Establishing Rich
Learning Environment in School Premises to Improve Students’ Potency to Learn
English as a Foreign Language
By
Luh
Putu Artini
Undiksha,
Singaraja, Bali
Abstract
Indonesian
young generation believes that an ability to speak English is an advantage to compete
in the labor force in this globalization era (Artini, 2006). However, English
learning at schools has not met the actual need for the students to speak real
English. Consequently, many of those students do extra efforts outside schools
to improve their English proficiency. This extra effort include taking a
private English course, independent learning such as by watching English
speaking movies and reading English magazines and newspaper. The problem is,
not all of these students live in an environment where English learning
resources are available. Students in urban areas usually have an easier access
to materials and resources to improve their English, while those students in
rural areas have very limited resources. This paper is part of a larger
research that describe what strategies a school should design to help every
individual student optimalize potencies to learn English as a foreign language.
Key words: Rich
learning environment, potency to learn English.
Introduction
Globalization era nowadays is characterized by global
competition in many different sectors. This is responded by the Indonesian
education system in the form of education reform that put emphasis on three pillars:
(1) improving equality and access in education, (2) improving quality, relevancies, and education competitiveness, and
(3) strengtening management, acountabilities and public image (Depdiknas,
2006). To cope with those three pillars in education, the government has One of those is the establishement of
standards in education, that lead education to standardized directions.
The
government is doing the best to achieve the standards. For example, to improve
the quality of human resources (i.e. teachers) many kinds of training and
services are made available to improve teachers’ professionalism as well
as understand and practice effective and
innovative teaching strategies. Schools are also supported with equipment and
facilities to improve learning quality.
Clear educational goals and standards has
been translated into a school-based curriculum (Kuricukulum Tingkat Satuan
Pendidikan or KTSP) that is, a curriculum with autonomy to include local
potencies and abilities. Local potency here refers to academic and non
academic potencies of the school communities (students, teachers, and parents)
to establish learning outcomes that meet the local needs. This makes education to
become more contextual and meaningful to the society. The KTSP has to
include all the minimum standard requirement assigned by the government through
the national standards in education. The local potency will make it possible
to add up extra competencies to the standards.
The autonomy refers to a school policies
to design strategic procedures to achieve the intended goals and standards. The
school has an authority to decide the strategies to bridge between national
standards and actual condition and needs of the communities. One of
the actual needs of the students in Indonesia is an ability to speak English.
Proficiency in English is not only a necessity to compete in the labor force
but also to improve the degree of competitiveness of the Indonesian Human
resources in the globalization era.
English as a foreign language in Indonesia
is one of the long list of school subjects that are taught from primary to senior high school levels.
This subject can be considered as the most important subject as far as
globalization is concerned. English is first of all an international language
and is used in the world of economy, social, science and technology and
politics. Therefore, proficiency in the foreign language becomes a advantage
for a prospective employee. Meanwhile, at present, there are more and more
schools that are competing to achieve a status as an international standard
school, and one of the indicators is proficiency in English.
Historically, English has been a
compulsory subject matter in Indonesian high schools ever since the
independence day in 1945 (Jazadi, 2004). However, researches on high school
garduates’ mastery in English has repeatedly revealed low or unsatisfactory
level of proficiency in the language (Alisjahbana, 1990; Dardjowidjojo, 2000;
Depdiknas, 2002; Kartasasmita, 1997; Ki Supriyoko, 2004; Kweldju, 2004; Lie,
2004; Sadtono, 1983; Soedrajat, 1997; Tomlinson, 1990). In other words, the
senior high school graduates who have experienced learning the foreign language
for at least six years have very limited abilities to use the language in real
life contexts (Lie, 2004).
Base on an analysis conducted by Artini (2006), unsatisfactory competencies
might be closely related to at list three conditions below:
(i) Status of English at national
level, and
(ii) Status of English at school
level.
(iii) School culture
(i) The Status of English at National Level
Indonesia is a linguistically
rich country, with over 300 local languages spoken in over six thousand
populated islands (Encyclopedia Indonesia, 2005). Since its independence, the
lingua franca as well as the national language in the archipelago has been
Bahasa Indonesia, while English has had the status of a foreign language.
English is not widely spoken in the general Indonesian community. In fact, it
has been claimed that English will never serve any social function in Indonesia
(Mistar, 2005).
