WORK SHEET 1

ANSWER
1. A. intelligences linguistic (the purpose of intelligences linguistic is to understand information
communication to oral written educators)
B. logico mathematical (the purpose of logico mathematical is to understand the explanation
logically)
C. visual spatial (the purpose of visual spatial is to appreciate information in the form of images
or shape)
D. musical (the purpose of musical is to express forms of musical forms)
E. bodily kinesthetic (the purpose of bodily kinesthetic is abilities that use body movements)
F. interpersonal (the purpose of interpersonal is intelligence related to ability)
G. intrapersonal (the purpose of intrapersonal is the ability to understand oneself)
2. the role of stories in teaching english in primary school is important, because the role of stories in
English contains many original ideas to use stories in foreign language teaching, because on
single story can be exployed in a variety of ways and for a variety of teaching purpose to
introduce or consolidate new vocabulary or structures to develop a topic or topics from the
curriculum. To cater for mixed abilities and multiple intelligences.
3. telling folk stories to student elther directly from English book or from Indonesian books which
are then translated into English, using language that is easy to understand, telling lovely , full of
expression, and fun provide vocabulary words from the talk lore so that students understand and
game insight so that the vocabulary they have in increasing.
WORK SHEET 2
ANSWER
1. According to this article, teacher must be able to provide opportunities for students to engage a
deep understanding of article thinking and creative problemsolving learners actively build
knowledge by linking new information with what they already know, this concept is also called
“construct visit”.

2. Teacher as a facilitator in teaching English is to give the student center stage in the classroom,
providing a setting in which the students play on active in quiring role in their learning teacher
act as guides, coaches, and advisove.

3. Teacher must motivate the students about their passion that exist in curriculum.

4. Teacher must have ability to construct scheme of learning processor or teacher processes
construct visit teaching in order to develop teacher’s skill. Also in this article describe or
demonstrates how a construct visit approach to teaching call on teacher’s to be learners
themselves, rev calling how, embedded with in construct visit teaching experiences, are
continual opportunities for teacher’s to learn about student’s about student’s learning, and about
the very nature of the learning process itself.
WORK SHEET 3
ANSWER
1. Recognizing the characteristics of primary school aged children.
- Treat children according to their characteristics.
- Creating a fun learning atmosphere.
- Choosing and using media, methods and learning strategies that are appropriate to the child's
physical, mental and emotional development.

2. Hudelson (1994: 256-7) proposed four principles

Firstly, children learn through hands-on-experiences and through manipulation of objects in the
environment. In other words, they learn through physical and mental activities.
Example : Interact with learning resources, pay serious attention, be enthusiastic about learning.
Secondly, children do not only need hands-on-experiences, but also experiences which enable
them to interact with and learn from other people.
Example : designing a teaching process such as forming groups to make students know each
other.
Thirdly, language acquisition takes place through the ways children understand and internalize
the target language in use, through formulating hypotheses about the language and testing them.
Example : use English with the correct example in class and give them the questions
Fourthly, language acquisition takes place through social interaction so that learners need to talk
to each other and to obtain linguistic input form other people.
Example : teacher and student interactions in the classroom.

3. Know what you are doing: This principle requires that learners realize that after instruction they
can do something they cannot do before it with the target language and the 'something' is
communicatively useful in their daily life.
The whole is more than the sum of the parts: Applying this principle, learning a language
involves learning to use it above the sentence level, i.e. at the discource level. Leamers are made
aware of the relationship between sentences and between paragraphs.
The processes are is important as the forms: The processes of using a language cannot take place
without the forms, but the forms will not be meaningful unless they are used communicativerly.
Learning a language should be geared to the development of communication skills through the
activities designed to resemble a communication process in which there are there sub-
processes:information gap, choice, and feedback.
To learn it, do it: Learning a language will be effective only through a lot of practice in using it
for communication. The application of Principle 3 will support the application of this principle,
which will be further supported by creating extracurricular activities in which learners can
practise using the Larger language.
Mistakes are not always a mistake: Applying this principle, learners' mistakes should be treated
wisely so that their accracy will be continually improved without hampering the improvement of
fluency. Teaching a language to children should also be guided by a number of principles.

