A STUDY ON SPEAKING TEACHING TECHNIQUE TO ENGLISH FOR YOUNG LEARNERS IN BILINGUAL CLASS AT SD MUHAMMADIYAH I MALANG Undergraduate Theses from JIPTUMMPP / 2013-02-14 16:15:59
A STUDY ON SPEAKING TEACHING TECHNIQUE TO ENGLISH
FOR YOUNG LEARNERS IN BILINGUAL CLASS
AT SD MUHAMMADIYAH I MALANG
THESIS
By :
VERY KURNIA ADITAMA
NIM 08360254
ENGLISH DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF MUHAMMADIYAH MALANG
2012
A STUDY ON SPEAKING TEACHING TECHNIQUE TO ENGLISH
FOR YOUNG LEARNERS IN BILINGUAL CLASS
AT SD MUHAMMADIYAH I MALANG
THESIS
This thesis is submitted to meet one of the requirements
to achieve Sarjana Degree in English Education
By :
VERY KURNIA ADITAMA
NIM 08360254
ENGLISH DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF MUHAMMADIYAH MALANG
2012
…………….. ……………..
……………………وخ ر ال ناس أن ف ع هم ل ل ناس.
Try not to become a man of success,
But rather try to become a man of value.
(Albert Einstein)
Hidup Sekali, Hiduplah yang berarti
(K.H Imam Zarkasyi)
He dedicates this thesis to
ACKNOWLEDGMENTS
First of all, the researcher thanks to Allah SWT the Almighty for a great
mercy and blessing so that he could finish the thesis.
He also really appreciates to his first advisor, Mrs. Santi Prastiyowati,
S.Pd who has always helped, guided and advised in writing the thesis, and his
second advisor Mr. Dian Arsitades, M.Pd who has patiently taught him and has
given the good suggestion during the writing of the thesis.
Furthermore, the researcher wants to dedicate his deep respect to his
beloved parents (Mr. Hidayat and Mrs. Nurhidayati), his young sister (Vesti Dwi)
who always support him so that he finally can finish the thesis.
A great thank is also sent to his best close friends “Arkers_Gank” (Ghorib,
Ardy, Aly, Anthony) “Armada Fikr’08”, “Raushan_Fikr Family”, “English
Students’08, “Darmasiswa Student’12 UMM” for all their motivation, spirit and
support. Also, all friends that can not mentioned one by one, for their sincere
praying given to him.
Malang, 8th November 2012
Researcher,
TABLE OF CONTENTS
APPROVAL ..................................................................................................
i
LEGALIZATION .........................................................................................
ii
MOTTO AND DEDICATION .....................................................................
iii
ABSTRACT ...................................................................................................
iv
ACKNOWLEDGMENTS ............................................................................
v
TABLE OF CONTENTS ..............................................................................
vi
CHAPTER I : INTRODUCTION
1.1 Background of Study ...............................................................
1
1.2 Statement of Problem ...............................................................
4
1.3 Purpose of Study.......................................................................
4
1.4 Significance of Study ...............................................................
5
1.5 Scope and Limitation ................................................................
5
1.4 Definition of The Key Terms ...................................................
6
CHAPTER II : REVIEW OF RELATED LITERATURE
2.1 The Nature Of Speaking ...........................................................
7
2.2 Teaching Speaking ...................................................................
8
2.3 Teaching Speaking to Young Learners ....................................
9
2.3.1
Young Learners between five to seven years old.........
9
2.3.2
Young Learners between eight to ten years ................
10
2.4 The Technique of Teaching Speaking ...................................... .... 11
2.4.1 Kinds of Technique in Teaching Speaking to Young
Learners ........................................................................ ..
