the effect of microteaching strategy on raudhatul …

2nd International Seminar on Education 2017Empowering Local Wisdom on Education for Global Issue

Batusangkar, September 05-06-2017

475

THE EFFECT OF MICROTEACHING STRATEGY ON RAUDHATULATHFAL TEACHERS’ SPEAKING SKILLS IN TEACHING ENGLISH

Yulnetri

English Department of IAIN BatusangkarEmail: [email protected]

ABSTRACT

Recently, teaching English for young learners becomes more favorable in Indonesia. Manyschools starting from pre schools and kindergartens have inserted the English subject as thelocal content in their curriculum. However, as the preliminary research, it was found that the

teachers were lacking of qualification as teachers for EYL. Assuming that microteaching strategyis effective on improving the teachers’ language as well as teaching competences, the writer dida quasi experimental research to 18 kindergarten teachers in Tanah Datar Regency. In order to

find out the effectiveness, the sample was given pre-test and post test of speaking skill. As theresult, based on the output of t-test score with value of Sig. (2-tailed) or P-value = 0.000<<<α

(significance level 0.05), it was concluded that statistically Ho was rejected and Ha wasaccepted. It means there was a siginicant difference of the pre test mean score (14,89) and thepost-test mean score (26,7). Therefore the microteaching strategy was effective to improve the

Raudhatul Athfal teachers’ speaking skill in teaching English for young learners.

Key words: Raudhatul Adhfal, microteaching strategy, and speaking skills

BACKGROUND OF THE PROBLEM

ecently teaching English for younglearners becomes more favorable in

Indonesia. Decentralization of education inIndonesia has encouraged local governmentsto make their own decisions relative to someportion of curricular space in the form of theuse of some learning hours for what hasbecome known as a local content (Musthafa2010:1). As a result of this decentralizationpolicy, many districts and city governmentsare interested in teaching English to younglearners (EYL). This is evidenced by theincreasing number of preschools andkindergartens which offer English classes.

Many schools starting from pre schoolsand kindergartens have inserted Englishsubject in their curriculum. This might happenbased on an assumption that introducingEnglish, as a foreign language, early to younglearners gives some benefits. According toWright (2004) there are a number ofadvantages of teaching foreign languange,

particularly English, earlier such as preparingchildren with English for their secondaryschool, and enhancing and making usechildren’s learning potentials-consideringgolden age or critical period. Therefore,rendering English to children is a wise andright decision.

The process of teaching English foryoung learners is equivalent with the one insecond language acquisition. It has beenunderstood that the success for teachingEnglish for young learners (as SLA) isdetermined by several factors. Ellis (1985)identifies the factors include socio-culturalfactors, learner differences, language input,learner processes, and language output.Among these factors, language input isconsidered to be the most important.

Moreover Ellis in Cahyono (2011)defines input as the samples of oral and writtenlanguage a learner is exposed to while learningor using a particular target language. In otherwords, input serves as the raw materials that

R



476

should be processed by the language learnersin order to be able to communicate andprovides models of language suitable with thesecond language learners’ level of languagedevelopment.

As stated previously that language inputhas a significant role in second languageacquisition. It influences the young learners’English language later on. However, this willbecome a big problem for the young learnerswho are learning English if the teachers cannotprovide good input for them to learn. It means,the teachers should have their own skills ofEnglish before trying to teach the learners thatlanguage.

Aligned with the introduction offoreign languages to young learners, thenecessity to prepare teachers has risen(Vojtcova 2008:93). This TEYL program isnecessary to be well prepared. Qualified andcompetent teachers are necessary to beprepared for the implementation of thiscurriculum. There is a need of training forteachers of English at elementary schools.Malkina (2008:33) asserts that in order to bequalified to teach English as a foreignlanguage at elementary school, teachers haveto attend teachers’ college or complete theiruniversity studies

It might be also said, teaching foreignlanguage, in particular English, for younglearners presents a number of challenges. Oneof the challenges is educating teachers withsufficient English skills and knowledge oflanguage teaching methodology. Teachersneed to be confident and willing to use Englishin the classroom in order to increase childrenexposure to the natural use of English incommunication.

