Here are the key implications of Multiple Intelligences theory for EYL teaching: - Design activities that appeal to different intelligences - linguistic, logical, spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, naturalist. - Use a variety of teaching methods like songs, chants, movement, role plays, games, art/craft to engage different intelligences. - Assess students in different ways - oral tests, projects, portfolios rather than just written tests. - Be aware that students may have different strengths. Provide options that play to their strengths. - Help students identify their own strengths to build self-awareness and confidence as learners.

1. ENGLISH FOR YOUNG LEARNERS (EYL) /
TEACHING ENGLISH TO YOUNG LEARNERS
(TEYL)
By:
Sri Supiah Cahyati, M.Pd
English Education Study Program
IKIP Siliwangi
2018

2. Session 1 a
• Syllabus (see Attachment)
• Project (see Attachment)
• Some Terms in Teaching English

3. Some Terms in Teaching English
TESL (Teaching English as a Second Language) :
Learning of English by immigrants to a country where English is the native
language.
Ex : Korean child moved to Australia is an ESL learner in her English class.
TEFL (Teaching English as a Foreign Language):
Learning of English by students in a country where English is
not the native language.
Ex: Children are learning English at school, university,
or a language school in their own country.

4. Slattery & Willis (2005)
TEVYL: Teaching English
to Very Young Learners
(children under 7).
TEYL: Teaching English to
Young Learners (children
between 7-12).
Pinter (2006)
Older learners:
children at junior &
senior high school.
Adult learners: students at
university level/above
secondary school.

5. • Teacher as a role model
• Daily conversation (classroom language) as exposure
to the students.
• Students tend to imitate the teacher.
Using English as a Means of
Communication to Students

6. Good morning everybody how are you? (I’m
fine)
Good morning everybody how are you?
(I’m fine)
Good morning to you,
Good morning to you,
Good morning everybody how are you?
(I’m fine)
=> Good morning, Eci
Good morning, Irfan
1 Good Morning

7. 1 Alphabet Song
A B C D E F G
H I J K L M N O P
Q R S T U V
W X Y and Z
Now I know my ABC
Next time won’t you sing
with me
A B C D E F G
H I J K L M N
O P Q R S T U
V W X Y Z

8. Session 1 b
• Characteristics of Young Language Learners
• Some Myths and Misconception about SL/FL
Learning
• Skills should be Taught First in TEYL

9. Characteristics of Young Learners
(Pinter, 2006)
• Children are at pre-school/in the first couple of
years of schooling.
• Generally they have a holistic approach to
language, which means that they understand
meaningful messages but cannot analyze
language yet.
• They have lower levels of awareness about
themselves as language learners as well as
about process of learning.
• They have limited reading & writing skills even
in their first language.
• Generally, they are more concerned about
themselves than others.
• They have a limited knowledge about the world.
• They enjoy fantasy, imagination, & movement.

10. VYLs (under 7) YLs (7-12)
• Acquire through hearing and
experiencing lots of English, in much the
same way they acquire L1
• Learn things through playing; they are
not consciously trying to learn new
words or phrases – for them it’s
incidental
• Love playing with language sounds,
imitating, and making funny noises
• Not able to organize their learning
• Not able to read or write in L1;
important to recycle language through
talk and play
• Their grammar will develop gradually on
its own when exposed to lots of English
in context
• Are learning to read and write in L1
• Are developing as thinkers
• Understand the difference between the
real and the imaginary
• Can plan and organize how best to carry
out an activity
• Can work with others and learn from
others
• Can be reliable and take responsibility
for class activities and routines
For more information, see: Slattery, M., & Willis, J. (2001). English
for primary teachers. Oxford: Oxford University Press.

11. Characteristics of Older/Adult Learners
• These children are well established at
school & comfortable with school
routines.
• They show a growing interest in
analytical approaches, which means
that they begin to take an interest in
language as an abstract system.
• They show a growing in their
learning.
• They have well developed skills as
readers & writers.
• They have a growing awareness of
others & their viewpoints.
• They have a growing awareness
about the world around us.
• They begin to show interest in real
life issues.

12. Misconceptions in teaching approach to younger learners can
lead to failure
(Musthafa, 2000)
• Teacher tend to approach the teaching-learning process & employ teaching
methods & techniques for the teaching English to young learners in an
exactly the same way as they would teach adult learners.
• Actually, children have their own culture & learning preferences. They learn
by way of physical activities that embedded in their daily life, they have a
relatively short attention span, & they learn with the motive of meeting
immediate goals (here & now principle)

13. Some myths and misconceptions about
second/foreign language learning
(Musthafa: 2000)
A. Children learn second/foreign languages
quickly & easily.
Adolescents & adults perform better than
young children under controlled conditions,
except pronunciation. Young children do not
have access to the memory techniques &
other strategies that more experiences
learners use in acquiring vocabulary & in
learning grammatical rules. Children are
more likely to be shy & embarrassed around
peers that are adults.

14. Some myths and misconceptions about
second/foreign language learning
(Musthafa: 2000)
B. The younger the child, the more skilled in acquiring an L2/FL
Oyama (in Pinter, 2006) found that the earlier a learner begins a
second language, the more native like the accent he/she developed.
An early start for “foreign” language learners makes a long sequence
of instruction leading to potential communicative proficiency possible
& enables children to view L2 learning & related cultural insight as
normal & integral.
Beginning language instruction gives children more exposure to the
language.

15. Some myths and misconceptions about
second/foreign language learning
(Musthafa: 2000)
C. The more time students spend in an
L2/FL context, the quicker they learn
the language.
The increased exposure to English does
not necessarily speed the acquisition of
English. Children with exposure to the
home language & to English acquire
English language skills equivalent to
those acquired by children who have
been in English-only program.

16. Some myths and misconceptions about
second/foreign language learning
(Musthafa: 2000)
D. Children have acquired an L2/FL once they can speak it
For school-aged children, proficiency in face-to-face
communication does not imply proficiency in the more
complex academic language needed to engage in many
classroom activities. Children may have language problems
in reading & writing that are not apparent if their oral
abilities are used to gauge their English proficiency.

17. Some myths and misconceptions about
second/foreign language learning
(Musthafa: 2000)
E. All children learn an L2/FL in the same way
Some children are outgoing, sociable & learn the second language
quickly, they do not worry about mistakes, but use limited resources to
generate input from native speakers. Other children are shy & quite,
they learn by listening & watching, they say little, for fear of making a
mistake. Children are likely to be more responsive to a teacher who
affirms the values of the home culture.

18. Skills should be taught in TEYL
As in mother tongue
learning, English should
start with an emphasis on
listening & then speaking
because children often
cannot read & write at all
yet.
listening should precede speaking
(communicative skills should be the aim of the good
language classroom).
comprehension of language
should precede production.
reading and then writing will
emerge when the language
learner is ready and should not
be forced.

19. 2  Head, Shoulder, Knees, and Toes
(Kepala, Pundak, Lutut, Kaki)
Kepala, pundak, lutut,
kaki (lutut, kaki)
Kepala, pundak, lutut,
kaki (lutut, kaki)
Mata, telinga, mulut,
hidung, dan pipi
Kepala, pundak, lutut,
kaki (lutut, kaki)
Head, shoulder, knees,
and toes (knees and
toes)
Head, shoulder, knees,
and toes (knees and
toes)
And eyes, and ears,
and mouth, and nose
Head, shoulder, knees,
and toes (knees and
toes)

20. Days
(Nama-Nama Hari)
Senin, Selasa,
Rabu, Kamis,
Jumat, Sabtu, Minggu
Itu nama-nama hari
Sunday, Monday,
Tuesday, Wednesday,
Thursday, Friday,
Saturday
=> (2x)

21. Session 1 c
• Basic Concepts of Language Teaching
• Mutiple Intelligences
• Theories of Children Learning Development
• TEYL in Indonesia Context
(Assignment: Identifying English teaching-
learning for YL, the name of the school, the book
used, the way the teacher teach, the assignment
given)

22. How to teach English
in Classroom Context

23. Discussion
How to be a good teacher?
How to describe learning and teaching?
How to teach across age levels?
 Teaching children,
 Teaching teens,
 Teaching adults
How to plan lessons?
Workshop: Teaching Materials and supplementary

24. How to be a good teacher?
A. How should teachers give instruction?
B. Who should talk in class?

25. A. What makes a good teacher?
Source: Private language School students in Britain (Harmer, 2004)
He/she should make his/her lesson interesting so you
don’t fall asleep in them
I like the teacher who has his/her own personality &
doesn’t hide it from the students- those come through
the lesson
I like a teacher who has a lot of knowledge, not only of his
subject
The teacher should be able to correct students without
offending them
A good teacher is an entertainer in a positive sense, not a
negative sense

26. B. How should teachers give instructions?
• The worst activity in the world is a waste of
time if the students DON’T understand what it
is they are supposed to do.
2 rules for giving
instructions
It must be kept as simple
as possible: “what is the
important information I'm trying
to convey?”
It must be logical:
“which information do they
need first?, which should
come next?”.