The fact that English is not
widely used and does not have formal social status in Indonesia may contribute
to problems in the quality of EFL teaching and learning (Lie, 2004). English is
introduced to students as a school subject and it is taught in a similar way to
other subjects such as Mathematics, Geography or Biology. Learning in these subjects
usually involves memorization or comprehension of rules, formulas, facts or
technical terms.
(ii) The
status of English at school level
English is one of three
compulsory languages taught in Indonesian schools (the others are local
languages and Bahasa Indonesia), alongside at least ten other subjects.
Students are usually encouraged to work hard to achieve well in all subjects to
successfully proceed to the higher grades.
Schools use a
similar standard for whether or not a student can proceed to a higher grade at
the end of the school year. In senior high school level, for example, a student
will be considered to have failed and have to repeat the same grade when s/he
does not achieve the minimum scores for one or more of the core subjects. Core
subjects differ according to which stream a student is placed in. Senior high
school students are grouped into three different streams, according to their
achievement in the core subjects for every stream: natural sciences, social
sciences or language. English is a core subject only in the language stream so
failure in this subject will defer a language stream student to proceed to the
next grade (Depdiknas, 2004). To put it in a different way, natural and social
science streams can fail English but still can proceed to higher grades.
(iii) School culture
Schooling in
Indonesia has been commonly perceived as learning that takes place in the
classroom with a series of regular classroom activities (Sulaiman & Gasim,
1998). USAID (2003) reported that in almost every class in Indonesia, the
pedagogical practices are traditional in nature (Managing Basic Education (MBE)
project report 2003). Classroom activities, as stated in the report, usually
include:
·
Teacher lecturing / or students working on a
question on the blackboard while the rest of the class watches passively. This
accounts for approximately 60% of the lesson time.
·
Students doing exercises / test: 30%
·
No lesson taking place, despite being lesson
time: 10%. This is due, for example to, teacher absences and students
involvement in incidental activities, such as cleaning the school premises,
participation in national or regional
special day celebrations.
The pattern of
activities above occurs in almost all subject areas, including in EFL classes.
In an English class, activities mainly focus on reading comprehension
questions, grammar review, and vocabulary exercises. Very little time is
allocated for practice with real life English. Conventional teaching practices,
in which teachers dominate the talking, are common despite the fact that ever
since the implementation of Curriculum 1994, communicative language teaching
(CLT) has been strongly recommended. Conventional teaching strategies have not
been successfully replaced by CLT due to the following reasons:
·
Teacher are used to teach English with the
emphasis on reading comprehension and grammar, as these have visible strategies
to assess
·
Students should succeed in the national exams so
they must learn English by rote with emphasis placed on grammar and syntax
(Musthafa, 2001),
In line with emphasis of learning
in the Indonesian schools, Nilan (2003) asserts:
“In Indonesian schools, pupils
are encouraged to learn by rote and produce lists of facts in compulsory
examinations, an approach which neither stimulates creativity, nor provides
better foundations in English, mathematics and computer skills, …” (Nilan,
2003:128).
According to
Priyono (2004), for most Indonesian students exposure to the target language
mainly occurs in the classroom where teacher talk is ‘the main source of input’
(p.22). EFL teaching and learning is teacher directed and dependent upon
textbooks which reflect the syllabuses designed to follow the national
curriculum.
The status of English at the
national and school levels and school culture have been given comparatively
little attention in the literature when describing possible reasons for the
limited success in EFL teaching and learning in Indonesia. So far, research and
school-based programs to improve EFL learning outcomes have mostly revolved around
instructional factors with particular interest in teachers and teaching which
implicitly claim that learning only occurs inside the classroom.
Identified
Problems in the Teaching of English in Senior High School in Indonesia
Based on the introduction above, some problems occurred in the teaching
and learning of English in senior high school levels in Indonesia are
identified as follows:
- Process and experience of learning English only occur
inside the classroom where teacher becomes the only learning source for
the students.
- Focus of learning in the classroom is grammar and
reading comprehension, not on communicative competence. Therefore,
students do not have sufficient opportunities to develop their language
creativity.
- Learning is targeted to achieve well in the national
examination, which does not cover language fluency but only language
accuracy assessed based on standardized English grammar.
