TEACHING ENGLISH VOCABULARY TO THE PUPILS OF TAMAN KANAK-KANAK NEGERI 2 YOGYAKARTA BY USING GAMES OF MULTIPLE INTELLIGENCE A Thesis
TEACHING ENGLISH VOCABULARY TO THE PUPILS OF TAMAN KANAK-KANAK NEGERI 2 YOGYAKARTA BY USING GAMES OF MULTIPLE INTELLIGENCE A Thesis
Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree in English Language Education
By Datia Kurnia Witri
051214066
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
TEACHING ENGLISH VOCABULARY TO THE PUPILS OF TAMAN KANAK-KANAK NEGERI 2 YOGYAKARTA BY USING GAMES OF MULTIPLE INTELLIGENCE A Thesis
Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree in English Language Education
By Datia Kurnia Witri
051214066
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
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The Victor
C. W. Logenecker If you think you are beaten, you are. If you think you dare not, you don’t. If you like to win but think you cant, It’s almost a chinch you won’t. If you think you’ll lost, you are lost. For out in the world we find Success begins with a fellow’s will. It’s all in the state of mind. If you think, you are out classed, you are. You’ve got to think high to rise. You’ve got to be sure of your-self before You can ever win the prize. Life’s battles don’t always go To the stronger or faster man. But sooner or later, the man who wins Is the man who thinks he can I dedicate this thesis to my Lord “Jesus Christ”
my beloved parents
my sister and my brotherPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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ABSTRACT
Witri, Datia Kurnia. 2009. Teaching English Vocabulary to Pupils of Taman Kanak-
Kanak Negeri 2 Yogyakarta by Using Multiple Intelligence Based Games.
Yogyakarta: English Language Education Study Program, Sanata Dharma University.Many kindergartens in Indonesia, or Taman Kanak-Kanak, especially Yogyakarta have started teaching English to their pupils at the very beginning level. However, teaching English vocabulary as a foreign language to kindergarten pupils had its own difficulties. The difficulties were mostly in choosing the appropriate way of teaching-learning with suitable activities for the pupils. Therefore, teachers need to apply certain technique so that the teaching learning process will be more interesting.
It is expected that teachers can conduct their teaching and learning process in such a way that makes the kindergarten pupils enjoy and easy to learn English.
Therefore, this study aimed to implement certain technique to teach vocabulary to the kindergarten pupils. In this regard, games of Multiple Intelligence would be used to teach English vocabulary to the pupils of TK Negeri 2. It was expected that the games of Multiple Intelligence could help pupils to acquire English vocabulary. Moreover, it could improve the pupils’ intelligence. There were two formulated problems in this study. They were: (1) What kinds of games based on Multiple Intelligence Theory can be used to introduce English vocabulary to the students of TK Negeri 2 Yogyakarta?, (2) How should the use of games based on Multiple Intelligence Theory be applied to introduce English vocabulary to the students of TK Negeri 2 Yogyakarta?
This study was a descriptive qualitative study which applied classroom action research carried out qualitatively. The action research itself was a collaborative action research in which the teacher of TK Negeri 2 Yogyakarta and the researcher arranged the materials and the activities in class. The researcher employed interview, field notes, observation checklist and video recording in collecting the data.
Dealing with the first problem, the researcher found that there were eleven games of Multiple Intelligence probably used to introduce English vocabulary to the pupils of TK Negeri 2 Yogyakarta. Furthermore, dealing with the second problem, the researcher discovered that the implementation of games of Multiple Intelligence could help the pupils to acquire English vocabulary. By playing the eleven games of Multiple Intelligence, the pupils became more active and enthusiast in joining the teaching-learning activities.
Based on the discussion of the two formulated problems, the researcher
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characteristics, especially kindergarten pupils. By having good understanding of kindergarten pupils, it is expected that teachers can conduct their teaching and learning process in such a way that makes the kindergarten pupils enjoy and easy to learn English. In addition, by knowing the Multiple Intelligence theory, the teachers could create activities which can develop pupils’ intelligence.
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ABSTRAK
Witri, Datia Kurnia. 2009. Teaching English Vocabulary to Pupils of Taman Kanak- Kanak Negeri 2 Yogyakarta by Using Multiple Intelligence Based Games. Yogyakarta: Program Studi Pendidikan Bahasa Inggris, Universitas Sanata Dharma.
