ENGLISH FOR PRE-PRIMARY SCHOOL AS A TOOL TO HELP STUDENTS MEET THEIR LEARNING NEEDS

  ENGLISH FOR PRE-PRIMARY SCHOOL AS A TOOL TO HELP STUDENTS MEET THEIR LEARNING NEEDS

  A Thesis Presented to the Graduate Program in English Language Studies in Partial Fulfillment of the Requirements for the Degree of Magister Humaniora (M.Hum) in English Language Studies by

  Wiskandini Dwiputri 046332011

  SANATA DHARMA UNIVERSITY YOGYAKARTA 2008

  DEDI CATI ON This thesis is dedicated to my late father

Who always gave me support not to stop learning .

  Statement of Originality This is to certify that all the ideas, phrases, and sentences, unless otherwise stated, are the ideas, phrases, sentences of the thesis writer. The writer understands the full consequences including degree cancellation if he/she takes somebody else’s idea, phrase, or sentence without a proper reference.

  Wiskandini Dwiputri Acknowledgement First of all, I would like to praise Allah swt, the most merciful and compassionate, who has blessed me to accomplish this thesis as the requirements for the degree of Magister Humaniora in English Language Studies, Sanata Dharma University, Yogyakarta.

  I would like to express my deepest and best gratitude to the following people who support and encourage me to finish this thesis:

  1. F.X. Mukarto, Ph.D. for helpful guidance, suggestions, corrections and understanding. His willingness to spend his precious time has given a lot of contribution to the writing of this thesis.

  2. Dr. B.B. Dwijatmoko, M.A., the chairmain of ELS program, for encouraging me to continue my study at this program.

  3. All lectures, for transferring their knowledge during my study in ELS program.

  4. My family, first of all my late mother for giving me a great chance to study at ELS program. Mother, I finally finish my study. I am so sorry you can’t see me finishing this study. My sister and brother, my sister-in law, my cousins, for giving me their support to continue my study, particularly after mother passed away. And last but not least, my dear husband, Daru Perwita, for giving me encouragement, support, care and endless love to finish this thesis.

  5. All my colleagues of angkatan 2004 of ELS program, Ansel, bu Rin, mbak Rus, mbak Laksmi, Dona, Listy, Dian, Sherly, pak Singgih, Linda and bu Siti, for being such nice friends during our study at KBI. I have learnt a lot from all of you about language teaching and learning.

  6. Teachers and pre-primary learners, at Baitul Hikmah pre-primary school Yogyakarta, who gave me opportunity to try out the instructional material. Thanks for helping me to get the data.

  TABLE OF CONTENTS

  Cover………………………..…………………………………………………………i Approval Page..…………..…………………………………………………………....ii Defense Approval Page……………………………………………………………….iii Dedication Page…………………………………………………………………….…iv Statement of Originality......…………………………………………………………...v Acknowledgement……………………………………………………………………vi Table of Contents…………………………………………………………………...viii List of Tables.………………………………………………………………………..xii List of Abbreviations...………………………………………………………………xiii List of Appendix.....……………………………………………………………….…xiv Abstract………………………………………………………………………………xv Abstrak………………………………………………………………………………xvi

