THE IMPLEMENTATION OF ENGLISH LANGUAGE TEACHING IN KINDERGARTEN

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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 commit to user 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 commit to user iii


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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 to monitoring the students’ behaviour and commit user managed the classroom condition during English lesson. iv


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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. commit to user v


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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

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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 ........................... commit to user

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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:

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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”. commit to user


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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 commit to user


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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 commit user was formulated by Dinas Pendidikan danto 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 commit to user 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 commit to user


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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 problemsolving 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 commit to user in order to solve the language activities which works around teaching process

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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 commit to user


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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 commitlanguage to user learning. It has a close relation the language problems and to support

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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 commit study istotouser 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 selfregulated 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. commit to user

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Teacher role

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: 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. commit to user

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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. commit to user

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Activity types

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:

Combination

Translation,

of

group

innovative work,

and

conventional.

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. commit to user

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Roles of material

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: 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 commit to user 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 commit to user 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 commit to user 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 to userlearners and can work in group. their mother language. They tend commit to be talkative

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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: 120121) 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 commit to user


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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 Infants develop goal-directed behavior, Sensorimotor Birth to 2 years means-ends thinking, and object (the active child) permanence. Children can use symbols and words to Preoperations think. Intuitive problem solving, but 2 to 7 years (the intuitive child) thinking limited by rigidity, centration, and egocentrism. Children develop logical operations for Concrete operations seriation, classification, and 7 to 11 years (the practical child) conservation. Thinking tied to real events and objects. Children develop abstract systems of Formal operations 11 to 12 years thought that allow them to use (the reflective child) and onward 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 commit to user 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 Exhibits many reflexes Reaches for objects Birth to 6 months Rolls from front to back Hold head up when on stomach Demonstrates fewer reflexes Sits up, creeps and crawls 6 to 12 months Stands holding on Pincer graps emerges 12 to 18 months Begins to walk and climbs up stairs Begins to run Shows hand preference 18 to 24 months Turns pages one at a time Can stack 4 to 6 blocks Gain control over bowels Jumps and begins to ride tricycle Can kick a ball forward and throw a ball with two 24 to 36 months hands Gain control over bladder Masters running Walks upstairs alternating steps 3 to 4 years Can button large button and catch large ball Holds pencil between thumb and first two fingers Can dress self Walks downstairs alternating steps Can gallop 4 to 5 years 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 Can button small button Can hop 8 to 10 steps on one foot 5 to 6 years Can connect zipper on a coat Might be able to tie shoes Play ball games Can skip 12 or more times and ride a bicycle 6 to 7 years Can throw ball in adult manner Skips freely and rides bike easily commit to user 8 years and onward 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 commit to userbut also for promoting children’s holds true not only for spoken language,

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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 Children babbie, coo and cry and vocally or Small babies nonvocally send an extraordinary number of message and receive even more message. Specific attempts are made to imitate words and The end of first year speech sound heard around them. At this time, they also utter their first ‘word’. These word have multiplied considerably and are beginning to appear in combination with each other to form two-word and three-word ‘sentences’ – About 18 months commonly referred to as ‘telegraphic’ utterances such as “allgone milk”, “bye-bye daddy”, “gimme toy” and so forth. Children can comprehend an incredible quantity of linguistic behavior; their speech capacity mushrooms 3 years old as they become the generator of nonstop chattering and incessant conversation. Children not only learn what to say, but what not to At school age 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 First language acquisition was largely complete. Individual differences in language domains will be established and so, By the age of 5 for example, some children will find it easier to learn years vocabulary than others, or children with more developed conversational skills may transfer these to the new language more easily than others. Formal literacy are in the early stages of development. The 5 – 6 years of age beginnings of literacy can be traced back to experiences in infancy, such as listening to stories. Children are still acquiring the skills needed for extended discourse. In telling narratives, for example, children are still 7 years of age learning how to create thematic structure through language, and are still developing the full range of uses of pronouns and determiners. Children tend not to use relative clauses beginning with whose, or preposition + relative pronoun e.g. In which. 11 years of age 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. commit to user

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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 commit to user

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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 commit to disadvantage user children’s own needs and interest, but the 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 commit to user


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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 commit to userwill produce. type of writing their young learners

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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. commit to user

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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 commit to user 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

December

October

August

July

June

November

Proposing research title Projecting research proposal Making research instrument Collecting the data (Research activities) Analyzing the data Writing a report

May

April

Schedules

September

Time

√

√

√

√

√

√ √

√

√

√ √

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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. commit to user

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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 1st observation

Class B4

2nd observation

B3

Time Result of Observation Saturday, 07.30 – 08.25 1. The objective of the September WIB teaching th 17 , 2011 2. The types of teaching and learning activities 3. The teacher’s roles 4. The learner’s roles 5. The roles of teaching material Saturday, 08.30 – 09.05 1. The objective of the September WIB teaching th 17 , 2011 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

4th observation

B3

Saturday, September 24th, 2011

08.35 – 09.35 WIB

5th observation

B4

Saturday, October 15th, 2011

07.30 – 08.20 WIB

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 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 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 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 commit to user 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 to userand methodological triangulation. study, the researcher used data commit 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

Event

Document

Interview

Observation

Data

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 commit the to user context. In the term of dependability, 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, commit to user

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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). commit to user 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 commit to user


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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 commit to user 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) commit to user

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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 anakanak 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 sedikitsedikit kalimat-kalimat perintah. (Interview with English commit teacher,to WA (04), on October 15th 2011) user


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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. commit to user


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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, (10), on October 15th 2011) commit WA to user


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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 commit perguruan tinggi. Tidak saya ambil dari luar. to user


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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). commit to user 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, to singing commit user 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 SR

: Itu kegiatan-kegiatan di kelas belajarnya lewat kegiatan apa aja? : 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) commit to user

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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 G A

: Pinter ya. Kalau di kelas pelajaran bahasa Inggrisnya apa aja? : Angka, binatang, angka. : 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. commit to user 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. Fromcommit all explanation to user 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 macemmacem. 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 commit to usermemimpin 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. Anakanak 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 RN A

RN

: Guru ekstra. Guru mata pelajaran. : Ya cuma menyajikan materi yang dikuasai aja. Kalau bahasa Inggris ya bahasa Inggris saja. Lukis ya lukis aja. : 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? : 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, to user counsellor, monitor of students’commit 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 masingmasing 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 commit to user 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. anakanak 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 commit to user 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 to userteacher and environment. everything around them involvingcommit their friends,


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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. commit user (Interview with head of B3 class,toSR (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, to user vocabulary, pronunciation, commit 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 commit there is to nouser 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 commit to user


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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) commit to user (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 masingmasing 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 commitpelajaran, to user 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 commit to user 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. commit to user


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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 to user English language teaching in thecommit 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. to user Because they are still child commit 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 commit to user syllabus based on up to date-information about syllabus and English education for 85


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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 commit to user

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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 commit to user 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.

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THE IMPLEMENTATION OF ENGLISH LANGUAGE TEACHING IN KINDERGARTEN

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