scholarly journals Developing Communicative Language Test for Vocational Senior High School

2007 ◽  
Vol 1 (1) ◽  
pp. 1
Author(s):  
Andri Defrioka
Keyword(s):  
High School ◽  
Communicative Competence ◽  
Real Life ◽  
Vocational School ◽  
Language Test ◽  
Strategic Competence ◽  
Grammatical Competence ◽  
Test Specification ◽  
English Achievement

This paper is aimed at revealing the role of communicative language test n enabling and measuring student’s English achievement at Vocational School (SMK). Its coverage will be the considerations and procedures to construct communicative language test. This test is intended to be a measure of how the testees are able to use language in real life situations. There are several models of communicative competence, grammatical competence, sociolinguistic competence, discourse competence, and strategic competence. This test has three steps; identifying objectives, developing the test, specification, and developing the communicative test.   Key Words: Communicative test, vocational school, linguistics, sociolinguistics, discourse, strategic,

scholarly journals The use of Classroom routines in memorization and further development of communicative competence

2020 ◽  
Keyword(s):  
Communicative Competence ◽  
Real Life ◽  
Language Immersion ◽  
Target Language ◽  
Daily Routines ◽  
Grammatical Competence ◽  
Classroom Routines ◽  
Teaching Problem ◽  
Meaningful Connections

The paper deals with the issue of memorization and acquisition of a target language unit by performing multiple repetitions while avoiding dullness and boredom. The author highlights the considerable role of classroom routines in memorization of target language units and further strengthening of communicative competence. Classroom routines are regarded as a powerful resource to solve a significant teaching problem connected with performing multiple repetitions and at the same time avoiding monotony. This article aims to analyze the use of classroom daily routines in memorizing target language units and to offer a set of activities aimed at forming and developing such components of students’ communicative competence as grammatical competence (words and rules) and discourse one (cohesion and coherence). Various methods, strategies, techniques based on multiple repetitions of the same content are taken into consideration. Special attention is paid to drilling techniques. The peculiarities of meaningful repetition are revealed and as a result, the meaningful drilling technics are offered. Learners of foreign languages retain new language units much more successfully not by rote memorization but when they get frequent repetition of these language units, make meaningful connections to real life and when these connections are personalized. In real life, people are frequently forced to repeat the same many times while performing daily routines. Such kind of repetition is natural. In foreign language teaching performing daily routines acts like an artificial linguistic environment and can work as a kind of language immersion. The author offers some examples of activities aimed at forming, developing, and strengthening such components of students’ communicative competence as grammatical competence (words and rules) and discourse one (cohesion and coherence). They are described in the most frequently used formats. Classroom routines are certain to be a powerful resource to solve the problem connected with performing memorization and at the same time avoiding dullness and tedium. It is proved that well-organized daily classroom routines performing activities ensure substance memorization, not rote one. Moreover, properly organized daily classroom routines are supposed to reduce teacher talking time and consequently to increase student talking time.

scholarly journals AN INSTRUCTIONAL MODEL FOR ENHANCING EFL LEARNERS’ SPEAKING PROFICIENCY

EDULANGUE ◽  
2019 ◽  
Vol 2 (1) ◽  
pp. 86-97
Author(s):  
Syarifudin Syarifudin
Keyword(s):  
English Language ◽  
Communicative Competence ◽  
Language Teaching ◽  
Communicative Language Teaching ◽  
English Language Teaching ◽  
Efl Learners ◽  
Grammatical Competence ◽  
Speaking Proficiency ◽  
Speaking Skill

Due to the central role of speaking skill and its escalating demands of instruction in various levels of education in Indonesia, a myriad of teaching approaches and strategies have been applied to equip learners with the competences enabling the development of this skill. As a widespread approach to English language teaching (ELT),  which  gains  its  popularity  within  the context  of  EFL, Communicative Language Teaching (CLT) is geared towards learners’ communicative competence comprising of grammatical competence, discourse competence, sociolinguistic competence, and strategic competence as the underlying abilities of speaking proficiency. The development of these competences can be better facilitated when learning takes its place both in and outside classrooms as the latter provides potential promises for learners’ speaking proficiency development. For this reason, this paper presents learners’ challenges for learning speaking, the model activities in and outside classrooms, the importance of speaking instruction and the components of communicative competence and speaking proficiency.

scholarly journals English Communication for International Teaching Assistants

2014 ◽  
Vol 4 (2) ◽  
pp. 199-201
Author(s):  
Rui Ma
Keyword(s):  
Undergraduate Students ◽  
Teaching Assistants ◽  
Communicative Competence ◽  
Oral Proficiency ◽  
International Teaching Assistants ◽  
Strategic Competence ◽  
Grammatical Competence ◽  
Sociolinguistic Competence ◽  
International Teaching

English Communication for International Teaching Assistants is at extbook written specifically for international teaching assistants (ITAs) working in a typical U.S. undergraduate classroom. An ITA might speak fluently in English with a clear pronunciation, yet the undergraduate students in an US classroom may still have difficulty understanding him or her. High English oral proficiency does notnecessarily lead to an ITA’s communicative competence, which, according to Canale and Swain (1980), includes grammatical competence, sociolinguistic competence, and also strategic competence.

