The Effect of RMB Revaluation in the Economy of China Dissertation

The Effect of RMB Revaluation in the Economy of China - Dissertation Example The Effect of RMB Revaluation in the Economy of China Table of Contents List of Tables 4 List of Figures 4 Chapter 1: Introduction 5 1.1Background of the research problem 5 1.2Statement of the research problem 5 1.3Research objectives 5 1.4Research questions 6 1.5Significance of the research problem 6 1.6Definition of terms 7 Chapter 2: Review of Related Literature 9 2.1 Chapter Overview 9 2.2 Currency revaluation and its effects 10 2.3 The fixed vs. ... The director also drew a plan of action if China did not withdraw the control of currency and permit the renminbi (RMB) to gain strength. The central bank of China known as the People’s Bank of China allowed for some relaxation. The bank announced that will abandon the two year old peg. The peg has kept the RMB with the dollar (Yu, 2010, p. 2). It allowed RMB to respond according to the forces of the market. China will now begin to move into the regime of floating exchange rate. The regime will be a tight one which was in practice in the period between 2005 and 2008. The value of RMB will be the base on a basket of currencies within a narrow range (Wharton University of Pennsylvania, 2010). China believed that the stable RMB policy is good for the country from the time of the financial crisis of Asia. The country turned away from the exporters who were reported for violating the standards of pollution. The strengthening of the RMB against the U.S. dollar has continued unabated since 2005. It will follow the stable rising path since the country is under intense inflationary pressure (Wang and Whalley, 2007, p. 3). 1.2 Statement of the research problem The problem this dissertation seeks to resolve is: What effects shall the revaluation of the renminbi have in China’s economy, as well as in the world economy? The principal goal of the dissertation is to identify the impacts of the revaluation of the RMB on the economy of China. 1.3 Research objectives In adopting the research problem specified above, the research undertakes to achieve the following objectives: (1) To examine the necessity of a currency revaluation in

Response paper regard of two article Essay Example | Topics and Well Written Essays - 500 words

Response paper regard of two article - Essay Example She is a bold woman that confronts challenging situations but is unable to avoid them. The snow on her path is a major impediment to her journey. However, she does not give it a chance to limit her efforts. In addition, he confronts hilly landscapes, thorny bushes, the creek, the cornfield, as well as the scarecrow. This reveals her as a resilient and persistent woman. She does not easily lose focus of where she is ended despite having many destructors. The author tries to paint an image of Jackson as a concerned but elderly and weary grandmother. She is passionate about getting the remedy (drugs) that will foresee her grandson get well. She goes all the way despite facing circumstances that could discourage her on the way. She is careful when crossing the creek among the rest of the obstacles. However, her image as depicted by the author reveals her as an elderly and sickly individual who commits herself to having the grandson continue to take the medications. â€Å"A Rose for family† by William Faulkner the aspect of tradition heavily features in the short story. The character Emily Grierson has been used to depict the implications of lack of conformity with change. The author has highlighted the struggles that are associated with the need to conserve. The character Jefferson finds themselves on the crossroads on whether they will have to adopt modernization or rely on the traditional view. Despite various changes in the community, Emily opts to remain the same. The reliance on the past presents both positives as well as negatives. Emily acts as a good representative of the historic aspect that pleases people. Due to this aspect, she is able to command much respect from the honor from the people. Despite Emily being a positive influence, she is neglected and cut off from the society and nobody seems to understand her. She is not conversant with reality having the threats of

Role of Venice in the 12th Century Essay Example | Topics and Well Written Essays - 750 words

Role of Venice in the 12th Century - Essay Example which in turn facilitated trade to Padua, Vicenza, Treviso, Belluno, Ferrara, Mantua, and Verona. These towns carried the city’s merchandise to the central and southern parts of the peninsula in caravans where there were sure and ready market (Wiel  82-83). Another source of income for Venice was rental of its boats and ships. Venice became famous throughout the known world because of its trade and textile industry. During this period Venice also traded spice, salt, grain and wine with Egypt, Syria, Southeast Asia, Iran and China. Due to the spice trade, the city was able to expand its textile manufacturing. This type of commerce proved to be beneficial to the city; not only was it able to learn new arts to improve ship-building, Venice was also able to obtain from the countries it traded with new ways to improve the city. The skills that the Venetian sailors earned were almost