Moreover Vale and Feunteun (2012: 6)classify typical points raised by the teachers ofEnglish to children, namely 1) teachers withEYL experience, but with no experience ofworking with children, 2) teachers withexperience of teaching children, but with littleor no experience of teaching EFL, and 3)teachers who are training to teach EFL,possibly to children. In Indonesia, EYLteachers are classified into three types,namely: 1) classroom teachers who have notbeen to English teaching college, 2) English

teachers who attend English teaching collegebut have no experience working with children,and 3) teachers who have English backgroundand experience working with children(Suyanto 2009: 33).

In current situation regarding theeducation of English teachers is far fromsatisfactory. According to the interview ofeducational background of language teachersin pre schools and kindergarten in Tanah Datarregency, none has formal English background.It was found that 10% of the teachers whohave got training to teach English for younglearners.

Department of Pendidikan GuruRaudhatul Adfal (PGRA) IAIN Batusangkar isa teaching department specializing atpreparing its students to become teachersteaching young learners in pre schools orkindergartens. Ideally English is taught by anEnglish teacher. As the matter fact, as found inmany schools in Tanah Datar regency, Englishis taught by the Raudhatul Atfal (preschooland kindergarten) teachers whose backgroundis not English. That is the reason of PGRAdepartment to include English subject in thecurriculum. In order to enable the teachers toteach English, based on the curriculum, thestudents are offered English for YoungChildren subject. The subject is aimed atproviding the participants knowledge andbasic skills in teaching English for younglearners.

Based on the preliminary interview, thissubject is relatively difficult because,according to the participants, they have a verylimited ability of English, especially invocabulary mastery and speaking skill. Then,they have no idea how and what to teach inEnglish. Once, the researcher observed thatmany of them refused to demonstrate how toteach a given teaching material in front of theclass.

Moreover PGRA of IAIN Batusangkaris handling a program specializing for teachersof young learners who want to upgrade theirdiploma. The participants are preschool andkindergarten teachers in Tanah Datar regency,who want to get diploma (S1) degree. Whileteaching the English for Young Childrensubject, the researcher found that almost all of



477

the teachers had insufficient capability inEnglish especially in speaking. While beinginterviewed about how they teach English,they answered that they just use BahasaIndonesia, and ask the students to rememberthe English word and its translation.Preliminarily, they were asked to show to theclass the way they teach, all of them werereluctant. They asked for excuses because, asthey said, they could not pronounce in correctpronunciation.

Due to the problems elaborated, theresearcher as the lecturer of English for EarlyYoung Leraners tried to develop a teachingstrategy that can be useful in developing theirspeakng skills. One of the alternatives ismicroteaching strategy. One of the alternativesis microteaching strategy. By havingmicroteaching strategy, the student teachersare provided an opportunity to experience thereal teaching of English using that language.According to Remesh (2011) Microteachingprovides teachers an opportunity to perk uptheir teaching skills by improving the varioussimple tasks called teaching skills. Then,Singh,L.C. (1977) states that Micro-teaching isa scaled down teaching encounter in which ateacher teaches a small unit to a group of fivepupils for a small period of 5-20 minutes. Thecore skills of microteaching such aspresentation and reinforcement skills help thenovice teachers to learn the art of teaching atease and to the maximum extent.

In this case, the research focused onthe teacher students’ communicative skills,i.e., speaking skills in English. Moreover,such a situation offers a helpful setting foran experienced or inexperienced teacher toacquire new teaching skills and to refineold ones. In short, having done surveys,the researcher does not find the sameresearch conducted. Therefore, based onthe phenomena elaborated previously, theresearcher is interested in conducting aresearch entitled, “Micro TeachingStrategy in Developing Raudhatul AdhfalTeachers’ Speaking Skills in TeachingEnglish”.

REVIEW OF RELATED LITERATURE

1. Teaching English for Young Learners

a. Characteristics of Young LearnersYoung learners are children between the

ages of about 5 years old to 12 years old(Rixon in Ma’mun, 2011), while according toLynne Cameron; young learners are thoseunder 14 years old. Moreover, the definition ofyoung learners mainly based on the yearsspent in the primary or elementary stages offormal education before the transition tosecondary school. This is assumed that thedefinition of young learners can be variedfrom one country to the others.

Teaching young learners is not the samewith teaching the adult ones. It creates a morechallenging task. Young learners have theirown characteristics. According to Brendon(2012) there are general characteristics that theteacher should know, as follows:1. They have short attention span. Then the

teachers should vary their techniques tobreak the boredom.

