Redefining English as An International Language By Ardhy Supraba

A.    Introduction

The reason why I chose that statement is because I want to know more the distinctions of English in some sense is being used as an international language especially in global and local sense.

In explaining the use of English as an international language, one of the important characteristics of English as an international language is that English is used to communicate in global and local language. Hence, when English is being used in global language, so English is used across borders. Meanwhile when English is being used in local language, then English is used within a country. McKay (2002: 38, 1^st paragraph)

Thus, this paper is going to focus on the distinctions of English as an international language in global and local sense.

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THE ROLE OF CULTURE IN TEACHING ENGLISH AS AN INTERNATIONAL LANGUAGE by Ardhy Supraba

INTRODUCTION

Dealing with the spread of English as an international language, teaching English cannot be separated from culture. Even the culture holds important part in language teaching. Without having good knowledge about culture, English teachers will get difficulties in teaching English as an international language, since culture plays important role in teaching English as an international language. Therefore, my topic is the role of culture in teaching English as an international language. Thus, my thesis statement is the important role of culture in teaching English as an International Language.

DISCUSSION

Chapter 1 discusses about the expansion of English as an international language. A language to be international means that the language has developed to where it is “no longer linked to a single culture or nation but serves both global and local needs as a language of wider communication.” This chapter also examines English has spread as quickly and widely as it has, pointing out that it was due not only to complex historical, geographical, political, and economic factors, but also to migration patterns. The last, this chapter briefly deals with the negative aspects of this spread of English and several factors that could in the future hinder the language’s spread. Furthermore, for the next explanation about this chapter, we move on to an investigation of how English is used by bilingual speakers. It will be discussed in chapter 2.

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PROCEDURES FOR CONDUCTING NEEDS ANALYSIS By Ardhy Supraba

A.    Introduction

With the advent of the communicative approach, views on language teaching started to incorporate communicative features into syllabus design. Accordingly, a central question has been raised: what does the learner need/want to do with the target language? Rather than, what are the linguistic elements the learner needs to master? This movement has led in part to the development of English for Specific Purpose.

In order to cater for the learners’ specific purpose, it has become urgent to collect information about the learners: their needs and wants. Therefore, relevant techniques as well as procedures have been developed by needs analysts. These techniques have been borrowed and adopted from other areas of training, particularly, those associated with industry and technology.

In conducting needs analysis, a variety of procedures can be applied and the kind of information obtained is often dependent on the type of procedure selected. Since any one source of information is likely to be incomplete or partial, a triangular approach (i.e., collecting information from two or more sources) is advisable. Thereby, many different sources of information should be sought. Richards (2001: 59, 1^st paragraph)

Thus, this paper is going to focus on the procedures for conducting needs analysis.

B.     Discussion

The writer thinks that needs analysis was introduced into language teaching through the English for Specific Purposes (ESP). Therefore, based on the writer’s experience during studying ESP in S1, the common procedures for conducting needs analysis namely as follows:

1.      Test: proficiency test, placement test, diagnostic test, achievement test

2.      Interview, and

3.      Questionnaires.

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Contextual Teaching Learning. PPT

CTL Ppt Ardhy Supraba by Ismail

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Transformational Generative Grammar

Tg Grammar Klp.2 by Ismail

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Competence and Performance and Imitation

COMPETENCE AND PERFORMANCE

Competence is the ability to produce an unlimited number of sentences with the knowledge of limited number of grammatical rules. Competence consists of the knowledge of language user in principle has. Performance is imperfect manifestation of competence. Performance is the result of the psychological process that employs this knowledge in producing or interpreting language utterance. Chomsky separates competence and performance; he describes  'competence' as an idealized capacity that is located as a psychological or mental property or function and ‘performance’ as the production of actual utterances.   In short, competence involves “knowing” the language and performance involves “doing” something with the language. The difficulty with this construct is that it is very difficult to assess competence without assessing performance.  

Why is it important to make a distinction between competence and performance?

Noting the distinction between competence and performance is useful primarily because it allows those studying a language to differentiate between a speech error and not knowing something about the language. To understand this distinction, it is helpful to think about a time when you've made some sort of error in your speech. For example, let's say you are a native speaker of English and utter the following:

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