  Chapter 1 Introduction

  1.1 Background….…..…………………………………………………………………1

  1.2 Problem Identification..…………………………………………………………….4

  1.3 Problem Limitation…..…………………………………………………………….5

  1.4 Problem Formulation………………………………………………………………6

  1.5 Research Objectives….………………………………………………………….…6

  1.6 Research Benefits…….……………………………...……………………………..6

  1.7 Clarification of Terms……………………………………………………………...7

  Chapter 2 Literature Review

  2.1.4 Designing Language Course………………………………………………23

  3.3 Data Setting and Participants…………………………………………………….36

  3.2 The Nature of Data….……………………………………………………………35

  3.1 Method….………………………………………………………………………..33

  Chapter 3 Methodology

  2.2.3 English Program for Pre-Primary School…………………………………30

  2.2.2 Pre-Primary Children Language Teaching………………………………..28

  2.2.1 How Pre-Primary Students Learn………………………………………...27

  2.2 Theoretical Framework…………………………………………………………..27

  2.1.4.1 Components in Designing Language Program…..………………..24

  2.1.3.2 Multiple Intellegences…………………………………………….22

  2.1 Theoretical Review……………………………………………………………..…9

  2.1.3.1 Humanistic Approach and Affective Factors….………………….20

  2.1.3 Learning Foreign Language……………….………………………………18

  2.1.2.3 Interactionist View….…………………………………………….17

  2.1.2.2 Nativist View……….……………………………………………..15

  2.1.2.1 Behaviorist View…….……………………………………………14

  2.1.2 Learning First Language……….………………………………………….13

  2.1.1.2 Social-Emotional Development….………………………………..12

  2.1.1.1 Cognitive Development………….………………………………..10

  2.1.1 Language Development in Children..………………………………………9

  3.4 Data Gathering Instruments………………………………………………….…...37

  3.5 Data Collections…………………………………………………………………..44

  3.6 Data Analysis……………………………………………………………………..45

  Chapter 4 Analysis

  4.1Language Program for Pre-Primary Students in Learning English……………………………………………………………………………47

  4.1.1 Accountability of the material of the Language Program for Pre-Primary Students in Learning English…………………………………………………….47

  4.1.2 Evaluation of the Language Program for Pre-Primary Students in Learning English………………………………………………………..…………………..52

  4.2Learning English Helps Pre-Primary Students Meet their Learning Needs……………………………………………………………………………..57

  4.2.1 English Language Learning at Pre-Primary Class…………………………58

  4.2.2 The Description of English Language Learning at Pre-Primary Class……58

  4.2.2.1 English Language Learning at Pre-Primary Class (I)……………..59

  4.2.2.2 English Language Learning at Pre-Primary Class (II)……………61

  4.2.3 Evaluation of the Language Program whether the Language Program Helps the Students Meet their Learning Needs…………………………………………65

  4.2.3.1 Evaluation of English Language Learning at Pre-Primary Class (I)…………………………………………………………………………..64

  4.2.3.2 Evaluation of English Language Learning at Pre-Primary Class (II)………………………………………………………………………….71

  Chapter 5 Conclusions

  5.1 Conclusions of the Study………………………………………………………….80

  5.1.1 The Conclusion of Designing a Language Program for Pre-Primary Students in Learning English……………………………………………………………….80

  5.1.2 The Conclusion of the Designed Program for Helping the Students Meet their Learning Needs…………………………………………………………………...82

  5.2 Implication of the Study….……………………………………………………....83

  5.3 Recommendation for Further Study……………………………………….……...85

  

Bibliography..………………………………………………………………………..86

Appendices

  1. Interview 1………………………………………………………….……………..91

  2. Interview 2……………………….…………………………………………….….93

  3. Interview 3…………………………..………………………………………….…96

  4. Material Evaluation Sheet……………………………………………………….100

  5. Classroom Observation Sheet (first try out – week 1)…………………………..101

  6. Classroom Observation Sheet (first try out – week 2)………………………..…102

  7. Classroom Observation Sheet (first try out – week 3)…………………………..103

  8. Classroom Observation Sheet (second try out – week 1).……………………….104

  9. Classroom Observation Sheet (second try out – week 2)………………………..106

  10. Classroom Observation Sheet (second try out – week 3)………………………..108

  11. Classroom Observation Sheet (second try out – week 4)………………………..110

  12. Students’ Worksheet Evaluation………………………………………………...113

  13. The Instructional Material……………………………………………………….114

  

List of Tables

Table 3.1 : Material Evaluation SheetTable 3.2 : Classroom Observation Sheet (first try out)Table 3.3 : Classroom Observation Sheet (second try out)Table 3.4 : Students’ Worksheet Evaluation

  

List of Abbreviations

  R : Researcher O : Observer LP : Language Program ins : Instruction lay : Layout com : Comprehensible ach : Achievability mot : Motivating power SLN: Student Leaning Needs con : Condition of the class TLP : Teaching and Learning Process att : Attitude (toward language learning) ski : Skill area int : Interview tab : Table

  

