The English language teaching of the fifth grade students of Ciputra Elementary School Surabaya - Widya Mandala Catholic University Surabaya Repository
CHAPTER V
CONCLUSIONAND SUGGESTIONS
,ffi
{"
.;
a1;"^'*'u*"*
CHAPTERV
CONCLUSIONAND SUGGESTIONS
This chapter containsthe conclusionof this study and the writer-s
su_ugestions.The conclusion rvill be about the summary of the stud1".
Meanwhile for the suggestionsconcelns to the uriter's suggestion for the
English teachersin teaching English to their studentsso that the studentswill
be motivated to be involved actively in teaching learning processes,and the
$riter's suggestion for further research that will be conducted by other
students.
5.1Conclusion
Norvadays,Englishhas becomean intemationallanguage,rvhich is
rvidely used to communicatethe findings of science and technology.So
by the people.And in Indonesra,
Englishis a languagethat well appreciated
accordingto the 1994 Curriculum, English is a local content subject at
elementaryschool. This is based on the considerationthat children leam
easilywhentheyarein their cntical periodwhich beginsat two years
language
old.
to children is different from
As a matter of fact, teaching English
environmentfor children is not the
teaching it io adults.The ideal learning
children' teachers should create an
same as that for adults' In teaching
environmentthatmotivatestheleamersinlearningandmakesthemenjor'the
activities.
does the obsenation' has
Ciputra, the school rvhere the rwiter
they participate actively during the
assumedthat children rearn better rvhen
is by involving them in rhe
lesson.Horv to make them participateactively
activities.Hence"motivationbecomesthecrucialfactorforchi]dren-Teachers
havetothinkorcreateactivitiesthatattractthestudents.Byitsnature.teaching
ishowteacherscantransfertheknowledgelothestudentsasrvellaSthe\,
the way the Ciputra's teachers
understandit. Consequently'it is affected on
1o be active tn
present the materials to the students' They demand the students
class,andaccordingl-vthemediaisthefactorthatsupportedthestudentstobe
motivated and interestedin learning
of grade
As the writer has observed,Mr' Roach' the English teacher
the studentsfive, prepares his teaching in such a way that requires
He creates
participation in the classroom,without ignoring the use of media'
in their learning' lbr
activities that make the students involved actively
it' and painting a
example, asking the studentsto make a speech,presenting
know a concept' the
flag, According to him leaming is an experience' To
studentshavetoerperienceandfeelitasrealaspossible.Together,the
studentsare askedto plan, to do it, to evaluateit, and to solve the problem. As
an example,fo know the concept ofdemocracy, the studentshave to experience
how to make a speechfor the carnpaign,to do the speech,to be involved in the
election.and how to choosethe presidentin a governmentdemocracysystem'
porver
From that, they can see how the people of a democratic nation have the
tochoosethepresident.Thoseactivitiesalsousemediaasthefacilitator.
just gving them the
Teaching studentsin practical way is far away rvorthy than
theories,that they may not understandthem.
also
Additionally, the teacher's role during the teaching learning is
He is a
important. Mr. Roach has been great in doing his role as the teacher.
an
good organizer and motivator in planning and creating the activities'
and
excellent assessorfor his students, becausebeside he gives conecnons
good efforts and
suggestions to his students, he also praises them for their
guiding his students
accomplishments.He is also a good tutor and resourcein
to accomplishthe assignments'
And finally, the writer can conclude that the English language
their basic rn
teaching in Ciputra make use the activity based learning as
and
teaching. Learning should allow the students to experience it in a concrete
helps the
interestingway. Therefore,activity basedlearning and the media that
good example
teachersin their teaching,as what Ciputra teachersapply' is one
That way rvill
that teachersfrom other schools can take into considerations.
leaming
motivate the students to be actively involved in the teaching and
so the
Becausethroughactivitiesstudentswill enjoy the leaming'
processes.
andthe teachingobjectivesareachieved'
teachinglearningis success
5.2 Suggestions
like to give some
Having done the research' the rvriter would
teacher apPlies in their
suggestions concerning the technique that Ciputra
the English teachers of
teaching. First, the suggestion is addressed tc
elementaryschool,andsecondthesuggestionisforthefurtherresearchthat
will be conductedby otherstudents'
for the Englishteachers'
5.2.1Suggestion
it looks'
TeachingEnglish to young leamers is not as simple as
materials'andthen
Teacherscannotjust standin front ofthe class,explainthe
g i v e s o m e e x e rci se sto th e stu d e n ts.Itism or ethanthat.Teacher sshould
the teaching learning
engagethe studentsto participate, to be involved in
a concreteand
activity. Students,especiallyyoung learners'leam easily in
in t e r e s t i n g w a y.T h e yw i l l |e a rn b e tter iftheyexper ienceit.Activiqvbased
situationthatput
learningthat is usedby ciputra teachersis a teachingleaming
leaming' while the
the studentsas the subject and the doer of their own
t e a c h e r s a r eo n |ya sa n o rg a n i ze r,m otivator for thestudents.W hatateacher
should.loareplanningmeaningfulandpurposefulactivities,developinganon-
threateningbut enjoyableclassroomenvironmentin order to motivate the
andbecominga tutor who helpstudentsto accomplishtheir task.
