SKRIPSI TEACHERS TECHNIQUES IN TEACHING SPEAKING SKILL

(KODE : PENDBING-0055) : SKRIPSI TEACHERS TECHNIQUES IN TEACHING SPEAKING SKILL

CHAPTER I 

INTRODUCTION

This chapter describes the general issues related to the introduction of this study. The issues cover background of the study, research questions, the purpose of the research, the significance of the study, the definition of the terms, and thesis organization.

A.. Background of the Study

English has become a lingua franca, a language which is internationally used by people with different first language background (Harmer, 2001), and which is used for communication by more than one billion people around the world (see Johnson, 2001). This makes English an important tool that everyone should master; making it one important school subjects in most schools in the world.

In Indonesia, English has been taught and received serious attention in all levels of study, i.e. Elementary School, Junior High School, and Senior High School. The goal of teaching English in Indonesia, and probably in most schools in the world, is the students' ability to use English for communication through four language skills, i.e. listening, speaking, reading, and writing.

Among other language skills, mastery speaking which is "the basic means of human communication" (Lazarton, 2001 : 103) and English speaking which has become "the most demanding skill" ((Bailey & Savage, 1994 in Lazarton, 2001) is a must. This is due to the fact that most learners often evaluate their success in language learning as well as the effectiveness of their English course on the basis of how much they feel they have improved in their speaking proficiency (Richards, 2008).

Besides the importance of speaking skill, learning speaking in second or foreign language, has a great challenge. Brown (1994 in Lazarton, 2001) mentions a number of features that interact to make speaking as challenging as it is. First, fluent speech contains reduced forms, such as contractions, vowel reduction, and elision, so that learners who are not exposed to or who do not get sufficient practice with reduced speech will retain their rather formal-sounding full forms. Second, students must also acquire the stress, rhythm, and intonation of English. In line with that, Lazarton (2001 cited in Celce-Murcia, 2001 : 103) states that perhaps the most difficult aspect of spoken English is that it is almost always accomplished via interaction with at least one other speaker. This means that a variety of demands are in place at once : monitoring and understanding the other speakers, thinking about one's own contribution, producing that contribution, monitoring its effect, and so on.

To cope with the challenges of teaching speaking, the language teachers are required to be able to create and employ certain techniques in order to achieve the goal of language learning and teaching for speaking skill. By this, it means that the teacher plays an important role in determining what technique can best encourage students' participation in the learning process. This is supported by Celce-Murcia, 1979 who mentions that teacher needs to know the strategies and exercises to ensure that each is getting a relevant practice in speaking English in order to develop his fluency and confidence. In line with that, Rahmawati (2008) proposes that teacher, particularly in speaking instruction, is always expected to provide an engaging-students techniques to make them able to explore their experiences and idea in oral way.

In teaching speaking skill, the teachers are expected to be able to promote students' speaking skill by employing several types of techniques such as discussion, speeches, role plays, conversation, audio taped oral dialogues journal and other accuracy-based activities (Lazarton in Celce-Murcia, 2001 : 106). Thus, it is expected that the strategies will explore the students' speaking performance.

Among other language skills taught in EFL schools, speaking skill has been likely received little concern by investigators since the complexity and impracticality of this skill to be investigated (See Lengkanawati, 2007). Therefore, this study attempts to investigate the teaching of speaking skill particularly the English teacher's techniques in teaching speaking skill. Besides, it also investigates the students' responses to those techniques.

B. Research Questions

Based on the consideration above, this study is focused on the research questions as follows : 

1. What techniques does the teacher use in teaching speaking skill ?

2. What are the students' responses to the teacher's techniques ?

C. Aims of the Study

Related to the research questions above, this study aims to : 

1. investigate the English teachers' techniques in teaching speaking skill,

2. identify the students' responses to the techniques used by the teachers in teaching speaking skill.

