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9 b.
The Characteristics of Eight to Ten Years Old 1
Their basic concepts are formed. They have very decided views of the world.
2 They can tell the differences between fact and fiction.
3 They ask questions all the time.
4 They are able to make some decisions about their own learning.
5 They rely on their spoken word as well as the physical world to convey
and understanding meaning. 6
They have definite views about what they like and don’t like doing. 7
They have a developed sense of fairness about what happens in the classroom and begin to question the teacher’s decisions.
8 They are able to work with others and learn from others.
From the characteristic above, it can be concluded that children have their own characteristics in learning language based on their age development. They
can learn best when they learn in fun atmosphere. Consequently, a teacher should be aware of how to teach the children effectively. He needs to adapt his
expectation s with respects to the student’s progress.
2. Teaching English to Children
In teaching English to children, there are two important aspects that should be considered, there are: why we teach English to children and how we teach it to
them. The first aspect means that when we teach English to children, we have to know the reasons for teaching English and the factors influencing them. Brumfit
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10 1997:p.vi mentions a number of reasons for teaching English at primary level,
they are: b.
The need to expose from an early age to an understanding of foreign cultures so that they grow up tolerant and sympathetic to others.
c. The need to link communication to the understanding of new concepts.
d. The need for maximum learning time for important languages-the earlier
you start the more time you get. e.
The advantage of starting with early second language instruction so that later the language can be used as a medium of teaching.
In addition, Brumfit 1997:p.vi also states that young children have more opportunities than adults. Children learn languages better at young age. The main
explanations for better learning that have been suggested are these: a.
That the brain is more adaptable before puberty than after and that acquisition of languages is possible without self-consciousness at an early
age. b.
That children have fewer negative attitudes to foreign languages and cultures than adult, and that consequently they are better motivated than
adults. c.
That children’s language learning is more closely integrated with real communication because it depends more on the immediate physical
environment that does adult language. d.
That children devote vast quantities of time to language learning, compare with adults, and they are better because they do more it.
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11 By knowing the reasons for teaching English to children, it promotes the
second aspect that is how to teach English to children. At first, teachers pinpoint to the way children think and learn. According to Scott 2000: 4, there are many
similarities between learning one’s mother tongue and learning foreign language. In spite of the differences in age and the time available, most eight to ten years old
will have some sort of language awareness and readiness which they bring with them into the foreign language classroom. Furthermore, he gives some clues in
teaching English to children, they are: a.
Words are not enough. Most activities for the younger learners should include movement and involve the senses.
b. Play with the language by making up rhymes, sing songs and tell stories.
c. Variety in the classroom. Since concentration and attention spans are
short, variety is a must-variety of pace, variety of organization, variety of voice.
d. Routines. Children benefit from knowing the rules and being familiar with
the situation. e.
Cooperation not competition. Most of us enjoy the feeling of belonging and this is particularly true of young children. Most children like to have
other children around them, and sitting with others encourages cooperation.
After knowing the way children learn language, the teachers need competence in primary teaching methodology. They need to observe what
approach that is suitable to their classroom. In this case, the effectiveness of
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12 teaching and learning process depends on the ability of the teachers to select the
appropriate approach based on the classroom condition and the ability to use that approach. It is supported by Brewster 1997: 2 stating that greater knowledge and
understanding of theories of child development and learning, the ways in which children learn a foreign language and studies of the kinds of classroom conditions
which promote foreign language learning will all contribute to our understanding of good educational practice in teaching English to young children. According to
Brumfit 1997:6, many primary EFL classrooms use the approach to ELT called “Total Physical Response” TPR, which is one means of providing an input rich
in directives. Using this approach, children follow instructions in a game-like activity or involve manipulating objects in the classroom.
Wood 1988 explain the ways in which younger children are more ‘distractable’ than older ones, writing that the ability to keep on task and to ignore
distractions is a symptom of the child’s intellect, and changes in concentration span are related to intellectual development. He adds that we have to recognize
that when we ask children to pay attention and concentrate on task that we have set and which provide little by way of concentrate, perceptual support, they may
find it impossible to comply with our demands, p.70. In this view, instruction and schooling play a central role in helping
children to discover how to pay attention, concentrate and learn effectively. Wood stated that
Attending, concentrating and memorizing are activities. Simply asking a child aged five or six to pay attention, concentrate, and study, learn or remember
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13 is unlikely to bear fruit. Unless we embody the material to be learned and
remembered in a task that makes sense to the child, one that involves objectives he she can realize and that draws his her attention ‘naturally’ to the elements
we wish him her to take in, our imperatives to concentrate, memorize or learn are almost bound to fail.
From the discussion above, the teacher should have the appropriate approach in teaching English to children. The teacher has to concern more with
the student’s characteristics and the way they learn language. Basically the aim of language teaching is to equip the students with knowledge and skill to
communicate in the foreign language that is learned. The teacher helps to the students to pay attention, and concentration, so the students can enjoy in having
the lesson. It can be concluded that teaching English as foreign language at elementary school is aimed to prepare students with the knowledge and skills of
English so that they will be ready in getting it at higher level.
B. Vocabulary Mastery
