Teaching English for young learners

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Foreword
Praise and gratitude to Allah SWT for the abundance of grace and gifts so that we can
composed this book. This book is structured to provide information on strategies and
learning method English For Young Learners. And can also give encouragement
to students throughout Indonesia. Of course, the author is aware that this book
still far from perfection. However, we hope that with this book, we can
encourage readers' enthusiasm in applying English For learning strategies and methods
Young Learners. We hope that the readers will be able to share this book with their friends
colleagues around who need this book.

Dharmasraya, June 2022

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TABLE OF CONTENT

PREFACE ................................................. .................................................. ................................... ii
TABLE OF CONTENT...............................................................................................................iii
CHAPTER I Teaching English For Young Learners................................................................ 3
What is Teaching English For Young Learners ?...................................................................... 3
CHAPTER II Srategies for EYL................................................................................................ 4

A. Definition of Learning Strategies........................................................................................ 4
B. English Learning .................................................................................................................. 4
C. Learning Process .................................................................................................................. 6
CHAPTER III Learning Method for EYL ............................................................................. 10
A. Principles English Teaching for Young Learners......................................................... 10
B. Method English Teaching For Young Learners ........................................................... 11
REFERENCES............................................................................................................................ 14

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Chapter I

What is Teaching English For Young Learners ?

A. Teaching English For Young Learners
English for young learners at the primary level (approximately ages of three to twelve

years old) are cognitively primed to acquire language skills in ways that lend themselves to an
integrated skills and content -based, experiential approach. The teachers who understands the
cognitive and social processes of second- language acquisition for English for Young Learners
(EYL) is better equipped to help learners navigate the processes of classroom learning activities
while also creating a fun, positive environment. In many cases, Teaching English for Young
Learners (TEYL) teachers in English as a Foreign Language (EFL) settings have a limited
amount of time to accomplish their teaching goals and meet local requirements regarding the use
of specific texts, tests, or other materials. A low-resource environment can also pose challenges.
In this course, students have the opportunity to explore solutions for such challenges through an
overview of current research and best practices (always contextdependent) for TEYL, plus
experimentation with a wide array of freely available online and local resources.

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Chapter II
Strategies for EYL

A. Definition of Learning Strategies

Learning strategy is a method or set of methods or techniques that
carried out and taken by a teacher or student in making efforts
a change in behavior or attitude. Therefore, the learning strategy
is a learning activity that must be done by teachers and students
so that learning objectives can be achieved effectively and efficiently (Kemp, 1995).

B. English Learning

Policies regarding local content subjects in elementary schools, namely

the policy of the Ministry of Education and Culture of the Republic of Indonesia Number: 0487/14/1992 Chapter VIII which

states that elementary schools can add subjects to their curriculum,
provided that the subjects do not conflict with the objectives of national education.
Policies regarding the English language program in elementary schools were followed up by several
province by responding in the form of a policy, namely by issuing a letter
decisions and develop local content curricula. In the process
the development of English which was originally a local content subject
electives become mandatory local content subjects. According to Government Regulation
Republic of Indonesia Number 19 of 2005 concerning National Education Standards, it is necessary
find out how the position of English subjects in elementary school. From

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The basic framework and structure of the current curriculum can be seen in Article 7 paragraph 7 "
that English lessons in SD/MI are included in the aesthetics subject group.
The 2006 policies related to local content subjects are
ministerial regulation Number 22 of 2006 which states that the subject
local allocated two hours, that means 2x35 minutes. Besides that, it's also clear in the regulations
minister that local content subjects are programmed in grades 4, 5 and 6 of the school
Base.

The next policy is the regulation of the Minister of National Education Number 23
Year 2006, which is about graduate competency standards for basic education units and
medium. Competency standards for graduates of education units (SKLSP) are developed
based on the goals of each educational unit. For English subjects as
The content in SD/MI is as follows: Listening Understanding instructions, information, and
very simple stories that are told orally in the context of class, school, and
surrounding environment. Speaking Expressing meaning orally in discourse
very simple interpersonal and transactional in the form of instructions and information
in the context of the classroom, school and environment. Reading Read aloud and
understand the meaning in instructions, short functional text information, and descriptive text
very simple pictures that are delivered in writing in the context of class,
school, neighborhood. Writing Write down words, expressions and functional text
very simple short with proper spelling and punctuation. Material Material that
used for teaching is material taken from various sources other than
The main source is in the form of textbooks and is related to the learning concepts
contained in the curriculum. Learning materials are provided with the support of appropriate media
support in the form of authentic media, pictures, videos and related objects
with everyday life. This refers to the principle of the method that the material
learning must be able to provide opportunities for students to
develop knowledge according to the intelligence they have without
limitation; can be used to develop all the intelligences possessed by students;
able to provide space for students to learn independently and be applied
in daily life; able to help students to conduct self-evaluation and
develop lessons.

