TYPES AND PURPOSES OF ACTIVITIES IN TEYL CLASSES IN SATYA
WACANA CHILDREN CENTER
THESIS
Submitted in Partial Fulfillment Of the Requirements for the Degree of
Sarjana Pendidikan
Meykke Alvia Yuntiawati
112009114
ENGLISH DEPARTMENT
FACULTY OF LANGUAGE AND LITERATURE
SATYA WACANA CHRISTIAN UNIVERSITY
i
TYPES AND PURPOSES OF ACTIVITIES IN TEYL CLASSES IN SATYA
WACANA CHILDREN CENTER
THESIS
Submitted in Partial Fulfillment Of the Requirements for the Degree of
Sarjana Pendidikan
Meykke Alvia Yuntiawati
112009114
ENGLISH DEPARTMENT
FACULTY OF LANGUAGE AND LITERATURE
SATYA WACANA CHRISTIAN UNIVERSITY
ii
TYPES AND PURPOSES OF ACTIVITIES IN TEYL CLASSES IN SATYA
WACANA CHILDREN CENTER
THESIS
Submitted in Partial Fulfillment Of the Requirements for the Degree of
Sarjana Pendidikan
Meykke Alvia Yuntiawati 112009114
iii
COPYRIGHT STATEMENT
This thesis contains no such material as has been submitted for examination in any course or accepted for the fulfillment of any degree or diploma in any university. To the best of my knowledge and my belief, this contains no material previously published or written by any other person except where due reference is made in the text.
Copyright@ 2013 Meykke Alvia Yuntiawati and Prof. Dr. Gusti Astika, M.A
All rights reserved. No part of this thesis may be reproduced by any means without the permission of at least one of the copyright owners or the English Department, Faculty of Language and Literature, Satya Wacana University, Salatiga.
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Name : Meykke Alvia Yuntiawati Student ID Number : 112009114
Study Program : English Language Teaching Department Faculty : Language and Literature
Kind of Work : Undergraduate Thesis
In developing my knowledge, I agree to provide SWCU with a non-exclusive royalty free right for my intellectual property and the contents therein entitled:
Types and Purposes of Activities in TEYL Classes in Satya Wacana Children Center along with any pertinent equipment.
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TYPES AND PURPOSES OF ACTIVITIES IN TEYL CLASSES IN SATYA
WACANA CHILDREN CENTER
Meykke Alvia Yuntiawati
ABSTRACT
Children tend to play everytime and everywhere they get a chance to do it. They cannot help themselves to keep sitting and listening. Instead, they like moving around and playing. Therefore, the kindergarten teachers should be creative in providing activities. The fact that not many researchers provided the information about the kinds of activities and the need of each activity for Teaching English for Young Learners (TEYL) led the researcher to do this research and probe the information from it. This research attempted to describe the kinds of activities and their purposes in TEYL classes in Satya Wacana Children Center (SWCC), Salatiga, Central Java. The participants of the study were two groups of students of Bloomers and Blossoms classes in SWCC and two teachers. The data for this descriptive study were collected from ten classroom observations and ten semi-structured interviews with the teachers. The analysis of the data showed that there were nine activities including coloring pictures, singing and dancing, drilling the vocabulary, identifying pictures, performing role-play, watching movies, telling stories, making art and craft, and using movements with their own purposes for each activity.
Key words: teaching activities, teaching young learners, young learners, teaching
English.
INTRODUCTION
In Indonesia, English is considered as a foreign language. Nowadays, since English is getting more important, many people want to know English. That is why many parents send their children to schools which offer English, so that their children will be exposured to English since early age. Based on Scott and Ytreberg (1998) cited in Setiawan (2009), young learners are defined as children whose age was between five and ten.
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ways by watching, listening, imitating or doing things. Secondly, they try to make sense of situations by making use of non-verbal clues. Next, they can imitate sounds they hear quite accurately and copy the way adults speak. Then, they are curious about anything they see, hear, watch and smell. After that, they love playing and using their imagination. In addition, they read simple and simplified English stories, such as comics, fairy tales, etc. As a result, it also differs the way the teacher should teach them.
Bardakçı (2011) explains that teaching young learners differs from teaching teenagers and adults in terms of their needs, expectations, learning style and strategies, interests, psychological and cognitive development. Young learners are considered as kinesthetic learners. Thus, they can easily get bored, and lose interest. They do not like sitting and listening to their teacher all the time. If they enjoy the lesson, they will show it, but if they do not, they will express this directly. Therefore, teachers can keep going on or change the method they are using.
Research has demonstrated that teaching English for young learners requires different activities than teaching English to adults. Cameron (2003) points out that teachers of young learners need to understand how young children learn, must have English language competence, should be able to motivate children to learn English, and be prepared to teach early literacy in English. One of the optimal conditions for helping young children learn is the recognition that for children, learning is active and experiential.
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can do various activities to keep their interests and attentions alive, such as singing, moving, coloring pictures, etc.
Based on explanation above, it can be inferred that creating interesting activities is important in teaching English for young learners. The fact that not many researchers discussed about the activities and the purposes of each activities used to TEYL led the researcher to do the research. I was wondering to seek the answer of my research question. It was “What are the types and the purposes of activities in TEYL classes?” This research was conducted in Satya Wacana Children Center and aimed to describe the types and purposes of activities in TEYL classes
From this study, I as a researcher comprehend the types of activities in TEYL classes and their purposes. This research could be useful for kindergarten teachers in TEYL through kinds of activities, may provide the information of using the activities and their purposes. So, the teacher may be more aware about the way they teach English to young learners through the activities. The result of this research may suggest other questions for further research on children activities and the approach or method of teaching. In my point of view, this research may lead the teachers to reconsider the activities used in the classes and their purposes.
LITERATURE REVIEW
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children of the first year of formal schooling (five or six years old) to eleven or twelve years of age.
