THE EFFECT OF LEARNERS’ ACTIVENESS IN SPEAKING CLUB TOWARD THIER LEVEL OF ANXIETY

THE EFFECT OF LEARNERS’ ACTIVENESS IN SPEAKING CLUB TOWARD THIER LEVEL OF ANXIETY
By
MOHAMMAD AGUS SALIM EL BAHRI


Nowadays, Communication era has been in our surroundings, we must be brave to face it. The role of foreign language has been important at the time, especially English language as international language. We are encountered with condition that force us to be more transparent in understanding what is taking place on the other side of the earth. We are competing with the fast growing technology, while the distance among the countries is practically gone. There is nearly boundless relationship between two countries, what is happening now at one place in this world will be heard and known in seconds by the other people in far a way place.
As we know, Speaking is a productive skill which requires a lot of back-up factors like knowledge, confidence, self esteem and enthusiasm. Speaking a second language, particularly, brings about its own prerequisites: exposure, consolidation, motivation as well as acknowledgment. Whether we realize it or not, these determinant factors can be made to exist in a supportive learning environment of English as a Second Language classroom.
Speaking is an important aspect in language learning. By speaking, we can convey information and ideas, and maintain social relationship by communicating with others. On the contrary, for most people, speaking is the most difficult part when they learn a foreign language.
Speaking skill is closely related to performance. A good speaking performance is one of the ways to convey the messages in front of people without hesitating or obstacles such as anxiety in which anxiety is a negative factor in speaking performance. Here, the speaking performance is measured through how the speaking is done well without feeling anxious, feel shy, worried, hopeless, confused and fearful of making mistakes to perform or practice his/her knowledge, and also face some difficulties to arrange when they speak English for the first speaking, moreover by using English. Those feeling make them unwilling to practice their speaking ability. It becomes one of problem in speaking in which speaking is needed a good performance in conveying messages. Speaking performance will be showed easily and without any embarrassing which gives the appearance of being well mannered and educated and people will respect you more when what you say is delivered easily and without hesitation.

1. Speaking Skill
Many people believe that speaking skill is an important aspect to acquire when learning a second or foreign language and the success of learning the language is measured from the performance of learners to speak the language learned. However most people learning a language have a goal to be able to speak so that they can communicate.
The role of spoken language is to enable students to interact with the teacher and other students to clarify idea, thoughts and arguments. Here, speaking skill is a study how to improve learners’ speaking skill in English in which it has aims. According to Lynch (2004: 8) there are many aims of speaking skill:
a) Activing and extending their linguistic competence.
b) Increasing their confidence in using spoken English.
c) Developing their ability to analyze and evaluated spoken performance.
d) Sharpening their strategies competence in face-to-face interaction.
Based on the aims of speaking skill, it can be concluded that speaking skill has aims at linguistic competence, self- confidence, performance and interaction. Here, the writer is interested in how the aim of speaking skill can achieve well and why the learners difficult to speak in English. Through a survey at speaking club, it is hoped the aims of speaking skill achieve and the learners’ difficulty is answered.
Speaking is focused how the messages can be understood well by other people or partner, so it will make good interaction among them as Krashen (1998: 19) states that acquisition can take place only when people understand messages in the target language. We acquire when focus on what is being said, rather than how it is said.
While Brown (2001: 272) states that use facial features, kinesics, body language, and other nonverbal cues along verbal language to convey meaning. It means in speaking we convey messages, not only use verbal language but also use nonverbal such as- kinesics, body language to make the listeners understand what is being said.

2. Affective filters
Krashen (1998: 38) states that the research literature indicates that affective variables are related to second language achievement. Performances with certain types of motivation usually, but not always “integrative” and with good self images do better in second language acquisition. Also the best situations for language acquisition seem to be those which encourage lower anxiety levels. It means that the existence of an affective filters in the development and acquisition of a second language. He claims that affective filters influence students' second language acquisition. These affective filters include motivation, self-confidence, and anxiety. His hypothesis states that a student with a high affective filter will not acquire language as readily as one with a low affective filter. He suggests that a language teacher shall try everything possible to decrease anxiety among students and thereby lower the filter as well as to promote a low-anxiety classroom.
3. Anxiety
Krashen (1998: 19) states that the acquirer has to be “open” to the input in order to fully utilize it for acquisition. According to research, factors that contribute to a low affective filter include positive orientation to speakers of language, acquiring in a low anxiety situation, and at least some degree of acquirer self-confidence.
Anxiety is a circumstance of thinking and feeling which is signed worries excessively, uneasiness, frustration, self-hesitation and fear. Many researchers are interested in this field and try to find out and discuss it. Anxiety is a kind of human behavior. It usually occurs when we perform in front of audience or face an examination either at school or when we face interview, and it can be caused of several things which are explained below:
Scovel states that anxiety is associated with feeling of uneasiness, frustration, self-doubt, apprehension, or worry (Brown, 2000; 151)
Hornby (1995: 44) states that anxiety is a nervous caused by fear that something bad is going to happen or a worry or fear of something. Fear itself is triggered by situation that is perceived as psychically, threatening, damaging to one’s sense of well being or potentially frustration.
Wikipedia states that Anxiety is an unpleasant, emotional state that involves a complex combination of emotions that include fear, apprehension, and worry. It is often accompanied by physical sensations such as heart palpitations, nausea, chest pain, shortness of breath, or tension headache.”
http://www.globalwarfare.org.ph/contents/healing_deliverance/anxiety/anxiety.html 290709

While according to Lazarus (1961;338-342) as cited in Kartikasari (2003) stated that someone who has experiences in reacting anxiety can be identified by symptoms; uneasiness, short winded, be sweaty, the palm and foot very cold, physical mental exhaustion, headache, having night mare and soon, beside that feeling pessimistic and feeling unhappy.
It can be concluded that the indicators of anxiety are state of being uneasy, unpleasant, self-doubt, fear, apprehensive, or worried, feeling pessimistic and feeling unhappy and soon about what may happen; concern about a possible future, or is fearful about some vague or unknown thing.
According to Lindgren (1956:23) sources of anxiety are divided into:
a. From external sources
They are the sources that come from outside of the individual such as: parent’s treatment, classmates, teacher, certain subject matter, test, environment, etc.
b. From internal sources
These factors come from individual itself, such as: lack of self-confidence, unworthy, guilty, and etc.
Sign of anxiety in the language classroom (Oxford, 1992: 56)
1. General avoidance: “forgetting” the answer, showing carelessness, cutting class, coming late, arriving unprepared.
2. Physical actions: squirming, fidgeting playing with hair or clothing, nervously touching objects, stuttering or stammering, displaying jittery behavior, being unable to reproduce the sounds or intonation of the target language even after repeated practice.
3. Physical symptoms: complaining about a headache, experiencing tight muscles, feeling unexplained pain or tension in any part of the body.
Based on sign of anxiety, it can be concluded that someone who are being anxiety can be seen through the general avoidance, physical action and physical symptom it self and finally she/he had glossophobia namely Symptoms of fear of public speaking.
From those theories, it can be concluded that there are two types of anxiety reactions that can be used as indicators, namely physical and psychologies:
1. Physical, such as- hearing beating, headache, chest pain, cools in palm and foot, tight muscles, stuttering or stammering, sweating etc.
2. Psychologies, such as- pessimism, fear, confusion, forgetting, apprehensive, self-doubt, frustration, confusion, worry, uneasiness, unhappy, nervousness etc.
Based on the indicator of anxiety is related to performance and fairly occurs common in speaking performance, such as nervous, self- doubt and one cannot relax. So, to achieve a good speaking performance, the learner is influenced by low personal anxiety and low classroom anxiety is more conducive to second language acquisition
Learners become anxious when they are faced with their tasks. This feeling is temporary emotional and the indicator keep appearing during speaking activity. Ellis (1994) concluded that situational anxiety in learning process may appear in various situations, as following:
1. When learners are compete one another
2. When the learners find themselves less-proficient than other.
3. When the teacher ask questions.
4. When the learners face test.
In speaking activity, learners’ anxiety will show some reaction such as: palpitation, fatigue, breathless, blurred vision, sweating, nervousness, chest pain, sighing, dizziness, and faintness, hot, headache and so on. Anxiety is a negative factor in speaking performance; learners may feel shy, worried, and fearful to start speaking English. So, they become anxious about speaking English and then they have no willingness to speak English.



4. Speaking club
Speaking club is one of the ways to students to improve their ability in speaking English in which as a place for language learners who meet together regularly to use English in casual practice, in other words, outside of classroom activities. Because speaking is one of elements in a language in which someone can express his / her feeling, opinion and thought engaged in talk on conversation.
Starting your own "English Speaking” club can provide you many opportunities to practice your speaking and listening skills. You will improve your vocabulary, your pronunciation and your understanding of English. You will also have a lot of fun, so call up your friends today and get started!
www.learnenglish.de/Teachers/englishspeakingclub.html. (Retrieved on 06/05/09)

The English Speaking Club provides a forum where people of any nationality can meet regularly in an English speaking environment. Through this we hope to provide the expatriate English speaking members with a meeting place and contacts, to assist others to improve, retain and appreciate the English language and to build bridges of understanding between the language communities.
http://www.escaarau.ch/html/start_en.php) (Retrieved on 06/05/09)
Based on those statements, it can be concluded that speaking club is a forum or community where people meet together to improve their English speaking skill and there are many advantageous will be in joining at speaking club such as- improving vocabulary, pronunciation, and understanding of English and also friends.
The purpose of speaking club according to Fitriningsih (Journal) is to establish more opportunities to speak English in daily and natural contexts with comfortable environment and to indirectly prepare the students to be ready to compete in speaking. These purposes were supported by the implementation of name five games, classroom and pair’s discussion, whispering games, story completion, storytelling, conversation, and role-play as the classroom activities.
(http://karya-ilmiah.um.ac.id/index.php/sastra-inggris/article/view/679) (Retrieved on 06/05/09)
From those statement, it can be concluded that the purposes of speaking club is to give more chance to learners to speak English in natural contexts in which they can use media to practice their speaking such as - any kind of games, discussion, role-play, storytelling and others.
English Conversation Club invites all levels of speakers of English as a second/other language to meet in a relaxed atmosphere to practice conversational English. Groups are led by experienced English tutors. Students, scholars and their families are welcomed to attend!
(http://ic.fsu.edu/culturaledprograms/ecc.cfm) (Retrieved on 06/05/09)
From those explanations, it can be concluded that English speaking club is a place where we will get together and talk. The purpose is to practice spoken English with partners/groups in a relaxed atmosphere or natural context.

5. Learners’ Activeness in speaking club
The role of learners in speaking club is very important as the subject in all of activities; the learners have to be active participants in teaching-leaning interaction. In the classroom, participants (learners) are necessary for the progress of instruction. Participation is not confined only to physical presence but it means their mental presence. Their interaction should take interest in the class, work attentively and listen to the teacher, friends and give a good response.
Learners are viewed as mentally active participants in teaching-learning interaction. (Richard-Amato, 2005; 88)
Learners as participants, they should be able to be active learners in which Active learners strive to take a greater responsibility for their own learning. They take a more role in deciding how and what they need to know, what they should be able to do, and how they are going to do it. According to Richard and Rodgers (2001:186) Learner’s roles are seen to change according to their stage of linguistic development. Central to these changing roles are learner decisions on when to speak, what to speak about, and what linguistic expressions to use in speaking.
Learners are participants in speaking club in which they do interaction in all the activities of speaking club. Here, they learn to speak English, it is expected everyone should be able to be a good learner and keep his responsibility in doing interaction among his friend and using English as tool of communication. Speaking club as English area will give good environment to develop English skills in which learner can learn to discuss, grammar, speech etc. Study at speaking club has various forms: discussions, presentations, negotiation, games and even debates. As according to Richard and Rodgers (2001; 187) Learners are expected to participate in communication activities with others.
Active learning occurs when learners are given the opportunity to take a more interactive relationship with the subject matter of a course, encouraging them to generate rather than simply to receive knowledge. When learning is active, students do most of the work. They use their brains studying ideas, solving problems, and applying what they learn. Active learning is fast-paced, fun, supportive, and personally engaging to learn something well, it helps to hear it, see it, ask questions about it, and discuss it with others.
Active learners display most of these ten basic traits and can do the following: 1. Identify personal goals and the steps necessary to achieve the goals. 2. Use resources. Identify the people and tools available to aid in goal pursuit. 3. Learn how to solve almost any problem they ever have to face. 4. Look at situations objectively. 5. Ask the right questions. 6. Use time well. They organize and set priorities. 7. Apply good reading, studying, and questioning skills to written materials. 8. Apply good listening skills in the classroom. 9. Find patterns and take effective notes to organize materials for studying. 10. Assess progress along the way and revise their plans.
http://www.ehow.com/how learners-language-class.html.

