Using letterland as ateahnique in teaching vocabulary to playgroup

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USING LETTERLAND AS A TECHNIQUE IN

TEACHING VOCABULARY TO PLAYGROUP

A Case Study at the Tumble Tots Playgroup, Pondok Indah, Jakarta

A “Skripsi”

Presented to The Faculty of Tarbiya and Teachers’ Training In a partial fulfillment of the requirements for the degree of Strata I

Siti Maisyarah

202014001025

ENGLISH EDUCATION DEPARTMENT

FACULTY OF TARBIYA AND TEACHER TRAINING STATE ISLAMIC UNIVERSITY

SYARIF HIDAYATULLAH JAKARTA

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USING LETTERLAND AS A TECHNIQUE IN

TEACHING VOCABULARY TO PLAYGROUP

A Case Study at the Tumble Tots Playgroup, Pondok Indah, Jakarta

A “Skripsi”

Presented to The Faculty of Tarbiya and Teachers’ Training In a partial fulfillment of the requirements for the degree of Strata I

Approved by Advisor,

Drs. Sunardi Kartowisastro, Dip.Ed NIP. 150 022 779

ENGLISH EDUCATION DEPARTMENT

FACULTY OF TARBIYA AND TEACHERS’ TRAINING STATE ISLAMIC UNIVERSITY

SYARIF HIDAYATULLAH JAKARTA

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LEGALIZATION OF EXAMINATION COMMITTEE

A Skripsi titled “USING LETTERLAND AS A TECHNIQUE IN TEACHING VOCABULARY TO PLAYGROUP (A case study at the Tumble Tots Playgroup, Pondok Indah, Jakarta)” was examined of the examination session of Faculty of Tarbiya and Teachers’ Training State Islamic University (UIN) Syarif Hidayatullah Jakarta on June 04, 2007. This “skripsi” has fulfilled the requirements for the degree of Strata (S-1) at the English Education Department.

Jakarta, June 04th, 2007

Examination Committee

The Head of Committee The Secretary of Committee

Prof. Dr. Rosyada, MA Prof. Dr. H. Aziz Fahrurrozi, MA

NIP. 150 231 356 NIP. 150 202 343

Examiner I Examiner II

Drs. A. M. Zainuri, M. Pd Drs. Didik Santoso, M. Pd

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ACKNOWLEDGEMENTS

In the name of Allah SWT, the Beneficent and the Merciful

All praise be to Allah the Lord of the worlds, for His, help, and guidance. So the writer has finished her “skripsi”, entitled: “Using Letterland as a Technique in Teaching Vocabulary to Playgroup”, could be completed properly. Peace and blessing be upon Muhammad SAW.

The writer would like to address her thanks and great gratitude to Drs. Sunardi Kartowisastro, Dip.Ed, for his patience, guidance, valuable help, and has served as an advisor on the revision during the completion and development of this “skripsi”. She is extremely grateful to Fitri Ardantya, Mega Witoelar and Arum Primaresti the owners of Tumble Tots, Pondok Indah, Jakarta and Natassa Mayasari the playgroup teacher who have contributed their valuable time to assist working in research and teaching are very much reflected in this writing.

Gratitude and appreciation are also addressed to:

1. Drs. Nasrun Mahmud, M. Pd, the Head of English Department of Tarbiya and Teachers Training Faculty.

2. Prof. Dr. Rosyada, MA, the Dean of Tarbiya and Teachers Training Faculty of Syarif Hidayatullah State Islamic University Jakarta.

3. All Lecturers, especially in English Education Department, who have given motivation and support. The Staff and Officers of Libraries the State Islamic University Syarif Hidayatullah, who have given permission to use their books.

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4. My parents Ahmad Halimi and Sriwahyuti, who always give their backup and moral encouragements to complete the writer study-for which is truly grateful. 5. My lovely best friend Destrianto Budi. P for his irreplaceable encouragement,

and partnership which greatly assisted in preparing the books and for his invaluable help in checking references material. A person of myriad skills, he has eased the way to finish this “skripsi”, making the work the writer enjoys even more enjoyable.

6. Many colleagues and friends for their suggestions, interest, keen perceptions, and friendship, who have given invaluable assistance in the preparation of this “skripsi”.

7. All ‘aunties’, ‘uncles’ and students of Tumble Tots, Pondok Indah who have been exceptionally helpful.

May Allah the Almighty bless them all, Amien

Finally, the writer is aware that this “skripsi” is not perfect yet. By this means, the writer would like to accept any constructive contributions and criticism to make it better.

Writer

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TABLE OF CONTENTS

Acknowledgement ... i

Table of Contents ... iii

CHAPTER I INTRODUCTION A. Background of Study ... 1

B. Scope and Formulation of Study ... 7

C. Objective of Study ... 8

D. Method of Study ... 8

E. Significance of Study ... 8

F. Organization of Study ... 9

CHAPTER II THEORETICAL FRAMEWORK A. Vocabulary ... 10

1. General concept of vocabulary ... 10

2. Meaning of vocabulary ... 11

3. Kinds of vocabulary... 12

4. Ways of presenting new vocabulary... 14

5. Techniques in teaching vocabulary ... 17

B. Letterland Technique ... 20

1. Definition of letterland technique ... 20

2. Function of letterland pictogram ... 26

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CHAPTER III RESEARCH METHODOLOGY

A. Purpose of study... 29

B. Place of study... 29

C. Method of study ... 29

D. Use of letterland... 30

E. Technique of collecting data ... 35

F. Description of data ... 35

G. Analysis of data ... 42

CHAPTER IV CONCLUSION AND SUGGESTION A. Conclusion ... 46

B. Suggestion ... 47

Bibliography ... 49 Appendix

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CHAPTER I INTRODUCTION

A. Background of the Study

The development of world sciences and technology of nowadays increasingly become better and more sophisticated. It has influenced some countries, especially Indonesia to increase the quality of human resources that would compete and be adapted with the global changing.

The ability to comprehend English is essential for millions of people, especially to Indonesians to absorb the development of world sciences and technology. In this global era, by understanding English the Indonesians are able to communicate to access some information, to maintain relationship, and to broaden their knowledge, which is related to social, educational, economic, political, cultural domains, and tourism.

Language is perhaps the most peculiarly human characteristic.1 Language as a product of learning can be seen as an important aspect of development. Without the learning of language much that makes us characteristically human would be lost.2

Robert I. Watson and Henry Clay Lindgren, Psychology of the Child, (New York: John Wiley and Sons, Inc, 1973), p. 174

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So, language is important to be learned. In learning a language people not only have to be able to use it words by words, but also have to know how the language is constructed and used in daily life.

According to Theo. Van Els language is considered as human and non-instinctive method of communicating ideas, feelings, and desires by means of a system of sound and sound symbols. The production and the comprehension of a language can be viewed as processes of linguistic input and output consisting of the procedures set out in the figure:3

That figure has been becoming based on the development of the hierarchy of language behavior. In this way the learners can feel to involve in create and interpret the various kind of language which create from the foreign culture that really not same with their culture.

Introducing a foreign language to the children is challenging and as a simple as giving a toy to the crying child. It happens because children are unique

Theo. Van Els., et al., Translated by R.R. Van Oir Souw, Applied Linguistic and The Learning and Teaching of Foreign Languages, (London: Edward Arnold, 1984), p. 18

Textual procedures Sentence procedures Constituent procedures

Word procedures Phonetic procedures Linguistic

input

Linguistic output

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in their characteristic and have a special way of learning a new thing. They acquire knowledge by asking, listening to people around them and also experienced things. Through these acquiring children develop their vocabulary.4

Vocabulary is one of the important aspects in teaching a language especially a foreign language, besides grammar and pronunciation. As a stock of words used by a person, class, or profession, vocabulary is not easy to increase without a proper way of how to build it up. According to Henry Guntur Tarigan

“Kualitas ketrampilan berbahasa seseorang jelas bergantung pada kuantitas dan kualitas kosakata yang dimilikinya, maka semakin besar kosakata yang kita miliki maka semakin besar pula kemungkinan kita terampil berbahasa”.5

(The quality of language skills depends on the quantity and the quality of vocabulary that the learners have. More vocabulary that they have, there is more possibility for them skills in language use).

