THE DISCOVERY LEARNING ACTIVITIES OF “SCIENCE IS FUN” PROGRAM OF KOMPAS TV TO TEACH ENGLISH FOR YOUNG LEARNERS
THE DISCOVERY LEARNING ACTIVITIES OF “SCIENCE IS FUN” PROGRAM OF
KOMPAS TV TO TEACH ENGLISH FOR YOUNG LEARNERS
ANNAHDHI DZIKRI FAJRIYAH
09360307
ENGLISH DEPARTMENT
FACULTY OF TEACHING TRAINING PROGRAM
UNIVERSITY OF MUHAMMADIYAH MALANG
2014
THE DISCOVERY LEARNING ACTIVITIES OF “SCIENCE IS FUN” PROGRAM OF
KOMPAS TV TO TEACH ENGLISH FOR YOUNG LEARNERS
THESIS
By:
ANNAHDHI DZIKRI FAJRIYAH
09360307
ENGLISH DEPARTMENT
FACULTY OF TEACHING TRAINING PROGRAM
UNIVERSITY OF MUHAMMADIYAH MALANG
2014
THE DISCOVERY LEARNING ACTIVITIES OF “SCIENCE IS FUN” PROGRAM OF
KOMPAS TV TO TEACH ENGLISH FOR YOUNG LEARNERS
THESIS
This thesis is submitted to meet one of the requirements to achieve
Sarjana Degree in English Education
By:
ANNAHDHI DZIKRI FAJRIYAH
09360307
ENGLISH DEPARTMENT
FACULTY OF TEACHING TRAINING PROGRAM
UNIVERSITY OF MUHAMMADIYAH MALANG
2014
MOTTO AND DEDICATION
“Love and desire are the spirit’s wings to great
deeds”
The price of success is hard work, dedication to the job at hand, and the
determination that whether we win or lose, we have applied the best of ourselves to
the task at hand
There is always room at the top
DEDICATION
I dedicated this thesis to:
My beloved parents ( Sudaryono & Nur Muchlishah )
My sister ( Nishvi Syahriatul Hikmah )
My brothers (Adib, Fadhik, Zakki )
My teachers and lectures
My friends
ACKNOWLEDGEMENTS
Alhamdulilah, all praise is to Allah S.W.T and the prophet, Muhammad S.A.W, the
merciful and charitable. Because of their guidance, blessing and affection, the writer can finish
this thesis. There are so many persons involved and give their helps, their motivations to the
writer in making of this thesis. The writer with her honesty would like say thank you very much
for them whose had been involved in writing this thesis, those are:
1. My greatest appreciation goes to my beloved parents ( Sudaryono & Nur Muchlishah )
for their endless love, support and prayers. I will do my best to honor you.
2. My advisors who have guided in processing my thesis, they are Dra. Erly Wahyuni, M.Si
as the first advisor and Bayu Hendro Wicaksono, M. Ed,Ph. D as the second advisor, for
their suggestions, patience, guidance, corrections, and advices during the consultation to
complete this thesis. The writer feels that words will never be enough to acknowledge
them.
3. Special thanks for beloved sister Nishvi Syahriatul Hikmah who always encourages the
writer in finishing the study by love, pray, care and understanding and also for my
brothers ( Adib, Fadhik, Zakki ) thanks for all.
4. All of my best friends Vanny, Rani, Tinuk, Wiwid, Astri, Adam, Bude (Tri), Mbk Diah,
Vicky Zoe, Wiwik Zoe, Rahma, E Class and Alvian who always gives support and
smiles.
