,JEz*ro
r'.-r'ry 6?4or*
/?eatOP 2nso,/ /&,/
/'7g.
4:rn;
//k.
-'"pRocEEDlNGs
THE l.sl NATIONAT CONFERENCE
ON
ELT
AND CUTTURE
Re.vitalizing the practice
of
Teaching
English to young Learners
_
(TEYUN)
in lndonesia
MURTA KUDUS. UNtvERStTy
(uMK), KUDuS
JUIY 19, 2011
f :a-
ap
,,o.,'l*oil'1,ffi 3i,lTiiill'ff:,,,,,
MURIA
KUDUS UNIVERSITY
Revitatizing the Practice ofTeaching English to Young Learners in Indonesia (TEYLIN)
Layouters
Agung Dwi Nurcahyo, SS, M.Pd
Drs. Muh. Syafei, M.Pd
Mutohhar, S.Pd, M.Pd
Cetakan Pertama Juli 201
1
Perpustakaan Nasional RI : Katalog Dalam Terbitan (KDT)
238 Halaman; 200 x 275 mm
ISBN: 978-602-99683-0-9
Hak cipta dilindungi Undang-Undang Hak Cipta 1987
Dilarang mengutip atau nremperbanyak sebagian atau selumh isi buku ini
kecrali atas izin peIlerbit
PREFACE
_ The dynamic world life and the str
of.ttaching English, especialt) lo young
srsays eDcoumge a greater need
leamers.
,o ..ui":,t:*i:,'o'tt
Hffi ,ffi*;T:fitni*i.r:tt, i:d;:j
ensisrr earic;-,"#fi;il
ceopus or
coDJeleoc€ is conducted on
July I9. 201 L
^ff
:fi r,1l:,*'J't;.,.";:::
J,:i:'lilli"jff$:.[fl:,:"""mf
**o#."J"T::'i:i:"il:]!t"T,'S:]il:ifld/or
l"tn*l
..,""*n*li
empiricar (research-based) papers
or
rhyLrN
rhis;;oc;;i;l'iffiil::;T;:ll:'jiffi.'iilT,'J:l?TJn,;:t*ru;:::;,t
pFDary and parallel session
^se_co_nrerence
speakers presr
tsiglrsh to Young Learneo in lnaon.siu
vieus on emerging issues relaled
iriffi
to
the Teaching
Hi*,H3;t+t;:;1li:{l;i:**##t#iif #fi :r,'.t"r,fi,i:Tihr.::rjdd
who are the presenrers in
ff;:,n'[::."':T*il:""Tfl:,'*p€stBe:ause oftime
"constraints
and other technical matters,
rte mlnmittee has realized rh^, ,fr^,. -:- l".
rb"-,. ;; ;ffi ,:;;ff :,:#L'fi1 ff ,.,1ifllltrffiffi
J,,:fJJliffi ** gf:*l:
satitude to al] contributors
n
Kldus: July 19,2011
Th€ Chairman ofthe Coinmittee
Mub- Syafei, M.pd
D;
Refializins
the
ptrcti@ ofTeaching
Ehstish to
young
Leamerc in rhdonesi.) (IEyLItg,
Juty
t g,
2Al
I
iii
I
TABLtr OF CONTENTS
i
I
:
.
Sindy and Her English Vocabulary Development:
In Search for a Model oflnput Optimization for Indonesian Young Leamers ofEnglish
Banbang Yudi Cahyono
Lng ish in PrirnbD S.hool
A Journey from Policy to Classroom Activity: What Matterc?
Itje Choditljah
Repetition
aDd
14
Drilline (R&D):
t8
AnAltemative Method for Teaching Speaking for Young Leamers
(A Case Study in the English Base Camp, Kampung Inggris, pare, Kediri, East Java)
Muhamad Ahsam!
'
Bridging the Gap ofTheory Into Practice
Anitd Kurniawati S.Pd
35
The Impodance ofChildren Vocabulary as Resoutces ofTheir Language Use
44
I Gede Budasi
Theoretical Considerations for Bstablishing Muititingual Mind
and the Implications for teaching English to young leamers
Mdlgat1a
55
Lei Children Leam Engljsh in Their Own World: Culturally Real Ljfe Situations
5l
The Effeci ofStorytelling upon ReadingAge oflndonesian primary School Students
Futqdnul Aziez
70
Content Based Instruction in Junior High Scbool
77
Melinda Roza
Teaching English to Young Learners Using Scaffolding Talks
Sri MuLatsih
83
Using Songs in TEYL (Teaching English for young Learners)
Nadidh Ma'mun
90
Process Geffe Approach to Teaching Writing Narrative Tcxts
91
Teaching English to Multilingual young Leamersl
Whose and what identities are we constructing?
N.grah-nny
iy
I
t
107
Zr, hatia,
Reritali.ing the Prccti@
o:f Teaching
Engtish to
.lbung
Ledrners in lhdakesirl
(],|ILI\),
JuL!
L
)t)al
I
LET CHILDREN LEARN ENGLISH IN THEIR OIYN WORLD:
CULTURALLY REAL LIFE SITUATIONS
Sukarno
Faculry ofLanguages and Arts
Yogyakaft a State Universiq,
sukarno@uny.ac.id and kiarisn45@yahoo.com
-A.bslractr Clrjldren are not adults in miniature. Children leam everything throDgh what they live with
ihings and cultural situations around rhem, including learning English asi secorid or foreign tanguage.
They actively construct mearings about things and culturally social interactions for what adults say
and ask them to do. Teaching English to young learners --children, iherefore, is different from that to
3dulls. To successfully let children learn English in their own world, English teachers need appropriate
lkills that are differenr from those appropriate for aduLts. considering that children consbuct meanings
3boutthings and social interactions for what adults say and ask to do, the English teachers need to make
l:aming atnosphere seem to be more natural and communicati'e {ulturaliy real life situations. To do
.o, it is suggesied that the English teachers conduct rlreir teaching in lhe f;rms of tasks and activiries
:rploring and elaborating children's surrounding: singing children,s songs, telling stories, playi g
games, doing role play, and doing projecfs. These tasks and activities should be culturally
suitable with
ilildren's real life situations. The Engrish teachers should provide the clildren with sets of E,'grish
\ocabuiary and English expressions useful for dajly life comnunications, considering that a lang;age
lEnglish) is a means ofcornmunications.