unparalleled and the voyages they undertook to trade and to discover new places and things were un matched (Wiel  85), while the wars that they engaged in (or at least their fleets) placed them in high esteem. During the 12th century Venice also constructed a large national shipyard, now known as the Venetian Arsenal. Through the construction of these new and powerful fleets they were finally able to take control of the eastern Mediterranean. Venice also knew how to take advantage of historical circumstances. Despite the fact that it belonged to Christendom, the city still managed to retain trade with the Muslims (even establishing an agreement with the Khalif of Bagdhad). The year 1096-1172 saw the city of Venice engagement in the â€Å"Holy Crusade† the rest of the Christian world had been partaking in. For two years the city has found various excuses not to take part in the crusade, but this time they were unable to refuse. The pope and various Christian leaders appealed to Venice to aid in the crusade by transporting the crusaders in their ships to Palestine (Wiel  85). A fleet of two hundred, or possibly more, warships were fitted for battle and sailed under the command of Giovanni (the son of the Doge) and Enrico Contarini (Bishop of Castello) (Wiel 86). During this period Venice met with a force that could rival her own. The republic of Pisa and Genoa, had steadily been gaining strength and now proved to be a threat to Venice. The first engagement between the rivals happened at Rhodes, with the city of Venice emerging as the victor (Wiel 86). The cities of Venice and Genoa both relied heavily on trade for economic growth. The two often engaged in competition over overseas trade routes (Fratianni and Spinelli  13). The war between these two cities lasted between 1256 and 1381 and occurred in four open war fares. After their last war which happened in 1378 to 1381, Venice dominated the trade routes to the east and left the west to the Genoese. Venice often demonstrated strength when Genoa and Pisa, often in alliance, challenged the rule ov er the trading route and emerged as the victor every time. Both cities have also developed extensive trade agreements in western Mediterranean. Venice has always been described to be the more politically and economically stronger city state between the two. Although both were known to be finance centers, traditional accounts on international trade gave more credit to Venice. Later on this is to

Comprehensive classroom management plan Essay Example | Topics and Well Written Essays - 1250 words

Comprehensive classroom management plan - Essay Example Philosophical Statement I believe that an effective classroom management puts into consideration the unique individual capability in need of a safe, supportive, and a motivating environment in which to improve socially, emotionally, and intellectually towards building a successful career. It is my wish as a professional educator to assist my students to reach their full potentials by providing the conducive and supportive environment, which encourage the sharing of various classroom and coursework ideas. I expect the students in my classroom to have diversified levels of learning desires in their preferred areas. I feel that a learning community is in a way that the students, teachers and parents, uncover an environment that encourages a positive student-teacher relationship and effective parent-teacher relations. It is my responsibility to ensure that there is no student isolated from accessing equal education in my classroom. Equally significant to students’ self-esteem and self-empowerment is have an opportunity to contribute towards relevant issues in classroom meetings. Scheduling regular classroom meetings helps identify individual student needs fostering confidence and support among students. Inviting students’ dialogue about what affects them and their contributions on the learning process contributes to learning directed towards the students’ needs and interests. I believe group work is a key to a supportive learning process in a classroom. My profession is engrossed to ensuring that individual students potential are nurtured efficiently and provide an environment that encourages talent growth for students academically, socially, and psychologically. I see my role as an educator as ensuring that course content knowledge is transferred to students. Moreover, I am committed cultivating the students’ critical thoughts capabilities by providing the relevant information and will strive towards instilling curiosity among students, which will create a challenging learning environment. Classroom Arrangement General classroom arrangement is as shown in the classroom map below, designed to ensure minimal distractions and a spacious student seating arrangement for ease of movement. On entering the classroom, the first thing the students see the bulletin placed direct situated directly to the entrance. This sets students mind on what to expect for the day such as lecture topic, assignments, and classroom meetings. On the entrance, a tray containing common commodities such as pencil sharpeners whereby students can pick one in case they left their sharpeners home. The carpet on the floor brings a sense of comfort to the students setting a comfortable learning environment (Fraser, 2012). The bags and other student belongings are packed at the back of the classroom to minimize distractions and ease movement. The desks are spacious and easily accessible to all students including those with physical disabilities (Hallah an et al, 2012). Several resources are strategically arranged in the classroom to facilitate studies and research carried by the students. The computers are placed on close to the walls to

