The Techniques of Teaching English to Young Learners

					                                     ABSTRACT



Romli, Muhammad. 2006 The Techniques of Teaching English to Young Learners


Key terms :    Techniques, Teaching and Young Learners.


       English is very important because it is used a mean of international

communication. Now, in the Globalization Era All Nations need to communicate

with other and English will be their medium of communication. English is taught in

the first grade up to sixth grade in the elementary school. The objective of the English

program at the elementary school is to enable the students to comprehend simple oral

and written expressions. The researcher wanted to know what the syllabus used in

teaching English at MI Darul Falah Kabuaran Kunir Lumajang, the teaching

techniques used by the English teacher, how the teaching technique used by the

English teacher, what problems faced by the English teacher and students during

teaching-learning process, how to solve the problems faced by the English teacher

and the students, what materials used by the English teacher, what the results of the

English teaching, and what the qualification of the English teacher at MI. Darul Falah

Kabuaran Kunir Lumajang.
       The study is descriptive qualitative and quantitative. The subjects of this study

were fifth-grade students and the English teacher. Fourth instrument were used in this

research : observation, questionnaire, interview, and documentation. Observation

used to find the data about teaching-learning process. Questionnaire was to collect

the respond of teaching English used by the teacher. The interview was designed to

collect the data from the teacher. Documentation used to see the students

achievement of English.

       The teaching techniques used at MI. Darul Falah Kabuaran Kunir Lumajang

were speaking, vocabulary, reading, listening, writing, dialogues, song, play lets, and

drama. The material of English at MI. Darul Falah Kabuaran Kunir Lumajang used

textbooks "Go with English," published by Yudistira, "Study English for the

Elementary School" published by Mitreka, and "LKS" for the elementary school

published by Focus. As for the English syllabus, the English teacher said he used the

syllabus to make lesson plans before he taught the students. This was developed from

competency based on curriculum. The teaching and learning of English at MI. Darul

Falah Kabuaran Kunir Lumajang could be conclude that the most of the students got

enough English achievement, and the teacher was qualified. The teacher of MI. Darul

Falah Kabuaran can handle the class and manage the teaching learning process well.
                                         TABLE OF CONTENNTS



COVER

TITLE

APPROVAL SHEETS

MOTTO

DEDICATION

ACKNOWLEGMENT ...........................................................................................

ABSTRACT .............................................................................................................

TABLE OF CONTENTS ........................................................................................

LIST TABLE ...........................................................................................................

CHAPTER              I    INTRODUCTION .....................................................................

                          1.1. Background of the Study .....................................................

                          1.2. Statement of the Problem.....................................................

                          1.3. Purpose of the Study ............................................................

                          1.4. Significance of the Study .....................................................

                          1.5. Scope and Limitation of the Study ......................................

                          1.6. Definition of Key Terms ......................................................


CHAPTER              II REVIEW OF RELATED LITERATURE ..............................

                          2.1. The Syllabus ........................................................................

                          2.2. Purpose of English Teaching for Young Learners ..............
2.3. The Importance of English for Young Learners .................

2.4. The Teacher .........................................................................

     2.4.1. The Teacher Qualification of ....................................

     2.4.2. The Teachers Role.....................................................

2.5. The Instructional Materials .................................................

2.6. The Evaluation and Testing ................................................

2.7. Techniques of the Teaching English to Young Learners ....

     2.7.1. Game and Fun ...........................................................

     2.7.2. English Song .............................................................

     2.7.3. Dialogues ...................................................................

     2.7.4. The Stories or Play lets..............................................

     2.7.5. Story Telling and Dramatization ...............................

2.8. Characteristics of Young Learners ......................................

     2.8.1. Children are Developing Conceptually .....................

     2.8.2. Children have no Real Linguistic Need ....................

     2.8.3. Children are Still Developing Their First Language .

     2.8.4. Young Children Learn more Slowly .........................

     2.8.5. Young Children are very Egocentric .........................

     2.8.6. Children Get Bored Easily ........................................

     2.8.7. Children are at an Early Stage of Their Education ...

     2.8.8. Children Forget Quickly ...........................................

     2.8.9. Children are Better Mimics .......................................
CHAPTER   III METHODOLOGY....................................................................

              3.1. Researcher Design ...............................................................

              3.2. Population and Sampling ....................................................

              3.3. Research Instruments ..........................................................

                   3.3.1. Observation ...............................................................

                   3.3.2. Questionnaire ............................................................

                   3.3.3. Interview....................................................................

                   3.3.4. Documentation ..........................................................

              3.4. Resource of Date .................................................................

              3.5. Procedure of Data Collecting ..............................................

              3.6. Data Analysis .......................................................................


CHAPTER   IV FINDINGS AND DISCUSSION ..............................................

              4.1. The Syllabus ........................................................................

              4.2. The Techniques of Teaching Speaking ...............................

                   4.2.1. The Techniques of Teaching Speaking .....................

                   4.2.2. The Techniques of Teaching Vocabulary .................

                   4.2.3. The Techniques of Teaching Reading.......................

                   4.2.4. The Techniques of Teaching Writing .......................

                   4.2.5. The Techniques of Teaching Listening .....................

                   4.2.6. The Techniques of Using Games ..............................

                   4.2.7. The Techniques of Using Songs ...............................
    4.2.8. The Techniques of Using Dialogues .........................

    4.2.9. The Techniques of Using Telling Stories .................

    4.2.10. The Techniques Using Drama...................................

4.3. The Process of Teaching-Learning .....................................

    4.3.1. The Activities ............................................................

    4.3.2. The Examination .......................................................

    4.3.3. The Oral Activities ....................................................

    4.3.4. The Written Activities ...............................................

4.4. The Teacher's and the Students' Problem ............................

    4.4.1. The Teachers' Problems ............................................

    4.4.2. The Students' Problems .............................................

4.5. The Solution of the Teachers' Problems and the Students

      Problem ................................................................................

    4.5.1. Teachers' Solution .....................................................

    4.5.2. The Students' Solution ..............................................

4.6. The Teaching Materials.......................................................

4.7. The Result of Teaching Learning Process ..........................

4.8. Teacher's Qualification .......................................................

    4.8.1. The Capability to Open or Start the Lesson ..............

    4.8.2. The Capability to Explain the Teaching Materials ...
                  4.8.3. The Capability to Respond to Students Responses and

                             Questions to Improve the Teaching Learning

                           Activities .....................................................................

                  4.8.4. The Capability to Master the Teaching Materials ......

                  4.8.5. The Capability to End the Lesson ...............................

                  4.8.6. The Capability to Use the Allocated Time

                           Efficiently ....................................................................

             4.9. The Students' Achievement .................................................


CHAPTER   V CONCLUSIONS AND SUGGESTIONS ................................

             5.1. Conclusions .........................................................................

             5.2. Suggestion ...........................................................................

                  5.2.1. Suggestion for the Teacher .......................................

                  5.2.2. Suggestion for the Students.......................................

                  5.2.3. Suggestion for Researcher.........................................

BIBLIOGRAPHY

APPENDICES
                                              THE LIST OF TABLE



Table 4.1....................................................................................................................

Table 4.2....................................................................................................................

Table 4.3....................................................................................................................
                                    CHAPTER I

                                 INTRODUCTION



       This chapter discussed an introduction which consists of six parts namely : (1)

Background of the study, (2) Statement of the problem, (3) Purpose if the study, (4)

Significance of the study, (5) Scope and limitation of the study, and (6) Definition of

key term.

1.1 Background of The Study

            English is the first foreign language, which is taught in Indonesia. Now

   days, English is very important because it is used as a means of an International

   communication. Now, in the Globalization Era all Nation need to communicate

   each other and it will be their medium communication. People use English to

   communicate with foreign, they can exchange information about culture or the

   development of their countries and introduce sciences which are written in

   English. Indonesia people need a lot of information and science to increase their

   standard life. They need to read many books about technology, education, health,

   art, literature and still many others, those books are mostly written in English.

            Further more, The Minister of Education and Culture of Indonesia

   established as Decree no. 048/U/1992 which states that English can be taught at

   the elementary school as a local content subject from the fourth grade. This was

   followed by the arrangement of its curriculum.
       Supported by the 1994 curriculum established the teaching English in

elementary school as a local content subject and allows every province to develop

its local curriculum provided that the society in which the school is located

requires it and qualified English teacher is available to support it (GBPP, 1994 :

1). The 1994 curriculum supported curriculum based Competence. They are 1.

Government Rule no. 25/2000. an authority control to the National quality of

education through the evaluation achievement nationality is the responsibility of

Department of National Education (Departemen Pendidikan Nasional). 2. The

Decision of National Education Ministers is no. 114/2001 about the National

Evaluation achievement : The evaluation achievement nationality is to measure

the evaluation achievement of the student and the quality of education in very

level of education.

       Consequently, English is important to be studied, it is better to be taught

in the earlier time the learner. Considering this fact, English subject is given to

the Elementary school. Teaching English to young learner requires its teacher to

be creative in selecting materials and presenting it to the pupil. Since young

learners is easy getting bored and dislike a serious thing.

       Teaching English to young learners should be matched with their

cognitive and language development Active learning through interesting and

meaningful games, puzzles problem solving tasks will grow the children's

positive attitude toward English rather than reliance solely on paper and pencil

tasks that on the rules of grammar (Scott and Treberg, 1992).
       Teaching English to young learner is quite different from adult learner

(Marckwardt as cited by Allen, 1965 : 7) it is because the way they learn of

foreign language is different from the way the adult learn.

       In this stage, the young learners learn the language by giving responds to a

parental verbal stimulus with physical movement. As state previously, English is

a foreign language in that the elementary school student never hear, know and

understand before. Regarding the characteristics of young learner above, the

teacher is required to be more critical and creative in selecting or oven

collaborating any techniques available which are relevant to their characteristics

and developmental stage.

