THE IMPLEMENTATION OF ENGLISH LANGUAGE TEACHING IN KINDERGARTEN (A Naturalistic Study at B Class of TK NEGERI PEMBINA Manahan Surakarta in the Academic Year of 20112012)
KINDERGARTEN
(A Naturalistic Study at B Class of TK NEGERI PEMBINA Manahan Surakarta in the Academic Year of 2011/2012)
By:
ANI PURWANTI
K2207013
A THESIS
Submitted to the Teacher Training and Education Faculty of Sebelas Maret University to Fulfill One of the Requirements for Getting the Undergraduate Degree of Education in English
ENGLISH DEPARTMENT TEACHER TRAINING AND EDUCATION FACULTY SEBELAS MARET UNIVERSITY SURAKARTA
This thesis has been approved by the consultants to be examined by the board of thesis examiners of the English Department of Teacher Training and Education Faculty, Sebelas Maret University.
Consultant I Consultant II
Prof. Dr. Joko Nurkamto, M.Pd. Teguh Sarosa, S.S., M.Hum. NIP. 196101241987021001
NIP. 197302052006041001
This thesis has been examined by the Board of Thesis Examiners of Teacher Training and Education Faculty, Sebelas Maret University, and accepted as one of the requirements for getting an Undergraduate Degree of Education in English.
On
: Surakarta Date : February 03, 2012
Board of Examiners: Chairman: Drs. Martono, M.A.
( ______________ ) NIP 196003011988031004 Secretary:
Drs. Ambrosius Handoko Pudjobroto ( ______________ ) NIP 195810261988031001 Examiner 1:
Prof. Dr. Joko Nurkamto, M.Pd ( ______________ ) NIP 196101241987021001 Examiner II:
Teguh Sarosa, SS., M.Hum. ( ______________ ) NIP 197302052006041001
Teacher Training and Education Faculty Sebelas Maret University of Surakarta Dean,
Prof. Dr. M. Furqon Hidayatullah, M. Pd NIP. 1600727 198702 1 011
ANI PURWANTI. K2207013. THE IMPLEMENTATION OF ENGLISH LANGUAGE TEACHING IN KINDERGARTEN (A NATURALISTIC STUDY AT B CLASS OF TK NEGERI PEMBINA MANAHAN
SURAKARTA IN THE ACADEMIC YEAR OF 2011/2012). Thesis. English Department of Teacher Training and Education Faculty. Sebelas Maret University, Surakarta. 2012.
This research investigates the implementation of English language teaching in kindergarten in the form of qualitative study. The objective of this research is to describe the implementation of English language teaching at B class of TK NEGERI PEMBINA Manahan Surakarta in the academic year of 2011/2012 in six aspects including the objective, the syllabus, the types of teaching and learning activities, the teacher’s roles, the learner’s roles, and the
roles of teaching material and to identify the effectiveness of that implementation. The research was carried out in TK NEGERI PEMBINA Manahan Surakarta from September to October 2011. The sources of the data are events, informants, and documents. The data are collected through observation, interview, and document analysis. In analyzing the data, the writer uses flow model analysis including reducing the data, presenting the data, and drawing conclusion.
The result of the research shows that (1) the objective of English language teaching is to introduce English to the children and to treat children to be able to communicate in English. Moreover they are able to make a simple conversation using English, (2) the syllabus used in English language teaching is arranged by the teacher with the agreement of National Education Department of Indonesia, (3) the teaching and learning activities of English language teaching contain of various kind of activities, (4) the roles of English teacher are material source and developer, motivator, counsellor and provider of students input, demonstrator of accurate language production, monitor of students’ learning and facilitator, students’ need analyst, and organizer and controller of students’ behaviour, (5) the roles of learners are becoming a part of a group and learning from the interaction happened in the classroom, helping other learners who get difficulties and learning from everything around them involving their friends, teacher and environment, (6) the roles of the materials are becoming a resource of learning process, becoming a source of activities and interaction, becoming a reference source for learners on grammar, vocabulary, pronunciation, and so on, and also becoming a source of stimulation and ideas for classroom activities. Based on the research findings, the writer concludes that the implementation of English language teaching at B class of TK NEGERI PEMBINA Manahan Surakarta in the academic year of 2011/2012 is effective.
Therefore, it is recomended that (1) Government gives a prescriptive guideline material which are appropriate to be conducted in the pre-school education; (2) School re-manages the time allocation of English lesson; (3) English teacher should enrich herself with many media and techniques and encourage the students with low motivation and low intelligence; (4) Head of the class should help the English teacher in monitoring the students’ behaviour and
ANI PURWANTI. K2207013. THE IMPLEMENTATION OF ENGLISH LANGUAGE TEACHING IN KINDERGARTEN (A NATURALISTIC STUDY AT B CLASS OF TK NEGERI PEMBINA MANAHAN
SURAKARTA IN THE ACADEMIC YEAR OF 2011/2012). Skripsi. Fakultas Keguruan dan Ilmu Pendidikan. Universitas Sebelas Maret, Surakarta. 2012.