D. Significance of the Study

It is expected that the result of this study will be useful for those who participate in teaching English as a foreign language. They are involved : first, the teachers of English; second, the education officers and the school stake holders who hold and facilitate any kinds of teachers training; third, the writer as the researcher would like to meet the magister degree; and fourth, the other researchers who are interested in conducting the same field of study.

E. Thesis Organization

This thesis consists of five chapters. Chapter one is general introduction that relates to the background of the study. Chapter two discusses the literature review as the basic guidelines which underpinning the study. Chapter three presents the methodology of the research. This involves the data collection techniques and instruments used in conducting the research. Chapter four is about data presentation and data analysis in the study. And the last, chapter five presents conclusion and offers some recommendation.

SKRIPSI THE TEACHING OF ENGLISH LANGUAGE LEARNING TO YOUNG LEARNERS A DESCRIPTIVE STUDY AT THREE KINDERGARTENS

(KODE : PENDBING-0054) : SKRIPSI THE TEACHING OF ENGLISH LANGUAGE LEARNING TO YOUNG LEARNERS A DESCRIPTIVE STUDY AT THREE KINDERGARTENS

CHAPTER I

INTRODUCTION

A. Background

English as an International language is needed by all levels of education to be mastered. This has made educators from all levels of education try to facilitate the best way of teaching and learning English. As a result, the teaching and learning English has been placed in a very important position and has been taught in almost all countries in the world.

In Indonesian teaching context, English is a foreign language that becomes a compulsory subject in all schools from lower secondary to upper secondary schools. It is where the department of education and culture number 060/U/1993 includes English into curriculum for the elementary level of education as one of the local content subjects from grade four to grade six (www.depdiknas.go.id). In addition, Suyanto (2008 : 15) states that now English is also introduced to preschool where the students are grouped into very young learners.

In relation to this, many parents send their young learners to schools that offer a good English program. They do this with an assumption that learning foreign language will be much easier at an early age. Hence, young learners have a better chance to be successful in acquiring foreign language. Actually, there are many other factors that will determine the success of language learners such as exposure, support, engagement, teachers' confidence, capabilities and sponsorship (Musthafa, 2008 : 4).

In line with this, Suyanto (2008 : 15) notes that the maturity of students are not simply from the age but also from any other factors, such as environment, cultural, interest, and the influence of parents. Furthermore, Nunan (1999) says that whether or not it's a 'good thing' to begin a foreign language for very young learners (4-5 years old) will depend on many factors including the amount of time the kids are given, the competence of the teachers, the quality of the resources etc.

As mentioned above, in Indonesian teaching context English is included into curriculum for the elementary level of education and many studies have been investigating the process of teaching and learning English to young learners in elementary level. Furthermore, the researcher tries to consider about the process of teaching and learning English to young learners or early childhood education, where the age range of the students is around four to six years old. This study will focus on the process of teaching and learning English to young learners, the process of English language assessment to young learners as well as the effect of these processes. Hopefully the findings of this study will provide an insight of the process of teaching and learning as well as assessment to young learners. It is also expected that this study will contribute some lucid information on how teaching and learning as well as assessment should be carried out. Hence, there will be improvement on the way teachers teach and assess to young learners.

Since in this study there will be a discussion about assessment, there will be a definition about assessment which is related to the study. Assessment is the process of data analysis that teachers use to get evidence about their learner's performance and progress in English (Pinter, 2006 : 131). In terms of purpose, assessment is needed by administrators, teachers, staff developers, students and parents assist in determining appropriate program placements and instructional activities as well as in monitoring students' progress (O'Malley and Pierce, 1996 : 3). More specifically, all teachers need to know how effective their teaching is and all learners are interested in how well they are doing. Since assessment is the teaching and learning process, therefore it is an integral part of teaching and learning and it occurs all the time.

B. Research Questions

Relevant to the main points explained above, the questions in this research are formulated as follows : 

1) What is the process of teaching and learning English language to young learners in some kindergartens in northern part of X ?