The question is how to teach English for the young learners since young learners have their own characteristics compared to the adults. From the point of view in English teaching, TEYL is complex as teaching adults and adolescents because children have their own uniqueness. Therefore, there are many things to be considered, and need to be understood by a teacher before he/she is able to teach children (Cameron, 2001 cited in Atmaja, 2007)
Characteristics of Young Learners
In order to create better ways in TEYL, teachers have to realize the ability of children. Firstly, children have an ability to learn something new easily by imitating what other people of society do, such as their daily activities, or special skill and then develop it into more complex stuff that may be useful for their future progress (Baldwin, 2000 cited in Atmajaya, 2007). It is widely known that the children are so good at imitating. They can imitate what they see and hear. Based on Cameron (2001) cited in Gonca (2009), the children are enthusiastic and lively. In addition, the children learn best through hands-on activities. Children learn best by doing things. As Scott and Ytreberg (1990) cited in Gonca (2009) states that they gain the understanding through hands, eyes, and ears. The physical world is dominant at all times. Art and craft activities, brightly coloured visuals, toys, puppets and TPR activities, which help them to concentrate on the class well, must be a part of the language classroom.
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three or four years old, they are already able to arrange various words in a conversation and speak fluently in their mother tongue. After that, they are still developing. Thus, the teacher‟s responsibility is to help them realize the huge potential in a wide range of intelligences through activities, materials, and situations in the classroom. Children are happy to study when their natural set of intelligences are tapped into. Also, teachers should appeal to their uniqueness and preferences and present the language through various materials.
The third characteristic is children can learn the language naturally. The children simply pick up the language and use it. They can learn everything naturally through their behaviorism act as well as the fact that children are more enthusiastic and lively as learners. Robert Bley-Vroman, one of the major proponents of this position, explains that children acquire language naturally because they still have access to their Universal Grammars (UG). That means since the language shares the same pattern, children can produce sentences they have never heard before.
The forth characteristic is the children have short attention span. Children cannot keep their concentration centered on boring things that are always repeated for the whole hour, and once they reach the maximum limit of their boredom, they will start either feeling sleepy or playing around (Kneezek,1997). In addition, children tend to be active and like to play around.
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focus on two. Knowing that fact, the teacher must find out the suitable way to teach English for young learners in order to match their need and make the learning process easier so that the young learners can comprehend and produce the language.
Comprehension-based Activities
Gordon (2007) stated that there are some effective comprehension-based activities implemented with young language learners. At the comprehension-based activities, helping children understand language becomes the focus of instruction. It means that by placing emphasis on comprehension in the beginning level classroom, teachers act very much act like caretakers who talk to babies and do not expect first words to start emerging until many months later.
The first activity in the comprehension-based activities is Total Physical Response Approach/TPR. Language teachers who use the TPR provide directions to students while language learners respond by performing relevant actions. In the TPR approach, the activities can be TPR songs and games. The songs used are like „Head Shoulder Knees and Toes‟, „Hokey Pokey‟ or „Simon Says‟. Meanwhile in TPR games, the games are „Clap and Snap‟, „Don‟t Let it drop‟, „Preposition Gymnastic‟, and „Edible or Inedible?‟. The second activity
after TPR songs and games is directed drawing where children here create pictures that follow the teacher‟s directions, such as „Weather Forecast‟, „A Chalk Monster‟, and „A
Funny Face‟. The third one is TPR pantomime which the students can participate fully. It represents various events that range from going to the beach or walking around the neighborhood to morning or bedtime activities.
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can be „Mystery Voice‟, „What‟s Missing‟, „Guess Who It Is‟, „Guess How Many‟, „Treasure Box‟, and „Peek-a-Boo Stories‟. This game actually can provide comprehensible input to language learners at the preproduction and the low-emergent proficiency levels.
The relationship between these activities and children‟s characteristics is the activities
can match with the children characteristics. Since Gonca (2009) says that children are physically active, the activities also have to be able to make children physically active and keep their interest alive. So, these activies such as TPR and guessing games which mostly use movements can support children in learning English.
Research findings
According to the research conducted by Puspani (2011) the students‟ performance of speaking after being taught using folktale through retelling the stories using flashcard was improved. It shows that more students have improved in their speaking grade achievement through one kind of activity, such as retelling the story using folktale.
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for children is active and experiential. Thus, this connection between the activities and the children‟s characteristic could support the children in learning English.
THE STUDY
Method of Research
This study aimed to describe the types and purposes of activities in TEYL classes. Since the study was descriptive, observations and interviews were used to conduct the research. Ten observations were carried out in Satya Wacana Children Center, specifically located in Salatiga, Central Java, in two different classes, Bloomers and Blossoms, in order to capture the types of activities used in classes. Ten interviews with the teachers were done to probe information about the purposes of doing the activities. The reason I conducted the research in SWCC was because the school used bilingual language and provided many various activities which could be good references for other schools. Meanwhile, the reason I chose Blossoms and Bloomers was because their age range was suitable to become the participants of my thesis.
Participants
The participants of this study were two teachers and two classes of kindergarten students in the 2012-2013 academic year. In one class, there were around twenty students. Since there were two classes, the number of the students were around forty students. The reason I chose these classes was because the ages of the students ranged from four to seven years old which was suitable to be the participants of my thesis.
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The research started in January, 2013. The research lasted for about four weeks. Firstly, twenty students of Bloomers class were observed four times and around twenty students of Blossoms class were observed six times during their lesson. Each observation lasted for fourty-five minutes. A digital camera was used to record the teaching learning activities in the classes. Then, I took notes about the kinds of activities and arranged the questions based on the types of activities. The questions were about the purposes of doing such activities and the importance of those purposes for TEYL. Secondly, in order to probe information about the purposes of using activities in TEYL classes, semi-structured interviews using MP4 with the teachers in every class were done. After that, I transcribed it for data analysis.
Data Analysis Procedure
The first step in data analysis was transcribing and analizing the data. Then, I classified the data based on the coding related to the types and purposes of teaching activities in the classes. I classified those into groups of responses according to the main ideas of the questions (Lynch, 1996, pp. 142-143). From the observation, I identified the types of the activities used, and from the interview I identified the purposes of the activities used. I interpreted the data classifications through descriptive written explanation (Lynch, 1996, p.147).
FINDING AND DISCUSSION
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interviews. The observations and interviews revealed some activities. Each activity had its own purposes related to the goal of the lesson being taught.