students,
Therefore,the writer suggeststhat engagingthe studentsin the
activitiesduring the teachingleaming processcan be one of rvaysthat the
Englishteacherscan take into considerationin teachingtheir students.The
teachercanplan andcreatemeaningfuland purposefulactivitiesrvhichinvolve
the studentsas the activeparticipantsin the classroom.It is much betterthan
and
a lot oftheorieswhichareprobablyconfusingfor the students,
explaining
sometimesrvill cause boredom in the classroom.Through activity-based
leaming,the studentswill be motivatedto take part in the teachirrgleaming
activitv.
5.2.2 Suggestionfor further research.
As for this secondpart of sugg€stion,the rwiter u'ould like to suggest
the other studentswho are going to do a further research.Since this study is a
qualitative research,the writer suggestsother researchersto do the quantitative
one aboutrnoreor lessthe sametopic.
The research can be comparing Ciputra's technique and the
conventionalrvay. The conventional rvay is. for instance.rvhen a teacher
teaches grammar, the teacher explains the form of the grammar, and then
rwites the questionson the blackboard, the studentswrite them in their books,
later on they check it together. In which this study is aimed to see whether the
BIBLIOGRAPHY
BTBLIOGRAPHY
in an EFL Settind'' English Teaching
Abe, Keiko. 1991. "Teachine Childlen
Forum.Volume XXIX' No 4'
gai"I
Psikologr-d4nMel-qd-e-Men
Adisutrisno,Damatius Wagiman' 1995' Dasql
Bahasa Inggns dt Sexo.lan u4s4l
sekolahDasar,widYa Mandala'
%uru
BahasaIngg
Pengajaran
Surabaya.
i'ii"i.*'1J;;=;*'*
* t'I*u'ry.s*?'i
1994' Bevond The Monitor Model'
Barasch.Ronald M. and James'C' Vaughn'
Boston : Heinle and Heinle Publishers'
TESOL : Techniquesand
Jransuaee'
J. Donald.1985.Vocabulary.Oral
Borven,
"" - 'Pttt
Publishers'
drt t- Cambridge' NewburyHouse
Applied -Linguistics and
Bowers, Roger and Brumfit, Christopher' -1991'
Publications in
Enslish I-anguage ieachine' Modem engtistr
essociationwith the British Council'
Boston : McGraw-Hill
Brophy, Jere. 1998. Motivatins Studentsto I€anL
Companies,Inc. r
and Teachine'
Brown, H. Douglas.1987.Principlesof I-anguaee"klarnins
New Jersiy : PrenticeHall tnc'' EnglewoodCliffs'
Brown,H. Douglas'I 994'Teachineby Pringipll : A-phtqr?gliltr4rygsL+
Englewood
Languasl pedaeow. New Jersey: Prentice llall Regents'
Cliffs.
: From Practice to
Brumfit, et. al. 1994. Teachin Enelish to Children
Principle.London : ThomasNelson and SonsLtd
DepartemenPendidikan dan KebudayaanR€publik:994'
ruritutumtvtuatant.otdtqg+.Garis.GarisBesarProgramPengjaran
( GBPP)- Jakarta
laqgsage-ald
Fisher, Carol J. and Terry, C. Anrr. 1986. Childreq's
Book Co'
Language Arts. G^itia Edition. New York : McGraw-Hill
the
Fraenkel,Jack.R. and Wallen,NormanE. 1993'How to De-sisr-al{Evaluate
Researchin Education.SecondEdition' New York : McGraw-Hill
lnc. f
Companies,
Harmer,Jeremy.1994.ThePracticeof EnelishLansuaseTeaching.New York
: LongmanPublishingGrouP.
Hetaly, ZaenabEL-Said El. lgST. "TeachingEnglish to children". English
TeachingForum.Volume)C(V. No. 2Hitchcock,Grahamand Hughes,David. 1995.Researchand the TeAclrqr: A
OualitativeIntroduciionto School-BasedResearch.SecondEditton.
