TRABAJO DE LA ASIGNATURA:

Assignment - DLSC

SUBJECT ASSIGNMENT:DEVELOPING LANGUAGE SKILLS IN THE CLASSROOMAssignment:

Take the unit from the course book Bachillerato Made Easy, Richmond Publishing, available in the Assignment materials section (at the same place where you can find this paper): Materials 1, and the unit Botelln! from an English textbook published in the Basque Country (2010) for teenagers.

Materials 2. Compare and contrast the way the two units deal with the four skills. Content:1. The learning theories implicit in the way the units are presented and developed.2. The extent to which the skills are integrated.2.1 Listening 2.2. Writing 2.3. Speaking 2.4. Reading3. The product-process aspects of the two units.

4. The authentic/genuine aspects.

5. The issue of simplification of text

6. The relationship between the skills work and the learning/practice of grammar.

7. The opportunities for production (oral and written) the units provide.

8. The types of production required.

9. The variety (or otherwise) of the activity types.

10. Which unit do you prefer? Why?

11. Survey on the materials

12. Bibliography

1. The learning theories implicit in the way the units are presented and developed.There are three different theories concerning language development: Learning, Nativist and Interationist.

Interactionists argue that language development is both biological and social; language learning is influenced by the desire of children to communicate with others. The Interactionists express that "children are born with a powerful brain that matures slowly and predisposes them to acquire new understandings that they are motivated to share with others" ( Bates,1993;Tomasello,1995, as cited in Shaffer,2002,p.362).Considering this it is possible to determine that the Interactionist theory is presented in these two texts because the output that teachers can obtain from their students work are mainly a result of group or pair work, where each student makes a contribution and besides, he/she can improve his/her knowledge by sharing the information with the others, for example when they brainstorm and create ideas and sentences from a specific situation such as: Suggest some other hurtful situations which may occur at your school... (Bachillerato Made Easy) and Arguing for and against (Botelln!).

Another one that we take it into account was the integrated approach which is that language is treated as a means of interaction, rather than an academic subject. This also relates to motivation, and it is more likely for students to be motivated to learn a language if they are able to use it to interact, rather than to just have knowledge about the language. Teachers are able to track students' progress in multiple skills at the same time. Also, skill integration allows for growth in all main skill areas at the same time, this allows students to be able to use their strengths in order to help them grow in their weaknesses. In other words, if a student is particularly strong in reading, they may be able to use this skill to help them with listening. 2.The extent to which the skills are integrated.

In English teaching learning, is important to take into account how we can integrate the four skills giving them the same importance to all of them. When analyzing Bachillerato Made Easy, we have noticed that gives more emphasis to reading and writing, but incorporates listening and speaking, too. According with this, the percentage in each skill would be 35% for reading, 35% for writing and speaking and listening 15% of each.

On the Botelln! material we observed that focus more on writing and speaking skills. It has a low level on the reading activity and listening, and other sub skills are missing like language focus on grammar or grammar exercises. The percentage in each skill would be writing 45 %, speaking 30 %, reading 15 % and listening 10 %.

As a conclusion we could consider the material Bachillerato Made Easy more proficient in integrating all the four skills in a proportionated manner, and also included various other sub skills like grammar, vocabulary, comprehension checks.2.1 Listening

In the recent years the skill of listening has gained a lot of importance in determine the level of this competence on the students, from university entrance exams to classroom activities acknowledging that listening skills are a core component of second language proficiency. Recent views of the listening emphasize the role of the listener, who is seeing as an active participant in the listening activity, employing strategies to facilitate, monitor and evaluate the listening task. The role of the material in listening activities is very important because must advocate the interest of the students and to determine whether is applicable for their level of competence, or to evaluate the comprehensive response on the task. Analyzing the task of listening in the two materials we determined several differences. On the first material Bachillerato Made Easy we have 4 activities of listening that focus on the comprehension level of the students. In the first one the students have to infer the answer from the listening task. This is a good technique to raise the level of knowledge of the students from vocabulary and grammar point of view. The students must deduct the possible questions from the chunks that are given and after the listening part they can evaluate themselves if they answer correctly. The second exercise of listening it is used to evaluate the comprehension level of the student on the grammar part of the reported speech. With this exercise you can determine if the students understood the rules that were presented previous. These types of exercises are compulsory after you present grammar explanations, because you have to check the feedback response from the students and to measure the eventual lack of understanding. The third exercise is one designed to check the understanding of the correct order of the actions sequence in a lecture. This kind of activity is reinforcing the capacity of the students to focus on the task and challenge them with the use of vocabulary. The fourth activity is an exercise designed to check the comprehension level of the students on the whole listening task. They have to respond to some questions after they listen, questions that were design to verify their capacity. This is an efficient method to determine whether the level of listening of the students is satisfactory, means that they understand what they hear or not.

