READING FOR PLEASURE: EFFECTS OF USING AN ONLINE ANIMATED BOOK ON YOUNG ELLS' READING PROFICIENCY

Headnote

The purpose of this paper is to explore the effect of online animated books in English reading class in Korean elementary school, and to investigate how those materials affect young ELL learners' learning attitude towards reading in English, and what features play a key role in promoting a motivation and an interest in terms of utilizing online reading materials. Total four elementary ELL learners of low level of English proficiency in Korea participated in this study for 12 weeks. Through Summer English immersion program, participants were encouraged to experience an online animated book as a primary reading source, and read them as many times as they could. To answer the research questions, an ethnographic research was conducted with semi-conducted in-depth interviews, followed by researcher's fieldnotes and memos. The findings show that online animated books helped students to have a positive attitude in reading materials written in English by stimulating their interest. In particular, the multimodal features of visualized animation, sound, and music were key factors which naturally made students immerged in reading activity.
Keywords: Reading Comprehension, Online Book, Student Attitudes, Reading Motivation.

I. Introduction

The technological development and emergence of e-books, or reading online materials are getting popular due to the rapid growth in the ICT (Information Communication and Technology) sector. It is no more surprise today that e-books are increasingly available from a variety of distributors with different formats, and work on a various electronic devices, and have a lot of advantages. Readers are eager to enjoy pleasure of reading with the grounds in that e-book can be easily downloaded and updated, and it is instant to read, has accessability (e.g. to change font size) as one of the advantages it has, and multiple usage in the foreign and second language acquisition and practice as well as reading process. Besides, it is supposedly cheaper, and is of better usage than print based books in terms of functionality, expediency, portability and etc. Despite such advantages of e-books, however, the reading instruction in a foreign or second language classroom in Korea has been still geared towards using mostly paper based reading materials rather than digital ones.

Thus, this paper is designed to investigate whether online reading with animated books could be effective to have a positive attitude in English reading to young novice ELL students, and what features in those books could play a key role in promoting motivation and interest.

II. Literature Review

2.1. Reading a Lot

Everyday, people acquire new knowledge by reading and listening. In a foreing language class, it is not an exeption. In particular, reading a lot has been applied and emphasized as a significant reading procedure in English speaking countries since the term, 'extensive reading' was first introduced by Palmer (1968). Numerous researchers indicated that extensive reading as massive amounts of reading aimed at a general understanding from a macro perspective (Brown, 2000; Day & Bamford, 2002). Extensive reading implies reading a lot of and different texts, based on the major premise that the more the reader reads, the better a reader reads (Bamford & Day, 1997). It puts emphasis on meaning rather than linguistic aspects, in contrast with intensive reading, in which learners read texts at the sentence level, look up the unfamilair words in the dictionary, analyze grammar, and translate words and expressions into L1.

Since the 1990s, extensive reading has expanded to become an inviting research topic particularaly in L2 reading instruction after studies in various ESL/EFL reading contexts having been conducted (Bamford & Welch, 2000). A study by Elley (1991) showed the effects of extensive reading in terms of reading amount, attitude, and motivation compared book-based programs to traditional audio-lingual programs with English learners in the South Pacific and Southeast Asian countries. The results of the study uncovered a positive attitude towards reading, different from the traditional reading instruction program. Students were then observed to incidentally learn English from books by comfortably and continuously reading many easy and interesting books.

From the same point of view, Day and Bamford (2002) argued that struggling readers of low English proficiency could be motivated, and their attitude for further reading improved through extensive reading. At the same time, they pointed out that careful guidance about the effects of reading easy materials would be significant because students who became accustomed to reading short and difficult materials in class could be doubtful about reading easy ones.

2.2. The Use of Online Animated Reading Materials

The increased use of the Internet and of advanced technology has greatly influenced English language teaching and learning. As Morris (1993) pointed out, this may be because the Internet connects information and people without time and geographical limitations, and also provides authentic materials to read with. Based on these advantages, many studies have examined the efficacy of the Internet use in English teaching (Bork, 2001; Chou et al, 2007; Goldman, 1999; Gurpina et al, 2009; Shroff& Vogel, 2009; Yoon, 1999).

Several studies (Burgess, 2009; Leu et al, 2004; Richardson, 2006, Swenson et al, 2005) have investigated how to use this medium to teach English to ESL/EFL learners, and have proposed various Internet sites to practice different language skills - thus supporting the idea of the usefulness of the Internet. However, although these studies' list recommended useful Internet sites, their effectiveness would receive greater support if an actual test, or a positive result could be provided to examine students' improvement in English, rather than simply documenting the sites.

Chun & Plass (1996) used the multimedia to teach reading to college students who showed a favorable reaction. However, the students with low language proficiency had difficulty in understanding the linking processes of the reading texts, so they relied heavily on visual cues rather than the text itself to understand its meaning. It was thus recommended that such students should avoid using multimedia with too many visual materials, menus and links for reading.

The study by Brandl (2002) and Acha (2009) showed the reading ability of the students who used the Internet program during class and their interest toward reading were higher than for those who did not. They advocated teaching methods, or lesson plans incorporating online materials, specifically for the reading class, and this seemed to reinforce the idea of the effectiveness of online for improving reading ability. Although these studies focused on the reading area, teaching reading by using online materials might also afford the opportunity not only to read but also to expose to other language skills because of multimedia features, such as embed texts, graphics, images, audio, and video materials.

Another studies by Dillon (1992), Dyson & Haselgrove (2000) and Pino-Silva (2006) examined the influences of various learner factors on reading, including the use of the Internet for the reading class. The findings showed that more personal factors, such as English reading and computer competence as well as having a PC, had an influence on their English reading and on their ability to surf Internet sites.