The three major problems as mentioned above might explain the reason why
the Indonesian senior high school graduates have limited competencies in
English language. Research conducted in Sumatra and Bali found out that as
young generation, the senior high school graduates in the two islands showed
positive perception toward the learning of English. The majority of the
subjects involved in the research considered that English is an asset to gain
better future (Artini, 2006; Lamb, 2002).
In relation to the learning of English in schools, senior high school
students in Bali, in particular, demonstrated an understanding that learning
English was not the same as learning other school subjects. They seemed to be
aware that learning English at school was not enough to equip them with
proficiency in the language. Therefore, many of them did extra efforts in order
to meet their need, that is, to be able to speak real life English. Their
motivation was triggered by their expectation to gain good future, and English
was considered to contribute significantly.
Extra efforts done by
Balinese students could probably represent the phenomena in Indonesia in
general. They also reveal that there has been a mismatch between school target
and students’ expectations. The mismatch has motivated students to develop some
kind of self-direction in learning English. Self direction here refers to
actions and goals decided by the individual students to gain competence in
English in the purpose to succeed in achieving better future. The types of
efforts or actions done by Balinese senior high schools, according to Artini
(2006) can be devided into two:
·
According to Learning Resources referred to
According
to learning resources involved students efforts refer to activities like: reading
books/magazines, watching movies/TV programs, listening to radio, joining an
English course or having a private tuition in English.
·
According to the purpose of learning
According
to the purpose, extra efforts refer to activities as an attempt to met specific
goals such as, when a student wants to improve a writing skill, she /he writes
her/his dairy entry in English or does correspondence in English. When the
purpose is to improve speaking skill, the student finds a native speaker or
other people with good English proficiency from around her/him to practice
English with. Other popular strategies preferred by Balinese senior high
schools are singing along English songs and speaking by her / himself in front
of a mirror.
Statement of
the problem
The rationale above reveals that students do extra
efforts outside school because of their self-awareness of the importance of
English and they understand that learning English from school does not meet
their expectation. The problem is, not many students have the advantage of
having supportive or positive English learning environment so that they can do
self-directed learning activities. Students who live and go to a school in the
rural areas as well as come from a low social economic background do not have
an opportunity to improve their English outside school. For these reasons,
schools as a formal institution, where students spend most of their time to
study should do something to accommodate their expectation to gain proficiency
in English. Having proficiency in English does not only mean to equip them with
a life skill but also to help improve the quality of human resources in the
global competition era. The question is: “What can a school do to help students optimalize their English language
learning potencies?”
To answer
the question, first of all, a review of literature on contributing factors to a
successful foreign language learning should be done. The factors include both
animate (such as teachers, school management staff, decision makers) and
inanimate (such as materials and facilities, methods and techniques, policies)
variables that directly or indirectly affect the quality of output. After the
review, all the possible and visible actions to help students improve their
English proficiency in school premises are listed based on the theories.
Literature Review
Contributing factors to success in English
as a Foreign Language Learning
One of the most popular theories about
contrubuting factors to success in EFL learning is proposed by Naiman et.al (1978).
It is called Good Language Learner (GLL) theory which suggest interactive
factors thsat can be illustrated as follows.
 |
TEACHER/
TEACHING
Materials
Syllabus
Methodology
Resources |
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THE LEARNER LEARNING OUTCOME
Age Unconscious Proficiency
Intelligence processes -listening
Aptitude -generalization -speaking
Motivation -transfer -reading
Attitude -simplification -writing
Personality Errors
Cognitive Style Conscious Interlanguage
processes Affective
-strategies reactions
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|||
 |
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LEARNING
CONTEXT
EFL/ESL
Opportunities
Illustration
1:Good Language Learner Theory (Naiman et al., 1978)
The
illustration shows the interrelation between the variables of teacher and teaching,
learner and learning as well as learning context. From the teacher and teaching
sides, the contributing factors include syllabus, teaching materials and
methods, and learning resources. Teachers have very important role as they have
the authority to translate curriculum expectation into actual learning
procedures inside the classroom.
From
the learners’ side, the success is affected by the factors of individual
differences. Every individual learner has ‘attributes’ that characterizes them
as a learner such as differences in age, intelligence, aptitude, motivation,
attitude, cognitive styles and personality. These factors should be taken into
account as far as EFL learning is concerned. The GLL theory claims that learner
factor is actually one of the three independent variables that significantly
contribute to success in EFL learning.
