strategies of teaching english at elementary school …

I

STRATEGIES OF TEACHING ENGLISH AT ELEMENTARY

SCHOOL

THESIS

Submitted in Partial Fulfillment

of the Requirements for the Degree of

Sarjana Pendidikan

Dea Bela Citami

112014012

ENGLISH LANGUAGE EDUCATION DEPARTMENT

PROGRAM

FACULTY OF LANGUAGE AND ARTS

UNIVERSITAS KRISTEN SATYA WACANA

2018

III

PERNYATAAN PERSETUJUAN AKSES

VI

ENGLISH LANGUAGE EDUCATION PROGRAM

FACULTY OF LANGUAGE AND ARTS

UNIVERSITAS KRISTEN SATYA WACANA

2018

COPYRIGHT STATEMENT

This thesis contains no such material as has been submitted for examination in any

course or accepted for the fulfillment of any degree or diploma in any university. To

the best of my knowledge and belief, this contains no material previously published or

written by any other person except where due reference is made in the text.

Copyright @2018: Dea Bela Citami and Prof. Dr. Gusti Astika, M.A

All rights reserved. No part of this thesis may be reproduced by any means without the

prior written permission of at least one of the copyright owners or Faculty of

Languages and Arts, Universitas Kristen Satya Wacana, Salatiga

Dea Bela Citami

VII

TABLE OF CONTENT

COVER ........................................................................................................................ I

PERNYATAAN TIDAK PLAGIAT ....................................................................... II

PERNYATAAN PERSETUJUAN AKSES ........................................................... III

PUBLICATION AGREEMENT DECLARATION ............................................. IV

APPROVAL PAGE ................................................................................................... V

COPYRIGHT STATEMENT ................................................................................. VI

TABLE OF CONTENT .......................................................................................... VII

LIST OF FIGURES .............................................................................................. VIII

ABSTRACT ................................................................................................................. 1

INTRODUCTION ...................................................................................................... 2

LITERATURE REVIEW .......................................................................................... 3

Visual Learners ............................................................................................................. 4

Auditory Learners ......................................................................................................... 5

Kinesthetic Learners ..................................................................................................... 6

THE STUDY ............................................................................................................... 8

Method of the Study ..................................................................................................... 9

Context of the Study ..................................................................................................... 9

Participant ................................................................................................................... 10

Data Collection Instruments ....................................................................................... 10

Data Collection Procedure .......................................................................................... 10

Data Analysis Procedure ............................................................................................. 11

FINDINGS AND DISCUSSION .............................................................................. 12

Strategies of Teaching ................................................................................................ 12

1. Teaching English in The Lower Grade ........................................................ 12

2. Teaching English in The Higher Grade ....................................................... 16

CONCLUSION ......................................................................................................... 27

ACKNOWLEDGMENT .......................................................................................... 28

REFERENCES .......................................................................................................... 29

APPENDIX A ............................................................................................................ 31

APPENDIX B ............................................................................................................ 32

VIII

LIST OF FIGURES

Figure 1. Video and Songs .......................................................................................... 13




Figure 5. Mime and Gestures ..................................................................................... 15

Figure 6. Mime and Gestures ..................................................................................... 15

Figure 7. Supplement Materials for Power Point ...................................................... 17

Figure 8. Reading Text in Repetition ......................................................................... 19

Figure 9. Reading Text in Repetition ......................................................................... 19

Figure 10. Meaning and Use of Words in L1 ............................................................. 20

Figure 11. Meaning and Use of Words in L1 ............................................................. 20

Figure 12. Example of questions in Question and Answer ........................................ 22

Figure 13. Written Exercise ....................................................................................... 24



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STRATEGIES OF TEACHING ENGLISH AT ELEMENTARY

SCHOOL

DEA BELA CITAMI

112014012

ABSTRACT

Teaching English at elementary schools, where the English is taught as a local

content, has its own obstacles and strategies. Young learners have different styles

of learning and different background knowledge. Therefore, teachers should deal

with it. They need strategies to make teaching-learning activity become efficient

and maximal. The purpose of this study is to find teachers' strategies in teaching

English as a local content to young learners at SD Lab Kristen Satya Wacana. This

study used a Qualitative Method. In collecting the data, this study used observations

and semi-structured interviews. The observation was held in three classes; 2 from

the lower grade and 1 from the higher grade. Based on the findings, nine strategies

were found; those are video and songs, mime and gestures, PowerPoint, questions

and answers, repetition, things around class, meaning and using, bilingual teaching,

and also written exercises.

