Integrative learning is a method of learning in which the learner combines past knowledge and

experiences with new information and experiences. Learners draw on existing abilities and apply them
to new experiences at a more complicated level as a result of this, and students take responsibility for
their own learning.

Teachers make pre-instructional decision- in every lesson the teachers formulates objectives
transparency. Determine the integrated initiative's goals and objectives.

1. A teacher might encourage students to select a problem in their community that is significant
to them and is relevant such as an environmental issue or traffic congestion.

Explain the task and cooperative structure- in every lesson the teachers explains the academic
assignements to students

Monitor and intervene- The teacherconducts the lessons he/she monitors the learners groups and
intervene when needed to improve task, works and teamworks.

Exvaluate and process- teachers evaluate the quality and quantity of student achievement and ensures
student carefully process and effectiveness of the learning group.

Learners' Role in Integrative

Language Skill Teaching Approach
As a teacher, students also have their
own role in integrative language skill
learning and engage in negotiating
meaning try to make themselves
understand even when their
knowledge of the target language is
defective. They
learn to communicate by
communicating and take much time to
speak. It is through interaction
between speakers
and listeners or readers and writers
that meaning becomes clear.
Students work on all four skills
from the
beginning and they often work in
small groups or teams. Therefore,
students have chance to speak,
exchange
their point of view, knowledge and
information. Because of the
increased responsibility to participate,
students
may find they gain confidence in
using the target language in general.
Students are more responsible
managers
of their own learning (Larsen-
Freeman, 1986).
Learners' Role in Integrative
Language Skill Teaching Approach
As a teacher, students also have their
own role in integrative language skill
learning and engage in negotiating
meaning try to make themselves
understand even when their
knowledge of the target language is
defective. They
learn to communicate by
communicating and take much time to
speak. It is through interaction
between speakers
and listeners or readers and writers
that meaning becomes clear.
Students work on all four skills
from the
beginning and they often work in
small groups or teams. Therefore,
students have chance to speak,
exchange
their point of view, knowledge and
information. Because of the
increased responsibility to participate,
students
may find they gain confidence in
using the target language in general.
Students are more responsible
managers
of their own learning (Larsen-
Freeman, 1986).
Advabtages:
1. Focuses on basic skills, content, higher level thinking
2. Provides deeper understanding of the content
3. Encourages active participation in relevant real life experiences
4. Provides connections among various currcicular activities
5. Accomodates a variety of learning styles, theories, and multiple intliigence
6. Learners are able to use their prior knowledge or experiences to construct learning