Non-formal education Literature Review
regard to the previous theories that seem to be the most appropriate to be delivered to the children since the materials
offer children’s liveliness. Scott and Ytreberg 2004:2 propose that their understanding comes through hands and eyes
and ears. The physical world is dominant in all times. Therefore, the use of songs, games and stories is expected to be the most appropriate materials to fulfill their
needs. In the year the researcher doing this study, the big theme being used was
about technology, so the materials being chosen also have a relation with technology. Technology can contribute to the global development of our pupils
and complies with the psychological, linguistic, cognitive, social and cultural objectives of most language teaching programs Brewster, Ellis and Girard,
2002:203. In regard to the theory, the researcher also uses the materials from
computer-based program and a simple science experiment to encourage the teaching-learning process. However, the materials are being developed in the
form of general themes, so the materials can be used on years onwards. d.
EFH activities for L1 children
L1 children are between Kindie kindergarten and L2 second grade of elementary school children or can be said between very young learners and
young learners. They begin to pay attention to what they are learning but cannot be serious yet.
L1 children with range of age five until seven years old are usually active and cheerful. They like playing so much. They also like to do some
activities such as listening to stories, singing songs and looking at colorful
pictures or animations. However, they have a very short attention and concentration span Scott and Ytreberg, 2004:2. Therefore, to fulfill their interest,
they should be given those various and fun activities which can enhance their English knowledge unconsciously. Those kinds of activities are conducted in
class. Moreover, they are given experiences to do some outdoor activities such
as doing Campus Grand Tour, Barbecue and Fieldtrip. They are also asked to do experiments related to the theme.
Those activities are expected to catch children’s attention and concentration toward their learning.
Since children’s activities are majority in the forms of physical and active activities like singing, playing games
and listening to stories, the follow up activities have to be balanced by giving less active activities such as coloring, filling the blank, matching pictures, and so on.
Those activities are also used as the assessment to measure children’s understanding towards their current learning.
e. Children assessments
C hildren’s activities can be accessed through affective and informative
assessments. By affective, it describes non-cognitive variables such as motivations, attitudes, interests, and values. Therefore, as an out-of-school
education which promotes fun learning, assessing under-eight- children’s affective
is the most appropriate since it deals with the measurements of the children’s
positive attitudes toward their learning in EFH. They way to access the children is
by asking them what’s their feeling towards their learning process on each day. Informative assessment gives children, parents and other teachers’ feedback on
progress or achievement Brewster, Ellis and Girard, 2002:245. In this case, the assessment is in the form of children’s diary’s book, where teacher write down
each child’s progress or achievement of each day they learn the materials in the book.