Keywoldsr ohildrcn, English, culture, real life situatjo , activities
-r,.
Introal ction
Recently, a large number ofelementary schools in Indonesia put Englisb as one ofthe subject
nalters in their cwricula. Introducing early foreign language leaming, English, for children gives a
runber ofbenefits such as having advantages ofcedain aptitudes related to cultures, prcparing children
aith English for their secondar), schools, enhanci]rg and making use childrcn,s leaming potentials _
ronsidering golden age or critical period, and so forth. Therefore, rendering English to children, young
lsamers attending elementary schools, is a wise and light decision.
However, teachingEnglisb to children is quite different from that to adults. The English teachers
eiementary school should comprehend children's characterjstics, language, language teaching
:nd learning to children, and have pedagogical competencjes and skills. To give more understanding
.:.boLLt ieaching English to young leaners, this paper discusses children/young
lean1ets. language and
snguage teaching, language and culture, and teaching English to young learners. The English teachers
-.felementary school are suggested facilitating their sludents leam EDglish in their own world, culiurally
::al lile situatiois, in the forms ofvaried tasks and activitjes.
rf
B. Children,ryoung Learners and Childrcn/young Learners! Learning
Children are children. They are not adults in minjature and, thcrefore, they should notbe treated
the adults il] all extents. They hav6 their own characteristics and uniqueness in general according
:,r their stages. Children, in this case young leamers or students ofelementary school, are cognitivelv
rrlegorized in concrete operational stages. They are in a stage in which tliey mosily corllprehend
.Jmething observable. They have ot been able to think and comprehend anything absfiact aitholrgh
'i3y do or follow what adults instruct them to do.
.
Reetali.inq the Prcctbe ofTeachrtg Etlslishto tbtngLeamers in tkllahesla
eEyLlN) tny
tt,20 \ 6i
Related to leaming h elementary school, including leaming a second or foreign language, it
does Dot mean that children are passive learners. They follow what their teacher ilrstructs and they
actively construct what they are doing. To cater the children with more comprehensiblc inputs and make
them understand what their teachers inskuct and what they do, therefbre, tle teachers needs to present
the materials using media or realia and do the tasks in the tbrms ofactivities.
Dealing with learning a second or foreign langllage, Cameron (2001: 1) stat s that children
arc more enthusiastic and lively leamers compared io adults. They will have a go at an activity even
when they do not quite mdeBtand why or how. However, they do not ind it as easy as 1o use language
to ialk about language, grammal or discourse. In reference to children's charasteristics, it seems to
be clear that the teachers ofEngl;sh ofelementary schooi should cater the young leamers with varied
tasks and activities relevant to their own world -rulturally real life situations. 'fhe tasks activitics need
to be done repeatedly in different times/meetings in order that the children are accustomed to using
certain functions, words, phrases, and exprcssions enployed in the activities and to be used in their life
co lmu..rications. The same tasks, ifpossible, need to be done in diferent activifies as the children easily
get bored with slrch an activiry.
In ljne with the child.en's characteristics above, Cameron (2001: 21) describes that children ale
mentaliy actile leamers \ryho will try to find a nearing and purpose lor activities that are presented 10
thern. They work hard to make sense ofwhat teachers ask them to do, and come to tasks with lheir owlr
undeNtanding ofthe purposes and expectations oladults. It implies that the teachers ofEnglish are not
to worry about whether their students understaDd the materials ornot. The point is thattheteachers must
b€ able to present the materials in interesting and enjoyable ways, at ieast the students are interested in
lollowing the activities. Step by step, the students will construct the meanings ofwhat they listen to, say,
anC do in repeated and vaxied activities. The role ofadults or teache$ ofelementary scirools is to guide
and probe the students to reach what they intend.
Conceming with the activeness of the children in fojlowing activities and i]r consmucting
fieanings of \'r'hat they do based on their teachers' instructions, it is suggested that the English teachers
provide tlre students with meaningful exposures: stories, garnes, songs, ilms, and the like. In spealing,
the teachem should make the children/sfudents be accustomed !o speaking up usingthe taryet language,
English. Theuseofthe first language should, as mucha5 possible, be minimized.In wr iting activities, the
teachers should provide the children/students with colourful pictures because the students ofelementary
school, psychologically and cognitively, are in the concrete operational stage, something obse able. ln
fac! coloudul pictures are also meaningful and interesting for the students in speaking activities.
To let the students leam in their own world, the teachers should create leaming atmosphere
to become, as much possible, natural as cultumlly social irlteractions *her€ they live. 'lhe vocabulary
(words), phrases, and expressions used must be related to their culture because children leam through
socialcontexts (Wgotsky in Hudelson, 1991: 257) so ttrat the students rvill easily and successtully make
sense of what the teachers and adults ask them to do so. In other word, the students of el€mentary school
slrould be catered with materials covered in the forms oftasks and aclivities, aided wifh concrete media or
realia, and presented in the foms social interactive activities based on their culturally real life situations.
C. Langutge atrd Language Teaching and Learnitrg
Language is used when people in a certain community interact with one another in fulfllling
their needs. Language is used as a means of communication. It is jn accordance with Brown (2000t5)
who states that language is used for communication and it operates in a speech commuiity or culture.
It seems to be clear that language teaching and leaming $,ili successfully take place when languagc
teachers, ir this case English, are able to set their teaching and ieaming atmosphercs in the fbrms of
social intoractions in the classroorts. In elementary school, iufthermore, children will easily Ieam
English in social coniexts with their friends. It inplies ihat the classroom settiDgs and class actiYities
need to be created to be communicatively natural, pedagogical purposes.
62
1 Retit:tli.ihg the lractice ofTeachihg EhCIsh to )buns Leamets in tldaketia rrLt ut\t), Ju t t9,
20
t
l
Although ch drcn ieaning Bnglish ct eremenlar] school du
ha'e a less comprical€d view oflbe
,, .
wortd than older childrcn and aduits, bu*his fact
does;or imply
is simpie and
s{raig'rforward. prinary reachers need ro understard
ho$ .iriio*,i
."".?
worl<t and irow
ranguage ,erchirrg.
oi
,l'a r*g,,g""i,re
r.",,i,,s ,t.,".-on.
idludse.
