A STUDY OF TEACHING STRATEGIES IN EYL PROGRAM 5TH GRADE OF THE ENGLISH DEPARTMENT OF UMM

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CHAPTER I INTRODUCTION

This chapter provides some points of discussion such as background of the study, statement of the problems, purpose of the study, significance of the study, scope and limitation, and definition of key terms.

1.1Background of the Study

Children have a good memory which is very essential in the learning process. Through the strong memory, children can absorb, analyse, accumulate the mount of speech and fit it with the situational data to formulate the rule of action. Besides, the children live and interact with the good environment and natural situation which influences them with their social activity. Children learn with no doubt and worry or responsibility of anything. Their parents, friends, teachers, and surrounding will help them to learn comfortably.

Teaching English to Young Learners (TEYL) is important to develop the children’s language competence. When a foreign language is taught to young learners, it will be absorbed effectively because they have a lot of opportunities to build-up their personal ability in acquisition other language. Based on Cameron (2001:2), the children have strong desire and less-risk-taking in learning a foreign language. They also have high motivation to communicate with others.

Some psychologists also believe that teaching a foreign language to young learners is better than to adult learners. It happens because the speech articulation of children that produces the sound is still developing well. Moreover, good

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pronunciation should rely on the ability to control the organ of speech. So, it is easy for them to speak the second sound system of foreign language.

On the other hand, Teaching English to Young Learners (TEYL) is absolutely different from teaching English to old learners. According to Sabilah (2004:32), TEYL does not emphasize on building English structures, such as tenses and pattern. But it is focused on shaping the children as the future users of English in the world which requires a high level of spoken and written communication. Learning English at this stage is communication and fluency is more important than accuracy.

In TEYL, the teacher becomes the most influential person in the classroom because she/he has to create a conducive classroom atmosphere. Besides, many teachers face some problems in TEYL. Based on the research which is conducted by Muslimah (2009), it was found that many students at Madrasah Ibtidaiyah Jenderal Sudirman Malang felt difficulties in building and pronouncing vocabulary. Moreover, they also had difficulties in writing and spelling. Besides, there were also some non-linguistic problems. For instance, they forgot to bring the handbook, did not participate the class well, and walked around the class so that it disturbed the teaching learning process.

Based on that case, ideally, the EYL teachers should have some brilliant teaching strategies to deliver the material and solve the problem in the class. Teaching strategies are used in helping students reach the objectives that the teachers prepare in the planning phase of instruction. So, by applying the appropriate strategy, it will be easy for the teachers to transfer the information,

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deliver the material, select the resources, and define the roles of students. Furthermore, the teachers must be able to match it with the material and children’ way of learning.

In this research, researcher focuses on a study of teaching strategies at 5th grade on EYL program which is conducted by English Department of UMM. In brief, EYL program is as one of elective courses in 7th semester. There are two levels of EYL subject; EYL I and EYL II. EYL I focuses on introducing the concept of TEYL and the characteristic of EYL. It also describes some techniques and strategies which are usually used in teaching English. So, the aim of EYL I is giving basic knowledge and framework about TEYL.

The next, EYL II concerns in the teaching of young learners. It includes teaching components. For example, how to make a lesson plan and create a media. The goal of EYL II is practicing the basic theories of teaching EYL, managing an EYL course for elementary level classes, and evaluating the students learning (English Course Syllabus/2011).

All in all, study of teaching strategies at 5th grade of EYL program which is conducted by English Department of UMM is interesting and important to be analysed. Teaching strategies represent effort to achieve the teaching learning process to be more effective and comprehensive. Moreover, knowing an appropriate strategy is the most important thing to reach the aim of learning activity. Besides, 5th grade is an interactive class which the material given to this class covered grammar, four English skill, and vocabulary.

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1.2 Statement of the Problems

Based on the background of study presented above, the problems will be observed are stated as follows:

a. What are the strategies used by the teachers of 5th grade on EYL program conducted by English Department of UMM?

b. How are the strategies used by the teachers of 5th grade on EYL class conducted by English Department of UMM are implemented?

1.3Purpose of Study

The purposes of this study is to find out the answer of the problems which have been stated. The purposes are formulated as follows:

a. To know the strategies are used in 5th _{grade on EYL program of} English Department of UMM.

b. To understand the implementation of the strategies used in 5th grade on EYL program of English Department of UMM.