11
2.4.1.1 Drilling.................................................................. ..
11
2.4.1.2 Dialogue................................................................ .
12
2.4.1.2.1 Using Puppets to Introduce the Dialogue .......
13
2.4.1.3 Fishbowl Technique .............................................
13
2.4.1.4 Communicative Language Teaching (CLT) .........
14
2.4.1.5 Games ...................................................................
15
2.5 Bilingual Class Program ...........................................................
16
2.6 Bilingual Class Program at SD Muhammadiyah I Malang ...... ..
16
CHAPTER III : RESEARCH METHODOLOGY
3.1 Research Design .......................................................................
18
3.2 Research Subject.......................................................................
18
3.3 Data Collection .........................................................................
19
3.3.1 Research Instrument ............................................................
19
3.3.1.1 Interview ........................................................................
19
3.3.1.2 Observation ....................................................................
21
3.3.1.2.1 Observation Field Notes ..........................................
22
3.3.2 Procedures of Data Collection .............................................
22
3.4 Data Analysis ...........................................................................
23
CHAPTER IV RESEARCH FINDING AND DISCUSSION
4.1 Research Finding ......................................................................
24
4.1.1 The Teacher’s Techniques in Teaching Speaking ...............
24
4.1.2 The Implementation of Techniques ....................................
25
4.2 Discussion..................................................................................
27
CHAPTER V CONCLUSION AND SUGGESTION
5.1 Conclusion .................................................................................
31
5.2 Suggestion ................................................................................
32
BIBLIOGRAPHY
APPENDIX
BIBLIOGRAPHY
Ary, Donald. Jacobs, Lucy Cheser. Sorensen Chris. Razavieh, Asghar. 2010.
Introduction to Research in Education. Usa: Wadsworth, Cengage Learning.
Bogdan, Robert C. Biklen, Sari Knopp. 2003. Qualitative Research for
Education An Introduction to Theory and Methods. Usa: Victoria University
of Wellington.
Brown, H.D. 2000. Principles of Language Learning and Teaching. New York:
Addison Wesley Longman, Inc.
Hamers, Josiane F. Blanc, Michel H.A. 2003. Bilinguality and Bilingualism. New
York: Cambridge University Press.
Hong, Lin. 2002. Using Games in Teaching English to Young Learners. The
Internet TESL Journal, Vol VIII, No. 8, http://iteslj.org/Lessons/LinUsingGames.html,
Klancar, N.I. 2006. “Developing English Skill in The Young Learners
Classroom”. The Internet TESL Journal, Vol.XII, No. 11.
Irawan, Bambang. 2008. The Technique of Teaching Speaking in English
Language Extracurricular Program at SMUN II Batu. Unpublished Thesis.
Malang: University of Muhammadiyah Malang.
Kayi, Hayriye. 2006. “Teaching Speaking: Activities to Promote Speaking in a
Second Language”. The Internet TESL Journal, Vol.XII, No. 11.
Larsen, Diane. Freeman. 2008. Techniques and Principles in Language
Teaching. New York: Oxford University Press.
Myers, Carol. Scotton. 2006. An Introduction to Bilingualism. Usa: Blackwell
Publishing, Ltd.
Permendiknas. 2009, Penyelenggaraan Sekolah Bertaraf Internasional. Nomor
78, Bagian III, Pasal V
Pinter, A. 2006. Teaching Young Language Learners. New York: Oxford
University Press.
Prasetyowati, Oktavi.D. 2008. Techniques Used by the Teacher in Teaching
Speaking Class at The Daffodils Course, Pare-Kediri. Unpublished Thesis.
Malang: University of Muhammadiyah Malang.
Richard, Jack C. 2008. Teaching Speaking and Listening. New York: Cambridge
University Press.
Scott, Wendy A. Ytreberg, Lisbeth H. Teaching English to Children. New York:
Longman.
Ur, Penny.1999. “A Course in Language Teaching”. Usa: Cambridge University
Press.
CHAPTER I
INTRODUCTION
Chapter I of this research present such topics as: background of study,
statement of the problems, purposes of the study, and significances of the
study, scope and limitation and also definition of key terms. Each section is
presented as follows:
1.1 Background of the study
Nowadays, English has been known as an international language around
the world. Among all language skills, speaking is an important skill used in
daily communication in the society, the reason is that the purpose of learning a
foreign language such as English language is mostly used for communication.