Malang, February 6th, 2014
The Researcher
Annahdhi Dzikri Fajriyah
TABLE OF CONTENTS
TITLE ...................................................................................................................... .................. i
APPROVAL ............................................................................................................ .................. ii
LEGALIZATION ................................................................................................... .................. iii
MOTTO AND DEDICATION ............................................................................... .................. iv
ABSTRACT ............................................................................................................. .................. v
ACKNOLEDGEMENTS ....................................................................................... .................. vi
TABLE OF CONTENTS ....................................................................................... .................. vii
CHAPTER 1: INTRODUCTION .......................................................................... .................. 1
1.1
1.2
1.3
1.4
1.5
1.6
Background of the Study .............................................................. .................. 1
The Statement of the Problems ..................................................... .................. 4
The Purposes of the Study ............................................................ .................. 4
The Significant of The Study ....................................................... .................. 5
Scope and Limitation .................................................................... .................. 5
Definitin of Key Terms.................................................................. .................. 6
CHAPTER II : REVIEW OF RELATED LITERATURE ................................ .................. 7
2.1
2.2
Teaching English to Young Learners ........................................... .................. 7
2.1.1 . Characteristics of Young Learners ....................................... .................. 9
2.1.2 . Activity for Teaching EYL ................................................. .................. 12
Discovery Learning ...................................................................... .................. 16
2.2.1 . Characteristics of Discovery learning .................................. .................. 18
2.2.2 . Advantage of Discovery Learning ...................................... .................. 19
2.2.3 . Discovery learning Activities to Teach EYL ...................... .................. 21
2.2.3.1 Developing Learning Tasks/ Activities Based on Available
Materials ................................................................ .................. 23
CHAPTER III : RESEARCH METHODOLOGY .............................................. .................. 26
3.1
3.2
3.3
3.4
3.5
Research design ............................................................................ .................. 26
Object of the Study ....................................................................... .................. 27
Reserach Instrument ..................................................................... .................. 28
Data Collection ............................................................................. .................. 29
Data Analysis ................................................................................ .................. 29
CHAPTER IV : RESEARCH FINDINGS AND DISCUSSION ......................... .................. 30
4.1
4.2
Research Findings ......................................................................... .................. 30
4.1.1 . The Discovery Learning Activity of “Science is Fun” Program of
Kompas TV ......................................................................... .................. 30
4.1.2 . The Discovery Learning Activities to Teach EYL ............. .................. 36
Discussion ..................................................................................... .................. 42
CHAPTER V : CONCLUSION AND SUGGESTION ........................................ .................. 45
5.1
5.2
Conclusion .................................................................................... .................. 45
Suggestion .................................................................................... .................. 46
5.2.1 The Program ........................................................................ .................. 46
5.2.2 The Teacher ......................................................................... .................. 47
5.2.3 Further Researcher .............................................................. .................. 47
BIBILIOGRAPHY ................................................................................................. .................. 48
APPENDIX
....................................................................................................... .................. 49
REFERENCES
Ary, Donald. Lucy Cheser Jacobs and Asghar Razavieh. 2002. Introduction to Research in
Education (sixth edition). USA. Thomson Learning Inc.
Bahasa Inggris Bisa Masuk Muatan Lokal atau Ekskul (Online). 2012 (www.Kompas.com),
diakses 13 November 2012.
Bogdan, Robert dan Sri Knopp Biklen. 2007. Qualitative Research for Education: An
Introduction to Theory and Methods. USA. Pearson Education, Inc.
Bicknell-Holmes, Tracy dan Paul Seth Hoffman. 2000. “Elicit, Engage, Experience, Explore:
Discovery Learning in Library Instruction”. Volume 28 No. 4: 313 – 322.
Guru
SD Tolak Rencana Penghapusan Pelajran
(www.tempo.co.id), diakses 19 Oktober 2012.
Bahasa
Inggris
(Online).
2012.
Kasbollah, Kasihani. 1999. “Teaching English To Young Learners” (Bahan Ajar Perkuliahan
English For Young Learners Mahasiswa Jurusan Bahasa Inggris Universitas Negeri
Malang).Unpublished. Fakultas Pendidikan Bahasa Dan Seni Universitas Negeri Malang.
McKay, Penny dan Jenni Guse. 2007. Five-Minute Activities for Young Learners. USA.
Cambridge University Press.
Paul, David. 2003. Teaching English to Children in Asia. Hong Kong: Pearson Education North
Asia Ltd.
Phillips, Sarah. 1993. Young Larners. Hong Kong. Oxford University Press.
Planning a Discovery Learning Experience (Online). 2013. (www.edutechwiki.com), diakses 3
Februari 2013.
Sabillah, Fardini. 2004. Teaching English to young Learners: It’s policy, Framework, and
Activity-Based Teaching. Unpublised. Faculty of Teacher Training and Education
Muhammadiyah University of Malang.
