S ING 1006159 Abstract
ABSTRACT
Storyline Approach in Teaching Vocabulary to Young Learners
This research explores how the storyline approach is implemented in teaching vocabulary to young
learners and also investigates the aspects of engagement displayed during the activities in an
elementary school in Bandung. Employing a qualitative research design, particularly that of a case
study, this research utilizes classroom observation, survey questionnaire and interview. To gain the
results of implementation of Storyline approach, Harkness (2007) proposes four aspects of Storyline
activities that are (1) key questions; (2) activities and class organization; (3) teaching materials and
vocabulary teaching, and (4) outcomes/products which are then used as observation aspects in this
study. The results reveal that the implementation of Storyline approach can help the students to be
engaged with vocabulary learning and make them attached to the learning process. Moreover, the
triangulation of collected data reveals that the students displayed the three different engagements that
are emotional, behavioral, and cognitive. However, they had less cognitive engagement due to the
number of the tasks. Based on the findings, it is recommended to use storyline approach in teaching
vocabulary to young learners to provide enjoyable and lively learning process and chance for students
to enhance their vocabularies. Furthermore, the drawback of cognitive engagement can be handled by
well-planned and well-designed tasks by the teacher.
Key words: Young Learners’ Characteristics, Teaching Vocabulary, Storyline Approach, Students’
engagement
Yuliani Arifin, 2015
STORYLINE APPROACH IN TEACHING VOCABULARY TO YOUNG LEARNERS
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
ABSTRAK
Pendekatan Storyline dalam pengajaran kosakata terhadap anak-anak
Penelitian ini menyelidiki bagaimana pendekatan Storyline diimplementasikan dalam
pengajaran kosakata terhadap anak-anak menginvestigasi aspek engagement
yang
ditunjukkan oleh siswa selama aktifitas Storyline berlangsung di sekolah dasar di Bandung.
Dengan menggunakan desain penelitian kualitatif, terutama studi kasus, penelitian ini
mempergunakan observasi kelas, survey kuesioner dan interviu. Untuk mendapatkan hasil
dari implementasi Pendekatan Storyline, Harkness (2007) mengusulkan empat aspek dari
kegiatan Storyline yaitu key question, activities and class organization, teaching materials
and vocabulary teaching, and outcomes/products yang kemudian digunakan dalam penelitian
ini sebagai aspek observasi. Hasil menunjukkan bahwa pengimplementasian pendekatan
Storyline dalam pengajaran kosakata dapat membantu siswa terikat dengan pembelajaran
kosakata dan membuat mereka lebih terikat pada proses pembelajaran. Data dari instrument
triangulasi mengungkapkan bahwa para siswa menunjukkan tiga engagements yang berbeda
yaitu yaitu emosi, tingkah laku dan kognitif. Akan tetapi, mereka memiliki kognitif
engagement yang kurang dikarenakan oleh banyaknya tugas. Pendekatan Storyline
direkomendasikan untuk digunakan dalam pengajaran kosakata terhadap anak-anak to
menyediakan proses pembelajaran yang menyenangkan dan bersemangat dan memberikan
kesempatan untuk meningkatkan kosakata mereka. Kekurangan dari kognitif engagement
pada anak dapat ditangani dengan tugas yang terencana dan terpola dengan baik oleh guru.
Kata Kunci: karakteristik anak-anak, pengajaran kosakata, pendekatan Storyline, keterikatan
siswa .
Yuliani Arifin, 2015
STORYLINE APPROACH IN TEACHING VOCABULARY TO YOUNG LEARNERS
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
Storyline Approach in Teaching Vocabulary to Young Learners
This research explores how the storyline approach is implemented in teaching vocabulary to young
learners and also investigates the aspects of engagement displayed during the activities in an
elementary school in Bandung. Employing a qualitative research design, particularly that of a case
study, this research utilizes classroom observation, survey questionnaire and interview. To gain the
results of implementation of Storyline approach, Harkness (2007) proposes four aspects of Storyline
activities that are (1) key questions; (2) activities and class organization; (3) teaching materials and
vocabulary teaching, and (4) outcomes/products which are then used as observation aspects in this
study. The results reveal that the implementation of Storyline approach can help the students to be
engaged with vocabulary learning and make them attached to the learning process. Moreover, the
triangulation of collected data reveals that the students displayed the three different engagements that
are emotional, behavioral, and cognitive. However, they had less cognitive engagement due to the
number of the tasks. Based on the findings, it is recommended to use storyline approach in teaching
vocabulary to young learners to provide enjoyable and lively learning process and chance for students
to enhance their vocabularies. Furthermore, the drawback of cognitive engagement can be handled by
well-planned and well-designed tasks by the teacher.
Key words: Young Learners’ Characteristics, Teaching Vocabulary, Storyline Approach, Students’
engagement
Yuliani Arifin, 2015
STORYLINE APPROACH IN TEACHING VOCABULARY TO YOUNG LEARNERS
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
ABSTRAK
Pendekatan Storyline dalam pengajaran kosakata terhadap anak-anak
Penelitian ini menyelidiki bagaimana pendekatan Storyline diimplementasikan dalam
pengajaran kosakata terhadap anak-anak menginvestigasi aspek engagement
yang
ditunjukkan oleh siswa selama aktifitas Storyline berlangsung di sekolah dasar di Bandung.
Dengan menggunakan desain penelitian kualitatif, terutama studi kasus, penelitian ini
mempergunakan observasi kelas, survey kuesioner dan interviu. Untuk mendapatkan hasil
dari implementasi Pendekatan Storyline, Harkness (2007) mengusulkan empat aspek dari
kegiatan Storyline yaitu key question, activities and class organization, teaching materials
and vocabulary teaching, and outcomes/products yang kemudian digunakan dalam penelitian
ini sebagai aspek observasi. Hasil menunjukkan bahwa pengimplementasian pendekatan
Storyline dalam pengajaran kosakata dapat membantu siswa terikat dengan pembelajaran
kosakata dan membuat mereka lebih terikat pada proses pembelajaran. Data dari instrument
triangulasi mengungkapkan bahwa para siswa menunjukkan tiga engagements yang berbeda
yaitu yaitu emosi, tingkah laku dan kognitif. Akan tetapi, mereka memiliki kognitif
engagement yang kurang dikarenakan oleh banyaknya tugas. Pendekatan Storyline
direkomendasikan untuk digunakan dalam pengajaran kosakata terhadap anak-anak to
menyediakan proses pembelajaran yang menyenangkan dan bersemangat dan memberikan
kesempatan untuk meningkatkan kosakata mereka. Kekurangan dari kognitif engagement
pada anak dapat ditangani dengan tugas yang terencana dan terpola dengan baik oleh guru.
Kata Kunci: karakteristik anak-anak, pengajaran kosakata, pendekatan Storyline, keterikatan
siswa .
Yuliani Arifin, 2015
STORYLINE APPROACH IN TEACHING VOCABULARY TO YOUNG LEARNERS
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu