Please open this link to read the midterm test. Do your best. Don't forget to say Basmallah before working on it. You have to write your answers in this blog comment column, giving your name, student's identity number, and class name in your answer before today at 12.00 a.m.
Name : Ichlasul ilmiyah
ReplyDeleteNim : 221230103
Class : TBI 6 D
1. according to my idea which is Children have unique characteristics when it comes to language learning, and understanding these traits is crucial for effective teaching. Here's an overview of their key characteristics and how teachers can adapt their teaching strategies accordingly:
1. natural curiosty and imitattion
2. short attention span
3. enjoyment of play and movement
4. developing cognitive skills
5. strong affective filter
6. learning through repetition
7. need for social interaction
teaching strategies to address these characteristics by use of songs, rhymes, and chants, storrrytelling and role play, games and tpr, visual aids and real objects, routine and structure, group work and pair activities, praise and poditive reinforcement, sort varied activities.
2. - Exposure refers to the amount and quality of language input that leranes receive, both spoken and written. OPtimize Exposure : provide rich language input, create english-rich environment, use repetition and recyling, model langauge use.
- Engagement refers to how invilved and interested learners are in the earning process emotionally, behaviorally, and cognitively. to optimize engagement : Use Games and Interactive Activities, Connect to Interests and Experiences, Vary Teaching Techniques, Foster a Positive Environment.
- Support involves the help and scaffolding that learners receive from teachers, peers, and materials to succeed in using the language. to optimize : Scaffold Language Learning, Give Clear Instructions and Examples, Encourage Peer Support, Provide Feedback and Encouragement, Use Visual and Contextual Support.
3. according to my idea which is When these are used effectively together, they create a dynamic and supportive environment that helps learners develop confidence and fluency in speaking, Focus on communication, not just accuracy. ex : Role-play: Students act out a scene like ordering food in a restaurant. This gives them a real-life context to use specific vocabulary and expressions.
- Media includes audio, visual, or digital tools that support the learning process and make speaking activities more engaging and meaningful,
Interactive and student-friendly. ex : Video clips or cartoons: Students watch a short scene and then describe what happened or act it out.
- Materials are the physical or digital resources that support speaking activities, such as worksheets, flashcards, realia, and storybooks, Meaningful and relevant to the learners. ex : Picture cards: Used in a "describe and guess" game, where one student describes a picture without showing it, and the other guesses.
4. Listening is a foundational skill in language learning, especially for children, as it helps them absorb pronunciation, vocabulary, and sentence patterns naturally. To promote listening in young learners, activities should be engaging, meaningful, and suited to their developmental level.
5. in my opinion Children’s interaction during collaborative writing is a rich, social process that supports both language development and literacy skills. When children work together to produce a piece of writing, they engage in negotiation of meaning, idea sharing, turn-taking, and problem-solving—all of which deepen their understanding of language use and structure.
Name: Lulu Nurholisah
ReplyDeleteNim: 22130121
Class: TBI 6D
Answer
1). Children are active, curious, and learn best through fun, hands-on experiences. They are more motivated by enjoyment than obligation, and they grasp language through context and repetition rather than formal rules. Their short attention span makes it essential to vary activities frequently.
Teachers can respond to these characteristics by:
- Using songs, games, and storytelling to maintain engagement
- Incorporating movement and visuals to help memory retention
- Repeating language naturally in context to support acquisition
- Creating a safe and encouraging environment that celebrates effort over accuracy
- Giving opportunities for collaboration so they learn through peer interaction
For example, teachers can use TPR (Total Physical Response) where students act out commands like 'stand up' or 'touch your nose', making language input fun and meaningful.
2). - Exposure: Children need frequent contact with the language through varied input like stories, classroom language, videos, and songs. For example, using English classroom instructions helps children pick up vocabulary naturally.
- Engagement: Activities must be interactive and enjoyable. Teachers should use games, role-play, or hands-on projects that require children to use the language. For instance, a 'treasure hunt' game in English helps vocabulary retention.
- Support: Teachers provide guidance, scaffolding, and feedback. This may include simplifying instructions, modeling correct language, and encouraging participation even when children make mistakes. Visual aids and group work also offer support.
3). Effective speaking activities for children should combine strategy, media, and materials:
- Teaching Strategies: Use role-play, dialogue practice, and games like 'Who Am I?' to create meaningful speaking opportunities.
- Media: Use flashcards, realia (real objects), puppets, and digital tools to support comprehension and inspire speaking.
- Materials: Prepare age-appropriate topics and sentence frames like “I like…”, “I can…”, and “My favorite…”.
Example: In a classroom grocery store activity, students use English phrases like 'Can I buy apples?' or 'How much is it?' to simulate real-life conversations.
4). To develop listening skills, teachers can include activities like:
- Listening to action songs (e.g., “If You’re Happy and You Know It”)
- Storytelling with visuals and sound effects
- Playing games like 'Simon Says', 'Bingo', and 'What's Missing?'
- Using audio books or animated stories with subtitles
- Following classroom instructions in English (e.g., 'Open your book', 'Color the cat blue')
These activities train children to associate sounds with meaning and improve comprehension.
5). My opinion Children engage in collaborative writing through discussion, drawing, brainstorming, and sentence building. This process fosters creativity and peer learning. Collaborative writing helps children practice language with support from peers.
Relevant Theory: Vygotsky’s Sociocultural Theory emphasizes the importance of interaction in learning. In collaborative writing, students operate within their Zone of Proximal Development (ZPD), receiving help from more capable peers or the teacher.
Example Activities:
- Writing a group story with pictures and simple sentences
- Completing a comic strip in groups
- Writing birthday cards together for classmates
Through collaboration, children learn turn-taking, negotiation, spelling, and sentence construction in a meaningful context.
Name: Natasya Happy Damayanti (221230128)
ReplyDeleteClass: TBI 6D
1. Children usually have a high curiosity, get bored easily, and tend to learn better through fun activities or play. They also respond more to visual and audio stimulation. That’s why teachers need to adjust their strategies by using songs, games, pictures, and stories. The approach should be active and involve a lot of engaging activities that keep children happy while learning. So, learning shouldn’t be too serious but still have clear objectives.
2. Exposure: means giving children a lot of input in the language, like through songs, stories, videos, or daily conversations. The more exposure they get, the faster they get used to the language.
Engagement: means that children should be actively involved in the learning process. For example, they can do role plays, group discussions, or sing together. If they're actively engaged, they can remember and understand better.
Support: means giving children help and encouragement from teachers and the environment. They need motivation, praise, and guidance when they struggle. Teachers should be patient and always give positive support so the kids don’t feel afraid of making mistakes.
3. In my opinion, a good strategy is the one that helps students feel confident to speak. For example, using role plays or small group discussions. The media should also be interesting, like videos, pictures, or flashcards. The materials should be relevant and age-appropriate, like topics about family, school, or hobbies. For instance, children can act out a short drama about “going to the market” using simple props. That way, they learn vocabulary and sentence structures in a fun way.
4. There are many activities, such as listening to children's songs and guessing the words, watching short videos, listening to stories and answering simple questions, or playing guessing games based on sounds. These kinds of activities can improve their listening skills while still keeping it fun.
5. In collaborative writing, children usually discuss, share ideas, and decide the content of the writing together. They learn from each other and can correct one another. According to Vygotsky’s theory of Zone of Proximal Development, children can learn better when they work with more capable peers or with teacher guidance. So, group work like this not only improves their writing skills but also their social and critical thinking abilities.
Aqillah ghaida rahmah
ReplyDelete221230104
TBI 6D
1. Characteristics of Children in Language Acquisition and Educational Approaches
Characteristics:
- Children are curious and enjoy learning through play and exploration. They find happiness in games, music, and hands-on activities.
- Kids learn language by copying what they hear from adults and friends, often repeating sounds, words, and phrases.
- Young children may have short attention spans, so they need varied and interesting activities to maintain their focus.
- Interaction with peers helps children learn language through conversations with their classmates and adults.
- Children learn better when language education happens in meaningful contexts where they can apply what they learn.
Teaching Strategies:
- Teachers should use games, role-playing, and songs to engage children and make learning enjoyable.
- Educators should model correct pronunciation and language use, allowing children to imitate and practice.
- Using diverse teaching methods (visual, auditory, tactile) can cater to different learning preferences and attention spans.
- Collaborative activities should be encouraged to foster social interaction and language use among students.
- Educators can create real-life scenarios or draw on experiences to teach vocabulary and grammar in relevant contexts.
2. Elements of Exposure, Involvement, and Support in Language Acquisition
Exposure:
- Exposure refers to the amount and quality of language input learners receive.
- An ideal learning environment is filled with various resources (books, videos, conversations) that provide opportunities for speaking and listening.
Engagement:
- Engagement involves active participation by learners in their education.
- A perfect learning environment features activities that encourage students to use the language actively, such as discussions or language games.
Support:
- Support means providing help to learners to improve their understanding and language use.
- Effective learning environments introduce scaffolding strategies like guided activities and constructive feedback to help students express their ideas confidently.
3. Effective Instruction for Speaking: Techniques, Tools, and Resources
Techniques:
- Use engaging speaking exercises like role-playing and debates to encourage practice in real situations.
- Provide feedback on pronunciation, fluency, and content to help learners improve.
Tools:
- Visual and auditory aids such as films and recordings from native speakers help familiarize students with different accents.
- Digital resources like language-learning apps can promote speaking activities.
Resources:
- Everyday materials like menus and articles can be used for meaningful speaking tasks.
- Visual cues can inspire discussions and motivate students to share their thoughts.
4. Activities for Enhancing Listening Abilities in Students
- Storytime activities help students improve understanding and vocabulary through listening to stories.
- Listening games like "Simon Says" promote attentive listening through following commands.
- Singing songs and nursery rhymes boosts listening skills with repetition and rhythm.
- Listening comprehension tasks involve responding to questions after hearing audio segments.
- Peer interviews encourage focused listening and thoughtful responses.
5. Children’s Collaboration in Joint Writing
In joint writing, children enhance their language skills and social growth by discussing ideas, negotiating meanings, and providing feedback to each other.
Theoretical Framework:
- Social Constructivism suggests that knowledge is built through social interaction. In joint writing, children share and expand ideas, leading to a deeper understanding of language.
- Vygotsky’s Zone of Proximal Development (ZPD) highlights that children can achieve more with peer support. Those with more skills can help others, improving overall language proficiency.
Name: Rahma Auliya Ramadhan
ReplyDeleteNIM : 221230101
Class : TBI 6D
Answer
1. Children have a very unique way of learning language. They absorb new information very quickly, especially if taught through songs, pictures or games. Given that children's mindsets are still concrete, they understand more easily when the learning process involves things that can be seen or touched directly. In addition, children have high energy and tend to get bored quickly, so language learning for them needs to be packaged in an interesting and varied way to stay focused and excited.
2. 1. Exposure
Exposure refers to the number of times children hear and see the language being learned in various contexts. The more often they are exposed to the language, the faster they can recognize vocabulary, sentence structure and pronunciation. For example, teachers can present language through songs, stories, short videos or simple classroom conversations. The goal of this approach is to make the foreign language familiar, so it doesn't feel foreign or scary.
2. Engagement
Engagement means that children actively participate in the learning process, not just sit still and listen. They need to be given opportunities to speak, role-play, answer questions, sing, or create something with the language they are learning. When children feel engaged, their motivation increases and the learning process becomes more meaningful. Teachers can engage children with group activities, interactive games, or fun little projects.
3. Support
Support from teachers is essential for children to feel safe and confident in learning a language. Children need patient guidance, positive encouragement and constructive correction when they make mistakes. Teachers can also provide tools such as pictures, simple instructions or clear examples. With adequate support, children will be more willing to try, not afraid to make mistakes, and eventually be able to progress faster in their language skills.
3. Effective speaking instruction needs to pay attention to three main aspects: teaching strategies, media and materials. First, in terms of teaching strategies, it is important for teachers to use methods that encourage students to actively speak. One very efficient method is *role play*, where students practice dialog in real situations, such as pretending to buy things in a shop or introducing themselves. The question and answer method is also very useful, especially when the teacher asks open-ended questions that encourage students to answer with complete sentences, not just with “yes” or “no”.
4. Children can learn to listen in a fun and non-boring way. For example, when the teacher tells a story using pictures or puppets, children are invited to concentrate on listening to the storyline. Then, they can be asked about simple things like the names of the characters or what happens at the end of the story. Children's songs are also a very effective tool. They can listen to songs, sing along, or complete lyrics that are intentionally left blank, so they learn to listen without feeling like they are “learning seriously.
5. in my opinion, In collaborative writing activities, children often show energetic interaction. They share story ideas, choose the right words and decide on sentence order together. Through this process, they learn to express their opinions and listen to their friends' opinions, so that they can make decisions together. This activity encourages them to think critically and creatively, as they have to harmonize their ideas with those of their group mates. Usually, children who are more confident in writing will help friends who are still hesitant, creating a learning atmosphere that supports each other.
Piaget's theory of constructivism can also be used as a foundation to understand this process. In the constructivist perspective, children construct their own knowledge through direct experience and interaction with the surrounding environment.
Nanda Nurseptia TBI 6D
ReplyDelete1. Karakteristik Anak dalam Mempelajari Bahasa
Anak-anak memiliki karakteristik unik dalam mempelajari bahasa, yaitu:
- Kurangnya pengalaman dan pengetahuan
- Kemampuan kognitif yang masih berkembang
- Kebutuhan akan interaksi sosial
- Kemampuan belajar yang cepat
- Kebutuhan akan motivasi dan dorongan
Strategi pengajaran guru yang dapat digunakan adalah:
- Menggunakan metode pembelajaran yang interaktif
- Menggunakan media pembelajaran yang menarik
- Mengembangkan kemampuan bahasa melalui interaksi sosial
- Menggunakan strategi pembelajaran yang berbasis pada kebutuhan anak
- Menggunakan metode penilaian yang beragam
2. Eksposur, Keterlibatan, dan Dukungan dalam Pembelajaran Bahasa
Eksposur dapat diberikan melalui berbagai cara, seperti mendengarkan musik atau podcast dalam bahasa target. Keterlibatan dapat diberikan melalui berbagai cara, seperti berdiskusi dengan teman-teman dalam bahasa target. Dukungan dapat diberikan melalui berbagai cara, seperti mendapatkan umpan balik dari guru tentang kemampuan berbicara dan menulis siswa.
3. Strategi Pengajaran Berbicara
Dalam mengajar berbicara, ada tiga aspek yang perlu diperhatikan yaitu strategi pengajaran, media pengajaran, dan materi pengajaran. Strategi pengajaran yang tepat dapat membantu siswa meningkatkan kemampuan berbicara mereka, seperti diskusi kelompok. Media pengajaran meningkatkan kemampuan berbicara mereka, seperti video atau audio. Materi pengajaran yang relevan dengan kehidupan sehari-hari siswa juga dapat membantu siswa meningkatkan kemampuan berbicara mereka.
4. Aktivitas Mendengarkan
Aktivitas mendengarkan dapat dilakukan melalui:
- Mendengarkan cerita yang dibacakan oleh guru atau teman-teman mereka
- Mendengarkan lagu yang dinyanyikan oleh guru atau teman-teman mereka
- Berdiskusi dengan teman-teman tentang topik yang sedang dipelajari
- Membuat cerita sendiri dan membacakannya kepada teman-teman mereka
5. Interaksi Anak-Anak dalam Menulis Bersama
Menurut saya ketika anak-anak melakukan kegiatan menulis bersama, mereka berinteraksi dengan cara yang sangat dinamis dan kolaboratif. Berdasarkan teori pembelajaran sosial Vygotsky, anak-anak belajar melalui interaksi sosial dan kolaborasi dengan orang lain. Interaksi anak-anak dalam menulis bersama dapat membantu mereka mengembangkan kemampuan menulis mereka melalui interaksi sosial dan kolaborasi.
FADHILA MAHARANI (221230131)
ReplyDeleteTBI 6D
1. Children have unique characteristics in learning languages. They are active, curious, love to play, and get bored easily. They also understand concrete things better than abstract concepts. Besides, they learn languages naturally through experience and interaction, not by memorizing rules. To deal with this, teachers need to use fun and age-appropriate strategies. For example, using simple English songs, role-plays, flashcards, pictures, and interactive games. The key is to make the learning process enjoyable, involve movement, and use visual or audio media.
2. Explanation of Exposure, Engagement, and Support in Language Learning:
- Exposure: Children need frequent exposure to English. That means they should regularly hear, see, or read the language. For example, the teacher uses songs, videos, short stories, or simple instructions in English every day.
- Engagement: Children should be actively involved in the learning process. They don’t just sit and listen—they speak, ask questions, play, sing, or answer. For instance, the teacher can play “Guess the word” or have students do a short dialogue with a friend.
- Support: Teachers need to give support that matches the students’ ability. For example, if a student doesn’t know how to say a word, the teacher can model it, show a picture, or repeat it slowly. This kind of help builds the students’ confidence.
3. Teaching speaking will be more effective if it includes three elements: strategy, media, and material.
- Strategy: Use active strategies like role plays, simple Q&A, or language games (e.g., “Find someone who…”).
- Media: Use interesting media like puppets, flashcards, animated videos, or real objects.
- Material: Choose materials that relate to children’s daily life, such as self-introduction, classroom objects, or daily routines.
Example: To teach the sentence “My name is…”, the teacher can use a puppet and ask students to introduce the puppet to the class.
4. Some effective listening activities for children are:
- Listening to songs and repeating simple lyrics.
- Simon Says game, where students follow commands they hear.
- Storytelling, where they listen to a short story and answer questions.
- Matching games, where they match pictures with sounds or words they hear.
These activities help children get used to English sounds in a fun way.
5. In collaborative writing, children work together in small groups. They discuss, share ideas, build sentences together, and help each other while writing. The more advanced students can help their friends who are still struggling. This way, they can learn from one another and become more confident. In addition, they also learn to cooperate, listen to others' opinions, and complete tasks together with responsibility.
Muhammad Wildanussyiva (221230154) TBI 6E
ReplyDelete1. Answer : Oftentimes we find children characteristics tends to curiosity where they still know nothing and once they into things they have this desire to get to know about what is it. Also they tend to imitate, because they most of the times learn from imitation. They imitate what they hear and see without even understand what is it actually. Children like to use language in a playful and creative way, often experimenting with sounds, words, and grammar. Children have a short attention span and they may lose interest once they find the learning activity is not engaging no more.
So that we as the teacher must have some srategies to adressing these characteristics to effectively teach children a language,
1. Make it Fun and Engaging : Incorporate games, songs, and activities that promote playfulness and creativity.
2. Encourage Imitation and Repetition : Provide opportunities for children to imitate and repeat language patterns, such as through role-playing and recitation.
3. Keep it Short and Sweet : Break learning activities into shorter, manageable chunks to accommodate limited attention spans.
4. Provide Opportunities for Interaction : Encourage children to interact with each other and with the teacher to promote language practice and socialization.
2. Answer : Exposure
- Provide learners with authentic language materials
- Use a variety of sources
- Gradually increase language complexity
Engagement
- Use interactive activities
- Provide meaningful tasks
- Offer feedback and encouragement
Support
- Offer guidance and assistance
- Provide resources
- Encourage learner autonomy and confidence
3. Answer : Teaching Strategies
1. Role-plays : Get students to act out real-life scenarios, like ordering food or asking for directions.
2. Group chats : Encourage students to discuss topics they're passionate about, like social media or gaming.
3. Debates : Get students to argue about current events or pop culture.
Media
1. Vids and podcasts : Use audio and video recordings to show students how to pronounce words and phrases.
2. Interactive screens : Use interactive whiteboards or tablets to make presentations and discussions more engaging.
3. Online forums : Use online platforms to connect students with others who share similar interests.
Materials
1. Real-life texts : Use articles, social media posts, or memes to stimulate discussions.
2. Speaking prompts : Give students thought-provoking questions or topics to discuss.
3. Language learning apps : Use apps that offer speaking practice and feedback, like language exchange platforms.
4. Answer : 1. Storytelling : Read stories aloud to children and ask them to listen carefully.
2. Music and songs : Sing a songs and play music that encourages children to listen and move.
3. Directions and instructions : Give children simple directions and instructions to follow.
4. Conversations : Engage in conversations with children and encourage them to listen and respond.
5. Play games : Play games that require children to listen carefully, and make them sure to be participate in the game.
5. Answer : According to Vygotsky's theory, when kids work together on writing projects, they learn and understand stuff through social interactions. Here's what happens:
What Kids Do When They Collaborate
1. They talk it out : Kids discuss and negotiate ideas, language, and meaning, which helps them think critically and solve problems.
2. They share and build on ideas : Kids share their thoughts and build on each other's ideas, which fosters creativity and innovation.
3. They support each other : Kids give each other feedback and support, which creates a sense of community and cooperation.
4. They figure it out together : Kids work together to create a shared understanding of the text, which develops their language and thinking skills.
Alya Rosa 221230150
ReplyDeleteTBI 6E
Answer
1. Characteristics of children in language learning, According to Piaget, children go through stages of cognitive development that affect the way they learn language. Children tend to have shorter attention spans and need a variety of activities. They usually learn holistically and need a meaningful context (Bruner's theory of scaffolding). Strategies that teachers use can include play-based learning, TPR (Total Physical Response), and consistent classroom routines.
2. The first aspect of exposure, engagement and support is Exposure Based on Krashen's Comprehensible Input theory, children need rich exposure to the target language in a comprehensible context (i+1). Secondly Engagement, Gardner's Motivation Theory emphasizes the importance of a positive attitude towards learning e.g. interactive and task-based activities increase engagement. Thirdly Support, Vygotsky's Zone of Proximal Development explains how support from adults or more capable peers helps children achieve skills they cannot yet achieve on their own.
3. Effective speaking instruction, such as Communicative Language Teaching (CLT), emphasizes the use of language for real communication purposes. A clear model of speaking with correct pronunciation aids learning. Furthermore, Task-Based Language Teaching (TBLT) provides a meaningful context for speaking practice. The use of techniques such as information gaps, role-play,
4. Activities for listening skills. Gardner's Multiple Intelligences theory supports the use of multiple stimuli (visual, auditory, kinesthetic). TPR (Total Physical Response) activities where children respond to physical instructions. Storytelling activities with visual illustrations and props. Songs and rhymes with movement that aids comprehension.
5. Interaction in collaborative writing. Vygotsky's Social Constructivism theory emphasizes learning through social interaction. Collaborative writing builds literacy and social skills simultaneously. Children can experience the stages of the writing process (brainstorming, drafting, revising) together. Strategies such as "Shared Writing" where teachers and students write together
Name : Nazila A'maliyah
ReplyDeleteNim: 221230117
Class: TBI 6D
1. Karakteristik Anak dalam Belajar Bahasa dan Strategi Guru
Children have unique characteristics in language learning, such as being physically active, easily bored, and fond of playing. They are highly curious and learn better through direct experiences. In teaching children, teachers need to apply suitable strategies, such as incorporating games, songs, and group activities. Instructions should be simple, engaging, and interactive. Teachers can also use visual aids such as pictures, flashcards, or puppets to support understanding. This way, children will be more interested and motivated in learning the language.
2. Exposure, Engagement, dan Support dalam Pembelajaran Bahasa
Three important aspects in children's language learning are exposure, engagement, and support. Exposure means that children should be frequently exposed to English in meaningful contexts, such as through songs, stories, or daily conversations. Engagement means that children are actively involved in learning activities, such as role-playing or answering questions. Support refers to the guidance, correction, and motivation provided by the teacher. When these three aspects are applied together, they create an optimal and enjoyable learning environment.
3. Pengajaran Speaking yang Baik
Good speaking instruction involves strategies, media, and materials that suit the children's age. Strategies like role play, storytelling, and dialogue games help children speak more confidently. Media such as puppets, pictures, and animated videos make learning more engaging. The materials used should also relate to the children's world, such as themes about family, animals, or school. With this combination, children will find it easier to express themselves in English.
4. Aktivitas yang Meningkatkan Kemampuan Listening Anak
To improve children's listening skills, teachers can use various activities such as listening to songs, playing games like “Simon Says,” listening to stories, or following simple instructions. These activities help children become familiar with English sounds and intonation. In addition, they learn to understand meaning from context without translating word for word. These activities support natural and enjoyable listening practice.
5. Interaksi Anak saat Menulis Kolaboratif
In collaborative writing, children work together by sharing ideas, constructing sentences, and writing as a team. They discuss, help each other with spelling, and correct sentences together. This is supported by Vygotsky’s sociocultural theory, which emphasizes the importance of social interaction in learning. Children learn better when working in groups and within the zone of proximal development, where they receive support to achieve higher skills.
Name: Chaerun Nisa Fauziah
ReplyDeleteNim: 221230130
Class: TBI VI D
1. Children's characteristics in language learning include high curiosity, short attention spans, a tendency to learn through play and direct experiences, a lack of self-consciousness about making mistakes, developing cognitive skills, and strong intrinsic motivation; to address these characteristics, teachers can implement teaching strategies such as using interactive games and activities, integrating movement and songs, utilizing engaging visual aids and media, creating a positive learning environment, providing short and varied tasks, and connecting the material to children's experiences and interests.
2. The three crucial aspects of language learning are exposure, which necessitates providing rich and diverse language input and creating an English-speaking environment; engagement, which can be optimized through the design of interactive and enjoyable activities with relevant topics and opportunities for interaction and collaboration; and support, which requires clear and simple instructions, constructive feedback, a positive and inclusive classroom atmosphere, and the provision of appropriate scaffolding tailored to students' needs.
3. Effective speaking instruction is formed from student-centered and interactive teaching strategies like role-playing, the use of engaging visual and audio media and realia to stimulate discussion and provide context, and materials that are relevant to children's interests, offer opportunities for various types of interaction, and encourage the use of learned vocabulary and language structures, for example, through card games that require students to form sentences using specific vocabulary.
*4. Various student activities can promote children's listening skills, icluding listening to stories and songs, following simple instructions, playing listening games like "Simon Says," identifying different sounds, answering questions based on audio, role-playing with audio cues, engaging in Total Physical Response (TPR) activities, and listening to descriptions and drawing or coloring according to what they hear.
5. In collaborative writing, children interact by sharing ideas, planning together, writing alternately or jointly, providing feedback, and editing each other's work; this interaction is highly beneficial based on the theory of Constructivism, which states that students construct knowledge through interaction and experience, and Social Interaction Theory (Vygotsky), which highlights the role of interaction in the Zone of Proximal Development (ZPD), where collaboration allows students to learn from each other and achieve higher levels of understanding through meaning negotiation and shared perspectives.
name : eva kavka mi`rajiah
ReplyDeletenim : 221230122
class : tbi 6d
1. Children's Characteristics in Language Learning and Teacher's Strategies
Children's Characteristics:
- Curiosity & Exploration: Children love to imitate sounds and words they hear.
- Short Attention Span: Their attention is limited, requiring engaging and varied activities.
- Learning Through Play & Social Interaction: Children learn language through play and social interaction.
- Developmental Stages: Children’s language abilities develop with age.
Teacher’s Strategies:
- Interactive Learning: Use games and role-play to engage children.
- Short & Varied Activities: Organize diverse and brief activities.
- Scaffolding: Provide language models and support according to the child’s ability.
2. Three Aspects: Exposure, Engagement, and Support
- Exposure: Create a language-rich environment through stories, songs, and conversations.
- Engagement: Use interesting activities like games and tasks that encourage speaking and interaction.
- Support: Provide clear instructions, visual materials, and constructive feedback.
3. What Makes Good Speaking Instruction?
- Teaching Strategies: Use real-life tasks and interactive activities (e.g., role-plays, discussions).
- Media: Videos, songs, or podcasts to introduce pronunciation and natural conversation.
- Materials: Use authentic materials like role-play cards or advertisements for real-world situations.
4. Activities to Promote Listening Skills in Children
- Songs and Stories: Children listen to build vocabulary and sentence structures.
- Listening Games: Activities like “Simon Says” help improve focus.
- Matching or Story Sequencing: Children listen and match to pictures or sequence a story.
5. Children’s Interaction in Collaborative Writing
- Sharing Ideas: Children discuss ideas before writing.
- Peer Feedback: Children give corrections and suggestions on each other’s writing.
- Problem-Solving Together: Children collaborate to overcome language challenges.
Relevant Theories:
- Vygotsky’s Social Constructivism: Learning through social interaction within the child's Zone of Proximal Development.
- Cooperative Learning: Learning through collaboration that encourages communication and negotiation.
Name : Ririn Herlina
ReplyDeleteNim : 221230106
Class : TBI 6D
1. Children have unique characteristics in language learning, such as high curiosity, the ability to imitate and learn through experience. They tend to be more responsive to fun and interactive learning. To deal with these characteristics, teachers can implement teaching strategies that are game-based, use songs, and engage students in activities that involve movement. In this way, students are more motivated and get the opportunity to practice language actively.
2. Exposure, Engagement, and Support Aspects of Language Learning:
- Exposure: Provide ample exposure to language through various media, such as storybooks, videos and conversations with native speakers. Abundant exposure helps children become familiar with the sounds and structures of language.
- Engagement: Getting students actively involved in the learning process through discussions, games and group activities. This engagement encourages real language use and reinforces understanding.
- Support: Providing necessary support through feedback, assistance during activities, and creating a safe and supportive learning environment. This makes students feel valued and more confident to speak.
3. Good teaching of speaking skills should involve appropriate teaching strategies, the use of engaging media, and materials that are appropriate to the age and needs of the children.
- Teaching Strategies: Use fun and interactive methods, such as games that involve speaking, like the game “Charades” which encourages children to use English in a fun context.
- Media: Use picture storybooks or picture cards that appeal to children. For example, introduce new vocabulary through pictures or illustrations that catch their attention and ask children to say the words to practice their speaking skills.
- Materials: Choose materials that are appropriate to the child’s age and interests, such as nursery rhymes or simple poems, which are easy to understand and remember, so they can practice speaking in a fun way.
4. Activities such as listening to stories, watching videos or participating in games that require understanding oral instructions can improve listening skills. Group discussions where students share their understanding of what they hear are also very helpful, as they allow them to hear each other.
5. In my opinion collaborative writing, children work together to create writing. They share ideas, discuss and correct each other. Vygotsky's sociocultural theory states that learning occurs through social interaction. In this context, children learn from each other through dialog, which not only improves their writing skills but also communication and cooperation skills.
Name : Sifahu Laela
ReplyDeleteNim : 221230113
Class : TBI 6D
1. When it comes to learning a language, children have distinct traits like: They enjoy activities that require movement, play, and engagement since they are active and easily bored. They have a concrete understanding of things that are directly observable, touchable, or experienced. They are able to quickly learn and mimic new speech or sounds. Very interested, they want to explore new things and regularly ask inquiries.
Strategy: For movement, use Total Physical Response (TPR). Incorporate games, stories, and music to maintain interest. A visual aid like realia and flashcards should be used. Adapt the scaffold to the child's needs.
2. Exposure: Giving kids regular chances to hear and see the target language, including through English-language instructor instructions, songs, movies, and stories.
Engagement: Getting kids actively involved in fun activities like role-plays, plays, and art projects. This interaction is crucial to maintaining their motivation and making learning enjoyable.
Support: Instructors offer criticism, pointers, and assistance when required. This involves establishing a secure environment where kids can experiment without worrying about making a mistake.
3. Good Teaching Speaking: Strategy, Media, and Materials
Strategy: Use role play, drilling, and interactive games like “Find someone who...” to get children actively speaking and confident.
Media: Use flashcards, puppets, or animated videos to make learning interesting and easy to understand.
Materials: Use materials that are simple and close to children's lives, such as self-introduction, family, and hobbies.
Example:
Teaching the expression “What's your name?” through a funny video, then practicing the conversation with a puppet.
4. Students' Activities Promoting Listening Skills, such as listen to songs and sing along, playing games like “Simon Says”, listening to stories from the teacher and then answering simple questions and following verbal instructions in activities such as drawing or making something.
5. Children's Interaction in Group Writing and Associated Theories
Children converse, exchange ideas, and assist one another in crafting sentences when they write collaboratively. This is consistent with Vygotsky's Sociocultural Learning theory, which holds that social contact is the key to effective learning. The instructor serves as a scaffolding facilitator. Children collaborate to acquire vocabulary, sentence construction, and concept communication skills.
Example: Using a graphic of the story's chronology as a guide, the group writes a short story.
Name: Nida Aida (221230010) TBI 6A
ReplyDeleteAnswer:
1. Children are naturally curious, active, and imaginative. According to Piaget, they are in the pre-operational stage, where they understand best through hands-on, sensory experiences rather than abstract ideas. Vygotsky also emphasized the importance of social interaction in learning. Based on my own experience, I believe that children enjoy learning when it feels like play. That’s why teachers should use storytelling, songs, games, and TPR (Total Physical Response) to match these characteristics. By creating an engaging and supportive environment, children are more likely to absorb the language naturally.
2. Exposure, engagement, and support are key in children’s language learning.
• Exposure means giving children frequent access to English through songs, stories, and classroom language. According to Krashen, language is acquired through understandable input.
• Engagement involves emotional and cognitive involvement. Activities like games, drama, and group tasks help maintain interest. Vygotsky emphasized that learning is more effective through social interaction.
• Support includes scaffolding such as visuals, sentence starters, or teacher modeling. Bruner believed children learn best when given just enough help to succeed.
3. Good speaking instruction combines the right teaching strategy, media, and materials. Speaking is not just about pronunciation, but also about confidence and interaction.
