Individual Assignments

Lecturer : Mrs Istiqomah,S.Pd, M.Pd

Name : Khusnul Khotimah
Class :7B
Subject : Teaching Languages to Young Learners

ISLAMIC UNIVERSITY OF SYEKH-YUSUF TANGERANG

FACULTY OF TEACHER TRAINING AND ENGLISH
EDUCATION DEPARTEMENT
1) Determine One Story for Young Learning in English Teaching ( Task 9 )
 Story is one of the media that is often used to teach English to children the use of
stories in learning is very efficient to achieve 4 skills in English. In addition to being
interesting in drawing illustrations, the story also makes it easy for children to
understand the storyline with pictures even though the writing is only in English.
1. For reading skills: Students are asked to read a short English story first and then
the teacher asks the children what happened in that part of the story. Children will
answer by looking at the picture.
2. For writing skills: The teacher can teach the vocabulary in this part of the story to
the children the teacher can ask students to write vocabulary that they find
interesting and want to know.
3. For listening and speaking skills: The teacher can read the story first then the
student will listen to the pronunciation of words in English then the children can
practice the pronunciation of the words directly.
 I have chosen The Ugly Duckling as a short story in Teaching English for Young
Learners. Based on this story students are expected to understand the contents of the
story by looking at pictures so as to get a valuable moral message from this story
about the beauty of differences and in addition to getting new vocabulary.
 The Ugly Duckling

It was spring and mother duck was sitting on her eggs. One day her eggs started to break open.
Soon, six small, beautiful, yellow ducklings and one big, gray duckling came out of the eggs. The gray
duckling had big eyes, and was ugly, but mother duck loved him.

Sometimes the ugly duckling felt sad, because he did not look like any of his brothers and
they didn’t want to play with him. Every day, he went to the pond and asked the birds, “Do
you know any ducklings with gray feathers?” But they all said no. He didn’t ask the swans
because he was shy.  They had long necks and white feathers. They were very beautiful.
He looked at himself in the pond, and felt even sadder.

It was winter, so mother duck took her ducklings to the warm barn.
The ugly duckling couldn’t wait to go to the pond again. He wanted to see the
beautiful swans. Soon it was spring again, and the ugly duckling ran to the pond.
The ugly duckling looked at himself and was surprised, “Is that me?” he asked.

You see, he wasn’t a gray duckling – he was a beautiful swan!

All the other swans wanted to be his friend. “We’re swans like you!”
they said. “We are happy to meet you.” The young swan smiled – he
rustled his feathers, curved his slender neck, and cried joyfully, “I
never dreamed of this, I am so happy!”

2) Arrange The Lesson Plan of Theme Based English Leraning ( Task 10 )

RENCANA PELAKSANAAN PEMBELAJARAN

(RPP)

Satuan Pendidikan :  SDIT Cordova 3

Mata Pelajaran         : Bahasa Inggris
Kelas / Semester      :  I (Satu) / 2
Petemuan ke            :  1 (Fruits)
Alokasi Waktu         :  2 X 35 Menit
A.     KOMPETENSI INTI
1.   Menerima dan menjalankan ajaranAgama yang dianutnya
2.   Memiliki perilaku jujur, disiplin, tanggung jawab, santun, peduli, dan percaya diri
dalam berinteraksi dengan keluarga, teman dan guru
3.   Memahami pengetahuan faktual dengan cara mengamati mendengar, melihat,
membaca] dan menanya berdasarkan rasa ingin tahu tentang dirinya, makhluk ciptaan
Tuhan dan kegiatannya, dan benda-benda yang dijumpainya di rumah, sekolah
4.   Menyajikan pengetahuan faktual dalam bahasa yang jelas dan logis dan sistematis,
dalam karya yang estetis dalam gerakan yang mencerminkan anak sehat, dan dalam
tindakan yang mencerminkan perilaku anak beriman dan berakhlak mulia

B. KOMPETENSI DASAR
1. Merespon kosakata baru dengan mengulang pengucapan guru tentang macam-
macam “fruits”
2. Membuat kalimat bahasa Inggris sederhana dengan benar.

