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Finger Puppetcan be made from fabric with a variety of forms, such as the shape, star, or fruits.

Pattern made copies, be cut, and sewn edges. Finger Puppets size is small with hole to put your

fingers. Finger Puppet suitable for children with a small group, this props can be used to tell a story

or to a particular group.

Handatau glove puppets can also be made of flannel cloth or other material suitable cropped as

desired patterns. Pattern made duplicate and then flipped sewn edges. Fit to Palm size to be in the

hands of teachers to play or move (stick Puppets). Puppets can also be made of manila paper or

cartons and given stick for easy movement.

When the cast of fairy tales is presented in the form of the puppets, a fairy tale become more lively

and interesting, besides the students can easily understand the story.

Big books are also a favored media for children and can be made by the teacher. Book with great size

for a child in low grade. Inconsistencies in it written discourse is simple, short, with a capital letter,

and given or plastered with colorful pictures. Children while reading or listening to stories they alsosee the pictures made colorful with large enough size so that its use is more communicative and

easily viewed by children. Big books aim to introduce grammar and vocabulary can be packaged in

the form of a story. Certain sentence patterns in the story should be repeated so that students

become familiar to hearing.

Instead, the teacher have the skills to be able to pick and choose media instructional materials that

fit the needs of their students. One of the skill that needs to have the teacher is able to develop and

select appropriate materials including media for the needs of in-class activities.

In fact, most visual media used in EYL classroom, especially photographs or Flashcard and real

objects. Flashcard picture and can be made simple by the teacher or by the teacher adibuat

moderately or made from scraps found dimajalah pictures, brochures or newspapers. While the real

thing or real objects can be obtained from the local environment or that are available at home and

at school.

Users flashcard usually introduce new vocabulary, pronounced, then trained with just a cursory look.

It was intended for students trying to recall the image. Expected to see how students can increase

vocabulary.

The selection of flashcards should be suited to the goals and skills or what language component will

be presented. If the teacher was creative, one image can be used as a medium for some sentence

patterns, for example there is a picture of the bike, the teacher can use to ask questions using

different sentence patterns for the same image.

Example:

1) What is it?Its a ...

2) What do you see?I see a ...

3) How do you come to school?By ...

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Or for Introduction:

a) Penganalan : Whats this?its a bike

b) Yes/no question : Do you come to school by bike?yes, I do/No, I dont

c) Wh-Question : How do you go to school?By bike

In making flashcards, which need to be considered are (a) the size should be adequate and

sufficiently large and clearly visible to all students in class, (b) the image must convey the message

clearly, not ambiguous, or describe something that is confusing, (c) how to use it to be precise.

Here are a few simple tools can be developed and used by teachers to teach EYL.

1. Circular CardsThe one circular set consists of two sheets of heavy rounded paper and has two "ears" that

functions as a handle.

The first sheet is divided into 6 or 8 sections, each section can be used to display the image with

or without words. The second sheet is cut 1/6 or 1/8 to view the images. Then the two pieces of

the material put together by inserting a matchstick or Q-tips that are heated in order to be

attached.

Size must same to the needs. For individual activities, diameter 15 cm is enough, but need to bemade larger for group activities, for example, with a diameter of 30 cm. Picture number 6 or 8

to a sequence of events or processes.

How to use this media by turning part of to see what sequence of events or objects to be

viewed one by one.

This media introduce new vocabulary or sentence patterns or to establish the understanding

about new material that they have been taught. In addition to the use of these cards can

encourage students to use English in dialogue or interaction activities in pairs or in groups

talking.