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THE IMPLEMENTATION OF ENGLISH LANGUAGE TEACHING IN

KINDERGARTEN

(A Naturalistic Study at B Class of TK NEGERI PEMBINA Manahan

Surakarta in the Academic Year of 2011/2012)

By:

ANI PURWANTI

K2207013

A THESIS

Submitted to the Teacher Training and Education Faculty of Sebelas Maret

University to Fulfill One of the Requirements for Getting the Undergraduate

Degree of Education in English

ENGLISH DEPARTMENT

TEACHER TRAINING AND EDUCATION FACULTY

SEBELAS MARET UNIVERSITY

SURAKARTA

2012


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APPROVAL

This thesis has been approved by the consultants to be examined by the

board of thesis examiners of the English Department of Teacher Training and

Education Faculty, Sebelas Maret University.

Consultant I Consultant II

Prof. Dr. Joko Nurkamto, M.Pd. Teguh Sarosa, S.S., M.Hum.

NIP. 196101241987021001 NIP. 197302052006041001


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BOARD OF EXAMINERS LEGITIMATION

This thesis has been examined by the Board of Thesis Examiners of

Teacher Training and Education Faculty, Sebelas Maret University, and accepted

as one of the requirements for getting an Undergraduate Degree of Education in

English.

On : Surakarta

Date : February 03, 2012

Board of Examiners:

Chairman:

Drs. Martono, M.A. ( ______________ )

NIP 196003011988031004

Secretary:

Drs. Ambrosius Handoko Pudjobroto ( ______________ )

NIP 195810261988031001

Examiner 1:

Prof. Dr. Joko Nurkamto, M.Pd ( ______________ )

NIP 196101241987021001

Examiner II:

Teguh Sarosa, SS., M.Hum. ( ______________ )

NIP 197302052006041001

Teacher Training and Education Faculty

Sebelas Maret University of Surakarta

Dean,

Prof. Dr. M. Furqon Hidayatullah, M. Pd

NIP. 1600727 198702 1 011


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ABSTRACT ANI PURWANTI. K2207013. THE IMPLEMENTATION OF ENGLISH

LANGUAGE TEACHING IN KINDERGARTEN (A NATURALISTIC

STUDY AT B CLASS OF TK NEGERI PEMBINA MANAHAN

SURAKARTA IN THE ACADEMIC YEAR OF 2011/2012). Thesis. English

Department of Teacher Training and Education Faculty. Sebelas Maret

University, Surakarta. 2012.

This research investigates the implementation of English language

teaching in kindergarten in the form of qualitative study. The objective of this

research is to describe the implementation of English language teaching at B class

of TK NEGERI PEMBINA Manahan Surakarta in the academic year of

2011/2012 in six aspects including the objective, the syllabus, the types of

teaching and learning activities, the teacher’s roles, the learner’s roles, and the

roles of teaching material and to identify the effectiveness of that implementation.

The research was carried out in TK NEGERI PEMBINA Manahan

Surakarta from September to October 2011. The sources of the data are events,

informants, and documents. The data are collected through observation, interview,

and document analysis. In analyzing the data, the writer uses flow model analysis

including reducing the data, presenting the data, and drawing conclusion.

The result of the research shows that (1) the objective of English

language teaching is to introduce English to the children and to treat children to be

able to communicate in English. Moreover they are able to make a simple

conversation using English, (2) the syllabus used in English language teaching is

arranged by the teacher with the agreement of National Education Department of

Indonesia, (3) the teaching and learning activities of English language teaching

contain of various kind of activities, (4) the roles of English teacher are material

source and developer, motivator, counsellor and provider of students input,

demonstrator of accurate language production, monitor of students’ learning and

facilitator, students’ need analyst, and organizer and controller of students’

behaviour, (5) the roles of learners are becoming a part of a group and learning

from the interaction happened in the classroom, helping other learners who get

difficulties and learning from everything around them involving their friends,

teacher and environment, (6) the roles of the materials are becoming a resource of

learning process, becoming a source of activities and interaction, becoming a

reference source for learners on grammar, vocabulary, pronunciation, and so on,

and also becoming a source of stimulation and ideas for classroom activities.

Based on the research findings, the writer concludes that the implementation of

English language teaching at B class of TK NEGERI PEMBINA Manahan

Surakarta in the academic year of 2011/2012 is effective.

Therefore, it is recomended that (1) Government gives a prescriptive

guideline material which are appropriate to be conducted in the pre-school

education; (2) School re-manages the time allocation of English lesson; (3)

English teacher should enrich herself with many media and techniques and

encourage the students with low motivation and low intelligence; (4) Head of the

class should help the English teacher in monitoring the students’ behaviour and

managed the classroom condition during English lesson.


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ABSTRAK

ANI PURWANTI. K2207013. THE IMPLEMENTATION OF ENGLISH

LANGUAGE TEACHING IN KINDERGARTEN (A NATURALISTIC

STUDY AT B CLASS OF TK NEGERI PEMBINA MANAHAN

SURAKARTA IN THE ACADEMIC YEAR OF 2011/2012). Skripsi. Fakultas

Keguruan dan Ilmu Pendidikan. Universitas Sebelas Maret, Surakarta. 2012.

Penelitian ini menyelidiki pelaksanaan pembelajaran Bahasa Inggris di

Taman Kanak-kanak dalam bentuk penelitian kualitatif. Tujuan penelitian ini

adalah untuk mendeskripsikan pelaksanaan pembelajaran Bahasa Inggris di kelas

B di TK NEGERI PEMBINA Manahan Surakarta pada tahun akademik

2011/2012 dalam 6 aspek meliputi tujuan pembelajaran, silabus pembelajaran,

tipe kegiatan pembelajaran, peran guru, peran siswa dan peran materi ajar dan

juga untuk mengidentifikasi keefeektifan pelaksanaannya.

Penelitian ini diadakan di TK NEGERI PEMBINA Manahan Surakarta

dari September sampai Oktober 2011. Sumber datanya adalah peristiwa,

informan, dan dokumen. Data dikumpulkan dari observasi, wawancara dan

analisis dokumen. Dalam menganalisis data, penulis menggunakan model analisis

jalinan, mencakup reduksi data, penyajian data dan penarikan kesimpulan.

Hasil dari penelitian menunjukkan bahwa: (1) tujuan pembelajaran

Bahasa Inggris adalah untuk mengenalkan Bahasa Inggris kepada anak dan untuk

melatih anak untuk dapat berkomunikasi dengan Bahasa Inggris. Selain itu

mereka mampu membuat percakapan sederhana dengan Bahasa Inggris, (2)

silabus yang dipakai dalam pembelajaran Bahasa Inggris disusun oleh guru

dengan persetujuan dari Kementrian Pendidikan dan Kebudayaan, (3) tipe

kegiatan pembelajaran Bahasa Inggris terdiri dari berbagai macam kegiatan, (4)

peran guru adalah sebagai sumber dan pengembang materi ajar, motivator,

konselor, penyedia saran untuk siswa, demonstran penggunaan bahasa yang tepat,

pemantau pembelajaran siswa dan fasilitator, penganalisis kebutuhan siswa,

pengatur dan pengontrol perilaku siswa, (5) peran siswa adalah sebagai bagian

dari sebuah kelompok dan belajar dari interaksi di kelompok tersebut, membantu

siswa lain yang kesulitan dan belajar dari sekitarnya termasuk teman, guru, dan

lingkungan, (6) peran materi ajar adalah sebagai sumber proses belajar, sumber

kegiatan dan interaksi, sumber referensi tata bahasa, kosakata, dan pelafalan, dan

sumber rangsangan dan ide untuk kegiatan kelas. Berdasarkan hasil penelitian,

penulis menyimpulkan bahwa pelaksanaan pembelajaran Bahasa Inggris di kelas

B di TK NEGERI PEMBINA Manahan Surakarta pada tahun akademik

2011/2012 adalah efektif.

Oleh karena itu, disarankan bahwa (1) pemerintah memberi ketentuan

pedoman materi ajar yang sesuai untuk diaplikasikan di pendidikan pra-sekolah,

(2) sekolah mengatur ulang alokasi waktu pelajaran Bahasa Inggris, (3) guru

Bahasa Inggris memperkaya dirinya dengan berbagai media dan teknik dan juga

mendorong siswa dengan motivasi dan kecerdasan rendah, (4) wali kelas

membantu guru Bahasa Inggris dalam memantau perilaku siswa dan mangatur

kondisi kelas selama pelajaran Bahasa Inggris.


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MOTTO

Life is about Learning, Moving, Upgrading, and Smiling


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DEDICATION

This Thesis is dedicated to:

My Self

My Family

My Inspiration


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ACKNOWLEDGMENT

Thanks to God for His blessing and mercy so that the writer can finish

her thesis as a partial fulfillment of the requirements for getting undergraduate

degree of education in English. Obviously, the writer also wishes to thank:

1. The Dean of Teacher Training and Education Faculty of Sebelas Maret

who has given permission to the writer to write the thesis.

2. The Head of English Department who has given permission to the writer

to write the thesis.

3. Prof. Dr. Joko Nurkamto, M.Pd., the first consultant, who has been

willing to give guidance and advice in accomplishing this thesis.

4. Teguh Sarosa, S.S., M.Hum., the second consultant, for his guidance,

and suggestion, during the process of accomplishing this thesis.

5. Ari Yudani, M.Pd., the headmaster of TK Negeri Pembina Manahan

Surakarta, all teachers and staff who help her dealing with the research.

6. Her beloved family, for a never ending support and love for the writer.

7. Everyone who inspires, motivates, supports and helps the writer.

The writer realizes that this thesis is not perfect. Therefore, she gratefully

accepts every suggestions, and comment from those who concern to this thesis.

Hopefully, this thesis will be able to be useful for the readers especially for those

who are interested in the similar study.

Surakarta, December 5, 2011

Ani Purwanti


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TABLE OF CONTENT

TITLE PAGE ................................................................................................... i

APPROVAL ..................................................................................................... ii

BOARD OF EXAMINERS LEGITIMATION ............................................... iii

ABSTRACT ..................................................................................................... iv

MOTTO ........................................................................................................... vi

DEDICATION ................................................................................................. vii

ACKNOWLEDGEMENT ............................................................................... viii

TABLE OF CONTENT ................................................................................... ix

LIST OF APPENDICES .................................................................................. xi

LIST OF TABLES ........................................................................................... xii

LIST OF FIGURES ......................................................................................... xiii

CHAPTER I: INTRODUCTION

A. The Background of the Study ...................................................................... 1

B. Formulation of the Problem ........................................................................ 5

C. The Objective of the Study .......................................................................... 6

D. The Benefit of the Study ............................................................................. 6

CHAPTER II THEORETICAL REVIEW

A. The Nature of English Language Teaching

1. The Meaning of English Language Learning ......................................... 7

2. . The Meaning of English Language Teaching ......................................... 9

3. The Purpose of English Language Teaching .......................................... 13

4. Approaches and Methods in English Language Teaching ..................... 14

5. Characteristics of English Language Teaching ...................................... 19

B. Young Learners

1. . The Meaning of Young Learners ............................................................ 22

2. Characteristics of Young Learners ......................................................... 22

3. Development of Young Learners............................................................ 25

4. Language Learning Development of Young Learners ........................... 28


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C. Teaching English to Young Learners

1. The Purpose of Teaching English to Young Learners ............................ 31

2. The Principle of Teaching English to Young Learners .......................... 32

3. Technique in Teaching English to Young Learners ............................... 34

4. Types of Learning Activities in Teaching English to Young Learners .. 37

CHAPTER III RESEARCH METHODOLOGY

A. Research Method ......................................................................................... 39

B. Description of Setting .................................................................................. 40

C. Sources of Data ........................................................................................... 41

D. Sampling ...................................................................................................... 41

E. Techniques of Collecting Data .................................................................... 42

F. Trustworthines ............................................................................................. 44

G. Techniques of Analyzing Data .................................................................... 46

CHAPTER IV RESEARCH FINDING AND DISCUSSION

A. Research Finding ......................................................................................... 48

1. The Implementation of English Language Teaching .............................. 48

a. The Objective of the Teaching ............................................................ 48

b. The Syllabus of the Teaching ............................................................. 56

c. The Types of Teaching and Learning Activities ................................ 59

d. The Teacher’s Roles ........................................................................... 65

e. The Learner’s Roles ............................................................................ 69

f. The Roles of Teaching Material ......................................................... 73

2. The Effectiveness of English Language Teaching Implementation ........ 75

B. Discussion ................................................................................................... 81

CHAPTER V CONCLUSION AND SUGGESTION

A. Conclusion ................................................................................................... 85

B. Suggestion ................................................................................................... 87

BIBLIOGRAPHY ............................................................................................ 89

APPENDICES ................................................................................................. 92


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LIST OF APPENDICES

1. Appendix I : Interview Protocol ......................................................... 92

2. Appendix II : Field Note of Interview ................................................. 103

3. Appendix III : Field Note of Observation ............................................. 136

4. Appendix IV : Field Note of Document Analysis................................. 178

5. Appendix V : Documents .................................................................... 185

6. Appendix VI : Pictures of Observation ................................................. 196

7. Appendix VII : Song Lyrics ................................................................... 203

8. Appendix VIII : Letters of Permission .................................................... 208


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LIST OF TABLES

1. Table 2.1 Cognitive Development of Children ........................................... 26

2. Table 2.2 Motor Skill Development of Children ........................................ 27

3. Table 2.3 Language Development of Children ........................................... 29

4. Table 2.4 Language Development of Young Learners ............................... 30

5. Table 3.1 The Schedule of the Research ..................................................... 40

6. Table 3.2 The Schedule of the Observation ................................................ 42


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LIST OF FIGURES

1. Figure 3. 1 Data Triangulation .................................................................... 45

2. Figure 3. 2 Methodological Triangulation .................................................. 45


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CHAPTER I

INTRODUCTION

A. The Background of the Study

Language is a means of communication. In all over the world, it is used

as a tool of communication among people in their daily interaction. It is used for

many purposes; to dispense information, give commands, express emotional

feelings and responses, create social conversing, and do the other communicative

functions.

In daily life, people use language in every time and everywhere they

stand. Moreover, people in the world determine one language as an international

language in order to make the communication among countries easier. Nowadays,

English has been considered as an international language. Many people around the

world speak English. English serves for many people as a bridge into the worlds

of higher education, science, international trade, politics, and also tourism. It is the

reason why English is one of important things should be learnt because by

learning English someone will have an opportunity to take a part in many aspects

and many parts of the world.

Realizing the importance of English, many countries in the world

determine English as one of the subjects in their citizen’s education. It is taught in

the schools in almost every country on this earth. In Indonesia, English is

considered as the first foreign language and taught formally from elementary

school up to the university level.

At present time, in Indonesia, English has been introduced since children

standing in the kindergarten though it is still categorized as pre-school education.

Pasal 1 and 3, Peraturan Pemerintah Republik Indonesia, Nomor 27 Tahun 1990,

Tentang Pendidikan Prasekolah, explains more about pre-school education and

kindergarten as follow:

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Pendidikan prasekolah adalah pendidikan untuk membantu pertumbuhan

dan perkembangan jasmani dan rohani anak didik di luar lingkungan

keluarga sebelum memasuki pendidikan dasar, yang diselenggarakan di

jalur pendidikan sekolah atau di jalur pendidikan luar sekolah. (Pasal 1.1)

Taman Kanak-kanak adalah salah satu bentuk pendidikan prasekolah

yang menyediakan program pendidikan dini bagi anak usia empat tahun

sampai memasuki pendidikan dasar. (Pasal 1.2)

Pendidikan prasekolah bertujuan untuk membantu meletakkan dasar ke

arah perkembangan sikap, pengetahuan, keterampilan, dan daya cipta

yang diperlukan oleh anak didik dalam menyesuaikan diri dengan

lingkungannya dan untuk pertumbuhan serta perkembangan selanjutnya.

(Pasal 3)

From the content of regulation above, it can be concluded that the

objective of kindergarten education is to prepare children to enter the formal

education started from elementary school. Pre-school education included

kindergarten education has an important role in children’s education life, because

it can give many supplies to children in entering their next level education and

also help them in facing their environment on their whole world.

As kindergarten is included as pre-school education, it is not included as

formal education, so it is not obliged for people to attend this education. Its

education period is one or two years. It is based on Pasal 4.5 Peraturan

Pemerintah Republik Indonesia, Nomor 27 Tahun 1990, Tentang Pendidikan

Prasekolah. Furthermore, Pasal 4.4 explains about the age range of kindergarten

students that is about 4 to 6 years old.

The learning process in kindergarten is different from learning process in

the formal education. The differences can be seen from some aspects. One of them

is the system of moving-up grade; in kindergarten, there is no moving-up grade

but in formal education it happens. The other difference is about the activities

which are set to be fun and interesting because kindergarten students like playing.

It is similar to the some experts’ statement. Brumfit, Moon and Tongue (1995: 33)

said that “It is commonplace that young children learn better through play or at

least can be induced to go along with teaching that is tempered by fun activities”.


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Although kindergarten education is included as pre-school education, it is

possible to teach English in kindergarten because in Indonesia, language ability is

one of development programs in kindergarten education. It is based on Pasal

9.1.4, Peraturan Pemerintah Republik Indonesia, Nomor 27 Tahun 1990, Tentang

Pendidikan Prasekolah that declared as follows:

Isi program kegiatan belajar pendidikan di Taman Kanak-kanak meliputi

pengembangan: (1) Moral Pancasila; (2) Agama; (3) Disiplin; (4)

Kemampuan berbahasa; (5) Daya pikir; (6) Daya cipta; (7)

Perasaan/emosi; (8) Kemampuan bermasyarakat; (9) Keterampilan; (10)

Jasmani. (Pasal 9.1)

Moreover, early education level is the best time to start language

learning. According to Brumfit et al (1995: vi), the importance of teaching

English at primary level can be shown from some points, such as : (1) the need to

expose children from an early age to an understanding of foreign cultures so that

they grow up tolerant and sympathetic to others; (2) the need to link

communication to the understanding of new concepts; (3) the need for maximum

learning time for important languages – the earlier you start the more time you

get; (4) the advantage of starting with early second language instruction so that

later the language can be used as a medium of teaching (surveyed by Singleton,

1989: 242-5).