List of Appendices

  Appendix 1 : Interview 1 Appendix 2 : Interview 2 Appendix 3 : Interview 3 Appendix 4 : Material Evaluation Sheet Appendix 5 : Classroom Observation Sheet (first try out – week 1) Appendix 6 : Classroom Observation Sheet (first try out – week 2) Appendix 7 : Classroom Observation Sheet (first try out – week 3) Appendix 8 : Classroom Observation Sheet (second try out – week 1) Appendix 9 : Classroom Observation Sheet (second try out – week 2) Appendix 10: Classroom Observation Sheet (second try out – week 3) Appendix 11 : Classroom Observation Sheet (second try out – week 4) Appendix 12 : Students’ Evaluation Worksheet

  Appendix 13 : The Instructional Material

  

ABSTRACT

  Wiskandini Dwiputri. 2008. English for Pre-Primary School as a Tool to Help

Students Meet their Learning Needs. Yogyakarta: English Language Studies.

Graduate Program. Sanata Dharma University.

  The history of language teaching has been characterized by a search for more effective ways of teaching second or foreign languages. The impact of English as the international language has led the number of parents and pre-primary schools to introduce English to the very young learners. However, the pre-primary students are at the stage of cognitive and affective development. The children are still developing their sensorimotor skills. If the children are really going to benefit from the increasing opportunities to learn English, the teacher needs to design a language program to suit the needs of the children. To help children meet their learning needs, this study is to design a language program for pre-primary students in learning English and hopefully, the designed program can help the students meet their needs.

  The collected data were from evaluation of the material and observation in class during the process of learning. The study began with designing material. Designing material was based on need assessment and the aims of the program. The material provided the aims of the language program and the contents to be learned. Evaluation of the material was to answer the first research question about designing a language program for pre-primary students. Observation in the classroom during the process of learning was to answer the second research question about to the extent that the designed program helped the students meets their learning needs. The observer of the study was the pre-primary teacher. The researcher of this study was the English teacher in which the material was tried out. The participants of the study were thirty- five pre-primary students at Baitul Hikmah pre-primary school in Yogyakarta. All students had never learned English, thus English was a new subject for the children. The process of gathering data was conducted on June and September 2006. The material was tried out twice because the first try out failed to get satisfying results. The children were difficult to comprehend the materials because one theme was learned for one meeting. The next meeting they learned another theme. Thus the second try out was conducted with different method. One theme was learned four times meeting.

  The results of the study indicate that designing a language program for pre- primary students in learning English focuses on cognitive, affective and sensorimotor development. The material as the actualization of the program goals provides the themes that comprehensible to the level of pre-primary students and the activities that can enhance students’ affective, cognitive and sensorimotor skills. Based on the classroom observation, learning English helps the students develop motivation and confidence in learning, develop cooperation well with others, and develop sensorimotor skills through doing the exercises. For further study, investigation on our own class is necessary to be done in order to achieve effective objectives which in turn empower the teachers lead to more effective teaching.

  

ABSTRAK

  Wiskandini Dwiputri. 2008. English for Pre-Primary Schools as a Tool to Help

Students Meet Their Learning Needs. Yogyakarta: English Language Studies.

Graduate Program. Sanata Dharma University.

  Dalam sejarah pengajaran bahasa telah ditandai oleh berbagai penelitian untuk menemukan cara-cara mengajar bahasa asing yang efektif. Pengaruh bahasa Inggris sebagai bahas internasional telah mendorong banyak orang tua dan sekolah untuk mengenalkan bahasa Inggris pada anak-anak taman kanak-kanak. Akan tetapi, siswa taman kanak-kanak masih dalam pertumbuhan kognitif dan affektif. Bahasa mereka masih dalam perkembang. Jika anak-anak taman-kanak-kanak bener-benar mendapat kesempatan untuk belajar bahas Inggris, maka guru harus mampu menciptakan program bahasa yang sesuai dengan kebutuhan anak-anak. Untuk membantu siswa taman kanak-kanak memenuhi kebutuhan belajar mereka

