Applying the English Simple Code to Improve Indonesian Students’ Communicative Speaking Ability and Their Motivation
Abstract
The study aims to improve students’ communicative speaking and motivation using the simple code theory. It was action research. The research procedure consisted of identifying the students’ problems, designing the plans, applying the classroom practice expression (suitable with simple code), observing, and reflecting on each cycle. The subject was 20 students who have the lowest mark in communicative speaking ability and motivation in the pre-observation. Data were collected through observation, tests, interviews, questionnaires, and documentation and were analyzed using the descriptive quantitative, and qualitative. The English Simple Code could improve students’ communicative speaking ability and motivation in grade VIII of SMP Yapis Biak. it is also supported by the result of speaking tests and questionnaires. There are some findings; 1) implementing the classroom practice expression can help the teacher to provide a simpler language for students; 2) teacher-talk and interlanguage-talk are useful for acquiring English at the low-intermediate level; 3) emphasizing the activities of repetition drill and acting from a script can provide a prefabricated routine to prefabricated pattern and develop their fluency simultaneously; 4) teacher‘s role can improve the communicative speaking in performance; 5) delayed feedback is very useful to encourage students’ low affective filter in the learning process, so they got the high confidence and motivation in the second language acquisition. Thus, Theoretically, the English simple code can provide a good contribution to learning strategy in the classroom. Then, the teacher can use classroom practice expression, various activities, and delayed feedback to acquire English as the target language.
References
Alahmadi, N. S. (2019). The Role of Input in Second Language Acquisition: An Overview of Four Theories. Bulletin of Advanced English Studies, 3(2). https://doi.org/10.31559/baes2019.3.2.1
Amanah, F. P., & Widodo, P. (2018). Utilizing Simple-Code in Language Teaching Process towards Students Speaking Achievement. In Proceedings of the 1st Bandung English Language Teaching International Conference (BELTIC ), 408–415. https://doi.org/10.5220/0008219204080415
Bahrani, T., & Soltani, R. (2012). How to teach speaking skill? Journal of Education and Practice, 3(2), 22–29. https://www.iiste.org/Journals/index.php/JEP/article/view/1147
Ellis, R., & Shintani, N. (2013). Exploring Language Pedagogy through Second Language Acquisition Research (1st Editio). Routledge. https://doi.org/https://doi.org/10.4324/9780203796580
Fabianto, E., & Hartono, R. (2015). Incomprehensible Input for Enhancing English Speaking. English Education Journal, 5(2), 63–71.
Fardhani, A. E. (2016). Teacher’s Language of Instruction and Student’s Second Language Acquisition. Pancaran Pendidikan, 5(1), 119–132.
Febriani, S. R., Wargadinata, W., & Arifin, Z. (2021). The Philosophy of Language Acquisition in Stephen Krashen’s Theory based Multiple Intelligences Classroom. International Journal of Arabic Language Teaching, 3(1), 1. https://doi.org/10.32332/ijalt.v3i01.2417
Gilakjani, A. P., Leong, L.-M., & Sabouri, N. B. (2012). A Study on the Role of Motivation in Foreign Language Learning and Teaching. I.J.Modern Education and Computer Science, 7, 9–16. https://doi.org/10.5815/ijmecs.2012.07.02
Hartono, R. (2017). Acritical Review of Research on Negotiation of Meaning Insecond Language Learning. UIGM Jurnal Global, 6(1), 1–7.
Igolkina, N. (2021). Learners typology: language acquirers vs language learners. Focus on Language Educcation and Research, 2(2), 23–28. https://doi.org/10.35213/2686-7516-2021-2-2-23-28
Karima, N., Suherdi, D., & Yusuf, F. N. (2017a). Interactional Modifications for Comprehensible Input: A Case Study of Two EFL Teachers. Journal of English and Education, 5(2), 170–178. https://doi.org/10.2991/assehr.k.200406.028
Karima, N., Suherdi, D., & Yusuf, N. F. (2017b). Interactional Modifications for Comprehensible Input: A Case Study of Two EFL Teacher. Journal of English and Education, 5(2), 170–178. url: http://ejournal.upi.edu/index.php/L-E/article/view/9947
Kemmis, S., McTaggart, R., & Nixon, R. (2014). The action research planner: doing critical participatory action research. Springer.
