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3 INSTITUT PENDIDIKAN GURU KAMPUS KENINGAU, LOCKED BAG NO.11, 89009 KENINGAU, SABAH PAKK 2262D ENGLISH FOR EARLY CHILDHOOD TUGASAN 2: PENULISAN AKADEMIK Nama : SUARTATI ZAINUDDIN No. K/P : 900908125588 Angka Giliran : 2022012380013 Program : PROGRAM DIPLOMA PERGURUAN Ambilan : OKTOBER 2022 Unit : PAKK Nama Pensyarah : PN. BIANA WALTER MEDEN Tarikh Hantar : 30 NOVEMBER 2023 PENGAKUAN PELAJAR Saya mengaku bahawa tugasan kerja kursus ini adalah hasil kerja saya sendiri kecuali nukilan dan ringkasan yang setiap satunya saya jelaskan sumbernya. Tandatangan Pelajar: Suartati Tarikh: 30 NOVEMBER 2023 PEMERIKSA MODERATOR Markah Markah Tandatangan Cop Tandatangan Cop Tarikh Tarikh PENGESAHAN PELAJAR Saya mengesahkan bahawa maklum balas yang diberikan oleh pensyarah telah saya rujuki dan fahami. Tandatangan Pelajar: Suartati Tarikh: 30 NOVEMBER 2023
1 CONTENTS 1.0 INTRODUCTION................................................................................................................... 2 2.0 LANGUAGE SKILLS............................................................................................................ 3 2.1 Reading Skills ................................................................................................................... 3 2.1.1 Justification Of Suitability Of Activity To Children........................................... 7 2.1.1 (a) Qustion And Answers (QnA) based on flash card shows ......................... 7 2.1.1 (b) Let’s Arrange, Spell, read and write................................................................ 8 2.1.1 (c) Worksheet .............................................................................................................. 8 2.1.2 Stage In Preparing The Material.......................................................................... 10 2.1.3 The Cost To Make The Material........................................................................... 11 2.1.4 Description Of Material Use................................................................................. 11 2.2 Writing Skills ................................................................................................................... 13 2.2.1 Justification Of Suitability Of Activity To Children......................................... 17 2.2.1 (a) Sing A Phonic Song........................................................................................... 17 2.1.1 (b) Use Flashcard .................................................................................................... 17 2.1.1 (C) Multi-Sensory Approach: Magic Flour Box ................................................. 18 2.1.2 Stage In Preparing The Material.......................................................................... 18 2.1.3 The Cost To Make The Material........................................................................... 21 2.1.4 Description Of Material Use................................................................................. 21 2.3 Listening and Spearking Skills................................................................................... 22 2.3.1 JUSTIFICATION OF SUITABILITY OF ACTIVITY TO CHILDREN .................. 26 2.3.1 (a) Flashcard – Farm Animals................................................................................ 26 2.3.1 (b) Music, Audio and Video – Farm Animal Sounds and Song .................... 27 2.3.1 (c) Worksheet ............................................................................................................ 27 2.3.2 STAGE IN PREPARING THE MATERIAL............................................................ 28 2.3.3 THE COST TO MAKE THE MATERIAL ............................................................... 30 2.3.4 DESCRIPTION OF MATERIAL USE..................................................................... 30 REFERENCE.................................................................................................................................... 31
