Professional Documents
Culture Documents
TO YOUNG LEARNERS
(A Pre-Experimental Study at the Seventh Grade of SMPN 1 Banjarsari)
A PAPER
By
YUSUF HIDAYAT
2109060194
LITERATURE REVIEW
In this chapter, the writer would like to present the concept of teaching,
A. Concept of Teaching
This chapter will highlight the terminologies used in this paper. To get
clear meaning of what teaching is, the writer would like to give the definitions of
In the writer’s opinion, someone who is said above is a teacher that provides,
presents and develops the material or lesson to the students. And the word
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In relation to the present study, the term “teaching” refers to the practice
1. Steps of Teaching
and Karo-karo (in Asopwan, 2003:9) above, teaching is an activity and a process,
therefore if teaching is an activity and a process, teaching should have the steps or
This study deals with the teaching of spoken genre. Hence, it will be
quite worthwhile to take a look at the procedures in teaching spoken genre. Kang
Shin (2005:11) suggests that teaching spoken genre has some steps or procedures
b. Absences/Make-up procedures
c. Beginning teaching
d. Modeling
e. Working in groups
f. Independent work
g. Working in front
h. Homework
It is an activity that we can ask from our students, to act from plays, their
course books, or sometimes filming the result. Students will often act out
dialogues they have written themselves. This frequently involves them in coming
2. Communication Games
has to talk to a partner in order to solve a puzzle, draw picture, put things in the
3. Discussion
One of the reasons that discussion fail is that students are reluctant to
give an opinion in front of the whole class, particularly if they cannot think of
everything to say and are not; anyway, confident of the language they might use to
4. Prepared Talk
presentation on a topic of their own choice. Prepared talks represent a defined and
useful speaking genre, and if properly organized, can be extremely interesting for
Students stimulate a real-life encounter as if they were doing so in the real world,
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either as themselves in that meeting or airplane. Stimulation and role-play can be
Then, both Kang Shin and Harmer implicitly suggest that teacher use
so that teacher will have a very rich English language environment. Next the
and use those expressions as much as possible. To sum up, the writer concludes
that teaching spoken genre is very important in learning English so that some
B. Spoken Language
This study also deals with the teaching of spoken genre. Hence, it will
also be quite worthwhile to attain the clarification meaning from the term
‘spoken’ which is one of the term used in teaching genre-based approach. The
term ‘spoken’ or ‘spoken language’ has some meanings. To make the meaning
individual’s living processes and experiences as the ability of seeing and walking.
Spoken language is also the most natural way to communicate. It isn’t just making
sound. Birds, animals, babies make sound and it may be a tool of communication
for them, but it’s not spoken language. Without spoken language, people must
remain in almost total isolation from the society. For most people, the ability of
spoken language is the same with knowing a language since the speech is the most
process between speaker and listener and involves the productive skill of speaking
and the receptive skill of understanding”. For further statement of spoken language, Cable
(2005:1) also argues that “We use spoken language to express our ideas, opinions and
idea become real to his/her listener. Meanwhile, the writer has found some
different terms that are associated with spoken language from several resources
“speaking”. Basically, all the four terms above have similar meaning with term
spoken language.
language approach used to teach children not to adult? The writer thinks that age
has often been considered as a major factor in learning language, and over the
years, various hypotheses have been proposed to account for the correlation of age
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of acquisition and mastery of the second language. A number of empirical studies
have been designed to investigate the question of optimal age to learn a second
22) comment “There are four factors that affect student spoken language ability
and affective factors”, so young learners are the proper age as a focus of this
method. Because young learners still have a fresh brain to learn a new language.
Zhao and Morgan (2004:2), ‘A child's brain is more plastic compared with that of
an adult, and before the age of 9 years old, a child is a specialist in learning to
speak, he can learn 2-3 languages as easily as one’. It means that the child's brain
commitment from the parents and families are important to work professionally
day. Besides that, spoken language is a fundamental language process for teaching
and learning in the learning areas for young learners in the primary years.
language, and there is not discrimination between of them. And in the writer’s
opinion, written language is better taught to the students of young learners after
school particularly at the seventh grade where the students can be categorized as
Young Learners (YLs). In this subsequent part of the chapter, the writer tries to
discuss about who and why YLs are. Before discussing about young learners, the
writer would like to introduce what is meant by young learners. According to Nafi
(2003:2) argues that “Young learners are children ranged between 1 to 12 years
Therefore the teacher requires different techniques to teach and guide them.
The previous statement means that young learners are categorized for all
years old and more are categorized as adults. Many advantages are gotten by the
teacher in teaching young learners than adolescent or even adult. The reasons are
developmental stages. They learn through their own individual actions and
exploration.
capacity to solve problems on his own and his capacity to solve them with
assistance.
