The teaching of English to children (TEYL) in Indonesia dates back only a few years ago, for which reason the practice has been more a trial-and-error than it is a professional undertaking. This is proven—among others—by the fact that TEYL has never been part of elementary school teacher education program and that existing textbooks for that purpose have not been written following sound theories regarding how children learn. Colleges preparing teachers are also blamed for not responding quickly to this widespread practice by opening a D3 program to train teachers to teach English at elementary level, for example.
In the midst of this, the provision of such subjects as TEYL—that I learned in the previous semester—and teaching literature to children this term is really a blessing. It opens up my mind as to know more about what children’s learning is like and how teaching English fits into the scheme. Especially for teaching literature to children, it reveals vast information regarding firstly the nature of reading, next literature, and lastly the teaching of literature to children itself.
Concerning reading, I interestingly learned that reading is not anymore believed to be a process of reader’s finding simply facts in whatever he is reading. Reading is now taken to mean reader’s constructing meaning out of what he reads making use of his background knowledge on the subject and interpretation of that all. This is especially so with what is known as aesthetic reading, that is, reading that employs the reader’s feelings, emotions, and experience all exported to the text. This kind of reading is closely associated with literary works. As a result, two persons reading a similar piece of literary work may have different interpretation of the text depending on the background knowledge and experience each has. This is how the difference in interpretation is justifiable and considered to be knowledge-constructing. The efferent reading, on the other hand, i.e., reading to find facts or information that already exist in the text without the reader having to interpret them anymore still stands, of course. This is attached to academic or scientific texts.
As for literature, I learned that literature is not necessarily only literary pieces of work anymore. Any written work targeted at reader’s finding out something either efferently or aesthetically in the text constitutes literature. By definition, a menu makes up a literature the same way a novel does in that both have the reader find something out regardless of the different nature of reading both entail. The former constitutes what is called non-fiction literature, the latter fiction literature. This shift in the way I should now perceive literature affects the way I should teach that to children. I can use both fiction and non-fiction literature in the classroom.
In teaching literature to children, I learned that I can alternate between these three strategies: 1). Exploiting a fiction literature to teach children to experience aesthetic reading; 2). Exploiting a non-fiction literature to teach children content knowledge and academic language; and 3). Adopting free voluntary reading with me not intervening too much in the process, instead letting the children go about reading themselves starting with selecting the text and reading it till finished. In so doing, I should be sensitive towards the children’s level of literacy, interest in reading topics, etc. I have to take all this into consideration if I am to make the learning effective and successful.
The immediate effect of learning about literature and teaching literature to children that way above on me is my choosing a children VCD program called “Magic English” to investigate for my thesis with regards to its adoption or non-adoption of TEYL principles. I come to think that the program is a perfect example of literature in its modern sense. It is an audiovisual that entices a lot of children to learn from it. But I have changed my mind. I have found a more workable and manageable topic for my thesis having something to do with argumentative essay writing that is believed to be able to promote critical thinking. I have therefore offered the above topic to one of my friends and she is most interested in it.
Apart from learning about the subject of teaching literature to children, I learned something else from this class in which I had a guest-lecturer coming from America, the country that has always inspired and fascinated me as far as its English speech is concerned through its cowboys movies, soap operas, movies, English 900, Bill Clinton’s inaugural speech, etc. He taught in a way different from that most of my lecturers adopt. The way I see it, he taught us the American way, that is, where the students have a lot of say in whatever they are learning. With him, it was a very student-centered class. With my friends, I got to discuss things in groups, compared the results with other groups’, reported the findings to the whole class, etc. This was quite a different experience for me especially since that happened almost in every session I had with him. What he did was that he simply he facilitated the activities, not intervening too much in the process of group or class discussion. We were really made to “construct knowledge” by ourselves. He did not spoon-feed us with answers; we were to find the answers through our discussion and deliberation. I think I liked it very much though sometimes I felt that still I wanted him to lecture us once in awhile for a change.

The article is about Teaching English to young learners (TEYL). We define young learners as children aged six to twelve. There is a big difference between what children of five can do and what children of twelve can do. Some children develop early, some later. Some children develop gradually, other in leaps and bounds. There are some important things have to be aware before teaching young learners. First, the classification of the young learners into two main group those are; five to seven year olds and the eight to twelve years old. Second is the characteristic of young learners. The third, Some Factors that influence learning English class. And the last is the thinks that should be known by the teacher to teach children. All are combined to create an active, innovative, creative, effective, and convenience teaching and learning process. So, what becomes our expectation that is to grow a qualified young generation can be obtained.

Introduction

In globalization, learning English were very important. We all know that English will become a universal language. Many countries used English as their second languages, where some others use it as a foreign language. In Indonesia, English has become a popular language and children will be taught in English at their school. Teaching English to children is not an easy job, but also not difficult, if we already know how to do it.