  Data dikumpulkan dari evaluasi terhadap materi pengajaran yang akan digunakan dalam program bahasa dan observasi di kelas. Penelitian ini dimulai dari mendesain materi pengajaran. Desain materi pengajaran berdasarkan observasi kebutuhan belajar siswa dan tujuan dari program. Materi pengajaran berisi tujuan program dan tema yang akan dipelajari. Evaluasi terhadap materi pengajaran adalah untuk menjawab masalah pertama dalam penelitian ini tentang desain program bahasa untuk anak-anak taman kanak-kanak. Observasi di kelas dilakukan untuk menjawab masalah kedua dalam penelitian ini yaitu bagaimana program bahasa mampu membantu memenuhi kebutuhan belajar anak-anak taman-kanak-kanak. Yang mengobservasi di kelas adalah guru kelas. Peneliti dalam studi ini sebagai guru bahasa Inggris. Penelitian diadakan di sekolah taman kanak-kanak Baitul Hikmah di Yogyakarta. Terdapat tiga puluh lima siswa di kelas yang diobservasi. Semua siswa belum pernah belajar bahas Inggris. Proses pengumpulan data dilakukan bulan Juni dan September 2006. Dilakukan dua kali uji coba materi di kelas karena uji coba pertama kurang mendapat hasil yang memuaskan. Kurangnya hasil yang memuaskan karena siswa mempelajari satu tema dalam satu kali pertemuan. Kemudian pada pertemuan berikut siswa sudah belajar tema yang berbeda. Oleh karena itu dilakukan uji coba yang kedua. Satu tema dipelajari untuk empat kali pertemuan

  Hasil dari penelitian menunjukkan bahwa mendesain program bahasa bagi siswa taman kanak-kanak dalam belajar bahasa Inggris ditekankan pada peningkatan kognitif, afektif, dan motorik. Materi bahan pengajaran sebagai aktualisasi dari tujuan program bahasa memberikan tema yang dapat dipahami untuk tingkat siswa taman kanak-kanak dan aktifitas yang dapat meningkatkan kemampuan afektif, kognitif dan motorik. Berdasarkan observasi di kelas, belajar bahasa Inggris membantu siswa meningkatkan motivasi dan percaya diri dalam belajar, meningkatkan siswa untuk mampu bekerjasama dengan orang lain, dan meningkatkan kemampuan motorik siswa dengan mengerjakan latihan-latihan. Untuk penelitian lebih lanjut, adalah penting bagi guru untuk mengadakan observasi di kelasnya untuk mencapai tujuan belajar yang efektif yang pada gilirannya meningkatkan kemampuan guru dalam mengajar menjadi lebih efektif.

CHAPTER 1 INTRODUCTION This chapter contains seven sections, namely (1) background, (2) problem

  identification, (3) problem limitation, (4) problem formulation, (5) research objectives, (6) research benefits, and (7) definition of terms.

1.1 Background

  Reilly and Ward (2002) state that pre-primary learners refer to children who have not yet started compulsory schooling. Making successful learning at pre-primary level is to let the children feel fun when they are learning at school. Anything the children learn is to let them feel free from pressure, which means that learning can be enjoyable experience for children. The children need variety of learning such as play games, sing songs, say rhymes and chant together. The children are comfortable with routines and enjoy repetition since children forget things quickly. Roth (1998) says, very young children need to develop a sense of confidence and have classroom atmosphere that provides a sense of security.

  Based on the national curriculum for pre-primary school, the aims of pre primary school are to help the learners develop their ability either cognitive or affective skills.

  Those skills include moral development and religious values, social-emotional development, cognitive development, language, sensorimotor development and art in order to prepare the learners at the upper level.

  1 The learning program at pre-primary school is to produce happy, encourage the learners’ creativity and stimulate cognitive, affective and social-emotional development. The development of the learning program is based on the nature of children learn. Pre-primary children love to play and use their imagination.

  Imagination stimulate the children creativity that they can use the language to share their idea (Halliwell, 2004). They are comfortable with routines and enjoy repetition (Slattery and Willis, 2001). Thus the learning program at pre-primary school is designed on the principles of playing by learning and learning by playing (The national curriculum for pre-primary school).

  According to Brewster, Ellis and Girard (2003) the growing trend of using English as the world language for communication has led to the introduction of English language learning by children all over the world. The impact of global English on different part of the world promotes an increasing number of parents from non native English speaking countries, particularly Asian children, send their children to language courses after regular school hours (Paul,2003).

