STUDY ON TEACHER’S TECHNIQUES IN TEACHING ENGLISH VOCABULARY AT TK A CLASS IN SPS CAHAYA BUNDA LANDUNGSARI DAU MALANG

STUDY ON TEACHER

’

S TECHNIQUES

IN TEACHING ENGLISH VOCABULARY AT TK A CLASS

IN SPS CAHAYA BUNDA LANDUNGSARI DAU MALANG

THESIS

By:

SUSILAWATI

08360007

ENGLISH DEPARTMENT

FACULTY OF TEACHER TRAINING AND EDUCATION

UNIVERSITY OF MUHAMADIYAH MALANG

STUDY ON TEACHER’

S TECHNIQUES

IN TEACHING ENGLISH VOCABULARY AT TK A CLASS

IN SPS CAHAYA BUNDA LANDUNGSARI DAU MALANG

THESIS

By:

SUSILAWATI

08360007

ENGLISH DEPARTMENT

FACULTY OF TEACHER TRAINING AND EDUCATION

UNIVERSITY OF MUHAMADIYAH MALANG

STUDY ON TEACHER

’

S TECHNIQUES

IN TEACHING ENGLISH VOCABULARY AT TK A CLASS

IN SPS CAHAYA BUNDA LANDUNGSARI DAU MALANG

THESIS

This thesis is submitted to meet one of the requirements to

achieve Sarjana Degree in English Education

By:

SUSILAWATI

08360007

ENGLISH DEPARTMENT

FACULTY OF TEACHER TRAINING AND EDUCATION

UNIVERSITY OF MUHAMADIYAH MALANG

iv

MOTTO AND DEDICATION

MOTTO

“

God entrusts every excess deficiency,

entrusts expectation in every hesitation and

every hardship surely Allah gives an

easinessmanner”

“

Verily, after hardship comes ease, then whenever

you have settled (something affairs), do solemnly

(affair) still labour hard”

(Q.s. Al insyroh 6-7)

“

Don’t you ever stop when you’re tired and

don’t you ever stop till you can reach your

dreams

…”

DEDICATION

This thesis dedicated to:

 My beloved father H.Sugito and mother Hj.Halida.

 My beloved husband Imam Maulid S.H.

 My beloved son Raditya Pratama Putra.

 My beloved friends Rafika Rabba Farah, Nurul Dwi Wahyuni, Yuni

v

ACKNOWLEDGMENTS

Alhamdulillah, firstly, all grateful and praise to Allah SWT who has been givinghealth, affection and blessing. Secondly, sholawat and salam to prophet Muhammad SAW for guiding her from the darkness to the brightness. So, the writer can finish this thesis. This thesis could not have been completed without the support many people and institutions. The writer would like to express her deepest gratitude to all of her advisors Dra. Thathit Manon Andini, M.Hum and Drs. Estu Widodo, M.Hum for their kind guidance, support, and suggestion that are very helpful in finishing this thesis. Her deepest gratitude is also directed to all examiners Drs. Jarum, M.Ed and Santi Prastiyowati, S.Pd lectures at the English Department, for teaching her a lot of things in the course they taught. The writer would like to express her gratitude to the headmaster at SPS Cahaya Bunda Malang, Mrs. Sri Wulandari, S.Pd and the teacher Mrs. Siti Cholivah, S.E, who helped her during the observation.

Her biggest appreciation refers to her family, her beloved father H.Sugito, mother Hj.Halida, her beloved husband Imam Maulid S.H, and her beloved son Raditya Pratama Putra for their prayer, support, deep understanding, and support in happiness and sorrow so I can finish this thesis.

To her lovely friends, (Rafika Farah, Nurul Dwi, Yuni Anggraeni, Ferdinawati, Halimatur Rosidah, Vivi Novita, Mickyana Dian, Heti Irmayanti, Zubaidah, Nunung, Dwi Pretiana, Basma, Ika Rinda, Siska, Evika, Dian, Vira,

vi

Sri Zuliatun, Siti Haikal, Intan Widya, Heni, Risda Amalia, Norma Yulita, Isnawati, Eka, Riska Sabrina, Yuli Anggraini, Indah Wahyu, Junita, and Ratih Diyah Sasmita), thanks for their support, partnership, motivation, love, jokes, pray and togetherness.

