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The present study aims to determine and propose a model of material for English for Tourism using communicative approach. The present study uses a research and development methodology (R&D). The data collecting techniques are documentation, questionnaires, and interviews. The data gathered from documentation and interviews were analysed using content analysis while the data obtained from the questionnaires were analysed quantitatively using SPSS. The results of data analysis indicate that (1) the materials used of English for Tourism are based on lecturer’s assumptions, (2) based on the expert  validation, the model material of English for Tourism falls into a very feasible category with the percentage of 86.76 %. The teaching materials based on the results of the students responses by the percentage is in the category of good (78.9 %). Based on the validation both from expert and students it could be concluded that a model of EFT material using communicative approach seems to be feasible to be applied in English Department of Sultan Ageng Tirtayasa University.

The program of English for children should be evaluated. It is done in order to get an ideal program. This study applied Project Approach to evaluate teacher's way in teaching, students' activities, and content of the book. The participants of this study were the students of English department and the first grade students of elementary school who were selected purposively, and also an English teacher.This research employed qualitative design. The data was taken from four sources: questionnaire, observation, interview, and document (English book). The result was grouped into three parts. The first, the result from questionnaire involved a teacher and English students showed that the content of English for children program should be changed. The second, by observing the process of teaching English for children, the way of teacher in delivering the material should be evaluated and changed. The third, based on the result of interviewing the teacher of elementary school, it can be stated that teaching learning process still used a traditional way. It affected the way how children learn. The fourth, after analyzing the content and the activities offered in the book, it should be changed both the content and the activities available in that book. The result shows that the book has many weaknesses in terms of content and activities. It has affected the way how English teacher deliver the material. Thus, the children learned English rigidly.

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Teaching English for young learners always gets more attention. It is because young learners are very unique. They have many characters which can change rapidly in one time. Sometimes, they display an enthusiasm for learning and a curiosity about the world around them. They also have a need for individual attention and approval from the teacher. They are keen to talk about themselves, and respond well to learning that uses themselves and their own lives as main topics in the classroom. However, they also have a limited attention span.  They can easily get bored, losing interest after ten minutes if the activities are not extremely engaging. For overcoming this situation, teachers need to choose an approach that can invite the students to be more active. One of the suitable approaches is project approach (hereafter PA). Katz & Chard (1989) define that a project is an extended study of a topic usually undertaken by a group of children, sometimes by a whole class, and occasionally by an individual child. Applying PA in teaching learning process can be used to maximize the skills in Bloom Taxonomy. Key words: Pelajar Muda, Karakter, Perhatian, Pendekatan Proyek.