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Concerning to the method used by the teachers, they said that they used repetition to teach vocabulary. The teachers read the vocabulary, and the pupils
repeated after them. This activity was done several times to make the pupils familiar to the words and be able to pronounce it correctly. In teaching some simple
expressions, besides using repetition, teachers also used some simple commands. In the teachers’ opinion, there are some effective methods in teaching English in
kindergarten; singing, storytelling, simple games, and physical activities to make the pupils active. Based on this result, the writer chose Total Physical Response-
Storytelling in designing the materials. In TPR-S, teacher uses some physical movements to teach vocabulary and to
distribute the story to the pupils. By using these movements, it is hoped that the pupils could pay full attention to the teacher in presenting the vocabulary as well as
the stories. Pupils are getting involved actively in the retelling sections. The confidence, independence and bravery of the pupils are needed in order to make the
process run well. The complete results of the interview could be seen on appendix D.
c. the Results of Class Observation
The observation was done during the English teaching learning process. This was non-participant class observation, since the writer was not involved in any
activities in class. The data in the form of observation sheet and field notes to record the situation, the activities in class, and the problems that were faced by the pupils
during the teaching learning process.
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From the results it is known that actually the students are very interested in learning English, especially the new things. Before starting the teaching learning
activities, the teacher only tell the topic of that day learning without defining the goals and the general purposes.
Related to the media, the teacher used some media but it was limited which sometimes made her difficult to explain the new words to the students. The students
could understand easily the new words whichwere shown by some pictures or other abstract things. When there was no media they got confused in imagine the words.It
was just the same with the varieties of activities used by the teacher. The varieties of activities were very limited so that one activity takes a long time which cause the
boredom of the students. From the observation, the writer found that in fact, the students were enjoying
every step in the teaching learning activities, especially when they got involved in the process. But in the other hand, the teacher could not provide the varied activities and
materials to make the students be active in the classroom. Because of the limited activities, the students should do one activity for long time which makes them get
bored easily. Thus, the ice breakingactivities, such as songs and games were needed to overcome the students’ boredom.
Based on the observation result, the writer designed a set of vocabulary materials with colorful pictures, activities which required the students to be active:
actionable songs, games, and some simple expressions, and also some simple actionable stories.
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2. Planning
