TEACHING ENGLISH FOR YOUNG LEARNERS SYNTHESIS OF LEARNING RESULTS: END-OF-SEMESTER EXAMINATION

TEACHING ENGLISH FOR YOUNG LEARNERS

SYNTHESIS OF LEARNING RESULTS: END-OF-SEMESTER EXAMINATION

PART A

Indonesian children learn English as a Foreign language. Learning experiences relate to all areas of a child’s development. As an early childhood teacher it is important to be aware that the development in one area can promote or restrict the development in other areas. Plan learning experiences that will allow for the growth and development in all areas. Research shows that there are predictable sequences in all areas of development in children. Knowledge of this general development will help us to design appropriate learning experiences. Although there are sequences in the development of children, every child is unique with an individual pattern and timing of growth. Each experience a child has builds upon the previous ones. These experiences, whether positive or negative, effect development. The effects upon a child are determined by how often an experience occurs. Early learning begins first, by learning through actions and then develops into more complex skills. Development and learning are shaped by the influences from each child’s family beliefs and also, by the relationships to the members of the community in which they live.

Children learn best when they are actively involved in what they are experiencing. They enhance their own learning and development when they gather their own information and make their own conclusions about what they have experienced. Both heredity and environment influence learning and the development of a child. Active involvement, if child-initiated and child-directed, provides children the best opportunity to learn and develop in all areas. After repeated failed attempts to acquire a certain skill, children usually stop trying. Development takes place when children are successful most of the time and are allowed to a have opportunities to continue to be motivated about learning. Children each have their own learning style, a way in which they learn best. It may be visual, tactile, or auditory. Each individual style of learning should be recognized, but it is also important to encourage those other styles that may not be as strong. An environment where children feel safe and secure, and where children have strong attachments to positive, consistent people, is where children will learn best and develop in their physical, social, emotional, and cognitive areas of growth.

Avoid students boredom in classroom activities. Some students may have very different cultural perceptions in the classroom as far as learning a second language is concerned. Cultural differences in communication styles and preferences are also significant. It sees classrooms as communities of learners. Young learner focus to recognize, and research consistently confirms, that students can learn from and with each other. Certainly the teacher has the expertise and an obligation to share it, but teachers can learn from students as well. Young Learner work to develop structures that promote shared commitments to learning. They see learning individually and collectively as the most important goal of any educational experience. But, Teaching English to young learner is not as easy as we think. Because, when we start to teach them they have to know about the vocabulary so try to teach them with as easy word and they can use it all the time. Repetition of English is also useful to enrich their vocabulary items and expressions. The more frequently we repeat that words and expressions in the communication, the easier they would find them to acquire. Do this activity consistently and we will learn how fast our students take the language and use it in daily life and writing. Every activities in teaching English to the young learner should be enrich. For example, before we start to teach them, in the beginning of the class try ask them to pray together in English. Some simple sentence of English to pray together. Some joke or funny thing before start the lesson. Act like this all the time before start the lesson but do not use the same joke or the same funny thing improve every meeting. That why teaching is not easy. We have to prepare it as well as possible to make the students not bored.

PART B

LESSON PLAN

Performance Objective    :   Greeting and Introduce your self: Listening, Speaking, Reading, Writing

Level                             :   5th Grade students

No	Segment	What and How? Describe Activities	Materials	Multiple Intelligence	Time
1	Warm up and /or Anticipatory set: Greeting a students and response, asking their news and response, pray together lead by a teacher, brainstorming by singing “good morning”then An activity that uses previously learned content to continue today lesson, (lasts 5-10 minutes) and uses materials are familiar from previous lessons.	Watch a vidio related to greeting and introducing your self repeated the vidio few times. Then remind them how to sing a “good morning” song.	Vidio	Visual	5 - 10 min.
2	Introduction: Focusing student attention on the lesson-asking questions, using visual. Stating the objective, relating the objective to previous learning.	Pass out sentence strips. One per student.	Sentence strips		5 min.
3	Presentation: Introduction of new information by a variety of strategies; visuals, realia, descriptions, explanation, or written text. Instructor checks for student comprehension through new vocabulary- grammar structure- life skill-pronunciation.	The teachers will act out a sentence.  Students act out their sentence strips while teacher asks the class “what is he doing?”		Verbal Kinesthetic	10 min
4	Practice: Opportunities to practice the new knowledge are provided. Practice is guided through materials and may be whole group, small group, pairs, or individuals.  Instructor models each activity, monitors progress and provides feed back.	Students practice writing sentences on the board and in their workbook.		tactile	10 min
5	Independent practice: Practice through materials individualy to another students.	Students asking another students then complete the table that has been given and explain before as much as they can do.			5 min
6	Evaluation: Evaluation of each student on attainment of lesson objectives.  Evaluation can be oral, written or demonstrated performance (projects).	The teacher will check the workbook.		tactile	5 min
7	Application/Closure: An activity that requires students to apply new knowledge to their own lives or a new situation.	Conduct a classroom discussion on what they are “doing now”.		verbal	5 min.

Format adapted from California Department of Education, Staff Development Institute

PART C

The course I’ve take is Teaching English for Young Learners. The lecturer was Bachrudin Musthafa, MA, PhD. He was a nice person, attractive learning to develop our knowledge about How is Teaching English for Young Learner look like. The way he teach so different from another lecturer. He made us think and read alot by giving some materials related to the characteristics and journals of young learner that written by researcher like him or other and summarize it by our own word or synthesis it. Moreover, he make our skills develop and increasing. And how about our attitudes and habit in learning material of Teaching English for Young Learners? He also often give some example related to his own life during take a course abroad (how he stay abroad and study) and how he teach his sons to be good act in mosque and home. It make us become intelligible how to be a good learner and how to teach English for Young Learner well.

My self assessment of English for Young Learner course is 3,88. Actually, I am not perfect university student so that why I am not assess myself grade 4.00. I think that score plausible for me, because, first, I always present on time in every meeting of EYL course even before the lecturer come in to the class only one time I got absent because of my sickness. Second, every materials that has been given by the lecturer plus the example that he gave us recorded well in my mind. Third, This course is important especially for University students starting from this point they know how to be good in teaching English from the beginning of young learner. The last, what we have got from this course can be implemented in real life with a young students and especially adapted for my sons too, amin.