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C. Learning Process
Curriculum material is delivered through -oriented activities

interactivity, creativity and feel happy by utilizing learning tools in
room (in-door) and outdoor (out-door). Pay special attention, apart from
cognitive aspects (conceptual), affective aspects (emotions and attitudes) and psychomotor (practice
and habituation). This is not only limited to the learning process, but also
on the assessment (assessment) of student achievement. Appropriately arranged class atmosphere
agreement between teachers and students, making the process of teaching and learning
more relaxed and students can easily accept the material presented by
guru.

1. Metode Songs ands Games Nyanyian (Songs)
According to Kasihani (1983) in his book English For Young Learners. Song
(Singing) is a series of words sung with rhythm and tone
certain. By singing a song, the teacher invites students to do
activities related to daily life. Song created
with two goals, namely: The song was created just to be enjoyed, and
Songs created for learning purposes, for example teaching

certain vocabulary, phrases, or sentence patterns. Then the teacher needs to choose and
determine the appropriate song according to the needs and learning objectives
must be achieved. Song was chosen as one of the most powerful techniques for learning
English for children? Songs and rhythms are an important part of
children's lives and is also a tool or medium for language learning
for a child. Teaching and learning especially foreign languages, will be more
interesting when packaged in a series of interesting activities as well. Study
language through singing makes children feel happy to learn because of them
enjoy the song, while singing they are actually learning English.
Songs created for the learning of children in the classroom usually have
the following characteristics: Contains words, phrases, or sentences with certain themes.
Elements of language are repeated Generally chanting is contextualized so that it is easy
memorized. Songs are sung with limb movements (action songs).
Songs can be sung by children outside the classroom.

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2. Be happy and fast.

When teaching English with songs, teachers need to pay attention
several important things, including the following Choose a song that suits you:
student characteristics and level of language development. Song lyrics don't be too
long so it is not difficult to memorize. The song should be interesting, dynamic, and
happy tone. For a specific purpose, for example, the teacher wants to teach
certain language then choose a song that contains repetition of the language item.
In choosing a song, it is necessary to consider the use of simple words and
easy to pronounce. Short songs with simple and toned words
joy will be quickly memorized. There are many ways to teach singing. Usually
before singing the teacher gave an example of reciting the lyrics of the song. After

When words are introduced, students are asked to imitate their teacher. Listen and technique

repeat can be applied at this time. The teacher must pronounce correctly and clearly
so that students can listen and then imitate correctly. Another way,
the teacher can use the help of a cassette when he does not master the melody of the song
the. Play the cassette 2-3 times and students are asked to listen. Then the teacher
sing and students imitate. If without cassette the teacher or student can
playing a musical instrument, such as the guitar or harmonica. Song can be sung
together first. Then if it is done smoothly
group. After that, if there is time, do it in pairs and
maybe individually.

3. Games

Sewlh Games according to Khan (1991) states, the game is an activity that
carried out according to certain rules. Children play because they are happy. Child
learn through games, when they play together, children interact
one with the other. In these interactions, language skills can be
built, especially listening and speaking. According to
some experience communicative language game experts have 6

characteristics, namely: Players must interact with each other Players must understand the rules

is in the game The game has a clear purpose Context

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activities are clear Players must be actively involved Players get rules
special in play.

4. Simon Says

The following is an example of Simon Says. The teacher asks the students to
perform actions
Teacher : “Simon says sit down”. (students sit)

"Simon says put your hands on your head." (Students put their hands up
on his head)

"Simon, clap your hands". (students applaud)
Simon says ..........
(students do what the teacher says).

5. Question-Answer

The following is an example of a question-answer. This game trains patterns
certain sentences and there is an element of competing with students from other groups.
For example, the sentence pattern what is it? And It's a ... or it's an adjective. Students are divided
into two groups, competing to give the correct answer.
Contoh: Guess what fruit!
Teacher: it’s yellow. It’s long. It’s sweet.
What i it”Students: it is .... (a banana)
Teacher: it’s red, it’s round. It’s sweet.
What is it?
Students: it is a ....
Furthermore, when the teacher's position is smooth, the students can play. Could
also students and one group prepare questions for the group
others they use sentence patterns that they have learned or are currently
they learn by using familiar vocabulary.
This is ....
Forwarded by students based on the existing pictures.
This is a (bird) Etc.

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6. Guessing Games

The following is an example of learning with guessing games. Teacher
show small packets and ask students to guess what is there
in the package. This is good for practicing yes/no questions.
Students (S) : Is it a toy?
Teacher (T) : No, it isn’t
(S) : Is it some chocolate:
(T) : No, it isn’t
(S) : Can you eat?
(T) : Yes, it can

7. Find differences

Activities to train students' accuracy can be done in pairs or in pairs
groups, two pictures are given to students and they are asked to find
some of the differences (find differences) that exist in the picture with
using familiar English vocabulary. They can also
ask the teacher or look it up in the dictionary.

