SPEAKING ACTIVITIES IN YOUNG LEARNERS CLASSROOM: THE IMPLEMENTATION OF PROJECT-BASED LEARNING APPROACH.
Susi Fitria, 2013
SPEAKING ACTIVITIES IN YOUNG LEARNERS CLASSROOM: THE IMPLEMENTATION OF PROJECT-BASED LEARNING APPROACH
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
SPEAKING ACTIVITIES IN YOUNG LEARNERS
CLASSROOM: THE IMPLEMENTATION OF
PROJECT-BASED LEARNING APPROACH
(A Case Study in One Private Elementary School in Bandung)
A Research Paper
Submitted to the English Education Department of FPBS UPI as a Partial Fulfillment of Requirements for Sarjana Pendidikan Degree
BY: SUSI FITRIA
0807334
ENGLISH EDUCATION DEPARTMENT
FACULTY OF LANGUAGE AND FINE ARTS EDUCATION INDONESIA UNIVERSITY OF EDUCATION
BANDUNG 2013
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Susi Fitria, 2013
SPEAKING ACTIVITIES IN YOUNG LEARNERS CLASSROOM: THE IMPLEMENTATION OF PROJECT-BASED LEARNING APPROACH
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
Speaking Activities in Young
Learners Classroom:
The Implementation of
Project-Based Learning Approach
Oleh Susi Fitria
Sebuah skripsi yang diajukan untuk memenuhi salah satu syarat memperoleh gelar Sarjana pada Fakultas Pendidikan Bahasa Inggris
© Susi Fitria 2013
Universitas Pendidikan Indonesia Januari 2013
Hak Cipta dilindungi undang-undang.
Skripsi ini tidak boleh diperbanyak seluruhya atau sebagian, dengan dicetak ulang, difoto kopi, atau cara lainnya tanpa ijin dari penulis.
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Susi Fitria, 2013
SPEAKING ACTIVITIES IN YOUNG LEARNERS CLASSROOM: THE IMPLEMENTATION OF PROJECT-BASED LEARNING APPROACH
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
PAGE OF APPROVAL
SPEAKING ACTIVITIES IN YOUNG LEARNERS CLASSROOM: THE IMPLEMENTATION OF PROJECT-BASED LEARNING APPROACH
(A Case Study Research in a Private Elementary School in Bandung)
A Research Paper
By Susi Fitria
0807334
Approved by:
Main Supervisor, Co-Supervisor,
Dra. Sri Setyarini, M.A., Ling. Ika Lestari Damayanti, S.Pd., M.A. NIP. 196312291990022001 NIP. 197709192001122001
Head of English Education Department Faculty of Language and Arts Education
Indonesia University of Education
Prof. Dr. Didi Suherdi, M.Ed. NIP. 196211011987121001
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Susi Fitria, 2013
SPEAKING ACTIVITIES IN YOUNG LEARNERS CLASSROOM: THE IMPLEMENTATION OF PROJECT-BASED LEARNING APPROACH
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu ABSTRACT
This research paper entitled “Speaking Activities in Young Learners Classroom: The Implementation of Project Based Learning Approach” aims at investigating the variety of speaking activities conducted by an English teacher of a private elementary school and the teacher’s purposes in conducting the activities. The data were taken from observations, structured interviews, and documents examination. To analyze the data, Brown’s (2004) six categories of classroom speaking performances were used. The findings reveal that there were 11 kinds of speaking activities conducted by the teacher within 5 weeks, namely: drilling, directed response, sentence/dialogue completion, picture-cued, translation (of limited stretches of discourse), question and answer, discussion, games, oral presentation, retelling a story, and singing a song. Meanwhile, 12 purposes were stated by the teacher in conducting the activities which were categorized based on two main speaking aspects, namely fluency and accuracy. Regarding to fluency, the teacher conducted the activities to give guideline to talk and to accustom students to interact and communicate with others. Dealing with accuracy, the teacher applied the activities to teach students pronunciation and vocabulary.
Keywords: young learners, elementary school, speaking activities,
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Susi Fitria, 2013
SPEAKING ACTIVITIES IN YOUNG LEARNERS CLASSROOM: THE IMPLEMENTATION OF PROJECT-BASED LEARNING APPROACH
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu ABSTRACT
Skripsi yang berjudul “Kegiatan Berbicara di Kelas Pembelajar Anak-Anak: Penerapan dari Pendekatan Pembelajaran Berbasis Proyek” bertujuan untuk meneliti jenis-jenis kegiatan berbicara yang digunakan oleh seorang guru Bahasa Inggris yang mengajar di salah-satu sekolah dasar swasta, beserta dengan alasan guru tersebut dalam menggunakannya. Data penelitian ini diperoleh dari hasil wawancara, observasi, dan penilaian dokumen guru yang bersangkutan. Data kemudian diolah menggunakan teori classroom speaking performance Brown (2004). Hasil penelitian menunjukkan bahwa ada 11 jenis kegiatan berbicara yang digunakan oleh guru selama 5 minggu penelitian, yaitu: latihan, respon langsung, melengkapi kalimat/dialog, isyarat gambar, menerjemahkan (dalam wacana pendek), tanya jawab, diskusi, permainan, presentasi lisan, menceritakan kembali cerita, dan bernyanyi. Sementara itu, ada 12 tujuan mengapa guru menggunakan ke-11 kegiatan berbicara tersebut. Alasan-alasan itu kemudian dikelompokan berdasarkan kedua aspek berbicara yang utama, yaitu kefasihan dan ketepatan. Sehubungan dengan aspek kefasihan, guru menggunakan beberapa kegiatan berbicara tersebut untuk memberi arahan kepada siswa dalam berbicara dan membiasakan siswa untuk berinteraksi serta berkomunikasi dengan orang lain. Sementara itu, tujuan yang berkaitan dengan aspek ketepatan adalah untuk mengajarkan siswa pelafalan dan kosa kata.
Kata Kunci: pembelajar anak-anak, sekolah dasar, kegiatan berbicara, project-based learning approach, tujuan guru.
