Kode/Rumpun Ilmu: 520/Ilmu Bahasa
LAPORAN PENELITIAN DOSEN
EXPLORING THE STRATEGY IN TEACHING AND LEARNING
ENGLISH TO YOUNG LEARNERS IN BILINGUAL PRIMARY
SCHOOL KLATEN
TIM PENELITI
Ana Setyandari, S.Pd., M.Pd. (NIK 690 112 325)
Umi Solihah, S.Pd.,M.Pd.( NIK 690 112 326)
PROGRAM STUDI PENDIDIKAN BAHASA INGGRIS
JURUSAN PENDIDIKAN BAHASA DAN SENI
FAKULTAS KEGURUAN DAN ILMU KEGURUAN
UNIVERSITAS WIDYA DHARMA KLATEN
TABLE OF CONTENTS
TITLE ... i
HALAMAN PENGESAHAN ... ii
ACKNOWLEDGEMENT ... iii
TABLE OF CONTENT ... iv
ABSTRACT ... vii
CHAPTER I INTRODUCTION A. Background Of The Study ... 1
B. The Reason For Choosing The Topic ... 2
C. The Problem Of The Study ... 3
D. Limitation Of The Problem ... 3
E. The Aim Of The Study ... 3
F. The Use Of The Study ... 4
CHAPTER II LITERATURE REVIEW A. Definition Of Teaching And Learning Process ... 5
B. The Component In Teaching And Learning Process ... 5
C. Teaching And Learning To Young Learners ... 6
D. Brief Look At The Strategy In Teaching And Learning English For Young Learner... 10
E. English as a Second Language. ... 13
CHAPTER III METHOD OF THE STUDY A. The Strategy of the Research... ... 16
B. Data and the source of data ... 27
C. The method of collecting the data ... 17
D. The method of analyzing the data ... 18
CHAPTER IV FINDING AND DISCUSSION A. Presenting the data ... 20
CHAPTER 1
INTRODUCTION
A. The Background of the Study
Language has a big part in a human life. Language as a mean of communication takes an important roles which is urgently needed by every human being to share their ideas, thought and need to others. There are many kinds of languages in this world, one of them is English. Nowadays, English is the greatest international language. In this modern age, especially in making and maintaining relationship among nation in the world in many fields, English cannot be separated from progress. English is used in politics, economics, education, technology, etc. Therefore, those who want to improve their knowledge or continue their study abroad should master English first.
In a modern world where science and technology have exerting their power, no nation, including Indonesia can afford to ignore the role of English as an international language. As an international language, English is used by millions of people in the world. This language is used as the vehicle for technological advancement. The development of technology keeps on increasing in a modern life.
Human being is the most perfect creature compared to others. They have mind as a unique characters, beside feeling, emotion and instinct. To express them, one can communicate with another by using language. Language is a human and non instinctive method of communication ideas, feeling and desire by means system of sound and system symbol (Hornby : 1995). Language is basically an important of tool in our life. Since English has been the international language, it becomes a means of establishing and maintaining relationship with other people. People began to learn it more in order to make their life easier and more beneficial in doing anything for English has been widely used in every part of the world. English is used in education, commerce, business, politics, tourism and technology.
Nowadays so many Indonesian people are interested in learning English, because they know how important the function of English is. By mastering English, they can make interaction with other people around the world. Especially for Indonesian students English can improve their study because most books on science and technology are written in English. By learning English since childhood, hopefully, the Indonesian people can master English easier.
In general, the goal of teaching and learning English is to take charge the four language skill, those are: listening skill, speaking skill, writing skill and reading skill. Every skills has integrated with others in teaching and learning process and the students’ mastery of language skills depends on the teaching and learning process itself, the teachers’ role in guiding and presenting the materials, last but not least is depend on the students’ ability in learning .
The four language skills should be taught to the students is an integrated one, it cannot be taught separately. Among four language skills, speaking is often the most difficult to be learned by the students. Richards (2002) states that speaking is especially difficult for foreign language learners because effective oral communication require the ability to use the language appropriately in social interaction. The main problem faced by the young learners in learning speaking are lack of confidence, lack of vocabulary, and unable to pronounce the words correctly.
