By:
I Kadek Ari Wiguna
(1201305011)
ENGLISH DEPARTMENT
FACULTY OF LETTERS AND CULTURE
UDAYANA UNIVERSITY
DENPASAR
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Widhi Wasa for the blessing, inspiration, and succes in accomplishing and finishing this undergraduate thesis.
There are many helps and guidances from various people during the process of completing this undergraduate thesis that I would like appreciate. My deep gratitude is given to my first supervisor, Prof. Dr. Ni Luh Sutjiati Beratha, M.A. and my second supervisor, Dr. I Made Rajeg, M.Hum for showing their patience, advice, and suggestion to me in order to finish this undergraduate thesis.
I would like to thank Dr. Drs. I Ketut Kerta, M.Pd. as the headmaster of SMAN 1 Kuta Utara who has kindly allowed me to conduct a research in the school. An appreciation is surely given to Ni Luh Made Suryati, S.S. and Drs. I Made Rai Mukiatna for showing their willingness to become the informants.
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Denpasar, April 04, 2016
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Utara and also to find out the problems that are possibly faced by the teachers. There are two theories used to analyze the problems in this study. The first and the main theory is from Richards and Rodgers, and supported by the second theory from Richards and Renandya.
The data in this study was collected by conducting interview and observation. The interview was conducted with the teachers who were teaching for the tenth grade students. The questions of the interview were about the specific methods they mostly apply during the teaching process and the problems they face in conducting the teaching process. The observation was conducted in the classroom in order to find out the application and the practice of the methods.
The result of the analysis showed that in the tenth grade class, the teachers mostly use two kinds of method to support the teaching process. The methods are Grammar Translation Method and Silent Way. Grammar Translation Method is basically applied to improve the students’ vocabulary by conducting reading and writing more often than speaking and listening. Exercises are conducted to practice
the students’ vocabulary.
In Silent Way the students are more active in doing the learning activities. The teachers only provide them with the basic information of the lesson and the students search for the specific information of the lesson themselves. The students are being independent in this method. Besides, there are also problems faced by the teachers in the teaching process. However, the situation in the class is still maintained comfortable by the teachers.
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ACKNOWLEDGEMENTS ... i
ABSTRACT ... iii
TABLE OF CONTENTS ... iv
CHAPTER I INTRODUCTION ... 1
1.1 Background of the Study ... 1
1.2 Problems of the Study ... 2
1.3 Objectives of the Study ... 2
1.3.1 General Objective ... 3
1.3.2 Specific Objective ... 3
1.4 Scope of Discussion ... 3
1.5 Research Method ... 4
1.5.1 Data Sources ... 4
1.5.2 Method and Technique of Collecting Data... 5
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THEORETICAL FRAMEWORK... 9
2.1 Review of Literature ... 9
2.2 Concepts ... 14
2.2.1 Concept of Teaching ... 14
2.2.2 Concept of Method ... 14
2.3 Theoretical Framework ... 15
1. Grammar Translation Method ... 16
2. Direct Method ... 18
3. Audio Lingual Method ... 20
4. Silent Way ... 22
5. Total Physical Response ... 24
6. Communicative Language Teaching ... 25
CHAPTER III METHODS USED IN TEACHING ENGLISH AT SMAN 1 KUTA UTARA ... 33
3.1 English Teaching Method in Tenth Grade Class ... 33
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CHAPTER IV CONCLUSIONS AND SUGGESTIONS ... 57
4.1 Conclusion ... 57
4.2 Suggestions ... 58
BIBLIOGRAPHY
1 1.1 Background of the Study
English is an international language which is used and spoken around the world. It has become the most commonly taught language. In comprehending English as language, there are two important things which need to be conducted, which are learning and teaching. Learning is conducted by learners while teaching is conducted by teachers.
Teaching can be defined as a means to help and guide someone to learn something that leads to an understanding. Teachers have a major role in the process of teaching. In teaching there are some parts which are important such as approach, method, and technique.
These three parts in teaching might be very influencing for the process in learning. Each part is important and necessary. These can be decided situationally according to the condition in the classroom. The decision to apply any kind of
approach, method, and technique depends on the teachers’ ability in reading the
situation.
on the selected approach; the way of teaching. It is an overall plan for the presentation of language material, and it is based upon the selected approach. Method is discussed briefly in this study since it is the topic of this study.