The preschool child makes great strides in word knowledge. Average estimates of vocabulary are about 900 words at three years of age, about 1500 words at four years of age and about 2000 words at five years.6

Carol. J. Fisher and Terry, Children’s Language and The Language Art, (USA: McMraw-Hill, 1997), p. 94

Henry Guntur Tarigan, Pengajaran Kosakata, (Bandung: Angkasa, 1986), p. 2

Ruth Strang, An Introduction to Child Study, (New York: The Macmillan Company, 1957), p. 161

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Increased vocabulary development may be associated with new experiences and exposure to words for new objects and processes. 7

A child’s vocabulary grows as his experiences broaden. Experience has to come before words. The child’s words are symbols of his most vital experiences. These emotionalized symbols influence a child’s behavior in subtle and potent ways. 8

Effective educational materials have to be research- based and classroom tested. In addition, educational materials need to be appealing and must provide durable and safe use at fair value.

Development of the methods and approaches to design material and language programs reflected the teachers’ commitment to find more effective and efficient classroom activities in teaching a language. They have a wider variety of methodological options according to the learners needs, the preferences of the teachers, and the constraints of school and educational setting.

Besides those factors, foreign language acquisition for children is influenced by the method, approaches, and technique that the teacher used. It will help the learners to understand the lesson clearly. Now in Indonesia there are so many kindergartens and pre-schools that teach English. Most people believe that children are better than adult when attempting to learn a foreign language.

Robert I. Watson and Henry Clay Lindgren, op. cit, p. 285

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That seems to be backed up by common observation and supported by many factors, such as psychological factor, which includes intellectual processing, memory, and motor skills, and social factor which includes the natural and classroom situation.

A period of pre-school represents an important period in course of growing the human being. It is too early to try to teach a two-year old child to read, but it is not too early to introduce letter shapes and sound. And, it needs a right vocabulary’s teaching technique for the pre-school. The aim of learning in pre-school students is to introduce English as a second language to the pre-school students for those preparing themselves to go on studying at elementary school. During the pre-school years, children brought up speaking one language at home and another language at school are in an ideal situation to become fully bilingual as they will have plenty of time of hear the sounds and grammar of both languages, and will be placed to acquire English in much the same way as they acquired their native language. 9

Teaching English to Pre-school students is emphasized on requiring a number of words or vocabulary. Vocabulary in foreign language is a necessity. Without sufficient vocabulary one cannot communicate effectively. Therefore mastering vocabulary is very useful in early age because children can remember the words longer and faster than adults.

Playgroup Training Division, Letterland Common Quest, (Unpublised: Tumble Tots Playgroup, 2005), p. 6

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Considering it may be the first time for Pre-school students to know and to learn about English language vocabulary, the teacher must know how to introduce English vocabulary to them and how to make students interested to learn about it. Of course it needs a special vocabulary’s teaching for Pre-school students.

Edutainment (education and entertainment) is one of the effective and adjustable method of encouraging the students of playgroup in learning foreign language especially English. Representing an image will help the students to absorb the material easily.

Language ability in ordinary environments indicates mental developments. On the new Stanford-Binet tests three-years-olds are expected to name correctly the pictures of common objects shown to them; to obey simple commands; to talk about the pictures presented; to answer questions involving a simple cause and effect relation. 10 When students can touch something, in addition to hearing and seeing the word that names it, there is a stronger change that the word will be learned. Even if there are practical reasons why each learner cannot touch the object, just seeing it while hearing its name is helpful. 11

Ruth Strang, op. cit., p. 160

Virginia French Allen, Techniques in Teaching Vocabulary, (Oxford: Oxford University Press, 1983), p. 7-8

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Letterland is a child-friendly, multi-modal system for teaching children to read, write, and spell. The secret of its worldwide success lies in its pictogram characters and their ability to make learning fun and entertain.12

Therefore, it is easier if the sounds of the letters of the alphabet are taught before the words. By combining phonics teaching with story telling, letterland provides the right way to teach letter shape and sound recognition, and to establish correct letter formation.

Finally, in teaching English at pre-school in Indonesia properly it will prepare the next youth generation to reach the language competence that can reflect their own or other people’s experiences, expressing some kind of feeling and ideas, and more important is to understand some kind of language meaning. This competence would help the learners recognize themselves, their culture, and even the other nations; but the important thing is they can participate in a community that uses English as a social intercourse language.

B. Scope and Formulation of Study

In this “skripsi”, the writer would like to describe the letterland technique, in teaching English which is appropriate to the learners’ situation and condition on the playgroup. The scope in this study is dealing with the teaching techniques that have been received by the learners when they are learning English in the classroom.

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To get it more clearly in this study, the formulation of the study case is answering to the question of “Is using Letterland Technique in Teaching Vocabulary to playgroup to the learners at Tumble Tots Pondok Indah, Jakarta, important.

C. Objective of Study

Based on the background above, the writer wants to know, whether letterland technique is a right technique:

1. To observe the use of letterland in teaching vocabulary.

2. To find out the student’s achievement progress in learning English vocabulary by using letterland technique.

D. Method of Study

The writer carried out a field research by working as an English teacher on playgroup at Tumble Tots, Pondok Indah, Jakarta. Through the observation the writer has known the achievement that students reach.

The analysis of this field research result hopefully, that letterland technique can help the student’s understand to some English vocabulary.

E. Significance of Study

By writing this “skripsi”, the writer would like to hope that the result of this study can give some benefit, mainly:

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1. Using letterland technique in the term of teaching and learning process of foreign language is easier to the students to remember or memorized vocabulary.

2. Knowing the effectiveness’ of approaches and method that applicant through the teaching techniques appropriate for the students on learning vocabulary. 3. Using letterland can bring outside the student’s aspiration and creativities.

F. Organization of Study

This “skripsi” consists of four chapters.

The first chapter is introduction which describes background of study, scope and formulation of study, objective of study, method of the study, significance of the study, and organization of the study.

The second chapter is theoretical framework which discusses general concept of vocabulary, meaning of vocabulary, kinds of vocabulary, ways of presenting new vocabulary, techniques in teaching vocabulary, definition letterland techniques, function of letterland pictogram, strategies of letterland, step of teaching vocabulary.

The third chapter consists of research methodology which describes the purpose of the study, place and time, method of study, technique of collecting data, description of data, and analysis of data.

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CHAPTER II

THEORETICAL FRAMEWORK

A. Vocabulary

1. General Concept of Vocabulary

Vocabulary is one of language aspects that have to learned when students are learning a language, besides grammar and pronunciation. Vocabulary also plays an important role in improving language skills in English. Experienced teachers of English as a Second language know very well how important vocabulary is. They hope their students would learn thousands of words that speakers and writers of English use.

Therefore, it is very necessity that the students be able to master the words in certain number. Mastering vocabulary is not easy, yet other aspects of the language should be considered such as; sound, and structure. Vocabulary is one of the most important elements in a language. We cannot speak the language well if we do not master it. No matter how well we learn grammar, how successfully the sound of a foreign language is mastered, without words to express a wider range of meanings, communication in the foreign language just cannot happen in any meaningful way. (1997: 140)13

Regardless of the specific target language and the condition of instruction, vocabulary is an important factor in all language teaching.