Penelitian ini menyelidiki pelaksanaan pembelajaran Bahasa Inggris di Taman Kanak-kanak dalam bentuk penelitian kualitatif. Tujuan penelitian ini adalah untuk mendeskripsikan pelaksanaan pembelajaran Bahasa Inggris di kelas
B di TK NEGERI PEMBINA Manahan Surakarta pada tahun akademik 2011/2012 dalam 6 aspek meliputi tujuan pembelajaran, silabus pembelajaran, tipe kegiatan pembelajaran, peran guru, peran siswa dan peran materi ajar dan juga untuk mengidentifikasi keefeektifan pelaksanaannya.
Penelitian ini diadakan di TK NEGERI PEMBINA Manahan Surakarta dari September sampai Oktober 2011. Sumber datanya adalah peristiwa, informan, dan dokumen. Data dikumpulkan dari observasi, wawancara dan analisis dokumen. Dalam menganalisis data, penulis menggunakan model analisis jalinan, mencakup reduksi data, penyajian data dan penarikan kesimpulan.
Hasil dari penelitian menunjukkan bahwa: (1) tujuan pembelajaran Bahasa Inggris adalah untuk mengenalkan Bahasa Inggris kepada anak dan untuk melatih anak untuk dapat berkomunikasi dengan Bahasa Inggris. Selain itu mereka mampu membuat percakapan sederhana dengan Bahasa Inggris, (2) silabus yang dipakai dalam pembelajaran Bahasa Inggris disusun oleh guru dengan persetujuan dari Kementrian Pendidikan dan Kebudayaan, (3) tipe kegiatan pembelajaran Bahasa Inggris terdiri dari berbagai macam kegiatan, (4) peran guru adalah sebagai sumber dan pengembang materi ajar, motivator, konselor, penyedia saran untuk siswa, demonstran penggunaan bahasa yang tepat, pemantau pembelajaran siswa dan fasilitator, penganalisis kebutuhan siswa, pengatur dan pengontrol perilaku siswa, (5) peran siswa adalah sebagai bagian dari sebuah kelompok dan belajar dari interaksi di kelompok tersebut, membantu siswa lain yang kesulitan dan belajar dari sekitarnya termasuk teman, guru, dan lingkungan, (6) peran materi ajar adalah sebagai sumber proses belajar, sumber kegiatan dan interaksi, sumber referensi tata bahasa, kosakata, dan pelafalan, dan sumber rangsangan dan ide untuk kegiatan kelas. Berdasarkan hasil penelitian, penulis menyimpulkan bahwa pelaksanaan pembelajaran Bahasa Inggris di kelas
B di TK NEGERI PEMBINA Manahan Surakarta pada tahun akademik 2011/2012 adalah efektif. Oleh karena itu, disarankan bahwa (1) pemerintah memberi ketentuan pedoman materi ajar yang sesuai untuk diaplikasikan di pendidikan pra-sekolah, (2) sekolah mengatur ulang alokasi waktu pelajaran Bahasa Inggris, (3) guru Bahasa Inggris memperkaya dirinya dengan berbagai media dan teknik dan juga mendorong siswa dengan motivasi dan kecerdasan rendah, (4) wali kelas membantu guru Bahasa Inggris dalam memantau perilaku siswa dan mangatur kondisi kelas selama pelajaran Bahasa Inggris.
Life is about Learning, Moving, Upgrading, and Smiling
This Thesis is dedicated to:
My Self My Family My Inspiration
Thanks to God for His blessing and mercy so that the writer can finish her thesis as a partial fulfillment of the requirements for getting undergraduate degree of education in English. Obviously, the writer also wishes to thank:
1. The Dean of Teacher Training and Education Faculty of Sebelas Maret
who has given permission to the writer to write the thesis.
2. The Head of English Department who has given permission to the writer
to write the thesis.
3. Prof. Dr. Joko Nurkamto, M.Pd., the first consultant, who has been
willing to give guidance and advice in accomplishing this thesis.
4. Teguh Sarosa, S.S., M.Hum., the second consultant, for his guidance,
and suggestion, during the process of accomplishing this thesis.
5. Ari Yudani, M.Pd., the headmaster of TK Negeri Pembina Manahan
Surakarta, all teachers and staff who help her dealing with the research.
6. Her beloved family, for a never ending support and love for the writer.
7. Everyone who inspires, motivates, supports and helps the writer.
The writer realizes that this thesis is not perfect. Therefore, she gratefully accepts every suggestions, and comment from those who concern to this thesis. Hopefully, this thesis will be able to be useful for the readers especially for those who are interested in the similar study.