Kerr, P. (2017). Giving feedback on speaking. In Part of the Cambridge Papers in ELT Series. Cambridge University Press. http://www.cambridge.org/elt/blog/wpcontent/uploads/2018/02/Cambridge Press_Whitepaper_Feedback_Speaking_2018.pdf
Krashen, S. D. (2002). Second Language Acquisition and Second Language Learning. University of Southern California. http://www.sdkrashen.com/content/books/sl_acquisition_and_learning.pdf
Krashen, S. D. (2009). Principle and Practice in Second Language (First Internet edition). University of Southern California. http://www.sdkrashen.com/content/books/principles_and_practice.pdf
Lee, J. (2016). The Effectiveness of Comprehensible Input : A Case of English Curriculum Design. International Journal of Language and Linguistics, 3(5), 112–120.
Liu, D. (2015). A Critical Review of Krashen’s Input Hypothesis: Three Major Arguments. Journal of Education and Human Development, 4(4), 139–146. https://doi.org/10.15640/jehd.v4n4a16
Lyster, R., Saito, K., & Sato, M. (2013). Oral corrective feedback in second language classrooms. Language Teaching, 46(1), 1–40. https://doi.org/https://doi.org/10.1017/S0261444812000365
Mackey, A., Park, I. H., & Ragarelli, K. M. (2016). Errors, corrective feedback and repair. In Hall, G (ed.) The Routledge Handbook of English Language Teaching. Routledge.
McLaughlin, B. (1987). Theories of Second Language Learning. Edward Arnold.
Min, X. (2016). The Application of Input Hypothesis and Affective Filter Hypothesis in Colleges English Listening Teaching. 2nd International Conference on Education Technology, Management and Humanities Science (ETMHS), 82–86.
Muho, A., & Kurani, A. (2014). The Role of Interaction in Second Language Acquisition. European Scientific Journal, 16. https://doi.org/https://doi.org/10.19044/esj.2011.v16n0p%25p
Mustadi, A. (2013). Communicative competence based language teaching: an english course design for primary teacher education. UNY Press.
Ngatma’in, N., & Suhardi, S. (2015). Peran Simple Code dalam Koreksi Kesalahan Berbahasa Peserta Darmasiswa di Universitas Muhammadiyah Surabaya. LingTera, 2(1). https://doi.org/https://doi.org/10.21831/lt.v2i1.5406
Permana, D. R. (2018). The Role of Input, Interaction, and Negotiation in Second Language Acquisition. LINGUIST Journal of Linguistics and Language Teaching, 4(2), 32–39. https://doi.org/http://dx.doi.org/10.29300/ling.v4i2.1662
Pica, T., & Doughty, C. (1985). Input and interaction in the communicative classroom: A comparison of teacher-fronted and group activities. In S. M. Gass. & C. G. Madden (Eds.), Input in second language acquisition. Newbury House.
Pili-Moss, D. (2014). he role of timing and corrective feedback in L2 discussion activities. International Journal of Pedagogy and Curriculum, 19(4), 53–62. https://doi.org/10.18848/2327-7963/CGP/v19i04/48938
Sahril. (2014). Pemerolehan Bahasa Anak (Studi Kasus Terhadap Pemerolehan Bahasa Anak Usia Dini). Medan Makna, 12(2), 187–195.
Sholihah, R. A. (2018). Attitude, Aptitude, Routines, Pattern, dan Simple Codes dalam Pemerolehan Bahasa. Al-Adabiya: Jurnal Kebudayaan Dan Keagamaan, 12(2), 171–184. https://doi.org/10.37680/adabiya.v12i2.13
Tosuncuoglu, I. (2018). Place of Critical Thinking in EFL. International Journal of Higher Education, 7(4), 26–32. https://doi.org/https://doi.org/10.5430/ijhe.v7n4p26.
Ying, S. (2019). A Study on the Application of Input Hypothesis in English Teaching of Junior High School. International Journal of Language and Linguistics, 7(6), 364–367. https://doi.org/10.11648/j.ijll.20190706.26
Zhang, J. L. (2014). EFL learners’ anxiety level and their beliefs about corrective feedback in oral communication classes. An International Journal of Educational Technology and Applied Linguistics, 42, 429–439. https://doi.org/10.1016/j.system.2014.01.012