2 1.0 INTRODUCTION Early childhood development is the golden stage. So that the right stimulus is needed, so that early childhood development is more maximal. In recent years, the age limit to start teaching English has been increasingly reduced. As a rule, a four-year old child is ready considered fully ready for lessons. The main goal of educations and upbringings in the modern educational space is form a comprehensively developed person, a well-rounded person (O'ktamovich, E. Q, 2023) teaching language to preschool children should not be done as a chore, but as a fun, enjoyable and natural daily activity and this requires teaching using several effective methods. Teaching English language for early childhood is challenging for teacher because they require more preparation and patience to create comfortable and enjoyable in teaching. It is also not easy to do because the teacher should know the effective ways of teaching them, such as employing appropriate tricks and treats, creating students’ interest and making them pay great attention to learning process in the classroom. Good teachers are those who teach and are able to create positive response in their student (Cicih Nuraeni, 2019)
3 2.0 LANGUAGE SKILLS 2.1 Reading Skills RANCANGAN PENGAJARAN SLOT (RPS) Class: Tadika Kin Kiau Kinarut Age: 4 years Date: 21.11.2023 Day: Friday Time: 9.00 am – 10.00 am (60 minit) Number of children: 12 I’m Clever kids! Title: My Body Theme: Sub Theme: Student-centered and task- centered Strategies: Tunjang Komunikasi: Bahasa Inggeris Tunjang: BI 2.0 Reading Skills Focus: BI 2.2 Apply sounds of letters to recognise words Learning Standard: BI 2.2.2 Recognise small letter of the alphabet Kesepaduan Tunjang (SP) FK 1.1 Menunjukkan koordinasi mata dan tangan dan kemahiran motor halus melalui pelbagai aktiviti. BI PM 11.1.2 Mengamalkan sikap rajin dalam melaksanakan tugasan. KD 2.1.1 Menunjukkan sikap positif iaitu sabar, berkeyakinan dan tolongmenolong. Higher Order Thinking Skills (HOTS): Analyze, evaluate and apply Kemahiran Berfikir Aras Rendah: Remember, understand Previous Knowledge: Majority of all students can write Good Value: Cooperation, tolerance, hardworking and confident Strategies: Student-centered, material-centered, task-centered
4 21st Century Skills: teamwork Soft Skills: Cognitive skills, communication skills, problem solving skills Pedagogy 21st Century: Communication and collaboration, problem solving Learning Objective: In the end of the lesson, pupils can : 1. Able to spell and read the words family ”at” given. 2. Able to arrange alphabet and write down words family ”at” at the ’fun building mat’. 3. Able to write down the beginning letter to complete the words family ”at” based on the picture given. Teaching Aid: Flash card, ’fun Fun Building Mat, Alphabet magnetic letters Multiples Intelligence (MI): Verbal-linguistic intelligence EMK: Language and positive attribute STEP/TIME LEARNING CONTENT TEACHING ACTIVITYS NOTES Introduction 9.00 am - 9.05 am (5 minutes) Get students attention. • Show students a picture (flash card) 1. To gain the students,teacher show student a pictures and ask them question about object the picture. 2. For example: - What do you see in the pictures? - Can you name the objects in each type of pictures? Value: - Courage - Cooperation - Hardworking Thinking skills: - Understand - Remember Strategy: - Studententered - Materialentered EMK: - Language - Positive attribute
5 KI - Cognitive skills - Problem solving skills MI: Verbal-linguistic intelligence Step 2 9.30 am – 9.40 am (10 minutes) Teaching Aids: • Flash cards 1. Teacher will introduce the concept of reading skills and explain to students that they can use their reading skill to understaand and interpret information in pictures. 2. Show of different types of pictures (word with ”at”) 3. Teacher disscuss how we can identify and name object in each type of pictures. 4. Anticipate the misconception that students may think pictures are just for looking at and not for reading. Value: - Courage - Cooperation - Hardworking Thinking skills: - Understand - Remember Strategy: - Studententered - Materialentered EMK: - Language - Positive attribute KI - Cognitive skills - Problem solving skills MI: Verbal-linguistic intelligence Step 3 Guided practice Activity Title: “Let’s Arrange, Spell, read and write” Teaching Aids: • Flash cards 1. Teacher will provide student with ”Fun Building Mat” and ask them to work in pairs to identify the each picture and built the word use small letter magnetic alphabet.
6 • Fun Building Mat • Alphabet magnetic letters 2. After that, student will spell the word correctly based on the pictures shows. 3. Teacher will walk around the room to monitor student progress.