• Strategies like pair work, role-play, and daily expressions help build fluency and confidence.
• Media such as puppets, videos, and picture cards make learning more engaging. According to Mayer, combining words and visuals enhances understanding.
• Materials should be age-appropriate and meaningful. Using real objects (realia) helps children speak more confidently. When these three elements work together, speaking becomes more natural and enjoyable for young learners.
4. Listening is a key skill that supports vocabulary growth, comprehension, and pronunciation. Some effective activities include:
- Storytelling with pictures to help children match sounds with visuals.
- Songs and chants, which repeat key phrases and vocabulary.
- TPR activities where children follow physical commands like “touch your nose”.
- Listening games like “Simon Says” or “What’s Missing?” where children listen and respond.
These activities help children develop listening skills in fun and memorable ways. According to Krashen, children need frequent, meaningful input to develop their language system naturally. In my experience, when children enjoy the listening task, they focus better and retain language longer.
I also believe that background noise, speaker clarity, and visual context matter a lot. Teachers should minimize distractions and use gestures or props to help children understand what they hear.
5. During collaborative writing, children usually brainstorm ideas together, divide roles (like one writes while others give input), and revise their work as a team. Vygotsky’s concept of the Zone of Proximal Development (ZPD) explains how peer collaboration allows children to learn from each other. I’ve seen that when students are guided by both their friends and the teacher, they become more confident in using the language.
In my opinion, activities like writing group stories, completing dialogues, or describing pictures together promote social learning. Children often take turns writing, giving suggestions, and correcting each other. I’ve observed that during collaborative writing, even shy students get involved because they feel supported by their peers. This kind of interaction builds both language and confidence.
This comment has been removed by the author.
ReplyDeleteEti Nurcholisah 221230019 TBI 6A
ReplyDeleteAnswer :
1. Child Characteristics and Teacher Strategies
According to Piaget (1952), children learn effectively through concrete experiences such as visualization and physical activity. Vygotsky (1978) emphasized the role of social interaction in language development through the concept of ZPD. Teachers can apply visual-kinesthetic strategies (pictures, songs, props), interactive activities (pair/group), and scaffolding. I am of the opinion that language learning should be interesting and active because children get bored easily and are very responsive to real experiences.
2. Exposure, Engagement and Support
Ellis (2003) and Krashen (1985) emphasize the importance of meaningful input that is slightly above the child's ability. Exposure can be provided through songs, stories, or videos. Engagement is done through drama, games, or discussions. Teacher support is needed in the form of prompts, praise, and directed questions. In my opinion, these three aspects complement each other and are important to keep children motivated and not give up easily when learning a language.
3. Effective Speaking Instruction
Brown (2001) states that the teaching of speaking should be interactive and relevant. Strategies such as task-based learning and role play encourage students' speaking courage. Media such as videos or English karaoke increase interest in learning. Teaching materials should be authentic and close to students' lives. For example, using the “Interview a Friend” activity with the help of pictures or maps as clues will combine strategies, media and materials together. I consider that speaking courage is more important than accuracy, and interesting media can boost students' confidence.
4. Activities to Improve Listening
Nation & Newton (2009) mention that listening can be improved through meaningful input and fluency practice. Activities such as Listen and Draw, stories with movement, English songs, and matching sounds with pictures are very effective. I believe fun and multisensory listening activities help children understand and remember new vocabulary better.
5. Children's Interaction in Collaborative Writing
Vygotsky (1978) stated that children learn through social interaction. In collaborative writing, children discuss, exchange ideas, and correct each other. This activity trains them to think critically, respect opinions, and make decisions together. I see this activity as an effective way to develop writing skills and cooperation skills, in line with the demands of 21st century learning.
Devi Chintya TBI 6D
ReplyDelete221230118
1. Children have a different way of learning language than adults. such as high curiosity, strong memory, and a tendency to learn through play, direct experience, and social interaction. They are also easily distracted and tend to learn more effectively in a fun and supportive atmosphere. To deal with these characteristics, teachers need to apply active, creative, and communicative teaching strategies, such as the use of songs, games, stories, and visual media. In addition, teachers must create a safe, fun learning environment and provide opportunities for children to practice language naturally through meaningful activities that are appropriate to their developmental stage.
2. • Exposure: Language exposure provides opportunities for learners to frequently hear, read, or see the use of the language being learned in various contexts. With many interactions with the target language either through media such as songs, videos, texts, or real conversations students become more familiar with the structure, vocabulary, and natural language usage. Consistent exposure helps build an intuitive understanding of the language.
• Engagement: Encourage active student involvement in fun and meaningful learning activities to increase participation and motivation.
• Support: This support includes providing constructive feedback, guidance when students are having difficulty, and creating a positive and safe learning atmosphere. With support, students feel valued and more confident to try and learn from mistakes.
3. Good teaching strategies involve using communicative approaches that encourage students to speak actively, such as role plays, small group discussions, or short presentations. Supporting media such as videos of conversations, audio recordings, or technology-based applications can help students understand the context of real language use and capture their interest. Meanwhile, materials that are relevant and appropriate to students' ability levels, such as daily life topics, personal experiences, or light-hearted issues close to their world, will make it easier for students to express ideas orally. For example, in a "restaurant simulation" activity, the teacher can use a video as an example of a conversation, then ask students to role-play as waiters and customers with simple sentences. By combining communicative strategies, interactive media, and contextualized materials, learning to speak becomes more meaningful and fun for students.
4. Activities that can encourage children to learn to listen include listening to stories from teachers, playing guessing games based on sound, watching short videos in English, and following children's songs and repeating them. These activities help students practice concentration, understand vocabulary, and recognize correct pronunciation. In a fun and interactive way, children will be more motivated to focus and understand what they hear, so that their listening skills develop naturally and gradually.
5. When children write together, they exchange ideas, discuss, and work together to compose their writing. In my opinion, this interaction is very helpful in developing their thinking and language skills. Based on Vygotsky’s theory, learning occurs through social interaction, where children learn better when working together in groups. This collaboration also forms an attitude of mutual respect, increases self-confidence, and enriches the content of the writing through various perspectives.
Name : Adella Maha Binta
ReplyDeleteNim : 221230124
Class : tbi 6d
1. Characteristics of Children in Language Learning and Teaching Strategies
Children tend to be:
-Inquisitive and energetic: They learn best through play and discovery.
-Easily distracted: Their focus doesn’t last long.
-Imaginative thinkers: They enjoy fantasy and creative tasks.
-Repetitive learners: They absorb language through repetition like rhymes or songs.
-Highly social: They enjoy learning with and from their peers.
To adapt, teachers can:
-Include interactive activities like games or songs.
-Use visuals and real-life objects to aid understanding.
-Give clear, simple directions with body language.
-Encourage pair or group work for peer interaction.
-Build routines for familiarity and comfort.
2. Creating Optimal Learning with Exposure, Engagement, and Support
Exposure: Involves the amount and type of language learners encounter.
Examples: Listening to English music or watching simple videos; hearing classroom instructions in English.
Engagement: Learners need to be actively involved in lessons.
Examples: Playing language games, participating in drama or role-plays, drawing or acting out vocabulary.
Support: Teachers should guide learners through scaffolding.
Examples: Giving encouragement, showing examples, and offering tools like flashcards or language frames.
3. Elements of Effective Speaking Instruction: Strategy, Media, and Materials
Strategy: Prioritize speaking practice through communicative tasks.
For instance, having students do pair interviews or storytelling.
Media: Use tools to stimulate and assist speaking.
Example: Flashcards or puppets to encourage shy learners to talk.
Materials: Use content that connects to real-life or imaginative situations.
Example: Using menus for ordering food or pictures to guide a conversation.
4. Activities That Support Children’s Listening Development
Listening to music and doing fill-in-the-blank or movements.
Listening to stories, then answering questions or drawing scenes.
Games like “Simon Says” to follow spoken instructions.
Doing tasks based on instructions, like coloring or pointing.
Matching audio with visuals, such as matching a sound to a picture.
5. Children’s Interaction in Collaborative Writing Based on Theory
When children write together:
-They discuss and share ideas, help each other, and learn from peers.
-This reflects Vygotsky’s theory, where learning happens through social interaction in the Zone of Proximal Development (ZPD).
-Collaboration helps them understand and use language together.
Example: In group writing, one child may suggest a sentence, another writes, while others draw or check spelling. This teamwork improves their writing and communication skills.
Nama : Raodatul Wasiah
ReplyDeleteNIM : 221230140
Kelas : TBI 6 E
1. Children have unique characteristics in learning language, such as a short attention span, a tendency to understand meaning as a whole, high curiosity, and a strong imagination. They also learn more effectively through concrete activities, like to imitate, and are more interested in things related to themselves. To address this, teachers need to implement appropriate strategies, such as using games, visual and audio aids, repetition of vocabulary, and creating a fun and supportive learning atmosphere. Approaches that involve exploration, creativity and children's personal experiences are very effective in helping them understand and use language in a natural and meaningful way.
2. - Exposure means frequently hearing, reading or interacting with the language being learned. For example Watching movies, listening to songs, reading books, or playing games in the target language.
- Engagement means being mindfully, emotionally and socially active while learning.
Three dimensions:
Cognitive: Using strategies to understand the material.
Emotional: Interested and excited about learning.
Social: Discussion or group work with friends/teachers.
- Support means help from teachers, parents or the learning environment. For example, teachers give feedback, parents help practice at home.
3. -Teaching Strategies
These are the methods or techniques teachers use to help students speak more confidently and fluently.
Examples:
Think-Pair-Share: Students think about a question, discuss it with a partner, then share with the class.
It works to build confidence in a low-stress way.
- Media
Media refers to the tools and platforms used to enhance the speaking experience.
Examples:
Video clips (like TED Talks, YouTube interviews, or movie scenes): Use them as models for pronunciation, intonation, and discourse markers.
It works because Learners see and hear real English in use.
- Materials
These are the resources used to structure the learning—like worksheets, prompts, games, etc.
Examples:
Speaking cue cards with topics or prompts (e.g., “Talk about your favorite hobby,” “Describe your dream vacation”).
it works to Gives structure and helps shy students start talking.
4. To promote children's listening skills, various student-centered activities have been proven effective according to several journal studies. Total Physical Response (TPR) encourages students to respond physically to verbal instructions, enhancing comprehension through movement. Nursery rhymes and songs help children absorb language patterns, rhythm, and pronunciation in an engaging and memorable way. Educational games like the Beetle Drive Game make listening practice interactive and fun, prompting active participation. All in all, these approaches create an engaging learning environment that supports the development of strong listening skills in young learners.
5. Children engaging in collaborative writing interact through social processes that facilitate mutual learning and development. This interaction is well-explained by Lev Vygotsky's concept of the Zone of Proximal Development (ZPD), which defines the difference between what a learner can do independently and what they can achieve with guidance from a more knowledgeable peer or adult. In the context of collaborative writing, peers assist each other in tasks that may be beyond their individual capacities, there by promoting cognitive growth and skill acquisition.
Furthermore, Vygotsky's theory emphasizes that social interactions, such as collaborative writing, enhance children's ability to understand diverse perspectives. By negotiating and co-constructing text, children not only improve their writing skills but also develop empathy and social cognition.
In summary, children's interactions during collaborative writing are characterized by shared engagement, constructive dialogue, and mutual support. These elements, grounded in Vygotsky's ZPD, contribute to both their cognitive development and social skills.
Awalia Anggreani 221230138 TBI 6E
ReplyDelete1. Characteristics of Children in Learning Languages One of the children tends to learn naturally through daily interactions, children more easily understand the real things (for example objects or situations that they can see or feel), children learn language gradually,Children are strongly influenced by social interaction (parents, teachers, friends, etc.), and children have a great curiosity to learn more about language.
teaching strategy: play based learning, learning using visuals and concrete, active interaction, repetition (repeating vocabulary and sentence structure in various contexts), using stories or songs, and teaching language gradually
2. - Exposure is referring to how much and often students are exposed to target languages in various targets, strategies for creating effective learning are, consistent language use, rich language environment, and interactions with native speakers or peers
- Engagement is the involvement of referring to how students actively participate in the learning process, strategies for more effective learning are, fun and relevant activities, appropriate challenges and giving choices
- Support is an aspect related to assistance provided to students to help them overcome difficulties in language learning
Strategies for effective learning are the provision of additional materials, supporting environments, and differentiation approaches.
3. - Teaching Strategies Breastfeeding Relevant Challenging Task, such as group discussions, debates, role play, for example: The teacher uses a role play approach by giving a scenario (the teacher asks students to practice conversations that are in accordance with the situation)
- Learning media from video and audio using conversations or short films that describe real communication situations, speaking applications, for example: the teacher plays short videos about the conversation then students are asked to analyze the conversation
- Materials, teaching materials used are dialogue, mind maps, conversation topics, worksheets, for example the teacher gives the conversation text that is at restaurant and asks students to read the text first, then practice.
4. Listening to stories or fairy tales, listening to songs and lyrics ,, games listening, listening to conversations, listening to instructions and following the steps of group discussions, listening puzzles, and following audio guidelines
5. - Discussion of ideas and topics selection, children usually discuss to choose the topic or ideas to be written. Division of tasks and collaboration (students can divide assignments specifically). Negotiation of the meaning and structure of the text, during the process of writing children often interact to agree on the choice of words, structures, sentences or ways to convey ideas so that writing is clearer and more effective. revision and feedback.
- Supporting theories are the social theory of constructivism (vygotsky), theory of social learning (bandura), theory of social interaction (swain), cooperative teaching theory (Johnson).
This comment has been removed by the author.
ReplyDeleteName: Erina Oktafiani
ReplyDeleteNIM : 221230111
Class : Tbi d
1. Children’s Characteristics in Language Learning
Children have unique characteristics when it comes to learning a language:
- Curiosity: They have a high level of curiosity and enjoy exploring new languages.
- Learning Through Experience: Children tend to absorb information better when they are engaged in practical activities.
- Short Attention Span: They often have shorter attention spans and can easily become bored.
-Teaching Strategies:
Teachers can address these characteristics in the following ways:
- Practical Activities: Using games and projects to make learning more engaging. For example, I have seen teachers use role-playing to teach new vocabulary.
- Visuals and Media: Incorporating pictures, videos, and other visual aids. In my experience, engaging videos often help children understand the context of the language better.
-Repetition and VarietyRepeating material in different ways helps reinforce memory. For instance, a teacher I know often revisits new vocabulary through various activities each week.
2. Three Aspects: Exposure, Engagement, and Support
These three aspects are crucial for creating an optimal learning situation:
-Exposure: Children need to hear and see the language frequently. My experience shows that reading storybooks in the target language regularly helps children get used to vocabulary and sentence structures.
-Engagement: Presenting activities that actively involve children. For example, I participated in a class where children were encouraged to discuss a specific theme in groups. This made them more excited to speak.
-Support: Providing feedback and assistance as needed. In my experience, teachers who offer positive reinforcement and help students when they make mistakes are very effective in boosting children's confidence.
3. Good Teaching of Speaking
Good speaking instruction involves three key aspects:
-Teaching Strategies: Using techniques such as discussions, role-playing, or debates. In my experience, organizing debates in class helps children think critically and speak confidently.
-Media: Utilizing videos or audio recordings to demonstrate proper speaking. I have seen teachers use film clips to showcase correct pronunciation and intonation, which greatly assists students.
-Materials: Providing various materials like dialogue cards or worksheets. In my class, teachers often give conversation cards that make it easier for students to practice speaking in real-life situations.
4. Activities That Promote Listening Skills
Effective activities to enhance children's listening skills include:
-Listening to Stories:Enthusiastically told stories increase children’s interest. I often see children very engaged when listening to stories.
-Listening Games: Games like "Simon Says" that keep them focused and active. In my experience, children really enjoy this activity.
-Songs and Rhymes: Using songs helps them learn vocabulary and pronunciation. I have observed that children remember words more quickly after listening to songs.
5. Interaction in Collaborative Writing
During collaborative writing, children discuss and share ideas. They interact in the following ways:
-Sharing Ideas: Children often talk about what they want to write. In my experience, they provide each other with feedback and suggestions.
-Negotiation:They frequently negotiate how to construct sentences or paragraphs. Vygotsky’s theory of social development emphasizes that this interaction is crucial in the learning process.
-Relevant Theory:
According to Vygotsky, learning occurs through social interaction. Writing together allows children to support each other and deepen their understanding of the language. I have seen how this collaboration enhances their communication skills and makes them more confident in using the language.
Name: Ira dela (221230119) tbi 6d
ReplyDelete1. Children's Characteristics of Language Learning and Teaching Strategies
Characteristics of Children:
Age and Cognitive Development: Children learn through hands-on experiences and play. Their learning abilities vary depending on their age.
Interest and Motivation: Children are more engaged in learning that is relevant to their lives and involves fun activities.
Teaching Strategies:
Game-Based Learning: Using games to make learning enjoyable and increase engagement.
Use of Visual and Audio Media: Incorporating pictures, videos, and songs to help children understand vocabulary and language structures.
2. Three Aspects of Language Learning: Exposure, Engagement, and Support
Exposure: Providing many opportunities for children to hear and use the target language through stories, songs, and everyday conversations.
Engagement: Creating interesting and interactive learning situations, such as games and group discussions.
Support: Offering appropriate assistance, such as positive feedback and help when children face difficulties.
3. Teaching Good Speaking
Teaching Strategy: Using techniques like role-play to encourage children to speak in real-life situations.
Media: Utilizing videos or audio that showcase real conversations to provide clear examples.
Materials: Choosing topics that interest children, such as hobbies or favorite movies, to encourage more speaking.
4. Activities to Encourage Children to Learn to Listen
Listening to Stories: Reading stories and asking questions to test children’s understanding.
Music Activities: Using simple songs to help children develop listening skills.
Listening Games: Engaging in games like "Simon Says" to train children’s attention.
Class Discussions: Organizing discussions where children listen to peers’ opinions and respond.
Listening to Audio or Podcasts: Introducing age-appropriate audio stories and discussing them afterward.
Active Listening Activities: Encouraging children to listen to natural sounds and discuss what they hear.
5. Children's Interaction While Working on Writing Tasks Together
When children collaborate on writing tasks, they typically engage in active interactions, such as:
Collaboration and Discussion: Children discuss ideas for writing and provide feedback to each other.
Task Sharing: They can divide writing tasks, such as one child writing the introduction and another writing the body.
Feedback: Children give each other feedback to help improve their writing.
Negotiation of Meaning: They discuss the right words or phrases to use, which helps expand their vocabulary.
Shared Creativity: Children inspire each other, increasing motivation and engagement in the writing task.
These interactions not only enhance their writing skills but also develop important social and communication skills essential for child development.
Ayyida siti nurmilah 221230102
ReplyDelete1. Children's language acquisition differs from adults in several ways. They are active, curious and easily bored. Due to their short attention span, learning should be planned with a variety of fun and engaging activities. In addition, they tend to learn from real experiences. Therefore, teachers should use learning strategies that suit these characteristics. Strategies such as the use of interactive songs, language games, body language, and visual aids such as puppets or pictures are examples of suitable learning strategies. If English is presented in a fun way, children will find it easier to understand and use it.
2. When learning a language, there are three important things to consider: exposure, engagement and support. Spreading English to children as much as possible through books, songs, movies or teacher speech is called exposure. Children who are frequently exposed to English will master vocabulary, structures and sounds more quickly. Teachers' efforts to create activities that interest students and encourage active participation, such as role-playing, singing, and speaking in contrived contexts, are known as "engagement". Support is the help teachers give students when they face difficulties; this can include giving directions, encouraging them, giving praise, and showing good examples. Combined, these three components create an ideal learning environment for children.
3. The teaching methods, media and resources used all affect how well children are taught to speak. Contextual and communicative teaching methods, including role plays or dialogs that can be applied to a child's daily life, are ideal. Engaging media, such as animated movies, flashcards or puppets, can boost children's confidence and enthusiasm for speaking. Meanwhile, the learning resources used should be appropriate to the age and ability level of the child, for example introducing terms related to food, entertainment or animals. For example, in role-playing exercises, teachers can ask children to act as if they are buying ice cream so that they can practice speaking in a fun way.
4. To help children improve their listening skills, teachers can offer a variety of engaging and interactive activities. Storytelling helps children understand the context while listening to the story and looking at the graphics. One English song that can help them understand better is "Head, Shoulders, Knees, and Toes", as it involves movement or repetition. They are also more sensitive to instructions through activities like charades and "Simon Says". Teachers can also use picture dictation, where students create a photo in response to a given command. Children benefit from all these activities as they are already familiar with English naturally.
5. In collaborative writing exercises, children usually work together to write phrases or stories in small groups. Through this process, they are encouraged to talk, exchange ideas and organize their thoughts. According to Vygotsky's theory, this type of social relationship is crucial for children's language development as they learn from peers who have better proximal language development. Teachers can lead group activities such as poster making or illustrated storytelling to encourage children to actively participate and support each other during learning.
Nama : Leni Maryani
ReplyDeleteNim : 221230158
Kelas: TBI 6E
Answer :
1. Usually children have unique characteristics in learning languages. Because basically they like to play, have a high curiosity, learn through concrete experiences, but sometimes their attention is limited. To adjust to these characters, teachers can use a play-based learning approach to increase children's concentration in learning languages. Such as physical activities, songs, and interactive stories to make learning more interesting and in accordance with children's learning styles.
2. (1) Exposure: Children need to be exposed to the language they are learning often, either through songs, videos, stories, and conversations, so that they become accustomed to the sounds and structures of the language. (2) Engagement: Children need to be actively involved, for example through role-playing, simple discussions, and group projects so that they feel they have a learning experience. (3) Support: Support from those around them is very important, especially teachers who must provide clear instructions, positive feedback, and scaffolding so that children do not feel frustrated when learning the language.
3. In my opinion, good speaking teaching is by combining strategies, media, and materials. For example, using activities such as drama, dialogue, and oral games. By using additional media such as flashcards, hand puppets, or interactive videos to cover the material to be discussed. For example, everyday topics such as family, animals, or school so that children can easily relate to their experiences.
4. Activities that can support listening skills include: Listening to stories and answering simple questions, Playing the Simon Says game, Matching sounds with pictures, Singing songs while following instructions, whisper game (telephone game), and draw what you hear (describing something based on instructions).
5. In collaborative writing, children can exchange ideas, discuss vocabulary, and help each other construct sentences. According to Vygotsky's theory of the Zone of Proximal Development (ZPD), children learn better when they work together because they receive support from their peers and teachers. Because when children work together, they learn from each other and children who do not yet understand can learn through this interaction and support.
Name: Anisa Apriliya
ReplyDeleteStudent Number: 221230116
Class: TBI 6D
Answers:
1. Children’s Characteristics in Learning a Language and How Teachers Respond
Children have unique characteristics when learning a language:
- Curiosity and Playfulness: They learn best through play and exploration.
- Short Attention Span: They need varied, interactive activities.
- Imitation Ability: They learn by mimicking sounds, words, and structures.
- Need for Meaningful Contexts: Children understand better when language is used in meaningful situations.
Teachers’ Strategies:
- Using games, songs, and storytelling to keep engagement high.
- Incorporating visual aids and realia to provide context and maintain attention.
- Creating routines and repetition to build familiarity and reinforce language.
- Encouraging interaction and communication to practice authentic use of language.
2. Exposure, Engagement, and Support in Language Learning
These three aspects are essential in creating an optimal learning environment:
a. Exposure
- Involves providing students with rich, meaningful language input.
- Implementation: Teachers use storytelling, songs, videos, and read-alouds. The key is frequent and varied input.
- Example: A teacher reads an illustrated storybook aloud while showing pictures to help learners connect words with images.
b. Engagement
- Means actively involving students in the learning process.
- Implementation: Activities should be hands-on and student-centered, like role-plays or group projects.
- Example: Students act out a story after listening to it, encouraging them to use new vocabulary in context.
c. Support
- Refers to the scaffolding and guidance provided by the teacher.
- Implementation: Teachers model language use, provide sentence starters, correct gently, and use visuals or gestures.
- Example: During a group discussion, a teacher may help a student by prompting, “You can say, ‘I think it is… because…’”
3. What Makes Good Speaking Instruction? (Teaching Strategies, Media, Materials)
Effective speaking instruction includes:
a. Teaching Strategies
- Use interactive techniques: pair work, interviews, storytelling.
- Example: Students practice asking and answering questions in a “Find Someone Who” activity.
b. Media
- Use audio-visual materials to model pronunciation and intonation.
- Example: Showing short animated videos where characters speak naturally helps children mimic pronunciation.
c. Materials
- Include flashcards, puppets, dialogue cards, and picture sequences.
- Example: Puppets are used in role-play to lower anxiety and stimulate spontaneous speaking.
4. Students’ Activities That Promote Listening
To improve listening, children can engage in:
- Story listening: Teacher reads or plays a story and students draw scenes or answer questions.
- Listening games: Such as "Simon Says" or "What's the Sound?"
- Songs and chants: Encourage repetition and listening for key phrases.
- Matching activities: Students listen and match audio to pictures or words.
- Interactive listening: Using apps or online games with audio prompts.
5. Children’s Interaction in Collaborative Writing (with Theory)
In collaborative writing, children work together to produce a shared text. Their interaction usually includes:
- Sharing ideas: They brainstorm together and choose what to write.
- Negotiating language use: They discuss word choice and sentence structure.
- Peer correction: They help each other revise and improve the text.
Theoretical Basis:
Vygotsky’s Sociocultural Theory emphasizes that learning occurs through social interaction within the Zone of Proximal Development (ZPD). Children help one another learn language structures they might not produce alone.
Example: In a group writing task, one child might suggest a sentence, while another corrects the tense, and a third adds a missing article. This interaction scaffolds their learning.
Name: Amalia Zulfan Hadi
ReplyDeleteNIM: 221230025
Class: TBI 6A
1.In my opinion, children have special characteristics in learning languages. They have high curiosity, are physically active, easily distracted, and learn more easily through fun and concrete activities. Scott and Ytreberg (1990) mentioned that children learn better through direct experience and games, rather than memorization or long explanations. Therefore, teachers should use strategies such as games, songs, movements, and visualizations. For example, teaching vocabulary through flashcards and interactive songs. In addition, a pleasant classroom atmosphere is also important so that children feel comfortable learning.
2. In my opinion, exposure, engagement, and support are closely related to Vygotsky's sociocultural theory . He stated that children learn better in social interactions, especially in the Zone of Proximal Development (ZPD).
1. Exposure: provides rich language input (songs, stories, teacher instruction) so that children absorb language naturally.
2. Engagement: active involvement of children through group discussions or role play.
3. Support: scaffolding, which is help from teachers or friends so that children can achieve certain abilities. If these three aspects are combined, then the child will learn in a supportive social environment.
3. In my view, teaching speaking for children should be interactive, concrete, and contextual, in accordance with the theory of Constructivism from Jerome Bruner. Bruner mentioned that children learn language gradually through three modes of representation: enactive (through action), iconic (through images), and symbolic (through words). So, in teaching speaking, teachers can use strategies such as role play or show and tell to help children express themselves through actions. Visual media such as pictures, dolls, or flashcards are very supportive of the learning process because children think visually. Learning materials should also be close to the child's experience, such as introducing yourself, talking about family, or favorite foods. With this approach, children not only memorize words, but really understand their meaning and usage.
4. In my opinion, children learn to listen well if activities are according to their cognitive stage. Based on Piaget's theory, elementary school children are in the preoperational to concrete operational stages, where they better understand concrete and visual things. So, activities such as listening to picture stories, singing songs, and playing Simon Says are very suitable. Activities such as listening to simple instructions and performing real tasks are also helpful. Listening should be active and meaningful, so that children really understand the context. For example, activities such as listening to simple instructions while performing concrete tasks (e.g., "picking up a blue pencil") also support the development of listening. Emphasizing the importance of using simple and clear language to suit the child's concrete thinking ability. So, listening is not only passive, but active and meaningful, as children engage directly with a context they can understand.
5. When doing collaborative writing, children discuss with each other, ask questions, give suggestions, and improve each other's writing. They not only learn to write, but also work together and think critically. This is in accordance with the sociocultural theory of Vygotsky (1978) which states that children learn better through social interactions, especially with friends or teachers. Teachers can facilitate by giving simple topics and guidelines, then letting them write in small groups. In this way, children learn to write in a fun way and not be burdened.
This comment has been removed by the author.
ReplyDeleteNama: Nadia fahria zulfah
ReplyDeleteNim :221230114
6 TBI D
1. Characteristics of Children in Language Learning & Teaching Strategies:
Children tend to learn language through imitation, active engagement and learning in context. They focus less on grammar rules and more on communication.
Teaching Strategies:
- Use games and songs to make learning fun.
- Provide scaffolding to help children understand the learning steps.
- Give praise and positive feedback to boost confidence.
2. Three Aspects of Language Learning:
- Exposure: Children need to be exposed to language in different contexts to understand and remember it. Example: Providing multimedia materials (video, audio) in the target language.
- Engagement: The child should be actively involved in activities that require language use. Example: Group discussion, role play.
- Support: Providing assistance such as clear instructions and visuals to support understanding. Example: Model the use of language in real situations.
3. Teaching Good Speaking:
- Teaching Strategies: Focus on task-based learning and fluency, such as role-playing or discussion.
- Media: Use videos and original recordings to help students hear more natural language.
- Teaching Materials: Use pictures or real objects to help students speak in relevant contexts. Example: Using menus to practice talking about food.
4. Activities to Improve Listening Skills:
- Interactive Listening Task: Listening to a story and then answering questions.
- Visual Support: Using pictures or videos to aid comprehension.
- Songs and Rhymes: Children learn vocabulary and pronunciation through songs.
- Listening to Native Speakers: Provides an understanding of different accents and speech patterns.
5. Collaboration in Writing:
Collaborative writing allows children to interact and help each other, improving language comprehension through negotiation of meaning and feedback.
Theory: Based on Vygotsky's theory, children learn better through social interaction. Example: Writing a story or class rules together in a group, giving each other feedback and improving the writing.
This comment has been removed by the author.
ReplyDeleteCaesar Dwi Kurniawan
Delete6E , 221230163
1.Children are unique language learners because they:
Possess intuitive cognitive processes rather than analytical ones. They acquire language naturally from context, not from explicit grammar rules.tend to learn through direct experience, not through verbal instruction.
Are easily distracted, requiring teacher creativity in designing lessons that combine movement, emotion, and visuals.
Teacher strategies must align with these potentials:
Teachers are not just content deliverers, but facilitators of language experiences.The use of holistic methods such as storytelling, TPR, and project-based learning not only accommodates children’s characteristics but also enhances their social and emotional skills.
Teachers should reflect: Are the strategies allowing children to truly "experience" language, or just memorize vocabulary?
2.These three aspects should not be viewed separately, but as an interconnected ecosystem.Exposure is not merely about the amount of language input, but the quality of linguistic interaction children receive. For example, listening to a teacher sing an expressive English song is more meaningful than listening to a monotonous audio.
Engagement is not equal to physical activity. True engagement means children are emotionally and cognitively connected to the activity. Teachers should ask: Are children thinking, feeling, and interested during this task?
Support must be grounded in Vygotsky’s theory: support children within their Zone of Proximal Development, not just their comfort zone. Teachers must challenge children without overwhelming them.
3.Effective speaking instruction does not just encourage children to tell "speak," but also creates a real need to speak.
Teaching strategies like role-play or games must be designed to stimulate meaningful communication, not just word repetition.
Critical example: Instead of saying “say the color,” ask them to “find something red in the class and tell your friend why you picked it.
Media must serve as cognitive triggers, not merely decorations. Puppets or pictures are not only visual aids but can also be narrative stimuli encouraging children to tell stories.
Materials should be relevant and contextual, yet contain mild linguistic challenges to help children develop their skills.
4.Listening activities should go beyond simply “paying attention.” Ideally, they:
Develop the ability to understand implicit meaning in language.
Encourage children to link sound with visual, emotional, and social context.
Critical examples:
Rather than just listening to a story, ask children to predict the ending based on oral clues.
After listening to a song, children can draw pictures based on the song’s content, promoting deep comprehension and integrated skills.
5.Collaborative writing transforms the writing process into a social and reflective activity. Children do not merely assemble words but also negotiate meaning, structure, and perspectives.
According to Vygotsky’s socio-constructivist theory, this interaction creates a dynamic learning space where:
Children learn how others think, not just how to write.
They learn to see language as a communication tool, not merely a linguistic product.
Example: When two children write a story together, they must agree on the main character, the conflict, and even the writing style. This develops critical thinking, empathy, and metacognitive skills.
This comment has been removed by the author.
ReplyDeleteNAME : MIKA AVIALISHA TAMA
ReplyDeleteNIM :221230011
CLASS: TBI 6A
ANSWER :
1. Characteristics of Children in Language Learning and Teaching Strategies
Characteristics of Children in Language Learning:
- Strong imitation skills
- Learn holistically, not analytically
- Need concrete and meaningful context
- Have a short attention span
- Learn through play and physical activity
- Responsive to audio-visual stimuli
- Highly curious
And for
Teaching Strategies:
- Using Total Physical Response (TPR) which involves physical movement
- Implementing role-play activities
- Using songs, stories and games
- Providing clear and concrete instructions
- Implementing task-based learning
- Providing consistent positive feedback
- Creating consistent classroom routines
2. Exposure, Engagement and Support Aspects of Language Learning
Exposure:
- Providing diverse and authentic language input
- Using the target language consistently
- Introducing vocabulary and language structures in context
- Using diverse audio-visual media
- Examples: listening to short stories, watching short videos, playing with language apps
Engagement:
- Creating meaningful interactive activities
- Using games that stimulate participation
- Building intrinsic motivation through engaging activities
- Connecting learning to personal interests
- Examples: role play, group projects, language challenges
Support:
- Provide scaffolding according to individual needs
- Provide clear and structured instructions
- Apply constructive feedback
- Create a safe learning environment
- Involve parents in the learning process
- Examples: leveled worksheets, visual aids.
