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    Integrating Four Skills of Language Makalah

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    Erisa Kurniati
    The document discusses different approaches to integrating the four language skills of reading, writing, speaking, and listening in language instruction. These include content-based instruction, theme-based instruction, task-based instruction, experimental learning, and hypothesis episode. Content-based instruction focuses on using themes of high interest to develop language skills, while task-based instruction uses tasks or activities that require comprehending, producing, manipulating, or interacting in the target language using all four skills. Two example activities described are self-introductions and reading with retelling, which integrate all four skills.

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    Integrating Four Skills of Language Makalah

    Uploaded by

    Erisa Kurniati
    630 views3 pages
    The document discusses different approaches to integrating the four language skills of reading, writing, speaking, and listening in language instruction. These include content-based instruction, theme-based instruction, task-based instruction, experimental learning, and hypothesis episode. Content-based instruction focuses on using themes of high interest to develop language skills, while task-based instruction uses tasks or activities that require comprehending, producing, manipulating, or interacting in the target language using all four skills. Two example activities described are self-introductions and reading with retelling, which integrate all four skills.

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    four skills in language learning

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    The document discusses different approaches to integrating the four language skills of reading, writing, speaking, and listening in language instruction. These include content-based instruction, theme-based instruction, task-based instruction, experimental learning, and hypothesis episode. Content-based instruction focuses on using themes of high interest to develop language skills, while task-based instruction uses tasks or activities that require comprehending, producing, manipulating, or interacting in the target language using all four skills. Two example activities described are self-introductions and reading with retelling, which integrate all four skills.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    630 views3 pages

    Integrating Four Skills of Language Makalah

    Uploaded by

    Erisa Kurniati
    The document discusses different approaches to integrating the four language skills of reading, writing, speaking, and listening in language instruction. These include content-based instruction, theme-based instruction, task-based instruction, experimental learning, and hypothesis episode. Content-based instruction focuses on using themes of high interest to develop language skills, while task-based instruction uses tasks or activities that require comprehending, producing, manipulating, or interacting in the target language using all four skills. Two example activities described are self-introductions and reading with retelling, which integrate all four skills.

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    of 3

    Integrating four skills of language (listening, speaking, reading, writing) can be achieved through (1)

    content-Based instruction, (2) theme-based instruction; (3) task-based instruction; (4) experimental
    learning; and (5) hypothesis episode.

    Four Skills Activities: Reading, Writing, Speaking & Listening


    When a teacher makes use of activities that have been
    specially designed to incorporate several language skills
    simultaneously (such as reading, writing, listening, and writing),
    they provide their students with situations that allow for well-
    rounded development and progress in all areas of language
    learning. In her reflection, Anna refers to activities that make
    use of ‘the four skills’ but she is not quite sure how to plan
    activities that incorporate all four. In this section we will discuss
    the 'four skills' as well some activities that can be used in the
    classroom to promote all four

    What are the four skills?


     Reading (comprehension skill)
     Listening (comprehension skill)
     Speaking (production skill)
     Writing (production skill)

    How are the four skills used in the language classroom?

    Through daily activities, teachers provide learners with opportunities to develop


    each skill: students listen (to the teacher use the target language, to a song, to
    one another in a pair activity), speak (pronunciation practice, greetings,
    dialogue creation or recitation, songs, substitution drills, oral speed reading, role
    play), read (instructions, written grammar drills, cards for playing games,
    flashcards) and write (fill-in-the-blank sheets, sentences that describe a feeling,
    sight or experience, a dialogue script, a journal entry).

    This approach, however, does not combine the four skills so that they can be
    used together to reach the same end (i.e. language development that is well-
    rounded).

    How can the four skills be used together effectively?


    The four skills work in tandem when the activities that require their use are
    designed to support learners in the process of learning, creating and producing
    a specific product. Four approaches in particular are structured so that the four
    skills can be used simultaneously. These approaches are: the focal skill
    approach, content-based instruction, task-based instruction and the project-
    based approach.

    1. Content based instruction

    Oxford (2001) describes approaches to CBI, which include theme-based


    & adjunct learning. Theme-based CBI focuses on a theme of high interest
    to students and develops a wide range of language skills around that
    theme. The learning of the content requires considerable exposure to a
    variety of forms of information, which, in turn, requires the use of all four
    modalities.

    In the adjunct form of CBI, language and content courses are taught
    separately but are carefully coordinated so that literacy, oral language
    development and thinking skills are positively enhanced. In this approach,
    the content teacher presents content to students while the language
    teacher brings vocabulary, grammar and subskill development to
    students’ attention through typical exercises, all of which focus on the
    lexicon of the content.

    2. Theme based instruction

    3. Task based instruction

    According to Nunan (1999), task-based instruction (TBI) uses tasks or stand-aline


    activities which require comprehending, producing, manipulating or interacting
    in the target language. The amount of listening, speaking, reading and writing
    involved to complete the problem posed by the task is dictated by the task itself;
    however, most complex (multi step) real-life tasks that take learners into the
    world outside the classroom will utilize all four skills. TBI helps learners explore the
    multitude of communication opportunities provided in their surroundings. The
    tasks themselves are scaffolded according to the cognitive demand required to
    complete them and can be carried out individually, in pairs or in small
    cooperative groups.
    4. Experimental learning

    5. Hypothesis episode
    What are some examples of activities that integrate
    the four skills?
    Two activities that make use of all four skills in tandem are Self-introduction and
    Reading and Retell.

    Self-introduction takes the answers to a series of personal questions (name, age,


    grade level, where you live, members of your family, favourite sports, animals,
    colours, subjects, etc.) and sequences them into a self introduction. Students are
    given large visuals to trigger each component of the self introduction. The
    teacher can point to each picture while modeling a self-introduction (students
    are listening) and then invite learners to introduce themselves (speaking) to one
    or two if their peers. Some of the visuals can then be changed and the students
    can be invited to introduce themselves to others in the class to whom they have
    never spoken. This activity can be adapted to become a regular (daily, weekly)
    warm-up activity to get learners talking in the target language. Having
    covered listening andspeaking in the oral self-introduction, a scenario can then
    be created wherein learners must write a self-introduction to a potential
    homestay host. The same picture cues can be used, reconfigured to show a
    salutation, closing and signature. The picture cues provide learners with support
    without giving them a text to memorize.

    In multilevel SL classes, graded readers can be excellent springboards for


    another activity that integrates the four skills- areading and retell. First, learners
    select a book or story at their own level and read it. Learners are then given a
    template to follow to summarize their thoughts about the story (writing). The
    summary is designed to help learners gauge the amount of detail required in a
    retell. After additional practice reading the summary silently and aloud several
    times, learners are asked to select two or three illustrations from the book to help
    them tell the story. They then practice telling the story by using the pictures and
    remembering what they wrote in the template. Students find a partner who has
    not read the same story and retell (speaking) their story to one another using the
    selected illustrations. Partners not only listen to the retell but also complete a
    feedback checklist (writing) about the retell. After reading the feedback,
    partners switch roles.

    Why are four skills activities useful?


    Four skills activities in the language classroom serve many valuable purposes:
    they give learners scaffolded support, opportunities to create, contexts in which
    to use the language for exchanges of real information, evidence of their own
    ability (proof of learning) and, most important, confidence.

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