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Outdoor education offers children special contexts for play and exploration, real experiences and contact with the natural world and community.
4. Curriculum of FEC
FEC focused on communicative curriculum that ideally drew from three major areas namely sociocultural views on the nature of language,
cognitively-based views on the nature of language learning, and humanistic views of education Olshtain, and Dubin 1986:68. Communicative
approaches is a system that alters an expands the components of the existing methodology like structural approach in terms of language content, course
products, and learning process. It has brought about a more comprehensive view of language teaching and learning. Consequently, content of the
curriculum has been expanded to include not only structures, situations, and themes or topics, but also concepts notions and functions.
In communicative approach, there are processes called workouts. Dubin and Olshtain 1986:96 explained that workouts are language learning
and language using activities which enhance the learners’ overall acquisition process, providing planners and teachers with a variety of ways through
which to make this process engaging and rewarding. The following are some samples of such workouts for children.
1. Warm-upsrelaxers are motivational workouts which add an element of
enjoyment and personal involvement. They can be used at various points
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during session, especially when a relief of tension or a change of pace is called for, for example games, songs, physical activities, puzzles.
2. Theater games encompass all activity types which simulate reality within
the classroom situation, for example, role playing, play enacting, and story-telling.
3. Mediationsinterventions are workouts which enable learners to
experience bridging information gaps while using the target language, for example, interacting with another based on incomplete information,
interacting with others to change their opinions, talking one’s way out of a difficult situation.
4. Group dynamics and experiential tasks are group activities which create
opportunities for sharing personal feelings and emotions among learners. Group dynamics activities for example, small groups or pairs solve
problems or discuss issues which center on topics of personal concern, sharing of self and feeling rather than general subject matter or topics
external to self. Experiential tasks for example, as a group activity, making, building, constructing, or creating something concrete that
relates to the thematic material of the language course. 5.
Skill-getting strategies are activities which enable learners to develop specific skill areas in the target language, for example, following a
language stimulus, often a reading passage, filling in forms, providing language to complete visual displays such as a cartoon or photograph.
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5. SOP Standard Operating Procedure
SOP is a guideline which contains procedures of standard operating in an organization that is used to ensure that every decision or action, and the
use of processing facilities carried out by the people in an organization, is effective, consistent, standard and systematic Tambunan, Rudi, M.: 2008.
SOP must exist before the program is done. It is used to assess whether a program has been done well or not. The steps in writing the SOP of FEC
2015 were adopted by a journal written by David Grusenmeyer entitled Developing Effective Standard Operating Procedures in which there are six
steps to develop a SOP: name the SOP using descriptive action words, write a scope for the SOP, develop an overall task description, describe each task
in detail, get everyone on board, and set up a system to monitor the SOP regularly.
B. Review of Related Studies
There are studies relevant to the development in Fun English Club language school. The first study was conducted by Andhyka Murti 2014. It