Seeing that phenomenon, the writer wants to know the learning process

in kindergarten farther, especially on its English language teaching. The writer

thinks that English language teaching in the elementary, junior and senior high

school is common thing which is taught formally, but English language teaching

in kindergarten is different because it is set to be fun and interesting. Farther, the

writer wants to know how English is implemented in kindergarten shown from

some aspects, such as: its objective, its syllabus, its types of learning activities, its

teacher’s role, its learner’s role and its role of teaching material and to identify

whether the implementation of English language teaching is effective or not.

From the reason above, the writer wants to conduct a research about the

implementation of English language teaching in kindergarten. The writer chooses


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TK NEGERI PEMBINA Manahan Surakarta as her object of research. The writer

chooses it because it is one of ideal kindergartens in Surakarta. Ideal kindergarten

which is also called as “TK Percontohan”, in Indonesian, is a kindergarten which

got a command from the government to be a model for other kindergartens in a

certain area. There are two kindergartens in Surakarta, the first is TK NEGERI

PEMBINA Manahan which becomes an ideal kindergarten for Surakarta district

and the other is TK NEGERI PEMBINA Mojosongo for Mojosongo sub district.

In TK NEGERI PEMBINA Manahan Surakarta, English is taught as one

of subject lessons on both of grades; A class and B class. Actually, it is

categorized as extracurricular lesson or program of children development, but it is

conducted as curricular lesson which has a process of teaching and learning in the

classroom and also syllabus as reference to conduct all activities in the classroom.

In conducting her research, the writer only focuses on the B class because learning

process in B class has been dominated by studying lessons whereas the learning

process in A class is still full of games and playing activities. The age of B class

students is about five to six years old; therefore, they can be classified as young

learners. It is appropriate with Phillips’ theory (1993: 5) that defined young

learners as children from the first year of formal schooling (five or six years old)

to eleven or twelve years of age.

A research about the implementation of English language teaching has

been done before at different level education by different writer. The research was

conducted by Dyah Ayu Puspitasari at SDN Kayen V Pati in the academic year of

2006/2007. She discussed about the implementation of English language teaching

in Elementary school covering six points; they are objective of the teaching,

syllabus of the teaching, types of learning activities, teacher’s roles, learner’s

roles, and the role of teaching material. According to the result of the research, it

is known that the objective of the English language teaching in Elementary school

is to prepare the students to continue their education at Junior High School;

teacher did not write the syllabus to be implemented in the class, he taught the

students only by using the blue print of final test (Kisi-kisi UAS SD/MI) which

was formulated by Dinas Pendidikan dan Kebudayaan Provinsi Jawa Tengah; the


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activities in the teaching-learning process can be classified into two items namely

communicative activity and uncommunicative activity; the role of learners in the

class is communicator; the role of teacher in the class is facilitator and motivator;

and the role of teaching material is to stimulate students’ motivation, students’

creativity in learning English, and students’ competence in speaking activity.

Different from it, the writer wants to conduct a research about the

implementation of English language teaching in other level that is pre-school

education. The writer wants to know how English is taught in pre-school

education especially in kindergarten. So, the writer conducts her research entitled

“The Implementation of English Language Teaching in Kindergarten (A

Naturalistic Study at B Class of TK NEGERI PEMBINA Manahan

Surakarta in the Academic Year of 2011/2012)”.

B. Formulation of the Problem

Based on the background of the study above, the problem of the research

is formulated as follow:

1. How is the implementation of English language teaching at B class of TK

NEGERI PEMBINA Manahan Surakarta in the academic year of 2011/2012?”

The implementation of English language teaching will be described in six

aspects, they are:

a. The objective of the teaching

b. The syllabus of the teaching

c. The types of teaching and learning activities

d. The teacher’s roles

e. The learner’s roles

f. The roles of teaching material

2. How effective is the implementation of English language teaching at B class of

TK NEGERI PEMBINA Manahan Surakarta in the academic year of

2011/2012?


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C. The Objective of the Study

The objectives of the study are:

1. To describe the implementation of English language teaching at B class of TK

NEGERI PEMBINA Manahan Surakarta in the academic year of 2011/2012 in

six aspects, involving:

a. The objective of the teaching

b. The syllabus of the teaching

c. The types of teaching and learning activities

d. The teacher’s roles

e. The learner’s roles

f. The roles of teaching material

2. To identify the effectiveness of English language teaching implementation at B

class of TK NEGERI PEMBINA Manahan Surakarta in the academic year of

2011/2012.

D. The Benefit of the Study

Hopefully, this research can give some benefits, they are:

1. For the teacher and school

This research can be used as a tool to determine whether the implementation of

English language teaching at B class of TK NEGERI PEMBINA Manahan

Surakarta in the academic year of 2011/2012 is effective or not. It also can give

input and suggestion to improve the implementation of English language

teaching in that school to be better in the future.

2. For other researcher who wants to take a similar research

This research can give input and opinion to analyze the process of

implementation of English language teaching in kindergarten.


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CHAPTER II

THEORETICAL REVIEW

A. The Nature of English Language Teaching

1. The Meaning of English Language Learning

There are some definitions of language learning from some experts.

According to Linse (2005: 12), the term language learning is often used to

describe the more formal approach to language instruction. Language learning

usually refers to the language instruction that takes place in a classroom.

Meanwhile, Skinner in Widdowson (1990: 11) defined language learning as

essentially a matter of behaviour being shaped by stimulus control provided

theoretical warrant for an approach to language teaching which focused on habit

formation.

Based on the definitions above, it can be concluded that language

learning is a set of language instruction and behaviour being shaped by stimulus

control that support the language teaching in a classroom. Therefore, English

language learning can be defined as a set of English language instruction and

behaviour being shaped by stimulus control that support the English language

teaching in classroom. It means that English language learning focuses in the

process how learners learn English in the classroom.

There are some language learning strategies stated by Oxford in Nunan

(1999: 172) as follows:

a. Contribute to the main goal, communicative competence

b. Allows learners to become more self-directed

c. Expand the role of teachers

d. Are problem-oriented

e. Are specific actions taken by the learner

f. Involve many actions taken by the learner, not just the cognitive

g. Support learning both directly and indirectly

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h. Are not always observable

i. Are often conscious

j. Can be taught

k. Are flexible

l. Are influenced by a variety of factors

Furthermore, Tomlinson (1998: 4) divided language learning into 2

terms, they are: explicit (example: the learners are aware of when and what they

are learning) and implicit (example: the learners are not aware of when and what

they are learning). From the theory, it is clear that language learning tends to

focus in the learners’ role in the classroom. According to Johnson and Paulson in

Richards and Rogers (1986: 23), the roles of learner in an individualized approach

to language learning can be explained in the following terms:

a. Learners plan their own learning program and thus ultimately assume

responsibility for what they do in the classroom

b. Learners monitor and evaluate their own progress

c. Learners are members of a group and learn by interacting with others

d. Learners tutor other learners

e. Learners learn from the teacher, from other students, and from other

teaching sources

Rubin and Thompson on Nunan (1999: 58) also stated some

characteristics of the good language learner including:

a. Find their own way

b. Organize information about language

c. Are creative and experiment with language

d. Make their own opportunities, and fins strategies for getting practice in

using the language inside and outside the classroom

e. Learn to live with uncertainty and develop strategies for making sense of the

target language without wanting to understand every word


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f. Use mnemonics (rhymes, word associations, and so forth) to recall what has

been learned

g. Make errors work

h. Use linguistics knowledge including knowledge of their first language in

mastering a second language

i. Let the context (extra linguistic knowledge and knowledge of the world)

help them in comprehension

j. Learn to make intelligent guesses

k. Learn chunks of language as whole and formalized routines to help them

perform ‘beyond their competence’

l. Learn production techniques (e.g., techniques for keeping conversation

going)

m. Learn different styles of speech and writing and learn to vary their language

according to the formality of the situation

Finally, it can be concluded that language learning process covers many

things happened in learners when they are learn language. Meanwhile language

learning strategies guide how the process of language learning should be. Both of

language learning strategies and the implementation of learners’ role will support

the quality of language learning in the classroom.

2. The Meaning of English Language Teaching

There are some definitions of English language teaching from some

experts. Widdowson (1990: 7) defined language teaching as a principled problem-

solving activity: a kind of operational research which works out solutions to its

own local problems. Whereas, Stern (1983: 21) stated that language teaching can

be defined as the activities which are intended to bring about language learning.

Based on both theories, it can be concluded that language teaching is set

of principled activities to solve the language problems happened in language

learning process. Finally, English language teaching can be defined as a set of

activities which works around teaching process in order to solve the language


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problems and to support language learning especially in teaching and learning

English.

In contrast to language learning which focuses in learners’ role, language

teaching tends to focus in everything that teacher do in bringing language learning

to the learners. Brown (1995: 186-187) mentioned some of roles that teacher may

assume in the classroom, such as:

a. Needs analyst

b. Provider of students input

c. Motivator

d. Organizer and controller of students behaviour

e. Demonstrator of accurate language production

f. Materials developer

g. Monitor of students’ learning

h. Counsellor and friend

Meanwhile, Brown (2001: 167-168) stated that teacher has to do some

roles in the classroom. They are:

a. Teacher as controller

In the classroom, teacher acts as a master controller. Master controller

determines what students do, what they should speak, and what language

forms they should use.

b. Teacher as director

Sometimes teacher is like conductor of an orchestra or director of drama. As

students engage either rehearsed or spontaneous language performance, it is

teacher’s job to keep the process flowing smoothly and efficiently.

c. Teacher as manager

The role of teacher as a manager covers some functions, such as: planning

lesson, modules and course; structuring the larger, longer segments of

classroom time; allowing each individual player to be creative within those

parameters.


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d. Teacher as facilitator

A facilitator capitalizes on the principle of intrinsic motivation by allowing

students to discover language through using it pragmatically, rather than by

telling them about language.

e. Teacher as resource

The implication of the resource role is that the students take the initiative to

come to teacher. Teacher is available for advice and counsel when the

students seek it.

A teacher who does her roles well can be classified as a good teacher

because she has done what being her duty. But Allen in Brown (2001: 429)

formulated other characteristics to determine what kind of good language teacher.

Those characteristics are:

a. Competent preparation leading to a degree in TESL

b. A love of the English language

c. Critical thinking

d. The persistent urge to upgrade oneself

e. Self-subordination

f. Readiness to go the extra mile

g. Cultural adaptability

h. Professional citizenship

i. A feeling of excitement about one’s work

As a teacher should be a resource to her/his students, teacher has to

prepare the teaching material to do the language teaching in the classroom. Even

a teacher can develop the material by her creativity to make it interesting to be

taught in the class, but it can’t overleap its roles. Cunningsworth in Richards

(2001: 251) mentioned some roles of material that can be explained as follows:

a. A resource for presentation materials

b. A source of activities for learner practice and communicative interaction


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c. A reference source for learners on grammar, vocabulary, pronunciation, and

so on

d. A source of stimulation and ideas for classroom activities

e. A syllabus

f. A support for less experienced teachers

Furthermore, Tomlinson in Richards (2001: 263) also added some

characteristics of good language teaching materials such as:

a. Materials should achieve impact

b. Materials should help learners feel at ease

c. Materials should help learners to develop confidence

d. What is being taught should be perceived by learners as relevant and useful

e. Materials should require and facilitate learner self-investment

f. Learners must be ready to acquire the points being taught

g. Materials should expose the learners to language in authentic use

h. The learners’ attention should be drawn to linguistic features of the input

i. Materials should provide the learners with opportunities to achieve

communicative purpose

j. Materials should take into account that positive effects of instruction are

usually delayed

k. Materials should take into account that the learners have different learning

styles

l. Materials should take into account that learners differ in affective attitudes

m. Materials should permit a silent period at the beginning of instruction

n. Materials should maximize learning potential

o. Materials should not rely too much on controlled practice

p. Materials should provide opportunities for outcome feedback

From the explanation above, it has been explained clearly that language

teaching covers all activities which work around teaching process in order to solve

the language problems and to support language learning. It has a close relation


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with what teacher do in the class; how they do their roles and how they bring the

material to be useful for their learners. Moreover, teacher has many roles in the

classroom. They don’t only share the knowledge to their learners but also do other

roles like being motivator, organizer, controller, material developer, counsellor,

etc. They have to act their roles well in the language teaching process, because it

will give a big contribution to reach the goal of the language teaching. As a

teacher, they also have to transfer the material well and make sure that those

materials can be a source of activities, a resource for presentation materials, a

reference source in learning grammar, vocabulary, and pronunciation, a source of

stimulation and ideas for classroom activities, a syllabus and also a support for

less experienced teachers.

3. The Purpose of English Language Teaching

Goal/purpose is a target or result expected by people when they do

something. Like the other cases, English language teaching also has a purpose.

There are some explanations to know what the real goal/purpose of English

language teaching is. But firstly, it is important to know what the goal of teaching

in general is. According to Arends (1998: 12), the ultimate purpose of teaching is

to assist students to become independent and self-regulated learners. This primary

purpose stems from two underlying assumptions. One is the contemporary view

that knowledge is not entirely fixed and transmittable but is something that all

individuals, students and adults alike, actively construct through personal

experience. The second is the perspective that the most important thing that

students should learn is how to learn.

Farther, Edge (1993: 17) stated that communication is the goal of

language teaching. He also stated that people usually learn English because some

reason, in some way, they want to be able to communicate in English. Moreover,

Littlewood and Richards give the statement about what the goal of foreign

language teaching is. Littlewood (1981: 1) said that the goal of foreign language

teaching is communicative ability. Whereas Richards and Rogers (1986: 3) stated

that the goal of foreign language study is to learn a language in order to read its


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literature or in order to benefit from the mental discipline and intellectual

development that result from foreign language study.

Based on the theories of the purpose of teaching and the goal of foreign

language teaching, it can be concluded that the purpose of English language

teaching is ability to communicate in English well. It doesn’t only help them to be

able communicate in English but also assist them to become independent and self-

regulated learners when they learn English. Moreover they can learn about its

literature or mental discipline and intellectual development that result from

foreign language study.

4. Approaches and Methods in English Language Teaching

There are some approaches and methods that can be used in English

language teaching. Brown (2001: 34-35) mentioned some approaches and

methods that can be used, they are: Audiolingual, Total Physical Response, the

Silent Way, Community Language Learning, the Natural Approach,

Suggestopedia, and Communicative Language Teaching.

a. Audiolingual

Theory of language : Language is a system of rule-governed structures

hierarchically arranged.

Theory of learning : Habit formation; skills are learned more effectively if

oral proceeds written; analogy, not analysis.

Objective : Control of structures of sound, form, and order, mastery

over symbols of the language; goal: native-speaker

mastery.

Syllabus : Graded syllabus of phonology, morphology, and syntax.

Contrastive analysis.

Activity types : Dialogues and drills, repetition and memorization,

pattern practice.

Learner role : Organisms that can be directed by skilled training

techniques to produce correct responses.


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Teacher role : Central and active teacher-dominated method. Provides

model, controls direction and pace.

Roles of material : Primarily teacher-oriented. Tapes and visuals, language

lab often used.

b. Total Physical Response

Theory of language : Basically a structuralist grammar-based view of

language.

Theory of learning : L2 learning is the same as L1 learning; comprehension

before production, is ‘imprinted’ through carrying out

commands right-brain functioning); reduction of stress.

Objective : Teach oral proficiency to produce learners who can

communicate unhibitedly and intelligibly with native

speakers.

Syllabus : Sentence-based syllabus with grammatical and lexical

criteria being primary; but focus on meaning not form.

Activity types : Imperative drills to elicit physical actions.

Learner role : Listener and performer, little influence over the content

of learning.

Teacher role : Active and direct role; the director of a stage play with

students as actors.

Roles of material : No basic text; materials and media have an important

role later. Initially voice, action, and gestures are

sufficient.

c. The Silent Way

Theory of language : Each language is composed of elements that give it a

unique rhythm and spirit. Functional vocabulary and core

structure is a key to the spirit of the language.

Theory of learning : Processes of learning a second language are

fundamentally different from l1 learning. L2 learning is an

intellectual, cognitive process.


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Surrender to the music of the language, silent awareness

then active trial.

Objective : Near-active fluency, correct pronunciation, basic

practical knowledge of the grammar of the l2. Learners

learn how to learn a language.

Syllabus : Basically structural lessons planned around grammatical

items and related vocabulary. Items are introduced

according to their grammatical complexity.

Activity types : Learner responses to commands, question, and visual

cues. Activities encourage and shape oral responses

without grammatical explanation or modelling by teacher.

Learner role : Learning is a process of personal growth. Learners are

responsible for their own learning and must develop

independence, autonomy, and responsibility.

Teacher role : Teachers must (a) teach (b) test (c) get out of the way.

Remain impassive. Resist temptation to model, remodel,

assist, direct, exhort.

Roles of material : Unique materials: colored rods, colour-coded

pronunciation and vocabulary charts.

d. Community Language Learning

Theory of language : Language is more than a system for communication. It

involves whole person, culture, educational,

developmental communicative processes.

Theory of learning : Learning involves the whole person. It is a social process

of growth from childlike dependence to self-direction and

independence.

Objective : No specific objectives. Near-native mastery is the goal.

Syllabus : No set syllabus. Course progression is topic-based;

learner provides the topics. Syllabus emerges from

learners’ intention and the teacher’s reformulations.


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Activity types : Combination of innovative and conventional.

Translation, group work, recording, transcription,

reflection and observation, listening, free conversation.

Learner role : Learners are members of a community. Learning is not

viewed as an individual accomplishment, but something

that is achieved collaboratively.

Teacher role : Counselling / parental analogy. Teacher provides a safe

environment in which students can learn and grow.

Roles of material : No textbook, which would inhibit growth. Materials are

developed as course progresses.

e. The Natural Approach

Theory of language : The essence of language is meaning. Vocabulary, not

grammar, is the heart of language.

Theory of learning : There are two ways of L2 language development:

acquisition (a natural subconscious process) and learning

(a conscious process). Learning cannot lead to acquisition.

Objective : Designed to give beginners and intermediate learners

basic communicative skills. Four broad areas: basic

personal communicative skills (oral/written); academic

learning skills (oral/written).

Syllabus : Based on selection of communicative activities and

topics derived from learner needs.

Activity types : Activities allowing comprehensible input, about things in

the here-and-now. Focus on meaning not form.