27. C. Who should talk in class?
TTT (Teacher Talking Time) -- STT (Student Talking Time)
Students are the people who need practice, in other words, not the
teacher .
A good teacher maximizes STT and minimizes TTT
How is TTT ineffective?
when the teacher’s voice drones on and on day after day and where
she/he hardly ever hear the students say anything /apply the lesson
– TTT is considered over-used and not very attractive.
When TTT is EFFECTIVE?
when the T knows the rough-tune language to students’ level 
The Ss get a change to hear the language which is certainly above
their own productive level, but they can more or less understand!

28. How to describe learning and teaching?
A. Language learning
B. The necessary elements for successful
language learning in classroom
C. How do the three elements of ESA fit
together in lesson sequences?
D. What teaching model have influenced
current teaching practice?

29. What do we know about language learning?
•The students are usually exposed to language which
they more or less understand even if they can’t
produce the language spontaneously themselves.
•They are motivated to learn language in order to be
able to communicate.
•The students have opportunities to use the language
they are learning (they need to be motivated, be
exposed to language, given chances to use it)

30. The important elements in a language
classroom: ESA
Engage Study Activate

31. The important elements in a language
classroom
Engage
• Teaching sequence where teachers try to arouse the
students’ interest, thus involving their emotions
• Activities and materials involved more fun & better learning
Study
• The activities that the students are to focus on language (or
information) and how it is constructed
Activate
• Exercises and activities which are designed to get students
using language as freely and ‘communicatively’ as they can

32. Teaching Models which have influenced
current teaching practice
Grammar Translation
Audio Lingualism
PPP: Presentation, practice, and production
Task-Based Learning
Communicative Language Teaching (CLT)

33. Teaching Across Age Levels

34. Five Categories in Teaching Children
• Don’t teach Grammar (at the first time they learn
English)
• Rules stated in abstract terms grammatical concepts
• Require more repetition than adult
Intellectual
Development
• Here and now activities
• A variety of lesson
• Animated teacher
• A sense of humor
• Children have a lot of natural curiosity
Attention
Span
• TPR
• Hands on activities
• Sensory aids
• Nonverbal language/gestures
• Authentic, meaningful language
Sensory Input

35. Teaching Adults
Adults are able to handle abstract rules and
concepts
Adults have longer attention spans for material
Adults often bring a modicum of general self-
confidence
Adults, with their abstract thinking, are better to
understand a context-reduced segment of language

36. Teaching Teens
The “Terrible teens” are an age of transition,
confusion, self-consciousness, growing, and
changing bodies and minds.
Teens are in between childhood and
adulthood, therefore a very special set of
considerations applies to teaching them (Brown,
2001).

37. • Complex problems can be solved with logical thinking
• Attention spans are lengthening as a result of intellectual
maturation
• Varieties of sensory input are still important
• Factors surrounding ego, self-image, and self-esteem are at
their pinnacle
• Secondary school students are of course becoming
increasingly adultlike in their ability to make those occasional
diversions from the “here and now” context.
Harmer (2005); Brown (2001)

38. Basic Concepts of Language
Teaching
What can go wrong?
• We do not give the children space to
notice.
• They do what we want them to do.
• They do not try for themselves.
• They do not experiment enough.
• They are unsuccessful.
• They do not make links.

39. • Motivation
• Willing to make mistakes
• Good at guessing
• Making accurate prediction
Factors influencing successful in language learning
(Brewster, Ellis, Grard, 2003)

40. Child-Centered
Learning
(Paul, 2003)
Noticing
Playing/
Experimenting
Challenging/
Taking a risk
Wanting
Succeeding
Linking/
Internalization
The teacher explained/demonstrated before the children
started practicing.

41. Essential principles of how to facilitate children a foreign language
(Pinter, 2006; Andini, 2007; Utami, 2004; Harmer 2002)
Giving exposure by using English for the
instruction
Giving children chances to be engaged in the
teaching and learning process
Giving support to children
Providing good techniques of teaching
Providing good media
Providing good environment

42. L1 Environment L2 Environment
• Language highly
contextualized
• In the real world the
language used is authentic
• Learner highly motivated
• Language more
decontextualized
• In the classroom the
language used tends to be
artificial
• Learners may not be highly
motivated
Although children may use similar
processes for acquiring L1 and L2,
the environment for L1 and L2
acquisition can be quite different
(Brewster, Ellis & Girard, 2004).
Therefore, it is important to remember that an early start alone will not necessarily improve
children’s ability to learn English. It is also very important that L2 instruction include language
structures that are presented within a context that is meaningful and communicative.

43. Now that we have looked at different learning styles and characteristics of
young language learners, try to fill in the boxes in this mind map. With a
partner, take turns reading each bubble before describing what word best
fits each box.
Use these words to fill in the boxes:
 Enjoyable
 Full of practice
 Meaningful
 Purposeful
 Social
 Supported
This mind map can be found in the following article:
Read, C. (1998, April). The challenge of teaching children. English Teaching Professional, 7: 8-10.
Retrieved August 1, 2005, from http://www.etprofessional.com/articles/challenge.pdf

45. Teaching implication
Teacher should be sensitive,
open to the needs and
interests of various age
groups, and continually
monitor their changing needs.

46. Multiple Intelligences
&
Implication to EYL Class
“One child may be more
intelligent in one way and
another may be more
intelligent in another”
(Paul, 2003)

47. Multiple Intelligences
&
Implication to EYL Class
For teachers (responsibility):
To learn about the different learning styles or
intelligences to cater every type of learners in the
classrooms.

52. Multiple Intelligences
(from different sources)
1. Linguistic :
• Express oneself
• Understand what others
are trying to say through
words
Teacher centered explanations
• Essays and written reports
• Reading selections
Book based grammar and
language function
explanations
• Gap-fill exercises

53. 2. Logical/mathematical :
• Understand and manipulate
numbers
• See cause and effect
relationship
Multiple Intelligences
(from different sources)
Grammar categorizing
activities
• Grammar rules study
and inductive
explanations
• Error recognition
• Correcting work based
on teacher indications
• Develop mind-maps
and other vocabulary
charts

54. 3. Spatial :
• Form mental images of layouts
• Find ways around
• Learn through pictures and drawings
• Mind maps
• Using photos, paintings, etc. to
encourage discourse
• Creating personal road maps / other
visual aids to use during discourse
• Graphs used to initiate explanations of
statistics
• Videos
• Creating multimedia projects
• Highlighting texts in different colors to
indicate tense, or function
• Games such as Pictionary
Multiple Intelligences
(from different sources)

55. 4. Bodily/Kinesthetic:
• Use parts of body to make things
• Do activities such as playing ball
games
• Typing
• Movement games (especially
popular in children's English classes)
• Role plays / drama
• Pantomime vocabulary activities
• Facial expression games
• For classes with access to athletic
facilities, explanation of sporting
rules
Multiple Intelligences
(from different sources)

56. 5. Musical :
• Produce and recognize
songs
• Play around with
melodies
• Singing
• Composing rhythm
• Adapting/modifying
song
Multiple Intelligences
(from different sources)

57. 3Rainbow
(Pelangi)
Rainbow, rainbow
How beautiful you are
Red, yellow, and green
In the blue blue sky
Your creator is great
I wonder who is it
Rainbow rainbow
The creation of God
?

58. 3 I Love Everybody
(Aku Sayang Ibu )
?
One and one
I love my mommy
Two and two
I love my daddy
Three and three
I love brother, sister
One and two and three
I love everybody

59. I love my father,
and I love my mother,
I love my brother,
and my sister too
(2x)
Yes, they are my family (2x)
Famili...family...oh...oh...oh...oh..
3 Family

60. 3 Little Teapot
(Teko Kecil )
Aku teko kecil yang
mungil
Ini gagangku dan
corongku
Bila mendidih, aku
bersiul (tuiiiiit)
Miringkan aku dan
tuangkan
I’m a little teapot,
short and stout
Here is my handle,
here is my spout
When I get my steam
up then I shout
(tweeeeet)
Tip me over and pour
me out

61. 6. Interpersonal:
• Understand others
• Cooperate with others
• Small group work
• Team competitions
• Role plays using dialogues
• Peer teaching
Multiple Intelligences
(from different sources)

62. 7. Intrapersonal:
• Understand ourselves
• Know similarities and
differences from others
• Deal with emotions
• Writing in logs and diaries
• Estimating learning strengths,
weaknesses, progress over
time
• Understanding learner
objectives
• Speaking about one's personal
history with confidence
Multiple Intelligences
(from different sources)

63. 8. Naturalist :
• Recognize species of plants
• Characterize different animals
• Relate to natural world
• Exploring outdoors but in English
• Shopping and other field trips
• Collecting plants to learn
appropriate vocabulary
Multiple Intelligences
(from different sources)

64. Implication to EYL Class
(Paul, 2003)
1. Understand and
respect, different
children learn in
different ways
2. Be careful about
putting individual
children into categories
3. Avoid making
generalized statement
about children
4. Provide a wide
variety of activities

65. “Exposure to English”:
How much children hear &
how often they have
opportunity to interact in
English.
It’s important that
opportunities are created in
the classroom for children to
be exposed to natural
language & to interact with
each other
The implication:
Teachers’ competencies
in terms of their
proficiency in English to
provide the necessary
exposure to the
language, and their
methodology to offer
appropriate tasks &
activities for children to
communicate in a variety
ways.

