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USING CROSSWORD PUZZLE TO PROMOTE ENGLISH
PROFICIENCY: PRACTICAL ACTIVITIES FOR ESP CLASSES
Noverita Wahyuningsih – Politeknik Negeri Malang
Rohmani N. Indah – UIN Malang
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Background • ESP exists in response to some global changes which leads
into creating a global society. • ESP teachers in Indonesia face complexities: big classes,
teacher-centred, focusing more on reading skill, unequal portion of language skills and components.
• ESP teachers are required to be skilled in managing the teaching time to accomplish the targetted curriculum, avoid teaching monotonously.
• ESP classes need an effective, student-centred and time saving approach which provides fun activities while at the same time referring to curriculum.
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Crossword Puzzle • provides some interesting and fun activities • flexible to be used in any levels of education • the world’s popular past-time activity game • adaptable to be used in any fields of study • accommodating for any teaching purposes including ESP • can be given as warmer, filler, or assessment. • practical; in line with the essence of some widely used
teaching approaches such as cooperative learning, Contextual Teaching and Learning, and communicative approach.
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Problems in using CWP: many ESP teachers do not really know…
• how to make the best use of it based on the teaching objectives.
• they do not know how to make variations in implementing crossword puzzle for their ESP teaching
• they do not know well how to select appropriate crossword puzzle for their ESP classes.
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Alternative Solution: ASIATEFL
• Ask, • Set, • Instruct, • Anticipate, • Take action, • Examine, • Find, • Learn
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Ask • why : why is crossword puzzle used
for teaching Job Interview • what : language comp/skill is
targeted, indicators of successful implementation
• Who : the learners • Which : proficiency level, • When : warmer/filler and duration • how to use the puzzle for teaching
ESP : pairwork, individual, groupwork
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Set • the type of crossword puzzle by either
– selecting from the available puzzle
– creating a new one
• consider : (1) teaching objectives, (2) level of difficulty, (3) syllabus and curriculum, (4) time allotment (5) students’ interest and characteristics; (6) availability, (7) task type (individual, pairwork, or groupwork)
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Instruct • Give clear instructions before giving
the puzzle to the students: – Simple language
– Whiteboard consolidation
– Checking understanding
• Verbal instruction alone is not enough
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Anticipate • Anticipate any difficulties by giving
examples and demonstration
• Examples : practical handout
• Involving the students
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Take action • perform your teaching with the
crossword puzzle
• Make groups/dyads when necessary
• Facilitate the students
• Make sure the students know what they are expected to do
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Examine • and monitor the process as classroom
facilitator
• What the teacher should do during implementation: – Monitor
– Observe
– take necessary notes
• Don’t interrupt unless necessary
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Find • constraints related to students’
anxiety, limited vocabulary mastery, different level of English proficiency, time management
• positive points related to students’ preference, language improvement, learning enthusiasm and attitude
…from the implementation
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Learn • reflect from the teaching activity for a
better performance: Instruction, Material, Process/implementation, Teaching objective
• Learn whether the indicators of successful teaching implementation are met : kesesuaian antara waktu dengan accomplishment, percentage of students’ involvement in the learning process, next meeting the ss still recall the subject matter,
• Learn from the implemenation to make a better planning for a much better teaching performance in the future
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Practical activities • LANGUAGE SKILLS
• LANGUAGE COMPONENTS
• INTEGRATIVE / COMBINATION OF SKILL AND COMPONENT
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Practical activities • pairwork activity
• reading clues
• providing clues
• puzzle completion,
• puzzle gap,
• combining puzzles,
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Pairwork activity
Language focus: Adjective Clause Language skill : speaking Language function: describing
objects
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Reading clues Language focus: passive
construction Language skill: reading Language function: describing
process
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Providing clues Language focus: irregular past verbs Language skill: writing Language function: describing action
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Sample
Lesson Plan • Objective: Students are able to a. apply the pattern of Adjective Clause b. develop speaking skill using AC c. describe objects using AC • Learning resource: CROSSWORD PUZZLE, textbook, flash card • Activities: a. Warmer: review of previous lesson (10 minutes) b. Lecturing: concept of Adjective Clause (30 minutes) c. Guided practice: exercises from textbook (15 minutes) d. Free practice: pairwork activities (30 minutes) e. Rounding up: feedback & assessment (15 minutes) • Assessment: oral assessment
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Advantages & Disadvantages
• Advantages:
a. fun language learning
b. motivating learners
c. make language teaching easier
d. prevent boredom, monotonous teaching, learning anxiety
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Advantages & Disadvantages
• Disadvantages:
a. needs more effort to prepare
b. without careful preparation teachers tend to focus more on making fun activities rather than language learning
c. might be time consuming
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Thank You