O’ZBEKISTON RESPUBLIKASI OLIY VA O’RTA MAXSUS
TA’LIM VAZIRLIGI
BUXORO DAVLAT UNIVERSITETI
XORIJIY TILLAR FAKULTETI
KURS ISHI
Mavzu: Affective barriers in english language learning process
Bajardi: Hamdamova Jasmina
Tekshirdi:
Buxoro-2024
1
1. Introduction…………………………………………………………………3
2. Communicative language teaching (clt) …………………………………..4
3. Language teaching approach to improve learners’ speaking skill……….10
4. The implementation of self directed learning in learning english for specific
purpose……………………………………………………………………….17
5. Problems bangladeshi students face in learning English…………………25
6. Conclusion……………………………………………………………………30
7. References……………………………………………………………………31
2
Introduction.
Without proper knowledge of English, it is difficult to have a good career both
abroad or in the country. And thousands of students fall victim to this problem. Many
meritorious students cannot get their dream job for want of proper knowledge of
English. The problem is only getting worse day by day. We need to take proper steps
to eradicate this problem. We can do the following things to overcome the barriers:
1.
First of all teachers should be trained properly so that they can take class
in other methods like DM or ALM or even a new method which is more suitable to
our context. Also, schools should be more sincere while hiring teachers. How the
teachers speak or how much they can develop the thinking skills of the students
should be taken under judgment.
2.
Schools need to be redesigned. Schools should be beautiful and full of life.
It should not be a sufferer of noise pollution. This will help the students be attentive
in the class. Besides, schools should have gardens and playgrounds so that students
can get rid of their fear of school and stress.
3.
The syllabus too should be redesigned. Exam format has to be redecorated
as well. Creativity of the students needs to be given more priority rather than
memorizing.
4.
Students should be encouraged to communicate in English with friends
and teachers. They need not be worried about making mistakes. Mistakes are Only
a way of learning the right things.
3
Communicative Language Teaching (CLT)
The communicative approach in foreign language teaching starts from a theory
of language as communication. Hymes (1972) in (Richard J.C and Rodger T.S
2001:159 ) states that the goal of language teaching is for communicative
competence. It is the definition of what a speaker needs to know in order to 12 be
communicatively competent in a speech community. Hymes adds that a person who
acquires communicative competence acquires both knowledge and ability for
language use. Hymes theory is affirmed by Halliday (1970:145) in (Richard J.C and
Rodger T.S, ibid). Halliday focuses on functional account of language use.
“linguistics is concerned with the description of speech acts or texts, since only
through the study of language in use are all the functions of language, and therefore
all components of meaning, brought into focus “. In Reference to the language
function mentioned, Halliday elaborates language functions which complement
Hymes’s view of communicative competence. He describes basic functions of
language as (1)The instrumental function : using language to get things, (2)
Regulatory function : using language to control the behavior of others, (3) The
interactional function : using language to create interaction with others, (4) The
personal function : using language to express personal feelings and meanings, (5)
The heuristic function : using language to learn and discover. Another theorist which
pays great attention to communicative nature of language is Hendry Widowson. He
presented a view of the relationship between linguistic system and communicative
values in text and discourse. He focused on the communicative acts underlying the
ability to use language for different purposes. Canale and swain ( 1980 ) in ( Richard
J.C and Rodger T.S 2001:160 ) described the analysis of communicative
competence. They identified four competencies which refer to grammatical
competence, sociolinguistics competence, discourse competence, and strategic
competence. 13 Richard J.C (2006:2) states that Communicative language teaching
can be understood as a set of principles about the goals of language teaching, how
learners learn a language, the kinds of classroom activities that best facilitate
learning, and the roles of teachers and learners in the classroom
4
Language learning and teaching is a trend of a global education and its goal is
to master the target language being learnt. Many linguists have tried to do the
research dealing with methodologies and approaches of language teaching which is
used in the classroom. In the line with this, teachers as well have tried to implement
various approaches that meet the learners need and problems. They are applied to
help the instructors and learners have the same vision dealing with the target
language to be mastered.
There are some approaches that can be applied, and one of which is
communicative language teaching (CLT). It is indicated as external factor that can
be conducted to develop language ability particularly learners’ speaking skill. One
of the goals of CLT is to develop fluency in language use. Fluency is natural
language use occurring when a speaker engages in meaningful interaction and
maintain comprehensible and ongoing communication (Richard, 2006:14). Fluency
is developed by creating meaningful activities in which students negotiate meaning,
use communication strategies, correct misunderstanding, and work to avoid
communication breakdown. In addition to get the accuracy, communicative
language teaching is conducted through practicing dialogue with keeping great
attention to the role of a teacher to monitor and facilitate.
Communicative language teaching basically seeks to bring students beyond
grammatical competence to a point where they are able not only to decode a
language but also they can begin to manipulate the language in a dialog. Interaction
happens within the dialogue represent the effort to gain the goal that is
communicative competence. It is not as easy as most people think. For learners, It
needs intention to attend the classroom activities regularly while specifically
following the rules applied. Effort to increase the communicative competence should
focus on improving the opportunity to do dialogue, cooperating and discussion. The
students must primarily concern with achieving success in the classroom, and they
are more likely to do so in the school and classroom that are organized to support
them. In the field of foreign language learning, interaction has long been considered
5
important in making the activities meaningful leading the learners to a successful
situation. It requires, in the process of foreign language learning, the presence of two
or more learners who collaborate in practcing dialogues, doing infromation gap
activities, and achieving communication. Interaction is a way of learning in general
and developing the language skills in particular. Classroom interaction then
emphasizes on the effectiveness of the students to go to participate actively in the
dialogue, understanding the subject matter and improving language competency.