4. Communicative Language Teaching

Different approaces to language teaching and learning have been developed for more than a
centaury. In the context of this research study, which is the context of teaching English in
Indonesia, the communciative language teaching and learning will be given emphasis since it is
the recommended approach. In this connection, a reference is made to Nunan(1988: 61-64) and
Finocchiaro and Brumfit(1983: 91-93), who has identified the characteristics of communicative
approaches as follows.

1. The focus in learning is on communicative; (b) meaning is of prime importance; (c)

contextualization is a basic premise; (d) geuine everyday language is emphasized; (e) the
language items are selected on the bases of waht language items leamers need to know in
order to get things done; (f) the sequencing of language items is determined on other than
than languistic grounds, with the emphasis on content, meaning are interest; (g) the aimis to
cover, in any phase, only what leamer sees as important, (h) the variaty language is accepted,
and seen as determined by the character of particular communicative contexts; (i) the
criterion of success is the achievement of the aim to have students communicative effectively
and in a manner appropriate to the context they areworking; (j) spoken interactions are at
least as important as reading and writing; (k) it is leamer-centered; (l) partially correct and
incomplete utterances are sees as such rather than ust ‘wrong’; (m) any technique (e.g drill,
translation, explanation), device and text may be used as long it benefits the leamers,
depending on their age, interest, and motivation; (n) the learning process resembles the
natural language learning process in that the content of the utterances is emphasized rather
than the form.

The above charavteristics of communicative approaches imply that flexcibility in methods and
technique are desirable and leamer characteristics must be considered in making instuctional
decisions. The achievement of the aim to developed English communicative skills will be
supported by the application of the principles of the communicative methodology as proposed by
Morrow (1981) presented briefly below.

Know what you are doing: This principle requires that leamers realize that after instructions they
can do something they cannot do before it with the target language and the ‘something’ is
communicatively useful in their daily life.

The whole is more than the sum of the parts: Applying this principle, learning a language
involves learning to use it above the sentence level, i.e. at the discource level. Leamers are made
aware of the relationship between sentences and between paragraphs. Sentence connectors and
other cohesive devices should be given due attention. It follows that language elements are
learned incontxt, both analytic and synthetic abillities are developed hand in hand, and integration
of language skills are recommended.

The processes are is important as the forms: The processes of using a language cannot take place
without the forms, but the form will not be meaningful unless they are used communicatively.
Learning a language should be geared to the development of communication skills through the
activities designed to resemble a communication process in which there are three sub-processes:
information gap, choice, and feedback. Information gap is the most fundemental featureof any
communicative approach. Language desireably with considerable freedom to choose what to say
andhow to say it. During the processes of communicating with their fellow leamers, they will get
feedback, which requires them to learn to make himselves understood by others.

To learn it, do it: Learning a language will be effective only throught a lot of practice in using it
for communication. The application of principle 3 will support the application of this principle,
which will be futher supported by creating extracurricular activities in which leamers can practise
using the Larger Language.
Mistakes are not always a mistake: Applying this principle, leamers’ mistakes should be treated
wisely so that their accuracy will be continually improved without hampering the improvement of
fluency. Teaching a language to children should also be guided by a number of principles. In this
case, Hudelson (1994: 256-7) proposed four principles.

Fistly, children learn through hand-on-experiences and through manipulation of obects in

environment. In other words, they learn through physical and mental activities. Secondly,
children d not only need hands-on-experience, but also experiences which enable them to interact
with and learn from other people. Thirdly, language acquisition takes place through the ways
children understand and internalize the target language in use, through formulating hypotheses
about the language and testing for them. Fourthly, language acquisition takes place through social
interaction so that leamers need to talk each other than to obtain linguistic input form other
people. Children’s interaction with their physical and social environments is a determining factor
in their growth and development. Such is believed by Piaget, a pioneer for cognitive development
theory. In this connection, it can be said that experiences are paramount and activities is a must in
learning processes.