The process of speaking fluently and effectively is big challenge for all
language learners. According to Pinter (2006:55), the ability of speaking
fluently in a foreign language needs a lot of practice. He stated that speaking
practice is started by practicing and drilling a set phrases and repeating
models. In certain situation, fluent speaker also requires to learn how to
manage conversation, speak and think at the same time.
Teaching English to young learners is challenging than others. At least,
we should be aware of children’s basic physical and psychological needs.
According to Klancar (2006), when teaching young learners we constantly
have to keep in mind the fact that what we have in front of us is a mixed class
with varied abilities, expectations, motivation level, knowledge, and different
learning styles. Thus, we need to vary our approaches and provide as much
opportunity as possible to make the whole class find a little something to hold
1
on to, expand and grow. Developing speaking skills definitely deserves a
closer look and the article provides a few guidelines to keep all the students
involved and interested.
Teaching speaking to children also has such important ways to be
understood. They may not be able to catch or aware what other speakers know
before, because of their mother tongue or their second language. Moreover,
Pinter (2006) says that it is important for teachers to familiarize themselves
with what their children can do in their first language. At the beginning stages
with children, it is a good idea to focus on simple but purposeful and
meaningful pattern drilling and personalized dialogue building in order to
prepare them to be able to talk about themselves and their world. Then, they
begin to interact with their friends in class and other speakers of the language.
Kayi, 2006, found that there are many activities that can be used to
promote speaking. Those activities are discussion, role play, simulations,
information gap, brainstorming, storytelling, interviews, completing story,
reporting, playing cards, picture narrating, picture describing, and find the
difference.
Irawan (2008) in his research on the technique in teaching speaking in
English extracurricular program at SMUN II BATU, found that the techniques
used by the teacher in teaching speaking were focus group discussion,
dialogue, role play, games, simulations, watching movie, storytelling and
singing a song.
Meanwhile, Prasetyowati (2008) who conducted the research on the
techniques used by the teacher in teaching Speaking class at the Daffodils
2
course, Pare Kediri, found that the techniques were speeches, role play, small
group and audio taped.
Based on the statements and previous researchers above, teachers should
have different techniques in teaching English, especially for speaking skill. In
this case, the researcher tries to investigate the technique in teaching speaking
in bilingual class that has not been conducted by the previous researchers,
because they only investigated the regular class. Brown (2000) stated that
technique is any of a wide variety of exercises, activities, or devices used in
the language classroom for realizing lesson objectives. It means that the
techniques implemented can help the teachers’ role in the classroom.
Hopefully, those kinds of technique are helpful for students to understand and
comprehend the topic learned.
Since 2009, the government has designed a newest class program in
school that is called bilingual class. This class program is carried out with
different rules in the process of teaching and learning. Bilingual class is
different from regular class because it is designed by using both English and
Indonesian language to communicate during the classroom activities and also
for the instruction in teaching and learning process (Permendiknas. No: 78,
2009).
The reason underlined in this study is that bilingual class basically is
recent educational program in Indonesia and the process of its quality is being
developed in every school, especially for young learners. As stated previously,
this class program uses both English and Indonesian language to communicate
in the class. Some of the characteristics of the program are applying education
3
curriculum unit level (KTSP) accompanied by international curriculum, the
learning of science, mathematics and core vocational use English language,
while learning other subjects, except foreign language lessons must use
Indonesian (Permendiknas. No: 78, 2009).
Furthermore, the researcher is interested in analyzing speaking teaching
technique to English for young learners in bilingual class since the topic has
not been conducted by other researchers, also designing bilingual class
program need a good preparation and qualification for both teacher and
school.
1.2 Statements of the Problem
1. What are the techniques do the teacher use in teaching speaking to
English for Young Learners in Bilingual Class at SD Muhammadiyah I
Malang ?
2. How are the techniques implemented by the teacher in teaching
speaking to English for Young Learners in Bilingual Class at SD
Muhammadiyah I Malang ?