Learner role : Should not try to learn language in the usual sense, but

should try to lose themselves in activities involving

meaningful communication.

Teacher role : The teacher is primary source of comprehensible input.

Must create a low-anxiety climate. Must choose an

orchestrate a rich mixture of classroom activities.


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Roles of material : Materials come from realia rather than text-books.

Primary aims are to promote comprehension and

communication.

f. Suggestopedia

Theory of language : Rather conventional, although memorization of whole

meaningful texts is recommended.

Theory of learning : Learning occurs through suggestion, when learners are in

deeply relaxed state. Baroque music is used to induce this

state.

Objective : To deliver advanced conversational competence quickly.

Learners are required to master prodigious lists of

vocabulary pairs, although the goal is understanding not

memorization.

Syllabus : Ten unit courses consisting of 1.200-word dialogues

graded by vocabulary and grammar.

Activity types : Initiatives, question and answer, role-play, listening

exercises under deep relaxation.

Learner role : Must maintain a passive state and allow the materials to

work on them (rather than vice versa).

Teacher role : To create situations in which the learner is most

suggestible and present material in a way most likely to

encourage positive reception and retention. Must exude

authority and confidence.

Roles of material : Consists of texts, tapes, classroom fixtures, and music.

Texts should have force, literary quality, and interesting

characters.

g. Communicative Language Teaching

Theory of language : Language is a system for the expression of meaning;

primary function-interaction and communication.


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Theory of learning : Activities involving real communication; carrying out

meaningful tasks; and using language which is meaningful

to the learner promote learning.

Objective : Objectives will reflect the needs of the learner; they will

include functional skills as well as linguistics objectives.

Syllabus : Will include some/all of the following: structures,

functions, notions, themes, tasks. Ordering will be guided

by learner needs.

Activity types : Engage learners in communication; involve processes

such as information sharing, negotiation of meaning, and

interaction.

Learner role : Learner as negotiator, interactor, giving as well as taking.

Teacher role : Facilitator of the communication process, participants’

tasks, and texts; needs analyst, counselor, and process

manager.

Roles of material : Primary role in promoting communicative language use;

task-based materials; authentic.

Audiolingual, Total Physical Response, The Silent Way, Community

Language Learning, The Natural Approach, Suggestopedia, and Communicative

Language Teaching are some approaches and methods that can be used by teacher

in teaching language in the class. Those approaches and methods can help teacher

in transferring the material better. Each approach or method has a characteristic.

Teacher can choose the correct approach or method which suitable with the

material they want to teach.

5. Characteristics of English Language Teaching

Not all teaching process always becomes a good in quality. Many factors

can be used to determine it. According to Williams and Burden (1997: 48) there

are ten categories which were identified as representing elements of good

teaching:


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a. Creating a relaxed and enjoyable atmosphere in the classroom

b. Retaining control, in the classroom

c. Presenting work in an interesting and motivating way

d. Providing conditions so pupils understand the work

e. Making clear what pupils are to do and achieve

f. Judging what can be expected of a pupil

g. Helping pupils with difficulties

h. Encouraging pupils to raise their expectations of themselves

i. Developing personal, mature relationships with pupils

j. Demonstrating personal talents or knowledge

Similar with them, Brown (1995: 191-192) also mentioned three

categories to describe good teaching including:

a. Consistent instruction

The result of learning process in a program should be consistent over time

and between sections of the same course.

b. Relevant instruction

The relevancy of a program’s instruction can be defined as the degree to

which a program delivers what it claims to be offering, as well as the degree

to which what it is producing reflects sound language teaching practice.

c. Efficient instruction

In the real world, language program do not have unlimited time or

resources, so efficiency must be considered an important characteristic of

teaching.

Furthermore, Williams, Burden and Elliott also mentioned some

characteristics of effective teaching. According to Williams and Burden (1997:

47), there are nine key factors contributing to effective teaching as follows:

a. Clarity of presentation

b. Teacher enthusiasm


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c. Variety of activities during lessons

d. Achievement-oriented behaviour in classroom

e. Opportunity to learn criterion material

f. Acknowledgement and stimulation of students ideas

g. (lack of) critism

h. Use of structuring comments at the beginning and during lessons

i. Guiding of students answers

Then, Elliott et al (2000: 572-575) given eleven big ideas in effective

teaching that draws how teacher-students interactions in the classroom should be.

a. Teachers communicate clear and high expectations for students learning

b. Standards for classroom behavior are explicitly communicated

c. Classroom routines are smooth and efficient

d. Students are carefully oriented to lessons

e. Instruction is clear and developmentally appropriate

f. Instructional groups are based on instructional needs of students

g. Learning progress is monitored frequently

h. Teachers review and reteach when necessary

i. Learning time must be increased

j. Personal interactions between teachers and students are positive

k. Incentives and rewards are used to promote excellence

Among Williams, Burden, Brown and Elliott mentioned some factors

contributing to good and effective teaching. From those theories, it can be known

how the teaching should be done in the class. A good and an effective teaching

will be reached when all teaching components work well together. Among the

condition of classroom, learner, teacher, learning time, interaction in the

classroom, activities happened in the teaching process have to support one to

another. Furthermore, the program should be consistent, relevant, and efficient. If

all components work well, the good and effective teaching will be reached

perfectly.


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B. Young Learners

1. The Meaning of Young Learners

According to Phillips (1993: 5), young learners means children from the

first year of formal schooling (five or six years old) to eleven or twelve years of

age. In line with Phillips, Scott and Ytreberg (1990: 1) also defined young

learners as pupils that are between five to ten or eleven years old. But they divided

the classification of characteristics of young learners into two age range that are

five to seven and eight to ten years old. Based on those explanations, it can be

concluded that young learners is defined as children in the age between five to

twelve years old.

2. Characteristics of Young Learners

According to Halliwell (1992: 3), there are some characteristics of

children which can be accepted as the representation of young learners. She stated

that:

a. Children are already very good at interpreting meaning without necessarily

understanding the individual words

b. Children already have great skill in using limited language creatively

c. Children frequently learn indirectly rather than directly

d. Children take great pleasure in finding and creating fun in what they do:

have a ready imagination and above all take great delight in talking

In line with Halliwell, Brumfit et al (1995: v) also stated some

characteristics of young learners, they are:

a. Young learners are only just beginning their schooling, so those teachers

have major opportunity to mould their expectations of life in school.

b. As a group they are potentially more differentiated than secondary or adult

learners, for they are closer to their varied home cultures, and new to the

conformity increasingly imposed across cultural grouping by the school.


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c. They tend to be keen and enthusiastic learners.

d. Their learning can be closely linked with their development of ideas and

concepts, because it is so close to their initial experiences of formal

schooling.

e. They need physical movement and activity as much as stimulation for their

thinking, and the closer together these can be better.

Similar with them, Scott and Ytreberg (1990: 1-4) also made a list of

characteristics of young learners. They divided young learner’s characteristics into

two categories: five to seven years old and eight to ten years old.

Children’s characteristics of five to seven years old are:

a. They can talk what they are doing

b. They can tell you about what they have done or heard

c. They can plan activities

d. They can argue for something and tell you why they think what they think

e. They can use logical reasoning

f. They can use vivid imaginations

g. They can use a wide range of intonation patterns in their mother tongue

h. They can understand direct human interaction

i. They know the world governed by rules, and obey it

j. They understand situation more quickly than they understand the language

used

k. They use language skills before long they are aware of them

l. The physical world is dominant all times

m. They are very logical

n. They have very short attention and consecration span

o. Young children sometimes have difficulty in knowing what is fact and what

is fiction

p. Young children are often happy playing and working alone but in the

company of others


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q. When children do not understand something they either pretend to

understand, or they understand in their own terms and do what you want

them to do

r. They will seldom admit that they do not know something either

s. Children cannot decide for themselves what to learn

t. Young learners love to play, and learn best when they are enjoying

themselves

u. Young children are enthusiastic and positive about learning

Then, children’s characteristics of eight to ten years old are:

a. Their basic concepts are formed. They have very decided views of the world

b. They can tell difference between fact and fiction

c. They ask questions all time

d. They rely on spoken word as well as the physical world to convey and

understand meaning

e. They are able to make some decisions about their own learning

f. They have definite views about what they like and do not like doing

g. They have developed sense of fairness about what happens in the classroom

and begin to question the teacher’s decisions

h. They are able to work with others and learn from others

i. They have a language with all basic elements in place. They are competent

users of their mother tongue and in this connection they are aware of the

main rules of syntax in their own language. By the age of ten children can

understand abstracts, symbols (beginning with words), and generalize and

systemize

From the theories about young learners’ characteristics above, it can be

concluded that young learners are enthusiastic learners and very potential. They

like to learn something through both physical and cognitive fun activity

(meaningful activity). They are also creative language users and have mastered

their mother language. They tend to be talkative learners and can work in group.


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3. Development of Young Learners

When children grow up, many things in their life changed. Not only their

motor skill, but also their cognitive are developed. Piaget in Meece (1997: 120-

121) stated some principles of development process of young learners. They are:

a. Organization and adaptation

Organization: as children mature, they integrate simple physical patterns or

mental schemes into more complex systems

Adaptation: all organisms are born with the ability to adapt their mental

structures or behaviour to fit environmental demands

b. Assimilation and accommodation

Piaget used the terms assimilation and accommodation to describe how

children adapt to their environment

Assimilation: process of actively molding new information to fit their

existing schemes. It is not passive process; it involves actively modifying or

transforming new information to make it fit prior knowledge

Accommodation: process of changing existing schemes to fit new;

discrepant information. It is more likely to occur when the information is

only slightly discrepant with the child’s existing schemes.

c. Mechanism of development

Piaget viewed development as a complex interaction of innate and

environmental factors. The following four factors contribute to children’s

cognitive development:

1) Maturation of inherited physical structures

2) Physical experiences with the environment

3) Social transmission of information and knowledge

4) Equilibration (innate tendency to keep one’s cognitive structures in

balance using the processes of assimilation and accommodation)

According to Piaget in Meece (1997: 119), cognitive development

involved not simply quantitative changes in facts and skills but rather major


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transformations in the way children organize knowledge. Piaget divided cognitive

development into four major stages shown in Table 2.1.

Table 2.1 Cognitive Development of Children

Stage Age Characteristics

Sensorimotor

(the active child) Birth to 2 years

Infants develop goal-directed behavior,

means-ends thinking, and object

permanence.

Preoperations

(the intuitive child) 2 to 7 years

Children can use symbols and words to

think. Intuitive problem solving, but

thinking limited by rigidity, centration,

and egocentrism.

Concrete operations

(the practical child) 7 to 11 years

Children develop logical operations for

seriation, classification, and

conservation. Thinking tied to real

events and objects.

Formal operations

(the reflective child)

11 to 12 years

and onward

Children develop abstract systems of

thought that allow them to use

propositional logic, scientific

reasoning, and proportional reasoning.

In addition, Thomas in Meece (1997: 83) also mentioned the sequences

of motor skill development in children shown in Table 2.2. From both tables, it

can be concluded that cognitive and motor skill development of children happens

simultaneously. The principles of development process of young learners explains

how children develop by integrating simple physical patterns or mental schemes

into more complex systems, adapting their mental structures or behaviour to fit

environmental demands, adapting to their environment, and doing an interaction

of innate and environmental factors. Cognitive development of children is not

only about the changing in facts and skill happened in children’s life, but also

about transformations in the way children organize knowledge. It is divided into

four major stages, which are preoperations, sensorimotor, formal operations, and

concrete operations. Then motor skill development in children is about how

children develop physically. Both of cognitive and motor skill development has a

big contribution in language learning development in young learners.


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Table 2.2 Motor Skill Development of Children

Age Description of Skill

Birth to 6 months

Exhibits many reflexes

Reaches for objects

Rolls from front to back

Hold head up when on stomach

6 to 12 months

Demonstrates fewer reflexes

Sits up, creeps and crawls

Stands holding on

Pincer graps emerges

12 to 18 months Begins to walk and climbs up stairs

18 to 24 months

Begins to run

Shows hand preference

Turns pages one at a time

Can stack 4 to 6 blocks

Gain control over bowels

24 to 36 months

Jumps and begins to ride tricycle

Can kick a ball forward and throw a ball with two

hands

Gain control over bladder

3 to 4 years

Masters running

Walks upstairs alternating steps

Can button large button and catch large ball

Holds pencil between thumb and first two fingers

4 to 5 years

Can dress self

Walks downstairs alternating steps

Can gallop

Can cut on straight line with scissors and threat

beads, but not needle

Can walk across balance beam

Begins to hold writing tool in finger grip

5 to 6 years

Can button small button

Can hop 8 to 10 steps on one foot

Can connect zipper on a coat

Might be able to tie shoes

Play ball games

6 to 7 years Can skip 12 or more times and ride a bicycle

Can throw ball in adult manner

8 years and onward Skips freely and rides bike easily

Writes individual letters


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4. Language Learning Development of Young Learners

According to Meece (1997: 242-244), there are some basic principles of

language development:

a. Language is a social phenomenon

People living together have derised ways of interacting and communicating

with each other. Children acquire whatever language or languages they hear

and spoken around them.

b. Children acquire language without direct instruction and within a short span

of time

By the age of 7, most children have learned about 90 percent of all language

structures used by adults in their society (Daniels, 1985). As children grow

older, they begin to combine the structure they have learned in order to

communicate more complex ideas, they gain proficiency with written

language, and they acquire grace and skill in using language in a wide

variety of social settings.

c. All languages are symbol systems with socially constructed rules for

combining sounds into words, for making meaning with words, and for

arranging words into sentences

Children actively construct these unconscious rules through observation and

hypothesis testing (Clark & Clark, 1977)

d. Because language is so complex, children cannot learn the system all at

once

Instead, they go through stages in which they work on learning a few things

at a time, for instance, putting two words together meaningfully.

e. Language is linked to identity

Through language we are able to interact with others and to make sense of

the world. This process allows us to develop a sense of self, to convey our

private thoughts, and to share our experiences with others.

f. Language abilities grow by using language in meaningful contexts

Children learn to talk by talking with others who delight in listening. This

holds true not only for spoken language, but also for promoting children’s


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acquisition of literacy. Typically, spoken language is learned in home

settings, while reading and writing are taught to children in school settings.

Children need authentic, real life, socially meaningful reasons to speak and

write. Language (speaking, reading, and writing) helps children to make

sense of the world.

Children have learnt language since they are still baby. They learn it from

simple things and then it getting complex when they grow up. Brown (1987: 16)

drew how children learn language since they are still small babies. The

explanation is set out in the Table 2. 3.

Table 2.3 Language Development of Children

Small babies

Children babbie, coo and cry and vocally or

nonvocally send an extraordinary number of message

and receive even more message.

The end of first year

Specific attempts are made to imitate words and

speech sound heard around them. At this time, they

also utter their first ‘word’.

About 18 months

These word have multiplied considerably and are

beginning to appear in combination with each other

to form two-word and three-word ‘sentences’ –

commonly referred to as ‘telegraphic’ utterances

such as “allgone milk”, “bye-bye daddy”, “gimme

toy” and so forth.

3 years old

Children can comprehend an incredible quantity of

linguistic behavior; their speech capacity mushrooms

as they become the generator of nonstop chattering

and incessant conversation.

At school age

Children not only learn what to say, but what not to

say, as they learn the social function of their

language.


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Furthermore, Cameron (2001: 12-13) mentioned the step of how young

learners learn a language. It is set out in the Table 2.4.

Table 2.4 Language Development of Young Learners

By the age of 5

years

First language acquisition was largely complete. Individual

differences in language domains will be established and so,

for example, some children will find it easier to learn

vocabulary than others, or children with more developed

conversational skills may transfer these to the new language

more easily than others.

5 – 6 years of age

Formal literacy are in the early stages of development. The

beginnings of literacy can be traced back to experiences in

infancy, such as listening to stories.

7 years of age

Children are still acquiring the skills needed for extended

discourse. In telling narratives, for example, children are still

learning how to create thematic structure through language,

and are still developing the full range of uses of pronouns and

determiners.

11 years of age

Children tend not to use relative clauses beginning with

whose, or preposition + relative pronoun e.g. In which.

Children have problems using words that express logical

relations between ideas, like cause and effect.

In learning language, children must make sense of the sounds, gestures,

and intonation patterns their parents direct toward them. There are some

languages learning methods for children stated by Meece (1997: 254-258):

a. Learning by imitation

Parents interact verbally with their infants from the moment of birth. Words,

sentences, and sounds function to entertain the child and to convey parental

love and care. In talking to children, adults will often repeat their utterance.

In fact, children don’t seem capable of repeating adult structures. Imitation

does play some role in language acquisition, especially in learning first

word. But imitation is not the primary way that language develops.


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b. Learning by reinforcement

Adults do reinforce children’s active attempts to participate in conversation.

By reinforcing participation, especially in early language development,

adults encourage and reward children’s efforts to learn language.

c. Learning by constructing rules

Children are very methodical language learners. The most general rules are

hypothesized first; then newer rules are added to increase precision. For

instance, learning word order in English-subject, verb, object- is a more

general rule than learning how to produce a present or past tense.

Based on the explanation above, it can be concluded that children acquire

whatever languages they hear and spoken around them. They begin to combine

the structure they have learned in order to communicate more complex ideas, they

gain proficiency with written language, and they acquire grace and skill in using

language in a wide variety of social settings. Children actively construct the

unconscious rules through observation and hypothesis testing. They cannot learn

the system all at once. Then language abilities will grow when children use

language in meaningful contexts. Children learn language since they are still small

babies until they grow older by imitation, reinforcement and constructing rules.

C. Teaching English to Young Learners

1. The Purpose of Teaching English to Young Learners

According to Brumfit et al (1995: 34-35), objectives for foreign language

learning at primary stage stand out as follows:

a. Language learning should assist the general educational objective of

encouraging the conceptual development of the child

b. Language learning should form part of the skill/conceptual and

cultural/social development of the child – literacy, numeracy, general


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language awareness, some curiosity about the world around him/her and

outside the borders of his/her own country.

c. Primary school language learning should promote the formation of a

positive attitude to language learning in general. It should form a good basis

for secondary school studies, but not ape the style of learning that may later

be imposed.

d. Primary language learning should result in the acquisition of some

appropriate elements of the actual language studied

It can be concluded that objectives of foreign language learning at

primary stage are not only cover the language learning itself but also effect the

general educational objective like skill/conceptual and cultural/social development

of the child involving literacy, numeracy, general language awareness, some

curiosity about the world around him/her and outside the borders of his/her own

country. It also has to support positive attitude to language learning in general and

result language acquisition of language which is studied.

