A GRADUATING PAPER Submitted to the Board of Examiners in Partial Fulfillment of the Requirements for the Degree of SarjanaPendidikan(S.Pd.) of English Education Department of Teacher Training and Education Faculty State Institute for Islamic Studies (IAI
ANALYSIS OF TEACHERS’ READINESS IN TEACHING ENGLISH
TO YOUNG LEARNERS AT KINDERGARTENS
(A Study of the Kindergartens in Salatiga in the Academic Year of 2015/2016)
A GRADUATING PAPER Submitted to the Board of Examiners in Partial Fulfillment of the Requirements for the Degree of SarjanaPendidikan(S.Pd.) of English Education Department of Teacher Training and Education Faculty State Institute for Islamic Studies (IAIN) Salatiga By: DENI ANGGA SAPUTRI 113-12-021 ENGLISH EDUCATION DEPARTEMENT TEACHER TRAINING AND EDUCATION FACULTY STATE INSTITUTE FOR ISLAMIC STUDIES (IAIN) SALATIGA 2016
ANALYSIS OF TEACHERS’ READINESS IN TEACHING ENGLISH
TO YOUNG LEARNERS AT KINDERGARTENS
(A Study of the Kindergartens in Salatiga in the Academic Year of 2015/2016)
A GRADUATING PAPER Submitted to the Board of Examiners in Partial Fulfillment of the Requirements for the Degree of SarjanaPendidikan(S.Pd.) of English Education Department of Teacher Training and Education Faculty State Institute for Islamic Studies (IAIN) Salatiga By: DENI ANGGA SAPUTRI 113-12-021 ENGLISH EDUCATION DEPARTEMENT TEACHER TRAINING AND EDUCATION FACULTY STATE INSTITUTE FOR ISLAMIC STUDIES (IAIN) SALATIGA 2016
MOTTO
In this life we cannot always do great things. But we can do small things with
great love.
-Thomas Jefferson-
DEDICATION This graduating paper is heartedly dedicated to 1. Allah Subhanahu Wata’ala and Prophet Muhammad SAW 2. My extraordinary parents (Bapak Lisun and Ibu Kustiyati) 3. My lovely husband (Bahriyanto) 4. My dearest sister and brother (Septi Mar’athus Sholikhah and Dwi Purnomo) 5. My Parents in law (Bapak Toyimin and Ibu Ngatiyah) 6. My great sister in law (Yuni Sariati) 7. My consultant, Bapak Rifqi Aulia Erlangga, S.Fil., M.Hum.
8. My self and all the readers of my graduating paper
ACKNOWLEDGEMENT
Bismillahirohmanirrahim. The deepest thanks into Allah SWTbecause the writer could finish the graduating paper. Peace and salutation always be given to our Prophet Muhammad SAW who has guided us from the darkness into the lightness.
This graduating paper entitled “Analysis of Teachers‟ Readiness in Teaching English Young Learners at Kindergartens (A Study of the Kindergartens in Salatiga in the Academic Year 2015/2016)
” is presented one of the requirements for Sarjana Pendidikan at English Department of Educational Faculty of State Institute for Islamic Studies (IAIN) Salatiga 2016.
The writer realizes that this graduating paper will not be finished without encouragement, support, advice and guidance from individuals and institutions. Therefore, it is appropriate for the writer to serve the deepest gratitude for:
1. Dr. Rahmat Hariyadi M.Pd., as The Rector of State Institute for Islamic Studies (IAIN) Salatiga.
2. Suwardi, M.Pd., as The Dean of Teacher Training and Educational Faculty of IAIN Salatiga.
3. Noor Malihah, Ph.D., as The Head of English Education Department of IAIN Salatiga.
4. Rifqi Aulia Erlangga, S.Fil., M.Hum., as the writer‟s counselor who has helped and guided the writer by giving uncountable advice and recommendation.
5. All lecturers of English department who have given the writer knowledge, insight, and inspiration.
6. All staffs of IAIN Salatiga who have helped the writer in processing the graduating paper administration.
7. The Headmaster of eighteen kindergartens in Salatiga which has support the process of collecting data (I cannot mention one by one).