7 Step 4 Independent Practice 9.40 am – 9.45 am (5 Minutes) Worksheet: 1. Student will do a worksheet to identify and name the object based on picture. 2. Teacher will remind to student to use their reading skills and pay attention to details. 3. Set behavioral expectations for independent work time such ad staying focused and working quietly. 4. After finish, teacher will collect the worksheets for assessment. Step 5 Review and closing 9.45 am – 9.55 am (10 Minutes) - Scan back and make summarize. Example question: • What have we learned today? • Sing a song 1. Teacher will have a brief class discussion to summarize what was learned today. 2. After that, and pupils sing a song ” Word family -at ” - Youtube https://youtu.be/DkUun CjP3Hs 2.1.1 Justification Of Suitability Of Activity To Children 2.1.1 (a) Qustion And Answers (QnA) based on flash card shows Hatiningsih, N., & Adriyati, P. (2019) reading is an activity that can stimulate the children’s brain to perform well. Moreover, through reading, children may be able to attain excellent academic performance, develop great communication skill and collect vocabulary that help them to communicate well. So that, Kornell (2009) in Hatiningsih, N., & Adriyati, P. (2019) says elucidates that flashcard is one of the learning media that can be used to improve the initial reading skills. In addition, Kupzyk et al., (2011) in Hatiningsih, N., & Adriyati, P. (2019) also says that flashcard contains word or a series of
8 letters can be defined through image and flashcard cand be used to introducing letter sound. For example, there is a picture of book and its printed form “book”. It first, students are asked to see the picture and later teacher gives example of how to pronounce it. This is given in order to attract more attention of students as they may be bored and not attracted in the media only made up by letters. So that, using a QnA format based on flashcard can be an effective and engaging educational activities for kids for several reasons: • Interactive learning: flashcard encourage active participation and engagement. Kids can interact with information by asking and answering question, promoting a dynamic learning experience. • Visual stimulation: Flashcard often include colourful and visually appealing image that capture a kid attention. Visual aid can enhance memory retention and make the learning process more enjoyable. • Repetition and reinforcement: the question-and- answer format allow for repeated exposure to information Repetition is key for reinforcing learning and helping children remember important concept. • Positive reinforcement: when children successfully answer u=question on flashcards, they receive immediate positive feedback. This positive reinforcement can boost confidence and motivate continued learning. 2.1.1 (b) Let’s Arrange, Spell, read and write Let’s arrange, spell, read and write activity can help children learn to blend and read basic short vowel words using a game that can be played independently or by a group. Once they can read some CVC words, “fun building mat” are another fun and interactive way to help children to learn a new words. Fun building mat also is a great phonics activity for children who know their letters and sounds and are ready to begin blending words. 2.1.1 (c) Worksheet Teachers providing worksheets to preschool children to identify and name the object based on picture serves several important educational purposes: • vocabulary development. o Worksheet with pictures can help preschools associate words with visual representation, expanding their vocabulary. This is crucial for language development. • cognitive skill
9 o worksheets activity of matching names to pictures that requires children to process information, make connections between words and image and engage in basic problem- solving. • Observation Skill o Worksheets with pictures encourage children to observe details in image. This supports the development of trair observation skill, a foundation aspect of learning. • Communication skills o Naming object based on pictures fosters communication skills. It helps children express themselves verbally and understand the correction between word and their meanings. o • Early literacy o Connecting written words with images lays the groundwork for early literacy. Preschool begin to understandd that symbols (words) coney meaning, a fundamental concept for reading. • Fine motor skill o Depending on the worksheet activities (write word), fine motor skills are engaged. These skills are essential for tasks like writing and other hand-eye cordination activities. • Assessment o Worksheets provide a tool for educators and parents to assess a child’s understanding of concepts. This can help tailor future activities to adress specific learning needs.
10 2.1.2 Stage In Preparing The Material Step 1: Preparation of the equipment used Based on diagram above, the material used to make teaching aid Fun Building Mat are such as white paper (fun building mat), clear plastic, flashcard, alphabet magnetic letter and stationery. The use of the materials listed in figure 1 is very suitable because they are easily available, low cost and safe to use. Fun Building Mat (Paper) Clear plastic Flash card Alphabet magnetic letter Stationery
11 Step 2: Put the paper into the clear plastic So that, the paper is not easily damaged and the surpace of the plastic is easy to write using a marker pen and also easy to erase word on the clear plastic. 2.1.3 The Cost To Make The Material Item Cost (RM) Paper Recycle - Clear plastik RM 0.20 Flash card Free - Alphabet magnetic letter RM2.60 Stationery Free - TOTAL RM2.80 2.1.4 Description Of Material Use 1. Place it: Children can place the flashcard that provided in the ”Fun building mat”. If they have small toys that relate to the topic taught by teacher or to CVC words a real object could be placed in this section instead. 2. Arrange it: After that, children will arrange or build the word with letter manipulatives use magnatic letter that have been provided. In this section, children also orally segment and break apart the sounds in the word and help them spell the word.
12 3. Draw it: Children have to do a quick sketch of the object. 4. Write it: Finally, children can put it altogether and write the word on their own (worksheet) for additional fine motor practice.