In the second material, Botelln! we have two activities of listening. The first one consists of two videos that you have to watch on internet. The main focus of the activity is to determine the differences that they notice on the two videos from content point of view. With this type of activity that has included the visual contact, and in this way the students can focus more, is specific to sharp the attention of the students on the details that they hear for them to use these details later on the debate. Furthermore, because of the visual contact, the task should be easier to assimilate and is making the students to present argument to support their point of view in the debate, based on what they hear and see. The task of the second activity is to listen to an interview. The students must check the correct answers in the box. This type of task is used to analyze how much the students were able to comprehend from the listening, as they have to determine if the meaning of the words as a whole with the ones from the exercise is the same or not. As a conclusion on the two materials we can observe that the first one was richer in the listening activity, but on the other hand the second was presented a visual contact on one of the activity which enhances the quality of understanding of the students. Still, because the students find the listening task the most difficult to process, we can draw the attention that the second material is lacking in focusing more on this type of task. 2.2. Writing

The terms of writing have several meanings. Many experts have proposed the definition and explanation of writing. Widdowson (1978:62) states, that writing is the act of making up correct sentences and transmitting them through the visual medium as mark on paper. Hornby (1974:996) states that writing is in the sense of the verb write. The purposes of writing are to express ones self, to provide information for ones reader, to persuade ones reader, and to create a literary work. Writing ability is the skill to express ideas, thoughts, and feelings to other people in written symbols to make other people or readers understand the ideas conveyed. In the first book Bachillerato Made Easy, there are several opportunities for students to create and write different types of texts, reports and answer questions using their own vocabulary after reading or analyzing certain situations, grammar rules and topics such as Reported Speech, Word order and Reading Comprehension questions. Besides, it is possible to see exercises where they have to correct errors, this is an important technique absolutely useful because improves their understanding and knowledge of the English language. It is possible to note that this text is aimed to intermediate students because the activities and grammar rules are fully explained every time. On the other hand we have Botelln! and comparing the activities with the one above, it is possible to identify plenty of differences; for instance, in this book the exercises that are designed to develop reading skills seem not to be very clear and the rules and objectives are rather confusing for the students. It is also noticeable that this book is aimed to advanced or post intermediate students because there is less explicit grammar rules and explanation.2.3. Speaking

When we learn a language should take into account the four skills that we need to get communication, two of them, listening and speaking are the most often used skills (Brown, 1994) because, we first listen, then speak. Most of the learners of English agree that the final product into the English learning course is to have the ability to express themselves freely, for this reason speaking is our object of study. Speaking is an interactive process of constructing meaning that involves producing and receiving and processing information (Brown, 1994; Burns & Joyce, 1997). Speaking is also spontaneous and open ended but it is also not always unpredictable. A speaker needs to be able to anticipate and then produce a correct response when in a speaking exchange. Turn-taking, rephrasing, providing feedback or redirecting (Burns & Joyce, 1997) are all elements that a speaker must manage in a speaking exchange. Analyzing the two materials we see that in Bachillerato Made Easy, Richmond Publishing begin with a warm up activity of speaking about the meaning of friendship. The aim of the task is to accommodate the students with the topic and to serve as an introductory task for the others task that follows. This is a standard procedure for a teacher to begin the classroom and enhance the students attention and focus on the content of the lesson.The second activity of speaking is connected with the reading task and consist on, to deduct the meaningof several expression extracted from the lecture. With this type of task you can estimate the level of efficiency on vocabulary and it could be used to engage the students in a group conversation.The third activity combine the activity of speaking with the one of reading.To complete the task the students must work in group and should read some situations and discuss about the topic and answering some questions using some specific expressions.This leads to the four activity of speaking to find more examples regarding the topic of the previous lecture.Book Botelln! The tasks that comprise the activity of speaking aim to promote interactive communication and scaffolding among students and put accent on the work on pairs or groups which is an important approach to improve the conversation level of the students. It is divided in three parts: first, we find an introduction in which students have to answer some questions about the topic. Second, they have to find some solutions and proposals and finally, students have to refute some proposals. Additionally, there is an activity called Watching a debate first, where students have to discuss about two topics and answer some questions and second they have to describe some differences between two videos. With the last activity not only is promoting speaking but also writing, this is the main activity of speaking presented in this material were the students have to follow several rules before they engage in the discussion. To sum up the activities we can observe that the material put more accents on the speaking activity and the topic makes the students to be more motivated to participate in the task of speaking.2.4. Reading