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Learners must continually be learning words as they learn structures and as they practice the sound system.14

2. Meaning of Vocabulary

Vocabulary can be defined, roughly, as the words we teach in the foreign language.15 To have a clear understanding, it is better to take a look at some definitions that have been described as vocabulary. Vocabulary is the sum of words used by, understood by, or at the command of a particular person, social group, profession, trade or the like.16 If it is compared to another meaning of vocabulary, that vocabulary is “(a) Total number of words which (with rules for combining them) make up a language, (b) Containing a list of word; list of words used in a book, usually with definitions or translation.”17 Another definition of vocabulary also is found, in Webster’s New World Dictionary that “vocabulary is a list of words and often, phrases, abbreviations, inflectional forms, usually arranged in alphabetical order and defined or otherwise identified, as in a dictionary or glossary.18

Edward David Alleen and Rebecca. M. Valette, Classroom Techniques: Foreign Language and English as a Second Language , ( USA: Harcourt Brace Jovanovich Inc, 1977), p. 149

Penny Ur., A Course in Language Teaching: Practice and Theory, ( New York: Cambrigde University Press, 1996), p. 60

William Morris, The Heritage Illustrated Dictionary of the English Language, (Boston: Houghton Mifflin Company, 1979), p. 1434

A. S. Hornby, Oxford Advanced Learner’s Dictionary of Current English, (Oxford: Oxford University Press, 1987), p. 959

Merriam-Webster, Webster’s New World College Dictionary: Fourth Edition, (Cleveland: Wiley Publishing Inc, 2002), p. 1600

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A large vocabulary helps the students to express them ideas precisely, vividly, and without repeating themselves in composition or conversation.

From some opinions above, it can be known that vocabulary is a total number of words used by a person to express ideas and experiences in communication as a means of expression.

3. Kinds of Vocabulary

Vocabulary varies in the four skills of language; listening, writing, reading, and speaking. Generally, a student will absorb listening and speaking vocabulary before coming to the reading and writing vocabulary. In the terms of teaching and learning process Jack. C. Richards, John Platt, and Heidi Platt give some comments concerning with the method of foreign or second language teaching which (a) Emphasizes the teaching and speaking and

listening before reading and writing, (b) Uses dialogs and drills, (c) Discourages use of mother tongue in the classroom, (d) Often makes use

of contrastive analysis.19

In a function, vocabulary is classified into two kinds:

a. Active Vocabulary

Active vocabulary refers to language items which the learner can recall and use appropriately in speech and writing and it is also called as

Jack. C. Richards, John Platt, Heidi Platt, Longman Dictionary of Language Teaching an Applied Linguistic, (London: Longman group UK Limited, 1992), p. 25

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productive vocabulary.20 It means that to use the productive vocabulary, the learners are supposed to know how to pronounce it well, they must know and be able to use grammar of target language, they are also hoped to be familiar with collocation and understand the connotation meaning of the words.

b. Passive Vocabulary

Passive vocabulary refers to language items that can be recognized and understood in the context of reading or listening, and it is also called as Receptive Vocabulary.21 It means that the learners can recognize and comprehend the context of reading and the listening materials.

In the first level of a course, the active vocabulary is more prominent. But when the learners at higher level of study such as intermediate or advanced level, passive vocabulary is more useful.22 It means that teacher should teach the active vocabulary first, before she teaches the passive vocabulary to the learners.

On other occasional, other experts have classified vocabulary into potential vocabulary and real vocabulary. Potential vocabulary consists of words, learners will recognize even though they have not seen them in

Ruth Gairns and Stuart Redman, Working with Words: A Guide to Teaching and Learning Vocabulary, (Cambridge: Cambridge University Press, 1986), p. 64

Ibid., p. 64

Gail Ellis Barbara Sinclair, Learning to Learn English, (Sydney: Cambridge University Press, 1989), p. 63

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second language, and real vocabulary consists of words, the learner is familiar with (after and because of) exposure.23

The most important point of the productive vocabulary or receptive vocabulary is that it suggests that there are different ways to “know” a word. Knowing a word includes being able to recall its meaning and being able to see which shade of meaning a word is most suitable for the context that occurs. By knowing the meaning of a word may include being able to make various associations with other related words. That what is considered sufficient knowledge under one circumstance will probably not be sufficient under others.

4. Ways of Presenting New Vocabulary

On presenting new vocabulary to the learners, frequently the teacher will find it necessary to explain the meaning of word or short phrase. Here are numbers of ways in presenting new vocabulary:24

a. Realia

This is the word to refer to the use of real objects in the classroom. Thus the words ‘pen’, ‘ruler’, or ‘chalk’, can be easily explained by showing students a pen, a ruler, or a chalk. This is clearly satisfactory for certain

Susan. M. Gass and Larry Sclinker, Second Language Acquisition: An Introductory Course Second edition, (New Jersey: Lawrence Erlbaum Associates Inc, 2001), p. 374

Jeremy Harmer, The Practice of Language Teaching, (Essex: Pearson Education Limited, 2001, third printed), p. 85-86

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single words, but the use of realia is limited to things that can easily be taken into the classroom.

b. Pictures

Pictures are clearly indispensable for the language teacher since they can be used in so many ways. Pictures including blackboard drawings, wall pictures, flashcard, charts, and any other non-technical visual representation. Pictures can be used to explain the meaning of vocabulary items and to create a situation or context.

c. Mime, action, and gesture

It is often impossible to explain the meaning of words and grammar either through the use of realia and/ or of picture. Actions, in particular, are probably better explained by mime. And gesture is useful for explaining words like ‘from’, ‘to’, or indicating that the past is being talked about (the teacher gestures backwards over his shoulder)

d. Contrast

Sometimes a visual element (realia, picture, mime) may not be sufficient to explain meaning, so contrast can be used. In letterland, the letterlanders like everything which start with there letter on they name. Example ‘Clever Cat doesn’t like a cup of tea, but she likes a cup of cocoa’

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e. Enumeration

The word ‘vegetable’ is a difficult word to explain visually. However, the teacher rapidly lists (or enumerates) a number of vegetables and the meaning will become clear.

f. Explanation

Explaining the meaning of vocabulary items can be extremely difficult just as grammatical explanation, especially at elementary levels. It will be important, if giving such explanations, to make sure that the explanations includes information about when item can be used.

g. Translation

For many years translation was considered as something of a sin. Clearly if the teacher is always translating this will impede students’ learning since they want to hear and use the target language, not their own. But it seems silly not to translate if by doing so a lot of time can be saved. If the students do not understand a word and the teacher can not explain it, he can quickly translate it; the same is true, in principle of a piece of grammar. Translation then seems a useful measure if used sparingly, but it should be used with caution.

These aids and measures may be useful for explaining the meaning of a word or sentence. They may be used in combination (e.g. pictures and mime, translation and enumeration, etc)

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To clarify the statement above, Penny Ur also gives some comments concerning with the ways of presenting the meaning of new items:25

a. Concise definition (as in a dictionary: often a superordinate with qualification, for example: a cat is an animal which...)

b. Detailed description (of appearance, qualities....) c. Examples (hyponyms)

d. Illustration (picture, object) e. Demonstration (acting, mime)

f. Context (story or sentence in which the items occur) g. Synonyms

h. Opposites or antonyms i. Translation

j. Associated ideas, collocations

No matter how many experts classifying the ways of presenting the meaning of new items, the learners also need to review and practice words with which they are already familiar. Finally, in increasing their vocabularies, learners also need to be trained to become independent learners, by becoming effective word recorders.

5. Techniques in Teaching Vocabulary

Generally, as a beginner, to understand the meaning of sentence is not easy as to understand word by word. Learners need something fun and

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entertain to make them easy to access the vocabulary. They need to be trained to record vocabulary and be presented with strategies for reviewing them. If it is not often practiced, automatically it will reduce or lose.

