Name : Bita Selviana

NIM : 173221165

Class : PBI/ 5A
Lesson : Teaching English For Young Learners
Lecture : Hj. Fithriyah Nurul Hidayati, M.Pd.

MID TERM TEST (Take Home)

Observation Of School Children By Using Song

A. History of PAUD Insan Kamil Kartasura DWP IAIN Surakarta

Surakarta State Islamic Institute is a large institution which has staff and lecturers who are on
average productive age and currently have children at the age of five. This means they need special
services for their sons and daughters. On the other hand, the demands of work set by the Campus
at this time, namely the enactment of five working days, will increasingly reduce the frequency of
parents in educating children at home. In order to provide a positive alternative in replacing the
role of parents, especially mothers, while mothers perform their professional duties or activities in
the office, Dharma Wanita as part of IAIN Surakarta feels called to participate in thinking of the
best solution.
Based on the conditions above, and seeing that the educational needs of Early Childhood for the
sons and daughters of lecturers and staff are things that must exist as a means of optimizing the
performance of the staff and lecturers, then it is necessary to establish a forum to accommodate
the education of children both employees or lecturers in the Early Childhood Education Institution
either Play Groups or Child Care Parks located on campus or near the IAIN Surakarta campus. At
the end of 2015, PAUD Insan Kamil DWP IAIN Surakarta was established. When first standing
there were two teachers and seven students the following month adding 12 children and increasing
to 20 children.
B. Research Sites
This research was conducted at KB Insan Kamil DWP IAIN Surakarta which is inside the IAIN
Surakarta campus, address at Jl. Pandawa, Pucangan, Kartasura, Sukoharjo.

C. Research Time
When the study was conducted on 10 October 2019, at 7.30 until finished.

D. Data Collection Techniques

Data collection techniques used in this study
using several methods, namely:
1) Observation
Nasution (1998) in (Sugyono, 2015: 226) said that, observation is the basis of all science,
scientists can work based on data, namely facts about the world of reality obtained through
observation. Marshall (1995) in (Sugiyono, 2015: 226) states that through observation,
researchers learn about research and the meaning of the behavior. The method of observation
is systematic observation and recording. The observation method is used to find out the
learning process or activities related to children's language development in KB Insan Kamil
Kartasura.

2) Documentation
According to Sugiyono (2014: 223-235) Documentation is one of the methods of collecting
qualitative data by viewing or analyzing documents created by the subjects themselves or by
others about the subject. Documentation is every material written or in the form of film.
Documentation has long been used in research as a source of data that is used to test, interpret,
even predict. Documentation is a record of events that have already passed. Documents can
take the form of writing, drawings, or the works of a person. The technique of collecting data
through documentation is taking data obtained through documents. In Classroom Action
Research required supplementary documents to support research conducted by the author.

E. Research Objects:
1) Characteristics of young learners
 2) Children language acquisition
3) Multiple intelligent
4) Learning English with using song

F. Research Results

1) Characteristics Of Young Learners:

 They can talk about what they are doing.

Pelangi said if he wanted to drink milk then he took the milk in his bag.

 They can use logical reasoning.

Alesya cried then the teacher asked why she cried, then Alesya answered she cried
because the doll had fallen.

 They can use a wide range of intonation patterns in their mother tongue.
When Pelangi was told to sing he answered "don't want" in a refusing tone

 They can argue for something

When the teacher and student were doing a great pat which included the words
"champion" Izam spontaneously said that it was not a great pat but a champion pat.

 They can understand direct human interaction.

When Pelangi is asked what his name is he can respond by saying that his name is
Pelangi

2) Children Language Acquisition

 Behavioristic Approach
 "Progress / development of children is determined by behavioral habits that are formed"
or consciously carried out by parents, educators, and / by the community.
Main Purpose:
a. The child is initially natural, pure, blank, innocent
b. The progress / development of the child's behavior is very dependent on their
environment.

 Theory of Nativism
"The talent of the child will greatly influence the learning progress of the child"
Noam Chomsky "That child is equipped with a LAD (language acquisition device)"
Excessive imitation (parroting) is dangerous.
The important thing is that children must be creative, critical and able to master the
abstract so that the universal concept of grammar will soon be achieved and used by
children.