2. They are active. Then the teacher shouldengage them into physical activities. Askthem to play simple games, role play andinvolve them in competitions.

3. They respond well to praising. Theteacher should always encourage themand praise their work.

4. They differ in their experience oflanguage.

5. They are less shy than older learners.6. They are imaginative. The teachers should

use pictures to teach new vocabularyrelated to concrete meanings, but mayhave some difficulties distinguishingbetween imagination and real world.

7. They enjoy learning through playing.8. They have limited reading and writing

skills even in their first language.9. They generally are concerned more about

themselves and others. The teachers aresuggested to teach the value of individualdifferences. Frequently teach them thevalue of family and friendship.

10. They limited knowledge about the world.The teachers should use discussionactivities that will encourage thinking,such as simple riddles and guessing



478

games. The teachers also should introducenew words and have them draw picturesrelated to the word.

11. They enjoy fantasy, imagination andmovementThus as young learner teachers, we shouldpay attention to the teaching activities thatgive more chances for them to do learningthrough playing. The teachers must avoidmonotonous learning activities andmaterials in their class.

Then, as found inhttp:www.teachingenglishgames.com thecharacteristics of young learners are asfollows:1. Preschool children have a very short

attention span.2. Preschool children will forget things

quickly3. Preschool children may not be fully

confident in their own language4. Some of the preschool children may not

be motivated to learn5. They may be fearful6. Preschool children develop at very

different rates

In conclusion, one of the most salientdifferences between adult and children isattention span. The short attention spanscome up only when the teachers presentstuff that to them is boring, useless or toodifficult. Since language lesson cansometimes be difficult, the teachersshould try to make the lesson moreinteresting, live and fun.

b. Factors Influencing the Success ofTeaching English for Young Learners.

According to Ashaworth in RirinPusparini (2011:223) that there aresome factors that influence children inlearning a language, those are asfollows;1). Age FactorThis factor influences a lot in languageacquisition speed. It means that there isa relationship between learning speedand age. Fathman in Dulay (1982:85)says that children in the first year, five

to seven years old, can master languagephonology more than the adults.2). Cognitive FactorPiaget in Dulay (1982:91) states thatthe early age, five to seven years oldstudents are in pre-operational stages,that is a process of logical thinking andit is mental activities not censoricmotor. It means in learning a language,it should be more focused on rotingactivities, without asking to think sohard. The teachers should not involvethe children in deeply meaningfulcommunication.3). Affective FactorThe children affective factor is on theegocentric role in their development. Itmeans that their world is about themthemselves. Most of the children arevery self-centered.4). Environment FactorAccording to Dulay (1982:93) thatchildren are easily accept “here andnow language”. This principle explainsthat the children can quickly understandsomething around them and at the rightmoment.

In conclusion, there are foursignificant factors influencing thesucces of teaching English to younglearners. thus, the young learnerteachers should give positive inputs totheir students since this age is crucialperiod of the children’s development.In terms of teaching English, theteachers must have good capability inspeaking as inputs for their learnerswhile learning English.

2. Speaking Skills

a. Definition of Speaking SkillThe phrase speaking skill derives from

two words; speaking and skill. Speaking isa productive skill that involves exchangingideas between a speaker and the listener.According to Nunan (2003:48) speaking isthe productive aural or oral skill. The sameidea also comes from Brown (2004:140)that speaking is a productive skil that canbe directly observed in terms of grammar,vocabulary, and pronunciation.



479

Moreover speaking is a complex skillwhich involves a number of differentskills. As stated to able to speak thespeaker must possess pronunciation skill,grammar, and vocabulary. It also involvesa process of communication which conveythe message or information and depressideas from the speaker to the listener.

In conclusion, speaking as aninteractive communication requires theability to manage the speaking turns and ittakes place in real time, with little time fordetailed planning. The speaker expresseshis/her ideas directly in oral way. In such away, it can be said that speaking is anaction of conveying information orexpressing one’s thought and feelings bothspeaker and listener through putting somewords in a sentence expressed in verballanguage.

b. How to Test and MeasureSpeaking SkillsAccording to Brown in Suswati

and Nina (2013) there are five types ofspeaking assessment:

1. Imitative SpeakingAt one end of a continuum of types ofspeaking performance is the ability tosimply parrot back (imitate) a word orphrase or possibly a sentence. The imitativespeaking can scored as follows:

