TRADITIONAL GAMES: “CREATIVE TOYS” USED IN TEACHING VOCABULARY AT CLASS B OF TK TUNAS HARAPAN BABAT LAMONGAN
CHAPTER I
INTRODUCTION
Concerning the objectives of this present study, this chapter is going to
discuss the background of the study, the statement of the problems, the purpose of
the study, the significance of the study, the scope and limitation, and the definition
of key terms.
1.1 Background of Study
Teaching a foreign language is not as simple as teaching mother language
or another subject. It should be enjoyable and relaxing. According to Cahyono
(2010), there are some aspects to be considered when teaching English language
skills and English language components. Those aspects include instructional
object, material, teaching media, and assessment. Teaching and learning activities
become more enjoyable when the process turns into games or by using interesting
teaching media.
According to Sadiman et. al (2010), media give a good impact to young
learners; it can make the message of the materials delivered clearly, and it makes
the learners active in teaching learning process including motivating the learners
and letting them study by themselves based on their interest and ability.
According to Haryono (2014), there are some media used in teaching language
such as human, environment and things around, printed media, picture, and
technology media. Accordingly, a teacher must be creative in choosing and
developing the teaching media.
1
Teaching young learners is not as easy as teching adults. In teaching
young learners, a teacher must be creative in teaching learning process. Creativity
is a useful starting point. According to National Advisory Committee on Creative
and Cultural Education (in Horner and Ryf, 2007), creativity involves thinking
and behaving imaginatively. Imaginative activity is purposeful that is, directed to
achieve objective. Creativity must generate something original, the outcome must
be of value in relation to the objective. As teachers, we can encourage children to
use their imagination by planning, recognizing and building on their early
language and literacy experiences. In a creative environment, children engage in
purposeful activities. The toys that children have, the toys that children know,
although in some instances children may be creator of the toys itself, can be a
creative model in their learning activities.
According to Brown (2007), children’s practice and imitation is a very
meaningful activity that is contextualized and purposeful. In this period,
childhood are teachable, because children’s speech are still flexible and good in
imitating. Kindergarten learning is designed based on children’s characteristic in
which they love to play. Early childhood education is pointed to facilitate
children’s s comprehensive growth or emphasize on development on children
personality aspects. Therefore, Kindergarten needs to provide the activities to
develop various aspects of the physical and intelligence development such as the
children’s thought, creativity, emotion, spiritual, language/communication, and
social (Isjoni, 2011). Briefly, kindergarten teacher should be creative in choosing
appropriate teaching technique and teaching media.
2
Based on the explanation above, the researcher is interested to analyze
“Creative Toys” in teaching vocabulary at TK Tunas Harapan Babat Lamongan.
TK Tunas Harapan is one of the kindergartens in Babat Lamongan which has
visual media and audio media in teacing and learning process. This school has a
teacher with English education background. Furthermore, this present study is
expected to give beneficial information and understanding in teaching English.
Moreover, the result of this present study may give some important knowledge as
a reference for the other potential researchers. Accordingly, the researcher is
going to conduct a study entitled “Traditional Games: “Creative Toys” Use in
Teaching Vocabulary in Class B At TK Tunas Harapan Babat Lamongan”.
1.2 Statement of Study
Based on the background above, the researcher formulates some problems
as follow:
1. Is traditional games “Creative Toys” effective to facilitate vocabulary mastery?
2. In what ways “Creative Toys” can facilitate vocabulary mastery?
1.3 Purpose of Study
Based on the statement of the problems above, the purposes of the study
are as follows:
1. To identify the effectiveness “Creative Toys” to facilitate vocabulary mastery.
2. To describe the ways of “Creative Toys” can facilitate in mastering vocabulary.
3
1.4 Scope and Limitation
This present study is focused on investigating the effectiveness media, that
is traditional games “Creatiave Toys” to facilitate students’ in vocabulary
mastery. Meanwhile, the researcher limits the study on class B TK Tunas Harapan
Babat Lamongan academic year 2014/2015.
