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TEACHER’S TECHNIQUE TO TEACH SPEAKING FOR THE FIRST GRADERS OF ELEMENTARY SCHOOL
THESIS
Submitted in Partial Fulfillment of the Requirements for the Degree of
Sarjana Pendidikan
YOANA KURNIAWATI 112008030
ENGLISH DEPARTMENT
FACULTY OF LANGUAGE AND LITERATURE SATYA WACANA CHRISTIAN UNIVERSITY
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TEACHER’S TECHNIQUE TO TEACH SPEAKING FOR THE FIRST GRADERS OF ELEMENTARY SCHOOL
THESIS
Submitted in Partial Fulfillment of the Requirements for the Degree of
Sarjana Pendidikan
YOANA KURNIAWATI 112008030
ENGLISH DEPARTMENT
FACULTY OF LANGUAGE AND LITERATURE SATYA WACANA CHRISTIAN UNIVERSITY
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TEACHER’S TECHNIQUE TO TEACH SPEAKING FOR THE FIRST GRADERS OF ELEMENTARY SCHOOL
Yoana Kurniawati Abstract
The aim of this study was to identify the techniques of private elementary English teachers in helping their students in speaking class. The study addresses the following question: What are the teachers’ techniques to teach speaking for the first graders of elementary school in Salatiga? The subjects of the study were two English teachers of the first graders of an elementary school in Salatiga. There were two major findings in this study. First, all of the teachers believe that speaking is one important skill to be taught in the first graders of elementary school. Another finding revealed that the two teachers prefer to use picture as the media to teach speaking in class. However, the characteristics of the students also became a factor that influence the teachers in deciding what and how to teach speaking.
Keywords: teachers’ techniques, children characterizations, speaking, communication.
INTRODUCTION
Along with the importanc of English as global language, the learning and teaching English plays an important role to achieve success to develop the student’s ability in English. In order to communicate in English the students should learn the basic skills, and one of the basic important skills to communicate is speaking. Bailey (2005) stated that speaking consists of producing systematic verbal utterances to convey meaning. However, Thornbury (2005) confirmed that speaking represents a real challenge to most language learners. This idea is strengthened by Bailey (2005) who said that the challenge is students’ language use in the English speaking class. To handle those kinds of challenges, the teacher needs some techniques in teaching speaking. Based on the Longman dictionary entitled “Language Teaching and Applied Linguistics” (1992), method is defined as the different ways of teaching language and
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Talking about teaching English especially in speaking at early ages the teacher has an important role, from an elementary English teacher in Salatiga named Ria S.Pd said that the first graders is the most difficult to teach because they have different backgrounds knowledge about English. Another teacher, from a friend named Harum S.S who has experienced in teaching English Elementary School in Yogyakarta for 2 years. She always finds difficulties in children characterization; her students are also shy and afraid to speak. This is in line with Coplan, Schneider, Matheson & Graham’s (2010) statement that about 15% of young children are considered extremely shy, persistently experience fear and anxiety in the presence of peers and frequently withdrawing themselves from opportunities for peer interaction. If this condition remains in the early age education, the students will tend to be passive in speaking.
Based on the theories and the teacher’s experience above, I have formulated a research question that will be answered in this study. The question is what are teacher’s strategies to teach speaking for the first graders of Elementary School in Salatiga? From this research question I am going to conduct a research on the first graders Elementary School, so that I can find several important techniques to teach speaking for young learners. In the end of this research, I hope that the techniques discuss in this study can become reference for the teacher to improve their teaching skill especially in speaking.
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THEORITICAL FRAMEWORK
The theoretical framework of this study is drawn from research analyzing the use of several techniques in teaching speaking for the first graders of Elementary School.
1. The teacher’s Role
According to Frolic and Spade (1995), a teacher has 3 main roles of teaching in the communicative classroom. The first role is to act as a facilitator of communication process. In this case, a student begins to take charge of their learning; the teacher needs to take on the role of facilitator or counselor of classroom situation, Segarra (n.d). The second role is to act as a participant. In this situation the teacher get involved with their students during a speaking activity and want to participate in the activity themselves. The third role is to act both as an observer and a learner. In this case, the teacher helps the students to evaluate their performances, Harmer (2007). Because of that, the teacher should adapt their teaching techniques based on the learners’ mastery level and also analyze the language needed by the students.
2. Characteristics of Young Learners
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In order to handle the student tendency of being quiet in classroom, some teachers need to reflect about the principles in teaching English to young learners. Bailey (2005) mentioned some principles to teach beginning learners such as by providing teaching materials for learners to talk about, creating opportunities for students to interact by using group work or pair work and manipulate physical arrangement to promote speaking practices. Every teacher needs to understand how the students grow and develop their ability. Moreover, the teacher should understand how the children learn and the best technique to teach them. That is why, every teacher should understand about the stages of cognition children development.
