EYL Group 4
EYL Group 4
Arranged by:
Group 4
Lecturer:
Praise be to our gratitude to pray to the one and only God because it is with
his grace and grace that we were able to complete this paper on "Techniques and
Methods in English Teaching-Learning for Children". This paper is organized
based on information from books and other sources that support the completion of
this paper.
Do not forget to thank our lecturer, Mrs. Dra. Andi Irlina, M.Hum, who has
guided us so that we can complete this task as best we can. We do not forget to also
say our thousands of thanks to friends who have helped in the preparation of this
paper. Finally, if there are deficiencies in the presentation of this paper, constructive
criticism and suggestions from readers are very helpful in the future. Hopefully this
paper is useful for all readers, and for your attention, the authors say so and thank
you.
Group 4
TABLE OF CONTENTS
PREFACE ......................................................................................................... i
TABLE OF CONTENTS ................................................................................. ii
CHAPTER I INTRODUCTION ..................................................................... 1
A. Background of Study .................................................................. 1
B. The problem formulation ............................................................. 2
CHAPTER II DISCUSSION............................................................................ 3
A. The Meaning of Method and Technique ................................... 3
B. Characteristics of language acquisition in children .................. 4
C. Methods and Techniques of Learning English for Young Learner ... 5
REFERENCES
CHAPTER I
INTRODUCTION
A. Background of Study
Early childhood education is very important. Because basically, early
childhood has a high sense of curiosity about something that they don't know
yet. Language education in early childhood plays an important role in their
development and growth. With language they can speak, tell stories, and even
sing. Because language education in early childhood is easier than providing
education related to logic. With this, English language education is also
included in language education that must be given to early childhood.
The introduction of English for children with its nature that is not
burdensome, does not make children bored, is packaged in the form of playing
while learning, or even the impression is not learning but playing which
provides English skills for them. However, teachers and teachers must be
careful and vigilant, because in fact handling the wrong from the beginning
will not help students enter a higher school stage, but can have the opposite
effect.
Soenjono (1998) points out that language teaching for children has failed.
This is due to philosophical errors in the understanding of language itself and
the way the teacher teaches it. The reality in the field shows that most of the
teachers who teach English do not have adequate linguistic and pedagogical
knowledge. Thus, teaching seems haphazard. Many people assume that a
teacher with an educational background is sure to be able to teach elementary
school children, even though the person concerned is not an English graduate.
In this paper, the authors attempt to describe several things about the techniques
and methods of teaching English to children.
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b. Technique
In Indonesian dictionary, technique is a method of the system for
doing something. Learning techniques can be defined as the way a
person implements a specific method. For example, the use of the
lecture method in a class with a relatively large number of students
requires its own technique, which of course will technically be
different from using the lecture method in a class with a limited
number of students. Likewise, by using the discussion method, it is
necessary to use different techniques in classes where students are
classified as active with classes where students are classified as
passive. In this case, the teacher can switch techniques even though
they are within the corridor of the same method.
the year, colors, numbers, etc. Many research proved that teaching
by using music and song can improve and increase the young
learners’ interest and motivation in English language learning.
2. TPR Story Telling
Teacher can use puppets or storytelling pieces –pictures or
characters and different items in story that young learners move
around as story is told. With pictures, teachers can introduce the
unfamiliar or difficult vocabulary items prior to telling the story.
3. Yes/no cards
With yes/no cards, teachers can measure young learners’ listening
capacity. Young learners are asked and hey have to respond using
the yes/no cards. When the teachers use listening as a teaching
strategy, they try to understand what the young learners or the
teachers are saying and try to understand them better. Sometimes
when teacher ask them questions the answer may be very noisy, it
can be hard to determine who was, and who was not responding
correctly, but with this method young learners can show their
answers silently.
4. Syllable clapping
Teachers break words into syllables and let the young learners to
chant the broken words when the teacher claps. For example, we
break down word crayon to cray- and –on, the teacher will clap once
for syllable cray chanted by the young learners and clap once again
for on. This method is useful for tactile learners and auditory
learners.