Finally, her sincere gratitude goes to everybody that cannot be mentioned one by one who had helped her finish the thesis. Thanks a lot for the supports, advices, criticisms, and jokes. Eventually, may Allah SWT always keep them in save and peace condition and also give them the appropriate rewards, AMIN

Malang, 1 Agustus 2013 The writer,

viii

TABLE OF CONTENTS

TITLE ... i

APPROVAL ... ii

LEGALIZATION ... iii

MOTTO AND DEDICATION ... iv

ACKNOWLEDGMENTS ... v

ABSTRACT ... vii

TABLE OF CONTENTS ... viii

CHAPTER I: INTRODUCTION 1.1. Background of the Study ... 1

1.2. Statement of the Problems ... 4

1.3. Purpose of the Study ... 4

1.4. Significance of the Study ... 5

1.5. Scope and Limitation ... 6

1.6. Definition of Key the Terms ... 6

CHAPTER II: REVIEW OF RELATED LITERATURE 2.1. English for Young Learners ... 8

2.2. Teaching English for Young Learners ... 9

2.3. Students’ Characteristic of English for Young Learners ... 9

2.4. Kindergarten Students ... 10

2.5. Kindergarten students’ Psychology ... 11

2.5.1 The Language Development ... 13

2.6. Vocabulary for Kindergarten Students ... 16

2.7. Techniques of Teaching English Vocabulary for Kindergarten Students ... 17

2.7.1 Games ... 18

ix

2.7.3 Story Telling ... 20

2.8 The Problems Faced by the Teacher In Teaching English Vocabulary ... 21

CHAPTER III: RESEARCH METHODOLOGY 3.1. Research Design ... 24

3.2. Research Subject ... 25

3.3. Research Instrument ... 25

3.3.1 Interview ... 25

3.3.2 Observation ... 26

3.4 Data Collection ... 27

3.5 Data Analysis ... 28

CHAPTER IV: RESEARCH FINDINGS AND DISCUSSION 4.1. Research Findings ... 29

4.1.1. The Techniques Applied by the Teacher in teaching English Vocabulary ... 30

4.1.1.1Applying Songs Technique ... 30

4.1.1.2 Applying Games Technique ... 31

4.1.2. Problems Faced by the Teacher and Solution in Applying the Techniques in Teaching English Vocabulary ... 32

4.1.2.1 Problems and Solution in Applying Songs ... 32

4.1.2.2 Problems and Solutions in Applying Games ... 33

4.2. Discussion ... 33

CHAPTER V: CONCLUSIONS AND SUGGESTION 5.1. Conclusion ... 35

5.1.1. The Techniques Applied by the Teacher in Teaching English Vocabulary ... 35

x

5.1.2. Problems Faced by the Teacher and Solutions in Applying the

Techniques in Teaching English Vocabulary ... 36

5.2. Suggestion ... 38

5.2.1. Suggestion for the Teacher ... 38

5.2.2. Suggestion for the Next Researchers ... 38

REFERENCES

REFERENCES

Ary, Donald. 2002. Introduction to Research in Education. Sixth Edition. New York.

Brown, H.D. 1987. Principles of Language Learning and Teaching. Second Edition. New York :Prentice Hall.

Brown, H.D. 2001. Teaching by Principles : An Interactive Approach to Language Pedagogy. New York: Pearson Education.

Brumfit, C. Moon, J & Tongue. 1991. Teaching English to Children: From Theory to Practice. London: Collins ELT

Cahyono, Bambang Yudi. 2010. The Teaching of English Language Skills and English Language Components. Malang: State University of Malang Press.

Cameron, Lynne. 2001. Teaching Languages to Young Learners. Cambridge: University Press.

Creswell, John W.2009. Research Design : Qualitative, Quantitative, and Mixed Method Approaches. California: SAGE Publication, Inc.

Derewianka, B. 1990. Exploring How Text Work. Australia : Primary English Teaching Association.

Harmer, Jeremy. 1991. The Practice in English Language Teaching. New York: Pearson Longman.