Teaching process is not merely conducted in formal education which is school. It can also be conducted in informal education, for example, English courses. However, formal education has a more significant role in giving knowledge to the students. Senior high school is one of the formal educations where the students are given deep knowledge of materials in the learning process. In senior high school, the students are expected to be able to comprehend and produce English as their second language. SMAN 1 Kuta Utara was the place where this field research was conducted. Achievements in academic terms and its focus in teaching English to higher level have been the reason to choose this school.
1.2 Problems of the Study
Regarding the background above, there are two problems which are taken in the study, they are:
1. What types of method are used by the teachers in SMAN 1 Kuta Utara for teaching English?
1.3 Objectives of the Study
Every research has an objective or expected purpose which has to be achieved. This study also has some objectives to be achieved.
1.3.1 General Objective
The general objective of this study is to fulfill the requirements in English Department in purpose to get the undergraduate Degree (S1).
1.3.2 Specific Objective
Besides the general objective, this study also consists of specific objectives which are important to be achieved. The specific objectives are:
1. To find out the methods of language teaching used by the English teachers in SMAN 1 Kuta Utara.
2. To explain the problems which are mostly faced by the teachers in teaching process.
1.4 Scope of Discussion
1. Finding out the method of language teaching which is used by the teachers in SMAN 1 Kuta Utara. This study is focusing on the method of the teachers in giving their students materials and knowledge about English.
2. Explaining the problems faced by the teachers in teaching the language in the class. The discussion is also about the difficulty in giving the materials to
improve the students’ ability in English.
1.5 Research Method
1.5.1 Data Sources
The data of this study was taken from SMAN 1 Kuta Utara, which is located in Badung regency. This school was chosen as SMAN 1 Kuta Utara has been considered one of the top senior high schools in Bali. Many achievements in Academic field have been claimed, and the main reason is that SMAN 1 Kuta Utara is highly focusing on teaching English as a major aspect. There are two teachers as the informants; they are Ni Luh Made Suryati, S.S. and Drs. I Made Rai Mukiatna. They are currently teaching for the tenth grade classes.
language. Therefore, the understanding of English would be tested whether they really comprehend English materials.
1.5.2 Method and Technique of Collecting Data
In this study, the data was collected by using field research method. The methods which were used in this study are interview and observation in the classroom. The interview was conducted in order to obtain the information from the teachers about the methods they mostly apply in the teaching process. The questions of the interview were about the methods that they usually apply in the teaching process and also about the problems which are mostly faced by the teachers.
The second method is observation. Observation was conducted during the teaching process in the classroom. The objective of conducting observation was to find out the application of certain methods which were applied by the teachers. The application was about how they apply the methods
The data was also collected by using two techniques. The first technique was voice recording. During the interview, the recording technique was conducted in order to record the result of the interview, therefore, it would be more reliable since it was recorded.
related to the application of the methods. The scope of the information which was noted is the way how the teachers apply the methods and the problems.
The research was conducted four times in order to get the data for the analysis. The sequence can be seen as follows:
1. October 1st, 2015 : The interview with Ni Luh Made Suryati, S.S. in order to obtain the general information about her teaching process.
2. October 15th, 2015 : The interview with Drs. I Made Rai Mukiatna in order to obtain the general information about his teaching process. Fortunately, the data from this interview was complete enough to be analyzed.
3. October 29th, 2015 : The interview with Ni Luh Made Suryati, S.S. in order to obtain the specific information about her teaching process including the problems she mostly faced.
4. November 19th, 2015: The observation in two classes of each teacher to directly see the classroom activities generally.
1.5.3 Method and Technique of Analyzing Data
“Approaches and Methods in Language Teaching”. Then, the data which is related to the problems that are faced by the teachers was also analyzed based on the theory in the book “Methodology in Language Teaching (An Anthology of Current Practice)” edited by Richards and Renandya (2002). Besides, this study is also supported by the theory from Larsen-Freeman (2000) on her book entitled “Techniques and Principles in Language Teaching”.
This study also uses triangulation technique in analyzing the data. This technique was conducted regarding to time, which mean the technique was done at three different times to conduct check, re-check, and cross check. First, the data which was obtained from the informant was checked. In the second meeting, it was re-checked to make sure the data which has been collected in the first meeting is not mistaken. Afterwards, the last meeting of this technique is cross check by conducting the observation of both teachers in order to cross check the data; therefore, in the end there would be no mistake in the analyzed data.