 Convergence Theory
William Stern believes that children's success in learning or developing themselves is
influenced by:
a. Education / Teaching
b. Talent

3) Multiple Intelligent

Before I discuss about multiple intelligent that exists in KB Insan Kamil Kartasura DWP
IAIN Surakarta children, I will present the theory of multiple intelligence first. Howard
Gardner is a psychologist who developed the theory of Multiple Intelligences in 1983. And
acoording to Howard, humans have 9 different kinds of intelligence. Intelligence is the
single general capacity that every human being has a greater or lesser extent.
Based on my observations, I found that there were multiple intelligent among KB KB Insan
Kamil Kartasura children in Surakarta, including:
a. Verbal Linguistic (smart words): deals with words, speaking, and writing. Verbal
linguistics in one of the children at KB Insal Kamil is when a child named INO was
told to sing by one of my friends, INO answered "no way". So here, the verbal linguistic
character of the rainbow is good in answering questions.
b. Logical-Mathematical (smart logic): deals with logic, abstraction, reasoning, and
numbers and critical thinking. One of the logical-mathematical findings I found in
children was when Alesa's doll fell from its playground, then Alesa cried. So here there
is an element of cause and effect which is one of the characters of logical-mathematic.
Where the cause is Alesa's doll falls and consequently Alesa cries.
c. Interpersonal (smart people): deals with the interaction with others. I find this
application of interpersonal when children enjoy the activities they do in class. They
look cheerful because there are lots of friends around them and they also look active in
playing.
d. Intrapersonal (self smart): deals with introspective and self reflective capacities. This
intelligence is an intelligence that has the character of work alone. At KB Insan Kamil
I found a child who likes to play alone when his other friends are busy playing together.
e. Visual Spatial: deals with spatial judgment and the ability to visualize with the mind’s
eye. In my observations, the visual spatial that I found in children is when the teacher
invites children to sing about fruits while making a circle by using their hands, as if it
is a visual form of these fruits.
f. Bodily-Kinesthetic: deals with control of one's bodily motions and capacity to handle
objects skillfully. In this intelligence, I found one of the children wanted to drink milk,
then the child took the milk himself in the class. So here the child uses the body to
accomplish a task, which is the character of bodily-kinesthetic.
g. Musical-Rhytmic: deals with sensitivity but sounds, rhythms, tones, and music. The
implication of this intelligence on KB Insan Kamil children is when the children sing,
meaning that here they are easy to remember the songs they did that were previously
given by their teacher. Easy to remember songs is a characteristic of musical-Rhytmic.
4) Learning English with Using Songs

Learning by singing is an activity that can bring its own fun for children, can also
develop children's imagination and self-confidence, thus spurring children to be more
creative and dare to appear in public. The ability of children to sing at an early age is
usually based on their experiences when listening to music or listening to parents and
people around them sing. Based on a survey and research I did at KB Insan Kamil
Kartasura, teachers use songs to teach English to early childhood. This is done because
teaching by using songs can develop imagination, give confidence when given a pat,
and explore children's singing abilities. In addition, the benefits of this activity are also
able to enrich vocabulary and actively experiment with a variety of tone intonation,
length of voice, and the rise and fall of speech tones.
Based on the results of observations that I did at KB Insan Kamil as for the English
song used by the teacher to teach children about English, namely:

a. Watermelon
Watermelon-Watermelon
Papayas
Banana-banana
Banana-banana
Tomato-tomato

This song is sung with the aim that children know the names of the fruits. When
this song is sung the teacher also practices it with physical movements, which is to
make a circle shape using hands as if it is a visual form of the fruit. At the time of
singing the teacher channeled more energy into the children by means of more
enthusiasm so that the children also participated in the spirit. For the enthusiasm
given by the teacher, the atmosphere seemed more cheerful.

b. Up and down and shake shake shake

Up and down and shake, shake, shake
 Up and down and shake, shake, shake
Shake to the right, shake to the left
Up and down and shake, shake, shake
Up and down and shake, shake, shake
Up and down and shake, shake, shake
Turn to the right, turn to the left
Turn around and shake, shake, shake

Up and down songs are used to foster enthusiasm and cheerful atmosphere. In
singing this song, the teacher invites the children to practice the movements in
accordance with the song, namely up by standing and going down by squatting
repeatedly and then sliding to the right and sideways. This song also aims to
encourage children to exercise early so that children stay healthy and are more
active in carrying out activities.

c. Good morning
Good morning everybody how are you
Good morning everybody how are you
Good morning "name"
Good morning "name"
Good Morning everybody how are you

When singing this song the teacher sings it cheerfully so that the children also cheer
up. And this song can also add English vocabulary to children. This song is sung
by mentioning the names of the children one by one so that children are more
enthusiastic. As for what is meant by mentioning the name is by replacing the lyrics
"name" with the names of the children alternately.
LAMPIRAN