PAPER ASSIGMENT COURSE LECTURER

ENGLISH FOR YOUNG LEARNERS Dra. Andi Irlina, M.Hum

Teaching Learning Development Materials For Young Learners

By Group 5 :

Hamida Sari 210101030166

Iis Nurjanah 210101030653
Tri Maya Mawaddah 210101030889

ANTASARI STATE ISLAMIC UNIVERSITY

FACULTY OF TARBIYAH AND TEACHER TRAINING
ENGLISH EDUCATION DEPARTMENT
2023
 TABLE OF CONTENT

TABLE OF CONTENT ................................................................................................................................ 2

INTRODUCTION ....................................................................................................................................... 3
A. Background ...................................................................................................................... 3
B. Problem Identification ...................................................................................................... 3
C. Object of Study ................................................................................................................. 3
DISCUSSION............................................................................................................................................. 4
CONCLUSION......................................................................................................................................... 12
REFERENCES .......................................................................................................................................... 13

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 INTRODUCTION

A. Background

The development of teaching and learning materials for young learners requires a
deep understanding of child development, pedagogical principles, and educational
objectives. These materials encompass a wide range of resources, from picture books
and interactive games to audiovisual aids and digital applications. They aim to make
learning enjoyable, meaningful, and accessible to children.
Effective materials for young learners should align with educational standards,
promote holistic development, and encourage active participation. Furthermore, they
should consider cultural diversity and inclusivity to accommodate the needs of all
children.

B. Problem Identification

1. How to Teach English To Young Learners?

2. How to Appropriate English Teaching Materials and Design for Young Learners?
3. What is The Strategy For Implementing Thematic Learning?
4. What are The Activities/Exercises That Use Listening Skils in IELTS ?

C. Object of Study

1. To Know How To Teach English To Young Learners .

2. To Know How To Design English Teaching Material For Young Learners.
3. To Know How The Implemention Strategy Of Thematic Learning.
4. To Know What Activities/Exercises That Use Listening Skils In IELTS.

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 DISCUSSION

A. Teaching English for Young Learners

To provide good educational services to early childhood we must understand their
characteristics and know the needs according to their level of development. Thus we
can provide activities that suit their needs and in the right way too. In accordance with
the world of early childhood, they learn through play (learning through play) and play
is a learning process for them (playing is learning), so we provide activities to them
must be in a way that suits their world, namely playing. their world of play.
In providing English learning materials, we must adjust them to their level of
development. Their level of development. The scope of materials that we can provide
to early childhood include :
➢ Names of colors
➢ Numbers up to ten
➢ Family
➢ Animals
➢ Fruits and Vegetables
➢ Parts of the body
➢ I am / You are
➢ There is / there are
➢ I like / I don't like
➢ Simple classroom commands; stand up, sit down open your books etc.
This is the scope of English language teaching for early childhood in general.
Whether or not to give all or even add other materials depends on the child's ability
and the teacher who knows better.
Below are some points to consider in providing activities for teaching English
to children:
➢ Activities should be simple enough for children to understand.
➢ The tasks should be appropriate for their abilities.
➢ Activities should be mostly based on oral language, of course for early childhood
listening activities are also given a large portion.
➢ Writing activities should be avoided for young children.
➢ Simple repetitive stories.
➢ Simple repetitive speaking activities.

