CHILD-CENTERED LEARNING AND LESSON

PAPER

BY:
MOCHAMMAD GHUZAINU N (21821073126)
TRISNAWATI H. RAHMAN (21601073087)
RIZKI IKA SAPUTRI (21601073086)

UNIVERSITAS ISLAM MALANG

FAKULTAS KEGURUAN DAN ILMU KEPENDIDIKAN
PROGRAM STUDY PENDIDIKAN BAHASA INGGRIS
MARET 2019

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 TABEL OF CONTENTS
TABLE OF CONTENTS ........................................................................ 2
COVER ................................................................................................... 1
CHAPTER 1 INTRODUCTION ............................................................ 3
1.1 BACKGROUND .............................................................................. 3
1.2 STATEMENT OF PROBLEMS....................................................... 3
1.3 OBJECTIVES ................................................................................... 4
CHAPTER 2 DISCUSSION ................................................................... 5
2.1 CHILD CENTERED LEARNING ................................................... 5
2.2 THINKING & LEARNING IN CHILD-CENTERED
LEARNING ............................................................................................ 6
2.3 PERSONAL INVOLVEMENT ........................................................ 7
2.4 CHILD CENTERED LESSON ........................................................ 9
CHAPTER 3 CONCLUTION ................................................................ 12
3.1 CONCLUTION................................................................................. 12
3.2 SUGGESTION ................................................................................. 12

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 CHAPTER 1
INTRODUCTION
1.1 BACKGROUND

Language is tool of communication or symbol to communicate with other. By using

language, a human can express their idea through symbol to have communication with
other-share information with others. As we know nowadays there are so many languages
used across the globe, but only one language used as international communication, it is
English. Since England started their expansion widely, the English language becomes a
tool to communicate with others, furthermore learning English was easy at that time,
people used English to communicate-information exchange, these days many journals or
articles are written in English. As argued by Crystal (2003) he mentioned there were more
than 1,5 billion English speakers in this world, moreover English has grown 2,5 times in
area where English as second language. There are more than fifty percent of the world
population speaks English nowadays. Thus, it is really important to master English, since
it becomes global language.
English is called as foreign language in Indonesia, stated by Harmer (2007), students
were learning English in order to use it with other people across the globe that used
English or we can call as EFL (English Foreign Language). In EFL context, English is
learned as second language or a language is taught after student or people learn second
language. English learner comes from many kind of level in Indonesia, from adult until
child. It is very essential these days to master English since early age, so there are some
schools adds the English subject to be learned from fisrt level of school or kindgarten. In
the level of kindgarten or primary school, the learner is children, so it takes some efforts
or different treatments while teaching them. Children can be categorised as young learner,
they have characeristics, behaviour and thinking different with adult. Therefore, it is
important for us to learn about how the child-centered learning and lesson a English.

1.2 STATEMENT OF PROBLEMS

1. What is child-centered learning ?
2. What is thinking and learning in child-centered learning?
3. What is personal involvement in child-centered learning?
4. What is a child-centered lesson?

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1.3 OBJECTIVES
1. To know what the child-centered is
2. Acquainted how a child learn
3. Acquainted what child-centered lesson is
4. Knowing how to create well-organised lesson for children

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 CHAPTER 2
DISCUSSION

2.1 CHILD-CENTERED LEARNING

In learning a language, the phases are below;

Notice Want challenge Play Succeed Link

1. Notice
In learning a new word or patterns a child is not directly teach just like while
teaching adult or junior/senior high school, the children notice a new word by
playing. For example; while teaching children, we can use flash card to attract
them, when they noticed the flash card, it can build their curiosity and think what
the card is that.
2. Want
If the children already attracted with flash card, they will want to find what these
word mean
3. Challenge
The children use patterns that they have been learn to guess about new word or
pattern on flash card
4. Playing
The children can do many kind of activities while learning a language where they
play around with new language target, trying things out, making mistake,
encountering many examples of new pattern and using it to express their feelings
5. Succeed
If a target language is eassy to learn, then successful outcome will be guarantee.
6. Link
If our language syllabus fits together well and if the children do activities where
the language target is combined with target already learned, the children more
likely to link it into mental model they are building up as they try to make sense of
English world.

