CHAPTER I

INTRODUCTION

A.     Rationalization of the Importance of Critical Journal Review

Skills for making Critical Journal Reviewon the writer can test the ability to
summarize and analyze an article and analyzed with other articles, recognize and give
values and criticize an essay analyzed.
We are often confused about choosing a reference article for us to read and
understand, sometimes we only choose one article to read but the results are still not
satisfactory for example in terms of language analysis and discussion, therefore the
author makes This Critical Journal Review of English for Young Learners to facilitate
readers in choosing reference article specifically for the subject of language about
English for Young Learners

B.     The Purpose of Writing Critical Journal Review

The purpose of the writing Critical Journal Review as follow:
1. Fulfill the Teaching English to Young Learner Critical Journal Review
assignment.
2. Reviewing the journal and
3. Training the critical thinking in faced off the problem that related to Teaching
English to Young Learner.
C.      Benefits of Critical Journal Review
Benefits that we can conclude on the above are:
1. Add insight into knowledge about the notions of English for Young Learners
2.  Make it easier for readers to get the core of an article that has been completed
with a summary of the article, discussion of the contents of the article , and the
shortcomings and advantages of the article.
3. Train students to formulate and draw conclusions on the article analyzed.

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D. Identity of The Reviewed Article
Article 1
1. Title of the Article : Teaching English to Young Learners through
Games and Songs
2. Journal : Journal of Education
3. Volume : Vol. 1 p.44-47
4. Author : Sri Damayanti and Siti Faoza

5. Town of Publishing : Bogor, Indonesia

6. Publisher :-
7. ISSN :-
8. Site :-

Article 2
1. Title of the Article : Teaching English To Young Learners
2. Journal :-
3. Volume :2
4. Author : Dwi Warry Octaviana

5. Town of Publishing : Jawa Barat

6. Publisher :-
7. ISSN :E-ISSN: 2503 – 4405 / P-ISSN: 2580-3441
8. Site :-

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 CHAPTER II
REVIEW JOURNAL
The Title Of The Article Teaching English to Young Learners through Games
and Songs
Journal Journal of Educational

Volume and Page Vol. 1 p.44-47

Years -

Author Sri Damayanti and Siti Faoza

Reviewer Fitri Orlince Siburian and Karel Wahyu Christop
Simanjuntak
Date 22 September 2019
Abstract of Journal
- Purpose of Research This paper tries to elaborate how games and songs
can be used in helping EYL teachers create positive
atmosphere in the classroom so that the learning
process can be much more interesting and
meaningful.
- Subject Research This journal actually developmental research from
preliminary research. So, the subject not explicitly
stated in journal.
- Keyword EYL, Games, Songs
Introduction
-Background & Theory The way English teachers teach English to young
learners needs to be different from the way they teach
English to adults. It is because young learners possess
special characteristics that should be treated in
particular manners and be given typical attentions
(Scott and Ytreberg, 2004). Once they frequently
obtain sufficient exposure to the use of the language
they learn, they will grow to become competent
speakers of that language (Harmer: 2007).
Young learners—which are also considered children
—could spontaneously have a really high enthusiasm
and act more lively in the classroom. However, when
they are asked to do tasks which they find hard, they
would lose their learning interest more quickly and
would feel unmotivated in following the lesson
(Cameron, 2001).

3
 It has become an impossible thing for young learners
English teachers to provide their students with
learning materials in the same level of difficulties all
the time along their teaching process. Certainly, it will
not help them to develop their competences in using
the language. The learning materials, however, should
be varied; consisting of the high level of difficulties,
average until the low ones. This is actually aimed at
giving them favor to make their English better
improved.
In presenting and explaining difficult materials to
learners, teachers are expected to be able to find out
an exciting teaching technique. This functions to omit
the learners’ prior perception towards such materials,
so that they will want to get involved in the teaching
learning activity inside the class with fun and
pleasure. Linse (2005, p. 6) also suggests that “Many
experienced teachers are aware that some children
who have been diagnosed with attention deficit
disorders can attend to an activity for an extended
period of time if they find the activity or task to be
interesting”.
From all of the statements above, it can be concluded
that young learners English teachers are required to
be creative in teaching their students. They are
strongly suggested to apply a stimulating and
interesting technique to be used inside the class
when, especially, presenting difficult materials.
The Method of Research
- The Step Of Research Just stated above that the journal is developmental
research. So, the step of the research not quiet clear
enough stated in journal
- Result Young English learners are extremely different from
adults. Sometimes they are easy to be motivated and
sometimes they could feel unexcited in following the
lesson really fast. Therefore, young English teachers
have to be creative in implementing their teaching

