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I e to expres smy sincere thankfulnes sto Ibu Yuseva i
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A S.Pd. ,M.Ed. ,Ibu Chrisitna Laksmtia Anandar iS.Pd. ,
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T C A R T S B
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S T N E M E G D E L W O N K C
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S T N E T N O C F O E L B A
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S E L B A T F O T S I
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S E R U G I F F O T S I
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N O I T C U D O R T N I :I R E T P A H
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B ResearchProblems ... .. 3 .
C ProblemLimtiaiton ... 3 .
D ResearchObjecitves ... 4 .
ii x .
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1 Students ’Percepiton ... 5 .
2 IntegratedSkill s... 6 .
3 C iritca lListeningandSpeaking( CLS )Class ... 6 .
4 ELESPStudent so fSanataDharmaUniverstiyYogyaka tra 7
F O W E I V E R : I I R E T P A H
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1 Percepiton ... 8 .
a Deifniitono fPercepiton ... 8 .
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1 Selecitono fS itmul i... 11 )
2 Organizaitono fSitmul i ... 11 )
3 Thes tiuaiton ... 11 )
4 S -efl Concep t ... 11 .
c Factor sCreaitngPerceptua lDfiifcu tly ... 21 .
d Percepitoni nLearning ... 21 )
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2 Proces s... .. 31 )
3 Produc t ... 31 .
2 TheoryofI ntegratedSkill s ... 41 .
a DeifniitonofI ntegratedSkill s ... .... 41 .
b Advantage sandDisadvantage sofI ntegratedSkills... 71 )
ii i x )
2 Disadvantage sofI ntegratedSkills ... 81 .
3 TeachingLearningMethods ... 91 .
a Process-BasedTeaching ... 91 .
b Students-CenteredLearning ... 91 .
B Theoreitca lFramework ... 02
Y G O L O D O H T E M : I I I R E T P A H
C ... 32
.
A ResearchMethods ... 32 .
B Researchparitcipant s ... 42 .
C ResearchI nsrtument sand DataGatheirngTechnique ... 52 .
1 Quesitonnarie ... 52 .
2 Interview ... .... 62 .
D DataAnalysi sTechnique ... 82 .
E ResearchProcedure ... 92
S N O I S S U C S I D D N A S G N I D N I F H C R A E S E R : V I R E T P A H
C ... 23
.
A TheI mplementaitono fC iritca lListeningandSpeaking ... 23 .
1 Mateiral s ... 33 .
2 TeachingMethods ... 73 .
3 Students ’Mo itvaiton ... 14 .
4 Evaluaiton ... 24 d
n a e v it i s o P .
a NegaitveSidesof CLS ... 24 d
n a e v ti s o P .
b Negaitveeffectsf ort heStudents... 54
.
v i x .
B TheStudents ’PercepitononI ntegratedSkillsi nCLS... 74 .
1 Datapresentaitonandanalysis ... 74 .
a Students ’Percepiton n
o theI mplementaitonIntegrateds kills... 84 .
b Students ’Evaluaiton n
o theI mplementaitono fIntegrateds killsi nCLS ... 36 .
c Students ’Evaluaiton A
e h t n
o dvantage sofI ntegrateds killsi nCLS... 07 .
d Students ’evaluaiton D
e h t n
o isadvantage sofI ntegratedskillsinCLS ... 27 .
e Students ’Opinion I
e h t n
o mplementaitonofI ntegratedskillsinCLS ... 77 s
l a ir e t a M )
1 ... 77 s
s e n r e g a E ’ s t n e d u t S )
2 ... 87 s
d o h t e M g n i h c a e T )
3 ... 08 s
t n e m e v o r p m I ’ s t n e d u t S )
4 ... 18 S
N O I T A D N E M M O C E R D N A S N O I S U L C N O C : V R E T P A H
C ... 38
.
A Conclusion s ... 38 .
B Recommendaiton s ... .. 68 s
r e r u t c e L g n i k a e p S d n a g n i n e t s i L l a c it ir C r o F .
1 ... 68
r e h c r a e s e R e r u t u F r o F .
2 s ... 78 S
E C N E R E F E
v x
S E C I D N E P P A F O T S I L
x i d n e p p
A 1PermissionLetter ... 09 x
i d n e p p
A 2TheMatirxo fQuesitonnarief o rStudents... 19 x
i d n e p p
A 3QuesitonnarieandPlio itngQuesitonnaries ... 89 x
i d n e p p
A 4RawDatafromCloseEndedQuesitons... 01 2 x
i d n e p p
A 5RawDatafromOpenEndedQuesiton s ... 31 2 x
i d n e p p
A 6I nterviewGuideilne ... 51 4 x
i d n e p p
i v x
S E L B A T F O T S I L
e l b a T 23 .
