RESUME OF INCREASING OF LANGUAGE SKILLS

"Essence of Language Skills"

Compiled by :

FIKRAH HAFIZ SUNI (19129017)

Lecturer :

Dra. Elfia Sukma, M.Pd, Ph.D

PRIMARY SCHOOL TEACHER EDUCATION

FACULTY OF EDUCATION

UNIVERSITAS NEGERI PADANG

2020
A. Essence of Language Skills
Sumarti and Deri Anggraini said that language skills are the ability to use
language which includes listening or listening, speaking, reading, and writing.
Language skills are divided into 2, namely oral and written. Oral includes listening
and speaking, while written language skills include reading and writing.
Abdul, Chaer (2011: 131) states that Indonesian vocabulary is all words that
are in Indonesian. The quality and quantity of a person's vocabulary will affect the
quality and quantity of one's language skills.
Meanwhile, according to Mulyati (2012: 4) language skills can be grouped
into two categories, namely the receptive aspect and the productive aspect. The
receptive aspect is acceptance or absorption as seen in listening and reading activities.
Meanwhile, the productive aspect is in the form of expenditure or language
production, both oral and written as seen in speaking and writing activities.

B. Components of Language Skills

1. Listening Skills
Listening is a receptive skill to understand spoken language. What is
meant by listening skills here does not mean simply listening to language
sounds through the hearing aid, but at the same time understanding the
meaning.
According to Mulyati (2012: 11) there are two types of listening
situations, namely interactive listening situations and non-interactive listening
situations. Interactive listening occurs in face-to-face conversations and
conversations on the telephone. In this type of listening we take turns in
listening and speaking activities. Examples of non-interactive listening
situations include listening to radio, TV, movies, sermons, or listening to
ceremonial events. In the situation of inactive listening, we cannot ask for an
explanation from the speaker and cannot ask the speaker to repeat what he
said.

2. Speaking Skills
According to the Ministry of Education and Culture in Ilham
Muhammad and Wijiati IA. (2020: 5) speaking in general can be interpreted as
 conveying one's intentions (ideas, thoughts, heart contents) to others by using
spoken language so that the meaning can be understood by others.
In speaking skills, there are three types of speaking situations, namely
interactive, semi-interactive, and non-interactive. Interactive speaking
situations, for example, occur in face-to-face conversations. Interactive
speaking allows a shift in roles / activities between speaking and listening.
Semi-interactive talks, for example making public speeches, campaigns,
sermons / lectures, etc., whether done face-to-face but take place in one
direction. In semi-interactive speaking the audience cannot interrupt the
conversation, but the speaker can see the listener's reaction from their facial
expressions and body language. Meanwhile, noninteractive talk occurs when
the conversation is carried out in one direction and not through face to face,
such as giving speeches on radio or television.

3. Reading Skills
Reading skills are related to listening skills. According to Ilham M
and Wijiati IA (2020: 6) a person is said to be skilled at reading if he is able to
listen accurately, correctly, and completely about what he reads.
Reading is a way to get information from something written. Reading
involves recognizing the letters and symbols that make up a language.
Reading and listening are the 2 most common ways to get information.
Information gained from reading can include entertainment, especially when
reading fiction or humor. For example: reading newspapers, reading novels,
reading textbooks, and others.
Reading skills are divided into two classifications, namely reading
prefix and advanced reading. Preliminary reading ability is characterized by
the ability to recognize written symbols and be able to sound them out
correctly. In this phase, understanding of the reading content is not very
visible because the reader's orientation is more towards recognizing the
symbols of language sounds. Meanwhile, in advanced reading, reading ability
is marked by the ability to pick the content / meaning of the reading it is
reading. The emphasis on further reading lies in understanding the reading
content, even at a high level it must be accompanied by adequate reading
speed (Mulyati, 2020: 13).
 4. Writing Skills
According to Budiyono H. (2012: 2) the writing process is the stages
of activities in order to produce a writing, namely pre-writing, draft writing,
and revision. The first includes topic determination, topic limitation, goal
setting, material determination, and writing framework preparation. The
second includes paragraph development, preparation of paragraph functions,
sentence structure, and application of spelling and punctuation. The third
includes content and mechanical revisions (spelling and punctuation).
Writing skills can be classified into two categories, namely pre-
writing and advanced writing. Beginning writing is synonymous with painting
pictures. In this phase, the writer does not express ideas / ideas, but merely
paints or copies the image / sound symbol of the language into the form of
written symbols. In the early days of entering school, students are trained in
preliminary writing whose learning process is often synergized and integrated
with pre-reading activities. Writing activities are actually brainstorming
activities, brainstorming, which are expressed in writing through written
language.