4
 process in class. They could make use songs and
games in order to create a fun learning environment,
so that learners would become much more interested
in getting involved in the lesson.
- Discusstion Songs in Teaching English for Young Learners
Why Songs?
There are five categorizations in which songs could be
benefited as medium in teaching English for young
learners (Brewster, Ellis and Girard, 2003):
1. A linguistic resource
- They allow new language to be introduced and
structures and vocabulary to be reinforced and
recycled.
- They present familiar language in new and exciting
forms and in a rich, imaginative context.
- They provide for lots of natural and enjoyable
repetition
- They can be used to develop all skills in an
integrated way
- They help improve all aspects of pronunciation
2. A psychological/ affective resource
- They are motivating and fun and help develop
positive attitudes towards the target language.
- They are non-threatening and the more inhibited
child will feel secure when singing.
3. A cognitive resource
- They help to develop concentration, memory and
coordination
4. A cultural resource
- They are from authentic sources and can contribute
to the cultural component of a language program.
Children can be encouraged to compare with those in
their own language.
5. A social resource
- Singing is a shared social experience and helps to
develop a class and group identity

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- They can be used as the basis for a performance or
show.
When and How to Use Songs
Young learners English teachers could make use of
songs in every part of their teaching process.
Brewster, Ellis and Girard (2003, p.168) state that
songs may be possible to be placed either in their
warming up teaching activities, as a transition from
one activity to the next, or even closers: before
finishing a class.
Brewster, Ellis and Girard (2003, p. 168) propose
several stages to be followed in using songs when
teaching. Here they are:
- Set the context (explain purpose, background
information)
- Pre-teach any necessary vocabulary using visual
aids, actions, realia, puppets, focus questions, etc.
- Play on cassette or sing to allow children to listen,
show understanding, familiarize themselves with the
rhythm, tune, etc.
- Do further listening activity
- Work on pronunciation awareness, for example,
indentifying intonation patterns, stressed words or
syllables, etc.
- Invite children to listen, repeat and practice by
joining in and learning to sing.
- Give a written record.
- Encourage children to compare with a similar type
in their own language
- Present or perform as a whole class, in groups, in
rounds, in pairs or if there is a question and answer
sequence in the song, one part can be sung by half the
class, the second part by the other half.
Games in Teaching English for Young Learners
Why Games?
Having games in class will help young learners

6
English teacher make the teaching situation much
more exciting. It is in line with the statement
proposed by Martin (1995). Moreover, he emphasizes
that any fun activity could provide those, young
English learners, opportunity to rehearse the foreign
language in a relaxed and enjoyable way.
Taken from Brewster, Ellis and Girard (2003, p. 172),
below are the advantages of using games in the
process of teaching English to young learners:
- They add variety to the range of learning situations.
- They change the pace of a lesson and help to keep
learners’ motivation
- They can help to improve attention span,
concentration and memory.
- Learners are encouraged to participate; shy learners
can be motivated to speak.
- They increase learner-learner communication which
provides fluency practice and reduces the domination
of the class by the teacher
- They help create a fun atmosphere and reduce the
distance between teacher and learners.
- They help to make learning more memorable and
accessible by using as many approaches as possible,
such as mime and movement, use of colour and
patterns, or personalization.
- The language in a game may encourage more
creative use of language in addition to simple
repetition.
How to Play Games
There are three things teachers need to remember in
mind when trying to apply any games in their
teaching activity. They are:
Giving Instructions
One of the most crucial steps when teachers would
like to execute a game in class is that giving
instructions (Brewster, Ellis and Girard, 2003). Bear

