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4312 10427 1 SM
4312 10427 1 SM
Abstract
The research aims to describe current practice of English as a foreign language at primary schools. The
case study conducted at two favorite elementary schools in Makassar involving 84 students. The data
gained through observation, questionnaire and semi-structured interviews. The study revealed that
teachers used textbook as the main resources for teaching besides using media and physical objects. The
research identifies that there are a lot of challenges faced by both teachers and students in teaching and
learning English. From teachers’ perspective, the difficulties are limited availability of materials,
allocation of time, class size, and using teaching media. Students preferred variety of teaching method as
well as materials. From the learners viewed that time allocation is not enough, and teaching material are
not varied. It is suggested that the government should provide a variety of teaching materials that can
assist teachers and students in teaching and learning English.
Keywords: English teaching material, teaching aids, time allocation, and challenges.
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International Journal of Language Education, Vol. 1 No. 2, 2017 pp. 29-37
simple sentences and phrases, to be used to stage from birth to two years of age that
communicate in their school environment and young children learn to interact with the
society. However, as a local content material, environment by manipulating objects
English is not taught compulsory. around them; second is pre-operational
In Makassar, English language was first stage from two to seven years of age that
introduced in elementary school in 1982. child’s thinking is largely reliant on
English was taught at SD Hati Kudus as one perception but he or she gradually
of the elective subject in school (Massarang, becomes more and more capable of
1982). Then in the following years, there was logical thinking; third is concrete
a growing interest of other favorite primary operational stage from seven to eleven
schools to teach English as one of the local years of age that children thinking begins
content subject. The aim of the research was to resemble ‘logical’ adult thinking and
to find out the current practice of English they develops ability to apply logical
language teaching at elementary schools by reasoning in several areas of knowledge
looking at the teachers and students at the same time such as math, science,
perspectives especially in relation to the or map reading; fourth is formal
English teaching materials, teaching aids, and operational stage from eleven years
time allocation. It was also to uncover the onwards that children are able to think
challenges teachers faced in teaching English beyond the immediate context in more
at primary school level. abstract terms and they are able to carry
out logical operations such as deductive
CONCEPT UNDERPINNING THE reasoning in a systematic way.
STUDY b. Children learn through social interaction
The study used Piaget theory of stages (Vygotsky, 1962). Children construct
development (1970), Vygotsky theory of knowledge through other people, through
Zone of Proximal Development (1962), interaction with adults. Adults/teachers
Bruner theory on scaffolding (1983) and work actively with children in the Zone
Garner’s concept on multiple intelligence of Proximal Development (ZPD). Zone of
(cited from Pinter, 2010). In addition, a Proximal Development (ZPD) refers to
number theorists such as Brown’s concepts the difference between the child's
(2001) and Pinter (2010) and a number of capacity to solve problems on his own
research findings relating to the need and and his capacity to solve them with
practice of teaching English at elementary assistance.
school (see Rasyid, 1993: Erlina, 1998: c. Children learn effectively through
Salasiah, 1999: Hidayat, 2006). scaffolding by adults (Bruner, 1983). The
The principle theories of teaching young adult’s role is very important in a child’s
learners are: learning process. Like Vygotsky, Bruner
a. Children are active learners and thinkers focused on the importance of language in
(Piaget, 1970). Children construct a child’s cognitive development. He
knowledge from actively interacting with shows how the adult uses “scaffolding” to
the physical environment in guide a child’s language learning through
developmental stages. They learn through finely-tuned talk. (Cameron, 2001).
their own individual actions and Bruner stated that parents who scaffolded
exploration. Piagetian stages of effectively: a). created interest in the task;
development (cited from Pinter, 2012) b) broke the task down into smaller steps;
cover four levels: first is sensori-motor c) kept child “on task” by reminding him
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Rosmaladewi English Language Teaching at Makassar Primary …
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International Journal of Language Education, Vol. 1 No. 2, 2017 pp. 29-37
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Rosmaladewi English Language Teaching at Makassar Primary …
teachers to present English teaching material. Therefore, they use very limited materials that
As the teachers described as follows: support their teaching and learning process.
I usually used media for teaching. I The other challenge in teaching is the class
bring the English cassettes for size which contains more than forty students
listening comprehension (Q3). I used in one class room. This large class makes it
only the objects around the school difficult for teachers to manage and to control.
such as flowers and other plants. I In addition, larger class makes students have
prefer non electronic equipment to very limited chances to ask and to do different
use for teaching. (Q4). exercises.
