Benefits of the Study

schools Brewster, Ellis, Girard, 2002 are briefly explained here. The first approach, audio-lingual, involves the use of repetition of new language which is often based on dialogues. Regardless its teaching-centered and out-dated state, this approach comes in modified versions that can be found in some countries. The next approach is total physical response TPR, a teaching approach that involves activity and movement thus it does not force young learners to speak. It develops listening skills and introduces new language in a very visual and contextualized way. The communicative approach is an approach emphasizing the social nature of language learning and interaction. For children, this means that teachers engage learners in drawing, acting out, listening, talking, reading, or writing based on meaningful and contextualized tasks using the languages that have been prepared. The fourth approach, Task-based learning TBL, is an attempt to improve on the communicative approach by trying to balance accuracy with fluency and by encouraging more authentic output from learners Skehan in Brewster, Ellis, Girard 2002. It covers three phases: pre-task preparation, the task itself, and language focus. The fifth approach is story-based methodology. Wright and Garvie in Cameron 2001 mention that stories are frequently claimed to bring many benefits to young learner classrooms, including language development. The last approach, cross-curricular, links second language to other areas of the curriculum such as Art, Physical Education, Mathematics, or Nature Study. Young learners in an English as a foreign language class listen to various kinds of text. Most often, they listen to their English teacher‟s talking, singing, chanting, dramatizing, dialogues, giving instructions, and telling stories Pinter, 2006. As listening is an active skill with many factors contributing to its difficulty, Pinter 2006 suggests that it is important in the early stages to avoid the sources of difficulty and introduce them only gradually. Some sources are the type and length of the text the young learners listen to, as well as the familiarity of the person they are listening to. In this case, listening to teachers is easier than to recordings since teachers can adjust the speed of their speech and modify their language. Like Pinter, Brewster et al. 2002 also suggest that it is important to remember that listening is not a passive activity. Thus, they remind English teacher s of young learners to scaffold, e.g., not merely asking students to „listen and remember‟, but directing students‟ attention to specific points that should be listened for. Some activities can be used to support students‟ understanding more effectively, such as those using visual aids. Brewster et al. 2002 provide some while-listening activities that can be applied to an English as a foreign language for young learners class. Those activities include listen and repeat, listen and discriminate, listen and perform actions, listen and drawcolor, listen and predict, listen and guess, listen and label, listen and match, listen and sequence, listen and classify, and listen and transfer information. After young learners are exposed to English through listening activities, they soon want and are able to participate in interactions with teacher and each other Pinter, 2006. Those students will want to start copying simple phrases, singing songs, answering simple questions, and memorizing what they have heard. The first building blocks that allow children to move from listening to speaking and to begin to participate in interactions with others are called PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI