their thoughts and opinions, to enrich their knowledge, and at the same time to enhance their language competence considering that the technique is based on
integrated language-learning approach.
4. The Understanding of Integrated Language-Learning Approach
Conventionally, teaching English as both a second and a foreign language focuses on one skill in each meeting. The four skills listening, speaking, reading,
writing and the language elements vocabulary, pronunciation, grammar are taught separately. Such model of teaching is known as discrete or segregated skill
instruction Oxford, 2001. Oxford notes that this approach emphasizes the prominence of one particular skill. This is contradictory to the demand of learning
a language that everyone should be able to use it communicatively in everyday life. Thus, it becomes the weakness of this skill.
Examining the weakness of a segregated skill instruction, a major innovation has been found and applied through teaching-learning English either as
a second or a foreign language. Integrated language-learning approach is considered more advantageous than the segregated one. Integrated language-
learning is the instructional strategy which requires students to use all of their language competence in communication. The application of integrated language-
learning approach in ESLEFL considers that communication process requires the overlapping of four language skills listening, speaking, reading, writing. Brown
2001: 233 indicates that integrated learning promises exciting and unforgettable teaching-learning process which can extend students’ motivation. Students are not
limited to present one particular skill. Instead, they have chances to develop as
Listening
Speaking
Reading Writing
well as to perform some language skills in more communicative activities. There are some fundamental reasons supporting his argument. Firstly, four language
skills are inseparable. Secondly, language reflects the culture and society. Thirdly, learning should consider what students might think, feel, and react. Fourthly,
natural interaction requires not only the integration of language skills but also the way of thinking.
As it was noted at the beginning of the chapter, four language skills are correlated to each other. All of those skills take equal importance and influence
one another. People cannot prefer to use only one skill in communicating with others. Nunan 2000: 24 states that communication involves both receptive and
productive participation. In summary, the connection among the four skills can be represented by Figure 2.2.
Figure 2.2: The Relationship among Four Skills
The diagram shows how the four skills are related and supported each
other. Nunan 2000: 24 identifies that listening and reading are considered the
“receptive skills”, whereas speaking and reading are considered the “productive
skills”. However, people involve all of those skills in the real communication
process. People cannot choose to use only one of those skills. In the process of
speaking, one has to listen to others to understand the utterance and respond to it to build a balanced communication. One often speaks and writes based on what he
has heard and listened. Therefore, a real communication requires someone to master all of the language skills.
According to Oxford 2001, there are at least two types of integrated language-learning approach namely content-based instruction and task-based
instruction. The first type puts an emphasis prominently on the learning particular issue or topic through language. The latter provides some tasks which require
interactive language use. a.
Content-Based Instruction Content-based instruction, which is also known as content-centered
instruction, focuses on the content learned through learning language. Such approach has a principle that language learning will be more valuable if students
have opportunity to gain any knowledge through the learning process. Content- based instruction is applicable at any proficiency levels. A teacher is responsible
to adjust content to the students’ proficiency level. Content might be related to what students encounter in their life, such as subject matters science and
mathematics, some current issues, or literature. The content is likely to be more motivating and meaningful if it is related to students’ life and allow a wide variety
of language skills to be practiced.
Content-based instruction offers three models namely theme-based, adjunct model, and sheltered model. Theme-based carries out learning language
within a particular topic or theme such as the history behind Halloween, schizophrenia, or global warming. In the second model, language is the adjunct of
the content. English is usually given because of the demand of the occupations dealing with the course Murcia, 1991: 319. Ultimately, sheltered model will
facilitate students to learn subject matters in simplified English which has been adjusted to the students’ English proficiencies Murcia, 1991: 319. Thus, it is
commonly used for intermediate ESL students whose language competence might not yet be well developed to learn content courses with native speakers.
b.Task-Based Instruction In contrast to content-based learning, task-based learning emphasizes the
language practice. Students are fully involved to use all of the theories into practice. Brown 2001: 243 proposes that communicative tasks should consider
objectives, input, strategies, the role of both teacher and students, and assessment. Teacher could give numerous communicative activities such as storytelling.
Both content-based and task-based explained beforehand enable teacher to organize integrated activities during the teaching-learning process. Practically,
those methods can be combined in one learning process to make students fully engaged in every single activity. By combining those methods, students are able
to gain their knowledge as well as to enhance their language competence. Students have spaces to discuss certain topics both individually and in groups.
To conclude, integrated language-learning approach has three fundamental principles. First, it focuses not only on one particular language skill, but also on
all or at least two language skills at a time. Second, integrated language-learning approach builds not only independent but also interdependent learning. Students
are responsible for their own task, yet they also still need their friends’ participation in learning. Eventually, it creates learner-centered classroom.
Students are fully involved in learning activities. Looking back to its principles, integrated language-learning approach can
be very beneficial for students. Integrated language-learning approach offers both exciting and challenging teaching-learning process. Each student has the same
opportunity to enhance the English language competence as well as to practise it in the real communication. Therefore, integrated language-learning approach
enables students to participate more in the teaching-learning process considering that the teacher’s role is as a facilitator.
5. School-Based Curriculum
