RESUME
TEYL INTERNATIONAL SEMINAR
LECTURES:
Yuna Tresna Wahyuna, S.S, M.Hum
CREATED BY:
Endah Setiawati (1910631060163)
CLASS:
3A
ENGLISH EDUCATION DEPARTMENT
FACULTY OF
TEACHER TRAINING AND EDUCATION
UNIVERSITY OF
SINGAPERBANGSA KARAWANG 2019/2020
BAB l
ESSENTIALS IN TEYL FOR INDONESIAN
ELEMENTARY SCHOOLS
A . Contextual Conditions
1 . English as a local curricular
content in Indonesian elementary schools
Basically, English is a foreign
language that must be studied starting from elementary school level. Besides
English being important to support their language, English is also a subject
that must be followed in school because English is a foreign language that has
an assessment at the end of school (national exam). This policy is implemented
in accordance with the mandate contained in the 1994 primary school curriculum,
this curriculum includes local content lessons that are in accordance with the
circumstances and needs of the regional environment. Since the 2013 curriculum
was implemented, learning English in schools, especially in elementary schools,
has reduced learning hours, and has been replaced with extracurricular English
clubs. So elementary school students improve their English language skills only
in these organizations or in other institutions such as tutoring, at home, etc.
Since the 2013 curriculum was
implemented, English has become a local content lesson, where these lessons are
not compulsory to follow. Because according to the Deputy Minister of Education
and Culture, the workforce for English is still difficult to find in remote
areas, therefore English language lessons are made local content at the
elementary, junior high and high school levels. According to him, looking for
workers to learn Indonesian is difficult to place in remote areas, let alone
English. He was worried that the teacher's teaching techniques were wrong to
his students, so that he did not want to learn this further.
So, the English subject for
elementary schools was not actually removed, but moved into local content
subjects. In fact, English has long been used as a local content, in which the
position may be taught to students or not. If it is possible to teach silken,
if it is not possible to teach it, it is not necessary to hold it from the
beginning. Schools that make English a compulsory subject are usually
international standard schools and private schools. The school has its own
program to improve the skills of its students, therefore not all elementary
schools in Indonesia make English a compulsory subject to study.
2 .
Elementary School Children as Learners of a Foreign Language
For
most of the students in elementary school, practicing English that has been
taught is a little difficult because they are not used to it and they never use
the language outside the school environment, so it seems difficult for them.
When there are children who try to practice English, there are many friends who
isolate them, because they are often called "arrogant, many styles"
and other terms. So it is increasingly difficult to develop English skills
outside the school environment. The majority of school children who are
gradually able to pronounce English only speak to their English teachers, this can
slow down the possibility of schools to improve foreign languages in their
schools, and many of the schools have the same case so most schools in
Indonesia do not require their schools to learn more in English science.
If English learning wants to remain
compulsory learning like before, the teacher acts as the teacher to understand
its characteristics. This is done so that the teacher can determine what
methods can be applied to these students. For example, like students like to
learn something by playing, the teacher must know what games are suitable for given
to the student but contains elements of English in it. The second example is
that they prefer a short storytelling learning system in front of the class, so
the teacher must have a theme for the story to be told, then if there are some
students who have more proficiency in English then get the highest score, the
teacher should give a small award as a souvenir. Which will be remembered
someday.
In
essence, if we want to provide good quality teaching and material to students,
we as English teachers must be fun and always look cheerful when meeting
students, so that students don't feel bored with the lesson and don't feel
afraid to practice the language. As teachers who teach elementary school
children, we are required to be friends as well as teachers for them. If this
has happened, the learning system that will be implemented will run smoothly,
and students will practice what has been taught anywhere and with anyone
without feeling fear of wrong or other doubts.
3 . Take it for Leave it: the
Inas’s Government Stance to TEYL
The practical rationale for Teaching
English for Young Learners is an integral and inexpensive part of the
educational process at the undergraduate level of education which is intended
to provide learning experiences to students in real situations in the field to
strengthen pedagogic, personal, professional competence and in order to improve
or improve the quality of learning in class. This program aims to improve the
teaching ability of students to teach students at a certain level, if this is
not applied to a campus, what will happen is that students will be surprised to
face the world of learning directly and students will be confused about what
methods they apply to students. In addition, the effect of not holding TEYL is
that students will be confused in facing various kinds of student characters
and cannot handle them directly.
In this program students are required
to master the basic material that has been submitted by the previous lecturer.
If a student understands the basic material, he will have a good work system
and pass this program, as teacher students we must understand from a
pedagogical basis so that our learning methods are not used wrongly. We also
need to often go directly to teach students of a certain level so that we are
not rigid to teach them in the future. Doubt is often experienced by teachers
who do not express their opinion when teaching students for the first time, and
many teachers who cannot speak in front of the class because the teacher does
not understand the basis of pedagogics.