];"j
srareo Detore. ihe I,nfli)lr reachcrs ofelernentaD school..herelorc.
should be
,.Iri
"ble lo
til ;;;;;;;lidren
_"i.
]":il 1:1:jl'"!l:t\lTc:
ng,b1 setring rheirclass as naturat as possibie
1rar1l"'"n'iral.n ao nn,."uri,"
"o
r
h e\ seem to acqu ie Engljsh, unconscior_rsly,
etrs h b
because they do the iasks
in the forms ofactivities based on their own
ljves, culturaily real life
i
:::ll:1t:
:1.r11:*
L a r uLc) are
eam n g tr
u
I
si;";;;;.'*.-
D, Language and Culture
Language is a kind of a cultural product of
its
tlujre speake.s. Leaming a second or foreign
uf* f""rnJi r'nuJ, i
.u,rr..
f."rr,no ,f",..,"..,. "p"*J.r:
,i,-,""'
"o.u"u"r,
lan€uage is nor merety learning the language
iE"rf. f,
ll does nol rncan lhar lhe process or leaching
and
"if,
r,*irrt.,""ir; .;;;l;;,;,r;il:;";;;i;i,#;;[]::,J.LJ:;*fii,r"":::Jj
rhe targrrlan3uage and rhe studenrs,culrure.
Therefore, the sludenrs can use
.1T:]_::],]-*.
:ra:...of
rne-targ?t
ianguage..irr
rllis case English. in
neirou ,currres.
discussing anyihing related to their own real tile
s;tuatlons. If
rr ar.ordance \\ ith E\ ertson & U einsrein (2006)
in Trumbull & Rothst"n-fish
;:Ol
stat;g tlrat
1:OOi:
if *,e wish to estabiish in our classr oom ,.inclusi"", ."pp""i"".
,n",
,r.ruo,""
srudents' teaming, rhen we rnust attend to ouftu,..
"J.rlrr'",*oJiir?r,
f.u.frutf C-noilrrt"r_ihf1
;rri.
iioOS,
stete tttai fie teachers can make their
classrooms $ork betler lor divc$e g,
;::#;
rnore anare not onlv cfiheir st dents,cutlures
j,ifp;nf
bur.atso ofrheir o*n and-bf",rp;;fil;il;;
inlo
,1.
ur.ngrfr.
of
cacir culiure represenierl in the classroom Ir
irnplies thar ltre individual iitre;;nc;;;ttending the
class
rlrNt bb sarelilly paicl arlention bv the feaclters. In ott.,,"o.a..
stuJ*tJi ."oi'fifi ,iiuotion. _"uirur",
need taking into consideration fo; rhe materials
and actr\,ihes i" ,1..a"""j
i"r"An ladguage cjass
because language is a means cfcommunicario'
". i."ir"rr",
ir.""r"it . i."-"i *,rn*,
II ihe materials and colltents of reaching"raErrglish as a loleign
"o"r"no.
language at elementary school
are birsed on the students/children's reat lile
siri utioni, ir is in accorian". iirfirl!'Vi"i.r"riuf
nuf" of
Naricnrl ECrcation
22 Year 2006 w|ich srates the ,r""a".J"i."*ri'l.r*a_d
of
compet!:nce
^\o.
and basic conrperence
lo be developed b) the English teachers f" frj""".i"
f"rJ.yff-*j, lesson pjans,
mareriatr. and media rn rhe bas;s of rho L,r.queiess
or each ,.€;;;"i;l;;;;rj i;cr No. :0 year
2003 about National Educa.ion System, anicle
1.1. Thls modcl is aimea
,"*i"r',fri o"gU.fl f*_i,,*
rnarerial5 be mealingfLl lor lhe srudenls.real
tire, 1Sr_,\amo. :OOv: ltj-t,i',
" ' " '
Ls
fl,nl**.*
_-l:1]:lTlti'n"r.r.llrguage.inrhisca.cfngri:h.,amea
sofcox-.,n;cdrior.,rncchitdre
uc rruruuucco wrrn porrte e\Dressions ;n rhe
forms oflanguage chunks, meaningful words/phrases
'u^^used
iD conrmujrications. The .rpressions .thank you, you,re
welcome, excuse rre, and so fbdh, aj.e kinds
ofLnglich lrnfuale chunLi uhich
clo.ell relare.i ro ll.Jore-..rr culnres.,.u,ilcre... rhe.rrildr<n
.houtd be accu,roned ro using
tr expres.rons atdo.,Bh ,,,.y
"u.
n._ect
r.
t,;,;;,^,;;l:;i;;',;:."..,,,"*.
burlaLeror,rhc) *illcon.r.uct lrrerneaning,ofrl,eerprc..'on.*fii.,f,.i"*i,,"."",.,,r.tri,r-..Jrectlo
", "r,,.
curenr tndonesran govemnent. crmpalgnl char""t"rluifai"g
tf"*gn iirrfr.n'iar4""g" *a","r, fr*"a
on students'cultures.
E
Teaching EDgrish to young Learners: Let chirdren
Les"n Engrish in their own
Real Life Situatiolrs
{rllturally
Teaching EngJish
tLr
world
vouns leanrers,.
clildre!1 attending elementary school. is not as simpie
as
people thinL. lt is probably more c;mplicated
than that to adults. k is not about the contenls
or
natedeis
to deli! er bur ir is deating $ irh ho$ t; reach
and rhe skilts ir, rrran"ej;g;l;,
rhe ch jldre.
have not.exactly knowl what the), are
doing, trre Engiish teacbers should cater thenr with
sucir rasks
presented in activiries so that the children
;;;#As
wiil e^iiy
Rerttali.ins
the
ltacti.c afteachjks
-a ",;"y"ti" l"i[",
"'
,fr.
Ehsti,h to tbu s Ledrcn in In tanesi,l
"f^.-..
