21 language with their peers using cooperative learning activities support the
hypothesis. Through communicative activities, they are able to interact and build their English competence. Hatch 1978b: 407 as in Ellis, 2008: 252 provided an
example in an interaction involving Paul, Huang‘s 1970 subject:
PAUL Oh-oh
J What?
PAUL This Points at an ant
J It‘s an ant.
PAUL ant
In his initial formulation of the IH, however, Long 1983a emphasized the role played by interaction in making input comprehensible Ellis, 2008: 252.
Through interaction, it is believed that acquisition takes place. The general claim of both early and late versions of the IH is that engaging in interpersonal oral
interaction in which communication problems arise and are negotiated facilitates incidental language acquisition Ellis, 2008: 253.
3. Non-Classroom Learning Environment
The tendency that few researches have been conducted in a non-classroom setting has triggered the researcher to highlight the importance of carrying out the
research in out-of classroom situation. This part in specific consists of knowledge and principles on the topic. In addition, it explores the differences between
classroom learning and non-classroom learning to provide better understanding on how learning outside school assists students‘ achievement and self-esteem.
Non-classroom learning refers to learning in a society with group of people outside the classroom setting. ―Learning by using the community resources
is called non-classroom learning. The non-classroom learning is based on the
22 practical method of learning
acquired from outside the school‖ Ravi, 2011: 374. It takes place when students interact with the surroundings. ―Non-classroom
learning occurs when the students come into contact with environment through travel, training, service, self-experience and exp
erience gained from others‖ Ravi, 2011: 374. It can be concluded that non-classroom learning is a setting where the
students learn through interaction with the environment using a pragmatic method in which they are able to share experiences with one another to enhance their
understanding toward things. Therefore, non-classroom learning is considered more genuine than the classroom one because the students interact more
spontaneously with the society without being limited with the classroom‘s rules. Waite and Pratt, 2011: 3 stated that:
Experiences outside the classroom may therefore seem more ‗authentic‘ and grounded in ‗reality‘ and certainly some of the children in our own
research Waite, 2011 have talked of knowing that something is ‘real‘ in the sens
e of ‗believable‘ through first-hand experience rather than just being told. Perhaps then, reference to ‗reality‘ and ‗authenticity‘ is
understood in relation to life beyond the educational setting.
Classroom learning is different from the non-classroom learning. This part in particular describes the differences between the two different learning settings
which are classroom and out of classroom setting. The former one is strongly related with the formal learning context. It mostly focuses on the cognitive
domain in which students are exposed to gain good scores as expected by the teachers and the institution. As a result, being good students simply means that
they have to acquire good academic performance as demanded. Therefore, those who are successful in school learning may not be successful in out of school
23 context. ―Students are often unable to apply their in-school learning to real-world
problems‖ Pugh and Bergin, 2005: 16. The latter one on the other hand offers more connections among individuals. It represents more free-choice condition in
which students with their awareness participate in the learning process. ―Informal environments may afford the application of learning, but they generally do not
require it. That is, they represent free-cho ice transfer situations‖ Pugh and
Bergin, 2005: 18. Consequently, they are more motivated to boost not only their understanding toward school subjects but also toward other individuals in the
same community outside the classroom setting. The understanding eventually leads to appreciation and collaboration which are essentially needed in solve real
world problems.
―The difference is that within school this is a formally set up time for play and interaction with language and it is worth reflecting on how this situation varies in
quality from the informal re-enactments that take place in the playground, the street or at home‖ Cotton, 2011: 69
It can be concluded that school learning is not able to guarantee the students to play role effectively outside school learning setting Spaulding and
Gentile, 1990. The true learning however should help the learners to survive in their life experie
nces. ―Dewey as stated in Pugh and Bergin, 2005: 15 believed that ―education should have an immediate influence on everyday experience
through the learning of subject matter‖. The need for the establishment of non- classroom learning environment consequently is essential particularly to help
those with learning disabilities. Those are the ones who usually come from low social class. ―Individuals with learning disabilities usually have low income
24 levels‖ Mellard and Hazel, 1992: 255. When the two different learning situations
work together to enhance academic performance and self-esteem, learning is truly taking place. Learning which brings benefits to assist the students to go through
the life challenges.
4. English for Young Learners