In terms of cognition, in Slavin (2006) identified four stages of children’s cognitive development. They are:
1) Sensory motor stage (2 years old)
At this stage, the child through physical interaction with his/her environment builds a set of concept about reality and how it works. This is the stage where a child does not know that physical object remains in existence when out of sight (no object permanence)
2) Proportional stage (2-7 years old)
The child is not yet able to conceptualize abstractly and needs concrete physical situation. At this stage the child’s first language is developing rapidly because the child is able to think, has the object permanence ability, and has acquired symbolic thinking.
3) Concrete operations (7-11 years old)
5 4) Formal operation (11- adulthood)
At this point, the child cognitive structures are like those of adults, and they can think abstractly and deal with hypothetical situations, include conceptual reasoning. At this stage, still the child depends on concrete objects which to develop on concrete objects to develop his knowledge.
The different ages present different characteristics in the classroom, the individual variation lies in the students’ cultural and educational background. Instead of the cognitive factor, students’ characteristics can be shown from the behavioral factor.
Bardakci (2010) found the children characteristic, as follow:
Children characteristics that is young learners are considered as kinesthetic learners, thus they can easily get bored, and lose their interest, they do not like just sitting and listening to their teacher. If they enjoy the lesson, they will show it, but if they do not, they will express this directly, so teachers can keep going on or change the method they are applying. (p.2)
Furthermore, talking about the students’ characteristics, some teachers need some important steps and appropriate teaching techniques to make the students enjoy learn the lesson well.
3. The Importance of Speaking for Elementary school
Nowadays, English is not spoken intensively in the English class of Elementary School students, so that some students do not have the motivation to learn English in classroom. This is strengthened by Kachru (n.d) that Indonesia operates an EFL (English as a Foreign Language), it occurs where English is not actually used or spoken very much in the normal course of daily life. In Indonesia, English is typically learned at school, but students have little opportunity to use English outside the classroom and therefore little motivation to learn English. (Kachru, ibid)
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kind of choice. The choices are the increasing need in learning foreign languages, many people
want to learn a foreign language, and most parents want their children to learn a foreign language, especially English, at the early ages. Thus, many
parents send their children to learn English since they are still very young. In addition, teacher needs to help students to get sufficient in speaking skill because speaking is the basic important skills to communicate.
4. Teaching Techniques in Speaking
There are several kinds of techniques that can be used by the teachers to help their students to master the speaking skill. The first technique is using game. Nunan (2003) stated that game is purposively activity and games are a part of playing. According to Wright, et.al (2002) when the students join in a game, they must understand what the teacher and friends saying so they can speak in expressing their feeling or information. There are some advantages of using games; Nguyen and Khuat (2003) mentioned that games usually involve friendly competition and they keep learners interested. These create the motivation for EFL students to get involved and participate actively in the learning activities.
The second technique is using realia to teach concrete items as it is easier to show rather than explain the meaning. According to Milone (2003) realia include all objects, actions, concrete materials that can have an importance in establishing a closer relationship between the concept of idea and the word or word phrases. Realia is one of appropriate teaching techniques because the students love to see and touch the objects that they are studying, Coatney (2007).
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make them want to pay attention and want to take a part. Second, pictures contribute to the context in which the language is being used. Third, pictures can also describe the object. Fourth, pictures can provide and stimulate information in a conversation and discussion. The reason in using pictures in language lesson because pictures can be used in many ways by different teachers for various lessons, they are not tied to any particular teaching method, class size or proficiency level, Bailey (2001).
The fourth technique is using repetition drill. Repetition drill creates the students’ ability to produce the language more efficiently and also it can make comprehension easier. This is in line with Larsen-Freeman (2000) that students are asked to repeat the teacher’s model as accurately and as quickly as possible.
The fifth technique is using role play. Bailey (2005) explained that a role play is a speaking activity in which the students take the part of other people and interact using the characteristics of those people (For instance, age, gender, occupation etc).
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THE STUDY
Context of the study
The setting of the study is a private elementary school which is located in Salatiga, Central Java, Indonesia. It is one of the favorite schools in the town Salatiga. I decided to do a research in the first graders of elementary school because I think in this level the students have already experienced the transition from non formal to formal school which is kindergarten to elementary school, the first graders is the lowest grade of primary school. In addition, this school has provided English lesson for the first graders; aged 6 to 7 years old that is why in this level the students are starting to learn how to communicate in English. Moreover, there are two classes for the first graders (A and B). The students learn English twice a week. They learn how to speak, write and read. They learn about numbering, animals, school etc. The time allocation for one meeting is about one hour. There are two English teachers in the first graders.
Participants
The participants were two English teachers who taught the first graders at a private elementary school in Salatiga. This study used purposive sampling strategies, based on the following criteria:
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In this report I use pseudonym to keep the privacy and research ethics.