2) What is the process of assessment of English language to young learners in these kindergartens ?

3) What is the effect of these processes to young learners in these kindergartens ?

C. Purpose of the Study

In line with the research questions mentioned above, the aims of this research are specified into the following points : 

1) To identify the process of teaching and learning English language to young learners in some kindergartens classroom in northern part of X.

2) To identify the process of assessment of English language to young learners in those kindergartens.

3) To identify the effect of these processes to young learners in these kindergartens.

D. Definition of Terms

- Young learners : children are at preschool or in the first couple of years of schooling (Pinter, 2006 : 2).

- Teaching : work of a teacher, idea or belief that is taught (Oxford Learner's Pocket Dictionary, 1995 : 425)

- Assessment : calculating the value of something (Oxford Learner's Pocket Dictionary, 1995 : 21). According to Pinter (2006 : 131) Assessment is the process of data analysis that teachers use to get evidence about their learner's performance and progress in English.

E. Significance of the Study

This study will provide an insight of how English language learning is conducted in terms of the process of teaching and learning, assessment and the effect of these processes to young learners. Findings of the study will give empirical evidence of the process of teaching and learning, the process of assessment of English language and the effect of these processes to young learners at some kindergartens in northern part of X. The results of this study hopefully make teachers are aware of the crucial things in teaching and assessing English language learning to young learners.

TESIS TEACHING ENGLISH TO YOUNG LEARNERS

(KODE : PASCSARJ-0187) : TESIS TEACHING ENGLISH TO YOUNG LEARNERS (PROGRAM STUDI : PENDIDIKAN BAHASA INGGRIS)

CHAPTER I

INTRODUCTION

This study is intended to investigate the way used by three English teachers of three Elementary Schools in X, in planning and implementing their instruction and the way they assess their students' learning progress and achievement.

This chapter is an introductory part of this thesis which consists of seven sub-headings. They are background of research, research questions, objectives of the study, significance of the study, scope of the study, definition of key terms, and thesis organization.

A. Background of Research

The process of teaching learning and assessment are two sides of the same coin. Brown (2001 : 420) defines, "Assessment and teaching are partners in the learning process." This indicates that both elements are two interrelated entities of equal importance. A sound research conducted by Luciana (2004) reveals that there is a gap between what the teachers taught to the students and what they assess on the part of the students. Therefore, the researcher is interested to investigate these two essential elements in relation to the ways English teachers plan and implement the instruction and the way they assess students' learning progress and achievement.

In line with the above fact, the researcher finds the phenomenon of EFL in Indonesia that views mastering English has been of great importance for recent years concerning the influence of scientific and technological development. Therefore, there is an assumption that it will be easier for anyone to grasp ideas and gain information across the globe - which is mostly uttered in English—if he or she possesses good ability in English.

In response to that assumption, there is a growing demand of Indonesian citizens on starting teaching English at elementary school level. They believe that mastering English is one of several competences to be acquired to live in this globalization era. There is a common assumption that the younger children learn foreign languages, in this case English, the better the result would be, since, as Harmer (2002, 37) says, children learn foreign language faster than adults. A national survey on teaching and learning English at Junior and Senior High school levels conducted by Retnaningsih (2002 cited in Harun, 2005) indicates that almost all the parents interviewed by the researcher state that they wish their children to have good English competence and performance. This expectation can be fulfilled only when the students, especially young children, have opportunities to learn English appropriately.

Coping with such demand, the release of a number of decrees which then followed by relevant curriculum have taken place. First, the Decree of Minister of Education and Culture (RI/No. 0478/4/1992, chapter viii) which states that an Elementary School can add some extra lessons in its curriculum as long as they are not in contradiction with the objective of National Education. Second, a follow up Decree of Ministry of Education and Culture, number 060/U/1993 dated February 25th 1993 which states that English can be introduced to the fourth grade students of Elementary School (Suyanto, 1997 cited in Sary, 2006).

