TEACHER’S STRATEGIES IN TEACHING ENGLISH AS A FOREIGN LANGUAGE TO PRIMARY SCHOOL STUDENTS.

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Pages

APPROVAL SHEET i

DECLARATION ii

ACKNOWLEDGEMENT iii

TABLE OF CONTENTS v

ABSTRACT viii

Chapter I : INTRODUCTION

1.1 Backgrouvd of Problem 1

1.2. The Research Problem 2

1.3. The Purpose of The Study 2 1.4. Sigvificavce of The Study 3 1.5. The Scope of The Study 3 1.6. Defivitiov of The Terms 3

Chapter II : LITERATURE REVIEW

2.1. Ivtroductiov 5

2.2. Teachivg Evglish at Elemevtary School 5

2.3. Learvivg Process 11

2.4. Teachivg Strategies 16

2.4.1 Plav avd Preparatiov 16

2.4.2 Implemevtatiov of the Teachivg avd Learvivg Process

2.4.3 Assessivg Studevts’ Achievemevt 37

2.5. Covclusiov 42

Chapter III : RESEARCH METHOD

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3.2. The Purpose of the Study avd Research Questiov

3.3. Settivg of The Study 45

3.4. Participavts 46

3.5. Methodology 46

3.5.1 Research Desigv 46

3.5.2 Data Collectiov Method 48

3.5.3 Data Avalysis Method 52

Chapter IV : DATA PRESENTATION AND ANALYSIS

4.1 Ivtroductiov 56

4.2 Observatiov data 56

4.2.1 Teacher’s Strategies iv Plavvivg avd Preparivg the ivstructiov

4.2.2 Teacher’s Strategies iv Implemevtivg the Teachivg avd Learvivg Process

4.2.3 Teacher’s Strategies iv Assessivg Studevts’ Achievemevt

4.3 Ivterview data 88

4.3.1 Data from Ivterview with Teachers 88 4.3.2 Data from Ivterview with Studevts 99 4.4 Summary of data presevtatiov avd avalysis 102

4.4.1 Teacher’s Strategies iv Plavvivg avd Preparivg the ivstructiov

102

4.4.2 Teacher’s Strategies iv Implemevtivg the Teachivg avd Learvivg Process

103

4.4.3 Teacher’s Strategies iv Assessivg Studevts’ Achievemevt

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Chapter V : CONCLUSIONS AND RECOMENDATIONS

5.1 Covclusiov 107

5.2. Suggestiov 109

BIBLIOGRAPHY 111

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CHAPTER I

INTRODECTION

1.1 Background of Problems

As one of the foreign languages in Indonesia, English is a compulsory

subject from primary up to tertiary. In the elementary school, English is

regarded as the local content following the Decree of Ministry of Education

No. 0487/4/1992 (Suyanto, 1994). Although many private primary schools

had started teaching English long before the public schools did, the result

of previous study (Suyanto, 1994) revealed that the teaching of English at

these schools was unsatisfactory. Many factors influence the success of

the teaching and learning English. One of the factors is teaching strategies

employed by the teachers. Therefore, this study is concerned with

investigating teaching strategies of two teachers of a private school.

Regarding the strategies, Sinaga in Sadtono (1997: 173) states that

one of the most important requirements is quality teachers. At least two

qualifications are needed from the teacher: (1) qualification in English and

(2) a teaching qualification. The first qualification is essential as the

teacher is the model for his/ her students. The second qualification

includes a sound knowledge of how to teach children and the ability to

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1.2 The Research Problem

On the basis of the background to the present study mentioned

above, the research attempted to address the following research question:

what instructional strategies are used by English teachers at Al Azhar Syifa

Budi Parahyangan? These strategies include plan and preparation of the

instruction, implementation of the teaching and learning process, and

assessment of the students’ achievement.

The strategies with regard to plan and preparation of the

instruction include the setting of lesson plan, selection of learning

material, teaching method, and strategy of evaluation. Meanwhile, in

terms of implementation of the teaching and learning process, the

strategies include opening and closing activities, delivery of the material,

integrative skills, and rules in the classroom. And the last, regarding

assessment of the students’ achievement, the aspects of strategies include

assessing in the classroom and remedial.

