Resource Based Learning Presentation by Ahmad Naufal and Rizki Agung Pratama

1. Integrated Skills
Groupwork and Pairwork
18716251029 (Ahmad Naufal)
18716251036 (Rizki Agung Pratama)

2. Integrated Skills
A. Introduction
B. Situations Requiring Skills Integration
C. Integrated Skills in the Classroom
• EAP Materials
• Task-Based Materials
• Oral Presentation
• Role Play/ Simulation
D. Conclusion
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3. ✘ Richards and Schmidt (2010): an integrated
approach means ‘the teaching of the language
skills of reading, writing, listening and speaking
in conjunction with each other as when a
lesson involves activities that relate listening
and speaking to reading and writing’.
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A. Introduction

4. The term ‘integrated skills’ may also be used
to include four language skills in different
contexts:
Content and
Language
Integrated
Learning (CLIL):
cognitive skills ->
research and
problem solving.
Computer-
Assisted
Language
Learning (CALL):
literacy and
navigation skills.
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5. The advantages of integrated approach are (Oxford, 2001):
✘ Exposes the learners to authentic language
✘ Challenge the learners to interact naturally in the target language.
✘ Learners rapidly gain a true picture of the richness and complexity
of the English language as employed for communication.
✘ English becomes a real means of interaction
✘ Allows teachers to track students’ progress in multiple skills at the
same time.
✘ promotes the learning of real content, not just the dissection of
language forms
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6. 6
• content-based language
teaching (CBLT), task-
based language instruction
or some hybrid form.
Oxford (2001):
• introduces Text-Driven
Approach to help teachers
develop integrated skills
materials.
Tomlinson (2003),
• cross-curricular
approaches to subject
and language teaching
in CLIL.
Coyle et al. (2010):
• provide examples and
theoretical explanation for
how integrated skills
teaching could take place
in CALL.
Kervin and
Derewianka (2011)
Integration of the four skills can be achieved
through various approaches:

7. B. Situations Requiring Skills Integration
Taking note while speaking on the telephone.
Read about a film or a concert in a newspaper or magazine.
Composing an article or essay.
We can break down these activities into different language skills that it would
generate: reading, speaking/listening, writing, reading and writing.
Example of the Situation:

8. Harmer (2007) provided a seven stage activity for integrating skills.
1) Learners read an advertisement for a public relations job with a major
airline.
2) Learners write an application.
3) The teacher divides the class into small groups and distributes letters
from the other learners.
4) Each member of the group reads each letter and scores each one from
0 to 5 depending on the quality of the letter.
5) The scores are added up and the winner chosen.
6) The group writes a letter to the winner and another letter to the
unsuccessful applicants.
7) The letters are read out to the class and feedback and comments are
obtained.8

9. To what extent does this material:
provide opportunities to expose learners to language in real life use?
provide opportunities to use language in a meaningful way for the learners?
make use of the four skills as we are likely to do in real communication to achieve
communication outcomes?
help the learners to use English effectively outside the classroom?
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Analyze which skills each activity is likely to require in the activity
written by Brian Tomlinson in the next slide.

10. Brian Tomlinson provided a seven stage activity for integrating skills.
Water Conservation
1.Think of an idea to conserve water. Tell a partner of your idea. Form a group of
four and share your ideas for conserving water.
2. Read the passage on Water conservation from Wikipedia. As you read it decide
which you think is the best idea for conserving water at home, for commercial
conservation of water and for agricultural conservation of water. Don’t worry about
any ideas which you don’t completely understand.
3.In your group, share your decisions about the best ideas. In your group help each
other to understand any ideas which were not completely clear. You can also ask
your teacher to help you.
4.Use the Web references in the Wikipedia passage to help you to read more about
water conservation.
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11. Water Conservation
5. In your group write a one-page leaflet advising people in Malaysia how to conserve
water. Make the advice clear, useful and memorable. Put your group name on your
leaflet and then stick your leaflet on the wall. Walk around and look at the other
groups’ leaflets. Use the evaluation sheet from your teacher to evaluate each
leaflet.
6. In your group invent a device for conserving water.
7. Write a letter to an international company in Malaysia telling them about your
invention and asking them for an opportunity to demonstrate your invention.
8. Prepare a 10-minute presentation on your invention to give to the company you
wrote to. Aim to make it clear and persuasive. Practice answering questions on
your presentation. Give your presentation.
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12. ✘ Activity 1: readiness activities (thinking and speaking)
✘ Activity 2: reading stage
✘ Activities 1–4 involves reading, discussing and re-
reading for different purposes, and it takes a problem-
solving approach.
✘ Activity 5: task-based approach (writing)
✘ Activity 6: speaking and listening – designing a device
✘ Activity 7: writing – letter for company
✘ Activity 8: speaking – oral presentation
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13. C. Integrated Skills in the Classroom
Different types of EFL
classroom
General
EFL
EAP
materials
Task-based
materials
Oral
presentations
Project
work
Role play
and
Simulation

14. Masuhara and Tomlinson (2008) reveals their
evaluation of seven GE course book. They found that:
1. General English materials
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Findings
Provide authentic topics, topics, texts and genres for exposure to
language in use.
Lack of extensive texts even at upper-intermediate level.
Gap between their targets’ intelligence and students’ language level.
Focusing on providing predetermined input rather than facilitating intake,
language acquisition and development

15. 15
2. English for Academic Purpose materials
Required
EAP
skills:
Listening/
Reading
Understanding
academic texts
Taking notes
Identifying
relevant
information
Interpreting
information
Recognizing
point of view
and bias.
Speaking
Negotiating
Paraphrasin
g and using
evidence
Participating
in formal and
informal
discussion
Arguing a
point
Expressing
ideas.
Writing
Structuring
academic
essays and
presentations
Using academic
style (writing and
speaking)
Arguing a
point
Expressing
ideas.
Other
Thinking clearly
and critically
Extending learners’
awareness of cross-cultural
differences and of how to
use language appropriately
to negotiate these
differences
Developing strategies
appropriate for
independent and
collaborative learning in a
university.
Mol and Tan,
2010

16. 3. Task-based materials
Van den Branden (2006: 4) defines a task as ‘an activity
in which a person engages in order to attain an objective,
and which necessitates the use of language’. His book
contains materials from infant, primary, secondary,
science and vocational training, to ICT areas.