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Susi Fitria, 2013
SPEAKING ACTIVITIES IN YOUNG LEARNERS CLASSROOM: THE IMPLEMENTATION OF PROJECT-BASED LEARNING APPROACH
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu TABLE OF CONTENT
ACKNOWLEDGEMENT ... i
ABSTRACT ... iii
TABLE OF CONTENT ... iv
LIST OF TABLES ... vii
LIST OF APPENDICES………....viii
CHAPTER I INTRODUCTION 1.1 Background ... 1
1.2 Research Questions ... 4
1.3 Aims of the Research ... 4
1.4 Scope of the Study ... 5
1.5 Significance of the Research ... 5
1.6 Research Methodology ... 6
1.6.1 Research Design ... 6
1.6.2 Data Collection ... 6
1.6.3 Data Analysis ... 6
1.7 Clarification of Related Terms ... 7
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Susi Fitria, 2013
SPEAKING ACTIVITIES IN YOUNG LEARNERS CLASSROOM: THE IMPLEMENTATION OF PROJECT-BASED LEARNING APPROACH
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu CHAPTER II THEORITICAL FOUNDATION
2.1 Teaching Speaking ... 10
2.2 Young Learners’ Characteristics ... 14
2.3 Speaking Activities for Young Learners ... 20
2.4 Project Based-Learning ... 33
2.5 Concluding Remark ... 37
CHAPTER III RESEARCH METHODOLOGY 3.1 Research Design ... 38
3.2 Site and Respondent ... 39
3.3 Data Collection... 40
3.3.1 Observations ... 40
3.3.2 Interviews ... 43
3.3.3 Document Analysis ... 46
3.4 Data Analysis ... 46
3.6 Concluding Remark ... 49
CHAPTER IV FINDINGS AND DISCUSSION 4.1 Speaking Activities Conducted by the Teacher in the Classroom ... 50
4.2 The Teacher’s Purposes in Conducting the Speaking Activities ... 79
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SPEAKING ACTIVITIES IN YOUNG LEARNERS CLASSROOM: THE IMPLEMENTATION OF PROJECT-BASED LEARNING APPROACH
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
4.2.2 The teacher’s Purposes Focusing on Accuracy ... 93 4.2.3 The teacher’s Purposes Focusing on Fluency and Accuracy ... 94 4.2 Concluding Remark ... 96
CHAPTER V CONCLUSIONS AND SUGGESTIONS
5.1 Conclusions ... 97 5.2 Suggestions ... 99 5.3 Concluding Remark ... 100
REFERENCES APPENDICES
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Susi Fitria, 2013
SPEAKING ACTIVITIES IN YOUNG LEARNERS CLASSROOM: THE IMPLEMENTATION OF PROJECT-BASED LEARNING APPROACH
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu LIST OF TABLES
Table 3.1 Observation Schedule ... 42
Table 3.2 Field Notes Format... 42
Table 3.3 Observation Checklist: Speaking Activities Conducted by Teacher .... 44
Table 3.4 Interview Guidelines ... 45
Table 4.1 Result of Speaking Activities Conducted by Teacher ... 51
Table 4.2 Result of Teacher’s Purposes in Conducting Each Activity ... 80
Table 4.3 Result of Teacher’s Purposes Focusing on Fluency ... 89
Table 4.4 Result of Teacher’s Purposes Focusing on Accuracy ... 91
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Susi Fitria, 2013
SPEAKING ACTIVITIES IN YOUNG LEARNERS CLASSROOM: THE IMPLEMENTATION OF PROJECT-BASED LEARNING APPROACH
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu LIST OF APPENDICES
Appendix A Result of Observation Field Notes Appendix B Result of Observation Checklist Appendix C The Observation Transcription Appendix D The Interview Transcription Appendix E The Interview Findings Appendix F The Teacher’s Syllabus Appendix G The Teacher’s Lesson Plan Appendix H Letters
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Susi Fitria, 2013
SPEAKING ACTIVITIES IN YOUNG LEARNERS CLASSROOM: THE IMPLEMENTATION OF PROJECT-BASED LEARNING APPROACH
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
CHAPTER I INTRODUCTION
This chapter gives a brief overview of the whole content of the research, including the background of the study, the research questions, the aims of the study, the scope of the research, the significance of the study, the research methodology, the clarification of related terms and the organization of the paper.
1.1Background
Young learners learn language differently from adults to some extent. First, they respond to meaning rather than to language form. It means they will learn better if the lessons focus on interaction, meaning, and fluency rather than on accuracy (Moon, 2000:5; Harmer, 2001:38). Second, children focus on here and now situation in such a way that the designed lessons should catch their immediate interest as well as students’ motivation to use the language. It can be done by providing authentic materials to make children see the benefits of learning the language for their real-life situation (Brown, 2001:88). Third, children need to have all five senses stimulated which can be accomplished by providing sensory aids and physical activity, such as role-play, games, or Total Physical Response activities (Brown, 2001:89). The forth aspect is that children have a short attention span because they cannot do the same thing for a long time unless it is interesting, fun, and lively. Thus, providing a great variety of activities
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SPEAKING ACTIVITIES IN YOUNG LEARNERS CLASSROOM: THE IMPLEMENTATION OF PROJECT-BASED LEARNING APPROACH
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is important to maintain their interest and attention alive (Harmer, 2001:38; Curtain & Dahlberg, 2010:19).
As children learn better through interaction which focuses more on spoken language, Freeman (1986:42) suggests that spoken language is more basic language to learn than the written form by children. The ability to use spoken language, such as to communicate or to transfer information has been widely considered as the indicator of the successful second or foreign language learning (Nunan, 2000:39; Kasihani, 2004:4). In this case, Saville-Troike (2006:177) has argued that successful second or foreign language learning is extremely affected by social experience: the quantity and quality of input and interaction. This view is also supported by Ellis’s (2005:7-9) principles of successful instructed second language learning that suggest extensive target language (L2) input as well as opportunity for output in the form of interaction using the L2.
On the other hand, in Indonesia, English serves as a foreign language (EFL) which functions as a curricular requirement. It is only taught at school context without any immediate practical application (Saville-Troike, 2006; Lauder, 2008). Hence, Indonesian children have limited L2 exposure outside the classroom (Damayanti, 2010:8).
Moreover, English teaching practice in many EFL classrooms does not involve enough speaking activities but merely focuses on drilling grammar knowledge and reading comprehension (Howard and Millar, 2009:3). It also happens in Indonesia, where “… the teaching of English focuses only on the grammar of English, and has not yet achieved its uses” (Hikam, 2000, as cited in
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SPEAKING ACTIVITIES IN YOUNG LEARNERS CLASSROOM: THE IMPLEMENTATION OF PROJECT-BASED LEARNING APPROACH
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Emilia, 2001:11). Thus, students learn English not to fulfill the requirement for anticipating the need of English in higher educational level or the carrier opportunity in the future but more to examination-preparation (Howard & Millar, 2009:10). In case if teachers provide students speaking activities, the students do not respond or are not willing to participate actively since there are not enough support for them to speak (Damayanti, 2010). In fact, children will be able to learn to speak English, if they have many opportunities and support to speak during the lesson (Paul 2007:76).
