A.

BACKGROUND

Teaching speaking and listening for young learners is important. Students use speaking and
listening to solve problems, speculate, share ideas, make decisions and reflect on what is
important. Social relations in the classroom depend on talk, and students’ confidence and
attitudes to learning are affected by friendships and positive interaction. Therefore, having the
right words to express their thoughts, to rationalize their ideas, and talk about their feelings
and viewpoints are the most important basic skills in education field. Teaching basic speaking
and listening skills has a key role in all subjects and areas of learning. Listening has emerged as
an important component in the process of second language acquisition (Feyten, 1991). This
research base provides support for the pre-eminence of listening comprehension in
instructional methods, especially in the early stages of language learning.

There are three problems in teaching speaking and listening for young learners. First, they have
limited ability to absorb the materials. Because it is hard for children to focus on one thing, and
they can easily get distracted. Second, some of them are still cannot speak fluently and it is
hard for us to understand what are they saying. Lastly, they have limited vocabulary. That is the
reason why it is hard for them to speak what is on their mind. So, as a teacher it is our
responsibility to make the learning process to be as fun as possible for the children. Teacher
demanded to be more creative in teaching young learners.

Teachers must plan to use specific words and phrases directly linked to the activities set for
students. This will help young students learn quickly and in a meaningful way. Teachers must
play alongside students, using the new vocabulary and helping learners to practice and use
them for themselves. Planning activities to promote discussion is an essential way of teaching
students how to engage in conversation. For example, using open questions such as, “What do
you…? Why have you…? How do you…?” cannot be answered with one word. These questions
encourage students to speak in phrases or sentences. By using these open questions during
sand, water or construction play; students will become familiar with a range of mathematical
and scientific language. New vocabulary must always relate to what students are doing now or
to what is actually happening in the classroom.
Another way to encourage your students to speak in English is simply to speak in English
yourself as much as possible in class. If you are shy about speaking in English, how can you
expect your students to overcome their fears about speaking English? Don't worry if you are
not completely fluent or don't have that elusive perfect native accent, as Swain (1985) wrote
"We learn to speak by speaking" and that goes for teachers as well as students. The more you
practice the more you will improve your own oral skills as well as help your students improve
theirs.