INDIKATOR EMPAT KETERAMPILAN BERBAHASA INGGRIS

UNTUK SMP/SMA/MA/SMK

Banyak guru bahasa Inggris yang melupakan indikator dibawah ini dalam pengajaran (teaching) dan testing, akibatnya ketika mereka mengajar tidak tahu apa yang akan diberikan kepada siswa dan begitu pula cara mengukur hasil pembelajarn.

A.  Listening

1.      Menunjukkan gagasan utama (main idea) suatu teks atau paragraf

2.      Menentukan tujuan teks

3.      Menyebutkan informasi rinci dalam teks, baik yang tersirat maupun tersurat

4.      Menjelaskan makna kata atau ungkapan tertentu dalam teks

5.      Menjelaskan rujukan (reference) yang ada dalam teks

6.      Memanfaatkan peranti kohesi (cohesive devices) untuk menjelaskan hubungan antar elemen dalam teks.

B.  Reading

1.      Menunjukkan gagasan utama (main idea) suatu teks atau paragraf

2.      Menentukan tujuan teks atau penulis

3.      Menyebutkan informasi rinci dalam teks, baik yang tersirat maupun tersurat

4.      Menjelaskan makna kata atau ungkapan tertentu dalam teks

5.      Menjelaskan rujukan (reference) yang ada dalam teks

6.      Memanfaatkan peranti kohesi (cohesive devices) untuk menjelaskan hubungan antar elemen dalam teks.

C.  Speaking

1.      State the main idea of the speech

2.      Provide supporting details of the topic/idea

3.      Use appropriate words, phrases, or utterences to express the idea

4.      Use certain language system (grammar) to make well-formed utterances

5.      Make use of appropriate cohesive devices to cretae a well-organized speech

6.      Use appropriate gestures to accomplish the purpose of the speech

7.      Perform acceptable pronunciation to express understandable utterences

D.  Writing

1.    State the main idea of the text

2.    Provide supporting details of the topic/idea

3.    Use appropriate words and phrases to express the idea

4.    Use certain language system (grammar) to make well-formed sentences

5.    Make use of appropriate cohesive devices to create a well-organized text

6.    Use appropriate mechanics to accomplish the purpose of the speech

Child Language Acquisition and ALA

Child Language Acquisition and Adult Language Acquisition
Duong thi Hoang Oanh

Introduction

It is widely agreed that the earlier one starts to learn a foreign language, the better is the chance for one to master a language, especially in the field of phonetics. It is observed that children do not learn the language, they acquire it. This process of acquisition is completely different from that of learning of adults.

Children have a magic ability to absorb a language. It is surprising to see how fast a child can learn and use a large amount of vocabulary and sentence structures over a short period of time. Why does it happen that way? A lot of research which has been done in this area leads to an agreement that "There appears to be a period during which language learning can proceed easily, swiftly, and without external intervention or teaching" (Fromkin et al, 1988). During this period, language acquisition occurs naturally. So what is the difference between acquisition and learning? We say we adults learn a language but children acquire a language. It can be said that acquisition is "a subconscious process that happens when we engage in meaningful interaction in much the same way that children pick up their first language without any interaction to form" (Truong and Bao, 1997). According to their research, the lateralization of the brain (the term used to ‘refer any cognitive functions that are primarily localized to one side of the brain or another’) appears to be connected with the language-learning abilities of children. It may be that this ‘critical age’ (Fromkin et al, 1988) for first language acquisition coincides with the period when lateralization is taking place and ends when it is complete. According to Lenneberg (1967), this period ends at puberty, which appears to be a crucial limit for ease of acquisition. On the other hand, Krashen (1973) has argued that "the period may be complete at the age of five".

Perhaps this is why the child has already acquired so much grammar by that age. It is observed that the amount of vocabulary and some simple sentence structures children acquire by the age of five is equivalent to the sum that they can learn in the rest of their lives!

However, in reality this process does not happen in a simple way, as we might think. Acquisition of a first language is not repeated in our lives. For first language acquisition, according to Fromkin et al (1988), the process can be divided into four main stages:
The babbling stage: This lasts up to about one year. It is considered as a pre-linguistic period, in which children makes any number of sounds that are interesting to them. They do not depend on the language produced by others; their stock of language is not limited to the linguistic input they are exposed to. They can produce all sorts of language sounds existing globally, which are very much similar in all the world’s languages. As a consequence, they do not produce only the same sounds as those of the environment.

Children in this period also show their capacity to recognize the significance of intonation. If they are exposed to sounds with different intonations, they can respond with the same sound and melody, with the ability of a perfect imitator.
After that, when children gets to the age of one to two years old, they come to the holophrastic stage, during which they produce their first utterances. Their every word conveys a message or a request. At first the child speaks one-word sentences, in which one word can convey the meaning of one whole sentence. For example, when a child says "Car!", the word can be understood as "I like the [toy] car", "Where is my [toy] car", "It’s a car", "Let me get in the car", etc; during this period, the mother is the best "interpreter" of the child. So the child begins to realize that sounds represent meaning and concept.
A few months later, there comes the two-word stage, when the child puts two words together, but these utterances are not" random combination of words" Fromkin et al (1988); the words have definite patterns and express grammatical and semantic relationships.
Still later, in the telegraphic stage, longer sentences appear, composed primarily of content words and lacking function or grammatical morphemes. The child’s early grammar lacks many of the rules of the adult grammar, but eventually it mirrors the language used in the community" (Fromkin et al, 1988).

This natural language acquisition process is independent of the ethnic background of the child, but depends on the language used by the community where the child is living. If a Vietnamese child was born and grew up in Australia or America, it is certain that the child would be a native speaker of English. If the child’s family did not use Vietnamese with the child, they would have to learn Vietnamese as a foreign language.

