environmental needs. Related to the objective above, the material for the kindergarten, have topics about center of interest that they often face in their life.
The topics include things inside a class and things around a school. So, it is easier for them to perform and absorb the words given which are about things inside the
class and things around the school. To help the learners in learning foreign language Slaterry and Wilis
suggest some ways to teach them, they are:
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a. Make English learning is enjoyable and fun,
b. Not too worried about mistake and make sure children feel
comfortable and not afraid to take action, c.
Presenting the words with a lot of gestures, action, or pictures, d.
Talk using English, e.
Playing game and singing a song together, f.
Telling short stories using pictures and acting with attractive voices, g.
Not too worried when children use their mother tongue, h.
Consistently recycle new language and add new things or to use words they won’t to know,
i. Planning the lesson with varied activities.
In other word, to teach vocabulary for young children is not an easy way. Teaching for students of kindergarten is not the same as teaching adult because
they have different characteristics and motivation. They are different from adults, so the way of teaching must be different too.
C. Previous Related Study
There were many researchers who wrote about teaching vocabulary. For example: Dewi
who wrote “A Study on Vocabulary Mastery in Teaching Learning Process of the Fourth Year Students of SD Min Jetis Sukoharjo in
Academic Year 20052006 ”. She is tried to find out how far is the students
vocabulary mastery in SD Min Jetis Sukoharjo. Are the students have a lot of
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Mary Slaterry and Jane Wilis, Teaching for Foreign Language. New York: Oxford University Press., 2003, p. 4
vocabulary mastery? Whether their pronunciation is good? From this research she concludes th
at the fourth grade students’ vocabulary mastery is good because the teaching materials which are taught to them are relevant and familiar to their daily
life.
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Another researcher is Noeritta Kuattiningsih who wrote “The Use of Songs to Teach English Vocabulary to Year 2 Students of SD Negeri Sekip I
Surakarta “. In her research, she found that through songs as a technique to teach vocabulary can overcome the students’ problem effectively. They can easily
memorize the new words and their meaning, they can also pronounce the words correctly, make the students relax, make the class more productive, and help the
teacher to handle the class. So, she concluded that teaching vocabulary through cartoon films can increase the students’ vocabulary mastery.
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Those previous study has the similarity with this research which is both of these researches focused on teaching vocabulary to young learners. Meanwhile,
there are some distinction between this research and those two researches above. That is most of their research focused on whether a certain methods or techniques
are relevant to implied in teaching vocabulary at elementary level, whether the method is good to increase the students’ ability in learning vocabulary. While in
this research, the writer wants to describe the methods or techniques which is implies in teaching vocabulary at kindergarten level. Another distinction is in the
research design. The first study used descriptive study and the second researcher used classroom action research. Meanwhile, the writer used case study as her
research design. Last, there is another distinction in the instruments. Both of the study above did not used interview. On the other hand, in this study, interview is
used as one of the instrument to collect the data.
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Dewi, “A Study on Vocabulary Mastery in Teaching Learning Process of the Fourth Year Students of SD Min Jetis Sukoharjo in Academic Yea
r 20052006” , Thesis at UNY: 2006. Unpublished.
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Noerrita Kuattiningsih, “The Use of Songs to Teach English Vocabulary to Year 2 Students of SD Negeri Sekip I No.161 Surakarta”, English Diploma Program, Faculty of Letters
and Fine Arts, UNS: 2008
D. Theoretical Framework