English language develops fast and become the first foreign language in Indonesia. Moreover, to improve the human resources capabilities in using the English language, the government has put the English lesson into the curriculum for elementary school. By learning English since early in the age, the human resources in Indonesia are hoped to master English Easily.
Introducing English to elementary school is not an easy job because English is an unfamiliar language for them. Nevertheless, teachers still need to introduce basic skills of English. Learning English means learning four language skills, namely: listening, speaking, writing and reading.
Teaching English for young learner is not an easy thing, it needs some proper methods and materials. The students think that English is difficult and complicated. By using the interesting methods or strategy, they will enthusiastic and have such interest in learning English. If the teaching and learning process runs well, the young learners will get much more knowledge. From some reasons above, the researchers are interested in conducting the research entitle “ Exploring The Strategy in Teaching And Learning English for Young Learner in Bilingual Primary School Klaten.
B. The Reason for Choosing the Topic
Recently, English is not a compulsory subject in elementary school but in bilingual primary school, English become the most important one to be applied. The researchers choose the topic of the study for some reasons as follows:
1. The researchers are fully aware in observing the teaching and learning English for young learners
C. The Problem of The Study
The researchers would like to observe the methods concerning with the research can be formulated into the following questions: “what kind of strategy used in teaching and learning speaking of English for young learners ?
D. The Limitation of The Study
In order to focus the topic that will be discussed in this study and to make understanding between the reader and the researchers, this research limits the discussion as follows:
1. This study is limited to the sixth grade students in Bilingual Primary school Klaten.
2. This study focuses on the method used in teaching and learning English for young learners in Bilingual Primary school Klaten.
E. The Aim of The Study
Based on the problem stated above, the researchers have the aim of the study as follow: to describe the strategy used in teaching and learning English for young learners.
F. The Use of The Study
CHAPTER II
REVIEW OF RELATED LITERATURE
This part consists of the review of related literature supporting of the data. It covers the theoretical description which consist of the explanation of the definition of teaching and learning process, the component in teaching and learning process, teaching English for young learners, brief look at the method in teaching and learning English for young learner, a brief look at the strategy of teaching and learning English for young learner, English as asecond language. Here, the researcher wants to discuss the terms of each section above:
A. The definition of teaching and learning process
Teaching and learning process is a process which is consist of organization of the aims, material, method, and assessment, so that one of them has correlation and also gives mutual influence. A whole of teacher and students’ attitude become basic of interelationship in educative situation to reach the certain process.
Barnadib (1995) states there are five factors that influenced in teaching and learning process, as follows: purpose factors, teacher factor, student factor, media factor, environment factor. Those factors are intertwined that cannot be separated each other.
B. The component in teaching and learning process
Basically, the process of teaching and learning not only involves one component but also some. Ramelan (1992) states that the factors like: students, teacher, time allotment, the use of visual aids, methodology, teaching material, and another facilities work together in affecting the final result of teaching.
1. Students
Students or learners are the key participant in teaching and learning process. The teacher must know that his/her students have differences, and similarities in intelectual, ability, attitude, habit, and life’s ideal and also personality. 2. Teacher
3. Time allotment
Time allotment means the period of time that is used to do the teaching and learning process.
4. Visual aids
The visual aids can be interpreted as the media in visual form in teaching and learning process. The suitable visual aids will bring big impact for the students to make them easier to understand the material presented by the teacher.
5. Methodology
The method can be said to be the most effective when it can be well applied in certain situation or circumstance of teaching and learning. In the implementation of teaching, the teacher can choose and determine approaches and methods that suitable with his/ her students, characteristic, ability and condition.
6. Teaching material
The teaching materials of learning depends on the development of materials done by the teacher.