k r o w e m a r
F oft heI nterviewGuideilneonI mplementaitono fCLS ... . 72
e l b a
T 3 .3 G g n ir o c
S radef ort heStudents ’Quesitonnarie. ... 9 2
e l b a
T 4 .1 s t n e d u t
S ’ PercepitonontheI mplementaitonofI ntegratedSk illsinCLS .... 8.. 4
e l b a
T 4 .2 s t n e d u t
S ’Evaluaitonont heI mplementaitonofI ntegratedSkillsi nCLS .. 3.... 6
e l b a
T 4 .3 s t n e d u t
S ’ Evaluaiton ontheAdvantage soft heI mplementaiton S
d e t a r g e t n I f
o killsi nCLS ... .7 0
e l b a
T 4 .4 s t n e d u t
S ’ Evaluaiton ont heDisadvantage soft heI mplementaiton S
d e t a r g e t n I f
ii v x
S E R U G I F F O T S I L
1 . 2 e r u g i F
s s e c o r P l a u t p e c r e P e h
T ... 9
1 . 3 e r u g i F
e r u d e c o r P h c r a e s e
1
I R E T P A H C
N O I T C U D O R T N I
r s i h
T esearch invesitgate sthe students ’percepiton o fEngilsh Language n
o y ti s r e v i n U a m r a h D a t a n a S f o m a r g o r P y d u t S n o it a c u d
E Integrated skill s
h c a o r p p
a in Criitca l Listening and Speaking (CLS ) class . Thi s inrtoductory l
e m a n , s n o it c e s r o j a m x i s s n i a t n o c r e t p a h
c y (1 )the research background ,(2 ) m
e l b o r p h c r a e s e
r s 3 ,( )problem ilmtiaiton ,(4 )research objecitves ,(5 )research ,
s ti f e n e
b and(6 )deifniitono fterms .
.
A ResearchBackground
n w o r e h r o s i h s a h m e h t f o h c a E . g n i n r a e l n i s y a w n w o r i e h t e v a h s t n e d u t S y a
w s in understanding the lesson , especially in learn ing Engilsh . Recenlty , s
t c e j b u s t n a tr o p m i t s o m e h t f o e n o o s l a s i h s il g n
E especially i n Indonesiaa ti nd
s e m o c e b t a h t s e h c a o r p p a e h t f o e n O . s e h c a o r p p a g n i h c a e t f o s d n i k s u o ir a v s a
h the
s i h t f o s u c o
f research si anintegratedskillapproach.Accordingt oOxford(2001) , integrated skill sapproach i s the combinaiton o ftwo o rmore skill swtihin a
. k s a t e v it a c i n u m m o
c Fu trhermore,t hei ntegraitono rcombinaiton oft heskill scan d
e t n e m e l p m i e
b i ntheclas sbygivingapprop iratemateiralst othes tudents . s
ll i k s d e t a r g e t n
I approachhasbeenusedi ncetrainsubjectsi n t Ehe ngilsh Language Educaiton Study Program (ELESP ) o f Sanata Dharma Universtiy .
o t g n ir r e f e
R Buku PanduanAkademikProgram StudiPendidikanBahasa I nggri s s
a ti s r e v i n
t s i s n o
c oft wodfiferen tsubjects .Thef ri ssti thei ntegraitonofr eadingandw iritng .
) W R C ( g n it ir W d n a g n i d a e R l a c it ir C d e ll a
c B irelfy ,C iritca lReadingandW iritng s
i the course which aims to make the student sthink ciritcally based on ce train .
r e r u t c e l e h t y b n e v i g s c i p o
t The second i sthe integraiton o f ilstening and .)
S L C ( g n i k a e p S d n a g n i n e t s i L l a c it ir C d e ll a c g n i k a e p
s InCLSclas ,st hestudent s
e r
a requ riedtodo t hesamet hingasi n CRWclass. In t hi sstudy,i ntegrated skills h
c a o r p p
a inC iritca lListening andSpeaking(CLS )becomest hewrtier’ sconcern . o
t c i p o t s i h t s y o l p m e r e ti r w e h
T discoverthestudents ’percepiton o ftheEngilsh )
P S E L E ( m a r g o r P y d u t S n o it a c u d E e g a u g n a
L Sanata Dharma Universtiy on t he
l c e h t n i d e t n e m e l p m i h c a o r p p
a ass .Thi sstudy i saimed to discove rhow the s
t n e d u t
s perceiveintegrateds kill sa sameans ofi mprovingtheriablitiyi nl earning .
h s il g n E
e h
T ELESP student so fSanata Dharma Universtiy come from va irou s c
it s ir e t c a r a h c t n e r e f fi d e v a h y e h t d n a a i s e n o d n I d n u o r a s n o i g e
r s from one to
.r e h t o n
a From that background ,no tal lo fthe ELESP student swho take the d
e t a r g e t n
i courses learn smoothly. Based on t hebackground , ti i scommon fit he e
r e f fi d e v a h e s r u o c d e t a r g e t n i e h t e k a t o h w s t n e d u t s P S E L
E n tway sandr esu tlsi n
g n i n r a e
l .Based on t he previou sobservaiton on t hei mplementaiton ofi ntegrated h
c a o r p p a s ll i k
s conducted by the wrtie rin t 6he th semeste rin Research Pape r e
s r u o c ) W P R ( g n it ir
W ,thestudentstendt o ifndsomedfiifculite swhentheylearn s
t n e d u t s e h t e s u a c e b s e g r e m e m e l b o r p s i h T . s l a ir e t a m e h t t u o b
a have to
r e tt e b e t a rt n e c n o
, e r o m r e h tr u
F i talso i n lfuence sstudents ’performanceint heclass .Therefore , tii s o
w e r a y e h t t a h t e s r u o c e h t n o n o it p e c r e p ’ s t n e d u t s e h t w o n k o t t n a tr o p m
i rkingon .
