CLASSROOM ACTIVITIES THAT PROMOTE PRODUCTIVE LEARNING: A CASE STUDY OF ENGLISH AS A FOREIGN LANGUAGE IN TWO ELEMENTARY SCHOOLS IN JAMBI
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Institusion
Universitas Jambi
Author
Syahrial, Andari Amalia
Subject
LB1501 Primary Education
Datestamp
2019-12-27 06:44:42
Abstract :
This study is based on the Cameron?s perspective in teaching English as a foreign language (EFL) to young learners. Cameron?s (2001) perspectives in teaching English enforce the idea of ?learning-centered approach?. She stated that many teachers often misunderstand the idea that young learners (YL) learning is simple, straight-forward, thus they need only to understand simple language. Cameron disagrees with this idea that YL are not simple learners, they are just different from how adults learn. Children have their own understanding in connecting their knowledge to the world, which they need teachers? assistance to make that happen. With teachers? guidance, the life skill ?love of learning? is produced and this is what makes learning different and special. This study is conducted to seek understanding about learning activities children done in the classroom and how they help children learn English productively. This study is qualitative case study regarding the learning activities applied in two elementary schools in Jambi. The researcher compiled learning activities conducted by students in classrooms and analysed them in terms of their appropriateness to facilitate students in learning English productively. There are six indicators that are used to indicate whether the activities of EFL undertaken by young learners facilitate them productive learning activities. Those indicators are: 1) goal-oriented; 2) authentic and reality-based; 3) motivating and engaging; 4) active and supportive knowledge construction; 5) self-regulated, and; 6) reflective. The researcher grades the level of the productivity of each lesson by identifying of how many indicators are found in each lesson itself. According to the data of 7 lessons and analysis obtained, they have been seen that no lesson has shown six indicators of productive learning with it altogether. Only four lessons and their activities that showed four indicators, they are lesson 2, lesson 4, lesson 5 and lesson 7. Although these lessons appeared to show four indicators, they still cannot facilitate young learners to undertake productive learning, as they still lack of many aspects that promote learning to be productive. Some of them still lack of time, the contextual practices leading to less meaningful learning which in the end result in unproductive learning. Therefore, when a lesson consists of several activities and showing indicators of productive learning, it still needs other aspects for them to be really productive. The lessons? analysis presented still needs more discussion, particularly in relation to children?s age, socio-emotional, students? interests and motivation.
This study is based on the Cameron?s perspective in teaching English as a foreign language (EFL) to young learners. Cameron?s (2001) perspectives in teaching English enforce the idea of ?learning-centered approach?. She stated that many teachers often misunderstand the idea that young learners (YL) learning is simple, straight-forward, thus they need only to understand simple language. Cameron disagrees with this idea that YL are not simple learners, they are just different from how adults learn. Children have their own understanding in connecting their knowledge to the world, which they need teachers? assistance to make that happen. With teachers? guidance, the life skill ?love of learning? is produced and this is what makes learning different and special. This study is conducted to seek understanding about learning activities children done in the classroom and how they help children learn English productively. This study is qualitative case study regarding the learning activities applied in two elementary schools in Jambi. The researcher compiled learning activities conducted by students in classrooms and analysed them in terms of their appropriateness to facilitate students in learning English productively. There are six indicators that are used to indicate whether the activities of EFL undertaken by young learners facilitate them productive learning activities. Those indicators are: 1) goal-oriented; 2) authentic and reality-based; 3) motivating and engaging; 4) active and supportive knowledge construction; 5) self-regulated, and; 6) reflective. The researcher grades the level of the productivity of each lesson by identifying of how many indicators are found in each lesson itself. According to the data of 7 lessons and analysis obtained, they have been seen that no lesson has shown six indicators of productive learning with it altogether. Only four lessons and their activities that showed four indicators, they are lesson 2, lesson 4, lesson 5 and lesson 7. Although these lessons appeared to show four indicators, they still cannot facilitate young learners to undertake productive learning, as they still lack of many aspects that promote learning to be productive. Some of them still lack of time, the contextual practices leading to less meaningful learning which in the end result in unproductive learning. Therefore, when a lesson consists of several activities and showing indicators of productive learning, it still needs other aspects for them to be really productive. The lessons? analysis presented still needs more discussion, particularly in relation to children?s age, socio-emotional, students? interests and motivation.
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