Overcoming Difficulties in Teaching Alphabet and Vocabulary To Children at Bunny Class in Bintang Mulia Kindergarten.
ABSTRACT
Dalam rangka memenuhi syarat tugas akhir kelulusan saya dari D3
Bahasa Inggris, saya melakukan program magang di sekolah Bintang
Mulia sebagai seorang asisten guru di kelas Bunny. Selama melakukan
program magang tersebut, saya menemui beberapa masalah dalam
kegiatan mengajar Bahasa Inggris. Masalah yang saya angkat sebagai
bahan penelitian dalam Tugas Akhir ini adalah bagaimana mengajarkan
alfabet dan kosakata bagi anak balita (3-4 tahun).
Ada beberapa penyebab dari masalah tersebut. Pertama, saya sebagai
guru merasa gugup pada saat harus mengajar anak balita. Kedua, saya
tidak mempunyai pengalaman dalam mengajar anak balita. Ketiga, saya
merasa tidak percaya diri pada saat mengajar anak balita. Ketiga hal ini
mengakibatkan beberapa anak tidak mengerti pelajaran yang saya
berikan dan juga beberapa anak tidak mau memperhatikan pelajaran yang
diajarkan.
Saya mengajukan beberapa solusi yang berkaitan dengan masalah di
atas. Solusi pertama adalah guru diberikan banyak kesempatan mengajar
supaya dapat terbiasa mengajar anak balita. Solusi kedua adalah guru
menggunakan alat bantu mengajar seperti gambar, poster, boneka, dan
wayang. Solusi yang terakhir adalah menggunakan lagu dalam mengajar.
Berdasarkan konteks yang ada, saya memutuskan untuk menggabungkan
ketiga solusi tersebut sebagai penyelesaian dari masalah tersebut.
v
Maranatha Christian University
TABLE OF CONTENTS
ABSTRACT ............................................................................................... v
DECLARATION OF ORIGINALITY ........................................................... vi
ACKNOWLEDGEMENTS ........................................................................ vii
TABLE OF CONTENTS............................................................................ ix
CHAPTER I. INTRODUCTION……………………………………………...1-6
A. Background of the Study
B. Identification of the Problem
C. Objectives and Benefits of the Study
D. Description of the institution
E. Method of the Study
F. Limitation of the Study
G. Organization of the Term paper
CHAPTER II. PROBLEM ANALYSIS………………………………………7-9
CHAPTER III. POTENTIAL SOLUTIONS……………………………….10-16
CHAPTER IV. CONCLUSION……………………………………………17-18
BIBLIOGRAPHY
APPENDIX: FLOWCHART
ix
Maranatha Christian University
FLOWCHART
Cause 1: I feel nervous
Cause 2: I do not have any
teaching experience
Cause 3: I do not feel
confident
Problem:
The teacher had difficulty in
teaching alphabet and
vocabulary to children at
Bunny Class in Bintang
Mulia Kindergaten
Effect 1: Some pupils do not
understand the lesson
Effect 2: Some pupils do not
pay attention to the lesson
Potential Positive Effects:
1. The teacher feels more
confident
2. The teacher can teach
well
Potential Solution I:
The teacher is given more
practices to teach the
children
Potential Negative Effects:
1. The teacher feels bored
2. The teacher still cannot
teach alphabet and
vocabulary well
Potential Positive Effects:
1. It can make the children
learn the lesson well
2. It is easier for the teacher
to teach alphabet and
vocabulary to children
3. The teacher becomes
more creative in making
teaching aids
Potential Solution II:
The teacher uses and
makes teaching aids to
teach alphabet and
vocabulary lessons
Potential Negative Effects:
1. Teacher needs time to
prepare teaching aids
2. The teaching aids are
hard to make and
sometimes they are hard to
use
Potential Positive Effects:
1. It can make children
interested in learning
alphabet and vocabulary
2. It is easier for the children
to remember the lesson
Potential Solution III:
The teacher teaches
alphabet and vocabulary by
using songs in English
Potential Negative Effects:
1. Some children did not
follow the song
2. It takes time to find a
suitable song for children
Chosen Solution:
I combine all of them. The teacher is given more practices to
teach the children and uses teaching aids and songs to teach
alphabet and vocabulary materials
LAMPIRAN DOKUMENTASI FOTO
CHAPTER I
INTRODUCTION
A. Background of the Study
In this modern era, there are many languages that are needed for
communication; one of them is English. Nowadays, it is common to use
English in communication. Sukhrani states, “One common language is
necessary and hence the world has recognized English as the common
language of communication” (par.1). Not only is English used for
communication, but many people also learn English to be used in the
business and education sectors.
