My Essay for English for Young Learners (EYL) Subject

What or who is young learners?

These questions may come to us firstly when we see the tittle.Young learner are someone who learn  when they are young or we can say that young learner is children who learn, in this case learning English. Teaching English for Young Learners is guiding and facilitating Young Learners in aging 7-12 years old, for their activities in learning, knowing, understanding, and comprehending ideas, attitudes values , skills, and information of English using tricks and strategies which will be used in changing and redefining their thought forward their daily surrounding situation as a foreign languages learners. The range of age for young learners is 7-12 years old. From  that range we can say that they are kid. In that age, the concentration and their focus are not same with adult. Young learners will only focus on what attract their attention. They only focus on it around 10-15 minutes and then neglect it. Young learner is kid, so they will just interested to their toys. Another characteristics from young learners such as, they are curious about everything and never hesitate to ask everything about it even critical sometimes because of their high curiosity. They also learn and memorize very quickly, especially from their own experience in doing something. Generally, they are not shy to express their expression although sometimes we find some children is shy.  Their attitude also change often as their mood.

From those characteristics we found that there are many differences between young learners and adult, who has reverse characteristics from young learners, we have to make a different way to teach them. We have to pay attention when we want to teach them. Teacher for young learners should have quality and also have prepared themselves concern with young learners. We have to know their needs, emotion and their interest in order to success teaching them. We also have to adjust our self with them so they can learn the material given by us. Teacher is the key role in teaching young learners, when teachers can adjust themselves with the children, their teaching will work smoothly. The better we know them, the better we will get the result. Teaching young learners indeed challenging, but with well-preparations teaching them will be pleasing.

As the teacher for young learners, we have to prepare something that suit on their characteristics when we want to teach them. Young learners should be challenged by doing something, not only by hearing information from the teacher. When we teaching young learners, we are not just making them understand about the material but also making the information or the knowledge stay on their mind. They are easily curious. We can use something to draw their attention in learning, such as using game, picture, music, film, etc. For example, when we want to teach them grammar or vocabulary. We can’t use monotone and passive method to teach them, they won’t pay attention. We have to make it interesting and fun for them. Using colorful and toys may be the advantages for us when teaching them, this strategy will increase teachers’ effectiveness in teaching. Choosing strategies for teaching them is not easy. We have to concern on their characteristic as well. As the teacher we have to manage the classroom well. Young learners are very noisy and active. When we want to teach them we have to make them quiet and focus on our material by maintaining the classroom environment in good atmosphere for them. It will make us easier to teach them.

In teaching them, we have to make joyful atmosphere for each of them. We also have to help them anytime. We have to give them reward for every positive things that they have done in learning because they are very like rewards. Giving them good score, presents, even praise will increase their will in learning. They will enthusiast in learning. Giving them courage words will affect their will too. In teaching them we have to cover the knowledge with joy. Giving them instruction and objective of the material should in interesting ways.

In the end, the keys to successfully teach young learners are well adjustment, compatible strategies, interactive activities and good atmosphere.

TEFL : Speaking Method

Types of Speaking

            There are 5 basic types of speaking; there are Imitative speaking, intensive speaking, responsive speaking, interactive speaking, and extensive speaking.

1.      Imitative Speaking

This type is the ability to simply parrot back (imitate) a word or phrase or possibly a sentence. The example is phonepass test

2.      Intensive Speaking

This type of speaking is the production of short stretches of oral language designed to demonstrate competence in narrow band of grammatical, phrasal, lexical, or phonological relationship. The example of this speaking is Read aloud task

3.      Responsive Speaking

This speaking task includes interaction and test comprehension but at somewhat limited level of very short conversation, standard greeting and small talk, simple request and comment. The example is giving instruction and direction

4.      Interactive Speaking

The difference between responsive and interactive speaking is in the length and complexity of the interaction, which sometimes includes multiple exchange and/or multiple participant. The example is role play

5.      Extensive Speaking

Extensive oral production task includes speeches, oral presentation, and story-telling, during which the opportunity or oral interaction from listeners is either highly limited or ruled out together. The example is retelling story

Communicative Activities

            Communicative activities include any activities that encourage and require a learner to speak with and listen to other learners, as well as with people in the program and community. Communicative activities have real purposes: to find information break down barriers, talk about self, and learn about culture.

Purposes of Communicative Activities

            According to Littlewood (1981:17) there are some contribution that communicative activities can make to language learning.

