Journal Ilmiah Rinjani_Universitas Gunung Rinjani

Vol. 5 No. 1 Tahun 2017

TEACHING ENGLISH TO YOUNG LEARNERS

SAPUTRA, ARI

Dosen di FKIP Universitas Gunung Rinjani

Selong, Lombok Timur

email : [email protected]

ABSTRAK

Pembelajaran Bahasa Inggris bagi pembelajar muda merupakan hal yang penting untuk
dilakukan. Hal ini mencakup lebih dari mengajar keahlian bahasa. Pada pembelajar muda,
usia sangat penting untuk mendorong kecerdasan, fisik, emosi, dan perkembangan social
mereka. Penelitian ini bertujuan untuk membuat silabus Bahasa Inggris bagi pembelajar
muda. Untuk membuat silabus yang memuaskan, peneliti melakukan beberapa langkah
yaitu (1) menganalisa kebutuhan dan bahasa peserta didik (2) membuat draf silabus (3)
mengimplementasikan produk. Dalam hal metode penelitian, peneliti mengumpulkan data
berdasarkan perencanaan, observasi dan tindakan, dan penerapan. Untuk mengetahui
keberhasilan silabus, peneliti melakukan evaluasi untuk mengukur silabus dimana silabus
tersebut dapat digunakan untuk mengajar pembelajar muda.

Kata Kunci: Pembelajaran Bahasa Inggris, Pembelajar Muda, Silabus.

ABSTRACT

Teaching English to Young learners is essential thing to do. It involves more than merely
teaching language skills. In the young learners, age are extremely important to encourage
their intellectual, physical, emotional, and social development. This study aims at designing
a syllabus of English for young learners. To design satisfactory syllabus, the researcher did
some steps; (1) analysing of learners’ needs and language needs (2) drafting syllabus (3)
implementing the product. In term of research method, the researcher collected data through
process of planning, observing and acting, and reflecting. To know the effectiveness of the
syllabus, the researcher did an evaluation to measure the syllabus where it was applicable
to use in teaching young learners.