So, it can be concluded that children have a gifted language skill. On the other hand, if a child does not learn any language at all up to some certain age, the ability of acquiring and using a language can be impaired, or even lost. The story of Tarzan, who grew up in the forest from birth to 18 years old and learnt to be a "forest boy" is a very beautiful story of bravery and humanity. It has been a dream of millions of teenagers all over the world. However, it is really hard to believe that after he came back to human society, he could ever learn to speak the language easily and could make up for the time lost in the forest. Scientific research shows that this could not have happened. Human history shows many cases of children who were abandoned for some certain reasons and lived with animal communities until people found them. Some cases of children being isolated before puberty can be taken into consideration as follows:

• The Wild boy of Aveyton, who was aged 12 in 1797 when he was found living with animals. He did learn to respond with some words, but never spoke properly.
• The Wolf-Boy, Shamdev, who was 15 when he was found in 1978. He was never able to learn any language.
• An Ohio girl, who was six years old when she was found in the 1930s. Having had community interaction, she was unable to speak and understand language, but after a period of training and communication with a community, she still made up what she had missed and spoke normally in the long run.

So, it can be seen that acquisition occurs naturally only up to a certain age, and sometime after puberty we lose the ability to acquire naturally, quickly and easily the language to which we are exposed.

As a result, it can be seen that if we start to learn a foreign language when we are still very young, we can enjoy many advantages, especially in terms of phonetics. As adults, we can no longer acquire a language; we have to make a lot of effort to learn a language. So, different from acquisition, "learning is a conscious process of study, attention to form and error correction, most typically in formal language classrooms" (Truong and Bao, 1997). Moreover, "acquisition is a more important process, and learning cannot turn into acquisition" (ibid.).
However, one should not be disappointed when beginning to learn a foreign language after puberty. When learning a foreign language as an adult, one can enjoy some advantages as well. The first is that learners already know a language, know what language is used for, and that language has a system of words and rules. Secondly, they can be aware that the target language they are learning is different and be willing to take on the challenge. Thirdly, they study in an analytic way, being willing to analyze in a cognitive way what they are learning.
Nevertheless, the disadvantages seem to outweigh the advantages. When learning a foreign language as an adult, one has to face many troubles. Some are the following:

• The natural language ability is lost
• Speech organs have formed a habit and the speech for organ position to pronounce the mother tongue sounds have become a natural response
• Rules of first language have become a habit that influences language competence: new rules have to be learnt consciously
• Learners suffer from interference from the first language, in terms of foreign accents and grammatical rules.

Therefore, learners are greatly influenced by the mother tongue, especially in terms of pronunciation and rules of phonetics. Perhaps the most difficult problem in learning English for the Vietnamese is pronunciation. English has some sounds, which do not exist in the Vietnamese phonetic alphabets. Some can be taken as examples, such as /æ/, /q /, /¶ /, or /Ù /, or aspirated sounds /kh/, / th/, or nasalized sounds, or even some similar sounds but still somewhat different such as /t/, /tr/ or /p/ , and /d/ .

Another not less serious problem is the special characteristics of English with word stress and sentence stress. Vietnamese is a mono-syllabic language, whereas English is a polysyllabic language; so each Vietnamese word in a sentence will receive a single stress but in English only some content words or emphasized words will receive stress. This leads to the fact that English is spoken with regular beats to form rhythm, at the same time some segments are uttered quickly or weakly which the Vietnamese find it so difficult to understand. Intonation is also another challenge. English has a rich system of intonation that is used to express different meanings and attitudes in various contexts.

Many Vietnamese learners of English are interpreted as indifferent, abrupt, and even impolite because they employ mostly the falling tone at the end of a sentence, as they do with Vietnamese. In contrast, the English learners of Vietnamese find it extremely confusing and nearly impossible to imitate the six tones of Vietnamese. They can understand that tu (with level tone = to be a monk), tï (with low falling tone = jail), tïu (rising tone = nice-looking) tò (rising-falling = cupboard) can bear completely different meanings, but find it almost impossible to remember the tones and distinguish the sounds.

Furthermore, to learn a foreign language outside the environment in which the language is used, one must memorize the language without using them in practice.

It seems clear then that the earlier one attempts to learn a foreign language, the better. However, can this be applicable to children in a non-English speaking country? Can they acquire English naturally from the time when they are young? The answer is yes and no. As a teacher of English (and being encouraged by the ‘critical age hypothesis’, I am ambitious in helping my children to be good at English when they are very young, so when they grow up they can use the language without much effort. For a long time, I have been trying to expose them to the language, in the hope that they can learn the language unconsciously. However, I don’t want to force them to learn (and how can you force children to learn anyway?). I can see that they have made a lot of progress with their pronunciation and their ability to imitate is even better than that of adults (including me, a rather experienced teacher of English!). When I showed them a video of an ice cream, they said: "Mum, they do not pronounce it like you, the ice /ais/ is much shorter than the way you say it!" They are completely right, simply through observation, while I know very well from the theory that when a vowel is followed by a stop consonant, the quality of that vowel will be shorter. In addition, they speak short sentences easily and with appropriate pronunciation.

