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All Journal International Conference on Education and Language (ICEL) Yaa Bunayya : Jurnal Pendidikan Anak Usia Dini
Iin Inawati
STKIP Muhammadiyah Pringsewu Lampung
Humanities Education Social Sciences Other

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Teaching Speaking to Young Learners Through Role Play Iin Inawati
International Conference on Education and Language (ICEL) Vol 1 (2014): 2nd ICEL 2014
Publisher : Bandar Lampung University (UBL)

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (571.975 KB)

Abstract

Role play is a potential activity which gives change for the students to enhance their  speaking performance in a meaningful context. This study tries to investigate how the role play is implemented in teaching speaking in kindergarten context. Further, it also attempts to find out the kinds of speaking performance produced by the students during the teaching learning process. An exploratory case study research design was used in this study while the participants of this study were 22 students whose ages range between 5 and 6 years old. The data were gleaned from classroom observations, observation rating scale, and students’ daily learning records. Analysis of the data shows that teaching speaking to young learners in this study is conducted by implementing the sequence of activities that generally can be divided into three main stages, i.e. the activities before, during and after role play. The first stage is carried out as preparation to conduct the role play in the second stage while the last stage is conducted as a reflection from the teacher and students about the language which has been learnt and also about the teaching learning process. The other result from data analysis shows that the students can produce three kinds of speaking performance during the teaching learning process, these include: naming objects, producing simple sentences, and getting involved in a dialog. By conducting role play, the students are able not only to memorize and mention the word regardless its context but also use the language in meaningful contexts. 
PRINSIP DAN TEKNIK PENGAJARAN BAHASA INGGRIS UNTUK ANAK USIA PRA-SEKOLAH Iin Inawati
Yaa Bunayya : Jurnal Pendidikan Anak Usia Dini Vol 2, No 1 (2018): Yaa Bunayya : Jurnal Pendidikan Anak Usia Dini
Publisher : Fakultas Ilmu Pendidikan Universitas Muhammadiyah Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24853/yby.2.1.11-18

Abstract

Pengajaran bahasa Inggris untuk anak di Indonesia semakin berkembang, bahkan bahasa Inggris sudah dikenalkan di taman kanak-kanak baik di kota maupun di desa. Demi tercapainya kesuksesan dalam mengajarkan bahasa Inggris untuk anak, khususnya usia pra-sekolah, guru harus memiliki pengetahuan tentang karakteristik belajar anak yang nantinya mempengaruhi teknik pengajaran bahasa Inggris untuk anak yang sesuai dengan karakteristik belajar anak. Karakteristik tersebut antara lain: 1) anak-anak belajar dari pengalaman fisik (learning by doing); 2) anak-anak mengalami kesulitan membedakan konsep konkret dan abstrak; 3) anak-anak dapat berkonsentrasi hanya dalam rentang waktu yang singkat; 4) anak-anak belajar dengan cara yang menyeluruh;  dan 5) anak-anak menyukai pengulangan. Dengan mengetahui karakteristik belajar anak maka guru diharapkan dapat menerapkan teknik mengajar yang menarik, misalnya bernyanyi, permainan, bercerita, role-play, atau TPR sehingga prinsip bermain sambil belajar bagi anak pra-sekolah dapat diterapkan dengan sebenar-benarnya.
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