       English for voung learners is no a required subject, but a local content to

the curriculum. The local content of the curriculum will be developed and

detennined by the provincial office of the department of education and culture. As

a local content, English lesson in the children are intended to develop ability to

understand simple oral and written expression.

       The results of analyzing the data indicate the English Teacher was

qualified; the teacher could handle and manage the teaching and learning process

well. The teaching English in the school was an introduction to the student. In

teaching materials, the teacher used integrated the techniques. (Muhammad rofile,

2000:1). However, they had a various techniques in teaching-teaching process.

Based on the background above, the writer conduct the study related to the

teaching English under title. Techniques of tbe teaching English to young learners

used by Teacher at MI. Darul Falah Kabuaran.
1.2 Statement of The Problem

          In accordance with the background of the study, tbe problems under the

   study are formulated as follows:

   1. What is the syllabus of the teaching English at MI. Darul Falah Kabuaran ?

   2. What are the teaching techniques used by the English teacher in at MI. Darul

      Falah Kabuaran ?

   3. How are the techniques used by the English teacher in teaching English at MI

      Darul Falah Kaburan ?

   4. What problems are faced by the Engbsh teacher and students during the

      teaching learning process at MI. Darul Falah Kabuaran ?

   5. How are the problems faced solved by the English teacher and students at MI

      Darul Falah Kabuaran ?

   6. What are the materials used by the Engbsh teacher to teach English at MI

      Darul Falah Kabuaran ?

   7. What are the results of the teaching Engbsh at MI Darul Falah Kabuaran?

   8. What are the qualification of the English teacher at MI Darul Falah

      Kabuaran?


1.3 Purpose of The Study

   1. To know what the syllabus of the teaching English at MI Darul Falah

      Kabuaran.

   2. To know what teaching techniques used by the English teacher at MI Darul

      Falah Kabuaran.
   3. To know how the technique used by the English teacher in teaching English at

       Ml Darul Falah Kabuaran.

   4. To know the problems faced by the English teacher and students during the

       teaching learning process at MI Darul Falah Kabuaran.

   5. To know how to solved the problems faced by the English teacher and

       students at MI Darul Falah Kabuaran.

   6. To know are the materials used by the English teacher to teach English at MI

       Darul Falah Kabuaran.

   7. To know the results of the teaching English at MI Darul Falah Kabuaran.

   8. To know the qualifications of the English teacher at MI Darul Falah

       Kabuaran.


1.4 Significance of The Study

          The finding of this research will provide useful input in teaching English

   for the English teacher at Elementary school and the process of the teaching and

   learning English, especially for the teacher and student at MI Darul Falah

   Kabuaran.


1.5 Scope and Limitation of The Study

          It is known that poor mastery of English is caused by lots of factors.

   Namely, technique of the teaching, classroom atmosphere, systematic, textbooks

   and adequate teaching facility and time (Titin, 1998:3).
           Due to the limited of the writer, it is impossible for the writer to cover

   whole list of things completely and satisfactory, so the writer limits the study to

   the technique of the teaching and the result of the teaching only.


1.6 Definition of Key Terms

           For some terms that appear in this work, the writer gives a brief

   explanation to avoid a wrong interpretation.

   1.6.1   Techniques

           A way of doing performing something especially in the arts of Teaching

           English done by the teacher in the classroom activity (Antony, 1993:63).

   1.6.2   Teaching

           Defined as process of comprehending any materials, which was guided y

           the teacher in the classroom situation (Kasbolah, 1992:10).

   1.6.3   Young learners

           Learners in the elementary school aging 9-10 years old who are learning

           English as foreign language (Clark, 1990:8).
                                   CHAPTER II

                    REVIEW OF RELATED LITERATURE



2.1 The Syllabus

          The learning and teaching of English will be successful if the teacher

   qualified in planning language instruction. Yaldcn in Kasbollah (1993:3) states

   that syllabus can be viewed as the control of the learning process by the intuition

   and the teacher. A syllabus in English language teaching must be explicit for the

   teacher and practically produce by the teacher. A syllabus is required in order to

   produce efficiency two kinds of efficiency are pragmatic efficiency (economy in

   the management of the learning process).

          Most syllabuses identify two sorts of goals. These can very roughly

   described as content goal and attitude goal. Content goals are concerned with the

   element of language and ways in which they are used. In fact, many syllabuses

   adopt a pragmatic combination of all there. However, what even from our

   syllabus takes, whatever particular language teaching ideology it reflects. Attitude

   goal? are concerned with the element of a language and how the learners put them

   together to use them. However, that is very significant aspect to the syllabus.

          In other word, in addition to having goal, which is concerned with the

   actual language elements the children learn. We also have goal which relate to the

   kind of learning experiences we set up and the relationship and atmosphere of the

   language classroom.
       Primary language work, in contras, can give emphasis to the attitude

goals. Susan Halliwel (1992:10-11) in Rinda Ida Anggraini (2000:6-7) states that

it should nor lose sight of the content goals but sometime give clear priority to

promoting the attitude and responses mentioned above, i.e. confidence

willingness to "have to go," risk taking. At primary school we have more freedom

to do this because most of use are not yet too tightly constrained by the content

focus of the public examination system.

       On stage closer to the learners is the syllabus more accurately. It is

principles of the syllabus design that we are concerned to the learners. Ever since

it become he accepted doctrine among language teachers that the effectiveness of

learning can be significantly improved by manipulating the content and the

sequence of what is taught. There have devised a series if refinements and of

additional set of communicative syllabuses. The sophistication has lately

increased dramatically (Wilkind, 1976).

       Wingo and Schorling (1960:156) also states that based own their

curriculum the foundation of and adequate guidance program a curriculum varied

enough and flexible enough to meet the need of children. We have discussed

various ways in which the school is attempting to supplement the work of teacher

in the guidance program. We also become acquainted with certain specialized

personal that are often available to assist in the guidance program.

       Finocchiaro (1964: 11-12) also states may school begin language study in

the third grade. By the third grade all children have become accustomed to school
   routines, have learned to accustom to read and write English, have gotten past the

   readiness stage in the English language. The third grade curriculum in many

   countries begins to explore the wider community. Children learn how people in

   other parts of the word live.

          Nevertheless, some language specialists believe that language study

   should begin in the kindergarten or the first grade. In addition, to identifying the

   differences in language abilities of each child and to identify his or her own

   strengths and weaknesses. The teachers must work on developing the knowledge,

   attitude, skills, and abilities that society regard as useful and valuable. Thus all

   programs in the curriculum must reflect acceptance of the responsibility for

   preparing individuals, within the limit of their ability meet the demand of society

   both as children and as adults (waiter I, petty 1980:91-92).

          The places to look for necessary skills attitude, knowledge and abilities

   must be in life it self, i.e. the vocabulary of the spelling curriculum should include

   word that and individual need to use in writing.


2.2 Purpose and English Teaching for Young Learners

          Teaching English in the primary school is intended to improve the quality

   of the result of instruction, and the function is to prepare the children for further

   education in the secondary school Nuril Huda, (1999:135), says that : "English

   lesson in the primary school are intended to improve the quality of the result of

   instruction, then the function of the teaching of English in the primary school.
        Moreover he says that English in the primary school as a local content is

intended to teach student to understand simple oral and written expression in

English. Therefore, the objective of teaching English in the primary school is to

develop basic receptive skills in oral and written in English.

        The young learners should learn to understand and to speak the foreign

language with reasonable accuracy and fluency in the situation within young

learners of their age group normally speaks. They should learn to appreciate that

there are other ways of communicating and another language permits them to

express the same ideas, the same likes and dislikes as well as their language.

        The young learners of elementary school program should develop in

young learners' ability to read and write what they have learned to say. However,

all young learners at the elementary school should initiate reading and writing

activities.

        There are some good foundations of oral fluently which foreign language

elementary school makes possible carried with several outcomes according to

Fonocchiaro (1964:25).

1. Deep personal satisfaction is gained from tne knowledge of having acceptable

    and praise worthy pronunciation not only at the succeeding school level but

    also in later life contacts with speakers of language.

2. The possible of enjoyment of the language in the original is increase.

3. Personality enrichment and even character development are possible results of

    the ability to grasps the language.
   4. Communication with non English to young learners program should not only

      lend support to this concepts which other subject area social studies but also

      to develop their ability in English language about culture, arts science and etc.


2.3 The Importance of English for Young Learners

          Even though English is an optional subject in the elementary school, it

   seems that more and more people think that English is important for their children

   development. Numbers of private courses in major towns and cities even in

   village enrolled by children.

          Moreover, the important of teaching English to children has been

   discussed frequently in many books of teaching English as a foreign language

   Finocchiano (1964:11) says that:

          "The need for people with proficiency in more that one language is
          recognized by all those concerned with their countries representation and
          commitment abroad and aware of the need for communication with the
          many non-native speakers of English residing within their own country.
          Generally recognized too is the need to produce language proficiency.
          There is increasing awareness of the psychological advantages if an early
          start in language study."

          It means actually people should realize, English for children is really

   needed. Furthermore, Finocchiaro statements is supported by Donsmedly (1983)

   as cited by Titin (1998:5) says that : 'English is vital importance in the

   development of pupils as individuals and as members of society, our principal

   means of making sense of our experience and communication with others. The

   teaching of English is skill of speech, reading and writing. School will doubles
   continue to give them priority'.

2.4 The Teacher

          The teacher is most vital single factor in the teaching English for young

   learners of any curriculum area. The teacher does to select and organize the

   course content and the materials of instruction to create a friendly environment, to

   stimulate and maintain interest, to plan varied activities and tc give young

   learners and feeling of achievement and success, which will determine whether

   learning will take place.

          The teacher can develop the knowledge, skills, and attitude needed for

   effectiveness teaching. Teacher of foreign language in elementary school should

   gain insight into the nature of language. They should study and apply the

   principles, which have been found most affective in teaching language to young

   learners. They should be aware of the aim of language teaching in the elementary

   school program and of their own role in helping achieve those aims.

