THE IMPLEMENTATION OF OUTDOOR LEARNING IN EYL FOR 3rd GRADE AT SDN TULUNGREJO 4, BATU

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THE IMPLEMENTATION OF OUTDOOR LEARNING IN EYL FOR 3rd _{GRADE AT SDN TULUNGREJO 4, BATU}

THESIS

By:

PUTRI RAHMAYANTI 201110100311206

ENGLISH DEPARTMENT

FACULTY OF TEACHER TRAINING AND EDUCATION UNIVERSITY OF MUHAMMADIYAH MALANG

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THE IMPLEMENTATION OF OUTDOOR LEARNING IN EYL FOR 3rd _{GRADE AT SDN TULUNGREJO 4, BATU}

THESIS

This thesis is submitted to meet one of the requirements to achieve Sarjana Degree in English Education

By:

PUTRI RAHMAYANTI 201110100311206

ENGLISH DEPARTMENT

FACULTY OF TEACHER TRAINING AND EDUCATION UNIVERSITY OF MUHAMMADIYAH MALANG

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MOTTO AND DEDICATION

MOTTO:

Do good and good will come to you……(Al Isra’ : 7) “Always Let Your Actions Speak Louder Than Your Words”

DEDICATION

I dedicate my thesis especially to my beloved superman in my life “Ayah” and my wonder woman “Ibu” and my lovely triple “A” brothers (Agus, Andy, and

Adam). They are my inspiration and my motivation for finishing my study. My sisters in life: Ria, Kiki, Ajeng, Andri, Miza, and Zihan. My best partner in accomplishing thesis: Umi Khoiratul Ngainiyah and

Anak Agung Randy Putra Buana.

My beloved supporter: Umar Hamdan, Syfa, Shela, Linda Kusuma, and all of D class members (Nenih, Elin, Tia, Linda, Arief, Nandar, Hilman, Verina,

Fanari, Ammar, Maksum, Dedi, Zeni)

“I can’t describe words how to say thanks to all of you who always support me. Best of luck for you, guys!!!!”

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ACKNOWLEDGEMENT

Alhamdulillah, the researcher would like to express her sincere thanks to Allah SWT who has given health, blessing, inspirations, and guidance to the researcher in accomplishing this thesis.

First and foremost, the writer would like to express her appreciation and gratitude to her thesis supervisors, Rina Wahyu S, M.Ed and Laela H. Nurbatra, M.EdLead for the continuous guidance, understanding, insight, corrections, support, and motivation. Without them, this thesis would not have been completed.

Second, her special gratitude is given for Ika Rahmawati, S.Pd along with her students of 3rd grade at SDN Tulungrejo 4, Batu who has been very kind for giving permission to conduct research in her class, and for her the cooperation to be observed and interviewed in completing this research data. Additionally, the writer would like to say thanks to: 1) The Dean of the Faculty of Teacher Training and Education, Dr. Poncojari Wahyono, M.Kes, 2) The Head of English Department, Dr. Sudiran, M.Hum, 3) All lectures of English Department, 4) Khoiriyah, Rizki Ambarwati, and A.A Randy Putra Buana, for their encouragement and advice in accomplishing thesis, 5) All my best friends, Ajeng Diar, Andri, Miza, and Zihan, for their support and patience friendship. Finally, thousand gratitude can hardly be expressed to writer’s parent who have given patience and best support both emotionally and financially.