e d i s e
B s, t he researche ralso add saddiitonali nformaiton abou ta research y
b e n o d h c a o r p p a s ll i k s d e t a r g e t n i n
o theotherr esearcher. Ther esearchwa sdone a
Y y
b -Chen Su a tSouthern Taiwan Universtiy o fTechnology on Septembe r4th , d
i a s s a w t I . 6 0 0
2 tha t90% o fthe students agreed tha tthe insrtucto rprovided n
i h s il g n E e s u o t s t n e d u t s r o f e m it d n a s e it i n u tr o p p
o a rea lcommunicaiton in
. s s a l
c Ninety percen t(90%) oft he studentsfetlt hat t heclas swa ssuccessfu land L
F r i e h t r o f e t a ir p o r p p
a (Foreign Language) learning and recommended the u
n it n o
c o us use o fthe integrated skill sapproach in clas sfo rthe nex tacademic .r
a e
y Thi sshowst hatt hei ntegratedskill sapproachi sbeneifcialt othestudentsi n n
r a e l o t r e d r
o Engilshast herif oreignl anguage.
.
B ResearchProblems
d a o t s m i a , e r o f e r e h t , y d u t s e h
T dresst hesefollowingr esearchquesitons : .
1 Howi st hei mplementaiton o fC iritca lListening and Speaking (CLS )course d
e t n e m e l p m
i ?
.
2 Wha tdot hes tudent sperceiveoni ntegrateds killsi mplementedi nCLSclass?
.
C ProblemLimtia iton
Thi sresearch focuses on knowing the students ’percep iton on C iritca l t
I . s s a l c ) S L C ( g n i k a e p S d n a g n i n e t s i
L also focuseson t heconcep tofi ntegrated s
ll i k
s i h c r a e s e
r conducted at et h ELESP Sanata Dharma Universtiy .The locaiton is t
n I f o e c n e t s i x e e h t e s u a c e b n e s o h
c egrated Skill sapproach si found here. The l li w s u c o f e h t ,r e v e w o H . e s r u o c e h t f o e d i s l a c it ir c e h t n o s u c o f t o n l li w r e h c r a e s e r
f o n o it a t n e m e l p m i e h t n o e r o m e
b theintegrateds kill sapproach .
.
D ResearchObjecitves
a ti m il m e l b o r p e h t n o d e s a
B iton ,the research ha stwo objecitve sa s :
s w o ll o f
.
1 To descirbe the implementaiton o fC iritca lListening and Speaking (CLS ) .
s r e r u t c e l e h t m o r f
.
2 Toknowt hes tudents’ percepitononintegratedsk illsapproachass eeni n g
n i k a e p S d n a g n i n e t s i L l a c it ir
C (CLS )classt hatt hes tudent sareworkingon .
.
E ResearchBeneftis
I ti sexpected tha tthe resu tl so fthe study can be beneifcia lto the :
s g n i w o ll o f
.
1 Thes tudent so fELESPSanataDharmaUniverstiy
tl u s e r e h
T s oft heresearch i sexpected t o help thestudent so ftheELESP a
m r a h D a t a n a
S who are interested in conducitng research in learning Engilsh tl
u s e r e h T . h c a o r p p a s ll i k s d e t a r g e t n i g n i s
u s mayalsoprovidethemode lofs urvey h
c r a e s e
r i n educaiton ifeld generally .I talso help sthe stude nts improve thei r s
u o u n it n o
c learning .Throught hei nterpreteds tudy,t he resutls mayalsocont irbute d
n a , g n i h c a e t e g a u g n a l , n o it a c u d e f o t n e m p o l e v e d e h t o
.
2 Thel ecturer so fELESPSanataDharmaUniverstiy
f o s r e r u t c e l e h t p l e h l li w y d u t s e h
T ELESP Sanata Dharma Universtiy d
n a t s r e d n
u the students ’percepitons on integrated skill .s Since the percepiton s i h t r e h t e h w w o n k o t s r e r u t c e l e h t r o f r e tt e b s i ti , t n a tr o p m i s i s t n e d u t s e h t m o r f
. y l e t a ir p o r p p a h s il g n E n r a e l s t n e d u t s e h t s p l e h h c a o r p p
a Fu trhermore ,the study
e k a m s r e r u t c e l e h t p l e h l li
w a decision whethert he approach i s beneifcialt o the h
s il g n E g n i n r a e l n i y ti li b a p a c r i e h t e v o r p m i o t s t n e d u t
s .Byknowingt hestudents ’
r e r u t c e l e h t , n o it p e c r e
p s can also decide which mateiral sshould be made and .
s s a l c e h t n i d e t n e m e l p m i
.
F De ifniitono fTerm s
b u s s i h t n
I -chapter, ther esearche rprovide ssomede ifniitonsoft ermst ha t .
r e t a l d e s u e b l li w t a h t y r o e h t e h t f o e s a b e h t s a s e s u r e h c r a e s e r e h t
.