Believing that teaching chldren is defferent from teaching adults, Abe (1994: 64) states that in
teaching language to children the following points should be consireded: (a) present the language
in chunks; (b) include cultural components; (c) pay attention to how to talk with childrem; (c) use
visual teaching aids; and (d) enter the children’s world. A number of factors should be considered
to facilitate the teaching of a language to children. Brown (2000) categorizes the factors into the
following: (a) intellectual development; (b) attention span; (c) sensory input; (d) affective factors;
and (e) meaningful authentic language. Due to their intellectual development, referring to Piaget’s
theory of cognitive development, children are not interested in abstract things.
WORSK SHEET 4
ANSWER
1. M = Motivating and Meaningful
A = Authentic and Appropriate
G = Graphic and Graded
I = Interesting and Interactive
C = Contextual and Creative

2. Motivating and meaningful

- Motivating means that materials should be able to motivate the language learners to learn
English.
Example = learning English makes it easies to communicate while abroad
- Meaningful has the notion that the materials are full of meaning and have sense.
Example = by learning English we know variety of for English languages

3. Good English instructional materials, therefore, should contain interesting texts. Enjoy able
activities which engage the learners thinking capacities and opportunities for learners to use their
existing knowledge and skills, and content which both learners and teacher.
WORK SHEET 5
ANSWER
1. A. Listening
➢ It is important to help pupils prepare for the listening task well before they hear the
text itself.
➢ The next important step is to encourage pupils to anticipate what they are going to
hear.
➢ During the listening the pupils should be able to concentrate on understanding the
message so make sure they are not trying to read.
➢ Finally, when pupils have completed the activity, invite answers from the whole class.
B. Speaking
➢ First of all, we must take into account that the level of language input (listening)
must be higher than the level of language production expected of the pupils
➢ In primary schools two main types of speaking activities are used.
➢ In order for any speaking activity to be successful children need to acknowledge that
there is a real reason for asking a question or giving a piece of information.
➢ Once the activity begins, make sure that the children are speaking as much English as
possible without interfering to correct the mistakes that they will probably make.
C. Reading
➢ When choosing texts consider not only their difficulty level, but also their
interest or their humor so that children will want to read for the same reasons
they read in their own language.
➢ As with listening activities, it is important to spend time preparing for the task
by using the illustrations (a usual feature in reading activities for children)
➢ While the children are reading the text, move around the class providing support
if pupils need it
➢ Do not encourage pupils to read texts aloud unless this is to learn a play or recite
a poem
D. Writing
➢ In primary schools, EFL pupils progress from writing isolated words and
phrases, to short paragraphs about themselves or about very familiar topics
➢ Since many pupils at this level are not yet capable either linguistically or
intellectually of creating a piece of written text from scratch
➢ At this stage, the pupils work will invariably contain mistakes

2. Because elementary school students are new to ordinary English teaching, therefore elementary
school students must first socialize with English by taking English courses or an integrated
curriculum carried by the ministry of education to integrate English with subjects based on
materials and methods academic education
3. According to this article, life courses are a learning method that teachers provide to elementary
school children with the aim that children will find it easier to understand what the teacher says
and they can practice life better.

4. The conclusion that I can draw from this material is that the students have the concept of learning
English to other young learners. Discuss myths and misconceptions about the characteristics of
children in learning along with their implications for teachers in the classroom, the characteristics
of the development of children who learn language, there are several methods and techniques that
are appropriate in teaching and learning for young students, especially learning centers or
activities which create enormous opportunities for language first and second. In the teaching and
learning process, students and students must be disciplined in learning and must have a spirit that
never gives up and do something with heart and soul in accordance with predetermined
expressions according to the context
WORK SHEET 6
ANSWER
1. Because the media is a tool that a serve to convey massage. For a teacher, media is a forum to
clarity the massage to be conveyed, the media is also important to increase interest in learning
at elementary schools, because their thought are still abstract, so the material presented must
be more concrete or real.

2. A. Media in the classroom are appropriate for triggering ideas

B. Making difficult subjects more understandable, and for holding attention on important
ideas.
C. Submission of subject matter is easier.
D. The learning process becomes clearer, attractive and interactive.
E. Improve the quality of student learning outcomes.
F. Change the role of the teacher in a more positive and productive direction.

