Name : Siti Maemunah

NIM : 1182040129
Class : 6D of PBI

1. Four language skills that need to be taught in ELT.

1. Listening
2. Speaking
3. Reading
4. Writing
The first, young learners learn from what they hear from their environment as an
introduction to them. What they hear they will absorb in their memory and then they
will try to say the word of what heard. After they hear and can say it, they must be
taught to read because by reading they will know the correct form of words and
sentence structure. After that, they will try to make their own sentences with the
correct word order and sentences from what they read.
2. How should each of (1) *vocabulary, (2) **pronunciation, and (3) **grammar* be
taught to young learners? Explain.
- Vocabulary
The teacher should make the vocabulary learning interesting and fun. When we give
the new vocabulary to the young learners, we don’t give the vocabulary that will not
be used because the young learners will not often practice that vocabulary so, they
will forget and useless. To make the young learners easy to remember the
vocabulary, the teacher can use the picture, card, or the real object as media that
are used.
- Pronunciation
The teacher should integrate the pronunciation lesson to common lesson as like the
young learners learn pronunciation while the teacher gives new vocabulary or while
doing speaking practice in the class. Make the class interesting and fun. When the
teacher gives some new word to the young learners, the teacher should give the
pronunciation of that word accurately because they are easy to get what they hear
in the first time.
- Grammar
The teacher should make the form of the sentence in grammar material that will be
often used in their daily activities. The teacher should reinforce a focus on grammar
forms by maximizing repetition so, it will make the young learners easy to remember
that form. When the teacher will make task for young learners, the tasks should be
age appropriate. Tasks should reflect what our learners might need to do/say/use in
 their daily lives That the tasks are enjoyable and challenging, relative to cognitive
development of the learners.
3. “No translation of the material is allowed.” Give an example of how this principle is
applied in the learning process. Explain.
The teacher should make the young learners understand well about the material that
has been given by the teacher. Sometime the young learners understand the material by
translation but they also can understand the material without the translation. It can be
done well up to how the teacher explain that material to the students without the
translation. Example, when the teacher gives the material about new vocabulary
without translation, the young learners can understand what the teacher mean from the
teacher gesture or from the media that the teacher uses. This Activiti can upgrade the
young learners’ skill thinking.
4. *Implicit learning* - Give examples of teaching techniques or activities that can be
used to apply this principle in the learning process. Explain.
Implicit learning is the process whereby knowledge about complex stimulus domains is
acquired largely without involvement of top-down, conscious control (Reber 1993b).
Naturally occurring examples of the operation of implicit learning are language
acquisition and the process of socialization. Implicit learning yields implicit or tacit
knowledge in that not only is the learner unaware of the process of learning, the very
knowledge itself is highly resistant to explication.
5. *Contextual learning* - Explain how this principle is applied in the learning process,
and give examples of teaching techniques or activities applying this principle.
Contextual Learning is a learning concept in which teachers present real-world
situations into the classroom and encourage students to make connections between
their knowledge and its application in their lives. With this concept, learning outcomes
are expected to be more meaningful for students. The learning process takes place
more naturally in the form of activities students work and experience, not the transfer
of knowledge from teachers to students. Contextual learning with a constructivism
approach is seen as a strategy that fulfills the principles of competency-based learning. a
technique of contextual learning that involves the students to participate actively in the
process, namely planning, application, and evaluation of learning. The students are
involved emotionally and mentally. The students are not the audiences or object of the
learning process, they are the performers.
6. *Learner-centered* - Give examples of teaching techniques or activities that can be
used to apply this principle in the learning process. Explain.
Learner-centered focus on interaction (student-teacher and student). Not only listening,
students are more active in completing projects, presentations, and group work. The
teacher focuses on facilitating critical thinking and further investigation, rather than just
 communicating facts. The teacher gives students the opportunity to design their own
learning process, from what goals they want to achieve, to assessing themselves.
7. *Classroom management* - Mention at least five principles of classroom
management. Provide an example of each principle.
Classroom Management is a term-teachers use to describe the process of ensuring that
classroom lessons run smoothly without disruptive behavior from students
compromising the delivery of instruction. The term also implies the prevention of
disruptive behavior preemptively, as well as effectively responding to it after it happens.
1. Take care of yourself to take care of your students
To learn effectively, your students need a healthy you, said our experienced
teachers. So, get enough sleep, eat healthy food, and take steps to attend to your
own well-being. Countless studies corroborate the idea that self-care reduces stress,
which can deplete your energy and impair your judgment. While self-care is more of
a habit or practice for your own well-being than an actual classroom management
strategy, the benefits include improved executive function, greater empathy, and
increased resilience—all qualities that will empower you to make better decisions
when confronted with challenging classroom situations.
2. Focus on building relationships
Building healthy student-teacher relationships is essential to a thriving classroom
culture, and even sets the stage for academic success. Many educators noted that a
teacher’s ability to balance warmth and strong boundaries is key to successful
relationships—and classroom management.
3. Set rules, boundaries, and expectations (and do it early)
Students don’t thrive amid chaos. They need some basic structure and consistency
to feel safe and to focus.
4. Take a strength-based approach
There must be a good and strong approach of a teacher with students. If a student is
misbehaving, a teacher should find out something is wrong in their world. If they
misbehave to get attention, find out why they need attention and how you can give
them what they need. The teachers don’t forget to continue to work to deepen the
connection, being mindful of the context and using language thoughtfully to the
students.
5. Involve parents and guardians
The teachers don’t forget that every student is someone’s child.
Parents/guardians/caregivers want to hear that the teachers see the good in their
child. A positive connection with home can often help in the classroom. The parents
are important involved and know what’s going on so they can support and reinforce
at home.
 SOURCE RESOURCES

- Cahyo, Agus N. 2013. Panduan Aplikasi Teori-Teori Belajar Mengajar Teraktual dan
Terpopuler. Diva Press: Yogyakarta. Hal. 150-151.
- Sears, J. S. (2002). Contextual teaching and learning: a primer of effective instruction. USA:
Phi Delta Kappa Educational Foundation.
- A.S. Reber, in International Encyclopedia of the Social & Behavioral Sciences, 2001
- https://busyteacher.org/23445-pronunciation-young-learners-tips.html
- https://hongkongtesol.com/blog/2019/04/teaching-grammar-young-learners-children-
learn-languages-differently-adults
- https://indoamericanpublicschool.com/examples-of-contextual-integrated-learning-and-
how-it-benefits-students/
- https://ludenara.org/teacher-centered-vs-learner-centered/
- https://en.wikipedia.org/wiki/Classroom_management
- https://owlcation.com/academia/Teaching-Vocabulary-to-Young-Learners