Roles of a Community in Promoting Citizenship - Free Essay Example

Sample details Pages: 3 Words: 903 Downloads: 10 Date added: 2018/12/18 Category Management Essay Type Research paper Level High school Tags: Community Essay Leadership Essay Organization Essay Social Work Essay Did you like this example? There are some ways in which individuals in various communities can demonstrate their citizenship. The general activities which are conducted to meet local goals should to some extent meet state goals which later portray citizenship. A community being a group of people from different backgrounds and personalities, may as well involve people who show different levels of citizenship or none at all. Don’t waste time! Our writers will create an original "Roles of a Community in Promoting Citizenship" essay for you Create order For instance, some active citizens demonstrate love for their states by all means through their day to day actions. Similarly, some bad citizens will, by all means, take part in dragging the state behind. They engage in immorality, wickedness, selfishness, and are frequently found in law-breaking practices. Similarly, there are the passive citizens. Within this particular group, which carries a good population of the community, there are the joy riders or spectators who tend to lack information about their communities especially the current affairs. The topic is of important consideration and has been compelled by some forces. To begin with, there is need to identify the various roles that a community should engage in to enhance citizenship. Equally, it is necessary to recognize people according to their levels of citizenship like the bad citizens and the active citizens for punishment and reward purposes respectively. Being a good citizen myself, this topic is of personal interes t because it targets individuals with similar intentions as mine in demonstrating love and pride for their states. However, as much as citizens are subjected to various roles and responsibilities in their communities to show citizenship, there are also many rights and privileges which they are guaranteed. Such rights include right of expression, right of movement, right to participate in the countrys leadership, right to choose their leader of interest, among others. Some of the roles and responsibilities which a good citizen should take part in include abiding by the law, participating in elections, respecting the institutions and ideals as well as the national anthem, national flag, legitimate authorities and the national pledge. Furthermore, citizens should establish a good reputation for their communities, fight against mismanagement of power by leaders and squandering of public funds (Lucey, 2017). The citizens also ought to guard against destruction, the resources of their communities which may consist of infrastructure and social amenities like schools and hospitals. Particularly, another role in which the residents of a community should widely take part is preaching peaceful living and respect for fellow citizens. They should learn and understand others cultures, origins, religion, among others. For example, the African-American citizens stand a great chance to enjoy the privileges of citizenship just like any other resident. Citizenship can fully be demonstrated by participating in the formation of a state government. By turning out in large numbers during the election of leaders and casting votes, this role is fully accomplished. Voting is the only way in which citizens of a given community exercise both their democratic right and role as citizens. Patriotism should be embraced as this portrays good citizenship. It can be achieved through taking part in various interstate activities like world Cup sports. The full determination should be driven at making the country a champion. Through proper involvement in these activities, the citizen will have met his/her obligation to enhancing good citizenship in the community. However, bad citizens or rather passive citizens may show such traits due to certain reasons. The government may have neglected a particular region hence leading to loss of hope in ones country by such citizens. For instance, there may be an imbalance of resources such as infrastructure, water supply, electricity, and social amenities which include schools and hospitals. The isolated section of the community is likely to consist of individuals who resist the countrys government and by all means try to show this through failing to abide by the law, ignoring activities like voting or any other state affairs which are displayed to citizens. The citizens may not contribute in choosing leaders who will bring change to their various communities or fight against stealing of their public funds. As a result greedy a nd misappropriate leaders continue to dominate in such areas. Consequences of such actions by citizens involve underdevelopment, high levels of illiteracy, and poor health among them. Appropriate solutions should be evaluated and put into consideration to curb any factors that may promote lagging behind of certain communities leading to bad citizenship. Particularly, the government should scan all sections of the community for any complaints and deal with them immediately (Mitchell Soria, 2017). Through this, awareness can be established in the regions with limited resources and which are not being attended to as required. The main purpose of addressing the roles of the community in promoting citizenship is to create awareness on what is expected from a good citizen and the consequences of bad citizenship. The topic targets residents of various communities especially the youth, who in one way or another would want to demonstrate love for their states. It is therefore importan t to note the importance of taking part the community affairs as this not only benefits the community but the individual as well. The result is a productive community, which is worth living for all the residents. References Lucey, P. A. (2017).? Leadership Style and Organizational Citizenship Behavior in Community-Based Mental Health Facilities? (Doctoral dissertation, Walden University). Mitchell, T. D., Soria, K. M. (Eds.). (2017).? Educating for Citizenship and Social Justice: Practices for Community Engagement at Research Universities. Springer.

Essay on Perception of Women in William Shakespeares Hamlet

Perception of Women in William Shakespeares Hamlet In Hamlet, Shakespeare carefully represents Getrude and Ophelia. Individually, Gertrude is essentially seen as weak and immoral whilst Ophelia is seen as meek and a victim of society. Collectively, they are seen to fulfil a conventional 16th century role, and it is as our beliefs and views of women change that we are able to perceive the characters in a different angle. At the beginning of the play, we get a very biased insight into the character of Gertrude and how those around her perceive her. This is because Hamlet and the ghost of Hamlet are both very biased as they feel a sense of injustice at Gertrudes marriage to Claudius, her†¦show more content†¦By the end of this scene, however, we see that she is penitent and appears willing to help her son. This exhibits how easily Gertrude is persuaded by Hamlets incessant persistence, and emphasises her tendency to be dominated by, and mistreated by men, even to the extent of her own son. Gertrudes mistreatment is also obvious within her relationship to Claudius. For example, When Gertrude tells Claudius of Polonius slaughter by Hamlet, rather than fret about the danger posed to his wife; he remarks that has he been there, it would have been dangerous to him. This highlights her vulnerability and subtly suggests that Claudius is more concerned about himself than his wife. Likewise, Shakespeare uses the character of Ophelia to illustrate that women of all classes of age can be considered feeble and dominated by men. The first time the audience see Ophelia is during her conversation with Laertes and her father where both the male characters disregard Ophelias judgement. Polonius tells Ophelia that she speaks like a green girl whilst Laertes tells her to fear Hamlets affection. Ophelia appears to be dominated from the outset and this suggests that Ophelia is not trusted to make her own decisions and that she requires guidance on how to live her life. Her reply, as you did command, illustrates aShow MoreRelatedWomen s Tragedy : Hamlet And King Lear1185 Words   |  5 PagesDr. Pitchford ENGL 4037 24 November 2015 Women in Shakespeare’s Tragedies: Hamlet and King Lear While William Shakespeare’s Tragedies are well known for their violence, tragic heroes, and fatal flaws, the method in which Shakespeare portrays his female characters in a negative light is seldom expressed. 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Egyptian Architecture Free Essays

