Human is the spoken animal (Al-insaanu hayawanu an-naathiq, El-Araby: 1974). His ability to speak or spoken language was a gift from God to distinguish between him/her and the animal.
CHAPTER I
INTRODUCTION
1.1 Background
Human is the spoken animal (Al-insaanu hayawanu an-naathiq, El-Araby: 1974). His ability to speak or spoken language was a gift from God to distinguish between him/her and the animal. On the other word, to speak/spoken language was the human innate capacities which will achieve and develop through his/her interaction with the other and surrounding circumstance to relay messages to each other.
As its function, Language is the key to human to make communication. Gertrude Boyd (1976 cited in Norton, 1980:4) states:
“Language is the most important part form of human communication. Not only is language human, it is uniquely human and the key to all human activities. It is the vehicle through which the world can be understood and appreciate; without language people are isolated and helpless.”
As stated by Larsen-Freeman (200312) that language is a vehicle for communicating meaning and messages. It means that how important language in our live. Human can talk, communicate, and share with their community using language. Through language, they can express their idea, their feelings to do all their activities in their lives.
This paper will focus on interactionists’ theory of language learning emphasizes on the role of the linguistic environment in interaction with the child’s innate capacities in determining language development (Lightbrown and Spada, 1999: 22). To interactionists, language is the result of ‘interaction’ between the innate ability of the child and the linguistic environment.
Interactionists place a greater importance on the influence of the environment in language learning. They stress the importance of child-directed speech whereby the language adults with children is also modified to help their understanding. The topics of conversation could be limited to the child’s immediate environment or to experiences that the adult knows the child has (Lightbrown and Spada, 1999:24).The interactionists’ view of language learning resulted in Communicative Approach to language teaching (CALT), group work as well as cooperative learning.
1.2 Problem Statement
Students in Secondary schools face a lot of problems with their English in terms of grammar and vocabulary. The level of their English proficiency is low. Continuous observation revealed that this situation existed due to the lack of exposure to English in their daily life, as well as lack of interest in learning and using English. Furthermore, they do not have much interest in reading materials in English language because they do not understand what is being read. Therefore, it is hoped that interactions and communicative learning can enhance students’ achievement in their acquisition of English language.
1.3 Objective of the Study
This study is to find out whether interactions and communicative learning can improve the students’ English language acquisition in a literature class in a school.
1.4 Significant of the study
This study benefits the participating school, the subject teacher as well as the subjects of the study.
The participating school will benefit because the results will be a guideline for the teachers to determine the specific difficulty encountered by the students in acquiring English. The teachers can find ways to improve their teaching methods. The subject teacher will benefit since he is actively involved in the study. He can discover some of the problems faced by the students and continue to rectify the problems.
The students can gain a lot of benefits because interactionist and communicative learning approach can give students the chance to develop positive and productive relationships. It gives students opportunities to learn from one another rather than receive information from the teacher or dialogue alone.
It was also hoped that by discovering this relationship, the students would benefit in terms of English language acquisition. There is a possibility that the success of those few could be extended to the others in the same circumstances. Therefore, this could help overcome the problem of students having low English language proficiency in the schools.
CHAPTER II
LITERATURE REVIEW
2.1 The Interactionist View
Interactionists’ theory of language learning emphasizes on the role of the linguistic environment in interaction with the child’s innate capacities in determining language development (Lightbrown and Spada, 1999: 22). To interactionists, language is the result of ‘interaction’ between the innate ability of the child and the linguistic environment.
Interactionists place a greater importance on the influence of the environment in language learning. They stress the importance of child-directed speech whereby the language adults with children is also modified to help their understanding. The topics of conversation could be limited to the child’s immediate environment or to experiences that the adult knows the child has (Lightbrown and Spada, 1999:24).The interactionists’ view of language learning resulted in Communicative Approach to language teaching (CALT), group work as well as cooperative learning.
2.2 The Communicative Approach
Communicative approach to language teaching (CALT) is an important approach being dealt with in this research since the students need to carry out communicative activities in groups in order to acquire the language. Littlewood (1981) states that the communicative approach to Language Teaching (CALT) aims to provide meaningful task practice, improve and maintain motivation, encourage natural learning process and create a context that supports learning.
In CALT, “classroom activities are often designed to focus on completing tasks that are mediated through language or involve in negotiation of information and information sharing” (Richards and Rodgers, 1986: 51). Much more spontaneity is present in communicative classroom: students are encouraged to deal with unrehearsed situations under the guidance, but not control of the teacher” (Brown, 2001:44).