Keywords: Teaching English, Young Learners, Syllabus

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Vol. 5 No. 1 Tahun 2017

INTRODUCTION learners are active during the listening, rather

Learning is an essential process of life. In than waiting until the end to do something, keeps
learning process teacher have to teach effectively the learners busy and helps prevent boredom.
his or her students. For effective teaching a good The activity of listening technique which can be
method and strategy must be adopted by a employed is listened a story. It is a productive skill
teacher because a good learning style should in learning a language and significant to an
present the student with concepts, information individual’s living processes and experiences as
that seems familiar and interesting. The effective are the ability of seeing and walking.
attitudes and actions employed by teachers in the Teaching English to the young learners
classroom can make a positive difference on the involves more than merely teaching language
lives of their students because the learning of skills. Both social and cognitive development of
language depends on the way it is presented to learners, as well as the linguistic, needs to be
the learner. considered. The students need to develop a
In teaching young learners, a teacher has series of characteristics to enable them to fit into
many options when choosing a strategy to teach. the society they live in. In the young learners’ age
What we teach and how to make the condition of are extremely important to encourage their
the class effectively and help increase the intellectual, physical, emotional, and social
students’ skills. By knowing the teaching strategy development. They are naturally different from
at the class, the teachers may know how to treat adults. They like moving and playing whereas
and teach students English in the classroom adults seem reluctant to move and regard playing
successfully. It can also lead the teachers to as childish. The children can absorb new things
select the materials which are appropriate to the easily, but at the same time forget them quickly.
ways students acquire the lesson. However in Piaget in Suyanto (2007) said children learn from
teaching English to young learners, teacher will their own environment by developing what they
find many problems in teaching language skills. It had and will interact with what they meet around
is not simple because of the language is a foreign them.
language. To accomplish the lesson numerous As a consequence, children and adults
techniques are used by teacher. They are used to also learn things, including English, in different
increase the students’ self esteem. However ways. That is why, when it has been decided that
before deciding on the learning techniques certain English will be included in the school curriculum,
aspects need to be taken into consideration such whether it is as a local content subject or a
as the material to be taught and how it can be compulsory one, the requirements needed for
formed to fit into the different learning methods, providing the lesson should be prepared. And
the students to be taught and their details such as need to design a set of syllabus and materials
age, level of education and finally the conditions that closed to the young learners.
which the teaching is to take place. Teaching English in Indonesian face
In teaching English to young learners, many challenges. Mustafa (2003) mentions three
age is seen as an essential moment to develop problems of teaching English to children:
the language competence especially English. It 1. The lack of the English language in real-life
will give positive contribution to them if in their situations which would likely involve children in
ages the parents and the teachers cooperatively their daily life;
optimizing the learner’s brain work. It is because 2. The way English words are written as
the ability to absorb much information in their apposed to the way the words are pronounced
golden age is advanced. Based on the 3. There has been a persistent misconception
information above, this study will employ four about how children learn including learning a
skills of teaching English; listening, speaking, foreign language due to the lack understanding
reading and writing. The skills can not separate of who the children are.
each other in teaching English because the Therefore an English teacher should create active
techniques will give good contribution to the learning condition and develop their technique to
English learners’ ability. But the study will put help learners communicate more effectively by
listening techniques at the initial stage to be considering suitable activities for each group of
encouraged. It can be comprehended that both learners. And also he should create various kind
are essential factor in learning all subjects of the of knowledge for learners. The reason is teaching
primary curriculum. It is a foundational to the is not a simple thing but it is a complex which
development of other language skills. By required intellectual and practical capability. In
providing the students with some idea of what order to achieve the target language to young
they are going to hear and what they are asked to learners, a syllabus should be designed
do with it helps them to succeed in the task, it effectively. Nunan (1988) says a syllabus is more
also raises motivation and interest. The fact that localized and is based on the accounts and

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records of what actually happens at the 2. Teach young learner some vocabulary will
classroom level as teachers and students apply a help them to speak soon. After children have
curriculum to their situation. The syllabus is a acquired fifty or so words a sudden change
great tool for students so they know what will be often take place. Children simplify their
taught in the class. The sets content of syllabus is pronunciation and at the same time start
sequenced. The syllabus should present the acquiring great many new words extremely
goals, the teaching materials, and the teaching quickly
techniques recommended.
3. Somehow, teaching young learner are
The syllabus is the main tools for
different from adult. Young learners need
teachers in teaching. According to Parkers and
specific term. Teaching children is different
Harris (2002) the important functions of syllabus
because they are still developing cognitively,
includes serving as a contract, serving as a
linguistically, physically, and emotionally. So
permanent, and serving as an aid to students
to teach English to children successfully, we
learning.
need to take account of these and other
The next aspect is needed to be
characteristics in order to provide some of
considered by teacher in teaching English is
the conditions which will lead to successful
presenting the appropriate material to students.
outcomes. (Moon, 2005)
The English teacher should encourage the
4. They love song, and fun. Teaching young
students’ English skills with a good arrangement
leaner should be fun. A song is a good media
material. When the students are hesitant, the
for teaching English to young learners. If you
teachers need to be patient and show great
are new to using songs you may think, why
interest by designing an appropriate material
songs? Songs are great for many reasons.
toward that problem. After designing the syllabus
The melodies help the words stick into
which handle by a teacher in leading the English
children’s heads. Have you ever had a song
class, a test should be employed. The test or
stuck in your head you could not get out? The
assessment is essential to do because it can
rhythm of the songs helps the children speak
measure the process of teaching and what the
in a natural flow. Simply put, they are great
students progress. The students get involved with
practice! In addition, many ESL and EFL
the materials given or not. The aims of
songs nowadays have built in actions and
assessment are to improve the students’ learning
activities. Therefore, when we sing, “I brush
and establish what the students can do as
my teeth”, then we can do the action while we
learners. In teaching and learning process the
sing. This combination of singing and doing
assessment can be done in on going assessment
actions really helps stimulate the memory of
and overall.
the child. Oh, and it is fun!
This syllabus, material development, and
the program assessments and evaluation is 5. I usually choose a song which I deem ok for
grounded on theoretical consideration as follow: my students’ age –range (10-13 (and provide
them with handouts of the lyric. I then play the
1. Speaking is one of parents ‘goal and
song and ask them to listen to it and the same
student’s wants in study English. Hence,
time try out the lyrics from their hand out.
course designer designed syllabus focus on
Base on the important reason to study
speaking and fluency while building phonemic
English we suggested by the linguists to teach
awareness and preparing students for study
English since early ages. It has already been
in a course book. The principle behind the
established that children who learn a language
syllabus is to get students to a level of
when they are very young have a much better
understanding and high competence in the
chance of not having a “foreign” accent when
target language before they are introduced to
speaking another language. A research
it in a written form and before they receive
conducted at the University of Washington which
grammar explanation. In that way, the
focuses specifically on childhood speech
students can already use the language but
perception, has noted that as we get older, it is
are just trying to understand the mechanics
harder to pick up additional languages with
behind the language when they receive
native-like pronunciation. Thus, one very
grammar instruction. Using game or content
compelling reason to start children off with
that is tied to different target language, the
another language at a young age is to give them
students can build communicative
the gift of a native accent here are additional
competence and vocabulary. The target
reason why teaching language to young children
language is based around what students
is interesting. Here are the reasons.
need to communicate and what do they want
1. Children love Enjoyment: Young children
to say.
enjoy learning. They do not care if an activity