As we know reading is a good strategy for the students to learn English since in our experience as teachers we can prepare lessons to motivate students or to read books and that call their attention. We can prepare a pre-reading plan taking in account the purpose to diagnose students prior knowledge and provide essential background knowledge, so they will be prepared to understand what they will be reading. Furthermore, we can realize a procedure to introduce key concept to students using a word phrase, or a picture to initiate a discussion, have students brainstorm words about the topic, and record their ideas, also they can find new vocabulary. We extract from the Bachillerato Made Easy material the following analyze: We have a sequence of tasks regarding reading like warm up, pre listening, while and post listening activities. Warm up: As it is the first activity form the material is intended to introduce the students with the new topic of the lesson. The second task include a pre- reading activity is making the students to use their comprehension on the vocabulary by matching the two columns. Students have to connect the words with the appropriate meaning and this is an opportunity for the students to find the meaning of unknown words. On the while reading activity students have the possibility of find unknown words to put in order the phrases to show in the exercise. It contains general ideas about the text. The post-reading task verify the comprehension level of the students on the meaning of the lecture with various tasks like true or false, multiple choice questions, synonyms grammar general exercises. Another activity of reading include two blended skills, through reading a text the students should be able to write a report by continuing some idea extracted from the text.In Botelln! material we measured that to the reading skill was given a lot of importance with a whole through of various activities of reading that connects most of the time with the writing activity. We have exercises of matching, comprehension, expressing opinions based on reading. As a conclusion we observed that in the first material the activities of reading are very well organized, and has a good task-based practice, the students are motivated to follow and to understand in an efficient order the activity of reading, while in the second material, we observed that the reading material is provided with less length, and there are fewer that in the first.3. The product-process aspects of the two units.

Based on process-product" research, (Rosenshine & Furst, 1973 [4]; Smith, 1979 [5]; Walls, 1994) everything that teachers do within the classroom is called process and everything what their students learn is called product but how to acquire a good process in order to have a good product? So, a good process according with (Walls, 1999) makes an effective teacher and he concluded that The Four Access represent a consolidated way of thinking about the "process" of teaching as it influences the "product" (student learning).

Viewing and contrasting both materials with what has been said, firstly, in Bachillerato Made Easy the goals that students must achieve are not well defined, the unit provides students clear directions and explanations concerning the course organization and contents. These contents are very interesting and motivate students. The four skills are presented with activities that require teachers support and help to get a good process of learning, to create and produce a good product. Secondly, in Botelln! goals are clear and It presents step by step how to perform a debate giving correct instructions to get it. Activities focus more on reading, writing and speaking so this material has a good process for learning to get a good product, too.

To conclude the process of acquiring a second language can be effective when both the leaner and the teacher are involved in the process keeping the motivation and interest. When this is achieved all the problems of teaching and learning get resolved and better results are attained.4. The authentic/genuine aspects.

The debate on the problem between the authenticity and genuine aspect of the materials and text is far from being settled. As major concerns about authenticity start with the authenticity of texts, Lee (1995), assert that teaching materials are usually regarded as textually authentic if they are not written for teaching purposes, but for a real life communicative purpose. Some of the texts considered authentic on a general agreement between the critics are: novels, poems, newspaper and magazine articles, handbooks and manuals, recipes, postcards, telegrams, advertisements, travel brochures, tickets, timetables, and telephone directories written in the target language for the genre-intended target language audience can all be considered authentic texts. Authentic texts (either written or spoken) are those which are designed for native speakers: they are real texts designed not for language students, but for the speakers of the language in question. (Harmer, 1983, p. 146) Widdowson (1998) refers to them as possessing genuineness a characteristic of the text or the material itself. He distinguishes between genuineness and authenticity which refers to the uses to which texts are put. Thus the claim is that texts themselves can actually be intrinsically genuine, but that authenticity is a social construct. In other words, a certain kind of authenticity is created through the interaction of the users, situations and the texts (Lee, 1995). From the point of view of many authors more important is what you do with the text in the classroom, how you use it. An authentic text is one to fulfill some social purpose in the language community in which was produced(Little,1988 :27). From communicative approach a focus in raise the awareness on the need to develop students skills for the real world has meant for the teacher to attempt to stimulate this world in the classroom. It is consider that if authentic materials are used in the classroom then this will enhance possibility to link together the classroom knowledge with the real world by exposing the students and help them to acquire an effective competence in the target language. We could observe that from the two materials the Botelln! use an authentic material by presenting two videos, which the students has to listen and to participate to a debate after.

