i
THE IMPLEMENTATION OF OUTDOOR LEARNING IN EYL FOR 3rd GRADE AT SDN TULUNGREJO 4, BATU
THESIS
By:
PUTRI RAHMAYANTI 201110100311206
ENGLISH DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION UNIVERSITY OF MUHAMMADIYAH MALANG
ii
THE IMPLEMENTATION OF OUTDOOR LEARNING IN EYL FOR 3rd GRADE AT SDN TULUNGREJO 4, BATU
THESIS
This thesis is submitted to meet one of the requirements to achieve Sarjana Degree in English Education
By:
PUTRI RAHMAYANTI 201110100311206
ENGLISH DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION UNIVERSITY OF MUHAMMADIYAH MALANG
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MOTTO AND DEDICATION
MOTTO:
Do good and good will come to you……(Al Isra’ : 7)
“Always Let Your Actions Speak Louder Than Your Words”
DEDICATION
I dedicate my thesis especially to my beloved superman in my life “Ayah” and my wonder woman “Ibu” and my lovely triple “A” brothers (Agus, Andy, and
Adam). They are my inspiration and my motivation for finishing my study. My sisters in life: Ria, Kiki, Ajeng, Andri, Miza, and Zihan. My best partner in accomplishing thesis: Umi Khoiratul Ngainiyah and
Anak Agung Randy Putra Buana.
My beloved supporter: Umar Hamdan, Syfa, Shela, Linda Kusuma, and all of D class members (Nenih, Elin, Tia, Linda, Arief, Nandar, Hilman, Verina,
Fanari, Ammar, Maksum, Dedi, Zeni)
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ACKNOWLEDGEMENT
Alhamdulillah, the researcher would like to express her sincere thanks to
Allah SWT who has given health, blessing, inspirations, and guidance to the
researcher in accomplishing this thesis.
First and foremost, the writer would like to express her appreciation and
gratitude to her thesis supervisors, Rina Wahyu S, M.Ed and Laela H. Nurbatra,
M.EdLead for the continuous guidance, understanding, insight, corrections,
support, and motivation. Without them, this thesis would not have been completed.
Second, her special gratitude is given for Ika Rahmawati, S.Pd along with
her students of 3rd grade at SDN Tulungrejo 4, Batu who has been very kind for
giving permission to conduct research in her class, and for her the cooperation to
be observed and interviewed in completing this research data. Additionally, the
writer would like to say thanks to: 1) The Dean of the Faculty of Teacher Training
and Education, Dr. Poncojari Wahyono, M.Kes, 2) The Head of English
Department, Dr. Sudiran, M.Hum, 3) All lectures of English Department, 4)
Khoiriyah, Rizki Ambarwati, and A.A Randy Putra Buana, for their encouragement
and advice in accomplishing thesis, 5) All my best friends, Ajeng Diar, Andri, Miza,
and Zihan, for their support and patience friendship. Finally, thousand gratitude can
hardly be expressed to writer’s parent who have given patience and best support both emotionally and financially.
