B. Previous Study
Many studies have been carried out related to this research which compares the techniques between song, games and story in teaching vocabulary.
Ruth l. Cathcart-strong has carried out the related study by the title „input
generation by young second language learners’. The purpose of the study was
to determine the effectiveness of various types of communicative acts e.g., requests for information, calls for attention, intention statements, and so on for
eliciting native-speaker input. The study examined some of the spontaneous communicative acts of a group of young second language learners and their
native-speaker interlocutors responses in three play situations. Results showed that while the response rate to some types of utterances was predictable e.g., to
requests for information, others e.g., calls for, attention did not generate the expected feedback. In addition, there was an unexpectedly high response rate to
other communicative acts, such as statements of intention. These findings are discussed as evidence of superordinate strategies in child discourse. The
implications of such behavior for language learning and teaching are discussed, and classroom applications are suggested.
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Second related study is from Yau Hau Tse, he was conducting the study of Malaysian Teachers‟ Perspectives on Using Songs in English Language
Teaching. The objective of this research is to survey the perspectives of English as a Second Language ESL teachers n= 60 in Malaysian state primary
schools on using songs to teach English to young learners YLs. Data collection is by means of questionnaires and the findings revealed that teachers
have concrete conceptions on the teaching values of songs and its potency in teaching ESL to young children. Yet, the result depicted that teachers had
difficulties in selecting songs and the recommendation is to provide them with interesting and enjoyable song materials for their classes. To conclude, songs
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Ruth L. Cathcart-Strong, Teachers of English to Speakers of Other Languages, Input Generation by Young Second Language
Learners, Vol. 1, 2014, pp. 515-530
can become useful sources to assist language learning and acquisition if teachers possess the strategies in using them.
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Thirdly, the study was carried out by Patricia on Music Vocabulary of First-Grade Children: Words Listed for Instruction and Their Actual Use
These research objectives were developed to provide useful information about what
first-grade children already know in relation to what they are expected to learn, and to target the specific words or concepts that might need particular attention
in the primary music curriculum. This studys four purposes were to: 1 determine which music vocabulary words were listed for study in first-grade
basal music series textbooks; 2 compare the oral vocabulary of first graders with the vocabulary listed for music instruction; 3 look at the relationship
between word frequency in the general oral vocabulary of first graders taken from a pre-existing source and the oral music vocabulary of 42first graders
interviewed in the present study; and 4 compare the frequency of selected music terms with the frequency of those same terms used in general oral
vocabulary. Little consistency was found in the music vocabulary listed in three basal music series text-books. Forty of a total 147 music words were listed in
more than one of the textbooks, and 23 of the 40 terms were already within the general oral vocabulary of first grade children. A correlation of .82 was found
between oral music vocabulary and general vocabulary, suggesting that children possess a lexicon that is used to describe their various life experiences, and that
music words are not reserved specifically for discussions about music. Finally, 110 words were selected and compared on their frequency of use in music and
general vocabularies.
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Andrew Yau Hau
Tse, Malaysian Teachers‟ Perspectives on Using Songs in English Language Teaching, Vol. 5, pp. 87-89
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Patricia J. Flowers, Music Vocabulary of First-Grade Children: Words Listed for Instruction and Their Actual Use, Vol. 46, 1998, pp. 5-15
C. Theoretical Framework
Vocabulary is an important component of a language. This would be one condition to know language for learner of a target language, especially young
learners. Teaching vocabulary is not an easy task, though in fact when teachers are teaching young learners they only teach the individual words of the language
that they expect learners to acquire
.
Therefore, the appropriate techniques in teaching vocabulary play the important role for them to gain their mastery
of vocabulary which will be useful to understand many simple English texts written
in daily life. The selection
of some appropriate techniques will affect learners’ ways of learning when they are applied. One of factors affects learners’ motivation to be
low when learning is that teachers tend to teach vocabulary by similar methods in everyday, it has a tendency of
appearing learners’ boring when learning. Therefore, techniques of teaching vocabulary relates to vocabulary achievement,
for their ways to learn will determine their comprehension. Learners’ comfort in acquiring, absorbing and processing knowledge can be said that it depends on
what techniques selected in teaching and learning. The lack of exposures is considered as the cause of vocabulary teaching
failure. Some techniques can be categorized to avoid those failures. Song can be categorized as an alternative ways in learning vocabulary to help learners in
achieving vocabulary which is more fun to do. Games provide more actively ways of learning for it relates to the challenging when being played and stimulate
learners in interacting with others. Story are easily absorbed when it is listened, there some facilities provided that helps learners’ in understanding the stories.
Learners’ can guess what the story is going to be when it is being told, although
learners have already been told about the story once, they want to hear it again for it is interesting. Therefore repetitions of the vocabulary of the story will be carried
out. Then it seems learners get the vocabulary unconsciously from story being told.
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