FINAL TEST ASSIGNMENT

TEACHING ENGLISH FOR YOUNG LEARNERS

Essay of Three Most Important Criteria of Good Learning

Materials for Indonesian Children Learning English as a Foreign

Language at the Elementary School Level

Lesson Plan
Self-Assessment

By
IMAN HILMANSYAH
1402203

ENGLISH EDUCATION DEPARTMENT

POST-GRADUATE STUDY
INDONESIA UNIVERSITY OF EDUCATION
2014

PART A
Three Most Important Criteria of Good Learning Materials for
Indonesian Children Learning English as a Foreign Language at the
Elementary School Level
As an opening of this essay, in creating good materials for Indonesian
children learning English as a Foreign language at the elementary school
level, understanding the origin of the children, how they learn, how they
learn language, how they learn English as a foreign language, and teachers
act to facilitate children in learning English is very important. Children are
children- not little adults (Musthafa, 2010). Based on this simple but a deep
meaning statement, we as a teacher should understand the unique of the
children in learning English. So the children can be treated in appropriate
ways by developing good materials to gain their success in acquiring English.
From those several characteristics of students, there are some advice in
conducting good learning materials include increasing exposure and
promoting routines of English, using activity- based teaching learning, and
including various techniques.
Because here, in Indonesia, English has to be known as a foreign language
which is meant that people never use English in their daily activity. The
opportunity to use English as a tool of communication become very limited.
Because of that, good materials should increase exposure and promote
routines of English to solve the problems. Increase exposure means that
when the teachers conduct the materials there should state many examples
of English such as make print-rich that related to the materials. In the other
hand, promote routines means that good materials should give opportunity
for the students to use English as their habit. It can be applied by the
teachers when they use the same instruction to the students or in can be
learnt by the students from the print-rich that was put around their
classroom.

As we know that children are active creatures. They will be better to learn
when they think that they are not in learning activity. Therefore, the teachers
should have the ability to use this unique in creating good materials. Using
activity-based teaching learning in conducting the materials means that the
materials should provide activities in teaching and learning process. The
example of this activities such as games, projects, and simple observation.
The objectives of these activities are to make the children feel and
experiencing through what they learn.
The last, in conducting good materials, teachers should provide various
techniques in teaching and learning process. Back to the understanding that
children are active learners and they easily feel bored, applying various
techniques in teaching and learning process is necessary to keep children
interest to the materials that they are learnt.
In the end of this essay, understanding who children are is very important in
conducting good material in teaching English to young learners as a foreign
language in Indonesia. Those three important criteria from (Musthafa, 2010)
are the basic if we want to gain success in teaching English to young learners
in Indonesia. Moreover, as good teachers, we should be able and creative to
develop those criteria. So we will reach the best result from our effort.
Reference
MUSTAFA, BACHRUDIN. 2010. Teaching English to Young Learners in
Indonesia: Essential Requirements. Educationist. IV (2), 120-125

PART B
In teaching and learning process, language teachers should consider to the
approach, method, and technique. Based on Richard and Rogers (2001, p
20), approach is a set of assumption about language and language learning
theory, method is a plan for presenting language material based upon an
approach, technique refers to activities that take place in the classroom. In
this opportunity, I would like to present the lesson plan for elementary school
1st grade at the 1st semester. Theme of the lesson that I would like to present
is about things in the playground. Here, I believe that the children are
unique character so in teaching the topic the method that I will use are Total
physical Responds and communicative approach. In the teaching and
learning process, I will use game as a technique in teaching the topic. Here, I
adopted hunters model in creating the lesson plan.

LESSON PLAN
TOPIC
Things in the play ground
GRADE

Elementary School, 1st grade at the 1st semester

OBJECTIVES

Students will be able to pronounce words correctly

Students will be able to use structure such as: there isthere are

STANDARDS

students will learn about the vocabularies about things in the

playground;
Students will learn about the expression when they want to say if there

is something in the playground;

They will learn this materials through watching video and games;
Students should follow the rules in the classroom, watch the video, and

participate in the game;

They will be able to speak to express the words and the expression
about the things in the playground.