1 Students ’Percep iton
n o it p e c r e
P i sapsychologi calterm ,which i sdescirbed by Foley( 2007 )a s a e c u d o r p o t n o it a s n e s e z i n a g r o d n a t e r p r e t n i s m s i n a g r o h c i h w y b s s e c o r p a
. d lr o w e h t f o e c n e ir e p x e l u f g n i n a e
m Contextually ,organism smean the student s g n il a e d s i t x e t n o c s i h t n i e c n e ir e p x e l u f g n i n a e m A . e s r u o c e h t n o g n i k r o w e r a o h w
e h t h ti
w students ’ persona l expe irence s and how the student s perceive and .
g n i n r a e l r i e h t e c n e ir e p x
e In thi sresearch ,percepiton refer sto the third (3rd ) e
m e
s ste rstudents ’o fthe Engilsh Language Educaiton Study Program Sanata a
m r a h
e v r e s b o s i n o it p e c r e p r i e h T . s s a l C g n i k a e p S d n a g n i n e t s i
L d in orde rto know
s d e t a r g e t n i e h t r e h t e h
w kill sapproachb irngs beneftist ot hes tudents.
.
2 IntegratedSkill s
o t g n i d r o c c
A Oxford(2001)i n herj ournalaritcleofI ntegratedSkillsi n C
L F E / L S E e h
t lassroom ,s states t hat i ntegrated skill sor i ntegraiton o fskill scan o
w t f o n o it a n i b m o c e h t s a d e n if e d e
b o rmoreskill swtihinacommunicaitvet ask . ,
s ll i k s g n it a r g e t n i y
B thel ecturersmakeclassroom workclosert or eall fie ,where e
r o m e t a r g e t n i e w t o n n a h t n e tf o e r o
m than one skill . In thi scontext, the s
d e t a r g e t n
i kill sare ilstening andspeaking skillst ha tappeari n C iritca lListening e
s r u o c ) S L C ( g n i k a e p S d n
a .Both ilstening and speaking are f(u trher )integrated .
g n i k a e p S d n a g n i n e t s i L l a c it ir C d e m a n e s r u o c e n o o t n i
.
3 Criitca lListening and Speaking (CLS )Clas sin ELESP Sanata Dharma
y ti s r e v i n U
e h
T researche rproposesat heoryo fC iritca lListeningandSpeaking( CLS ) n
o d e s a
b Buku Panduan Akademik Program Stud iPendidikan Bahasa Inggri s s
a ti s r e v i n
U Sanata Dharma Yogyakarta ,(2011 ,p.39) .C iritca lListening and 2
g n i k a e p
S - KPE228 ( 4CR /4CH)emphasize smoreoncompleitngt hecourse , , d e c n a v d a d n e h e r p m o c o t , s ll i k s c i g e t a rt s y o l p m e o t e l b a e b l li w s t n e d u t s e h t
y r o ti s o p x e , s e v it a r r a n , s tr o p e r s w e n s a h c u s e s r u o c s i d d e d n e t x
e passages ;
z ir a m m u s d n a s e t o n e k a t , e s a r h p a r a
m r o f e h t n i s c i p o t n e v i g e h t n o d e s a b n o it c e lf e r d n a e s n o p s e r l a c it ir c l a r o e v i g o t
s i h T . n o it a t n e s e r p p u o r g /l a u d i v i d n i tr o h s f
o course i soffered i n Semeste r4 .The 1
g n i k a e p S d n a g n i n e t s i L l a c it ir C s i e s r u o c e ti s i u q e r e r
p .
.
4 EngilshLanguageEduca itonStudyProgram( ELESP )Students fo Sanata
a m r a h
D UniverstiyYogyakarta
f o s t n e d u t s P S E L E m r e t e h t s e n if e d r e ti r w e h
T SanataDharmaUniverstiy
a tr a k a y g o
Y sa thepeople who aret aking Engilsh Educaiton Depatrmen tast hei r s t n e d u t s P S E L E e h t t a h t t u o s t n i o p r e h c r a e s e r e h t , h c r a e s e r s i h t n I . m a r g o r p y d u t s
f
o SanataDharmaUniverstiy yogyakatraast hef ou trh 4( th) semeste rstudent swho e
r
a working on C iritca lListening and Speaking (CLS )class .Thestudent so fthe P
S E L
E Sanata Dharma Universtiy Yogyakatra are in batch o f2011 .Therefore , .
8
I I R E T P A H C
E R U T A R E T I L D E T A L E R F O W E I V E R
e h t s s e r d d a o t s e ir o e h t d e t a l e r e m o s e z il a u t x e t n o c o t s t p m e tt a r e t p a h c s i h T
l a c it e r o e h t ) 1 ( y l e m a n , s n o it c e s r o j a m o w t f o s t s i s n o c t I . s m e l b o r p h c r a e s e r
. k r o w e m a r f l a c it e r o e h t ) 2 ( d n a n o it p ir c s e d
.
A Theoreitca lDescrip iton
d e s s u c s i d s a e r a r o j a m 3 e r a e r e h
T int hi ssub-chapter .Theyaret heoryo f . s e i g e t a rt s g n i n r a e l g n i h c a e t f o y r o e h t d n a , s ll i k s d e t a r g e t n i f o y r o e h t , n o it p e c r e p
.
1 Percep iton
r o e h t e h t s t n e s e r p t r a p s i h
T i es o fpercepiton including the deifniiton o f l
e r s r o t c a f , n o it p e c r e p n o s r e p , n o it p e c r e
p atedt o ti ,andpercepitoni nl earning .