C. Teaching And Learning English To Young learners
Teaching English for young learner is not an easy thing, (Fauziati, 2010; Bruner, 1996; Piaget cited in Chaile & Britain, 1991) it involves more than merely teaching the language. In addition, teaching English to young learner create three kinds of knowledge from their engagement namely, (1) physical knowledge,(2) logico matematical knowledge, (3) social knowledge; it needs some proper methods and materials. The students think that English is difficult and complicated. By using the interesting methods or strategy, they will enthusiastic and have such interest in learning English. If the teaching and learning process runs well, the young learners will get much more knowledge.
above condition Bilingual Education might be the alternative way to our children being educated. The Jakarta Post (August, 2015) states that bilingual education is the key to students success. Our students' need to be able to communicate with their neighbors, here and abroad, is increasing with every moment which passes. The borders separating our countries are diminishing in importance as the global culture emerges. Bilingual education is involves teaching academic content in two languages, in a native and secondary language with varying amounts of each language used in accordance with the program (Bloomfield, 1933; Haugen, 1956; Hornby, 1977). In addition, Bilingual education is an effective language teaching program for language learners. Researchers agree that early second-language instruction helps promote the mastery of correct pronunciation and grammatical concepts. However, there are many situations in which early second-language learning cannot or does not occur.
Harmer (2007) states that young learners are not necessarily better learner compared to older learners. Younger children are indeed more likely to develop native-like English proficiency than adult learners, as suggested by Lynne Cameron (cited by Harmer: 2007) that children “reproduce the accent of their teacher with deadly accuracy”. From early age, children begin to understand words involving concrete object.
The researcher will present the children characteristic and environment as follow. a. General characteristic of language learning for children (children with
age of 8-12 years (Wendy A. Scott and Lisbet H. Ytreberg) 1) Differentiate between fact and fiction
2) Asking anything
3) Understanding the meaning of language through verbal language and gestures determining the way of their study
4) Determining something like and dislike
5) Studying with the other people and their friends b. The implication of English Study
1) The teaching is not only oral but also gestures and all senses in learning
3) Using varieties teaching at class because the children have short attention and memories
4) Using routines sentences such as; good morning, how are you, good bye, etc
5) Doing cooperation and competition
Introducing a foreign language to young learners is needed to absorb the science and technology from advance nations. Seeing the urgent need of advance society, the government has established English as a compulsory subject in school. Teaching English for young learners needs highly skilled and dedicated teacher The way young learners receive process information in their native language and in the foreign language differs from adults. From early age, children begin to understand words involving concrete objects. So when introduced into foreign language, they need concrete vocabulary that connects with the objects they can handle or see. In order to avoid dealing with abstract ideas, teaching English to children will be better dealing with topics familiar for them, such as family, friends or school life. It will be easier for them to process the information since they have the clear image of these objects. Children do not need grammar. Teaching grammar to children will only confuse them more, and discourage them to learn English more.
Meanwhile, Musthafa (2010) states that there are some ways which can be applied by the teacher to teach young learners as follows.
a. English is to be used all the time to ensure that children have relatively much exposure to English.
In order to expose students to English in use teachers of English should English all the time/or as much as possible in the classroom during the instructional sessions. This functional use of English during the instructional time should be carried out consistently to provide learners with opportunities so that they can see for themselves how English is being used for communicative purposes with their teachers.
magazines, dictionaries and encyclopedias so that functionality of English is visible to the children in the classroom.
c. Teachers of English for young learners should use activity-based teaching-learning techniques such as TPR, games, and projects.
Use activity-based activities teaching techniques such as TPR, games, and projects. Learning how to use English is accomplished when children use the language to learn about the world; the focus is on the subject matter (e.g., games they like most; favorite activities during the rainy season, etc.)
d. Teachers of English for young learners should use various techniques for short periods of time to maintain the interest level of the children in engaging the English lessons.
Use various teaching techniques for short periods of time to avoid boredom on the part of learners. At the same time, keep focus on the teaching items from one instructional move to another so that children’s learning is ensured.
e. Teachers of English for young learners should focus on fucntional English for vocabulary development, and for immediate fulfillment of communicative needs of the learners.
