EXPLORING THE STRATEGY IN TEACHING AND LEARNING ENGLISH TO YOUNG LEARNERS IN BILINGUAL PRIMARY SCHOOL KLATEN | Setyandari | HASIL PENELITIAN 843 1503 1 SM

Kode/Rumpun Ilmu: 520/Ilmu Bahasa

LAPORAN PENELITIAN DOSEN

EXPLORING THE STRATEGY IN TEACHING AND LEARNING
ENGLISH TO YOUNG LEARNERS IN BILINGUAL PRIMARY
SCHOOL KLATEN
TIM PENELITI
Ana Setyandari, S.Pd., M.Pd. (NIK 690 112 325)
Umi Solihah, S.Pd.,M.Pd.( NIK 690 112 326)

PROGRAM STUDI PENDIDIKAN BAHASA INGGRIS
JURUSAN PENDIDIKAN BAHASA DAN SENI
FAKULTAS KEGURUAN DAN ILMU KEGURUAN
UNIVERSITAS WIDYA DHARMA KLATEN
2017

LEMBAR PENGESAHAN
a.

Judul Penelitian

Exploring The Strategy in Teaching and Learning
Engtish ior Young Learners in Bilingual Primary School

:

'

:

b. Jenis Penelitian

Ketua Peneliti
a. Nama LengkaP
b. NIDNA{IK

d. Jabatan Fungsional
e. Fakultas/Jurusan

Ana Setyandari, S.Pd. M.Pd'

06170680031 690 112325
Penata Muda Tk I / III b
Asisten Ahli
FKIP/PBS/Pendidikan Bahasa Inggris

Bidang Penelitian
g. Email

Bahasa
AnasetyAndari-l

c. Pangkat/Golongan

f.

Anggota peneliti

7 (0,

grnai

1

.

com

Lokasi Penelitian

:

Umi sholihah, S.Pd., M.Pd
06240284061 690 112326
eili.rgral PrimarY School Klaten

Jangka Waktu

:

12 Bulan

:

Rp 3.000.000,00

a Nama lengkaP

mn'-

Klaten
Studi DeskriPtif Kualiitatif

b.

NIDNA{IK

Penelitian
Biaya yang Diperlukan

Klat

, 30 Juni 2017

eliti,
Ana Set ndari,S?d.,M.Pd.
NIDN rK. 06 1 7068003/6901 t2325

hasa Inggris

24 198212

I

001

NrP. 19610619198703 2 001

litian Unwidha Klaten

TABLE OF CONTENTS

TITLE ........................................................................................................

i

HALAMAN PENGESAHAN .......................................................................

ii

ACKNOWLEDGEMENT .........................................................................

iii

TABLE OF CONTENT .............................................................................

iv

ABSTRACT ...............................................................................................

vii

CHAPTER I INTRODUCTION
A. Background Of The Study ....................................................................

1

B. The Reason For Choosing The Topic ...................................................

2

C. The Problem Of The Study ...................................................................

3

D. Limitation Of The Problem ....................................................................

3

E. The Aim Of The Study ..........................................................................

3

F. The Use Of The Study ...........................................................................

4

CHAPTER II LITERATURE REVIEW
A. Definition Of Teaching And Learning Process .....................................

5

B. The Component In Teaching And Learning Process .............................

5

C. Teaching And Learning To Young Learners ........................................

6

D. Brief Look At The Strategy In Teaching And Learning English For

Young Learner................................................................................................

10

E. English as a Second Language. ................................................................

13

CHAPTER III METHOD OF THE STUDY
A. The Strategy of the Research............................................................ ...

16

B. Data and the source of data ...................................................................

27

C. The method of collecting the data ..........................................................

17

D. The method of analyzing the data .........................................................

18

CHAPTER IV FINDING AND DISCUSSION
A. Presenting the data ................................................................................

20

B. Analyzing the data..................................................................................

22

CHAPTER 1
INTRODUCTION

A. The Background of the Study
Language has a big part in a human life. Language as a mean of
communication takes an important roles which is urgently needed by every human

being to share their ideas, thought and need to others. There are many kinds of
languages in this world, one of them is English. Nowadays, English is the greatest
international language. In this modern age, especially in making and maintaining
relationship among nation in the world in many fields, English cannot be separated
from progress. English is used in politics, economics, education, technology, etc.
Therefore, those who want to improve their knowledge or continue their study abroad
should master English first.
In a modern world where science and technology have exerting their power,
no nation, including Indonesia can afford to ignore the role of English as an
international language. As an international language, English is used by millions of
people in the world. This language is used as the vehicle for technological
advancement. The development of technology keeps on increasing in a modern life.
In Indonesia, English is as the first foreign language. As a developing country,
Indonesia needs so many kinds of new information from another country to bring this
country into the modern one. As an international language, there are so many
countries use English as a daily language for their communication. It also causes our
government presents English to be a compulsory subject in educational programs and
taught to the students in all grade levels, even since kindergarten. The practice of
communicative language teaching has become central in foreign language classroom
(Hymes, 1972; Littlewood;1981; Michael Canale, 1983) cited in Fauziati declare that
communicative competence includes four domains of knowledge and skills, they are
as follow (1) grammatical competence, (2)sociolinguistic competence, (3)discourse
competence, (4)strategic competence

