1.

0 INTRODUCTION
Students tend to apprehend information differently such as by “viewing and listening,
reflection and action, to reasoning logically and intuitively also scruntinizing and visualizing”
(Felder & Herique, 1995). Each student has their own unique learning abilities, backgrounds,
and preferred learning styles. Hence, the teachers need to be able provide differentiation to
meet diverse need of students that can be met through strategic lesson planning, quality
instruction and appropriate assessments. In order to achieve four skills in English language
which are listening, speaking, reading and writing, different learning theories should be
applied in the classroom (Pange, Lekka & Toki, 2010). Based on the cased study, Mariam
has students who have diverse needs and different level of intelligence, thus she should apply
different learning theories in her teaching. Mariam should use behaviourism theory for
listening and speaking skills and Vygotsky’s Social Development Theory for reading and
writing skills.

2.0 LISTENING AND SPEAKING SKILLS

Vocabulary acquisition is a vital step in listening and speaking skills. This was supported
by Abidin, Pour-Mohammadi, Singh, Azman, & Souriyavongsa (2011) stated that English
Second Language (ESL) learners are required to grasp a large number of words in order to
communicate in English. Therefore, it is believed drilling method is the most suitable for ESL
learners to acquire knowledge about vocabulary as well as grammar. According to the
Tamuna Khetaguri & Mustafa (2016) argued that drill in language learning can be used to
practice grammatical structure and vocabulary items. It is stated that the students made less
mistake when use drill method (Rivers,1964). It is because this method focusing in fluency
and accurancy through repetition which is making the learning process more meaningful that
the students remember the correct langage patterns longer than usual. As Larsen-Freeman
(2000) said “the more often something is repeated, the stronger the habit and the greater the
learning”. Therefore, drilling method is the most suitable method in teaching listening and
speaking skills as it is emphasizing on acquisition of vocabulary and the correct use of
grammar.

According to my finding above, I believed that drilling method is suitable for Mariam’s case.
Drilling method related with behaviourism theory which are imitation, practice and feedback
on success are the principles of learning based on B.F Skinner’s Behaviorist Theory (as cited
in Mcleod, 2018). Therefore, Mariam should apply this theory as her students consists
 difference level of proficiency of English language. First, Mariam could use an audio and
repeat it at least three times for the students. Listening the audio is found to be aiding in the
correct pronunciation of words (Mohamad Khani, Farohi & Farokhi, 2013). As some of Mariam
student are average and low proficiency in English language, they might do not know how to
pronounce some words. By listening and immitate the audio, they learn how to pronounce
new words as well as increase their knowledge about new vocabulary. This is because the
more often English repeated, the stronger habit and the greater learning will be achieved as
it will be easier for them to remember in the form of target language Meanwhile, the high
proficiency students are able to use the target language more accurately and fluently (Tamuna
Khetaguri & Mustafa, 2016) in terms of the usage of correct words and grammar. Next,
Mariam should do speaking test which is a practice for the students to apply the knowledge
that they got from previous activity in different form. Throughout the test, Mariam must assist
the students by correcting the pronounciation and structure of sentences. This mean that
Mariam should give implicit feedback while applying drills so that learners had opportunity to
correct their mistake which allowed them to produce accurate reponses (Tamuna Khetaguri
& Mustafa, 2016). In this stage, the three types of students will aware their mistake during
communicates. Lastly, during the pretest, Mariam should apply the positive reinforcement
which is she must praise or reward the students if the students answer correctly. This is
because responses from the environment will increase the probality of a behaviour being
repeated. Thus, positive reinforcement must be applied in order the students to be fluent in
speaking English as they will voluntarily used correct words to communicate.
Hence, drilling method in cooperate with practice and positive reinforcement should be
used in Mariam’s classroom. This is because this method is suitable for all the students who
are high, average and low proficiency of English language as this method required repetition
and listening skill which is the method and skill that the students can follow.

3.0 Teaching WRITING SKILLS

Cooperative writing defined as the process which provides participants the opportunity to
explore, discuss, cooperate and develop learning capabilities (Doboa, 2012). Based on M. Ali
Ghufron and Maznuatul Hawa (2015) believed that cooperative writing should be applied in
teaching reading and writing skills to English as Second language (ESL). Through this
method, the high proficiency students can scaffold the average and low proficiency English.
Writing in ESL classes is difficult for both teacher and students because there are many
aspects and rules to deal with it. A finding by Neda Ghabool, Mariann Edwina and Seyyed
 Hosseion Kashef (2012) revealed that Malaysian ESL students have problems in writing
tasks, especially in language use; grammar and punctuation as well as the direct translation
from their first language in writing. The repetition of mistake in students’ essay might create
dismotivation and decreasing their interest in writing essay. Thus, cooperative writing can
decrease cognitive loads as students’ relay each other in finishing their tasks.

Based on my finding above, I believe that Mariam should use cooperative writing to teach
writing skill in her class. Cooperative writing is in cooperate with Vygotsky’s Social
Development Theory that believed “social interaction precedes development; conciousness
and cognition are the end product of socialization and social behaviour”. Thus, cooperative
writing was built on this Vygotsky’s theory which is having cooperate with others by
constributing ideas for quility learning and growth to take place (Heidar, 2016). There are three
principles of Vygotsky’s Social Development Theory which are social interaction, the more
acknowledgeable other and the zone of proximal development. In correlate with Mariam case,
she could divide her students into four pupils in a group. The groups will consist of a high
proficiency pupil, two average students and a low proficiency student. The high proficiency
pupil acts as the more acknowledgeable other which scaffold the average and low proficiency
level. As a consequense, the average and low proficiency enable to improve their writing skills
(Syafini & Tengku Nor Rizan, n.d). The social interaction plays a fundamental role in the
process of cognitive process as students work together in complete the task without the
teacher spoon feed them. Mariam’s students need to constribute their ideas at each stage of
the writing stages; brainstorming ideas, gathering and organizing information, drafting,
revising and editing the writing. As a consequence, their essay quality will improve by pooling
the strengths of groups member. Apart from that, this method will easier for Mariam’s students
to know their own weakness in writing skills and revised with their groups mate (M. Ali Guffor,
2018). Hence, the zone of proximal level of Mariam’s student about writing skills are decrease.
Definitely, colloboration can be form of affective learning process for the students as they
become excited about working in a group as well as the prospect of learning from other
students.

Therefore, Mariam should use cooperative learning in teaching writing skill for her students
in cooperate with Vygotsky’s Social Development Theory. I believe this is the right theory for
her as this theory encourage cooperative and involve with different abilities of students.

4.0 CONCLUSION
 To conclude, it is the duty of the teacher to use suitable teaching methods and tecnique
to teach the students who are have difference level in proficiency in language. Based on
Mariam’s problem, behaviourism theory should be used for speaking skills meanwhile, social
constructivism theory is suitable for the writing skills. This is because drilling method in
behaviourism theory emphasize on fluency and accuracy in communication and cooperative
writing in Vygotsy’s Social Development Theory stress on learning with peers. Hence, the
teacher should be creative in combining the theories learning to teach the students as the
methods of teaching will give huge impacts to the students’ learning progress.

5.0 REFERENCES

Abidin, M. J., Pour-Mohammadi, M., Singh, K. K., Azman, R., & Souriyavongsa, T. (2011). The
Effectiveness of Using Songs in YouTube to Improve Vocabulary Competence among
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Dobao, A. F. (2012). Collaborative writing tasks in the L2 classroom: Comparing group, pair,
and individual work. Journal of Second Language Writing, 21(1), 40–58

Felder, R. M. & Henriques, E. R. (1995). Learning and teaching styles in foreign and second
language acquisition. Foreign Language Annals, 28, 1, 21–31.

Heidar, D. M. (2016). ZPD-assisted Intervention via Web 2.0 and Listening Comprehension
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M. Ali, G. & Masnuatul Hawa (2015). The Effect Of Collaborative Writing Technique In Teaching
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Rivers, W. M. (1964). The Psychologist and the Foreign Language Teacher. Chicago: University
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Vygotsky, L. (1978). Mind in society: The development of higher psychological processes.