Taman kanak-kanak di Indonesia khususnya Yogyakarta telah memperkenalkan bahasa Inggris kepada murid-murid didiknya. Akan tetapi mengajarkan kosakata bahasa Inggris kepada murid Taman Kanak-kanak mempunyai kesulitan tersendiri. Kesulitan tersebut dikarenakan oleh pemilihan teknik mengajar bahasa Inggris yang tepat untuk anak-anak. Oleh karena itu, para guru harus menerapkan teknik mengajar yang tepat sehingga proses belajar mengajar menjadi lebih menarik bagi anak-anak. Dengan penerapan teknik mengajar yang tepat, diharapkan para guru dapat melaksanakan proses belajar mengajar dimana para murid dapat dengan mudah belajar bahasa Inggris.
Oleh karena itu, studi ini bertujuan untuk menerapkan suatu teknik mengajar kosakata bahasa Inggris kepada murid-murid Taman Kanak-kanak. Dalam hal ini,
games of Multiple Intelligence merupakan teknik yang digunakan untuk
memperkenalkan kosakata bahasa Inggris kepada murid-murid Taman Kanak-kanak Negeri 2 Yogyakarta. Peneliti berharap bahwa games of Multiple Intelligence dapat membantu murid-murid untuk belajar kosakata bahasa Inggris. Selain itu, dengan
games of Multiple Intelligence para murid diharapkan dapat meningkatkan dan
mengembangkan potensi yang mereka miliki. Ada dua permasalahan yang dirumuskan dalam studi ini, yaitu: (1) Games of Multiple Intelligence apa saja yang dapat digunakan untuk memperkenalkan kosakata bahasa Inggris kepada para murid Taman Kana-kanak Negeri 2 Yogyakarta? (2) Bagaimana penggunaan games of
Multiple Intelligence untuk memperkenalkan kosakata bahasa Inggris kepada para
murid Taman Kanak-kanak Negeri 2 Yogyakarta diterapkan? Studi ini merupakan kualitatif deskriptif studi dengan menggunakan metode penelitian tindakan kelas secara kualitatif. Penelitian tindakan kelas menerapkan pola penelitian tindakan kelas kolaboratif dimana peneliti dan guru Taman Kanak-kanak Negeri 2 mempersiapkan materi dan kegiatan di kelas. Alat yang dipergunakan untuk mengumpulkan data adalah wawancara, catatan lapangan, checklist observasi, dan video rekam.
Berkaitan dengan permasalahan pertama, peneliti menemukan 11 permainan Multiple Intelligence yang dapat digunakan untuk memperkenalkan kosakata bahasa Inggris kepada para murid Taman Kanak-kanak. Selanjutnya, sehubungan dengan
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Dengan bermain sebelas permainan Multiple Intelligence, para murid menjadi lebih aktif dan antusias dalam mengikuti proses brlajar mengajar.
Dari pembahasan atas dua pokok permasalahan dalam studi ini, peneliti dapat menyimpulkan bahwa games of Multiple Intelligence dapat membantu para murid Taman Kanak-kanak dalam belajar kosakata bahasa Inggris. Akan tetapi, para guru harus mempunyai pemahaman yang baik tentang karakteristik anak didik usia muda khususnya Taman Kanak-kanak. Dengan demikian, diharapkan para guru dapat melaksanakan kegiatan belajar mengajar yand dapat mempermudah para murid untuk belajar bahasa Inggris. Selain itu, dengan pengetahuan tentang teori kecerdasan ganda, para guru dapat menciptakan kegiatan belajar mengajar yang dapat mengembangkan potensi para murid.
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ACKNOWLEDGEMENTS
First of all, I would give my biggest praise and greatest gratitude to Jesus
Christ who always supports me in every step I have taken. He knows the best for me
and always gives the best for me. Without Him, it is impossible for me to finish this thesis.
My deepest gratitude also goes to my sponsor Dr. Retno Muljani, M. Pd. for her attention, motivation and support during the process of writing this thesis. I really thanked her for being patient in helping me to finish this thesis and spending much time and energy to read and correct this thesis.