2. The Principle of Teaching English to Young Learners

According to Scott and Ytreberg (1990: 5-7), there are some points that

should be noticed in teaching English to young learners, such as:

a. Words are not enough

Teaching English to young learners should involve activity which includes

both movement and sense activity. Moreover, objects and pictures may also

be added.

b. Play with language

Young learners are creative language learners. They play with language and

this also happens when they learn their first language. So, in teaching

English to young learners, teacher should create activity which enables

students to be creative in using language.


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c. Language as language

In teaching English to young learners, English should be used as language,

not as something separately being learnt.

d. Variety in the classroom

Since young learners only have short span of concentration and attention, so

variety of activity should be created. Kind of varieties such as variety of

activity, variety of pace, variety of organization, variety of voice are must

in the classroom. Older pupils can concentrate for longer periods and

teacher should allow them to do so, but teacher still need lots of variety.

e. Routines

Children benefit from knowing the rules and being familiar with the

situation, that’s why routines are important in teaching children.

f. Cooperation not competition

Group the children together whenever possible. This does not mean that

they have to work in groups all the time, but most children like to have other

children around them, and sitting with others encourage cooperation.

g. Grammar

As a teacher, we should note the structures, functions and grammar items

which we want the students to learn as well as those they already know, but

our actual teaching should only include the barest minimum of grammar

taught as grammar, and then for the older children only.

h. Assessment

Even though formal assessment may not be a compulsory part of teachers’

work, it is always useful for the teacher to make regular notes about each

child’s progress.

One of important things in teaching English to young learners that

included as pre-school is no prescriptive syllabus. Reilly and Ward (1997: 13)

stated that in many countries there is no prescriptive syllabus for pre-school. This

has the advantage of giving teachers the freedom to design the syllabus around the

children’s own needs and interest, but the disadvantage is that teachers have no


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guidelines as to what they should teach and how they should set about it. A

syllabus for pre-school children will be quite different from one for older learners.

First of all, most children of this age cannot yet read and write, or make the kind

of abstract deductions that even a child of seven can make. The children will be

still be gaining basic skills such as holding crayon or pencil, colouring in, relating

the real thing to a pictorial representation of it, being able to recognize shapes,

sorting and classifying, recognizing similarities and differences, using scissors,

glue, and other implements. Any syllabus will have to take all these things into

consideration.

From the explanation above, it can be concluded that in teaching English

to young learners, there are some principles to be noticed such as the activities

should include both movement and sense activity which enable students to be

creative in using language, the teaching of English that be used as language not as

something separately being learnt, the variety, routines and cooperation in the

class, the correct way to teach grammar and assessment to know child’s progress.

Finally, it is important to know that in teaching English to young learners that

included as pre-school is no prescriptive syllabus.

3. Technique in Teaching English to Young Learners

According to Brumfit et al (1995: 67), at kindergarten level of age five to

six, most children do not yet write or read. But actually there are some techniques

that can be used in teaching English to young learners in general as follows:

a. Techniques in teaching listening

Children are very enjoying in listening something. Linse (2005: 23) said that

young children listen to a variety of voices and sounds that are around them.

Inside buildings, they may hear people talking, a television, a vacuum

cleaner, post banging, or a microwave oven. Children often announce when

they suddenly hear a specific outdoor sound such as a fire engine or an

ambulance. If children live in an area where there are animals, they learn to

distinguish the sounds of dogs barking, cow mooing, sheep baaing, etc. In


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addition, House (1997: 19-21) stated that there are five basic types of

listening tasks at primary level, as follows:

1) Stories

2) Songs and rhymes

3) Task listening exercises

4) Pronunciation models

5) Modelling exercises

b. Techniques in teaching speaking

Linse (2005: 52) suggested Audiolingual method (ALM) as a method of

teaching speaking. Celce-Murcia in Linse (2005: 52) stated that

Audiolingual method to language teaching is based on the notion that one

can learn language by developing habits based on the pattern of language.

There are two important features of ALM which can easily be adapted for

the young learner classroom: drills with choral response and dialogues.

Linse (2005: 54) also mentioned some classroom techniques and activities

for teaching speaking to children

1) Using puppets to introduce dialogues

2) Fishbowl technique

Furthermore, House (1997: 21-23) also added that teacher can use oral drill,

role plays, information gap, and acting in teaching speaking to young

learners.

c. Techniques in teaching reading

According to House’s statement (1997: 24-26), teacher can use some tasks

or exercises to young learners in teaching reading. Teacher can gives tasks

like decomposing and composing words, guessing the meaning of unknown

words and using readers.

d. Techniques in teaching writing

According to Linse (2005: 110-114), there are some classroom techniques

and activities for teaching writing to children, such as:

1) Writing models. Teacher provides reading material that will model the

type of writing their young learners will produce.


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2) Group writing. Children can work collaboratively on a writing project,

but it needs to be carefully organized on the part of the teacher.

3) Talking and writing box.

4) Writing centers

5) Writing conferences

6) Inventive spelling

7) Word walls

In teaching writing, teacher can develop it to be interesting activities that

help children to write. House (1997: 27) formulated some exercises in

teaching writing such as copying, filling in, altering/ writing to a model,

written comprehension, and free writing.

e. Techniques in teaching vocabulary

According to Linse (2005: 128-131), there are some classroom techniques

and activities for teaching vocabulary to children, such as:

1) Connecting vocabulary to young learner’s lives through

personalization

2) Word for the day

3) Categories

4) Scavenger hunt

5) What’s missing

6) Mystery words

7) Concentration

8) Vocabulary basket

From the explanations above, it is known that there are some techniques

in teaching English to young learners. It is very important for a teacher to

comprehend all those techniques because it can support the process of language

teaching in the classroom. Furthermore, teacher has to identify what the

appropriate technique to be implemented, because kindergarten level of age five

to six, most children do not yet write or read.


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4. Types of Learning Activities in Teaching English to Young Learners

In teaching English, teacher should be creative to make activities that

suitable with young learners’ characteristics. According to Philips (1993: 7) on

her book entitle “Young Learners”, it is stated that: “The kinds of activities that

work well are games and songs with actions, total physical response activities,

tasks that involve colouring, cutting and sticking, simple, repetitive stories and

simple, repetitive speaking activities that have an obvious communicative value”.

She also mentioned some important points in creating English class

which enjoyable for children. Philips (1993: 7) stated that the activities should

have the characteristics as follows:

a. The activities should be simple enough for children to understand what is

expected for them

b. The task should be within their abilities: it needs to be achievable but at the

same time sufficiently stimulating for them to feel satisfied with their work

c. The activities should be largely orally based-indeed, with very young

children listening activities will take up a large proportion of class time.

d. Written activities should be used sparingly with younger children. Children

of six or seven years old are often not yet proficient in the mechanics of

writing in their own language.

In addition, Brumfit et al (1995: 208-209) also mentioned seven criteria

when designing activities for children. They are:

a. Interest

The activity should be exciting, interesting and motivating to these children.

If they do not like the chosen activity, change it. With the students’ interest

aroused we have a good starting point for learning.

b. Challenge

It should provide a suitable challenge for the age group. It should stretch

them a little without being too difficult, but not falling into the trap of being

too simple.


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c. Purpose

The children should focus on getting the task done, rather than practising a

language item.

d. Language use

The pupils will need to use language, receptive or productive or both, in

order to complete the activity the activity. There is often a language aim to

the activity (for example giving clear instructions) or a particular language

skill (for example a reading skill) to develop, but the pupils are never

confined to this language.

e. Language input

There will generally be oral or written language input at an appropriate level

and in context, but this not a presentation-practice-production situation.

f. Conceptual appropriateness

The activity should be within the conceptual ability of the pupils. They

cannot do things with language that are outside their conceptual grasp. If we

are looking at the development of the whole child, we will design activities

that help to develop his/her thinking and his/her concepts too.

g. Promotion of learning

If possible, it should promote learning other than language. One of the most

successful ways of combining interesting activities for children is by

following a theme topic, around which reading, writing, drama, games and

so on are centred.

Based on the explanation above, it can be concluded that children like

some activities like games, songs with actions, total physical response activities,

tasks that involve colouring, cutting and sticking, simple, repetitive stories and

simple, repetitive speaking activities that have an obvious communicative value.

Concisely, children like everything interesting and challenging based on their

mind. So teacher has to be creative in creating the activities in the classroom.


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CHAPTER III

RESEARCH METHODOLOGY

A. Research Method

One of important thing in conducting this research is research

methodology. This research was conducted in the form of qualitative research

using naturalistic inquiry. The researcher conducted qualitative research since this

research was focused in the process of implementation English language teaching

in the kindergarten especially at B class of TK NEGERI PEMBINA Manahan

Surakarta in the academic year of 2011/2012.

According to Fraenkel and Wallen (2000: 502), qualitative research is a

research study that investigates the quality of relationships, activities, situations,

or materials in a particular activity or situation. Whereas, the researcher used

naturalistic inquiry because the research concerned in teaching ang learning

process in natural setting. Lincoln and Cuba (1985: 39) proposed that in

naturalistic inquiry, the researcher carry out research in the natural setting and

make himself as the primary data-gathering instruments to identify and take into

account those resulting biases.

Furthermore, there are some steps in conducting qualitative research.

Fraenkel and Wallen (2000: 505-506) listed the steps as follows:

1. Identification of the phenomenon to be studied

2. Identification of the participants in the study

3. Generation of hypotheses

4. Data collection

5. Data analysis

6. Drawing conclusion

In the research, the researcher formulated the steps as follows: (1)

Identifying the implementation of English language teaching phenomenon to be

studied; (2) Choosing the kindergarten students as her object research;

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(3) Dividing the theoretical review into three points that are the review of English

language teaching, review of young learners and review of teaching English to

young learners; (4) Collecting the data by using observation, interview and

document analysis; (5) Analyzing the data by using flow model of analysis

consisting some steps that are reducing the data which are not used, presenting the

valid data, and drawing conclusion, finally, (6) Drawing the general conclusion

from her research.

B. Description of Setting

The researcher conducted the research in the classroom language

teaching, on the B class especially B3 and B4 of TK NEGERI PEMBINA

Manahan Surakarta in the academic year of 2011/2012. The school is located in

the Jl. Adisucipto 35 Manahan, Banjarsari, Surakarta. The time of the research is

started from the time of applying the research title, April 18th 2011. The schedule

of the research can be seen in the table 3.1.

Table 3.1 The Schedule of the Research

Schedules

Time

Ap

ril

May

June

July

August

Sep

tem

ber

Oct

ober

Novem

ber

Dec

emb

er

Proposing research title √

Projecting research proposal √ √ √

Making research instrument √

Collecting the data

(Research activities) √ √

Analyzing the data √

Writing a report √ √ √


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C. Sources of Data

The research data in this study consists of some sources information of

implementation of English language teaching in the B class especially B3 and B4

students of TK NEGERI PEMBINA Manahan Surakarta in the academic year

2011/2012. In getting the information, the researcher took event, informant and

document as the sources of data.

1. Event

The events observed are all classroom activities in English language teaching

on the B class especially B3 and B4 students of TK NEGERI PEMBINA

Manahan Surakarta in the academic year 2011/2012.

2. Informant

The researcher chooses some informants to get the information about the

implementation English language teaching on the B class of TK NEGERI

PEMBINA Manahan Surakarta in the academic year 2011/2012, they are:

English teacher, head of classroom and students.

3. Document

Some documents are needed to complete the information of conducting the

research about implementation of English language teaching in the classroom,

they are: syllabus, lesson plan, and field note.

D. Sampling

In this study, the researcher used a kind of sampling technique called

purposive sampling. According to Sutopo (2002: 56), purposive sampling is a

technique used in qualitative research where the researcher has a tendency in

selecting the sources of data by using personal judgment and consideration. The

researcher assumes that those sources of data can be used as a representative

source of data which can give information exhaustively. The researcher used this

sampling technique in choosing the classrooms that will be observed, informants

that will be interviewed and document that will be analyzed.


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E. Techniques of Collecting Data

The techniques of data collecting which are used in this research are in

the form of:

1. Observation

In this research, the researcher did the observation focused on all activities in

the classroom in B class especially B3 and B4 of TK Negeri Pembina Manahan

Surakarta. The researcher came to the school in every English lesson,

especially joined the English lesson in the B3 and B4 class conducted in every

Saturday. By using camera and note, the researcher collected the data from the

English language teaching happened in the classroom; camera to observe all

classroom activities and note to write down the important information and the

sequence of events in the classroom. The researcher conducted the observation

in the classroom six times; three times in each classroom. The schedule of the

observation can be seen in the table 3.2.

Table 3.2 The Schedule of the Observation

Observation Class Time Result of Observation

1st

observation

B4 Saturday,

September

17th

, 2011

07.30 – 08.25

WIB

1. The objective of the

teaching

2. The types of teaching

and learning activities

3. The teacher’s roles

4. The learner’s roles

5. The roles of teaching

material

2nd

observation

B3 Saturday,

September

17th

, 2011

08.30 – 09.05

WIB


teaching






material


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3rd

observation

B4 Saturday,

September

24th

, 2011

07.30 – 08.30

WIB


teaching






material

4th

observation

B3 Saturday,

September

24th

, 2011

08.35 – 09.35

WIB


teaching






material

5th

observation

B4 Saturday,

October

15th

, 2011

07.30 – 08.20

WIB


teaching






material

6th

observation

B3 Saturday,

October

15th

, 2011

09.05 – 09.35

WIB


teaching






material

2. Interview

Interview helps the researcher in finding out the information that can’t be

obtained by observation. The aim of interview is to discover what is on

informant’s mind, for example what they think or how they feel about

implementation of English language teaching in B3 and B4 of TK Negeri


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Pembina Manahan Surakarta. First of all, the researcher met the optional

informants that she thought they can give information needed. She asked for

permission to make an interview and shared what she wants to know from the

interview. After got permission, the researcher and the informant made an

appointment. Finally, the researcher conducted the interview based on the

appointment by using the instrument of interview as the reference. In

conducting the interview, the researcher used the recorder to record the

interview process.

3. Document analysis

Documents are a useful source of data in qualitative research. Beside the

observation and interview, in this research, the researcher also conducted the

document analysis. The aim of analyzing document is to get information which

is more objective, stable and legitimate; even it can be used in checking the

validity also. The researcher asked some document from the school and the

teacher, thereafter analyzed it by searching the information or statement that

can help the researcher to answer the problem formulation or support the

information from the observation and interview result.

F. Trustworthiness

As this research is conducted in the form of qualitative research, it is very

important to check the trustworthiness of the data collected. The basic issue to

trustworthiness is: how can the researcher persuade his/her audiences (including

himself/herself) that the finding is credible or well judged? (Moleong, 2010: 321).

There are four criteria in checking the trustworthiness of the data, they are:

credibility, transferability, dependability, and confirmability. The researcher

observed the trustworthiness of information collected from the field before took

them as the data. The researcher attempted to get the trustworthiness of the data

collected by meeting all of its criteria.

In credibility, the researcher used triangulation to check the data. In this

study, the researcher used data triangulation and methodological triangulation.


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Data triangulation means comparing and checking the trust degree of information

by using other sources that used in collecting data. Methodological triangulation

means comparing and checking the trust degree of information by using other

techniques that used in collecting data.

Informant 1

Informant 2 Interview Data

Informant 3

Informant Interview

Event Observation Data

Document Document

Analysis

Figure 3.1 Data Triangulation

Interview

Sources of data Observation Data

Document

Analysis

Figure 3.2 Methodological Triangulation

Thereafter, to allow transferability, the researcher provided sufficient

detail of the context of the fieldwork and thick description for a reader. It enables

other to contemplate the result of the findings so that it could be applied in other

context. In the term of dependability, the findings should be able to provide


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evidence which could be replicated with the same or similar respondents in the

same or similar context. The researcher, in this case, comprehended and explained

any changing during the collecting data. Furthermore, the data were not biases of

the researcher - the findings are objective, trustworthy, factual and confirmable, so

the result of the observation can be rechecked by others in order to get the

confirmabilty of objectiveness.

.

G. Techniques of Analyzing Data

The data in this research were analyzed by using flow model of analysis.

Sutopo (2002: 94) defined flow model analysis as a kind of techniques in

analyzing data which all analysis components got link each other during the

collecting data process happened and it continues until report writing finishes. The

process of analyzing data consists of three steps, as follows:

1. Reducing the data

It is important to reduce the unimportant data in the analyzing the data. Some

data which are not used should be ignored. The researcher only focuses on the

data which are suitable with the research that is implementation of English

language teaching in kindergarten. The researcher only focuses on some points

which will be analyzed, they are: its objective, the syllabus model, the

activities, teacher role, learners role and the role of teaching material and some

information to identify the effectiveness of the implementation. In the process

of the data reduction, the researcher selected, focused, simplified, and

abstracted the data in the field note. The data reduction was done during the

research activities.

2. Presenting the data

Presenting the data means describing the result of the research in the form of

description or narration. After reducing the data that are not used, the

researcher presents the valid data by arranging the information and making

description or narration in order to draw the conclusion. By presenting the data,


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the researcher considered what she should do; she could analyze or take the

other action based on her understanding.

3. Drawing conclusion

In this step, the researcher draws the conclusion from the data of the research

result. The researcher draws the conclusion based on the observation,

interview, document analysis, and the analyzing of the data has been done. The

researcher tends to accumulate and formulate her interpretations as she has

gone along.


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CHAPTER IV

RESEARCH FINDING AND DISCUSSION

A. Research Finding

In this chapter, the researcher presents the answer of problem formulation

containing of two sections: the implementation of English language teaching and

the effectiveness of English language teaching implementation at B class of TK

NEGERI PEMBINA Manahan Surakarta in the academic year of 2011/2012.