Right now, many schools have started using English as a means of
communication. It happens in Bintang Mulia Kindergaten (henceforth, BMK).
The teachers there teach the children in English every day. BMK has been
using English language as a means of communication for three years.
Additionally, the teachers teach the children English since they are in
childcare, preschool, and kindergarten.
1
Maranatha Christian University
In the childcare and preschool class the age level of the children is between
three to four years old. For kindergarten, teachers teach children between
four to five years old.
When I had my internship at BMK, I found a problem related to teaching
alphabet and vocabulary to children. I choose this topic because this is one of
the problems that teachers often faced. In the article “Teaching English as a
Foreign Language”, it is stated that “teachers are dealing with a variety of the
problem in teaching alphabet and vocabulary” (par. 1). I was a teacher
assistant at BMK when I had to teach alphabet and vocabulary to children in
Bunny Class (3-4 years old). Based on the book entitled From Birth to Five
Years written by Sheridan, the children at this age level can name and briefly
explain pictures, can understand the functions of objects and know how to
group the objects, and can understand part or whole concepts.
At first trial of teaching, some children were silent when I entered into the
class for the first time. After a while, the children felt comfortable and could
receive me as their teacher by willing to participate in the lesson.
Unfortunately, some of the children in the class could not accept and
remember the lesson well. When I asked some of the children to repeat or
guess the alphabet and vocabulary, they just kept silent and would not give
the answer of the questions. This happened because of two factors. The first
factor was because some of the children could not follow and understand the
lesson. The second factor was because I as a teacher assistant did not know
2
Maranatha Christian University
how to teach alphabet and vocabulary to children.Iin this term paper, I would
like to analyze this problem and find the best solution to solve the problem.
B. Identification of the Problem
Based on my experience during my internship program as a teacher
assistant at BMK I would like to analyze:
1. Why did I have difficulties in teaching alphabet and vocabulary to children
at Bunny Class in BMK?
2. What are the effects of my difficulties in teaching alphabet and vocabulary
to the children?
3. How should I teach alphabet and vocabulary so that the children at BMK
can follow and remember the lesson?
C. Objectives and Benefits of the Study
The objectives of this study is to discover my difficulties in teaching
alphabet and vocabulary to children at BMK. It is also meant to find the best
solution to make the teacher able to teach alphabet and vocabulary to the
children well.
By writing this term paper, there are some benefits for the institution, the
reader of this term paper, and for me as the writer. For the institution, I expect
that my term paper can help the teachers at BMK to know how to teach the
3
Maranatha Christian University
children alphabet and vocabulary so that at the end of the lesson the children
can accept and remember the lessons well. Moreover, I expect this paper can
make the readers know how to teach children alphabet and vocabulary.
Furthermore, by writing this term paper, I can share to the readers my
experience in teaching young learners, especially children. Finally, if I work as
a teacher in the future, I will know how to overcome this problem, especially if
I have to teach nursery class.
D. Description of the Institution
Bintang Kecil kindergaten is a formal education institution that was
established by Yayasan Bina Insan Mulia in 1997. Bintang Kecil kindergaten
changed its name into Bintang Mulia kindergaten in 2009. Bintang Mulia
kindergarten is located at Jl. Kopo Permai 1 Blok A no. 0. The teaching
methods used there are “Creative and Active Learning” that are manifested
by doing indoor and outdoor activities or programs, such as using music in
indoor activities for warming up in the morning, using computer, and having
“field trip”. Bintang Mulia kindergaten has some programs in order to make
the children healthy, smart, tough, independent, have a good character, and
have faith, in order to increase their pleasure in learning.