1.5 Significance of Study
Theoretically, this present study is expected to be able to give beneficial
contribution to the English teachers, that is they can find the result of this study to
obtain new information and to give input to the teachers.
Practically, this present study is also aimed to give the following benefits.
First, it is expected that the study is useful for English teachers in terms of
improving students’ vocabulary mastery. In brief, teacher might implement the
creative teaching media to improve vocabulary mastery and to exploit students’
creativity. Second, it is expected that this study is beneficial for the students in
mastering vocabulary using their things surround them, hence, they are able to be
active in class. In other words, the students can master vocabulary through the
teaching media implemented by teacher. The last, this study is expected to be a
reference for the further potential researchers.
1.6 Definition of Key Term
In order to avoid misinterpretation of the content of this study, some words
used in this study as the key term are defined as follow:
4
1. Teaching
Teaching is showing or helping to learn how to do something, giving
instructions, guiding in the study of something, providing with knowledge,
causing to know or understand’ (Brown, 2007).
2. Vocabulary
Vocabulary is the passive mastery of the word needed in speaking and
comprehending the oral language (Guilford, in Mukhlis, 2008). ‘Vocabulary as
stocks of words in a language that can support the learners to learn the skill of the
language’ (Heriyawati, 2009)
3. Media
Media are tools that are used by the teacher to transform information and
knowledge to the learners in teaching and learning activities (Sutikno, 2013).
Teaching media are tools which used by teacher in teaching and learning
activities.
4. Creative Toys
Creative Toys is a media used by researcher in teaching vocabulary.
“Creative Toys” are made of by bamboo, banana tree, and another material
environs students. This media is used to improve vocabulary, exploit students’
creativity and introducing traditional games to the students. Creative Toys are
created by volunteer teacher at TK Tunas Harapan Babat Lamongan.
5
5. Effectiveness
Effectiveness is the ability or power to have noticeable or desired effect
(Longman, in Amrullah,2005).
6
TRADITIONAL GAMES: “CREATIVE TOYS” USED IN TEACHING
VOCABULARY AT CLASS B OF TK TUNAS HARAPAN BABAT
LAMONGAN
THESIS
by:
LIGYARNIS IKA DYAH TUNGGA SUKMA DEWI
201010100311158
ENGLISH DEPARTEMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF MUHAMMADIYAH MALANG
2015
i
ii
iii
iv
Motto
Better fought and lost than to never have fought at all.
(Arthur Hugh Clough)
Dedication:
Dearest and truly heroes, Suhadi and Dwi Winarni
Partner in crime, Pandu
My guardian Leo
Ganks Upin Ipin
v
ACKNOWLEDGMENTS
In the Name of Allah, the most Gracious, the most Merciful
The researcher willing to present her thanks for everyone who has help
her, especially in this skripsi.
Alhamdulillah, all of honors are just for Allah SWT
1. Dr. Poncojari Wahyono, M.Kes, the Dean Faculty of Teacher Training and
Education of University of Muhammadiyah Malang for his contribution
and attention.
2. Dr. Sudiran, M.Hum, the Head of English Department who always
stimulates and encourages to finish her paper.
3. Drs. Jarum, M.Ed, the researcher’s first advisor for his valuable guidance,
encouragement, patient, time, knowledge, advice, and suggestion, which
are very helpful in finishing this skripsi.
4. Nurakhfini Septiany, M.A., M.Ed, the researcher’s second advisor for her
guided the researcher with her worthy, correction, and suggestion to
improve the quality of the skripsi.
5. All lectures and staffs in Faculty of Teacher Training and Education of
University of Muhammadiyah Malang especially the lecturers of English
Department who gave the researcher valuable knowledge.
6. PGSD lecturers and staffs, who support and guide the researcher as long as
the researcher parttime.
vi
7. Andayani, the principal of TK Tunas Harapan Sambangan who has
permitted the researcher to conduct observations and research.
8. My respected father Suhadi, my beloved mother Dwi Winarni, my beloved
brother Pandu, who have prayed, motivated, encouraged, endless love, and
reminded the researcher to finish this skripsi.