Concerning the issue and the importance of speaking activities mentioned above, designing appropriate lessons for children as young language learners which provide many opportunities for them to speak English is therefore needed. In this case, there is an approach called “Project-Based Learning” (PBL) which is relevant to the need. First, the project provides students authentic and meaningful learning tasks that engage and motivate them to learn. Second, the process of making the project gives spaces for students to speak during the lesson as they work collaboratively and actively with their partner. Next, the process also develops students’ knowledge and English skills (Grant, 2002; Klein, 2007; Fragoulis, 2009; Bell, 2010).
As an example, a study conducted by Gaer (1998) in an immigrant adult classroom in California found that PBL gave meaning to the learning process as well as created excitement and motivation in the classroom. It is stated that before the implementation of PBL, the students had little confidence to speak during the lesson. They were not sure that they would be able to do the project of making a
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SPEAKING ACTIVITIES IN YOUNG LEARNERS CLASSROOM: THE IMPLEMENTATION OF PROJECT-BASED LEARNING APPROACH
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story book of their local folktale to be presented to the native children. Yet, when the project was going on, they found themselves engaged with it. Finally, they were able to speak confidently in front of the native children presenting their project at the end of the lesson. Regarding the research above, this study wants to know whether the result of that study will be similar if the approach is implemented in young learners classroom.
The writer has found a private school in Bandung which attempts to implement PBL in teaching speaking to the students. This study intends to see how PBL affects the teachers’ choices in designing the speaking activities in the classroom including the purposes and the students’ responses toward those activities.
1.2Research Questions
This paper seeks to address the following questions.
1. What speaking activities are conducted by the teacher in teaching speaking to young learners through Project-Based Learning Approach? 2. What are the teacher’s purposes in conducting the activities?
1.3Aims of the Research
According to the research questions, the aims of this paper are to investigate: 1. Speaking activities conducted by the teacher in teaching speaking to
young learners through Project-Based Learning Approach. 2. The teacher’s purposes in conducting the activities.
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SPEAKING ACTIVITIES IN YOUNG LEARNERS CLASSROOM: THE IMPLEMENTATION OF PROJECT-BASED LEARNING APPROACH
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1.4Scope of the Study
This research focuses on: (1) identifying the speaking activities conducted by one private elementary school teacher in a classroom as a result of implementing PBL approach in teaching speaking to young learners; and (2) investigating the teacher’s purpose in conducing the activities.
1.5Significance of the Research
The findings of this research hopefully contribute to teaching and learning English as a foreign language to young learners, theoretically, practically, and professionally.
From theoretical view, the findings are expected to contribute to the theories of English language teaching to young learners in Indonesia and serve as a base for future studies.
As practically the findings of the research can help teacher in the classroom in teaching speaking to young learners since it gives the holistic description of how the activities are conducted, what the purposes are, and how students respond in each activity.
Finally, the findings may inspire English teacher to improve their skill and knowledge in teaching speaking to young learners to be more professional and creative.
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SPEAKING ACTIVITIES IN YOUNG LEARNERS CLASSROOM: THE IMPLEMENTATION OF PROJECT-BASED LEARNING APPROACH
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1.6Research Methodology
1.6.1 Research Design
The approach of this research is qualitative, particularly a case study. It was chosen since the aims of this study are to investigate the process of teaching speaking to young learners classroom through Project-Based Learning, particularly the speaking activities applied and to gain in-depth understanding of the teacher’s purposes in conducting the activities (see Meriam, 1988; Yin, 1994; Lodico, 2006).
1.6.2 Data Collection
In collecting the data, this study used three instruments, namely: (1) interviews; (2) observations; and (3) documents analysis. According to Lodico, et al. (2006:269), those instruments are the main tools in collecting data of case study. By means of those instruments, the researcher applied triangulation to increase the validity of the data, findings and conclusions (Campbell and Frinske, 1959 cited in Cohen, et al., 2005:112).
1.6.3 Data Analysis
Creswell (2008:244-262) suggests that the process of analyzing the data starts with the initial management of the data which includes: (1) organizing the data based on the categories (interviews, observations, and documents analysis); and (2) transcribing the data from the interview recording and from the videos of observation.
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SPEAKING ACTIVITIES IN YOUNG LEARNERS CLASSROOM: THE IMPLEMENTATION OF PROJECT-BASED LEARNING APPROACH
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The process continues with the preliminary analysis of the data including reading through the entire data to gain a general sense of the data and coding the data. Finally, the process ends with layering the analysis and interconnecting the themes to present the complexity of the discussed phenomenon.
1.7Clarification of Related Terms
To avoid misconception, in this study several terms are clarified as follow.
1. Speaking Activities
In this paper, the terms speaking activities refer to what Harmer (2001:87) calls as Activate exercise in which “the students are using any and all the language at their command to perform some kind of oral task.” In this sense, there should be tasks to complete by the students, such as discussion, role play, language games, etc.
2. Young Learners
Throughout this paper, young learners will be referred to children who are in the 3rd grade of elementary school whose age ranging from 8 to 9 years old.
3. Project-Based Learning
Project-Based Learning is an innovative and comprehensive instructional approach centred on the learner which teaches multiple strategies to engage students to develop their problem-solving, decision-making, and investigation skills. This approach gives a great deal for students to learn
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SPEAKING ACTIVITIES IN YOUNG LEARNERS CLASSROOM: THE IMPLEMENTATION OF PROJECT-BASED LEARNING APPROACH
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autonomously and be responsible for their own learning. In addition, the approach demands the students to make a realistic product or presentation—in a certain period of time—which later represents what they have learnt (Thomas, 2000; Bell, 2010; Walters 2012).
1.8Organization of the Paper
The paper has been divided into five chapters, as follow.
Chapter I
The first chapter gives a brief overview on the background of the research including the research questions, the aims of the research, the scope of the research, the significance of the research, clarification of related terms, and the organization of the paper.
Chapter II
This chapter begins by laying out the theoretical dimensions of the research, which are: (1) teaching speaking, including the elements of speaking to be mastered, the problems which commonly appear, and the principles of designing speaking lesson; (2) young learners’ characteristics, particularly in relation to language learning; (3) speaking activities that are relevant for young learners according to the characteristics, (4) and Project-Based Learning which starts from the definition, the characteristics, the benefits up to the findings of several research in relation to the implementation of PBL in language learning.