A. Coloring the pictures
From ten observations I conducted, the 1st, 3rd, 4th, 5th, and 10th observations showed that the teachers used coloring activities. The coloring pictures were usually done at the end of the lesson,for example, identifying the pictures or choosing the right pictures. Then they colored the pictures on their worksheet. In one occasion, the students were asked to color the pictures of certain fruits. They were asked to color based on the actual color of the fruits to study the various colors of the fruits. Based on the interviews I did, there were six purposes of the coloring pictures activity. Below are the explanation of each purpose.
A.1. Promote students‟ motivation.
Promoting motivation for young learners is essential since such motivation leads young learners to be eager in learning English. Without motivation, young learners have no courage to learn the language. In the interview, the teacher said,
1. Nah, kadang kalau lewat mewarnai anak anak dibangunkan lagi moodnya, seperti itu..
Sometimes through coloring the pictures, the students could boost their mood.
2. Karena sebagai ya betul, karena mood anak tetap terjaga karena kalau mereka harus menulis terus, atau menulis, lalu menyilang, terus menjodohkan seperti itu, itu juga membuat mereka capai.
It is to keep the children‟s good mood because if they have to keep writing or
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3. Iya, otomatis kalau misalnya mood mereka stabil, mereka dalam kondisi yang bagus, otomatis apa yang kita sampaikan khan anak anak bisa menerima dengan enak, seperti itu.
Yes, if the children‟s mood is good, they are in the good mood to study. Then, they
could automatically understand what we teach.
As revealed in the interviews, the students were asked to color the pictures at the end of the class after they got the lesson. The teachers believed that coloring pictures was effective to boost the children‟s mood. If they were in a good mood, they would understand
the lesson easily. The importance of motivation in learning English for young learners is described by Cameron (2003). She pointed that teachers of young learners need to understand how young children learn, must have English language competence, should be able to motivate children to learn English, and be prepared to teach early literacy in English.
A.2. Develop student‟s imagination.
Developing the student‟s imagination is useful in learning English for young learners
since they love playing and using their imagination. Through their imagination, young learners learn the language more easily. The explanation of this purpose could be found out in their interviews with the teachers who said,
4. Yang pertama untuk membangun imajinasi anak, mereka apply karena setiap Senin ada drawing,
The first purpose is to build children‟s imagination since there is drawing every
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As mentioned above, by coloring the pictures, the children could develop their imagination. The need to develop children‟s imagination in learning English is also discussed in Slattery and Wilis (2001) cited in Puspani (2011) who states that one of the children‟s
apparent characteristic is that they love playing and doing imagination. Therefore, the activity aimed to develop imagination through coloring as the technique. This technique was done by teacher in this study.
A.3. Avoid boredom
Avoiding boredom is important for young learners in learning the language since it means that the children doesn‟t feel bored. Instead, they feel enthusiastic and such
enthusiasm will lead them to be more motivated in learning English. Based on the interview for the observation number 1, 3, and 5, I found out that one of the purposes of using the coloring pictures activity is to avoid boredom. Below are some explanation from kindergarten teachers about the purpose of such an activity.
5. Pertama, anak anak tidak bosan, tidak banyak bercerita, kadang kadang kalau anak, uhm..tidak banyak omong.
Firstly, children would not be bored easily, talk to friends, and sometimes talk too much.
6. Kita mengusahakan bagaimana menciptakan suasana belajar anak tidak monoton, tidak Cuma pisang, banana..
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7. Jadi, salah satu mewarnai itu adalah salah satu activitas kita pakai supaya anak anak tidak merasa bosan seperti itu. Mungkin banyak menulis, banyak mengerjakan. Jadi, kita sisipkan coloring, seperti itu
So, coloring is an activity we use so that the children would not feel bored. Maybe, there are more writings and more doing worksheets. So, we can put the coloring activity in between.
The teacher believed that from the activity, the students would not be bored because coloring was one of the fun activities that the children like to do. They felt bored if the activities were only writing, completing the worksheet, etc. So, the teachers added the coloring pictures as an additional activity to make the students interested in learning English. The importance of avoiding boredom is also explained by Bardakci (2011). He said that young learners are considered as kinesthetic learners. They can easily bored, and lose their interest. Thus, the teacher shoud be able to find the way so that the children can avoid their boredom and understand the lesson.
A.4. Trigger the student‟s concentration
The teachers believed that by using the coloring activity, it increased the student‟s concentration that would be useful to learn English.
8. Lebih ke konsentrasi anak ya? Semakin anak anak..ehm..ada waktunya anak anak berbicara, ada waktunya anak anak nggak, jadi mereka nggak banyak omong mereka sibuk dengan kegiatan.
It is more on children‟s concentration, right? There is time when children may talk,
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The teacher believed, since they were doing something fun such as coloring, their concentration would be attracted to such an activity. The children were busy and concentrated with their coloring in the class and at the same time they concentrated about the English learning since they had to color up the pictures related to the topic being discussed in the class. Hence, the coloring was important in triggering the student‟s concentration, so that they would understand the material. The relation between activity and concentration is also stated by Brown (2001) cited in Bardakci (2011) that children can also concentrate on something as long as an adult can if the things are interesting for them. Thus, teachers did various activities to keep the students‟ interest and attention alive. By grabbing their concentration on what
they are learning, surely it makes the learning process goes well and easier for the children.
A.5. Build the student‟s comprehension
As the kindergarten teachers said in the 3rd, 4th, and 10th interviews that the teacher believed that the coloring activity was useful to build the student‟s comprehension since through the fun activity, the coloring activity, was easier for the children to understand the lesson. Below are some teachers‟ opinions about such activity :
9. Tetapi ketika mereka harus beranjak ke level yang lebih tinggi, paling tidak untuk TK kecil, itu anak anak harus diperkenalkan dengan konsep warna buah itu seperti apa. Jadi, pemahaman anak tentang konsep warna buah itu sudah bisa didapat seperti jeruk. Jeruk itu warnanya apa, oranye.