Surakarta, December 5, 2011
Ani Purwanti
1. Appendix I : Interview Protocol ......................................................... 92
2. Appendix II : Field Note of Interview ................................................. 103
3. Appendix III : Field Note of Observation ............................................. 136
4. Appendix IV : Field Note of Document Analysis................................. 178
5. Appendix V : Documents .................................................................... 185
6. Appendix VI : Pictures of Observation ................................................. 196
7. Appendix VII : Song Lyrics ................................................................... 203
8. Appendix VIII : Letters of Permission .................................................... 208
1. Table 2.1 Cognitive Development of Children ...........................................
26
2. Table 2.2 Motor Skill Development of Children ........................................
27
3. Table 2.3 Language Development of Children ...........................................
29
4. Table 2.4 Language Development of Young Learners ...............................
30
5. Table 3.1 The Schedule of the Research .....................................................
40
6. Table 3.2 The Schedule of the Observation ................................................
42
LIST OF FIGURES
1. Figure 3. 1 Data Triangulation ....................................................................
45
2. Figure 3. 2 Methodological Triangulation ..................................................
45
CHAPTER I INTRODUCTION
A. The Background of the Study
Language is a means of communication. In all over the world, it is used as a tool of communication among people in their daily interaction. It is used for many purposes; to dispense information, give commands, express emotional feelings and responses, create social conversing, and do the other communicative functions.
In daily life, people use language in every time and everywhere they stand. Moreover, people in the world determine one language as an international language in order to make the communication among countries easier. Nowadays, English has been considered as an international language. Many people around the world speak English. English serves for many people as a bridge into the worlds of higher education, science, international trade, politics, and also tourism. It is the reason why English is one of important things should be learnt because by learning English someone will have an opportunity to take a part in many aspects and many parts of the world.
Realizing the importance of English, many countries in the world determine English as one of the subjects in their citizen’s education. It is taught in the schools in almost every country on this earth. In Indonesia, English is considered as the first foreign language and taught formally from elementary school up to the university level.
At present time, in Indonesia, English has been introduced since children standing in the kindergarten though it is still categorized as pre-school education. Pasal 1 and 3, Peraturan Pemerintah Republik Indonesia, Nomor 27 Tahun 1990, Tentang Pendidikan Prasekolah , explains more about pre-school education and kindergarten as follow: At present time, in Indonesia, English has been introduced since children standing in the kindergarten though it is still categorized as pre-school education. Pasal 1 and 3, Peraturan Pemerintah Republik Indonesia, Nomor 27 Tahun 1990, Tentang Pendidikan Prasekolah , explains more about pre-school education and kindergarten as follow:
Taman Kanak-kanak adalah salah satu bentuk pendidikan prasekolah yang menyediakan program pendidikan dini bagi anak usia empat tahun sampai memasuki pendidikan dasar. (Pasal 1.2)
Pendidikan prasekolah bertujuan untuk membantu meletakkan dasar ke arah perkembangan sikap, pengetahuan, keterampilan, dan daya cipta yang diperlukan oleh anak didik dalam menyesuaikan diri dengan lingkungannya dan untuk pertumbuhan serta perkembangan selanjutnya. (Pasal 3)
From the content of regulation above, it can be concluded that the objective of kindergarten education is to prepare children to enter the formal education started from elementary school. Pre-school education included kindergarten education has an important role in children’s education life, because it can give many supplies to children in entering their next level education and also help them in facing their environment on their whole world.
As kindergarten is included as pre-school education, it is not included as formal education, so it is not obliged for people to attend this education. Its education period is one or two years. It is based on Pasal 4.5 Peraturan Pemerintah Republik Indonesia, Nomor 27 Tahun 1990, Tentang Pendidikan Prasekolah . Furthermore, Pasal 4.4 explains about the age range of kindergarten students that is about 4 to 6 years old.
The learning process in kindergarten is different from learning process in the formal education. The differences can be seen from some aspects. One of them is the system of moving-up grade; in kindergarten, there is no moving-up grade but in formal education it happens. The other difference is about the activities which are set to be fun and interesting because kindergarten students like playing. It is similar to the some experts’ statement. Brumfit, Moon and Tongue (1995: 33) said that “It is commonplace that young children learn better through play or at least can be induced to go along with teaching that is tempered by fun activities”.
possible to teach English in kindergarten because in Indonesia, language ability is one of development programs in kindergarten education. It is based on Pasal
9.1.4, Peraturan Pemerintah Republik Indonesia, Nomor 27 Tahun 1990, Tentang Pendidikan Prasekolah that declared as follows:
Isi program kegiatan belajar pendidikan di Taman Kanak-kanak meliputi pengembangan: (1) Moral Pancasila; (2) Agama; (3) Disiplin; (4) Kemampuan berbahasa; (5) Daya pikir; (6) Daya cipta; (7) Perasaan/emosi; (8) Kemampuan bermasyarakat; (9) Keterampilan; (10) Jasmani. (Pasal 9.1)
Moreover, early education level is the best time to start language learning. According to Brumfit et al (1995: vi), the importance of teaching English at primary level can be shown from some points, such as : (1) the need to expose children from an early age to an understanding of foreign cultures so that they grow up tolerant and sympathetic to others; (2) the need to link communication to the understanding of new concepts; (3) the need for maximum learning time for important languages – the earlier you start the more time you get; (4) the advantage of starting with early second language instruction so that later the language can be used as a medium of teaching (surveyed by Singleton, 1989: 242-5).
