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c.

English Learning and Teaching at Primary Schools Pinter (2006) mentions three contextual factors in language teaching

especially at primary schools. They are language settings, educational frameworks, and status of English and attitude to English. She also points out the aims and objectives of primary English programmes. They include: (1) developing childrens basic communication abilities in English, (2) encouraging enjoyment and motivation, (3) promoting learning about other cultures, (4) developing childrens cognitive skills, (5) developing childrens metalinguistic awareness, and (6) encouraging learning to learn. Pinter (2006) adds that most countries tend to emphasize one or both of the first two aims above. The first involves teaching children to talk about themselves and their immediate environments, to understand and respond to basic English instructions, and to communicate about topics of interest with partner. The second one is related to the need to make English an attractive school subject to children so as to foster their motivation and encourage them to want to learn languages in the future. The Ministry of Education in Indonesia, thus, puts English as the local content subject with maximum 35 minutes X 2 per week. In Indonesia, the aim of English learning and teaching is to comprehend four literacy comprehension which are performance comprehension, functional comprehension, informational comprehension, and epistemic comprehension (Departemen Pendidikan Nasional, 2008).