THE IMPLEMENTATION OF ENGLISH LANGUAGE TEACHING AT SD NEGERI 01 NGIJO IN 2009/2010 ACADEMIC YEAR (A Naturalistic Inquiry)
A Thesis
By: ERNA ADITA KUSUMAWATI S 890908205
ENGLISH EDUCATION DEPARTMENT GRADUATE SCHOOL SEBELAS MARET UNIVERSITY SURAKARTA 2015
ABSTRACT Erna AditaKusumawati. S890908205. 2009. The Implementation of English Language Teaching at SD Negeri 01 Ngijo in 2009/2010 Academic Year (A Naturalistic Inquiry). Thesis. 1st consultant: Prof. Dr. JokoNurkamto, M.Pd.; 2nd consultant: Dra. DewiRochsantiningsih, M.Ed., Ph.D. Program Study English Education Department of Graduate School of Sebelas Maret University. The objectives of the research are: (1) to get clear description of the implementation of English Language Teaching (ELT) in elementary school which appears from learning objectives, methods, type of syllabus, strategies, procedures of teaching and learning process, materials, teacher’s role, students’ role, and evaluation; (2) to know the teacher’s ability in implementing ELT in elementary school covering the teacher’s ability in teaching English and the teacher’s attitude toward English; and (3) to identify the effectiveness of the implementation of ELT. The research was conducted at SD N 01 Ngijo, from July to December 2010. It is a qualitative research in the form of naturalistic study. The data were collected by applying observation participant, in-depth interview, and document analysis. The data having been collected were qualitative data in the form of field notes which then were analyzed to generate the theory. The data were analyzed by applying constant comparative method through systematic procedures covering comparing incidents applicable to each category, integrating theories and their properties, delimiting the theory, and writing the theory. The result of the research reveals that: (1) ELT has been implemented relatively well at the school as stated in KTSP curriculum which can be viewed from seven dimensions; (2) the teacher has positive and effective attitudes toward English reflected by the teacher’s competence in applying appropriate methods, interesting strategies, and procedures which meet characteristics of young learners and in selecting the materials which are relevant to the students’ real world and the teacher plays as language model and facilitator of learning; and (3) the implementation of ELT in the elementary school is effective. According to the research findings, it can be concluded that the implementation of ELT in elementary school gives good contribution to the ability improvement of the teacher and students. It is strongly recommended to the teacher to select and prepare relevant material and deliver it into fun learning conducted through interesting activities encouraging students to learn. The students are suggested to be more aware of their learning. The school is recommended to have cooperation with parents to encourage their children to learn better. Finally, the government should improve teacher’s ability dealing with teaching English to young learners so that it can improve the educational quality.
Keywords: ELT, qualitative research, English to Young Learners, natural setting
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ABSTRACT Erna Adita Kusumawati. S890908205. 2009. Pelaksanaan Pembelajaran Bahasa Inggris di SD Negeri 01 Ngijo Tahun Ajaran 2009/2010 (Studi Naturalistik). Tesis. Pembimbing 1: Prof. Dr. Joko Nurkamto, M.Pd.; Pembimbing 2: Dra. Dewi Rochsantiningsih, M.Ed., Ph.D. Program Studi Pendidikan Bahasa Inggris Program Pascasarjana Universitas Sebelas Maret. Tujuan dari penelitian ini adalah untuk: (1) mengetahui pelaksanaan pembelajaran bahasa Inggris di sekolah dasar yang meliputi tujuan, metode, silabus, strategi, prosedur, materi, peran guru, peran siswa, dan evaluasi; (2) mengetahui kemampuan guru dalam pelaksanaan pembelajaran bahasa Inggris di sekolah dasar yang meliputi kemampuan guru dalam mengajar dan sikap guru terhadap bahasa Inggris; dan (3) mengidentifikasi keefektifan pelaksanaan pembelajaran bahasa Inggris. Penelitian ini dilaksanakan di SD N 01 Ngijo pada bulan Juli sampai dengan Desember 2010. Data diperoleh melalui observasi, wawancara mendalam, dan analisis dokumen. Data yang dikumpulkan berupa data kualitatif dalam bentuk catatan lapangan yang dianalisa untuk menghasilkan teori. Data dianalisa menggunakan metode perbandingan tetap melalui prosedur sistematis yang meliputi membandingkan setiap kategori, mengintegrasikan teori dan propertinya, membatasi teori, dan menulis teori. Hasil penelitian menunjukkan bahwa: (1) pembelajaran bahasa Inggris telah diterapkan relatif baik sesuai dengan KTSP yang dapat dilihat melalui tujuh dimensi pembelajaran; (2) guru mempunyai sikap yang positif dan efektif terhadap bahasa Inggris yang merefleksikan kemampuan guru dalam menerapkan metode yang tepat, strategi dan prosedur pembelajaran yang menarik yang sesuai dengan karakteristik pelajar mula, dan pemilihan materi yang relevan dengan pelajar mula, serta guru berperan sebagai model bahasa dan fasilitator belajar siswa; dan (3) pelaksanaan bahasa Inggris di SD sudah efektif. Berdasarkan temuan penelitian, dapat disimpulkan bahwa pelaksanaan pembelajaran bahasa Inggris di sekolah dasar memberi kontribusi yang baik untuk peningkatan kemampuan guru dan siswa. Disarankan agar guru memilih dan menyiapkan materi yang relevan dan menyampaikannya dalam pembelajaran yang menyenangkan yang dilaksanakan melalui kegiatan yang menarik yang mendorong siswa untuk belajar. Disarankan pula agar siswa lebih peduli dengan belajarnya. Pihak sekolah juga diharapkan untuk bekerjasama dengan orang tua siswa agar lebih mendorong siswa untuk belajar lebih baik. Pemerintah seharusnya meningkatkan kemampuan guru terutama yang berkaitan dengan pembelajaran bahasa Inggris untuk pelajar mula sehingga dapat meningkatkan kualitas pendidikan.