Keyword: Young learner, Learning style, Teaching strategy

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INTRODUCTION

Linse (2006) argues that teaching English to young learners refers to teaching

English towards children at the age of 5 up to 12 years old. In these ages, teaching

English is not only about giving and receiving English material, but it is also about a

necessity of dealing English teaching with children's social, physical, cognitive and

moral different developments (Copland and Garton, 2014). Furthermore, teaching

English to young learners means that teachers is teaching English language learners who

used to get bored easily. At the same time, children's needs of learning English should

be met with appropriate learning instructions. Then, being aware of what makes learners

motivated is the important thing for creating an engaging and motivating English lesson.

Brazelton and Greenspan (2000) state that children require and deserve

professionals who interact with them in appropriate ways based on the child's

social/emotional, physical, cognitive and moral development. In other words, teachers

have to become a caregiver and provide developmental appropriate English learning

instructions. It is important to observe what learners have reached, what learners will

reach and what learners can reach as cited by Vygotsky (1978) in Linse (2006). Those

encourage teachers to increase their awareness of what learners can do and cannot do

based on the learner's language learning development. In the learner’s language

development process, teachers can know the learning process of each learner are

different. It is because every learner has different learning styles. Then, another

important thing that teachers shall concern about is about learners’ learning styles. When

teachers are able to elaborate how teachers teach with how learners learn, their teaching-

learning process will become meaningful.

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This study is important for teachers especially who teach English as a local

content in elementary schools. As we know, English is one of the foreign languages

taught in Indonesian schools. The English lesson is available as a local content with the

time allocation of 2 x 35 minutes in a week and the materials are selected by teachers.

What experts have argued about teaching English to young learners and limitation of

teaching English as a local content become a challenge that teachers are dealing with.

When their English teaching is unsuccessful, parents and learners are the first aggrieved

parties consequently. Therefore, teachers should prepare their teaching strategy

carefully.

This study was conducted to describe teacher's strategies for English learning as

a local content in one elementary school in Salatiga. It is done by analyzing and

observing English teaching strategies which applied in the school. It focused on

elaborating teachers’ teaching English strategies with students’ learning styles. This

study aimed to answer this question, "What are teachers' strategies of teaching English

as a local content in an elementary school?". From the findings of this study, English

teachers of each elementary school in Salatiga expected to be motivated on their

teaching. They can learn to manage their teaching better and become an inspiration to

increase their teaching quality in attaining the goals of teaching.

LITERATURE REVIEW

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In Indonesia, English is a foreign language and taught as "local content" in

elementary school. It required teachers to work hard in teaching English. According to

Musthafa (2010), English as a foreign language is almost never used or used in a limited

function for social necessity. The English lesson itself in Indonesia has limited contact

hours and the teaching-learning process is not based on systematic pre-service and in-

service training. Those are the situation of English lesson in Indonesia. However, the

teachers cannot give up with the situation above. They have to find a way to solve the

situation. One the way is by providing teaching-learning activity that relate to learners’

learning style. Here are three learner’s learning styles from Fleming’s.

Visual Learners

Visual learners are described as learners who prefer to learn by watching.

Sharp at (2008) explained that visual learners have certain characteristics. He analyzed

and found that they have unique gestures and mimes while learning. The visual learners

mostly might direct their gaze or move their eyes upwards. Their breathing could be

shallow and take place high in their chests. He also looked that their voices might come

across as high pitched. They might say in their mind like, “I see what you mean”, or

they might be automatically imagining the scenes. People can recognize them easily by

observing their habit while learning.

In process of learning, visual learners will be about transforming the material

that they receive into pictures on their mind. Visual learners like to use figures, pictures,

and symbolic tools which are able to represent printed information. They also are able

to explain a concept to others by drawing a figure or picture based on Murphy (et. al

2004). The way visual learners learn directly influences the way they explain or describe

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something. As like Pritchard (2005), says that the visual learners commonly use their

hands while explaining or describing a situation or an object. They feel more

comfortable and confidence to express their understanding whether through moving

their hands or providing AVA.

Apart from the process of the visual learning, there are weaknesses that visual

learners face during learning activity. They are easy to be disturbed or change in focus

by movements or actions as Drago & Wagner (2004) cited in Othman (2010). Visual

leaners also need longer time to understand and finish their tasks. It is because they need

to see the real things rather than just listening to the teachers, and it might be another

struggle for the teachers. However, Miller (2001), as cited in Othman (2010), in his

study explain that 29 percent of the students are more inclined to visual learning style.