1.3 The Purpose of the Study

Based on the research problems above, the study has sought to

investigate the instructional strategies used by English teachers at Al

Azhar Syifa Budi Parahyangan since the teachers plan and prepare the

instruction, implement the teaching and learning process, and assess the

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1.4 Significance of the Study

The findings of the research are expected to be able to enrich the

literature on the teaching of English in primary school. This is also

expected to provide teachers with information particularly about teaching

strategies that can be used in elementary school. Moreover, the results

are expected to give contributions to the decision makers at Al Azhar Syifa

Budi Parahyangan International Islamic School.

1.5 The Scope of The Study

This research is intended to portray the EFL teaching process at

elementary school and investigate the strategies which are used by the

teachers who teach English in the classroom interaction since the teachers

prepare the instruction, implement the teaching and learning process in

the classroom, and assess their students’ achievement.

The limitation in this qualitative study is that findings would only be

true to the respondents involved in it. There will not be an attempt of

generalization; therefore, there might be other interpretation to the issues

raised in this study.

1.6 Definition of the Terms

In reporting the study, I used several terms that need to be clearly

defined in order to avoid misunderstanding, misinterpretation, or

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1. English as a Foreign Language (EFL) is defined here as referring to foreign language-contexts in which students do not

have ready-made context for communication beyond their

classroom (Brown, 2001)

2. Strategy is a particular plan that is used by the teacher for the successful of teaching and learning process in the classroom.

3. Technique refers to specific activities manifested in the classroom that are consistent with a method and therefore in harmony with

an approach as well (Anthony in Brown, 2001)

4. Classroom Interaction is the collaborative exchange of thought, feeling, or ideas between teacher-students, students-students,

in-pairs or group-work.

5. Teacher’s role is to facilitate the communication process between all students in classroom. In this case, students-centered activities

were applied as much as possible in order students could share

opinion, share experience, and cooperate in the target language.

6. Students’ Achievement is the evaluation of learning outcomes at the middle and the end of a term, in which the teacher still focused

to evaluate their achievement by using multiple choice and oral test

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CHAPTER III

RESEARCH TETHOD

3.1. Introduction

Chapter II has discussed the theory that has informed the study. This chapter will discuss the research methodology adopted in the present study. In this chapter, the researcher will provide a detailed delineation of the methodology of the study. The description will include: the purpose of the study and research question, setting, participants, and methodology, including research design, data collection, and data analysis.

3.2. The Purpose of the study and Research Question

The research aimed to investigate the teachers’ strategies in the process of teaching and learning EFL at elementary school. In line with the purpose of the study, this study attempted to address the following question: what instructional strategies are used by English teachers at Al Azhar Syifa Budi Parahyangan? These strategies include plan and preparation of the instruction, implementation of the teaching and learning process in the classroom, and assessment of the students’ achievement.

The strategies with regard to plan and preparation of the instruction include the setting of lesson plan, selection of learning material, teaching method, and strategy of evaluation. Meanwhile, in

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terms of implementation of the teaching and learning process, the strategies include opening and closing activities, delivery of the material, integrative skills, and rules in the classroom. And the last, regarding assessment of the students’ achievement, the aspects of strategies include assessing in the classroom and remedial

3.3. Setting of the Study

The study took place at Al Azhar Syifa Budi Parahyangan International Islamic School located at Jl. Parahyangan Km 1,2 Kota Baru Parahyangan Padalarang, West Java, Indonesia. Since the school was established 5 years ago, it only had 5 grades (grade 1, 2, 3, 4 and 5). This school has been chosen for several reasons. Firstly, this school has an initiative to put English as a compulsory subject for the students because of the need of students’ future. English has been the target language for about these 2 years. In order to promote English to the students, for example, there are three subjects that are using English as the instruction in the classroom; they are: Math, Science, and English. Secondly, this school tries to put English in the pupils’ mind as early as possible, beginning from the kindergarten. Based on Pinker (1994: 293) as cited in Harmer (2001: 37) “acquisition--not only the first language but also second language--is guaranteed for children from the very young age”. With these attempts the school expects that the students will know English and they will always remember it because it may have something

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to do with the plasticity of a young brain. Thirdly, this school is called ‘international’ because it uses international curriculum. For example, the curriculum for English subject is fully taken from Singapore’s curriculum.