In
t.n), Jrb
t 9,
:t)I
t
6i
The tasks should be presellted in the folms olactivities relevant io the students, culturally real
life situations, In fact, cultural awarcness should be ifltroduced to children since they are in elementary
school because they need multicultural education 10 be prepared to participate ilr the pro.jected diverse
world in which rlrey will eventually become adult citizens oJieto, 2002). !'uflhermore;the children will
get sometlling meaningfut in their lives and they will mole easily understand whal
tlle teachers/adults
nean. Theteaching mate als in each topic can be thematic related to the students, socioeconom ic cultu'.i
backgrounds. It can be done because language does noi have a set of.content,, other than sh.,ctures and
skills, which cannot be studied in a vacuum. Its content can and should be the pupils or students, real
world. Their daily lives, cultures, environments, hopes and fears, and needs mustle involvec! in what
is happening around them in the class during the reaching-iearning process (Davis, lg96t 233_234).If
the English teachers are able to create such a condition, the pupils/children lvill be faciritated in naking
sense ofwhat fte teache$ mean leanlng objectives, begause in general children learn
tlnough social
contexts Therefore, jt is important that the teachers ofEnglish, as educators, must become culturally
receptive by making comections l! ith their students as indiv ieluals uirile also undcrs[anding the cultural
contexts that influence their interactions (Worell, 2009).
The English teachers are people rvlro play important roles in helping children to leam English,
binging objects and ideas to their orientation, talking while ptaying and abo-ut ptaytng, reading storics,
asking questions of about they are leaming (Vygotsky in Carneron. 2001: 6). is vouns tearners team
many oftheir fir"l language $ordq throuth social inrerdction $jlh adufi,, and the use otstorie, rnill
offer similar rich opportunities for leaming vocabulary (Cameron, 2001: 91), learning second or foreign
language can adopt and adapt their experiences in jeaming first languagi. Thereio.e, usjng stories.
rctelling stories, willhelpthe childrento reamvocaburary ofthe target ra.guage. Besides, doingrole play
will give the children morc opportunities to use the target language. .lb scaffold children,s ieaming, the
English teachers can attend what is relevant (suggestjng, praisingthe sjgnjficant, providing, ancl focusing
activities), adopt useful shategies (encouraging rehearsal and being explicit alout organization), and
renember the whole task and goals (reminding, modeling, and providing part_whoie activities (Wood
in Cameron,2001: 9).
The best way the Erglish reachers can do for their pupils, learning is aim for dynamic
congruence: choosing activities and content that are appropriate for the children,s age and socio-cultural
experiences (cameron, 2001: 30-3I ). The tasks done in the forms ofvaried activitie; must be interestins
and meaningful for the pupils in order that they have motivation and courage to follorv. ln line witir
Cameron, Read (2003) proposes the optimal conditions for helpingyourg leariers to leam that learning
is naiural, contextualized and pad ofareal event, interestingand enjoyabG, relevanr,
social, and belongs
to fte child (children's worrd). However, the tasks and activities io not merery make the sludents full
of fun. They should also focus on and meet the predetermineci objectives, chirdren's conrmunicative
competence,
To help the clildr€n meei the predetermined learning obiectives, the English teachsm can
use
$r3e
a.ctiyitles, l) problem solving activitjes tidenrifing. marchjng, seq-uencing, pioririzing,
.tfn3^
and classii,ing),2) interactive activities (making survey and carrying out interview), and
3) creative
activities (making masks, bi(hday cards, etc.) (Brewster, Ellis, and cirard,2004: 4j). The first rype
activity can be done by giving the childen colourful pictures, for instance, and a number ofslatements
or expressions about the pictures. The second t),pe activity can be in tlre lorms of information gap
activities {ole play which also commonly use pictures. The Last activity can be conducted through
ptoject works. The English teachers guide the children in crearing things (birthdcy cards, invitation
ietter, etc.) by reading a simple manual repeatedly and give an e*u*ple. tire t"u"i".s do their roles
ideractively with the children so that two-way communicatio.s take piice. The use ofmedia and realia
relevant to childrcn's real life situations make teaching ald leaming Engllsh more
alive and meaninglul
to the children. It is jn accordance with Abe's (1991: 266-267) statement as tbllows.
64
Roitulizikg the Pructice d Tedchins Enstish ta tbung Leorners ih rhtakesia IE-lLlt\r, JuU t9,
2t) t
l
.... [n place ofreadJng we can
aliv. *o ,"."rbt"
.
rne crassroom corne
reacher ro be more rhe
ro love rhe porenrialty
ob.;;;;';;;;;f
use
cards. picrures- and various
objecB and realia lo make
tre ourside $orld. use ot rhese
Loots can free ge
:roselv
lieelhe children ro learn lo use
rhe language a:rd team
lnnj I
f"b"j";.;;".;;.;:::'.Td
or beng able lo communicale
in anorher langLage ro or;cr
;;*''*''*
"^;
The u.e of media and realiq
agajn, is aor
leaming
rcirmmu as lhet
concrete
uoncrete opemrional
thev are
I'e cognirively
opemtional slage.
cognitivery in
srae". Th"u
Tlev *iI
witiea.iiJ
.."'i.::pj:1:",1:',:lL"*:
uPlcrrcno
ue
$ords
and
rheir reachers or classmi'..
their
.xpres.ions when
expressions
wrren
rhe5 Ii.r<;r
$el
crassm;,..;;.;,;n:#"::.lj:Tlg
ri.r<rr Lo
To
":.. sho't
-j"." ,r,J#.il
wrlr be
will
' ctr' realia lhe-l:leacher)
Io Ihem.
people lrom around
our
more
more adive
Be5ides, rhe children
acd\e in doins
d"irg tlr"
rhe,^rn,i,i-" .
Although ihe children are""ifrltl"
catered rvilh tasks and acuvrues
activities and also aided bv
and realia,
u, and of
by aanumber
number ofnedia
or course thev
''u
ofmedia
they wilt
*i1 6n,l i+---:^-:,
;'-..'*1"
irr
!uIuP'crrcnolng
the
lne
to youns
materialc
materials,
; teachins Enstish
leamers. *e
in
]oung leame$,
th" E,ci;i
cnglisir reache;nee'*Nr
d lo creale
!4!\ da uardr(e
balance rn
in lnerr
lheir cla'sroom
suppon and providing
strppon
cla,sroom hert{een providing
nrovi.-tino a- chattenee grew.i. '-f
(rraro
dro
ciraJd.