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SPEAKING ACTIVITIES IN YOUNG LEARNERS CLASSROOM: THE IMPLEMENTATION OF PROJECT-BASED LEARNING APPROACH
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Chapter III
Go on to chapter III, this chapter elaborates the methodology of the research including the research design, site and respondents, data collection, and data analysis.
Chapter IV
Chapter IV then reports the result of the research in form the description of the findings and discussion.
Chapter V
Finally, chapter V presents the conclusion of the research and suggestions for the next research as well as for teachers based on the results found by the researcher.
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Susi Fitria, 2013
SPEAKING ACTIVITIES IN YOUNG LEARNERS CLASSROOM: THE IMPLEMENTATION OF PROJECT-BASED LEARNING APPROACH
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu CHAPTER III
RESEARCH METHODOLOGY
This chapter describes the procedure of the research in order to find the answers of the two questions previously stated in chapter one. It covers the statement of problems, research design, site and respondent, data collection, data analysis and also additional information related to the project.
3.1Research Design
A case study approach was chosen in this research regarding to the aim which
attempts to “investigate processes, and to gain insight into an in-depth
understanding of an individual, group, or situation” (Lodico, et al.’s, 2006:269).
This definition is in line with Cohen’s (2005:185) statement which says,
Unlike the experimenter who manipulates variables to determine their causal significance or the surveyor who asks standardized questions of large, representative samples of individuals, the case study researcher typically observes the characteristics of an individual unit-a child, a clique, a class, a school or a community. The purpose of such observation is to probe deeply and to analyse intensively the multifarious phenomena that constitute the life cycle of the unit with a view to establishing generalizations about the wider population to which that unit belong.
Case study which Merriam (1988) and Yin (1994) cited in Hatch (2002:30)
call as “a special kind of qualitative work”, which examines phenomena in certain context within specific boundaries, has several advantages. Nisbet and Walt’s
(1984, cited in Cohen et al., 2005:184) point out that it: (1) can be done by a single researcher without needing a full team; (2) is strong on reality; (4) gives insight into similar situations; (4) catches specific elements and unexpected
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SPEAKING ACTIVITIES IN YOUNG LEARNERS CLASSROOM: THE IMPLEMENTATION OF PROJECT-BASED LEARNING APPROACH
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events; and (5) has results which are easily understood by the reader and immediately intelligible as they speak for themselves. It is similar to Geertz’s statement (1973, cited in Cohen et al., 2005:182) which maintains that case study approach gives us clear and rich descriptions of how something is like in a way that the events and situations speak for themselves rather than be dominantly interpreted by the writer.
In this research, the case study approach was used to investigate the implementation of PBL in young learners classrooms, particularly the techniques and the procedure that the teacher uses, how it fits to the students, and how the students respond to it.
3.2Site and Respondents
The research was conducted in a private elementary school in Bandung. This school was chosen due to two reasons, firstly because it has a good partnership with Indonesia University of Education and secondly because the school claimed that Project-Based Learning Approach was implemented in English lessons.
In this research, the observations were conducted in class-3A which consists of 30 students. In regard to their ages, which were 8 to 9 years old, they belong to the second sub-group mentioned by Scott and Ytreberg (1990:4) or older learners suggested by Pinter (2006:2).
In addition, the respondent of this research was a 23 year-old male teacher who teaches English in 3A. He was a student-teacher from Indonesia University of Education (UPI) who has been implemented PBL approach.
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SPEAKING ACTIVITIES IN YOUNG LEARNERS CLASSROOM: THE IMPLEMENTATION OF PROJECT-BASED LEARNING APPROACH
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu 3.3Data Collection
According to Lodico, et al. (2006:269), there are three main instruments to gather data in case study, namely: (1) observations, (2) interviews, and (3) documents analysis. The use of more than one instrument is for triangulation which functions to gain validity and reliability (Campbell and Frinske, 1959 cited in Cohen, et al., 2005:112). Therefore, this study employed observation, interview, and document analysis for that purposes.
3.3.1 Observation
Observation enables researcher to understand the subject being studied
from the participants’ perspectives (Hatch, 2002:72). Elsewhere, Spradley (1980,
cited in Hatch, 2002:73) sees observation as a means for people to recognize new social situations and to understand social behaviors of others.
In addition, Patton (1990, cited in Hatch, 2002:72-73) identifies several advantages of gathering data through observations. Some of them are: (1) researcher has the opportunity to gain the real sights of how something happens and get some sensitive information in the setting which participants may be reluctant to discuss in interviews; and (2) researcher can get close to what being studied so that in case s/he has the same experience, s/he can add it to the data analysis later.
In this occasion, the writer became non-participant observer who was present in the scene of action but did not interact or participate. The role of this kind of observer is to sit at the back of the classroom, take notes of everything
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SPEAKING ACTIVITIES IN YOUNG LEARNERS CLASSROOM: THE IMPLEMENTATION OF PROJECT-BASED LEARNING APPROACH
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happens during the observation by means of field notes or certain observational checklist (Cohen, et al., 2005:187).
The observations were undertaken five times and lasted for 70 minutes per each meeting and were recorded by using a handy camera by professionals help. These observations were conducted to observe how the teaching learning process in PBL classroom for young learners was conducted, particularly the speaking activities conducted by the teacher and how the students responded to the activities. Table 3.1 presents the observations’ schedules.
The teacher in this research conducted a project within 5 weeks in the
classroom. The title was “Indonesian Traditional Clothes Fashion Show”. In this
sense, the students were expected to make a scrapbook presenting about Indonesian traditional clothes at the end of the project. Detail syllabus and lesson plan can be accessed in appendix G.
Table 3.1 Observation Schedule
No Date Topic
1st September, 13th 2012 Planning Fantastic Fashion Shows
2nd September, 20th 2012 Planning Fantastic Fashion Shows (part 2) 3rd September, 27th 2012 King Eddie’s Family
4th October, 11th 2012 King Eddie’s Fashion Show
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SPEAKING ACTIVITIES IN YOUNG LEARNERS CLASSROOM: THE IMPLEMENTATION OF PROJECT-BASED LEARNING APPROACH
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There were two instrument employed in this study during the observation, namely field notes and observation checklist. The first one was used to record everything happened in the observation. In this case, the writer watched and listened everything to be written in the field notes (see appendix A for the result). Here is the example of the field notes used in this study.
