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Student’s ID : 160203050
A. Introduction
Four basic language skills are available in English. Teaching writing is the
most difficult of all four skills. As Hermida stated that “Teaching English for
Young Learner has been broadly discussed in many academic writings. Young
learner is closely regarded to have a massive memory which can be potentially
filled by any information. This potential age makes linguist attract to know more
about how a language can be absorbed by children”1. In particular, teaching young
learners to write is a real challenge for educators. It is a language ability that is
imperative and must be learned from an early age. Also as Hermida stated, Many
of the writings have addressed the value of English as an international language,
especially for countries where English is a foreign language. It is assumed,
therefore, that English should be taught from a young age2.
Young learners are not motivated to write, rather they like to speak more in
an EFL class. Students do not have enough opportunity to write according to their
own wishes in our educational system. They have creative writing classes in some
schools where students have the chance to write freely. The goal behind it is to
independence the students and activate their process of thinking. It is important to
choose the right lesson from the teachers ' side and to design it according to the
age group. If the students do not like the lesson, it will be unproductive for the
entire class. Until planning any project, teachers must take care of the enthusiasm
of the student, their writing rate and preferred form of leaming. It's hard to draw
1
Rita Hermida, “Vocabulary Acquisition for Young Learners through Songs”, in Gender Equality
Vol. 5, No. 1, 2019, P. 95.
2
Ibid., P. 95.
1
the attention of young leamers and keep them focused for a longer time. To do
this, an educator must adopt certain methods of teaching as well as strategies of
teaching to promote successful leaming.
B. Discussion
a. The Nature of Writing
Writing plays an important role in the language learning process as one of the
essential English skills. The aim of writing teaching is to help students understand
and extract meaningful information for different purposes. Talking is distinct from
writing. The speaker can use the intonation and emphasis to add further meaning
to what they say, but the author needs to think in writing about how to convey
concepts and vocabulary in order to make the reader understand what they mean3.
On the other hand, writing can be used to perform acts and ideas. As cited in
Chamisah, Byrne defined, “Writing is a primary means of recording speech, even
though it must be acknowledged as a secondary medium of communication”.
3
Chamisah, “An Analysis of the Advantages of Cooperative Learning Approach in Teaching
Writing”, in Englisia Vol.1 No. 1, 2013, P. 144.
4
Ibid., P. 144.
5
Jeremy Harmer, The Practice of English Language Teaching 3rd ed, (Longman,
2001), P .41.
2
Writing as described above is a productive skill written to demonstrate the
student's language ability. According to Enre the aims of writing are:
Learning English has a trend. English education has begun at an early age.
Since the second half of the century, it has happened. It's also happening as
English is now being used to meet the global demand that stresses the need for
communication skills.
3
language than adults, and their lack of sensitivity tends to help them get a more
native-like accent6.
A focus on writing tasks in the classroom creates variety and caters for
different learning styles. Teachers can diagnose learners’ strengths and areas to
develop in terms of vocabulary, structure, spelling etc. Focusing on this area can
instil the joy of writing from an early age.
d. Theories to Consider
6
Paramita Kusumawardhani, and Nurhayati. “ The Analysis of Teaching Writing to English Young
Learner (EYL) through a Movie: an ICT Perspective”. In Jurnal Wanastra Vol. 11, No. 1. 2019.
7
Ibid.
8
Linse, C.T. and Nunan, D. Practical English Language Teaching: Young Learners. New York:
McGraw-Hill ESL/ELT, 2005.
4
Much of the theory behind L2 writing is based on research into the
development of L1 writing skills. Two main approaches have emerged out of this
research: writing as a process and as a product.
e. Writing as a product
The end goal is an authentic task e.g. writing to inform, to thank etc. Success
is gauged by the accuracy of the content and accuracy of the text.
Encouraging more engaging writing tasks for young learners needs some
proper instructions to be implemented by the teacher with their young learners.
5
Teacher can employ these some instructions with the young learner groups in
writing class :
6
g. Particular Relevance to Primary Teaching
As cited in Kennedi and Jarvis, Hugh Leburn defined that content writing
serves as a facilitator of the learning process, is valid at any level, but for a
number of reasons it is particularly suitable at the primary level. First of all, the
younger the students, the more critical it is that they are familiar with materials.
This does not suggest that there is no space for fantasy and creativity, but
materials should represent the commonplace in the world of the child that can not
be replicated in commercial content. Second, confidence in active language
learning at the younger age level is crucial. The material must be at the right level,
again something in industrial products that can not usually be done. Since there
are reasons for providing a textbook, even a manufactured commercially, there is
at least a strong case for the availability of locally produced services or support
materials.
C. Conclusion
It is the teacher’s responsibility to develop writing tasks for young learners that
are enjoyable, full of practice, meaningful, purposeful, social and supported (Reid
1998). Challenging the learners and exploiting collaborative opportunities all
combine to provide a learning environment where writing is both valued and
enjoyed.
9
Chris Kennedy, and Jennifer Jarvis. Ideas and Issues in Primary ELT. Hongkong: Thomas Nelson
and Sons Ltd. 1991. P. 105.
7
References
C.T., Linse, and D., Nunan. (2005). Practical English Language Teaching:
Young Learners. New York: McGraw-Hill ESL/ELT.
Harmer, Jeremy. (2001). The Practice of English Language Teaching 3rd ed.
Longman.
Kennedy, C, and Jarvis, J, (ed). (1991). Ideas and Issues in Primary ELT.
Hongkong: Thomas Nelson and Sons Ltd.
Chamisah, (2013). An Analysis of the Advantages of Cooperative Learning
Approach in Teaching Writing. Englisia Vol.1 No. 1. https://jurnal.ar-
raniry.ac.id/index.php/englisia/article/view/143
Kusumawardhani, Paramita, and Nurhayati, (2019). The Analysis of Teaching
Writing to English Young Learner (EYL) through a Movie: an ICT Perspective.
Jurnal Wanastra. Vol. 11, No. 1.
https://ejournal.bsi.ac.id/ejurnal/index.php/wanastra/article/view/5065
Rita Hermida, (2019). Vocabulary Acquisition for Young Learners through
Songs. Gender Equality Vol. 5, No. 1. https://www.jurnal.ar-
raniry.ac.id/index.php/equality/article/view/5381