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10. Iya, mengerti konsep warna itu dari coloring. Kemudian, bisa kita tingkatkan dalam pemakaiannya, bisa kita kaitkan misalnya antara pemakaian warna dan benda. Red chair, jadi anak anak bisa, oke, get the red chair, nanti anak anak akan ambil kursi yang warna merah.
Yes, they would understand about the color through coloring. Then, we could apply it in daily life, for example, when we say „ok, get the red chair‟, then they
would understand and get the chair which has the red color.
While coloring the pictures and being attracted to that kind of activity, the children learnt about the color‟s name in English and also fitted in the color with the object, for example the fruit‟s color. They knew that grape‟s color is purple, so they colored the pictures with purple. It is how the children can comprehend the lesson by coloring the pictures. The relation between coloring the pictures and comprehension is also said by Gonca (2009). He said that children may learn more effectively through pictures, spatial images, hands-on activities and movement.
B. Singing and dancing
In the second observation, singing and dancing were done in the kindergarten. The students together with the teacher sang together about some English songs and used some gestures and did some movements as well. The teacher used TPR approach and some of the songs were „Hokey Pokey‟, „Tea Pot‟, etc and the students were supposed to respond the song by performing relevant actions. Based on the second interview, the purposes of singing and dancing are as follow.
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Based on Gordon ( 2007), a friendly environment is essential for successful second language learning. Such an idea went hand in hand with what was mentioned by the teacher below.
11. Jadi tujuannya untuk mendekatkan satu sama lain, kemudian menyatukan mereka, seperti itu. Membangun suasana yang akrab, yang hangat, iya, untuk memulai suatu aktivitas.
So, the purposes are to make them closer to each other and to unite them. In order to start the activity, we are trying to create a comfortable situation.
The teacher believed that singing a song together while dancing or doing some movements or using gestures would develop the relationship and the togetherness among the students. She believed that by creating the togetherness among the students, the learning process would be condusif since the situation was warm and fun. The importance of developing the relationship and togetherness among the students is also said by Stephen Krashen hypothesis cited in Gordon (2007). He said that if people are exposed to a second language, they will inevitably pick up the language provided by the new language and an emotional barrier created by fear, tension, boredom, or lack of interest is not present. He refers to that negative emotional barriers under the name of affective filter. From here I can conclude that a classroom with a low affective filter provides an optimal language-teaching environment that can support the learning process.
B.2. Enrich the vocabulary.
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12. Kemudian, yang kedua mengajarkan vocabulary, jadi lewat lagu itu kita bisa belajar vocab, seperti itu.
Then, the second purpose is to teach the vocabulary. So, through songs we can learn the vocabulary items.
13. Kemudian belajar termasuk cara kerja sesuatu. Khan itu khan procedure juga khan, seperti itu.
Then, they learn about how something works. So, we can include the procedure.
14. Belajar bagian apa namanya bagian tubuh juga, kemudian apa namanya, dirction juga khan, kiri kanan, seperti itu.
They also learn about the body parts, giving directions, and so on.
The teacher used Total Physical response (TPR). Based on Brown (1994) cited in Sari (2009) that TPR is based on the theory that memory could improve through association with physical movement. It means, the children will be able to memorize easily when their teacher teaches them to use not only verbal language, but also use gestures or movements.
B.3. Build the student‟s comprehension
The teacher believed songs and movements could help the students to understand the meaning or the idea of a song. For example, they sang about the tea pot while moving their two hands as if they were handle and the tea pot‟s mouth. Then, they sang about how to pour the water from the tea pot while describing it through their movements as well. Below is the explanation from the teacher on how songs and movements built the student‟s
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15. Kemudian ditambah lagi dengan gerakan gerakan itu sangat membantu anak anak untuk memahami apa yang lagu itu sampaikan.
Then, we add the body movements that help the children a lot to understand the meaning of the songs.
The teacher believed it could be the strength of this activity that the students could grasp clearly meaning by performing the action since such an activity belongs to TPR. The relationship between TPR and building the comprehension is also stated by Gordon (2007) that TPR enables language learners to develop a better grasp of word meaning. Rather than the teacher mention the words and translate into Bahasa Indonesia, through TPR to perform action and manipulate objects, the students learn the meaning of the words by experiencing them in their real life without a need to be explained by the teacher.
B.4. Avoid boredom
The teachers believed that singing and dancing activity can avoid boredom for the children since they moved around and had fun together, so that their enthusiasm kept alive and it would help the children acquire the target language for the final goal. Below is her explanation.
16. Dibandingkan dengan belajar di kelas mungkin sedikit menjemukan karena kalau menyanyi itu khan anak anak riang, jadi suasananya riang..
Compared to studying inside the class that may be boring, singing activity could make the children happy and the situation would be cheerful as well.
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enthusiastic and delight feelings while singing, so that the children are likely to join in. Starting from keep their ethusiastic alive, the children would not feel bored.
B.5. Promote students‟ motivation.
The teacher believed that by singing and dancing or doing movements, the children would be eager to learn English. The children felt that the situation would be condusif, fun and interesting since the children could sing while moving around together.
17. Suasana yang dibangun lebih enak, seperti itu. Anak anak lebih, iya betul, anak anak lebih semangat, seperti itu.
The mood would be better and the children would be more motivated.
The teacher believed that through singing while doing movements could create the relaxing atmosphere that later can make the students motivated. The relation between the relaxing atmosphere and the effectiveness of learning English is also said by Klancar (2006). He said it is crucial to get a positive and relaxing atmosphere for gaining maximum results in teaching and learning process.
C. Drilling the vocabulary
The third activity found out in the 3rd and 7th activity was drilling the vocabulary. The teacher would mention particular vocabulary items related to the topic and the students repeated after him/her. It was done continuously so that the students would be familiar with such vocabulary items. This kind of activity had some purposes according to the kindergarten teacher as follow:
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The teachers believed that by repeating particular words the students were able to memorize the words related to the topic discussed. From such memorization, it would enrich the student‟s vocabulary. Below are the explanation from the kindergarten teachers.
18. Jadi, masuk ke vocab juga ya seperti itu, jadi drilling itu untuk pembendaharaan vocab juga, pemahaman konsep tentang vocab.