Harmer, Jeremy. 2003. The Practice of Language Teaching. UK : Pearson Educated.

Hornby. 1989. The Oxford Advanced Learner’s Dictionary of Current English.

Oxford : University Press.

Nunan, David. 1998. Principles for Designing Language Teaching Materials.

Guideliness. 10.2 pp 1-17.

Orlova, N.F. 2009. Developing Speech Habits With the Songs.

http://marksesl.com/music.htm

Patel, M. F. & Jain Praveen M. 2008. English Language Teaching: Methods, Tools & Techniques. Sunrise Publisher & Distributors.

Sabilah, Fardini. 2004. Teaching English to Young Learners:It’s Policy,

framework, and activity-Based Teaching. Malang: Muhammadiyah University of Malang Press.

Sen, A.L. 1983. Teaching Vocabulary through Riddles. Forum, 21 (2).

S.Kasihani, K.E. 2008. English for Young Learners. Jakarta : PT Bumi Aksara.

Scott, Wendy A.Ytreberg L.H. 1990. Teaching English to Children. New York: Longman

Ur, P. 1999. A Course in Language Teaching : Practice and Theory. Cambridge: University Press.

1 CHAPTER I

INTRODUCTION

This chapter presents background of the study, statement of the problems, purpose of the study, significance of the study, scope and limitation, and definition of the key term. Each section is presented as follows.

1.1Background of the study

English language is an international language and used as medium of communication and a medium of transferring knowledge. More and more people learn English in their early age. English becomes international language in the world and popular subject among teachers as well as students in the primary schools. Some primary schools have given English as a local content subject even in rural areas because English has very important role. Considering the importantance of English, the Indonesian government instructs English to be introduced and taught as one of the elementary school subjects.

Teaching English in Indonesia has been started at the very beginning level, such as in the elementary school and even in the kindergarten. English for Young Leaners (EYL) is a basic program to young children in kindergarten or playgroup to introduce some basic theories of English to the students. English has important role in

2

The purpose of English language learning and teaching to increase the

students’ knowledge of science and technology for national development and also for

international communication. In other words, English language is used as a tool of communication.

According to Suyanto (2008:3), teaching language to young learners is focused on the ability of spoken and written communication. English teaching to young learners is focused on shaping the children as the future users of English in the world which require a high level of spoken and written communication.

The aim of learning a foreign language in primary school is to stimulate and introduce the young learners that there are the other language besides their mother language, English is used as a second language. In this earlier level, English was delivered to the young learners with kinds of activity which are relevant to them in developing their interest in learning foreign language. For example, learning English vocabulary and simple sentence with combine studying and doing fun activities such as singing, playing, and story telling. According to Cahyono (2010:154), teaching vocabulary aims at enabling the learners to understand the concept of unfamiliar words, to gain a greater number of words, and to use words successfully for communicative purpose.

Learning English is important. Previously, English was given in senior high school, but today English is started to be given in preschool. According to the

3

Goverments’ Rule No.27, 1990 Chapter 1, Preschool Education is an education to

help the growth and development of the child’s mental and physical out of the family’s environment before entering the basic education. English for kindergarten

will give the basic knowledge before entering basic education.

Kindergarten as one of preschool education provides the early education for young learners to prepare them enrolling basic education. Kindergarten is held as the

effort to develop all of the children’s characteristic to balance between family’s and school’s education.

Teaching English in kindergarten emphasizes vocabulary. This is reasonable since vocabulary is an important aspect of foreign language learning. Vocabulary is a basic element of communication. Vocabulary also very important for children’s language acquisition process as the beginners. In the next level students are able to master four English skills.

Teaching English vocabulary is an activity to give an instruction to develop

student’s ability in recognizing and understanding new words that are unknown

before. Vocabulary is one of the fundamental factors to master four of English skills. Related to teaching English for Young Learners and some factors which contributed unsatisfactory condition, teacher need to employ some techniques in teaching English vocabulary.

4

Based on the explaination above, the teacher should be able to apply the techniques of teaching English vocabulary that are suitable and understandable for young learners. The researcher is interested in finding the teacher’s techniques and the problems in applying the techniques in teaching English vocabulary at TK A class in SPS Cahaya Bunda Landungsari Dau Malang.