Malang, May 2016

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TABLE OF CONTENT

COVER ... ii

APPROVAL ... iii

LEGALIZATION ... iv

MOTTO AND DEDICATION ... v

STATEMENT OF WORKS’S ORIGINALITY ... vi

ABSTRACT ... vii

ACKNOLEDGEMENT ... viii

TABLE OF CONTENT ... ix

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

1.2. Statement of Problems ... 6

1.3. Purpose of Study... 6

1.4. Significance of Study ... 7

1.5. Scope and Limitation ... 8

1.6. Definition of Key Terms ... 9

CHAPTER II: REVIEW OF RELATED LITERATURE 2.1. Definition of Learning ... 10

2.2. The Position of English for Elementary in Curriculum 2013 . 11 2.3. The Principle of Learning English in Elementary School ... 12

2.4. Definition of Young Learner ... 14

2.4.1. Factors Influence in Learning EYL………....15

2.4.2. EYL Learning Activity………...16

2.5. Outdoor Learning ... 18

2.6. The Problems Encountered by Teacher in Outdoor Learning . 21 2.7. Possible Solutions to Solve The Problems Encountered in Implementing Outdoor Learning ... 22

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CHAPTER III: RESEARCH METODOLOGY

3.1. Research Design ... 25

3.2. Subject of The Study ... 26

3.3. Data Collection ... 27

3.3.1.Method in Collecting The Data...27

3.3.1.1.Observation………28

3.3.1.2.Interview………29

3.3.1.3.Document Analysis………30

3.3.2.Procedure of Data Collection……….31

3.4. Data Analysis... 32

CHAPTER IV: RESEARCH FINDINGS AND DISCUSSION 1.1Research Findings ... 33

4.1.1.The Way the Teacher Implemented Outdoor Learning..33

4.1.1.1.Planning of Outdoor Learning………....34

4.1.1.2.Inclusion and Equality………35

4.1.1.3.Learning Outdoor………...36

4.1.1.4.Working with Partners………...37

4.1.1.5.Assessment the Outcomes………..38

4.1.2.The Problems Encountered by the Teacher in Teaching English through Outdoor Learning ... 41

4.1.3.The Way Teacher Solve the Problems in Teaching English through Outdoor Learning ... 42

4.2.Discussion... 45

CHAPTER V: CONCLUSION AND SUGESSTION 5.1. Conclusions ... 48

5.2. Suggestions ... 49 REFERENCES

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REFERENCES

Ary, Donald et.al. 2010. Introduction to Research in Education, Eight Edition. Belmont: Wadsworth, Cengage Learning.

Bartosh, Okasana. 2003. Enviromental Education: Improving Student

Achievement. Thesis. Master of Enviromental Studies. The Evergreen

State College

Broda, Herbert W. 2007. Schoolyard-Enhanced Learning: Using the Outdoors as an Instructional Tool, K–8. United State of America: Stenhouse Publishers. Brown, H. Doughlas. 2007. Principles of Language Learning and Teaching.

United State of America: Pearson Education

Creswell, J.H. 2012. Educational Research: Planning, Conducting, and Evaluating

Quantitative and Qualitative Research, Fourth Edition. New York: Pearson

Education Inc.

Crystal, David. 2003. English as A Global Language Second Edition. United Kingdom: Cambridge University Press

Dillon, Justin, Morris, Marian, O’Donnel, Lisa, et.al.2005. Engaging and Learning

with the Outdoors. The Final Report of the Outdoor Classroom in a Rural

Context Action Research Project. University of Bath

Dyment, Janet E. 2003. Gaining Ground: The Power and Potential of School

Ground Greening in Toronto District School Board. Toronto: Evergreen

Fraenklen, Jack R., Wallen, Norman E., and Hyun, Helen H. 2012. How to Design

and Evaluate Research in Education 8th Edition. New York: McGraw Hill

Halimi, Sisilia. 2010. Becoming a creative Teacher: A Manual for Teaching

English to Indonesian Elementary Students. LBI FIB UI

Husamah. 2013. Outdoor Learning. Jakarta: Pretasi Pustaka Jakarta http://kemdikbud.go.id/kemdikbud/artikel-menyongsong-penerapan

kurikulum2013 accessed on 20 November 2015

Kemendikbud. 2014. Kurikulum 2013. Jakarta: Kementrian Pendidikan dan Kebudayaan.

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Khoiriyah. 2015. Project Based Learning Method Implemented in Teaching

English Speaking Skill At The Eleventh Grade of SMA Negeri 3 Malang.