So, the drilling can be helpful for enriching the vocabulary items or the concept about vocabulary items.
19. Mungkin selain pronounciation juga sebagai pengucapan yang berulang ulang itu, penggunaan yang berkali kali yang berulang ulang itu lama lama istilahnya khan anak anak terbiasa dengan konsep itu, dengan kata itu.
Maybe beside pronunciation, the children would get used to those words and memorize the words as we mention them so often.
According to Larsen-Freeman (2000), there are several techniques that closely associated with Audio Lingual Method and one of them is repetition drill. Repetition drill is a technique which the students are asked to repeat the teacher‟s model as accurately and
quickly as possible. The teacher says a word from a vocabulary list under a certain topic and then the students repeat it. Thus, from getting used to repeat particular words, the students would gain more new vocabulary items and remember them.
C.2. Develop the student‟s pronunciation level
It was clearly seen that the purpose of drilling the vocabulary was also to develop the student‟s pronunciation because the children know how to pronounce words in English
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20. Itu jadi tujuannya memang untuk bagaimana mengucapkan vocab itu dengan benar.
So, the purpose is indeed to let children know how to pronounce the words correctly.
The relation between doing repetition and developing the pronunciation level is explained by Slattery and Willis (2001) cited in Puspani (2011). They said that one of six apparent characteristics the children have in order to learn the target language is that they can imitate sounds they hear quite accurately and copy the way adults speak.
D. Identifying pictures
From the observation number 1, 4, 9, and 10, it was found out that the activity was identifying pictures. The teacher explained about a story first. After that, the students were asked to choose the pictures by putting a tick on the right pictures, or drawing circle on them based on what the teacher told about. Below are the purposes of identifying pictures.
D.1. Build the student‟s comprehension.
By identifying the pictures which began with telling the story related to the topic, the teacher believed such an activity could build the student‟s comprehension since it would lead the students to know and decide which is the good one and the bad one.
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Here, we also teach about the concept of being neat and clean. „Neat and clean‟
means in Bahasa Indonesia „rapi dan bersih‟. Well, from those pictures, the
children could choose which one is clean and which one is neat. The children can give circle the correct pictures and color them.
22. Nah, dari situ khan anak anak jadi tahu, yang mana yang baik, which one is nice, which one is not nice.
Well, from those kind of activities, the children can know which one is nice, which one is not.
By seeing the differences and comparing the pictures, the teachers believed it could be helpful for the students to understand the material being taught. The relation between identifying pictures and the comprehension is also discussed by Harmer (2001) cited in Sari (2009). Pictures are one of the teaching materials specifically in visual material. He said that most learners are visual minded, so activites relating to the picture are a great assistance in teaching.
D.2. Enrich the student‟s vocabulary.
This school is a bilingual school and the teachers use English in teaching. Also, the students got the vocabulary items from the picture, for example if the picture contained the fan picture which was set „off‟ or „on‟, then they would know the difference between those
two words since the teachers translated that in Bahasa Indonesia „off‟ means „mati‟ and „on‟ means „menyala‟ . Then, the teacher taught about „turn off‟ and „turn on‟ based on the
pictures and the information on it and translated the meaning of them. Below are their explanations.
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As long as we teach in English, we automatically teach the vocabulary items.
24. Coba dilihat alatnya itu apa, jadi mereka harus tahu lagi, turn on dan turn off. Kalau turn on, berarti hidup khan, kalau turn off berarti dimatikan, atau memang sudah mati, nah, dari situ anak anak jadi tahu.
Then, they would know the meaning of „turn on‟ and „turn off‟. „Turn on‟ means
in Bahasa Indonesia „menyalakan‟, „turn off‟ means in Bahasa Indonesia „mematikan‟. So, through the activities, the children would understand.
Thus, identifying picture can enrich the student‟s vocabulary items because the
teacher gave the meaning in every words written in every picture on their worksheet. It is in line with what Zacharias (2002) said that L1 can provide a quick and accurate translation and explanation of English words.
E. Performing role-play.
From the interview number 4, the next activity was performing short play. The teacher asked the students to perform a particular role-play in front of the class, for example about the worker‟s community. Then, the students acted out as if they were a doctor, a driver,
a teacher, etc. They used words related to particular job they were acted in English. The teacher had some purposes as mentioned below.
E.1. Enrich the vocabulary.
As the teacher said, it was obviously clear that performing role-play would enrich the student‟s vocabulary because they were not only accept the input from the others but also to
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new vocabulary items from their friends and also the teacher related to the topic being discussed.
25. Uhm...mungkin itu bisa ke yang tadi itu, bisa pemahaman vocab. Meskipun dari hal yang sangat simple.
It can enrich the vocabulary items, although through the very simple things.
The students who performed role-play as the doctor would acquire the new words related to the health field. It went the same for the driver job, then the students learned about mechanic words. The relation between role-play and enriching the vocabulary is clearly uttered by Gordon (2007). Role-play activities can be effective for investigating and learning the vocabulary items on natural and social sciences.
E.2. Increase the student‟s pronunciation level.
Since the students produced some output, they spoke, then it could increase the student‟s pronunciation level. They are not only as the receiver of what the teacher said, but
also being actively involved in speaking English in the class. Learning by speaking has the greater chance for the students to develop their pronunciation from the earlier stage and will be benefit in learning English. Below is the explanation from the teacher.
26. Kemudian pronounce, anak anak jadi tahu, seperti itu.
Then, the children would know how to pronounce it.
25 E.3. Avoid boredom.
Based on Gordon (2007), such an activity can be described as virtual visual materials that evolve in real time. Thus, in this research the students used their imagination to act like what they wanted, such as a doctor, a teacher, etc. From the imagination that was alive, the teacher believed the students could keep their interest since they love playing and using their imagination. Since their interest kept alive, the students felt less bored.
The relation between avoiding boredom and the learning process based on Atmaja ( 2009) is that children cannot keep their concentration centered on boring things that are always repeated for a whole hour, and once they reach the maximum limit of their boredom, they will start either feeling sleepy or playing around and it will become an obstacle in learning process. It is because the children have short attention span (Wright, 1984). They cannot stand on thinking and thinking again due to this limitation. So, the teacher used this activity to avoid the student‟s boredom.