My gratitude also goes to all PBI lecturers (especially for those who ever taught me) and staff (Mbak Dani and Mbak Tari) for their guidance and help during this last four years.
I also would like to thank Ibu Kadarsih, the headmaster of Taman Kanak-
kanak Negeri 2 Yogyakarta who gave me permission to conduct the research. I thank
very much to the teachers of A1 class TK Negeri 2 Yogyakarta, Ibu Yetti and Ibu Kus for their help and suggestion during the research.
My greatest gratitude is also for my lovely parents, Sudarto and Tatik
Retnowulan for their love, support and encouragement which help me very much. I
thank my younger sister, Winda, and my younger brother, Pandu, for the sweet relationship.
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Next, I would like to thank the big family of Komisi Anak and Komisi
Pemuda GKJ Brayat Kinasih who always support and pray for me. I thank a lot
to Pdt. Sundoyo, S.Si. who teaches me a lot, supports me and prays for me. I also thank to my classmates in PBI (Rimas my observer partner, Sisca my thesis
mate, Philus for operating the handycam, Wahyu for all of the help, Daniel, Adit, Tunjung, Nita, Endru, Yayaz, Marshel’04, Kanya, Mega) and those whose
names cannot be mentioned one by one for their laugh, smile, support and motivation during my study in PBI. I also would like to thank all of the persons who help me in my research. Mas Rangga for lending me the handycam, Verdi for lending me the MP4, Sudi for operating the handycam, Mas Ardhi and Mbak Vina for reading and correcting my thesis. I also thank all of my bestfriends ‘GB’ (eme, eta, ajeng, shinta,
gina, upieth, and anif) for the true friendship since I was in Senior High School.
And last but not least, I would like to thank Bimanto who always supports and motivates me. I thank for his love and care to me.
Datia Kurnia Witri
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TITLE PAGE ................................................................................................... i APPROVAL PAGES....................................................................................... ii PAGE OF DEDICATION ............................................................................... iv STATEMENT OF WORK’S ORIGINALITY ................................................ v PAGE OF PUBLICITY ................................................................................... vi ABSTRACT..................................................................................................... vii
ABSTRAK ......................................................................................................... ix
ACKNOWLEDGEMENTS ............................................................................. xi TABLE OF CONTENTS................................................................................. xiii LIST OF FIGURES ......................................................................................... xvi LIST OF TABLES ........................................................................................... xvii LIST OF APPENDICES.................................................................................. xviii LIST OF CODING .......................................................................................... xix
CHAPTER I. INTRODUCTION ................................................................ 1 A. Research Background ..................................................................
1 B. Problem Formulation....................................................................
5 C. Problem Limitation ......................................................................
5 D. Research Objectives .....................................................................
6 E. Research Benefits .........................................................................
6 F. Definition of Terms ......................................................................
7 CHAPTER II. REVIEW OF RELATED LITERATURE ......................... 9 A. Theoretical Description................................................................
9
1. Teaching English as a Foreign Language to Kindergarten Pupils 9
4. The Way Children Learn .......................................................
16 5. The Roles of Games in Learning Vocabulary ........................
18 6. The Theory of Multiple Intelligence.......................................
21 B. Theoretical Framework ................................................................
25 CHAPTER III. METHODOLOGY ............................................................. 27 A. Research Method..........................................................................
27 B. Research Participants ...................................................................
29 C. Research Instruments ...................................................................
30 1. Observation Checklists ................................................ 30 2. Field Notes................................................................... 32 3.
Interview Guidelines.................................................... 32 4. Video Recording .......................................................... 33 D. Data Gathering Techniques..........................................................
33 E. Data Analysis Techniques ............................................................
35 F. Research Procedures .....................................................................
37 CHAPTER IV. RESEARCH FINDINGS AND DISCUSSIONS .............. 39
A. Games of Multiple Intelligence to Introduce English Vocabulary
39 1. Jump to Your Star ........................................................ 39 2. Cross the River............................................................. 41 3.
Find Your Friends........................................................ 43 4. Let’s Make an Ice Cream............................................. 45 5. Find Your Fish ............................................................. 46 6. Where My Eyes Are..................................................... 48 7. Color My Body ............................................................ 50 8. Touch Me .................................................................... 51
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B. The Implementation of Games of Multiple Intelligence ..............