Suyanto, Kasihani. 2010. English for Young Learners: Meljitkan Potensi Anak Melalui English
Class yang Fun, Asyik, dan Menarik. Jakarta. PT Bumi Aksara.
Svinicki, Marilla. 1998. “A Theoretical Foundation for Discovery Learning”. Volume 20 No. 1:
4 – 7.
CHAPTER I
INTRODUCTION
In this chapter, the researcher will discuss the background of the study,
statement of the problems, purposes of the study, significant of the study, scope and
limitation, and definition of the key terms. All of the items will be explained below:
1.1
Background of the Study
The decision that government will abolish English from curriculum has been
spreading in Indonesia. Ministry of education and culture stated that the abolishment
of English from curriculum in elementary school will be valid in 2013-2014 (Tempo:
2012). Since the government announces it on public, many people react on the issue.
There are pros and contras on the impact of the abolishment of English from
curriculum in elementary school. But, the government permit the school to include
English as Extra lesson. Some people such as enterpreneurs also can open special
course to teach English for young learners. Although government will abolish English
from curriculum in Elementary school, English for young learners may still be learn
in Indonesia.
Musliar Kasim (Deputy of Ministry of Education and Culture) explained that
English would be ineffective to be learned because the competency of English
teachers in Indonesia is ineligible to teach for English subject in elementary school
(Kompas.com: 13/11/2012). Indeed, teaching children is not easy. Children have
some unique characteristics. According to Piaget in Cameron, children are active
learners and thinkers (2001). “Children see the foreign language „from the inside‟ and
1
try to find meaning in how the language is used in action, in interaction, and with
intention, rather than „from the outside‟ as a system and form” (Cameron: 2001). One
of young learners‟ characteristics is that they are very active. We often meet the
students in a class like to move around. They will move to another place, because
they like to feel busy. In addition, children like learning by doing. Furthemore, Scott
and Yteberg (1990:5) stated that children like playing. They like to be active in the
learning process. A teacher, hopefully, can accommodate the students‟ characteristics
to create activities that allowed student to be active in the class.
It is important to play some activities that can help the student to learn English
actively. First, provides activities with visual, realia and movement. Young learners
are very much linked to their surroundings and are more interested in the physical and
the tangible. Having children involved in creating the visual that are related to the
lesson engages students in the learning process by introducing them to the context as
well as to relevant vocabulary items. Next, establish the routine activities in English
and use first language as resource when necessary. In short, the activities which
played in the class should use the language in action, in interaction, and with
intention. Several activities that can be used in teaching English for young learners
are games, songs, storytelling, crafts, and recently some teachers use discovery
learning.
Discovery learning is learning theory that holds great potential for improving
instruction and student learning outcomes where simple memorization of definitions
or brief introduction to a specific set of resources is not sufficient to reach the
instruction goal at hand (Bicknell-Holmes and Hoffman 2000, p.313). Another theory
2
stated that discovery learning is learning by exploring and discovering (Riyanto 2009,
p. 138). The main point of this theory is „learning by doing‟. It is usually used in math
or science instructions. The activities of discovery learning encourage students to
deduce general principle from practical example and experience. In summary, the
concept of discovery learning activities is elicit, engage, experience and explore.
Discovery learning activities is interesting to be used in teaching English for
Young Learners (EYL). It makes learning language through science more effective
and enjoyable. Through discovery learning activities, the students play with
experiment. It gives enjoyment and an element of fun because the children learn
English from their surrounding objects. Of course, children are easier to memorize
the word from real object to enrich their vocabulary in English. In fact, discovery
learning activities are used because children have sense of curiosity. They interest in
finding out how something can be made to work or try to make something of their
own way.
Based on the phenomenon above, the discovery learning activities is useful to
help students to increase their achievement in English. Therefore, the researcher
intends to do a research on discovery learning activities of “Science is Fun” program
of Kompas TV to teach EYL. “Science is Fun” program of Kompas TV is chosen by
the researcher because the program shows many discovery learning activities which
can be adopted to teach EYL. The reason of choosing this research is the researcher
believes that discovery learning activities of “Science is Fun” program of Kompas
TV is useful to support the successful of learning and teaching process, especially to
3
young learners who are learning English. Besides, the researcher hoped that this
research will prevent the abolishment of English in Elementary school.