          Fonocchiaro, mary (1989:20) states that most important is teacher role in

   the learning process. The teacher has been called the "facilitator or mediator" of

   learning. That means book; school walls and other people come between the

   teacher and the student. The teacher should posses if the learners are to acquire a

   life ling love for their English language and culture. All teachers should be

   expected to :

   1. Acquire and awareness of the significant features of the linguistics and culture

      background of their pupils as a bridge to an understanding and acceptance of
    linguistics interference and possible cultural conflict.

2. learn about and experiment with the method and techniques of teaching

    English as a second/ foreign language, which would be most proactive with

    their student, with their personalities, in their schools, and in the communities

    not only of the school but also from which the learners have come and to

    which they plan to return.

3. Understand the dynainist and techniques of grouping since these are crucial in

    teaching ESL and EFL.

        Moreover, teachers are most important in teaching learning process. There

are two kind the important for the teachers, qualified of the teacher and the

teachers' roles.


2.4.1   The Teacher's Qualification

                   The teacher shortage may also be overcome by the use of bilingual

        person in the community with or without professional training. Those

        without training act as "informants." Although, the word informant is

        generally used to indicate a native speaker, the informant can be someone

        who has learned the language well and is not a trained teacher. The

        teacher tells the native speaker or informant what the language item they

        would like taught. The informant repeats these items in the classroom

        numerous times, with pauses for repetitions until teacher and class learn

        them. The classroom teacher then carries out the follow up activities.
       Finocchiaro (1964:11) states that to accustom to hearing that

standard for foreign language teachers should be raised and that the

teacher must have a thorough knowledge of foreign language. It may

come as a shock to hear us advocate that until these area feasible. We

should accept the premise that the teacher need to have a thorough

knowledge of all the nuances of foreign language desirable as such a

thorough knowledge would be. The teacher should be learning to

pronounce these limited patterns as perfectly as possible: they should

learn when to use other combination are normally used.

       Finocchiaro (1989:22)       states   that there   are twenty two

characteristics of superior teachers, one of them is that superior teachers

uses the same piece of materials, a dialogue, a reading selection, a set of

flash cards, or a group of techniques for the multiple purpose. They are

able to apply various techniques for the same materials. Besides, a

language teacher should know the culture aspect of the learners' native

language. It will help them to solve cultural problems to the learners.

       The teacher is the most influential person in the classroom,

because the teacher has to cerates a desirable classroom climate to plan a

variety of learning activities and to use material effectively. Icrashen in

Richard (1988) identities the role that can be carried out by the teacher

area as follow.
1. Motivator

           The learners with high motivation and self-confident and with

   low anxiety have low fitters and let in plenty of input. Therefore,

   motivation is needed by the student in order to achieve high ability in

   English. In this case, the teacher has great chances to arise the student

   motivation when the students make mistakes, the teacher can correct

   them without insulting the student. On other hand, when a student can

   answer a question, the teacher should praise him/ her even thought it is

   only a smile as reinforcement.

2. Model

           A pood English teacher is a model of her/ his student so that

   the student can get precise English knowledge and skills when the

   teacher asks the student to jump. For example : she/ he should give a

   model how to jump. The same thing, if the teacher asks the student to

   read, she/ he should read first and tries to use native like accent at

   much as possible.

3. Facilitator

           The student learns and acquires language through such

   practice. The teacher should give opportunities for the studentoto do

   much practice and create the situation to enable the student to do self-

   expression.
4. Guide

           The teacher as a guide should know the student characters

   individuals, so that they can lead the student apparel with their

   condition. The student whose developmental phase is fast should be

   given enrichment and those are slow should be guided, so they will hit

   left behind.

           In addition to having good comment in English, an English

   teacher ideally need to posses other knowledge related to their

   profession. Ashworth (1985) identifies four characteristic of language

   teachers which are summarized as follow :

    Knowledge

              Teacher have to have in-depth knowledge of subject field

      and have to keep up, date, that is teaching and continuous learning

      are inseparable.

    Skills

              Good teaching results from competence classroom

      organization and management, from clear and stimulating lesson

      presentation and from affective use of variety of techniques.

    Personals Qualities

              Some personal qualities, which result in an effective

      teacher, are enthusiasm kindness, sincerity, patience, humor,

      intellectual, curiosity, and respect to others.
            Professionalism

                       Teacher can join any activities that improve the quality of

               teaching and enhance the profession such as joining in service

               program; training and taking part in teacher is organization.

                       In addition, Assert (1994:234) states that the effective

               foreign language teacher should understand and like children.

               They have to know the method on how to teach English to young

               learner became children have their own unique characteristic

               different from adults.

                       Furthermore, Kasbolah (1993:48) also states that flexibility

               in essential characteristics of the classroom teacher. The teacher

               should be open to whatever change in needed for the success of

               their teaching. They need to flexible in their attitude toward the

               student in methodology and approach of the student's achievement.

               In addition, Rachmajanti, (1993:6) states that a primary school

               teacher is supposed to be more creative and enthusiastic to keep

               the student's attention and to arouse their interest.


2.4.2   The Teacher's Role

               The native of language and the resultant principles of language

        learning have brought changes in the role of the classroom teacher in the

        language class. Although no one would deny that is most desirable for the
          teachers to have a fluent knowledge of the language. The teachers can still

          be an effective teacher with more limited knowledge of the language.

                 Finocchiaro (1989:30-31) states that the teacher will want to grow

          in language competence through one or the resources available to him,

          until the teacher shortage is overcome. However, there are elements about

          the teacher role. That are the teacher must plan the language lesson, the

          teacher's uses language in everywhere, the teacher gives practice to the

          learners and the teacher detects the learners pronunciation errors and to

          correct them.

                 The teacher foreign language should posses' insight into the nature

          of language and the principles of language learning. It is important that

          the teacher believes that the language is primarily a spoken vehicle of

          communication and that the acquisition of a language depends upon the

          information of new habits. The teacher helps the children understand and

          say a limited number of language items. Fortunately, some teacher; done

          recognize the role of language in all areas of life and use this

          understanding to help children increase their appreciation and use of

          language.


2.5 The Instructional Materials

          Instructional materials have very important role in any education program.

   The most difficult issue to resolve concern the materials of teaching. Two
alternatives of materials my be selected for the teaching of English in the

elementary primary school, that is the materials which are either the same or

different from the materials in the lower secondary school; (SLTP).

       The first alternative is taken under the assumption that English is the first

taught in the primary school, like in the present curriculum of the secondary

school. The second alternative is taken, in the primary school it is emphasized the

oral skills (Nuril Huda, 1999:136).

       Mary Finocchiaro (1989:136) states teachers does promoting a friendly

environment in the textbooks, stimulating, and maintaining interest though varied

activities. There are so many devises and approaches, which can supplement the

textbooks and often ever the teacher's voice, that it seem a pity for the alert

teacher not to make use of them the perfect textbooks will be written for the

tearher and students.

       According to Walter T. Petty (1980:107) textbooks have always received

a good deal of attention by professional groups of teachers by the public and

sometime by the government agencies. Although the quality of textbooks varies

widely, it is not too much to expect textbooks to represent the highest level of

curriculum development in the subject.

       Teacher should know and understand the function of the language

textbooks in order to plan develop effectively instructional program. The teacher

should consider the function relate them to their own viewpoint and, knowledge

and learn how to use textbooks properly.
          The teacher should evaluate the quality of textbooks or series as objective

   as possible. However, textbooks selection process should consist of critically

   examining several competing book and evaluating them as objective as possible.

          The teachers who have difficult in recognizing opportunities for language

   teaching in all classroom activities may turn on the textbooks guidance.

          Teachers my use the language textbooks to determine what the sequence,

   abilities, and knowledge to teach and reinforce. Particularly, to guide the

   sequence of their representation. The activities of classroom are not likely to

   coincide with the sequence of the textbooks presentation but the activities, skills,

   and abilities in textbooks represent a careful selection and planning process and

   no teacher should ignore them.


2.6 The Evaluation and Testing

          Evaluation is an integral part of the instructional program. It provides

   basic information for variety of educational decision. The main emphasis in the

   educational evaluation is the student and teacher learning process.

          The purpose of evaluation is to measure the progress of an entire class and

   each pupil in teaching learning process. Evaluation is major part of the teaching

   process. By the evaluating expressional lesson. The teacher can help each child to

   identify specific errors, bad habits, or specials weaknesses. Usually evaluation is

   equated with testing and most often vim standardized testing. Standardized tests

   are one device teacher can use to discover the result of their teaching.
          According to Finocchiaro (1989:163) states that provision for evaluation

   should be able to integral part of the curriculum. Evaluation includes assessing

   the student's progress toward the linguistics objective of course, determining their

   attitude not only toward English language learning but also toward native

   speakers, judging the result of the methodology and the materials use and

   appraising the effectiveness of the total English program in serving the need of

   the learner for whom it is intended.

          Growlund (1981:25) defines evaluation as a systematic process of

   determining the extent to which the instructional objective is achieved by the

   student. The evaluation process includes both measurement and non measurement

   techniques for describing changes in the student's performance as well as value

   judgment concerning the desirability of the changes.

          Testing and evaluation of the student's competence and performance as

   well as our teaching procedure should be an integral part of the language-teaching

   program. Teacher believe in frequent, brief, previously announced tests designed

   to asses the quality and quantity of the learner oral or wntten production.


2.7 Techniques of the Teaching to Young Learners

          There are several techniques that can be applied in class, which can bring

   the student to the real life situations. The techniques can be combined with the

   learning activities which are presented in enjoyable and relaxed situations.

   Dawson (in Kasbolah, 1994:4) states that to be effective, the teacher must

   consider certain major principles two of them are :
1. Those related to child growth and development.

2. Those, which related to the ways in which children learn.


2.7.1   Game and fun

               Children like doing something. Like any others useful techniques,

        games and fun are also useful in teaching English to children since game

        are fun for them. Implies play which is an important part of children's life.