Always use functional English during the instructional time in the class so that children can acquire functional vocabulary items from your talk and their communicative needs get fulfilled. In doing this, encourage children to speak up their minds by proactively soliciting their responses and anticipating their vocabulary needs so that genuine communication can take place.
f. Teachers of English for young learners should reiterate often to ensure the acquisition of English expressions or vocabulary items.
Reiterate useful vocabulary items and expressions as frequently as they are contextually appropriate. The more frequently they encounter words and expressions in the context of genuine communication, the easier they would find them to acquire. Do this activity consistently and you will learn how speedy your students pick up the language and use it in their talk and writing.
g. Teachers of English for young learners should provide useful, acquisition-promoting routines.
delving into the topic of the day, and having children do “show and tell” on a weekly basis.
D. Brief look at the strategy in teaching and learning English for young learner Teaching English to young learners involves more than merely teaching the language. both the social and cognitive development of learners as well as the linguistic need to be taken into account when planning for and working with the five to twelve age group (Fauziati : 2010).
Meanwhile, Richard (1987) states strategi adalah proses sadar atau tidak sadar pembelajar bahasa dalam belajar bahasa dan menggunakan bahasa. It is impossible for the teacher teaches English without having a strategy. According to Hornby (1995) strategy is a plan designed for particular purpose. So the strategy of teaching is a plan designed for teaching the students and the purpose is to make the teaching and learning process run smoothly
The young learners get the information from the teacher is influenced by the way of the teacher explain the materials. Young learners need concrete vocabulary which connects to the objects they can handle or see. In order to avoid dealing with abstract ideas, teaching English to young learners will be better dealing with topics familiar such as: family, school, environment, etc. Those, believes will make them easier to process the information since they have clear image of the objects.
Here are the characteristics of children that the teacher must know in order to find the most appropriate technique in teaching (Mushtafa : 2010) as follows:
a. Children learn from direct experience b. Children learn from hand-on- activities
c. Children thinking is embedded in here-and now context situation d. Children have short attention span
Suyanto (2007) states that there are some techniques that can be used to teach the children, they are as follows:
a. Listen and repeat
vocabulary for the students, it can be done by showing an intersting object to students such as: fruits, transportatation, profession, etc. While showing the picture, the teacher pronounces it and the students listen to the teacher. Then, asking the students to imitate what the teacher said.
b. Listen and do
In this technique, the teacher pronounce an imperative sentence. The teacher can says something and the students listen well, then they do it as the response. For eaxample:
Teacher: “ clap your hand, please!” (siswa bertepuk tangan)
Teacher:” open your book on page 12!” ( siswa membuka buku hal.12) c. question and answer
The activity is really interesting. The teacher can start by giving questions and asking the students to answer it. It should be an easy question by using Wh-question based on the students ability, so the they should pay attention in order to answer question correctly. Before giving questions, the teacher might give clues of the question.
For example: What’s your name ? Where do you live ?
What is your favourite colour? d. Substitution
The teacher may create a sentence and write it in front of the classroom, but he/she losees one of the part of it sentences. Then, the teacher asks the students to change the word with the similar word. Using media is also recommended in order to make the classroom atmosphere more intersting. e. Draw and color
Picture is the best media, the teacher can draw something before asking the students to to apply the appropriate colour based on the instructions. In this technique, the teacher write number in the part of the object, so the students not only learn about the colour but also the number.
The activity starts by giving the two similar words and then asking students to identify it. When the students find it difficult, the teacher can help them by showing the picture of the object.
g. See differences
The teacher might prepare two things or picture and the students are trained to analized and find the difference or simmilarities of it. By using this technique, the students should be carefull in pointing the object. The students are asked to mention the finding in english correctly.
h. In pair
Students pairing usually makes the classroom get into noisy, because the students are asked to communicate each other with his/her pair. But, the situasion is common. The teacher might give an interesting topic so the students can easily find the vocabulary in their communication.
i. Group discussion
First, both teacher and students should decided what kind of topic will be discussed. In this activity, not only the topic and the purpose but also the instruction must be clear. Next, the students should are asked to present their group discission result in front of the classroom. To encourage the students in the next discussion, the teacher might asked the students to stick the result on the wall magazine.