Learning
per se is defined as either conscious or subconscious process to internalize
new information and concepts. Learning could occur in a specially designed
settings (such as school) or from the real life setting outside school.
Effective learning should be meaningful and contextual therefore, a specially
designed setting should meet these two criteria. Meaningfulness here refers to
the learning that meet the students needs or expectations, while contextual
refers to the natural use of the target language being learnt.
A learning context, on the other hand, is another defining variable that
determine the effective teaching and learning strategies. English in Indonesian
context has the status as a foreign language (EFL), therefore, the strategies
should be adapted to the condition in which the target language is not widely
used in the society. In other words, students can not be expected to use the
language in daily life. For this reason, school should be able to establish a
learning environment in which English is learnt and used meaningfully and
contextually. School should establish a rich English Language Learning
Environment.
Characteristics
of a Good Language Learner
Based on
intensive researches on good language learners’ profile, Naiman, et al (1996)
proposed some characteristics of a good language learner as follows:
(1) “Good language learners
actively involve themselves in the language learning tasks” (Naiman, et al.,
1996:30). Active involvement here refers to behaviours such as:
·
positive responses to any learning opportunities
provided by the teacher;
·
preferences or identification of preferred
learning environment to enhance learning;
·
intensifying efforts by adding related language
learning activities to the regular program;
·
seeking opportunities to practise the language;
and stating purposes of an activity to focus learning.
(2) “Good
language learners develop or exploit an awareness of language as a system”
(p.31). In doing so, the learners may refer back to their mother tongue for
comparisons of rules and other aspects of language, and making inferences about
the language being learnt.
(3) “Good language learners develop and exploit
an awareness of language as a means of communication… and interaction” (p.32).
This is reflected in behaviors such as
·
the emphasis on fluency over accuracy,
·
effort to seek opportunities to communicate with
the native speakers of the target language, and
·
critical sensitivity to language use (including
culturally-appropriate manners).
(4) “Good
language learners realise initially or with time” (p.32) that language learning
requires particular affective demands that they must cope with in order to
become successful learners.
(5) Good
language learners make constant revisions towards their target language system.
In other words, they are aware that they need to make some adjustments,
clarifications, or inferences, as they learn new materials. To do these, they
might ask native speakers, teachers, or other people they believe to have
good/better proficiency in the target language.
In addition
to the five criteria of a good language learner, Naiman et al. (1978, 1996),
have uncovered a number of ‘more specific strategies’ commonly applied by
successful learners, which include:
·
repeating aloud after the teacher or native
speaker;
·
applying the sentence patterns as suggested in
any grammar book;
·
listening to radio, watching TV, as well as
reading anything: magazines, newspaper, leaflets, brochures, etc.
Another theory
about a good language learner profile was put forward by the Adult Education
Resource and Information Service (ARIS), Language Australia (2000). According
to the report, ‘it is possible to describe the kinds of learning experiences
and qualities’ that characterize good or successful or effective learners. The
examples given for important qualities that a good language learner should have
include abilities such as:
·
to set up goals of learning (either short or
long term goals);
·
to plan steps to be taken to achieve the
identified goals;
·
to identify strengths and weaknesses of their
learning;
·
to manage steps or priorities so that to
efficiently complete the learning commitments; and
·
to recognize as well as to choose learning
styles / strategies that are effective for them.
These qualities
are similar, to some degree, to the characteristics of Good Language Learners
suggested in the GLL model above. Although ‘setting up short and long-term
goals’, for example, are not explicitly stated in the model, an ability to
identify preferred learning environment, to intensify efforts, and to emphasize
fluency over accuracy indicate that the learners have clear goals about
learning the targeted language.
Learners’
Potencies to learn English as a Foreign Language
Streven (1977) postulates that every
normal individual has potencies to learn a second or foreign language.
Normality in this sense is related to language learning capasity and refers to
an individual who has no problem to acquire his/her first language or mother
tongue. Potencies, on the other hand, are described as capability to gain
profeciency in a language other than the mother tongue.