        They might not realize that playing games, they are learning something

        about language. Of course, in this case the teacher should be careful

        enough to make the game enjoyed by he children and the same time.

        Some language items are learned. In addition, a good game is effective to

        break the routine of the class.

               Brown (1985:137) states that game involved (1) rules, which must

        be followed, (2) Competition between individuals or team and (3)

        determination of a winner. If teams of player are part of game plans,

        cooperative learning as well as competition can result. The chief oi"

        characteristic of these games is a strong element of competition. He gives

        suggestions using games.

        Brown (1985:320-321)

        1. The teacher should start by deciding whether games will advance

           achievement of learner objective.

        2. She/ he should begin her/ his uses of game with simple but increasing

           activities.
               Sri Rachmajanti and Utari P. Astuti (2002:unit 2) states that game

        and fun are all activities that we loosely think of as involving play

        enjoyment. Game is activities which can be done to draw young learner's

        attention. Game may help young learners to see learning English

        enjoyable and rewarding. In this case young learners may develop their

        ability to work in-group, to co-operate and to compete.


2.7.2   English songs

               Song can be useful in teaching English to children since almost

        every child likes singing. Teacher who are aware of this can introduce

        new enters of new structures. Gassen (in rahmajani, 1993:5) states that a

        song in English foreign language program is considered fruitful because it

        can be enjoyable and at the same time educational.

               Sri Rachmajanti and Utari P. Astuti (2002: unit 2) states that

        young learners really enjoy learning and singing songs and older learners

        find working with well-known pop singing highly motivating. There are

        many nice songs, from traditional highly motivating. There are many nice

        songs, from traditional ones to specially written materials lor young

        learner. Some song is good for singing and other for doing action. We can

        use songs to teach your learner to English sound/ alphabets, to reinforce

        vocabulary or to have fun.
2.7.3   Dialogues

               A dialogue is people talking together about something that they

        did, are doing, or are going to do. A dialogue is particularly well suited for

        practice authentic language in real communication situation where people

        listen and read, either by speaking or by performing some actions.


2.7.4   The Stories or Play Lets

               Familiar children's stories and play lets such as : the three little

        pigs, etc, has been found extremely effective as approaches to intensive

        practice. Since many of these tales have come down to use from other

        countries, discussion followed by dramatization can easily bring out and

        emphasis the international aspect of folk materials and the cultural

        relationship between peoples from different countries.


2.7.5 Storytelling and Dramatization

               These techniques are close to children's life situation, but both are

        not appropriate fir the very beginning level.

               The theme of the story may be about anything from pupil personal

        experiences, their favorite folk tales to movies or cartoons. They have

        recently watched their interest in something or even created by

        themselves.

               The themes of drama can be 'Mickey Mouse', 'Si Komo', and etc.

        the point is that students are very popular in Indonesia. Technique of
           teaching are very important for presenting materials in order that student

           can understand the materials easily.


2.8 Techniques of the Teaching to Young Learners

           There are some characteristics of young learners according to Clark

   (1990:6) in Erika Yuni, (2001:17) says that the characteristic of young learners.

   2.8.1   Children are developing conceptually

                  Many children of upper primary school age at concrete operational

           stage in their development. They cannot easily handle abstract concepts.

           Analytical approaches to the study of grammar in foreign language would

           certainly most children of this age, but not all. Some children have passed

           into formal operations, a stage market by more complex and abstract

           thinking and greater cooperation with others, and yet another group will

           be at pre operational stage with the tremendous limitation on thinking that

           this presupposes, for example : concept such as spatial relations and the

           resultant related language will prove problematic.


   2.8.2   Children have no Real Linguistic Need

                  Adults generally learn of foreign language for a particular purpose

           perhaps for their job, for their travel or to learn about other culture. Even

           at secondary school level, children can often see that need to learn a

           foreign language, for future career prospects, for travel to get to
        university. However, young learners rarely have such needs in term of

        sequencing learning.


2.8.3   Children are Still Developing Their First Language

                Children are formulating and coming to learn with the rules of

        their own language, they may not be able to read in their own language :

        they may be at very early stages of reading development. They are likely

        to be only just developing effective communication skills in writing, and

        etc. Thus they will not have the same range of language skills to draw

        upon and apply to the learning so a second language, is secondary pupils

        or adults.


2.8.4   Young Children Learn More Slowly

                When adult learn a foreign language they can focus exclusively or

        doing just that. Children are learning so many tilings at once : developing

        knowledge about the world, developing awareness of concepts; acquiring

        a multiplicity of skills and the same time developing their first language.

        It would be truly amazing if young learner did learn foreign languages

        quickly than order children/ adults.


2.8.5   Young Children are Very Egocentric

                The world of the child tends to resolve around the sell : children

        are preoccupied whit their own likes and dislikes. Their own family and
        friends, their own personal space or environment. Whether in the home or

        at school, it is possible to capitalize upon this egocentricity when teaching

        a foreign language for children by relating as much of the content as

        possible to children themselves.


2.8.6   Children Get Bored Easily

               Children have no choice but to attend school and have little

        say in the classroom. Activities or choice of subjects. Adults on the

        other hand, have usually made a deliberate choice to learn foreign

        language. As such they will usually preserve even if it is uninteresting

        or dull, driven on by outside motivation. Children, on the other hand,

        will soon let a teacher know when they are bored. All teachers know

        to their cost that there is nothing more disruptive than a bored child

        is.


2.8.7   Children Are at an Early Stage of Their Education

               One of the reasons that are often put forward for beginning

        language study at an early age is foster more positive attitudes to foreign

        language study than at present exist amongst secondary school learners.

               Young children have fewer inhibitions about learning a foreign

        language and less resistance to idea.
2.8.8   Children Forget Quickly

               As we have noted earlier, children do appear to learn more slowly.

        It may be, there fore, that in an attempt to accelerate the rate of progress

        made with younger learners they appear to forget more. Whatever the

        reason need to recycle language to be retained and used.


2.8.9   Children are Better Mimics

               This is another observation often mother by teachers which appear

        to have little support theoretically it term of phonological evidence. It is

        true that with very young children, the motor movements of the mouth use

        to produce the sound of their first language have not become fixed

        through habit; where as older learners may find the acquisition of another

        sound system more difficulty.
                                  CHAPTER III

                                METHODOLOGY



3.1 Research Design

          The research design used in this study is descriptive qualitative and

   quantitative. A descriptive study is the study which is intended to descriptive

   phenomenon. It determined of the way to collect data. According to gay

   (1990:189) in Erika Yuni (2000:29) states that descriptive research involves

   collecting data in order to test hypothesis or to answer question concerning the

   current status of the subject of the study. In this study, the researches described

   the techniques used by the teacher, how the techniques used by the English

   teacher, the problem faced by the English teacher and the students, the materials

   used by the English teacher and the teacher, the teacher English, the qualification

   of the English teacher, and the syllabus of the teaching English at MI Darul Falah

   Kabuaran Kunir Lumajang.


3.2 Population and Sampling

          The population of this study was the English teacher and the student MI

   Darul Falah Kabuaran, Lumajang. English has been taught to the students of the

   first year up to the six year. There was one English teacher who was teaching all

   classes. The samples of this study were the fifth grade students and the English

   teacher. There were two reasons why the researcher chose this class, the fust
   grade up to the fourth grade was the earliest class that was taught English and the

   English teaching was simple. Second, that the grade would the National

   examination.


3.3 Research Instruments

           To get the data was needed in this study, the researcher used several

   instruments.    They    were    Observation,    Questionnaire,   Interview,    and

   Documentation.


   3.3.1   Observation

                  In this method, the researcher investigated the process if teaching

           and learning English in the classroom activities. Its purpose was to know

           whether the answer and the questionnaire were familiar or not. Moreover,

           the techniques used by the English teacher, the whole information

           obtained would be perfect.

                  Questionnaires consisted of 24 items : 9 items related to teacher

           experience and ability in teaching, 8 items were related to the teaching

           techniques and anotlier were related to the materials.


   3.3.2   Questionnaire

                  The questionnaire is relatively popular means of collecting data

           (David Nunan, 1992 : 143). The questionnaire is designed in the form of

           question. The questionnaire used 10 collect the data from the students.
       The questionnaire consisted of 20 items, i.e. 7 items were related the

       students problems, 4 items were related to the techniques of teaching

       learning process (uses four skill : speaking, reading, listening and

       writing), 7 items were related to the teacher experience and anything that

       might influence the teacher ability in teaching, and another items were

       related to the materials used by the English teacher.


3.3.3 Interview

              A guided interview used to conduct this research where the

       researcher asked a number of questionnaires to English teacher and

       students of MI. Darul Falah Kabuaran Kec. Kunir, Lumajang. The

       interview used to get information from the teacher concerning with the

       objective of teaching English at this school, the instructional materials

       used in the teaching learning process and the techniques applied I the

       teaching process. The interview was intended to obtain additional

       information to support the data acquired from the observation. Therefore,

       the content of the interview was not too far different from what was

       observed in the observation.

              Interview for the English teacher consisted of 20 items :i.e. items

       were related the teacher and students problems, 3 items were related to the

       techniques of teaching English (uses four skills are : listening, reading,

       speaking and writing), 4 items were related to the teacher competency in
          teaching English, 3 items were related to the instructional materials, 4

          items were related to the syllabus and another items are related to the

          result of teaching learning process.


   3.3.4 Documentation

                  The data of student's achievement was collected from a document.

          The document used in this study was the scores of the student's

          achievement from the final test of fifth grade in the school of MI Darul

          Falah Kabuaran.


3.4 Resource Of Date

          To get the data which needed, the researcher researched at MI. Darul

   Falah Kabuaran Kunir Lumajang (fifth grade).

          The researcher used observation to collect the data during teaching

   learning process and it would be done start from 11 April-12 May 2006. The

   researcher came to the class when English was the subject of teaching. The

   researcher observed the teacher's way in teaching English especially when they

   were using the techniques. They also paid attention on the students' attention, on

   teacher's explanation. If there was something unclear, they would directly asked

   the teacher soon as the class top.
3.5 Resource Of Date

   The procedure cf collecting the data was doing in stages, as follows :

    First, the rerearcher distributed the questionnaire to the teacher.