Table 3.2 Field Notes Format
No
Week-n
Activities Notes
A. Pre-Activity n.
B. Main Activity n.
C. Post-Activity n.
Next, the observation checklist was used after the observations were recorded. It was used to identify the speaking activities conducted by the teacher in each meeting. The checklist was based on theories from Brown (2001a, 2004b) related to classroom speaking performance. This study did not only focus on listing the activities but also noted how the teacher conducted the activities as well as how the students responded to each activity. Table 3.3 presents the observation checklist.
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SPEAKING ACTIVITIES IN YOUNG LEARNERS CLASSROOM: THE IMPLEMENTATION OF PROJECT-BASED LEARNING APPROACH
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu 3.3.2 Interviews
In many qualitative studies, interviews are used to be the primary or only instrument to collect data. They reveal information which does not appear in the observation. Therefore, they enable researcher to gain participants’ perspective more deeply when used together with observations (Hatch, 2005:91).
In this research, structured interview was employed to the English teacher. According to Hatch (2005:94), structured interviews are a kind of interview in which the researcher has the responsibility to lead. It is conducted in a given set of time and mostly recorded on tape.
The interview which was a means of answering the first and second research questions was conducted on Monday, October 1st 2012. The teacher was asked several questions related to his reason for implementing the approach, the purposes in conducting the activities and the difficulties he had while he was implementing the approach and conducting the activities. Table 3.4 reveals the questions which were asked to the respondent including the objectives.
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SPEAKING ACTIVITIES IN YOUNG LEARNERS CLASSROOM: THE IMPLEMENTATION OF PROJECT-BASED LEARNING APPROACH
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu Table 3.3
Observation Checklist: Speaking Activities Conducted by Teacher
No Speaking Activities Yes No Notes
A. Imitative: 1. Drilling B. Intensive: 2. Directed Response 3. Read-Aloud
4. Sentence/Dialogue Completion 5. Oral Questionnaire
6. Picture-Cued
7. Translation (of limited stretches of discourse)
C. Responsive:
8. Question And Answer
9. Giving Instruction And Directions 10. Paraphrasing
D. Interactive: Transactional (dialogue) 11. Interview
12. Discussion 13. Games
E. Interactive: Interpersonal (dialogue) 14. Conversation
15. Role Play
F.Extensive (Monologue) 16. Oral Presentation
17. Picture-Cued Storytelling 18. Retelling A Story
19. News Event
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SPEAKING ACTIVITIES IN YOUNG LEARNERS CLASSROOM: THE IMPLEMENTATION OF PROJECT-BASED LEARNING APPROACH
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu Table 3.4
Interview Guidelines
No Questions Objectives
1. How long have you taught English for young learners?
To know the respondent experience in TEYL 2. Why are you interested in teaching young
learners?
To reveal the reason for teaching young learners
3.
Which skill do you think need to be emphasized in teaching English to young learners? Why?
To understand the respondent view of English skill
4. What approach do you use in teaching that skill?
To find out the approach being used
5.
Why do you choose that approach over other approaches in teaching speaking to young learners?
To understand the respondent’s
reason in choosing the approach
6.
Do you have any difficulties in
implementing the approach? If so, could you explain it?
To examine the difficulties in applying the approach
7. How do your students react to the approach?
To know the students’ reaction
of the approach
8.
What are speaking activities that you conduct in teaching speaking to your students?
To discover kinds of speaking activities provided by the respondent
9. What are your purposes in conducting those activities?
To explore the purposes of choosing those activities
10.
Do you think those activities encourage your students to speak during the lesson? How?
To examine the effect of the
activities to students’ output
11.
Do you find any difficulty in applying those activities in your classroom? If so, what is your strategy to cope with those problems?
To find out the difficulties faced by the respondent
12.
Do you have any suggestions for teacher who will apply or who are applying the same approach?
To discover suggestion for improvement in the
implementation of the approach
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SPEAKING ACTIVITIES IN YOUNG LEARNERS CLASSROOM: THE IMPLEMENTATION OF PROJECT-BASED LEARNING APPROACH
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu 3.3.3 Documents Analysis
Patton (Hatch, 2002:117) sees documents as important sources that show how the value system within an institution operates. They provide the written record of official activity and also planning process of certain institution.
In this research, the teachers’ lesson plans during the five weeks of observations serve as the basis for the documents analysis (see appendix G). This process was employed to support the triangulation of the data.
3.4Data Analysis
Creswell (2008:244-261) suggests that before analyzing qualitative data, researcher must do several preparations which include:
1. Data Organization
This stage includes the organization of the data into files and folders based on the type of the data, (e.g. interviews, observations, or documents analysis), the process of making the table or matrix to display the data, and keeping copies of all the data.
2. Data Transcript
Transcribing the data is the process of converting any forms of data into text data (Creswell, 2008:246). The researcher is allowed to choose whether to transcribe them alone or hire transcriptionist. In this case, the writer hired a transcriptionist.
(29)
Susi Fitria, 2013
SPEAKING ACTIVITIES IN YOUNG LEARNERS CLASSROOM: THE IMPLEMENTATION OF PROJECT-BASED LEARNING APPROACH
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu 3. Means for analysis
After that, the writer decided to analyze the data manually instead of using computer program. The reasons were because the data were not too large and here the writer wanted to be close to the data as what Creswell (2008:246-247) has suggested in his book.
Following this, a preliminary analysis of the data was conducted through several steps, namely:
1. Exploring the Data
This was done to gain the general sense of the data, nothing ideas, and think whether the writer needed more data. In this step, the writer found that the data from the interview did not answer all the questions. Thus, the writer conducted another interview on October, 26th 2012 from which all the questions were answered. In writing the interview transcript and findings, the writer combined it from the first and the second interviews.
Besides, some of the observation transcripts were not presented in very
detail in terms of the teachers’ and the students’ talk. It made me difficult to synchronize the transcripts with the field notes. It was indeed needed in providing the evidence for the findings. To cope with this situation, the writer then watched the entire videos of the observations, so that the incomplete detail could be covered.
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Susi Fitria, 2013
SPEAKING ACTIVITIES IN YOUNG LEARNERS CLASSROOM: THE IMPLEMENTATION OF PROJECT-BASED LEARNING APPROACH
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu 2. Coding the Data
“Coding is the process of segmenting text” to create the descriptions and
main ideas of the data (Tesch, 1990; Creswell, 2003, as cited in Creswell, 2008:251). In this sense, the writer started the process with reading the whole transcripts from both observations and interviews. While doing this, the writer noted some important points in different file from which the writer developed themes.
3. Developing Themes
The next stage was developing theme which was done in order to answer the two research questions. This process create in-depth understanding of the phenomena being investigated (Creswell, 2008:254).