.
a De ifniitono fPercepiton
h c y s p a s i n o it p e c r e
P ologi calterm ,which i sdescirbed by Foley( 2007 )a s a e c u d o r p o t n o it a s n e s e z i n a g r o d n a t e r p r e t n i s m s i n a g r o h c i h w y b s s e c o r p a
n e S . d lr o w e h t f o e c n e ir e p x e l u f g n i n a e
m saiton usually refer sto the immediate , , s r a e , s e y e e h t n i s r o t p e c e r y r o s n e s f o n o it a l u m it s f o t l u s e r d e s s e c o r p n u y l e v it a l e r
s ’ e n o s e b ir c s e d r e tt e b , d n a h r e h t o e h t n o , n o it p e c r e P . n i k s r o , e u g n o t , e s o n
e v l o v n i y ll a c i p y t d n a d lr o w e h t f o e c n e ir e p x e e t a m it l
o t e l b i s s o p m i y ll a u tr i v e r a n o it p e c r e p d n a n o it a s n e s , e c it c a r p n I . t u p n i y r o s n e s
. s s e c o r p s u o u n it n o c e n o f o t r a p e r a y e h t e s u a c e b e t a r a p e s
, n o it i n if e d s ’ y e l o F h ti w e n il n
I according t o t hej ourna lo fPercepitonand n
o it p e c r e P n a m u
H retireved from www.managementconsulitngcourse .scom , r e h t a g e W . s u d n u o r a d lr o w e h t d n a t s r e d n u o t y rt e w y a w e h t o t s r e f e r n o it p e c r e p
e s e h t o t g n i n a e m s d d a n o it p e c r e p t u b , s n a g r o e s n e s e v if r u o h g u o r h t n o it a m r o f n i
t i d n a e r u t a n n i e v it c e j b u s y ll a it n e s s e s i n o it p e c r e p f o s s e c o r p e h T . s t u p n i y r o s n e s
o s l a s
i theproces sbywhich weorganizeand i nterpre tou rsensoryi mpressionsi n e
v i g o t r e d r
o ameaningt ot heenvrionment .A spointedout ,as tiuaitonmaybet he y l e s n e m m i e b y a m s l a u d i v i d n i o w t y b n o it a u ti s t a h t f o n o it a t e r p r e t n i e h t t u b e m a s
n o c n I .t n e r e f fi
d clusion ,percepitoni st hese to fprocesse sbywhich ani ndividua l e h T . t n e m n o ri v n e e h t t u o b a n o it a m r o f n i s t e r p r e t n i d n a f o e r a w a s e m o c e b
: y a w g n i w o ll o f e h t n i y ll a c it s il p m i s d e t c i p e d e b n a c s s e c o r p l a u t p e c r e p
s s e c o r P l a u t p e c r e P e h T 1 . 2 e r u g i
F
m o r
f www.managementconsulitngcourse .scom
e h
T mode lo fpercepiton help sone understand the basic processe sinvolved in .
y a w c it s il p m i s r e h t a r a n i n o it p e c r e p n a m u h
e s n e S
s n a g r O
n o it n e tt A
t s e r e t n I
n o it a rt s i g e
R I ent rpretaiton Aciton
t a h t e t a t s ) 9 . p , 6 0 0 2 ( it a y i n r u K n i d e ti c s a s e y e H d n a y d r a H , e r o m r e h tr u F
l a n o it p e c r e p e li h w n a e m ; t n e l a t n r o b s ’ e l p o e p s i n o it p e c r e p f o m r o f c i s a b e h t “
li b
a tiy i st her esul tofl earning ,which i sdeterminedby t heenvrionmen .t” In t hi s e h t y b d e n i m r e t e d o s l a s i n o it p e c r e p s ’ e n o t a h t d e r r e f n i e b n a c t i , t n e m e t a t s
. d e n r a e l e v a h y e h t t a h w f o t l u s e r e h t d n a e v il y e h t n o it a c o l
o t c e f f a n a c g n i h t e m o s n o n o it p e c r e
P ne’ s behavio r toward ti . When
e h t o t e s n o p s e r e v i g l li w y e h t , e v i e c e r y e h t i l u m it s e h t s d n a t s r e d n u e n o e m o s
t i , n o it a t c e p x e d n a s d e e n r i e h t ll if l u f il u m it s e h t t a h t s e v e il e b e n o e m o s f I .i l u m it s
e v a h m e h t e k a m l li
w a posiitve percep iton on the sitmuil .Every person ha s .
n o it a t c e p x e d n a s d e e n r e h r o s i h n o d e s a b n o it p e c r e p t n e r e f fi d
r e h t o n a e n o h ti w t c a r e t n i y lt n a t s n o c e c n e ir e p x e s u o i v e r p d n a n o it a t c e p x E
o s l a s i n o it p e c r e P .. .s t n e v e y r o s n e s f o n o it p e c r e p r u o e c n e u lf n i o t
t a v it o m r u o y b d e c n e u lf n i y ll a it n a t s b u
s ion and need .s..Ou rexpectaiton , e v i e c r e p o t s u g n it t e s , e n i b m o c s e t a t s l a c i g o l o h c y s p d n a , e c n e ir e p x e t s a p
d lr o w e h
t ince trainway .s( Bootzin ,1983 , 9pp.1 -1 120)
) 1 e r a y e h t ; n o it p e c r e p g n i m r o f f o s s e c o r p e h t n i s p e t s e e r h t e r a e r e h T
e m o s o t n i il u m it s e h t f o n o it a t e r p r e t n i d n a n o it i n g o c e r ) 2 , il u m it s e h t o t n o it n e tt a
n o it p e c r e p t a h t d i a s e b n a c t I . e g a s s e m e h t g n i d n o p s e r n i n o it c a ) 3 d n a , s e g a s s e m
a h e b f o m r o f a s
i vio rtha tallow sindividual sto interac twtih o radjus tto the .
