scholarly journals Project Approach; A Way How To Trigger Children Expose And Explore Their Skills In Learning A Language

2018 ◽  
Vol 23 (1) ◽  
pp. 66-79
Author(s):  
Jumbuh Prabowo
Keyword(s):  
Learning Process ◽  
Limited Attention ◽  
Individual Child ◽  
Teaching English ◽  
Project Approach ◽  
Extended Study ◽  
Young Learners ◽  
The World ◽  
Teaching Learning ◽  
Bloom Taxonomy

Abstract: Teaching English for young learners always gets more attention. It is because young learners are very unique. They have many characters which can change rapidly in one time. Sometimes, they display an enthusiasm for learning and a curiosity about the world around them. They also have a need for individual attention and approval from the teacher. They are keen to talk about themselves, and respond well to learning that uses themselves and their own lives as main topics in the classroom. However, they also have a limited attention span.  They can easily get bored, losing interest after ten minutes if the activities are not extremely engaging. For overcoming this situation, teachers need to choose an approach that can invite the students to be more active. One of the suitable approaches is project approach (hereafter PA). Katz & Chard (1989) define that a project is an extended study of a topic usually undertaken by a group of children, sometimes by a whole class, and occasionally by an individual child. Applying PA in teaching learning process can be used to maximize the skills in Bloom Taxonomy. Key words: Pelajar Muda, Karakter, Perhatian, Pendekatan Proyek.

scholarly journals Using Teaching Proficiency Through Reading and Storytelling (TPRS) in Teaching English for Young Learners

2018 ◽  
Vol 6 (2) ◽  
pp. 78
Author(s):  
Arini Octaviani ◽  
Vega Hesmatantya
Keyword(s):  
Action Research ◽  
Direct Observation ◽  
Learning Process ◽  
Teaching Method ◽  
Kindergarten Students ◽  
Teaching English ◽  
Qualitative Design ◽  
Young Learners ◽  
Classroom Action Research ◽  
Teaching Learning

This study was conducted in order to find out how to improve students’ skills in retelling at kindergarten students of JAC School Surabaya. It described the implementation of Using Teaching Proficiency through Reading and Storytelling (TPRS) in teaching learning process and reported students’ retelling story ability. This research used Classroom Action Research (CAR) which is conducted to solve the students’ during story telling time and students’ ability in retelling story. The study uses Burns theory. This Classroom Action Research has four steps in one cycle. Those are planning, acting, observing, and reflecting. The writer used a descriptive qualitative design to gain the information concerning process of TPRS method. There are three steps of TPRS teaching method. Those are Established the Meaning, Tell a class story and Read. There was an activity called circling in tell a class story step According to the data, the students made an improvement of retelling story use their own language from the first to the second cycle. The average of students score in retelling story rubric of the first cycle was 2 as described as fair category. While the second cycle average of retelling story rubric was 4 and categorized as excellent. The data was the result of direct observation. The analysis was done by describing the implementation of using TPRS in learning process in the classroom.

Teacher’s Perspectives of Creating Storybooks for Primary students

JET ADI BUANA ◽  
2017 ◽  
Vol 2 (2) ◽  
pp. 137-147
Author(s):  
Ferra Dian Andanty
Keyword(s):  
Elementary Schools ◽  
Language Learning ◽  
Undergraduate Students ◽  
Learning Process ◽  
English Language ◽  
Primary Students ◽  
Teaching English ◽  
Young Learners ◽  
Meaningful Context ◽  
Teaching Learning

Storybooks are important materials for teachers in assisting pupils during the teaching learning process in the classroom especially for the young learners because it gives a motivating and meaningful context for language learning. Nowadays, teachers have to be creative and innovative in creating their own storybooks for the teaching learning process. The project of making storybooks had been given to the undergraduate students of 8th semester (2010) at English Language Department, University of PGRI Adi Buana during TEYL (Teaching English to Young Learners) class. Through the results of storybooks project, this research was intended to know whether the undergraduate students’ storybooks met the criteria of a good storybook or not. The authors obtained the data from the questionnaires that distributed to ten English teachers in some elementary schools in Surabaya. The result of this research showed that 75% of students’ storybooks met the criteria of good storybooks, such as the content is suitable for age level, interesting, memorable, attractive, and easily to understand by children. The result of creating a storybook hopefully will support and help teachers in the teaching learning process in class.

scholarly journals LANGUAGE ASSESMENT FOR YOUNG LEARNERS

2012 ◽  
Vol 2 (1) ◽  
Author(s):  
Sri Sumarni
Keyword(s):  
Key Words ◽  
Learning Process ◽  
Communicative Competence ◽  
Teaching Styles ◽  
Teaching English ◽  
Short Term ◽  
Primary Level ◽  
Young Learners ◽  
Teaching Learning ◽  
Major Consideration