It can be concluded that there are ten basic traits of active learners that can be used as indicator. They are:
a. They have personal goal and have steps to achieve the goal
b. Use resources to get the goal
c. Solve problem
d. Look at situation objectively
e. Their activeness in asking and answering
f. Use time well
g. They organize and set priorities
h. Apply good reading, studying, and questioning skills to written materials
i. Good listener
j. Take effective notes to organize materials for studying
k. Assess progress along the way and revise their plans.
Here, speaking club is able to a media to be active learner in which every learner has goal to be good English especially in speaking skill, learners can explore their experience or knowledge, can share with friends which have same goal.
Rubin and Thompson. (Cited Harmer, 2001:42) States that a good learner also mentions students who can find their own way (without always having to be guided by the teacher through learning tasks), who creative, who make intelligent guesses, who make their own opportunities for practice, who make errors work for them not again them, and who use contextual clues.
While Glasgow states that Active learners energetically strive to take a greater responsibility for their own learning. They take a more dynamic role in deciding how and what they need to know, what they should be able to do, and how they are going to do it. Their roles extend further into educational self-management, and self-motivation becomes a greater force behind learning.
http://schoolweb.missouri.edu/stoutland/elementary/active_learning.htm,

It can be concluded that a good learner has own responsibility for his learning, so he has own way to practice although without guiding teacher, he has to look for own opportunity to practice. Here, the opportunities itself to improve speaking skill only in speaking club with some programs which is given such as learning using games, discussion, debate etc, it is hoped to be enjoyable in learning English .
Speaking club as places to learn English may give chance to learner to have partners in practicing English skills. As we know, learners’ willing is to be able to speak English as a foreign language must practice and practice to use the language.  It is impossible for them to be successful to speak only relying on learning the knowledge of the language without any practice of the language. So, the learners need to be given a lot of chance to practice using the language learned. It is only through practices that the ability of learners to speak can increase. The learners who want to be skilful at speaking English willy-nilly have to try to practice to speak using English. For this reason, speaking can be regarded as the ability to express ideas and feelings that can be acquired through practices.
The activities of speaking club are freely talked or discuss, give comment, opinion, share, asking and answering questions in English. Here, the learners can share whatever, such as- tell about experience, gossip, film etc, but it must use English. In speaking, learners should be fast thinking. If any questions, the learners have to answer be fast, it will make learners’ speaking is good. As Richard and Rodger’s opinions (2001: 187):
In the pre-production stage, students participate in the language activity without having to respond in the target language. For example, students can act out physical commands; identify student colleagues from teacher description, point to pictures and so forth.
In the early production stage, students respond to either-or questions, use single words and short phrases, fill in charts, and use fixed conversational patterns (e.g. How are you? What’s your name?)
In the speech-emergent phase, students involve themselves in the role play and games, contribute personal information and opinions and participate in group problem solving.
Most of learners will be anxiety to do speaking in English, moreover in public area. Actually, it just negative thinking. So, learners should speak up, do not care the mistakes. Belief it, that we can do what the people do. Speaking is the ability to talk and whatever we talk can be understood by other people or partner. So, to improve learners’ speaking is needed supported a relaxed atmosphere in which all of this are designed by teacher/tutor.

6. The role of teacher in speaking club
There are many roles of teacher in speaking club, the writer took theory of Harmer (2001: 58-62) which is suitable with Speaking club. They are:
a. As controller
There are times when acting as a controller makes sense such as when announcements need to be made, when order to be restored, when explanations are given, or when the teacher is leading a question and answer session. In speaking club, teacher as controller has time or steps when he has to give explanation, when the students can perform, asking and answer questions.


b. As Organizer
One the most important roles that the teachers have to performance is that organising students to do various activities. This often involves giving students’ information, telling them how they are going to do the activity, putting them into pairs or groups, and finally closing things down when it is time to stop. As organizer in speaking club, the teacher has to design the task or topic to be interested, design or create the classroom to be more live or a relaxed atmosphere
c. As Assessor
One of the things that students expect their teachers is an indication of whether or not they are getting their English right. This is where we have to act as assessor, offering feed back and correction and grading students in various ways. In the end of the meeting of speaking club the teacher as assessor can asses or give correction the students’ activities such as- pronunciation, grammar, accuracy, fluency and their performance.
d. As Prompter
We are keen to encourage the students to think creatively rather than have them hang on our every word. In speaking club, the teacher can let the students to speak although they have mistake in their spoken, give chance to think for a moment, although the learners cannot use English all time, they can use mother tongue. So, the students are able to have motivation to explore themselves.

e. As Participant
They are also times when we might wan to join in an activity not as a teacher, but also as a participant in our own right. In speaking club as participant the teacher can asking question, give opinion, comment, and rebuttal etc.
f. As Tutor
When students are working on longer projects such as pieces of writing or preparations for a talk or a debate, we can act as a tutor, working with individuals or small groups, pointing them in direction they have not yet thought of taking. In tutoring of speaking club, the teacher can teach students how to speak English well.
The role of teacher in speaking club is very important; the teacher does not only see the teaching-learning system but also the learners’ interaction in the classroom. Here, a teacher has an important role to make the learners become active and interact each other in classroom. Classroom interaction in learning English language is very importance to make the learners understand it as foreign language.
Brown (2001: 165) states that Interaction is the collaborative exchange of thoughts, feelings, or ideas between two or more people, resulting in a reciprocal effect on each other. It means that Interaction is a process individuals, situation and other factor co-ordinate together to produce an even with its purpose its nucleus in the classroom. On the other hand, something occurs when two or more people or things interact.
Krashen (1998:21) states that activities in the classroom focus at all times on topics which are interesting and relevant to students and encourage them to express their ideas, opinions, desires, emotion and feelings. An environment which is conducive to acquisition must be created by instructor-low anxiety level, good rapport with the teacher, friendly relationship with the other students: otherwise, acquisition will be impossible such an atmosphere is not a luxury but a necessity. It means that the topic in classroom activities have to interest and relevant to learners, therefore they feel enjoy to express their ideas, feeling, desires and thoughts in which the activities are supported by a relaxed atmosphere.
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Ellis, Rod. 1994. The study of second language. Oxford university press

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Hornby, As. 1995. Oxford Advanced Learner’s Dictionary of Current English. Oxford University press

Kartikasari, R, 2003. Anxiety in speaking English and English speaking skill of the forth semester students of English department Sarjanawiyata Tamansiswa University, unpublished thesis, Yogyakarta.

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http://www.escaarau.ch/html/start_en.php
http://karya-ilmiah.um.ac.id/index.php/sastra-inggris/article/view/679
http://ic.fsu.edu/culturaledprograms/ecc.cfm
http://www.anxietyguru.net/top-ten-anxiety-indicators/
http://www.ehow.com/how learners-language-class.html

http://www.anxietycentre.com/anxiety.shtml,
www.globalwarfare.org.ph/contents/healing_deliverance/anxiety/anxiety.html
http://schoolweb.missouri.edu/stoutland/elementary/active_learning.htim

TIPS BELAJAR YANG BAIK & MENYENANGKAN

TIPS BELAJAR YANG BAIK & MENYENANGKAN
Oleh
Mohammad Agus Salim El Bahri

Belajar adalah suatu hal yang menyulitkan bagi sebagian orang karena belum mampu mengatur waktu yang baik. Belajar akan terasa mengasikkan kalau kita tahu cara dan waktu yang baik untuk belajar dimana pikiran dan hati menyatu untuk menerima apa yang kita pelajari. Berikut tips belajar yang baik:

1. Harus punya Niat untuk belajar. Niat menentukan kesungguhan anda belajar.
2. Harus ada Kesempatan untuk belajar. Luangkan waktu anda walaupun Cuma 30 menit perhari untuk belajar. Mustahil anda punya niat untuk belajar kalau anda tidak punya kesempatan untuk melakukannya, ingat kesempatan tidak akan hadir dua kali. Jika anda punya kesempatan maka gunakan dengan baik untuk terus membaca jurnal dan artikel ataupun buku-buku untuk menambah ketajaman memori anda dengan informasi yang terbaru. Dan juga luangkan waktu untuk bertukar pikiran dengan teman dan guru anda
3. Harus punya Cinta. Segala sesuatu akan terasa indah dan menyenangkan jika dilakukan dengan cinta. Karena cinta itu adalah menyatunya alam pikiran dan hati. Pelajaran akan sulit masuk jika alam pikiran dan hati tidak menerimanya walaupun anda punya niat dan kesempatan.
4. Tahu Waktu yang baik dan enak untuk belajar. Jika terasa lelah, jangan paksakan diri anda untuk belajar,karena alam pikiran dan hati anda akan gelisah dan tidak tenang. lebih baik istirahat sebentar terus kembali lagi belajar. Ingat komponen tubuh anda punya hak untuk tenang/istirahat, maka penuhilah hak-hak mereka.

Berikut waktu yang asik dan menyenangkan untuk belajar:

• Sebelum tidur, gunakan waktu anda untuk membaca sambil menunggu mata anda benar-benar mengantuk. Kalau sudah mengatuk cepatlah tidur, tidurnya orang normal 6-7 jam sehar-semalam. cepatlah tidur dan cepatlah bangun. Kenapa anda disarankan membaca sebelum tidur? Karena memori ingatan seseorang yang tidak sulit dilupakan adalah pekerjaan terakhir yang dilakukannya.
• Ditengah malam atau dinihari. Suasana dalam waktu tersebut sangat tenang dan sunyi sehingga alam pikiran (memori) dan hati anda akan cepat menerima.
• Setelah bangun tidur. bangun tidur badan terasa enak dan segar, maka gunakanlah waktu setelah bangun tidur untuk belajar.
• Makan makanan yang sehat, bergizi dan teratur. Makanan yang bergizi yang mempengaruhi semangat anda untuk belajar, teratur akan membuat badan anda rilex, enak dibawa.

Inilah tips sederhana, semoga bermanfaat.