Problems with the Channel Tunnel Project Essay Example | Topics and Well Written Essays - 3000 words

Problems with the Channel Tunnel Project - Essay Example This paper discusses that the Channel Tunnel project represents one of the greatest engineering feats executed in the twentieth century. The tunnel project connects England and France through a railway link that exists in the ground layer under water. This project effectively reduced the dependency on the English Channel as a means of transportation between England and France. Moreover, this project can be seen as laying the basis for larger and longer tunnel projects that might one day even connect the Atlantic. On the business front, the Channel Tunnel project represents one of the largest privately funded projects ever undertaken. The project relied on the cooperation between two governments, several bankers providing the funding and several contractors along with numerous regulatory agencies. As mentioned before, the engineering aspects of the tunnel and its railway traffic represented new unbroken ground. This in itself represented new challenges as the Channel Tunnel forced eng ineers to do what was previously seen as impossible. As the Channel Tunnel project proceeded, several major and myriad minor changes had to be undertaken to make the project a success. The Channel Tunnel project represented something that had never been done before so the challenges confronting all teams on all fronts were new and required innovation to be dealt with successfully. Later changes in the structure of the project also mandated some large changes. Finally, as the Channel Tunnel project was commissioned, it was found that the project was both over budget and late. A number of complex factors and situations were responsible for creating delays and overruns through the life of the project. This text will attempt to analyse the complex factors that were responsible for these delays and overruns while also suggesting solutions that could be implemented in the future to avoid similar problems. These factors will be looked at in detail from the perspective of the planning and i mplementation phases that represent the greatest project management problems. 2. Problems with the Channel Tunnel Project 2.1. Planning Issues The initial planning phase demarcated that the Channel Project was to provide a fixed transportation system that connected England and France. This new transportation connection was expected to spur economic growth and development. In addition, the Channel Project was expected to aid the integration of Britain with mainland Europe in order to improve European trade. Moreover, the tunnel between England and France was expected to provide cheaper alternatives to more expensive modes of transportation such as shipping and air transport. The railway system envisioned for the purpose was also better in that it was a high-speed system when compared to both shipping and air transport. Although working for the Channel Tunnel had been on going in the seventies but the real concrete measures came through in 1984. The British and French governments agre ed to common proposals for safety, security and environmental concerns before the project was opened up for bidding. Both governments in 1985 requested the first proposals for the Channel Project. A number of proposals were submitted for the Channel Project. After an evaluation from both the British and French sides, the proposal submitted by Channel Tunnel Group / FranceManche (later Eurotunnel) was accepted. The initial proposal delineated a 32-mile double rail tunnel that was to accommodate passenger trains as well as cargo trains and a special truck and car carrying shuttle service. The initial bid price was set at some $5.5 billion for the entire project. 2.2. Shortage of Time for Planning The initial proposals were submitted in a short period and this in turn led to many oversights that could have been avoided by detailed studies. When put in a project management perspective, it could be surmised that high-level design estimates along with rough order of magnitude estimates co uld have led to better estimates as to the total scope and cost of the project. The shortage of

Inflation Rate Essay Example for Free

