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1.2. Research Problems:
Things that become the research problem in this research are as follows: 1.
How does the influence of the use of the Application to the vocabulary improvement of the child?
2. How does the influence of the use of Application to the improvement of speaking
ability of the child?
1.3. The objectives
In accordance with the research problems, then the objectives of this paper is as follows:
1. Observing the vocabulary improvement of the 5-year-old child after having the
treatment 2.
Observing the improvement of speaking ability of the 5-year-old child after having the treatment
1.4. The scope of the Study
This research was a case study of 5-year-old child. This research focused on the vocabulary improvement of nouns and verbs, and measuring the improvement of speaking
ability of the child to speak in English. Scope of analysis in this research was the analysis of the number of vocabularies acquired by the child before, during, and after getting the
treatment by using android-based learning media. The writer of the research focused on vocabulary acquisition, which was verified by an oral test, because the subject of the research
cannot read and write. The themes of nouns examined were
Things, Colors, Clothes, My body.
Meanwhile, the verbs examined included activities and movements of children, such as
smile, run, play,
and so on.
1.5. Previous Researches
Hakuta, 1976 conducted a study about English acquisition to the 5-year-old girl of Japanese native speaker. Hakuta study is a longitudinal study conducted over 60 weeks, since
the child aged 5.4 up to 6.4 years old. In his research, Hakuta contributed to the data on the formation of the second language grammatically morpheme that occured in 5-year-old child.
The Research Puspita, 2013 used the strategy of active playing to improve childrens English vocabulary. This research was a classroom action research conducted on a
group of kindergarten children in a foundation in Bandung. In her research, she used
Total
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Physical Response
to allow children to play and learn English joyfully. The implementation of the TPR method that can be packed with activities that involve body activities allowed the
teachers to use a strategy of active playing in organizing English language learning for young learners.
In her research, Puspita used some instruments which were assessment for performance, observation sheet, interviews and documentation. The process of English
vocabulary learning of children through a strategy of active playing was conducted in three stages. The first stage was that the teacher introduced vocabulary target to the children based
on the learning theme using the media prepared through
listen
and
repeat
activities
.
The next stage was playing a game that can develop cognitive, motoric, and affective of the
children. The last stage, teachers assessed the English language proficiency of the children which consisted of the ability to show the appropriate pictures and mention the English
vocabulary based on the teachers instructions. In this study, she concluded that the use of active playing strategies can improve the early childhood’s understanding of English
vocabulary. The studies conducted by Hakuta 1976 and Puspita 2013 became the idea for the
writer who is also the researcher in this paper to learn a second language development of 5- year-
old child who is the writer’s relative. The study conducted by Hakuta was a long-term research, while the writer of this paper conducted a short-term research which was only for
two weeks. The study conducted by Puspita 2013 used
Total Physical Response,
which involved psychomotoric motoric
,
and cognitive activities to a group of children. Whereas, the research conducted in this paper involved cognitive activity to the one child.
2. Theoreticial Reference 2.1
Kategori