Name Graduate Experience
Respondent1 ED UKSW Teach English in elementary school for 10 years
Respondent2 ED UKSW Teach English in elementary school for 6 years
There were two classes for the first graders (A and B). From my research in a private elementary school in Salatiga, there were many techniques used by the teachers to teach speaking. Both of the teachers delivered the same material in different classes that were class A and class B.
Instruments of data collection
The study used qualitative data which was analyzed in a descriptive form, using words rather than numbers.
In attempting to answer the research question, the data was collected through 4 times class observation in August and 2 times interviews in September. The observation was scheduled around 1 hour. It was focused on the teacher’s technique to teach speaking; I recorded the classroom situation by using video camera. The interview was tape recorded to have an objective account of what was said. In addition, it was conducted individually in Indonesian to make it easier for the teachers to give more information. The interview questions consisted of 8 questions, it was scheduled around 15-20 minutes on average in 2 meetings for each teacher and the questions will be divided into 2 parts:
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¾ Specific questions: to find out the techniques that the teacher used.
Procedure of data collection
The first step in this study was choosing the class. I chose the lowest level which was the first graders. The second step was contacting the teacher to give the permission letter to the headmaster. After we made an appointment I came to the class 4 times to conduct the observation followed by recording the classroom situation. The last step was interviewing the teacher to ask some questions which is related to the topic.
Data analysis
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FINDINGS (DISCUSSION)
This section presents the analysis of techniques used by two English teachers in a private elementary school in Salatiga. It describes all variations of teaching techniques used by two English teachers during the teaching and learning process that were found in the classroom observations.
The importance of teaching speaking for the first graders of elementary school.
All the respondents stated that speaking is one important skill and need to be taught in elementary school. They mentioned some advantages if the students learn English since they were very young such as, they pronounced English well and their language exposure was better. Mastering the English vocabulary could enhance the student comprehension and abilities in speaking. Moreover, by learning speaking, it could enrich knowledge of English structures and vocabulary, as mentioned by the respondents below:
"... This era is also the era of globalization, so the use of English is essential for students in early age, because the earlier the students learn, the better their pronunciation will be." (Respondent 1, September, 25 2012)
"The younger the students learn English the more language exposure they get, and the more vocabulary they learn and their pronunciation will also be better." (Respondent 1, September, 25 2012)
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Elementary school was an important level in children development. For many children, this was the first time that they were meeting new friends on their own and learning the rules of social interaction. However, the observation conducted during this study, I found that teaching English to young learners was not easy because the teachers had to make sure that they used appropriate language for the students’ competence. According to the teacher, students were often reluctant to speak because they were quiet and unwilling to express themselves in front of other people especially when they were asked about their opinion, as mentioned by the first respondent:
“The passive students tend to be quiet. We usually approach and try to find out whether they were quiet because they can’t do the exercise or quiet because of their personality. So, if it is their personality we usually asked them to speak but if they were quiet because they can’t do the exercise, we usually guide them. (Respondent 1, September, 25 2012)
In line with Harmer (2007), there is worry about speaking badly and therefore losing face in front of their classmates. This reason was also reflected in the classroom situation during the 3rd observation.
R1: Now, the last exercise. What you have to do is write on the blank “ that or this”. Disini ada gambar, kalau this tangannya menunjuk kebawah kalau that menunjuk kesamping. Do you understand? (Now, the last exercise. What you have to do is write on the blank “that or this”. Here are pictures, if ”this” hand pointed downward when “that” point aside. Do you understand?)
S1: Yes (Most of the students did not answer anything just silence)
R1: Jadi yang kosong itu ditulis that atau this. That tadi buat nunjuk ke sesuatu yang jauh dari kita. Tadi miss nunjuk gambar yang jauh dari miss itu pakai that. Kalau dekat gini pakainya this. Udah tahu belum? (So the blank to be filled “that or this”. “That” was used to point out something away from us. Earlier I pointed to the picture that used away from it. If it is close we should use” this”. Do you understand?)
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R1: Yang mana? Kalau that itu kan udah ada. Kalau tangannya kesamping that, kalau tangannya turun this. (Teacher demonstrate the use of “that” and “this” by using gesture; if “that” hand pointing to the side, if “this” hand pointing down)
(Which one? If “that” already have done. If hand aside we should use that, if your hand down please use this)
(3rd Classroom observation 1B, September, 17th 2012)
The 3rd Classroom observation above showed that some students tended to be silent, whether they didn’t know what they did or what the teacher’s meant. The situation above was in accordance with Harmer (2007) stated:
“A crucial part of teacher’s job when organizing speaking activities is to make sure that the students understand exactly what they are supposed to do. This involves giving clear instructions and where appropriate so that no one is in any doubt about what they should be doing” (P. 348)
From the observed situation, the teachers need to plan a range of activities for a given period, and be flexible enough to move on to the next exercise when they see their students getting bored (Harmer, 2001). From the teacher’s point of view, the main difficulty is to encourage students to actively participate in the class discussion.
Kind of speaking teaching techniques used by the teachers.