The use of communicative language teaching (CLT) and classroom interaction
collaboratively facilitate language competence. The application of CLT leads the
learners to communicative competence while the involvement of classroom
interaction naturally or deliberately leads the learners to language competence in
general including language skills and language components. In foreign language
teaching and learning, the application of CLT by the instructors are basicaly needed
as it helps learners master the target language. Instructors are required to find out the
effective techniques to represent CLT in the classroom. The presence of CLT
automaticaly create the classroom interaction which complement each other. The
application of conventional teaching method such as question and answer method,
discussion and lecture method should be aovoided as they are considered carrying
more disadvantages than the benefits. They affect the learners’ self-confidence
which is at the later stage influencing the students’ awareness of involving
themselves in interacting both with their friends and with the teachers. Thus, CLT
and classroom interaction are two prominent factors determining the achievment of
foreign language learning and teaching. Teaching approach (CLT) applied is as the
external factor, interaction between learner and teacher, and interaction among the
students themselves as the representation of internal factor. Each factor plays
important roles in increasing English language competence.
In stating the objectives of CLT, Piepo (1981) in Richard and Rodger
(2001:162) describes some levels of objectives in a communicative approach : (1)
An integrative and content level ( language as a means of expression, ) (2) A
linguistic and instrumental level ( language as semiotic system and an object of
6
learning, (3) An affective level of interpersonal relationship and conduct ( language
as a means of expressing values and judgments about oneself and others ), (4) A
level of individual learning needs ( remedial learning according to an error analysis
), (5) A general educational level of extra-linguistic goals ( language learning within
the school curriculum ) Richard (2006:3) adds that Communicative language
teaching sets as its goal the teaching of communicative competence.
Competence refers to the knowledge we have of a language that accounts for
our ability to produce sentences in a language. It refers to knowledge of the building
blocks of sentences (e.g., parts of speech, tenses, phrases, clauses, sentence patterns)
and how sentences are formed. Grammatical competence is an important dimension
of language learning, it is clearly not all that is involved in learning a language since
one can master the rules of sentence formation in a language and still not be very
successful at being able to use the language for meaningful communication.
It is the latter capacity which is understood by the term communicative
competence which includes aspects of language knowledge such as (1) Knowing
how to use language for a range of different purposes and functions , (2) Knowing
how to vary our use of language according to the setting and the participants (e.g.,
knowing when to use formal and informal speech or when to use language
appropriately for written as opposed to spoken communication), (3) Knowing how
to produce and understand different types of texts (e.g., narratives, reports,
interviews, conversations), and (4) Knowing how to maintain communication
despite having limitations in one’s language knowledge (e.g., through using different
kinds of communication strategies).
Interactions have been defined as “reciprocal events that require at least two
objects and two actions and they occur when these objects and events mutually
influence each other” (Wagner, 1994: 8 in D. Rossi, et al., 2013:24). Interaction in
a classroom does not only involve the teacher, it involves all participants. According
to Tsui (1995:6) in Raga (2010:6) classroom interaction is a co-operative effort
among participants in which each participant contributes in determining the
direction and outcome of the interaction. Allwright and Bailey (1991: 18-19 as
7
quoted by Tsui, 1995:7) further points out, “ interaction, in class or anywhere, has
to be managed, as it goes along, no matter how much has gone into it beforehand. It
has to be managed by everyone taking part, not just by the teacher, because
interaction is obviously not something you just do to people, but something people
do together, collectively. Although interaction is a co-operative effort of all
participants in a classroom, there are some aspects controlled 15 or managed by the
teacher and one of these aspects is the input provided. It is affirmed by Wagner
(1994:8) that Interactions do not occur only from one side, there must be mutual
influence through giving and receiving messages in order to achieve communication.
Wagner adds that “ reciprocal events require at least two objects and two actions.
Interaction occurs when these objects and events naturally influence one another ”.
It actually refers to the communicative process which involves interaction at least
between two people who share a list of signs. This can be achieved through various
ways: by implementing different student and teacher roles, by exposing students to
a varied classroom organization, by employing a variety of activities, by helping
students to express themselves and by encouraging their use of communication
strategies.
If the two implications are joined, we gain a pleasant classroom atmosphere in
which students are trying to communicate in the foreign language. it can be
concluded that classroom interactions occur when all components have an awareness
to participate in every kind of classroom activity. The participants are encouraged to
manipulate all activities which address themselves to a goal that has been set up is
that a good atmosphere of learning circumtances. It then requires teachers and
learners who involve directly to the interaction to pay great attention to the
implication is that the achievement of teaching and learning process.
Without proper knowledge of English, it is difficult to have a good career both
abroad or in the country. And thousands of students fall victim to this problem. Many
meritorious students cannot get their dream job for want of proper knowledge of
8
English. The problem is only getting worse day by day. We need to take proper steps
to eradicate this problem. We can do the following things to overcome the barriers:
1.
First of all teachers should be trained properly so that they can take class
in other methods like DM or ALM or even a new method which is more suitable to
our context. Also, schools should be more sincere while hiring teachers. How the
teachers speak or how much they can develop the thinking skills of the students
should be taken under judgment. 2.
Schools need to be redesigned. Schools should
be beautiful and full of life. It should not be a sufferer of noise pollution. This will
help the students be attentive in the class. Besides, schools should have gardens and
playgrounds so that students can get rid of their fear of school and stress.
3.
The syllabus too should be redesigned. Exam format has to be redecorated
as well. Creativity of the students needs to be given more priority rather than
memorizing. 4.
