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