Utilizing Simple-Code in Language Teaching Process towards

Students Speaking Achievement

Firma Pradesta Amanah

, Pratomo Widodo

Applied Linguistics Department, Post-Graduate Program, Yogyakarta State University, Yogyakarta, Indonesia

Keywords: Simple-Code, Teacher Talk, Language Teaching Process, Students Speaking Achievement

Abstract: This study provides some information about the effect of simple-code in teacher talk in language teaching

process towards students speaking achievement. Literature review was used as a research method for

acquiring relevant information and describing the topic of the article. Then, it also used several studies to

prove the achievement of using simple-code in improving the students speaking achievement. The

discussion showed that the use of simple-code in language teaching process could improve the students

speaking achievement especially for basic and intermediate level students. The use of simple-code also

reiterates that students could understand the materials as they were given beneficial input for the

students. The study thus investigates the teacher talk to be the main source of the input in the target

language for the students’ comprehension in the language classroom. Therefore, the use of simple-code can

be said as the effective way for the basic and intermediate level students to acquire the target language. This

article then proposes the significance of having more knowledge for the teachers to use simple code in

language teaching process in order to increase students' speaking skill.

1 INTRODUCTION

The process of teaching at school cannot be

detached from the role of a teacher. The teacher

can play the role as a manager, director, facilitator,

or controller in the classroom (Mulyati, 2013). In

an SLA/FLA learning process of English, the class

becomes the place where a variety of language

input is given. In addition, the teacher’s talk serves

as the main factor to supporting the quality of the

process and learning outcomes. There are some

problems faced by the teachers and learners in the

process of teaching and learning in Indonesia,

especially for English subject. Based on personal

observations, the problems are the teachers who do

not pay attention to the way of teaching where

many English teachers often use Indonesian

language in the classroom. The use of Indonesian

makes the students get accustomed not to hearing

and using the target language. Then, the problem

also comes when the teachers use complex English

sentences to the basic or intermediate level of

students in their teaching. Krashen (1981) stated that

a second language is obtained by understanding

messages or by receiving comprehensible inputs.

This also asserts the idea that it is necessary for

teachers to get focused on the relevant input and its

appropriateness to the students’ proficiency level.

The other problems come when the writers

observed one of the junior high schools in

Indonesia. Specifically, the observable case was

when the teacher could not create a communicative

classroom atmospheres, it makes the students get

bored and feel not interested in the learning process.

A communicative classroom atmosphere will enable

students develop their speaking skills by practicing

the language they are learning. This paves the need

to understand the teacher’s talk. In other cases, the

students become the case of the problem. They are

less enthusiastic and difficult to understand

teachers’ materials. This situation accordingly calls

for teachers’ immediate solution. The study also

justifies teachers’ professionalism in a response to

408

Amanah, F. and Widodo, P.

Utilizing Simple-Code in Language Teaching Process towards Students Speaking Achievement.

DOI: 10.5220/0008219200002284

In Proceedings of the 1st Bandung English Language Teaching International Conference (BELTIC 2018) - Developing ELT in the 21st Century, pages 408-415

ISBN: 978-989-758-416-9

meeting the goals in the teaching and learning

process.

There are very few teachers who use simple

language in teaching process in the classroom.

Supposedly, the best language learning takes place

when language learners understand what are

conveyed by the teacher.

As pointed out by Krashen (1981), “the input is

not only very useful but also very basic; simple

code is not intentionally a part of grammatical and

controlled. However, the focus is no longer on the

understanding of the message received by the

listener.”

There are three types of simple-code - teacher

talk, foreigner talk, and interlanguage talk. In this

case, the teacher talk is outperformed in simple

expressions during teaching. This study focused on

the use of simple-code in teacher talk. In

particular, the benefits of teacher talk by the

teachers are intended to facilitate and create a good

communicative interaction in the classroom. It is

argued that the role of teacher talk is not only the

main source of language learning, but also as a

teaching language tools (Chaudron, 1988).

The previous research done by Mulyati (2013)

concerns with student-and-teacher talk in oral

classroom interaction for developing young

learners’ speaking skill. The study investigated the

implementation of oral classroom interaction in

students and teacher-talk during speaking class. In

her research, English becomes the most commonly

use in the conversations. The teacher still

dominated the conversation between teacher and

students during speaking activity. Then, she

concluded that the roles of the teacher are to manage

the class either as the facilitator, director, or

controller.