Egypt: Art and Architecture Architecture The great architectural achievements of the past are built of stone. Stone quarries supplied the large blocks of granite, limestone, and sandstone that were used for building temples and tombs. Architects planned carefully as building was done without mortar, so the stones had to fit precisely together. We will write a custom essay sample on Egyptian Architecture or any similar topic only for you Order Now Only pillars were used to sustain short stone supports. At the temple of Kara, a ramp of adobe brick can be seen leading to the top of the temple wall. Such ramps were used to allow workmen to carry stones to the top of structure and allow artists to decorate the tops of walls and pillars. Pillars were built in the same way. As height was added, the ground was raised. When the top of the pillar was completed, the artists would decorate from the top down, removing ramp sand as they went along. As soon as a pharaoh was named, construction on his tomb was begun. Tomb building continued throughout his life and stopped only on the day on which he died. As a result, some tombs are very large and finely decorated, while other tombs, like that of King Tutankhamen, are small because he ruled as a pharaoh for such a short time. The architecture was based upon perpendicular structures and inclined planes since there was no tutorial assistance except the strength and balance of the structure itself. For this reason, the square and the plumb-line were very important tools. One of the most notable and lasting achievements of the Ancient Egyptians are their pyramids. The size, design, and structure of the pyramids reveal the skill of these ancient builders. The pyramids were great monuments and tombs for the kings. The Egyptians believed that a king’s soul continued to guide affairs of the kingdom even after his death. To ensure that they would continue to enjoy the blessings of the gods, they preserved the pharaohs body through the mummification process. They built the pyramids to protect the pharaohs body, the pyramid was a symbol of hope, because it would ensure the pharaohs union with the gods. The largest pyramid in existence is the Great Pyramid built by King Cheeps (Chuff) at Gaza. The Great Pyramid measures 481 feet high, by 775 feet long at each of its four bases. Other notable pyramids include the Step Pyramid built for King Sore, and the pyramid built for King Hunt, that was a transition between the step pyramid and the smooth sided pyramid we know today. The art of the Egyptians reflects every aspect of their lives. Depicted in tomb and temple drawings are scenes of everyday living, models of people and animals, glass figures and containers, and Jewelry made from gold and semi-precious stones. The wall and pillar drawings are perhaps the best known. In these drawings, it can be seen that people are going about the everyday business of baking, fishing, boating, marketing, and meeting together in family groups. Such drawings were also used to help the deceased to live forever by giving them all of the instructions they would need as they met the gods on their way to eternal life. The good deeds were recorded ND the art that surrounded their mummified body was to help their spiritual self in solving the problems related to life after death. Pictures of food, clothing, servants, and slaves could be used by the deceased Just as the real things were used by the person when living. A variety of perspectives is often combined in Egyptian art; however, the side view is the most often seen. The artists used bright colors of blue and red, orange and white to develop pictures that tell of the life of the deceased individual. The artist would first sketch a design on a piece of pottery, and if the sign was satisfactory, it would be sketched on the wall with charcoal. Colors could then be used to fill in the completed picture. Paints were made from naturally occurring minerals and artificially prepared mineral substances. Paint brushes were sticks with fibrous wood with frayed ends. Walls were covered with mud plaster, then with lime plaster. By the time of Rammers II, artists were able to shade colors to achieve a layered effect. Wall paintings were then protected by a thin layer of varnish (the composition of which is still not known). Sculptors were important artists in Egypt. Statues were made of kings, queens, scribes, animals, and gods and goddesses. Frequently, human and godlike attributes and symbols were combined. The work of the artist was seen in other media as well. Alabaster, a white and translucent stone, was often used for making vessels and containers. Pottery was made of ceramics and clay. Pottery glazed with minerals was used to make beads, amulets, pendants, and other Jewelry. A vivid blue glaze was very popular during the reign of Rammers II. Craftsmen made glass for inlayer designs and for some containers. Workers were able to make articles out of lead, gold, silver, and copper. Such metals were used to make pins, tweezers, razors, axes, knives, spears, sculptures, and Jewelry. The stability of the government during the reign of Rammers II allowed the skills of the artist and architect to flourish. Religion was often the subject of Egyptian literature. Prayers and hymns were written in praise of the gods. The most important book was â€Å"The Book of the Dead. † This book contained over 200 prayers and magic formulas that taught the Egyptians how to reach a happy afterlife. The Egyptians also wrote adventure stories, fairy tales, myths, love stories, poems, proverbs and quotes. How to cite Egyptian Architecture, Papers

Research in Social Science for Contextualism- myassignmenthelp

Question: Discuss about theResearch in Social Science for Epistemic Contextualism. Answer: Based on the workshop for workshop two, it is quite apparent that there is need for us to realize who we are, how we can change the world, and also learn what social research is. Knowing the importance of research in the social sciences is quite important because it helps us to know as well as perform a critical analysis of the numerous processes through which the knowledge is developed using research (Campbell, 2015).That apart, it also enables us to know the various research methods that are used. It is quite evident that social research in the contemporary world can be used for the exploration of both the practice and the purpose of social research so that it can be used in the generation of the relevant bodies of knowledge as well as the comprehension or implementation of social change through professionals and professions who are known to be the major consumers of such knowledge (Witten Hammond, 2010). A social science has numerous purposes and among them includes the descripti on and explanation of behavior of both families and individuals. Social sciences can also be used in prediction of how individuals or families behave especially in response to their respective environments. Social sciences can also be used in suggestion of numerous ways through which the behavior of both families and the individuals can be managed. On the other hand, social research involves the social scientific concepts, theories as well as the methods that can be used in enhancing the comprehension of the social processes as well as problems that are encountered by the groups and the individuals in the society (Leach Davis, 2012). Based on workshop two, it is asserted that epistemology in philosophy implies to the study of knowing and which also entails ascertaining the relationship between the knower as well as the object of knowledge. In using epistemology, it is important for the researcher to ascertain how the knowledge is obtained, how people arrive at beliefs, and ascertaining how we can know and what we can actually know (Ley Teo, 2014). The resources also indicate that Epistemology is also the studying of the branch of philosophy is actually devoted towards not only the study of nature but also the sources as well as the limits that are associated with knowledge (Damnjanovic, 2012). On the other hand, the theory of knowledge which is embedded in theoretical perspectives is also well embedded in the technology. Both epistemology and ontology are quite important in the manner that we conduct research because not only do they enable us to know the type of research that we have to undertake but also how w e should conduct such research. It is important to note that while the deductive is known to start with the abstract ideas as well as the works and principle towards concrete details which are aimed at testing such ideas, this is not so for the inductive (Longhofer Floersch, 2014). This is because the inductive is known to start with the concrete details then ultimately works towards the general laws or principles, or the abstract ideas. While the reasoning deductive is known to apply the top-down approach, the reasoning inductive uses the bottom- up approach. References Campbell, S 2015, Of truths, concepts and social constructions, Nurse Researcher (2014), vol. 23, no. 2, pp. 6. Damnjanovic, N 2012, Epistemic Contextualism and Recognising Knowledge across Cultures. In Anthropological Forum (Vol. 22, No. 3, pp. 225-238). Routledge. Leach, J Davis, R 2012, Recognising and translating knowledge: Navigating the political, epistemological, legal and ontological. In Anthropological Forum (Vol. 22, No. 3, pp. 209-223). Routledge. Ley, D Teo, SY 2014, Gentrification in Hong Kong? Epistemology vs. Ontology. International Journal of Urban and Regional Research, 38: 12861303. Longhofer, J Floersch, J 2014, Values in a science of social work: Values-informed research and research-informed values. Research on Social Work Practice, 24(5), pp.527-534. Witten, K, Hammond, K 2010, What becomes of social science knowledge: New Zealand researchers' experiences of knowledge transfer modes and audiences. K?tuitui: New Zealand Journal of Social Sciences Online, 5(1), 3-12.

Angry Birds Physics Lab Essay Example

Angry Birds Physics Lab Paper Kyle Brooks 11/13/12 Angry Birds Projectile Motion Lab How to Perfect Distances Of Birds using Launching Angles Purpose: The Purpose of this Lab is to discover which launch angles give the birds the longest and shortest time in flight. Hypothesis: I believe that the bird will launch the farthest at the 45 degree angle because that’s exactly half of 90 degrees which will give it the maximum height in comparison to length. I also think that the bird will launch the shortest at 0 degrees because it will go a very short distance because it has such a steep launch angle. Apparatus: Materials: †¢Angry Birds application †¢Protractor to measure angles †¢Level with no obstructions in the birds path (level 1) †¢Red angry birds Procedure: 1. )Gather birds, launcher, other materials, and open up angry birds application. 2. )Launch birds at 0, 45, and 90 degrees (or your choice of angles to test) and record data. (Make sure the level is one that doesn’t obstruct the path of the birds and contains only red angry birds. Like level 1. ) 3. )Repeat step 2 3 times and record distances for each angle. . )Look at the qualitative data and come to a conclusion of which angle gives the bird that farthest distance and which the least. (Record distances. ) Variables: Controlled: Power birds are launched at (maximum), type of angry birds (red birds), level where test were done (level 1) Independent: Angle the angry birds are launched at Responding: Birds travel a certain distance based off the angle they are launched at. We will write a custom essay sample on Angry Birds Physics Lab specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Angry Birds Physics Lab specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Angry Birds Physics Lab specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Data: Distance Traveled by Bird (Qualitative) Angle of Launch Trial0 degrees45 degrees90 degrees Slightly ForwardOut of the screenNearly to the Structure 2 Slightly ForwardOut of the screen2/3 to the Structure 3Slightly BackwardsOut of the screen? to the Structure 4No MovementOut of the screen2/3 to the Structure 5Slightly BackwardsOut of the screen? to the Structure Data Analysis: According to the previous data, the birds launched at 45 degrees went the farthest each time; they went out of the screen on all 5 trials. Birds launched at 0 degrees, on the other hand, barely moved at all and went the shortest distance. Picture of Data: x x xx y y yy y zzzz Key x=0 degrees y=90 degrees z=45 degrees =launch point for birds =the structure birds are aiming for Conclusion: The Question in this lab was which angle would result in the birds going the farthest and shortest distances? I hypothesized that the birds launched at 45 degrees at maximum power would go the farthest because this has the highest height to length ratio. After testing, 45 degrees turned out to help the birds travel the farthest while the birds traveled the shortest distance at 0 degrees. This proves that my hypothesis was correct and 45 degree angle does allow the angry bird to go the farthest distance. Since we had to use a protractor, the design of the experiment doesn’t do a great job of finding the best angle for launch because the level doesn’t tell you what exactly 45 degrees is or what exactly 30 degrees is. This means each test had close to the desired angle, but never the exact. The data has to be measured qualitatively because the application doesn’t give distances or angles. However, we still know that birds travel the farthest at 45 degrees because that is the optimal angle to launch at. Ways to improve this experiment include using an application that gives distances and exact angles to make the data more accurate and the chance to measure quanitativly, applying this experiment in real life to see how accurate the previous data is, and trying more angles to see what other angles work and don’t work for traveling far. To apply this to real life, a real slingshot would have to be made that could be shot at accurate angles and then measure the distance of the projectiles.