2004:
zu04:40)
40 ). suDDorr
acri\itiesmustgivelh;child,.";";;;";;;'L'15
ircri\ rrres must give the crrira*. .". r... .,-- 1.-!lli5
suppo( nreans
n,Fffsrhar
rhar rl.karil
l1.k ard
"nd \o rnal
-':"''"'-'urrrB
Ihal
the
tne
childrcn-have
childrcn
rnoLr\ ated
moLi\
ared lo
have
cota8e
to atwals
courage
alwals foilo*
and
bJ.
b.. ome
a.,n"
...u,n*lerslandrng
-., 'f"uc d Llrrrrense means
-a ao if,.',^ii
r.Tr'.nar
rhar rhe
ihec enrrcuell
tne
u
rrrc rasKs
chrrffert wrlh
chit&ert
rasks an.l
an.t,criviri
,clrvilies
wirh rnderials
and
acuviries
rnderiats a
rnderirt,
provide
provide
'Ira'
, linle
tinte bil
Iinl;
rr;r above
,r,^"" lhelr
),1:,""-i:lllSln:
;;,
capability in order rhar
go
lhal rhe rhildren reel
lo$:.rds a higher
(ha
(hal
3.J tou:,rds
leel
hiaher postr
n6<i,i^n
rL-.^.^-renscd
ro
t"". .. '..,-,.. u,, rasks stlouid. as mucb
a" possible. .uccessirely be
frorn
fio.n sirnple to
ro complicated.
iomplicaled'.
ananaed
anged
"irnple
fi;;
";;;;;:"'"*-::":"::Tl'-',l"idl:s
;;;;;
.,
il;;"4;;::l:!r
l. ]'asks
.,
Tirsks designed by Engiish
teach
wrIr,rnrereslrngandmc-inefrt"onr.r.r"l]3t.lasksdetelopcr\rhouldbedblcloproviderhechildren
to culrurllv children s real
rh-ar rhel lacitirare chitdrenlj";;;H
liie sirudrions ;n order
:::"td'gacquiring
Engtish because rtrey are p.c)cnred
ofacri\ iries. Tle tasks ur.n Jir".f"" l"*1,)l^..y
in sels
process
are aimed al dereloping srrJdenrs
a";;;;:.;,: :'"''rrrrs-rearnrng
o"asosic task5 thererore. aim roacti!er) r
or ve rearner.
ii;l;;;,;: ;:ii:::'l'
possibrer.arahaveiaen;iffi;il;il;ffi;Tfi:i,9#::lfTf35,{!rith
iair,.manipur,,ion
commr,n icalive compere"...
in mearingrur commun
i-n
uhe,e
rr'/noonesransetrinS.lherelore.
'Jo'
f
h""to:.4",
r bear sr,a/fe hippipotan,t^ at
o.o .',,",-,,.i3l111.::ill:L
qa 4!ausE urcy oo nol exrsr in
childrcn's
hen. car, cow una UloUio pri'^:Aiv
+rrnu ndin;. Chickett
children. and rhey .hould come
potar.Dear Nft gi"uffe.
6rsr bcfore
w\"n ,u,u,nn u,rorit^tlt^l
ldonesian
t:.Ts
ol hansponation in Kalimantan.
ir is al5o nol rete\ant ro
suta$esi. or papua
reachen sho$ and inrroduce
ao nor taue r,o,a lor itr*
a picrurc of rrctin. theJ
I::lrsh
r..*ilCfl,l
il-lhe
rnlroduce lhe chijdren cotor,rn,r
Fngti.h reachen shor. ard
.i",,,*" ^l Il]l-o-* ooat' and siip
belote nftoducine ptrne atd t,ain.
lr is in accordance u irh
::114e'
who srares.lhar rhe best ue can
.ong*enc., .hoosing
do iiaim tor dynamtc
t'11 are appropriale for rhe
ctt itat*
experience. tr is qu ite dim.rt,;
;"" i"-i, ilrul
children livins in Papua ro rhin-k
" "e.
thev mostly do nor experr";;
abour
/rar, becauJe
_b"r''n'ndoltransponalionmeanialthougfilheFnglishlcacher.can
protide lhe children wilh \__'_
. The goal ofthe tasks is ofcou.se
ro be able to communicare $
usurg lhe rarger tanguage.
irh orhers
Fngtish. ,r,n".,,ll,lllo"'h:.:lildren
tind
;nteresrins
il
aad cniovablc in doins rhe
their communicarirle
ra.ks bur
l:i'n
Lhe tasls do nor mecr rl,e
encourase rhechitdren
rhe
ra.k< \boutJ
soat.
Ii ls.flol approp.iale forlhe
children iflhc
rhe besinnine ordiscussi"n
,h;;;;,;i;";:':
#.,il#:
c;;;Jirilil;
".;;;t;;;-#,J::i'.'
;;;;f;;'';l
;;;;;:.iri'llT
be so-icr
a,d
*r,.**
l"r.
-i
ci;r;;;; ;;.1;:i
r;;;;i;ili;i:.'llrove
,r,.
jfl::ff:]:i:..:no,,mean
rhar (he;achers shourd dr$a:
s
io
rnar rne cnrtdrer) are able rn c^mmun;cire.
"6^5
"i;::;1,
the
,l,"riJl; il".,, dren leam nar umll) $ hether
rhe) fi rs, ry unde\rdrd o,
:l: terchers mean
and gradualll under"rand.
fhe riachers
ite
words' phmses' ind expiessions
and ar rhe end ihe
leacher". on rhe orher hand.