Learning vocabulary requires more than a dictionary. Vocabulary is a cultural phenomenon as well as a linguistic one. Learners must learn the social meanings of words in a foreign language, not just the equivalent word in their native tongue. Learners’ success in learning vocabulary depends on a certain extent on the number of senses used in the classroom. One reason that learners need encouragement through various sensory activities is that in most cases, foreign language learners already have “satisfactory” words in their own language for the vocabulary they are trying to learn in the classroom. Therefore, the foreign language learner needs some sort of motivation to make her desire to learn foreign words. According Virginia French Allen, there are three techniques which can be used for teaching vocabulary:

1) Alphabetical order: even for a list of new words alphabetizing way be appropriate in helping students to find a word.

2) Showing the meaning of words through pictures, explanations in mother tongue, and definitions in simple English.

3) Drawing attention to meanings before drilling words.26

Virginia French Allen, Techniques in Teaching Vocabulary, (Oxford: Oxford University Press, 1983), p. 10-14

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As part of her emphasis on the necessity for sensory experiences while learning vocabulary, that not all classroom time should be spent on pronouncing words, interactive activities related to vocabulary are important and even essential.

There are some other techniques for teaching vocabulary: 1. say the word clearly and write it on the board

2. get the class to repeat the word in chorus 3. translate the word into student’s own language 4. ask the student to translate the word

5. draw as picture to show what the word means 6. give an English example to show the word is used 7. ask question by using the new word27

When learners have learned various words, the next step is how they can access them quickly in the daily use. In this case, it needs a variety of presenting vocabulary building activities to encourage learners in memorizing the vocabulary.

According to James Coady and Thomas Huckin, vocabulary can be taught in two ways so that it can be readily accessed, there are:

a. Fluency activities that provide a well-beaten path to an item

Its have certain characteristics: (1) They may involve processing quite a lot of language. (2) They make limited demands on the language user; that is, they involve material that does not contain much unfamiliar language or many unfamiliar ideas. (3) They involve rehearsal of the task through preparation, planning, or repetition. (4) They involve some encouragement for the learner to reach a high rate of performance which requires that the activities reach a high level of automaticity.

Adrian Doff, Teach English: A Training Course for Teachers, (Cambridge: Cambridge University Press, 1990), p. 11

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Fluency techniques can be based either on texts provided by the teacher or on material prepared by the learners. Using texts provided by the teacher allows the teacher focus on particular vocabulary.

b. Richness activities that aim to increase the number of associations attached to a word can be of two types: those that establish syntagmatic relationships and those that establish paradigmatic relationships .

1) Syntagmatic relationships are those that associate a word with other words that can typically precede or follow it. For example, the word fuel can be preceded by words like cost (as in the cost of fuel). Activities can be used to develop these relationships include the following:

a) Collocation activities. A typical collocation activity gets learners to match collocates with given items.

b) Semantic mapping. Semantic mapping involve drawing a diagram of relationships between words according to their use in a particular text.

c) Dictation and related activities. The nature of the dictation activity is that it focuses learners’ attention on the collocational relationships within dictated phrases.

2) Paradigmatic relationships are those associate a word with others of related meaning.28

B. Letterland

1. Definition of Letterland

In terms of teaching and learning process, letterland is highly sophisticated teaching techniques that combine stories with the pictograms of

James Coady and Thomas Huckin, Second Language Vocabulary Acquisition, (Cambridge: Cambridge University Press, 1997), p. 248

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letters. It is a fun way, child-friendly, multi-sensory/ multi-modal system for teaching or introducing children to literacy skills (read, write, and spell).29

Letterland uses pictograms (alphabet-shaped picture-characters). They are a careful fusion of letters and animated characters that is designed to carry information. These simple powerful images contain the basic phonic information that children need for accessing print. Each character has been created and designed which letters make in words. 30

The letterland pictograms activate every learning channel, linking all the things that children love-social interaction, movement, art, craft, rhyme directly to letter knowledge.

When child’s interest in some object or animal is high, that is the best time to name it, thus associating the object with the spoken word and later with the printed symbols for it. To increase his understanding and use of verbs provide interesting activities. 31

In traditional phonic teaching, confusing variations, which make no sense to a child, have to be learned with little to help the child remember them. With letterland, rules are replaced with brief stories which entertain while they teach. Some of these stories may seem far-fetched to an adult, but

Playgroup Training Division, Tumble Tots Playgroup Handout Letterland and Fun Math ( unpublished: Tomble Tots Playgroup, 2005), p. 1

Ibid, p. 1

Ruth Strang, An Introduction to Child Study, (New York: The Macmillan Company, 1957), p. 223

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to a child these stories make boring rules vastly easier to remember. Each story catches a child’s imagination.

Three and four year olds enjoy stories rich in sense impressions and action stories about the sights they see, the substances the touch, the activities in which they engage, the sound they hear are fascinating to them. 32

By hearing nursery rhymes and stories again and again the child is encouraged to remember them. Pictures in story books suggest the events that they illustrate and thus give practice in recall, after one or two repetitions of story children as young as two and a half years will supply the words when the storyteller pauses on certain points. 33

By using interactive storytelling to explain new sound and spelling patterns, children quickly grasp the alliterative principle. With the single letter shape, children can picture code any letter combinations, which helping them to remember this new behavior.

On learning process children need an important condition for successful language learning is the absence of stress. By focusing on meaning interpreted through movement, rather than on language forms studied in the

Ibid., p. 224

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abstract, the learner is said to be liberated from self-conscious and stressful situations and is able to devote full energy to learning. 34

Three- to five year old children commonly are noisy, responsive, adept at mimicry, unashamedly emotional, and without pretense. They love exaggeration and enjoy experimenting with new sounds and motions. 35

Associating letters with interesting characters and incorporating this into activities and games that makes fun to the children. It is important for promoting young children’s learning.

The letterlanders (Annie Apple, Bouncy Ben, Clever Cat, etc) are alliterative which immediately taps into the building of phonemic awareness skills. Children are enchanted by the characters and animals in the secret place called letterland. And educators know that if children are interested, they learn without even words. 36

Learning to read, write and spell, children need to know the sounds that letters represent in words. By starting to say each letterland character’s name, children discover the sounds that letters make in words surprisingly quickly. By bonding intriguing images into the otherwise uninteresting black letter shape and replacing dry rules with little stories, the system makes

Jack C. Richards and Theodore S. Rodgers, Approaches and Methods In Language Teaching: A description and analysis, (Cambridge: Cambridge University Press, 1992, eight printed), p. 91

William C. Morse and G. Max Wingo, Psychology and Teaching. 2nd edition, (USA: Scott, Foresman and Company, 1962), p. 79

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learning to read, write, and spell in English both easier to remember and a lot of fun. 37

In this case Penny Ur stated on her guided book, that in teaching vocabulary “the learner has to know what the word sounds like (its pronunciation) and what it looks like (its spelling). These fairly obvious characteristics, and one or the other will be perceived by the learner when encountering the item for the first time. 38

So, second language teaching and learning process should reflect the naturalistic processes of first language learning. Asher sees three processes as central. (a) Children develop listening competence before they develop the ability to speak. (b) Children’s ability in listening comprehension is acquired because children are required to respond physically to spoken language in the form of parental commands. (c) Once a foundation is listening comprehension has been established, speech evolves naturally and effortlessly out of it. 39

Thus, in presenting the new items of vocabulary language must be presented in spoken form before they are introduced in written form. In the

Playgroup Training Division, Letterland Common Quest, (unpublished: Tumble Tots Playgroup, 2005), p. 6

Penny Ur., op. cit., p. 60

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initial phrase of language instruction, the audio-lingual skills must be dominant over reading and writing. 40

To clarify the lesson in using letterland technique, the form of new words can be demonstrated with examples. The meaning of new words is not conveyed through translation. It is made clear visually (with object, pictures, action, and mime). 41

Using letterland technique to the children, which can help them achieve to following goals to enrich vocabulary for foundation stage to read can be carried out. Here the following goals for foundation stage to read: a. Listening to using spoken and written language.

b. Exploring and experimenting with language.

c. Sustaining attentive listening, responding to what they have heard. d. Extending vocabulary, exploring the meaning and sounds of new words. e. Hearing and saying initial sounds in words.

f. Linking sounds to letters, naming, and sounding letters of the alphabet. g. Knowing that print carries meaning and it is read from left to right.