3.4. Participants

The participants of this study were two English teachers (called teacher A and B) and their students. The participation was voluntary based. Both teachers graduated from English department, Indonesia University of Education. A taught grade 4 consisting of 20 students; and B taught grade 3 consisting of 13 students. Both teachers were relatively new teachers. The range of age of students was 8 to 10 years old.

These teachers were willing to participate in the study and to have their classes observed by the researcher.

3.5. Tethodology

The methodology of the study will discuss in detail about research design, data collection method, and data analysis.

3.5.1. Research Design

A qualitative research design has been considered appropriate in this study as cited by Maxwell (1996: 17-20). In the case with a qualitative study, this study attempts to understand the meaning, for participants in the study, of the events, situations, and action they are involved with and

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the accounts that they give of their lives and experiences; attempts to understand the particular context within which the participants act, and the influence that this context has on their action. It means that every detail is thought to contribute to a better understanding of behavior or to obtain a complete understanding of the setting. A qualitative study, as in the case with this study, also attempts to identify unanticipated phenomena and influences, and generating new grounded theories about the latter. In other words, qualitative research provides rich narrative descriptions. And the last, it attempts to understand the process by which events and actions take place. Qualitative methods look for the process through which behavior (Alwasilah 2002:108).

Moreover, the classification of research method, this study has some characteristics of a case study. First, it deals with an examination of a specific phenomenon, in this case a teaching program, an event, a person, a process, an institution, or a social group. It aims to uncover the interaction of significant factors characteristics of the phenomenon. A case study seeks holistic description and explanation (Merriam, 1988: 10).

In addition, the study employed multiple data collection; they are: observation and interview. So defined the qualitative is relevant to the study as describe above.

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3.5.2. Data Collection Tethod

Two data collections were employed in this study, which were observation and interview. However, in collecting data, the researcher has to employ appropriate instruments such as observation and interview which will be discussed below. The data collection started from July 25th to August 10th, 2005. All the data collection was recorded in order to keep the authenticity of the data.

3.5.2.1. Observation

In the observation, the researcher acted as non participant observer. She sat at the back of the classroom and took notes about “what was said and done” (Van Lier, 1988) by the teacher and the students. During the observation, the researcher recorded the activities in the classroom. Audio and video recorders were used to enable the researcher to keep the authenticity of the data. The documents such as teaching materials, quiz’s questions, students’ mark and syllabus were also used to complete data the researcher saw in the classroom. Meanwhile, to enhance the validity of the observation, the researcher was also accompanied by the second observer, a graduate of English department of Indonesia University of Education.

Two classes were observed by the researcher; grade 4, six times and grade 3, five times. In each class, English subject was taught for 5 hours a week. Each week, there were two meetings. In grade 3, English

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schedule was on Monday and Wednesday at 12.30-14.30. In grade 4, the schedule was on Monday at 09.45-11.30 and Tuesday at 12.30-14.30. Actually, it might be better if it was conducted in several cycles. But the researcher limited the meetings only for one unit. It was begun since the teachers started the unit until they gave quiz for the students.

The observation was conducted based on theorist adopted in this study. Concerning the ethical issue, this observation conducted in ethical manner. In this case, the researcher used pseudonym to keep the privacy of the respondents. Last, she presented the research findings with ethical consideration, i.e. she confirmed the result of this research to the respondent (Alwasilah, 2002: 178).

This observation focused on what the teacher and students do in the teaching-learning process in the classroom. This observation was done to find out the strategies of how the teachers prepare the material before they teach, how they implement it, and how they assess their students’ achievement. Immediately after the observation, the researcher made field notes when the memory was still fresh (Allwright, 1988).

