Preliminary
Terminological
language is defined as a system of arbitrary sound symbol generated by said
tools used by humans and society communication, cooperation and
self-identification. Spoken language is the primary language, while written
language is a secondary language. Arbitrary ie there is no relationship between
the sound symbol with the object.
From the above
definition can be captured an understanding that language holds a very vital
role in human social life.
Experts map the
function of language in social life into several points, namely:
1. Tool to
communicate with our fellow human beings.
2. Tools for
working with others (social).
3. Tools to
identify (actualization) self.
4. Social
engineering tool
Even
though almost all know the importance of foreign languages, but awareness to
learn it does not always run in a linear fashion. Similar conditions are found
in the boarding institutions, especially those identified as traditional
schools.
There
are several reasons why foreign languages (other than Arabic) received less
attention in the pesantren community.
First,
there is the fear of psychological barriers to learning. During this time when
people talk about the English language for example, which appears in the
assumption then is that the language is very difficult to learn.
Second,
there are cultural constraints in the sense that learning foreign languages
in schools is not considered a predominance.
Third, lack of
access to an understanding of the foreign language itself. Fourth, the lack of
adequate human resources to develop foreign language.
Fourth,
a very basic factor is the ideological biases which language is understood as
part of a particular religion. For example, Arabic is considered as the
language of Islam, English as a Christian, as a representation language Chinese
Confucianism and so on.
Foreign Language
and Boarding School
During
this time in society there is an ambiguous view of the pesantren. One side
boarding synonymous with "ketradisionalan" in a negative sense (left,
conservative, and so forth), but most of the others looked at that boarding
school is a separate entity with his trademark is not owned by other
institutions, including the education system is run. Contradictions like that
that in turn became the magnet schools to lure various circles to go into it
any further by conducting scientific research.
Associated
with a foreign language, true pesantren education system has had strong roots.
Mastery of foreign languages (especially Arabic) to be one hallmark of even
the benchmark for the level of learning success run. It can easily be known
from the literature that taught Arabic literature which is very dominant.
Besides the linguistic sciences (nahwu, sharaf, balaghah) also taught
systematically at all levels.
Unfortunately,
that understanding of a foreign language so far is only limited by the
"Arabic". As mentioned above, it is not separated from the general
view among schools that consider Arabic as the only language that can be
accepted because it is the language of "religion".
Furthermore,
the assumption thus emerged as a result of an education system that is rooted
in a historical and schools as part of a propaganda Islamiyah. According to
Muhammad Yunus, from the beginning was on a mission boarding school where the
main in the spread and teaching of religious sciences from basic level to the
highest level.
Islamic
Education in Boarding School System
(The period of
Sultan Agung)
Pesantren
Takhassus: the specification of Islamic knowledge and congregations.
Mampelajari specific subjects in depth and specific learning institutes
particularly Qadariyah, Naqsyabandiyah and Syatiriyah.
(Top Level)
Large and Public
boarding schools: learning fiqh, tafsir, hadith, astronomy (astronomy), Arabic
grammar and Sufism.
(High Level)
Pesantren area
with books Elementary: studying the books of fiqh with an emphasis on school
syarfi'i like Fathul Qarib, moral basics as Bidayatul Hidayah.
(Intermediate
Level)
Classes Qur'an
for children aged 7 years and over. The goal is to equip the students with the
ability to read the Qur'an
(Basic)
Source: Muhammad
Yunus, History of Islamic Education of Indonesia, Jakarta, 1993, p. 226-227
Preferential
treatment to the Arabic language, in turn, makes possible the barriers to
entering other foreign languages to be studied in schools. If so, then the
most basic things to do before teaching a foreign language, English in schools
khsususnya is change the perspective to it and realize the importance of English
proficiency in the schools, especially in this global era.
How to start?
After
the change the perspective and awareness of the importance of English for
pesantre, there are still some steps that should be done, ie mapping,
analyzing, planning, doing and evaluating.
Mapping
or mapping problem is the early identification of steps whatever problems faced
by schools so far, especially that related to the teaching of English. Also map
out what needs must be met if it is to develop English language and related
aspects.
Once
the mapping is done, the next important step is to conduct the analysis
(analyzing), the extent of possibilities, opportunities, challenges that can be
expected. One of the commonly used analytical models to determine the
opportunities and challenges of SWOT Analysis is a model developed by Albert
Humphrey.
In
the image above there are four elements that must be considered in the
analysis, namely the element strengths (strengths, strength), weaknesses
(weaknesses), opportunities (opportunities) and threats (challenges tangangan).
