Primary School in Indonesia is considered to be a basic formal education which has some specific objectives. It is believed that nationalism should be introduced in these ages to build a person with good nationalism character. Anxiety about young generation’s national character causes consideration of removing English subject from Primary school curriculum while today’s demand of English competency is very high. Many people worry about the influence of western culture that can omit students’ national character if it is taught from Primary School level. In fact, the importance of teaching English at early age is clearly needed to create qualified Indonesian human resources in the future. This article aims to propose idea which can give solution to maintain nationalism through teaching English at primary school by giving some alternative models of teaching method and suggested materials.
Key words: Nationalism, Primary School, teaching English
Sekolah Dasar di Indonesia adalah pendidikan dasar formal yang memiliki beberapa tujuan tertentu. Banyak pendapat meyakini bahwa nasionalisme seharusnya diperkenalkan pada masa masa ini untuk membentuk insan berkarakter nasional yang baik. Kekhawatiran terhadap karakter nasional generasi muda menjadi pertimbangan dihapusnya mata pelajaran Bahasa Inggris di kurikulum Sekolah Dasar, disisi lain kebutuhan untuk memiliki kompetensi berbahasa Inggris sangatlah tinggi. Banyak orang khawatir terhadap pengaruh budaya barat yang dapat mengilangkan karakter nasional siswa jika Bahasa Inggris diajarkan mulai tingkat Sekolah Dasar. Kenyataanya, pentingnya pengajaran Bahasa Inggris sejak dini sangat diperlukan untuk menciptakan sumber daya manusia yang berkualitas di masa yang akan datang. Artikel ini bertujuan untuk mencetuskan ide yang dapat menjadi solusi mempertahankan nilai nilai nasionalisme melalui pengajaran Bahasa Inggris di Sekolah Dasar dengan memberi beberapa contoh metode pembelajaranalternatif beserta materinya.
Kata Kunci: Nasionalisme, Sekolah Dasar, pengajaran Bahasa Inggris
Speaking ability is an important factor for people in learning a language, but there are many difficulties faced by the eighth grade students of SMP DU 1. There are lack of vocabulary, motivation, and self confidence. Besides, only 40% of 29 students (11) can pass the target score of KKM (75). Therefore the researcher used role play technique to solve the students’ problems and to improve the students’ speaking ability. There are three kinds of role play, but this research used multiple role play.
This research used Classroom Action Research (CAR) based on Kemmis and McTaggart which consists of planning, acting, observing and reflecting. This research used descriptive analysis which is supported by the quantitative and qualitative data. The quantitative data obtained by analyzing the result of students’ achievement test. Then, the qualitative data obtained by analyzing from the result of observation as the students’ involvement.
The finding of this research indicated that the implementation of role play technique was successful. From the result of test in cycle, it showed that 26 of the students or 89% of the 29 students could pass the target score. Besides, the result of observation showed that by using role play technique, the students were actively involved during teaching and learning process. However, the improvement of speaking skill through role play could be obtained when role play were conducted under the following situations :1)The role play consisted of small groups of students (each group ideally consisted of two or three students), 2)The explanation of the material and the direction of role play were slowly delivered, 3)The teacher gave role orientation because it made the students easier to understand the task, 4) The students brought their dictionary to help them translate the expressions.
Key words : Speaking, Teaching speaking, Role play, Multiple role play.
Teaching speaking is considered as the “interesting and challenging activity”. Indeed, it needs various ways in order to make students “active in speaking” during the class. This article would like to present the three phases, namely a PPP (Presentation, Practice, and Production) method in “teaching speaking to university students”. The fundamental principles of using this method is that the “students are smart and creative”. Eventhough, they are considered as “intelligent and creative”, teachers still need to guide or control them to anticipate any errors made by the students. Furthermore, it is important for teachers to know when to give “instant correction” in class. When the class is focused on accuracy, teachers can give an “instant correction”. On the other hand, when it is focused on “fluency”, it is not suggested that teachers give “instant correction” and this may interfere with the goals of activity.
Keywords: Presentation, Practice, Production, accuracy, fluency
Mengajar kelas speaking bisa dianggap sebagai aktivitas yang menarik dan menantang. Berbagai cara benar-benar perlu dilakukan untuk membuat para siswa aktif dalam berbicara selama pelajaran. Artikel ini membahas tentang tiga tahapan, yaitu sebuah metode PPP (Presentation, Practice, and Production) yang diterapkan dalam “mengajar speaking” pada mahasiswa. Landasan dalam menggunakan metode ini adalah bahwa mahasiswa pandai dan kreatif. Meskipun, demikian pengajar masih perlu “membimbing atau mengontrol” mereka untuk mengantisipasi adanya kesalahan. Di samping itu, pengajar harus tahu kapan waktu yang tepat untuk memberikan “koreksi langsung” di kelas. Ketika kelas sedang difokuskan pada “ketepatan”, pengajar bisa memberikan “koreksi langsung”. Sebaliknya, ketika kelas sedang difokuskan pada “kepasihan/ kelancaran”, sebaiknya pengajar tidak memberikan “koreksi langsung” dan hal ini bisa mengganggu tujuan aktifitas kelas.
Kata kunci: Presentation, Practice, Production, accuracy, fluency
English is an international language and is used worldwide. Hence, it must be mastered by anyone who would like to interact and succeed internationally. Learning English is very important to do since early ages (more specifically since elementary school) to have better result. Unfortunately the government has made unpopular decision by removing English subject from the elementary school curriculum because of its potential to reduce the students’ sense of nationalism. In fact, there is no scientific evidence that prove learning English in early age can only reduce the students’ sense of nationalism. Indonesian people have been for long time dealing with foreign languages such as Arabic, Dutch, and Japanese. But the nationalism of Indonesian people in general remains high. In short, there is no need to remove this subject from the curriculum. Teaching English is actually can be used to raise the sense of nationalism. At least there are two ways that can be applied: internalization of nationalism values into the teaching materials and using songs of nationalism. Through these techniques it is expected that not only the children’s English but also their sense of nationalism will increase.