It showed that there is still strength in visual learning. Most of visual learners are

creative and imaginative as Piping (2005) in Othman (2010) said. Although, they need

longer time to understand but according to the process learning, visual learners are good

at receiving and memorizing materials.

Auditory Learners

Every learner who learn by listening are included to auditory learners. They have

more capability to remember or memorizing materials through listening, whether

listening teachers or themselves speak. It is because the learners give more focus to the

words that delivered by teachers or themselves. Sounds are the main media which help

them learning. While the auditory learners are having attention to the explanation, they

would reflect tilting their heads and sometimes move their eyes. As Pritchard (2005)

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argued that, it is the characteristic of the auditory learners when they are considering

something. It seems almost similar with the visual learners’ habit.

According to Miller (2001) as cited in Othman (2010), this type of students can

remember information through loud reading or mouthing when reading, especially when

learning something new. When they go to their own learning time, they used to listen or

speak in order to make the materials become familiar to them. It is not only in one trial.

The auditory learners have to repeat it several times to strengthen their memory,

although it would be tiring. But they can use audio or tape recordings or even having a

discussion with teachers or classmates.

However, auditory learners have weaknesses of noises. As Dragon and Wagner

(2004) that the students who learn with auditory style are easily interrupted by noises.

When auditory learners are giving attention to teacher’s explanation, they are focusing

on every words that comes from teacher. Once their classmates make noises, their focus

will be disturbed directly. Although they are easy to lose focus, they also have their own

strength. According to Armstrong (2004), as cited in Othman (2010), Auditory learners

usually can read easily, narrate cleverly, and write story or poetry effortlessly. He also

told that they can learn foreign language fast, have good vocabulary, spell smoothly,

and own strong ability in remembering names or facts. The auditory learners also tend

to like writing letters. From the explanation above, people can conclude that auditory

are good in absorb information around them.

Kinesthetic Learners

Kinesthetic learners refer to the learners who receive understanding by

experience and practice activity. In other words, kinesthetic students should go through

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experience to learn something (Murphy et al. 2004). It is the same with Drago and

Wagner (2004) found about kinesthetic learners. They described the characteristics of

predisposing kinesthetic learners as

those who emphasize more in experience in learning something. The kinesthetic learners

commonly have high energy and prefer to apply touch and visual skills. They like to act

their understanding at the moment through movements or bodily activities.

Gardner (1993) in Franklin (2006), describe the way kinesthetic learn as an

ability to use one’s body in highly differentiated and skilled ways. They love to do

physical activities, trips, and other practical learnings. It seems not only a lesson to them,

but a fun and enjoyable activity where they can increase their learning motivation as

like what Wolfman and Bates argued (2005). The activities such like role plays, games

and touch are just some example of the fun and enjoyable activities which kinesthetic

learners could develop their learning.

In learning process, kinesthetic learners also have their own weakness. They are

difficult to be silent. The kinesthetic learners remain to move and make noises.

Moreover, they do not take a break easily. It would make teachers exhausted and disturb

their classmates’ learning. However, it does not mean they cannot learn well. According

to Armstrong (2004) in Othman (2010), kind of kinesthetic learners have their own

strengths. He found that kinesthetic learners are active and quick in learning physical

skills. They are fond to think while moving and likely to use movements as the media

to remember or memorize something. Those might be different with visual and auditory,

but it is appropriate for their learning process.

8

Based on the discussion above, we can say that every learner’s learning style.

Those are the way learners receive the understanding of every material from

lessons. Those have its own characteristic the weaknesses and the strengths. Teachers

might have limited time or materials, but they have every learners’ strength of their

learning styles. It could be a great key to solve their problem of teaching.

THE STUDY

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Method of the Study

This is a descriptive study that aimed to answer the research question, “What are

teachers' strategies of teaching English as a local content in an elementary school?”. The

study was done by analyzing and observing the teacher’s teaching strategies. It focused

on English teaching as a local content, where the learners learn English as a Foreign

Language. A Descriptive Method was chosen as the method for this research. The report

was in a form of description of teacher’s teaching strategies.

