T1__Full text Institutional Repository | Satya Wacana Christian University: Teaching English Vocabulary Using Visual Materials to Young Learners T1 Full text

TEACHING ENGLISH VOCABULARY USING VISUAL
MATERIALS TO YOUNG LEARNERS

THESIS
Submitted in Partial Fulfillment
of the Requirements for the Degree of
Sarjana Pendidikan

SULISTYOWATI
112012109

ENGLISH LANGUAGE EDUCATION PROGRAM
FACULTY OF LANGUAGES AND ARTS
UNIVERSITAS KRISTEN SATYA WACANA
SALATIGA
2017

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TABLE OF CONTENTS
Cover Page..............................................................................................................
Approval Page.........................................................................................................
Copyright Statement................................................................................................
Publication Agreement Declaration........................................................................
Table of Contents....................................................................................................
Abstract...................................................................................................................
Introduction.............................................................................................................
Literature Review
A. Teaching English Vocabulary.....................................................................
B. Visual Materials..........................................................................................
C. Young Learners...........................................................................................

D. Attitude of Young Learners.........................................................................
E. Previous Study.............................................................................................
The Study
A. Context of The Study...................................................................................
B. The Participants...........................................................................................
C. Instrument of Data Collection.....................................................................
D. Data Collection Procedure...........................................................................
E. Data Analysis Procedure..............................................................................
Finding and Discussion
A. Kind of Visual Materials.............................................................................
B. The Steps in Using Visual Materials..........................................................
C. Challenges in Using Visual Materials.........................................................
D. Attitude of Young Learners........................................................................
Conclusion...............................................................................................................
Acknowledgment........................................................................................................
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References..............................................................................................................
Appendix

Interview Questions.........................................................................................

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TEACHING ENGLISH VOCABULARY USING VISUAL
MATERIALS TO YOUNG LEARNERS

SULISTYOWATI

ABSTRACT
In this era, English becomes one of the important languages that should be mastered.
There are around 500 million English speakers in this world and English becomes the
media to communicate and interact with the others. It would be better if the process
of studying English starts from a young age. The fact is, teaching English to young
learners is not an easy job, young learners like to play and they ignore the lesson.
This research has been conducted in grade three of elementary schools in order to
show how visual materials are used to teach young learners and their attitude in
learning English. An interview and observations have been developed to determine
how the teacher used visual materials and attitudes of young learners towards the
study English vocabulary using visual materials. The findings of the research have

revealed that the teacher used visual materials depend on the topic and visual
materials make English lesson became simpler and students understood it better.
Moreover, the students at grade three showed their positive and negative attitude.
The positive attitude shown by some students who come forward and try to apply
what they learned in class and negative attitudes showed by some students who
inclined to play balloon, or raise a hand because their classmates raised their hand
too.
Keywords: Visual materials, Young learners, Young Learners‟ attitude.

INTRODUCTION
English is one of the foreign languages that we should familiar with. Crystal
(2012) estimated that there are around 500 million English speakers, so that is why
English become one of the international languages that exist in this world. In this
globalization era, English is a medium to communicate and interact with others. So,

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as a young generation, we are required to increase our communication skill using a
second or even foreign language.
As we know that English is important and it will be better if the process of

learning English start from a young age. So that the learner can adapt and master
English well. In Indonesia, English has been taught to young learner started from
preschool, kindergarten and in elementary school. After that, they will continue to
learn English at junior and senior high school or even at the university.
In English language teaching, vocabulary is one of the important things to learn. If
the students have a good vocabulary, they can understand and communicate with
teachers, friends or people around them using English. Having a good vocabulary
also will help the students to absorb the material from the teacher.
There is a similar research that was conducted by Dorela. In that research Dorela
(2009) investigated how visual materials are used when the vocabulary is being
taught in the EFL classroom and the effect on Young Learners. She investigated the
young learners in primary school in Korca, Albania at grade three and grade six. In
her investigation, Dorela used questionnaires, interview, and observation to collect
the data.
In her research, Dorela tried to compare the frequency of the using visual
materials in grade three and six. She tried to figure out the result in a table and it
showed that there are many kinds of visual materials that were used by the teacher
has a different frequency. As the example; in grade three the teacher often used an
object to help them in the teaching, the percentage is 66, 8%. Then, in grade six the
most often used by the teacher is a table that has percentage 58, 3%.

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Although, the percentage of each visual materials that used in the class is
different, but all the visual materials there can play in helping them to teach English
to young learners.
In fact, it is not easy to teach English to young learners. At their age, they like to
play and it is difficult for them to focus on the learning process. This problem should
be solved as soon as possible so that the learning process can run effectively.
The purpose of this research is to show how visual materials are used to teach
English to young learners and their attitudes toward the using of visual materials in
learning English vocabulary.
The questions that this research will answer are:
a.