    Second, the researcher got the information from the teacher by giving

      interview and questionnaire from the student.

      1. The first interviewed about of teaching English at this school and the

          evaluation done by the teacher.

      2. The second interviewed about the instructional materials available used in

          the leaching learning process and technique applied in the teaching

          process.

    Third, the researcher observed the class to know whether the answers of the

      questionnaire and interview were similar with reality not.

      1. The first observation was to observe the textbook, which used by the

          teacher and about the process of teaching and learning English.

      2. The second observation was to observe the process of teaching and

          learning English.

    Fourth, the researcher was taken the student's grade list from the teacher and it

      was to know the result of teaching English at this school.
3.6 Data Analysis

   The data obtained are analyzing by using procedures :

   1. Determining and classifying the teacher qualifications based on the

      educational background and the teaching experience.

   2. Identifying the objective of teaching English based on the syllabus and

      interview.

   3. Identifying and classifying techniques of the teaching based on the kind

      of techniques used in teaching learning process.

   4. Classifying and analyzing the result of the teaching learning process by

      percentage.

   5. Describing the materials used in the teaching skills and topics.

          According to the "buku raport" of the students to analyze the document to

   see achievement of the students in studying English, the researcher classified the

   student's grade in English into ten categories.

          10 :      Excellent

          9   :     Very good

          8   :     Good

          7   :     Highly sufficient

          6   :     Sufficient

          5   :     Below sufficient

          4   :     Low

          3   :     Very low
       2    :     Poor

       1    :     Very poor

       After the data were classified, first, the data obtained, computed, and

translated into percentage by using this formula.

                F
        P        x100%
                N

       Where :        P = Percentage

                      F = Frequency

                      N = The number of the subject

       Second, the researcher found and analyzed the data form documentation

of the students score, the following formula as follow :

                fx
        M
                 N

       Where :        M = the mean

                      f   = frequency

                      x   = score

                      N = number of student

       Third, the researcher found our standard deviation. The standard deviation

formula as follow :

                 x 2
       S
                 N 1
       Where :    S   = standard deviation

                  x2= the sum of all the squared deviation from the mean

                  N = number of student

       Fourth, the data which were collected through questionnaire, interview,

and observation, were analyzed by using descriptive analysis.
                                     CHAPTER IV

                           FINDINGS AND DISCUSSION



       In the teaching and learning process could be successful if there are some

supporting components join and complete each other. To get that information the

researcher collected the data by using : questionnaire, interview, observation and

documentation.

       The finding and discussion of the study as follows :

4.1 The Syllabus

             A good teacher should have preparation before she started the lesson, they

   are a syllabus. The function of syllabus was to guide the teacher in order to get

   the result of teaching learning maximally.

             From the interview with teacher, the researcher got the information that

   MI. Darul Falah Kabuaran Kunir Lumajang had syllabus. So, before the teacher

   taught the student, the teacher made lesson plan which is constructed on

   curriculum based competency.

             The objective of the teaching English were to prepare the students to study

   English at secondary school, and to give the students background knowledge of

   English. MI. Darul Falah Kabuaran Kunir Lumajang had taught English three

   years ago. So it was not newest lesson. English was compulsory subject and as a

   local content in the elementary school. It means that the students joined the

   English class regularly and their grades were put in the students' achievement

   report.
4.2 The Techniques of Teaching

          After the researcher made the observation of classroom activities and

   interview the English teacher, the researcher got some information about

   illustrations of the teaching and learning process of English at MI. Darul Falah

   Kabuaran Kunir Lumajang.

          From the observation the researcher got infomiation that the number of

   students of class V was 26. Although it was not too big, the students frequently

   made noise and they like moving around the class, but the teacher sometime had

   persuade the students to be quiet.

          The second instrument was interview. From interview with the English

   teacher the researcher got information that the English lesson was taught at class

   V every Monday and Wednesday at the third and fourth periods, from 08.30-

   10.00. It means that the time allocated for the teaching English and learning

   process was four hours per week and two meetings. The teacher always came to

   the classroom on time. Before he started the lesson, he asked to the pupils to be

   quiet first by saying "quiet please or diam anak-anak". Then he greeted to the

   pupils, and then she asked the pupils like "how are you today". After that he

   called the pupils or.e by one and so on.

          Based on the teacher information, English was a local content, the teacher

   was planned the schedule to teach English, beginning of the lesson at class V or

   fifth years. The teacher made pictures on the blackboard or he drawn some

   pictures on the blackboard, or she just wrote some word and showed what the
words referred to. The he gave the pictures named in English and he translated

the words in Indonesia. He pronounced the word several time and the pupils

listened to her. Then, he asked the pupils to follow what he said. When he was

sure that the pupils. Were able to pronounce the word. He asked them to do it in

union and then in individually. She paid attention to the pupil's pronunciation.

Whether it was correct or not, that he was introduce new vocabulary. After that

the teacher made sentences with the words. For example : this is my book or the

pupils done the exercise in the book.

       After the pupils finished their works. Te teacher asked the pupils whether

they were able t o do exercise. Almost all the pupils raised their hand. Even some

of them came to the blackboard to write the answer. When the pupils faced some

difficulties, the teacher guided then patiently. At he end of the lesson, he gave

them homework from book or the teacher made herself, it was submitted in the

next meeting and she returned it after she corrected the homework.

       The teaching techniques employed by the teacher were question and

answer, drilling, memorizing, explanation and translation. Before he continued

their lesson he asked the student to answer the meaning of some vocabulary

where he was teaching last week, and sometimes he used drills, memorizing to

teach pronunciation. She asked the students to repeat what he said. The teacher

also gave the pupils homework or assignment in order to make them study at

home and evaluate whether they understood the materials.
        Form the questionnaire the data were obtained and from the interview to

the English teacher of Ml. Darul Falah Kabuaran Kunir Lumajang, stated that he

used integrated method in teaching learning process where between component

and others were not separated. However, he had a various techniques in teaching

learning process. Whether in speaking, reading, vocabulary and so on. In

conclusion, he had a different way of teaching speaking, reading, and vocabulary.


4.2.1   The Techniques of Teaching Speaking

               In teaching speaking he used drill, while pattern practice drills

        were as follows :

        A. Repetition

                   It was done by asking the student to repeat what the teacher

           said. For examples :

           TEACHER                      STUDENTS

           This is a book               This is a book

           That is a door               That is a door


   B. Simple question and answer

           TEACHER                      STUDENTS

           Is the book red?             Yes, it is

           Is the bag blue?             Yes, it is
   C. Translation

           TEACHER                       STUDENTS

           My name is Ani                Nama saya adalah Ani

           I am ten years old            Saya berusia 10 tahun


4.2.2   The Techniques of Teaching Vocabulary

                 In teaching vocabulary the teacher used memorizing techniques.

        The teacher gave word to the students to memorize. The words were about

        in the class, body and so on based on the book. For example: In the

        classroom : blackboard, chairs , books, etc. Body : hair, heard, eyes, etc.

        Animal: cat, dog, etc.


4.2.3   The Techniques of Teaching Reading

                 In the teaching reading the teacher used the materials reading

        or reading textbook. The procedures were as follows :

        First,      the teacher read the text slowly and clearly.

        Second,     the teacher asked to some student to read the text one by

        one.

        Third,         the teacher lets the students asked the difficult word.

        Fourth,     the teacher and students translated the text together.

        Fifth,      the teacher asked the students to answer question based on

                    the reading text. Sixth, the teacher collected the students

                    exercise and then discussed the exercise.
4.2.4 The Techniques of Teaching Writing

        In teaching writing teacher used the following techniques.

        A. Dictation

                    The teacher read the word and then the students wrote that the

           teacher said. For example :

           TEACHER                       STUDENT

           Father                        ……………….

           Mother                        ……………….

           Teacher                       ……………….


        B. Re-Arrange the word

                    The teacher asked the students to arrange the word so that the

           words become a right sentence. For examples :

           TEACHER                               STUDENT

           Is-name-Tina – my                     ……………….

           Live — JI. — I — at — Borobudur ……………….


4.2.5   The Techniques of Teaching Listening

               The techniques or the teaching listening was by using dictation

        same as teaching writing. First, the teacher pronounced the word several

        times. And the students just listen to the teacher. Then, the teacher asked

        the student 10 follow what he said. When he was sure that the students

        were able to pronounce the words, he asked them to it in union and then

        individually.
4.2.6   The Techniques of Using Games

               The teacher sometimes used game to teach the students a new

        vocabulary, when the researcher did the observation in the class. The

        teacher used game, like : she divided the students into four groups.

        Then, she mentioned new vocabulary and wrote in the blackboard and

        then e asked the students to find new word from the new vocabulary in

        the blackboard. For examples:

        TEACHER                                   STUDENTS

        Blackboard                                Back, lack, bad, etc.


4. 2.7 The Techniques of Using Songs

               Sometimes the teacher used the song as techniques in teaching

        English; most of the children like to sing. For examples :

               ABC

        ABCDEFG

        HIJKLMNOP

        QRSTUV

        W X Y and Z

        Let us sing the A B C

        Now you've heard my A B C

        These letters of alphabet

        Tell me what you think of me
   4.2.8   The Techniques of Using Dialogues

                  Sometimes the teacher used the techniques of teaching like

           dialogues. The teacher asked the students in pair to read the dialogues on

           the textbook or the teacher made dialogues by themselves. Then the

           teacher and students translated the dialogues together.


   4.2.9   The Techniques of Using Telling Stories

                  The teacher used telling stories, the teacher told short stories and

           the students just listen. And then, the teacher asked the students to ask

           questioned for the teacher about the stories.


   4.2.10 The Techniques of Using Drama

                  The teacher used the techniques of the teaching like dramatization.