Seeing that phenomenon, the writer wants to know the learning process in kindergarten farther, especially on its English language teaching. The writer thinks that English language teaching in the elementary, junior and senior high school is common thing which is taught formally, but English language teaching in kindergarten is different because it is set to be fun and interesting. Farther, the writer wants to know how English is implemented in kindergarten shown from some aspects, such as: its objective, its syllabus, its types of learning activities, its teacher’s role, its learner’s role and its role of teaching material and to identify whether the implementation of English language teaching is effective or not.
From the reason above, the writer wants to conduct a research about the implementation of English language teaching in kindergarten. The writer chooses From the reason above, the writer wants to conduct a research about the implementation of English language teaching in kindergarten. The writer chooses
In TK NEGERI PEMBINA Manahan Surakarta, English is taught as one of subject lessons on both of grades; A class and B class. Actually, it is categorized as extracurricular lesson or program of children development, but it is conducted as curricular lesson which has a process of teaching and learning in the classroom and also syllabus as reference to conduct all activities in the classroom. In conducting her research, the writer only focuses on the B class because learning process in B class has been dominated by studying lessons whereas the learning process in A class is still full of games and playing activities. The age of B class students is about five to six years old; therefore, they can be classified as young learners. It is appropriate with Phillips’ theory (1993: 5) that defined young learners as children from the first year of formal schooling (five or six years old) to eleven or twelve years of age.
A research about the implementation of English language teaching has
been done before at different level education by different writer. The research was conducted by Dyah Ayu Puspitasari at SDN Kayen V Pati in the academic year of 2006/2007. She discussed about the implementation of English language teaching in Elementary school covering six points; they are objective of the teaching, syllabus of the teaching, types of learning activities, teacher’s roles, learner’s roles, and the role of teaching material. According to the result of the research, it is known that the objective of the English language teaching in Elementary school is to prepare the students to continue their education at Junior High School; teacher did not write the syllabus to be implemented in the class, he taught the students only by using the blue print of final test (Kisi-kisi UAS SD/MI) which been done before at different level education by different writer. The research was conducted by Dyah Ayu Puspitasari at SDN Kayen V Pati in the academic year of 2006/2007. She discussed about the implementation of English language teaching in Elementary school covering six points; they are objective of the teaching, syllabus of the teaching, types of learning activities, teacher’s roles, learner’s roles, and the role of teaching material. According to the result of the research, it is known that the objective of the English language teaching in Elementary school is to prepare the students to continue their education at Junior High School; teacher did not write the syllabus to be implemented in the class, he taught the students only by using the blue print of final test (Kisi-kisi UAS SD/MI) which
Different from it, the writer wants to conduct a research about the implementation of English language teaching in other level that is pre-school education. The writer wants to know how English is taught in pre-school education especially in kindergarten. So, the writer conducts her research entitled “The Implementation of English Language Teaching in Kindergarten (A
Naturalistic Study at B Class of TK NEGERI PEMBINA Manahan
Surakarta in the Academic Year of 2011/2012)”.
B. Formulation of the Problem
Based on the background of the study above, the problem of the research is formulated as follow:
1. How is the implementation of English language teaching at B class of TK NEGERI PEMBINA Manahan Surakarta in the academic year of 2011/2012?” The implementation of English language teaching will be described in six aspects, they are:
a. The objective of the teaching
b. The syllabus of the teaching
c. The types of teaching and learning activities
d. The teacher’s roles
e. The learner’s roles
f. The roles of teaching material
2. How effective is the implementation of English language teaching at B class of TK NEGERI PEMBINA Manahan Surakarta in the academic year of 2011/2012?
The objectives of the study are:
1. To describe the implementation of English language teaching at B class of TK NEGERI PEMBINA Manahan Surakarta in the academic year of 2011/2012 in six aspects, involving:
a. The objective of the teaching
b. The syllabus of the teaching
c. The types of teaching and learning activities
d. The teacher’s roles
e. The learner’s roles
f. The roles of teaching material
2. To identify the effectiveness of English language teaching implementation at B class of TK NEGERI PEMBINA Manahan Surakarta in the academic year of 2011/2012.
