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children who have a high ambition in asking questions or a high desire in doing unordinary

actions (such as screaming, walking, hitting, crying, or others actions which are happened in

teaching and learning process) are valuated negative for some people.

Here, English Subject and Elementary level, two things which are afraid of by several people, are

investigated to change our perception which stated those two things are nightmare. English isfun and becoming an English teacher is awesome are two basic perceptions which are

expected can be built by this research. By highlighting basic requirements, it is expected that

many people will realize that becoming an English teacher in Elementary level is not too hard tobe done. Understanding these requirements, teachers will know better how to be a good model

for students and also how to rebuild their confidence in teaching English.

Research Method

This research uses qualitative approach. This approach is used because this research is workingwith the phenomena. Besides, this research is expected to know more than just to what extent

or how well teaching and learning process is done. In this case, this research will try to gainmore complete picture of what is going on in the observed classroom. Besides, the present

research is using descriptive method. This research will be focused on the four English teacherswho have different educational backgrounds to find out how and what they present in the

classroom.

There are three main groups of participants. To keep the anonymity and the confidentiality of the

participants, the research uses pseudonyms in describing them. The first group is the four English

teachers: Miss Indi, Mr. Yana, Mr. Awan, and Miss Rima. The second group is the threeheadmasters: Mrs. Sari, Mr. Tukiman, and Mrs. Linda. And the last group is the twenty English

education students.

In this research, there are three main groups of instruments used in collecting the data. The

instruments are observation check-list, interview transcript, and written documents which

contains questionnaire, administration documents, and English textbooks.

Findings and Discussions

1. Understand about Management of Learning

Management of learning is a basic knowledge of teachers in teaching and learning process. The

indicators are giving enough times for students in responding their questions, giving a clear

instruction and example before students start the activity, using several media, providing somejokes in order that students feel more comfortable, and asking students to work in pairs or ingroups.

Table 1: The Teachers Response on Management of Learning

Teachers PracticesParticipants

I Y A R


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1. Saya memberikan waktu yang cukup kepada siswa untuk meresponpertanyaan saya.

A F F F

2. Saya memberikan instruksi dan contoh yang cukup dan jelas sebelum

siswa memulai aktivitas mereka.A F A F

3. Saya tidak menggunakan alat peraga dan media. R R R R

4. Saya menyelingi pelajaran dengan gurauan agar siswa bisa tertawa danmerasa santai selama pelajaran berlangsung.

A F F R

5. Saya menyuruh siswa belajar berkelompok/berpasangan. F R F R

From the table above, it is shown that almost every statement which is general principles ofteaching are understood by all teachers. The basic principles such as giving enough time for

students in responding teachers questions, giving a clear instructions and examples before

students do the exercises, and using the media and model in learning process are understood by

all teachers.

About giving some jokes as the interlude could not be done by all of teachers. This is also

happened in asking students to make a group while learning. These facts might be happenedsince every single teacher had their own style in teaching. However, the learning process still felt

comfortable from the observation analysis.

Since the management of learning is one of important tools in the teaching learning process

(Harmer, 2004), the teachers are expected to know and understand about this principle. Brown

(2001) adds the information that management of learning is the basic requirement for teachers inconducting the learning process in the classroom.

2. Understand about Young Learners Characteristics

The young learners characteristics are important to be known by the English teachers. Sinceyoung learners characteristics are totally different from adult characteristics (Labaiky, 2007),teachers are expected to give an appropriate learning strategies (Mooney, 2000).

The teachers were asked to fulfill the questionnaire with the scale of strongly agree, agree,

disagree, and strongly disagree. The data analysis will be presented and described based on each

groups of statements.

a. Children Have Their Own World

Table 2: The Teachers Response on EYL Students Characteristic #1


I Y A R

1. Cara dan karakteristik belajar bahasa anak pada dasarnya sama dengan

cara belajar bahasa orang dewasa.D D SD D


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It is clear that young learners are different from adults (Pinter 2006). This makes their learning

style and characteristics are different. While teachers taught English for young learners for the

first time, they could find several unique characteristic of children.

The table above shows that all of participants agree that the children characteristics of learning

language are totally different from adult. It means that all of participants understand about thiscriterion.

b. Children Learn by the Way of Physical Activities



I Y A R

2. Belajar sambil bermain lebih cocok dan lebih berhasil untuk

anak-anak daripada beljar dalam suasana formal dan serius.SA A SA SA

Total physical response (TPR) is one of the methods suggested by Musthafa (2006, as cited byLabaiky 2007) to be implemented in teaching English for young learners. The table above shows

that all of participants agree that children learn by the way of physical activities.

c. Children Have Relatively Short Attention and Concentration Span



I Y A R

3. Anak memiliki ketahanan konsentrasi dan perhatian yang relatif

pendek.A SA D A

4. Dalam satu pertemuan sebaiknya hanya satu kemampuan

berbahasa saja yang diajarkan.D A A D

Actually, children do have the short term memory (Labaiky, 2007). It is not because their brainsare not capable of remembering things, but it is because of the fact that childrens attention tends

to get easily shifted in the middle of doing something. Therefore, it is suggested that one of themethods to teach English to young learners is by applying repetition.