Human being is the most perfect creature compared to others. They have mind
as a unique characters, beside feeling, emotion and instinct. To express them, one can
communicate with another by using language. Language is a human and non
instinctive method of communication ideas, feeling and desire by means system of
sound and system symbol (Hornby : 1995). Language is basically an important of tool
in our life. Since English has been the international language, it becomes a means of
establishing and maintaining relationship with other people. People began to learn it
more in order to make their life easier and more beneficial in doing anything for
English has been widely used in every part of the world. English is used in education,
commerce, business, politics, tourism and technology.
Nowadays so many Indonesian people are interested in learning English,
because they know how important the function of English is. By mastering English,
they can make interaction with other people around the world. Especially for
Indonesian students English can improve their study because most books on science
and technology are written in English. By learning English since childhood,
hopefully, the Indonesian people can master English easier.
In general, the goal of teaching and learning English is to take charge the four
language skill, those are: listening skill, speaking skill, writing skill and reading skill.
Every skills has integrated with others in teaching and learning process and the
students’ mastery of language skills depends on the teaching and learning process
itself, the teachers’ role in guiding and presenting the materials, last but not least is
depend on the students’ ability in learning .
Finnocchiaro (1964) states that children era is the best era to learn language. It
becomes the reason why our government confirms the position of English as the first
foreign language that must be learnt. To learn a foreign language makes students get
difficulties because there are many different between a foreign language and their
native one, it includes structure, spelling, pronunciation and vocabulary. In this case,
the persons who take part are teacher and students. Teacher as the first source for
students in learning English and becomes the most responsible in teaching and
learning process. Noam Chomsky believes that children are born with an inherited
ability to learn any human language.

The four language skills should be taught to the students is an integrated one,
it cannot be taught separately. Among four language skills, speaking is often the most
difficult to be learned by the students. Richards (2002) states that speaking is
especially

difficult

for

foreign

language

learners

because

effective

oral

communication require the ability to use the language appropriately in social
interaction. The main problem faced by the young learners in learning speaking are
lack of confidence, lack of vocabulary, and unable to pronounce the words correctly.
English language develops fast and become the first foreign language in
Indonesia. Moreover, to improve the human resources capabilities in using the
English language, the government has put the English lesson into the curriculum for
elementary school. By learning English since early in the age, the human resources in
Indonesia are hoped to master English Easily.
Introducing English to elementary school is not an easy job because English is
an unfamiliar language for them. Nevertheless, teachers still need to introduce basic
skills of English. Learning English means learning four language skills, namely:
listening, speaking, writing and reading.
Teaching English for young learner is not an easy thing, it needs some proper
methods and materials. The students think that English is difficult and complicated.
By using the interesting methods or strategy, they will enthusiastic and have such
interest in learning English. If the teaching and learning process runs well, the young
learners will get much more knowledge. From some reasons above, the researchers
are interested in conducting the research entitle “ Exploring The Strategy in
Teaching And Learning English for Young Learner in Bilingual Primary School
Klaten.

B. The Reason for Choosing the Topic
Recently, English is not a compulsory subject in elementary school but in
bilingual primary school, English become the most important one to be applied. The
researchers choose the topic of the study for some reasons as follows:
1. The researchers are fully aware in observing the teaching and learning English for
young learners
2. English is urgently needed to be taught to young learner

C. The Problem of The Study
The researchers would like to observe the methods concerning with the
research can be formulated into the following questions: “what kind of strategy used
in teaching and learning speaking of English for young learners ?

D. The Limitation of The Study
In order to focus the topic that will be discussed in this study and to make
understanding between the reader and the researchers, this research limits the
discussion as follows:
1. This study is limited to the sixth grade students in Bilingual Primary school
Klaten.
2. This study focuses on the method used in teaching and learning English for young
learners in Bilingual Primary school Klaten.
E. The Aim of The Study
Based on the problem stated above, the researchers have the aim of the study
as follow: to describe the strategy used in teaching and learning English for young
learners.
F. The Use of The Study
The researcher hopes that the research will give more contribution for the
development of English teaching in general and will be useful for the teachers to
enrich their knowledge in teaching and learning English for young learners. Besides,
the reader can get more knowledge about theory proposed by some expert are still
relevant with real life.