Yoon (1999) examined the change of Korean middle school ELLs' attitude to online multimedia storybook. The experimental group reading online storybooks outscored than the control group studying in a traditional reading class. Reading online storybooks in ESL classroom showed a positive effect on Korean middle school students.

III. Methods

3.1 Methodology

In order to explore the effect of online animated books in English reading to Korean novice ELL students, and which factors in e-books mostly affect the change of their attitude, an ethnographic research method was employed. During 12-week research from July to September, 2011, a researcher conducted semistructured pre-/post interviews with four focal participants, and also as a participant observer, wrote fieldnotes and memos for collecting data. Data were then transcribed and coded for analysis.

3.2 Participants

Four 6th grade Korean ELL students living in a rural area in Kyunggi province participated in this study. Based on the results of interviews with each other, it was revealed that they have not been exposed to not only online reading instruction, but also formal extensive reading program before. Two answered that they had experiences to read online comic books with a home computer. All the participants were enrolled in the Summer English Immersion Program run by their school district. In spite of students' common background in learning English, they respectively have different and various experiences in learning English regardless of formal and informal education. Most of them started to learn English in primary education, and they told that they were not confident to read materials wrriten in English.

3.3 Materials

The materials, online animated storybooks from the web page, 'http://www.starfall.com' were chosen as a main resource to visit and read. However, as this study was designed to encourage students to read a lot, depending on their interest and level, other web recources were also provided. Table 1 below shows the list of online reading resources used in this research.

Through the Summer English Immersion Camp, students were assigned to have an extensive reading session for forty minutes, three times per week. It was primarily led not by an English teacher, but by students who were encouraged to read as many online books as possible, depending on each one's interest and level. Figure 1 shows a sample digital book which students read.

IV. Findings

This study was designed to figure out 1) whether online reading with animated books could lead to have a positive attitude in reading in English to young novice ELL students, and if so, 2) what features in those books could play a key role in promoting motivation and interest. The results show that reading with online animated books encouraged young ELL learners who just started to study English to get involved in English learning after experiencing extensively interactive learning based on visual and audio function. Below is an excerpt from one of participants. To hide a student's identity, a pseudonym was used. And the whole interviews were conducted in Korean, and then translated into English.

"... I think it was fun to use a computer and multimedia in English class. And for me, it is not that difficult to read online written in English using digital animated book. Also, by reading a lot, I was able to understand stories even with some unknown words. Most of all, I liked online animated books because I didn't need to translate English into Korean every time when I read books."

(from an interview with Seokjoo on September 20, 2011)

Based on the students' reading behaviors and perceptions, it reveals that an extensive reading approach with online animated books could be implemented effectively in a formal English reading course if some modifications in ESL curriculum are made. In fact, extensive reading with such online materials provided an environment in which students had more opportunities to be exposed to a great deal of language input necessary for the development of English reading ability, students thought it could be a great alternative to novice ELL learners who begin to learn English in terms of increasing motivation and interest.

"... it was a very interesting experience for me. And I felt like I was playing an online game with a computer. I was able to practice pronunciation, too, by simply clicking the words that were unfamiliar to me. It pronounced very clearly and well better than my English teacher (laugh aloud). And I want to find more animated books to read."

(from an interview with Soonhee on August 20, 2011)

Another excerpt from Soonhee above shows that she enjoyed the learning process with online animated books which helped her to feel comfortable by lowing anxiety for English. In terms of narrowing the educational gap between urban schools and rural ones, it is clear that online extensive reading program with animated books was efficient to those students who had lack of interest in schooling. In addition to helping students to have a strong sense of motivation, online reading session also made each student become an independent learner. And it was a very positive change to learners who were all accustomed with a traditional way of learning, that is, a teacher-centered instruction. Unlike a normal English reading class, as participants were provided with enough time and various types of reading materials depending on the level of each learner, it was very likely that they might want to read more books, naturally being exposed to English in great amount.

"... I went back the website again at home to find some more interesting stories. I liked the sound and its effect. And I believe that such things help me to get an attention. Because I am a visual learner, these animated books really worked well to me."

(from an interview with Imkyu on September 5, 2011)

Considering that the learners in ESL contexts have little chances to be exposed to authentic reading materials written in English, and online books were relatively easy to access, extensive reading with online animated books showed an effective way of providing the appropriate language motivation necessary for language learning in ESL contexts. As Imkyu mentioned above, extensive reading with multimedia facilitated her reading ability.

V. Conclusions & Suggestions

The analysis of students' reading behaviors through extensive reading with online animated books reveals that the students who had different reading abilities and had little experiences in extensive reading in English became gradually accustomed to reading in English. Students did a great deal of reading during the study both inside and outside the classroom. The experiments provided students with opportunities to be exposed to English in great amount, which had never been possible in previous traditional reading classes.

Therefore, these findings appear to indicate that continued practice using online reading resources could well improve reading competence. The results also suggest that student-centered Internet and reading activities might be more effective to make them become an independent learner. A further point is that the participants in this study gave mostly favorable responses to online based reading practice.

Some suggestions can be made for the successful use of extensive reading with online animated books in English reading course. First, considering that students are likely to be motivated mainly instrumentally when an online extensive reading approach is incorporated into a formal English reading course, a reliable and valid evaluation method should be designed and applied to the course. Second, applying various kinds of classroom activities can be useful. It implies that classroom activities in an extensive reading with multimedia class need to be diverse. Various online activities related to extensive reading can help students have interest and motivation to read, and understand the value of extensive reading. For example, students can introduce what they read to others and share their ideas with each other after reading a book.

Plus, an online extensive reading class can be used with other language skills. For example, most of the graded readers provide the books with audio function. So, students can listen to them before and after reading if they are available. A specific time for listening can be set up or students can be allowed to check out the audio versions of the books for individual listening. As for writing, students can be encouraged to write reading records in English so that they have chances to practice writing and develop their writing skills.

