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THE IMPLEMENTATION OF ENGLISH LANGUAGE TEACHING IN
KINDERGARTEN
(A Naturalistic Study at B Class of TK NEGERI PEMBINA Manahan
Surakarta in the Academic Year of 2011/2012)
By:
ANI PURWANTI
K2207013
A THESIS
Submitted to the Teacher Training and Education Faculty of Sebelas Maret
University to Fulfill One of the Requirements for Getting the Undergraduate
Degree of Education in English
ENGLISH DEPARTMENT
TEACHER TRAINING AND EDUCATION FACULTY
SEBELAS MARET UNIVERSITY
SURAKARTA
2012
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APPROVAL
This thesis has been approved by the consultants to be examined by the
board of thesis examiners of the English Department of Teacher Training and
Education Faculty, Sebelas Maret University.
Consultant I Consultant II
Prof. Dr. Joko Nurkamto, M.Pd. Teguh Sarosa, S.S., M.Hum.
NIP. 196101241987021001 NIP. 197302052006041001
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BOARD OF EXAMINERS LEGITIMATION
This thesis has been examined by the Board of Thesis Examiners of
Teacher Training and Education Faculty, Sebelas Maret University, and accepted
as one of the requirements for getting an Undergraduate Degree of Education in
English.
On : Surakarta
Date : February 03, 2012
Board of Examiners:
Chairman:
Drs. Martono, M.A. ( ______________ )
NIP 196003011988031004
Secretary:
Drs. Ambrosius Handoko Pudjobroto ( ______________ )
NIP 195810261988031001
Examiner 1:
Prof. Dr. Joko Nurkamto, M.Pd ( ______________ )
NIP 196101241987021001
Examiner II:
Teguh Sarosa, SS., M.Hum. ( ______________ )
NIP 197302052006041001
Teacher Training and Education Faculty
Sebelas Maret University of Surakarta
Dean,
Prof. Dr. M. Furqon Hidayatullah, M. Pd
NIP. 1600727 198702 1 011
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ABSTRACT ANI PURWANTI. K2207013. THE IMPLEMENTATION OF ENGLISH
LANGUAGE TEACHING IN KINDERGARTEN (A NATURALISTIC
STUDY AT B CLASS OF TK NEGERI PEMBINA MANAHAN
SURAKARTA IN THE ACADEMIC YEAR OF 2011/2012). Thesis. English
Department of Teacher Training and Education Faculty. Sebelas Maret
University, Surakarta. 2012.
This research investigates the implementation of English language
teaching in kindergarten in the form of qualitative study. The objective of this
research is to describe the implementation of English language teaching at B class
of TK NEGERI PEMBINA Manahan Surakarta in the academic year of
2011/2012 in six aspects including the objective, the syllabus, the types of
teaching and learning activities, the teacher’s roles, the learner’s roles, and the
roles of teaching material and to identify the effectiveness of that implementation.
The research was carried out in TK NEGERI PEMBINA Manahan
Surakarta from September to October 2011. The sources of the data are events,
informants, and documents. The data are collected through observation, interview,
and document analysis. In analyzing the data, the writer uses flow model analysis
including reducing the data, presenting the data, and drawing conclusion.
The result of the research shows that (1) the objective of English
language teaching is to introduce English to the children and to treat children to be
able to communicate in English. Moreover they are able to make a simple
conversation using English, (2) the syllabus used in English language teaching is
arranged by the teacher with the agreement of National Education Department of
Indonesia, (3) the teaching and learning activities of English language teaching
contain of various kind of activities, (4) the roles of English teacher are material
source and developer, motivator, counsellor and provider of students input,
demonstrator of accurate language production, monitor of students’ learning and
facilitator, students’ need analyst, and organizer and controller of students’
behaviour, (5) the roles of learners are becoming a part of a group and learning
from the interaction happened in the classroom, helping other learners who get
difficulties and learning from everything around them involving their friends,
teacher and environment, (6) the roles of the materials are becoming a resource of
learning process, becoming a source of activities and interaction, becoming a
reference source for learners on grammar, vocabulary, pronunciation, and so on,
and also becoming a source of stimulation and ideas for classroom activities.
Based on the research findings, the writer concludes that the implementation of
English language teaching at B class of TK NEGERI PEMBINA Manahan
Surakarta in the academic year of 2011/2012 is effective.
Therefore, it is recomended that (1) Government gives a prescriptive
guideline material which are appropriate to be conducted in the pre-school
education; (2) School re-manages the time allocation of English lesson; (3)
English teacher should enrich herself with many media and techniques and
encourage the students with low motivation and low intelligence; (4) Head of the
class should help the English teacher in monitoring the students’ behaviour and
managed the classroom condition during English lesson.
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ABSTRAK
ANI PURWANTI. K2207013. THE IMPLEMENTATION OF ENGLISH
LANGUAGE TEACHING IN KINDERGARTEN (A NATURALISTIC
STUDY AT B CLASS OF TK NEGERI PEMBINA MANAHAN
SURAKARTA IN THE ACADEMIC YEAR OF 2011/2012). Skripsi. Fakultas
Keguruan dan Ilmu Pendidikan. Universitas Sebelas Maret, Surakarta. 2012.
Penelitian ini menyelidiki pelaksanaan pembelajaran Bahasa Inggris di
Taman Kanak-kanak dalam bentuk penelitian kualitatif. Tujuan penelitian ini
adalah untuk mendeskripsikan pelaksanaan pembelajaran Bahasa Inggris di kelas
B di TK NEGERI PEMBINA Manahan Surakarta pada tahun akademik
2011/2012 dalam 6 aspek meliputi tujuan pembelajaran, silabus pembelajaran,
tipe kegiatan pembelajaran, peran guru, peran siswa dan peran materi ajar dan
juga untuk mengidentifikasi keefeektifan pelaksanaannya.
Penelitian ini diadakan di TK NEGERI PEMBINA Manahan Surakarta
dari September sampai Oktober 2011. Sumber datanya adalah peristiwa,
informan, dan dokumen. Data dikumpulkan dari observasi, wawancara dan
analisis dokumen. Dalam menganalisis data, penulis menggunakan model analisis
jalinan, mencakup reduksi data, penyajian data dan penarikan kesimpulan.
Hasil dari penelitian menunjukkan bahwa: (1) tujuan pembelajaran
Bahasa Inggris adalah untuk mengenalkan Bahasa Inggris kepada anak dan untuk
melatih anak untuk dapat berkomunikasi dengan Bahasa Inggris. Selain itu
mereka mampu membuat percakapan sederhana dengan Bahasa Inggris, (2)
silabus yang dipakai dalam pembelajaran Bahasa Inggris disusun oleh guru
dengan persetujuan dari Kementrian Pendidikan dan Kebudayaan, (3) tipe
kegiatan pembelajaran Bahasa Inggris terdiri dari berbagai macam kegiatan, (4)
peran guru adalah sebagai sumber dan pengembang materi ajar, motivator,
konselor, penyedia saran untuk siswa, demonstran penggunaan bahasa yang tepat,
pemantau pembelajaran siswa dan fasilitator, penganalisis kebutuhan siswa,
pengatur dan pengontrol perilaku siswa, (5) peran siswa adalah sebagai bagian
dari sebuah kelompok dan belajar dari interaksi di kelompok tersebut, membantu
siswa lain yang kesulitan dan belajar dari sekitarnya termasuk teman, guru, dan
lingkungan, (6) peran materi ajar adalah sebagai sumber proses belajar, sumber
kegiatan dan interaksi, sumber referensi tata bahasa, kosakata, dan pelafalan, dan
sumber rangsangan dan ide untuk kegiatan kelas. Berdasarkan hasil penelitian,
penulis menyimpulkan bahwa pelaksanaan pembelajaran Bahasa Inggris di kelas
B di TK NEGERI PEMBINA Manahan Surakarta pada tahun akademik
2011/2012 adalah efektif.
Oleh karena itu, disarankan bahwa (1) pemerintah memberi ketentuan
pedoman materi ajar yang sesuai untuk diaplikasikan di pendidikan pra-sekolah,
(2) sekolah mengatur ulang alokasi waktu pelajaran Bahasa Inggris, (3) guru
Bahasa Inggris memperkaya dirinya dengan berbagai media dan teknik dan juga
mendorong siswa dengan motivasi dan kecerdasan rendah, (4) wali kelas
membantu guru Bahasa Inggris dalam memantau perilaku siswa dan mangatur
kondisi kelas selama pelajaran Bahasa Inggris.
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MOTTO
Life is about Learning, Moving, Upgrading, and Smiling
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DEDICATION
This Thesis is dedicated to:
My Self
My Family
My Inspiration
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ACKNOWLEDGMENT
Thanks to God for His blessing and mercy so that the writer can finish
her thesis as a partial fulfillment of the requirements for getting undergraduate
degree of education in English. Obviously, the writer also wishes to thank:
1. The Dean of Teacher Training and Education Faculty of Sebelas Maret
who has given permission to the writer to write the thesis.
2. The Head of English Department who has given permission to the writer
to write the thesis.
3. Prof. Dr. Joko Nurkamto, M.Pd., the first consultant, who has been
willing to give guidance and advice in accomplishing this thesis.
4. Teguh Sarosa, S.S., M.Hum., the second consultant, for his guidance,
and suggestion, during the process of accomplishing this thesis.
5. Ari Yudani, M.Pd., the headmaster of TK Negeri Pembina Manahan
Surakarta, all teachers and staff who help her dealing with the research.
6. Her beloved family, for a never ending support and love for the writer.
7. Everyone who inspires, motivates, supports and helps the writer.
The writer realizes that this thesis is not perfect. Therefore, she gratefully
accepts every suggestions, and comment from those who concern to this thesis.
Hopefully, this thesis will be able to be useful for the readers especially for those
who are interested in the similar study.
Surakarta, December 5, 2011
Ani Purwanti
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TABLE OF CONTENT
TITLE PAGE ................................................................................................... i
APPROVAL ..................................................................................................... ii
BOARD OF EXAMINERS LEGITIMATION ............................................... iii
ABSTRACT ..................................................................................................... iv
MOTTO ........................................................................................................... vi
DEDICATION ................................................................................................. vii
ACKNOWLEDGEMENT ............................................................................... viii
TABLE OF CONTENT ................................................................................... ix
LIST OF APPENDICES .................................................................................. xi
LIST OF TABLES ........................................................................................... xii
LIST OF FIGURES ......................................................................................... xiii
CHAPTER I: INTRODUCTION
A. The Background of the Study ...................................................................... 1
B. Formulation of the Problem ........................................................................ 5
C. The Objective of the Study .......................................................................... 6
D. The Benefit of the Study ............................................................................. 6
CHAPTER II THEORETICAL REVIEW
A. The Nature of English Language Teaching
1. The Meaning of English Language Learning ......................................... 7
2. . The Meaning of English Language Teaching ......................................... 9
3. The Purpose of English Language Teaching .......................................... 13
4. Approaches and Methods in English Language Teaching ..................... 14
5. Characteristics of English Language Teaching ...................................... 19
B. Young Learners
1. . The Meaning of Young Learners ............................................................ 22
2. Characteristics of Young Learners ......................................................... 22
3. Development of Young Learners............................................................ 25
4. Language Learning Development of Young Learners ........................... 28
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C. Teaching English to Young Learners
1. The Purpose of Teaching English to Young Learners ............................ 31
2. The Principle of Teaching English to Young Learners .......................... 32
3. Technique in Teaching English to Young Learners ............................... 34
4. Types of Learning Activities in Teaching English to Young Learners .. 37
CHAPTER III RESEARCH METHODOLOGY
A. Research Method ......................................................................................... 39
B. Description of Setting .................................................................................. 40
C. Sources of Data ........................................................................................... 41
D. Sampling ...................................................................................................... 41
E. Techniques of Collecting Data .................................................................... 42
F. Trustworthines ............................................................................................. 44
G. Techniques of Analyzing Data .................................................................... 46
CHAPTER IV RESEARCH FINDING AND DISCUSSION
A. Research Finding ......................................................................................... 48
1. The Implementation of English Language Teaching .............................. 48
a. The Objective of the Teaching ............................................................ 48
b. The Syllabus of the Teaching ............................................................. 56
c. The Types of Teaching and Learning Activities ................................ 59
d. The Teacher’s Roles ........................................................................... 65
e. The Learner’s Roles ............................................................................ 69
f. The Roles of Teaching Material ......................................................... 73
2. The Effectiveness of English Language Teaching Implementation ........ 75
B. Discussion ................................................................................................... 81
CHAPTER V CONCLUSION AND SUGGESTION
A. Conclusion ................................................................................................... 85
B. Suggestion ................................................................................................... 87
BIBLIOGRAPHY ............................................................................................ 89
APPENDICES ................................................................................................. 92
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LIST OF APPENDICES
1. Appendix I : Interview Protocol ......................................................... 92
2. Appendix II : Field Note of Interview ................................................. 103
3. Appendix III : Field Note of Observation ............................................. 136
4. Appendix IV : Field Note of Document Analysis................................. 178
5. Appendix V : Documents .................................................................... 185
6. Appendix VI : Pictures of Observation ................................................. 196
7. Appendix VII : Song Lyrics ................................................................... 203
8. Appendix VIII : Letters of Permission .................................................... 208
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LIST OF TABLES
1. Table 2.1 Cognitive Development of Children ........................................... 26
2. Table 2.2 Motor Skill Development of Children ........................................ 27
3. Table 2.3 Language Development of Children ........................................... 29
4. Table 2.4 Language Development of Young Learners ............................... 30
5. Table 3.1 The Schedule of the Research ..................................................... 40
6. Table 3.2 The Schedule of the Observation ................................................ 42
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LIST OF FIGURES
1. Figure 3. 1 Data Triangulation .................................................................... 45
2. Figure 3. 2 Methodological Triangulation .................................................. 45
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CHAPTER I
INTRODUCTION
A. The Background of the Study
Language is a means of communication. In all over the world, it is used
as a tool of communication among people in their daily interaction. It is used for
many purposes; to dispense information, give commands, express emotional
feelings and responses, create social conversing, and do the other communicative
functions.
In daily life, people use language in every time and everywhere they
stand. Moreover, people in the world determine one language as an international
language in order to make the communication among countries easier. Nowadays,
English has been considered as an international language. Many people around the
world speak English. English serves for many people as a bridge into the worlds
of higher education, science, international trade, politics, and also tourism. It is the
reason why English is one of important things should be learnt because by
learning English someone will have an opportunity to take a part in many aspects
and many parts of the world.
Realizing the importance of English, many countries in the world
determine English as one of the subjects in their citizen’s education. It is taught in
the schools in almost every country on this earth. In Indonesia, English is
considered as the first foreign language and taught formally from elementary
school up to the university level.
At present time, in Indonesia, English has been introduced since children
standing in the kindergarten though it is still categorized as pre-school education.
Pasal 1 and 3, Peraturan Pemerintah Republik Indonesia, Nomor 27 Tahun 1990,
Tentang Pendidikan Prasekolah, explains more about pre-school education and
kindergarten as follow:
1
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Pendidikan prasekolah adalah pendidikan untuk membantu pertumbuhan
dan perkembangan jasmani dan rohani anak didik di luar lingkungan
keluarga sebelum memasuki pendidikan dasar, yang diselenggarakan di
jalur pendidikan sekolah atau di jalur pendidikan luar sekolah. (Pasal 1.1)
Taman Kanak-kanak adalah salah satu bentuk pendidikan prasekolah
yang menyediakan program pendidikan dini bagi anak usia empat tahun
sampai memasuki pendidikan dasar. (Pasal 1.2)
Pendidikan prasekolah bertujuan untuk membantu meletakkan dasar ke
arah perkembangan sikap, pengetahuan, keterampilan, dan daya cipta
yang diperlukan oleh anak didik dalam menyesuaikan diri dengan
lingkungannya dan untuk pertumbuhan serta perkembangan selanjutnya.
(Pasal 3)
From the content of regulation above, it can be concluded that the
objective of kindergarten education is to prepare children to enter the formal
education started from elementary school. Pre-school education included
kindergarten education has an important role in children’s education life, because
it can give many supplies to children in entering their next level education and
also help them in facing their environment on their whole world.
As kindergarten is included as pre-school education, it is not included as
formal education, so it is not obliged for people to attend this education. Its
education period is one or two years. It is based on Pasal 4.5 Peraturan
Pemerintah Republik Indonesia, Nomor 27 Tahun 1990, Tentang Pendidikan
Prasekolah. Furthermore, Pasal 4.4 explains about the age range of kindergarten
students that is about 4 to 6 years old.
The learning process in kindergarten is different from learning process in
the formal education. The differences can be seen from some aspects. One of them
is the system of moving-up grade; in kindergarten, there is no moving-up grade
but in formal education it happens. The other difference is about the activities
which are set to be fun and interesting because kindergarten students like playing.
It is similar to the some experts’ statement. Brumfit, Moon and Tongue (1995: 33)
said that “It is commonplace that young children learn better through play or at
least can be induced to go along with teaching that is tempered by fun activities”.
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Although kindergarten education is included as pre-school education, it is
possible to teach English in kindergarten because in Indonesia, language ability is
one of development programs in kindergarten education. It is based on Pasal
9.1.4, Peraturan Pemerintah Republik Indonesia, Nomor 27 Tahun 1990, Tentang
Pendidikan Prasekolah that declared as follows:
Isi program kegiatan belajar pendidikan di Taman Kanak-kanak meliputi
pengembangan: (1) Moral Pancasila; (2) Agama; (3) Disiplin; (4)
Kemampuan berbahasa; (5) Daya pikir; (6) Daya cipta; (7)
Perasaan/emosi; (8) Kemampuan bermasyarakat; (9) Keterampilan; (10)
Jasmani. (Pasal 9.1)
Moreover, early education level is the best time to start language
learning. According to Brumfit et al (1995: vi), the importance of teaching
English at primary level can be shown from some points, such as : (1) the need to
expose children from an early age to an understanding of foreign cultures so that
they grow up tolerant and sympathetic to others; (2) the need to link
communication to the understanding of new concepts; (3) the need for maximum
learning time for important languages – the earlier you start the more time you
get; (4) the advantage of starting with early second language instruction so that
later the language can be used as a medium of teaching (surveyed by Singleton,
1989: 242-5).
Seeing that phenomenon, the writer wants to know the learning process
in kindergarten farther, especially on its English language teaching. The writer
thinks that English language teaching in the elementary, junior and senior high
school is common thing which is taught formally, but English language teaching
in kindergarten is different because it is set to be fun and interesting. Farther, the
writer wants to know how English is implemented in kindergarten shown from
some aspects, such as: its objective, its syllabus, its types of learning activities, its
teacher’s role, its learner’s role and its role of teaching material and to identify
whether the implementation of English language teaching is effective or not.