2 Acceptable pronunciation

1 Comprehensible, partiallycorrect pronunciation

0 Silence, seriously incorrectpronunciation

2. Intensive SpeakingA second type of speaking frequentlyemployed in assessment context is theproduction of short streches (not more thana sentence) of oral language designed todemonstrate competence in a narrow bandof grammatical, phrasal, lexical, orphonological relationship. The test can bein kinds of directed response tasks, readaloud tasks, sentence/dialog completion

tasks, picture-cued tasks, and translation (ofliited streches of discourse)The rubrics can be modifies as follows:

2 Comprehensible; acceptable targetform

1 Comprehensible; partially correcttarget form

0 Silence; or seriously incorrecttarget form

3. Responsive Speaking

Responsive assessment tasks includeinteraction and test comprehension but atthe somewhat limited level of very shortconversations, standard greetings, simplerequests and comments, and small talks.

4. Interactive Speaking

Interactive tasks are what someone woulddescribe as interpersonal speech events.The tasks are; interview, role play,discussion and conversation, and games.

5. Extensive Speaking

Extensive speaking tasks involve complex,relatively lengthy streches of discourse.They are frequently variatios ofmonologues, usually with minimal verbalinteraction. This kind of assessmentincludes more transactional speech events,such as; oral presentation, picture-cuedstory telling, retelling a story, news event,and translation (extensded prose)Moreover, academic monologues can beidentified in presentation of a report, apaper, a marketing plan, a sales idea, adesign of new product, or a method. Sincemicroteaching has similar nuanse with oralpresentation, the researcher takes the rubricto score the teachers’ speaking skill.Here is the presentation checklist:

Score :3 Excellent2 Good1 Fair0 Poor

Content:- The purpose or objective of the

presentation was accomplished (PUR)



480

- The introduction was lively and got myattention (INTR)

- The main idea or point was clearly statedfrom the beginning (MI)

- The supporting points were clearlyexpressed and supportedly well by facts(SUPP)

Delivery:- The speaker used gestures and body

language (GS)- The speaker maintained eye contact with

the audience (EC)- The speaker’s language was natural and

fluent (LG)- The speaker’s volume of speech was

appropriate (VS)- The speaker’s rate of speech was

appropriate (RS)- The speaker’s pronunciation was clear and

comprehensible (PR)- The speaker’s grammar was correct didn’t

prevent understanding (GR)- The speaker used visual aids effectively

(MD)- The speaker showed enthusiasm and

interest. (EI)As the respondents were under academicmonolog circumstances, these criteria areconsidered to be appropriate for scoringthe teachers’ speaking skills in teachingEnglish.

3. Micro Teaching Strategy in DevelopingSpeaking Skillsa. Concepts of Micro Teaching Strategy

Micro-teaching has been defined in anumber of ways. Some selected definitionsare given. According to Allen, D.W (1966)Micro-teaching is a scaled down teachingencounter in class size and class time.Then, Allen, D.W. and Eve, A.W. (1968)state that Micro-teaching as a system ofcontrolled practice that makes it possibleto concentrate on specified teachingbehavior and to practices teaching undercontrolled conditions. Moreover, Bush,R.N (1968) defines that Micro-teaching isa teacher education technique whichallows teachers to apply clearly defined

teaching skills to carefully preparedlessons in a planned series of 5-10 minutesencounter with a small group of realstudents, often with an opportunity toobserve the result on video-tape. Indifferent sources, Singh, L.C.(1977)defines Micro-teaching as a scaled downteaching encounter in which a teacherteaches a small unit to a group of fivepupils for a small period of 5-20 minutes.Such a situation offers a helpful setting foran experienced or inexperienced teacher toacquire new teaching skills and to refineold ones.

Micro-teaching is a training conceptthat can be applied at the pre-service andin-service stages in the professionaldevelopment of teachers. Micro-teachingprovides teacher with a practice setting forinstruction in which the normalcomplexities of class-room are reducedand in which the teacher receives a greatdeal of feedback on his performance. Tominimize the complexities of the normalteaching encounter, several dimensions arelimited. The length of the lesson isreduced. The scope of the lesson isnarrowed, and the teacher teaches only afew students.