1.3 Purpose of the Study
The purposes of the study are:
1. To find out what are the techniques do the teacher use in teaching speaking
to English for Young Learners in Bilingual Class at SD Muhammadiyah I
Malang?
4
2. To find out how are the techniques implemented by the teacher in teaching
speaking to English for Young Learners in Bilingual Class at SD
Muhammadiyah I Malang?
1.4 Significance of the Study
The finding of the research generally provides some ideas, concepts or
information to English teachers about the techniques of teaching speaking to
young learners, especially in bilingual class. Furthermore, these findings will
give some information to the principal of the school about the techniques
applied by English teacher in bilingual class. It can also be the evaluation
whether the technique used has already reached the goals of the study. Thus,
the teachers can improve their quality in teaching speaking to young learners
in bilingual class. The last, the study can be useful for the candidates of
English teachers to prepare their ability and quality in order to have a good
preparation about the techniques in teaching speaking before they teach in
school.
1.5 Scope and Limitation
The researcher realizes that it is necessary to limit the scope of this study.
The researcher concentrates this study on the investigation of technique used
by the English teacher in teaching speaking to young learners in bilingual
class at SD Muhammadiyah I Malang. This study is limited to the class that
has already been conducted for bilingual class.
5
1.6 Definitions of Key Terms
It is important to define the key terms used in this study in order to help
the readers avoid misunderstanding of the study.
Teaching refers to Brown 2000, is the way to help and guide someone
to learn something, to make someone understand about the thing
learned.
Technique is any of a wide variety of exercises, activities, or devices
used in the language classroom for realizing lesson objectives
(Brown, 2000)
Speaking is the process of building and sharing meaning through the
use verbal and nonverbal symbols, in a variety of contexts. Speaking is
a crucial part of second language learning and teaching (Chaney in
Kayi 2006)
Young Learners are pupils and children between five and ten or eleven
years old. Based on the book, they divided into two main groups, the
five to seven years old and the eight to ten years old. (Scott and
Ytreberg)
Bilingual is an ability to speak more than one language; also bilingual
is the term for speaking one or more languages (Myers – Scotton,
2006)
Bilingual class is the class designed by using both English and
Indonesia to communicate and give the instruction during the
classroom activities. (Permendiknas, no: 78, 2009).
6
FOR YOUNG LEARNERS IN BILINGUAL CLASS
AT SD MUHAMMADIYAH I MALANG
THESIS
By :
VERY KURNIA ADITAMA
NIM 08360254
ENGLISH DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF MUHAMMADIYAH MALANG
2012
A STUDY ON SPEAKING TEACHING TECHNIQUE TO ENGLISH
FOR YOUNG LEARNERS IN BILINGUAL CLASS
AT SD MUHAMMADIYAH I MALANG
THESIS
This thesis is submitted to meet one of the requirements
to achieve Sarjana Degree in English Education
By :
VERY KURNIA ADITAMA
NIM 08360254
ENGLISH DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF MUHAMMADIYAH MALANG
2012
…………….. ……………..
……………………وخ ر ال ناس أن ف ع هم ل ل ناس.
Try not to become a man of success,
But rather try to become a man of value.
(Albert Einstein)
Hidup Sekali, Hiduplah yang berarti
(K.H Imam Zarkasyi)
He dedicates this thesis to
ACKNOWLEDGMENTS
First of all, the researcher thanks to Allah SWT the Almighty for a great
mercy and blessing so that he could finish the thesis.
He also really appreciates to his first advisor, Mrs. Santi Prastiyowati,
S.Pd who has always helped, guided and advised in writing the thesis, and his
second advisor Mr. Dian Arsitades, M.Pd who has patiently taught him and has
given the good suggestion during the writing of the thesis.
Furthermore, the researcher wants to dedicate his deep respect to his
beloved parents (Mr. Hidayat and Mrs. Nurhidayati), his young sister (Vesti Dwi)
who always support him so that he finally can finish the thesis.