However, I soon recognize they are too young to learn grammatical structures. The only way for them to develop their skill is to practise. It seems a simple truth, as we usually say "Practice makes perfect". So, if practice is what they need, I should let them do a lot of practice. The question is then: with whom should they practise? No one speaks English in authentic situations with them except the teachers, their mother and sometimes some foreigners. They learn after the method of behaviorism, what they learn will soon be forgotten unless it is reinforced by practice. At first I was disappointed and thought that maybe my children were not gifted linguistically and they did not have a sense of language. However, as time goes by, as they go to school, they learn some English there and they become more confident. My daughter is nine, and she is more conscious of learning the language. My son is seven, and he just learns according to his own ways of thinking and fancies. One day he came home and said: "Mum, my teacher is funny. I did my test very well, but she only gave me 8 out of 10. Of course she is wrong, but I don’t want to argue with her". I asked him to show me his paper. The teacher asked him to write from 1 to 20 in English. He did it correctly from 1 to 10, then instead of eleven, twelve he wrote one-teen, two teen, three teen because he said the teacher had told them to put teen after ten onwards. I find it so amusing. The child sounds logical in his argument. Once again, theory has been supported by reality: children learn a language not only through imitation and interaction with the community but also through their thinking patterns in their own way, by forming their own rules.

On the basis of the above argument, it can be seen that the acquisition of a language from a very young age in a community using that language is a wonderful way to get to know a language. It is so desirable for us to have that magic ability during our adulthood to learn other languages that we want to. However, even when young children make great efforts to lean a foreign language they can enjoy some certain advantages but they also have to face with a lot of difficulties.

Children can learn easily but they can forget easily, too. When they are very young, they just learn orally by imitation and through interaction with other members of the community for remembrance. Unfortunately, in a non-English speaking country, the children do not have enough facilities to apply the foreign linguistic knowledge they already learn. Short, pleasant, interesting or useful phrases soon fade out of their memories. Even in the case of those who learn English or French everyday for a while, how long does it take for all this knowledge to vanish when they no longer have the foreign language teaching? It is hard to say. If we want the language to be acquired, the process must be natural. However, in a non-English speaking community, these children have to learn the foreign language by the same process as adults, so there is the dilemma. An adult has an analytical mind to analyze the grammatical structures or unusual language phenomenon they are faced with. For children, it is impossible to explain to them that love is present and loved is past tense, a book and 2 books but one woman and 2 women. They must reach a certain age to understand all these regular and irregular cases. So, it is of no use to force young children to learn grammatical rules at a very young age. However, to give them practice in pronunciation to get close to native accents is good enough.

It is not easy to learn a foreign language, no matter at what age one begins. As can be seen from the above arguments, adults also enjoy some certain advantages when learning a foreign language. Each age has its own advantages and disadvantages, though it seems more difficult for an adult learner. The question here is that when one learns a foreign language, one should be aware of his/her strong points and weak points, then look for an appropriate method to study the language the most effectively and pleasantly. The learner should not feel disappointed and discouraged if s/he is starting to learn a foreign language when s/he is already old (and another question is How old is old). No one is ever too old to learn. It is not a slogan but is the truth. So one should enjoy the advantages as an adult learner. A learner should not try to speak like a native speaker. Research shows that no matter how we try, we just can move close to a native accent, but can never coincide with those of a native speaker. In addition, the foreign accent is charming, in some way. It helps us identify ourselves, and shows that we are speaking another language besides our mother tongue. It is something worth being proud of as well. We just imagine that if a foreigner can speak or use the Vietnamese language as we can manage with English, we must admire that person a lot. So, we foreign language learners should be proud of ourselves and do our best to learn English better and better.

References
Fromkin, V et al. (1988). An Introduction to Language. New York: Holt Rinehart and Winston
Krashen, S. (1973). Lateralization, Language learning, and the Critical Period: Some New Evidence. Language Learning 23, 63-74
Lenneberg, E. H. (1967). Biological Foundations of Language. New York: John Wiley.
Truong Vien and Bao Kham. (1997). Learning and the Learners. Hue, Vietnam: Hue University.

Kelas Bahasa Inggris bersama Native Speaker

KETERLIBATAN PENUTUR ASLI DI DALAM KEGIATAN BELAJAR MENGAJAR BAHASA INGGRIS UNTUK MENANAMKAN NILAI-NILAI WAWASAN KEBANGSAAN

BAB I

PENDAHULUAN

A. Latar Belakang Masalah

Tak bisa disangkal lagi bahwa bahasa Inggris mempunyai pengaruh yang makin dominan dan sepertinya tidak bisa dibendung lagi di berbagai negara berkembang termasuk Indonesia. Menurut Quirk dkk dalam Nurkamto (2003) bahasa inggris tidak hanya memiliki sistem yang paling baik diantara bahasa-bahasa di dunia, melainkan juga memiliki faktor-faktor pemaksa yang menempatkannya pada posisi sekarang. Faktor-faktor pemaksa tersebut adalah jumlah penutur, tingkat penyebaran geografis, fungsi yang diemban dan peran politis dan ekonomis penutur asli bahasa itu.

Sehingga dewasa ini penduduk di berbagai negara memakai bahasa Inggris sebagai alat komunikasi dalam berbagai pertemuan penting pada tingkat internasional (Richards and Rodgers, 1986:1). Dalam bidang pendidikan, bahasa Inggris mempunyai andil besar karena hampir semua buku teks dalam berbagai disiplin ilmu ditulis dalam bahasa Inggris, yakni dari jenjang pendidikan dasar sampai perguruan tinggi. Begitu pula tidak bisa dipungkiri peran Bahasa Inggris dalam alih tehnologi dari negera maju ke negara berkembang.

Kenyataan diatas mendorong bangsa Indonesia mempelajari bahasa Inggris. Bahasa Inggris secara resmi diajarkan sebagai bahasa asing di sekolah-sekolah Indonesia seiring dengan keputusan Menteri Pendidikan dan Kebudayaan pada tahun 1967. Sejak saat itu, perubahan menteri, kurikulum, keadaan politik, ekonomi dan perkembangan ilmu pendidikan, terus mewarnai perkembangan pengajaran Bahasa Inggris sebagai bahasa asing di Indonesia.

