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B. Theoretical Framework
Teaching vocabulary is introduced in very young ages. It is not easy to teach vocabulary to young learners whose ages between 3-4 years old. Knowing
the importance of learning vocabulary, it is better to start teaching vocabulary when learners are still young. The teacher needs to use attractive methods to make
the students excited. The writer uses the theories of Dr. James J. Asher, George Lozanov, and Howard Gardner to classify what kinds of methods applied by the
teacher during teaching-learning process. The writer, then, uses those theories as the foundation to find the reasons why the teacher uses the methods.
To support the applied methods in teaching-learning process, media are also used. Media can grab students’ attention to join the class. “Media will
activate students and as they learn actively, the teachers can enjoy the evidence of their learning progress” Brown, Lewis, and Harcleroad, 1977: 2. The teacher
should avoid boredom, hence, it is needed interesting methods and supporting media to create pleasant teaching-learning atmosphere. The writer uses the
theories of Brown, Lewis, and Harcleroad on media to analyze kinds of media used in the teaching-learning process. Kinds of media are pictures and real things.
Pictures consist of context and structured pictures. Real things consist of objects and events real places. The writer analyzes the media based on the applied
methods by the teacher. The applied methods and media in teaching vocabulary, then, must be
adjusted with the applied curriculum of pre-school, creative curriculum. The theory of creative curriculum, which was proposed by Dodge, let the teacher
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33 create the teaching-learning activities independently.
“Speak First” pre-school
used this curriculum in the teaching-learning process. Basically, the curriculum is a curriculum to
teach early ages students and propose “learning by playing”. Pre- school students have special characteristics in their learning process. The students
cannot be forced in their process of learning. They use the sense of sight, hearing, tasting, smell, and touch in the teaching-learning process because they are directly
connected with what they do. The writer then analyzes what the underlying reasons of using applied methods and media by using the curriculum. Teaching
methods and media should be in line with goals that are stated in the curriculum.
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CHAPTER III METHODOLOGY
In this chapter, the writer will discuss the methodology used in this study. The discussion covers research method, research participants, research
instruments, data gathering techniques, data analysis, and research procedures.
A. Research Method
The study aimed to help the English teachers to find out the methods the teachers applied in teaching-learning vocabulary as the foreign language and the
media used to support the teaching-learning process. The study also aimed to know what the underlying reasons to apply the methods and media in teaching
vocabulary for pre-school students in
“Speak First”.
In the study, the writer used qualitative research as the research method. “Qualitative research is a study that is done to understand a phenomenon by
focusing on the total picture rather than breaking down into variables” Ary et al, 2002: 25. Qualitative research was a combination between
the qualitative research and descriptive research, since one of the characteristics of qualitative
i nquiry is rich description. As stated by Merriam 2009, p.16 “… the product of a
qualitative inquiry is richly descriptive”, which meant that words had been used rather than numbers to convey what the researcher has learnt about the
phenomenon. Qualitative research was chosen because this study mainly dealt with the methods and the media used in teaching vocabulary to pre-school
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