8. All English teachers of eighteen kindergartens in Salatiga who have contributed in the research process.
9. My beloved parents, my father (Lisun), my mother (Kustiyati), my father in law (Toyimin), and my mother in law (Ngatiyah) who always give me sincere and pure prayers for successfulness in my life.
10. My lovely husband Bahriyanto, who always supports me in all happy and hard times.
11. All of my friends, especially the English Department batch 2012 Finally, this graduating paper is written to provide beneficial information to the readers. The writer accepts both of recommendation and suggestion for the improvement of this graduating paper.
th
Salatiga, 27 September 2016 The writer, DENI ANGGA SAPUTRI
ABSTRACT
Saputri, Deni Angga. 2016. Analysis of Teacher
s‟ Readiness in Teaching English to Young Learners at Kindergartes (A Study of the Kindergartens in Salatiga in the Academic Year of 2015/2016).
Graduating Paper, State Institute for Islamic Studies (IAIN) Salatiga. Consultant: Rifqi Aulia Erlangga, S.Fil., M.Hum.
The research of this graduating paper had started with concerns of teacher‟s readiness in teaching English to young learners. The aim of the research paper is not only to describe the teacher s‟ readiness but also to identify the factor which is hinder teacher to teaching English for young learner at kindergarten. Focused to the research methodology, descriptive qualitative was applied to gain the research purposes. Conducted in eighteen kindergartens in Salatiga were taken to support the collecting process of the research. Completing the data collection, eighteen teachers were given the questionnaire and interview.
Analyzed descriptively, two findings are obtained. First, teacher readiness is c ategorized as „very high‟ readied teachers which scored in percentage 81%. This score analyzed from three indicators, emotive attitudinal readiness, cognitive readiness, and behavioral readiness.
Second, the factors which hindering the teaching English to young learner consist of four kinds are mother tongue which Javanese or Indonesian language has different pattern from English, instructional material which is difficult to find the instrument for teaching, social interaction between students, and family background which affected to the students attitude.
Key words: Teacher readiness, teaching English, English to young learner,
kindergarten.
TABLE OF CONTENTS
TITLE .................................................................................................................... i DECLARATION .................................................................................................. ii ATTENTIVE COUNSELOR NOTES .................................................................. iii CERTIFICATION PAGE ..................................................................................... iv MOTTO ................................................................................................................ v DEDICATION ...................................................................................................... vi ACKNOWLEDGEMENT .................................................................................... vii ABSTRACT .......................................................................................................... ix TABLE OF CONTENTS ...................................................................................... x LIST OF TABLES AND FIGURES ..................................................................... xii
CHAPTER I INTRODUCTION A. Bacground of the Study ................................................................................. 3 B. Limitation of the Problems ............................................................................ 4 C. Problems of the Research ............................................................................... 4 D. Objectives of the Research ............................................................................. 4 E. Benefits of the Research ................................................................................ 5 F. Definition of the Key Terms .......................................................................... 6 G. Review of Previous Research ........................................................................ 7 H. Outline of the Research .................................................................................. 8 CHAPTER II THEORESICAL FRAMEWORK A. Nature of Readiness ....................................................................................... 10 B. Nature of Teacher........................................................................................... 12 C. Nature of Teaching......................................................................................... 13 D. Teaching English to Young Learner .............................................................. 14 1. English for Young Learner ........................................................................ 14 a. Jean Piaget (1896-1980) ....................................................................... 14
c.