London: Routledge.
y
Holmes, Janet. December 1986. "Classroomlnteraction and the second
LanguageLeamer".GuidelinesVIII. 2.
Holzman,Mathilda. 1997.The l^anguageof Children.Blackwell Publishers'
Inc.
Hudelson Sarah. 1991. "EFL Teachine and children : A Topic-Based
Approach".English TeachingForum-Volume )O(D( No' 4'
Kartio, Magdalena.1998.Workshopon Testine and Evatualrgn9f lne4sh-for
Yorine Leamen. The British Council, ITS English Study Center'
Surabaya.x
Kemp, Jerrold E. and Dayton, DeanneK- 1985. Plannins and Froducins
InstructionalMedia.New York : Harperand Row Publishers'
Krashen, StephenD. 1982.Principles and Practice in tbe Secord Lansua e
Acquiiition. London : PergamonPress, A- Whedon and Co'' Ltd'
Exeter.
Lee, W. R. and coppen, Helen. 1983. Simple Audievisual Aids to Foreipur
LanguaseTeaching.Hongkong: Oldord University PressMercer, Neil and Swann, Joan 1996. lcaming Enslish : Development and
Diversity. London ; The OpenUniversityMurcia, celce-Marianne.1991.TeachineEnslish As a second or Forei€5l
Langrage.Boston: Heinle and Heinle Publishers.
:
Nunan, David. 1989. understandinsLanguaeeclassrooms.cambridge
v
PrenticeHall IntemationalUniversityPress'
Oxford. 1989.
R i-"'
ggPattandD.ScottEnright.1936...ChildrenandE$L:-Inte€:rattne
perspectives.
Washingti D. C. : Teachersof Englishto Speakersof
Other Languages.v
Rivers,Wilga. 1987.InteractiveLanguageTeachins'Cambridge: Cambridge
Univenify Press.
S c o t t , W e n d yA .l g g 0 .T e a ch i n e E n glishtoChildr en.NewYor k:Inngman
PublishingGrouP.
Soeparno. 1980. Medi
PereuruanTinqgi. IKIP Yogyakarta'
Peneembansan
Strevens,Peter.1983.New Orientationsin the Teachineof Enelish.Oxford :
Oxford University Press.
Ur, Penny. 1996.
Cambridge: CambridgeUniversity Press.
Webster,Meriem. 19E6.Webster'sThird New tnternationalDictionar.vof the
: Meriem Webster,Inc'
English Laneuage.Massachusetts
CONCLUSIONAND SUGGESTIONS
,ffi
{"
.;
a1;"^'*'u*"*
CHAPTERV
CONCLUSIONAND SUGGESTIONS
This chapter containsthe conclusionof this study and the writer-s
su_ugestions.The conclusion rvill be about the summary of the stud1".
Meanwhile for the suggestionsconcelns to the uriter's suggestion for the
English teachersin teaching English to their studentsso that the studentswill
be motivated to be involved actively in teaching learning processes,and the
$riter's suggestion for further research that will be conducted by other
students.
5.1Conclusion
Norvadays,Englishhas becomean intemationallanguage,rvhich is
rvidely used to communicatethe findings of science and technology.So
by the people.And in Indonesra,
Englishis a languagethat well appreciated
accordingto the 1994 Curriculum, English is a local content subject at
elementaryschool. This is based on the considerationthat children leam
easilywhentheyarein their cntical periodwhich beginsat two years
language
old.
to children is different from
As a matter of fact, teaching English
environmentfor children is not the
teaching it io adults.The ideal learning
children' teachers should create an
same as that for adults' In teaching
environmentthatmotivatestheleamersinlearningandmakesthemenjor'the
activities.
does the obsenation' has
Ciputra, the school rvhere the rwiter
they participate actively during the
assumedthat children rearn better rvhen
is by involving them in rhe
lesson.Horv to make them participateactively
activities.Hence"motivationbecomesthecrucialfactorforchi]dren-Teachers
havetothinkorcreateactivitiesthatattractthestudents.Byitsnature.teaching
ishowteacherscantransfertheknowledgelothestudentsasrvellaSthe\,
the way the Ciputra's teachers
understandit. Consequently'it is affected on
1o be active tn
present the materials to the students' They demand the students
class,andaccordingl-vthemediaisthefactorthatsupportedthestudentstobe
motivated and interestedin learning
of grade
As the writer has observed,Mr' Roach' the English teacher
the studentsfive, prepares his teaching in such a way that requires
He creates
participation in the classroom,without ignoring the use of media'
in their learning' lbr
activities that make the students involved actively
it' and painting a
example, asking the studentsto make a speech,presenting
know a concept' the
flag, According to him leaming is an experience' To
studentshavetoerperienceandfeelitasrealaspossible.Together,the
studentsare askedto plan, to do it, to evaluateit, and to solve the problem. As
an example,fo know the concept ofdemocracy, the studentshave to experience
how to make a speechfor the carnpaign,to do the speech,to be involved in the
election.and how to choosethe presidentin a governmentdemocracysystem'
porver
From that, they can see how the people of a democratic nation have the
tochoosethepresident.Thoseactivitiesalsousemediaasthefacilitator.