A great thank is also sent to his best close friends “Arkers_Gank” (Ghorib,
Ardy, Aly, Anthony) “Armada Fikr’08”, “Raushan_Fikr Family”, “English
Students’08, “Darmasiswa Student’12 UMM” for all their motivation, spirit and
support. Also, all friends that can not mentioned one by one, for their sincere
praying given to him.
Malang, 8th November 2012
Researcher,
TABLE OF CONTENTS
APPROVAL ..................................................................................................
i
LEGALIZATION .........................................................................................
ii
MOTTO AND DEDICATION .....................................................................
iii
ABSTRACT ...................................................................................................
iv
ACKNOWLEDGMENTS ............................................................................
v
TABLE OF CONTENTS ..............................................................................
vi
CHAPTER I : INTRODUCTION
1.1 Background of Study ...............................................................
1
1.2 Statement of Problem ...............................................................
4
1.3 Purpose of Study.......................................................................
4
1.4 Significance of Study ...............................................................
5
1.5 Scope and Limitation ................................................................
5
1.4 Definition of The Key Terms ...................................................
6
CHAPTER II : REVIEW OF RELATED LITERATURE
2.1 The Nature Of Speaking ...........................................................
7
2.2 Teaching Speaking ...................................................................
8
2.3 Teaching Speaking to Young Learners ....................................
9
2.3.1
Young Learners between five to seven years old.........
9
2.3.2
Young Learners between eight to ten years ................
10
2.4 The Technique of Teaching Speaking ...................................... .... 11
2.4.1 Kinds of Technique in Teaching Speaking to Young
Learners ........................................................................ ..
11
2.4.1.1 Drilling.................................................................. ..
11
2.4.1.2 Dialogue................................................................ .
12
2.4.1.2.1 Using Puppets to Introduce the Dialogue .......
13
2.4.1.3 Fishbowl Technique .............................................
13
2.4.1.4 Communicative Language Teaching (CLT) .........
14
2.4.1.5 Games ...................................................................
15
2.5 Bilingual Class Program ...........................................................
16
2.6 Bilingual Class Program at SD Muhammadiyah I Malang ...... ..
16
CHAPTER III : RESEARCH METHODOLOGY
3.1 Research Design .......................................................................
18
3.2 Research Subject.......................................................................
18
3.3 Data Collection .........................................................................
19
3.3.1 Research Instrument ............................................................
19
3.3.1.1 Interview ........................................................................
19
3.3.1.2 Observation ....................................................................
21
3.3.1.2.1 Observation Field Notes ..........................................
22
3.3.2 Procedures of Data Collection .............................................
22
3.4 Data Analysis ...........................................................................
23
CHAPTER IV RESEARCH FINDING AND DISCUSSION
4.1 Research Finding ......................................................................
24
4.1.1 The Teacher’s Techniques in Teaching Speaking ...............
24
4.1.2 The Implementation of Techniques ....................................
25
4.2 Discussion..................................................................................
27
CHAPTER V CONCLUSION AND SUGGESTION
5.1 Conclusion .................................................................................
31
5.2 Suggestion ................................................................................
32
BIBLIOGRAPHY
APPENDIX
BIBLIOGRAPHY
Ary, Donald. Jacobs, Lucy Cheser. Sorensen Chris. Razavieh, Asghar. 2010.
Introduction to Research in Education. Usa: Wadsworth, Cengage Learning.
Bogdan, Robert C. Biklen, Sari Knopp. 2003. Qualitative Research for
Education An Introduction to Theory and Methods. Usa: Victoria University
of Wellington.
Brown, H.D. 2000. Principles of Language Learning and Teaching. New York:
Addison Wesley Longman, Inc.
Hamers, Josiane F. Blanc, Michel H.A. 2003. Bilinguality and Bilingualism. New
York: Cambridge University Press.
Hong, Lin. 2002. Using Games in Teaching English to Young Learners. The
Internet TESL Journal, Vol VIII, No. 8, http://iteslj.org/Lessons/LinUsingGames.html,
Klancar, N.I. 2006. “Developing English Skill in The Young Learners
Classroom”. The Internet TESL Journal, Vol.XII, No. 11.
