THE NATURE OF EYL

When is it best to begin learning a

foreign language?

The Critical Period Hypothesis (CPH)

best native-like
< adolescent
acquiring accent
CPH CONs CPH PROs
 FACTORS CONTRIBUTING TO
TEACHING ENGLISH TO YOUNG LEARNERS

age

physical
socio
culture
Factors
Contributing
A Successful
EYL learning
psychology
strategy

cognitive
Let’s link the hypothesis to the policies
concerning EYL teachings in Indonesia.
State your opinions!
WHAT IS MEANT BY THE LOCAL
CONTENT SUBJECT?

WHEN IS ENGLISH FIRST TAUGHT AS

ONE OF THE LOCAL CONTENT
SUBJECTS?

SK MENDIKBUD NO. 060/U/1993

TANGGAL 25 FEBRUARI 1993

PERMEN DIKNAS NO. 23 TAHUN

2006 TTG STANDAR KOMPETENSI ENGLISH
LULUSAN SATUAN PENDIDIKAN

LISTENING, SPEAKING,
READING, WRITING

KONTEKS SANGAT
SEDERHANA
When is the most suitable time to start teaching English to
young learners in Indonesia?

Does this suitable time vary among regions

throughout Indonesia? Or is it the same?

PADANG
JAKARTA

SURABAYA
MAKASAR

MERAUKE

PONTIANAK
 1.

5. 2.
The
Factors
4. 3.
What are the factors contributing to the
decision of this suitable time?

THE READINESS IN EACH REGION

THE TEACHERS
THE CURRICULUM
THE MATERIALS
THE FUNDING
THE SOCIO-CULTURE
ETC.
 KEBUTUHAN GURU PER MATA PELAJARAN 2010-2014
MATA PELAJARAN KEBUTUHAN
2010 2011 2012 2013 2014
Guru Agama 24.511 3.134 4.633 5.947 7.629
Penjaskes 31.437 2.585 2.941 3.148 3.500
Guru Kelas 159.307 64.670 33.860 33.881 35.275
PKN 4.233 1.059 1.329 1.551 1.815
Bahasa Indonesia 11.601 2.725 3.135 3.497 3.977
Bahasa Inggris 15.306 3.047 3.442 3.733 4.130
Matematika 11.165 2.331 2.729 3.083 3.505
IPA 4.437 983 1.184 1.318 1.541
IPS 4.402 716 860 997 1.180
Seni Budaya 13.806 1.726 1.925 2.040 2.220
TIK 22.747 1.651 1.695 1.769 1.831
MULOK 87.144 2.790 3.076 3.255 3.481
Bimbingan Konseling 44.916 3.746 3.980 4.192 4.488
Fisika 3.486 832 945 1.046 1.161
Biologi 1.664 797 887 1.006 1.156
Kimia 2.969 813 941 1.077 1.232
Sejarah 1.154 354 436 466 538
Geografi 1.096 354 416 477 535
Ekonomi 563 181 565 335 500
Sosiologi 2.731 472 251 563 614
Antropologi 747 455 477 508 525
Sastra Indonesia 1.153 477 490 516 522
Bahasa Asing 393 316 384 441 477
Keterampilan 6.966 495 517 543 549
Kewirausahaan 3.260 274 284 297 304
TOTAL 461.195 56.982 71.352 75.685 82.684
Sumber : NUPTK 2009/Direktorat Profesi Pendidik diolah oleh Litbang Majalah Komunitas
Ket : Proyeksi Kebutuhan Guru SDN, SMPN, SMAN, SMKN secara Nasional
 A SUCCESSFUL EYL TEACHING

Theories underlying
EYL
Guiding principles
and theoretical
framework for the
development of
successful EYL
 THE TEORIES UNDERLYING EYL

Cognitive
Developmental
Jean Piaget:
Theories
1896 - 1980

Lev Vygotsky:
1896 -1934

Jerome Bruner
JEAN PIAGET’S STAGES OF COGNITIVE DEVELOPMENT
JEAN PIAGET’S
STAGES OF
COGNITIVE
DEVELOPMENT
JEAN PIAGET’S STAGES OF COGNITIVE DEVELOPMENT

Play Mp.4
JEAN PIAGET’S VIEW OF COGNITIVE DEVELOPMENT

2. A child is an active learner alone

1. A child is seen as continually
interacting with the world around
him, solving problems that are
presented by the environment.
in a world full of objects.
3. It is through taking actions to
solve problems that learning
occurs.