9. My beloved Leo, who reminded and support to finish this paper. My
lovely Upin Ipin (Irma, Ardy, Hakim, Bangkit, Dyta, Fanella), Mr.Prihadi,
M.Ed.
10. All the researcher’s friends, especially C Class 2010 of English
Department and all of who can not mentioned.
Malang, November 7th 2015
The researcher
vii
TRADITIONAL GAMES:”CREATIVE TOYS” USED IN
TEACHING VOCABULARY MASTERY AT CLASS B OF TK TUNAS
HARAPAN BABAT LAMONGAN
ABSTRACT
Teaching a Foreign Language takes more challenges than a mother tongue since it
includes many aspects such as instructional object, material, teaching media and
assessment. An enjoyable teaching process can be reached when the teacher can
conduct a good teaching method including teaching media like using games,
pictures or other interesting things. Meanwhile, teaching young learners needs
specific treatment as they are in the early stage of learning language. An activity
to develop various aspects such as physical and intellegence development is
connected with the teacher creativity in conducting a class. Therefore, the
researcher is interested to analyze "Creative Toys" in teaching vocabulary at TK
Tunas HarapanBabat, Lamongan.
The researcher used experiment research design in which, she controlled the
variable into dependent and independent variable to obtain the data in detail. It
conducted 22 students from 4 classes; A.1, A.2, B.1 and B.2 which was not more
than 15 students each. A sample was taken from B.1 as the experiment and B.2 as
the control class. The instrument used by the researcher were observation, test and
data analysis.
The research resulted from t-test which towas bigger than tt. The result of to was
8,46 and tt5% was2,08. This meant that the researcher’s hypothesis (Ha) was
accepted. There was a significant difference between teaching vocabulary using
“Creative Toys” and teaching vocabulary using picture in the book to the young
learners in B class of TK Tunas Harapan Babat Lamongan. In final conclusion,
the researcher concluded that “Creative Toys” effective to facilitate young
learners vocabulary mastery. Creative Toys used in teaching vocabulary improves
students’ interest, liveliness, creativity, and they are more focused in learning
vocabulary.
Keyword: Creative Toys, Vocabulary, Young Learner
Advisor I,
Researcher
Drs. Jarum, M.Ed
Ligyarnis Ika D.T.S.D
viii
TABLE OF CONTENTS
Cover ...................................................................................................................... i
Approval Page Before Defense ............................................................................. ii
Approval Page ...................................................................................................... iii
Originality Declaration......................................................................................... iv
Motto and Dedication ............................................................................................ v
Acknowledgment ................................................................................................. vi
Abstract .............................................................................................................. viii
TABLE OF CONTENTS ..................................................................................... ix
CHAPTER I INTRODUCTION ........................................................................... 1
1.1 Background of Study ...................................................................................... 1
1.2 Statement of Study .......................................................................................... 3
1.3 Purpose of Study ............................................................................................ 3
1.4 Scope and Limitation ...................................................................................... 4
1.5 Significance of Study ...................................................................................... 4
1.6 Definition of Keyterm ..................................................................................... 4
CHAPTER II REVIEW OF RELATED LITERATURE ..................................... 7
2.1 Teaching Foreign Language ............................................................................ 7
2.2 The Young Learners ........................................................................................ 8
2.3 Young Learners Characteristics .................................................................... 11
2.4 Vocabulary .................................................................................................... 13
ix
2.5 Educative Play Tools..................................................................................... 14
2.6 Teaching Vocabulary Using Toys ................................................................. 16
2.7 Creative Toys ................................................................................................ 17
CHAPTER III RESEARCH METHODOLOGY ............................................... 20
3.1 Research Design ............................................................................................ 20
3.2 Research Subject ........................................................................................... 21
3.2.1 Population .................................................................................................. 21
3.2.2 Sample ........................................................................................................ 22
3.3 Data Collection.............................................................................................. 22
3.3.1 Research Instrument ................................................................................... 22
3.3.1.1 Observation ............................................................................................. 23
3.3.1.2 Test .......................................................................................................... 23
3.4 Data Analysis ................................................................................................ 23
3.5 The Hypothesis of Study ............................................................................... 24
CHAPTER IV RESEARCH FINDINGS ............................................................ 25
4.1 The Analysis of Data..................................................................................... 25
4.2 Hypothesis of Testing Data ........................................................................... 25
4.3 The Interpretation of Data ............................................................................. 26
CHAPTER V CONCLUSION AND SUGGESTIONS ...................................... 28
5.1 Conclusion .................................................................................................... 28
5.2 Suggestions ................................................................................................... 28
x
References
Appendix
xi
REFERENCES
Amrullah, Mukhlis. (2005). The Effectiveness of Teaching Vocabulary by Use of
Songs and by Use of Picture Cards In Improving the Students’
Achievement At SMP Muhammadiyah 06 Dau Malang. Unpublished
Thesis, Malang. UMM
Arianto, Yopi. (2003). A Study On The Use of Media In Teaching Vocabulary To
Young Learners. Unpublished Thesis, Malang. UMM
Ary, D., Jacobs, Lucy Cheser., Sorensen, Chris., and Razavieh, Asghar. (2002).