"r,iLl|.."
nor. The ch irdren q
should make rhe chitdrc"
i ac;;];;;;l fi
b;;;;,;;'.;:]ll
children u ill be abte ro u:.;;;.il;i;;a'"q::ch
rrri.
and uirard
(2004:l;;ii^;;::1ilff"'i:11'j?[;:::lTJJ[i;,ffenain
Rerilaliring the pructtce afTeachi,g
LnEtish ta youne LeaneB
in
luto
conrerb Bre,\.i.,.
esia(tEtLN),
hU
t 9,
)A t j
)
65
Tasks emerge after pupils have studied a particular set oflanguage and help fo provide a context
to ensure that leaming has taken place. Tasks must have a clear goal, have a clear outcome,
are contextualized with a real purpose a:rd audience, encourage production and creatile use of
lalguage, provide more pupil independence and choice, are mo1€ cognitivelv demanding, can be
personalized according to pupils'interest, and provicle opporllrnities to develop interaction and
ffuency,
To make the tasks successfully help the children meet the prcdetermined ieaming objeclives,
the English teachels and tasks developers should comprehend fhe ke! learning princjples proposed
by Cameron (2001: 19-20)t i) Childrell actively try to construcl meaning; ii) Children need space for
language growth; iii) Language i1l use carries cues to meaning that may not be noticed, iv) Developmeni
can be seen as intemalizing from social interaction; and v) Chitdren's foreign language learnitgdepends
on what they experience. The main point to let children ieam English in thef own world, culturally real
life situatiors, the tasks shoDld provide the children with social interactions.
2. Aciivities
The English t€jachers ofeienentary school should be fatlriliar with chi]dren,s eharacteristics in
order that they can laciliute their leanring in natwal aimospheres. Btewster, EUis, and cirerd (2004:2728) state tiat children are emotionally excitable, get bored easil),, are excellent mirnics, can concentrate
for a surprisingly long time jf th€y are interested, and can be easjl), distmcted but also enfhusiastic.
It inplies tlmt the tasks shouid be presenl.ed itl the fomls of interesting, meaningfr.l, and ohallenging
activities. To avoid children's boredom, the activities must be varied. Another inplication is tirat the
English ieachers must become good nodels for their pupils as they are good mimics, especially in
pronunciation and in using appropdate expressions. The pupils will usually imitate what their teachers
say, do, and acts. It is closely related to critical period hypothesis -golden age, the age when children
can lea]n anything easily, including a foreign language -accents and expressions.
Interestiog, meaningirl, and varied activities wili help children comprehend ihe materials and
improve their language skills. Doirrg such activities means that the children learn and practice language
skills, perhaps Lurconsciousiy, and the chil&en wili not easily forget $hat they do as Zukergood and
Bettencouft (2009: 20) state as follows.
The best way for kids to truly understand the material is for them to use higher critical thinking
skiils such as teaching, comparing/confasting, analyzing, synthesizirg, and hypothesizing in
contexts that arc authentic, experiential, and relevani to thejr lives (10% of \rhat they read, 20%
oflvhat they hear, 30% oflvhai they see, 50% ofwhat they hear and see, 70% ofwhat they say
or write, and 80% ofwhai they say as they do an activity).
Therefore, teaching English to children through activities is the most suggesled model as ii caters the
children witb pedagogical experiences and it is ful1oifun. To improve children,s language skills and
communicative competence, activities should 1) focus on language practjce, 2) are cognitively simple,
3) are ot al*,ays personalized to pup;ls'interest,4) are not tneaningful end thensehes, 5) prcvide a
small degree of freedom and choica, 6) provide controlled and guided praclice, 7) rehearse specific
language items, skills, or strategies, and 8) support the linguistic and cognitir,e demalds oftesks in a
strucfured way (Brewster, Ellis, and Girard,2004t 51).
The requirements ofgood activities seem to be demanding and the English teachers frequeniiy
find difrculties in creating such activities. To overcone this prcblen, the English tcachers can adcpt
and or adapt activities taken from English resource books. The teachers'tasks are to seleci and or
modify activities suitable with iheir pdpils' culirrally real life situatio,rs. The activities can be thenatic
discussing a certain topic, the content ofthe lessons automaticaily scems to be more impofant than the
langoage itselfbecause laDguage canlrot be studied in avacuum. This means that it is easierto relate tho
lessoos to the experiences and interests ofthe pupils (Scott and Ytl.eberg, 1993: 8,1).
66
Rcritalitihgthe Prccti.e ofTeachia| Enghshto tbungLearnrts in ln.tohesja nit)LtN),
J t.. !t lt)il
^
ln refereltce Io rhe lbo\
e di\r
'o(cr€,) targ-apc
the,crrr;,ie,clo,:r:]:':n\'doing"li\irie.i\agooa$d)
iilili; oui,".'.;..:;;;;;.'ill.';llT",lJiln: .
rbr chjldrer,
rr
Jcrr
:,nc.r
l; ;nu::ff;1.;:::,,i,#
a. Singing Children,
Songs
Naturalb children Lke to
sins. Chrt.tr
j-:ly,* r,t ,i,""r. s,, gi,,g .ong,, Jil,, ing',can be, in. rhe lonn\ chan'\. a \urd or phra.e .t,.,J
bu, rhcr acr'reh ."".i;;
ledm n..* rhiirs. \\irno
;";.",';,i'"lu.ler;\rrracti\eh
i_
re\fo'ise lfRr",,' o"noo,on.,.,"rlf'";','11.''s,r9"_**,,n.r'li"*.'iiii;J;Til.:;
n:$ lanruose i",
TPR deve'op"li,renind
, iJrj'-."",.l"iljlil i":'"1",'.
snitJ;, ,r,rfno c.
rJi\ohes ccr:\ir' j'nd
fir.r p,t p'e--u'.e o,,'.,r
1o,"" i.; -;;;':;'"'' ^'\\'av t'i'i:;;;i,;;:rijil:nci'r'dndJoe'nor
"^'
'r
.onganccrr4lrrr,,,".s-peak'8r'i'rer
J t B'rk DcJ
u'"0
ro r"u'
'
pen. oe'(. tu.d ch.rir
can b.
jn,,'n ?"
'r,i";. "ior;;;;"':i; ;'
"h"n*"6
ofc iJd,e,,.".ong*hichcan^."i,.';1";i''11qj;ii"".,;:JJ#r'i;",5'il"1i:,ll'j,,i,:.
