Perception on integrated skills implementation in critical listening and speaking class by English language education students of Sanata Dharma University.
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ABSTRACT
Ferianda, Sandy. 2013. Perception on Integrated Skills Implementation in
Critical Listening and Speaking Class by English Language Educaction
Students of Sanata Dharma University. Yogyakarta: English Language
Education Study Program, Sanata Dharma University.
In the process of Learning English, there must be various teaching
approaches used. One of the approaches that becomes the focus of this research is
an integrated skill approach which is implemented in Critical Listening and
Speaking (CLS) class. The writer uses this topic to find out students’ perception
of the ELESP Sanata Dharma University on the approach implemented in the
class.
In this research, the researcher addresses two research problems, namely 1)
how is the implementation of Critical Listening and Speaking (CLS) course? and
2) what do the students perceive on integrated skills approach implemented in
CLS? To answer the research problems, the writer uses the theory of perception,
theory of integrated skills, and theory of teaching learning methods. Each theory
will be applied to help the researcher find out the correlation between the result of
the research and also theories proposed by the experts.
In this research, the researcher uses a survey research method. In order to
collect the data, the researcher distributes the questionnaires to all of the ELESP
Sanata Dharma University students who are in batch of 2011. Besides, the
researcher also conducts an interview with the course coordinator of CLS class.
The interview is conducted in order to help the researcher discover the answers for
the first question, and the second question is answered by distributing the
questionnaires.
From the interview, the researcher finds that the implementation of CLS
has already been appropriate and gives positive effects to the students in order to
increase their English ability, such as the students’ listening and speaking skills
are improved at the same time. From the questionnaires, the researcher finds that
most of the students (80%) give their positive responses to the whole statements.
From the results, the researcher infers that the students comprehend, feel, and
experience the implementation of integrated skills approach. Furthermore, the
researcher also infers that the implementation of integrated skills approach is
applicable and acceptable to be implemented in CLS class. Besides, the researcher
also finds some suggestions from the students. The students suggest the lecturers
create the materials more challenging to them in order to make the students
encouraged to learn more. Furthermore, the level of the materials’ difficulty
should be increased in order to make the students feel challenged.
Key words: students’ perception, integrated skills, critical listening and speaking
(CLS)
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ABSTRAK
Ferianda, Sandy. 2013. Perception on Integrated Skills Implementation in
Critical Listening and Speaking Class by English Language Educaction
Students of Sanata Dharma University. Yogyakarta: Program Studi Pendidikan
Bahasa Inggris, Universitas Sanata Dharma.
Pada proses pembelajaran Bahasa Inggris ada banyak pendekatan yang
digunakan. Salah satu pendekatan yang menjadi fokus penelitian ini adalah
pendekatan Integrated Skills yang diterapkan pada mata kuliah Critical Listening
and Speaking (CLS). Penulis mengajukan topik tesebut untuk melihat persepsi
mahasiswa PBI Universitas Sanata Dharma Yogyakarta terhadap penggunaan
pendekatan tersebut.
Dalam penelitian ini, penulis mengajukan dua masalah, yaitu 1)
bagaimanakah pengimplementasian mata kuliah Critical Listening and Speaking
(CLS) dilaksanakan? dan 2) Bagaimanakah persepsi siswa terhadap
pengimplementasian pendekatan Integrated Skills? Untuk menjawab dua
pertanyaan tersebut, penulis menggunakan teori persepsi, teori integrated skills,
dan teori metode belajar mengajar. Teori tersebut diterapkan untuk mengetahui
korelasi antara hasil penelitian dengan teori-teori yang dibuat oleh para ahli.
Penelitian ini menggunakan metode penelitian survei. Untuk memperoleh
data, penulis membagikan angket kepada seluruh mahasiswa PBI angkatan 2011
Universitas Sanata Dharma Yogyakarta. Selain itu, penulis juga mewawancarai
kordinator mata kuliah CLS. Wawancara dilakukan untuk mendapatkan jawaban
pertanyaan yang pertama, dan pertanyaan kedua dijawab dari hasil angket yang
dibagikan kepada mahasiswa.
Dari hasil wawancara, penulis mengetahui penerapan kelas CLS sudah
baik dan memberi efek positif kepada mahasiswa untuk meningkatkan
kemampuan ber Bahasa Inggris mereka, seperti kemampuan mendengarkan dan
berbicara mereka meningkat secara bersamaan. Dari hasil angket yang
disebarkan, hampir seluruh mahasiswa PBI angkatan 2011 (80%) setuju dengan
penerapan pendekatan Integrated Skills. Dari hasil yang didapat, penulis
menyimpulkan bahwa mahasiswa mengerti, merasakan, dan mengalami
penerapan pendekatan tersebut. Penulis juga menyimpulkan bahwa
pengimplementasian pendekatan Integrated Skills dapat diterapkan dan diterima
di mata kuliah CLS. Penulis juga medapatkan saran dari mahasiswa. Materi yang
yang digunakan dan tingkat kesulitannya harus lebih menantang dan ditingkatkan
agar mahasiswa lebih tertantang untuk belajar.
Kata Kunci : students’ perception, integrated skills, critical listening and speaking
(CLS)
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PERCEPTION ON
INTEGRATED SKILLS IMPLEMENTATION
IN CRITICAL LISTENING AND SPEAKING CLASS
BY ENGLISH LANGUAGE EDUCATION STUDENTS
OF SANATA DHARMA UNIVERSITY
A SARJANA PENDIDIKAN THESIS
Presented as Partial Fulfillment of the Requirements
to Obtain the Sarjana Pendidikan Degree
in English Language Education
By
Sandy Ferianda
Student Number: 091214047
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY
YOGYAKARTA
2013
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PERCEPTION ON
INTEGRATED SKILLS IMPLEMENTATION
IN CRITICAL LISTENING AND SPEAKING CLASS
BY ENGLISH LANGUAGE EDUCATION STUDENTS
OF SANATA DHARMA UNIVERSITY
A SARJANA PENDIDIKAN THESIS
Presented as Partial Fulfillment of the Requirements
to Obtain the Sarjana Pendidikan Degree
in English Language Education
By
Sandy Ferianda
Student Number: 091214047
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY
YOGYAKARTA
2013
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“EVERYTIME YOU THINK ABOUT GIVING UP..
THINK ABOUT WHY YOU HAVE KEPT GOING
FOR THIS LONG”
-GANDRASTA-
I dedicate this thesis to my beloved family
Papa..., Mama.., Ayuk.., finally skripsi nya SELESAI..
And everyone whom I love the most..
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STATEMENT OF WORK’S ORIGINALITY
I honestly declare that this thesis, which I have written, does not contain the work
or parts of the work of other people, except those cited in the quotations and the
references, as a scientific paper should.
Yogyakarta, 19th September 2013
The Writer
Sandy Ferianda
091214047
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LEMBAR PERNYATAAN PERSETUJUAN
PUBLIKASI KARYA ILMIAH UNTUK KEPERLUAN AKADEMIS
Yang bertanda tangan di bawah ini, saya mahasiswa Universitas Sanata Dharma:
Nama
: Sandy Ferianda
Nomor Mahasiswa
: 091214047
Demi pengembangan ilmu pengetahuan, saya memberikan kepada perpustakaan
Universitas Sanata Dharma karya ilmiah saya yang berjudul:
PERCEPTION ON
INTEGRATED SKILLS IMPLEMENTATION
IN CRITICAL LISTENING AND SPEAKING CLASS
BY ENGLISH LANGUAGE EDUCATION STUDENTS
OF SANATA DHARMA UNIVERSITY
beserta perangkat yang diperlukan (bila ada). Dengan demikian saya memberikan
kepada Perpustakaan Universitas Sanata Dharma hak untuk menyimpan,
mengalihkan dalam bentuk lain, mengelolanya dalam bentuk pangkalan data,
mendistribusikan secara terbatas, dan mempublikasikannya di internet atau media
lain untuk kepentingan akademis tanpa perlu meminta ijin kepada saya atau
memberikan royalti kepada saya selama tetap mencantumkan nama saya sebagai
penulis.
Demikian pernyataan ini saya buat dengan sebenarnya,
Dibuat di Yogyakarta
Pada tanggal : 19 September 2013
Yang menyatakan
Sandy Ferianda
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ABSTRACT
Ferianda, Sandy. 2013. Perception on Integrated Skills Implementation in
Critical Listening and Speaking Class by English Language Educaction
Students of Sanata Dharma University. Yogyakarta: English Language
Education Study Program, Sanata Dharma University.
In the process of Learning English, there must be various teaching
approaches used. One of the approaches that becomes the focus of this research is
an integrated skill approach which is implemented in Critical Listening and
Speaking (CLS) class. The writer uses this topic to find out students’ perception
of the ELESP Sanata Dharma University on the approach implemented in the
class.
In this research, the researcher addresses two research problems, namely 1)
how is the implementation of Critical Listening and Speaking (CLS) course? and
2) what do the students perceive on integrated skills approach implemented in
CLS? To answer the research problems, the writer uses the theory of perception,
theory of integrated skills, and theory of teaching learning methods. Each theory
will be applied to help the researcher find out the correlation between the result of
the research and also theories proposed by the experts.
In this research, the researcher uses a survey research method. In order to
collect the data, the researcher distributes the questionnaires to all of the ELESP
Sanata Dharma University students who are in batch of 2011. Besides, the
researcher also conducts an interview with the course coordinator of CLS class.
The interview is conducted in order to help the researcher discover the answers for
the first question, and the second question is answered by distributing the
questionnaires.