C. INDIKATOR PENCAPAIAN KOMPETENSI

1. Merespon dengan mengulang kosakata baru yang diucapkan guru dengan suara yang
lantang tentang macam-macam “fruits”
2. Menerjemahkan kalimat berbahasa Indonesia ke dalam bahasa Inggris
tentang “fruits” dengan benar

D.  TUJUAN PEMBELAJARAN
1. Melalui penjelasan guru siswa dapat merespon dengan mengulang kosakata baru
dengan suara yang lantang tentang macam-macam “fruits”
2. Melalui latihan soal siswa dapat menerjemahkan kalimat berbahasa Indonesia ke
dalam bahasa Inggris tentang “fruits” dengan benar

E. MATERI PEMBELAJARAN
1. Pre-Learning
 Kegiatan Guru:
Bertanya kepada siswa
- Apakah kalian suka makan buah-buahan?
- Buah apa yang kalian suka?
- Kali ini kita akan mempelajari macam-macam buah-buahan dalam bahasa Inggris
Kegiatan Siswa:
Menjawab pertanyaan guru secara verbal.
2. Whilst-Learning
Kegiatan Guru:
-Menjelaskan macam-macam buah-buahan dalam bahasa Inggris dengan metode ceramah

FRUITS
1. Apple                                                        Apel
2. Watermelon                                              Semangka
3. Grapes                                                      Anggur
4. Pineapple                                                  Nanas
5. Banana                                                      Pisang-
- Bertanya kepada tiap-tiap siswa macam-macam buah-buahan
- Memberikan tugas kepada siswa untuk mengerjakan soal yang diberikan.
Match with suitable meaning!
1.      Pear                                                     a. Pisang
2.      Banana                                                b. Jeruk
3.      Pineapple                                             c. Apel
4.      Orange                                                 d. Pir
5.      Apple                                                   e. Nanas

-  Memberikan tugas kepada siswa untuk mengerjakan soal yang diberikan.

Translate into English!
1.      Aku suka apel                         : I like apple
2.      Aku suka semangka                : ....................................
3.      Aku suka anggur                     : ....................................
4.      Aku suka nanas                       : ....................................
5.      Aku suka pisang                      : ....................................

- Membagi siswa menjadi 4 kelompok, dan menugaskan kepada masing-masing

kelompok untuk saling bertanya dan menjawab tentang “fruit”.
Example:  Kelompok 1 : What fruit is it?
Kelompok 2 : It is Banana

Kegiatan Siswa
Mengerjakan tugas yang diberikan guru

3. Post-Learning
Kegiatan Guru
- Bersama siswa membuat kesimpulan
- Mengulang memberi pertanyaan tentang nama-nama buah-buahan dalam bahasa
Inggris
- Memberikan penilaian hasil belajar
- Mengajak siswa berdo’a
- Mengamati siswa selama berdo’a
- Mengoreksi siswa yang kurang benar dalam berdo’a

Kegiatan Siswa
- Bersama guru membuat kesimpulan
- Menjawab pertanyaan guru secara verbal tentang” fruits”
- Berdo’a menurut agama masing-masing
F.   METODE PEMBELAJARAN
Pendekatan        : Scientific
Strategi               : Cooperative Learning
Teknik                : Example Non Example
Metode               : Penugasan, Tanya Jawab, Diskusi Dan Ceramah

G.     KEGIATAN  PEMBELAJARAN

Kegiatan Deskripsi Kegiatan Alokasi Waktu

Pendahuluan - Memberi salam, Mengajak 1 menit
semua siswa berdo’a
menurut Agama
dan keyakinan masing-masing
(untuk mengawali kegiatan
pembelajaran)
- Melakukan komunikasi 
tentang kehadiran siswa 1 menit
- Menanyakan kepada siswa
secara verbal: apakah suka 1 menit
makan buah-buahan? Buah apa
yang kalian suka?
- Menginformasikan Tema yang 1 menit
akan dibelajarkan yaitu
tentang “Fruits”

Inti Observing (mengamati) 8 menit

Siswa mengamati uraian materi
dari guru atau powerpoint
tentang “fruits”.

Questioning  (menanya) 7 menit

Guru bertanya kepada siswa secara
verbal tentang nama-nama buah-
buahan dalam bahasa Inggris
10 menit
Associating (menalar)
 Siswa mencocokan nama-
nama “fruits”  sesuai dengan
artinya
18 menit
Experimenting (mencoba)
Siswa mencoba mengucapkan
kalimat bahasa Inggris sederhana
dengan menerjemahkan kalimat
berbahasa Indonesia ke dalam
bahasa Inggris
13 Menit
Networking (membentuk
jejaring)
Secara berkelompok, siswa saling
bertanya dan menjawab pertanyaan
tentang “fruits”.

