One obvious way to do this is, by developing students’ communicative competence through collaborative activities in the target language, the use of authentic texts, and incorporating personal experiences into language lessons (Nunan, 1991). A Communicative Teaching Approach (CLT) considers how students’ best learn language, the strategies and tools that facilitate this learning, and the roles of the teacher and the learners in the classroom (Pan, 2013). For example, teacher can give task to the students and ask them to complete the task in a group which means they need to communicate and discuss with each other in completing the task given. This kind of task is supporting Vygotsky’s theory when he stated that one essential feature of learning suggested is the zone of proximal development (ZPD) where students play an integral role in learning by interacting and collaborating with peers. “Once these processes are internalized, they become part of the child’s independent developmental achievement” (Vygotsky, 1978, p. 90).
The importance of listening for details, in listening comprehension, highlights the need to listen for details in a specific situation (such as passing on messages) and to be able to communicate those details to others. This is an important listening skill in many works and social situations. Using the strategy of listen for details in the classroom when students listening recording, they will be able to identify the important parts of a message to convey and discard the detail that is not important and relevant. Besides, the learners will communicate the important details in a message and communicate them successfully. When students listen for details to get the main idea of the passage they are interested in a specific kind of information.
Learning a foreign language is always very important situation. Maybe learn a foreign language takes time but worth it. A foreign language provides with person so many oppportunities. For example, learning a language gives confidence to people. When people learn foreign languages, they feel self-assured.
In this regard, Mcough and Shaw (1995: 271 – 273) provide more detailed advice as follows: Evidence also tends to suggest that the questions a teacher asks in the classrooms can be extremely important in helping learners to develop their competence in the language. It is useful to observe if teachers put questions to learners systematically or randomly, how long they wait for a response, and the type of question asked, from that requiring a simple one-word reply to higher order Referentialquestions where learners can provide information which the teacher does not know. Similarly, in the case of feedback and correcting learners, we can observe how and when the teacher does this. Questions The Longman Dictionary of English language provides the following definition for a question: a command or interrogative expression used to elicit information or a
3.6. Critical Thinking and Motivation One of the most crucial factors influencing second language learning is motivation. Motivation is a very complex phenomenon that is being studied by many linguists and language educators, as it has a significant role to play in the L2 acquisition. Some researchers incline to believe that motivation is a cause of learning, that is, first comes motivation – an impulse to learn – and next comes success. Others prefer to believe that motivation is rather a result of successful learning, that is, first comes success and then comes motivation – an impulse that pushes for further higher achievements.
As Bendaji (2007) states there are different types of role-play. For example there are dramatic plays, story dramatization and socio drama, seminar style presentations, debates and interviews. It is teacher who choose one of these according to the background and level of the learners, so the activities must be relevant to the learners ' needs. Using role-plays in classroom brings variety to the lesson and removes the shackles of routine. It exposes the students to speaking about everything which improves their speaking skills.
It is only when the teacher can get the students to respond by producing their own messages that one can say that they are beginning to learn the language. It is relatively easy to get the students to understand oral or written messages, to learn vocabulary and language structures; but the teacher must remember that many people who understand messages and know a fair amount of language have difficulty in actually taking part in a conversation. That is why the foreign language teacher must involve the students in the classroom activities and make them communicate, express opinions and negotiate meaning. Naturally, in practice, productive skills cannot be separated from receptive ones. Listening and speaking always interact with reading and writing; questions are automatically followed by answers; while listening to a text the students take
sounds and sound pattern, select appropriate words and sentences according to the proper social setting, can organize the thoughts in meaningful and logical sequence, use the language quickly and cofidently with few unnatural pauses such as fluency, understanding of content and to overcome the problem in learning. Debate in the speaking class is a collaborative technique which can activate the students in teaching learning process in speaking class. The writer better understanding of the basic elements of speaking. By understanding the basic elements of speaking, can improve the ability in speaking. Most of the students involved actively in the activities since they had much time to talk with their friends in team.
Also, they think that reading is silent, so how to organize the activities without bore is a challenging problem. Therefore, I and some colleague need to do more to convince the administrators about the significant effect of extensive reading. Moreover, the condition of language learning “abundant and regularly available” mentioned in the article remind me the principle I love the most “learner read as much as possible” (Day & Bamford, 2002). What I am trying to do now is encouraging and rewarding students who read more in classroom. I usually organize the context, group activities or role-play to help students share the different knowledge and find interest through discussion so that extensive reading becomes the healthy habit as Rynandya’s saying.
In detail, listening is a receptive skill that includes identifying the sounds of speech and processing them into words and sentences. Whilst teaching students, many activities which are concentrated on listening is acquired and proven to make a significant developing of vocabulary. That being said, people who have difficulty in concentrating are usually poor listeners. Therefore, the students need to develop strong listening skill to become fluent English speakers. In this research, the sample of the study will be a