3. Teaching Good Speaking
Teaching Strategies:
- Model good and varied language
- Implement pair and small group activities
- Move from controlled activities towards free communication
- Examples: communicative drilling, guided questioning, semi-structured discussion
Media:
- Using picture series to spark conversations
- Utilizing video/audio recordings as models
- Using role cards for simulations
- Examples: thematic posters, situation cards, voice recording apps
Materials:
- Tailoring topics to children's interests and experiences
- Using adapted authentic materials
- Implementing difficulty-graded materials
- Examples: situational dialogue, "information gap" game, mini-presentations on favorite topics
4. Student Activities that Promote Listening Skills
Listen and do activities (TPR): perform movements according to instructions
Listen and identify: recognize specific sounds, words, or information
Listen and sequence: arrange pictures/stories based on audio
Listen and draw/color: draw or color according to descriptions
Listen and predict: predict the continuation of the story
Dictogloss: reconstruct the story heard
Songs and chants with movements
Listening comprehension games: Simon says, Chinese whispers
Story circle: listening and adding parts of the story
5. Children's Interaction in Collaborative Writing according to Vygotsky's Theory
According to Vygotsky's zone of proximal development (ZPD) theory, children can reach higher levels of development with the help of more capable others. In the context of collaborative writing:
- Children engage in peer-to-peer scaffolding, with more able students helping the less able
- They negotiate meaning and language form
- Collaborative conversations about content, vocabulary and sentence structure occur, and sentence structure
- Children exchange ideas and contribute their individual strengths
- Writing responsibilities are shared based on ability
- A process of self-reflection and peer assessment occurs
- Children experience a gradual internalization from social to individual cognitive processes
- Mediation by the teacher helps direct productive interactions
These interactions create an optimal learning environment as knowledge is socially constructed, in accordance with the core tenet of Vygotsky's theory that learning occurs first at the interpersonal level before being internalized at the intrapersonal level. RetryClaude can make mistakes. Please double-check responses.
Nova Nurazizah 221230161
ReplyDelete1. Children have unique characteristics in language learning, including:
- High curiosity : They are eager to explore and understand the world around them.
- Creativity and imagination: Children tend to use their imagination in learning.
- Short attention span: They get bored easily and need a variety of activities to stay focused.
- Learning through play: They learn more effectively in fun and playful environments.
- Dependence on real-world context: They understand language better when it's tied to real-life situations or direct experiences.
To address these characteristics, teachers can apply the following strategies:
-Use game-based activities: Incorporate educational games that encourage active participation and make learning enjoyable.
-Provide activity variation: Change the type of activity regularly to maintain students' interest and attention.
-Use realia (real objects): Bring real items into the classroom to help children connect words to tangible objects or concepts.
-Encourage active learning: Engage students in physical activities related to the lesson, such as action songs or role-playing games.
2. a. Exposure: Giving students broad access to the target language through sources such as teacher talk, songs, stories, and audiovisual media. Constant exposure helps children recognize language patterns and new vocabulary.
b. Engagement: Encouraging active participation through relevant and interesting activities like group discussions, collaborative projects, and interactive games. High engagement increases motivation and learning retention.
c. Support: Providing appropriate assistance based on individual needs, such as constructive feedback, scaffolding, and positive reinforcement. Support from teachers and peers helps learners overcome challenges and build confidence.
3. Effective speaking instruction for young learners combines:
-Teaching strategies: Using methods like role-play, storytelling, and group discussions to encourage meaningful communication. For example, a teacher might simulate real-life scenarios for students to practice conversations.
-Media: Utilizing visual and audio aids such as pictures, videos, and recordings to provide context and support listening and speaking. For instance, using short video clips to trigger discussion or listening exercises.
-Materials: Choosing topics relevant to students’ interests and experiences to boost engagement, such as hobbies, family, or favorite stories.
4. Effective activities to improve children’s listening skills include:
-Simon Says : Trains students to follow oral instructions accurately and improves listening comprehension.
-Guess the sound : Playing various sounds and asking students to guess the source helps develop auditory discrimination.
-Interactive storytelling : Reading stories aloud and asking comprehension questions during or after the story to maintain engagement and check understanding.
"Telephone" game: Students sit in a circle and whisper a message from one to another, training them to listen carefully and retain information.
5. In collaborative writing, children engage in interactions that allow them to exchange ideas, hey discuss and combine their thoughts to produce shared written work, encouraging critical thinking and teamwork.
According to Vygotsky’s sociocultural theory, learning is a social process, and language development occurs through social interaction. Collaborative writing provides a platform where children can scaffold each other’s ideas, negotiate meaning, and build writing skills through peer support.
This process also promotes Zone of Proximal Development (ZPD), where children perform tasks they cannot do alone but can accomplish with peer or teacher assistance.
Indana zulfia pahlefi 221230135 (TBI 6E)
ReplyDelete⸻
1. Children’s characteristics in learning a language and teaching strategies:
Children are naturally curious, active, and tend to have short attention spans. They learn best through play, movement, and interaction. Their cognitive development is still in progress, so they learn language more holistically rather than through grammar rules.
Teaching strategies:
• Use of visuals and realia: Helps them associate meaning with objects.
• Songs, games, and stories: Engaging and help with retention.
• Total Physical Response (TPR): Combines language with movement.
• Short and varied activities: Keeps their attention and avoids boredom.
⸻
2. Aspects of Exposure, Engagement, and Support:
• Exposure: Children need constant exposure to the language. This can be done through storytelling, songs, classroom instructions in English, and video materials. The more they hear and see English in use, the more they absorb.
• Engagement: Children must be emotionally and cognitively involved. Teachers should include fun, meaningful, and interactive activities such as role plays, group games, and challenges.
• Support: Scaffolding is crucial. Teachers should provide clear models, repeat instructions, use gestures, and give positive feedback. Peer support is also helpful during group tasks.
⸻
3. What makes good speaking teaching (strategies, media, materials):
A good speaking lesson for children includes:
• Teaching strategies: Use pair or group work to encourage practice in a low-pressure setting. Include repetition and role play.
• Media: Use puppets, flashcards, pictures, or videos to stimulate conversation.
• Materials: Use dialogues, story prompts, or games like “Guess Who?” or “Find someone who…” to make speaking fun and contextual.
Example: In a lesson on animals, students can use puppets to “talk” about their favorite animals, using simple sentences like “This is a lion. It is big.”
⸻
4. Students’ activities that promote listening:
• Storytelling with visuals: Students listen and respond to questions or draw scenes from the story.
• Songs and chants: Improve listening skills and pronunciation.
• Simon Says / TPR games: Require children to listen and act quickly.
• Listening for specific information: For example, students listen to a description and guess which character or object is being talked about.
⸻
5. Children’s interaction in collaborative writing (with theory):
During collaborative writing, children share ideas, negotiate content, and help each other with vocabulary or grammar. According to Vygotsky’s Sociocultural Theory, learning is a social process and students learn through interaction within their Zone of Proximal Development (ZPD).
Example: In small groups, students create a simple story with guidance from the teacher. They brainstorm, choose words together, and take turns writing. This fosters teamwork and language development.
Nova Nurazizah 221230161 TBI 6E
ReplyDelete1. Children have unique characteristics in language learning, including:
- High curiosity : They are eager to explore and understand the world around them.
- Creativity and imagination: Children tend to use their imagination in learning.
- Short attention span: They get bored easily and need a variety of activities to stay focused.
- Learning through play: They learn more effectively in fun and playful environments.
- Dependence on real-world context: They understand language better when it's tied to real-life situations or direct experiences.
To address these characteristics, teachers can apply the following strategies:
-Use game-based activities: Incorporate educational games that encourage active participation and make learning enjoyable.
-Provide activity variation: Change the type of activity regularly to maintain students' interest and attention.
-Use realia (real objects): Bring real items into the classroom to help children connect words to tangible objects or concepts.
-Encourage active learning: Engage students in physical activities related to the lesson, such as action songs or role-playing games.
2. a. Exposure: Giving students broad access to the target language through sources such as teacher talk, songs, stories, and audiovisual media. Constant exposure helps children recognize language patterns and new vocabulary.
b. Engagement: Encouraging active participation through relevant and interesting activities like group discussions, collaborative projects, and interactive games. High engagement increases motivation and learning retention.
c. Support: Providing appropriate assistance based on individual needs, such as constructive feedback, scaffolding, and positive reinforcement. Support from teachers and peers helps learners overcome challenges and build confidence.
3. Effective speaking instruction for young learners combines:
-Teaching strategies: Using methods like role-play, storytelling, and group discussions to encourage meaningful communication. For example, a teacher might simulate real-life scenarios for students to practice conversations.
-Media: Utilizing visual and audio aids such as pictures, videos, and recordings to provide context and support listening and speaking. For instance, using short video clips to trigger discussion or listening exercises.
-Materials: Choosing topics relevant to students’ interests and experiences to boost engagement, such as hobbies, family, or favorite stories.
4. Effective activities to improve children’s listening skills include:
-Simon Says : Trains students to follow oral instructions accurately and improves listening comprehension.
-Guess the sound : Playing various sounds and asking students to guess the source helps develop auditory discrimination.
-Interactive storytelling : Reading stories aloud and asking comprehension questions during or after the story to maintain engagement and check understanding.
"Telephone" game: Students sit in a circle and whisper a message from one to another, training them to listen carefully and retain information.
5. In collaborative writing, children engage in interactions that allow them to exchange ideas, hey discuss and combine their thoughts to produce shared written work, encouraging critical thinking and teamwork.
According to Vygotsky’s sociocultural theory, learning is a social process, and language development occurs through social interaction. Collaborative writing provides a platform where children can scaffold each other’s ideas, negotiate meaning, and build writing skills through peer support.
This process also promotes Zone of Proximal Development (ZPD), where children perform tasks they cannot do alone but can accomplish with peer or teacher assistance.
feby nur azizah zain
ReplyDelete221230126
6D TBI
1. Characteristics of Children in Language Learning
Children have unique characteristics in language learning, such as a high curiosity, the ability to absorb information naturally, and a tendency to learn through play. They find it easier to understand language through concrete experiences, repetition, and social interaction. Teachers can address these characteristics with strategies like using educational games, group activities, and visual and audio media to help children grasp language concepts in an enjoyable way.
2. Exposure, Engagement, and Support in Language Learning
Exposure refers to how teachers present material to students. Teachers need to use clear, simple, and engaging methods so that students can understand the material well. Engagement refers to the active participation of students in the learning process. Teachers can involve students through discussions, role-playing, or creative activities that encourage them to communicate actively. Support involves providing emotional and intellectual assistance to students. Teachers should create a supportive environment where students feel comfortable learning and interacting without fear of making mistakes.
3. Effective Speaking Instruction
Effective speaking instruction involves relevant teaching strategies, media, and materials. Teaching strategies such as role-playing or group discussions help students actively practice their speaking skills. Media like videos or audio recordings provide real-life examples of language use in everyday situations. Materials that are interesting and aligned with students' interests, such as topics about hobbies or their experiences, encourage them to speak more confidently. For example, teachers can ask students to simulate a conversation in a restaurant to practice using everyday expressions.
4. Activities to Encourage Listening Skills
Several activities can encourage students to learn listening skills, including listening to stories or fairy tales from the teacher, participating in activities where they listen to songs and then discuss the meaning of the lyrics, and engaging in "repeat after me" exercises where children are asked to mimic certain sounds or sentences spoken by the teacher. These activities help students focus on verbal information and improve their ability to understand language deeply.
5. Interaction Among Children in Collaborative Writing
In collaborative writing, children interact by sharing ideas, discussing the content of their writing, and providing feedback to improve the text together. A project-based learning approach is also effective here as it allows children to work together to produce better written works. For instance, when writing a story together, children may discuss the plot and complement each other's ideas to create a better piece of writing. This also helps them develop important communication and teamwork skills in learning.
Name: Aeni Hidayati
ReplyDeleteNIM: 221230043
Class: 6B TBI
Answer:
1. Children are naturally curious, active, and learn best through play and interaction. They tend to have short attention spans and learn better through sensory experiences. Teachers can use songs, stories, and games to keep them engaged. Include visual aids, and gestures. Apply Total Physical Response (TPR) to connect movement with meaning. And lastly, keep instructions short and clear.
2. Exposure, frequent to the target language (by music, films, and stories). It helps children learn pronunciation and vocabulary naturally. Engage learners in hands-on, participatory activities such as role-playing or games.
Engagement, guarantees that learners are both mentally and emotionally invested.
Support, learning through instructor guidance, modelling, and peer support. Use repetition, praise, and correction in a constructive manner.
3. Good teaching speaking – strategies, media, and materials:
Strategies: Use pair/group work, role-plays, and dialogues to encourage real communication.
Media: Videos or learners can provide authentic models of conversation.
Materials: Picture cards or storyboards to prompt speaking.
Example: Using learners in a role-play (e.g., at the market) helps students practice functional phrases like “How much is this?”
4. Students' activities that promote listening:
Listening to and responding to songs or chants. , storytime with picture books followed by Q&A, and istening tasks with audio clips and drawing or matching activities.
5. According to Vygotsky’s Social Constructivism, children learn best through social interaction. In collaborative writing: they share ideas, negotiate language, and co-construct sentences. Peer interaction builds confidence and encourages language use. Last, the teacher may act as a facilitator, giving feedback or guiding group work.
Chintia Mutiasari 221230024 TBI 6A
ReplyDelete1. Children have their own way of learning languages. They are active, curious, and like to try new things, but they get bored quickly if learning is too serious. They understand better through real things they can see or touch. According to Piaget, they learn best through real experiences. Vygotsky also said children learn well through social interaction when others help them. So, teachers need to make learning fun, like singing, role-playing, using real objects, or TPR. Pair or group work also helps children support each other.
2. To create optimal language learning, teachers need to focus on three important aspects: exposure, engagement, and support. Exposure means giving children many chances to see and hear the language, like when teachers speak the target language in class, play songs, show videos, or read stories. The more children are exposed, the easier it is for them to get used to the language. Engagement means involving children in fun and active learning. They learn better when they play, sing, or act out roles, because they enjoy the process. Support is the help that teachers give to make children feel confident. Teachers can show examples, use gestures or pictures, give praise, and encourage teamwork in small groups.
3. Good teaching of speaking involves three important things: teaching strategies, media, and materials. In terms of strategy, teachers can use communicative approaches such as role play, interviews, or storytelling so that students can practice speaking in real situations. For example, students play the role of buyers and sellers, so they practice everyday expressions and become more confident. For media, teachers can use videos, voice recordings, pictures to make learning more interesting and easy to understand. For example, after watching a video of a conversation, students can copy it or create their own version. Meanwhile, the material chosen must be relevant to the life and age of the student. Topics such as introducing themselves or telling stories about daily activities make students more interested in talking.
4. To help children learn listening skills, teachers need to provide various fun and age-appropriate activities that train their understanding of spoken language. One effective method is listening and doing, like in the Total Physical Response (TPR) strategy, where teachers give simple instructions such as "stand up" or "clap your hands," and students respond with movements. This helps children understand meaning through actions without needing translation. Another useful activity is listening to stories, where teachers read picture books using expressions and gestures. Songs and chants are also great for learning listening in a fun and natural way. With these engaging activities, children can develop their listening skills more easily.
5. In my opinion, collaborative writing is one of the activities that is very useful in language learning, especially for children. Through writing together, children can learn to convey ideas, listen to friends' opinions, and compose sentences together. This is important because writing is not only about the end result, but also about the process of thinking and interacting. From the theory I learned, especially from Vygotsky, children learn more effectively through social interaction. This means that when they write together, they are in a supportive learning situation. Children who are more capable can help their friends who are not very capable, and they both learn through the process of discussion. I also see that activities like this train children to cooperate and respect differences of opinion. When they write together, such as creating a group story, they learn how to bring ideas together and compose writing that represents shared thoughts.
Name: Tiara Nazwa Ayu
ReplyDeleteNIM: 221230165
Subject: MID Term EYL (6E)
1. In my supposition, children are actually inquisitive and learn best through fun and lively exercises. They too tend to urge bored effectively, so instructors ought to utilize different methodologies to keep them locked in. Instructors as a rule apply intuitively strategies like diversions, tunes, or narrating to coordinate the children's learning styles and keep up their interest in learning a unused dialect.
2. - Presentation:
Children got to listen the target dialect regularly. This could be through melodies, recordings, or educator enlightening in English. The more they listen the dialect, the more recognizable they ended up.
- Engagement:
Children ought to be dynamic members within the classroom. For case, they can play diversions, sing melodies, or take an interest in role-playing. This keeps them propelled and included.
- Back:
Instructors must be empowering and make a secure space for learning. Giving commend and being persistent makes a difference children feel more certain and willing to undertake utilizing the dialect.
3. For me, a great talking lesson is one that makes a difference children feel comfortable and certain to talk. In terms of techniques, instructors can utilize role-playing or straightforward exchanges. Media like manikins or flashcards make it more fun. Materials ought to be relatable, like points approximately family or creatures. For case, a talking action can be understudies presenting themselves or naming creatures whereas making their sounds.
4. Children can create their tuning in abilities through activities like tuning in to outlined stories, singing beside songs, or speculating recreations with sounds. “Simon Says” may be a extraordinary movement since it requires children to tune in carefully to the enlightening some time recently acting.
5. When children work on collaborative composing, I think they more often than not talk about thoughts, share their conclusions, and offer assistance each other with spelling or language structure. Concurring to Vygotsky's hypothesis of the Zone of Proximal Advancement, children can learn superior when they work together since they bolster each other and construct information as a group.
Name: Gina alfi faiza
ReplyDeleteNim:221230146 (TBI 6E)
Subject: Mid Term EYL (UTS)
1. Children are active learners who learn through play, interaction, and meaningful context. They have a short attention span, are easily motivated by fun activities, and learn better when they are emotionally engaged. Teachers can use songs, games, stories, and visuals to maintain their interest, simplify language input, and use repetition and gestures to support understanding.
2.
Exposure: Providing rich language input through songs, storytelling, and real-life communication helps children get used to the sounds and patterns of the language. For example, daily storytelling time helps them internalize sentence structures.
Engagement: Involving children in interactive and meaningful activities like role plays or group games increases participation. A puppet show can engage children and make them use the language naturally.
Support: Teachers can scaffold learning with visuals, sentence starters, and modeling. For instance, giving students key phrases to use during a group task supports their communication and builds confidence.
3. A good teaching speaking activity includes clear teaching strategies, engaging media, and suitable materials. For example, using a role play (strategy) with costumes (media) and dialogue cards (materials) helps students speak with confidence. It encourages real communication, provides structure, and makes speaking fun and purposeful.
4. Activities that promote listening include storytelling, listening to songs, interactive read-alouds, and audio-based games like “Simon Says.” These activities help students focus on sounds, meaning, and rhythm, and develop comprehension in an enjoyable way.
5. In collaborative writing, children interact by sharing ideas, discussing word choices, and co-constructing sentences. According to the sociocultural theory (Vygotsky), learning occurs through social interaction. Peer collaboration helps children learn from each other, develop language awareness, and negotiate meaning together.
name : gayu hening dwi nastiti
ReplyDeletenim : 221230149
grade : 6 TBI E
1. Children exhibit distinctive features in learning language that are different from adults, mainly because they are in a stage of cognitive, social, and emotional development that continues to progress. They tend to acquire language organically through experience, interaction and imitation. Their high curiosity, abundant enthusiasm, and fertile imagination make them more responsive to contextual and engaging approaches.
In the process of language acquisition, children often do not fully grasp abstract concepts, so they absorb meaning more easily through concrete objects, visuals, movements and situational context. Therefore, teachers usually utilize visual aids, songs, games and narratives to connect language with children's real world. Teachers should also create a supportive learning atmosphere where children feel safe to try, make mistakes and learn without facing excessive pressure.
Teachers need to be flexible, patient and creative in delivering the material.
2. - Exposure:
Children need frequent exposure to the target language in meaningful contexts. This could be through stories, songs, videos, simple conversations, or classroom instruction. Consistent and varied exposure helps them pick up language patterns naturally.
-Engagement:
Learning should involve the child actively and emotionally. Teachers can use games, drama, creative projects, or pair/group activities to make children feel interested and motivated. High engagement strengthens memory and understanding.
-Support:
Children need guidance, positive feedback, and a safe environment to learn. Teachers should adapt the material to children's abilities, provide examples, and help them when they have difficulties without making them afraid of being wrong.
3.
- Strategies:
Teachers need to use strategies that encourage active interaction, such as role plays, paired discussions, or simple presentations. For example, having students pretend to be customers and cashiers to practice everyday dialog.
- Media:
Engaging media such as pictures, videos or vocabulary cards help spark ideas and make understanding the context easier. For example, showing a short video of a conversation and having students mimic it or create their own version.
- Materials:
Materials should be relevant to students' lives and at their ability level. For example, using topics such as “my family” or “my favorite food” makes students feel closer and easier to express ideas.
4. Students' activities that promote children learning listening are those that make them actively process and respond to what they hear in an engaging way. Here are a few examples:
- Listening to stories: Children listen to short, simple stories read aloud by the teacher and answer questions or draw scenes from the story.
- Songs and chants: Using repetitive songs helps children recognize sounds, words, and rhythm in language.
- "Listen and do" games: Activities like Simon Says or following oral instructions to color, draw, or move help connect listening with action.
- Picture dictation: The teacher describes a scene or image, and students draw based on what they hear.
- Listening for specific information: Children listen to a dialogue or audio and pick out key words or details, like names, numbers, or objects.
- Matching activities: Listening to descriptions or sounds and matching them to pictures, objects, or written words.
5. in my opinion (based on theory):
Collaborative writing among children is a powerful educational practice because it enhances both academic and social development. Vygotsky’s theory highlights that through social interaction, children not only improve their writing skills but also develop higher-order thinking abilities. In my view, the process of working together teaches them more than just language it teaches empathy, patience, problem-solving, and how to make collective decisions. It turns writing into a shared journey rather than a solitary task.
Tri Ayu Pebriyani (221230125) Tbi 6D
ReplyDeleteHere are my answers for the midterm test:
1. Children’s Characteristics in Learning a Language
Children love to play, move around, and explore new things. They learn language by listening, repeating, and using it in fun ways. But they also get bored easily, so teachers need to make the learning fun and active. Teachers can use games, songs, stories, and pictures to help them learn. It’s also important to give clear instructions and support them with simple words and positive feedback.
2. Exposure, Engagement, and Support
- Exposure: Children need to hear and see the language often. Teachers can play English songs, tell stories, and use English when giving instructions.
- Engagement: Children learn better when they are involved. Teachers can let them play games, act out stories, sing, and do fun activities in English.
- Support: Teachers should help children when they don’t understand. They can show pictures, give examples, or repeat slowly. This makes children feel safe and confident to try.
When teachers combine these three—exposure, engagement, and support—learning becomes easier and more fun for children.
3. Good Teaching of Speaking
To teach speaking well, we need:
- Good strategies, like role-plays or simple conversations.
- Fun media, like videos, flashcards, or puppets.
- Useful materials, like easy dialogues or vocabulary cards.
Example: When teaching about animals, a teacher can show animal flashcards, play a short video about a zoo, then ask students to act like animals or pretend to be zookeepers and visitors.
4. Activities That Help Children Learn Listening
Some good activities are:
- Listening to short stories
- Playing “Simon Says” or other action games
- Singing simple English songs
- Watching short cartoons or videos
- Following simple classroom instructions
These activities help children understand words by hearing them in fun ways.
5. How Children Work Together in Collaborative Writing
When children write together, they talk, share ideas, and help each other. Based on Vygotsky’s theory, they learn from friends who are better or know more. For example, one child might write the sentence, another might help with spelling, and another gives ideas. This way, they learn language by working as a team. It also makes them more confident and improves their writing skills.
Ilma Ilmiyanti (221230132 ) TBI 6D
ReplyDelete1.Children have unique characteristics in learning language, such as high curiosity, preference for hands-on experiences and play, easily distracted, quick to imitate, and need emotional support. They also learn better by engaging multiple senses. Therefore, effective teaching strategies include the use of music and educational games, visual aids and real objects, a comfortable and supportive learning atmosphere, thematic approaches such as animal themes, the Total Physical Response (TPR) method that combines language commands and body movements, and the use of technological media such as videos and educational apps to make learning natural, fun and meaningful.
2.The three essential components of language learning are exposure, engagement and support. Exposure includes opportunities for students to hear, read or use the target language through authentic materials such as songs, stories or movies. Engagement means the extent to which students are emotionally and intellectually active in the learning process, for example through group discussions, games, simulations and creative projects. Support involves help and encouragement given when students encounter difficulties, including constructive feedback and a positive learning atmosphere.
3.Success in speaking skills is determined by teaching strategies, supporting media, and appropriate materials. Strategies such as role-playing, group discussions and presentations help students speak in real contexts. Media such as short videos, pictures and language apps make learning more interactive. Materials should be relevant to students' daily lives, such as topics about hobbies or daily activities, as well as project-based tasks that exercise their creativity and speaking skills.
4.To improve listening skills, various activities can be done, such as listening and answering questions, matching audio with pictures or sentences, and completing song lyrics. These activities train focus, comprehension, and sensitivity to new sounds and vocabulary.
5.In shared writing, children learn socially through interaction, such as exchanging ideas, agreeing on content, working together and correcting each other. Vygotsky's theory emphasizes the importance of guidance in the zone of proximal development, while collaborative learning theory and the writing process approach show that cooperation in brainstorming, drafting, revising and editing improves children's overall thinking and writing skills.
zea jelika dewanda (221230029)
ReplyDeleteTBI : 5A
1. Children’s Characteristics in Language Learning?
Children have unique characteristics in learning a language. They tend to get bored easily, enjoy moving around, learn through play, imitate, and have high curiosity. To address these traits, teachers can implement strategies such as Total Physical Response (TPR), language games, songs and storytelling, and the use of visual and kinesthetic materials. These strategies help keep children active, engaged, and motivated to learn the language naturally. TPR is one of the English teaching approaches and methods developed
by Dr. James J Asher. It has been applied for almost thirty years. This
method attempts to center attention to encouraging learners to listen and respond to the spoken target language commands of their teachers. In other words, TPR is a language teaching method built around the coordination of speech and action.
2. Exposure, Engagement, and Support in Language Learning.
- Exposure
Involves being immersed in a language environment to acquire vocabulary, grammar, and pronunciation. Exposure can be verbal, written, visual, or tactile.
- Engagement
Refers to the quality of the learning experience, and is considered essential for learning. Engagement is action-oriented, dynamic, and context-dependent.
- Support
Involves creating a safe environment and purposeful rules to motivate students to learn.
3. Good Teaching Speaking
Communicating with humans can be done by using verbal language or
speaking. Speaking is an interactive process of constructing meaning that includes creating and getting information. All normal human beings all over the world
understand and talk in order to carry out each activity in their daily life and to exchange knowledge. Since humans are social beings, they talk because they live in a society that allows them to communicate. It is supported by Fulcher (2003) who states that to convey the intentions and objectives, someone can convey it through speaking. It means speaking is an important skill because it is needed in daily life to express ideas, emotions, and exchange information of someone to others by using verbal language.
4. Activities Promoting Listening Skills
In my opinion
- listening to songs, students can listen to English songs and fill in the missing lyrics, can improve words and phrases in a real context.
- listening and drawing, students listen to descriptions or pictures, then draw according to the information provided by the teacher. can improve detailed understanding of the information.
- storytelling & story retelling, the teacher tells a story and students are asked to repeat the story in their own words, this can improve students' general understanding and memory.
- listening quizzes or games (kahoot and quizizz), the teacher provides questions and students answer audio-based quizzes or short videos that the teacher provides, with this students can provide feedback on listening comprehension.
5. Children’s Interaction in Collaborative Writing
In collaborative writing, children work together in small groups to create simple texts. They discuss, share ideas and give feedback to each other. This process is in line with Vygotsky's sociocultural theory, which emphasizes learning through social interaction. The teacher facilitates by providing scaffolds, such as model sentences, necessary vocabulary and writing structure guidance. children's use of literacy language during collaborative writing tasks is related to different forms of social regulation such as suggestions, questions, agreements and negotiations. The sequential analysis also revealed something specific about the ways in which children interacted during collaborative writing.
Nama : Khoirotunnisa
ReplyDeleteNIM : 221230142
kelas : 6/E
Here's a detailed response to each question based on language learning theories and practical classroom experiences:
1. Children are naturally curious, imaginative, and active learners. In language learning, they:
Learn through play and interaction
Have short attention spans
Are sensitive to meaning over form (they focus on what is being said, not how)
Imitate easily and enjoy repetition
Teaching strategies to address this:
Use songs, chants, and games to make learning fun and memorable.
Include visual aids and realia (real objects) to support understanding.
Use TPR (Total Physical Response) – combining language with movement.
Keep activities short and varied to maintain focus.Encourage group work and peer learning, as children enjoy social interaction.
2. Exposure, Engagement, and Support in Language Learning
Exposure: This is about how much language the child hears or reads.
Example: Teachers speak in the target language often, use stories, audio, and videos.
Purpose: Builds familiarity and vocabulary.
Engagement: Children should be actively involved in language use.
Example: Role-plays, games, drawing-and-telling stories.
Purpose: Keeps motivation high and encourages real communication.
Support: Guidance and scaffolding from teachers.
Example: Modeling correct sentences, using prompts, giving feedback.
Purpose: Helps children progress and avoid frustration.
To create an optimal learning situation, balance all three—immerse children in the language, engage them in meaningful activities, and offer support to help them succeed.
3. Good Teaching of Speaking (Based on Strategy, Media, and Materials)
Teaching Strategies:
Use communicative activities like interviews, role-plays, or storytelling.
Encourage pair and group work to lower anxiety and increase practice.
Media: Use puppets, flashcards, storybooks, or videos to spark conversation.
Example: A puppet show where students take turns speaking for characters.
Materials: Use topic-based materials connected to students’ lives (e.g., "My family", "My favorite food").
Provide sentence starters or vocabulary lists to help them express ideas.
A good teaching approach combines fun, interaction, and real-life relevance to speaking tasks.
4. Students’ Activities to Promote Listening
Story listening with pictures,
Listening to songs and filling in the blanks,
Simon Says or TPR activities, Matching sounds to pictures, Listening to peer presentations or short dialogues These activities develop listening comprehension and help children associate sounds with meaning, boosting their language acquisition.
5. Collaborative Writing & Children’s Interaction
In collaborative writing, children:
- Discuss ideas
- Negotiate word choices
- Take turns writing or editing
- Give each other suggestions
According to Vygotsky’s Social Development Theory, learning is a social process. Through collaborative writing, children work in their Zone of Proximal Development (ZPD), where they can do more with peer support than alone.
Example: In a group story-writing task, one child suggests the plot, another writes the sentences, and others check grammar or draw illustrations. This promotes language use, social interaction, and shared responsibility.
Zahra Aulia Salsabila 221230137
ReplyDeleteTBI 6E
1. Children’s characteristics and teacher strategies
Children are curious, but they also get bored easily. They like fun and active things like singing, dancing, or playing games. So, teachers need to be creative. For example, teaching the alphabet through songs or doing guessing games in English. That way, kids don’t feel like they’re studying—they feel like they’re having fun.
2. Exposure, Engagement, Support
- Exposure: Kids need to hear and see English often, like watching English cartoons or listening to children’s songs. It helps them get familiar with the language.
-Engagement: Make kids actively involved—ask them questions, do little drama activities, or simple conversations. They’ll feel more excited to learn.
- Support: Teachers should be patient and encouraging. If a child says something wrong, don’t correct them harshly—help them gently. This way, they won’t be afraid to try speaking.
3. What makes good speaking practice
- Strategy: Use role play. For example, pretending to buy food in English. This helps kids practice speaking in real situations.
- Media: Use pictures of food, hand puppets, or cartoon videos. These keep the kids interested.
- Material: Choose topics they know, like “My Family” or “My Favorite Animal”. That way, they can talk using simple words they already understand.
4. Activities that help children learn listening
- Listening to children’s songs in English and singing together.
- Watching short videos like Peppa Pig or Dora the Explorer.
- Teacher tells stories with facial expressions and pictures, then asks questions.
- Play games like “Simon Says” or “Listen and Point” (for example, the teacher says, “Point to the apple!”).
5. Collaborative writing
Usually, kids help each other and share ideas when writing together. One might write, another gives ideas, and another helps find the words. They learn by working together. The theory that fits here is Vygotsky’s sociocultural theory, which says children learn better through social interaction. So, when they work in groups, they support each other and understand more.
Name: Amelya Nurrizka
ReplyDeleteNIM: 221230108
Class: TBI 6D
1. Children are characterized by imitation, listening, and curiosity about new vocabulary and ways of speaking. Therefore, teachers can use fun teaching strategies such as using songs, games, and interesting visual media, so that the learning process becomes more interactive and effective. By understanding children's learning types, teachers can customize teaching methods so that children can develop language skills in a fun way that suits their characteristics.
2. Exposure: means the introduction of vocabulary and language structures through various media, such as stories, songs and games, which help children understand the context of language use. Effective exposure involves not only conveying information, but also creating memorable experiences, so that children more easily understand and remember the new vocabulary and phrases they learn.
