This document discusses integrated skills, groupwork, and pairwork in language classrooms. It begins by defining integrated skills as teaching the four language skills of reading, writing, listening, and speaking together. It provides examples of how skills can be integrated through tasks like project work and role plays. It also discusses the benefits of integration, including exposing learners to authentic language. The document then explores functions and techniques for groupwork and pairwork, noting they can promote interaction while completing communicative tasks. Both approaches are analyzed in terms of their potential advantages and disadvantages from the perspectives of teachers and learners.

1. INTEGRATED SKILLS
&
GROUPWORK AND PAIRWORK
ANNISA RIZQIANA – 177116251031
ERNITA RAHARJA - 17716251037

2. Situation Requiring Skill
Integration
Integrated skills in classroom:
Principles
Integrated skills in classroom:
Examples of EFL materials
Integrated skills in classroom:
techniques
About skill integration
INTEGRATED SKILLS

3. Integrated skills: teaching of the language skills of reading, writing, listening, and speaking
in conjunction with each other
(Richards and Schmidt, 2010 in McDonough, Masuhara, & Shaw, 2013)
Integration of the 4 skills can be achieved through various approaches. For example, in
Content and Language Integrated Learning (CLIL): doing research & problem solving
In daily lives, language skills are rarely used in isolation but in conjunction. Hence, one of
the function of skill integration is to recreate it.
About
skill
integration
ADVANTAGES (Oxford, 2001 in McDonough, Masuhara, & Shaw, 2013):
• It exposes language learners to authentic language and challenge them to interact
naturally in the language.
• It stresses that English becomes a real means of interaction and sharing among people;
• It allows teacher to track students’ progress in multiple skills at the same time.

4. Situation
Requiring Skills
Integration:
Example
• We may ask a friend if they would like to go.
• We search the internet if we have easy access to it.
• We phone the box office to reserve tickets.
• We drive to the cinema/concert hall with the friend.
• We ask the clerk for the tickets.
• We watch the film/concert.
• We discuss the film/performance with the friend on the way
home.
• Some of us may write about our experience in a blog, by
Twitter, on Facebook and so on to communicate with a larger
number of people.
Reading about a film or a concert in a
newspaper or magazine

5. In our daily lives, we are constantly performing tasks that involve a
natural integration of language skills.
None of those strategies is completely predictable.
The example shows that ….
The term “appropriacy” will be developed by the learners.
Integrated materials are more likely to involve learners in authentic and
realistic tasks. Hence, their motivation will be increased.

6. 1. The learners are exposed to a rich, meaningful, and comprehensible input of
language use.
2. They need to be engaged both effectively and cognitively in the language
experience.
3. Language learners who achieve positive affect are much likely to achieve
communicative competence than those who do not.
4. L2 language learners can benefit from using those mental resources which they
typically utilize when acquiring and using L1.
5. Language learners can benefit from noticing important features of the input
and from discovering how they are used.
6. Learners need opportunities to use language to try to achieve communicative
purposes.
Situation
Requiring Skills
Integration:
Principles
6 Basic Principles for Materials Development
(Tomlinson, 2011b in McDonough, Masuhara, & Shaw, 2013)

7. GENERAL MATERIALS:
Findings by
Masuhara and Tomlinson (2008)
• GE course books provide a variety of authentic topics, texts, and genres for exposure to language in use (e.g.
stories, news, magazine, and book extracts), emails, blogs, SMS messages).
• However, there are lacks of extensive texts even at upper-intermediate level which means that there is a
dominance of unconnected short texts and activities.
• The inputs are introduced using PPP (present, practice, and produce) approach together with stock
examination-type exercises (e.g. true/false, multiple choice, matching, gap filling, sentence completion).
Integrated skills in classroom:
Examples of EFL materials

8. GENERAL MATERIALS:
Findings by
Masuhara and Tomlinson (2008)
Suggested solution:
• Provide gradual sequencing of activities and
collaborations
• In output of the activities provide, there is a clearly
defined audience and target.
• The activities reflect authentic situations in real life.
• The skills are integrated.
• The materials offer opportunities for the personalization

9. EAP MATERIALS:
Summary of EAP skills recognized in many institutions
(Mol & Tan, 2010)
Listening/Reading:
• Understanding academic texts
• Taking notes
• Identifying relevant information
• Recognizing point of view and bias
Speaking:
• Negotiating
• Paraphrasing
• Participating in formal and informal discussion
• Arguing a point
• Expressing ideas
Writing:
• Structuring academic essays and presentations
• Using academic style (writing & speaking)
• Arguing a point
• Expressing ideas

10. ACTIVITIES NECESSARY IN EAP MATERIALS :
(Mol & Tan, 2010)
1. Developing awareness of different academic cultures and practices.
2. Making discoveries about academic English and academic practices.
3. Making discoveries about the host country’s academic culture and
about their subject specific practices.
4. Linking the academic English and practices with the real academic
context outside the class.

