Structured Task

1. Based on the theories you have learned about teaching speaking to young learners, what is your first consideration on teaching them?

My first consideration while teach speaking to young learners is their character, it characteristics include cognitive, psychomotor and affective aspects of children. I supposed to be make a comprehensive survey (not only through a professional judgment). It is important to measure the level of young learners in our classroom and be a reference for considering the material to be given. So that the material provided will more optimal and match. For example, refer to Phillips (1993, p. 34) "YL (s) love to have little conversations, sing songs, and learn short phrases". In this case, a teacher need to choose the best little conversation theme and it needs affective aspect data of young learners, for that metter survey will become as a tools to help a teacher reach more effective and efficient teaching speaking activity.

Likewise, survey is a tools to select the best song that our students like and also can serve as an indicator to reconstruct learning models. Teacher must be a smart chooser in their classroom especially in selecting the material, and those choices will more appropriate if supported by data. In this case is characteristic of their student.

2. Why can speaking be integrated with listening activites?

Because listening and speaking are a unity to facilitate someone in learning languages. Simply put, people need to hear in order to speak, a person will have difficulty achieving good pronunciation without the contribution of good listening. although it is possible to read a pronunciation tutorial (without do a listening activity) but it would not effective.

Speaking and listening are integrated and become a two interrelated and interconnected components in language.

3. From the practices of teaching speaking to young learners, choose one of them and please tell me about the procedures detail.

Honestly I'm still looking for new breakthroughs and new methods specifically for teaching speaking to young learners in Indonesia, I think there must be one activity that can unite "listen & doing", "listen & repeat", and "listen and arrange" as has been explained, but specifically there are 3 more methods namely : listen and tell, listen and respond, listen and guess. I believe that these 6 things are collage that have a great effectiveness in learning speaking activiy.

In practice I will use the help of digital animation in the form of monologue videos with and appropriate level for my our student. The procedures detail is :

• Instruct young learners to watch the monologue videos.
• In the first minute I will pause the video. And ask the children about the content in the video. (Listen and Respond) it helps more effective learning because it can stimulate the affective side of children.
• Monologue videos usually have a lot of Q&A portion. The main characters in the video will ask questions like:

what is your name? or
do you know who i am? or
do you know what is it? or
what color is it?

(such as the dora explorer cartoon in the part when she is looking for something)

• Monologues videos also often provide instructions, for example in Dora's cartoons : say map!

I would add another instrucstion like :
Louder ...
One more ..
Good Job..

• Instruct young learner to forwarding my question to their friend. 

For example, is there a pink thing here? try to search!

In essence, a monologue video is completely helpful, because it has an imaginative effect which in my opinion will help the class conducive and include 6 elements that exposed before (listen & tell, listen & doing, listen & repeat, listen & guess, listen & respond, listen & arrange).

And it would be better if the monologue video with a firm context embedded because using familiar situations and characters, real-life conversations are more useful in learning language. Context reduces language abstractly, isolated sentences, not connected will be much more easily tolerated by children mind and it's going in line with Arnold (2016) that has suggested in this regard that listening can be made more comprehensible by using exaggerated intonation to hold the child’s attention, emphasizing key words, presenting the topics that are familiar to the child, repeating and paraphrasing frequently, and keeping sentences short and grammatically simple and they also need to be encouraged to communicate through purposeful, real here-and-now experiences (Cameron 2001; Pinter 2011).

Dhilal Ahmad Sobarudin

2B (2109180073)