Name: Nazwar Syihab

NIM : 1212204016
Class : 4D
TEYL Final Exam Test

Analyzing and Comparing Two Videos of Teaching English To Young

Learners

Teaching English to young learners is a crucial aspect of language education, as it sets

the foundation for their linguistic and cognitive development. In today's globalized world,
proficiency in English has become a necessity, and starting early provides children with a
competitive edge in their future academic and professional endeavors. In this essay, the author
will analyze and compare 2 teaching videos about TEYL and present some supporting theories
to explore the significance of teaching English to young learners and the various approaches
and strategies that can be employed to ensure effective language acquisition.

In the first video, the teacher teaches vocabulary to 6-8 years old kids ( younger group
of TEYL ) using the game method and provides several activities that also support vocabulary
learning. Teaching vocabulary using game methods for Teaching English to Young Learners
(TEYL) is not only suitable but highly effective. Games have long been recognized as a
valuable educational tool, especially for young learners, as they engage children in a fun and
interactive way while promoting active participation and retention of knowledge. Research and
experts in the field of TEYL support the use of games as a means of teaching vocabulary.

One reference that highlights the effectiveness of game-based vocabulary instruction is

the book "Teaching English Vocabulary to Young Learners: A Critical Review of the Literature"
by Dina Tsagari and Alison Papadima-Sophocleous. The authors discuss the importance of
vocabulary instruction in TEYL and explore various approaches, including game-based
methods. They argue that games provide a context for meaningful language use, create
opportunities for repetition and practice, and stimulate children's motivation and engagement
in learning.

Another expert in the field is Dr. Mario Rinvolucri, a renowned author and teacher
trainer, who has written extensively on using games in language teaching. In his book
"Grammar Games: Cognitive, Affective and Drama Activities for EFL Students," Rinvolucri
emphasizes the benefits of games in teaching grammar and vocabulary to young learners. He
provides practical examples and insights into designing and implementing game-based
activities that promote vocabulary acquisition in an enjoyable and effective manner.
Additionally, Dr. Jeanne Perrett, a professor in the field of TEYL, has conducted research on
game-based vocabulary instruction. Her article titled "Using Games to Teach Vocabulary to
Young Learners" explores the positive impact of games on vocabulary development. Perrett
emphasizes that games create a low-pressure environment where children can experiment with
language and actively construct meaning, leading to better vocabulary retention and usage.

These references and experts highlight the suitability and effectiveness of teaching
vocabulary using game methods for TEYL. Games provide an engaging and interactive
platform for young learners to acquire and practice vocabulary in a meaningful context. By
incorporating games into TEYL classrooms, educators can enhance the language learning
experience and promote vocabulary development in an enjoyable and effective way.

Afterward, the way the teacher communicated with his students went very well, this
can be seen in how young learners respond to their teachers. They responded enthusiastically
and seemed to understand the teaching materials provided. This indicates that the flow of
communication that occurs between teachers and young learners is going very well, starting
from the teacher's delivery to students, the intonation used, the choice of language, and the
speed of speaking, everything fits in its portion for teaching young learners

In terms of the TEYL Principles, the teacher in the first video was quite good at applying
all four of the TEYL principles. This can be proven by the teacher implementing "implicit
learning" by using games, "contextual learning" with vocab with a clear context, "student-
centered learning" with learning that does not only focus on teacher explanations, and
"meaningful learning" by using material that relates to the daily lives of young learners and
will be very much needed by young learners. Everything from each of these principles was
carried out properly and also with good preparation. Furthermore, As for suggestions and input
from the author of this essay for teachers in the first video, there weren't too many. Overall it's
good, it's just that maybe it needs to be further improved in building boundaries between
teachers and students

Afterward, in the second video, the teachers in the video teach grammar, in more detail
about the simple present tense to children aged 9-12 years (older group of young learners) and
focus on using a teacher-centered learning approach. Teaching grammar to an older group of
TEYL students, aged 9-12, is not only suitable but also crucial for their language development.
As children in this age range are more cognitively developed, they have the capacity to
understand and apply grammar rules in their language production. Various experts and
references in the field of TEYL support the teaching of grammar to this age group.

One reference that emphasizes the importance of teaching grammar to older TEYL
students is the book "Grammar for English Language Teachers" by Martin Parrott. Although
the book primarily focuses on grammar instruction for adult learners, it provides valuable
insights into teaching grammar to different age groups, including young learners. Parrott
emphasizes that teaching grammar helps learners develop accuracy and precision in their
language use, enabling them to express themselves more effectively.

Another expert in the field is Dr. Keith S. Folse, a professor of TESOL and author of
numerous books on teaching English grammar. His book "Teaching English Grammar: What
to Teach and How to Teach It" offers practical strategies and activities for teaching grammar to
learners of all ages, including older young learners. Folse highlights the importance of
incorporating explicit grammar instruction and practice activities to enhance learners'
understanding and usage of grammatical structures. Additionally, the "TESOL Quarterly"
journal published a study by Dr. Rod Ellis, a renowned researcher in second language
acquisition, titled "The Impact of Grammar Instruction on Language Learners." The study
examines the effects of explicit grammar instruction on language learners of different ages,
including young learners. The findings suggest that explicit grammar instruction can
significantly enhance learners' grammatical accuracy and overall language proficiency.
Furthermore, the Common European Framework of Reference for Languages (CEFR)
acknowledges the importance of grammar instruction for learners of all ages. The CEFR
provides a guideline for language learning and teaching and emphasizes the significance of
teaching grammar as part of language development, including for older children.

These references and experts support the suitability of teaching grammar to older TEYL
students, aged 9-12. Incorporating explicit grammar instruction and providing relevant practice
activities can help these learners develop a solid foundation in grammatical structures,
enhancing their language accuracy and proficiency. By addressing grammar in an age-
appropriate and engaging manner, educators can support the overall language development of
older TEYL students.

the way how teachers communicate with young learners is not good. This is the impact
of the methods and techniques used by teachers who are more inclined to "teacher-centered
learning" which focuses more on teacher explanations without using variations such as games
or learning support activities so that young learners feel bored. besides that, seen from the way
the teacher communicates is not good. intonation, use of language, expressions, everything is
still not all out for teaching young learners. it takes more effort in expression and
communication in order to engage young learners. in terms of the principle of TEYL, the
teacher in the second video only sets out the principles of "contextual learning". This can be
seen from the video, it is clear that the material being taught in the context of grammar however,
there is no student-centered, implicit learning, and meaningful learning because learning
focuses only on the teacher's explanations. Furthermore, as for suggestions and input from
essay writers for teachers in the second video, even though heavy teaching material such as
grammar does require more focus, you have to keep using a variety of methods in order to
engage students, especially young learners because one of the characteristics of young learners
is " short-attention spans" where they get bored quickly and are easily distracted.

In conclusion, after the writer analyzes and compares the first and second videos, the
writer chooses the first video as the video that is rated better. this is assessed and considered
based on several aspects such as the way the teacher communicates, the techniques and
methods used by the teacher, and class engagement. in the first video it can be seen that the
teacher has a very good way of communicating and is also supported by the use of games and
learning support activities as the methods and techniques used by the teacher and which can
ultimately build chemistry and be able to engage the whole class very well.