3.5.2.2. Interview

Interview is a major source of qualitative data needed for understanding the phenomenon under study. Interview is used to obtain specific information or data. Merriam (1988: 72) suggests “interviewing is

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necessary when we cannot observe behavior, feelings, or how people interpret the world around them.”

In this study, the researcher adopted semi-structured interview. It was used because it gave freedom to the interview while the researcher could also get in-depth information on the practice of how teachers prepare, implement, and evaluate their students. The questions were addressed to both teachers and students. The questions for the teachers and the students can be seen in table 3.1 and table 3.2.

Table 3.1. Questions for teachers

Strategies Questions

a. Plan and preparation 1. How long have you been teaching English at Al Azhar?

2. Do you have any experience in teaching before you teach here?

3. Have you got any teacher’s training during you teach here?

4. Do you really master the curriculum?

5. Do you always make lesson plan before you teach?

6. Do you know your students’ characteristics and capability?

7. How would you set the objectives of instruction?

8. Do you have the authority to select the learning materials and order it based on the students’ needs?

9. How do you choose your teaching method? 10. How do you choose your teaching aid? 11. How do you choose your strategy of

evaluation?

12. What do you usually do to prepare the teaching?

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b. Implementation 13. Do you always do the opening and closing? 14. How do you usually deliver the material? 15. How do you describe your teaching method? 16. How would you apply ‘integrative skills? 17. How do you usually arrange the students’

seat?

18. How would you handle different students with different characteristics and needs? c. Assessment 19. How do you usually assess your students?

20. How would you know that the students understand to what you have taught?

21. Do you think that remedial is important? 22. What do you think about the product of

students’ learning?

Table 3.2 Questions for students

Strategies Questions

a. Plan and preparation 1. Do you know that your teacher has made preparation before he/she teaches?

b. Implementation 2. Do you like English? Why?

3. Do you like the way your teacher teaches you?

4. Can you understand your teacher’s explanation?

5. Do you think that what your teacher has explained is related to the topic and also the quiz?

6. How do you usually learn English?

7. What do you think the most difficult part of learning English so far?

8. How would you handle it?

c. Assessment 9. What do you think about extra lesson? 10. Is your homework or your assignment

examined by your teacher?

11. Is the result of your quiz always returned to you?

12. What do you think about the quiz? 13. Can you do it?

The interview with the teachers was conducted individually. Meanwhile, the types of interview with the students were individual and focused group interview. In each grade, there were 6 students interviewed individually. They represented all level of achievements. While in a

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focused group, there were 10 students in grade 3 and 8 students in grade 4. Those who were involved in focused group were also interviewed individually. These students were interviewed to check the validation. The formal interview was conducted only one time but informal interview was conducted almost in each meeting.

Interview with the teachers was conducted in a teacher room and in a classroom. Meanwhile, the interview with the students was conducted only in a classroom. The researcher decided to do the interview in the classroom because she did not want to make the students felt nervous. If the students were nervous, it would be difficult for the researcher to get in-depth information from them. During the interview, the researcher tape and video recorded it to enable the researcher to get verbatim data.

Concerning the ethical issue, this interview was also conducted in ethical manner. In this case, the researcher used pseudonym to keep the privacy of the respondents.

3.5.3. Data Analysis Tethod

All data will be analyzed based on the theory adopted in the study in chapter II. These data will be used to answer the research question.

3.5.3.1. Observation

In the observation, the data were analyzed in several steps. First, the researcher transcribed the transcription gained from audio and video

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recorder. Then, the researcher made categorization into three strategies based on theorist adopted in the study. During the observation, the researcher observed the plan and the preparation the teachers made before they taught, and then how they implement their plan in the teaching and learning process, and the last, how the teacher would assess their students. The data analysis was not only a conclusion but also an ongoing assessment especially if the data gained from audio or video.