1. The Implementation of English Language Teaching

The implementation of English language teaching is described in six

aspects, they are: 1) the objective of the teaching; 2) the syllabus of the teaching;

3) the types of teaching and learning activities; 4) the teacher’s roles; 5) the

learner’s roles; and 6) the roles of teaching material

a. The Objective of the Teaching

The researcher formulated the problem from the objective of English

language teaching at B class of TK NEGERI PEMBINA Manahan Surakarta then

it is followed by other components of English language teaching. According to the

result of data collecting by interview, observation and document analysis, the

researcher found some information about the objective of English language

teaching at B class of TK NEGERI PEMBINA Manahan Surakarta. From the

interview with English teacher of B class of TK Negeri Pembina Manahan

Surakarta, teacher WA, it is known that the objective of English language

teaching at B class of TK Negeri Pembina Manahan Surakarta is to introduce

English to the children and to treat children to be able to communicate in English.

On the interview, teacher WA said that the objective is “Pengenalan, percakapan

secara sederhana, mungkin bisa dikatakan seperti itu. Tapi tentu saja terbatas

karena TK” (Interview with English teacher, WA (03), on October 15th

2011).

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Further, Teacher SR, as a head of B3 class, also gave similar statement

about the objective of English language teaching at B class of TK Negeri Pembina

Manahan Surakarta. She explained that the objective of English language teaching

at B class of TK Negeri Pembina Manahan Surakarta as follows:

“Untuk mengenalkan..ee..bahasa Inggris lebih dini pada anak. Karena

kan bahasa Inggris sekarang kan nganu mbak. Gimana ya... bahasa

Inggris itu.. bahasanya lebih anu, apa ya.. emmm.. benar-benar berguna

juga. Karena sekarang apa-apa pakai bahasa Inggris. Internasional

pakai bahasa Inggris. Jadi lebih dini lebih baik”

(Interview with head of B3 class, SR (02), on September 24th

2011)

Different from those explanations of the objective of English language

teaching, teacher RN, as a head of B4 class, gave other statement about the

objective of English language teaching at B class of TK Negeri Pembina Manahan

Surakarta. She stated that the objective of English language teaching at B class of

TK Negeri Pembina Manahan Surakarta is “Untuk memperkaya kosakata anak

Mbak” (Interview with head of B4 class, RN (03), on September 24th

2011).

Both of statements from teacher WA and teacher SR are similar with the

objective of English language teaching stated in syllabus. In standard competence

of teaching English in TK Negeri Pembina Manahan Surakarta, on the first and

the second semester, it is clearly mentioned that the objective of English language

teaching in TK Negeri Pembina Manahan Surakarta especially in B class of TK

Negeri Pembina Manahan Surakarta is oriented to treat children to be able to

speak English well in some ways of English language teaching process in the

classroom.

“ Standar Kompetensi : Setelah menyelesaikan tema atau pokok bahasan

yang telah ditentukan ini, siswa mampu memiliki keterampilan awal

berbahasa Inggris lisan. Keterampilan berbahasa meliputi menyimak

dan berbicara”.

(Syllabus of English Language Teaching in TK Negeri Pembina

Manahan Surakarta, First and Second Semester)


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Moreover, on the next point in that syllabus, on point E – Metode

Pembelajaran, there is an explanation about the objective of English language

teaching at B class of TK Negeri Pembina Manahan Surakarta.

“Pembelajaran bahasa Inggris ini memberikan pengetahuan dan

keterampilan dasar berbicara dalam bahasa Inggris. Pelatihan ini

bersifat praktis berupa latihan berbicara dalam bahasa Inggris, dengan

penekanan agar siswa mampu melafalkan kata-kata secara benar.

Namun demikian, perintah-perintah dan percakapan sederhana juga

diberikan dalam pembelajaran ini, yaitu pada saat latihan berlangsung

yang diberikan secara induktif dan kontekstual...”



From those information, it can be concluded that the objective of English

language teaching at B class of TK Negeri Pembina Manahan Surakarta is: 1) to

introduce English to the children; in this case, one of the implementation is in

enriching the vocabulary of the children, 2) to treat children to be able to

communicate in English moreover they are able to make a simple conversation

using English. It is in line with the result of observation conducted by the

researcher. The researcher found some activities in the classroom that have close

relation with the information above. She found that English is not used fully in

English language teaching process. Teacher still used Indonesian in teaching

English in the classroom but she stimulated them by using some English

utterances and activities dominated by English use. The researcher found some

activities happened in the classroom as an observation result, they are:

a. The teacher usually greeted and gave instructions using English

In English language teaching, teacher used some English utterances in

greeting and giving instructions to the children. In every English lesson,

teacher always used it in getting interaction in the classroom. Some of them

are good morning students, how are you?, count, sit down there, put down

there, hands off, clap one, clap two, etc. According to the researcher’s

observation, those greeting and instruction from the teacher are responded


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51

well by the students. It is proved by the students’ action in doing what the

teacher asked and their answer in replying teacher’s greeting.

“...Guru WA menyapa dan menanyakan kabar para siswa dengan

menggunakan ungkapan “Good morning students.. how are you today?”,

lalu para siswa menjawab “Good morning miss.. I’m fine...”. (01)

(Observation of B3’s English lesson on September 17th

2011)

“...Dengan tegas, guru WA menegur siswa dengan ungkapan “Don’t

touch”, karena ada beberapa siswa yang langsung memainkan komputer

tanpa menunggu perintah guru. Para siswa segera menghentikan

tindakan mereka dan mengarah kepada guru WA yang mulai

menjelaskan cara menggunakan program yang akan digunakan untuk

belajar angka pada hari itu...”. (04)


2011)

b. The teacher used English song in opening and closing of the lesson

One activity applied in classroom is singing a song. The teacher usually

invited students to sing together in the opening and closing. The students

look interesting in singing the song together; even the teacher encouraged

them to sing it with action. Some songs usually used are Tomy thumb, head,

shoulders, knees and toes, good morning, little elephants, bingo, goodbye,

etc. The researcher found some singing activities in the classroom.

“...Kemudian guru WA mengajak para siswa menyanyikan lagu “Good

Morning”. Melihat beberapa siswa belum bersungguh-sungguh

bernyanyi, guru WA lalu menghentikan kegiatan bernyanyi tersebut...”.

(02)


2011)

“...guru WA mengajak siswa bernyanyi bersama “There are the Frog”

dengan gerakan. Kemudian dilanjutkan dengan lagu Bingo dan

Goodbye. Lalu guru WA memberi salam Goodbye dan bersalam-salaman

dengan siswa...”. (03)

(Observation of B3’s English lesson on October 15th

2011)

c. The teacher introduced and shared the material using various techniques

Some materials taught in classroom are numbers, animals, and colors. Those

are materials of the first semester competencies stated in syllabus.


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52

In this semester, the students are introduced with numbers, from one to ten:

one, two, three, four, five, six, seven, eight, nine, ten. In teaching number,

the teacher used flash cards games and programs in computer.

“...Guru menjelaskan cara menggunakan program yang akan digunakan

untuk belajar angka pada hari itu. Setelah selesai menjelaskan petunjuk

penggunaan program tersebut. Guru WA mempersilakan siswa untuk

mulai mengerjakan task-task yang disajikan oleh program tersebut.

Masih ada beberapa anak yang kebingungan sehingga guru harus

menjelaskan lagi.

Task 1

Gambar cacing yang ada di program komputer menunjukkan sebuah

angka.

Siswa harus mencari angka yang tepat pada papan jawaban sesuai

dengan angka bilangan yang ditunjukkan.

Jika benar, maka program tersebut akan menunjukkan sejumlah

binatang sesuai dengan jumlah yang disebutkan sebelumnya (dengan

menghitung dari 1... dan seterusnya)

Program komputer memberikan ucapan selamat dengan ungkapan

“Great” (01)


2011)

In this semester, the students are introduced with some kind of animals and

colors. In teaching it, the teacher used story which contains of some name of

animals and colors, such as elephant, lion, rabbit, dog, butterfly and grey,

brown, white, red, black, yellow.

“...Selama bercerita, guru WA memperagakan beberapa gerakan hewan.

Juga menunjuk beberapa barang yang sesuai dengan warna hewan yang

bersangkutan. Misalnya:

Grey itu seperti celananya Andra (sambil menunjuk celana Andra yang

berwarna bau-abu)

Lion warnanya brown (sambil menunjuk celana Rasyad)

Rabbit warnanya apa? White (sambil menunjuk baju siswa yang

berwarna putih)

Kalau dog, black and white (sambil menunjuk beberapa rambut dan baju

siswa)

Butterfly.. red dan yellow” (03)


2011)


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d. The teacher introduced some simple English sentences to children

It is similar with the standard competency stated in the syllabus. The teacher

usually inserts some simple sentences in conducting English language

teaching in the classroom. According to the result of observations,

researcher found some evidences which can be explained with these

followings.

“...Selama bercerita, guru WA menggunakan bahasa Indonesia dan juga

menyisipkan beberapa kalimat sederhana bahasa Inggris. Seperti :

He walks

He meets a lion

Hi, lion

Hi, elephant

Look, i’m grey

Lion walks, elephant walks

Elephant meets rabbit

Then, meets dog

Butterfly warnanya bagus

There is a helicopter “ (03)


2011)

From the result of observation, related with the previous information, it

can be concluded that the objectives of English language teaching at B class of

TK Negeri Pembina Manahan Surakarta are: 1) to introduce English to the

children; in this case, one of the implementation is in enriching the vocabulary of

the children, 2) to treat children to be able to communicate in English. Moreover

they are able to make a simple conversation using English. Those objectives are

decided based on the background of English language teaching and parents’

demand about the competence of English language teaching in TK Negeri

Pembina Manahan Surakarta. Teacher WA explained those reasons in the

interview conducted by the researcher on October 15th

2011; she explained about

how the objectives of English language teaching at B class of TK Negeri Pembina

Manahan Surakarta are decided.


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a. The background of English language teaching in TK Negeri Pembina

Manahan Surakarta

One of the school committees gave the background of the English language

teaching in TK Pembina Manahan Surakarta that is the students in this

school are expected to know English phrases and instructions. He expected

that students will get more English knowledge that useful to be applied in

their daily life. Teacher WA explained it on the interview.

“...Karena salah satu anggota komite ini adalah Pak Budi Waskito yang

kebetulan juga mengajar di Sastra Inggris dan beliau ini juga

memberikan latar belakang untuk TK ini yaitu bahwa diharapkan anak-

anak itu minimal bisa mengenal frasa kemudian kalimat-kalimat

perintah. Juga everyday English seperti itu. Jadi misalnya kalau

ditanyai, gampangnya begini saja, misalnya kalau ditanyain “how are

you?” jawabannya tidak selalu “I am fine” gitu. Seperti itu. Jadi

everyday English yang benar-benar ....ee....yang benar-benar berguna

begitu. Class-full English.. jadi lebih kemana-mana”.

(Interview with English teacher, WA (03), on October 15th

2011)

b. The parents’ demand about the competence of English language teaching in

TK Negeri Pembina Manahan Surakarta

Firstly, the English language teaching in TK Pembina Manahan Surakarta is

focused on introducing of things. Students only learn about the things in

around them. Further, their parents sent a claim that they want their children

get more English knowledge. Thereafter, English phrases and instruction are

added to the English teaching process. Teacher WA explained it on the

interview.

A : Berarti tujuan tadi diambil dari latar belakang?

WA : Iya betul. Dulu pertama memang hanya benda. Jadi waktu pertama

dimulainya bahasa Inggris disini. Saya kan hanya meneruskan dari

teman saya, dia hanya mengajarkan benda.. benda.. benda.. benda..

begitu. Terus lama-lama tuntutan orang tua murid, mosok anak saya

hanya hapal benda. Nanti kalau di SD kelas satu, kalau mau

dimasukkan kelas-kelas SD RSBI terutama. Itu kan tuntutannya

sudah tinggi. Makanya mulai ditambah frasa kemudian sedikit-

sedikit kalimat-kalimat perintah.


2011)


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Furthermore, the researcher found some information about objective

achievement of English language teaching at B class of TK Negeri Pembina

Manahan Surakarta. According to the teacher SR and teacher RN, as a head of

both classes which are observed, the objective of English language teaching in

their class has been achieved. They gave statement as follows:

SR : O.. pengenalannya..kalau saya lihat untuk mengenalkan itu ya

sudah tercapai. Untuk mengenalkan benda-benda, angka-angka,

hari-hari, warna yo yang simple-simple aja. Kan anak-anak ya

sudah tahu. Jadi kalau ditanya itu tahu. Ini maksudnya, bendanya,

apa pengucapannya gimana.


2011)

RN : Tercapai. Ya.

(Interview with head of B4 class, RN (04), on September 24th

2011)

Meanwhile, teacher WA commented that the objective has not been

achieved completely. Teacher WA stated that the objective achievement couldn’t

reach one hundred-percent done. She gave statement about it, as follow:

“Kalau seratus persen tidak. Karena kan ee.. asupan.. apa ya namanya..

anak-anak yang masuk itu juga, input dari sekolah itu kan pengaruh ya.

Pernah suatu ketika, beberapa tahun lalu, inputnya diberlakukan sangat

ketat. Pendaftarannya dikenai tes. Hasilnya juga memang lebih baik.

Tapi kan juga dari segi tujuan pendidikan itu juga tidak tepat... . Dan itu

tidak hanya butuh intelektual tetapi juga kematangan emosional,

kestabilan emosi itu sangat penting. Jadi ee.. saya tidak berani

mengatakan seratus persen tercapai...”


2011)

In conclusion, the objective of English language teaching at B class of

TK Negeri Pembina Manahan Surakarta has been achieved but not completely. It

is because of the input of the students which is not same in each student. Teacher

WA, in this case, as a main evaluator in English language teaching said that it

gives a big impact in objective achievement. She stated that the objective

achievement is not one hundred-percent done.


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b. The Syllabus of the Teaching

One of important things in teaching-learning process in the school is

syllabus. Syllabus is a teaching-learning plan in a certain group or subject

containing some teaching-learning components that will be applied in the

classroom. According to the interview with teacher WA, generally there is no

syllabus in English language teaching for kindergarten. On her statement, she

said:

“...Tapi guru TK itu.. karena.. itu saya pilih jadi guru TK, tidak ada

silabus dari pemerintah, tidak ada SKKD dan yang lain sebagainya,

belum ada. Setahu saya belum ada...”


2011)

Teacher WA informed that English language teaching which is

conducted in the classroom is not based on national curriculum from the

Indonesian government. In conducting the English language teaching in the

classroom, teacher WA used a syllabus arranged by her own perspective. Teacher

WA arranged the syllabus based on up to date-information about syllabus and

English education for kindergarten, her own teaching experiences, and the

principles of arranging syllabus in Indonesia.

a. Up to date-information about syllabus and English education for

kindergarten

Teacher WA used the information as a reference in arranging the syllabus,

and then developed it by using her creativities. Teacher WA selected the

information which can be used as raw material that shall be adopted with

kindergarten students’ characteristic. She said that:

“...Saya selama ini mencari dari web dan juga artikel, kemudian paper

yang dari internet, yang dari TEYL, misalnya seperti itu. Jadi tidak ada

yang dari pemerintah, belum ada. Nah tetapi itu malah menjadi sebuah

ladang bagi saya untuk berkreasi jadi lebih bisa.. oya, kalau menurut

saya anak-anak itu harus bisa ini, oke, saya baca bukunya, kemudian

bikin sendiri yang seperti ini dan itu bisa saya jalankan, tapi saya tidak

tertekan, maksudnya dalam artian tidak harus bisa ini harus selesai.

Tidak. Bagi saya yang penting anak-anak itu bisa. Kita kejar sebisanya

bukan silabusnya itu harus selesai”.


2011)


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b. Teacher WA’s experiences in teaching English

From her previous experiences in teaching English in different level, teacher

WA got beneficial experiences to understand the students, such as the

students’ ability in learning English, up to date development in education,

and the condition that will be faced by the students in the next level. Those

experiences gave a contribution for the teacher in arranging the syllabus for

teaching English in her classroom.

“...Kebetulan juga dulu saya pernah ngajar di SMA, SMP, SD. Jadi tahu

oo.. nanti di SD itu mereka misalnya seperti ini, meskipun saya tidak bisa

mengikuti SD, karena ada SD RSBI yang sangat sulit bahkan untuk anak

kelas satu bikin pola simple present dan lain sebagainya. Suruh nulis dan

lain sebagainya. Tapi paling tidak oo.. mereka tahu kata bendanya ini,

itu bisa digabungkan dengan kata seperti ini, membuat frasa yang tepat

paling tidak jangan sampai ada anak yang mengatakan apple red,

seharusnya red aple, brown lion.. brown lion tadi yang pelajaran yang

tadi. Jangan sampai lion blue, lion’s blue.. kalau misalnya lion’s brown.

Karena teryata tadi ada yang menjawab lion green.”


2011)

c. The principles of arranging syllabus in Indonesia

In arranging the syllabus, the teacher does not create it without rules, but she

also used the principles of arranging syllabus in Indonesia. She realized that

arranging syllabus needs clear principles. In arranging the syllabus, teacher

WA adopted the form of national syllabus because it has to be sent to the

National Education Department of Indonesia.

“Eeee.......prinsip-prinsipnya jelas. Karena saya juga belajar lagi. Ada

dasar-dasarnya dari mata kuliah – mata kuliah yang saya ambil kan ada.

Maksudnya kan nggak ya bikin sendiri. Saya kan kebetulan memang

membandingkan silabus yang dari luar negeri dengan di dalam negeri

gitu ya. Tapi untuk di TK ini, karena ini TK negeri, saya pakai yang

dipakai di dalam negeri. Begitu.. karena apa, karena silabusnya itu

masuk sampai ke tingkat Diknas, jadi memang meskipun ekstrakurikuler

tetep ada silabusnya seperti apa, contoh RPP-nya juga. Nah itu saya

buat berdasarkan kaidah-kaidah silabus dan RPP orang Indonesia yang

biasa untuk SD sampai perguruan tinggi. Tidak saya ambil dari luar.


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Yang dari luar, misalnya saya pernah mengikuti pelatian TEYL,

Teaching English to Young Leaners...”


2011)

As National Education Department of Indonesia decided TK Negeri

Pembina Manahan Surakarta as an ideal kindergarten, it has to send the report

about the teaching-learning process in each academic year to National Education

Department of Indonesia, including the English language teaching syllabus.