Unpublished Thesis. Malang: University of Muhammadiyah Malang. Kuartiningsih, Noerita. 2008. The Use of Songs to Teach English Vocabulary to

year ₂ Students of SDN SEKIP I No. 161, Surakarta. Final Project Report.

Faculty of Letter and Fine Arts. Sebelas Maret University.

Lauder, Allan. 2008. The Status and Function of English in Indonesia: A Review

of Key Factors. Makara Journal, Social Humaniora, Vol 12. Department of

Linguistics, University of Indonesia

Learning and Teaching Scotland. 2010. Curriculum for Excellence through

Outdoor Learning. Smarter Scotland, Scottish Goverment

Maxwell, Joseph A. 2012. A Realist Approach for Qualitative Research. United State of America: SAGE publication

Mutohhar. 2009. Teaching English for Young Learners (EYL) Misunderstanding

about TEYL in Elementary School. Education Journal

Ngainiyah, Umi Khuiratul. 2015. The Effectiveness of Outdoor Learning for 3rd

grade EYL at SDN Tulungrejo Bumiaji, Batu. Unpublished Thesis. Malang:

University of Muhammadiyah Malang.

Richard, Jack C and Lockhart, C. 2007. Reflective Teaching in Second Language

Classroom. New York: Cambridge University Press

Rickinson, Mark, Dillon, Justin, et.all. 2004. A Review of Research on Outdoor

Learning. National Foundation for Education Research and Kings College

London

Sabilah, Fardini. 2004. Teaching English to Young Learner: It’s Policy,

Framework and Activity-Based Teaching. Unpublished book. Faculty

of Teacher Training and Education Muhammdiyah University of Malang Setyaningrum, Rina Wahyu. Sumarsono, Puji. Lestiono, Riski. 2014.

Pembelajaran Bahasa Inggris SD Menyongsong Implementasi Kurikulum 2013. Proposal Penelitian Program Studi Pendididikan Bahasa Inggris Fakultas Keguruan dan Ilmu Pendidikan

Shin, Joan Kang. 2008. Teaching English to Young Learner. English Language Center: University of Maryland, Baltimore County

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Stefansson, Einar Garibaldi. 2013. Second Language Acquisition: The Effect of

Age and Motivation. Education Journal. University of Sigillum Island

Suyanto, Kasihani. 2009. English for Young Learner. Jakarta: Bumi Aksara The Assosiation of Teaching English as a Foreign Language in Indonesia

(TEFLIN). 2013. Pokok Pikiran dan Rekomendasi Tentang Kurikulum

Mata Pelajaran Bahasa Inggris Tahun 2013. Bandung: TEFLIN

Focus-Group Discussion

USAID for Indonesia. Accessed on 4th December 2015. Available at https://www.usaid.gov/indonesia/education

1 CHAPTER I

INTRODUCTION

This research deals with the topics such as: background of the study, statement of problems, purposed of the study, significance of the study, scope and limitation, and the definition of key terms. Each point will be presented as follow:

1.1 Background of Study

Language is an important tool for human to express their ideas and thoughts. Through language people can share information and communicate easily. According to Brown (2007:6), language is a set of arbitrary symbols which are primarily vocal, but may also be visual. Moreover, it operates in speech community and culture. As world-wide spoken language, English often used by people in world

for communication purposes. Based on Kachrus’s in Lauder (2008:11), Indonesia

is included in expanding circle of three-circle model of world Englishes. In expanding circle countries, there are 750 million speaker of English as foreign language. As foreign language, English takes an important part in several ranges such as: science, technology, education, media, etc. Moreover, English is widely used in daily social interaction, medium of instruction in education, political and media communication, etc. Therefore, English mastery is very significant for helping people in global era.