t n e m n o ri v n e f o s d n a m e d g n i y r a v
.
b FactorsI n lfuencingPercep iton
h c i h w s r o t c a f r u o f e r a e r e h t t a h t e t a t s ) 5 8 . p , 5 8 9 1 ( i z n e l a V d n a n a m tl A
o p m i t s o m e h t f o r u o F . n o it p e c r e p s ’ n o s r e p a e c n e u lf n
fl e s s ’ n o s r e p e h t ) d ( d n a , n o it a u ti s e h t ) c ( , il u m it s f o n o it a z i n a g r o ) b ( , il u m it
s
. t p e c n o c
)
1 Selecitonofs itmul i
ll
A oft hesitmul iwtihwhichpeoplearesurrounded ,peoplef ocu sononly s
a n w o n k s i s s e c o r p s i h T . r e b m u n l l a m s
a aseleciton andoner easonwhypeople r o , s r e tl if d n a s e u c c if i c e p s s t c e l e s n o s r e p h c a e ; y lt n e r e f fi d s g n i h t e v i e c r e p
. s r e h t o f o t u o , s n e e r c s
)
2 Organiza itonofs itmu il
n o it a m r o f n i r e tf A . n o it a z i n a g r o s i n o it p e c r e p g n i c n e u lf n i r o t c a f d n o c e s A
d e g n a r r a e b t s u m t i ,) d e t c e l e s n e e b , s i t a h t( s s e c o r p g n i n e e r c s e h t e n o g r e d n u s a h
c it o a h c e h t f o t u o r e d r o g n ir b o t s e ir t d n i m e h T . l u f g n i n a e m e m o c e b o t s a o s
s n
o laughtofs ensorydatabys elecitngcetrain tiem sandputitngt hemt ogetheri na .
e c n e ir e p x e n o d e s a b s i t a h t y a w l u f g n i n a e m
)
3 Thes tiua iton
s ’ n o s r e p A . n o it a u ti s e h t s i n o it p e c r e p g n i c n e u lf n i r o t c a f r e h t o n A
a u ti s a , t u o b a s n o it a t c e p x e r o , h ti w y ti r a il i m a
f iton ,a swel la shi so rhe rpas t
s i y l e t a r u c c a n o it a u ti s a g n i v i e c r e P . s e v i e c r e p n o s r e p t a h t t a h w s t c e f f a , e c n e ir e p x e
. s n o it a u ti s o t r o i v a h e b r e h r o s i h s t s u j d a n o s r e p a l l e w w o h o t d e t a l e r o s l a
)
4 S -eflconcep t
e h t s i n o it p e c r e p g n i c n e u lf n i r o t c a f h tr u o f
A s -efl concept .Theway people
fl e s s a n w o n k s i s e v l e s m e h t e v i e c r e p d n a t u o b a l e e
f -concep.t Theway peoplesee
.
c Factor sCrea itngPerceptua lDfiifcutly
. e v it c e j b u s e b o t s d n e t n o it p e c r e p e h
T Peoplet endt o“respondt ot hesame l
u m it
s iin dfiferen tways” (Atlman & Valenzi ,1985 ,p .91) .Because o f ti s f o g n i n a e m e li h w , s a i b e b o t s d n e t n o it p e c r e p s ’ e l p o e p s e m it e m o s , y ti v it c e j b u s a n i n o it a m r o f n i t e r p r e t n i r o e s u o t y c n e d n e t c it a m e t s y s a s i s a i
b way t hatr esutl s
s e n o J d n a e g r o e G o t g n i d r o c c A . n o it p e c r e p e t a r u c c a n i n
i (2005 ,p .118),t hereare
e h t e r a s t c e f f e y c a m ir p ; s t c e f f e y c a m ir P ) 1 ( . s n o it p e c r e p s a i b g n i s u a c s r o t c a f x i s e s o h T . t e g r a t a t u o b a s a h r e v i e c r e p a t a h t n o it a m r o f n i f o s e c e i p l a it i n
i affec tont he
e r a h c i h w ; t c e f f E t s a rt n o C ) 2 ( .t e g r a t e h t f o n o it a u l a v e d n a n o it p e c r e p s ’ r e v i e c r e p ) 3 ( .t e g r a t f o n o it p e c r e p s ’ r e v i e c r e p e h t e c n e u lf n i s r e h t o f o n o it p e c r e p ’ s r e v i e c r e p i h s e c n e u lf n i t e g r a t a f o n o i s s e r p m i l a r e n e g s ’ r e v i e c r e p e h t ;t c e f f E o l a
H so rhe r
r a li m i S ) 4 ( . s n o i s n e m i d c if i c e p s n o t e g r a t e h t f o n o it p e c r e
p - ot -meeffect ;people
; y c n e d n e t e g a r e v a d n a , y c n e i n e l ,s s e n h s r a H ) 5 ( .r a li m i s s i d e r a o h w e s o h t e v i e c r e p . t n e i n e l y lr e v o e m o s , n o it p e c r e p r i e h t n i h s r a h y lr e v o e b o t d n e t s r e v i e c r e p e m o s
Other sview mos ttarget sa sbeing abou taverage .(6 )Knowledge o fpredictor ; n o it p e c r e p s e c n e u lf n i e c n a m r o f r e p f o r o t c i d e r p a n o s d n a t s t e g r a t a w o h g n i w o n k . t e g r a t e h t f o .