By using letterland technique means the use of concrete objects and pictures, which together with storytelling can be used to demonstrate the

Theo. Van, Els., et al., Translated by R.R. Van Oir Souw, Applied Linguistic and The Learning and Teaching of Foreign Languages, (London: Edward Arnold, 1984), p. 256

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meanings of new vocabulary items and to recognize the sound of letter that are used to the learners to read, write and spell.

2. Function of Letterland Pictogram

As the heart of letterland, pictogram has some functions to enrich new vocabulary items to the learners in learning English. Here are some functions of letterland pictogram:

a. Linking sounds to letter shape

Basically, there are no obvious reasons for a particular sound to be represented by a particular letter or group of letter. In letterland, each letterlander becomes the reason for a letter’s shape and sound to be represented.

b. Reading direction

The reading direction is an orientation cue built into each letterland pictogram.

c. Child-friendly metalanguage

Letterland pictogram makes it possible to talk about phonic concepts without jargon. Using language children already have to talk about letters, sounds and concepts (metalanguage).

d. Picture coding

Picture coding is the process of adding letterland pictogram details to a plain shape. By doing this, children become the animators of lifeless letters. The drawing process is fun, as the children bring the letter shapes in their own. Picture coding also can used on the blackboard, worksheet, or cards to draw attention to target sounds within words.42

3. Strategies of Letterland

Letterland has eight main child strategies as that of the letterlanders (letterland characters) have thought up to help children to become better readers and writers, there are:

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a. The Sound Trick Objectives

1) To discover a-z letter sound

2) To match a-z letter sound to the plain letter shapes

The letterlanders have a special trick to help learners to learn their letter sound. The first sound of the letterlander’s name is the sound their letter makes in words.

To discover any letter sound, teacher started to say a letterlander’s name. Whenever the teachers talk about letter sound, she always shows the plain letter side of picture code card.

Letter names are not much help to a child when it comes to blending words. The 21 consonants letter names are never used in reading and letter names actually begin with another letter’s sound.

Having the letterland character names (Annie Apple, Bouncy Ben, Clever Cat, etc) gives a temporary alternative to the traditional alphabet names.

b. The Capital Letter Trick Objective

1) To learn when capital letters are used 2) To learn capital letter shapes

Each letterlander has a special way of turning their letter into a capital. They are so proud at being given the important job of beginning someone’s name, or a sentence that they do their CAPITAL LETTER TRICK. c. The Character Names Trick

Objectives

1) To make use of noticeable recurring capital letters for the rapid identification of the 26 a-z letterland character names as sight words. 2) To use character names to read rhyming words by analogy

In presenting the letterland character names, the teacher always start a name with a capital letter, because names are important words. So in every letterlander’s name learners will see their capital letter.

d. The Actions Trick Objectives

1) To develop multi-sensory (kineasthetic, auditory, oral, visual) memory cues for letter sounds.

In explaining each letterlander to the children, the teacher has given an action to help their letter sound. To begin with, encourage children to make the sound each time they make an action, so that the action and sound become firmly associated. Later the teacher could try an action in various activities. For example:

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1) A child makes an action and the rest of the class say the corresponding sound 2) Children play an action game where they make each action in

alphabetical order

3) Some children spell a word using actions only, the others convert the action into sounds to build the word

The actions are designed to be performed either sitting or standing. Example: when children ‘become’ letters themselves and stand in a

row form a word (see appendix). e. The Alliteration Trick and The Alliteration Game

Objective

1) To develop phonemic awareness of initial sounds

The alliterative ‘logic’ of letterland adds engaging discover factor to phonemic awareness activities. In letterland, the characters love things that start with their sounds.

The activity of searching for alliterative words enables children to have creative input as they build up a bigger picture of each character. Children feel like they are discovering new things about their letterland friends. This element of discovery has proved a real strength of the letterland in making the children highly motivated to learn more about letterland friends.

f. The Rollercoaster Trick Objective

1) To blend individual sounds into words

The rollercoaster trick is a multi-sensory strategy to help children move on from just saying individual sounds to running sounds together to read words.

g. The Slow-speak Trick Objective

1) To segment words into individual sounds

It helps children to break up spoken words into their individual phonemes, in order to aid spelling.

h. The Rhyming Words Trick Objective

1) To spell and read by analogy

One of the strategies children should consciously use when attempting to read or write a word is to identify a spelling pattern in a word they already know.43

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CHAPTER III

RESEARCH METHODOLOGY

A. Purpose of Study

The main purpose of this “skripsi” is showing for an appropriate technique in teaching vocabulary to the playgroup class. Not only does the writer show an appropriate technique, but she hopes that this “skripsi” will give a better solution too.

Regarding that point, hopefully the teacher can apply it in doing the teaching and learning process at the school. All ideas which are related to that point will be discussed and analyzed later.

B. Place of Study

The writer took place of field research at Tumble Tots Playgroup, located in Pondok Indah, south Jakarta. And I was taken my observation for 3 months from 9th of October ’06 until 29th of December’06. Meanwhile, the library research will be taken from sources such as Faculty of Tarbiya Library, The State Islamic University Library, and other sources.

C. Method of Study

This “skripsi” will be written based on field research. The writer will carry out the field research at Tumble Tots, Pondok Indah, Jakarta.

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D. Use of Letterland

In this teaching activity, the writer introduces one of the letterland characters (Clever Cat) taught according to letterland technique. The course was for the students of tumble tots playgroup.

First, the teacher says greeting to the students. By the time the class get started, the teacher asks the students to join together to make a circle, by saying “let’s all join hands together”. Then teacher says “good morning Tumble Tots?”, children answer “good morning auntie!”. Then, teacher says “ok. now let’s greet our friends and aunties here by doing rush in and rush out and say “good morning! Nice to see you!. Before that, how about if we go the right side by walking, jumping, and running. Here we go... walking (4X), jumping (6X), running (8X), now let’s walk, now let’s stop!”. Then, teacher and students do rush in by saying “good morning Tumble Tots”, and then they do rush out by saying “Hii... nice to see you”.

After that, teacher says “all right, let’s warm up our body by singing our warm up song ‘Hello Time’ (see appendix). Teacher asks the students to say the magic word together “what is the magic word?”. Students say “music please

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auntie cha-cha!”. After they finished singing the song teacher says “big clap”, then she says “well done Tumble Tots, now take a bow, please” students say “wek, wek, wek”. Then, she asks the students to sit on the floor.

Second, teacher asks about students feel individually. Teacher asks “now, I want to ask you about you are feeling, whether you are fine or not, show auntie your two thumbs up and say “I am fine auntie”. Teacher asks a student “good morning Defa”, then he answers “good morning auntie”, teacher asks “how are you today Defa”, he answers “I am fine auntie”. Teacher asks the students to recite the rhymes, but before that she explains how the action of the rhymes to the students. Teacher says “alright, the rhymes go!” (1st. Spider, 2nd. Tall Shop, and 3rd. Golden Fish). After that, teacher says “ok, now let’s sing our opening song and the title is ‘I’ am a Little Green Apple’ (see appendix), and she explains to them how to do the action of the song does. Teacher asks one of the Tumble Tots to say the magic words to another auntie. One of the Tumble Tots says “Music please auntie”, and then music is coming. When finished the song teacher requests the children to take a bow. Then children say “wek, wek, wek”. After that, teacher gives them a big clap. After that teacher asks them to stand up on the spot to sing Letterland song (see appendix). She explains to them how to do the action of the song does.