The vision of Bintang Mulia kindergaten is to provide education based on a
holistic Christian view, integrative, and transformative, supported by
professional human resources and the updated methods. The mission of
4
Maranatha Christian University
Bintang Mulia kindergaten is to become a leading Christian educational
institution which gives priority to faith, integrity, and science.
E. Method of the Study
For the process of collecting data about the difficulty in teaching alphabet
and vocabulary to children at BMK, I use some ways. First, I gather data from
the observation of eighteen children in Bunny Class during my internship.
Second, I record all the data in my internship journal and I read it as there are
a lot of stories and experiences during my internship at BMK. Third, to
support this term paper, I read some books from Maranatha Christian
University’s library that are related to my problem. Lastly, I also browse on the
Internet to find the theories and solutions of my problem.
F. Limitation of the Study
My term paper focuses on how to teach alphabet and vocabulary to
children. There were eighteen children in the class. The age level of the
children is between three to four years old. The observation was done during
my internship program from January to March 2011 at BMK, Bandung.
G. Organization of the Term Paper
This term paper starts with the Abstract, a summary of the whole term
paper. It is followed by Acknowledgements, which contains the list of people
5
Maranatha Christian University
who supported me during the writing of this term paper. After that is Table of
Contents. Then, there are four chapters which follow : Chapter I is
Introduction, Chapter II is Problem Analysis, Chapter III is Potential Solutions,
and Chapter IV is Conclusion. The last part of my term paper is Bibliography,
containing the list of references, and Appendix (Flowchart).
6
Maranatha Christian University
CHAPTER IV
CONCLUSION
In the previous chapters, I have analyzed the causes and effects of a
problem that I faced in my teaching internship and several potential
solutions. The problem is the difficulty in teaching alphabet and vocabulary
to children at BMK. There are three causes of this problem. The causes
are the teacher feels nervous, the teacher does not have any teaching
experience, and the teacher does not feel confident. The effects of the
problem are some children do not understand the lesson and some of the
children do not pay attention to the lesson. To handle this problem, there
are some potential solutions. The solutions are the teacher is given extra
practice to teach children, the teacher uses teaching aids to teach
alphabet and vocabulary lessons, and the teacher teaches alphabet and
vocabulary by using songs.
Based on the analysis in the previous chapters, I decide to choose the
combination of all three potential solutions. The combination are the
teacher is given opportunity to practice to teach children, the teacher uses
17
Maranatha Christian University
teaching aids and the teacher also uses songs to teach alphabet and
vocabulary.
First, the teacher is given more practice to teach children. By having
more chances to teach the children by applying the same method that the
home teacher uses, she could teach the children better. Thus, at the end
of the class, the children could accept and remember the lesson better.
Second, the teacher uses teaching aids to teach alphabet and vocabulary
lesson. By using teaching aids, such as using pictures, flashcards, leather
puppets, and posters, it will make the children become enthusiastic to
learn the lesson. As Siders says in “How to Work with Teaching Aids”,
using teaching aids in teaching can make the children become
enthusiastic in learning the lesson (par.2). Then, the last is the teacher
teaches alphabet and vocabulary by using songs. By using the songs, not
only the listening skills of the children will improve, but they can also
remember the lesson.
Finally, I conclude that by applying the best solution that I have chosen,
the teacher can overcome the difficulties in teaching alphabet and
vocabulary to children, especially for a new teacher. These teachers can
use the three solutions together to reach the goals of teaching alphabet
and vocabulary for children. I also suggest that teachers always find other
effective ways to teach children.
18
Maranatha Christian University
BIBLIOGRAPHY
Printed Sources
Celce-Murcia,Marianne., ed. Teaching English as a Second or Foreign
Language.3rd ed. New York: Thomson Asian Edition, 2006.
