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Communication Strategies Used by the Primary Teachers in EFL Classroom
| Content Provider | Semantic Scholar |
|---|---|
| Author | Oktaviani, Ayu Dwi Misgiyati, Dwi |
| Copyright Year | 2018 |
| Abstract | The objective of the research was to find out communication strategies used by the Primary teachers in EFL classroom. The sample of the research was 3 teachers in grade 2, 5 and 6 at Palm Kids Elementary School of Lubuklinggau. The samples were taken through Purposive sampling. The researcher used descriptive qualitative research and the data were collected by using observation, interview, and documentation(field note and video recording). The result revealed that communiction strategies used by the English teachers’ were code switching, intralingual, IL based strategies, non-linguistics, cooperative, and formal reduction. In the other English teachers’ responded towards are the communication strategies helped the students understood the meaning, made the students easier to understood the material, helped students to understand what English said, helped to explain the material more detail in teaching and learning process and made the students have to master English well. Keyword: primary teachers, communication strategies, primary School INTRODUCTION In Indonesia, English for young learners (EYL) has been considered as foreign language where English is taught as a school subject that makes it difficult for the learners to have access to spoken English outside the classroom (Sutopo& Mahardika, 2016:216). English at Elementary School is not the compulsory subject. It is the local content subject (Musthafa, 2010:120). English at elementary school as the local content subject is promoted by the policy of Ministry of Education and Culture Number 0487/4/1992, which states that schools can add the basic subjects in the curriculum, as long as the lesson is not contrary to the national education goals. Then, the policy has been followed by the Decree of the Ministry of Education and Culture Number 060/U/1993 dated February 25, 1993 about the possibility of the English program as a local content in elementary school that can be started in the 4 th grade. 2018. Linguistic, English Education and Art (LEEA) Journal 2 (1):1-18 2 Decentralization of education in Indonesia has encouraged the local governments to make their own decisions relative to some portion of curricular space in the use of some learning hours that has become known as “local content” (Musthafa 2010:120). As result desentralized decision-making, since last decade, public interest in English for Young Learners (EFL) has become enhanced. According to Suyanto(2008:15), Indonesian young learners are elementary schools students between 6 to 12 years old children. They are divided into two groups, younger group (6 to 8 years old) and older group (9 to 12 years old). Whereas, based on level, they are called Lower Classes, the students of grade 1, 2 and 3 and Upper Classes, the students of grade 4, 5 and 6. Actually, the Indonesian government has realized that English is important for the country’s development, especially in the effort of human resource development. Therefore, as a policy, the government has published Law Regulation No. 20 in 2003 about National Education System and Government Regulation No. 19 in 2005 about Standard of National Education. These policies are used as the guideline for all education components in conducting the Indonesian education system. Similar to Lubuklinggau, English is not a majority language and students learned English as additional language or target language. In this side, the researcher has opinion that English is important to learn as target language in Lubuklinggau because English is needed to be learned as supporting subject for the students to develop their creativity, especially in language learning in Elementary School and to face brighter future. Therefore, English for young learner are the students of elementary school who learn English as additional subject. Especially for the younger because by learning the foreign language from the early age, the language will be more easily learned (Oktaviani& Fauzan, 2017:4). English is thecommunication tool in international situation. And then English is a global language is an unavoidable occurrence due to the efficient and effective communication demand and human being, especially when teaching English for young learners. Teaching English to children (young learners) suggests, age plays a crucial role in what we teach and how we teach it. Since a young learners class is different from an adult or teenager class in term of the learners’ language learning needs, the language competences emphasized, and the cognitive skills addressed. It is highly important to show the differences of these three learner groups keeping in mind the fact that every learner is unique and such lists can only reflect generalizations (Harmer,2007:82-83). In conclusion, teaching English to kids is not easy because they are still beginners. Before teaching, teacher should know about the characteristics of young learners. The characteristics of young learners 2018. Linguistic, English Education and Art (LEEA) Journal 2 (1):1-18 3 (kids), such as 1) Students easily ask to change