Perpustakaan Unika
A DESCRIPTIVE STUDY OF THE TEACHING TECHNIQUES USED BY ENGLISH TEACHERS TEACHING YOUNG LEARNERS IN C.L.T
A THESIS
By
ANTONIUS MARIA DIAN WIDHIASTO 00.80.0032
ENGLISH LETTERS STUDY PROGRAMME FACULTY OF LETTERS SOEGIJAPRANATA CATHOLIC UNIVERSITY SEMARANG 2007
Perpustakaan Unika
A DESCRIPTIVE STUDY OF THE TEACHING TECHNIQUES USED BY ENGLISH TEACHERS TEACHING YOUNG LEARNERS IN C.L.T
A Thesis Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Sastra Degree in the English Letters Study Program
By
ANTONIUS MARIA DIAN WIDHIASTO 00.80.0032
ENGLISH LETTERS STUDY PROGRAMME FACULTY OF LETTERS SOEGIJAPRANATA CATHOLIC UNIVERSITY SEMARANG 2007
Perpustakaan Unika
A THESIS ON
A DESCRIPTIVE STUDY OF THE TEACHING TECHNIQUES USED BY ENGLISH TEACHERS TEACHING YOUNG LEARNERS IN C.L.T
By
ANTONIUS MARIA DIAN WIDHIASTO 00.80.0032
Approved by :
Drs. Antonius Suratno, M.A Major Sponsor
November 5, 2007
Emilia Ninik Aydawati, S.Pd, M.Hum Co Sponsor
November 5, 2007
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A Thesis Defended In Front Of The Board Of Examiners On November 5, 2007 And Declared Acceptable
BOARD OF EXAMINERS
Name
Signature
Chairperson : Drs. Antonius Suratno, M.A
…..…………………
Secretary
: Emilia Ninik Aydawati, S.Pd, M.Hum
…..…………………
Member
: Heny Hartono, S.S, M.Pd
…..…………………
Semarang, November 5, 2007 Faculty of Letters Soegijapranata Catholic University Dean,
Heny Hartono, S.S, M.Pd 085.1.1998.221
Perpustakaan Unika
ACKNOWLEDGMENT
First of all, I would like to express my greatest gratitude to Jesus Christ for the love and care He sends to me. Due to His blessings and grace, finally I can finish my thesis. On this special occasion, I would also like to extend my gratitude to my major supervisor, Mr. Drs. Antonius Suratno, M.A and the second supervisor, Mrs. Emilia Ninik Aydawati S.P, M.Hum, who have willingly devoted their time and energy to read, correct and improve my thesis. The writer realized that this thesis would have never been completed without their kind guidance, suggestions, encouragement and most valuable advice. The writer would also like to thank all the lecturers at the Faculty of Letters for their teaching and precious lessons given during my study there. My deepest gratitude also goes to my beloved family, especially my mother, my father, my sister, my brother, all of my nephews and my nieces who always continually pray, support, encourage, and help me to finish my thesis. Mother, thank you for everything, I am nothing without you. Thanks for your endless love which has been poured on me so that I have strength even to cope with the hardest problem. This thesis is dedicated to you. I also give thanks to my beloved girl, Mira Setya, you have supported me to finish my thesis and you have kept my spirit alive whatever the condition. Next, the writer thanks to the ex-Director of C.L.T, Mr. Pandit and the recent Director of C.L.T, Mr. Eko and also all the respondents, especially all of English teachers in C.L.T (Ms. Ari, Ms. Titik, Mr. Aris, Ms. Galuh, Ms. Wiwid, Ms. Ema, Ms. Susy, Ms. Retno, Mr. Natan, Mr. Joko, Ms. Lya, Ms. Ana, Ms. Widya) who have given great contribution to this research. Finally, the writer would like to thank to his special friends at the year 2000, Faculty of Letters especially Priyo Utomo and Adri Prakoso. The writer realizes that there are still many weakness and mistakes in this thesis. Therefore, all criticisms and suggestions for its improvement are highly appreciated.
Semarang, November 5, 2007 Antonius Maria Dian Widhiasto
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ABSTRACT
In teaching young children, teachers need to apply appropriate techniques in order that the children can absorb the topic as much as their brain capacity can do. Thus, the writer was interested to study on how teachers in an English course apply the techniques based on the topics. This study is done to find out the techniques which are used by the teachers and how techniques are adjusted to the kind of topics. This study has been conducted in CLT (an English course) who have children classes. There were 13 teachers who became the respondents and filled out the questionnaire constructed based on the observation. The result shows that there were 13 techniques applied by teachers to teach young learners. Five techniques are major and eight are additional techniques. The major techniques are pictures, drill out, repetition, role play, and theory exposition. On the other hand, pattern or formula, electronic media, game, real object, survey, card, song, and rhyme were additional techniques. In adjusting the techniques, teachers refer to the kinds of topics. They use the techniques based on the kinds of topics. When they teach vocabulary, they use more pictures. However, they also mix it with repetition ad drill out. When the topic is grammar, they use theory exposition and drill more. Role play is used more frequently when teaching functions.
