i

LEARNING ENGLISH TO YOUNG LEARNERS

THROUGH ART AND CRAFT

By
SUHARSONO

EDUCATION AND TEACHER TRAINING PROGRAM

KUMALA LAMPUNG METRO
2018
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PREFACE

Thank to Almighty God who has given His bless to the writer for finishing the
English paper assignment entitled “Learning English to Young Learners Through
Art and Craft”.

The writer also wish to express his deep and sincere gratitude for those who have
guided in completing this paper. This assighment is the english task of subject
english for young learner. I realized this assighment is not perfect. But I hope it
can be useful for us. Critics and suggestion is needed here to make this
assighment be better.

Hopefully, this paper can help the readers to expand their knowledge about
English reading.

Metro, 2018

Penyusun
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TABLE OF CONTENT

COVER ...................................................................................................... i
PREFACE .................................................................................................. ii
TABLE OF CONTENT ............................................................................ iii

CHAPTER I INTRODUCTION
A. Background of the Study............................................ 1
B. Statement of the Problem ........................................... 2
C. Purpose of the Study .................................................. 2

CHAPTER II REVIEW OF LITERATURE

A. Teaching ..................................................................... 3
B. Art and craft ............................................................... 4
1. Definition of art and craft ................................... 4
2. Benefit of using art in learning ........................... 4
3. The Types of Art and craft .................................. 5
4. The ways to using art in learning ........................ 5

CHAPTER III CONCLUSION AND SUGGESTION

A. Conclusion ................................................................. 7
B. Suggestion .................................................................. 7

BIBLIOGRAPHY
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CHAPTER I
INTRODUCTION

A. Background of the Study

Learning English is very important, because English has become an international

language, which is used by most communities in the world. Many countries use
English as their second language. In spite of the difficulties in studying English, it
is worthwhile to study the language because it plays a very important role in
almost all fields of life such as: communication, commerce, economy, politics,
education, science, technology and so on.

In Indonesia English is not considered as a second language but English is a

foreign language. English is also called as the target language that has to be taught
teach in schools in today’s Indonesian curriculum. Therefore the student is hoped
to increase their ability in English.

Increasing the students’ ability in mastering English the teachers have to think
how to make students mastery English for their own purposes. There are so many
approaches, methods, and techniques that can be used by the teacher.
One technique that was used by the teacher to increase the students’ ability in
English is through art and craft. Through art and craft there are so many
advantages for students and teachers in learning process. The students can be
more motivated and challanged. Art and craft provide language practice in various
skills of speaking, listening, writing, and reading. Art and craft also encourage
students to interact and communicate.

This study examines the students mastering english through art and craft because
Art and craft have been shown to have advantages and effectiveness in learning
english in various ways. Therefore, the role of art and craft in teaching and
learning cannot be denied. However, in order to achieve the most important from
vocabulary art and craft, it is essential that suitable art and craft are chosen.
Whenever a game is to be conducted, the number of students, proficiency level,
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cultural context, timing, learning topic, and the classroom settings are factors that
should be taken into account.

One of the aims of teaching English is to enhance students to be able to

understand English words which they might find in their environment. In fact,
students often find problems in learning the words. So it needs more teacher’s
attention to make the transfer of the vocabulary process easier to grasp and more
fun to learn. To do this hard job, teachers are hoped to have ingenuity in teaching
by using any kind of teaching aids that already exist in their environment. One of
those aids is using art and craft. The writer chooses art and craft because art and
craft help and encourage many learners to sustain their interest and work. With art
and craft student can have a lot of fun and get rid off their tiresome during the
lesson.

Based on the background above the research entitled learning english through art
and craft will be conducted to see if art and craft can improve the mastery of
english.

B. Statement of the Problem

According to the background above, the statement of the problem in this paper are
as follow:
1. What is the definition of teaching?
2. What is the definition of art and craft?
3. How is the use of art and craft in english learning?

C. Purpose of the Study

According to the background and the problem above, the objective of the study
are as follow:
1. To find out the definition of teaching
2. To find out the definition of art and craft
3. To find out the use of art and craft in english learning
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CHAPTER II
REVIEW OF LITERATURE

A. Teaching

Teacher plays an important role in teaching learning process. In teaching English

as a foreign language the teacher need to vary way of teaching in order to get the
students interest and attention to the lesson. In teaching learning process there are
some factors, which can influence the successful goals in the school. They are
curriculum, materials, method, teachers, students and the technique.

Richey (1912:1) stated that : “teaching may be considered to be basic to all the
other professions are made possible through the work of teachers in elementary
and secondary school, college, and university.”

Furthermore Brown (1980:7) stated that : “teaching is showing or helping

someone how to do something, given instruction, guiding in the study of
something providing with knowledge, causing to know or to understand. Teaching
is building and facilitating learning, enabling the learner to learn, setting the
conditions for learning.”

It means teaching is a systematic way, teacher as an organizer should be creative

to make learner interested in following the subject. Teaching may be said to cover
not only activities of guiding students’ activities but also those which aim at
helping students develop themselves and be able to adapt themselves in the group
to which they’re belong. At the result of teaching the students should be able to
interest in their group. They’re learning to think, feel, and act in harmony through
social groups of which they are a part.
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B. Art and craft

1. Definition of art and craft

The term, “Arts and Crafts” refers to a wide variety of activities involving making
things with one's own hands, in other words all the handicrafts based upon making
decorative and useful things manually. Children enjoy arts and crafts: they may learn
skills such as coloring, making crafted items or making things with all sorts of
material, Prins (2008). The author also mentions that Arts is a form of expression or
an ability to do human activities and the products of those activities, usually involving
imaginative or technical skill. Dance, drama, music and visual arts are included in this
discipline.

