THE IMPORTANCE OF ENGLISH IN SCHOOLS FOUNDATION

THE IMPORTANCE OF ENGLISH IN SCHOOLS FOUNDATION

Has long mastery of English into knowledge to be learned by the people of Indonesia. Starting from the year 60'an until now, English lessons became the subject of no less prestige than other subjects like Mathematics and Science. The amount of the need to learn English has made this knowledge into a commodity business itself. English language teaching institutions were emerging private sector such as LIA, Jakarta College, Oxford, BBC, IEC, EF, TBI and others. The old man then as compete to send their children to follow courses in one of English language teaching institutions that have been mentioned above. If Indonesia had a new child to learn English at high school level, now they start at the earlier levels, elementary, and if necessary TK. Because of Indonesia's Eastern cultures embrace a rather full-blooded, children should not protest when his parents are required to learn English. 

Funny thing is, many parents require their children a foreign language course this one without being able to give a clear reason why the English language is important to them, similar to the proverb about the importance of learning mathematics. Children also learn a foreign language is only because his parents said that as an important subject. There are many parents who think that English can make a person successful in life, can make people get good jobs, be able to get people to go abroad, and others. Huh, if only life that easy. Through this article, I stated factors as geography, communication, access to information to be three reasons that make sense beyond the necessity of learning English for the people of Indonesia.

First, Indonesia is surrounded by countries that most people use English as their first or second. These countries include Singapore, Malaysia, Philippines, Australia, New Zealand, and Papua New Guinea. Besides in this country, where again there are still people who use the Indonesian language as mother tongue? Bahasa Melayu and Indonesia are still brothers, but not necessarily the people of Malaysia and Indonesia understand each other when speaking to each other's language. The control of Indonesian in Singapore is not much especially in Australia, Papua New Guinea, or the Philippines. Geographical factors became the first reason why Indonesia needs to learn English. If one day a citizen to travel to one of the countries mentioned above, with sufficient knowledge of English makes it easier for people to communicate with local citizens. It also happened in The Netherlands. There, the students at the high school level are encouraged to learn and master a foreign language since the Dutch language is not used by the nations around them. Germany used its own language. Belgium put France. Across the strait, there is English country.

The second reason and the most common, the English language to be learned from the use of size as the language of international communication. To be able to communicate with people of different cultural backgrounds and nationalities, the English language became the main option that is often used in communication. Examples are easy to see there in the world of tourism. The tourists who travel in foreign countries commonly use English to communicate with native citizens visited. Not only speakers of English identity, tourists who do not use English as their mother also chose English as its lingua franca. Japanese people who traveled to Indonesia, using the English language when he was about to ask something in the first person she met on the street. Indonesian tourists walking in Paris will be very happy to meet with residents if setempa a master English to be asked for his help. There are also less likely to Italians who dared to travel to India without having provision of adequate English language. English is also the official language in the world of air and sea transportation. 

Pilots, any kewarganegaraanya, trained to master the English language to communicate with the airport control tower that the aircraft diterbangkannya destination. Did he fly a plane in Asia or in Africa, he had to communicate in English. Similarly, the airport control tower had to be adept at speaking English, because the plane that landed at the airport not only come from one country but also overseas. Seems inconceivable if the pilots and control tower personnel must master all the languages in the world. Similarly, the cruise world, English is the language of official communication. The port officers who control the situation will always be faced with the arrival of foreign vessels. In order to smooth communications, and Syahbandar officers must be able to speak English with nahkodanya ship which came from America, Russia, France, South Africa, Korea, or the Salomon Islands. In order for work smoothly, the sailors and port workers must use a common language and neutral.

The information in this world bersikulasi mostly published in English. Many books published in English. No matter who publish it, which must be to gain broad market a lot of publishers to publish in English literature. Major magazines such as Newsweek, Time, Vogue, Bazaar, People, Life, National Geographic, etc. MacWorld written and published in English. Newspapers like the Washington Post, the New York Times, Wall Street Journal, and Sun also published in English. Scientific books were published in English. If there is reading material published in non-English language, the English translation must also be made and marketed directly. Popular website in the Internet world more use of English as an introduction to the article in it, look at Yahoo, Google, Wikipedia, Amazon, YouTube, and Reuters. Popular television shows around the world - F1, MotoGP, World Cup, Champions League, American Idol, 24, CSI, MacGyver, etc. - are presented with English language. 

Popular television station in the world are also broadcast in English - CNN, BBC, NBC, Discovery, National Geographic, Animal Planet, ESPN, HBO, and many more. Scientific journal that circulates among the world's elite universities are also printed in English. Reference materials are available at universities in Indonesia also indirectly require students to have sufficient knowledge of English. Whatever your interest, the available information about your current mensyaratakan English language knowledge will be helpful in increasing knowledge and broaden your horizons. English language skills a person has will help him to access the things that had been absent in the readings published in Indonesia. Therefore, English language proficiency will facilitate the people of Indonesia to develop insights into knowledge by providing access to knowledge outside Indonesia.

Based on the above three reasons, knowledge of English language for the development of an individual in Indonesia into a country that is not inevitable. Like it or not, this subject is one thing that needs to be studied by every Indonesian. Even if you are not sure will get a chance to go abroad, this knowledge is necessary, too. At a minimum, you should not stunned when watching a CNN news broadcast because there is no translation at the bottom of the television screen or confused when reading the manual use of electronic tools that only printed in English.