5. The issue of simplification of text.According to Simesen (1987), simplified text are the ones written, to illustrate a specific language feature, such as the use of modals or the third-person singular form, to modify the amount of new lexical input provided to learners or to control the input amount in the classroom. Simplified text are used mostly in the beginner and intermediate level L2 learners, and despite the debate between the use of authentic materials over the simplified ones, the latter are still used in the classroom as a tool to provide gradually the vocabulary and grammar items. Of course criticism on the simplified text has come from many authors like for example Long and Ross (1993) summarized this position by addressing the idea that the removal of complex linguistic forms in favor of more simplied and frequent forms must inevitably deny learners the opportunity to learn the natural forms of language. Furthermore, some authors argumented that, the use of simplied texts to attend L2 learners may actually be counterproductive because these texts may not allow the learners to take advantages on using more advanced texts that have sentences of natural length and more complex structural patterns.6. The relationship between the skills work and the learning/practice of grammar.

People know that the main purpose of language learning is to improve the speakers four skills of listening, speaking, reading and writing, and to have as base a large content of vocabulary and good grammar, the main purpose is to let speakers be able to use the language. There are people, who are only good at listening and speaking, others in

Reading and writing, but it would be clear that the efficiency is relied on how people are capable to have a good communication level. Only through the practice the learners will be able to improve their English abilities. Reading is an important way of gaining information in language learning, because through reading you acquire and consolidate more vocabulary, your comprehension level on the language could expand. Listening skill is a good way for foreign language learning to develop the communicative abilities and for the understanding of reading, writing and speaking skills, the practice of them is very important. It provides a learner with physical evidence of his achievements and he can measure his improvement. Grammar is an important essence to communication because it helps structure is sentences and it can help in how well we communicate. One who has writing (grammar: "syntax", "pragmatic", "semantics") is an effective communication because they will usually be able to catch on to the social rules which help us communicate. If one has poor grammar, they will not be able to communicate effectively

About Bachillerato Made Easy materialThis book promotes the development of it literacy, and integrates grammar, vocabulary, functions, skills pronunciation and study strategies in. It contains projects with fun activities and integrated-skills task like listening, reading comprehension exercises, and grammar activities. It features projects to consolidate and reinforce learning and includes natural texts about relevant topics for teens. It offers warm-up and extension activities in each exercise, activities to promote universal values and cultural notes to promote understanding and tolerance. The relationship between the skills and the learning of grammar in Made Easy- Richmond activities is to engage both inductive and deductive cognitive skills in helping students to clarify and understand grammar concepts and the interrelationships of grammar structures.The Botelln! material.We observe that in this material the role of the grammar is diminished, and is emphasizes more on the part of reading and speaking skills. We don't have a real presentation of grammar points with specific exercises to check the comprehension of the students. We can determine that through the text, that the students must analyze and argument they will enhance the use of the grammar as a final product.7. The opportunities for production (oral and written) the units provide.

Oral and written productions are two essential tools when learning a second language; they must be developed by the students to acquire a second language. This learning can be improved, for example, by a continuous reading comprehension routine and speaking can be trained by listening. Observing the two units it is possible to notice that both provide their students with different situations that encourage them to use these two essential communicating skills in different ways and purposes, for instance in Bachillerato Made Easy when they are asked to write about Friendship, to select a short piece of news and rewrite it, write a report considering a previous example, write arguments for and against, among others. Concerning oral production in Bachillerato Made Easy we can see activities such as dialogues and role play and in Botelln! there is an exercise that involves a debate, so the students have to present their ideas and explain their reasons. Finally we can see a Discussion Organizer that includes their notes and suggestions.8. The types of production required.