1.2
Statement of the Problems
Based on the background of study above, the researcher wants to describe the
problem as follows:
1. What are the discovery learning activities which are found in “Science is Fun”
program of Kompas TV?
2. How is the discovery learning activities which are found in “Science is Fun”
program of Kompas TV adopted to teach EYL?
1.3
The Purposes of the Study
Related to statement of the problems stated previously, the purpose of this
study is:
1.
To find out the discovery learning activity that is found in “Science is Fun”
program of Kompas TV.
2.
To describe the way of the discovery learning activity that is found in “Science is
Fun” program of Kompas TV to be adopted to teach EYL.
4
1.4
The Significance of the Study
The results of this study are expected to give something meaningful for
teaching learning process. Practically, the writer hopes that this research would give
contribution to the teacher in teaching learning process. This research can be used to
guide the teachers better in teaching English to young learners, especially as they are
using discovery learning activities in class.
Theoretically, it is hoped that this research will give more knowledge and
information regarding with discovery learning activities. The results of this study can
give inspiration for next researchers to do a research about discovery learning
activities not only for young learners but also for junior or senior high school students
as well. Besides, this study is also expected to enlarge researcher‟s understanding in
using discovery learning and inform other researchers about it.
1.5
Scope and Limitation
This study focuses on the discovery learning activities of “Science is Fun”
Program of Kompas TV. The researcher limits on 5 episodes of “Science is Fun”
program of Kompas TV performed from 2.30 to 3.00 p.m. on Monday to Friday, May
27th – 31st 2013.
5
1.6
1.
Definition of Key Terms
Young learner means children from the first year of formal schooling (five or six
years old) to eleven or twelve years of age (Sarah Phillips, Young Learners,
1993)
2.
Science is Fun is a program of Kompas TV for children contains experiments of
science.
3.
Discovery Learning as activities to encourage integration of new knowledge into
the learner‟s existing knowledge base; exploring and problem solving to crate,
integrate and generalize knowledge (Bicknell-Holmes and Hoffman: 2000)
4.
EYL (English for Young Learners) is one of the English teaching programs that
are meant to fill the special needs of young learners (Kasbolah: 2007)
6
KOMPAS TV TO TEACH ENGLISH FOR YOUNG LEARNERS
ANNAHDHI DZIKRI FAJRIYAH
09360307
ENGLISH DEPARTMENT
FACULTY OF TEACHING TRAINING PROGRAM
UNIVERSITY OF MUHAMMADIYAH MALANG
2014
THE DISCOVERY LEARNING ACTIVITIES OF “SCIENCE IS FUN” PROGRAM OF
KOMPAS TV TO TEACH ENGLISH FOR YOUNG LEARNERS
THESIS
By:
ANNAHDHI DZIKRI FAJRIYAH
09360307
ENGLISH DEPARTMENT
FACULTY OF TEACHING TRAINING PROGRAM
UNIVERSITY OF MUHAMMADIYAH MALANG
2014
THE DISCOVERY LEARNING ACTIVITIES OF “SCIENCE IS FUN” PROGRAM OF
KOMPAS TV TO TEACH ENGLISH FOR YOUNG LEARNERS
THESIS
This thesis is submitted to meet one of the requirements to achieve
Sarjana Degree in English Education
By:
ANNAHDHI DZIKRI FAJRIYAH
09360307
ENGLISH DEPARTMENT
FACULTY OF TEACHING TRAINING PROGRAM
UNIVERSITY OF MUHAMMADIYAH MALANG
2014
MOTTO AND DEDICATION
“Love and desire are the spirit’s wings to great
deeds”
The price of success is hard work, dedication to the job at hand, and the
determination that whether we win or lose, we have applied the best of ourselves to
the task at hand
There is always room at the top
DEDICATION
I dedicated this thesis to:
My beloved parents ( Sudaryono & Nur Muchlishah )
My sister ( Nishvi Syahriatul Hikmah )
My brothers (Adib, Fadhik, Zakki )
My teachers and lectures
My friends
ACKNOWLEDGEMENTS
Alhamdulilah, all praise is to Allah S.W.T and the prophet, Muhammad S.A.W, the
merciful and charitable. Because of their guidance, blessing and affection, the writer can finish
this thesis. There are so many persons involved and give their helps, their motivations to the
writer in making of this thesis. The writer with her honesty would like say thank you very much
for them whose had been involved in writing this thesis, those are:
1. My greatest appreciation goes to my beloved parents ( Sudaryono & Nur Muchlishah )
for their endless love, support and prayers. I will do my best to honor you.
