BAB 7

SECOND LANGUAGE LEARNING IN CLASSROOM

There are six proposals for second and foreign language teaching in the classrom:
1. Get it right from the begining
Characterized as having learners avoid speaking freely, or speak freely to each
other, out of concerns that this would provide bad models and cause fossilization by
making errors. The errors, it is said could become habits. So it is better to prevent these
bad habits before they happen and "get it right from the beginning", also there are
grammar translation and audio-lingual approaches:
a. Grammar translation
1. Written language
2. Translating cultural texts
b. Audio-lingual
1. Oral language
2. Repetition and memorization
And the results of this study prove that students benefit for communicative practices
and the emphasis is on understanding and expressing a meaning.
2. Just listen... and read..
This is based on the hypothesis that language acquisition takes place when
learners are exposed to comprehensible input through listening and/or reading. The
individual more closely associated. Classroom time is composed mainly of silent
reading and listening activities.
There are lots of reading and listening activities in this kind of classroom, and this
proposal is inspired from Krashen’s input hypothesis.
3. Let’s talk
This proposal emphasizes the importance of access to both comprehensible
input and conversational interactions with teachers and other students. They argue that
when learners are given the opportunity to engage in interaction they are compelled to
negotiate for meaning, that is, to express and clarify their intentions, thoughts, opinions,
etc. in a way that permits them to arrive at mutual understanding.
When learner engage in interaction, they have access to meaningful and
comprehensible input and negotiate for meaning to arrive at mutual understanding. As
the focus is on the meaning, grammar mistakes can be tolerated. Students can ask and
 answer genuine questions. Pair and group work are also important in this view. With
the help of this proposal we can create task-based and meaning-based classroom.

4. Get two for one

This proposal refers to content-based instruction and it suggests that learners
acquire second or foreign language as they study subject matter taught in that
language. They can develop both their academic skills and second language ability.
5. Teach what is Teachable
Emphasis on developmental sequence in language. This proposes that any
attempt to teach a Stage 4 word-order for example, to Stage 1 will not work because
learners have to pass through Stage 2 and get to Stage 3 before they are ready to
acquire what is Stage 4. In other words, developmental features are best taught
according to the learners' internal schedule. In other words, don't teach structures
that are many steps above student's current production.

This proposal gives information about the development of the learner language.
Also, there are some variational features which depend on many factors such as
motivation and aptitude. These certain aspects of language can be taught at any
time. It is suggested that while some features of the language can be taught
successfully at various points in the learners’ development, other features develop
according to the learners’ internal schedule. Those case is caused by learners have
different sort of processing ability.

6. Get it right in the end

Proponents of this strategy, recognize that much learning will occur naturally
(without specific instruction). However there is also an emphasis for form-focused
instruction (guidance/communicative practice). They also agree much like "teach
what is teachable" that some things cannot be taught if the teaching fails to take the
student's readiness (stage of development) into account). However where it differs
from the latter is the explicit teaching of certain aspects of language. They also
argue that what learners focus on can eventually lead to changes in their
interlanguage system, not just to an appearance of change.
The different from “teach what is teachable’ is this proposal emphasozes the
idea that some aspects of language must be taught and may need to be taught quite
explicitly. In terms of error correction, errors are corrected explicitly. Especially in
monolingual classrooms, students make similar mistakes, produce same wrong
language and think that these are correct forms. Therefore, explicit focus on form
and feedback are necessary in this view.