14 1. Teaching speaking using pictures.
All respondents had the experience in teaching speaking using picture. Actually, young learners mostly are not confident or shy when they have to speak in a new language. It is a basic problem in learning a language which is faced by the students when they tried to use the new language. The teachers believed that pictures can stimulate the students to communicate well using English, as mentioned by the respondents below:
”Through the pictures they show or they can communicate with their friends"
"Up to now we use pictures to help students make a dialog by showing their picture to their friends”
(Respondent 1, September, 25 2012)
15 2. Teaching speaking using repetition drill.
Another technique used by the teacher was repetition drill. According to Larsen- Freeman (2000), repetition drill is a teaching technique in which the students are asked to repeat the teacher’s model as accurately and as quickly as possible. As shown in this excerpt, the teacher asked the students to repeat after her.
R1: Ini tadi namanya apa penjepit kertas? (while writing on the board) (It was called penjepit kertas?)
S2: Paper clip
R1: Betul, repeat after me, “paper clip” (yes, repeat after me paper clip)
S2: Paper clip
R1: belum semua, paper clip! (Everybody, paper clip!) All students: paper clip
(1st Classroom observation 1A, August, 6th 2012)
Another teaching excerpt that showed the use of repetition drill technique can be found when the teacher taught about the use that and this in a question:
R1: Repeat after me, “what is that?” S3: What is that?
R1: What is? S3: What is? R1: What is that? S3: What is that?
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The situation above shows that repetition allows students to learn how to pronounce the words correctly and get a feel of how it sounds. This implementation is suitable with the statement from Harmer (2007) about repetition, when students repeat speaking tasks they have already done once or twice. Each chance gives them more confidence as they are not attempting to get the words out for the first time when they try to speak. Another teaching excerpt that showed the use of repetition drill technique can be seen below:
R1: Nah sekarang, cara menjawabnya “that is a”, (while knocking on the table) Keysa’s group (Well now, the way to answer is like that, “that is a”)
S4: That is a
R1: That is a, (While knocking on the table) Abi’s group S5: That is a
R1: That is a, (While knocking on the table) Vinsen’s group S6: That is a
R1: Now repeat after me,” sharpener” S6: Sharpener
R1: Crayon S6: Crayon
(1st Classroom observation 1A, August, 6th 2012)
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that the teacher explained how to make a correct sentence using “that” and “this”. The teacher asked the students to repeat in order to make them understand the use of “this” and “that”.
3. Teaching speaking using realia (real things)
Realia refers to any real objects we use in the classroom. The 1st classroom observations showed that realia or real things is appropriate to teach speaking because there was a communication between students and teacher in discussing about the function and the name of school equipments. Harmer (2007) stated that simple realia can be used as a stimulus for a creative activity. For young learners, especially the first graders of elementary school, using realia are helpful for teaching speaking or for stimulating student activity. As can be seen in the excerpt below,
R1: Tunjukan “eraser”, yang mana ”eraser?” “Eraser” bukan” ruler” lho. (Show me eraser, which one is eraser? Eraser, not ruler.)
S7: (Students show their “eraser”)
R1: Say it together, ucapkan bersama-sama. (Say it together, say it together) All: “Eraser”
R1: Now, show me your book. Brian, where is your book?
S8: (Show their books). (1st Classroom observation 1A, August, 6th 2012)
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more affective for students if they can touch, smell and see the objects at the same time as hearing the new word. As can be seen in the following excerpt:
R1: Oke, now sekarang ini (Showing the paper) lihat, ini namanya apa? (Okay, now (Showing the paper) look what this is called?)
S9: Clip
R1: Betul, ini namanya paper clip, gunanya? (Yes, this is a paper clip, what is the function?) S9: Untuk menjepit kertas (For pinning paper)
(1st Classroom observation 1A, August, 6th 2012)
In teaching young learners like the first graders of elementary school, classroom management can become well-organized if the teacher brings the real objects as stimulation. While doing this observation, I found that the students could see the real conception of the object that they are studying and when students were given concrete examples in learning the words, the students could easily understand what they were studying.
4. Teaching speaking using dialog
Linse (2005) believedthat one of the features of audio lingual methods which can easily find in the young learners’ classroom is dialog. By doing a dialog it allows students to work and interact independently. Those explanations above were strengthened with these two participants’ opinions in the interview:
"And in our usual class, the class was divided into two. They make a dialog with
classmates usually divided into several groups; small group which contains 4 or 5 students. "
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In that context, as can be observed in the 1st classroom observation. The first student should ask a question while pointing out at one of the picture of school equipment. The student should ask question using “what is that?” The second student should answer in a complete sentence. In this case, the teachers presented English lesson in a dialog form, they facilitate the students through the use of picture to practice their English because it would make them use or practice it in real situation. Paul (2003) believed that when learning any aspect of English, it is important for children to practice dialogs in ways that are meaningful and stimulating genuine feeling.
