Title Out Line

English Teaching Methods Used in Elementary School INTRODUCTION A. Background Of Study B. Reason For Choosing Topic C. Significance Of The Study

CHAPTER I

CHAPTER II BODY A. English Teaching At The Elementary School B. Some Material Of English Instruction C. Teaching Methods D. Learning Assessment CHAPTER III CONCLUSION

WRITING FOR ACADEMIC PURPOSE ASSIGNMENT

Lecturer : Mr. Seno Warsito, M.Pd

By Name : Darmini Class : 5F NPM : 07420195

FACULTY OF ART AND LANGUAGE EDUCAKATION FACULTY OF ENGLISH DEPARTMENT IKIP PGRI SEMARANG 2010

CHAPTER I INTRODUCTION A. Background of the Study Language is a communication system. It is basically a means of both oral and written communication. Language is very important when people want to express their idea. Having mastered a language, they will be able to communicate their idea clearly. Without language, people will have difficulties when they interact in social community. They will not be able to communicate and also cooperate with another person without the language. In English Language arts, the alignment of curriculum, introduction and assessment is needed if our students are going to experience success. The essential English, language art that should be taught in every classroom thought but many lands can be found in the use. Teaching curriculum in a way that helps students make sense a useftd-subject as supposed to a set of rules to memorize. Finally formative and summative assessment should reflect the instruction while spanning the various levels of cognitive demand in reading. Communication system is more sophisticated and complicated in the development of information. It is probably to be same clash of ideas and thought among individuals, group, and countries. These complexities make people get their evolution to be smarter in conveying information. For instance, computer technology performs many sophisticated programs in which they make people easier in doing some activities. English is an international language used as a means of communication among people in many countries. In fact, English is one of language used by many countries in communicating message to each other. In other side, it is a media in talking about science, technology, culture, and so on. So, English almost taught in all countries development in which they will take apart in global environment. We can see that English plays an important role in communication among various groups. Considering the importance of the language, it is needed for our

students to master it. From that context, the Indonesian government decided that English as one of the compulsory subjects should be taught as foreign language to students of junior high school up to university, moreover since in elementary school. B. The reasons why the researcher chooses "English Teaching Methods used in Elementary School: are, to know what is the good method use in elementary school. C. Significances of the Study Basically all action or researches must have purpose and aims included this research. At the end of the research, the writers hope that this writing will become a great benefit for several components such as: 1. For the English teacher For the English teacher, the finding of the research will increase to know the level of the students ability in learning English. 2. For the Students For the students, the finding of the research will increase to motivate the studens to understand English course.

CHAPTER II

A. English Teaching at the Elementary School According at the curriculum of English as local content subject at the elementary school, English is regarded as an international language, which is taught to absorb and to develop science, technology, culture and to foster relationship among other countries (Depdikbud Prov, 1995: 1). English as local content is taught at the elementary school pupils of years four, five, and six. English is local content is taught at the elementary school so that pupils have skill of simple listening, speaking, reading and writing in English by emphasizing on the skill to communicate English by emphasizing on the skill to communicate. English through the topics that are suitable with environment needs, e.g. industry, tourism, and industrialization of central Java province. English is taught at the elementary school that pupils have. a. Language competence It involves phonology, vocabulary, structure, diacritics and culture. b. Language performance It refers to the ability to use the element as mentioned above in simple communication (Depdikbud Prov, 1995: 1) English as local content subject at the elementary school is taught for two hours in week. It is suited with the situation of the school. The scope of as local content teaching involves simple utterances and sentences about. a) Things around pupils b) The family environment c) The school environment d) Relationship between pupils and environment. (Depdikbud Prov, 1995: 1) In teaching English, the curriculum uses the communicative approach. Teachers are expected to give experience directly to pupils in order to uses English as means of communication. It is also expected that teacher will be able

to present English subject simply, but it will be interesting for the pupils as the elementary school. B. Some Material of English Instruction There are so many devices that can supplement the textbook in order to make language teaching, more interesting for the pupils. This section will present some materials that will help the teachers in motivating the language-learning classroom. There some materials of the English instruction as quoted by Finochiaro (1877 : 100-105) they are : a. Picture file Every classroom should contain a file of picture that can be used not only to give interesting, meaningful practice in sounds, structure and vocabulary of English, but also to illustrate the aspects of the socio culture topics. b. Pocket chart This simple teaching tool is an excellent device for dramatizing word order. It is easily made by taking a piece of cardboard or hard paper. It is also easy to be used. c. Games and songs There are all kinds a language games and song ranging from very simple to difficult ones that help practice in language while keeping the class lively and interesting. The type of games and songs we teach to out classes will depend one the age, interest and learning level of the pupils. C. Teaching Methods Richard (1992: 15) stated: Approach is the level at which assumptions and beliefs about language and language learning are specified; method is the level at which choices are made, about the particular skill-, to be taught, the content will be presented; technique is the level at which classroom procedure are described. There are teaching approaches and methods which have ever been applied in English class along the history of English teaching methods. These methods

