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Revisiting Krashen’s Hypothesis: Teaching EFL to Mixed-Level Non-English Major Student of Cenderawasih University, Jayapura-Papua



Author(s)

Ruth Naomi Nancy Wompere

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DOI:10.17265/1539-8072/2018.04.004

Cenderawasih University, Jayapura, Papua, Indonesia

Teaching English as a compulsory subject in Cenderawasih University has always been a challenging one. The situation and condition faced by the lecturers who are from English education program are complex. They have to teach English in the first year, sometimes until second year for non-English major students from different programs. At the same time, they deal with big classes from all programs. Issues in the teaching and learning process in the classroom may include total number of students, students’ background knowledge of learning English, learning conditions, and teaching and learning style. Since these issues have happened throughout the years, several elements from Krashen hypothesis can be considered to help to create a better language learning environment. This study focuses on those elements of comprehensible input, reduced anxiety level, and active participation. These elements can be urgently suggested to English teaching and learning process at university level, particularly to teach EFL (English as a foreign language) to mixed-level non-English major university students to produce an effective language learning environment.

Krashen hypothesis, mixed level, non-English major students, EFL

Brown, D. H. (2007). Principles of language learning and teaching (5th ed.). White Plains, NY: Pearson Education. Krashen, S. D. (1982). Principles and practice in second language acquisition. Oxford: Pergamon Press Inc.