just gving them the
Teaching studentsin practical way is far away rvorthy than
theories,that they may not understandthem.
also
Additionally, the teacher's role during the teaching learning is
He is a
important. Mr. Roach has been great in doing his role as the teacher.
an
good organizer and motivator in planning and creating the activities'
and
excellent assessorfor his students, becausebeside he gives conecnons
good efforts and
suggestions to his students, he also praises them for their
guiding his students
accomplishments.He is also a good tutor and resourcein
to accomplishthe assignments'
And finally, the writer can conclude that the English language
their basic rn
teaching in Ciputra make use the activity based learning as
and
teaching. Learning should allow the students to experience it in a concrete
helps the
interestingway. Therefore,activity basedlearning and the media that
good example
teachersin their teaching,as what Ciputra teachersapply' is one
That way rvill
that teachersfrom other schools can take into considerations.
leaming
motivate the students to be actively involved in the teaching and
so the
Becausethroughactivitiesstudentswill enjoy the leaming'
processes.
andthe teachingobjectivesareachieved'
teachinglearningis success
5.2 Suggestions
like to give some
Having done the research' the rvriter would
teacher apPlies in their
suggestions concerning the technique that Ciputra
the English teachers of
teaching. First, the suggestion is addressed tc
elementaryschool,andsecondthesuggestionisforthefurtherresearchthat
will be conductedby otherstudents'
for the Englishteachers'
5.2.1Suggestion
it looks'
TeachingEnglish to young leamers is not as simple as
materials'andthen
Teacherscannotjust standin front ofthe class,explainthe
g i v e s o m e e x e rci se sto th e stu d e n ts.Itism or ethanthat.Teacher sshould
the teaching learning
engagethe studentsto participate, to be involved in
a concreteand
activity. Students,especiallyyoung learners'leam easily in
in t e r e s t i n g w a y.T h e yw i l l |e a rn b e tter iftheyexper ienceit.Activiqvbased
situationthatput
learningthat is usedby ciputra teachersis a teachingleaming
leaming' while the
the studentsas the subject and the doer of their own
t e a c h e r s a r eo n |ya sa n o rg a n i ze r,m otivator for thestudents.W hatateacher
should.loareplanningmeaningfulandpurposefulactivities,developinganon-
threateningbut enjoyableclassroomenvironmentin order to motivate the
andbecominga tutor who helpstudentsto accomplishtheir task.
students,
Therefore,the writer suggeststhat engagingthe studentsin the
activitiesduring the teachingleaming processcan be one of rvaysthat the
Englishteacherscan take into considerationin teachingtheir students.The
teachercanplan andcreatemeaningfuland purposefulactivitiesrvhichinvolve
the studentsas the activeparticipantsin the classroom.It is much betterthan
and
a lot oftheorieswhichareprobablyconfusingfor the students,
explaining
sometimesrvill cause boredom in the classroom.Through activity-based
leaming,the studentswill be motivatedto take part in the teachirrgleaming
activitv.
5.2.2 Suggestionfor further research.
As for this secondpart of sugg€stion,the rwiter u'ould like to suggest
the other studentswho are going to do a further research.Since this study is a
qualitative research,the writer suggestsother researchersto do the quantitative
one aboutrnoreor lessthe sametopic.
The research can be comparing Ciputra's technique and the
conventionalrvay. The conventional rvay is. for instance.rvhen a teacher
teaches grammar, the teacher explains the form of the grammar, and then
rwites the questionson the blackboard, the studentswrite them in their books,
later on they check it together. In which this study is aimed to see whether the
BIBLIOGRAPHY
BTBLIOGRAPHY
in an EFL Settind'' English Teaching
Abe, Keiko. 1991. "Teachine Childlen
Forum.Volume XXIX' No 4'
gai"I
Psikologr-d4nMel-qd-e-Men
Adisutrisno,Damatius Wagiman' 1995' Dasql
Bahasa Inggns dt Sexo.lan u4s4l
sekolahDasar,widYa Mandala'
%uru
BahasaIngg
Pengajaran
Surabaya.