How does the teacher use visual materials to teach vocabulary?

b.

What are the young learners‟ attitudes towards the use of visual materials in

learning vocabulary?

Based on the research questions above, the researcher hopes that this research will
be beneficial to the reader. Especially, for the teachers who teach English not only
for young learner, but also all ages that learn English. So, they can improve their
teaching methods to raise the students‟ desire in learning English.

LITERATURE REVIEW
A. Teaching English Vocabulary
In the educational side, we have familiar with the word teaching. According to
Brown (2007:7), teaching is defined as showing and helping someone to learn how to
do something, giving instruction, guiding in the study of something, providing with
knowledge, causing to know and understand.
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One of the most important aspects of learning English is vocabulary. Neuman &
Dwyer (2009) define vocabulary as words that we must know so we can use it to
communicate effectively; words in speaking (expressive vocabulary) and words in
listening (receptive vocabulary). When the students master English vocabulary well,
it will make them easier to read, write and communicate using English.

Thornbury (2002) stated that teaching words are a crucial aspect of language as
languages are based on words. As we know that the basic of a language is words and
it is impossible for us to learn a foreign language without words. Besides,
Thornburry (2002) also stated that if you spend most of your time studying grammar,
your English will not improve very much. You will see most improvement if you
learn more words and expressions. You can say very little with grammar, but you can
say almost anything with words (p.114).
Nation (2001) describes the relationship between vocabulary knowledge and
language use as complementary: knowledge of vocabulary enables language use and,
conversely, language use leads to an increase in vocabulary knowledge.
The researcher agreed that vocabulary is one of the most important aspects of
learning a foreign language. Mastering grammar means nothing when we are not
good in vocabulary. Imagine that we are in somewhere that put English as their
mother tongue, we are bad in grammar but we are mastering vocabulary well. When
we want to express something, although we are bad in grammar but if we have good
vocabulary they will know our meaning.
B. Visual Material
In the teaching learning process, teaching materials that were used by the teacher
have an important role in promoting the communicative language use.
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As we know that young learners are rather difficult to focus on the teachinglearning process. They can only concentrate for approximately one tenth of their age.
Williams (1991:207) stated that children learn better if they have a positive attitude
towards what they are doing and if they are motivated or want to do it. So, as the
teacher, they should able to provide the interesting activities or materials to catch the
learner's attention.
Visual materials become one of the solutions that can be used by the teacher to
catch the young learners‟ attention. Burton defined visual materials as sensory
objects or images which initiate or stimulate and support learning. According to
Kinder, S. James visual materials are any devices which can be used to make the
learning experience more real, more accurate and more active. Cross (1991:5-6)
stated three visual materials that can be used to help the teacher deliver English
lesson. They are realia, pictures, and gesture. Realia is a real object. As the example
are fruits, vegetables, nouns, etc that can be brought to the classroom. The picture is
an illustration of an object that is not easy to bring it into the classroom. A picture
can be board drawing, magazine, and flashcard. The gesture is an effective way to
introduce new words to the students since it resembles the Total Physical Response
Method. As the example are doing action or facial expressions (smiling, happy, sad).
Abebe and Davidson (2012) state that students are eager to learn vocabulary with
the assistance of visual materials, and that the use of visual materials enhances the

students‟ ability and opportunity to use language to express their ideas and feelings.
Besides, Leyla (1995) also states the purposes of using visual materials in
teaching learning process. Below are the purposes:
1.

Materials provide economy in time and speech.
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2.

Make the course simpler, vivid and clear.

3.

Materials increase students‟ interest and motivation.

4.

Materials help to explain complex explanation easily.

5.

Materials create the desire for learning.

6.

Materials make abstract concepts concrete.

7.

Materials enrich the course.

8.

Materials provide the chance for practicing on subjects.