  There is a strong belief that having English as a tool will benefit children greatly by giving them opportunities to gain educational advantages that children learn languages better and more easily than older children. An early start is not, in itself, automatically an advantage. The successful English language learning for children is influenced by some learners’ factors. These include motivation, confidence and personality. These must be taken together with contextual factors such as the context within which English is learned and the role it plays within the community, the goals

  2 and syllabus for English, beliefs about teaching and learning, the materials, resources and time available and finally the type of assessment used (Brewster et al,2003).

  Although there are positive developments in learning English to children, according to Cajkler and Addelman (2000) teachers should not take it for granted that children will arrive in the classroom with positive attitudes to Language learning. Children’s experiences with a foreign language ought to be enjoyable. Hawkins (1984) states the main aim of children Language learning is to stimulate children’s natural interest and curiosity about language. Natural interest and curiosity about language may rise motivation to learn the language which in turn to promote positive attitudes toward language learning. Motivation is one factor that influences the successfulness of learning language. When children’s motivation is high, these learners continue enjoying their English lesson.

  The language teaching profession is involved in what many pedagogical experts would call a search. The search is for a single, ideal method that would successfully teach students a foreign language in classroom. In the world of language teaching and learning, it is characterized by frequent change and innovation and by the development of language teaching ideologies. Designing a language program the teacher needs to think carefully about the language relevant to the needs of the children (Brewster et al,2003). According to Paul (2003) teachers need to examine and question the language program is suitable to the classroom situations or it needs some modifications in order to suit the learners’ needs and the classroom conditions.

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1.2 Problem Identification

  The field of teaching English as a second or foreign language has developed into a worldwide community that seeks to improve the quality of language teaching and learning. Some issues center according to Richards and Renandya (2002) such as understanding learners and the process they employ in second or foreign language learning, understanding the nature of language teaching and learning, teaching methods which appropriate the class condition and materials which play in facilitating successful learning.

  If children have benefits from the increasing opportunities to learn English, the teacher need to create Language program based on how the children learn English most effectively. The first condition that should be properly planned in planning a Language program for children is the teacher and the curriculum designer must have a clear idea of intended goals and outcomes. Second, the school must ensure that adequate resources such as materials, classroom aids are provided to ensure optimal condition so that successful outcome can be turn into reality. Third, an evaluation of the learning outcomes after a set of period is essential in order to provide information on the validity of the program (Brewster et al, 2003).

  Based on the increasing need of developing an appropriate English program for pre-primary children as a part of language curriculum development, this study design an English program for pre-primary school. English program is as a part of curriculum development. The aim of the English program is a tool to help the students meet their learning needs. A curriculum development is a process consists of needs assessment, planning learning outcome, preparing materials and evaluation.

  4 A major consideration when planning a program is the needs of children and how they learn in order to provide optimal conditions for learning. Providing an optimal condition may motivate the children in learning. A well-planned language program provides clear aims of how the aims are going to be achieved, which visual aids will be used, and materials provide a guide to the territory to be cover in the class activities. Evaluations after a lesson help the teacher monitors her teaching and identify the strong and the weak points as well as evaluate the students’ learning and form the basis for future planning.

1.3 Problem Limitation

  a. The research is to design an English language program as a part of language curriculum development at pre-primary school.

  b. To make the research more effective and focused, the research limits the problems to design a language program for pre-primary students in learning English and to the extent that the program can help the students meet their learning needs.

  c. The designed program begins with developing material since the material provides the objectives of the program and a visible outline of what to be learned in a classroom.

  d. Trying out the material is to examine whether or not the material can meet the objectives of the program

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  1.4 Problem Formulation

  There are two research problems that are stated in this research :

  1. How is a language program for pre-primary students in learning English designed?

  2 How can the designed program help students meet their learning needs?

  1.5 Research Objectives

  There are two main objectives in this research in relation to the two research problems stated previously. The objectives of the research can be formulated as follows:

  1. This research is to design a language program for pre-primary students in learning English. Designing a language program begins with developing material as the learning tool.

  2. This research is to find out whether or not the designed program can be a tool to help pre-primary students meet their learning needs. Evaluation of the program is through trying out the material in the classroom.

  1.6 Research Benefits

  The result of the research will hopefully be beneficial for :

  1. Developing curriculum of language learning at pre-primary school in order to help the children meet their learning needs.