Inflation Rate Essay Inflation means a sustained increase in the aggregate or general price level in an economy. Inflation means there is an increase in the cost of living. What are the economic policies that lead to low inflation in an economy? 1. Monetary Policy In the UK and US, monetary policy is the most important tool for maintaining low inflation. In the UK, monetary policy is set by the MPC of the Bank of England. They are given an inflation target by the government. This inflation target is 2%+/-1 and the MPC use interest rates to try and achieve this target. The first step is for the MPC to try and predict future inflation. They look at various economic statistics and try to decide whether the economy is overheating. If inflation is forecast to increase above the target, the MPC will increase interest rates. Increased interest rates will help reduce the growth of Aggregate Demand in the economy. The slower growth will then lead to lower inflation. Higher interest rates reduce consumer spending because: * Increased interest rates increase the cost of borrowing, discouraging consumers from borrowing and spending. * Increased interest rates make it more attractive to save money * Increased interest rates reduce the disposable income of those with mortgages. * Higher interest rates increased the value of the exchange rate leading to lower exports and more imports. Base Rates and Inflation Base interest rates were increased in the late 1980s / 1990 to try and control the rise in inflation. 2. Supply Side Policies Supply side policies aim to increase long term competitiveness and productivity. For example, privatisation and deregulation were hoped to make firms more productive. Therefore, in the long run supply side policies can help reduce inflationary pressures. However, supply side policies work very much in the long term. They cannot be used to reduce sudden increases in the inflation rate. 3. Fiscal Policy This is another demand side policy, similar in effect to Monetary Policy. Fiscal policy involves the government changing tax and spending levels in order to influence the level of Aggregate Demand. To reduce inflationary pressures the government can increase tax and reduce government spending. This will reduce AD. 4. Exchange Rate Policy In the late 1980s the UK joined the ERM, as a means to control inflation. It was felt that by keeping the value of the pound high, it would help reduce inflationary pressures. The policy did reduce inflation, but at the cost of a recession. To maintain the value of the  £ against the DM, the government had to increase interest rates to 15%. The UK no longer uses this as an inflationary policy. 5. Wage Control Wage growth is a key factor in determining inflation. If wages increase quickly it will cause high inflation. In the 1970s, there was a brief attempt at wage controls which tried to limit wage growth. However, it was effectively dropped because it was difficult to widely enforce. Main Cause of Inflation 1. Demand pull inflation If the economy is at or close to full employment then an increase in AD leads to an increase in the price level. As firms reach full capacity, they respond by putting up prices leading to inflation. AD can increase due to an increase in any of its components C+I+G+X-M The link between output and inflation suggests that there will be a similar link between inflation and unemployment, The Phillips curve initially showed a link between money wages and unemployment, it was then argued an increase in wages would lead to inflation 2. Cost Push Inflation If there is an increase in the costs of firms, then firms will pass this on to consumers. There will be a shift to the left in the AS. Cost push inflation can be caused by many factors 1. The Labour Market If trades unions can present a common front then they can bargain for higher wages, this will lead to wage inflation. 2. Import prices One third of all goods are imported in the UK. If there is a devaluation then import prices will become more expensive leading to an increase in inflation E.G. a German car costs DM 40,000. If the exchange rate is DM  £1:3DM then it will be priced at  £13,333. If the E.R falls to  £1: 2DM then it will be priced at  £20,000 3. Raw Material Prices, The best example is the price of oil, if the oil price increase by 20% then this will have a significant impact on most goods in the economy and this will lead to cost push inflation. E.g. in early 2008, there was a spike in the price of oil to over $150 causing a rise in inflation. 4. Profit Push Inflation When firms push up prices to get higher rates of inflation. 5. Declining productivity If firms become less productive and allow costs to rise, this invariably leads to higher prices. Source: http://www.economicshelp.org/index.html PHILIPPINES INFLATION RATE The inflation rate in Philippines was recorded at 2.90 percent in December of 2012. Inflation Rate in Philippines is reported by the The National Statistics Office (NSO). Historically, from 1958 until 2012, Philippines Inflation Rate averaged 9.1 Percent reaching an all time high of 62.8 Percent in September of 1984 and a record low of -2.1 Percent in January of 1959. In Philippines, the most important categories in the Consumer Price Index are: food and non-alcoholic beverages (39 percent of total weight); housing, water, electricity, gas and other fuels (22 percent) and transport (8 percent). The index also includes health (3 percent), education (3 percent), clothing and footwear (3 percent), communication (2 percent) and recreation and culture (2 percent). Alcoholic beverages, tobacco, furnishing, household equipment, restaurants and other goods and services account for the remaining 15 percent. This page includes a chart with historical data for Philippines Inflation Rate. Source: http://www.tradingeconomics.com/philippines/inflation-cpi causes Historically, a great deal of economic literature was concerned with the question of what causes inflation and what effect it has. There were different schools of thought as to the causes of inflation. Most can be divided into two broad areas: quality theories of inflation and quantity theories of inflation. The quality theory of inflation rests on the expectation of a seller accepting currency to be able to exchange that currency at a later time for goods that are desirable as a buyer. The quantity theory of inflation rests on the quantity equation of money, that relates the money supply, itsvelocity, and the nominal value of exchanges. Adam Smith and David Hume proposed a quantity theory of inflation for money, and a quality theory of inflation for production.