The expectation of teachers was the Teachers believed that time allocation for
government should provide a number of teaching English at elementary schools should
resources that help teachers to increase be more than 2 x 40 minutes. It means that the
students’ motivation to learn English. In time allocation that provided for English as
addition, teachers expected to have one of the local contents in school should be
professional development programs through added. Finally, teachers find it difficult to
regular trainings in teaching methods, choose the appropriate method for teaching
designing materials, language assessment, English because of the level of difference
language games, and knowledge of English. among students in acquiring English.
Q3. I don’t like reading English book because the pronunciation is difficult.
Strongly agree Agree Neutral Disagree Strongly disagree
6 (7 %) 8 (10%) 2 (3 %) 68 (80 %) 0 (0%)
Q4.I prefer teacher’s pronunciation than the voice from tape recorder.
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International Journal of Language Education, Vol. 1 No. 2, 2017 pp. 29-37
Q9. I can memorize word quickly if I see the physical object of the word
Strongly agree Agree Neutral Disagree Strongly disagree
8 (8%) 71(85%) 1(2%) 0 (0%) 0 (0%)
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Rosmaladewi English Language Teaching at Makassar Primary …
and physical objects. Those different methods class size makes it difficult to manage, to
assisted students not only in memorizing of limited allocation of time and difficulty in
vocabulary but also in understanding English finding appropriate teaching method. Students
lesson. Students were very attracted by the were much more interested in learning
use of variety of teaching media that improve English using different method of teaching as
their motivation to learn English. However, well as the variety of teaching material and
the observation described that teachers used aids. It is suggested that the government pay
very limited variation in teaching English. much attention to the implementation of
The time allocation was seen short for the English as one of the local content in school.
teaching English (Q11). The students were Teachers professional development programs
taught in 80 minutes in a week. It seemed that are badly required especially improving
this schedule should be revised. The students teachers’ knowledge in teaching method, and
have a preference to study English in the first language development of children. Last but
or second period of the class hours (Q12). not least is that the government should
They were still fresh and it avoids students conduct a comprehensive need analysis and
from feeling bored and tired. action research to uncover the problems and
What have been revealed above is that the need of teaching English at primary level.
teachers were trying very hard to apply stages
of language development as proposed by REFERENCES
Piaget (1970). Teachers also proposed Abduh, A., & Andrew, M. (2017). Investment
different types of activities in order to help and Imagined Identities of Biliterate
students to interact with each others well both Indonesian Lecturers: An Exploratory
in classroom and outside classroom as Case Study. International Journal of
suggested by Vygotsksy (1962), even though Indonesian Studies, 1(4), 1–13. Retrieved
it was limited interactions among students. In from
addition, both teachers and students at this http://artsonline.monash.edu.au/indonesia
research were working as much as possible to n-studies-journal/ijis-4-2017/
maximize all learners learning styles as Brown, H.D. (2001), Teaching by Principles:
suggested by Garners (1972), even though an Interactive Approach to Language
with some limitation such as unavailability of Pedagogy. New York: Longman.
written teaching materials, and lack of teacher Bruner, J. (1983). Child’s talk: learning to use
knowledge on teaching methodology. Despite language. Oxford: Oxford University
this challenge, teachers who have strong Press.
future vision may be able to lead learners to Cameron, L. (2001). Teaching languages to
acquire language conveniently and easily young learners. Cambridge: Cambridge
(Abduh & Andrew, 2017). In addition, University Press.
teachers working collaboratively as suggested Department of National Education and
by Rosmaladewi & Abduh (2017) can solve Culture. (1994), Kurikulum Pendidikan
problems they face in their teaching and Dasar (Curriculum for Elementary
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Erlina. (1998). The Students Attitudes of
CONCLUSION Primary School Mariso Ujung Pandang
The research concluded that teachers used toward English Classroom Environment.
textbook as the only main resources for Makassar: Unpublished S1 Thesis FBS
teaching. Teachers encountered also a number UNM.
of challenges. The problems ranging from
limited availability of teaching material, large
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International Journal of Language Education, Vol. 1 No. 2, 2017 pp. 29-37
Appendix
Angket
Tujuan
Angket ini bertujuan untuk mengetahui keinginan dan persepsi siswa sekolah dasar terhadap
pembelajaran bahasa Inggris yang ada sekarang ini serta untuk mengetahui tantangan yang guru hadapi
pada pembelajaran bahasa Inggris.
No Pernyataan (n = 84)
Q1 Bahasa Inggris susah
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Rosmaladewi English Language Teaching at Makassar Primary …
Q5 Saya suka jawab dalam bahasa Indonesia kalau guru Tanya dengan bahasa Inggris.
Q7 Guru saya menggunakan bahasa Inggris dan Bahasa Indonesia pada saat mengajar
Q11 Saya lebih suka kalau jam pelajaran bahasa Inggris pada jam I dan II
Terima kasih atas waktu yang diluangkan untuk mengisi angket ini
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