66. Creating English-rich environment at
schools
1. Wise words in the halls
2. Labels in English
3. Wall magazines in English

81. Always check the
spelling!

89. MATERI
PEMBELAJARAN
ANAK USIA DINI

90. Materi usia 0 – 3 tahun:
• Pengenalan diri sendiri (Pengembangan konsep diri)
• Pengenalan perasaan (perkembangan emosi)
• Pengenalan tentang orang lain (perkembangan
sosial)
• Pengenalan berbagai gerak (perkembangan fisik)
• Mengembangkan komunikasi (perkembangan
bahasa)
• Keterampilan berfikir
(perkembangan kognitif)

91. Materi usia 3 tahun ke atas:
• Keaksaraan (peningkatan kosa kata & bahasa,
kesadaran phonologui, wawasan p[engetahuan,
percakapan, memahami buku-buku & teks lainnya.
• Konsep Matematika (pengenalan angka-angka, pola-
pola & hubungan, geometri & kesadaran ruang,
pengukuran, pengumpulan data, pengorganisasian &
mempresentasikannya.
• Pengetahuan alam (objek fisik, kehidupan, bumi &
lingkungan)
• Pengetahuan sosial (tempat hidup
orang banyak, bekerja, berinteraksi)

92. Materi usia 3 tahun ke atas:
• Seni (tari, musik, bermain peran, menggambar &
melukis)
• Teknologi (alat-alat & penggunaan operasi dasar)
• Keterampilan proses (pengamatan & eksplorasi,
eksperimen, pemecahan masalah, koneksi,
pengorganisasian, komunikasi & informasi)

93. Hal penting bagi orang tua:
•Peka terhadap perbedaan kemampuan
masing-masing anak
•Terbuka terhadap perubahan anak
•Pendampingan dan penghargaan yang
tepat.
•Kecerdasan tidak ditentukan oleh gen
namun lebih banyak ditentukan oleh
perlakuan/lingkungan.

94. Noble, Professional & Global Educator
•Bermain.
•Bercerita
•Bernyanyi
•Bercakap (dialog dan tanya jawab)
•Piknik
•Praktik langsung
•Bermain peran (sosio-drama)
•Penugasan

95. Theories of Children Learning Development
(Mooney, 2000)
1. Sensory-motor stage
(from birth to 2 years of age):
The young child learns to interact with
the environment by manipulating objects
around him.
2. Pre-operational stage
( from 2 – 7 years of age):
The child thinking is largely reliant on
perception but he/she gradually becomes
more & more capable of logical thinking. On
the whole this stage is characterized by
egocentrism & a lack of logical thinking.
3. Concrete operational stage
(from 7 – 11 years of age):
Year 7 is the turning point in cognitive development
because children’s thinking begins to resemble
“logical” adult-like thinking. They develop the ability
to apply logical reasoning in several areas of
knowledge at the same time but this ability is
restricted to the immediate context. This means that
children at this stage cannot yet generalize their
understanding.
4. Formal operational stage (from 11
onwards):
Children are able to think beyond the
immediate context in more abstract terms.
They are able to carry out logical operations
such as deductive reasoning in a systematic
way. They achieve “formal logic”.
1. Jean Piaget:
There are 4 universal stages of
development that all children go
through & the development was a
process of acquiring the principles of
formal logic

96. Child Development (Piaget)
Sensory-motor stage
(0-2)
Pre Operational stage
(2-7)
Concrete operational
stage (7-11)
Formal operational
stage (11-onwards)

97. • The social environment, the
cultural context, and the influence
of peers, teachers & parents
engaged in interactions with
children are major sources of
learning & development (Social
Constructivism).
• The other concept is the Zone of
Proximal Development (ZPD). It is
the difference between the current
knowledge of the child & the
potential knowledge achievable
with some helps from a more
knowledgeable peer/adult.2. Lev Vygotsky
Theories of Children Learning Development
(Mooney, 2000)

98. “Scaffolding: helping children to
learn by offering systematic support”
Theories of Children Learning Development
(Mooney, 2000)
3. Jerome Bruner
“The social environment, i.e. social
interaction with parents & teacher
can make a difference in terms of
offering unique, enriching
experiences. “

99. “When assessing children’s
intelligent, it had no unitary
character, rather, it manifested
itself in many different ways in
different children (multiple
intelligences). The types of
intelligences are linguistic,
logico-mathematical, musical,
spatial, bodily/kinesthetic,
interpersonal, intrapersonal,
and natural. “
4. Howard Gardner
Theories of Children Learning Development
(Mooney, 2000)

100. “Children often produced
language that they could not
have heard in natural
interaction with others
(Universal Grammar)”
5. Noam Chomsky
Theories of Children Learning Development
(Mooney, 2000)

101. “Brain plasticity was only
conducive to language learning
until puberty (Critical period
hypothesis). Children below 11-
12, who are given advantageous
learning circumstances, such as
plenty of input & interaction in
an English environment, are
more likely to acquire English to
native levels without an accent”
6. Eric Lenneberg
Theories of Children Learning Development
(Mooney, 2000)

102. Theories of Children Learning Development
(Mooney, 2000)
7. James Asher
Total Physical Response (TPR):
Kinesthetic intelligence and memory
is used because children do not
learn in a conscious intellectual way.
Children do not learn by thinking,
but by “doing” things.

103. 8. Krashen & Terrell
The Input Hipothesis
Theories of Children Learning Development
(Mooney, 2000)
Stephen Krashen
Spoken fluency in second language is not taught directly.
Rather the ability to speak fluently and easily in a
second language emerges by itself, after a sufficient
amount of competence has been acquired through
input.
We acquire (not learn) language by understanding input
that is a little beyond our current level of (acquired)
competence. Listening comprehension and reading are
the primary importance in the language program, and
the ability to speak (or write) fluently in a second
language will come on its own with time. Speaking
ability "emerges" after the acquirer has built up
competence through comprehending input.
Tracey Terrel

104. Input Hypothesis (Cont.)
The Major Points On the Input Hypothesis are:
It relates to
acquisition, not to
learning;
Spoken fluency
emerges gradually
and is not taught
directly
We acquire by
understanding
language a bit
beyond our
current level of
competence.
This is done with
the help of context
When caretakers
talk to acquirers so
that the acquirers
understand the
message, input
automatically
contains "i+1", the
grammatical
structures the
acquirer is "ready"
to acquire

105. • Whatever helps comprehension is
important
• Vocabulary is important. With
more vocabulary, there will be
more comprehension, and there
will be more acquisition.
• In giving input, in talking to
students, the teacher needs to be
concerned primarily with whether
the students understand the
message.
Input Hypothesis (Cont.)
The implications for classroom practice

106. • Education should be child
centered.
• Education must be both
active & interactive.
• Education must involve the
social world of the child
and the community.
Theories of Children Learning Development
(Mooney, 2000)
9. John Dewey
• Plan purposeful
curriculum.
• Make sense of the
world for children.
• “It’s fun” is not
enough.

107. • Children learn language and other
significant life skills, without conscious
effort, from the environments where
they spend their time.
• Children learn best through sensory
experiences, by doing & through
repetition.
• Children are capable of great
concentration when they are
surrounded by many interesting things
to do & given the time and freedom to
do them.
• Children need more physical activity.
Theories of Children Learning Development
(Mooney, 2000)
10. Maria Montessori

109. • How children develop the
foundation for emotional & social
development & mental health.
• Consider individual differences.
• Focus curriculum on real things.
• Stages of Psychosocial
Development (“Eight Ages of
Man”); theory of emotional
development, which covers the
life spans of human beings.
11. Erik Erikson
Theories of Children Learning Development
(Mooney, 2000)

110. TEYL in Indonesia Context
(Musthafa, 2010)
Requirements for effective TEYL:
a. English should be used all the time
to ensure that children have
relatively much exposure to English.
b. Print-rich environment in English
should be created and around the
classroom.
c. Teachers of EYL should use activity-
based teaching-learning techniques
such as TPR, games, & projects.
d. The teachers should use various
techniques for short periods of time
to maintain the interest level of the
children in engaging the English
lessons.
English is as a local
content in Elementary
school & EFL in
Indonesia.