PENDIDIKAN YANG BERBUDAYA INDONESIA

PENDIDIKAN YANG BERBUDAYA INDONESIA

Oleh

Mohammad Agus Salim El Bahri

Long Life Education, kalimat yang telah kita kenal sejak dulu sampai saat ini, apalagi bagi pemerhati pendidikan. Pendidikan sepanjang hayat, itulah arti bebas dari kalimat tersebut. Pentingnya pendidikan dalam hidup dan kehidupan manusia telah menjadikannya salah satu kebutuhan pokok manusia. Manusia yang tak mempunyai pendidikan bagaikan makhluk yang raganya saja seperti manusia. Beberapa ajaran agama juga mewajibkan manusia untuk mengecap pendidikan setinggi-tingginya, bahkan dikatakan oleh nabi SAW"tuntutlah ilmu mulai dari ayunan sampai ke liang lahat."dan juga “tuntulah ilmu walaupun sampai ke negeri cina” Lebih dari itu, kini telah dipercaya bahwa bayi dalam kandungan ibunya mampu untuk berinteraksi dengan alunan suara syahdu di luar kandungan

Kita tidak boleh lupa bahwa pendidikan bukan hanya kejadian sekali saja bagi seseorang yang berusia dibawah 18 tahun. Konsensus baru harus didasarkan pada akses yang luas terhadap pendidikan tinggi dan peluang berkesinambungan bagi setiap orang dewasa untuk belajar sepanjang hayat(Mantan P.M . Tony Blair)

Pentingnya pendidikan tidak hanya untuk disuarakan dan disyiarkan melalui kalimat dan jargon, namun perlu langkah nyata dalam kehidupan kita. Realisasi keberadaan anasir-anasir pendukung terhadap tercapainya suatu tuntutan terhadap pentingnya pendidikan harus segera dilakukan. Kebijakan-kebijakan dalam sistem pendidikan harus memenuhi unsur aktualitas dan berdaya guna. Konsep pendidikan sepanjang hayat menjadi panduan dalam meninggikan harkat dan martabat manusia dengan pendidikan, termasuk manusia Indonesia. Anak-anak bangsa ini tak boleh tertinggal dengan bangsa lainnya di dunia, oleh karena itu pendidikan sejak dini harus ditanamkan kepada mereka.

Tujuan terpenting pendidikan adalah belajar bagaimana belajar (Luis Alberto Machado, Ph.D)

Dalam kontek keindonesiaan dimana pendidikan di Indonesia pernah mencapai masa keemasan dimasa kerajaan Sriwijaya, kerajaan Mojopahit dimana pada masa tersebut menjadi pusat pendidikan Hindu-Budha, di Zaman kerjaaan Samudera Pasai menjadi pusat pendidikan islam nusantara, bukan kah ini sebuah kebanggaan bagi bangsa yang pernah menjadi pusat budaya yang memanusiakan manusia sebagai akibat dari tingginya ilmu pengetahuan pada masanya.

Pada masa prakemerdekaan Ki Hajar Dewanatara ingin mengembalikan pendidikan yang menjadi satu-satunya cara agar Indonesia meraih kemerdekaannya, sehingga bangsa ini tidak dijajah oleh pihak manapun yang ingin meraih keuntungan dibalik kebodohan bangsa. RM. Suwardi Suryaningrat rela melepas status kebangsawananya menjadi Ki Hajar Dewantara agar lebih merakyat dan sukses merubah kehidupan berbangsanya dalam waktu cukup singkat kurang lebih 23 tahun, kalau kita masih ingat perjuangan Ki Hajar hampir sama dengan perjuangan Nabi Muhammad SAW yang selama 23 tahun berhasil merubah kehidupan bangsa arab dari kejahiliyahan ke bangsa yang menjunjung tinggi nilai-nilai kemanusiaan (Islam)

Ki Hajar Dewantara yang dikenal sebagai bapak pendidikan nasional sekaligus pendiri perguruan Tamansiswa ini, sejak sebelum kemerdekaan negara kesatuan Republik Indonesia telah melakukan terobosan baru dalam perjuangan berbangsa dan bernegara yang sebenarnya jauh dari apa yang seharusnya dilakukan oleh banyak orang pada umumnya pada saat itu, ialah menanamkan jiwa merdeka dan membangkitkan jiwa nasionalisme pada setiap warga bangsa. Oleh sebab itu, apapun yang dilakukan oleh suatu bangsa, termasuk di dalamnya upaya mencerdaskan kehidupan bangsa melalui pendidikan, hendaknyalah bermuara pada upaya menanamkan jiwa merdeka dan nasionalisme dalam berbangsa dan bernegara. Merupakan suatu hal yang mustahil, apabila kita berupaya merengkuh kemerdekaan yang hakiki, namun didalam diri kita tidak terdapat jiwa merdeka dan nasionalisme yang tinggi.

Ki Hajar Dewantara dengan Tamansiswanya telah menyerukan bangsa Indonesia kembali kepada kepribadian nasionalnya. Supaya bangsa Indonesia menempuh jalan kehidupan menurut garis hidupnya. Kembali kepada kepribadian nasionalnya berarti kembali kepada garis hidupnya, menurut kodrat alamnya. Dengan jalan nasional orang akan lebih cepat maju dari pada hanya menjadi peniru hidup orang asing yang melambatkan kemajuan itu. Dengan berani dan mau menerima alat dan teknik dari orang dan bangsa lain, dengan cara dan jiwa kepribadian sendiri, suatu bangsa akan lebih cepat maju.

Pendidikan di sekolah/kampus merupakan salah satu upaya menanamkan jiwa merdeka , disamping pendidikan pendidikan keluarga dan pendidikan dalam lingkungan pergaulan (masyarakat). Untuk mampu menanamkan jiwa merdeka, maka aspek-aspek kemanusiaan peserta didik hendaknyalah digarap sedemikian rupa, sehingga pada akhirnya mencapai keserasian, keseimbangan dan keselarasan antara pengembangan aspek jasmani dan rohani, dimana dalam aspek rohani terkandung didalamnya kemampuan cipta, rasa dan karsa. Dengan demikian, maka intelektualisme akademik yang semata-mata memacu kemampuan kognitif adalah mengingkari tujuan terbentuknya jiwa merdeka.

Dengan trilogi pendidikan yang menjadi prinsip dasar dalam pendidikan Tamansiswa yang berbunyi “ Ing Ngarsa Sung Tuladha, Ing Madya Mangun Karsa, Tut Wuri Handayani”. Dalam trilogi pendidikan, seorang guru harus mempunyai perilaku konsisten dan konsekuen, jujur , adil, bertanggung jawab, bersatunya kata dan perbuatan (menjadi teladan), bersedia berada paling depan pada saat menghadapi kesulitan dan berada paling belakang (menikmati paling akhir) ketika menghadapi kesenangan sehingga dapat memberi pengaruh baik kepada anak didiknya. Guru harus mampu membangkitkan motivasi (memberdayakan) sekaligus pandai “mengemong”,serta memberikan ketentraman lahir dan batin bagi anak didiknya.

Nilai-nilai budaya luhur Indonesia yang telah ditarapkan di tamansiswa haruslah(menasional) menjadi ciri khas pendidikan Indonesia bukan sebatas komersialisasi pendidikan yang terjadi selama ini yang banyak di pengaruhi oleh politik kekuasaan. Kalau pendidikan sudah masuk dalam dunia politik kekuasaan maka tunggulah masa kehancuran pendidikan. Dalam hal pendidikan kebudayaan ditamansiswa ada Trikon (kontinuita, konvergensi dan konsentrisita) yang seharusnya lebih menasional sehingga hasil didikan di sekolah/kampus menghasil intelektual yang punya jiwa merdeka dan nasionalis serta madani.

Pendidikan harus diperbaharui (Charles Handy)

Melalui sistem among tamansiswa meletakkan pendidikan sebagai alat dan syarat untuk anak-anak hidup sendiri dan berguna bagi masyarakat dimana pengajaran bagi tamansiswa berarti mendidik anak agar menjadi manusia yang merdeka batinnya, merdeka pikirannya dan merdeka tenganya. Guru/ pamong jangan hanya memberi pengetahuan yang perlu dan baik saja, akan tetapi harus juga mendidik anak/murid agar dapat mencari sendiri pengetahuan itu dan memakainya guna amal keperluan umum. Pengetahuan yang baik dan perlu itu yang bermanfaat untuk keperluan lahir dan batin dalam hidup bersama. Seperti yang pernah di ungkapkan oleh Ki Hajar “manusia jangan kalah sama cecak, walaupun cecak tak pernah sekolah, toh tidak pernah jadi penganggur”

Hal ini berarti bahwa setiap orang perlu mengembangkan keterampilan yang menjadikan dirinya benar-benar siap dan dapat bekerja-menjadi orang-orang ‘MERDEKA’ (yang tidak tergantung pada orang lain) secar ekonomi. Menjadi ‘PENGUASA’ keadaan dan lingkungan, bukannya menjadi korban keadaan dan lingkungan. Menguasai perubahan ketimbang melawannya.

Abad prestasi berada dalam genggaman kita-tetapi tergantung pada ETIKA Pendidikan (Mantan PM. Tony Blair)

Sistem pendidikan sekarang yang dipengaruhi oleh kekekuasan politik membuat pendidikan Indonesia amburadul dan keluar dari cultur dan faham trilogi pendidikan yang menjadi prinsip dasar pendidikan tamansiswa dan nasional. Sehingga Ketika sebuah negara seperti Indonesia sedang terpuruk, hampir semua sepakat untuk menyoroti Pendidikan sebagai salah satu biang keladi utama. Tapi, apakah semua sudah sepakat dan sepaham tentang apa itu Pendidikan? Apakah Pendidikan itu sama seperti ketrampilan atau keahlian di sebuah bidang tertentu? Apakah Pendidikan itu berarti paham pemikiran logika dan sistematis, yang hanya mengandalkan fungsi otak kiri saja? Apakah Pendidikan hanyalah sebuah sarana untuk mendapatkan Ijazah formal dan pekerjaan agar dapat membiayai diri sendiri (dan keluarga) untuk hidup layak?

Di Indonesia, masalah pendidikan sudah sangat pelik. Dari kurangnya komitmen politik pemerintah untuk memenuhi anggaran pendidikan minimal 20% dari total anggaran pendapatan dan belanja negara sesuai amanat Undang-Undang Dasar sampai ditudingnya Departemen Pendidikan sebagai salah satu sarang utama korupsi. Dari mewah fasilitas sekolah dan mahalnya biaya pendidikan sampai begitu banyaknya bangunan sekolah yang hampir roboh dimakan usia atau korupsi. Dari pendidikan yang disisipi indoktrinasi pemahaman tertentu sampai pendidikan disamakan dengan sekedar transfer Ilmu Pengetahuan semata. Jadi apakah pendidikan itu? Sistem pendidikan seperti apakah yang cocok diterapkan di Indonesia ini?

Pendidikan bukanlah (hanya) transfer of knowledge ada sebuah penelitian di Amerika Serikat yang melaporkan bahwa, peran otak kiri, yang berkaitan dengan logika dan intelektual, pada keberhasilan seseorang dalam mencapai kesuksesan hanya 4%. Porsi terbesar untuk mencapai kesuksesan yakni 96% didominasi peran otak kanan yang berkaitan dengan kreativitas dan inovasi. Dan itu telah diterapkan dalam pendidikan tamansiswa dengan sistem amongnya dan menjadi prinsip dasar pendidikan di indonesia.

Seorang manusia yang berpikir dan mengetahui cara berpikir selalu dapat mengalahkan sepuluh orang yang tidak berpikir dan tidak mengetahui cara berpikir, (George Bernard Shaw)

Sayangnya, pola pendidikan yang dapat membantu perkembangan otak kanan kurang diperhatikan di Indonesia akibat dari pendidikan yang politisir oleh para penguasa. Oleh karena itu, pengembangan emosi dan kepribadian yang dapat menuntun seseorang menjadi manusia arif dan bijaksana menjadi terlalaikan. Padahal, untuk bisa membangun suatu bangsa yang kuat diperlukan orang yang tidak hanya berintelektual tinggi, tetapi juga peka terhadap kondisi yang terjadi. Selain itu, bangsa Indonesia pun memerlukan orang yang punya kebijaksanaan tinggi untuk dapat menghadapi segala persoalan dengan tepat. Keseimbangan antara fungsi otak kiri dan otak kanan sangat ditentukan oleh pola pendidikan jenis apakah yang diterima seorang murid.

Pendidikan adalah sesuatu yang tersisa setelah melupakan semua yang telah dipelajari di sekolah. (Albert Einstien)

Tapi pola pendidikan ideal seperti ini sangat langka di Indonesia yang cenderung lebih mengarah pada transfer of knowledge daripada pendidikan dalam arti membimbing seorang anak didik menjadi manusia yang mengenal dirinya sendiri tapi peka terhadap apa yang terjadi dengan lingkungan sekitar dirinya.