From the interview, the researcher finds that the implementation of CLS
has already been appropriate and gives positive effects to the students in order to
increase their English ability, such as the students’ listening and speaking skills
are improved at the same time. From the questionnaires, the researcher finds that
most of the students (80%) give their positive responses to the whole statements.
From the results, the researcher infers that the students comprehend, feel, and
experience the implementation of integrated skills approach. Furthermore, the
researcher also infers that the implementation of integrated skills approach is
applicable and acceptable to be implemented in CLS class. Besides, the researcher
also finds some suggestions from the students. The students suggest the lecturers
create the materials more challenging to them in order to make the students
encouraged to learn more. Furthermore, the level of the materials’ difficulty
should be increased in order to make the students feel challenged.
Key words: students’ perception, integrated skills, critical listening and speaking
(CLS)
vii
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ABSTRAK
Ferianda, Sandy. 2013. Perception on Integrated Skills Implementation in
Critical Listening and Speaking Class by English Language Educaction
Students of Sanata Dharma University. Yogyakarta: Program Studi Pendidikan
Bahasa Inggris, Universitas Sanata Dharma.
Pada proses pembelajaran Bahasa Inggris ada banyak pendekatan yang
digunakan. Salah satu pendekatan yang menjadi fokus penelitian ini adalah
pendekatan Integrated Skills yang diterapkan pada mata kuliah Critical Listening
and Speaking (CLS). Penulis mengajukan topik tesebut untuk melihat persepsi
mahasiswa PBI Universitas Sanata Dharma Yogyakarta terhadap penggunaan
pendekatan tersebut.
Dalam penelitian ini, penulis mengajukan dua masalah, yaitu 1)
bagaimanakah pengimplementasian mata kuliah Critical Listening and Speaking
(CLS) dilaksanakan? dan 2) Bagaimanakah persepsi siswa terhadap
pengimplementasian pendekatan Integrated Skills? Untuk menjawab dua
pertanyaan tersebut, penulis menggunakan teori persepsi, teori integrated skills,
dan teori metode belajar mengajar. Teori tersebut diterapkan untuk mengetahui
korelasi antara hasil penelitian dengan teori-teori yang dibuat oleh para ahli.
Penelitian ini menggunakan metode penelitian survei. Untuk memperoleh
data, penulis membagikan angket kepada seluruh mahasiswa PBI angkatan 2011
Universitas Sanata Dharma Yogyakarta. Selain itu, penulis juga mewawancarai
kordinator mata kuliah CLS. Wawancara dilakukan untuk mendapatkan jawaban
pertanyaan yang pertama, dan pertanyaan kedua dijawab dari hasil angket yang
dibagikan kepada mahasiswa.
Dari hasil wawancara, penulis mengetahui penerapan kelas CLS sudah
baik dan memberi efek positif kepada mahasiswa untuk meningkatkan
kemampuan ber Bahasa Inggris mereka, seperti kemampuan mendengarkan dan
berbicara mereka meningkat secara bersamaan. Dari hasil angket yang
disebarkan, hampir seluruh mahasiswa PBI angkatan 2011 (80%) setuju dengan
penerapan pendekatan Integrated Skills. Dari hasil yang didapat, penulis
menyimpulkan bahwa mahasiswa mengerti, merasakan, dan mengalami
penerapan pendekatan tersebut. Penulis juga menyimpulkan bahwa
pengimplementasian pendekatan Integrated Skills dapat diterapkan dan diterima
di mata kuliah CLS. Penulis juga medapatkan saran dari mahasiswa. Materi yang
yang digunakan dan tingkat kesulitannya harus lebih menantang dan ditingkatkan
agar mahasiswa lebih tertantang untuk belajar.
Kata Kunci : students’ perception, integrated skills, critical listening and speaking
(CLS)
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ACKNOWLEDGEMENTS
After the completion of this thesis, I would like to thank Allah S.W.T. for
the wonderful blessing, for the endless love and timeless guidance and for the
strength given to me. I do believe that this thesis would have never come to its
completion without remarkable help and blessing from Allah S.W.T.
My deepest gratitude goes to my only one sponsor, Bunda Caecilia
Tutyandari, S.Pd., M.Pd. for her guidance and assistance during the process, her
willingness to spend her time reading and correcting my thesis, and her advice as
well as her encouragement from the beginning of the research until the
accomplishment of this thesis.
I would also like to express my sincere thankfulness to Ibu Yuseva
Ariyani Iswandari S.Pd., M.Ed., Ibu Christina Laksmita Anandari S.Pd.,
Ed.M., and Pak Fidelis Chosa Kastuhandani S.Pd., M.Hum., who had
permitted me to conduct this research in their classes. I also thank all of the
students of the English Language Education Study Program batch of 2011 as my
participants. My special gratitude are presented to Pak Drs. Barli Bram, M.Ed.,
Ph.D., Pak Dr. Ant. Herujiyanto, M.A., and Bu Christina Kristiyani, S.Pd.,
M.Pd. who had given me a lot of suggestions and guidances for the improvements
of this thesis.
My special regards and gratitude are also presented to my beloved family,
Papa Sugianto, Mama Farida Efriyani, and Ayuk Selvi Kartika Sari who
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always gave me never ending support, encouragement and prayer. I thank for the
spirit in life that encourages me to do the best in this life.
I truthfully want to thank my best friends Mbak Marcella Iqnatia, Dimas
Wulan Merdeka Basuki, Tiara Tirta Sari, Elisabeth Renaninggalih, Jonetha
Luciana Tandirura, Risa Sagita, Elisabeth Rosalia Widiyanti, Claudia Yessi
Dewi Sekartaji, and Sisilia Endah for being my best friends who have given me
their care and support. They have been part of my life and I hope that our
friendship will never end. I also want to thank Mbak Angela Kenya Astari
(Mbak Yii), and Weppi who had helped me complete this thesis. I would never
forget to thank everyone who had supported the completion of this thesis that I
cannot mention. May God bless them all! Amin.
The Writer
Sandy Ferianda
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TABLE OF CONTENTS
TITLE PAGE ......................................................................................
i
APPROVAL PAGES ..........................................................................
ii
DEDICATION PAGE .........................................................................
iv
STATEMENT OF WORK’S ORIGINALITY ....................................
v
PERNYATAAN PERSETUJUAN PUBLIKASI .....................................
vi
ABSTRACT ........................................................................................
vii
ABSTRAK ............................................................................................
viii
ACKNOWLEDGEMENTS .................................................................
ix
TABLE OF CONTENTS .....................................................................
xi
LIST OF APPENDICES .....................................................................
xv
LIST OF TABLES ..............................................................................
xvi
LIST OF FIGURES .............................................................................
xvii
CHAPTER I: INTRODUCTION ........................................................
1
A. Research Background ..............................................................
1
B. Research Problems ...................................................................
3
C. Problem Limitation ..................................................................
3
D. Research Objectives .................................................................
4
E. Research Benefits .....................................................................
4
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F. Definition of Terms .................................................................
5
1. Students’ Perception ..........................................................
5
2. Integrated Skills .................................................................
6
3. Critical Listening and Speaking (CLS) Class ......................
6
4. ELESP Students of Sanata Dharma University Yogyakarta
7
CHAPTER II: REVIEW OF RELATED LITERATURE .....................
8
A. Theoretical Description ...........................................................
8
1. Perception .........................................................................
8
a. Definition of Perception ...............................................
8
b. Factors Influencing Perception .....................................
10
1) Selection of Stimuli ................................................
11
2) Organization of Stimuli ..........................................
11
3) The situation ..........................................................
11
4) Self-Concept ..........................................................
11
c. Factors Creating Perceptual Difficulty .........................
12
d. Perception in Learning .................................................
12
1) Presage ..................................................................
13
2) Process ...................................................................
13
3) Product ..................................................................
13
2. Theory of Integrated Skills ................................................
14
a. Definition of Integrated Skills ......................................
14
b. Advantages and Disadvantages of Integrated Skills.......
17
1) Advantages of Integrated Skills ..............................
17
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2) Disadvantages of Integrated Skills ..........................
18
3. Teaching Learning Methods ..............................................
19
a. Process-Based Teaching ..............................................
19
b. Students-Centered Learning .........................................
19
B. Theoretical Framework ...........................................................
20
CHAPTER III: METHODOLOGY .....................................................
23
A. Research Methods ..............................................................
23
B. Research participants .........................................................
24
C. Research Instruments and Data Gathering Technique ........
25
1. Questionnaire ...............................................................
25
2. Interview .....................................................................
26
D. Data Analysis Technique ....................................................
28
E. Research Procedure ...........................................................
29
CHAPTER IV: RESEARCH FINDINGS AND DISCUSSIONS..........
32
A. The Implementation of Critical Listening and Speaking ..........
32
1. Materials ...........................................................................
33
2. Teaching Methods .............................................................
37
3. Students’ Motivation .........................................................
41
4. Evaluation .........................................................................
42
a. Positive and Negative Sides of CLS ..............................
42
b. Positve and Negative effects for the Students .................
45
c. Suggestions for the Improvement of the Course .............
46
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B. The Students’ Perception on Integrated Skills in CLS ...............
47
1. Data presentation and analysis ............................................
47
a. Students’ Perception
on the Implementation Integrated skills.........................
48
b. Students’ Evaluation
on the Implementation of Integrated skills in CLS ........
63
c. Students’ Evaluation
on the Advantages of Integrated skills in CLS ...............
70
d. Students’ evaluation
on the Disadvantages of Integrated skills in CLS ..........