111. e. The teachers should focus on functional
English for vocabulary development & for
immediate fulfillment of communicative
needs of the learners.
f. The teachers should reiterate often to
ensure the acquisition of English
expressions/vocabulary items.
g. The teachers should provide useful,
acquisition-promoting routines.
h. The teachers should have a good command
of English & have an ability to act as a role
model to the learners they teach.
TEYL in Indonesia Context
(Musthafa, 2010)

112. a. No exact curriculum/lesson plan
for teachers to teach EYL
conducted by the government in
Indonesia.
b. The English teachers in primary
schools are confuse of how to
conduct a good lesson plan.
c. The stage is not clear enough to
achieve the lesson’s objectives
which are appropriate with the
level of the students.
The Problem of
EYL in Indonesia
Context
(Fadilah, 2017)

113. Session 2 a
• Instructions in Organizing the Classroom
• Teaching Vocabulary & Grammar

114. Teacher’s Instructions in Organizing the
Classroom

115. 1. Pre-activities:
a. Greetings:
Good morning, students.
Good afternoon, everybody.
b. Do the prayer
before we start let’s pray together.

116. LET’S SING A SONG
Good morning every body, how are you?
(I’m fine)
Good morning every body, how are you?
(I’m fine)
Good morning to you, Good morning to you,
Good morning every body, how are you?
(I’m fine)
=> Just fine / I’m good

117. Teacher’s Instructions in Organizing the Classroom
(Classroom Language)
• Greetings:
• Good morning, students / Good afternoon,
everybody.
• Register:
• Who is absent today? / Who isn’t here today? /
What’s the matter with ... today? / Why were you
absent last ...?
Pre-activity
•a. Waiting to start:
•I’m waiting for you to be quiet / We won’t start until
everyone is quiet / Stop talking & be quiet.
•b. Time to begin:
•Let’ s begin our lesson now / Is everybody ready to
start? / Open your book at page...
•c. Late:
•Where have you been? / Did you oversleep?
•d. Checking Ss’ understanding :
•Is there any questions? / Do you understand? / Do you get
it? / Are you with me?
Whilst-activity

118. - Let’s call the roll.
- Let’s take the register.
- Let’s check to see who is here.
- Is anyone away?
- Is everybody here?
- Who is missing?
b. Checking attendance

119. - Arrange the classroom
- Sing a song
- Say a rhyme
- Play a game
c. Ways of starting lessons

120. 2. Main-activity:
- I’m waiting for you to be quiet
- Stop talking & be quiet.
- Let’ s begin our lesson now
- Is everybody ready to start?
- Open your book at page...
- Is there any questions?
- Do you understand?
- Do you get it?
- Are you with me?

121. Daily Conversation in
Classroom
• Listen!
• Repeat!
• Sit down
• Work in pairs
• Raise your hand
• May I borrow your pen?
• May I go to the toilet ?
• How do you say ……. In English?
• Make a line
• Close the door.
• Come forward, please.
• Open the book

122. • a. Time to stop:
• It’s almost time to stop / We’ll have to stop here /
That’s all for today.
• b. Next time:
• We’ll do the rest of this chapter next time / We’ll
continue this chapter next…
• c. Homework:
• Do exercise … on page … for your homework.
• d. Goodbye:
• Goodbye, students. See you on… / See you again
next … / Have a good holiday.
Post-activity
Teacher’s Instructions in Organizing the Classroom
(Classroom Language)

123. 3. Post-activity:
a. That’s all for today.
b. Goodbye, students.
c. See you on…
d. See you again tomorrow
e. Have a good holiday.

124. • Good Bye
• Bye
• See you again
• See you tomorrow
• Thanks for coming
• Have a good day
• Have a nice day
Classroom language:
General Closing

125. •Hello!
•Good morning/afternoon.
•Good day
•Good to see you.
•How are you?
•How are you doing?
•How is everything?
•How’s everything going?
•Hi.
•What’s up?
•How are things (with you)?
•How’s it going? It’s always a pleasure to see you.
Classroom Language:
General greetings

126. •Listen to me, please.
•Trace the words on the paper.
•Color the pictures/objects.
•Draw a butterfly on the paper.
•Glue it on the colored paper.
•Stick it on the board.
•Cut this paper out carefully.
•Don’t speak too loud.
•Don’t say it anymore, it’s not
good.
•Sit down on the mat, please.
•Put your things in your bag.
•Cut and paste this paper
please.
•Take off your bag children.
• Let’s sing and dance
together!
•Don’t play with your chair, it’s
dangerous!
•Come forward and hit the
board.
•Touch something red!
•Let’s make a big/small circle.
•Take out your color pencils.
•Don’t take off your shoes!
Classroom Language:
Teacher’s Instructions

127. – What’s your name?
– How old are you?
– Are you happy now?
– Are you sad?
– Are you hungry?
– Are you tired?
– Have you done your home work?
– How’s your weekend?
– How’s your long holiday?
– Do you understand?
– Is that clear enough?
– Do you listen to me?
– Can you write (it/that) to me?
– Can you come forward?
– Are you with me?
– Can you repeat after me?
– Would you like to read for us?
– Can you draw the ship?
– Can you color the pictures?
– What color is your bag?
– What’s your favorite color?
– What’s your favorite food/drink?
– What’s your favorite number?
– How many… have you got?
– What time do you get up/go to
bed?
– What time do you finish at
school?
– When is your birthday?
– Where do you live?
Classroom Language:
Teacher’s Questions (1)

128. – Do you like…?
– Can you say that again?
– Can you give it back to me?
– Can you put the rubbish into the
trash bin?
– Can you cut this paper out?
– Can you stick this paper on the
board?
– Can you fold the paper into two
sides?
– Can you move your chair a little?
– Can you sit next to him/her?
– Who likes going to the zoo?
– Can you tell me about your work?
– Can you stand up?
– Can you touch your finger on
your nose?
– Can you touch something
green?
– Who feeds a pet?
– Who likes singing?
– Who had a big breakfast this
morning?
– Who is your favorite hero?
– Who can answer me?
– Whose pen is this?
– What does your father do?
– Who wants to be an astronaut?
Classroom Language:
Teacher’s Questions (2)

129. MOTIVATING EXPRESSIONS

130. • That’s good!
• You’re right!
•Good work!
•Great!
•That’s it!
•Excellent!
•Good remembering!
•Keep on trying!
•Keep up the good work!
•I’m so happy to see you again.
•That kinds of work makes me happy.
Motivating Expressions:

131. Teaching vocabulary and grammar
Vocabulary & grammar should be taught
& learnt together. It’s better if grammar
is noticed & learnt from meaning-
focused input, children need to be able
to see the relationship between form &
function.
Teacher should provide lots of meaningful
practice, recycling, & guidance in attending to
language form. So children will learn grammar
in a holistic way.

132. What grammar to teach?
(Brewster, Ellis, Grard, 2003)
• Facts.
Example: the plural of foot is feet, not foots.
• Patterns.
Example: My favorite (color/food) is (blue/fried chicken).
• Choices.
Example: I like swimming/reading/…etc.
I go to school by car/on foot/…etc.

133. Teknik Pembelajaran (Damayanti, 2014)
• Grammar sebaiknya diajarkan tidak secara terpisah
terutama untuk very young learners , tunggu sampai
mereka siap (diatas 8-9 tahun).
• Belajar grammar dapat dimulai dari menghapal
‘formulaic chunks’. Membicarakan sesuatu yang
bermakna dengan anak dapat dijadikan cara yang jitu
untuk memperkenalkan grammar. Grammar dapat
diajarkan tanpa perlu menjelaskan label-label teknis
(seperti: intensifying adverb, past tense, etc.)

134. Example of Pattern
Teacher Talk: (Wave your hand over the page.) “Look! I see a
park. I see boys and girls. The boys and girls are in the park.”
Repeat. “The boys and girls are in the park.”
1. Teacher: (Point
to the slide. Ask
children to listen,
point, and repeat)
This is a slide.
3. Children’s
Response:
(Listen, point,
and repeat.)
This is a slide.
2. Teacher: (Point
to the swings. Ask
children to listen,
point, and repeat.)
These are
swings.
4. Children’s
Response:
(Listen, point,
and repeat.)
These are
swings.

135. Teaching using Story Telling
Purposes :
• To expose children to more language.
• To revise language/vocabulary.
• To present new language.
• To practice listening, speaking, reading,
writing.
• To extend/enrich children’s language

136. Assessment activities
(Brewster, Ellis, Grard, 2003):
• Listen/read, then change from singular to plural, etc.
• Fill in gaps with the correct grammatical/vocabulary item.
• Correct grammatical/vocabulary mistakes in sentence.
• Correct the word order in a sentence.
• Read/listen to lists of words & classifying them.
• Sequence time expressions, such as: today, yesterday,
tomorrow.
• Use picture prompts to contrast things using comparatives,
tenses, etc.

137. 4 BINGO (=> spelling)
There was a farmer had a dog and Bingo was it’s name..o..
B…I…N…G…O… B…I…N…G…O B…I…N…G…O
And Bingo was it’s name … o…
There was a farmer had a dog and Bingo was it’s name..o..
(clap)…I…N…G…O, (clap)…I…N…G…O, (clap)…I…N…G…O
And Bingo was it’s name … o…

138. 4 The Itsy Bitsy Spider
(Binatang Kecil )
Binatang kecil naik
tembok yang tinggi
Turun hujan, binatang
jatuh
Terbit matahari, hujan
berhenti
Binatang kecil naik
tembok kembali

139. Session 2 b
• Teaching Listening & Speaking

140. Teaching Listening
(Pinter, 2006)
Children should start with easier
“listen & do” activities, teacher
often talk a lot in the target
language because they provide
the language input, teacher use
“language modification” to
avoid & solve
misunderstandings, like
repetitions, comprehension
checks, clarification requests, &
confirmation checks, TPR, and
listening to stories.