Engagement: means that children should be actively involved in the learning process. Group discussions, role plays and collaborative projects, for example, allow children to use language actively. By being directly involved, it helps build students' confidence and motivation to continue learning and practicing using the language they are learning.
Support: means providing help and encouragement to children from teachers and parents. Teachers act as facilitators providing guidance and constructive feedback, while parents can support by providing additional resources, such as language learning books or apps. With adequate support, students will feel more comfortable and motivated to learn, making the learning process more effective.
3. In my opinion, a good strategy is one that can help students feel confident to speak. For example, using games such as role-play and group discussion, are very important to increase students' confidence in speaking. The media used should also be interesting such as conversation videos or language-based apps, which can help students understand proper intonation and expression, thus improving their speaking ability. By teaching speaking to be more effective and fun, students are more motivated to learn and practice speaking.
4. There are many activities, such as group discussions, educational games, and listening to stories. These activities improve students' concentration and comprehension through active participation, and the use of audio-visual media makes the learning process more interesting.
5. In collaborative writing, children usually share ideas and give feedback to each other. According to Vygotsky's Zone of Proximal Development (ZPD) theory, children learn better through interaction with more capable peers. In groups, they help each other and discuss ideas, which enriches the writing experience. The feedback provided also enhances their understanding of the strengths and weaknesses of the writing. In addition, the concept of scaffolding shows the importance of support from friends or teachers in overcoming writing challenges. Thus, social interaction in shared writing activities supports the development of children's writing and cognitive skills.
Nama : Siti Nopita
ReplyDeleteNIM : 221230014
kelas : 6/A
1. Please describe about the children’s characteristics in learning a language. How do the teachers implement their teaching strategy to face those characteristics?
Answer :
Children have unique characteristics in learning a language, such as: being quick to imitate, highly curious, easily bored, enjoying learning through play, and learning contextually. To address these traits, teachers use fun and communicative approaches, such as Total Physical Response (TPR), game-based learning, and storytelling. They also use lots of visual media, songs, and kinesthetic activities to make learning engaging and avoid monotony.
2. There are three aspects of exposure, engagement, and support in language learning. Elaborate each aspect to create learning situation optimally!
Answer ;
Exposure: Children need regular exposure to English through songs, videos, simple conversations, and an English-rich classroom environment. This helps them become familiar with vocabulary and language structure.
Engagement: Children should be actively involved in learning, for example through role play, group projects, and interactive activities like board games or show and tell.
Support: Teachers should provide guidance, positive feedback, and a supportive atmosphere so children are not afraid to make mistakes. This support can include scaffolding, using L1 when needed, and giving constructive praise.
3. What makes a good teaching speaking (taken from the three aspects of teaching strategies, media, and materials)? Explain your idea with the examples!
Answer ;
Good speaking instruction involves:
Teaching strategies: Using techniques like role play, pair work, andinteractive dialogues.
Media: Flashcards, puppets, or short videos to trigger simple discussions.
Materials: Contextual dialogues, picture stories, and everyday situations (e.g., “ordering food,” “introducing oneself”).
Example: A teacher uses a puppet to role-play a toy shop character. Students take turns playing as buyers and sellers. This encourages them to speak actively and understand the context of language use.
4. What are students’ activities which promote children learn listening?
Answer ;
Some effective listening activities for children include:
Listening to songs and singing along: English children’s songs help them understand pronunciation and rhythm.
Storytelling with pictures: The teacher reads a story while pointing to pictures, helping students connect words with meaning.
Simon Says game: Children listen to commands and respond with actions, which trains their listening comprehension.
Listening and matching: Students match sounds to pictures (e.g., animal sounds with the correct animal).
5. How do children interact while doing a collaborative writing? Describe your opinion about it based on the appropriate theory.
Answer :
In collaborative writing, children discuss, share ideas, and compose writing together. They learn to work in teams and use language actively. The relevant theory is sociocultural theory (Vygotsky), which emphasizes that children learn better through social interaction. The teacher acts as a mediator who provides scaffolding and ensures each child contributes equally to the group writing.
Ela latifah 221230002 TBI 6 A
ReplyDelete1) Children have unique characteristics in the language learning process. According to Piaget's (1959) theory, primary school-age children are at the concretChildren e operational stage, where they learn more effectively through direct and concrete experiences than abstract concepts. Some of the main characteristics of children in learning language include:
1.High curiosity: Children love to explore new things, including new languages.
2.Learning through play: According to Vygotsky (1978) in his theory of sociocultural development, play is an important way for children to learn language as it involves social interaction.
3.Limited attention: Children tend to find it difficult to focus for long periods of time, so learning needs to be organized into varied and interesting activities.
4. Sensitive to sounds and language patterns: Krashen (1982) mentions that in the language acquisition stage, children are more sensitive to the language input they hear rather than formally learning structures.
5. Imitation and imagination: Children learn language mostly through imitation of adults or peers.
Teacher Strategies for Dealing with Children's Characteristics
Dealing with children's characteristics, teachers need to apply appropriate teaching strategies, including:
1. Use of Varied Media
Teachers can use pictures, songs, puppets, short videos, or interactive games to attract children's attention (Brumfit, Moon, & Tongue, 1991). Concrete media help children understand the meaning of new words and language structures more easily.
2. Integrating Learning Through Play
Activities such as role play, singing games, and storytelling allow children to learn naturally and without pressure. This is in line with the learning through play approach suggested by Vygotsky.
3. Provide Rich and Meaningful Language Input
Krashen (1982) in Input Hypothesis states that children need input that is slightly higher than their current level. Teachers can provide simple stories or conversations that are easy to understand but still challenging.
4.Building a Positive and Supportive Learning Environment
Children need to feel safe and valued to dare to try using a new language. This relates to the Affective Filter Hypothesis (Krashen), which states that high anxiety will inhibit language acquisition.
5. Provide Speaking and Interacting Opportunities
Through pair work or group work, teachers encourage children to actively speak and interact using the target language, as language develops in a social context.
2) A. Exposure
DeleteExposure means giving students as much exposure to the language as possible in various forms. Children need to hear, see and interact with the target language (English) frequently so that they get used to it. Regular exposure makes children more familiar with the vocabulary, sentence structure and pronunciation of the language.
How to Create Optimal Exposure:
. Using simple English in daily classroom instruction.
. Playing English songs, stories, or videos regularly.
. Putting English labels on objects in the classroom (e.g. “door”, ‘window’, “table”).
. Organizing an “English Day” where all daily conversations are in English.
B. Engagement
Engagement means getting students actively involved in the learning process. Children learn better if they participate directly in activities, not just listen or memorize. Active engagement makes learning interesting, meaningful and fun.
How to Create Optimal Engagement:
- Invite students to participate in language games, role plays, group projects, and storytelling.
-Provide interactive activities such as quizzes, word contests, or short plays.
-Provide opportunities for each student to speak, ask questions, or have an opinion in English.
C. Support
Support means providing emotional support and academic guidance to students during the learning process.
Children need to feel safe, valued and supported to dare to try speaking and learning without fear of being wrong. Support also means providing positive feedback and motivation.
How to Create Optimal Support:
- Praise when students try to use English, even if there are still many mistakes.
- Help correct mistakes in a friendly and constructive way (e.g. repeating what the student says in the correct form without shaming).
- Creating a friendly, open and pressure-free classroom atmosphere.
- Provide tasks and challenges that are appropriate to the student's ability level (not too easy or too difficult).
3) A. Teaching Strategies
DeleteStrategies for teaching speaking should make students actively speak, be confident, and dare to make mistakes without fear. Teachers need to use strategies that make students interact, not just listen.
Strategy Example:
- Role Play
Students pretend to be buyers and sellers in the market. This trains the use of English in real situations.
- Think-Pair-Share
The teacher gives a simple topic (example: "My Favorite Animal"). Students think by themselves, pair up to share ideas, then speak in front of the class.
- Information Gap Activities
Students ask each other to complete missing information, for example about pictures or schedules.
B.Media
Media is a tool that makes learning to speak more interesting, contextualized, and easy to understand. Visual or audio media can help students understand the context and increase speaking courage.
Media Examples:
- Flashcards:
Use pictures of food, animals or places to provoke conversation.
- Videos or Short Films:
Watch a video of a simple conversation, then have students mimic or create a similar conversation.
- Puppets:
For younger children, puppets can be used in simple dialogs to reduce the fear of speaking.
C. Materials
Speaking materials should be appropriate for the students' ability level and age. Materials should be interesting, relevant to students' lives, and encourage real use of language.
Sample Materials:
- Everyday Dialog:
For example, introducing yourself, greeting a friend, or asking for directions.
- Everyday Theme:
Materials about “Family”, ‘Hobbies’, or “Favorite Food” that are close to children's experiences.
- Storytelling:
Students retell simple stories in their own words.
4) 4) Student activities that encourage children to learn listening skills are activities that help children develop the ability to understand spoken language. According to Harmer (2007) and Brown (2004), effective listening activities should be engaging, age-appropriate, and provide meaningful input. Here are some examples of activities:
1. Listening to Songs and Rhymes
- Songs and rhymes provide rhythm, repetition, and melody that make it easier for children to remember and understand new vocabulary.
- Theory: Based on Krashen's Input Hypothesis, children will acquire language more easily if they receive comprehensible and interesting input.
2. Listening to Stories
- The teacher or a recording reads a simple, interesting story. Students listen to capture the main idea or details of the story.
- Theory: Vygotsky's Sociocultural Theory emphasizes that learning occurs through social interaction, and listening to stories is a rich way to introduce language.
3. "Listen and Do" Activities (Total Physical Response - TPR)
- Children listen to commands and perform actions, such as "Touch your nose" or "Jump twice."
- Theory: Asher's Total Physical Response (TPR) supports that language skills can be acquired by combining listening activities and physical movement.
4. Listening Games (such as Simon Says, Bingo)
- Games make listening fun. For example, in the "Simon Says" game, students have to listen carefully to commands before acting.
- Theory: According to Bruner's Constructivist Theory, children learn better through play and discovery.
5. Listening to Friends in Pair or Group Activities
- In activities like "Find someone who..." or simple interviews, students practice listening to their friends' answers.
- Theory: Based on Swain's Output Hypothesis, interaction helps students realize gaps in their understanding, thus improving listening and speaking skills.
6. Watching Short Videos or Clips
- Age-appropriate videos (such as cartoons or educational shows) provide context, visual aids and authentic exposure to spoken English.
- Theory: This corresponds to Krashen's Input Hypothesis and Cognitive Theory, where visual aids can support comprehension.
5) During collaborative writing, children interact by discussing with each other, exchanging ideas, listening to their friends' opinions, negotiating meaning and correcting their writing together. They work in small groups or pairs to develop a text together. This interaction takes the form of conversations, questions and answers, suggestions and compromises.
DeleteOpinions based on theory:
Based on Lev Vygotsky's Sociocultural Theory (1978), children learn language and cognitive skills through social interaction. Vygotsky introduced the concept of the Zone of Proximal Development (ZPD), which is the difference between what children can do on their own and what they can do with the help of a friend or teacher. During collaborative writing, children help each other develop ideas, choose words and form sentences, so they learn better than if they wrote alone.
In addition, Long's (1996) Social Interaction Theory emphasizes that interactions between students encourage them to be aware of deficiencies in language use and correct them through the process of negotiating meaning. For example, when there is a misunderstanding in choosing a word or sentence structure, they will discuss to correct it.
Example of Interaction in Collaborative Writing:
- Children ask and answer: "Is this sentence good yet?" "What if we add a description here?"
- They make suggestions: "Better use this word to make it clearer."
- They correct: "The spelling of this word is wrong, let's correct it."
- They divide the tasks: one child writes, one child rereads, one child thinks of additional ideas.
In collaborative writing, children learn actively through social interaction. They build shared understanding, share ideas and develop language skills. This process is supported by Vygotsky's theory of learning through social interaction and Long's theory of the importance of negotiation of meaning in language acquisition.
Cholis Choryanti 221230152 (TBI 6E)
ReplyDelete1. Characteristics of children in learning a language include high curiosity, strong imitation skills, and a tendency to learn through games and social interactions. Children are often more responsive to fun and contextual learning. To deal with these characteristics, teachers can apply interactive teaching strategies, such as using interesting language games, songs, and stories. In addition, creating a learning environment that supports collaboration between students is also important, so that they can learn from each other and practice speaking in a comfortable atmosphere. With a creative and fun approach, teachers can increase children's motivation and involvement in the language learning process.
2. In language learning, there are three important aspects that can create an optimal learning situation: exposure, engagement, and support. Exposure refers to students' exposure to the target language through various media, such as books, audio, and videos, which help them become familiar with vocabulary and language structures. Engagement involves students' active involvement in the learning process, such as group discussions, role-playing, or creative activities that make them more interested and motivated to learn. Meanwhile, support includes support from teachers and a positive learning environment, such as constructive feedback and guidance that suits students' needs. By integrating these three aspects, language learning can be more effective and enjoyable for students.
3. Good speaking instruction involves teaching strategies, media, and materials. Strategies such as group discussions or debates encourage students to actively speak, for example discussing a certain topic in small groups. Media such as video or audio help students understand the use of language in real contexts, for example watching a short film and then discussing it. Relevant materials, such as hobby topics or current issues, increase students' motivation to participate. The combination of these three aspects makes speaking instruction more effective and interesting.
4. Student activities that can encourage children to learn to listen include listening to stories, role-playing, group discussions, and music listening activities. Listening to stories helps students focus on intonation and vocabulary, while role-playing allows them to hear and understand dialogue in context. Group discussions encourage students to actively listen to their friends' opinions, while music listening activities can improve listening skills through lyrics and melodies. By integrating these activities, students can be more motivated and trained in listening skills.
5. When children work on writing assignments together, they interact through collaboration, discussion, and feedback. Vygotsky's theory of social learning emphasizes the importance of interaction in the learning process, where children can help each other and share ideas. In groups, they can discuss themes, structures, and appropriate vocabulary, thereby enriching their understanding. In addition, providing feedback to each other allows them to learn from mistakes and improve their writing skills. In this way, interaction in collaborative writing tasks not only improves writing skills but also communication and collaboration skills.
Name: Risya Kamila
ReplyDeleteNim: 221230006
class: TBI 6 A
1. Children's Characteristics in Learning a Language and Teaching Strategies
Children have distinctive characteristics in learning a language, including high curiosity, short attention span, more responsive to visual and physical activities, and learn better through direct experience. According to Pinter (2006), children learn language through natural and contextual processes, not through abstract memorization.
Teachers should adapt learning strategies to these characteristics. For example, using game-based learning, storytelling, songs, and Total Physical Response (TPR) to make learning active and fun. Teachers should also give frequent verbal praise, create a safe and supportive classroom atmosphere, and build positive interactions so that children feel comfortable when learning a foreign language.
2. Exposure, Engagement and Support Aspects of Language Learning
Exposure refers to how often children are exposed to the target language in meaningful contexts. Consistent exposure through songs, stories, videos and classroom conversations allows children to absorb language structures naturally. Engagement involves children's active participation in the learning process. Activities such as role-play, project-based learning and interactive games increase children's engagement. Support means the support that teachers provide so that students don't feel afraid to make mistakes. This can be in the form of scaffolding, correct language modeling and constructive feedback.
These three aspects should go together. For example, when the teacher sings an English song (exposure), invites students to sing and dance together (engagement), then helps them understand the meaning and structure of the lyrics in a simple way (support), then learning becomes optimal.
3. Teaching Speaking: Strategies, Media, and Materials
Teaching good speaking to children requires mutually supportive strategies, media, and materials. The strategies should be communicative and interactive, such as using role-play, pair work, and repetition drills. Suitable media include puppets, pictures, flashcards, or animated videos. Meanwhile, the materials should be contextual and close to the child's world, such as family, animals, food, or school themes.
For example, to teach the expression “I like...” the teacher can use a picture of a favorite food, then invite children to play the game “Find someone who likes...”. In this way, children practice speaking in a fun and pressure-free atmosphere.
4. Listening Activities for Kids
Children learn listening well through interesting and meaningful activities. These activities include: listening to songs, storytelling, listen and do activities (for example, the teacher gives instructions and the child follows), and listening games such as “Simon Says” or “What's Missing?”.
These activities combine listening with action, so that children do not just passively receive information, but also actively respond. These activities help children develop listening skills naturally without pressure.
5. Collaborative Writing and Child Interaction
In collaborative writing, children work together to create a text, usually in small groups. Interactions include discussion, sharing of ideas, and negotiation of language. According to Vygotsky's theory of Zone of Proximal Development (ZPD), children can learn better when working together with peers in a supportive environment.
The teacher acts as a facilitator, providing help when needed (scaffolding). For example, in the task of creating a story together, children can share roles: one draws, one writes, one rereads, and the other composes sentences. This activity not only improves writing skills, but also collaboration and communication.
Class: TBI 6D
ReplyDeleteNim: 221230100
1. Children tend to imitate easily, like to play, and get bored quickly when learning language. So, we as teachers should teach in a fun way such as using songs, pictures and games. According to Cameron (2001), children learn more easily if the material taught is real and has something to do with their lives.
2. Exposure means that children often hear and see the language they are learning. Involvement means the child is actively involved, for example, singing or playing while speaking. Support means the teacher helps when the child is having difficulty. If these three aspects work together, children can learn language better. According to Shin (2006) in the journal “Ten Helpful Ideas for Teaching English to Young Learners”, a language-rich, fun and supportive learning environment is essential for children's success in language learning.
3. Good speaking instruction uses strategies that get students talking, such as role-playing. Media such as videos and pictures can help students understand better. The material should also be easy and interesting, for example about hobbies or friends. Richards (2008) says that if the strategy, media and materials are right, students will be more confident and eager to speak.
4. listening to songs, watching short videos, playing guessing games based on sounds, or answering questions after hearing a story. According to Brown (2001) in Teaching by Principles, interesting and age-appropriate activities can help students be more active and effective in learning to listen.
5. When writing together, children exchange ideas, choose words, and make sentences together. They learn more easily because they help each other. According to Vygotsky (1978), children learn better when they work together with friends.
dwi ayu novianti 221230110 tbi 6/d
ReplyDelete1. Kids and How They Learn a Language:
1.They’re super imaginative
Kids love pretending, telling stories, and using their imagination
while learning.
2. They like to have fun
Songs, games, and fun activities help them learn better than just
sitting and listening.
3.They get bored quickly
Their attention span is short, so teachers need to switch things up
often.
4.They learn by doing
Kids understand better when they see, touch, move, and
experience things directly.
5.They copy a lot
They’re really good at picking up words and sentences just by
repeating what they hear.
What Teachers Can Do:
1.Use fun stuff like songs, pictures, videos, and games.
2.Let them move around – use actions with words (like “jump,”
“touch your head”).
3. Change activities often so they don’t get bored.
4. Give lots of praise – it makes them more confident and excited to learn.
5. Keep it real – teach words that connect to their daily life, like food, school, or family.
6. Let them talk and work with friends – they learn better when interacting with others.
2. Exposure – Let Kids Hear and See the Language Often
Kids need to see and hear the language a lot to get used to it.
-Use English in class every day, even for small things like greetings or simple instructions.
-Play songs, videos, or short stories in English.
-Put English words on classroom objects (like “door,” “chair,” “book”).
Engagement – Make Them Interested and Active
Kids learn best when they’re having fun and doing something.
-Use games, role-plays, and group activities.
-Ask questions, let them act, draw, or sing.
-Make lessons about things they like (animals, cartoons, food).
Support – Help Them Feel Safe and Confident
Kids need to feel okay making mistakes and know the teacher is there to help.
-Be patient and give clear examples.
-Praise their effort, not just correct answers.
-Help shy kids join in with simple tasks or pair work.
3. What Makes Good Speaking Teaching?
1. Strategy:
Use fun and interactive ways to get students talking.
👉 Example: Role-plays like ordering food at a restaurant.
2. Media:
Use things that help students listen and speak more.
👉 Example: Play short videos or use pictures to start a conversation.
3. Materials:
Pick topics they know and like. Keep it simple and real.
👉 Example: Talk about their hobbies, family, or favorite food.
4.What Listening Activities Help Kids Learn?
1.Listening to songs 🎵 – fun and helps with words and rhythm.
2. Watching short videos or cartoons 📺 – keeps them interested.
3.Playing games with instructions (like "Simon Says") 🎮 – helps
them follow and understand.
4. Story time 📖 – listening to simple stories builds vocabulary.
5.Repeat-after-me practice 🗣️ – helps with pronunciation and
memory.
5. Kids talk, share ideas, and help each other while writing. They plan, choose words, and correct mistakes together.
👉 Based on Vygotsky’s theory, kids learn better through social interaction. They build knowledge by working with friends.
1. Children have unique characteristics when learning a language. They tend to be active, easily bored, and enjoy learning through play. Since they are in the concrete operational stage (Piaget), they understand better through real and tangible experiences. They are also highly visual and kinesthetic. They prefer learning with images, songs, and movement. Moreover, their attention span is still short, so teachers need to be creative in planning activities. To accommodate these characteristics, teachers can apply strategies such as:
ReplyDeletea. Using songs and movements (like Total Physical Response/TPR) to introduce new vocabulary.
b. Designing activities that include simple games.
c. Utilizing realia such as puppets, flashcards, or props.
d. Giving positive reinforcement to motivate them to speak English.
2. According to Cameron (2001), children learn a language not only through input but also through involvement and support. These three aspects are:
a. Exposure: Children need to be frequently exposed to English in natural contexts. This can be through classroom instructions (“Stand up, sit down”), storytelling, or songs. The more they are exposed, the more language they absorb.
b. Engagement: Emotional and cognitive engagement is essential. Children should feel that learning is fun and meaningful. For instance, when they role-play a mini market, they feel connected to the real-world situation.
c. Support: Teachers should provide scaffolding or step-by-step assistance. For example, when asking students to describe animals, the teacher might model a sentence first (“It is a cat. It has four legs”) and then let students try their own descriptions.
These three aspects work together to create an optimal learning situation.
3. In my experience, good speaking instruction requires three key elements:
a. Teaching strategy, media, and relevant materials..In terms of strategy, teachers can use interactive methods like role-play, pair work, or games such as “Find Someone Who…” to encourage students to speak without pressure.
b. Regarding media, children are more interested when supported by visuals such as puppets, emotion cards, or short animated videos they can imitate.
c. As for materials, it’s best to use topics relevant to their daily life, like family, school, or hobbies. For example, asking students to introduce their friend using simple sentences can make the activity more engaging.
These elements make speaking lessons more enjoyable and meaningful for young learners.
4. There are various activities that help promote children’s listening skills, such as:
a. Listening to simple songs like “Head, Shoulders, Knees, and Toes” while following the actions.
b. Storytelling with pictures: The teacher tells a story while showing supporting images.
c. Playing “Simon Says”: Students listen to the command and only move when it begins with “Simon says…”.
d. Matching sounds with pictures: Students match the sound (e.g., animal sounds) with the correct image.
These activities help children listen with a clear purpose, making listening more effective and interactive.
5. In collaborative writing activities, children work together in groups to produce a piece of writing. They discuss, divide roles (e.g., who writes, who draws), and share ideas. This is aligned with socio-constructivist theory (Vygotsky), which emphasizes that children learn better through social interaction within the Zone of Proximal Development.
For example, when the teacher asks students to create a short story together, they begin by planning the characters, setting, and plot. One student might do the writing while others contribute ideas, correct grammar, or help with spelling. Through collaboration, they learn actively and socially.
1. Children are different from adults in many ways when it comes to language learning. According to Cameron (2001) and Scott & Ytreberg (1990), the main characteristics of young learners include:
ReplyDelete• They are curious and active learners – they learn by doing and exploring.
• Short attention span – Their focus is limited to around 5–10 minutes.
• They learn holistically – Language is learned in chunks, not as isolated items.
• They enjoy playing and having fun – Play is essential in early education.
• They are good imitators – They naturally acquire sounds and intonation.
• They are egocentric (Piaget) – They relate everything to themselves and their world.
From my experience during teaching practice, children respond well to:
• Songs and chants: They enjoy repetition and rhythm, which supports pronunciation.
• TPR (Total Physical Response): They stay engaged with actions like “stand up” and “clap your hands.”
• Visuals and realia: Flashcards, puppets, or objects help them understand and remember vocabulary.
• Praise and rewards: Stickers or “well done” improve their confidence.
Therefore, teachers should employ multi-sensory approaches, scaffold language, and foster a fun learning environment.
2. Exposure:
Based on Krashen’s Input Hypothesis (1982), language acquisition occurs when learners receive comprehensible input language they understand but which slightly exceeds their current level (i+1).
• Application: The teacher should use English consistently in daily routines. For instance, greeting students (“Good morning!”), giving instructions (“Let’s sit down”), and storytelling.
• Experience: I once used a picture book in English during story time. Though students didn’t understand every word, they grasped the meaning through visuals and tone of voice.
Engagement:
Harmer (2007) explains that language learning is effective when learners are emotionally and cognitively engaged.
• Application: Utilizing role-play, problem-solving games, songs, or drama to enhance the learning experience.
• Experience: I utilized a role-play activity where students took on the roles of "shopkeepers" and "buyers." They were so immersed that they used the target language (“I want apples”) naturally.
Support:
Vygotsky’s Zone of Proximal Development (ZPD) emphasises the importance of social interaction and scaffolding in learning.
• Scaffolding Techniques: Sentence frames, modeling, peer collaboration, and teacher feedback.
• Experience: When helping students write about their daily routines, I provided sentence starters, such as “I wake up at…,” which helped them structure their writing.
Answer no 1-2
Syifa Nurhikmah L 221230030 TBI 6A
Delete3. Teaching strategies: Use the communicative approach (CLT – Communicative Language Teaching).
Media: Multisensory Learning (Gardner, 1983): visual and auditive media make it easier for children to understand and remember language.
Materials: They should be meaningful and relatable to children's lives (Brewster, Ellis, & Girard, 2002).
Krashen's Affective Filter Hypothesis (1982): Students will speak more effectively if they feel comfortable and not pressured.
Characteristics of a Good Speaking Strategy:
• Student-centered: giving space for children to speak actively.
• Fun and interactive: so that children feel happy and engaged.
• Scaffolded: the teacher gives initial help or examples, then encourages children to try on their own.
• Repetitive but varied: repetition that is not boring, allowing children to remember language structures.
Strategy Example:
• Role Play: For example, pretend play of a “doctor and patient” scenario. Children ask each other questions like “What's wrong?” - “My head hurts.”
• Find Someone Who: Students walk around the classroom asking friends, “Do you like bananas?” and recording the answers.
• Show and Tell: Students bring their favorite object and explain it in simple sentences: “This is my teddy bear. It is soft.”
Media Example:
• Puppets: The teacher uses puppets for dialogue, and then students imitate them. Example: “Hello! What's your name?” - ”My name is Riko!”
• Flashcards: Show pictures of fruits, animals, or facial expressions. The child says the name, then makes a sentence: “It's an apple. I like apple.”
• Picture Wheel: A spinning wheel with different activities (e.g., jump, eat, sleep). The child spins the wheel and makes a sentence: “I can jump.”
Sample Material:
• Theme “My Favorite Food”: Children introduce their favorite food. The teacher can provide a template: “My favorite food is ___. It is ___.”
• Simple dialog: a written dialog is provided with blanks that students can fill in. Example:
A: What's your name?
B: My name is ____.
• Picture Story Sequences: The child is given 3-4 pictures in a sequence, then asked to tell a story: “First, the boy wakes up. Then, he brushes his teeth...”
Good speaking instruction should:
• Use strategies that are communicative and encourage active interaction.
• Be supported by interesting and developmentally appropriate media.
• Be reinforced with contextualized, simple and fun materials.
My personal experience during my teaching practice has shown that children are much more active in speaking when they are engaged in role-playing activities, using puppets, and discussing topics they enjoy. Such activities not only build language skills but also their confidence in speaking English.
Answer no 3
Syifa Nurhikmah L 221230030 TBI 6A
Delete4. Based on theory (Nunan, 2011), young learners need interactive and contextual listening activities.
From experience, effective listening activities include:
• Storytelling with pictures: I told the story of “The Very Hungry Caterpillar” while showing images. Children followed and answered questions like “What did he eat?”
• Action songs: Songs like “Head, Shoulders, Knees, and Toes” allowed them to move and connect words with meaning.
• Instruction games: “Simon Says” helped them understand and follow commands in English.
• Matching games: I played audio of animal sounds, and students matched them to the correct animal picture – fun and educational.
These activities support active listening and comprehension.
5. Vygotsky (1978) highlighted that learning is socially constructed. Collaborative writing places learners in shared ZPD zones where they negotiate meaning, co-construct text, and support one another.
Types of Interaction:
• Idea Sharing: Students brainstorm and select vocabulary together.
• Turn-taking: They take turns writing, drawing, or reading aloud.
• Peer correction: Students assist one another with grammar or spelling.
Practical Experience:
In one project, I divided students into small groups and asked them to write a short story about an animal. They:
Discussed the animal’s name and characteristics (“Let’s choose a lion!”).
Created a storyline together: “The lion is hungry and looks for food.”
Took turns writing sentences and drawing.
I observed that stronger students helped weaker ones, and all students stayed involved because it was their story. The process built confidence and cooperation and improved writing fluency.
Answer no 4-5
Name : Siti Waroh - 221230051
ReplyDeleteClass : TBI - 6b
1) Children have unique characteristics when learning language that every teacher should be aware of. -They like to play : They will absorb language when they are invited to sing, role-play, or go on adventures in stories. - They learn by imitation. A teacher is a role model. Our intonation, expression, even our enthusiasm as a teacher will be imitated.
Here are some strategies that teachers can do: A) Make your class lively. Use songs, hand puppets, silly stories, interactive quizzes, let the kids feel like they are playing, while their brains are hard at work absorbing vocabulary. B) Visualise the language. Don't just say "apple" but also show the picture, bring the fruit, or make it part of a game where they scramble to answer. C) Give room for exploration. Open up opportunities for them to imagine, make up their own stories, or have dialogues as if they were on another planet that only speaks English.
2) a. Exposure - Exposure means creating an environment where language is present all the time: from wall posters, to classroom labels, to teacher instructions, to songs, to casual conversation.
B. Engagement - Children sld be actively involved, not sitting passively. They have to feel: " this is really fun" Invite them to sing, role-play, make a language vlog, or be a word detective. Engagement isn't about making the class lively, it's about making them experience language.
C. Support - As a teacher, we need to be a protector, an encourager, and a good listener. Give them space to fail safely. Create a classroom that feels like a warm, open, and encouraging hug. Because kids who feel supported will go further, be braver and more confident.
3) a. Strategy : Strategy is about how we as teachers can turn shyness into courage, and confusion into curiosity. For example - Use role-play with exciting situations: be a celebrity, a detective, or etc.
b. Media : Media is not just a tool. In the hands of a creative teacher, media is a secret weapon that can transform the atmosphere into something extraordinary. - For example: - Use short videos from YouTube or TikTok in English, then ask students to mimic the expressions and intonation
C. Materials - materials that get them excited. For example, if you want to teach speaking, speaking is about connection. So, good materials should be relevant, lively, and make them want to keep talking. - For example: In a shopping role-play, students are given real supermarket flyers and play the roles of cashier and customer.
4) • Total Physical Response (TPR) - Introduced by James Asher (1977), TPR suggests that children learn language more effectively when they listen and respond physically. An example of what can be done when teaching listening:: The teacher gives commands such as "Jump!", "Clap your hands!" or "Touch something blue!" and the children do it immediately.
- Storytelling with Visual Aids : the teacher reads the story while showing pictures, puppets, or using dramatic expressions. Here children not only hear the story, but also enter into the world of the story.
- Songs and Chants : aSongs make it easier for them to remember language structures. For example: a simple song like "Head, Shoulders, Knees and Toes" or a repetitive chant can make them listen with enthusiasm.
5) in collaborative writing, children interact in a variety of ways: they ask and answer questions,negotiate ideas, flexibly switch roles: sometimes as lead writer, sometimes as editor,etc.. There is theory at work here: Vygotsky's Sociocultural Theory.
According to Vygotsky, learning is a social process. When children work together, they are in the Zone of Proximal Development (ZPD)-the area where they cannot yet do something alone, but can achieve it with the help of peers or teachers. This is where the scaffolding process happens: they help each other, push each other, lift each other up.
najla febrianti
ReplyDelete221230054
tbi b
1. Children’s Characteristics in Learning a Language & Teaching Strategies
Children's characteristics:
Curious and active
Learn through play and movement
Short attention span
Imitative and love repetition
Develop thinking through concrete objects
Teaching strategies:
Use TPR (Total Physical Response) to combine language with movement
Provide lots of visuals and realia
Use games, songs, and storytelling
Vary activities frequently to maintain attention
Give positive reinforcement and create a fun environment
2. Aspects: Exposure, Engagement, and Support
Exposure:
Children need to hear the language often in meaningful contexts (e.g., songs, simple instructions, storytelling).
Engagement:
Make learning interactive and fun, like using puppets or role-plays to involve them emotionally.
Support:
Provide scaffolding: start simple, model language, give prompts, and use gestures.
Use group work or peer support to build confidence.
3. Good Teaching of Speaking
Strategies: Use role-plays, drills, and Q&A games to make speaking natural.
Media: Use puppets, flashcards, or short videos to prompt speaking.
Materials: Dialogues, chants, simple conversation models. For example, use a “greeting song” or a comic strip to practice dialogues.
