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CHAPTER V CONCLUSION AND RECOMMENDATION
A. Introduction
This chapter presents the conclusions that were drawn from the research. The researcher also gives recommendations especially for the English teacher for
kindergarten students and other researchers which hopefully would be useful. The first subchapter presents the conclusion and the next is the recommendation.
B. Conclusions
There were 6 conclusions that could be drawn by the writer from the research. The first conclusion is that the use of Natural Method to teach
kindergarten students is effective. The use of the method can improve the students’ vocabulary mastery. It was seen from the mean score of the post test that
was higher than the pre test. The Natural Method was more effective than the traditional method and it was proven by the t-test. The difference of the t-value of
the two groups was significant. As a conclusion, the Natural Method is more effective to improve the students’ vocabulary mastery.
Although the method was effective to improve the students’ vocabulary mastery, it spent much energy of the teacher. This is the second conclusion that it
was not enough for the teacher just to speak in the target language. In order to make the teacher talk easily understood by the students, the teacher used much
gesture, demonstration, and realia. She had to act out what she said to make the input comprehensible.
By talking and asking in the target language, the students would tend to answer the teacher’s questions in the target language. In some occasion, the
students were confused with the questions. In this case, the use of optional questions from the teacher helped the students say what they wanted.
The students also seemed confused when they heard new instruction for the first time without given any demonstration. Silence meant that the students did
not know what they had to do with the instruction. However, the students could perform the instruction after the teacher had demonstrated it even just once
demonstration. In the Natural Method, the students were not forced to repeat the
vocabulary which the teacher taught. However, the students would decide when and what to talk. Sometimes, the students initiatively repeated what the teacher
said. Some vocabulary that was usually uttered by the teacher might be the first vocabulary acquired by the students instead of the vocabulary intended to be
taught. There were many words that were frequently uttered by the teacher. It
made the students got used to hear the words and memorize them. Therefore, the students acquired the frequent words firstly that the vocabulary intended to be
taught. However, the use of the target language as the medium to communicate would automatically utter much vocabulary both the vocabulary intended to be
taught and the frequent words to communicate. Hence, the use of the target language as the medium to communicate would automatically repeat the
vocabulary taught in the previous meetings.