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2.2 THINKING AND LEARNING IN CHILD-CENTERED LEARNING

The fact is young learners cannot think directly without something that stimulates them to
think, especially in language teaching and learning activities. Because most of them don’t
understand English yet and have no experience I that. A teacher should provide an active
activities in class such as singing their favorite songs so that they will unconsciously enjoy
learning in directly they will think.

2.2.1 Initiating the learning process

There are two factors of initiating learning process;

1. Teacher-initiating learning
In this process the teacher begin the class with explanation of the course that they are
going be learned by teaching new language target, such as give an instruction “repeat
after me”. The teacher gives the learner a model or demonstrating an activity or
translate the target language from learners’ native language. After giving the
instruction or model then the learner will practice.
2. Child-initiated learning
This process involves the children to be active in learning activity. The teacher make
an activity involves learner, by doing this the learner will impress and interest and
come across and find the meaning by themselves. This activity also encourage the
learner to be active. This activity needs media to attract the leaner.
2.1.2 Learning and memory
There are some factors of the children to memorize or retention of words or
patterns;
1. Organization
The children will retain knowledge deeply if they learn the principle, their
memory will recall it and use it flexibly.
2. Ownership
If the children know by themselves the construction/structure of English, so
they will remember more of what they have learned
3. Repetition
Repetition is required in order to make the children remember of what they
have learned in ways that meaningful to children
4. Association

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 A game, interesting picture or many other media will help a teacher to deliver
their target language in children world. The children are more likely remember
words and patterns they associate with a game or fun activity.
5. Emotional involvement
The children will easy lean if they in emotionally in good condition, then
make sure a good atmosphere of class is always available.
6. Action
The children are more likely active, they love to move around, the children
will learn by doing such an activity. We just need to make sure the children
have space to think, the teacher can make the lesson more physically active
7. Beginning and end
The children remember all activities during the class, start from the beginning
and the end. This means it effective to practice new target words for while
then go away and come to them a number of times later in the lesson.
8. Rest
Short break during learning process will more effective than nonstop drilling
and practice
9. Warm up
The warm up activity before an activity is quite helpful for the teacher, it is
best to review a material to lead into target language
10. Recycling
Recycling words or patterns in must, both homework shortly after a lesson
will help the child to remember the target language
11. Peripheral language
Children remember many things form their surroundings. As the teacher, we
must consider some languages/ target language that appropriates with them.
Be careful that games don’t include peripheral language that is too difficult.
2.3 PERSONAL INVOLVEMENT
2.3.1 Classroom feeling
Classroom feeling plays important role in students’ leaning process. In
classroom the children will have classroom feeling such as with their
friends or many things around their classroom. If we want children to
connect English with feelings that have a significant meaning for them,

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 and be able to use English communicatively in their daily lives, we need
to attack the artificial world of the classroom.
2.3.2 Emotional involvement
Emotional of children can build by their surroundings, such as
classroom activity, classrooms’ atmosphere or their friends. If the
children could have same feelings in a lesson they will better in
learning target language. Make sure the classroom atmosphere can
build the children positive feeling, so they have space and
comfortable place to lean in order to create positive emotion
2.3.3 Ownership
One of the important ingredient in child-centered lesson is the
feeling of ownership of what they have been learned. If the
children notice new words and patterns while playing a game, then
make mistake in first, but the children finally understanding and
using the target language properly, then if the children are able to
connect new knowledge with other English words they have
learned, so there is a good chance they will feel they own their
knowledge.
2.3.4 Personalizing language
To personalize language means to use the language refers to
subject that feel personal. Personalizing patterns is not something
the children do as a final stage after first learning pattern. To make
the pattern easy to learn, we can use the sentences or words that is
meaningful to a child, such as look at attractive picture and say or
write sentences about it. The children constantly using pattern to
say and write things that mean something to them. The learning
activity is made available that are meaningful and relevant to
learners, driven by their interest.
2.3.5 Motivation
There are some factors influence students’ motivation in learning;
1. home and friends
the children’s surrounding includes their home and friends are
act important role to motivate them if their parents encourage