4. Students’ Activities to Promote Listening
Storytelling with pictures
Listening to songs and chants
TPR (following instructions)
Sound discrimination games
Listening and matching activities
These help children connect sound with meaning and improve their listening skills in fun ways.
5. Collaborative Writing in Children
In collaborative writing, children:
Share ideas verbally first
Take turns writing or drawing
Give feedback and help each other spell or form sentences
Theory: Based on Vygotsky’s Zone of Proximal Development (ZPD) — children learn better with peer and teacher support. Collaboration enhances language use and critical thinking.
Name: Sulistianah 221230012
ReplyDeleteClass: TBI 6A
Answer:
1. Children's Language Learning Characteristics and Teacher Strategies
Children learn language differently from adults. According to Cameron (2001), children are active and curious. They like learning in real ways, such as singing, role-playing, and looking at pictures. Since their thinking is still concrete, they need hands-on activities to understand language. But they also get bored easily because they can't focus for long.
My opinion: Children learn faster when they are happy. Teachers should be creative to make the class lively. I once saw a teacher use hand puppets and nursery rhymes the students laughed and talked a lot. So, learning should feel like play.
2. Three Aspects of Language Learning: Exposure, Engagement, and Support
Good language learning needs three important things: exposure, engagement, and support.
a. Exposure:
According to Krashen (1982), children should often hear the foreign language in fun ways, like through songs, stories, or simple conversations. Ellis (2012) also says that exposure can happen through listening, reading, or watching.
b. Engagement:
According to Walsh (2012), children need to be active in learning, like doing role-plays, discussions, or group projects. This helps them enjoy learning and understand better.
c. Support:
According to Vygotsky (1978), teachers must give help that matches children's needs (called scaffolding) so they can feel confident in learning language.
My opinion: My little cousins like watching videos in English, so they get used to hearing words. But sometimes they say words wrong—for example, they say "ledigoo" instead of "let it go". When I help and praise them, they feel more confident. So, all three aspects are important and work together.
3. Good Speaking Instruction: Strategies, Media, and Materials
a. Teaching Strategies:
Thornbury (2005) says that speaking should be taught in a communicative way. Students should speak in real situations, like role-plays, pair work, or “information gap” activities.
b. Supporting Media:
According to Harmer (2007), media like pictures, flashcards, and animated videos help students learn intonation, expression, and sentence structure in a fun way.
c. Teaching Materials:
Nation & Newton (2009) say that materials should match students’ level and daily life. The materials should be useful for real conversations.
My opinion: Teaching speaking is more fun with hand puppets or funny videos. Children feel like they are playing, so they are not afraid to speak. If the topic is about daily life, like introducing themselves or naming things at home, they remember it better.
4. Fun Listening Activities for Children
Listening is a basic skill children need before they can speak fluently. Activities like singing nursery rhymes, playing "Simon Says", listening to picture stories, or watching educational videos are helpful.
According to Nunan (2015), these activities help children focus and understand spoken language. Pinter (2006) also says that “listen and do” or “listen and color” activities are great because they include movement, which helps understanding.
My opinion: I saw kindergarten kids on TikTok https://vt.tiktok.com/ZSrUSUFro/ doing the “Head, Shoulders, Knees, and Toes” song while moving. They couldn’t read yet, but they followed the song just by listening. So, fun listening activities are very important to help children learn without getting bored.
5. Child Interaction in Collaborative Writing Activities
According to Vygotsky’s theory (1978), children learn through social interaction. In collaborative writing, they work together, share ideas, and help each other. This improves not only writing, but also communication and thinking skills.
My opinion: When children write together, they learn more than just writing. They learn patience, listening, and teamwork. I saw two kids write a story one typed and the other gave ideas. So, collaboration makes learning more exciting and effective.
Siti Kurniasih_221230007_TBI 6A
ReplyDelete1. • Characteristics of Children in Language Learning: (a)Creative and Imaginative: Children tend to learn language in a playful way, using their imagination and creativity in communicating. (b)Love to Play: Play is an effective method for children to learn language, as they can integrate new elements naturally. (c)Gradual Process: Language learning in children takes place gradually, from the introduction of basic words, simple sentence structures, to complex sentences.
• Teaching strategies to deal with these characteristics: (a)Playful Approach: Teachers can use interactive games, such as word games or small plays, to encourage children to speak and understand language contextually. (b)Use of Visual and Auditory Media: Use pictures, videos and songs to make learning more interesting and understandable for children. (c)Providing Positive Feedback: Children need to be given positive encouragement so that they don't feel afraid or shy in experimenting with language.
2. Exposure, Engagement and Support in Language Learning
- Exposure: Considerable exposure to language is important so that children get used to hearing and using language in different contexts. This can be done by providing diverse materials, such as storybooks, live conversations, or other media, so that children get many examples of correct and diverse language use.
- Engagement: Engagement includes activities that make children actively participate in learning. Teachers can use activities that encourage children to speak, listen and interact, such as group discussions, collaborative tasks or fun games.
- Support: The support provided by the teacher is a form of assistance that adapts to the needs of the child. This could be simpler explanations, visual aids or repeated practice to ensure the child understands and masters the language being learned. It also includes providing opportunities to make mistakes and learn from them.
3. Good speaking teaching can be seen from three aspects: teaching strategies, media, and materials.
- Teaching Strategy: Using methods that involve students' active participation in speaking, such as role-play, debate, or small group discussion.
- Media: The media used should be interesting and relevant to the topic being taught, such as video, audio, or language learning apps that provide examples of pronunciation and real conversations.
- Materials: The materials should be appropriate for the students' language level and challenge them to develop their speaking skills.
4. Some activities that can encourage children to learn to listen are:
- Listening to Stories or Fairy Tales: Teachers can tell interesting stories that engage children and ask them to answer questions related to the content of the story.
- Songs or Chants: Songs with simple and clear lyrics help children recognize new words and phrases.
- Charades or Listening Games: Teachers can lead games where students have to listen to instructions or words and guess the answers.
- Simulated Conversations: Simulate real conversations, such as dialogues in the market or in a restaurant, to practice listening skills in everyday situations.
5. When working on a shared writing task, children usually interact by sharing ideas, giving each other feedback, and working collaboratively to produce writing together. This promotes social and language skills and allows them to learn from their peers. Based on Vygotsky's social learning theory, these interactions can help children develop their zone of proximal development, which is the area they can reach with the guidance of others. In shared writing tasks, children learn to identify mistakes and correct them with the help of friends, and learn to solve problems together.
Nama: khofiyatunnisa
ReplyDeleteNim: 221230151
TBI 6 E
1.The characteristics of children in learning a language are very diverse, especially when we talk about elementary school children to early adolescence. There are several main characteristics of children in learning a language, as well as teaching strategies that can be applied by teachers:
Child Characteristics:
1. Curious and active sometimes Children like to explore and learn through direct experience.
2. Easily bored in Children's limited concentration, and need varied activities.
3. Children like to play and experiment children will enjoy learning through games, songs, stories, or projects.
Teacher strategy
1. Use visual and concrete media such as pictures, real objects, or videos.
2. Apply game-based learning.
3. Use stories or role-playing to make language alive and meaningful.
2. in language learning there are 3 aspects
1. Exposure in exposure can be given through regular language exposure through media (videos, songs, teacher instructions).
2. Engagement: in engagement teachers can involve students actively in fun activities such as role playing or discussions.
3. Support: in support teachers can provide assistance (examples, instructions, corrections) so that students are confident and develop.
3. 1. In teaching strategies, teachers need to use strategies that encourage students to be active and confident in speaking. For example, Role-play (Students pretend to be cashiers and buyers)
Pair work (Student pair conversations can be used to introduce themselves)
Games (The game "Find Someone Who..." to practice asking and answering questions)
2. In Media can help trigger ideas and make speaking activities more interesting.
Example:
Pictures: students can use pictures of characters for the "Guess Who?" activity.
Short videos: students can watch simple dialogues, then students also teach them.
Flashcards: teachers provide flashcards as a tool when playing math guessing games.
3. In Material must be appropriate to the age, interests, and abilities of students so that they are easy to understand and use. For example:
Everyday topics: students can introduce themselves, their families, or their hobbies.
4. 1. Listening with Purpose
Listening to short audio or videos and then answering questions or arranging the sequence of images according to the content. Example: Students watch a video conversation and then choose images according to the sequence of the story.
2. Total Physical Response (TPR)
Students perform actions according to verbal instructions given by the teacher. Example: The teacher says, “Touch your head” – students touch their heads.
3. Listening and Matching
Match the sound with the image or word. Example: The teacher says “pencil” and the student points to the picture of a pencil.
5. When doing collaborative writing, children can interact through discussions, share ideas, compose together, and revise writing as a group. They also give each other feedback, suggest better words or sentence structures, and learn from their peers.
According to the theory, collaborative writing is very much in line with Vygotsky's Socio-Cultural Theory, especially the concept of the Zone of Proximal Development (ZPD).
According to this theory, children learn most effectively when they interact with others who are more capable, be it teachers or friends. In collaborative writing: Children develop language skills through collaboration. and scaffolding occurs, which is temporary support provided by friends/teachers until the child is able to write on their own.
1. Children tend to learn more effectively when they are engaged in fun activities. In class, I often use games like "Guess the Word" to make them learn while playing.
ReplyDeleteand at the course, sometimes Children can easily lose focus. I usually break down activities into smaller parts so they stay engaged. For example, after playing a game, I quickly switch to singing or reading a story.
so as the Teaching strategies that we can Using objects available in the classroom for games is very effective. For example, I use picture books or objects like balls or dolls to teach new vocabulary in course.
2. Exposure: I often use objects available in the classroom to help children learn. For example, when teaching vocabulary about colors, I bring colored pencils or small objects like toys or stationery that they can touch and see. This helps expose them to language in a real context.
- Engagement: To get children actively involved, I often have them work in pairs or small groups. One of my favorite activities is having them discuss the color of objects in the classroom, like books or pencils, and then speaking in English.
- Support: I provide support by using visual aids available in the classroom. For example, when teaching vocabulary about food, teachers in course often show images of food on a poster or whiteboard and provide example sentences so they can follow along.
3. What Makes Good Speaking Teaching are
- Exposure: Children speak better when they hear the language used in real-life situations. I often use short videos or recorded conversations from various sources. For example, I use videos about people shopping or ordering food to introduce everyday conversations.
- Support: To support speaking, I provide simple model sentences. In class, I often assist by using objects around the room, like pencils or books, to make simple sentences they can use while speaking.
4. Activities that Promote Listening Skills:
- Storytelling: In my experience, i often see my partners of teaching are reading stories is a very effective way to promote listening skills. I often read picture books available in the classroom and then ask the children to retell what they heard. This helps them pay attention to details in the story.
- Songs: I also frequently use simple songs that they can follow while moving. For example, the song "Head, Shoulders, Knees and Toes" helps them remember body vocabulary while listening and moving according to the instructions.
5. Interaction: In my course class, children often work in groups to write together. They share ideas and help each other create a story. We use the stationery and paper available in the classroom to write collaboratively, and I support them by giving immediate feedback.
- Theory: In this activity, I apply Vygotsky’s concept of scaffolding. Children learn more through social interaction and support each other in the writing process. They learn how to construct sentences with the help of their peers.
Name : Siti Farihah Fitri Humairah (221230021)
ReplyDeleteClass: TBI 6A
1. Caharacteristics children to learning a language
Active and energetic child, Spontaneous,Touches things, and High a couristy.
Young learners are often kinesthetic learners; they enjoy moving and wiggling their bodies. They also learn effectively through movement and gestures, and they enjoy touching and playing with objects.
Total Physical Response (TPR) Strategies for Kinesthetic Learners: Engage in hands-on activities and experiments. For example, when teaching parts of the body using a TPR activity where the teacher uses “Simon says, touch your head”, and when learning about the human body, a kinesthetic learner might benefit from building a model of the skeleton or participating in a dissection.
2. - Exposure
Exposure refers to the frequency and quality of learners' interactions with the target language. Consistent and varied exposure is crucial in the formation of vocabulary, grammar, and accurate pronunciation. Teachers can incorporate multimedia resources, such as videos, music, and articles, into their teaching and learning activities, and encourage students to access these materials outside the classroom.
- Engagement
Engagement is the active and emotional involvement of students in the learning process. When students feel engaged, they are more motivated to participate and take learning seriously. Teachers are advised to use dynamic approaches such as debates, storytelling, and collaborative projects to create engaging learning. Encouraging group work can also strengthen social relationships and facilitate natural language exchange.
- Support
Support in the context of language learning includes help from teachers, peers and learning resources that enable students to overcome various challenges in the learning process. Teachers need to provide individualized guidance through specific feedback, and appreciate each student's progress. Also, providing additional resources such as vocabulary lists, grammar guides, or independent practice will go a long way in boosting students' confidence.
3. - Strategies
Teaching strategies refer to the methods teachers use to design and implement learning activities that develop students' speaking skills. Strategies such as role-playing, debating, and group discussions encourage students to use the target language actively. For example, teachers can organize debates on familiar topics to practice the ability to express opinions and use persuasive language. (Keetha Kathirvel, Harwati Hashim 2020)
- Media
The use of media in language learning aims to increase student engagement and present an authentic model of language. Audio-Visual Materials: Videos and audio recordings provide exposure to natural pronunciation, intonation, and speaking styles. For example, Teachers can use interview videos or dialogs on YouTube to show how
- Material
Materials are content resources used to support the teaching process of speaking, making it more contextual and meaningful. For example, flashcards with common expressions in business meetings are helpful for students in professional contexts.
4. Activities that promote listening in children should be interactive, enjoyable, and developmentally appropriate. They should offer opportunities for repetition, engagement, and contextual meaning—all key elements supported by language acquisition theories such as Krashen’s Input Hypothesis and Vygotsky’s Sociocultural Theory.
5. According to Vygotsky, learning occurs through social interaction within the Zone of Proximal Development (ZPD)—the gap between what a learner can do alone and what they can achieve with peer or teacher support. In my view, collaborative writing is one of the most powerful tools for young learners to develop both language skills and social competence. It encourages learners to engage in meaningful communication, negotiate linguistic choices, and reflect on their use of language—all in a supportive environment.
Dian nuriska cahyanti_221230003
ReplyDelete1. Children are active, curious, and easily bored. Playing or engaging in enjoyable activities helps them learn more. In addition, they do not only learn the language through theory, but also through experience and interaction. Many interactive activities can be conducted by teachers to address this issue, such as language games, songs, stories, and simple projects, which teachers can use to tackle this problem. To teach animal vocabulary, the teacher can use the song "Old MacDonald Had a Farm" while showing pictures of animals. Because children can lose focus quickly, teachers must be patient and flexible.
2. Three components: Exposure, Engagement, and Support
Exposure: Children should be "exposed" to English regularly. This can be achieved by listening to teachers speaking in English, educational videos, songs, and stories. They become more accustomed to the sounds and structure of the language as they listen more.
Engagement: Students must be actively involved in the learning process. This can be achieved through role-playing, Q&A sessions, making posters, or group projects. They will feel that the lesson is important when they are active.
Support: Teachers should help students in a way that matches their abilities. For example, they can offer sentence examples when students are confused about constructing sentences or provide them with guidance when reading texts. Additionally, you can provide support by giving praise to boost their confidence.
3. Effective speaking learning (Strategies, Media, and Materials) Strategy: Use role-playing, interviews, or "think-pair-share." For example, students are asked to role-play as customers and cashiers, and then talk to each other. Media: Media, such as flashcards, conversation videos, or voice recording applications, can engage students and provide real-life examples of how language is used. Material: The material must be appropriate for the students' level and relevant to their daily lives. For example, the topic "introducing oneself" would be suitable for beginners because it is easy to use in everyday life. For example, the topic "introducing oneself" would be suitable for beginners because it is easy to use in everyday life.
4. Activities that Help Students Learn Listening can be done by listening to songs while filling in the missing lyrics (gap-fill), listening to stories and then answering questions, watching short videos and explaining their content, and playing "Simon Says" to practice understanding instructions. These activities naturally help students understand sounds, intonation, and vocabulary.
5. In collaborative writing, students work together to write a single piece. They also talk, divide tasks (for example, one part generates ideas, the other writes), and give each other feedback. Vygotsky's "sociocultural" theory states that learning occurs through social interaction. Therefore, students learn not only to write but also to communicate, organize ideas together, and support each other when writing in groups. In addition, this activity reduces the fear of making mistakes because they are not doing it alone.
Nim: 221230041
ReplyDeleteKelas: 6B
1. Characteristics of Children in Language Learning and Teaching Strategies
•Characteristics:
- Curiosity: Eager to explore new languages.
- Imitation: Learn by mimicking sounds and phrases.
- Playfulness: Engage better through fun activities.
- Short Attention Span: Need brief, focused lessons.
- Social Interaction: Thrive in collaborative settings.
•Teaching Strategies:
- Interactive Activities: Use games and songs.
- Visual Aids: Incorporate pictures and videos.
- Short Lessons: Keep sessions brief and engaging.
- Group Work: Foster collaboration among peers.
2. Aspects of Exposure, Engagement, and Support in Language Learning
•Exposure:
- Provide immersive environments with language-rich materials.
•Engagement:
- Use hands-on activities and role-playing to involve students
•Support:
- Offer scaffolding and resources for additional help.
3. Characteristics of Good Teaching in Speaking
•Teaching Strategies:
- Use role-plays and dialogues for practice.
- Provide constructive feedback.
•Media:
- Incorporate audio-visual tools and language apps.
•Materials
- Use real-life contexts for relevance.
4. Activities that Promote Listening Skills in Children
- Storytelling Sessions: Engage with stories and discussions.
- Listening Games: Use games like "Simon Says."
- Songs and Rhymes: Incorporate music for enjoyment.
- Audio Clips:Play clips and ask for summaries.
5. Interaction in Collaborative Writing
•Interaction Dynamics:
- Encourage peer feedback and role assignments.
- Facilitate discussions on content and structure
•Theoretical Basis:
- Social Constructivism emphasizes learning through social interaction.
My opinion: When children work together, they not only share ideas but also learn to respect diverse perspectives. This interaction enhances their writing quality as they receive immediate feedback and support from peers. Moreover, it creates a sense of community, making the writing process more enjoyable and less intimidating.
Name : Fitria Nurhasanah (221230018)
ReplyDeleteClass: TBI 6A
1. Characteristics of Children in Language Learning and Teachers’ Strategies
Children have unique characteristics when learning a language. According to Brown (2000) and Harmer (2001), they:
Are good at imitating and responding to new language.
Learn better through visual and physical activities.
Have short attention spans.
Need a supportive and motivating environment to learn effectively.
Teachers' strategies to address these include:
Using fun and interactive activities such as songs, games, and storytelling.
Providing visual aids (flashcards, realia, pictures) to support understanding.
Implementing movement-based learning (e.g., Total Physical Response).
Giving positive reinforcement to build confidence and motivation.
2. Exposure, Engagement, and Support in Language Learning
As described by Ellis (2005) and Lightbown & Spada (2006), the three aspects are:
Exposure: Learners need to be frequently exposed to the target language in meaningful contexts, such as listening to the teacher, songs, or videos. This helps with natural language acquisition.
Engagement: Learners must be actively involved in tasks like role plays, Q&A, and group projects. This promotes deeper cognitive processing and language use.
Support: Teachers should provide scaffolding, such as modeling, prompts, and peer assistance, to help learners complete tasks that may be slightly beyond their current ability.
3. What Makes Good Speaking Instruction? (Strategy, Media, and Materials)
Strategy: According to Nunan (2003), effective speaking instruction involves communicative strategies like role-plays, information gaps, or storytelling. For example, students role-play as customers and cashiers to practice transactional language.
Media: Engaging and contextual media such as videos, audio recordings, and picture series help support comprehension and stimulate speaking. Visuals and authentic materials encourage real communication.
Materials: Materials should be age-appropriate and relevant to students’ lives, such as topics about hobbies, family, or school. Brown (2007) suggests using authentic materials to build real-life speaking skills.
4. Activities That Encourage Listening Skills
Activities to improve listening include:
Listening to short stories or songs and answering comprehension questions.
Playing TPR games like Simon Says to follow instructions.
Doing gap-fill activities based on listening.
Identifying key information (names, numbers, places) in audio recordings.
According to Nation & Newton (2009), effective listening practice involves varied input with clear goals and regular practice.
5. Children’s Interaction in Shared Writing Activities
In shared writing, children collaborate with peers and the teacher to construct texts together. This is grounded in Vygotsky’s (1978) Zone of Proximal Development (ZPD), where learning happens through social interaction with more capable others.
Children interact by brainstorming ideas, choosing vocabulary, discussing grammar, and revising their writing together. This collaboration improves language awareness and writing skills.
For example, in writing a class story, students contribute ideas for characters and plot, while the teacher models the writing process and guides them.
Deby ferisz camelia 221230153
ReplyDelete1. Every child has a different way of learning. But in general, there are some common characteristics of children when they are learning, the characteristics of children to learn are usually such as easy to imitate, playful and active, high curiosity and learning through contextual experience. Teacher Strategies for Dealing with These Characteristics:
• Use Songs, Stories, and Games
• Multisensory Learning
• Use Flashcards and Colorful Visuals
• Create a Fun and Positive Learning Atmosphere
• Interactive and Collaborative Activities
• Structured but Flexible Learning
2. Explanation of Exposure, Engagement, and Support in Language Learning:
• Exposure: Children need frequent exposure to English. That means they should regularly hear, see, or read the language. For example, the teacher uses songs, videos, short stories, or simple instructions in English every day.
• Engagement: Children should be actively involved in the learning process. They don’t just sit and listen—they speak, ask questions, play, sing, or answer. For instance, the teacher can play “Guess the word” or have students do a short dialogue with a friend.
• Support: Teachers need to give support that matches the students’ ability. For example, if a student doesn’t know how to say a word, the teacher can model it, show a picture, or repeat it slowly. This kind of help builds the students’ confidence.
3.
• Teaching Strategies - How to Teach
Strategy is about how the teacher manages speaking activities in the classroom, so that students are not just passive listeners, but actively participate in speaking
Role Play: Students pretend to be customers & cashiers, chatting using the language of the target.
• Media - Learning aids used
Media is a kind of visual or audio aid that makes learning more exciting and easier to understand. Media can help students focus more, understand the context better, and speak up more.
Audio recording of a conversation: Students can listen first, then imitate or continue the conversation.
• Materials - Content to be taught
Materials should be relevant, age-appropriate, and close to students' lives. If students don't relate to the topic, they will be confused about what to say.
The topic “Order food” : can be turned into a small drama with props
4. Some effective listening activities for children are:
- Listening to songs and repeating simple lyrics.
- Simon Says game, where students follow commands they hear.
- Storytelling, where they listen to a short story and answer questions.
- Matching games, where they match pictures with sounds or words they hear.
These activities help children get used to English sounds in a fun way.
5. In collaborative writing, children interact by sharing ideas, planning together, writing alternately or jointly, providing feedback, and editing each other's work; this interaction is highly beneficial based on the theory of Constructivism, which states that students construct knowledge through interaction and experience, and Social Interaction Theory (Vygotsky), which highlights the role of interaction in the Zone of Proximal Development (ZPD), where collaboration allows students to learn from each other and achieve higher levels of understanding through meaning negotiation and shared perspectives.
desty hernawati 221230160 6E
ReplyDelete1. Characteristics of Children in Language Learning & Master Strategies
Children tend to:
- Learn through play and direct experience.
- Have short attention spans.
- Enjoy imitating and quickly absorb sounds/intonation of a language.
- Learn better with visuals, movement, and songs.
Master Strategies:
- Use games, songs, and stories to teach.
- Create short and fun activities.
- Use visual aids and body movements.
- Repeat words/phrases consistently.
2. Three Aspects in Language Learning:Introduction, Engagement, Bolster
- Introduction (exposure):
Children need to frequently hear and see the target language.
Example: English songs, animated videos in the target language.
- Engagement:
Children must be actively involved, for example through role-playing, singing, or responding to the master.
- Bolster (support):
The master and environment provide appropriate support, such as guiding pronunciation or giving sentence examples.
3. Characteristics of Good Talking Instruction (in terms of strategy, media, and material):
- Strategy:
Use simple discourse, role-playing, or Q&A activities.
Example: students role-play as buyer and seller.
- Media:
Use puppets, pictures, or videos.
Example: watch a short video then have students imitate the conversation.
- Material:
Choose age-appropriate vocabulary and everyday context.
Example: introducing words related to family, food, or school.
4. Student Activities for Learning “Tuning In”:
- Listening to a story and answering questions.
- Playing “Simon Says” to follow instructions.
- Matching sounds to pictures.
- Listening to children’s songs and filling in the missing parts.
5. Children’s Interaction in Collaborative Writing (Based on Theory):
According to Vygotsky’s theory, children learn through social interaction. In collaborative composing, they:
- Discuss ideas together.
- Give each other feedback.
- Construct sentences as a group.
Example:
One child gives an idea, another writes, and others read and revise. This process enhances thinking skills, teamwork, and writing ability.
Nurul Aini Salsabila 221230144
ReplyDelete1. Children’s Characteristics in Learning a Language and How Teachers Respond
Children’s characteristics:
- Active learners : Children learn best through physical activities and interaction with their environment.
- Curious and imaginative : They love exploring and imagining, which can be used creatively in lessons.
- Short attention span : They need frequent changes in activity to stay engaged.
- Love for play : Learning through games is highly effective.
- Imitation and repetition : They learn language by imitating sounds and repeating patterns.
- Need for meaning : They need context and purpose in learning, rather than abstract rules.
Teaching strategies in response:
- Use Total Physical Response (TPR) to connect language with actions.
- Integrate stories, songs, and games to create meaningful and fun learning.
- Plan short, varied activities to maintain attention.
- Provide visual aids and realia (real objects) to support understanding.
- Encourage peer interaction and group work.
- Give positive reinforcement and plenty of repetition.
2. The Three Aspects in Language Learning: Exposure, Engagement, and Support
- Exposure : Refers to how much and how often children hear or see the language.
- Teachers can provide exposure through stories, songs, videos, classroom language, and daily routines in English.
- Example: Playing English cartoons or storytelling helps children hear natural language patterns.
- Engagement : Involves motivating students to actively participate.
- Make lessons fun, meaningful, and interactive.
- Use games, role play, or group tasks to increase motivation.
- Example: A “shopping” role play where students use English to “buy” items from classmates.
- Support : Is the guidance provided by teachers to help students succeed.
- Teachers offer scaffolding, like modeling language, providing sentence starters, or giving visual cues.
- Example: During a writing task, a teacher might provide a word bank or a writing frame.
3. Good Speaking Activities Based on Teaching Strategies, Media, and Materials
- Teaching strategies :
- Use pair and group work, role-play, and task-based learning.
- Focus on **fluency over accuracy, especially early on.
- Example: A “Find someone who…” speaking activity to encourage real communication. Media :
- Use of videos, audio clips, puppets, or flashcards to model and practice speaking.
- Example: Students watch a short dialogue and then practice it using puppets. Materials :
- Must be age-appropriate and engaging.
- Use dialogue cards, picture prompts, games (like “Who Am I?”), and real-life items.
- Example: Using food items to practice ordering in a restaurant dialogue. A good speaking activity combines interactive strategy, engaging media, and supportive materials.
4. Listening Activities That Promote Learning in Children
- Storytelling with visuals : Helps children connect spoken words with meaning.
- Songs and chants : Repetition and rhythm help language retention.
- Listening games : Like “Simon Says” or “Bingo”.
- Listening to instructions : For doing crafts or following a treasure map.
- Sound matching : Matching animal sounds to pictures.
- Picture dictation : Teacher describes a scene, and students draw it.
These activities make listening active, purposeful, and fun, key for children’s learning.
5. Children’s Interaction in Collaborative Writing (with Theoretical Support) In collaborative writing, children work together to plan, write, and edit a piece of writing. Their interaction can include:
- Sharing ideas
- Negotiating language choices
- Taking turns writing or drawing
- Providing feedback to each other. It suggests that children learn best when working with peers or adults who can guide them beyond their current ability. Through collaboration, children scaffold each other's learning. Example : In writing a class story, one child suggests ideas, another writes, another draws, and they all revise together with the teacher’s help. This not only builds language skills but also teamwork and confidence.
Ziyan Annisah 221230005 TBI 6A
ReplyDelete1. According to Scott and Ytreberg (1993), the characteristics of early childhood in learning language are as active learners who learn through the use of the senses, respond to language through concrete things, and are interested in physical movements and real activities that can stimulate their thinking. Children are usually enthusiastic if taught with fun activities, because they love to play and learn optimally when they feel happy.
Teachers can implement teaching strategies by creating language-rich learning environments, such as using songs, games, picture stories and fun repetitive activities.
2. To create an optimal language learning situation for children, there are three main aspects:
- Exposure, which means that children need to get enough exposure to English in meaningful contexts, such as through songs, stories, or daily instructions. According to Pinter (2006), rich language exposure can help children understand and absorb language naturally.
- Engagement, emphasizes the importance of children's active involvement. Piaget stated that children learn best through direct experience and play activities. Therefore, teachers need to present activities that are fun and encourage active participation, such as simple games or dramas.
- Support means that children need help to learn optimally. Vygotsky through the concept of Zone of Proximal Development explains the importance of the teacher's role in providing scaffolding or gradual support so that children are able to learn language confidently.
3. Good speaking teaching for children is by inviting students to do activities or interact together in the learning process. Students not only pay attention, but also directly practice the language being learned, so that the learning process becomes more meaningful, fast, and easy to apply.
Example: Show and Tell (Theme: My Favorite Toy)
Strategy: Show and tell, where students bring an object from home and tell it in front of the class.
Media: Real objects such as their favorite toys.
Materials: Vocabulary about color, shape, and feeling, such as "This is my teddy bear. It is brown and soft. I love it!"
This activity provides opportunities for children to speak based on personal experiences and encourages courage to speak in public.
4. One technique that is very effective in teaching listening to children is Total Physical Response (TPR). This method combines language comprehension with physical movement, so it is very suitable for the characteristics of children who are active and learn through concrete experiences.
According to Widodo (2005) in his article “Teaching Children Using a Total Physical Response (TPR) Method”, TPR allows students to develop listening skills by listening to teacher commands and responding to them through physical action. This process creates a direct link between language sounds and meaning, without having to go through translation, thus accelerating natural language comprehension.
Example :
Teachers can use the game “Simon Says” to practice listening skills. This activity requires children to focus on what they hear, distinguish the correct instruction, and respond with the right movement.
5. In the context of language learning for young learners, collaborative writing encourages social interaction, cooperation, and real language use, all of which are very important in their language development.
Storch (2005) argues that collaborative writing allows students to form a shared understanding of the structure and content of the writing, because in this process they give each other feedback and revise the writing collectively.
Vygotsky's Sociocultural Theory is also relevant here. He emphasized that learning occurs through social interaction within the Zone of Proximal Development (ZPD), where children can achieve higher learning outcomes with the help of peers or teachers. With Collaborative writing children learn from each other while building their writing skills.
Name : Putri Pujiyawati
ReplyDeleteNIM : 221230026
1. Children have unique characteristics in language learning, such as high curiosity, strong imitative abilities, and responsiveness to activities involving movement and play. However, they also have shorter attention spans and are still developing cognitively, emotionally, and socially. These traits require engaging, varied activities to maintain interest :
- Teaching Strategies
Teachers can implement strategies such as:
- Interactive Activities : Using games, songs, and storytelling to engage children actively.
- Visual Aids : Incorporating pictures, videos, and charts to cater to visual learners.
- Hands-On Learning : Providing opportunities for physical interaction with learning materials.
- Repetition and Reinforcement : Repeating key concepts in different contexts to enhance retention
2. To create an optimal learning situation:
- Exposure : Children need frequent exposure to the target language through authentic materials like books, videos, or native speakers.
Example: Using English songs or cartoons to immerse children in the language environment.
- Engagement : Active participation is crucial. Teachers can use interactive methods such as role-playing or group discussions to keep learners motivated.
Example: Organizing a classroom debate or a storytelling session where children contribute ideas.
- Support : Providing emotional and academic support is essential. Teachers should offer encouragement and constructive feedback while addressing individual needs.
Example: Offering praise for effort and helping struggling students with additional resources.
3. Effective teaching of speaking involves combining strategies, media, and materials:
- Strategies : Use communicative methods like pair work or group discussions to encourage speaking practice.
Example: Role-playing scenarios such as ordering food at a restaurant.
- Media : Incorporate audio-visual aids like videos or apps that simulate real-life conversations.
Example: Using language learning apps with voice recognition features for pronunciation practice.
- Materials : Provide structured resources like flashcards or worksheets tailored to speaking exercises.
Example: Flashcards with conversational prompts (e.g., "How are you today?").
4. Activities that promote listening skills include:
- Listening to Stories : Teachers narrate stories while students listen attentively.
- Songs and Rhymes : Singing along helps children recognize sounds and rhythms.
- Audio-based Games : Activities like "Simon Says" enhance listening comprehension.
- Interactive Listening Tasks : Watching videos or listening to audio clips followed by comprehension questions.
5. Collaborative writing allows children to interact by sharing ideas, negotiating roles, and constructing text together.
According to Vygotsky’s sociocultural theory:
- Writing collaboratively fosters social interaction and scaffolding, where peers support each other’s learning.
- Example: Groups can write a story together by assigning roles (e.g., one child writes the beginning, another the middle)
So, this process enhances creativity, teamwork, and language skills as children learn from each other’s contributions while developing their ability to articulate thoughts effectively.
SILVA SALSADILA
ReplyDelete221230046
TBI 6B
1. In the language learning process, children show unique characteristics that need to be considered by educators, some of which are having great curiosity, quickly imitating the speech and behavior of others, understanding things more easily if they are directly involved, and also tend to get bored quickly (Aslamiah, 2022).
Therefore, the right teaching strategy is needed to deal with these characteristics. In language learning, teachers can use exploratory activities such as interactive quiz and storytelling with direct question and answer to challenge their curiosity. Using Total Physical response, song with movement, and role play strategies can also be done so that students can learn directly by imitating and practicing. However, these strategies also need to be considered in their variations, considering that children tend to get bored quickly in learning, so multi activities are needed such as combining songs, games, physical activities, using interesting media and actively involving children.
2. Creating an optimal learning situation requires three aspects of language learning:
Exposure, which is familiarizing children with English both in writing and orally. This can be done so that children are familiar with English vocabulary and pronunciation;
Engagement, children are directly involved in the learning process, such as role playing and direct interaction through questions and answers;
Support, this can be done so that children can be more confident in learning language, not afraid of being wrong and brave through helping and praising children.
3. Teaching speaking can be good if the learning process uses appropriate and interactive strategies, so that children not only listen and listen but also train and familiarize children to speak in English such as question and answer and role play. Interesting and interactive media is also needed to attract students' attention, for example in the form of an animated video that gives examples in pronouncing English and then students are asked to imitate it. And the last is the material that is suitable for the age and level of the learners, the appropriate material is very helpful for learners to speak better because it is considered relevant and appropriate, so that children become easier to learn.
4. Some activities that can encourage children to learn to listen include storytelling with interactive questions and answers, by giving interactive questions and answers children will focus on listening and listening to the storyline well. In addition, Total Phsycal response by asking children to make movements according to what is heard can also encourage children to learn to listen well.
5. When working on writing tasks together, children will help each other through discussion and sharing ideas, giving each other suggestions and correcting mistakes. This interaction is a process that shapes children to be more active and involved.
This is also in accordance with Vygotsky's (1978) Zone of Proximal Development (ZPD) theory, which states that children can learn better if they are helped by others, such as teachers or more capable friends. In collaborative writing activities, interaction and exchanging ideas can help children improve their writing skills that they did not have before individually. Thus, collaborative writing can also be an effective means of learning through social interaction (Sanvicens, 2020).
Nama:Alif Muhammad Ega
ReplyDeleteNim :181230069
1. Characteristics of children in learning language:
-Children enjoy listening to and enjoying stories.
-Children learn from physical experiences (learning by doing).
-Children have difficulty distinguishing concrete and abstract concepts.
.Teaching strategies to deal with children's characteristics
-Use a variety of learning methods, such as storytelling, singing, games, role-play, or TPR.
-Create an inclusive learning environment.
Provide individual support and guidance.
2. Creating an optimal learning situation requires three aspects of language learning:
Exposure, which is familiarizing children with English both in writing and orally. This can be done so that children are familiar with English vocabulary and pronunciation;
Engagement, children are directly involved in the learning process, such as role playing and direct interaction through questions and answers;
Support, this can be done so that children can be more confident in learning language, not afraid of being wrong and brave through helping and praising children.
3. Teaching speaking can be good if the learning process uses appropriate and interactive strategies, so that children not only listen and listen but also train and familiarize children to speak in English such as question and answer and role play. Interesting and interactive media is also needed to attract students' attention, for example in the form of an animated video that gives examples in pronouncing English and then students are asked to imitate it. And the last is the material that is suitable for the age and level of the learners, the appropriate material is very helpful for learners to speak better because it is considered relevant and appropriate, so that children become easier to learn.
4. Some activities that can encourage children to learn to listen include:
-Listening to the teacher's explanation directly.
-Listening to recordings or audio related to the subject matter.
-Participating in discussions
-Listening to music or songs
-Repeat-speak
-Listen-do
-Listen-guess
5. Children’s Interaction in Collaborative Writing (Based on Theory):
According to Vygotsky’s theory, children learn through social interaction. In collaborative composing, they:
- Discuss ideas together.
- Give each other feedback.
- Construct sentences as a group.
Example:
One child gives an idea, another writes, and others read and revise. This process enhances thinking skills, teamwork, and writing ability.
Muhammad Ali Isa Penna
ReplyDelete221230060 - 6B TBI
1. What are children like when learning a language? How should teachers teach them?
Children's characteristics:
- They are curious and like to explore.
- They can’t focus for too long, so they need short and fun activities.
- They learn best by doing (playing, singing, moving).
- They like to repeat things (it helps them remember).
- They care more about what words mean than grammar.
Teacher's ways to teach:
- Use pictures, real objects, and videos to help them understand.
- Use games, songs, and stories to make learning fun.
- Let them talk and play with friends in English.
- Give them simple routines (like starting class with a song).
- Help them when needed with clear examples.
2. What are exposure, engagement, and support?
These are three important things in learning a language:
1) Exposure: Children need to hear and see English a lot.
Example: Listening to English songs, watching simple videos, hearing the teacher speak English.
2) Engagement: Children need to enjoy what they’re doing.
Example: Playing a game in English, drawing their favorite animal and describing it.
3) Support: Children need help from the teacher or friends.
Example: The teacher shows how to say something, gives easy words to use, or repeats slowly.
3. What makes good speaking lessons? (Strategy, media, material)
- Strategy (how to teach): Let children talk with friends, play roles, or answer fun questions.
Example: Asking each other “What’s your favorite food?”
- Media (tools): Use flashcards, puppets, or cartoons.
Example: A puppet that talks to the class in English.
- Material (what to use): Use short stories, songs, or dialogues.
Example: Read Brown Bear, Brown Bear, then ask, “What do you see?”
4. What activities help children learn listening?
- Listening to simple songs and singing along.
- Watching short English videos or cartoons.
- Following simple commands: “Clap your hands!” or “Touch your nose!”
- Playing games like “Simon Says” or “Bingo.”
- Listening to a story and pointing to the right pictures.
5. How do children work together in writing?
When children write together:
- They talk about what to write.
- They help each other with words.
- They take turns writing or drawing.
Example: In a group, they make a short story about a cat. One child gives ideas, another writes, and another draws.
Why it helps (based on Vygotsky’s theory):
- Children learn from talking and working with friends.
- They help each other and become more confident.
Name: Bima Setiawan
ReplyDeleteNim: 221230115
Class: TBI 6D
1. Children learn languages best through play, imitation, and repetition. They have short attention spans, so teachers should use songs, games, stories, and movement-based activities. A fun, supportive environment and varied, engaging tasks help them stay motivated and absorb language naturally.
2. Exposure: Provide rich and frequent input through stories, songs, visuals, and daily conversations so children hear the language in meaningful contexts.
Engagement: Use interactive activities like games, role plays, and group work to keep learners active, curious, and emotionally connected to the lesson.
Support: Offer clear instructions, scaffolding, feedback, and encouragement to help children feel confident and guided as they learn.
3. A good speaking lesson combines teaching strategies, media, and materials effectively:
Teaching Strategies: Use interactive methods like role plays, interviews, and pair discussions. For example, students can act out buying items at a market to practice real-life dialogue.
Media: Use videos, audio clips, or pictures to model pronunciation and context. For instance, showing a short cartoon before a conversation activity helps students understand tone and expressions.
Materials: Provide simple dialogues, flashcards, or prompts. For example, using picture cards of emotions (“happy,” “sad,” etc.) to encourage students to describe how they feel in complete sentences.
When these three elements work together, students are more confident and motivated to speak.
4. Listening to Stories – Teachers read aloud or play audio stories while students listen and answer questions or act out scenes.
Songs and Rhymes – Children listen to songs, fill in missing words, or do actions based on lyrics (great for rhythm and pronunciation).
Simon Says / TPR Games – Students listen carefully and respond physically to commands (e.g., “Touch your nose!”).
Sound Matching – Children match sounds to pictures or identify different sounds in a recording (animals, instruments, etc.).
Picture Dictation – The teacher describes a scene, and students draw what they hear.
Listening for Specific Information – Children listen to short dialogues or videos and pick out key words or details (like colors, numbers, or names).
5. In collaborative writing, children interact by sharing ideas, negotiating meaning, and co-constructing texts. According to Vygotsky’s sociocultural theory, learning happens best through social interaction—especially when peers work within each other's Zone of Proximal Development (ZPD).
Here’s how it works in practice:
Discussion and Brainstorming: Children talk about the topic, exchange vocabulary, and plan the structure together.
Turn-taking: They take turns writing, offering suggestions, and correcting each other’s work.
Peer Support: More capable students help their peers, promoting mutual learning and confidence.
This interaction not only improves their writing but also boosts communication, teamwork, and critical thinking skills in a fun, cooperative setting.
Name : Alwan Maulana
ReplyDeleteNIM : 221230008
Class : TBI 6A
1. Children’s Characteristics in Learning a Language & Teaching Strategies
Children's Characteristics:
- Curious and Active: Children are naturally curious and tend to explore through play and movement.
- Short Attention Span: They often need frequent changes in activities to stay engaged.
- Imitative: They learn a lot by mimicking adults or peers.
- Context-bound Learner: They understand language better when it is attached to real-life contexts or visuals.
- Emotionally-driven: Positive reinforcement and a safe emotional environment help them thrive.
Teaching Strategies:
- Use games, songs, and storytelling to keep them engaged.
- Incorporate TPR (Total Physical Response) to connect language with actions.
- Design group activities to promote social learning.
- Use visual aids, realia, and multimedia for better comprehension.
- Give positive feedback and encouragement to build confidence.
2. Aspects of Exposure, Engagement, and Support in Language Learning
Exposure:
- Provide students with rich, authentic input through stories, videos, songs, and native-like speech.
- Repetition and consistency are key to helping children internalize language naturally.
Engagement:
- Use interactive tasks like role-playing or group games.
- Activities should be age-appropriate, meaningful, and fun to keep their interest.
- Personalize content to connect with students’ real lives and interests.
Support:
- Scaffold tasks using guided practice, modeling, and feedback.
- Provide visuals, sentence frames, and vocabulary banks.
- Be patient and responsive to their needs, offering help when they struggle.
3. Good Teaching Speaking (Strategies, Media, Materials)
Strategies:
- Use pair and group discussions, interviews, and storytelling.
- Apply role-play and simulations to practice real-world conversations.
Media:
- Flashcards, videos, puppets, and digital apps like Duolingo or Kahoot.
- Use audio-visual aids that demonstrate pronunciation and conversation.
Materials:
- Age-appropriate dialogues, picture stories, and cue cards.
- Games like “Find Someone Who…”or “Guess Who?” to encourage spontaneous speaking.
Example:
In a lesson about animals, a teacher could use animal puppets (media) and a short dialogue (material) where students take turns pretending to be animals and speaking in simple sentences (“I’m a lion. I live in the jungle.”). The teacher uses modeling and repetition (strategy) to guide them.
4. Students’ Activities That Promote Listening in Children
- Listening to stories and answering questions.
- Singing songs with gestures.
- Playing "Simon Says" or other TPR activities.
- Listening and matching activities (e.g., match the sound to the picture).
- Watching short videos or cartoons with follow-up comprehension tasks.
- Sound discrimination games (e.g., identifying initial sounds or rhyming words).
5. Collaborative Writing in Children
In collaborative writing, children interact through discussion, negotiation, and shared decision-making. According to Vygotsky’s Sociocultural Theory, learning happens through social interaction and the Zone of Proximal Development (ZPD), where peers support each other.
How They Interact:
- Share ideas and vocabulary.
- Take turns writing or drawing.
- Discuss structure and revise together.
- Use peer feedback and teacher scaffolding to improve.
Example: In writing a class story, students brainstorm characters and plot together, then take turns writing or drawing parts of the story. The teacher helps guide with sentence starters and corrections.
Name : Zifa Eka Putri
ReplyDeleteNIM : 221230020
Class : TBI 6-A
1. - Cognitive: Children prefer to learn concretely and visually, rather than abstractly. They learn by seeing, touching and doing. According to (Piaget, 1952): Early childhood is in the concrete operational stage, so learning should focus on real experiences.
- Affective: They are highly curious, but also easily bored and sensitive. The “Affective Filter” hypothesis states that motivation and anxiety affect the language input received (Krashen, 1982).
- Sosial: Through Sociocultural theory, social interaction helps children construct new knowledge, including language (Vygotsky, 1978). Children often learn language by copying what a teacher or friend says, and then using it in other contexts.
Strategies :
- Total Physical Response (TPR). Asher (1977) states that TPR is effective for young students because they learn best through physical activity. For example, when teaching verbs such as run, jump, sit, the teacher instructs the students while modeling the movements.
- Using Stories, Games, and Songs. This medium makes language learning fun and effective. Facilitates multiple intelligences and activates children's emotional side Pinter, A. (2017).
- Encourage small group work so that children learn through interaction.
2. Exposure: Children must be exposed to language on an ongoing basis for language acquisition to occur. Exposure can be through stories, conversations, videos and songs. The more frequent and meaningful the exposure, the better the learning outcomes (Lightbown & Spada, 2013).
Engagement: Children should be actively involved in learning cognitively and emotionally. Activities such as role play, collaborative projects and light discussions make them feel engaged (Harmer, 2015).
Support: Teachers should provide scaffolding for students to understand and use language, such as providing model sentences, visual clues, or corrective feedback (Vygotsky, 1978; Bruner, 1983).
3. - A good strategy should give students space to talk a lot. I personally like the role-play method or small group discussion because it makes learners more courageous to speak without fear of being wrong.
- Interesting media can make the learning atmosphere more lively. In my opinion, technology-based digital media such as short videos, audio recordings, or social media platforms can be fun tools for language learning. For example, students can make a self-introduction video like a vlog, then show it and discuss it in class.
- The material should be relevant to the students' world. I think materials like “telling stories about vacations”, “hobbies”, etc. are much more interesting and efficient to use.
4. - Listening to songs can be a fun way to improve vocabulary acquisition and sentence structure. Songs tend to be memorable, so students can learn while singing and enjoying the process.
- Dictation: This activity helps students focus on language details, such as spelling, grammar and sentence structure.
- The use of authentic materials such as short interviews, podcasts, movie clips, or YouTube videos can introduce students to the use of English in real contexts. This familiarizes them with different challenges such as accents, natural speech styles, and everyday expressions that are not always present in textbooks.
5. In Collaborative Writing activities, students make students more active because they have to discuss, exchange ideas, give input, and solve problems together. For example, two students write a description of a tourist spot. One student may be stronger in sentence structure, while the other is more creative in description. When they work together, they complement and learn from each other. This interaction makes the writing process less boring and more of a meaningful and exciting learning experience.
My opinion is supported by the Sociocultural Theory (Vygotsky, 1978) which emphasizes the importance of social interaction in the learning process.
LIA PUSFITASARI 221230050 TBI 6B
ReplyDelete1. Characteristic of these children, they tend to be active, curious and like to try new things. They learn best by playing, singing and moving. In addition, they have a short attention span, so they get bored easily. In this case, they tend to imitate what they hear and see around them.
Therefore, to deal with these characteristics, a teacher needs to implement fun and interesting teaching strategies. For example, by using songs, games and stories to introduce vocabulary or language structures. In addition, teachers can also use visual media such as pictures, flashcards, or real objects to make learning more interesting.
2. To create an optimal learning situation, these three aspects of language learning need to be done:
1. Exposure
Exposure is the child's exposure to the language they are learning, in this case English. The more often children hear and see the language being used, the easier it is for them to understand it. In this case, teachers can create exposure by using English consistently in the classroom.
2. Engagement
Engagement is how children are actively involved in the learning process. Children will learn better when they feel happy and interested in the learning activity. In this case, teachers can engage children through fun activities such as language games, singing, storytelling, role play, and group projects.
3. Support
Support is help or support given to children in the learning process. This support can come from teachers, peers or the environment. Teachers need to provide clear explanations, give examples, and provide feedback and praise that can build student motivation.
3. In my opinion, it's true. A good speaking lesson should pay attention to three important aspects, namely teaching strategies, media and materials.
1. Teaching Strategies
This strategy is very influently in making students actively speak. Teachers can use strategies that are communicative and encourage students to speak up. For example, the role play strategy, small group discussions or pair work.
2. Media strategies
Media plays an important role in attracting students' attention and facilitating understanding. In my opinion, media such as short videos, pictures, or audio recordings can help students understand the context of the language used.
3. Material Strategy
The material should be relevant and appropriate to the students' ability level. Materials that are too difficult or not in line with students' interests can make them lose motivation. Therefore, in my opinion, teachers should choose topics that are close to students' lives, such as introducing themselves, hobbies, or daily activities.
4. In my opinion, there are several activities that can help children learn listening skills better:
1. Listening to English songs, because children usually like music, so this song can be a fun way to learn for children.
2. Listening to stories (storytelling), the teacher can read the story while showing pictures. In this case, children will focus on listening and trying to understand the content of the story.
3. Total Physical Response game, this activity trains them to listen and understand English instructions. For example, the teacher says “Touch your nose” or “Jump!”, then the child follows the command.
4. Listening games, such as “Simon Says” or guessing games. Games like this make learning while playing more fun.
5. In my opinion, when children do collaborative writing, they interact by discussing, exchanging ideas and giving each other feedback. In this process, children learn to work together, listen to their friends' opinions, and build their writing together. This activity also trains their social skills and critical thinking abilities. This interaction is in line with Vygotsky's Sociocultural Theory, which states that learning occurs effectively through social interaction. In the context of collaborative writing, children are in the Zone of Proximal Development (ZPD), which is the zone where they can complete tasks with the help of peers or teachers.
Devita Aura Yasmin
ReplyDelete221230053
TBI 6B
1. Children have unique traits in language learning. According to B.F. Skinner’s Behaviorist Theory, they learn through imitation and reinforcement. Thus, teachers should model clear pronunciation, repeat often, and use simple songs. Piaget’s Cognitive Development Theory also explains that young children have short attention spans, so lessons must be varied and engaging.
Cognitivist Theory highlights children’s ability to quickly form mental connections. Teachers should support this with gradual and contextual input. Since children enjoy active learning, using games, songs, and storytelling makes the learning process more effective and meaningful.
2. Exposure means how often children hear the target language. Regular exposure through songs, stories, and classroom talk helps them understand better. Teachers can provide simple and repetitive input daily.
Engagement involves making learning interactive and fun. Games, role-plays, and group tasks keep children focused and motivated.
Support is about giving encouragement and guidance. A safe, positive classroom environment where children can try, fail, and learn freely builds confidence and motivation.
3. Speaking classes are more effective with interactive and student-centered strategies, like role-plays or group discussions. For example, students can act out simple scenes or talk about daily topics to practice real communication.
Media also helps—pictures, videos, and real objects make tasks more engaging. After watching a video about daily routines, students can share their own using the same phrases.
Materials must be suitable for students’ age, level, and interests. Simple scripts, prompts, or texts related to real life make students more willing to speak. Combining strategies, media, and relevant materials helps students speak more fluently and confidently.
4. Based on Alimbaev (2022), some activities that help children improve listening include:
Preparing students with key vocabulary before listening
Asking reflective questions after listening (e.g., what did they hear, what was hard)
Reading stories with intonation and expression
Showing short English cartoons
Using interactive games like “Listen and Do,” which combine listening and vocabulary in fun ways
Source:
Alimbaev, M.A. (2022). Teaching Listening at Early Ages. Karakalpak State University. https://doi.org/10.5281/zenodo.7379815
5. In collaborative writing, children share ideas and co-construct texts. For example, one child may begin a sentence while another adds details or corrections. This interaction is supported by Vygotsky’s Sociocultural Theory, which emphasizes learning through social interaction. It shows that children learn not only from teachers but also from their peers, acting as active participants in the learning process.
ghina nurjannah_221230013_TBI 6A
ReplyDelete1. According to Piaget’s Cognitive Development Theory, in the preoperational stage (ages 2–7), children develop symbolic thinking and learn language as part of their cognitive growth. Key characteristics include: egocentric thinking, rapid vocabulary growth, concrete thinking, learning through play, and reliance on imitation and repetition. To support this, Teachers should match children’s traits by using real objects, play-based and movement activities, plus repetition through songs or routines to make language input more effective. a. Use Concrete and Visual Materials. Example from my experience, using small animal toys in an English class this made the lesson on "Animals" helped them remember the names better than just hearing the words. b. Incorporate Learning Through Play. From experience, in a role-play “My Little Market,” students used simple English as buyers and sellers. Even the shy ones joined confidently. c. Design Hands on and Active Tasks. From experience: I used a hands-on activity based on Total Physical Response (TPR). I gave simple commands like “jump like a frog!” or “touch your head!”. d. Encourage Imitation and Repetition. From experience, starting with a simple “Hello Song” helped shy students gain confidence. After a few meetings, they could sing along fluently.
2. Exposure, According to Krashen’s Input Hypothesis. For example, I use English phrases like “Line up, please” or “What day is today?” daily. Even if they don't understand every word at first, over time, students become more familiar with the sounds, rhythm, and basic structure of the language. Based on Vygotsky’s Sociocultural Theory, interaction boosts learning. From experience, I used games like “What’s in the bag?” where students describe and guess objects. They stayed engaged while practicing vocabulary naturally. Support, based on Bruner and Vygotsky, teachers give support through gestures, repetition, and modeling. From experience, I said patterns like “I like…” while showing pictures, then repeated it with the students.
3. 1 Teaching Strategy, using Communicative Language Teaching (CLT) I apply information gap activities like “Find Your Partner,” where students ask questions to complete a dialogue. It encourages natural and purposeful speaking, just like real conversations. 2 Media, Based on Multimodal Learning Theory, I use short animated videos to introduce expressions. Students then role-play the same dialogue, helping them grasp intonation, gestures, and meaning more effectively. 3 Materials, based on Tomlinson’s principles of material development, good materials should be relevant, and offer opportunities for language use. I use dialogue-based worksheets that relate to students’ daily lives like conversations in school, etc.
4. Student activities that promote children's listening include Total Physical Response (TPR) such as "standing" or "touching your head", which helps them understand through movement. Songs and chants like "Head, Shoulders, Knees, and Toes" make listening repetitive and enjoyable. Telling stories with pictures keeps them engaged while learning to follow the narrative. Games like voice discrimination build their focus on sounds. Finally, simple listening worksheets in which they follow verbal instructions help develop real listening skills.
5. In collaborative writing, children interact by discussing, negotiating ideas, and sharing language knowledge as they create written products together. They don't just write they also talk to each other, ask questions, and help each other. This process supports the development of language and social skills. According to Vygotsky's Sociocultural Theory, learning occurs best in social contexts through interaction and support from peers (called the Proximal Development Zone). From my experience, during a group writing activity (such as making a short story together), one child might say, "What's next?" and another answered, "Let's write: The cat ran away." Then they help correct each other's sentences or add ideas.
Rafi Ahmad Fauzi
ReplyDelete221230042
TBI 6 B
1. Children’s Characteristics in Learning a Language & Teaching Strategy
Children’s Characteristics:
Curious and active: Children love to ask questions and move around. They learn better through fun activities.
Short attention span: They get bored easily, so learning activities should be varied and interesting.
Imaginative: Children have high imagination, so storytelling, role-playing, and songs are effective.
Learn by doing: They understand better through direct involvement rather than just listening or watching.
Teaching Strategies:
Use games and songs: Teachers can use language games and simple songs to reinforce vocabulary.
Storytelling & role-play: Interactive stories and role-playing engage their imagination.
Visuals & realia: Use pictures, puppets, or real objects to explain vocabulary.
Group work: Group activities encourage interaction and natural language use.
2. Aspects of Exposure, Engagement, and Support in Language Learning
Exposure:
Children need to be regularly exposed to the target language, such as through videos, songs, or classroom conversations.
Example: Teachers play English songs or use English in simple instructions.
Engagement:
Children should be actively involved in learning, not just passive listeners.
Example: Playing word guessing games, doing simple projects, or having peer discussions.
Support:
Teachers need to provide linguistic and emotional support, such as giving constructive feedback and helping when students struggle.
Example: Giving scaffolding like sentence starters or picture aids when students are writing or reading.
3. Good Teaching Speaking (Strategies, Media, Materials)
Strategies:
Communicative approach: Focus on real communication, like dialogues, Q&A sessions, or simple presentations.
Task-based learning: Students perform tasks such as creating a food menu or conducting simple interviews.
Media:
Use flashcards, puppets, or audio-visuals to keep students interested.
Example: Using puppets to practice a conversation (Hello, how are you? I’m fine!).
Materials:
Use authentic materials like travel brochures or simple restaurant menus.
Example: Students act out a dialogue ordering food at a restaurant.
4. Students’ Activities That Promote Listening Skills
Listening to songs and filling in the missing words (fill in the blanks).
Simon Says game to follow spoken instructions in the target language.
Story listening with visual support, followed by answering questions.
Sound matching: Matching sounds to the correct pictures (e.g., animal sounds).
Listening and drawing: Students draw based on the descriptions they hear.
5. Children’s Interaction in Collaborative Writing
In collaborative writing, children discuss, share ideas, and write together. They learn from each other and develop both language and social skills.
Relevant Theory:
Vygotsky’s Social Constructivism: Children learn language through social interaction. Collaborative writing allows scaffolding, where more capable peers help others.
Process Writing Approach: Focuses on the process (brainstorming, drafting, revising) instead of just the final product. In collaboration, children can give each other feedback.
Example: Students work in small groups to write a short story. They discuss the characters, plot, and take turns writing the sentences.
1. Karakteristik anak-anak dalam belajar bahasa dipengaruhi oleh berbagai faktor seperti usia, perkembangan kognitif, interaksi sosial, dan kesiapan emosional.
ReplyDelete● Keingintahuan dan Eksplorasi
Anak-anak secara alamiah memiliki rasa ingin tahu dan senang mengeksplorasi hal-hal baru, termasuk bahasa. Mereka belajar melalui bermain, meniru, dan berinteraksi.
Strategi Pengajaran:
- Kegiatan interaktif
- Pembelajaran langsung
● Peniruan dan Pengulangan
Anak-anak sering belajar bahasa dengan meniru orang dewasa dan teman sebaya. Mereka membutuhkan banyak paparan bahasa, termasuk mendengar dan mengulang kata-kata.
Strategi Pengajaran:
- Mencontohkan bahasa
- Pembelajaran dengan perancah
● Rentang Perhatian yang Terbatas
Anak-anak kecil memiliki rentang perhatian yang pendek, sehingga mereka dapat kehilangan minat dengan cepat pada tugas-tugas yang terlalu panjang atau kompleks.
Strategi Pengajaran:
- Kegiatan yang singkat dan bervariasi
- Sering beristirahat
● Kepekaan Emosional
Anak-anak peka terhadap lingkungan emosional mereka, dan kepercayaan diri mereka dalam belajar bahasa dapat dipengaruhi oleh seberapa nyaman dan aman yang mereka rasakan.
Strategi Pengajaran :
- Suasana yang mendukung
- Penguatan positif
2. ● Pemaparan (Exposure)
- Pentingnya Pemaparan :
Agar anak dapat menguasai bahasa, mereka perlu terpapar pada bahasa tersebut secara terus-menerus dalam konteks yang autentik.
Strategi Implementasi :
- Penyajian materi dalam konteks nyata
- Penyampaian berulang
● Keterlibatan (Engagement)
- Pentingnya Keterlibatan : Siswa yang aktif berpartisipasi dalam kegiatan pembelajaran lebih cenderung untuk mengingat dan memahami materi bahasa dengan lebih baik.
Strategi Implementasi :
- Aktivitas interaktif
- Pertanyaan terbuka
- Kolaborasi
● Dukungan (Support)
- Pentingnya Dukungan : Siswa sering kali membutuhkan dukungan yang tepat untuk mengatasi kesulitan dalam mempelajari bahasa baru.
- Strategi Implementasi :
- Penyediaan umpan balik konstruktif
- Penggunaan materi yang bervariasi
3. Pengajaran berbicara yang baik dapat tercapai dengan memperhatikan tiga aspek utama, yaitu strategi pengajaran, media, dan materi.
● Strategi Pengajaran
Strategi pengajaran yang baik untuk keterampilan berbicara melibatkan metode yang membuat siswa aktif berbicara, berpikir kritis, dan berkomunikasi secara efektif.
Ide dan Contoh :
- Pembelajaran berbasis tugas (task-based learning)
Contoh : Siswa diminta untuk berperan sebagai pemandu wisata dan menjelaskan tempat wisata tertentu di kota mereka. Ini akan melatih mereka untuk berbicara secara alami dan percaya diri.
● Media
Penggunaan media dalam pembelajaran berbicara sangat membantu untuk memperkaya pengalaman belajar siswa dan membuat materi lebih menarik.
Ide dan Contoh
- Video dan rekaman audio
Contoh : Menonton video percakapan sehari-hari (misalnya, percakapan di restoran) dapat membantu siswa memahami cara menggunakan bahasa dalam konteks alami. Setelah itu, siswa dapat diminta untuk berlatih dengan teman-teman mereka.
4. Beberapa kegiatan yang dapat mendorong anak-anak belajar mendengarkan antara lain:
● Cerita atau dongeng
● Permainan role-playing
● Kuis atau pertanyaan lisan
● Diskusi kelompok
5. Penulisan kolaboratif adalah kegiatan di mana anak-anak bekerja bersama untuk menghasilkan suatu karya tulis, dan selama proses ini mereka saling berinteraksi, berbagi ide, serta memberikan masukan satu sama lain.
1. Diskusi dan Negosiasi Ide.
2. Pembagian Tugas.
3. Memberi dan Menerima Masukan.
Teori Pembelajaran Kooperatif (David Johnson dan Roger Johnson)
Teori pembelajaran kooperatif menekankan bahwa kerja sama antar siswa dalam kelompok dapat meningkatkan pembelajaran. Penulisan kolaboratif adalah contoh aplikasi teori ini, karena anak-anak bekerja bersama untuk mencapai tujuan bersama, berbagi peran, dan membantu satu sama lain dalam proses penulisan.
Iis hajijah
ReplyDelete221230009
TBI 6A
1. Characteristics of children in language learning:
- Children are active and curious
- They learn best through fun and playful activities
- They have a short attention span and get bored easily
- They quickly imitate new words or expressions
Teaching strategies
- Use Total Physical Response (TPR) to teach vocabulary with body movement
- Include songs and language games to keep students engaged
- Use visual aids like pictures and flashcards to support understanding
2. Three aspects of language learning
Exposure
Students need to hear and see the target language often in meaningful contexts, like listening to stories, songs, or looking at pictures with English texts.
Engagement
Children should be actively involved through simple discussions, role plays, or group projects. This helps them understand and remember new language.
Support
Teachers need to provide support such as step-by-step guidance (scaffolding), positive corrections, and encouragement to make students feel safe and motivated.
3. Effective speaking instruction involves:
Teaching strategies
Activities like role play or pair work give students a chance to practice speaking, for example acting as a buyer and seller in a market.
Media
Interactive videos or apps like HelloTalk help students listen to and imitate native speakers.
Materials
Use interesting and relatable topics such as “my family” or “my favorite food” to encourage students to speak with confidence.
4. Activities to improve children’s listening skills
- Listening to songs and filling in missing words (gap-fill)
- Playing Simon Says to follow spoken instructions
- Storytelling followed by simple questions
- Matching sounds to pictures
- Watching simple English videos with listening tasks
5. In collaborative writing, children work together to create a text. According to Vygotsky’s Sociocultural Theory, social interaction helps cognitive development. Students share ideas, discuss, and review their writing together.
Example
While writing a story, students might ask each other questions like “What should happen next?” or “How do we spell that?” This activity builds both critical thinking and teamwork skills.
Syakira Desiya_221230032_TBI 6A.
ReplyDelete1. Children in language learning have specific characteristics that teachers need to understand.
1) Cognitive Characteristics
2) Emotional Characteristics
3) Social Characteristics
To face the characteristics of children in language learning, teachers need to implement developmentally appropriate strategies.
- Using Visual and Concrete Media
-Creating a Positive and Safe Learning Environment
-Interactive and Playful Activities
-Matching Learning Styles
-Using Stories and Imagination.
2. The first is exposure, teachers need to provide natural and repeated exposure to English in daily classroom activities. For example, using English for simple instructions such as ‘Sit down’, ‘Let's sing!’, or ‘Colour the picture.’ In addition, teachers can introduce nursery rhymes, short cartoon videos, and English picture stories to contextually embed the sounds and meanings of the language. Second is Engagement, children learn best when they are actively and emotionally involved. Teachers need to create interesting and age-appropriate activities, such as singing, role-playing, playing with flash cards, or making crafts while saying vocabulary in English. Fun activities will make children not feel like they are learning, but still absorb the language naturally through interaction. The last is Support and Guidance. Teachers need to model clear language, repetition, gestures and facial expressions to aid understanding. Teachers also need to give praise and encouragement so that children feel confident using English even though they are still stammering. Support can also be provided through scaffolding, such as giving example sentences or guiding children in answering questions.
3. Learning speaking skills in English will be more effective if supported by three important aspects, namely teaching strategies, media, and materials.
1) Teaching strategies. For example, by doing group or pair work, students have more opportunities to practice speaking without feeling shy.
2) Learning media. For example, students can watch a video of a short conversation, then imitate the way the character in the video speaks.
3) Learning materials. For example, using restaurant menus to practice conversations when ordering food will feel more meaningful to them.
