Therefore, it is not wise to expect children to learn as well as adults do since they do not think like adults.
The knowledge of students’ stages may help teachers in setting the teaching materials and activities properly. The teachers can set activities and
materials that can facilitate students to express their ideas or thoughts through a language. Since children have been ready to deal with abstract things, the teachers
can present activities and materials that involve abstract things.
b. Foreign Language Learning for Children
In general, children are in the right time to learn a language other than the first language the mother tongue. A psychologist, Purwo 1995, says the age of
6-12 years old is the right age to learn English other than the first language in Yahya, 1999: 52. According to Purwo 1995, a new language can be taught to
children because of their ages. Another Scientist, Shovel 1987, says that second language learning for
children occurs naturally. He says that the plastically of the brain prior the puberty enables children to acquire not only the first language but also their second or
foreign language, or at least to acquire native-like pronunciation in Brown, 1994: 43. In their age, children can learn not only their first language, but also another
language. Lenneberg 1987 also believes that second language learning will bring
more satisfying result when experienced before the puberty. Language development begins freezing when approaching the puberty in Yahya, 1999: 55.
Children might be more successful in learning second language than adults do.
Therefore, children are able to acquire more than one language because of their nature. Because of their ages, 6 to 12 years old, children have more flexible
brains to learn a new language or second language. This assumption will help the teachers of elementary schools to teach English. The process of learning might go
faster because the children themselves are ready and capable to learn. Children’s reading in foreign language is given rather late. It is commonly
believe that reading can perform a maximal result after the children are able to speak. Some educators believe that reading should be introduced after children
acquire how to say words of the foreign language Poulston Bruder, 1976: 162. Poulston and Bruder believe that children’s oral mastery of target language is
needed to be able to read. Lado mentions a different opinion. He says that although it is possible to
learn to speak without reading, it seems a more effective strategy to learn to read simultaneously with learning to speak Lado, 1972: 451-454. On the contrary,
Lado says that there is no problem if reading is introduced in the first day. The teachers do not need to wait until the children are able to say words to introduce
reading. However, the methods for teaching reading for children should be selected
and used carefully. An appropriate method can help children to learn reading, on the other hand, an inappropriate method can reduce children’ motivation. Many
experts and educators give their best to find methods in which the children can learn reading with fun Wiryodijoyo, 1989: 31. Wiryodijoyo wants to say that
through fun methods children can and want to learn reading. It is very important to ensure the children that reading is fun.
4. Curriculum 2006