Bruner (1976) ....................................................................................... 16 2. Young Learners ........................................................................................ 17 3. English Young Learner (EYL) Teacher .................................................... 21 4. Teaching English to Young Learner ......................................................... 22 E. Factors Hindering in Teaching English to Young Learners .......................... 24
CHAPTER III RESEARCH METHODOLOGY A. Research Type ................................................................................................ 27 B. Method .......................................................................................................... 28 1. Instructional Setting ................................................................................. 28 2. Respondent ............................................................................................... 29 C. Data Collection ............................................................................................. 31 1. Questionnaire ........................................................................................... 31 2. Interview ................................................................................................... 37 3. Documentation ......................................................................................... 39 D. Data Analysis ................................................................................................. 40 1. Data collection .......................................................................................... 41 2. Data reduction .......................................................................................... 41 3. Data presentation ...................................................................................... 41 4. Conclusion ................................................................................................ 42 E. Procedures of the Research ............................................................................ 42 1. Distributing questionniare ......................................................................... 42 2. Conducting the research data by interview .............................................. 42 3. Analyzing and identifying the data .......................................................... 43 4. Completing the research by documentation ............................................. 43 5. Presenting the result descriptively ............................................................ 43 CHAPTER IV DISCUSSION A. Finding of Teachers‟ Readiness in Teaching EYL at Kindergartens ............ 44 B. Finding of the Factors Hindering Teacher in Teaching EYL
at Kindergartens ............................................................................................. 53
CHAPTER V CLOSURE A. Conclusion ..................................................................................................... 60 B. Suggestion ...................................................................................................... 61 BIBLIOGRAPHY APPENDICES
LIST OF TABLES AND FIGURES
Table 3.1 : List of English Teacher ................................................................. 30Table 3.2 : List of Questionnaire ...................................................................... 31Table 4.1 :Number of Occurrences of Teachers‟ Emotive Attitudinal Readiness in the Questionnaire ...................................................... 44
Table 4.2 : Percentage of Emotive Attitudinal Readiness ................................ 46Table 4.3 :Number of Occurrences of Teachers‟ Cognitive Readiness in the Questionnaire ...................................................................... 47
Table 4.4 : Percentage of Cognitive Readiness ................................................ 48Table 4.5 :Number of Occurrences of Teachers‟ Behavioral Readiness in the Questionnaire ....................................................................... 49
Table 4.6 : Percentage of Behavioral Readiness .............................................. 50Table 4.7 : Percentage of Teacher Readiness based on Three Indicators in the Questionnaire ....................................................................... 51Table 4.8 :Coding of Teachers‟ Answer ......................................................... 51
CHAPTER I INTRODUCTION This chapter presents about background of the study, limitation of
the study, statement of the problem, objective of the study, definition of key terms, benefit of the study, and outline of the research.
A. Background of Study
Since long time, early childhood education being the attention to parents, education expert, and the government. Because of childhood schooling can determine education in the next level. An early age is golden age for child to study languages. Learning a foreign language for early age is conducted to introduce language not as the significance. Sari explains that children of 3-6 year olds who are used to express words or expressions in English is the fastest ages in understanding English (Sari, 2012:2). In addition, Lestari states that an expert proposed if someone began a foreign language since child, the acquisition of a foreign language will be possible to solve. This is caused by the brain ability that still maximum in facilitating children to absorb information from their environment (Lestari, 2012:1).
In Indonesia, an English education in the level of kindergarten has an important role in the success of Indonesian children in the process of acceptance a foreign language. It also becomes a positive thing in order to era of globalization today. Nowadays, many schools in Indonesia admit English for Young Learner in their subject schools. English is included into their local subject or extracurricular not for compulsory subject of their schools.
Many kindergartens in different cities around Indonesia have taught English at young level. In Salatiga city, some of kindergartens are interesting to take English as a local subject at their schools. The existence of English in kindergarten becomes an excess for the schools. English subject as attraction for parents to register his/her child in that school.
Parents will interest to one school which teaches English, they argue that the school is good and modern. Therefore, not little kindergarten in Salatiga has their special English teachers.
Teachers role are very important in giving a chance for young learners to use English, because of developing speaking ability for child becomes one of the obligation competence needed (Sari, 2012:2). Teaching a foreign language at the young level is not be easy job. Moreover, several parents least able to teach English for their children. Even some of teacher classroom also unable teaches English for their students. So, it is needed an English teacher to acknowledge English easily and clearly.
Suyanto also said that the important factor in the success of learning English is the teacher. English Young Learner teachers have to introduce other languages beside mother language and Indonesian language. Therefore, teachers sometimes need to have a readiness for all their necessity to gain the job, whether physic readiness, mental readiness or cognitive readiness. Teachers of young learner have to equip themselves with prior preparation teaching (Suyanto, 2010:29).