[citation needed] Currently, the quantity theory of money is widely accepted as an accurate model of inflation in the long run. Consequently, there is now broad agreement among economists that in the long run, the inflation rate is essentially dependent on the growth rate of money supply relative to the growth of the economy. However, in the short and medium term inflation may be affected by supply and demand pressures in the economy, and influenced by the relative elasticity of wages, prices and interest rates.[29] The question of whether the short-term effects last long enough to be important is the central topic of debate between monetarist and Keynesian economists. In monetarism prices and wages adjust quickly enough to make other factors merely marginal behavior on a general trend-line. In the Keynesian view, prices and wages adjust at different rates, and these differences have enough effects on real output to be long term in the view of people in an economy. Keynesian economic theory proposes that changes in money supply do not directly affect prices, and that visible inflation is the result of pressures in the economy expressing themselves in prices. Monetarist view Monetarists believe the most significant factor influencing inflation or deflation is how fast the money supply grows or shrinks. They consider fiscal policy, or government spending and taxation, as ineffective in controlling inflation.] According to the famous monetarist economist Milton Friedman,Inflation is always and everywhere a monetary phenomenon.[49] Some monetarists, however, will qualify this by making an exception for very short-term circumstances. Unemployment A connection between inflation and unemployment has been drawn since the emergence of large scale unemployment in the 19th century, and connections continue to be drawn today. In Marxian economics, the unemployed serve as a reserve army of labour, which restrain wage inflation. In the 20th century, similar concepts in Keynesian economics include the NAIRU (Non-Accelerating Inflation Rate of Unemployment) and the Phillips curve. Rational expectations theory For more details on this topic, see Rational expectations theory. Rational expectations theory holds that economic actors look rationally into the future when trying to maximize their well-being, and do not respond solely to immediate opportunity costs and pressures. In this view, while generally grounded in monetarism, future expectations and strategies are important for inflation as well. A core assertion of rational expectations theory is that actors will seek to head off central-bank decisions by acting in ways that fulfill predictions of higher inflation. This means that central banks must establish their credibility in fighting inflation, or economic actors will make bets that the central bank will expand the money supply rapidly enough to prevent recession, even at the expense of exacerbating inflation. Thus, if a central bank has a reputation as being soft on inflation, when it announces a new policy of fighting inflation with restrictive monetary growth economic agents will not believe that the policy will persist; their inflationary expectations will remain high, and so will inflation. On the other hand, if the central bank has a reputation of being tough on inflation, then such a policy announcement will be believed and inflationary expectations will come down rapidly, thus allowing inflation itself to come down rapidly with minimal economic disruption. Austrian view For more details on this topic, see The Austrian view of inflation and monetary inflation The Austrian School asserts that inflation is an increase in the money supply, rising prices are merely consequences and this semantic difference is important in defining inflation.[50] Austrians stress that inflation affects prices in various degree, i.e. that prices rise more sharply in some sectors than in other sectors of the economy. The reason for the disparity is that excess money will be concentrated to certain sectors, such as housing, stocks or health care. Because of this disparity, Austrians argue that the aggregate price level can be very misleading when observing the effects of inflation. Austrian economists measure inflation by calculating the growth of new units of money that are available for immediate use in exchange, that have been created over time.[51][52][53] Critics of the Austrian view point out that their preferred alternative to fiat currency intended to prevent inflation, commodity-backed money, is likely to grow in supply at a different rate thaneconomic growth. Thus it has proven to be highly deflationary and destabilizing, including in instances where it has caused and prolonged depressions.