CLASSROOM LANGUAGE

CLASSROOM LANGUAGE

1. Definition of Classroom Language

Classroom Language is the language that used by teacher to communicate with their students. More specifically, some consideration will be given to the why and how of teaching culture. It will be demonstrated that teaching a foreign language is not tantamount to giving a homily on syntactic structures or learning new vocabulary and expressions, but mainly incorporates, or should incorporate, some cultural elements, which are intertwined with language itself. Furthermore, an attempt will be made to incorporate culture into the classroom by means of considering some techniques and methods currently used. The main premise of the paper is that effective communication is more than a matter of language proficiency and that, apart from enhancing and enriching communicative competence, cultural competence can also lead to empathy and respect toward different cultures as well as promote objectivity and cultural perspicacity.

2. The use of Classroom Language

The use of Classroom Language is to encourage students to speak only in English in the classroom, make sure they know simple transactional phrases that they can use to manage their interaction. Often these phrases come so naturally in the native language that it's difficult to break the habit. To help everyone learn and remember this, make a list of these phrases on the board (or put them on a poster for the classroom) and add additional similar phrases as the need arises. It can also used cartoons with multi panels. They provide more material for communicative questioning and discussion. However, the choice of carton that you choose to demonstrate or practice a particular point will naturally depend on the theme, grammatical or cultural component you are teaching or examining. It is important to decide beforehand why you want to use it and how you want to use it. Ask yourself the question, "What knowledge do I want the students to demonstrate by interpreting this cartoon?" As mentioned previously try not to deal with multiple aspects at one time. Perhaps you simply want to illustrate or have the students demonstrate their knowledge of vocabulary or expressions related to emotions. However, nothing is stopping you from returning to the cartoon at a later date to talk about intonation and stress in the language and how it can change the meaning of what is said. As before, don't overuse the cartoon. I suggest you keep it simple and use other examples to illustrate supplementary points.

The absence of a title or any written dialogue allows your students to use their imagination and express themselves orally or in written form (I have primarily used cartoons to stimulate oral expression. I have used writing as a possible extension, a re-investment of the activity). Such an exercise allows students to defend their point of view and also to explore their interpretations of possible dialogue and scenarios. It is motivating and interesting to have students suggest a before and after sequence to the situation illustrated by the cartoon. Students willingly offer possible "before" and "after" segments and delight in coming up with the most original. This particular aspect of the lesson can take place after each individual panel or once all panels have been shown.

To add variety to the use of such cartoons you may want to present the first several panels together and solicit an ending to the story or an interpretation of the story. Presenting the panels one at a time makes the activity more communicative and intriguing as students confirm or don't confirm their interpretations of what will happen next. More discussion and fun is had as the story unfolds with each segment. Anticipation builds as you approach the final panel. The ending takes on a greater value as everyone waits for the true ending! Another approach is to ask your students to actually create, or imagine the dialogue for each panel. It could be an opportunity to introduce or review expressions of emotion, in this case, anger and despair. For example one could use a cartoon that depicts, what one would assume, is a mother scolding her child. However, in the final panel we discover that it is the house pet. If the class was an ESL class students could possibly come up with the following examples of ways to expression displeasure and disappointment:

* "I'm not very happy with you."

* "I'm very upset with your behavior."

* "I'm very saddened, unhappy, disappointed, bitterly disappointed..."

* "I'm very annoyed."

* "I'm very disillusioned, discontented, heavy-hearted..."

* "I'm so ashamed, pained, ..."

* "We (speaking for both parents) are so weary, tired, disgusted..."

* "We are furious, incensed, infuriated, enraged by this behavior... "

* "We feel blighted, dejected by this whole affair."

You may want to examine the role of intonation, stress and syllabication related to such a situation, on another occasion or at another point in your lesson. Vocabulary work begins immediately with the presentation of the first panel, when the class begins to describe the scene and brainstorm what they see and understand to be happening. Examples of open-ended communicative questions that force students to go beyond a simple "yes" or "no" could be:

1. "Describe what you see in the first panel." "Where does the story take place?"

2. "To whom is the woman speaking?" "Imagine what she is saying."

3. "What do you think happened before this story began?"

4. "How will the story end?"

As with the multidimensional approach we seek to have students reinvest what they have learned by completing an extension activity or enrichment activity. A possible example suggested by Lavenne (1988) and enjoyed by students is to write the story as if reporting the news for a newspaper, if the cartoon can be adapted for such a reinvestment. If students aren't aware of the structure of a newspaper article it would be good to review it and provide authentic examples. Students can then model the style correctly in writing his or her own news report. Another option is to have students write out the dialogue. As in the case of this cartoon, researching and writing the dialogue to share with the class could be fun and entertaining. Such an exercise is motivating and enables you to see if students have mastered, in written form, the point of grammar, structure, vocabulary or expressions of emotions you have taught and have examined with them.

Language Teaching With Good And The Disciples received

Language Teaching With Good And The Disciples received

A. Using English Language for Sains And Technology

Most of the student that graduated from their senior high school in Indonesia, find and continued their study in foreign. Because, they think that study in foreign more prestigious and can guarantee the quality of student who study there. This is make education in Indonesia not develop, and the government decided to use English language as a second language in Indonesia. They over more programs such as content-based approach. Immersion program and Dwi Bahasa Program. Every program has superiority and weakness. But, the best program that should done is content based approach because this is compatible approach, it can develop more quickly and create the good result in academic and mastering the language. It is important to develop the quality of education in Indonesia in order we are not left behind from other country.

B. Teacher Use Their Knowledge of English

Teachers can share their knowledge to their students, but not all the teacher can do that. They have very good and wide knowledge but they can’t transfer it to their student. There are three aspect to make teaching more easily such as second language acquisition, inter language analyzed, or curriculum knowledge. Train is necessity for teaching process. They need more to practice in front of student. The teachers in this study were mainly concerned with analyzing and reacting to specific individual student. It is conceivable those linguistic courses which devote time to analyzing the skill and knowledge of individual learners would help teachers do this better. Teacher need more than abstract knowledge, they need knowledge about abstract principles.