an analysis of language learning activity - UNG REPOSITORY

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AN ANALYSIS OF LANGUAGE LEARNING ACTIVITY Sri Agriyanti Mestari

Universilas Negeri Goronta o

Abstract

Thissludy sairnedto analyzea

angualle learnjng activ ty in regard io how

t

addresses d verse anguage profciency and various cultural and learner

Iactors This

actrvily

not only deveop

sludenls _speaking

sk ,

^another

anguage

ski

a so integrated n this act vity for instance tisterinct and writinq.

lvo Fo.ar

rlr..e ,! -or d

oudoe

ou,

01

a ,

.ded n

th ... !ry

^-uuh

-r

confidence mol vation. cultural understarlding and clarficat on of goal. The resull

of ths

research

s

expected

to

be

a

guide for lecturers rn applyinq

d ffereni k nds of activities.

Key Words: Diverse language proficiency cultural and earner factors.

INTRODUCTION

Thls

essay a

ms at

analyzing a language learnng activ

ly rn

regard ^to

how il

addresses

diverse

language proflc

ency and

var

ous c! tural

^and

learner Jaclors.

The

activ

ty s

^Called

Love and Marriage stories deve oped by Alex Case Th s act vily aims to deve op sludenls sp,.ak

ng skiil,

especra

,v

ⁿ

g ving suggestion or advice on parl cu ar

lopic Another language skill

also integrated

if

^th

s

activity

for

nstance lstenlng and writng.

Aso

there

is

non language oLrtcomes

included n

lh s

actvty such as confidence, motival orj cultlrra ufderstand

ng

and clarificatron

of croa

_lRichards

2001). Love afd

I\rlar

age

^stor

es

aci

vity

^involved

vocabuary deveopment

and lots

of discussron on topic that

everyone

kes taking

about The

activities

starl

with

maginary

slores

and

can rrove

onlo persona zation

for

classes

lhat

know each oiher or

would

ke

to

know each other well. Th-. class brainstorms sorre

langlage to

^ta

k about ove

and maffiage and lhen they make slories

oul oi ths

vocabulary

and

compare them. They pracl

ce the

anguage ol advice with some imaginary probem and

ther

rnove onlo

a slighty

risq!e game ask n.t personal questions on lhe topic. Th

s activity takes 30

¹⁵

minules

There are some steps n

this

activily. Frsly s nlroduction,

the leacher draw

a

blg heart on

the

board and

ask

sludent

to

guess

aboul

thc topc, lhe teacher then write _Love and lvar age n the head. The next

step

s

Brain siorming,

the

teacher brainstorm vocabulary onto mind map on the board

and

organize

lhese

vocabularies into verb. noun, and adjectives. ln this step teacher slart with basic vocabulary and

try to

elicrt some

compex

vocab!lary espec a

ly

lhe words and expression in

the pack of cards Thirdly are

love stories, the teacher asking the students which of lhe things on the board usla ly happen

firsl for

example,

ove at frst

sight or b ind daie and which is the end (e.9. _divorce, etc). Brarn stormrng and discussion stirnu

ates lhe

stLrdents to

have

negotiat

on in meaning

and interpretation, so that they are force lo

perform

analyt

cal and

collaborative nteraction

durng the activity

(Lantolf

2000) After that teacher

^gives

worksheet with chosen vocabulary to ihe student and ask them to arrange a story based on these vocabularies. Students make

a

story

in

pairs. teacher rnonitor

and act as facilitalor whlch

who f?c

litales students learning

and encoUrage StUdenls

to

partrcipate in class. Teacher

thef

ask one groups lo tell the class aboul their story and olher groups are ltsten

afd

te I the c ass how

thers is

different.

The next step

^is

advice match The leacher pick

one prece of vocabulary (for example, affa r) and tell lhe

class

l have a problem, (my husband having an

affai,

What should ^I

do? The

teacher

asks the

student to g ve a suggestions bul il will only accept

advice conlainino one piece

of vocabulary from the board or worksheel.

Ask class if

it s

good advce. lf so, lhe student can

gel a

^poinl.