Irawan, Bambang. 2008. The Technique of Teaching Speaking in English
Language Extracurricular Program at SMUN II Batu. Unpublished Thesis.
Malang: University of Muhammadiyah Malang.
Kayi, Hayriye. 2006. “Teaching Speaking: Activities to Promote Speaking in a
Second Language”. The Internet TESL Journal, Vol.XII, No. 11.
Larsen, Diane. Freeman. 2008. Techniques and Principles in Language
Teaching. New York: Oxford University Press.
Myers, Carol. Scotton. 2006. An Introduction to Bilingualism. Usa: Blackwell
Publishing, Ltd.
Permendiknas. 2009, Penyelenggaraan Sekolah Bertaraf Internasional. Nomor
78, Bagian III, Pasal V
Pinter, A. 2006. Teaching Young Language Learners. New York: Oxford
University Press.
Prasetyowati, Oktavi.D. 2008. Techniques Used by the Teacher in Teaching
Speaking Class at The Daffodils Course, Pare-Kediri. Unpublished Thesis.
Malang: University of Muhammadiyah Malang.
Richard, Jack C. 2008. Teaching Speaking and Listening. New York: Cambridge
University Press.
Scott, Wendy A. Ytreberg, Lisbeth H. Teaching English to Children. New York:
Longman.
Ur, Penny.1999. “A Course in Language Teaching”. Usa: Cambridge University
Press.
CHAPTER I
INTRODUCTION
Chapter I of this research present such topics as: background of study,
statement of the problems, purposes of the study, and significances of the
study, scope and limitation and also definition of key terms. Each section is
presented as follows:
1.1 Background of the study
Nowadays, English has been known as an international language around
the world. Among all language skills, speaking is an important skill used in
daily communication in the society, the reason is that the purpose of learning a
foreign language such as English language is mostly used for communication.
The process of speaking fluently and effectively is big challenge for all
language learners. According to Pinter (2006:55), the ability of speaking
fluently in a foreign language needs a lot of practice. He stated that speaking
practice is started by practicing and drilling a set phrases and repeating
models. In certain situation, fluent speaker also requires to learn how to
manage conversation, speak and think at the same time.
Teaching English to young learners is challenging than others. At least,
we should be aware of children’s basic physical and psychological needs.
According to Klancar (2006), when teaching young learners we constantly
have to keep in mind the fact that what we have in front of us is a mixed class
with varied abilities, expectations, motivation level, knowledge, and different
learning styles. Thus, we need to vary our approaches and provide as much
opportunity as possible to make the whole class find a little something to hold
1
on to, expand and grow. Developing speaking skills definitely deserves a
closer look and the article provides a few guidelines to keep all the students
involved and interested.
Teaching speaking to children also has such important ways to be
understood. They may not be able to catch or aware what other speakers know
before, because of their mother tongue or their second language. Moreover,
Pinter (2006) says that it is important for teachers to familiarize themselves
with what their children can do in their first language. At the beginning stages
with children, it is a good idea to focus on simple but purposeful and
meaningful pattern drilling and personalized dialogue building in order to
prepare them to be able to talk about themselves and their world. Then, they
begin to interact with their friends in class and other speakers of the language.
Kayi, 2006, found that there are many activities that can be used to
promote speaking. Those activities are discussion, role play, simulations,
information gap, brainstorming, storytelling, interviews, completing story,
reporting, playing cards, picture narrating, picture describing, and find the
difference.
Irawan (2008) in his research on the technique in teaching speaking in
English extracurricular program at SMUN II BATU, found that the techniques
used by the teacher in teaching speaking were focus group discussion,
dialogue, role play, games, simulations, watching movie, storytelling and
singing a song.
Meanwhile, Prasetyowati (2008) who conducted the research on the
techniques used by the teacher in teaching Speaking class at the Daffodils
2
course, Pare Kediri, found that the techniques were speeches, role play, small
group and audio taped.