Dalam Kurikulum Tingkat Satuan Pendidikan (KTSP) Bahasa Inggris dipandang sebagai alat berkomunikasi bukan seperangkat aturan tata bahasa, sehingga nantinya para siswa diharapkan mampu menggunakannya dalam masyarakat pengguna bahasa tersebut. Sebagaimana konsep kompetensi yang dikemukakan oleh Celce Murcia bahwa tujuan pembelajaran bahasa adalah kompetensi wacana. Artinya, jika seseorang berkomunikasi baik secara lisan ataupun tertulis dia telah terlibat dalam sebuah wacana. Yang dimaksud dengan wacana adalah sebuah pristiwa komunikasi yang dipengaruhi oleh register ( topik), tenor atau hubungan interpersonal orang yang terlibat dalam komunikasi dan mode mengacu kepada jalur komunikasi atau channel yang kita gunakan yakni lisan dan tulis.

Oleh karena itu, dalam pengajaran bahasa Inggris di jenjang pendidikan menengah seorang guru mempunyai kesempatan untuk memilih dan memilah materi pengajaran bahasa Inggris dari negara pemakainya seperti Amerikat, Inggris Raya, ataupun Australia. Guru tidak lagi harus mengambil semua budaya dan gaya hidup milik penutur asli bahasa Inggris tanpa menyesuaikan dengan kondisi budaya bangsa Indonesia. Sehingga fungsi bahasa kembali sebagai alat komunikasi bukan media kolonialisme budaya dan linguistik ( Anita Lie, 2002: 188) .

Sebaliknya penulis menemukan sebuah gagasan yangmana bahasa Inggris bisa dijadikan sebagai alat pengembangan budaya dan bahkan untuk menanamkan nilai-nilai wawasan kebangsaan dalam pergaulan internasional. Sebagaimana Kirkpatrick (2001) menyarankan kurikulum bahasa Inggris didesain lebih ramah dengan memasukkan budaya-budaya setempat seperti : cerita-cerita rakyat asli Indonesia, nama-nama tokoh pahlawan nasional, tempat-tempat bersejarah di berbagai wilayah Indonesia dan berbagai jenis makanan tradisional dari seluruh Nusantara.

Selanjutnya dalam pengajaran dan pembelajaran bahasa Inggris mencakup ketrampilan menyimak (listening), berbicara (speaking) membaca (reading), dan menulis (writing). Ketrampilan berbicara adalah salah satu kompetensi bahasa yang perlu ditingkatkan di SMP Negeri 17 Surakarta. Menurut Suyanto (2008) siswa siswa yang belajar bahasa Inggris di Indonesia perlu dilatih berbicara dalam bahasa ini. Mereka harus berbicara dan berinteraksi dalam bahasa Inggris dengan sesama teman dan dengan guru bahasanya. Satu-satunya cara yang paling efektif adalah dengan menggunakan bahasa itu sendiri.

Salah satu permasalahan besar dalam pengajaran bahasa inggris yang dihadapi setiap guru adalah bagaimana mengembangkan motivasi dan ketrampilan berbicara siswa sambil menanamkan nilai-nilai kebangsaan. Permasalahan tersebut dapat diatasi salah satunya dengan mengundang native speaker ( penutur asli) ke dalam kelas bahasa. Para penutur asli dalam kelas bahasa dapat dijadikan mitra belajar dan juga motivator siswa dalam mengungkapkan ide-ide yang

berkenaan dengan budaya maupun nilai-nilai kebangsaan Indonesia.

Mereka kita undang kedalam kelas sebagai guest speaker. Kedatangan dan keterlibatan mereka dalam proses belajar mengajar (PBM) bahasa Inggris di dalam kelas merupakan hal yang sangat langka bagi siswa SMP di Indonesia. Kesempatan ini merupakan pengalaman berharga bagi mereka karena belum tentu bisa menemukan hal yang sama di jenjang pendidikan selanjutnya. Disamping itu kemauan dan kemampuan siswa berkomunkasi dengan penutur asli bahasa Inggris membuat lebih percaya diri dalam belajar bahasa dan menimbulkan kebanggaan tersendiri terhadap sekolahnya. Dalam kesempatan itu para siswa diharapkan bercerita dengan cara menggambarkan atau mendeskripsikan peninggalan sejarah, jenis makanan tradisional ataupun hasil seni semacam wayang kulit dan batik dengan menggunakan teks deskriptif dan report sederhana. Sementara para penutur asli mendengarkan apa yang siswa ceritakan yangmana sebenarnya mereka sedang belajar mengenai kebudayaan Indonesia melalui bahasanya sendiri. Dari uraian singkat di atas, muncul beberapa pertanyaan-pertanyaan sebagai berikut:

1. Mengapa seorang penutur asli (native speaker ) diperlukan dalam pembelajaran bahasa asing dalam menanamkan nilai nilai kebangsaan dan budaya Indonesia? Apa manfaat dari kehadiran penutur asli (native speaker) di dalam kelas? Adakah kekurangan yang dimiliki oleh native speaker?
2. Bagaimana cara memaksimalkan kehadiran native speaker tersebut, agar dapat meningkatkan ketrampilan berbahasa sambil menanamkan nilai-nilai kebangsaan kepada siswa ?