CHAPTER II
REVIEW OF RELATED LITERATURE
This part consists of the review of related literature supporting of the data. It covers
the theoretical description which consist of the explanation of the definition of
teaching and learning process, the component in teaching and learning process,
teaching English for young learners, brief look at the method in teaching and learning
English for young learner, a brief look at the strategy of teaching and learning English
for young learner, English as asecond language. Here, the researcher wants to discuss
the terms of each section above:
A. The definition of teaching and learning process
Teaching and learning process is a process which is consist of organization of the
aims, material, method, and assessment, so that one of them has correlation and
also gives mutual influence. A whole of teacher and students’ attitude become
basic of interelationship in educative situation to reach the certain process.
Barnadib (1995) states there are five factors that influenced in teaching and
learning process, as follows: purpose factors, teacher factor, student factor, media
factor, environment factor. Those factors are intertwined that cannot be separated
each other.
B. The component in teaching and learning process
Basically, the process of teaching and learning not only involves one component
but also some. Ramelan (1992) states that the factors like: students, teacher, time
allotment, the use of visual aids, methodology, teaching material, and another
facilities work together in affecting the final result of teaching.
1. Students
Students or learners are the key participant in teaching and learning process.
The teacher must know that his/her students have differences, and similarities
in intelectual, ability, attitude, habit, and life’s ideal and also personality.
2. Teacher
In teaching and learning process, the teacher does not only serve as a model but
also as a manager of learning. We can say that the effectiveness of learning is
in the teacher.

3. Time allotment
Time allotment means the period of time that is used to do the teaching and
learning process.
4. Visual aids
The visual aids can be interpreted as the media in visual form in teaching and
learning process. The suitable visual aids will bring big impact for the students
to make them easier to understand the material presented by the teacher.
5. Methodology
The method can be said to be the most effective when it can be well applied in
certain situation or circumstance of teaching and learning. In the
implementation of teaching, the teacher can choose and determine approaches
and methods that suitable with his/ her students, characteristic, ability and
condition.
6. Teaching material
The teaching materials of learning depends on the development of materials
done by the teacher.
C. Teaching And Learning English To Young learners
Teaching English for young learner is not an easy thing, (Fauziati, 2010;
Bruner, 1996; Piaget cited in Chaile & Britain, 1991) it involves more than merely
teaching the language. In addition, teaching English to young learner create three
kinds of knowledge from their engagement namely, (1) physical knowledge,(2)
logico matematical knowledge, (3) social knowledge; it needs some proper
methods and materials. The students think that English is difficult and
complicated. By using the interesting methods or strategy, they will enthusiastic
and have such interest in learning English. If the teaching and learning process
runs well, the young learners will get much more knowledge.
Children era is the best era to learn language, therefore the teacher should give
such opportunity to use English in everyday context (Finnocchiaro, 1964; Palim &
Power, 1990). Introducing English in the early of the age is one of the ways to
promote English class as far as possible. Younger learner are indeed more likely
to develop native-like English proficiency but they could compared to adolescent
which make more progress than younger learners (Harmer, 2007; Lightbown and
Spada, 1999). Young learners will learn best if the teacher facilitate the learning
and take

account the way they learn into the teaching practice. Based on the

above condition Bilingual Education might be the alternative way to our children
being educated. The Jakarta Post (August, 2015) states that bilingual education is
the key to students success. Our students' need to be able to communicate with
their neighbors, here and abroad, is increasing with every moment which passes.
The borders separating our countries are diminishing in importance as the global
culture emerges. Bilingual education is involves teaching academic content in two
languages, in a native and secondary language with varying amounts of each
language used in accordance with the program (Bloomfield, 1933; Haugen, 1956;
Hornby, 1977). In addition, Bilingual education is an effective language teaching
program for language learners. Researchers agree that early second-language
instruction helps promote the mastery of correct pronunciation and grammatical
concepts. However, there are many situations in which early second-language
learning cannot or does not occur.
Harmer (2007) states that young learners are not necessarily better learner
compared to older learners. Younger children are indeed more likely to develop
native-like English proficiency than adult learners, as suggested by Lynne
Cameron (cited by Harmer: 2007) that children “reproduce the accent of their
teacher with deadly accuracy”. From early age, children begin to understand
words involving concrete object.
The researcher will present the children characteristic and environment as follow.
a. General characteristic of language learning for children (children with
age of 8-12 years (Wendy A. Scott and Lisbet H. Ytreberg)
1) Differentiate between fact and fiction
2) Asking anything
3) Understanding the meaning of language through verbal language
and gestures determining the way of their study
4) Determining something like and dislike
5) Studying with the other people and their friends
b. The implication of English Study
1) The teaching is not only oral but also gestures and all senses in
learning
2) Playing with the language