141. Teaching Tips
(Slattery & Willis, 2001)
Support children’s early efforts in speaking by:
• Look at what they have done & talk about it,
even if they won’t understand everything you
say. Give your shy pupils more chance to talk to
you individually.
• Waiting for their responses
• Repeating what they say in English
• Frequently summarizing what different pupils
say
• Give children lots of opportunities to speak,
BUT …
Don’t pressure on children to speak if they are
not ready
• Remember: silent children are still likely to be
listening & learning

142. The Initial Stages In Teaching Speaking
(Brewster, Ellis, Grard, 2003)
Use Formulaic language:
• Simple greetings:
Good morning, how are you?/ I’m fine, thank you. And you?
• Social English:
Did you have a nice weekend?/ Have a nice weekend!
• Routines:
What date is it today?/ What day is it today?
• Classroom language:
Listen. Repeat. Sit down. Work in pairs. Good.
• Asking permission:
May/Can I go to the toilet, please?/ May I wash my hand?/Can I look at the book?
• Communication strategies:
Can you say that again, please?/How do you say… in English?/I don’t know.

143. We can help our pupils understand what
we say in English:
• With our tone of voice, eye contact.
• By using gestures, facial
expressions, pictures/diagrams, real
things.
• By using familiar contexts & topics,
rephrasing what we say in as many
ways as we can, occasional use of
their mother tongue.

144. Activities Recommended in Teaching
Listening & Speaking
“Singing, reciting rhymes,
listening to stories, playing
games according to the
learners’ age, interests &
abilities”

145. 5 Ten Little Indian
Boys (=>counting)
One, little two, little three, little
Indian,
Four, little five, little six, little Indian,
Seven, little eight, little nine, little
Indian,
Ten, little Indian boys
Ten, little nine, little eight, little
Indian,
Seven, little six, little five, little
Indian,
Four, little three, little two, little
Indian,
One, little Indian boy

146. 5 Ten
Aeroplanes(=>counting)
One, little two, little three, little aeroplanes,
Four, little five, little six, little aeroplanes,
Seven, little eight, little nine, little aeroplanes,
Ten aeroplanes flying high
Ten, little nine, little eight, little aeroplanes,
Seven, little six, little five, little aeroplanes,
Four, little three, little two, little aeroplanes,
One aeroplane flying high

147. Five little ducks went out one day
Over the hills and far away
Mother duck said: “quack quack quack quack”
But only four little ducks came back
Four little ducks went out one day
Over the hills and far away
Mother duck said: “quack quack quack quack”
But only three little ducks came back
5Little Ducks (1)

148. Three little ducks went out one day
Over the hills and far away
Mother duck said: “quack quack quack quack”
But only two little ducks came back
Two little ducks went out one day
Over the hills and far away
Mother duck said: “quack quack quack quack”
But only one little duck came back
5Little Ducks (2)

149. One little duck went out one day
Over the hills and far away
Mother duck said: “quack quack quack quack”
But none of those little ducks came back
Mother duck, she, went out one day
Over the hills and far away
Mother duck said: “quack quack quack quack”
And all of those little ducks came back
5Little Ducks (3)

150. Session 2 c
• Teaching of Reading & Writing

151. Teaching Reading and writing
(Pinter, 2006):
“It would be controversial to introduce
reading & writing in a second language
to children who are not yet literate in
their first language.”
“Reading & writing are usually taught in
parallel because children who begin to read
enjoy writing too. Children can only benefit
from phonics training if the meaning of the
words makes sense to them.”

152. It is useful for children to start:
• Reading with phonics (see another slide)
• Writing with tracing, copying, or air
writing. Visual aids like Posters
containing commonly used phrases,
calendars, and English notice board
would attract children’s attention &
help them make the links between
spoken & written forms.
Teaching Reading and writing
(Pinter, 2006):

153. Slattery & Willis (2001)
- All children listen from birth & naturally acquire speech
- All children have to learn how to read & write
- If children’s mother tongue is written in Roman script, you
can use a teaching method that focuses on meaning from the
beginning
- If children have a mother tongue that is not based on Roman
script, then you will have to spend some more time on
sounds, letter shape & word recognition
- Meaning is the most important element in reading just as it is
in listening
- So, reading comes before writing.

154. Priorities when teaching reading & writing
(Slattery & Willis, 2001)
• Focus on meaning
• Word recognition
• Making the connection between familiar sounds &
written words/phrases
• Naming the letters of the alphabet
• Predicting the pronunciation of a written word

155. Teaching reading & writing
using cards
Reading
 Matching words/phrases with
pictures
 Labelling pictures/objects
 Predicting from initial sounds
 Re-arranging jumbled letters
to make a word
 Classifying words into sets
 Ordering sentences in the
correct sequence
 Guessing the missing word
 Games that involve
recognizing words & meaning
Writing
 Copy/write from memory the
word/phrase that matches
 Write a label
 Finish the word st…
 Write the whole word
 Copy/write the names of all
the people in the story
 Copy/write out the story in
the right order
 Copy the phrase/sentence
putting in the missing word
 Bingo, writing races

156. 6 If You’re Happy and You Know it
(Jika kau suka hati)
?
If you’re happy and you know it clap
your hands (clap clap)(2x)
If you’re happy and you know it
Then your face will surely show it
If you’re happy and you know it clap
your hands (clap clap)
 Stomp your feet
 Nod your head/Say hurray
 Do all three (clap, stomp, nod/say hurray)

157. Session 3 a
• Lesson Plan of TEYL

158. How to plan Lesson?
• Lesson plan gives the lesson framework, an overall
shape.
• Good teachers are flexible and respond creatively
to what happens in the classroom, but they also
need to have thought ahead, have a destination
they want their students to reach, and know how
they are going to get there.
• What are the aims of a plan?
a good plan needs to reflect coherence and variety

159. The ideal compromise is to plan a lesson that has an internal
coherence but which nevertheless allows the students to do
different things.
A good Lesson
plan
Coherence
Students can see
a logical pattern
to the lesson
Variety
There has to be
some variety in a
lesson period

160. A number of important questions before
teacher starts to plan an activity:
Why do you want to do it?
What will it achieve?
How long will it take?
What might go wrong?
What will you need to do it?

161. Sample Lesson plan
1. Goal : students will increase their familiarity with past tenses, word
formation and time expression.
2. Skills: speaking and writing
3. Objectives:
• Students will comprehend a simple sentence in past tense (T elicits using
pictures, invites, and introduces the past tense verbs)
• Students will identify past tense verbs and try to memorize some (pair
work/group work board game)
• Students will comprehend and produce verbs-studied and necessary vocabulary
in past tense (speaking activity)
• Students will comprehend the word formation of past tense and they are able to
make in written form(exercises from workbook/student’s book)
• Homework
4. Materials and Equipment: pictures, worksheets, books.
5. Duration/Time: 90 minutes

162. Quickie Procedure/Scenario:
1. Opening: Greeting.. Chit chat
2. Review previous lesson (5’)
3. Checking (5’)
4. Intro new materials elicit some pictures, cards, board rush etc
(10’)
5. Past tense Board game (group work)  test them (15’)
6. T invites the questions (drill/repetition) (10’)
7. Worksheet 1 (speaking worksheet-pair work) (10’)
8. Worksheet 2 (all students are involved-Mingle) (10’)
9. Do and check the exercise  Std Bk page.? (15)
10. Review (10’)
11. Home work (SB/WB exercises) + Closing
NB: Back up activities: Bingo/ any games

163. A Lesson Plan of TEYL
(Paul, 2003)
Child-centered Learning:
– Noticing
– Wanting
– Challenging/taking a risk
– Playing/experimenting
– Succeeding
– Linking/Internalization

164. Teacher-centered
• We can plan a lesson
carefully
• We can use time effectively
• We can teach clearly and
logically
• The children behave well
and do not chat so much.
• The children enjoy
themselves
• They learn naturally and
actively
• They are spontaneous
• Their eyes shine brightly
Child-centered

165. What can go wrong?
• We do not give the children space to notice
• They do what we want them to do
• They do not try for themselves
• They do not experiment enough
• They are unsuccessful
• They do not make links

166. Planning a Lesson
• Preparation
• From familiar to unfamiliar
• Varying the focus
• Varying the style
• Moving on to the next target

167. Techniques
- Repetition
- Introducing new
words
- Introducing new
patterns
- Creating a need

168. Organization
One-to-one, pairs, and
groups
Routines
Scoring systems
Homework

169. LEARNING CONDITIONS
• Plenty of exposure
• Lots of repetition and routine
• Friendly environment
• No compulsion of communication—based on
desire
• Unlimited time
• Parent and child do things together