Context of the Study

In this school, SD Lab Kristen Satya Wacana Salatiga, English is taught as a

local content. The school followed the government instruction of providing English

lesson as one of their local course. The school has an English book, called BEST. They

have 13 classes where each grade has two sub-grade (a and b), except for grade 3; they

have 3 sub-grade (a, b and c). It has multimedia room, LCD, projector, and books to

support the English teaching. The English teaching there is held for one hour and ten

minutes. There are many good schools that have English lessons as a local content, and

this particular school is one of those schools which was chosen as the participant for this

study. The school was chosen because teachers used English to deliver the material. The

way teachers teaching English as a local content is explained descriptively here. It

focuses on the teachers’ strategies in teaching students by concerning students’ three

different learning styles; visual, auditory and kinesthetic.

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Participant

The participants in this study were English teachers of the school. This study

used Purposive Sampling to decide the participants. There were two female teachers as

the participants; teacher R and teacher D. Teacher R taught lower grades (concrete-

minded learners) and teacher D taught higher grades (abstract-minded learners). The

participants have enough teaching experiences at the elementary level and they

graduated from English Department in Satya Wacana Christian University, Salatiga.

Data Collection Instruments

In collecting data, this study used classroom observations and semi-structured

interviews to analyzed teachers’ strategy. The observation was done and field notes were

taken supplemented with pictures of the teaching materials. The main data of the study

was teachers’ teaching activity. The observation form can be seen in Appendix A.

The interviews were audio-recorded. The interviews aimed to support the

observation data. The interview section used checklists and several questions. Since it

was semi-structured interviews, there were several questions during the interviews in

order to follow up certain information. The checklist note was prepared to make sure

the interview attains the target information. Then, it was followed up with several

questions to obtain more information during the interview sessions. The list of question

is shown in Appendix B.

Data Collection Procedure

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The procedure of collecting data in this study started with collecting data from

observation of teaching activities of 3 classes; 2 observations in the lower grades (grade

2a and 2b) and 1 observation in the higher classes (grade 5a). During the observation,

the teaching activity was noted. Then, after the teaching activities were done, the

materials in the books were also collected.

In the interview session, teachers were interviewed using a semi-structured

interview about their strategy of teaching English. It was also used audio-recorded using

a smartphone. The list of main questions was also prepared properly.

Data Analysis Procedure

The analysis was adapted from Dawson (2009). First, the data of observation

was processed. The field note of observation was processed into transcripts. After all

the data was transcribed, it was transformed using Qualitative Method. The type of

qualitative method chosen was Content Analysis. The data in the transcript was coded

for some themes. The themes of coding were used to classify similar codes.

After that, the codes became the bases for questions for the interviews. The data

of interview was processed to support the main data from observation. Then, both data

were compiled and classified into a new transcript. The new transcript was processed

into a descriptive report as the result of the study.

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FINDINGS AND DISCUSSION

In this section, I would explain the result of observation and interview about

teaching strategies used by teachers in SD Lab Kristen Satya Wacana Salatiga.

Strategies of Teaching

In SD Lab Kristen Satya Wacana, teachers taught English to their students using

several strategies through class activities and audio-visual aids (AVA). The activities,

as a medium, helped teachers to present the knowledge of the material to students. The

AVA supported teachers to deliver the material to the students. They had different

teaching strategies at lower and higher grades, but there were also similar strategies that

were implemented in each class. According to the data that was processed, I found some

points that were elaborated into teaching reports.

1. Teaching English in The Lower Grade

Grade two was taken as the representative of observation of lower grades. It took

at 20th of February 2018. In class 2A, the lesson was at 08.05 – 09.11, while class 2B

was at 09.30 – 10.13. The teacher taught adjectives and classified them into opposites.

The teaching-learning activity used two rooms; a multimedia room and classroom, using

LCD, projector, and speakers. The material was delivered through videos, songs, mimes,

and gestures during pre-teaching, whilst-teaching, and post-teaching activities.

13

1.1 Video and Songs

In pre-teaching phase, the teacher taught about adjectives classified into

adjectives of opposites. The strategy to introduce the material was eliciting students

using a video and songs from Maple Leaf Learning first. The video contained pictures

and songs of ten adjectives; big, little, long, short, clean, dirty, tall, short, fast and slow;

as shown in Figure 1, 2,3 and 4 below.

Figure 1. Video and Songs Figure 2. Video and Songs

Figure 3. Video and Songs Figure 4. Video and Songs

The teacher played the video once, and the students started to give attention. They

responded with laughing and singing. Then, the teacher played the video once again to

make them understand better.