From the reason above, the writer wants to conduct a research about the
implementation of English language teaching in kindergarten. The writer chooses
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TK NEGERI PEMBINA Manahan Surakarta as her object of research. The writer
chooses it because it is one of ideal kindergartens in Surakarta. Ideal kindergarten
which is also called as “TK Percontohan”, in Indonesian, is a kindergarten which
got a command from the government to be a model for other kindergartens in a
certain area. There are two kindergartens in Surakarta, the first is TK NEGERI
PEMBINA Manahan which becomes an ideal kindergarten for Surakarta district
and the other is TK NEGERI PEMBINA Mojosongo for Mojosongo sub district.
In TK NEGERI PEMBINA Manahan Surakarta, English is taught as one
of subject lessons on both of grades; A class and B class. Actually, it is
categorized as extracurricular lesson or program of children development, but it is
conducted as curricular lesson which has a process of teaching and learning in the
classroom and also syllabus as reference to conduct all activities in the classroom.
In conducting her research, the writer only focuses on the B class because learning
process in B class has been dominated by studying lessons whereas the learning
process in A class is still full of games and playing activities. The age of B class
students is about five to six years old; therefore, they can be classified as young
learners. It is appropriate with Phillips’ theory (1993: 5) that defined young
learners as children from the first year of formal schooling (five or six years old)
to eleven or twelve years of age.
A research about the implementation of English language teaching has
been done before at different level education by different writer. The research was
conducted by Dyah Ayu Puspitasari at SDN Kayen V Pati in the academic year of
2006/2007. She discussed about the implementation of English language teaching
in Elementary school covering six points; they are objective of the teaching,
syllabus of the teaching, types of learning activities, teacher’s roles, learner’s
roles, and the role of teaching material. According to the result of the research, it
is known that the objective of the English language teaching in Elementary school
is to prepare the students to continue their education at Junior High School;
teacher did not write the syllabus to be implemented in the class, he taught the
students only by using the blue print of final test (Kisi-kisi UAS SD/MI) which
was formulated by Dinas Pendidikan dan Kebudayaan Provinsi Jawa Tengah; the
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activities in the teaching-learning process can be classified into two items namely
communicative activity and uncommunicative activity; the role of learners in the
class is communicator; the role of teacher in the class is facilitator and motivator;
and the role of teaching material is to stimulate students’ motivation, students’
creativity in learning English, and students’ competence in speaking activity.
Different from it, the writer wants to conduct a research about the
implementation of English language teaching in other level that is pre-school
education. The writer wants to know how English is taught in pre-school
education especially in kindergarten. So, the writer conducts her research entitled
“The Implementation of English Language Teaching in Kindergarten (A
Naturalistic Study at B Class of TK NEGERI PEMBINA Manahan
Surakarta in the Academic Year of 2011/2012)”.
B. Formulation of the Problem
Based on the background of the study above, the problem of the research
is formulated as follow:
1. How is the implementation of English language teaching at B class of TK
NEGERI PEMBINA Manahan Surakarta in the academic year of 2011/2012?”
The implementation of English language teaching will be described in six
aspects, they are:
a. The objective of the teaching
b. The syllabus of the teaching
c. The types of teaching and learning activities
d. The teacher’s roles
e. The learner’s roles
f. The roles of teaching material
2. How effective is the implementation of English language teaching at B class of
TK NEGERI PEMBINA Manahan Surakarta in the academic year of
2011/2012?
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C. The Objective of the Study
The objectives of the study are:
1. To describe the implementation of English language teaching at B class of TK
NEGERI PEMBINA Manahan Surakarta in the academic year of 2011/2012 in
six aspects, involving:
a. The objective of the teaching
b. The syllabus of the teaching
c. The types of teaching and learning activities
d. The teacher’s roles
e. The learner’s roles
f. The roles of teaching material
2. To identify the effectiveness of English language teaching implementation at B
class of TK NEGERI PEMBINA Manahan Surakarta in the academic year of
2011/2012.
D. The Benefit of the Study
Hopefully, this research can give some benefits, they are:
1. For the teacher and school
This research can be used as a tool to determine whether the implementation of
English language teaching at B class of TK NEGERI PEMBINA Manahan
Surakarta in the academic year of 2011/2012 is effective or not. It also can give
input and suggestion to improve the implementation of English language
teaching in that school to be better in the future.
2. For other researcher who wants to take a similar research
This research can give input and opinion to analyze the process of
implementation of English language teaching in kindergarten.
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CHAPTER II
THEORETICAL REVIEW
A. The Nature of English Language Teaching
1. The Meaning of English Language Learning
There are some definitions of language learning from some experts.
According to Linse (2005: 12), the term language learning is often used to
describe the more formal approach to language instruction. Language learning
usually refers to the language instruction that takes place in a classroom.
Meanwhile, Skinner in Widdowson (1990: 11) defined language learning as
essentially a matter of behaviour being shaped by stimulus control provided
theoretical warrant for an approach to language teaching which focused on habit
formation.
Based on the definitions above, it can be concluded that language
learning is a set of language instruction and behaviour being shaped by stimulus
control that support the language teaching in a classroom. Therefore, English
language learning can be defined as a set of English language instruction and
behaviour being shaped by stimulus control that support the English language
teaching in classroom. It means that English language learning focuses in the
process how learners learn English in the classroom.
There are some language learning strategies stated by Oxford in Nunan
(1999: 172) as follows:
a. Contribute to the main goal, communicative competence
b. Allows learners to become more self-directed
c. Expand the role of teachers
d. Are problem-oriented
e. Are specific actions taken by the learner
f. Involve many actions taken by the learner, not just the cognitive
g. Support learning both directly and indirectly
7
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h. Are not always observable
i. Are often conscious
j. Can be taught
k. Are flexible
l. Are influenced by a variety of factors
Furthermore, Tomlinson (1998: 4) divided language learning into 2
terms, they are: explicit (example: the learners are aware of when and what they
are learning) and implicit (example: the learners are not aware of when and what
they are learning). From the theory, it is clear that language learning tends to
focus in the learners’ role in the classroom. According to Johnson and Paulson in
Richards and Rogers (1986: 23), the roles of learner in an individualized approach
to language learning can be explained in the following terms:
a. Learners plan their own learning program and thus ultimately assume
responsibility for what they do in the classroom
b. Learners monitor and evaluate their own progress
c. Learners are members of a group and learn by interacting with others
d. Learners tutor other learners
e. Learners learn from the teacher, from other students, and from other
teaching sources
Rubin and Thompson on Nunan (1999: 58) also stated some
characteristics of the good language learner including:
a. Find their own way
b. Organize information about language
c. Are creative and experiment with language
d. Make their own opportunities, and fins strategies for getting practice in
using the language inside and outside the classroom
e. Learn to live with uncertainty and develop strategies for making sense of the
target language without wanting to understand every word
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f. Use mnemonics (rhymes, word associations, and so forth) to recall what has
been learned
g. Make errors work
h. Use linguistics knowledge including knowledge of their first language in
mastering a second language
i. Let the context (extra linguistic knowledge and knowledge of the world)
help them in comprehension
j. Learn to make intelligent guesses
k. Learn chunks of language as whole and formalized routines to help them
perform ‘beyond their competence’
l. Learn production techniques (e.g., techniques for keeping conversation
going)
m. Learn different styles of speech and writing and learn to vary their language
according to the formality of the situation
Finally, it can be concluded that language learning process covers many
things happened in learners when they are learn language. Meanwhile language
learning strategies guide how the process of language learning should be. Both of
language learning strategies and the implementation of learners’ role will support
the quality of language learning in the classroom.
2. The Meaning of English Language Teaching
There are some definitions of English language teaching from some
experts. Widdowson (1990: 7) defined language teaching as a principled problem-
solving activity: a kind of operational research which works out solutions to its
own local problems. Whereas, Stern (1983: 21) stated that language teaching can
be defined as the activities which are intended to bring about language learning.
Based on both theories, it can be concluded that language teaching is set
of principled activities to solve the language problems happened in language
learning process. Finally, English language teaching can be defined as a set of
activities which works around teaching process in order to solve the language
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problems and to support language learning especially in teaching and learning
English.
In contrast to language learning which focuses in learners’ role, language
teaching tends to focus in everything that teacher do in bringing language learning
to the learners. Brown (1995: 186-187) mentioned some of roles that teacher may
assume in the classroom, such as:
a. Needs analyst
b. Provider of students input
c. Motivator
d. Organizer and controller of students behaviour
e. Demonstrator of accurate language production
f. Materials developer
g. Monitor of students’ learning
h. Counsellor and friend
Meanwhile, Brown (2001: 167-168) stated that teacher has to do some
roles in the classroom. They are:
a. Teacher as controller
In the classroom, teacher acts as a master controller. Master controller
determines what students do, what they should speak, and what language
forms they should use.
b. Teacher as director
Sometimes teacher is like conductor of an orchestra or director of drama. As
students engage either rehearsed or spontaneous language performance, it is
teacher’s job to keep the process flowing smoothly and efficiently.
c. Teacher as manager
The role of teacher as a manager covers some functions, such as: planning
lesson, modules and course; structuring the larger, longer segments of
classroom time; allowing each individual player to be creative within those
parameters.
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d. Teacher as facilitator
A facilitator capitalizes on the principle of intrinsic motivation by allowing
students to discover language through using it pragmatically, rather than by
telling them about language.
e. Teacher as resource
The implication of the resource role is that the students take the initiative to
come to teacher. Teacher is available for advice and counsel when the
students seek it.
A teacher who does her roles well can be classified as a good teacher
because she has done what being her duty. But Allen in Brown (2001: 429)
formulated other characteristics to determine what kind of good language teacher.
Those characteristics are:
a. Competent preparation leading to a degree in TESL
b. A love of the English language
c. Critical thinking
d. The persistent urge to upgrade oneself
e. Self-subordination
f. Readiness to go the extra mile
g. Cultural adaptability
h. Professional citizenship
i. A feeling of excitement about one’s work
As a teacher should be a resource to her/his students, teacher has to
prepare the teaching material to do the language teaching in the classroom. Even
a teacher can develop the material by her creativity to make it interesting to be
taught in the class, but it can’t overleap its roles. Cunningsworth in Richards
(2001: 251) mentioned some roles of material that can be explained as follows:
a. A resource for presentation materials
b. A source of activities for learner practice and communicative interaction
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c. A reference source for learners on grammar, vocabulary, pronunciation, and
so on
d. A source of stimulation and ideas for classroom activities
e. A syllabus
f. A support for less experienced teachers
Furthermore, Tomlinson in Richards (2001: 263) also added some
characteristics of good language teaching materials such as:
a. Materials should achieve impact
b. Materials should help learners feel at ease
c. Materials should help learners to develop confidence
d. What is being taught should be perceived by learners as relevant and useful
e. Materials should require and facilitate learner self-investment
f. Learners must be ready to acquire the points being taught
g. Materials should expose the learners to language in authentic use
h. The learners’ attention should be drawn to linguistic features of the input
i. Materials should provide the learners with opportunities to achieve
communicative purpose
j. Materials should take into account that positive effects of instruction are
usually delayed
k. Materials should take into account that the learners have different learning
styles
l. Materials should take into account that learners differ in affective attitudes
m. Materials should permit a silent period at the beginning of instruction
n. Materials should maximize learning potential
o. Materials should not rely too much on controlled practice
p. Materials should provide opportunities for outcome feedback
From the explanation above, it has been explained clearly that language
teaching covers all activities which work around teaching process in order to solve
the language problems and to support language learning. It has a close relation
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with what teacher do in the class; how they do their roles and how they bring the
material to be useful for their learners. Moreover, teacher has many roles in the
classroom. They don’t only share the knowledge to their learners but also do other
roles like being motivator, organizer, controller, material developer, counsellor,
etc. They have to act their roles well in the language teaching process, because it
will give a big contribution to reach the goal of the language teaching. As a
teacher, they also have to transfer the material well and make sure that those
materials can be a source of activities, a resource for presentation materials, a
reference source in learning grammar, vocabulary, and pronunciation, a source of
stimulation and ideas for classroom activities, a syllabus and also a support for
less experienced teachers.
3. The Purpose of English Language Teaching
Goal/purpose is a target or result expected by people when they do
something. Like the other cases, English language teaching also has a purpose.
There are some explanations to know what the real goal/purpose of English
language teaching is. But firstly, it is important to know what the goal of teaching
in general is. According to Arends (1998: 12), the ultimate purpose of teaching is
to assist students to become independent and self-regulated learners. This primary
purpose stems from two underlying assumptions. One is the contemporary view
that knowledge is not entirely fixed and transmittable but is something that all
individuals, students and adults alike, actively construct through personal
experience. The second is the perspective that the most important thing that
students should learn is how to learn.
Farther, Edge (1993: 17) stated that communication is the goal of
language teaching. He also stated that people usually learn English because some
reason, in some way, they want to be able to communicate in English. Moreover,
Littlewood and Richards give the statement about what the goal of foreign
language teaching is. Littlewood (1981: 1) said that the goal of foreign language
teaching is communicative ability. Whereas Richards and Rogers (1986: 3) stated
that the goal of foreign language study is to learn a language in order to read its
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literature or in order to benefit from the mental discipline and intellectual
development that result from foreign language study.
Based on the theories of the purpose of teaching and the goal of foreign
language teaching, it can be concluded that the purpose of English language
teaching is ability to communicate in English well. It doesn’t only help them to be
able communicate in English but also assist them to become independent and self-
regulated learners when they learn English. Moreover they can learn about its
literature or mental discipline and intellectual development that result from
foreign language study.
4. Approaches and Methods in English Language Teaching
There are some approaches and methods that can be used in English
language teaching. Brown (2001: 34-35) mentioned some approaches and
methods that can be used, they are: Audiolingual, Total Physical Response, the
Silent Way, Community Language Learning, the Natural Approach,
Suggestopedia, and Communicative Language Teaching.
a. Audiolingual
Theory of language : Language is a system of rule-governed structures
hierarchically arranged.
Theory of learning : Habit formation; skills are learned more effectively if
oral proceeds written; analogy, not analysis.
Objective : Control of structures of sound, form, and order, mastery
over symbols of the language; goal: native-speaker
mastery.
Syllabus : Graded syllabus of phonology, morphology, and syntax.
Contrastive analysis.
Activity types : Dialogues and drills, repetition and memorization,
pattern practice.
Learner role : Organisms that can be directed by skilled training
techniques to produce correct responses.
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Teacher role : Central and active teacher-dominated method. Provides
model, controls direction and pace.
Roles of material : Primarily teacher-oriented. Tapes and visuals, language
lab often used.
b. Total Physical Response
Theory of language : Basically a structuralist grammar-based view of
language.
Theory of learning : L2 learning is the same as L1 learning; comprehension
before production, is ‘imprinted’ through carrying out
commands right-brain functioning); reduction of stress.
Objective : Teach oral proficiency to produce learners who can
communicate unhibitedly and intelligibly with native
speakers.
Syllabus : Sentence-based syllabus with grammatical and lexical
criteria being primary; but focus on meaning not form.
Activity types : Imperative drills to elicit physical actions.
Learner role : Listener and performer, little influence over the content
of learning.
Teacher role : Active and direct role; the director of a stage play with
students as actors.
Roles of material : No basic text; materials and media have an important
role later. Initially voice, action, and gestures are
sufficient.
c. The Silent Way
Theory of language : Each language is composed of elements that give it a
unique rhythm and spirit. Functional vocabulary and core
structure is a key to the spirit of the language.
Theory of learning : Processes of learning a second language are
fundamentally different from l1 learning. L2 learning is an
intellectual, cognitive process.
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Surrender to the music of the language, silent awareness
then active trial.
Objective : Near-active fluency, correct pronunciation, basic
practical knowledge of the grammar of the l2. Learners
learn how to learn a language.
Syllabus : Basically structural lessons planned around grammatical
items and related vocabulary. Items are introduced
according to their grammatical complexity.
Activity types : Learner responses to commands, question, and visual
cues. Activities encourage and shape oral responses
without grammatical explanation or modelling by teacher.
Learner role : Learning is a process of personal growth. Learners are
responsible for their own learning and must develop
independence, autonomy, and responsibility.
Teacher role : Teachers must (a) teach (b) test (c) get out of the way.
Remain impassive. Resist temptation to model, remodel,
assist, direct, exhort.
Roles of material : Unique materials: colored rods, colour-coded
pronunciation and vocabulary charts.
d. Community Language Learning
Theory of language : Language is more than a system for communication. It
involves whole person, culture, educational,
developmental communicative processes.
Theory of learning : Learning involves the whole person. It is a social process
of growth from childlike dependence to self-direction and
independence.
Objective : No specific objectives. Near-native mastery is the goal.
Syllabus : No set syllabus. Course progression is topic-based;
learner provides the topics. Syllabus emerges from
learners’ intention and the teacher’s reformulations.
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Activity types : Combination of innovative and conventional.
Translation, group work, recording, transcription,
reflection and observation, listening, free conversation.
Learner role : Learners are members of a community. Learning is not
viewed as an individual accomplishment, but something
that is achieved collaboratively.
Teacher role : Counselling / parental analogy. Teacher provides a safe
environment in which students can learn and grow.
Roles of material : No textbook, which would inhibit growth. Materials are
developed as course progresses.
e. The Natural Approach
Theory of language : The essence of language is meaning. Vocabulary, not
grammar, is the heart of language.
Theory of learning : There are two ways of L2 language development:
acquisition (a natural subconscious process) and learning
(a conscious process). Learning cannot lead to acquisition.
Objective : Designed to give beginners and intermediate learners
basic communicative skills. Four broad areas: basic
personal communicative skills (oral/written); academic
learning skills (oral/written).
Syllabus : Based on selection of communicative activities and
topics derived from learner needs.
Activity types : Activities allowing comprehensible input, about things in
the here-and-now. Focus on meaning not form.
Learner role : Should not try to learn language in the usual sense, but
should try to lose themselves in activities involving
meaningful communication.
Teacher role : The teacher is primary source of comprehensible input.
Must create a low-anxiety climate. Must choose an
orchestrate a rich mixture of classroom activities.
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Roles of material : Materials come from realia rather than text-books.
Primary aims are to promote comprehension and
communication.
f. Suggestopedia
Theory of language : Rather conventional, although memorization of whole
meaningful texts is recommended.
Theory of learning : Learning occurs through suggestion, when learners are in
deeply relaxed state. Baroque music is used to induce this
state.
Objective : To deliver advanced conversational competence quickly.
Learners are required to master prodigious lists of
vocabulary pairs, although the goal is understanding not
memorization.
Syllabus : Ten unit courses consisting of 1.200-word dialogues
graded by vocabulary and grammar.