Although, the syllabus is arranged by the teacher, but the teacher makes sure that

her syllabus is competent and comprehend to be applied in the classroom. It is

proved by that syllabus which is received by National Education Department of

Indonesia without revision. Teacher WA explained about it in her statement

below.

“...Iya, jadi berdasarkan semua itu, tanya-tanya, kebetulan kan juga

belajar lagi juga, baca-baca dan yang lain sebagainya. Jadi bagaimana

caranya supaya sekalipun belum ada garis yang jelas dari pemerintah

saya tidak keluar dari jalur...”

“...Tapi karena peraturan yang ada di Indonesia, seperti yang ini, maka

yang saya ambil yang ini, mengingat nanti masuknya ke Diknas. Kalau

saya ambil silabus yang dari luar, mungkin mereka akan langsung

ditolak, suruh ganti dan sebagainya, dan itu akan menyusahkan TK juga.

Pedoman dan silabus ala Indonesia yang sudah disetujui dan disepakati

oleh pemerintah dan ternyata saat itu begitu masuk langsung tidak ada

revisi dan lain sebagainya itu tidak ada.”

(Interview with English teacher, WA (11 & 12), on October 15th

2011)

In arranging the syllabus, the teacher used the rule of arranging national

syllabus. Based on the document analysis, the syllabus contains of the identity of

the subject, the standard competence, the basic competence, instructional material,

teaching method, teaching and learning instruments, evaluation, and sources of

material (See appendix V.1 & V.2: Syllabus of English Language Teaching in TK

Negeri Pembina Manahan Surakarta, First and Second Semester). Furthermore,

the teacher used it as a basis in arranging lesson plan of English language teaching

in the classroom (See appendix V.3: Lesson Plan of English Language Teaching).

Finally, it is clear that syllabus has a close relation with implementation of


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English language teaching in the classroom, because all activities conducted in the

classroom are based on the lesson plan which refers to syllabus.

c. The Types of Teaching and Learning Activities

After discussing the research finding about the objective and the syllabus

of English language teaching at B class of TK Negeri Pembina Manahan

Surakarta, the researcher describes the types of teaching and learning activity in

the classroom. The teaching and learning activity in classroom is a real

implementation of English language teaching at B class of TK Negeri Pembina

Manahan Surakarta. Certainly, the type of learning and teaching activities has a

close relation with the subjects discussed before those are the objective and the

syllabus.

English language teaching is implemented by using many kinds of

activities. Specially, in TK Negeri Pembina Manahan Surakarta, English language

teaching is integrated with computer. TK Negeri Pembina Manahan Surakarta

merged both of them to get effective English language teaching for the students.

Teacher WA explained about it in the interview, she said that:

A : Berarti ee.. itu apa ya, berkaitan dengan komputer juga ya?

WA : Iya, bahasa Inggris sendiri memang dicantolkan begitu..


2011)

“...Di TK ini memang untuk bahasa Inggris dan komputer itu diarahkan

untuk supaya anak-anak itu bisa ee.. bekerjasama. Misalnya kalau di

dalam kelas, tanpa komputer, nanti ada games, buat kelompok, mereka

perlu kerjasama dengan kelompok supaya jawabannya paling hebat

dibandingkan kelompok yang lain.”


2011)

Besides the use of computer in English language teaching process,

teacher WA also used many kinds of activities in English language teaching.

Teacher WA selected the activities based on the material which want to be taught

in the classroom. She told that in teaching English, she used many activities such

as activities using pictures and flash card, singing a song, listening to the story.


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A : Kalau bentuk-bentuk kegiatan itu apa aja?

WA : Aduh.. banyak sekali. Apapun yang terpikir. Jadi kalau, kalau

saya, misalnya mau mengenalkan sebuah materi baru itupun

caranya juga macam-macam. Angka kemarin dimulai dari

nggambar, nggambar kemudian kita berhitung kemudian

mengenalkan angka dan sebagainya. Jadi nggambar di kelas tidak

selalu nggambar angka, ya nggambar hewan, nggambar apapun

juga pensil dan yang lain sebagainya. Kemudian bisa juga dengan

flash card. Lalu seperti tadi mulai mengajar lagu juga dengan

gambar. Gambarpun sebenarnya untuk mengajar angka dan

hewan. Jadi jembatan antara angka mau menuju ke hewan. Karena

disini saya rencananya mau lanjut ke hewan, begitu. Plus

mengingatkan mereka pada warna. Makanya tadi cerita, dalam

cerita ada warna, hewan dan angka. Termasuk feeling mulai

masuk. Supaya nanti di akhir semester 2 feeling mereka sudah

tahu, happy.. sad.. yang seperti itu sudah oke, gitu.


2011)

It is similar with the statement told by other informants, they are the head

of B3 class, head of B4 class and each student of both class. They stated that in

English language teaching, teacher used many kind of activities, as follows:

RN : Kalau itu kan yang mengajar guru bahasa Inggris. Jadi kalau

guru bahasa kelas cuma membantu aja. Misalnya kegiatannya

menyanyi, mewarna, warna dibahasa Inggris-kan itu. Bilangan itu

ada.

A : O ya..

RN : Ya sama komputer.

(Interview with head of B4, RN (05&06), on on September 24th

2011)

A : Itu kegiatan-kegiatan di kelas belajarnya lewat kegiatan apa aja?

SR : Belajarnya lewat bercerita bahasa Inggris, percakapan pakai

bahasa Inggris, yang tadi, komputer, lewat permainan-permainan

juga. Kadang-kadang kalau permainan..”yuk, kita main, main

katak lompat” (guru SR memberi contoh bagaimana guru

mengajak anak-anak untuk bermain) pakai bahasa Inggris sama

Bu WA.

A : Kalau misalnya ni kan anak TK masih kecil, misal bermain apa

gitu? Nanti gurunya juga mengemas kegiatan belajar bahasa

Inggris gitu pakai permainan gitu?

SR : Gurunya? Iya.. he’e..

(Interview with head of B3, SR (04 & 05), on September 24th

2011)


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A : Kalau di kelas pelajarane kegiatane apa aja kalau bahasa

Inggris?

V : Nyanyi.

(Interview with student of B3, V (08), on September 23th

2011)

A : Pinter ya. Kalau di kelas pelajaran bahasa Inggrisnya apa aja?

G : Angka, binatang, angka.

A : Kalau di kelas pas pelajaran bahasa Inggris itu ada permainan?

Ada ya?

G : Ada.

A : Trus nyanyi-nyanyi gitu ya tadi ya?

(G hanya mengangguk)

(Interview with student of B4, G (09 & 10), on October 15th

2011)

From those statements, it can be concluded that the activities in English

language teaching consist of some activities like activities using computer

program, pictures and flash card, singing a song, listening to the story, and games.

Moreover, teacher WA also said that games is a technique which is dominant used

in the classroom. Teacher WA used games to teach them so that they don’t feel

bored in joining teaching and learning process in the classroom. Though it is in

the form of the games, but teacher still keep it effective for them to learn, because

teacher used games with English.

A : Apa benar kalau di TK pembelajarannya memang dominan

permainan begitu?

WA : Bisa dibilang iya, karena sebenarnya TK itu kan bukan sekolah

yang formal. Kalau TK itu sebenarnya umumnya panduan itu tidak

belajar membaca. Tidak belajar menulis. Tapi karena tuntutan SD

seperti itu mereka kita berikan pelajaran membaca dan menulis

juga tapi bukan dalam bahasa Inggris. Nah membaca dan menulis

itu. Tapi caranya bagaimana, dengan bermain, supaya tidak,

mereka tidak bosen... . Itu mereka sudah, apalagi kelas B nggak

usah diatur sudah langsung bisa. Jadi memang mungkin, memang

karena kita tidak bisa mengatur cara bermain. Saya menang lagi

karena bahasa Inggris memang, segala macam permainan bisa

masuk. Tapi dalam bermain pakai bahasa Inggris. Misalnya untuk

mengajarkan anggota badan dengan TPR, trus anak-anak

memegang anggota badannya sendiri-sendiri...


2011)


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Those activities are arranged based on the competencies in the syllabus

and applied in the meeting of English language teaching in the class. Actually,

there are some methods recommended to conduct English language teaching in

the classroom, such as: flash cards presentation, TPR (Total Physical Responses),

learning by doing, role play, discovery learning, and collaborative learning as

stated below:

“...Berkaitan dengan itu, maka dalam pembelajaran ini digunakan

berbagai macam metode pembelajaran, sesuai dengan tujuan

pembelajaran, topik pembelajaran, dan kondisi siswa... . Oleh karena itu,

beberapa metode yang direkomendasikan untuk pembelajaran ini antara

lain adalah flash cards presentation, TPR (Total Physical Responses),

learning by doing, role play, discovery learning, dan collaborative

learning”.



In fact, not all methods recommended are used by the teacher in the

classroom. The teacher selected the activities based on the material that will be

taught. She oriented to how children could learn well and master the material, not

to work and finish the syllabus. She stated: “ ..Tapi karena tujuannya itu adalah

bisa, bukan selesai sesuai silabus, saya nggak begitu cemas.. “ (Interview with

English teacher, WA (13), on October 15th

2011). Of course, it is permitted

because on the syllabus also stated that those methods can be used appropriately

based on the objective, topic/material and also students’ condition. Furthermore,

based on the result observation, the researcher found some kind of activities that

tune with the informants’ statement before. The researcher found some types of

teaching and learning activities in the classroom.

a. Doing computer program

“...guru WA yang mulai menjelaskan cara menggunakan program yang

akan digunakan untuk belajar angka pada hari itu. Setelah selesai

menjelaskan petunjuk penggunaan program tersebut Guru WA

mempersilakan siswa untuk mulai mengerjakan task-task yang disajikan

oleh program tersebut.

Task 1


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Gambar cacing yang ada di program komputer menunjukkan sebuah

angka.

Siswa harus mencari angka yang tepat pada papan jawaban sesuai

dengan angka bilangan yang ditunjukkan.

Jika benar, maka program tersebut akan menunjukkan sejumlah

binatang sesuai dengan jumlah yang disebutkan sebelumnya (dengan

menghitung dari 1..dan seterusnya)

Program komputer memberikan ucapan selamat dengan ungkapan

“Great”” (04)


2011)

b. Singing a song

“...Guru WA membimbing siswa untuk bernyanyi bersama.

One little two little three

Little elephants

Four little five little six

Little elephants

Seven little eight little nine

Little elphants

Ten little elephants ” (01)


2011)

c. Games (number games using flash cards)

“Guru WA membagi kelas menjadi beberapa kelompok. Kemudian beliau

mendrilling siswa nomor 1-10 dengan menggunakan bahasa Inggris.

Seusainya guru WA menjelaskan tata cara games yang akan dilakukan

pada jam itu. Guru WA menyuruh para siswa maju ke depan (meja yang

berisi kertas-kertas yang bertuliskan nomor 1-10 dalam bahasa Inggris)

dan mencari angka yang ditunjukkan oleh guru WA secara bergantian...

” (01)


2011)

d. Listening to the story (by teacher) supported by pictures

“Guru WA menceritakan sebuah cerita kepada anak-anak. Di dalam

cerita itu, terdapat beberapa tokoh hewan yaitu gajah, singa, kelinci,

anjing dan kupu-kupu yang juga digambar di whiteboard tampaknya hal

tersebut juga untuk membangun fokus anak dalam mendengarkan

cerita...” (03)


2011)


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64

Basically, a teacher has a full authority in arranging the type of activities

in the classroom, because she knows the condition of the classroom entirely.

Actually, teaching kindergarten students is different from teaching students in its

upper level. The clear difference is shown by the characteristic of the students

which the students of kindergarten is still categorized as young learners. So in

designing the activities in the class, the teacher has to pay more attention to select

and choose the correct activities that can be effective used in teaching English to

the children. In TK Negeri Pembina Manahan Surakarta, teacher WA arranged the

activities by using some principles. She doesn’t arrange it by her own rule but also

take some consideration. There are some criteria used by teacher in designing the

activities in the classroom explained by teacher WA.

A : Berarti ini kegiatannya dengan sederhana ya?

WA : Sederhana, tidak boleh terlalu lama, tidak boleh monoton.

A : Juga disesuaikan dengan kemampuan siswa begitu?

WA : Iya, masing-masing kelas berbeda.

(Interview with English teacher, WA (16&17), on October 15th

2011)

Teacher WA also added that in English language teaching at B class of

TK Negeri Pembina Manahan Surakarta, there is no writing activity. It is because

of the learners’ conditions which is still child so they don’t have writing ability.

Writing activities isn’t suitable with children characteristics generally. Teacher

WA said that:

A : Berarti kegiatannya tadi, kalau untuk menulis memang agak

diminimalkan?

WA : Kalau untuk bahasa Inggris sama sekali, bisa dikatakan nol

persen.


2011)

Finally, it can be stated that the activities for English language teaching

at B class of TK Negeri Pembina Manahan Surakarta have to be simple, not too

long time, various, accord with students’ capability, and no writing activities.

Those criteria help the teacher in managing all classroom activities to be applied

effectively in the classroom. From all explanation above, it is clear that the types


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65

of teaching and learning in English language teaching in the classroom are accord

with the objective of the teaching itself.

d. The Teacher’s Roles

A teacher has an important role in the classroom, because she is the main

source of the teaching learning process. From the result of the research, it can be

seen that the English teacher in TK Negeri Pembina Manahan Surakarta adopts

many roles in implementing English language teaching in the classroom. From the

interview with teacher WA, it is known that the teacher has to do many things to

make the class effective enough for children to learn. It is explained by the

conversation as follows:

A : Kalau misalnya peran guru di kelas ketika pembelajaran bahasa

Inggris, guru berfungsi sebagai apa?

WA : Motivator, sumber juga, sebagai pembantu juga, sebagai macem-

macem. Masalahnya di TK, termasuk kadang-kadang juga sebagai

ibu, sebagai apapun juga yang dibutuhkan oleh anak. Tapi dalam

kasusnya untuk membantu pembelajaran ya berarti fasilitator

untuk membantu anak-anak untuk belajar.

A : Memberi contoh penggunaan bahasa Inggris yang tepat itu sudah

pasti ya bu ya?

WA : Iya, jelas.

A : Menganalisis kebutuhan siswa?

WA : Iya, kalau tidak saya analisis, bagaimana tadi ada anak yang

sampai ke sekian, tapi ada yang hanya sekian. Itu juga jelas.

(Interview with English teacher, WA (18,19, & 20), on October 15th

2011)

The teacher does not only bring the English material, but also has to be

motivator, main source, counsellor, facilitator, demonstrator of accurate language

production, and also students’ need analyst. Similar with her, teacher SR also

stated the same point in explaining the role of teacher in the classroom. She said

that:

A : Apakah beliau mungkin menganalisis kebutuhan siswa, o..anak

ini kayaknya butuh bantuan apa, atau mungkin memberi motivasi

atau memantau atau memberi memimpin atau menjadi konselor

menjadi pembantu kalau siswa kesulitan?


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SR : Iya. Itu emang berfungsi semuanya. karena kalau anak TK, anak

TK itu kan masih perlu bantuan. Kadang salah-salah. Semuanya

dibantu dengan peran guru. Apalagi bahasa Inggris, soale bahasa

Inggris kan masih pertama kali jadi anak kan masih asing. Anak-

anak kan pengen tahu.


2011)

According to her observation during English class happen, she found that

the English teacher does some roles as students’ need analyst, motivator,

counsellor, monitor of students’ learning, class director. Moreover, teacher RN

also gave statement about the role of teacher in the classroom. She said that:

A : Guru ekstra. Guru mata pelajaran.

RN : Ya cuma menyajikan materi yang dikuasai aja. Kalau bahasa

Inggris ya bahasa Inggris saja. Lukis ya lukis aja.

A : Kalau misalnya di apa.. Di.. Di keadaan kelasnya apakah guru di

kelas itu hanya memberikan materi atau mungkin memberikan

saran, memberi motivasi, atau membantu atau memantau?

RN : Semua.

RN : Semua. Yang berhubungan dengan anak didik. Semua. Karena itu

untuk laporan ke orang tua, jadi ya perilakunya, perkembangan

belajarnya. Memantau, memotivasi, saran. Kan anak-anak kan

jiwanya sendiri-sendiri. Punya karakter sendiri-sendiri. Unik. Jadi

kita harus tahu cara mengelola anak.

(Interview with head of B4 class, RN (13, 14, 15), on September 24th

2011)

According to her observation during English class happen, she found that

the English teacher does some roles as main source, provider of students input,

motivator, counsellor, and monitor of students’ learning. Moreover, it is also

appropriate with the role that has to do by teacher in syllabus, stated as follow:

“Sementara itu guru berfungsi sebagai fasilitator, motivator dan konselor.”

(Syllabus of English Language Teaching in TK Negeri Pembina Manahan

Surakarta, First and Second Semester)

Finally, it can be concluded that teacher’s roles in the English language

teaching process are material source, provider of students input, motivator,

counsellor, monitor of students’ learning, students’ need analyst, facilitator,


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67

organizer and controller of students’ behaviour and demonstrator of accurate

language production. It is dealing with the observation by the researcher that

result some evidences about those roles.

a. Material source and developer

As a teacher, of course, they were a main source in the classroom, because

they were people who bring the material to the students. Moreover, the

teacher didn’t come to the classroom and bring the material, but they also

have to develop it by using correct method and activities so the material can

be transferred well to the students. In every meeting, the teacher did this

role; they gave the material and teach it to the students. As an example, on

the first observation conducted by the researcher, teacher brought “number

material” to the B4 class. (See the appendix III.1: Observation in B4’s

English lesson on September 17th

2011)

b. Motivator

In the English language teaching process, the teacher always motivated her

students. She motivated the students by giving praise by saying “Good” to

the students which do the task well. She also gives reward to the students so

they are motivated to try better. For example, teacher said “good” to the

students which could take a right number like teacher asked. (See the

appendix III.1: Observation in B4’s English English lesson on September

17th

2011)

c. Counsellor and provider of students input

The teacher didn’t always be a tutor, but sometimes she acted as a

counsellor. If there is a difficult faced by the students, she was ready to help

and give input or solution the student to solve the problem.