C. Importance of Language Skills

Language skills are important for everyone because we are required to be able
to communicate well, and be able to have a positive influence on others. It can be
imagined if we do not have language skills. We cannot express thoughts, cannot
express feelings, cannot express wills, or report the facts we observe. On the other
hand, we cannot understand the thoughts, feelings, ideas and facts that other people
convey to us.
Language skills are very important when viewed in various aspects. We will
experience various difficulties if our language skills are low. For example, in
teaching and learning activities the teacher will have difficulty presenting subject
matter to students if the speaking skills we have are inadequate. On the other hand,
students will also experience difficulties in capturing and understanding the lessons
that are conveyed by their teachers. The teacher does not have adequate speaking
skills, on the other hand, students do not have the ability to listen well, so the
communication process fails.
D. Relation Between Aspects of Language Skills
1. Relation between Speaking and Listening
Tarigan in Mulyati (2012: 20) explains the relationship between speaking
and listening, as follows:
 Speaking is usually learned through listening and imitating processes.
Thus, the material that is heard and recorded in memory affects a
person's speaking ability.
 The way a person speaks reflects the use of language in the family
environment and the community in which he lives, for example in the
use of intonation, vocabulary, and sentence patterns.
 Efforts made to improve listening skills also help improve the quality
of speaking.
 The sounds that are heard is an important factor that affects someone's
ability (especially children). Therefore, the sound and material of good
quality talks that are heard from a teacher, figures, or from religious
leaders, from high-value recordings or stories, greatly helps children or
someone who is learning to speak.
2. Relation Between Listening and Reading
Reading activities can help a person obtain vocabulary that is useful
for developing listening skills at a later stage. So, the introduction of new
vocabulary in reading activities will improve listening skills at a later stage
through the process of reintroducing these vocabulary.
Tarigan in Mulyati (2012: 22) states that listening is an important
factor in learning to read effectively. Instructions on reading strategies are
often given by the teacher in class using spoken language. For this reason, the
ability of students to listen with understanding is very important.
From the above description, we can hypothesize that there is a high
correlation between listening and reading skills in relatively high classes. If
there is an increase in one ability, it will be followed by an increase in other
abilities.
3. Relation Between Reading and Writing
In expressing ideas through writing activities, the writer does at least
three stages, namely planning, writing, and revising. When a writer is
 planning what to write about, often a lot of information is needed for the
writing material. One way to gather information is through reading activities.
According to Wray in Mulyati (2012: 23), in the writing process the
writer also often takes a break-through for his writings. Here and there,
revisions were made to parts of the writing which he felt were not in
accordance with the ideas he was going to convey. The activity of loading and
writing writing requires reading, then writing again repeatedly. Thus, it seems
clear that reading skills are essential to the writing process.
On the other hand, in reading activities, especially in reading
comprehension or reading for study purposes, we often have to write notes,
charts, summaries, and comments about the content of the reading to support
our understanding of the reading content. In addition, we may also be
compelled to write reviews or criticisms of an article that we have read. Based
on the description above, it is clear that reading and writing activities are
closely related to language activities.
4. Relation Between Writing and Speaking
Writing activities are carried out to support speaking activities. Even in a
seminar, the four aspects of language skills are involved simultaneously. For
example, even in a speech (a type of speaking activity) a person is required to
make plans in writing. For less formal speeches it may be enough for the
speaker to write down briefly the points to be discussed in preparation.
 REFERENCES

Abdul, Chaer. (2011). Tata Bahasa Praktis Bahasa Indonesia. Jakarta : Rineka Cipta.
Budiyono, H. (2012). Pembelajaran Keterampilan Menulis Berbasis Proses Menulis dan
Teori Pemerolehan Bahasa. Pena: Jurnal Pendidikan Bahasa dan Sastra, 2(1).
Ilham, M dan Wijiati, IA. 2020. Keterampilan Berbicara: Pengantar Keterampilan
Berbahasa. Pasuruan : Lembaga Academic & Research Institute.
Mulyati, Y. (2014). Hakikat Keterampilan Berbahasa. Jakarta: PDF Ut. ac. id hal, 1.
Sunarti dan Deri Anggraini. 2009. Keterampilan Berbahasa Indonesia. Yogyakarta:
Universitas PGRI Yogyakarta.