Group Members’:

1. Ni Luh Ayu Gunawati Karuniasih (1712021022)

2. Ni Luh Ayu Novitasari (1712021025)
3. Ni Putu Indah Pratiwi (1712021031)
4. Yasuko Iwai (1712021252)

INPUT HYPOTHESIS 
A. Definition of Input Hypothesis
“Input Hypothesis” is a theory advocated by Stephen Krashen (University of Southern
California) is an expert in the field of linguistics, specializing in theories of second language
acquisition and development.
The five main hypotheses of Krashen's Theory of Second Language Acquisition are as follows:
 The Acquisition-Learning hypothesis
 The Monitor hypothesis
 The Input hypothesis
 The Affective Filter hypothesis
 The Natural Order hypothesis

B. Characteristics of the Input Hypothesis

The Input hypothesis is to explain how the learner acquires a second language. The Input
hypothesis is only concerned with 'acquisition', not 'learning'. The learner improves and
progresses along with the 'natural order' when he/she receives second language 'input' that is one
step beyond his/her current stage of linguistic competence.  E.g. If a learner is at a stage 'i', then
acquisition takes place when he/she is exposed to 'Comprehensible Input' that belongs to level
'i + 1'. 
Since not all of the learners can be at the same level of linguistic competence at the same
time, Krashen suggests that natural communicative input is the key to designing a syllabus,
ensuring in this way that each learner will receive some 'i + 1' input that is appropriate for his/her
current stage of linguistic competence. 

1
 According to Krashen’s (1981) study, the meaning is less important in language
acquisition. Acquiring a language is “picking up” a language, which means developing ability in
a language by using it in the natural communicative situation. They acquire when they focus on
what is being said, but not how it is said, that is, they always acquire when language is used for
communication real ideas rather than focusing on rules of language study. 

C. Strengths and Weaknesses of Input Hypothesis

Here are the strengths and weaknesses of input hypothesis according to Krashen’s (1981)
study.
Strengths: 
 By using i + 1 learning system, students will be able to acquire the next level of their
ability faster
 The material can be understood by all levels of  students since it is focused on the
message 
Weaknesses: 
 The input hypothesis should be used in natural communicative situations. That makes it
more suitable for teaching English as a Second Language
 As the input hypothesis should be used in natural communication, it needs professionals
to teach the student to make sure that the students acquire the right form. So, the result
depends on the pedagogical ability of the teacher

D. Comprehensible Input Hypothesis Strategies and Activities

In 1977, linguist Stephen Krashen formed the so-called input hypothesis. This hypothesis put
emphasis on comprehensible input as a key factor when learning a foreign language. Input
hypothesis is what the students receive from you as a teacher. Basically, it is what they hear, see
and perceive as you teach. There are some comprehensible input hypothesis strategies which
were developed by Krashen in 1981 and input hypothesis activities that will help you as a teacher
to create a comprehensible classroom style to efficiently teach your students a new language.
 Comprehensible Input Hypothesis Strategies
1. Direct Instruction

2
 Teachers can use this strategy with beginners, or entering ELLs, who do not
understand the language. It consists of instructing the students on what they should do.
According to such instructional input, students watch the teacher do something and then
they can model it.
2. Joint Construction
This strategy can be used with the students who already have some basic language
knowledge, or developing ELLs. Such students can already follow the instructions
themselves but still need some guidance from the teacher.
3. Coached Construction
Teachers can use this strategy with intermediate students, or expanding ELLs.
Now, the teacher observes the students applying strategies on their own and offers
suggestions only as needed.
4. Monitoring
This comprehensible input strategy is suitable for advanced students, or Bridging
ELLs. At this stage, they require a minimum guidance from the teacher and are capable
of following the instructions without constant supervision.

 Comprehensible Input Activities:

1. Use different sources of input
2. Storytelling
3. Sing songs
4. Correction of mistakes
5. Listen and draw
6. Total Physical Response activities

E. Application for Teaching Listening of Input Hypothesis

This hypothesis highlights the importance of using the Target Language in the
classroom.  The goal of any language program is for learners to be able to communicate
effectively.  By providing as much comprehensible input as possible, especially in situations
when learners are not exposed to the TL outside of the classroom, the teacher is able to create a
more effective opportunity for language acquisition.

3
The Application of Input Hypothesis in Listening
a. Pre-listening
 Integrating the listening materials
 Preparing background information
b. While-listening
 Cultivating strategies of listening comprehension
 Strengthening students' confidence and reducing their anxiety
c. Post-listening
 Guiding students to analyze and solve problems
 Combining listening training with other language practice

REFERENCES

 Essays, UK. (November 2018). The Krashens Input Hypothesis Education Essay.
Retrieved from https://www.ukessays.com/essays/education/the-krashens-input-
hypothesis-education-essay.php?vref=1
 Krashen, S. (1985). The Input Hypothesis Issues and Implications. London: Longman.
https://www.researchgate.net/publication/315563083_The_Application_of_Input_Hypoth
esis_and_Affective_Filter_Hypothesis_in_Colleges_English_Listening_Teaching
 Schutz,R,E. (1998, April) Stephen Krashen's Theory of Second Language Acquisition.
Retrieved from l https://www.sk.com.br/sk-krash-english.html
 https://blog.vipkid.com.cn/comprehensible-input-strategies/