Nowadays, Curriculum 2013 is the newest curriculum in Indonesia that was launched in 2013. Curriculum 2013 is made to face the challenge in future, such as: the development of technology, global economic issue, environment issue, etc. It

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uses scientific approach for teaching and learning process. Furthermore, it promotes student–centered learning, where students have an active participation in class. Students learn to find problems during the learning process and they have to solve the problems by themselves. Teacher has a role as the students’ facilitator and guide them in the class activity. In curriculum 2013, there are several phases in teaching and learning process, such as: observing, questioning, collecting data, analyzing, creating and networking (Kementrian Pendidikan dan Kebudayaan, 2014). Through those phases, students hopefully can show a good attitude, cognitive, and psychomotor aspects.

Curriculum 2013 determines English as a part of local content subject in Elementary level. In Indonesia, the policy about local content subject of one region is different with other regions. Schools can decide whether English is added or not as local content subject for students based on school’s vision and mission, purpose, condition, and characteristic that schools want to achieve. Many schools which are located in remote area in Indonesia still do not add English as their local content subject because they have limited number of teacher and school facility. However, teaching and learning English in elementary school still have some problems. Sometimes, teachers apply inappropriate method because they do not have basic skill in teaching English. Teacher just gives many assignments and forces students to remember the vocabularies and to understand the complicated grammar. As a result, students feel learning English as burden. Teacher should realize that learning English for young learner must be in fun ways in order to help students in understanding and applying the function of the language.

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Teaching English for young learner is essential in developing students’ knowledge. There are three factors that make English as an important subject that should be taught in Elementary level. First, the need of English in global era is very high. People around the world can interact easily by mastering English skill. In

addition Crystal (2003) stated, “The need for global language is particularly

appreciated by the international academic and business communities, and it is here that the adoption of a single lingua franca is most in evidence, both in lecture rooms and board rooms, as well as in the thousands of individual contacts being made

daily all over the globe” (pp:13). Introducing English in Elementary school can

help students become more familiar with the language. They can learn English through fun ways such as songs, games, storytelling, etc.

Second, learning English for young learner level can develop students acquiring the foreign language. According to Stefansson (2013:8), although children are being exposed to learn two different languages, they can learn both languages with the same way, as they brain mechanism allows them to learn more

than one language. Furthermore, it also supports students’ future career. During the

process of learning, some of instructions and book references are written in English, they can dig out any information simply because they have good English proficiency. Third, young age is perfect time for learning the foreign language. Children are active learner and thinkers. They learn through action and exploration. Based on Halimi (2010:1), children are natural learners because they are curious about the world around them. They learn most efficiently when all of their sense are engaged in and when they are allowed to experiment.

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SDN 4 Tulungrejo is considered as one of the best schools in Batu as the

school was awarded as “the best Green School Adiwiyata” in National level on

2011 and 2013. Adiwiyata is an award which is given to the school which has environmentally friendly school. According to UNORCID.org, adiwiyata is one of the key programs of the Ministry of Environment aimed at promoting knowledge and awareness about environmental conservation efforts among the students community. The school also will be prepared for Eco-green school competition in ASEAN level. SDN 4 Tulungrejo adds English as an extracurricular for 1st grade-6th grade. Moreover, the teachers joined a teaching training program of English for Young Learner. This training helps them to develop their English skill in teaching young learner. Besides, the program promotes fun learning for students in learning English and it gives references of teaching activity.

When the researcher conducted pre-observation and interview at SDN 4 Tulungrejo, she found interesting facts. The school has wide area which is about 4947m²_{. The school provides proper facility for outdoor learning activity such as:} a green school field, green house area, a gazebo for outdoor class, goat husbandry, and school forest. Furthermore, the students not only learn about formal subjects, but also study environmental education. The researcher was taking classroom observation in the third grade while students were learning English. Based on classroom observation, the researcher found that the students were active and followed the class activity in the beginning, but then in middle of activity they felt bored and did not pay the attention. When students did the task, some of them were

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playing and they disturbed the other students. They also did not get the point about the material.

