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Remaja Rosdakarya. 336 Developing Children’s International Understanding Values through Learning English in the 21 st Century Winti Ananthia, Charlote Ambat Harun, EndahSilawati Universitas Pendidikan Indonesia, Cibiru Campus, Bandung, Indonesia Correspondence: wintiupi.edu Abstract The 21st century has brought us the new roles of education and learning. Some of the skills needed in this globalization era are communication and collaboration skills Trilling and Fadel, 2009. Nowadays, people learn and work in the situation where communication and collaboration are more important than competition. One of the most important elements of communication and collaboration is language. In this context, English is needed for people to become parts of globalised society. Communication and collaboration can function well when communicants hold the values of understanding towards one another. Teaching foreign language for children is often not seen as an unproblematic issue in Indonesia. It invites the pros and cons whether or not English is introduced to young children in Indonesia. The supporters who agree to start teaching English in early years mostly hold the hypothesis proposed by Lenneberg, called the Critical Period Hypothesis, which states that learning a language would be more effective to be conducted since early years. On the other hand, some people against the English language teaching to be started at young ages since they perceive that children should be firstly exposed more to the national language and local cultures. They believe that the early exposure to English could diminish children’s nationalism. The definition of the early years-period is children between 0-8 years of age. This paper aims to propose the implementation of English language learning in kindergarten level to develop children’s international understanding values as well as their English skill. Some of the methods that are believed to be effective are storytelling, role playing, and games which were adapted from the local cultures. Storytelling is seen as an effective method since it can develop cross cultural understanding because stories almost always highly culture bond Al- Jafar Buzzelli, 2004; Ghosn, 2004; Ananthia, 2010. Meanwhile, the role playing method could facilitate children to experience collaboration. Finally, through games children are able to learn about rules and respect among members of group, develop the spirit of sportsmanship, which in turn could develop their communication and collaboration skills. Keywords: English for young learners, the 21st century skills, International understanding values, Storytelling, Role Playing, Games 337

I. INTRODUCTION

The disappearance of the boundaries among countries in a global interaction has forced people from different linguistic and culture background to blend in a more universal society. Since language is a means of communication, one language should be chosen as an International language, and the choice is likely to be English. English has reached its privilege status as a lingua franca in the global communication Crystal, 1997 cited in several scholars, such as, Phan Le Ha 2008; Phillipson, 2000; Pennycook, 2000. The 21st century has brought us the new roles of education and learning. Some of the skills needed in this globalization era are communication and collaboration skills Trilling and Fadel, 2009. Communicants need to understand effective communication, how to communicate their messages in the best possible way, to communicate effectively to individuals as well as groups, in spoken communications and written communications. Nowadays people learn and work in the situation where communication and collaboration is more important than competition. Collaborative learning based on the view that knowledge is a social construct creates collaborative activities such as interaction and doing primary importance works in groups and important mode of learning. It can also structure a learning concept to motivate learners in developing solutions to real-world problems in the future. Communication and collaboration can function well when communicants hold the values of understanding towards one another. They need to demonstrate their ability to work effectively and respectfully with diverse teams, exercise flexibility and willingness to be helpful in making necessary compromises to accomplish a common goal, and to assume shared responsibility for collaborative work, and value the individual contributions made by each team member. One of the most important elements of communication and collaboration is language. Language is used to understand information or instruction, and to share ideas and feelings. In this context, English as one of the international languages is needed for people to become part of globalised society. Every child has the rights to experience the best possible childhood. Some studies have been conducted in relation to the importance of early childhood education with various results and opinions. No matter the differences in opinion about formal pre-kindergarten education, children benefit from receiving some types of education during their early developmental years. Corner 2013 states that children taught how to speak a second language during their early developmental years are also in a better position to learn English at a young age. The statement is in accordance with the Critical Period Hypothesis CPH as proposed by Lenneberg Brewster, Ellis, Girard, 2002. Teaching a foreign language to children is often not seen as an unproblematic issue in Indonesia. It invites pros and cons whether or not English is introduced to young children in Indonesia. The supporters who agree to start teaching English in early years mostly hold the CPH as proposed by Lenneberg, which states that learning a language would be more effective to be conducted since early years. On the other hand, some people argue against the English language teaching to be started at young ages since they believe that children should be firstly exposed more to the national language and local cultures. They believe that the early exposure to English could diminish children’s nationalism. Despite the contradiction of English teaching to kindergarten children in Indonesia, English is considered important in a more globalised era as one of the indicators of personal and professional development. In Indonesia, where English is considered as a foreign language, the teaching of English has started in the preschool level. English is taught at kindergarten level to fulfil the demand from parents who realize the importance of English for their children’s future professional 338 development. Besides, some of the kindergartens in Bandung teach English to children simply because they implement a program launched by Bandung government called “Kamis Inggris”. This program recommends every element of Bandung citizen – from the government officers to students and teachers in school context to speak in English on Thursday. Children have their own characteristics in learning something including learning a foreign language as well as values. In learning English as a foreign language, children can learn the language through storytelling, games, and also role playing. These characteristics will enable children to work collaboratively while they communicate with each other. Unfortunately, more often than not, the teaching of English in kindergarten level was delivered in a not-meaningful way. The learning process mostly evolved around rote drill and memorization, where children were asked to memorise sets of English vocabulary with Indonesian translations. The not meaningful English lesson at kindergarten happened because of many reasons. One of the reasons could be the low ability of teacher in mastering English lesson to be taught to kindergarten children. This paper aims to propose the implementation of English language learning in kindergarten level to develop children’s international understanding values as well as their English skill. Some of the methods that are believed to be effective are storytelling, role playing, and games which were adapted from the local cultures. Storytelling is seen as an effective method since it can develop cross cultural understanding because stories almost always highly culture bond Al- JafarBuzzelli, 2004; Ghosn, 2004; Ananthia, 2010. Meanwhile, the role playing method could facilitate children to experience collaboration. Finally, through games children are able to learn about rules and respect among members of group, develop the spirit of sportsmanship, which in turn could develop their communication and collaboration skills. It is hoped that by teaching English through storytelling, role playing, and games which were adapted from the local cultures, Indonesian children can develop their international understanding values as well as their nationalism and English skills. This study employs a qualitative descriptive method. It is selected to obtain the picture of children’s international understanding skills which is developed through learning English. A purposive sampling technique is used in selecting the subject of the study, i.e. ten students of Al- Biruni Kindergarten. It is one of the private kindergartens in Bandung, West Java, Indonesia. This kindergarten was chosen as the location of the study because it has a curriculum which consists of introducing other countries’ cultures in their learning process. Besides, this kindergarten has English class as extracurricular activity. The English learning process conducted in this study attempts to introduce the children to non-Indonesian culture, develop their international values, enhance their nationalism, as well as their English skills. The techniques used in collecting the data were video observation and interview. Interviews were conducted to gather data from the teachers about learning preparation and difficulties, and to collect the data from the students about their perspectives of other culture related to international understanding values, while; video observation was held in finding out the implementation of English learning. Data which have been gathered were analysed based on qualitative data analysis proposed by Miles and Huberman Sugiyono, 2013 which consist of some steps; coding, categorizing, data reduction and theme McMillan Schumacher, 2010; Neuman, 2006.