7
 in mind that the instructions are much more
appropriately stated in the forms of short, clear and
simple ones. Using a limited number of key phrases
which the children will quickly get used to could
become a really good idea as well.
Organizing the Class
Teachers are required to determine either the games
would be suitably applied for/as a group work, teams
or pairs. However, it is strongly suggested that when
we feel unconvinced whether the games are for those
three things mentioned previously, team games look
like an obvious choice (Brewster, Ellis and Girard,
2003).
Playing the Game
Before getting the game started, teachers need to
introduce the language or some words that would be
necessary in playing the game. It will help them to
organize themselves. When students are playing the
game, it does not mean that teachers are extremely
free from their duty. They, however possess a key role
in observing, listening, monitoring the language used
by students, giving explanation where necessary,
paying attention to the students’ language difficulties.
Analysis of Journal
- The Streght of Article This journal actually re-explain what expert said
in their books and journal. The author quiet good
in serve the material that why song as media in
teaching English for young learner is effective to
be applied. (A linguistic resource, A psychological/
affective Resource, A cognitive resource, A cultural
resource and A social resource)p.45
As song as explain before, either game also a quiet
good media in teaching English for kids. In journal
authors give the theoretical reason why game can
be a good media and the procedure or steps of the
game also typed well in paper.

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 - The Weaknesess of The journal organization not actually complete or as
Article good as journal can be published, there is no ISSN, the
publisher.
Conclusion As the conclusion after reviewing the journal,
conclude that the journal was pretty good for us to
read, took a sophisticated problem or topic to discuss.
The content that cited from many sources also
correctly right in quotation.
Suggestion Suggest that it is quiet good when we write a journal
we concern about the organization, about what we
write down also important to detailed.

The Title Of The Article Teaching English To Young Learners

Journal Journal of English Teaching and Research

Download -

Volume and Page Volume: 2 | p.124 -134

Years October 2017

Author Dwi Warry Octaviana

Reviewer Fitri Orlince Siburian and Karel Wahyu Christop
Simanjuntak
Date 22 September 2019
Abstract of Journal
- Purpose of Research This paper discusses about some resources for EFL
teachers to facilitate the children in learning a foreign
language. Then, this paper tells about how to ensure
the children learn English using simple techniques
that will absolutely make the teachers’ job more fun
and satisfying. Also, it will be expected that the
teachers will have enough fresh ideas to be the most
inspiring teachers that they possibly can.
- Subject Research This journal actually developmental research from
preliminary research. So, the subject not explicitly
stated in journal.
- Keyword Teaching English, Young Learners
Introduction
-Background & Theory Children are unique social beings with their own

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culture-ways of doing things. Caponegro (2007) states
that we have a responsibility to ensure the best
possible world for children and to provide them with
many opportunities to experience their cultures fully,
encouraging them, as they move forward, to one day
work to reimagine the world that will be theirs
Furthermore, children are children - not little adults.
If we view our children as less important than
ourselves, we will tend to put our needs and desires
above theirs, perhaps even attempting to justify our
selfishness by claiming. It is really an effort to teach
our children that none of them are the most
important person in the world (Prewett, 1996). The
child is seen as continually interacting with the world
around him/her, solving problems that are presented
by the environment. It is through taking action to
solve problems that learning occurs. Then, children
also seek out intentions and purposes in what they
see other people doing, bringing their knowledge and
experience to their attempts to make sense of other
people’s actions and language. Realizing that children
are active ‘sense-makers’, but that their sense-making
is limited by their experience. Next, it is now known
that young children are competent, active agents of
their own conceptual development. In short, the mind
of the young child has come to life (Bruner, 1972,
1981a&b; Carey & Gelman, 1991; Gardner, 1991;
Gelman & Brown, 1986; Wellman & Gelman, 1992 as
cited in Bransford & Brown, 1999). From those
theories above, it can be concluded that there is an
emphasis on considering children as active learners
who are able to set goals, plan, and revise. Children

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 are seen as learners who assemble and organize
material. As such, cognitive development involves the
acquisition of organized knowledge structures
including, for example, biological concepts, early
number sense, and early understanding of basic
physics. In addition, cognitive development involves
the gradual acquisition of strategies for remembering,
understanding, and solving problems. Also, the
children actively try to make sense. For instance, to
find and construct a meaning and purpose for what
adults say to them and ask them to do. They can only
make sense in terms of their world knowledge, which
is limited and partial. Therefore, the teachers need to
examine classroom activities from the child’s point of
view in order to assess whether pupils will
understand what to do or will be to make sense of
new language.
The Method of Research
- The Step Of Research Just stated above that the journal is developmental
research. So, the step of the research not quiet clear
enough stated in journal
- Result  Children have relatively short attention span
 Children learn by acquisition-implicitly.
 Children learn holistically-from whole to part.
 Children’s thinking is embedded in a here-
and-now context of situation.
 Children learn from hands-on, physical
activities
- Discusstion Techniques consist of the things the teachers do in the
classroom, but there are only few techniques that do
not in some manner involve the use of materials to
support and enhance them. The teachers could have
short conversation, role plays, blackboard work,
pictures, realia, and so on, but much of the richness of
language instruction is derived from supporting good
learning materials for children. Brown (1994: 93)
explains that children are focused on what this new
language can actually be used for right here and now.
Language needs to be firmly context embedded. Story