There are three main stages in a unit: Presentation, Practice, and Production. A unit with these three stages helps learners to learn more efficiently. The first stage has to do with explaining the objectives of the unit so that the students know how, what and why they will learn. Besides in this stage the teacher explains the new language in terms of its form, use and the way to write correctly. The aim of the practice stage is to help the students to use the new language the teacher has just explained to them. The final stage is production. This helps to motivate the students to communicate meaning with the new language acquired. They should have the opportunity to experiment with it. Observing the two units it is possible to determine that the attention is focused on writing because many of the activities (reading and answering questions, make report or essay, rewrite sentences, etc) involve written production, for example in Bachillerato Made Easy, students write an essay by following the steps of the four genders of them: description, narration, exposition and argumentation. In Botelln! they make a diplomatic on discussion. To do that, this part requires group and pair work to develop the communicative language process.These different activities provide opportunities for students to develop awareness or conceptualize understanding related to the learning. The four skills work together with the activities that require their use and support the process of leaning, creating and producing a determined product.For oral production Bachillerato Made Easy contains these activities: role play, dialogues and talking about themselves. Botelln! has some discussion topics where students have to propose solutions and ideas for the problem or situation. There is also an individual activity where they have to say if they agree or not stating their reasons.9. The variety (or otherwise) of the activity types.The materials that we use in the classroom must provide a variety of activities and task to increase the level of comprehension and learning of the language based on all four skills.The Bachillerato Made Easy material has an organized structure, each skill is ordered in sequence, which gives a clear way to go through the task. We can observe that had been divided in two main ones- the reading and writing which incorporate the other two skills like speaking and listening through the material. The first skills presented is reading which provides also various other tasks like writing, this activity contain activities to complete applying grammar like reported speech, vocabulary to contain word formation about comparative and superlative form Do and Make. Other activity is about an opinion essay where you have to generate ideas and to be organized. Then follow organized activities of listening, for example to put in order some information, and after to write information of the action that people do in the listening task. Finally the student must acknowledge not only in written part the answer but to integrate also speaking.About theBotelln!. In accordance with the objectives of the material provided at the beginning, the activities focus more on the tasks of speaking and writing. These incorporates various sub tasks like the one of inferring basic elements of communication, using language agreements and disagreements, listening information, identify language features that support opinions through the text that students have to read and analyze. As a conclusion we can determine that the material Bachillerato Made Easy has a more organized structure from the point of view of the skills and sub skills covered offering a good number of activities and task to improve the capacity of the students to learn the language.10.Which unit do you prefer? Why?

After I analyzed the two materials, I rather prefer one which provide tasks to develop all four skills in the language learning, because as each skill has its important role to expand more the knowledge and the ability of the student to use the language outside the world of classroom then is important to have them in any materials lesson that we teach. Also we have to acknowledge which of the four skills are needed more to be developed on our students, and to insist on the one that we see low leveled, and one of them usually is the listening. Furthermore it is important for a teacher to provide tasks which will make the student to fully participate, exchanging ideas between the students and the teacher itself, and in this way you can measure the cognitive capacity that they have. So for me Bachillerato Made Easy fulfills in a greater measure the expectations.Laura Ramos Carrion GheorgheComparing the two units I must say that Bachillerato covers the four skills in a more complete and understandable and useful way for the students because the activities encourage them to think beyond and over their knowledge. In addition, Bachillerato Made Easy presents the activities clearer and involve a deeper cognitive work that will surely derive in a real and meaningful learning of the new language.

