Page 86 - E-Modul Pembelajaran Bahasa Inggris SD

3. Talking Partners
Another child with whom ideas are shared and answers rehearsed.

• Ensure children work with deferent partners

• Model how to interact
• Provide opportunities to talk with a partner throughout the day, for example:

to discuss response to the question during shared reading sessions; to solve
a problem

4. role-play

• Base on real or imaginative experiences

• Speak and behave in an appropriate manner, for example, asking to join in
a game and resolving conflict.

Language Teaching/Learning
All children acquire the language naturally without putting much effort into

it. Even if they are exposed to several languages they seem to learn them incredibly
easily. They also tend to forget the language equally easily. Children acquire

language without any conscious effort, so they never think of grammar, vocabulary
or situational context. They acquire it only through exposure to the language, for

that, they need to hear the language a lot. As they acquire the language the desire to

be understood or fed motivates them to talk in the acquired language. However, as
they move towards puberty, the language acquisition gradually seems to become

harder and during the adulthood it becomes much more difficult.

Researchers argue that this method of language acquisition through
exposure, like in children, can be implemented in foreign language instruction.

As children acquire the language without much conscious effort only getting
enough exposure to the language, teachers should concentrate on exposing the

learners to the natural use of language by enabling them to reasonably. Krashen
(1982, 1987) called this approach “comprehensible input” which is getting

language input by understanding more or less even a bit more than students’

own level. Nevertheless, there are some problems with this approach. Unlike
children who acquire language unconsciously, adults are likely to use reasoning

when they acquire the language, so they learn consciously.

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