Basically in micro-teaching, thetrainee is engaged in a scaled-downteaching situation. It is scaled down interms of class size, since the trainee isteaching a small group of 5-10 pupils. Thelesson is scaled down in length of class-time and is reduced to 5-10 minutes. It isalso scaled down in terms of teachingtasks. These tasks may include thepracticing and mastering of a specificteaching skill such as lecturing or teachingexplanation, questioning or leading adiscussion; mastering of specific teachingstrategies; flexibility, instructionaldecision making, alternative uses ofspecific curricula, instructional materialsand classroom management. Only one



481

skill or task is taken up at a time. Ifpossible micro-lesson is video-taped ortape-recorded. The student-teacherimmediately views his/her lesson,evaluates it, amends his/her approach,reteaches the lesson to another group ofpupils, reviews and evaluates. To sum up,it might be said that microteaching strategyis a small unit, not more than 20 minutes,version of teaching activities aiming attraining the teacher a particular teachingskills.

b. How to Implement Micro TeachingStrategyAccording to Allen and Ryan (1969: 1-

3) microteaching has the followingcharacteristics:1. It is a real teaching situation.2. It reduces the complexity of the real

classroom teaching situation in terms ofthe number of students, the amount oftime and the amount of learningcontents.

3. It emphasizes training for mastery ofteaching activities such as skills,techniques, methods, and curriculumselection.

4. It offers better control over practicingteaching activities because manyfactors easily can be manipulated toattain this greater degree of control inthe training program.

5. The feedback dimension is expandedconsiderably because the student canreceive meaningful feedbackimmediately after his performance.Microteaching is an instrument for teacher

training. It offers the students the opportunityto practice teaching activities under controlledand stimulated circumstances such that thecomplexity of the real teaching situation. Thisis the newly designed strategy which seems tobe a content-based one where the integrationof language and content throughout a sequenceof language levels is made. This is particularlyuseful since it has the potential to address thegaps occurring when teachers learn teaching

methodologies but have limited languagelevels. Based on these, the writer improves andvaries the microteaching strategy which hasalready developed in some parts in accordancewith the kinds of subject matters taught inschools, as well as the language level.

There are three phases of Micro Teaching:1. Knowledge acquisition

This is the first phase of microteaching. Itincludes collection of data related to therequired skills in a rational manner as aclassroom component. The teacher learnersmay read various literatures about whatshould be done and prepared for a teachingprocess. She or he should have knowledgeabout current curriculum, syllabus design,teaching materials, media, and assessment.

2. Skill acquisitionUnder this phase the teacher learners areasked to prepare lessons and practice skills.They should consult the syllabus beforehand. Then they decide what material theyteach and write it down in a lesson plan. Inaddition, they should include the settings,such as the length of the lesson, theduration of the class, and the skill to beobtained. Then, they demonstrate in frontof the class. The most important points atthis phase are supervising and feedback.

3. Transferring phaseThis is the last phase of microteaching. Theteacher learners come out in real situation,which is not controlled. Here the teacherlearners apply all theories in teaching in areal classroom with the real students.Moreover, to be specific, since the target

of this project is to develop the teacherlearners’ speaking ability in teaching English,this module is designed to help them focus onthe skill acquisition phase. The first phase hasbeen discussed in other particular session,called Curriculum and Material Development.

According to the technical guidance ofmicroteaching published in IAIN Batusangkar,the teaching activities are classified into threephases:

a. Opening phaseb. Whilst teaching phasec. Closing phase,The writer helps the learners with certain

expressions and guidances at each phase in



482

order to improve their communicative andlinguistic competences. The module introducesthe expressions from the basic ones, thereforeit can be used by the teachers with the verybasic English ability. Try to remember allexpressions, and practice to pronounce themwith your partner.

The Microteaching strategy which wasdeveloped was rather the same with thestrategy in the microteaching designed byTarbiyah faculty of IAIN Batusangkar. In thiscase, the researcher developed the module, inwhich the steps are the same, in addition tothat, she wrote a number of simple languagescould be used by the teachers whose languageskill is very basic.

RESEARCH METHOD

This article focuses on describing theeffectivess of microteaching strategy inteaching speaking, as a part of Research andDevelopment activities. The developmentmodel that was used in this research was thatof ADDIE (Analysis, Design, Development,Implementation, and Evaluation) (Dick,Carey, and Carey, 2001).

The proposed microteaching strategywas implemented to the teacher learners whowere kindergarten teachers in Tanah Datarregency, as the population and sample of theresearch. They were following accerelatingprogram to continue their study to Bachelordegree. Their number was 18 persons. Theresearcher conducted a quasi experiment inorder to test its effectiveness.