2. My advisors who have guided in processing my thesis, they are Dra. Erly Wahyuni, M.Si
as the first advisor and Bayu Hendro Wicaksono, M. Ed,Ph. D as the second advisor, for
their suggestions, patience, guidance, corrections, and advices during the consultation to
complete this thesis. The writer feels that words will never be enough to acknowledge
them.
3. Special thanks for beloved sister Nishvi Syahriatul Hikmah who always encourages the
writer in finishing the study by love, pray, care and understanding and also for my
brothers ( Adib, Fadhik, Zakki ) thanks for all.
4. All of my best friends Vanny, Rani, Tinuk, Wiwid, Astri, Adam, Bude (Tri), Mbk Diah,
Vicky Zoe, Wiwik Zoe, Rahma, E Class and Alvian who always gives support and
smiles.
Malang, February 6th, 2014
The Researcher
Annahdhi Dzikri Fajriyah
TABLE OF CONTENTS
TITLE ...................................................................................................................... .................. i
APPROVAL ............................................................................................................ .................. ii
LEGALIZATION ................................................................................................... .................. iii
MOTTO AND DEDICATION ............................................................................... .................. iv
ABSTRACT ............................................................................................................. .................. v
ACKNOLEDGEMENTS ....................................................................................... .................. vi
TABLE OF CONTENTS ....................................................................................... .................. vii
CHAPTER 1: INTRODUCTION .......................................................................... .................. 1
1.1
1.2
1.3
1.4
1.5
1.6
Background of the Study .............................................................. .................. 1
The Statement of the Problems ..................................................... .................. 4
The Purposes of the Study ............................................................ .................. 4
The Significant of The Study ....................................................... .................. 5
Scope and Limitation .................................................................... .................. 5
Definitin of Key Terms.................................................................. .................. 6
CHAPTER II : REVIEW OF RELATED LITERATURE ................................ .................. 7
2.1
2.2
Teaching English to Young Learners ........................................... .................. 7
2.1.1 . Characteristics of Young Learners ....................................... .................. 9
2.1.2 . Activity for Teaching EYL ................................................. .................. 12
Discovery Learning ...................................................................... .................. 16
2.2.1 . Characteristics of Discovery learning .................................. .................. 18
2.2.2 . Advantage of Discovery Learning ...................................... .................. 19
2.2.3 . Discovery learning Activities to Teach EYL ...................... .................. 21
2.2.3.1 Developing Learning Tasks/ Activities Based on Available
Materials ................................................................ .................. 23
CHAPTER III : RESEARCH METHODOLOGY .............................................. .................. 26
3.1
3.2
3.3
3.4
3.5
Research design ............................................................................ .................. 26
Object of the Study ....................................................................... .................. 27
Reserach Instrument ..................................................................... .................. 28
Data Collection ............................................................................. .................. 29
Data Analysis ................................................................................ .................. 29
CHAPTER IV : RESEARCH FINDINGS AND DISCUSSION ......................... .................. 30
4.1
4.2
Research Findings ......................................................................... .................. 30
4.1.1 . The Discovery Learning Activity of “Science is Fun” Program of
Kompas TV ......................................................................... .................. 30
4.1.2 . The Discovery Learning Activities to Teach EYL ............. .................. 36
Discussion ..................................................................................... .................. 42
CHAPTER V : CONCLUSION AND SUGGESTION ........................................ .................. 45
5.1
5.2
Conclusion .................................................................................... .................. 45
Suggestion .................................................................................... .................. 46
5.2.1 The Program ........................................................................ .................. 46
5.2.2 The Teacher ......................................................................... .................. 47
5.2.3 Further Researcher .............................................................. .................. 47
BIBILIOGRAPHY ................................................................................................. .................. 48
APPENDIX
....................................................................................................... .................. 49
REFERENCES
Ary, Donald. Lucy Cheser Jacobs and Asghar Razavieh. 2002. Introduction to Research in
Education (sixth edition). USA. Thomson Learning Inc.