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will improve their cognitive ability or motor language. When speaking the target language,
skills. They just want to jump in and have a second language learners tend to rely on their
great time doing it. native language structures to produce a
This same approach is true for children response. That is one of the factors causing
learning a new language. We would never try interference from Indonesia into English. Based
introducing high school students to a foreign on the identification of problems, this research
language via children’s nursery rhymes, silly focused on designing suitable English syllabus for
songs and hand puppets while sitting in a young learners.
circle on the carpet. Yet, for young children,
this is actually the best way to go about it RESEARCH METHOD
because it makes language learning so much The scope of this study is the students in
fun. It is amazing how quickly children will year 7 to 9 of elementary school. They are taken
pick up a new language while having fun! randomly. This course is held in a place name
2. Introducing children to languages when they “Rumah Baca Nusa”. This place is located in a
are young helps them accept the fact that village in Central Lombok East Praya. Activities at
there are many languages in this world and “Rumah Baca Nusa" as follows;
they should know it. 1. Children read books anytime they want
Speaking more than one language should 2. Telling stories and writing competitions
not be treated as something out of the ordinary. It 3. Learn English.
is simply an element of belonging to our global They manage their own schedule. They
society. When young children are exposed to study English twice a week. They usually take
other languages and cultures at a very young age schedule on Saturday and Sunday.
through books, videos, songs and objects, they The sequences of data collection are
will have the opportunity to feel comfortable process of planning, observing and acting, and
growing up in a world where languages and reflecting. The activities consist of formulating the
cultures intertwine on a daily basis. problem, method, observation and reflection. In
The two reasons above make teaching analyzing this research, the procedures that I
English is important to encourage to the young used;
learners. It needs appropriate teaching technique 1. Identify the students’ proficiency English.
to face the students’ problems; minimizing the 2. Identify the students of parents’ educational
students’ language interference and limited background
vocabulary, in acquiring the target language. 3. Making a lesson plan.
The scope of this study is the students in Young learners should have fun with English.
year 7 to 9 in “Rumah Baca Nusa”. The children In the lesson plan will engage the students in
have a variety of language competency. Some enjoyable activities designed specifically for
students are quite hard to speak English and the young learners.
students also difficulties in producing words or 4. Making an observation sheet, it is used to see
sentences at writing and speaking (pronunciation, the process of teaching learning concern to
spelling and grammar), it is caused by the the method being used. The observation
learners’ first language (Indonesia) has different sheet draws through the table below:
structure or formation that make the learners tend
to produce the target language as their first
No Activities YES NO
1. Students pay attention to the lesson attentively
2. Students work seriously
3. Students follow the interaction of the method
applied
4. Students takes a part in the class
5. The one who had understood the material explains
it to the others
5. Preparing the teaching and learning activities 6. Taking observation by concerning what
happened in the classroom during the
process of teaching and learning.
No Activities YES NO
1 Does the lesson plan works effectively?
2 Does the material easy to catch to students?
3 Does the activity encourage the students’ target
language?

