Land Rights And Property Rights - 1006 Words

The topic I chose for our assigned is ‘property rights’. The property rights we will review are the intellectual property, industrial property, copyrights and property rights are human rights. This is of great interest to me with anything to do with property rights as they are, â€Å"arguably property rights are the foundations of all human rights.† (Wilson, T. 2015). There are so many laws that govern protecting the inventor, from the timeframe, to who has ownership of those rights. We are finding as our world becomes smaller, â€Å"protecting property is an important part of promoting the global trade. Property is classified as both physical and intellectual.† (Satterlee 2014). This also includes the copyrights, which are a form of intellectual†¦show more content†¦2014). Per the conventional wisdom the cost of copying someone else’s material should far exceed the cost of creating the material. Although there have been Intellectual Pr operty laws in place, there have been many piracy lawsuits, unfortunately, it has not slowed down or eliminated the piracy in music. The industrial property has become an organizational stake in the companies and it is also patent. Moreover, the interest has also focused more on specific issues such as the link between patents and technology transfer or the shape of what we refer to as patent systems. â€Å"In Japan, the historiography of the Japanese patent system was stimulated by commemorative works such as the three volumes of One Hundred Year History of the Industrial Property Rights System in 1984 and 1985. These were edited by the Japan Patent Office one hundred years after the introduction of the 1885 Patent Law. Beyond this commemorative perspective, in 2011 as volume in the series ‘History of International Trade and Industrial Policy’ gave an historical overview of Japan’s intellectual property policy. 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Financial Analysis of Greene King Plc And Mitchells And Butlers Plc

Question: Describe about the Performance of Greene King plc and Mitchells and Butlers Plc? Answer: Introduction: This assignment has discussed some tools of finance and accounts in order to analyze and investigate the financial performance of Greene King. This assignment also dealt with the non financial performance of the company. This company has grabbed the leading position within the pub and brewing industry of United Kingdom. This company has achieved an extra ordinary sale in 200 years of its operation. Greene King has operated more than 1900 pubs, restaurants and hotels in the market. This company has taken the technique of innovation within the process of operating business. Business objective of this company is to provide effective value to its customers by providing prolonged service. Rate of dividend of this company has been grown in the year of 2014. On the other hand, the revenue of this company has also been increased by 8.9 % in 2014. The year 2014 is one of the most successful years of the Greene King. In order to investigate the financial performance of Greene King Plc the author has taken another company among same industry, named Mitchells and Butlers Plc. This company also runs 1700 restaurants in U.K. Vision and objective of This Company is to provide various opportunities in service those will satisfy the actual needs and demands of the guests of those restaurants. Its main aim is to increase the value of shareholders of the company. Mitchells and Butlers Plc has got hold of 173 pubs in the year of 2014. This company has 4300 employees. This hotel and restaurant industry is highly competitive within U.K. Therefore, every company needs to do effective operation in order to attract customers within the competitive sector of market. 1.1. Performance of Greene King plc and Mitchells and Butlers Plc: In order to investigate the performance of Greene King plc author has done a SWOT analysis in order to know the strengths, weaknesses, opportunities and threats of the company while operating business within the competitive sector of market. Strengths Product of this company is highly effective among the customers It is very popular within the U.K market as it has operated its business operation by 200 years Balance sheet of this company is strong It pays high dividends to its shareholders or investors Weakness The service and product of this company are monotonous as it has no diversification Opportunities It has obtained a high rate of growth People of United Kingdom often try food from outside therefore restaurant and pub business therefore has been increased a lot Threats Market sector of restaurants is highly competitive in U.K Greene King plc often faces immense competition and rivalry from other organization Figure 1: SWOT analysis of Greene King Plc Strengths Mitchells and Butlers Plc has increased its financial performance This company also has a strong rate of share within the market of United Kingdom. It largely operate 1700 restaurants Team management of this hotel is strong and effective Weakness This company has not paid dividends to the share holders This company hardly differentiate products from the services Opportunities Trend of the customers within U.K is influencing Threats Competitive market and rate of rivalry is also high within the market Legislation of Government has posed a threat to this company Figure 2: SWOT analysis of Mitchells and Butlers Plc 1.2. Ratio analysis: 1.2.1. Profitability ratios: Profitability ratios help to analyze and understand the rate of profit of a company. Return on employed capital, return on equity, gross profit margin, operating profit margin, net profit margin are involved in order to analyze the profitability ratio of a company. Therefore, in this ratio analysis, profit of two companies by the year of 2012, 2013, and 2014 has been analyzed. Profitability Ratios 2014 2013 2012 Return on capital employed Net Operating Income/ ( Total Assets - Current liabilities) 7.01% 8.02% 7.38% Return on Equity Net Income / Equity 9.04% 9.82% 10.83% Net Profit Percentage Net Income / Net Sales 7.38% 7.99% 8.98% Gross Profit Percentage Gross Profit / Net Sales 8.08% 9.29% 10.97% Operating Profit Percentage Operating Income / Net Sales 15.32% 19.18% 18.53% Table 1: Profitability ratio of Greene King Plc Graph 1: Profitability ratio of Greene King Plc 2014 2013 2012 Profitability Ratios Return on capital employed Net Operating Income/ ( Total Assets - Current liabilities) 6.38% 6.94% 5.81% Return on Equity Net Income / Equity 7.85% 10.50% 7.42% Net Profit Percentage Net Income / Net Sales 4.72% 6.75% 3.71% Gross Profit Percentage Gross Profit / Net Sales 6.24% 7.49% 4.39% Operating Profit Percentage Operating Income / Net Sales 13.40% 14.83% 12.28% Table 2: Profitability ratio of Mitchell and Butlers Plc Graph 2: Profitability ratio of Mitchell and Butlers Plc Analysis: Return on Capital Employed: The comparison of return on interest and tax has been calculated by this ratio. In the case of Greene King Plc, the amount of return on capital employed has been increased in the year 2014 than 2012. Therefore, this company has achieved a positive rate of return on capital employed. Rate of profit through investment is high of Greene King Plc. In the year of 2014, this company has gained a lot of profit in order to operate the business activities among the U.K market. In case of Mitchells and Butlers, return on capital employed is also positive. 2012 was the challenging year for this company. However, it has recovered a lot in current years of its operation. Return on Equity: In case of Greene King Plc, rate of return on equity has declined a lot during the year of 2013 to 2014. Therefore, positive return on investment has been received by the equity share holders of the organization. However, high rate of share capital has affected on the return on equity of this company. Therefore, Greene King Plc needs to boost the return on investment in order to meet the needs of operation. In case of Mitchells and Butlers, return on equity has been declined a lot in the year of 2014 than the year of 2012. Increased number of equity share has caused the declining of return of the equity of this particular company. Net profit Percentage: This percentage of Greene King Plc has also been decreased from 2012 to 2014. This company has to pay a compensation of insurance in 2014. For this reason, net profit percentage of this company has declined a lot. On the other hand, Mitchells and Butlers also have to face a decline in the margin of profit from the year of 2014 to 2012. However, high operation cost has also helped this company in the process of increasing net profit margin of the company within the year of 2012 to 2013. Gross profit Percentage: Gross Profit Percentage has also been decreased by the extra pay to the insurance compensation of the Greene King Plc. Gross Profit percentage of Mitchells and Butlers has also been declined from 2012 to 2014. Operating profit Percentage: On the other hand stated that, operating margin ratio helps to measure the percentage of total profit or revenue among the income of operation of the particular company. Operating profit percentage therefore helps to determine the amount of profit after payment and the cost of operation of a company. However, the operating profit percentage of Greene King Plc has decreased from the year of 2014 to 2012. Therefore, operating profit margin has a positive impact on the business operation of the company. In the year of 2014 to 2012, the cost of operation has been increased and has impacted negatively upon the operating profit margin of the company. On the other hand, Mitchells and Butlers have gained a positive margin of operating profit. In the year of 2012 to 2014, the operating profit of this company has been declined due to the cause of high operating cost. However, in the year of 2014 to 2013, operating profit this company has been declined. 1.2.2. Liquidity Ratio: This ratio therefore helps to determine the skill of a company for settling the liabilities of current business operation. As per stated that, in order to determine the liquidity placement of the company, current ratio and quick ratio always help in this particular process. Liquidity Ratios 2014 2013 2012 Current ratio Current Asset/ Current Liabilities 0.797242 0.474571 0.481846154 Quick Ratio Quick Assets / Current Liabilities 0.738007 0.396106 0.391384615 Table 3: Liquidity ratio of Greene King Plc Graph 3: Liquidity ratio of Greene King Plc Liquidity Ratios 2014 2013 2012 Current ratio Current Asset/ Current Liabilities 0.552504 1.089835 0.969838 Quick Ratio Quick Assets / Current Liabilities 0.508885 1.033097 0.909513 Table 4: Liquidity ratio of Mitchell and Butlers Plc Graph 4: Liquidity ratio of Mitchell and