3. I demonstrate most of the expressive media that we use to communicate with print, books,
drawing, slides, film, video, audio, computer screens.

4. the media does the writer suggest to be used by the teachers somewhat skewed in teaching art
or media or some combination.the nature of the classes dictated that the wtiter demonstrate
most of the expressive media that we use to communicate with
print,books,drawing,slides,flm,video,audio,computer screens.
WORK SHEET 7
ANSWER
1. In so doing students will becom better leamers and speakers of english. They’ll also become more
informed citizens-of no matter what country they call home indeed with so much happening in the
world today, the use of the media has become especially relevant to students like.

2. Thats more than enough reason to use a media students opproach with these leamers. So beyond
helping internatonal students master the basies, media literacy enhances critical thingking skill and
sence thingking in english is a crucial component of english is a crucial component of english
learning, what better way to foster this than by having students reflect on how. For example, anad
for the laters auto mobile misleadsor even manipulates its target market. Letter l’ll provide more
examples of some media literacy inspired activities. But first let’s trace media literacy’s
development.

3. So beyond helping international students master the basics, media titeracy enhances critical
thingking skill and since thingking in english is a crucial component of english learning, what better
way to foster this that by having students reflect on how, for example anad for the latest auto mobile
misleads or even manipulates its target market. Letter l’ll provide more example of some lets kace
media literacy’s development

4. No doubt, a media literacy perspective can bring one’s teching to a whole new level. But it’s critival
to stay focused. This approach should not be used as an excuse to bash the media. And more
importantly, instructors need to understand that for everyone involved media studies shoud be
engoing, As thomas says “media literacy is a not firute body of thingking that like reading
compreshensions is alwasy evolving”
WORK SHEET 8
ANSWER
1. In my opinion, the assessment of teaching English at the primary school should be seen from
4 components, namely reading, speaking, writing, and listening. The teacher can conduct an
assessment in the form of oral tests, writing tests, retelling a story, and making pretest and
postest.

2. A. Responsive speaking

Assesment of responsive tasks involves brief interactions with an interlocutor, differing

from intensive tasks in the increased creativity given to the test-taker and from interactive
bye the some what limited length of utterances.

B. Interactive speaking

The final two categories of oral production assessment (interactive and extensive
speaking) include tasks that involve relatively long stretches of interactive discourse
(interviews, role plays, discussions, games) and tasks of equally long duration but that
involve less interaction (speeches, telling longer stories, and extended explanations and
translations).

C. Extensive speaking

Extensive speaking tasks involve complex, relatively lengthy stretches of discourse. They
are frequently variations on monologues, usually with minimal verbal interactions.

D. Perceptive reading

At the beginning level of reading a second language lies a set of tasks that are
fundamental and basic: recognition of alphabetic symbols, capitalized and lowercase
letters, punctuation, words, and grapheme-phoneme correspondences.

3. One measure criteria that define the basis everyone does not have the same criteria and
everyone who is entitled to vote meets the criteria that are good anough from that person
Example of criteria everyone criteria different, inclouding :
A. the math score in school that have KKM is around 30, according to same student, this
quite high, howeves, same student who are good at math still consider it quite low
B. child a in writing their english is quite correct, but child b has good pronounciation

4. the assessment of teaching English at the primary school should be seen from 4 (four)
components, namely reading, speaking, writing, and listening. In addition, the teacher also
needs to determine the assessment in teaching and learning activities. The rules for effective
assessment must be invoked: (a)specify the criterion, (b)set appropriate tasks, (c)elicit
optimal output, and (d)establish practical, realible scoring procedures. To fulfill the
assessment of English learning, the teacher can assign tasks to students such as reading
stories, oral presentations, interview, conducting questions and answers, or writing stories
Thus, it is hoped that students can develop their academic potential.
WORK SHEET 9
ANSWER
1. in my opinion, to choose a learning method, before starting learning activities, we as teachers
must understand the characteristics or abilities of the child, after that we determine the learning
method. I took several learning methods to apply to students, including:
a. Community language learning: understanding of English through active student interaction.
b. Comprehension approach: English speaking delayed until students are ready, meaning
clarified through actions and visuals.
c. Communicative language teaching: understanding of English through active student
interaction, role play, game, information gaps.
d. Principled eclecticism: fitting the method to the learners, not the learner to the method.