1.4Significance of the Study

This section explains the importance of the study. This study is expected to give the contribution to the next students’ practice teacher who will take EYL subject as the chosen subject in their elective course. This study hopefully can improve their creativity and competence to be a good teacher for young learners. Moreover, elementary school teachers can use those teaching strategies to help the in solving teaching-learning problems.

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1.5 Scope and Limitation

There are many things that can be discussed in terms of teaching strategies. But in this study, the scope of the study is the implementation of teaching strategies in TEYL. Meanwhile, the writer limits the study in 5th grade on EYL program of English Department of UMM.

1.6 Definition of Key Terms

The definition of key terms given in this study aims to avoid misconceptions used. The terms which are necessary to be defined are as follows:

a. Strategies: A detailed plan for achieving success the skill of planning for such situations.

b. Teaching strategies: A tactic in order to develop the students’ ability in learning activities.

c. EYL program: The elective subject that must be taken by students on 6th semester.

A STUDY OF TEACHING STRATEGIES IN EYL PROGRAM

5

TH

GRADE OF THE

ENGLISH DEPARTMENT OF UMM

THESIS

This thesis is submitted to meet one of the requirements to achieve

Sarjana Degree in English Education

By:

HILDA WAHYU HIDAYAH

201010100311294

UNIVERSITY OF MUHAMMADIYAH MALANG

FACULTY OF TEACHER TRAINING AND EDUCATION

ENGLISH DEPARTMENT

APRIL 2014

ACKNOWLEDGEMENTS

Alhamdulillah, the greatest thank belongs to Allah SWT, the Lord of the universe for His blessing in finishing this thesis. Shalawat and salam are devoted to the prophet of the mankind, Muhammad SAW that brought peace in our life.

As the writer of this thesis. I would like to express my appreciation and gratitude to all of persons involved in completing this thesis for their encouragement and kindness. I would like to thank them all:

1. My special thanks and appreciation are dedicated to my great advisors; Honourable Mr Dian Arsitades Wiranegera, M.Pd and Mr. Drs. Taufik Burhan, M.Pd for their guidance, support, attention, patience, and suggestion in accomplishing this thesis.

2. My sincere gratitude is also addressed to my lovely father, alm. Laman Sugianto for his love. My mother, Riyamah, who believed that I can finish this study. And my sister and brother who always support me by their love, fund, and pray.

3. To all Bestari crew and also the all members of HMI KIP UMM, I did not find a friendship, but brotherhood in you.

4. To all people around me whose names cannot be mentioned one by one. Finally, the writer hopes that this thesis gives advantages to the readers. Amin.

The writer

TABLE OF CONTENTS

APPROVAL ……….i

ABSTRACT ……….ii

ACKNOWLEDGMENT ………iii

TABLE OF CONTENTS ………iv

CHAPTER I: INTRODUCTION 1.1Background of the Study ……….1

1.2Statement of the Problems ………...4

1.3Purpose of the Study ………4

1.4Significance of the Study ……….4

1.5Scope and Limitation ………...5

1.6Definition of the Key Terms ………5

CHAPTER II: REVIEW OF RELATED LITERATURE 2.1 Young Learner ………6

2.1.1 The Characteristics of Children in Five to Seven Years Old ………..6

2.1.2 The Characteristics of Children in Eight to Ten Years Old ………7

2.2 Teaching English to Young Learners (TEYL) ……8

2.3 Basic Principles of TEYL ………...10

2.3.1 Fun ………10

2.3.2 Model ………11

2.3.3 Recycle ……….11

2.4 Factors Influencing Teaching English

to Young Learners……….12

2.4.1 Qualifications of EYL Teachers …………..12

2.4.2 Instructional Material ………...15

2.5 Steps of Teaching ………...16

2.5.1 Pre-Instruction ………..17

2.5.2 Whilst-Instruction ……….17

2.5.3 Post-Instruction/Evaluation ………..18

2.6 Teaching Strategy ………...18

2.6.1 Kinds of Teaching Strategy ………..19

2.6.1.1 Presentation Strategy……….19

2.6.1.2 Demonstration Strategy ………20

2.6.1.3 Game Strategy ………...21

2.6.1.4 Small-Group Discussion …………...22

CHAPTER III: RESEARCH METHODOLOGY 3.1 Research Design ………25

3.2 Research Subject ………26

3.3 Data Collection ………..26

3.3.1 Research Instruments ………26

3.4 Data Analysis ……….31

CHAPTER IV: FINDING AND DISCUSSION 4.1 Finding ……….32

4.1.1 The Result from Classroom Activity ……32

4.1.2 The Result from the Interview …………..53

4.2 Discussion ………...54 4.2.1 The Strategy of Teaching English to

Program 5th Grade and the Implementation in Classroom Activity ……….54 CHAPTER V: CONCLUSION AND SUGGESTION