11. Task (Oxford, 2001 in McDonough, Masuhara, & Shaw, 2013):
an activity in which a person engages in order to attain an objective and which necessitates the use of
language.
Integrated skills in classroom:
Techniques promoting skill integration
Task-based
materials
Two kind of tasks (Richards, 2001):
a. Pedagogical task : tasks requiring the use of specific interactional strategies and may require the use
specific language items (skills, grammar, vocabulary). This task provides useful input to the language
development.
b. Real-world task : tasks that reflect the real-world use of language.
Seven principles for task-based language teaching (Nunan, 2004):
1. Scaffolding
2. Task dependency
3. Recycling
4. Active learning
5. Integration
6. Reproduction to creation
7. Reflection

12. One of useful ways of achieving skill integration in the classroom:
• Reading newspaper, magazines, and topics included in discussions
• Taking notes and trying to pinpoint important point to be discussed
• Preparing a short talk in front of the class
• Making maps, graphs, diagrams, and other visual equipment to make the talks clearer.
• Other learners are required to take notes and ask questions
Integrated skills in classroom:
Techniques promoting skill integration
Oral
presentation
Project work
• Provide “theme” that entails integrated skills.
• Theme can be seen from opposing points of view so that it
enable students to have different interpretation and
materials selection.
• The project work can cover the following stages:
a. Planning the project
b. Doing the project
c. Presenting the project

13. • Both activities offer a flexible of tailoring integrated skills and involve learners at al
stages by stimulating their creativity and responding to their needs and interests.
• They can also release the teacher from the center stage position for lot of the time
(Jacobs 1988-1999 in in McDonough, Masuhara, & Shaw, 2013).
Integrated skills in classroom:
Techniques promoting skill integration
Role play/
simulation
• Role play involves learners in ‘role assumption’.
• Role play is used more frequently in teaching of EGP.
• Simulation work requires the learners to take part in communication that involves
personal experience and emotions.
• Simulation is often seen as being central to ESP situations.
• These activities can be structured:
a. First phase: learners are given the informational input.
b. Second phase: the simulation/role play takes place with the focus on fluency.
c. Third phase: the teacher give learners feedback on the activity just performed.

14. The Classroom Setting:
Functions of Groupwork and
Pairwork
Interaction and Classroom
Structure
Groupwork and Pairwork:
Benefits or Drawbacks?
Conclusion
About
Introduction: Content and
Structure
GROUPWORK & PAIRWORK

15. Classroom management as: (in language teaching) the ways in which student behavior,
movement and interaction during a lesson are organized and controlled by the teacher (or
sometimes by the learners by themselves) to enable teaching to take place most
effectively. Richards and Schmidt (2010: 81)
The general distinction in language teaching between content and structure is if content; it
means that it relates to the materials used in relation to the selected target for learning.
While, structure in which means that it focuses on how classes are organized and managed
to decide the various classroom options as to who works with whom and in what possible
groupings.
About
Introduction:
Content and
Structure

16. The Classroom
Setting:
Functions of
Groupwork and
Pairwork
• Work in pairs or divide into groups is now so much part of the
everyday professional practice of large numbers of English
language teachers.
• There are activities that frequently happen in groupwork and
pairwork such as dialogue practice, sharing opinions, reading
aloud, comparing answers to questions, doing grammar exercises,
formulating questions in an information-gap task.
• However, there are two objectives can be made toward the
groupwork and pairwork. Firstly, the possibility that imposed
classroom structures may not always be congenial to the learning
styles of individuals in the class. And, that a mechanical
organization may pay insufficient attention to the relationship
between an activity and its purpose.
• Dörnyei and Murphey (2003) provide the notion of the classroom
as an aspect of ‘social organization’, 2003. Asking students to work
in pairs, or to divide themselves into groups, or nominating group
membership directly leads to a specific set of interaction patterns
and to control of those interactions.
The social organization of the classroom

17. The Classroom
Setting:
Functions of
Groupwork and
Pairwork
o It is needed to create situations in which learners converse Teachers create
opportunities for learners to experience language in use .
o There are various approaches that enable optimal use of integrated skills such
as Task-Based Learning (TBL), Content-Based Language Learning
(CBLL)/Content Language Integrated Learning (CLIL), Text-Driven
Approaches, Project Work and Role Play/Simulations.
o Pair and groupwork fit into these approaches very well and enable various
patterns of interaction to take place in order to achieve communicative
outcomes.
o Second Language Acquisition (SLA) studies also seem to support the use of
group/pairwork in that the findings often indicate the importance of (1)
exposure to comprehensible input of language in use (Krashen, 1994; Ellis,
2008; Ortega, 2010); (2) use of language for communication to achieve
communicative outcomes (Swain et al., 2002; Swain, 2005); and (3)
negotiation of meaning through social interaction (Long, 1996; Lantolf and
Thorne, 2006).
Functions of groupwork and pairwork

