1. GOOGLE FORM
https://forms.gle/NjK1jCUJ2VbUnqpw9
2. YOUTUBE
https://youtu.be/oL4k-2fgAgY
3. QUIZALIZE
https://player.quizalize.com/quiz/135449da-53bd-4c04-b8be-7ee73a5fd81f
4. DESIGN PICTURE AS MEDIA FOR TEACHING ENGLISH LANGUAGE
https://drive.google.com/file/d/1520ctNQVpn2w6kgUW_5yUVOqXG6UtdAf/view?usp=drivesdk
5. AUDIO PICTURE AS MEDIA FOR TEACHING ENGLISH LANGUAGE
https://drive.google.com/file/d/15o3fwKEQsYRPlkIgYDQYA7q4xCym8I6f/view?usp=drivesdk
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The teaching strategies deal with the teaching preparation of English lessons in the school including curriculum, documents, teacher professional development, and students' seat arrangement. The school implements three kinds of curricula -JSIT Curriculum, 2013 Curriculum, and Cambridge Primary Curriculum. They implement those three curricula because they want to achieve their purposes as stated in their vision and mission.
However, the implementation of those three curricula has some differences in terms of school subjects. The subjects of the JSIT Curriculum include Islamic religion subjects such as Qur'an, Fiqh, and Islamic history. 2013 Curriculum covers all thematic subjects. Cambridge Primary Curriculum includes the three subjects: Science, English, and Math.
Therefore, the English subject that we discuss here refers to Cambridge Primary Curriculum, -an international curriculum from England. This curriculum is a well-designed curriculum as it provides all the teaching guide for teaching young learners including curriculum development and classroom teaching and learning. The students are provided with an exciting educational journey that helps them to become learners who are confident, responsible, reflective, innovative and engaged. Apart from that, the students are also facilitated with an official certificate from Cambridge International to allow them continuing their next academic level.
During the research conducted, there were fifteen strategies implemented in teaching English to grade 5 of the international primary school. The first strategy is Ice Breaking. The implementation of ice breaking in the middle of the day becomes an effective strategy to help the students get rid of their boredom. The choice of singing and dancing activity by the teacher in this strategy engages the students’ interest and gets their focus into the learning process.
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English is a very important element for children self-development, especially when it deals with their cultural entity. By learning English, of course children will also automatically learn about its culture which then will affect children’s point of view towards life. Furthermore, by learning English, children will also influenced by the high culture habits that brought into its cultural elements such as reading habit, healthy life habit, and such. According to Nishida (2008:4), the reason why learning a foreign language is introduced in elementary schools is to deal with globalization. It is not only required in society but also thought of as a chance to establish our identity through communication with foreigners. Moreover, elementary school students are extremely interested in new things and are at a stage where they can naturally absorb other cultures through language.
Teachers’ Perception about the Importance of English for Young Learner at Elementary School :
1. Every child should be able to learn English as supporting skill for their
future.Based on the responses from the 100 respondents about every child should be able to learn English as supporting skill for their future, it could be seen that there were 68 (68%) respondents very agree and 32 respondent(32%) agree. It showed that the teachers as the respondents very agree that English is a supporting skill for children’s to get their future.
Putting an end to the English provision in the elementary schools sounds right if the consideration is based on the equity of the basic educational service all over the country. It is understandable if the top priority is still to give equal educational opportunity for all Indonesian children at the age of the elementary schools. The government does have lot homework on this case. Therefore, problems and constraints in the provision of English to our elementary schoolchildren can wait.In other words; nationally the policy can be regarded as a luxury.
If they hold decision making positions, it will not be too difficult to understand when they decide not to support the English provision in the elementary levels. This paper presents the reasons why we still need to take the stance that our children should learn English in the elementary schools.