13 2.2 Writing Skills RANCANGAN PENGAJARAN SLOT (RPS) Class: Tadika Kin Kiau Kinarut Age: 4 years Date: 20.11.2023 Day: Thursday Time: 9.00 am – 10.00 am (60 minit) Number of children: 12 Title: Theme: My Favorite Food Sub Theme: Flour writing Strategies: Berpusatkan murid dan berpusatkan tugasan Tunjang: Tunjang Komunikasi Bahasa Inggeris Focus: BI 3.0 Writing Skills Content Standard: BI 3.1 Develop prewriting skill BI 3.2 Develop writing skill Learning Standard: BI 3.1.1 Demonstrate fine motor control of hands and fingers by using writing tools correctly. BI 3.2.2 Copy and write small letters legibly. Kesepaduan Tunjang (SP) FK 1.1 Menunjukkan koordinasi mata dan tangan dan kemahiran motor halus melalui pelbagai aktiviti. BI PM 11.1.2 Mengamalkan sikap rajin dalam melaksanakan tugasan. KD 2.1.1 Menunjukkan sikap positif iaitu sabar, berkeyakinan dan tolongmenolong. Higher Order Thinking Skills (HOTS): Analyze, evaluate and apply Kemahiran Berfikir Aras Rendah: Remember, understand Previous Knowledge: Majority of children know about the functions of The Body (The function of the hand) Good Value: Coorperation, tolerance, hardworking anf confident
14 Strategy: Student – centered, material – centered, task - centered 21st Century Skills: Communication skills, resilient Soft Skills: Cognitive skills, communication skills, problem solving skills Pedagogi 21st Century: Communication and collaboration, problem solving Learning Objective: By the end of this lesson, pupils will be able to: 1. Write letter p and q correctly use magic flour box. 2. Write 4 out of 9 letter (p or q) based on the correct pictures. Teaching Aid: Magic flour box. Multiples Intelligence (MI): Verbal-linguistic intelligence EMK: Language and positive attribute STEPS / TIME LEARNING CONTENT TEACHING AND LEARNING ACTIVITIES REMARKS / BBM /MI Introduction (5 minutes) Get students attention. Teaching Aid: • phonics song https://youtu.be/tKsIi1MH4lw?si=feBC_MWGuZmlkQK6 • Teaching aid: Flash cards 1. To gain the students,teacher sing a phonic songs together with the students. 2. Ask the students what picture on the flash card given. 3. Tell students that today they will be practicing recognizing and writing the words on a magic flour box. - Laptop - Television - Flashcard MI: Interpersonal
15 Step 2 (10 minutes) Teaching aids: Flash card 1. Show picture cards of things that begin with the letter p and q. 2. Get the children to name the pictures, then make a phonic sound of letter p and q. 3. Draw their attention to the beginning letters for all those words. 4. Ask them to read out loud the words the chosen by the teacher. - Flashcard MI: Interpersonal Step 3 Guided practice (10 minutes) Teaching Aid: Magic flour box 1. Give each student a box of magic flour box. 2. Teacher will gives 4 words cards for each students. 3. As they place the words on the magic flour box, they will practice to write and recognise the words by writing using their fingers on the flour. 4. Teacher will show the students how to write using finger. 5. Call out the first words and the students will choose the correct words and have the students starts to write on the magic flour box. - Magic flour box
16 6. Teacher will walk around the room to monitor students progress. Step 4 Independent working time (5 Minutes) Activity: group activity 1. Students seat in a group. 2. Show the students the magic flour box that have words written on it. 3. Each group is required to write letter p and q on the magic flour box based on the flash cards shown by teacher. 4. Teacher check the writing if it is correct. 5. Teacher ask the class if the writing is correct or wrong? 6. If it is correct then teacher will give sticker as a reward. 7. If it is wrong then the teacher will help and guide the student to write correctly. - Magic flour box Step 5 Review and closing (10 minutes) Worksheet: 1. Teacher distributes worksheet to the pupils. 2. Pupils listen to the discriptions and start write the letter (p or q) based on the correct pictures. 3. Teacher check the answer and for child who can answer the question then give a small gift as a - Magic flour box - worksheet
17 sign he/she has a strong memory and for the child who can’t answer also give a gift as a sign to keep trying again 2.2.1 Justification Of Suitability Of Activity To Children 2.2.1 (a) Sing A Phonic Song In opening, to gain the students,teacher sing a phonic songs together with the students. Why teacher choose this activities because singing and music are employed as teaching strategies in the English language learning process (Endang Sri Andayani, 2022). Endang Asri Andayani (2022) also say, music with variety of features can be utilized to help children develop their cognitive capacities and they can practice their hearing sensivitiey with high pitch. Futhermore, English language learnig using song in one activites or way of teaching English by using singing or song as the media. Thought music, human can express their thought and feeling anf control their emotions (Nur Arifah Hanafiah, 2022). Songs are assumed can motivate students in learning language. It is because children are enjoy listening song, and singing and learning with it. That is why music is an essential part of the teaching – learning process for young learner (Ratna Purwanti, 2020) 2.1.1 (b) Use Flashcard Flashcard play a special role in teaching writing because they are characterized by originality and eagerness. Teaching writing by using flashcard can also be fun because usually the flashcard is colourful so the flashcard themselves can attract the learner’s attention (Paramita Kusumawardhani, 2019). There are benefits of using flashcard to teach and to improve the learners especially in English young learner skill. For example, by using flashcard, children will be easier to increase the ability they wrote. In addition, children will understand the concept that writing can be used as a medium to communicate. In accordance with the development of stage, each child will experience writing abilities as stage: the stages of strike out and scratch, linear repetition, random letters, phonetic, phase transitions spelling and conventional spelling (Paramita Kusumawardhani, 2019).
