3. i
WISE WORDS
`
Success belongs to those who never give up struggling for their better lives,
moreover success belongs to those who give thanks for all they have gained
through dedicating to the weak
(Fredi Daar).
4. ii
DEDICATION
This book is dedicated to my lovely father and mother who
inspire and teach me how to manage this life, and my lovely wife
who is always by me in every obstacle.
5. iii
PREFACE
Now days English is an international language used by
almost half of the world’s populations. English is used in oral
and written communication in various formal and non-formal
activities. For that purpose, a person needs to master skills of
English including listening, reading, writing and speaking skills.
These skills are obtained through the learning process.
Learning English is conducted according to learning needs
and goals including the ability to communicate with native
speakers, the ability to use English in written communication,
passing exams, and English as a prerequisite to continue to
higher education.
Learning English in Indonesian context experiences
development in line with the discovery of various media and
learning support facilities. Students can use these facilities and
media to develop English language skills. In a formal context
at school or university, learning English can be facilitated by
teachers or other people who are considered to have English
language knowledge and ability. In addition, independent
learning needs to be pursued so that learners can determine their
own goals, planning, implementation, and evaluation of learning
outcomes.
Although there are many media and learning support
facilities, English learners find obstacles to inhibit their journey
to learn English.
6. iv
This book is presented based on some of of authors’ study
results that have been published in several scientific journals
and presented in the seminar. This book presents some of the
problems or obstacles students encounter in learning English
and the solutions or recommendations that need to be taken
into account by English teachers so that learning process and
objectives are achieved.
The author realizes that this book does not yet represent
the complete substance and structure of knowledge. Therefore,
constructive suggestions for the development of knowledge
relatedtolearningEnglishinthefutureareaccepted.Suggestions
can be submitted through email: freddydaar@gmail.com.
Gabriel Fredi Daar, S.Pd, M.Pd
7. v
TABLE OF CONTENT
WISE WORDS.........................................................................i
DEDICATION ........................................................................ii
PREFACE...............................................................................iii
TABLE OF CONTENT.............................................................v
OBSTACLES IN LEARNING TO SPEAK ENGLISH
FACED BY NURSE STUDENTS OF STIKES
SANTU PAULUS RUTENG,FLORES
1-8
COMMUNICATIVE LANGUAGE TEACHING
(CLT) AND CLASSROOM INTERACTION:
IMPLICATION TO THE FOREIGN LANGUAGE
LEARNING ANDTEACHING
9-22
ENGLISH SPEAKING SKILL: IMPLICATION TO
THE PROFESSIONALNURSES
23-34
UTILIZING COMMUNICATIVE LANGUAGE
TEACHING APPROACH TO IMPROVE
LEARNERS’ SPEAKING SKILL
35-56
8. vi
THE IMPLEMENTATION OF SELF DIRECTED
LEARNING IN LEARNING ENGLISH FOR
SPECIFIC PURPOSE
(A STUDY AT NURSING STUDY PROGRAM
FACULTY OF HEALTH SCIENCE, UNIVERSITAS
KATOLIK INDONESIA SANTU PAULUS RUTENG,
FLORES)
57-76
LEARNING MOTIVATION AND ITS
IMPLICATIONSTOWARDS LEARNING ENGLISH
(A STUDY AT NURSING STUDY PROGRAM,
STIKES SANTU PAULUS RUTENG ACADEMIC
YEAR 2015/2016)
77-94
PERCEPTION AND SMOKING BEHAVIOR OF
HIGH SCHOOL STUDENTS IN REOK BARAT
DISTRICT,MANGGARAI REGENCY,NTT
95-115
9. 1
OBSTACLES IN LEARNING TO
SPEAK ENGLISH;
Learning English for Specific Purpose1
Introduction
Nowdays, the ability to speak in English is seen as a need
for contributing to the complexity of the world. It’s a view by
which all its proponents agree that speaking ability delivers
them to the survival of competitions which put English as one
of the prerequisites to be fulfilled. It is obvious that learning to
speak English becomes a trend to keep up with this situation.
The learning activity is done for certain reasons; fulfilling
the curriculum demand, moving to the target language
community, fulfilling the requirement of specific purpose, and
perceiving great of being able to speak the language. Whatever
reasons, the purpose learners have for learning will have an effect
upon what it is they want and need to learn, and its result will
influence what are taught (Harmer, 2007:11).
In Indonesia context, English is considered as a foreign
language. It’s acceptable since Indonesian people use English
in certain occasions. Richard and Renandya (2002:204) states
that learning to speak a foreign language requires more than
knowing its grammatical and semantic rules. Learners must
also learn how native speakers use the language in the context
of structured interpersonal exchange, in which many factors
interact. As English is a foreign language, it’s a must to carry out
a careful application of learning to practice for the learners.
1
This article has been published in Jurnal WawasanKesehatan STIKES Santu Paulus Ruteng,
Flores Vol.2 No 1 2017,https://stikessantupaulus.e-journal.id/JWK/issue/view/1
10. 2
Different experts proposed different ways of language
learning theory. According to behaviorism, language learning
is essentially the formation of habit through repeated
reinforcement. It proposed three stages of learning which were
known as presentation, practice and production (Thornbury,
2005:38). This process is aimed at developing automatic habits,
structuring the language skills including speaking through
classroom practice and interaction, modeling, and repetition.
On the other hand, cognitivist views learning as a complex
skill. The application of behaviorism is considered as the first
stage to reach the autonomy. The cognitivist model prioritizes
mental function over the social one. Learning is mediated
through social and cultural activity, and to achieve autonomy in
a skill, the learners first need to experience “other regulation”,
that is, parent, peer or teacher ((Thornbury, ibid).
Different theory of language learning doesn’t become a
problem for language learners as it is seen as the initial stage
to facilitate language learning. It then ought to know learning
strategiesthatareeffectivelyimplementedtoenhancethelearners
learning achievement. Oxford (1990 in Richard and Renandya,
2002:121) differentiates learning strategies into some categories:
(1) cognitive strategy. It involves the identification, retention,
and retrieval of language elements. In learning a language,
students use a memory that makes them easy to remember and
comprehend the language they are learning. It usually uses the
“key word method” to help them remember new words. (2)
Metacognitive strategy. It deals with planning, monitoring, and
evaluation of language learning activities. It can be undertaken
by language teachers or students themselves by monitoring the
progression of their learning achievement and comparing to the
11. 3
course goals outlined in the curriculum. (3) Affective strategy. It is
undergone by those who serve to regulate motivation, emotion
and attitudes when learning a language. Affection is put forward
to enhance the learners intention to learn a language.
Learning a language is aimed at being able to speak the
target language, and the strategies mentioned help learners
facilitate learning achievement. However, speaking a language
is especially difficult for foreign language learners because
effective oral communication requires the ability to use the
language appropriately in social interaction. In the process of
learning to speak, Richard and Renandya (2002:205) stated
some factors affecting learners’ oral communication ability; (1)
age or maturational constraints. Age is one of the determinant
factors of success or failure in learning English. There is a great
differences of retrieving language proficiency between a child
and an adult. It is affirmed by Krashen, et.al (1982) in Richard
and Renandy (ibid), those who begin learning a second and a
foreign language in early childhood through natural exposure
gain better proficiency than those begin learning at adult phase.
Many adults fail to achieve language proficiency. This proves
that learners’ age affect the ability of pronouncing the target
languagefluentlyandnaturally.(2)Socioculturalfactorisonethe
factors affecting learners’ oral communication ability. Pragmatic
perspective defines that since linguistic communication occurs
in structured social context, language seen as a form of social
action. Thus, to speak a language, one must know how the
language is used in certain social context. In addition, the oral
communication applied, involves a nonverbal communication
system, which sometimes contradicts the message conveyed
through verbal listening channel. (3) The affective factor is
12. 4
also affecting the learners’ oral communication ability. It is
related to emotion, self-esteem, empathy, anxiety, attitude, and
motivation. Brown (1994) in Richard and Renandy (ibid) states
that learning a second or a foreign language is a complex task. It
is associated with feeling of uneasiness, frustration, self-doubt,
and apprehension.
It is obvious that English is used in many sectors. To
be applied in real life context, English should be learned and
practiced in accordance with the work demands. Learning
English for the purposes or objectives of work demands in
certain field commonly called as ESP. Learning ESP is not an
easy task, However. There are many problems that inhibit
learners to achieve their learning objectives. And for the purpose
of edescribing language learning obstacles in learning ESP, the
writer uses the context of obstacles encountered by nursing
students or professional nurses in learning English.
Obstacles in Learning to Speak English (Learning
ESP)
In this part, the writer describes some obstacles found
by learners in learning ESP. These obstacles are based on the
writer’s study to Students of Nursing STIKES Santu Paulus
Ruteng in 20162
. Through the study, the obstacles found are the
following:
1. Having lack of interest in learning English
Students possess lack of interest in learning to speak
English. This factor makes them reluctant to learn. It as well
disturbs the students learning focus. When it appears the they
2
The study was conducted qualitatively to 10 students of Nursing Unika Santu
Paulus Ruteng in 2016
13. 5
tend to change their attention to other subjects which are more
attractive according their concepts. The emergence of being
interested in learning certain subjects is determined by who are
in charge for teaching and how she or he teaches.
The study revealed that the students carry out certain
concept of learning to speak English. According their view,
English is difficult to learn. This view then influences their
learning style which is supposed to help them facilitate learning
success, and they are not interested in learning to speak English
for this reason.
2. Lack of learning motivation
The study presents a data that a majority of students are
less motivated to practice speaking in English out of the class.