The strategies using videos and songs help students with visual and audio

learning to understand. As said before by Sharp (et al. 2008) and Pritchard (2005) that

visual learners learn by watching, while auditory learners give attention to voices. The

teacher also used the video and songs in order to simplify the teaching and build initial

concepts to students' mind. Bajramia and

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Ismailia (2016) argued that a video as a learning support is able to create an attractive

environment where students' comprehension of linguistic competence improves. It

helped teachers to deliver non-concrete material. It is a material that taught about things

which cannot be imagined easily. Students at lower grades (1 until 3) do not only need

teacher’s explanation, they also need to hear, see, touch, and a chance to encounter it

(Harmer, 2007). Students need concrete things in their learning as the excerpt below

explained:

Segala sesuatu di pikiran mereka itu masih relative. How big is big itself?

Mereka butuh patokan dan perbandingan yang pasti. Sedangkan kalo

menggambar atau mencari gambar printed itu take times dan ribet. (Guru

R, 10 Juli, 2018).

On the other hand, songs provide natural repetition that does not feel like a drill but can

serve the same reinforcement function (Lems, 2018). The students in this study received

the material effectively with an enjoyable atmosphere through learning using the video

and the songs.

1.2 Mime and Gestures

In whilst-teaching phase, the teaching activity was teaching the material for

reinforcement. The materials were big, little, long, short, clean, dirty, tall, short, fast

and slow as shown in Figure 5&6. At this time, the teacher used mimes and gestures as

the strategies for students to attain more understanding. The teacher told that three kinds

of learning needs in her class had to be met in 10 minutes, so the teacher's decision is to

use mime and gestures. The picture below shows the understanding of word fast and

slow with those mimes and gestures.

15

Figure 5. Mime and Gestures Figure 6. Mime and Gestures

After watching the video, the teacher asked the students about the vocabularies that they

saw in the video. The teacher would ask students to follow her mimes or gestures in

describing the adjectives. For example, the teacher would give a gesture for running fast

to describe the word fast and the teacher would give a gesture for running slowly to

describe for the word slow.

Mimes and Gestures can aim to convey meaning explicitly and build up the

learning atmosphere (Harmer, 2007). Teachers can choose Total Physical Response

activity to encourage students for having short practices of the material explanation and

also fulfilling the needs of three types learning of students; auditory, visual, and

kinesthetic. Linse (2006) also stated that Total Physical Response (TPR) utilizes the

auditory, visual and tactile (kinesthetic) learning. In this study, the students with

auditory learning may receive the material by hearing and making noises with their

pencil or book. They imagine what the teacher means. Visually learning students may

not be able to do that; they have to see the object in order to understand the material.

Similarly, the teacher also saw that kinesthetic has their own way as this excerpt

mention:

Sedangkan kinestetik kalau tidak sambil bergerak, mereka tidak paham.

mereka harus mengalami dulu baru bisa menangkap maksudnya gimana.

(Guru R, 10 Juli, 2018).

16

It is also stated by Murphy (et al. 2004) that kinesthetic learners need to experience or

encounter the teacher’s explanation in order to understand the material. It is also able to

encourage students to be active.

2. Teaching English in The Higher Grade

In this section, grade five was the representative for the higher grade. The

observation was taken on 27th of February 2018 at 10.55 – 11.35. The teacher taught the

preposition of place. This teaching activity was held in a class using LCD and projector.

There were strategies in each phase of teaching; pre-teaching, whilst-teaching and post-

teaching.

2.1 PowerPoint

In the beginning of the class, the teacher used PowerPoint to deliver the material.

It helped the teacher to deliver the material and helped the students to imagine or

understand the material. In the PowerPoint, the teacher had the explanation of using

preparations of place, such as: in, on and at. It was supplemented with the material in

the book, as seen in Figure 7 below.

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Figure 7. Supplement Materials for Power Point

In the book, there were only examples of using preparations of place. She asked the

students to look at the PowerPoint, while the teacher was explaining the material. The

teacher would ask them to look at the book when it came to examples of using the

material.