the material, 2) Students are interesting by using media to catch their intention, 3) Students need teacher everytime to ask everything. In additional, teachers should have communication strategy to communicate with the young learners, in order the young learners can study the language skills. According to Faerch and Kasper cited in Cervantes & Rodriguez (2012:114) that Communication strategies (CSs) is who emphasized the planning and execution of speech production. Besides, communication is the ability to share information with people and to understand what information and feelings are being conveyed by others. Actually, the importance of communication strategies in the research: First, communication strategy training may promote learners’ awareness to use their linguistic resources to minimize communication problem. Second, strategic competence is a part of learners’ communicative competence. Third, communication strategy training bridges the gap between classroom and real-life communication. Finally, communication strategy training contributes to the students’ security, self-confidence, and motivation to communicate. The result of the interview with one of English teacher at Palm Kids Schoolon April, 2018. First, teaching English in primary school is important because English is everywhere. English is not only in the class but also English is in students’ daily life. Second, teacher’s explanation in teacher experience when the teachers taught the students by using two languages in classroom, the teachers used second language (L2) and target language (TL). Third, there are communication strategy used by the teachers to communicate with students in class such as code mixing, switching, gesture etc. In conclusion, the teacher needs communication strategy in class in order to make easy the students to understand the material. In short, commmunication strategies are important to analyze because the teacher can teach easier and students more understand the material. Based on explain above, English is interesting to learn. Based on the reasons above, the researcher is chosen this research at Palm Kids School, because Palm kids school is a characterbased Global school and the students have good basic in English through they still young children and students’ ability in speech is good. and based on the interview result with the teacher the English teachers used several CSs in teaching. LITERATURE REVIEW In education life, level of education or system is various in each countries. In Republic of Belarus, prime education is provided in primary schools and in grades 1-4 of secondary schools and gymnasiums. Developing character’s children is easier seen in primary school level. 2018. Linguistic, English Education and Art (LEEA) Journal 2 (1):1-18 4 According to Tinsley & Comfort (2012:39), at the primary level the English subject curriculum is characterized by practical and aesthetic terms indicating that the pupils are meant to participate in English children’s culture and literature through words, pictures, music and movement. The subject curriculum also stresses awareness of the similarities between English, the mother tongue and other language, the structure of the language,text composition and use of digital media in language teaching. In our country, there are 6 level to finish the primary school. They are, 1 st grade until 6 th grade. The students in primary schoolare known as young learners. According to Suyanto(2008:15), Indonesian young learners are elementary schools students between 6 to 12 years old children. They are divided into two groups, young group (6 to 8 years old) and old group (9 to 12 years old). In level side, they are called Lower class (1,2, and 3 grade) and Upper class (4,5, and 6 grade). Communication or communicative is language form and knowledge that anable a person to communicate functionally and interactively (Brown, 1941:196). While strategies of communication are related to strategies of learning, it is nevertheless appropriate to consider the two types separately, receptive, and productive competency. So, Communication is the ability to share information with people and to understand what information and feelings are being conveyed by others. Then, Communication can take on many forms including gestures, facial expressions, signs, vocalizations (including pitch and tone), in addition to speech and written communication. In this research, one indication that a teacher is frequently asking questions than students. So that, the students can answer the questions in many times this activities like teacher center. Communication strategies are provides an overview of the teachability issue, discussing the arguments for and againts strategy instruction, and suggest three possible reasons for the existing controversy (Donyei, 1995:55). When attempting to communicate a message to listeners, a speaker may have t |
| Starting Page | 1 |
| Ending Page | 18 |
| Page Count | 18 |
| File Format | PDF HTM / HTML |
| DOI | 10.31539/leea.v2i1.386 |
| Volume Number | 2 |
| Alternate Webpage(s) | http://journal.ipm2kpe.or.id/index.php/LEEA/article/download/386/235 |
| Alternate Webpage(s) | https://doi.org/10.31539/leea.v2i1.386 |
| Language | English |
| Access Restriction | Open |
| Content Type | Text |
| Resource Type | Article |