Students should be encouraged to communicate in English with
friends and teachers. They need not be worried about making mistakes. Mistakes are
Only a way of learning the right things.
English is a must in this modern era. We cannot but focus on removing the
barriers of learning English in order to build a potential youth who will be not just
local but global employees and leaders. Most of the teachers are not qualified,
schools are uncomfortable, students bear wrong ideas, the syllabus is not ideal- these
are the problems that are barring our students from learning proper English and soon
we need to overcome them.
9
Language teaching approach to improve learners’ speaking skill
One of the skills that is supposed to achieve by the learners at the end of the
course is speaking skill. It not only referes to the ability of uttering single word or
phrase but also states the ability of conveying what is in mind to others. Speaking
skills deal with the capability of communicating idea or opinion or feeling to others
in sistematic way.
In learning to gain speaking skills, teachers as facilitator and counselor must
pay great attention to their own roles and learners roles. English teachers should have
the capability to implement teaching approach that can lead learners to be
autonomous learners. One of the approaches that can be undergone is
Communicative language teaching (CLT).
Communicative language teaching (CLT) is a teaching approach that is
oriented to lead students to have communicative competence. One of the goals of
CLT is to develop fluency in language use. Fluency is natural language use occurring
when a speaker engages in meaningful interaction and maintain comprehensible and
ongoing communication (Richard, 2006: 14). Fluency is developed by creating
meaningful activities in which students negotiate meaning, use communication
strategies, correct misunderstanding, and work to avoid communication breakdown.
In addition to get the accuracy, communicative language teaching is conducted
through practicing dialogue with keeping great attention to the role of a teacher to
monitor and facilitate. Communicative language teaching basically seeks to bring
students beyond grammatical competence to a point where they are able not only to
decode a language but also they can begin to manipulate the language in a dialog.
Interaction happens within the dialogue represent the effort to gain the goal that is
communicative competence.
It is not as easy as most people think. For learners, It needs intention to attend
the classroom activities regularly while specifically following the rules applied.
Effort to increase the communicative competence should focus on improving the
opportunity to do dialogue, cooperating and discussion. The students must primarily
concern with achieving success in the classroom, and they are more likely to do so
10
in the school and classroom that are organized to support them. Current studies
revealed that many students don’t achieve speaking skills although they have learnt
English for years. Argawati (2014) through her study in Wijaya Kusuma vocational
high school found that speaking is the most difficult skill to master. It requires not
only knowledge, in terms of mastering vocabulary and grammar, but also a desire
and confidence in speaking English because it has to be practiced not only learnt.
The problem appears in the desire of the students in practicing to speak in English.
Most of them do not have any willingness to speak.
It’s affirmed by Nirmawati (2015). She stated the problmes found in the
learning speaking,
1) Students had less chance to engange with varied activities, such as games,
students project, delivering speech, presentation, discussing some issues, outside
classroom activities, even listening activities which are actually expected by the
students,
2) Students had less 37 English materials since they depended on the materials
given by the teacher. Theydid not try to find materials themselves to accommodate
their own needs in learning English,
3) The teacher did not provide models for the students in speaking activities. It
caused the students unable to express ideas in their mind using appropriate language
expressions. In reeference to the studies, it’s important to explore and elaborate how
CLT implemented for the purpose of increasing learners speaking skill, the
procedures used, and kinds of tecniques and methods that can be applied in the
teaching and learning activity to cope with the students’ needs and objectives in
learning English.
Communicative Language Teaching The origins of Communicative language
teaching (CLT) are to be found in the changes in the British language teaching
tradition dating from the late 1960s. Situational language teaching represented the
major British approach to teaching English as a foreignn language. In situational
language teaching, language was taught by practicing basic structures in meaningful
situation-based activities. This was partly a response to criticize Chomsky (1975)
11
which had demonstrated that the current standard structure theories of language were
incapable of accounting for the fundamental characteristic of language, the creativity
and uniqueness of individual sentence (Richard and Rodger,2001:153). British
emphasizes another fundamental dimension of language that inadequately address
in approach to language teaching. They saw the need to focus in language teaching
on communicative proficiency rather than on mere mastery of structure.
In applying Communicative Language Teaching, Howatt (1984) in (Richard
and Rodger, 2001:155) distinguishes between strong and weak version. The weak
version which has become more or less standard practice in the last ten years,
stresses the importance of providing learners with opportunity to use their English
for communicative purposes and characteristically, attempts to integrate such
activities into a wider program of language teaching. On the other hand, the strong
version of communicative teaching advances the claim that language is acquired
through communication, so it is not merely a question of activating an existing but
inert knowledge of the language, but of stimulating the development of the language
system itself. If the former could be described as learning to use English, the latter
entails using English to learn it. The communicative approach in language teaching
starts from a theory of language as communication.
Hymes (1972) in (Richard and Rodger, 2001:159) states that the goal of
language teaching is for communicative competence. It is the definition of what a
speaker needs to know in order to be communicatively competent in a speech
community. Hymes adds that a person who acquires communicative competence
acquires both knowledge and ability for language use. Hymes theory is affirmed by
Halliday (1970: 145) in (Richard and Rodger, 2001: ibid). Halliday focuses on
functional account of language use. “ linguistics ... is concerned... with the
description of speech acts or texts, since only through the study of language in use
are all the functions of language, and therefore all components of meaning, brought
into focus “. Referring to the language function mentioned, Halliday elaborates
language functions which complement Hymes’s view of communicative
competence.
12
He describes some basic functions of language as the following:
1) Using language to get things named instrumental function,
2) Using language to control the behavior of others called regulatory function,
3)Using language to create interaction with others called interactional function,
4) Using language to express personal feelings and meanings called personal
function,
5) Using language to learn and discover called heuristic function Another
theorist which pays great attention to communicative nature of language is Hendry
Widowson.