170. 8 Old Mc Donald’s Farm (1)
Old Mc Donald had a farm (ee i ee i oh)
And on his farm he had a duck (ee i ee i oh)
With a quack quack here and a quack quack there
Here quack there quack
Everywhere a quack quack
Old Mc Donald had a farm (ee i ee i oh)

171. 8 Old Mc Donald’s Farm (2)
Old Mc Donald had a farm (ee i ee i oh)
And on his farm he had a cow (ee i ee i oh)
With a moo moo here and a moo moo there
Here moo there moo
Everywhere a moo moo
Quack quack here and a quack quack there
Here quack there quack
Everywhere a quack quack
Old Mc Donald had a farm (ee i ee i oh)

172. 8 Old Mc Donald’s Farm (3)
Old Mc Donald had a farm (ee i ee i oh)
And on his farm he had a pig (ee i ee i oh)
With an oink oink here and an oink oink there
Here oink there oink
Everywhere an oink oink
Moo moo here and a moo moo there
everywhere moo moo
Quack quack here and a quack quack there
Everywhere quack quack
Old Mc Donald had a farm (ee i ee i oh)

173. 8 Old Mc Donald’s Farm (4)
Old Mc Donald had a farm (ee i ee i oh)
And on his farm he had a turkey (ee i ee i oh)
With a gobble gobble here and a gobble gobble there
Here gobble there gobble
Everywhere a gobble gobble
oink oink here and oink oink there
Here an oink there an oink
Everywhere an oink oink
Moo moo here and a moo moo there
here moo there moo
everywhere moo moo
Quack quack here and a quack quack there
here quack there quack
Everywhere quack quack
Old Mc Donald had a farm (ee i ee i oh)

174. Session 3 b
• Recommended Activities in Teaching
Listening, Speaking, Reading & Writing
• Assessing Young Learners

175. in telling a story:
Tell the base story line in English using pictures, lots of
dialog, actions, gestures & change your voice according to
the characters.
Let the children ask you questions in their mother tongue,
accept their contribution & recast it in English, show them
again with actions, gestures & pictures what you mean.
Involve the children as much as possible. Let the children’s
questions show you what you have to make clearer.
Speak to them & look at them when you are telling the story.

176. Teknik (classroom management) (Damayanti, 2014)
1. Buatlah anak-anak merasa nyaman dengan
pengaturan tempat duduk yang dekat dengan guru
agar gerakan guru ataupun buku yang dipegang guru
dapat terlihat dan suara guru dapat terdengar jelas.
2. Gunakan alat bantu audio-visual, seperti benda-
benda nyata yang otentik, boneka, gambar, topeng,
dll.
3. Ajarkan formulaic language pada anak seperti simple
greeting: hello! How are you?/I’m fine, thank you.
And you? Social English: Did you have a nice
weekend?/Have a nice weekend! Routines: What’s
the date? Classroom languages: Listen! Repeat! Sit
down! Work in pairs! Good! It’s your turn! Be Quite!
4. Asking permission: can I/may I go to the toilet? Can I
clean the board? Can I wash my hands?
Communication strategies: Can you say that again,
please? How do you say …… in English? I don’t
understand

177. Storytelling with young learners
(Wright, 1995)

178. Why stories?
Stories are :
Motivating for children
Interesting and enjoyable
A rich source of language and
experiences
A source of natural, authentic
language

179. Why stories?
Stories offer:
A connection to the children’s life and interests
Language in meaningful contexts
Multiple possibilities for activities involving
multimodality
Insights into the culture of the author/s
A structure/plot that can be followed and often a
natural repetition of vocabulary and structure
Opportunities developing reading/ listening skills
A way to develop children’s attention spans
A way to develop a lifelong love for reading and
books

180. So children…..
Want to listen
Listen with a purpose and become involved in
meaningful communication
Develop learning strategies (not all is
understandable, searching for meaning,
predicting and guessing strategies)
Become aware of the general “feel” and
sound of the L2
Develop general learning (issues/topics linked
to other curriculum subjects), cognitive skills
and creative thinking

181. How to choose a story
A story should always be interests and
developmental level of the child
For young learners a story should have:
A clear story line
Plenty of repetition
Helpful illustrations
Opportunities for joining in
At a level where children can understand
most of it (with appropriate help)
Linked with a topic you are working on
(curriculum)

182. How to tell the story
Decide if you will tell or read the
story
Decide if you will modify the
language and how
Prepare
Act out the story
Find opportunities for students to
join

183. Storytelling is a process
Usually there are 3 stages in storytelling:
Pre-storytelling stage (to prepare the
students to follow the story)
While-storytelling stage (to engage
students in the storytelling process)
After storytelling stage (expanding the
story to further creative activities,
consolidating/evaluating understanding)

184. Storytelling activities:
Pre-storytelling for young
learners
Pre-teach key vocabulary
Use a song connected to
theme
Introduce and talk about the
main characters

185. Storytelling activities:
While-storytelling for young learners
Students hold up pictures of objects
or characters when these are
mentioned in the story
Join in the story
Asked to guess what comes next
Sequence pictures

186. Storytelling activities:
After-storytelling for young
learners
Draw a picture of a favourite
scene
Make a class book of the story
Act out the story
learn the story in the form of a
chant

187. Creating, selecting/adapting a story:
•It has a problem-solution pattern (probably).
•It has some readily identifiable characters.
•It will stir their imagination.
•It has some dialog (probably).
•It has a regular pattern, with repeated language.
•It contains useful structures/phrases/lexis/phonemes
which you want the children to learn.
•It doesn’t contain too much difficult/unusual new
language.
•It provides lots of ideas for follow-up activities.

188. “The Four Friends” “The Dove”
Examples of Story Telling
(with subtitle)

189. “The Fox & The Sick Lion”
(without subtitle) Without picture (mp3)
• See the folder

190. “The Unpredictable Impact” of Stories
for Young Learners
•Si Kancil
•Cinderella
•Tinker Bell
•Marsha and the Bear
•Upin dan Ipin
•Sopo dan Jarwo
•Pada Zaman Dahulu
•Dora the Explorer
•...?

191. Teaching-Learning through Games, Songs &
Stories (Paul, 2003)
• When playing, singing, & learning are
integrated into a total learning
experience, the combination is very
powerful.
• Games & songs help children reach their
full potential as learners.
• Games provide a nonthreatening
environment for coping with new
learning.

192. Teaching-Learning through
Songs
• Songs add a whole dimension to
children’s classes & make it easier for
the children to remember words &
pattern & natural chunks of language.
• Songs can add feeling & rhythm to
language practice that might otherwise
be flat, help children remember things
more easily, & draw children more
deeply into a lesson.
• Songs should have catchy
melody/adapting popular songs.
• Saying rhymes & singing song can
practice pronunciation, stress, and
intonation.

193. Teaching-Learning through Games (Lewis & Bedson, 1999)
• Games are fun and children like to play
them. It is “rousers” wake a class up or
“settlers” calm a class down.
• Safety is a matter of control.
• In a language game children can employ
their language skills, it is a healthy challenge
to a child’s analytical thought.
• Integrating games into the syllabus.
• Play different games from lesson to lesson.
• Always end an activity when the fun is still
at its peak.
• Determine the language level.

194. Play different games

195. Assessing Games & Songs
1. Are the children involved?
• Is the activity clear to understand & use?
• Does the activity keep the children’s interest until the
end?
2. Are the children learning?
• Do the children practice English enough?
• Can the activity be integrated into a planned course?
3. Are the children active?
• How much initiative do the children have?
• Can the children do the activity without too much
explanation from us?

196. Assessing Young Language Learners
The use of traditional methods is problematic because:
Traditional “paper & pencil test” (like filling in
gaps in sentences, answering multiple choice
questions/translating vocabulary lists) often do not
work because such isolated exercises do not show
what children know & can do with confidence (The
negative washback effect of test). It would
discourage children & cause them to lose their
motivation to learn English.

