OPTIMIZING COMPREHENSmLE INPUT '-, T~' SECOND …
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' .. '-"", OPTIMIZING COMPREHENSmLE INPUT SECOND LANGUAGE CLASSROOM Heny Hartono I Abstract: English teachers who leach E"glish as second la"guage with ill aforeign language context such as in IIrdonesia should realize that the goal oflhe English teaching is not only 'knowing' the language but the acquisition ofthatlallguage. In order to allow lhe acquisition lake place in the classroom learning sellillg, comprehensible illput should be provided. As suggested by Krashen, L2 learners gain the comprehensible inpUlthrough whalthey read and w'hal the)' listen. Have English teachers ill lIuJonesia provided their sludents such comprehellsible illput ? This paper,is inviting EIlglish teachers to lrave a self-reflection towards this question. Key words : acquisition. classroom leamillg selling, comprehensible iI/put LEARNING AND ACQUISITION One factor which contributes to the success of a second language acquisition is the environment to which L2 learners are exposed in their way of the target language mastery. Thus L21earners who live in the target language country have greater chance to expose the language through the supportive environment Those learners have more chances to contact and communicate with native speakers which means they have greater chance to practice and learn than L2 learners who live in a foreign language context. I. Heny Hartono, SS. is a lecturer of the Faculty of Letters, Soegijapmnata Catholic University, who is currently studying in Semarang slate university for her M.A. in applied linguistics.
Transcript of OPTIMIZING COMPREHENSmLE INPUT '-, T~' SECOND …
' .. '-"", T~'"
OPTIMIZING COMPREHENSmLE INPUT ~ SECOND LANGUAGE CLASSROOM
Heny Hartono I
Abstract: English teachers who leach E"glish as second la"guage with ill aforeign language context such as in IIrdonesia should realize that the goal oflhe English teaching is not only 'knowing' the language but the acquisition ofthatlallguage. In order to allow lhe acquisition lake place in the classroom learning sellillg, comprehensible illput should be provided. As suggested by Krashen, L2 learners gain the comprehensible inpUlthrough whalthey read and w'hal the)' listen. Have English teachers ill lIuJonesia provided their sludents such comprehellsible illput ? This paper,is inviting EIlglish teachers to lrave a self-reflection towards this question.
Key words : acquisition. classroom leamillg selling, comprehensible iI/put
LEARNING AND ACQUISITION One factor which contributes to the success of a second language
acquisition is the environment to which L2 learners are exposed in their way of the target language mastery. Thus L21earners who live in the target language country have greater chance to expose the language through the supportive environment Those learners have more chances to contact and communicate with native speakers which means they have greater chance to practice and learn than L2 learners who live in a foreign language context.
I. Heny Hartono, SS. is a lecturer of the Faculty of Letters, Soegijapmnata Catholic University, ~emarang, who is currently studying in Semarang slate university for her M.A. in applied linguistics.
41 •. CeIt, Volume 2, Number I. July 2002: 34 - 41
""e~tore'lhe comprehensible input itself still offers some opportunities to . ae _~Te~ ·through various perspectives. Consequently, how to optimize . eompreflensible input will also depend on the way comprehensible input is viewed. Anyhow, what is important for English teachers is teacher's awareness to put acquisition as the goal of L2 learning. The target of a language learning is not just 'knowing' about the language but the acquisition of that language. Have English teachers in Indonesia started to think about this idea ., It seems that we need to have a self-reflection to answer this question.
OmLIOGRAPHY Chaudron, Craig. Second Language Classrooms. Research on Teachi"g mId
Learning. England: Cambljdge University Press, 1993.
Croft. Kenneth. Readings on English as a Seco"d Language. USA: lillie, Brown and Company. 1980.
Ellis, Rod. Instructed Second Language Acquisition Lean,;ng in the Classroom. USA: Basil Blackwell Inc., 1990.
Ellis. Rod. Understanding Second Language Acquisition. 1989. England: Oxford University Press. 1989.
Harmer, Jeremy. How 10 Teach English A" Introductioll to the Practice 0/ English Language Teaching. Malaysia: Longman. Malaysia, 1998.
Klein. Wolfgang. Second Language AcquistiOl'. England: Cambridge University Press, 1990.
Krashen. Stephen O. Principles and Praclice ill Second Language Acquisition. Britain: Prentice Hallintemational. 1987.
Mclaughlin. Barry. Theories o/Second Language Learning. England: Routledge, 1989.
Nation, Paul. Managing Vocabulary Learning. Singapore: SEAMEO Regional Language Center. 2002.
Pasaribu, Baharuddin. The use o/Bahasa Indonesia in the El..TClassroom. TEFLIN ~icles, 2001.
Tang, nnlan. Using LI in the English Classroom. FORUM. January 2002.
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