d Percep itoni nl earning
g n i n r a e l n o n o it p e c r e p , n o it p e c r e p f o y r o e h t e h t o t d e t a l e
R hasr elaiton t o
h t g n i n i a t b o n
I e knowledge ,there i sa system which relate sthe concep t e h t m o r f e m o c h c i h w i l u m it s e h t y b d e m r o f s i t p e c n o c e h T . t n e m n o ri v n e e h t h ti w
; s t n e m e l e e e r h t s a h m e t s y s e v it c a r e t n I . m e t s y s e v it c a r e t n i d e ll a c s i tI . t n e m n o ri v n e
o r p d n a , s s e c o r p , e g a s e r p e r a e s o h
t duc torl earning outcome ( Biggs ,1992 ,pp 3 . .
) 6
)
1 Presage
g n i n r a e l s e d u l c n i t I . e c n e r r u c c o e r u t u f f o r o t a c i d n i n a s i e g a s e r P
o s l a d n a , s e t u b ir tt a l o o h c s d n a s r e h c a e t s a h c u s t x e t n o c g n i n r a e l d n a n o it p e c n o c
e r a e g a s e r p f o s e l p m a x e e h T . e g d e l w o n k t u o b a g n i d n a t s r e d n u ’ s t n e d u t s
a r a p e r p ’ s t n e d u t s , e c it c a r p l a n o it a c u d
e iton ,andt heprocedure so fassessment .
)
2 Proces s
g n i n r a e l e h t n o n o it p e c r e p ’ s t n e d u t s s e d u l c n i t a h t r o t c a f a s i s s e c o r P
. s k s a t g n i n r a e l n i e c n e ir e p x e y e h t t a h t s e i g e t a rt s g n i n r a e l c if i c e p s d n a t n e m n o ri v n e
e h t g n i c n e u lf n i n i e l o r a e v a h s e i g e t a rt s g n i n r a e
L proces sofl earning .Anexample
g n i h c a e t g n ir u d s l a ir e t a m t e g r a t n r a e l s t n e d u t s w o h s s e c o r p a s i s s e c o r p r
o
. s e it i v it c a g n i n r a e l
)
3 Product
. d e s u s e i g e t a rt s g n i n r a e l e h t y b d e c n e u lf n i s i e m o c t u o g n i n r a e l f o t c u d o r P
h w e m o c t u o g n i n r a e l d o o g e v a h n a c s t n e d u t
S en the learning srtategie stha tare e h t n o n o it p e c r e p e v it i s o p e v a h m e h t e k a m n a c d n a , m e h t r o f e l b a ti u s e r a d e s u
e h t y b d e c n e u lf n i s i g n i n r a e l h s il g n E n o n o it p e c r e p ’ s t n e d u t S . g n i n r a e l
f o n o it a t n e m e l p m
ll e b p m a h
C (2001 ,pp .173-186 )meniton sthose three element sare also f
o s t n e m e l e e v if e h t n i d e n o it n e
m the language teaching-learning acitviite stha t r e h c a e t e h t y a w e h t ) 1 r e v o c s t n e m e l e e v if e s o h T . n o it p e c r e p ’ s t n e d u t s d li u b
m f o d n i k e h t ) 2 , s t n e d u t s e h t s e h c a e
t ateiralst hatt het eache rwantst hestudentst o e h t ) 4 , g n i n r a e l f o s s e c o r p e h t g n ir u d s s a l c n i r o i v a h e b s t n e d u t s e h t ) 3 , n r a e l
. e g a u g n a l e h t g n i n r a e l f o s l a o g e h t ) 5 , n r a e l s t n e d u t s e h t t a h t s l a ir e t a m
n a c r o i v a h e b ’ s t n e d u t s e h t , g n i n r a e l n o n o it p e c r e p n
I bechanged t hrough
g n i n e t s il t a h t s e c n e ir e p x e t n e d u t s a , t s ri f t a , e l p m a x e r o F . g n i n r a e l f o s s e c o r p e h t
e h t o t d e t s u j d a e r a s e it i v it c a g n i n e t s il e c n i s , r e v e w o H . tl u c if fi d s i y ti v it c a
h r o s i h e s o o h c n a c e h s r o e h o s l a d n a , t s e r e t n i d n a n o it i d n o c ’ s t n e d u t
s e rown
. g n it s e r e t n i s i y ti v it c a g n i n e t s il e h t s r e d i s n o c , n e h t , e h s r o e h , c i p o t
.