4. Here are some student activities that can encourage children to learn listening skills.
• Listening to English Children's Songs
• Listening to Stories (Stori telling)
• Listening Games: For example, the "Simon Says" game
• Watching Short Videos or Cartoons
• Answering Questions After Listening
These activities not only train children's hearing, but also make them more familiar with the sounds and rhythms of English in a natural and fun way.
5. In collaborative writing, children interact by sharing ideas, discussing and working together to create a text together. This process is not just about writing, but also building language, critical thinking and teamwork skills.
When writing together, children usually give each other suggestions, ask questions, or improve their friend's writing. For example, one child writes a sentence, then another adds or corrects politely. They also discuss the right vocabulary or grammar, so learning becomes active and meaningful. Theoretically, this is supported by Vygotsky with the concept of ‘Zone of Proximal Development’ (ZPD). This means that children learn better when they work together with friends or people who are more capable, because they help each other achieve things that they cannot do alone.
With collaboration, children learn not only from teachers, but also from friends. They feel more confident, learn to listen to others' opinions, and develop ideas together. So, collaborative writing is great for improving their writing skills as well as their social skills.
Name: Devia Agustin
ReplyDeleteNIM: 221230145
Course: EYL
Class: TBI 6E Semester 6
1. Children’s Characteristics & Teaching Strategies:
Children are curious, active, playful, and have short attention spans. They learn language naturally by listening, imitating, and interacting.
Teachers use fun and engaging strategies like songs, games, role-play, visuals, and physical activities to keep them interested and support learning.
2. Aspects of Language Learning:
Exposure: Children need regular exposure to the target language through songs, stories, and classroom routines.
Engagement: They must actively use the language in role-plays, games, and Q&A sessions to build confidence.
Support: Teachers guide them with clear instructions, examples, and encouragement to help them succeed.
3. Good Speaking Lessons:
Effective speaking involves interactive activities, interesting media, and age-appropriate materials.
Example: Students do role-plays like ordering food, or talk about topics like hobbies, family, or animals using flashcards or videos.
4. Listening Activities:
Activities like listening to songs, “Simon Says,” story-picture matching, picture dictation, and sound guessing games help children improve their listening skills, focus, and understanding.
5. Collaborative Writing & Vygotsky’s Theory:
In group writing tasks, children share ideas, help each other, and decide together.
According to Vygotsky’s theory, they learn better with support from peers or teachers, improving both their language and teamwork skills.
NAME :NASIHA AMIROTUL KHOIRIYAH , 221230027, TBI 6A
ReplyDeleteANSWER :
1. Characteristics of Children in Language Learning and Teaching Strategies
Characteristics of Children in Language Learning:
- Strong imitation skills
- Learn holistically, not analytically
- Need concrete and meaningful context
- Have a short attention span
- Learn through play and physical activity
- Responsive to audio-visual stimuli
- Highly curious
Teaching Strategies:
- Using Total Physical Response (TPR), which involves physical movement
- Implementing role-play activities
- Using songs, stories, and games
- Providing clear and concrete instructions
- Implementing task-based learning
- Providing consistent positive feedback
- Creating consistent classroom routines
2. Exposure, Engagement, and Support Aspects of Language Learning
Exposure:
- Providing diverse and authentic language input
- Using the target language consistently
- Introducing vocabulary and language structures in context
- Using diverse audio-visual media
- Examples: listening to short stories, watching short videos, playing with language apps
Engagement:
- Creating meaningful interactive activities
- Using games that stimulate participation
- Building intrinsic motivation through engaging activities
- Connecting learning to personal interests
- Examples: role play, group projects, language challenges
Support:
- Provide scaffolding according to individual needs
- Provide clear and structured instructions
- Apply constructive feedback
- Create a safe learning environment
- Involve parents in the learning process
- Examples: leveled worksheets, visual aids.
3. Teaching Good Speaking
Teaching Strategies:
- Model good and varied language
- Implement pair and small group activities
- Move from controlled activities towards free communication
- Examples: communicative drilling, guided questioning, semi-structured discussion
Media:
- Using picture series to spark conversations
- Utilizing video/audio recordings as models
- Using role cards for simulations
- Examples: thematic posters, situation cards, voice recording apps
Materials:
- Tailoring topics to children's interests and experiences
- Using adapted authentic materials
- Implementing difficulty-graded materials
- Examples: situational dialogue, "information gap" game, mini-presentations on favorite topics
4. Student Activities that Promote Listening Skills
Listen and participate in activities (TPR): follow instructions to perform movements.
Listen and identify: recognize specific sounds, words, or information
Listen and sequence: arrange pictures/stories based on audio
Listen and draw/color: draw or color according to descriptions
Listen and predict: predict the continuation of the story
Dictogloss: reconstruct the story heard
Songs and chants with movements
Listening comprehension games: Simon says, Chinese whispers
Story circle: listening and adding parts of the story
5. Children's Interaction in Collaborative Writing according to Vygotsky's Theory
According to Vygotsky's zone of proximal development (ZPD) theory, children can reach higher levels of development with the help of more capable others. In the context of collaborative writing:
- Children engage in peer-to-peer scaffolding, with more able students helping the less able
- They negotiate meaning and language form
- Collaborative conversations about content, vocabulary, and sentence structure occur, and sentence structure
- Children exchange ideas and contribute their individual strengths
- Writing responsibilities are shared based on ability
- A process of self-reflection and peer assessment occurs
- Children experience a gradual internalization from social to individual cognitive processes
- Mediation by the teacher helps direct productive interactions
These interactions create an optimal learning environment, as knowledge is socially constructed, based on the core tenet of Vygotsky's theory that learning occurs first at the interpersonal level before being internalized at the intrapersonal level. RetryClaude can make mistakes. Please double-check responses.
name : Ririn yusrini m
ReplyDeletenim : 221230001
class : 6 TBI A
answer :
1. Children are naturally curious, active, and enjoy learning through play and interaction. They learn languages best in a fun, engaging environment where they can connect meaning with real-life experiences. Teachers can implement strategies such as using songs, games, storytelling, and visual aids to maintain motivation. They should also provide a lot of repetition and routines to support memory and comprehension.
2. - Exposure: Children need to hear and see the language often in meaningful contexts. Teachers can create language-rich environments with posters, songs, and consistent language input in daily routines.
- Engagement: This involves actively involving children in the learning process through songs, hands-on activities, role-plays, and interactive games to make them enjoy and participate in learning.
- Support: Teachers should scaffold learning by providing clear instructions, modeling language use, and giving constructive feedback. Pair and group activities also encourage peer support and collaboration
3. A good speaking lesson should combine teaching strategies, appropriate media, and relevant materials. For example, using puppets (media) in a role-play (strategy) with a dialogue script (material) allows children to practice speaking in a fun and contextual way. Teachers should also model pronunciation and sentence patterns, encourage pair work, and correct errors gently to build confidence.
4. Activities like listening to stories, singing songs, playing “Simon Says,” and matching sounds to pictures can improve children’s listening skills. Using audio materials with visuals, asking prediction questions, or incorporating Total Physical Response (TPR) can also keep students engaged and help them focus on understanding spoken language.
5. During collaborative writing, children share ideas, negotiate meaning, and co-construct texts. According to Vygotsky’s sociocultural theory, interaction with peers supports cognitive development through the Zone of Proximal Development (ZPD). Teachers can assign group writing tasks where children brainstorm, draft, and revise together, fostering cooperation and improving writing skills through peer scaffolding.
Name: Nova Magfiroh | NIM: 221230112 | Class: 6D
ReplyDelete(1) Teachers' Strategies to Deal with Children's Characteristics
Teachers can use songs and games to make learning more interesting. A fun learning atmosphere, lots of examples and repetition, and active interactions such as questions and answers and role-playing, really help children learn language naturally.
(2) The Importance of Exposure, Engagement and Support
Children need to hear and see language often (exposure), actively use it (engagement), and feel safe and supported (support). The combination of these three helps make learning effective and fun.
(3) Strategies for Teaching Speaking
Use techniques such as role play and small group discussions to provide real context. Media such as pictures, videos and conversation cards bring learning to life. Topics that are close to children's lives, such as hobbies or family, make them more enthusiastic about speaking.
(4) Effective Listening Activities
Children's songs like “Head, Shoulders, Knees and Toes” enrich vocabulary and practice pronunciation. Storytelling trains listening comprehension, and picture matching games help connect words with meaning in a fun way.
(5) Children's Interaction in Shared Writing (Based on Vygotsky's Theory)
In shared writing tasks, children learn through social interaction in the Zone of Proximal Development (ZPD). Children who are not yet proficient can learn from friends who are more proficient through scaffolding. This activity helps the development ofChildren who are not yet proficient can learn from friends who are more proficient through scaffolding. This activity helps the development of children's language, thinking, and social skills.
Ulfa Rahayu
ReplyDelete221230057
TBI 6B
1. Children possess unique qualities of language learning, including their ability to learn by means of interesting and enjoyable processes. Based on Lev Vygotsky's Zone of Proximal Development (ZPD), children learn language effectively through social interaction with peers or educators possessing superior knowledge. Teachers can use methods like storytelling, Total Physical Response (TPR), and the Song and Motion method, which combine physical movement and music to enhance vocabulary and language form. These methods help children memorize vocabulary, raise motivation, and give them meaningful learning experiences.
2. Three key elements are required for the optimal language learning environment:
• Exposure: This refers to how children become familiar with language from various sources of input. Teachers can use storybooks, cartoons, songs, and music to give children additional exposure. Through repeated and varied exposure, children learn vocabulary and grammatical forms incidentally.
• Engagement: Active engagement is required. Students need to be encouraged to talk, listen, and use language in active ways. Interactive activities render students more responsive to the environment and involved in the learning process.
• Support: Teachers bear a heavy responsibility to provide emotional and academic support. Positive support boosts students' confidence and helps them overcome learning difficulties.
3. In my opinion, Three salient factors should be considered in good speaking teaching:
- Instructional Strategies: Instructional strategies like the Song and Motion approach are effective. For example, children sing animal songs and act them out, which helps them remember words through body movement.
- Media of Learning: Instructional materials like flashcards are effective. For example, flashcards with a picture and a word (like the picture of an apple and the word "apple") help children connect pictures to words.
- Speaking Materials: Materials should be relevant and engaging, e.g., children's books. Reading "The Very Hungry Caterpillar" and asking students to recount what the caterpillar ate facilitates vocabulary use and comprehension.
4. Some activities can be used in order to develop listening skills:
- Listening to Stories: Picture books have context and vocabulary. Teachers can pose questions while reading to keep children engaged.
- Songs: Repeated nursery rhymes like "Twinkle Twinkle Little Star" help children memorize words and practice pronunciation.
- Listening Games: Games like "Simon Says" condition children to listen and follow oral instructions in English.
- Interactive Activities: The use of puppets, dolls, or video during listening activity increases participation and comprehension.
- Q&A Activities: Instructors can ask simple questions subsequent to stories or songs to test comprehension and foster speaking.
5. In my opinion, co-writing activities are also beneficial. Learning is through interaction, Vygotsky's social constructivist theory argues. Children can learn to write and communicate by co-writing. For example, children can co-write a story together, brainstorming characters, plot, and words. This helps not only language acquisition but also cooperation and imagination.
Name: Ghaniyah Nur Azeeza Putri
ReplyDeleteNim: 221230017
Class: TBI 6 A
Answer:
1. Children's Characteristics in Language Learning & Teachers' Strategies
Children typically display characteristics such as curiosity, a short attention span, reliance on visual and physical cues, and an innate ability to imitate. They often learn best through play, exploration, and repetition.
To address these traits, teachers can implement strategies like:
- Interactive Activities : Incorporate songs, games, and storytelling to make learning engaging.
- Visual Aids : Use pictures, flashcards, and videos to connect language with tangible objects or concepts.
- Repetition and Routine : Build structured routines that reinforce learning through consistent practice.
- Positive Reinforcement : Encourage and motivate children with praise and rewards.
- Physical Movement: Include Total Physical Response (TPR) activities to combine language with actions.
2. Aspects of Exposure, Engagement, and Support in Language Learning
- Exposure : Provide children with ample input in the target language. For example, play authentic audio materials, use stories, and allow immersion in language-rich environments. The key is to surround learners with as much meaningful language as possible.
- Engagement : Actively involve children in the learning process. Techniques include group activities, question-and-answer sessions, and role-playing. Engaging tasks encourage children to participate, boosting retention and motivation.
- Support : Offer guidance and feedback to scaffold learning. Simplify complex concepts, model correct usage, and build confidence by celebrating small achievements. Teachers should provide a supportive, non-judgmental environment for children to express themselves.
3. Good Teaching Speaking (Strategies, Media, Materials)
Effective teaching speaking involves:
- Strategies : Use communicative techniques like pair discussions, role-play, and presentations to encourage verbal interaction. For instance, role-playing as shopkeeper and customer simulates real-life contexts.
- Media : Integrate multimedia tools like language apps, videos, or interactive whiteboards. Using animated videos can visually reinforce correct pronunciation and sentence structure.
- Materials : Provide practical and engaging materials such as flashcards, dialogues, and storybooks. For example, scripted dialogues help children practice conversational language in a controlled manner.
4. Activities That Promote Listening Skills
Activities include:
- Listening to Stories : Narrating or playing audio stories helps children recognize sounds, words, and intonation.
- Songs and Rhymes : Familiar tunes encourage children to listen closely to words and rhythms.
- Listening Games : Examples are “Simon Says” or sound-matching games, which require focused attention to understand and respond.
- Real-life Listening Tasks : Activities like listening to simple instructions or imitating sounds allow children to practice real-world comprehension skills.
5. Children's Interaction in Collaborative Writing
Collaborative writing involves children working together to create a written piece, often through discussions and shared input. According to Vygotsky's sociocultural theory, interaction plays a crucial role in cognitive development. Children exchange ideas, negotiate meaning, and correct each other's errors, which promotes learning.
In practice, a teacher might guide a group to write a story by brainstorming ideas, assigning roles (e.g., writer, illustrator, editor), and sharing feedback. This process fosters teamwork, language skills, and creativity while building confidence in expressing ideas collaboratively.
Name : Ahmad Zaenal Abidin (221230028)
ReplyDeleteClass : TBI 6 A
Answer :
1. Children’s Characteristics in Learning a Language and How Teachers Respond
Children have special characteristics in language learning, such as being bored easily, being active, more sensitive to sound, and learning holistically through activities (Harmer, 2007). In addition, according to Cameron (2001), children learn language better when they are emotionally and physically engaged.
Teachers' strategies to deal with these characteristics include:
1. Using games and songs (Brewster, Ellis, & Girard, 2002).
2. Use visual aids and realia to aid understanding.
3. Give praise or reinforcement to increase motivation.
4. Using TPR (Total Physical Response) as introduced by Asher (1977) to combine language with body movements.
2. Aspects of Exposure, Engagement, and Support in Language Learning
According to Pinter (2006), effective language learning for children involves three main aspects:
1. Exposure: Children should be exposed to the target language frequently through natural contexts such as stories, songs, and conversations. Krashen (1982) emphasized the importance of comprehensible input in language acquisition.
2. Engagement: Children must be actively involved, as involvement encourages deep language processing (Wright, 1995). For example, in interactive storytelling, students can guess the continuation of the story.
3. Support: Teachers provide scaffolding as in Vygotsky's theory (1978), helping children complete language tasks that are slightly above their abilities.
These three aspects create a rich learning atmosphere and support the natural development of the language.
3. What Makes a Good Teaching Speaking
Good teaching of speaking combines the right strategies, media, and materials (Nunan, 2003):
1. Strategy: Communicative methods such as role-play or pair work are effective in increasing self-confidence (Harmer, 2007). For example, simulate a conversation between a buyer and a seller.
2. Media: Images, videos, or audio help provide context and trigger communication (Wright, 1989). For example, students look at pictures of tourist attractions and describe them.
3. Material: The material must be relevant and interesting (Brown, 2001). For children, topics such as pets, family, or favorite foods are more effective.
4. Students’ Activities that Promote Listening Skills in Children
Activities that promote listening skills include:
1. Songs and chants: According to Brewster, Ellis, & Girard (2002), songs help in the learning of rhythm, intonation, and vocabulary.
2. Storytelling: Ghosn (2002) states that stories help children understand the structure of language naturally.
3. Games: Games like Simon Says provide meaningful and fun verbal input.
4. Matching exercises: Improve understanding through the association between sound and image (Moon, 2000).
5. Collaborative Writing among Children and Theoretical Perspective
In writing collaborations, children learn through social interaction. According to Vygotsky's (1978) sociocultural theory, effective learning occurs through cooperation and support from peers or teachers (scaffolding).
For example, two children write short stories together. They discuss, decide on ideas, improve sentence structure. This process supports their cognitive and language development simultaneously (Donato, 1994).
Collaboration also trains other skills such as critical thinking and negotiation of meaning, which are important in 21st-century language learning.
Nova Agus Mulia | 221230015 | TBI 6A 1. Characteristics of Children in Language Learning & Teaching Strategies to Address Them
ReplyDelete- Characteristics of children
Driven by curiosity: They are naturally curious and learn through exploration.
- Short attention span: They need varied and interesting activities
- Imitative learners: They often imitate sounds, patterns and expressions.
- Love physical movement: Kinesthetic activities help them process.
- Learn through play: Games, and storytelling are effective tools.
- Emotional sensitivity: They need encouragement and a safe, supportive environment.
Teaching strategies:
- Use TPR (Total Physical Response)
- Use songs and chants to develop vocabulary and pronunciation.
- Use visuals and realia to help them connect meaning with words.
- Plan short, varied activities (10-15 minutes maximum each) to match attention spans.
- Provide positive reinforcement: praise, rewards, etc.
- Develop a safe and supportive classroom culture
2. Exposure, Engagement and Support in Language Learning
These are key elements according to social constructivist theory and supported by Vygotsky's Zone of Proximal Development (ZPD).
- Exposure: Providing ample opportunities for students to hear and see language in context.
Example: Daily storytelling, using English in classroom routines (“Line up, please”), watching short English cartoons, or playing audio stories.
- Engagement: Getting students actively involved in the learning process.
Examples: Role play, in-class games such as “Simon Says”, or group tasks where students interact using the target language.
- Support: Providing scaffolding, feedback, and modeling assistance from teachers or peers.
Example: Sentence starters (“May I ask...?”), modeling dialogue before speaking tasks, or using visuals to support vocabulary comprehension.
3. What Makes a Good Speaking Lesson?
Three main aspects:
Strategies, Media, Materials
- Strategies: Use communicative activities such as role plays, interview games, and think-pair-share. This helps students practice real-life speaking in a less stressful way.
Example: A “shopping” role play where students ask, “How much is it?” and answer.
- Media: Use audio-visuals such as videos, flashcards or puppets. Media provides context and makes learning more interesting.
Example: Playing a video of a dialog, then practicing it in pairs.
- Materials: Use age-appropriate, thematic and relevant materials. Keep the language simple and meaningful.
Example: Dialogs based on their real life: “At the zoo”, “My favorite food”, etc.
Good speaking activities should be interactive, meaningful and fun.
4. Student Activities that Promote Listening
To promote listening skills in children, activities should be interactive, repetitive and engaging.
Example: Songs and chants (e.g., “Head, Shoulders, Knees, and Toes”) - build vocabulary and rhythm.
Story listening - students listen to simple stories and answer questions or act them out.
“Simon Says” - helps them listen to specific instructions.
Listening to instructions - such as “Color the sun yellow.”
Sound discrimination games - such as identifying animal sounds or beginning sounds (for example, “Which word starts with ‘b’?”)
These activities develop comprehension and focus.
5. Children's Interactions During Collaborative Writing
In collaborative writing, children work together to produce a piece of writing, often using shared ideas and negotiation. Theoretical basis: Vygotsky's sociocultural theory supports this - learning happens through social interaction and scaffolding.
How it works:
A student may write, while another student suggests ideas. They brainstorm together, determine structure and vocabulary, and revise collaboratively. The teacher can guide with sentence frames or brainstorming charts.
Benefits:
- Enhances peer learning.
- Promotes the use of language in context.
- Develops teamwork and self-confidence.
Name: Nur Laily Hamadah
ReplyDeleteNIM: 221230040
Class: TBI 6B
1. Children's Characteristics in Learning a Language and Teaching Strategies
Children learn languages through natural processes, relying on interaction, imitation, and repetition. They often benefit from contextual learning and multisensory experiences. Teachers can implement strategies such as language support strategies (LSS), which include frequent linguistic input, eliciting conversations, and providing feedback through expansions or corrections. For example, using parallel talk helps connect vocabulary to actions or feelings children cannot yet express.
2. Aspects of Exposure, Engagement, and Support
• Exposure: Children learn best when exposed to rich language environments where they hear diverse vocabulary and sentence structures. Teachers can create exposure through storytelling, songs, and immersive activities.
• Engagement: Interactive activities like group discussions or games encourage active participation. Asking open-ended questions fosters deeper thinking and communication.
• Support: Scaffolding techniques such as recasting incorrect sentences or expanding children's utterances help them build confidence while improving grammar and vocabulary.
3. Good Teaching of Speaking
Effective speaking instruction combines:
- Strategies: Role-playing real-life scenarios like ordering food enhances conversational skills.
- Media: Videos or audio recordings model pronunciation and intonation.
- Materials: Visual aids like flashcards or storybooks reinforce vocabulary. For example, using a shopping role-play activity helps children practice phrases like "How much is this?" in a fun context.
4. Activities Promoting Listening Skills
Listening activities include:
- Storytelling with interactive questions to enhance comprehension.
- Singing rhymes or songs for auditory pattern recognition.
- Playing games like "Simon Says" to practice following instructions.
5. Collaborative Writing Interaction
During collaborative writing, children share ideas, negotiate word choices, and revise drafts together. Based on Vygotsky's social learning theory, this process fosters peer scaffolding as children learn from each other's strengths and feedback. For instance, one child might suggest vocabulary while another organizes ideas into sentences.
Marwa Alifa Khanza
ReplyDelete221230064
TBI 6B
1. Characteristics of Children in Learning Language & Teaching Strategies
As we known, children have special traits when it comes to learning languages, like a short attention span, a curiosity and imagination, learning via play, reliance on context, an ease of copying what they observe, and more. Using multisensory activities (songs, pictures, and movements), giving students brief but varied assignments, combining language and movement through Total Physical Response (TPR), employing scaffolding (gradual support) in the learning process, and, lastly, promoting student interaction through group or pair work are all examples of possible effective teaching strategies.
2. There are three aspects of exposure, engagement, and support in language learning :
-Exposure: The process by which a learner must be exposed to the target language on a regular basis through reading and hearing. For example, singing songs, hearing stories every day, or receiving English lessons in the classroom.
-Engagement: Through interactive games, role-playing, or project-based work, students must actively use the language.
-Support: To boost pupils' confidence, teachers might offer assistance and motivation. We can accomplish this by providing feedback, praise, visuals, and language modeling.
3. In my opinion there is three factors makes a good teaching speaking :
- Strategy: using communicative approaches such as role-playing, discussions, and interviews to create real interactions. Example: Students ask each other about their favorite foods in pairs.
- Media: using attention-grabbing media such as puppets, picture cards, storybooks, and digital tools. Example: can use puppets to model conversations so that students are more comfortable speaking.
- Materials: use materials that are authentic and also in line with the child's world, such as pictures, short stories, or simple dialogs. Example: Picture cards of daily activities to practice the use of present tense.
4.Listening to a story and then answering questions, playing games like "Simon Says" (TPR), singing repetitious songs, listening and drawing, or looking for specific information are a few student activities that might promote listening learning.
5. In my opinion, when children do collaborative writing, they interact in a way that supports language development and social learning. . In terms of theory, this is also highly pertinent to Vygotsky's Sociocultural Theory, particularly with regard to the Zone of Proximal Development (ZPD) idea. Vygotsky believed that children learn best when they engage with peers and adults who had scaffolded—or supported them appropriately. As an illustration, one child offers vocabulary, another proposes sentence structure, and the third aids in enhancing the grammar or organizing the paragraph. This collaborative exercise not only enhances their writing abilities but also helps them develop communication, compromise, and teamwork—all of which are critical language acquisition skills.
Siti Fauziah Ahmad - 221230058
ReplyDeleteTBI 6B
1. Children's characteristics in the language learning process are strongly influenced by their social environment where interaction and communication are very important in the learning process, children also usually like activities that involve physical activity and movement such as play activities, which can be done by working together or in groups and they can do or experience these activities directly because children like new things so they will be more explorative. As a teacher in the digital era like now, you can easily find inspiration in teaching, you can look for teaching materials, learning ideas, or anything that can make children able to adjust and understand learning. Examples of media that can be used such as utilizing songs, interesting pictures, flashcards, role-play, or story telling. teachers can also do it repeatedly or by applying directly in the classroom.
2. - Exposure is an aspect where we can find out to what extent or to what extent learners are exposed to the language they are learning both in class and outside the classroom. So when teachers are consistent in using the target language in their presentation as well as interaction and communication during learning, learners hear and understand how to use the language more often.
- Engagement is an aspect of the extent to which learners are involved in language learning actively, emotionally, and cognitively. When learning takes place when the activity feels interesting then learners will be active, happy, and feel challenged then will have motivation in learning and want to be directly involved in order to understand it.
- Support is an aspect that is a form of assistance from teachers for learners to make it easier to understand and use language, support can be in the form of guidance, praise of learning results, motivation, and also feedback.
3. What can make speaking teaching good is to use the right teaching strategy, the appropriate media used and the selection of relevant materials. The selection of strategies in learning must be appropriate in teaching speaking by using the drilling approach, namely students do repetition to practice pronunciation and fluency in pronunciation. Then the media used must be appropriate, for example teaching food vocabulary can use media such as pictures, short videos that introduce the use of language. And relevant teaching materials so that students can understand directly, for example providing vocabulary material that is often in the surrounding environment.
4. Many activities can be done in order to encourage students to learn to listen, by doing several activities such as; 1. Providing audio-based games, so learners are given instructions via audio or direct commands to follow instructions to complete the mission. 2. Guessing games can also be used, for example using animal sounds, or sounds of doing activities or musical instruments and students guess with the target language. 3. Listening to music and singing to understand the lyrics and practice pronunciation. 4. Doing whisper challenges with words already learned or new words to learn. 5. Listening and describing, by doing in groups to listen and describe the word described. And other activities.
5. When doing collaborative writing, children interact by discussing ideas or discussing what they will write in this discussion children listen and give their opinions. When sharing responsibilities they work together and focus on their respective parts. Then present the results of the writing, in order to practice speaking skills in front. After finishing, the children will evaluate by discussing what they have learned and together improve the input and suggestions received. Vygotsky's collaborative learning theory emphasizes learning through social interaction. John Dewey emphasized social experience in learning with interaction with others will enrich the learning process.
Nama : Annida Laili Hudaifah
ReplyDeleteKelas : 6 B TBI
NIM : 221230038
1. Children’s Characteristics in Learning a Language & Teaching Strategies
Children are active learners who learn best through play, discovery, and interaction. They have a short attention span, enjoy imaginative activities, and are sensitive to praise and correction.
Teaching Strategies:
• Use visual aids and realia: to grab their attention.
• Incorporate songs and games: to make learning enjoyable.
• Use repetition and routines: to help retention.
• Provide clear, simple instructions.
2. Aspects of Exposure, Engagement, and Support in Language Learning
• Exposure: Children need to be surrounded by the target language (English) through songs, stories, and simple instructions in class. This builds familiarity.
• Engagement: Use interactive activities like role plays, games, or storytelling to keep children mentally and emotionally involved.
• Support: Teachers scaffold learning using gestures, visuals, and modeling. Peer support and encouragement are also key.
Example: When teaching vocabulary, the teacher can use flashcards (exposure), then ask students to play a memory game with those words (engagement), and give hints or peer help (support).
3. Good Teaching Speaking: Strategies, Media, and Materials
• Teaching Strategies: Use pair work and group discussions to encourage speaking.
• Media: Use puppets, storybooks, or digital tools.
• Materials: Use flashcards, pictures, or real-life objects.
Example: To teach about food, the teacher shows real fruits (material), then uses a puppet to ask “Do you like bananas?” (media), and students respond in pairs (strategy).
4. Students’ Activities that Promote Children’s Listening Skills
• Listening to English songs and filling the missing lyrics.
• Storytelling followed by comprehension questions.
• Playing “Simon Says” to follow verbal instructions.
• Watching short animated videos in English and discussing the story.
These activities help children focus on sounds, meaning, and context.
5. Collaborative Writing and How Children Interact
In collaborative writing, children work together to create a story or short text. According to Vygotsky’s Sociocultural Theory, learning is a social process. Through interaction, children share ideas, correct each other, and develop writing skills.
Example: One child writes, while others suggest words or sentences. The teacher guides them by giving structure or correcting grammar gently.
Name: Nurul Fatimah Ramadhanti
ReplyDeleteClass: VI TBI B
NIM: 221230059
1. Children learn language quickly through exposure, interaction, and play. They are sensitive to linguistic input and thrive in social and playful environments. Teachers address these traits by engaging in interactive conversations, using strategies like expansions and scaffolding, and alternating between languages for bilingual learners to support vocabulary and comprehension.
2. Aspects of Exposure, Engagement, and Support, involves providing rich input through storytelling, songs, or reading aloud. Also ensures active participation using games, role-playing, or discussions that spark interest. And offers tailored feedback, modeling correct usage, and using visual aids to guide learning effectively.
3. Good Teaching of Speaking
Effective speaking lessons combine strategies, media, and materials. Role-playing real-life scenarios builds fluency, while videos or apps model pronunciation. Materials like flashcards or sentence starters help students practice structured speech while expanding vocabulary.
4. Storytelling with questions fosters active listening. Songs and rhymes develop rhythm and pronunciation awareness, while games like "Simon Says" improve focus on auditory instructions in a fun way.
5. In collaborative writing, children share ideas, negotiate meanings, and divide tasks like drafting or editing. Vygotsky’s theory emphasizes peer interaction as a way to scaffold learning, helping children develop writing skills through teamwork and discussion.
valentina priyanza 221230157 TBI E 1. Characteristics of Children in Language Learning & Teacher Strategies:
ReplyDeleteCharacteristics:
Spontaneous and Creative: Learn through play and exploration.
Focus on Meaning: More interested in what is being communicated than in grammar rules.
Error Tolerance: Not afraid to make mistakes when trying.
Short Attention Span: Needs varied and interesting activities.
Sensitive to the Environment: Absorbs language from interactions around them.
Teacher Strategies:
Play-Based Learning: Using songs, games, and interactive activities.
Focus on Communication: Encourage the use of language for real purposes.
Creating a Supportive Environment: Providing positive and non-judgmental feedback on mistakes.
Activity Variation: Presenting material in different ways to maintain attention.
Utilizing Real Contexts: Relating learning to children's everyday experiences.
2. Aspects of Optimal Language Learning (Exposure, Engagement, Support):
Exposure: Providing rich and varied access to the target language. This can be listening to stories, songs, conversations, or reading age-appropriate materials. The goal is for children to become familiar with the sounds, vocabulary, and structure of the language.
Engagement: Encourage active participation and interest in the learning process. Interesting, relevant, and interactive activities will motivate children to use language. For example, role-playing, group discussions, or creative projects.
Support: Provide assistance and guidance that is appropriate to the child's needs. This includes providing constructive feedback, modeling correct language use, and creating a safe and comfortable learning environment so that children are not afraid to try and make mistakes.
3. Good Speaking Teaching:
Teaching Strategy: Use communicative methods that encourage real interaction. Examples: role-playing (simulating everyday situations), storytelling (encouraging oral expression), group discussions (practicing expressing opinions and listening).
Media: Use interesting visual and audio aids. Examples: pictures, short videos, hand puppets (visualizing conversations), voice recordings (practicing pronunciation).
Material: Presenting topics that are relevant to children's interests and experiences. Examples: stories about family, pets, activities at school (make it easier for them to share experiences and use familiar vocabulary).
4. Student Activities that Encourage Learning Listening:
Listening to stories read by teachers or friends.
Following oral instructions in games or activities.
Singing songs and paying attention to the lyrics.
Watching short videos or cartoons and answering questions about them.
Participating in conversations and listening to what others say.
5. Children's Interaction in Collaborative Writing:
In collaborative writing, children interact through
Sharing Ideas: They exchange ideas and contribute ideas for the topic or content of the writing.
Negotiating: They discuss and reach agreements on word choice, sentence structure, or storyline.
Helping Each Other: They provide feedback, correct, and complete each other's writing.
Opinion Based on Theory:
Based on the theory of social constructivism (Vygotsky), social interaction plays an important role in learning. Collaborative writing creates a Zone of Proximal Development (ZPD) where children can achieve higher levels of understanding and skills through guidance and cooperation with peers or teachers. The process of sharing ideas and negotiating helps them construct shared meaning and develop writing skills more effectively than working alone. This interaction also trains their social and communication skills.
Nama: Zulfa
ReplyDeleteKelas: TBI 6B
NIM: 221230036
1. Youngsters who are learning a language are very curious, easily bored, and seek enjoyable, tangible activities. To address these traits, educators should design engaging lessons that incorporate games, songs, and visual aids to keep kids' attention and interest.
2. Exposure is when kids are exposed to language in a regular and organic way, as through stories or songs. When kids are very actively participating, like in role-playing or plain conversation, engagement happens. Support is the help that educators and the surroundings provide to make kids feel secure and comfortable while they are learning a language.
3. Good speaking skills Instruction is supplemented by tactics such as group discussions or role-playing, media such as interactive movies or graphics, and materials tailored to the child's aptitude level and interests. For example, children are invited to recite stories based on photos they have chosen themselves.