Keywords: English, nationalism, internalization of values, nationalism songs
Bahasa Inggris adalah bahasa internasional dan digunakan di seluruh dunia. Oleh karena itu, ia harus dikuasai oleh siapapun yang ingin berinteraksi dan meraih kesuksesan secara internasional. Belajar bahasa Inggris sangat penting dilakukan sejak usia dini (lebih khusus lagi sejak SD) agar hasilnya lebih baik. Sayangnya pemerintah telah membuat keputusan yang tidak populer dengan menghapus pelajaran bahasa Inggris dari kurikulum sekolah dasar karena berpotensi mengurangi rasa nasionalisme siswa. Padahal, tidak ada bukti ilmiah yang membuktikan pembelajaran bahasa Inggris di usia dini bisa mengurangi rasa nasionalisme siswa. Orang Indonesia telah lama berurusan dengan bahasa asing seperti bahasa Arab, Belanda, dan Jepang. Tapi nasionalisme masyarakat Indonesia pada umumnya tetap tinggi. Singkatnya, tidak perlu mengeluarkan mata pelajaran Bahasa Inggris dari kurikulum. Pengajaran bahasa Inggris sebenarnya bisa digunakan untuk meningkatkan rasa nasionalisme. Setidaknya ada dua cara yang bisa diterapkan: internalisasi nilai nasionalisme ke dalam bahan ajar dan menggunakan lagu nasionalisme. Melalui dua cara ini diharapkan tidak hanya bahasa Inggris anak-anak yang meningkat tetapi juga rasa nasionalisme mereka.
Kata kunci: bahasa Inggris, nasionalisme, internalisasi nilai, lagu nasionalisme
The senior high school students often had difficulty understanding and answering UN Reading questions so that they had English UN scores less than 4,00. This research is aimed at designing a reading teaching material for the twelfth grade students of SMA Excellent Al-Yasini Kraton Pasuruan. The teaching material was based on the students’ weakness points in answering UN reading questions. The method used of this research was quantitative analysis. Meanwhile, the sampling was cluster random consisting of 20 students. The data were collected through test and analyzed by using percentage calculation. The findings of this research as follows, the students mainly had difficulty on three types of questions in explanation text: word meaning (100%), unstated information (90%), and main idea (80%), in discussion text, it was identified that the students had problem dealing unstated information (85%) and detailed information (75%), the most problematic question for the students in news item was detailed information (95%) and in exposition text, detailed information (85%) was also the students’ difficulty. Based on the findings, it can be concluded that the teaching material developed consisted of the materials that were in accordance with the students’ proficiency level as shown by the results of the research
Key word: UN, student’s needs, teaching material
The beginner level students often make mistakes and errors in producing L2 (second language). The errors in students’ writing may occur in paragraphs, punctuations, articles, spellings, and conjunctions. Therefore it is not rare when L2 learners write words freely as they heard, for example, a student might write “Spel it rait” for “Spell it right” or “Shi is my techer” for “She is my teacher”. Based on such phenomenon, this study investigated the spelling errors commonly made by the students in writing the required words for the 7th grade. The design of this study was descriptive qualitative. The analysis was based on the errors analysis theory. The data were the students writing on the required words and the result of interview with the students. The respondents of this study were eight students that were categorized as novice low students. The data were analyzed to know the types of errors that the students commonly made and the factors that underlay the errors.
The result of this study showed that the errors related to the interference of Bahasa Indonesia into English. Spelling errors for all respondents were highly concentrated in unrecognizable and substitution. Students’ spelling errors in unrecognizable were 141, substitutions 79, omission 50, addition 24 and segmentation 11 words. The factors contributing to the errors were markedness and language distance. The errors made by the students regarding to interference are most contributing the errors as well because some elements in L2 (English) are pertained more marked compared to those in L1 (Bahasa Indonesian). The linguistic difference between L1 and L2 also brings difficulties in the acquisition of L2. The language system in both language families is fundamentally different.
The important results of this research is that the difference between L1 and L2 spelling systems result in errors of spelling in the L2. An understanding of the structure of L1 spelling and the mistakes made in the spelling of the word of L2, as well as an understanding of the level of knowledge the learners have about the structure of L1 and L2 spelling systems, will help the course of teaching and learning. In consequence, giving more practice and drilling on the required words that were frequently written incorrectly will be very useful in teaching process.
Keywords: L1 interference, Markedness, Novice low
Penelitian ini bertujuan membantu pelajar khususnya santri di pondok pesantren Darul Ulum Jombang dalam mengingat kosa kata bahasa Inggris melalui lagu Berirama qasidah. Kosa kata bahasa Inggris yang dimaksud adalah Irregular Adverbs dan Irregular Plural. Model pengembangan Hannafin dan Peck Design diterapkan dalam penelitian ini. Ada tiga fase dalam model ini, yaitu fase Analisis Kebutuhan, fase Pendesainan, dan fase Evaluasi/Penilaian. Penelitian ini menghasilkan dua lagu. Lagu pertama yaitu Mabruk Alfa Mabruk yang digunakan untuk menghapalkan kosa kata Irregular Adverbs. Dalam lagu ini siswa dapat menghapal sebanyak 8 irregular Adverbs lengkap dengan perubahan serta artinya. Lagu kedua yaitu Mayjuz yang digunakan untuk menghapalkan kosa kata Irregular Plural. Dalam lagu ini siswa dapat menghapal sebanyak 26 irregular adverbs beserta perubahannya.