The teacher in this study explained by providing power point as supporting

materials. Oommen (2012) stated that PowerPoint enhances the effectiveness of teacher

presentations by highlighting keywords in the presentation, and displaying pictures and

diagrams. He also said that the goal of the teacher is for creating PowerPoint

presentations that communicate messages effectively. It is also supported by excerpt

below:

Untuk Bahasa Inggris itu terkadang kita tidak bisa kalau cuma ceramah

tentang preposition, ya ada gambarnya paling tidak dalam dua dimensi,

jadi mereka tidak ngawang-ngawang tapi siswa bisa melihat dengan

jelas. (Guru D, 10 Juli, 2018)

18

As the teacher’s statement above that they were also concerning students’ need to make

the students’ understanding clear. Power point helped the teacher to make students

focused on the explanation and materials on the PowerPoint. As Sharp (et al. 2008)

argued that the visual learners mostly might direct their gaze or move their eyes

upwards. They focus in giving attention to what they see. It also completed the students’

learning process.

2.2. Repetition

Repetition is the other strategy which is used by the teacher. During the

explanation about prepositions of place, the students mostly would repeat after the

teacher. As the excerpt below:

Iya, jadi kita memberi contoh pengucapan, dan terkadang mereka masih

mispronunciation. (Guru D, 10 Juli, 2018)

the teachers used repetition to give examples of how they pronounced words correctly.

After explaining and giving the examples of the use of the preparation of place, the

teacher would read the text Sneaker goes to the Sea and Sea Life (as shown in Figure 8

& 9), and students would repeat after the teacher. Then, the students were asked to read

the text together. The texts are presented in the next page.

19

Figure 8. Reading Text in Repetition

Figure 9. Reading Text in Repetition

20

In the learning activity, the teacher often asked students to repeat after the teacher. The

teacher would say some words, and the students should repeat. According to Miller

(2001), this type of students can remember information through loud reading or

mouthing when reading This strategy seems to help students learn vocabularies. The

teacher guides the students to pronounce words and helps them remember the

vocabularies.

2.3 Meaning and Use of Words in L1

During the teacher’s explanation, some students did not understand the meaning

of in, on, and at. The teacher had to tell them about the meaning and the use of the words

in Bahasa Indonesia. Then, the teacher gave an example of a text Sneaker Goes to the

Sea and Sea Life in the book as shown in Figure 10 & 11. The teacher directly translated

and explained the meaning of in, on, and at that written in the texts into Bahasa

Indonesia. The texts are presented in the next page.

Figure 10 & 11. Meaning and Use of Words in L1

21

Telling the meaning directly to students was probably the last choice the teacher

had as the excerpt below:

Anak-anak biasanya saya kasih clue untuk menebak itu meaningnya apa,

tapi kalo untuk structure memang agak sulit. Jadi saya langsung jelaskan

artinya dalam Bahasa Indonesia. (Guru D, 10 Juli, 2018)

It is because the time was limited and the students did not understand the materials.

According to Hamer (2007), sentences have to be translated from the target language

back to students’ first language and vice versa. Sometimes, it is better for students to

know the meaning in their first language directly. The important thing is students get

the points of the learning.

2.4 Question and Answer

The goal of using question and answer as a strategy in this study was the same

as Xiao Ma in 2008. He also argued that the use of question and answer is to check if

the students understood what was taught, and to enhance students' involvement and to

promote students' creative thinking in classroom interaction. After explaining the

material, the teacher ensured whether the students understood prepositions of place (in,

on and at). So, the teacher gave an example of how to use the preposition of place

through answering questions on the book and writing it on the whiteboard. After giving

several examples, she asked questions which were also in the book (as shown in Figure

12), and the students should answer it orally.

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Figure 12. Example of questions in Question and Answer

Within this material, the teacher used questions and answers activity as the

strategy to check students’ understanding as the excerpt strengthen below:

Saya pakai question answer itu biasanya kalo enda ditunjuk gitu yang

mau jawab cuma anak anak tertentu saja, yang ekstrovert aja, tapi yang

introvert kadang mereka paham tapi diam, masih malu malu gitu. (Guru

D, 10 Juli, 2018)

The teacher started to asked some active students. Then the teacher would point to the

passive students to speak up. The teacher would ask some students questions about the

material. The teachers would know which part they did not understand. This practice

also help the auditory and kinesthetic in learning. The auditory focus on every words

that comes in practice, and the kinesthetic have their experience through the practice.

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2.5 Things around Class

During the question and answer activity, the teacher made a variation of

questions. She used things around the class as her subject or object of questions; such

as "where is Alex’s pencil case?”. Then the students should answer using in, on, or at.

She did it by pointing students one by one.