He presented a view of the relationship between linguistic system and
communicative values in text and discourse. He focused on the communicative acts
underlying the ability to use language for different purposes. Canale and swain
(1980) in (Richard and Rodger, 2001:160) described the analysis of communicative
competence. They identified four competencies which refer to grammatical
competence, sociolinguistics competence, discourse competence, and strategic
competence. Richard (2006:2) adds that Communicative language teaching can be
understood as a set of principles about the goals of language teaching, how learners
learn a language, the kinds of classroom activities that best facilitate learning, and
the roles of teachers and learners in the classroom. Based on the above theories, it
can be concluded thatCommunicative language teaching (CLT)is one of the
approaches applied by language teachers which is aimed at leading the students to
have communicative competence. This competency is related to the ability of using
language in daily interaction.The communicative competence mentioned is not only
referring to the language comprehension but also using it for the variety of purposes
such as obtaining speaking skill.
Communicative Language Teaching Objectives In stating the objectives of
CLT, Piepo (1981) in Richard and Rodger (2001:162) describes some levels of
objectives in a communicative approach: a. An integrative and content level
(language as a means of expression) b. A linguistic and instrumental level (language
as semiotic system and an object of learning). c. An affective level of interpersonal
13
relationship and conduct (language as ameans of expressing values and judgments
about oneself and others) d. A level of individual learning needs (remedial learning
according to an error analysis). e. A general educational level of extra-linguistic
goals (language learning within the school curriculum) Richard (2006:3) adds that
the goal of Communicative language teachingis to obtain communicative
competence. Competence refers to the knowledge the learners have of a language
that accounts forthe ability to produce sentences in a language. It refers to knowledge
of thebuilding blocks of sentences (e.g., parts of speech, tenses, phrases, clauses,
sentencepatterns) and how sentences are formed. Grammatical competence is
thefocus of many grammar practice books, which typically present a rule of
grammaron one page, and provide exercises to practice using the rule on the
otherpage. The unit of analysis and practice is typically the sentence.
While grammaticalcompetence is an important dimension of language learning,
it is clearlynot all that is involved in learning a language since one can master the
rules ofsentence formation in a language 41 and still not be very successful at being
able touse the language for meaningful communication. It is the latter capacity
whichis understood by the term communicative competence. Communicative
competence includes the following aspects of language knowledge:
a. Knowing how to use language for a range of different purposes and functions
b. Knowing how to vary our use of language according to the setting and the
participants (e.g., knowing when to use formal and informal speech or when to use
language appropriately for written as opposed to spoken communication)
c. Knowing how to produce and understand different types of texts (e.g.,
narratives, reports, interviews, conversations)
d. Knowing how to maintain communication despite having limitations in
one’slanguage knowledge (e.g., through using different kinds of communication
strategies).
Communicative Language Teaching stresses the processes of communication,
rather than mastery of language forms, leads todifferent roles for learners from those
found in more traditional second language classrooms. Breen and Candlin in Richard
14
and Rodger (2001: 97) describe the learner’s role within CLT in the following terms:
The role of learner in CLT is as negotiator-between the self in the learning process,
and the object of learning-emerges from and interacts with the role of joint negotiator
within the group and within the classroom procedures and activities which the group
undertakes. The 42 implication for the learner is that he should contribute as much
as he gains, and thereby learner learns in an interdependent way (Breen and Candlin,
1980: 110). In some accounts of CLT that learners bring preconceptions of what
teaching and learning should be like. These constitute a “set” for learning which
when unrealized can lead to learner confusion and resentment. Students are expected
to interact primarily with each other rather than with the teacher, and correction of
errors may be absent or infrequent. CLT methodologists consequently recommend
that learners learn to see that failed communication is a joint responsibility and not
the fault of speaker or listener. Similarly, successful communication is an
accomplishment jointly achieved and acknowledged.
Teacher roles Breen and Candlin in Richard and Rodger (2001:98) describe
teacher roles in the following terms: The teacher has two main roles: the first role is
to facilitate the communication process between al1 participants in the classroom,
and between these participants and the various activities and texts. The second role
is to act as an independent participant within the learning-teaching group. The latter
role is closely related to the objectives of the first role and arises from it. These roles
simply a set of secondary roles for the teacher; first, as an organizer of resources and
as a resource himself, second as a guide within the classroom procedures and
activities, third, role for the teacher is that of researcher and learner, with much to
contribute in terms of appropriate knowledge and abilities. Other roles assumed for
teachers are needs analyst, counselor, and group process manager.
Procedures in Applying CLT Different writers have suggested different set of
prosedure and different writers have emphasized different aspects and skills of
language. To eangange with CLT classroom procedure, the writer selects The
procedure suggested by Finocchiaro and Brumfit as follows (Richard and Rodger,
1986:81 in setiyadi Bambang, 2006:154):
15
1. Presentation of a brief dialog or several mini-dialogs, preceded by a
motivation ( relating to the dialog situation to the learners’ probable community
experiences) and a discussion of the function and situation-people, roles, setting,
topic, and the informality and formality of the language which the function and
situation demand.
2. Oral practice of each utterance of the dialog segment to be presented that
(entire class repetion, half class, groups, and individuals) generally preceded by
teacher’s model. If minidialogs are used, enggage in similar practice.
3. Questions and answers are based on the dialogue topic and situation itself.
(inverted wh, or questions).
4. Questions and answers related to students’ personal experiences but
centered around the dialog theme.