BAB II

PELAKSANAAN KEGIATAN

A. Media Pembelajaran

1. Pengertian

Kata media berasal dari bahasa latin, merupakan bentuk jamak dari kata medium adalah sesuatu yang terletak di tengah (antara dua pihak atau dua kutub) atau suatu alat. Dalam Webster dictioanary 1960 media atau medium adalah segala sesuatu yagn terletak di tengah dalam letak jejang atau apa saja yang digunakan sebagai perantara atau penghubung dua hal. Sementara itu Romiszowski dalam Suyanto 2008 menyebutkan bahwa media merupakan carriers of the messages, yaitu alat untuk menyampaikan pesan guru kepada siswa. Dalam kegiatan pembelajaran media dapat membantu guru dalam menyampaikan bahan ajar supaya lebih jelas dan mudah dipahami siswa, kberarti ada hubungan antara konsep abstract dan concrete. Basyiruddin dan Asnawir menyatakan hal yagn sama dengan Romiszowski, yaitu bahwa media merupakan sesuatu yang bersifat menyalurkan pesan dan dapat merangnsa pikiran,m perasan dan kemauan siswa sehingga dapat menorong terjadinya proses belajar pada dirinya. Penggunaan media secara kreatif akan memungkinkan siswa untuk belajar pada dirinya. Penggunaan media secara kreatif akan memungkinkan siswa untuk belajar lebih baik dan dapat meningatkan performa mereka sesuai dengan tujuan yang ingin dicapai. Dari beberapa pernyataan tersebut dapat dipahami betapa pentingnya penggunaan media untuk pembelajaran bahasa asing, khususnya bahasa inggris.

2. Manfaat Media Pembelajaran

Media merupakan alat bantu yang diperlukan untuk pembelajaran bahasa inggris terutama untuk anak-anak. Media dapat dimanfaatkan antara lain untuk :

1. Membantu menyederhanakan proses pembelajaran bahasa dan menyempurnaakannya

2. mengurangi penggunaan bahasa ibu atau bahasa pertama

3. Membangkitkan motivasi atau minat belajar siswa

4. Menjelaskan konsep baru agar siswa dapat memahami tanpa kesulitan dan salah pengertian

5. Menyamakana persepsi, apalagi kalau konsep baru tersebut mempunyai arti lebih dari satu

6. Meningkatkan kualitas pembelajaran bahasa inggris

7. Membuat proses belajar lebih menarik dan interaktif

(Suyanto, 2008)

3. Pemilihan media pembelajaran

Media harus dipilih atau diseleksi dengan tepat sebelum digunakan dalam kegiatan pembelajaran. Secara umum media dikelompokkan menjadi tiga jenis, yuaitu (1) Visual media atau media pandang, (2) audio media atau media dengar, dan (3) audio visual media atau media dengar dan pandang.

Sehubungan dengan pemilihan dan penggunaan media dapat menggunakan beberapa pertanyaan yang dapat dipakai untuk bahan pertimbangan, yaitu sebagai berikut :

1. Apakah media tersebut dapat dipersiapkan dengan mudah ?

2. Apakah media tersebut mudah dioperasikan atau dipakai di kelas ?

3. Apakah Media tersebut cukup menarik bagi siswa ?

4. Apakah bahasa yang dipakai dengan media itu cukup bermakna dan auntentik ?

5. Apakah kegiatan dengan media tersebut dapat menambah atau mengembangkan kemampuan berbahasa siswa ?

6. Apakah media tersebut mudah didapat ?

(Andrew Wright, 1989)

4. Penutur Asli (native speaker) sebagai media pembelajaran

Dalam belajar bahasa Inggris sering ditemukan istilah native speaker atau penutur asli. Adapun menurut Medges (1999) bahwa mereka dicirikan dengan : lahir di negara yang berbahasa Inggris , telah belajar bahasa Inggris selama masa kanak-kanak di lingkungan berbahasa Inggris, berbicara bahasa Inggris sebagai bahasa pertama, memiliki kemampuan seperti penutur asli bahasa Inggris, mampu bertutur spontan dan lancar dalam bahasa Inggris.

a. Kelebihan Penutur Asli

Ada beberapa keuntungan saat siswa belajar dengan penutur bahasa Inggris antara lain : mampu membangkitkan minat dan menarik perhatian siswa disamping mereka antara lain: (1) membantu para pembelajar memahami pemikiran dan perasaan masyarakat pengguna bahasa Inggris, (2) memiliki keotentikan dalam berbahasa dan berbudaya Inggris, (3) mempunyai unsur keaslian dan kedekatan dengan bahasa Inggris, (4) berekspresi dan berbicara sesuai dengan bahasa dan budaya aslinya, (5) memiliki rasa bahasa dan wawasan budaya bahasa Inggris, (6) menguasai dan menggunakan bahasa yang nyata, (7) menjadi informan bahasa Inggris, (8) bisa menjadi trainer bagi guru non-native.

Berdasarkan pernyataan-pernyataan diatas penulis memilih media penutur asli bahasa Inggris dari Amerika Serikat yang sedang berkunjung ke Surakarta dalam rangka belajar atau sebagai wisatawan. Mereka biasanya sangat antusias untuk mengenal berbagai ragam budaya nasional ataupun Jawa. Rata-rata masa kunjungan mereka berkisar anatara 1 bulan sama 6 bulan

Jadi, penutur asli bahasa Inggris bisa membantu siswa belajar bahasa. Tujuan utama pnegajaran bahasa adalah menggunakan bahasa untuk berkomunikasi dalam berbagai materi yang akan disampaikan oleh para siswa di depan para penutur aslii. Oleh karena citu guru harus mampu memilihkan sejumah materi lokal yang mengandung nilai-nilai kebangsaan di kelas khususnya ketika melibatkan mereka.