In explaining the preposition of place, the teacher provided examples to support

their teaching, especially when the teacher lead students with explanations. As the

excerpt below mention:

Anak anak kadang lebih mengena kalo kita pake things around class atau

yang mereka temui setiap hari, mereka familiar. (Guru D, 10 Juli, 2018)

The teachers needed examples of what students know or familiar with, that they would

be quick in understanding the material. The things around the class and students' daily

life are familiar examples that the teacher used pencil, door, chair, books, boxes, etc.

This strategy is a benefit to visual learners, where they can learn through watching the

real things. The kinesthetic is also helped. They can see and touch the real things in their

learning. Through familiar AVA around the class and daily life, the teaching seems to

be effective. The students could understand properly,

Written Exercises

At the end of teaching activities in lower and higher grades, the teachers gave

written exercises. They would tell and give examples of how to do the exercises first.

Then, the students could start doing the exercises. The exercises are in the book as seen

in Figure 13, 14 & 15.

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Figure 13 & 14. Written Exercise

Figure 15. Written Exercise

It is also said by Linse (2006) that students often have English-language writing

activities related to the content that learners may be studying in English or in their native

language. The teachers in this study also used written exercises for the next teaching.

The purpose was to measure their understanding of adjectives and prepositions of place.

25

The measurement can be used to decide the next day activities as this excerpt below

mentioned:

Written exercises juga untuk mengkonfirmasi pemahaman mereka, itu

juga sebagai ukuran saya untuk menyiapkan materi minggu depan.

(Guru R, 10 Juli, 2018)

The teachers can take the written exercises from book, website, or even their own

exercises. The exercises that is used during the observation were taken from a book,

called BEST.

Bilingual

Another common aspect found in this study was in the teaching and learning

activity of adjectives and preposition of place, the teachers used two languages. They

used English and Bahasa Indonesia, but they decide to use English dominantly than

Bahasa Indonesia as the excerpt below mentioned:

Kami sepakat menerapkan sistem seperti itu. Itu untuk menambah

vocabulary, melatih pendengaran mereka dalam berbahasa Inggris, dan

supaya anak semakin percaya diri dalam menggunakan Bahasa Inggris.

(Guru R, 10 Juli, 2018)

The percentage was around 60%-40% to 80%-20% of English-Indonesia as said by

teachers. All teachers there agreed to deal the teaching with bilingual. Teachers and

students did not only use both language in learning the material but also in their

interaction in class. The teachers would tell students to keep silent by saying "please

keep silent, don't disturb your friends!". The instructions seemed familiar to them.

According to Harmer (2007) if English is the medium of communication in a

classroom, then students will be provoked into more and more communication attempts.

It also impacted the auditory learners, where they need repeating what they learn about

in order to remember and memorize it. They do not only once trial, but they need

26

continuously trial to complete their learning process. Then, during the process, language

learning may well "take care of itself".

27

CONCLUSION

This study was done to answer the question, "What are teachers' strategies for teaching

English as a local content in the school?". The findings show that there are nine strategies used

by the teachers in SD Lab Kristen Satya Wacana. Each of the findings appears to help the

teachers’s teaching activities. For example, the teaching strategies using mimes and gestures

were chosen in order to fulfill students learning styles; auditory, visual and kinesthetic. The

teachers must have observed each students learning process and conclude that using mimes and

gestures were appropriate. The teachers know the students’ needs and how to fulfill the needs.

It also worked to the other strategies. The teachers had much teaching experiences, so each

strategy that they chose are appropriate. This study can be implicated for teaching English to

elementary schools in rural area. It elaborates the way of teaching for every learning styles, so

students’ need will be fulfilled well. However, this study is limited to the situation in urban area

of Salatiga. The location of the school is in the middle of Salatiga. Hopefully, there could be a

further strategy that observes other schools with rural area of Salatiga

28

ACKNOWLEDGMENT

During the process of thesis writing, I have been helped and supported by many

people. First, I would like to thank to my Savior, Jesus Christ, for His mercy and grace

that fall upon me. It is all because of His blessing I can do all things even the impossible

ones. Second, special thanks to my father and mother. They are my first "support

system" that always encourage me. The third, special gratitude is for my advisor, Bapak

Astika and miss Yustin. I really appreciate your time and effort to guide me well. The

last, but not least, is for my boyfriend and friends: Andreas Yonathan Ara, Lavani Satya

Kristie, my Connect Group team, and my leaders. They will always be my second home

to me with their full heart.