Teaching English in Asia typically dominated by teachers and textbooks based. Even worse, teaching English for young learners is generally a matter of vocabularies memorization. The teaching focuses on short-term purposes, those are testing purposes. In fact, in teaching English, the assessment should focus on the function of the language itself. Those teaching styles might be caused by short-term purpose of teaching English: focuses on knowledge and memorization for testing purposes rather than communicative competence. Therefore all the teaching efforts focused on answering the tests while the primary function of learning English is being ignored. Memorizing vocabularies is general activities in teaching of English in primary level.  Thus to avoid such short-term purpose learning, a well and careful designed assessment should put into consideration in teaching English for young learners. Consequently the teaching-learning process will focus on authentic use of language. For those reason, authenticity in the assessment is a major consideration. Key words: Teaching, young learners, assessment, authenticity

scholarly journals THE COPPING STRATEGIES IN REDUCING ANXIETY WHILE TEACHING EYL

2019 ◽  
Vol 2 (1) ◽  
pp. 7
Author(s):  
Mustika Yuliani ◽  
Gabriella Maria Mancelina Sintu ◽  
Rasi Yugafiati
Keyword(s):  
Learning Process ◽  
Anxiety Symptoms ◽  
Teaching English ◽  
Young Learners ◽  
Young Learner ◽  
Teaching Learning ◽  
Descriptive Qualitative

Teaching English for Young Learner is not easy for several students. They face the obstacles in applying the science of pedagogy for Young Learners. The also have barriers to interact with children. However the teaching learning process may enjoyable if both of teachers and learners get fun together. This research examines what obstacles faced by several students when  teaching English for Young Learners. This study also aims to explore the phenomenon of how reducing these anxiety. This research uses descriptive qualitative. There are seven persons as  participants in this research. The result shows that they feel dizzy, anxious, and various other anxiety symptoms. They are  anxious about lack of focus of young learners, mispronounce, inappropriate action, and unruly learners. The copping strategies are : prepare and understand the material correctly, find out students’ characteristics, take a breath, and drink. They reduce the anxiety while teaching English for young learners with well prepare and the result are  tranquility, believe, and pleasures. Keywords: copping strategies, reducing anxiety, teaching EYL

scholarly journals Language Assessment For Young Learners

2016 ◽  
Vol 7 (2) ◽  
Author(s):  
Sumarni Sumarni
Keyword(s):  
Key Words ◽  
Learning Process ◽  
Communicative Competence ◽  
Teaching Styles ◽  
Language Assessment ◽  
Teaching English ◽  
Short Term ◽  
Young Learners ◽  
Teaching Learning ◽  
Major Consideration

Teaching English in Asia typically dominated by teachers and textbooks based. Even worse, teaching English for young learners is generally a matter of vocabularies memorization. The teaching focuses on short-term purposes, those are testing purposes. In fact, in teaching English, the assessment should focus on the function of the language itself. Those teaching styles might be caused by short-term purpose of teaching English: focuses on knowledge and memorization for testing purposes rather than communicative competence. Therefore all the teaching efforts focused on answering the tests while the primary function of learning English is being ignored. Memorizing vocabularies is general activities in teaching of English in primary level.  Thus to avoid such short-term purpose learning, a well and careful designed assessment should put into consideration in teaching English for young learners. Consequently the teaching-learning process will focus on authentic use of language. For those reason, authenticity in the assessment is a major consideration. Key words: Teaching, young learners, assessment, authenticity

scholarly journals Language Assesment For Young Leaners

2012 ◽  
Vol 2 (1) ◽  
Author(s):  
Sri Sumarni Ngatiran1
Keyword(s):  
Key Words ◽  
Learning Process ◽  
Communicative Competence ◽  
Teaching Styles ◽  
Teaching English ◽  
Short Term ◽  
Primary Level ◽  
Young Learners ◽  
Teaching Learning ◽  
Major Consideration

Teaching English in Asia typically dominated by teachers and textbooks based. Even worse, teaching English for young learners is generally a matter of vocabularies memorization. The teaching focuses on short-term purposes, those are testing purposes. In fact, in teaching English, the assessment should focus on the function of the language itself. Those teaching styles might be caused by short-term purpose of teaching English: focuses on knowledge and memorization for testing purposes rather than communicative competence. Therefore all the teaching efforts focused on answering the tests while the primary function of learning English is being ignored. Memorizing vocabularies is general activities in teaching of English in primary level.  Thus to avoid such short-term purpose learning, a well and careful designed assessment should put into consideration in teaching English for young learners. Consequently the teaching-learning process will focus on authentic use of language. For those reason, authenticity in the assessment is a major consideration. Key words: Teaching, young learners, assessment, authenticity

scholarly journals ՎԱՐԺՈՒԹՅՈՒՆՆԵՐԻ ԿԻՐԱՌՈՒՄԸ ԱՆԳԼԵՐԵՆԻ՝ ՈՐՊԵՍ 3-ՐԴ ՕՏԱՐ ԼԵԶՎԻ ՈՒՍՈՒՑՄԱՆ ԳՈՐԾԸՆԹԱՑՈՒՄ / USE OF EXERCISES IN TEACHING/LEARNING ENGLISH AS A THIRD FOREIGN LANGUAGE