Bahasa Inggris Bisa Masuk Muatan Lokal atau Ekskul (Online). 2012 (www.Kompas.com),
diakses 13 November 2012.
Bogdan, Robert dan Sri Knopp Biklen. 2007. Qualitative Research for Education: An
Introduction to Theory and Methods. USA. Pearson Education, Inc.
Bicknell-Holmes, Tracy dan Paul Seth Hoffman. 2000. “Elicit, Engage, Experience, Explore:
Discovery Learning in Library Instruction”. Volume 28 No. 4: 313 – 322.
Guru
SD Tolak Rencana Penghapusan Pelajran
(www.tempo.co.id), diakses 19 Oktober 2012.
Bahasa
Inggris
(Online).
2012.
Kasbollah, Kasihani. 1999. “Teaching English To Young Learners” (Bahan Ajar Perkuliahan
English For Young Learners Mahasiswa Jurusan Bahasa Inggris Universitas Negeri
Malang).Unpublished. Fakultas Pendidikan Bahasa Dan Seni Universitas Negeri Malang.
McKay, Penny dan Jenni Guse. 2007. Five-Minute Activities for Young Learners. USA.
Cambridge University Press.
Paul, David. 2003. Teaching English to Children in Asia. Hong Kong: Pearson Education North
Asia Ltd.
Phillips, Sarah. 1993. Young Larners. Hong Kong. Oxford University Press.
Planning a Discovery Learning Experience (Online). 2013. (www.edutechwiki.com), diakses 3
Februari 2013.
Sabillah, Fardini. 2004. Teaching English to young Learners: It’s policy, Framework, and
Activity-Based Teaching. Unpublised. Faculty of Teacher Training and Education
Muhammadiyah University of Malang.
Suyanto, Kasihani. 2010. English for Young Learners: Meljitkan Potensi Anak Melalui English
Class yang Fun, Asyik, dan Menarik. Jakarta. PT Bumi Aksara.
Svinicki, Marilla. 1998. “A Theoretical Foundation for Discovery Learning”. Volume 20 No. 1:
4 – 7.
CHAPTER I
INTRODUCTION
In this chapter, the researcher will discuss the background of the study,
statement of the problems, purposes of the study, significant of the study, scope and
limitation, and definition of the key terms. All of the items will be explained below:
1.1
Background of the Study
The decision that government will abolish English from curriculum has been
spreading in Indonesia. Ministry of education and culture stated that the abolishment
of English from curriculum in elementary school will be valid in 2013-2014 (Tempo:
2012). Since the government announces it on public, many people react on the issue.
There are pros and contras on the impact of the abolishment of English from
curriculum in elementary school. But, the government permit the school to include
English as Extra lesson. Some people such as enterpreneurs also can open special
course to teach English for young learners. Although government will abolish English
from curriculum in Elementary school, English for young learners may still be learn
in Indonesia.
Musliar Kasim (Deputy of Ministry of Education and Culture) explained that
English would be ineffective to be learned because the competency of English
teachers in Indonesia is ineligible to teach for English subject in elementary school
(Kompas.com: 13/11/2012). Indeed, teaching children is not easy. Children have
some unique characteristics. According to Piaget in Cameron, children are active
learners and thinkers (2001). “Children see the foreign language „from the inside‟ and
1
try to find meaning in how the language is used in action, in interaction, and with
intention, rather than „from the outside‟ as a system and form” (Cameron: 2001). One
of young learners‟ characteristics is that they are very active. We often meet the
students in a class like to move around. They will move to another place, because
they like to feel busy. In addition, children like learning by doing. Furthemore, Scott
and Yteberg (1990:5) stated that children like playing. They like to be active in the
learning process. A teacher, hopefully, can accommodate the students‟ characteristics
to create activities that allowed student to be active in the class.