According to Streven, language potencies
of an individual can be categorized into two: static and dynamic potencies. The
differences between these two categories are:
(1)
Static
potencies refer to those
which are innate (i.e. related to the learner’s identity) and
comprise 7 variables, including: learning potentiality, age, willingness to
make the necessary effort, learning stamina, special ability or defects,
previous linguistic experiences (either in the mother tongue or foreign languages),
and experience of learning in general. It is argued that every learner who can
acquire his mother tongue is potentially capable of learning a foreign language
(learning potentiality). This potentiality is one of the reasons why language
learners have different degrees of success in their language learning.
Age is
another important variable because it directly relates to development of the
brain, emotional development, and social experience. These conventionally have
a close link with failure or success of learning. Willingness to make the
necessary effort might be inherent and in some cases can be improved by the
teacher (e.g. motivation, enthusiasm) or by other external influences (e.g.
parental support, incentives, cultural expectations). Learning stamina and
special abilities are closely related to static qualities since both affect the
individual’s profile as a learner. Stamina, for example, may affect the length
of attention and concentration span, and special abilities may affect memory.
Previous linguistic experiences (either in the mother tongue or foreign
languages) and experiences of learning in general are also important variables
in language learning. It is an advantage for a language learner to have these
experiences since they teach her/him about what and how to learn in general and
how to learn a language, in particular.
(2) Dynamic Potencies refer to those
which are possessed by the learner after going through a certain process
of learning (i.e. related to the ‘manageability of his learning’). Dynamic
potencies comprise variables of personal learning rate, preferred learning
styles and learning strategies, minimum success-need, self-view as a language
learner, and relations with teachers.
Learning rate is described as the ‘speed’ of learning, which can be
promoted by the teacher during the teaching and learning process. This rate
varies from one individual to another and one individual might also change his
rate from one stage in her/his learning career to another.
Learning
styles and learning strategies are probably the most important variables since
they directly influence learning outcomes. When the teacher is familiar with
the learner’s learning styles or preferred learning strategies, s/he can
optimalize learning accordingly. Minimum success-need relates to the learner’s
expectation of acquisition success. Self-view refers to a learner’s beliefs
about the importance of the learning, as well as the expectation of achievement. Research has found that there is a
correlation between perceptions and expectations of learning a language and the
learning outcomes (Bandura, 1986; Brophy &Good, 1986; Marsh &
Shavelson, 1985; Pokay & Blummenfeld, 1990; Trusty, 2000). Last but not least, the relationship between
the learner and the teacher is also an important aspect that has an impact on
the learner’s progress in learning (see for example, Cooper, 1979; Cooper and
Good, 1983).
Rich Language Learning Environment
One of the
characteristics of good language learners is that they tend to have preferred
strategies to learn a target language independently outside school such as
by seeking opportunities to communicate
with the native speakers of the target language. Given that every normal
individual has potencies to learn a foreign language, and that learners spend
most of their effective time at school, a school should provide a rich language
learning environment. A rich language learning environment refers to an
environment that provides many different facilities and resources for the
students to enhance their English proficiency while they are in the school
premises. The learning facilities and resources may include individual learning
or interactive learning. Individual learning could occur by reading an English
magazine or to write a diary entry, while an interactive learning involves a
group of students who interact to one another. This kind of learning could
occur in a speaking English club, or a drama performance.
Types of materials or Resources to support a rich English Learning
Environment
As has been
mentioned previously, every individual learner has capability to be a good
language learner. Individual differences among learners could be bridged up by establishing a rich English learning
environment in the school premises so that they could develop their potencies
outside the classroom. A rich English learning environment should:
(1). Help learners
optimalize their personal learning rate
From the learning rate point
of view, learners can be categorized into slow and fast learners. It is common
that in a classroom, a student permanently labelled as a slow or fast learners
for specific reasons. This, unfortunately, affect motivation of the two groups
of students. The slow learners tend to stay at the same pace as they thought whatever
they do, they will remain at the same category. They tend to be passive and
demotivated to improve their learning. On the other hand, the fast learners may
be over confident and sometimes show boredom. They finish a task very fast and feel
bored to wait for the rest of the class to finish with the task. To overcome
the problem, the rich learning environment could be in the form of a special room with enriching
materials / handout for the students to work on independently. Students who
finish they tasks very quickly could spend the rest of the time in the English
special room.This special room could also function as a reward room, where
students who have achieved outstanding results in a class, could do favorite activities related to English
learning, such as watching movies in English, reading an English storybook, or
listening to an English song.