Sheridan, Mary D. From Birth to Five Years.8th ed. New York: Routledge,
2008.
Electronic Sources
Guarany, Fernando. “Increasing Your Confident as a Language Teacher.
BBC. 18 January 2011. 18 March 2011
.
Haimson, Leonie. “How Teaching Experience Makes a Different.”
Parentsascrossamerica. 27 March 2011. 15 March 2011
.
Maranatha Christian University
Honos, Lara. “Ways to Help Your Children Focus and Pay Attention.”
Searchwarp. 15 August 2006. 1 May 2011
.
“How Can Song Help You Learn English.” Wordpress. 30 April 2010. 2 May
2011 .
“How to Make Music Teaching Fun and Creative for Children.” Ncctq. 2011.
3 May 2011 .
Johnson, Trevor. “How to Become More Confident.” Ezinearticle. 2011. 23
April 2011 .
Lade, Adeyanju. “Teachers Perception of the Effects and Use of Learning
Aids in Teaching.” Ultibase.15 November 2003. 24 April 2011
Lang, Catherine. “Beginning Teachers’ Experiences During Their First Year of
Teaching.” Aare. 29 November 2001. 15 March 2011
.
Peha, Steven. “There is No Practice Best Practice.” Ttms. 2003. 19 April
2011 .
Siders,Kaye. “How to Work with Teaching Aids.” Howtodothings.2011. 19
April 2011 < http://www.howtodothings.com/education/a3096-how-to-workwith-teaching-aids.html>
Maranatha Christian University
“Some Benefits of Teaching and Learning Aids.” kauaibbqgrill. 22 April 2008
22 April 2011 .
Sukhrani, Jiten. “Necessity of Day.” Niche. 2011. 9 March 2011 .
“Teaching Aids Provides Incentive and Encourage Student.” Hubpages. 2011.
28 April 2011 .
“Teaching English as a Foreign Language.” Hubpages. 2011. 13 April 2011 <
http://hubpages.com/hub/Teaching-ESL-10-Common-ClassroomProblems-and-Solutions>.
Trucano, Michael. “Teachers, Teaching, and ICTS.” InfoDev. 29 April 2011
.
Virneto. “Why Teachers Get Tired.” Soyberty. 3 January 2011. 27 April 2011
.
Wadsworth, Henry. “Using Music in the ESL Classroom.” Englishclub. 2011.
20 April 2011 .
Maranatha Christian University
Dalam rangka memenuhi syarat tugas akhir kelulusan saya dari D3
Bahasa Inggris, saya melakukan program magang di sekolah Bintang
Mulia sebagai seorang asisten guru di kelas Bunny. Selama melakukan
program magang tersebut, saya menemui beberapa masalah dalam
kegiatan mengajar Bahasa Inggris. Masalah yang saya angkat sebagai
bahan penelitian dalam Tugas Akhir ini adalah bagaimana mengajarkan
alfabet dan kosakata bagi anak balita (3-4 tahun).
Ada beberapa penyebab dari masalah tersebut. Pertama, saya sebagai
guru merasa gugup pada saat harus mengajar anak balita. Kedua, saya
tidak mempunyai pengalaman dalam mengajar anak balita. Ketiga, saya
merasa tidak percaya diri pada saat mengajar anak balita. Ketiga hal ini
mengakibatkan beberapa anak tidak mengerti pelajaran yang saya
berikan dan juga beberapa anak tidak mau memperhatikan pelajaran yang
diajarkan.
Saya mengajukan beberapa solusi yang berkaitan dengan masalah di
atas. Solusi pertama adalah guru diberikan banyak kesempatan mengajar
supaya dapat terbiasa mengajar anak balita. Solusi kedua adalah guru
menggunakan alat bantu mengajar seperti gambar, poster, boneka, dan
wayang. Solusi yang terakhir adalah menggunakan lagu dalam mengajar.