1.5.4 Method and Technique of Presenting the Analysis
9 2.1 Review of Literature
This part of study presents the review of seven studies from the previous students of English Department and other students from different university. The topics of the studies reviewed are related to this study’s topic.
The study comes from Mariana (2007) entitled “English Teaching Method
Applied by Acceleration Class of SD Muhammadiyah 2 Denpasar” analyzed the type of teaching method used by the acceleration class of SD Muhammadiyah 2 Denpasar. The theory which was applied in this study is from the book “Approaches and
Methods in Language Teaching” written by Richards and Rodgers (1986). Mariana’s
study is slightly similar with this study as Mariana’s study analyzed the type of teaching method used by certain institution or school. In this study, the data source comes from the teachers who teach English in SMAN 1 Kuta Utara, while Mariana’s study used data source from an acceleration class of a specific elementary school.
Mariana’s study might be considered complete as it does not only consist of the
explanation, role play technique, reading aloud, translation technique, copying technique, identification technique, dialogue technique, dictation technique, and testing technique. As Mariana’s study contains almost everything relates to teaching method, the weakness which can be found is the less explanation of the results in applying the methods since it does not really focus on the result that can be obtained through the methods applied. The result whether the students can understand the materials given through those methods are not specifically discussed.
The study which is entitled “The Approach, Methods, and Techniques Used in English Language Teaching at the State Elementary School No. 2 Gianyar” from Cindraheni (2007 is based on the theory proposed by Richards and Rodgers (1992).
Cindraheni’s study is similar with this study as both studies analyze the methods and
techniques of English teaching. Unlike the other studies which are more specific in
analyzing the method, Cindraheni’s study presents the general analysis of the teaching method in a certain school. Cindraheni’s study also describes the difficulties
in using the teaching method. The difficulties that are faced by teachers and students
are included in Cindraheni’s study which become the strength if compared with other
studies. The weakness is in the discussion about both good and bad effects of the
methods which are not found in Cindraheni’s study.
“English Teaching Techniques Used in SD Negeri 1 Abianbase in Teaching
Language Skills” is the following study to be reviewed which was written by Dewi
English teacher in teaching language skills. Dewi’s study adopted the theory from
Mackey (1978: 36). This study is slightly similar with Dewi’s study. The similarity is on the contents which are discussed in both studies. Dewi’s study also focuses on the
problems that are faced by the teachers in teaching language skills, such as lack of
time, lack of ideas, lack of facilities, and the students’ attitude. This becomes another part of the study which strengthens it. The weakness of Dewi’s study is that the
analysis of the teaching method only concerns about the teacher’s performance
without concerning about the students’ ability in accepting such techniques.
The study which is entitled “The Effectiveness of Teaching Vocabulary through
Total Physical Response Method” written by Fadillah (2011) analyzed the objective condition of the effectiveness of using Total Physical Response Method in Teaching Vocabulary at the seventh grade of junior high school. It includes the differences of
the students’ vocabulary mastery learnt by using Total Physical Response Method
compared to the students’ vocabulary mastery learnt by using Grammar Translation
Method, and the students’ vocabulary achievement learnt by using Total Physical Response Method. Even though Fadillah’s study is related to this study, there is one
clear different that can be found. Fadillah’s study is about the effectiveness of a certain teaching method while this study analyzes the types of the teaching method
used by the teachers in a particular school. The strength of Fadillah’s study is the
specific explanation of a certain method in teaching process which contains deep
Physical Response and Grammar Translation Method in terms of the result that can be obtained by the students. It tells that Total Physical Response is better for the students in mastering grammar instead of using Grammar Translation Method.
The study to be reviewed afterwards is entitled “The Use of Clustering Technique in Teaching Writing Narrative Text (A Quasi-Experimental Study of
Tenth Graders in One Senior High School in Bandung)” which was written by Adriati
(2013). Adriati’s study was conducted to analyze the use of clustering technique in
teaching writing narrative text. The research method which was used in this study is quasi-experimental. Adriati’s study used quantitative method, especially in design of quasi-experimental. The design of Lodico et al. (2006) was chosen to support the
quantitative method. This study is different with Adriati’s study in terms of the discussion and the data collection method. The quasi-experimental design is also the
strength of Adriati’s study as this design is the most practical option in conducting
outcome evaluation. The data source is not specific enough as the data source is taken from one high school but no specific high school as the data source.