Kata kunci: English Language Teaching, penelitian kualitatif, English to Young Learners, natural setting
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MOTTO
Man Jadda Wa Jadda (there is always a way for those who are willing to go extra mile), Man Shabara Zhafira (luck comes to those who wait)
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ACKNOWLEDGEMENT First and foremost, praise be to Allah, the Almighty and the Sustainer of the world, for His abundant blessing and mercy, hence the writer could accomplish her thesis. This thesis has been completed with no little help of persons for whose aids the writer wishes to express here her sincere appreciation. The writer would acknowledge her deep gratitude to Prof. Dr. H. Joko Nurkamto, M. Pd. who has taken time to give her his valuable assistance as the first consultant and Dra. Dewi Rochsantiningsih, M. Ed., Ph.D as the second consultant for her suggestion on the final stage of this work. The writer would also like to thank Drs. Gunarso Susilohadi, M. Ed. TESOL for his knowledge, insights, and inputs especially in the part of Teaching English to Young Learner. The writer further wishes to extend her wholehearted thanks to the Dean of Faculty of Teacher Training and Education, Prof. Dr. H. Joko Nurkamto, M. Pd. and the Head of English Education Department, Dr. Abdul Asib, M. Pd., who have let the writer compile her thesis. The writer also wishes to express her special thanks to the principal of SD N 01 Ngijo who has permitted to conduct the research in the school. Besides, the writer owes her sincere thanks to the English teacher of SD N 01 Ngijo who has taken part of this research for his time and commitment for contributing in the data collection process. It is a great pleasure to thank to the students who have become inspiration to the writer. A special note of gratitude goes to the writer’s mother, Endang Setyaningsih. The writer is deeply indebted for her understanding and compassion. The writer would like to extend her thankfulness to her beloved aunt,
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Sri Rejeki Handayani, her uncle, Adi Kumoro, and her cousin, Imelda Rahmadhani Pustikasari for their unfailing support, attention, and pray. The writer is also greatly obliged to her beloved husband, Dede Dermawan, who continuously accompanied when she was struggling with difficult condition and allowed her to dedicate herself entirely to this undertaking. This thesis would not have been possible without the constant efforts of her husband who boosted her morally and provided her with immeasurably patience and encouragement. The writer thanks him for his critical comments and worthy advice during the completion of this thesis. Finally, the writer presents this thesis as a form of her dedication to him and to her baby girl, Rindah Audita Mecca Dermawan, for being her motivation in every doing. Then, the writer is really greatful to her friends of the English Education Department who have been very kind to share knowledge and experiences. The writer expects that this thesis will be beneficial for anyone, particularly for those who have interest in educational field.
Surakarta, March 25, 2015
Erna Adita Kusumawati
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TABLE OF CONTENT
Page TITLE ……………………………………………………………………. APPROVAL OF THE CONSULTANTS ………………………………… LEGITIMATION FROM THE BOARD OF EXAMINERS ……………. PRONOUNCEMENT ……………………………………………………. ABSTRACT ………………………………………………………………. MOTTO…………………………………………………………………… ACKNOWLEDGEMENT………………………………………………… TABLE OF CONTENT ………………………………………………….. LIST OF FIGURES ………………………………………………………. LIST OF TABLES ……………………………………………………….. LIST OF APPENDICES ………………………………………………….
i ii iii iv v vi vii ix xiii xiv xv
CHAPTER I: INTRODUCTION A. Background of the Study…………………………….................. B. Formulation of the Problem………………………... .................. C. The Objectives of the Study………………………..................... D. The Benefits of the Study………………………….....................
1 12 14 14
CHAPTER II: LITERATURE REVIEW A. The Nature of English Language Teachingg and Learning....
19
The Definition and Functions of Language……. ................... The Nature of Language Learning …………..................…… The Nature of Language Teaching……………...................... The Effective Teaching and Learning………….....................
19 24 33 41
B. Teaching English toYoung Learners ......................…………….
57
1. The Nature of Young Learners .............................………….. 2. The Characteristics of Young Learners................................... 3. A Brief Look at Teaching English to Young Learners In Indonesia ................................................................................. 4. Theories Underlying Teaching English to Young Learners ... 5. Factors Influencing Teaching English to Young Learners .....