Pendidikan bukanlah Indoktrinisasi Pemahaman, Di Indonesia banyak sekali lembaga pendidikan yang didirikan oleh lembaga-lembaga agama dengan tujuan secara langsung maupun tidak langsung untuk menanamkan doktrin-doktrin agama dalam benak anak didik dari usia muda. Hal ini patut disesalkan karena dikhawatirkan kelak anak-anak tersebut tidak mampu mengapresiasi keberagaman yang diciptakan oleh Tuhan di dunia ini. Diperparah pula oleh timbulnya perda-perda syariat yang seakan melegalisir pemisahan bagi para siswa di sekolah. Dan, hasilnya adalah konflik antar agama, konflik horisontal antar kelompok masyarakat hanya karena berbeda dengan dirinya. Perbedaan yang semestinya menjadi rahmat keberagaman bagi umat manusia, malah menjadi kutukan dan penyebab perang di antara umat manusia.

Pendidikan bukanlah hanya untuk orang kaya saja, Sekolah favorit selalu menjadi incaran orangtua murid untuk menyekolahkan anaknya di sana. Kenapa? Karena dengan bersekolah di sekolah favorit maka kemungkinan besar, sang murid akan mudah mendapatkan pekerjaan yang layak di masyarakat dan menjadi kaya. Jadi apakah kita berpendidikan hanya untuk mendapatkan pekerjaan yang layak? Bila jawabannya tidak, tapi kenyataannya bahwa banyak sekolah-sekolah yang menawarkan fasilitas dan kelas ketrampilan tambahan menjadi sekolah-sekolah favorit walaupun bertarif sangat mahal. Dan, hanya orang-orang kaya saja yang mampu menyekolahkan anak-anaknya di sana karena banyak juga perusahaan yang hanya mau mempekerjakan para lulusan dari sekolah-sekolah favorit saja. Pola pikiran seperti ini hanya menimbulkan ekses-ekses bahwa hanya orang kaya saja yang mampu mendapatkan pendidikan. Jelas ini bertentangan dengan Kemanusiaan Yang Adil dan Beradab, sila ke-2 dari Pancasila.

Pendidikan yang diterapkan disekolah maupun di kampus telah menimbulkan ketidakadilan bagi pelajar itu sendiri karena kemerdekaannya dalam berpikir dan berkarya selalu di kekang oleh sistem yang hanya melihat prestasi dari dari satu sisi sedangkan sisi lain diabaikan, contohnya dalam hal UAN pemerintah hanya mengukur tingkat keluluasan para siswa dari nilai ujian akhir padahal yang lebih tahu para siswa lulus atau tidak lulus hanya guru disekolah tersebut yang bersama selama beberapa tahun. Belum lagi dari sarana dan prasarana harus dilihat, harus membedakan tingkat daya serap informasi & teknologi serta pergaulan di kota dan pedalaman. .Sebaiknya UAN itu hanya untuk mengukur tingkat prestasi para siswa secara nasional bukan mengukur kelulusan.

Sekolah kini tidak lagi menjadi tempat yang aman bagi anak-anak. Guru menjadi agen pengawas, penindas, merendahkan martabat siswa. Sekolah menjadikan lembaga yang mematikan bakat dan gairah anak untuk belajar. (Prof. Kurt Siregar)

Dikampus banyak terjadi permasalahan yang nota bene mahasiswa adalah tingkat advance dimana para siswa bisa menalaah atau menafsirkan dan mengembangkan pemahamannya tentang suatu teori. Mereka seharusnya lebih ditekankan bagaimana cara mereka belajar bukan pada apa yang mereka pelajari.

Para pelajar boleh jadi belajar dalam berbagai cara yang berbeda-tetapi satu hal yang sama-sama mereka miliki adalah pendekatan aktif terhadap pembelajaran. Mereka tidak pernah duduk dengan pasif mendengarkan atau membaca. Mereka senantiasa bertanya kepada diri sendiri, serta selalu melakukan sesuatu untuk meyakinkan diri bahwa mereka telah mendapatkan fakta-fakta dalam cara yang sesuai dengan pilihan-pilihannya. Terserah bagaimana cara mereka memastikan diri bahwa mereka sudah memperoleh informasi dengan cara mereka sendiri yang paling mudah dalam memperoleh dan mengingatnya.

Melalui tindakan anda menciptakan pendidikan anda sendiri. (David B. Ellis)

Jangan bikin aku berjalan ketika aku ingin terbang.(Galena Dolva)

Sebuah contoh, Sistem pengajaran dan penilaian para dosen di sebuah universitas dimana banyak penyimpangan dari prinsip dasar pendidikan. Kepuasan mahasiswa dalam belajar di univesitas berkurang karena beberapa sebab, antara lain mayoritas cara pengajaran yang membosankan sehingga hasilnya mahasiswa tidak bisa menjawab soal waktu ujian, begitu juga dalam penilaian kadangkala menggunakan sistem random sehingga membuat sebagian mahasiswa menanyakan bagaimanakah cara penilaian dosen itu? “Kok, seperti ini nilaiku padahal aku yakin jawabanku benar” ada juga kasus dimana sejumlah mahasiswa sampai mengulang mata kuliah tertentu samapi 2-3 kali tapi nilainya sama bahkan tambah buruk, padahal mereka mengulang hanya untuk memperbaiki nilai, bukankah mengulang salah satu bentuk usaha? Dimana cara dosen menghargai usaha mahasiswanya?. Ada kasus lain dimana sejumlah mahasiswa mengumpulkan tugas mata kuliah tertentu, tapi nilainya juga tidak memuaskan. Terus mahasiswa tersebut berkata “Kok seperti ini cara menghargai karya mahasiswa? Padahal aku telah berusaha dengan sebaik mungkin tapi nilainya??? Bukankah ini juga menyangkut nama baik univesitas tersebut didunia kerja nasional, kalau nilainya tidak meyakinkan untuk masuk dan diseleksi, bagaimana bisa di terima jadi PNS atau pegawai lainnya? Dan pada akhir lulusan universitas tersebut menjadi kerdil dan minder dalam menghadapi dunia kerja. Padahal lulus dan segera mendapatkan kerja merupakan tujuan kami kuliah, kami datang dari daerah yang jauh untuk memperbaiki daerah dan masa depan kami. Itu semua merupakan sebuah pertanyaan besar bagi para calon pemimpin ini.

Seorang manusia yang berpikir dan mengetahui cara berpikir selalu dapat mengalahkan sepuluh orang tidak berpikir dan tidak mengetahui cara berpikir. (George Bernard Shaw)

Lebih-lebih pada zaman sekarang ada penagaruh negatif yang diakibatkan oleh ProgramTelevisi (TV) yang tidak mendidik. Apabila acara TV telah menyedot perhatian anak pada jam-jam efektif belajar. Berdasarkan survey bahwa anak-anak usia sekolah dasar perkotaan menghabiskan waktunya 43% untuk menonton acara TV pada jam-jam belajar. Mereka menjadi sasaran produser film dan iklan-iklan consumer good. Celakanya, program-program TV negara ini dipenuhi hal-hal berbau klenik, perdukunan, kekerasan, budaya instan, pola hidup konsumtif, dll. Sehingga tidak mengherankan bila masyarakat kita mudah sekali ditipu oleh sms-sms berhadiah karena ingin cepat kaya (budaya instan), oleh iklan-iklan yang menimbulkan keinginan berbelanja barang-barang yang tidak diperlukan (konsumtif), bertikai dengan kekerasan karena berbeda, dan mudah dibodohkan oleh cerita-cerita gaib ilmu perdukunan.

Maka dari itu perlu sebuah solusi yaitu mengembalikan sistem pendidikan Indonesia ke aslinya yang berbasis budaya Indonesia.dimana pendidikan yang bertujuan memberi kebebasan anak didik untuk mengembangkan diri tidak saja secara intelektual, tapi juga memfasilitasi perkembangan jiwa dan raga secara keseluruhan sehingga tercipta manusia Indonesia yang berkarakter kuat yang mampu mengangkat harkat bangsa. Mewujudkan manusia merdeka seperti ungkapan Ki Hadjar Dewantara, Bapak Pendidikan Nasional, "Manusia merdeka yaitu manusia yang hidupnya lahir atau batin tidak tergantung kepada orang lain, akan tetapi bersandar atas kekuatan sendiri."

Pendidikan itu bukan suatu pemaksaan. Inilah yang paling menyentuh dan paling relevan dari pandangan Ki Hajar Dewantara dalam alam demokrasi. Artinya jangan memaksakan dan mematikan perkembangan alamiah anak didik. Akan tetapi, pendidikan harus bisa mengembangkan kemampuan dan potensi yang ada pada anak didik. Oleh sebab itu, pendidikan dengan pemaksaan harus diganti dengan pendidikan yang bersifat Among Sistem. Yakni sistem yang memerdekakan pikiran, semangat, dan kreativitas anak didik. Pada zaman dulu kita melihat guru dating kepada murid untuk mengindoktrinasi. Jika anak itu tidak menguasai pelajaran, ia mendapat hukuman. Kalau anak itu bisa menjawab, ia memperoleh hadiah. Sistem seperti harus diganti, karena dinilai tidak mendidik, tidak memerdekakan pikiran, semangat dan kreativitas serta karya anak didiknya.

Guru wajib mengasuh anak didiknya, mengasah kodrati secara alamiah. Guru juga wajib mendorong anak didiknya dengan metode Ki Hajar Dewantara, yakni ing ngarsa sung tuladha, maksudnya bila seseorang berada di depan diharapkan mampu menjadi teladan atau contoh yang baik bagi anak didik/ anak buah atau pengikutnya, ing madya mangun karsa, maksudnya seseorang level menengah diharapkan mampu menuangkan gagasan dan ide-ide yang baru untuk mendukung program yang sudah diterapkan, tut wuri handayani, maksudnya jika posisi kita berada dibelakang, diharapkan ikut mendukung program-program yang sudah ditetapkan, tidak justru menjegal agar gagal.

Seperti yang telah di ungkapkan oleh Luis Alberto, Ph. D bahwa tujuan pendidikan adalah belajar bagaimana belajar karena ketika sesorang mempelajari cara belajar, kepercyaan dan keyakinan dirinya meningkat. Ketika seseorang mempelajari cara belajar, mereka tidak hanya bisa menghadapi teknologi baru dan perubahan, bahkan mereka menyambut baik kedatangannya. Dia memperoleh kemampuan dasar untukmenjadi pembelajar yang mampu mengatur diri, dan kemampuan dasar untuk meningkatkan pengembangan pribadi. Mereka memiliki kekuatan untuk berubah dari konsumen pendidikan yang pasif menjadi pengelola pembelajaran dan kehidupan yang aktif bagi diri sendiri.

Bila sekarang Pendidikan Barat memperkenalkan istilah PQ, IQ, EQ, SQ, tapi Budaya Nusantara mengenal istilah Sembah Raga, Sembah Rasa dan Sembah Cipta dari karya agung Kitab Wedhatama karya KGPA Mangkunegara IV sejak abad ke-19, Pendidikan yang baik akan menempa seorang siswa agar mampu hidup mandiri tanpa tergantung orang lain dan sebenarnya, negara Indonesia tidak perlu mengadopsi kurikulum pendidikan bangsa lain, yang belum tentu cocok diterapkan di Indonesia, tapi cukup mengembangkan sistem pendidikan nasional yang mampu membentuk karakter manusia Indonesia seutuhnya. Salah satunya adalah Pelajaran Budi Pekerti seperti yang pernah diterapkan dalam kurikulum nasional oleh Bapak Ki Hajar Dewantara, pendiri Perguruan Taman Siswa.