In addition, a certain amount of class time can be used for asking and answering questions. A teacher can utilize ten or twenty minutes of each class time for answering students' questions to guide them more effectively. The use of a reading record can be one option. A teacher can answer the questions which students write down on reading records. Or, students can ask questions freely for a certain amount of time during the class. If an online extensive reading program provides activities which make English reading more interesting and valuable, students can be motivated to read more books.

References

References
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2. Bamford, J., & Day, R. R. (1997). Extensive reading: What is it? Why bother? Language Teacher Online, 21(5), 6-8. Retrieved March 26, 2003, from the World Wide Web: http://langue,hyper.chubu.ac.jp/jalt/pub/ tlt/97/may/extensive.htm.
3. Bamford, J., & Welch, R. (2000). Starting extensive reading programs at universities, vocational schools and language school. Retrieved March 26, 2003, from the World Wide Web: http://www.extensivereading.net/ er/bamfordWelch.html.
4. Bork, A. (2001). What is needed for effective learning on the Internet? Educational Technology & Society, 4(3), 139-144.
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6. Brown, R. (2000). Extensive reading in the EFL class. Paper presented at the 2000 JALT Conference. Retrieved May 20, 2003, from the World Wide Web: http://www.extensivereading.net /er/rbrown.html.
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8. Burgess, M. L. (2009). Using WebCT as a supplemental tool to enhance critical thinking and engagement among developmental reading students. Journal of College Reading and Learning, 39(2), 9-33.
9. Chun, D. M., & Plass, J. L. (1996). Facilitating reading comprehension with multimedia. system. An International Journal of Educational Technology and Applied Linguistics. 24(4), 503-519.
10. Chou, C.C., Bungert, M., Jetton, D., & Lin, C. (2007). Engaging diverse middle schoolstudents in learning through information and communication technology (ICT) in a networked learning environment. In C. Montgomerie & J. Seale (Eds.), Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2007 (pp. 2759-2765).
11. Day, R. R., & Bamford, J. (2002). Top ten principles for teaching extensive reading. Reading in a Foreign Language, 14(2). Retrieved March 26, 2003, from the World Wide Web: http://nflrc.hawaii.edu/rfl.
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13. Dyson, M., & Haselgrove, M. (2000). The effects of reading speed and reading patterns on the understanding of text read from screen. Journal of Research in Reading, 23(2), 210-223.
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16. Gurpinar, E., Zayim, N., Ozenci, C.C., & Alimoglu, M. K., (2009). First report about ane-learning application supporting PBL: Students' usages, satisfactions, andachievements. The Turkish Online Journal of Educational Technology, 8(2) 55-62.
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18. Leu, D., Kinzer, C., Coiro, J., & Cammack, D. (2004). Toward a theory of new literaciesemerging from the Internet and other information and communication technologies. In R. B. Ruddell& N. L. Unrau (Eds), Theoretical models and processes of reading (5th ed., pp. 1570-1613). Newark, DE: International Reading Association.
19. Morris, J. (1993). The Internet. Utah State Office of Education.
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21. Pino-Silva, J. (2006). Extensive reading through the Internet: Is it worthwhile? The Reading Matrix 6(1), 85-96.
22. Richardson, W. (2006). Blogs, wikis, podcasts, and other powerful web tools for classrooms. Thousand Oaks, CA: Corwin Press.
23. Shroff, R. H., & Vogel, D. R. (2009). Assessing the factors deemed to support individual student intrinsic motivation in technology supported online and face-to-facediscussions. Journal of Information Technology Education, 8, 59-85.
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AuthorAffiliation

Tecnam Yoon
University of Massachusetts, USA

source : http://search.proquest.com/docview/1355855287/142E4763D53452F1800/74?accountid=62691

Expressing likes and dislikes

To talk about your likes and dislikes, you can use these expressions.

Expressing likes:

• I like…
• I love...
• I adore…
• I ‘m crazy about…
• I’m mad about…
• I enjoy…
• I’m keen on…

Expressing dislikes:

• I don’t like…
• I dislike...
• I hate…
• I abhor…
• I can’t bear...
• I can’t stand…
• I detest...
• I loathe...

 Examples of likes and dislikes :

I'm mad about basketball, but I can’t bear ice hockey.
I adore reading poetry, but I loathe doing the housework.

If you neither like nor dislike something:

"I don't mind doing the housework."

Things to remember about likes and dislikes:

1. When these expressions are followed by a verb, the latter is put in the -ing form.
Examples:

"I like listening to music."
"I hate wearing sunglasses."

I like	VERB+ING
I detest
I don't mind

2. Note that" very much" & " a lot" always come after the things you like.
Examples:

 "I like basketball very much/a lot. NOT" I like very much/a lot basketball."

3. Be careful when you use "I don't mind..."
Examples:

"Do you mind playing football?"
"No, I don't mind."(Although it's in a negative form, it means that it's ok for me. I neither love it nor hate it.)

Dialogue:

Steve is at home. His girlfriend comes in...Notice how they express their likes and dislikes

Steve:	Hello, darling. Do you fancy watching a film tonight?
Girlfriend:	Oh, no thanks, I don't really feel like watching a film tonight. How about going out instead.
Steve:	OK. Do you feel like going to the theater?
Girlfriend:	Oh, no. I hate it. Do you like eating at the new Chinese restaurant?
Steve:	I don't mind. The Chinese cuisine is alright.
Girlfriend:	Well I really love it. Let's go.

source : http://www.myenglishpages.com/site_php_files/communication-lesson-likes-dislikes.php#.Us0oZ9IW12c

COOPERATIVE LEARNING STRATEGIES IN CLASS LEARNING LANGUAGES CONTEXTUAL

Teaching and learning strategies are important in learning activities teaching in the classroom, because with these strategies teachers can create learning conditions that support the achievement of learning objectives. In addition, teaching and learning strategies chosen and used well by teachers can encourage students to actively pursue learning activities in class (Oxford, 1990: 1)

The selection of teaching and learning strategies should be based on consideration of placingstudents as learning subjects that are not just passively accept what is delivered by the teacher.The teacher should place students as beings who are naturally have the experience, knowledge, desires, and thoughts that can be utilized to learn, both individually and in groups. The strategychosen by teachers is a strategy that can make students have a belief that himself capable oflearning, which can exploit the potential of students to its fullest. Strategy teaching and learningsuch characteristics is a cooperative strategy Learning.