57 59
C. Communicative Language Teaching............................................
92
1. 2. 3. 4.
1. 2. 3. 4.
Theory of Language in CLT ...................…………………… Theory of Learning in CLT....................……………………. The Concept of CLT ………...................…………………… The Role of the Teacher and Learners in CLT…....................
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70 72 90
93 98 100 102
5. Communication in the Teaching and Learning Process .... 6. Methodology in CLT ..............................................................
105 112
D. The Language Learning ...............................................................
114
1. The Language Learning in General ........................................ 2. The Language Learning toYoung Learners ............................
114 121
E. The Language Teaching...............................................................
125
1. The Language Teaching in General........................................ 2. The Language Teaching in Children ......................................
125 131
F. The Components of Teaching and Learning……...................….
153
1. 2. 3. 4. 5. 6. 7. 8. 9.
Learning Objective………………....................…………….. Syllabus Model……………………....................…………… Material………………………………………….................... Teaching Method………………………………..................... Teaching Media…………………………………................... Learning Sources………………………………..................... Teaching and Learning Strategies………………................... Evaluation……………………………………….................... Teaching and Learning Activities ………………...................
154 157 158 160 161 162 163 167 169
G. Review of Related Study ……………………….........................
169
CHAPTER III: RESEARCH METHODOLOGY A. B. C. D. E. F.
Research Method ………………………...............…………. Research Setting……………………………..............……… Source of the Data…………………………...............……… Technique of Collecting the Data …………..............………. Trustworthiness……………………………..............………. Technique of Analyzing the Data ………..............………….
171 184 185 187 193 198
CHAPTER IV: RESEARCH FINDING AND DISCUSSION A. Research Findings and Discussion.............………………….
207
1. The Implementation of ELT in SD N 01 Ngijo..............… 2. The Teacher’s Ability in Implementing ELT….............… 3. The Effectiveness of the Implementation of ELT ..............
208 265 269
B. Grounded Theories..............…………………………………
270
1. The Implementation of ELT in Elementary School Improves Students’ Motivation ..........................………… 2. The Implementation of ELT in Elementary School Serves Positive Perception and Attitude of the Students toward English .......................................………………… 3. The Implementation of ELT in Elementary School Establishes Effective Teaching and Learning….. ........
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271
273 275
CHAPTER V: CONCLUSION, IMPLICATION, AND SUGGESTION A. Conclusion …………………………………………................... B. Implication …………………………………………................... C. Suggestion …………………………………………...................
279 281 282
BIBILIOGRAPHY………………………………………………………...
284
APPENDICES …………………………………………………………….
297
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LIST OF FIGURES
Page Figure 2.1
Language development as a cumulative process ……………
25
Figure 2.2
The teaching and learning cycle …………………………….
38
Figure 2.3
The role of interaction in the teaching and learning process...
47
Figure 2.4
A hierarchy of classroom learning process …………………
52
Figure 2.5
The concept of method proposed by Richard and Rodgers …
55
Figure 2.6
The process of communication ……………………………..
106
Figure 2.7
Bialystok’s model of second language learning .....................
116
Figure 2.8
The methodological framework of pre - communicative and communicative learning activities ………………………….
130
Figure 2.9
The hierarchy of educational objectives .................................
155
Figure 2.10 The stage of teaching and learning ………………………….
164
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LIST OF TABLES
Page Table 3.1
The schedule of research activities…………………………
185
Table 4.1
Issues arising as research findings …………………………
207
Table 4.2
Issues arising concerning with the teaching and learning objective …………………………………………………..
209
Issues arising concerning with the methods, strategies, and procedures in teaching and learning activities …………….
221
Table 4.4
Issues arising based on the model of syllabus …………….
238
Table 4.5
Issues arising based on the teaching materials …………….
245
Table 4.6
Issues arising concerning with teacher’s role in the teaching and learning activities ……………………………………..
248
Issues arising concerning with students’ role in the teaching and learning activities ……………………………………..
257
Issues arising concerning with evaluation in the teaching and learning process ……………………………………….
261
Issues arising concerning with the teacher’s ability toward English …………………………………………………….
265
Issues arising concerning with the teacher’s attitude toward English …………………………………………………….
267
Table 4.3
Table 4.7 Table 4.8 Table 4.9 Table 4.10
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LIST OF APPENDICES Page Appendix 1. The official letter of conducting research ............................... 297 Appendix 2. The school map SD negeri 01 Ngijo ....................................... 298 Appendix 3. The example of syllabus ......................................................... 299 Appendix 4. The example of lesson plan..................................................... 320 Appendix 5. The field notes of observation result ...................................... 332 Appendix 6. The field notes of interview .................................................... 342 Appendix 7. The field notes of document analysis...................................... 355 Appendix 8. The example of students’ learning product............................. 358 Appendix 9. The photographs of students’ activities................................... 362 Appendix 10. The example of students’ progress report ............................... 365 Appendix 11. The example of students’ attendance list ................................ 366
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