56 a. Topic I .......................................................................... 57 b.
Topic II ......................................................................... 60 c. Topic III........................................................................ 62 d.
Topic IV........................................................................ 64 C. The Classroom Action Research Cycles.....................................
66 CHAPTER V. CONCLUSIONS AND SUGGESTIONS ........................... 70 A. Conclusions ..................................................................................
70 B. Suggestions...................................................................................
71 1. For Kindergarten English Teachers .............................
72 2. For Teachers Candidates .............................................
72 REFERENCES ................................................................................................ 73
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LIST OF FIGURES
Figure
Page 3.1 Simple Model of Action Research Cycle...................................................
29 4.1 The Classroom Action Research Cycles ....................................................
67
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LIST OF TABLES
Table
Page 3.1 Characteristics of Each Intelligence...........................................................
31 3.2 The Codes of the Intelligence ....................................................................
35
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LIST OF APPENDICES
Page APPENDIX A Letters of Permission...........................................................
76 APPENDIX B Statement from TK Negeri 2 Yogyakarta............................
77 APPENDIX C The Result of the Observation Checklist .............................
78 APPENDIX D The Result of the Field Notes..............................................
94 APPENDIX E The List of Interview Questions .......................................... 102 APPENDIX F The Result of the Interview.................................................. 103 APPENDIX G The Syllabus of The Implementation of Games of Multiple
Intelligence .......................................................................... 106 APPENDIX H The Presentation of the Games............................................ 112
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LIT: Linguistic Intelligence LOM: Logical-Mathematical Intelligence SPT: Spatial Intelligence MSC: Musical Intelligence BDK: Bodily-kinesthetic Intelligence
INTER: Interpersonal Intelligence
INTRA: Intrapersonal Intelligence NAT: Naturalist Intelligence MD: Media GM: Game DF: Difficulty
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CHAPTER I INTRODUCTION In this chapter, the writer describes the background of the problem, limitation of the
problem, formulations of the problem, objectives of the study, benefits of the study, and the definition of terms used in the study.
A. Research Background
The growing trend of using English as an international language has led to the introduction of English language learning for children in many countries all over the world. Brewster, Ellis and Girard. (2002: 1) state that:
Government and private schools all over the world have decided to introduce
English at primary level, because there is a strong “folk” belief, a sort of ‘act of faith,’ that young children learn language better and more easily than olderchildren. This means there is a wide spread belief that there are definite
advantages to introducing language learning early in life which outweigh the
disadvantages.Additionally, Brewster, Ellis and Girard (2002: 1) mention that a worldwide survey of teaching English to young children shows that educationalists all over the world have recognized the need for English language learning at primary level and are doing whatever they can to promote it.
In this regard, many kindergartens in countries consider English as a second or foreign language. They have inevitably started to introduce their learners with English and create interesting ways to teach English that fit their learners best. Many
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2 Yogyakarta have started teaching English to their pupils at the very beginning level. The researcher discovered that 8 out of 10 kindergarten schools in Yogyakarta have already introduced English to their pupils either in regular or in extracurricular hours.
The kindergarten schools start to teach English to their pupils because they believe the notion that the younger the children, the better they can acquire new language. Krashen, Long & Scacella (1979) also say that the earlier children begin to learn a second language, the better they acquire the second language. As stated in
Kurikulum Pendidikan Anak Usia Dini 2004 that the intelligence of the children
increase from 50% to 80 %. Therefore, it is easier for young children to acquire a new language.
Moreover, Brewster, Elis and Girard (2002:1) state that young children seem to have a greater facility for understanding and imitating what they hear than secondary school pupils. It shows that it is good to teach English to the children at the earlier age because they have the facility to learn English.
The beginning process of children in acquiring a new language is by learning its vocabularies. The vocabulary is the simplest basic English material to be taught in Kindergarten because it appropriates to learners’ age. Vocabulary becomes the main subject to be taught as it serves as the basis of communication, that will be useful to communicate ideas and concepts.