5.1 Conclusion ………..58 5.2 Suggestion ………..59

5.2.1 Suggestion for EYL Teachers ………..59 5.2.2 Suggestion for Further Researcher ………...60 BIBLIOGRAPHY

BIBLIOGRAPHY

Ary, Donald. Jacobs, Lucy Cheser. Razavieh, Ashgar. Sorensen, Chris. 2006.

Introduction to Research in Education 7th Edition. Belmont: Thomson

Higher Education.

Bogdan, Robert. Biklen, Knopp Sari. 2007. Qualitative Research for Education:

An Introduction to Theories and Methods 5th Edition. Boston: Person

Education, Inc.`

Brown, Douglas. 2000. Principles of Language Learning and Teaching 4th Edition. Longman: Longman Publisher

Cameron, Lynne. 2001. Teaching languages to Young Learners. Cambridge: Cambridge University Press.

Muslimah, Ike. 2009. The Problems in Teaching English at Madrasah Ibtidaiyah Jenderal Sudirman, Malang. Unpublished Thesis. Malang: FKIP UMM

James, Russel. Smaldino, Sharon. Lowther, Deborah. 2011. Instructional Technology & Media for Learning. Jakarta: Kencana.

Kumpulan Silabus Mata Kuliah Prodi Pendidikan Bahasa Inggris UMM/ 2011

Kurniawati, Ike. 2005. Strategies in Teaching English Employed by English

Teachers of SDN Talok 04 Turen-Malang. Unpublished Thesis. Malang:

FKIP UMM.

Phillips, Sarah. 2001. Young Learners. Oxford: Oxford University Press.

Sabilah, Fardini. 2004. Teaching English to Young Learners; It’s Policy, Framework, and Activity-Based Teaching. Malang: UMM Press.

Scoot, Wendy. Ytreberg, Lisbeth. 2002. Longman keys to language teaching-Teaching English to children. USA: Longman publisher.

Uno, Hamzah B. 2007. Model pembelajaran, Menciptakan Proses Belajar Mengajar yang Kreatif dan Efektif. Jakarta: Bumi Aksara.

Wehrli, G., Nyquist, J.G. 2003. Creating an Educational Curriculum for

Learners. (online), (www.scre.edu). Downloaded on January, 12th 2014 at

11.26 A.M.

ACKNOWLEDGEMENTS

Alhamdulillah, the greatest thank belongs to Allah SWT, the Lord of the universe for His blessing in finishing this thesis. Shalawat and salam are devoted to the prophet of the mankind, Muhammad SAW that brought peace in our life.

As the writer of this thesis. I would like to express my appreciation and gratitude to all of persons involved in completing this thesis for their encouragement and kindness. I would like to thank them all:

1. My special thanks and appreciation are dedicated to my great advisors; Honourable Mr Dian Arsitades Wiranegera, M.Pd and Mr. Drs. Taufik Burhan, M.Pd for their guidance, support, attention, patience, and suggestion in accomplishing this thesis.

2. My sincere gratitude is also addressed to my lovely father, alm. Laman Sugianto for his love. My mother, Riyamah, who believed that I can finish this study. And my sister and brother who always support me by their love, fund, and pray.

3. To all Bestari crew and also the all members of HMI KIP UMM, I did not find a friendship, but brotherhood in you.

4. To all people around me whose names cannot be mentioned one by one. Finally, the writer hopes that this thesis gives advantages to the readers. Amin.