(2). Meet students’ preferred
learning styles and strategies,
Every
individual learner has their own styles and strategies for learning. These
styles and strategies are believed to be strongly affected by their previous learning
experiences whether before they start school or after they enter formal schooling.
For example, a senior high school student who went to a junior high school
where the teaching of English was emphasized on the grammar points may develop
a perception that effective strategy for learning English is by memorizing
grammatical rules (i.e. learning by route). A rich English learning environment
should provide opportunities for them to develop defferent strategies for
different purposes. The environment should enable students to be confident in
speaking English in different contexts. There are two things the school can do
for this purpose:
(i)
Establishing
an English Zone
(ii)
Deciding
on an English Day
To encourage
students to recognize their own learning strategies, the school should provide
an area where everyone who enters should speak in English (English Zone).
In this area, students’ work in relation to their English abilities (poem,
short stories, cartoon, news items or other visual or texts in English) are
published. In addition, one day the six school days should be assigned as a
whole day with English (English day), when every single school community
should speak in English to one another. This is not limited to students and
their English teachers only, but also to all the teaching and administrative
staffs.
(3). Help students reach
their success-need
Every individual student has an expectation to be
a successful Englsh language learner. Artini (2006) found out that over 86.9% of
senior high school students in Bali do extra efforts outside schools to meet their
need to speak English well. Limitation in learning resources outside schools
causes 44.9% of them consider the school textbook as the main source to learn
English at home. They translate the texts into their first language or do the tasks in the book. Some of these
students review their English lesson at home. To cope with the limitation of
materials and learning resources, the school can provide reading materials and
a journal. The teacher decide on what they should read and assign them to fill
in the reading journal in English. The journal contains information about who
reads what, synopsis of what she / he reads, and his/her comments on what they
have read. This strategy is called a Journal
Reading. Students who meet the criteria (e.g. read the minimum of three
books a week) will be awarded with a ticket to enter the English Room, to learn
from different resources.
(4). Develop positive
self-view as a language learner
Conventional
teaching and learning process is usually dominated by the teacher. The teacher
spends most of the talking time, and the left-over time is usually allocated
for students to work in groups to do a task or to work individually. It is not
impossible that many students develop a perception that English is difficult or
English lesson is boring. To change this negative image / perception, the
school can launch a policy that learning English is not only important for the
students but also for all the teaching and administrative staffs. On the
English Day, every individul person in the school should speak in English. By
this, students will understand that it is not only her / him who struggles to
speak English.
(5). Establish good relations
between students and teachers.
So
far, learning has been considered as a process that takes place inside a
classroom with the presence of a teacher and students. The teacher has to act
as the learning source and the students learn from her / him. The students do
their best to meet the expectations / commands of the teacher. In other words,
students rely on the teacher to learn. They always want to do the right things
according to the teacher’s standard and do the best attempt to avoid any
mistakes. This condition is believed to be ineffective to enhance learning.
Students and teacher should have equal status. Initiatives should not only comes
from the teacher but from the students too. There should be a harmonious
relationship between teacher and students so that students feel convenient in
learning. To help conducive teacher-students relationship, the school can
design a school function in which students and teachers work together to
produce something. The production could be in the form of drama performances, opera,
etc. that require students and teachers to
work together interactively and intensively.
(6) Encourage student to learn English
everywhere, everytime
Learning
could occur in different forms in any place or time. To encourage students to
learn English continously in the school premises, school can display different
wise words everyday. The wise words can be placed at the most strategic spot to
assure that every student read it at any time. The wise words does not only
teach new vocabulary everyday, but also teach students values. These values can
be discussed in the classroom for a few minutes before the lesson starts.
Conclusion
The strategies as described above are
simple and naturally teach students to learn more than what they learn inside
the clasroom. Besides, English has the status as a second language in the
school premises. This could change the paradigm that an English teacher is the
only learning source for the students. Every single individual in the school
territory could be considered as a learning resource. In addition, the rich
learning environment changes the perception that learning only occurs inside
the classroom. In fact, by establishing a rich learning environment in the
school premises, students experience meaningful and contextual English language
learning and develop social and interpersonal skills in learning.
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