Besides the pre classroom observation, the researcher also did the preliminary interview with the teacher. The researcher found that the teacher had difficulties in teaching English, such as: students were easy to get bored, students showed less interest in learning English, the teacher had limited media to support her teaching process, and etc. However, one of the teaching activity which the teacher ever implemented was outdoor learning where students got higher motivation in learning. The teacher initiated outdoor learning activity based on

teacher’s idea. She conducted outdoor learning depended on the topic in syllabus

and she ever implemented outdoor learning in different class level. Moreover, outdoor learning can create the new atmosphere for learning, attract students’

interest, improve students’ social skill, and increase students’ confidence, etc.

Furthermore, based on the researcher interview with the students about learning outdoor, some of them were very excited with the activity, they enjoyed the class and liked new atmosphere of the learning process.

Moreover, based on the previous study conducted by Dyment (2003), she found that 90% respondents showed more enthusiasm engagement for learning in outdoor activity. Besides, students were able to retain knowledge (72%) and to

think more creatively (77%). Furthermore, in teaching practices, 70% teacher’s

motivation increased when they are teaching in outdoor class as compared to indoors. 72% participants also indicates that teacher willingness to use innovative teaching strategies while they are teaching in outdoor class. Moreover, learning in

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outdoor classroom also provided teachers with countless natural teaching aids to replace the usual complement of books and blackboards.

Knowing those phenomena, the researcher wanted to investigate the implementation of outdoor learning in English for young learner program. Hopefully, this research could give significant contribution for teacher as reference in teaching activity for young learner. Then the researcher decided to conduct

research entitled “The Implementation of Outdoor Learning in EYL for 3rd Grade at SDN Tulungrejo 4, Batu.

1.2Statement of the Problems

Based on the background of the study above, the research problem can be formulated as follows:

1. How is the implementation of outdoor learning implemented by the teacher in EYL for 3rd grade at SDN Tulungrejo 4 Batu?

2. What are the problems faced by the teacher in implementing outdoor learning in EYL for 3rd grade at SDN Tulungrejo 4, Batu?

3. How does the teacher cope with the problems in implementing outdoor learning in EYL for 3rd grade at SDN Tulungrejo 4, Batu?

1.3Purpose of Study

The purpose of this study should be in line with the statement problems above. The purpose of the study are formulated as follows:

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1. To find out the implementation of outdoor learning in EYL for 3rd grade at SDN Tulungrejo 4, Batu.

2. To find out the problems faced by teacher in implementing outdoor learning in EYL for 3rd grade at SDN Tulungrejo 4, Batu.

3. To find out the way of the teacher’s to cope with the problems in implementing outdoor learning in EYL for 3rd grade at SDN Tulungrejo 4, Batu.

1.4Significance of the Study

The researcher expects this study can give contribution for the school, teacher, English department students, and future researcher which describe as follows:

1. The School

This research may as consideration in order to design the school curriculum and set the teaching and learning in the school. Hence, teachers can implement varied teaching and learning activity by having outdoor class in order to achieve the learning objective. Furthermore, the outdoor learning could be implemented by school which has limited area.

It depends on teachers’ creativity and idea to explore the school environment as teaching source based on topic in teachers’ syllabus.

2. Teachers

It is expected that the result of study may be beneficial and as reference for the teacher in designing outdoor learning activity. Furthermore, the

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teacher could support students’ understanding about the material in

teaching and learning process through direct observation in real object. Besides, this study is also hoped to give information to vary the way the

teacher in designing students’ activity, teaching strategy, and students’

assessments in order to give impact toward the betterment of students in learning English.

3. Students of English Department

This study is expected to provide students with the information about the varied activity in teaching English for young learners. Thus, they will be more aware of steps in implementing outdoor learning and will be able to analyze the possible problems and its solutions that appear during the implementation. The information will also encourage the students of English Department to learn more about how to introduce young learners to the new learning experience in teaching English in order to make young learners producing better English through outdoor learning. 4. Next Researcher

The result of the study may give be beneficial reference and empirical data for the next researchers in conducting a similar research in the similar topic and field.