b. Pemilihan Materi

Sebelum materi bacaan digunakan di kelas, guru harus mempertimbangkannya terlebih dahulu sebaik mungkin. Menurut Kirkpatrick (2001) menyarankan memilih budaya budaya setempat sehingga lebih relevan dan otentik dengan pengalaman pembelajara walaupun mungkin tidak seperti norma norma bahasa Inggris yang dipakai oleh penutur asli( Anita Lie :2002). Berdasarkan kriteria di atas, penulis memilih beberapa materi sebagai berikut :

Batik

The word batik comes from the term titik, a dot, point or drop, referring to the wax dots that make up the pattern. There are three kinds of Batik. Batik tulis, meaning writing, is waxed completely by hand using the canting tool. This is the most expensive batik due to the long process and high level of skill needed. Batik cap (chop) is waxed with the copper stamp called a cap. This also takes skill to create an even pattern on the cloth, but it's much faster to make than batik tulis. Batik cap is the least expensive of hand-processed batiks. Batik kombinasi combines both techniques on one cloth. First the main design is waxed with a cap, then the batiker adds details with the canting. Batik kombinasi is priced in the mid-range.

Nasi Liwet

Nasi liwet is a traditional rice dish in Indonesia, especially in Solo- Cengtral Java. Rice is one of the most important main food in Indonesia, and it's eaten at most meals. Nasi liwet is made by slowly cooking the rice in coconut milk. It can be eaten at any time of day, and it is often cooked in the traditional way over an open fire and served on banana or teakwood leaves. It is often accompanied by chicken, boiled eggs, or vegetables.

On the Indonesian island of Java, nasi liwet is a popular traditional dish. Java is the fifth largest island in Indonesia, but it is the most populated, with about 60 percent of the country's people residing there. The people consume a typical Indonesian diet, and meals are often social occasions. Some areas of the Indonesian islands are able to produce as many as three rice crops per year.

Rice is one of the most important staple foods in the Indonesian diet. It is prepared a variety of different ways and it is eaten with almost every meal. When they gather for a meal, every person present gets a dish of rice, then he or she selects more food from an array of side-dishes and adds to the plate.

Ketoprak

Ketoprak is the modern popular Javanese dance drama. It takes its stories from popular folk stories or from Indonesian history. Listen to ketoprak with gamelan music. You can see the ketoprak in Balekambang Botanical Garden every Saturday night, beginning at 20.30 pm -23.00 pm.

Wayang Orang

Wayang Orang Sriwedari is a Javanese traditional performance which is performed by professional actor/ actress. The performance shows story based on the story of Mahabarata and Ramayana which bears moral value and beliefs of local people. With exotic stage setting, audience will enjoy the unique performance atmosphere, as if we feel in the past time. Wayang Orang Sriwedari is performed in Wayang Orang Sriwedari Building at Sriwedari Building at Sriwedari Park Komplex Jl. Slamet Riyadi.

Wayang Orang Show at Sriwedari Cultural Park at Jl. Slamet Riyadi 275 Surakarta performs episodes from Ramayana epics. This daily performance starts at 08.15 p.m. and ends at 10.00 p.m. Sunday Closed. Entrance fee Rp.3000,-

Wayang Kulit

Wayang kulit is the name given to Indonesian shadow puppetry. Wayang means ‘puppet’ - and kulit means ‘leather’ and ‘flat’. Wayang kulit is therefore, flat leather puppets. Wayang kulit is distinctive due to its particular character designs: angular shoulders; long, skinny arms and legs; and extremely elaborate carvings.

In a shadow puppet play, the puppets are moved behind a cotton or linen screen by a Dalang, or a "Puppetmaster". The Dalang tells the story, interprets characters and voices for each character, producing sound effects with speech and movement. He manipulates all the figures between the lamp and the screen to bring the shadows to life.

Most shadow play is based on two epic stories from India - the Mahabarata and it's sister work, the Ramayana. The Balinese and Javanese have combined the Hindu stories with Buddhist and Muslim ideas mixed with their own folklore.

Shadow play is accompanied by a Gamelan orchestra, an Indonesian orchestra. Many styles of Gamelan instruments exist throughout Indonesia. Each area has a slightly different approach to accompaniment, though most share the same root traditions. Gamelan players respond to the spontaneous timing and direction of the Dalang. The repertoire typically consists of an overture, music for travelling, character pieces, and battle music.

The Kasunanan Palace

The Kasunanan Palace of Solo is very well-known by Solo people. It is among the top landmarks dominating the skyline of Surakarta. Kasunanan Palace was constructed during the reign of King Pakubuwono II way back in the year of 1745. Centuries ago, Kasunanan Palace was the residence of the Javanese king, who was at that time the sovereign of Central Java. The vast Kasunanan Palace is steeped in traditional Javanese heritage, and with its ornate architecture is considered a site of magnificent historical significance. In the vicinity is the legendary Panggung Songgo Buwono, or the “Tower of the Universe”, an important cultural site truly worth visiting.

Puro Mangkunegaran

Puro Mangkunegaran was constructed by the order of Mangkunegoro II in the end of the 19th century, and was completed in 1866. Though having undergone several restorations throughout the years, Puro Mangkunegaran still triumphantly flaunts its dazzling original design, a distinctive Javanese architectural style called joglo. Using teak wood as its main building material, Puro Mangkunegaran consists of two main parts: Pendopo and Dalem. At the Pendopo is placed a set of gamelan known to possess mythical properties, named “Kyai Kanyut Masem”, played every Wednesday as accompaniment to the traditional dance rehearsals performed here.