2 TheoryofI ntegratedSkills
s e s s u c s i d n o it c e s s i h
T the theory o fintegrated skill sconsisitng o fthe d e t a r g e t n i f o s e g a t n a v d a s i d d n a s e g a t n a v d a d n a , s ll i k s d e t a r g e t n i f o n o it i n if e d
. s ll i k s
.
a De ifniitonofI ntegratedSkills
o t g n i d r o c c
A Oxford (2001 )in he rjourna laritcle o fIntegrated Skill sin s ll i k s f o n o it a r g e t n i r o s ll i k s d e t a r g e t n i t a h t s e t a t s e h s , s m o o r s s a l c L F E / L S E e h t
e v it a c i n u m m o c a n i h ti w s ll i k s e r o m r o o w t f o n o it a n i b m o c e h t s a d e n if e d e b n a c
o t r e s o l c k r o w m o o r s s a l c e k a m e w , s ll i k s g n it a r g e t n i y B . k s a
t a real l fie ,where
n i s e p y t o w t e r a e r e h T . ll i k s e n o n a h t e r o m e t a r g e t n i e w t o n n a h t n e tf o e r o m
t n e t n o c e r a y e h T . s ll i k s d e t a r g e t n
, e g a u g n a l h g u o r h t t n e t n o c g n i n r a e l s e z i s a h p m e e s e h t f o t s ri f e h T . n o it c u rt s n i e s e h t e li h
w conds rtesse sdoingt askst hatr equriecommunicaitvel anguageuse . s k o o r B s a h c u s , s e t a c o v d a e g a u g n a l e l o h
W -Harpe rand Shetlon (2003) ,
d n a r e g r e w tl A , y k s l e d E , ) 1 0 0 2 ( r e z r a w h c
S Flore s(1991) ,Weave r(1990) ,and l a r o ( e g a u g n a l t a h t e t a t s o s l a ) 6 8 9 1 ( n a m d o o
G and w irtten )funciton sto serve
e g a u g n a l e h t n I . n o it a c i n u m m o c l u f g n i n a e m g n it a ti li c a f y b s e s o p r u p c it n e h t u a s a d e t a e rt e b d l u o h s g n it ir w d n a , g n i d a e r , g n i k a e p s , g n i n e t s il , s s e c o r p g n i n r a e l . e g a u g n a l f o s t n e m e l e e l b a r a p e s n i d n a , t n e d n e p e d r e t n i , d e t a r g e t n
i No language
) 0 9 9 1 ( r e v a e W . k s a t g n i h c a e t e l o h w e h t m o r f d e t a r a p e s e b d l u o h s s s e c o r p , g n it ir w , g n i d a e r f o s e s s e c o r p x e l p m o c e h t n i e g a g n e n e r d li h c n e h w t a h t s n i a l p x e . g n i n r a e l f o s s e c o r p e h t h g u o r h t y ti li b a r i e h t p o l e v e d t a h t g n i s s u c s i d n o it i n if e d r e h tr u
F ofi ntegrated skills i salso employed by Brown (2001) . e h t t a e c a l p e k a t s ll i k s r u o f ll a e r e h w g n i n r a e l e g a u g n a l s n a e m d e t a r g e t n i m r e t e h T e h t n i s e l o r r i e h t g n i y a l p s a g n it t e s d n a , r e n r a e l , r e h c a e t h ti w d n a e m it e m a s s e h t l l A . g n i n r a e
l e fou r skill s are integrated w tih the developmen t o f n o it c n it s i d a h ti w , r e h t e g o t d e c it c a r p d n a , y a w t n e r e h o c a n i s ll i k s e v it a c i n u m m o c e l o h w a s i ti , ) 1 0 0 2 ( n w o r B o t g n i d r o c c A . r e h t o e h t n o p u e n o f o e c n a tr o p m i e h t f o e d e s r u o c a f i e r e h w h c a o r p p a e g a u g n a
l al swtih reading skill ,s t hen, i twli lalso ll i k s g n it ir w d n a , g n i k a e p s , g n i n e t s il h ti w l a e
d s .Fo rexample ,a clas smay be a
g n i n e t s il & g n i k a e p s ( n o i s s u c s i d a f o t s i s n o c d l u o c s s a l c e h T . g n it ir w n o n o s s e l li k s e s e h t f o n o it a c il p p a d n a c i p o t e h t f o ) s ll i k
s l sin meaningfu lreading and
0 2 ( r e m r a H o t g n i d r o c c
A 09 ) producitve skill s (w iritng-speaking ) and g
n i d a e r ( s ll i k s e v it p e c e
r -ilstening )aret woside so facoint ha tcanno tbes plti . tIi s f
o r e b m u n a n i r e h t o n a e c r o f n i e r n a c l li k s e n o e s u a c e
b ways .Thus ,inpu tand
n a c s t n e d u t s y a w s i h t f o e s u a c e b m o o r s s a l c e h t n i d e t c e n n o c e b o t e v a h t u p t u o
n a h c a e r o t r e d r o n i s ll i k s y c n e i c if e d t u o b a t s e r e t n i e r o m e k a t
e t a u q e d
a balancerelated to the othe rskill sand make a language consrtuciton . ,r
e v o e r o
M ht estudent scanr eceiveanapprop iratef eedbackf romt herit eache rand .s
e v l e s m e h
t Rathe rthan ,work jus to