One of the basic reasons is that the students have less time to
learn English, and it happens because they spend more time
learning other subjects given by other lecturers. Khan (2016:158)
through his study foud the absence of many required needs for
learning makes students look not to be motivated. It emphasizes
upon the need of creating motivation among students. Students
need a lot of things in learning. It is important to know what they
needandhowtofulfilltheirneeds.Gettingstudentstodovarious
kinds of homework, such as written exercise or composition is
one of the best way to encourage students’ autonomy. However,
it will reduce the students’ motivation if it is given at the same
time when they have to complete other tasks.
3. Having lack of basic knowledge and vocabulary mastery
Having lack of basic knowledge and vocabulary mastery
reduces the students learning motivation and interest. Since
14. 6
they tend to focus on achieving main competency, they seem to
be careless to learn English. The intensity of learning changed
hinders the mastery of vocabulary that should be learned and
understood by the students. This factor causes further problem
is that students find difficulties to understand English materials
learnt. It deals with the complexity of English language either
its semantic aspect, pronunciation or its sentence structure.
4. Having lack of self confident to speak
Students have lack of self confident to speak English.
They seem to be under pressure and feeling nervous when they
try to practice speaking. It causes losing of time to practice and
being fear to speak. Leo (2013:206) says students lose their
self confident and will never try again if they feel embarrassed,
unappreciated, disappointed, frustrated, or being looked down
by others or even teachers. It will be worse if negative comments
are given. Students then are losing opportunities to try even
though they have a good intention to possess English speaking
ability.
Implication
Theseobstaclesshouldbeconsideredasgreatproblemsthat
hinder the nurse students success in learning to speak English.
Multiple solutions are addressed, including administrative
support, professional development, curriculum, textbooks,
media, and other literacy materials, home-school connections
and community support. Beyond these aspects, teachers as direct
instructors can also provide assistance in various ways such
as understanding nurse students learning needs and learning
goals, broadly cooperating with students to facilitate practices,
15. 7
using technology to facilitate their learning success, and provide
bilingual or transitional instruction.
Summary
In summary, although students have applied various
leaning strategies and teachers have strived to conduct effective
and interesting teaching method to achieve speaking capability,
they keep facing obstacles in learning to speak English. It seems
that the obstacles are mostly intrinsically. The problems are
coming from the students themselves. Having lack of learning
motivation and interest, lack of basic knowledge and vocabulary
mastery, and lack of self-confident to speak. Having lack of
learning interest and motivation is caused by the unavailability
of good facilities, supporting learning circumstances, interesting
materials that fit learners need, beside putting forward negative
concept of learning to speak English. Having lack of basic
knowledge and vocabulary mastery makes the students find
difficulties to understand the materials studied, meanwhile
having lack of self-confident to speak makes the students fear to
involve in practice with their interlocutors.
References
Harmer, Jeremy. (2007). How to Teach English. England: Pearson
Education Limited
Leo, Sutanto. (2013). A Challenging Book to Practice Teaching in
English. Yogyakarta: Andi
Richard, Jack C. and Willy A. Renandya. (2002). Methodology in
Language Teaching:An onthology of current teaching. Cambridge:
Cambridge University Press
16. 8
Thorn]burry, Scott. (2005). How to Teach Speaking. England:
Pearson Education Limited
Khan. (2016). “Obstacles in Learning English as a Second
Language among Intermediate Students ofDistricts
Mianwali and Bhakkar, Pakistan”. Open Journal of Social
Sciences, Vol. 4, 154-162
17. 9
COMMUNICATIVE LANGUAGE
TEACHING (CLT) AND CLASSROOM
INTERACTION: IMPLICATION TO THE
FOREIGN LANGUAGE LEARNING AND
TEACHING3
Introduction
Language learning and teaching is a trend of a global
education and its goal is to master the target language being
learnt. Many linguists have tried to do the research dealing with
methodologies and approaches of language teaching which is
used in the classroom. In the line with this, teachers as well have
tried to implement various approaches that meet the learners
need and problems. They are applied to help the instructors and
learners have the same vision dealing with the target language to
be mastered.
There are some approaches that can be applied, and
one of which is communicative language teaching (CLT). It is
indicated as external factor that can be conducted to develop
language ability particularly learners’ speaking skill. One of
the goals of CLT is to develop fluency in language use. Fluency
is natural language use occurring when a speaker engages
in meaningful interaction and maintain comprehensible
and ongoing communication (Richard, 2006:14). Fluency
is developed by creating meaningful activities in which
students negotiate meaning, use communication strategies,
3
This article has been published in Jurnal Pendidikan dan Kebudayaan Missio,
STKIP Santu Paulus Ruteng, Flores Vol. 8 No. 2 (2016) https://ejournal.
stkipsantupaulus.ac.id/index.php/jpkm/article/view/106
18. 10
correct misunderstanding, and work to avoid communication
breakdown. In addition to get the accuracy, communicative
language teaching is conducted through practicing dialogue
with keeping great attention to the role of a teacher to monitor
and facilitate.
Communicative language teaching basically seeks to bring
students beyond grammatical competence to a point where they
are able not only to decode a language but also they can begin
to manipulate the language in a dialog. Interaction happens
within the dialogue represent the effort to gain the goal that
is communicative competence. It is not as easy as most people
think. For learners, It needs intention to attend the classroom
activities regularly while specifically following the rules applied.
Effort to increase the communicative competence should focus
on improving the opportunity to do dialogue, cooperating and
discussion. The students must primarily concern with achieving
success in the classroom, and they are more likely to do so in the
school and classroom that are organized to support them.
In the field of foreign language learning, interaction
has long been considered important in making the activities
meaningful leading the learners to a successful situation. It
requires, in the process of foreign language learning, the presence
of two or more learners who collaborate in practcing dialogues,
doing infromation gap activities, and achieving communication.
Interaction is a way of learning in general and developing
the language skills in particular. Classroom interaction then
emphasizes on the effectiveness of the students to go to
participate actively in the dialogue, understanding the subject
matter and improving language competency.
The use of communicative language teaching (CLT)
and classroom interaction collaboratively facilitate language
19. 11
competence. The application of CLT leads the learners to
communicative competence while the involvement of classroom
interaction naturally or deliberately leads the learners to
language competence in general including language skills and
language components.
In foreign language teaching and learning, the application
of CLT by the instructors are basicaly needed as it helps learners
master the target language. Instructors are required to find out
the effective techniques to represent CLT in the classroom. The
presence of CLT automaticaly create the classroom interaction
which complement each other. The application of conventional
teaching method such as question and answer method,
discussion and lecture method should be aovoided as they are
considered carrying more disadvantages than the benefits. They
affect the learners’ self-confidence which is at the later stage
influencing the students’ awareness of involving themselves
in interacting both with their friends and with the teachers.
Thus, CLT and classroom interaction are two prominent factors
determining the achievment of foreign language learning and
teaching. Teaching approach (CLT) applied is as the external
factor, interaction between learner and teacher, and interaction
among the students themselves as the representation of internal
factor. Each factor plays important roles in increasing English
language competence.
Communicative Language Teaching (CLT)
The communicative approach in foreign language teaching
starts from a theory of language as communication. Hymes
(1972) in (Richard J.C and Rodger T.S 2001:159 ) states that the
goal of language teaching is for communicative competence. It
is the definition of what a speaker needs to know in order to
20. 12
be communicatively competent in a speech community. Hymes
adds that a person who acquires communicative competence
acquires both knowledge and ability for language use.
Hymes theory is affirmed by Halliday (1970:145) in
(RichardJ.CandRodgerT.S,ibid).Hallidayfocusesonfunctional
account of language use. “linguistics is concerned with the
description of speech acts or texts, since only through the study
of language in use are all the functions of language, and therefore
all components of meaning, brought into focus “.
In Reference to the language function mentioned, Halliday
elaborates language functions which complement Hymes’s view
of communicative competence. He describes basic functions of
language as (1)The instrumental function : using language to get
things, (2) Regulatory function : using language to control the
behaviorofothers,(3)Theinteractionalfunction:usinglanguage
to create interaction with others, (4) The personal function :
using language to express personal feelings and meanings, (5)
The heuristic function : using language to learn and discover.
Another theorist which pays great attention to
communicative nature of language is Hendry Widowson. He
presented a view of the relationship between linguistic system
and communicative values in text and discourse. He focused on
thecommunicativeactsunderlyingtheabilitytouselanguagefor
different purposes. Canale and swain ( 1980 ) in ( Richard J.C and
Rodger T.S 2001:160 ) described the analysis of communicative
competence. They identified four competencies which refer
to grammatical competence, sociolinguistics competence,
discourse competence, and strategic competence.
21. 13
Richard J.C (2006:2) states that Communicative language
teaching can be understood as a set of principles about the goals
of language teaching, how learners learn a language, the kinds of
classroom activities that best facilitate learning, and the roles of
teachers and learners in the classroom.
CLT Objectives
In stating the objectives of CLT, Piepo (1981) in Richard
and Rodger (2001:162) describes some levels of objectives in
a communicative approach : (1) An integrative and content
level ( language as a means of expression, ) (2) A linguistic and
instrumental level ( language as semiotic system and an object
of learning, (3) An affective level of interpersonal relationship
and conduct ( language as a means of expressing values and
judgments about oneself and others ), (4) A level of individual
learning needs ( remedial learning according to an error analysis
), (5) A general educational level of extra-linguistic goals (
language learning within the school curriculum )
Richard (2006:3) adds that Communicative language
teaching sets as its goal the teaching of communicative
competence. Competence refers to the knowledge we have of
a language that accounts for our ability to produce sentences
in a language. It refers to knowledge of the building blocks
of sentences (e.g., parts of speech, tenses, phrases, clauses,
sentence patterns) and how sentences are formed. Grammatical
competence is an important dimension of language learning,
it is clearly not all that is involved in learning a language since
one can master the rules of sentence formation in a language
and still not be very successful at being able to use the language
for meaningful communication. It is the latter capacity which
is understood by the term communicative competence which
22. 14
includesaspectsoflanguageknowledgesuchas(1)Knowinghow
to use language for a range of different purposes and functions
, (2) Knowing how to vary our use of language according to the
setting and the participants (e.g., knowing when to use formal
and informal speech or when to use language appropriately for
written as opposed to spoken communication), (3) Knowing
how to produce and understand different types of texts (e.g.,
narratives, reports, interviews, conversations), and (4) Knowing
how to maintain communication despite having limitations in
one’s language knowledge (e.g., through using different kinds of
communication strategies).