j. Cooperative learning
Making puzzle, filling the word in missing sentence is the examples of this technique. The students can study from their friends, the group can work together to complete the assignment from the teacher.
k. Questioning and inquiry
Questioning is done the teacher to mootivate, conduct, and evaluate the student’s ability in thinking. While, the inquiry is done by observation, then asking, after this step it can be continued by analyzing the data and finally making conclusion.
l. Modeling and demonstration
m. Concept mapping
The strategy is used to train the students to integrate something that has been known to sometrhing else which have relationship. The teacher might give picture which serves number on the left side and the object on the right side. n. Brainstorming
The teacher write words or sentence in the whiteboard, then students are asked to mention things relayted to the object as many as possible in limited time. For example: book store (book, noote book, magazine, stationary, poster, etc) o. Outdoor activities
The teacher may create an interesting program for this activity. It is done in order to make the students get such interest and challenge in outdoor activities. The teacher let the students see, touch, feel the object directly. The teacher also take the students to some place near the school ( post office, police/army station, train/bus station, library, art galery, batik’s center, fire extinguisher station etc. By using this technique, the teacher also hopes that the students will get a lot of experiences.
In addition, there are four principle in teaching and learning children a language (Hudelson (1991)
1. children learn by doing.
2. children learn in the social context so that they need language to each other. 3. language acquisition occurs through student effort to find out how the language works.
4. language acquisition occurs through social interaction and use of the language with others in authentic communication setting.
E. English As A Second Language.
Recently, English is not a compulsory subject in elementary school but in bilingual primary school, English become the most important one to be applied. Bilingual
education involves teaching academic content in two languages, both in native and secondary language. Bilingual school usually provides to immerse children in a second language to stimulate and promote dual language communication, besides in doing so enrich and expand their academic, cultural and social worlds. The bilingual learning is basically intended to enable students to use foreign language, especially English both oral and written.
Bilingual education involves teaching academic content in two languages, in a native and secondary language with varying amounts of each language used in accordance with the program model. Bilingual education programs, in which a substantial part of the teaching is done in a language different from the
mother tongue and from the language of the students’ surroundings. The
following are several different types of bilingual education program models:
a) Transitional Bilingual Education.
This involves education in a child's native language, typically for no more than three years, to ensure that students do not fall behind in content areas like mathematics, science, and social studies while they are learning English.
Research has shown that many of the skills learned in the native language can be transferred easily to the second language later. The goal is to help students transition to mainstream, English-only classrooms as quickly as possible, and the linguistic goal of such programs is English acquisition only. In a transitional bilingual program, the student's primary language is used as a vehicle to develop literacy skills and acquire academic knowledge. It is used to develop literacy and academic skills in the primary language
b) Two-Way or Dual Language Immersion
CHAPTER III
RESEARCH METHOD
Research can be define as an effort to find out, develop and test the truth of knowledge, which is done by using scientific method (Hadi, 2000). While, Hornby (1995) states that research means investigation undertaken in order to discover get new facts, get additional information, etc. Further he said that method is the procedure or way to solve the problem to achieve the specific goal. The method to overcome the problem scientifically is called scientific method.
1. The Strategy of the Research
There several kinds of research method which can be used in carrying out a research. They are historical, descriptive, causal comparative, and experimental method. Each method is used according to the aim of the research.The strategy of the research is descriptive qualitative. Descriptive research is a procedure of research by describing the condition of the object of the study based on the appearing facts (Nawawi: 1996). In addition, Nazir (1998) states that the purpose of the descriptive method is to make a description or picture of the facts, characteristics, and phenomena systematically, factually, and accurately.
To get the data of the research accurately, the researchers needs to collect, analyze, interpret them systematically. Therefore, the need of the research method is very essentials.