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7. Evaluating and analyzing the whole data of observation. The activity will accomplish on:
NO ACTIVITY MEETING

………….. ……… ………

1 Formulating the problem

2 Action planning
3 Teaching Implementation
4 Observation and evaluation
5 Analysis and reflection.

DISCUSSION 2. Enjoys team games ,

Profile of Target Learners 3. Likes memorization and like to collect thing.
In designing the lesson plan I put This English group study English in their
activities to help the young children receive school. Even though English is one of extra
information easily from a variety of sources. The material in their school, they are happy to follow
children are Sasak. In their daily conversation, English study group in Rumah Baca Nusa
they use their mother tongue. Hence, sasak is Membaca. Belong to their story; they enjoy
their native language. They use Indonesian in the studying English because they have big
school only. In this case, teacher will not use full motivation in knowing English. They wants to
of English in teaching. Teacher should do understand English when they watch English
understand to their cultural background. Teacher cartoons, English song and they really want to
need explain them into Indonesian first, then to speak to the foreigner. To me, spirit is the one
anticipate students misunderstanding, teacher important thing should students have in improving
plans to explain them by Sasak also without or digging their previous knowledge.
minimizing English as the target language. In implementing teaching material to the
For the successful teaching of English to student, teacher should take look to student’s
young learner, it is essential things for the teacher language need and their language ability.
to understand the young learners’ characteristic. Language need is language that student need in
Moreover, It is not about their characteristic only certain purpose, while language ability is dealing
but also instinct, and interest in their cognitive, with macro and micro part of language. Macro is
linguistic and emotional aspect, because these divided in four skills; these are speaking, listening,
will play a crucial role in how the teacher build a writing, and speaking. Then micro is such as
lesson, how he or she can make sure that young grammar, and vocabulary. To know their
learner are fully involved in the learning process. language need and language ability teacher will
In general, children’s world is full of fun, and use placement test to test them before they
attractive. Teacher should consider many things involve in teaching learning process.
in creating fun class and interesting teaching Analyses of Learners Needs
learning process. Here are list of young learner As a Young Learner teacher has a very
characteristics. As mentioned before, this course important role in the classroom. It needs
will be designed for teaching children age seven responsible for learning. Children will learn if they
to nine. Teacher divided them into per each age understand what they are doing. They must
level. Here they are: understand the message in order to develop a
The Seven-Year-Old new language. Consequently, in planning your
1. In daily interaction, they can study together classes, the materials should appropriate for the
with their friends. children’s age and reality. It based on what the
2. Sometimes they like to be alone and learners’ needs. The teachers also have to
3. Play quietly. comprehend a number of rules to create a good
The eight –year –old atmosphere in the classroom. The items need to
1. Five of them often want to know the reason for encourage is;
things. • Positive relationship and learning environment
2. Enjoy group ply with simple rules and between teacher and students
3. Cheerful, • Effective organization in the classroom
4. Outgoing, • Effective communication between teacher and
5. Curious, but can also be rude. pupil
The nine –years-old • Appropriate support for children language
1. They Enjoys being with groups of people of the learning
same gender, • Interesting learning material

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Here, needs analysis refers to the A learner subjective is students’ wants.

