View of village community to institute English course

 

 

Language Teaching Research

 

View of village community to institute English course

Harno Diyansyah
Language Teaching Research 2012
NPM : 882030109043

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- November 5, 2012

                                                                                                                         LANGUAGE
                                                                                                                         TEACHING
                                                                                                                       RESEARCH

Article                                                          

Language teaching research
© The Author(s)2012
Re print and permission :  HBC
NPM : 882030109043
www.harnodiyansyah.com
Wiralodra University

View of village community to institute English course

Harno Diyansyah
wiralodra university, Indramayu

Abstrack

This article tells about how the villager’s look English course institution, and how far the villager’s participation in join  their children to English course institution. the writer formulated the billboard calls about the importance of the English language for the child's future.
Which was in 2015 trade inter Asia and Europe release (metro news).
Eli Heckscher and Benil Ohiin view that trade
international is due to the difference in wealth factor
owned states (Heckscher, Eli and Bcrtil Ohiin.: 1991)
As for the education level of the community in terms of education indramayu, Indramayu district educational inequality still having problems. Figures old school in a small village reached only 6.99 years, this figure shows the inequality of education
 (deni / www.humasindramayu.com). whereas until now a days interest to enroll their children in following English courses remains low.

Keywords : villager, indramayu, course institution, international trade.

I.              I  Introduction

One is entering the 21st century wave globalisation  felt strong and open. progress
technology and changes provide new realization that Indonesia no longer stand alone. Indonesia is in the midst of a new world, the world is open so that people are free to compare life in another country.
this is can be fact from Indonesian curriculum has to be a English subject as one of important subject same with bahasa Indonesia  and mathematic .

English course is a institution to guide the student know about English language .

Now days many course institution in Indramayu, but the society still have low interest in this institution , the reason are so complex ,start from economic reason, the children have to work their parent to be a farmers, seller, pluck the mango fruits end etc.

Beside that if we want to know about the effectiveness Indonesian education .

Effectiveness of education in Indonesia is very low. After doing research and educational practitioners to the field survey, one reason is the absence of a clear educational purpose before learning activities undertaken. This led to the learners and educators do not know the "goal" of what will be produced so as not to have a clear picture in the educational process. Clearly this is an important issue if we want effective teaching. How could the goal will be achieved if we do not know what our goals.

During this time, many considered the opinion that formal education is rated only a formality to establish human resources in Indonesia. No matter how formal  learning outcomes, the most important thing is have doing high education levels and great considered by society. Such assumption, too, who led the effectiveness of teaching in Indonesia is very low. Each person possessed advantages in their respective fields and are expected to take appropriate education talents and interests not only to be great by others.

Education in secondary schools, for example, someone who has the advantage in the social and forced following IPA courses will result in a lower effective teaching than students who follow courses that suit their talents and interests. Things are a case that is a lot going on in Indonesia. And unfortunately prestige issue no less important in the low effectiveness of education in Indonesia.
 If we want to improve the quality of education in Indonesia, we also talked about the standardization of teaching that we take. Of course, after going through the process to determine the standards that will be taken.

The world of education is constantly changing. Competencies needed by the continuous changing especially in the open world that is, in the modern world in the era of globalization. competencies that must be owned by someone in the educational institutions must meet the standards.
in this case the author wants to apply visual dictionary in the air learners between the ages of 8-14 at this age children still need a performative  education. authors provide free courses to children in order to obtain the value of the English language better in formal schools. from there the course institutions in the village to gain the trust of parents, by the time they will realize that English as a foreign language in Indonesia is very important, where communities indramayu largely become helpers abroad that inevitably they would arrange a meeting with the people strangers from different parts of the world. reinforced by the electronic media that the news media in 2015 will be opened free trade between Asia and Europe.

II.           Theoretical

Learning English in elementary school and junior high school

Differentiate learning English in low grade and high grade associate your answer with Critical periods and conditions of child psychology low grade and high grade Learning English in a low class!

David Singleton (1995) stated that learning a second language, "easier = better in the long run" the purpose of this opinion is an example of learning a second language English, low-grade learners will get better results and long-term. It because the child is still in a critical period so it will be easier to learn a second language (English). Whereas in adult critical period has passed. This course will make adults can not be as good as the children in learning a second language. sometimes even adults, who well beyond the critical period, may suffer from language disorders are permanent because the ability of neural reorganization. Examples of dialect already owned by someone adult difficult to change.

