BUKU JAWABAN UJIAN (BJU)

UAS TAKE HOME EXAM (THE)

SEMESTER 2021/22.2 (2022.1)

Nama Mahasiswa : PURNAMA SASPU

Nomor Induk Mahasiswa/NIM : 041619865

Tanggal Lahir : 10 SEPTEMBER 1991

Kode/Nama Mata Kuliah : PBIS4429/ENGLISH FOR CHILDREN

Kode/Nama Program Studi : 58/PENDIDIKAN BAHASA INGGRIS

Kode/Nama UPBJJ : 19/BENGKULU

Hari/Tanggal UAS THE : 26 JUNI 2022

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KEMENTERIAN PENDIDIKAN, KEBUDAYAAN

RISET, DAN TEKNOLOGI
UNIVERSITAS TERBUKA
 BUKU JAWABAN UJIAN UNIVERSITAS TERBUKA

Surat Pernyataan Mahasiswa

Kejujuran Akademik

Yang bertanda tangan di bawah ini:

Nama Mahasiswa : PURNAMA SASPU

NIM : 041619865
Kode/Nama Mata Kuliah : PBIS4429/ENGLISH FOR CHILDREN
Fakultas : KEGURUAN DAN ILMU PENDIDIKAN
Program Studi : PENDIDIKAN BAHASA INGGRIS
UPBJJ-UT : BENGKULU

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pekerjaan saya).
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dengan aturan akademik yang berlaku di Universitas Terbuka.
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Demikian surat pernyataan ini saya buat dengan sesungguhnya. Apabila di kemudian hari terdapat
pelanggaran atas pernyataan di atas, saya bersedia bertanggung jawab dan menanggung sanksi akademik
yang ditetapkan oleh Universitas Terbuka.
Bengkulu, 26 Juni 2022

Yang Membuat Pernyataan

PURNAMA SASPU
1. Piaget divided children's cognitive development in four stages, each of the stages represent a new
way of thinking and understanding the world. He called them
(1) sensorimotor intelligence,
(2) preoperational thinking,
(3) concrete operational thinking, and
(4) formal operational thinking.

2. English for Young Learners in Sweden:Activities, materials and language usein the classroom
Thorsten Schröter & Karin Molander Danielsson
Abstract
Like almost everywhere else, the role and the status of the English languagehave been increasing in
Swedish society, including the education system. Allstudents in Swedish schools receive some more
or less formal instruction inthe English subject by the time they are in third grade, though very
manyare exposed to the language even earlier, both at school and outside of it.Despite these
circumstances, we seem to know very little about the realitiesof English for young learners (EYL)
instruction at Swedish primary schools,e.g. regarding the following aspects: What activities do the
teachers organ-ize in their English classes? What materials do they work with and how?In what ways
and to what extent do they use the target language, English?The present contribution reports on the
results of two small studiesaddressing precisely these issues, among others. The first study is
basedon a number of actual observations and recordings of EYL lessons frompreschool class to
grade 3, followed by interviews with the respectiveteachers; the second is based on a questionnaire
with a broader range ofprimary school teachers.The results suggest that some commonly promoted
recommendations inthe literature regarding EYL are not generally followed by many EYL teach-ers in
Sweden. For example, when it comes to the use of English vs. Swedishin the English classroom, the
share and quality of the target-language input,not least from the teachers themselves, might well be
enhanced. In addi-tion – and this aspect is related to the previous one – EYL instruction and
itsefficiency could be expected to benefit from contextualizing the classroomactivities and
communication to a greater extent, e.g. by using children’sliterature of various kinds and engaging in
meaningful interaction about it.
Keywords
English for Young Learners, English as a Foreign Language, classroom in-teraction, target language
use, activities, materials, children’s literature,contextualized language teaching, primary school,
Sweden
3. This combination means that you'll have to pay particular attention to the way you present
information and engage students. Engagement and fun is key to setting a strong foundation for their
future education.
1. Turn lessons into songs
Every English learner, both native and not, is familiar with, at the very least, one classic jingle.
Yes, the ABCs are what we turn to for a reminder of what letter comes after Q. Although the
middle part (something about eliemenopee?) requires a bit more brain power, the song offers
English speakers a comfortable reference point for all their alphabetical needs.
Turning vocab, grammar, and dialogues into catchy tunes is a fabulous method for teaching
nglish to young learners. If you're reviewing common material, try turning to YouTube to see if
there's already a suitable song out there. Otherwise, you can hone your inner Beethoven to
compose a musical masterpiece using the tune of another easy song, such as Twinkle Twinkle
Little Star.

2. Create visual diagrams to illustrate new vocabulary

Head, shoulders, knees, and toes. These are a whole lot easier to point out on a smiling stick man
than to write out in a vocabulary list. Visual devices provide a double whammy, too. Students can
enjoy coloring or even adding on to pictures, while also absorbing what the new words they are
learning look like.
Highlighting, underlining, and circling are all common visual tricks adults use to recall snippets of
information. Creating visual diagrams is the same basic idea, so that the little ones can start to
visualize what English looks like. As a bonus, students can more easily locate learning aids with
distinct colors and illustrations among their folders of messy papers.

3. Encourage mnemonic devices to memorize grammar rules

Please Excuse My Dear Aunt Sally, or PEMDAS, is a popular mnemonic device for recalling the
order of operations in math. When it comes to teaching English to children, memory aids make it
easier to remember hard-to-spell words or complex grammar points. Whether that means creating
a mnemonic device in students' native languages or breaking it down into simpler English words,
the goal remains the same: better memory!
A useful mnemonic for all levels of English learners is "-i before -e, except after c". Once you can
get your students to recite that phrase on command, expect those pesky i/e spelling mistakes to
poof away!
4. Theme-based learning is a method of education that makes perfect sense. At the same time, it’s
obviously very different to how you and I learned, so it’s natural to compare one with the other to
make sense of it.
Essentially, theme-based learning treats learning very differently from traditional subject-based
learning.
Firstly, theme-based learning considers the application of academic skills as a necessity. Language
arts, math and the fine arts are skills that allow us to understand and express thoughts; they can be
applied to any theme regardless of the topic.
Writing, reading, and drawing for the sake of it isn’t something you’ll find in a theme-based
classroom. They are all done for a reason.
In contrast, subject-based learning generally falls into the trap of treating education as learning for
the sake of learning, something to acquire for taking tests.
While there are different degrees to which you can immerse your class in a theme (themes within
subjects – themes across separate subjects – etc.), true theme-based learning completely eliminates
the concepts of ‘subjects’.
A school using this level of theme-based learning will make no mention of ‘math’ or ‘science’ on their
daily schedule, because those skills are embedded into the themes.
Secondly, in theme-based learning, education should have real-world application in the way that the
learning takes place. This means that a child is empowered to use their education to make real-life
changes to themselves, their community and perhaps even the world.
Lastly, theme-based learning treats factual knowledge as interconnected and complex. If you want to
study about environmental pollution, you have to consider not just scientific matters, but also social
studies (i.e. issues related to people).