CHAPTER 5 NOTES

CHAPTER 5 NOTES Extra Credit #5-Mini Project Chapter 5: Philosophy of Religion Notes (How I study) Rewriting notes Working def of religion- a community which, through faith, knows God exists. And they worship his God and "Â ¦based on faith (belief based on faith).Working def of God- the Christian God that is all-mighty (omnipotent) strong, powerful, all-good (omni benevolent), all-knowing (omniscient) knows everything, all-present (omnipresent) everywhere at once, and created everything (omni creative) created the universe and everything.Working def of philosophy- the search for certain objective knowledge and truth, based on observations (empirical evidence) or on reasoning (rational evidences), but not on faith (intuitive evidence).Empiricism- the belief that all knowledge is ultimately based on sense experiences or observation.Rationalism- the belief that true knowledge is based on reason, or logic.Objective- something that is true independent of human existence. Note that an objective truth is true for all people at all times.Bertrand Russell 1907Subjective- something that is true only for certain individuals or a single individual. A subjective truth is only true for some people, some of the time.Bertrand Russell- figure out where you are (what you believe), figure out where you want to go (what you want to believe), figure out how to argue convincingly from where you want to be, if you can do so, then you have good reason to believe your desired belief.Theism- belief in the existence of God.Atheism- the belief that God does not exist.Agnosticism- uncertainty about the existence of God, or belief that it is impossible to know whether God exists or not.The Ontological Proof Rational-based on reasoning (reason and logic"Â ¦just think) Anselm of Canterbury- believed that for something to exist, it must exist in both the outside world and inside.Descartes- revised Canterbury's philosophy and said that to exist...

Is Bakhtin's concept of the carnivalesque a helpful model in analyzing Essay

Is Bakhtin's concept of the carnivalesque a helpful model in analyzing contemporary celebrity culture - Essay Example In this case, it can be claimed that people usually take part in a carnival, where regular human life rules, regulations, restrictions and hierarchy of the society are not applicable. Bakhtin has offered four specific categories for carnival event that include ‘Free and familiar interaction between people’, ‘Eccentric behaviours’, ‘Cannibalistic misalliances’ and ‘Sacrilegious’. In this regard, Bakhtin has emphasized these above mentioned human behaviours or approaches for ensuring freedom and opportunity of equality among the people. Bakhtin’s concept of the carnivalesque has manifested in forms of ritualistic acts and it plays a major part in case of carnivalistic life. Simultaneously, Bakhtins concept of the carnivalesque helps in case of identifying the popular culture of carnival (Karimova, 2010). In this essay, the objective is to identify weather Bakhtins concept of the carnivalesque a helpful model in analysing contemporary celebrity culture. In order to attain this objective, it is essential to identify the key aspects of the Bakhtins concept. Moreover, it is essential to identify the trend of the contemporary celebrity culture. Mikhail Bakhtins humour and his comic essence made him one of the most popular critics of the concepts of carnivals that are effectively practiced in the different segments of the society. According to HU (2012), Bhaktin’s conceptualisation of carnivalesque is majorly based on the dialogical genre of the different concepts. The study of Karimova (2010) implied that Bhaktin’s states carnivals to be different from real life that the people lead in this world. The rules, regulations and real life tantrums are missing in the festivals and carnivals that affect the concepts of festivity. Furthermore, Bhaktin’s concepts of carnivalesque are based on the concepts that bring together the opposites of the society. This focuses on the use of the different concepts such as the death and birth as well as rebels

Analysis of the Strategy Options for British Airways Term Paper

Analysis of the Strategy Options for British Airways - Term Paper Example Presently, aviation customers search for those airlines which provide quality service, on-time arrival and departure, and reasonable rate altogether. Thus, aviation organizations do not have any other alternative but to defy traditional business strategies and develop new strategies (Dostaler & Flouris, n.d.). Several tools help to analyze the strategic choices available for British Airways in order to stay competitive in the market. ...Among the three strategic alternatives, British Airways has implemented a differentiation strategy in terms of quality. British Airways provides quality services to the customers for generating a valuable traveling experience. It provides healthy food options, quick track change network, superior sleeper facilities, and in-flight shower system among others. These differentiating services help British Airways to develop a unique brand image for the company (Office Application Development, 2010). Ansoff Matrix Ansoff matrix is a popular marketing manage ment tool which helps to recognize potential alternative strategies British Airways can consider. British Airways needs to refine the ideas by identifying appropriate methods for accomplishing the strategic options. Growth can be accomplished by internal improvement or else it can be achieved by acquisition and progression of market/services (Bowhill, 2008). The following table will illustrate the Ansoff Matrix and different strategic options: Products Present New Market Present Market Penetration Product Development New Market Development Diversification The major strategic elements of British Airways for differentiating the services are: Improving interactions with employees and developing them towards high performance Provide outstanding traveling experience to the customers Increase financial performance Maintain superiority in business operations Maintain good relationship with suppliers, communities and other elements of the aviation industry (British Airways, 2010).  

Research Paper for College Course -- Introduction to Microeconomics

For College Course -- Introduction to Microeconomics - Research Paper Example Smith is credited with being the first to examine the importance of the division of labor and worker productivity and for advancing the idea that free markets thrive on the basis of mutual self-interest. Although Smith warned against monopolies and mercantilism, his notion that markets are driven toward the public good by an "invisible hand" has made him a venerated figure among free market doctrinaires. (Answers.com). The purpose of this paper is to describe the pros and cons of free trade. Trade allowed nations to obtain the goods and services the population needed in order to survive. In the 20th century the ability to trade with other nations became a critical success factor for many nations including the United States of America. Today free trade is practiced by many nations in the world. More than ever before in history we see that free trade agreements are being sought by the world’s most powerful countries, as well as the developing nations. In short, free trade agreements are now high on the political agendas of many nations and the World Trade Organization. The globalization movement has been instrumental in forcing nations to enter into free trade agreement. In North America the free trade agreement that is enforceable is the NAFTA agreement. The NAFTA opened up free trade between the United States, Mexico, and Canada. â€Å"NAFTA was designed to promote economic growth by spurring competition in domestic markets and promoting investment from both domestic and foreign sources† (Teslik). The reason that NAFTA was initiated was because President Bill Clinton in 1994 saw the European Union as a threat to the Americas. A free trade agreement between the United States and its two neighbors was crafted to be a plausible solution that would offset the growing global economic trading power of the European Union. The implementation of free trade agreements eliminates the imposition of tariffs in the trade of goods. As a consequence of the