English teachers for young learner have to have a readiness to convey this education well, with comprehensible language by students and do not let make mistakes because of mistakes when conveying material will make students wrong until they are an adult. It becomes a homework for English teacher who have a high impact for stude nts‟ performance. They are the single most influential factor contributing to the teaching/learning process (Stronge, 2006:1). Recent research has found that teachers produce a strong cumulative effect on students‟ achievement (Wright, Horn, & Sanders, 1997:63).
From the explanation above, this research intends to investigate the level of English teachers‟ readiness to teach young learners in kindergarten especially for kindergarten which has English teacher at their school. It also identifies the factor which is hinder teacher in Teaching EYL. The researcher is attracted to write graduating paper entitled: „ANALYSIS OF
TEACHERS’ READINESS IN TEACHING ENGLISH TO YOUNG
LEARNERS AT KINDERGARTEN’
B. Limitation of the Study
It will be better by limiting the analysis into the teachers‟ readiness in teaching English to young learners at Kindergarten, particularly in Salatiga. The researcher took eighteen kindergarten placed in Salatiga. It was determined from the kindergarten that has special English teacher for their school in the year 2015/
2016. The data took from study of teachers‟ individual interview, questionnaire, and several documentations that was support the study. All of the research activities were written in a description to find out the teacher readiness.
C. Problems of the Study
To clarify problem that is going to be analyzed, the researchers will make statement of the problems as follows:
1. How well is the English Young Learner (EYL) teachers‟ readiness for teaching in kindergarten?
2. What are the factors hindering in teaching EYL at kindergarten? D.
Objectives of the Research
The researcher hoped that the result of this research able to give information about teacher readiness in teaching English to young learners at kindergarten. The purposes of the research are: 1.
To find out teachers readiness in teaching English to Young Learners at kindergarten. Especially the teachers‟ readiness at eighteen kindergartens in Salatiga.
2. To figure out the factors those hinder teachers in teaching EYL at kindergarten.
E. Benefits of the Research
The researcher has a high expectation that the results of this research give some benefits for educator especially English teacher in applying the preparation teaching in a class: 1.
Theoretically This research can be used as a study and enrich research are present in education especially English education at the level of the children.
2. Practically a.
Teacher The teachers will recognize how far their readiness in teaching English for youngers at kindergarten. The successful learning based on the teacher performance. It also used to give the input on teachers to upgrading professional teaching in teaching English for young learners at kindergarten.
b.
Kindergarten After knowing the teacher readiness in teaching English for kindergarten, hoped the school able to follow up these to make learning better. It also used to informing the school helped develop language for young learners. c.
The researcher Researcher found s ome facts about teachers‟ readiness in teaching English at kindergarten. The researcher also found the factors which hinder the teacher in teaching English at young level.
F. Definition of the Key Terms
To avoid any mistake in interpreting the title of this research, the researcher defines some key terms, related in this research:
1. Readiness According to Slameto, readiness is the whole conditions of a person who make it ready to respond or answer by a certain way towards a situation (Slameto, 1991:115). The readiness can be seen from the physical readiness, mental readiness, or cognitive readiness.
2. English to Young Learners English for the children of five to ten years olds which the five to seven year olds are all the level one, and the eight to ten year olds are level two (Scoot and Ytreberg, 1995:1). The kindergarten students have age among four to six, so they included in English young learners level one.
3. English for Young Learners Teacher Generally, EYL teacher means teacher who teaches English for kids. Suyanto classified EYL teacher into three classes; a classroom teacher who has no background in English, an English teachers who does not focus on special education of children, and an English teachers who has English background and focus on the education of children (Suyanto, 2010:33).
4. Factor Hindering in Teaching EYL
According to Suyanto (2010:21) explains that there are five factors that affect learning English to young learners. These factors are mother tongue, instructional material, social environment, learning instruments, and family background.
G. Review of Previous Research The writer knows well that this research is not the first time done.
So, the writer reviewed the thesis of of Heryani (2012) which title
“Teacher Readiness in Teaching Computer Engineering and Networking and Readiness of Infrastructure Laboratory Computer in SMKN 1 and SMK N 2 Bima Regency.” This research used to know the readiness of
TKJ teachers in teaching. He found that teacher readiness in teaching TKJ at SMK N 1 Bima reach 88% which was categorized very well while for SMK N 2 Bima reach 77% which is categorized well.