4. Layering and Interrelating Themes
Layering and interrelating themes is important to provide rigorous insight of the findings (Creswell, 2008:259). Therefore, the writer did these processes to make the reader see the development of the finding from general to detail.
5. Reporting Findings
Finally, the process of reporting findings can be done. In this research, narrative discussion was used. Narrative discussion, as what Creswell (2008:262) suggested is the most common form of reporting findings in qualitative research in which the writer summarized the findings from the data analysis in detail.
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SPEAKING ACTIVITIES IN YOUNG LEARNERS CLASSROOM: THE IMPLEMENTATION OF PROJECT-BASED LEARNING APPROACH
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This chapter describes the statement of problems, research design, site and respondents, and also the process of gathering and analyzing the data. The following chapter will describe the findings and the discussion of the research.
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SPEAKING ACTIVITIES IN YOUNG LEARNERS CLASSROOM: THE IMPLEMENTATION OF PROJECT-BASED LEARNING APPROACH
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu CHAPTER V
CONCLUSSIONS AND SUGGESTIONS
This chapter discusses the conclusion of the conducted research and the suggestion for the further research with the same or similar topic.
5.1 Conclusions
This paper has given an account of the implementation of Project-Based Learning Approach in young learners classroom. In this investigation, the aims were to discover: (1) the speaking activities conducted by teacher in teaching speaking to young learners through PBL approach; and (2) the teacher’s purposes in conducting those activities as well. Based on the data analysis, some conclusions can be drawn as the following.
First, this study has shown that the teacher conducted 10 kinds of speaking activities from the five categories of classroom speaking performance suggested by Brown (2004) and one kind of speaking activities outside the list. They are: drilling, directed response, sentence/dialogue completion, picture-cued, translation (of limited stretches of discourse), question and answer, discussion, games, oral presentation, retelling a story, and singing a song. In this case, drilling, directed response, picture-cued, and question and answer were the most frequently used speaking activities conducted by the teacher.
Second, relating to PBL, the teacher has several purposes in applying these activities which are categorized based on fluency and accuracy aspects. The
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SPEAKING ACTIVITIES IN YOUNG LEARNERS CLASSROOM: THE IMPLEMENTATION OF PROJECT-BASED LEARNING APPROACH
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purposes focusing on accuracy aspects are (1) to help students memorize the material longer; (2) to help students understand language element; (3) to introduce the written form of the language; and (4) to teach students pronunciation and vocabulary; whereas those focusing on fluency are: (1) to give feeling of security and confidence; (2) to accommodate students’ multiple intelligence; (3) to give guidelines to talk; (4) to accustom students to interact and communicate with others; (5) to give time to plan the presentation; and (6) to increase students’ mood. In addition, there are also two purposes centred on both aspects, namely: (1) to evaluate students’ linguistics competence and (2) to evaluate students’ mastery of the subject and language skill.
It has shown that PBL approach has rich speaking activities in the classroom. Unlike the communicative approach which focuses on interactive category of classroom speaking performances only, such as language games and role play (Freeman, 1989:135-137) PBL approach allows more categories of classroom speaking performance suggested by Brown (2004) to take place.
Besides, from the categorization of the teacher’s purposes, the speaking activities in PBL focused more on fluency aspects which are relevant to young learners as they learn better through meaning and interaction. In case when there were also activities focused on accuracy, they were conducted to scaffold the children in presenting their project at the end of the lesson.
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Susi Fitria, 2013
SPEAKING ACTIVITIES IN YOUNG LEARNERS CLASSROOM: THE IMPLEMENTATION OF PROJECT-BASED LEARNING APPROACH
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu 5.2 Suggestion
The findings have important implications for developing the techniques in teaching speaking to young learners as it provides a holistic description of how certain speaking activities conducted in the classroom, the teacher’s purposes in conducting those activities, how the activities were conducted, and how they fit to young learner’s characteristics.
However, a number of important limitations need to be considered. First, with a small site range, caution must be applied, as the findings might not be transferable to all grade of elementary school. Second, the writer only did the observation for 5 weeks or in one period of the project making meaning that there might be more various activities conducted by the teacher in case if the students make other projects. In other words, the kinds of speaking activities conducted by the teacher may depend on what project the students are making.
Thus, the writer suggested that further study to conduct similar research involving more participants in higher or lower grade as well as investigating the overall classroom interaction during each activity to gain more rigorous detail of
students’ oral performance. Additionally, the research may be undertaken to
investigate the media or learning aids used by teacher as well as the assessment process.
As for teachers, the implications of these findings may motivate them to use PBL approach in designing lessons for teaching speaking to young learners since it provides rich speaking activities needed by students to enhance their
(35)
Susi Fitria, 2013
SPEAKING ACTIVITIES IN YOUNG LEARNERS CLASSROOM: THE IMPLEMENTATION OF PROJECT-BASED LEARNING APPROACH
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
communicative skill. Besides, the activities have their own purposes from which teachers may choose them based on their needs.
Nevertheless, there were some challenges appeared during the implementation of PBL. First, we must be aware that not all students have the expected linguistic competence or same prior knowledge. Therefore, knowing students’ language capacity is very important before designing the activities or choosing the content for the learning. Second, different student may have different interpretation of the concept. Thus, teacher may limit the concept by giving example and context. Third, not all students have high self-esteem and confidence to talk during each activity so that some of them may remain silent during the class. In this case, the teacher may help those trying things out by eliciting as much oral performance as possible from them.
5.3Concluding Remark
This chapter is the last chapter of the research in which the conclusions of the conducted research including the suggestions for teacher and for further studies in similar topics are presented.
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Susi Fitria, 2013
SPEAKING ACTIVITIES IN YOUNG LEARNERS CLASSROOM: THE IMPLEMENTATION OF PROJECT-BASED LEARNING APPROACH
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu BIBLIOGRAPHY
Bell, S. (2010). “Project-Based Learning for the 21st Century: Skills for the
Future”. Routledge: Taylor& Francis Group 83, (2), 39-43.
Brown, H.D. (2001). Teaching by Principles: An Interactive Approach to Language Pedagogy. Singapore: Longman.
Brown, H.D. (2004) Language Assessment: Principles and Classroom Practices. New York: Pearson Longman.
Cameron, L. (2001). Teaching Languages to Young Learners. Cambridge: Cambridge University Press.
Chaney, A.L., & Burk. T.L. (1998). Teaching Oral Communication in Grades K-8. Boston: Allyn & Bacon.