Classroom Interaction
Interactions have been defined as “reciprocal events that
require at least two objects and two actions and they occur
when these objects and events mutually influence each other”
(Wagner, 1994: 8 in D. Rossi, et al., 2013:24).
Interaction in a classroom does not only involve the
teacher, it involves all participants. According to Tsui (1995:6)
in Raga (2010:6) classroom interaction is a co-operative effort
among participants in which each participant contributes
in determining the direction and outcome of the interaction.
Allwright and Bailey (1991: 18-19 as quoted by Tsui, 1995:7)
further points out, “ interaction, in class or anywhere, has to
be managed, as it goes along, no matter how much has gone
into it beforehand. It has to be managed by everyone taking
part, not just by the teacher, because interaction is obviously
not something you just do to people, but something people do
together, collectively.
Although interaction is a co-operative effort of all
participants in a classroom, there are some aspects controlled
23. 15
or managed by the teacher and one of these aspects is the input
provided. It is affirmed by Wagner (1994:8) that Interactions do
not occur only from one side, there must be mutual influence
through giving and receiving messages in order to achieve
communication. Wagner adds that “reciprocal events require at
least two objects and two actions. Interaction occurs when these
objects and events naturally influence one another ”. It actually
refers to the communicative process which involves interaction
at least between two people who share a list of signs.
This can be achieved through various ways: by
implementing different student and teacher roles, by exposing
students to a varied classroom organization, by employing a
variety of activities, by helping students to express themselves
and by encouraging their use of communication strategies. If
the two implications are joined, we gain a pleasant classroom
atmosphere in which students are trying to communicate in the
foreign language.
it can be concluded that classroom interactions occur
when all components have an awareness to participate in every
kind of classroom activity. The participants are encouraged to
manipulate all activities which address themselves to a goal that
hasbeensetupisthatagoodatmosphereoflearningcircumtances.
It then requires teachers and learners who involve directly to the
interaction to pay great attention to the implication is that the
achievement of teaching and learning process.
Types of Classroom Interaction
Existing research on interaction tends to focus on three
main types as significant in the realisation of learning outcomes
in classroom interaction (Bernard et al., 2009; Miyazoe &
Anderson, 2010; Rhode, 2009; Swan, 2003 in D. Rossi, et all,
24. 16
2013:24). These types of interaction are: Learner–content
interaction, Learner–learner interaction, and Learner–teacher
interaction. In this writing, we shall focus only on two main
types.
1. Teacher-Learner Interaction
Scrivener (2005:85) states that during teacher-learner
interaction, the students seek to demonstrate their speaking and
listening skills in front of their teachers that is why latter should
consider this way of interacting which is very crucial in learning
and teaching. Harmer (2009) adds that teachers should focus
on three things when they talk with their students. Firstly, they
must pay attention to the kind of the language the students are
able to understand, i.e. teachers should provide an output that
is comprehensible for the level of all the students. Secondly, the
teachers must think about what they will say to their students,
hence the teacher speech is as a resource for learners. Finally,
teachers also have to identify the ways in which they will speak
such as the voice, tone and intonation.
2. Learner-Learner Interaction
Learner–learner interaction, within this writing,
was identified as a social activity, one which involved two-
way communication between two or more students within
the learning context, with the purpose of completing an
instructional task or contributing towards the development of
social relationships. This is affirmed by Scrivener (2005:86) that
knowledge is actively constructed and skills improved through
interactions between learners. If learner-learner interaction is
well structured and managed, then it can be an important factor
of cognitive development, educational achievement of students
and emerging social competencies. It can also develop the
25. 17
learners‟ capacities through collaborative works. So, learners
willestablishsocialrelationshipthroughthiskindofinteraction,
wherethesenseoflearningcommunityispromotedandisolation
is reduced in the classroom. The teachers, then must encourage
such type of interaction between learners because it is the fastest
and the best way, it makes learners active rather than passive
participants.
The Implication to the Foreign Language Learning
and Teaching
As educational and political institutions in many
countries become sensitive to the urgency of communicative
purposes(notonlyforfulfillingcertainrequirements;passingthe
test), it’s better to acomplish the goal of communicative language
teaching. The tasks are in the teachers and learners hand to
manage class activities. By having CLT competence, teachers are
able to apply certain CLT techniques through the effectivenes
of the concept of language learning as learning to communicate
(Brown, 2000:43). Language techniques are designed to engage
learners in the pragmatic, authentic, functional use of language
formeaningfulpurposes.Therolesofteachersaretofacilitateand
guide, and learners are encouraged to use language productively
and receptively, in unrehearsed context outside the classroom.
They are given opportunity to focus on their learning process
through an understanding of their own learning styles and the
development of their strategies for an autonomous learners. In
this context, fluency and accuracy are seen as complementary
principles underlying communicative techniques. Learners are
provided the opportunity to manipulate learning situation,
managing speaking task, and facilitating language competence.
26. 18
Vonxay (2013:69) through his research in Lao higher
educational institution stated that teachers have an interest in
teaching using CLT because they felt that it could motivate their
learners to use English in the class which could improve their
communicative competence. He noticed that teachers’ English
proficiency is an important aspect in determining the success
of CLT implementation. So, adequate teaching skill should be
possessed by the teachers as it is the basic factor of being able to
integratie CLT into the classroom.
Social interaction is another key element for learning a
new language. It can motivate learners to pay more attention to
communicative classroom activities because they have a target
to use it outside the classroom. On the other hand, learning
English in the EFL settings, learnes posses lack motivation
to communicate as they have less chance to use it outside the
classroom. CLT and classroom interactions play a crucial
role in this context provided that the teachers have better
knowledge and competencies in conductig and managing class
activities. The teachers knowledge and oral skill determine their
success. By having such capability, teachers are able to present
the teacher-learners interaction well and class activities are
facilitating language competence as set up prior to the teaching
and learning occurs. Learners are able to take part in active
learner-learner interactions and learner-materials interactions
which have effects upon language competency. Thus, teachers
should gain the CLT training before being appointed for CLT
teaching position, textbook and teaching approaches should
be regularly eveluated to know the strenghts and weaknesses,
and to see the students improvement of learning, CLT class size
should be reduced to make the learning effective, and teachers
should improve language oral skill.
27. 19
As CLT occurs in the classroom, teachers pay great
attention to the involvement of interactions within the learning
process.Byfocusingonthesuccessfultecniquessuchasrole-play,
dilogue, discussion, game, debating and other communicative
activities, teachers as well pay attention to learners responses to
the interaction created in the classroom. In the teacher-learners
interaction, teachers play their main roles in making association,
giving stimulus, and responding to the problems encountered by
the learners. Teachers have to pay attention to language used by
the learners and think of what they are going to say. They have
to be able to be the model of speech that can be followed by the
learners. Meanwhile, in learner-learner interaction, teachers are
to guide and facilitate learner’s activity while learners are asked
to forward the awareness to take part actively in managing time
and activity for eastablishing autonomous learning.
Summary
In summary, communicative language teaching is one of
the approcahes used to facilitate commuinicative competence. It
is conducted through the applications of techniqes of role-play,
discussion, debate, game, story-telling and other communicative
activitiesthathelpachievelearners’goalsoflanguagecompetence.
In order to obtain communicative competence, a teacher who
is appointed for CLT position should have enough skills and
knowledge to be implemented in the classroom. Moreover,
educational system needs transforming such as class size should
be reduced, teacher training should be done regularly and the
improvement of teacher’s language skill should be evaluated.
Classroom interaction is a reciplocal activity that is
created within class activities. It is taken part by all participants;
teachers, learners and materials learnt. Consequently, they have
28. 20
to encourage themselves to an awareness growth that learning
objectives are gained through a learning community established
in the class. Communicative language teaching is applied in
the classroom. It is a demand for teacher to pay great attention
to interaction; teacher-learners interaction, learner-learner
interaction and learner-materials occur during the teaching and
learning process.
Language taeching and learning is an activity of
managing the capability to have language competence. The
competencies that could be obtained including the the four
language skills; speaking, listening, writing and reading and
language components; vocabulary, grammar and pronunciation.
CLT and classroom interaction are implemented concurrently
through suitable techniques which enable learners achieve
learning objectives.
Referencies
Brown, H. Douglas. 2000. Teaching by Principles an Interactive
Approach to language Pedagogy(2nd Ed.). New York: Pearson
Education Company
D. Rossi, et. al. 2013. Learning interactions: A cross-institutional multi-
disciplinary analysis of learner-learner and learner-teacher and
learner-content interactions in online learning contexts. National
Library of Australia in Publication Data.
Harmer, J. 2009. How to Teach English. London: Longman
Preston, Liz Raga. 2009. A Glimpse Into Classroom Interaction: Thesis
for
Master’s Degree. Published Master’s Thesis.
Honkham Vonxay . 2013. The Implementation of CLT in English
Department in A lao Higher Educational Institution: A Case Study.
New Zeland: University of New Zeland
29. 21
Richards.J.C. 2006. Communicative Language Teaching Today.
Cambridge: Cambridge university press.
Richard. J.C and Rodger T.S .2001. Approaches And Methods In
Language Teaching. Cambridge : cambridge university press.