Lee (1986: 53) presents his idea about children language learning. He argues that
children in their language learning like fun, physical movements, and full
participation on what is going on. As we know that visual material can be used in as
many ways as you or your students‟ imagination allow. The use of visual material
can help the foreign language learner become an enjoyable activity for them.
By using visual materials to teach young learners, it can increase the teacher and
students‟ imagination allow. As Stice (1987) argued that young learners will
remember what they hear only 20%. Then, their 30% is what they see. The biggest is
50%, students will remember what they see and hear. So, by using visual material the
students can see and hear what the teacher‟s explanations and it make them easily to
absorb the knowledge rather than depending on what they hear or see.
However, the students can learn better through what they see and hear. The Ohio
State University (2006) clarified some advantages and disadvantages of using visual
materials in the classroom. Here are the advantages of using visual materials; the
students actively involved in the classroom activity, attract the students‟ attention
and they can get ideas quickly, by using images may influencing the students‟
attitudes, it is inexpensive to make, and visual material also flexible and portable.
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Afterward, the disadvantages of using visual materials are the content can become
easily dated, it is time-consuming to make a visual material, it is not suitable for use
with large groups, and it is not useful for those who are visually impaired.
The Ohio State University (2006) also explained some tips in using the visual
material. As the example is chosen materials where the age, gender, socio-cultural
and racial backgrounds reflect your learners so they can better identify with the
messages.
The researcher thinks that children like something that has an interesting
appearance such as; colorful, moving, and has a unique shape. As the English teacher
that deliver the material and hope that the students can understand the material well,
the teacher should provide interesting material. So, the students‟ desire in studying
English will increase. When the students have their own encouragement they will
study English with pleasure and not put English as school subjects.
C. Young Learners
Teaching English to young learners are not an easy job. As the researcher stated
before that the young learners are rather difficult to focus on the teaching-learning
process they can only concentrate for approximately one tenth of their age.
According to Philips (1996:2), young learners mean children from the first years
of formal schooling (five or six years old) to 11 or 12 years of age. So that Young
learners are the student in kindergarten and elementary school.
Scott and Yterberg (2001:2), classifying young learners into two main groups.
a. Five to seven years old (beginning stage), they are able to:
- Talk about what they are doing
- Tell about what they have done
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- Plan activities
- Use logical reasoning
- Understand direct human interaction
b. The eight to ten years old, they are able to:
- Understand abstract
- Understand symbol (beginning with words)
- Generalize and systematize
Scott and Yterberg (2001:2) stated that young children love to play and learn best
when they are enjoying themselves, but they also take themselves seriously and like
to think that what they are doing is real work.
The other characteristics of young learners in elementary school age that Scott and
Ytreberg (1993:2) state are:
a.

They know that the world is governed by rules. They may not understand the
rules but they know that they should obey the rules to feel secure.

b.

Their ability in understands situations is more quickly than the language used.

c.

They use language skills long before they are aware of them.

d.

Their own understanding comes through hands, eyes, and ears.

e.

They are very logical –what say first happens first.

f.

They have very short attention and concentration span.

g.

Children do not always understand what adults are talking about.

h.

Young children cannot decide for themselves what to learn.

i.

Young children love to play.

j.

Young children are enthusiastic and positive about learning.

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Hetherington and Parke (1999) stated that vocabulary acquisition in children
proceeds in a burst. In addition, Cox (1999) mentioned that vocabulary of elementary
school-aged children may range from 2500 to 8000 words.
Young learners are well known as talkative speakers because they are in their gold
period. They are curious about something, although it is just an ant they will ask
about that ant. As the teacher we have the duty to explain it to them then they are
questioning our answer.
Young learners‟ brain is still fresh, they have not thought about many things they
just do what they like. It gives the advantage to the teacher and people around to give
them positive things. As the older, we should be careful when we are speaking
around them. As Hetherington and Parke (1999) stated that, children vocabulary
proceeds in a burst. The young learners probably adopt the languages that were used
by the older. It is alright when the language that they adopt are in good one but how
if it is a bad one.
D. Attitude of Young Learners
In the teaching learning process, information has an important role in that. As
Slameto (1988) states that information is the first condition to determine an attitude.
When the information causes positive or negative feelings toward an object and
brings a tendency to have certain behaviors, it is called as attitude.
Attitude is derived from the Latin “aptitude” and Italian “atto” that means
Latin=actus or English= act. The word “attitude” considered as an abstract mental
concept less than a century ago. It is something physical and was used to describe the
pose people took for a portrait (Baker, 1992).