Malang, May 2016
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TABLE OF CONTENT
COVER ... ii
APPROVAL ... iii
LEGALIZATION ... iv
MOTTO AND DEDICATION ... v
STATEMENT OF WORKS’S ORIGINALITY ... vi
ABSTRACT ... vii
ACKNOLEDGEMENT ... viii
TABLE OF CONTENT ... ix
CHAPTER I: INTRODUCTION 1.1. Background of Study ... 1
1.2. Statement of Problems ... 6
1.3. Purpose of Study... 6
1.4. Significance of Study ... 7
1.5. Scope and Limitation ... 8
1.6. Definition of Key Terms ... 9
CHAPTER II: REVIEW OF RELATED LITERATURE 2.1. Definition of Learning ... 10
2.2. The Position of English for Elementary in Curriculum 2013 . 11 2.3. The Principle of Learning English in Elementary School ... 12
2.4. Definition of Young Learner ... 14
2.4.1. Factors Influence in Learning EYL………....15
2.4.2. EYL Learning Activity………...16
2.5. Outdoor Learning ... 18
2.6. The Problems Encountered by Teacher in Outdoor Learning . 21 2.7. Possible Solutions to Solve The Problems Encountered in Implementing Outdoor Learning ... 22
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CHAPTER III: RESEARCH METODOLOGY
3.1. Research Design ... 25
3.2. Subject of The Study ... 26
3.3. Data Collection ... 27
3.3.1.Method in Collecting The Data...27
3.3.1.1.Observation………28
3.3.1.2.Interview………29
3.3.1.3.Document Analysis………30
3.3.2.Procedure of Data Collection……….31
3.4. Data Analysis... 32
CHAPTER IV: RESEARCH FINDINGS AND DISCUSSION 1.1Research Findings ... 33
4.1.1.The Way the Teacher Implemented Outdoor Learning..33
4.1.1.1.Planning of Outdoor Learning………....34
4.1.1.2.Inclusion and Equality………35
4.1.1.3.Learning Outdoor………...36
4.1.1.4.Working with Partners………...37
4.1.1.5.Assessment the Outcomes………..38
4.1.2.The Problems Encountered by the Teacher in Teaching English through Outdoor Learning ... 41
4.1.3.The Way Teacher Solve the Problems in Teaching English through Outdoor Learning ... 42
4.2.Discussion... 45
CHAPTER V: CONCLUSION AND SUGESSTION 5.1. Conclusions ... 48
5.2. Suggestions ... 49
REFERENCES
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REFERENCES
Ary, Donald et.al. 2010. Introduction to Research in Education, Eight Edition. Belmont: Wadsworth, Cengage Learning.
Bartosh, Okasana. 2003. Enviromental Education: Improving Student
Achievement. Thesis. Master of Enviromental Studies. The Evergreen
State College
Broda, Herbert W. 2007. Schoolyard-Enhanced Learning: Using the Outdoors as an Instructional Tool, K–8. United State of America: Stenhouse Publishers.
Brown, H. Doughlas. 2007. Principles of Language Learning and Teaching. United State of America: Pearson Education
Creswell, J.H. 2012. Educational Research: Planning, Conducting, and Evaluating
Quantitative and Qualitative Research, Fourth Edition. New York: Pearson
Education Inc.
Crystal, David. 2003. English as A Global Language Second Edition. United Kingdom: Cambridge University Press
Dillon, Justin, Morris, Marian, O’Donnel, Lisa, et.al.2005. Engaging and Learning
with the Outdoors. The Final Report of the Outdoor Classroom in a Rural
Context Action Research Project. University of Bath
Dyment, Janet E. 2003. Gaining Ground: The Power and Potential of School
Ground Greening in Toronto District School Board. Toronto: Evergreen
Fraenklen, Jack R., Wallen, Norman E., and Hyun, Helen H. 2012. How to Design
and Evaluate Research in Education 8th Edition. New York: McGraw Hill
Halimi, Sisilia. 2010. Becoming a creative Teacher: A Manual for Teaching
English to Indonesian Elementary Students. LBI FIB UI
Husamah. 2013. Outdoor Learning. Jakarta: Pretasi Pustaka Jakarta
http://kemdikbud.go.id/kemdikbud/artikel-menyongsong-penerapan kurikulum2013 accessed on 20 November 2015
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Khoiriyah. 2015. Project Based Learning Method Implemented in Teaching
English Speaking Skill At The Eleventh Grade of SMA Negeri 3 Malang.
Unpublished Thesis. Malang: University of Muhammadiyah Malang.
Kuartiningsih, Noerita. 2008. The Use of Songs to Teach English Vocabulary to
year 2 Students of SDN SEKIP I No. 161, Surakarta. Final Project Report.
Faculty of Letter and Fine Arts. Sebelas Maret University.