Activity types : Initiatives, question and answer, role-play, listening
exercises under deep relaxation.
Learner role : Must maintain a passive state and allow the materials to
work on them (rather than vice versa).
Teacher role : To create situations in which the learner is most
suggestible and present material in a way most likely to
encourage positive reception and retention. Must exude
authority and confidence.
Roles of material : Consists of texts, tapes, classroom fixtures, and music.
Texts should have force, literary quality, and interesting
characters.
g. Communicative Language Teaching
Theory of language : Language is a system for the expression of meaning;
primary function-interaction and communication.
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Theory of learning : Activities involving real communication; carrying out
meaningful tasks; and using language which is meaningful
to the learner promote learning.
Objective : Objectives will reflect the needs of the learner; they will
include functional skills as well as linguistics objectives.
Syllabus : Will include some/all of the following: structures,
functions, notions, themes, tasks. Ordering will be guided
by learner needs.
Activity types : Engage learners in communication; involve processes
such as information sharing, negotiation of meaning, and
interaction.
Learner role : Learner as negotiator, interactor, giving as well as taking.
Teacher role : Facilitator of the communication process, participants’
tasks, and texts; needs analyst, counselor, and process
manager.
Roles of material : Primary role in promoting communicative language use;
task-based materials; authentic.
Audiolingual, Total Physical Response, The Silent Way, Community
Language Learning, The Natural Approach, Suggestopedia, and Communicative
Language Teaching are some approaches and methods that can be used by teacher
in teaching language in the class. Those approaches and methods can help teacher
in transferring the material better. Each approach or method has a characteristic.
Teacher can choose the correct approach or method which suitable with the
material they want to teach.
5. Characteristics of English Language Teaching
Not all teaching process always becomes a good in quality. Many factors
can be used to determine it. According to Williams and Burden (1997: 48) there
are ten categories which were identified as representing elements of good
teaching:
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a. Creating a relaxed and enjoyable atmosphere in the classroom
b. Retaining control, in the classroom
c. Presenting work in an interesting and motivating way
d. Providing conditions so pupils understand the work
e. Making clear what pupils are to do and achieve
f. Judging what can be expected of a pupil
g. Helping pupils with difficulties
h. Encouraging pupils to raise their expectations of themselves
i. Developing personal, mature relationships with pupils
j. Demonstrating personal talents or knowledge
Similar with them, Brown (1995: 191-192) also mentioned three
categories to describe good teaching including:
a. Consistent instruction
The result of learning process in a program should be consistent over time
and between sections of the same course.
b. Relevant instruction
The relevancy of a program’s instruction can be defined as the degree to
which a program delivers what it claims to be offering, as well as the degree
to which what it is producing reflects sound language teaching practice.
c. Efficient instruction
In the real world, language program do not have unlimited time or
resources, so efficiency must be considered an important characteristic of
teaching.
Furthermore, Williams, Burden and Elliott also mentioned some
characteristics of effective teaching. According to Williams and Burden (1997:
47), there are nine key factors contributing to effective teaching as follows:
a. Clarity of presentation
b. Teacher enthusiasm
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c. Variety of activities during lessons
d. Achievement-oriented behaviour in classroom
e. Opportunity to learn criterion material
f. Acknowledgement and stimulation of students ideas
g. (lack of) critism
h. Use of structuring comments at the beginning and during lessons
i. Guiding of students answers
Then, Elliott et al (2000: 572-575) given eleven big ideas in effective
teaching that draws how teacher-students interactions in the classroom should be.
a. Teachers communicate clear and high expectations for students learning
b. Standards for classroom behavior are explicitly communicated
c. Classroom routines are smooth and efficient
d. Students are carefully oriented to lessons
e. Instruction is clear and developmentally appropriate
f. Instructional groups are based on instructional needs of students
g. Learning progress is monitored frequently
h. Teachers review and reteach when necessary
i. Learning time must be increased
j. Personal interactions between teachers and students are positive
k. Incentives and rewards are used to promote excellence
Among Williams, Burden, Brown and Elliott mentioned some factors
contributing to good and effective teaching. From those theories, it can be known
how the teaching should be done in the class. A good and an effective teaching
will be reached when all teaching components work well together. Among the
condition of classroom, learner, teacher, learning time, interaction in the
classroom, activities happened in the teaching process have to support one to
another. Furthermore, the program should be consistent, relevant, and efficient. If
all components work well, the good and effective teaching will be reached
perfectly.
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B. Young Learners
1. The Meaning of Young Learners
According to Phillips (1993: 5), young learners means children from the
first year of formal schooling (five or six years old) to eleven or twelve years of
age. In line with Phillips, Scott and Ytreberg (1990: 1) also defined young
learners as pupils that are between five to ten or eleven years old. But they divided
the classification of characteristics of young learners into two age range that are
five to seven and eight to ten years old. Based on those explanations, it can be
concluded that young learners is defined as children in the age between five to
twelve years old.
2. Characteristics of Young Learners
According to Halliwell (1992: 3), there are some characteristics of
children which can be accepted as the representation of young learners. She stated
that:
a. Children are already very good at interpreting meaning without necessarily
understanding the individual words
b. Children already have great skill in using limited language creatively
c. Children frequently learn indirectly rather than directly
d. Children take great pleasure in finding and creating fun in what they do:
have a ready imagination and above all take great delight in talking
In line with Halliwell, Brumfit et al (1995: v) also stated some
characteristics of young learners, they are:
a. Young learners are only just beginning their schooling, so those teachers
have major opportunity to mould their expectations of life in school.
b. As a group they are potentially more differentiated than secondary or adult
learners, for they are closer to their varied home cultures, and new to the
conformity increasingly imposed across cultural grouping by the school.
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c. They tend to be keen and enthusiastic learners.
d. Their learning can be closely linked with their development of ideas and
concepts, because it is so close to their initial experiences of formal
schooling.
e. They need physical movement and activity as much as stimulation for their
thinking, and the closer together these can be better.
Similar with them, Scott and Ytreberg (1990: 1-4) also made a list of
characteristics of young learners. They divided young learner’s characteristics into
two categories: five to seven years old and eight to ten years old.
Children’s characteristics of five to seven years old are:
a. They can talk what they are doing
b. They can tell you about what they have done or heard
c. They can plan activities
d. They can argue for something and tell you why they think what they think
e. They can use logical reasoning
f. They can use vivid imaginations
g. They can use a wide range of intonation patterns in their mother tongue
h. They can understand direct human interaction
i. They know the world governed by rules, and obey it
j. They understand situation more quickly than they understand the language
used
k. They use language skills before long they are aware of them
l. The physical world is dominant all times
m. They are very logical
n. They have very short attention and consecration span
o. Young children sometimes have difficulty in knowing what is fact and what
is fiction
p. Young children are often happy playing and working alone but in the
company of others
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q. When children do not understand something they either pretend to
understand, or they understand in their own terms and do what you want
them to do
r. They will seldom admit that they do not know something either
s. Children cannot decide for themselves what to learn
t. Young learners love to play, and learn best when they are enjoying
themselves
u. Young children are enthusiastic and positive about learning
Then, children’s characteristics of eight to ten years old are:
a. Their basic concepts are formed. They have very decided views of the world
b. They can tell difference between fact and fiction
c. They ask questions all time
d. They rely on spoken word as well as the physical world to convey and
understand meaning
e. They are able to make some decisions about their own learning
f. They have definite views about what they like and do not like doing
g. They have developed sense of fairness about what happens in the classroom
and begin to question the teacher’s decisions
h. They are able to work with others and learn from others
i. They have a language with all basic elements in place. They are competent
users of their mother tongue and in this connection they are aware of the
main rules of syntax in their own language. By the age of ten children can
understand abstracts, symbols (beginning with words), and generalize and
systemize
From the theories about young learners’ characteristics above, it can be
concluded that young learners are enthusiastic learners and very potential. They
like to learn something through both physical and cognitive fun activity
(meaningful activity). They are also creative language users and have mastered
their mother language. They tend to be talkative learners and can work in group.
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3. Development of Young Learners
When children grow up, many things in their life changed. Not only their
motor skill, but also their cognitive are developed. Piaget in Meece (1997: 120-
121) stated some principles of development process of young learners. They are:
a. Organization and adaptation
Organization: as children mature, they integrate simple physical patterns or
mental schemes into more complex systems
Adaptation: all organisms are born with the ability to adapt their mental
structures or behaviour to fit environmental demands
b. Assimilation and accommodation
Piaget used the terms assimilation and accommodation to describe how
children adapt to their environment
Assimilation: process of actively molding new information to fit their
existing schemes. It is not passive process; it involves actively modifying or
transforming new information to make it fit prior knowledge
Accommodation: process of changing existing schemes to fit new;
discrepant information. It is more likely to occur when the information is
only slightly discrepant with the child’s existing schemes.
c. Mechanism of development
Piaget viewed development as a complex interaction of innate and
environmental factors. The following four factors contribute to children’s
cognitive development:
1) Maturation of inherited physical structures
2) Physical experiences with the environment
3) Social transmission of information and knowledge
4) Equilibration (innate tendency to keep one’s cognitive structures in
balance using the processes of assimilation and accommodation)
According to Piaget in Meece (1997: 119), cognitive development
involved not simply quantitative changes in facts and skills but rather major
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transformations in the way children organize knowledge. Piaget divided cognitive
development into four major stages shown in Table 2.1.
Table 2.1 Cognitive Development of Children
Stage Age Characteristics
Sensorimotor
(the active child) Birth to 2 years
Infants develop goal-directed behavior,
means-ends thinking, and object
permanence.
Preoperations
(the intuitive child) 2 to 7 years
Children can use symbols and words to
think. Intuitive problem solving, but
thinking limited by rigidity, centration,
and egocentrism.
Concrete operations
(the practical child) 7 to 11 years
Children develop logical operations for
seriation, classification, and
conservation. Thinking tied to real
events and objects.
Formal operations
(the reflective child)
11 to 12 years
and onward
Children develop abstract systems of
thought that allow them to use
propositional logic, scientific
reasoning, and proportional reasoning.
In addition, Thomas in Meece (1997: 83) also mentioned the sequences
of motor skill development in children shown in Table 2.2. From both tables, it
can be concluded that cognitive and motor skill development of children happens
simultaneously. The principles of development process of young learners explains
how children develop by integrating simple physical patterns or mental schemes
into more complex systems, adapting their mental structures or behaviour to fit
environmental demands, adapting to their environment, and doing an interaction
of innate and environmental factors. Cognitive development of children is not
only about the changing in facts and skill happened in children’s life, but also
about transformations in the way children organize knowledge. It is divided into
four major stages, which are preoperations, sensorimotor, formal operations, and
concrete operations. Then motor skill development in children is about how
children develop physically. Both of cognitive and motor skill development has a
big contribution in language learning development in young learners.
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Table 2.2 Motor Skill Development of Children
Age Description of Skill
Birth to 6 months
Exhibits many reflexes
Reaches for objects
Rolls from front to back
Hold head up when on stomach
6 to 12 months
Demonstrates fewer reflexes
Sits up, creeps and crawls
Stands holding on
Pincer graps emerges
12 to 18 months Begins to walk and climbs up stairs
18 to 24 months
Begins to run
Shows hand preference
Turns pages one at a time
Can stack 4 to 6 blocks
Gain control over bowels
24 to 36 months
Jumps and begins to ride tricycle
Can kick a ball forward and throw a ball with two
hands
Gain control over bladder
3 to 4 years
Masters running
Walks upstairs alternating steps
Can button large button and catch large ball
Holds pencil between thumb and first two fingers
4 to 5 years
Can dress self
Walks downstairs alternating steps
Can gallop
Can cut on straight line with scissors and threat
beads, but not needle
Can walk across balance beam
Begins to hold writing tool in finger grip
5 to 6 years
Can button small button
Can hop 8 to 10 steps on one foot
Can connect zipper on a coat
Might be able to tie shoes
Play ball games
6 to 7 years Can skip 12 or more times and ride a bicycle
Can throw ball in adult manner
8 years and onward Skips freely and rides bike easily
Writes individual letters
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4. Language Learning Development of Young Learners
According to Meece (1997: 242-244), there are some basic principles of
language development:
a. Language is a social phenomenon
People living together have derised ways of interacting and communicating
with each other. Children acquire whatever language or languages they hear
and spoken around them.
b. Children acquire language without direct instruction and within a short span
of time
By the age of 7, most children have learned about 90 percent of all language
structures used by adults in their society (Daniels, 1985). As children grow
older, they begin to combine the structure they have learned in order to
communicate more complex ideas, they gain proficiency with written
language, and they acquire grace and skill in using language in a wide
variety of social settings.
c. All languages are symbol systems with socially constructed rules for
combining sounds into words, for making meaning with words, and for
arranging words into sentences
Children actively construct these unconscious rules through observation and
hypothesis testing (Clark & Clark, 1977)
d. Because language is so complex, children cannot learn the system all at
once
Instead, they go through stages in which they work on learning a few things
at a time, for instance, putting two words together meaningfully.
e. Language is linked to identity
Through language we are able to interact with others and to make sense of
the world. This process allows us to develop a sense of self, to convey our
private thoughts, and to share our experiences with others.
f. Language abilities grow by using language in meaningful contexts
Children learn to talk by talking with others who delight in listening. This
holds true not only for spoken language, but also for promoting children’s
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acquisition of literacy. Typically, spoken language is learned in home
settings, while reading and writing are taught to children in school settings.
Children need authentic, real life, socially meaningful reasons to speak and
write. Language (speaking, reading, and writing) helps children to make
sense of the world.
Children have learnt language since they are still baby. They learn it from
simple things and then it getting complex when they grow up. Brown (1987: 16)
drew how children learn language since they are still small babies. The
explanation is set out in the Table 2. 3.
Table 2.3 Language Development of Children
Small babies
Children babbie, coo and cry and vocally or
nonvocally send an extraordinary number of message
and receive even more message.
The end of first year
Specific attempts are made to imitate words and
speech sound heard around them. At this time, they
also utter their first ‘word’.
About 18 months
These word have multiplied considerably and are
beginning to appear in combination with each other
to form two-word and three-word ‘sentences’ –
commonly referred to as ‘telegraphic’ utterances
such as “allgone milk”, “bye-bye daddy”, “gimme
toy” and so forth.
3 years old
Children can comprehend an incredible quantity of
linguistic behavior; their speech capacity mushrooms
as they become the generator of nonstop chattering
and incessant conversation.
At school age
Children not only learn what to say, but what not to
say, as they learn the social function of their
language.
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Furthermore, Cameron (2001: 12-13) mentioned the step of how young
learners learn a language. It is set out in the Table 2.4.
Table 2.4 Language Development of Young Learners
By the age of 5
years
First language acquisition was largely complete. Individual
differences in language domains will be established and so,
for example, some children will find it easier to learn
vocabulary than others, or children with more developed
conversational skills may transfer these to the new language
more easily than others.
5 – 6 years of age
Formal literacy are in the early stages of development. The
beginnings of literacy can be traced back to experiences in
infancy, such as listening to stories.
7 years of age
Children are still acquiring the skills needed for extended
discourse. In telling narratives, for example, children are still
learning how to create thematic structure through language,
and are still developing the full range of uses of pronouns and
determiners.
11 years of age
Children tend not to use relative clauses beginning with
whose, or preposition + relative pronoun e.g. In which.
Children have problems using words that express logical
relations between ideas, like cause and effect.
In learning language, children must make sense of the sounds, gestures,
and intonation patterns their parents direct toward them. There are some
languages learning methods for children stated by Meece (1997: 254-258):
a. Learning by imitation
Parents interact verbally with their infants from the moment of birth. Words,
sentences, and sounds function to entertain the child and to convey parental
love and care. In talking to children, adults will often repeat their utterance.
In fact, children don’t seem capable of repeating adult structures. Imitation
does play some role in language acquisition, especially in learning first
word. But imitation is not the primary way that language develops.
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b. Learning by reinforcement
Adults do reinforce children’s active attempts to participate in conversation.
By reinforcing participation, especially in early language development,
adults encourage and reward children’s efforts to learn language.
c. Learning by constructing rules
Children are very methodical language learners. The most general rules are
hypothesized first; then newer rules are added to increase precision. For
instance, learning word order in English-subject, verb, object- is a more
general rule than learning how to produce a present or past tense.
Based on the explanation above, it can be concluded that children acquire
whatever languages they hear and spoken around them. They begin to combine
the structure they have learned in order to communicate more complex ideas, they
gain proficiency with written language, and they acquire grace and skill in using
language in a wide variety of social settings. Children actively construct the
unconscious rules through observation and hypothesis testing. They cannot learn
the system all at once. Then language abilities will grow when children use
language in meaningful contexts. Children learn language since they are still small
babies until they grow older by imitation, reinforcement and constructing rules.
C. Teaching English to Young Learners
1. The Purpose of Teaching English to Young Learners
According to Brumfit et al (1995: 34-35), objectives for foreign language
learning at primary stage stand out as follows:
a. Language learning should assist the general educational objective of
encouraging the conceptual development of the child
b. Language learning should form part of the skill/conceptual and
cultural/social development of the child – literacy, numeracy, general
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language awareness, some curiosity about the world around him/her and
outside the borders of his/her own country.
c. Primary school language learning should promote the formation of a
positive attitude to language learning in general. It should form a good basis
for secondary school studies, but not ape the style of learning that may later
be imposed.
d. Primary language learning should result in the acquisition of some
appropriate elements of the actual language studied
It can be concluded that objectives of foreign language learning at
primary stage are not only cover the language learning itself but also effect the
general educational objective like skill/conceptual and cultural/social development
of the child involving literacy, numeracy, general language awareness, some
curiosity about the world around him/her and outside the borders of his/her own
country. It also has to support positive attitude to language learning in general and
result language acquisition of language which is studied.
2. The Principle of Teaching English to Young Learners
According to Scott and Ytreberg (1990: 5-7), there are some points that
should be noticed in teaching English to young learners, such as:
a. Words are not enough
Teaching English to young learners should involve activity which includes
both movement and sense activity. Moreover, objects and pictures may also
be added.
b. Play with language
Young learners are creative language learners. They play with language and
this also happens when they learn their first language. So, in teaching
English to young learners, teacher should create activity which enables
students to be creative in using language.