Third, teacher invites the children to sit on the floor in front of her and greet them one by one. After that, teacher says “alright, now let’s go to Letterland. We are going to meet our new friend. But before that, how about if we

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go to Letterland by riding bicycle”. Then teacher requests them to lie down on the floor, pretending they are riding bicycle by singing

“bicycle, bicycle go slow” “bicycle, bicycle go so fast” “bicycle, bicycle here we go”

Then teacher says “wow, where are we now?”. Children say “Letterland”. Teacher answers “yes, that’s right. Welcome to Letterland”. “before you see our new friend in Letterland. How about if you close your eyes and let’s count 1 till 5, and here we go!”. Then children count 1-5, after they finished counting and open their eyes, teacher show it the picture at the Letterland ABC book to them. And teacher show it and introduce them to the Clever Cat. Then, teacher explains about the Clever Cat, teacher says “this cat is a lovely cat, she has a red letter on her head, this is Clever Cat. Clever Cat thinks of everything, she always helps another letterlander to solve their problems. That’s way people call her Clever Cat. Clever Cat loves to sit by the letterland castle, having a cup of cocoa and eating a cucumber sandwich with a yummy cream cake by doing her crossword puzzle. Can you see some white things in the sky?. What are they?. That’s right, they are clouds in the sky. Look at this picture. Do you like Clever Cat’s car? It’s nice and colorful, isn’t it?. Children answer “yes”. And teacher asks “and what is that?. Children says “worm...!”. Teacher answers “no, that is not a worm but that is a caterpillar.” Then teacher says “Clever Cat is a very special cat in Letterland. I’ ve got a cat and my cat says ‘Miaow’ But this cat is far too clever to say

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‘Miaouw’. Clever Cat is so clever that she makes a special sound instead, like this ‘c...c...c’. Teacher asks children to say ‘c’ in chorus. Then they say “c...c...c”. Then, teacher says “let’s stroke her letter. But first, you must watch auntie to stroke it ok!”. “Start from her ear, go over to another ear, go around her face and stop under her chin and tickle-tickle”. Teacher asks “do you know, what the sound of Clever Cat is? ‘Clever Cat says ‘c... in word’’. And teacher asks them to stroke the letter and make a sound of clever cat one by one. Then, using flashcard teacher explains other information about Clever Cat. Teacher says “outside Letterland, we can find this plain letter but in Letterland we can find Clever Cat. Clever Cat says ‘c... in word”. Then, using the wall frieze teacher wants to teach how to write the letter shape of ‘c’. But first they are singing the Clever Cat song (see appendix). After that, teacher says “now we are going to write Clever Cat letter. First, you must see auntie how to write the letter. Start from her ear, go over the other ear, go around her face and stop under her chin and tickle-tickle”. This explanation has given twice to the children. Then, teacher gives them a letter ‘c’, but in dot in the whiteboard. Then, teacher request them to trace the letter of Clever Cat and make it sound of Clever Cat. After their tracing the letter, teacher asks them to erase the whiteboard. Then, teacher requests them to sit on respective chair to colored the hand out/ copy master.

Fourth, main activities children practice their fine motoric skill with scrap book. Teacher asks the children to sit on their respective chair and give them hand out of the Letterland scrapbook copymasters to children to be colored. After they

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finished, teacher introduces them to eating manner, that how to practice using spoon and fork and to introduce them to pray before eating. First, before they eat their snack, they must wash their hands at the wash stand by que up on line. After children finished, they are back to the class. Then, teacher says “sit nicely and close our eyes. Now we are going to pray together. Repeat after auntie cha-cha”.

Then another teacher says “thank you God for my parents, for my aunties, for my friends, for my school, for my food, for today and for every things. Amiens”. Then, children eat by themselves or sometime with help from aunties. After their finished it their snack, they clean up their lunch-box, they get their bag to put their lunch-box into their bag. Then they clean up their mouth and hands with the wet tissue and teacher requests them to throw it to the trash.

Fifth, teacher requested children to sit on the floor. Teacher says “sorry Tumble Tots, time is up. Now it is time to say ‘good bye’, wave our hands side to side and don’t forget to blow our kiss by singing good bye song (see appendix), here we go!”. Then teachers give them a big clap, with says “well done Tumble Tots and take a bow please”. Children answer “wek, wek, wek, wek!”.

Finally, teachers say “sticker time! Ok, every body line up please!”. Teacher requests children to line up to get the sticker. Before they get the sticker, teacher asks them about the lessons that have been given and ask how the sound of Clever Cat does and ask them to find the letterlander on the wall frieze.

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E. Technique of Collecting Data

Research needs an instrument to collect the data. Instrument is a method used for getting the data such as the information, notes, and explanation, which is related to the theme of the research. The interview, observation, and documentation are the part of the instrument. The major instrument used in this research is observation. The writer conducts the observation as the teacher in playgroup class to observe directly. The writer uses qualitative method to describe and to explain about this study.

F. Description of Data

In the observation, the writer put stress on the method of teaching English, the core curriculum, some aids to introduce the letterland character, and reinforcement to the student at home, that is used at Tumble Tots. “Learning through playing” is Tumble Tots philosophy. By playing, children will introduce to the learning concepts, which is fun, enjoyable and comfortable.

Tumble Tots uses Multi-sensoric approach as the method, which includes visual, auditory, kinesthetic, and oral/verbal to improve memory and learning. This method is applicable to learning by doing some play, which built to empower the children to be responsible, creative, active and broad minded.

Letterland consists of three stages early year/foundation, program I/intermediate, and program II/advanced. Each stage has own curriculum as the purpose of learning process.

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The term of curriculum refers to the sum total of organized learning stated as educational ends, activities, school subject and or topics decided upon and provided within an educational institution for the attainment of the student.44

Here Letterland curriculum, which is based to the stages of the learners.

1. Early Years/Foundation Curriculum

Early years provides a unique multi-sensory experience of the alphabet, developing listening and speaking skills while laying a solid foundation for literacy.

The child is guided in this stage to realize that the letters the letters that were learned during the sessions actually form words, therefore the importance of word formation. Care should be taken not to over-emphasis the letterland characters so much so that it takes precedence over recognition of the actual letters of the alphabet.

Each character of letterlanders has been created and designed to represent the sounds which letters make in words. For example, by saying the names of a letterland, Clever Cat, Annie Apple, and Dippy Duck, children already have their associated sound on their lips.

Clever Cat makes the sound of the beginning of her name - c , just whisper it Annie Apple makes the sound at the beginning of her name - a (as in apple).

Geoffrey H. Wilson, Curriculum Development and Syllabus Design for English Teaching,

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Early year’s teacher teaches children to: a. Recognize capital and lower case letter shape

In each letter of b d p q are the small differences in shape change the letter completely. These small differences are also a feature of words. A few example of capital letters and their small letters counterparts: Cc Aa Dd Hh Mm Tt Ss. With these and some of the other letters, the shape of capital letter is completely different from the shape of the small letter version. By using a connecting idea or the same character in a different pose, letterland succeeds in linking the two very different shapes, confirming that they both make the same letter sound.

Each Letterlander has a special way of turning their letter into a capital. They are so proud at being given the important job of beginning someone; name or a sentence that they do their ‘Capital Letter Trick’ and the small letters, its change makes an important difference by using ‘Small Letter Trick.’

For example, Capital letter ‘C and A’

C ‘Whenever Clever Cat starts important words such as names, she takes a deep breath and gets bigger’.

A ‘In Letterland, the capital A shapes are called Applestand. The apples sit on the Applestand while they say ‘a....at the start important words, such as names like

Anne, Andrew and Ashraf.