activities used to collect information about What they want from the course. What language
students' learning needs, desires, and wants skill they want to study. It is important to know
among others. Needs analysis refers to the formal about subjective study. Because this information
process that focuses on the elements of can change course design in the middle of
requirements related to the goals, aspirations and program. Hence, before it is happened firstly it is
needs of the users and/or the user community better to know it earlier. To overcome this issues,
and feeds them into requirement analysis teacher, use list of questionnaire and then give it
process. to students.
Learner’s Language Needs Reflect to the information of subjective
In composing student’ data we need to needs, the learners’ has various subjective need
point out four urgent things. Those are parents’ which include the classroom tasks and activities
expectation, language need, language learning the learners prefer. It is because it can influence
need, language objective need and language the teaching and learning process. To encourage
subjective need. In this part, I use interview to the their vocabulary I make the students familiar with
parents’ of student by giving them list of question the target language by empowering language in
as follow: the classroom. Then few activities that can be
1. Do their children love English? done with children to increase the student’s
2. Do they children study English? Where vocabulary which is useful during teaching
 Where? practice.
 What level? Syllabus Design
3. Why should their children study English I asked myself what I could do to make
4. Do they thing their student are able to study lessons more motivating and interesting in order
English? to engage the students and encourage them to
5. Do their children like study in group or participate and show curiosity during class. So for
individually the first preparation I concern to formulating a
6. Do parents teach them English at home good lesson plan. A good lesson planning is
7. In what way they thing English is important? essential to the process of teaching and learning
8. Do they have obstacle in asking children because it is the key aspect of effective teaching
study English? for what will happen in the classroom each day. It
9. If there is an obstacle, do they find out how to is also emphasis on a goal of lesson plan that
overcome it? gives benefit for students must integrate in
10. How long student should take course, so they objective for student learning, teaching and
are able to speak English. learning activities and strategy to check student
Course designer should stick on what understanding. It is important to realize that the
language is student need to study. There are best lesson is worthless if interesting topic not
many kind of English use if it is based on need. It delivered procedurally because the
is called English for specific purposes. Here comprehension level of students in the classroom
course designer will design language for young based on what activities have applied by a
learner. teacher. The preparation of lesson plan will
In identifying learner’s language, course ensure the organization of the English lesson
designer can do an observation to the student. according to some criteria which make more
Before joining the course, course designer ask effective in teaching. For this course, the units of
student by delivering them such question like teaching materials are presented in this paper.
what class they need. Do they love study by Each unit of work constitutes some
singsong, play drama, study in group, or do they communicative activities dealing with language
love study by hearing the story. Based on the element such as grammar and vocabulary, and
answer from the children, most of them say that skills. In this case, skill is focus on speaking.
they love study by song, and the rest of them In designing syllabus we should put two
chose study in-group. important points before go to the specific part of
What information can we obtain from syllabus (Moon, 2005). These are Competency
designing learners’ objective needs? Learners Standard and Basic Competency. Competency
‘objective needs draw what students are able to Standard is the qualification of students ‘minimal
do after finishing course. It is clear that teacher, ability which illustrates the mastery of knowledge
as a course designer should put this objective of for every subject. Basic competency is a sum of
study as important thing in designing teaching students’ ability subject as the references for
learning material. Learners’ objective needs can determining the indicator for competency in a
be seen from theme of material provided by subject. Here is the syllabus design includes
material designer. language skill and its element;

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Meeting Language Material Target of ability Note Time

focus (indicator of allocation
competencies)
1-2 Item 1 Kind of greeting Student can use Teacher may
Introduction such as good kinds of greetings use interactive
and greeting morning, hi, hello, Student can method, leading
good bye, etc. introducing their the student by
Introducing their self in front of the fun
self class
My name is…
3-4 Item 2 -Observing things Students can Teacher may
Noun (things at school mention name of use realia
at school) -Observing things things in the class picture and
in the class room room games to create
fun learning
process.