Then, the other previous research was done by

Myojin (2007) concerning the effect of teacher-

talk in the classroom. He focused on one of the

types of simple-code that is teacher talk. He

investigated how much the effect of the teacher

that did not use L1 for Japanese learners in an EFL

classroom towards the students’ listening skill. He

found that the less use of Japanese language and

the more use of English in the teaching process

improved the students' listening comprehension

skills of English.

The research on simple-code only receives little

attention. They just focused on the teacher-talk or

specifically on the teachers’ way in the teaching

process. Based on the previous researches, teacher

talk can give good or bad effects for the English

learners in the classroom. It can be regarded that

the role of the teacher in the teaching process will

make the students achieve their goals in learning.

Also, this happens when the teachers know the

needs of the students and make them practice more

using the language to improve their language skills

especially in speaking ability. The crucial point of

teaching process lies on the teachers’ way in the

classroom and the language used of the teachers.

For teaching the target language, it should then be

able to adjust the level of difficulty the students are

encountering.

This topic was chosen because many students are

still difficult to learn the target language as more

Indonesian students still experience problems in

speaking English. This might be caused by little

attention to the students’ needs. In Indonesia, many

English teachers teach the students’ using L1-

only or using complex sentences in the classroom,

so that it cannot increase the students’ proficiency in

speaking English. In addition, many English

teachers do not know the characteristics of teacher-

talk when they are teaching young learners using

simple-code.

With considerations above, this study is

concerned much on the effect of simple-code in

teacher talk in the teaching process for young

learners towards students’ learning outcomes

especially in the students’ speaking achievement.

There are many ways in which teachers can

influence learning through their choice of language

and their interactional decision making (Walsh,

2002 in Shamsipour & Allami, 2012). In this case,

one of those choices is using simple code. It is

expected to be implemented by English teachers in

Indonesia. As Krashen (1981) explains, teaching

the target language to the lower level students

should use simple words so that they can easily

understand the content of the materials and

improve their language skills. In line with Sinclair

and Brazil (1982), the study agrees to say that

teacher talk is the language used in the class by

giving the directions, explaining the activities and

checking the understanding of the students. This

study hopes that it can motivate and become a

reference for the researchers for doing the research

in investigating the use of simple code in teacher

talk to the improvement of students’ speaking

English ability.

In order to embrace comprehensive explanation

of the problems stated above, and then several steps

were taken into account as follows. This article

used a literature study with an example of its

analysis to reinforce its statements. This method was

effective and most suitable particularly in studying

Utilizing Simple-Code in Language Teaching Process towards Students Speaking Achievement

409

literature review in collaboration with former case

studies in provoking new findings. However, the

case studies in this article were taken to support and

provide rounded and detailed elaboration of the

analysis.

As mentioned above that literature review was

employed as the core of this article analysis, this

analysis does not refer to any specific method.

However, the present research is worth investigating

since only few researchers are available in

reviewing thoroughly the use of simple code in

teacher talk.

2 SIMPLE CODE IN TEACHER

TALK IN LANGUAGE

TEACHING PROCESS

The study describes much on simple-code in

language teaching, teacher talk in the classroom, and

teacher talk in building communicative interaction

in English as a Second Language (ESL) or English

as a Foreign Language (EFL) classroom using

simple-code. The discussion also covers the topic

of this article, and applies simple-code in

language pedagogy. These parts are expected to

provide solutions to the existing problems in the

language teaching and learning process and to

increase the students’ speaking achievement.

2.1 Simple-Code in Language Teaching

A simple-code theory was invented by a linguist

Stephen Krashen through his work on “Second

Language Acquisition and Second Language

Learning”. The meaning of simple-code does not

explain explicitly in his book. He explained that

simple-code is a simple language used for the

people to communicate with the children for

encouraging their language acquisition (Krashen,

1981).

Unfortunately, many language teachers do not

understand the students’ needs in the classroom. In

fact, many English teachers teach their students by

using their own way of teaching without concerning

students’ proficiency level. This accordingly creates

a big problem in teaching and learning process. For

that reason, the writer tries to come up with a good

solution to increase students’ comprehension in

learning English for junior high school students.