Richard and Renandya. 2002. Methology In Language Teaching:
An Onthology Of Current Practice.Cambridge : cambridge
university press.
Scrinvener, J. (2006). 2005. Learning Teaching. UK: Macmillan
Education.
31. 23
ENGLISH SPEAKING SKILL:
IMPLICATION TO THE
PROFESSIONAL NURSES4
Introduction
The Language used among members of professional field is
usually different from ones used in other fields. Jendra (2012:58)
statesthatthesedifferences mightbeusedfordifferentpurposes.
For instance, the words mouse, surfing, virus refer to different
things when used in the computer and internet bussiness.
Likewise, the words epidemics, prescription and contagion are
used in medical field.
Medical field is a sector that undertakes medical services.
It is done by doctors, nurses, dentist and other medical
professions that perform simillar task. The tasks that they carry
out are hoped to be in accordance with the official orientations
of the institutions where they work. This actually becomes a
great challenge for professional nurses who happen to involve
in contributing to the development of certain institutions
(hospitals).
The official orientations as mentioned, are the guidances
for the institutions (hospitals) to implement. They are able to
achieve if the main and supporting factors are available.
Professional nurses are those who have had great
competencies and skills that are able to use in medical services.
Medical services are undertaken through giving continuous
4
The original article has been published in Jurnal Wawasan Kesehatan STIKES
Santu Paulus Ruteng Vol. 1 No 1 (2016), https://stikessantupaulus.e-journal.
id/JWK/issue/view/2
32. 24
treatment to patients. Treatment is not only delivered through
making diagnosis and giving prescriptions but also through the
verbal and non verbal communications that occur during the
treatment delivered.
In the context of language field, verbal communication
skill is known as “Speaking Skill”. Speaking skill is the ability of
expressing thought, idea or feeling to others. The ideas expressed
are functioned to get a response for certain purposes.
Current researches as conducted by Thornbury (2005) and
Brown (2007) proved that the effectiness of speaking skill affects
people’s competencies particularly dealing with the situations
where the needs of interacting necessarily applied. It is obvious
that speaking skill influences one’s self confidence in applying
direct communications and help managing the execution of
specific strategy to gain certain goals such as expressing ideas
and feelings.
Prefessional nureses nowdays encounter the accessible
world. The complexity of the world is gradually reduced, and
it is considered as a great challenge. It is necessary to prepare
enough sourses dealing with primary competency when doing
the intervention and English speaking skill as the secondary
competency applied during the interaction with patients,
and it is used in the context of delivering good treatment and
undertaking good communication with the collegues at the
workplace. As it is, good English speaking skill is needed and
very important for the professional nurses.
Learning to Speak English
Learning is a life-time process. Learning is a process of
obtaining knowledge through study or experience something. It
33. 25
is in the line with the learning theory stated by Brown (2007:7) “
acquiring or getting of knowledge of a subject or a skill by study,
experience, or instruction”. Leo (2013:9) confirmed that young
learners learn faster than adults but adults have better strategies.
Over all, Knowldge of a subject gained is a final result after a long
process and great efforts.
Learning to speak English is a process of achieving the
ability of communicating in English. Many people have a great
desire to have it, however, they tend to quit learning when they
are to encounter challenges. The challenges are in the form of
having less confident in using English in certain situations,
or appearing some jugdments that are oriented to discourage
motivation. Other challenges are being reluctant to learn and
resistant to changes. It is because they think it is not important.
Leo, ibid states that the resistance happens since they believe
that they still have sufficient knowledge and it’s better than
what they are going to learn.
These days, English is viewed as language which gives
people access to the world. This insight arouses motivation
to master it. As it is, challenges are not seen as obstacles, but
opportunities. The efforts to find way out are done. One of the
efforts is how to conduct certain strategies to make the learning
meaningful. Thornbury (2005:90) states that challenge is one
of the conditions to be conducted in maximizing speaking
opportunity and increase the chance to experience autonomous
language use. Thornbury emphasizes the mechanical way to use
the challenge as an opportunity to make someone speak English.
Likewise, autonomouse learning is actaully useful in this way.
Challenge is then seen as a moment when someone develops his/
her speaking ability by maximizing the sources around him/her.
34. 26
Learning strategies are the ways learners do to obtain
certain objectives they have set prior to the time they start
learning. Brown (2007:137) states that learning strategy deals
with receptive domain of intake, memory, storage and recall.
Language is a habit. Language competencies, especially speaking
skill is achieved through continuous practice. Moreover, it’s
obtained through experiencing directly the situation where
English is spoken though it is not in English speaking countries.
The knowledge that has been put in the memory will be recalled
when it is used repeatedly. Creating a habit might be hard to
conduct, but a habit always leads the learners to a meaningful
result. It will be obtained satisfactorily when they pay great
attention to what Thornbury (2005:35-37) called as “genre
Knowledge” such as speech acts, register, discourse, grammar,
vocabulary and phonology.
English Speaking Skill
One of the basic features of speaking is that it takes
place in real time (Thornbury, 2005:2). That is why speaking
is sometimes considered difficult. It is how someone adapts the
context and manage linguistic and paralinguistic competencies
that can represent the feelings and ideas that he /she is going to
express. Speaking has many different aspects including accuracy
and fluency. Accuracy refers to the correct use of grammar,
vocabulary, and pronunciation, meanwhile fluency refers to
the ability to manage the speech to be going well without any
pausing. Richard and Renandya (2002:204) adds that in effective
oral communication, the ability to use language correctly is
required especially in social interaction.
35. 27
There are some activities to promote speaking skill. The
activities can be done either by the learners themselves or
by the instructors. When it depens on the learners, it needs
self negotiation and responsibility to lead them to successful
communicator. Moreover, it requires self awareness. This
concept then leads the learners to always learn and experience
learning situations that make them speak. When there is an
instructor, he/she can apply many activities to support the
learners’ intention to speak. The ones commonly practised are
information gap activity, cooperative activity, storytelling, role
play, discussion and debate.
1. Information gap activities
Harmer, Jeremy (2008:129) states that information gap is
an activity of sharing . different information among the students.
This activity is one of the concepts that promote intrinsic
motivation. Information gap activities are goal-driven activities
where one or more learners are given information which the
others do not possess.
Hubbard,etal.(2000:199)addsthattheessentialingredient
of communicative activity is the element of unpredictability.
Students do not know how their partnerts or other students are
going to react to what they say and do. There are four types of
activities that are going to share among learners: (1) All learners
havethesameinformation(acooperatingarrangement),(2)Each
learner has different essential information (a split information
arrangement), (3) One learner has all the information that the
others need (a superior or inferior arrangement), (4) All the
learners see the same information but each one has a different
task.
36. 28
2. Cooperative activities
Bruffee (1993) in Leo (2013:96) states that cooperative
learning activity is a systematic teaching and learning strategy
that encourages small group of students to work together to
achieve the common goal. It means Cooperating arrangement
or cooperative activities are such in which all learners have the
same information to complete a task. An example of this can be
ranking tasks. In a ranking task, learners are given a list of items
and are asked to rank the items according to a certain criterion.
Ranking activities can also be based on a visual input where
learners are asked to rank their preferences. In order to make
the task more competitive, one idea is to tell learners to try and
persuade each other about their points.
3. Storytelling and retelling
Storytelling is one of the techniques that can be employed
with learners at any level to increase their fluency. Thornbury
(2005:95)statesthatstorytellingisuniversalfunctionoflanguage
and one of the main ingredients of causal conversation. Through
the story learners not only practise an essential skill but they
can also get to know one an other. That is why storytelling has
always become one of the main means of practising speaking.
This is because stories are a good opportunity for learners to
practise longer stretches of discourse. The techniques that can be
involvedaretellingstoriesbasedonthelearnersownexperiences,
childhood memories, classical tales, jokes, anecdotes or retell
stories based on an input such as a text. For the sake fostering
creative thinking, learners are given a set of words to create their
own stories. This is a good way of recycling vocabulary from the
previous lessons.
37. 29
4. Simulations and Role plays
Harmer (2008:125) states that in simulation, students act
as if they are in real life situation. Simulations are a kind of role
play with the only difference that learners use realia, that is real
objects which teachers and/or learners bring into the class to
make the situation more realistic. A typical simulation activity
can be “ seeing a doctor “ where learners are divided into two
groups. A patien and a doctor. The items which can be used are
medical instruments. Learners are given time to play the role of
a doctor and a patient, presenting the patient who is telling his
problem to the doctor, and diagnosis is given by the doctor.
Role plays are often designed for pairs but can also involve
more people. if there is a special focus on functional language
such as making complaints, making apologies and negotiating
to reach an agreement the activity practises all dimensions
of communicative competence including sociocultural and
discourse competences.
5. Discussions and debates
Discussions give learners an opportunity to share their
views and are a useful means of training pragmatic and strategic
competence and fluency in general. Discussion and debates can
touch upon up-to-date issues such as technology and culture.
To instigate a productive debate, it is desirable to allow learners
enough thinking time to generate their thoughts. That is why
Harmer (2008:128 ) states that most teachers would like to
organize discussion sesion in more formal basis. This can be
done through brainstorming in pairs. Learners discusse their
ideas and become more confident about what they have to say.
While learners participate in debates in their groups, a teacher
38. 30
monitors their discussions and provides further stimuli where
necessary. During a feedback stage, learners can report the main
points of their discussion to the class and receive feedback from
their teacher.
6. Games
Leo (2013:143) states that games are useful to cheer up
the classroom atmosphere, to arouse students’ motivation and
attention, to relax a strenuous situation and to have some fun.
It means games can bring excitement in language teaching but
should be applied considerately. A meaningful game is such that
fulfils the conditions of a meaningful task.
