Krashen Terrell 1983: 32 stated i +1 formula. A student can move from a stage i where i is the student’s level of competence to stage i + 1 where i
+ 1 is the stage immediately following i. In accomplishing this, therefore, teachers should ensure that the learners understand what is being said or what they
are reading. 5 The Affective Filter Hypothesis
The Natural Approach aims to bring down the effective filter as lower as possible by eliminating pressure and anxiety. A low filter means that the learners
are more open to the input, and that the input strikes deeper. In order to lower the affective filter, learners are encouraged to get motivation and good self-images, so
they can perform optimal attitudes. The optimal attitude will promote learners to try to get more input, to interact with speaker of target language with confidence,
and also to be more receptive to the input they get.
b. The Goal of the Natural Approach
The Natural Approach believes that the purpose of a language course will vary according to the needs of the learners and their particular interest. However,
the Natural Approach gives emphasis that the goals of the course can be specified and divided into sorts of competencies; those are basic personal communication
skills – both oral and written and academic learning skills – both oral and written Krashen Terrell, 1983: 66. Nevertheless, the Natural Approach concentrates
primarily to develop basic personal communication skills – both oral and written. It does not mean that the Natural Approach does not specifically teach academic
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learning skills. However, the Natural Approach assumes that a good basis in the former will lead to greater success in the later Krashen Terrel, 1983: 67. Thus,
it can be said that the Natural Approach is implemented for beginners and is designed to help them become intermediate Richards Rodgers, 2001: 184.
Further, basic personal oral communication goals may be expressed in term of situations, functions and topics that are likely to be most useful for the learners to
use the target language. Therefore, the syllabus of the Natural Approach is not merely designed
based on certain curriculum, but it is designed based on the learner needs and the learner interests. As Krashen and Terrell 1983: 65 pointed out that the goals of a
Natural Approach class are based on an assessment of student needs. Hence, the form of the syllabus of the Natural Approach is not a grammatical syllabus, but
any list of topics and situations have a role as syllabus suggestions.
c. Classroom Activities in Early Stages
According to Krashen and Terrell 1983: 75, there are three stages of classroom activities in early stages. The stages change according to learners’ stage
of linguistic development. The stages are explained briefly as follows. 1 Pre-speech Activities
According to Krashen Terrell 1983: 75, the Natural Approach does not force the learners to produce utterance in the target language until they feel ready
to begin the acquisition process. In this stage, learners participate in the language activity without having to respond in the target language. The activities can be
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responding to simple command from the teacher by acting out what the teacher says. Krashen and Terrell 1983: 76 suggested Total Physical Response approach
as a good technique to respond sorts of command. In short, the main point of this section is to teach comprehension without
requiring more than minimal production Krashen Terrell, 1983: 77. Here, the teacher concentrates on devoting to activities in which the learners receive
comprehensible input to develop comprehension skills. Indeed, comprehensible input can be provided by introducing and then reusing new vocabulary for many
times before the learners are expected to move to the next stage Early Production. Besides, the teacher helps to lower learners’ affective filters by
giving the learners opportunity to become comfortable with the class activities and the class and learning condition without being forced to respond in the target
language. Overall, this pre-speech activity allows the learners an opportunity to begin acquisition process.
2 Early Production In early production, the learners begin to respond with single word
utterances or short phrases Krashen Terrell, 1983: 78. Here, learners’ respond can be yes-no in reply to a simple question. However, when learners go into this
stage, it does not mean that learners stop receiving any comprehension input from the teacher.
When the teacher begins to ask questions and make comments which require single word responses, the emphasis is still on giving
comprehensible input. At first, most of the questions should require only gestures or names as answers with only a few requiring single word
answers. As the learners become comfortable with the producing responses in the target language, their use can be increased, but the goal of supplying
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large quantities of comprehensible input is still more important at this stage than the learners’ initial attempts at production. Krashen Terrell,
1983: 79
Furthermore, the comprehensible input serves to introduce new vocabulary, reuse vocabulary which has been introduced, and to give an
opportunity for the learners to produce which has been used by the teacher. Krashen and Terrell 1983: 80 pointed out that teacher can use visual, mostly
pictures, as a basis for oral input and single-word responses. 3 Extending Production
In extending production, the learners begin to expand the answers and produce short phrases after several hours of comprehension activities Krashen
Terrell, 1983: 84. The teacher gives sorts activities which support the learners to produce language for holding communicative goal. The common activities used in
this stage are in the form of conversation between and among learners.
d. The Roles of the Teacher
