Strategies in Using Ict for Teyl: Difficulties, Possibilities and Pitfalls

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STRATEGIES IN USING ICT FOR TEYL: DIFFICULTIES, POSSIBILITIES AND PITFALLS

Written by
Arpani
SMA Plus Negeri 17 Palembang

Abstract

This study focused on teacher’s background in TEYL, teaching strategies used, the role of institution in TEYL and the arrangement of classroom that influence TEYL. It also focused on the use of ICT and its influence as a new paradigm in TEYL. The research is designed by using questionnaire given to 24 English teachers in TK. Harapan Mulia Palembang. The choice of the institution based on the consideration that this institution deals with a combination of two specific markets in TEYL i.e. Kindergarten and Elementary School. The result of this research shows the background of teacher, strategies used the role of institution in teaching learning process, the classroom arrangement and the introduction of ICT in TEYL.

Key words: Teacher’s Background, Teaching Strategies, the Role of Institution, Classroom Arrangement, and the Use of ICT in TEYL

Background of the Study
Teaching English for Young Learners has become more popular. Parents now view that it is an essential for their children to have English early in kindergarten before they go to Elementary School. In addition to this fact, there are many institutions that provide English in the teaching process from these two levels. As the result, children were introduced to learn English at their early age. Since these young learners are unique in their characteristics, teachers who involve in TEYL should have some requirements to make the teaching learning process successful. The development of technology also influences teaching learning process in the classroom including in TEYL. This study is designed to investigate the requirements of being a teacher in TEYL, the role of the institution in TEYL, the strategies used by the teachers, the influence of classroom organization and the use of ICT in TEYL. All these factors will give much contribution to the success of teaching learning process for young learners.

Literature Review
According to Slatterly & Willis (2001) as cited in Shin (2006), it is important to define young learner. For those who were 7 -12 years old are called young learners (YL) and Very Young Learners (VYL) are those under 7 years old. As a further result, the kindergarten students are classified into VYL and Elementary Students as YL. In this study, we consider both levels of students as young learners. Teaching young learners is different from teaching adults. They have their own characteristics that make them different. Klein (2005) says that children show a greater motivation than adults to do things that appeal to them. It will be difficult for them to sit still in a longer time because they tend to change their mood every other minute. Moreover, Shin (2006) also states that for young students, from ages 5 to 10 especially, it is a good idea to move quickly from activity to activity. To make these young learners keep their attention in learning, teacher can use stories, whether it is a piece of fiction, a fable, or a folk tale. According to Hines (2005) story is especially relevant at that time when students are tired or are about to become tired. It is also useful with students who are afraid to make mistakes, or with those who have knowledge about the language and can recognize words, but cannot easily produce what they can recognize. In addition, the text of a story gives words to them so that they can actively use the language. Moreover, Neyman (2001) says if correctly chosen, storybooks would correspond to the ‘comprehensible input’ which ESL theorists say should be emphasized in the communicative classroom. Reading stories can greatly affect one factor known to be critical in learning a language-motivation. In other words, when beginning readers can read a ‘whole book’, it is a source of price and it also shows them that they actually have a use for the language...
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