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c. Language as language
In teaching English to young learners, English should be used as language,
not as something separately being learnt.
d. Variety in the classroom
Since young learners only have short span of concentration and attention, so
variety of activity should be created. Kind of varieties such as variety of
activity, variety of pace, variety of organization, variety of voice are must
in the classroom. Older pupils can concentrate for longer periods and
teacher should allow them to do so, but teacher still need lots of variety.
e. Routines
Children benefit from knowing the rules and being familiar with the
situation, that’s why routines are important in teaching children.
f. Cooperation not competition
Group the children together whenever possible. This does not mean that
they have to work in groups all the time, but most children like to have other
children around them, and sitting with others encourage cooperation.
g. Grammar
As a teacher, we should note the structures, functions and grammar items
which we want the students to learn as well as those they already know, but
our actual teaching should only include the barest minimum of grammar
taught as grammar, and then for the older children only.
h. Assessment
Even though formal assessment may not be a compulsory part of teachers’
work, it is always useful for the teacher to make regular notes about each
child’s progress.
One of important things in teaching English to young learners that
included as pre-school is no prescriptive syllabus. Reilly and Ward (1997: 13)
stated that in many countries there is no prescriptive syllabus for pre-school. This
has the advantage of giving teachers the freedom to design the syllabus around the
children’s own needs and interest, but the disadvantage is that teachers have no
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guidelines as to what they should teach and how they should set about it. A
syllabus for pre-school children will be quite different from one for older learners.
First of all, most children of this age cannot yet read and write, or make the kind
of abstract deductions that even a child of seven can make. The children will be
still be gaining basic skills such as holding crayon or pencil, colouring in, relating
the real thing to a pictorial representation of it, being able to recognize shapes,
sorting and classifying, recognizing similarities and differences, using scissors,
glue, and other implements. Any syllabus will have to take all these things into
consideration.
From the explanation above, it can be concluded that in teaching English
to young learners, there are some principles to be noticed such as the activities
should include both movement and sense activity which enable students to be
creative in using language, the teaching of English that be used as language not as
something separately being learnt, the variety, routines and cooperation in the
class, the correct way to teach grammar and assessment to know child’s progress.
Finally, it is important to know that in teaching English to young learners that
included as pre-school is no prescriptive syllabus.
3. Technique in Teaching English to Young Learners
According to Brumfit et al (1995: 67), at kindergarten level of age five to
six, most children do not yet write or read. But actually there are some techniques
that can be used in teaching English to young learners in general as follows:
a. Techniques in teaching listening
Children are very enjoying in listening something. Linse (2005: 23) said that
young children listen to a variety of voices and sounds that are around them.
Inside buildings, they may hear people talking, a television, a vacuum
cleaner, post banging, or a microwave oven. Children often announce when
they suddenly hear a specific outdoor sound such as a fire engine or an
ambulance. If children live in an area where there are animals, they learn to
distinguish the sounds of dogs barking, cow mooing, sheep baaing, etc. In
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addition, House (1997: 19-21) stated that there are five basic types of
listening tasks at primary level, as follows:
1) Stories
2) Songs and rhymes
3) Task listening exercises
4) Pronunciation models
5) Modelling exercises
b. Techniques in teaching speaking
Linse (2005: 52) suggested Audiolingual method (ALM) as a method of
teaching speaking. Celce-Murcia in Linse (2005: 52) stated that
Audiolingual method to language teaching is based on the notion that one
can learn language by developing habits based on the pattern of language.
There are two important features of ALM which can easily be adapted for
the young learner classroom: drills with choral response and dialogues.
Linse (2005: 54) also mentioned some classroom techniques and activities
for teaching speaking to children
1) Using puppets to introduce dialogues
2) Fishbowl technique
Furthermore, House (1997: 21-23) also added that teacher can use oral drill,
role plays, information gap, and acting in teaching speaking to young
learners.
c. Techniques in teaching reading
According to House’s statement (1997: 24-26), teacher can use some tasks
or exercises to young learners in teaching reading. Teacher can gives tasks
like decomposing and composing words, guessing the meaning of unknown
words and using readers.
d. Techniques in teaching writing
According to Linse (2005: 110-114), there are some classroom techniques
and activities for teaching writing to children, such as:
1) Writing models. Teacher provides reading material that will model the
type of writing their young learners will produce.
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2) Group writing. Children can work collaboratively on a writing project,
but it needs to be carefully organized on the part of the teacher.
3) Talking and writing box.
4) Writing centers
5) Writing conferences
6) Inventive spelling
7) Word walls
In teaching writing, teacher can develop it to be interesting activities that
help children to write. House (1997: 27) formulated some exercises in
teaching writing such as copying, filling in, altering/ writing to a model,
written comprehension, and free writing.
e. Techniques in teaching vocabulary
According to Linse (2005: 128-131), there are some classroom techniques
and activities for teaching vocabulary to children, such as:
1) Connecting vocabulary to young learner’s lives through
personalization
2) Word for the day
3) Categories
4) Scavenger hunt
5) What’s missing
6) Mystery words
7) Concentration
8) Vocabulary basket
From the explanations above, it is known that there are some techniques
in teaching English to young learners. It is very important for a teacher to
comprehend all those techniques because it can support the process of language
teaching in the classroom. Furthermore, teacher has to identify what the
appropriate technique to be implemented, because kindergarten level of age five
to six, most children do not yet write or read.
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4. Types of Learning Activities in Teaching English to Young Learners
In teaching English, teacher should be creative to make activities that
suitable with young learners’ characteristics. According to Philips (1993: 7) on
her book entitle “Young Learners”, it is stated that: “The kinds of activities that
work well are games and songs with actions, total physical response activities,
tasks that involve colouring, cutting and sticking, simple, repetitive stories and
simple, repetitive speaking activities that have an obvious communicative value”.
She also mentioned some important points in creating English class
which enjoyable for children. Philips (1993: 7) stated that the activities should
have the characteristics as follows:
a. The activities should be simple enough for children to understand what is
expected for them
b. The task should be within their abilities: it needs to be achievable but at the
same time sufficiently stimulating for them to feel satisfied with their work
c. The activities should be largely orally based-indeed, with very young
children listening activities will take up a large proportion of class time.
d. Written activities should be used sparingly with younger children. Children
of six or seven years old are often not yet proficient in the mechanics of
writing in their own language.
In addition, Brumfit et al (1995: 208-209) also mentioned seven criteria
when designing activities for children. They are:
a. Interest
The activity should be exciting, interesting and motivating to these children.
If they do not like the chosen activity, change it. With the students’ interest
aroused we have a good starting point for learning.
b. Challenge
It should provide a suitable challenge for the age group. It should stretch
them a little without being too difficult, but not falling into the trap of being
too simple.
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c. Purpose
The children should focus on getting the task done, rather than practising a
language item.
d. Language use
The pupils will need to use language, receptive or productive or both, in
order to complete the activity the activity. There is often a language aim to
the activity (for example giving clear instructions) or a particular language
skill (for example a reading skill) to develop, but the pupils are never
confined to this language.
e. Language input
There will generally be oral or written language input at an appropriate level
and in context, but this not a presentation-practice-production situation.
f. Conceptual appropriateness
The activity should be within the conceptual ability of the pupils. They
cannot do things with language that are outside their conceptual grasp. If we
are looking at the development of the whole child, we will design activities
that help to develop his/her thinking and his/her concepts too.
g. Promotion of learning
If possible, it should promote learning other than language. One of the most
successful ways of combining interesting activities for children is by
following a theme topic, around which reading, writing, drama, games and
so on are centred.
Based on the explanation above, it can be concluded that children like
some activities like games, songs with actions, total physical response activities,
tasks that involve colouring, cutting and sticking, simple, repetitive stories and
simple, repetitive speaking activities that have an obvious communicative value.
Concisely, children like everything interesting and challenging based on their
mind. So teacher has to be creative in creating the activities in the classroom.
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CHAPTER III
RESEARCH METHODOLOGY
A. Research Method
One of important thing in conducting this research is research
methodology. This research was conducted in the form of qualitative research
using naturalistic inquiry. The researcher conducted qualitative research since this
research was focused in the process of implementation English language teaching
in the kindergarten especially at B class of TK NEGERI PEMBINA Manahan
Surakarta in the academic year of 2011/2012.
According to Fraenkel and Wallen (2000: 502), qualitative research is a
research study that investigates the quality of relationships, activities, situations,
or materials in a particular activity or situation. Whereas, the researcher used
naturalistic inquiry because the research concerned in teaching ang learning
process in natural setting. Lincoln and Cuba (1985: 39) proposed that in
naturalistic inquiry, the researcher carry out research in the natural setting and
make himself as the primary data-gathering instruments to identify and take into
account those resulting biases.
Furthermore, there are some steps in conducting qualitative research.
Fraenkel and Wallen (2000: 505-506) listed the steps as follows:
1. Identification of the phenomenon to be studied
2. Identification of the participants in the study
3. Generation of hypotheses
4. Data collection
5. Data analysis
6. Drawing conclusion
In the research, the researcher formulated the steps as follows: (1)
Identifying the implementation of English language teaching phenomenon to be
studied; (2) Choosing the kindergarten students as her object research;
39
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(3) Dividing the theoretical review into three points that are the review of English
language teaching, review of young learners and review of teaching English to
young learners; (4) Collecting the data by using observation, interview and
document analysis; (5) Analyzing the data by using flow model of analysis
consisting some steps that are reducing the data which are not used, presenting the
valid data, and drawing conclusion, finally, (6) Drawing the general conclusion
from her research.
B. Description of Setting
The researcher conducted the research in the classroom language
teaching, on the B class especially B3 and B4 of TK NEGERI PEMBINA
Manahan Surakarta in the academic year of 2011/2012. The school is located in
the Jl. Adisucipto 35 Manahan, Banjarsari, Surakarta. The time of the research is
started from the time of applying the research title, April 18th 2011. The schedule
of the research can be seen in the table 3.1.
Table 3.1 The Schedule of the Research
Schedules
Time
Ap
ril
May
June
July
August
Sep
tem
ber
Oct
ober
Novem
ber
Dec
emb
er
Proposing research title √
Projecting research proposal √ √ √
Making research instrument √
Collecting the data
(Research activities) √ √
Analyzing the data √
Writing a report √ √ √
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C. Sources of Data
The research data in this study consists of some sources information of
implementation of English language teaching in the B class especially B3 and B4
students of TK NEGERI PEMBINA Manahan Surakarta in the academic year
2011/2012. In getting the information, the researcher took event, informant and
document as the sources of data.
1. Event
The events observed are all classroom activities in English language teaching
on the B class especially B3 and B4 students of TK NEGERI PEMBINA
Manahan Surakarta in the academic year 2011/2012.
2. Informant
The researcher chooses some informants to get the information about the
implementation English language teaching on the B class of TK NEGERI
PEMBINA Manahan Surakarta in the academic year 2011/2012, they are:
English teacher, head of classroom and students.
3. Document
Some documents are needed to complete the information of conducting the
research about implementation of English language teaching in the classroom,
they are: syllabus, lesson plan, and field note.
D. Sampling
In this study, the researcher used a kind of sampling technique called
purposive sampling. According to Sutopo (2002: 56), purposive sampling is a
technique used in qualitative research where the researcher has a tendency in
selecting the sources of data by using personal judgment and consideration. The
researcher assumes that those sources of data can be used as a representative
source of data which can give information exhaustively. The researcher used this
sampling technique in choosing the classrooms that will be observed, informants
that will be interviewed and document that will be analyzed.
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E. Techniques of Collecting Data
The techniques of data collecting which are used in this research are in
the form of:
1. Observation
In this research, the researcher did the observation focused on all activities in
the classroom in B class especially B3 and B4 of TK Negeri Pembina Manahan
Surakarta. The researcher came to the school in every English lesson,
especially joined the English lesson in the B3 and B4 class conducted in every
Saturday. By using camera and note, the researcher collected the data from the
English language teaching happened in the classroom; camera to observe all
classroom activities and note to write down the important information and the
sequence of events in the classroom. The researcher conducted the observation
in the classroom six times; three times in each classroom. The schedule of the
observation can be seen in the table 3.2.
Table 3.2 The Schedule of the Observation
Observation Class Time Result of Observation
1st
observation
B4 Saturday,
September
17th
, 2011
07.30 – 08.25
WIB
1. The objective of the
teaching
2. The types of teaching
and learning activities
3. The teacher’s roles
4. The learner’s roles
5. The roles of teaching
material
2nd
observation
B3 Saturday,
September
17th
, 2011
08.30 – 09.05
WIB
1. The objective of the
teaching
2. The types of teaching
and learning activities
3. The teacher’s roles
4. The learner’s roles
5. The roles of teaching
material
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3rd
observation
B4 Saturday,
September
24th
, 2011
07.30 – 08.30
WIB
1. The objective of the
teaching
2. The types of teaching
and learning activities
3. The teacher’s roles
4. The learner’s roles
5. The roles of teaching
material
4th
observation
B3 Saturday,
September
24th
, 2011
08.35 – 09.35
WIB
1. The objective of the
teaching
2. The types of teaching
and learning activities
3. The teacher’s roles
4. The learner’s roles
5. The roles of teaching
material
5th
observation
B4 Saturday,
October
15th
, 2011
07.30 – 08.20
WIB
1. The objective of the
teaching
2. The types of teaching
and learning activities
3. The teacher’s roles
4. The learner’s roles
5. The roles of teaching
material
6th
observation
B3 Saturday,
October
15th
, 2011
09.05 – 09.35
WIB
1. The objective of the
teaching
2. The types of teaching
and learning activities
3. The teacher’s roles
4. The learner’s roles
5. The roles of teaching
material
2. Interview
Interview helps the researcher in finding out the information that can’t be
obtained by observation. The aim of interview is to discover what is on
informant’s mind, for example what they think or how they feel about
implementation of English language teaching in B3 and B4 of TK Negeri
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Pembina Manahan Surakarta. First of all, the researcher met the optional
informants that she thought they can give information needed. She asked for
permission to make an interview and shared what she wants to know from the
interview. After got permission, the researcher and the informant made an
appointment. Finally, the researcher conducted the interview based on the
appointment by using the instrument of interview as the reference. In
conducting the interview, the researcher used the recorder to record the
interview process.
3. Document analysis
Documents are a useful source of data in qualitative research. Beside the
observation and interview, in this research, the researcher also conducted the
document analysis. The aim of analyzing document is to get information which
is more objective, stable and legitimate; even it can be used in checking the
validity also. The researcher asked some document from the school and the
teacher, thereafter analyzed it by searching the information or statement that
can help the researcher to answer the problem formulation or support the
information from the observation and interview result.
F. Trustworthiness
As this research is conducted in the form of qualitative research, it is very
important to check the trustworthiness of the data collected. The basic issue to
trustworthiness is: how can the researcher persuade his/her audiences (including
himself/herself) that the finding is credible or well judged? (Moleong, 2010: 321).
There are four criteria in checking the trustworthiness of the data, they are:
credibility, transferability, dependability, and confirmability. The researcher
observed the trustworthiness of information collected from the field before took
them as the data. The researcher attempted to get the trustworthiness of the data
collected by meeting all of its criteria.
In credibility, the researcher used triangulation to check the data. In this
study, the researcher used data triangulation and methodological triangulation.
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Data triangulation means comparing and checking the trust degree of information
by using other sources that used in collecting data. Methodological triangulation
means comparing and checking the trust degree of information by using other
techniques that used in collecting data.
Informant 1
Informant 2 Interview Data
Informant 3
Informant Interview
Event Observation Data
Document Document
Analysis
Figure 3.1 Data Triangulation
Interview
Sources of data Observation Data
Document
Analysis
Figure 3.2 Methodological Triangulation
Thereafter, to allow transferability, the researcher provided sufficient
detail of the context of the fieldwork and thick description for a reader. It enables
other to contemplate the result of the findings so that it could be applied in other
context. In the term of dependability, the findings should be able to provide
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evidence which could be replicated with the same or similar respondents in the
same or similar context. The researcher, in this case, comprehended and explained
any changing during the collecting data. Furthermore, the data were not biases of
the researcher - the findings are objective, trustworthy, factual and confirmable, so
the result of the observation can be rechecked by others in order to get the
confirmabilty of objectiveness.
.
G. Techniques of Analyzing Data
The data in this research were analyzed by using flow model of analysis.
Sutopo (2002: 94) defined flow model analysis as a kind of techniques in
analyzing data which all analysis components got link each other during the
collecting data process happened and it continues until report writing finishes. The
process of analyzing data consists of three steps, as follows:
1. Reducing the data
It is important to reduce the unimportant data in the analyzing the data. Some
data which are not used should be ignored. The researcher only focuses on the
data which are suitable with the research that is implementation of English
language teaching in kindergarten. The researcher only focuses on some points
which will be analyzed, they are: its objective, the syllabus model, the
activities, teacher role, learners role and the role of teaching material and some
information to identify the effectiveness of the implementation. In the process
of the data reduction, the researcher selected, focused, simplified, and
abstracted the data in the field note. The data reduction was done during the
research activities.
2. Presenting the data
Presenting the data means describing the result of the research in the form of
description or narration. After reducing the data that are not used, the
researcher presents the valid data by arranging the information and making
description or narration in order to draw the conclusion. By presenting the data,
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the researcher considered what she should do; she could analyze or take the
other action based on her understanding.
3. Drawing conclusion
In this step, the researcher draws the conclusion from the data of the research
result. The researcher draws the conclusion based on the observation,
interview, document analysis, and the analyzing of the data has been done. The
researcher tends to accumulate and formulate her interpretations as she has
gone along.
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CHAPTER IV
RESEARCH FINDING AND DISCUSSION
A. Research Finding
In this chapter, the researcher presents the answer of problem formulation
containing of two sections: the implementation of English language teaching and
the effectiveness of English language teaching implementation at B class of TK
NEGERI PEMBINA Manahan Surakarta in the academic year of 2011/2012.
1. The Implementation of English Language Teaching
The implementation of English language teaching is described in six
aspects, they are: 1) the objective of the teaching; 2) the syllabus of the teaching;
3) the types of teaching and learning activities; 4) the teacher’s roles; 5) the
learner’s roles; and 6) the roles of teaching material
a. The Objective of the Teaching
The researcher formulated the problem from the objective of English
language teaching at B class of TK NEGERI PEMBINA Manahan Surakarta then
it is followed by other components of English language teaching. According to the
result of data collecting by interview, observation and document analysis, the
researcher found some information about the objective of English language
teaching at B class of TK NEGERI PEMBINA Manahan Surakarta. From the
interview with English teacher of B class of TK Negeri Pembina Manahan
Surakarta, teacher WA, it is known that the objective of English language
teaching at B class of TK Negeri Pembina Manahan Surakarta is to introduce
English to the children and to treat children to be able to communicate in English.
On the interview, teacher WA said that the objective is “Pengenalan, percakapan
secara sederhana, mungkin bisa dikatakan seperti itu. Tapi tentu saja terbatas
karena TK” (Interview with English teacher, WA (03), on October 15th
2011).