18 2.1.1 (C) Multi-Sensory Approach: Magic Flour Box The Department for Education and Skills (DFES, 2004) defines multi-sensory as “using visual, auditory and kinaesthetic modalities, sometimes at the same time”. This implies that multisensory approach at the use of strategies involving human sense including visual (what we see), auditory (what we hear), kinaesthetic and tactile (what we do or feel) to enhance learning. All these strategies can help to retain information in learner’s brain for the long term in its real sense through seeing, hearing, touching and feeling. This approach encourages learners to learn from their experiences by using more than on sense (Nurul Akmal et al, 2019). In writing skills, multi-sensory approach use magic flour box is the best way because it is indirectly obtained by developing and stabilizing the sense of touch, sight and sound such as perfecting hand and finger movement. It is very important to help children learn to write correctly. 2.1.2 Stage In Preparing The Material Step 1: Preparation of the equipment used Box Clear Gift-wrapping glitter plastic Clear plastic
19 Based on diagram above, the material used to make teaching aid Magic flour box are such as box, Clear Gift-wrapping glitter plastic, Clear plastic, flour, Sellotape, double tape and stationary . The use of the materials listed in stap 1 is very suitable because they are easily available, low cost and safe to use. Step 2: Put the paper into the clear plastic Cut the Gift-wrapping glitter plastic according to the size of the base of the box. The purpose of wrapping the base of the box using Gift-wrapping glitter plastic is to attract the attention of children because they really like colourful things. So that, when children draw letters on the flour, the letter formed are coloured. This can indirectly attract their interest to continue doing the planned activities. Flour Sellotape Double tape Stationary
20 Step 3: Stick the clear plastik Stick the clear plastic on the lid of the boz to be used as a flashcard pocket. Therefore, with the flashcard pocket, it will make it easier for us to place the desired picture and can change the picture easily according to the learning topic. Step 4: Put the flour inside the box Put the flour inside the box to do the axtivitiy of writing letter or words using fingers.
21 2.1.3 The Cost To Make The Material Item Cost (RM) Box RM 1.00 Clear plastik RM 0.20 Clear Gift-wrapping glitter plastic Free RM 1.50 Flour Free Sellotape Free Double tape Free RM 2.00 Stationery Free - TOTAL RM4.70 2.1.4 Description Of Material Use 1. Prepare the Magic Flour Box Prepare the Magic Flour Box and pour a layer of flour into the box, ensuring it covers the bottom evenly. 2. Introduction Begin by sitting with childrens and discussing the activitiy. Explain that you’ll be using flour to practice writing the alphabet. 3. Demonstration Demonstrate how to use a finger to write a specific letter based on the flashcard shows. For example, start with the letter ”p”. Show them the proper formation, starting point and direction for each strock. 4. Hands-on practice Allow your child to take over and try writing the letter themselves. Encourage them to feel the texture of thee flour and enjoy the sensory experience. Provide positive reinforcement and guidance as needed. 5. Repeat and reinforce Repeat the process for each letter of the alphabet.
