Concept of Interference Theory

2.9 Concept of Interference Theory

During the occupation of silent viewing and sound only techniques in classroom English learning, students are proposed with each single visualization and audio respectively. These two propositions become the inputs they receive and proceed in mind by making use of their mental state which has been activated. Successively, this will result in production of utterances and performance of speaking which take benefits of their mental activity. Concerning on inputs received by the students, it is considered relevant to view the concept of interference theory. Interference theory is viewed as one reason that people forget Santrock, 2005. This theory proposes a tenet that it is not memories lost from storage which cause people to forget. Instead, it is the disruption of one input which causes the forgetting of another. A number of inputs someone receives may result in different processing which subsequently affects distinctive memory acceptance toward one input to another, leading to the categorization of interference, retroactive and proactive interference which will also cause diverse result of input reproduction. Retroactive interference occurs when previously learned information is lost because it is mixed up with new and somewhat similar information McLeod, 2008. For example, in this case is when students receive visualization in their first session of English learning and is followed by audio in the second chance. The second input of audio interferes with the first input of visualization. This causes students’ memory acceptance of visualization hindered or the worse, lost. Consequently, their speaking performance abridged by the input of visualization is not optimally gained. In contrast, proactive interference is the one in which the latter information is lost because it is hindered by the previously learned, similar information McLeod, 2008. This is likely to happen when the students receiving visualization in their first time of learning followed by audio in the next one are unable to perform speaking performance which is promoted by the exposure of the second input of audio. This happens because of the hindrance of the first input of visualization. It blocks the students’ memory acceptance of audio, causing worse result of performance of the second input rather than the first.

2.10 Concept of Verbalization