..'',,,,fr
ro mar( lhe plp i. be
\ .iJ)o,.I.o. mucJ.,rjnkjng"
"..u"o,n.a ..;n.,,. .,,np.. p.,
Songs. rhl nt(s. ar)d
chal]t5 can b:'
.
in *.nJ d,Ferenr urls
' ,,( a\'r\JrJ lo llr. ne\r. !rocers.
as rr-rm..r,
"d
,o in,,
r.,r..,.r,d,,c0.i.ios,.r,,..ts,onp"a, 1:..*.,,-'iung".,op*;i;.il;::,:';^'''r'"'t nt'tr'
lll:"i
]
,,"^o,..no,n""r."irr"r;.r"ll.it-'1",'r,"'rr
"rr'.'.]"ploii,=l'i;;,:;J:";i:;;;"i":
\.:rhpLrj,;Js.cL,irurat,.,.;i;:;;;;:;:",".ni(.rhcDpe,r'\ons(deoc,rd_onrhe.,.ur.jor.."i,r5,(
-'.')-,,
.1,:
b. Telljrg srorjes
rg storjes
i,,i,torher suitabl
__Tell
'ro.ic'|t
,.:.,rLni!e,.a 01."""#,"
Ji_l"il L'"i1;1, ;1;t0,.",u..u.e.
;i
i,r
s(-<rcr rhe\ Jo\...JfL..
ll;::
Jl
:, 11; 11.; ;";:l,illl:S;;
I i it;i"; tl i:
--:ll
:*:-1*
"
rnJ
.'jl Jer:rorie,ar.nio.'",,,*,n.,,'i"'i)l]'lrreror
co'.rarr .ource ofl"nglrpe
e,,.p.r.rencc
mi*i *
.
[or
o'':ge e nerrerce andirlc\pc15r\e
ll-ichild.(,r
, * r" .''" .,.'
- ", ': rc$ibk.otou,lirl
"'
jrrhej drepro\rued$ j,\t,icru"-.
pictu,e,;;1j:,li'terrjntrorh"rory
.r,r''jo*.
cro
e
ro
rolc pl.,) l-rarrns risrenerr
j,
ro . orr. r,..
;:-':1.""
1':l .dc' our in f.;i";;;.'";::"i']:ig
" ar' rrreslor) mL5l besimple. L.g. fh; l;nJe \Vfrrea;
"
JIrJe
RL'd Rid;ng Hood
,-i
c. Playing games
Cames nre fun and children
l&e ro
,
'rel.,inrherFr
",*..",,. ri,,,"" """1::],t,li:,T" l,l1:l:,-:rr
Lasnorgargrmcnr,,,in.or|orrr,;..,
,il.;lil:,;;1i.1,".:,;"*:;,Xtlfi:#;i,,""l:"'ji:i:;."1:;:11H::,[t ii;ll;,
o inrpro\e. Jhe,dlt
n'.d tar gLragc ,kiir,
,r,"
r"g,it,.".il"'-ltlrdge,clerncnr.
*'"'.'
de
s"""1 lr" i,irl;: ::f :i[,:lrl::;
i'De lo,adap'ed (o'. rti"rt
rhdr
rhe) dre cloie ro runjr
"'lf
i. ,," gr".
.,;;;:
ocaburary. anpropria
'nhl.ili1ilr
,;;';;;.";:iil:,iJll
e e;;:.,;;1. jJ';;il:1""H
,]]: . ,,!'ll"l
CLitdrcn enjo] consr.uctive
., elce
Dlav ar
-',u\'Jc
enr pr"crice for,rrr",,"","1i::.::.,fhej arerot onll morjvor'n8o.roLnur-,.,
at.o
,on. tocabul:1. grarmar.
kills Brerr"rer. r|;.
,ra ,r-" .5"i,_*, ,i!
erperience
."
", resouce
LJaine' ral'en rrom
t oot"
r:e.'. tor :n.ra.rce.
,I
r
rcir ou-n \torld. crmes""a "ir"rli)oo'r'",'Jl"*^"t
childrcn u.in8 rhe r.rger
,
trngJ"€
orr,ili"l:mes
!uosomerhjng.pra.ri.,rrgtangua;e.(irt.
",,,
'n.,""
rcrr\a,e in
."
";];,,:
or
."i;;;:,;
-r"ctuJ.ro
,rc a.A, \;,hou,an)
'
-. ir,
.,
o,;.": l;;;;;;?],n",,:;+.:nii.*h:::,:l::iii;;:i'; n:,.:::J::i
Itairali:ing
the pructice afTeachrle
Enghsh ta youtls Leaners
ih thdanesid
elit U.\r, J,,
J 9, a0 t
t
67
d. Doing role play
Role play is appropriate for delivering English language materjals to young learners. Role play
is one of a tvhole gamut of comnlunicative techniques which develops fluency irl language students,
which promotes interactions and motivation in the classroo'r. By doing a r.ole
iay. chiidren ',ill reany
experi€nce practicing language skills. It gives pedagogically authentic experien;es because
they directly
take a part in the play. They iisten to, say, and act certain expressions. ihereforc, they will get
at least
80oo olwhdl lhe) do. The rea5ons a5 L"dou:se r20Oo: b-7) \terej are a,
fol,or",.
Avery wide variety ofexperience can be brought irlto the classroom through role play.lt can be used
to train children in speaking skills in any situations.
2) Role platputs children in sifuations in which they are required to use and develop those phatic lorms
of language which are so necessary in oiling the works ofsocial relationships.
3) Some people are learning English to prepare for specific roles in rheir Iives.
4) Role play helps many shy chjldren by providing them wirh a mask.
5) Role play is fin. It is children,s r.eal life situarions.
Inrole play, practical language use isemployed. The language used in everyday corrmunication,
l)
-
incluciiog
registet, is practiced by the children. The expressions used-her. *" ri*pi".o
thut th"
wiil mofe easily rememberand practice. Havingpracticed such expressions, the c;ildren are expected
"hild."n
to
,,picture
be nore colfident using the ta.rget language, English.