48
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Further, Teacher SR, as a head of B3 class, also gave similar statement
about the objective of English language teaching at B class of TK Negeri Pembina
Manahan Surakarta. She explained that the objective of English language teaching
at B class of TK Negeri Pembina Manahan Surakarta as follows:
“Untuk mengenalkan..ee..bahasa Inggris lebih dini pada anak. Karena
kan bahasa Inggris sekarang kan nganu mbak. Gimana ya... bahasa
Inggris itu.. bahasanya lebih anu, apa ya.. emmm.. benar-benar berguna
juga. Karena sekarang apa-apa pakai bahasa Inggris. Internasional
pakai bahasa Inggris. Jadi lebih dini lebih baik”
(Interview with head of B3 class, SR (02), on September 24th
2011)
Different from those explanations of the objective of English language
teaching, teacher RN, as a head of B4 class, gave other statement about the
objective of English language teaching at B class of TK Negeri Pembina Manahan
Surakarta. She stated that the objective of English language teaching at B class of
TK Negeri Pembina Manahan Surakarta is “Untuk memperkaya kosakata anak
Mbak” (Interview with head of B4 class, RN (03), on September 24th
2011).
Both of statements from teacher WA and teacher SR are similar with the
objective of English language teaching stated in syllabus. In standard competence
of teaching English in TK Negeri Pembina Manahan Surakarta, on the first and
the second semester, it is clearly mentioned that the objective of English language
teaching in TK Negeri Pembina Manahan Surakarta especially in B class of TK
Negeri Pembina Manahan Surakarta is oriented to treat children to be able to
speak English well in some ways of English language teaching process in the
classroom.
“ Standar Kompetensi : Setelah menyelesaikan tema atau pokok bahasan
yang telah ditentukan ini, siswa mampu memiliki keterampilan awal
berbahasa Inggris lisan. Keterampilan berbahasa meliputi menyimak
dan berbicara”.
(Syllabus of English Language Teaching in TK Negeri Pembina
Manahan Surakarta, First and Second Semester)
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Moreover, on the next point in that syllabus, on point E – Metode
Pembelajaran, there is an explanation about the objective of English language
teaching at B class of TK Negeri Pembina Manahan Surakarta.
“Pembelajaran bahasa Inggris ini memberikan pengetahuan dan
keterampilan dasar berbicara dalam bahasa Inggris. Pelatihan ini
bersifat praktis berupa latihan berbicara dalam bahasa Inggris, dengan
penekanan agar siswa mampu melafalkan kata-kata secara benar.
Namun demikian, perintah-perintah dan percakapan sederhana juga
diberikan dalam pembelajaran ini, yaitu pada saat latihan berlangsung
yang diberikan secara induktif dan kontekstual...”
(Syllabus of English Language Teaching in TK Negeri Pembina
Manahan Surakarta, First and Second Semester)
From those information, it can be concluded that the objective of English
language teaching at B class of TK Negeri Pembina Manahan Surakarta is: 1) to
introduce English to the children; in this case, one of the implementation is in
enriching the vocabulary of the children, 2) to treat children to be able to
communicate in English moreover they are able to make a simple conversation
using English. It is in line with the result of observation conducted by the
researcher. The researcher found some activities in the classroom that have close
relation with the information above. She found that English is not used fully in
English language teaching process. Teacher still used Indonesian in teaching
English in the classroom but she stimulated them by using some English
utterances and activities dominated by English use. The researcher found some
activities happened in the classroom as an observation result, they are:
a. The teacher usually greeted and gave instructions using English
In English language teaching, teacher used some English utterances in
greeting and giving instructions to the children. In every English lesson,
teacher always used it in getting interaction in the classroom. Some of them
are good morning students, how are you?, count, sit down there, put down
there, hands off, clap one, clap two, etc. According to the researcher’s
observation, those greeting and instruction from the teacher are responded
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well by the students. It is proved by the students’ action in doing what the
teacher asked and their answer in replying teacher’s greeting.
“...Guru WA menyapa dan menanyakan kabar para siswa dengan
menggunakan ungkapan “Good morning students.. how are you today?”,
lalu para siswa menjawab “Good morning miss.. I’m fine...”. (01)
(Observation of B3’s English lesson on September 17th
2011)
“...Dengan tegas, guru WA menegur siswa dengan ungkapan “Don’t
touch”, karena ada beberapa siswa yang langsung memainkan komputer
tanpa menunggu perintah guru. Para siswa segera menghentikan
tindakan mereka dan mengarah kepada guru WA yang mulai
menjelaskan cara menggunakan program yang akan digunakan untuk
belajar angka pada hari itu...”. (04)
(Observation of B4’s English lesson on September 24th
2011)
b. The teacher used English song in opening and closing of the lesson
One activity applied in classroom is singing a song. The teacher usually
invited students to sing together in the opening and closing. The students
look interesting in singing the song together; even the teacher encouraged
them to sing it with action. Some songs usually used are Tomy thumb, head,
shoulders, knees and toes, good morning, little elephants, bingo, goodbye,
etc. The researcher found some singing activities in the classroom.
“...Kemudian guru WA mengajak para siswa menyanyikan lagu “Good
Morning”. Melihat beberapa siswa belum bersungguh-sungguh
bernyanyi, guru WA lalu menghentikan kegiatan bernyanyi tersebut...”.
(02)
(Observation of B4’s English lesson on September 17th
2011)
“...guru WA mengajak siswa bernyanyi bersama “There are the Frog”
dengan gerakan. Kemudian dilanjutkan dengan lagu Bingo dan
Goodbye. Lalu guru WA memberi salam Goodbye dan bersalam-salaman
dengan siswa...”. (03)
(Observation of B3’s English lesson on October 15th
2011)
c. The teacher introduced and shared the material using various techniques
Some materials taught in classroom are numbers, animals, and colors. Those
are materials of the first semester competencies stated in syllabus.
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In this semester, the students are introduced with numbers, from one to ten:
one, two, three, four, five, six, seven, eight, nine, ten. In teaching number,
the teacher used flash cards games and programs in computer.
“...Guru menjelaskan cara menggunakan program yang akan digunakan
untuk belajar angka pada hari itu. Setelah selesai menjelaskan petunjuk
penggunaan program tersebut. Guru WA mempersilakan siswa untuk
mulai mengerjakan task-task yang disajikan oleh program tersebut.
Masih ada beberapa anak yang kebingungan sehingga guru harus
menjelaskan lagi.
Task 1
Gambar cacing yang ada di program komputer menunjukkan sebuah
angka.
Siswa harus mencari angka yang tepat pada papan jawaban sesuai
dengan angka bilangan yang ditunjukkan.
Jika benar, maka program tersebut akan menunjukkan sejumlah
binatang sesuai dengan jumlah yang disebutkan sebelumnya (dengan
menghitung dari 1... dan seterusnya)
Program komputer memberikan ucapan selamat dengan ungkapan
“Great” (01)
(Observation of B3’s English lesson on September 24th
2011)
In this semester, the students are introduced with some kind of animals and
colors. In teaching it, the teacher used story which contains of some name of
animals and colors, such as elephant, lion, rabbit, dog, butterfly and grey,
brown, white, red, black, yellow.
“...Selama bercerita, guru WA memperagakan beberapa gerakan hewan.
Juga menunjuk beberapa barang yang sesuai dengan warna hewan yang
bersangkutan. Misalnya:
Grey itu seperti celananya Andra (sambil menunjuk celana Andra yang
berwarna bau-abu)
Lion warnanya brown (sambil menunjuk celana Rasyad)
Rabbit warnanya apa? White (sambil menunjuk baju siswa yang
berwarna putih)
Kalau dog, black and white (sambil menunjuk beberapa rambut dan baju
siswa)
Butterfly.. red dan yellow” (03)
(Observation of B4’s English lesson on October 15th
2011)
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d. The teacher introduced some simple English sentences to children
It is similar with the standard competency stated in the syllabus. The teacher
usually inserts some simple sentences in conducting English language
teaching in the classroom. According to the result of observations,
researcher found some evidences which can be explained with these
followings.
“...Selama bercerita, guru WA menggunakan bahasa Indonesia dan juga
menyisipkan beberapa kalimat sederhana bahasa Inggris. Seperti :
He walks
He meets a lion
Hi, lion
Hi, elephant
Look, i’m grey
Lion walks, elephant walks
Elephant meets rabbit
Then, meets dog
Butterfly warnanya bagus
There is a helicopter “ (03)
(Observation of B4’s English lesson on October 15th
2011)
From the result of observation, related with the previous information, it
can be concluded that the objectives of English language teaching at B class of
TK Negeri Pembina Manahan Surakarta are: 1) to introduce English to the
children; in this case, one of the implementation is in enriching the vocabulary of
the children, 2) to treat children to be able to communicate in English. Moreover
they are able to make a simple conversation using English. Those objectives are
decided based on the background of English language teaching and parents’
demand about the competence of English language teaching in TK Negeri
Pembina Manahan Surakarta. Teacher WA explained those reasons in the
interview conducted by the researcher on October 15th
2011; she explained about
how the objectives of English language teaching at B class of TK Negeri Pembina
Manahan Surakarta are decided.
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a. The background of English language teaching in TK Negeri Pembina
Manahan Surakarta
One of the school committees gave the background of the English language
teaching in TK Pembina Manahan Surakarta that is the students in this
school are expected to know English phrases and instructions. He expected
that students will get more English knowledge that useful to be applied in
their daily life. Teacher WA explained it on the interview.
“...Karena salah satu anggota komite ini adalah Pak Budi Waskito yang
kebetulan juga mengajar di Sastra Inggris dan beliau ini juga
memberikan latar belakang untuk TK ini yaitu bahwa diharapkan anak-
anak itu minimal bisa mengenal frasa kemudian kalimat-kalimat
perintah. Juga everyday English seperti itu. Jadi misalnya kalau
ditanyai, gampangnya begini saja, misalnya kalau ditanyain “how are
you?” jawabannya tidak selalu “I am fine” gitu. Seperti itu. Jadi
everyday English yang benar-benar ....ee....yang benar-benar berguna
begitu. Class-full English.. jadi lebih kemana-mana”.
(Interview with English teacher, WA (03), on October 15th
2011)
b. The parents’ demand about the competence of English language teaching in
TK Negeri Pembina Manahan Surakarta
Firstly, the English language teaching in TK Pembina Manahan Surakarta is
focused on introducing of things. Students only learn about the things in
around them. Further, their parents sent a claim that they want their children
get more English knowledge. Thereafter, English phrases and instruction are
added to the English teaching process. Teacher WA explained it on the
interview.
A : Berarti tujuan tadi diambil dari latar belakang?
WA : Iya betul. Dulu pertama memang hanya benda. Jadi waktu pertama
dimulainya bahasa Inggris disini. Saya kan hanya meneruskan dari
teman saya, dia hanya mengajarkan benda.. benda.. benda.. benda..
begitu. Terus lama-lama tuntutan orang tua murid, mosok anak saya
hanya hapal benda. Nanti kalau di SD kelas satu, kalau mau
dimasukkan kelas-kelas SD RSBI terutama. Itu kan tuntutannya
sudah tinggi. Makanya mulai ditambah frasa kemudian sedikit-
sedikit kalimat-kalimat perintah.
(Interview with English teacher, WA (04), on October 15th
2011)
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Furthermore, the researcher found some information about objective
achievement of English language teaching at B class of TK Negeri Pembina
Manahan Surakarta. According to the teacher SR and teacher RN, as a head of
both classes which are observed, the objective of English language teaching in
their class has been achieved. They gave statement as follows:
SR : O.. pengenalannya..kalau saya lihat untuk mengenalkan itu ya
sudah tercapai. Untuk mengenalkan benda-benda, angka-angka,
hari-hari, warna yo yang simple-simple aja. Kan anak-anak ya
sudah tahu. Jadi kalau ditanya itu tahu. Ini maksudnya, bendanya,
apa pengucapannya gimana.
(Interview with head of B3 class, SR (03), on September 24th
2011)
RN : Tercapai. Ya.
(Interview with head of B4 class, RN (04), on September 24th
2011)
Meanwhile, teacher WA commented that the objective has not been
achieved completely. Teacher WA stated that the objective achievement couldn’t
reach one hundred-percent done. She gave statement about it, as follow:
“Kalau seratus persen tidak. Karena kan ee.. asupan.. apa ya namanya..
anak-anak yang masuk itu juga, input dari sekolah itu kan pengaruh ya.
Pernah suatu ketika, beberapa tahun lalu, inputnya diberlakukan sangat
ketat. Pendaftarannya dikenai tes. Hasilnya juga memang lebih baik.
Tapi kan juga dari segi tujuan pendidikan itu juga tidak tepat... . Dan itu
tidak hanya butuh intelektual tetapi juga kematangan emosional,
kestabilan emosi itu sangat penting. Jadi ee.. saya tidak berani
mengatakan seratus persen tercapai...”
(Interview with English teacher, WA (10), on October 15th
2011)
In conclusion, the objective of English language teaching at B class of
TK Negeri Pembina Manahan Surakarta has been achieved but not completely. It
is because of the input of the students which is not same in each student. Teacher
WA, in this case, as a main evaluator in English language teaching said that it
gives a big impact in objective achievement. She stated that the objective
achievement is not one hundred-percent done.
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b. The Syllabus of the Teaching
One of important things in teaching-learning process in the school is
syllabus. Syllabus is a teaching-learning plan in a certain group or subject
containing some teaching-learning components that will be applied in the
classroom. According to the interview with teacher WA, generally there is no
syllabus in English language teaching for kindergarten. On her statement, she
said:
“...Tapi guru TK itu.. karena.. itu saya pilih jadi guru TK, tidak ada
silabus dari pemerintah, tidak ada SKKD dan yang lain sebagainya,
belum ada. Setahu saya belum ada...”
(Interview with English teacher, WA (10), on October 15th
2011)
Teacher WA informed that English language teaching which is
conducted in the classroom is not based on national curriculum from the
Indonesian government. In conducting the English language teaching in the
classroom, teacher WA used a syllabus arranged by her own perspective. Teacher
WA arranged the syllabus based on up to date-information about syllabus and
English education for kindergarten, her own teaching experiences, and the
principles of arranging syllabus in Indonesia.
a. Up to date-information about syllabus and English education for
kindergarten
Teacher WA used the information as a reference in arranging the syllabus,
and then developed it by using her creativities. Teacher WA selected the
information which can be used as raw material that shall be adopted with
kindergarten students’ characteristic. She said that:
“...Saya selama ini mencari dari web dan juga artikel, kemudian paper
yang dari internet, yang dari TEYL, misalnya seperti itu. Jadi tidak ada
yang dari pemerintah, belum ada. Nah tetapi itu malah menjadi sebuah
ladang bagi saya untuk berkreasi jadi lebih bisa.. oya, kalau menurut
saya anak-anak itu harus bisa ini, oke, saya baca bukunya, kemudian
bikin sendiri yang seperti ini dan itu bisa saya jalankan, tapi saya tidak
tertekan, maksudnya dalam artian tidak harus bisa ini harus selesai.
Tidak. Bagi saya yang penting anak-anak itu bisa. Kita kejar sebisanya
bukan silabusnya itu harus selesai”.
(Interview with English teacher, WA (10), on October 15th
2011)
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b. Teacher WA’s experiences in teaching English
From her previous experiences in teaching English in different level, teacher
WA got beneficial experiences to understand the students, such as the
students’ ability in learning English, up to date development in education,
and the condition that will be faced by the students in the next level. Those
experiences gave a contribution for the teacher in arranging the syllabus for
teaching English in her classroom.
“...Kebetulan juga dulu saya pernah ngajar di SMA, SMP, SD. Jadi tahu
oo.. nanti di SD itu mereka misalnya seperti ini, meskipun saya tidak bisa
mengikuti SD, karena ada SD RSBI yang sangat sulit bahkan untuk anak
kelas satu bikin pola simple present dan lain sebagainya. Suruh nulis dan
lain sebagainya. Tapi paling tidak oo.. mereka tahu kata bendanya ini,
itu bisa digabungkan dengan kata seperti ini, membuat frasa yang tepat
paling tidak jangan sampai ada anak yang mengatakan apple red,
seharusnya red aple, brown lion.. brown lion tadi yang pelajaran yang
tadi. Jangan sampai lion blue, lion’s blue.. kalau misalnya lion’s brown.
Karena teryata tadi ada yang menjawab lion green.”
(Interview with English teacher, WA (11), on October 15th
2011)
c. The principles of arranging syllabus in Indonesia
In arranging the syllabus, the teacher does not create it without rules, but she
also used the principles of arranging syllabus in Indonesia. She realized that
arranging syllabus needs clear principles. In arranging the syllabus, teacher
WA adopted the form of national syllabus because it has to be sent to the
National Education Department of Indonesia.
“Eeee.......prinsip-prinsipnya jelas. Karena saya juga belajar lagi. Ada
dasar-dasarnya dari mata kuliah – mata kuliah yang saya ambil kan ada.
Maksudnya kan nggak ya bikin sendiri. Saya kan kebetulan memang
membandingkan silabus yang dari luar negeri dengan di dalam negeri
gitu ya. Tapi untuk di TK ini, karena ini TK negeri, saya pakai yang
dipakai di dalam negeri. Begitu.. karena apa, karena silabusnya itu
masuk sampai ke tingkat Diknas, jadi memang meskipun ekstrakurikuler
tetep ada silabusnya seperti apa, contoh RPP-nya juga. Nah itu saya
buat berdasarkan kaidah-kaidah silabus dan RPP orang Indonesia yang
biasa untuk SD sampai perguruan tinggi. Tidak saya ambil dari luar.
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Yang dari luar, misalnya saya pernah mengikuti pelatian TEYL,
Teaching English to Young Leaners...”
(Interview with English teacher, WA (12), on October 15th
2011)
As National Education Department of Indonesia decided TK Negeri
Pembina Manahan Surakarta as an ideal kindergarten, it has to send the report
about the teaching-learning process in each academic year to National Education
Department of Indonesia, including the English language teaching syllabus.
Although, the syllabus is arranged by the teacher, but the teacher makes sure that
her syllabus is competent and comprehend to be applied in the classroom. It is
proved by that syllabus which is received by National Education Department of
Indonesia without revision. Teacher WA explained about it in her statement
below.
“...Iya, jadi berdasarkan semua itu, tanya-tanya, kebetulan kan juga
belajar lagi juga, baca-baca dan yang lain sebagainya. Jadi bagaimana
caranya supaya sekalipun belum ada garis yang jelas dari pemerintah
saya tidak keluar dari jalur...”
“...Tapi karena peraturan yang ada di Indonesia, seperti yang ini, maka
yang saya ambil yang ini, mengingat nanti masuknya ke Diknas. Kalau
saya ambil silabus yang dari luar, mungkin mereka akan langsung
ditolak, suruh ganti dan sebagainya, dan itu akan menyusahkan TK juga.