Introduction to Research in Education. Retrieved November 16, 2013,
from http://en.bookfi.org/
Brown, H. D. (2007). Principles of Language Learning and Teaching Fifth
Edition. New York: Pearson Education., from http://en.bookfi.org
Cahyono, B. Y. (2010). The Teaching of English Language Skills and Language
Components. Malang: State University of Malang Press.
Cameron, Lynne. (2005). Teaching Language to Young Learner. United
Kingdom: Cambridge University Press.
Creswell, J. W. (2012). Educational Research: Planning, Conduction, and
Evaluating
Quantitative
and
Qualitative
Research.
Retrieved
November 16, 2013, from http://en.bookfi.org/
Donald Ary, L. C. J., Lucy Soresnson, AsgharRazavieh. (2006). Introduction to
Research in Education.Wadsworth: Thomson Corporation
Essa, Eva L. (2011). Introduction to Early Childhood Education, Annoted
Student’s Edition, Sixth Edition. Canada: Nelson Education, Ltd.
Fraenkel, J. R., Wallen, Norman E., and Hyun, Helen H. (2012).How to Design
and Evaluate Research in Education. Retrieved November 16, 2013,
from http://en.bookfi.org/
xii
Harmer, Jeremy. (2007). The Paractice of English Language Teaching Fourth
Edition. Pearson Longman.
Haryono, Ari Dwi. (2014). Metode Praktis Pengembangan Sumber dan Media
Pembelajaran. Malang: Genius Media and Pustaka Inspiratif.
Heriyawati, Dwi Fita. (2009). Teaching English Vocabulary Through Songs.
Paper presented in the First National English Language Teachers and
Lecturers Conference on March 21 2009.
Horner, Chris and Vicky Ryf. (2007). Creative Teaching: English In The Early
Years and Primary Classroom. New York: Routledge.
Isjoni. Drs., H., M.Si., Ph.D. (2011). Model Pembelajaran Anak Usia Dini Edisi
Ketiga. Bandung: Alfabeta.
Moyles, Janet. (2010). The Excellence of Play: Art In The Early Years by
Bernadette Duffy. Berkshire: open University Press, McGraw-Hill
Education
Sadiman, et. al, 2010. Media Pendidikan: Pengertian, Pengembangan, dan
Pemanfaatanya. Jakarta: PT Rajagrafindo Persada.
Scott, Wendy A. and Lisbeth H. Ytreberg. (2006). Longman Keys to Language
Teaching: Teaching English To Children. New York: Longman.
Wiyani, Novan Ardy & Barnawi. (2012). Format PAUD Konsep, Karakteristik, &
Implementasi Pendidikan Anak Usia Dini. Yogyakarta: Ar-Ruzz
Media.