           For example, he asked three of the students to come in front of the class,

           then one of them touch pictures, second students told the story about the

           pictures and third students practiced what the second student told. They

           become seller and two of them become buyer in the marked.


4.3 The Process of Teaching-Learning

           Based on the young learners' characteristic, the teacher should prepare the

   teaching activities, which can make class enjoyable. The teacher designed the

   teacning and learning activities in teaching class.
4.3.1   The Activities

               Based in the observation the researcher got the information that the

        teacher had done activities in the classroom. He employed techniques,

        such as : question and answer, repetition, translation, etc. first, the teacher

        asked the students "Do you have breakfast ?", and the students answered

        "yes. I have". Second repetition, the teacher asked the students to repeat

        what he said. "My name is Ani, and I am students at MI. Darul Falah

        Kabuaran at the fifth grade. And then the students repeat the teacher said.

        After that the teacher asked the students to translate the words into

        Indonesian "Nama saya adalah Ani, Saya siswa MI. Darul Fatah Kabuaran

        kelas lima (5).


4.3.2   The Examination

               Dealing with the theory, the teacher also had employed in some

        teaching activities, such as teaching reading. First, the teacher read the

        textbook based on the topic like "How to introduce", this topic could

        stimulate them to do the exercise. Sometimes, the teacher used games to

        teach new vocabulary, such as 1-He ad several minute to the students to

        find the English word based on the teacher wrote the word on the

        blackboard. For example : "blackboard" from this word the students found

        new vocabulary like : back, lack, and bad. And then the teacher asked the

        students to write the word on the blackboard. After that the teacher and

        the students translate the word together.
4.3.3   The Oral Activities

               The researcher knew that the teacher also had done the third theory

        that was listening. In teaching listening, the teacher used dictation

        techniques and songs techniques. First, he pronounced the word and then

        the students just listen what the teacher said. Then the teacher asked the

        students to follow what the teacher said for all of the students. When he

        was sure that the students were able to pronounce the words he asked

        them to do it in all of the students and then they do it individually. These

        activities needed a large proportion of class time. Second, the teacher

        wrote the lyric of songs and then he started to sing the songs but the

        students just listen, after that he asked the student to write the word, and

        then the students repeat song. Then the teacher and the students translated

        the words into Indonesian.


4.3.4 The Written Activities

               In teaching writing used repetition, simple dictation and rearrange

        word. He limited time to the students to do it. Although they were still

        young learners, the teacher should teach for basic skills completely.

               The teacher had applied some of the theory of teaching learning.

        The teacher used simple techniques, namely : Repetition, question and

        answers, translation, memorizing, dictation re-arrange the word etc. all of

        those, simple activities can maintain their motivation and make English
           class enjoyable for the young learners. If this method applied so many

           times, the students may get bored quickly.

                     Those techniques, which invited the students participation, song,

           games, story telling, dialogues and dramatization, should applied to young

           learners. The students enjoy learning English if they like to study.


4.4 The Teacher's and the Student's Problems.

           In teaching learning process, there were problems faced by the English

   teacher and the students.

   4.4.1   The Teacher's Problems

                     In the teaching learning process, the teacher often faced the

           problem. Based on the interview done by the researcher to English teacher

           of the fifth grade students at MI. Darul Falah Kabuaran Kunir Lumajang.

           The researcher found that the problems were :

           First,       some of the student had difficult in reading and translation.

           Second,      the students did not have motivation in learning English.

           Third,       some students who did not pay attention when the teacher

                        explained the lesson. So the teaching learning process was not

                        effective.

           Fourth,      almost all of the students did not have textbook only the

                        teacher had a book,
   4.4.2   The Students' Problem

                     The students at the fifth grade of MI. Darul Falah Kabuaran Kunir

           Lumajang faced various problems. First, they did not have textbook.

           Second, the students did not have motivation.


4.5 The Solution of the Teacher's Problems and the Students' Problems

   4.5.1   The Teacher's Solution

                     Every teacher certainly had problem. The English teacher needed

           patience to teach the young learners because all of the students had

           different characteristic In order to solve the problem well, the teacher

           should had four characteristics of language.

           First,       the students had difficulties in reading and translation. The

                        teacher had to explain the students one by one and he had

                        translate the difficult word more and more. Second, the

                        students did not have motivation in learning English. The

                        teacher always gave motivation before he started the lesson of

                        after the lesson.

           Third,       some students who did not pay attention when the teacher

                        explained the lesson the teacher gave advice and reminded the

                        students.

           Fourth,      all the students did not have textbook. The teacher always

                        wrote the topic on the blackboard before he started the lesson.
                  English teacher should have responsibility in their job and they

           should love and care to their students not only teach but also care toward

           students problems. The teacher could be solving the problem well.


   4.5.2   The Student's Solution

                  As an English learners should have motivation to learn English

           because in Indonesia, English is foreign language. The students only

           learned English at the classroom not in daily life.

                  Student's problem in learning English at Ml. Darul Falah Kabuaran

           came from themselves and their school. First, the students have not

           textbook, so that the teacher wrote the topic on the blackboard, and then

           the students also wrote the topic on the blackboard, and then the students

           also wrote the topic in their book. Second, the students do not have

           motivation the so that teacher always gave motivation for their students

           before or after the lesson and the teacher gave homework to the students

           before or after the lesson and the teacher gave homework to the student in

           order to make the students learn English at home.


4.6 The Teaching Materials

           Materials had very important role in any educational program. In teaching

   learning English at MI. Darul Falah Kabuaran Kunir Lumajang the textbook used

   untilled "English for elementary school" for the first grade up to the sixth grade.
           From interview, observation and questionnaire the researcher got the

   information in the teaching learning process. The teacher and the students used

   textbooks. First, "Go with English" for the elementary school fifth grade,

   published by Yudistira, written by Dra. Rita Kurniawan. Second, "Study English

   for the Elementary School", published by Miltreka, written by Tim KKG and

   KKPS. Third. "LKS" focus for the elementary school at the fifth grade, published

   by Focus, written by Sukasno S.Pd. All of these books can construct on

   curriculum based competence.

           All of these books covered reading, speaking, writing, vocabulary. Games

   and stories. These books had pictures and more varied exercise. It had some

   appropriate themes and topics which referred to curriculum based competency.

           In addition, the teacher always prepared for their teaching. He sometimes

   made lesson plan in order to teaching and learning English to achieve the goals.

   The teacher made lesson plan based on the books used on teaching and learning

   process. The teacher sometimes used some materials from the others sources such

   as stories books.


4.7 The Result of Teaching Learning Process

           From the investigation and interview also documentation, which was done

   in this study, it was found that the students can understand English. They can read

   and write English word or sentence well. Besides, they also can sing English song

   well.
       The data the students' achievement were obtained by recording the score

list of the fifth grade of MI. Darul Falah Kabuaran Kunir Lumajang. This table

illustrated the percentage of the score achieved by the students. According to the

"buku Raport" of the students the classification vere as follows :

       10 :    Excellent

       9   :   Very good

       8   :   Good

       7   :   Highly sufficient

       6   :   Sufficient

       5   :   Below sufficient

       4   :   Low

       3   :   Very low

       2   :   Poor

       1   :   Very poor

                                   Table 4.1

                  Students’ achievement in learning English

       Classification           Frequently               Percentage
     Excellent                       -                         -
     Very good                       1                      3.85%
     Good                            9                      34.6%
     Highly sufficient               6                      23.1%
     Sufficient                      9                      34.6%
     Below sufficient                1                      3.85%
          Classification           Frequently               Percentage
         Low                             -                        -
         Very low                        -                        -
         Poor                            -                        -
         Very poor                       -                        -
         Sum                            26                     100%



          Based on the data above, it could be seen that 3.85 % of the students got a

   very good score, 34.6 % of the students got good score, 23.1 % of the student got

   highly sufficient, 34.6 % of the students sufficient score and the last 3.85 % of the

   students got below sufficient and none of the students got low or poor score. In

   this case most of the students at MI. Darul Falah Kabuaran Kunir Lumajang got

   English achievement in sufficient scores. And it means that the students of MI.

   Darul Falah Kabuaran Kunir Lumajang had sufficient knowledge.


4.8 Theachers' Qualification

          The result on interview showed that the English teacher at MI. Darul

   Falah Kabuaran has been studying at Universitas Muhammadiyah Lumajang. He

   also took an English course, so he had good enough in English. The teacher

   handled three classes (fourth, fifth and sixth grade).

          It was not easy to have accurate measurement of the teacher competence

   in English. From the observation of the teacher during the teaching and learning

   process in the classroom, he frequently used Indonesian as a medium of

   instruction. In order that the pupils would understand the lesson more clearly.
       According to him, he liked teaching English at MI. Darul Falah Kabuaran

Kunir-Lumajang. He was really interested in his pupils. It was shown by his good

interaction with them during the lesson and the break time. He spent his time to

explain the lesson or homework when the pupils did not understand yet, or just

chatted with them. Most of them were highly motivated to learn English. He

never stopped motivating the pupils to understand English well. He always gave

fulfill attention to the difficulties faced by the students. He patiently guided the

pupils. The students considered him as a good teacher.

       Then he could play his role as a good motivation. He often told the pupils,

if they were smart in English, they could communicate with foreigner or tourists

who visit our country, or they could understand cartoons programs on TV and

English books etc.

       Furthermore, the data from observation and questionnaire showed that he

was a good any qualified teacher in the classroom. This judgment was on the

basis of the seventh capabilities as follows :


4.8.1 The Capability to Open or Start the Lesson

               The English teacher of MI. Darul Falah Kabuaran Kunir Lumajang

       could start the lesson well. The greeting was given by the students to the

       teacher. Usually the greeting or the students was "Good morning sir" and

       then the teacher said "Good morning students". The teacher opened the

       lesson when the researcher observed the class. The teacher opened the
        lesson by using the sentences "OK anak-anak kita mulai pelajaran tentang

        salam, (OF student we started our lesson about greeting). Then the teacher

        used books (material) to connect the previous lesson that she planned to

        explain the present lesson. She also used connector to connect the

        previous lesson or the next lesson. Finally he stimulated the students by

        asking questions to remind the student to the previous lesson.