scholarly journals Effects of Group Work on English Communicative Competence of Chinese International Graduates in United States Institutions of Higher Education

2015 ◽  
Author(s):  
Mo Xue
Keyword(s):  
Graduate Students ◽  
Group Work ◽  
Communicative Competence ◽  
Institutions Of Higher Education ◽  
International Graduate Students ◽  
Strategic Competence ◽  
Grammatical Competence ◽  
International Graduate ◽  
International Graduates ◽  
One Year

This qualitative study investigated 14 Chinese international graduate students’ lived experiences with group work and the effect s of group work on their English communicative competence. The interview results showed that these participants’ attitudes towards group work went through changes from initial inadaptation or dislike to later adaptation or acceptance, and the time for their adjustment ranged from half a year to one year. The results also revealed that group work greatly improved their English communicative competence in terms of grammatical competence, sociolinguistic competence, and strategic competence. Suggestions for educational researchers, international students, and Chinese EFL instructors were provided.

scholarly journals Multilingualism and Multiculturalism Impact on Shaping Oral Literacy and Communicative Competence

2020 ◽  
Vol 1 (1) ◽  
pp. 42-54
Author(s):  
Norizan Abdul Razak ◽  
Nur Fadhila Binti Ahmad ◽  
Nabila Binti Suhaimi ◽  
Khairun Nadrah Binti Saidin ◽  
Abdul Azim Bin Mahda
Keyword(s):  
Communicative Competence ◽  
Specific Structure ◽  
Historical Background ◽  
Analysis Method ◽  
Conversational Analysis ◽  
Strategic Competence ◽  
Acquisition Process ◽  
Grammatical Competence ◽  
Interview Session ◽  
Sociolinguistic Competence

This study was conducted to investigate on how does the multilingual and multicultural factor affect an individual oral literacy by conducting an interview session and correspondingly examine the features of the conversation from the interview session through a conversational analysis method. The purpose of the study is to have a better understanding of the strategies involved during the learning and acquisition process, the peers and surroundings of the participants, the elements of multiculturalism and multilingualism exhibited in the case of study. The studies show a different strategy was adopted in order to achieve the communicative competence as suggested by Canale and Swain (1980). The results shows that the learners achieved the communicative competence by recognizing the specific structure and features of the language (grammatical competence), understanding the historical background of the ethnicity belong to the language (sociolinguistic competence), practicing the languages ( strategic competence) and understanding the language coherent by listening (discourse competence).

scholarly journals PENGEMBANGAN MODEL SOCIOCULTURE-BASED NARRATIVE UNTUK KOMPETENSI MENULIS MATA KULIAH BAHASA INGGRIS DI PGSD

LITERA ◽  
2014 ◽  
Vol 13 (2) ◽  
Author(s):  
Ali Mustadi
Keyword(s):  
Communicative Competence ◽  
Model Development ◽  
Expert Judgment ◽  
T Test ◽  
Learning Design ◽  
Development Study ◽  
Strategic Competence ◽  
Grammatical Competence ◽  
Writing Skill ◽  
English Subject

This study aims to produce a Socioculture-Based Narrative model for the writing skillbased on communicative competence in the English subject at PGSD. This was a researchand development study employing the model by Borg & Gall consisting of four stages,i.e.: exploration, model development and expert judgment, model tryout, and validation.The results are as follows. First, the developed model has taken into account of thefour communicative competence aspects, i.e.: grammatical competence, sociolinguisticcompetence, discourse competence, and strategic competence. Second, based on expertjudgment, the developed learning design is appropriate to improve PGSD students’writing skill. Third, the results of the product tryout show that the design is effective toimprove students’ writing skill. Fourth, the results of the t-test show a significant positiveeffect of the application of the developed model on the improvement of PGSD students’narrative writing skill.

scholarly journals Discourse Competence in English E-Book “Contextual Teaching and Learning” for 9th Grade Students of Junior High School

2019 ◽  
Vol 2 (1) ◽  
pp. 55
Author(s):  
Ulva Fatiya Rosyida
Keyword(s):  
High School ◽  
Junior High School ◽  
Teaching And Learning ◽  
Junior High ◽  
Communicative Competence ◽  
Good Communication ◽  
9Th Grade ◽  
Distributional Method ◽  
Discourse Competence

Discourse competence is the main competence in Communicative Competence. In language teaching, the role of discourse is to achieve good communication. This study aims at describing the discourse competences in English e-book for students of Junior High School grade 9. The data was collected by using “documentation”. The spoken materials presented in section one for each unit was taken as the data. In analyzing the data, the method used here are <em>Padan</em> (identity) method with “referential” instrument and <em>Agih</em> (distributional) method. They were analyzed how the materials convey the components of discourse competence based on the model of communicative competence proposed by Celce-Murcia, et.al. From the analysis, it was found that the materials convey the components of discourse competence although there are no clear highlights showing each component.