For example, Small/lower Letter ‘c and a’

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a ‘at the leaf begin, go round the apple this way, then add a line down, so Annie won’t roll away.

b. Form letters correctly

Letterland pictogram characters like to look or move in from the left to the right. Simple built-in picture cues and logic like this have helped children to avoid the common problem of reversing similarly shapes letters, such as b and d, p and

q, and to orientate all the other letters correctly. For example, it makes sense to write the downstroke for Dippy Duck ‘draw Dippy Duck’s back, go round her tummy, go up to her head, then down you come!

c. Link letter sounds to their shape

There are no obvious reasons for a particular letter or group of letters. Each Letterlander becomes the reason for a letter’s shape and sound. For example, look at Bouncy Ben, the brown bunny with a big blue letter. His head and ears make sense of the otherwise abstract b shape. Children easily remember that this character is called Bouncy Ben. The children already have all the information they need to link letter sound and letter shape within one audio-visual image. The character name acts as a cue for the letter sound: just start to say Bouncy Ben’s name, ‘b...’ That is the sound his letter makes in words.

d. Sort out reversals

The teacher revises the entire letters on term I (c a d h m t s). It’s can help the children to remember the letter shape belong to each letterland characters.

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2. Programme One/Intermediate Curriculum

Programme one leads children quickly into confident word building and early reading. Primary years children are taught say or pronounce to: a. Aa- Zz, short and long vowels

b. Word building from the 4th lesson c. The long vowels/ silent e principle

d. First essential diagraphs and word endings e. Blending skills

3. Programme Two/Advanced Curriculum

The alphabet knowledge which children have gained from learning about the letterland characters in programme two leads them directly and logically to the spelling patterns. Programme two teaches children to say or pronounce:

a. All major letter patterns in the English language

b. Advanced word building punctuation and handwriting45

To reach language competence, which is in conformity with the curriculum, Tumble Tots uses some aids designed to encourage and familiarize children in learning the alphabet such as Letterland ABC, Letterland Alphabet Frieze, First Reading Flashcards, Activity Books 1-3, Board Books, Alphabet songs CD, and Handwriting songs CD.

Playgroup Training Division, Playgroup Curriculum and Syllabus Letterland and Fun Math Stage One Term I – Term IV ( unpublished: Tomble Tots Playgroup, 2005), p. 1 - 4

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On introducing the letterland character (letterlanders) to the students, teachers have to aim at the syllabus. It is a program of study which consists of outlines of lessons per term. (See Appendix)

To reinforce teaching and learning process at home, Tumble Tots introduces some media resources or materials to help the parents such as Letterland ABC book, Letterland At Home: My First Reading Flashcards, Alphabet Songs CD’s, Handwriting songs CD’s, Letterland First Alphabet Frieze, Letterland At Home: My First Spelling Activity Book and Letterland Reading At Home. These have given the parents a lot of information, how to practice and enrich their child’s vocabulary in a fun way base to write a word. For example, when parents go to the mall with their child, they see a P parking sign. Parents can choose a simple game to explore this letter. Show the Peter Puppy card from

My First Reading Flashcard or make the letter P in modeling dough. Or they can ask their child to make a collection of toys or some things around them, such as a toy panda, a pen, a pencil, or a plate, because these all start with the same letter sound.

In making a good atmosphere to the students, all teachers at Tumble Tots have to be called “auntie” or “uncle”. There are two teachers who teach at the playgroup there are “auntie” Imey and “auntie” Cha-cha.

The success and impact of the program would be evaluated through feedback sessions between the parents of the child, the child concerned and Tumble Tots at the end of every term. The child should be evaluated at the

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beginning of the term and again at the end of the term to measure the child’s parents and then kept as part of the child’s record of achievements

And also to perform effectively in teaching and learning process, Tumble Tots playgroup teachers work cooperatively with students’ parents. With relationship with parents as a partnership it is hoped that they can collaborate to promote students’ long-term development and learning. This relationship is a means of informing about the progress what students have been making so far. And it can inform them about their children’s accomplishments which make them alert to any behaviors that are consistently interfering to their children’s learning and achievement. Finally, the teachers can coordinate about classroom strategies with those that parents use at home.

Here are several ways that teachers use in communicating with parents:

a. Parent-teacher conferences

It creates a warm, nonjudgmental atmosphere, to express any appreciation and to give parents sufficient time to express their thought. The aim of having the conference is to work cooperatively and constructively together to create the best educational program possible for the students.

b. Written communication

It takes variety of forms; it can be regularly scheduled report card that documents a student’s academic progress; or it can be a quick note acknowledging a significant accomplishment. Tumble Tots playgroup has two written communication books; Communication Book and Student’s

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Assessment Report. All of these include, not only report to parents what is happening to their child at school, but also convey, teachers’ intention in getting in touch on an ongoing basis (see appendix).

c. Telephone conversation

It is used when issues require immediate attention. It expresses school concern when a student’s behavior deteriorates unexpectedly and without apparent provocation.

d. Parent discussion group

It is used as a way to share ideas about how best to promote student’s academic, personal, and social development.46

G. Analysis of Data

Based on the facts above, unity of the method of teaching English, the core curriculum, some aids to introduce the letterland character, and reinforcement to the student at home, will create a great atmosphere to the students not only at the class , but also at home.

At Tumble Tots Multi-sensory approach is applicable to multi-sensory teaching which children can sing, act, draw, write, move, speak, and build words by being the letterlanders.

Playgroup Training Division, Working effectively with parents/ stage 1 ( unpublished: Tomble Tots Playgroup, 2005), p. 1 - 2

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The syllabus used in Tumble Tots, demands the teachers to be creative in making the lesson plan to each term. It is important to the teachers to choose the right aids in teaching and learning process in the class. Compositor each letterland character or letter shape in syllabus, which is not arranged according the alphabetical order, but arranged based on developing writing form.

Letterland is based on important phonic principles. This means that it builds on the sound of each letter. Character names like Annie Apple, Bouncy Ben and Clever Cat are more effective than ‘aee, bee, cee’. The letter’s sound is always on the child’s lips when starting to say letterland character’s name.

In the term of teaching and learning process, the explanations are given by means of simple stories about what happen when particular letters get together. The stories provide reasons why letters sometimes change their sounds. By starting to say any letterland character’s name, students can say correct letter’s

sound.

Teacher use Letterland ABC book to introduce and to guide in telling the stories of letterlander life. This book has contains of letterlanders picture which colorful. Each page introduces a new letterland character and repeats the character’s letter sound at the start of many words. In this session, children have showed up to Clever Cat character which it surroundings to everything that start with letter sound ‘c’. Usually children will ask about something which findable in the picture.

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To explain other information about letter ‘c’, teacher always uses the flashcard. It is useful to gives other relation how the letter exists in some vocabulary outside letterland. Children also introduce how to write the letter. Because, it is the first time for children to write the letter, teacher gives them a letter ‘c’ in dot. Through this way, children are able to write the letter, with tracing the dot, that teacher has given in the whiteboard. And, by using The Letterland scrapbook to be colored children can practicing the lesson which has given by the teacher. In teaching and learning process in Tumble Tots playgroup class uses song to reduce children’s stress during the process. Teacher animates children to act according to the song lyrics.

Therefore, in the end of each term teacher revises the all letters and word formation. Children will rehearse their performance for mini concert. In the last term or term IV, children have prepared to present a special performance for the real mini concert. They will perform singing and dancing skill according to the letterland characters they have learned, to show parents their progress on their self-confidence and their language skills.

In the classroom, Tumble Tots playgroup uses some play materials to supported children’s learning process, which they can use in their own way. Some play materials like clay, crayons, blocks, marbels, etc evoke children’s interest and creative responses. These play materials and equipments give children times to cooling down after opening format session and before entering the lesson and give possible activities to them after the lesson.

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In the end of each session, teacher always explain about the lesson which has been taught. It has helped parents to get the information to reinforce child at home. Examples, when children have been introduced to the Clever Cat, parent can ask to the children some objects which start with Clever Cat’s with hissing sound: ‘c...’ sound. That means objects like camera, candle, cake, cup (or pictures of them).