Lauder, Allan. 2008. The Status and Function of English in Indonesia: A Review
of Key Factors. Makara Journal, Social Humaniora, Vol 12. Department of
Linguistics, University of Indonesia
Learning and Teaching Scotland. 2010. Curriculum for Excellence through
Outdoor Learning. Smarter Scotland, Scottish Goverment
Maxwell, Joseph A. 2012. A Realist Approach for Qualitative Research. United State of America: SAGE publication
Mutohhar. 2009. Teaching English for Young Learners (EYL) Misunderstanding
about TEYL in Elementary School. Education Journal
Ngainiyah, Umi Khuiratul. 2015. The Effectiveness of Outdoor Learning for 3rd
grade EYL at SDN Tulungrejo Bumiaji, Batu. Unpublished Thesis. Malang:
University of Muhammadiyah Malang.
Richard, Jack C and Lockhart, C. 2007. Reflective Teaching in Second Language
Classroom. New York: Cambridge University Press
Rickinson, Mark, Dillon, Justin, et.all. 2004. A Review of Research on Outdoor
Learning. National Foundation for Education Research and Kings College
London
Sabilah, Fardini. 2004. Teaching English to Young Learner: It’s Policy,
Framework and Activity-Based Teaching. Unpublished book. Faculty
of Teacher Training and Education Muhammdiyah University of Malang
Setyaningrum, Rina Wahyu. Sumarsono, Puji. Lestiono, Riski. 2014. Pembelajaran Bahasa Inggris SD Menyongsong Implementasi Kurikulum 2013. Proposal Penelitian Program Studi Pendididikan Bahasa Inggris Fakultas Keguruan dan Ilmu Pendidikan
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Stefansson, Einar Garibaldi. 2013. Second Language Acquisition: The Effect of
Age and Motivation. Education Journal. University of Sigillum Island
Suyanto, Kasihani. 2009. English for Young Learner. Jakarta: Bumi Aksara
The Assosiation of Teaching English as a Foreign Language in Indonesia (TEFLIN). 2013. Pokok Pikiran dan Rekomendasi Tentang Kurikulum
Mata Pelajaran Bahasa Inggris Tahun 2013. Bandung: TEFLIN
Focus-Group Discussion
1 CHAPTER I
INTRODUCTION
This research deals with the topics such as: background of the study,
statement of problems, purposed of the study, significance of the study, scope and
limitation, and the definition of key terms. Each point will be presented as follow:
1.1 Background of Study
Language is an important tool for human to express their ideas and thoughts.
Through language people can share information and communicate easily.
According to Brown (2007:6), language is a set of arbitrary symbols which are
primarily vocal, but may also be visual. Moreover, it operates in speech community
and culture. As world-wide spoken language, English often used by people in world
for communication purposes. Based on Kachrus’s in Lauder (2008:11), Indonesia
is included in expanding circle of three-circle model of world Englishes. In
expanding circle countries, there are 750 million speaker of English as foreign
language. As foreign language, English takes an important part in several ranges
such as: science, technology, education, media, etc. Moreover, English is widely
used in daily social interaction, medium of instruction in education, political and
media communication, etc. Therefore, English mastery is very significant for
helping people in global era.
Nowadays, Curriculum 2013 is the newest curriculum in Indonesia that was
launched in 2013. Curriculum 2013 is made to face the challenge in future, such as:
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uses scientific approach for teaching and learning process. Furthermore, it promotes
student–centered learning, where students have an active participation in class.
Students learn to find problems during the learning process and they have to solve
the problems by themselves. Teacher has a role as the students’ facilitator and guide
them in the class activity. In curriculum 2013, there are several phases in teaching
and learning process, such as: observing, questioning, collecting data, analyzing,
creating and networking (Kementrian Pendidikan dan Kebudayaan, 2014). Through
those phases, students hopefully can show a good attitude, cognitive, and
psychomotor aspects.
Curriculum 2013 determines English as a part of local content subject in
Elementary level. In Indonesia, the policy about local content subject of one region
is different with other regions. Schools can decide whether English is added or not
as local content subject for students based on school’s vision and mission, purpose,
condition, and characteristic that schools want to achieve. Many schools which are
located in remote area in Indonesia still do not add English as their local content
subject because they have limited number of teacher and school facility. However,
teaching and learning English in elementary school still have some problems.