Ulfa, Farida. (2013). Media Used by the Teacher In Teaching English For Young
Learners At TK Anak Saleh Malang. Unpublished Thesis. Malang:
UMM.
xiii
VanderStoep, Scott W and Deirdre D. Jonhston. (2009). Research Methods for
Everyday Life: Blending Qualitative and Quantitative Approaches. San
Fransisco: Jossey-Bass
xiv
INTRODUCTION
Concerning the objectives of this present study, this chapter is going to
discuss the background of the study, the statement of the problems, the purpose of
the study, the significance of the study, the scope and limitation, and the definition
of key terms.
1.1 Background of Study
Teaching a foreign language is not as simple as teaching mother language
or another subject. It should be enjoyable and relaxing. According to Cahyono
(2010), there are some aspects to be considered when teaching English language
skills and English language components. Those aspects include instructional
object, material, teaching media, and assessment. Teaching and learning activities
become more enjoyable when the process turns into games or by using interesting
teaching media.
According to Sadiman et. al (2010), media give a good impact to young
learners; it can make the message of the materials delivered clearly, and it makes
the learners active in teaching learning process including motivating the learners
and letting them study by themselves based on their interest and ability.
According to Haryono (2014), there are some media used in teaching language
such as human, environment and things around, printed media, picture, and
technology media. Accordingly, a teacher must be creative in choosing and
developing the teaching media.
1
Teaching young learners is not as easy as teching adults. In teaching
young learners, a teacher must be creative in teaching learning process. Creativity
is a useful starting point. According to National Advisory Committee on Creative
and Cultural Education (in Horner and Ryf, 2007), creativity involves thinking
and behaving imaginatively. Imaginative activity is purposeful that is, directed to
achieve objective. Creativity must generate something original, the outcome must
be of value in relation to the objective. As teachers, we can encourage children to
use their imagination by planning, recognizing and building on their early
language and literacy experiences. In a creative environment, children engage in
purposeful activities. The toys that children have, the toys that children know,
although in some instances children may be creator of the toys itself, can be a
creative model in their learning activities.
According to Brown (2007), children’s practice and imitation is a very
meaningful activity that is contextualized and purposeful. In this period,
childhood are teachable, because children’s speech are still flexible and good in
imitating. Kindergarten learning is designed based on children’s characteristic in
which they love to play. Early childhood education is pointed to facilitate
children’s s comprehensive growth or emphasize on development on children
personality aspects. Therefore, Kindergarten needs to provide the activities to
develop various aspects of the physical and intelligence development such as the
children’s thought, creativity, emotion, spiritual, language/communication, and
social (Isjoni, 2011). Briefly, kindergarten teacher should be creative in choosing
appropriate teaching technique and teaching media.
2
Based on the explanation above, the researcher is interested to analyze
“Creative Toys” in teaching vocabulary at TK Tunas Harapan Babat Lamongan.
TK Tunas Harapan is one of the kindergartens in Babat Lamongan which has
visual media and audio media in teacing and learning process. This school has a
teacher with English education background. Furthermore, this present study is
expected to give beneficial information and understanding in teaching English.
Moreover, the result of this present study may give some important knowledge as
a reference for the other potential researchers. Accordingly, the researcher is
going to conduct a study entitled “Traditional Games: “Creative Toys” Use in
Teaching Vocabulary in Class B At TK Tunas Harapan Babat Lamongan”.
1.2 Statement of Study
Based on the background above, the researcher formulates some problems
as follow:
1. Is traditional games “Creative Toys” effective to facilitate vocabulary mastery?
2. In what ways “Creative Toys” can facilitate vocabulary mastery?
1.3 Purpose of Study
Based on the statement of the problems above, the purposes of the study
are as follows:
1. To identify the effectiveness “Creative Toys” to facilitate vocabulary mastery.
2. To describe the ways of “Creative Toys” can facilitate in mastering vocabulary.
3
1.4 Scope and Limitation
This present study is focused on investigating the effectiveness media, that
is traditional games “Creatiave Toys” to facilitate students’ in vocabulary
mastery. Meanwhile, the researcher limits the study on class B TK Tunas Harapan
Babat Lamongan academic year 2014/2015.
1.5 Significance of Study
Theoretically, this present study is expected to be able to give beneficial
contribution to the English teachers, that is they can find the result of this study to
obtain new information and to give input to the teachers.