Cooperative Learning is a kind of group learning that involves four to six students. Within thisgroup, students work together other students under teacher supervision to resolve the issueprovided by the teacher. In the discussion group, the students can express opinions and to a student who was appointed as group leader can take the initiative to conclude the discussion.

Shepardson (1997: 10-10) mentions several characteristics of Cooperative Learning (cooperative learning) as follows:

1.      Teachers should always strive for interaction between students who are in a group (student-to-student interaction.) Cooperative learning strategy does not justify allowing a student teacher is too dominated the discussion. Teachers have an obligation to control the course of this group learning activities. Teachers must be can create conditions that can provide equal opportunity to each member of the group for opinions, submit a summary, maintained, or even provide a way out if the discussion is experiencing congestion.

2.      Teachers should create a positive interdependence among group members. That is, each group member must be pursued involved in this study. By way of giving a prearranged turn, teachers can make students force themselves played a part in the group. Teachers need to explain to group that each member should familiarize themselves with the good opinion of listening to other members, and must learn to accept others' opinions if what other people think it's better than the opinion itself. Therefore, students who are good at can help another friend to chip in mind.

3.      The ability of each member of the group counted fairly (individual accountability). In the cooperative learning groups of no participants expressed the opinion that allowed a voluntary basis. Under the deal that has been made previously, each group member will express an opinion. Therefore, the turn, a member of the group will receive a hostess duties of teachers, such as group leader, as the framers of the discussions, or as a transmitter of the discussion.

4.      The strategy emphasizes cooperative learning on achievement of common goals (group process skills). This strategy teaches students to exchange information, teach each other group members that have not been able to, and mutually menghar gai opinion of its members. The process of reaching an agreement this group practiced and grown during the discussion in progress.

5.      Members of this cooperative learning groups should not be too big, moving from 4 to 6 people. Group of this size provides the possibility for members to exchange ideas. In addition, teachers are also easy to oversee the process of learning that emphasizes the cooperation among the members of this group. With a group that is not too large, students who have a mental barrier, shy, or lack of initiative, may request assistance to other members, or gradually be encouraged to participate actively in the learning process group (Shepardson, 1997; Johnson et al., 1992).

Stages of Implementation of Cooperative Learning

Stages that can be taken on the use of cooperative learning strategies in the classroomwith a contextual approach include: (1) division of the group, (2) division of duties, (3) the implementation of group discussion, (4) implementation of a class discussion.

Distribution Group

In accordance with one of the principles of cooperative learning, group division is based on the heterogeneity of students. Members of the group have different capabilities as far as possible with the intention that the group members are enabled to increase its ability to lower after interacting with members of the higher-capable. In other words, grouping students through cooperative learning has advanced so that students with higher ability have a positive effect on the lower. The effort is in accordance with the statement that was popularized by Johnson and Johnson (2001), which swim or sink together.

In addition to setting the group members based on the capability, the distribution of group members also noticed the large number of members in a group. Cooperative Study groups should try to get the number of members in a group are not too large, ranging between 4-5 people, so that learning is intensive interaction among members groups and teachers are easier to control. One who gets appointed as the coordinator responsibilities shared duties to members of his group, among other duties as registrar, messenger discussions, and answering questions for other groups. The tasks that have been given to each each member is only valid for one round, or completion of a task given by the teacher to the group.

To maintain that the students do not depend on other students, on the next round of duties as chairman, registrar, and conveys the results of the discussion can be exchanged to other members. The very need to get the attention of teachers at the turn of the task is that the rotation is intended to familiarize a student get the same heavy duty. More important than that, so that the valuable experience gained was not only brilliant student who usually dominate the opportunity within the group.

Division of Duties

At the beginning of a discussion group, the teacher re-emphasize the importance of
principles of cooperative learning, namely, that each group member must have the same feelings, that sink or swim together (Johnson and Johnson, 2001). Through this principle, is expected to grow awareness of each member of the group to share knowledge and experience they have, appreciate the opinions of others, and willing to reach out to help group members to the group successfully completed the task of each group. After dividing the class into groups, the next step is to assign tasks to these groups. The task is a task group that intended by the teacher prepared for discussion by the students in a group. In this discussion, teachers try to realize the nine steps of learning called by Nunan (1992: 17-24) as a negotiation like this continuum.

in this small group, teacher, first of all explore students' understanding of the goals they wish to achieve together. Return of learning the principles of cooperative learning are reminded to heed together. Furthermore, with their understanding of that, each group moves to start a discussion .. In the third step, the teacher let the exchange of ideas occurred. At this stage, students are allowed to discuss according to the catchment understanding and improve skills they possess respectively. The involvement of teachers allowed to keep only the first stage of this discussion group do not get stuck or jammed. If assistance had to be given, teachers should ensure that students remain entitled to decide for themselves what they think is right. Help teachers they consider to be one of the alternatives that they can develop further. If a group were active and successful, the teacher is only acting as an observer ( observer). If such a situation is created, then the cooperative learning has reached the fourth step, namely to keep the confidence of each member of the group continues to grow.