E.4. Promote motivation in learning English
From the observation, it could be inferred that performing role-play could promote motivation in learning English. The relationship between role-play and promoting the student‟s motivation is also stated by Slattery and Willis (2001) cited in Puspani (2011). They
says that one of the students‟ apparent characteristics in learning the target language is they learn in a variety ways by watching, listening, imitating or doing things. By imitating the particular job and doing the short play, surely it makes the students motivated in learning English.
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output. By giving an interactive situation, the students is eager to learn English. Moreover, based on him, role-plays enable children to envision and experience occurences and contexts that are removed from their day-to-day lives. Based on Slattery and Willis (2001) cited in Puspani (2011),they mentioned that the nature of children is love playing and using their imagination. The connection between their characteristic and the role-plays can promote their motivation in learning English.
E.5. Build the student‟s comprehension
In this research, one of the purposes of playing short-play was to make the student understand about the topic, especially in the social studies. They would understand how to behave or to differenciate between bad behaviours and good behaviours since the children need to develop their intelligence. The teacher believed by acting it out, it helped the students to understand more easily.
27. Nah, dari situ, dari peragaan seperti itu, kita mengajarkan anak jadi ini lho, kalau jadi temen itu jangan seperti ini, jadi kayak kucing dan tikus, nggak pernah akur, selalu berantem. Tetapi kalau kita berteman itu harus yang berbagi. Jadi kita memberikan pemahaman anak anak seperti itu juga.
Well, from the act we teach the children how to behave, don‟t be like cat and
mouse who cannot get along well. But, we have to share with our friends. So, we give the understanding for the children like that.
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particular job and English comprehension is in line with Baldwin (2000) cited in Atmaja (2007) saying that children can learn easily by imitating what other people of society do.
F. Watching Movies
As the teacher said in the interview number 4, the students watched the particular movie, usually in the social studies. At the end, together with the teacher, the students discussed about the story and the social value behind the story. Through this kind of activity, the teacher had some aims as follow :
F.1. Enrich the vocabulary.
It was clearly seen that they would gain some new vocabulary items from the movies they watched since the movies used English language. Below is the teacher‟s explanation.
28. Kalau itu mungkin lebih ke vocab ya, karena input itu. Iya, betul..lebih ke eksplore vocab, seperti itu.
It is more for the vocabulary items, because the children get the input. Well, it is like exploring the vocabulary.
The teacher believed that by watching movies, the children could gain some new vocabulary items although actually they did it unconsiously. It is line with what Harmer (2001) cited in Sari (2009) said that the children generally display an ethusiasm in learning and curiosity about new words they have just heard while learning.
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The teachers believed that participation is important in learning English since by participating in the class, the children could gain the understanding in English learning process. Below is the teacher‟s explanation.
29. Jadi, anak anak juga mulai punya opini. Jadi itu juga bisa memberikan, mereka belajar untuk memberikan opini, seperti itu melatih keberanian mereka memberikan opini dan berpartisipasi di dalam kelas.
So, the children would have opinions. So, it can teach them how to deliver the opinions and to trigger them in giving opinion and take a part in learning process inside the class.
After the students watched the movies, the teacher asked some questions and the students gave the answers. There was communication between teacher and students. The teacher believed that the students could learn on how to participate in the class by giving their opinions about the movies. The importance of participating in the class is also said by Liu Ling, et al, 1984:16 as cited in Lu Lianzhang 2003, cited in Pratiwi 2007. Participation as a part of communication is the most important function of language that has social function.
F.3. Avoid the boredom
From the observation, it could be inferred by watching movies, the students would not be bored since they were attracted in the media (film) the teacher used. The movies helped the children to be enthusiastic and at the same time learning process happened through them. The relation between using the aids like movie and reducing the boredom is said by Shin (2006) cited in Sari (2009). It is implied that using teaching aids, in this case, movies activity, can reduce the student‟s boredom toward the lesson.
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The teacher believed that by watching movie, children would be more interested rather than when they just listened to the teacher in the class. Since the children have short attention span, they needed to have an interesting media to keep their interest and curiosity alive so that they would be eager and motivated to learn English through the media, such as movie. It is in line with what Slattery and Willis (2001) cited in Puspani (2011) said that the children are curious about anything they see, hear, watch, and smell. By seeing and hearing through movie, the children will be curious. Then, the curiosity will make them motivated. Additionally, the relation between curiosity and the motivation is stated by Harmer (1993:10). He said that children are curious and this curiosity is motivating them.
F.5. Build the student‟s comprehension
Especially for the social studies, the purpose that the teacher played the movies was to give them comprehension related to the topic, such as which one belongs to honest behaviour, or how to behave, etc. The comprehension itself is essential for young learners in learning English. Below is the explanation from the teacher.
30. Iya betul, juga selain vocabnya juga kita sering tanya tentang di akhir pelajaran kita juga tanya ada pesan apa to dari film itu, iya..jadi anak anak tahu moral valuenya apa.
Well, that‟s right. Beside the vocabulary, we also often ask about the moral value
they get from the story at the end of the class. So, they know about the message of the story.
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gave the example in the class. It is also discussed by Slattery and Willis (2001) cited in Puspani (2011) who says that the children learn in a variety of ways by watching, listening, imitating, or doing things. So, their understanding comes not just from explanation, but also from what they see and hear.
F.6. Develop the student‟s listening skill.
It was clearly seen from the activity that one of the purposes of the teacher was to develop the student‟s listening skill since they did not only see but also hear what people said
in the movie, so that by getting used to watch the movies, it could develop the student‟s
listening skill which is important in learning English. Watching movies means teaching aids in form of film. The relation between this activity which used the teaching aids and developing the student‟s listening skill based on SIL International (1999) cited in Sari (2009)
is that a teaching aid is tool used by teachers, facilitators, or tutors to help learners improve reading, listening and other skills, ilustrate or reinforce a skill, fact, or idea, and relieve anxiety, fears, or boredom, since many teaching aids are like games.
