PANITIA UJIAN AKHIR SEMESTER GASAL T.

A 2020/2021
FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN
UNIVERSITAS PANCASAKTI TEGAL
Sekretariat : Jl. Halmahera Km. 1 Tegal Telp (0283) 357122

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Mata Ujian : English for Young Learners Waktu : 09.15-10.45

Prodi/Smt : PBI/VI A Dosen : Ihda Rosdiana, M.Hum
Hari/Tanggal : Kamis, 07 Januari 2021

Answer these following questions briefly!

1. Method can be said as a list of procedures of precisely how to do something. On the other
hand, technique refers to a task or a classroom activity. Explain some possible methods,
techniques, and teaching aids used in vocabulary for young learners! Elaborate your answer!
(25 points)
2. As an English teacher, you are going to teach speaking to the 2th grader of Junior High
School students. Make a lesson plan consists of these following: (50 points)
- Warmer
- Main activity
- Assessment
- Closing

3. Using a digital connection to teach young learners in their own homes might be challenging
for the teacher. Mention some challenges teacher may face in teaching online! Could you
offer some tips and suggestion on how to help young learners and their parents through this
period? (25 points)

***
 Name: Valdo Varelleo Zulla
Class: Conversion
Student number; 1619500066
Subject: English for Young Learners
Final-Term Examination

1.These are a few possible methods and technique that I could come up to increase Young
learners Vocabulary

1. Build teaching around activities and physical movement.

Link language learning to physical activities by having children use and hear English for
making things, drawing pictures, completing puzzles, labelling pictures, matching words
and pictures, playing games, acting out movements in response to instructions and other
activities that involve hands, eyes and ears. Teachers often make use of TPR activities
(activities based on linking language with actions, drawing on the method known as total
physical response). Many listening activities for young children use this principle, such as
activities in which children listen and respond to commands (e.g. ‘sit down’, ‘turn around’,
‘touch your nose’), listen and choose a picture, listen and draw a picture or listen and
number a sequence of actions in a picture. Similarly, speaking activities with young learners
may involve use of songs, dialogues, chants and fixed expressions that students can practise
in different situations.
2. Build lessons around linked activities.
Since young learners have limited attention spans, it is important to include several short
activities in a lesson and to move quickly from one activity to another. Activities of five to
ten minutes in length are most successful. A balance between the following kinds of
activities is often useful:
 Quiet / noisy activities.
 Different skills: listening, talking, reading / writing.
 Individual work / pair work / group work / whole-class activities.
 Teacher–pupil / pupil–pupil activities.
3. Build lessons around tasks.
A task is a meaning-focused activity that requires learners to draw on and use their existing
linguistic resources to complete a task, such as drawing a picture from oral instructions, or
working in pairs or groups and sequencing a series of pictures to complete a story. The key
features of classroom tasks for young language learners are:
 They have coherence and unity for learners (from topic, activity and/or outcome).
 They have meaning and purpose for learners.
 They have clear language-learning goals.
 They involve the learner actively.
4. Provide scaffolding.
Scaffolding refers to how a child learns through collaboration with a more knowledgeable
partner (a parent, a classmate, a teacher). When children work collaboratively on tasks (such
as sequencing pictures in a story, completing a puzzle or completing an information-gap
task), more proficient learners can often provide the scaffolding less proficient learners
need.
5. Involve students in creating resources that support their learning.
Learners can draw pictures of the characters they hear in a story or create puppets to help
retell a story. They can colour pictures of items and characters from stories. They can find
pictures in magazines, related to a theme or topic in a lesson, and bring them to class. In my
Quebec primary classes mentioned earlier, we did not use a textbook. The children created
their own coursebook, as the course developed, using the resources that formed the basis of
the course.
6. Build lessons around themes.
Lessons can be built around topics or themes, such as animals, friends, food or family, for
very young learners; and for older learners, themes can be drawn from subjects in their other
classes and the community, such as transport, country life, travel and famous people.
Theme-based lessons provide continuity across activities and enable English learning to be
connected to the children’s lives.
7. Choose content children are familiar with.
Teaching can also be built around familiar content from the children’s culture, such as
stories and events (e.g. national holidays or cultural practices). Since the learners will be
familiar with talking about these topics in their native language, it will be easier for them to
connect with how they can talk about them in English.