Each group must realize that learning could occur if each member of the group was convinced that he capable of. Cooperative learning will materialize if group members are better able to willing to donate their ability so that other group members "Do not drown". The fifth step is to help students identify ideas, opinion, throw mind they have done in the discussion. This needs to be done that the students used to think systematically and coherently. With teacher guidance, thoughts, throw an idea, or any comment that could be list of identification mind more can be well understood. However, it needs to be where the position of teachers in this stage: teachers only serves as an alternative provider, and the decision remains inside the group decision. This is in line with the sixth step and Seven of Nunan (1992: 22), that teachers should "Encourage learner choice and allow Learners to Generate Their own task ". Furthermore, the eighth step, students are given opportunity to formulate their conclusions. In this activity, students are encouraged to express his conclusions, and other students are encouraged to comment on the conclusions peer group. At the very least, members of the the other group gave approval to the conclusion of his friend. Finally, on the ninth step students are given the opportunity to apply as a researcher, ie to synchronize records of each member of the group for later put together to be a group report. This is in line with the opinions of Heath cited by Nunan (1994: 23) that "Students were asked ... to work together as a community of ethnographers, collecting, interpreting, and building a data bank of information ... They Had access to the knowledge I wanted, and the only way I Could get That knowledge was for Them to write to me. "The report is used as the basis for The next stage, which brought together a group with other groups which discusses the same poem with the same approach. Two groups of The same critic's poems brought together in a discussion between groups.

Group discussions with Cooperative Learning Strategies

To complete the task with a good group, classroom teachers with strategies cooperative learning to manage the distribution phase of this task well. For that, in the distribution of this task, according to Johnson and Johnson (2000), teachers should emphasize that the students tried to create a partnership with members of the group. A group members should try to stick to the guidelines that among each member of the group needs to have a positive interdependence(positive interdependence) which can be revealed in deeds such as sharing learning resources that support, provide support for the opinion expressed by members of the group, and celebrate with the group's success in completing the task group. In addition, the four basic elements of cooperative learning to another, ie respect for individual donations (individual accountability), tried to argue in the building of positive interactions (face-to-face promotive interaction), trying to interact socially, and always involved in a group must always be kept in process of task completion for each group, after the group in where members and their duties, teachers establish the working mechanism group, so that the responsibility of each member of the group are good. Each member of the group, at the beginning of exercise, has the task that has been established since the beginning (predetermined), namely a chairman, a becomes registrar, one or more members of a resource, and the remainder to convey the results of the discussion, or answering questions from other groups. The division of tasks thus not necessarily be realized perfectly. Therefore, individual accountability and group accountability can be applied in stages, in accordance with conditions of each class.

The division of the group with members that are not too big aims to create interaction face to face so they know each other more closely. This can be done by changing the way students not to sit together with their habit everyday is sitting in a row and not face to face. In strategy cooperative learning, the inner relationship between students plays an important role for cooperation between group members can be realized. Therefore, each group is placed in a position to sit in a circle and close together, so they look more familiar. By way of sitting like this a lot of cooperative effort that can be achieved, for example, ask questions, check answers in the book, asking the meaning of a word or expression, and lending to each other information sources that are not owned by a member of the group. Even sometimes one  member of the group told his friends to ask something to the teacher mentor. Once the task is distributed to each group, the teacher recalls aspects of what should be resolved cooperatively.

In the conduct focus group discussions, students are given the freedom to choose place, in the classroom or outside the classroom. That is, so they are more relaxed, not awkward or afraid when I express opinions, and interpretations arise from thinking individuals in the group, or any of the results of discussions among group members, or the conclusion of an individual or a group after they were argue.

Implementation of group discussions attempted to walk naturally. The influence of teachers sought as little as possible. The presence of teachers in groups of no more to monitor the discussion. The teacher circulates from group to group to motivate, provide direction if students encounter problems can not be completed by all members of the group, answering questions does not concern the substance of the content of the task, and other technical matters concerning the implementation of group discussions in order to run optimally. In short, teachers could play a role as a facilitator. If teachers are forced to answer questions that lead to answers questions, teachers can advance students' knowledge of fishing, provide possible answers that can come out of the question, and ultimately, teachers let students make their own decisions.

In the process of observing, facilitating, and drive mechanisms for collaboration in thestudy group with cooperative learning strategies, teachers strive to pay attention to five things thatare emphasized by Johnson et al. (1990: 71-72

1.      Each member of the group sought to remind each other to always pay attention to the questions to be answered together. Each group members must be sure that he understands what must be answered in the study group, and should also be aware that other members in group also have the same understanding.

2.      Inter-group cooperation among members should be extended in several ways, such as asking questions or interpretations of the meaning of a word or array in the poem, adding thoughts opinion on a group of friends that have been made previously, or any other method that appears in the discussion in progress.

3.      3. Teachers record all group efforts that lead to cooperation between group members. Positive efforts are then transmitted to other groups so that the level attained by a cooperative group can also be perceived by other groups. For example, a group trying to understand overall meaning of the poem by reading the poem turns into
task group. With silent reading, a poem can be understood by better, because by reading the right way, listeners can find not meaning contained in the poem; selection of colors sound, pressure, expression faces, and movements of poetry readers when reading a big impact to the understanding of poetry.

4.      The techniques work together within each group are considered good note
by the teacher. Furthermore, the techniques discussed at the first pause in the a meeting attended by two groups that analyze the poem with the same technique. In the next round, new techniques were tested and the observed effectiveness.

5.      The group that had finished answering the questions made by the teacher as leading questions assigned to write the results of their discussion. Later, members of the who had been appointed previously requested submit results of their discussion on the future the class. On this occasion, the level of cooperative students not only be on small group cooperation, but cooperation in a group that is greater.