CONCLUSION
In conclusion, this study aims at analyzing the teaching techniques used by the teachers of a private elementary school in helping the students master the speaking skill. The overall result of this study show that speaking skill is important and need to be taught in the first graders of elementary school. Understanding the importance of speaking to be taught in the first graders of elementary school, the participants used some techniques which were expected to help the students in learning speaking.
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One of the teacher stated that using dialog is effective but the teacher has limitation to go around the classroom to make sure whether the students practice their English or not.
The first technique is teaching speaking using picture, both of the teachers believed that by using picture the students can communicate with their friends in form of a dialog. The second technique is teaching speaking using repetition drill. From the classroom observation it can be seen that repetition drill helps the passive students to speak because the teacher forced them to repeat the sentence after the teacher. The third technique is teaching speaking using realia (real things), this technique is really good and fun to teach speaking for the beginner especially children because they will get the image of the things concretely. From the classroom observation the teacher used school equipments as a realia, the teacher asked them about the function and the name of the things. The last technique is teaching speaking using dialog, the teacher believed that this technique is effective to force the students to speak, because class was divided into two and the students make a dialog with his/ her friends. Based on the classroom observation, when the students make a dialog with their friends they feel comfortable and didn’t feel hesitate in making sentences.
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ACKNOWLEDGMENT
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REFERENCES
Alexander R.J. (2004) Towards Dialogic Teaching, Cambridge: Cambridge University Faculty of Education
Bailey, K. (2001). Pursuing professional development: the self of source. Heinle& Heinle Bailey, K. (2005). Practical English language teaching: Speaking. Asia: McGraw-Hill.
Bardakçı, M. (2011). Teaching young learners English through language teaching materials .E-Journal Of New World Sciences Academy (NWSA), 6(2), 289-295.
Coatney, S. (2007). building the library's realia collection is important. Teacher Librarian, 35(1), 57.
Coplan, R. J., Schneider, B. H., Matheson, A., & Graham, A. (2010). ‘Play skills’ for shy children: development of a Social Skills Facilitated Play early intervention program for
extremely inhibited preschoolers. Infant & Child Development, 19(3), 223-237.
Edwards, C. (2009). Communication Skills Training for Elementary School Students. Retrieved from http://www.natcom.org/CommCurrentsArticle.aspx?id=934
Eccles, J. (1999). The development of children ags 6 to 14. Retrieved from http://www.princeton.edu/ futureofchildren/publications/docs/09_02_02.pdf
Frolic, M & Spada, N. (1995).COLT (Communicative Orientation of Language Teaching Observation Sheme) Coding conventions and Applications. Sydney: National Centre for ELT & Research (NCELTR) Macquire University.
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Harmer, J. (2007). The practice of English language teaching(4th ed.). Pearson education: Longman.
Harmer, J. (2007). How to teach English. Pearson Education: Longman.
Kachru. (n.d). Models of world englishes. Retrieved from
http://www.cambridge.org/servlet/file/Chap+3+World+Englishes.pdf?ITEM_ENT_ID= 5632985&COLLSPEC_ENT_ID=7
Linse, C. (2005). Practical English language teaching. McGraw-Hill
Larsen-freeman, D. (2000). Techniques and principles in language teaching (2nd ed.). New York: University Press of America.
Longman dictionary of language teaching and applied linguistics. Pearson education, 1992.
Milone, A. (2003). Realia as applied in italian classroom. New York: Benjamin Franklin High School.
Segarra, G. (n.d) Performance as kinesis: facilitation and language teaching as activist
performance. National University of Singaore. Retrieved from:
http://www.nus.edu.sg/celc/research/books/relt/vol6/no2/65-75navera.pdf
Nguyen, T.H. & Khuat, T.N. (2003). Learning vocabulary through games. Asian EFL journal.
Nunan, D. 2003. Listen In, Book 1 (2nd ed.). Boston: Thomson Heinle.
Paul, D. (2003). Teaching English to children in Asia. Longman: Pearson education.
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Thornbury, S. (2005). How to teach speaking. Pearson: Longman
Wright, A (2007). Pictures for language learning. Cambridge: Cambridge University Press.
25 APPENDIX
Interview questions:
1. Menurut ibu, seberapa penting Speaking diajarkan di SD? Bagaimana dengan di kelas 1?
2. Bagaimana ibu mengajar speaking untuk anak kelas 1 SD? Cara-caranya, tujuannya dan aktifitasnya?
3. Adakah teknik-teknik mengajar speaking yang ibu gunakan?
4. Menurut ibu bagaimana tehnik yang paling tepat untuk mengajar speaking kelas 1 SD?
5. Bagaimana pendapat ibu mengenai penggunaan teknik, yang disebutkan sebagai jawaban nomor 4! Pada saat ibu mengajar speaking anak kelas satu dengan menggunakan tehnik tersebut, bagaimana tanggapan dari murid-murid kelas satu tersebut?