Practically, this present study is also aimed to give the following benefits.
First, it is expected that the study is useful for English teachers in terms of
improving students’ vocabulary mastery. In brief, teacher might implement the
creative teaching media to improve vocabulary mastery and to exploit students’
creativity. Second, it is expected that this study is beneficial for the students in
mastering vocabulary using their things surround them, hence, they are able to be
active in class. In other words, the students can master vocabulary through the
teaching media implemented by teacher. The last, this study is expected to be a
reference for the further potential researchers.
1.6 Definition of Key Term
In order to avoid misinterpretation of the content of this study, some words
used in this study as the key term are defined as follow:
4
1. Teaching
Teaching is showing or helping to learn how to do something, giving
instructions, guiding in the study of something, providing with knowledge,
causing to know or understand’ (Brown, 2007).
2. Vocabulary
Vocabulary is the passive mastery of the word needed in speaking and
comprehending the oral language (Guilford, in Mukhlis, 2008). ‘Vocabulary as
stocks of words in a language that can support the learners to learn the skill of the
language’ (Heriyawati, 2009)
3. Media
Media are tools that are used by the teacher to transform information and
knowledge to the learners in teaching and learning activities (Sutikno, 2013).
Teaching media are tools which used by teacher in teaching and learning
activities.
4. Creative Toys
Creative Toys is a media used by researcher in teaching vocabulary.
“Creative Toys” are made of by bamboo, banana tree, and another material
environs students. This media is used to improve vocabulary, exploit students’
creativity and introducing traditional games to the students. Creative Toys are
created by volunteer teacher at TK Tunas Harapan Babat Lamongan.
5
5. Effectiveness
Effectiveness is the ability or power to have noticeable or desired effect
(Longman, in Amrullah,2005).
6
TRADITIONAL GAMES: “CREATIVE TOYS” USED IN TEACHING
VOCABULARY AT CLASS B OF TK TUNAS HARAPAN BABAT
LAMONGAN
THESIS
by:
LIGYARNIS IKA DYAH TUNGGA SUKMA DEWI
201010100311158
ENGLISH DEPARTEMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF MUHAMMADIYAH MALANG
2015
i
ii
iii
iv
Motto
Better fought and lost than to never have fought at all.
(Arthur Hugh Clough)
Dedication:
Dearest and truly heroes, Suhadi and Dwi Winarni
Partner in crime, Pandu
My guardian Leo
Ganks Upin Ipin
v
ACKNOWLEDGMENTS
In the Name of Allah, the most Gracious, the most Merciful
The researcher willing to present her thanks for everyone who has help
her, especially in this skripsi.
Alhamdulillah, all of honors are just for Allah SWT
1. Dr. Poncojari Wahyono, M.Kes, the Dean Faculty of Teacher Training and
Education of University of Muhammadiyah Malang for his contribution
and attention.
2. Dr. Sudiran, M.Hum, the Head of English Department who always
stimulates and encourages to finish her paper.
3. Drs. Jarum, M.Ed, the researcher’s first advisor for his valuable guidance,
encouragement, patient, time, knowledge, advice, and suggestion, which
are very helpful in finishing this skripsi.
4. Nurakhfini Septiany, M.A., M.Ed, the researcher’s second advisor for her
guided the researcher with her worthy, correction, and suggestion to
improve the quality of the skripsi.
5. All lectures and staffs in Faculty of Teacher Training and Education of
University of Muhammadiyah Malang especially the lecturers of English
Department who gave the researcher valuable knowledge.
6. PGSD lecturers and staffs, who support and guide the researcher as long as
the researcher parttime.
vi
7. Andayani, the principal of TK Tunas Harapan Sambangan who has
permitted the researcher to conduct observations and research.
8. My respected father Suhadi, my beloved mother Dwi Winarni, my beloved
brother Pandu, who have prayed, motivated, encouraged, endless love, and
reminded the researcher to finish this skripsi.
9. My beloved Leo, who reminded and support to finish this paper. My
lovely Upin Ipin (Irma, Ardy, Hakim, Bangkit, Dyta, Fanella), Mr.Prihadi,
M.Ed.