1.      Provide ‘the whole-Task Practice’

In considering how people learn to carry out various kinds of skilled performance, it is often useful to distinguish between: a) training in the part of which the performance is composed and b) practice in the total skill, sometimes called ‘whole-task practice’.

2.      Improve Motivation

The learners’ ultimate objective is to take part in communication with others. Their motivation to learn is more likely to be sustained if they can see how their classroom learning is related to this objective and helps them to achieve it with increasing success.

3.      Allow natural learning

Language learning takes place inside the learner and as teachers know to their frequent frustration, many aspect of it are beyond their pedagogical control. It is likely, in fact, that many aspects of language learning can take place only through natural process, which operates when a person is involved in using the language for communication is an important part of the total learning process.

4.      They can create a context which supports learning

Communicative activities provide opportunities for positive personal relationship to develop among learners and between learners and teachers. These relationships  can help to ‘humanize’ the classroom and to create an environment that supports the individual in his effort to learn.

Advantages and Disadvantages of Communicative Activities.

a.       Advantages of Communicative Activites

1.      The interaction between students and teachers

2.      To impart the basic knowledge and ability to skillfully combine the development

3.      Greatly enhanced the students’ interest

b.      Disadvantages of Communicative Activities

The approach does not focus on error reduction but instead creates a situation where learners are left using their own devices to solve their communication problems.

Scope

            Focus in Pair work because there are many benefits that student will get by doing pair work activities such as more communication will take place, motivation can be high, build students’ confident, and develop other sub-skills

           

The Process of Communicative Activities (Pair Work)

No	Teacher	Students
1.        2.        3.        4.        5.        6.        7.        8.        9.        10.	Teacher asked the students’ opinion about the topic (describing people) based on their daily life Teacher Asked the students directly who had not spoken yet by asking them to make the example of situation related to the topic Teacher asked the students to make the keyword of the topic material, in order to make them easier to remember it by their own word Teacher added another key point of the material that had not mentioned by the students Teacher gave task or activity to the students by using pair work activity by ordering them to sit in the pairs Teacher distributed two different pictures to a pair Teacher asked the students to find the differences of two pictures that almost the same with limited time. Teacher also helped students by giving vocabulary use in completing the task Teacher asked to each student to write the answer on a piece of paper Teacher took students’ answer sheet randomly and asked them for the reason why they answered such that Teacher reviewed the material and relate it into out room activities or daily life use	Students expressed their idea or opinion about the topic Students who had not spoken yet would respond to the teacher questions Students guessed the keyword of the topic material Students listened to the teacher explanation carefully Students sat in pairs Students accepted the pictures. One pair had two different pictures that almost the same Students A asked student B about the content of the pictures by using the key word. A shares his information to students B. both of the students should communicate actively in ordered to complete the task Students wrote the answer Students who were called to explained their answers in front of the class and their reasons Students listened to the teacher explanation seriously

  

Language Testing : Types of Reading

TYPES OF READING

1.      Perceptive Reading

Definition       : Reading that focus on basic aspect of reading, such as alphabetic symbols, capitalized and lowercase letters, words, and grapheme-phoneme correspondence

Example         : Reading Aloud, Written Response, Multiple-choice, Picture-Cued Items

Not an Example         : Multiple-choice (for Form-Focused Criteria), Matching Tasks, Editing Task, Picture-cued tasks, Filling Tasks, Cloze Task, Impromptu Reading plus Comprehension Questions, Editing ( longer text), Scanning, Ordering Task, Information Transfer, Skimming, Summarizing and Responding, Note-Taking and Outlining

Distinctive Feature: Basic aspect of reading

2.      Selective Reading

Definition       : Reading that focus on formal aspect of language, such as lexical, grammatical, and few discourse feature)

Example         : Multiple-choice (for Form-Focused Criteria), Matching Tasks, Editing Task, Picture-cued tasks, Filling Tasks

Not an Example         : Reading Aloud, Written Response, Multiple-choice, Picture-Cued Items, Cloze Task, Impromptu Reading plus Comprehension Questions, Editing (longer text), Scanning, Ordering Task, Information Transfer, Skimming, Summarizing and Responding, Note-Taking and Outlining

Distinctive Feature: Formal aspect of Language

3.      Interactive Reading

Definition       : Reading on combination of form-focused and meaning-focused but with more emphasis on meaning

Example         : Cloze Task, Impromptu Reading plus Comprehension Questions, Editing ( longer text), Scanning, Ordering Task, Information Transfer

Not an Example         : Reading Aloud, Written Response, Multiple-choice, Picture-Cued Items, Multiple-choice (for Form-Focused Criteria), Matching Tasks, Editing Task, Picture-cued tasks, Filling Tasks, Skimming, Summarizing and Responding, Note-Taking and Outlining

Distinctive Feature: More emphasis on meaning

4.      Extensive Reading

Definition       :  an approach to language learning, including foreign language learning, by the means of a large amount of reading.