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ABSTRAK
Dalam konteks pengajaran Bahasa Inggris terhadap anak, para pengajar dituntut untuk mampu menerapkan teknik pengajaran yang sesuai dengan topik yang yang akan diajarkan dengan tujuan agar anak-anak mampu menyerap topik yang diajarkan sesuai dengan kemampuan otak masing-masing. Oleh karena itu, penulis tertarik untuk mempelajari bagaimana para pengajar di sebuah lembaga pelatihan bahasa Inggris menerapkan teknik pengajaran dengan berdasar kepada topik yang diajarkan. Penelitian ini bertujuan untuk mengetahui teknik-teknik pengajaran yang digunakan oleh para pengajar dan bagaimana teknik-teknik tersebut disesuaikan dengan topik yang akan diajarkan. Penelitian ini dilakukan di Center of Language Training (lembaga pelatihan bahasa Inggris) yang memiliki program pelatihan bahasa Inggris untuk tingkat usia muda. Para responden dari penelitian ini adalah 13 orang pengajar bahasa Inggris untuk program usia muda. Selanjutnya, 13 pengajar tersebut akan mengisi kuisioner yang disusun berdasarkan pada hasil observasi langsung. Dari penelitian ini berhasil diketahui 13 teknik mengajar bahasa Inggris untuk tingkat usia muda. Lima (5) teknik merupakan teknik utama atau teknik yang sering digunakan, yaitu gambar, drill, pengulangan, bermain peran, dan pemaparan teori. Sedangkan delapan (8) teknik berikutnya adalah teknik pelengkap (tambahan) atau teknik yang jarang digunakan, yaitu penggunaan pola, media eletronik, permainan, teknik survei, kartu, lagu, objek nyata, dan teknik puisi. Dalam hal penyesuaian teknik yang digunakan, para pengajar memberikan perhatian khusus terhadap jenis-jenis topik yang akan diajarkan. Secara konkrit, ketika mereka mengajarkan kosakata, mereka lebih banyak menggunakan teknik gambar. Di sisi lain, mereka juga mengkombinasikan penggunaan teknik gambar dengan drill dan pengulangan. Ketika topik yang disampaikan adalah mengenai tata bahasa atau struktur bahasa, mereka melakukan pemaparan teori dan teknik drill. Sedangkan teknik bermain peran seringkali digunakan dalam mengajarkan beberapa ekspresi bahasa yang bersifat oral.
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TABLE OF CONTENTS
PAGE OF TITLE ..........................................................................................
i
PAGES OF APPROVAL ..............................................................................
ii
ACKNOWLEDGEMENT ............................................................................
iv
TABLE OF CONTENTS ..............................................................................
v
ABSTRACT ..................................................................................................
vii
ABSTRAK ................................................................................................... viii CHAPTER 1 INTRODUCTION ................................................................
1
1.1. Background of the study ................................................
1
1.2. Scope of the study .........................................................
3
1.3. Problem formulation .....................................................
3
1.4. Objective of the study ...................................................
4
1.5. Significance of the Study ..............................................
4
1.6. Definition of Terms .......................................................
5
CHAPTER 2 REVIEW OF LITERATURE ...............................................
6
2.1. Teaching .......................................................................
6
2.2. Learning ........................................................................
7
2.3. Children Language Development ..................................
10
2.4. Teaching Children .........................................................
13
2.5. Approach, Method, and Technique .................................
17
2.6. Teaching Methods ..........................................................
18
CHAPTER 3 RESEARCH METHODOLOGY ...........................................
27
3.1. Type of Research ..........................................................
27
3.2. Method of Data Collection .............................................
28
3.2.1. Participant ............................................................
28
3.2.2. Instrument ............................................................
29
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3.2.3. Procedure ..............................................................
30
3.3. Method of Data Analysis ...............................................
34
3.3.1. Data Analysis of the First Questionnaire ...............
34
3.3.2. Data Analysis of the Second Questionnaire ...........
35
CHAPTER 4 DATA ANALYSIS AND INTERPRETATION ....................
37
4.1. Data Analysis of the First Questionnaire ........................
37
4.2. Data Analysis of the Second Questionnaire ....................
56
CHAPTER 5 CONCLUSIONS AND SUGGESTIONS ..............................
64
BIBLIOGRAPHY .........................................................................................
67
APPENDICES