5. Study one of the communicative expressions in the dialog or one of the
structures which exemplifies the function. The teacher will wish to give several
additional examples of the communicative use of the expression structure with
familiar vocabulary in unambiguous utterances or mini-dialogs ( using pictures,
simple real objects, or dramatization) to clarify the meaning of the expression or
structure.
6. Learner’s discovery of generalizations or rule underlying the functional
expression or structure. This should include at 44 least four points, e.g. “ How about
+ Verb + ing?”; its position in the utterance; its formality or informality in the
utterance; and in the case of a structure, its grammatical function and meaning.
7. Oral recognition, interpretative activities ( two to five depending on the
learning level, language knowledge of the students, and related factors).
8. Oral production activities-proceeding the guided to freer communication
activities.
9. Copying of the dialog or mini-dialogs or module if they are not in the class
text.
10. Sampling of written homework assigment, if given.
11. Evaluation of learning (oral only)
16
The implementation of self directed learning in learning english for
specific purpose.
Learning English isn’t limited by any professions. For the purposes of
applying in the context of certain profession or career demand, learning English is a
need namely English for Specific Purposes (ESP). It has been applied for years, and
most learners learn English in order to be able to communicate with others in the
workplace. The ability of communicating in English is demanded in the current
competitive era. It is used to transfer ideas, feeling, opinions even knowledge. To
deal with the implementation of SDL in learning ESP, the writer took Nursing
Students who deliberately learn English for the purpose of being able to use English
in medical field as the data samples to describe SDL implementation in learning
ESP. In the nursing practice, communication is an important component that should
be owned.
To communicate effectively with patients, nurses are supposed to develop
comunication skills. It’s necessary to know the patients problems and needs. By
knowing the patient’s needs, a nurse is able to make effective diagnosis, response to
illness and initiate actions. In this context, a nurse apply therapeutic relationship,
develop a working, and fulfill the purpose of nursing process (Harrysingh, et. al,
2004:34). 58 For this purpose, learning English is not a choice but a need. It is very
important for professional nurses to learn and understand English. By
comprehending and being able to use English in interaction, professional nurses are
as well able to apply therapeutic relationship between nurse and patients. In this
context nurses are able to communicate with patients, make diagnosis and deliver a
good treatment to overcome the patients problem .
There are some ways or methods that can be applied by which English
language learners apply in learning to have the capability of communicating in
English. In daily life, it can be observed the implementation of guided learning such
as learning English in the classroom under teacher’s guide, taking English course,
and taking English private class under a tutor’s guide. A part from it, self directed
learning is one of which that should be taken into account. Radial & Volet (2009) in
17
(Turan and Koç, 2018:99) proposed the definition of self-directed learning as
“learning how to learn”. Malcolm Knowles (1975) in (Turan and Koç, 2018: Ibid)
stated that in applying self-directed learning individuals take the initiative without
the help of others. Individuals make diagnosis of their learning needs, formulate
learning goals, identify learning resources, and evaluate learning outcomes.
Knowles highlighted self awareness of learning as the key point of achieving
learning objectives.
By having self awareness, learners set up plan, practice learning based on the
plan, evaluate what has been learnt, and finally achieve learning objectives. Current
studies revealed the effect and effectiveness of implementing self directed learning.
A study on The Implementation of Self-directed Learning Model conducted by
Suardana (2012) through action research found that (1) there is an improvement of
students’ activities by 9.8%, and they were in good category; (2) the students’ scores
were about A and B improved by 47.1%; and (3) the scores of students who have
high and very high self-directed learning improved by 29.4%, respectively from the
first to the second cycle. Turan and Koç (2018) in the other study found that there is
an effect of applying self directed learning towards learners critical thinking and self
efficacy. SELF DIRECTED LEARNING Blumberg (2000) in Deur and Harvey
(2005:167) stated that in applying SDL, students are supposed to possess the ability
to assess their own learning needs in order to able to look for the things they want to
know.
Gibbons (2002:2) furthermore stated that it’s important for the students to
deal with SDL since it makes them able to use their approach to the learning tasks,
combine the skills and character development, and prepare a long learning through
their lives. Other theorist stated that Self-Directed Learning (SDL) concept was seen
as an adult education characteristic. Selfdirected learning is viewed as an art and
science to help adults learn. This concept viewed that the opportunity and experience
to choose their own method to learn arouse adult learners to have motivation to learn
(Lindemann and Knowles; Carson, 2012 in Malison, 2018:2). Moreover, Selfdirected learning simply is defined as “learning how to learn”. It is the way adult
18
learners obtain new information, ideas, abilities, attitudes and experiences (Radial
& Volet, 2009; Murray, 2015; in Turan and Koc, 2018:99). It’s added by Fisher that
learners who posses the 60 tendency, abilities and personality characteristics are
ready to apply SDL, and it’s then needed for learners to develop SDL skills in the
personal, social and political dimensions and contexts. From many concepts or
definitions of Self Directed Learning, they come to the common concept that SDL
is a study process conducted by the students through taking initiative with or without
the help of others.
In this context, students assess their own learning needs, formulate goals,
implemente appropriate strategies and evaluate learning outcome (Knowles, 1989 in
Malison, 2018:3). Students become the key of improving themselves without
motivation coming from others. It means students play an important role in making
themselves achieve their own learning goals.
In applying Self Directed Learning Gibbons (2002:11) stated five elements
that should be taken into account by learners;
1. Learners Control Their Own Learning Experience The major shift from
TDL to SDL is students take a main role to control their own activity. It represents
a shift from outer control to inner control. Students begin to develop themselves as
individuals separate from their childhood dependencies. It this phase, students start
to formulate their own opinions and ideas. Moreover, making decisions, choosing
activities, taking responsibility are made by students themselves.