3) Using varieties teaching at class because the children have short
attention and memories
4) Using routines sentences such as; good morning, how are you,
good bye, etc
5) Doing cooperation and competition
Introducing a foreign language to young learners is needed to absorb the science
and technology from advance nations. Seeing the urgent need of advance society,
the government has established English as a compulsory subject in school.
Teaching English for young learners needs highly skilled and dedicated teacher
The way young learners receive process information in their native language and
in the foreign language differs from adults. From early age, children begin to
understand words involving concrete objects. So when introduced into foreign
language, they need concrete vocabulary that connects with the objects they can
handle or see. In order to avoid dealing with abstract ideas, teaching English to
children will be better dealing with topics familiar for them, such as family,
friends or school life. It will be easier for them to process the information since
they have the clear image of these objects. Children do not need grammar.
Teaching grammar to children will only confuse them more, and discourage them
to learn English more.
Meanwhile, Musthafa (2010) states that there are some ways which can be applied
by the teacher to teach young learners as follows.
a. English is to be used all the time to ensure that children have relatively much
exposure to English.
In order to expose students to English in use teachers of English should English all
the time/or as much as possible in the classroom during the instructional sessions.
This functional use of English during the instructional time should be carried out
consistently to provide learners with opportunities so that they can see for
themselves how English is being used for communicative purposes with their
teachers.
b. Print-rich environment in English should be created in and around the classroom.
Create a learning environment rich in multi-modal literacy artifacts. Provide the
room with ample functional reading and writing materials in English such as
brochures, leaflets, circulars, posters with captions written in English, comics,

magazines, dictionaries and encyclopedias so that functionality of English is
visible to the children in the classroom.
c. Teachers of English for young learners should use activity-based teachinglearning techniques such as TPR, games, and projects.
Use activity-based activities teaching techniques such as TPR, games, and
projects. Learning how to use English is accomplished when children use the
language to learn about the world; the focus is on the subject matter (e.g., games
they like most; favorite activities during the rainy season, etc.)
d. Teachers of English for young learners should use various techniques for short
periods of time to maintain the interest level of the children in engaging the
English lessons.
Use various teaching techniques for short periods of time to avoid boredom on the
part of learners. At the same time, keep focus on the teaching items from one
instructional move to another so that children’s learning is ensured.
e. Teachers of English for young learners should focus on fucntional English for
vocabulary development, and for immediate fulfillment of communicative needs
of the learners.
Always use functional English during the instructional time in the class so that
children can acquire functional vocabulary items from your talk and their
communicative needs get fulfilled. In doing this, encourage children to speak up
their minds by proactively soliciting their responses and anticipating their
vocabulary needs so that genuine communication can take place.
f. Teachers of English for young learners should reiterate often to ensure the
acquisition of English expressions or vocabulary items.
Reiterate useful vocabulary items and expressions as frequently as they are
contextually appropriate. The more frequently they encounter words and
expressions in the context of genuine communication, the easier they would find
them to acquire. Do this activity consistently and you will learn how speedy your
students pick up the language and use it in their talk and writing.
g. Teachers of English for young learners should provide useful, acquisitionpromoting routines.
Use such as reciting prayers in English together before getting started with English
sessions, engaging students in small but authentic social talks as an ice-breaker before

delving into the topic of the day, and having children do “show and tell” on a weekly
basis.
D. Brief look at the strategy in teaching and learning English for young learner
Teaching English to young learners involves more than merely teaching the
language. both the social and cognitive development of learners as well as the
linguistic need to be taken into account when planning for and working with the
five to twelve age group (Fauziati : 2010).
Meanwhile, Richard (1987) states strategi adalah proses sadar atau tidak sadar
pembelajar bahasa dalam belajar bahasa

dan menggunakan bahasa. It is

impossible for the teacher teaches English without having a strategy. According to
Hornby (1995) strategy is a plan designed for particular purpose. So the strategy
of teaching is a plan designed for teaching the students and the purpose is to make
the teaching and learning process run smoothly
The young learners get the information from the teacher is influenced by the way
of the teacher explain the materials. Young learners need concrete vocabulary
which connects to the objects they can handle or see. In order to avoid dealing
with abstract ideas, teaching English to young learners will be better dealing with
topics familiar such as: family, school, environment, etc. Those, believes will
make them easier to process the information since they have clear image of the
objects.
Here are the characteristics of children that the teacher must know in order to find
the most appropriate technique in teaching (Mushtafa : 2010) as follows:
a. Children learn from direct experience
b. Children learn from hand-on- activities
c. Children thinking is embedded in here-and now context situation
d. Children have short attention span
Suyanto (2007) states that there are some techniques that can be used to teach the
children, they are as follows:
a. Listen and repeat
The technique can be done in listening, speaking, and reading. For example:
the teacher might say something, and the students only listen it carefully. It
can be repeated two times and then asks the students to say what the teacher
said. Furthermore, the teacher can also used flash card to introduce the new