197. TRADITIONAL ASSESSMENTS
•One-shot standardized exams
•Timed, multiple-choice format
•Decontextualized test items
•Scores suffice for feedback
•Norm-referenced scores
•Focus on the ‘right’ answer
•Non-interactive performance
•Fosters extrinsic motivation

198. Assessment techniques which are appropriate to
measure the children progress:
1
2
3
1
4

199. ALTERNATIVE ASSESSMENT
•Continuous long-term assessment
•Untimed, free-response format
•Contextualized communicative tasks
•Formative, interactive feedback
•Criterion-referenced scores
•Open-ended, creative answers
•Interactive performance
•Fosters intrinsic motivation

200. Examples:
• Portfolio assessment
• Structured assessment
• activities/tasks
• Projects
• Self-assessment
• Peer-assessment
• Learner-developed
assessment tasks
• Take-home tasks
• Observation
• Conferencing

201. Child-friendly Assessment:
Definisi Evaluasi:
• Proses pengumpulan informasi untuk mengetahui
sejauh mana program pembelajaran bahasa telah
berhasil mencapai tujuannya (Ioannou-Georgiou & Pavlou,
2003)
• Berbagai macam permasalahan yang berkenaan
dengan pendidikan bahasa dan memberikan
penilaian terhadapnya (Cameron, 2001).
• Menjaring informasi mengenai pengetahuan,
kemampuan, pemahaman, sikap dan motivasi
anak-anak (Ioannou-Georgiou & Pavlou, 2003)

202. TESTING:
Salah satu alat asesmen yang
biasanya berupa paper-pencil
test
Asssessment:

203. • Portofolio bahasa adalah koleksi sampel pekerjaan
yang dihasilkan oleh anak dalam jangka waktu
tertentu
• Sampel ini dapat berupa:
• Pekerjaan tertulis
• Gambar
• Proyek
• Catatan buku yang telah dibaca
• Hasil tes
• Catatan self-assessment
• Komentar orang tua dan guru

204. WHAT IS ASSESSMENT?
• It is a general term which includes
all methods used to gather
information about children`s
knowledge, ability, understanding,
atitudes and motivation (Ioannou-
Georgiou,& Pavlou, 2003).
• It refers to collecting information &
making judgments on a learner’s
knowledge (Brindley in Linse, 2005).

205. WHY ASSESS YOUNG
CHILDREN?
• To monitor an aid children’s progress
• To provide children with evidence of
their progress and enhance
motivation
• To monitor your performance and
plan future work
• To provide information for parents,
collegues and school authorities

206. WHAT DO WE ASSESS?
•Skill developments :
listening, speaking, reading,
writing, integrated skills
•Learning how to learn
•Attitudes
•Behavioural and social skills

207. HOW DO WE ASSESS CHILDREN?
Portfolio Assessment Traditional Test
Structured Assessment
Activities/Task
Leaner Developed Assessment
Test
Projects Take Home Tasks
Self Assessment Observation
Peer Assessment C0nferencing

208. Assessing Young Learners
(Cameron, 2001; Linse, 2005)

209. I. Introduction
II. Discussion
A. Issues in Assessing Children’s Language Learning
B. Key Concepts in Assessment
C. Authentic Assessment
D. Principles of Language Assessment
E. Assessing Language Ability in the Classroom
F. Use of Assessment Information
III. Conclusion

210. INTRODUCTION
Assessing young learners ≠ other FL learners
Consideration on some significant factors:
* Age
* Cognitive development
* Content of language learning
* Methods of teaching
* Aims
* Different language theories
Cohen (1994)
* What language ability would you like to assess?
* Who are your intended respondents?
* Why are you choosing to measure these abilities and not others?
* How are you going to construct your assessment instruments?
* When? How often will assessments takes place?
* Where?
* Through what process? Deals with the procedures of assessment
* For whom are the results on the language assessment measures
intended?

211. A. Issues in Assessing Children’s Language Learning
Rea Dickens and Rixon’s study in 1999
“the relationship between assessment and learning”
- Mismatch between curricular aims, pedagogy and
test content
- The assessment neglected language and social
awareness
- Most frequently method was paper and pencil test
(single items of vocabulary and grammar rather
than spontaneous speaking)
written test is much easier rather than spoken of
language

212. Assessment – testing – evaluation
Assessment  looks at what individuals and groups of
learners can do
Evaluation  concern entire educational program and not just
specific learners and is much wider in scope
Test  one technique or method of assessment
B. Key Concepts in Assessment
TEST
EVALUATION
ASSESSMENT

213. Formative and Summative Assessment
Formative
- Aims to inform on-going teaching and learning
- It is formative if it used to adapt teaching and learning
to meet students needs.
- Techniques: teacher observation, classroom
discussion, portfolios, tests, homework
Summative
- Aims to measure or summarize what a student
has grasped
- Occurs at the end of course or unit of instruction
- Examples: final exams

214. Criterion-referenced & Norm-referenced Assessment
Norm-referenced assessment
- Purpose  to place children along mathematical
continuum in rank order
- Score interpretation is related to mean,
median, standard deviation, etc
Criterion-referenced assessment
-Purpose  to give the children feedback, in the
forms of grades on specific course
or lesson objectives
-Examples: criterion used to assess child’s speaking
skills in a sic level scale on which they
place each learner

215. Authentic assessment
a term used to describe the multiple forms of
assessment that reflect students learning,
achievement, motivation and attitudes on
instructionally-relevant classroom activities
(O’Malley and Pierce, 1996, p. 4).
Alternatives in assessment
any method of finding out what a student knows or
can do that is intended to growth and inform
instruction, and is an alternative to traditional
forms of testing, namely multiple-choice test.
(O’Malley and Pierce, 1996, p. 1).
C. Authentic Assessment

216. Alternatives in assessment
a. Performance assessment
- consists of any form of assessment in which the
student construct a response orally or in writing.
- Rubric make the judgment accurate and reliable
Examples:
* oral reports/presentation * writing samples
* exhibition * demonstration
* individual and group projects
b. Portfolio assessment
- a systematic collection of students’ work that is
analyzed to show progress over time with regard to
instructional objectives
Examples:
* writing samples * reading logs
* drawings * audio or videotapes
* teacher and students’ comment on students’
progress

217. c. Self- and peer-assessment
- Promotes direct involvement in learning
- Key elements in authentic assessment and
in-self regulated learning
- The motivated and strategic effort of students
to accomplish specific purposes
Benefits (Cameron, 2001, p. 235)
Learners Teachers
- Understand learning process more
- Can be motivated in learning
- Better preparation for learning
- Encouragement of autonomy
- Understand more about individual
pupils
- more equal relationship with the
learners

218. Techniques for assessing young learners:
1. Checklists
2. Self Assessment Activities
3. Short Questionnaires
4. Short Assessment Activities
5. Anecdotal Observation sheet
6. Review of pupils’ workbooks and tasks
7. Pictures and storybooks
8. Formal assessments
9. Journal

219. a. Validity
whether the assessment instrument actually
measures what it purports to measure
b. Reliability
consistent and dependable
whether assessment produce the same result if it
were taken by the same pupils on different
occasions
c. Practicality
assessment is not excessively and relatively easy
to administer and has a scoring/evaluation
procedure that is specific and time efficient
D. Principles of Language Assessment
(Brown, 2004; Cohen, 1994; O’Malley and Pierce, 1996):

220. Principles in assessing children’ language
learning (Cameron,2001, p. 218-221)
a. Assessment should be seen from a learning-
centered perspective
b. Assessment should support learning and teaching
c. Assessment is more than testing
d. Assessment should be congruent with learning
e. Children and parents should understand
assessment issues
f. Fairness

221. Listening Skill
 Two main components in listening assessment for
young learners:
a. Phonemic awareness (Example)
b. Listening comprehension (Example)
Speaking Skill
 Can be assessed by asking questions and engaging
young learners in conversations.
 Use of rubric (holistic or analytic)
Example
E. Assessing Language Skills in Classroom

222. Reading Skill
 Teachers also tend to assess students’ ability to
comprehend written text when they assess
students’ reading skill
 Techniques:
a. Comprehension questions
 used to determine children’s understanding on
reading passage
b. Story Map (graphic summary of a story)
Story Elements Map Sequence of Events Story Map
Chronicles of the story
(what took first, second, etc)
Describe different part-elements
of a story especially in setting,
characters, conflict and resolution

223. Writing Assessment
 Writing is assessed by eliciting and examining a
sample of writing
 Write sentence, paragraph or essay
 Writing assessment also applies analytic and
holistic scores
 Analytical
organization, voice, word choice, sentence
fluency, conventions and presentation
 Example of children’s writing

224. Stakeholders:
* Teachers
* Schools administrators
* Children
* Parents
F. Use of Assessment Information

225. CONCLUSION
Assessment practices not merely intended to accomplish
teaching process of the teacher, but it has other significance
contribution in teaching and learning process.
Teacher should have a comprehensive understanding on how
to assess their students appropriately and accurately
(considering principles and using multiple alternatives in
assessment)

226. Assessment activities in Listening
(Brewster, Ellis, Grard, 2003):
• Listen & discriminate between sound
• Listen & point to things/follow instruction
• Listen & select the appropriate pictures
• Listen to a description & draw/color a picture
• Listen to a description & label a picture
• Listen & match 2 pictures/a word & a picture
• Listen & sequence pictures, words/sentences.
• Listen to a description/story & tick items on a
simple chart
• Listen & complete gaps in words/sentences.
• Listen & select the correct response (multiple
choice)

227. Assessment activities in Speaking
(Brewster, Ellis, Grard, 2003):
• Listen & repeat words that rhyme/have the
same/opposite meanings.
• Listen & repeat only things which are true.
• Sing a song, say a rhyme/poem memory.
• Do pair work tasks.
• Speak from picture prompts.
• Finish off a sentence.
• Pass on a telephone message.
• Play a guessing game.
• Listen to a story, sequence pictures
& retell the story.

