THE USE OF ENGLISH IN ELT FOR PRIMARY SCHOOL
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Institusion
Universitas Muhammadiyah Gresik
Author
RIYANTO, AGUS
Subject
English Education
Datestamp
2019-03-08 02:10:17
Abstract :
Gresik is a city in a non-English speaking country, so the schools in Gresik which has English subject are considered to have an EFL environment. In EFL environment, we usually find that English is only used in educational setting only. So, it is difficult for the teacher to fully use English in the classroom. So, most teachers use both English and mother tongue or we call it as bilingual approach. The purpose of this research is to know how the teachers implement English as the language medium in the classroom. It means the researcher wanted to know in what part of the lesson the teachers use English or mother tongue. By observing the process of teaching and learning in the classroom, we can know the situations when use English in the EFL classroom. The data in the research was collected through questionnaire, observation and interview. Those data then were analyzed to take draw the result of the research about the language medium in the EFL classroom in primary school. The research took place in two primary schools in Gresik sub-district. The teachers were chosen from the questionnaire and the recommendation of the schools? headmasters. Then from the teachers, we observed the activity in the classroom of 5th graders and analyzed the data. From both teacher and the result of the language use during the class, we find that the teachers use bilingual approach. Bilingual approach is a language approach where the teacher uses two language medium in teaching the class. Those two languages are the target language (English) and the mother tongue (Indonesian). Through the habit, students know new vocabulary and expression. They gradually understand the language unconsciously for simple expressions in target language, the examples are for greetings, classroom command, etc. But for the difficult concept, the teacher tend to use the mother tongue because the young learners are easily get bored when they don?t understand difficult things, so to anticipate the boredom, the teachers use mother tongue to explain difficult concept, such as grammar, ambiguous word, confirming the word?s meaning and correcting their mistake.
Gresik is a city in a non-English speaking country, so the schools in Gresik which has English subject are considered to have an EFL environment. In EFL environment, we usually find that English is only used in educational setting only. So, it is difficult for the teacher to fully use English in the classroom. So, most teachers use both English and mother tongue or we call it as bilingual approach. The purpose of this research is to know how the teachers implement English as the language medium in the classroom. It means the researcher wanted to know in what part of the lesson the teachers use English or mother tongue. By observing the process of teaching and learning in the classroom, we can know the situations when use English in the EFL classroom. The data in the research was collected through questionnaire, observation and interview. Those data then were analyzed to take draw the result of the research about the language medium in the EFL classroom in primary school. The research took place in two primary schools in Gresik sub-district. The teachers were chosen from the questionnaire and the recommendation of the schools? headmasters. Then from the teachers, we observed the activity in the classroom of 5th graders and analyzed the data. From both teacher and the result of the language use during the class, we find that the teachers use bilingual approach. Bilingual approach is a language approach where the teacher uses two language medium in teaching the class. Those two languages are the target language (English) and the mother tongue (Indonesian). Through the habit, students know new vocabulary and expression. They gradually understand the language unconsciously for simple expressions in target language, the examples are for greetings, classroom command, etc. But for the difficult concept, the teacher tend to use the mother tongue because the young learners are easily get bored when they don?t understand difficult things, so to anticipate the boredom, the teachers use mother tongue to explain difficult concept, such as grammar, ambiguous word, confirming the word?s meaning and correcting their mistake.
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