Example         : Skimming, Summarizing and Responding, Note-Taking and Outlining

Not an Example         : Cloze Task, Impromptu Reading plus Comprehension Questions, Editing ( longer text), Scanning, Ordering Task, Information Transfer, Reading Aloud, Written Response, Multiple-choice, Picture-Cued Items, Multiple-choice (for Form-Focused Criteria), Matching Tasks, Editing Task, Picture-cued tasks, Filling Tasks

Distinctive Feature: Longer Text

Research Methodology : Population and Sample

MACAM – MACAM METODE SAMPLING & TAHAP PEMBUATAN LAPORAN PENELITIAN

Pengertian Populasi dan Sampel

•Populasi:

Kumpulan/ keseluruhan anggota dari obyek penelitian dan memenuhi criteria tertentu yang telah ditetapkan dalam penelitian. Penelitian yang melibatkan populasi sebagai obyek penelitian disebut Sensus.

•Sampel:

Bagian tertentu dari unit populasi. Penelitian yang melibatkan sampel sebagai obyek penelitian disebut Sampling Populasi.

Kelebihan dan Kelemahan dari Populasi dan Sampel

•Populasi:

Kelebihan :  ¤ Data dijamin lebih lengkap

¤ Pengambilan kesimpulan/generalisasi lebih akurat

Kelemahan: ¤ Membutuhkan banyak sumber daya (biaya, tenaga, waktu)

¤ Tidak ada jaminan bahwa semua anggota populasi dapat didata/dilacak dilapangan

•Sampel:

Kelebihan  : ¤ Efisien penggunaan sumber daya (tenaga, biaya, waktu)

¤ Anggota sampel lebih mudah didata/dilacak dilapangan

Kelemahan: ¤ Membutuhkan ketelitian dalam menentukan sampel

¤ Pengambilan kesimpulan/generalisasi perlu analisis yang teliti

Hal-hal penting berkaitan dengan pemilihan sampel yang baik

• Sampel Yang Baik:

¤ Representatif (harus dapat mewakili populasi atau semua unsure sampel)

¤ Batasan sampel harus jelas

¤ Dapat dilacak dilapangan

¤ Tidak ada keanggotaan sampel yang ganda (didata dua kali/lebih)

¤ Harus up to date (terbaru dan sesuai dengan keadaan saat dilakukan penelitian)

Metode pemilihan atau pengambilan sampel (sampling) yang baik

• Metode Pengambilan Sampel Yang Baik:

¤ Prosedurnya sederhana dan mudah dilakukan

¤ Dapat memilih sampel yang representatif

¤ Efisien dalam penggunaan sumber daya

¤ Dapat memberikan informasi sebanyak-banyaknya mengenai sampel

Berapa jumlah anggota sampel yang baik?

• Yang perlu diperhatikan dalam menentukan besarnya sampel:

¤ Derajat keseragaman/heterogenitas dari populasi

¤ Metode analisis yang akan digunakan

¤ Ketersediaan sumber daya

¤ Presisi yang dikehendaki

MACAM – MACAM METODE SAMPLING

• Probability Sampling

1. Simple Random Sampling

Semua unsure dari populasi mempunyai kesempatan yang sama untuk dipilih sebagai anggota sampel. Anggota sampel dipilih secara acak dengan cara:

• Pengundian menggunakan nomor anggota sebagai nomor undian

• Menggunakan table angka random (bilangan acak) berdasarkan nomor anggota

• Syarat Penggunaan Metode Simple Random Sampling:

• Sifat populasi adalah homogen

• Keadaan anggota populasi tidak terlau tersebar secara geografis

• Harus ada kerangka sampling (sampling frame) yang jelas

• Kebaikan : Prosedur penggunaannya sederhana
• Kelemahan: Persyaratan penggunaan metode ini sulit dipenuhi