Discussions Between the Same Group

In the discussion among the same group, two groups of problems critic The same mutuallyirreconcilable. Its purpose is to see the difference in results between the two groups in question.For example, Group 1 was presented to Group 2, Group 3 presented to the Group 4, Group 5presented to the Group 6 and Group 7 Group 8 is faced with.

Discussions between the groups could account for any difference between theinterpretation of results caused by (1) lack of accuracy of understanding the tasks / questions, (2)the difference perception of concepts, terms, terminology, and (3) differences / diversity of knowledge and experience possessed. However, through the guidance of teachers of all obstaclesthat could addressed and the interpretation of students still recognized as an original interpretation.

Of discussion among this group to learn the new results obtained for experience sharingwith other groups. In meetings between groups of discuss this same issue, expanded learning environment. Inner relationships between group members who have united to try reunited with the other groups. This action certainly change the atmosphere of a mind that is calm. efforts requiredcertain that intergroup competition does not appear, because this meeting could lead to efforts tomaintain the results of group discussions. Teacher re explained the importance of working togetherand learning together. She stressed the importance dictum Cooperative Learning Strategies,namely Swim or Sink together. Work with both so that tasks can be solved by both groups andwith better results of the results achieved by one group.

The results of two group discussions were presented in the class discussion.
Meanwhile, the results of previous study also remained an important document for further discussion. Concrete outcome of discussions between groups is the increased ability, courage, and initiative participants who previously seemed passive.

Class Discussion

Based on discussions between groups the same, the students have gained understanding and experience of others from the previous understanding. The next step is a discussion class. Class discussion is intended to obtain another input of different groups. Thus, the acquisition of student learning increasingly rich, broad, and deep. Prior to class discussion, first set that the two groups that discuss the same issues rolled into one group. Thus, class discussion followed by the four groups. Despite being a member of the group, right to ask or refute remain on each individual. It is intended to foster individual responsibility and group all at once.

In summary, cooperative learning in the classroom has contextual characteristics the following. First, cooperative learning can increase the frequency of cooperation among group members. Second, cooperative learning can reduce the urge to compete, so that students do not mind sharing their knowledge and skills have. Therefore, the teacher gives credit to all efforts to work together, students also encouraged to involve members of the group in an effort to understand the task or conclusions of the results of their discussions. Third, learning atmosphere groups seem more fun because the burden is not borne difficulties by individual students. This study group, is not realized by the students, led each group member perform tasks for the benefit of the group. Fourth, cooperative learning helps improve the ability to work together in teams, practicing respect for the opinion of other group members, and encouraged to create a sense of confident members of the group: that he could donate his mind to interests of the group task completion. Fifth, cooperative learning can improve learning outcomes is more optimal because of the opinions and conclusions that came out was opinions and conclusions of the group. Sixth, cooperative learning provides a useful experience that doing things together and mutual respect from the other one will give better results.

source : http://wirmanvalkinz.blogspot.com/2013/02/kumpulan-contoh-jurnal-bahasa-inggris.html

POLEMIK PEMBELAJARAN BAHASA INGGRIS DI SEKOLAH DASAR

Pendahuluan

Beberapa waktu lalu, munculnya issue tentang penghapusan mata pelajaran bahasa Inggris dalam kurikulum untuk jenjang Sekolah Dasar (SD/MI) sempat menjadi bahan perbincangan yang menghebohkan. Perubahan kurikulum yang rencananya akan dilaksanakan di tahun ajaran 2013-2014 ini menyusul adanya kebijaksanaan tentang pengurangan jumlah mata pelajaran di tingkat sekolah dasar. Pengurangan jumlah mata pelajaran tersebut adalah, dari sebelas mata pelajaran menjadi enam subyek, yakni Agama, Bahasa Indonesia, Pendidikan Kewarganegaraan, Matematika, Seni dan Budaya, serta Pendidikan Jasmani dan Kesehatan.  Namun, pengurangan ini baru disepakati untuk siswa kelas 1-3 saja, sedangkan kelas 4-6 masih akan didiskusikan lagi. Menurut Musliar Kasim, Wakil Menteri Pendidikan dan Kebudayaan, mata pelajaran bahasa Inggris ditiadakan untuk siswa SD karena untuk memberi waktu bagi para siswa dalam memperkuat kemampuan bahasa Indonesia sebelum mempelajari bahasa asing (Kompas.com, 10/10/2012).

Hal ini tentu sangat mengejutkan, mengingat sudah hampir 14 tahun pembelajaran bahasa Inggris dilaksanakan di tingkat SD terhitung semenjak resmi dicetuskan pada tahun 1994. Tentunya tidak mudah untuk memahami kebijakan tersebut mengingat sudah terlalu banyak usaha yang muncul dari pengalokasian APBN dan APBD demi mensukseskan pembelajaran di tingkat sekolah dasar. Bisa dikatakan, semua usaha tersebut belumlah sempat mencapai finish, atau hasil yang benar-benar memuaskan dari anak-anak didik di tingkat sekolah dasar dan harus terhenti begitu saja (Okezone.com, 10/10/2012). Pendapat lain datang dari pakar sosio-linguistik dari Universitas Gajah Mada, Kunjana Rahardi, yang menyetujui rencana pemerintah itu, karena menurutnya, pengenalan bahasa asing yang terlalu dini berdampak buruk bagi penguasaan bahasa ibu seorang anak terutama anak di usia kelas 1-3 sekolah dasar. Penguasaan bahasa ibu, baik  bahasa Indonesia ataupun bahasa daerah yang bagus akan membantu seorang anak belajar bahasa kedua dan ketiga (voaindonesia.com, 12/10/2012).