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 The English teaching methods mentioned above are activities that have
communicative value in language.
B. Appropriate English Teaching Materials and Design for Young Learners
Appropriate Materials for Young Learners
Tomlinson (2008) states that materials refer to anything which is used by
teachers or learners to facilitate the learning of a language. Materials could be
cassettes, videos, CD-Rooms, dictionaries, grammar books, readers, workbooks or
photocopied exercises. They could also be newspapers, food packages,
photographs, live talk by invited native speakers, instructions given by a teacher,
tasks written on cards or discussions between learners.
Integrate Ireland Language and Training (2006:32) gives some examples of
materials that can be a language support and engage students to learn English. Some
examples are included as follow.
Examples of Materials :
1) Posters : Reading schemes, nature, food pyramid, etc.
2) Activity books/sheets.
- Developing writing skills, structuring sentences, text, etc.
- Identifying and collecting vocabulary (word walls, etc.).
- Activity sheets may be done in the mainstream class when a child is newly
arrived and cannot yet understand classroom learning
3) Storybooks : Particularly those with a high level repetition and/or a focus on the
vocabulary being learnt in language support.
4) Games : Encourage interaction while focusing on theme-based vocabulary,
question forms, word recognition, etc.
5) Picture/photo dictionaries : A few of these in the classroom will help both teacher
and pupils to overcome difficulties in making themselves understood.
6) Sets of cards : Learning vocabulary, sequencing, sentence building, telling a
story, prompting discussion.
7) Phonics series (often with CD) : Pronunciation, spelling, reading.
8) Projects : Picture resources for classroom, classroom ‘Big Book’ or scrapbook,
poster displays on different themes created by pupils, audio recordings, etc.
9) Computer software : Vocabulary development, creating text,
identifying sounds.

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 Furthermore, Brewster et al. (2003) state that the teachers can produce their
own materials. The worksheets can be exercises and activities which are drawn,
written, or word processed or photocopied. They also explain the worksheet features.
They state that the worksheets should be clear, simple, and attractive. The
instruction in the worksheet should be clear or in the children’s own language.
Appropriate learning materials consist of units arranged based on students'
needs and curriculum to make learning easy and effective in the form of :
a. Task
Tasks encourage pupils to personalize language, pursue their interests and
use language in an independent and hopefully creative way. Tasks can be done
individually, in pairs or in groups. Examples include the following:
1) Drawing/writing/performing a new version of a story which has been used
in class.
2) Writing and performing a simple play.
3) Making and playing a board game.
4) Planning and creating objects such as models. Masks, etc.
5) Devising a survey, carrying it out and presenting the results in some forms
(spoken or written).
6) Creative speaking or writing such as posters, stories, radio programmes,
class magazines, poetry, letters or recordings to imaginary characters in a
story.
7) Investigating a topic such as Bears and presenting the information.
The classroom tasks for children learning a foreign language suggested
by Cameron (2001:31) should have coherence and unity. It should also have
meaning and purpose for learners. Then, it should have clear language learning
goals/ next, it should have a beginning and end. Finally, it should involve the
learners actively.
b. Activities
Activities focus on form and meaning to some extent but are not in
themselves purposeful or meaningful; they rehearse a particular set of sub-skills,
language items or task procedures; they usually consist of a cognitively simple
set of operation and have reduced learner control.
According to Clark in Nunan (1989:67), language programs should enable
learners:
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 1) Solve problems through social interaction with others.
2) Establish and maintain relationships and discuss topics of interest through
the exchange of information, ideas, opinions, attitudes, feelings,
experiences and plans.
3) Search for specific information for some given purpose, process it, and use
it in some ways.
4) 4) Listen to or read information, process it, and use it in some ways.
5) Give the information in spoken or written form on the basis of personal
experience.
6) Listen, read on view a story, poem, feature, etc. and perhaps respond to it
personally in some ways.
7) Create an imaginative text.

Material Design Model

Teaching and learning materials are realized in the form of task. The task should
contain certain skill and have a relation to learners’ needs and interest. Nunan defined
task as a piece of classroom work that involve learners in comprehending,
manipulating, producing or interacting in the target language.

Material Design Model by Nunan

a. Goal
Nunan states that goals are vague general intentions behind any given learning
task (2001:41). Goals relate to a range of general outcomes or directly describe
teacher or learner behavior. The goals sometimes are not explicitly stated but it
can be concluded from the examination of a task.
b. Input
Input refers to the spoken, written, and visual data that the learners work with in
the course of completing a task (Nunan, 2004:47). Input can be in the form of
letter, newspaper, recipe, picture, dialogue, magazine, etc. those inputs give the
learners an imagination and drive them to process the information based on their
background knowledge before they go to the activities.