72
e. Students’ Opinion
on the Implementation of Integrated skills in CLS ........
77
1) Materials .................................................................
77
2) Students’ Eagerness ..................................................
78
3) Teaching Methods ...................................................
80
4) Students’ Improvements ...........................................
81
CHAPTER V: CONCLUSIONS AND RECOMMENDATIONS.........
83
A. Conclusions .............................................................................
83
B. Recommendations ...................................................................
86
1. For Critical Listening and Speaking Lecturers .....................
86
2. For Future Researchers ........................................................
87
REFERENCES ....................................................................................
88
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LIST OF APPENDICES
Appendix 1 Permission Letter ..............................................................
90
Appendix 2 The Matrix of Questionnaire for Students .........................
91
Appendix 3 Questionnaire and Piloting Questionnaires ........................
98
Appendix 4 Raw Data from Close Ended Questions.............................
120
Appendix 5 Raw Data from Open Ended Questions ............................
123
Appendix 6 Interview Guideline ..........................................................
145
Appendix 7 Interview Transcript .........................................................
146
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LIST OF TABLES
Table 3.2
Framework of the Interview Guideline on Implementation of CLS ............
27
Table 3.3
Scoring Grade for the Students’ Questionnaire ............................................. 29
Table 4.1
Students’ Perception on the Implementation of Integrated Skills in CLS ...... 48
Table 4.2
Students’ Evaluation on the Implementation of Integrated Skills in CLS ...... 63
Table 4.3
Students’ Evaluation on the Advantages of the Implementation
of Integrated Skills in CLS ............................................................................. 70
Table 4.4
Students’ Evaluation on the Disadvantages of the Implementation
of Integrated Skills in CLS.............................................................................. 72
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LIST OF FIGURES
Figure 2.1
The Perceptual Process ........................................................................................ 9
Figure 3.1
Research Procedure ........................................................................................... 31
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CHAPTER I
INTRODUCTION
This research investigates the students’ perception of English Language
Education Study Program of Sanata Dharma University on Integrated skills
approach in Critical Listening and Speaking (CLS) class. This introductory
chapter contains six major sections, namely (1) the research background, (2)
research problems, (3) problem limitation, (4) research objectives, (5) research
benefits, and (6) definition of terms.
A. Research Background
Students have their own ways in learning. Each of them has his or her own
ways in understanding the lesson, especially in learning English. Recently,
English is also one of the most important subjects especially in Indonesia and it
has various kinds of teaching approaches. One of the approaches that becomes the
focus of this research is an integrated skill approach. According to Oxford (2001),
integrated skills approach is the combination of two or more skills within a
communicative task. Furthermore, the integration or combination of the skills can
be implemented in the class by giving appropriate materials to the students.
Integrated skills approach has been used in certain subjects in the English
Language Education Study Program (ELESP) of Sanata Dharma University.
Referring to Buku Panduan Akademik Program Studi Pendidikan Bahasa Inggris
Universitas Sanata Dharma Yogyakarta, (2011, p.39) integrated skills courses
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2
consist of two different subjects. The first is the integration of reading and writing
called Critical Reading and Writing (CRW). Briefly, Critical Reading and Writing
is the course which aims to make the students think critically based on certain
topics given by the lecturer. The second is the integration of listening and
speaking called Critical Listening and Speaking (CLS). In CLS class, the students
are required to do the same thing as in CRW class. In this study, integrated skills
approach in Critical Listening and Speaking (CLS) becomes the writer’s concern.
The writer employs this topic to discover the students’ perception of the English
Language Education Study Program (ELESP) Sanata Dharma University on the
approach implemented in the class. This study is aimed to discover how the
students perceive integrated skills as a means of improving their ability in learning
English.
The ELESP students of Sanata Dharma University come from various
regions around Indonesia and they have different characteristics from one to
another. From that background, not all of the ELESP students who take the
integrated courses learn smoothly. Based on the background, it is common if the
ELESP students who take the integrated course have different ways and results in
learning. Based on the previous observation on the implementation of integrated
skills approach conducted by the writer in the 6th semester in Research Paper
Writing (RPW) course, the students tend to find some difficulties when they learn
about the materials. This problem emerges because the students have to
concentrate better in order to comprehend the materials given by the lecturers.
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Furthermore, it also influences students’ performance in the class. Therefore, it is
important to know the students’ perception on the course that they are working on.
Besides, the researcher also adds additional information about a research
on integrated skills approach done by the other researcher. The research was done
by Ya-Chen Su at Southern Taiwan University of Technology on September 4th,
2006. It was said that 90% of the students agreed that the instructor provided
opportunities and time for students to use English in a real communication in
class. Ninety percent (90%) of the students felt that the class was successful and
appropriate for their FL (Foreign Language) learning and recommended the
continuous use of the integrated skills approach in class for the next academic
year. This shows that the integrated skills approach is beneficial to the students in
order to learn English as their foreign language.
B. Research Problems
The study, therefore, aims to address these following research questions:
1.
How is the implementation of Critical Listening and Speaking (CLS) course
implemented?
2.
What do the students perceive on integrated skills implemented in CLS class?
C. Problem Limitation
This research focuses on knowing the students’ perception on Critical
Listening and Speaking (CLS) class. It also focuses on the concept of integrated
skills approach implemented in Critical Listening and Speaking (CLS) class. The
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research is conducted at the ELESP Sanata Dharma University. The location is
chosen because the existence of Integrated Skills approach is found here. The
researcher will not focus on the critical side of the course. However, the focus will
be more on the implementation of the integrated skills approach.
D. Research Objectives
Based on the problem limitation, the research has two objectives as
follows:
1.
To describe the implementation of Critical Listening and Speaking (CLS)
from the lecturers.
2.
To know the students’ perception on integrated skills approach as seen in
Critical Listening and Speaking (CLS) class that the students are working on.
E. Research Benefits
It is expected that the results of the study can be beneficial to the
followings:
1.
The students of ELESP Sanata Dharma University
The results of the research is expected to help the students of the ELESP
Sanata Dharma who are interested in conducting research in learning English
using integrated skills approach. The results may also provide the model of survey
research in education field generally. It also helps the students improve their
continuous learning. Through the interpreted study, the results may also contribute
to the development of education, language teaching, and continuous learning.
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2.
The lecturers of ELESP Sanata Dharma University
The study will help the lecturers of ELESP Sanata Dharma University
understand the students’ perceptions on integrated skills. Since the perception
from the students is important, it is better for the lecturers to know whether this
approach helps the students learn English appropriately. Furthermore, the study
will help the lecturers make a decision whether the approach is beneficial to the
students to improve their capability in learning English. By knowing the students’
perception, the lecturers can also decide which materials should be made and
implemented in the class.
F. Definition of Terms
In this sub-chapter, the researcher provides some definitions of terms that
the researcher uses as the base of the theory that will be used later.
1.
Students’ Perception
Perception is a psychological term, which is described by Foley (2007) as
a process by which organisms interpret and organize sensation to produce a
meaningful experience of the world. Contextually, organisms mean the students
who are working on the course. A meaningful experience in this context is dealing
with the students’ personal experiences and how the students perceive and
experience their learning. In this research, perception refers to the third (3rd)
semester students’ of the English Language Education Study Program Sanata
Dharma University Yogyakarta experience based on their performance in Critical
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Listening and Speaking Class. Their perception is observed in order to know
whether the integrated skills approach brings benefits to the students.
2. Integrated Skills
According to Oxford (2001) in her journal article of Integrated Skills in
the ESL/EFL Classrooms, states that integrated skills or integration of skills can
be defined as the combination of two or more skills within a communicative task.
By integrating skills, the lecturers make classroom work closer to real life, where
more often than not we integrate more than one skill. In this context, the
integrated skills are listening and speaking skills that appear in Critical Listening
and Speaking (CLS) course. Both listening and speaking are (further) integrated
into one course named Critical Listening and Speaking.
3. Critical Listening and Speaking (CLS) Class in ELESP Sanata Dharma
University
The researcher proposes a theory of Critical Listening and Speaking (CLS)
based on Buku Panduan Akademik Program Studi Pendidikan Bahasa Inggris
Universitas Sanata Dharma Yogyakarta, (2011, p.39). Critical Listening and
Speaking 2 - KPE 228 (4 CR / 4 CH) emphasizes more on completing the course,
the students will be able to employ strategic skills, to comprehend advanced,
extended discourse such as news reports, narratives, expository passages;
paraphrase, take notes and summarize advanced extended discourse such as news
reports, narratives, and expository passages. Afterwards, the students will be able
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to give oral critical response and reflection based on the given topics in the form
of short individual/group presentation. This course is offered in Semester 4. The
prerequisite course is Critical Listening and Speaking 1.
4. English Language Education Study Program (ELESP) Students of Sanata
Dharma University Yogyakarta
The writer defines the term ELESP students of Sanata Dharma University
Yogyakarta as the people who are taking English Education Department as their
study program. In this research, the researcher points out that the ELESP students
of Sanata Dharma University yogyakarta as the fourth (4th) semester students who
are working on Critical Listening and Speaking (CLS) class. The students of the
ELESP Sanata Dharma University Yogyakarta are in batch of 2011. Therefore,
they have taken the prerequisite classes before they take CLS class.
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CHAPTER II
REVIEW OF RELATED LITERATURE
This chapter attempts to contextualize some related theories to address the
research problems. It consists of two major sections, namely (1) theoretical
description and (2) theoretical framework.
A. Theoretical Description
There are 3 major areas discussed in this sub-chapter. They are theory of
perception, theory of integrated skills, and theory of teaching learning strategies.