Butlers Plc Current ratio: In the year 2014, current ratio of Greene King Plc was 0.797. In 2013, the current ratio was 0.474 and 0.481 for the year 2012. On the other hand, defined that, the perfect ratio should be 2:1. Greene King Plc has strong liquidity position. Therefore, this company is not able to meet the efficient liabilities with its assets. This company therefore uses the inventory with effective techniques. In case of Mitchells and Butlers Plc, current ratio is 0.55 in 2014, 1.089 in 203 and 0.969 in 2012. As per the current ratio shows, the liquidity position of this company is not so effective. Quick ratio: Greene King Plc has positive quick ratio. In 2014, quick ratio of this company was 0.738, 0.396 for 2013 and 0.391 for the year 2012. Proper quick ratio is 1:1. According to the rate of quick ratio, it can be stated that, it cannot effectively manage the current assets. On the other hand, Mitchells and Butlers have a negative quick ratio. This indicates that, this company can manage the current liabilities with the current assets. 1.2.3. Efficiency ratio: This shows the efficiency ratio of two companies. Efficiency ratios 2014 2013 2012 Inventory Turnover Ratio Cost of Goods Sold / Inventory 105.2033 111.0037 125.1034014 Stock Holding Period ( Days) 365/ Inventory Turnover 3.469474 3.288179 2.917586541 Debtor's Payment Period ( Days) Net credit sales / Average Debtors 21.62126 16.16644 16.62390671 16.88153 22.57763 21.95633111 Table 5: Efficiency ratio of Greene King plc Graph 5: Efficiency ratio of Greene King plc Efficiency ratios 2014 2013 2012 Inventory Turnover Ratio Cost of Goods Sold / Inventory 6.777778 8.916667 5.346154 Stock Holding Period ( Days) 365/ Inventory Turnover 53.85246 40.93458 68.27338 Debtor's Payment Period ( Days) Net credit sales / Average Debtors 32.83333 26.31944 33.73214 11.11675 13.86807 10.82054 Table 6: Efficiency ratio of Mitchell and Butlers Plc Graph 6: Efficiency ratio of Mitchell and Butlers Plc Inventory turnover ratio, Stock holding price and Debtors turnover ratio helps to determine the efficient operation of the particular organization. Mitchell and Butlers Plc have increased its inventory turnover. On the other hand, Greene King Plc has a positive efficiency ratio. Inventory ratio turnover ratio is also positive for Greene King Plc. This company can manage inventory with effective as well as efficient process. 1.2.4. Financial Structure: This provides detail analysis of financial structures of two companies. Financial structure 2014 2013 2012 Interest coverage ratio EBIT / Interest Expense 1.112051 0.935919 1.149270483 Price/ Earning ratio Current Share Price / Earnings Per share 18.7871 22.21451 10.92436975 Dividend Yield Dividend per share / Current Share Price 28.40 26.60 24.80 Table 7: Financial structure of Greene King Plc Graph 7: Financial structure of Greene King Plc Financial structure 2014 2013 2012 Interest coverage ratio EBIT / Interest Expense 0.931818 0.505338 0.601449 Price/ Earning ratio Current Share Price / Earnings Per share 18.76106 13.52564 17.82456 Dividend Yield Dividend per share / Current Share Price 0.00% 0.00% 0.00% Table 8: Financial structure of Mitchell and Butlers Plc Graph 8: Financial structure of Mitchell and Butlers Plc Interest coverage ratio, Dividend Yield ratio and Earnings ratio help to determine the financial structure of the particular organization. Greene King Plc has increased the amount of sale in the year of 2014. Ratio of interest coverage is positive. As the profit of the company has been increased a lot, the investors has attracted to this company. On the other hand, Mitchells and Butlers have also increased its margin of profit. This company has also opened some outlets of restaurants and pubs.This process has been resulted in gaining extra advantage from the investors.However, this company does not pay regular dividend to its share holders. However, impact of the company upon the company is positive. 1.3. Cash Flow: As stated by cash flow statement helps to states the flow of cash of the organization. Cash flow projection within the activities of operation, investing and dividend. Therefore, Greene King Plc has opened 1900 bars and restaurants in U.K. It has operated its business operatio by 200 years within U.K. Total cash flow of this company through different activities of operation is 204.3 pound. Increased amount of operating cost has been resulted the decline in net cash flow of the company. In the year 2014, company has increased its investing operation. This company has opened many new restaurants. It has also increased its payment of dividend activity. Therefore, the net cash flow of the organization has also been increased. On the other hand, cash flow statement of Mitchells and Butlers has been increased with the investment process of this company. This company has acquired Dining Limited and Orchid Pubs in order to expand the business activities of the organization. For this reason, this company has expanded a lot and resulted in the increase of profitability of the organization among the competitive market sector. 1.4. Indicators of non-financial performance: There are various types of indicators of the non financial performance of the particular company. 