2. Speaking Skill
When young learners begin speaking, they experiment and play with
the utterances that are made to form words and phrases. Young learners’
experiment with their native language when they are with their parents,
siblings, and friends. Children will learn that certain vocabulary and
utterance can cause many emotions; joy, sadness, anger. Speaking is as
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2. Puppets
Teacher can use puppets too show students how to work with a
partner or in small groups. Teachers working with young learners are
often found that children feel more comfortable talking with a puppet
than with an adult (Slattery and Willis, 2003). Puppet is useful for
children who developmentally are shy to speak to an adult in front
of their friends,
3. Games
The game here is not a digital game, but rather physical activity
games in the classroom.
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2. Writing Skill
2. Group writing
Young learners can work in small groups to create different pieces
if written text, or with game that lets different members of the class
contributed to a group story by writing one word after their friends
and form a comprehensive passage.
3. Pen pal
One type of writing that is common in EFL classrooms is pen-pal.
Pen-pal allows children to develop writing skills within the context
of authentic and purposeful writing activity (Berril and Call, 2000).
listening to the word stand up and say the word stand up. Here we
as educators do not need to emphasize the introduction of written
language (written language) even though we can occasionally
write the word but it is not mandatory. Then we can strengthen the
word recognition while singing and moving according to the song
commands:
Every body sit down, sit down, sit down
Every body sit down just like me
Every body stand up, stand up, stand up
Every body stand up just like me
Teacher also can use puppets or storytelling pieces –pictures
or characters and different items in story that young learners move
around as story is told. With pictures, teachers can introduce the
unfamiliar or difficult vocabulary items prior to telling the story.
It is hoped that the introduction of English with this method
can take place continuously and gradually, especially with
learning in an interesting way so that children can be happy and
cheerful and will maximize their second language learning ability
so that Indonesian children who are fluent in English will appear.
Considering that English is a foreign language in Indonesia,
of course the learning process requires an appropriate and effective
approach. The success of learning English in early childhood is
strongly influenced by the ability of a teacher to present an
interesting and fun teaching-learning process for children. Not
only singing, but singing accompanied by music will help the
learning process in children. Because music can enrich the
spiritual life and provide a balance of life in children. Through
music, humans can express their thoughts and feelings and can
control their emotional aspects. Through songs will motivate
children to be happier learning English. Children become happy
and it is easier for them to understand the teaching material
presented. The teacher's ability to choose songs and create
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f. Crafting
Crafting trains students to develop their brains as well as
their motor muscles. According to Ellis and Brewster et al. (2002),
the communicative approach refers to activity-based and
frequently uses the following 3 types of activities: first is problem-
solving activities such as identifying, matching, sequencing,
prioritizing a classifying; the second is interactive activities, such
as making surveys, or carrying out interviews and the third is
creative activities, such as making masks, birthday cards, and so
on. The teacher can also divide young Learners to work in small
groups to create different sections if the text is written, or with
games that allow different class members to contribute to the
group story by writing one word after their peers and forming
comprehensive sections.
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CHAPTER III
CLOSING
A. Conclusion
Methods are learning procedures that are focused on achieving goals.
Meanwhile, learning techniques can be interpreted as a way that a person does
in implementing a specific method. Methods and techniques are obtained from
looking at the characteristics of students in absorbing learning. Therefore, in
teaching and determining methods for young learners we need to look and
observe the characteristics of these young learners, such as, using all feelings
and being fully involved, exploration, experimentation, repetition and feeling
confident. Therefore, he found several methods that he thought were effective
for teaching young learners, that focus on learners’ language skill and other
methods that can be applied namely: TPR (Total Physical Response Method),
Teaching English By Using Song, Audiolingual Method (ALM), Literature-
based approach, and Crafting.
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REFERENCES
Brewster, Jean and Ellis, Gail. 2002. The Primary English Teacher’s Guide.
London: Pinguin. Cameron, Lynne.2001. Teaching English to Young
learners. Cambridge : Cambridge University
Cahyono, Bambang Yudi. 1997. Pengajaran Bahasa Inggris. Malang: Penerit IKIP
Malang.
Direktorat Pembinaan Taman Kanak-kanak dan Sekolah Dasar. 2008. Pedoman
Pembelajaran Bahasa Inggris di Sekolah Dasar.
Halliwell, S. 1992. Teaching English in the Primary School. London: Long-man.
Harmer, Jeremy. 2001. The Practice of English Language Teaching 3rd Edition.
Pearson Education Limited, United Kingdom
Haynes, J. 2004. TPR is a Valuable Tool. www.everythingESL.net.
Linse, C. T. (2005). Practical English Language Teaching: Young Learners. New
York: McGraw-Hill.
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