Radya Pustaka Museum

Radya Pustaka Museum is located on Jalan Slamet Riyadi as part of the Sriwedari Park. The museum was built by Adipati Sosrodiningrat IV, who was the Patih (prime minister) during the reign of Kings Pakubuwono IX and X. In front of the museum stands Ronggowarsito Monument, its inauguration attended by Ir. Sukarno, the first president of Indonesia. Radya Pustaka Museum keeps ancient artifacts that are the collections of Kasunanan Palace, Mangkunegaran Palace, and various other sources.

Pasar Triwindu

Pasar Triwindu has long been a place where antiques of all kinds are bought and sold, often in very reasonable and affordable prices. The market is located nearby Puro Mangkunegaran and opens daily from 9 am to 5 pm.

Pasar Klewer

Situated next to alun-alun lor (northern town square) of the Kasunanan Palace, Pasar Klewer is without doubt the largest and most diversified batik market in Java, where one can find various kinds and styles of batik on sale, from traditional to modern ones, for a wide range of price (though mostly affordable). Open daily 10 am to 4 pm.

Pasar Gede

In ancient times, Pasar Gede was a small market, somehow contrary to its designation (Gede means “large” in Javanese). Solo’s major market, Pasar Gede was established at the crossroads close to the governor's office, which is now called the Central Area of Surakarta. The building was designed by a renowned Dutch architect, Thomas Karsten, and was completed in 1930 to be given the name Pasar Hardjanagara Gede. The market was named “Gede” due to the wide, large roof that covers the whole building. As time progresses, it is now the biggest public market in Solo

B. Ketrampilan Berbicara

1. Pembelajaran ketrampilan berbicara

Belajar untuk dapat berbicara lancar dan benar merupakan salah satu tujuan utama belajar bahasa, terutama bahasa asing termasuk bahasa inggris. Suyanto (2008) menyebutkan beberapa faktor yang mungkin terjadi sebab kurang berhasilnya ketrampilan berbicara di Indonesia antara lain sebagai berikut :

a. Bahasa Inggris tidak dipakai di luar kelas atau di masyarakat karena merupakan bahasa asing.

b. Kurangnya atau hampir tidak ada exposure atau pajanan bahasa Inggris di masyarakat dan lingkungan sekitar kita

c. Pembelajaran bahasa Inggris di sekolah kurang ditekankan pada ketrampilan berbicara, tetapi lebih banyak difokuskan pada pengajaran structure dan vocabulary sebagai kosakata lepas

d. Rasa malu dan takut berbuat salah jika praktik berbicara

e. Tidak dirasakan adanya kebutuhan, kecuali bila ada kesempatan pergi ke english speaking country untuk meneruskan pendidikan atau melakukan kunjungan wisata.

Terampil berbicara berarti dapat berkomunikasi menggunakan pola-pola bahasa inggris sesuai dengan situasi di mana seseorang perlu mengungkapkan pikiran, perasaan dan pendapatnya. Paul dalam Suyanto (2008) berpendapat bahwa anak-anak di Asia punya kesempatan untuk membaca, menulis dan mendengarkan bahasa inggris baik di kelas atau dirumah, tetapi sebagian besar mereka tidak punya kesempatan untuk berbicara menggunakan bahasa inggris di rumah.

Bila para siswa diarahkan untuk dapat berkomunikasi dalam bahasa inggris maka implikasinya guru harus mampu memfasilitasi dan membaut kelas sedemikain rupa agar mereka termotivasi untuk berbicara. Dengan kata lain, guru harus terus belajar mengaktifkan kemampuannya dan menjadi contoh dalam menggunakan bahasa inggris sebanyak mungkin dengan siswanya.

Kegiatan berbicara di Sekolah Menengah Pertama sering berupa dialog sederhana (interpersonal ataupun transaksional) , “yes / no question” setelah itu baru kemudian dapat dimulai dengan wh question. Dialog sederhana yang berisi tanya jawab kurang memotivasi siswa untuk berbicara lebih banyak, karena biasanya jawaban hanya terdiri satu kalimat. Untuk itu perlu digunakan suatu cara agar siswa bisa bebicara lebih banyak sehigga ketrampilan berbicara mereka meningkat. Salah satunya menghafalkan bacaan-bacaan diatas dengan menceritakan ulang dalam bahasa Inggris dalam teks deskriptif maupun teks report.

C. Waktu dan Tempat Pembelajaran

Pembelajaran dilaksanakan di SMP Negeri 17 Jl Jendral A Yani, Sumber – Surakarta pada Tahun Ajaran 2011/ 2012, pada bulan Maret hari Kamis tanggal 29 dari jam 07.00 sampai 09.00 WIB. Adapun kelas yang dipilih untuk menerapkan model pembelajaran ini adalah kelas IX D dengan jumlah siswa 33 yang terdiri dari 9 putra dan 24 putri. Kelas IX adalah kelas anak-anak pilhan yang memiliki kemampuan lebih di bidang akademis dibandingkan kelas paralel lainnya (IX A-G).

1. Metode Pembelajaran

Metode yang digunakan dalam pembelajaran ini adalah berdialog dan bercerita. Siswa diminta mempersiapkan diri, dua hari sebelumnya untuk menghafalkan beberapa materi-materi bacaan di atas kemudian pada hari yang telah ditentukan mereka mempresentasikan di depan penutur asli Amerika Serikat. Setelah itu akan mendapatkan beberapa pertanyaan berkenaan dengan nilai-nilai budaya yang tersirat di dalamnya. Kadang-kadang dalam pembelajaran juga diselingi menyanyikan lagu-lagu daerah klasik maupun pop, yaitu : gundul-gundul pacul dan iwak peyek.

