DEVELOPING

MATERIALS FOR
YOUNG LEARNERS
BY GROUP 8
Jumratun
Putri Ramadhani
Siti Nurul Annisa Rahim
Nurul Izzah Amaliah
Nurul Afika Sudirman
01
INTRODUCTI
ON
INTRODUCTION
The development of foreign language teaching
materials for young learners is a distinct field in
several ways. This is distinctive because in the
last 20 years there has been a massive increase
both in the amount of research dedicated to
finding out what does and does not facilitate
foreign language acquisition by young learners
and in the number of courses published for
young learners.
 02
THE
LITERATUR
E
THE LITERATURE
There is some research-based literature that has been
examined by several researchers such as the case
studied by Ghosn in 2003. He acknowledged that
textbooks "often are the only exposure to English,
apart from the teacher, that students receive" and he is
what teachers and students actually do. students with
their textbooks in class. He reports on a “non-
experimental exploratory study in six elementary
school classrooms in Lebanon”, in which he found
qualitatively and statistically relevant differences
between the group taking a textbook-based course
and the group taking a “literature-based course”.
OUR
RECOMMENDATI 03
ONS FOR
DEVELOPING
AND USING
MATERIALS FOR
 MAKE MAXIMUM USE OF
STORIES
In our materials we have tried to stimulate young
learners to write stories by:

1. Visualization activities
2. Write continuations of stories heard or read
3. Write notes of personal experiences
4. Do a story circle with each member of the
circle writing one sentence on a piece of
paper and then passing it on to the next
student in the circle
TPR PLUS
Total Physical Response (TPR) is an English learning
method that is suitable for early childhood where
learning prioritizes activities that are directly related to
physical activity and movement. This involves the
teacher telling a dramatic, whimsical, or humorous story,
which the students act out as told, or the teacher telling
the students how to cook a delicious meal and the
students cooking it (with ingredients they are asked to
bring from home), or the teacher hiding candy all over
the school grounds and students listening to clues and
then going off in groups to look for candy, or even the
teacher "dictating" a mural and students painting it on
the classroom wall.
 GAMES
 Playing is an activity that involves thoughts, perceptions, social and
physical skills through interactions between individuals and groups
as learning material (Darmadi, 2018).

 The learning while playing method is a method that is relevant or

suitable for teachers to apply in the process of improving learning
from a cognitive, affective, and psychomotor perspective (Ifrianti,
2015). Age & Helmi (2010)
 DRAMA
Acting out dialogue, skits, cartoons, short films and
improv can offer many opportunities to have fun, to
get to know the language spoken, and to use the
target language for communication.
SONGS AND CHANTS

Songs and chants should be selected or

designed for their potential for impact
and engagement and the focus should
be on their performance rather than
their analysis.
DRAWING
Teaching drawing lessons to early
childhood is very capable of training
their imaginative abilities. From
training their motor intelligence to
practicing patience, drawing can have
a good impact on your little one's
growth and development.
MAKING THINGS

One way to increase students' creativity

is to direct them to make something
creative, something imaginative and
artistic. Such as making wooden dolls,
masks, shoes whose materials are easy to
find in their respective homes.
 SCENARIOS

Teaching are very diverse, ranging from sharpening

creativity, improving language skills, to
strengthening social skills. Role playing can help
your little one grow and develop. In implementing
the role-playing method, children can develop
various scenarios to children must be done in a
role play or role play. The benefits for children
aspects of development, namely, cognitive,
language, physical-motor, social-emotional, and
art.
 Content and language integrated (CLIL)
activities
Content and Language Integrated Learning or CLIL basically describes
learning other subjects (content) such as physics or mathematics through
foreign language media and foreign language learning by studying
content-based subjects.
 TASKS

Meaning-focused assignments in which young

learners work together to achieve a desired
outcome can provide valuable experience from L2
provided they receive input in L2 (ideally from an
engaging written or spoken text) they need to use
the L2 to achieve the desired. results and they are
not hampered by the teacher's correction.
Multi-dimensional representation
approaches

The multi-dimensional representation approach is one that

allows learners to make full use of the resources of their
mind (Tomlinson, 2000; Masuhara, 2005) and which does
so following the principles of personalization, affective
engagement, cognitive engagement, use of mental images,
use of inner voice and enhancement pride.
THAN
K
YOU!!!
!