Games can involve competitions, quizzes, forming two
lines competing against each other, miming, guessing, board
games, etc.
Implication to the Professional Nurses
Professional nurses are those who have been prepared for
working in the health sector. Main competencies are required,
but additional competecies are better to be owned. English
communication skill or English speaking skill is one of the
additional competencies and supporting factors that should
be considered as a great need to put at risk if is not fulfilled. It
is required for the nurses to communicate effectively with the
patients.
Current situation demands all professionals including
professional nurses to always prepare sufficient sources that
make them able to compete. The competition will be partcipated
by many countries with different capabilities. In addition to
competing with other countries is a great challenge for the
39. 31
professional nurses. It is obvious that they are left behind if they
are not ready.
As the access to the world is opened and the media used
in this context is English, the professional nurses should now
on learn to have a good English speaking skill. It is actually the
basic element of their interaction that allows them to establish,
maintain and improve contact with others (Harrysingh, et. al.,
2004:34). Harrysingh, et. al., adds that Without knowing the
patient’sneeds,anurseisunabletoeffectivelydiagnose,response
to illness and initiate actions. Through therapeutic relationship,
the nurse develops a working, functional relationship with
patients and fulfil purpose of nursing process. The activities
that can be undergone to support the therapeutic relationship
are social interaction and developing a helping relationship. In
social interaction, nurses are hoped to help create a comfortable
situation through verbal communication that enables patients to
share attitudes and feeling. Meanwhile, in developing a helping
relationship, nurse and patient face an immediate problems that
needs treatment, help the patients discover the ways to encouter
the problems. In this case, interpersonal communication is
forwarded so the patient owns positive growth.
English speaking skill is an important component of
nursing practice, and to communicate effectively with patients,
nurses must develop speaking skill techniques. Its urgency
can be identified through the emergence of social interaction
run between nurses and patients especially dealing with
interpersonal communication occurs during the nursing process.
Through communication a nurse establishes a relationship with
patients and families to help them acquire healthy behaviour.
As English speaking skill is a part of communication that is
promoted in the nursing practice, and a nurse faces the patients
40. 32
who need certain ways to get healthy behaviour, consequently,
it is a need for them to learn to speak English. The ability of using
English in appropiate way enable them to design and contribute
well to therapeutic relationship established between nurse and
patient. The materials learnt are in accordance with the needs of
specific purposes implemented in the nursing communication.
In the process of learning to speak, they have to pay attention
to techniques that can help them speak and it requires the
participation of instructors to guide and give meaningful
feedback.
Summary
In summary, English speaking skill refers to the ability of
using grammar, vocabulary and pronunciation in appropriate
way and managing the speech to be running well without any
pausing. It can be achieved through some activities promoted by
the instructors and learners themselves such as discussion, story
telling, debating, role-play and other activities that facilitate
speaking skill. The techniques guide the teachers in making
their learners reach the goals they have set up before taking the
class. The techniques mentioned needed to be applied well in
accordance with the class characteristics.
Professional nurses are those who work in heaIth-care
sector performing nursing practices through therapeutic
communication occurs during the treatment. In conducting
nursing practices, professional nurses are supported by
main competency and supporting competency in the form of
language as a media used for making diagnosis and undertaking
appropriate treatment.
It is obvious that proffessional nurses have to be able to
speak English particularly dealing with the needs of therapeutic
41. 33
communication during the treatment. The main things they have
to undergo are learning to speak and paying a great attention to
the techniques that can be applied for an effective interaction
with patients. So, it is a demand for learning English by focusing
on the specific materials used for nursing practices.
References
Brown, H. Douglas. 2007. Principles of Language Learning and
Teaching. New York: Pearson Education
Harmer, J. 2009. How to Teach English. London: Longman.
Harrysingh, et. al.. 2004. Nursing. First Edition. Tamilnadu:
Government of Tamilnadu First Edition
Jendra. 2012. Sociolinguistics; The Study of Societie’s Language.
Yogyakarta: Graha Ilmu
Leo, Sutanto. 2013. A Challenging Book to Practice Teaching in English.
Yogyakarta: Andi
Richard and Renandya. 2002. Methology in Language Teaching;
An Onthology of Current Practice. Cambridge : Cambrige
University Press.
Thornbury. 2005. How to Teach Speaking. Harlow: Longman
43. 35
UTILIZING COMMUNICATIVE
LANGUAGE TEACHING APPROACH
TO IMPROVE LEARNERS’ SPEAKING
SKILL
Introduction
One of the skills that is supposed to achieve by the learners
at the end of the course is speaking skill. It not only referes to
the ability of uttering single word or phrase but also states the
ability of conveying what is in mind to others. Speaking skills
deal with the capability of communicating idea or opinion or
feeling to others in sistematic way.
In learning to gain speaking skills, teachers as facilitator
and counselor must pay great attention to their own roles and
learners roles. English teachers should have the capability
to implement teaching approach that can lead learners to
be autonomous learners. One of the approaches that can be
undergone is Communicative language teaching (CLT).
Communicative language teaching (CLT) is a teaching
approachthatisorientedtoleadstudentstohavecommunicative
competence. One of the goals of CLT is to develop fluency in
language use. Fluency is natural language use occurring when
a speaker engages in meaningful interaction and maintain
comprehensibleandongoingcommunication(Richard,2006:14).
Fluency is developed by creating meaningful activities in which
students negotiate meaning, use communication strategies,
correct misunderstanding, and work to avoid communication
44. 36
breakdown. In addition to get the accuracy, communicative
language teaching is conducted through practicing dialogue
with keeping great attention to the role of a teacher to monitor
and facilitate.
Communicative language teaching basically seeks to bring
students beyond grammatical competence to a point where they
are able not only to decode a language but also they can begin
to manipulate the language in a dialog. Interaction happens
within the dialogue represent the effort to gain the goal that
is communicative competence. It is not as easy as most people
think. For learners, It needs intention to attend the classroom
activities regularly while specifically following the rules applied.
Effort to increase the communicative competence should focus
on improving the opportunity to do dialogue, cooperating and
discussion. The students must primarily concern with achieving
success in the classroom, and they are more likely to do so in the
school and classroom that are organized to support them.
Current studies revealed that many students don’t achieve
speaking skills although they have learnt English for years.
Argawati(2014)throughherstudyinWijayaKusumavocational
high school found that speaking is the most difficult skill to
master. It requires not only knowledge, in terms of mastering
vocabulary and grammar, but also a desire and confidence in
speaking English because it has to be practiced not only learnt.
The problem appears in the desire of the students in practicing
to speak in English. Most of them do not have any willingness
to speak. It’s affirmed by Nirmawati (2015). She stated the
problmes found in the learning speaking, 1) Students had less
chance to engange with varied activities, such as games, students
project, delivering speech, presentation, discussing some issues,
outside classroom activities, even listening activities which
are actually expected by the students, 2) Students had less
45. 37
English materials since they depended on the materials given
by the teacher. Theydid not try to find materials themselves to
accommodatetheirownneedsinlearningEnglish,3)Theteacher
did not provide models for the students in speaking activities. It
caused the students unable to express ideas in their mind using
appropriate language expressions.
In reeference to the studies, it’s important to explore and
elaborate how CLT implemented for the purpose of increasing
learners speaking skill, the procedures used, and kinds of
tecniques and methods that can be applied in the teaching and
learning activity to cope with the students’ needs and objectives
in learning English.
Communicative Language Teaching
The origins of Communicative language teaching (CLT)
are to be found in the changes in the British language teaching
tradition dating from the late 1960s. Situational language
teaching represented the major British approach to teaching
English as a foreignn language. In situational language teaching,
languagewastaughtbypracticingbasicstructuresinmeaningful
situation-based activities. This was partly a response to criticize
Chomsky (1975) which had demonstrated that the current
standard structure theories of language were incapable of
accounting for the fundamental characteristic of language, the
creativity and uniqueness of individual sentence (Richard and
Rodger,2001:153). British emphasizes another fundamental
dimension of language that inadequately address in approach
to language teaching. They saw the need to focus in language
teaching on communicative proficiency rather than on mere
mastery of structure.
46. 38
In applying Communicative Language Teaching, Howatt
(1984) in (Richard and Rodger, 2001:155) distinguishes between
strong and weak version. The weak version which has become
more or less standard practice in the last ten years, stresses the
importance of providing learners with opportunity to use their
English for communicative purposes and characteristically,
attempts to integrate such activities into a wider program of
language teaching. On the other hand, the strong version of
communicative teaching advances the claim that language is
acquired through communication, so it is not merely a question
of activating an existing but inert knowledge of the language,
but of stimulating the development of the language system itself.
If the former could be described as learning to use English, the
latter entails using English to learn it.
The communicative approach in language teaching starts
from a theory of language as communication. Hymes (1972) in
(Richard and Rodger, 2001:159) states that the goal of language
teaching is for communicative competence. It is the definition of
what a speaker needs to know in order to be communicatively
competent in a speech community. Hymes adds that a person
who acquires communicative competence acquires both
knowledge and ability for language use. Hymes theory is
affirmed by Halliday (1970: 145) in (Richard and Rodger, 2001:
ibid). Halliday focuses on functional account of language use. “
linguistics ... is concerned... with the description of speech acts or texts, since
only through the study of language in use are all the functions of language,
and therefore all components of meaning, brought into focus “.