G. Telling story
From the interview number 4, the telling story was one of the activities used by the teacher to teach English. The teacher told about a particular story in English and translated it straight away. As it finished, they discussed about the story together. The purposes of such an activity are as follow :
G.1. Build the student‟s comprehension
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31. Iya, jadi salah satu cara untuk membuat anak bisa memahami konsep adalah dengan bercerita itu. Akan lebih jelas gambarannya untuk anak anak saat kita menggambarkan dengan suatu cerita dibandingkan dengan langsung menjelaskan kalau honest artinya jujur, kalau dishonest itu tidak jujur.
Yes, so one of ways to make the students understand the concept is through the story. It would be much clearer for the students when we describe it through story rather than just telling it right away, for example, „honest‟ means „jujur‟.
By telling the story, the teacher believed that it would make the students easier to understand since by giving the example through the story, then the children could comprehend about the main idea and the essence of the story. This relation between watching movies and gaining the comprehension is also explained by Scott and Ytreberg (1990) cited in Gonca (2009) who says that the children‟s understanding comes through hands and eyes
and ears. The physical world is dominant at all times.
G.2. Enrich the students‟ vocabulary
The teacher believed that telling story was important in enriching the student‟s vocabulary since they would get so many input there. Moreover at the end, the students and the teacher discussed the story and they repeated the vocabulary again.
32. Tentu saja kalau yang paling besar itu biasanya ke vocab. Karena dengan tema yang berbeda itu pasti anak anak akan mendapatkan vocab yang baru, yang banyak.
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33. Jadi kalau untuk anak anak seumuran mereka, explore terhadap vocab itu memang sedang istilahnya khan golden age ya, jadi memang exposure nya terhadap vocab itu memang itu benar benar kita manfaatkan, karena anak anak seumuran ini, daya tangkap mereka, daya ingat mereka itu istilahnya masih tinggi.
So, for the children with the golden age like them, we have to give many vocabulary items because they would memorize it fast and easily.
In addition, it is more effective to teach the students indirectly through a media such as story because the nature of the children is learning English unconsciously. It means they just pick up and use the language from the environment and it happens effortlessly. It is supported by Gordon ( 2007 ) said that there is evidence that target language words are learned most effectively when learners pick them unconsciously, such as when reading an interesting book, listening to an English language story or having meaningful conversation, rather than when learners make deliberate efforts to memorize these words.
G.3. Promote students‟ motivation
Slattery and Willis (2001) cited in Puspani (2011) say that the children are curious about anything they see, hear, watch, and smell. Starting from the curiousity, the children are eager to learn English. Thus, the fun situation and the curiousity from the story read by the teacher led them to the motivation they needed in learning English and also in learning how to learn English. Below is the teacher‟s explanation related to the theory above.
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So, through stories, the children would feel motivated, it would boost the children‟s mood. So, we don‟t straight away ask them to enter the class, we don‟t
know their condition and we give them worksheet right away, then we ask them to do it, it is not like that.
The teacher believed that in order to promote motivation in learning English, the students should be interested in a way the teacher teach. Once the teacher could boost the student‟s mood then the students are motivated to learn English. By telling the story, especially in the beginning of the class would grab the student‟s interest since from they could reacted and gave opinion which could make the situation more enjoyable and fun.
G.4. Develop the student‟s listening skill
It was clearly seen that listening to the story was surely useful for the student‟s
listening skill development. The teacher told about the story by reading it from a particular book, and the students listened until the end. In the middle of telling the story, teacher gave a chance for the students to give opinion related to the story. At the end, the teacher asked the student about what they learnt from the story. The importance of reading stories which uses stories book as the teaching aids is said by SIL International (1999) cited in Sari (2009) which mentions that a teaching aid is tool used by teachers, facilitators, or tutors to help learners improve reading and other skills.
H. Making Art and Craft
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the children are supposed to start enhance their multiple intelligence starting from pre school, because at the age of three years old, children‟s brain form 1000 billion set of connections. It
is two times more than adult‟s brain that makes children easier in learning something new. So the teachers have to give the appropriate way to stimulate multiple intelligences since the early age since it would be useful for them to acquire English later on. The teacher said in the interview for observation number 6 that the activity had four purposes:
H.1. Develop the student‟s creativity and trigger the student‟s neatness and patience.
The teacher believed that those three things belong to their soft skill or intelligence that they had to enhance at the very first place. Unlike the adults, children also need to develop their intelligences that can influence the way they learn English or the target language.
35. Iya jadi ya daya kreatifitas, kemudian melatih motorik kasar mereka, kayak gitu..melatih gerak tangan, kemudian melatih kreativitas,
Yes, so it could increase their creativity, then it could train their hand‟s movement.
36. Kemudian itu tadi melatih ketrampilan, kesabaran,kemudian melatih ketekunan dan kerapian pekerjaan mereka.
Well, then it could train them on their skill, patience, then diligence as well.
35 H.2. Enrich the student‟s vocabulary
Since the teacher used bilingual language including in art and craft activity, the students automatically learnt the vocabulary from their communication inside the class. Below is explanation on how the students could gain the new vocabulary from the teacher speaking in bilingual language.
37. Iya, hampir sama. Jadi dalam art and craft ini juga kita berusaha untuk memakai pengantar bahasa Inggris, jadi otomatis anak anak bertambah vocabnya, seperti itu. Kemudian, untuk intruksi intruksi anak anak juga jadi tahu, misalnya kalau disuruh ngelem bahasa Inggrisnya apa, jadi memperkenalkan intruction for craft proccess, seperti itu.
Well, it is almost the same. Since in the class we use English to communicate, so the children would gain more vocabulary items. Then, they would know about the instructions in English, for example when they are asked to glue. They would be introduced to the instruction to make art and craft.
Since they got used to hear and use such vocabulary items, they memorized the vocabulary items being taught in their every-day lifes. It is also said by Gordon (2007) that children learn everyday words best as a result of incidental exposure, means letting language learners pick up new words through exposure.
H.3. Trigger the student‟s concentration
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(2009) that art and craft activities, brightly colored visuals, toys, puppets and TPR activities which help children to concentrate in the class well must be a part of the language classroom.