2. The Data and the Source of the Data a. The Data
Data is a number of facts, which can be used as information (Hadi : 2000). While, Hornby (1987) states that the data as information, fact, things, certainly known. In this research, the data will be taken from the informal interview to the English teacher of Public Elementary schools and also the teacher of bilingual school’s activities involved the observation in teaching and learning English in the class.
b.The Source of Data
others. In this research, the sources of the data are in the form of document both in oral and written. In harmony with Lofland (1984: 47), as quoted by Moleong, source of data in are words and events, for additional data can be documents or others (2004: 112). In this research the sources of data are : 1. Event
In this research, the writer observes the teaching speaking process of the students of bilingual primary school klaten. The researchers gets some information about the classroom activities, the strategy in teaching and learning students of bilingual primary school.
2. Informants
a. The English Teacher
The teacher is the main factor in English teaching and learning process, especially teaching speaking. From the English teacher, the writer obtains some data about the technique of teaching speaking in the classroom, the media which is used in teaching speaking, the problems faced by the teacher in teaching speaking, the problems faced by the students in learning speaking, and the solutions in solving the problems.
b. The students
The students are the main participants in the teaching learning process. In this research, the informants are the fifth grade students. The informations obtained from the students are as follows: a) The students’ response on English teaching learning process, b) Their understanding about material, c) The result of the understanding of the material.
c. The Document
The documents are the students’ worksheet, curriculum, and all documents related to English lesson in elementary school. The students’ worksheets are needed to measure of the students’ understanding in the material. And curriculum is needed to know about the material that should be taught in Elementary School
3. The Method of Collecting the Data
survey, interview, test, documentation. The techniques will be used in this research are observation, interview and documentation.
a. Classroom observation.
This research is qualitative research. The first technique of collecting data is observation. The writer observes the students’ activity in teaching learning process. Observation is done by the reserachers to cover the process of implementation the strategy in teaching studenrs of bilingual primary school.
b. Interview
Interview is a data collection method in which an interviewer asks the interviewees the questions (Johnson and Christensen, 2000: 140). The interview is conducted to get information from the students and the teacher. The information covers their understanding of the game, the implication students’ speaking skill, and the strengths and weaknesses of the implementation of game in teaching speaking, the students’ responds about the activity of teaching learning process using game.
c. The documentation
The documents in this research are all written information concerning with teaching speaking using game, such as syllabus, lesson plan, In this research, the writer takes photographs and field notes as the documentation
4. The method of analyzing the data
In this research, the data are in the form of words in oral or written models. The data will be obtained from interview, observation and documentation. The data need to be process order to be systematic and brief, and then the data will be analyzed in order to be used. Lexy J Moleong in 'Metodologi Penelitian kualitatif' defined analyzing data as a process of organizing and arranging the data into pattern, category, and a set of basic classification, so the theme can be found and the research hypothesis can be formulated as what the data used (2002: 103).
among three analysis components during collection of data. After collecting data, the writer moves among three components of analysis by using the rest of time.
a. Reduction of the Data
In this study, reduction of the data is obligatory because not all the result of research is important. It means that the important information can be taken and unimportant information must be deleted. In a simple word, the process of data reduction is the process of selecting, focusing, and arranging data from the field note, so the conclusion of the research can be made effectively.
b. Presentation/ Display of the Data
Presentation or display of the data means description of the data. It is the process in which the data (or unit of information) are described in narration form in order to draw the conclusion. Generally, the data are presented in the form of sentences that are arranged systematically and logically. By presenting the data, the writer considers what she shall do- in addition; she can make the analysis or take the other action-based on her understanding.
c. Verification or Conclusion
The last activity after presenting the data is making conclusion. The conclusion is drawn continuously throughout the course of study. In making conclusion, the writer accumulates and formulates his interpretation based on the data in the form of field notes. Those notes may be about rules, statements, patterns, and so on.
