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IMPACT OF THE USE OF ENGLISH AS LANGUAGE INTRODUCTION IN PRIMARY

In this era of globalization, the education experience growth and change in the use of the language system, which not infrequently educational institution in a foreign language as a language of instruction in the teaching and learning activities. Primary school education is also not free from the influence of the international development of the use of language in use as the language of instruction is used as a standard of a particular school. Children as the nation's future is expected to compete in the world market so that when the fairly mature age or adulthood. Thus, children who grow up to be adults who have had an education over the use of the English language is able to make a change later. Primary school age children generally are in the golden age of language learning, where primary school children aged around 6-12 years so that the condition of his brain is still plastic and pliable so that absorption of the language easier and language skills of children in this phase is more developed way of thinking concept concrete operational.

Provision of learning English as the language of instruction in primary schools are not really running well and effectively, it is because there are several factors that affect or hinder the children of primary school age in absorbing or receiving English language learning materials in schools, for example:

1. Teacher

In the process of learning the teacher plays an important role so that the students can understand and know the material is conveyed by the teacher, teacher's teaching style may affect how the acceptance of material elementary school children in the learning process.

2. Students

Readiness to learn a child also affect the acceptability of learning material, which in this case students must have a heart that is ready to be taught so that students have a sense of excitement in the learning process, so students are able to absorb little by little material.

3. Media study

The lack of media as dalamproses English language learning facilities hampered the English language learning process, because the media, it supports the process of learning English language students.

Activity learning process students of primary school age covers all language competencies include:

a. Listening                 

b. Speaking

c. Reading                  

d. Writing

Characteristics of children of primary school age, among others :

1. Characteristics of children at age 5 to 7 years:

a. They can say what they're doing

b. They could tell what he has done or heard

c. They can plan activities

d. They could argue

e. They can use logical reasoning

f. They could use imagination clearly

g. They can use intonation patterns that vary in the mother tongue

h. They can understand the direct human interaction.

2. Characteristics of children at the age of 8 to 10 years:

a. Their basic concept is formed. They have their views clear to the world

b. They can distinguish between facts with fiction

c. They always asked

d. They believe the words spoken and the physical world to convey and           understand the meaninge. They could take a decision on what they need to learn.

f. They have a clear view of what he likes and dislikes

g. They understand the sense of justice that occurred in the classroom

h. They can work with and learn from others.

The language skills presented in an integrated manner, like what happens in everyday life.

a. Listening Skills (Listening)

In listening activities, children tend to be difficult to accept the material, as is generally the mastery of vocabulary among children is still minimal. Thus, the easiest thing that is in use for elementary school-age students are using hand gestures, facial expressions and body movements. By doing so, children easily remember and passion in learning.

b. Speaking Skills (Speaking)

Of all the instincts possessed child as young learners of English instinct to interact and talk is the most important for learning English. Children usually want to immediately use the language they are learning to communicate.

c. Reading Skills (Reading)

In carrying out the act of reading, then we recommend selected topics related to the interests of children, something related to the environment, something interesting and related to the topic discussed at that time. General knowledge and vocabulary who had already owned as well as the use of images can help your children understand the readings.

d. Writing Skills (Writing)

Writing activities are kelajutan from previous activities. The activities should be tailored to the age and level of students' skills in using the English language. Writing is also a complex skill because it requires the ability to spell, structure, and use of vocabulary.

 Impact of the Use of English to Elementary School Age Children

1. Negative Impact

ü  Children start to oversimplify / mitigate to learn Indonesian.

ü  Children are increasingly over time will forget that Indonesian is the language Unity.

ü  Children start despising Readings Indonesia.

ü  The longer children Indonesia would be difficult to express Indonesian is good and true.

ü  Able to release the spirit of nationalism and pride attitude on the language and culture of their own.

2. Positive Impact

ü   Able to increase child language acquisition.

ü  The more people who are able to communicate in English then will the sooner the process of knowledge transfer.

ü  Profitable in various activities (international relations, business, school).

ü  The child can acquire two or more languages ​​properly if there is a consistent pattern of social communication, such as with whom to speak what, where, speaking of what, or when speaking of anything.

Conclusion

The world of education is now experiencing a pretty good improvement in language development, quite a lot of educational institutions in Indonesia to use English as the language of instruction is the language used as a standard in schools for use in teaching and learning in schools. Primary school age children in infancy given the expected English education so that the children can compete with the world market and thus insight speaking primary school age children can grow. The purpose of this paper is to investigate the impact of the use of English to children of primary school age. Making this paper using a literature review with a view penilitian of articles and other reading materials. The research used in this paper found that children of primary school age into the infancy stage gold-speaking, where the condition of his brain is still plastic and pliable so that absorption of the language easier and language skills of children in this phase is more developed way of thinking concept concrete operational. 

What is Freedom?

Freedom is the power or right to speak, act, or think as one wants without hindrance or restraint, and the absence of a despotic goverment.

Three types of freedom.

                How much freedom do we have to direct our lives? Our understanding of freedom give us insight into what motivates us so we can direct and move our lives toward what we desire. There are three types of freedom. The first kind of freedom is “freedom from”, a fredom from the contraints of society. Second, is “freeom to”, a freedom to do what to do. Thirdly, there is “freedom to be”, a feedom, not just to do what we want, but a freedom to be who were meant to be.

                We may want to climb, but if society tells us “It’s crazy and dangerous”, we don’t. We’re moved away from climbing by reaching to a conditioned societal value. If we remain unconscious we’ll only gain freedom if society removes the rules, or if someone removes social conditioning. That necer happens. The removal comes from an intenal shift within us. We achieve “freedom from” when we make up and realize we are more valuable than society’s values or our conditioning.

                Second, “freedom to” emerges after we have achieved “freedom from” society’s values and begin creating our own. If we value climbing, then we go climbing regardless of society’s crazy and dangerous labels. We are moved, not by society, but by our values.

                Third, “freedom to be”, emerges when we develop more conciousness. We need to move beyond an egoistic approach to life, and how we are motivated. We need to be the moved by the universe is surrendering to our own unique purpose to being here. If we can tap into that, then we live an authentic life, moved by a force greater than ourselves.