I. Using movements
The teacher believed that by using movement, it would be easier for the children acquire English. The movements used were essential for the children in learning English. The students learnt about the word „push‟ and „pull‟ by pushing the chair and pulling it. Also, the
students knew about sink and float by throwing some things into the basin containing the water. So, they used movements. Based on the interview number 9, it could be found out that the teacher had three purposes as follow :
I.1. Build the student‟s comprehension
The teacher believed that by involving real object and doing movements were effective to build the student‟s comprehension since they experienced what was being taught by themselves. The need of this activity is stated by Gordon (2007) that learning by doing which takes place within hands-on projects provides highly spesific contextual experiences essential for concept clarification. Below are the explanation of the teacher:
38. Sink and float itu tadi belajar untuk mengidentifikasi benda, jadi mana yang tenggelam, mana yang terapung.
So, „sink and float‟ is to learn identifying the things, which one sinks (go down
below the surface) and which one floats (stay on the surface)
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Well, here they would use the other medium, such as pushing the chairs. So, they understand the concept.
The teacher believed by giving the activity involving media and movement would build the student‟s comprehension since they could see the things they were learning about
directly and learn the subject by doing it themselves. It is in line with one of six apprent characters said by Slattery and Willis (2001) cited in Puspani (2011) that the children try to make sense of situations by making use of non-verbal clues.
I.2. Enrich the student‟s vocabulary
From the observation, it was clearly seen that by doing movements or TPR and using the real object helped the students to acquire the new vocabulary. The students learnt the meaning of the words or the vocabulary by doing it or using the real object that they saw. It was more effective rather than the teacher just gave them the word and the meaning directly inside the class. It is because from Gordon (2007) states that proponents of linking movement and language teaching suggest that the approach is effective because it is brain compatible. It seems that the approach accounts more fully for the neurological processes involved in language learning. Thus, TPR involves procedural kinesthetic memory, not factual declarative memory. It is easier to understand through learning the words by doing rather than learning the words by memorizing.
I.3. Avoid boredom
The activity is hands-on activity, so the students learnt the material by using real object and also movements. It went hand in hand with one of the young learner‟s
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they reduced the boredom since the children dislike sitting and listening all the time. It was in line with what Gonca(2009) said that the children are physically active.
I.4. Promote motivation in learning English
The teacher believed that Float or Sink and Pull and Push could make the students more interested and eager to join the activities, and unconciously they learnt English by doing the fun activities. Based on Read (2003), one of the optimal conditions for helping young children learn is the recognition that for the childran, learning is active and experiential. Beside it, based on the Gonca (2009), the children are self-centered and mostly interested in „hereand now‟. Children do not show the interest in situations or objects that were not related
to them. They are more concerned with things in their immediate world. It could be drawn a conclusion that activities involving the real object and movement are welcomed to the chidren because the nature of the children are physically active, self-centered and for them learning is active and alive. It means that using movements can promote motivation in learning English.
CONCLUSION
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As found from the interview results, each activity had its own purposes. Coloring pictures had the aim to promote motivation in learning English, develop the student‟s
imagination, avoid boredom, trigger the student‟s concentration, and build the student‟s
comprehension. Singing and dancing activity had the purposes, such as developing the relationship and togetherness among the students, enriching the vocabulary, building the student‟s comprehension, avoiding boredom, and promoting motivation in learning English.
Drilling the vocabulary had the purposes, such as to enrich the vocabulary and develop the student‟s pronunciation level. Identifying pictures had aims, like building the student‟s
comprehension and enriching the student‟s vocabulary. Performing role-play aimed to enrich the vocabulary, increase the student‟s pronunciation level, avoid boredom, promote
motivation in learning English, and build the student‟s comprehension. Watching movies had
some purposes including to enrich the vocabulary, stimulate the student‟s participation in class, avoid boredom, promote motivation in learning English, build the student‟s
comprehension, and develop the student‟s listening skill. Telling stories had aims to build the
student‟s comprehension, enrich the vocabulary, promote motivation in learning English, and develop the student‟s listening skill. Making art and craft had purposes, such as to develop
the student‟s creativity and trigger the student‟s neatness and patience, enrich the student‟s
vocabulary, and trigger the student‟s concentration. Meanwhile, using movements aimed to build the student‟s comprehension, enrich the student‟s vocabulary, avoid boredom, and
promote motivation in learning English. Most of the activities had the purpose to enrich the student‟s vocabulary since Satya Wacana Christian University is a bilingual school.
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Acknowledgement
Alhamdulillahirobbil‟alamin. My highest gratitude goes to Allah SWT. Thank you for
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44 Appendix
Observation 3
Place : Satya Wacana Children Center February, 5th 2013
Blossoms Class
a. In the beginning of the lesson, the teacher asked the students to choose one kind of fruit that they like. The , the tea he asked ho a e ou, apple o su h a f uit that the stude ts hoose o e o e. The stude ts a s e ed the uestio ith just fi e o I oka , et .
. Colo i g the f uits pi tu es.
- First of all, the teacher asked the students to name some fruits that they know or like.
- Secondly, the teacher show them the worksheet consisting of the fruit picture and asked them about the name of the picture and ask them about the color of the fruit because the picture is not colorful. They mention the name and the color of the fruit beforehand.
- Finally, the teacher disributed the picture and asked the students to color up the fruit correctly.
- The stude ts keep goi g a ou d a d he k the stude ts jo o e o e a d ake su e that they colored up the pictures correctly.
c. Drilling the vocabulary.
In the middle of the lesson, the teacher asked the students to repeat after her. The teacher mentioned the fruit and the students pronounce the fruits as what told, such as apple, orange, grapes, banana, strawberry, lemon, watermelon, pineapple.
Teachers’ language :
1. Oka , o , ou ill hoose ou fa o ite f uit. A ak a ak pilih salah satu uah a g pali g a ak
a ak suka. Let s sta t f o ou.
45 . Good Mo i g G apes, ho a e ou?
. A e ou ead fo the lass?
46 . Ca I ha e ou o k? Tha k ou.
. E e o e, stop olo i g, e he ti dulu e a ai. You ill o ti ue ou olo i g afte s a k ti e.