228. Assessment activities in Reading
(Brewster, Ellis, Grard, 2003):
• Do simple reading games at word level, like Odd One
Out.
• Read a rhyme, poem/part of a dialog aloud.
• Read vocabulary items & group them into families.
• Read a description & label a drawing/diagram.
• Read a description & color/draw a picture.
• Read letters & rearrange them to produce words
sentences.
• Read & answer multiple choice, true/false, or
comprehension questions.

229. Assessment activities in Writing
(Brewster, Ellis, Grard, 2003):
• Rearrange & copy: letters to spell a word.
• Read a description & write labels/captions for
pictures.
• Complete a crossword.
• Fill in gaps in sentences to test grammar/vocabulary.
• Write speech bubbles for characters from a
story/dialogue.
• Transfer simple notes on a chart into sentences.
• Answer simple questions in written form.
• Correct mistake in a sentence/text.
• Write sentences from picture prompts.

231. HOW TO GIVE FEEDBACK
• Feedback can be given in a variety of ways :
individually to each child, to groups of children,
or the whole class. Can also be given in the
form of self correction or peer feedback.
• One of the best way to give feedback is through
conferencing with the children when you
disccus the result of the assessment.

232. HOW EACH ASSESSMENT TASK IS ORGANIZED
Level : beginners, elementary,
pre-intermediate
Preparation
Age group In class
Time Feedback
Description Follow up
Language Variations
Skills Assessment of outcome
Assessment criteria Portfolio
Materials Comments

233. You put your right hand in,
You put your right hand out,
You put your right hand in,
And you shake it all about,
You do the hokey pokey
and you turn yourself around
That’s what it's all about.
HOCKEY POKEY SONG (1)

234. (2)
You put your left hand in,
You put your left hand out,
You put your left hand in,
And you shake it all about,
You do the hokey pokey
and you turn yourself around
That’s what it's all about.

235. (3)
You put your right foot in,
You put your right foot out,
You put your right foot in,
And you shake it all about,
You do the hokey pokey
and you turn yourself around
That’s what it's all about.

236. (4)
You put your left foot in,
You put your left foot out,
You put your left foot in,
And you shake it all about,
You do the hokey pokey
and you turn yourself around
That’s what it's all about.

237. (5)
You put your head in,
You put your head out,
You put your head in,
And you shake it all about,
You do the hokey pokey
and you turn yourself around
That’s what it's all about.

238. Session 3 c
• Materials for Young Learners Classroom
• Teaching Media for Young Learners
• Children with Special Needs
• What If (Classroom Management)
• Preparing the EYL’s Project

239. Analyzing
Materials for
Young Learners
Classroom

240. Young learners’ coursebook should be well
designed with attractive features:
• Colourful visuals
• Fun games and tasks
• Crafts
• Projects
Yet, no coursebook can be perfect for any
teaching-learning situation (Pinter, 2009).

257. The Amazing Brain
• Experience shapes the brain
• Emotions and learning
• Memory is multi-sensory
• Making sense of meaning

258. Children with Special Needs
(Linse, 2005):
• Dyslexia: difficulty with words.
• ADD: Attention Deficit Disorder
• ADHD: Attention Deficit Hyperactivity
Disorder
Symptoms:
• fails to give close attention to
details/makes careless
mistakes.
• may have poorly formed
letters/words/messy writing.

259. Classroom Management:
What if? (Harmer, 2004)
 Students are at different levels?
– Do different task with the same material.
– Use peer help (better students can help
the weaker ones).
 The class is very big?
 Use worksheet.
 Use pairwork & groupwork.
 Think about vision & acoustics.
 Use the size of the group to your
advantages: humour is funnier, drama is
more dramatic.

260. What if?
(Harmer, 2004)
 The students keep using their own language?
- Encourage them to use English appropriately.
- Create an English environment
- Keep reminding them.
 Students are uncooperative?
- Talk/write to individuals.
- Use activities.
- Make a learning contract.

261. What if?
(Harmer, 2004)
 Students don’t want to talk?
- Use pairwork.
- Allow them to speak in a controlled way at first.
- Use acting out & reading aloud.
- Use role play.
 Student do not understand the listening
tape?
- Introduce interview questions.
- One task only.
- Use the tapescript which cut into
bits/have words blanked out.

262. 10Twinkle Twinkle Little Stars
(Bintang Kecil)
Twinkle twinkle little stars
How I wonder what you are
Up above the world so high
Like a diamond in the sky
Twinkle twinkle little stars
Who makes you there as you are
?

263. 1, 2 I love you
3, 4 let’s count some more
5, 6 get your kicks
7, 8 cause counting is great
9, 10 numbers are our friends
Let’s count them all again
101, 2 I Love You

264. Where is the mouse?
The mouse is in the house
Where is the cat?
The cat is in the hat
Where is the fish?
The fish is in the dish
Where are you?
I’m in the classroom
Chorus:
In, on, under,
In front of, behind,
next to, between
11In, On, Under (1)

265. Where is the bear?
The bear is on the chair
Where is the snake?
The snake is on the cake
Where is the guitar?
The guitar is on the car
Where are you?
I’m on a chair too
11In, On, Under (2)
Chorus:
In, on, under,
In front of, behind,
next to, between

266. Where is the fox?
The fox is under the box
Where is the train?
The train is under the
aeroplane
Where is the rose?
The rose is under the nose
Where are you?
We’re under the moon
Chorus:
In, on, under,
In front of, behind,
next to, between
11In, On, Under (3)
Chorus:
In, on, under,
In front of, behind,
next to, between

267. Where is the D?
The D is in front of the C
Where is the C?
The C is behind the D
Where is the E?
The E is next to the D
Where are you?
I’m between M and W
Chorus:
In, on, under,
In front of, behind,
next to, between
11In, On, Under (4)
Chorus:
In, on, under,
In front of, behind,
next to, between

268. 12Parts of the House
There’s a living room
In my new small house
There’s a dining room
In my new small house
There’s a kitchen in my house,
There’s a bedroom in my house,
There’s a bathroom in my house,
It’s a small
house after all
(3x)
It’s a small small
house

269. 12  Fruit
(pronunciation)
Water melon, water melon,
Pineaple, pineaple,
Banana, banana (2x)
Papaya, papaya.

270. Session 3 d
- Preparing TEYL’s Project
(Teaching practice in class &
Recorded teaching)
- Preparing the EYL’s Project
(Making Teaching media in class)
- Session 4-8

271. Session 3 e
• Wise words & Movie Appreciation

272. LAST …
(BUT NOT LEAST)

273. Session 14
Final Test

274. “Jika anak dibesarkan dengan celaan, ia belajar
memaki;
Jika anak dibesarkan dengan permusuhan, ia
belajar menentang;
Jika anak dibesarkan dengan cemoohan, ia belajar
rendah diri;
Jika anak dibesarkan dengan toleransi, ia belajar
jadi penyabar;
Jika anak dibesarkan dengan dorongan, ia belajar
percaya diri;
Jika anak dibesarkan dengan pujian, ia belajar
menghargai;
Jika anak dibesarkan dengan kasih sayang dan
persahabatan, ia akan terbiasa berpendirian”
(Dorothy Law Nolte).
Elemen-elemen Penting dalam
Pembelajaran

275. Inspiring Movies:
See the videos

277. “Making Differences”

278. Nasehat untuk guru

279. Session 8
• Review
• Submit the TEYL’s Project (Recorded
Teaching)
• Submit the EYL’s Project (Teaching
Media)

280. Session 9
Final Test

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Anak Usia Dini melalui Storytelling. Makalah dipresentasikan dalam acara
seminar dan lokakarya English Language Teaching for Young Learners tanggal 24
Februari 2004. Bandung: Balai Bahasa Universitas Pendidikan Indonesia.
• Fadilah, Rahmi. 2017. Madeline Hunter’s Lesson Plan as Alternative Model for
TEYL. Proceedings in English Conference at STKIP Pasundan.
• Hainstock, Elizabeth G. 1999. Metode Pengajaran Montessori untuk Anak Pra-
Sekolah. Jakarta:…
• Harmer, Jeremy. 2004. How to Teach English: An Introduction to the Practice of
English Language Teaching. England: Longman.
• Ioannou-Georgiou, Sophie & Pavlou, Pavlos. 2003. Assessing Young Learners.
Oxford: Oxford University Press.
• Mooney, Carol Garhart. 2000. Theories of Childhood: An Introduction to Dewey,
Montessori, Erikson, Piaget, and Vygotsky. USA: Redleaf Press.

282. •Musthafa, Bachrudin. 2000. Teaching English to Young Learners:
Principles & Techniques. Bandung: Pasca Sarjana Universitas
Pendidikan Indonesia.
•---------------------------. 2010. Teaching English to Young Learners: In Indonesia
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•Lewis, Gordon & Bedson, Gunther. 1999. Games for Children. Oxford: Oxford
University Press.
•Linse, Coroline T. 2005. Practical English Language Teaching: Young
Learners. New York: McGraw-Hill.
•Paul, David. 2003. Teaching English to Children in Asia. Hongkong;
Longman Asia ELT.
•Pinter, Annamaria. 2006. Teaching Young Language Learners. Oxford: Oxford
University Press.
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