Observations of Fourth Grade Foreign Language Learning

Observations of Fourth Grade Foreign Language Learning 1.1. Background of the study The purpose of this study is to investigate fourth graders learning experiences in using English as foreign language during the learning process in classroom context. In the process of learning, learners need experience as a result of what they have been involved in that learning. Experience is gained by direct involvement or participation of an event. As stated by Kellough (1998 : 280) when students are involved in direct experiences, they are using more of their sensory input channels, their learning modalities (i.e., auditory, visual, tactile, kinesthetic); and when all the senses are engaged, learning is most effective, meaningful and longest lasting. Moreover, in the context of learning English as foreign language, experience in using English is essential to achieve effective, meaningful, and longest lasting learning. As the results, learners are able to use the language for their daily communication. Experience will be better to gain when learning is done in early age. Curtain and Pesola (1988:3) stated that when language learning begins earlier, it can go on longer and provide more practice and experience, leading ultimately to greater fluency and effectiveness. This study was employed to pupils who have range age from 7 until 10 years old (concrete stages) (Curtain and Pesola, 1988). It is assumed that when they learn English from Primary School, they have more practice and experience. As supported by Curtain and Pesola (1988:3) the thinking skills of most children in elementary school foreign language programs are at the concrete stage, and experience plays a major role in all learning. However, children learning English as a foreign language in Indonesian elementary school context face many serious challenges. One challenge relates to lack of social uses of the English language real-life situations which would likely involve children in their daily life (CREST, 2002 :3). The pupils have experience in using English only from classroom context. They are lack to face real English communication. Moon (2001:14) added that in the foreign language situation, the pupils depend almost entirely on the school for input. Consequently, the English learning experience in classroom context is very essential to support pupils practice and communication simulation. For that reason, it is needed to conduct a study which is investigating whether learning experiences in our Primary School has accommodate pupils practice and simulation communication. The findings of this investigation are answered by describing learning experience from the classroom observation and categorizing data description. Learning experience is the experience in using language during the learning time, which is formulated in simulation and practices. The learning experience is developed by practice and communication simulation done by learners. By doing so, they will get a clear picture or discourse understanding about the use of language. The examples of practice and simulation communication are achieved from the physical activities (i.e., hands on experience), as cited by CREST (2002:3) children learn by way of physical activities (i.e., hands on experiences) in the context of doing things embedded in their daily lives, both individually and socially. From that hands on experience Moon (2000:6) also explained that the use of songs, rhymes, poems, drama and classroom routine all help to give children access to ready-made bits of language so they can begin to communicate. Curtain and Pesola (1988:xiv) assumed that successful language learning for children is organized in the term of concrete experienc e; considerable planning should go into the use of visual, props and realia, and hands-on activities. Concrete experience from the use of visual, props and realia and hands-on activities are able to lead pupils attain their language learning goals. Curtain and Pesola also gives example of concrete experience, those are song, rhymes, finger play, props and Concrete Materials (dialogs, role play, small-group or pair work). In addition from previous study conducted by Ririt (2004) said that various learning experiences in English program will be developed through various kinds of material, activities, such as song, stories, games, reading text, and media. It can be concluded that in this study by having practice (sing songs, do classroom routines, read text, play game) and communication simulation (dialog, role play), the pupils will be able to achieve the purpose of learning English as foreign language for young learner which is developing pupils communicative competence in language accompanying action in school context and developing pupils awareness of the importance of English in global community. It is stated on Standar Isi Kurikulum Muatan Lokal Bahasa Inggris Provinsi DKI Jakarta (2006). Mata pelajaran Bahasa Inggris di SD/MI bertujuan agar peserta didik memiliki kemampuan sebagai berikut: 1. Mengembangkan kompetensi berkomunikasi dalam bentuk lisan secara terbatas untuk mengiringi tindakan (language accompanying action) dalam konteks sekolah; 2. Memiliki kesadaraan tentang hakikat dan pentingnya Bahasa Inggris untuk menngkatkan daya saing bangsa dalam masyarakat global Standar Isi Kurikulum Muatan Lokal Bahasa Inggris Provinsi DKI Jakarta (2006) is a government policy which is listed the purpose of learning English for primary schools pupils in Jakarta. However, there are some problems about the implementation of learning experience that the pupils get from the learning. They have unvaried activities; make them bored and not interested to the learning, have the learning activities but does not give experience (it is not hands on activities); and misconception to teach grammatical than convey the meaning of language message to children. Retrieved information from http://www.businessballs.com/experiental learning.htm, there is mentioned the differences between experiential learning and conventional training and teaching. The differences are in how the learning process happens. The example of conventional training, the learning are usually presented by power point presentation, chalk-and-talk classes, reading, attending lectures, exam study, observation, planning and hypothesising, theoretical work, unreal role-play. In other hand, experiential learning presents by physical activity, games, and exercises, drama and role-play which beco mes real, actually doing the job or task, outward bound activities, teaching others, hobbies, pastimes, and passions. Based on the importance and problems of learning experience, and requirement of government policy, this study is conducted to examine the fourth graders learning experiences in using English as foreign language during the learning process in classroom context. 1.2 Research Questions The research questions of this study are: What kinds of learning experiences that pupils acquired to support their English practice and simulation? To what extend that learning experiences accommodate the pupils need? 1.3 Purpose of the study The purpose of this study is to investigate fourth graders learning experiences in using English as foreign language during the learning process in classroom context 1.4 Method of the study This study used a case study as its methodology. This study was carried out at four schools, SDN Cipinang Muara 14 Pagi East Jakarta, SDN Pisangan Timur 03 and 05 Pagi East Jakarta, SDN Pesanggrahan 06 Petang South Jakarta. The subjects of the study are fourth grader at each those schools. The research subject is pupils learning experiences in English classroom. This study used classroom observation and teacher interview to gain the data. Class observation is used to provide description of learning activities then to be analyzed into what learning experiences. Teacher interview is used as the additional data of what in teachers plan and how the implementation of learning experiences happen in the classroom. 1.5 Significance of the study This study is mainly to find out pupils learning experiences at Primary Schools. It gives a thick description of what kinds of learning experiences that pupils acquired during the learning process of English. This result will be beneficial as an input to the English teacher, school and the researcher itself; it gives the recent data about pupils English learning experiences at four grade of primary school. Thus, it will be an input for those schools in developing their school curriculum and English Department of State University of Jakarta students who are interest in teaching English to young learner. CHAPTER 2 2.1. English Learning Experiences Experience as a result of learning process is a must. Madya, S et all. (2004) stated that experiences are paramount and activities is a must in learning process.The experience it self is gained by doing activity or letting the learners to practice doing it. From Webster dictionary, the definition of experience is practical knowledge, skill, or practice derived from direct observation of or participation in events or in a particular activity (Retrieved from http://www.merriam-webster.com/dictionary/experience). Pupils English learning experiences in the classroom context also can be achieved with direct participation during the learning process. During the learning process, pupils are given by teacher various learning activities which is contain various experiences. Then, as supported by Moon (2000:7) if pupils enjoy the learning activities, they will be more involved and this may increase their desire to continue. This is very positive for language learning, because if children want to continue with an activity for some time, it will give them more exposure to language input and more chance to practice the language. They will also develop more positive attitudes towards English, as they will associate it with something enjoyable and pleasing. Teaching English to the primary school students need varieties of activities. The teacher needs to plan a range of activities to avoid students getting bored. In Ferguson (2008:v) mentioned that research shows that games and activities provide a fun and interactive learning environment and promote effective language learning. When students are active, engaged, and enjoying themselves, their ability to learn and master new vocabulary and other linguistic functions is much higher than if they are simply learning by memorization or drills. Therefore, the activities which carried on experiential learning for young learner is hands on activity or physical activity. Moon (2000:8) gives example of physical activities such as making things, action songs, games, rhymes and drama provide excellent context for language learning. It is also supported by Curtain and Pesola (1988:199), they said, because children require hands-on learning experiences with concrete object, the elementary school foreign language classroom must have a wide variety of objects and material available, as many of them as possible from the target culture. Futhermore, Moon (2000:9) stated that childrens desire to communicate is very powerful and this carries over into foreign language learning. If they are engaged in an interesting activity, they will talk their heads off happily. This is very useful for language learning because it means that pupils will get plenty of practice in using the language. In this study, the practice and communication simulation that pupils use during the class is limited. Practices are singing songs, doing classroom routines, reading text, playing game, and simulation communications are dialog, role-play. Paul (2003)l mentioned some kinds of activities that can makes learning more meaningful, he stated that when playing, singing, and learning are integrated into total learning experience, the combination is very powerful. Children learn through first-hand (concrete) experiences, particularly through structured play as stated by Gipps (1994, p.26) cited in Brewster (2003). Pupils are expected to be facilitated by the teacher with concrete experiences. 