2. Skill Development Developing skills and processes are more emphasized
in Self Directed Learning. It leads the learners to a productive 61 activity. In this
phase, learners learn to obtain learning goals by thinking independently, making
plan, and executing their own activities. Learners need to prepare and make
negotiation with the teacher. It’s undergone to enable the students identify their
interest in learning.
3. Students’ learning to challenge themselves to their best possible
performance It’s a need to accomplish Self-direction with challenge. It’s firstly
given by the teachers and then by the students themselves. Giving challenge means
19
taking risk of obtaining certain level of performance of familiar field into a new field
of interest. To deal with this element, students need to set the standard of
achievement a step higher than one can readily achieve.
4. Students self-management Students self-management is students ability to
manage themselves and their learning activities. In SDL students learn to control
their own activities by finding out the solution of difficulties that they may face and
making a commitment to do self learning based on personal interests and aspirations.
In this process, students are required to determine what they will do and what they
will become. Students need to have self confident, self motivation, and self
determination in order to able to cope with the difficulties and problems while
maintaining their productive activity.
5. Self-motivation and self-assessment Self motivation is conducted and
maintained when students are in the pursuit of their own high-interest goals. In
applying self motivation, students set up important goals for themselves, arrange for
feedback on their work, and achieve success, and finally they learn to inspire their
own efforts. In the next phase, students make up self evaluation by doing an
agreement with the teachers about the materials they learn and the description of
standards they will try to obtain To be able to implement such elements as stated
earlier, learners should apply SDL by following some steps as proposed by the
theorists. According to Long (2007 in Moradi, 2018:60), there two major areas of
SDL skills including general skills (cognitive and information processing skills) and
personal characteristics. To cope with this context, learners should be able to
determine their learning objectives, recognize suitable resources for learning, apply
appropriate learning strategies, controle and assess the learning outcomes.
This concepts then can be assumed as steps that should be followed by
learners in applying Self Directed Learning.
1) Assessing readiness to learn; In applying such activity, it’s a need for
learners to possess skills and attitudes on learning for successful self study by
conducting a self-evaluation of their current situation, study habits, family situation,
20
and support network both at school and at home. Moreover, learners involve
themselves in the evaluation of past experiences with independent learning,
2) Setting learning goals; Learners should be able to create their own
learning objectives while consulting to the teachers the activities that are supposed
to be undertaken to attain those objectives. Communication of learning goals
between a student and the teacher is necessary. It helps the learners identify and find
out earlier the difficulties that may happen in implementing SDL,
3) Engaging in the learning process; Students need to understand themselves
the activities they have to undergo as the implementation of self-directed 63
learning. By understanding what they have to do, learners posses the will to find out
the solution for the difficulties the may encounter.
Learners know how develop and increase their ability through learning or
engaging the materials they are interested in. In this phase, learners learn more than
is required for unit completion, achieve the highest possible grades, learn what is
required to pass exams, and spend time practicing materials they have got in the
class, 4) evaluate learning; In this phase, what the learners do is making selfreflection and self-evaluation on study materials, learning progress and learning
goals. In order to achieve learning objectives, learners should take time to consult
with the teacher, seek feedback, and do the reflection on their learning achievements.
The Implementation Of Self Directed Learning In Learning English For
Specific Purpose In order to describe how SDL is impelemented in learning English
for Specific Purpose (ESP), the writer uses the data of SDL implementation obtained
from the writer’s study to 32 Students of Nursing Unika Santu Paulus Ruteng in
February 2020.5 The quantitative data are presented in the form of chart, and then
elaborated qualitatively to support the argumentation of quantitative data.
One of the processes that is supposed to be conducted by learners in applying
Self Directed Learning is setting up learning goals by the learners themselves. It
should be taken into account since learning objectives are the final destination to
achieve at the end of the learning processes. And based on the quantitative data, it’s
found that studying English for the purpose of mastering the material (item number
21
6) gains mean 2.78, and is categorized as medium self directed learning. It’s
confirmed through the data of interview data that student studies English for the
purpose of understanding English material and being able to speak in English well.
Moreover, it’s found that students do the exercises to know their skill of English
(item number 7) gains the mean 3.06, and is categorized as high Self Directed
Learning. It’s confirmed through the data of interview that student does
English practices in order to know English more, be able to communicate with
foreigners and be able to help others when they find difficulties in learning English.
The study finding shows that students of Nursing Unika Santu Paulus Ruteng set up
the goal of learning English. They learn English in order to know more and
understand English. Moreover, they learn English in order to be able to communicate
with foreigners, and be able to help others who find it difficult to learn English.
Dickinson (1987) in Thornton (2010:159) stated that selfdirected learning is a study
process in which learners take full control, make a decision of their own learning
activities and are responsible for it. It’s possible for learners to look for expert’s help
and advice. It includes the responsibility for setting up learning goals to be achieved
at the end of the learning processes.
That’s why O’Shea (2003), Boyer and Kelly (2005) in Moradi (2018:6)
stated that learners who are able to control their learning activities and experiences
will be able to convey what they have studied. It’s because of the learners skills and
ability to cope with regulation, have intrinsic and extrinsic motivation, control and
monitor their learning activities. 5. Being discipline to learn Being discipline means
keeping consistent with process, activity and goals of doing certain tasks, and having
an effort to find out the solution when finding difficulties. Based on the quantitative
data, it’s found that from the four items included in the “being discipline to learn”
as a part of Self Directed Learning processes, all is categorized as medium Self
Directed Learning (consulting with lecturers or people who are considered to 71
understand English in order to master the material gains mean 2.5, studying the
material that I got in English class gain the mean 2.4, studying at home by learner’s
22
own schedule gains the mean 2.2, looking for reference material in other sources
when he/she is not in class gain the mean 2.1).