Suasana kelas kelihatan hidup dan antusias. Hal ini bisa dilihat dari beberapa komentar siswa maupun para penutur asli. Mereka terkesan dan merasa tidak bosan dalam belajar bahasa Inggris.

2. Mengimplementasikan pembelajaran

Penulis mengimplementasikan kegiatan pengajaran menanamkan nilai penggunaan. Penulis sebagai guru bersama penutur asli dengan menerapkan tehnik sebagai berikut :

a. Warming up (pemanasan)

Guru memberi motivasi kepada siswa dengan melibatkan mereka dalam diskusi dengan topik budaya tertentu yang dekat dengan sekeliling mereka. Misalnya, guru menanyakan kegiatan , pengalaman mereka, atau fakta yang familiar dengan yang berkaitan dengan kebudayaan dan tempat-tempat bersejarah di sekitar Solo.

b. Presentasi

Dalam tahap ini, guru menjelaskan materi yang akan dipakai dalam pembelajaran bersama penutur asli. Kemudian mengundang mereka memasuki kelas sambil meminta mereka untuk memperkenalkan satu demi satu latar belakang dan kebudayaannya. Kemudian dilanjutkan dengan berbagai pertanyaan dari siswa.

c. Praktek

Guru akan meminta siswa mempraktekkan semua materi yang sudah mereka peroleh dari penjelasan guru pada tahap presentasi. Mereka maju ke depan kelas untuk menceritakan kembali materi yang telah dibaca. Kemudian para penutur asli tersebut mendengarkan dan menyimak. Setelah itu muncul beberapa pertanyaan dalam bahasa Inggris sambil memberikan dorongan motivasi saat siswa berhenti kehabisan kosa kata yang akan diungkapkan. Dari interaksi ini maka telah terjadi alih informasi berkenaan dengan budaya pembelajar kepada para penutur asli.

d. Produksi

Pada tahap ini, siswa diharapkan berani dan mandiri untuk bicara bahasa Inggris atau semakin percaya diri melatih percakapan dengan wisatawan asing saat ada kegiatan outing class atau belajar di luar kelas seperti di museum, kraton atau mengunjungi tempat-tempat yang ada dalam materi di atas.

3. Refleksi

Guru bersama para siswa dan penutur asli mendiskusikan tentang proses pengajaran yang sudah terjadi, untuk mengetahui kelebihan dan kelemahan selama tindakan, perubahan yang mungkin terjadi di kelas, dan juga hal yang harus dilakukan untuk perbaikan. Adapun refleksi yang diperoleh adalah : menambah motivasi belajar dan bicara bahasa Inggris meningkat, belajar bahasa Inggris dengan penutur asing lebih menyenangkan, menjadi media menguji mental untuk berbicara bahasa Inggris di depan orang banyak, bisa memperkenalkan budaya Jawa atau setempat kepada orang lain, dan menumbuhkan nilai-nilai kebangsaan siswa karena bisa mengungkapkan kebudayaan setempat bahkan bisa mengajari para penutur asli menyanyikan dua lagu jawa.

BAB III

KESIMPULAN DAN SARAN

A. SIMPULAN

Dari uraian di atas, dapat ditarik kesimpulan bahwa mengundang seorang native speaker, ke dalam kelas dapat menjadi mediator dalam mengembangkan kemampuan berbicara bahasa Inggris disamping menantang wawasan para siswa–siswa untuk memperkenalkan budaya setempat kepada para penutur asli tersebut. Dengan syarat materi yang akan disampaikan telah disesuaikan dengan pengalaman keseharian para siswa. Meskipun kadang juga menyulitkan bagi pembelajar awal, terlebih apabila penutur asli tersebut tidak mengenal bahasa Indonesia, dan para siswa belum mengenal bahasa Inggris sama sekali.

Kemudian kehadiran para penutur asli juga mendorong para siswa untuk berani mencoba mengungkapkan berbagai budaya setempat agar diapresiasi mereka atau setidaknya dapat mengimbangi pembicaraan para penutur asli yang selalu akan menjadi wakil kebudayaan negara anglo-saxon.

B. SARAN

Dari paparan diatas penulis menyarankan kepada para guru guru bahasa Inggris untuk memberikan kesempatan kepada para siswanya untuk bertemu dan melibatkan mereka di dalam kelas bahasa Inggris dengan beberapa penutur asli setidaknya satu kali dalam satu semester. Jika perlu mengajak para siswa untuk diberi tugas berdialog langsung dengan beberapa wisatawan asing yang sedang berkunjung ke candi, kraton atau cagar budaya di Indonesia. Hal ini akan semakin mempertebal rasa percaya diri dalam menggunakan bahasa Inggris dengan orang asing sambil menjadi agen budaya bangsa dalam pergaulan antar bangsa di era globalisasi dewasa ini.

DAFTAR PUSTAKA

Depdiknas. 2006. KTSP Bahasa Inggris SMP. Jakarta: Direktorat Pendidikan Dasar.

Brown, W. James, Et. al. 1964. An Instruction : Material and Method.

London : Mc Graw Hill Book Corp.

Lie, Anita .2003 Linguistik Indonesia. Jakarta: PT. Yayasan Obor Indonesa.

Nurkamto, Joko. 2003 Problema Pengajaran Bahasa Inggris di Indonesia.

Linguistik Indonesia : Nomor 2 : 288-289.

Pringgawidagda, Suwarna. 2002. Strategi Penguasaan Berbahasa. Yogyakarta:

Adicita Karya

Richards, Jack C. 2008. English Teaching Forum Number 46 Vol. 1. Kedutaan

Besar Amerika Serikat