2. a. communicative language teaching focus: interaction and negotiating meaning characteristic:

understanding of English through active student.
Interactions: role play, games, information gaps
b. humanistic approaches 4 popular example:
a) the silent way
focus: student interaction than teacher.
b) suggestopedia
focus: meaningful text and vocabulary
characteristic: relaxed atmosphere, with music, encourages subliminal learning
of English.
c) community language learning
focus: student interaction
characteristic: understanding of English through active student interaction
d) comprehension approach (natural approach, the learn able, and total physical
response)
focus: listening comprehensip
characteristic: English speaking delayed until students are ready, meaning clarified
through actions and visual.

3. a. provide convenience in learning

b. students become more independent
c. increase knowledge of learning methods
d. inspired learners to learn more
4. The method to teach the first grade of primary school students is fun learning method. Because
with this method. Because with this method it can create a warm and pleasant atmosphere, not
boring in the classroom so that whatever we teach can easily be accepted by children with
pleasure. Students can also easily make changes in attitudes for the better, we must be good at
managing the class, opening and closing learning materials according to children’s talents and
interests so that they can develop their potential optimally. Appropriate and fun methods will
create a fun learning atmosphere for extrinsic motivation for learning strategies and to achieve
goals. In order to carry out fun learning thematic learning in grade 1, you can use songs, pictures,
and cards.
WORK SHEET 10
ANSWER
1. The benefits of classroom management are:
a. realizing classroom situations and conditions, both as a learning environment and
study groups that allow students to develop their abilities as much as possible.
b. eliminate various obstacles that can hinder the realization of learning interactions.
c. provide and assist learning facilities and furniture that support and enable students to
learn in accordance with the social, emotional, and intellectual environment of students
in the classroom.
d. Fostering and guiding students according to their social, economic, cultural and
individual characteristics. The ability of the teacher to understand the concept of
classroom management and be able to implement it is a determining factor in learning.
Class management grows on the aspects of setting the learning environment related to
students and goods / facilities. The teacher's activities can be in the form of setting the
conditions and facilities that are in the classroom needed in the learning process,
including seating, equipment and teaching materials, and the classroom environment.

2. Because classroom management is a process of planning, organizing, mobilizing, and

supervising teacher learning activities that have been implemented effectively and
efficiently. It is also an important requirement that determines the creation of effective
learning in primary schools.

3. Negative Response To Requests And Rules :

1. Try to use these guidelines when establishing classroom rules :
a) involve your class in making up the rules.
b) state the rules positively.
c) keep rules brief and to the point.
d) review rules periodically with the class.
2. Arrange private conferences with students to discuss the problem in depth.
3. Ask the studentsto write down the disturbing behavior in a class logbook. Have them
write some appropriate alternative ways of responding to negativity, for future
reference.
4. Give students choices, in order to minimize negative reactions (e.g., “would you
rather stay an extra ten minutes and finish the exercise before lunch, or go to lunch now
and finish it when you come back?”).
5. Try to have frequent, positive interaction in the class (e.g., praise, group projects,
discussions, etc.).
6. Make sure students clearly understand what is expected from them. ( in some cases,
it’s the student’s confusion that causes oppositional behavior).
7. Handle difficult students individually outside the classroom, so that there is less
chance that others will get involved.
8. Contact the parents, the principal, and/or the counselor to discuss the student’s
inappropriate behavior.
4. a. Use simple verbal reprimands when the misbehavior occurs. Make sure that they are
to the point.
b. Give praise to the entire class as frequently as possible.
c. Let the student know exactly what will happen if the problem continues.
d. don't use high notes when reprimanding
e. form trust with students
f. provide understanding
g. give him responsibility and make a leader