The next study comes from Gusviani (2013) entitled “The Use of English Song in Teaching Listening Skill (A Quasi Experimental of Eleven Grade of Senior High School at SMA Negeri 4 Cimahi)” is aimed to find out the use of English song as a
medium in improving students’ listening skill. Gusviani’s study is more specific in
teaching listening skill. Gusviani’s study has a strength in terms of teaching process
result. The idea of using English song as a medium of teaching helps the students to improve their understanding. Gusviani’s study has taken an idea that in the listening class, the teachers can bring more attractive mediums in teaching listening skill.
effectiveness of genre-based approach in teaching writing report text. Fauziah’s study
differs with this study in terms of effectiveness of a certain mehod. Fauziah’s study is specific in discussing the method’s effectiveness. The weakness of Fauziah’s study is
the use of Indonesian language in doing an interview. The interview should be using English as the students who were interviewed are English students. The strength of
Fauziah’s study is the brief and complete discussion about Genre-Based Approach, Its effect in teaching and its function in the classroom.
English teaching method in three Universities located in China which includes the effectiveness of the methods which are used. This article is much related to this study as it contains with English teaching method.
2.2 Concepts
This study contains with the basic concepts which are related to the topic of the study. The basic concepts of this study are described below.
2.2.1 Concept of Teaching
Teaching can be defined as an activity of giving knowledge and materials which is conducted by someone. It is closely related to learning as teaching is the process of facilitating learning. While learning is done by students, teaching is done by teachers. Without teaching, the learning process might not be successfully done, since good teaching might cause a good learning process. The teacher has an important role to play because he is actively stimulating learning.
2.2.2 Concept of Method
According to Richards and Rodgers (1986), method has an important role in teaching process. Method is an overall plan for presenting language material, based on the selected approach; the way of teaching. It is an overall plan for the presentation of language material, and it is based upon the selected approach.
teacher and student. Without the correct method in teaching, the information and knowledge which are intended to be taught may not be clearly understood by the learners. This proves that in the classroom, the success in learning process depends on the method used by the teacher. The variety of the methodology should be mastered by the teacher and applied well in the classroom environment.
2.3 Theoretical Framework
Theoretical framework is necessary in a study. The theoretical framework consists of the basic theory. This theory would support the data in the research as the data was analyzed by using the theory.
In analyzing the types of language teaching method, the basic theory is taken from book “Approaches and Methods in Language Teaching” written by Richards and Rodgers (1986). In the book, there are three kinds of procedure of language teaching, they are approach, method and technique. The three procedures are related to another.
Response, and Communicative Language Teaching. The more specific explanation about the methods are explained below.
1. Grammar Translation Method
This method uses detailed analysis of language grammar role then followed by the language application in form of task of translating sentences and text into target language. It views that language learning consists of something more than just memorizing rules and facts in order to understand the morphology and syntax of the foreign language. The first language is maintained as the reference system in the acquisition of the second language (Stern 1983: 455). This method was known as Classical Method since it was used to support the teaching process of classic language like Latin and Greek. This method is basically used for supporting and helping the students to read and appreciate foreign language literature. By using Grammar Translation Method, the learners are hoped to be able to master the grammar of the target language as well as the grammar of their native language.
1. Principles of Grammar Translation Method
The principal characteristics of the Grammar-Translation Method which can be mentioned are:
b. Vocabulary is based on the reading text used, and words are taught through memorization.
c. The lesson is devoted to translating sentences into and out of the target language.
d. There is a high standard in translation that should be attained by the students.
e. The study of grammar rules are practiced in the translation exercises.
f. The students’ native language is used as the medium of instruction to explain new items.
2. Procedures of Grammar Translation Method
According to Larsen-Freeman (2000), there are some procedures in teaching language by using Grammar Translation Method, the procedures are:
a. The students read the text written in the target language.
b. The students translate the passage from the target language into the native language.
c. The teacher asks the students in the native language if they have questions and the students answer in the native language as well if they have one.
e. The teacher checks the answers and if there are incorrect answers, the teachers will give the right ones.
f. The new words found by the students then being translated into the native language.
g. The teacher gives the students some grammar rules.
h. The rule is applied by the students in the exercises given.
i. The students are expected to memorize grammatical structure.