4. Children learn to listen through activities such as listening to songs, short stories, teacher directions, and word guessing games that involve complete focus on sound and meaning.
5. In collaborative writing, students talk to one another, share ideas, and assist each other write sentences. This aligns with Vygotsky's idea of the zone of proximal development, which states that children learn best through social interaction with peers.
ReplyDeleteAmalia Farid (2212230061) TBI 6B
1. Children have special characteristics in learning, such as liking fun activities, fast imitation, high curiosity, but are easily bored because their concentration is still short. To overcome this, teachers can use appropriate strategies such as educational games, singing, role playing, or guessing vocabulary. Visual and audio media such as pictures, videos and songs are very helpful for children's understanding. Teachers also need to vary learning methods, use body language and facial expressions, and provide praise and motivation to make children more enthusiastic about learning. With the right strategy, the learning process will be more effective and fun.
2. In language learning, there are three important aspects that must be considered, namely exposure, engagement, and support. Exposure means that children often hear or see the language being learned, such as through songs, stories, conversations, or spectacles. Engagement is the child's active involvement in the learning process, such as speaking, singing, role-playing, or answering questions. While support is support from teachers, parents, and the surrounding environment, whether in the form of motivation, help when struggling, or creating a fun learning atmosphere. These three aspects are important to implement together for optimal language learning.
3. To teach speaking skills, teachers need to pay attention to three main things: strategies, media, and materials. The strategies used should encourage students to actively speak, such as role play, question and answer, or group discussion. Interesting media such as pictures, videos, word cards, and applications such as Duolingo or Kahoot can make students more enthusiastic. Meanwhile, the material should be related to daily life, such as hobbies, food, family, or school, so that students can more easily understand and express it. If these three things are implemented well, learning speaking will be more effective and fun.
4. Listening skills can be practiced with fun and age-appropriate activities. Examples include listening to nursery rhymes in the target language, then mimicking the lyrics or answering simple questions. Listening to picture stories while looking at illustrations can also train concentration and comprehension. In addition, games like “Simon Says” are very effective for training children to understand oral instructions. With interesting and interactive activities, children will find it easier to learn to listen without getting bored.
5. When children work on writing assignments together, they usually chat, exchange ideas, and help each other. Sometimes they ask, “Is this word correct yet?” or “What if I change the sentence like this?” This kind of interaction makes them learn together, not only about writing, but also about cooperation and communication. According to Vygotsky's theory, children learn more effectively when they interact with others - especially peers who can help them understand things they haven't mastered on their own. When they write together, they fill in each other's gaps. For example, one child is good at coming up with ideas, while the other is more organized in writing. So they complement each other. For me, this kind of activity is really important because it not only trains writing skills, but also makes children accustomed to teamwork and more confident to convey their thoughts.
Nurhasanah 221230164
ReplyDeleteTBI 6E
1. Characteristics of Children in Language Learning and Teaching Strategies
Characteristics of children in learning languages:
Cognitive development is still ongoing: Children learn best through concrete experiences.
Enjoy playing and moving: Learning is more effective when it’s fun and playful.
Short attention span: Children can easily get bored with long or monotonous lessons.
Learn through imitation: They often mimic speech and actions from their surroundings.
Need emotional support: Children are more confident when they feel safe and supported.
Teacher strategies:
Use concrete and visual activities like pictures, songs, or role play.
Apply thematic learning connected to children’s daily lives.
Create active and interactive learning activities, such as games, songs, and storytelling.
Provide praise and encouragement to boost motivation and confidence.
Include repetition to help reinforce vocabulary and structures.
---
2. Aspects of Exposure, Engagement, and Support in Language Learning
Exposure: Children need frequent exposure to the target language through various forms (songs, videos, storybooks).
Example: The teacher plays English songs every morning.
Engagement: Children are actively involved in learning by speaking, answering, or acting.
Example: In a “Show and Tell” activity, children name classroom objects in English.
Support: Children receive guidance, positive feedback, and encouragement.
Example: When a child struggles with pronunciation, the teacher models the word slowly with gestures.
---
3. What Makes Speaking Instruction Effective?
Speaking instruction is effective when it includes:
Teaching Strategies: Use methods like role play, storytelling, or pair work to allow real communication.
Example: Students pretend to be a customer and cashier to practice dialogues.
Media: Use engaging media such as puppets, pictures, flashcards, or animated videos.
Example: A puppet asks the students questions, and they respond in English.
Materials: Materials should be age-appropriate and use relevant vocabulary.
Example: A topic like “favorite food” using simple sentences like “I like pizza.”
---
4. Student Activities That Encourage Listening Skills
Listening to picture books and answering questions.
Matching sounds to pictures (e.g., animal sounds).
Playing “Simon Says” to follow oral commands.
Listening to songs or chants and filling in missing words (gap fill).
Guessing games using sounds or object descriptions.
---
5. How Do Children Interact During Collaborative Writing?
When children write together, they usually:
Discuss and share ideas, then build sentences cooperatively.
Give feedback to each other and revise the writing as a team.
Show shared responsibility for their final product.
Supporting theory:
Sociocultural Theory (Vygotsky): Children learn better through social interaction. Collaborative writing enables scaffolding, where peers help each other.
Process Writing Approach: Writing is a process involving planning, drafting, and revising. Collaboration enriches this process.
Example: In writing a short story, one child suggests characters, another adds plot ideas, and they edit grammar and spelling together.
Cantika Khaerunnisa Wijaya
ReplyDelete221230063
TBI 6B
1. Children have unique characteristics when learning a language. They are active, curious, and enjoy learning by doing activities. They usually can’t focus for too long and easy to get bored , so they need fun and different kinds of activities to keep them interested. To help with these characteristics, teachers use different strategies:
- teachers have to understand children’s needs.
- plan lessons that are fun and interactive like using stories, games, songs, and group work to keep children active and involved.
- use mix technology with traditional learning, like using digital flashcards, videos, or pictures to make the lessons more fun and easier to understand.
2. Exposure means giving children lots of chances to listen to, see, and use the new language in real-life situations.
- Use English for greetings, simple instructions, and routine in the class.
Engagement means let children take part in fun and meaningful activities where they can use the language.
- Role-play: acting like going to the market, visiting the zoo, or having a picnic.
Support means helping children learn by giving them guidance, encouragement so they feel confident using the language.
- Help students speak by giving them easy phrases like “I like…” or “This is…” so they feel more confident to try.
- Cheer students while doing activity, so when they try or do something well, give kind words like “Good job!” or “I love how you said that!” to keep their spirits up.
3. A good speaking lesson for young learners has three important things: fun strategies, interesting media, and simple materials.
1. teachers can use fun speaking games such as ‘Role-Play’ and also drilling the vocabulary. In role play activity students act like someone else, such as a doctor, a police, or a waiter. For example, students can act like they are at a cafe and take turns being a waiter and a customer. This helps students practice real English they can use in everyday life.
2. teachers can use interesting media like videos, pictures, or sounds. For example, they can show a short cartoon where two friends are talking at the zoo. After watching, children can try to talk like the characters.
3. simple materials help students know what to say. Teachers can give dialogue scripts to help students start a conversation. This helps students practice without feeling nervous.
4. To help students improve listening skills, teachers can use fun and interactive activities. Here are a few examples:
• Simon Says: a game where students have to listen closely and follow instructions, but only if the command starts with “Simon says!” It helps students stay focused and understand the directions.
• Telephone Game: students take turns whispering a message from one person to the next. The goal is to keep the message the same to the end. It’s a silly and fun way to show how important it is to listen carefully and speak clearly.
5. When children write together, they start by sharing ideas. They talk and imagine the story together. As they write, they help each other with words. One might ask aboht how to spell the words, and others give the spelling. They also take turns in writing.
This learning is supported by a theory from Vygotsky. Social Constructivism, children learn best through interaction and play. When they write together, they are not only learning language, but also learning how to work with others, which is a key part of growing up. He said children learn better when they work together and help each other.
This comment has been removed by the author.
ReplyDeleteNazeera Fajriyanti Putri (221230062) TBI 6B
ReplyDelete1. Children in learning language have a variety of attitudes, for example: active, curious, learning while playing, short concentration, like to imitate and repeat, tend to think concretely. The strategies that teachers can use in dealing with these characters are: can use songs in learning so as not to get bored, use a variety of media, use physical activities to make them more active, and use simple and clear language.
2. Exposure is how often children are exposed to the target language, familiarize children with the sounds and vocabulary of the language being learned, involvement is the extent to which children are involved both emotionally, cognitively and physically in language learning activities and support means the teacher provides feedback and guidance when children experience difficulties.
3. Using a good strategy, the teacher can use a role play strategy where the age of children can be said to like role playing because it is not boring. Learning media uses a lot of pictures so that children can easily understand and can add videos, teaching materials must be adjusted according to their level
4. To train students to learn to listen, you can start with songs first and then listen to stories to make it more fun.
5. when children do writing activities with children we invite discussions together, listen to children's opinions, then share ideas according to sociocultural theory (lev vygotsky) social interaction is the key to learning.
Ahmad Darajat 221230052
ReplyDelete1. Children are active, imaginative, and learn through play and interaction. They are easily distracted and have short attention spans. To deal with these characteristics, teachers apply strategies such as using songs, games, storytelling, Total Physical Response (TPR), and visual aids. These strategies help children stay focused and enjoy learning while acquiring language naturally.
2. Exposure means giving children plenty of opportunities to hear and use the language in real contexts, such as through songs, videos, and classroom language. Engagement refers to involving students in interactive and meaningful tasks like games, role-plays, or hands-on activities. Support involves scaffolding students' learning with clear instructions, modeling, visual aids, and encouraging feedback. All three aspects work together to create an optimal and supportive language learning environment.
3. A good teaching speaking activity should be interactive, fun, and meaningful. For example, using a puppet to start a conversation can encourage shy students to speak. Teachers can use role-plays with simple dialogues, storytelling where students complete or continue a story, and games like "Find someone who..." to make speaking practice enjoyable and effective. These activities involve appropriate teaching strategies, use of media, and engaging materials.
4. Activities that promote children’s listening skills include listening to and singing songs, following simple instructions in games like Simon Says, listening to short stories with pictures, and watching educational videos with tasks such as identifying objects or answering questions. These activities help children understand spoken language and improve their listening skills in an enjoyable way.
5. In collaborative writing, children work together in pairs or small groups to create a piece of writing, such as a story or a dialogue. They discuss ideas, share vocabulary, and help each other with spelling or grammar. This interaction builds their language skills and teamwork. Based on Vygotsky's theory, peer interaction supports language development as children learn through social communication and shared problem solving.
Name : Ainun Jariyah
ReplyDeleteNim : 221230065
Class : TBI 6B
1. Describe the children’s characteristics in learning a language. How do teachers implement their teaching strategies to face these characteristics?
Children are active, easily distracted, love playing, have a strong imagination, and learn better through experience rather than abstract explanations. Teachers should use fun and interactive strategies like:
- Using songs, games, and movements
- Using visual aids like pictures or puppets
- Storytelling with engaging voice and expressions
Example: To teach animal vocabulary, a teacher can use the song “Old MacDonald Had a Farm” with animal sounds and pictures.
2. There are three aspects of exposure, engagement, and support in language learning. Elaborate each aspect to create an optimal learning situation!
Exposure: Students need to be frequently exposed to the target language. Teachers can speak in English, use posters, or play English videos.
Engagement: Students should be actively involved, such as through discussions, games, or singing.
Support: Teachers give guidance, encouragement, and scaffolding when needed. For example, helping students with difficult words or praising their efforts.
All three create a comfortable and motivating learning environment.
3. What makes a good teaching of speaking (from strategies, media, and materials)? Give examples!
Strategies: Use communicative activities like role plays, pair work, or storytelling.
Media: Use supportive media such as videos, pictures, or flashcards to stimulate conversation.
Materials: Use topics that are age-appropriate and relevant. For example, “My Favorite Food” for young learners using simple and familiar vocabulary.
Example: Show a cartoon, then ask students to retell the story using their own words.
4. What are students’ activities that promote children's listening skills?
- Listening to songs and filling the missing words
- Listening to short stories and answering questions
- Playing Simon Says or other instruction games
- Matching sounds with pictures (e.g., animal sounds)
These activities make listening fun and help children focus and understand better.
5. How do children interact while doing collaborative writing? Explain your opinion based on a proper theory.
Children usually discuss, share ideas, and write together. According to Vygotsky’s theory (Zone of Proximal Development), children learn more effectively when working with peers or getting help from others.
Example: When writing a story, one child gives the idea, another one writes, and they help each other with words or grammar. This process improves teamwork, critical thinking, and writing skills.
Name: Siti Nurhalimah
ReplyDeleteNIM : 221230045
Class : TBI 6B
1. Children today learn a language in a fun and active way. They love to play, move, and explore new things. Teachers should use creative strategies like games, songs, videos, and fun classroom activities to help them learn. The teacher also needs to give clear instructions and use media like pictures or flashcards to catch their attention.
2. There are three important aspects in language learning: exposure, engagement, and support. Exposure means children should hear or see English often, like watching cartoons or listening to songs. Engagement means students join the activities happily, like playing games or group work. Support means teachers help students when they have difficulties, like giving examples or guiding them step by step.
3. Good speaking activities for children use creative strategies, fun media, and interesting materials. For example, teachers can use role-play like pretending to go to a shop, or asking students to introduce themselves with a puppet. Teachers should also choose simple topics like family, food, or daily activities that students know well.
4. Activities that help children learn listening include listening to songs, playing games like "Simon Says," watching short videos, or listening to simple stories. These activities help students focus and understand the meaning of words in a fun way.
5. In collaborative writing, children work together in small groups. They share their ideas, help each other, and write a simple story or dialogue. This activity teaches students not only writing skills but also teamwork and communication skills.
This comment has been removed by the author.
ReplyDeleteThis comment has been removed by the author.
ReplyDeleteAlyza Salsabila Firdausy
ReplyDelete221230044
1. Children’s Characteristics in Learning a Language & Teacher Strategies
Children are curious, energetic, and have a strong ability to imitate. They often learn best through play, songs, repetition, and visual cues. They tend to have short attention spans and need variety in activities to stay engaged.
Teacher Strategies:
Use games, songs, and Total Physical Response (TPR) to maintain motivation.
• Incorporate storytelling and visuals to support comprehension.
• Be patient and use clear, simple language with repetition.
• Give positive reinforcement to build confidence.
• Create a safe and fun learning environment where mistakes are part of learning.
2. Exposure, Engagement, and Support in Language Learning
Exposure: Children need to be exposed to rich and meaningful language input. This can come from stories, teacher talk, classroom English, songs, and videos. The more they hear the target language, the more familiar it becomes.
Example: Using English daily in classroom instructions.
Engagement: Students should be emotionally and cognitively involved. Tasks should be interesting and age-appropriate. When learners are engaged, they are more motivated and better retain the language.
Example: Role plays or interactive games like “Simon Says.”
Support: Learners need scaffolding to succeed. Teachers should model tasks, give clear instructions, and provide help as needed. Peer collaboration is also a form of support.
Example: Giving sentence starters or using gestures to help understanding.
3. Good Teaching Speaking: Strategies, Media, and Materials
Strategies: Use pair or group work, role play, and dialogues to encourage practice. Allow for mistakes and focus on fluency over accuracy at early stages.
Example: Role-playing a conversation in a restaurant.
Media: Visual aids, puppets, flashcards, or videos can help support understanding and make speaking activities more fun.
Example: Using a video clip of a dialogue and then asking students to reenact it.
Materials: Contextual and relatable materials (like daily conversation topics, pictures, or short scripts) help learners speak with a purpose.
Example: Picture cards showing emotions or places for creating dialogues.
4. Students’ Activities That Promote Learning Listening
Listening to short stories or fairy tales.
• Playing “listen and do” games like TPR.
• Listening to and singing along with songs.
• Completing tasks based on what they hear (e.g., color the item you hear).
• Watching short animated videos and answering simple questions.
These activities help improve students’ comprehension and ability to follow spoken language.
5. Children’s Interaction During Collaborative Writing
According to Vygotsky’s Zone of Proximal Development, collaborative writing allows children to support one another, combining ideas and language knowledge. They negotiate meaning, correct each other, and learn socially.
Example: When writing a story in groups, one child may suggest the plot, another may correct the grammar, and another may decorate the paper. They use peer interaction to construct language knowledge actively.
Collaborative writing helps develop social, cognitive, and linguistic skills in a natural, engaging way.
Name: Nino Farisul Afif
ReplyDeleteNim: 221230035
Class: Tbi 6B
1. Children’s Characteristics & Teaching Strategies:
Children are active, get bored easily, love to play, and learn through experience. Teachers should be creative using songs, games, stories, visuals, and positive reinforcement to keep them motivated.
2. Exposure, Engagement, Support:
Exposure: Frequent contact with English (songs, stories, etc.).
Engagement: Involve children in fun activities (role plays, singing).
Support: Teachers give clear instructions, examples, and emotional support.
3. Good Speaking Teaching:
Use fun strategies (role play), engaging media (puppets, pictures), and relatable materials (family, animals).
Example: children play a shopping game using puppets.
4. Listening Activities:
Listening to stories, songs, guessing games, or following commands helps children understand through sounds and context.
5. Collaborative Writing:
Children discuss, share ideas, and help each other write. According to Vygotsky, this helps them learn better through social interaction.
Name : Sri Handayani
ReplyDeleteNIM : 221230047
Class : TBI 6B
1. Children’s characteristics in language learning and teaching strategies:
Children are generally active, playful, quick to imitate, and full of curiosity. They tend to understand concrete things more easily than abstract concepts and can quickly become bored. Therefore, teachers should use fun and engaging strategies such as songs, games, stories, and physical activities. Media like pictures, puppets, and flashcards are helpful in attracting their attention. Giving praise and encouragement is also important to build their confidence and motivation in learning.
2. Exposure, engagement, and support in language learning:
Exposure means giving children regular access to the target language in daily situations. For example, a teacher can use English in simple classroom instructions like “Stand up” or “Let’s play.”
Engagement involves encouraging children to participate actively in learning activities such as singing, role-playing, or practicing dialogues. This helps them connect more deeply with the language.
Support refers to the help provided when children face difficulties. Teachers can guide them using visuals, examples, or gentle corrections to make them feel safe and confident when trying to use the language.
3. What makes speaking instruction effective:
In terms of strategy, teachers can apply activities like role plays, small group discussions, and speaking games that motivate children to speak. For example, they can act out a conversation between a seller and a buyer.
For media, teachers can use pictures, puppets, or short videos that illustrate the context and vocabulary. One example is letting students watch a short cartoon and repeat the dialogue.
Regarding materials, they should be relevant to children’s daily lives, such as topics about family, food, or animals. For instance, children can describe their pets using simple sentences.
4. Activities that promote listening skills:
- Singing songs in English that include movements
- Playing Simon Says to follow instructions
- Listening to short stories and answering questions
- Guessing pictures based on spoken descriptions
- Drawing or coloring based on oral instructions
5. Children’s interaction in collaborative writing tasks:
When children write together, they usually discuss ideas, share tasks, and build sentences as a team. They support each other and learn from one another. This reflects the Zone of Proximal Development theory by Vygotsky, which emphasizes that children learn better with assistance from others, including peers. Collaborative writing also helps children develop teamwork, communication, and critical thinking skills.
This comment has been removed by the author.
ReplyDeleteName : Sifa Herawati
ReplyDeleteNIM : 221230048
Class : 6B TBI
1. Children have unique abilities in language learning, such as rapid vocabulary development and bilingual ability. Teachers can support this process by creating language-rich environments, using hands-on methods, and providing support for grammar and vocabulary through repetition and contextual tasks.
2. - Exposure: Consistent interaction with the target language through media, conversation, and immersive environments.
- Engagement: Active participation in discussions, language games, and collaborative learning increases motivation.
- Support: Support in the form of scaffolding, feedback, and personalized instruction aids better understanding.
3. Good speaking lessons include interactive strategies such as discussion and role-play, use of relevant media (video, audio, online platforms), and authentic and engaging materials.
Good speaking instruction incorporates:
- Teaching Strategies: Student-centered, interactive, with communicative activities (role-play), discussion/debate, constructive feedback, and collaboration.
- Media: Relevant and engaging, such as videos/films, audio, images/cards, and online platforms.
- Materials: Relevant to students' interests, authentic texts, structured tasks, and diverse.
The combination of the three creates a learning environment that supports and motivates students to develop speaking skills.
4. Student activities that support children's listening learning include a variety of interactive methods. One of these is story listening, where children focus on comprehension through the story being read. Songs and rhymes also play a role in introducing the sounds and rhythms of language. Listening games like Simon Says or Telephone Game help improve concentration. In addition, following instructions trains comprehension through oral direction based tasks. Audio-based activities such as audiobooks or podcasts provide exposure to different accents and intonations. Role-playing and dialog help students practice listening in real conversations. Picture dictation is a creative way in which students draw pictures based on the descriptions they hear. Call-and-response in songs or stories encourages active interaction. Listening quizzes are also useful for testing comprehension after hearing a text or dialog. Finally, interactive storytelling involves students in completing or predicting the story, making listening learning more interesting and effective for children.
5. Children interact dynamically during collaborative writing, combining social, cognitive, and linguistic processes. Guided by Vygotsky's Zone of Proximal Development (ZPD), collaborative writing allows children to learn from peers with higher skill levels, fostering critical thinking and creativity through shared problem-solving and idea exchange. They articulate ideas, negotiate meaning, and refine their writing skills in a structured environment, often using tools like group discussions or shared documents. Collaborative writing also enhances social interaction and emotional regulation, as children learn to manage conflicts, share responsibilities, and build relationships. Furthermore, scaffolding by educators ensures that children progressively understand text features and organizational structures, leading to improved fluency and ownership of their written work. This approach not only develops writing skills but also nurtures cooperation and mutual respect among peers.
NAJMI NAILA
ReplyDelete(221230022)
TBI 6A
Bismillah.
(1) Characteristics of Children in Language Learning
Children are naturally curious and motivated to communicate, which facilitates language acquisition. Their learning is often egocentric, as described by Piaget (Heo et al., 2011). The language input they receive plays a key role, especially when it is interactive and socially contingent (Ramírez‐Esparza et al., 2014; Schwab & Lew‐Williams, 2016). Teachers can align with these traits by creating interactive environments through collaborative and play-based learning (Foushee et al., 2022).
(2) Three Key Aspects: Exposure, Engagement, and Support
Effective language learning environments rely on exposure, engagement, and support. Exposure refers to opportunities to hear and use language meaningfully through activities like storytelling and games (Schwab & Lew‐Williams, 2016). Engagement involves children’s active participation in tasks like group discussions and role-playing (Ramírez‐Esparza et al., 2014). Support is provided through scaffolding, tailored to individual needs (Hartas, 2012).
(3) Speaking Instruction Strategies
A good approach to teaching speaking includes cooperative strategies to build fluency and confidence (Gjems & Sheridan, 2015), media such as videos or audio clips to model pronunciation and intonation (Ghaderpanahi, 2012), and materials like picture books and storytelling apps to stimulate communication (Foushee et al., 2022).
(4) Listening Skill Development Activities
Listening skills can be improved through interactive storytelling, which promotes active listening (Hadijah & Shalawati, 2016), songs and rhymes that enhance memory and phonemic awareness (Ghaderpanahi, 2012), and listening-comprehension tasks that train children to process spoken language (Hadijah & Shalawati, 2016).
(5) Collaborative Writing and Literacy Development
Collaborative writing supports literacy by encouraging social interaction, idea sharing, and feedback (Gort & Sembiante, 2015). Vygotsky’s Social Development Theory emphasizes the role of social interaction in learning (Heo et al., 2011). It also promotes critical thinking and teamwork (Lyesmaya et al., 2022; Gort & Sembiante, 2015).
(6) Conclusion
Understanding children’s language learning characteristics and applying exposure, engagement, and support strategies enhances instruction. Activities that promote listening and collaboration further enrich the language learning experience.
Name: Ahmad Refan
ReplyDeleteNIM: 221230016
Class: TBI 6A
Answer
1. Children’s Characteristics in Language Learning
Children are curious and active learners. They learn language best through listening, copying, and playing. Fun activities like songs, games, and stories help them understand new words and sentences. They are not afraid of making mistakes, so they’re more willing to try. Teachers can support this by using simple instructions, repeating key phrases, using visual aids, and creating a fun and supportive classroom.
2. Exposure, Engagement, and Support
Exposure: Children need to hear and see the language often—through songs, stories, videos, and daily classroom talk.
Engagement: Kids learn better when they’re interested. Fun activities like games, group work, and storytelling make them excited to learn.
Support: Teachers guide students by giving examples, correcting gently, and encouraging them. Support helps children feel safe and confident to try speaking or writing.
3. Good Speaking Activities (Based on Strategies, Media, and Materials)
Strategies: Use pair work, group talks, role-plays, and interviews to make students practice real speaking.
Media: Videos, songs, or apps help students see and hear how native speakers talk. It makes learning more real and fun.
Materials: Use pictures, word cards, or real objects. For example, students can describe a picture or talk about their favorite food using prompts.
4. Listening Activities for Children
Songs: Kids love singing. It helps them remember new words easily.
Story Listening: Teachers read simple stories and ask questions after.
Listen and Do (TPR): Kids listen and act, like "Touch your nose!" It’s fun and builds understanding.
Games: Games like "Simon Says" or "Sound Bingo" make listening exciting.
Audio Clips: Play short conversations and ask kids to find names or numbers—they learn to listen for details.
5. Collaborative Writing for Children
When children write together, they share ideas, help each other, and work as a team. One child might write while others give suggestions. This builds writing and social skills. According to Vygotsky’s theory, children learn best with help from others. Working together helps them grow more confident and independent.
Name: Dahlia
ReplyDeleteNIM: 221230034
Class: 6 TBI B
1. Children are curious, but also easily bored. They prefer to learn through fun activities such as playing or singing. In addition, they cannot focus for long periods of time, so teachers must be creative in developing learning strategies. One way is to use visual media such as pictures, songs, or videos. Teachers can also invite students to play while learning or role play to keep them active and feel that learning is fun. The learning approach should also be interactive and flexible, not too rigid.
2. There are three important aspects of language learning, namely
- Exposure: Students need to see and hear the foreign language frequently in real contexts, such as through stories, songs or conversations. The more often they are exposed, the faster they can absorb the language.
- Engagement: Students should be actively involved in the learning process. For example, through discussion, role-play, or group work. This makes them more enthusiastic and understand the lesson more deeply.
- Support: Teachers should provide enough guidance so that students feel supported. In addition, support can also come from peers, for example during group work where they help each other to understand the material.
3. Effective teaching of speaking skills can be analyzed through three main aspects:
1. Strategy: In developing speaking skills, the strategies used should encourage direct interaction among students, not just memorization. Examples of effective strategies include group discussions, question and answer sessions and short presentations.
2. Media: The use of engaging media will increase students' motivation in the learning process. For example, the use of entertaining videos or interactive apps can support discussions. Audio-visual media plays an important role in helping students understand the context of spoken language.
3. Materials: The materials taught should be relevant to students' daily lives. Topics such as hobbies, favorite foods, or daily activities are examples of materials that are easier for students to understand and express.
4. To ensure that students' listening skills are well practiced, some effective activities include:
- Filling in the missing lyrics (fill in the blank).
- Watching a short video and answering related questions.
- Listening to a story and reassembling the sequence.
- Playing a guessing game using voice prompts.
5. When children do collaborative writing activities, they tend to brainstorm, discuss and even argue about which sentence is better. Through this process, they not only learn about the importance of cooperation, but also gain knowledge from their peers. In Vygotsky's theoretical framework, this activity falls under sociocultural theory, where learning occurs through social interaction. By helping and supporting each other, the writing process becomes more meaningful and fun for the children.
Naila Aulia
ReplyDelete221230039
TBI-6B
1. Children's characteristics in language learning and how teachers deal with them
Children have unique characteristics in learning a language. One of them is imperfect pronunciation (like lisping or being influenced by their local accent). They also tend to learn fast from what they hear and are more active in learning by doing.
According to Vygotsky's Sociocultural Theory, children learn language better through social interaction, especially when they get help from others (like teachers or friends). This is called the Zone of Proximal Development (ZPD).
So, teachers can:
- Create a fun and interactive learning environment,
- Use methods like Total Physical Response or role play,
- Give positive feedback and guide children step by step in pronouncing words.
2. Exposure, Engagement, and Support
Exposure: This means giving students many chances to hear and see the language. For example, the teacher can use songs, videos, or simple English instructions in class.
Engagement: This is about how students get involved in the learning process. It can be through games, storytelling, or hands-on activities that make them excited to learn.
Support: Teachers give help and encouragement so students feel safe to try and learn more. This can be in the form of correcting mistakes gently or giving praise.
3. What makes good teaching speaking (from strategies, media, materials)
Good speaking activities for children should be fun, simple, and interactive. Based on the three aspects:
Strategy: Use pair or group work to let children practice speaking with friends (like role play or simple conversations).
Media: Use pictures, puppets, or videos to make speaking more interesting.
Materials: Use familiar topics and easy words (like family, animals, or school).
For example, children can act out a simple dialogue using puppets, or play a guessing game using flashcards. This way, they practice speaking in a natural and fun way.
4. Students' activities that promote listening
One effective activity is singing together. Songs help children learn new vocabulary and improve their listening skills. They can also do activities like:
- Listening to short stories and answering simple questions,
- Playing "Simon Says",
- Matching sounds to pictures.
These activities make children focus and listen carefully while having fun.
5. Collaborative writing and how children interact
In collaborative writing, children work in pairs or groups to write something together (like a story or a poster). According to the Constructivist Theory (like Piaget and Vygotsky), children learn better when they work together and share ideas.
In this activity:
- They discuss what to write,
- Share their opinions,
- Help each other with vocabulary or spelling.
It helps build teamwork, writing skills, and confidence.
Roja Arribath Eka Daep
ReplyDelete221230066
TBI 6B
1. Please describe about the children’s characteristics in learning a language. How do the teachers implement their teaching strategy to face those characteristics?
Children's characteristics in learning language include: active, cheerful, playful, curious, but easily bored. Therefore, teachers need to use strategies such as songs, games and stories to engage children in a fun way. Activities should also cover all four language skills (listening, speaking, reading, writing) and be adapted to the way children learn.
2. There are three aspects of exposure, engagement, and support in language learning. Elaborate each aspect to create learning situation optimally!
In language learning, there are three important aspects:
- Exposure: Children often hear/see English through songs, videos or teacher instructions.
- Engagement: The child is involved in interesting activities such as singing, playing, or making crafts.
- Support: The teacher provides assistance such as pronunciation examples, supporting pictures, and a safe atmosphere so that children are not afraid to make mistakes.
3. What makes a good teaching speaking (taken from the three aspects of teaching strategies, media, and materials)? Explain your idea with the examples!
Good speaking instruction includes:
- Strategy: Interactive, fun, and simple. Examples: question and answer, drilling short sentences.
- Media: Using pictures, songs, videos, or puppets to attract attention and help the child speak.
- Materials: Should be appropriate for the age and experience of the child. Example: introducing oneself, naming colors, or hobbies.
4. What are students' activities that promote children to learn listening?
Listening activities for children: listening and following commands (“Touch your nose”), songs, picture stories, charades, matching sounds with pictures, and sentence repetition.
5. How do children interact while doing a colaborative writing? describe your opinion about it based on the appropriate theory.
In collaborative writing, children discuss with each other, give ideas, and work together. This is in accordance with Vygotsky's theory of learning through social interaction and peer assistance (ZPD). Children help each other, for example, one writes, one draws, and one gives story ideas.
Muhammad alif sidki
ReplyDelete221230055
TBI 6B
1.Please describe about the children’s characteristics in learning a language. How do the teachers implement their teaching strategy to face those characteristics?
Children's characteristics in learning language include: active, cheerful, playful, curious, but easily bored. Therefore, teachers need to use strategies such as songs, games and stories to engage children in a fun way. Activities should also cover all four language skills (listening, speaking, reading, writing) and be adapted to the way children learn.
2.Exposure, Engagement, and Support
Exposure: This means giving students many chances to hear and see the language. For example, the teacher can use songs, videos, or simple English instructions in class.
Engagement: This is about how students get involved in the learning process. It can be through games, storytelling, or hands-on activities that make them excited to learn.
Support: Teachers give help and encouragement so students feel safe to try and learn more. This can be in the form of correcting mistakes gently or giving praise.
3.Good Speaking Activities (Based on Strategies, Media, and Materials)
Strategies: Use pair work, group talks, role-plays, and interviews to make students practice real speaking.
Media: Videos, songs, or apps help students see and hear how native speakers talk. It makes learning more real and fun.
Materials: Use pictures, word cards, or real objects. For example, students can describe a picture or talk about their favorite food using prompts.
4.Listening Activities for Children
Songs: Kids love singing. It helps them remember new words easily.
Story Listening: Teachers read simple stories and ask questions after.
Listen and Do (TPR): Kids listen and act, like "Touch your nose!" It’s fun and builds understanding.
Games: Games like "Simon Says" or "Sound Bingo" make listening exciting.
Audio Clips: Play short conversations and ask kids to find names or numbers—they learn to listen for details.
5. Collaborative Writing for Children
When children write together, they share ideas, help each other, and work as a team. One child might write while others give suggestions. This builds writing and social skills. According to Vygotsky’s theory, children learn best with help from others. Working together helps them grow more confident and independent.