20. 5. Oral Presentation
✘ Take cuttings from newspapers, magazines and topics included in
existing teaching materials.
✘ take notes and try to pinpoint aspects of what they have read
✘ prepare a short talk in front of the class and are encouraged to use
maps, diagrams, charts and visual equipment
✘ During the presentation, the other learners are required to take
notes so that they can ask questions or suggestions
✘ peer assessment can be provided by giving the groups evaluation
sheet.
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21. Project work
 Provide the themes of the project.
 Examines how it may opposing points of view.
 Reading materials for viewpoint A articles or books on the
‘Grand Tour’ of civilization, For viewpoint B, on ‘getting away
from it all’ and ‘living on a desert island’.
 ‘Jigsaw’ activity can be implemented,
 The final outcome of the project might be a wall display or in
booklet form or indeed a combination of both.

22. Role Play and Simulation
✘ Role playing activities are not the same as simulation activities.
✘ Role playing: learners play the roles of others, e.g. a doctor, an engineer , a
pilot , a father, and show how they act accordingly.
✘ Simulation: learners are asked to be themselves involved in real life
situation. Because of this, simulation is often seen as being central to
English for Specific Purposes (ESP) situations where the task/s to be
worked upon can be related directly to the learner’s actual or intended
occupation.
✘ Both types of activity offer a flexible approach to integrating the skills, and
involve learners at all stages by stimulating their creativity and responding
to their needs and interests.
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23. Conclusion
✘ After we define integrated skills and the
advantages to the learner of working with
integrated skills materials, it can be inferred
that some activities and materials that
considered as to offer different integration of
the skills includes: GE; EAP; task-based; oral
presentations and role-play/simulation
activities.
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24. Groupwork and
Pairwork

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Groupwork and Pairwork
• Communicative
• Asking students to work in groups or
pairs has been part of communicative
methodology
Richards and Schmidt stated:
Classroom management:
students’ behavior, movement, interaction

26. Functions
 Role relationship of teachers and learners
 Role relationship of learners with each other
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27. • Groupwork and Pairwork are appropriate to use TBL (Task
Based Learning), CBL (Content Based Learning), Content-
Based Language Learning (CBLL)/Content Language
Integrated Learning (CLIL), Text-Driven Approaches, Project
Work and Role Play/Simulations.
• Groupwork and Pairwork fit to these approaches very well and
achieve communicative outcomes.

28. Pair and groupwork indicate the importance of:
✘ exposure to comprehensible input of language in use (Krashen,
1994; Ellis, 2008; Ortega, 2010)
✘ use of language for communication to achieve communicative
outcomes(Swain et al., 2002; Swain, 2005)
✘ negotiation of meaning through social interaction (Long, 1996;
Lantolf and Thorne, 2006).
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29. ✘ Group/pairwork enables learners of different level
and learning styles to share and pool knowledge
✘ Cooperative learning also fits to this since people
have to work together
✘ Groupwork and pairwork can establish a cohesive
and collaborative working athmosphere.
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30. Interactive and
Classroom Structure
✘ Arranging the Class: space, room size, furniture
✘ Interaction patterns in the classroom
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31. 31

32. 32
✘ WHAT HAPPEN IF WE HAVE THEM IN NATURAL GROUPING?; have
learners to choose their friends in their way (randomly, choose friends
who in similar proficiency etc), then if we give them free discussion
topic, we let them to discuss freely,
SOME WILL TALK, CONTROL, OR DOMINATE MORE THAN OTHERS.
HARMER gives advice for when students are not happy with unfamiliar
members:
‘Some ideas for addressing this include helping groups enjoy initial success,
explaining the benefits of heterogeneity, doing team-building activities to
promote trust and to help students get to know each other, and teaching
collaborative skills’.
Group structure

33. Learning Style
Group and pairwork support learners with dominant
“interpersonal intelligence” who are good at working with
other people but alienate the learners with ‘intrapersonal
intelligence’ who prefer to work alone.
“LEARNERS LEARN BEST IF THE WAYS OF LEARNING SUIT
THEIR OWN STYLES”
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34. Advantages
✘ Students are frrquently ‘observer’ to other
✘ Groupwork in particular is potentially dynamic
✘ Different tasks can be assigned to different groups or pairs.
✘ Each student has the opportunity to speak or involve in learning
process
✘ Groupwork can promote a positive atmosphere
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35. DISADVANTAGES
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✘ There is no ‘language model’ in their learning process
✘ Unsupported environtment
✘ Students talk in L1 in pairs
✘ There may be a problem of ‘group dynamic’ student’s objection
✘ Uncontrolled classroom in a large class.

36. Activities for Groupwork and Pairwork
✘ Interviews
✘ Discuss Opinions on a Controversial Topic
✘ Do a Role Play
✘ Read a Script or Dialogue
✘ Do a Jigsaw or Information Gap Activity
✘ Create a Story
✘ Debates
✘ Games
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