2. Direct Method
The students understand a language by listening and then speak what they have listened. The language is learnt through direct association of words and phrases with objects and actions, without the use of native language by the teacher. According to Franke (1884), a language could best be taught by using it actively in the classroom. Rather than using analytical procedures that focus on explanation of grammar rules in classroom teaching, teachers must encourage direct and spontaneous use of the foreign language in the classroom. The foreign language can be taught without using
translation and the use of the learners’ native language. Unlike Grammar Translation
1. Principles of Direct Method
These are the principles which can be known as the known as the foundations of this method, they are:
a. The instruction in the classroom is conducted exclusively in the target language.
b. Grammar and vocabulary are taught orally.
c. Speaking and listening comprehension are taught.
d. High accuracy in pronunciation and grammar are expected.
e. Oral communication skills are built up.
f. In the class, the students are expected to learn the target language most of the time.
g. Repetition of material is done in order to make the students acquire the language naturally.
h. Concrete vocabulary is taught through objects and pictures, while abstract vocabulary is taught by association of ideas.
2. Procedures of Direct Method
a. The students are asked to read a passage aloud.
b. The teacher asks the students in the target language whether the students have questions and the students respond by asking questions if they have by using the target language as well.
c. The teacher responds the questions in the target language.
d. The students’ pronunciation is a priority.
e. The teacher corrects the students’ grammar errors.
f. The students are asked questions about themselves in the class.
g. The students fill in blanks with prepositions practiced in the lesson.
h. The teacher dictates a paragraph or a passage about the topic that has been discussed.
3. Audio Lingual Method
1. Principles of Audio Lingual Method
There are some principles of Audio Lingual Method that can be discussed in this study, such as:
a. Speaking and listening come first, while reading and writing come later.
b. Students are expected to comprehend the foreign language when it is spoken in normal speed.
c. The students have no difficulty in understanding printed materials.
d. The learning of structure is through the practice of patterns of sound, order, and form, rather than by explanation.
e. Grammatical explanation is avoided in this method.
f. Translation is forbidden at early levels of students.
g. Students’ native language is forbidden in this method.
2. Procedures of Audio Lingual Method
According to Larsen-Freeman (2000), some procedures can be applied in order to use Audio Lingual Method in the teaching process, they are:
b. The target language is used by the teachers. The native language must not interfere during the class.
c. The teacher introduces the dialogue by modelling it. The teacher should provide the students a good model.
d. The students repeat each line of the dialogue several times.
e. When errors occur, they should be corrected immediately by the teachers.
f. The teachers give positive reinforcement to help the students improve like
saying ‘very good’ if they are correct.
g. New vocabulary is introduced through lines of the dialog.
h. Students are given no grammar rules. Rules are given and taught through examples.
4. Silent Way
the learner is a principal actor rather than a bench-bound listener. The learners are not acting as listeners anymore in Silent Way, they are expected to as active as possible.
1. Principles of Silent Way
The principles of silent way that can be mentioned are:
a. Learning is facilitated if the learner discovers or creates rather than remembers and repeats what is to be learned.
b. Learning is facilitated by accompanying (mediating) physical objects.
c. Learning is facilitated by problem solving involving the material to be learned.
2. Procedures of Silent Way
a.
Teaching pronunciation is usually using "sound color charts"b. Teacher's Silence is needed. The teacher is expected to be silent and let the students be active.
5. Total Physical Response
Total Physical Response (TPR) is a language teaching method using the coordination of speech and action and teaches the language through physical activities. The learners do a lot of listening and then they learn to speak it. They also do a lot of physical activities by observing actions and performing the actions themselves. By observing and performing actions, they are expected to understand the language they learn. The general objectives of Total Physical Response are focused on teaching oral proficiency at the first level of the lesson. Comprehension is focused at the end, and the main objective is to teach speaking skills.
1. Principles of Total Physical Response
There are some principles in total physical response method. These principles are the basic principles that can be discussed, they are:
a. It is a method which is built around the coordination of speech and action.
b. The students will spend most of the time in understanding the target language at the beginning of the class.
c. Comprehension skill is expected to be established.
d. This method provides fun through physical activities.
