Assumptions and Limitation in The Product Development

9 Children‟s different way in learning from adults‟ might be caused by several factors. Brewster et al 2002:27 indicate those factors: 1 They have a lot physical energy and they often need to be physically active. 2 They have a wide range of the emotional needs. 3 They are emotionally excitable. 4 They are developing conceptually and they are also at an early stage of their schooling. 5 They are still developing literacy in their first language. 6 They learn more slowly and they forget things quickly. 7 They tend to be self-oriented and they preoccupied with they own world. 8 They easily get bored. 9 They are excellent mimics. 10 They can concentrate for a surprisingly long time if they are interested. 11 They can be easily distracted but also very enthusiastic. In addition, every child has different development. Their educational development including learning a second language or a foreign language is influenced by their age level. In their book, Scott and Ytreberg 1990: 1 divide children into two main groups. They are the five to seven years old who are at the beginner stage or level one and eight to ten years old who are at level one and level. The fifth grade students who are the subject of the study belong to the eight to ten years old group. In general, children at this age group have two different sides, the adult side and childish side. Scott and Ytreberg 1990: 3-4 propose the other characteristics as listed below: 1 Children‟s basic concepts are formed. They have very decided views of the world. 2 Children can tell the difference between fact and fiction. 3 Children ask questions all the time. 4 Children rely on the spoken word as well as the physical world to convey and understand meaning. 5 Children are able to make some decisions about their own learning. 6 Children have definite views about what they like and do not like doing. 10 7 Children have a developed sense of fairness about what happens in the classroom and begin to question the teacher‟s decisions. 8 Children are able to work with others and learn from others. Eight to ten year old children are very capable of understanding abstract concept. As competent mother tongue users, children‟s basic elements of a language are in place and their awareness of their first language syntax is high Scott and Ytreberg, 1990. Moreover, they are aware of a foreign language and ready to learn it. In conclusion, children have many characteristics which are important to be concerned about in designing the appropriate teaching activities, materials, and media.

b. The Principles of Teaching English to Children

In Indonesia, English is one of foreign languages which are taught to children. Teaching English as a subject in a non-English environment is not an easy work. The teacher should consider some principles to fit children characteristics. The principles are totally different from the adult‟s. Some experts suggest the following principles: 1 Intellectual Development At their ages, children are still in an intellectual stage where they have limitations in understanding abstract concepts. They are centered on the here and now, also on the functional purposes of language in learning a new language Brown, 2001:88. Explaining abstract notions such as grammar rules and linguistic concepts do not work well with children. 11 The activities done in English teaching and learning process should fit children‟s intellectual development. The best time to introduce some sort of simple grammar is either when a child asks for an explanation, or when a child will benefit from learning some grammar Scott and Ytreberg 1990: 6-7. The explanation should be in simple terms which help children to get the point straightly. 2 Attention Span Children have short attention span when they have to deal with boring, useless, and complicated materials Brown, 2001:89. Teachers should arrange fun and interesting learning activities to get their attention. In their book, Scott and Ytreberg 1990: 5-6 state that teachers can do some varieties in the classroom including variety of activity, variety of pace, variety of organization, and variety of voice. 3 Sensory Input According to Brown 2001: 89, children need activities which stimulate their five senses and cover the visual and auditory modes in learning a language. In line with the statement, Scott and Ytreberg 1990: 5-6 propose some classroom activities. Firstly, involve children in the teaching and learning activities through movement and senses. Teachers can also use pictures and objects around the school to explain some terms. Secondly, let children to experience the language by making up rhymes, singing songs, and telling stories.