However, teaching English as a foreign language to children has its own
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3 The social environment influences children in acquiring a new language. In this sense, it is important to get used to hear English everyday but most children are not exposed to English use in daily conversation.
The second factor is that English is not their mother tongue. It is obvious that children use their mother tongue which is not English at home. Another factor is that English is still an optional subject in kindergarten so that there are no specific methods suggested to be used in teaching learning activities. There are also few capable English teachers for kindergarten. Many kindergartens do not have English teachers; even they use non-English teachers to teach English to their pupils. Those facts, sometimes, make the teachers confused about how to use the right technique to teach English vocabulary to their pupils.
Teachers need to apply certain technique so that the teaching learning process will be more interesting. It is expected that teachers can conduct their teaching and learning process in such a way that makes the kindergarten pupils enjoy and easy to learn English. Considering this, Foster and Headley (1959: 27) encourage the teachers of kindergartens to have games in the teaching-learning processes by stating “Let’s have games in the Kindergarten.” Games will provide excellent opportunities in using vocabulary. Through games children experiment, discover, and interact with their environment (Lewis and Bedson, 2003: 5).
Therefore, the researcher uses games to teach English vocabulary to pupils of
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4 activities during the lesson. From the interview with the teacher, it was found that the teacher often confuse about the interesting materials to be taught to the pupils. The teacher also said that they sometimes confuse about how to make the teaching- learning activities more enjoyable.
The games chosen would be based on the Multiple Intelligences Theory proposed by Gardner (1999). According to Campbell and Dickinson (1996: 231), teaching-learning activities based on Multiple Intelligence can be conducted with children. By applying games of Multiple Intelligence, the pupils can develop their major intelligence and activate other intelligences that they have less. Therefore, the researcher needs to provide the games which involve children’ intelligences. For example in the topic ‘parts of the body,’ the researcher creates games which involve spatial intelligence, bodily-kinesthetic intelligence, musical intelligence. In this topic, the children have to sing a song and move their body according to the song.
In this research, the researcher uses games of Multiple Intelligence Theory to teach English vocabulary to the pupils of TK Negeri 2 Yogyakarta. The researcher hopes that this study will provide a reference to the teachers especially kindergarten teachers in order to create the teaching of English vocabulary that is not monotonous and which can be used to develop pupils’ intelligence.
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5
B. Problem Formulation
This research is going to answer two major questions, namely:
1. What kinds of games of Multiple Intelligence Theory can be used to introduce English vocabulary to the pupils of TK Negeri 2 Yogyakarta? 2. How should the use of games based on Multiple Intelligence Theory be applied to introduce English vocabulary to the pupils of TK Negeri 2 Yogyakarta?
C. Problem Limitation
This research will focus on the use of games to introduce English vocabulary to the students of TK Negeri 2 Yogyakarta. The games chosen would be based on the Multiple Intelligence Theory proposed by Howard Gardner (1999). There are only eight intelligences that are implemented in the games, namely linguistic intelligence, logical-mathematical intelligence, spatial intelligence, bodily-kinesthetic intelligence, musical intelligence, interpersonal intelligence, intrapersonal intelligence, naturalist intelligence. The ninth intelligence, namely existential intelligence, is difficult to be applied to children because it needs the ability to understand human existence.
The use of the games to teach vocabulary will be intended to be applied with pupils of four to five years old. The activities of teaching and learning will focus on the pupils of four to five-year-old. The researcher will only apply the technique in one class of Taman Kanak-kanak Negeri 2 Yogyakarta.
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6
D. Research Objectives
Based on the problem formulations, the researcher formulates two objectives of this study. The objectives of this study are as follows.
1. To identify what kinds of games based on Multiple Intelligence Theory can be used to introduce English vocabulary to the students of TK Negeri 2 Yogyakarta.
2. To discover how the games based on Multiple Intelligence Theory should be applied to introduce English vocabulary to the pupils of TK Negeri 2 Yogyakarta.
E. Research Benefits
This research is expected to give valuable contributions for: 1. Kindergarten English teachers.
The result of this research is hoped to give an alternative technique to teach English vocabulary to the kindergarten students.
2. Teacher candidates
Since the writer is a teacher candidate, the result of this research will give her additional knowledge and a real picture of the application of a certain technique in a certain condition in order to face the real teaching world in the future.