Berdasarkan konteks yang ada, saya memutuskan untuk menggabungkan
ketiga solusi tersebut sebagai penyelesaian dari masalah tersebut.
v
Maranatha Christian University
TABLE OF CONTENTS
ABSTRACT ............................................................................................... v
DECLARATION OF ORIGINALITY ........................................................... vi
ACKNOWLEDGEMENTS ........................................................................ vii
TABLE OF CONTENTS............................................................................ ix
CHAPTER I. INTRODUCTION……………………………………………...1-6
A. Background of the Study
B. Identification of the Problem
C. Objectives and Benefits of the Study
D. Description of the institution
E. Method of the Study
F. Limitation of the Study
G. Organization of the Term paper
CHAPTER II. PROBLEM ANALYSIS………………………………………7-9
CHAPTER III. POTENTIAL SOLUTIONS……………………………….10-16
CHAPTER IV. CONCLUSION……………………………………………17-18
BIBLIOGRAPHY
APPENDIX: FLOWCHART
ix
Maranatha Christian University
FLOWCHART
Cause 1: I feel nervous
Cause 2: I do not have any
teaching experience
Cause 3: I do not feel
confident
Problem:
The teacher had difficulty in
teaching alphabet and
vocabulary to children at
Bunny Class in Bintang
Mulia Kindergaten
Effect 1: Some pupils do not
understand the lesson
Effect 2: Some pupils do not
pay attention to the lesson
Potential Positive Effects:
1. The teacher feels more
confident
2. The teacher can teach
well
Potential Solution I:
The teacher is given more
practices to teach the
children
Potential Negative Effects:
1. The teacher feels bored
2. The teacher still cannot
teach alphabet and
vocabulary well
Potential Positive Effects:
1. It can make the children
learn the lesson well
2. It is easier for the teacher
to teach alphabet and
vocabulary to children
3. The teacher becomes
more creative in making
teaching aids
Potential Solution II:
The teacher uses and
makes teaching aids to
teach alphabet and
vocabulary lessons
Potential Negative Effects:
1. Teacher needs time to
prepare teaching aids
2. The teaching aids are
hard to make and
sometimes they are hard to
use
Potential Positive Effects:
1. It can make children
interested in learning
alphabet and vocabulary
2. It is easier for the children
to remember the lesson
Potential Solution III:
The teacher teaches
alphabet and vocabulary by
using songs in English
Potential Negative Effects:
1. Some children did not
follow the song
2. It takes time to find a
suitable song for children
Chosen Solution:
I combine all of them. The teacher is given more practices to
teach the children and uses teaching aids and songs to teach
alphabet and vocabulary materials
LAMPIRAN DOKUMENTASI FOTO
CHAPTER I
INTRODUCTION
A. Background of the Study
In this modern era, there are many languages that are needed for
communication; one of them is English. Nowadays, it is common to use
English in communication. Sukhrani states, “One common language is
necessary and hence the world has recognized English as the common
language of communication” (par.1). Not only is English used for
communication, but many people also learn English to be used in the
business and education sectors.
Right now, many schools have started using English as a means of
communication. It happens in Bintang Mulia Kindergaten (henceforth, BMK).
The teachers there teach the children in English every day. BMK has been
using English language as a means of communication for three years.
Additionally, the teachers teach the children English since they are in
childcare, preschool, and kindergarten.
1
Maranatha Christian University
In the childcare and preschool class the age level of the children is between
three to four years old. For kindergarten, teachers teach children between
four to five years old.
When I had my internship at BMK, I found a problem related to teaching
alphabet and vocabulary to children. I choose this topic because this is one of
the problems that teachers often faced. In the article “Teaching English as a
Foreign Language”, it is stated that “teachers are dealing with a variety of the
problem in teaching alphabet and vocabulary” (par. 1). I was a teacher
assistant at BMK when I had to teach alphabet and vocabulary to children in
Bunny Class (3-4 years old). Based on the book entitled From Birth to Five
Years written by Sheridan, the children at this age level can name and briefly
explain pictures, can understand the functions of objects and know how to
group the objects, and can understand part or whole concepts.