i'ii"i.*'1J;;=;*'*
* t'I*u'ry.s*?'i
1994' Bevond The Monitor Model'
Barasch.Ronald M. and James'C' Vaughn'
Boston : Heinle and Heinle Publishers'
TESOL : Techniquesand
Jransuaee'
J. Donald.1985.Vocabulary.Oral
Borven,
"" - 'Pttt
Publishers'
drt t- Cambridge' NewburyHouse
Applied -Linguistics and
Bowers, Roger and Brumfit, Christopher' -1991'
Publications in
Enslish I-anguage ieachine' Modem engtistr
essociationwith the British Council'
Boston : McGraw-Hill
Brophy, Jere. 1998. Motivatins Studentsto I€anL
Companies,Inc. r
and Teachine'
Brown, H. Douglas.1987.Principlesof I-anguaee"klarnins
New Jersiy : PrenticeHall tnc'' EnglewoodCliffs'
Brown,H. Douglas'I 994'Teachineby Pringipll : A-phtqr?gliltr4rygsL+
Englewood
Languasl pedaeow. New Jersey: Prentice llall Regents'
Cliffs.
: From Practice to
Brumfit, et. al. 1994. Teachin Enelish to Children
Principle.London : ThomasNelson and SonsLtd
DepartemenPendidikan dan KebudayaanR€publik:994'
ruritutumtvtuatant.otdtqg+.Garis.GarisBesarProgramPengjaran
( GBPP)- Jakarta
laqgsage-ald
Fisher, Carol J. and Terry, C. Anrr. 1986. Childreq's
Book Co'
Language Arts. G^itia Edition. New York : McGraw-Hill
the
Fraenkel,Jack.R. and Wallen,NormanE. 1993'How to De-sisr-al{Evaluate
Researchin Education.SecondEdition' New York : McGraw-Hill
lnc. f
Companies,
Harmer,Jeremy.1994.ThePracticeof EnelishLansuaseTeaching.New York
: LongmanPublishingGrouP.
Hetaly, ZaenabEL-Said El. lgST. "TeachingEnglish to children". English
TeachingForum.Volume)C(V. No. 2Hitchcock,Grahamand Hughes,David. 1995.Researchand the TeAclrqr: A
OualitativeIntroduciionto School-BasedResearch.SecondEditton.
London: Routledge.
y
Holmes, Janet. December 1986. "Classroomlnteraction and the second
LanguageLeamer".GuidelinesVIII. 2.
Holzman,Mathilda. 1997.The l^anguageof Children.Blackwell Publishers'
Inc.
Hudelson Sarah. 1991. "EFL Teachine and children : A Topic-Based
Approach".English TeachingForum-Volume )O(D( No' 4'
Kartio, Magdalena.1998.Workshopon Testine and Evatualrgn9f lne4sh-for
Yorine Leamen. The British Council, ITS English Study Center'
Surabaya.x
Kemp, Jerrold E. and Dayton, DeanneK- 1985. Plannins and Froducins
InstructionalMedia.New York : Harperand Row Publishers'
Krashen, StephenD. 1982.Principles and Practice in tbe Secord Lansua e
Acquiiition. London : PergamonPress, A- Whedon and Co'' Ltd'
Exeter.
Lee, W. R. and coppen, Helen. 1983. Simple Audievisual Aids to Foreipur
LanguaseTeaching.Hongkong: Oldord University PressMercer, Neil and Swann, Joan 1996. lcaming Enslish : Development and
Diversity. London ; The OpenUniversityMurcia, celce-Marianne.1991.TeachineEnslish As a second or Forei€5l
Langrage.Boston: Heinle and Heinle Publishers.
:
Nunan, David. 1989. understandinsLanguaeeclassrooms.cambridge
v
PrenticeHall IntemationalUniversityPress'
Oxford. 1989.
R i-"'
ggPattandD.ScottEnright.1936...ChildrenandE$L:-Inte€:rattne
perspectives.
Washingti D. C. : Teachersof Englishto Speakersof
Other Languages.v
Rivers,Wilga. 1987.InteractiveLanguageTeachins'Cambridge: Cambridge
Univenify Press.
S c o t t , W e n d yA .l g g 0 .T e a ch i n e E n glishtoChildr en.NewYor k:Inngman
PublishingGrouP.
Soeparno. 1980. Medi
PereuruanTinqgi. IKIP Yogyakarta'
Peneembansan
Strevens,Peter.1983.New Orientationsin the Teachineof Enelish.Oxford :
Oxford University Press.
Ur, Penny. 1996.
Cambridge: CambridgeUniversity Press.
Webster,Meriem. 19E6.Webster'sThird New tnternationalDictionar.vof the
: Meriem Webster,Inc'
English Laneuage.Massachusetts