Implementation of Integrated Language Skills in English Teaching Process

Ummi Kalsum Ummi Kalsum, Andi Tenri Ampa Andi Tenri Ampa, Radiah Hamid Radiah Hamid
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Abstract

Integrated Language Skills (ILS) is an approach considered to integrate the four language skills into teaching learning activities in order to develop students’ communicative competence. This research aimed to investigate teachers’ implementation of ILS and the challenges in implementing ILS in teaching learning process. The participants were four English teachers and chosen by using purposive sampling technique. The research findings revealed that all of the teachers only integrated two and three language skills in English teaching process, except for one teacher implemented the four language skills in a meeting. Whereas, the challenges faced by the teachers in implementing ILS in teaching process were: students’ less interest and motivation in learning English, teachers were lack of competence and creativity in allocating time of teaching duration, school’s facilities were not maximally adequate. Therefore, teachers were expected to attend teaching training to develop their competences in terms of preparing materials and equipment, strategies or techniques in conveying teaching material such as giving them short video or games to motivate them before learning started. These things can be forwarded by school capacity to inadequate attention language skills integration.
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综合语言技能在英语教学中的运用
综合语言技能是将四种语言技能整合到教学活动中,以培养学生的交际能力的一种方法。本研究旨在探讨教师在教学学习过程中运用语篇教学法的情况及所面临的挑战。调查对象为4名英语教师,采用有目的抽样法进行调查。研究结果显示,除了一位教师在一次会议中实施了四种语言技能外,所有教师在英语教学过程中都只整合了两种和三种语言技能。然而,教师在教学过程中实施ILS所面临的挑战是:学生学习英语的兴趣和动力不足,教师在教学时间分配上缺乏能力和创造力,学校设施没有最大限度地满足要求。因此,教师需要参加教学培训,以提高他们在准备材料和设备、传播教材的策略或技术方面的能力,例如在学习开始前给他们提供短视频或游戏来激励他们。这些事情可以由学校能力转发到注意力语言技能整合不足。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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