 Should the mother tongue as the language of instruction? if necessary, should be how?

Mother tongue as the language of instruction is still needed. It is very helpful in communication. Because if directly using the English language at the beginning of continuous learning will certainly hinder communication. The use of the mother tongue can be reduced gradually in the end only using English vocabulary so that children grow and structure correct.

 Slang / ACCENTS regionalism

How important is the role of accent in communication?

Dialect roles in communication is not so important.

due to the different speakers in the area of ​​communication is the bottleneck. In communication over the message conveyed

 Can accent removed?

 Relate your answer to the communication function and the critical period!

Slang majority can not be removed because adults have crossed the line this critical period. People who are already beyond the critical period especially was too far away to experience impaired ability of neural reorganization as revealed David Singleton (1995). One such disorder is a dialect or accent.

This is to be a challenge it self to introducing English in a villager that different culture and different language habit are to be this research still grey.

thus the authors used direct approach to promote and motivate parents to care about education, especially language Britons who are the authors observe.

III.        Analysis

Welcome  to the Parent project. The Project is a workshop approach

to increasing parent involvement in their children’s education. The

Parent Project began six years ago in three of  elementary schools in response to a specific practical need. As Director of the Milwaukee Writing Project, I was at the time working with

 my parent as a teachers in an effort to revitalize classroom instruction

through the use of journals, portfolios, and workshop structures.
Concerns regarding parent understanding and support for the kinds of

instructional changes teachers were making arose with such tvgularitv

that I began to search for a means for involving parents in the process.

 The Karang taruna was, during this

same period, determined to support a variety of efforts to increase

parent involvement in their children’s education. Since there didn’t

seem to he any available model for the kind of parent involvement I

envisioned, The karang taruna  encouraged now to work with

 teachers and parents in order to develop such a program.

What emerged was a workshop approach that focused on what children were learning in the classroom, and how this learning could he

supported at home. What emerged was a means to strengthen the

relationship between home and school—teacher, parent, and child.

School has changed dramatically since many parents were there

and, if the goal of parent involvement is to strengthen the link

between home and school, parents need to he introduced to the revitalized school classroom.Many classroom learning strategies experienced by children every day keeping interviewing, book sharing. cooperative learning, response groups, publishin are

unfamiliar to these same children’s parents. We can’t really expect

parents to nurture and support such learning strategies if they don’t

understand what those strategies are or how they can be supported.

For example, in one of our initial parent  workshops, invited

everyone to write or draw for five minutes in Their journals. Alter we

were finished, I asked for comments. Dasmin said he knew he liad

misspelled many words and that he never could spell and it both

and  him. We talked about how journal writing didn’t need to be correct and that the freedom simply to express one’s self was one of the advantages of keeping a journal. dasmin’s two daughters (in grades

one and three) were keeping journals in school, and Dasmin said that

when they brought their journals home, the first thing on his mind

when he read them was how they were doing on their spelling.

When Dasmin  was in elementary school, there was no journal

writing and good writing meant spelling correctly and nothing

more. For Dasmin’s two daughters, writing in school had come to be

defined so differently , for them, the messages of school and

home were contradictory. As ¡ listened to Dasmin  joke about his

spelling and admit his relief at not having to worry about it when

using his journal, I thought about how absurd it is to reform educa

tion but then to keep it a secret from parents.

The collnterargLlment often heard is not that school reform is a

kept secret but that parents just won’t shoiv up to hear about it.

I have a few observations about this. First of all, I am curious as to what hap

pens when the parent does show up and what kind of support struc

ture is in place for follow-up. In Milwaukee, for instance, it has been

popular to bring husloads of parents into large auditoriums for info—

motivational seminars where they are blamed, tantalized, and talked

at. At the end of the day, these parents are bussed home where they

have to deal with the everyday probiciris that have accumulated. And

that’s it. There is no follow-up support, only a slightly bitter tomorrow.

Instead of this lack of support. what would happen if we called

upon the most powerful aspects of school reform to accomplish the

goal of increased parent involvement: workshops, journals, coopera

tive groups, shared reading, agenda building, interviewing, goal set

ting, and critical thinking?