Some aids which are not used at the class can be used by parents at home to reinforce the lesson that their child get at the class. The influence of a child’s home and family is always stronger than the influence of school in terms of teaching and learning process.

Communication between teachers and parents has given a lot of information about children’s learning results. Parents not only know about the progress of learning from the reports that teachers have given, but also know from the act that child shows up to them. At home child acts like the letterland characters which have been taught at school. Usually, children invite parents to be acting, singing, or playing some rhymes. This progress make parents feel trust that their child has come to the right place to learn.

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CHAPTER IV

CONCLUSION AND SUGGESTION

A. Conclusion

So far we have known that based on the data described previously by the writer, that using Letterland technique has much influence to the students. It turns out that technique used at Tumble Tots not only can teach and enrich their vocabulary as the based to write and read, but also give them some experiences in learning a foreign language. Condition and situation that has been created in the class makes the students feel happy and comfortable. This feeling has motivated the students to learn. They no longer feel bored in learning, because it is fun and an entertaining way of learning.

In introducing English to children, the teaching technique should be integrated in language skills, such as; listening, speaking, reading, and writing. By using letterland technique, teaching and learning process is much fun which makes children more enjoyable in learning.

Children’s life is not separable from playing, in terms of teaching and learning process, letterland technique which introduces a new way to accommodate learning with play. Each letterland character which represents in terms of teaching and learning process has inspired the student to become themselves. It is easier for children to remember teaching materials, because it is connected to the letterland characters.

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By using letterland technique, children are able entering into the imaginary world far more than adult. In this level, parents supporting is a main key to reaches the goal. Parents always invite child to tell what she or he has learned about letterland. This reinforcement become more usefully and valuable to child to what he or she has learned at school.

Parents participate in teaching and learning process would expect in making a good environment to children. Without parent’s participation, successful children’s learning would not reach. For this reason why, Tumble Tots playgroup teachers’ take parents as partnership to coordinate classroom strategies with those that parents use at home.

It can concluded that Tumble Tots playgroup a new way in teaching English vocabulary to the children which not separable to the language skills. Letterland is very challenging program which encourage timid children to be more active and creative, that make them more confidence in using their language.

B. Suggestion

The writer would like to suggest, to the English teachers that the teaching of vocabulary by letterland technique at playgroup needs a lot of time to reached the goal of teaching and learning process. So, in using letterland technique in teaching vocabulary in the playgroup class, teacher should be patient and more creative to flow ideas, songs, and games.

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Therefore, letterland is only a way in teaching English vocabulary to the playgroup students. With, teacher’s loves and care to their students and treat them like their child the goal of teaching and learning can be reach.

Finally, by using letterland technique it will give a contribution to the teacher in using and developing a right technique to optimize the students’ comprehension in learning vocabulary at the playgroup, that can prepared them to the elementary level.

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Using Letterland as a Technique in Teaching Vocabulary

Focus

Phonic

Reading Direction

Stroking

Direction

Stage 1: Early year/ Foundation

(Art & Craft)

Term 1: c a d h m t s

Term 2: i n y g o f

Technique Letterland

Stages

Term 3: p k e l v w j

Term 4: b u q r x z

Stage 2: Program 1/

Intermediate (Word

Building)

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(Starti

n

g

t

o

R

e

a

d

)

Materials: ABC

Book,

Flash

Card, Wall

Frieze,

Alphabet

Song,

Alphabet

Adventure

’s Book,

Sound

Bag,

Whiteboar

d and

marker.

(58)

Conclusion

Opinion:

1. Make them easier to recognize the letter that

combine the stories with pictograms

2. To enrich their vocabulary

3. To encourage them to be more active and creative,

that makes them more confidence in using their

language

4. The children are able entering into the imaginary

world far more than adult

Suggestion:

1. Teacher should be patient and more creative to

flow ideas, songs, and games

2. With, teacher’s love and care to their students and

treat them like their child the goal of teaching and

learning can be reach

3. It will give a contribution to the teacher in using

and developing a right technique to optimize the

students’ comprehension in learning vocabulary at

playgroup, that can prepared them to the

elementary level

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BIBLIOGRAPHY

Alleen, Edward David and Rebecca M. Valette. Classroom Techniques: Foreign Language and English as a Second Language. USA: Harcourt Brace Jovanovich Inc, 1977.

Allen, Virginia French. Techniques in Teaching Vocabulary. Oxford: Oxford University Press, 1983.

Coady, James and Thomas Huckin. Second Language Vocabulary Acquisition. Cambridge University Press, 1997.

Crow, T. Vocabulary for Advanced Reading Comprehension. USA: Prentice Hall Regents, 1986.

Doff, Adrian. Teach English: A Training Course for Teachers. Cambridge University Press, 1990.

Fisher, Carol. J. Children’s Language and The Language Art. USA: McMraw- Hill, 1997.

Freeman-Larsen, Diane. Techniques and Principles in Language Teaching. Oxford: Oxford University Press, 1998.

Freese, Gudrun. Teacher’s Guide. London: Collins Educational, 2003

Gairns, Ruth and Stuart Redman. Working With Words: A Guide to Teaching and Learning Vocabulary. Cambridge: Cambridge University Press, 1986.

Gass, Susan. M and Larry Slicker. Second Language Acquisition: An Introductory Course. Second edition. New Jersey: Lawrence Erlbaum Associates Inc, 2001. Harmer, Jeremy. The Practice of English Language Teaching. Third edition. Essex:

Pearson Education Limited, 2001.

Morse, William C and G. Max Wingo. Psychology and Teaching. 2nd edition. USA: Scott, Foresman and Company, 1962.

Playgroup Training Division. Tumble Tots Playgroup Handout Letterland and Fun Math. Unpublished: Tumble Tots Playgroup, 2005.

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Playgroup Training Division. Letterland Common Quest. Unpublished: Tumble Tots Playgroup, 2005.

Playgroup Training Division. Playgroup Curriculum and Syllabus Letterland and Fun Math Stage One Term I – Term IV. Unpublished: Tumble Tots Playgroup, 2005.

Richards, Jack C., and Theodore S. Rodgers. Approaches Methods in Language Teaching: A Description and Analysis. eight printed. Cambridge: Cambridge University Press, 1992.

Sinclair, Gail Ellis Barbara. Learning to Learn English. Sydney: Cambridge University Press, 1989.

Strang, Ruth. An Introduction to Child Study. New York: The Macmillan Company, 1957.

Tarigan, Henry Guntur. Pengajaran Kosakata. Bandung: Angkasa, 1986.

Ur. Penny. A Course in Language Teaching: Practice and Theory. Cambridge: Cambridge University Press, 1996.

Van Els, Theo.; Theo Bongaerts.; Guus Extra.; Charles van Os.; Anne-Mieke Janssen-van Dieten. Applied Linguistic and the Learning and Teaching of Foreign Languages. Translated by R.R van Oirsouw. London: Edward Arnold, 1984.

Watson, Robert I and Henry Clay Lindgren. Psychology of the Child. Third Edition. New York: John Wiley and Sons Inc, 1973.

Wilson, Geoffrey H. Curriculum Development and Syllabus Design for English Teaching. Singapore: Eurasia Press, 1976.

www. Letterland. Com (October 12, 2006)

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Theory

Vocabulary

Definition

Letterland

Definition of Letterland Functions of Letterland

• Linking sounds to letter shape

• Reading direction

• Child-friendly metalanguage

• Picture coding

Strategies of Letterland

The Curriculum of Letterland

• Stage 1: Early Years/ Foundation

• Stage 2: Intermediate

• Stage 3: Advanced

Materials of Letterland

• The Sound Trick

• The Capital Letter Trick

• The Character Names Trick

• The Action Trick

• The Alliteration Trick and Alliteration Game

• The Rollercoaster Trick

• The Rhyming Word Trick

Using Letterland as a

Technique in

Teaching Vocabulary

to Playgroup

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Results of learning Voca