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7
F. Definition of Terms
To avoid confusion and misunderstanding, the writer provides definitions of terms that are used in this research.
1. Teaching According to Tomlinson (1998), teaching is the activities carried out by materials developers or teachers to facilitate the learning of the language. In this study, the term teaching refers to the activities carried out by the teacher or the researcher to introduce learners to the English vocabulary.
2. Vocabulary According to Hornby (1989: 1471), in Oxford Advanced Learner’s Dictionary, defines vocabulary is total numbers of word that make up language. Kreidler (1958: 21) in his book, Visual Aids for Teaching English to Speakers of Other Languages, defines vocabulary as a stock of words in language that can support the learners to learn the skills of the language. In this study, to teach vocabulary refers to introduce simple words that students usually find in their daily life. The stock of words must be in the everyday vocabulary of most people, especially in the children vocabulary.
2. Multiple Intelligence According to Richard and Rodgers (2001:115), multiple intelligences refer to a learner-based philosophy that characterized human intelligence as having multiple dimensions that must be acknowledged and developed in education. In this study,
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8 researcher provides games which involve spatial intelligence, bodily-kinesthetic intelligence, musical intelligence.
3. Games of Multiple Intelligence Martin (1995:1) said that it is any fun activity which gives young learners the opportunity to practice the foreign language in a relaxed and enjoyable. Games may be simple and require very little planning or may need quite a bit of preparation and the use of special materials, such as dice, boards, or picture. In this study, games of multiple intelligences refer to any fun activities to help and motivate students to learn English vocabulary which include the components of multiple intelligence theory. In this regard, the games are expected to help and motivate the pupils to learn English vocabulary. In addition, the games of Multiple Intelligence can be used to develop pupils’ major intelligence and activate other intelligences that they have less.
4. Kindergarten As it is stated in Program Kegiatan Belajar Taman Kanak-Kanak. Pedoman
Kegiatan Belajar Mengajar 1994, kindergarten is a kind of education, which is given
to children at the age of 4 to 6 year old to prepare them entering Elementary School.However, in Indonesia, kindergarten students are around 4 to 5 year old and learn in the kindergarten school.
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CHAPTER II REVIEW OF RELATED LITERATURE In this chapter, the writer would like to discuss the underlying theories of the
study. There are two major points of discussion, the first deals with the theoretical description and the second deals with the theoretical framework of the study.
A. Theoretical Description
1. Teaching English as a Foreign Language to Kindergarten Pupils
Children learn language through their everyday environment. To teach a foreign language to young children, however, takes more effort. Teachers need to collect kid-friendly teaching materials and get an understanding of how children learn languages. Children are also self-confident and are usually prepared to enjoy the activities the teacher has prepared for them. Therefore, it is easy to make the English class an enjoyable, stimulating experience for the children. However, there are some points that the teacher should consider (Philips, 1993: 7): a.
The activities should be simple enough for the children to understand what is expected of them.
b. The task should be within their abilities: it needs to be achievable but at the same time sufficiently stimulating for them to feel satisfied with their work.
c.
The activities should be largely orally based – indeed, with very young children
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10 d. Written activities should be used cautiously with younger children.
However, the selected words should be relevant to the children’ world. The teacher has to select words he or she is going to teach. The words chosen must relate to the children’s world or activities, such as animals, parts of body, family, and so forth. The purpose is to help the children in grasping and in memorizing the words easily.
Moreover, the teacher should not punish the children when they fail to memorize or to do the teacher’s instruction. Encouragement is very important in motivating the children to learn English vocabulary, for example by giving clues, so that finally they can perform the teacher’s instruction. Besides, reinforcement is needed in order to build children’s self-confidence and their desire to learn.
2. Teaching Vocabulary a. The meaning of vocabulary
The previous definition stated that vocabulary is the lexical unit of language – chiefly its words – which have a form or expression associated with a content or meaning (Lado, 1964). Fries (1952: 55-56) divides the meaning of English words into two kinds: 1)
Lexical meaning Lexical meaning refers to the words found in the dictionary. For example the
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11 2)
Structural meaning Structural meaning can be derived from grammatical relationship within the language or from the word order.