29

REFERENCES

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styles and learning theories. Journal of Child & Adolescent Behavior, 6. China:

Beijing.

Bajrami, L., Ismaili, M. (2016). The role of video materials in EFL classrooms. Social

and Behavioral Sciences, 502 – 506.

Brazelton, B., Greenspan, S. (2000). The irreducible needs of children: what every child

must have to grow, learn, and flourish. Cambridge, UK: Perseus Publishing.

Copland, F., Garton, S. (2014). Key themes and future directions in teaching English to

young learners: Introduction to the special issue. ELT Journal, 68.

Drago, W. A., & Wagner, R. J. (2004). VARK preferred learning styles and online

education. Management Research News, 27(7), 1-13.

Franklin, S. (2006). VAKing out learning styles—why the notion of ‘learning styles’

is unhelpful to teachers. Education 3-13. UK: Routledge.

Harmer, J. (2007). The practice of English language teaching (3rd Ed.). Cambridge,

UK: Pearson Longman.

Lems, K. (2018). New ideas for teaching English using songs and music.

English Teaching Forum, 14-21.

Linse, C. T., (Eds). (2006). Practical English language teaching: Young Learners.

New York: McGraw-Hill.

Ma, X. (2008). The skills of teacher’s questioning in English classes. International

Education Studies, (2), 92-100.

Murphy, R. J., Gray, S. A., Straja, S. R., & Bogert, M. C. (2004). Student learning

preferences and teaching implications: Educational methodologies. Journal of

Dental Education, 68 (8), 859-866.

Musthafa, B. (2010). Teaching English to young learners in Indonesia: Essential

Requirements. Educationist, 4, 120-124.

Oommen, A. (2012). Teaching English as a global language in smart classrooms with

powerpoint presentation. English Language Teaching, 12 (5). 54-61.

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Othman, N. Amiruddin, M. H. (2010). Different perspectives of learning styles from

VARK Model. Malaysia: Elsevier Ltd.

Pritchard, A. (2005). Ways of Learning, Learning Theories and Learning Styles in the

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Sharp, J. G., Bowker, R., Byrne, J. (2008). VAK or VAK‐uous? Towards the

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203-206.

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APPENDIX A

Observation Form

Teacher’s name:

Class Day Date

Room Duration Time

Topic

How did the teacher start the class?

How did s/he deliver the materials?

What kind of activities did s/he use?

How did s/he manage the activities?

How did s/he interact with the whole class and with a particular student?

What kind of questions did s/he ask?

What language did s/he use?

How did s/he end the class?

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APPENDIX B

INTERVIEW GURU KELAS 2A & 2B

Objek:

Video &Song

Mime & gesture

Games

Bilingual

Written Exercises

Pertanyaan:

1. Mengapa bu Deti memilih _____ dalam menjelaskan materi kepada murid-murid? Apakah ada

alasan tertentu dalam memilih teknik tersebut.

2. Bagaimana dengan tujuan penggunaan _____ itu sendiri?

3. Kapan saja ibu menggunakan _____ dalam pengajaran Bahasa Inggris ini? Adakah di waktu

tertentu atau di materi tertentu?

4. Seberapa efektifkah, menurut ibu sendiri, ketika ibu memilih untuk menggunakan teknik

tersebut? Cukup/sangat efektif.

5. Bagaimana selama ini respon murid-murid dalam pengajaran menggunakan _____ ?

INTERVIEW GURU KELAS 5B

Objek:

Power Point

Gesture

Things around class

How to pronounce

Used daily example

Meaning and using

Q & A teacher-student, student-student

Written Exercises

Bilingual

33

Pertanyaan:

6. Mengapa bu Deti memilih _____ dalam menjelaskan materi kepada murid-murid? Apakah ada

alasan tertentu dalam memilih teknik tersebut.

7. Bagaimana dengan tujuan penggunaan _____ itu sendiri?

8. Kapan saja ibu menggunakan _____ dalam pengajaran Bahasa Inggris ini? Adakah di waktu

tertentu atau di materi tertentu?

9. Seberapa efektifkah, menurut ibu sendiri, ketika ibu memilih untuk menggunakan teknik

tersebut? Cukup/sangat efektif.

10. Bagaimana selama ini respon murid-murid dalam pengajaran menggunakan _____ ?

strategies of teaching english at elementary school …

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