2. Stratified Random Sampling

• Populasi dikelompokkan menjadi sub-sub populasi berdasarkan criteria tertentu yang dimiliki unsure populasi. Masing-masing sub populasi diusahakan homogen

• Dari masing-masing sub populasi selanjutnya diambil sebagian anggota secara acak dengan komposisi proporsional atau disproporsional

• Total anggota yang dipilih ditetapkan sebagai jumlah anggota sampel penelitian

Contoh: Dari 1000 populasi pemilih pada PEMILU akan diambil 100 orang (10%) sebagai sampel berdasarkan usia pemilih secara proporsional

• Syarat Penggunaan Metode Stratified Random Sampling:

•  Populasi mempunyai unsure heterogenitas

• Diperlukan kriteria yang jelas dalam membuat stratifikasi/lapisan sesuai dengan unsure heterogenitas yang dimiliki

• Harus diketahui dengan tepat komposisi jumlah anggota sampel yang akan dipilih (secara proporsional atau disproporsional)

• Kebaikan : Semua ciri-ciri populasi yang heterogen dapat terwakili
• Kelemahan: Memerlukan pengenalan terhadap populasi yang akan diteliti untuk menentukan ciri  heterogenitas yang ada pada populasi

3. Cluster Sampling

• Populasi dikelompokkan menjadi sub-sub populasi secara bergrombol (cluster)

• Dari sub populasi selanjutnya dirinci lagi menjadi sub-populasi yang lebih kecil

• Anggota dari sub populasi terakhir dipilih secara acak sebagai sampel penelitian

Contoh: Akan dipilih sampel penelitian untuk meneliti rata-rata tingkat pendapatan buruh bangunan diKodya Semarang

•Kodya Semarang dibagi menjadi16 Kecamatan, dari 16 Kecamatan dipilih 2 Kecamatan sebagai Populasi dari sampling I

•Dari 2 Kecamatan masing-2 dipilih 2 Kelurahan sebagai Populasi dari sampel II

•Dari 2 Kelurahan masing-2 dipilih 50 buruh bangunan sebagai sampel penelitian

• Non Probability Sampling

1. Quota Sampling

Metode memilih sampel yang mempunyai ciri-ciri tertentu dalam jumlah atau quota yang diinginkan

Contoh: Akan diteliti mengenai manfaat penggunaan internet pada peningkatan kualitas proses belajar mengajar pada mata kuliah tertentu, Peneliti menentukan quota untuk masing-masing sampel:

Jumlah mahasiswa = 50 orang

Jumlah dosen = 5 orang

Jumlah mata kuliah = 3 matakuliah

Sehingga diperoleh 150 mahasiswa dan15 dosen sebagai sampel penelitian untuk 3 mata kuliah yang  memanfaatkan internet dalam proses belajar mengajarnya

• Kelebihan : Mudah dan cepat digunakan
• Kelemahan: Penentuan sampel cenderung subyektif bagi peneliti

2. Accidental Sampling

Metode pengambilan sampel dengan memilih siapa yang kebetulan ada/dijumpai

Contoh: Akan diteliti mengenai minat ibu rumah tangga berbelanja diswalayan peneliti menentukan sampel dengan menjumpai ibu rumah tangga yang kebetulan berbelan jadi suatu swalayan tertentu untuk dimintai pendapat/motivasinya

• Kelebihan : Mudah dan cepat digunakan
• Kelemahan: Jumlah sampel mungkin tidak representative karena tergantung hanya pada anggota sampel yang ada pada saat itu

3. Saturation Sampling

Metode pengambilan sampel dengan mengikutsertakan semua anggota populasi sebagai sampel penelitian

Contoh: Akan diteliti mengenai pendapat mahasiswa terhadap pemberlakuan kurikulum baru di Gunadarma, peneliti menentukan sampel dengan menambil seluruh mahasiswa aktif di Gunadarma sebagai sampel penelitian

• Kelebihan : Memerlukan waktu untuk pengumpulan data sampel
• Kelemahan: Tidak cocok untuk populasi dengan anggotanya yang besar

4. Snowball Sampling

Metode pengambilan sampel dengan secara berantai (multi level).

• Sampel awal ditetapkan dalam kelompok anggota kecil

• Masing-masing anggota diminta mencari anggota baru dalam jumlah tertentu

• Masing-masing anggota baru diminta mencari anggota baru lagi.