[54] Real bills doctrine Main article: Real bills doctrine Within the context of a fixed specie basis for money, one important controversy was between the quantity theory of money and the real bills doctrine (RBD). Within this context, quantity theory applies to the level of fractional reserve accounting allowed against specie, generally gold, held by a bank. Currency and banking schools of economics argue the RBD, that banks should also be able to issue currency against bills of trading, which is real bills that they buy from merchants. This theory was important in the 19th century in debates between Banking and Currency schools of monetary soundness, and in the formation of the Federal Reserve. In the wake of the collapse of the international gold standard post 1913, and the move towards deficit financing of government, RBD has remained a minor topic, primarily of interest in limited contexts, such as currency boards. It is generally held in ill repute today, with Frederic Mishkin, a governor of theFederal Reserve going so far as to say it had been completely discredited. The debate between currency, or quantity theory, and banking schools in Britain during the 19th century prefigures current questions about the credibility of money in the present. In the 19th century the banking school had greater influence in policy in the United States and Great Britain, while the currency school had more influence on the continent, that is in non-British countries, particularly in the Latin Monetary Union and the earlier Scandinavia monetary union. Anti-classical or backing theory Another issue associated with classical political economy is the anti-classical hypothesis of money, or backing theory. The backing theory argues that the value of money is determined by the assets and liabilities of the issuing agency.[55] Unlike the Quantity Theory of classical political economy, the backing theory argues that issuing authorities can issue money without causing inflation so long as the money issuer has sufficient assets to cover redemptions. There are very few backing theorists, making quantity theory the dominant theory explaining inflation.[citation needed] - Controlling inflation A variety of methods and policies have been used to control inflation. Stimulating economic growth If economic growth matches the growth of the money supply, inflation should not occur when all else is equal.[56] A large variety of factors can affect the rate of both. For example, investment inmarket production, infrastructure, education, and preventative health care can all grow an economy in greater amounts than the investment spending.[57][58] Monetary policy The U.S. effective federal funds ratecharted over fifty years. Main article: Monetary policy Today the primary tool for controlling inflation is monetary policy. Most central banks are tasked with keeping their inter-bank lending rates at low levels, normally to a target rate around 2% to 3% per annum, and within a targeted low inflation range, somewhere from about 2% to 6% per annum. A low positive inflation is usually targeted, as deflationary conditions are seen as dangerous for the health of the economy. There are a number of methods that have been suggested to control inflation. Central banks such as the U.S. Federal Reserve can affect inflation to a significant extent through setting interest rates and through other operations. High interest rates and slow growth of the money supply are the traditional ways through which central banks fight or prevent inflation, though they have different approaches. For instance, some follow a symmetrical inflation target while others only control inflation when it rises above a target, whether express or implied. Monetarists emphasize keeping the growth rate of money steady, and using monetary policy to control inflation (increasing interest rates, slowing the rise in the money supply). Keynesians emphasize reducing aggregate demand during economic expansions and increasing demand during recessions to keep inflation stable. Control of aggregate demand can be achieved using both monetary policy and fiscal policy (increased taxation or reduced government spending to reduce demand). Fixed exchange rates Under a fixed exchange rate currency regime, a countrys currency is tied in value to another single currency or to a basket of other currencies (or sometimes to another measure of value, such as gold). A fixed exchange rate is usually used to stabilize the value of a currency, vis-a-vis the currency it is pegged to. It can also be used as a means to control inflation. However, as the value of the reference currency rises and falls, so does the currency pegged to it. This essentially means that the inflation rate in the fixed exchange rate country is determined by the inflation rate of the country the currency is pegged to. In addition, a fixed exchange rate prevents a government from using domestic monetary policy in order to achieve macroeconomic stability. Under the Bretton Woods agreement, most countries around the world had currencies that were fixed to the US dollar. This limited inflation in those countries, but also exposed them to the danger of speculative