Pedoman dan silabus ala Indonesia yang sudah disetujui dan disepakati
oleh pemerintah dan ternyata saat itu begitu masuk langsung tidak ada
revisi dan lain sebagainya itu tidak ada.”
(Interview with English teacher, WA (11 & 12), on October 15th
2011)
In arranging the syllabus, the teacher used the rule of arranging national
syllabus. Based on the document analysis, the syllabus contains of the identity of
the subject, the standard competence, the basic competence, instructional material,
teaching method, teaching and learning instruments, evaluation, and sources of
material (See appendix V.1 & V.2: Syllabus of English Language Teaching in TK
Negeri Pembina Manahan Surakarta, First and Second Semester). Furthermore,
the teacher used it as a basis in arranging lesson plan of English language teaching
in the classroom (See appendix V.3: Lesson Plan of English Language Teaching).
Finally, it is clear that syllabus has a close relation with implementation of
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English language teaching in the classroom, because all activities conducted in the
classroom are based on the lesson plan which refers to syllabus.
c. The Types of Teaching and Learning Activities
After discussing the research finding about the objective and the syllabus
of English language teaching at B class of TK Negeri Pembina Manahan
Surakarta, the researcher describes the types of teaching and learning activity in
the classroom. The teaching and learning activity in classroom is a real
implementation of English language teaching at B class of TK Negeri Pembina
Manahan Surakarta. Certainly, the type of learning and teaching activities has a
close relation with the subjects discussed before those are the objective and the
syllabus.
English language teaching is implemented by using many kinds of
activities. Specially, in TK Negeri Pembina Manahan Surakarta, English language
teaching is integrated with computer. TK Negeri Pembina Manahan Surakarta
merged both of them to get effective English language teaching for the students.
Teacher WA explained about it in the interview, she said that:
A : Berarti ee.. itu apa ya, berkaitan dengan komputer juga ya?
WA : Iya, bahasa Inggris sendiri memang dicantolkan begitu..
(Interview with English teacher, WA (08), on October 15th
2011)
“...Di TK ini memang untuk bahasa Inggris dan komputer itu diarahkan
untuk supaya anak-anak itu bisa ee.. bekerjasama. Misalnya kalau di
dalam kelas, tanpa komputer, nanti ada games, buat kelompok, mereka
perlu kerjasama dengan kelompok supaya jawabannya paling hebat
dibandingkan kelompok yang lain.”
(Interview with English teacher, WA (07), on October 15th
2011)
Besides the use of computer in English language teaching process,
teacher WA also used many kinds of activities in English language teaching.
Teacher WA selected the activities based on the material which want to be taught
in the classroom. She told that in teaching English, she used many activities such
as activities using pictures and flash card, singing a song, listening to the story.
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A : Kalau bentuk-bentuk kegiatan itu apa aja?
WA : Aduh.. banyak sekali. Apapun yang terpikir. Jadi kalau, kalau
saya, misalnya mau mengenalkan sebuah materi baru itupun
caranya juga macam-macam. Angka kemarin dimulai dari
nggambar, nggambar kemudian kita berhitung kemudian
mengenalkan angka dan sebagainya. Jadi nggambar di kelas tidak
selalu nggambar angka, ya nggambar hewan, nggambar apapun
juga pensil dan yang lain sebagainya. Kemudian bisa juga dengan
flash card. Lalu seperti tadi mulai mengajar lagu juga dengan
gambar. Gambarpun sebenarnya untuk mengajar angka dan
hewan. Jadi jembatan antara angka mau menuju ke hewan. Karena
disini saya rencananya mau lanjut ke hewan, begitu. Plus
mengingatkan mereka pada warna. Makanya tadi cerita, dalam
cerita ada warna, hewan dan angka. Termasuk feeling mulai
masuk. Supaya nanti di akhir semester 2 feeling mereka sudah
tahu, happy.. sad.. yang seperti itu sudah oke, gitu.
(Interview with English teacher, WA (13), on October 15th
2011)
It is similar with the statement told by other informants, they are the head
of B3 class, head of B4 class and each student of both class. They stated that in
English language teaching, teacher used many kind of activities, as follows:
RN : Kalau itu kan yang mengajar guru bahasa Inggris. Jadi kalau
guru bahasa kelas cuma membantu aja. Misalnya kegiatannya
menyanyi, mewarna, warna dibahasa Inggris-kan itu. Bilangan itu
ada.
A : O ya..
RN : Ya sama komputer.
(Interview with head of B4, RN (05&06), on on September 24th
2011)
A : Itu kegiatan-kegiatan di kelas belajarnya lewat kegiatan apa aja?
SR : Belajarnya lewat bercerita bahasa Inggris, percakapan pakai
bahasa Inggris, yang tadi, komputer, lewat permainan-permainan
juga. Kadang-kadang kalau permainan..”yuk, kita main, main
katak lompat” (guru SR memberi contoh bagaimana guru
mengajak anak-anak untuk bermain) pakai bahasa Inggris sama
Bu WA.
A : Kalau misalnya ni kan anak TK masih kecil, misal bermain apa
gitu? Nanti gurunya juga mengemas kegiatan belajar bahasa
Inggris gitu pakai permainan gitu?
SR : Gurunya? Iya.. he’e..
(Interview with head of B3, SR (04 & 05), on September 24th
2011)
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A : Kalau di kelas pelajarane kegiatane apa aja kalau bahasa
Inggris?
V : Nyanyi.
(Interview with student of B3, V (08), on September 23th
2011)
A : Pinter ya. Kalau di kelas pelajaran bahasa Inggrisnya apa aja?
G : Angka, binatang, angka.
A : Kalau di kelas pas pelajaran bahasa Inggris itu ada permainan?
Ada ya?
G : Ada.
A : Trus nyanyi-nyanyi gitu ya tadi ya?
(G hanya mengangguk)
(Interview with student of B4, G (09 & 10), on October 15th
2011)
From those statements, it can be concluded that the activities in English
language teaching consist of some activities like activities using computer
program, pictures and flash card, singing a song, listening to the story, and games.
Moreover, teacher WA also said that games is a technique which is dominant used
in the classroom. Teacher WA used games to teach them so that they don’t feel
bored in joining teaching and learning process in the classroom. Though it is in
the form of the games, but teacher still keep it effective for them to learn, because
teacher used games with English.
A : Apa benar kalau di TK pembelajarannya memang dominan
permainan begitu?
WA : Bisa dibilang iya, karena sebenarnya TK itu kan bukan sekolah
yang formal. Kalau TK itu sebenarnya umumnya panduan itu tidak
belajar membaca. Tidak belajar menulis. Tapi karena tuntutan SD
seperti itu mereka kita berikan pelajaran membaca dan menulis
juga tapi bukan dalam bahasa Inggris. Nah membaca dan menulis
itu. Tapi caranya bagaimana, dengan bermain, supaya tidak,
mereka tidak bosen... . Itu mereka sudah, apalagi kelas B nggak
usah diatur sudah langsung bisa. Jadi memang mungkin, memang
karena kita tidak bisa mengatur cara bermain. Saya menang lagi
karena bahasa Inggris memang, segala macam permainan bisa
masuk. Tapi dalam bermain pakai bahasa Inggris. Misalnya untuk
mengajarkan anggota badan dengan TPR, trus anak-anak
memegang anggota badannya sendiri-sendiri...
(Interview with English teacher, WA (14), on October 15th
2011)
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Those activities are arranged based on the competencies in the syllabus
and applied in the meeting of English language teaching in the class. Actually,
there are some methods recommended to conduct English language teaching in
the classroom, such as: flash cards presentation, TPR (Total Physical Responses),
learning by doing, role play, discovery learning, and collaborative learning as
stated below:
“...Berkaitan dengan itu, maka dalam pembelajaran ini digunakan
berbagai macam metode pembelajaran, sesuai dengan tujuan
pembelajaran, topik pembelajaran, dan kondisi siswa... . Oleh karena itu,
beberapa metode yang direkomendasikan untuk pembelajaran ini antara
lain adalah flash cards presentation, TPR (Total Physical Responses),
learning by doing, role play, discovery learning, dan collaborative
learning”.
(Syllabus of English Language Teaching in TK Negeri Pembina
Manahan Surakarta, First and Second Semester)
In fact, not all methods recommended are used by the teacher in the
classroom. The teacher selected the activities based on the material that will be
taught. She oriented to how children could learn well and master the material, not
to work and finish the syllabus. She stated: “ ..Tapi karena tujuannya itu adalah
bisa, bukan selesai sesuai silabus, saya nggak begitu cemas.. “ (Interview with
English teacher, WA (13), on October 15th
2011). Of course, it is permitted
because on the syllabus also stated that those methods can be used appropriately
based on the objective, topic/material and also students’ condition. Furthermore,
based on the result observation, the researcher found some kind of activities that
tune with the informants’ statement before. The researcher found some types of
teaching and learning activities in the classroom.
a. Doing computer program
“...guru WA yang mulai menjelaskan cara menggunakan program yang
akan digunakan untuk belajar angka pada hari itu. Setelah selesai
menjelaskan petunjuk penggunaan program tersebut Guru WA
mempersilakan siswa untuk mulai mengerjakan task-task yang disajikan
oleh program tersebut.
Task 1
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Gambar cacing yang ada di program komputer menunjukkan sebuah
angka.
Siswa harus mencari angka yang tepat pada papan jawaban sesuai
dengan angka bilangan yang ditunjukkan.
Jika benar, maka program tersebut akan menunjukkan sejumlah
binatang sesuai dengan jumlah yang disebutkan sebelumnya (dengan
menghitung dari 1..dan seterusnya)
Program komputer memberikan ucapan selamat dengan ungkapan
“Great”” (04)
(Observation of B4’s English lesson on September 24th
2011)
b. Singing a song
“...Guru WA membimbing siswa untuk bernyanyi bersama.
One little two little three
Little elephants
Four little five little six
Little elephants
Seven little eight little nine
Little elphants
Ten little elephants ” (01)
(Observation of B3’s English lesson on October 15th
2011)
c. Games (number games using flash cards)
“Guru WA membagi kelas menjadi beberapa kelompok. Kemudian beliau
mendrilling siswa nomor 1-10 dengan menggunakan bahasa Inggris.
Seusainya guru WA menjelaskan tata cara games yang akan dilakukan
pada jam itu. Guru WA menyuruh para siswa maju ke depan (meja yang
berisi kertas-kertas yang bertuliskan nomor 1-10 dalam bahasa Inggris)
dan mencari angka yang ditunjukkan oleh guru WA secara bergantian...
” (01)
(Observation of B4’s English lesson on September 17th
2011)
d. Listening to the story (by teacher) supported by pictures
“Guru WA menceritakan sebuah cerita kepada anak-anak. Di dalam
cerita itu, terdapat beberapa tokoh hewan yaitu gajah, singa, kelinci,
anjing dan kupu-kupu yang juga digambar di whiteboard tampaknya hal
tersebut juga untuk membangun fokus anak dalam mendengarkan
cerita...” (03)
(Observation of B4’s English lesson on October 15th
2011)
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Basically, a teacher has a full authority in arranging the type of activities
in the classroom, because she knows the condition of the classroom entirely.
Actually, teaching kindergarten students is different from teaching students in its
upper level. The clear difference is shown by the characteristic of the students
which the students of kindergarten is still categorized as young learners. So in
designing the activities in the class, the teacher has to pay more attention to select
and choose the correct activities that can be effective used in teaching English to
the children. In TK Negeri Pembina Manahan Surakarta, teacher WA arranged the
activities by using some principles. She doesn’t arrange it by her own rule but also
take some consideration. There are some criteria used by teacher in designing the
activities in the classroom explained by teacher WA.
A : Berarti ini kegiatannya dengan sederhana ya?
WA : Sederhana, tidak boleh terlalu lama, tidak boleh monoton.
A : Juga disesuaikan dengan kemampuan siswa begitu?
WA : Iya, masing-masing kelas berbeda.
(Interview with English teacher, WA (16&17), on October 15th
2011)
Teacher WA also added that in English language teaching at B class of
TK Negeri Pembina Manahan Surakarta, there is no writing activity. It is because
of the learners’ conditions which is still child so they don’t have writing ability.
Writing activities isn’t suitable with children characteristics generally. Teacher
WA said that:
A : Berarti kegiatannya tadi, kalau untuk menulis memang agak
diminimalkan?
WA : Kalau untuk bahasa Inggris sama sekali, bisa dikatakan nol
persen.
(Interview with English teacher, WA (15), on October 15th
2011)
Finally, it can be stated that the activities for English language teaching
at B class of TK Negeri Pembina Manahan Surakarta have to be simple, not too
long time, various, accord with students’ capability, and no writing activities.
Those criteria help the teacher in managing all classroom activities to be applied
effectively in the classroom. From all explanation above, it is clear that the types
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of teaching and learning in English language teaching in the classroom are accord
with the objective of the teaching itself.
d. The Teacher’s Roles
A teacher has an important role in the classroom, because she is the main
source of the teaching learning process. From the result of the research, it can be
seen that the English teacher in TK Negeri Pembina Manahan Surakarta adopts
many roles in implementing English language teaching in the classroom. From the
interview with teacher WA, it is known that the teacher has to do many things to
make the class effective enough for children to learn. It is explained by the
conversation as follows:
A : Kalau misalnya peran guru di kelas ketika pembelajaran bahasa
Inggris, guru berfungsi sebagai apa?
WA : Motivator, sumber juga, sebagai pembantu juga, sebagai macem-
macem. Masalahnya di TK, termasuk kadang-kadang juga sebagai
ibu, sebagai apapun juga yang dibutuhkan oleh anak. Tapi dalam
kasusnya untuk membantu pembelajaran ya berarti fasilitator
untuk membantu anak-anak untuk belajar.
A : Memberi contoh penggunaan bahasa Inggris yang tepat itu sudah
pasti ya bu ya?
WA : Iya, jelas.
A : Menganalisis kebutuhan siswa?
WA : Iya, kalau tidak saya analisis, bagaimana tadi ada anak yang
sampai ke sekian, tapi ada yang hanya sekian. Itu juga jelas.
(Interview with English teacher, WA (18,19, & 20), on October 15th
2011)
The teacher does not only bring the English material, but also has to be
motivator, main source, counsellor, facilitator, demonstrator of accurate language
production, and also students’ need analyst. Similar with her, teacher SR also
stated the same point in explaining the role of teacher in the classroom. She said
that:
A : Apakah beliau mungkin menganalisis kebutuhan siswa, o..anak
ini kayaknya butuh bantuan apa, atau mungkin memberi motivasi
atau memantau atau memberi memimpin atau menjadi konselor
menjadi pembantu kalau siswa kesulitan?
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SR : Iya. Itu emang berfungsi semuanya. karena kalau anak TK, anak
TK itu kan masih perlu bantuan. Kadang salah-salah. Semuanya
dibantu dengan peran guru. Apalagi bahasa Inggris, soale bahasa
Inggris kan masih pertama kali jadi anak kan masih asing. Anak-
anak kan pengen tahu.
(Interview with head of B3 class, SR (08), on September 24th
2011)
According to her observation during English class happen, she found that
the English teacher does some roles as students’ need analyst, motivator,
counsellor, monitor of students’ learning, class director. Moreover, teacher RN
also gave statement about the role of teacher in the classroom. She said that:
A : Guru ekstra. Guru mata pelajaran.
RN : Ya cuma menyajikan materi yang dikuasai aja. Kalau bahasa
Inggris ya bahasa Inggris saja. Lukis ya lukis aja.
A : Kalau misalnya di apa.. Di.. Di keadaan kelasnya apakah guru di
kelas itu hanya memberikan materi atau mungkin memberikan
saran, memberi motivasi, atau membantu atau memantau?
RN : Semua.
RN : Semua. Yang berhubungan dengan anak didik. Semua. Karena itu
untuk laporan ke orang tua, jadi ya perilakunya, perkembangan
belajarnya. Memantau, memotivasi, saran. Kan anak-anak kan
jiwanya sendiri-sendiri. Punya karakter sendiri-sendiri. Unik. Jadi
kita harus tahu cara mengelola anak.
(Interview with head of B4 class, RN (13, 14, 15), on September 24th
2011)
According to her observation during English class happen, she found that
the English teacher does some roles as main source, provider of students input,
motivator, counsellor, and monitor of students’ learning. Moreover, it is also
appropriate with the role that has to do by teacher in syllabus, stated as follow:
“Sementara itu guru berfungsi sebagai fasilitator, motivator dan konselor.”
(Syllabus of English Language Teaching in TK Negeri Pembina Manahan
Surakarta, First and Second Semester)
Finally, it can be concluded that teacher’s roles in the English language
teaching process are material source, provider of students input, motivator,
counsellor, monitor of students’ learning, students’ need analyst, facilitator,
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organizer and controller of students’ behaviour and demonstrator of accurate
language production. It is dealing with the observation by the researcher that
result some evidences about those roles.
a. Material source and developer
As a teacher, of course, they were a main source in the classroom, because
they were people who bring the material to the students. Moreover, the
teacher didn’t come to the classroom and bring the material, but they also
have to develop it by using correct method and activities so the material can
be transferred well to the students. In every meeting, the teacher did this
role; they gave the material and teach it to the students. As an example, on
the first observation conducted by the researcher, teacher brought “number
material” to the B4 class. (See the appendix III.1: Observation in B4’s
English lesson on September 17th
2011)
b. Motivator
In the English language teaching process, the teacher always motivated her
students. She motivated the students by giving praise by saying “Good” to
the students which do the task well. She also gives reward to the students so
they are motivated to try better. For example, teacher said “good” to the
students which could take a right number like teacher asked. (See the
appendix III.1: Observation in B4’s English English lesson on September
17th
2011)
c. Counsellor and provider of students input
The teacher didn’t always be a tutor, but sometimes she acted as a
counsellor. If there is a difficult faced by the students, she was ready to help
and give input or solution the student to solve the problem.
“...Terlihat ada beberapa siswa yang kesulitan, sehingga guru WA harus
membantu mengingat kembali dengan cara membimbing siswa berhitung
dari 1 – 10 dengan menggunakan bahasa Inggris...” (03)
(Observation of B4’s English lesson on September 17th
2011)
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d. Monitor of students’ learning and facilitator
The teacher monitored the whole students’ learning, not only during English
language teaching happened in the classroom but also the development of
the students. In the classroom, this role is getting on toward facilitator role.
The teacher gave the material and opportunity the students to learn it by
themselves but still in teacher’s guiding. As an example, the English
language teaching in the computer room, the teacher explained the use of
computer program and let the students do the task by themselves. She
monitored and gave help if it is needed. She walked around and checked one
student to another. (See the appendix III.3: Observation in B4’s English
lesson on September 24th
2011)
e. Demonstrator of accurate language production
As an English teacher, teacher WA always be a good model in
demonstrating an accurate language. Even, before teacher WA taught them
about something, she gave the example on how to produce it.