2.2. English for Forth Graders The characteristic of young learner based on CREST (2002:3) children have their own world, which is far different from that of adults. The pupil is not the mini adult. They have their own way to learn. As stated also in CREST (2002:5), the characteristics of children are: Children learn naturally Children know a lot about literacy before schooling All children can learn Children learn best when learning is kept whole, meaningful, interesting, and functional. Children learn best when they make their own choices Children learn best as a community of learners in a non-competitive environment Children learn best by talking and doing in a social context. Curtain and Pesola (1988:67) explained those children ages 8 to 10 is named Intermediate Students. This intermediate students is categorized to grades 3, 4, and 5. Children at this age are at a maximum of openness to people and situations different from their own experience. For these students, a global emphasis is extremely important, because it gives them an opportunity to work with information from all parts of the world. As intermediate develop the cognitive characteristics of the concrete operations stage, they begin to understand cause and effect. Students in intermediate grades can work well in groups. They can begin a more systematic approach to language learning, but they continue to need first-hand, concrete experiences as starting point and continue to benefit from learning that is embedded in context. Moon (2000:7) defines that children are naturally curious and active. They eagerly explore their environment and interact with people, which helps them to construct their un derstanding of the world they live in. An important way in which they do this is through physical activity and experiencing things at first hand. Children love discovering things and because they respond well to being asked to use their imagination, they may well be involved in puzzle-like activities, in making things, in drawing things, in playing games, in conducting physical movement (Harmer, 2001, p.38) 2.3. Related Researches on the English Learning Experiences There is a study about learning experience, which has done by Kartika, Jatu (2007). Her study entitled Supporting Basic Literacy through English Learning Experiences is focus on students basic literacy through learning experiences. The study was done in SDN Tegallega 1 and 2 Bogor. The result of her study is students have been involved in English learning experiences in the context of executing classroom assignments but have not yet fully supported the students basic literacy. Her classroom observation data showed that students were mostly engaged in language pronunciation activity during the English and very limited learning activities were pursued to develop students self-awareness in employing English to be socially literate. Her finding from the data interview and questionnaire showed that students felt bored to be engaged in unvaried activities and felt difficult to memorize English word. The previous study conducted by Ririt (2004) entitled Fifth Grade students preferences towards English Learning at Labschool Elementary School founds that various learning experiences in English program will be developed through various kinds of material, activities, such as song, stories, games, reading text, and media. Another study, which carried out, by Astriani R. F (2006) notes that in her survey titled The English Vocabulary size of elementary school students in Jakarta, the score of average vocabulary size of the students is 477 words out of 1000 words. She is recommended that the teachers in elementary school should emphasized teaching and learning English in vocabulary and they also apply creative teaching and learning techniques such as singing, drawing, telling stories, and mentioning something through games so that the pupils will feel happy when they are learning English. Yeni (2009) in her research entitled Using Games to increase students participation in Listening Activity at SDN Pisangan Timur 11 shows that games; missing lyric, word race, Simon say, whats the number and song puzzle can be used to increase students participation. It also reports that there was significant improvement to the students participation in listening activities. Students were actively involved in listening activity. The students are interested in following the game and feel enjoy confident in participating activities. 2.4. Conceptual Framework The purpose of the study is to get factual data and information of pupils learning experiences in English classroom context by using describing, categorizing and analyzing classroom observation. The researcher decided to conduct the study on fourth grade because English is introduced in Primary School started from fourth grade of primary school. The study is also meant to see whether pupils have various kinds of learning experiences during the learning process. Learning experience can be developed by practice and simulation communication. If the pupils have experience in practice and simulation, it is assumed that they have meaningful, effective and longest lasting learning experience. 2.5. Definition of Terms Learning experience is the experience in using language during the learning time, which is formulated in simulation and practices. The learning experience is developed by practice and communication simulation done by learners. Practice means sing songs, do classroom routines, read text, play game and communication simulation here and communication simulation means dialog, role-play. CHAPTER 3 METHODOLOGY This chapter describes how this study is carried out. It covers the design of the study, the subjects of the study, instrument of the study, data collection procedures, and data interpretation. 3. 1. The Design of the Study This study is conducted through a case study in order to find in depth (1) what kinds of learning experiences that pupils acquired to support their English practice and simulation (2) To what extend that learning experiences accommodate the pupils need. The data is picked up through classroom observation and interview. 3.2 Research Setting 3. 2. 1 Time and place of the Study This study was carried out from March up to April 2009 in four primary schools. They are SD Negeri Pisangan Timur 03 and 05 pagi, East Jakarta; SD Negeri Cipinang Muara 14, East Jakarta; and SD Negeri Pesanggrahan 06 Petang, South Jakarta. 3. 2. 2 Subject of the Study The subjects of this research are the fourth graders from four schools in Jakarta. Their experiences during the English class were be observed and recorded. 3. 3 Data Collection Method For the first research question What kinds of learning experiences that pupils acquired to support their English practice? The data was gathered by observing and recording the pupils and teachers interaction during their English class. After observing and recording, the visual data was transcribed. The data transcriptions were described as data description. Afterward the data was be classified by bolding the description, it was be reduced based on the needs of the study and will be put in the table because of the amount of data collected during the classroom observation. Next, the data reduced will be put in the table which is categorized based on the synthesis which was mention in the conceptual framework. The categorization was made in order to answer the research question. Second research question, to what extend that learning experience accommodate the pupils need? is answered by analysing the data categorization. Besides, the interview is also used to support the information of learning experience in the data analysing. It is open-ended interview and it is done after the class ended and recorded. 3. 4. Data Interpretation The data from the recorded classroom observation was analyzed from transcribing and categorizing learning experience data. The information of pupils learning experience also gathered from data interview. The data obtained in this study were mainly descriptive data, which had been narrated by using a procedure, proposed by Woods (1996: 27); and Bailey (1996) described as follow: Data Labeling The data were classified by bolding the description related to the focus of the study. Data Reducing The observation data were reduced based on the needs of the study and was put in the table because of the amount of data collected during the classroom observation. Data Categorizing The data reduced will be categorized based on the synthesis, which was mention in the conceptual framework. The categorization was made in order to answer the research question. CHAPTER IV Data Description and Research Findings This chapter presented data description and interpretation to lead the discussion in the research findings. The data description of this study is based on classroom observations. A. Data description A.1 Classroom Observations Data The factual data of pupils learning experiences in this study was obtained from classroom observations. The interaction between teacher and pupils from four schools observation is described in the following data description. CASE A 1. Observation on March 7th, 2009 The observation was carried on Saturday, on 06.30 to 07.40 a.m. The pupils started the class by saying Good Morning to reply teachers greeting. The pupils also said I am fine, thank you. And you? when the teacher asked them How are you?. At that time, it was the first time of observation, so the teacher introduced the observers before starting the lesson. While the teacher was introduced the observers, one of the pupils was coming late. With automatically the teacher and the pupils greeted the late boy by saying Good Morning. The pupils were asked to recall their memorization about the previous lesson. A pupil mentioned the previous lesson was question but another pupil mention public sign. Pupils were experienced to recall the information that they have studied before. Pupils were experienced to count number of their classmates. Each pupil was experienced to count one until thirty two. They counted the amount of pupils that come in the class. There were 32 pupils and 5 were absent. After all pupils are ready, they were experienced to read the picture on the whiteboard. The pupils tried to recollect their previous memory about public sign. They pay attention to the picture then mentioned the function of those public sign picture. Pupils were experienced to answer teacher question by mentioning that Cross Park sign mean you cannot park here, stripe sign mean you do not enter, turn left, turn right, go straight. Then, the pupils were asked to use their hand in giving direction of left and right sign. The pupils were experience to act out the teacher instruction by using their hands. They seemed able to differentiate right sign and left with enjoyable. Next, the pupils guessed the second pictured drawn by the teacher on the whiteboard. They mentioned it was a picture of lampu lalulintas. Pupils were experience translating word into English with teacher scaffolding. Then they have to repeat words written in whiteboard in order get the right pronunciation. Pupils were experience to pronounce traffic light, red, yellow and green. The pupils also were experience to mention the meaning of each traffic light lamp colour. They were able to identify meaning of the green lamp for go, yellow lamp for be careful and red lamp for stop. After mentioning the meaning, the pupils were experience to pronounce the words such as stop, be careful and go by repeating their teacher. Then pupils were reminded by their teacher, the expression for borrowing something from friends. They were experience to mention the expression for borrowing by saying May I borrow your †¦. The pupils also were experience to practice the conversation in simple dialogue. They practiced in pairs. After practicing the conversation, the pupils were noisy. The teacher engaged the pupils to sing happy song in order to get pupils silent. Pupils were experience in English to sing Happy song, please silent. That time, pupils have a small test. Before starting the test, a pupil cleaned the whiteboard in responding teacher instruction. Pupils were experience in English to act out teacher instruction such as Clean the board please; Listen to me please; Sit down please; Silent please. They were experience in English to do the teacher instructions. Afterwards, the pupils were experience in English to answer the written test. They matched part A into part B. Finishing done the test, the pupils were experience to check the answer test with a whole class. The pupils were given chance to come forward to write the answers on the whiteboard. Most pupils were enthusiastic to come forward. They raised hand and the teacher selected them. While a pupils writing on the whiteboard, the others pupils sing a song Que Sera Sera. Pupils were experience in English