This is the table which is drawn the technique of analyzing the data (Sutopo, 2002: 95):
Conclusion
Presentation the Data Reduction the Data
CHAPTER IV
THE RESULT OF THE STUDY
A. Presenting the Data
1. Teaching the Foreign Language To Young Learners
First, It is best if the children learn how to read and write well in their own l anguage before learning English as a foreign language, because these skill need more practice. From the research, the researcher got information how to teach reading and writing to young learners such as:
a. The young learners also have to be familiar with a wide range of vocabulary b. Begin by reminding the young learners of the words, then show them the written
word. The young learners leran to associate the shape of the world, then show them the sound, rather than relying in the individual letter sounds to begin.
c. When the young learners become familiar with the range of written words, they can be introduced to the sounds of the certain letters.
d. After the young learners learnt the sounds the certain letters and combinations of letter, they can continou to be introduced and taught to work out how to read unfamiliar words.
2. Classroom management
In order to get the students interest in learning, the teacher might applied some technique as oolows.
a. Use a wide variety of activities during a lesson in order to keep the students motivated
b. Have different activities where the students have to move around
c. Encourage the students to be polite in expressing his/her idea by raising hand when they wish to participate, not shout out.
d. The teacher migth use personal approach to get closer to the students level for example when the teacher demonstrate an activity, she /can sit on the floor by making a circle or semi circle so that all the students have equal acces to the activity.
c. set high expectations
d. Assess and utilize the background knowledge of your students; use bilingual students as helpers
e. Learn to pronounce student names correctly to help develop rapport f. Use technology such as class websites, blogs, and videos.
g. Avoid testing exclusively in English
h. Utilize classroom routines and play music whenever possible
4. Instructional strategies in teaching learning in bilingual education
a. Slow down your speech and use shorter sentences, present tense of words, synonyms
b. Avoid expressions or sayings that are only common in the United States
c. Use as many mediums as possible to convey information: oral, written, videos, teacher
d. Use think-alouds and think-pair-shares when asking questions, and don't forget to process the question
e. Use bilingual handouts and cue lists. f. Use metaphors and imagery for cues
5. Environmental strategies in teaching learning in bilingual education
a. Create print-rich environments using bulletin boards with articles on sports and physical activity, gameplay strategies, words of the day, etc. See this article "6 Strategies to Create a Print Rich Environment" for helpful tips.
b. Use visual displays, portable white boards, and posters when giving instructions.
c. Create word walls: displays of high-frequency words for a unit, arranged alphabetically
6. Assignment and activities
a. Quick writes, word sorts, and journal writing
b. Learning stations that reinforce previously taught concepts and skill c. Introduce vocabulary in a fun way
e. Use cooperative learning such as jigsaw learning and peer observations f. Use task cards to give students opportunities to take responsibility for their
own learning
g. Use newspapers, magazines, and web sites in assignments. h. Use Google Translate or have ELL students work with teachers
B. ANALYZING THE DATA
Introducing English to elementary school is not an easy job because English is an unfamiliar language for them. To learn a foreign language makes students get difficulties because there are many different between a foreign language and their native one, it includes structure, spelling, pronunciation and vocabulary. Young learners will learn best if the teacher facilitate the learning and take account the way they learn into the teaching practice. Based on the above condition Bilingual Education might be the alternative way to our children being educated.
The way young learners process information in their native language and in the foreign language differs from adults. From early age, children begin to understand words involving concrete objects. So when introduced into foreign language, they need concrete vocabulary that connects with the objects they can handle or see. In order to avoid dealing with abstract ideas, teaching English to children will be better dealing with topics familiar for them, such as family, friends or school life. It will be easier for them to process the information since they have the clear image of these objects
Language, English Spelling, Mathematics, Sience, Character building, Computer, and Art. While, the other subjects are delivered in Bahasa Indonesia, they are Bahasa Indonesia, Matematika, Ilmu Pengetahuan Alam, Ilmu Pengetahuan Sosial, Pendidikan Kewarganegaraan, Seni Budaya dan Ketrampilan, Muatan Lokal. In bilingual education, the curriculum used in the teaching and learning process is national curriculum which is also used as a based curriculum to develop and to enrich the material adopted from abroad such as: R.I.C Publication, Pearson Education, McGraw-Hill ESL/ELT.