attacks. After the Bretton Woods agreement broke down in the early 1970s, countries gradually turned to floating exchange rates. However, in the later part of the 20th century, some countries reverted to a fixed exchange rate as part of an attempt to control inflation. This policy of using a fixed exchange rate to control inflation was used in many countries in South America in the later part of the 20th century (e.g. Argentina (1991–2002), Bolivia, Brazil, and Chile). Gold standard The gold standard is a monetary system in which a regions common media of exchange are paper notes that are normally freely convertible into pre-set, fixed quantities of gold. The standard specifies how the gold backing would be implemented, including the amount of specie per currency unit. The currency itself has no innate value, but is accepted by traders because it can be redeemed for the equivalent specie. A U.S. silver certificate, for example, could be redeemed for an actual piece of silver. The gold standard was partially abandoned via the international adoption of the Bretton Woods System. Under this system all other major currencies were tied at fixed rates to the dollar, which itself was tied to gold at the rate of $35 per ounce. The Bretton Woods system broke down in 1971, causing most countries to switch to fiat money – money backed only by the laws of the country. According to Lawrence H. White, an F. A. Hayek Professor of Economic History who values the Austrian tradition,[59] economies based on the gold standard rarely experience inflation above 2 percent annually.[60] However, historically, the U.S. saw inflation over 2% several times and a higher peak of inflation under the gold standard when compared to inflation after the gold standard.[61] Under a gold standard, the long term rate of inflation (or deflation) would be determined by the growth rate of the supply of gold relative to total output.[62] Critics argue that this will cause arbitrary fluctuations in the inflation rate, and that monetary policy would essentially be determined by gold mining.[63][64] Wage and price controls Another method attempted in the past have been wage and price controls (incomes policies). Wage and price controls have been successful in wartime environments in combination with rationing. However, their use in other contexts is far more mixed. Notable failures of their use include the 1972 imposition of wage and price controls by Richard Nixon. More successful examples include the Prices and Incomes Accord in Australia and the Wassenaar Agreement in the Netherlands. In general, wage and price controls are regarded as a temporary and exceptional measure, only effective when coupled with policies designed to reduce the underlying causes of inflation during the wage and price control regime, for example, winning the war being fought. They often have perverse effects, due to the distorted signals they send to the market. Artificially low prices often cause rationing and shortages and discourage future investment, resulting in yet further shortages. The usual economic analysis is that any product or service that is under-priced is overconsumed. For example, if the official price of bread is too low, there will be too little bread at official prices, and too little investment in bread making by the market to satisfy future needs, thereby exacerbating the problem in the long term. Temporary controls may complement a recession as a way to fight inflation: the controls make the recession more efficient as a way to fight inflation (reducing the need to increase unemployment), while the recession prevents the kinds of distortions that controls cause when demand is high. However, in general the advice of economists is not to impose price controls but to liberalize prices by assuming that the economy will adjust and abandon unprofitable economic activity. The lower activity will place fewer demands on whatever commodities were driving inflation, whether labor or resources, and inflation will fall with total economic output. This often produces a severe recession, as productive capacity is reallocated and is thus often very unpopular with the people whose livelihoods are destroyed (see creative destruction). Cost-of-living allowance The real purchasing-power of fixed payments is eroded by inflation unless they are inflation-adjusted to keep their real values constant. In many countries, employment contracts, pension benefits, and government entitlements (such as social security) are tied to a cost-of-living index, typically to the consumer price index.[65] A cost-of-living allowance (COLA) adjusts salaries based on changes in a cost-of-living index. Salaries are typically adjusted annually in low inflation economies. During hyperinflation they are adjusted more often.[65] They may also be tied to a cost-of-living index that varies by geographic location if the employee moves. Annual escalation clauses in employment contracts can specify retroactive or future percentage increases in worker pay which are not tied to any index. These negotiated increases in pay are colloquially referred to as cost-of-living adjustments (COLAs) or cost-of-living increases because of their similarity to increases tied to externally determined indexes.

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