Significance of the Study
language is difficult appears to them. Moreover, their innate language-learning strategies to learn language have not yet diminished just like as they grow older.
For these reasons, children can learn language faster than those older than them, in various paces depending on how their learning setting is. Paradis, Kirova, and
Dachyshyn 2009: 3 state the different results are due to: 1.
Language aptitude Each child’s language aptitude varies among individuals. It is an inherited
characteristic, so that it cannot be changed. 2.
Age of acquisition Learning language in all ages is possible. However, it is better to learn
language during their early stage of development, which is during the childhood. Children’s ability in learning new knowledge is innate. Therefore,
different outcomes will appear when individuals of different ages learn language at the same learning setting.
3. Socio-economic status
The family’s socio-economic status of children will affect the learning results. It is primarily measured through the levels of education and income of the
parents. Children from higher-education and higher-income family will learn differently from children from common family since the parents will treat
their children differently at home. 4.
Quality and quantity of English exposure When learning in class, children have the same materials given by the teacher.
Nonetheless, as they are outside the school, children have different
experiences in learning, depending on the books they read, people they talk with, and environment they live in.
For these reasons, when in school, learners should be provided with appropriate learning materials. Therefore, the teacher has the responsibility to
provide the learners with proper materials and exposure, as well as opportunities for learning English Cameron, 2002: 15. The exposure is in the form of
activities adjusted to the learners’ need and interest, instead of the curriculum. It is supported by Bejarano and Gordon 2012 who suggested a model for designing a
program to teach English as a foreign language for young learners, taking into account the young learners’ cognitive and affective needs.
Figure 2.1 A Model for EFL Program Design for Young Learners
The figure explains that in order to create a teaching program to teach English language, teacher should consider the objectives in order to create and
compile the best teaching materials for learners. On the other hand, the suitable teaching techniques and activities are also designed, regarding to the learners’
background as mentioned previously. The explanation above reveals that what and how the learners will learn
can affect their next learning development. Teacher should pay attention on some points before teaching. Thus, preparing the suitable materials and activities is
necessary.