The researcher also reviewed the thesis of Malihi (2014) entitled
“Saudi EFL Teachers‟ Readiness and Perceptions of Young Learners Teaching at Elementary Schools”. This research has conducted about
teachers‟ perception of their own readiness to teach English to young . learners at elementary school in Saudi Arabia He said that his research has result revealed that most of the EFL teachers were not fully ready to teach at this level since more than half of them did not receive enough pre- service nor in- service training concerning young learners‟ teaching.
The two researches above have differences from this research. The differences took place in the setting of the research. The setting place of first previous research was in Saudi Arabia and another one was placed in Bima regency. The first respondent was teacher of elementary school while the second respondent was vocational high school‟s teachers.
However, both were find out the teachers readiness in teaching and it was similar to this research.
H. Outline of The Research
This graduating paper consists of five chapters and each chapter is subdivided into subsequent divisions: Chapter I consists of background of the research, statement of the problem, limitation of the study, purpose of the research, benefits of the research, definition of key term, review of previous research, outline of the research.
Chapter II the researchers will explain what the meaning of readiness, the meaning of teacher, the meaning teaching, teaching English to Young Learner, and factors hindering in teaching English to young learners.
Chapter III deals with research method and data presentations covering data of teacher readiness in teaching English to Young Learners
Chapter IV consist of Data Analysis, in this chapter, the researchers will discuss about the data analysis, which has been collected. It describes the finding which is compared with the theory. Chapter V consist of Closure, In this chapter, the researchers will explain about conclusions and suggestions whose tight relationship with any part that got to be related in this research.
CHAPTER II THEORESICAL FRAMEWORK In this chapter, the researchers are going to make attempts to explain
about the theoretical framework which includes the nature of readiness, the nature of teacher, the nature of teaching, and teaching English to young learners.
A. The Nature of Readiness
To achieve a work, someone need to have good deeds readiness that is required in the work, whether good physical readiness, mental readiness or cognitive readiness. According to Psychology Dictionary explains that readiness is the level of preparation to act or respond to a particular stimulus (www.psychologydictionary.org)
While readiness according to Slameto is the whole conditions of a person who make it ready to respond or answer in a certain way towards a situation. Someday the condition in adapt will influence the respond (Slameto, 1991:115). While Jamies Drever as quoted by Slameto states that readiness means willingness to respond or react. Willingness comes from the within one person and related to maturity, because maturity means readiness to undertake skill (Slameto, 1991:61). Based on both explanation, readiness is a whole condition where the grade preparedness of someone to give respond or react toward a certain condition.
The conditions that influence a readiness as (Slameto, 1991:115), involve three aspects: b.
Necessity, motive and goal; c. Skills, knowledge and other definition have been learned.
On the other hand, Bandura as quoted by (Maddox, 2000:277) explained that readiness also consist of three sections: a.
Emotive Attitudinal Readiness 1.
Emotional readiness adopted as responsibility to perform job,
2. Enthusiasm for a job, 3.
Volition adapt to job at any time, 4. Comfort and independence in carrying out their jobs, 5. Reward the intrinsic value in a job, b. Cognitive Readiness : 1.
Having cognitive skill and think critically important to perform his job,
2. Conscious of their own strength and deficiency, 3.
Already made the relationship between the job done and the real world applications,
4. Conscious of themselves and willingness to perform a job, 5.
Capable of integrating concepts and instruments of various scientific discipline , c.
Behavioral Readiness : 1.
Willing to carries on the function partnership with their colleagues in working and facilitators,
2. Proficient set a time to achieve objectives in undertaking these jobs.
B. The Nature of Teacher
Teacher has an important role in national education system which is organize and successful of educational process in the all level of education depend on teacher. In general, people do not have trouble to explain who is a teacher. Teacher is normally connected as a profession which related to children education at school, in education institution, and they have to master teaching material of the curriculum.
Talking about teacher, Hamalik states that teachers are a profession full of devotion to the community, having duties and obligations based on certain code of ethics (Hamalik, 2002:7). While, the government has a rule which regulate about teacher that attached in law of Indonesia number 14 section 1 year of 2005 states that „teacher is a professional educator which has principle duty in educating, teaching, guiding, directing, train, assess, and evaluate students on early childhood education, formal education, basic education, and secondary education.
According to (Cooper, 2011:2) teachers are an active to growing professionally and continuously evaluate the effects of the choices and action from others. Besides that, (Harmer, 2001:57) claims that in the early class situation, the teacher have to be facilitator and a resource for the students to draw on. Both obligation of the teacher are preceded by three other obligations. The teacher is as giver knowledge, the controller, and the authority.
Based on some definitions above, a teacher is a person who has knowledge, skills and special trainings in teaching, explaining and educating. The teacher is the person who capable of creating behavioral change in terms of cognitive, psychomotor as well as affective domain.
Teacher has a duty to do professionally in order to enhance human resource.
C. The Nature of Teaching
A search in contemporary dictionaries as quoted by Brown (1980:7) teaching reveals that showing or helping someone to learn how to do something, giving instructions, guiding in the study of something, providing with knowledge, causing to now or understand.
In addition, (Rahayu, 2009:28) states that teaching is an activity which is emerging based on accurate planning. The program or planning which probably become learning actions is arranged to grow up self- learning.
(Brown, 1980:8) defines that teaching and learning having close relation, both are cannot be drawn apart. Teaching style, approach, methods, and classroom techniques will influence how the learner learns. Because of teaching is process to lead and facilitate learning, enabling the learner to learn, and setting the condition of learning. In wider definition, teaching means understanding the learners and the subject matter to be learned, showing the way to successful of learning despite many
From those definitions, it can be concluded that teaching is a process or activity to guide and transfer knowledge or skill to the learners by setting and organize the environment becomes comfort zone for learning based on the planning created. So, teaching becomes a complex action, means utilizing a number of component from teaching act to extend message of teaching.
D. Teaching English to Young Learner 1. English for Young Learner
Teaching a foreign language to children is not easy job to do. It caused children often more enthusiastic and energetic as learners. The children have more confidence than adults at talking in a new language (Cameron, 2001:1). Therefore, teaching young learners especially in teaching English, necessary to be settled based on some certain considerations. To know the basic foundation of this consideration, there are three major theory of developmental psychology, Piaget, Vygotsky and Bruner, which can inform how we think about the child as a language learner.
a. Jean Piaget (1896-1980)
According Piaget as quoted by (Cameron, 2001:2), the children interact with the world around them by developing what they had and taking action to face the incident in the environment. In the interaction, they will do an action to solve the problem and this learning happens.
The knowledge that results from such action is not imitated, but is actively constructed by the child. In the beginning, it happens related to concrete objects, continues to their mind and followed by doing an action, then that action was assimilated and
accommodated .
Assimilation happens when action takes place without any change to the child; accommodation mix up with the child adjusting to feature of the environment in some way (Cameron: 2001:3).
There are four phases of child development proposed by Piaget as quoted by (Suyanto, 2010:6): 1. from born to two year olds called sensory motor stage, 2. 2-8 year olds called preoperational stage, 3. 8-11 year olds called concrete operational stage, 4. 11-15 year olds or more called formal stage,
By looking these development phases, it seen that young learner at kindergarten (4-6 year olds) include in preoperational
stage. Today, play group and kindergarten which is teaching
English to the children are developed quickly. Someone who involved in English for young learner needs possessing knowledge about child development.
b. Vygotsky (1962)
Different from Piaget‟s theory, Vygotsky theory focused on social factor or known well as sociocultural theory. Nevertheless, he did not neglect the individual cognitive development. He also realize that the development of the child‟s first language or mother tongue in the secondary year of life is use to make a fundamental shift in cognitive development (Cameron, 2001:5).
Vygotsky beliefs that social interaction with other people, particularly adult people will appear the new ideas and enhance student‟s intellectual development (Suyanto, 2010:8). Learning language process occurs in a social context, in the community that full of people who interact with the child. Through this social interaction, adults act as a mediator around the child world. So, children able to do and understand more than own learning.
Helping from adult really use to prompt achieving child development area which is called zone of proximal development
(ZPD) (Suyanto, 2010:9). Parents are more understand what aids
that should give to children, because they are having long time interaction with the child. So, English teacher should able to help their students through various ways in the classroom, with many number of students and different ZPD.
c.Bruner (1976)
Bruner does not press the important of helping for child, but the important is involving the students actively since begin learning process and during the learning activity which is the knowledge found by the child,
“true learning comes through personal discovery” (Bruner as quoted by
Suyanto, 2010:11).
Talk to children in carrying out an activity is kind of support verbal version. This activity is shifted to the classroom by form of conversation between teacher and student. It has been labelled scaffolding. (Wood, Bruner and Ross 1976 as quoted by Cameron, 2001:8) Teacher can scaffold children‟s learning in various way.
For example, teachers can help children to understand what student learnt, by suggesting, praising the significant, reminding, modelling, and so on (Wood: 1998 as quoted by Cameron, 2001:9). All of those efforts are called as something happens repeatedly or routines (Suyanto, 2010:12).
2. Young Learners
When talking about English for Young Learners (EYL), it should be known who the young learners are.
According to (Scott and Ytreberg, 1990:1) divided children into two groups- the five to seven year olds and the eight to ten year olds. They are created into Level One or beginner (5-7 year olds) and Level Two (8-10 year olds). Level Two may also be beginners, when they begin to learn English at that age. Different from Scott and Ytreberg, (Suyanto, 2010:15) determines that young learners are elementary students of 6-12 years old which divided into two groups, Younger Group (6-8 years old) and Older (9-12 years old). Base on level of class, they are able to called Lower Classes student, namely student of 1, 2, and 3 then Upper Classes is student of 4, 5, and 6. While, for preschool or kindergarten who also learn English are categorized as very young learners. From those definitions, children who are learning and having young learners are started from preschool until finish elementary school. Related to English young learners, all of them who studied English at that level which English language is learnt as local content subject or extracurricular in the schools now.
Basically, the most important thing in learning English early age is to grow students interesting during learning English. It should understands the students‟ characteristic to gain the goal, so teachers are able to choose the appropriate methods for them. Actually, some of the characteristic has been theirs able to influence the success or failure in learning English.
According to (Scott and Ytreberg, 1990:2), there are some characteristics of young learners five to seven year olds: What five to seven year olds can do at their own level, they can: 1. talk about their action 2. tell about what they have done or heard 3. plan activities 4. argue for something and tell their reason 5. use logical reasoning 6. use their vivid imaginations 7. use a wide range of innovation patterns in their mother tongue 8. understand direct human interaction
The other characteristics of young learners proposed by (Suyanto, 2010:15) consist of ten points, they are:
1. Having egocentric attitude They lean to connect what they learn with themselves. For example: learning about phrase „My‟ such as „My family, my house...‟ They will give more attention to the word which related to them or everything adhere to themselves.
2. Difficult to distinguish the concrete and abstract Children still have high imagination in their live.
The children‟s world is full of something non concrete, so they think that all good around them is real and live like a human. So, for acknowledge English to children should use the concrete thing. Such as using equipment around the class, „door, table, chair, window, floor.....‟ 3. Children lend to imaginative and active
Recreational time out activities as a fun activity for children. They like learning through games, story or song which able to motivate children in learning English indirectly. Because of playing is part of children daily life, it can be used as teaching through playing.
4. Feeling bored quickly Children only has concentration about 10-15 minutes in receiving a lesson. Ou of the time they will be bored and try to find something interesting for them, so they will noisy and disturbing the other students. To minimize this situation, the learning process should be varieties until the end of class.
5. Full of color and purity Children like doing an activity and task which is interested and full of color, it will make the young learner be happy. Flash card and puppets are very supportive in teaching-learning English process.
6. Like a story Through story children will more learn about how to gather and receive a message from the story. Different from receiving the goal through mentioned the word one by one. Story makes the children more focus to learn.