Menanggapi pro dan kontra dari berbagai pihak tentang kebijaksanaan tersebut, Musliar Kasim selaku Wakil Menteri Pendidikan dan Kebudayaan kembali memberikan klarifikasi bahwa mata pelajaran bahasa Inggris untuk jenjang SD memang tidak pernah diwajibkan. Untuk itu, tidak ada penghapusan mata pelajaran bahasa Inggris dalam perombakan kurikulum untuk tingkat SD. Ia menambahkan bahwa mata pelajaran bahasa Inggris memang tidak akan dimasukkan dalam enam mata pelajaran wajib untuk tingkat SD dalam kurikulum baru, karena kalau bahasa Inggris ini menjadi mata pelajaran wajib tapi tenaga pengajarnya tidak kompeten maka efeknya tidak baik bagi anak-anak. Kendati demikian, bagi sekolah yang menjadikan bahasa Inggris sebagai muatan lokal atau mata pelajaran tambahan dapat tetap dilakukan selama konten yang diberikan tidak membebani dan dapat diterima baik oleh anak-anak (Kompas.com, 13/11/2012). Berkaitan dengan issue perubahan kurikulum tersebut, tulisan ini hanya ingin mengajak pembaca untuk berfikir tentang manfaat dari pembelajaran bahasa Inggris di tingkat sekolah dasar tersebut serta dampak dari penghentiannya. 

Pembahasan

Kebijakan tentang memasukkan mata pelajaran bahasa Inggris di sekolah dasar dimulai dengan munculnya kebijakan Depdikbud RI No. 0487/1992, Bab VIII, yang menyatakan bahwa sekolah dasar dapat menambah mata pelajaran dalam kurikulumnya, asalkan mata pelajaran tersebut tidak bertentangan dengan tujuan pendidikan nasional. Kebijakan tersebut disusul dengan SK Menteri Pendidikan dan Kebudayaan No. 060/U/1993 tentang adanya kemungkinan menjadikan bahasa Inggris sebagai mata pelajaran muatan lokal SD dimulai dari kelas 4 SD. Kemudian, menurut Permendiknas No. 22-23/2006 tentang Standar Isi dan Standar Kompetensi Lulusan, menyebutkan bahwa pembelajaran bahasa Inggris di tingkat SD/MI diarahkan untuk mengembangkan keterampilan-keterampilan membaca, menulis, berbicara dan mendengarkan agar lulusan mampu berkomunikasi dan berwacana dalam bahasa Inggris pada tingkat literasiperformative. Pada tingkat performative, orang mampu membaca, menulis, mendengarkan, dan berbicara dengan simbol-simbol yang digunakan.  

Sehubungan dengan hal tersebut, perlu ditetapkan standar kompetensi bahasa Inggris

bagi SD/MI yang menyelenggarakan mata pelajaran Bahasa Inggris sebagai muatan lokal. Kompetensi lulusan SD/MI tersebut selayaknya merupakan kemampuan yang bermanfaat dalam rangka menyiapkan lulusan untuk belajar bahasa Inggris di tingkat SMP/MTs. Kemampuan yang dimaksud adalah kemampuan berinteraksi dalam bahasa Inggris untuk menunjang kegiatan kelas dan sekolah. Pendidikan bahasa Inggris di SD/MI dimaksudkan untuk mengembangkan kemampuan berbahasa yang digunakan untuk menyertai tindakan atau language accompanying action serta untuk berinteraksi dan bersifat here and now. Topik pembicaraannya berkisar pada hal-hal yang ada dalam konteks sekolah. Tujuan pendidikan bahasa Inggris di SD/MI yang lainnya adalah agar lulusan memiliki kesadaran tentang hakikat dan pentingnya bahasa Inggris untuk meningkatkan daya saing bangsa dalam masyarakat global. Untuk mencapai kompetensi ini, peserta didik perlu dipajankan dan dibiasakan dengan berbagai ragam pasangan bersanding (adjacency pairs) yang merupakan dasar menuju kemampuan berinteraksi yang lebih kompleks.

 Sebagai muatan lokal, bahasa Inggris merupakan bahasa asing yang dipelajari setelah bahasa ibu. Dengan kata lain, pengaplikasian serta alokasi waktu yang diberikan ditingkat sekolah dasar  tidak akan melebihi pembelajaran bahasa Indonesia sebagai bahasa ibu. Kemudian, bahasa Indonesia itu sendiri tetap digunakan sebagai bahasa pengantar pada mata pelajaran lain kecuali pada sekolah berstatus Rintisan Sekolah Bertaraf Internasional. Melalui sejumlah pengamatan, secara umum, peserta didik di kelas 1-3 terlihat antusias terhadap pembelajaran bahasa Inggris selama pembelajaran tersebut tidak keluar dari patokan yang diberikan di dalam Standar Isi dan Standar Kompetensi Lulusan, yakni memberikan materi sesuai tingkat literasi performative. Kenyataannya, tes sering menjadi tujuan utama dalam pembelajaran bahasa Inggris serta banyak guru yang mengutamakan tes dalam proses pembelajaran. Guru juga sering terjebak dan terpaku pada buku bahasa Inggris dari penerbit, sehingga tujuan pembelajaran bahasa Inggris seringkali melenceng dari tujuan semula. Selain itu, seharusnya pembelajaran lebih ditekankan pada kosakata yang beragam sesuai dengan konteks kelas dan sekolah dan bukan melulu tentang grammar atau structure, sesuai dengan pendapat Sekretaris Jendral Federasi Serikat Guru Indonesia (FSGI) Retno Listyarti (Kompas.com, 13/11/2012).