The use of simple-code in language teaching

for young learners is highly recommended. This

gives the worthwhile input for them and meets the

target language easily. It also thus aims to

communicate using the target language without

experiencing confusion because the teacher directs

them to interact using simple words in English.

There are three types of simple-code that can be

used for the people who acquire the target

language, such as teacher-talk, foreigner-talk, and

interlanguage-talk. According to Krashen (1981),

teacher talk is the teacher’s language in the class

and the explanatory language of the target

language classroom. Foreigner talk is a simplified

variety of language used by native speakers when

addressing non-native speakers (Halliday, 2009).

Then, interlanguage-talk is the type of produced by

second- and foreign- language learners who are in

the process of learning a language (Richard et al.,

1992). Teacher talk is the language used in the

class. In a meanwhile, outside the class, the students

can make a conversation with other foreigners. The

term of foreigner talk does not refer to the speech

of foreigners use but the imitation that native

speaker gives to the foreigners. As stated by Richard

et al. (1992), foreigner talk is the types of speech

that native speakers often use when speaking in

a foreigner language who are not proficient in that

language. Besides, Krashen (1981) mentioned that

interlanguage talk is a simple utterance of second

language acquisition. It can also be said that

interlanguage talk serves as a process among

speakers who use the mother tongue to the target

language.

In this study, the teacher talk becomes the main

topic in a process of language teaching. More

explanation is needed in relation to the teacher-talk

and what the teachers should do in language

teaching process by giving the simple-code for the

junior high school students. Major literatures say

that simple language is used in the form of a short

sentence, a few clauses, vocabulary, and a limited

topic. It also explains that the use of simple-code

in language teaching for young learners is highly

recommended because it avoids confusion for them

to communicate in the target language by using

simple words in English. Therefore, the speaking

ability can be achieved by applying simple-code in

the process of English teaching learning. In

addition, the quantity of using the target language in

the classroom is also dominant in increasing

students’ speaking ability because practicing the

target language is the main point of improving

students’ speaking skill.

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2.2 Teacher Talk in the Classroom

Teacher talk is classroom language that attaches

the explanatory language in second and foreign

language classrooms, exercises, and the language

used for classroom management (Krashen, 1981).

Nunan (1991) also points out that teacher-talk is a

crucial of importance, not only for the organization

of the classroom but also for the process of

acquisition. In terms of language acquisition,

teacher-talk is important because it is the major

source of comprehensible target language input in

the language classroom. In addition, the classroom

management is also important for the teacher as it

helps students understand more about teachers’

materials.

Another expert said that teacher talk is the

particular language that is used by the teachers

when they are facing L2 learners in the classroom

(Ellis, 2015). Thus, according to Richards et al.

(1986), teacher-talk is a language variety used by

teachers in the process of teaching. Relating to that

definition, teachers have to pay attention to the use

of language for the students and choose the simple

language that may create beneficial input for their

language acquisition especially for low and

intermediate level students.

Furthermore, “good teacher talk” should be

judged by how effectively it is to facilitate learning

and promote communicative interaction in the

classroom. The teacher talk that promotes the

facilitation of classroom interaction is therefore

called communicative. The teacher talk includes,

for example, the kind of questions they ask, the

speech, modifications they make when talking to

learners, and the way they react to students errors

(Lei, 2009).

These are seven modifications of teacher talk in

language classrooms proposed by Chaudron (1988)

in Setiawati (2012):

a. Slow down the rate of speech;

b. Giving many pauses;

c. Simplify the pronunciation;

d. Use basic vocabulary;

e. Slow down the subordination level;

f. Giving more declaratives and statements

rather than questions;

g. Frequently repeat the words.

From seven modifications of teacher talk in the

class above, thus it is reiterated that the role of

teachers in the classroom is very important. They

have to know what should be done in the teaching

language for young learners. The input of teacher

talk to the young learners should be slower than

the conversation to native speaker. In this case,

teacher talk needs pauses of length and frequency

to highlight specific words for reducing cognitive

and attentive loads. Use of a simplified, standard

or even exaggerated pronunciation with fewer

contractions and reductions will reduce the

attentive and cognitive loads for learners. The use

of common and standard words is really

recommended in teaching young learners because

it may avoid the confusion. In other cases, a

reduction to subordinate clauses is strongly

suggested.