8. Whisper game

The following is an example of a whisper game. Students sit in a row or
circle The teacher whispers something (word or phrase) to the first student.
For example are you hungry? The student continued by whispering
the same expression to his friend to continue whispering to
others Whispers are only done once and should not be repeated by Students
The last one will state the word or phrase out loud. Student
first also said out loud to find out if the expression
what the last student heard was the same. The final situation will make students laugh if
the sentence spoken by the last student is very different from the sentence
listen to the first student.

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Chapter III

Learning Method for EYL

A. Principles English Teaching for Young Learners
The way children learn English and also how to teach it is very important

depending on their level of development. Early childhood gives feedback
on language based on what they do or what they can do
with him. Early childhood has the advantage that they like to imitate and
they are often unaware of themselves and usually they are ready to
enjoy the activities that the teacher has prepared for them.

These factors mean it is easy to maintain a level of motivation
and make teaching English something possible
enjoyed and is a fun experience for children. In
provide English subject matter we must adjust to the level of
their development. The scope of the material that we can provide to

early childhood include:

ÿ Names of colors
ÿ Numbers up to ten (Numbers one to ten)
ÿ Family (family)
ÿ Animals (Animals)
ÿ Fruits and Vegetables
ÿ Parts of the body

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ÿ I am / You are
ÿ There is / there are
ÿ I like / I don’t like

ÿ Simple classroom commands ; stand up, sit down open your books etc.

These limitations are the scope of teaching English to children
early childhood in general. Given all or nothing or even added with
other material depends on the ability of the child and the teacher who knows better.
The environment in which they live (in rural / urban areas) is very influential on
level of mastery of English in early childhood. Below are some things
things to consider in providing activities for teaching English
in children:

Activities should be simple enough for children to understand.

ÿ The tasks given should be according to their abilities.
ÿ Activities should be mostly based on spoken language (oral), of course to

Early childhood listening activities are also given a sizable portion.
ÿ Writing activities should be avoided for early childhood.

B. Method English Teaching For Young Learners

To provide good educational services to early childhood, we must
understand their characteristics and know the needs according to the level of
their development. Thus we can provide appropriate activities
with their needs and in the right way. In accordance with the world of early childhood,
they learn through play (learning through play) and play is a learning process
for them (playing is learning), then we provide activities to them
the way that fits their world is to play. There are several methods or ways in
provide activities for teaching English, including:

ÿ Games and Songs with action. Games and songs followed by movement
bad.

ÿ Total physical response activities. Activities followed by physical movement
in full.

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ÿ Tasks that involve coloring, cutting and sticking
cut and paste.

ÿ Simple repetitive stories Simple stories that are repeated.

ÿ Simple repetitive speaking activities

Simple speaking activities that are repeated.

The English teaching methods mentioned above are activities

who have communicative value in language. These activities will

has communicative value when packaged in three phases called “ PPP

“ yaitu Presentation, Practice and Production.

The Presentation Phase

In this stage of material delivery the teacher introduces some vocabulary,

and there must be three things clearly, namely; what does it mean, when is it used and

how to say.

The Practice Phase

It is very important that children get enough opportunities to

practice English. They can do listening activities

(listening) and Saying (speaking) by imitating and repeating

repeat. They can do it individually, in pairs, in groups

as well as classical. Keep in mind that new English practice can

This is done when the child understands the English they are using.

The Production Phase (Disclosure / use stage)

It is very important that children get enough opportunities to

practice English. They can do listening activities

(listening) and Saying (speaking) by imitating and repeating

repeat. They can do it individually, in pairs, in groups

as well as classical. Keep in mind that new English practice can

This is done when the child understands the English they are using.

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REFERENCES
Arikunto, Suharsimi. 1998. Research Procedure: A Practical Approach. Jakarta: PT. Rineka
Cipta.
Cameron, Lynne. Teaching Languages to Young Learners. Cambridge University Press. 2002
Cameron, L. (2003). Challenges for ELT from the expansion in teaching children. ELT Journal,
57(2), 105–112.
Ministry of National Education. 2003. Law of the Republic of Indonesia Number 20 of 2003 concerning the System

National Education. Jakarta: Ministry of Home Affairs.

Hamalik, Omar. 1995. Curriculum and Learning. Bandung: Jemmas. 2011. Learning Process
Teach. Jakarta: Earth Literacy.
Kasihani KE 2010. English For Young Learners. Increasing Children's Potential Through English
Fun, Fun, and Interesting Class. Ed. 1, Cet. 3. Jakarta: Earth Literacy.
Education Unit Level Curriculum (KTSP) for Elementary Education Units SD/MI (Semester
I&II) (Guidelines for Elaborating Basic Competencies into Curriculum Indicators and Materials
Education Unit Level (KTSP). 2007. Jakarta: BP. Cipta Jaya.

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