Cohen, L, et al. (2005). Research Method in Education 5th Edition. New York: Taylor & Francis e-library.
Creswell, J. W. (2008). Educational Research. New Jersey: Pearson Education.
Curtain, H., & Dahlberg, C.A. (2010). Language and Children: Making The Match, New Languages Fro Young Learners, Grade K-8,4/E. (kota): Allyn & Bacon.
Damayanti, et al. (2010). The Relevance of English For Young Learners Course to The Needs of English Language Learning In Primary School. Retrieved October 21, 2012 from http://didisukyadi.staf.upi.edu/files/2011/04/Ika-Lestari-Damayanti.pdf.
Damayanti, I. L. (2010). A Child-Friendly Way to Teaching Young Learners: The Implementation of M-U-F Framework. Retrieved October 21, 2012 from http://didisukyadi.staf.upi.edu/files/2011/04/Ika-Lestari-Damayanti.pdf.
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Susi Fitria, 2013
SPEAKING ACTIVITIES IN YOUNG LEARNERS CLASSROOM: THE IMPLEMENTATION OF PROJECT-BASED LEARNING APPROACH
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
Depdiknas (2003). Kurilulum 2004. Standar Kompetensi. Mata pelajaran Bahasa Inggris. Sekolah Dasar dan Madrasah Ibtidaiyah. Jakarta: Depdiknas.
Dornyei, Z. (2005). The Psychology of The Language Learner: Individual Differences in Second Language Acquisition. New Jersey: Lawrence Erlbaum Associates, Inc., Publishers.
Ellis, R. (2005). “Principles of Instructed Language Learning”. Asian EFL Journal.
Emilia, E. (2001). A Critical Genre-Based Approach to Teaching Academic Writing in a Tertiary EFL Context in Indonesia. Thesis Master in Department of Language, Literacy and Arts Education Faculty of Education The University of Melbourne: Unpublished.
Fragoulis, I. (2009). “Project-Based Learning in the Teaching of English as A
Foreign Language in Greek Primary Schools: From Theory to Practice”.
English Language Teaching. 2, (3), 113-119.
Gaer, S. (1998). “Less Teaching and More Learning”. Focus on Basics: connecting research & practice (2), 1-7.
Gorgon & Matera (2008). Advantages and Disadvantages of Pair Work and Group Work. [Online]. Available: http://portal.gim-nt.com [November, 10th 2012]
Grant, M. M. (2002). “Getting A Grip On Project-Based Learning: Theory, Cases
And Recommendations”. Meridian: A Middle School Computer
Technologies Journal. 5, (1), 1-3.
Harmer, J. (1998). How to Teach English. Malaysia: Longman.
Harmer, J. (2001). The Practice of English Language Teaching (third ed.). New York: Longman.
Hatch, J, M. (2002). Doing Qualitative Research in Education Settings. Albany: State University of New York Press.
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Susi Fitria, 2013
SPEAKING ACTIVITIES IN YOUNG LEARNERS CLASSROOM: THE IMPLEMENTATION OF PROJECT-BASED LEARNING APPROACH
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
Higa, H. (2002). “Lesson Ideas for Children: Drilling Masked as Fun and Games”.
Paper in Conference Proceedings JALT2002, Shizuoka.
Howard, J. & Millar, S. (2009). “The Applicability of Principles for Instructed
Second Language Learning: A South Korean Perspective”. Asian EFL Journal. 4, (2), 1-14.
Katzoff, S. (1964). Clarity in Technical Reporting. Washington, D.C: NASA (National Aeronautics and Space Administration).
Kayi, H. (2006). “Teaching Speaking: Activities to Promote Speaking in a Second Language”. The Internet TESL Journal. 11, (12), -.
Klein, J. I. et al. (2009). Project-Based Learning: Inspiring Middle School Students To Engage In Deep And Active Learning. New York: NYC Department of Education.
Lauder, A. (2008). “The Status and Function of English In Indonesia: A Review
of Key Factors”. Makara, Social Humaniora. 12, (1), 9-20.
Linse, C. T. (2005). Practical English Language Teaching: Young Learners. New York: McGraw-Hill.
Lodico, M.G., et al. (2006). Methods in Educational Research: From Theory to Practice. USA: Jossey-Bass A Wiley Imprint.
Moon, J. (2000). Children Learning English. Oxford: Macmillan Heinemann.
Nunan, D. (2000). Language Teaching Methodology (third ed.). Malaysia: Longman.
Nurlaelawati, I. (2009). Teaching English to Young Learners: Beliefs and Practices. Thesis Master in English Education Department of Indonesia University of Education: Unpublished.
Pinter, A. (1999). Teaching Young Language Learners. New York: Oxford University Press.
(39)
Susi Fitria, 2013
SPEAKING ACTIVITIES IN YOUNG LEARNERS CLASSROOM: THE IMPLEMENTATION OF PROJECT-BASED LEARNING APPROACH
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
Poonpon, K. (2009). “Enhancing English Skills Through Project-Based
Learning”. The English Teacher. XL, 1-10.
Saville-Troike, M. S. (2006). Introducing Second Language Acquisition. New York: Cambridge University Press.
Scott, W. A & Ytreberg, L. H. (1990). Teaching English to Children. New York: Longman.
Suyanto, Kasihani K.E. (2007). English for Young Learners. Jakarta: Bumi Aksara.
Terry, C. (2008). “How to Teach Speaking in EFL Class”. A paper on ICPNA,
San Miguel.
Thomas, J.W. (2000). A Review Of Research On Project-Based Learning. [Online]. Available: http://www.bie.org/index.php/site/RE/pbl_research/29 [March, 26th 2012]
(1)
5.2 Suggestion
The findings have important implications for developing the techniques in teaching speaking to young learners as it provides a holistic description of how
certain speaking activities conducted in the classroom, the teacher’s purposes in
conducting those activities, how the activities were conducted, and how they fit to
young learner’s characteristics.
However, a number of important limitations need to be considered. First, with a small site range, caution must be applied, as the findings might not be transferable to all grade of elementary school. Second, the writer only did the observation for 5 weeks or in one period of the project making meaning that there might be more various activities conducted by the teacher in case if the students make other projects. In other words, the kinds of speaking activities conducted by the teacher may depend on what project the students are making.
Thus, the writer suggested that further study to conduct similar research involving more participants in higher or lower grade as well as investigating the overall classroom interaction during each activity to gain more rigorous detail of
students’ oral performance. Additionally, the research may be undertaken to investigate the media or learning aids used by teacher as well as the assessment process.