Teaching English to young learners (TEYL) has become one important educational concentration in recent year. Teaching English to young learners is significantly different with teaching English to secondary level. What children can do and accept is significantly different with what adult can. “Students at this age posses three very important conditions before they even enter the class room. They are naturally cooperative, curious and the least self-conscious of all levels. In addition they learn very quickly (Kids-world, 2000)”. There are a lot of very good secondary teachers are failed when teaching English to primary level or young learners. It is because the way of teaching adult is also significantly different with the way of teaching children or young learners. Therefore, there are some important things have to be aware before teaching young learner. First, the teacher has to know what the young language learner is. The classification of the young learners and each characteristic is really important to know. Second, Factors that influence learning English class. And the last is the important thinks that the teacher known in teaching English to young learners and can applied in the class. All are combined to create an active, innovative, creative, effective, and convenience teaching and learning process. So, what becomes our expectation that is to grow a qualified young generation can be obtained.

Considering its importance, therefore, in this article the writer will discuss such important things have to be aware before teaching young learner.

The Young Language Learners

The British philosopher John Stuart Mill started to learn Greek at the age of three. Clearly, John Stuart Mill was not an average child. What we are talking about in this session is the average child. We define young learners as children aged five to twelve.

There is a big difference between what children of five can do and what children of twelve can do. Some children develop early, some later. Some children develop gradually, other in leaps and bounds. It is not possible to say that at the age of five all children can do x, at the age of seven they can all do y, or the age of ten they can all do z. But it is possible to point out certain characteristics of young children which you should be aware of and take into account in your teaching. You, as the teacher, are the only one who can see how far up the ladder your individual pupils are. We can only draw your attention to the characteristics of the average child which are relevant for language teaching.

We have divided the children into two main groups throughout the article. The five to seven year olds and the eight to twelve years old.

Five to seven year olds

What five to seven years olds can do at their own level

· They can talk about what they are doing.

· They can tell you about what they have done or heard.

· They can plan activities.

· They can argue for something and tell you why they think what they think.

· They can use logical reasoning.

· They can use their vivid imagination.

· They can use a wide range of intonation patterns in their mother tongue.

· They can understand direct human interaction.

Eight to twelve years old

Children of five are little children. Children of twelve are relatively mature children with an adult side and a childish child. Many of the characteristics listed above will be thing of the past.

· Their basic concepts are formed. They have very decided views of the world.

· They can tell the difference between fact and fiction.

· They asked question all the time.

· They rarely on the spoken word as well as the physical world to convey and understand meaning.

· They are able to make some decision about their own learning.

· They have definite views about what they like and don’t like doing.

· They have a developed sense of fairness about what happen in the classroom and begin to question the teacher’ decision.

· They are able to work with others, and learn from others.

The characteristics of young learners

Basically, to keep in mind as one of the important goals in learning English is to grow a child's interest in learning English. In order to achieve these objectives we need to understand the characteristics of children so they can choose the method and appropriate learning for students. Thus, before a teacher come into English classes, the teacher should have sufficient knowledge about the students who will be facing. The characteristics of a Young Learners are as follows:

1. Children have the egocentric nature, rather the tendency to connect what they learn or do with itself. They liked the subject matter related to daily life and surroundings. Topics or phrases such as "my body .. my family .. my house .. my house that they can easily digest.

2. Young Learners difficult to distinguish between things or objects that concrete and abstract. So that teaching materials should be initiated from the things that are concrete and then toward to things that are abstract. Concrete objects around them that can be seen and touched by their senses such as chairs, doors, windows, etc.. So that teaching methods can be combined with the songs with pointed object: "This is a window, that is the door".

3. Children tend to be imaginative and active. Likes learning through games, stories and songs. Learn to speak while playing a fun activity for children. Teachers need to know there are three the sources of a child’s attention in the classroom are pictures, games and stories. In the game there is a need to communicate that encourages children to talk either with their self or with their friends.

4. Feeling easily bored, is one of the characteristics of children. They have a level of concentration and short attention. To overcome their boredom, learning activities should be varied and need to be replace every 10-15 minutes. Variations can be achieved in learning activities on student grouping, time range of activities, teaching materials and variations in the teacher's voice.

5. Child's life is full of colors and cheerful. Activities and tasks are accompanied by colorful images that will make children happy. Media in the form of Flash cards and Colorful puppets, singing with movement make learning English enjoyable.

6. Children love stories. Through stories, children can be trained to better focus your concentration and attention, and with game the students more motivated to active.

7. Learning by doing. Verbal teaching with words is not enough. Increase activity using the example, movement, expression and utilization of images that can facilitate children learn language. Such activities can help children to words or phrases just given and their new hearing.

All the characters above especially for teachers for Young Learners can enhance creativity in teaching, so that goals can be achieved in learning. But besides the above characteristics, the teachers need to know there are several factors can influence learning English.

