develop memory and concentration skills; activities which reinforce concepts they may be developing and develop oral skills.
b. Principle of Teaching Language To Young Learners
Teaching cannot be defined apart from learning. Teaching is guiding and facilitating learning, enabling the learner to learn, setting the conditions for
learning Brown, 1987: 7. Teaching English for young learner can be achieved if teachers create the most effective conditions for learning. In teaching English,
Slattery and Willis 2001: 4 pointed out that the teacher should create an enjoyable and fun learning for learners. The activities can be playing games,
singing songs, saying rhymes and chant together. The teacher can use a lot of gestures, actions, pictures to demonstrate meaning and help learners grasp the
meaning easily. Besides, the teacher should provide balance activities which require the learners to do varied activities, some quiet, some noisy, some sitting,
and some standing and moving. Halliwell 1992: 10 pointed out that a teacher should have clear priorities
and their practical implications in teaching to avoid the situation which undermines what is being taught. According to Halliwell 1992: 10-15 there are
six theories which allow teachers to identify and clarify priorities of teaching language to young learners.
1 Giving High Priority to Attitude Goals Good syllabuses are not just concerned with content. They are also
concerned with attitude and response. Sometimes the goals are assumed.
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Sometimes they are written such as pleasure and confidence in exploring language; willingness to ‘have a go’; the children should want to and dare to
communicate. In other words, in addition to having goals which are concerned with the actual language elements the children learn, the teacher also have goals
which relate to the kind of learning experiences the teacher set up and the relationships and atmosphere of the language classroom.
2 The Special Nature of Language Learning language is a very abstract process. In learning to use a language
at all well for teachers rather than for textbook purposes, most of teachers have to become involved in it as experience. It can be done by using it for real
communication, for genuinely giving and receiving real messages. 3 The Significance of the Way Teachers Check Understanding
Almost teachers want to make sure that the children are secure and confident. What ultimately happens is the reverse. Teachers still need to check
children’s understanding somehow, but they do not have to draw children’s attention to the fact that they are doing so. Teachers can check by watching what
children do, watching their faces. Teachers do this all the time anyway. If teachers can see children do not understand, and then they can rephrase the words of show
them again what it is meant before the temporary lack of understanding becomes critical.
4 The Significance of the Way Teachers Treat Mistakes Most children arrive at school with their confidence still intact. They do
not expect to be able to do everything immediately, but they assume they can do
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anything eventually. In other words, for children mistakes and failures are frustrating rather than humiliating. One of the things children soon begin to pick
up at school is the idea that mistakes are in some way ‘bad’. They begin to be embarrassed and upset when they have difficulty. There is a very practical
implication for language teachers here. It means that the way the teachers correct mistakes is going to be very important. However, teachers can inadvertently
contribute to the undermining and inhibiting process. Therefore, overcareful, overdetailed correction happens with the best of intentions. Teachers want
children to get things right. However, if teachers have to get everything perfect, they will never try anything. This is not to deny the value of correction. It is,
however, arguing that constant correction is undermining. 5 Making Language Exercises Into Real Exchanges
There are plenty of classroom activities which provide an extremely useful combination of real communication and quite deliberate rehearsal of a clearly
identified set of fairly restricted material. They can involve any of the four skills of language, but their biggest contribution at primary level is probably in the field
of spoken interaction between children. Since the range of language items can be limited without destroying the element of real communication, the teacher can
leave the children talking to each other without fear. 6 Teaching Language Lessons In the Target Language
Most of teachers are worry that the children will not understand and will behave badly. There are two things worth saying here. First of all, teachers do not
have to find the foreign language equivalent. Secondly, children respond very well
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to context and facial expression. The thing to remember again is that teachers have systems other than words for carrying meaning. This does not mean that the
teacher has to become a non-stop and elaborate mime artist. It simply means that teachers deliberately increase the ways in which they normally back up what they
say by showing what they mean.
B. Theoretical Framework
In conducting the research, the theories that will be employed are the instructional design model both of Kemp’s and Yalden model of instructional
design, the theory of Natural Approach, the theory of vocabulary and the theory of young learner.
In the process of designing the materials, the study adopted the combination of Kemp’s and Yalden’s Instructional Design Model. The writer
used these two models because the combination reveals a clear and complete step in designing the materials. Kemp’s model emphasized on three major problems
those are objectives, activities and resources, and evaluation. Besides, Kemp’s model provided the flexibility to where the teacher would begin. Kemp offered to
revise in each step to obtain better performance in the next chance. Meanwhile, Yalden’s model also gave contribution in arranging the framework of the study by
completing Kemp’s instructional model and combining some step in Kemp’s to produce a well-arranged step to make the instructional material of the study.
Kemp formulated eight steps of in instructional material design model. However, the writer excluded some steps in Kemp’s model and replaced them
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