2021 ◽  
pp. 117-127
Author(s):  
SIRANUSH GHAZARYAN
Keyword(s):  
Foreign Language ◽  
Learning Process ◽  
Mother Tongue ◽  
Foreign Languages ◽  
Educational Institutions ◽  
Teaching English ◽  
Negative Interference ◽  
The Republic ◽  
Teaching Learning ◽  
Learning English

The article touches upon the problems of teaching English as a third foreign language in higher educational institutions of the Republic of Armenia. The students’ mother tongue, in this case, is Armenian. Russian is the first foreign language and French is the second one. Considering the fact that the students’ 2nd (French) and 3rd (English) foreign languages have significant similarities that can cause both positive transfer and negative interference, the teaching/learning process of English should be organized by paying special attention to the similarities and taking into account certain peculiarities. Accordingly, the use of correctly selected exercises can help in organizing the teaching/learning process more quickly and effectively. The author also introduces some “dangerous” language phenomena that may bring about undesirable interference in learning English after French. In addition, a number of exercise samples are provided that might be used to develop the students’ lexical, grammatical and phonological competences in teaching/learning English as a third foreign language.

scholarly journals Teaching English During Covid-19 Pandemic: A Cross-level Educators’ Perception

2021 ◽  
Vol 54 (3) ◽  
Author(s):  
Sonia Octavia ◽  
Agus Dwiyanto ◽  
Heni Noviarita
Keyword(s):  
Online Learning ◽  
Knowledge Transfer ◽  
Learning Process ◽  
Educational Level ◽  
Structured Interview ◽  
Qualitative Approach ◽  
Learning System ◽  
Teaching English ◽  
Interview Method ◽  
Teaching Learning

This study aims to analyze as well to investigate the phenomenon of teaching English online during the re-emerging pandemic situation forcing the teaching learning process to be re-implemented online. In this case, every layer of educational level can’t fail to be affected by the cataclysmic event, which is highlighted in this study. This turnout of event made the course of learning to be challenging not only for students who undergone the process, but also teachers who maintain the conduciveness of the classroom. Perspective from educators are considered required elements since the on-going process of knowledge transfer is at stake. The subjects were 10 cross-level English teachers situated in Java and Sumatera. Qualitative approach utilizing semi-structured interview method in obtaining the necessitated data was chosen as the best method and approach in the study. The participants mainly agreed with the online learning system, though they faced challenges like limited subsidiary quotas, students’ poor condition, students’ misbehavior and lack of better equipments. Besides various approaches and solution in facing the challenges, it was also known that writing was considered the most challenging to teach among the four basic skills.

scholarly journals Authentic Material and Automaticity for Teaching English

2017 ◽  
Vol 10 (1) ◽  
pp. 83
Author(s):  
Widyastuti Widyastuti
Keyword(s):  
Science Education ◽  
Learning Process ◽  
Real Life ◽  
Text Structure ◽  
First Year ◽  
Teaching English ◽  
Authentic Material ◽  
English Fluency ◽  
Real Language ◽  
Teaching Learning

This article discusses how to make students of Science Education in first year feel interesting in English lesson, understanding the text well and can communicate English fluency. It has been suggested that Authentic Material and Automaticity Theory not only creates a friendly and fun condition in teaching reading but helps students to study comprehensibly so they are able to understand the text, structure, vocabulary easily, read fluently and they also can communicate in English. The authentic material can make the teaching learning process fun and eliminate boring because the topics and materials can be found in internet so it will be more visually and  interactive . Automaticity theory can solve the problem of students who must memorize words that make them feel boring and forget the words soon. The other benefit is the students can exposure the real language being used in a real context and stimulate studens’idea, encouarage them to relate themselves with real-life experiencesThese strategies can make the students understand easily and enjoy the teaching learning process. By combining authentic material and automaticity strategies for teaching English in science education, will develop readers (students) to become fully competent and fluent.

Usage of Electronic Portfolios for Assessment

2009 ◽  
pp. 702-719 ◽  
Author(s):  
Yasemin Gulbahar
Keyword(s):  
Learning Process ◽  
Assessment Method ◽  
Electronic Portfolios ◽  
Assessment Criteria ◽  
Constructivist Approach ◽  
The World ◽  
End Products ◽  
Teaching Learning ◽  
K 12

This chapter introduces the use of electronic portfolios (e-portfolios) as an assessment method in the K-12 classroom. Aligned with the constructivist approach, the term e-portfolio is considered to be an umbrella, actually comprising of various components reflecting both the teaching-learning process and the end products. Having many advantages, the use of e-portfolios is spreading all over the world. This chapter, in which issues such as conceptual underpinnings, possible advantages and challenges, implementation ideas, and content and assessment criteria for e-portfolios are also reviewed, concludes with suggestions for teachers who are interested in implementing e-portfolios into their own subject fields.

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