vocabulary for the students, it can be done by showing an intersting object to
students such as: fruits, transportatation, profession, etc. While showing the
picture, the teacher pronounces it and the students listen to the teacher. Then,
asking the students to imitate what the teacher said.
b. Listen and do
In this technique, the teacher pronounce an imperative sentence. The teacher
can says something and the students listen well, then they do it as the
response. For eaxample:
Teacher: “ clap your hand, please!” (siswa bertepuk tangan)
Teacher:” open your book on page 12!” ( siswa membuka buku hal.12)
c. question and answer
The activity is really interesting. The teacher can start by giving questions and
asking the students to answer it. It should be an easy question by using Whquestion based on the students ability, so the they should pay attention in order
to answer question correctly. Before giving questions, the teacher might give
clues of the question.
For example: What’s your name ?
Where do you live ?
What is your favourite colour?
d. Substitution
The teacher may create a sentence and write it in front of the classroom, but
he/she losees one of the part of it sentences. Then, the teacher asks the
students to change the word with the similar word. Using media is also
recommended in order to make the classroom atmosphere more intersting.
e. Draw and color
Picture is the best media, the teacher can draw something before asking the
students to to apply the appropriate colour based on the instructions. In this
technique, the teacher write number in the part of the object, so the students
not only learn about the colour but also the number.

f. Listen and identify

The activity starts by giving the two similar words and then asking students to
identify it. When the students find it difficult, the teacher can help them by
showing the picture of the object.
g. See differences
The teacher might prepare two things or picture and the students are trained to
analized and find the difference or simmilarities of it. By using this technique,
the students should be carefull in pointing the object. The students are asked to
mention the finding in english correctly.
h. In pair
Students pairing usually makes the classroom get into noisy, because the
students are asked to communicate each other with his/her pair. But, the
situasion is common. The teacher might give an interesting topic so the
students can easily find the vocabulary in their communication.
i. Group discussion
First, both teacher and students should decided what kind of topic will be
discussed. In this activity, not only the topic and the purpose but also the
instruction must be clear. Next, the students should are asked to present their
group discission result in front of the classroom. To encourage the students in
the next discussion, the teacher might asked the students to stick the result on
the wall magazine.
j. Cooperative learning
Making puzzle, filling the word in missing sentence is the examples of this
technique. The students can study from their friends, the group can work
together to complete the assignment from the teacher.
k. Questioning and inquiry
Questioning is done the teacher to mootivate, conduct, and evaluate the
student’s ability in thinking. While, the inquiry is done by observation, then
asking, after this step it can be continued by analyzing the data and finally
making conclusion.
l. Modeling and demonstration
Modeling is an activity to give example to the students. Pronunciation practice
is the appropriate way to apply in this phase.

m. Concept mapping
The strategy is used to train the students to integrate something that has been
known to sometrhing else which have relationship. The teacher might give
picture which serves number on the left side and the object on the right side.
n. Brainstorming
The teacher write words or sentence in the whiteboard, then students are asked
to mention things relayted to the object as many as possible in limited time.
For example: book store (book, noote book, magazine, stationary, poster, etc)
o. Outdoor activities
The teacher may create an interesting program for this activity. It is done in
order to make the students get such interest and challenge in outdoor activities.
The teacher let the students see, touch, feel the object directly. The teacher
also take the students to some place near the school ( post office, police/army
station, train/bus station, library, art galery, batik’s center, fire extinguisher
station etc. By using this technique, the teacher also hopes that the students
will get a lot of experiences.
In addition, there are four principle in teaching and learning children a
language (Hudelson (1991)
1. children learn by doing.
2. children learn in the social context so that they need language to each other.
3. language acquisition occurs through student effort to find out how the
language works.
4. language acquisition occurs through social interaction and use of the
language with others in authentic communication setting.
From those explanation, the researchers draw conclusion that in teaching ang
learning English to young children need strategies should be applied, then the teacher
must create an interesting classroom atmosphere in order to make the students get the
lesson easily. Those who teach young children should the appropriate strategy in
introducing English to them.

E. English As A Second Language.
Recently, English is not a compulsory subject in elementary school but in bilingual
primary school, English become the most important one to be applied.