2. Benefit of using art in learning

Lessons based around works of art have many benefits for both the teacher and
the students.
a. Responding to art can be very stimulating and can lead onto a great variety of
activities. In its simplest form this might be describing a painting, but with a
little creativity all sorts of things are possible. For example, the well-known
‘grammar auction’ activity can be redesigned as an art auction, where the
students have to say a sentence about the piece of art – anything they like –
and then the rest of the students bid according to how accurate they feel the
sentence is.
b. Using art provides a useful change of pace. While many teachers use visual
images to introduce a topic or language item, actually asking the students to
engage with and respond to the piece of art can encourage students to become
involved on quite a different level.
c. Incorporating art into the class or syllabus can take the students out of the
classroom and encourage them to use their language skills in the real
world. A visit to an art exhibition or an assignment that involves research on
the internet can generate all sorts of language.
d. Thinking about or even creating art can be very motivating. It can take the
emphasis off of accuracy and put it onto fluency and the ability to clearly
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express thoughts and ideas. This is great for students whose progress in
speaking is hindered by a fear of making mistakes.
e. Responding to art has the potential to develop students’ creative and critical
thinking skills.Students as low as pre-intermediate level will be able to read a
short biography of an artist and discuss how their art depicts different aspects
of their lives.

3. The Types of Art and craft

There ara type of art and craft that can be used in learning english, namely:
a. Visible or easy to remember, it is mean that the media that is used can be
known by the learner.
b. Interesting, the meadia that is used has an interesting value, in order to the
student can pay attention to the message that is delivered by the teacher.
c. Simple
d. Useful, the media that is used must have a value of useful tertm and match to
the material that is delivered, in order to the goal of study can be reach.
e. Accurate, the media that is used is appropriate to the material that is delivered

4. The ways to using art in learning

There are three ways of using art in learning
a. Looking at art
There are lots of different activities that involve students looking at and
responding to pieces of art. For example:
1) A ranking discussion where students choose a famous work of art for the
school to hang in its lobby or voting for the winner from the Turner Prize
shortlist
2) Ask the students to choose a character from a painting or sculpture and write
a mini-biography or story about that character
3) Compare two pieces of art with similar subjects, practising comparative
language and adjectives
4) Ask the students to look at the website of a famous gallery (see some links
below) and write a quiz about the works of art to swap with the other students
to answer
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5) Write questions to ask an artist or a character in a painting. Then role play the
interview in pairs, followed by writing up a news article about the interview
(using reported speech).

b. Sharing art
1) Ask the students to identify and bring in a copy of a piece of art by an artist
from their country. Make a gallery in the classroom and ask the students to
decide on a title for each piece of work in groups.
2) Ask the students to bring in a photograph they have taken and ask the other
students to write a short story about the events leading up to the moment the
photograph was taken (practising past tenses) and/or what happened after the
photograph was taken. Then check whether their guess was right with the
owner.
3) Get the students to bring in a piece of art that represents their childhood and
ask the other students to form sentences about what they ‘used to do’ and/or
write questions to ask the owner who brought it in

c. Creating art
1) Put the students into groups and ask them to create a piece of art using a
variety of easily found materials – plastic bags, string, tissues, cardboard
boxes – whatever you have to hand! Get them to title their piece of work and
judge them according to originality, teamwork and use of materials
2) Do a visualisation exercise where you get the students to imagine painting the
most beautiful picture they have ever seen. Then ask them to describe the
picture to a partner who tries to draw it
3) Get the students to record vocabulary by writing the letters in a way that
depicts the meaning of a word – this works best with adjectives. For example,
‘happy’ can be written in the form of a smile.
4) To get feedback on a course, ask the students to draw a picture in groups to
represent how they felt about the course and then describe/explain it to you
and the other students.
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CHAPTER III
CONCLUSION AND SUGGESTION

A. Conclusion

Teaching english is showing or helping someone how to do something, given

instruction, guiding in the study of something providing with knowledge, causing
to know or to understand. Game is activity engaged in for diversion or
amusement.

Arts and Crafts is a wide variety of activities involving making things with one's own
hands, in other words all the handicrafts based upon making decorative and useful
things manually. Children enjoy arts and crafts: they may learn skills such as
coloring, making crafted items or making things with all sorts of materia

There ara type of art and craft that can be used in learning english, namely:
Visible or easy to remember, Interesting, Simple, Useful, and Accurate.
There are three ways of using art in learning namely Looking at art, Sharing art
and Creating art.

B. Suggestion

The suggestion that is given in this paper as follow:

1. Young learners like doing things, so for the teacher making a craft is one of
the way in teaching them.
2. Before the teacher implement art and craft in their classroom, they have to
know and master about the type art that is match and good to learn according
to the material of subject, so that the objective of learning could be achieved.
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BIBLIOGRAPHY

Badard, Nissa, "When In Doubt, Art It Out: A Teacher's Guidebook To Arts

Education Incorporation in the ESL Classroom" (2016).Master's Projects
and Capstones. 334. https://repository.usfca.edu/capstone/334

The State Education Department.2010.Art As a tool for Teachers of english

Language learners. The University Of The State Of New York / Albany, Ny
12234. http://www.emsc.nysed.gov/biling/

Rooney, Robin.2004. Arts-Based Teaching and Learning. VSA Arts Washington,

DC

Brown, H. D. (1980). Principle of language learning and teaching. New York:

Prentice Hall.

Lee Su Kim. 1995. Creative Art and craft for the Language Class. ‘Forum’ vol. 33
No. 1. January-March.

McMillan and Schumaker. 1984. Research in Education. Boston: Little Brown

and Company.

Richey, R. W. 1912. Planning for teaching an introduction to education.

California: department of education Saint Mary’s College.