D. The Benefit of the Study
Hopefully, this research can give some benefits, they are:
1. For the teacher and school This research can be used as a tool to determine whether the implementation of English language teaching at B class of TK NEGERI PEMBINA Manahan Surakarta in the academic year of 2011/2012 is effective or not. It also can give input and suggestion to improve the implementation of English language teaching in that school to be better in the future.
2. For other researcher who wants to take a similar research This research can give input and opinion to analyze the process of implementation of English language teaching in kindergarten.
CHAPTER II THEORETICAL REVIEW
A. The Nature of English Language Teaching
1. The Meaning of English Language Learning
There are some definitions of language learning from some experts. According to Linse (2005: 12), the term language learning is often used to describe the more formal approach to language instruction. Language learning usually refers to the language instruction that takes place in a classroom. Meanwhile, Skinner in Widdowson (1990: 11) defined language learning as essentially a matter of behaviour being shaped by stimulus control provided theoretical warrant for an approach to language teaching which focused on habit formation.
Based on the definitions above, it can be concluded that language learning is a set of language instruction and behaviour being shaped by stimulus control that support the language teaching in a classroom. Therefore, English language learning can be defined as a set of English language instruction and behaviour being shaped by stimulus control that support the English language teaching in classroom. It means that English language learning focuses in the process how learners learn English in the classroom.
There are some language learning strategies stated by Oxford in Nunan (1999: 172) as follows:
a. Contribute to the main goal, communicative competence
b. Allows learners to become more self-directed
c. Expand the role of teachers
d. Are problem-oriented
e. Are specific actions taken by the learner
f. Involve many actions taken by the learner, not just the cognitive f. Involve many actions taken by the learner, not just the cognitive
Furthermore, Tomlinson (1998: 4) divided language learning into 2 terms, they are: explicit (example: the learners are aware of when and what they are learning) and implicit (example: the learners are not aware of when and what they are learning). From the theory, it is clear that language learning tends to focus in the learners’ role in the classroom. According to Johnson and Paulson in Richards and Rogers (1986: 23), the roles of learner in an individualized approach to language learning can be explained in the following terms:
a. Learners plan their own learning program and thus ultimately assume responsibility for what they do in the classroom
b. Learners monitor and evaluate their own progress
c. Learners are members of a group and learn by interacting with others
d. Learners tutor other learners
e. Learners learn from the teacher, from other students, and from other teaching sources
Rubin and Thompson on Nunan (1999: 58) also stated some characteristics of the good language learner including:
a. Find their own way
b. Organize information about language
c. Are creative and experiment with language
d. Make their own opportunities, and fins strategies for getting practice in using the language inside and outside the classroom
e. Learn to live with uncertainty and develop strategies for making sense of the target language without wanting to understand every word e. Learn to live with uncertainty and develop strategies for making sense of the target language without wanting to understand every word
g. Make errors work
h. Use linguistics knowledge including knowledge of their first language in mastering a second language
i. Let the context (extra linguistic knowledge and knowledge of the world) help them in comprehension j. Learn to make intelligent guesses k. Learn chunks of language as whole and formalized routines to help them
perform ‘beyond their competence’ l. Learn production techniques (e.g., techniques for keeping conversation going) m. Learn different styles of speech and writing and learn to vary their language according to the formality of the situation
Finally, it can be concluded that language learning process covers many things happened in learners when they are learn language. Meanwhile language learning strategies guide how the process of language learning should be. Both of language learning strategies and the implementation of learners’ role will support the quality of language learning in the classroom.
2. The Meaning of English Language Teaching
There are some definitions of English language teaching from some experts. Widdowson (1990: 7) defined language teaching as a principled problem- solving activity: a kind of operational research which works out solutions to its own local problems. Whereas, Stern (1983: 21) stated that language teaching can
be defined as the activities which are intended to bring about language learning.
Based on both theories, it can be concluded that language teaching is set of principled activities to solve the language problems happened in language learning process. Finally, English language teaching can be defined as a set of
English. In contrast to language learning which focuses in learners’ role, language teaching tends to focus in everything that teacher do in bringing language learning to the learners. Brown (1995: 186-187) mentioned some of roles that teacher may assume in the classroom, such as:
a. Needs analyst
b. Provider of students input
c. Motivator
d. Organizer and controller of students behaviour
e. Demonstrator of accurate language production
f. Materials developer
g. Monitor of students’ learning
h. Counsellor and friend
Meanwhile, Brown (2001: 167-168) stated that teacher has to do some roles in the classroom. They are:
a. Teacher as controller In the classroom, teacher acts as a master controller. Master controller determines what students do, what they should speak, and what language forms they should use.
b. Teacher as director Sometimes teacher is like conductor of an orchestra or director of drama. As students engage either rehearsed or spontaneous language performance, it is teacher’s job to keep the process flowing smoothly and efficiently.
c. Teacher as manager The role of teacher as a manager covers some functions, such as: planning lesson, modules and course; structuring the larger, longer segments of classroom time; allowing each individual player to be creative within those parameters.
