22 In the Figure 2.1, the circle form indicates that the ID model consists of
interdependent stages. The connectors between the stages indicate the relation of the stages and that the stages may affect each other. The revision is in the middle.
The broken lines indicate that it can be conducted directly to all stage and can be started from any stage. Then, the arrows indicate that it can be done back and
forth to each stage.
3. Integrated Approach
Celce-Murcia 2001 defines integrated approach as a teaching approach that “encourages the teaching of all four skills, listening, speaking, reading, and
writing, within one general framework of using language for learning as well as for communication” p. 301. It means language is used in listening, speaking,
reading, and writing activities, as a vehicle to learn the language itself and to communicate. Nunan, illustrates the implementation of the approach into
following procedure: 1.
Identify the general contexts and situations in which the learners will communicate.
2. Identify the communicative events that the learners will engage in.
3. Make a list of the functional goals that the learners will need in order
to take part in the communicative events. 4.
List the key linguistic elements that learners will need in order to achieve the functional goals.
5. Sequence and integrate the various skill elements identified in steps 3
and 4 as cited in Celce-Murcia, 2001, p. 63. There are two models of integrating instructions, based on content and
based on task. The first model is content-based instructions CBI. Brinton, Snow, and Wesche define content-based instructions as the integration of a particular
content with second language-teaching aims” as cited in Madrid, 2003, p. 115.
Madrid 2003 explains that “the students, thus, receive curricular information and
23 do their academic tasks in the TL and, at the same time, acquire the L2TL in a
very natural way” p. 115. It means the focus of the model is on what has to be taught content in order to develop communicative competences. The content
itself can refer to the information or subject matter. There are three types of CBI models, theme-based, sheltered, and adjunct language instruction. Brinton, Snow,
and Wesche explain that: Theme-based courses are organized around topics, themes or modules and
the language operates as the subject matter. Sheltered content instruction includes a subject matter course taught to a segregated or separated class
of TL learners taught by a content area specialist. The adjunct language instruction provides two linked courses
—a language course to consolidate the linguistic points and the content course where the students focus on the
subject matter as cited in Madrid, 2001, p. 126. The second model is task-based instructions TBI. The focus of the model
is on how things have to be done activities in order to develop communicative competences. Nunan 2004 states that it can be done by arranging some activities
tasks into “one continuum framework” to show the relation between linguistic
forms, communicative functions, and semantic meanings. It is possible because, language items are not
“isolated entities” that should be learned one at a time in step-by-step process para. 114. Further discussion about task-based instructions
is presented in the task-based language teaching TBLT section. Here are some underlying principles of teaching grammar, vocabulary, and
four language skills to consider in applying integrated approach.
a. Teaching Grammar and Vocabulary
Grammar and vocabulary are important elements. Diane Larsen-Freeman defines teaching grammar as a process of
“enabling language students to use linguistic forms accurately, meaningfully, and appropriately” as cited in Celce-