The writer

TABLE OF CONTENTS

APPROVAL ……….i

ABSTRACT ……….ii

ACKNOWLEDGMENT ………iii

TABLE OF CONTENTS ………iv

CHAPTER I: INTRODUCTION 1.1Background of the Study ……….1

1.2Statement of the Problems ………...4

1.3Purpose of the Study ………4

1.4Significance of the Study ……….4

1.5Scope and Limitation ………...5

1.6Definition of the Key Terms ………5

CHAPTER II: REVIEW OF RELATED LITERATURE 2.1 Young Learner ………6

2.1.1 The Characteristics of Children in Five to Seven Years Old ………..6

2.1.2 The Characteristics of Children in Eight to Ten Years Old ………7

2.2 Teaching English to Young Learners (TEYL) ……8

2.3 Basic Principles of TEYL ………...10

2.3.1 Fun ………10

2.3.2 Model ………11

2.3.3 Recycle ……….11

2.4 Factors Influencing Teaching English

to Young Learners……….12

2.4.1 Qualifications of EYL Teachers …………..12

2.4.2 Instructional Material ………...15

2.5 Steps of Teaching ………...16

2.5.1 Pre-Instruction ………..17

2.5.2 Whilst-Instruction ……….17

2.5.3 Post-Instruction/Evaluation ………..18

2.6 Teaching Strategy ………...18

2.6.1 Kinds of Teaching Strategy ………..19

2.6.1.1 Presentation Strategy……….19

2.6.1.2 Demonstration Strategy ………20

2.6.1.3 Game Strategy ………...21

2.6.1.4 Small-Group Discussion …………...22

CHAPTER III: RESEARCH METHODOLOGY 3.1 Research Design ………25

3.2 Research Subject ………26

3.3 Data Collection ………..26

3.3.1 Research Instruments ………26

3.4 Data Analysis ……….31

CHAPTER IV: FINDING AND DISCUSSION 4.1 Finding ……….32

4.1.1 The Result from Classroom Activity ……32

4.1.2 The Result from the Interview …………..53

4.2 Discussion ………...54 4.2.1 The Strategy of Teaching English to

Program 5th Grade and the Implementation in Classroom Activity ……….54 CHAPTER V: CONCLUSION AND SUGGESTION

5.1 Conclusion ………..58 5.2 Suggestion ………..59

5.2.1 Suggestion for EYL Teachers ………..59 5.2.2 Suggestion for Further Researcher ………...60 BIBLIOGRAPHY

BIBLIOGRAPHY

Ary, Donald. Jacobs, Lucy Cheser. Razavieh, Ashgar. Sorensen, Chris. 2006. Introduction to Research in Education 7th Edition. Belmont: Thomson Higher Education.

Bogdan, Robert. Biklen, Knopp Sari. 2007. Qualitative Research for Education: An Introduction to Theories and Methods 5th Edition. Boston: Person Education, Inc.`

Brown, Douglas. 2000. Principles of Language Learning and Teaching 4th Edition. Longman: Longman Publisher

Cameron, Lynne. 2001. Teaching languages to Young Learners. Cambridge: Cambridge University Press.

Muslimah, Ike. 2009. The Problems in Teaching English at Madrasah Ibtidaiyah Jenderal Sudirman, Malang. Unpublished Thesis. Malang: FKIP UMM

James, Russel. Smaldino, Sharon. Lowther, Deborah. 2011. Instructional Technology & Media for Learning. Jakarta: Kencana.

Kumpulan Silabus Mata Kuliah Prodi Pendidikan Bahasa Inggris UMM/ 2011

Kurniawati, Ike. 2005. Strategies in Teaching English Employed by English Teachers of SDN Talok 04 Turen-Malang. Unpublished Thesis. Malang: FKIP UMM.

Phillips, Sarah. 2001. Young Learners. Oxford: Oxford University Press.

Sabilah, Fardini. 2004. Teaching English to Young Learners; It’s Policy, Framework, and Activity-Based Teaching. Malang: UMM Press.

Scoot, Wendy. Ytreberg, Lisbeth. 2002. Longman keys to language teaching-Teaching English to children. USA: Longman publisher.

Uno, Hamzah B. 2007. Model pembelajaran, Menciptakan Proses Belajar Mengajar yang Kreatif dan Efektif. Jakarta: Bumi Aksara.

Wehrli, G., Nyquist, J.G. 2003. Creating an Educational Curriculum for Learners. (online), (www.scre.edu). Downloaded on January, 12th 2014 at 11.26 A.M.