A facilitator capitalizes on the principle of intrinsic motivation by allowing students to discover language through using it pragmatically, rather than by telling them about language.
e. Teacher as resource The implication of the resource role is that the students take the initiative to come to teacher. Teacher is available for advice and counsel when the students seek it.
A teacher who does her roles well can be classified as a good teacher
because she has done what being her duty. But Allen in Brown (2001: 429) formulated other characteristics to determine what kind of good language teacher. Those characteristics are:
a. Competent preparation leading to a degree in TESL
b. A love of the English language
c. Critical thinking
d. The persistent urge to upgrade oneself
e. Self-subordination
f. Readiness to go the extra mile
g. Cultural adaptability
h. Professional citizenship i.
A feeling of excitement about one’s work
As a teacher should be a resource to her/his students, teacher has to prepare the teaching material to do the language teaching in the classroom. Even
a teacher can develop the material by her creativity to make it interesting to be taught in the class, but it can’t overleap its roles. Cunningsworth in Richards (2001: 251) mentioned some roles of material that can be explained as follows:
a. A resource for presentation materials
b. A source of activities for learner practice and communicative interaction b. A source of activities for learner practice and communicative interaction
d. A source of stimulation and ideas for classroom activities
e. A syllabus
f. A support for less experienced teachers
Furthermore, Tomlinson in Richards (2001: 263) also added some characteristics of good language teaching materials such as:
a. Materials should achieve impact
b. Materials should help learners feel at ease
c. Materials should help learners to develop confidence
d. What is being taught should be perceived by learners as relevant and useful
e. Materials should require and facilitate learner self-investment
f. Learners must be ready to acquire the points being taught
g. Materials should expose the learners to language in authentic use
h. The learners’ attention should be drawn to linguistic features of the input
i. Materials should provide the learners with opportunities to achieve communicative purpose j. Materials should take into account that positive effects of instruction are usually delayed k. Materials should take into account that the learners have different learning styles l. Materials should take into account that learners differ in affective attitudes m. Materials should permit a silent period at the beginning of instruction n. Materials should maximize learning potential o. Materials should not rely too much on controlled practice p. Materials should provide opportunities for outcome feedback
From the explanation above, it has been explained clearly that language teaching covers all activities which work around teaching process in order to solve
material to be useful for their learners. Moreover, teacher has many roles in the classroom. They don’t only share the knowledge to their learners but also do other roles like being motivator, organizer, controller, material developer, counsellor, etc. They have to act their roles well in the language teaching process, because it will give a big contribution to reach the goal of the language teaching. As a teacher, they also have to transfer the material well and make sure that those materials can be a source of activities, a resource for presentation materials, a reference source in learning grammar, vocabulary, and pronunciation, a source of stimulation and ideas for classroom activities, a syllabus and also a support for less experienced teachers.
3. The Purpose of English Language Teaching
Goal/purpose is a target or result expected by people when they do something. Like the other cases, English language teaching also has a purpose. There are some explanations to know what the real goal/purpose of English language teaching is. But firstly, it is important to know what the goal of teaching in general is. According to Arends (1998: 12), the ultimate purpose of teaching is to assist students to become independent and self-regulated learners. This primary purpose stems from two underlying assumptions. One is the contemporary view that knowledge is not entirely fixed and transmittable but is something that all individuals, students and adults alike, actively construct through personal experience. The second is the perspective that the most important thing that students should learn is how to learn.
Farther, Edge (1993: 17) stated that communication is the goal of language teaching. He also stated that people usually learn English because some reason, in some way, they want to be able to communicate in English. Moreover, Littlewood and Richards give the statement about what the goal of foreign language teaching is. Littlewood (1981: 1) said that the goal of foreign language teaching is communicative ability. Whereas Richards and Rogers (1986: 3) stated Farther, Edge (1993: 17) stated that communication is the goal of language teaching. He also stated that people usually learn English because some reason, in some way, they want to be able to communicate in English. Moreover, Littlewood and Richards give the statement about what the goal of foreign language teaching is. Littlewood (1981: 1) said that the goal of foreign language teaching is communicative ability. Whereas Richards and Rogers (1986: 3) stated
4. Approaches and Methods in English Language Teaching
There are some approaches and methods that can be used in English language teaching. Brown (2001: 34-35) mentioned some approaches and methods that can be used, they are: Audiolingual, Total Physical Response, the Silent Way, Community Language Learning, the Natural Approach, Suggestopedia, and Communicative Language Teaching.
a. Audiolingual Theory of language : Language is a system of rule-governed structures
hierarchically arranged.
Theory of learning : Habit formation; skills are learned more effectively if oral proceeds written; analogy, not analysis. Objective
: Control of structures of sound, form, and order, mastery over symbols of the language; goal: native-speaker mastery.