  1. Preparing pre-primary children for language teaching and learning program at the upper level.

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  2. Improving teachers’ techniques, strategies and creativity in designing a language program for pre-primary students.

  3. Promoting teachers to build and develop language curriculum that fits to the particular needs of their own children to learn a foreign language most effectively.

1.7 Clarification of Terms

  1. Pre-Primary School The primary objectives of pre-school is to produce happy, confident as well as to enhance cognitive, sensorimotor and social interaction to become social beings.

  According to Roth (1998) very young learners still operate in a very egocentric way. They still develop motor skills. They need to develop a sense of confidence.

  They also need activities to help them to develop memory and concentration skills. Pre-primary school provides the children to develop good concentration and memorization skills through introducing some songs, making arts (cutting and gluing). Hand-eye coordination such as coloring pictures, copying simple letters can develop children’s sensorimotor. School provides activities to reinforce concept to become social beings such as sharing and playing together with others can develop social emotional. Drawing, shape puzzles, number puzzles, word puzzles, role-play, and so on are the activities can develop cognitive ability.

  2. Learning English for Pre-Primary School Learning English for pre-primary children is not to create bilingual children.

  Learning English is to give the children an appetite to learn language in

  7 interesting and fun ways. Learning English at pre-primary school is to have a better chance of being integrated into general learning, such as learning through touching objects, through singing, through coloring pictures, through mentioning objects, through working with others and so on. It can help the students reinforce learning their L1. Brewster et.al (2003) say learning English will be an effective preparation for teaching program they will encounter at the upper class.

  3. Helping Pre-Primary Students Meet their Learning Needs The needs of the children and how they learn must be considered first so that the teacher achieves a balance between the language program aims and the needs of the children. Since the pre-primary children are at the preoperational stage, therefore the children need developing their cognitive, affective and sensorimotor skills. Pre-primary children also need stimulating experiences to make them enthusiastic about learning. The teacher can help the students meet their needs through choosing material that is appropriate to the level of the students’ skills and ensuring that the activities she asks her students to carry out in the language classroom can be completed successfully, with a reasonable degree of challenge. Activities should neither be so simple that they provide no challenge or learning experience, nor so difficult that they frustrate and demotivate (Brewster et

  al ,2003).

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CHAPTER 2

LITERATURE REVIEW

2.1 Theoretical Review

  To begin this study, it is useful to consult literatures related to the research questions. This chapter consists of two sections, namely (1) theoretical review and (2) theoretical framework. The first section discusses children language development, theoretical approaches to explaining first and foreign language learning and the process of designing language program. Reviewing related literatures helps in clarifying and defining the constructs involved in this study and in translating these constructs into operational definitions.

2.1.1 Language Development in Children

  Language is a tool that humans use to communicate or share ideas, and express emotions. Communicating is one of the most pleasurable experiences for parents and child. Children as learners absorb information through daily interactions and experiences with other children and adults. The more interactive conversation a child is involved in, the more a child learns. According to Slattery and Willis (2001) babies are able to hear voices from the time they are born since human being are born to speak. Babies are able to respond to the voices of their mother or father and people around them by smiling, producing sounds.

  .

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2.1.1.1 Cognitive Development

  First and second or foreign language acquisition is related to the cognitive domain of human behavior. According to Lennenberg (1967) the most intensive period of language development for humans is during the first three years of life. Between the ages of three the possibility for language acquisition considers to be good. In other word, the first three years of a child can acquire language more easily and beyond which time language is increasingly difficult to be acquired. During this period the developing brain is best able to absorb any language. If these critical periods are allowed to pass without early exposure to language, the ability to learn a language will be more difficult and perhaps less effective.

  How might brain development affect in second or foreign language. Lateralization of the brain is as the key to answer it. As Genesee (1982) says, human brain matures certain functions are assigned or lateralized to the left hemisphere of the brain as intellectual, logical and analytic functions and the right hemisphere of the brain related to emotional and social needs. During this time the child is neurologically assigning functions little by little to one side of brain or the other, included in these functions is language.

