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TEACHING ENGLISH FOR CHILDREN

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TEACHING ENGLISH FOR CHILDREN Powered By Docstoc
					TEACHING ENGLISH VOCABULARY TO CHILDREN BY USING
VIDEO




BY:
FAJAR ARIYANTO     0711201738
FITRI SOLICKAH     0711201791
SRI HANDAYANI      0711201729




ENGLISH EDUCATION STUDY PROGRAM
TEACHER TRAINING AND EDUCATION FACULTY
WIDYA DHARMA UNIVERSITY KLATEN
2010
A. INTRODUCTION
        In Indonesia, English is started to be taught officially in the seventh
  year of elementary school. But for the reason of local necessity and
  competition, it is done earlier. Some schools start it from the third grade or
  fourth grade. Even now, it is done from the first year. The pre-schools
  including kindergarten are attempting to do the English teaching and learning
  also eventhough in the simple form to provide their students with good
  introductory of English.
        Teaching English to children is not easy. Many factors influence the
  teaching and learning activities such as the mood of the children, the situation
  or atmosphere of the class, the teacher’s performance and the availability of
  teaching media. Another factor is the fact that teaching English is actually
  teaching skill, not teaching what is beyond English. The implication of this
  statement is that teachers teach English by guiding and faciliatating students
  to be able to use it communicatively, not explaining the system of English. It
  can be done by making certain situation which stimulates the usage of english
  as in the English learning process, students not only learn the language but
  they also learn the culture of English. This what makes teaching English
  interesting and challenging.
        To face this challenge, teachers are demanded to make innovation in the
  teaching and learning process. The innovation can be done by using
  interesting media. One of them is video for its benefit as an audio-visual tool.
  It will attract students especially children to grasp materials which are being
  taught.
        Video can increase the students’ motivation and give them simulation
  of language usage in daily life context. It can combine lots of picture variety
  in the form of audio and visual. Hence, the students can have their learning
  activity in such intersting ways.
B. DISCUSSION
  1. TEACHING ENGLISH VOCABULARY
           Current practices in teaching vocabulary, however, are not simply
    a rebirth of the same methods of half a century ago. Brown (2001: 377)
    states that rather than viewing vocabulary items as a long and boring list
    of words to be defined and memorized, lexical form are seen in their
    central role in contextualized, meaningful language. Learners ate guided in
    specific ways to internalize these important building blocks of language.
    Bellow are some guidelines for the communicative treatment of
    vocabulary instruction.
    a. Allocate specific Class Time to Vocabulary Learning.
           In the hustle and bustle of our interactive classrooms, some times
    we get so caught up in lively group work and meaningful communication
    can take place quite intelligibly when people simply string word together-
    without applying any grammatical rules at all! So, if we’re interested in
    being communicative, words are among the first priorities.
    b. Help Students to Learn Vocabulary in Context.
           The best internalization of vocabulary comes from encounters
    (comprehension or production) with words within the context of
    surrounding discourse. Rather than isolating words and/ or focusing on
    dictionary definitions, attend to vocabulary within a communicative frame
    work in which appear. Students will then associate new words with a
    meaningful context to which they apply.
    c. Play down the Role of Bilingual Dictionaries.
           A corollary to the above is to help students to resist the temptation
    to overuse their bilingual dictionaries. In recent years, with the common
    availability of electronic pocket dictionaries, students are more easily
    tempted to punch in a word they don’t know and get an instance response.
    It is unfortunate that such practices rarely help students to internalize the
    word for later recall and use.
  d. Encourage Students to Develop Strategies for Determining the
     Meaning of Words.
         Included in the discussion of learning strategies in Chapter14 are
  references to learning words. A number of “clues” are available to learners
  to develop “word attack” strategies. Figure 20.9 provides a detailed
  taxonomy of such strategies with examples.
  e. Engaged in “Unplanned” Vocabulary Teaching.
         In all likelihood, most of the attention you give to vocabulary
  learning will be unplanned; those moments when a student asks about a
  word or when a word has appeared that you feel deserves some attention.
2. PRINCIPLES OF TEACHING ENGLISH TO CHILDREN
         Based on PeraturanMenteri Pendidikan Nasional No. 23 tahun
  2006 (Kasihani, 2007: 5) the basic competence for elementary school as
  local content are as follows:
  a. Mendengarkan (Listening)
  b. Berbicara (Speaking)
  c. Membaca (Reading)
  d. Menulis (Writing)
         The approach used in the curriculum in meaningfulness one. This
  approach has some principles as follows:
  a. Language is a mean to express meaning implemented n oral and
     written language.
  b. Meaning is determined from each context environment.
  c. Meaning can be expressed in sentences or different expression
     depended on its situation.
  d. Learning language is learning communicating with the language, not
     learning what beyond the language is.
  e. The material or learning activity will be more meaningful for students
     if they relate to their needs and interest.
         The application of those principles in teaching English to
  elementary students are as follows:
a. Teaching material is arranged based on theme and sub theme which is
     begun from the closest environment to the farthest.
b. Language elements (pronunciation, vocabulary, grammar) are thaugh
     to support language skill mastery given from the simple one to the
     complicated.
c. Language skills and elements are delivered in integrated system.
d. Learning activity is done in meaningfull ways by conducting real
     communication
        The syllabus used in teaching English to elementary students is
variable focus model. The principles of this model are:
a. English skills development of reading gets main emphasizing.
b. The theme used are arranged based on needs principles.
c. The themes are broken down into sub themes which make students
     have good skill.
        Scott and Yteberg (1990: 5-7) proposes the general characteristics
of children of eight to ten as follows:
a.   Their basic concepts are formed. They have decided views of the
     world.
b.   They can tell the difference between fact and fiction.
c.   They ask question all the time.
d.   They rely on the spoken words as well as the physical world to convey
     and understand meaning.
e.   They are able to make some decisions about their own learning.
f.   They have definite views about what they like and don’t like to do.
g.   They have a developed sense of fairness about what happens in their
     classroom and begin to question the teacher’s decision.
h.   They are able to work with others and from others.
       The implication in teaching children based on their characteristics
and their language development is as follows:
a.   Words are not enough
b.   Play with the language
   c.   Language as language
   d.   Variety in classroom
   e.   Routines
   f.   Cooperation not competition
   g.   Grammar
   h.   Assessment
3. Principles of Using Video as Teaching and Learning Media
            Using video becomes a technique of teaching and learning English
   belongs to silent way method. Richards and Rodgers in Brown (2001:28)
   sumarizes the theory of learning behing the Silent Way.
   a. Learning is facilitated if the learner discovers or creates rather than
        remembers and repeats what is to be learned.
   b. Learning is facilitated by accompanying (mediating) physical object.
   c. Learning is facilitated by problem solving involving the material to be
        learned.
            Antoro, et al on his book Pembaharuan dalam Pembelajaran
   Bahasa Inggris proposes some principle in using video as medium of
   language teaching and learning. The principles are:
   a. Guiding the students to appreciate video as a medium of language
        teaching and learning.
   b. Making Video as an Integrated part in Teaching and Learning.
   c. Choosing Short Part in Video.
   d. Mastering the Content of the Video Before Using in Teaching and
        Learning Process.
   e. Checking the Content of the Video from the Sound as Well as the
        Material.
   f. Designing lesson Plan.
            In designing lesson plan using video, the activities are divided into
        three step.
        1) Pre-viewing
        2) Viewing
      3) Post-viewing




C. CLASSROOM PRACTICE
D. CONCLUSION

				
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