Bilingual

education involves teaching academic content in two languages, both in

native

secondary language. Bilingual school usually provides to immerse children

and
in a second

language to stimulate and promote dual language communication, besides in doing so enrich
and expand their academic, cultural and social worlds. The bilingual learning is basically
intended to enable students to use foreign language,

especially English both oral and

written.
Bilingual education involves teaching academic content in two languages, in a
native and secondary language with varying amounts of each language used in
accordance with the program model. Bilingual education programs, in which a
substantial part of the teaching is

done in a

mother tongue and from the language of

the

following are several different types of bilingual

language

different

from

students’

surroundings.

the
The

education program models:

a) Transitional Bilingual Education.
This involves education in a child's native language, typically for no more than three
years, to ensure that students do not fall behind in content areas like mathematics,
science, and social studies while they are learning English.
Research has shown that many of the skills learned in the native language can be
transferred easily to the second language later. The goal is to help students transition
to mainstream, English-only classrooms as quickly as possible, and the linguistic goal
of such programs is English acquisition only. In a transitional bilingual program, the
student's primary language is used as a vehicle to develop literacy skills and acquire
academic knowledge. It is used to develop literacy and academic skills in the primary
language
b) Two-Way or Dual Language Immersion
Bilingual Education. These programs are designed to help native and non-native
English speakers become bilingual and biliterate. The two-way bilingual immersion
program has 90% of the instructions in grade K-1 in minority language which is less
supported by the broader society and 10% in the majority language . This proportion

gradually changes in the majority language until the curriculum is equally divided in
both languages by 5th grade. The two-way bilingual immersion program is based on
the principle of clear curriculum separation of the two languages of instruction.
Teachers do not repeat or translate the subject matter in second language but
strengthen concepts taught in one language across the two languages in a spiral
curriculum in order to provide cognitive challenge (Thomas & Collier. 1997). The
languages of instructions are alternated by theme or content area. This type of
immersion is required to develop the dual language proficiency, as social language
can be mastered in couple of years, but a higher level of competency is required to
read social studies texts or solve mathematics word problems, roughly around 5 to 7
years (Collier, 1987).

CHAPTER III
RESEARCH METHOD
Research can be define as an effort to find out, develop and test the truth of
knowledge, which is done by using scientific method (Hadi, 2000). While, Hornby
(1995) states that research means investigation undertaken in order to discover get
new facts, get additional information, etc. Further he said that method is the procedure
or way to solve the problem to achieve the specific goal. The method to overcome the
problem scientifically is called scientific method.
1. The Strategy of the Research
There several kinds of research method which can be used in carrying out a
research. They are historical, descriptive, causal comparative, and experimental
method. Each method is used according to the aim of the research.The strategy of the
research is descriptive qualitative. Descriptive research is a procedure of research by
describing the condition of the object of the study based on the appearing facts
(Nawawi: 1996). In addition, Nazir (1998) states that the purpose of the descriptive
method is to make a description or picture of the facts, characteristics, and phenomena
systematically, factually, and accurately.
To get the data of the research accurately, the researchers needs to collect,
analyze, interpret them systematically. Therefore, the need of the research method is
very essentials.
2. The Data and the Source of the Data
a. The Data
Data is a number of facts, which can be used as information (Hadi : 2000).
While, Hornby (1987) states that the data as information, fact, things,
certainly known. In this research, the data will be taken from the informal
interview to the English teacher of Public Elementary schools and also the
teacher of bilingual school’s activities involved the observation in
teaching and learning English in the class.
b. The Source of Data
Arikunto (2002) defines that the source of the data is the subject

where the

data can be taken. While, Sutopo (2002) states that source of the data can be
taken from man, and his behavior, phenomenon, documents, archives, and

others. In this research, the sources of the data are in the form of document
both in oral and written. In harmony with Lofland (1984: 47), as quoted by
Moleong, source of data in are words and events, for additional data can be
documents or others (2004: 112). In this research the sources of data are :
1. Event
In this research, the writer observes the teaching speaking process of the
students of bilingual primary school klaten. The researchers gets some
information about the classroom activities, the strategy in teaching and learning
students of bilingual primary school.
2. Informants
a. The English Teacher
The teacher is the main factor in English teaching and learning process,
especially teaching speaking. From the English teacher, the writer obtains
some data about the technique of teaching speaking in the classroom, the
media which is used in teaching speaking, the problems faced by the teacher in
teaching speaking, the problems faced by the students in learning speaking,
and the solutions in solving the problems.
b. The students
The students are the main participants in the teaching learning process.
In this research, the informants are the fifth grade students. The informations
obtained from the students are as follows: a) The students’ response on
English teaching learning process, b) Their understanding about material, c)
The result of the understanding of the material.
c. The Document
The documents are the students’ worksheet, curriculum, and all
documents related to English lesson in elementary school. The students’
worksheets are needed to measure of the students’ understanding in the
material. And curriculum is needed to know about the material that should be
taught in Elementary School
3. The Method of Collecting the Data
Collecting data is a process of obtaining the data in a research. There
are several techniques to collect the data, such as observation, experiment,