1.5 Scope and Limitation

The researcher realizes that it is necessary to limit the scope of this research. The scope of this research is the implementation of outdoor learning

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in teaching English for Young Learner that done by the teacher in third grade of SDN 4 Tulungrejo, Batu. She is graduated from English department in State of Malang University and she has been teaching for five years in SDN Tulungrejo 4, Batu. Moreover, she is the coordinator of EYL training program in the school. Meanwhile, the research is limited on 3rd grade students of SDN Tulungrejo 4 Batu, consisting of 32 students.

1.6Definition of the Key Terms

The definition of the key terms is aimed at avoiding misunderstanding of the concepts which are used in this study. The terms which need to be defined are as follows:

1. Outdoor learning is an experimental method of learning by doing, which takes place primarily through exposure to the out-of-doors. It emphasizes for the subject of learning which placed on relationship concerning human and natural resources. (Priest in Husamah :2013) 2. Teaching English for Young Learners is a program found for the

primary level and it gives solution for producing better English. (Shin: 2008) It focuses on the characteristic of young learner and their learning styles in acquiring the foreign language. It also introduces useful activity and teaching ideas to encourage and stimulate young learner to think creatively.

SDN 4 Tulungrejo is considered as one of the best schools in Batu as the school was awarded as “the best Green School Adiwiyata” in National level on 2011 and 2013. Adiwiyata is an award which is given to the school which has environmentally friendly school. According to UNORCID.org, adiwiyata is one of the key programs of the Ministry of Environment aimed at promoting knowledge and awareness about environmental conservation efforts among the students community. The school also will be prepared for Eco-green school competition in ASEAN level. SDN 4 Tulungrejo adds English as an extracurricular for 1st grade-6th grade. Moreover, the teachers joined a teaching training program of English for Young Learner. This training helps them to develop their English skill in teaching young learner. Besides, the program promotes fun learning for students in learning English and it gives references of teaching activity.

When the researcher conducted pre-observation and interview at SDN 4 Tulungrejo, she found interesting facts. The school has wide area which is about 4947m²_{. The school provides proper facility for outdoor learning activity such as:} a green school field, green house area, a gazebo for outdoor class, goat husbandry, and school forest. Furthermore, the students not only learn about formal subjects, but also study environmental education. The researcher was taking classroom observation in the third grade while students were learning English. Based on classroom observation, the researcher found that the students were active and followed the class activity in the beginning, but then in middle of activity they felt bored and did not pay the attention. When students did the task, some of them were

playing and they disturbed the other students. They also did not get the point about the material.

Besides the pre classroom observation, the researcher also did the preliminary interview with the teacher. The researcher found that the teacher had difficulties in teaching English, such as: students were easy to get bored, students showed less interest in learning English, the teacher had limited media to support her teaching process, and etc. However, one of the teaching activity which the teacher ever implemented was outdoor learning where students got higher motivation in learning. The teacher initiated outdoor learning activity based on teacher’s idea. She conducted outdoor learning depended on the topic in syllabus and she ever implemented outdoor learning in different class level. Moreover, outdoor learning can create the new atmosphere for learning, attract students’ interest, improve students’ social skill, and increase students’ confidence, etc. Furthermore, based on the researcher interview with the students about learning outdoor, some of them were very excited with the activity, they enjoyed the class and liked new atmosphere of the learning process.

Moreover, based on the previous study conducted by Dyment (2003), she found that 90% respondents showed more enthusiasm engagement for learning in outdoor activity. Besides, students were able to retain knowledge (72%) and to think more creatively (77%). Furthermore, in teaching practices, 70% teacher’s motivation increased when they are teaching in outdoor class as compared to indoors. 72% participants also indicates that teacher willingness to use innovative teaching strategies while they are teaching in outdoor class. Moreover, learning in

outdoor classroom also provided teachers with countless natural teaching aids to replace the usual complement of books and blackboards.