Similar to it, repetition of an utterance will give

more chance to process the input by providing

another opportunity to catch words they didn't

comprehend the first time. It may also aid

comprehension by giving the learner more time to

process the input.

We can see that the aims of teacher talk are to

build a conversation with the students and for

developing students’ foreign language skills

especially in speaking. Therefore, seven

modifications of teacher talk in the classroom

proposed by Chaudron (1988) may help them

conduct their teaching process in the classroom, so

that in the end the aims of teacher talk can be

achieved.

2.3 Teacher Talk in Building

Communicative Interaction in

ESL/EFL Classroom Using Simple-

Code

Input in learning English as a foreign

language/second language plays an important role in

the language development of students. As Krashen

(1982) explains, learning will only take place if

students can access comprehensive input. It implies

the idea that teacher talk are inputs that must be

understood by the students in various

forms/varieties and quantities according to their

learning needs. That is because the teacher talk

affects the learning style of learners and the

language output generated by learners, as well as the

interactions created in the classroom. However,

since each student has different levels of linguistic

competence, it is advisable for educators to

provide naturally understandable inputs so that they

can accept the input according to the level of

students’ language competence.

On the other hand, Long and Sato (1983) claim

that comprehensive inputs have an important role

in learning, but just giving inputs is not enough

and does not guarantee learners to be able to

Utilizing Simple-Code in Language Teaching Process towards Students Speaking Achievement

411

acquire the language or knowledge optimally. To

acquire the language, students must be involved

and given wide opportunities in the process of

negotiating meaning in the conversation. In line

with Gass (2013), negotiating meaning will

increase the insight and understanding of students

on the various language features they learn, and

students will get feedback from the teachers on

their language output.

Different views on the influence of types of

interactions above exist in the classroom and have

an impact on the acquisition of language learners.

However, both theories complement each other and

have a major impact on the teaching patterns of

the teacher talk in the classroom. The implication is

that teachers are expected to provide

comprehensible input in learning, be able to use

their language and facilitate students' understanding

through meaningful negotiations in case of

miscommunication between them. In addition, it is

expected that teachers always provide wide

opportunities for students to practice using target

language for communicative purposes and facilitate

their active participation in various communicative

activities. This may improve their speaking

performance using communicative language

functions as well.

In particular, teacher talk has an important role

in the learning process as tools used by the teachers

in implementing lesson plans and achieving

learning objectives. The language used by the

teachers not only acts as an object lesson, but also

as a medium in achieving learning goals (Chaudron,

1988). In line with this, Nunan (1991) explains that

teacher talk is crucial not only to organize learning

in the classroom, but also in the process of

obtaining the second language. The statement

implies that teacher talk plays an important role in

classroom management and organization because

the language that teachers use has an impact on

whether the teachers are successful or not applying

the lesson plan well. On the other hand, teacher

talk affects second language acquisition because

teacher talk may function as the primary source of

target language input, so that learners are in fact

implicitly learning by playing. By doing this, the

input given by the teachers can be understood.

2.4 Related Studies

The followings are related studies to the

investigation of teacher-talk in the class and also

the simple-code used in teacher-talk. First, Lei

(2009) conducted a research on teacher talk in the

classroom. She concluded that the correct

communication feature is the use of referential

questions rather than display ones. The referential

questions over display questions used by the

teachers will stimulate more active classroom

interaction. There are five features of

communicative teacher talk, such as referential

questions, content feedback, avoidance of the IRF

sequence, student initiated talk, and the teaching of

value rather than significance. This also denotes

that the teacher should be able to create a

communicative classroom conditions by raising

questions for further discussion, responding by

giving feedback to foster high motivation, and

negotiate meaning with more clarification and

repetition and giving the opportunities to interrupt

the teachers. Then the teacher has to always ensure

that she/he and the students play their appropriate

roles in the process of solving the problems.