10. All the researcher’s friends, especially C Class 2010 of English
Department and all of who can not mentioned.
Malang, November 7th 2015
The researcher
vii
TRADITIONAL GAMES:”CREATIVE TOYS” USED IN
TEACHING VOCABULARY MASTERY AT CLASS B OF TK TUNAS
HARAPAN BABAT LAMONGAN
ABSTRACT
Teaching a Foreign Language takes more challenges than a mother tongue since it
includes many aspects such as instructional object, material, teaching media and
assessment. An enjoyable teaching process can be reached when the teacher can
conduct a good teaching method including teaching media like using games,
pictures or other interesting things. Meanwhile, teaching young learners needs
specific treatment as they are in the early stage of learning language. An activity
to develop various aspects such as physical and intellegence development is
connected with the teacher creativity in conducting a class. Therefore, the
researcher is interested to analyze "Creative Toys" in teaching vocabulary at TK
Tunas HarapanBabat, Lamongan.
The researcher used experiment research design in which, she controlled the
variable into dependent and independent variable to obtain the data in detail. It
conducted 22 students from 4 classes; A.1, A.2, B.1 and B.2 which was not more
than 15 students each. A sample was taken from B.1 as the experiment and B.2 as
the control class. The instrument used by the researcher were observation, test and
data analysis.
The research resulted from t-test which towas bigger than tt. The result of to was
8,46 and tt5% was2,08. This meant that the researcher’s hypothesis (Ha) was
accepted. There was a significant difference between teaching vocabulary using
“Creative Toys” and teaching vocabulary using picture in the book to the young
learners in B class of TK Tunas Harapan Babat Lamongan. In final conclusion,
the researcher concluded that “Creative Toys” effective to facilitate young
learners vocabulary mastery. Creative Toys used in teaching vocabulary improves
students’ interest, liveliness, creativity, and they are more focused in learning
vocabulary.
Keyword: Creative Toys, Vocabulary, Young Learner
Advisor I,
Researcher
Drs. Jarum, M.Ed
Ligyarnis Ika D.T.S.D
viii
TABLE OF CONTENTS
Cover ...................................................................................................................... i
Approval Page Before Defense ............................................................................. ii
Approval Page ...................................................................................................... iii
Originality Declaration......................................................................................... iv
Motto and Dedication ............................................................................................ v
Acknowledgment ................................................................................................. vi
Abstract .............................................................................................................. viii
TABLE OF CONTENTS ..................................................................................... ix
CHAPTER I INTRODUCTION ........................................................................... 1
1.1 Background of Study ...................................................................................... 1
1.2 Statement of Study .......................................................................................... 3
1.3 Purpose of Study ............................................................................................ 3
1.4 Scope and Limitation ...................................................................................... 4
1.5 Significance of Study ...................................................................................... 4
1.6 Definition of Keyterm ..................................................................................... 4
CHAPTER II REVIEW OF RELATED LITERATURE ..................................... 7
2.1 Teaching Foreign Language ............................................................................ 7
2.2 The Young Learners ........................................................................................ 8
2.3 Young Learners Characteristics .................................................................... 11
2.4 Vocabulary .................................................................................................... 13
ix
2.5 Educative Play Tools..................................................................................... 14
2.6 Teaching Vocabulary Using Toys ................................................................. 16
2.7 Creative Toys ................................................................................................ 17
CHAPTER III RESEARCH METHODOLOGY ............................................... 20
3.1 Research Design ............................................................................................ 20
3.2 Research Subject ........................................................................................... 21
3.2.1 Population .................................................................................................. 21
3.2.2 Sample ........................................................................................................ 22
3.3 Data Collection.............................................................................................. 22
3.3.1 Research Instrument ................................................................................... 22
3.3.1.1 Observation ............................................................................................. 23
3.3.1.2 Test .......................................................................................................... 23
3.4 Data Analysis ................................................................................................ 23
3.5 The Hypothesis of Study ............................................................................... 24
CHAPTER IV RESEARCH FINDINGS ............................................................ 25
4.1 The Analysis of Data..................................................................................... 25
4.2 Hypothesis of Testing Data ........................................................................... 25
4.3 The Interpretation of Data ............................................................................. 26
CHAPTER V CONCLUSION AND SUGGESTIONS ...................................... 28
5.1 Conclusion .................................................................................................... 28
5.2 Suggestions ................................................................................................... 28
x
References
Appendix
xi
REFERENCES
Amrullah, Mukhlis. (2005). The Effectiveness of Teaching Vocabulary by Use of
Songs and by Use of Picture Cards In Improving the Students’
Achievement At SMP Muhammadiyah 06 Dau Malang. Unpublished
Thesis, Malang. UMM
Arianto, Yopi. (2003). A Study On The Use of Media In Teaching Vocabulary To
Young Learners. Unpublished Thesis, Malang. UMM
Ary, D., Jacobs, Lucy Cheser., Sorensen, Chris., and Razavieh, Asghar. (2002).