Students as Technicians

2014 ◽  
Vol 76 (4) ◽  
pp. 254-258
Author(s):  
Sharon Gusky
Keyword(s):  
High School ◽  
Cystic Fibrosis ◽  
High School Students ◽  
Diagnostic Tests ◽  
Real Life ◽  
Pcr Analysis ◽  
Life Situation ◽  
School Students ◽  
Real Life Situation

In this activity, freshman college students learn biotechnology techniques while playing the role of a laboratory technician. They perform simulations of three diagnostic tests used to screen newborns for cystic fibrosis. By performing an ELISA, a PCR analysis, and a conductivity test, students learn how biotechnology techniques can be used to diagnose diseases. Students get excited when they realize they will be performing tests actually used in a real-life situation. This exercise is also appropriate for high school students.

scholarly journals The Communicative Competence Components Analysis in Using English through EIR

2019 ◽  
Vol 8 (1) ◽  
pp. 78-85
Author(s):  
Ayu Silvana Faradilla ◽  
Dwi Rukmini
Keyword(s):  
Qualitative Method ◽  
Formal Language ◽  
Communicative Competence ◽  
Descriptive Analysis ◽  
Strategic Competence ◽  
Grammatical Competence ◽  
English Grammar ◽  
Sociolinguistic Competence ◽  
Components Analysis ◽  
Discourse Competence

This study was aimed to explain the communicative competence components of the fourth semester English Department students through English Interaction Room (EIR). The communicative competence components in using English were analyzed based on the grammatical competence, discourse competence, sociolinguistic competence and strategic competence. This study used qualitative method which means that the data of this study were explained by using descriptive analysis method. The result showed that (1) Mostly, the utterances of the participants were ungrammatical in syntax, while some were in morpheme, but those were acceptable (2) Mostly the utterances were appropriate with the topic discussed. the participants were able to construct a unified discourse, (3) Mostly, the utterances seemed natural and used less formal language, and (4) Most participants used achievement strategy to hold the conversation. In conclusion, most of EIR participants are communicative in using English viewed from the discourse competence, sociolinguistic competence and strategic competence. They need to increase their competence of using English grammar.  Keywords: Communicative Competence; Using English; English Interaction Room (EIR).

scholarly journals Kebijakan sekolah dalam membangun budaya tanggap bencana

2020 ◽  
Vol 7 (2) ◽  
Author(s):  
Ebni Sholikhah ◽  
Siti Irene Astuti Dwiningrum ◽  
Dyah Respati Suryo Sumunar
Keyword(s):  
High School ◽  
Disaster Preparedness ◽  
Vocational School ◽  
Vocational High School ◽  
School Policies ◽  
Disaster Vulnerability ◽  
Learning Programs ◽  
Interactive Models ◽  
High Level

Indonesia adalah negara dengan tingkat kerawanan bencana yang tingi. Di DIY jumlah bencana mengalami kenaikan signifikan dari tahun 2017-2018. Namun demikian, sekolah beberapa sekolah belum mengimplementasikan siaga bencana dan bahkan ada yang tidak memiliki kebijakan sendiri. Penelitian ini bertujuan untuk menganalisis kebijakan sekolah untuk mewujudkan budaya siaga bencana di SMK Muhammadiyan Pakem dan SMAN 1 Pundong. Data dikumpulkan melalui FGD dan dianalisis menggunakan model interaktif. Hasilnya menunjukkan bahwa SMK Muhammadiyah Pakem adalah Sekolah Siaga Bencana yang memiliki kebijakan lebih komprehensif daripada SMAN 1 Pundong ditinjau dari sosialisasi, simulasi, kerjasama, pengintegrasian kesiapsiagaan bencana dalam program pembelajaran, serta ketersediaan fasilitas siaga bencana. Lancarnya implementasi kebijakan siaga bencana didukung oleh guru yang berberan sebagai leading implementor karena menjadi penggerak kultur siaga bencana. Beberapa kendala juga ditemui dari kedua sekolah seperti siswa yang kurang serius ketika simulasi bencana dan terbatasnya pendanaan untuk menyiapkan fasilitas tahan bencana.AbstractIndonesia is a country with a high level of disaster vulnerability. In DIY the number of disasters has increased significantly from 2017-2018. However, some schools have not implemented disaster preparedness and the others do not have their own policies. This study aims to analyze school policies to create a culture of disaster preparedness at Muhammadiyan Pakem Vocational High School and Pundong 1 High School. Data was collected through FGDs and analyzed using interactive models. The results show that Muhammadiyah Vocational School Pakem is a Disaster Preparedness School that has a more comprehensive policy than SMAN 1 Pundong in terms of socialization, simulation, cooperation, integration of disaster preparedness in learning programs, and the availability of disaster preparedness facilities. The smooth implementation of disaster preparedness policies is supported by teachers who play the role of leading implementors because they are the drivers of disaster preparedness culture. Some obstacles were also encountered from the two schools such as students who were less serious when simulating a disaster and limited funding to prepare disaster-resistant facilities.

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