1.2Statement of the Problems

Considering to the background of the study, the problems are formulated as follows:

1. What are the techniques applied by the teacher in teaching English vocabulary at TK A class in SPS Cahaya Bunda Landungsari Dau Malang?

2. What are the problems faced by the teacher in teaching English vocabulary at TK A class in SPS Cahaya Bunda Landungsari Dau Malang?

3. How to solve the problems faced by the teacher in teaching English vocabulary at TK A class in SPS Cahaya Bunda Landungsari Dau Malang?

1.3Purposes of the Study

Based on the statement of the problems, the purposes of the study are presented as follows:

5

1. To know the techniques applied by the teacher in teaching English vocabulary at TK A class in SPS Cahaya Bunda Landungsari Dau Malang.

2. To know the problems faced by the teacher in teaching English vocabulary at TK A class in SPS Cahaya Bunda landungsari Dau Malang.

3. To describe the teacher’s way in solves the problems in applying the techniques in teaching English vocabulary at TK A class in SPS Cahaya Bunda Landungsari Dau Malang.

1.4Significance of the Study

This study hopefully gives significant contribution for the followings:

For the students, the result of this study will help them to increase their knowledge

about English vocabulary and will be more interested in learning English in the class.

For the teachers, this study will provide valuable inputs, such as; by knowing

teacher’s techniques in teaching vocabulary, teacher will develop her teaching skills, especially in teaching vocabulary. In addition, after knowing the teacher’s techniques in teaching vocabulary, teacher can select appropriate material, method, and even approach to teach English vocabulary.

6

For the readers, the result of this study is expected to encourage and give the input

the readers in understanding the teaching of English for Young Learner, especially, teaching English vocabulary as the basic for mastering four English skills.

1.5Scope and Limitation

This study is focused in teaching English vocabulary by the teacher in the kindergarten and limited to the teacher’s techniques in teaching English vocabulary at TK A class in SPS Cahaya Bunda Landungsari Dau Malang.

1.6Definition of the Key Terms

The definitions of the key terms will explain about English for Young Learners, teaching technique, vocabulary, and kindergarten.

A. English for Young Learners is a program that gives English to the young learners or children. This program gives the basic English knowledge and will be the first step for students to improve their ability for mastering English subject (Suyanto,2007).

B. Technique is the specific activity implemented in the classroom that is consistent with a method. Teaching Technique is steps or procedures of giving instructions or presenting materials done by a teacher to the students in the teaching and learning process (Brown,2001:14).

7

C. Vocabulary is a core component of language proficiency and it provides much of the basic for how well learners speak, listen, read and write. Vocabulary as stocks of words in a language that can support the learners to learn the skill of the language. Vocabulary is important in language learning and need to much attention because it is basic for communication (Heriyawati, 2010:153).

D. Kindergarten is a preschool education for the children at age four to six before they entering basic education. It is a form of education for young learners or childrens which serves as transition from home to the commencement of more formal schooling (Goverments’ Rule No 27/1990).

The purpose of English language learning and teaching to increase the students’ knowledge of science and technology for national development and also for international communication. In other words, English language is used as a tool of communication.

According to Suyanto (2008:3), teaching language to young learners is focused on the ability of spoken and written communication. English teaching to young learners is focused on shaping the children as the future users of English in the world which require a high level of spoken and written communication.

The aim of learning a foreign language in primary school is to stimulate and introduce the young learners that there are the other language besides their mother language, English is used as a second language. In this earlier level, English was delivered to the young learners with kinds of activity which are relevant to them in developing their interest in learning foreign language. For example, learning English vocabulary and simple sentence with combine studying and doing fun activities such as singing, playing, and story telling. According to Cahyono (2010:154), teaching vocabulary aims at enabling the learners to understand the concept of unfamiliar words, to gain a greater number of words, and to use words successfully for communicative purpose.

Learning English is important. Previously, English was given in senior high school, but today English is started to be given in preschool. According to the

Goverments’ Rule No.27, 1990 Chapter 1, Preschool Education is an education to help the growth and development of the child’s mental and physical out of the family’s environment before entering the basic education. English for kindergarten will give the basic knowledge before entering basic education.