Referring to the language function mentioned, Halliday
elaborates language functions which complement Hymes’s
view of communicative competence. He describes some basic
47. 39
functions of language as the following:1) Using language to
get things named instrumental function, 2) Using language to
controlthebehaviorofotherscalledregulatoryfunction,3)Using
language to create interaction with others called interactional
function, 4) Using language to express personal feelings and
meanings called personal function, 5) Using language to learn
and discover called heuristic function
Another theorist which pays great attention to
communicative nature of language is Hendry Widowson. He
presented a view of the relationship between linguistic system
and communicative values in text and discourse. He focused on
the communicative acts underlying the ability to use language
for different purposes. Canale and swain (1980) in (Richard
and Rodger, 2001:160) described the analysis of communicative
competence. They identified four competencies which refer
to grammatical competence, sociolinguistics competence,
discourse competence, and strategic competence. Richard
(2006:2) adds that Communicative language teaching can be
understood as a set of principles about the goals of language
teaching, how learners learn a language, the kinds of classroom
activities that best facilitate learning, and the roles of teachers
and learners in the classroom.
Based on the above theories, it can be concluded
thatCommunicative language teaching (CLT)is one of the
approaches applied by language teachers which is aimed at
leading the students to have communicative competence. This
competency is related to the ability of using language in daily
interaction.The communicative competence mentioned is not
only referring to the language comprehension but also using it
for the variety of purposes such as obtaining speaking skill.
48. 40
Communicative Language Teaching Objectives
In stating the objectives of CLT, Piepo (1981) in Richard
and Rodger (2001:162) describes some levels of objectives in a
communicative approach:
a. An integrative and content level (language as a means of
expression)
b. A linguistic and instrumental level (language as semiotic
system and an object of learning).
c. An affective level of interpersonal relationship and conduct
(language as ameans of expressing values and judgments
about oneself and others)
d. A level of individual learning needs (remedial learning
according to an error analysis).
e. A general educational level of extra-linguistic goals (language
learning within the school curriculum)
Richard (2006:3) adds that the goal of Communicative
language teachingis to obtain communicative competence.
Competence refers to the knowledge the learners have of a
language that accounts forthe ability to produce sentences
in a language. It refers to knowledge of thebuilding blocks
of sentences (e.g., parts of speech, tenses, phrases, clauses,
sentencepatterns) and how sentences are formed. Grammatical
competence is thefocus of many grammar practice books, which
typically present a rule of grammaron one page, and provide
exercises to practice using the rule on the otherpage. The
unit of analysis and practice is typically the sentence. While
grammaticalcompetence is an important dimension of language
learning, it is clearlynot all that is involved in learning a language
since one can master the rules ofsentence formation in a language
49. 41
and still not be very successful at being able touse the language
for meaningful communication. It is the latter capacity whichis
understood by the term communicative competence.
Communicative competence includes the following
aspects of language knowledge:
a. Knowing how to use language for a range of different
purposes and functions
b. Knowing how to vary our use of language according to the
settingandtheparticipants(e.g.,knowingwhentouseformal
and informal speech or when to use language appropriately
for written as opposed to spoken communication)
c. Knowing how to produce and understand different types of
texts (e.g., narratives, reports, interviews, conversations)
d. Knowing how to maintain communication despite having
limitations in one’slanguage knowledge (e.g., through using
different kinds of communication strategies).
Teacher and Learner roles in CLT
Learner Roles
Communicative Language Teaching stresses the processes
of communication, rather than mastery of language forms,
leads todifferent roles for learners from those found in more
traditional second language classrooms. Breen and Candlin
in Richard and Rodger (2001: 97) describe the learner’s role
within CLT in the following terms: The role of learner in CLT
is as negotiator-between the self in the learning process, and
the object of learning-emerges from and interacts with the role
of joint negotiator within the group and within the classroom
procedures and activities which the group undertakes. The
50. 42
implication for the learner is that he should contribute as much
as he gains, and thereby learner learns in an interdependent way
(Breen and Candlin, 1980: 110).
InsomeaccountsofCLTthatlearnersbringpreconceptions
of what teaching and learning should be like. These constitute
a “set” for learning which when unrealized can lead to learner
confusion and resentment. Students are expected to interact
primarily with each other rather than with the teacher,
and correction of errors may be absent or infrequent. CLT
methodologists consequently recommend that learners learn to
seethatfailedcommunicationisajointresponsibilityandnotthe
fault of speaker or listener. Similarly, successful communication
is an accomplishment jointly achieved and acknowledged.
Teacher roles
Breen and Candlin in Richard and Rodger (2001:98)
describe teacher roles in the following terms: The teacher has
two main roles: the first role is to facilitate the communication
process between al1 participants in the classroom, and between
these participants and the various activities and texts. The
second role is to act as an independent participant within the
learning-teaching group. The latter role is closely related to the
objectives of the first role and arises from it. These roles simply
a set of secondary roles for the teacher; first, as an organizer of
resources and as a resource himself, second as a guide within the
classroom procedures and activities, third, role for the teacher is
that of researcher and learner, with much to contribute in terms
of appropriate knowledge and abilities. Other roles assumed
for teachers are needs analyst, counselor, and group process
manager.
51. 43
Procedures in Applying CLT
Different writers have suggested different set of prosedure
and different writers have emphasized different aspects and
skills of language. To eangange with CLT classroom procedure,
the writer selects The procedure suggested by Finocchiaro and
Brumfit as follows (Richard and Rodger, 1986:81 in setiyadi
Bambang, 2006:154):
1. Presentationofabriefdialogorseveralmini-dialogs,preceded
by a motivation ( relating to the dialog situation to the
learners’ probable community experiences) and a discussion
of the function and situation-people, roles, setting, topic,
and the informality and formality of the language which the
function and situation demand.
2. Oral practice of each utterance of the dialog segment to be
presented that (entire class repetion, half class, groups, and
individuals) generally preceded by teacher’s model. If mini-
dialogs are used, enggage in similar practice.
3. Questions and answers are based on the dialogue topic and
situation itself. (inverted wh, or questions).
4. Questions and answers related to students’ personal
experiences but centered around the dialog theme.
5. Study one of the communicative expressions in the dialog
or one of the structures which exemplifies the function. The
teacher will wish to give several additional examples of the
communicative use of the expression structure with familiar
vocabulary in unambiguous utterances or mini-dialogs (
using pictures, simple real objects, or dramatization) to
clarify the meaning of the expression or structure.
6. Learner’s discovery of generalizations or rule underlying the
functional expression or structure. This should include at
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least four points, e.g. “ How about + Verb + ing?”; its position
in the utterance; its formality or informality in the utterance;
and in the case of a structure, its grammatical function and
meaning.
7. Oral recognition, interpretative activities ( two to five
depending on the learning level, language knowledge of the
students, and related factors).
8. Oral production activities-proceeding the guided to freer
communication activities.
9. Copying of the dialog or mini-dialogs or module if they are
not in the class text.
10. Sampling of written homework assigment, if given.
11. Evaluation of learning (oral only).
Speaking Skill
Speaking is used for many different purposes, and each
purpose has different skills (Richard and Renandya, 2002: 201).
Each of these purposes implies knowledge of the rules that
account for how spoken language reflects the context in which
the speech occurs, it is to state how speaker uses a language
appropriately in different situations and clarified the complex
nature of what is involved in developing spoken fluency in
second or foreign language.
One of the basic features of speaking is that it takes place
in real time. Due to the time constraints that allow speakers
only limited planning time, speech production requires real-
time processing (Thornbury 2005: 2). This is one of the main
reasons why language learners, and this is not only restricted to
true beginners, tend to find speaking difficult. Strategies used to
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“ buy planning-time” (Thornbury and Slade, 2007) significantly
shape the nature of speaking and distinguish it from writing.
Brown (2001: 267) cites that when someone can speak a
language it means that he can carry on a conversation reasonably
competently. In addition, he states that the benchmark
of successful acquisition of language is almost always the
demonstration of an ability to accomplish pragmatic goals
through an interactive discourse with other language speakers.
Further more Richards and Renandya (2002: 204) state
that effective oral communication requires the ability to use
the language appropriately in social interactions that involves
not only verbal communication but also paralinguistic elements
of speech such as pitch, stress, and intonation. Moreover,
nonlinguistic elements such as gestures, body language, and
expressions are needed in conveying messages directly without
any accompanying speech. It is then more clearly stated by
Brown (2007: 237) that social contact in interactive language
functions is a key importance and in which it is not what you
say that counts but how you say it, what you convey with;
body language, gestures, eye contact, physical distance and
other nonverbal messages.Moreover, he states that the teacher
can apply the bottom-up-top-down approach to speaking. The
bottom-up approach to speaking means that the learners begin
with the smallest units of language, i.e. individual sounds, and
move through the mastery of words and sentences to discourse.
Brown(2001:271)addsthatinteachingoralcommunication,
microskillsareveryimportant.Oneimplicationistheimportance
of focusing on both the forms of language and the functions of
the language.
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From the theories above,it can be concluded that
speaking is always related to communication. Speaking is the
capability to articulate sound express and deliver thought,
opinion, and wish. In daily life, speaking is an activity to
express thought and feeling orally. It means that speaking is the
fundamental media to convey messages, knowledge, emotions,
feelings, ideas and opinions directly to others. So, speaking is
the activity of delivering language and communicating ideas and
thought orally.
The Nature of speaking skill
Speaking has many different aspects including two major
categories ; accuracy, involving the correct use of vocabulary,
grammar and pronunciation practised through controlled and
guided activities; and fluency, considered to be ‘the ability to
keep going when speaking spontaneously’. Thornbury (2005: 90
) states that there are some conditions to be conducted in order
to maximize speaking opportunity and increase the chance to
experience autonomous language use; they are productivity,
purposefulness, interactivity, challenge, safety, and authenticity.
Language knowledge and skill in using these are considered two
fundamental elements of an effective communication. Among
the elements the following are the necessary elements of an
effective communication.
Connected Speech : Effective learners of English need to
be not only to produce the individual phonemes of English (as
in saying I would have come) but also to use fluent ‘ connected
speech’ as in ( I’d ‘ve come). In connected speech, sounds are
modified, omitted, added or weakened.