4.8.2   The Capability to Explain the Teaching Materials

               In this point, the teacher could explain and present the materials

        well. However, he seemed able to manage and handle the classroom well,

        so that there are some students tended not to pay attention to the

        explanation. As a result of this some students did not really understand the

        teacher explanation.


4.8.3 The Capability to Respond to Students Responses and Questions to

        Improve the Teaching Learning Activities

               While giving an explanation, the teacher usually asked the students

        whether they could understand what he had explained. And the teacher

        encourage student to ask questions what they did not understand and then

        the teacher tried to respond to give answer and used the students responses

        to improve the teaching learning process. Sometimes the students asked to

        him to re-explain certain points that they still did nor understand, he also

        answered their question patiently until the students really understand what

        he explained.
   4.8.4   The Capability to Master the Teaching Materials

                  The teacher of MI. Darul Falah Kabuaran Kunir Lumajang had a

           good mastery of the materials from her confidence in explaining or

           presenting the teaching material. He seldom made mistake in giving

           explanation to the students, his mastery of the material could also be from

           the way he answered the students' question.


   4.8.5   The Capability to End the Lesson

                  To end the lesson, the teacher usually made a general overview.

           He also asked the students whether they still had question about topic he

           had explained, then he gave homework such asking to do the next exercise

           to be discuss or to be submitted on the following meeting. Then, he said

           "Good bye" to the students.


   4.8.6   The Capability to Use the Allocated Time Efficiently

                  The teacher often came to the classroom on time. He directly

           started the lesson and stopped or ended the lesson on time. He taught the

           student at 08.30-10.00 am, because of it the students still fresh.


4.9 The Students' Achievement

           The evaluate the students' achievement, the teacher used evaluation

   techniques. They were oral test, written test and observation. For example when

   he administered a written test, he asked the students to discuss the questions
orally after the students did their work. While checking the students' answer. He

observed the students behavior and attitude in the classroom. The evaluation was

always held each after finishing chapter.

          The teacher administered a test when unit was finished. He typed wrote

the test items on the piece of paper and copied it. The test was in the form of

multiple choice and essay. The test covered reading, vocabulary and structure

which were constructed on the basis of the materials taught to the students. The

teacher gave the instruction both in English and Indonesian. The time given to

test was 2 x 35 minutes. After the teacher corrected the student work, He returned

the result to them and they discussed the answer.

          The data of the students achievement were obtained by recording the

score list of the fifth grade of MI. Darul Falah Kabuaran Kunir Lumajang. This

table illustrated the mean and standard deviation of score achieved by tne

students. According "buku raport" of the students. The classification were

followed :

                                   Table 4.2

                The mean Score of the Students’ Achievement

    No       Name of Students        Score (%)           Qualification
     1.      Mustofa                        7         Highly sufficient
     2.      Desinta Mei                    9         Very good
     3.      Arifin                         6         Sufficient
     4.      Abd. Rohim                     8         Good
    No       Name of Students          Score (%)            Qualification
     5.      Hamdan Yuafi                   6             Sufficient
     6.      Adi Laksono                    8             Good
     7.      Fajar Maulana                  6             Sufficient
     8.      Muntafida                      7             Highly Sufficient
     9.      Rizal Zulrai                   8             Good
    10.      Dinda Anjani                   7             Highly Sufficient
    11.      M. Rofik                       6             Sufficient
    12.      Sulaiman                       8             Good
    13.      Nur Fuati                      6             Sufficient
    14.      Abd. Rouf                      8             Good
    15.      Sawaludin                      7             Highly Sufficient
    16.      Roni Sanjaya                   6             Sufficient
    17.      Slamet                         8             Good
    18.      Vifi Yeni Yuliah               6             Sufficient
    19.      S. Rahmah                      8             Good
    20.      Silaturahmi                    6             Sufficient
    21.      Uswatun Hasanah                8             Good
    22.      Indah Lestari                  7             Highly Sufficient
    23.      Khoirul Anam                   5             Below Sufficient
    24.      M. Roziqin                     7             Highly Sufficient
    25.      Andi Prakoso                   6             Sufficient
    26.      Ajeng Aprilia                  8             Good
             Sum of                    FX = 182



          Based on the data above, the researcher found the mean of the score of the

students at the fifth grade. Furthermore the mean was :
               FX
      M =
                N

               182
         =
                26

         = 7

                                       Table 4.3

                      The Standard Deviation of Students Score

No    Name of Students         Score (X)           X             X2
1.    Mustofa                      7               0             -
2.    Desinta Mei                  9               2             4
3.    Arifin                       6               -1            1
4.    Abd. Rohim                   8               1             1
5.    Hamdan Yuafi                 6               -1            1
6.    Adi Laksono                  8               1             1
7.    Fajar Maulana                6               -1            1
8.    Muntafida                    7               0             -
9.    Rizal Zulrai                 8               1             1
10.   Dinda Anjani                 7               0             -
11.   M. Rofik                     6               -1            1
12.   Sulaiman                     8               1             1
13.   Nur Fuati                    6               -1            1
14.   Abd. Rouf                    8               1             1
15.   Sawaludin                    7               0             -
16.   Roni Sanjaya                 6               -1            1
17.   Slamet                       8               1             1
18.   Vifi Yeni Yuliah             6               -1            1
19.   S. Rahmah                    8               1             1
No    Name of Students   Score (X)   X      X2
20.   Silaturahmi           6        -1      1
21.   Uswatun Hasanah       8        1       1
22.   Indah Lestari         7        0       0
23.   Khoirul Anam          5        -2      4
24.   M. Roziqin            7        0       -
25.   Andi Prakoso          6        -1      1
26.   Ajeng Aprilia         8        1       1
             Sum of      X = 182         X2 = 26



               X 2
      S =
               N 1

                26
         =
               26  1

               26
         =
               25

         =     1.04

         = 1.01
                                  CHAPTER V

                   CONCLUSSIONS AND SUGGUSTIONS



5.1 Conclusion

          Based on the finding discussed in the previous chapter. The following are

   conclusion of teaching English for young learners at VII. Darul Falah Kabuaran-

   Kunir-Lumajang.

    There are the techniques to teach English for young learners. They are

      dialogues, song, story telling, and dramatization.

    The teacher used four skills; they were speaking, listening, reading and

      writing. Speaking skill was taught by using drill and the patterns were

      repetition, simple question, answer, and translation. Listening skill was taught

      by using repetition and dictation. Reading skills was taught by using the

      initial reading or use textbook. In addition, the last writing was taught by

      using dictation, question and answer and translation.

    The teacher managed to solve his problem and the students' problem.

    In teaching learning process used textbook, such as "English for the

      Elementary School", published by Media Ilmu, and "LKS Focus" published

      by Focus.

    If can be concluded that most of the student's achievement obtained English

      achievement, sufficient, which means that the students of MI. Darul Falah

      Kabuaran Kunir Lumajang had mastery of English knowledge and skills.
    The English teacher of Ml. Darul Falah Kabuaran Kunir Lumajang was will

      qualified. He was able to handle the class and manage the teaching learning

      process well. He was also good at applying the various techniques. However,

      many students did not pay attention to the teacher's explanation.


5.2 Suggestions

   5.2.1   Suggestion for the Teacher

            The teacher should pay more attention to the personal attitude of the

              student in the class. That of the students will give attention to the

              teachers' explanations.

            The teacher should motivate the students in learning English,

              especially for the students who gst lower scores. That they will able

              to get better scores.


   5.2.2   Suggestion for the Students

            The students who have highly sufficiem score should study harder to

              have better scores.

            The students who have lower than more sufficient scores should study

              hard to have better scores.


   5.2.3   Suggestion for Researcher

                  The present study focused on the techniques of teaching English at

           ML Darul Falah Kabuaran Kunir Lumajang and the researcher thought
that the subject of this study was small subject because it was one class

only. It as advisable for further researcher to conduct the same study at

othei location and apply a bigger subject.
                                 BIBLIOGRAPHY



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Finocchiaro, Mary. 1964. Teaching Children Foreign Language. Me Graw-Hill Book
       Company, New York, Sanfrancisco, Toronto-London.

Gay,   R.L. 1987 Florida International University Educational Research
       Competencies fir Analysis and Application. Third Edition Merril Publishing
       Company.

Hilda, Nuril. 1999 Language Learning and Teaching Issue and Trends. IKIP Malang.

Halliwel, Susan. 1994. Teaching English in the Primary Classroom Logman

Handbook for Language Teacher's. Logman Publishers New York and London.

H. Brown, Doglas. 1980. Principles of Language Learning and Teaching. New
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Kasbolah, K. 1993 Teaching Learning Strategies I instructional Material (Part A).
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Rofik, Muhammad. 2000 The Techniques if the Teaching English at SDN Punten III
       Batu Malang. Unpublished Thesis Unisma.

Petty, Walth. T. and JEn.,e, Julie M. 1983. Developing Children's Language, Allyn
       and Bacon. INC Bpston, London Sydney, Toronto.

Rahmajanti, Sri and Astuti, P. Utari. 2002. English for Young Learners. Malang.

Uswatun Chasana, Erna 1994. The Technique of Teaching English to Children at
      SDN Blimbing III Malang.
Wingo, G, and Schorling. (1960) Elementary School Student Teaching. New York.
      Me Gravv-Hill Book Company Inc.

Yeni, Titin. 1998. Techniques of Teaching English at SDN Wandapuro 1
      Bululawang. Unpublished Thesis English Departmenet FKIP Unisma.