Sometimes, teachers apply inappropriate method because they do not have basic
skill in teaching English. Teacher just gives many assignments and forces students
to remember the vocabularies and to understand the complicated grammar. As a
result, students feel learning English as burden. Teacher should realize that learning
English for young learner must be in fun ways in order to help students in
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Teaching English for young learner is essential in developing students’
knowledge. There are three factors that make English as an important subject that
should be taught in Elementary level. First, the need of English in global era is very
high. People around the world can interact easily by mastering English skill. In
addition Crystal (2003) stated, “The need for global language is particularly
appreciated by the international academic and business communities, and it is here
that the adoption of a single lingua franca is most in evidence, both in lecture rooms
and board rooms, as well as in the thousands of individual contacts being made
daily all over the globe” (pp:13). Introducing English in Elementary school can
help students become more familiar with the language. They can learn English
through fun ways such as songs, games, storytelling, etc.
Second, learning English for young learner level can develop students
acquiring the foreign language. According to Stefansson (2013:8), although
children are being exposed to learn two different languages, they can learn both
languages with the same way, as they brain mechanism allows them to learn more
than one language. Furthermore, it also supports students’ future career. During the
process of learning, some of instructions and book references are written in English,
they can dig out any information simply because they have good English
proficiency. Third, young age is perfect time for learning the foreign language.
Children are active learner and thinkers. They learn through action and exploration.
Based on Halimi (2010:1), children are natural learners because they are curious
about the world around them. They learn most efficiently when all of their sense
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SDN 4 Tulungrejo is considered as one of the best schools in Batu as the
school was awarded as “the best Green School Adiwiyata” in National level on
2011 and 2013. Adiwiyata is an award which is given to the school which has
environmentally friendly school. According to UNORCID.org, adiwiyata is one of
the key programs of the Ministry of Environment aimed at promoting knowledge
and awareness about environmental conservation efforts among the students
community. The school also will be prepared for Eco-green school competition in
ASEAN level. SDN 4 Tulungrejo adds English as an extracurricular for 1st
grade-6th grade. Moreover, the teachers joined a teaching training program of English for
Young Learner. This training helps them to develop their English skill in teaching
young learner. Besides, the program promotes fun learning for students in learning
English and it gives references of teaching activity.
When the researcher conducted pre-observation and interview at SDN 4
Tulungrejo, she found interesting facts. The school has wide area which is about
4947m². The school provides proper facility for outdoor learning activity such as:
a green school field, green house area, a gazebo for outdoor class, goat husbandry,
and school forest. Furthermore, the students not only learn about formal subjects,
but also study environmental education. The researcher was taking classroom
observation in the third grade while students were learning English. Based on
classroom observation, the researcher found that the students were active and
followed the class activity in the beginning, but then in middle of activity they felt
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playing and they disturbed the other students. They also did not get the point about
the material.
Besides the pre classroom observation, the researcher also did the
preliminary interview with the teacher. The researcher found that the teacher had
difficulties in teaching English, such as: students were easy to get bored, students
showed less interest in learning English, the teacher had limited media to support
her teaching process, and etc. However, one of the teaching activity which the
teacher ever implemented was outdoor learning where students got higher
motivation in learning. The teacher initiated outdoor learning activity based on
teacher’s idea. She conducted outdoor learning depended on the topic in syllabus
and she ever implemented outdoor learning in different class level. Moreover,
outdoor learning can create the new atmosphere for learning, attract students’
interest, improve students’ social skill, and increase students’ confidence, etc.
Furthermore, based on the researcher interview with the students about learning
outdoor, some of them were very excited with the activity, they enjoyed the class
and liked new atmosphere of the learning process.
Moreover, based on the previous study conducted by Dyment (2003), she
found that 90% respondents showed more enthusiasm engagement for learning in
outdoor activity. Besides, students were able to retain knowledge (72%) and to
think more creatively (77%). Furthermore, in teaching practices, 70% teacher’s
motivation increased when they are teaching in outdoor class as compared to
indoors. 72% participants also indicates that teacher willingness to use innovative
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outdoor classroom also provided teachers with countless natural teaching aids to
replace the usual complement of books and blackboards.