1.
Perception
This part presents the theories of perception including the definition of
perception, person perception, factors related to it, and perception in learning.
a.
Definition of Perception
Perception is a psychological term, which is described by Foley (2007) as
a process by which organisms interpret and organize sensation to produce a
meaningful experience of the world. Sensation usually refers to the immediate,
relatively unprocessed result of stimulation of sensory receptors in the eyes, ears,
nose, tongue, or skin. Perception, on the other hand, better describes one’s
ultimate experience of the world and typically involves further processing of
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sensory input. In practice, sensation and perception are virtually impossible to
separate because they are part of one continuous process.
In line with Foley’s definition, according to the journal of Perception and
Human Perception retrieved from www.managementconsultingcourses.com,
perception refers to the way we try to understand the world around us. We gather
information through our five sense organs, but perception adds meaning to these
sensory inputs. The process of perception is essentially subjective in nature and it
is also the process by which we organize and interpret our sensory impressions in
order to give a meaning to the environment. As pointed out, a situation may be the
same but the interpretation of that situation by two individuals may be immensely
different. In conclusion, perception is the set of processes by which an individual
becomes aware of and interprets information about the environment. The
perceptual process can be depicted simplistically in the following way:
Attention
Sense
Organs
Feedback
Registration
Interest
Interpretation
Action
Consequences
Figure 2.1 The Perceptual Process
from www.managementconsultingcourses.com
The model of perception helps one understand the basic processes involved in
human perception in a rather simplistic way.
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Furthermore, Hardy and Heyes as cited in Kurniyati (2006, p. 9) state that
“the basic form of perception is people’s born talent; meanwhile perceptional
ability is the result of learning, which is determined by the environment.” In this
statement, it can be inferred that one’s perception is also determined by the
location they live and the result of what they have learned.
Perception on something can affect one’s behavior toward it. When
someone understands the stimuli they receive, they will give response to the
stimuli. If someone believes that the stimuli fulfill their needs and expectation, it
will make them have a positive perception on the stimuli. Every person has
different perception based on his or her needs and expectation.
Expectation and previous experience constantly interact with one another
to influence our perception of sensory events...Perception is also
substantially influenced by our motivation and needs...Our expectation,
past experience, and psychological states combine, setting us to perceive
the world in certain ways. (Bootzin, 1983, pp. 119-120)
There are three steps in the process of forming perception; they are 1)
attention to the stimuli, 2) recognition and interpretation of the stimuli into some
messages, and 3) action in responding the message. It can be said that perception
is a form of behavior that allows individuals to interact with or adjust to the
varying demands of environment.
b. Factors Influencing Perception
Altman and Valenzi (1985, p. 85) state that there are four factors which
influence a person’s perception. Four of the most important are (a) selection of
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stimuli, (b) organization of stimuli, (c) the situation, and (d) the person’s selfconcept.
1) Selection of stimuli
All of the stimuli with which people are surrounded, people focus on only
a small number. This process is known as a selection and one reason why people
perceive things differently; each person selects specific cues and filters, or
screens, out of others.
2) Organization of stimuli
A second factor influencing perception is organization. After information
has undergone the screening process (that is, been selected), it must be arranged
so as to become meaningful. The mind tries to bring order out of the chaotic
onslaught of sensory data by selecting certain items and putting them together in a
meaningful way that is based on experience.
3)
The situation
Another factor influencing perception is the situation. A person’s
familiarity with, or expectations about, a situation, as well as his or her past
experience, affects what that person perceives. Perceiving a situation accurately is
also related to how well a person adjusts his or her behavior to situations.
4)
Self-concept
A fourth factor influencing perception is the self-concept. The way people
feel about and perceive themselves is known as self-concept. The way people see
themselves affects their perception of the world around them.
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c.
Factors Creating Perceptual Difficulty
The perception tends to be subjective. People tend to “respond to the same
stimuli in different ways” (Altman & Valenzi, 1985, p. 91). Because of its
subjectivity, sometimes people’s perception tends to be bias, while meaning of
bias is a systematic tendency to use or interpret information in a way that results
in inaccurate perception. According to George and Jones (2005, p. 118), there are
six factors causing bias perceptions. (1) Primacy effects; primacy effects are the
initial pieces of information that a perceiver has about a target. Those affect on the
perceiver’s perception and evaluation of the target. (2) Contrast Effect; which are
perceivers’ perception of others influence the perceiver’s perception of target. (3)
Halo Effect; the perceiver’s general impression of a target influences his or her
perception of the target on specific dimensions. (4) Similar-to-me effect; people
perceive those who are dissimilar. (5) Harshness, leniency, and average tendency;
some perceivers tend to be overly harsh in their perception, some overly lenient.
Others view most targets as being about average. (6) Knowledge of predictor;
knowing how a target stands on a predictor of performance influences perception
of the target.
d. Perception in learning
Related to the theory of perception, perception on learning has relation to
belief and concept. It has connection with belief about knowledge that is able to
influence students’ behavior toward learning. It means that perception on learning
has a big role in the process of obtaining the knowledge.
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In obtaining the knowledge, there is a system which relates the concept
with the environment. The concept is formed by the stimuli which come from the
environment. It is called interactive system. Interactive system has three elements;
those are presage, process, and product or learning outcome (Biggs, 1992, pp. 36).
1) Presage
Presage is an indicator of future occurrence. It includes learning
conception and learning context such as teachers and school attributes, and also
students’ understanding about knowledge. The examples of presage are
educational practice, students’ preparation, and the procedures of assessment.
2) Process
Process is a factor that includes students’ perception on the learning
environment and specific learning strategies that they experience in learning tasks.
Learning strategies have a role in influencing the process of learning. An example
or process is a process how students learn target materials during teachinglearning activities.
3) Product
Product of learning outcome is influenced by the learning strategies used.
Students can have good learning outcome when the learning strategies that are
used are suitable for them, and can make them have positive perception on the
learning. Students’ perception on English learning is influenced by the
implementation of the English teaching-learning activities.
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Champbell (2001, pp. 173-186) mentions those three elements are also
mentioned in the five elements of the language teaching-learning activities that
build students’ perception. Those five elements cover 1) the way the teacher
teaches the students, 2) the kind of materials that the teacher wants the students to
learn, 3) the students behavior in class during the process of learning, 4) the
materials that the students learn, 5) the goals of learning the language.
In perception on learning, the students’ behavior can be changed through
the process of learning. For example, at first, a student experiences that listening
activity is difficult. However, since listening activities are adjusted to the
students’ condition and interest, and also he or she can choose his or her own
topic, he or she, then, considers the listening activity is interesting.
2.
Theory of Integrated Skills
This section discusses the theory of integrated skills consisting of the
definition of integrated skills, and advantages and disadvantages of integrated
skills.
a.
Definition of Integrated Skills
According to Oxford (2001) in her journal article of Integrated Skills in
the ESL/EFL classrooms, she states that integrated skills or integration of skills
can be defined as the combination of two or more skills within a communicative
task. By integrating skills, we make classroom work closer to a real life, where
more often than not we integrate more than one skill. There are two types in
integrated skills. They are content-based language instruction and task-based
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instruction. The first of these emphasizes learning content through language,
while the second stresses doing tasks that require communicative language use.
Whole language advocates, such as Brooks-Harper and Shelton (2003),
Schwarzer (2001), Edelsky, Altwerger and Flores (1991), Weaver (1990), and
Goodman (1986) also state that language (oral and written) functions to serve
authentic purposes by facilitating meaningful communication. In the language
learning process, listening, speaking, reading, and writing should be treated as
integrated, interdependent, and inseparable elements of language. No language
process should be separated from the whole teaching task. Weaver (1990)
explains that when children engage in the complex processes of reading, writing,
discussing that develop their ability through the process of learning.
Further definition of integrated skills is also employed by Brown (2001).
The term integrated means language learning where all four skills take place at the
same time and with teacher, learner, and setting as playing their roles in the
learning. All these four skills are integrated with the development of
communicative skills in a coherent way, and practiced together, with a distinction
of the importance of one upon the other. According to Brown (2001), it is a whole
language approach where if a course deals with reading skills, then, it will also
deal with listening, speaking, and writing skills. For example, a class may be a
lesson on writing. The class could consist of a discussion (speaking & listening
skills) of the topic and application of these skills in meaningful reading and
writing tasks.
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According to Harmer (2009) productive skills (writing-speaking) and
receptive skills (reading-listening) are two sides of a coin that cannot be split. It is
because one skill can reinforce another in a number of ways. Thus, input and
output have to be connected in the classroom because of this way students can
take
more
interest
about
deficiency
skills
in
order
to
reach
an
adequate balance related to the other skills and make a language construction.
Moreover, the students can receive an appropriate feedback from their teacher and
themselves. Rather than, work just one side of the coin as old teachers did, it
would yield wrong results for students and they would have a broken English
learning, which show up the deficiencies about any skill.
Furthermore, Harmer (2009) also says that students can learn to speak and
write by what they hear and see. It means that when the students are exposed to
the language they have the needs to apply most of the skills at the same time. For
instance, when the teacher asks something about any topic the students set off
their input to understand and answer the activating output. Additionally, it allows
students to be exposed to the real language to use English appropriately to the
communication.
In line with Harmer, Brown (2000, p. 218) argues that wealth of
integrating skills promotes greater students’ motivation in order to convert to
better retention of principles for effective speaking, listening, reading, and
writing. It conveys that integrating skills obtains students’ motivation to open up
the window toward better retention of the four skills.