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Expressive Devices: Native speakers of English change
the pitch and stress of particular parts of utterances, vary volume
and speed, and show by other physical and non-verbal means
how they are feeling.
Lexical and Grammar: Spontaneous speech is marked by
the use of number of common lexical phrases, especially in the
performance of certain language functions.
Negotiation and Language: Effective speaking benefits
from the negotiatory language we use to seek clarification and to
show the structure of what we are saying.
Nunan in Bipin Bihari Dash (2013) stated“ Speaking
is a productive aural/ oral skill and it consists of producing
systematic verbal utterances to convey meaning. Related to
Nunan’s theory, Bygate (1987) inVilimec, Erik (2006:10) states
that in order to achieve a communicative goal through speaking,
there are two aspects to be considered – knowledge of the
language and skill in using this knowledge. They are production
skill and interactional skill. It is not enough to possess a certain
amount of knowledge, but a speaker of the language should be
able to use this knowledge in different situations.
1. Production skills
Production skill refers to the processing conditions
(time pressure) in certain ways limit or modify the oral
production. For that reason, speakers are forced to use
devices which help them make the oral production possible
or easier through ‘facilitation’, or enable them to change
words they use in order to avoid or replace the difficult ones
by means of ‘compensation’. Bygate (1987:14) in Vilimec,
Erik (2006:11) states thatthere are four elementary ways of
facilitating it. Bygate classified it into: simplifying structures,
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elipsis, formula expressions, and using fillers and hesitation
devices. On the other hand, when a speaker needs to alter,
correct or change what he or she has said, they will need to
make use of compensation devices. These include tools such
as substitution, rephrasing, reformulating, self-correction,
false starts, and repetition andhesitation.
2. Interactional skills
At this level of skill, Bygate (1987:22) in Vilimec, Erik
(2006 : 12) states that both speakers and listeners, besides
being good at processing spoken words should be ‘good
communicators’, which means ‘good at saying what they
wantto sayin awaywhichthe listener finds understandable’.
In applying interaction skill, communication should be
meaningful.Itactuallydependsontwokindsofskill:routines,
and negotiation skills. Routines are the typical patterns in
which speakers organize what they have to communicate.
Negotiation skills are obtained through the management of
interaction and negotiation of meaning.
Speaking skill is the ability to use the language accurately
to express ideas, feeling and meanings carried inside in order to
transfer or to get knowledge and information from other people
in the whole life situation. Speaking skill refers to competency to
perform the knowledge that the learners have gained throughout
the learning process. In this context, speaking skillexplicitly
states its high importance of undertaking its role in learners’
lives.
In the process of achieving speaking skill, production skill
falls prior to the interaction skill. Production skill is the gate
of associating with interaction skill. The use of facilitations
57. 49
are encouraged to gain a good skill of production. When these
things such as structure, elipsis, formulaic expression, etc are
applied well, at the latter stage, interaction skill can be obtained
successfully. The language user can organize what she/he wants
to convey to others fluently, as the result the messages that are
being delivered are understandable.
Utilizing Communicative Language Teaching to
Improve Learners’ Speaking Skill
Communicative Language Teaching is an approach
that encourages the learners to be active in classroom activity
through dialogue or personal communication. Students are
provided a great chance to participate actively in any activities
that lead them to a communicative competence. When learnerss
are active, they are actually involved in the efforts of developing
their speaking skill.
Since Communicative Language Teaching (CLT) mostly
provides a great opportunity to communicate, it then can be
considered that speaking skill can be obtained through using
the opportunity wisely while practising using the language in
daily interaction. In other words, by applying communicative
language teaching, teachers can facilitate learners the
communicative activity. It means learners are encouraged to get
involved in the communication process which can improve the
learners’ speaking skill. Practically, to promote speaking skill,
there are some activities that should be applied by teachers who
are appointed for teaching English as the implementation of
Communicative Language Teaching.
58. 50
1. Information gap activities
Harmer (2008:129) states information gap as an
activity of sharingdifferent information among the students.
This activity is one of the concepts that promote intrinsic
motivation. Information gap activities are goal-driven
activities where one or more learners are given information
which the others do not possess.
Hubbard, et al. (2000:199) adds that the essential
ingredient of communicative activity is the element of
unpredictability. Students do not know how their partnerts
or other students are going to react to what they say and
do. On the whole, they distinguish between four types of
activities according to how the information needed in the
activity is distributed among learners: 1) All learners have
the same information (a cooperating arrangement), 2) Each
learnerhasdifferentessentialinformation(asplitinformation
arrangement), 3) One learner has all the information that
the others need (a superior or inferior arrangement), 4)
The learners all see the same information but each one has a
different task. The significance of information gap activities
can be supported to produce bigger output for language
development than other tasks.
2. Cooperative activities
Bruffee ( 1993 ) in Leo (2013:96) states that cooperative
learning activity is a systematic teaching and learning
strategy that encourages small group of students to work
together to achieve the common goal. It means cooperating
arrangement or cooperative activities are such in which all
learners have the same information to complete a task. An
59. 51
example of this can be ranking tasks. In a ranking task,
learners are given a list of items and are asked to rank the
items according to a certain criterion. Ranking activities
can also be based on a visual input where learners are asked
to rank their preferences of restaurants according to the
photographs they can see. Learners might also be asked to
reachacompromisingsolution.Inordertomakethetaskmore
competitive, one idea to tell learners to try and persuade each
other about their points. Once again, this activity provides a
good opportunity to pre-teach functional language.
3. Storytelling and retelling
Storytelling is one of the techniques that can be
employed with learners at any level to increase their fluency.
Thornbury (2005: 95) states that storytelling is universal
function of language and one of the main ingredients of causal
conversation. Through the story learners not only practise an
essential skill but they can also get to know one an other.
That is why storytelling has always become one of the main
means of practising speaking. This is because stories are a
good opportunity for learners to practise longer stretches of
discourse.
Thereisavarietyoftechniquesthatinvolvestorytelling.
Learners can tell stories based on their own experience,
childhood memories, classical tales, jokes, anecdotes or
retell stories based on an input such as a text. In a different
storytelling activity, which is likely to foster their creative
thinking, learners are given a set of words to create their own
stories. This is a good way of recycling vocabulary from the
previous lessons.
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4. Simulations and Role plays
Harmer (2008:125) states that in simulation, students
act as if they are in real life situation. Simulations are a kind
of role play with the only difference that learners use reality,
that is real objects which teachers and/or learners bring
into the class to make the situation more realistic. A typical
simulation activity can be “ ordering food in a restaurant
“ where learners are divided into two groups. waiters and
customers. The items which can be used are menus, knives
and forks, etc. Learners are given prompts describing their
roles (e.g. you are a difficult customer who complains about
random things all the time) and act out the situation of
ordering and having a meal in a restaurant.
Role plays are another way of promoting speaking.
Learners pretend to be in various social contexts and have
various social roles. Role plays are often designed for pairs
but can also involve more people. If there is a special focus
on functional language such as making complaints, making
apologies and negotiating to reach an agreement the activity
practises all dimensions of communicative competence
including sociocultural and discourse competences.
5. Discussions and debates
Discussions give learners an opportunity to share
their views and are a useful means of training pragmatic and
strategic competence and fluency in general. Discussion and
debates can touch upon up-to-date issues such as technology
and culture. To instigate a productive debate, it is desirable
to allow learners enough thinking time to generate their
thoughts. That is why Harmer (2008: 128) states that most
61. 53
teachers would like to organize discussion sesion in more
formalbasis.Thiscanbedonethroughbrainstorminginpairs.
Learnersdiscusstheirideasandbecomemoreconfidentabout
what they have to say. While learners participate in debates
in their groups, a teacher monitors their discussions and
provides further stimuliwhere necessary. During a feedback
stage, learners can report the main points of their discussion
to the class and receive feedback from their teacher. It is
appropriate for teachers to include a short segment, in which
learners’ errors are treated. It is also advisable to pre-teach
useful language, especially functions (expressing agreement/
disagreement, giving one’s opinion, making suggestions,
structuring one’s speech, etc ).
6. Games
Leo (2013:143) states that games are useful to cheer up
the classroom atmosphere, to arouse students’ motivation
and attention, to relax a strenuous situation and to have
some fun. It means games can bring excitement in LT but
should be applied considerately. A meaningful game is such
that fulfils the conditions of a meaningful task.
Games can involve competitions, quizzes, forming two
lines competing against each other, miming, guessing, board
games, etc. Some of the games that are popular with learners
are board games. LT board games usually ask learners to
speak on a topic or answer a question talking for a certain
period of time when they land on it after throwing a die.
Teachers can prepare their own board games which cover
the subject matter they want their learners to practise.
62. 54
Speaking skill can be promoted through applying some
techniques. The techniques guide the teachers in making their
students reach the goals they have set up before taking the
class. The techniques mentioned needed to be applied well in
accordance with the class characteristics. For the teachers who
prefer to teach speaking class, it’s suggested to make a good
preaparation beforehand in order to guid the class well too.
Summary
In summary, speaking is the capability to articulate sound,
express and deliver thought, opinion, and wish. In daily life,
speaking is an activity to express thought and feeling orally.
Speaking skill is language skill that should be gained after
utilizing communicative language teaching. It is conducted
through the applications of techniques of role-play, discussion,
debate, game, story-telling and other communicative activities
that help achieve learners’ goals of speaking skill. By applying
communicative language teaching, teachers can facilitate
learners the communicative activity. It means learners are
encouraged to get involved in the communication process which
can improve the learners’ speaking skill.In order to obtain the
objective, a teacher who is appointed for CLT position should
have enough skills and knowledge to be implemented in the
classroom. Moreover, a teacher should pay attention to his or her
role as facilitator of communication process and independent
participant within the learning-teaching group, and learners
role as negotiator-between the self in the learning process.