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The importance of attitude is supported by Reid (2003) which states that attitudes
are important to us because attitude cannot be neatly separated from the study. The
target language is not relying on intellectual capacity only, but also on the learner‟s
attitudes towards language learning. The statement means that learning language
should be approached primarily as a social and psychological phenomenon rather
than as a purely academic one.
There are three aspects of attitude. In this part focused on the behavioral aspect of
attitude. It deals with the students‟ behavior and also their react in the particular
situation. Kara (2009) stated that positive attitudes lead to the exhibition of positive
behaviors toward courses of study, with participants absorbing themselves in courses
and striving to learn more. Such students are also observed to be more eager to solve
problems, to acquire the information and skills useful for daily life and to engage
themselves emotionally.
It means that when the students have a positive attitude toward what they learn
they can absorb it easily and they can learn how to solve problems that they have.
In addition, Heining-Boynton and Haitema (2007) found that elementary school
students‟ attitudes toward learning a foreign language became more negative over
time. But, if the students receive positive experience in studying other languages in
their school they will develop positive attitudes toward those languages, school, and
their classmates. Therefore these attitudes will be reflected in their life and education
(Lindholm-Leary & Borsato, 2001).
E. Previous Study
Wahyu Wibowo (2009) analyzed the process and the effectiveness of using
pictures in teaching and learning English vocabularies to the grade four. Based on his
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research, Wahyu found that there are five steps in using pictures to teach vocabulary.
They are greeting, motivation strategies, presentation strategies, skill practice, and
assessment.
Wahyu also described the effectiveness of using pictures in teaching English. The
explaining material can run better, can stimulate the students' mind to create a new
idea, students can recognize and remember name easily, the learning process
becomes more fun, increase students' interest in English, and can avoid the boredom
that usually happens during the class activity.

THE STUDY
A. Context of The Study
The study of this research took place at SDN Gebugan 02. It is located in a small
village named Bengkle, Ungaran mountainside.
The researcher was choosing this school because it was nearby her house.
Besides, when it was compared to other schools in a city, English was not common
for SDN Gebugan 02 students. They started to learn English at kindergarten or
elementary school. It was different with the students in a city that sometimes studied
English at preschool. So, it showed their development in learning English. The most
important thing from this school was the English teacher often used a visual material
to teach English in every class. So, the researcher decided to do observation and
interview the English teacher in this school to complete the data collection.
B. The Participants
The participants of this research were the English teacher and the students at
grade three. There was an English teacher who taught all classes in different time.
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She came to this school every Monday and Tuesday to teach the students at grade
one to six. In this research, the researcher joined in grade three. There were 30
students in that class. They learned English every Tuesday at 7 a.m.
C. Instrument of Data Collection
There were two kinds of instrument that were used in this research to collect the
data from SDN Gebugan 02. The first one the researcher joined English class at
grade three and observed them. The researcher chose observation as the first
instrument to know the students‟ attitude when they were having English class.
The second instrument was an interview. After the observation has done, the
researcher interviewed the English teacher to get more information related to the
using of visual materials in English class. The researcher developed 23 interview
questions.
Then, the result of the observation became the answer to the second research
question. Moreover, the result of the interview with the English teacher became the
first research question‟s answer.
D. Data Collection Procedure
There were several steps in collecting the data. First, the researcher asked the
permission to conduct the observation in SDN Gebugan 02. In collecting the data, the
researcher used video recording to record all activities in grade three in two hours
English lessons. The observations took twice. Second, the researcher made an
appointment with the English teacher to conduct the interview. This research used
qualitative data. Besides that, the researcher was not the participant in the classes, the
researcher only as the data collector.

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E. Data Analysis Procedure
After the observations have been done at SDN Gebugan 02, the researcher
analyzed the videos and arranged an interview.
Furthermore, the researcher transcribed the result of the interview and grouping
into several themes. From the observation and interview, the researcher knew how
visual materials were used in English class at SDN Gebugan 02. After finished
transcribing the data, the researcher classified the data based on the literature review
about the using visual material to teach young learner, especially in elementary
school. The researcher drew out a conclusion toward this research.

FINDINGS AND DISCUSSION
In this part, the researcher explains the findings and discussion after the researcher
conducted the observation and interview with the English teacher at SDN Gebugan
02. Based on the observation and interview the researcher knows that the English
teacher at SDN Gebugan 02 teaches every Monday for grade four to six and Tuesday
for grade one to three. In one meeting, each class will learn English in two hours
lesson. The finding and discussion are divided into four parts. They are kind of visual
materials, the steps in using visual materials, challenges in using visual materials,
and the young learners‟ attitude.
A. Kind of Visual Materials
Leyla (1995) stated that by using visual material the course becomes simpler and
clear, help to explain the complex materials, and increase the students' desire for
learning. The English teacher also stated that,