18. The Classroom
Setting:
Functions of
Groupwork and
Pairwork
• Pairwork and groupwork are not synonymous terms: just as they
obviously reflect different social patterns, so the ways in which they
are adapted and applied in the classroom also have distinctive as well
as similar functions.
• Pairwork can be activated in most classrooms by simply having learners
work with the person sitting next to them.
• A group is more complex structure, that will probably require greater
role differentiation between individuals as well as a certain amount of
physical reorganization of the classroom.
Pairwork and groupwork

19. Interaction and
Classroom
Structure• It is recognized that one or more of the following possibilities for the
physical arrangement of their classroom.
• These arrangements are not necessarily static. In a flexible classroom,
it may change during the course of one lesson, both physically as well
as in terms of roles and interaction.
Arranging the class

20. Teacher-fronted classes
• A lockstep organization of classroom interaction is represented in
simple terms by the figure. The lockstep mode can be explained in
terms of a simple sequence of teacher stimulus → student
response → teacher evaluation of student response (a traditional
pattern of teacher question → student answer → teacher
comment).
• Teacher-fronted lessons may be a good way of providing the
necessary meaningful exposure to language
in use if the teacher for example reads stories and poems and
performs dramas for the learners to enjoy.
Interaction patterns in the classroom

21. Group Structure
•These kinds of ‘natural’ grouping, and relatively spontaneous
speech and behaviour patterns within an unmonitored group.
•Harmer (2007b) lists the principles of friendship,
streaming (by ability) and chance, as ways of dividing a class into
groups.
•Jacobs 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 teambuilding activities to promote trust and
to help students get to know each other, and teaching
collaborative skills’.
Interaction patterns in the classroom

22. Learning Styles
•Groupwork or pairwork may possibly favour the 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.
•Coffield et al. (2004), for example, identified 71 models of learning styles. Behind the
theories of learning styles lies an assumption that learners learn best if the ways of
learning suit their own styles.
•It is attempted to develop tests such as
the VARK (i.e. Visual, Audio, Read/write, Kinaesthetic) questionnaire (Fleming, 1995).
•Regarding learning styles, it is necessary to be aware of the danger of careless labelling
of student failure.
Interaction patterns in the classroom

23. Groupwork and
Pairwork:
Benefits or
Drawbacks?
A final consideration in setting out the framework for discussing the pros
and cons of groupwork and pairwork is the question of whose perspective
is taken into account. Any teacher will have a view; but so will learners,
parents, colleagues, head teachers and education authority personnel, and
these views will not always necessarily be in harmony.

24. Advantages
1. In a lockstep framework, there is little flexibility.
2. Groupwork in particular is potentially dynamic.
3. Different tasks can be assigned to different groups or pairs.
4. Each student has proportionally more chance to speak and therefore
to be involved in language use.
5. Groupwork can promote a positive atmosphere or ‘affective climate’
(Arnold, 1999).
6. There is some evidence that learners themselves favour working in
smaller groupings.

25. Disadvantages
1. There is some concern that other students will probably not provide
such a good ‘language model’ as the teacher.
2. There are several possible institutional objections to rearranging the
classroom and to an increased communicative environment.
3. Some monolingual classes readily use their mother tongue instead of
the target language, particularly where discussion is animated and
even more so when the teacher shares the same L1.
4. Learners often have strong preferences, and it is not unusual to find a
stated wish for teacher control and direct input of language material.
5. If the class is divided into smaller units, there may be problems of
‘group dynamics’ where.
6. Class size.

26. Groupwork and Pairwork: Benefits or Drawbacks?
Disadvan
tages?
When Vietnamese students are asked to use English to conduct a ‘real life’ game in pairs,
the question raised is whether they are really engaged in genuine communication.
Furthermore, the use of ‘authentic’ material, meaning authentic to native speakers of
English, can be problematic in the Vietnamese or Chinese classroom. As Kramsch and
Sullivan (1996) point out, what is authentic in London might not be authentic in Hanoi.
Also, the large class size in Vietnam (between forty and sixty) also challenges the use of
pair work and group work. (Pham, 2007: 196).

27. Conclusion
Integrated skills
Groupwork & pairwork
• Integrated skills promotes ‘real-world’ language use hence learners will
get advantages of working with integrated skills materials.
• There are various classroom activities that offer different permutations
of integrated skills: GE; EAP; task-based; oral presentations and role
play/simulation activities.
• Pairwork and groupwork have distinctive as well as similar functions.
• There are activities that frequently happen in groupwork and pairwork
such as dialogue practice, sharing opinions, reading aloud, comparing
answers to questions, doing grammar exercises, formulating questions
in an information-gap task.
• There are several considerations with regard to the pros and cons of
groupwork and pairwork either the teachers or learners, parents,
colleagues, head teachers and education authority personnel’s views.

28. REFLECTIONS
How can you design an activity that promote the
integration of 4-skill by using project work in language
classroom?
What kind of language materials than can be practiced
during pair-work and group-work activities?
1
2