Yuni, Erika. 2000. The Techniques of the Teaching English at MI. Muhammadiyah
          Pare Kediri. Thesis Unisma.
                           FORM OBSERVATIONS

No                    Kendala yang diamati                      Ya   Tidak
1.    Guru membuka pelajaran dengan sikap santai dan riang.     
2.    Sebelum guru menjelaskan materi berdasarkan topik atau    
      tema guru mengulang materi yang telah diajarkan.
3.    Siswa bertanya kepada guru tentang kata-kata yang tidak   
      mengerti dalam tema atau topik.
4.    Guru menjawab pertanyaan siswa.                           
5.    Guru memberi tugas dalam kelas dan membahas tugas         
      dalam kelas secara bersama-sama.
6.    Guru memberi tugas rumah pada siswa-siswi.                
7.    Guru menanyakan dan mencocokkan tugas rumah secara        
      bersama-sama dalam kelas.
8.    Guru menggunakan penghubung pelajaran yang telah          
      lalu untuk menerangkan pelajaran berikutnya.
9.    Guru menggunakan bahasa campuran dalam                    
      memberikan pelajaran.
10.   Guru mendapat kesulitan siswanya sulit mengucapkan        
      bahasa inggris dengan benar dan menterjemahkan kata-
      kata dengan benar.
11.   Guru mengulangi kata-kata beberapa kali sampai siswa      
      dapat mengucapkan dengan benar dan menjelaskan
      sampai siswa mengerti.
12.   Guru mendapat kesulitan siswanya tidak mempunyai          
      motivasi dalam pelajaran bahasa inggris.
13.   Guru berusaha memotivasi siswa-siswi sebelum dan          
      sesudah pelajaran dimulai.
No                          Kendala yang diamati              Ya   Tidak
14.   Guru mendapat kesulitan siswanya tidak memperhatikan    
      penjelasan guru.
15.   Guru memperingatkan dan menasehati siswa untuk          
      mendengarkan penjelasan guru.
16.   Guru mendapat kesulitan siswanya tidak mempunyai        
      buku textbook.
17.   Guru selalu menulis materi setiap dia mau menjelaskan   
      materi.
18.   Guru menggunakan buku panduan dalam mengajar.           
19.   Selain buku panduan apakah guru menggunakan buku
      penunjang.
      1. Go with English published by Yudistira.              
      2. Study of the Elementary School published by
         Mitreka.                                             
      3. LKS published by Focus.                              
20.   Guru menggunakan tehnik dalam mengajar bahasa           
      inggris.
2.    Guru menggunakan tehnik
      1. Speaking
               Repetition                                    
               Question and answer                           
               Translation                                   
      2. Vocabulary
               Memorizing                                    
               Dictation                                     
No                       Kendala yang diamati               Ya   Tidak
      3. Reading
            Reading aloud                                  
            Question and answers                           
            Discuss together                               
      4. Listening
            Repetition                                     
            Dictation                                      
      5. Writing
            Dictation                                      
            Translation                                    
      6. Games                                              
      7. Song                                               
      8. Song
                                                            
      9. Story telling
                                                            
      10. Drama
                                                            -
22.   Selain tehnik di atas guru menggunakan tehnik lain.   
23.   Guru menguasai keadaan kelas.                         -     
24.   Suasana kelas santai dan riang sehingga murid         
      termotivasi untuk belajar.
                 INTERVIEW FOR THE ENGLISH TEACHER



1. Masalah apa saja yang ibu temui selama proses belajar mengajar ?

2. Bagaimana motivasi dan minat anak didik dalam belajar bahasa inggris ?

3. Solusi apa saja yang telah ibu coba untuk memecahkan masalah selama proses

   belajar mengajar dan bagaimana hasilnya ?

4. Apakah setiap anak memiliki buku paket tersebut ?

5. Tehnik apa saja yang ibu pakai dalam mengajar bahasa inggris ?

     No    Jenis Kegiatan      Frequently         Rarely              Never
     1.    Speaking
     2.    Vocabulary
     3.    Reading
     4.    Listening
     5.    Writing
     6.    Games
     7.    Songs
     8.    Dialogues
     9.    Story telling
     10.   Drama

6. Bahasa apa yang ibu gunakan sebagai bahasa pengantar dalam menyampaikan

   pelajaran ?

7. Dalam mcnyampaikan materi pengajaran apakan ibu menggunakan media ?

8. Apa pendidikan terakhir ibu ? dun sudah berapa lama ibu mengajar di sekolah

   ini? berapa jam dalam seminggu siswa-siswi mendapat pelajaran bahasa inggris ?
9. Pernahkan ibu mengikuti penataran yang berkenaan dengan pengajaran bahasa

   inggris ?

10. Pernahkan ibu mengikuti penataian mengenai: penggunaan KBK untuk pelajaran

   bahasa inggris ?

11. Apakah di sekolah ini sudah menggunakan system KBK (Kurikulum Berbasis

   Kompetensi) ?

12. Bagaimana status pengajaran bahasa inggris di sekolah ini ?

13. Apakah tujuan pengajaran bahasa Inggris di sekolah ini ?

14. Apakah di sekolah ini punya silabus pengajaran bahasa inggris ?

15. Apakah ibu membuat satuan pelajaran ketika akan mengajar ?

16. Dalam mengajar bahasa inggris buku apa yang dipakai ?

17. Selain buku tersebut apakah juga menggunakan buku lain ?

18. Bagaimana rata-rata penguasaan bahasa inggris para siswa-siswi pada proses

   belajar mengajar ?

19. Aktivitas apa saja yang ibu lakukan sebagai pengajar dalam kelas ?

20. Bagaimana hasil dan proses belajar mengajar bahas inggris di kelas ?
                      QUESTIONNAIRE FOR STUDENTS



Tujuan     :   Angket ini bertujuan untuk mengumpulkan data guna menyusun thesis

               yang berjudul ―THE TECHNIQUES OF THE TEACHING

               ENGLISH TO YOUNG LEARINERS USED BY THE ENGLISH

               TEACHER AT MI. DARUL FALAH KABUARAN KUNIR

               LUMAJANG.”

Petunjuk :     Jawablah pertanyaan berikut dengan keadaan yang sebenarnya dan

               yang ada alami dengan cara memberikan tanda silang (X) pada

               jawaban yang anda anggap benar atau sesuai dengan keadaan yang

               sebenamya dan isilah titik yang sesuai dengan keadaan yang

               sebenarnya. Jawaban anda tidak berhubungan dengan nilai anda.

1. Apakah anda senang mempelajar bahasa inggris di sekolah ?

   a. ya

   b. kadang-kadang

   c. tidak pernah

2. Apakah dalam pelajaran anda menperoleh kesulitan dalam mempelajari bahasa

   inggris?

   a. ya

   b. kadang-kadang

   c. tidak pernah
3. Kalau ya, apa kesulitan anda sebutkan ?

   a. …………………………………..

   b. …………………………………..

   c. …………………………………..

4. Bila anda mempunyai kesulitan, apakah anda bicara dengan guru bahasa inggris

   anda ?

   a. ya

   b. kadang-kadang

   c. tidak pernah

5. Bagaimana tanggapan guru anda dengan masalah yang anda alami ? apakah guru

   anda mencari solusi dengan masalah anda ?

   a. ya

   b. kadang-kadang

   c. tidak pernah

6. Apakah anda dalam memperoleh pelajaran pernah merasa bosan ?

   a. ya

   b. kadang-kadang

   c. tidak pernah

7. Apakah yang anda lakukan bila merasa bosan, anda bicara dengan guru anda ?

   a. ya

   b. kadang-kadang

   c. tidak pernah
8. Dalam proses belajar mengajar apakah guru anda menggunakan tehnik yang

   berbeda-beda ?

   a. ya

   b. kadang-kadang

   c. tidak pernah

9. Bila ya, pilih tehnik yang pernah guru anda ajarkan !

            Tehnik                      Ya                    Tidak
           Speaking             ………………….                   ………………….
         Vocabulary             ………………….                   ………………….
           Reading              ………………….                   ………………….
            Writing             ………………….                   ………………….
           Listening            ………………….                   ………………….
            Games               ………………….                   ………………….
           Dialogues            ………………….                   ………………….
            Songs               ………………….                   ………………….
         Story telling          ………………….                   ………………….
            Drama               ………………….                   ………………….


10. Apakah guru anda menggunakan media dalain mengajar bahasa inggris ?

   a. ya

   b   kadang-kadang

   c. tidak pernah

11. Bila ya, sebutkan !

   a. ……………………………..

   b. ……………………………..
12. Apakah guru anda menggunakan bahasa Indonesia atau bahasa inggris saja dalam

   mengajar ?

   a. ya

   b. kadang-kadang

   c. tidak pernah

13. Apakah guru bahasa inggris anda menggunakan bahasa campuran dalam

   mengajar bahasa inggris ?

   a. ya

   b. kadang-kadang

   c. tidak pernah

14. Apakah dalam proses belajar mengajar guru anda selalu memberi tugas dalam

   kelas ?

   a. ya

   b. kadang-kadang

   c. tidak pernah

15. Apakah guru anda selalu memberi tugas rumah (PR) pada anda ?

   a. ya

   b. kadang-kadang

   c. tidak pernah
16. Apakah jawaban semua tugas (tugas dalam kelas atau tugas rumah) selalu dibahas

   bersama-sama ?

   a. ya

   b. kadang-kadang

   c. tidak pernah

17. Apakah setiap akhir topic atau tema selalu diadakan ulangan ?

   a. ya

   b. kadang-kadang

   c. tidak pernah

18. Kalau diadakan ulangan, apakah jawaban soal ulangan selalu dibahas ?

   a. ya

   b. kadang-kadang

   c. tidak pernah

19. Apakah guru anda menggunakan buku panduan dalam mengajar ?

   a. ya

   b. kadang-kadang

   c. tidak pernah

20. Kalau ya, buku apa yang dipakai, sebutkan !

   1.

   2.

				
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posted:7/29/2010
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Description: English is taught in the first grade up to sixth grade in the elementary school. The objective of the English program at the elementary school is to enable the students to comprehend simple oral and written expressions.