The activities that are carried out should relate to learners’ background knowledge and real-life situation “involving learners in the experience of communication” (Savignon, 1981). Morrow (1979) emphasizes that communicative approach is not only giving students practice in the forms of the language, but also in the processes of using them. Morrow and Johnson (1979), stress that practicing “doing things” with language will be more fruitful than practicing language forms out of context. Students are encouraged to engage in group work when using the language forms that are previously learnt.
Larsen (1986), states three characteristics of the communicative approach that teachers should take into consideration as follows:
- Everything that is done in the communicative classroom has the objective of achieving communicative competence.
- To provide real-life atmosphere.
- Activities are often carried out in small groups.
This is in line with cooperative learning where students carry out real-life communicative activities in groups in order to practice the language that they have learnt as well as achieve communicative competence.
Communicative language teaching (CLT) was developed in the 1960s from the re search and writings of applied linguists in both Europe and North America who emphasized that language equaled communication (Canale & Swain, 1980; Savignon, 1983; van Ek, 1975). In Europe, this approach led initially to the institution of the notional functional approach. In CLT, the goal of language teaching should not be translating and learning a set of rules but should be based on the goal of communicative competence.
Communicative competence is most frequently defined as the ability to create meaning when interacting with others in the target language. Thus, the focus in CLT is on communication in authentic situations.
Since the 1970s, this approach has been expanded on and has come to play a central role in most contemporary language teaching situations.
CHAPTER III
DISCUSSION
In CLT, the goal of language teaching should not be translating and learning a set of rules but should be based on the goal of communicative competence. Communicative competence is most frequently defined as the ability to create meaning when interacting with others in the target language. Thus, the focus in CLT is on communication in authentic situations.
3.1 Strategy
Because CLT is such abroad orientation, it is difficult to give specific strategies. How ever, the broad guidelines are as follows:
a. Determine the communicative goals of the students.
b. Create situations and activities in which students produce authentic, meaningful, and contextualized communication.
c. Focus on accuracy only in as much as errors that would impede communication are corrected.
d. A dialogue focusing on certain functions and notions is presented.
e. Students practice the dialogue with classmates.
f. Students may create their own dialogues for role-playing.
g. Students may reinforce usage through assignments in which they choose or fill in the appropriate words in a written dialogue.
h. Students may expand on the previous tasks by going into the community and practicing “real-life” dialogues.
3.2 Application and Example
Authentic Role-Plays
In this lesson, students are introduced to a number of conversations that might occur when one is a visiting the others. Examples might include being invited to some one’s house, making small talk at a party, being offered refreshments, and being asked to go out.
1. Students are asked what they would do and say in these various situations. This gives the teacher the chance to discuss not only vocabulary used but also cultural differences that might occur.
2. Students are given dialogues picture and movie to practice in groups of two or three.
3. Students then listen to a dialogue between Ann and Fitri who intend to visit friend. Students may follow the written dialogue as they listen.
Ann : How are you doing, Fit?
Fitri : Fine, and you?
Ann : Fine, too
Fitri : Do you have any plan for tonight?
Ann : No. anything special?
Fitri : Sure. How about visiting Susi?
Ann : OK
Fitri : I’ll call her first to make sure if she is home
Ann : As far as I’m concerned, she’s home after 7 p.m
Fitri : I’d better leave a message to her roommate, then
Ann : It’s a good idea, I suppose
Fitri : I hope, we won’t waste our time, will we?
Ann : Yes. Beside, she’ll be happy if we inform her beforehand
Fitri : Right. It’s really polite
4. The teacher points out new vocabulary in the dialogue such as;
ü Concerned
ü Inform
ü Beforehand
ü Do you have any plan for tonight?
ü Polite
ü As far as I’m concerned
ü We won’t waste our time
5. Students practice parts of the dialogues. First, students practice saying individual lines as a class. Then students practice the dialogue in pairs. Then students practice visiting friend using the dialogue. Students then role-play the situation.
6. Students are encouraged to create their own variations on the dialogues.
7. Students are then given color-coded index cards that give them information about their role. For example:
a. Blue card 1 says: You invite a friend over for visit the other friend.
b. Blue card 2 says: A friend invites you over visit a friend. You want to come, but you doubt that your friend will be visited isn’t at home.
OR
Shopping in the store
Clerk: Can I help you?
Ann: Yes, I’m looking for a new dress to wear to work.
Clerk: What size do you wear?
Ann: I wear a size 12.
Clerk: What color would you like?
Ann: I’d like some thing in blue.
Clerk: How about this dress?
Ann: No, I don’t really care for that dress.
Clerk: How about this one?
Ann: Yes, I like that one.
Clerk: Would you like to try it on?
Ann: Yes, where is the dressing room?