“...Terlihat ada beberapa siswa yang kesulitan, sehingga guru WA harus

membantu mengingat kembali dengan cara membimbing siswa berhitung

dari 1 – 10 dengan menggunakan bahasa Inggris...” (03)


2011)


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d. Monitor of students’ learning and facilitator

The teacher monitored the whole students’ learning, not only during English

language teaching happened in the classroom but also the development of

the students. In the classroom, this role is getting on toward facilitator role.

The teacher gave the material and opportunity the students to learn it by

themselves but still in teacher’s guiding. As an example, the English

language teaching in the computer room, the teacher explained the use of

computer program and let the students do the task by themselves. She

monitored and gave help if it is needed. She walked around and checked one

student to another. (See the appendix III.3: Observation in B4’s English

lesson on September 24th

2011)

e. Demonstrator of accurate language production

As an English teacher, teacher WA always be a good model in

demonstrating an accurate language. Even, before teacher WA taught them

about something, she gave the example on how to produce it.

“Guru WA membagi kelas menjadi beberapa kelompok. Kemudian beliau

mendrilling siswa nomor 1-10 dengan menggunakan bahasa Inggris”

(03)


2011)

f. Students’ need analyst

In teaching English, teacher WA also did the role as need analyst. It is

proved when she gave opportunity to the students which can finish the task

faster than others. She didn’t see all students in the same ways, but she tried

to pay attention based on their need and their ability.

“...Selama proses mengerjakan task, beberapa anak terlihat begitu asik

dengan program tersebut. Bahkan beberapa anak bisa mengerjakan task

demi task dengan cepat sehingga guru mengarahkan anak-anak tsb.

untuk mempelajari task yang lebih sulit yaitu penjumlahan...” (02)


2011)


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g. Organizer and controller of students behaviour

The teacher became the main organizer and controller in the classroom.

Teacher WA was the main director who arranged what will happened in the

classroom. She designed the students learning process since the class hasn’t

been started until the class ended. She made her own lesson plan containing

opening, main activity and closing to conduct teaching and learning so that

the process can be enable student to learn. It is proved in all English

language teaching process in the classroom.

“Sesampainya di ruang komputer, guru WA segera menyuruh masing-

masing siswa untuk menempatkan diri pada tempat duduk yang tersedia

di masing-masing komputer. Dengan tegas, guru WA menegur siswa

dengan ungkapan “don’t touch”, karena ada beberapa siswa yang

langsung memainkan komputer tanpa menunggu perintah guru. Para

siswa segera menghentikan tindakan mereka dan mengarah kepada guru

WA yang mulai menjelaskan cara menggunakan program yang akan

digunakan untuk belajar angka pada hari itu. Setelah selesai



oleh program tersebut...” (04)


2011)

Finally, from the result of the interview, observation and document

analysis, it can be concluded that the English teacher at B class of TK Negeri

Pembina Manahan Surakarta, teacher WA adopts many roles in implementing

English language teaching in the classroom, they are: material source and

developer, motivator, counsellor and provider of students input, demonstrator of

accurate language production, monitor of students’ learning and facilitator,

students’ need analyst, and organizer and controller of students’ behaviour.

e. The Learner’s Roles

Not only the teacher, but the students also have some roles to be done in

the classroom. If both of the teacher’s and the learners’ roles work well, it will

result a good and effective teaching in the classroom. Teacher WA gave statement

about learners’ roles in the interview, as follows:


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WA : Peran siswa? sebagai anak-anak dong. Sebagai pembelajar.

A : Apakah siswa merancang program belajar sendiri gitu Bu?

WA : Kalau siswa merancang program belajar sendiri belum bisa. Tapi

saya selalu memberikan apa ya, semacam ini, seperti ini. anak-

anak minggu ini.. seperti ini.. apa yang menarik? misalnya begini,

animal. Kemarin ada yang pesan memang, lion, oke.. lion.. masuk.

Kemudian ada yang pesan juga rabbit. Meskipun mereka pas

memintanya tentu saja juga nggak pakai bahasa Inggris, mereka

memintanya singa sama kelinci. Anak perempuan yang minta. Ya,

masuk. Jadi kalau mereka minta sesuatu yang masih bisa masuk

sesuai, itu saya berusaha memberikan, supaya mereka nanti.. wah,

aku kemarin minta ini, muncul deh. Nah otomatis kan semangatnya

tambah. Tadi di kelas B1, ada yang minta zebra.

A : Kalau siswa-siswanya juga mengevaluasi dirinya sendiri?

WA : Mengevaluasi dirinya sendiri? Mereka seperti ini, paling pol-nya,

belum kalau saya bilang, tapi maksimal, mereka itu kepengen

ngerti, Bu saya kemarin belajar sama mama ini, kata mama ini,

benar nggak? Nah kayak gitu. Jadi mereka berusaha mencari tahu

apakah yang saya ucapkan, apakah betul apa nggak. Bu saya tahu

bahasa Inggris-nya bis.. bus kan? Itu kan mereka mencari betul

nggak-nya. Bisa digambarkan seperti itu.

A : Apakah siswa bagian dari kelompok dan berinteraksi dengan

teman lain?

WA : Ya, ada saatnya mereka sendiri, mandiri. Ada saatnya mereka

menjadi bagian kelompok. Misalnya saat masuk pertama, saat

seperti tadi, mengenal baru. Itu kan mereka sendiri.. sendiri..

sendiri. Nanti kalau sudah misalnya, ada permainan kelompok,

dimana mereka macem-macem, bisa puzzle, bisa apa, seperti itu

kalau kelompok, supaya bisa interaksi sosialnya terasah juga. Jadi

nggak.. sekaligus saling bantu.

A : Berarti siswa juga saling ngajari gitu ya?

WA : O iya, sangat. Kayak tadi aja misalnya, itu lho yang.. yang itu..

yang itu..kalau temannya nggak tahu, yang telinganya panjang,

yang white.. yang white.. gitu kan, mereka saling bantu.

A : Berarti selama proses ini siswa nggak semata-mata belajar dari

guru, tapi juga dari temannya?

WA : Dari teman, iya dari lingkungan. Ada misalnya nanti kalau sudah

itu semester 2, my school. Nanti nggak di dalam sini tok. Nanti kita

keluar. Ada patung apa, misalnya disana ada patung kuda, nah

nanti horse akan muncul lagi. Seperti itu. Misalnya ada apa, kita

hitung mengapa. Nah nanti angka muncul lagi. Tapi tidak hanya di

dalam sini. Semuanya keluar, jalan-jalan kemana-mana gitu.

(Interview with English teacher, WA (22-27), on October 15th

2011)


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It is clear that in the classroom, the learners also do some roles.

Generally, they are a learner, but in specifically they have to do other duties such

as be a part of a group and learn from the interaction happened in the classroom,

help other learners which get difficulties and learn from everything around them

involving their friends, teacher and environment. It is similar with teacher RN’s

statement. She also stated that learners have to do some roles like teacher WA’s

statement before.

A : Kalau peran siswanya apa saja? Apakah siswa hanya di kelas

belajar sendiri atau mungkin siswa ngajari temene atau mungkin

apa ya mengevaluasi perkembangan mereka sendiri, begitu Bu?

SR : Peran siswa? Peran siswa itu yo nganu. Peran siswa untuk

belajar bahasa Inggris, kadang anak-anak itu bercakap-cakap

pakai bahasa Inggris gitu lho mbak. Itu ya..dengan temannya, juga

gurunya. Gurunya kan pakai bahasa Inggris lha nanti ikut

mengikuti bahasa Inggris gurunya.

A : Kalau siswa dengan siswa yang lainnya apa ya saling ngajari

gitu Bu?

SR : Ya kalau ada yang salah. Kalau ditanya. Diajari. “O.. ini

mestinya merah”. (Guru SR memberi contoh, bagaimana siswa

mengajari temannya)

A : Berarti siswa nggak hanya belajar dari guru tapi juga dari

teman?

SR : Iya. Dari teman, lingkungan. Mungkin juga dari orangtua. Dari

orangtua juga sudah diajari jadi kan dah tahu.

(Interview with head of B3 class, SR (09, 10, 11), on September 24th

2011)

Moreover, teacher RN as a head of B4 also gave statement about it. She said:

A : Kalau dari hasil pengamatan Ibu selama ini apa siswa itu saling

belajar dari temannya atau gimana?

RN : Iya. Dari lingkungan, dari teman, dari guru.

(Interview with head of B4 class, RN (17), on September 24th

2011)

Those statements in line with what the researcher found in the classroom.

According to her observation, she viewed that in daily classroom activities, the

students have become a part of the class in where they are learn. In this case, they

were a part of B3 and B4 class. It meant that indirectly, they were a part of a

learning group. Especially in English lesson, they were sometimes being a part of


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group when the teacher managed the class to be group activities. For an example,

it can be seen on the observation in B4 class.

“...Guru WA segera membagi kelas menjadi 2 kelompok, yang akan

bergantian memasuki ruang kelompok. Masing-masing kelompok terdiri

dari 8 orang...” (02)


2011)

Automatically, each student learned from their interaction in that group

itself. Moreover, from the observation, the researcher also found that the students

of kindergarten tend to help each other when they got difficulties in learning

something, especially in English lesson.

“...Guru WA menunjuk beberapa anak sebagai perwakilan kelompok

untuk mengambil kertas yang bertuliskan nomor yang disebutkan oleh

guru WA pada meja lawannya. Beberapa anak sempat keluar dari

kelompok untuk membantu temannya yang ditunjuk oleh guru. Namun,

guru WA membimbing siswa untuk berpikir sendiri dan tidak boleh

dibantu oleh teman sekelompoknya...” (02)


2011)

The students didn’t only learn from their teacher, but also from their

friends and their environment, because everyday they always get interaction with

both of them. Even they can learn from the program or material in English lesson

though it still needs teacher’s guidance. During the research, the researcher ever

found some children who learned from the expression said by the program in

computer. They tried to imitate the utterance based on their perspective.

“...Ada beberapa anak yang dengan asik menirukan ungkapan-ungkapan

yang keluar dari program tsb. Setiap kali mereka berhasil menjawab

dengan tepat, misalnya “great, good job”, tetapi kadang mereka masih

salah melafalkannya, misalnya “gut ja” (02)


2011)

Finally, it can be concluded that in the classroom, the learners do some

roles: they were a part of a group and learned from the interaction happened in the

classroom, helped other learners which got difficulties and learned from

everything around them involving their friends, teacher and environment.


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f. The Roles of Teaching Material

The last point should be discussed is the role of teaching materials. Not

only the teacher and the learners, but the material taught is also important to be

discussed, because the material is the bridge of the teacher and learner. Briefly, it

can be stated that the teaching learning process is a process of transferring

material from the teacher to the learners. In this case, of course, the materials

brought by teacher also have roles in the classroom. From the result of the

research, the researcher found some roles of material. In the interview, teacher

WA mentioned some roles of teaching material.

A : Materi itu, mungkin materi yang dibawa itu bisa menjadi sumber

kegiatan, sumber interaksi?

WA : Iya. Sumber belajar. Materi itu sendiri bisa menjadi bahan, dari

segi materi secara keseluruhan nanti saya bisa memilih, nanti saya

mengajarnya bisa dengan cara ini.. ini.. ini.. segala macam. Kalau

saya sudah membawa realia atau flash card, bisa saya gunakan

dengan seribu satu cara. Jadi flash card tidak hanya.. one, two,

three.. tidak seperti itu. Bisa menggunakan dengan konsep hide and

seek, match, bisa dengan konsep take it if i want it, dan yang lain

sebagainya. Segala macam bisa digunakan.

A : Bisa juga digunakan jadi sumber belajar untuk tata bahasa,

kosakata, gitu ya Miss ya?

WA : Tanpa mengatakan ini belajar tata bahasa, tanpa mengatakan ini

belajar kosakata.. iya!...

(Interview with English teacher, WA (32, 33), on October 15th

2011)

Teacher WA said that teaching material can be a resource of learning

process, source of activities and interaction, a reference source for learners on

grammar and vocabulary, and also source of stimulation and ideas for classroom

activities. Teaching material doesn’t only be the object which is transferred by

teacher but also be the ideas for the teacher to find the correct method and

technique to transfer it. Furthermore, teacher SR and teacher RN added

information about it.

A : Materi yang dibawa itu apa bisa jadi sumber kegiatan, sumber

belajar gitu Bu?

SR : Iya.


2011)


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A : E..apakah materi yang dibawa bisa dijadikan buat kegiatan di

kelas. Sumber untuk siswa berinteraksi?

RN : Bisa. Bisa untuk bermain Mbak. Ya...untuk bermain bisa. Seperti

permainan kemarin, angka-angka itu. Itu bisa untuk bermain.

Semuanya bisa untuk bermain.

A : Juga bisa untuk sumber belajar gitu ya Bu?

RN : Bisa. Bermain kan sumber belajar juga to Mbak untuk anak-anak.

(Interview with head of B4 class, RN (21, 22), on September 24th

2011)

Those statement strengthen teacher WA’s statement before, that material

is a source of activities, learning, interaction, even playing. It is appropriate with

the information about material stated in the syllabus, which is stated: “...Berkaitan

dengan itu, maka dalam pembelajaran ini digunakan berbagai macam metode

pembelajaran, sesuai dengan tujuan pembelajaran, topik pembelajaran, dan

kondisi siswa...” and “...Media pembelajaran yang digunakan dalam pelatihan ini

beragam, tergantung topik yang sedang dibahas...” (Syllabus of English

Language Teaching in TK Negeri Pembina Manahan Surakarta, First and Second

Semester).

Finally, it can be concluded that, the teaching material have some roles in

the classroom, they are:

a. Teaching material can be a resource of learning process. Teaching material

that brought by the teacher becomes a source for the students to know more

about everything around them. It can be a source to develop their conceptual

and skill. For example, when the teacher bring number material, so it can be

a source for them to learn about number, moreover they can learn about the

kind of number, what it is in English, how to pronounce it, etc.

b. Teaching material can be a source of activities and interaction. Teaching

material brought by the teacher becomes a source of activities in which

learners practice their language and get communicative interaction with

others. On the first observation, in the B4 class, it is clearly seen how they

practice in pronouncing the number in English by the interaction in the

games served by the teacher.

c. Teaching material can be a reference source for learners on grammar,

vocabulary, pronunciation, and so on. Though it wasn’t done perfectly, but


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inderectly material brought by the teacher helps students in learning the

grammar, vocabulary and pronunciation. From the observation in the

computer room, the researcher found that the students enjoy the program

served by computer. Moreover, the utterances from the duck in the computer

are able to encourage students to learn about grammar, vocabulary and

pronunciation. It is proved by some students who imitate the utterances

mentioned, though it is not perfectly done because they have not aware the

right structures. But it is can stimulate them to speak English.

d. Teaching material can be a source of stimulation and ideas for classroom

activities. It is very important for the teacher to create interesting activities

in the classroom. Besides it can encourage the students’ motivation, it also

help the teacher to get effective teaching in English language teaching

process. Furthermore, the teaching material can give ideas and image to

arrange the classroom activities. It can help the teacher to choose the

appropriate method to be implemented and teaching media to be used.

2. The Effectiveness of English Language Teaching Implementation

In the previous section, the researcher has described about the

implementation of English language teaching in six aspects, they are: 1)The

objective of the teaching; 2) The syllabus of the teaching; 3) the types of teaching

and learning activities; 4) The teacher’s roles; 5) The learner’s roles; and 6) The

roles of teaching material. After describing the implementation of English

language teaching at B class of TK NEGERI PEMBINA Manahan Surakarta in

the academic year of 2011/2012, the researcher tried to find out some evidence

which can be references to identify the effectiveness of English language teaching

implementation. The researcher found some phenomena in the field that accord

with that.

One of preeminent things was teacher’s enthusiasm. Teacher WA as an

English teacher at B class was an enthusiastic teacher. It was proved by her

performance in doing her roles as a teacher. She also had a spirit in teaching

English to her students. Although there is no prescriptive syllabus for kindergarten


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teaching and the teacher has to arrange syllabus by her own perspective, but she

has a passion to learn more about English language teaching for kindergarten

students. Instead, the teacher thought that it is like an opportunity for her to

develop the creativity in teaching her students. Moreover, the teacher tried to seek

the information about the standard syllabus for English language teaching in

kindergarten to be implemented in the classroom. It is because she has a high

expectation for her students to be able in using English.

“...Saya selama ini mencari dari web dan juga artikel, kemudian paper

yang dari internet, yang dari TEYL, misalnya seperti itu. Jadi tidak ada

yang dari pemerintah, belum ada. Nah tetapi itu malah menjadi sebuah

ladang bagi saya untuk berkreasi jadi lebih bisa.. oya, kalau menurut

saya anak-anak itu harus bisa ini, oke, saya baca bukunya, kemudian

bikin sendiri yang seperti ini dan itu bisa saya jalankan, tapi saya tidak

tertekan, maksudnya dalam artian tidak harus bisa ini harus selesai.

Tidak. Bagi saya yang penting anak-anak itu bisa. Kita kejar sebisanya

bukan silabusnya itu harus selesai”.


2011)

Besides having enthusiasm, the teacher was also creative in arranging the

English language teaching process in the classroom. She used variety of activities

in teaching English. The teacher used many techniques in English language

teaching process. It is in line with the teacher’s statement as follows:

A : Kalau bentuk-bentuk kegiatan itu apa aja?

WA : Aduh.. banyak sekali. Apapun yang terpikir. Jadi kalau, kalau

saya, misalnya mau mengenalkan sebuah materi baru itupun caranya

juga macam-macam.


2011)

The clear explanation is mentioned in previous point, the researcher

found some types of teaching and learning activities in the classroom, they are:

doing computer program, singing a song, games (number games using flash

cards), and listening to the story (by teacher) supported by pictures.

Furthermore, the teacher also gave a clear presentation during the English

language teaching process in the classroom. The teacher demonstrated the use of

English correctly and clearly so the children could catch the teacher’s instruction


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well. Moreover, in conveying the material to the students, the teacher also gave

modelling and used real example. For an example, on the B4’s English lesson on

October 15th

2011, when students are introduced with some kind of animals and

colours, she used story which contains of some name of animals and colours, such

as elephant, lion, rabbit, dog, butterfly and grey, brown, white, red, black, yellow.

The teacher did not only tell the story but also model the figures of the story and

point some things to give the clear example.