In
the context of an analysis of the possibility of teaching English in schools,
then the analysis model can be applied as follows:
Strengths:
- Become
familiar with the study of foreign languages, especially Arabic
- Support the
education system (model boarding)
- Kepemiminan
- Networking
with overseas
Weaknesses:
- The view of
the English minor
- Ideological
biases
- Lack of
facilities
- Lack of human
resources
Opportunities:
- Boarding
School has recognized its existence as part of the National Education
- The opening of
formal institutions; m'had ali, takhassus, foreign language institute
- Advanced Study
Scholarship to various State
- Student
exchange programs / schools
Based
on the above analysis, it can be seen that the opportunities and the
development of English language teaching in schools is very open. But no less
important is the existence of good faith (good will) of the schools policy
makers to initiate birth education institutions foreign language (English)
which is managed by the respective schools.
Methods of
Learning
As
noted earlier, one of the obstacles to the development efforts of English in
schools is the notion that the English language is difficult. Dikesmpingkan
assumption can not be granted, because in reality it is just a set of
assumptions such as that which would be a major factor why the English language
has never thrive in educational institutions (not just schools).
One
way suggested by practitioners teaching English to dispel the notion as it is
to introduce and teach English in an appropriate method. So far it has many
known methods, such as methods of teaching the language to language,
psikolearning methods, methods of social interaction and so on. (Here only be
described a little some of these methods). Ppemiihan appropriate methods, but
can be difficult to remove the impression of English can also help speed up the
mastery.
Psikolearning
In
simple terms may be understood as psikolearning peembelajaran method that uses
the approach by adjusting the psychological condition of students. In the
perspective of a person's psychological condition can be divided into three
types, namely: auditory, visual and kinesthetic.
Auditory
is a condition where in a person's behavior is more likely to use elements of
his hearing. People like this are usually more comfortable when listening to
good music, songs can inspire the spirit and so on. More easily people who are
interested in the beauty of the sound. Learning methods appropriate for people
in this category is auditory learning, which is an easy way to learn the
medengarkan. This can be supported by a lot of listening to your favorite
songs, news, speeches, listen to more of a conversation in a foreign language.
With unkapan and greeting, note the context or situation in which the words are
used. Then, do it again and again, then we will meet with similar expressions,
which can be practiced on a regular basis so that we are more adept at saying
and use it.
Visual
is the behavior of people in more highlight aspects of his eyes. JNI types of
people would be interested in something that is uncomfortable to watch or be
seen. For people who fall into this category, appropriate learning methods is
visually learing, ie learning through visual input, such as images and text.
Many ways can be applied according to the learning style, such as the articles
read something interesting in a foreign language, or reading the writings that
are considered important in the newspapers, internet, or magazines. Could also
write a sample letter, proposals, and brochures. To understand it, we can tell
it back with the words that we arrange themselves, either in writing or speech.
We can also describe it in the form of visual flow chart, table, or other
visual forms.
While
kinestethic is a person who in his behavior over mengedepankaan hand gestures.
People who are considered to be included in this category should be taught the
language with kinesthetic learning methods, which are more suitable way of
learning by using motion, for example by writing (moving the hands to write),
or trying to understand a word / phrase to visualize the movement, which is
usually associated with meaning of these words. Usually, this kind of activity
requires a tool, such as a computer or other props.
Methods
Komunikstif
Learning
English using the communicative approach (komunikative Annäherung) can motivate
learners, if the measures taken can be used as a forum for learners to practice
the language learned for example, dialogue / interact in small groups by
utilizing the available material in the textbook as well as from other sources.
To
achieve the goal of learning English communicative need for methodical didactic
changes that lead to social interaction and encourage learners to engage in the
learning process. Teaching and learning process as above is more directed to
the CBSA (Students Active Learning Method).
T. Raka Joni
(1984: 17) the expression of that learning process that leads to the CBSA has
the following indicators:
First, how far
dare initiate students to take the initiative without being explicitly asked by
the teacher, for example, in determining the steps to learn, looking for
reading materials and others.
Second, the
extent to mentally engage students in learning activities that are in progress.
Third, how far
teachers can change the position of a person who leads and arrange everything
into a companion (facilitator) who are ready to help students, as far as it is
needed.
Fourth, how far
students can learn directly through experience in teaching and learning.
Fifth, the
extent and form of learning tools mngajar varied.
Sixth, what
degree of quality interaction between students, both intellectually and
emotionally.
Six indicators
above can be used as a reference for creating social interaction in learning
English. So as to create teaching and learning processes effectively and
efficiently in accordance with the expectations of teachers and learners.
9 Principles of
Learning Methods
Namely
the nine principles of learning that is designed for learning that can be
implemented to reach the goals that have been implemented. The nine principles
are:
First,
the teacher acts as director. In this case the teacher should serve as a
director and screenwriter, in the sense that teachers plan scenes and determine
the order while the students act as the characters, so that more learner
activity and interaction among them. Scenario is the plan of learning -
teaching (Unterrichtsvorbereitung) are in the upper phase-to-phase
(Unterrichtsfasen).