In line with the above Decrees, the implementation of 1994 Curriculum for Elementary School enables Elementary Schools' teachers to teach English as a Local Content subject to their students. The implication is that English becomes an official subject in Elementary Schools now. As a result, having included English into Elementary school curriculum, majority of Elementary Schools then have been providing English in the classroom for their students. Nowadays, teaching English at Elementary Schools has been carried out as an official subject, since it is supported by an official policy.

As a Local Content Subject, as Suyanto (1997, cited in Sary, 2006) says, the basic goal of English teaching in Elementary Schools is to make the students aware of the fact that there are international languages, in this case English, they can learn other than their local and national languages. It also aims to develop basic receptive skills (reading and listening) in spoken and written English (Huda, 1999).

In addition, concerning the teaching of English, Sinaga (cited in Sartono, 1997 : 173, cited in Sary, 2006) says that one of the most important elements in an English teaching is the quality of teachers, which includes qualifications of English and qualification of teaching methodology. The former is essential since the teachers are the model for their students. Moreover, the latter is of the same importance since it deals with knowledge of how to teach children and the ability to perform it in the classroom.

Despite the fact that many private (which then followed by public) elementary schools have applied teaching English for several years, the results of previous studies reveal shortcomings in the teaching of English to young learners (TEYL).

Those facts are among other : the teaching of English at the elementary schools studied is unsatisfactory (Suyanto, 1994, cited in Sary, 2006); what the teachers taught to the students and what they assess on the part of the students are incongruent (Luciana, 2004); the teachers could not apply most of the principles of TEYL even if they shared the understanding (Suharno, 2005); and the teachers did not consider principles of assessing young learners in assessing their students (Defianty, 2007).

Many factors contribute to the occurrence of those facts. Alwasilah (2004 : 80) argues that graduates of educational universities and institutes are not specially prepared for teaching English in elementary schools. They are not provided with knowledge on psychology of children, and theories of teaching and learning appropriate for the young learners. They are not professionally ready for it and lack of field experience. Therefore, the researcher is interested to investigate the ways employed by the English teachers in planning and in implementing the instruction and the ways they assess their students ' learning progress and achievement in three elementary schools in X.

B. Research Questions

To meet the objectives of the study, the formulation of the research questions is broken down as follows : 

1. How do the teachers plan their instruction ?

2. How do the teachers implement their instruction ?

3. How do the teachers assess their students' learning progress and achievement ?

C. Objectives of the Study

The objectives of this study are formulated based on the problems to be investigated. Thus, the purposes of this study are as follows : 

1. To find out the way the teachers plan the instruction.

2. To find out the ways the teachers implement the instruction.

3. To find out the way the teachers assess students' learning progress and achievement of English.

D. Significance of the Study

It is expected that the findings of the study can enrich the literature of English teaching in Elementary School. It is also hoped to provide the teachers fruitful information on teaching and assessing in Elementary School.

E. Scope of the Study

This research aims to illustrate the process of EFL teaching at three Elementary Schools in X. Particularly, it aims to investigate the ways the teachers prepare and implement their teaching in teaching English to their students and the way they assess their students' learning progress and achievement. This is done because as the ones who teach English in the classroom, it is the teachers themselves who prepare the instruction, apply the teaching and learning process in the classroom, and then assess their students' learning progress and learning achievement. As a case study, the findings of this research are only true to the respondents participating in it. Therefore, there is not any effort for generalization.

F. Thesis Organization

This thesis is organized into five chapters. The first chapter is introduction, which highlights the basic description of this study. The second chapter deals with theoretical framework which builds up the theories and references for this study. The third chapter describes the methodology used to conduct this research. It presents research design, method of data collection, participants and sites of the study, and procedure of analysis. The fourth chapter elaborates research findings and discussion. The fifth or the last chapter presents conclusion, limitations of the study, and recommendations.