3. Learning builds on things the young learners know, because it makes sense to them. It also helps young learners to memorize the lesson
easily. 4. Learning is active and experiential, because it can make young
learners interest and enjoy the lesson. 5. Learning has a purpose for young learners, especially in increasing
their intelligence and creativity, so that they can achieve their best academic
achievement in
the school.
www.teachingenglishgames.com3-5.htm
Briefly, it can be concluded that learning English to young learners is very beneficial for them, because their brain are more adaptable than adults in learning
something. The roles of teacher, family, friends, and environment give great influence and contribution in creating optimal learning condition for young learners
D. Method of Language Teaching
1. Definition of Method
Edward Anthony cited by Douglas Brown 2001:14, “method is the second of three hierarchical elements, name
ly approach, method, and technique.” An approach, according to Anthony, is a set of assumptions dealing with the nature of
language, learning, and teaching. Method is described as an overall plan for systematic presentation of language based upon a selected approach. Techniques are
the specific activities manifested in the classroom that are consistent with a method and therefore are in harmony with an approach as well.
Based on the explanation above, it can be concluded that method is a system used by a teacher in teaching second or foreign language to students. A teacher has to
decide the most appropriate method in teaching and learning process, so that the lesson can be done well.
2. Kinds of Method
There are some methods of language teaching methodology according to Douglas Brown, i.e.:
1. Grammar Translation Method This method is used for gaining a reading proficiency in a foreign language.
This method is focused on grammatical rules as the basis for translating from the second to the native language. The characteristics of this method are:
a. Most of languages used in the class are the mother tongue. b. Students are introduced to read difficult English texts early.
c. In grammatical analysis, the content of texts has little attention.
d. Teachers teach translating disconnected sentences from the target language into the mother tongue with drills.
e. Pronunciation is not given high priority. 2. Direct Method
The direct method has basic premise that second language learning should be more like first language learning, especially learning how to communicate in
foreign language. The characteristics of this method are: a. Classes were taught in the target language all the time.
b. Only daily vocabulary and conversation were taught. c. Oral communication skills were conducted in small, intensive classes
by exchanging question-and-answer between teachers and students. d. Grammar was taught intensively.
e. Both speech and listening comprehension were taught. f. Correct pronunciation and grammar became the major priority.
3. The Audio Lingual Method The Audio Lingual Method is focused on oral skills. The method concerns in
oral activity: pronunciation, pattern drills, and conversation practice. The characteristics of this method are:
a. The material is taught by dialogue b. Teachers only make students being familiar with grammar, because
they does not always explain it, so that students do not really master in the language.
c. Tapes, language labs, and visual aids are very important to support teaching and learning activity using this method. Brown, 2001:18-23
From the explanation above, it can be concluded that the most appropriate language teaching method, used to teach Elementary school students is Grammar
Translation Method. It is used because this method uses both the mother tongue and the target language in teaching and learning process. It will help students in
understanding the English subject easily, because English is something new to them.