Some Factors that influence learning English:

a. Mother tongue

It is difficult for Indonesian children pronounce a long vowel sound, as in the word food; room; because the diphthong / ei /, / au /, / ou / as in the words away, now, road.

b. Teaching Material

Selection of material with the learning techniques appropriate to the age and interests of the child will be pleasing students. Children have great attention to things relating to interest for example about hobbies, family, favorite animal, etc.

c. Social Interaction Teacher-Student

Communication between teachers and students can be tied primarily to either through games, songs and learning activities in pairs or groups. First students must imitate, then answer and ask questions.

d. Learning Media

Children like things that are visual, can be seen. Shape of real objects, pictures, puppets can make the presentation more interesting and fun material. Teachers can prepare the tools taken from his/him own collection in the form of photographs, drawings, real objects, such as pen, watch, and bag or images in the form of flash cards.

e. Background Family / Parents

Factor family or social background can also support or hinder the success of children in learning English. Availability of the picture dictionaries, books and other facilities at home and support of parents is also a factor that can influence the process of learning a foreign language. Child's home environment objects can add vocabulary, such as TV, sofa, cupboard, student books, dictionaries and books that bought by parents can help their students learn on their own.

The important thinks should be known to teach the children.

Words are not enough

Don’t rely on the spoken word only. Most activities or the younger learners should include movement and inform the sense. You will need to have plenty of objects and pictures to work with, and to make full use of school and surroundings. Demonstrate what you want them to do. The balance will change has the children get older, but appealing to the senses will always have the pupils to learn.

Play with the language

Let the pupils talk to them self make up rhymes, sing songs, tells stories. Play with the language. Let them talk nonsense, experiment with words an sounds: “let’s go/pets go”. “ blue eyes/blue peas”. Playing with the language in this way is very comment in first language development and is a very natural stage in the first stage of foreign language learning too.

Language as language

Becoming aware of language as something separate from the events taking place takes time. Most eight to twelve years old already have this awareness in their own language. The spoken word is often accompanied by other clues to meaning, facial expression, movement, etc. We should make full use of this clue. When pupils start to read, the language become something permanent and there are viewer other clues to meaning. Pupils can take a book home, they can read it again and again, they can stop, think about the language and work it out. The same is true of writing. So reading and writing are extremely important for the child’s drawing awareness of language and for their own grow in the language, although both are very demanding and take time and patients to learn.

Variety in the classroom

Since concentration and attention spans are short, variety is a must-variety of activity, variety of pace, variety of organization, variety of voice. Older pupil can concentrate for longer periods and you should allow them to do so, but you still need lots of variety.

Routines

Children benefit from knowing the rules and being familiar with the situation. Have systems, have routines, and organize and plan your lesson. Use familiar situation, familiar activities. Repeat stories rhymes, etc.

Cooperation not competition

Avoid rewards and prizes. Other forms of encouragement are much more effective. Make room for shared experiences-they are an invaluable source of language work and create atmosphere of involvement togetherness. Most of us enjoy the feeling of belonging and this is particularly true of young children.

Grammar

Children have an amazing ability to absorb language trough play and other activities which they fine enjoyable. How good they are in a foreign language is not dependent on whether they have learnt the grammar rules or not. Very view of your pupils will be able to cope with grammar as such, even at the age of eleven of twelve. They may be aware and clear about the foreign language, but they are not usually mature enough to talk about it.

As a teacher, you should note the structures, function and grammar items which you want your pupils to learn as well as those they already know, but your actual teaching should only include the barest minimum of grammar taught as grammar, and then for the children only. This does not mean teaching grammar rules to the whole class. The best time to introduce some sort of simple grammar is either when a pupil asks for an explanation, or when you think a pupil will benefit from learning some grammar. This may be when you are correcting written work, or it may be in connection with an oral exercise with practices, for example, “Did see…?” and “Does she…?” older pupils especially those at level two, may ask exactly what the deference is between did and does, since both are used for questions, and you can then use the opportunity to explain the deference in simple terms. You might want to use the terms “a yesterday questions” and “a today questions”. It might or might not be appropriate to compare what happens in the mother tongue in the same situation. What is important is that the explanation should be given on an individual or group basis when the pupils themselves are asking the questions, that the explanations are kept as simple as possible, and that the pupils are able to grasp the point and so benefit from the explanation.

Assessment

Even though formal assessment may not be a compulsory part of your work, it is always useful for the teacher to make regular notes about each child’s progress. You may fluent to tell parents how their children are doing, and you should be talking to the children regularly about their work and encouraging self assessment. From the beginning this can be done in very simple terms, stressing the positive sight of things and playing down what the pupil has not will able to master. Nothing succeeds likes success.

Conclusion

In TEYL, we define young learners as children aged six to twelve. There is a big difference between what children of five can do and what children of twelve can do. Some children develop early, some later. There are some important things have to be aware before teaching young learners. First, the teacher has to know what the young language learner is. The classification of the young learners and each characteristic is really important to know. We have divided the children into two main groups throughout the article, the five to seven year olds and the eight to twelve years old. Second, the important things that should be known by the teacher to teach children and Factors that influence learning English class. All are combined to create an active, innovative, creative, effective, and convenience teaching and learning process. So, what becomes our expectation that is to grow a qualified young generation can be obtained

References

(n.d.). Retrieved October Monday, 2011, from http://www.eltnews.com/features/kids_world/2000/09/12_tips_for_teachers_of_childr.html.

Wendy A. Scott and Lisbeth H. Ytreberg. (1987). Teaching English to Children. London: Longman.

http://www.teyl.com/

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Jumat, 25 Juli 2014

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