This phase measures the validity andeffectiveness of the instruction used in theMicroteaching strategy. To find out theeffectiveness of the proposed teaching strategythe researcher compared the result of pre testand the post test. The result was analyzedquantitatively, by using Paired T-Test.. Aquasi-experimental design called nonequivalent control group design wasimplemented since the researcher has to agreeto keep existing classrooms intact (Gay, Mills,and Airasian, 2011: 270). The experimentalresult in the forms of the teacher learners’speaking skill scores were analyzed throughstatistical analysis by using t-test formula tocompare whether the result after testing thestrategy exceeds the result of that before

testing the strategy of the pre experimentalgroup. If the mean score of the post-test ishigher than that of the pre-test, in can beconcluded that Microteaching strategy iseffective for developing teacher learners’speaking skills in teaching English.

Before using and testing the strategyto the population, the researcher tested theinstrument validity. She asked for twovalidators who were experts of teachingdesign. They validated the strategy which wasdesigned in a kind of teaching module. Shedeveloped validation sheets as well as themodule, then she asked the validators tovalidate it based on certain criteria. Based onthe notes of the validators the module wasrevised and after that be ready to test to thepopulation of the research.

RESEARCH FINDINGS ANDCONCLUSION

1. Reasearch Findings

Before conducting the experiment, theresearch validated the instruments. Since theresearcher developed a teaching strategy Therewere two components validated, that is thecontent and its language. In terms of itscontents, the first validator gave 3.5 and thesecond one gave 3.3. As the result the firstcomponent was categorized valid with themean score 3.4. Meanwhile the secondcomponents; its language was 2.6 and 3.75with the mean score 3.8. It was categorized asvalid. The mean score for both componentswas 3.3

As the result, both of validatorssuggested to improve the product to becomemore attractive, and communicative. Thelanguage, especially English should beadjusted with the teachers’ language level.Based on the suggestions, the researcher insertIndonesian terms in some parts. Then, she alsoprovided a number of relevant expressionswhich might be used in the teaching and thelearning process.

The final steps in implementing thismodule was the test of effectivity. Theresearcher did a quasi experimental research,because it had only one class in theaccerelating program. She did a pre-test ofspeaking skill before conducting theexperiment which was initiated with a



483

hipothesis, that is the microteaching strategy iseffective in improving RA teachers’ speakingskills in teaching English. The teachersindividually were asked to stand in front of theclass, then demonstrated how they taught theirstudents. The researcher used speaking skillindicators proposed by Brown in Suswati andNina Suzanne (2013). They gained the meanscore of their speaking ability 14,89 (in thefollowing figure)

Furthermore, the researcher conductedthe experiment by introducing the

microteaching strategy. The strategy wasimplemented in ten meetings. After theexperiment was done, she did the post-test.The teachers were asked to demonstrate theway they taught English to their students. Assuggested by Remesh (1994) that the finalprocedure of microteaching is transferringprocess in which the teacher learnersimplemented it in the real class to the realstudents. Thus, the mean score increased to26,7. It was significantly increased asdescribed in the following figure:

Paired Samples Statistics

Mean N Std. DeviationStd. Error

MeanPair 1 Pre-test 14.8889 18 3.86369 .91068

Post-test

26.6667 18 5.11054 1.20457

As the result, based on the output of t-test score with value of Sig. (2-tailed) or P-value = 0.000<<<α (significance level 0.05), it

was concluded that statistically Ho wasrejected and Ha was accepted as shown in thefollowing figure:

Paired Samples CorrelationsN Correlation Sig.

Pair 1 Pretest & Postest 18 .793 .000

It is notified that after doing the analysis ofproduct moment it was found, the coefficientcorrelation between the post and pre-test resultwas 0,793 which is highly significant. It meansthere was a siginicant difference of the pre testmean score (14,89) and the post-test meanscore (26,7). Therefore the microteachingstrategy developed in a kind of teachingmodule was effective to improve theRaudhatul Athfal teachers’, whose Englishwas very basic, speaking skills in teachingEnglish for young learners.

