ISSUES IN TEFL: A COMPREHENSIVE QUESTION AND ANSWER

Oleh:
Besse Darmawati
Organisasi Riset Arkeologi, Bahasa, dan Sastra
Pusat Riset Bahasa, Sastra, dan Komunitas
Email: bessedarmawaty@gmail.com

Abstract
English is the language used to gather and disseminate information around the world.
English is extremely important. As a result, English is taught in Indonesia as early as
kindergarten. However, difficulties in teaching English are unavoidable. Internal and
external factors contribute to the problem. Internal factors occur within students.
External factors such as school, society, and friends emerge from one's surroundings.
Because English is not Indonesia's first language, teaching English presents
significant challenges. Teachers play an important role in English instruction. It must
be balanced with school and government facilities and support. This has the potential
to alleviate difficulties in teaching English in Indonesia.

1. Languages are learned mainly through imitation.

I absolutely agree with this staement.
Languages are learned mainly through imitation is a popular idea of Lightbrown
and Spada (1993: 21) in term of behaviorism. Behaviorism is a theory of learning
that was very influential in 1940s to 1950s, especially in the United States.
Behaviorism hypothesized that when children imitated the language produced by
those around them, their attempts to reproduce what they heard receive “positive
reinforcement”. Through the encouraged by their environment, children would
continue to imitate the sounds and patten until they form habits of correct
language use. The quantity and the quality of the language use they hear would
shape the children language behavior. Therefore, language is generally learned
by imitation. Simply, we can refer to how the children acquire and learn their
language by imitating the adults’ language. They get their input when the adult
give them stimulus. When they respon the stimulus, they try to make the same
response that they have been received through stimulus. The learners always try
to speak like the natives’ language speaking based on their maximum ability. It
means that there are process for the learners to the language.
In line with this, the learners learn language as a system of communication.
Communication basically has three systems, namely phonology, semantic, and
grammar systems. Through these systems, the learners engage their language
mainly through imitation. For example, the learners say the word of “flower”. In
this case, they learn how to pronounce the English sound of “flower” by listening
the native pronounciation, then they try to make sound like the natives. The
 learners try to learn the words, to understand the meanings, and to use them in
their expressions.
The example above relates to the concept of language as a system in accordance
to the theory of language learning, namely behaviorism. Behaviorism is the
theory concern on how to make the learners be conditioned. Conditioning here
means learning.

2. Parents usually correct young children when they make grammatical errors.
Actully, I disagree with this statement.
In our daily life, it’s rarely found where parents correct their young children
grammatical errors. What the parents do are to correct children pronouncing
errors. For example, when a child say “num num” means want to drink, then the
mom corrects by saying “minum.” But I think it’s an unconcious correction,
because at once the mom gives reinforcement to a child’s language. According to
communicative language learning method, language learning is a tool of
communication. Wherever, there is a convention among the speaker and the
listener in conversation, then they have a language. Grammar is ignoring because
both speaker and listener understand each other. This principle is also mentioned
by Krashen in his theory “Learning and Acquisition”. In line with this,
Lightboom and Spada (1993) pointed out their ideas that parents usually correct
young children when they make grammatical errors. Parents usually correct the
children’s grammatical errors by repeating the error into the right directly.
Correcting the children grammatical errors is always done by parents as one way
to reduce the language error in daily life.
Talking about grammatical errors, Chomsky also argued that children come to
know more about the stucture of their language than they could reasonably be
expected to learn on the basis of the samples of language they hear. The language
of children are exposed to include false starts, incomplete sentences, and the slips
of the tongue, and yet they learn to distingusih between grammatical and
ungrammatical sentences.

3. Highly intelligent people are good language learners.

I agree with this statement.
Lightboom and Spada (1993) argued that people with high IQs are good
language learner. In the books of How Language is Learned, Lightboom and
Spada argued that one of items that affect to students success in learning
language is intelligent. It is explained that over a year some research shown that
IQ tests is the best way to describe the success in second language learning.
However, IQ test may be more strongly related to metalinguistics knowledge
than communicative ability.
Recently, many educators have influenced by Howard Gardners (1993) proposal
that individuals have “multiple intelligences.” Among the multiple intelligences,
 Gardner includes abilities in the area of music, interpersonal relation, and
athletics, as well as the verbal intelligence that is most often associated with
success in school.
Another argument say that the kind of intelligence that is measured by IQ tests is
often a good predictor of success in classroom where the emphasis is on learning
about the language. the learners with a wide variety of intellectual abilities can be
successful. Because of the language learning involves a great variety of skills and
abilities, thus the learners should not be excluded from opportunities to learn
another language on the grounds that they do not have the academic ability to
succeed. In other words, someone IQ’s goes together with his/her language
intelligent.