The

siudents

Volume 6 Nomor 4 Februari 2016

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2004) that it ^ir

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ctiv

Various Learner factors

Educators

be

eve thai al

ihe learnerc are different. The st!dents learn ln d fferent ways. the experience in the

c

assroorn confirm

th

s every

day Learners br

ng their own

^indivtdua

approach.

taents and inlerest to

the earning situation.

Love and

mafiiage

activly try to cater

different learlling

slyes The

teacher provides

a

^vsual

learne.s w th visual informat on by giving

a card and usinq svmbol or

visua representation

to the learner

For

refectve

students

who are

^s

ow

^to

respond

to

question

and

need

to

lh nk trough

a

response careluly the teacher glvlng opportunily to lhink about the topic and

lo

discuss

wth their pairs

before answer the ^qLest ons. lmpuls

ve

earner who respond quicky and blurt

olt

their thought the teacher prov de first step of activty which

s

d

recty

need response irom lhe studenls. For the step by step Leafners

who learn best when

each stage

of

earn

rq

are c ear, the teacher exp aln step by step the learning process and move to lhe olher stage when tlre a m ofone step:ctivty has achieved

Ths

klnd

oi activty aso can

^be

app ed lo any age, however I is feeded to change lhe topic ^re ated

to lhe

age and the teach

ng

method should vary according

lo the age of

students Sposky in Cook (T996) descrbes three conditions lor second language earring reated

to age A

grammar translation methods seems to be better for the oider students. ch

d

s learn easier

n

nform;l approach

and natural situation

and adults need the creations

of

language situation

in the

c

assroom. As

a consequence, leacher should be able to manage class and

to

use appropriale method based on students need

Anolher faclor s

^student s

motivaton. l\4otvaton

s an

importanl

factor n

second

language

earn ng l\,401valron divided

n two

basic lypes integratve and rnstrumental. lntegrat ve learning mollvation

s

characterized Lry

the

earneis posilrve ailltude towards the target anguage group and desfe lo

involve into the target

angLage commun

ty. lnstrumenla

motrvation undedies the goallo gain some social or economic

rewards through

second

anguage achievement.

ll s

referr ng to

the more functional reason to

^the

language

learnifg

(Cook 1996). Every

student has ther own motiv:ton

in

earning language.

Neverlheless. sludents wi

^{f nd}

d fficulties

in

learning language

if

they have nerlher instrumenlal nor inteqrat ve molivat

on

Love

and

Marriage activrty

need

teachers

lo appy this

activily sk llfu ly. so lhat it can generate students to rnvolve effectively n this activily

Moreover,

student

s

personality

characters such as

self esleem.

ernpathy,

dom

nance,

ta kat veness, inhibition and responsiveness a so affect

the teaching and earning

process These personality characteas seem to be

a

probem

for adult

earner. 'Adulls are _often

feeing

embarrassed

by

their lack

of

maslery of the ianguage and

Afler

experience

ol

frustrat

on in

trying what exactly they mean (Lightbown and Spada 19S3). By using this activ ty the teacher can reduce the negative feelings of the learner by exp a ning the step by

step activity clearly and

^giving

opporlun ty to the studenls to share the r

idea in more re ax sitlation. Th s activity try to reduce ihe classroom situation that makes students

feel

belng

judged

by grving another chance

lo the

students

for self correction or e minatng

^or

minimizincr

the

compeition

and

makes studenis feel that they are expected to collaborate loward

thc

same goal, also reduced isolated feeling

by

create the

same

opportuniiy

to the

stLrdents lo partrcipale in classroorn (Turula 2002).

Love and rnarriage activ

ty

may be affected

the

students both positive and negat

ve trough

engagernent

lrl

the aci vity. The students who w lling to take

a rsk

and have postlve _{attitudes such}

as

sociabe and outgoifg

will

eager to

nvo ved rn whole activity. On

lhe

other hand,

the

students who has

a

^problem

wth

their anxieiy and loss

of

their

sef

confidence wili negat ve y engage rn this activity,

the

may be reluctant

lo

speak especially when they realze or assume that other students are more fluenl. ln

order to help students the

anxiety learners

cope wth the stuation.

the teacher need to consider how classroom

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