Improving the Grammatical Accuracy of the Spoken English of Indonesian International Kindergarten Students

Autor/inn/en	Gozali, Imelda; Harjanto, Ignatius
Titel	Improving the Grammatical Accuracy of the Spoken English of Indonesian International Kindergarten Students
Quelle	In: TEFLIN Journal: A publication on the teaching and learning of English, 25 (2014) 2, S.168-184 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0215-773X
Schlagwörter	Foreign Countries; Kindergarten; Language Usage; International Schools; Preschool Children; Action Research; Grammar; Feedback (Response); Verbs; Syntax; Second Language Learning; English (Second Language); Academic Achievement; Teaching Methods; Language Proficiency; Personality Traits; Student Characteristics; Observation; Video Technology; Audio Equipment; Interviews; Language Teachers; Worksheets; Indonesia + Suchen Sie Ihr Suchwort? Ausland; Sprachgebrauch; International school; Internationale Schule; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Projektforschung; Grammatik; Zweitsprachenerwerb; English as second language; English; Second Language; Englisch als Zweitsprache; Schulleistung; Teaching method; Lehrmethode; Unterrichtsmethode; Language skill; Language skills; Sprachkompetenz; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Beobachtung; Audio-CD; Interviewing; Interviewtechnik; Language teacher; Sprachunterricht; Indonesien
Abstract	The need to improve the spoken English of kindergarten students in an international preschool in Surabaya prompted this Classroom Action Research (CAR). It involved the implementation of Form-Focused Instruction (FFI) strategy coupled with Corrective Feedback (CF) in Grammar lessons. Four grammar topics were selected, namely Regular Plural form, Subject Pronoun, Auxiliary Verbs Do/Does, and Irregular Past Tense Verbs as they were deemed to be the morpho-syntax which children acquire early in life based on the order of acquisition in Second Language Acquisition. The results showed that FFI and CF contributed to the improvement of the spoken grammar in varying degrees, depending on the academic performance, personality, and specific linguistic traits of the students. Students with high academic achievement could generally apply the grammar points taught after the FFI lessons in their daily speech. Students who were rather talkative were sensitive to the CF and could provide self-repair when prompted. Those with lower academic performance generally did not benefit much from the FFI lessons nor the CF. (As Provided).
Anmerkungen	Association for the Teaching of English as a Foreign Language in Indonesia (TEFLIN). Malang, East Java, 65145, Indonesia. TEFLIN Publication Division, Department of English, Faculty of Letters, Universitas Negeri Malang, Jalan Semarang 5, Tel: +62-341-570566; Fax: +62-341-567475; e-mail: journal@teflin.org; Web site: http://journal.teflin.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01