CHAPTER II LITERATURE REVIEW
B. Teaching English in Elementary School
1) Teaching English in Elementary School
Current world is the world that has been restricted by numerous scientific and technological advancements.23 The world is not divided by geographical region, but rather by territorial cooperation and global interests. English is used in all forms of international communication, according to the majority of people. The business world utilizes the output of language learners. The business world also requires English proficiency
22 Ibid, p. 8.
23 Yulian Purnama, “English Removal for Elementary School in 2013; A Careless or Careful Step?”,
Journal Leksika, Vol. 8 No. 1 (2014), p. 34.
from hired labor. There is a tendency for them to also require a second foreign language. It also does not imply that the Indonesian business community is undervalued, but only because of global demands.
The international dialect of communication is English that is one of the required subjects taught in Indonesian primary schools, with the goal of educating pupils with English language skills as a worldwide communication tool. In today’s world, English is a vital part of the Indonesian educational curriculum. The objective is to serve as a means of communication between countries with linguistic and cultural diversity. The English language provides us with a huge movement space to integrate into the global community of world societies. Even in some regions, English is crucial. Therefore, it should be introduced to elementary school pupils as early as possible. With the correct method, learning English create enjoyable situation, also enhance their understanding of the English language.
The Decree from the Minister of Education and Culture No.
060/U/1993 dated February 25, 1993 regarding the possibility of the English program as a local content subject SD stipulates that teaching English to elementary students in Indonesia can begin as early as the fourth grade.
Because of the need to participate in the globalization era, this policy was adopted. During its development, the first English language has been the subject of local content options that have become compulsory in some regions. Additionally, English classes, which originally began in fourth grade, will now begin in grades 1, 2, and 3.
The purpose of English language education at elementary school is to build language skills accompanied by action. In elementary school, English is used for communication. The subject of his speech relates to elements of the situation's context. In this case, students are encouraged to practice interacting with their peers so that elementary school students do
not have difficulty speaking English, as language learning should essentially involve regular speaking practice and can speak well in its pronunciation.24
Entering the era of globalization, also known as the free market, necessitates the preparation of reputable resources, particularly in the field of IPTEK. Faced with the demands of a highly competitive global environment, it requires enough understanding to know this. English plays a crucial role in mastering the science of communication and interacting directly with the global community. By teaching English to elementary school children, children gain a greater understanding of the global community. With only one language, English, children are able to travel the globe, despite the fact that English is a second language in many countries.
The benefits of learning English may not be readily apparent while a child is still in elementary school, but it extremely advantageous for the child's future, as he or she capable to move on to the next level of education without difficulty, having acquired the necessary skills in primary school.
In Merdeka curriculum, there are phases to divided the class.
Especially for grade 4th is called phase B. In phase B, students realize that oral English can aid them in interacting with others in social situations and the classroom setting. Students develop their speaking skills by following/responding to simple instructions or questions in English and exchanging simple vocabulary. In this phase, pupils use visual and/or hearing aids to facilitate verbal and nonverbal communication. The students comprehend that reading can be a pleasurable individual or group activity.
They comprehend that the images in the texts read by the teacher or observed by the students have significance. They respond verbally, visually, or nonverbally to simple text read aloud or images viewed.
In Merdeka curriculum, objectives of learning English are according to the phases of class. In 4th grade is phase B. Phase B concludes with
24 Elsye Jesti Mutji, “Pentingnya Belajar Bahasa Inggris Sejak Dini”, https://widyasari
press.com/pentingnya-belajar-bahasa-inggris-sejak-dini/ (retrieved on May 9, 2023).
students comprehending and responding to simple oral and visual texts in English. Students develop their speaking skills by following/responding to simple instructions or questions in English and sharing simple vocabulary.
Students respond orally and in simple writing to various texts/images using visual and non-verbal communication tools. Students in Phase B are able to interact using basic English. The objective of education can be broken down into several components25:
a.
Listening-Speaking ElementBy the end of Phase B, students are able to use English to interact in a variety of predictable social and classroom settings using specific sentence patterns. To participate in classroom routines and learning activities, such as expressing sentiments, expressing needs, and requesting assistance, they alter/replace certain sentence elements. They identify essential information in oral presentations with visual support and familiar vocabulary. Using visual signals, they follow a series of simple classroom procedures and learning activities instructions.
b. Watching-Reading Element
At the conclusion of Phase B, students comprehend normal vocabulary with the aid of visuals/illustrations. They read and respond to a variety of brief, simple, and familiar print or digital texts, including visual, multimodal, and interactive texts.
c. Writing-Present Element
At the conclusion of Phase B, students express their thoughts and experiences through illustrations and copied writing. With the assistance of teachers, students generate simple descriptions and procedures using simple words/phrases and images. In writing simple vocabulary related to their classroom and home environments, they develop spelling.
25Kemendikbudristek BSKAP, Op.cit., p. 155-156.