survey, interview, test, documentation. The techniques will be used in this
research are observation, interview and documentation.
a. Classroom observation.
This research is qualitative research. The first technique of collecting data
is observation. The writer observes the students’ activity in teaching
learning process. Observation is done by the reserachers to cover the
process of implementation the strategy in teaching studenrs of bilingual
primary school.
b. Interview
Interview is a data collection method in which an interviewer asks the
interviewees the questions (Johnson and Christensen, 2000: 140). The
interview is conducted to get information from the students and the
teacher. The information covers their understanding of the game, the
implication students’ speaking skill, and the strengths and weaknesses of
the implementation of game in teaching speaking, the students’ responds
about the activity of teaching learning process using game.
c. The documentation
The documents in this research are all written information concerning with
teaching speaking using game, such as syllabus, lesson plan, In this
research, the writer takes photographs and field notes as the documentation
4. The method of analyzing the data
In this research, the data are in the form of words in oral or written models.
The data will be obtained from interview, observation and documentation. The data
need to be process order to be systematic and brief, and then the data will be analyzed
in order to be used. Lexy J Moleong in 'Metodologi Penelitian kualitatif' defined
analyzing data as a process of organizing and arranging the data into pattern,
category, and a set of basic classification, so the theme can be found and the research
hypothesis can be formulated as what the data used (2002: 103).
According to Sutopo (2002: 91-95), there are three main components in the
process of analyzing data, namely the reduction of data, the display of data or data
presentation, and conclusion or verification. In this system, the writer will move

among three analysis components during collection of data. After collecting data, the
writer moves among three components of analysis by using the rest of time.
a. Reduction of the Data
In this study, reduction of the data is obligatory because not all the result of
research is important. It means that the important information can be taken and
unimportant information must be deleted. In a simple word, the process of data
reduction is the process of selecting, focusing, and arranging data from the field note,
so the conclusion of the research can be made effectively.
b. Presentation/ Display of the Data
Presentation or display of the data means description of the data. It is the
process in which the data (or unit of information) are described in narration form in
order to draw the conclusion. Generally, the data are presented in the form of
sentences that are arranged systematically and logically. By presenting the data, the
writer considers what she shall do- in addition; she can make the analysis or take the
other action-based on her understanding.
c. Verification or Conclusion
The last activity after presenting the data is making conclusion. The
conclusion is drawn continuously throughout the course of study. In making
conclusion, the writer accumulates and formulates his interpretation based on the data
in the form of field notes. Those notes may be about rules, statements, patterns, and so
on.
This is the table which is drawn the technique of analyzing the data (Sutopo,
2002: 95):
Collecting the Data

Reduction the Data

Presentation the Data

Conclusion

CHAPTER IV
THE RESULT OF THE STUDY
A. Presenting the Data
1. Teaching the Foreign Language To Young Learners
First, It is best if the children learn how to read and write well in their own l
anguage before learning English as a foreign language, because these skill need more
practice. From the research, the researcher got information how to teach reading and
writing to young learners such as:
a. The young learners also have to be familiar with a wide range of vocabulary
b. Begin by reminding the young learners of the words, then show them the written
word. The young learners leran to associate the shape of the world, then show
them the sound, rather than relying in the individual letter sounds to begin.
c. When the young learners become familiar with the range of written words, they
can be introduced to the sounds of the certain letters.
d. After the young learners learnt the sounds the certain letters and combinations of
letter, they can continou to be introduced and taught to work out how to read
unfamiliar words.
2. Classroom management
In order to get the students interest in learning, the teacher might applied some
technique as oolows.
a. Use a wide variety of activities during a lesson in order to keep the students
motivated
b. Have different activities where the students have to move around
c. Encourage the students to be polite in expressing his/her idea by raising hand
when they wish to participate, not shout out.
d. The teacher migth use personal approach to get closer to the students level for
example when the teacher demonstrate an activity, she /can sit on the floor by
making a circle or semi circle so that all the students have equal acces to the
activity.
3. General strategies in teaching learning in bilingual education
a. Know who your ELL students are and their proficiency in English
b. Embed multicultural education throughout the curriculum

c. set high expectations
d. Assess and utilize the background knowledge of your students; use bilingual
students as helpers
e. Learn to pronounce student names correctly to help develop rapport
f. Use technology such as class websites, blogs, and videos.
g. Avoid testing exclusively in English
h. Utilize classroom routines and play music whenever possible
4. Instructional strategies in teaching learning in bilingual education
a. Slow down your speech and use shorter sentences, present tense of words,
synonyms
b. Avoid expressions or sayings that are only common in the United States
c. Use as many mediums as possible to convey information: oral, written, videos,
teacher
d. Use think-alouds and think-pair-shares when asking questions, and don't forget
to process the question
e. Use bilingual handouts and cue lists.
f. Use metaphors and imagery for cues
5. Environmental strategies in teaching learning in bilingual education
a. Create print-rich environments using bulletin boards with articles on sports and
physical activity, gameplay strategies, words of the day, etc. See this article "6
Strategies to Create a Print Rich Environment" for helpful tips.
b. Use visual displays, portable white boards, and posters when giving
instructions.
c. Create word walls: displays of high-frequency words for a unit, arranged
alphabetically
6. Assignment and activities
a. Quick writes, word sorts, and journal writing
b. Learning stations that reinforce previously taught concepts and skill
c. Introduce vocabulary in a fun way
d. Have students create new games.