Setiawati (2012) investigates teacher talk in

EYL classroom. She conducted the research at the

fourth grade of one International Elementary

School in Bandung in order to find out how

teachers use their teacher-talk naturally in classroom

settings through direct observation, teachers-

students’ interview, students’ questionnaire, video

recording and field notes. From the data findings,

Setiawati described that most of the teachers use

English 100% because they are real native

speakers. It encourages students to talk in the target

language. They are not allowed to talk in

Indonesian within the school environment. That

situation is very beneficial for young learners to

acquire the target language automatically because

they use and deal with the target language most of

the time. Accordingly, three teachers were observed.

Based on the research, it showed that the more

teacher talk in the class will make the students

became sleepy, lazy and reluctant. The first class

was so lively. The teachers sort out her teacher talk

and replaced it with so many games and activities,

so the students didn't realize that they actually were

learning by playing. All the students in her class

enthusiastically participated in every activity.

Meanwhile, the other two classes seemed so boring.

Those conditions mean that the teachers should

minimize the teacher talk in the classroom.

The findings of this study reveal that teacher

talk used by the teachers is a good model for early

learners. Most learners think that the class is more

motivating, interesting and challenging when

teachers minimize their speech and not only use

constructive speech but also design interesting

classroom activities. In conclusion, the teacher talk

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seems to function as a medium for building a better

interaction and dynamics among teachers and

students in the classroom environment. It is

advisable for all English teachers to improve their

speaking or constructive speaking abilities.

Salikin (2010) examined the teacher talk from

various perspectives.From the study done by Salikin

(2010), he found that many teachers speak too much

in EFL classroom. The students have a little chance

to practice the target language in the classroom.

The teachers are encouraged not to talk too much in

EFL classrooms because the ultimate goal of

learning-teaching process in EFL classrooms is to

use the target language. Looking at the results of

some previous research related to teacher talk in

EFL classrooms, Salikin (2010) found that the

teachers usually use some of the following teacher-

talk characteristics. They use slower and louder

pronunciation, simpler vocabularies and grammar.

Wasi’ah (2016) investigated interactional

features performed by English teacher during

teaching learning process in classroom interaction,

how the teacher performed, and how interactional

features helped the teacher achieve pedagogic goal.

In her research, she found that the teacher performs

eleven interactional features in classroom interaction

out of fourteen. The eleven features are: scaffolding,

direct repair, content feedback, extended wait time,

seeking clarification, confirmation checks, teacher

echo, teacher interruption, extended teacher turn,

extended learner turn and display question. Related

to pedagogic goal, only teacher interruption does not

have any clear function for the student. Thus, the

teacher does not achieve any pedagogic goal of the

moment.

Pujiastuti (2013) investigated the

implementation of verbal classroom interaction,

teacher talk types, the role of the teachers in

classroom interaction, the involvement of teacher

talk in building the students' motivation, and student

talk. From the data findings, it is found that

classroom interaction indicates the teacher becomes

the dominant factor compared to student talk and

silence. The dominant portion of teacher- talk in

every meeting occurred because the teacher explains

grammatical rules and gives writing tasks'

instructions. The writing and workbook activities

cover the highest percentage in the classroom.

Meanwhile, the lowest percentage was determined

by the teachers’ activities in previewing learning

material and telling a story in the end of the lesson.

Besides, Pujiastuti found teacher-talk, from the

highest to the lowest percentage, were realised in

giving the directions, lecturing, asking the questions,

using or accepting the ideas of students, praising,

criticizing and accepting the feelings. In regard to

students talk, there were two types of student talk

including stimulus and response. There were many

display questions proposed by the teacher to

motivate the students to give responses.

From few related studies above, it can be

concluded that the teacher helps students acquire

their target language and improve their speaking

ability. They suggested that teacher should minimize

the teacher talk in the classroom for building

students’ motivation to learn the target language.

However, there are still few researchers on this

issue. Therefore, the novelty of the study arises

from the use of simple-code in teacher talk in

order to increase students’ speaking achievement.

2.5 Applying Simple-Code in Language

Pedagogy

In learning process, FLA and SLA have a

significant effect on the language classroom. The

pedagogy must be considered due to its greatly

change of the expectations and learning outcomes

(Hulya, 2009). The teacher talk is the most

important part in the teaching process because

the success in teaching depends on the teacher-talk

and interaction between teachers and students.