1. Satisfaction of employees: Greene King Plc often provides strong emphasis on building trust among the employees. This company has maintained effective relation among the employees of the organization. This company has maintained a strong value in order to build a strong relation between the employees of the organization. It also maintains an effective operation within the stakeholders of the organization. Relation between external and internal stakeholders is well maintained by the organization. Quality employees do work for this organization. This organization also gives proper training and development program for the employees. However, this company spends money in order to gather innovative ideas for the better performance of the employees. Various types of innovative solution of the company impact upon maintaining effective relation with the supply chain and logistics as well as operation management of the company. Decision making process of this company is also influenced by the process of innovation. This company also has implemented some regulations and standards in order to maintain the culture of the particular organization. This company also maintains effective standard of health and safety within the entire organization. 2. Corporate Governance: Greene King Plc has lacked from several initiatives of corporate governance. It does not do cross shareholdings with some other organizations. This company has put emphasis on the distribution of rights among the participants of the organization. Therefore, various decision making process has tackled by several types of rules of corporate governance. The objectives as well as aims of this organization has structured as per the rules and regulations of Corporate Governance. This organization is fully motivated by the values and beliefs of the organization. Corporate social responsibility: Every business organization should do effective task of corporate social responsibility apart from gaining profit from its business operation. It is many the non financial as well as nonprofit area of action. However, by delivering effective corporate social responsibility, this company can build an effective image and reputation within the competitive sector of the market. It can take several actions for the needy people of the society abroad. This company also can take initiatives in order to aware people about heal and safety and many other things. By attaining deep responsible work, people will start trusting this organization hence indirectly it will increase the name and sales of the organization. Effective corporate social responsibility also provides a chance to gain competitive advantage within the competitive sector of the market of hotel and restaurant industry of U.K. Conclusion and Recommendation: This assignment has discussed total financial condition of Greene King Plc and Mitchell and Butlers Plc in order to analyze the position of Greene King Plc. Operating cash flow of Greene King Plc has increased. In 2014, EBDITA of several pubs has been increased by 5.5% from 3.4 % in 2014. This company has also taken positive initiative in order to improve the expansion of retail business within the market. This company has paid a high rate of dividend to the shareholders. This company operates its effective business operation within the competitive sector of hotel and restaurant industry within United Kingdom. This company has also seen growth in order to gain the revenue and growth among the other rival as well as competitive zone of industry. Growth of this company is 4.5 %. However, rate of corporate tax of Greene King Plc is low. The rate of corporate tax was 24% in the year of 2013 and the rate has declined by 1% to 23% in the year of 2014. However, this company has lacked from the strategy of mergers and acquisition to the other company. Mitchell and Butlers Plc have acquired two hotels and restaurants. Therefore, Greene King Plc has to take the strategy and effective technique of mergers and acquisitions of different small companies in order to expand its business activities within competitive sector of market. However, this company has the value of employees. This company tries to maintain effective relation with the employees as well as other stakeholders of the organization. Therefore, this company has operated its effective business operation within U.K for the 200 years. Therefore, it has gained a reputation, image and popularity among the market. Therefore, this company should take some strategic decision in order to attain the competitive mar ket sector of United Kingdom. Reference list Books Journals Ahila, R and X. Antony Thanaraj, Role Of Hotel Industry In The Promotion Of Tourism (Discovery Pub. 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Fasting Feasting Essay Essay Example