As for teachers, the implications of these findings may motivate them to use PBL approach in designing lessons for teaching speaking to young learners since it provides rich speaking activities needed by students to enhance their
(2)
communicative skill. Besides, the activities have their own purposes from which teachers may choose them based on their needs.
Nevertheless, there were some challenges appeared during the implementation of PBL. First, we must be aware that not all students have the expected linguistic competence or same prior knowledge. Therefore, knowing
students’ language capacity is very important before designing the activities or
choosing the content for the learning. Second, different student may have different interpretation of the concept. Thus, teacher may limit the concept by giving example and context. Third, not all students have high self-esteem and confidence to talk during each activity so that some of them may remain silent during the class. In this case, the teacher may help those trying things out by eliciting as much oral performance as possible from them.
5.3Concluding Remark
This chapter is the last chapter of the research in which the conclusions of the conducted research including the suggestions for teacher and for further studies in similar topics are presented.
(3)
BIBLIOGRAPHY
Bell, S. (2010). “Project-Based Learning for the 21st Century: Skills for the Future”. Routledge: Taylor& Francis Group 83, (2), 39-43.
Brown, H.D. (2001). Teaching by Principles: An Interactive Approach to
Language Pedagogy. Singapore: Longman.
Brown, H.D. (2004) Language Assessment: Principles and Classroom Practices. New York: Pearson Longman.
Cameron, L. (2001). Teaching Languages to Young Learners. Cambridge: Cambridge University Press.
Chaney, A.L., & Burk. T.L. (1998). Teaching Oral Communication in Grades K-8. Boston: Allyn & Bacon.
Cohen, L, et al. (2005). Research Method in Education 5th Edition. New York: Taylor & Francis e-library.
Creswell, J. W. (2008). Educational Research. New Jersey: Pearson Education.
Curtain, H., & Dahlberg, C.A. (2010). Language and Children: Making The
Match, New Languages Fro Young Learners, Grade K-8,4/E. (kota):
Allyn & Bacon.
Damayanti, et al. (2010). The Relevance of English For Young Learners Course
to The Needs of English Language Learning In Primary School. Retrieved
October 21, 2012 from
http://didisukyadi.staf.upi.edu/files/2011/04/Ika-Lestari-Damayanti.pdf.
Damayanti, I. L. (2010). A Child-Friendly Way to Teaching Young Learners: The
Implementation of M-U-F Framework. Retrieved October 21, 2012 from
(4)
Depdiknas (2003). Kurilulum 2004. Standar Kompetensi. Mata pelajaran Bahasa
Inggris. Sekolah Dasar dan Madrasah Ibtidaiyah. Jakarta: Depdiknas.
Dornyei, Z. (2005). The Psychology of The Language Learner: Individual
Differences in Second Language Acquisition. New Jersey: Lawrence
Erlbaum Associates, Inc., Publishers.
Ellis, R. (2005). “Principles of Instructed Language Learning”. Asian EFL Journal.
Emilia, E. (2001). A Critical Genre-Based Approach to Teaching Academic
Writing in a Tertiary EFL Context in Indonesia. Thesis Master in
Department of Language, Literacy and Arts Education Faculty of Education The University of Melbourne: Unpublished.
Fragoulis, I. (2009). “Project-Based Learning in the Teaching of English as A Foreign Language in Greek Primary Schools: From Theory to Practice”.
English Language Teaching. 2, (3), 113-119.
Gaer, S. (1998). “Less Teaching and More Learning”. Focus on Basics:
connecting research & practice (2), 1-7.
Gorgon & Matera (2008). Advantages and Disadvantages of Pair Work and
Group Work. [Online]. Available: http://portal.gim-nt.com [November,
10th 2012]
Grant, M. M. (2002). “Getting A Grip On Project-Based Learning: Theory, Cases
And Recommendations”. Meridian: A Middle School Computer
Technologies Journal. 5, (1), 1-3.
Harmer, J. (1998). How to Teach English. Malaysia: Longman.
Harmer, J. (2001). The Practice of English Language Teaching (third ed.). New York: Longman.
Hatch, J, M. (2002). Doing Qualitative Research in Education Settings. Albany: State University of New York Press.
(5)
Higa, H. (2002). “Lesson Ideas for Children: Drilling Masked as Fun and Games”. Paper in Conference Proceedings JALT2002, Shizuoka.
Howard, J. & Millar, S. (2009). “The Applicability of Principles for Instructed Second Language Learning: A South Korean Perspective”. Asian
EFL Journal. 4, (2), 1-14.
Katzoff, S. (1964). Clarity in Technical Reporting. Washington, D.C: NASA (National Aeronautics and Space Administration).
Kayi, H. (2006). “Teaching Speaking: Activities to Promote Speaking in a Second Language”. The Internet TESL Journal. 11, (12), -.
Klein, J. I. et al. (2009). Project-Based Learning: Inspiring Middle School
Students To Engage In Deep And Active Learning. New York: NYC
Department of Education.
Lauder, A. (2008). “The Status and Function of English In Indonesia: A Review of Key Factors”. Makara, Social Humaniora. 12, (1), 9-20.
Linse, C. T. (2005). Practical English Language Teaching: Young Learners. New York: McGraw-Hill.
Lodico, M.G., et al. (2006). Methods in Educational Research: From Theory to
Practice. USA: Jossey-Bass A Wiley Imprint.
Moon, J. (2000). Children Learning English. Oxford: Macmillan Heinemann.
Nunan, D. (2000). Language Teaching Methodology (third ed.). Malaysia: Longman.
Nurlaelawati, I. (2009). Teaching English to Young Learners: Beliefs and
Practices. Thesis Master in English Education Department of Indonesia
University of Education: Unpublished.
Pinter, A. (1999). Teaching Young Language Learners. New York: Oxford University Press.
(6)
Poonpon, K. (2009). “Enhancing English Skills Through Project-Based Learning”. The English Teacher. XL, 1-10.
Saville-Troike, M. S. (2006). Introducing Second Language Acquisition. New York: Cambridge University Press.
Scott, W. A & Ytreberg, L. H. (1990). Teaching English to Children. New York: Longman.
Suyanto, Kasihani K.E. (2007). English for Young Learners. Jakarta: Bumi Aksara.
Terry, C. (2008). “How to Teach Speaking in EFL Class”. A paper on ICPNA, San Miguel.
Thomas, J.W. (2000). A Review Of Research On Project-Based Learning. [Online]. Available: http://www.bie.org/index.php/site/RE/pbl_research/29 [March, 26th 2012]