2. Conclusion

The purpose of the research is to find outwhether microteaching strategy iseffective in teaching speaking for theRaudhatul Athfal teachers in Tanah Datarregency. After giving treatments to theexperimental group, and then comparingthe result of the control group, it wasfound that hypothesis alternative wasaccepted. It can be concluded that the

microteaching strategy is effective to teachspeaking, especially for the RA teachers inTanah Datar regency.

SUGGESTIONS

1. EYL lecturerSince the biggest problem of EYL is thelack of teachers’ proficiency in English,lack of prior knowledge, and practicalexperience, the lecturer is suggested tocreate a meaningful strategy or media tofacilitate them in their teaching.

2. Teacher learnersIt is recommended to employ themicroteaching strategy in the process ofteaching and learning English, especiallyin English for Early Young Childrensubject. It is theoretically effective andvalid in helping them to teach English fortheir students.

3. Futher research



484

Due to the limited time and financial, thisresearch just limits its focus on the smallparts of EYL. Due to the wide range ofEnglish for Young Learners studies, it issuggested to the next researcher to domany other related studies in EYL.

BIBLIOGRAPHY

Brady, Laurie. 2011. Teacher Values andRelationship: Factors in ValuesEducation. Australian Journal ofTeacher Education.

Brumfit, C. 1991. The CommunicativeApproach to Language Teaching.Oxford: Oxford University Press.

Copland, Fiona, Sue Garton, And AnneBurns. 2007. Challenges in TeachingEnglish to Young Learners: GlobalPerspectives and Local Realities. InTesol International Association.

Emzir. 2010. Metodologi PenelitianPendidikan Kuantitatif & Kualitatif(edii Revisi). Jakarta: PT RadjaGrafindoPersada.

Goodwin, J., 2001. Teaching Pronunciation inM. Celce-Murcia. Teaching English as asecond or Foreign language, 3rd ed.,Heinle & Heinle

Hornby. 2000. Oxford Advanced Learner’sDictionary (Sixth Edition). Oxford:Oxford University Press.

Jones, K., 1982. Simulations in LanguageTeaching. Cambridge: CambridgeUniversity Press.

Kodotchigova, M., A. 2001. Role play inTeaching culture: Six quick steps forclassroom implementation. Retrieved on5/8/2010 fromhttp://iteslj.org/techniques/kodotchigova-Roleplay.html

Kemp, Jerrold E. 1985. The InstructionalDeign Process. New York: Harper &Row Publishers.

Mahmood, Imran and Shariar Rawshon.2013. Micro Teaching to ImproveTeaching Method: An Analysis onStudents’ Perspectives. In IOSRJournal of Research & Method in

Education (IOSR-JRME). Atwww.iosrjournals.org

Maya Defianty & Ummi Kultsum. 2007.Teacher-students’ Competence inTeaching English to Young Learners.State Islamic University SyarifHidayatullah Jakarta

Miles, Mathew. B dan Huberman, A. Michael.1984. Qualitative Data Analysis. LosAngeles: Sage Publications, Inc.

Richards, Jack. C. 2001. CurriculumDevelopment in Language Teaching.Cambridge: Cambridge UniversityPress.

Richards, Jack. C and Schmidt, Richard. 2002.Longman Dictionary of LanguageTeaching & Applied Linguistics (ThirdEdition). Harlow: Pearson EducationLimited.

Rose, C., (1985) Accelerated learning ,Topaz,great Missenden.

Savingnon, S., (1983) CommunicativeCompetence. London: Addison-Wesley.

Stevick, F. (1980) Teaching Languages: Awayand ways. Rowley, MA: Newburyhouse.

Subhan, Moh. Zein. 2015. PreparingElementary English Teachers:Innovations at Pre-service. In AustralianJournal of Teacher Education. Athttp://ro.ecu.edu.au/ajte/vol40/iss6/6

Sugiyono. 2007. Metode PenelitianKuantitatif, Kualitatif, dan R & D.Bandung: Penerbit Alfabeta.

Sukarno. 2015. Teaching English To YoungLearners And Factors To Consider InDesigning The Materials. Faculty ofLanguages and Arts Yogyakarta StateUniversity.

Tomlinson, Brian. 1998. MaterialsDevelopment in Language Teaching.Cambridge: Cambridge UniversityPress.

Undang-Undang no. 20 tahun 2003 tentangSistem Pendidikan Nasional

Ur, p., (1981) Discussions that Work .Cambridge: Cambridge UniversityPress.

the effect of microteaching strategy on raudhatul …

Documents