Disamping itu, para pendidik sama-sama mempunyai filosofi pendidikan dimana melihat dengan arif dan bijaksana bahwa:

• Para siswa pertama-tama dan terutama harus belajar “belajar bagaimana belajar” dan belajar bagaimana berpikir.

• Belajar harus menyenagkan disamping membangun percaya diri.

• Pengetahuan harus disampaikan dengan pendekatan multi-sensori dan multi-model dengan menggunakan berbagai bentuk kecerdasan.

• Orang tua khususnya dan masyarakat umumnya harus terlibat sepenuhnya dalam pendidikan anaknya.

• Sekolah harus menjadi persiapan sebenarnya bagi dunia yang sebenarnya. Prinsip-prinsip Manajemen Kualitas Total (MKT) dalam berbisnis harus mengilhami dunia persekolahan.

Sekolah sebagai lembaga pendidikan diharapkan mampu menghasilkan:

1. Pengetahuan. Anda perlu mengumpulkan fakta yang selalu berkembang untuk memahami apa yang tengah anda pelajari dan yang dengannya anda dapat mensistesis solusi yang kreatif.

2. Keterampilan. Keterampilan menjadikan pengetahuan dapat bekerja. Yang termasuk didalamnya adalah belajar bagaimana belajar, cara berpikir analitis dan kreatif, menulis, membaca, keterampilan computer, keterampilan berkomunikasi, dan kemampuan untuk mengetahui hubungan-hubungan dalam sistem. Keterampilan memungkinkan siswa menjadi pembelajar yang mampu mengatur, mengelola dan memotivasi diri.

3. Kebijaksanaan. Kemampuan untuk menentukan prioritas, kemampuan untuk menganggarkan waktu secara effektif, kemampuan untuk menafsirkan dan membuat pertimbangan, kemampuan bersikap fleksible dan berpikiran terbuka. Kebijaksanaan adalah kemampuan untuk menganalisis pengalaman dan bertindak atas dasar kesimpulan-kesimpulan.

4. Karakter. Karakter sangat sering didefinisikan sebagai sifat-sifat seperti jujur, percaya diri, kesediaan bekerja sama, tekun, empati, kemampuan untuk bekerja dalam tim, kemapuan menetapkan tujuan yang realistic dan integritas. Singkatnya, semua sifat dan perilaku yang baik.

5. Kematangan Emosi. Kemampuan untuk mengenali, mengungkapkan dan mengelola suasana hati dan emosinya sendiri dan merespons orang lain secara simpatik, menunda kepuasan sesaat; mengelola stress, rasa marah dan cemas, menyelesaikan konflik secara rasional dan bersikap tegas tanpa mesti agresif.

Terima kasih

SUMMARY OF EFC

THEORIES OF TEACHING ENGLISH FOR YOUNG LEARNERS

1. Piaget
The child as an active laerner wants to know every thing.
In this theory focusses on how young children function in the world around them and influence on their mental deveopment. There are two ways the development takes place, according to piagetian psychology. They are:
Assimilation takes place without any change to the child.
Accommudation involves the child with invironment.
A child as sense-maker means make sense of the world actively. The child wants to know and to do every thing. Children also seek the mesning of action made by peaople in their life or in their action. They attempt make sense of many things actively. Piaget belives that cognitive development consist of four main periods. They are:
Sensory motor stage
Concrete operator formal operation
Pre-operasional stage.
Children can use their coversattion among 11 – 13 years old
2. Vygotsky
Focused on:
The children as social means that he / she needs another people to help him/her.
The connection between people and culture context, in which they act and interact in sharing experience of zone of approximal development (ZPD)
The ability to learn through intruction and mediation.
Social culture
Adults Teacher
In the ZPD
Vygotsky states that it is very useful to measure the intelegence or ability of children and the intelegence of children can be measured by whar ihe children can do with their skills.
Teacher Interaction Peer Interaction
Interactive discourse
3. Bruner
Bruner says that language is the most important tool for cognitive growth and he also investigate how adults can help the children to solve their problem. Scaffolding is bruner’s theory, it means that scaffolding is explainig to students and interacting to students to communicate, in scaffolding is holistic and must permeate all aspects of scientific teaching, if we answer.

CHILDREN LEARNING ENGLISH

In learning English as the foreign language, the children also make errors which can be seen as a sign of afective learning. These errors give us evidence that firs and second language. Children are not just imitating what they hear, but they are working out how the language system operates.
Ability and Characteristic building in English
Contexts of learning English
We do not to be a translator of the language to the students.
The ideal situation for children learning a second language is by Spoker language (Language Accompanying Action).
Teaching using ‘chunks’ of language. The chunks will be the output of the student, how the students able to expressing their feeling in English.
We used the simple ‘chunks’ of language (daily used). It is not for examples:
See you tomorrow
Good bye
Good night
What is your name?
Children as language learners
The ways to learn a language fast for learners:
Using language creativity
Going for meaning
Using ‘chunks’ of language
Having fun
Joining in the action
Talking their heads off
Feeling at home
How teacher belief about learning affect their learning
We may not be aware of how our beliefs affect the way
We respond to other people or the way we teach
There are ten principles for teaching English to young learners:
Stars where the child is
Encourage social interaction
Support negotiation of meaning and collaborative talk
Allow children to be active participants in the learning process
Pitch input within the zone of proximal development
Introduce language at discourse level
Plan meaning full and purpose full activities within a clear family context
Help learners to become more independent and autonomous
Develop a supportive, non-three a thing, enjoy able learning environment
Test and assess in the way what we teach
From those teaching-learning process will live, because there are interaction among teacher and students. Beside that, teacher is able to create condition for young learners:
Create a real need and desire to use English.
Provide suffient time for English
Provide exposure to varied and meaningful input with focus on communication.
Provide opportunities for children to experiment with their new language.
Provide plenty of opportunities to practice and use the language in different contexts.
Create a friendly atmosphere.
Provide feedback
Help children notice the underlying pattern in language.

LEARNING LANGUAGE THROUGH TASKS AND ACTIVITIES

We know that children as active learners will find a meaning of activity given to them. Children will work hard to find the meaning of whatever their teacher say to them. Someimes teacher does not notice children’s confusion; the children act it as if they understand the lesson. Actually, the teacher must have goals so that they can teach the children being active students in classroom.
The demands for chaildren can be divided in two catagories:
Cognitive demand means that this demand relates to concepts and understanding the world and people.for examples:
Understanding the way the grid works to show times action.
Work left or right across columns and top to bottom from one row to next.
Understand that one’s appears in each pictures
Understand that the picture show past action
Recognice the key action in each pictures
Language demand means that relates how to use foreign language, and how to use mother tongue in connection between learning and foreign language. For example :
Find the vocabulary to describe each action
Put the words together in the right order
Pronounce the words
Give correct stess and intonation to words and sentence
Understand teacher’s instruction, explainition, and feedback.
The key features of classroom tasks:
Have a unity and coherence
Means your task not only one activity, and between those activity
Should be as a bridge.
Using transition signals and link between are and the next activity.
Purpose and meaning (for children)
Means having a clear meaning weather they like to study.
Clear learning goals
Is something you have to consider as a teacher (after the class)
Beginning and end
E-g: When we conduct a game, there are two groups and we can announce who the winner is.
Involve learners actively
Create an activity that the children cannot involve actively
No physical movement makes the students bored.
There are six types of task support:
Cognitive Demand
It relates to the movement and some clues, what the movement to be e-g (how to understand a picture)?
Picture and speech buble should not make the students confuse. If it is about past event, we can give the date.
Language Demand
Give the student vocabulary or some words, pronounce by repeat, and repeat it again.
e-g: - Repair - Watch - Play Past + ed
- Pray - Ride - Study
Metalinguistic
Dealing with linguistic Talking about new language, clear explanations.
Involuement demand
Come from content and activity that is easy for the learners to engage with them.
e-g: Links to child’s interest and concerns.
Interactional Demand
Come from the type of interaction
e-g: Individual, pair or group work.
Physical Demand
Match to level of fine motor skills development.
Teacher tends to give activities or task by copying.
e-g: to write or draw
Task support and demand, they should be balance.

LEARNING THE SPOKEN LANGUAGE

There are two guiding principles for teaching spoken language, they are:
Meaning must come first, children drive to find meaning. As we know that children actively construct the meaning of context from their experience. When children are infant, they already try to communicate with other people about anythings and they also deveop their vocabulary, knowlegdge and experience wil make children to more understandable in learning language.
Learning discourse skill, actually children need to participate in discourse in order to build up their knowledge and skill. In this case, there are uses of discourse.
Discourse is constrasted with text to emphasize the use of language.
Discourse is contrasted to sentence.
To be effective spoken language, the students need to be able to adapt and adopt their oral language techniques and content to whatever social context they find themselves in. To ensure students develop these strategies, the skills and processes of listening and speaking must be understood, modeled, taught and practised within the classroom. Such as:
Encourage students to bring their ideas and background knowledge into class learning activities.
Establish strategies to manage all forms of communication to ensure all students have fair and equitable opportunities to develop their interpersonal speaking and listening skills, eg. large and small group discussions.
Provide opportunities for speaking, discussion, and expression of ideas, experiences and opinions across the whole curriculum. This will involve a range of experiences in which the size and type of audience, the situation and purpose will all vary.
Be a responsive listener to students' talk

LEARNING WORDS

In learning words, teacher must have strategies in which the strategies are absorbed or understood easily by students. The teacher also must know the level of children in learning language.
According to Wells, there are levels of learning language
Level of language learners
1. PERFORMANCE LEVEL
SD

2. FUNCTIONAL LEVEL
SMP
3. INFORMATIVE LEVEL
SMA
4. EPISTEMIC
MAHASISWA
Performance, it means children learn language with accompanying action / scaffolding. In this level, teacher can use media, according to Nation (1990) listed basic technique of explaining the meaning of new words.
By demontrasion picture:
Using an object
Using a cut-out picture
Using gesture
Performance action
Photographs
Drawing and or diagram on the board
Picture from books, TV, Video or Computer
By verbal explainition:
Analytical definition
Putting in a context
Translating
Functional, in this level focuses on transactional: opening (introduction, bussiness) and closing.
Informative, in this level focused on how to explain, to inform, and to speak.
Epistemic, in this level does not only performance, functional, and informative (complext) but also language as reflection written.
Language Acquisition Process
Spoken Language accompanying action
SD
SMP
SMA
PT/MAHASISWA
Language as reflection written

LEARNING GRAMMAR

Language is closely related to the human thought because language is actually the realization of what one is thinking or the oral representation of human thought. We cannot think without language, it is because we use language in our mind when we are thinking. Thus, since human behavior, habit and customs are underlined by way of thinking. Language is closely related to those behavior, habits and customs. In learning language, there are many rules to get a good sentence which is usually called grammar:
According to Johanna S. Destetafano (1977: 13) in the language, the learner and the school, said:
“Grammar is often used to refer to the forms students use in their speech and writing”
From those definitions, it can be said that grammar is used on what people do when they speak in their language – create sentences that are recognized as particular language.
Several starting points for thinking about grammar and young learner:
Grammar is necessery to express precise meaning in discourse.
Grammar is closely into vocabulary in learning and using the foreign language.
Grammar learning can evolve from the learning of chunks of language.
Talking about something meaningful with the child be a useful way to introduce new grammar.
Grammar can be thought with out technical label.
Many people are lazy to study about grammar because grammar is a set of word form and rules usage. Include teacher, they assume that students will absorb grammar rules as they hear, read and use the language in communication activities. This approach does not allow students to use as one of the major tools, they are as learners. The students need guide to understand what grammar is and how it works in the language. It means how to make sentences or phrases.
Cameron (2001), grammar does indeed have a place to young foreign language learners. The best help to develop children’s grammar in the foreign language is not by teaching grammar directly, but by being sensitive to opportunities for grammar learning that a rise in the classroom. Be a grammar-sensitiv teacher.
The goal of grammar to carry out students’s communication purposes:
Students need overt instruction that connects grammar point with larger communication contexts. Be providing example.
Students do not need to master ever aspect of each grammar point, only what they are relevant to immediate communication task.
Error correction is not always the first teacher’s responsibility.
Conclussion:
Grammar is central to teaching and learning of language. It is also one of the more difficult aspects of language to teach well.

