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1.1 研究的背景

本研究的目的是调查四年级学生在将英语作为外语学习过程中学习经验和课堂环境。

在学习的过程中,学习者需要经过不断地参与学习相应地积累学习经验。经验是通过直接参与学习或参加一项学习活动而获得的。如上所述,Kellough(1998:280)学生直接参与学习就会获得直接经验,他们充分利用多种感官(即,听觉,视觉,触觉,动觉),采用不同的学习形式;所有的感官在整个学习过程中都有参与,因此学习的时间越长，学习就越有意义，并保持持久的生命力。此外,在将英语作为外语学习的学习环境中,使用英语的经验是至关重要的，产生的结果也是极为有效的,有意义的,最持续的。持续学习的最终结果就是学习者可以使用日常常用语言进行沟通交流。开始学习的年龄越小，越早，所获得的学习经验就会更丰富。

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.

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