are beneficial if applied in our English class. Certainly it depends on our needs. Richards (1992) wrote many teaching methods as mention below: a. Gammar Translation Methods b. Derect Method Direct Methods was used in Berlitz School in America. This school is lead by L. Berlitz who opened a language school in Boston in the late 1860s. In practice is stood for the following principles and procedures: 1) Classroom instruction was conducted exclusively in the target language. 2) Only everyday vocabulary and sentences were taught. 3) Oral communication skills were built up in a carefully graded progression organized around question-and-answers, exchanges between teachers and students in small, intensive classes. 4) Grammar is taught inductively. 5) New teaching points were introduced orally. 6) Concrete vocabulary was taught through demonstration, object and pictures; abstract vocabulary was taught by association of ideas. 7) Both speech and listening comprehension were taught. 8) Correct pronunciation and grammar were emphasized. c. Situational Language Teaching Situational Language Teaching was used in Australia in 1965. This method was created by George Pittman. The main characteristics of the approach are: 1) Language teaching begins with spoken language. Material is taught orally before is presented in written form. 2) The target of language is the language of the classroom. 3) New language points are introduced and practice situation ally. 4) Vocabulary selection procedures are followed to ensure that an essential general service vocabulary is covered. 5) Items of grammar are graded following the principle that simple forms should be taught before the complex ones.

6) Reading and writing are introduced once sufficient lexical and grammatical bases are established. d. Communicative English Teaching e. Total Physical Response Total Physical response is a language teaching method built around the coordination of speech and action; it attempts through physical (motor) activity. This method is developed by James Asher, a professor of psychology at San Jose University, California. The general objectives of Total Physical Response are to teach oral proficiency at a beginning level. Comprehension is a means to and end, and the ultimate aim is to teach basic speaking skill. This course aims to produce learners who are capable of an uninhibited communication that is intelligible to native speaker. Specific instructional objective are not elaborated. Whatever goals are set, however, must be attainable through the use of action-based drills in the imperative form. (Richards and Rodgers,1992: 91). f. Community Language Learning. g. Natural Approach. h. Two Cycle Four Stages Process D. Learning Assessment The purpose, of English teaching is to develop competence which caused students to be literate; that is the students which is able to participate in creating texts in modern society. And to success this purpose, the literacy approach is applied. Agustien (2006: 4) stated that using literacy approach means applying Kerns Principles to choose and to plan the steps of English learning. These principles are also to be the consideration activities and in creating the test items. These Kem's principles are: 1. Interpretation The writer interprets the reality (experiences, happenings, etc) and the reader interprets the Nvniter's interpretation. Thus, reading activity is not only as a comprehending activity, but also an interpretation activity.

2. Collaboration The writer writes for the audience, and whatever the writer writes is based upon the comprehension of the writer about the audience. And, the reader uses his knowledge and experience to make a text is meaningful. Thus, meaning is not only from the text. 3. Convention The way people read or write is not universal, but it is guided by the cultural conventions which are then modified for the self purposes. 4. Cultural Knowledge Reading and writing activity goes on the system of attitude, faith, custom, and value. The reader who originated from the out side of this culture will risk of being misunderstand of or being misunderstood by the native speakers. 5. Problem Solving Because words are always used in linguistic and situation context, reading and writing activity involves the effort to find out the relation between words, between the bigger meaning units, and between text and reality or imagination. 6. Reflection and self reflection The reader and the writer think about language and its relation with the world and with themselves. 7. Language Use Literacy is not merely system of lexicogrammatics: literacy requires knowledge on how the language is used in spoken or written context for creating the discourse. There are four skills will be assessed. They are listening skill, speaking skill, reading skill, and writing skill. For assessing the four skill, they area list of micro and macro skill of Brown ( Agustien, 2006 4) as follows : a. Listening assessment b. Speaking Assessment