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It may be possible that sometimes a particular language skill dominates the
other language skills, but a perfect integrated lesson will ensure a
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ABSTRACT
Ferianda, Sandy. 2013. Perception on Integrated Skills Implementation in
Critical Listening and Speaking Class by English Language Educaction
Students of Sanata Dharma University. Yogyakarta: English Language
Education Study Program, Sanata Dharma University.
In the process of Learning English, there must be various teaching
approaches used. One of the approaches that becomes the focus of this research is
an integrated skill approach which is implemented in Critical Listening and
Speaking (CLS) class. The writer uses this topic to find out students’ perception
of the ELESP Sanata Dharma University on the approach implemented in the
class.
In this research, the researcher addresses two research problems, namely 1)
how is the implementation of Critical Listening and Speaking (CLS) course? and
2) what do the students perceive on integrated skills approach implemented in
CLS? To answer the research problems, the writer uses the theory of perception,
theory of integrated skills, and theory of teaching learning methods. Each theory
will be applied to help the researcher find out the correlation between the result of
the research and also theories proposed by the experts.
In this research, the researcher uses a survey research method. In order to
collect the data, the researcher distributes the questionnaires to all of the ELESP
Sanata Dharma University students who are in batch of 2011. Besides, the
researcher also conducts an interview with the course coordinator of CLS class.
The interview is conducted in order to help the researcher discover the answers for
the first question, and the second question is answered by distributing the
questionnaires.
From the interview, the researcher finds that the implementation of CLS
has already been appropriate and gives positive effects to the students in order to
increase their English ability, such as the students’ listening and speaking skills
are improved at the same time. From the questionnaires, the researcher finds that
most of the students (80%) give their positive responses to the whole statements.
From the results, the researcher infers that the students comprehend, feel, and
experience the implementation of integrated skills approach. Furthermore, the
researcher also infers that the implementation of integrated skills approach is
applicable and acceptable to be implemented in CLS class. Besides, the researcher
also finds some suggestions from the students. The students suggest the lecturers
create the materials more challenging to them in order to make the students
encouraged to learn more. Furthermore, the level of the materials’ difficulty
should be increased in order to make the students feel challenged.
Key words: students’ perception, integrated skills, critical listening and speaking
(CLS)
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ABSTRAK
Ferianda, Sandy. 2013. Perception on Integrated Skills Implementation in
Critical Listening and Speaking Class by English Language Educaction
Students of Sanata Dharma University. Yogyakarta: Program Studi Pendidikan
Bahasa Inggris, Universitas Sanata Dharma.
Pada proses pembelajaran Bahasa Inggris ada banyak pendekatan yang
digunakan. Salah satu pendekatan yang menjadi fokus penelitian ini adalah
pendekatan Integrated Skills yang diterapkan pada mata kuliah Critical Listening
and Speaking (CLS). Penulis mengajukan topik tesebut untuk melihat persepsi
mahasiswa PBI Universitas Sanata Dharma Yogyakarta terhadap penggunaan
pendekatan tersebut.
Dalam penelitian ini, penulis mengajukan dua masalah, yaitu 1)
bagaimanakah pengimplementasian mata kuliah Critical Listening and Speaking
(CLS) dilaksanakan? dan 2) Bagaimanakah persepsi siswa terhadap
pengimplementasian pendekatan Integrated Skills? Untuk menjawab dua
pertanyaan tersebut, penulis menggunakan teori persepsi, teori integrated skills,
dan teori metode belajar mengajar. Teori tersebut diterapkan untuk mengetahui
korelasi antara hasil penelitian dengan teori-teori yang dibuat oleh para ahli.
Penelitian ini menggunakan metode penelitian survei. Untuk memperoleh
data, penulis membagikan angket kepada seluruh mahasiswa PBI angkatan 2011
Universitas Sanata Dharma Yogyakarta. Selain itu, penulis juga mewawancarai
kordinator mata kuliah CLS. Wawancara dilakukan untuk mendapatkan jawaban
pertanyaan yang pertama, dan pertanyaan kedua dijawab dari hasil angket yang
dibagikan kepada mahasiswa.
Dari hasil wawancara, penulis mengetahui penerapan kelas CLS sudah
baik dan memberi efek positif kepada mahasiswa untuk meningkatkan
kemampuan ber Bahasa Inggris mereka, seperti kemampuan mendengarkan dan
berbicara mereka meningkat secara bersamaan. Dari hasil angket yang
disebarkan, hampir seluruh mahasiswa PBI angkatan 2011 (80%) setuju dengan
penerapan pendekatan Integrated Skills. Dari hasil yang didapat, penulis
menyimpulkan bahwa mahasiswa mengerti, merasakan, dan mengalami
penerapan pendekatan tersebut. Penulis juga menyimpulkan bahwa
pengimplementasian pendekatan Integrated Skills dapat diterapkan dan diterima
di mata kuliah CLS. Penulis juga medapatkan saran dari mahasiswa. Materi yang
yang digunakan dan tingkat kesulitannya harus lebih menantang dan ditingkatkan
agar mahasiswa lebih tertantang untuk belajar.
Kata Kunci : students’ perception, integrated skills, critical listening and speaking
(CLS)
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PERCEPTION ON
INTEGRATED SKILLS IMPLEMENTATION
IN CRITICAL LISTENING AND SPEAKING CLASS
BY ENGLISH LANGUAGE EDUCATION STUDENTS
OF SANATA DHARMA UNIVERSITY
A SARJANA PENDIDIKAN THESIS
Presented as Partial Fulfillment of the Requirements
to Obtain the Sarjana Pendidikan Degree
in English Language Education
By
Sandy Ferianda
Student Number: 091214047
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY
YOGYAKARTA
2013
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PERCEPTION ON
INTEGRATED SKILLS IMPLEMENTATION
IN CRITICAL LISTENING AND SPEAKING CLASS
BY ENGLISH LANGUAGE EDUCATION STUDENTS
OF SANATA DHARMA UNIVERSITY
A SARJANA PENDIDIKAN THESIS
Presented as Partial Fulfillment of the Requirements
to Obtain the Sarjana Pendidikan Degree
in English Language Education
By
Sandy Ferianda
Student Number: 091214047
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY
YOGYAKARTA
2013
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“EVERYTIME YOU THINK ABOUT GIVING UP..
THINK ABOUT WHY YOU HAVE KEPT GOING
FOR THIS LONG”
-GANDRASTA-
I dedicate this thesis to my beloved family
Papa..., Mama.., Ayuk.., finally skripsi nya SELESAI..
And everyone whom I love the most..
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STATEMENT OF WORK’S ORIGINALITY
I honestly declare that this thesis, which I have written, does not contain the work
or parts of the work of other people, except those cited in the quotations and the
references, as a scientific paper should.
Yogyakarta, 19th September 2013
The Writer
Sandy Ferianda
091214047
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LEMBAR PERNYATAAN PERSETUJUAN
PUBLIKASI KARYA ILMIAH UNTUK KEPERLUAN AKADEMIS
Yang bertanda tangan di bawah ini, saya mahasiswa Universitas Sanata Dharma:
Nama
: Sandy Ferianda
Nomor Mahasiswa
: 091214047
Demi pengembangan ilmu pengetahuan, saya memberikan kepada perpustakaan
Universitas Sanata Dharma karya ilmiah saya yang berjudul:
PERCEPTION ON
INTEGRATED SKILLS IMPLEMENTATION
IN CRITICAL LISTENING AND SPEAKING CLASS
BY ENGLISH LANGUAGE EDUCATION STUDENTS
OF SANATA DHARMA UNIVERSITY
beserta perangkat yang diperlukan (bila ada). Dengan demikian saya memberikan
kepada Perpustakaan Universitas Sanata Dharma hak untuk menyimpan,
mengalihkan dalam bentuk lain, mengelolanya dalam bentuk pangkalan data,
mendistribusikan secara terbatas, dan mempublikasikannya di internet atau media
lain untuk kepentingan akademis tanpa perlu meminta ijin kepada saya atau
memberikan royalti kepada saya selama tetap mencantumkan nama saya sebagai
penulis.
Demikian pernyataan ini saya buat dengan sebenarnya,
Dibuat di Yogyakarta
Pada tanggal : 19 September 2013
Yang menyatakan
Sandy Ferianda
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ABSTRACT
Ferianda, Sandy. 2013. Perception on Integrated Skills Implementation in
Critical Listening and Speaking Class by English Language Educaction
Students of Sanata Dharma University. Yogyakarta: English Language
Education Study Program, Sanata Dharma University.
In the process of Learning English, there must be various teaching
approaches used. One of the approaches that becomes the focus of this research is
an integrated skill approach which is implemented in Critical Listening and
Speaking (CLS) class. The writer uses this topic to find out students’ perception
of the ELESP Sanata Dharma University on the approach implemented in the
class.
In this research, the researcher addresses two research problems, namely 1)
how is the implementation of Critical Listening and Speaking (CLS) course? and
2) what do the students perceive on integrated skills approach implemented in
CLS? To answer the research problems, the writer uses the theory of perception,
theory of integrated skills, and theory of teaching learning methods. Each theory
will be applied to help the researcher find out the correlation between the result of
the research and also theories proposed by the experts.
In this research, the researcher uses a survey research method. In order to
collect the data, the researcher distributes the questionnaires to all of the ELESP
Sanata Dharma University students who are in batch of 2011. Besides, the
researcher also conducts an interview with the course coordinator of CLS class.
The interview is conducted in order to help the researcher discover the answers for
the first question, and the second question is answered by distributing the
questionnaires.