(Ann tries on the dress)
Clerk: How does it fit?
Ann: Just fine. I think I’ll get it.
(Suddenly Ann friends – Fitri – comes)
Fitri: Hi Ann, you look great using that dress. This is my friend, Susi. He’s from Bandung. He’s a dancer
Ann: Really? That’s wonderful. Hi Susi, nice to meet you
Susi: Nice to meet you too
c. Pink card 1 says: You and a friend are at the mall shopping when you run into your room mate.
d. Pink card 2 says: Your friend introduces you to his or her room mate. You realize you have already met.
e. Pink card 3 says: You run into your room mate at the mall. The room mate introduces you to her or his friend.
8. Students with the same color cards come to the front of the room at the same time. Students are not allowed to see the other students’ cards. The teacher tells the first person to start. Then the other students doing the role-play must respond spontaneously.
9. Other groups with the same color cards then participate in their role-plays.
10. By not allowing students to see each other’s cards, the scene is set for a more spontaneous situation that is more authentic than if students practice set role-plays.
3.3 Presenting a Cultural Item to the Class
- Students are asked what things or objects come to mind when they think of the country they are visiting. For example, if they are studying in the United States, they might say American football, rap music, hamburgers, or cowboy movies. The teacher writes these on the board as the students say them.
- Students are asked to explain why they chose this particular object. Other students may also give their ideas on why this object represents the country they are visiting. Students may be asked if they agree or disagree.
- Students are given the assignment for the next class period, when they are to bring in an object that represents an aspect of their culture. If they don’t have the object, they may bring a picture or a mock-up.
- Students show the object to their class mates. They explain what the object is, what it is used for or how it is used, and in what way it represents their culture. Other students are encouraged to ask questions.
3.4 Lesson Plan
ENGLISH LESSON PLAN
Class : Year X
Date : 08 – 03 - 2011
Time :10 .00 a.m – 11.30 a.m (1 meeting)
Theme : Everyday Conversation
Topic : Visiting a Friend – Shopping in the Store
Focused skills : Listening
Integrated skills : Speaking
Curriculum specifications :1. Pay attention to the picture
2. Discussing the topic of picture
3. Listen and watch the movie
4. point out the vocabularies on the dialoque
5.State whether one likes or does not like from the story watched or listen.
6. Practicing the dialogue of movie.
Learning Outcomes : Listen and practicing the dialogue.
Objectives : By the end of the lesson, students should be able to:-
- Make extensions to related ideas, topics and information about the picture shown.
- Make and support with evidence assertions about the dialogue object
- Demonstrate after watching and interpretation of the movie.
- Students talk about and practice the dialogue of the movie.
Previous knowledge : Based on the previous lesson, students have learned about vocabularies and sentences in year IX
Instructional materials : Daily Conversation
Educational Emphasis : Listening and speaking Skill.
| STEP | CONTENT | TEACHING LEARNING ACTIVITIES | RATIONAL / REMAKS |
| Set Induction 5 minutes | Warming up (Introduction) Showing the “Daily Conversation” picture -Examples of teacher questions : I. Do you know what the topic of the picture is? II. What is this picture all about? | v Students are asked to guess what is the conversation topic v Students answer a few questions pertaining to the picture. | v To attract the students interest about the topic v Integrate picture in teaching by having fun. |
| Step 1 10 minutes | Listen and watching the movie Example of clue: I. How many characters in the dialogue? II. What is the common character of each person? III. What is the difficult vocabulary in the dialogue? | v Students are asking to listen and watch the dialogue movie. v Students call out of characters. v Students spell and teacher write answer on blackboard. v Teacher point out new vocabularies from the dialogue. | v To activate students previous knowledge v To develop their listening skills. |
| Step 2 20 minutes | Students practice parts of the dialogues. First, students practice saying individual lines as a class. Then students practice the dialogue in pairs. Then students practice visiting friend using the dialogue. Students then role-play the situation. | v Students are divided into groups v Students are asked to make a dialogue v Students may improve the dialogue by his/her own language v The other group responses to other group dialogue | v To practice the dialogue using sentence structure for questions and response. v Make dialogue with the classmate. |
| Step 3 20 minutes | Class acting | v Each group should act infront of the class according to their practicing with classmate | v To practice the dialogue as a drama in front of the class |
| Step 4 20 minutes | Students play they role in the game | v Students are given color-coded index card that given information about their role v Each student will act according to the instruction in the card v Students with the same color cards come to the front of the room at the same time. v The teacher tells the first person to start. Then the other students doing the role-play must respond spontaneously. v Other groups with the same color cards then participate in their role-plays. | v To encourage discussions among peers. v Develop self confident among students. |
| Step 5 10 minutes | Presenting a Cultural Item to the Class | v Students are asked what things or objects come to mind when they think of the country they are visiting v Students are asked to explain why they chose this particular object v Students show the object to their class mates. They explain what the object is, what it is used for or how it is used, and in what way it represents their culture. Other students are encouraged to ask questions. | v To encourage discussions among peers. v Develop self confident among students. |
| Closure 5 minutes | We should appreciate each other; respect each other and help the needy. | v Students learn values like being proud to be who they are and help who they are v To help students realize the good values of culture and the important of conserving for the future generations. | v To help students appreciate and help the others. v Class discussion |
| Evaluation, Enrichment and remedial activities. 5 minutes | Remedial work : v Identify and write the name of character on the movie correctly Enrichment activities : v Type of character v Assignment | v Weaker students to the given work where they identify and write the name of character correctly. v Both remedial and enrichment work is displayed at the back of the class for everyone to see. v Students are given the assignment for the next class period, when they are to bring in an object that represents an aspect of their culture. If they don’t have the object, they may bring a picture or a mock-up | v Reinforce spelling and names of character. v Remedial worksheets v Enrichment worksheets. |
LESSON: EVERYDAY CONVERSATION
A. Aims: By the end of the lesson students will:
- Ask for visiting friend ; How about visiting Susi?