7. Self-centered Young learners cannot doing a task in group, they tend to do the task by themselves but accompanied by their close friend. It will happen until their age are seven years olds.
8. Unconscious the goal of learning English Actually children are really fun learning foreign language although they are not understand what the objective of learning foreign language is. However, they understand the context without understanding the meaning of word. Through intonation, signal, expression, and gesture will help them to understand the meaning of a new word.
9. Like to interact using English When they have learned English, the children like to use it to interact with their friends or their English teacher.
Because of the effective way to learn other language is by using the language.
10. The active thinker They are happy to learn something, they are learning by doing, for example singing a song by moving their part of body to define the expression said.
3. English Young Learner (EYL) Teacher
Teacher of English Young Learner (EYL) has very significant factor of learning English be successful, because teacher acquire to students the existence of another language beside mother tongue and Indonesian language. So, the EYL teacher has a heavy role to teach English as the basic way whether in academic or psychological.
Generally, there are five characteristics of EYL teacher: a.
English language competence are adequate and should continue to be developed.
b.
Teaching skills and doing assessment and capability in managing English class.
c.
The effective of personal teacher quality, such as patient, kind, humorist, and high enthusiastic.
d.
Professionalism that be developed and mixed up with some activities to enhance and repair their occupation quality. e.
Openness to asking, learning, self-repairing, try to the new things which is appropriate for their learners (Suyanto, 2010:30). In utilizing language, EYL teacher should realize that teaching
English is different with first language or mother tongue or Indonesian language. So, EYL teacher have to understand the differences and do that well, such as: a.
Grammatical structure b.
Vocabularies that appropriate to EYL c. The correct pronunciation d.
The correct intonation e. Spelling f. The speaker culture (Suyanto, 2010:30) 4.
Teaching English to Young Learner
Teacher roles as a model for young learners. So, teachers are demanded to use English clearly and simply in exact context and correct pronunciation. Teachers also as a source which controlling and managing the class activities. To avoid the boredom, the activities should be implemented about 10-15 minutes. Below are suggestions for English teacher in teaching young learners proposed by (Scott and Ytreberg, 1990:5):
a. Words are not enough Most activities for young learners should contain movement and the logic not only trade on spoken word. Teacher needs some tools like picture or real objects to demonstrate the material. b. Play with the language The common ways in developing first language can do by playing with the language. For example from (Scott & Ytreberg,
1990:5), Let them talk nonsense, experiment with the words and sounds: „Let‟s go – pets go‟. „Blue eyes - blue pies‟. Utilizing song, claps, telling stories can help students talk to themselves.
This way is also natural stage in the first stages of foreign language learning.
c. Variety in the classroom Children concentration and attention are short, so variety is a must whether variety of activity, variety of place, variety of organization, variety of voice, and etc. Those varieties made to decrease the student‟s boredom when learning English.
d. Routines Use familiar situation, familiar activities, repeat stories, rhymes, claps, etc. Those benefit for children to know the rules. Teacher should have system, have routines, organize and plan the lesson (Scott and Ytreberg, 1990:6).
e. Cooperation not competition Reinforcement are much more effective than rewards and prizes. Make up the room becoming shared experiences, they enjoy with togetherness. It is not mean them work in groups, but most children like to have friend sitting close them. f. Assessment Assessment is needed for teacher to create notes about the learners‟ learning progress. It also used to communicate with the parents how their children are doing and should be talking to the children repeatedly about their work and boosting self-assessment (Scott and Ytreberg, 1990:6).
E. Factors Hindering of Teaching English to Young Learners
According to Suyanto (2010:21) explained that there were several factors hindering teaching English to young learners. Those were:
1. Mother Tongue
There was similarity between learning mother tongue and foreign language, but it also many differences of both language.
The differences often as a barrier in learning English. Spelling, pronunciation, intonation, vocabulary or sentence structure children sometimes difficult to learn. Such as a long vowel pronunciation as the word roof:
Diphthong /au/, /ou/ as in the word now [nau] and road [roud] and also the pattern of the noun in combination with adjectives, for example:
Blue Table Adj N Indonesian in a different location: Meja Biru N adj