English for Young Learners

Teaching Listening to Young learners

Arranged by:

M. Khresna Dirgantara A1B019034

Egi Pasela A1B019083

Lecturer: Dr. Syafryadin, S.Pd., M.Pd.

ENGLISH EDUCATION STUDY PROGRAM

MAJORING IN LANGUAGE AND ARTS

FACULTY OF TEACHER TRAINING AND EDUCATION

2021
 PREFACE

All praise and gratitude we extend to Allah SWT, because with His grace and guidance
we were able to complete the task of writing this paper entitled "Teaching Listening to young
learner" right in calculated time.

The purpose of writing this paper is to fulfill one of the tasks given by Mr. Syafryadin as a
lecturer in the English for Young Learner course.

This paper is structured so that readers can broaden their knowledge of Teaching Listening to
Young Learners. This paper contains information about Language and Classroom Management
for young learners, especially in use for language teaching. Although this report may not be
perfect, it also contains sufficient detail for the reader.

Hopefully this paper can provide a broader insight to the reader. The author asks for suggestions
and criticism if there are shortcomings, so that they can be better references in the future.

Bengkulu, November 14 th 2021

Authors
 Table of Contents

Preface.............................................................................................................................

Table of Contents............................................................................................................

CHAPTER I

1.1 Background...............................................................................................................

1.2 Objective of the paper...............................................................................................

CHAPTER II

2.1 Teaching listening for young learners

2.2 The development of listening skills

2.4 Listening in the Classroom

CHAPTER III

Conclusion

Refference
 CHAPTER I

INTRODUCTION

1.1 Background

In this chapter, we will discuss listening and the teaching of listening as it pertains to
young learners. In the next section, listening is described and contrasted with hearing. A
background for the teaching of listening is then presented with an emphasis on the three learning
channels. Listening as a foundation skill for other skills is described next. We end the chapter
with a variety of classroom techniques and activities which can be used with students at differing
stages of language and literacy acquisition.

1.2 The Objective

1. To inform about Teaching Listening for Young Learners

2. As a reference if we are going to be a teacher who will teach young learners

 CHAPTER II

THEORY AND DISCUSSION

2.1 Teaching listening for young learners

What is listening

Babies between one and two months of age have the ability to distinguish the
sounds of speech. Before babies hear words, they hear the rhythm and melody of the language
and have some awareness of the interaction and relationship with a speaker. Young children
hear both sound and words. (INI KUTIPAN CUMAN KALO NAK DI UBAH BAHASA
DEWEK DPP) Eventually, children begin to listen to sentences and the meanings attached to
them. For example, a young child or toddler will quickly learn the meaning of the word "No!" or
"Don't!" when he gets too close to something as dangerous as approaching a burning stove

What Children listen to

Small children hear various sounds around them. For example, in the house they will hear
various kinds of sounds such as TV, vacuum cleaner, the sound of a kettle boiling, the sound of
an oven and others. Children like to tell about sounds like outside sounds such as a fire engine or
an ambulance. If they live in an area where there are a lot of animals, they can learn to
distinguish the sounds of barking dogs, screeching of cows, screeching of sheep, etc. Young
students also like to learn through film music and stories.

Listening as one of the four language skills

When we talk about language learning, we often talk about the four language skills:
listening, speaking, reading, and writing. We can further identify the difference in skills by
stating that listening and speaking are oral skills whereas reading and writing are written skills.
We can also distinguish between abilities and goals. Listening and reading are receptive skills
because the focus is on receiving information from outside sources. Speaking and writing, on the
other hand, are productive skills because the focus is on generating information..

2.2 The development of listening skills

Listening Skills to prepare children to read

When a teacher shares a story with children and helps them to develop listening
comprehension skills, she is also working on their reading readiness skills. Listening
comprehension utilizes many of the same processes necessary to read and comprehend a story
(Piper, 1993). Listening capacity refers to an informal measure of one's ability to understand or
comprehend spoken language in the context of a story being told or read aloud (Gunning 2003,
2000). As a foundation for reading, we need to develop children's listening comprehension and
listening capacity.(REVISI)

If children have been trained and taught to listen to English sounds carefully and
carefully, they will gain the ability to enable them to position themselves to match certain sounds
and sentences or symbols. As a result, if children have not developed phonological awareness,
they will be very confused when they are given certain instructions or commands. For example,
if children have difficulty distinguishing /r/ and /er/, they may have a phonics problem that
focuses on sounds. It's much easier to learn how to listen to the sound first and then add the
prints

Auditory patterns

Another way to think about the relationship between listening and reading is to
consider the fact that one needs to recognize patterns in order to read. Reading is about patterns.
Detecting the auditory or phonological pat terns that occur in language will better prepare
children for the visual pat terns that occur in English-language words.(REVISI)

2.3 Classroom Technique and Activities

As a teacher working with children learning English as a second language (ESL)

or English a foreign language (EFL), I try to blend techniques designed for ESL or EFL learners
with those intended for young children learning English as their first language. I sometimes use
approaches which are designed for adult EFL learners and adapt them when necessary so that
they will be appropriate for young learners. (REVISI)
 TPR (total physical response) act

As a teacher working with children learning English as a second language (ESL)

or English a foreign language (EFL), I try to blend techniques designed for ESL or EFL learners
with those intended for young children learning English as their first language. I sometimes use
approaches which are designed for adult EFL learners and adapt them when necessary so that
they will be appropriate for young learners. (REVISI)

By giving TPR commands one at a time, you’re able to look around the room to
determine if the children are comprehending what are you are saying in an instant

- TPR songs and finger-plays

- TPR storytelling
- Yes/no card
- TPR Drawing
- Syllable clapping
- Rhyming words
- Minimal Pairs

This the kind of TPR that teacher used to teaching the listening to young learners

2.4 Listening in the Classroom

Most children's course books include listening activities where children listen and
do something. The children listening at the teacher when teacher read the script or
plays the audio recording and writes the numeral for the corresponding picture.
There are also textbooks that combine listening and writing. Students, for
example, may listen to a passage and then answer questions that they hear on an audio
recording or read aloud. Look at Example 8 (page 42) from a course book designed
for nine-year-olds who have English-language literacy skills and have studied English
for several years.(REVISI)
It is important to make sure that the students have the literacy skills to do the
exercise. For example, students would have to be able to read the irregular spelling
pattern ph. for the sound /f/ in order to recognize the word dolphin. You could very
easily adapt this page into an activity that only involved listening by having students
hold up the yes/no cards while you read the questions aloud.(REVISI)
 CHAPTER III

Conclusion

When it comes to teaching listening and speaking, teachers must use a wide range of
interesting activities to establish active learning and proper language acquisition. Since listening
is an active skill, and speaking is an interactive skill, these skills need to be developed by
scaffolding, and they need to be integrated into a lesson plan. Speaking activities should go from
controlled to independent practice, and the learners should be able to apply their foreign
language knowledge in an authentic situation. 

P.S. Stabilo kuning yang nak di revisi. Yang biru kao nak di ubah pakai kutipan orang atau
Bahasa dewek
 Refference

Caroline T. Linse (2005). Practical English Language Teaching: Young learners (pp. 21-43).