- Ask for shopping ; How much is this dress?
B. Lexical items :
- Words related to the text.
C. Teaching aids :
- Pictures, Movie.
D. Procedure:
Organization:
| Date | Class | Permit | No permit |
| | | | |
| | | | |
| | | | |
| | | | |
Teaching:
| Teacher’s activities 1.Warm up: - What will you learn now ? - Was is the picture about? - Is there any idea about the topic? 2.New lesson: a. Introduction; - Play the movie. - Ask the students to listen and watch the dialogue movie, then guide them to guess the meaning of these words base on the context in the sentences. b. New words: ü Concerned ü Inform ü Beforehand ü Do you have any plan for tonight? ü Polite ü As far as I’m concerned ü We won’t waste our time - Help students to learn the new words. - Instruct the way to pronounce. 3.Grammar: .a. Ask for visiting friend; - How about visiting Susi? OK No. anything special?. - I’d better leave a message to her roommate, then - Give some examples and ask student to repeat pronunciation correctly - Ask students to work in pairs. b. do you have any plan for tonight?
Ex; What size do you wear ? - I wear a size 12. - How much is this ?
4.Consolidation : Recall what did they learn today ? - Ask for visiting friend. - Ask for the size of dress. Ask student to make up sentences. - Ask students to work in pairs. 5. Assignment: a. Learn by heart the new lesson. b. Do the exercise 1, 2, 3, 4 (p 127 ) | Students’ activities Answer the teacher’s questions. Listen to the tapes. Read the tapes quickly and guess the meaning of the text. - Find out the new words. - Find the meaning Write the new words on their notebook. Listen to the teacher. Read after the teacher in chorus Read individually. Listen to the teacher . - Writing - Reading - Speaking - Are you on the phone ? S1: What………? S2: I use ... - Work in pairs. - |
CHAPTER IV
CLOSING
4.1 Conclusion
Language is the most important part form of human communication. Not only is language human, it is uniquely human and the key to all human activities. It is the vehicle through which the world can be understood and appreciate; without language people are isolated and helpless.
Studying language purpose to study how to speak or use the language in communicative activities in groups in order to practice the language that they have learnt as well as achieve communicative competence. Interactionists place a greater importance on the influence of the environment in language learning. They stress the importance of child-directed speech whereby the language adults with children is also modified to help their understanding.
We can conclude that one of the successful strategies to acquire the spoken language through interactionist and communicative theories.
BIBLIOGRAPGY
Canale, M., & Swain, M. (1980). Theoretical bases of communicative approaches to second language learning and testing. Applied Linguistics, I(1), 1–47.
El-Araby, Salah. A. 1974. Audio-visual Aids for Teaching English; An Introduction to Materials and Methods. London: Longman Group, LTD.
Larsen, Diane-Freeman. 2003. Teaching Language: From Grammar to Grammaring. Canada : Thomson Heinle
Lightbrown, P.M. & Spada,N. (1999). How Languages are Learned. (2nd ed.). Oxford: Oxford University Press.
Littlewood,W. (1981). Communicative Language Teaching. Cambridge: Cambridge University Press.
Morrow, K, and K. Johnson (1979). Communicate .Cambridge: Cambridge University Press.
Norton, Donna E. 1980.The Effective Teaching of Language Arts. Charles E. Merrill Publishing Co. A Bell and Howell Company
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