Providing Explicit Language Instruction to Assist Students’ Language Learning in EFL Classrooms

Providing Explicit Language Instruction to Assist Students’ Language Learning Indonesian Journal of EFL and Linguistics Vol. 3 No. 1, 2018 eISSN: 2503-4197, pISSN: 2527-5070 www. indonesian-efl-journal.org Providing Explicit Language Instruction to Assist Students’ Language Learning in EFL Classrooms Suci Noer Wulan Sari Universitas Pendidikan Indonesia, Indonesia e-mail: Abstract: In language teaching process, instruction becomes one of important things to provide in order to encourage students’ language learning. Since the late 1960s, one of the language instructions that has been available is explicit language instruction which is believed as one of useful tools for the teaching practice. Given that the present study tried to investigate how English lecturers provide explicit language instruction in EFL classrooms to assist their students’ language learning. To gain the data, a case study employing semi-structured interviews and classroom observations were conducted. Two English lecturers were purposively selected to be the participants of the study for their familiarity of the instruction. Based on the analysis, the study revealed some of the elements of explicit language instruction provided such as clearly stating the lesson’s objectives and teachers’ expectations, using language clearly and concisely, providing step-by-step demonstrations and adequate examples, guiding students through practices on language functions, monitoring student performance and responses by giving feedbacks, and encouraging students to organize knowledge. It can be concluded that explicit language instruction actually can be considered for classroom improvement. Future studies are suggested to investigate students’ voices of the implementation of the instruction that may actually help their lecturers better their teaching practices and favour their students’ learning outcomes. Keywords: explicit language instruction, language learning, EFL classrooms Indonesian Journal of EFL and Linguistics, Vol. 3(1), 2018 33 Providing Explicit Language Instruction to Assist Students’ Language Learning 1. INTRODUCTION Language is the tool for transferring meaning from mind to mind (Lakoff, 2000). By using language, we try to make meaning. Moreover, we use it to build an interaction and get things done. In the context of teaching English as a foreign language, teachers might have some considerations; one of which is language instruction. Language instruction is a series of actions which has goal to provide possibilities that may favour the acquisition of second language (Nasaji, 2017). Bot, Lowie, & Verspoor (2005) pointed out that the instruction provided is indeed evident to have positive impact on students’ learning. Given that there is a necessity to provide language instruction to support students’ learning which eventually may lead to better performances and outcomes. One of existing language instructions is explicit instruction. It can be referred as a systematic, organized, and useful methodology for teaching academic skills (Archer & Hughes, 2011; Hall & Vue, 2014). It provides scaffolding or supports in which students are guided through the learning process. Archer & Hughes (2011) tried to note three core components of the instruction: clear delivery procedures, guided practices, and gradual teacher’s support withdrawal towards student independent performance. Moreover, they tried to exemplify the characteristics of explicit instruction identified by many researchers adapted them into Sixteen Elements of Explicit Instruction. Previously, Rahimpour & Salimi (2010), Aufa (2011), Ballou (2012), Hall & Vue (2014), Talley & Hui-ling (2014), and Nezakat-Alhossaini, Youhanaee, & Moinzadeh (2014) conducted studies on explicit instruction. Some of the studies focused on improving a certain skill (e.g. speaking, grammar, and pragmatic). Meanwhile, Ballou (2012) pointed out that students’ attitudes toward reading and ability in using a wide range of strategies improved. Considering those previous studies, the present study was aimed at investigating how explicit language instruction is provided to assist students’ language learning in EFL classrooms. The study can be considered for classroom improvement (e.g. as a method employed to improve students’ language learning) since explicit language instruction is believed effective for educators which may favour both their teaching practice and students’ language learning performances and outcomes. 2. LITERATURE REVIEW 2.1 Explicit Language Instruction Since the late 1960s, one of the existing language instructions for the teaching practice is explicit instruction (Hall & Vue, 2014). They defined explicit instruction as an organized teaching approach that has two main elements: set of apparent delivery and clear instructional design procedures. The instruction involves modelling, step-by-step demonstration, guided practices, skill practices, skills linkage, clear statements about the lesson, and student interest elicitation (Rupley, Blair, & Nichols, 2009 in Hall & Vue, 2014). Moreover, it can be referred as a wellIndonesian Journal of EFL and Linguistics, Vol. 3(1), 2018 34 Providing Explicit Language Instruction to Assist Students’ Language Learning designed methodology for teaching academic skills (Archer & Hughes, 2011). They further defined the instruction as a systematic, organized, and efficacious methodology since it serves to provide scaffolds or supports in which students are guided through the learning process. Moreover, they pinpointed that there are three central phases of explicit instruction: certain delivery procedures, guided practices, and gradual teacher’s support withdrawal towards student independent performance. 2.2 Elements of explicit language instruction Archer & Hughes (2011) tried to adapt the characteristics of explicit instruction into sixteen elements such as: (1) Focusing instruction on critical content; (2) Sequencing skills logically; (3) Breaking down complex skills and strategies into smaller instructional units; (4) Designing organized and focused lessons; (5) Starting lessons with a clear statement of the lesson’s goals and your expectations; (6) Reviewing prior skills and knowledge before beginning instruction; (7) Providing step-by-step demonstrations; (8) Using clear and concise language; (9) Providing an adequate range of examples and non-examples; (10) Providing guided and supported practice; (11) Requiring frequent responses; (12) Monitoring student performance closely; (13) Providing immediate affirmative and corrective feedback; (14) Delivering the lesson at a brisk pace; (15) Helping students organize knowledge; and (16) Providing distributed and cumulative practice. Based on the elements mentioned above, it can be concluded that initially, teachers should provide the clear goal and rationale for learning the new skill. So that, students can understand why they need to study that certain material. T (...truncated)