Name: Dwi Nurhattaarti
NPM: A1B022010
Subject: Second Lamguage Acquisition 5A
Introduction
The textbook "My Next Words" is an English learning module specifically designed for
elementary school students in Indonesia. This book was written by the English For Young Learner
Community (EYLC) team and aims to provide guidance for teachers in teaching English
interactively and contextually. One of the interesting units to analyze is Unit 1, entitled "How Are
You". This unit focuses on self-introduction and simple social interactions in everyday life, which
are basic skills in learning English. In analyzing this chapter, I will evaluate the material of this unit
using various theories and concepts in second language acquisition (SLA), including the input,
output, interaction, attention, and affective filter hypotheses.
Evaluation
- Input Hypothesis (Krashen)
According to Stephen Krashen, the input hypothesis states that language learning occurs when
students receive comprehensible input that is slightly higher than their current level of
understanding (i+1). In the unit "How are you?", the materials presented include basic vocabulary
and relevant phrases for introducing oneself, such as "My name is..." and "How are you?". These
examples are designed to be meaningful, contextual, and easy to understand, so that students
can easily understand and relate them to their everyday experiences. However, if we want to
increase effectiveness, the materials can include more variations in the context of using the
phrases, so that students can see the wider application of the vocabulary learned. We can use
visual aids such as pictures or videos that show real situations to help students better understand
and remember the vocabulary taught.
- Output Hypothesis (Swain)
The output hypothesis proposed by Merrill Swain emphasizes the importance of active
language production by students. In this unit, there are activities that encourage students to
speak and introduce themselves to their friends. For example, when students are asked to pair up
with a friend and ask each other "How are you?" and then respond with the right sentence. This
activity not only encourages students to use language actively, but also provides an opportunity
for them to practice pronunciation and intonation that are appropriate to the context.
However, to increase output, the material can include more complex tasks, such as creating
dialogues or scenarios that involve more interaction between students. In this way, students not
only practice speaking, but also learn to listen and respond appropriately, which are important
skills in communication.
- Interaction Hypothesis (Long)
Long’s interaction hypothesis emphasizes the importance of interaction in language learning. In
this unit, there are tasks that encourage students to interact with each other, such as role-playing
in social situations. These activities allow students to negotiate meaning and clarify their
understanding through direct communication. However, to increase interaction, the material can
include more collaborative elements, such as group projects involving presentations or group
discussions.
For example, students can be divided into small groups and asked to do a short presentation
about themselves, using vocabulary and phrases that have been learned. This will not only
improve their speaking skills, but also build their confidence and ability to work together in a
group. In addition, the teacher can provide direct feedback during these activities, which can help
students understand areas where they need to improve.
- Attention Hypothesis (Schmidt)
Richard Schmidt argues that attention to certain linguistic features is essential in language
learning. In the unit "How Are You", there is an emphasis on vocabulary and simple sentence
structure. However, this material can be more effective if it includes techniques that help
students pay attention to certain aspects of the language, such as the correct use of verb tenses
or variations in pronunciation. For example, a teacher can use visual aids or games that
emphasize the difference between positive and negative forms in questions.
In this way, students not only learn to speak, but also understand the underlying structure of
the language. In addition, teachers can hold question and answer sessions in which students are
asked to provide examples of sentences using the vocabulary they have learned, so that they can
practice paying attention and using the language correctly.
- Focus on Form/Form
In the context of language learning, focus on form refers to the use of language in
communicative contexts, while focus on form refers to explicit grammar instruction. This unit
appears to place more emphasis on communicative use, with activities designed to encourage
students to speak and interact. However, there is a need for a balance between the two. For
example, after a speaking activity, the teacher can provide a brief explanation of the sentence
structure used, so that students have a better understanding of the underlying grammar.
By providing clear explanations and relevant examples, students can better understand how to
use vocabulary and phrases in appropriate contexts. In addition, the teacher can provide
additional exercises that focus on grammar, so that students can practice using correct sentence
structures in a variety of situations.
- Affective Filter Hypothesis (Krashen)
Krashen’s affective filter hypothesis states that students’ motivation, anxiety, and self-
confidence can affect their ability to learn a language. In this unit, the material is presented in a
fun and interactive way that is appropriate for the child’s age level, which can help reduce
students’ anxiety. Activities that involve games and social interaction can certainly increase
students’ motivation and self-confidence. However, it is important to ensure that all students feel
comfortable participating, especially those who may feel anxious about speaking English.
Teachers can create a supportive classroom environment by giving students praise and positive
feedback, and encouraging them to support each other. In addition, teachers can use different
teaching techniques, such as role-playing or group activities, to help students feel more
comfortable and confident speaking English.
Strengths and Weaknesses
Based on my analysis, the strength of the "How Are You" unit lies in its interactive and
contextual approach to students. Activities that encourage students to speak and interact are
very much in line with the principles of Second Language Acquisition. In addition, the use of
relevant and simple vocabulary makes this material easy for students to understand. However, in
my opinion, there are several weaknesses that need to be considered. First, although this
material encourages output, there is a need for more complex tasks that can challenge students
to think more critically and creatively. Second, the emphasis on attention to certain linguistic
features could be increased by including more explicit techniques in grammar teaching.
Conclusion
The entire “How Are You” unit in the “My Next Words” textbook provides a good foundation
for self-knowledge and social interaction in English. By using various theories and concepts in
second language acquisition, it can be seen how this material can be improved to increase the
effectiveness of learning. By considering the input, output, interaction, attention, and affective
filter hypotheses, teachers can create a richer and deeper learning experience for students.
Through an interactive and contextual approach, students will not only learn English, but also feel
more confident in using the language in everyday life.