LEARNING LITERACY SKILLS

Literacy means able to read and write, when it is put in discourse (text both spoken and written)
Literary is the use of socially, historically, and culturally situated practice of creating and interpreting meaning through texts.
According to the Government Regulation PP No. 19, 2005. Language education should develop Language Competence with special emphasis on reading and writing according to the literacy level-set up for every level of education.
Literacy levels:
Per formative level (SD)
Function level (SMP)
Informational level (SMA)
Epistemic (College)
In teaching literary skills, the teacher should not focus on phonic and do not really emphasize on it.
E.g.: Teach alphabet by reading aloud and whispering.
A: Apple
B: Banana
The first source for very young beginners is listening (with language accompanying action) they try to get as much as information (absolving knowledge), when get the point answer by gestures Yes/No.
Talking about literacy skills for children, remember that the purpose is creating classroom discourse school discourse
Per formative level, (language accompanying action) learners can:
Use English to accompany actions
Participate in classroom and school interaction
Recognize simple written English

LEARNING THROUGH STORIES

In learning through story teacher gives efforts to the students by giving questions about the story. In telling stories teacher should use his/her own word and it must be followed by action because the words in the text so hard to children to understand. Here the teacher dominates the class.
There are some ways in learning through stories:
Parallelism Pattern language repetition
Rich vocabulary learning vocabulary from stories through reading stories
Learning vocabulary from stories through listening
Alliteration
The use of words that have the some initial consonant
Contrast
Different between character, action, or setting in the stories for children
Metaphor
The character-telling story to the student in metaphor words. E.g.: beautiful girl
Intertextuality
Children should write about what they have talked about or read about
Narrative/dialogue
Teacher gives the messages from the text of story by doing tell
Action Give question
Quality of good stories
Stories must simple
Have character and plot that engages children
Comprehensible for children
Include fantastical beings or animals in imaginary words
Have qualities of content, organization, and suitable language use
There are three steps of language learning tasks using the story:
Preparation activity brainstorming vocabulary
Core activity reading the story
Follow up activity vocabulary learning

CHILDREN FRIENDLY LEARNING RESOURCES

How are the resources used by the students? Resources are dealing with searching new information (target language), it can be inside and outside
Making and using your own resources
There are 2 resources are made by teacher for a lesson, they are worksheet and spinner.
Worksheet
Introduce daily activities
E.g.: I brush my teeth
The resources are calendar, picture, cards, etc
Group and drill
The resource is pupils itself
Numbering and pictures
The resources are some card of pictures (numbered)
Choose an activity and name it
E.g.: Pupils guess the activity
The resource is pupils itself
Matching pictures and sentences strips
The resources are sentences strips and pictures
Song about daily activities
The resources are pupils
Worksheet read and fills in the blank with the correct word the resource are worksheet.
Spinner
It is consist of some pictures
Telling story (spinner with picture of six different characters on it)
E.g.: A monkey, a dog, a boy, a girl, a women, etc.
Question word (spinner with a question word written on each section)
E.g.: What, when, where, why, how, yes, or not.
Parts of the body (spinner with pictures of part of the body)
E.g.: leg, hand arm, head, finger, eyes, etc.
Using pupils as resources
They can act as partner for other children to practice language
They can act as tutors to help each other to learn English
They can act as models or demonstrators to help you show other children what to do
Organizing resources in ways, which involve pupil
The teacher gives discussion material in each group. Then she comes to every group to ask for what the student have discussed. By this, the students get using the language through interaction between student and other student, and student with their teacher.
The use of classroom display to create an attractive and dynamic learning environment
Classroom display creates a stimulating environment that attracts and motivates for learning.
E.g.: the teacher gives a picture (for example about holiday) then the teacher asks the students about the situation of the picture with some options. Next, the teacher asks the students, what they have to bring when they go to the beach.

THEME-BASED TEACHING AND LEARNING

Theme-based teaching and learning can be taught in an integrated way, without being separated in subject areas that have to be taught at specific time by separate teachers. Teacher must be mastery all study. It main that purpose of theme-base teaching and learning to get a good condition in learning teaching process / conducive of situation in classroom.
Planning theme-based teaching learng.
Advance VS online planning
Finding at theme.
Planning content (Cameron; 2001: 188-189)
Planing language learning tasks ( Cameron; 2001: 190)
As a teacher, we have to able creating the theme based teaching and learning. Theme based is a teaching learning process in which all the subjects covered in a topic and done by a teacher (guru kelas) it is too demanding
For example: the topic is potato. It is also talking about:
Geography (PKPS)
The students should be able to draw a map from their house to market. (They do not really fax attention to the direction because children usually cannot do it)
Math
The students should able to count.
E.g.: How many potatoes are there in the picture? (Number)
Art
They should be able to draw and coloring a potato
Technology
Vegetable vehicle
History
Where the potatoes come from? etc
The problem is some times the teacher forgets the vocabulary, the grammar implicitly
The point is ‘chunk’ of language (the dominant thing of theme based teaching and learning)
The procedures of creating theme, based teaching and learning:
Think first what the purpose of each subject based on the syllabus of all subjects (all item)
Select an interesting topic
Students can suggest any topic
Make a list so the theme will not be similar
The teacher should be able to know all the curriculum subjects.
Match the theme with the subjects

ASSESSMENT AND LANGUAGE LEARNING

Assessmen is used how asses the students, it means the gathering of information for specific purpose, it determines how well an individual child or a group of children are doing. Assessment should measure what students will do and what they know rather than measure what they are not able to do and do not know.
From those explainition, it can be concluded that assessment is used to measure the students’ willingness with many methods the teaher can teach to students, so the students can learn as what they want, such as using media game, pictures etc.
Concepts of assessment:
Validity, it measures the skill. It is supposed to measure with spesific group of learners. Pay attention to learners who will be making the test.
Realibility, the tests are realiable, if the results are consistent over a period. It means that the results are consistents / realiable.
From all explainition above, it can be concluded that Theories of Teaching English for Young Learners are:
Theory of Locke
Locke said that children like a piece of paper (blank slate). As teacher, we have to stimulate the students like blank slate.
Theory of Piaget Children as active learners
We have to teach where the children are.
The implication of Piaget’s theories:
Practice in the classroom
The children give respon about the room and what the teacher said
Teacher use book with picture
Theory of Vygotsky
Children as social being, means when the child learn, they are not alone, but they learn with their parent, friends and teacher.
The implication: words and meaning
Theory of Bruner Scaffolding talk
Means the language used by teacher to manage the classroom (Teaching-Learning process)
There are some ways to create interesting activity:
Using ‘chunks’ of language
Pre fabricated expression put in the context
Language accompanying action
(ZPD)
According to wells, there are four steps to learn English:
Permormative level Elementary School
Functional level Junior High School
Informational level Senior High School
Epistemal level College Students the students
Able to transfer the knowledge using English
Language Acquisition Process
Spoken Language accompanying action
SD
SMP
SMA
PT/MAHASISWA
Language as reflection written

RPP

RENCANA PELAKSANAAN PEMBELAJARAN (RPP)

WRITING SKILL
Nama Sekolah : SMA 1 Jogjakarta
Mata Pelajaran : Bahasa Inggris
Kelas/Semester : X/ Semester I
Pertemuan ke : 2
Alokasi Waktu : 2 x 45 menit

Standar Kompetensi : Memaknai makna teks fungsional pendek dan teks monolog sederhana berbentuk recount dalam konteks kehidupan sehari hari dan untuk mengakses.
Kompetensi Dasar : Merespon makna dalam teks monolog sederhana yang menggunakan ragam bahasa lisan dan tulis secara akurat, lancar dan terterima dalam konteks kehidupan sehari-hari dalam teks berbentuk recount.

Indikator:
1. Menggunakan kalimat Past Tense dan menyampaikan sebuah peristiwa.
2. Mengidentifikasi bagian-bagian dari recount text.
3. Menghasilkan teks berbentuk recount.

Bahan Ajar : Reading teks berjudul ‘‘Visiting to Yogyakarta palace.”
Materi Ajar : Reading teks “Visiting to Yogyakarta palace.’’

Langkah-langkah pembelajaran:
A. Pendahuluan
ü Memberi salam dan mengabsen siswa
ü Menyampaikan topik bahasan mengenai recount text tentang pengalaman pribadi.

B. Kegiatan Inti
1. Guru mengingatkan kembali mengenai structure past tense dan melatih ulang structure tersebut.
Ø Pola kalimat past tense digunakan untuk mengungkapkan peristiwa yang telah terjadi di masa lampau.
Ø Pola: S + V2 + O
Ø Contoh: We went to Yogyakarta palace on March
2. Siswa diingatkan mengenai generic structure dan structure.
Recount menjelaskan urutan peristiwa yang telah terjadi di masa lampau.

Joint Construction of Texts (JCOT)
3. Siswa membuat tulisan mengenai pengalaman perjalanan mereka dalam grup mengenai suatu topic recount.
4. Guru membantu kelompok dalam membuat teks recount
5. Setelah selesai dibuat, perwakilan kelompok membacakan hasil pekerjaan mereka didepan kelas.

Independent Construction of Texts (ICOT)
6. Siswa membuat teks recount mengenai pengalaman pribadi mereka secara individu, kemudian membacanya didepan kelas.

C. Kegiatan Penutup
Guru menutup pelajaran dengan mengucapkan salam perpisahan pada siswa (say goodbye)







WRITTEN CYCLE
1. Text Modeling
Here is the recount text. Read it carefully and complete the table with its generic structure.


Title

Orientation


Event




VISITING TO YOGYAKARTA PALACE

On Friday 21 March, we went to do excursion to Yogyakarta for a day. We went there by bus. At 10.00, we arrived at Yogyakarta palace. After we arrived at Yogyakarta palace, we were divided into two groups. Groups A followed by Mr. Agus and group B followed by Mrs. Dewi. I was in group A.
First, we went to Yogyakarta palace and a guider talked us some of the information. Then, we looked at all the lovely palace. Next, we have a look at the heritages place. The lady let us to look around the place. Then, she explained what we were going to do. We saw many kinds of heritages. Later, we looked at the Tamansari. It was interesting. After that, we went to souvenir stores around Malioboro.
Okay, now, I write key word of Yogyakarta:
Excursion : Darma wisata
Palace : Istana
Heritage : Pusaka
Souvenir : Oleh - oleh



· Skimming
In skimming the teacher give a reading text to the students must reading quickly

T : well, I give you reading text about Yogyakarta palace.
T : how do you know about Yogyakarta palace ?
S : No mom
T : well, now you read this text, please
T : Have you read it?
S ; yes mom
T : Now please you Skim the text and find the main ideas in three minutes
T : What is the text talking about ?
T : What do you do think about the text ?
· Scanning
In this activity students must look over or read quickly and then to find the specific information of the text
1. When did they go to Yogyakarta palace?
2. How did they go there?
3. What time did they arrive there?
4. How long were they there?
5. Who are Mr. Agus and Mrs. Dewi?
6. Who is the lady?
7. What did group A do in Yogyakarta palace?
8. What does the word ‘it’ ( par. 2) refer to?
· Guessing
In this activity the teacher ask to the students to find unfamiliar words
T : Well, do you find unfamiliar words?
S : Yes mom
T : What is it?
S : stores
T : well, please you look the text
T : Where is the sentence that content stores ? No mom
T : Okay, please you look at the second paragraph
S : Okay, mom
S : Yes, I got it in paragraph line five.
T : Okay, student I think that all learn today
T : See you

2. Joint Construction of Text

Analyze its text structure and its grammatical features by completing the table.