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 them to learn and their friends also than the children will more
likely to learn.
2. Transferability
It helps the learner to see what they have learn into other
situation it means if the learner have learned a new patterns or
word make sure that they have a chance to use it. Using a
pattern in multiple contexts also develops learner ability to use
the concepts in more abstract and sophisticated ways. Learner
is more likely to seek out and more recognize opportunities to
use the pattern.
3. Self- perception
If we want a child to be motivated to learn actively, it is
important that the learner perceives themselves as being
successful.
4. Absence of extrinsic reward
Reward tend to encourage children to learn in order to get the
rewards, not to achieve internal goals, so reward may have an
adverse effect on motivation. Reward can increase the learner
interest in learning as well as it can increase active learning.
5. Evaluation and threats
While teaching a children we can evaluate them and avoid that
they are feel being evaluated, we can give an evaluation in a
good way.
2.4 CHILD-CENTERED LESSON
In an effective child-centered lesson, we use time effectively and actively help
children reach their full potential. How to teach effectively, teacher often look at
teacher-centered and child-centered lessons and see good points in both. Some of
good points often mentioned are as follows:
child-centered
Teacher-centered
We can plan a lesson carefully. The children enjoy themselves.
We can use time efficiently. They learn naturally and
We can teach clearly and actively.
logically. They are spontaneous.
The children behave well and not Their eyes shine brightly.
chat so much.
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 Learning and fun in parallel
When the teacher feels the advantages and disadvantages in both teacher-
centered and children-centered method he divide the lesson into sections. Where
some sections are more teacher-centered and other section are more children-
centered. This approach may work reasonably but less motivated children often
compare the teacher-centered section and child-centered games. Learner will
probably begin to separate learning for having fun, they may become restless or just
go through the classroom ritual of following the teacher during the teacher-centered
sections while waiting for the games.
To make this work well, the teacher needs to find a basket of activities that a
particular class likes, and the language targets can get more and more difficult
inside these activities.
 Step-by-step or topic-based
There ase some teachers belive that step by step syllabus which traditionally is
grammar based. The other, a topic based syllabus is based on topics rather than a
systematic language sequence, here some opinions related to Step-by-step or
topic-based;
In favor of a step-by-step syllabus:
 it use time more effectively
 children need to build their understanding of English otherwise they lose
confidence and lack a sense of direction
 Children should focus and need to see the connection between the various
items of language they across so they will be able to make active guesses
about new words and patterns they encounter.
 Step-by-step do not require a lot
In favor of a topic-based syllabus
 Children need to see how what they are learning fits into their experience
outside the English class.
 Children should connect one school subject with another subject to make
each subject feel more relevant.
 Children learn best in situation where their attention is focus on the
meaning rather than the form of language

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 There is no best method to be used in every learning situation. Most Asian
children learn in EFL enviroment, the most effective approach is core
syllabus to be in a step by step sequence
 Cooperative Learning
1. Working on puzzles together
Children must be foster social skills, particularly cooperative social skill.
This is best when the children are working in groups.
2. Extending the group’s achievement level
3. Play class bonding or group bonding games
4. Playing in teams
5. Puzzle projects

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 CHAPTER 3
CONCLUTION
1.1 CONCLUTION
English learner comes from many kind of level in Indonesia, from adult until child. It
is very essential these days to master English since early age, so there are some schools
adds the English subject to be learned from fisrt level of school or kindgarten. In the level
of kindgarten or primary school, the learner is children, so it takes some efforts or
different treatments while teaching them.
Children loves to play around and discover many things around them, by this activity
a teacher can create fun learning activity and creative. Therefore the are some techniques
to be used to teach children, start from the topic or syllabus, organize the child both in
pairs or individual learner, learnings’ environment as well as planning a lesson.
1.2 SUGGESTION
Hopefully for the next paper, it will contain of many kind of techniques to be used for
child.

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