However, the emphasis is on the use of simple-

code in language pedagogy especially for young

learners because many studies do not emphasize on

the use of simple-code in the teacher talk.

Teachers must have the ability to choose the

words to communicate with the students and

motivate them to learn well and achieve the learning

objectives (Gharbavi & Iravani, 2014). Concerning

the choice of words and the motivating role, it can

be said that the words choice and the building

motivation are important. It is just like advertising

words that may persuade people to buy products.

Teacher's utterances can shape students' attitudes,

feelings, and thoughts and it can motivate or hinder

interaction among teachers and students. Teacher

language plays a vital a role in the classroom. As

teachers or educators, they must continually ask

themselves how they can use language for their

ultimate purpose: to support students' development

and to learn speaking.

In the EFL/ESL teaching process, various

methods and techniques of teaching were underlined

in the language teaching for young learners in this

case for the basic and intermediate levels of

students. The use of simple-code in teacher talk is

Utilizing Simple-Code in Language Teaching Process towards Students Speaking Achievement

413

highly recommended considering the importance of

a teacher to pay attention to the needs of students

according to their level. As stated by Krashen

(1981), simple-code will motivate the language

acquisition of the children. It means that giving

simple-code in the language pedagogy for young

learners will give beneficial input for them.

Input is the language which is received by the

students and from that they can learn the language

itself (Richards et al., 1986). In addition, the teacher

should provide a communicative classroom.

Through the use of simple code, it may create

opportunities for students to practice the target

language.

The ability of teachers to implement simple-

code in the teaching process takes precedence

because the primary key to achieving learning

achievement lies on how teachers' ability to

interact with students and attracts them to be more

active in the classroom. Using simple-code is

considered helpful in understanding teacher talk

and stimulating their brains more easily digest every

simple word they learn.

In addition, the students can increase their

speaking performance by applying simple-code in

teaching process and use simple code to practice

the target language. The teachers carefully consider

the characteristics of teacher-talk by using simple-

code and create communicative environment

between teacher and students in order to avoid

boredom among them.

Here are the things that the teacher should do to

conduct the simple-code in the teaching process:

(1) The teacher must prepare the lesson plan that

contains the use of simple words or phrases in

the classroom.

(2) The teacher should use slow speech in

teaching.

(3) The teacher should frequently use “pauses” to

reduce students’ cognitive loads.

(4) Teacher must use a good pronunciation for the

students to easily understand the words and

avoid the confusion.

(5) The main point in the simple-code is using

basic vocabulary or common and standard

words, so that the teacher must carefully

provide inputs for the students.

(6) Teacher should reduce the use of subordinate

clauses as it will be easily understood by the

students.

(7) Teacher must use the repetition of an utterance

to process the input.

3 CONCLUSIONS

Concerning the problems of the study, the use of

simple-code can be proposed to stimulate teacher’s

talk. The study also highly recommends the use of

teacher talk to young learners in the teaching

process. This asserts the idea that simple-code works

well in improving students’ speaking performance

and thus is very influential in language

teaching process.

Using simple-code for young learners can best

be applied by incorporating the characteristics of

teacher talk in the classroom. It is therefore a slow

input delivery that is most welcome to young

learners than speaking to native speakers. This can

also be done by using specific words with pauses

of length and frequency and also making fewer

contractions and reductions of their pronunciation.

In similar vein, the teacher uses common and

standard words in teaching to young learners.

Furthermore, the students will understand the

material easily when the teacher reduces the use of

subordinate clauses. Then, the students will be given

more opportunities to process the input and catch

words they did not know by repetition of an

utterance in the teacher-talk. It also gives more

time to the students to process and comprehend the

input given by the teacher.

Finally, this study suggests that theories and its

implementation need more field research; therefore,

the results can be used as concrete evidence of the

theories that have been previously described.

Therefore, it is suggested that the discussion

of possible action research or experimental one

should be encouraged to find out its influence

toward English learning and teaching process. The

study also suggests EFL teachers to use the simple

target language for young learners since it gives lots

of exposure to the basic and intermediate level of

students to imitate their models. Discussions on

such topics are highly recommended for further

investigation and not many researchers have

contributed to the use of this theory particularly in

facilitating speaking skills among students.

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