“Guru WA membagi kelas menjadi beberapa kelompok. Kemudian beliau
mendrilling siswa nomor 1-10 dengan menggunakan bahasa Inggris”
(03)
(Observation of B4’s English lesson on September 17th
2011)
f. Students’ need analyst
In teaching English, teacher WA also did the role as need analyst. It is
proved when she gave opportunity to the students which can finish the task
faster than others. She didn’t see all students in the same ways, but she tried
to pay attention based on their need and their ability.
“...Selama proses mengerjakan task, beberapa anak terlihat begitu asik
dengan program tersebut. Bahkan beberapa anak bisa mengerjakan task
demi task dengan cepat sehingga guru mengarahkan anak-anak tsb.
untuk mempelajari task yang lebih sulit yaitu penjumlahan...” (02)
(Observation of B3’s English lesson on September 24th
2011)
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g. Organizer and controller of students behaviour
The teacher became the main organizer and controller in the classroom.
Teacher WA was the main director who arranged what will happened in the
classroom. She designed the students learning process since the class hasn’t
been started until the class ended. She made her own lesson plan containing
opening, main activity and closing to conduct teaching and learning so that
the process can be enable student to learn. It is proved in all English
language teaching process in the classroom.
“Sesampainya di ruang komputer, guru WA segera menyuruh masing-
masing siswa untuk menempatkan diri pada tempat duduk yang tersedia
di masing-masing komputer. Dengan tegas, guru WA menegur siswa
dengan ungkapan “don’t touch”, karena ada beberapa siswa yang
langsung memainkan komputer tanpa menunggu perintah guru. Para
siswa segera menghentikan tindakan mereka dan mengarah kepada guru
WA yang mulai menjelaskan cara menggunakan program yang akan
digunakan untuk belajar angka pada hari itu. Setelah selesai
menjelaskan petunjuk penggunaan program tersebut Guru WA
mempersilakan siswa untuk mulai mengerjakan task-task yang disajikan
oleh program tersebut...” (04)
(Observation of B4’s English lesson on September 24th
2011)
Finally, from the result of the interview, observation and document
analysis, it can be concluded that the English teacher at B class of TK Negeri
Pembina Manahan Surakarta, teacher WA adopts many roles in implementing
English language teaching in the classroom, they are: material source and
developer, motivator, counsellor and provider of students input, demonstrator of
accurate language production, monitor of students’ learning and facilitator,
students’ need analyst, and organizer and controller of students’ behaviour.
e. The Learner’s Roles
Not only the teacher, but the students also have some roles to be done in
the classroom. If both of the teacher’s and the learners’ roles work well, it will
result a good and effective teaching in the classroom. Teacher WA gave statement
about learners’ roles in the interview, as follows:
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WA : Peran siswa? sebagai anak-anak dong. Sebagai pembelajar.
A : Apakah siswa merancang program belajar sendiri gitu Bu?
WA : Kalau siswa merancang program belajar sendiri belum bisa. Tapi
saya selalu memberikan apa ya, semacam ini, seperti ini. anak-
anak minggu ini.. seperti ini.. apa yang menarik? misalnya begini,
animal. Kemarin ada yang pesan memang, lion, oke.. lion.. masuk.
Kemudian ada yang pesan juga rabbit. Meskipun mereka pas
memintanya tentu saja juga nggak pakai bahasa Inggris, mereka
memintanya singa sama kelinci. Anak perempuan yang minta. Ya,
masuk. Jadi kalau mereka minta sesuatu yang masih bisa masuk
sesuai, itu saya berusaha memberikan, supaya mereka nanti.. wah,
aku kemarin minta ini, muncul deh. Nah otomatis kan semangatnya
tambah. Tadi di kelas B1, ada yang minta zebra.
A : Kalau siswa-siswanya juga mengevaluasi dirinya sendiri?
WA : Mengevaluasi dirinya sendiri? Mereka seperti ini, paling pol-nya,
belum kalau saya bilang, tapi maksimal, mereka itu kepengen
ngerti, Bu saya kemarin belajar sama mama ini, kata mama ini,
benar nggak? Nah kayak gitu. Jadi mereka berusaha mencari tahu
apakah yang saya ucapkan, apakah betul apa nggak. Bu saya tahu
bahasa Inggris-nya bis.. bus kan? Itu kan mereka mencari betul
nggak-nya. Bisa digambarkan seperti itu.
A : Apakah siswa bagian dari kelompok dan berinteraksi dengan
teman lain?
WA : Ya, ada saatnya mereka sendiri, mandiri. Ada saatnya mereka
menjadi bagian kelompok. Misalnya saat masuk pertama, saat
seperti tadi, mengenal baru. Itu kan mereka sendiri.. sendiri..
sendiri. Nanti kalau sudah misalnya, ada permainan kelompok,
dimana mereka macem-macem, bisa puzzle, bisa apa, seperti itu
kalau kelompok, supaya bisa interaksi sosialnya terasah juga. Jadi
nggak.. sekaligus saling bantu.
A : Berarti siswa juga saling ngajari gitu ya?
WA : O iya, sangat. Kayak tadi aja misalnya, itu lho yang.. yang itu..
yang itu..kalau temannya nggak tahu, yang telinganya panjang,
yang white.. yang white.. gitu kan, mereka saling bantu.
A : Berarti selama proses ini siswa nggak semata-mata belajar dari
guru, tapi juga dari temannya?
WA : Dari teman, iya dari lingkungan. Ada misalnya nanti kalau sudah
itu semester 2, my school. Nanti nggak di dalam sini tok. Nanti kita
keluar. Ada patung apa, misalnya disana ada patung kuda, nah
nanti horse akan muncul lagi. Seperti itu. Misalnya ada apa, kita
hitung mengapa. Nah nanti angka muncul lagi. Tapi tidak hanya di
dalam sini. Semuanya keluar, jalan-jalan kemana-mana gitu.
(Interview with English teacher, WA (22-27), on October 15th
2011)
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It is clear that in the classroom, the learners also do some roles.
Generally, they are a learner, but in specifically they have to do other duties such
as be a part of a group and learn from the interaction happened in the classroom,
help other learners which get difficulties and learn from everything around them
involving their friends, teacher and environment. It is similar with teacher RN’s
statement. She also stated that learners have to do some roles like teacher WA’s
statement before.
A : Kalau peran siswanya apa saja? Apakah siswa hanya di kelas
belajar sendiri atau mungkin siswa ngajari temene atau mungkin
apa ya mengevaluasi perkembangan mereka sendiri, begitu Bu?
SR : Peran siswa? Peran siswa itu yo nganu. Peran siswa untuk
belajar bahasa Inggris, kadang anak-anak itu bercakap-cakap
pakai bahasa Inggris gitu lho mbak. Itu ya..dengan temannya, juga
gurunya. Gurunya kan pakai bahasa Inggris lha nanti ikut
mengikuti bahasa Inggris gurunya.
A : Kalau siswa dengan siswa yang lainnya apa ya saling ngajari
gitu Bu?
SR : Ya kalau ada yang salah. Kalau ditanya. Diajari. “O.. ini
mestinya merah”. (Guru SR memberi contoh, bagaimana siswa
mengajari temannya)
A : Berarti siswa nggak hanya belajar dari guru tapi juga dari
teman?
SR : Iya. Dari teman, lingkungan. Mungkin juga dari orangtua. Dari
orangtua juga sudah diajari jadi kan dah tahu.
(Interview with head of B3 class, SR (09, 10, 11), on September 24th
2011)
Moreover, teacher RN as a head of B4 also gave statement about it. She said:
A : Kalau dari hasil pengamatan Ibu selama ini apa siswa itu saling
belajar dari temannya atau gimana?
RN : Iya. Dari lingkungan, dari teman, dari guru.
(Interview with head of B4 class, RN (17), on September 24th
2011)
Those statements in line with what the researcher found in the classroom.
According to her observation, she viewed that in daily classroom activities, the
students have become a part of the class in where they are learn. In this case, they
were a part of B3 and B4 class. It meant that indirectly, they were a part of a
learning group. Especially in English lesson, they were sometimes being a part of
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group when the teacher managed the class to be group activities. For an example,
it can be seen on the observation in B4 class.
“...Guru WA segera membagi kelas menjadi 2 kelompok, yang akan
bergantian memasuki ruang kelompok. Masing-masing kelompok terdiri
dari 8 orang...” (02)
(Observation of B4’s English lesson on September 24th
2011)
Automatically, each student learned from their interaction in that group
itself. Moreover, from the observation, the researcher also found that the students
of kindergarten tend to help each other when they got difficulties in learning
something, especially in English lesson.
“...Guru WA menunjuk beberapa anak sebagai perwakilan kelompok
untuk mengambil kertas yang bertuliskan nomor yang disebutkan oleh
guru WA pada meja lawannya. Beberapa anak sempat keluar dari
kelompok untuk membantu temannya yang ditunjuk oleh guru. Namun,
guru WA membimbing siswa untuk berpikir sendiri dan tidak boleh
dibantu oleh teman sekelompoknya...” (02)
(Observation of B3’s English lesson on September 17th
2011)
The students didn’t only learn from their teacher, but also from their
friends and their environment, because everyday they always get interaction with
both of them. Even they can learn from the program or material in English lesson
though it still needs teacher’s guidance. During the research, the researcher ever
found some children who learned from the expression said by the program in
computer. They tried to imitate the utterance based on their perspective.
“...Ada beberapa anak yang dengan asik menirukan ungkapan-ungkapan
yang keluar dari program tsb. Setiap kali mereka berhasil menjawab
dengan tepat, misalnya “great, good job”, tetapi kadang mereka masih
salah melafalkannya, misalnya “gut ja” (02)
(Observation of B3’s English lesson on September 24th
2011)
Finally, it can be concluded that in the classroom, the learners do some
roles: they were a part of a group and learned from the interaction happened in the
classroom, helped other learners which got difficulties and learned from
everything around them involving their friends, teacher and environment.
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f. The Roles of Teaching Material
The last point should be discussed is the role of teaching materials. Not
only the teacher and the learners, but the material taught is also important to be
discussed, because the material is the bridge of the teacher and learner. Briefly, it
can be stated that the teaching learning process is a process of transferring
material from the teacher to the learners. In this case, of course, the materials
brought by teacher also have roles in the classroom. From the result of the
research, the researcher found some roles of material. In the interview, teacher
WA mentioned some roles of teaching material.
A : Materi itu, mungkin materi yang dibawa itu bisa menjadi sumber
kegiatan, sumber interaksi?
WA : Iya. Sumber belajar. Materi itu sendiri bisa menjadi bahan, dari
segi materi secara keseluruhan nanti saya bisa memilih, nanti saya
mengajarnya bisa dengan cara ini.. ini.. ini.. segala macam. Kalau
saya sudah membawa realia atau flash card, bisa saya gunakan
dengan seribu satu cara. Jadi flash card tidak hanya.. one, two,
three.. tidak seperti itu. Bisa menggunakan dengan konsep hide and
seek, match, bisa dengan konsep take it if i want it, dan yang lain
sebagainya. Segala macam bisa digunakan.
A : Bisa juga digunakan jadi sumber belajar untuk tata bahasa,
kosakata, gitu ya Miss ya?
WA : Tanpa mengatakan ini belajar tata bahasa, tanpa mengatakan ini
belajar kosakata.. iya!...
(Interview with English teacher, WA (32, 33), on October 15th
2011)
Teacher WA said that teaching material can be a resource of learning
process, source of activities and interaction, a reference source for learners on
grammar and vocabulary, and also source of stimulation and ideas for classroom
activities. Teaching material doesn’t only be the object which is transferred by
teacher but also be the ideas for the teacher to find the correct method and
technique to transfer it. Furthermore, teacher SR and teacher RN added
information about it.
A : Materi yang dibawa itu apa bisa jadi sumber kegiatan, sumber
belajar gitu Bu?
SR : Iya.
(Interview with head of B3 class, SR (14), on September 24th
2011)
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A : E..apakah materi yang dibawa bisa dijadikan buat kegiatan di
kelas. Sumber untuk siswa berinteraksi?
RN : Bisa. Bisa untuk bermain Mbak. Ya...untuk bermain bisa. Seperti
permainan kemarin, angka-angka itu. Itu bisa untuk bermain.
Semuanya bisa untuk bermain.
A : Juga bisa untuk sumber belajar gitu ya Bu?
RN : Bisa. Bermain kan sumber belajar juga to Mbak untuk anak-anak.
(Interview with head of B4 class, RN (21, 22), on September 24th
2011)
Those statement strengthen teacher WA’s statement before, that material
is a source of activities, learning, interaction, even playing. It is appropriate with
the information about material stated in the syllabus, which is stated: “...Berkaitan
dengan itu, maka dalam pembelajaran ini digunakan berbagai macam metode
pembelajaran, sesuai dengan tujuan pembelajaran, topik pembelajaran, dan
kondisi siswa...” and “...Media pembelajaran yang digunakan dalam pelatihan ini
beragam, tergantung topik yang sedang dibahas...” (Syllabus of English
Language Teaching in TK Negeri Pembina Manahan Surakarta, First and Second
Semester).
Finally, it can be concluded that, the teaching material have some roles in
the classroom, they are:
a. Teaching material can be a resource of learning process. Teaching material
that brought by the teacher becomes a source for the students to know more
about everything around them. It can be a source to develop their conceptual
and skill. For example, when the teacher bring number material, so it can be
a source for them to learn about number, moreover they can learn about the
kind of number, what it is in English, how to pronounce it, etc.
b. Teaching material can be a source of activities and interaction. Teaching
material brought by the teacher becomes a source of activities in which
learners practice their language and get communicative interaction with
others. On the first observation, in the B4 class, it is clearly seen how they
practice in pronouncing the number in English by the interaction in the
games served by the teacher.
c. Teaching material can be a reference source for learners on grammar,
vocabulary, pronunciation, and so on. Though it wasn’t done perfectly, but
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inderectly material brought by the teacher helps students in learning the
grammar, vocabulary and pronunciation. From the observation in the
computer room, the researcher found that the students enjoy the program
served by computer. Moreover, the utterances from the duck in the computer
are able to encourage students to learn about grammar, vocabulary and
pronunciation. It is proved by some students who imitate the utterances
mentioned, though it is not perfectly done because they have not aware the
right structures. But it is can stimulate them to speak English.
d. Teaching material can be a source of stimulation and ideas for classroom
activities. It is very important for the teacher to create interesting activities
in the classroom. Besides it can encourage the students’ motivation, it also
help the teacher to get effective teaching in English language teaching
process. Furthermore, the teaching material can give ideas and image to
arrange the classroom activities. It can help the teacher to choose the
appropriate method to be implemented and teaching media to be used.
2. The Effectiveness of English Language Teaching Implementation
In the previous section, the researcher has described about the
implementation of English language teaching in six aspects, they are: 1)The
objective of the teaching; 2) The syllabus of the teaching; 3) the types of teaching
and learning activities; 4) The teacher’s roles; 5) The learner’s roles; and 6) The
roles of teaching material. After describing the implementation of English
language teaching at B class of TK NEGERI PEMBINA Manahan Surakarta in
the academic year of 2011/2012, the researcher tried to find out some evidence
which can be references to identify the effectiveness of English language teaching
implementation. The researcher found some phenomena in the field that accord
with that.
One of preeminent things was teacher’s enthusiasm. Teacher WA as an
English teacher at B class was an enthusiastic teacher. It was proved by her
performance in doing her roles as a teacher. She also had a spirit in teaching
English to her students. Although there is no prescriptive syllabus for kindergarten
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teaching and the teacher has to arrange syllabus by her own perspective, but she
has a passion to learn more about English language teaching for kindergarten
students. Instead, the teacher thought that it is like an opportunity for her to
develop the creativity in teaching her students. Moreover, the teacher tried to seek
the information about the standard syllabus for English language teaching in
kindergarten to be implemented in the classroom. It is because she has a high
expectation for her students to be able in using English.
“...Saya selama ini mencari dari web dan juga artikel, kemudian paper
yang dari internet, yang dari TEYL, misalnya seperti itu. Jadi tidak ada
yang dari pemerintah, belum ada. Nah tetapi itu malah menjadi sebuah
ladang bagi saya untuk berkreasi jadi lebih bisa.. oya, kalau menurut
saya anak-anak itu harus bisa ini, oke, saya baca bukunya, kemudian
bikin sendiri yang seperti ini dan itu bisa saya jalankan, tapi saya tidak
tertekan, maksudnya dalam artian tidak harus bisa ini harus selesai.
Tidak. Bagi saya yang penting anak-anak itu bisa. Kita kejar sebisanya
bukan silabusnya itu harus selesai”.
(Interview with English teacher, WA (10), on October 15th
2011)
Besides having enthusiasm, the teacher was also creative in arranging the
English language teaching process in the classroom. She used variety of activities
in teaching English. The teacher used many techniques in English language
teaching process. It is in line with the teacher’s statement as follows:
A : Kalau bentuk-bentuk kegiatan itu apa aja?
WA : Aduh.. banyak sekali. Apapun yang terpikir. Jadi kalau, kalau
saya, misalnya mau mengenalkan sebuah materi baru itupun caranya
juga macam-macam.
(Interview with English teacher, WA (13), on October 15th
2011)
The clear explanation is mentioned in previous point, the researcher
found some types of teaching and learning activities in the classroom, they are:
doing computer program, singing a song, games (number games using flash
cards), and listening to the story (by teacher) supported by pictures.
Furthermore, the teacher also gave a clear presentation during the English
language teaching process in the classroom. The teacher demonstrated the use of
English correctly and clearly so the children could catch the teacher’s instruction
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well. Moreover, in conveying the material to the students, the teacher also gave
modelling and used real example. For an example, on the B4’s English lesson on
October 15th
2011, when students are introduced with some kind of animals and
colours, she used story which contains of some name of animals and colours, such
as elephant, lion, rabbit, dog, butterfly and grey, brown, white, red, black, yellow.
The teacher did not only tell the story but also model the figures of the story and
point some things to give the clear example.
“Karena ada classroom English, kalau misalnya anak-anak rame..Quiet
please!. Kalau duduk.. Sit down!. Itu kan penggunaan bahasa yang
tepat, mereka langsung tahu. Bahkan disini kalau mereka lagi, misalkan
di lab komputer, mereka lagi, mulai saya akan menerangkan, Hands off..
Don’t touch.. gitu-gitu mereka sudah tahu, langsung tangannya lepas
begitu. Itu penggunaan bahasa yang tepat”
(Interview with English teacher, WA (07), on October 15th
2011)
“...Selama bercerita, guru WA memperagakan beberapa gerakan hewan.