Syllabus : Graded syllabus of phonology, morphology, and syntax. Contrastive analysis.
Activity types : Dialogues and drills, repetition and memorization, pattern practice.
Learner role : Organisms that can be directed by skilled training techniques to produce correct responses.
model, controls direction and pace.
Roles of material : Primarily teacher-oriented. Tapes and visuals, language
lab often used.
b. Total Physical Response Theory of language : Basically a structuralist grammar-based view of
language.
Theory of learning : L2 learning is the same as L1 learning; comprehension before production, is ‘imprinted’ through carrying out commands right-brain functioning); reduction of stress.
Objective : Teach oral proficiency to produce learners who can communicate unhibitedly and intelligibly with native speakers.
Syllabus : Sentence-based syllabus with grammatical and lexical criteria being primary; but focus on meaning not form.
Activity types : Imperative drills to elicit physical actions. Learner role
: Listener and performer, little influence over the content of learning.
Teacher role : Active and direct role; the director of a stage play with students as actors.
Roles of material : No basic text; materials and media have an important role later. Initially voice, action, and gestures are sufficient.
c. The Silent Way Theory of language : Each language is composed of elements that give it a unique rhythm and spirit. Functional vocabulary and core structure is a key to the spirit of the language.
Theory of learning : Processes of learning a second language are fundamentally different from l1 learning. L2 learning is an intellectual, cognitive process.
then active trial.
Objective : Near-active fluency, correct pronunciation, basic practical knowledge of the grammar of the l2. Learners learn how to learn a language.
Syllabus : Basically structural lessons planned around grammatical items and related vocabulary. Items are introduced according to their grammatical complexity.
Activity types : Learner responses to commands, question, and visual cues. Activities encourage and shape oral responses without grammatical explanation or modelling by teacher.
Learner role : Learning is a process of personal growth. Learners are responsible for their own learning and must develop independence, autonomy, and responsibility.
Teacher role : Teachers must (a) teach (b) test (c) get out of the way. Remain impassive. Resist temptation to model, remodel, assist, direct, exhort.
Roles of material : Unique materials: colored rods, colour-coded
pronunciation and vocabulary charts.
d. Community Language Learning Theory of language : Language is more than a system for communication. It
culture, educational, developmental communicative processes. Theory of learning : Learning involves the whole person. It is a social process of growth from childlike dependence to self-direction and independence.
Objective : No specific objectives. Near-native mastery is the goal. Syllabus
: No set syllabus. Course progression is topic-based; learner provides the topics. Syllabus emerges from learners’ intention and the teacher’s reformulations.
Translation, group work, recording, transcription, reflection and observation, listening, free conversation.
Learner role : Learners are members of a community. Learning is not viewed as an individual accomplishment, but something that is achieved collaboratively.
Teacher role : Counselling / parental analogy. Teacher provides a safe environment in which students can learn and grow.
Roles of material : No textbook, which would inhibit growth. Materials are
developed as course progresses.
e. The Natural Approach Theory of language : The essence of language is meaning. Vocabulary, not
grammar, is the heart of language.
Theory of learning : There are two ways of L2 language development: acquisition (a natural subconscious process) and learning (a conscious process). Learning cannot lead to acquisition.
Objective : Designed to give beginners and intermediate learners basic communicative skills. Four broad areas: basic personal communicative skills (oral/written); academic learning skills (oral/written).
Syllabus : Based on selection of communicative activities and topics derived from learner needs.
Activity types : Activities allowing comprehensible input, about things in the here-and-now. Focus on meaning not form.
Learner role : Should not try to learn language in the usual sense, but should try to lose themselves in activities involving meaningful communication.
Teacher role : The teacher is primary source of comprehensible input. Must create a low-anxiety climate. Must choose an orchestrate a rich mixture of classroom activities.
Primary aims are to promote comprehension and communication.
f. Suggestopedia Theory of language : Rather conventional, although memorization of whole
meaningful texts is recommended.
Theory of learning : Learning occurs through suggestion, when learners are in deeply relaxed state. Baroque music is used to induce this state.
Objective : To deliver advanced conversational competence quickly. Learners are required to master prodigious lists of vocabulary pairs, although the goal is understanding not memorization.
Syllabus : Ten unit courses consisting of 1.200-word dialogues graded by vocabulary and grammar.
Activity types : Initiatives, question and answer, role-play, listening exercises under deep relaxation.
Learner role : Must maintain a passive state and allow the materials to work on them (rather than vice versa).
Teacher role : To create situations in which the learner is most suggestible and present material in a way most likely to encourage positive reception and retention. Must exude authority and confidence.
Roles of material : Consists of texts, tapes, classroom fixtures, and music. Texts should have force, literary quality, and interesting characters.
g. Communicative Language Teaching Theory of language : Language is a system for the expression of meaning; primary function-interaction and communication.
meaningful tasks; and using language which is meaningful to the learner promote learning.