4. The most important predictor of success in second language acquisition is

motivation.
Sure I strongly agree with this statement.
Motivation is an internal drive that encourages somebody to pursue a course of
section. If there is a goal to achieve and if the goal is attractive, we will strongly
motivated to that is necessary to reach the goal. People involved in language
teaching often say that students who really want to learn will success what ever
the circumtances in which they study. The principle of “really want” indicates
that the students who have intrinsic motivation will get more succeed in their
language learning. In my own experience when I started to learn English
language in Senior High School, I felt really motivated because I know the goal
of my studying. At the time, I had an idea to be English teacher, then I targetted
myself to enroll in English Department at a university.
Therefore, motivation is mainly required in language learning. There are two
main categories of motivation, namely extrinsic and intrinsic motivations.
Extrinsic motivation concerns with the factors outside the classroom, while the
intrinsic motivation concerns with what takes place inside the classroom has
important roles.
Vivian Cook (1991) also argued that some second language learner do better than
others because they are better motivated. Motivation has chiefly been talked
about in second language learning in terms of two types of favourable
motivation, namely integrative and instrumental motivations. The integrative
motivation reflects whether the students identifies with the target culture and
people in some sense or rejects them. The more that a student admires the target
culture, the more successful the student will be in second language classroom.
Meanwhile, the instrumental motivation reflects whether the student is learning
the language for an ulterior motive unrelated to its use by native speaker.

5. The earlier a second language is introduced in school programs, the greater

the likelihood of success in learning.
I disagree with this statement
 Lightboom and Spada (1993) argued that the earlier a second language is
introduced in school programs, the greater the likelihood of success in learning.
It means that the earlier a second language is introduced, the better. They also
added that the Critical Period Hypothesis is that there is a time of in human
development when the brain is predisposed for success in language learning. It is
supported by the hypothesis of Mark Patkowski (1980) which studied the
relationship between the age and the acquisition of features of a second language
other than accent. He hypothesized that, even if accent ignored, only those who
had begun their second language learning before the age of fifteen could ever
achieve full, native-like master of that language.
Fortunately, I myself disagree with the statement of the earlier a second language
is introduced in school programs, the greater the likelihood of success in learning
because of some reasons as follows.
1. Children who learn their second language in earlier ages in school have little
opportunity to develop their first language, thus the result of substractive
bilingualism may have lasting negative consequences. Meanwhile, a good
foundation in the children’s first language including the development of
literacy is a strong base to build on in the early ages of children.
2. For children from minority language backgrounds programmes promoting the
development of the first language both at home or at school may be more
important for long-term success in the second language.
3. Children who can begin their school in a language they already know their
first language that is used at home will be more self-confident, be able to
learn more effectively in the early school years, and will not lose valuable
time in a period of nothingness during which they struggle just to understand
what is happening in the classroom.

6. The best way to learn new vocabulary is through reading.

The statement of “the best way to learn new vocabulary is through reading” can
be said true. I agree.
Basically, children expand their vocabularies dramatically during their school
years and reading is the major source of this growth. Eventhough few second
language learners read the amount of target language text that a child reads more
than a decade of schooling, but the second language learners can increase their
vocabularies through reading.
Vivian Cook (1991) said that reading is also a cognitive process that is restricted
in the second language. Reading occurs in the context rather than in isolation.
The meaning of a text is not found just in the sentences themselves, but it is
derived from the previous knowledge stored in the reader’s mind. A process to
know the exactly meaning of a text can be done through reading. Therefore,
vocabulary should be emphasized in teaching class, vocabularies are more found
in the text, and the text must be read.
 In line with this, research evidence suggests that second language learners benefit
from opportunities to read material that is interesting and important to them.