2. Procedures of Total Physical Response
The procedures of Total Physical Response that can be followed are as follows:
a. The teacher gives a command to the students to do something in the target language and then performs it with the students.
b. The students do not say a word or in other words, the students should understand the target language before speaking.
c. The teacher gives the commands quickly to make the students learn the language rapidly.
d. The students are expected to learn through observing and performing actions themselves.
e. The teacher makes changes to the order of the commands, therefore; the students do not memorize the fixed routines.
f. The teacher repeats the commands if the students make errors.
6. Communicative Language Teaching
method, language is actively used. It is a method of language teaching that starts from a communicative model of language.
1. Principles of Communicative Language Teaching
The principles of communicative language teaching will be discussed in this study which consists of:
a. The attempts to communicate may be encouraged from the very beginning of the class.
b. In materials and methodology, linguistic variation becomes the central concept.
c. Communicative competence is the goal of this method.
d. Effective communication is needed.
e. Students are expected to interact with other people either through pair and group work, or in their writings.
f. Accuracy of the language will be assessed not in the abstract but in context.
g. If necessary, reading and writing can be learnt from the first day.
2. Procedures of Communicative Language Teaching
h. Support the material by giving a brief summary relevant to the theme of the passage.
i. The teacher clarifies any difficulty faced by the students.
j. The teacher reads the material twice in normal speed.
k. The students are asked some questions twice and they are given time to write the answers.
l. The teacher repeats the material twice and still in normal speed.
m. The teacher again asks the questions.
n. The students are given two minutes to check their work and make some necessary changes.
Beside the theory from the book written by Richards and Rodgers (1986), also there is the second theory described in the book “Methodology in Language Teaching (An Anthology of Current Practice)” edited by Richards and Renandya (2002). The analysis is about the problems mostly faced by the teachers in teaching English for
the students in SMAN 1 Kuta Utara. This analysis is to know the teachers’ problems
This book of Richards and Renandya contains with the principles needed for the teachers to foster the students in the classroom. These principle are connected with the problems found in the teaching process. There are twelve principles which are considered the characteristic of strategies to solve and avoid problems in the teaching process for the teachers. The principles are:
1. Automaticity
Efficient second language learning involves a timely movement of the control of a few language forms into the automatic processing of a relatively unlimited number of language forms. Overanalyzing language, thinking too much about its forms, and consciously lingering on rules of language all tend to impede this graduation to automaticity. With automaticity learners automatically produce the language without thinking.
2. Meaningful Learning
3. The Anticipation of Reward
Human beings especially language learners tend to be easier to be directed to act or behave if they are given either a short-term or a long-term reward. The strength of immediate reward in the class is considerably undeniable. One thing that the
teacher should do in the class is creating those moments of directing the students’
behavior by giving rewards that can keep the class interesting.
4. Intrinsic Motivation
The problem that might happen in learning language is when no desires and
needs in learning it are found within the learners’ self. The motivation from the inside
is very important in learning any kind of language and in this case English. Behavior can be directed and driven by extrinsic reward. However, intrinsic reward has a more
powerful impact to students’ behavior in learning language.
5. Strategic Investment
Successful mastery of the second language can be depending on the learners’
6. Language Ego
When the learners start to learn the second language, at the same time the learners develop a new way of thinking and feeling. The new “language ego,” intertwined with the second language, can easily create within the learner a sense of fragility, defensiveness, and a raising of inhibitions.
7. Self-Confidence
The success in attaining the comprehension of the second language especially
in doing task can be considered a cause of the learners’ beliefs and confidences in
attaining the task. It is also the teacher’s job to maintain and improve the students’ belief and confidence. This matters especially in speaking skill which needs a good confidence in producing the language.
8. Risk Taking
Successful language learners, in fact are sometimes willing to become
“gamblers” in attempting to produce and interpret the second language. The students
9. The Language–Culture Connection
Whenever you teach a language, you also teach a complex system of cultural customs, values, and ways of thinking, feeling, and acting. Language is closely connected to culture itself. Each language might have different culture implied. Therefore, cultural customs, values, and ways of thinking will be as well taught along with the language.
10.The Native Language Effect
The native language of learners will be a highly significant system in predicting the second language system. The native language will also be both positive and negative. It can be both facilitating the second language learning and interfering the production and the comprehension of the second language.
11.Interlanguage
12.Communicative Competence
