Seminar Proposal in EYL by Elly Rosalina S

the result of a seminar proposal in English for Young Learners research

1. Developing a Proposed Syllabus for TEYL Course for the Students of English Education Department at STKIP PGRI Bangkalan Elly Rosalina Susanti / 1902217688 44 Thursday April 1 st, 2021

2. Table of Content Chapter I (Introduction) Chapter II (Research Method) 1.1 Research Background 2.1 Research Design 1.2 Research Objective 2.2 Research Procedures 1.3 Theoretical Framework 2.3 Research Subject 1.4 Delimination of Study 2.4 Research Instrument 1.5 Specification of the Product 2.5 Data Analysis 1.6 Significance of the Study 1.7 Key Terms

3. Research Background Despite its status in the newest curriculum, many elementary schools still include English as a local content subject since they believe in the importance of elementary English education for early language acquisition (Lestari, 2003; Chodijah, 2008; Rachmajanti, 2008) One of the biggest challenges of teaching English at the primary school level in Indonesia is the shortage of qualified teachers who can adequately carry out the policy at the pedagogic level (Nunan, 2003; Sikki et al., 2013; Sulistiyo et al., 2020) English department of STKIP PGRI Bangkalan has been included the TEYL course in their curriculum to prepare the prospective teachers to have adequate theoretical and practical knowledge who are able to integrate the 4Cs competencies (critical thinking, collaboration, communication, and creativity) into their teaching strategies so that they are ready to teach primary school students. Therefore, the existence of syllabus is needed.

4. Previous Studies Nurlaila (2006) developed a proposed EYL course syllabus for the primary teacher training program (PGSD) of Almuslim University in Nanggroe Aceh Darussalam. Dewi (2010) developed a proposed syllabus for the TEYL course for English education department students at Ganesha University. Research Gap Developing a syllabus for TEYL course which can be appied both online and offline modes of teaching and also equip the prospective teachers of EYL not only with English language skills but also provide them with the competence of integrating 4C’s (critical thinking and problem solving, communication, collaboration, and creativity) into their teaching and learning process.

5. Research Objective To develop a proposed syllabus which integrates 4Cs skills (critical thinking and problem solving, communication, collaboration, and creativity) of TEYL course for the students of English Education Department at STKIP PGRI Bangkalan Ministry of Education through the government constitution number 14/2005 article 10, states that 21st century teachers are the ones who have pedagogical, personal, social, and professional competences (Kementerian Pendidikan Indonesia, 2005) Theoretical Framework Profile of Young Learner Teachers Partnership for 21st Century Skills (P21) (2004) and Zein (2015) claim that 21st teachers including young learner teachers must have the competences required such as think critically, solve problems effectively, perform creatively, integrate technology into their teaching, can understand different kinds of assessment to improve their teaching and students’ learning.

6. Syllabus Design Model This study is limited to the development of a proposed syllabus, examples of lesson plans and teaching materials based on the developed syllabus for TEYL course at English Education Department students of STKIP PGRI Bangkalan. The study is conducted at the English Department of STKIP PGRI Bangkalan with the consideration that the syllabus for TEYL course will be applied in this university Research Delimination

7. Specification of the Product A set of a syllabus equipped with a course outline, the meeting schedule, matrix of the course, three models of lesson plans and materials for TEYL course of the English Education Department students at STKIP PGRI Bangkalan. Research Significance Lecturer Guidance for the development of lessson plans and instructional materials Help students to know what the lecturer expect from them to pass the course Students English Department As the documentation for the next syllabus development and also for accreditation Other Researcher As the reference for further research on the same field or related to EYL

8. Definition of Keyterms Syllabus is an outline of a course which states the aim and objectives of a course, the content of the course, the schedule of the course, how the course is assessed and the requirements to pass the course TEYL is a course which provides theoretical and practical knowledge on how to teach English to young learners Chapter II (Research Method) Research and Development (R&D) adapted from curriculum development proposed by Richards (2001) Research Design

9. Procedures of the Syllabus Development The procedures of syllabus design for this study (adapted from Richard’s curriculum development (2001))

10. Research Participants English lecturer of TEYL of English Department of STKIP PGRI Bangkalan 33 Eight semester Students of English Department at STKIP PGRI Bangkalan 25 Elementary School teachers (Alumni of English department of STKIP PGRI Bangkalan The Head of English Department of STKIP PGRI Bangkalan The experts of TEYL and instructional design (2 people)

11. Research Instruments No Phase Instruments 1 Preliminary phase Interview guide/ Questionnaires 2 Material Development (Developmental Phase) Product evaluation checklist 3 Teach Material (Review Phase) Observation checklist 4 Evaluation (Review Phase ) Questionnaires

12. Data Analysis Interview guide The transcript of the interview The questionaires (need analysis) analyze it descriptively The frequency is calculated Diagram Expert Validation checklist The scale is calculated to find the average A ims and objectives, the content of syllabus The questionaires (evaluation) The scale is calculated to find the average Revision needed or not The scale is calculated to find the average A set of criteria adapted from Sudiyono (2003) Revision needed or not Observation Sheet analyzed descriptively

13. The Score Scale in Product Validation and Evaluation Score Range Qualitative description Follow up 4 3.1 – 4.0 Very good No revision needed 3 2.1 – 3.0 Good No revision needed 2 1.1 – 2.0 Sufficient Few revision needed 1 1.0 Bad Revision needed

14. Thank You Any Questions?