to sing a song. In the end of the class, pupils were experience in English to mention what they have learnt on that day. Pupils simulated again the conversation of borrowing things from friends. After that, teacher closed the class by singing Happy song, good bye 2. Observation on March 14th, 2009 The observation was held on Saturday from 06.30 to 7.40. The class was opened by pupils greeting. Pupils were experienced to greet the teacher by saying Good Morning. Also replied greeting How are you? by saying Im fine. Thank You. And You?. Before the class starting, their sitting places were arranged. They have to sit on their own chair to avoid much tease between them. The pupils were experience in English to mention previous study such as public sign, stripe sign, do not enter, no smoking, push, pull, exit, enter, turn right, turn left. Then, they asked to pay attention to the picture shown by the teacher. The pupils were experience to guess the picture and to conclude the picture. The picture was not clear enough to be seen from the back class, so some pupils come forward to look at the picture. They were ordered to sit, the teacher said Sit down please then the pupils sat on their chair. The pupils were experience to do the instruction in English. After the pupils settled down, the pupils were asked to conlude the pictures theme. They were experience to conclude the theme pictures by saying it is about Hobby. The teacher wrote some words on the whiteboard, the pupils were experience to repeat and to read aloud words such as watching, playing soccer, swimming, traveling, sleeping, reading books. Every word they were repeated and read, they were experience to gesticulate it. They act as they were playing soccer, swimming, traveling, sleeping, reading books and cooking. The pupils seemed enjoy the activites. Next sequence, the pupils were asked about their hobby. They were experience in English answering teachers question What is your hobby? by saying My hobby is †¦... Then, the teacher asked the pupils to ask her hobby. The pupils were experience in English to question the teacher by saying What is your hobby?. After that the pupils were explained about the difference of his and her. They were given the example question in distinguishing his or her. The pupils were experience to pronounce his and her. Subsequently, the pupils were experience to do questioning and answering to their friend about hobby. They practiced how to ask their friends hobby use English. The pupils were experience to practice conversation in a simple dialog and to note it in their workbook. Pupils were experience in English do the task in written. In the closure time, the pupils were experience to write home work in their workbook do the same task. They have to question their families hobby. Teacher closed the class by saying Good bye. 3. Observation on April 18th, 2009 The observation was done every Saturday, at 06.30 to 7.30 a.m because the English class is every Saturday. Pupils started the class by praying and then greeting the teacher. They were experience greeting the teacher by saying Good Morning. Next, the pupils were asked to guess the picture that be drawn by the teacher on whiteboard. They were experience to identify the picture by saying Radio and Television. After that, they have to pay attention to what teachers was done. The pupils were supposed to guess the teachers act. They were experience to conclude the word from teachers action. The pupils said Lamp when the teacher turn off and turn on the lamp. The pupils were experienced repeating the teacher by saying Radio, TV, and lamp. From the three pictures, the pupils asked to guess what the key word for those things is. The pupils have the right answered which is electronic. The core activities of that day, pupils were experience to practice turn on and off the lamp, turn on and turn off the tv, play and eject the cassette from the radio. The pupils followed step by step the teachers instruction like turn on the tv please, turn on the lamp please, turn off the lamp please. In practicing play and eject the radio, the pupils were experience to identify the button in the radio. They have known which play button, stop button, rewind button, fast forward button are. They also were experience to mention each button function. Finally, they were experience to write the right procedure of playing the cassette in their workbook. The pupils have to arrange the sentences into good order. While the pupils writing the task, some pupils were chosen randomly to come forward in front of the class. They practiced press the buttons from the button pictures on the whiteboard. Before the class was dismissed, pupils were asked to conclude what they have learned on that day. The class were closed by the teacher saying Good bye and pupils were experiences in English replaying say Good bye. CASE B 4. Observation on March 3rd, 2009 The observation was conducted on Tuesday afternoon at 12.30 to 13.40. The pupils replied teachers greeting by saying Good Morning. Afterwards, they sang a song titled Happy song but with a little different melodies. The pupils recalled their experience in previous meeting by mentioning the English of lemari with cupboard. The class started with guessing the English of thing that teachers point out. The teachers pointed out two cupboards, and the pupils mentioned it by saying These are cupboards. Some pupils seemed still confused the diffrence of these are and this. Then they listened to teacher explanation about the difference of the these and this. The pupils were experience to read aloud This is a cupboard; These are books; That is a chair; Those are chairs Finally, the pupils were experience to do the exercise fill in with this, these, that or those. They did the task in an exercise paper. While pupils were answering the questions, they were checked for the absent. After finish an swer the exercise, the key answer be written on the whiteboard. They were experience to write the answer on the whiteboard. Teacher checked pupils answer on the board. The pupils checked their friends work or peer correction. Teacher closed the class by submitting pupils paper. 5. Observation on March 10th, 2009 The pupils started the class by saying Good Afternoon to the teache Observations of Fourth Grade Foreign Language Learning Observations of Fourth Grade Foreign Language Learning 1.1. Background of the study The purpose of this study is to investigate fourth graders learning experiences in using English as foreign language during the learning process in classroom context. In the process of learning, learners need experience as a result of what they have been involved in that learning. Experience is gained by direct involvement or participation of an event. As stated by Kellough (1998 : 280) when students are involved in direct experiences, they are using more of their sensory input channels, their learning modalities (i.e., auditory, visual, tactile, kinesthetic); and when all the senses are engaged, learning is most effective, meaningful and longest lasting. Moreover, in the context of learning English as foreign language, experience in using English is essential to achieve effective, meaningful, and longest lasting learning. As the results, learners are able to use the language for their daily communication. Experience will be better to gain when learning is done in early age. Curtain and Pesola (1988:3) stated that when language learning begins earlier, it can go on longer and provide more practice and experience, leading ultimately to greater fluency and effectiveness. This study was employed to pupils who have range age from 7 until 10 years old (concrete stages) (Curtain and Pesola, 1988). It is assumed that when they learn English from Primary School, they have more practice and experience. As supported by Curtain and Pesola (1988:3) the thinking skills of most children in elementary school foreign language programs are at the concrete stage, and experience plays a major role in all learning. However, children learning English as a foreign language in Indonesian elementary school context face many serious challenges. One challenge relates to lack of social uses of the English language real-life situations which would likely involve children in their daily life (CREST, 2002 :3). The pupils have experience in using English only from classroom context. They are lack to face real English communication. Moon (2001:14) added that in the foreign language situation, the pupils depend almost entirely on the school for input. Consequently, the English learning experience in classroom context is very essential to support pupils practice and communication simulation. For that reason, it is needed to conduct a study which is investigating whether learning experiences in our Primary School has accommodate pupils practice and simulation communication. The findings of this investigation are answered by describing learning experience from the classroom observation and categorizing data description. Learning experience is the experience in using language during the learning time, which is formulated in simulation and practices. The learning experience is developed by practice and communication simulation done by learners. By doing so, they will get a clear picture or discourse understanding about the use of language. The examples of practice and simulation communication are achieved from the physical activities (i.e., hands on experience), as cited by CREST (2002:3) children learn by way of physical activities (i.e., hands on experiences) in the context of doing things embedded in their daily lives, both individually and socially. From that hands on experience Moon (2000:6) also explained that the use of songs, rhymes, poems, drama and classroom routine all help to give children access to ready-made bits of language so they can begin to communicate. Curtain and Pesola (1988:xiv) assumed that successful language learning for children is organized in the term of concrete experienc e; considerable planning should go into the use of visual, props and realia, and hands-on activities. Concrete experience from the use of visual, props and realia and hands-on activities are able to lead pupils attain their language learning goals. Curtain and Pesola also gives example of concrete experience, those are song, rhymes, finger play, props and Concrete Materials (dialogs, role play, small-group or pair work). In addition from previous study conducted by Ririt (2004) said that various learning experiences in English program will be developed through various kinds of material, activities, such as song, stories, games, reading text, and media. It can be concluded that in this study by having practice (sing songs, do classroom routines, read text, play game) and communication simulation (dialog, role play), the pupils will be able to achieve the purpose of learning English as foreign language for young learner which is developing pupils communicative competence in language accompanying action in school context and developing pupils awareness of the importance of English in global community. It is stated on Standar Isi Kurikulum Muatan Lokal Bahasa Inggris Provinsi DKI Jakarta (2006). Mata pelajaran Bahasa Inggris di SD/MI bertujuan agar peserta didik memiliki kemampuan sebagai berikut: 1. Mengembangkan kompetensi berkomunikasi dalam bentuk lisan secara terbatas untuk mengiringi tindakan (language accompanying action) dalam konteks sekolah; 2. Memiliki kesadaraan tentang hakikat dan pentingnya Bahasa Inggris untuk menngkatkan daya saing bangsa dalam masyarakat global Standar Isi Kurikulum Muatan Lokal Bahasa Inggris Provinsi DKI Jakarta (2006) is a government policy which is listed the purpose of learning English for primary schools pupils in Jakarta. However, there are some problems about the implementation of learning experience that the pupils get from the learning. They have unvaried activities; make them bored and not interested to the learning, have the learning activities but does not give experience (it is not hands on activities); and misconception to teach grammatical than convey the meaning of language message to children. Retrieved information from http://www.businessballs.com/experiental learning.htm, there is mentioned the differences between experiential learning and conventional training and teaching. The differences are in how the learning process happens. The example of conventional training, the learning are usually presented by power point presentation, chalk-and-talk classes, reading, attending lectures, exam study, observation, planning and hypothesising, theoretical work, unreal role-play. In other hand, experiential learning presents by physical activity, games, and exercises, drama and role-play which beco mes real, actually doing the job or task, outward bound activities, teaching others, hobbies, pastimes, and passions. Based on the importance and problems of learning experience, and requirement of government policy, this study is conducted to examine the fourth graders learning experiences in using English as foreign language during the learning process in classroom context. 