From the interview, the researcher finds that the implementation of CLS
has already been appropriate and gives positive effects to the students in order to
increase their English ability, such as the students’ listening and speaking skills
are improved at the same time. From the questionnaires, the researcher finds that
most of the students (80%) give their positive responses to the whole statements.
From the results, the researcher infers that the students comprehend, feel, and
experience the implementation of integrated skills approach. Furthermore, the
researcher also infers that the implementation of integrated skills approach is
applicable and acceptable to be implemented in CLS class. Besides, the researcher
also finds some suggestions from the students. The students suggest the lecturers
create the materials more challenging to them in order to make the students
encouraged to learn more. Furthermore, the level of the materials’ difficulty
should be increased in order to make the students feel challenged.
Key words: students’ perception, integrated skills, critical listening and speaking
(CLS)
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ABSTRAK
Ferianda, Sandy. 2013. Perception on Integrated Skills Implementation in
Critical Listening and Speaking Class by English Language Educaction
Students of Sanata Dharma University. Yogyakarta: Program Studi Pendidikan
Bahasa Inggris, Universitas Sanata Dharma.
Pada proses pembelajaran Bahasa Inggris ada banyak pendekatan yang
digunakan. Salah satu pendekatan yang menjadi fokus penelitian ini adalah
pendekatan Integrated Skills yang diterapkan pada mata kuliah Critical Listening
and Speaking (CLS). Penulis mengajukan topik tesebut untuk melihat persepsi
mahasiswa PBI Universitas Sanata Dharma Yogyakarta terhadap penggunaan
pendekatan tersebut.
Dalam penelitian ini, penulis mengajukan dua masalah, yaitu 1)
bagaimanakah pengimplementasian mata kuliah Critical Listening and Speaking
(CLS) dilaksanakan? dan 2) Bagaimanakah persepsi siswa terhadap
pengimplementasian pendekatan Integrated Skills? Untuk menjawab dua
pertanyaan tersebut, penulis menggunakan teori persepsi, teori integrated skills,
dan teori metode belajar mengajar. Teori tersebut diterapkan untuk mengetahui
korelasi antara hasil penelitian dengan teori-teori yang dibuat oleh para ahli.
Penelitian ini menggunakan metode penelitian survei. Untuk memperoleh
data, penulis membagikan angket kepada seluruh mahasiswa PBI angkatan 2011
Universitas Sanata Dharma Yogyakarta. Selain itu, penulis juga mewawancarai
kordinator mata kuliah CLS. Wawancara dilakukan untuk mendapatkan jawaban
pertanyaan yang pertama, dan pertanyaan kedua dijawab dari hasil angket yang
dibagikan kepada mahasiswa.
Dari hasil wawancara, penulis mengetahui penerapan kelas CLS sudah
baik dan memberi efek positif kepada mahasiswa untuk meningkatkan
kemampuan ber Bahasa Inggris mereka, seperti kemampuan mendengarkan dan
berbicara mereka meningkat secara bersamaan. Dari hasil angket yang
disebarkan, hampir seluruh mahasiswa PBI angkatan 2011 (80%) setuju dengan
penerapan pendekatan Integrated Skills. Dari hasil yang didapat, penulis
menyimpulkan bahwa mahasiswa mengerti, merasakan, dan mengalami
penerapan pendekatan tersebut. Penulis juga menyimpulkan bahwa
pengimplementasian pendekatan Integrated Skills dapat diterapkan dan diterima
di mata kuliah CLS. Penulis juga medapatkan saran dari mahasiswa. Materi yang
yang digunakan dan tingkat kesulitannya harus lebih menantang dan ditingkatkan
agar mahasiswa lebih tertantang untuk belajar.
Kata Kunci : students’ perception, integrated skills, critical listening and speaking
(CLS)
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ACKNOWLEDGEMENTS
After the completion of this thesis, I would like to thank Allah S.W.T. for
the wonderful blessing, for the endless love and timeless guidance and for the
strength given to me. I do believe that this thesis would have never come to its
completion without remarkable help and blessing from Allah S.W.T.
My deepest gratitude goes to my only one sponsor, Bunda Caecilia
Tutyandari, S.Pd., M.Pd. for her guidance and assistance during the process, her
willingness to spend her time reading and correcting my thesis, and her advice as
well as her encouragement from the beginning of the research until the
accomplishment of this thesis.
I would also like to express my sincere thankfulness to Ibu Yuseva
Ariyani Iswandari S.Pd., M.Ed., Ibu Christina Laksmita Anandari S.Pd.,
Ed.M., and Pak Fidelis Chosa Kastuhandani S.Pd., M.Hum., who had
permitted me to conduct this research in their classes. I also thank all of the
students of the English Language Education Study Program batch of 2011 as my
participants. My special gratitude are presented to Pak Drs. Barli Bram, M.Ed.,
Ph.D., Pak Dr. Ant. Herujiyanto, M.A., and Bu Christina Kristiyani, S.Pd.,
M.Pd. who had given me a lot of suggestions and guidances for the improvements
of this thesis.
My special regards and gratitude are also presented to my beloved family,
Papa Sugianto, Mama Farida Efriyani, and Ayuk Selvi Kartika Sari who
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always gave me never ending support, encouragement and prayer. I thank for the
spirit in life that encourages me to do the best in this life.
I truthfully want to thank my best friends Mbak Marcella Iqnatia, Dimas
Wulan Merdeka Basuki, Tiara Tirta Sari, Elisabeth Renaninggalih, Jonetha
Luciana Tandirura, Risa Sagita, Elisabeth Rosalia Widiyanti, Claudia Yessi
Dewi Sekartaji, and Sisilia Endah for being my best friends who have given me
their care and support. They have been part of my life and I hope that our
friendship will never end. I also want to thank Mbak Angela Kenya Astari
(Mbak Yii), and Weppi who had helped me complete this thesis. I would never
forget to thank everyone who had supported the completion of this thesis that I
cannot mention. May God bless them all! Amin.
The Writer
Sandy Ferianda
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TABLE OF CONTENTS
TITLE PAGE ......................................................................................
i
APPROVAL PAGES ..........................................................................
ii
DEDICATION PAGE .........................................................................
iv
STATEMENT OF WORK’S ORIGINALITY ....................................
v
PERNYATAAN PERSETUJUAN PUBLIKASI .....................................
vi
ABSTRACT ........................................................................................
vii
ABSTRAK ............................................................................................
viii
ACKNOWLEDGEMENTS .................................................................
ix
TABLE OF CONTENTS .....................................................................
xi
LIST OF APPENDICES .....................................................................
xv
LIST OF TABLES ..............................................................................
xvi
LIST OF FIGURES .............................................................................
xvii
CHAPTER I: INTRODUCTION ........................................................
1
A. Research Background ..............................................................
1
B. Research Problems ...................................................................
3
C. Problem Limitation ..................................................................
3
D. Research Objectives .................................................................
4
E. Research Benefits .....................................................................
4
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F. Definition of Terms .................................................................
5
1. Students’ Perception ..........................................................
5
2. Integrated Skills .................................................................
6
3. Critical Listening and Speaking (CLS) Class ......................
6
4. ELESP Students of Sanata Dharma University Yogyakarta
7
CHAPTER II: REVIEW OF RELATED LITERATURE .....................
8
A. Theoretical Description ...........................................................
8
1. Perception .........................................................................
8
a. Definition of Perception ...............................................
8
b. Factors Influencing Perception .....................................
10
1) Selection of Stimuli ................................................
11
2) Organization of Stimuli ..........................................
11
3) The situation ..........................................................
11
4) Self-Concept ..........................................................
11
c. Factors Creating Perceptual Difficulty .........................
12
d. Perception in Learning .................................................
12
1) Presage ..................................................................
13
2) Process ...................................................................
13
3) Product ..................................................................
13
2. Theory of Integrated Skills ................................................
14
a. Definition of Integrated Skills ......................................
14
b. Advantages and Disadvantages of Integrated Skills.......
17
1) Advantages of Integrated Skills ..............................
17
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2) Disadvantages of Integrated Skills ..........................
18
3. Teaching Learning Methods ..............................................
19
a. Process-Based Teaching ..............................................
19
b. Students-Centered Learning .........................................
19
B. Theoretical Framework ...........................................................
20
CHAPTER III: METHODOLOGY .....................................................
23
A. Research Methods ..............................................................
23
B. Research participants .........................................................
24
C. Research Instruments and Data Gathering Technique ........
25
1. Questionnaire ...............................................................
25
2. Interview .....................................................................
26
D. Data Analysis Technique ....................................................
28
E. Research Procedure ...........................................................
29
CHAPTER IV: RESEARCH FINDINGS AND DISCUSSIONS..........
32
A. The Implementation of Critical Listening and Speaking ..........
32
1. Materials ...........................................................................
33
2. Teaching Methods .............................................................
37
3. Students’ Motivation .........................................................
41
4. Evaluation .........................................................................
42
a. Positive and Negative Sides of CLS ..............................
42
b. Positve and Negative effects for the Students .................
45
c. Suggestions for the Improvement of the Course .............
46
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B. The Students’ Perception on Integrated Skills in CLS ...............
47
1. Data presentation and analysis ............................................
47
a. Students’ Perception
on the Implementation Integrated skills.........................
48
b. Students’ Evaluation
on the Implementation of Integrated skills in CLS ........
63
c. Students’ Evaluation
on the Advantages of Integrated skills in CLS ...............
70
d. Students’ evaluation
on the Disadvantages of Integrated skills in CLS ..........
72
e. Students’ Opinion
on the Implementation of Integrated skills in CLS ........