c. Reading Assessment In reading assessment, genre of reading needs to consider. Brown in Agustien (2006: 8) stated that: Each type or genre of written text has its own set of governing rules and conventions in order to process meaning efficiently. With an extraordinary number of genres present in any of literature culture, the reader's ability to process text must be sophisticated. Micro Skills Discriminate among distinctive graphemes and orthographic pattern of English. Retain chunks of language of different lengths in short term memory. Process writing at an efficient rate of speed to suit the purpose. Recognize a core of words, and interpret word order patterns and their significance. Recognize grammatical words classes (noun, verb, etc.) systems (e.g. tense, agreement, prulalization), patterns, rules, and elliptical forms. Recognize that a particular meaning may be express in different grammatical forms. Recognize cohesive devices in written discourse and their role in signaling the relationship between and among clauses. Recognize grammatical word classes (noun, verb, etc.) system (e.g. tense, agreements, pluralization), patterns, rules, and elliptical forms. Macro Skills Recognize the rhetorical forms of written discourse and their significance for interpretation. Recognize the communicative functions of written text, according to forms and purpose. Inver context that is not explicit by using background knowledge. From described events, ideas, etc, infer links and connections between events, deduce causes and effects, and detect such relations as main idea,

supporting idea, new information, given information, generalization, and exemplification. Distinguish between literal and implies meanings. Detect culturally specific references and interpret them in context of the appropriate cultural schemata. Develop and use a battery of reading strategies such as scanning and skimming, detecting discourse markers, guessing the meaning of words from context, and activating schemata for the interpretation of texts. d. Writing Assessment In this writing assessment, there is Browns warning: The same classification scheme is formulated here to include the most common genre that the second language writer might produce, within and beyond the requirements of a curriculum, you should be aware the surprising multiciplity of option of written genres that second language learners need to acquire. (Brown in Agustien, 2006: 9) In assessing writing skill Brown proposes criteria as they are: Micro Skills Produce graphemes and orthographic patterns of English. Produce writing at an efficient rate of speed to suit the purpose. Produce an acceptable core of words and use appropriate word order patterns. Use acceptable grammatical system (e.g. tense, agreements, pluralization), patterns and rules. Express a particular meaning in different grammatical forms. Use cohesive devises in written discourse. Use the rhetorical forms and conventions of written discourse. Convey links and connections between events, and communicate such relations as main idea, supporting idea, new information, given information, generalization, and exemplification.

Macro Skills

Distinguish between literal and implied meaning when writing. Correctly convey culturally spescifik references in the Context of the written text. Develop and use a battery of writing strategies, such as accurately assessing the audience's interpretation, using pre-writing devices, writing with fluency in the first draft, using paraphrases and synonym, soliciting peer and instructor feedback, and using feedback for revising and editing.

CHAPTER III CONCLUSIONS A. Conclusions The research conclusion is presented in accordance with the data which have been analyzed in the previous chapter. Based on the data analysis about the English teaching methods used in Elemetary School concluded that: 1. The teacher's techniques in teaching English and student's participation can be summarized as follows: a. There are two English teachers that are observed. All of them have tried to teach the four English skills (listening, reading, writing, and speaking). b. The teachers use various teaching methods. The teaching activity that always presents and is dominant in every English teaching time is translating. Translation is considered as the most important point since its function that can build the students vocabulary quality. c. There is no teacher that uses teaching media in their English class. Also, the amount of text books is not enough for all the students. And participation of the students in English class is minimum and the number of the students that are brave and voluntarily presenting their task both individually or in group. 2. Methods used by the teachers in teaching English are: a. Grammar-Translation Method, which is used for teaching reading and writing. b. Two Cycle Four Stage Method, that is used for teaching speaking. c. Communicative English Teaching Method, which is used for teaching writing and speaking. d. Audio Lingual Method,. which is used for teaching writing and listening. e. Integrative Method, which is used for teaching listening. f. The Mix of Grammar Translation Method and Situational English Teaching Method, that is used for teaching writing and listening.

Reference Richards , Jack C , and Theodore S. Rodger. 1992. Approach and methods in language Teaching. New York : Cambridge University press Harmer , Jeremy. 2003. The Practice of English Language Teaching. London : Longman Hornby , AS 1987 . Oxford Advanced learns dictionary of current English. Allen , Edward David and Rebecca M Valette .1972. Classroom Techn iques : foreign language and English as a second language. USA : Harcourt Brave Jovano Vich, Inc Suciati , Etal .2007 Belajar dan pembelajaran 2 Jakarta : pusat penerbitan Aniversitas terbuka Arsyad, Azhar .2005 Media Pembelajaran . Jakarta :Raja Grafindo Persada.