Kreidler (1958: 21) in his book, defined vocabulary as a stock of words in a language that can support the learners to learn the skill of the language.
Therefore, when someone wants to learn language, including English, he or she cannot separate it from learning its vocabulary. Introducing some English words first to the kindergarten students is important as a basic step to learn English vocabulary.
b. Techniques of teaching vocabulary
There are three factors to consider in teaching vocabulary to kindergarten (Suyanto 2007: 21): 1)
Mother tongue The ability to learn the mother tongue or the first language will help children in learning new language, in this case English.
2) Material The appropriate materials influence the ability of children to learn language.
Children have special attention to things that make them interested, like puppets,
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12 3)
Social interaction Communication between teacher-students and student-student provide children confident to learn new language. Social interaction assist them to use the language.
The atmosphere in the teaching-learning process also influences children in learning language. The comfortable atmosphere motivates children in following teaching-learning process. It is essential to make learners relax in the teaching- learning process (Cole, 1956: 164).
According to Suyanto (2007: 48), there are four steps that can be employed in teaching vocabulary to the kindergarten: 1)
Introducing Teacher introduces the new word with the right and clear pronunciation, use picture or real objects.
2) Modeling Teacher gives examples and become the model.
3) Practicing Teacher asks the students to repeat and to practice it.
4) Applying Students apply in the real situation with help of the teacher.
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13 According to Kurniasih (1993: 19-20), there are some techniques in teaching vocabulary for the beginner class:
1) Repetition
The teacher reads or pronounces the words first and then the students repeat after her. Then the students write the words and the teacher explains the meaning.
2) Picture
Usually, the teacher brings some pictures of objects with the name of the objects written down below the picture. When the students are considered understand, the teacher will ask them to mention the name of the pictures by covering the writing. 3)
Realia It means showing the students the real objects, so that the learning is meaningful.
For example, teacher brings some fruits in a basket and shows each fruit to the students.
4) Story
It is used in order not to burden the students. The story should be easy to understand. The story should not be long. The students will be interested if there are some pictures to describe the story. 5)
Songs The atmosphere of the class will be full of fun by introducing songs in class. The songs make the students relax and enjoy the learning.
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14 6)
Games The nature of children is active, vigorous, enthusiastic, and full of energy. Games will be appropriate for teaching children since children are fond of playing.
There are some points that the teacher should consider when he/she is teaching vocabulary (Wallace, 1984: 56-57): 1)
Aims Aims influence the teaching-learning material and the teaching-learning process.
Therefore, the teacher has to understand the aim of teaching vocabulary. 2)
Quantity The quantity of vocabulary should be suited to the learners’ need. Therefore, the teacher has to decide the quantity of vocabulary to be learned.
3) Need
Need is closely related to the motivation. Students should have motivation of learning so that the goal of teaching-learning process can be achieved.
4) Frequent exposure and repetition
Repetition should appear frequently since the students are not able to remember a new foreign word by hearing it once.
5) Meaningful Presentation The students should be understand the words they learn.
6) Presentation in context
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15 The words which are selected should be appropriate to the students’ level. Dale (1971: 8) gives criteria of the simplest words for the beginning level. The criteria are: 1) Most of the simple words can be sensed. 2) Most of the simple words are necessary to speak almost any sentence. 3) Most of the simple words are in the everyday vocabulary of most people. 4)
Most of the simple words are ones which have been experienced and internalized and will never be forgotten.
3. Child Development
Emotionally, the five-year-old child is on the road to maturity (Foster and Headley,1959: 15). The five-year-old child has developed finer shades and gradation of feeling. They can express themselves in greater variety of way and respond in a more controlled manner. However, anger is the most commonly observed emotion in young children. Children become angry at any interference with their physical activities. For example, they will angry when someone withholds a toy he desires. The fear also appears in most young children and it is influenced by the attitudes of the people about them.
According to Piaget in Mussen, Conger, and Kagan (1969: 302), the intellectual activities of the child in this period are adaptive; they function in the individual’s adaptation to the environment. There are four stages of cognitive
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16 years to 7 years; concrete operational - 7 years to 11 years; and formal operational (abstract thinking) - 11 years and up. During the preoperational phase, the child constructs symbols, uses languages, and indulges in make believe play. In this period the child develops his symbolic function, imagery, and genuine representation.