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“The purpose of using visual material is to make the students more interest in
learning English. It also makes the students more understand English lesson
because the materials become simpler.”
It can be said that visual materials are tools that can help to deliver the materials,
it can make difficult lesson became clearer or easier to understand. There are many
kinds of visual materials that have been used by the teacher. Based on the interview,
the English teacher stated that,
“Kind of visual materials that I have ever used are pictures, photos, videos,
gestures, and board drawing. It is easy to find something like that, especially
gesture and board drawing. Both of them is kind of visual material that easy to
use and very adaptable.”
During the observation, the English teacher used two kinds of visual materials.
They are gestures and pictures. Scott and Ytreberg (1993:2) stated some elementary
students‟ characteristics such as; “their own understanding comes through hands,
eyes, and ears.” Elementary students‟ characteristics by Scott and Ytreberg are
proven by the observation that has been done. The researcher found that, by using a
gesture that is one kind of the visual materials the teacher tried to figure out the
material in the easiest way. As the example, in the first observation, the topic of the
lesson was uniform. The teacher appointed her head to indicate hat, then neck for a
tie, shoulder for a shirt, waist for a belt, knee for a skirt, leg for sock and shoes.
When the teacher asked them to mention the part of the uniform, almost all the
students in grade three tried to answer it.
Besides, pictures also became another visual material that was used by the teacher
in class. In the same observation and topic, the teacher used a picture to teach
uniform. The teacher added,
“Sometimes I look for pictures from Google or a model of visual materials. If it
is quite easy I will make it by myself”
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Pictures can be adopted from the internet or even drawn by the teacher. According to
Harmer (2001), pictures should be appropriate not only for the language to be
learned but also for the classes they are being used for. So, if teachers decided to use
a picture that took from the internet or their own picture, make sure that the content
is appropriate for the student and it can be seen clearly.
In the interview section, the researcher found that not every English lesson in
grade three used the visual material. The using of visual materials to teach English in
grade three is based on the topic that they will learn. As the interviewee said that,
“I often use visual materials to teach English but it depends on the topic that
we have. If one kind of visual material has been used in one topic and if it is
appropriate to use in a different meeting or even different topic. It would be
okay to use the same visual material.”
B. The Steps in Using Visual Materials
In this part discussed the steps in using visual materials to teach English to young
learners. There were some important points that the English teacher should consider
with when they decided to use the visual material. The English teacher mentioned
three important points that should be done before teaching.
The first point was understanding the topic or theme of the lesson. It was
important to avoid misunderstanding between the topic of the lesson and the visual
material that used by the teacher.
The second was choosing the appropriate visual materials. It sounds very easy to
decide what kind of visual material that used in the teaching learning process. The
teacher should pay more attention to this part. The English teacher clarified that,
“Sometimes we think that the visual material that we use is suitable for the
topic and it is interesting enough for the students, but in the fact, they are not
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interested in our visual material that we used. It means that our visual materials
are not appropriate for them. It should be better.”
Then, the last important point was making visual material that used in the lesson.
If the teacher had no problem with the topic and kind of visual material that used,
then the teacher started to make the visual material. The English teacher added,
“In making the visual materials it should be clear enough for the students. The
students can see it clearly and it would be better if they can operate it. So, they
will know more about the material that they are studying.”
The three important points were supported by The Ohio State University (2006)
that explained some tips in using the visual material. As the example is chosen
materials that the age, gender, socio-cultural and racial backgrounds reflect your
learners so they can better identify with the messages.
In the teaching day, there were many things that should be done by the English
teacher. At the beginning of the class, as usual, the English teacher started the lesson
with prayed together and reviewed the previous material. If the handbook does not
have the complete material then the teacher gave clues about the material, so they
can imagine what they are going to study about.
When the researcher was having the observation, the English teacher explained
about the uniform. At that time, the English teacher brought a picture that drawn by
the teacher. Then, stick the picture that has provided on the white board. Beside the
picture, the teacher added the parts name of the uniform and covered it using
different paper. Then, the teacher reviewed the previous material by appointing every
part at her own uniform. Head to indicate hat, then neck for a tie, shoulder for a shirt,
waist for a belt, knee for a skirt, leg for sock and shoes.
By using gesture, it can help the young learner to remember the name of uniform.
As the teacher said that
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“I used to appoint something that related to the material to help them guess
what it is. As the previous meeting, I appoint my head to indicate hat, waist for
belt it is to help them remember the words. Some of them may have the wrong
answer but I said that the answer almost correct to make the young learner feel
enthusiastic toward study English.”
In the pre-teaching phase, the teacher asked them to mention „kaos kaki‟ and
„sepatu‟ in English and one of the young learner said that „srong‟ for „kaos kaki‟
then „soes‟ for „sepatu.‟ It means that they already have their own imagination about
English word.
English explained that,
“Although, they are still wrong but they tried to answer the teacher‟s question
and it almost correct.”
In whilst teaching, the teacher asked the students to come forward and choose one
number from the picture. As the example, if number one is referring to “kepala" that
means head for a hat the students should mention what is "topi” in English. After the
students answered the question, then the teacher opened the answer key beside the
picture that covered by another paper. If they were correct they got point.
The other activities that the teacher provided for the students were writing,
pronouncing and guessing words. Again, the teacher told the students to come
forward. The student wrote one English word related to their uniform. After finished
in their writing, then the teacher asked the student to pronounce it and mentions the
meaning of that word.
Then, in the post teaching, the teacher reviewed about the material at that day.
The teacher was pointing some parts of uniform to check the students' understanding
of the materials. At the end of the class, the teacher asked them to find words that

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related to the materials. Not only gave the students homework, the teacher also tried
to make the students familiar with saying thank you for closing their lesson.
C.