At first trial of teaching, some children were silent when I entered into the
class for the first time. After a while, the children felt comfortable and could
receive me as their teacher by willing to participate in the lesson.
Unfortunately, some of the children in the class could not accept and
remember the lesson well. When I asked some of the children to repeat or
guess the alphabet and vocabulary, they just kept silent and would not give
the answer of the questions. This happened because of two factors. The first
factor was because some of the children could not follow and understand the
lesson. The second factor was because I as a teacher assistant did not know
2
Maranatha Christian University
how to teach alphabet and vocabulary to children.Iin this term paper, I would
like to analyze this problem and find the best solution to solve the problem.
B. Identification of the Problem
Based on my experience during my internship program as a teacher
assistant at BMK I would like to analyze:
1. Why did I have difficulties in teaching alphabet and vocabulary to children
at Bunny Class in BMK?
2. What are the effects of my difficulties in teaching alphabet and vocabulary
to the children?
3. How should I teach alphabet and vocabulary so that the children at BMK
can follow and remember the lesson?
C. Objectives and Benefits of the Study
The objectives of this study is to discover my difficulties in teaching
alphabet and vocabulary to children at BMK. It is also meant to find the best
solution to make the teacher able to teach alphabet and vocabulary to the
children well.
By writing this term paper, there are some benefits for the institution, the
reader of this term paper, and for me as the writer. For the institution, I expect
that my term paper can help the teachers at BMK to know how to teach the
3
Maranatha Christian University
children alphabet and vocabulary so that at the end of the lesson the children
can accept and remember the lessons well. Moreover, I expect this paper can
make the readers know how to teach children alphabet and vocabulary.
Furthermore, by writing this term paper, I can share to the readers my
experience in teaching young learners, especially children. Finally, if I work as
a teacher in the future, I will know how to overcome this problem, especially if
I have to teach nursery class.
D. Description of the Institution
Bintang Kecil kindergaten is a formal education institution that was
established by Yayasan Bina Insan Mulia in 1997. Bintang Kecil kindergaten
changed its name into Bintang Mulia kindergaten in 2009. Bintang Mulia
kindergarten is located at Jl. Kopo Permai 1 Blok A no. 0. The teaching
methods used there are “Creative and Active Learning” that are manifested
by doing indoor and outdoor activities or programs, such as using music in
indoor activities for warming up in the morning, using computer, and having
“field trip”. Bintang Mulia kindergaten has some programs in order to make
the children healthy, smart, tough, independent, have a good character, and
have faith, in order to increase their pleasure in learning.
The vision of Bintang Mulia kindergaten is to provide education based on a
holistic Christian view, integrative, and transformative, supported by
professional human resources and the updated methods. The mission of
4
Maranatha Christian University
Bintang Mulia kindergaten is to become a leading Christian educational
institution which gives priority to faith, integrity, and science.
E. Method of the Study
For the process of collecting data about the difficulty in teaching alphabet
and vocabulary to children at BMK, I use some ways. First, I gather data from
the observation of eighteen children in Bunny Class during my internship.
Second, I record all the data in my internship journal and I read it as there are
a lot of stories and experiences during my internship at BMK. Third, to
support this term paper, I read some books from Maranatha Christian
University’s library that are related to my problem. Lastly, I also browse on the
Internet to find the theories and solutions of my problem.
F. Limitation of the Study
My term paper focuses on how to teach alphabet and vocabulary to
children. There were eighteen children in the class. The age level of the
children is between three to four years old. The observation was done during
my internship program from January to March 2011 at BMK, Bandung.
G. Organization of the Term Paper
This term paper starts with the Abstract, a summary of the whole term
paper. It is followed by Acknowledgements, which contains the list of people
5
Maranatha Christian University
who supported me during the writing of this term paper. After that is Table of
Contents. Then, there are four chapters which follow : Chapter I is
Introduction, Chapter II is Problem Analysis, Chapter III is Potential Solutions,
and Chapter IV is Conclusion. The last part of my term paper is Bibliography,
containing the list of references, and Appendix (Flowchart).