22 2.3 Listening and Spearking Skills RANCANGAN PENGAJARAN SLOT (RPS) Class: B1 Age: 4 years Date: 20.11.2023 Day: Thursday Time: 9.00 am – 10.00 am (60 minit) Number of children: 12 Title: Animals Theme: Farm animals Sub Theme: Our sense Strategies: Berpusatkan murid dan berpusatkan tugasan Tunjang: Tunjang Komunikasi Bahasa Inggeris Focus: BI 1.0 Listening and speaking Content Standard: BI 1.1 Listen to and identify sounds Learning Standard: BI 1.1.1 Listen to and identify common sounds in the environment Kesepaduan Tunjang (SP) PM 11.1.2 Mengamalkan sikap rajin dalam melaksanakan tugasan. KD 2.3.3 Berinteraksi dengan yakin Higher Order Thinking Skills (HOTS): Analyze, evaluate and apply Kemahiran Berfikir Aras Rendah: Remember, understand Previous Knowledge: Majority of student already identify and know about farm animals Good Value: Cooperation, tolerance, hardworking and confident Strategy: Students-centered, Material- centered 21st Century Skills: Communication skills, resilience Soft Skills: Cognitive skills, communication skills, problem solving skills
23 Pedagogi 21st Century: Communication skills, resilience Learning Objective: By the end of this lesson, pupils will be able to: 1. Identify 4 out of 6 farm animals sound. 2. Can says 4 out of 6 names of the farm animals correctly Teaching Aid: Flashcard, let’s guess material, worksheet Multiples Intelligence (MI): Verbal-linguistic intelligence EMK: Language and positive attribute LANGKAH/ MASA ISI PELAJARAN AKTIVITI PDP CATATAN / BAHAN Introduction 9.00 am - 9.05 am (5 minit) Get students attention. - Hearing the sound 1. Asking the student to close their eyes and listen to the sounds around them. 2. Student and teacher discuss about the sound they heard and what might have caused them. 3. Teacher continue with ”Do Now” activitiy and consist of question: • What are some sound you hear in your environment? • Can you describe a sound you like? Value: - Respect - Tolerance Thinking skills: : - Understanding Strategy: - Studentscentered - Materialcentered EMK - Language KI - Cognitive skills - Communication skills MI/FPK: • Verbal- linguistic intelligence
24 Why do you like it? Step 2 9.30 am – 9.40 am (5 Minit) Teaching aid: - Flashcard 1. Teacher introduce the concept of sound and its sources using flashcard. 2. Teacher shows farm animals to the childrans and ask them about the name of the animals. Value: - Courage - Cooperation - Hardworking Thinking skills: - Understand - Remember Strategy: - Studententered - Materialentered EMK: - Language - Positive attribute KI - Cognitive skills - Problem solving skills MI: - Verballinguistic intelligence Step 3 Guided practice Teaching Aid: Let’s Guess! • various sound – farm animals • flashcard 1. Teacher play farm animals sound by scan the QR Code to listen and ask student to guess, identify and match them to corresponding pictures. 3. Teacher will monitor student performance by observing their engagement and pasticipation in the activity.
25 Step 4 Independent working time 9.40 am – 9.45 am (5 Minit) Teaching Aid: - Worksheet - 1. Student will be given a worksheet to match the farm animal with their sound. Value: - Courage - Cooperation - Hardworking Thinking skills: - Understand - Remember Strategy: - Studententered - Materialentered EMK: - Language - Positive attribute KI - Cognitive skills - Problem solving skills MI: Verbal-linguistic intelligence Step 5 Review and closing 9.45 am – 9.55 am (10 Minit) Teaching Aid: - Video (Youtube) https://youtu.be/zSScvjWxUmk 1. Before the end of the lesson, teacher play music ” Old MacDonald Had A Farm” dan ask to children to sing Value: • Brave • hardworking KB: • understand
26 • together and dance according to the dance show. 2. Teacher will have a brief class discussion to summarize what was learned today. • remember • strategy: student- centered Material- centered - EMK: • Language • Positive attribute KI: • Cognitive skills • Communication skills • Problem solving skills MI/FPK: • Verbal-linguistic intelligence • Intrapersonal intelligence 2.3.1 JUSTIFICATION OF SUITABILITY OF ACTIVITY TO CHILDREN 2.3.1 (a) Flashcard – Farm Animals According to the Kherachi Lina (2022), using flashcard in teaching language has advantages: - Flash cards are a quick learning aid. - Flashcards are one of the least expensive ways of teaching and learning that any childrens can carry to his different destinations. - Flashcards make the learning easier and they offer a large learning methods within one method. - Flashcard are a motivator for the visual memorization. - Flashcards facilitate the explanation of what is a noun, verb, adjectives and other vocabularies.