Challenges in Using Visual Materials
There were some challenges in using the visual material to teach English to young

learners in the EFL classroom. As the researcher said that teaching English to the
young learner is not an easy job, young learners can only concentrate for
approximately one tenth of their age, so all English teachers should be familiar with
all kind of challenges.
First challenge was quite difficult to make the students focus on the teachinglearning process all the time. Although, the advantages of using visual materials were
to catch the young learners‟ attention but the fact is different. Based on the
observation that has been done by the researcher, it was found that the students'
attention only holds out on the opening section.
Scott and Yterberg (2001:2) described that young children love to play and learn
best when they are enjoying themselves, but they also take themselves seriously and
like to think that what they are doing is real work. It was suitable with the fact that
found by the researcher in observation. In the middle of the teacher's explanation,
some of them were having their own discussion with their friends or even played a
balloon with classmates. The English teacher said that,
"Sometimes they are bored with the materials. Moreover, they are still kids that
like to play. So, when I am facing the students that are busy with themselves, I
will ask them to sing together and usually, they will pay attention to the
course."
In the teaching process, there was a possibility of facing the same or different
problem. Young learners like to play and it was not surprising when they were busy

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with themselves and sometimes did not pay attention to the lesson. The teacher has
their own method to make the students revert to their concentrations. The English
teacher added,
“If the students are busy with themselves and the class becomes too crowded, I
will ask them to come forward and try to work with visual material that I
provide.”
When the students work on the material they will forget their bustle for a moment
and focus on the lesson.
The second challenge was choose the appropriate visual materials that will be
used in the teaching process. It sounds very simple to choose kind of visual material
that will be used in class, but the fact it was rather difficult to do it. The teacher
should have consideration in choosing the visual material. So, that's why an English
teacher should deeply understand the material that they have in class. Beside that a
teacher should be careful to decide kind of visual materials to support their teaching,
the inappropriate visual material sometimes can make the student feel bored.
The teacher clarified that,
“It is difficult to choose what kind of visual material for the class activity. I
decide to use flashcard, I think that it has appropriateness for the material but I
do not know whether the students like flashcard or not.”
There are kind of visual materials that can be chosen by the teacher. But the
problem is not all kind of visual materials can be appropriate for the students.
English teacher said that,
"When I use one kind of visual material and the students did not give a really
good response, so I think that may be the visual material is not interesting
enough. In the next meeting, I will use other visual material."
Harmer (2001) argued that pictures should be appropriate not only for the
language to be learned but also for the classes they are being used for. Harmer‟s
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clarified the English teacher's opinion that the visual material should be appropriate
for the students. When the students are not interested in the visual material that
provided they will not pay attention and the purpose of teaching will not run
effectively.
When the problem like that happen, it would be better to look at the previous
points; understanding the material, choosing the appropriate visual material, and
making the visual material as interesting as you can.
English teacher explained that,
“Students at this grade like something new, I tried to provide new visual
material if it is possible. When the students meet something that they have
never seen before, they will pay more attention to the course because they are
curious about it.”
Wibowo (2009) also mentioned the effectiveness of using visual material can
increase the students‟ interest to the lesson. Both of them have the same purpose
which catches the students' attention in the teaching learning process by using visual
materials.
D. Attitude of Young Learners
There were positive and negative attitudes of the young learners in learning
English. The positive attitudes are seen from the students who raised their hand and
tried to answer the teacher‟s question. The negative attitude seen from the students
who were busy with themselves played balloon or raised a hand because the
classmates did the same and they answered incorrectly.
Williams (1991:207) stated that children learn better if they have a positive
attitude towards what they are doing and if they are motivated or want to do it. A

