposes Affordable or even free of charge Relevant to students’ life Bring moral value

38. What does the teacher need to do…………….? Before the lesson Before the Activity During the activity After the activity