Role play', is a kind olrole plays which
develops children's writillg skills, listenfug skills, and speaking skilis in the forms
ofintervierv.
e.
Doiig projects
The previous pad talks about role plays jn which children have cerlairr roles
lo act out. Chjldrcn
behave as though they were the real persons having the roles. Doing projects, on the
other hand, the
chil&en really do what they really need ro do in accomplishing the tasks. Doing projects gives the nost
real experiences for the children in using cedain expressions used in ce,tain'tisks
on speciJic needs.
Th€lcfore, dre project is a prime example of experiential learning. phillips, Bur\\'ood, and Dunlord
(2003:6-7) state that language introduced and practiced rvithin a project is directly
related ro the task jn
handi the children use the language that is needed lor the successiulcompletion oithe
activiq,. Aproject
introduces a1ld pmctices language, and integrates language skills, in a natural tvay.
In line with Philips et al., piaget in Hudeison (19911 256) stares that children rn prim?.ry,or
elemeitarv school are usually in what is called the concrete operational stage ofcognitive development.
This means that they learn through hands --on experiences and through m;nipula;ion ofobjects in the
envjronment. Accordingly, the use ofproject is appropriate lor teaching Engiish
to children. They say
_
words, phrascs, and or expressions as they need and they obsene about the;bjects
and acrivities they
do.'?arty Food" is akind ofprojects tbat is meanhglul forthe childten. The children ate asked to make
a kind offood and they should kno\\, and talk about the procedure how to
make/cook the food, including
materials and serving food.
F. Final
Remrrks
With regard to the above discussions, some conclusions can be made. To let chil.lren learn
English in their own world, cLLlturally real life situatiolls, the English teachers should know lrnguage,
children's chalacteristics, language teaching and learning, and have pedagogicai competences
and skiils
in presenting materials. The materials are covered in interesting ald meaningful tasks according
to
children's lives. The tasks should be presented in varied activit]es on the basls of ch dren,s \r,orld:
singing children's songs, telling stories, playing games, doing role play. and doing projects.
68
) ReitaLizins the Prcctiie o.fTeachibg Enstish ta
youhE
Leamen in lvtanesia eEyLU,.!), Jali
I9
201I
Bibliography
Abe. K. (1991). Teaching English ra Childrcn in an EFL Senr'rg. yokoham4 Japao: Kanto
cakuir
Wonren's College.
Brewster, J., Ellis, c., and cirard, D. (2004). The primary English Teachel,s Guide
OIew Edition).
Edinburgh cate, Harlorv, Essex: Penguin English.Bro$,n, H. D. (2000). principtes oflanguage
learning and teaching (4dEd.). New yorkt Addison Wesley Longman, lnc_
Cameron, L. (2001). Tadching
Lang
ages to young Learners. CunbriC,ge: Cambridge Universiry press.
Council ofEurope. (2002.:). Common European.ftamewaft afrdetencefar language: Learning, teaching,
as sesshent. Cambtldge: Cambridge UniveNity press.
W (1996). Integrating Language, Clrlhre and LiieratDre in Teacher-produced BLl.Materials.
In James. J. E. (Ed.). The Lrnguage luhure Connection (pp.lB9-205). Singapore: SEAMEO
liegional Language Centre.
Davis, C.
Dcpdiknas. (2003). Ltndang,undang Republik tndonesia Nomor 2a Tahun
P e ndi di kdn N ds i a nal. From l,egalitas.org.
)003 te Lang
Silreta
DepdiLlas. (2005). ?eJ'aturdn i4enteri pendidikan Nasional No. 22 Tahun 2006 tentang Standar ki.
Fron Legalitas.org.
hltp://www.teachingenglish.org.uk/transform/teachers/specialist-areas/teaching_young-leamers.
riccessed 21 June 2011.
Hudeison, S. (1991). EFL Tedching dnd Children.
Forlun). Arizona Staie University, USA.
A
Topic-Based Approdc, (The English Toaching
Ladousse, C. P (2009). Role Play: Resource Boaksfor Teachers. Orlord: Oxford University press.
Lewis, C- (2008). Ga7fler for Childre : Resolrce Books
fur Teacturs. Otfold: Oxford Unjversit)
press.
Nieto, S. (2002). Language, Culture, and Teaching- Critical perspecti|et
for a New Century.11\e
Elechonic Journal for English rs a Second Language. TESL-EJ Vol. 5. N0.4. March 2002.
Accessed 16 February 2011 from httpr/w1!w.tesl-ej.org/wordpress/issues/volume5/ej20lej20r9/
Phillips, D., Burwood, S., and Dunford, H. (2008). projects with young Learners.. Resource Books
Jbr
?eac&ers. Oxford: Oxford University press.
Scott,
W A.
and Ytrebe rg,
L. H. (1993). Teaching Engtish to Children.
_:
Lcngman.
Sukarno. (2009). Developing English Teachers'Competencies: Fronr Autonomous to professional.
Proceedbg International Seminar on Educatian: Respanding ta Gtabal eclucation Chaltenges,
I 17- 1 5 7. Yogyak^rta yogyakafta State Urivers ity.
Trumbull, E. and Rothsiein-Fish, C. (2009). Cnltures in Hamony. tn Scherer, M. (Ed). Engagitlg the
Whale Child: Rellectian onbest practices inLearning, Teaching, end Leaclership. (pp.321_328).
Alexandria Viryinia: ASCD (the association for Supervision and Curriculum developmeni).
Worrell, J. L. (200q). Dirercif! in the Inclution Classroom. Accessed l2d,Augusrus 2009 trom hrtp://
wlvw.multiculturaljournal.com/issues/2009/wonell.pdf
['right,A.(2004).S/or]rellingwihChildrc:ResovceBoaks.forTedchers.Oxfal./iOxfordUnivercitypress.
Zukergood, D. and Beitencoufi, A. M. (2A09). Teaching in the Redl W.orLl: Strdtegies ta Sw\)i|e dnd
Irli"_e. Nev Jersevt Pearson.
Reritali.in?the PtacliNe afkachins Ehllishtoyouns Leanerc
i
tkdo
etia O,EyLIN),
J
lrt9,2AlI
69