Bilingual shools also serves many extracurricullar activities in order to encourage students motivation and also to provide excellent programs such as: traditional dance class, english drama, drawing and colouring, school band, choir, scouts, religion (Iqro and BTQ, Alkitab), violin etc, each of them have to take minimum two extracurricullar program in each semesters, while all those program are served and guided by an expert. By providing many extracurricullar program, the student could grow to be multitalented one. From those programs, many students could get achievement in any events or occassion held by local until national government. Other facilities also serves to make the students enjoy in learning as follows:
a. Air-conditioned room
All room in scool area are built by serving air conditioner to get the comfortable in learning.
b. Integrated curricullum and materials
The integrated material used in teaching and learning are developed to enrich the national curriculum. The materials which are presented in bahasa Indonesia then the students enrich them in English by giving different stimulation.
c. Reading stimulation for the first graders (both in Indonesia and English)
Maximum stimulation for early stage learning is given in order to make student get easier in adopt the integrated lesson. The first begginers may get difficulties in reading indonesian lesson and also in English because of diferent pronouncing The students in the first level come from different educational background pre shool, so they have different ability.
d. Competent and friendly teachers
e. Friendly staff
We will find some friendly staffs who always care and helpfull not only to students but also to everyone who comes to bilingual school.
f. Enterpreneurship program
One of the excellent program in bilingual school is enterpreneurship program, where the students are train to be an independent and have active and creative thinking. In those program, the students may sell and buy things each other.
g. Shool camp
The bilingual school also giving the students to spend a few days of for having fun both with their teacher and friends provide a mix of active, creative, indoor and outdoor activities; specialized camps include interest areas such as , sports, cooking etc. The scool program build the socio emotional characters of the students.
h. Field trip
The program was held at the end of semesters by visiting some interesting places (the post office, dentist, art gallery, library, police station, book store, train station) in order to gain experiences and knowledge. The students are forbiden to accompany by their parents or family, it has aimed at building students’ character to be an independent and strong one. Swimming is also recomendded one.
i. Students’ award
Roosters is the name of award to students who always speak English in their daily activities, also behave nicely to all their friends. Them, who got the reaward will got the pin, it last for a week. During a week, all the teacher will give the mark to the students. Book store is the most interesting place to visit after they get long study ( final test) as the reward to students from the teacher where the students can choose and pay the book by themselves from their saving money during semester. The character building may get from this program is trushworthy, because the student spend the money by buying books or schools utensil by themselves.
j. Tallent show (annual performance)
dance class both modern and traditional, choir, violin, school band, etc. Parents might be proud that their children finally find their talent.
k. Local immersion program
Having a partner school in local immersion program with the other school may giving a lot of benefits for both of them. The program is usually held by visiting other bilingual school in order to get new knowledge and experiences. There, the students have to report the activities and present it in front of the classroom.
l. Study tour abroad (Singapore)
CHAPTER V
CONCLUSION AND SUGGESTION
A. CONCLUSION
Introducing English in the early of the age is one of the ways to promote English class as far as possible. The young learners are natural adopters of new technology. Teaching English to young learner create three kinds of knowledge from their engagement namely:((1) physical knowledge, (2) logico matematical knowledge, (3) social knowledge. So, it needs some proper methods and materials. Teachers role playing is provide all students an equal chance to succeed. Technology can motivate today’s children and be used to develop independent thinkers. One way to bridge the children cultural litaracy is by using technology. Technology has positive impact in shaping their knowledge
Introducing English to elementary school is not an easy job because English is an unfamiliar language for them. To learn a foreign language makes students get difficulties because there are many different between a foreign language and their native one, it includes structure, spelling, pronunciation and vocabulary. Young learners will learn best if the teacher facilitate the learning and take account the way they learn into the teaching practice. Based on the above condition Bilingual Education might be the alternative way to our children being educated
B. SUGGESTION
There are some suggestion that can be used to in teaching and learning English to young learners.
1. English is to be used all time to ensure that children have relatively much exposure to English
2. Print-rich environment in English should be created in and around the classroom 3. Teachers of English for young learners should use activity based teaching and
learning technique such as: games, and projects.
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