Penutup - Bersama-sama siswa membuat 1 menit

kesimpulan / rangkuman hasil
belajar 2 menit
- Bertanya jawab tentang materi
yang telah dipelajari (untuk
4 menit
mengetahui hasil ketercapaian
materi)
- Melakukan penilaian hasil 1 menit
belajar
- Mengajak semua siswa berdo’a
menurut Agama dan keyakinan
1 menit
masing-masing (untuk
mengawali kegiatan
1 menit
pembelajaran)
- Mengamati sikap siswa dalam
berdo’a (sikap duduknya, cara
membacanya, cara
melafalkannya dsb)
- Apabila ada siswa yang kurang
 benar dan kurang sempurna
dalam berdo’a, maka setelah
selesai kegiatan berdo’a,
langsung diberi nasehat agar
besok kalau berdoa lebih
disempurnakan.

H.     SUMBER DAN  ALAT PEMBELAJARAN

1. Buku teks English Book Elementary School Grade
1, http://tatiannaeasynfunenglish.blogspot.co.id
2. Gambar-gambar yang berkaitan dengan materi ajar
3. Powerpoint
4. Buku-buku lain yang relevan

I.       PENILAIAN PROSES DAN HASIL BELAJAR

1. Prosedur Penilaian
a.   Penilain Proses
Menggunakan format pengamatan dilakukan dalam kegiatan pembelajaran sejak
dari kegiatan awal sampai dengan kegiatan akhir
b. Penilaian Hasil Belajar
Menggunakan instrumen penilaian hasil belajar dengan tes tulis dan lisan

2. Instrumen Penilaian
a. Penilaian Proses
- Penilaian Kinerja
- Penilaian Produk
b. Penilaian Hasil Belajar
 Pilihan ganda
  Isian singkat
  Esai atau uraian

Mengetahui
Kepala Sekolah, Guru Kelas

( ....................................... ) ( .................................... )
NIP ..................................
I used Apple as a theme for teaching and learning young learners and the sub theme is what is
the taste of apples mixed with brown sugar ?
 Theme : Apples
Sub-Theme : WHAT IS THE TASTE OF APPLES MIXED WITH BROWN SUGAR?
Task, Activities, and Discourse Types
TASK 1
Finding a recipe to juice the apples with brown sugar
Searching on the internet for possible recipes and steps
Choosing which recipe and steps to try
Compiling a ingredients list
TASK 2
Going to the supermarket to buy ingredients (with the help of parents)
Planning the trip
Noting where things come from to put on a map
Making a record of the trip with a picture or video
TASK 3
Trying the recipe (with the help of parents)
Preparing ingredients, especially for apples and brown sugar
Doing the blending
Recording and evaluating the process
TASK 4
Tasting the results
Inviting friends to taste, writing invitations conducting a taste survey and posting results on
the internet writing the steps and recipe for home, and school magazine
TASK 5
Producing a video or tape record of the whole series events (with the help of parents)

3) Make The Summary of Language Choice ( Task 11)

 As English teachers, we can combine various interpretations of language choices to
better understand what is happening in class. The teacher makes decisions as
 instructors, and as real people interacting with other real people - students and as
members of professions and schools as institutions. Language choices are adapted to
the context in the class. Teachers are allowed to use the first language to help students
in language learning, for example, if there is vocabulary that is not yet understood.
the teacher has the power and responsibility to ensure that such downsizing is led by
principles of learning, and it has been suggested that whatever language is used must
be chosen deliberately to maximize opportunities for language learning. With this
principle, the first language sometimes has a positive role in learning a foreign
language.

4) Make The English Test and Assessment Method ( Task 12)

 The English test is written test and the type of the test is multiple choice. The
materials of the test based on the “National Geographic Our World Student Book 2”.
Those are about the exspressions, the days, and things around the house.

1. Where is the lamp? The lamp . . . the table

a. On b. Between c. Below

2. My mother is sitting on the . . .

a. Table b. Armchair c. Stove

3. The books are put in the . . .

i. a. Bookcase b. Rug c. Stairs

4. The boy is . . .
i. a. Yawning b. Crying c. Boring

5. I late _________with my friend

a. Go to school b. Breakfast c. Lunch
6. Her . . . Is very sweety
a. a. Sad b. Smile c. Happy

7. What time is it ? it is . . .
a. Seven o’clock b. Seven c. Ten o’clock

8. I eat breakfast in the . . .

a. Evening b. Morning c. Night

9. We . . . three times in the day.

a. Brush our teeth b. lunch c. Get up

10. We go to school in the . . .

a. Morning b. Night c. Evening

Assessment Method
TOTAL SCORE : Number of correct questions X 2 : ________