Here are general themes of topic material in the syllabus design;

Theme Sub theme Learning Basic Communicative Character Sour
(learning activities Competency activities building ce
materials)
Introducti Introduction -Students To respond the -speaking -Showing
on and our self listen to meaning in -listening interest and
greetings talk about transactional concentration
greeting (to get things -bravery
Greeting -Students done) and -confident
perform to interpersonal -concentration
the class to dialogue which
introduce used in the
their self simple oral
communication
accurately,
fluently,
understandable
to interact with
the closes
environment
that involves:
greeting people
/friends, self
introduction,
others ,
ordering and
forbidding
somebody , to
ask and to
forbid.
Noun Things in the -students To respond the -speaking -Showing
school listen about meaning in interest and
things in transactional concentration
school (to get things -bravery
-students done)and -confident
watch a interpersonal -concentration
video about dialogue which
things in used in the
school simple oral
-students communication
perform to accurately ,

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the class fluently,

understandable
to interact with
the closes
environment
that involves:
mentioning
name of thing,
and know
name of things
around
Color Blues, white, -students To respond the -speaking -Showing
yellow. listen about meaning in interest and
color transactional concentration
-students (to get things -bravery
perform to done) and -confident
the class interpersonal -concentration
-students dialogue which
read a used in the
short simple oral
sentence communication
-students accurately,
tell about fluently,
their house understandable
color to interact with
the closes
environment
that involves
My Color, things -students To respond the -Showing
favorite listen to a meaning in interest and
things talk transactional concentration
-students (to get things -bravery
watch a done) and -confident
video interpersonal -concentration
-students dialogue which
tell their used in the
favorite simple oral
things communication
accurately,
fluently,
understandable
to interact with
the closes
environment
that involves:
mentioning
color
Review Review -speaking
-writing
Cardinal 1-10 -students To respond the -Showing
number listen to a meaning in -speaking interest and
cd of transactional concentration
cardinal (to get things -bravery
number done) and - -confident
-students interpersonal -concentration
repeat dialogue which
what the used in the
teacher simple oral
talked communication

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about accurately,
(number) fluently,
-students understandable
perform to to interact with
the class the closes
environment
that involves:
mentioning
number 1-10
Assessment And Evaluation one. The range of score is based on the right
The target students in this program are number from those questions provided.
young learner for beginner. They are different in There is partial of an aspect should be
several cases. First are they having different described into several part. What we have to
ages, and they have different characteristic their describe is based on the three major things. First
educational background are the same and their is about student performance. A student
family background as well. In daily Interaction performing is dealing to how students can prove
during course, most of them like to study by sing a that he or she already get the language sub skill
song while some of them like story. Based on this from each unit have been teach. Second is
data, teaching materials are design based on performing criteria. This performance of student is
student students wants, and need. I put some list in applying real action or practice about their
of song in teaching material as a good media for language appropriately. The third is condition of
teaching them. Beside singsong, they also love performance. This performance express student
story. In this case, teacher should be creative ability in using language under circumstance or it
teacher, teacher need to be a good storyteller. might call as spontaneous action.
Assessment is an activity in teaching Making a list of preparation before test is
learning process. if we do assessment, we should necessary to do. Firstly, teacher should think to
based on assessment system. The procedures of what of questions should be delivered to the
assessments are: students. After that teacher should prepare
Formative Assessment. This type is occurs in additional things which might need during test.
the short term, as learners are in the process of For example, test for speaking, teacher need to
making meaning of new content and of integrating prepare clear pictures, so then student can see it
it into what they already know. Feedback to the clearly and for writing test, teacher should pay
learner is immediate (or nearly so), to enable the attention to the jumble word provided, it must be
learner to change his/her behavior and In good number of alphabet.
understandings right away. Formative
Assessment is the most powerful type of Course Evaluation
assessment for improving student understanding In running the teaching learning, at the
and performance. beginning I found that the students seemed
Interim Assessment. This assessment takes enthusiastic in studying following the lesson plan.
place occasionally throughout a larger time It was visible from the seriousness of students in
period. Interim Assessments can help teachers following the instructions given. The result might
identify gaps in student understanding and be caused by I tried to create a positive
instruction, and ideally teachers address these relationship with the learners in the classroom
before moving on or by weaving remedies into interaction such as choose the simple words in
upcoming instruction and activities. explaining the materials, and paying attention to
This Summative Assessment . This assessment my tone. I tried to speak louder in the whole class
is the last session of assessment. in order to make the students can catch the
Teachers/schools can use these assessments to content of materials.
identify strengths and weaknesses of curriculum The first I tried to explain all of the
and instruction, with improvements affecting the materials and instruction with English in order to
next year's/term's students. In this part of familiar them with the target language.
assessment teacher produce a kind of test. It is Nevertheless take long times in delivering each
used for speaking and writing. Speaking test materials to a number of students because they
made of some of picture and then students have a smaller amount of repertoire words. That
asked to describe the picture orally. And for is why I frequently repeated the words and
writing test, the same core type of test that is instruction based on the lesson plan, actually six
using picture, but in this test, students ask to write of them could catch the materials easily and
down jumble word under the picture into the right another did not get the same. They are a bit hard
to know the meaning of the words uttered and did