Pada dasarnya, menurut Suyanto, peserta didik di tingkat sekolah dasar adalah young learners, dimana tingkat konsentrasi mereka tidak akan lebih dari 90 menit di dalam mengikuti pelajaran, sehingga guru dituntut untuk menyediakan pembelajaran yang menyenangkan (Wulandari, 2012: 2). Selain itu, menurut Cahyono dan Shirly (Wulandari, 2012: 1) penguasaan kosakata bahasa Inggris bagi anak-anak merupakan elemen dasar yang penting untuk kemampuan berbicara, menulis, membaca dan mendengar. Sedangkan menurut Calderon dkk (Wulandari, 2012: 1) kemampuan kosakata bahasa Inggris bagi anak-anak memberikan prediksi tentang kemampuan mereka di tingkat lebih lanjut.

              Sedangkan menurut Itje Chodijah, pendidik dan pelatih guru bahasa Inggris nasional, pembelajaran bahasa Inggris kepada peserta didik tingkat sekolah dasar belum didasarkan pada acuan yang jelas dan penyiapan kompetensi guru yang tepat. Meskipun bahasa Inggris di SD merupakan mata pelajaran muatan lokal, pemerintah tetap perlu membenahi dan memberikan acuan yang jelas di dalam pelaksanaannya (Kompas.com, 30/10/2012). Seharusnya, pembelajaran bahasa Inggris di SD ini mudah, sederhana dan menyenangkan, bertujuaan untuk kesenangan siswa dan memberikan kesadaran bahwa ada bahasa asing sebagai alternatif berkomunikasi untuk menyongsong globalisasi, diantaranya dengan adanya blended learning.  Penjelasan Musliar bahwa kompetensi yang diperhitungkan pada siswa SD adalah Calistung sehingga tidak perlu mempelajari ilmu pengetahuan yang terlalu tinggi (Okezone.com, 10/10/2012) adalah tidak tepat, karena pada hakekatnya salah satu tujuan pendidikan nasional adalah meningkatkan daya saing generasi muda dalam masyarakat global. Sehingga perlu adanya pertimbangan untuk meletakkan dasar yang kuat bagi peserta didik kita pada masa periode emas atau di tingkat dasar dalam rangka mencapai tujuan pendidikan nasional.

Di samping itu pandangan masyarakat tentang perubahan kurikulum yang lagi dan lagi serta terkesan ganti menteri selalu ganti kurikulum tidak akan memburuk jika arahnya tetap menuju ke depan dan bukannya mundur ke belakang.

Kesimpulan

Tentu sangat disayangkan jika pemerintah tidak mengkaji dengan hati-hati masalah perubahan kurikulum terkait dengan pembelajaran bahasa Inggris di tingkat SD. Bukanlah merupakan suatu alasan yang kuat jika pembelajaran bahasa Inggris di tingkat SD dianggap mengganggu perkembangan bahasa ibu, karena pada kenyataannya bahasa Inggris adalah bahasa asing yang merupakan muatan lokal. Kemudian, peserta didik di tingkat SD sedikit banyak sudah pasti telah menguasai bahasa ibu, sebelum mereka duduk di bangku sekolah dasar sehingga pembelajaran bahasa Inggris tidak akan mengurangi penguasaan bahasa Indonesia mereka. Seandainya ada peserta didik yang belajar bahasa Inggris secara khusus di tingkat pre school atau kindergarten, itu merupakan kebijaksanaan dari orang tua itu sendiri, dipicu dengan adanya persaingan antar lembaga pendidikan di tingkat pra sekolah dasar.

Selain itu, seharusnya ada pengawasan dan pembinaan yang lebih intensif tentang pelaksanaan pembelajaran bahasa Inggris terhadap guru sehingga asumsi bahwa bahasa Inggris  membebani siswa dapat dikesampingkan serta dapat menghasilkan output yang optimal. Menurut pendapat penulis, akan sangat terlambat bagi peserta didik jika mereka baru mulai diperkenalkan bahasa Inggris di bangku SMP/Mts, karena masa periode emas adalah masa exposure yang paling tepat, atau setidaknya dapat dimulai pada saat mereka duduk di kelas 4. Tingkat kebutuhan kita terhadap bahasa asing tidaklah sama seperti era 80an, ketika kita baru mulai mengenal pembelajaran bahasa Inggris saat duduk di bangku SMP/Mts, maka seharusnya kita juga tidak perlu mengulang masa-masa dimana gaung go internasional belum merebak seperti sekarang ini.

Pendapat tentang pembelajaran bahasa Inggris di tingkat sekolah dasar dapat mempengaruhi nasionalisme juga dapat dikesampingkan. Kita harus berfikir bahwa bahasa hanyalah merupakan alat komunikasi yang tidak akan melunturkan rasa nasionalisme. Karena masalah nasionalisme adalah masalah pendidikan karakter, rasa kebanggaan terhadap bahasa Indonesia tetap harus  dikuatkan melalui pendidikan karakter pada saat pembelajaran bahasa Inggris giat dilaksanakan. Di samping itu kebutuhan terhadap keterampilan berbahasa Inggris untuk ikut berpartisipasi dalam era komunikasi dan globalisasi sesuai dengan tujuan pendidikan nasional bagi generasi muda tidak akan tercapai jika bahasa Inggris tidak diperkenalkan lebih awal. Akan tetapi, di dalam pelaksanaannya harus disiapkan secara matang mulai dari kurikulum dan tenaga pendidik yang memiliki kemampuan di bidangnya sehingga memiliki arah yang jelas serta tidak membebani peserta didik.

Akhirnya, meskipun nantinya kebijakan pemerintah sudah bulat untuk tidak memasukkan bahasa Inggris pada kurikulum mendatang, ada baiknya jika pemerintah memikirkan serta membuat alternatif lain agar siswa tetap dapat menguasai bahasa Inggris sejak dini mengingat sifatnya adalah bahasa internasional sehingga generasi muda kita tidak jauh tertinggal dan tetap mampu memegang kendali dalam era globalisasi ini.

sumber : http://ratnamizan.blogspot.com/2013/02/normal-0-false-false-false-in-x-none-x_12.html