What would happen? Through our workshops, we have spent

years exploring the answers to this question, working with

thousands of parents and teachers in a wide range of settings,

including inner-city schools, community centers, affluent and not-so-

affluent suburban schools, as well as Chapter 1 programs. S what

did happen?

When I meet with parents and teachers in order to discuss parent

involvement and define the advantages of a workshop approach, I

usually begin by conducting a workshop itself as a means of coming to

understand by doing rather than talking about doing. After a brief

introduction of all participants and an explanation of why we are

together, . what ever will help them remember what they feel is important.

I then ask everyone to pause a moment, relax, and think back to when

they were growing up. What influence did their parents or guardians

have on their attitudes and feelings about school and learning?

Did your parents or care-giver actively encourage you to learn, were they neutral. or did they discourage learning? Does one particular incident from the past couic to mind? Can you place yourself back in this memory? Can you close your eyes for a few minutes and try to experience this memory, this lime and place? Can you close your eyes and go back, into this time and place?

Journey back into this memory, Where are you? How old are you?

Who’s with you? How do you feel? What’s happening? l-lave your feelings about this memory changed over time? Why do you think this memory has stayed with you? What are the dimensions of its meaning?

Now, if you will open your eyes and take a few minutes to jot down some reactions to this visualisation of your memory. Any words or pictures or part of irnage that come to mind. Anything that will help you remember it.

What does your memory have to say about the connection between

parents, schools, and learning? What can we do to increase parents’ involvement in their children’s education?

After there lias been sufficient time for reflection, I divide partid

ants mio small groups of four or live people and ask them to share

their individual memory with the other members of their group by

reading from their journal or verbally recounting what they have

been thinking about. When everyone has had an opportunity to

share I ask each group to formulate some observations about what

constitutes a positive home environment for learning and to arrive at

these observations based on the memories of their group.

When the small groups report back to the reformed large group.

they usually do so with a combination of moving family history and

reasonable, clear educational philosophy. As we hear these family

stories and the resulting observations about how learning can be fostered and nurtured, the significance of parent involvement becomes

all the more real.

IV.        Discusion

in the discussion this time the author would like to combine community within a community and invited to join the editorial education workshop areas.
most of these villages are mothers where fathers are farmers and traders.
The mothers were invited to socialize, here the mothers are given little food for them at home following the workshop.

The present study is how socialization effective and sustainable and I try to draw them through the formal school institutions trusted by seminar-consciousness about the English language for the child's future investments.

            The first day of socializing author brochures motivation Indonesian people success  overseas. Authors conducted the interview by asking questions
 Will your son or mother like those people who have been mentioned in the brochure?
How do the father or mother of the English language after reading the article?

After the one  weak the writer socialization , the writer check the student at the school activity and ask to the teacher who have follow the  course. And know the teacher as supervisor in the school to control the student learn english.

V.           Conclusion

Finally the writer give the conclusion that  parent have biggest peran in student learning motivation not only English subject.

And lokakarya is the strategist location to give the parent motivation, with the purpose are to carry their student to follow the course institution.

And using lokakarya is the effective place to menyaddarkan parents about how important  the English language in the future.
they will feelt menyesal if menyianyiakan this opportunity.

Acknowledgements

We are very grateful to the karang taruna angling darma and Mr.Dasmin have give us location to do my research

Note

1.    We were unable to find any reference to write our research

     

References

Heckscher, Eli dan Bertil Ohlin. (1991). Heckscher-Ohlin Trade Theory, cd. by Hany Flam

dan M. June Flanders, Cambridge: MIT Press.

Sam ,S. Warib.''n.d'' Visual Dictionary.surabaya.CV.Pustaka Agung Harapan.

http://www.psb-psma.org/content/blog/5189-masalah-pendidikan-di-indonesia

http://sastrasantri.blogspot.com/2011/05/teori-pembelajaran-bahasa.html

James Vopat (1995). The Parent Project: A Workshop Approach to Parent Involvement. Columbia university : Columbia press.

Revisiting a core principle. In M. Turnbull & J. Dailey-O’Cain (Eds.), First language use in   second and foreign language learning (pp. 15–34). Clevedon: Multilingual Matters.