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not check their comprehension to the others. It understood the instruction did not share their
might be caused by they are not their closed comprehension with younger students. Here is the
friends so they felt not confident to communicate result.
it. And also the number of older students who
No Activities YES NO
1. Students pay attention to the lesson attentively √
2. Students work seriously √
3. Students follow the interaction of the method applied √
4. Students takes a part in the class √
5. The one who had understood the material explains it to √
the others
Based on the problem above, the next meeting I point the students can catch the material very well
used gestures and demonstrated what I wanted and fun with the activity given but in takes times to
children to do for giving instruction in mother handle the class. I prepare 45 minutes in one
tongue. After some time, children got used to meeting but it was not effective. The reason is
instructions in foreign language. some of them need long time to understand the
To achieve the target language, I focus materials. Therefore I added 20 minutes in
also on the students’ pronunciation. It is allocation time of teaching becomes 65 minutes.
significant aspect of communication. Regard this The result is listed below:
No Activities YES NO
1 Does the lesson plan works effectively? √
2 Does the material easy to catch to students? √
3 Does the activity encourage the students’ target √
language?
Based on the table, the activity ran in a Moon, Jayne. 2005. Teaching English to young
good control to follow the learning instruction but learners: its benefit and its lack
concern on the allocation time the lesson plan did Richelson, Matt. 2010. Teaching Young Learners
not work effectively. It is caused by some students with Songs
need much time to understand with the target http://www.teachingvillage.org/2010/03/24/teachin
language. g-young-learners-with-songs-by-matt-
richelson/
CONCLUSION AND SUGGESTION http://www.misd.k12.mi.us/departments/curriculu
A syllabus is the main tools for teachers in m/instructionalservices/assessment/types
teaching. A good syllabus design is essential to ofassessment/
the teaching and learning process. The good Nation, I.S.P. & Macalister, John. 2010. Language
planning will give effective teaching for what will curriculum design. New York: Routledge
happen in the classroom. So it is important to Nunan, D. 1988. Syllabus Design. Oxford: Oxford
realize that the best lesson is worthless if University Press.
interesting topic not delivered procedurally Parkes, Jay., and Harris, Mary. 2002. The
because the comprehension level of students in purpose of syllabus vol. 50/no. 2.
the classroom based on what activities have University of
applied by a teacher. However I need an advance New Mexico.EBSCO Publishing.
learning style and numerous activities to conduct Ridnouer, Katy. 2006. Managing your classroom
the classroom are better. It is because from with heart. Virginia USA: Association for
seeing the students’ data need to adopt suitable Supervision
teaching method before presenting the materials. and Curriculum Development (ASCD)
Therefore it makes the students more motivated Suyanto, Kasihan. 2007. English For Young
in learning and easier to grasp the lesson. I hope I Learners. Jakarta: Bumi Aksara.
can find more methods to improve the students’ Triono, Muhammad Sukrianto Lovi 2003.
English ability through interrelated skills. Teaching & Learning English (Theories
and Practices). Jakarta .Indonesia
University of Education
REFERENCES Widyaiswara PPPPTK.2009. Bahan ajar, Media
Pembelajaran.
Radfort, Andrew 2009. linguistic: an introduction
second addition 2009. Cambridge:
University press.

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