Knowing those phenomena, the researcher wanted to investigate the
implementation of outdoor learning in English for young learner program.
Hopefully, this research could give significant contribution for teacher as reference
in teaching activity for young learner. Then the researcher decided to conduct
research entitled “The Implementation of Outdoor Learning in EYL for 3rd Grade at SDN Tulungrejo 4, Batu.
1.2Statement of the Problems
Based on the background of the study above, the research problem can be
formulated as follows:
1. How is the implementation of outdoor learning implemented by the
teacher in EYL for 3rd grade at SDN Tulungrejo 4 Batu?
2. What are the problems faced by the teacher in implementing outdoor
learning in EYL for 3rd grade at SDN Tulungrejo 4, Batu?
3. How does the teacher cope with the problems in implementing outdoor
learning in EYL for 3rd grade at SDN Tulungrejo 4, Batu?
1.3Purpose of Study
The purpose of this study should be in line with the statement problems
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1. To find out the implementation of outdoor learning in EYL for 3rd grade
at SDN Tulungrejo 4, Batu.
2. To find out the problems faced by teacher in implementing outdoor
learning in EYL for 3rd grade at SDN Tulungrejo 4, Batu.
3. To find out the way of the teacher’s to cope with the problems in
implementing outdoor learning in EYL for 3rd grade at SDN Tulungrejo
4, Batu.
1.4Significance of the Study
The researcher expects this study can give contribution for the school,
teacher, English department students, and future researcher which describe as
follows:
1. The School
This research may as consideration in order to design the school
curriculum and set the teaching and learning in the school. Hence,
teachers can implement varied teaching and learning activity by having
outdoor class in order to achieve the learning objective. Furthermore, the
outdoor learning could be implemented by school which has limited area.
It depends on teachers’ creativity and idea to explore the school
environment as teaching source based on topic in teachers’ syllabus.
2. Teachers
It is expected that the result of study may be beneficial and as reference
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teacher could support students’ understanding about the material in
teaching and learning process through direct observation in real object.
Besides, this study is also hoped to give information to vary the way the
teacher in designing students’ activity, teaching strategy, and students’
assessments in order to give impact toward the betterment of students in
learning English.
3. Students of English Department
This study is expected to provide students with the information about the
varied activity in teaching English for young learners. Thus, they will be
more aware of steps in implementing outdoor learning and will be able
to analyze the possible problems and its solutions that appear during the
implementation. The information will also encourage the students of
English Department to learn more about how to introduce young learners
to the new learning experience in teaching English in order to make
young learners producing better English through outdoor learning.
4. Next Researcher
The result of the study may give be beneficial reference and empirical
data for the next researchers in conducting a similar research in the
similar topic and field.
1.5 Scope and Limitation
The researcher realizes that it is necessary to limit the scope of this
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in teaching English for Young Learner that done by the teacher in third grade
of SDN 4 Tulungrejo, Batu. She is graduated from English department in State
of Malang University and she has been teaching for five years in SDN
Tulungrejo 4, Batu. Moreover, she is the coordinator of EYL training program
in the school. Meanwhile, the research is limited on 3rd grade students of SDN
Tulungrejo 4 Batu, consisting of 32 students.
1.6Definition of the Key Terms
The definition of the key terms is aimed at avoiding misunderstanding of
the concepts which are used in this study. The terms which need to be defined
are as follows:
1. Outdoor learning is an experimental method of learning by doing,
which takes place primarily through exposure to the out-of-doors. It
emphasizes for the subject of learning which placed on relationship
concerning human and natural resources. (Priest in Husamah :2013)
2. Teaching English for Young Learners is a program found for the
primary level and it gives solution for producing better English. (Shin:
2008) It focuses on the characteristic of young learner and their
learning styles in acquiring the foreign language. It also introduces
useful activity and teaching ideas to encourage and stimulate young