Introduction to Research in Education. Retrieved November 16, 2013,
from http://en.bookfi.org/
Brown, H. D. (2007). Principles of Language Learning and Teaching Fifth
Edition. New York: Pearson Education., from http://en.bookfi.org
Cahyono, B. Y. (2010). The Teaching of English Language Skills and Language
Components. Malang: State University of Malang Press.
Cameron, Lynne. (2005). Teaching Language to Young Learner. United
Kingdom: Cambridge University Press.
Creswell, J. W. (2012). Educational Research: Planning, Conduction, and
Evaluating
Quantitative
and
Qualitative
Research.
Retrieved
November 16, 2013, from http://en.bookfi.org/
Donald Ary, L. C. J., Lucy Soresnson, AsgharRazavieh. (2006). Introduction to
Research in Education.Wadsworth: Thomson Corporation
Essa, Eva L. (2011). Introduction to Early Childhood Education, Annoted
Student’s Edition, Sixth Edition. Canada: Nelson Education, Ltd.
Fraenkel, J. R., Wallen, Norman E., and Hyun, Helen H. (2012).How to Design
and Evaluate Research in Education. Retrieved November 16, 2013,
from http://en.bookfi.org/
xii
Harmer, Jeremy. (2007). The Paractice of English Language Teaching Fourth
Edition. Pearson Longman.
Haryono, Ari Dwi. (2014). Metode Praktis Pengembangan Sumber dan Media
Pembelajaran. Malang: Genius Media and Pustaka Inspiratif.
Heriyawati, Dwi Fita. (2009). Teaching English Vocabulary Through Songs.
Paper presented in the First National English Language Teachers and
Lecturers Conference on March 21 2009.
Horner, Chris and Vicky Ryf. (2007). Creative Teaching: English In The Early
Years and Primary Classroom. New York: Routledge.
Isjoni. Drs., H., M.Si., Ph.D. (2011). Model Pembelajaran Anak Usia Dini Edisi
Ketiga. Bandung: Alfabeta.
Moyles, Janet. (2010). The Excellence of Play: Art In The Early Years by
Bernadette Duffy. Berkshire: open University Press, McGraw-Hill
Education
Sadiman, et. al, 2010. Media Pendidikan: Pengertian, Pengembangan, dan
Pemanfaatanya. Jakarta: PT Rajagrafindo Persada.
Scott, Wendy A. and Lisbeth H. Ytreberg. (2006). Longman Keys to Language
Teaching: Teaching English To Children. New York: Longman.
Wiyani, Novan Ardy & Barnawi. (2012). Format PAUD Konsep, Karakteristik, &
Implementasi Pendidikan Anak Usia Dini. Yogyakarta: Ar-Ruzz
Media.
Ulfa, Farida. (2013). Media Used by the Teacher In Teaching English For Young
Learners At TK Anak Saleh Malang. Unpublished Thesis. Malang:
UMM.
xiii
VanderStoep, Scott W and Deirdre D. Jonhston. (2009). Research Methods for
Everyday Life: Blending Qualitative and Quantitative Approaches. San
Fransisco: Jossey-Bass
xiv