Objective : Objectives will reflect the needs of the learner; they will include functional skills as well as linguistics objectives.
Syllabus : Will include some/all of the following: structures, functions, notions, themes, tasks. Ordering will be guided by learner needs.
Activity types : Engage learners in communication; involve processes such as information sharing, negotiation of meaning, and interaction.
Learner role : Learner as negotiator, interactor, giving as well as taking. Teacher role
: Facilitator of the communication process, participants’ tasks, and texts; needs analyst, counselor, and process manager.
Roles of material : Primary role in promoting communicative language use;
task-based materials; authentic.
Audiolingual, Total Physical Response, The Silent Way, Community Language Learning, The Natural Approach, Suggestopedia, and Communicative Language Teaching are some approaches and methods that can be used by teacher in teaching language in the class. Those approaches and methods can help teacher in transferring the material better. Each approach or method has a characteristic. Teacher can choose the correct approach or method which suitable with the material they want to teach.
5. Characteristics of English Language Teaching
Not all teaching process always becomes a good in quality. Many factors can be used to determine it. According to Williams and Burden (1997: 48) there are ten categories which were identified as representing elements of good Not all teaching process always becomes a good in quality. Many factors can be used to determine it. According to Williams and Burden (1997: 48) there are ten categories which were identified as representing elements of good
b. Retaining control, in the classroom
c. Presenting work in an interesting and motivating way
d. Providing conditions so pupils understand the work
e. Making clear what pupils are to do and achieve
f. Judging what can be expected of a pupil
g. Helping pupils with difficulties
h. Encouraging pupils to raise their expectations of themselves
i. Developing personal, mature relationships with pupils j. Demonstrating personal talents or knowledge
Similar with them, Brown (1995: 191-192) also mentioned three categories to describe good teaching including:
a. Consistent instruction The result of learning process in a program should be consistent over time and between sections of the same course.
b. Relevant instruction The relevancy of a program’s instruction can be defined as the degree to which a program delivers what it claims to be offering, as well as the degree to which what it is producing reflects sound language teaching practice.
c. Efficient instruction In the real world, language program do not have unlimited time or resources, so efficiency must be considered an important characteristic of teaching.
Furthermore, Williams, Burden and Elliott also mentioned some characteristics of effective teaching. According to Williams and Burden (1997: 47), there are nine key factors contributing to effective teaching as follows:
a. Clarity of presentation a. Clarity of presentation
e. Opportunity to learn criterion material
f. Acknowledgement and stimulation of students ideas
g. (lack of) critism
h. Use of structuring comments at the beginning and during lessons
i. Guiding of students answers
Then, Elliott et al (2000: 572-575) given eleven big ideas in effective teaching that draws how teacher-students interactions in the classroom should be.
a. Teachers communicate clear and high expectations for students learning
b. Standards for classroom behavior are explicitly communicated
c. Classroom routines are smooth and efficient
d. Students are carefully oriented to lessons
e. Instruction is clear and developmentally appropriate
f. Instructional groups are based on instructional needs of students
g. Learning progress is monitored frequently
h. Teachers review and reteach when necessary
i. Learning time must be increased j. Personal interactions between teachers and students are positive k. Incentives and rewards are used to promote excellence
Among Williams, Burden, Brown and Elliott mentioned some factors contributing to good and effective teaching. From those theories, it can be known how the teaching should be done in the class. A good and an effective teaching will be reached when all teaching components work well together. Among the condition of classroom, learner, teacher, learning time, interaction in the classroom, activities happened in the teaching process have to support one to another. Furthermore, the program should be consistent, relevant, and efficient. If all components work well, the good and effective teaching will be reached
B. Young Learners
1. The Meaning of Young Learners
According to Phillips (1993: 5), young learners means children from the first year of formal schooling (five or six years old) to eleven or twelve years of age. In line with Phillips, Scott and Ytreberg (1990: 1) also defined young learners as pupils that are between five to ten or eleven years old. But they divided the classification of characteristics of young learners into two age range that are five to seven and eight to ten years old. Based on those explanations, it can be concluded that young learners is defined as children in the age between five to twelve years old.
2. Characteristics of Young Learners
According to Halliwell (1992: 3), there are some characteristics of children which can be accepted as the representation of young learners. She stated that:
a. Children are already very good at interpreting meaning without necessarily understanding the individual words
b. Children already have great skill in using limited language creatively
c. Children frequently learn indirectly rather than directly
d. Children take great pleasure in finding and creating fun in what they do: have a ready imagination and above all take great delight in talking
In line with Halliwell, Brumfit et al (1995: v) also stated some characteristics of young learners, they are:
a. Young learners are only just beginning their schooling, so those teachers have major opportunity to mould their expectations of life in school.