  Closely related to lateralization of the human brain is the role of cognitive development. Human cognition develops rapidly throughout the first years of life and less rapidly after adulthood. Piaget’s theory of cognitive development of children has become a major impact on the general understanding of the way children think and interact within their environment. He notes four stages of cognitive development (1) Sensorimotor, (2) Preoperational, (3) Concrete Operational, and (4) Formal

  10 Operational. The succession of stages involves the movement through four stages. Children must move through these stages during their childhood. In order to move from the first stage to the next, the child must master that specific set of criteria.

  Children at the sensorimotor stage are from ages 0 to 2. During this period, babies are busy to discover the relationship between their bodies and the environment. They rely on seeing, touching, feeling, and using their senses to learn things.

  The second stage is the preoperational stage which occurs from ages 2 to 6. During this stage, according to Piaget, a child views life from his own perspective. In this stage, the child is very me, myself and I oriented. The child operates in a very egocentric way. Egocentricm of very young children lead them to believe that everyone thinks as they do.

  The concrete operational stage is the third stage which occur between the ages of 7 and 12. Piaget claims that in this stage, a child is characterized by a loss of egocentric thinking, ability to coordinate two dimensions of an object simultaneously, arrange structures in sequence, transpose differences between items in a series, ability to master most types of conversation.

  The last stage is the formal operational stage which begins approximately from 11 to 12 years old and continue throughout adulthood. This stage is characterized by ability to formulate hypotheses and ability to answer to a problem, able to think abstractly and understand the form of a mathematical problem, ability to reason contrary to fact.

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2.1.1.2 Social-Emotional Development

  Understanding how human beings feel, respond and value are important aspects in social-emotional development. Erikson (2006) says that social-emotional development in children results in the human organism’s moving from the state of total egocentricity to ideal adult state of independent creativity. He proposes eight stages of social-emotional development in children and teenagers.

  1. Hope, this period is from first one and two years of life.

  If children are well handled, loved, they will develop trust, security and a basic optimism.

  2. Will occurs during early childhood between about 18 months or 2 years and 3 to 4 years. Well parented emerges child sure of himself, elated with his new found control and proud rather than ashamed.

  3. Purpose occurs during the play age or the later preschool years.

  During it, children learn to imagine, to broaden his skills through active play, to cooperate with others and to lead as well as to follow.

  4. Competence, the child learns to master the more formal skills of life such as mastering social studies, reading, arithmetic.

  5. Fidelity, the child, now an adolescent, learns how to answer satisfactory and happily the question of who am I?

  6. Love, the successful young adult can experience true intimacy that makes possible good marriage and enduring friendship.

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  7. Care, in adulthood, the psychosocial crisis demands generativity, both in the sense of marriage and parenthood, and in the sense of working productively and creatively.

  8. Wisdom, the mature adult develops integrity. He trusts. He works hard. He develops self-concept. He is proud of what he creates.

2.1.2 Learning First Language

  Genishi (2006) says, human beings have an innate gift for figuring out the rules of the language used in their environment. According to Brown (1994) a baby’s cry can be compared to the bleat of a hunger lamb. His cry of hunger is as part of the newborn’s bodily struggle as it reacts to its discomfort.

  The stage of crying is from approximately 0 to 4 months. They are not yet using sounds to manipulate, but simply expressing their feelings. The next stage is a period of babbling. At this stage, approximately from 4 to 6 months of ages, babies start to make many more sounds. They practise the sounds, intonation and rhythm of language. They learn to replicate sounds they hear. They learn to yell and whisper. They start to babble to express their needs and wants (Brewsters et al,2003).

  By 9-12 months the child’s babbling becomes melodic. This means that intonation starts to sound more like adult patterns. They may combine their sounds with gestures. A child’s first words are produced by approximately 14 to 20 months of age. Sometimes a single word may represent an entire thought. This is called holophrase, for example if a baby wants a bottle then he points to his bottle and say “ba” which means “give me my bottle” (Genishi,2006).

  13 From approximately 2 years of age, a child begins to combine 2-3 words to refer what he wants or needs or to express his feelings. It shows an understanding of language semantics, not only words, but also context and the difference between action words and objects. According to Brewster et al (2003) at the age of 3-4 years old children will have learned all the vowel and consonant sounds of their L1, although some of them may have a few problem with individual sounds such as r/l.