7. Once learners know roughly 1000 words and the basic structure of a
language, they can easily participate in conversations with native speakers.
I disagree with this statement.
Generally, learners easily participate in conversation are not only by the amount
of words they known, but also by some factors. In my experience in the
classroom, most of the students have more than 1000 words in English and know
the basic structure of English language, but they are lack in participating in
conversation, even there is no native speaker in the classroom. They said that
they are afraid to speak with some errors, shy to say the sentence in speaking,
difficult to express their idea in short conversation, and also feel difficult to use
the speech act in right place. These are some factors influence learners decide to
paticipate in conversation with native speaker.
Lightboon and Spada (1993) explain that the learner has constraint to acquire
skills for interpreting request, responding politely to compliments or apologies,
recognizing humor, and managing conversation. They need to learn to recoqnize
the many meaning that the same sentence can have in different situation. Many
research have been done which is regarding to pragmatic. Gabriele Kasper and
Kenneth Rose (2002) in Lightboom argued the five stages of longitudinal and
cross-sectional studies on the acquisition of requests in English. Kasper and Rose
divided the stages into (1) Pre-basic: highly content dependent, no syntax, and no
relational goal; (2) Formulaic: reliance unanalyzed formulas and imperatives; (3)
Unpacking: formulas incorporated into productive language use, shift to
conventional indirectness; (4) Pragmatic expansion: addition on a new forms to
repertoire, increased use of mitigation, more complex syntax, and (5) Fine
tuning: fine tuning of requisite force to participants, goals,and contexts. Its
example showed how difficult of non native English to participate in
conversation with native speaker even they have more than 1000 words.

8. Teachers should teach simple language structures before complex ones.

I really agree with this statement.
Douglas Brown in his book of Teaching by Principle identified this learning
process as inductive learning approach. It is more appropriate to conduct to the
learners because of some reasons.
1. It is more in keeping with natural language acquisition (where rules are
absorbed subconsciously with little or no conscious focus.
2. It conforms more easily to the concept of inter language development in
which learners progress, on variable timetables, through stages of rule
acquisition
3. It allows students to get a communicative ‘feel’ for some aspect of language
before possibly being overwhelmed by grammatical explanations
 4. It builds more intrinsic motivation by allowing students to discover rules
rather than being told them.
Besides, Roger Brown in Lightboom and Spada classified this theory in
accordance to grammatical sequences in the first language acquisition of
children. For example, in the grammatical morphemes sequence of learning
English, namely present progressive-ing, plural-s, irregular past form, possessive,
copula, article a and the, third person singular simple present-s, and auxiliary be,
better to be taught differently or step by step. Brown and his colleagues found
that a child who had mastered the grammatical morphemes at the bottom of the
list was sure to have mastered those of the top.

9. Learners’ errors should be corrected as soon as they are made in order to

prevent the formation of bad habits.
I exactly agree with this statement.
Basically, errors are a natural part of language learning proses for both children
learning of first and second languages. In line with this, teachers have a
responsibility o help the learners to do their best. This icludes the provision of
explicit, form-focused instruction and feedback on errors. When errors are
persistent, especially when they are shared by almost all learners in a class, it is
important to pay attention to their problems both for first and second language
learning. If the error is based on a developmental pattern, the instruction or
feedback may be useful when the learner is ready for it. Therefore, the teachers’
correction is always needed. It is necessary to repeat feedback on errors many
times.
Conversely, excessive feedback on error can have a negative effect on
motivation, thus teacher must be sensitive to their students’ reaction to the
correction. The amount and type of correction that is offered will also vary
according to the specific characteristics of the students, as well as their
relationship with the teacher and with the other.Immediate reaction to errors in an
oral communiccation setting may embarass some students and discourage them
from speaking. But for others, such correction is exactly needed to help the
learners in order to prevent the formation of bad habits.

10. Students learn what they are taught.

Generally I disagree with this statement.
According Behavioristic Theory, there are response connections as stimulus from
the input into the output. Then, the stimulus must be followed by intake to give
something new and interested. Therefore, the learners like the stimulus to give
more inputs.
The other said that teacher from their experience know that students does not
learn everything they are taught, but they eventually know far more than they are
taught directly.
 If the language teaching method provides richer language input, some aspects of
the second language emerge and evolve according to natural sequences of
development and the learners may be more likely to learn certain language
features when they are developmentally ready. Therefore, attempting to teach
aspects of language that are too far away from the learners current stage of
development will usually be frustrating.
Other aspects of language, e.g: vocabulary, can be taught anytime as long as the
learners are interested in the opportunity to learn and the teaching methods are
appropriate to the learner’s age, interests, needs, experiences, and learning styles.
Finally, the learners can learn a great deal that no one ever teaches them. They
are able to use their own internal learning mechanisms to discover many of the
complex rules and relationships that underlie the language they are learning.
In this sense, students do not learn what they are taught, but learn much more
than they are taught. This also relates to the Krashen’s theory of monitor model.
The input hypothesis of the model occurs when one is exposed to language that is
comprehensible and contain i + 1.

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