1.2 Research Questions The research questions of this study are: What kinds of learning experiences that pupils acquired to support their English practice and simulation? To what extend that learning experiences accommodate the pupils need? 1.3 Purpose of the study The purpose of this study is to investigate fourth graders learning experiences in using English as foreign language during the learning process in classroom context 1.4 Method of the study This study used a case study as its methodology. This study was carried out at four schools, SDN Cipinang Muara 14 Pagi East Jakarta, SDN Pisangan Timur 03 and 05 Pagi East Jakarta, SDN Pesanggrahan 06 Petang South Jakarta. The subjects of the study are fourth grader at each those schools. The research subject is pupils learning experiences in English classroom. This study used classroom observation and teacher interview to gain the data. Class observation is used to provide description of learning activities then to be analyzed into what learning experiences. Teacher interview is used as the additional data of what in teachers plan and how the implementation of learning experiences happen in the classroom. 1.5 Significance of the study This study is mainly to find out pupils learning experiences at Primary Schools. It gives a thick description of what kinds of learning experiences that pupils acquired during the learning process of English. This result will be beneficial as an input to the English teacher, school and the researcher itself; it gives the recent data about pupils English learning experiences at four grade of primary school. Thus, it will be an input for those schools in developing their school curriculum and English Department of State University of Jakarta students who are interest in teaching English to young learner. CHAPTER 2 2.1. English Learning Experiences Experience as a result of learning process is a must. Madya, S et all. (2004) stated that experiences are paramount and activities is a must in learning process.The experience it self is gained by doing activity or letting the learners to practice doing it. From Webster dictionary, the definition of experience is practical knowledge, skill, or practice derived from direct observation of or participation in events or in a particular activity (Retrieved from http://www.merriam-webster.com/dictionary/experience). Pupils English learning experiences in the classroom context also can be achieved with direct participation during the learning process. During the learning process, pupils are given by teacher various learning activities which is contain various experiences. Then, as supported by Moon (2000:7) if pupils enjoy the learning activities, they will be more involved and this may increase their desire to continue. This is very positive for language learning, because if children want to continue with an activity for some time, it will give them more exposure to language input and more chance to practice the language. They will also develop more positive attitudes towards English, as they will associate it with something enjoyable and pleasing. Teaching English to the primary school students need varieties of activities. The teacher needs to plan a range of activities to avoid students getting bored. In Ferguson (2008:v) mentioned that research shows that games and activities provide a fun and interactive learning environment and promote effective language learning. When students are active, engaged, and enjoying themselves, their ability to learn and master new vocabulary and other linguistic functions is much higher than if they are simply learning by memorization or drills. Therefore, the activities which carried on experiential learning for young learner is hands on activity or physical activity. Moon (2000:8) gives example of physical activities such as making things, action songs, games, rhymes and drama provide excellent context for language learning. It is also supported by Curtain and Pesola (1988:199), they said, because children require hands-on learning experiences with concrete object, the elementary school foreign language classroom must have a wide variety of objects and material available, as many of them as possible from the target culture. Futhermore, Moon (2000:9) stated that childrens desire to communicate is very powerful and this carries over into foreign language learning. If they are engaged in an interesting activity, they will talk their heads off happily. This is very useful for language learning because it means that pupils will get plenty of practice in using the language. In this study, the practice and communication simulation that pupils use during the class is limited. Practices are singing songs, doing classroom routines, reading text, playing game, and simulation communications are dialog, role-play. Paul (2003)l mentioned some kinds of activities that can makes learning more meaningful, he stated that when playing, singing, and learning are integrated into total learning experience, the combination is very powerful. Children learn through first-hand (concrete) experiences, particularly through structured play as stated by Gipps (1994, p.26) cited in Brewster (2003). Pupils are expected to be facilitated by the teacher with concrete experiences. 2.2. English for Forth Graders The characteristic of young learner based on CREST (2002:3) children have their own world, which is far different from that of adults. The pupil is not the mini adult. They have their own way to learn. As stated also in CREST (2002:5), the characteristics of children are: Children learn naturally Children know a lot about literacy before schooling All children can learn Children learn best when learning is kept whole, meaningful, interesting, and functional. Children learn best when they make their own choices Children learn best as a community of learners in a non-competitive environment Children learn best by talking and doing in a social context. Curtain and Pesola (1988:67) explained those children ages 8 to 10 is named Intermediate Students. This intermediate students is categorized to grades 3, 4, and 5. Children at this age are at a maximum of openness to people and situations different from their own experience. For these students, a global emphasis is extremely important, because it gives them an opportunity to work with information from all parts of the world. As intermediate develop the cognitive characteristics of the concrete operations stage, they begin to understand cause and effect. Students in intermediate grades can work well in groups. They can begin a more systematic approach to language learning, but they continue to need first-hand, concrete experiences as starting point and continue to benefit from learning that is embedded in context. Moon (2000:7) defines that children are naturally curious and active. They eagerly explore their environment and interact with people, which helps them to construct their un derstanding of the world they live in. An important way in which they do this is through physical activity and experiencing things at first hand. Children love discovering things and because they respond well to being asked to use their imagination, they may well be involved in puzzle-like activities, in making things, in drawing things, in playing games, in conducting physical movement (Harmer, 2001, p.38) 2.3. Related Researches on the English Learning Experiences There is a study about learning experience, which has done by Kartika, Jatu (2007). Her study entitled Supporting Basic Literacy through English Learning Experiences is focus on students basic literacy through learning experiences. The study was done in SDN Tegallega 1 and 2 Bogor. The result of her study is students have been involved in English learning experiences in the context of executing classroom assignments but have not yet fully supported the students basic literacy. Her classroom observation data showed that students were mostly engaged in language pronunciation activity during the English and very limited learning activities were pursued to develop students self-awareness in employing English to be socially literate. Her finding from the data interview and questionnaire showed that students felt bored to be engaged in unvaried activities and felt difficult to memorize English word. The previous study conducted by Ririt (2004) entitled Fifth Grade students preferences towards English Learning at Labschool Elementary School founds that various learning experiences in English program will be developed through various kinds of material, activities, such as song, stories, games, reading text, and media. Another study, which carried out, by Astriani R. F (2006) notes that in her survey titled The English Vocabulary size of elementary school students in Jakarta, the score of average vocabulary size of the students is 477 words out of 1000 words. She is recommended that the teachers in elementary school should emphasized teaching and learning English in vocabulary and they also apply creative teaching and learning techniques such as singing, drawing, telling stories, and mentioning something through games so that the pupils will feel happy when they are learning English. Yeni (2009) in her research entitled Using Games to increase students participation in Listening Activity at SDN Pisangan Timur 11 shows that games; missing lyric, word race, Simon say, whats the number and song puzzle can be used to increase students participation. It also reports that there was significant improvement to the students participation in listening activities. Students were actively involved in listening activity. The students are interested in following the game and feel enjoy confident in participating activities. 2.4. Conceptual Framework The purpose of the study is to get factual data and information of pupils learning experiences in English classroom context by using describing, categorizing and analyzing classroom observation. The researcher decided to conduct the study on fourth grade because English is introduced in Primary School started from fourth grade of primary school. The study is also meant to see whether pupils have various kinds of learning experiences during the learning process. Learning experience can be developed by practice and simulation communication. If the pupils have experience in practice and simulation, it is assumed that they have meaningful, effective and longest lasting learning experience. 2.5. Definition of Terms Learning experience is the experience in using language during the learning time, which is formulated in simulation and practices. The learning experience is developed by practice and communication simulation done by learners. Practice means sing songs, do classroom routines, read text, play game and communication simulation here and communication simulation means dialog, role-play. CHAPTER 3 METHODOLOGY This chapter describes how this study is carried out. It covers the design of the study, the subjects of the study, instrument of the study, data collection procedures, and data interpretation. 3. 1. The Design of the Study This study is conducted through a case study in order to find in depth (1) what kinds of learning experiences that pupils acquired to support their English practice and simulation (2) To what extend that learning experiences accommodate the pupils need. The data is picked up through classroom observation and interview. 3.2 Research Setting 3. 2. 1 Time and place of the Study This study was carried out from March up to April 2009 in four primary schools. They are SD Negeri Pisangan Timur 03 and 05 pagi, East Jakarta; SD Negeri Cipinang Muara 14, East Jakarta; and SD Negeri Pesanggrahan 06 Petang, South Jakarta. 3. 2. 2 Subject of the Study The subjects of this research are the fourth graders from four schools in Jakarta. Their experiences during the English class were be observed and recorded. 3. 