1. Title

2. Orientation/sets the scene 1.

2.

3. Event(s)/ tell what happened

4. Reorientation/closure of events

5. Specific participants


6. Use past tense


7. Time/Place


8. Temporal Sequence


3. Independent Construction of Text
Now, it is time for you to write your own recount. Decide what kind of recounts you prefer to write. Consult your teacher anytime you feel confused.
Use the checklist above to control your composition.

Langkah-Langkah Menyusun RPP

Langkah-Langkah Menyusun RPP

Setelah menyusun silabus, langkah berikutnya adalah menyusun RPP, Apasajakah ? langkah-langkah menyusun RPP (Rencana Pelaksanaan Pembelajaran) ?
Sebelum ke langkah-langkahnya, berikut di bawah ini adalah format RPP-nya : yang akan kita susun.


Langkah-Langkah Menyusun RPP
1. Mengisi kolom identitas
2. Menentukan alokasi waktu yang dibutuhkan untuk pertemuan yang telah ditetapkan
3. Menentukan SK, KD, dan Indikator yang akan digunakan yang terdapat pada silabus yang telah disusun
4. Merumuskan tujuan pembelajaran berdasarkan SK, KD, dan Indikator yang telah ditentukan
5. Mengidentifikasi materi ajar berdasarkan materi pokok/ pembelajaran yang terdapat dalam silabus. Materi ajar merupakan uraian dari materi pokok/pembelajaran
6. Menentukan metode pembela-jaran yang akan digunakan
7. Merumuskan langkah-langkah pembelajaran yang terdiri dari kegiatan awal, inti, dan akhir.
8. Menentukan alat/bahan/ sumber belajar yang digunakan
9. Menyusun kriteria penilaian, lembar pengamatan, contoh soal, teknik penskoran, dll

PERANAN TV DALAM BELAJAR BAHASA INGGRIS

CHAPTER I
INTRODUCTION

A. Background of problem
Language is a social aspect of human life, because language is the most important means of social communication among the members of society. Without language, it seems impossible for people to communicate smoothly. The development of human civilization is to be resulted from the regular society contact which of course involves the use of language.
Language is also closely related to the human thought because language is actually the realization of what one is thinking or the oral representation of human thought. We can not think without language, it is because we use language in our mind when we are thinking. Thus, since human behavior, habit and customs are underlined by way of thinking. Language is closely related to those behavior, habits and customs.
Nowadays. Globalization era has been in our surrounding, we must be brave to face it. The role of foreign language has been importance at the time, especially English language as international language. We are encountered with condition that force us to be more transparent in understanding what is taking place on the other side of the earth. We are competing with the fast growing technology, while the distance among the countries is practically gone. There is nearly boundless relationship between two countries, what is happening now at one place in this world will be heard and known in seconds by the other people in far a way place. It means that we are facing hard competition and we may not left behind.
Internet as one of a prove of modern technology has given many advantages for human life. By searching internet people can know everything about news, entertainments, etc in far away of place. And internet has become an effective medium to transfer knowledge, information, and culture, habit even life style.
Most people in our environment think that development technology has brought more negative effect than the positive one, such as – television, internet, and VCD/DVD player. Through this paper the writer wants to tell to the readers to see the positive side of internet in learning English
The technology development has been on its way right now. It can influence on human life at all sectors. Information of technology has been used from education sector until business, much information intellectual, practical, technical, and entertainment, are there in websites.
There are many benefits that can be achieved through searching internet. The first, searching is something enjoyable, moreover if we understand about it. Most people like searching internet, by searching, we can know the current thing. Nowadays, searching internet are developed a lot and known in Indonesia because of the effect of globalization era on information sector.
The second, searching internet is very advantages for English students, not only as something enjoyable but also as motivation to learn English. Finally, the students can also learn a lot of things from searching internet such as – grammar, pronunciation, vocabulary, style, intonation even culture, habit, etc from the sources directly.
The paper tells about “The role of searching internet in learning English of ABA YAPPINDO students at semester VI in 2004 / 2005 academic year”.
However, searching internet has an importance role for ABA YAPPINDO students. The first, as ABA YAPPINDO students, they have strong and good motivation to deepen English language. The second, they are easy to accept internet that nowadays has grown and develop in Indonesia. Finally, they can practice English language through internet.
B. Identification of the problem
Todays, many web sites are presented on line, either national or overseas web site. They have influenced on society life, not only positive effect but also negative one. Searching internet is something enjoyable for students. So many students spend their time, just to search something useless in internet and even they forget their duty as student.
But searching internet as one of information media are very important for English students, through searching internet will give opportunity to know how to study English well. In internet, there are many web sites which serve costumers especially student to learn about English directly.
C. Problem formulation
Based on the background and the identification problem, it can be formulated as follows:
1. How is the student’s habit in searching internet of ABA YAPPIDO students at sixth semester?
2. Are there any advantages searching internet in learning English?
D. Object of problem
Based on the problem formulation above, the object of problem can be formulated below:
1. To explain the student’s habit in searching internet.
2. To explain the advantages searching internet in learning English.
E. Benefit of study
Having read this paper, the readers are expected to get knowledge or information about the effect of searching internet to ABA YAPPINDO student’s in learning English language. And it can be guide to readers to know how to learn English well and using internet as media in learning English.
This paper is helpful for next students, especially to ABA YAPPINDO student in doing their paper later.

CHAPTER II
RELATED THEORETICAL REVIEW

In this chapter, the writer considers that it is important to review several topics used in this study, in order to reach literature in work. To support the theory some books and other printed work are applied as reference in this paper.
A. Definition
1. Habit
As human being, we always get in touch with other people such as- our parent, friends, teachers and any body else wherever and whenever even foreigners. We always find diversity of culture, habit, character, behavior and even language. Diversity makes us know how to adapt and makes relationship with other people. The important thing in diversity how to respect each other and mutual understanding.
Everyone has difference habit; it is easy to makes social conflict. If there are not mutual understanding and tolerance each other. One of the ways to get mutual understanding by learning a habit in environment, such as - daily language which is used as tool of communication. Habit can be caused by environment, life style, etc. in this chapter there are many definition of habit:
According to Professor Sir Randolph (1987; 469) in Longman Dictionary of Contemporary English said that:
“ habit is a tendency to be have in particular way or particular thing, especially regularly and repeatedly over a long period “.

While in http://www.bartleby.com/61/habit (120107)
a. A recurrent, often unconscious pattern of behavior that is acquired through frequent repetition.
b. An established disposition of mind or character.

According to As Hornby (1995; 533) in Oxford Advanced learner’s Dictionary said that:
“Habit is a thing that person does often and almost without thinking”

While in http://www.m-w.com/dictionary/habit (120107)
“A prevailing disposition or character of person’s thought and feeling: mental make up”

Based on the definitions, it can be concluded that habit is all activities that done repeatedly for a long time without thinking.
According to J.D.O.Connor (1967; 01) in Better English pronunciation said that:
“Language starts with the ear. When a baby stars to talk he does it by hearing the sound his mother makes and imitating them “.

So, it can be concluded that Language is habit:
a. Speaking is mouth-action: so, you must use your mouth.
b. Reading is mouth and eye-action: so, you must use your mouth.
c. Listening is ear-action: so, you must use your ear.
d. Writing is hand-action: so, must use your action.
Someone can speak depend on hearing, but just hearing, it is not enough, she or he must listen to it, and it is not for the meaning but for the sound of it. It means that language is habit. Make it habit, she or he will get it. If she or he wants to speak fluently she or he must has habit in speaking. Speaking is mouth-action, being fussy will make better in speaking.
It also to foreign language as English is needed more practice and a great deal of patience in learning it. And environment has important role to be success in learning language. Because a good environment is not a luxury, but it is necessity. It means that learning language is needed a habit in environment. So, to success in learning language, we must live in area in which the language is used.
2. Internet
Internet as electronic communications has many useful for human life, because communication is a systematic attempt to formulate in rigorous fashion the principles by which information is transmitted and opinions and attitudes are formed.
By searching internet people can take and give information, in internet all information is there. People can look for all information through the web site in which they are searching such as – yahoo (www.yahoo.com), Google (www.google.com) and others. Even people can watch movie through internet. So, the function of internet as information sources or electronic book, because in internet many reference books in which there are not have at book store or library.
In internet the information does not only national but also international information, so people can enjoy the information by searching internet and they can communication in far of way. All people know about internet, but actually what is the meaning of internet:
http://www.webopedia.com./TERM/I/internet.htm
“A global network connecting million of computers, more than 100 countries is liked into exchanges of data, news and opinions”.

http://www.m-w.com/internet
“A computer network consisting of a worldwide network of computer networks that use the TCP/IP network protocols to facilitate data transmission and exchange”

Based on those definitions it can be concluded that Internet is a tool of communication and information sources.
By internet, someone will get a million information, such as - news, business, science, technology, entertainment etc. By using the facilities of websites through internet an information can be known fast, one’s also gets job vacancy, partner, even pair of couple, because many web site which offer them. In internet there are facilities which can be used or offered, such as e-mail, chatting and also web site. So everyone can do transaction and communication through the facilities in internet.
According to Helen S. Solórzano (2006:10) in Nort star: Building Skill for The TOEFL IBT, High intermediate said:
“Due to the development of technology such as satellite communication and internet, people in 21st century are better informed about world events than ever before. We no longer have to wait until the evening news hour or publication of the daily newspaper to find out about current events. Instead, we can get updates on the latest breaking news stories as soon as they happen via 24 – hour cable TV broadcasts and internet news sources. You can even subscribe to services the send news directly to your email address or cell phone. As a result, we can always be informed about important events. In additions, news coverage is no longer limited by geography and distance. Modern internet and satellite technology allows broadcasters to send video and audio reports around the world, so event that were once local now have global audience, and we can learn about breaking news in every corner of the world “.

In this era, internet has been mass media, because in sort time, the role of internet has influence on the way of people’s thinking; include public opinion to interest industrial products. Be caused the facilities on internet more interest, so many people spend their time to search it and used it as tool of communication. Finally, internet will influence on costumer’s attitude, behavior, and the way of thinking.
The functions of mass media according to Dr. Harold D. Laswell (2007; 32-33) in Televisi Sebagai Media Pendidikan said there are many main functions of mass media:
a. The surveillance of the environment.
b. The correlation of the parts of society in responding to the environment.
c. The transmission of the social heritage from one generation to the next. (Harold, D. Laswell, 1948; 38)

Based on Dr. Harold D. Laswell, it can be concluded that the function of mass media are:
a. Mass media as giving information about something unusual on public.
b. Mass media to do selection, evaluation and interpretation from information.
c. Mass media as media to convey moral value and heritage from one generation to the next generation. It means mass media as educational function.
While according to Charles R. Wright (2007; 33) in Televisi Sebagai Media Pendidikan said:
“Communicative act primarily intended for amusement irrespective of any instrumental effects the might have “(Charles R. Wright, 1959; 38 in Mass Communication A Sociological Perspective)


According to Wilbur Schramm (2007; 33) in Televisi Sebagai Media Pendidikan said mass media as promotion media:
“To sell goods for us”
Based on those opinion above, Drs. Darwanto, S.S (2007; 34) in Televisi Sebagai Media Pendidikan, concluded that mass media has function. They are:
a. As news and providing information media
b. As educational media
c. As entertainment media
d. As promotion media