From the table above, it shows that most of teachers agree that children have a short attention.The second statement about mastering a skill in a session is agreed by two teachers while the

others disagree with the statement.

d. Children Should Have a Great Deal of Exposure to, Engagement in, and Support

for the Language They are Learning


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I Y A R

15. Anak selalu aktif mengeksplorasi lingkungan

dan dengan cara itu dia mendapatkan

pengetahuan dan pengalaman.

SA A A SA

It is true that children are often learning indirectly rather than directly (Labaiky, 2007). Here,students will learn more easily from their environment. Since all of the participants agree with

this statement, it shows that all of teachers understand about this principle.

By understanding these principles, it is expected that teachers can do the right things in

appropriate place, especially in the elementary level. Since the principles are not learned from

English education background only, all of teachers can explore more from the other sources.

3. Having Good Personal Characteristics

There are several personal characteristics which are necessary to be implemented by teachersduring the teaching process. A good personal characteristic will help students to understand

English better. Students often feel more comfortable in learning English if their teacher has goodpersonal characteristics.

The observation shows that teachers should be patient in facing students needs (Dewey, as citedby Mooney, 2000). When students acted too attractive, sometimes it made teachers angry.

However, teachers in Elementary level should have low personality (Vygotsky, as cited by

Mooney, 2000), so that students feel comfortable when they contribute in classroom interaction.Besides, teachers should know when the appropriate time to be teachers and to be students

friends. These acts could make students learn English easily.

Besides, from the observation the researcher found that an English teacher should love childrens

world. When people love young learners, they will know how to interact with them, and then

they will learn how to teach and share the knowledge, especially English, with them. By lovingyoung learners, they will also learn more and more through seminar, workshop, or other sources

in increasing their ability in transferring the English knowledge to young learners.

4. Having a Willingness to Teach English

The first point of the requirement of becoming English teachers is their desire of being anEnglish teacher. Unfortunately, from the questionnaire about the willingness of being English

teachers, twelve students (60%) who said yes. It shows that there are still 40% students who donot want to be English teachers in Elementary school.

Considering on the fact that only several people who want to be English teachers, there are

several reasons about this phenomenon happened. The reasons are:

1. Not everyone is interested in young learners world, since teaching English for young

learners needs a special requirement. (Participant 1)


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2. They want to teach in a higher level, such as Junior High or Senior High. (Participant 2)

3. Teaching young learners has a big responsibility. (Participant 6)

4. Becoming English teacher in Elementary school gets a small salary. (Participant 10)5. Becoming an English teacher in Elementary school is not challenging. (Participant 17)

The reasons above are some reasons which were given by the students. Most of them wrote that abig responsibility with a low salary as the main factor of why there are only few people who

want to be an English teacher in Elementary school. Since there are only several people who

want to be an English teacher in Elementary schools, a big appreciation should be given to them.

Whatever their educational backgrounds, teachers should have a desire in learning English more

(Brown 2001). The theories of learning English develop day by day, so that teachers should beaware of this condition. By learning English more, teachers can increase their performance in

teaching. The increasing of performance can help students to gain the knowledge of English

easily from the learning process.

From the questionnaire which was fulfilled by English students, they added some commentsabout basic requirement of becoming English teachers. They wrote that They want to learn

more from the seminar, workshop, or other sources (Participant 12). It means, after becomingEnglish teachers did not mean that they stop learning. They should add more knowledge about

English.

From the interview with the headmasters, the researcher also found some comments about basic

requirements of becoming English teachers.

[T] Namun, selama yang bersangkutan memiliki kemauan untuk mengembangkan dirinya

dalam berbahasa Inggris, saya rasa hal ini tidak akan menjadi suatu masalah yang besar.

However, as long as the teachers want to develop themselves in (learning) English, I think this

fact (English teachers from different educational backgrounds) would not be a big problem.

The statement above shows that the headmaster agreed that English teachers should learn more

about English. It means, it is expected that after those people with non English educationbackground were accepted to be English teachers, they still have a willing in learning English

more.

5. Having an Education Background

From twenty random participants of English education students, only four of them (20%) whoagree that elementary school English teachers can be from any educational background. Then,

there are sixteen participants who agree that elementary school English teachers should be from

English educational background.

Related to Government Regulations number 20/2003 and 19/2005 about education, they state

thatsarjanadegree is a minimum requirement for teachers educational background. Besides,


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they should come from the same educational background. The result means that most of English

Education Department students agree with the government regulations.

All of headmasters agree that it will be better when English teachers come from English

educational background. It can be seen from the statements below.

[T] Idealnya memang seorang guru Bahasa Inggris harus memiliki ijazah dengan latar

belakang pendidikan Bahasa Inggris.

(Ideally, an English teacher should have an English education certificate)

[S] Menurut peruturan, seharusnya memang sarjana Bahasa Inggris.