Juga menunjuk beberapa barang yang sesuai dengan warna hewan yang
bersangkutan. Misalnya:
Grey itu seperti celananya Andra (sambil menunjuk celana Andra yang
berwarna bau-abu)
Lion warnanya brown (sambil menunjuk celana Rasyad)
Rabbit warnanya apa? White (sambil menunjuk baju siswa yang
berwarna putih)
Kalau dog, black and white (sambil menunjuk beberapa rambut dan baju
siswa)
Butterfly.. red dan yellow” (03)
(Observation of B4’s English lesson on October 15th
2011)
The teacher usually used some English structuring comments in greeting
and giving instructions to the children. In every English lesson, the teacher always
use it in getting interaction in the classroom. Some of them are good morning
students, how are you?, count, sit down there, put down there, hands off, clap one,
clap two, etc. According to the researcher’s observation, those greetings and
instructions always apllied by the teacher in opening and teaching process.
“...Guru WA menyapa dan menanyakan kabar para siswa dengan
menggunakan ungkapan “Good morning students.. how are you today?”,
lalu para siswa menjawab “Good morning miss.. I’m fine...”. (01)
(Observation of B3’s English lesson on September 17th
2011)
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“...Dengan tegas, guru WA menegur siswa dengan ungkapan “Don’t
touch”, karena ada beberapa siswa yang langsung memainkan komputer
tanpa menunggu perintah guru. Para siswa segera menghentikan
tindakan mereka dan mengarah kepada guru WA yang mulai
menjelaskan cara menggunakan program yang akan digunakan untuk
belajar angka pada hari itu...”. (04)
(Observation of B4’s English lesson on September 24th
2011)
Wholly, all of English language teaching processes in the classroom are
conducted by the teacher by using syllabus as a reference and lesson plan to
manage the sequences of classroom activities. Orientating to the syllabus helps the
teacher to work the English language teaching to not get out from the criterion
material, so the English language teaching process does not deviate from the
standard material what should be taught. For example, in the first semester, the
material containing of some subject such as introduction, animals, colors,
numbers, and fruit (See appendix V.1: Syllabus of English Language Teaching in
TK Negeri Pembina Manahan Surakarta, First Semester).
Because all of English language teaching processes are handled by the
teacher totally, the teacher has some important roles done in the English language
teaching like an organizer, a controller, a guide, and a motivator. As an organizer
and controller, the teacher arranged what will happened in the classroom. She
controlled the students’behaviour in learning process since the class started until
ended. It is proved in all English language teaching process in the classroom.
“Sesampainya di ruang komputer, guru WA segera menyuruh masing-
masing siswa untuk menempatkan diri pada tempat duduk yang tersedia
di masing-masing komputer. Dengan tegas, guru WA menegur siswa
dengan ungkapan “do not touch”, karena ada beberapa siswa yang
langsung memainkan komputer tanpa menunggu perintah guru. Para
siswa segera menghentikan tindakan mereka dan mengarah kepada guru
WA yang mulai menjelaskan cara menggunakan program yang akan
digunakan untuk belajar angka pada hari itu. Setelah selesai
menjelaskan petunjuk penggunaan program tersebut Guru WA
mempersilakan siswa untuk mulai mengerjakan task-task yang disajikan
oleh program tersebut...” (04)
(Observation of B4’s English lesson on September 24th
2011)
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The role of the teacher as a controller helps the teacher to get effective
English language teaching in the classroom, so that the process can be enable the
student to learn and achieve the goal of teaching itself which oriented in the
student competency as stated in the syllabus.
“ Standar Kompetensi : Setelah menyelesaikan tema atau pokok
bahasan yang telah ditentukan ini, siswa mampu memiliki keterampilan
awal berbahasa Inggris lisan. Keterampilan berbahasa meliputi
menyimak dan berbicara”.
(Syllabus of English Language Teaching in TK Negeri Pembina
Manahan Surakarta, First and Second Semester)
Then, the teacher did not always be a tutor, but sometimes she acted as a
guide. If there is a difficult faced by the students, she was ready to help and guide
them to solve the problem. The teacher gave opportunity to the students to answer
the task but still in the teacher’s guiding. The teacher helped students to remember
and think independently in guiding them to answer the teacher’s task.
“...Terlihat ada beberapa siswa yang kesulitan, sehingga guru WA harus
membantu mengingat kembali dengan cara membimbing siswa berhitung
dari 1 – 10 dengan menggunakan bahasa Inggris...” (03)
(Observation of B4’s English lesson on September 17th
2011)
“...Guru WA menunjuk beberapa anak sebagai perwakilan kelompok
untuk mengambil kertas yang bertuliskan nomor yang disebutkan oleh
guru WA pada meja lawannya. Beberapa anak sempat keluar dari
kelompok untuk membantu temannya yang ditunjuk oleh guru. Namun,
guru WA membimbing siswa untuk berpikir sendiri dan tidak boleh
dibantu oleh teman sekelompoknya...” (02)
(Observation of B3’s English lesson on September 17th
2011)
The teacher also took a role as a motivator. She motivated the students by
giving acknowledgment for who can answer the question correctly. For example,
the teacher commend her students by saying “Good” to the students which do the
task well. The teacher also gives reward to the students to stimulate them to learn
well and try better.
“Sebelum guru WA memulai pelajaran, guru WA menjelaskan bahwa
nanti akan mengadakan games dan bagi siswa yang bisa mengikuti dan
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menjawab dengan benar akan mendapatkan hadiah “bintang” (nilai
tambahan) yang akan disampaikan kepada guru SR... “ (02)
(Observation of B3’s English lesson on September 17th
2011)
On the other side, students only received what is taught by the teacher.
Even sometimes they did not realize that they were learning. The teacher gave
statement about it.
“...Tapi juga, mereka kan sering nggak sadar kalau mereka belajar. Gitu
lho. Apakah ini tadi mereka sadar mereka belajar? Nggak, rumangsane
mereka hanya mengira diceritain gitu tok... Bukan karena saya lebih
menyenangkan, tidak. Karena mereka kan taunya saya sering mengajak
main, memberi cerita, ngajari nyanyi. sehingga mereka lebih dekat,
bukannya mereka menganggap saya orang baik atau bagaimana, tapi
karena mereka lebih senang aja”
(Interview with English teacher, WA (22), on October 15th
2011)
In fact, although they did not realize what they were learning, but
students always enjoyed all classroom activities brought by the teacher. Teacher
RN also added some information, she said that students look happy and
enthusiastic in joining English classroom.
A : Anak-anak seneng ato?
RN : Seneng.
A : Berarti mereka belajarnya antusias gitu ya?
RN : Ya.
(Interview with head of B4 class, RN (07, 08), on September 24th
2011)
Finally, it can be concluded that there are 9 evidences found by the
researcher as the phenomena to identify the effectiveness of English language
teaching at B class of TK NEGERI PEMBINA Manahan Surakarta in the
academic year of 2011/2012, they are : teacher’s enthusiasm, the use of variety of
activities, clear presentation during the English language teaching, the use of
English structuring comments in greeting and giving instructions to the children,
learning of criterion material, the role as an organizer, a controller, a guide, and a
motivator and also the lack of criticism in classroom shown by the comfortable
classroom condition in learning English.
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B. Discussion
In the research findings, the researcher has discussed some aspects
concerning with the implementation of English language teaching involving the
objective, the syllabus, the types of teaching and learning activities, the teacher’s
roles, the learner’s roles and the role of teaching material in English language
teaching at B class of TK NEGERI PEMBINA Manahan Surakarta in the
academic year of 2011/2012. In order to justify the research finding, the
researcher tries to discuss it with the other relevant references. This discussion is
concerning on the effectiveness of those implementation.
Based on the result finding, it can be concluded that the implementation
of English language teaching at B class of TK NEGERI PEMBINA Manahan
Surakarta in the academic year of 2011/2012 is effective, because the
implementation of English language teaching has fulfilled all the categories of
effective teaching.
According to Williams and Burden (1997: 47), there are nine key factors
contributing to effective teaching as follows: 1) clarity of presentation, 2) teacher
enthusiasm, 3) variety of activities during lessons, 4) achievement-oriented
behaviour in classroom, 5) opportunity to learn criterion material, 6)
acknowledgement and stimulation of students ideas, 7) (lack of) criticism, 8) use
of structuring comments at the beginning and during lessons, and 9) guiding of
students answers.
Those categories can be clearly seen on the implementation of English
language teaching at B class of TK NEGERI PEMBINA Manahan Surakarta in
the academic year of 2011/2012. There are 8 evidences that in line with Williams
and Burden’s theory, they are: clarity of presentation, teacher enthusiasm, variety
of activities during lessons, achievement-oriented behaviour in classroom,
opportunity to learn criterion material, acknowledgement and stimulation of
students’ ideas, use of structuring comments at the beginning and during lessons,
and guiding of students answers. One category, (lack of) criticism, can not be
found directly, but indirectly there are some evidences that support that term.
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Firstly, in conducting English language teaching in the classroom, the
teacher gives a clear presentation. The teacher demonstrated the use of English
correctly and clearly so the children could catch the teacher’s instruction well.
Moreover, in conveying the material to the students, the teacher also gave
modelling and used real example. The teacher did not only tell the story but also
model the figures of the story and point some things to give the clear example.
Secondly, the English teacher of B class of TK NEGERI PEMBINA
Manahan Surakarta, teacher WA as an English teacher at B class was an
enthusiastic teacher. It was proved by her performance in doing her roles as a
teacher. She also had a spirit in teaching English to her students. Although there is
no prescriptive syllabus for kindergarten teaching and teacher has to arrange
syllabus by her own perspective, but she has a passion to learn more about
English language teaching for kindergarten students. Instead, the teacher thought
that it is like an opportunity for her to develop the creativity in teaching her
students. Moreover, teacher WA tried to seek the information about the standard
syllabus for English language teaching in kindergarten to be implemented in the
classroom. It is because she has a high expectation for her students to be able in
using English.
Thirdly, the teacher is also creative in arranging the English language
teaching process in the classroom. She used variety of activities in teaching
English. The teacher used many techniques in English language teaching process,
they are: doing computer program, singing a song, games (number games using
flash cards), and listening to the story (by teacher) supported by pictures.
Fourthly, all of English language teaching process is handled by the
teacher totally. The teacher does some important roles in the English language
teaching process. One of them is to be an organizer and controller. As an
organizer and controller, the teacher arranges what will happened in the
classroom. She controlls the students’behaviour in learning process since the class
started until ended. It is proved in all English language teaching process in the
classroom. The role of teacher as a controller helps the teacher to get effective
English language teaching in the classroom, so that the process can enable the
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student to learn and achieve the goal of teaching itself. The goal achievement is
oriented in the student competency as stated in the syllabus and also the objective
of English language teaching in B class of TK Negeri Pembina Manahan
Surakarta.
Fifthly, all of English language teaching process in the classroom are
conducted by the teacher by using syllabus as a reference and lesson plan to
manage the sequences of classroom activities. Orientating to the syllabus helps the
teacher to work the English language teaching to not get out from the criterion
material, so the English language teaching process does not deviate from the
standard material what should be taught.
Sixthly, the teacher also took a role as a motivator. The teacher motivated
the students by giving acknowledgment for who can answer the question
correctly. For example, the teacher commend her students by saying “Good” to
the students which do the task well. The teacher also gives reward to the students
to stimulate them to learn well and try better.
Seventhly, in conducting the English language teaching in the classroom,
the teacher usually used some English structuring comments in greeting and
giving instructions to the children. In every English lesson, the teacher always use
it in getting interaction in the classroom. Some of them are good morning
students, how are you?, count, sit down there, put down there, hands off, clap one,
clap two, etc. Those greetings and instructions always applied by the teacher in
opening and teaching process.
Eighthly, the teacher did not always be a tutor, but sometimes she acted
as a guide. If there is a difficult faced by the students, she was ready to help and
guide them to solve the problem. The teacher gave opportunity to the students to
answer the task but still in teacher’s guiding. The teacher helped students to
remember and think independently in guiding them to answer the teacher’s task.
Lastly, lack of criticism can not be found directly in the field. According
to the context of the research object, that is the children who are still categorized
as young learners, of course, it is impossible to find the evidence about criticism.
Because they are still child so they cannot making judgement about
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something caused by teacher’s fault or other. According to Scott and Ytreberg
(1990: 1-4), on the range of five to seven years old, children cannot decide for
themselves what to learn. They only receive what is brought by their teacher.
Even sometimes they did not realize that they were learning. The teacher’s
confession about the students’ enthusiasm in joining English language teaching in
the classroom can be used as an indicator that there is lack of criticism in English
language teaching at B class of TK NEGERI PEMBINA Manahan Surakarta.
Finally, it can be concluded that the implementation of English language
teaching at B class of TK NEGERI PEMBINA Manahan Surakarta in the
academic year of 2011/2012 is effective because it has fulfilled all categories of
effective teaching.
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CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusion
In this chapter the researcher comes to conclusion of the research.
According to the research finding and the discussion, the researcher finds that
generally the implementation of English language teaching at B class students of
TK NEGERI PEMBINA Manahan Surakarta in the academic year of 2011/2012
is effective. It is supported by all system applied in the classroom during English
language teaching happened. Clearly, it is shown by some aspects of the
implementation itself covering the objective of the teaching, the syllabus of the
teaching, the types of teaching and learning activities, the teacher’s roles, the
learner’s roles, and the roles of teaching material.
The English language teaching is implemented based on the clear
objective. The objectives of English language teaching at B class of TK NEGERI
PEMBINA Manahan Surakarta are focused to introduce English to the children
and to treat the children to be able to communicate in English. Moreover they are
able to make a simple conversation using English.
The objectives guide all English language teaching processes in the
classroom. It is be a reference to arrange the syllabus, design classroom activities
and conduct all activities of students in learning English. Factually, all activities
of English language teaching work in line with those objectives, though the
objective of English language teaching at B class of TK Negeri Pembina Manahan
Surakarta has not been achieved completely. It is because of the input of the
students which is not same in each student.
The English language teaching at B class of TK Negeri Pembina
Manahan Surakarta is not based on national curriculum from the Indonesian
government. In conducting the English language teaching in the classroom, the
teacher used a syllabus arranged by her own perspective. The teacher arranged the
syllabus based on up to date-information about syllabus and English education for
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kindergarten, her own teaching experiences, and the principles of arranging
syllabus in Indonesia. While it is arranged by the teacher’s perspective, but it is
competent and comprehend to be applied in the classroom. It is proved by that
syllabus is received by National Education Department of Indonesia without
revision.
The teaching and learning activity in classroom is a real implementation
of English language teaching at B class of TK Negeri Pembina Manahan
Surakarta. Specially, in TK Negeri Pembina Manahan Surakarta, English
language teaching is integrated with computer. TK Negeri Pembina Manahan
Surakarta merged both of them to get effective English language teaching for the
students. Thereafter, the kind of activities which are applied in the classroom are
activities doing computer program, pictures and flash card, singing a song,
listening to the story, and games. Games are a technique which is dominant used
in the classroom. Those activities are arranged by the teacher by using some
consideration. The activities for English language teaching at B class of TK
Negeri Pembina Manahan Surakarta have to be simple, not too long time, various,
accord with students’ capability, and no writing activities.
The English teacher in TK Negeri Pembina Manahan Surakarta adopts
many roles in implementing English language teaching in the classroom such as
material source and developer, motivator, counsellor and provider of students
input, demonstrator of accurate language production, monitor of students’
learning and facilitator, students’ need analyst, and organizer and controller of
students’ behaviour. Similar with the teacher, the learners also do some roles.
Generally, they are a learner, but in specifically they have to do other duties such
as be a part of a group and learn from the interaction happened in the classroom,
help other learners which get difficulties and learn from everything around them
involving their friends, teacher and environment. Furthermore, the materials
brought by the teacher also have roles in the classroom. It gives a big contribution
in English language teaching process in the classroom, such as: be a resource of
learning process, be a source of activities and interaction, be a reference source for
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learners on grammar, vocabulary, pronunciation, and so on, and also be a source
of stimulation and ideas for classroom activities.
Finally, it can be concluded that the implementation of English language
teaching at B class of TK NEGERI PEMBINA Manahan Surakarta in the
academic year of 2011/2012 is effective shown by some categories of effective
teaching, they are: 1) clarity of presentation, 2) teacher enthusiasm, 3) variety of
activities during lessons, 4) achievement-oriented behaviour in classroom, 5)
opportunity to learn criterion material, 6) acknowledgement and stimulation of
students ideas, 7) (lack of) criticism, 8) use of structuring comments at the
beginning and during lessons, and 9) guiding of students answers.
B. Suggestion
Based on the research findings, some suggestions are proposed for the
betterment of the English language teaching at B class students of TK NEGERI
PEMBINA Manahan Surakarta. The suggestions are described as follows:
1. For Government
It is understandable that kindergarten education give a big contribution in
the children development. And of course, it will give contribution in
enhancing education quality in Indonesia. In fact, the kind of program or
course of pre-school education has been developing at present time. Many
kindergarten or other form of course are built in many places, even they
provide many kind of new methods in teaching children. Thus, it should be
managed seriously by government especially National Education
Department. They should give a regulation and reference to regulate the
education of pre-school. So there is a prescriptive guideline material which
are appropriate to be conducted in the pre-school education.
2. For the School
It is understandable that the English language teaching in TK NEGERI
PEMBINA Manahan Surakarta is still categorized as extracurricular lesson
or program of children development. In other side, the use of English is
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becoming more important nowadays. Seeing that the English language
teaching in the classroom gives a big contribution in the children
development especially in their language development, it is better to add the
time allocation of English lesson or even change the schedule of English
lesson to other day except Saturday, because in Saturday sometimes there is
a free activity and it disturbs the time allocation of English lesson actually.
3. For English Teacher
Seeing the fact about the objective of English language teaching at B class
of TK Negeri Pembina Manahan Surakarta that has not been achieved
completely because of the input of the students which is not same in each
student, English teacher should enrich herself with many media and
techniques which can be applied in the classroom effectively and can
encourage the students with low motivation and low intelligence. The
English teacher also should give more attention and support for them in
learning English so they can reach the standard of objective achievement.
4. For the Head of the Class
Especially for the head of B3 and B4 class, they should stand by during the
English lesson happened in the classroom. They should help the English
teacher in monitoring the students’ behaviour and managed the classroom
condition to be effective for the student to learn. As the students of
kindergarten are still children and categorized as young learners, so they are
not able to put themselves as a good learner, sometimes they tend to play
with their friend and their own business and do not pay attention to the what
teacher teach. If the head of the classes and the English teacher work
together, of course it will result an effective atmosphere of classroom to
learn.