e. Use cooperative learning such as jigsaw learning and peer observations
f. Use task cards to give students opportunities to take responsibility for their
own learning
g. Use newspapers, magazines, and web sites in assignments.
h. Use Google Translate or have ELL students work with teachers
B. ANALYZING THE DATA
Introducing English to elementary school is not an easy job because English is
an unfamiliar language for them. To learn a foreign language makes students get
difficulties because there are many different between a foreign language and their native
one, it includes structure, spelling, pronunciation and vocabulary. Young learners will
learn best if the teacher facilitate the learning and take account the way they learn into the
teaching practice. Based on the above condition Bilingual Education might be the
alternative way to our children being educated.
The way young learners process information in their native language and in
the foreign language differs from adults. From early age, children begin to understand
words involving concrete objects. So when introduced into foreign language, they need
concrete vocabulary that connects with the objects they can handle or see. In order to
avoid dealing with abstract ideas, teaching English to children will be better dealing with
topics familiar for them, such as family, friends or school life. It will be easier for them to
process the information since they have the clear image of these objects
The Elementary school curriculum consists of national curriculum and local
content curriculum. National curriculum is curriculum that arranged by education
department. The content of curriculum has to learn by students in Indonesia and the
Indonesians’ school students in abroad. According to the Indonesian Institution of
National Education Standards (2006) curriculum is a set of plans and rules about the
goals, content, teaching materials, and the methods used to guide the implementation of
instructional activities on achieving certain educational goals, its certain goals include the
national education goals in accordance with the local potential needs, education unit and
learners. English lesson in elementary school is not a compulsory lesson. It is included in
the local content curriculum. English is taught from the fourth grade until sixth grade.
Bilingual education involves teaching academic content in two languages,
both in native and secondary language. The bilingual school use 100 % english to
delivered the material to students in some subjects such as English as a Second

Language, English Spelling, Mathematics, Sience, Character building, Computer, and
Art. While, the other subjects are delivered in Bahasa Indonesia, they are Bahasa
Indonesia, Matematika, Ilmu Pengetahuan Alam, Ilmu Pengetahuan Sosial, Pendidikan
Kewarganegaraan, Seni Budaya dan Ketrampilan, Muatan Lokal. In bilingual education,
the curriculum used in the teaching and learning process is national curriculum which is
also used as a based curriculum to develop and to enrich the material adopted from
abroad such as: R.I.C Publication, Pearson Education, McGraw-Hill ESL/ELT.
Bilingual

shools also serves many extracurricullar activities in order to

encourage students motivation and also to provide excellent programs such as: traditional
dance class, english drama, drawing and colouring, school band, choir, scouts, religion
(Iqro and BTQ, Alkitab), violin etc, each of them

have to take minimum two

extracurricullar program in each semesters, while all those program are served and guided
by an expert. By providing many extracurricullar program, the student could grow to be
multitalented one. From those programs, many students could get achievement in any
events or occassion held by local until national government. Other facilities also serves
to make the students enjoy in learning as follows:
a. Air-conditioned room
All room in scool area are built by serving air conditioner to get the comfortable in
learning.
b. Integrated curricullum and materials
The integrated material used in teaching and learning are developed to enrich the
national curriculum. The materials which are presented in bahasa Indonesia then the
students enrich them in English by giving different stimulation.
c. Reading stimulation for the first graders (both in Indonesia and English)
Maximum stimulation for early stage learning is given in order to make student get
easier in adopt the integrated lesson. The first begginers may get difficulties in
reading indonesian lesson and also in English because of diferent pronouncing The
students in the first level come from different educational background pre shool, so
they have different ability.
d. Competent and friendly teachers
In preparing the multitalented students, bilingual school provides a competent
teachers. They also introduce technology through computer lesson in early learning.
The teachers provide experience in multicultural classroom where they can share the
knowledge

e.

Friendly staff
We will find some friendly staffs who always care and helpfull not only to students
but also to everyone who comes to bilingual school.

f. Enterpreneurship program
One of the excellent program in bilingual school is enterpreneurship program, where
the students are train to be an independent and have active and creative thinking. In
those program, the students may sell and buy things each other.
g. Shool camp
The bilingual school also giving the students to spend a few days of for having fun
both with their teacher and friends provide a mix of active, creative, indoor and
outdoor activities; specialized camps include interest areas such as , sports, cooking
etc. The scool program build the socio emotional cha