Language is a critical factor in cognitive development and the child’s progress in language during the ages of 3 and 5 is astounding. During this period, the child adds over 50 new words to his vocabulary each month, on the average (Mussen, Conger, and Kagan,1969: 295). In addition to acquire an immense number of new words, the child talks more and his speech becomes richer, more comprehensible, better articulated, and more complex in grammatical structure.
It is important for a teacher to know the children development. It helps the teachers to give appropriate activities to the children. It also helps the teacher to handle the children properly.
4. The way children learn
Foster and Headley (1959) state that the five-year-old is learning rapidly. He wants to find out about things. Children usually want to know how things work and turn handles and punches switches to find out. The problem will also influence their learning. If the problem is interesting, they will learn rapidly. But if the problem is not interesting or boring, their ability to learn becomes slow. Teacher also influence
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17 correct responses and penalized for incorrect responses. Therefore, giving children reward like candies, cake, pencils or book, can motivate them to learn something.
The child is also curious. He wants to make sense out of things, find out how things work, gain competence and control over himself and his environment, do what he can see other people doing (Holt, 1967: 69). Therefore, environment plays an important role in child’s learning process (Kolesnik 1976: 2). Montessori as quoted by Curtis (1998:6) believes that every child is unique and is affected by the society and the environment and also the child can develop their natural potential. She also believes that children learn from their all spontaneous activities therefore prepared environment is important.
According to Holt (1967), there are some natural learning styles of young children: a.
The child is curious He wants to make sense out of things, find out how things work, gain competence and control over himself and his environment, do what he can see other people doing.
b.
Open, receptive, and perceptive He does not shut himself off from the strange, confused, complicated world around him. He observes it closely and sharply, tries to take it all in.
c.
Experimental
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18 d.
Bold He is not afraid of making mistakes.
e.
Patient He can tolerate an extraordinary amount of uncertainty, confusion, ignorance, and suspense. He does not have to have instant meaning in any new situation. He is willing and able to wait for meaning to come to him – even if it comes very slowly, which it usually does.
5. The roles of Games in learning vocabulary
According to Khan in Suyanto (2007: 117), games is an activity which is done based on certain rules. Games are fun and children like to play them. Playing games is a vital and natural part of growing up and learning. Through games children experiment, discover, and interact with their environment (Lewis and Bedson, 2003: 5). Gerlach and Elly (1980: 380) define a game as real-life situation. In real-life, children grow in certain way that they can develop their competence and skills.
Bringing the real situation into the practice of games will also help children in developing their competence and skills. Games in the language classroom help children to see learning English as enjoyable and rewarding. Playing games in the classroom develops the ability to co-operate, to compete without being aggressive, and to be a ‘good loser’ (Lewis and Bedson, 2003: 100).
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19 Playing is the children’s world. When they are playing, they learn to socialize themselves and to interact with each other. The conducive and comfortable situation is needed to build enjoyable learning process. Lewis and Bedson (2003: 5) also said that games add variation to a lesson and increase motivation.
According to Klauer (1998), there are some characteristics of games:
a. A game is governed by rules. Playing just to pass the time will not have the same effect. To make a simple activity into a game just give a couple of rules and that is all.
b. A game has objectives. One of the rules, and probably the main one, is the achievement of an objective. This objective can be something like making points for correctness or finishing an activity first.
c. A game is a closed activity. Games must have a beginning and an end. It must be easy for the players, or the teacher, to know who is about to reach the aim.
d. A game needs less supervision from the teacher. This must be understood as linguistic supervision. Sometimes the game is conducted by the teacher who acts as judge, scorer and/ or referee.
However, Lewis and Bedson (2003: 6) also introduced a language game for fun. According to Lewis and Bedson, what differentiates language games from other activities in the EFL classroom is the presence of a visible set of rules which guide the children’s actions, and an element of strategy – children must successfully apply
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20 material, to practice recently learnt language items, to introduce or practice certain themes, or to relax or energize a class.
In providing the games to teach vocabulary to children, the teacher also need to consider some points Lewis and Bedson (2003: 7): a.