The findings were supported by the qualitative data that student sometimes
watches English video on you tube, reads English books, and taking English course.
Koc (2007) in moradi (2018:2) stated that there are some characteristics that should
be owned by SDL learners including a good impression of taking responsibilities for
their learning, eagerness for engaging in continuous learning, being capable of
understanding how to learn, how to read for comprehension, written and as well as
communication skills, competence about information technologies, knowledge of
strategies for efficient learning, and high capacity of thinking skills. The study
finding shows that students of Nursing Unika Santu Paulus Ruteng sometimes have
an eager to engage in continuous learning through watching English videos on you
tube, reading English books, listening to English songs, and even taking English
private class. In this context students are responsible for their own learning activity
by conducting certain learning strategies which is believed to carry advantages for
the students themselves.
Moreover, students use information technology as the media for
implementing Self Directed Learning. 6. Self confident Self confidence is a one of
the keys determining the success of learning a language. It is required to make the
learners achieve 72 the learning objectives is that the ability of using the language
learnt in daily interaction. Based on the quantitative data, it’s found that students are
confident with their own ability that they would get good grades (item number 12),
gain mean 2.9, and is categorized as medium self directed learning. It’s confirmed
through the qualitative data that student gets the results after learning English. She
gets the improvement of her English comprehension.
Moreover, students have a good self confident of doing the test. They answer
the questions on their own, and be confident that they answer the questions correctly,
proved by the result of quantitative data that students do the test on their own (item
number 13) gains mean 3.9 and is categorized as high Self Directed Learning. It’s
confirmed through the qualitative data that by having good self confident, student
23
can answer the all questions well during the test. The finding indicated that student
is confident her English has improved after learning English. Moreover, she is
confident of her ability to answer the questions well during the test.
It’s possible since she always studies before taking the test. The finding was
in line with what Long (2007) in Moradi (2018:60) stated, learners apply SDL
through engaging in the learning process by understanding themselves the activities
they have to undergo. By understanding what they have to do, learners posses the
will to find out the solution for the difficulties the may encounter. In this context,
students know what they have to do for themselves, apply knowledge to new
situations, and learn more than what they have learnt, and achieve high grades. In
addition, Gibbons (2002:11) stated that in applying SDL, it’s a 73 need for students
to challenge themselves. It’s conducted for the purpose of achieving a new level of
performance. Challenge takes risk for the students that they have to be able to reach
a step higher than others do. Challenge is encountered by the students through taking
the test and getting successful grades.
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Problems Bangladeshi Students Face in Learning English
English is a global language. It is the medium through which different cultures
and countries are connected. Therefore, the importance of learning English,
especially in the context of Bangladesh, is massive. English is considered as a must
needed skill in almost every reputed working sector. Educational institutions also
focus on English. Parents, teachers and students make a combined effort so that
students can have proper knowledge and skill of the language. However, students of
our country still cannot develop proper communication skills in English. This
shortcoming can be found in most of the graduates as well. There are many issues
that contribute to this failure.
1. The Method: In our country English is taught in GTM (Grammar
Translation Method) in which teachers read particular texts and translate
them for the students. Grammar is taught methodically like formulas.
Students are given some particular questions which they memorize from
some notebooks. They learn new words with the help of Bengali
language. The method is effective for beginners like primary school
students but we need to implement some modern and advanced methods
for upper classes. Sadly, from class 1 to 12, all the students are taught in
the same method. We need to remember that learning a language means
developing four skills in the language- listening, speaking, reading and
writing. GTM focuses mostly on reading and writing. As teachers do all
the speaking and students are given to write some answers, the speaking
skill of the students gets overlooked completely. Moreover, students do
not develop self-confidence to speak in English. No time is spent on the
pronunciation. As grammar is taught precisely, subconscious habits of
using the rules do not develop. Besides, as GTM uses mother tongue, in
our case Bengali, the target language- English remains ignored. The class
25
is conducted totally in Bengali and students do not speak English in class.
The students do not develop the habit of thinking in English. They learn
to translate their ideas from Bengali to English and vice versa. Everything
in the method is taught like formulas instead of a conversational method.
Students do not get to explore their ability either. The method is old
fashioned and hardly used in America or Europe. We need to find a better
method that will be more beneficial and suitable as well for both students
and teachers.
2. A misconception: Most of the students of Bangladesh consider
English just as another subject that they have to pass and obtain a good
grade. They often forget that it is a language and the purpose of language
is being able to use that language. As students solely focus on getting a
good grade, they do not bother to communicate in the language, they
memorize lots of grammar rules and paragraphs and other stuff and forget
them eventually as soon as the exam is over. Because of this attitude, a
lot of students who have the highest grades cannot use the language for
communication purposes. The syllabus is also designed in such a manner.
Students are taught the same paragraphs from class 7 to 12, without
understanding the meaning of what they are reading. Like other subjects,
students believe they can master English by repeatedly solving problems
like sentence transformation, and filling the gaps, though, in reality, they
had to practice using the language in day to day conversation, in writing
their own thoughts and ideas.
3.
Lack of practice: Some research shows that sometimes students know the
words, know the necessary grammar rules but when it comes to speaking or writing
something on their own, they cannot express their ideas. This happens due to the
lack of practicing opportunities students get. Students memorize vocabularies
without knowing how to use them in different contexts. They memorize grammar
rules without learning their implementation. Besides, students are not encouraged to
26
think on their own. When it comes to writing, they are told to memorize from
notebooks and write them exactly the same to the book. This is a very bad practice.