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lines, familiar situations and characters, real-life
conversation, meaningful purposes in using language.
Context reduced language in abstract, isolated,
unconnected sentences will be much less readily
tolerated by children’s minds. Now, these are
resources for EFL teachers to facilitate children in
learning a foreign language. These are purposed for
them to be able to teach effectively with the fun and
variety that children need. They are as follows:
 Stories entertain children, educate children
and give children their cultural ability
(Musthafa:9). Besides that, Cameron
(2003:163) says that children will pick up
words that they enjoy and, in this way, stories
offer space for growth in vocabulary.
Moreover, Parreren (1982 &1992 as cited in
Cameron, 2003:164) suggests that letting
children choose the stories they want to hear
may help maximize the learning that takes
place.
 Access a lot of preschool activities and games.
There are more one hundred games which
include several hundred ideas to teach
English to children in fun ways.
 Games make learning fun so the class and
children are willing participants and not just
there because they have to be.
 Choose from listening and comprehension
games and reinforce with communicative
speaking games.
 Make use of hundreds of ideas for vocabulary
acquisition and revision.
 Remember that repetition is the mother of
skill. These activities incorporate repetition
as part of the natural learning process.
 Many games and activities include movement,
so the children learn through what is known
as the total physical response. TPR is useful
for all learners and teachers (Musthafa:19)
Also, it will be expected that the teacher will have
enough fresh ideas to be the most inspiring teacher
that you possibly can. Given that the children have a
very short attention span, the teacher is going to need
a fresh idea about every five minutes. The teacher also
needs to know how to turn games and activities into
language learning opportunities so that the children

12

Analysis of Journal
- The Strenght of Article
learn to understand and speak English. These
This journal have a strong foundation based on
many theories that support the topic such as :
(Bruner, 1972, 1981a&b; Carey & Gelman, 1991;
Gardner, 1991; Gelman & Brown, 1986; Wellman &
Gelman, 1992 as cited in Bransford & Brown, 1999).
(Cameron, 2003). Caponegro (2007)
Give the guidance in journal when teacher teach
the students such as in p.129-130
In this part, the paper shares on what the instructor
should do and/or say. In other words, how to teach
children with the hope that these will help you as a
teacher in creating many positive and meaningful
English lessons under your guidance.
 Make the rules, which should be fair and
consistent, clear from the first day of class.
 Remember the students' names the first time
you meet them. Encourage all students to
remember their classmates' names. Use their
names often when teaching (ie.,talking to them,
making requests, TPR exercises, playing games,
etc.)
 Show the students what to do. Don't
explain. Just do. They will follow the
teacher’s lead. English needs to be
experienced, not explained.
 Give trust between the teacher and the
students with each class. Through their
actions let them know that the teacher will
never embarrass them for making a
mistake in English.
 Use eye contact to communicate the
teacher’s praise and disappointment.
 Create well-planned, consistent lessons
with a predictable format which gives the
students a sense of security and balance.
Students feel more confident if they know
what to expect.
 Always be pleasantly surprised when
students interact with each other in
English.
 Reassure the students that the teacher
understands their English and also the
teacher approves of their attempts.
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  Show respect to the children.
 Use English as a tool to build their self-
esteem.
And also many tips for teacher who teach English for
young learner write down in the journal.
- The Weaknesess of Unfortunately this journal also not fulfill as a good
Article journal in general by its organization not completely
separated.
The topic too generally to conduct in present day
Conclusion In simply, this journal served the material that
discussed on it was clear enough, supported by many
opinion according to experts.
Suggestion Nowadays so many topic that related to teaching
English to young learners, when we conduct a
research it would be nice if we concern about the
problem more specific.

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