3 Data Collection Method For the first research question What kinds of learning experiences that pupils acquired to support their English practice? The data was gathered by observing and recording the pupils and teachers interaction during their English class. After observing and recording, the visual data was transcribed. The data transcriptions were described as data description. Afterward the data was be classified by bolding the description, it was be reduced based on the needs of the study and will be put in the table because of the amount of data collected during the classroom observation. Next, the data reduced will be put in the table which is categorized based on the synthesis which was mention in the conceptual framework. The categorization was made in order to answer the research question. Second research question, to what extend that learning experience accommodate the pupils need? is answered by analysing the data categorization. Besides, the interview is also used to support the information of learning experience in the data analysing. It is open-ended interview and it is done after the class ended and recorded. 3. 4. Data Interpretation The data from the recorded classroom observation was analyzed from transcribing and categorizing learning experience data. The information of pupils learning experience also gathered from data interview. The data obtained in this study were mainly descriptive data, which had been narrated by using a procedure, proposed by Woods (1996: 27); and Bailey (1996) described as follow: Data Labeling The data were classified by bolding the description related to the focus of the study. Data Reducing The observation data were reduced based on the needs of the study and was put in the table because of the amount of data collected during the classroom observation. Data Categorizing The data reduced will be categorized based on the synthesis, which was mention in the conceptual framework. The categorization was made in order to answer the research question. CHAPTER IV Data Description and Research Findings This chapter presented data description and interpretation to lead the discussion in the research findings. The data description of this study is based on classroom observations. A. Data description A.1 Classroom Observations Data The factual data of pupils learning experiences in this study was obtained from classroom observations. The interaction between teacher and pupils from four schools observation is described in the following data description. CASE A 1. Observation on March 7th, 2009 The observation was carried on Saturday, on 06.30 to 07.40 a.m. The pupils started the class by saying Good Morning to reply teachers greeting. The pupils also said I am fine, thank you. And you? when the teacher asked them How are you?. At that time, it was the first time of observation, so the teacher introduced the observers before starting the lesson. While the teacher was introduced the observers, one of the pupils was coming late. With automatically the teacher and the pupils greeted the late boy by saying Good Morning. The pupils were asked to recall their memorization about the previous lesson. A pupil mentioned the previous lesson was question but another pupil mention public sign. Pupils were experienced to recall the information that they have studied before. Pupils were experienced to count number of their classmates. Each pupil was experienced to count one until thirty two. They counted the amount of pupils that come in the class. There were 32 pupils and 5 were absent. After all pupils are ready, they were experienced to read the picture on the whiteboard. The pupils tried to recollect their previous memory about public sign. They pay attention to the picture then mentioned the function of those public sign picture. Pupils were experienced to answer teacher question by mentioning that Cross Park sign mean you cannot park here, stripe sign mean you do not enter, turn left, turn right, go straight. Then, the pupils were asked to use their hand in giving direction of left and right sign. The pupils were experience to act out the teacher instruction by using their hands. They seemed able to differentiate right sign and left with enjoyable. Next, the pupils guessed the second pictured drawn by the teacher on the whiteboard. They mentioned it was a picture of lampu lalulintas. Pupils were experience translating word into English with teacher scaffolding. Then they have to repeat words written in whiteboard in order get the right pronunciation. Pupils were experience to pronounce traffic light, red, yellow and green. The pupils also were experience to mention the meaning of each traffic light lamp colour. They were able to identify meaning of the green lamp for go, yellow lamp for be careful and red lamp for stop. After mentioning the meaning, the pupils were experience to pronounce the words such as stop, be careful and go by repeating their teacher. Then pupils were reminded by their teacher, the expression for borrowing something from friends. They were experience to mention the expression for borrowing by saying May I borrow your †¦. The pupils also were experience to practice the conversation in simple dialogue. They practiced in pairs. After practicing the conversation, the pupils were noisy. The teacher engaged the pupils to sing happy song in order to get pupils silent. Pupils were experience in English to sing Happy song, please silent. That time, pupils have a small test. Before starting the test, a pupil cleaned the whiteboard in responding teacher instruction. Pupils were experience in English to act out teacher instruction such as Clean the board please; Listen to me please; Sit down please; Silent please. They were experience in English to do the teacher instructions. Afterwards, the pupils were experience in English to answer the written test. They matched part A into part B. Finishing done the test, the pupils were experience to check the answer test with a whole class. The pupils were given chance to come forward to write the answers on the whiteboard. Most pupils were enthusiastic to come forward. They raised hand and the teacher selected them. While a pupils writing on the whiteboard, the others pupils sing a song Que Sera Sera. Pupils were experience in English to sing a song. In the end of the class, pupils were experience in English to mention what they have learnt on that day. Pupils simulated again the conversation of borrowing things from friends. After that, teacher closed the class by singing Happy song, good bye 2. Observation on March 14th, 2009 The observation was held on Saturday from 06.30 to 7.40. The class was opened by pupils greeting. Pupils were experienced to greet the teacher by saying Good Morning. Also replied greeting How are you? by saying Im fine. Thank You. And You?. Before the class starting, their sitting places were arranged. They have to sit on their own chair to avoid much tease between them. The pupils were experience in English to mention previous study such as public sign, stripe sign, do not enter, no smoking, push, pull, exit, enter, turn right, turn left. Then, they asked to pay attention to the picture shown by the teacher. The pupils were experience to guess the picture and to conclude the picture. The picture was not clear enough to be seen from the back class, so some pupils come forward to look at the picture. They were ordered to sit, the teacher said Sit down please then the pupils sat on their chair. The pupils were experience to do the instruction in English. After the pupils settled down, the pupils were asked to conlude the pictures theme. They were experience to conclude the theme pictures by saying it is about Hobby. The teacher wrote some words on the whiteboard, the pupils were experience to repeat and to read aloud words such as watching, playing soccer, swimming, traveling, sleeping, reading books. Every word they were repeated and read, they were experience to gesticulate it. They act as they were playing soccer, swimming, traveling, sleeping, reading books and cooking. The pupils seemed enjoy the activites. Next sequence, the pupils were asked about their hobby. They were experience in English answering teachers question What is your hobby? by saying My hobby is †¦... Then, the teacher asked the pupils to ask her hobby. The pupils were experience in English to question the teacher by saying What is your hobby?. After that the pupils were explained about the difference of his and her. They were given the example question in distinguishing his or her. The pupils were experience to pronounce his and her. Subsequently, the pupils were experience to do questioning and answering to their friend about hobby. They practiced how to ask their friends hobby use English. The pupils were experience to practice conversation in a simple dialog and to note it in their workbook. Pupils were experience in English do the task in written. In the closure time, the pupils were experience to write home work in their workbook do the same task. They have to question their families hobby. Teacher closed the class by saying Good bye. 3. Observation on April 18th, 2009 The observation was done every Saturday, at 06.30 to 7.30 a.m because the English class is every Saturday. Pupils started the class by praying and then greeting the teacher. They were experience greeting the teacher by saying Good Morning. Next, the pupils were asked to guess the picture that be drawn by the teacher on whiteboard. They were experience to identify the picture by saying Radio and Television. After that, they have to pay attention to what teachers was done. The pupils were supposed to guess the teachers act. They were experience to conclude the word from teachers action. The pupils said Lamp when the teacher turn off and turn on the lamp. The pupils were experienced repeating the teacher by saying Radio, TV, and lamp. From the three pictures, the pupils asked to guess what the key word for those things is. The pupils have the right answered which is electronic. The core activities of that day, pupils were experience to practice turn on and off the lamp, turn on and turn off the tv, play and eject the cassette from the radio. The pupils followed step by step the teachers instruction like turn on the tv please, turn on the lamp please, turn off the lamp please. In practicing play and eject the radio, the pupils were experience to identify the button in the radio. They have known which play button, stop button, rewind button, fast forward button are. They also were experience to mention each button function. Finally, they were experience to write the right procedure of playing the cassette in their workbook. The pupils have to arrange the sentences into good order. While the pupils writing the task, some pupils were chosen randomly to come forward in front of the class. They practiced press the buttons from the button pictures on the whiteboard. Before the class was dismissed, pupils were asked to conclude what they have learned on that day. The class were closed by the teacher saying Good bye and pupils were experiences in English replaying say Good bye. CASE B 4. Observation on March 3rd, 2009 The observation was conducted on Tuesday afternoon at 12.30 to 13.40. The pupils replied teachers greeting by saying Good Morning. Afterwards, they sang a song titled Happy song but with a little different melodies. The pupils recalled their experience in previous meeting by mentioning the English of lemari with cupboard. The class started with guessing the English of thing that teachers point out. The teachers pointed out two cupboards, and the pupils mentioned it by saying These are cupboards. Some pupils seemed still confused the diffrence of these are and this. Then they listened to teacher explanation about the difference of the these and this. The pupils were experience to read aloud This is a cupboard; These are books; That is a chair; Those are chairs Finally, the pupils were experience to do the exercise fill in with this, these, that or those. They did the task in an exercise paper. While pupils were answering the questions, they were checked for the absent. After finish an swer the exercise, the key answer be written on the whiteboard. They were experience to write the answer on the whiteboard. Teacher checked pupils answer on the board. The pupils checked their friends work or peer correction. Teacher closed the class by submitting pupils paper. 5. Observation on March 10th, 2009 The pupils started the class by saying Good Afternoon to the teache