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c. Procedures
Nunan notes that procedures or activities are what learners will actually do with
the input which forms the point of departure for learning task (2004:52).
Furthermore, Nunan elaborates tasks types into three activities (2004:57).
1) Info-gap activity, involves transfer of given info from one person to another,
calling for decoding or encoding of information from or into language.
2) Reasoning-gap activity, deriving some new info from existed info through
inference process, deduction, practical reasoning, or a perception of
relationship or patterns.
3) Opinion-gap activity, involves identifying and articulating a personal
preference, feeling, or attitude in response to a given situation. Pattison (1987)
in Nunan (1989:68) also proposes seven types of activities.
a) Questions and answers.
b) Dialogues and role-plays.
c) Matching activities, communication strategies.
d) Pictures and pictures stories.
e) Puzzle and problems.
f) Discussion and decision.
d. Teacher and learner roles
Roles refers to the part that learner and teacher are expected to playing a carrying
out learning tasks as well as the social and interpersonal relationship between the
participants (Nunan,2004:64). In relation with the role of teacher, Richards and
Rogers in Nunan (1989:84) note that the roles of teacher are related to the
following cases :
1) The type of functions teacher are expected to fulfill.
2) The degree of control the teacher has over how learning takes place.
3) The degree to which the teacher is responsible for current.
4) The interactional patterns that develop between teacher and learner. The role
of learner depends on the approach used in the teaching and learning process.
In general, learner can be divided into following categories (Nunan, 2004:65):
1) The learner is the passive recipient of outside stimuli.
2) The learner is an interactor and negotiation who is capable of giving as well as
taking.

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 3) The learner is a listener and performer who has little control over the content
of learning.
4) The learner is involved in a process of personal growth.
5) he learner is involved in social activity.
6) Learners must take responsibility for their own learning, developing autonomy
and skills on learning how to learn
e. Settings
Setting refers to the classroom arrangements specified or implied on the task and it
requires consideration of whether the task is to be carried out wholly or partly
outside the classroom (Nunan, 2004:71)
C. Strategy for Implementing Thematic Learning
Thematic learning is integrated learning that uses 'theme' as a unifying material
in several subjects at once in one face-to-face meeting.

The principles of theme selection are as follows :

a) The closeness of the theme should be chosen starting from the things closest to
the child's life. The proximity can be physically close and also emotionally close
or children's interests. Themes that are physically close to the child, for example,
self, family, home environment, school environment, animals, plants, and the
natural environment. Each institution certainly has different conditions, for
example for PAUD institutions whose environment is close to the beach, then the
theme of my environment with the subtheme "my beautiful beach" can be a
theme choice according to the principle of proximity.
b) Simplicity The themes chosen are familiar to the child so that the child can easily
understand the subject matter and can explore more of his/her experiences.
Example: Based on the principle of simplicity we can choose the theme "animals"
with the subtheme "Chicken" through a simple sub-subtheme to learners.
c) The attractiveness of the chosen theme must be interesting for children and able
to attract children's interest in learning. To further provide interest in children's
learning and the meaningfulness of a theme, teachers should be able to formulate
themes in the form of inspirational sentences, for example the theme of "the sun"
is formulated with "the sun is the source of human life", the theme of "plants" is
formulated into "planting and caring for plants", the theme of "animals" is
formulated into "loving pets" In choosing themes that are interesting to children,

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 teachers can observe things that are close to children both physically and
emotionally, for example by brainstorming with children what children like.
d) Incidental theme selection is not always planned at the beginning of the year,
it can also insert extraordinary events experienced by children, for example
flood events experienced by children can be used as incidental themes
replacing previously planned themes.
The steps for implementing thematic learning every day are carried out using
three stages of activity, namely :
1) Initial/preliminary opening activities
2) Core activities.
3) Closing activities.