6. Setelah ibu mengajar menggunakan tehnik tersebut, bagaimana hasil yang diperoleh siswa dalam belajar bahasa Inggris terutama speaking?
7. Pada saat ibu mengajar bahasa Inggris, biasanya ibu cenderung menggunakan bahasa apa? Apakah ibu menggunakan bahasa Indonesia atau bahasa Inggris? Mengapa?
26 Sample of interview
1. Selamat siang bu, saya yoana dari FBS akan mengajukan beberapa pertanyaan mengenai teachers technique to teach speaking for the 1st graders of satya wacana laboratory elementary school. Yang pertama menurut ibu seberapa penting speaking diajarkan di SD?
Answer: mengingat ini eranya juga era globalisasi jadi penggunaan bahasa inggris sangat penting untuk siswa-siswa diusia dini, soalnya semakin dini usia anak cara mereka melafalkannya jadi semakin baik.
2. Kalau begitu bagaimana pentingnya speaking tersebut untuk kelas 1SD
Answer: seperti yang saya kemukakan tadi jadi semakin siswa itu mengenal bahasa inggris semakin dini, language exposurenya juga semakin bagus kemudian vocab yang mereka dapat juga semakin banyak, cara siswa melafalkannya pun juga semakin terlatih.
3. Lalu bagaimana ibu mengajar speaking untuk kelas 1 SD misalnya cara-caranya, tujuan dan aktifitasnya?
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this is a apa. What is that begitu. Dan dalam kelas biasanya kita peer, anak-anak dibagi menjadi dua. Mereka berdialog bersama teman sebangku atau biasanya dibagi menjadi beberapa grup, small grup contains 4/5 students.
4. Lalu adakah tehnik mengajar speaking yang ibu gunakan?
Answer: speaking yang pertama penggunaan grammar yang kita kenalkan terlebih dahulu, penggunaan this atau that. Kita memperkenalkan vocabnya terlebih dahulu baru kita mengajarkan apa cara mereka bertanya. Misalnya what is this. Itu tidak satu kali kita sampaikan tapi ulang-ulang. Begitu misalnya what, jadi mereka bisa memprovide what dengan benar misalnya what is this kadang ada yang terbalik what this is.
5. Lalu menurut ibu bagaimana teknik yang paling tepat untuk mengajar speaking khususnya untuk kelas 1 SD?
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diam begitu kemudian kalau tekniknya selaman ini mereka memakai gambar, ditunjukan kepada teman what is this begitu.
6. Jadi menurut ibu teknik yang paling tepat untuk mengajar speaking tadi melalui gambar ya?
Answer: melalui gambar yang mereka tunjukan atau mereka bisa berkomunikasi dengan temannya misalnya let’s go to the canteen, let’s buy food. Itu tergantung materinya begitu.
7. Lalu bagaimana pendapat ibu mengenai penggunaan teknik tersebut? Pada saat ibu mengajar speaking anak kelas 1 lalu bagaimana tanggapan murid-murid?
Answer: mereka bisa berkomunikasi dengan cukup baik seperti itu dan memang kita sebagai guru harus mengecheck karakter satu persatu dan memastikan apakah mereka practice their english atau tidak.
8. Lalu setelah ibu mengajar menggunakan teknik tersebut bagaimana hasil yang diperoleh siswa dalam belajar bahasi inggris terutama speaking?
Answer: speaking mereka jadi lebih untuk masalah kalau kita kan kalau mengajar ke kelas 1 tidak fokus ke grammar tapi secara tidak langsung mereka sudah belajar untuk grammar itu sendiri. Dengan speaking what is this, what is that itu mereka secara tidak langsung sudah mengenal grammar.
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Answer: kalau itu tergantung materi yang kita sampaikan saat itu materi baru dan tingkat kesulitannya juga cukup tinggi untuk siswa mungkin porsinya menjadi 60-40. Tapi saat materi itu sudah kita ulang beberapa kali ada drilling ada homework, ada excercise dan sebagainya porsinya jadi lebih ke bahasa inggrisnya samapi 80/ 20.
10.Lalu apa yang ibu perhatikan saat membuat lesson plan pengajaran speaking?
Answer: karena sekolah ini itu menerima tidak hanya siswa-siswa dari TK yang sudah memperkenalkan bahasa inggris tapi ada beberapa yang bahasa inggris itu di dapat dikelas ini. Jadi saat saya membuat lesson plan itu sebisa mungkin juga tingkat kesulitannya tidak terlalu susah bagi mereka yang baru mengenal bahasa inggris dan juga tidak terlalu mudah soalnya memang beberapa anak juga mereka yang basiknya dari TK-TK yang berbahasa inggris seperti itu.
11.Lalu kembali kepada karakter murid yang aktif dan pasif itu tadi apakah cara tersebut untuk menyatukan murid yang pasif aktif itu apa berjalan dengan lancar.