27 - Flashcards are a creative method of teaching and learning. So that, we can conclude that flashcard are one of the best used media for teaching and memorizing information kids would enjoy colour and image. 2.3.1 (b) Music, Audio and Video – Farm Animal Sounds and Song Using music or audio in this activity can be highly beneficial for several reason and the justification for its suitability can be grounded in both educational and developmental considerations. Here are some justifications of suitability of activity to children: - Enhanced vocabulary Exposure to music or audio can help children develop a rich vocabulary. Songs often include repetitive lyrics and rhymes, which can reinforce language patterns and make it easier for children to remember new words. - Phonological Awareness Music introduces children to different sounds, rhythms and patterns, contributing to the development of phonological awareness. This is crucial for early literacy skills. - Cognitive development Music is a powerful mnemonic device. The repetitive nature of songs and rhymes helps children remember words and phrases and promoting memory skills. - Multisensory learning Music engages auditory, visual, and sometimes kinaesthetic sense. This multisensory approach enhances the learning experience and reinforces language concept through different modalities. 2.3.1 (c) Worksheet While worksheets are commonly in educational setting, it’s important to approach their use in preschool with careful consideration. Here are some justifications for the suitability of using worksheets in listening and speaking skills: • Fine motor skills development Worksheets often involve activitiew that require children to use pencils for development of fine motor skills and hand-eye coordination. • Letterr recognition Well-designe worksheets can introduce basic letter recognition and literacy skills. • Independince and fokus
28 Completing worksheets independently fosters a sense of accomplishmet encourages focus on individual tasks, promoting a degree of independence in learning. • Assessment and progress tracking Worksheets can be use as tools for teachers to observe and assess a child’s progress in specific skills, helpning to tailor instruction to individual needs. Despite these justifications, it’s crucial to strike a balance and ensure that worksheets are used judiciously. Preschoolers also benefit significantly from hands-on, experiential learning, play-based activities and interaction eith their peers. An overreliance on worksheets may hinder the development of social skills, creativity and a love for learning. 2.3.2 STAGE IN PREPARING THE MATERIAL Step 1: Make a Flashcard using Canva Apps Step 2: Download animals sound from youtube
29 Step 3: Convert video to audio Step 4: Upload farm animal sound (audio) folder in google drive to make QR code
30 Step 5: Make a QR code using QR Code Generator Apps Step 6: Upoad the QR Code 2.3.3 THE COST TO MAKE THE MATERIAL To make this material, ot does not involve the spread of cost. Tjis is because teaching aids are produced using technology such as the internet and laptops. In addition, the use of application such as canva and youtube applications that require the internet to access them. 2.3.4 DESCRIPTION OF MATERIAL USE • To use this material, teacher need to acccess using a mobile phone to hear animal sounds. • After taht, teacher can shoose the desired animal sound. • Then, students will guess the sound of the animal and then choose the appropriate flashcard based on the sound they have heard.
31 REFERENCE Kusumawardhani, P. (2020). The use of flashcards for teaching writing to English young learners (EYL). Scope: Journal of English Language Teaching, 4(1), 35-52. Sarudin, N. A. A., Hashim, H., & Yunus, M. Md. (2019). MultiSensory Approach: How It Helps in Improving Words Recognition?.Creative Education, 10, 3186-3194. https://doi.org/10.4236/ce.2019.1012242 Lestari, M. (2020, December). Montessori game tools for children literacy. In 1st International Conference on Early Childhood Care Education and Parenting (ICECCEP 2019) (pp. 33-36). Atlantis Press. O'ktamovich, E. Q. (2023). Innovative Approach To Teaching English Language To Preschool Children. " Germany" Modern Scientific Research: Achievements, Innovations And Development Prospects, 9(1). https://journal.ipts.ac.id/index.php/ED/article/view/3445/2218 Kherachi Lina (2022). Teaching English Vocabulary to Young Learners Using Flashcards Techniques: The case of Preschool Learners in Harrar Private School-Biskra. Cicih Nuraeni. (2019). Promoting vocabulary using total physical response (TPR) Method on early childhood english language teaching. Jurnal Penelitian Humaniora. 20 (2) , 67 - 79