28

positive attitude is the ability to have positive thoughts about one's self and one's
environment even when things are not going as one would hope.
Kara (2009) also stated that positive attitudes lead to the exhibition of positive
behaviors toward courses of study, with participants absorbing themselves in courses
and striving to learn more. Such students are also observed to be more eager to solve
problems, to acquire the information and skills useful for daily life and to engage
themselves emotionally.
In addition, Heining-Boynton and Haitema (2007) found that elementary school
students‟ attitudes toward learning a foreign language became more negative over
time. But, if the students receive positive experience in studying other languages in
their school they will develop positive attitudes toward those languages, school, and
their classmates.
The English teacher tried to give positive experience to the students by saying,
“Your answer is almost correct, but a correct answer is...but I still give you
point.”
When the teacher said that the students will get point if they come forward and try to
guess the English word, it makes them feel enthusiastic toward it and their
enthusiastic means a positive attitude.
Therefore, these attitudes will be reflected in their life and education (LindholmLeary & Borsato, 2001). Lindholm-Leary & Borsato support the teacher‟s opinion
that,
“In the classroom, the students behave differently, there are students that active
and really pay attention to the lesson and always raise their hand and try to
answer my question.”

29

In line with Heining and Haitema (2007) that stated students‟ attitudes toward
learning a foreign language became more negative over time, the teacher explained,
“But some of them are busy with themselves, playing balloon or may raise
their hand because their classmates do the same and it is because the class
becomes crowded."
Based on the teacher‟s explanation toward the class condition it means that when
some of the students have positive attitudes toward what they learn they can absorb it
easily. Then, some of the students with their negative attitudes just make the class
become crowded.

CONCLUSION
The purpose of this research is to show how visual materials are used to teach
English to young learners and their attitudes toward the using of visual materials in
learning English vocabulary. The research questions are:
1. How does the teacher use visual materials to teach vocabulary?
Visual materials played important role in elementary school students that learned
English. The English teacher explained that the used of a visual material depend on
the topic of the material. Kind of visual material also should be appropriate for the
students at grade three. The teacher also stated that by using the visual material, the
English lesson became simpler and the students understood it better.
2. What are the young learners‟ attitudes towards using visual materials in learning
vocabulary?
The most important thing by conducting this research was the researcher found a
fact that the students at grade three showed their positive and negative attitude during
English lesson using visual materials.
30

The positive attitudes shown by the students who came forward and tried to
applied what they learned in class by answering the teacher question and tried to
pronounce some words.
Besides, some students showed their negative attitudes during English lesson. The
students with their negatives attitude, inclined to play balloon, or raise a hand
because their classmates raised their hand too.
This present research may help the young learners‟ teachers to develop their
teaching technique to make the teaching learning run better. However, this research
has limitations. It is limited to time in doing the interview. English teacher in SDN
Gebugan 02 gave a chance to conduct the interview. It was because the teacher had
to go to another school so that the researcher and the teacher tried to finish the
interview section as fast as possible. In addition, the researcher also has limitation
about the participant of this research. There was an English teacher that has been
interviewed and only one class that has been observed. For further research, the
researcher hoped that can investigate kind of visual material that increase young
learners‟ motivation in studying English, with more participant and class.

31

ACKNOWLEDGMENT

Firstly, I would like to give my gratitude to Allah SWT. I am nothing without
Allah who makes me stronger to face and finish my beloved thesis. I would also like
to thank my supervisor, Ms. Rindang who guided me from proposal until I finished
my thesis. Thanks for her patience and willingness in handling me. My second
reader, Ms. Anne thanks for her input and also willingness to examine my thesis.
Also thank you very much for all lecturers in FBS. I would also like to thank Ms. Nia
and SDN Gebugan 02 students who helped me to collect the data for my thesis.
Last but not least, I thank all my beloved parents, "Ninok and Ipi", brothers,
sisters and my future husband, Ahmad Riyadi who cheer me up when I felt frustrated
in doing this thesis. Rifka, Lidya and all my friends thanks because you have
accompanied me in doing this thesis.

32

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Brown, H. Douglas. (2000). Principles of Language Learning and Teaching . New
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Dibson, J. M., (1988) Effective Teaching for English Conversation Groups.
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Harmer, J. (2001). The practice of English language teaching (3rd Ed.). London:
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Heining-Boynton, A. L., & Haitema, T. (2007). A ten-year chronicle of student
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Nation, I. S. P. (2001). Learning vocabulary in another language. Cambridge:
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Philip, S. (1996). Young Learners. England: Oxford University Press.
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Slameto. (1988). Belajar dan Faktor yang Mempengaruhinya . Jakarta: P.T Bina
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Thornburry, S. (2002).How to teach vocabulary. England: Pearson Education
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BOYOLALI.Boyolali.

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APPENDIX
Interview questions
These are the interview questions that were used by the researcher in collecting the
data from the English teacher at grade three:
A. Warm up phase


Introduce self



Tell the purpose of the interview



Ask participant‟s demographic info, name and contact information.