Based on the statements and previous researchers above, teachers should
have different techniques in teaching English, especially for speaking skill. In
this case, the researcher tries to investigate the technique in teaching speaking
in bilingual class that has not been conducted by the previous researchers,
because they only investigated the regular class. Brown (2000) stated that
technique is any of a wide variety of exercises, activities, or devices used in
the language classroom for realizing lesson objectives. It means that the
techniques implemented can help the teachers’ role in the classroom.
Hopefully, those kinds of technique are helpful for students to understand and
comprehend the topic learned.
Since 2009, the government has designed a newest class program in
school that is called bilingual class. This class program is carried out with
different rules in the process of teaching and learning. Bilingual class is
different from regular class because it is designed by using both English and
Indonesian language to communicate during the classroom activities and also
for the instruction in teaching and learning process (Permendiknas. No: 78,
2009).
The reason underlined in this study is that bilingual class basically is
recent educational program in Indonesia and the process of its quality is being
developed in every school, especially for young learners. As stated previously,
this class program uses both English and Indonesian language to communicate
in the class. Some of the characteristics of the program are applying education
3
curriculum unit level (KTSP) accompanied by international curriculum, the
learning of science, mathematics and core vocational use English language,
while learning other subjects, except foreign language lessons must use
Indonesian (Permendiknas. No: 78, 2009).
Furthermore, the researcher is interested in analyzing speaking teaching
technique to English for young learners in bilingual class since the topic has
not been conducted by other researchers, also designing bilingual class
program need a good preparation and qualification for both teacher and
school.
1.2 Statements of the Problem
1. What are the techniques do the teacher use in teaching speaking to
English for Young Learners in Bilingual Class at SD Muhammadiyah I
Malang ?
2. How are the techniques implemented by the teacher in teaching
speaking to English for Young Learners in Bilingual Class at SD
Muhammadiyah I Malang ?
1.3 Purpose of the Study
The purposes of the study are:
1. To find out what are the techniques do the teacher use in teaching speaking
to English for Young Learners in Bilingual Class at SD Muhammadiyah I
Malang?
4
2. To find out how are the techniques implemented by the teacher in teaching
speaking to English for Young Learners in Bilingual Class at SD
Muhammadiyah I Malang?
1.4 Significance of the Study
The finding of the research generally provides some ideas, concepts or
information to English teachers about the techniques of teaching speaking to
young learners, especially in bilingual class. Furthermore, these findings will
give some information to the principal of the school about the techniques
applied by English teacher in bilingual class. It can also be the evaluation
whether the technique used has already reached the goals of the study. Thus,
the teachers can improve their quality in teaching speaking to young learners
in bilingual class. The last, the study can be useful for the candidates of
English teachers to prepare their ability and quality in order to have a good
preparation about the techniques in teaching speaking before they teach in
school.
1.5 Scope and Limitation
The researcher realizes that it is necessary to limit the scope of this study.
The researcher concentrates this study on the investigation of technique used
by the English teacher in teaching speaking to young learners in bilingual
class at SD Muhammadiyah I Malang. This study is limited to the class that
has already been conducted for bilingual class.
5
1.6 Definitions of Key Terms
It is important to define the key terms used in this study in order to help
the readers avoid misunderstanding of the study.
Teaching refers to Brown 2000, is the way to help and guide someone
to learn something, to make someone understand about the thing
learned.
Technique is any of a wide variety of exercises, activities, or devices
used in the language classroom for realizing lesson objectives
(Brown, 2000)
Speaking is the process of building and sharing meaning through the
use verbal and nonverbal symbols, in a variety of contexts. Speaking is
a crucial part of second language learning and teaching (Chaney in
Kayi 2006)
Young Learners are pupils and children between five and ten or eleven
years old. Based on the book, they divided into two main groups, the
five to seven years old and the eight to ten years old. (Scott and
Ytreberg)
Bilingual is an ability to speak more than one language; also bilingual
is the term for speaking one or more languages (Myers – Scotton,
2006)
Bilingual class is the class designed by using both English and
Indonesia to communicate and give the instruction during the
classroom activities. (Permendiknas, no: 78, 2009).
6