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the children’s creative imagination so that they will use the language to share their ideas.
f. The instinct for interaction and talk
Halliwel 1992:8 explains that all of the instincts and attributes that children bring to the classroom is probably the most important element for
language teacher. Sometimes, this element can be unbidden and unwanted in all classrooms. However, its persistence and strength is powerful and advantageous
in primary language classroom. It can be said that it is the most powerful motivators to use the language. Another important element is the importance of
talking. Children need to talk. Without talking they cannot be good at talking. The only practical way to use the language is by talking with language itself.
4. Integrated Skills
Basically, the students cannot learn the language separately. Since the activities in English language classroom involve four skills, listening, reading,
speaking, and writing. In elementary school, the students are taught those four skills in one session. For example, in a reading session, the teacher gives
instruction orally in English; it causes the students use their listening ability to understand the assignment. In this course, the students perhaps discuss the reading
passage; therefore, they use their speaking ability. Students might be asked to summarize or answer the questions of the reading passage; it will also activate the
students’ writing skill. Here it is proved that one specific skill can reflect an integrated-skill approach after all.
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However, those four skills include other important strands, such as vocabulary, spelling, pronunciation, syntax, meaning, and usage. The skills
strands lead to optimal ESLEFL when the skills are interwoven during instruction. This is known as the integrated-skill approach. Integrated skills give
many advantages in learning process; Oxford 2001 explains some advantages of integrated skill approach. First is, learners rapidly gain true picture of the richness
and complexity of the English language as employed for communication. Second is, this approach allows teachers to track students’ progress in multiple skills at
the same time. Third is, it promotes the learning of real content, not just the dissection of language forms. The last is, it can be highly motivating to students of
all ages and backgrounds. Another theory of integrated materials is proposed by Sanchez. Sanchez
2000 explains that English Language Teaching ELT involves several important points in teaching. It does not only involve teaching of English sound
system, grammatical structures or vocabulary, but ELT also involves teaching how to understand and produce a language. In this case, teacher will have task to
provide students with text, oral passage, and situation. Therefore, the students can communicate both in written and spoken form. These are called four skills of
reading, writing, listening, and speaking. Sanchez 2000: 23 explains by integrating skills we are providing a
certain input that becomes a basis for further output, which in turn will be new input, and so on. In this way the students’ contributions turn out to be part of the
process in which language is generated. From Sanchez’s explanation, it can be
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concluded that integrated skills is important to be applied in language learning. Since the students can learn the four skills all together in one session. It also can
maximize their English proficiency. Based on Sanchez 2000: 22, there are some advantages of integrated
skills. The first advantage is integrated skill makes learning more meaningful and purposeful, because the students can see that what they are learning and practicing
leads to some other tasks. The second advantage is it also introduces variety in the classroom dynamics and facilities understanding of language areas and
vocabulary fields to be dealt with in an oral or written passage at later stages. According to Sanchez 2000 integrated skills do not only give advantages
for students, but it gives advantages to the teacher too. When the skills are integrated, the teacher will think beyond language alone and reflect on how
hisher teaching does, does not, enrich lives of the students; and most importantly, teacher is using the target language and culture to do so.
In this study, the fifth grade students of SD Percobaan 3 Pakem have their own background and characteristics. The differences of these backgrounds reflect
arguments of Oxford and Sanchez and there is need of integrated materials to enrich the students’ English ability. The integrated materials should be supported
by appropriate method. The writer believes that Suggestopedia is suitable to be used in English integrated learning, especially for the fifth grade students of SD
Percobaan 3 Pakem.
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5. Curriculum
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