MATERIALS

http://www.youtube.enjoyTV-plyground-sample-MP4
Vocabularies about things in playground

DURATION

SWING

SEESAW
JUNGKATJUNGKIT

AYUNAN

SANDBOX
KOTAK PASIR

TUNNEL
TEROWONGAN

UNGLE GYM
HALANG
RINTANG

PLAYHOUSE
RUMAH MAINAN

SLIDE
TEMPAT LUNCUR

MONKEY BAR
HALANG
RINTANG
HOPSCOTCH

ME
RRY -GO-ROUND
KOMEDI PUTAR
MINI

KOTAK JINGKAT

SPRING HORSE
KUDA- KUDAAN

TRAMPOLINE
TRAMPOLIN

2x35 minutes (1 meeting)

ANTICIPATORY SET

Students are asked by the teacher to pray

Students and teacher sing a simple song based on the first scene on
the video

TEACHING
INPUT

Students are asked by the teacher to watch the video about playground
MODELING

Teacher give examples of pronouncing the things in the playground

after that students have to repeat what the teacher said.

Teacher give examples to express if there is something in the
playground after that students have to repeat what the teacher said.

CHECKING FOR UNDERSTANDING

Teacher asks the students to tell the picture in the slide show

Example:

What is this?
QUESTIONING STRATEGIES
Teacher gives opportunity to the students to ask the questions related to the
things in the playground
GUIDED PRACTICE
Teacher divides the students into several groups. After that, teacher asks
them to play a game. The teacher give several pictures about things in
playground and students have to put the same pictures in one area or
column (if there are more than one same pictures), they have to say how to

express things if there are more than one and how to express a single thing.
After they finish collecting the pictures, they have to report it to the teacher.
CLOSURE

The teachers summarize the learning activity

The teacher checks students understanding by asking them the picture
in the slide and ask them what is this, etc.

INDEPENDENT PRACTICE

The students are asked by the teacher to become a detective and

check the nearest playground in their house. After that they have to

make lists of things in that place.

In the next meeting the students have to report their job to the
teacher.

REFERENCE
RICHARD, J.C, AND RODGER, T.S. (2001). The Nature of Approaches and
Method in Language Teaching: A Description and Analysis 2 nd Edition.
Cambridge: Cambridge University Press.
HUNTER n.d. Madeline Hunters Lesson Plan format. Retrieved on 20
December
2014,
from
http://iicti-part1fall2011.wikispaces.com/file/view/madelinehunterlessonplanformat.pd
f

PART C

SELF ASSESSMENT
Before I took Teaching English for Young Learners class, honestly my
understanding about children still superficial. I only understand that children
have their own way in learning especially in learning language. But the TEYL
class that that was led by Bachrudin Musthafa, PhD has given big impact to
me in terms of understanding about the nature of children, how children
learn language, and what should we do to facilitate children in learning
language. Moreover, this TEYL class opened my mind in terms of how to be a
good writer, although my skill in writing is not significantly improve, but the
knowledge that has been given by my lecturer in TEYL class about Writing
give me some advice in practicing this skills.
In terms of grade, I think it is a rare question for me. But if I have to reflect
myself, I think I deserve to get 3.85 (equals to A). The reason why I conclude
that I have to get A, because I did the best that in TEYL class, I always attend
to this class, learn everything that Dr. Bachrudin taught to me, I did all of my
assignments, and my understanding in terms of TEYL and writing skills have
improved. Actually, this statement only what I am thinking, someone who
has a right to give me grade only my lecturer based on what I did in the TEYL
class. However, I really hope if Dr. Bachrudin would give me an A because
this grade is important for my career. This grade also can motivate me to
learn more.
In the and, in this opportunity, I just want to say thank you very much for
what Dr. Bachrudin have taught a lot of knowledge to me.