In line with the previous statement, Cable (2005:1) also argues that:
Children who have been learning English since birth will have
developed and honed their speaking and listening skills in English
through their contact with trusted adults and peers and learnt to use
English to support their developing understanding of the world. They
will have learnt to use spoken language to interact with others for
different purposes and have begun to develop their understanding of
different registers, tones and the use of expressive language.
Children who have learnt another language from birth will have done
all the same things but in a different language with different
conventions and within a different cultural context.
language since birth, they are going to acquire the language quickly and can
interact with others without any difficulties although in a different culture context.
On the other hand, they may be more greatly affected by the other factors
language for its own initiative. Usually they interest towards things that are easy
for them to understand. One of the easy ways to help young learners learn a new
language is natural desire that make them actively participate in the social life
around them. If they know how to pronounce a word easy for them, they are
going to add it their speaking vocabulary, and use them immediately in their
their form of motor actions, young learners receive more concrete input.
language which is being taught and actively engaging tasks (Zhao and Morgan,
2004:5).
Learners (TEYL) become the latest issue in the world including in Indonesia. To
attain satisfactory goals in teaching them, the teacher should understand the
first is characteristics of young learners under 7 years old and the second is the
characteristics of young learners between 7 to 12 years old. To get clear about the
explanation as follows:
- learn things through playing; they - can learn reading and writing in
are not consciously trying to learn L1
new words or phrases – for them
it’s incidental
- love playing with language - can plan and organize how best to
sounds, imitating, and making carry out an activity
funny noises
- their grammar will develop - can work with others and learn
gradually on its own when from others
exposed to lots of English in
context
(Slatterly and Willis, 2001)
are different depending on their ages. For young learners under 7 years old, they
learn language through hearing, playing, imitating and making funny noises. But
they are not able to read or write, and their grammar ability will develop gradually
when they expose a lot in context. While the characteristics for young learners
between 7 to 12 years old, they can begin to learn reading and writing in their L1.
Besides that, they are also able to work with others and learn from others in their
The previous statement means that to get success in teaching young learners, the
teacher and parents should have the effective ways to keep the young learners
learning. And the effective ways are the principles for teaching or the effective
Foreign Language. Genre based approach is used to teach English for specific
purpose (ESP) and composition study in many universities in the United States
and also in Australia, even though in School Based Curriculum for Junior and
as spoken genre and the second genre is classified as written genre (Callaghan and
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Rothery, 1988:21-22). In addition, Pare as quoted by Belcher (2005:4), states ‘Genre
can be spoken or written’. It means that genre as spoken has the reason as
reveals the purposes for which any natural language came into being. Meanwhile
meaningful passage of language that serves some social purpose. Text is related to
the context, therefore the theory aforementioned says that text is only known by
the context itself and realizes it. The nature of the text produces at any time
depends upon context of situation, to use term, and people exercise to produce
different texts are said to be differences with respect to register, choices involving
Approach for Graduate Students’ Writing”, in the findings stated that there is the
effectiveness of the genre-based approach for the students’ writing ability. In line
with the statement stated by Belcher (2005), Kongpetch (2008) in his research
Pekalongan” also stated in their findings that there is positive impact of the genre-
based approach for the students’ writing ability. But in contrast to their researches,
genre-based in spoken cycle gives more opportunities for the students to speak
actively for language performance in daily life context besides to write a text type
of genre. But teaching writing based on genre-based in writing cycle only gives
opportunity for students to write a text type. After analyzing all findings from four
researches above, the writer decided to choose Astuti’s research (2009), because
the writer would like to investigate and prove that teaching speaking based on
improve students’ speaking skill besides writing skill which is still rare to be
investigated.
Besides discussing the gap of the previous studies, the writer would also
like to give clarification about genre. Because the term “genre” is very important
part of this study, in this part, the writer would like to explain what genre is.
Many experts try to introduce and present their concept about genre.
Christie (2005:233) argues that “Genre is a technical tem for a particular instance
of a text type”. The argument above means genre is a term of technique how to
create a particular text type both in spoken and written. Therefore, genre is
important for the learner because it is a technique to make a good and functional
text. In addition, Hyland (2007:4) explains that “Genre is a term for grouping
recurring situations”. The previous statement means genre is only a term for
grouping texts and how the writer writes those texts according to the situations.
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In line with the statement above, Nunan (1999:308) also stated that:
communicative event, and its forms are influenced by its structures, stages,
Knapp and Watkins’ arguments above imply that genre has four meanings, first,
and fourth, genre is culture competence. From the fourth meanings of genre
above, the writer may conclude that genre is an organized concept which is a
term for an organized concept and technique which has purposeful and
meaningful constructed activities, and it also has grammatical forms, stages and
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aimed orientation to create a particular text types both in oral and written
E. Procedure Text
There are several genres which are currently learnt by students in junior
and senior high schools in Indonesia. One of the genres is procedure text.
piece of text that gives us instructions for doing something. The purpose of a
procedure text type is to explain how something can be done”. Meanwhile Bima,
et. al. (2005:79) state that “Procedure text is a kind of text designed to describe
people perform different process in a sequence of steps”. From the two statements
above, the writer infers that procedure text is a kind of text type that gives us
text usually uses the sample present tense, often the imperative sentence. It also
usually uses the temporal conjunction, such as first, second, then, after that, next,
finally, etc..