Regarding the preparation for each meeting, several aspects would be described including lesson plan, mastery of material, material selection, the choice of strategy of evaluation. In the implementation, the aspects would be discussed such as opening, the delivery of material, integrative skills, classroom management, and closing. Meanwhile, in assessing the students’ achievement, the researcher would focus on teachers’ strategies in assessing in the classroom and in conducting the remedial.

3.5.3.2. Interview

In the interview, the data were gained from both teachers and students. The interview was conducted to support the data from observation. The interview data were analyzed in several steps. First, the researcher transcribed the transcription gained from audio and video recorder. Then, the researcher made categorization of the strategies which were preparation, implementation, and assessment. The names of interviewees were omitted to avoid bias, and then the answers were

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collected based on the categories. The interviews were presented in a condensed version (see appendix I and II, interview with teachers and students).

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Figure 1: The Stages on Working in the Field

Method of Research

The respondents and Location of the Research

Techniques of Data Collection

Observation Interview

Data Analysis Procedure

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CHAPTER V

CONCLUSIONS AND SUGGESTIONS

5.1. Conclusions

This study investigates two English teachers’ strategies in planning and preparing the instruction, in implementing the teaching and learning process, and in assessing students’ achievement. From the results and discussions in the previous chapter, several conclusions can be drawn.

First, regarding planning and preparing the instruction, both teachers do the same stages such as they master the material, prepare for the activities, and prepare teaching aids to support the activities. However, in terms of implementation the teaching and learning process, the teachers have different ways and results. The results of the teaching and learning really depend on teachers’ skill in classroom management.

Second, concerning the implementation of the teaching and learning process, both teachers use games as a teaching method for different purposes such as games only for fun and games as a vehicle for learning. In terms of games as a vehicle of learning, the games are relevant with topics given by the teachers. Therefore, the students can learn and memorize the material through playing.

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Third, the teachers do not teach English in integrative ways. In this school, the teachers have not put speaking English into the skills; meanwhile, the opportunity to use other skills such as listening, writing, and reading is not sufficient. The teaching of English in the classroom is still dominated by the using of Indonesian language. The data shows that the teaching and learning of English in terms of integrative skills does not happen in the classroom. The teaching and learning of English in the school is still in terms of grammar.

Fourth, time management in this school has become a problematic factor for the teachers. The class always starts late because of non academic activities (for example, students’ preparation and clean up after dhuha or dhuhur prayer). The time problem can inflict a loss upon the teachers. Therefore, the school has to facilitate the teachers in preparing a condition that is conducive to conduct a smooth and effective teaching and learning process.

Fifth, regarding the rules in the classroom, the teachers need to make rules explicit to the students about what to do and not to do. The rules are informed to the students and agreed by all students. Otherwise, the teachers will have a difficult time to handle the class. By doing this, the students will also learn to be responsible to whatever they do.

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Sixth, regarding the teacher’s strategy in assessing students’ achievement, both teachers have different ways to evaluate their students. One of the teachers conducts remedial teaching if he observes the students still do not understand to what he has explained. The remedial teaching is conducted in a narrow sense in the form of re-teaching. Therefore, through this activity, it seems that the teacher can help the students to promote their comprehension toward the material.

5.2. Suggestions

From the conclusions above, there are some suggestions which are noted:

For the next study, it will be better if the study can be conducted with longer time in order to give contribution in another context. This study is conducted in a private school with good facilities, and the students who study there come from middle high economic background. Therefore, for the next study, it will be better if it is conducted in a public school so that we can see the difference between those schools. It also can include more teachers and students in many contexts. The prospect researcher can consider to do the research not only observe the strategy but also facilities, material, etc.

Regarding the material selection, the teachers also have to be selective in choosing the material from every aspect in a curriculum. Therefore, when

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selecting appropriate learning materials, the teachers have to consider how far the topics are stated in the syllabus can fulfill the students’ need because the students’ interest in learning will grow if the material meets the needs. Besides that, the school needs to make a strict regulation about the time schedule so that, the class can start and end on time. If the class can start on time, the teacher can maximize the time and produce an optimum students’ achievement.

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