Knowing those phenomena, the researcher wanted to investigate the implementation of outdoor learning in English for young learner program. Hopefully, this research could give significant contribution for teacher as reference in teaching activity for young learner. Then the researcher decided to conduct research entitled “The Implementation of Outdoor Learning in EYL for 3rd Grade at SDN Tulungrejo 4, Batu.

1.2Statement of the Problems

Based on the background of the study above, the research problem can be formulated as follows:

1. How is the implementation of outdoor learning implemented by the teacher in EYL for 3rd grade at SDN Tulungrejo 4 Batu?

2. What are the problems faced by the teacher in implementing outdoor learning in EYL for 3rd grade at SDN Tulungrejo 4, Batu?

3. How does the teacher cope with the problems in implementing outdoor learning in EYL for 3rd grade at SDN Tulungrejo 4, Batu?

1.3Purpose of Study

The purpose of this study should be in line with the statement problems above. The purpose of the study are formulated as follows:

1. To find out the implementation of outdoor learning in EYL for 3rd grade at SDN Tulungrejo 4, Batu.

2. To find out the problems faced by teacher in implementing outdoor learning in EYL for 3rd grade at SDN Tulungrejo 4, Batu.

3. To find out the way of the teacher’s to cope with the problems in implementing outdoor learning in EYL for 3rd grade at SDN Tulungrejo 4, Batu.

1.4Significance of the Study

The researcher expects this study can give contribution for the school, teacher, English department students, and future researcher which describe as follows:

1. The School

This research may as consideration in order to design the school curriculum and set the teaching and learning in the school. Hence, teachers can implement varied teaching and learning activity by having outdoor class in order to achieve the learning objective. Furthermore, the outdoor learning could be implemented by school which has limited area. It depends on teachers’ creativity and idea to explore the school environment as teaching source based on topic in teachers’ syllabus. 2. Teachers

It is expected that the result of study may be beneficial and as reference for the teacher in designing outdoor learning activity. Furthermore, the

teacher could support students’ understanding about the material in teaching and learning process through direct observation in real object. Besides, this study is also hoped to give information to vary the way the teacher in designing students’ activity, teaching strategy, and students’ assessments in order to give impact toward the betterment of students in learning English.

3. Students of English Department

This study is expected to provide students with the information about the varied activity in teaching English for young learners. Thus, they will be more aware of steps in implementing outdoor learning and will be able to analyze the possible problems and its solutions that appear during the implementation. The information will also encourage the students of English Department to learn more about how to introduce young learners to the new learning experience in teaching English in order to make young learners producing better English through outdoor learning. 4. Next Researcher

The result of the study may give be beneficial reference and empirical data for the next researchers in conducting a similar research in the similar topic and field.

1.5 Scope and Limitation

The researcher realizes that it is necessary to limit the scope of this research. The scope of this research is the implementation of outdoor learning

in teaching English for Young Learner that done by the teacher in third grade of SDN 4 Tulungrejo, Batu. She is graduated from English department in State of Malang University and she has been teaching for five years in SDN Tulungrejo 4, Batu. Moreover, she is the coordinator of EYL training program in the school. Meanwhile, the research is limited on 3rd grade students of SDN Tulungrejo 4 Batu, consisting of 32 students.

1.6Definition of the Key Terms

The definition of the key terms is aimed at avoiding misunderstanding of the concepts which are used in this study. The terms which need to be defined are as follows:

1. Outdoor learning is an experimental method of learning by doing, which takes place primarily through exposure to the out-of-doors. It emphasizes for the subject of learning which placed on relationship concerning human and natural resources. (Priest in Husamah :2013) 2. Teaching English for Young Learners is a program found for the

primary level and it gives solution for producing better English. (Shin: 2008) It focuses on the characteristic of young learner and their learning styles in acquiring the foreign language. It also introduces useful activity and teaching ideas to encourage and stimulate young learner to think creatively.