B. Opening phase


Sudah berapa lama Ibu mengajar disini?
Saya disini mulai 29 Januari 2009 berarti delapan tahun.



Menurut Ibu apakah Bahasa Inggris itu penting untuk diajarkan
kepada murid sejak dini? Alasan?
Ya penting, kalau menuruti era jaman kan penting mungkin dulu
waktu jamannya saya sekolah mungkin SMP baru diajarkan Bahasa
Inggris. SD kan belum ada tapi kalau semakin kesini teknologi
semakin canggih. Komunikasi juga faktor IT, jadi mengajarkan
Bahasa Inggris sejak dini lebih bagus.



Berapa kali Ibu mengajar bahasa Inggris dalam seminggu?
Berapa jam dalam sehari?

Saya satu minggu mengajar dua kali, pada hari Senin dan Selasa.
Untuk perkelasnya dari kelas satu sampai kelas enam itu 2 jam
pelajaran, jadi totalnya 12 jam.


Selama Ibu mengajar Bahasa Inggris di SD, metode apa yang
sering Ibu gunakan?
35

Metodenya itu paling ya ceramah dan diskusi. Ceramah dan diskusi
sering saya terapkan di kelas. Terus sama mungkin alat peraga yang
untuk kelas rendah itu sering saya pakai.


Kenapa Ibu memilih untuk menggunakan metode tersebut?
Kalau diskusi secara otomatis nanti siswa itu aktif, aktif dalam
berdiskusi dengan satu kelompoknya begitu. Kalau metode ceramah
itu yang lebih aktifkan gurunya. Sebetulnya, metode diskusi lebih
sering dipakai saat di kelas. Anak-anak itu lebih aktif lebih bagus

C. Expanding phase


Selama Ibu mengajar disini, khususnya di kelas 3 pernahkah ibu
menggunakan alat bantu mengajar dalam bentuk visual?
Contohnya apa saja?
Ya pernah pakai alat bantu visual, tapi tidak sering menyesuaikan
dengan temanya. Mungkin foto, video, gerakan, gambar, buku
bergambar, papan tulis.



Dari alat bantu visual yang sudah Ibu sebutkan, manakah yang
sering Ibu pakai saat mengajarkan bahasa Inggris?
Saya lebih sering menggunakan gerakan dan papan tulis.



Apa

saja

manfaat

penggunaan

visual

material

dalam

pembelajaran bahasa Inggris untuk di kelas ibu?
Manfaatnya yang pasti sangat bagus untuk anak-anak karena dengan
menggunakan alat bantu visual mereka lebih tertarik dengan apa yang
saya ajarkan. Dengan begitu menurut saya, mereka lebih bisa
menyerap materi pembelajaran. Bahan yang saya gunakan jugakan
lebih sederhana yang mungkin hanya berupa gambar mereka kan lebih
cepat mengerti daripada saya hanya berbicara.

36



Apa tujuan penggunaan visual material untuk kelas bahasa
Inggris?




Untuk memudahkan proses pembelajaran bahan yang rumit



bagi anak sd menjadi lebih gampang dimengerti oleh mereka.



Inggris.

Meningkatkan semangat murid-murid dalam belajar bahasa

Tidak membosankan bagi para murid.

Pada saat apa ibu mengajar menggunakan alat bantu visual?
Alat bantu itu sesuai dengan temanya. Misalnya, sekarang materinya
ganti tapi pakai alat peraganya ini tidak harus ganti disesuaikan
dengan tema. Kadang awal itu apersepsi dulu, pendahuluan tapi kalau
pertemuan ke dua ketiga baru pakai alat bantu visual.



Saat Ibu menggunakan alat bantu visual tersebut biasanya
digunakan untuk mengajarkan apa kepada murid?
Misalnya kalau kelas satu itu “Number” bisa, kelas dua “My body”,
kelas tiga seperti kemarin “Clothes” gitu ya.
Menurut saya hal ini mengarah ke kosakata dan membaca.



Sebelum Ibu mengajar menggunakan alat bantu visual , kira-kira
apa saja yang perlu disiapkan?
Pertama, melihat dulu materinya apa. Kedua, memikirkan alat peraga
yang cocok dengan materi tersebut. Ketiga, kalau alat peraganya
sudah dipikir pas bisa langsung dibuat.



Langkah-langkah apa sajakah yang biasanya Ibu lakukan saat
Ibu mengajar menggunakan alat bantu visual?
Saat di kelas langkah awal pasti itu apersepsi dulu jadi memancing
anak untuk mengarah ke materi. Kalau ada pertemuan