Regarding the procedure text, Bima et. al., (2005:79) summarize that
c. Steps
Steps are one of series of things that somebody does which forms part of a
process.
2. Linguistic Features
b. Imperative sentence
c. Temporal conjunction
several stages according to the genre experts. Callaghan and Rothery (1988:39-47)
suggested that there are three main stages in the curriculum genre for teaching-
If the teacher just introduces a genre for the first time in a classroom. In
this case, the teacher begins with the modeling stage. Here are some other
practical ideas according to Callaghan and Rothery that can be carried out in the
classroom. First, the teacher introduces a model of the genre to the classroom.
Second, the teacher discusses the social function or purpose of the text with the
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students. Third, the teacher asks the students to suggest local or community issue
that they have strong opinions about it and would like to support through that
argument. Fourth, the teacher demonstrates to the students how the text achieves
its purpose. And also the teacher introduces another copy of the same text with the
stages of the genre clearly marked. According to statement above, the writer
concludes that in modeling of the text, the teacher should do some steps begins
with introduce a model of the text to the students, then discuss the social function
or purpose of the text to the students. After that ask the students to suggest local or
community issue to support their argument, finally demonstrate the text in front of
the students.
The second stage of the cycle is the joint construction of the genre.
During this stage teacher and class work together to produce a text, the teacher
guides the students into the joint construction with questions that focus on the
stages of the genre. Here are some other practical ideas suggested by Callaghan
and Rothery that can be carried out in the classroom. The teacher begins with
preparing for writing the topic, then pooling the information together in a group,
In this stage, the teacher can do these following steps in the classroom as
suggested by Callaghan and Rothery. First, choose a new topic and research the
topic as preparation. Second, the student writes a draft. Third, the student consults
with the teacher about the draft. Fourth, the teacher assesses the students’
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development in writing the genre. Fifth, editing and publishing provide an
optional final step in the teaching cycle. Sixth, the students reach the point where
Kurikulum 2004 (2004:66) ruled that the programming in the classroom is based
support for learners as they move from spoken to written text. They involve the
selection and sequencing of classroom task and activities and are related to the
starting point of topic or type of text. Each stage is associated with different types
The four stages are ruled by Hammond et. al., (1992:17) above can be
summarized as follows:
supplies background knowledge to the learners about the topic will be discussed
later on. Its aim is to lead learners’ cognitive aspects to the discourse or topic the
teacher wants to reach. The significance of this stage is based on the held-out
belief that learners have already had particular knowledge gained from experience
and previous learning, which can be called out when they encounter new
facilitate his students’ current abilities to understand and learn to go to the further
stage.
In this stage, the teacher shows “model” of the text to the students in
order to be imitated or used as the basis for a related idea, process or system. In
this modeling stage, the learners have the rich representative model of the text.
teacher demonstrates the step of how to make of coffee in front of the class by
loud.
The aim of Joint Construction of the Text is to work together for the
teacher and students to construct the text. The emphasis of this stage is on the
teacher providing guidance and support in order to convert and reshape the
language from the spoken to the written mode. The teacher and the students can
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share their ideas, as well as negotiate meaning to construct text together, by all
means, discussion, negotiation, and communication are not only the way to
Having seen that learners are ready to construct the text independently,
teacher can move on this stage. When learner is ready at this stage, he must be
able to generate the text by himself with assistance neither from the teacher nor
from his friends. The function of independent construction of the text stage is
twofold. It does not only serve as the time for students to perform independently.
The students are able to apply what they have learned previously. Then, the
1. Stage one: Setting the Context. It means revealing genre purposes and the
2. Stage Two: Modeling. It means analyzing the genre to reveal its stages and
key features.
in the genre.
5. Stage Five: Comparing. It means that relating to what has been learned to
roles.
above, some genre experts assumed that in the fact, teaching-learning cycle is
depending on their existing knowledge about genre. However, the teacher and
students should decide to work creating the text type in particular stages both in
In the present study, the writer chose the four stages as teaching-learning cycle of
genre such as suggested by Hammond et. al., (1992:17) above, because normally
this four stages is common used by the teachers in teaching the students both in
Junior and Senior High School in Indonesia. And in the fact, the four stages have
Club. In 2002 he got the first winner for the best speaker category in the Speech
Contest Program of SMK level for regency level conducted by SMKN 1 Ciamis.
2008 he got the big 10th winner of the International Youth Exchange Program
2008. In November 2009 he was elected as one of the ten of the honor invitation
guests from all over Indonesia invited by the Australian Consulate, Australian