Answer: untuk pertama kalinya yang namanya anak pasif, ya kalau aktif mereka tidak usah diminta mereka langsung bisa mempraktekan kalau yang pasif yang cenderung pendiam itu biasanya kami dekati dulu kami bimbing entah dia diam karena memang tidak bisa atau diam karena memang dari bawaannya seperti itu. Jadi kalau memang dari bawaanya biasanya kita coba untuk bersuara, mau menciba seperti itu. Tapi kalau diamnya karena belum bisa biasanya kita pandu.
30 Sample of classs observation
T: Tunjukan eraser, yang mana eraser? Eraser bukan ruler lho. S: (Murid-murid menunjukan penghapus mereka masing-masing) T: Say it together, ucapkan bersama-sama
S: Eraser
T: Now, show me your book. Brian, where is your book? S: (Murid menunjukan buku)
T: Say it together, one two three S: Book
T: Diletakkan di meja, show me your pencil, pencil bukan pencil case. Via, pencil via bukan book. Say it together one two three
S: Pencil
T: Show me your pencil case! Adit, where is your pencil case? Say it together, yosta don’t disturb your friend tidak boleh ganggu teman. One two three
S: Ruler
T: Very good. Kalau tadi kita belajar tentang ruler, eraser, book, pencil case and pencil sekarang akan ditambahkan. Well class, bahasa inggrisnya rautan apa? Ada yang tahu? (sambil menunjuka sebuah rautan)Sharp?
S: Sharpener
T: Sharpener yak. Saya tulis ya (Guru menulis di papan tulis) Ini apa ini? Sharpener? S: Sharpener
T: Keysa’s group one two three, sharpener! S: Sharpener
T: Abi’s group, one two three S: Sharpener
T: Ian’s group, one two three S: Sharpener
31 S: Rautan
T: Ya rautan pensil Oke, now sekarang ini (menunjukan kertas) lihat, ini namanya apa? S: Clip
T: Betul, ini namanya paper clip, gunanya? S: Untuk menjepit kertas
T: Betul, untuk menjepit kertas. Ini saya, nah I have a lot of paper. Saya punya banyak sekali kertas (sambil menunjukan kertas-kertas) kalau kertas-kertas ini tidak saya jepit maka kertas ini akan berserakan kemana-mana, tercecer ada yang hilang, ada yang ditaruh di kelas, ada yang dikantor. Jadi terpisah-pisah (sambil merapikan tumpukan kertas) nah agar kertas ini tidak terpisah maka I need, saya membutuhkan a paper clip membutuhkan penjepit kertas. Nah ini saya taruh disini (sambil mempraktekan cara menjepit kertas) nah untuk menjepit kertas, lihat kertas jadi satu tidak tercecer.
Ini tadi namanya apa penjepit kertas? (sambil menulis di papan tulis) S: Paper clip
T: Betul, repeat after me paper clip S: Paper clip
T: Belum semua, paper clip! S: Paper clip
T: Paper clip tadi apa? S: Penjepit kertas
T: Ya betul, penjepit kertas nah if we want to give color, saat kita hendak member warna pada gambar, kita butuh apa?
S: Krayon
T: Krayon yah pensil warna. Kalau bahasa indonesianya kita menyebut krayon, kalau bahasa inggrisnya crayon (sambil menulis di papan tulis) repeat after me sharpener.
S: Sharpener T: Paper clip S: Paper clip T: Crayon
32 T: Sharpener tadi apa?
S: Rautan
T: Iya, rautan. Paper clip? S: Penjepit kertas
T: Penjepit kertas, bagus sekali. Crayon? S: Krayon
T: Oke, tempat pensil tadi apa? (sambil membawa tempat pensil ) S: Pencil case
T: Obi, what is that? Apa ini? What is that itu apa? Tempat pensil tadi apa? Pen? S: Pencil case
T: Pencil case oke. Now, dika what is that? Apa itu? Rautan pensil itu apa? (sambil menunjuka rautan) sharpener atau paper clip?
S: Sharpener
T: Sharpener, betul sekali. Anne, penjepit kertas in English? S: Paper clip
T: Paper clip, very good. Berikut, kemudian vincen tempat pensil? S: Pencil case
T: Pencil case, kalau pensil warna? S: Crayon
T: Dibacanya crayon, nah kalau saya bertanya briel, briel kalau saya bertanya what is that? Bukan what is your name, tapi what is that? Repeat after me, what is that?
S: What is that? T: What is? S: What is? T: What is that? S: What is that?
33 S: What is that?
T: Abi’s group, one two three. S: What is that?
T: Ian’s group, one two three S: What is that?
T: What is that, apa itu? Perhatikan what is that, menjawabnya dari belakang, that is a, itu sebuah (sambil menulis di papan tulis) anak-anak melihat benda itu apa? Repeat after me, that is
S: That is T: That is a S: That is a
T: Meskipun disini hurufnya a tapi dibaca a, that is a coba sekarang pakai jawabannya lengkap. Saya tunjuk ya? what is that, ian? (sambil menunjuk salah satu muridnya) sekarang pakai jawaban yang lenkap. Agape, perhatikan saya! Kemudian baili hadap kedepan. Sekarang dijawab yang lengkap, that is a pencil case. Yuk, one two three.