Thus, the nature of the closing activity is to calm down. In the 2013
Curriculum for Early Childhood Education, themes are not set by the
government, but are flexibly determined by PAUD institutions involving all
teachers at the time of selection and determination. Many things in the
environment can be used as themes. That is, what is found in the immediate
environment such as water, rocks, coconuts, transportation, the sea, and others
can be raised as themes. Therefore, the development of themes in each
institution can vary according to the environment of the institution and the
condition of its facilities and infrastructure.

D. Examples Collection Of Teaching and Communicative Activities

Communicative activities are generally the final production task. When lesson
planning it can be useful to start with the communicative activity and plan backwards
working out what is needed for the learners to complete the task.

Some Communicative Activities

a) Picture Dictation : One learner looks at a picture (which another learner cannot
see), and describes it using the target language. Their partner draws what they are
told. E.g. Learner A is looking at a picture of a bedroom. Learner B has a blank
outline of a bedroom. Learner A describes the picture e.g. ‘there is a bed next to
the window’, ‘there are 3 books on the desk’. Learner B draws these on their
blank outline. At the end the learners can compare their pictures. Points can be
awarded for accuracy.

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b) Shop Role Play: One learner is ‘the shopkeeper’, the other are ‘shoppers’. The
shopkeeper has a number of different items for sale (use classroom realia; plastic
animals, fruit, toys etc). The shoppers are given toy money or Lego blocks and go
shopping to buy items they want/need. Target language could include: Can I
have…? How much is/are….? Here you are. Thank you. It costs… Alternatively,
there could be more than one shopkeeper and shoppers must buy items on a
shopping list.
c) Design a Town: Learners are given a large sheet of paper with a basic outline of a
town, they then design and draw their ideal or home town. Target language could
be: school, bookshop, station etc, Prepositions: next to, opposite; Negotiating
language: how about… let’s…
d) Classroom Surveys: This can be adapted to many different language points.
e) Dialogue: Learners can make their own dialogue based on the target language.
This can be used to act out situations relevant to learners.
f) Drama: Learners act out a small skit based on the dialogue taught with a story
element. The stories should be simple ones.
g) Information Exchange: This is set up so learners have different sets of
information and they have to ask and answer questions in order to complete their
information set and the task/table.
h) Role Plays: Learners act out a situation e.g. in a shop, at home etc… Different to
a dialogue in that the communicative exchange is not totally scripted. For this to
be successful the learners will need to be very confident with the language and
confident with all possible outcomes of the role-play.

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 CONCLUSION

"Development of Teaching Materials for Early Childhood Learning" is that the

development of good and effective teaching materials is very important in early childhood
learning. Open materials that suit children's characteristics and needs, integrate play
approaches, utilize visual elements, focus attention on students, and utilize technology can
increase the effectiveness of learning and provide meaningful learning experiences for
children.

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 REFERENCES

Calman, J. Leslie. Early Childhood Education for All. Legal Momentum. New York. 2009
Cameron, Lynne. Teaching Languages to Young Learners. Cambridge University Press. 2002
Shin, Kang Joan. Teaching English to Young Learners. University of Maryland, Baltimore
County. 2000
Graves, K. 2000. Designing Language courses: A Guide for Teachers. Boston: Heinle &
Heinle Publisher
Hutchinson, T. & Waters, A. 1987. English for Specific Purposes: A learningcentred
approach. Cambridge: Cambridge University Press
Moon, J. 2000. Children Learning English. Oxford: Macmillan
Atika Sari,dkk. 2016. Pemahaman guru dalam Pembelajarantematik anak usia dini. FKIP
Universitas Lampung.
Mustofa, Dedi., dkk. 2015. Pengembangan Tema Pembelajaran PAUD. Jakarta: Direktorat
Jenderal PAUD dan DIKMAS.
Trianto. 2011. Desain Pengembangan Pembelajaran Tematik bagi AUD TK/RA dan Anak
Kelas Awal SD/MI. Jakarta Kencana.
https://www.linkedin.com/pulse/communicative-activities-young-learners-sophia-
mcmillan#:~:text=Classroom%20Surveys%3A%20This%20can%20be,taught%20with
%20a%20story%20element

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