Andrea Reyes Celis I consider that Bachillerato Made Easy is better because there are integrated all skills that help students to improve learning language, through exercises of listening, reading, speaking and writing using right structure. Rosalba Riao PovedaContrasting very carefully both materials, I prefer "Botelln! knowing that this material is intended for an advanced level since they must perform a task for debate in which all students must participate, refute, expressopinions and proposing some solutions according to the topics, using appropriate linguistic expressions. Also because students are practicing reading, writing and speaking simultaneously. Thus, PPP is the method used at this material, to foster communication.Blanca Castaeda Rey 11.Survey on the materialsBased on a survey taken in a Peruvian English institute on classrooms with students level of: Basic 11, Intermediate 7 and Advance 2, there were several different opinions about the two materials.The students were requested to study the two materials and to decide which one they consider to be proper for them to learn.Personal opinions of the students for the Botelln! You can speak of interesting points of life. Its very good because its more practice and fun I think is very important because do you speak for anything, do you know how to create imagines and talk about that, its good. Oh my goodness! Its an activity made often by young people as me, and its well-known in Spain and other countries from the European community. I think its so interesting way and fun for learning but like on the other material, its missing pics to make it better. Its an interesting and real activity because all the information is true and students could to speak about their experience. Its a combination of events and speaking. It catch the attentionPersonal opinions of the students for the Bachillerato Made Easy It more complex because you are practicing your speaking, your writing and also your listening helps you to be more prepared and competitive Has a complete information in each page and you can take the advantage the space. Also, you can take advantage and improve your speaking, writing, listening part at the same timeIt has many exercises to do. We can have many ways to improve as listening and writingI understand the Getting Started because this lecture have an interesting points that helps us for know more. In my opinion its a good way to improve students writing and listening, but on the other side( here is referring to the material Botellon) its missing some pics , so it would be better for ourselves. Has a more information for do writing and listeningI think it is a good idea because I know more, and the student has a possibilities for learn listening and writing, because is very important in the life. Has a lot of exercises to do which help you to learn and progress in the time with the speak and grammar.I think is very good. There are more pictures and activities of writing, listening and there is a lot of grammar. There is a lot of vocabulary. This activities contain several point such as: vocabulary, reading, grammar and listening. I think with this kind of activities students will be more competitive. I think its designed to students get a good English level. Its more important because is very rewarding for study for a test.As a conclusion we can observe that the material Bachillerato was attracted more the attention of the students because the material had a complete structure which involved all four skills. Furthermore they draw the point on the fact that the second material Botellon- was lacking in pictures and listening which would help them to assimilate easier the information.BIBLIOGRAPHY

[1] Bates, E., & Liu, H. (1996). Cued shadowing. Language and Cognitive Processes, 11,577-581.

[2] Tomasello, M. (1995). Language is not an instinct. Cognitive Development, 10(1), 131 156.[3] Shaffer, D. R., Wood, E., & Willoughby, T. (2002). Developmental psychology: Childhood and adolescence (First Canadian Edition). Scarborough, Ont: Nelson/Thomson Canada Ltd.[4] Fidalgo, A., Fontanillo, I. Mayorga & S. Dague (2001) Bachillerato Made Easy, Students Book. London: Richmond Publishing Madrid: Grupo Santillana de Ediciones, S.A.., pp.60-67.

[5] Botelln! unit English textbook published in the Basque Country (2010) for teenagers

[6] Widdowson, H. G. (1978). Teaching language as communication. Oxford: Oxford University Press.[7] Hornby.Definition of Writing According to Expert [8] Brown, H.D. (2004), Language Assesment Principles and Classroom Practices.

[9] Burns & Joyce, 1997 Burns, A. and Joyce, H. (1997).Focus on speaking. Sydney: National Centre for English Language Teaching and Research.[10] (Rosenshine&Furst,1973[4];The use of the direct observation to study teaching. In R. Traver( Ed.), Second handbook of research on teaching. Chicago, IL: Rand McNally. [11] Smith, 1979 Task-oriented lesson and student achievement. Journal of Educational Psychology,72,670-675[12] Walls, R.T. (1999).Psychological foundations of learning.Morgantown, WV: WVU International Center for Disability Information[13] Harmer, J. (1991).The practice of English language teaching: new edition.London: Longman.[14] Widdowson, H.G. (1998). Context, community andauthentic language. TESOL Quarterly, 32(4), 705616.[15] Little, D., Devitt, S., & Singleton, D. (1989). Learning foreign languages from authentic texts: Theory and

practice. Dublin, Ireland: Authentik:27[16] Simensen, A. M. (1987). Adapted readers: How are they adapted? Reading in a Foreign Language, 4, 4157.[17] Long, M., & Ross, S. (1993). Modications that preserve language and content. In M. L. Tickoo (Ed.), Simplication: Theory and application (pp. 2952). Singapore: SEAMEO Regional Language Center[18] Funiber, Material WEBOGRAPHY[1] How to improve our students writing skill

Link to webpage:http://sambatmaranggusti.blogspot.com/2013/05/how-to-

Improve-ours-students-writing.html[2] Teaching Speaking by using Communicative Approach.

Retrieved from: http://es.scrib.com/doc/5190000/skripsi-Teaching-Speaking-by- using-Communicative-Approach (May 19th .2011)[3] Theories of Language Development

Retrieved from: http://languagedevelopment.tripod.com/id15.html[4] Presentation, Practice, Production approach

Retrieved from: http://www.teachingenglish.org.uk/forum-topic/ppp-presentation-practice-productionGroup: 2013-02 Date: 22.09.201312