2.
1. Speaking for 2nd grade of Junior High School

School : SMP N 1 Pancasakti

Subject : English
Class/Chapter : 2nd Grade / II
Material : Recount Text
Objectives :
1. Students will learn the definition, structure, language features, social function, etc.
2. Students will learn the stages of process writing.
3. Students will learn the vocabulary and pronounce fluently.

Media : Worksheets or worksheets (students), Assessment sheets

Tools / Materials : Ruler, marker, whiteboard, Laptop & infocus
Webs : Zoom, G-meets, Webex
Resources : 2013 Curriculum Support Books for English Subjects When English Rings
The Bell, Class VII, Ministry of Education and Culture, 2016 Revision

Warmer

Doing the opening with an opening greeting and praying to start learning,
checking the attendance of students as an attitude of discipline.

Linking material / themes / learning activities to be carried out with students'

experiences with previous materials / themes / activities and asking questions to
remember and connect with the next material.

Convey motivation about what can be obtained (goals & benefits) by studying
the material.

Describe the things to be studied, the competencies to be achieved, and the

learning methods to be taken,

Main Activity

Students are given motivation and guidance to see,

Kegiatan observe, read and rewrite it. They were given
Literasi impressions and reading material related to the
material.

The teacher provides the opportunity to identify as

many things as possible that have not been
Critical
understood, starting from factual questions to
Thinking
hypothetical questions. This question must remain in
relation to the material.

Students are expected to be able to discuss, collect

Collaboration
information, present again, and exchange knowledge.

Students are then given the opportunity to ask again

Communication
things that have not been understood.

Teachers and students make conclusions about things

Creativity
that have been learned related.

Assessment

Students are given the task of making recount text stories based on their own
experiences.

Students are given the task to identify the structure of the text based on the
 material that has been taught.

Students are given the task to identify the language features contained in the text
they have made.

Closing

Students make a summary / conclusion of the lesson about the important points
that appear in the learning activities that have just been carried out.

The teacher makes a summary / conclusion of the lesson about the important
points that appear in the learning activities that have just been carried out.

3.

These are the challenges that teacher met in teaching online:

 Problem 1: Online training is boring
 Problem 2: Students encounter technical difficulties
 Problem 3: The students don’t know the course exists
 Problem 4: Students don’t have time for online training
 Problem 5: Students need to talk to people

Tips and Strategies:

- Solution: Offer multi-device courses and personal attention
When faced with this challenge, keep it simple. Choose online courses that do not
require much internal memory or a high-speed Internet connection, and with a solid and
simple script. Give priority to courses where you do not have to download any programs
or print out documents. When you take the training before your students, pay attention to
the sound quality (an issue that is often neglected) and be sure to try out the course on
several smartphones, browsers and operating systems.

- Solution: Find an online course that is dynamic, fun and interactive

To prevent students from getting bored, be sure to find an online course that is interactive,
dynamic and fun. While this may have been difficult in the early days of e-learning,
nowadays it is much easier: there are currently a number of providers offering all types of
interactive training, with challenges and adventures, videos, storytelling, gamified solutions,
simulators to ensure practice and game-based learning.

- Solution: Offer multi-device courses and personal attention

When faced with this challenge, keep it simple. Choose online courses that do not require
much internal memory or a high-speed Internet connection, and with a solid and simple
 script. Give priority to courses where you do not have to download any programs or print
out documents. When you take the training before your students, pay attention to the sound
quality (an issue that is often neglected) and be sure to try out the course on several
smartphones, browsers and operating systems.

REVIEW OF GROUP 5

Teacher greet the student when starting the class, and introduce the material. 
After that teacher show the ppt about the Family vocabularies. Teacher also ask about
the readiness of students before starting the explanation. The teacher asks each student
about their Family.

FEEDBACK

I think their performance is already passed with flying colors but it has a few unnecessary things
which would make the elementary learners confused such as “Body Parts” , I bet the students would
find it strange because your material is all about family Vocabularies