Second,
the phase change needs to be done once. This step is needed because in general
human ability to concentrate fully on a phenomenon only approximately twenty
minutes. Certainly not easy to shift habits Lehrerzentriert teaching
(teacher-centered) to Lehnerzentriet (student-centered).
This
method requires some of the students, such as spontaneity, activity, courage to
risk and responsibility. Even so should the teachers did not despair for
patiently trying to familiarize learners play an active role in the learning
process. The learners should be invited to find their own answers / information
that they need (inductive method). This will create pride for them, so the more
motivated.
To
support the change of phase, teachers can implement various forms of exercise
(Ubungformen) as well as how to do it (Arbeitsformen) between Einzelarbeit,
Patnerarbeit, Gruppenarbeit, Plenumsarbeit and Frontalunterricht. (Erna, 1992:
23)
Third,
the teacher explains only the things that are important to explain. Typically
learners will berbicra or learn to speak when teachers were not talking. So
teachers need to try to hold back, only as necessary to explain and provide an
opportunity for students to participate more actively. Only things that
absolutely need to have to be explained. About a well-organized and clear
objectives will be easily understood only if students ask questions and ask for
clarification on tearsebut, then the teacher to explain. Give time to the
learner to think, would be more meaningful than talking endlessly activity,
because here also there is no activity that is at the head of the learners.
Fourth,
teachers should tolerate errors. Tolerate errors silence does not mean teachers
only mistake made by the learner, but rather discussing and corrected in
accordance with the purpose of the exercise. Error correction should be in
accordance with relevant training purposes. (Ekadewi 1993:24) For example: when
the student gives an answer in the form of the questions are interrelated,
teachers should not be cut to correct, as this will distract the students on
what will be delivered, the error should not be commented upon. Errors are
normal, no one intends to make. A wrong answer though is the result of a
business.
In
addition it also has the meaning of fault diagnosis bagii teacher, because the
teacher can analyze a fault finding weakness lies in the mastery of the
material. Praise, support and appreciation for the efforts of students usually
strengthen the confidence of students and enhance mutual trust between students
and teachers. Instead of criticism of the excessive teacher sometimes -
sometimes more likely to bring a sense of worry and fear to make mistakes when
learning to express their opinions, so that creativity can suffer. Such
criticism should be avoided by the teachers.
Fifth,
teachers and learners should strive to use language learned as a language of
instruction. Intended use is taught so that students can feel that the limited
vocabulary is not a barrier to bekomunikasi, in addition in order to train
students to think and speak in the language they are learning, it will prepare
them to be able to react in a reasonable real communication situations.
Sixth,
motivation is one of the contributing factors in learning. Motivation is
critical to achieve even learning success. Therefore students need to be
motivated, either to the subjects and to the material. J.S. Bruner a
psychologist studying education and psychology experts suggests motivation as
one of the four themes of education in addition to the structure of knowledge
readiness (readiness) and the value of intuition in the educational process.
Seventh,
teachers should not underestimate the common knowledge and knowledge that have
been previously dominated (vorkenntnisse). A student will be happy to actively
speak up if he feels able to tell him things he already knew the conversation
in the classroom according to the knowledge he possessed. Even in a situation
that is not too formal interaction is sometimes a student is more active and
become involved in the true sense communication between students and students
or between students and teachers as well.
To start with a
new theme, the teacher should know to what extent students have knowledge in
that field. Accommodated students' prior knowledge and turned back on, because
it will be worth the effort teachers explain a new theme, if students do not
have the basic knowledge to master it, otherwise students will quickly get
bored if you do not get extra knowledge.
Eighth,
an objective discussion of the material needed by the students. To boost the
spirit of learning is better if students know the meaning and purpose of the
discussion of a matter. If students need to know the material, of course,
curiosity gets bigger. Because of the curiosity that will meninbulkan strong
appeal. Thus the cycle is known in the psychology of learning: the attraction,
motivation, success magnetism.
Ninth,
Occasional teacher should also ask for feedback (Rueck-meldungen) of the
students. This is necessary as the evaluation of teaching materials that have
been given. But do not let the students felt that the feedback was not
observed. Should be relevant criticisms can be used as reference in making
changes for the better. So in the end the arising of mutual trust, mutual need,
mutual aid, which would certainly add to the fun of learning and teaching.
Prerequisite for successful teaching and learning is openness among teachers as
learners as a director and actor.
Conclusion
Ultimately
the success of teaching and the development of foreign language, especially
English in schools is determined by many factors, ranging from the changing
perceptions, methods, availability of facilities and infrastructure, and so
forth. But actually the most decisive factor is the willingness of the schools
themselves to publicly accept and realize the importance of English for
scientific development.
Allaah knows
sowab bus.
Bibliography
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