Kindergarten as one of preschool education provides the early education for young learners to prepare them enrolling basic education. Kindergarten is held as the effort to develop all of the children’s characteristic to balance between family’s and school’s education.

Teaching English in kindergarten emphasizes vocabulary. This is reasonable since vocabulary is an important aspect of foreign language learning. Vocabulary is a basic element of communication. Vocabulary also very important for children’s language acquisition process as the beginners. In the next level students are able to master four English skills.

Teaching English vocabulary is an activity to give an instruction to develop student’s ability in recognizing and understanding new words that are unknown before. Vocabulary is one of the fundamental factors to master four of English skills. Related to teaching English for Young Learners and some factors which contributed unsatisfactory condition, teacher need to employ some techniques in teaching English vocabulary.

Based on the explaination above, the teacher should be able to apply the techniques of teaching English vocabulary that are suitable and understandable for young learners. The researcher is interested in finding the teacher’s techniques and the problems in applying the techniques in teaching English vocabulary at TK A class in SPS Cahaya Bunda Landungsari Dau Malang.

1.2Statement of the Problems

Considering to the background of the study, the problems are formulated as follows:

1. What are the techniques applied by the teacher in teaching English vocabulary at TK A class in SPS Cahaya Bunda Landungsari Dau Malang?

2. What are the problems faced by the teacher in teaching English vocabulary at TK A class in SPS Cahaya Bunda Landungsari Dau Malang?

3. How to solve the problems faced by the teacher in teaching English vocabulary at TK A class in SPS Cahaya Bunda Landungsari Dau Malang?

1.3Purposes of the Study

Based on the statement of the problems, the purposes of the study are presented as follows:

1. To know the techniques applied by the teacher in teaching English vocabulary at TK A class in SPS Cahaya Bunda Landungsari Dau Malang.

2. To know the problems faced by the teacher in teaching English vocabulary at TK A class in SPS Cahaya Bunda landungsari Dau Malang.

3. To describe the teacher’s way in solves the problems in applying the techniques in teaching English vocabulary at TK A class in SPS Cahaya Bunda Landungsari Dau Malang.

1.4Significance of the Study

This study hopefully gives significant contribution for the followings:

For the students, the result of this study will help them to increase their knowledge about English vocabulary and will be more interested in learning English in the class.

For the teachers, this study will provide valuable inputs, such as; by knowing teacher’s techniques in teaching vocabulary, teacher will develop her teaching skills, especially in teaching vocabulary. In addition, after knowing the teacher’s techniques in teaching vocabulary, teacher can select appropriate material, method, and even approach to teach English vocabulary.

For the readers, the result of this study is expected to encourage and give the input the readers in understanding the teaching of English for Young Learner, especially, teaching English vocabulary as the basic for mastering four English skills.

1.5Scope and Limitation

This study is focused in teaching English vocabulary by the teacher in the kindergarten and limited to the teacher’s techniques in teaching English vocabulary at TK A class in SPS Cahaya Bunda Landungsari Dau Malang.

1.6Definition of the Key Terms

The definitions of the key terms will explain about English for Young Learners, teaching technique, vocabulary, and kindergarten.

A. English for Young Learners is a program that gives English to the young learners or children. This program gives the basic English knowledge and will be the first step for students to improve their ability for mastering English subject (Suyanto,2007).

B. Technique is the specific activity implemented in the classroom that is consistent with a method. Teaching Technique is steps or procedures of giving instructions or presenting materials done by a teacher to the students in the teaching and learning process (Brown,2001:14).

C. Vocabulary is a core component of language proficiency and it provides much of the basic for how well learners speak, listen, read and write. Vocabulary as stocks of words in a language that can support the learners to learn the skill of the language. Vocabulary is important in language learning and need to much attention because it is basic for communication (Heriyawati, 2010:153).

D. Kindergarten is a preschool education for the children at age four to six before they entering basic education. It is a form of education for young learners or childrens which serves as transition from home to the commencement of more formal schooling (Goverments’ Rule No 27/1990).