S: That is a pencil case
T: Next, ridwan rautan tadi apa? S: Sharpener
T: Ridwan, what is that? (sambil menunjuk rautan) one two three, jawabannya apa? S: That is a sharpener.
T: Yuk, perhatikan semua. Stop playing one two three. S: That is a sharpener
T: Next, penjepit kertas. Agape, hadap sini. What is that (menunjuk penjepit kertas) coba pakai yang lengkap, that is a
S: That is a paper clip
T: Nah, I will give you four picture (sambil menunjukan keempat jarinya) saya memberikan empat gambar kemudian satu anak bertanya dan temannya akan menjawab misalnya saya dan miss yoana. Saya bertanya gambar ini, what is that?
Yoana: That is a pencil case
34 S: That is a sharpener
T: Semua pakai itu ya, what is that, diikuti iramanya (sambil mengetuk-ngetuk meja) keysa’s group, what is that? One two three (sambil mengetuk-ngetuk meja bersama murid-murid)
S: What is that?
T: Tidak boleh what is that yang cepat-cepat tidak sesuai irama (mempraktekan secara cepat)
S: What is that (sambil mengetuk-ngetuk meja) T: Keysa’s group, one two three
S: What is that?
T: Berto’s group one two three S: What is that?
T: Berto’s group, one two three S: What is that?
T: Bian’s group, one two three S: What is that?
T: All of you, semuanya one two three S: What is that?
T: Nah sekarang, cara menjawabnya that is a
That is a, (sambil mengetuk meja) keysa’s group S: That is a
T: That is a, (sambil mengetuk meja) abi’s group S: That is a
T: That is a, (sambil mengetuk meja) vinsen’s group S: That is a
T: Sekarang repeat after me, sharpener S: Sharpener
35 S: Crayon
T: Pencil case S: Pencil case
T: I need keysa’s help untuk membagikan kertas ke teman-teman. Now, berto, vinsen can you help me please? Kurang atau sisa kertasnya?
S: Saya belum miss
T: Yah, agar kertas ini tidak tertukar dengan teman , coba dibalik yang tidak ada gambarnya. Wrtite down your name, tulis nama di bagian yang tidak ada gambarnya.
Nanti anak-anak bertanya pada teman, gambarnya ditunjuk, what is that lalu temannya menjawab. Miss yoana, you can walk around the class and help them to make the conversation.
(guru dan yoana berkeliling kelas untuk mengajar satu per satu murid)
Put your picture into your pencil case (sambil mempraktekan) have a sit, via yosta, briel saya ambil lho itu rulernya.
Nah, I will give you exercise, to do it together. Nant kita kerjakan bersama-sama. Take your pencil
(guru membagikan kertas) start write down your name, your nickname nama pendek saja. This is 1A, day hari, today is Monday (sambil menulis di papan tulis) tanggal enam bulan delapan. Number one, point at number one. Tunjuk nomor satu, pertanyaannya what is that, kemudian dibawahnya that is a (guru menulis di papan tulis) penjepit kertas bahasa inggrisnya apa tadi?
S: Paper clip
T: (Guru menulis dan mengeja paper clip di papan tulis) S: Begini miss?
T: Ya, bagus. Ayo tulisannya yang rapi (guru berkeliling kelas) number two, point at number two. di nomor dua, ada gambar apa?
S: Rautan T: What is that? S: What is that?
36
T: (Guru menulis jawaban dipapan tulis) please write neatly, ditulis dengan rapi. (guru berkeliling kelas melihat hasil jawaban murid-murid)
Number three, point at number three. What is the picture number three? S: Crayon
T: What is that? S: What is that?
T: Kalau ditulis crayon saja boleh tidak? Tidak, you have to write the answer completely. Ditulis dengan lengkap. That?
S: That T: That is a S: That is a
T: (Guru menulis di papan tulis) that is a crayon. Number four, what is the picture number four?
S: Pencil case
T: What is that? Harus pakai jawaban yang lengkap seperti nomor tiga. (guru menulis di papan tulis sambil mengeja) That is a pencil case (guru berkeliling kelas dan mengkoreksi satu per satu)
And then I give you homework. This homework, bring it home dibawa pulang, dikerjaka. Dikotak ini ada tulisan eraser, mencari kata eraser yang ada disini. Kemudian disebelahnya bag, b-a-… . satu huruf hilang lalu diisi apa? Dikumpulkan besok pagi, submit your homework tomorrow. Put the paper into your bag (murid-murid mengumpulkan lembar jawaban tadi ke ibu guru)
(Doa lalu pulang) (1st Classroom observation 1A, August, 6th 2012)