6
Maranatha Christian University
CHAPTER IV
CONCLUSION
In the previous chapters, I have analyzed the causes and effects of a
problem that I faced in my teaching internship and several potential
solutions. The problem is the difficulty in teaching alphabet and vocabulary
to children at BMK. There are three causes of this problem. The causes
are the teacher feels nervous, the teacher does not have any teaching
experience, and the teacher does not feel confident. The effects of the
problem are some children do not understand the lesson and some of the
children do not pay attention to the lesson. To handle this problem, there
are some potential solutions. The solutions are the teacher is given extra
practice to teach children, the teacher uses teaching aids to teach
alphabet and vocabulary lessons, and the teacher teaches alphabet and
vocabulary by using songs.
Based on the analysis in the previous chapters, I decide to choose the
combination of all three potential solutions. The combination are the
teacher is given opportunity to practice to teach children, the teacher uses
17
Maranatha Christian University
teaching aids and the teacher also uses songs to teach alphabet and
vocabulary.
First, the teacher is given more practice to teach children. By having
more chances to teach the children by applying the same method that the
home teacher uses, she could teach the children better. Thus, at the end
of the class, the children could accept and remember the lesson better.
Second, the teacher uses teaching aids to teach alphabet and vocabulary
lesson. By using teaching aids, such as using pictures, flashcards, leather
puppets, and posters, it will make the children become enthusiastic to
learn the lesson. As Siders says in “How to Work with Teaching Aids”,
using teaching aids in teaching can make the children become
enthusiastic in learning the lesson (par.2). Then, the last is the teacher
teaches alphabet and vocabulary by using songs. By using the songs, not
only the listening skills of the children will improve, but they can also
remember the lesson.
Finally, I conclude that by applying the best solution that I have chosen,
the teacher can overcome the difficulties in teaching alphabet and
vocabulary to children, especially for a new teacher. These teachers can
use the three solutions together to reach the goals of teaching alphabet
and vocabulary for children. I also suggest that teachers always find other
effective ways to teach children.
18
Maranatha Christian University
BIBLIOGRAPHY
Printed Sources
Celce-Murcia,Marianne., ed. Teaching English as a Second or Foreign
Language.3rd ed. New York: Thomson Asian Edition, 2006.
Sheridan, Mary D. From Birth to Five Years.8th ed. New York: Routledge,
2008.
Electronic Sources
Guarany, Fernando. “Increasing Your Confident as a Language Teacher.
BBC. 18 January 2011. 18 March 2011
.
Haimson, Leonie. “How Teaching Experience Makes a Different.”
Parentsascrossamerica. 27 March 2011. 15 March 2011
.
Maranatha Christian University
Honos, Lara. “Ways to Help Your Children Focus and Pay Attention.”
Searchwarp. 15 August 2006. 1 May 2011
.
“How Can Song Help You Learn English.” Wordpress. 30 April 2010. 2 May
2011 .
“How to Make Music Teaching Fun and Creative for Children.” Ncctq. 2011.
3 May 2011 .
Johnson, Trevor. “How to Become More Confident.” Ezinearticle. 2011. 23
April 2011 .
Lade, Adeyanju. “Teachers Perception of the Effects and Use of Learning
Aids in Teaching.” Ultibase.15 November 2003. 24 April 2011
Lang, Catherine. “Beginning Teachers’ Experiences During Their First Year of
Teaching.” Aare. 29 November 2001. 15 March 2011
.
Peha, Steven. “There is No Practice Best Practice.” Ttms. 2003. 19 April
2011 .
Siders,Kaye. “How to Work with Teaching Aids.” Howtodothings.2011. 19
April 2011 < http://www.howtodothings.com/education/a3096-how-to-workwith-teaching-aids.html>
Maranatha Christian University
“Some Benefits of Teaching and Learning Aids.” kauaibbqgrill. 22 April 2008
22 April 2011 .
Sukhrani, Jiten. “Necessity of Day.” Niche. 2011. 9 March 2011 .
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Maranatha Christian University