63. 55
Refrences
Argawati, Ningtyas Orilina. (2014). Improving Students’ Speaking
Skill Using Group Discussion (Experimental study on the First
Grade Students of Senior High School). ELTIN Journal, Volume
2/II, October 2014. Retrieved from http://e-journal.
stkipsiliwangi.ac.id/index.php/eltin/article/view/46, 26
Februari 2020.
Bipin Bihari Dash. (2013). VSRD International Journal of Technical &
Non-Technical Research, Vol. 4 No. 4 VSRD International Journals.
Brown, H. Douglas. (2001). Principles of Language Learning . New
York: A pearson Education Company.
Erik, Vilímec. (2006.). Developing Speaking Skills.University of
PardubiceFaculty of Arts and Philosophy Department of English
And American Studies. Published thesis. Page 10-12,
Harmer, Jeremy. (2008). How to teach English. Oxford: Ocelot.
New edition
Hubbard, et all. (2000). A Training Course for TEFL. Oxford
University Press
Leo, Sutanto. (2013). A challenging book to practice teaching in English.
Yogyakarta: Andi Yogyakarta.
Nirmawati, Lia Amalia. (2015). Improving Students’ Speaking
Skills Through Speaking Board Games Of Grade Viii Of Smp N
13 Yogyakarta In The Academic Year Of 2013/2014.Published
Thesis. Yogyakarta: UNY. Retrieved from https://eprints.
uny.ac.id/17185/1/Skripsi%20Lia.pdf, 25 February 2020.
Richard. J.C and Rodger T.S. (. 2001). Approaches and methods in
language teaching. Cambridge : Cambridge university press.
Richard and Renandya. (2002). Methodology in language teaching;
an Ontology of current practice. Cambridge: Cambridge
university press.
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Richards.J.C. (2006). Communicative Language Teaching Today.
Cambridge: Cambridge university press.
Setyadi, Bambang. (2006). Teaching English As Foreign Language.
Yogyakarta: Graha Ilmu.
Thornbury, S. (2005). How to Teach Speaking. Harlow: Longman.
65. 57
THE IMPLEMENTATION OF SELF
DIRECTED LEARNING IN LEARNING
ENGLISH FOR SPECIFIC PURPOSE
Introduction
Learning English isn’t limited by any professions. For
the purposes of applying in the context of certain profession
or career demand, learning English is a need namely English
for Specific Purposes (ESP). It has been applied for years, and
most learners learn English in order to be able to communicate
with others in the workplace. The ability of communicating in
English is demanded in the current competitive era. It is used to
transfer ideas, feeling, opinions even knowledge.
To deal with the implementation of SDL in learning ESP,
the writer took Nursing Students who deliberately learn English
for the purpose of being able to use English in medical field as the
data samples to describe SDL implementation in learning ESP.
In the nursing practice, communication is an important
component that should be owned. To communicate effectively
with patients, nurses are supposed to develop comunication
skills. It’s necessary to know the patients problems and needs.
By knowing the patient’s needs, a nurse is able to make effective
diagnosis, response to illness and initiate actions. In this context,
a nurse apply therapeutic relationship, develop a working,
and fulfill the purpose of nursing process (Harrysingh, et. al,
2004:34).
66. 58
For this purpose, learning English is not a choice but a
need. It is very important for professional nurses to learn and
understand English. By comprehending and being able to use
English in interaction, professional nurses are as well able to
apply therapeutic relationship between nurse and patients. In
this context nurses are able to communicate with patients, make
diagnosis and deliver a good treatment to overcome the patients
problem .
There are some ways or methods that can be applied by
which English language learners apply in learning to have the
capability of communicating in English. In daily life, it can be
observed the implementation of guided learning such as learning
English in the classroom under teacher’s guide, taking English
course, and taking English private class under a tutor’s guide. A
part from it, self directed learning is one of which that should be
taken into account. Radial & Volet (2009) in (Turan and Koç,
2018:99) proposed the definition of self-directed learning as
“learning how to learn”. Malcolm Knowles (1975) in (Turan and
Koç, 2018: Ibid) stated that in applying self-directed learning
individuals take the initiative without the help of others.
Individuals make diagnosis of their learning needs, formulate
learning goals, identify learning resources, and evaluate learning
outcomes. Knowles highlighted self awareness of learning as
the key point of achieving learning objectives. By having self
awareness, learners set up plan, practice learning based on the
plan, evaluate what has been learnt, and finally achieve learning
objectives.
Current studies revealed the effect and effectiveness
of implementing self directed learning. A study on The
Implementation of Self-directed Learning Model conducted by
67. 59
Suardana (2012) through action research found that (1) there is
an improvement of students’ activities by 9.8%, and they were
in good category; (2) the students’ scores were about A and B
improved by 47.1%; and (3) the scores of students who have
high and very high self-directed learning improved by 29.4%,
respectively from the first to the second cycle. Turan and Koç
(2018) in the other study found that there is an effect of applying
self directed learning towards learners critical thinking and self
efficacy.
SELF DIRECTED LEARNING
Blumberg (2000) in Deur and Harvey (2005:167) stated
that in applying SDL, students are supposed to possess the
ability to assess their own learning needs in order to able to look
for the things they want to know. Gibbons (2002:2) furthermore
stated that it’s important for the students to deal with SDL since
it makes them able to use their approach to the learning tasks,
combine the skills and character development, and prepare a
long learning through their lives.
Other theorist stated that Self-Directed Learning (SDL)
concept was seen as an adult education characteristic. Self-
directed learning is viewed as an art and science to help adults
learn. This concept viewed that the opportunity and experience
to choose their own method to learn arouse adult learners to
have motivation to learn (Lindemann and Knowles; Carson,
2012 in Malison, 2018:2). Moreover, Self-directed learning
simply is defined as “learning how to learn”. It is the way adult
learners obtain new information, ideas, abilities, attitudes and
experiences (Radial & Volet, 2009; Murray, 2015; in Turan and
Koc, 2018:99). It’s added by Fisher that learners who posses the
68. 60
tendency, abilities and personality characteristics are ready to
apply SDL, and it’s then needed for learners to develop SDL skills
in the personal, social and political dimensions and contexts.
From many concepts or definitions of Self Directed
Learning, they come to the common concept that SDL is a study
process conducted by the students through taking initiative
with or without the help of others. In this context, students
assess their own learning needs, formulate goals, implemente
appropriate strategies and evaluate learning outcome (Knowles,
1989 in Malison, 2018:3). Students become the key of improving
themselves without motivation coming from others. It means
students play an important role in making themselves achieve
their own learning goals.
In applying Self Directed Learning Gibbons (2002:11)
stated five elements that should be taken into account by
learners;
1. Learners Control Their Own Learning Experience
The major shift from TDL to SDL is students take
a main role to control their own activity. It represents a
shift from outer control to inner control. Students begin
to develop themselves as individuals separate from their
childhood dependencies. It this phase, students start to
formulate their own opinions and ideas. Moreover, making
decisions, choosing activities, taking responsibility are made
by students themselves.
2. Skill Development
Developing skills and processes are more emphasized
in Self Directed Learning. It leads the learners to a productive
69. 61
activity. In this phase, learners learn to obtain learning goals
by thinking independently, making plan, and executing
their own activities. Learners need to prepare and make
negotiation with the teacher. It’s undergone to enable the
students identify their interest in learning.
3. Students’ learning to challenge themselves to their best
possible performance
It’s a need to accomplish Self-direction with challenge.
It’s firstly given by the teachers and then by the students
themselves. Giving challenge means taking risk of obtaining
certain level of performance of familiar field into a new field
of interest. To deal with this element, students need to set
the standard of achievement a step higher than one can
readily achieve.
4. Students self-management
Students self-management is students ability to
manage themselves and their learning activities. In SDL
students learn to control their own activities by finding out
the solution of difficulties that they may face and making a
commitment to do self learning based on personal interests
and aspirations. In this process, students are required to
determine what they will do and what they will become.
Students need to have self confident, self motivation, and self
determination in order to able to cope with the difficulties
and problems while maintaining their productive activity.
5. Self-motivation and self-assessment
Self motivation is conducted and maintained when
students are in the pursuit of their own high-interest goals. In
70. 62
applying self motivation, students set up important goals for
themselves, arrange for feedback on their work, and achieve
success, and finally they learn to inspire their own efforts. In
the next phase, students make up self evaluation by doing an
agreement with the teachers about the materials they learn
and the description of standards they will try to obtain.
To be able to implement such elements as stated earlier,
learners should apply SDL by following some steps as proposed
by the theorists. According to Long (2007 in Moradi, 2018:60),
there two major areas of SDL skills including general skills
(cognitive and information processing skills) and personal
characteristics. To cope with this context, learners should be
able to determine their learning objectives, recognize suitable
resources for learning, apply appropriate learning strategies,
controle and assess the learning outcomes. This concepts then
can be assumed as steps that should be followed by learners in
applying Self Directed Learning. 1) Assessing readiness to learn;
In applying such activity, it’s a need for learners to possess skills
and attitudes on learning for successful self study by conducting
a self-evaluation of their current situation, study habits, family
situation, and support network both at school and at home.
Moreover, learners involve themselves in the evaluation of past
experienceswithindependentlearning,2)Settinglearninggoals;
Learners should be able to create their own learning objectives
while consulting to the teachers the activities that are supposed
to be undertaken to attain those objectives. Communication of
learning goals between a student and the teacher is necessary. It
helps the learners identify and find out earlier the difficulties that
may happen in implementing SDL, 3) Engaging in the learning
process; Students need to understand themselves the activities
they have to undergo as the implementation of self-directed