It is important to play some activities that can help the student to learn English
actively. First, provides activities with visual, realia and movement. Young learners
are very much linked to their surroundings and are more interested in the physical and
the tangible. Having children involved in creating the visual that are related to the
lesson engages students in the learning process by introducing them to the context as
well as to relevant vocabulary items. Next, establish the routine activities in English
and use first language as resource when necessary. In short, the activities which
played in the class should use the language in action, in interaction, and with
intention. Several activities that can be used in teaching English for young learners
are games, songs, storytelling, crafts, and recently some teachers use discovery
learning.
Discovery learning is learning theory that holds great potential for improving
instruction and student learning outcomes where simple memorization of definitions
or brief introduction to a specific set of resources is not sufficient to reach the
instruction goal at hand (Bicknell-Holmes and Hoffman 2000, p.313). Another theory
2
stated that discovery learning is learning by exploring and discovering (Riyanto 2009,
p. 138). The main point of this theory is „learning by doing‟. It is usually used in math
or science instructions. The activities of discovery learning encourage students to
deduce general principle from practical example and experience. In summary, the
concept of discovery learning activities is elicit, engage, experience and explore.
Discovery learning activities is interesting to be used in teaching English for
Young Learners (EYL). It makes learning language through science more effective
and enjoyable. Through discovery learning activities, the students play with
experiment. It gives enjoyment and an element of fun because the children learn
English from their surrounding objects. Of course, children are easier to memorize
the word from real object to enrich their vocabulary in English. In fact, discovery
learning activities are used because children have sense of curiosity. They interest in
finding out how something can be made to work or try to make something of their
own way.
Based on the phenomenon above, the discovery learning activities is useful to
help students to increase their achievement in English. Therefore, the researcher
intends to do a research on discovery learning activities of “Science is Fun” program
of Kompas TV to teach EYL. “Science is Fun” program of Kompas TV is chosen by
the researcher because the program shows many discovery learning activities which
can be adopted to teach EYL. The reason of choosing this research is the researcher
believes that discovery learning activities of “Science is Fun” program of Kompas
TV is useful to support the successful of learning and teaching process, especially to
3
young learners who are learning English. Besides, the researcher hoped that this
research will prevent the abolishment of English in Elementary school.
1.2
Statement of the Problems
Based on the background of study above, the researcher wants to describe the
problem as follows:
1. What are the discovery learning activities which are found in “Science is Fun”
program of Kompas TV?
2. How is the discovery learning activities which are found in “Science is Fun”
program of Kompas TV adopted to teach EYL?
1.3
The Purposes of the Study
Related to statement of the problems stated previously, the purpose of this
study is:
1.
To find out the discovery learning activity that is found in “Science is Fun”
program of Kompas TV.
2.
To describe the way of the discovery learning activity that is found in “Science is
Fun” program of Kompas TV to be adopted to teach EYL.
4
1.4
The Significance of the Study
The results of this study are expected to give something meaningful for
teaching learning process. Practically, the writer hopes that this research would give
contribution to the teacher in teaching learning process. This research can be used to
guide the teachers better in teaching English to young learners, especially as they are
using discovery learning activities in class.
Theoretically, it is hoped that this research will give more knowledge and
information regarding with discovery learning activities. The results of this study can
give inspiration for next researchers to do a research about discovery learning
activities not only for young learners but also for junior or senior high school students
as well. Besides, this study is also expected to enlarge researcher‟s understanding in
using discovery learning and inform other researchers about it.
1.5
Scope and Limitation
This study focuses on the discovery learning activities of “Science is Fun”
Program of Kompas TV. The researcher limits on 5 episodes of “Science is Fun”
program of Kompas TV performed from 2.30 to 3.00 p.m. on Monday to Friday, May
27th – 31st 2013.
5
1.6
1.
Definition of Key Terms
Young learner means children from the first year of formal schooling (five or six
years old) to eleven or twelve years of age (Sarah Phillips, Young Learners,
1993)
2.
Science is Fun is a program of Kompas TV for children contains experiments of
science.
3.
Discovery Learning as activities to encourage integration of new knowledge into
the learner‟s existing knowledge base; exploring and problem solving to crate,
integrate and generalize knowledge (Bicknell-Holmes and Hoffman: 2000)
4.
EYL (English for Young Learners) is one of the English teaching programs that
are meant to fill the special needs of young learners (Kasbolah: 2007)
6