B . Challenges in Teaching
English as a Foreign Language (EFL) to Young Learners in Indonesia
1 . English in Indonesia has the Official Status of a Foreign Language
(EFL)
English in our country is designated as
a foreign language but has a very important influence on school students,
university students and job seekers. "English is an international language
used to communicate globally". This sentence is often found in the
background of a thesis, majoring in English education and English literature,
and several other sentences such as "whatever the work is like, we must
master English because Indonesia is one of the countries visited by foreign
tourists from various countries". Many think that English is creepy, some
argue that English is complicated because it is filled with long-winded
formulas, some argue that speaking English is really difficult because if we want
to communicate with various people who are older or younger from us, the
language used is different (if you want to communicate with older people, use
formal language, if you want to communicate with people who are better off than
us, use everyday language).
On the other hand, some people are
interested in the challenges that exist in English because they think these
challenges have extraordinary advantages. For some oprang the principle is that
"it's okay to try to practice it even if it's wrong, the important thing
is we know where the error is and don't repeat the same mistake the next
time". As for people who challenge themselves to deepen the extent to
which they master English by having their own benchmarks and this becomes a
reference to where they can survive with English, as for people who are
challenged to learn English because what they aspire to is related to English.
It gives its own impression for those who want to study it further.
Life
is only once, if our lives are not filled with various challenges, life will
feel empty, therefore we as people who learn English more deeply must have
these challenges and make these challenges become benchmarks in the future so
that we have good English skills.
2. Issues of Teacher’s Confidence and
Capabilities in Teaching EFL to Young Learners
The
problem of teacher belief and ability is that many teachers do not know how
important it is to teach English to their students, this can be an obstacle for
some English teachers in Indonesia, because every English teacher's opinion is
very different from one another, causing confusion. Continuity in learning. For
example, teacher A teaches students English with a variety of learning methods
that are attractive to students, but after the student moves to a higher level
taught by a different English teacher where the teachers does not have an
attractive learning method, causing feelings of laziness. Which arises for
these students, the impact is to decrease the quality of the English they had
before.
Other belief problems such as the random learning system, such as the meeting of the two English teachers not attending the class until the following week, then in the fourth week the teacher attended class but suddenly the teacher held daily tests which incidentally did not inform the class in advance. will be carried out the replication. This can be a new problem for some English teachers but this mistake is not realized by most English teachers in Indonesia.
English has been integrated into
secondary schools for a long time. English is exerting an even stronger
influence in the modern world and has become an international language. Also
has the advantages of introducing English to young students, among others, to
increase knowledge of foreign languages, to tell which English is formal and
which is informal from an early age, and many other advantages. By Karenna, the
Indonesian government made a policy to introduce English starting from
elementary school, junior high school to senior high school. Various curricula
and methods have been developed to improve students' ability in English even
though the results they feel are not as optimal as they imagined, at least
students can communicate fluently using English with their classmates.
One of the obstacles faced is the
unavailability of a special syllabus for English subjects, even though these
subjects are subjects that are not compulsory to study, at least they must have
a syllabus. So that one day there are teachers who are ready and understand the
science of learning English who are ready to teach, so if they already have a
syllabus for that field, the teacher will not be bothered to decide what
material to convey to students. The Ministry of National Education does not
provide a syllabus for English subjects, but the task is entirely left to each
province to make a separate syllabus according to the situation and conditions
in that area.
The problem of not having a syllabus
can be handled by the existence of various dancing learning methods, this
method can cover up the lack of unavailability of the syllabus. Because
teachers who are intelligent and creative can make the classroom atmosphere
comfortable and conducive even though they do not have a directed learning
system from the government. The government should have followed up on this
because to become a local content lesson, English language learning does not
have a syllabus, let alone be used as compulsory learning. Therefore, perhaps
the majority of schools in Indonesia have stopped learning English because they
are unsure of the quality of the teachers.
C . Learning from Excellent TEYL Programs and
Responding to the Challenges
1 . TEYL Comes in Different Forms and
Intensity of Practice
As
for implementing English learning, there are different ways to practice it, one
example is the direct teaching system. Giving models or examples to students on
how to do something, while giving time to practice skills is an applicable
activity. This means that students are not only required to know but also be
able to apply that knowledge into the form of real action (real context). A
learning system like this the teacher is more free to explain the material
explained without thinking of any obstacles. One of the direct learning methods
is learning material that is given word for word so that students understand
what we are conveying, then the grammar is taught where students are required
to memorize the grammar formula but more importantly students are required to
pronounce and understand the language being taught well.
According to linguistic theory, the new
perspective of implementing teaching methods is directly relevant to the
concept that the main function of language is as a means of communication.