Contoh: Akan diteliti mengenai pendapat mahasiswa terhadap pemberlakuan kurikulum baru di Gunadarma, sampel ditentukan sebesar 100 mahasiswa, peneliti menentukan sampel awal 10 mahasiswa. Masing-masing mencari 1 orang mahasiswa lain untuk dimintai pendapatnya. Dan seterusnya hingga diperoleh sampel dalam jumlah 100 mahasiswa

• Kelebihan : Mudah digunakan
• Kelemahan: Membutuhkan waktu yang lama

TAHAP PEMBUATAN LAPORAN PENELITIAN

Perencanaan Penentuan Metode Sampling

Pengolahan dan Analisis Data

Setelah data dikumpulkan, selanjutnya dilakukan Pengolahan dan Analisis Data. Kegiatan analisis data dimaksudkan untuk memberi arti dan makna pada data serta berguna untuk memecahkan masalah dalam penelitian yang sudah dirumuskan. Sebelum analisis data dilakukan maka data perlu diolah terlebih dulu.

Pengolahan data meliputi:

• Editing

Kegiatan untuk memeriksa data mentah yang telah dikumpulkan, meliputi:

• Melengkapi data yang kurang/kosong

• Memperbaiki kesalahan-kesalahan atau kekurangjelasan dari pencatatan data

• Memeriksa konsistensi data sesuai dengan data yang diinginkan

• Memeriksa keseragaman hasil pengukuran (misalnya keseragaman satuan)

• Memeriksa reliabilitas data (misalnya membuang data-data yang ekstrim)

• Coding

Kegiatan untuk membuat peng-kode-an terhadap data sehingga memudahkan untuk analisis data., biasanya dilakukan untuk data-data kualitatif. Dengan koding ini, data kualitatif dapat dikonversi menjadi data kuantitatif (kuantifikasi). Proses kuantifikasi mengikuti prosedur yang berlaku, misalnya dengan menerapkan skala pengukuran nominal dan ordinal.

• Tabulating

Kegiatan untuk membuat table data (menyajikan data dalam bentuk tabel) untuk memudahkan analisis data maupun pelaporan. Tabel data dibuat sesederhana mungkin sehingga informasi mudah ditangkap oleh pengguna data maupun bagi bagian analisis data.

Analisis Data

Kegiatan analisis data merupakan bagian yang sangat penting dalam penelitian. Pemecahan masalah penelitian dan penarikan kesimpulan dari suatu penelitian sangat tergantung dari hasil analisis data ini. Sehingga perlu dilakukan dengan teliti dan hati-hati sehingga tidak memberikan salah penafsiran terhadap hasil penelitian. Seorang peneliti (bagian analisis data) harus menguasai kemampuan keilmuan secara teknis dalam menerapkan metode analisis yang cocok

Metode analisis data yang dipilih harus disesuaikan dengan jenis penelitiannya. Pertimbangan pemilihan metode analisis dapat dilihat dari:

• Tujuan dan jenis penelitian

• Model/jenis data

• Tingkat/taraf kesimpulan

Penarikan Kesimpulan

Kegiatan untuk memberikan penafsiran terhadap hasil analisis data. Pada penelitian yang menggunakan pengujian hipotesis penelitian,kesimpulan dapat ditarik dari hasil pengujian hipotesis. Kesimpulan hendaknya dibuat secara singkat, jelas dan padat.

Kesimpulan Penelitian harus sesuai dengan:

• Tema, topic dan judul penelitian

• Pemecahan permasalahan penelitian

• Hasil analisis data

• Pengujian hipotesis (bila ada)

• Teori/ilmu yang relevan

Pelaporan

Tahapan akhir dalam kegiatan penelitian adalah pembuatan laporan penelitian. Laporan ini berguna untuk kegiatan publikasi hasil penelitian maupun untuk pertanggungjawabkan secara ilmiah kegiatan penelitian yang telah dilakukan. Dalam laporan penelitian, dituliskan secara sistematis semua tahapan yang telah dilakukan mulai dari tahap perencanaan hingga penarikan kesimpulan penelitian (termasuk didalamnya lampiran-lampiran yang diperlukan). Sistematika pelaporan disesuaikan dengan ketentuan yang telah ditetapkan oleh lembaga/institusi/sponsor yang akan mengelola hasil penelitian tersebut.

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