Fasting Feasting Essay Paper Exam Type Essay Fasting, Feasting is a novel written by Anita Desai. This book is divided in two parts, one part from an India family point of view, and the other from an American family perspective. The title of this novel is greatly interesting because it is in two parts too. Fasting which means abstaining from all food, and feasting which means to eat rich and abundant meal. After reading the book, we can immediately say that Fasting corresponds to Umas point of view (India) and Feasting is from Aruns point of view (America). Indeed, India is less developed than America and there is a lot of starvation and that America has abundance in terms of food. But this isnt the only meaning of the title and there are a lot more implicit and interesting things that relate to it. Fasting first means less and feasting means more that opens a lot more interesting subjects. For example, Arun traps himself alone and has no social life and it is the same case for Melanie who suffers from bulimia. Uma is in the same case: MamaPapa have great authority over her and ban her from going to St Marys school, from going on religious trips with Mira-Misa, from eeing anyone who can give her distraction. All these characters are fasting social life and are trapped in a vicious circle they cant get out of. Feasting is less present in the book but there are a few examples: in India, family life is considered important and it is a feasting theme whereas in America, the Patton family doesnt communicate much with each other. But food is the most feasting relate theme because Melanie, the daughter of the Patton family, eats too much, in abundance, and this leads to her bulimia and vomiting all the time. 305 words We will write a custom essay sample on Fasting Feasting Essay specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Fasting Feasting Essay specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Fasting Feasting Essay specifically for you FOR ONLY $16.38 $13.9/page Hire Writer

Napolean Bonaparte essays

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EQUAL OPPORTUNITY EMPLOYMENT LAW EXERCISE - Essay Example As a Chinese girl in America, these are some of the laws that in my opinion are likely to protect me as an employee in future. The U.S Equal Employment Opportunity Commission link shows the different laws which focus on discrimination of a person, based n the person’s gender, race, nationality and other differences. There are several important things I learnt from these two laws. Title VII act of 1964, is a law that shows it is illegal to discriminate a person such as a potential employee on the basis of their cultural or religious backgrounds. It is a law that makes it unlawful for a person to even the score with another person who made a complaint on discrimination. According to EEOC, under the Pregnancy discrimination Act, it is prohibited from discriminating a woman because of childbirth and other medical conditions related to pregnancy (U.S Equal Employment Opportunity Commission). Like the first law, it is against the law for a person to retaliate against a woman who complained of discrimination based on pregnancy related medical issues. Two most interesting things I learnt when exploring the site is that the Title VII law requires employers to accommodate an applicant’s religious practices which do not impose undue hardships on business operations. This is particularly interesting to me because I am a Buddhist and hope to have a future employer who will disapprove of me attending the major Buddhist holidays such as Vesak. It is interesting to learn that when I am employed in future I will have the chance to go for maternity and medical leaves without getting fired since in future I plan to raise a family and pursue my career at the same time. The two laws I reviewed connect to organizational justice in many ways. For example the Pregnancy discrimination Act focuses solely on specific triggers of unfairness perceptions (U.S Equal Employment

The Professional Accountant Assignment Essay Example | Topics and Well Written Essays - 2000 words

The Professional Accountant Assignment - Essay Example In this case, the definition of the independent directors may vary. An independent member of the board should be in depend in terms of not just the definition but also in terms of the structure of his or her work and how he relates to the firm. They have to be independent from the executives of the firm with regard to the financial gains. The new governance is very difference from the UK cooperate governance standards. For instance, it will have to include a council o a maximum of 100 members who will be in control of the firm with regard to overseeing the decisions of the firm through voting. This is very different from the corporate governance for UK cooperates because they do not usually have these (Solomon, 2011). This is however necessary for the cooperative because as Lord Myner said in his report, the cooperative should always be in the control of its owners. In this regard, he proposed that there must be as many members of the council in order to make sure that they oversee the decisions and actions for the executives. Corporations do not have this kind of government and only depend on bound members and the CEO as well as the chainman to the board. However, for a cooperative, this may be necessary on order to guarantee that the vested interests of the cooperative members have been achieved (Mallin, 2013). The other difference between the new structure in the cooperative and the UK cooperate structure is the senate which will be elected by the council members. This senate will help co-ordinate the activities of the council. It will also help in coordinating the relationships and operation of the council, the board and the executives of the cooperative. This is different from the standard UK corporate governance as these corporations do not have a senate or even a council (Thompson & Wright, 2013). The non-executive directors are involved in the strategy development by contributing to the processes they help in this by challenging

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