Internet as entertainment, educational and information media has influenced on society life. They get many things such as – habit, culture, knowledge, style etc
Many universities or institution use the facilities of websites online to access data and to offer or promote to student to study in their university online (internet) the students can register without go to campus (face to face), either national universities or international universities.
Internet an educational media has many advantages to students to learn any things such as – English, biology, physic, mathematic, and etc, beside that the students use it as reference to get more complete information.
Searching internet is very advantage for English student. Not only as something enjoyable in getting a lot of information but also as motivation to learn English
According to Dwi Heriyanto (2005:57 – 58) in Belajar dan Mengajar Bahasa Inggris Dengan Menggunakan Teknologi Modern Audio dan Multimedia said, there are many facilities internet are offered to students to learn English online such as:
: http://www.tbi.co.id
: http://www.indo.net.id/acl/alc.htm
: http://eecc.ourfamily.com
: http://www.english-in-oxford.com
: http://www.english.bham.ac.uk/
: http://www.english.ox.ac.uk/
: http://www.els.to/
: http://www.shef.ac.uk/english/literature/
: http://www.englishtown.com

Learning English through internet makes students easy to understand whatever they learn grammars, structures, or pronunciation, because the students are taught by sources directly. They can download the websites or surfing the address such as – http://www.ucl.ac.uk/internet-grammar/. This website to learn grammar through internet which is guided from College London University.
English magazine and newspaper are also very importance to practice reading ability, we need newspaper and magazine as learning media. But we must pay attention, if we are students, we need the kinds of magazine which sort contains, so beside get knowledge, it also to make the readers are not bored. Because the problematic in learning language is feel bored.
Newspaper has equal function with magazine, but the language of newspaper is more complete. Beside that, the contains of newspaper is up to date. In internet there are many newspapers and English magazines such as – Jakarta post, Washington post, Harvard magazine and C’n S magazine.
B. Function
Language is very importance for human life, English language as tool of communication in international community. Therefore, English is needed here because not only English is used to communicate in international community, but also the fact that this language is mostly needed in transferring the knowledge of modern technology, scientific publications, books, newspapers and magazines.
Learning English is needed a good ways to easier to understand. Many ways to study English language, one of the ways by searching internet. In internet the students or costumers are guided directly by the sources and in internet as sources of information will give easy way to learn English. By guiding native speaker or sources, we used to with pronunciation, vocabulary and also grammatical of sentence. So, the audiences are expected to imitate what the native speaker taught.
Using modern technology as educational media will get many advantages and will make student enjoy studying. Radio, television and internet as products of modern technology have given easy way to teachers and English students. By using the technology, learning method and English lesson are not boring

CHAPTER III
METHODELOGY

A. Type of study
In this chapter, field research is used as type of study. The object of the research is ABA YAPPINDO student at six semesters. Field research is used to describe the reality of student’s ability in learning English directly.
B. Data Source
Data source is used to complete or to support this paper to collect data are used some sources, they are:
1. Library Research
Library research is needed to determine basic grammatical, vocabulary and example which guided us in learning process and to support the theoretical review and in processing the paper’s contents.
2. Reference books
Reference books are needed to support data, in reference books can be found many ideas, or opinion. They are used to make the data valid and actual
3. Internet
Internet is used to collected data. It is very importance, as electronic medium can give more information and up to date.

C. Data Collection Method
To collect data are used questioner as data instrument which will support and complete research finding. The questionnaire are given to ABA YAPPINDO student, it contains 30 items with 4 scales. They are: a. SS (sangat setuju) b. S (setuju) c. TS (tidak setuju) d. STS (sangat tidak setuju).
D. Population.
There are many student of ABA YAPPINDO, but the students at six semesters are taken as object of research, they consist of 13 students. Because the writer considers that they have studied more long time. So, they are expected to contribute their ability in finishing this paper.
E. Sample
Sample is repsentative of population, but in this chapter population is used as sample too, because of limited students. Sample is used to answer data questionnaire. Finally, as sample to get actual data.
F. Data Analysis
Data analysis is used to know the role of searching internet in learning language to ABA YAPPINDO student at six semesters.

CHAPTER IV
DISCUSSION

A. The student’s habit in searching internet.
. In this chapter, the writer wants to know how the student’s habit of ABA YAPPINDO in searching internet. To get data about it, the writer used questionnaire to give the respondent. The respondents are taken from 13 students of ABA YAPPINDO at six semesters and it can be compare from the highest score to the lowest score. The questionnaires are written in Indonesia language. It contents 30 items, with categories a. SS (sangat setuju) b. S (setuju) c. TS (tidak setuju) d. STS (sangat tidak setuju). It can be presented in table below.
Data 1. Table score of questionnaire result.

No Student number Score
1 04 301 001 110
2 04 301 002 95
3 04 301 003 95
4 04 301 004 120
5 04 301 005 90
6 04 301 006 100
7 04 301 007 120
8 04 301 008 50
9 04 301 009 65
10 04 301 010 115
11 04 301 011 75
12 04 301 012 100
13 04 301 013 100
Total 1235
average 95

From the table above, it can be used table categories and table interval scale.
Table 1.1 categories score

Score Value Categories
SS 4 Highest
S 3 High
TS 2 Low
STS 1 Lowest

The ideal highest score is 4 x 30 = 120
The ideal lowest score is 1 x 30 = 30
Mean score is = 95
Table 1.2 interval scale of the student’s habit in searching internet.

Score Value Interval scale Frequency Percentages %
SS 4 105 – 129 4 30,75 %
S 3 80 – 104 6 46,15 %
TS 2 55 – 79 2 15,40
STS 1 30 – 54 1 7,70 %
Total 13 100 %

Based on the table above, most of students have habit more much in searching internet with percentage 46, 15 % of all students. So, it can be concluded that their habit in searching internet is high.
B. The Advantages Searching Internet Task In Learning English
Searching internet is very advantage for English student. Not only as something enjoyable in getting a lot of information but also as motivation to learn English. So, searching internet is one of the ways in mastering English. There are any advantages searching internet in learning English:
a. Internet gives more complete information about English lesson.
b. Guided by the sources directly. So, the students are expected to understand easily.
c. Unlimited time to searching internet, it means, we can learn English wherever and whenever.
d. Long distance learning, because the student can follow the English lesson without come to the place or learning in far away place.
e. Cheaper, by lower price, the student can be taught by source directly.
f. Getting new information about vocabulary and style or pronunciation.
g. Reading English newspapers and magazines increase in reading ability and knowledge about the news in abroad.
Using modern technology as media in learning process will get many advantages and will make student enjoy studying. Radio, television and internet as products of modern technology have given easy way to teachers and English students. By using the technology, learning method and English lesson is not boring
C. The web site of learning English online (Internet).
Internet as a source of information has many website which will help for people who want take and give information, based on Dwi Heriyanto’s in belajar dan mengajar bahasa inggris dengan technolgi modern audio, video dan multimedia, there are many websites in internet which help to learn English well, they are :
1. English education
a. The British Institute Indonesia.
(http://www.tbi.co.id/)
This institute gives international English course and has been built 1984, the located in Indonesia now at Bandung.
b. American Language Center
(http://www.indo.net.id/acl/acl.htm)
One of English course which serve to practice English online
c. Effective English Conversation Course
(http://eecc.ourfamily.com/)
This institution gives English course, at Pare Kediri, east java.
d. English In Oxford For Professionals
(http://www.english-in-oxford.com)
This website serves English practice for individual and group

e. English Faculty at Birmingham University, UK.
(http://www.english.bham.ac.uk/)
f. Language and Literature Faculty at Oxford University
(http://www.english.ox.ac.uk/)
g. ELS Studies
(http://www.els.to/)
This web site serves online course.
h. Literature faculty at Sheffield University, UK
(http://www.shef.ac.uk/english/literature/)
i. Englishtown.Com
(http://www.englishtown.com)
English learning centre and completed with native speaker.
j. English language faculty at Liverpool University.
(http://www.liv.ac.uk/english/)
k. BBC English
(http://www.bbc.co.uk/worldservice/learningenglish/index.shtm)
Learning English from BBC
l. PeakEnglish.Com
(http://www.peakenglish.com/index.jsp)
English learning web sites which give additional knowledge about English such as – slang in English.
m. Internet Grammar
(http://www.ucl.ac.uk/intenet-grammar/)
Learning grammar online, this is guided by University of College London.
n. English-Express.Com
(http://www.english-express.com/english/home.htm)
This website serves in learning English online.
o. EnglishPage.Com
(http://www.englishpage.com)
English language for learning ESL/EFL
p. English-At-Home.Com
(http://www.english-at-home.com)
Learning English grammar, vocabulary, verbs, and speaking with several games.
2. Online Dictionary
a. Datasegment.Com
(http://www.onlinedictionary.datasegment.com)
Not only dictionary, but also bible from old and new agreement
b. The American Heritage® Dictionary of the English Language
(http://www.bartleby.com/61/)
The complete dictionary which presented online.
c. Merriam-Webster Online
(http://www.m-w.com)
There are game of words which easy to add vocabulary.

d. Foldoc Dictionary Online
(http://foldoc.doc.ic.ac.uk/foldoc/)
e. The LowComDom Online Dictionary
(http://www.lowcomdom.com/dictionary/index.shtml)
f. Wordsmyth
(http://www.wordsmyth.net)
Dictionary and thesaurus for education.
g. Computer Dictionary
(http://www.computerhope.com/jargon.htm)
The websites contents computer word or language.
h. Online Dictionary
(http://www.online-dictionary.net)
The websites give serve about kinds of dictionary.
i. The Century Dictionary
(http://www.global-language.com/century/)
The website serve dictionary with picture and explanation.
j. Kamus. Web
(http://www.kamus.web.id/)
The website give serve dictionary facilities for Indonesian – English and English – Indonesian.

3. Newspaper and English Magazines
a. The Washington Post
(http://www.washingtonpost.com)
The newspaper from Washington DC. United state, which can be read online
b. Los Angeles Times
(http://www.latimes.com)
The online newspaper from one of famous city in united state of American, Los Angeles
c. The New York Times
(http://www.nytimes.com/)
d. The Washington Times
(http://washtimes.com)
e. The Sydney Morning Herald
(http://www.smh.com.au/)
The famous newspaper from Australian country.
f. Times Online
(http://www.timesonline.co.uk)
One of newspaper from British
g. The Herald
(http://www.theherald.co.uk)
The biggest newspaper in British which can find the factual news

h. TV Guide Magazine
(http://www.tvguide.com)
English magazine which relationship with program and films on television
i. ESL Magazine Online
(http://www.elsmag.com)
Online magazine for English education.
j. C’n S Magazine
(http://www.cnsmag.com)
English magazine from Indonesia country
k. Harvard Magazine
(http://www.harvard-magazine.com)
English magazine from Harvard University.
l. Kangguru Magazine
(http://www.kangguru.org.)
English magazine which is published in Indonesia from Australia

4. Literature of English - America
a. An Online Library of Literature
(http://www.literature.org)
The website serves the biography and famous authors such as – Charles Dickens, Charlotte Bronte, Mary Shelley, etc.
b. Great Authors of 19th Century Literature
(http://www.2020site.org/literature/)
The website gives information about biography of the authors at 19th century such as – Mark Twain, Edgar Allan Poe, Nathaniel Hawthorne and etc.
c. 16th Century Renaissance English Literature (1485-1603)
(http://www.luminarium.org/renlit/)
The website gives information about the biography of the authors at 16th century.

CHAPTER V
CONCLUSION AND SUGGESTION

A. Conclusion
Communication is very importance for human life, English language as international language has important role to increase relationship and cooperation among the countries in the world. Many ways to study English language, one of the ways by searching internet.
In searching internet, the costumers do not only get a lot of information and but also can learn English language. In learning English through internet the sources will give more information about grammar, vocabulary, pronunciation, style, even slang language.
Using modern technology as media in learning process will get many advantages and will make student enjoy studying, such as – radio, television and internet.
B. Suggestion.
Based on conclusion, there are many suggestions:
First: Internet as one of product modern technology has given easy way to teachers and English students. By using the technology, learning method and English lesson are not boring any more. By searching internet, we used to with pronunciation, intonation and also grammatical of sentence.
Second: Internet is an effective medium to present or transfer knowledge, habit, culture, language etc. it is very influence on human life. Because internet is universal form for communication