“Karena ada classroom English, kalau misalnya anak-anak rame..Quiet

please!. Kalau duduk.. Sit down!. Itu kan penggunaan bahasa yang

tepat, mereka langsung tahu. Bahkan disini kalau mereka lagi, misalkan

di lab komputer, mereka lagi, mulai saya akan menerangkan, Hands off..

Don’t touch.. gitu-gitu mereka sudah tahu, langsung tangannya lepas

begitu. Itu penggunaan bahasa yang tepat”


2011)

“...Selama bercerita, guru WA memperagakan beberapa gerakan hewan.

Juga menunjuk beberapa barang yang sesuai dengan warna hewan yang

bersangkutan. Misalnya:

Grey itu seperti celananya Andra (sambil menunjuk celana Andra yang

berwarna bau-abu)

Lion warnanya brown (sambil menunjuk celana Rasyad)

Rabbit warnanya apa? White (sambil menunjuk baju siswa yang

berwarna putih)

Kalau dog, black and white (sambil menunjuk beberapa rambut dan baju

siswa)

Butterfly.. red dan yellow” (03)


2011)

The teacher usually used some English structuring comments in greeting

and giving instructions to the children. In every English lesson, the teacher always

use it in getting interaction in the classroom. Some of them are good morning

students, how are you?, count, sit down there, put down there, hands off, clap one,

clap two, etc. According to the researcher’s observation, those greetings and

instructions always apllied by the teacher in opening and teaching process.

“...Guru WA menyapa dan menanyakan kabar para siswa dengan

menggunakan ungkapan “Good morning students.. how are you today?”,

lalu para siswa menjawab “Good morning miss.. I’m fine...”. (01)


2011)


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“...Dengan tegas, guru WA menegur siswa dengan ungkapan “Don’t

touch”, karena ada beberapa siswa yang langsung memainkan komputer

tanpa menunggu perintah guru. Para siswa segera menghentikan

tindakan mereka dan mengarah kepada guru WA yang mulai

menjelaskan cara menggunakan program yang akan digunakan untuk

belajar angka pada hari itu...”. (04)


2011)

Wholly, all of English language teaching processes in the classroom are

conducted by the teacher by using syllabus as a reference and lesson plan to

manage the sequences of classroom activities. Orientating to the syllabus helps the

teacher to work the English language teaching to not get out from the criterion

material, so the English language teaching process does not deviate from the

standard material what should be taught. For example, in the first semester, the

material containing of some subject such as introduction, animals, colors,

numbers, and fruit (See appendix V.1: Syllabus of English Language Teaching in

TK Negeri Pembina Manahan Surakarta, First Semester).

Because all of English language teaching processes are handled by the

teacher totally, the teacher has some important roles done in the English language

teaching like an organizer, a controller, a guide, and a motivator. As an organizer

and controller, the teacher arranged what will happened in the classroom. She

controlled the students’behaviour in learning process since the class started until

ended. It is proved in all English language teaching process in the classroom.

“Sesampainya di ruang komputer, guru WA segera menyuruh masing-

masing siswa untuk menempatkan diri pada tempat duduk yang tersedia

di masing-masing komputer. Dengan tegas, guru WA menegur siswa

dengan ungkapan “do not touch”, karena ada beberapa siswa yang

langsung memainkan komputer tanpa menunggu perintah guru. Para

siswa segera menghentikan tindakan mereka dan mengarah kepada guru

WA yang mulai menjelaskan cara menggunakan program yang akan

digunakan untuk belajar angka pada hari itu. Setelah selesai



oleh program tersebut...” (04)


2011)


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The role of the teacher as a controller helps the teacher to get effective

English language teaching in the classroom, so that the process can be enable the

student to learn and achieve the goal of teaching itself which oriented in the

student competency as stated in the syllabus.

“ Standar Kompetensi : Setelah menyelesaikan tema atau pokok

bahasan yang telah ditentukan ini, siswa mampu memiliki keterampilan

awal berbahasa Inggris lisan. Keterampilan berbahasa meliputi

menyimak dan berbicara”.



Then, the teacher did not always be a tutor, but sometimes she acted as a

guide. If there is a difficult faced by the students, she was ready to help and guide

them to solve the problem. The teacher gave opportunity to the students to answer

the task but still in the teacher’s guiding. The teacher helped students to remember

and think independently in guiding them to answer the teacher’s task.

“...Terlihat ada beberapa siswa yang kesulitan, sehingga guru WA harus

membantu mengingat kembali dengan cara membimbing siswa berhitung

dari 1 – 10 dengan menggunakan bahasa Inggris...” (03)


2011)

“...Guru WA menunjuk beberapa anak sebagai perwakilan kelompok

untuk mengambil kertas yang bertuliskan nomor yang disebutkan oleh

guru WA pada meja lawannya. Beberapa anak sempat keluar dari

kelompok untuk membantu temannya yang ditunjuk oleh guru. Namun,

guru WA membimbing siswa untuk berpikir sendiri dan tidak boleh

dibantu oleh teman sekelompoknya...” (02)


2011)

The teacher also took a role as a motivator. She motivated the students by

giving acknowledgment for who can answer the question correctly. For example,

the teacher commend her students by saying “Good” to the students which do the

task well. The teacher also gives reward to the students to stimulate them to learn

well and try better.

“Sebelum guru WA memulai pelajaran, guru WA menjelaskan bahwa

nanti akan mengadakan games dan bagi siswa yang bisa mengikuti dan


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menjawab dengan benar akan mendapatkan hadiah “bintang” (nilai

tambahan) yang akan disampaikan kepada guru SR... “ (02)


2011)

On the other side, students only received what is taught by the teacher.

Even sometimes they did not realize that they were learning. The teacher gave

statement about it.

“...Tapi juga, mereka kan sering nggak sadar kalau mereka belajar. Gitu

lho. Apakah ini tadi mereka sadar mereka belajar? Nggak, rumangsane

mereka hanya mengira diceritain gitu tok... Bukan karena saya lebih

menyenangkan, tidak. Karena mereka kan taunya saya sering mengajak

main, memberi cerita, ngajari nyanyi. sehingga mereka lebih dekat,

bukannya mereka menganggap saya orang baik atau bagaimana, tapi

karena mereka lebih senang aja”


2011)

In fact, although they did not realize what they were learning, but

students always enjoyed all classroom activities brought by the teacher. Teacher

RN also added some information, she said that students look happy and

enthusiastic in joining English classroom.

A : Anak-anak seneng ato?

RN : Seneng.

A : Berarti mereka belajarnya antusias gitu ya?

RN : Ya.

(Interview with head of B4 class, RN (07, 08), on September 24th

2011)

Finally, it can be concluded that there are 9 evidences found by the

researcher as the phenomena to identify the effectiveness of English language

teaching at B class of TK NEGERI PEMBINA Manahan Surakarta in the

academic year of 2011/2012, they are : teacher’s enthusiasm, the use of variety of

activities, clear presentation during the English language teaching, the use of

English structuring comments in greeting and giving instructions to the children,

learning of criterion material, the role as an organizer, a controller, a guide, and a

motivator and also the lack of criticism in classroom shown by the comfortable

classroom condition in learning English.


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B. Discussion

In the research findings, the researcher has discussed some aspects

concerning with the implementation of English language teaching involving the

objective, the syllabus, the types of teaching and learning activities, the teacher’s

roles, the learner’s roles and the role of teaching material in English language


academic year of 2011/2012. In order to justify the research finding, the

researcher tries to discuss it with the other relevant references. This discussion is

concerning on the effectiveness of those implementation.

Based on the result finding, it can be concluded that the implementation

of English language teaching at B class of TK NEGERI PEMBINA Manahan

Surakarta in the academic year of 2011/2012 is effective, because the

implementation of English language teaching has fulfilled all the categories of

effective teaching.

According to Williams and Burden (1997: 47), there are nine key factors

contributing to effective teaching as follows: 1) clarity of presentation, 2) teacher

enthusiasm, 3) variety of activities during lessons, 4) achievement-oriented

behaviour in classroom, 5) opportunity to learn criterion material, 6)

acknowledgement and stimulation of students ideas, 7) (lack of) criticism, 8) use

of structuring comments at the beginning and during lessons, and 9) guiding of

students answers.

Those categories can be clearly seen on the implementation of English

language teaching at B class of TK NEGERI PEMBINA Manahan Surakarta in

the academic year of 2011/2012. There are 8 evidences that in line with Williams

and Burden’s theory, they are: clarity of presentation, teacher enthusiasm, variety

of activities during lessons, achievement-oriented behaviour in classroom,

opportunity to learn criterion material, acknowledgement and stimulation of

students’ ideas, use of structuring comments at the beginning and during lessons,

and guiding of students answers. One category, (lack of) criticism, can not be

found directly, but indirectly there are some evidences that support that term.


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Firstly, in conducting English language teaching in the classroom, the

teacher gives a clear presentation. The teacher demonstrated the use of English

correctly and clearly so the children could catch the teacher’s instruction well.

Moreover, in conveying the material to the students, the teacher also gave

modelling and used real example. The teacher did not only tell the story but also

model the figures of the story and point some things to give the clear example.

Secondly, the English teacher of B class of TK NEGERI PEMBINA

Manahan Surakarta, teacher WA as an English teacher at B class was an

enthusiastic teacher. It was proved by her performance in doing her roles as a

teacher. She also had a spirit in teaching English to her students. Although there is

no prescriptive syllabus for kindergarten teaching and teacher has to arrange

syllabus by her own perspective, but she has a passion to learn more about

English language teaching for kindergarten students. Instead, the teacher thought

that it is like an opportunity for her to develop the creativity in teaching her

students. Moreover, teacher WA tried to seek the information about the standard

syllabus for English language teaching in kindergarten to be implemented in the

classroom. It is because she has a high expectation for her students to be able in

using English.

Thirdly, the teacher is also creative in arranging the English language

teaching process in the classroom. She used variety of activities in teaching

English. The teacher used many techniques in English language teaching process,

they are: doing computer program, singing a song, games (number games using

flash cards), and listening to the story (by teacher) supported by pictures.

Fourthly, all of English language teaching process is handled by the

teacher totally. The teacher does some important roles in the English language

teaching process. One of them is to be an organizer and controller. As an

organizer and controller, the teacher arranges what will happened in the

classroom. She controlls the students’behaviour in learning process since the class

started until ended. It is proved in all English language teaching process in the

classroom. The role of teacher as a controller helps the teacher to get effective

English language teaching in the classroom, so that the process can enable the


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student to learn and achieve the goal of teaching itself. The goal achievement is

oriented in the student competency as stated in the syllabus and also the objective

of English language teaching in B class of TK Negeri Pembina Manahan

Surakarta.

Fifthly, all of English language teaching process in the classroom are

conducted by the teacher by using syllabus as a reference and lesson plan to

manage the sequences of classroom activities. Orientating to the syllabus helps the

teacher to work the English language teaching to not get out from the criterion

material, so the English language teaching process does not deviate from the

standard material what should be taught.

Sixthly, the teacher also took a role as a motivator. The teacher motivated

the students by giving acknowledgment for who can answer the question

correctly. For example, the teacher commend her students by saying “Good” to

the students which do the task well. The teacher also gives reward to the students

to stimulate them to learn well and try better.

Seventhly, in conducting the English language teaching in the classroom,

the teacher usually used some English structuring comments in greeting and

giving instructions to the children. In every English lesson, the teacher always use

it in getting interaction in the classroom. Some of them are good morning

students, how are you?, count, sit down there, put down there, hands off, clap one,

clap two, etc. Those greetings and instructions always applied by the teacher in

opening and teaching process.

Eighthly, the teacher did not always be a tutor, but sometimes she acted

as a guide. If there is a difficult faced by the students, she was ready to help and

guide them to solve the problem. The teacher gave opportunity to the students to

answer the task but still in teacher’s guiding. The teacher helped students to

remember and think independently in guiding them to answer the teacher’s task.

Lastly, lack of criticism can not be found directly in the field. According

to the context of the research object, that is the children who are still categorized

as young learners, of course, it is impossible to find the evidence about criticism.

Because they are still child so they cannot making judgement about


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something caused by teacher’s fault or other. According to Scott and Ytreberg

(1990: 1-4), on the range of five to seven years old, children cannot decide for

themselves what to learn. They only receive what is brought by their teacher.

Even sometimes they did not realize that they were learning. The teacher’s

confession about the students’ enthusiasm in joining English language teaching in

the classroom can be used as an indicator that there is lack of criticism in English

language teaching at B class of TK NEGERI PEMBINA Manahan Surakarta.

Finally, it can be concluded that the implementation of English language


academic year of 2011/2012 is effective because it has fulfilled all categories of

effective teaching.


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CHAPTER V

CONCLUSION AND SUGGESTION

A. Conclusion

In this chapter the researcher comes to conclusion of the research.

According to the research finding and the discussion, the researcher finds that

generally the implementation of English language teaching at B class students of

TK NEGERI PEMBINA Manahan Surakarta in the academic year of 2011/2012

is effective. It is supported by all system applied in the classroom during English

language teaching happened. Clearly, it is shown by some aspects of the

implementation itself covering the objective of the teaching, the syllabus of the

teaching, the types of teaching and learning activities, the teacher’s roles, the

learner’s roles, and the roles of teaching material.

The English language teaching is implemented based on the clear

objective. The objectives of English language teaching at B class of TK NEGERI

PEMBINA Manahan Surakarta are focused to introduce English to the children

and to treat the children to be able to communicate in English. Moreover they are

able to make a simple conversation using English.

The objectives guide all English language teaching processes in the

classroom. It is be a reference to arrange the syllabus, design classroom activities

and conduct all activities of students in learning English. Factually, all activities

of English language teaching work in line with those objectives, though the

objective of English language teaching at B class of TK Negeri Pembina Manahan

Surakarta has not been achieved completely. It is because of the input of the

students which is not same in each student.

The English language teaching at B class of TK Negeri Pembina

Manahan Surakarta is not based on national curriculum from the Indonesian

government. In conducting the English language teaching in the classroom, the

teacher used a syllabus arranged by her own perspective. The teacher arranged the

syllabus based on up to date-information about syllabus and English education for

85


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kindergarten, her own teaching experiences, and the principles of arranging

syllabus in Indonesia. While it is arranged by the teacher’s perspective, but it is

competent and comprehend to be applied in the classroom. It is proved by that

syllabus is received by National Education Department of Indonesia without

revision.

The teaching and learning activity in classroom is a real implementation

of English language teaching at B class of TK Negeri Pembina Manahan

Surakarta. Specially, in TK Negeri Pembina Manahan Surakarta, English

language teaching is integrated with computer. TK Negeri Pembina Manahan

Surakarta merged both of them to get effective English language teaching for the

students. Thereafter, the kind of activities which are applied in the classroom are

activities doing computer program, pictures and flash card, singing a song,

listening to the story, and games. Games are a technique which is dominant used

in the classroom. Those activities are arranged by the teacher by using some

consideration. The activities for English language teaching at B class of TK

Negeri Pembina Manahan Surakarta have to be simple, not too long time, various,

accord with students’ capability, and no writing activities.

The English teacher in TK Negeri Pembina Manahan Surakarta adopts

many roles in implementing English language teaching in the classroom such as

material source and developer, motivator, counsellor and provider of students

input, demonstrator of accurate language production, monitor of students’

learning and facilitator, students’ need analyst, and organizer and controller of

students’ behaviour. Similar with the teacher, the learners also do some roles.

Generally, they are a learner, but in specifically they have to do other duties such

as be a part of a group and learn from the interaction happened in the classroom,

help other learners which get difficulties and learn from everything around them

involving their friends, teacher and environment. Furthermore, the materials

brought by the teacher also have roles in the classroom. It gives a big contribution

in English language teaching process in the classroom, such as: be a resource of

learning process, be a source of activities and interaction, be a reference source for


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learners on grammar, vocabulary, pronunciation, and so on, and also be a source

of stimulation and ideas for classroom activities.

Finally, it can be concluded that the implementation of English language


academic year of 2011/2012 is effective shown by some categories of effective

teaching, they are: 1) clarity of presentation, 2) teacher enthusiasm, 3) variety of

activities during lessons, 4) achievement-oriented behaviour in classroom, 5)

opportunity to learn criterion material, 6) acknowledgement and stimulation of

students ideas, 7) (lack of) criticism, 8) use of structuring comments at the

beginning and during lessons, and 9) guiding of students answers.

B. Suggestion

Based on the research findings, some suggestions are proposed for the

betterment of the English language teaching at B class students of TK NEGERI

PEMBINA Manahan Surakarta. The suggestions are described as follows:

1. For Government

It is understandable that kindergarten education give a big contribution in

the children development. And of course, it will give contribution in

enhancing education quality in Indonesia. In fact, the kind of program or

course of pre-school education has been developing at present time. Many

kindergarten or other form of course are built in many places, even they

provide many kind of new methods in teaching children. Thus, it should be

managed seriously by government especially National Education

Department. They should give a regulation and reference to regulate the

education of pre-school. So there is a prescriptive guideline material which

are appropriate to be conducted in the pre-school education.

2. For the School

It is understandable that the English language teaching in TK NEGERI

PEMBINA Manahan Surakarta is still categorized as extracurricular lesson

or program of children development. In other side, the use of English is


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becoming more important nowadays. Seeing that the English language

teaching in the classroom gives a big contribution in the children

development especially in their language development, it is better to add the

time allocation of English lesson or even change the schedule of English

lesson to other day except Saturday, because in Saturday sometimes there is

a free activity and it disturbs the time allocation of English lesson actually.

3. For English Teacher

Seeing the fact about the objective of English language teaching at B class

of TK Negeri Pembina Manahan Surakarta that has not been achieved

completely because of the input of the students which is not same in each

student, English teacher should enrich herself with many media and

techniques which can be applied in the classroom effectively and can

encourage the students with low motivation and low intelligence. The

English teacher also should give more attention and support for them in

learning English so they can reach the standard of objective achievement.

4. For the Head of the Class

Especially for the head of B3 and B4 class, they should stand by during the

English lesson happened in the classroom. They should help the English

teacher in monitoring the students’ behaviour and managed the classroom

condition to be effective for the student to learn. As the students of

kindergarten are still children and categorized as young learners, so they are

not able to put themselves as a good learner, sometimes they tend to play

with their friend and their own business and do not pay attention to the what

teacher teach. If the head of the classes and the English teacher work

together, of course it will result an effective atmosphere of classroom to

learn.

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