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Savignon Anggrahini, 1996: 18 states that simulation is the most effective technique in the speaking class because it provides a maximum amount of verbal
communication among the participants. In this case, students’ speaking skill would be improved. It is reasonable since simulation involves various aspects of
skills such as communication, interaction, and social skills Bygate, 1987: 6. These skills relate to the students’ language acquisition. Therefore, simulation is
designed to help the students to learn and achieve some specific objectives in speaking in an active climate.
2.2.3 Integrated Approach
The simulation technique concerns on the students speaking skill. However, this technique gives a great chance of elaboration of integrated skill; listening,
speaking, reading, and writing. This approach named integrated approach. It accommodates four basic language skills using English both as a means of
communication and object of the study. They are approaches that encourage the teaching of all four skills within the general framework of using language for
learning as well as for communication Celce-Murcia, 2001: 301. Thus, the students can enhance their whole language while studying through this technique.
For instance, the speaking class deals with related listening, reading and writing skill. The students could use language to deliver their idea and act. Because the
proponents of the whole language approach have shown us that is the real world language use, most of our natural performance involves not only the integration of
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one or more skills, but connection between language and the way we think and feel and act Brown, 2001: 234.
There are four types of integrated approaches Celce-Murcia, 2001. First, content-based language teaching that is proposed by Marguerite Ann Snow. This
approach assumes that language is best learned when it is used as a medium of instruction for learning something else, such as academic content. Second
approach is literature-based. Sandra Lee McKay shows to the teacher how to use well-selected pieces of literature in the target language as content for a variety of
activities that enhance language learning. The third one is experiential and negotiated language learning that
discussed by Janet L. Eyring. It shows how learner’s life experiences those he or she has already had and those the class initiates can form the basis for meaningful
language development and use. Finally, bilingual approach to language learning that describes the various bilingual models found at different levels elementary,
secondary, post-secondary, and adult education, identifying key instructional features and emphasizing the drive for quality instruction. Mary McGroarty, the
proponent, assumes that the more effective maintenance and two-way models offer learners an opportunity for quality content education along with a mastery of
at least two languages. Based on above discussions, simulation technique clearly uses experiential
and negotiated language learning since all the activities are conducted in humanistic and democratically organized classroom based on students’ life
experience.
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2.2.4 Community Language Learning