77
1) Materials .................................................................
77
2) Students’ Eagerness ..................................................
78
3) Teaching Methods ...................................................
80
4) Students’ Improvements ...........................................
81
CHAPTER V: CONCLUSIONS AND RECOMMENDATIONS.........
83
A. Conclusions .............................................................................
83
B. Recommendations ...................................................................
86
1. For Critical Listening and Speaking Lecturers .....................
86
2. For Future Researchers ........................................................
87
REFERENCES ....................................................................................
88
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LIST OF APPENDICES
Appendix 1 Permission Letter ..............................................................
90
Appendix 2 The Matrix of Questionnaire for Students .........................
91
Appendix 3 Questionnaire and Piloting Questionnaires ........................
98
Appendix 4 Raw Data from Close Ended Questions.............................
120
Appendix 5 Raw Data from Open Ended Questions ............................
123
Appendix 6 Interview Guideline ..........................................................
145
Appendix 7 Interview Transcript .........................................................
146
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LIST OF TABLES
Table 3.2
Framework of the Interview Guideline on Implementation of CLS ............
27
Table 3.3
Scoring Grade for the Students’ Questionnaire ............................................. 29
Table 4.1
Students’ Perception on the Implementation of Integrated Skills in CLS ...... 48
Table 4.2
Students’ Evaluation on the Implementation of Integrated Skills in CLS ...... 63
Table 4.3
Students’ Evaluation on the Advantages of the Implementation
of Integrated Skills in CLS ............................................................................. 70
Table 4.4
Students’ Evaluation on the Disadvantages of the Implementation
of Integrated Skills in CLS.............................................................................. 72
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LIST OF FIGURES
Figure 2.1
The Perceptual Process ........................................................................................ 9
Figure 3.1
Research Procedure ........................................................................................... 31
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CHAPTER I
INTRODUCTION
This research investigates the students’ perception of English Language
Education Study Program of Sanata Dharma University on Integrated skills
approach in Critical Listening and Speaking (CLS) class. This introductory
chapter contains six major sections, namely (1) the research background, (2)
research problems, (3) problem limitation, (4) research objectives, (5) research
benefits, and (6) definition of terms.
A. Research Background
Students have their own ways in learning. Each of them has his or her own
ways in understanding the lesson, especially in learning English. Recently,
English is also one of the most important subjects especially in Indonesia and it
has various kinds of teaching approaches. One of the approaches that becomes the
focus of this research is an integrated skill approach. According to Oxford (2001),
integrated skills approach is the combination of two or more skills within a
communicative task. Furthermore, the integration or combination of the skills can
be implemented in the class by giving appropriate materials to the students.
Integrated skills approach has been used in certain subjects in the English
Language Education Study Program (ELESP) of Sanata Dharma University.
Referring to Buku Panduan Akademik Program Studi Pendidikan Bahasa Inggris
Universitas Sanata Dharma Yogyakarta, (2011, p.39) integrated skills courses
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consist of two different subjects. The first is the integration of reading and writing
called Critical Reading and Writing (CRW). Briefly, Critical Reading and Writing
is the course which aims to make the students think critically based on certain
topics given by the lecturer. The second is the integration of listening and
speaking called Critical Listening and Speaking (CLS). In CLS class, the students
are required to do the same thing as in CRW class. In this study, integrated skills
approach in Critical Listening and Speaking (CLS) becomes the writer’s concern.
The writer employs this topic to discover the students’ perception of the English
Language Education Study Program (ELESP) Sanata Dharma University on the
approach implemented in the class. This study is aimed to discover how the
students perceive integrated skills as a means of improving their ability in learning
English.
The ELESP students of Sanata Dharma University come from various
regions around Indonesia and they have different characteristics from one to
another. From that background, not all of the ELESP students who take the
integrated courses learn smoothly. Based on the background, it is common if the
ELESP students who take the integrated course have different ways and results in
learning. Based on the previous observation on the implementation of integrated
skills approach conducted by the writer in the 6th semester in Research Paper
Writing (RPW) course, the students tend to find some difficulties when they learn
about the materials. This problem emerges because the students have to
concentrate better in order to comprehend the materials given by the lecturers.
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Furthermore, it also influences students’ performance in the class. Therefore, it is
important to know the students’ perception on the course that they are working on.
Besides, the researcher also adds additional information about a research
on integrated skills approach done by the other researcher. The research was done
by Ya-Chen Su at Southern Taiwan University of Technology on September 4th,
2006. It was said that 90% of the students agreed that the instructor provided
opportunities and time for students to use English in a real communication in
class. Ninety percent (90%) of the students felt that the class was successful and
appropriate for their FL (Foreign Language) learning and recommended the
continuous use of the integrated skills approach in class for the next academic
year. This shows that the integrated skills approach is beneficial to the students in
order to learn English as their foreign language.
B. Research Problems
The study, therefore, aims to address these following research questions:
1.
How is the implementation of Critical Listening and Speaking (CLS) course
implemented?
2.
What do the students perceive on integrated skills implemented in CLS class?
C. Problem Limitation
This research focuses on knowing the students’ perception on Critical
Listening and Speaking (CLS) class. It also focuses on the concept of integrated
skills approach implemented in Critical Listening and Speaking (CLS) class. The
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research is conducted at the ELESP Sanata Dharma University. The location is
chosen because the existence of Integrated Skills approach is found here. The
researcher will not focus on the critical side of the course. However, the focus will
be more on the implementation of the integrated skills approach.
D. Research Objectives
Based on the problem limitation, the research has two objectives as
follows:
1.
To describe the implementation of Critical Listening and Speaking (CLS)
from the lecturers.
2.
To know the students’ perception on integrated skills approach as seen in
Critical Listening and Speaking (CLS) class that the students are working on.
E. Research Benefits
It is expected that the results of the study can be beneficial to the
followings:
1.
The students of ELESP Sanata Dharma University
The results of the research is expected to help the students of the ELESP
Sanata Dharma who are interested in conducting research in learning English
using integrated skills approach. The results may also provide the model of survey
research in education field generally. It also helps the students improve their
continuous learning. Through the interpreted study, the results may also contribute
to the development of education, language teaching, and continuous learning.
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2.
The lecturers of ELESP Sanata Dharma University
The study will help the lecturers of ELESP Sanata Dharma University
understand the students’ perceptions on integrated skills. Since the perception
from the students is important, it is better for the lecturers to know whether this
approach helps the students learn English appropriately. Furthermore, the study
will help the lecturers make a decision whether the approach is beneficial to the
students to improve their capability in learning English. By knowing the students’
perception, the lecturers can also decide which materials should be made and
implemented in the class.
F. Definition of Terms
In this sub-chapter, the researcher provides some definitions of terms that
the researcher uses as the base of the theory that will be used later.
1.
Students’ Perception
Perception is a psychological term, which is described by Foley (2007) as
a process by which organisms interpret and organize sensation to produce a
meaningful experience of the world. Contextually, organisms mean the students
who are working on the course. A meaningful experience in this context is dealing
with the students’ personal experiences and how the students perceive and
experience their learning. In this research, perception refers to the third (3rd)
semester students’ of the English Language Education Study Program Sanata
Dharma University Yogyakarta experience based on their performance in Critical
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Listening and Speaking Class. Their perception is observed in order to know
whether the integrated skills approach brings benefits to the students.
2. Integrated Skills
According to Oxford (2001) in her journal article of Integrated Skills in
the ESL/EFL Classrooms, states that integrated skills or integration of skills can
be defined as the combination of two or more skills within a communicative task.
By integrating skills, the lecturers make classroom work closer to real life, where
more often than not we integrate more than one skill. In this context, the
integrated skills are listening and speaking skills that appear in Critical Listening
and Speaking (CLS) course. Both listening and speaking are (further) integrated
into one course named Critical Listening and Speaking.
3. Critical Listening and Speaking (CLS) Class in ELESP Sanata Dharma
University
The researcher proposes a theory of Critical Listening and Speaking (CLS)
based on Buku Panduan Akademik Program Studi Pendidikan Bahasa Inggris
Universitas Sanata Dharma Yogyakarta, (2011, p.39). Critical Listening and
Speaking 2 - KPE 228 (4 CR / 4 CH) emphasizes more on completing the course,
the students will be able to employ strategic skills, to comprehend advanced,
extended discourse such as news reports, narratives, expository passages;
paraphrase, take notes and summarize advanced extended discourse such as news
reports, narratives, and expository passages. Afterwards, the students will be able
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to give oral critical response and reflection based on the given topics in the form
of short individual/group presentation. This course is offered in Semester 4. The
prerequisite course is Critical Listening and Speaking 1.
4. English Language Education Study Program (ELESP) Students of Sanata
Dharma University Yogyakarta
The writer defines the term ELESP students of Sanata Dharma University
Yogyakarta as the people who are taking English Education Department as their
study program. In this research, the researcher points out that the ELESP students
of Sanata Dharma University yogyakarta as the fourth (4th) semester students who
are working on Critical Listening and Speaking (CLS) class. The students of the
ELESP Sanata Dharma University Yogyakarta are in batch of 2011. Therefore,
they have taken the prerequisite classes before they take CLS class.
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CHAPTER II
REVIEW OF RELATED LITERATURE
This chapter attempts to contextualize some related theories to address the
research problems. It consists of two major sections, namely (1) theoretical
description and (2) theoretical framework.
A. Theoretical Description
There are 3 major areas discussed in this sub-chapter. They are theory of
perception, theory of integrated skills, and theory of teaching learning strategies.
1.