Students should be taught and encouraged to write on their own rather than blindly
memorizing from books. In schools, they are taught many things they do not even
understand completely. They take the shortcut way of memorizing in order to get a
good grade on exams. They do not get to practice using what they are learning to
use in real life. It has been proven through research that learning a language is a
habit. Since students do not develop the habit of using English in day to day life,
their learning remains incomplete.
4.
Social circumstances: Social circumstance plays a vital role in setting a
barrier in learning of the students. As most of the students belong to a society where
English is rarely used as a means of communication, they do not get the opportunity
to practice the language outside the classroom. Many students suffer from shyness
while asked to speak in English. Students from middle class families hardly have an
English speaking environment at home. Their parents or relatives are not educated
enough or they also lack the ability to communicate in English. Again, using English
in day to day conversation with elders sometimes is regarded as bad manners. Thus
the students get demotivated in practicing English.
5.
Underqualified teachers: It is sad but true that most of the teachers in
schools and colleges are not qualified or trained enough to teach students properly.
In most cases, teachers suggest the students memorize grammar rules and writing
stuff. If a student tries to write on his own, he is discouraged and sometimes even
punished. The teachers are not skilled enough to conduct the class in total English.
Therefore, other advanced methods such as DM (Direct Method), ALM (Audio
Lingual Method) can be applied. As many parents cannot afford to send their
children to better schools but kindergarten where the fees is less and so is the salary
of teachers. As a result, schools cannot afford qualified teachers and so they hire
University students who often do not have proper skills and training. Teachers
cannot set unique questions on their own. They rely on notebooks and previous years
questions. This practice makes the students just go through the notebooks. This
27
creates double problems. First of all they are mainly taught grammar precisely in
GTM, secondly, they do not even learn the rules properly. Therefore, unlike other
countries who follow GTM, our students are often not capable of translating texts
either. Most of the teachers are not skilled in multimedia either. So, they cannot
make their lessons interesting which is our next big problem
6.
Monotonous lessons: Students are taught in a boring, out of date style. We
need to consider the advancement of the current age. As students are used to using
cell phones, watching TV and videos on the internet, it has become harder for them
to concentrate on teachers' monotonous lectures. They are given the same home tasks
of changing sentences or filling in the blanks that they are doing for years. They have
to listen to the same speech on different grammar items, memorize the same
paragraphs, essays and letters every year. All these make English very boring for the
students. If we compare the current syllabus for class 8 and 10, we will find them
almost identical. Besides, schools do not have multimedia systems to provide visual
aids. It has been proved that our surrounding affect our learning. Therefore, some
methods suggest to make classrooms comfortable while our classrooms are mostly
uncomfortable. Also, attending classes always in the same room male it boring for
students. Taking classes sometimes in the garden or by a pond or waterlake may
provide the students with a new experience and they too will feel fresh and
gossiping. If students can be encouraged to gossip in English or told to write a poem
on their own or to explain the surrounding on their own, this would help them to a
great extent. Sadly however, our schools hardly have gardens or beautiful sights
around them. Most of the schools are by the roads and full of noise pollution. For
this, students do not enjoy going to schools.
7.
Class duration: Most schools distribute only 40-45 minutes for each period
while the classes consist of 50-60 students. Therefore, teachers cannot focus on
every student. In a short time, a long syllabus requires to be covered which puts
teachers in a haste. They cannot spend time helping students grow their linguistic
skills. According to experts, students spend 5-10 minutes on a topic before starting
to write for planning and mind mapping. Since the duration of classes are not
28
enough, students are not given enough time to think and so they memorize as a
shortcut. On the other hand, due to the shortage of time, teachers cannot check
answer scripts properly nor can they guide students properly on freehand writing.
8.
Reluctance: Students often feel reluctant to learn new words or to practice
free handwriting themselves. If they are told to listen to English radio or read English
newspapers or watch English news channels they do not find interest in doing them.
Sometimes, they think that they can learn English after completing higher Secondary
by doing some English courses which is another wrong idea. Gaining competence
in a second language requires much effort and time. Students lose their motivation
soon and just let it go. Again, for them gaining speaking, thinking, listening or
writing competence do not seem to be important as they can easily get better scores
in exams just by memorizing some pages.
9.
Age factor: Children often begin their English learning at the age of 7 or
later. By this time, they already acquired their first language which hampers and
slows learning throughout their English learning. It became difficult for them to
learn the new sounds and alphabets and immediately they come to a conclusion that
English is a difficult subject or language. Hence they develop a fear of English that
restrain their efforts of learning the language. Before they are admitted to schools,
at home they are not taught English phonemes. Unlike other countries, Play lr
nursery classes are not a source of fun and learning. Little children are forced to
memorize some English sounds without learning how to join those sounds to make
a full sentence.
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Conclusion.
In summary, although students have applied various leaning strategies and
teachers have strived to conduct effective and interesting teaching method to achieve
speaking capability, they keep facing obstacles in learning to speak English. It seems
that the obstacles are mostly intrinsically. The problems are coming from the
students themselves. Having lack of learning motivation and interest, lack of basic
knowledge and vocabulary mastery, and lack of self-confident to speak. Having lack
of learning interest and motivation is caused by the unavailability of good facilities,
supporting learning circumstances, interesting materials that fit learners need, beside
putting forward negative concept of learning to speak English. Having lack of basic
knowledge and vocabulary mastery makes the students find difficulties to
understand the materials studied, meanwhile having lack of self-confident to speak
makes the students fear to involve in practice with their interlocutors.
30
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