4. The knowledge that results

5. It is action, rather than the
from such action is not imitated or
development of L1, is
in-born, but it is actively
fundamental to cognitive
constructed by the child.
development

6. Piaget differentiates two ways

in which development can take
place as a result of activity:
assimilation and accommodation.
 JEAN PIAGET’S VIEW OF COGNITIVE DEVELOPMENT

7. A child’s thinking develops as 10. He also neglected the social

gradual growth of knowledge and dimension if children’s life; it is
intellectual skills towards a final the child on his own in the world
stage of formal logical thinking. that concerned him, rather than
the child in communication with
8. Piaget’s views were criticized adults and other children.
for not being sufficiently child-
friendly and for underestimating
what children are capable of. 11. What are the implications of
Piaget’s theory of cognitive
9. He was also criticized
development to language
particularly on the notion of
teaching?
discrete stages and the idea that
children cannot do certain things
if they have not yet ‘reached’ that
stage.
 interacts

finds problems

takes action to solve

the problem

learns

constructs new
knowledge
VYGOTSKY’S VIEW OF COGNITIVE DEVELOPMENT
 VYGOTSKY’S VIEW OF COGNITIVE DEVELOPMENT

1. Children construct knowledge.

5. In a whole range of ways,
They are active learners in a world
adults mediate the world for
full of other people.
children and make it accessible
for them. With the help of adults,
children can do and understand
2. Learning can lead development. much more than what they can
do on their own.
3. Language plays a central role in
mental development. 6. This kind of help/assistance that
adults give to children is called
scaffolding.
4. Development and learning take
place in a social context, in a world
full of other people, who interact
with the child from birth onwards.
 VYGOTSKY’S VIEW OF COGNITIVE DEVELOPMENT
7. Scaffolding is a kind of
supportive framework for the
construction of knowledge that is
given to a child by someone with
more knowledge, such as teacher,
parents, peers, etc.
8. Scaffolding is only removed when
the learners can appropriate the
knowledge for themselves.
9. A key element of a successful
scaffolding is that the learners can
only benefit from it if they are in
the Zone of Proximal Development
(ZPD).
10. Basically ZPD area is located
between what a child can do and
what the child cannot do by
himself.
VYGOTSKY’S VIEW OF COGNITIVE DEVELOPMENT
VYGOTSKY’S VIEW OF COGNITIVE DEVELOPMENT

Play Mp.4
 interacts

finds problems

scaffolding occurs

done by others with more

knowledge
language plays an
important role
a proof that learning takes
place in a social context
should be inside the child’s
ZPD

constructs new knowledge scaffolding is removed

VYGOTSKY’S VIEW OF COGNITIVE DEVELOPMENT

What are the implications of Vygotskys’ ZPD to language teaching?

KRASHEN’S THEORY

INPUT
i+1 roughly-tuned
HYPOTHESIS
VYGOTSKY’S VIEW OF COGNITIVE DEVELOPMENT

Piaget
Development precedes learning  people learn because
they develop  develop first, then learn

Vygotsky
Learning precedes development  people develop
because they learn  learn first, then develop
 Thomas Alfa Edison telah
ribuan kali berusaha
menemukan bola lampu
sebelum akhirnya
berhasil. Ketika ditanya
tentang hal ini ia
menjawab,
“Saya TIDAK GAGAL seribu
kali. Saya cuma
MENEMUKAN 1000 cara
yang tidak efektif untuk
menciptakan bola
lampu”.
(“Super Great Memory” Book)