Perception
This part presents the theories of perception including the definition of
perception, person perception, factors related to it, and perception in learning.
a.
Definition of Perception
Perception is a psychological term, which is described by Foley (2007) as
a process by which organisms interpret and organize sensation to produce a
meaningful experience of the world. Sensation usually refers to the immediate,
relatively unprocessed result of stimulation of sensory receptors in the eyes, ears,
nose, tongue, or skin. Perception, on the other hand, better describes one’s
ultimate experience of the world and typically involves further processing of
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sensory input. In practice, sensation and perception are virtually impossible to
separate because they are part of one continuous process.
In line with Foley’s definition, according to the journal of Perception and
Human Perception retrieved from www.managementconsultingcourses.com,
perception refers to the way we try to understand the world around us. We gather
information through our five sense organs, but perception adds meaning to these
sensory inputs. The process of perception is essentially subjective in nature and it
is also the process by which we organize and interpret our sensory impressions in
order to give a meaning to the environment. As pointed out, a situation may be the
same but the interpretation of that situation by two individuals may be immensely
different. In conclusion, perception is the set of processes by which an individual
becomes aware of and interprets information about the environment. The
perceptual process can be depicted simplistically in the following way:
Attention
Sense
Organs
Feedback
Registration
Interest
Interpretation
Action
Consequences
Figure 2.1 The Perceptual Process
from www.managementconsultingcourses.com
The model of perception helps one understand the basic processes involved in
human perception in a rather simplistic way.
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Furthermore, Hardy and Heyes as cited in Kurniyati (2006, p. 9) state that
“the basic form of perception is people’s born talent; meanwhile perceptional
ability is the result of learning, which is determined by the environment.” In this
statement, it can be inferred that one’s perception is also determined by the
location they live and the result of what they have learned.
Perception on something can affect one’s behavior toward it. When
someone understands the stimuli they receive, they will give response to the
stimuli. If someone believes that the stimuli fulfill their needs and expectation, it
will make them have a positive perception on the stimuli. Every person has
different perception based on his or her needs and expectation.
Expectation and previous experience constantly interact with one another
to influence our perception of sensory events...Perception is also
substantially influenced by our motivation and needs...Our expectation,
past experience, and psychological states combine, setting us to perceive
the world in certain ways. (Bootzin, 1983, pp. 119-120)
There are three steps in the process of forming perception; they are 1)
attention to the stimuli, 2) recognition and interpretation of the stimuli into some
messages, and 3) action in responding the message. It can be said that perception
is a form of behavior that allows individuals to interact with or adjust to the
varying demands of environment.
b. Factors Influencing Perception
Altman and Valenzi (1985, p. 85) state that there are four factors which
influence a person’s perception. Four of the most important are (a) selection of
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stimuli, (b) organization of stimuli, (c) the situation, and (d) the person’s selfconcept.
1) Selection of stimuli
All of the stimuli with which people are surrounded, people focus on only
a small number. This process is known as a selection and one reason why people
perceive things differently; each person selects specific cues and filters, or
screens, out of others.
2) Organization of stimuli
A second factor influencing perception is organization. After information
has undergone the screening process (that is, been selected), it must be arranged
so as to become meaningful. The mind tries to bring order out of the chaotic
onslaught of sensory data by selecting certain items and putting them together in a
meaningful way that is based on experience.
3)
The situation
Another factor influencing perception is the situation. A person’s
familiarity with, or expectations about, a situation, as well as his or her past
experience, affects what that person perceives. Perceiving a situation accurately is
also related to how well a person adjusts his or her behavior to situations.
4)
Self-concept
A fourth factor influencing perception is the self-concept. The way people
feel about and perceive themselves is known as self-concept. The way people see
themselves affects their perception of the world around them.
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c.
Factors Creating Perceptual Difficulty
The perception tends to be subjective. People tend to “respond to the same
stimuli in different ways” (Altman & Valenzi, 1985, p. 91). Because of its
subjectivity, sometimes people’s perception tends to be bias, while meaning of
bias is a systematic tendency to use or interpret information in a way that results
in inaccurate perception. According to George and Jones (2005, p. 118), there are
six factors causing bias perceptions. (1) Primacy effects; primacy effects are the
initial pieces of information that a perceiver has about a target. Those affect on the
perceiver’s perception and evaluation of the target. (2) Contrast Effect; which are
perceivers’ perception of others influence the perceiver’s perception of target. (3)
Halo Effect; the perceiver’s general impression of a target influences his or her
perception of the target on specific dimensions. (4) Similar-to-me effect; people
perceive those who are dissimilar. (5) Harshness, leniency, and average tendency;
some perceivers tend to be overly harsh in their perception, some overly lenient.
Others view most targets as being about average. (6) Knowledge of predictor;
knowing how a target stands on a predictor of performance influences perception
of the target.
d. Perception in learning
Related to the theory of perception, perception on learning has relation to
belief and concept. It has connection with belief about knowledge that is able to
influence students’ behavior toward learning. It means that perception on learning
has a big role in the process of obtaining the knowledge.
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In obtaining the knowledge, there is a system which relates the concept
with the environment. The concept is formed by the stimuli which come from the
environment. It is called interactive system. Interactive system has three elements;
those are presage, process, and product or learning outcome (Biggs, 1992, pp. 36).
1) Presage
Presage is an indicator of future occurrence. It includes learning
conception and learning context such as teachers and school attributes, and also
students’ understanding about knowledge. The examples of presage are
educational practice, students’ preparation, and the procedures of assessment.
2) Process
Process is a factor that includes students’ perception on the learning
environment and specific learning strategies that they experience in learning tasks.
Learning strategies have a role in influencing the process of learning. An example
or process is a process how students learn target materials during teachinglearning activities.
3) Product
Product of learning outcome is influenced by the learning strategies used.
Students can have good learning outcome when the learning strategies that are
used are suitable for them, and can make them have positive perception on the
learning. Students’ perception on English learning is influenced by the
implementation of the English teaching-learning activities.
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Champbell (2001, pp. 173-186) mentions those three elements are also
mentioned in the five elements of the language teaching-learning activities that
build students’ perception. Those five elements cover 1) the way the teacher
teaches the students, 2) the kind of materials that the teacher wants the students to
learn, 3) the students behavior in class during the process of learning, 4) the
materials that the students learn, 5) the goals of learning the language.
In perception on learning, the students’ behavior can be changed through
the process of learning. For example, at first, a student experiences that listening
activity is difficult. However, since listening activities are adjusted to the
students’ condition and interest, and also he or she can choose his or her own
topic, he or she, then, considers the listening activity is interesting.
2.
Theory of Integrated Skills
This section discusses the theory of integrated skills consisting of the
definition of integrated skills, and advantages and disadvantages of integrated
skills.
a.
Definition of Integrated Skills
According to Oxford (2001) in her journal article of Integrated Skills in
the ESL/EFL classrooms, she states that integrated skills or integration of skills
can be defined as the combination of two or more skills within a communicative
task. By integrating skills, we make classroom work closer to a real life, where
more often than not we integrate more than one skill. There are two types in
integrated skills. They are content-based language instruction and task-based
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instruction. The first of these emphasizes learning content through language,
while the second stresses doing tasks that require communicative language use.
Whole language advocates, such as Brooks-Harper and Shelton (2003),
Schwarzer (2001), Edelsky, Altwerger and Flores (1991), Weaver (1990), and
Goodman (1986) also state that language (oral and written) functions to serve
authentic purposes by facilitating meaningful communication. In the language
learning process, listening, speaking, reading, and writing should be treated as
integrated, interdependent, and inseparable elements of language. No language
process should be separated from the whole teaching task. Weaver (1990)
explains that when children engage in the complex processes of reading, writing,
discussing that develop their ability through the process of learning.
Further definition of integrated skills is also employed by Brown (2001).
The term integrated means language learning where all four skills take place at the
same time and with teacher, learner, and setting as playing their roles in the
learning. All these four skills are integrated with the development of
communicative skills in a coherent way, and practiced together, with a distinction
of the importance of one upon the other. According to Brown (2001), it is a whole
language approach where if a course deals with reading skills, then, it will also
deal with listening, speaking, and writing skills. For example, a class may be a
lesson on writing. The class could consist of a discussion (speaking & listening
skills) of the topic and application of these skills in meaningful reading and
writing tasks.
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According to Harmer (2009) productive skills (writing-speaking) and
receptive skills (reading-listening) are two sides of a coin that cannot be split. It is
because one skill can reinforce another in a number of ways. Thus, input and
output have to be connected in the classroom because of this way students can
take
more
interest
about
deficiency
skills
in
order
to
reach
an
adequate balance related to the other skills and make a language construction.
Moreover, the students can receive an appropriate feedback from their teacher and
themselves. Rather than, work just one side of the coin as old teachers did, it
would yield wrong results for students and they would have a broken English
learning, which show up the deficiencies about any skill.
Furthermore, Harmer (2009) also says that students can learn to speak and
write by what they hear and see. It means that when the students are exposed to
the language they have the needs to apply most of the skills at the same time. For
instance, when the teacher asks something about any topic the students set off
their input to understand and answer the activating output. Additionally, it allows
students to be exposed to the real language to use English appropriately to the
communication.
In line with Harmer, Brown (2000, p. 218) argues that wealth of
integrating skills promotes greater students’ motivation in order to convert to
better retention of principles for effective speaking, listening, reading, and
writing. It conveys that integrating skills obtains students’ motivation to open up
the window toward better retention of the four skills.
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It may be possible that sometimes a particular language skill dominates the
other language skills, but a perfect integrated lesson will ensure a