Therefore, it must be taught in a communicative context by using the language
directly. The grammatical rules of the language can be ignored because the most
important thing is the occurrence of mutual understanding in the context of
communication. In terms of learning, this direct method assumes that a person
can master a language through direct explanation using the target language
(target language).
2 .
Effective Teachers of English can Fluently use English for functional
Communicative Purpose, Including for Instructional Purposes.
In this section, it would be better if
an English teacher wants to teach English in class, use English so that the
student learns in his field. Many English teachers when teaching in class using
Indonesian, it creates a feeling of disinterest for the students. Even though
the teacher uses English incompletely, at least when teaching in class use
English so that students feel that what they are learning is fun. Then the
teacher must be disciplined with his English, what is meant by discipline in
English is that the teacher is obliged to practice speaking English while
teaching.
3 . Excellent Teachers of English Know Who
Children are and how these Children Learn.
·
Children Learn from Direct
Experiences
Students learn many lessons from their experiences,
therefore as a teacher we must be able to understand what the students have
experienced.
·
Children learn from hands-on physical
activities
A
learning system suitable for elementary school children is to communicate
directly with these students.
·
Children have a short memory span
·
Children’s thinking is embedded
in here and now context of situation
·
Children learn hollistically from
whole two parts using scripts
4 . Excellent English Teachers to Young
Learners Know How Children Acquire a Language
There
are three components represent a recruitment for learning to happened:
·
Exposure
to English
·
Engagement
·
Consistent
support
5 . Excellent English Teachers Take a
Responsibility to Ensure Children’s English Learning
·
Use
English to provide exposure to functional language
·
Provide
print rich environment in English
·
Focus
on functional English for vocabulary development and immediate communicative
needs fulfillment
· Establish useful
BAB II
1 . THE Dawn of the Pandemic
·
COVID-19 the current pandemic,
caused disruption of many engagement across the globe and the academe was
greatly affected by this
During
a pandemic like this there are many delays in programs carried out, including
the delay in learning programs in Indonesia.
·
Most institutions had to cancel
the submission of the remaining requirements for the term
Not
only in the field of education, can other parties also experience other things,
especially those from employees who were mostly fired during the pandemic.
·
Considerations of the teachers’
and learners technical, financial and physical capacities and limitations must
always be weighed
The
limitations of face-to-face learning systems are a problem for teachers today.
2 . How
do we manage instructions in the midst of the pandemic
·
We need to ensure that we are
still able to deliver quality instructions with the help of technology
Teachers
can provide material using today's technology
·
The survey may also be used for
knowing the learners’ preferred online activities in learning English
Teachers
should research together what surveys are suitable for learning English, so
that students still feel comfortable when learning them
·
Run a quick survey or conduct an
informal interview (online) to have an audit of the students’ capacity to
connect online
Suggestions
for teachers, do online communication with students so that these students can
adapt to the new English learning system
3 . The tree main types of listening
·
Informational listening
(Listening to Learn)
The meaning of
informational listening here is to encourage students so that students can
think they can learn anywhere and anytime.
·
Critical listening (Listening to
evaluate and analyses)
The teacher can find
out the extent to which students can understand learning using the way of
listening, in this way the teacher can signal which students are superior in
English which students have delays in speaking English
·
Therapeutic or empathetic
listening (listening to understand feeling and emotion)
4. Speaking skills
·
Speaking skills are the skills
that give us the ability to communicate affectively.
· These skills allow the speaker, to convey his message in a passionate, thoughtful, and convincing manner. Speaking skills also help to assure that one won’t be misunderstood by those who are listening.
BAB III
1 . MONTESSORI
CLASSROOM
Maria
Montessori, she was a true pioneer of child centered education from Italy. She
opened the first Montessori Schools-the Casa dei Bambini, or children’s’
house-in Rome on January 6, 1907. The Mentossori method is founded on Maria
Mentosories’ educational philosophy.
2 . PRINCIPLE OF MENTOSSORI
·
Follow
the child
·
Through
work in the Montessori environment, children learn to develop concentration,
self decipline, and a love a learning
3 . THE PURPOSE OF THREE PERIOD
LESSONS
1.
Naming:
in this section the teacher gives one of the items and then tells the name of
the item, what the teacher says is repeated by the student. the sentence that
the teacher usually uses at this stage is "this is ...."
2.
Recognation:
students are given time to memorize what the teacher is holding, how the
teacher holds an object then the student simultaneously mentions what the name
of the item is. the sentence usually used in the second stage is "show me
...."
3.
Recall:
at this stage one of the students is appointed to state what item the teacher
is holding and answer it without any doubt. the sentence that is usually used
in the last stage is "what is this ...."
NOTE: Here I attach a screenshot of mine while attending your seminar Mrs