(According to the regulation, (English teachers, red.) are people who are graduated from Englisheducation)

From the statements above, it is shown that all of headmasters know that English teacher shouldcome from English education background. Unfortunately, the situation does not support the

regulation which was made by the government.

[T] Namun, selama yang bersangkutan memiliki kemauan untuk mengembangkan dirinya

dalam berbahasa Inggris, saya rasa hal ini tidak akan menjadi suatu masalah yang besar.

(However, as long as the person eager to increase his/her ability in English, this (English

teachers with any educational backgrounds, red.) would not be a big problem).

[S] Namun karena kebutuhan tidak sesuai dengan ketersediaan SDM, sarjana dari keguruan

saja diasakan cukup.

(Since what we need (English teachers from English education background, red.) is not balanced

with the human resource, a person who is graduated from education background is quiteenough).

The statements above shows that the school lack of the human resources, especially people whocome from English education background. The statements also answer the third research

question about the basic requirements of becoming English teachers. Besides, it is expected that

at least English teacher come from education background.

Since there are many English teachers with different educational backgrounds in the realsituation, what they need is not a pressure to gain English educational background. They needspecial treatments, such as seminars, workshops, or trainings which focus on English teachers

with no English educational background.

6. Having a Supporting System from School


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Although all English teachers in SDN Gumuruh Utara Bandung are unofficial teachers, the

headmasters still supervise and evaluate their teaching process.

[T] Proses pendampingan dan pengawasan oleh kepala sekolah tetap berlangsung. Namun

untuk evaluasi, saya lebih menyerahkan kepada yang lebih ahli.

(The supervising process is conducted by the headmaster. However, I gave the evaluation

process to the others who understand more than me).

[S] Proses pengawasan dapat dilakukan dengan memeriksa laporan persiapan (RPP) yang

dibuat oleh guru yang bersangkutan. Di sini, kepala sekolah tidak selalu stand by di dalam kelas

untuk melihat apa yang guru lakukan.

(The supervising process can be done by checking the preparation reports which were made by

the teachers. Here, as the headmaster, I do not have to stand by all the times to see what theteachers do).

The statements above show that the headmasters still aware of English teachers through theirdifferent own ways. Checking the administration documents which should be prepared by

teacher could be an effective way to supervise them. Besides, paying attention to them can

increase their performance in teaching English.

There are several schools regulations in increasing English teachers quality. The regulationscan be seen from the statements below.

[T] Adanya pemberian ijin untuk tidak mengajar untuk mengikuti seminar atau pelatihan

dengan syarat digantikan oleh guru lain, jika memang jadwal berbentrokan.

((the headmasters, red.) gave the permission for those teachers who attended the seminar orworkshop as long as (the teaching process, red.) in the classroom is replaced with other teacher.

[S] Melibatkan secara langsung para guru dalam kegiatan Kelompok Kerja Guru (KKG)merupakan salah satu bentuk peningkatan kualitas mengajar.

(The teachers are mixed up with the Teachers working group. This activity will increase thequality in teaching process).

Teachers working group (Kelompok Kerja GuruKKG) is an activity which is expected to

increase teachers ability in teaching process. Although all of English teachers are unofficialteachers, they are involved in that activity. This regulation was given since the headmasters do

all of teachers in the same ways.

7. Have a Supporting System from the Government

Solutions were also given by English education students as the way-out of the problem about

English teachers in Elementary schools. The solutions are:


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1. The government should clarify and specify about the regulation of English teachers in

Elementary school. (Participant 1)

2. The education department organizes the seminars, workshops, and trainings in teachingEnglish for young learners. (Participant 2)

3. Give a clear explanation about the important of professional teacher in Elementary

school. (Participant 5)4. Give a bigger salary. (Participant 6)5. Give a limited responsibility. (One teacher supervises only for three different grades.)

(Participant 6)

A bigger salary becomes the most popular solution to gain more people to become English

teachers in Elementary level. if the salary is very low, people will choose another place to teach

or another job to pick. The solutions are not come from the government only, but also fromourselves as people who concern in English education program.

In the real situation, there are many English teachers who have non English educational

backgrounds. The government seems cannot replace them all by the appropriate teachers withEnglish educational background. While the government, especially the education department

could provide special seminars, workshops, or trainings for those English teachers with nonEnglish educational background, the quality of their teaching skills can be increased.

Compared with the requirements of being English teachers which are given by some experts,most of statements are agreed. When Brown (2001) says about good language teaching

characteristics, which are having technical knowledge, having pedagogical skills, having

interpersonal skills, and having personal qualities, all of participants agree with these statements.

However, most of participants seem not agree that English teachers should have an Englisheducational background. To replace all English teachers with non English educational

backgrounds is not an easy task. Therefore, what they need are seminars, workshops, or trainingsto increase their teaching quality.

Conclusion

There are only seven basic requirements which are expected to be understood by teachers who

want to teach English. There are could be other requirements to be the better one. This researchtries to build up first the basic ones so that teachers are brave to teach English. One important

note from this research is, people who have a big responsibility are not only the teachers, but also

the schools management and the government. Afterall, the last question mark which will be

given, become an English teacher in elementary level, why not?

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