The reasons why the children need to keep learning English in the elementary schools
English is a very important element for children self-development, especially when it deals with their cultural entity. By learning English, of course children will also automatically learn about its culture which then will affect children’s point of view towards life. Furthermore, by learning English, children will also influenced by the high culture habits that brought into its cultural elements such as reading habit, healthy life habit, and such. According to Nishida (2008:4), the reason why learning a foreign language is introduced in elementary schools is to deal with globalization. It is not only required in society but also thought of as a chance to establish our identity through communication with foreigners. Moreover, elementary school students are extremely interested in new things and are at a stage where they can naturally absorb other cultures through language. In hence, teachers have to know about the principles of teaching english for young learners.
Based on the Regulation of the Minister of Education and Culture of Indonesia Republic No 103 (2014) about regarding the principles used in the process of learning in elementary and secondary school which is also suitable for younger learners could be seen as follows :
1. The teaching and learning process should be interactive and inspiring
It means teacher should create the teaching and learning process which is interactive and inspire the students. The process of learning should make students be able to develop their knowledge and understanding, communicate their ideas, and inspire them to be more creative, and innovative
Classroom management and the classroom situation are parts of factors which determine the success of the teaching-learning process. Good classroom management and a conducive situation will lead to good results of the teaching- learning process. Classroom management needs special attention, especially in language classrooms in which the students are expected to communicate in the target language. Therefore, there must be such a situation available for the students to learn.
A good and conducive classroom will help the teachers make a classroom atmosphere (a classroom situation) which supports the success of the teaching of English to young learners at the elementary school. Therefore, the English teachers at elementary schools should have things that Scott and Ytreberg suggest as follows.
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a. Abilities
The teachers of English to young learners should be able to sing songs, tell stories, and organize worksheet so that the classroom atmosphere seems interesting.
b. Attitudes
The teachers respect the students and appear to like all the students equally
because they have very keen sense of fairness.
c. Helping the students feel secure
Feeling secure will help the students comprehend the materials optimally. These points below make the students feel secure.
1) The students know what is happening, and they need to feel that the
teacher is in charge.
2) The teacher shows respect to the students.
3) The teacher listens to whatever the students say —mistakes as well.
4) The teacher does not mind the students’ getting things wrong and tell
them that everyone makes mistakes when he is learning a new
language.
5) The teacher establishes routines by greeting the students at the
beginning of classes, for example.
6) The teacher gives the students responsibility for doing either theoretical
or practical jobs in the classroom.
7) The teacher avoids organizing the competition in the classroom.
8) The teacher avoids giving physical rewards or prizes that make the
students be jealous with one another.
9) The teacher does not give the students English names.
d. The physical surrounding
Young learners usually respond well to surroundings which are pleasant and familiar so that, if possible, on the wall had better be put things like pictures, calendars, posters, and so forth. Those visual aids should be given captions in order that the students could discover the English word for the objects in the pictures easily.
e. Arrangement of the desks and chairs
It is suggested that in the English class the desks and chairs are light
so that they are movable and their arrangement is changeable. The purpose is to have different classroom atmosphere by changing the arrangement of the desks and chairs so that the students do not get bored by any static situation and condition. The model of the arrangement of desks and chairs is adjusted to the intended purpose and situation to facilitate the teaching- learning process.
f. Grouping the students
The students in the class have different characteristics so that in grouping them, the teacher needs to consider enough socialization among themselves. It can be done by arranging the desks as in model A. With the students occupying the arrangement model A, grouping can be done either in pairs or in groups. In making groups, the students are not allowed to choose the members of their groups themselves because it takes a long time. The clever students are spread into all groups in order that they can help those who are not so clever. The members of each group are three to five students.
g. Classroom Language
The English teachers to young learners in elementary school should communicate with the students in English as much as possible so that, gradually, the students are able to comprehend. While the teachers are communicating with the students, it is necessary to use language chunks, i.e., phrases having complete meaning (meaningful phrases) as what has been discussed above. The examples are “I’m sorry”, “I don’t know” or “I don’t understand” (Scott and Ytreberg, 1993: 8–18).
