Objectives of the Study

3 Nonsimplified input: the language of competent speakers without any characteristic features of simplification, that is, the language generally used in the media TV, radio, and newspapers, and also the language used by competent speakers to speak and write to one another. b. Intake Krashen 1981: 101-102 says that intake is simply where language acquisition comes from, that subset of linguistic input that helps the acquirer acquire language. Intake has some factors that influence English language teaching . Intake factors refer to learner internal and learner external factors that are brought to bear on the psycholinguistic processes of language learning. These are the following intake factors: 1 Individual factors: age and anxiety 2 Negotiation factors: interaction and interpretation 3 Tactical factors: learning strategies and communication strategies 4 Affective factors: attitudes and motivation 5 Knowledge factors: language knowledge and metalanguage knowledge 6 Environmental factors: social context and educational context. Moreover, intake also has processes in English language teaching. Intake processes are cognitive mechanisms that at once mediate between, and interact with, input data and intake factors. The intake processes that appear to shape L2 development may be grouped under three broad and overlapping categories: inferencing, structuring, and restructuring. 1 Inferencing The intake process of inferencing involves making a series of intelligent guesses to derive tentative hypotheses about various aspects of the TL system. 2 Structuring It refers to the complex process that governs the establishment of mental representations of the TL, and their evolution in the course of TL development. 3 Restructuring Restructuring denotes neither an incremental change in the structure already in place nor a slight modification of it but the addition of a totally new structure to allow for a totally new interpretation. c. Output Output refers to the corpus of utterances that learners actually produce orally or in writing. Traditionally, output has been considered not as a mechanism for language learning but as evidence of what has already been learned. In addition to three components above, Harmer 1998: 25 mentions elements that need to be presented in a language classroom to help students learn effectively. They are called ESA. These are the explanation of them: a. Engage This is the point in a teaching sequence where teachers try to arouse the students‟ interest, thus involving their emotios. When students are engaged, they learn better than when they are partly or wholly disengaged.