TEACHING VOCABULARY TO KINDERGARTEN STUDENTS THROUGH STORYTELLING : A Case Study at Bianglala School in Bandung, West Java.

(1)

TEACHING VOCABULARY TO KINDERGARTEN

STUDENTS THROUGH STORYTELLING

(A Case Study at Bianglala School in Bandung, West Java)

A Research Paper

Submitted to the English Education Department of

Indonesia University of Education (UPI) as a Partial Fulfillment of the Requirements for the Sarjana Pendidikan Degree

By

Ghitha Loka Yuniar

0801187

ENGLISH EDUCATION PROGRAM

FACULTY OF LANGUAGE AND ART EDUCATION

INDONESIA UNIVERSITY OF EDUCATION

(2)

Page of Approval

Teaching Vocabulary to Kindergarten Students through

Storytelling

(A Case Study at Bianglala School in Bandung, West Java)

A Research Paper

Ghitha Loka Yuniar 0801187

Approved by

Main Supervisor,

Drs. Deddy Suryana, M.A. NIP. 196212101990031004

Co-Supervisor,

Ika Lestari Damayanti NIP. 197709192001122001

The Head of Department of English Department Indonesia University of Education

Prof. Dr. H. Didi Suherdi, M.Ed NIP. 196211011987121001

(3)

(4)

ABSTRAK

Pengajaran kosakata melalui bercerita dilakukan di sekolah Bianglala Bandung sebagai suatu upaya to mencari tahu tentang pengimplementasian penggunaan buku-buku bergambar melalui bercerita and mencari tahu tentang tantangan yang dihadapi selapa proses belajar-mengajar berlangsung di tingkat taman kanak-kanak. Pada penelitian ini, desain penelitian studi kasus deskriptif digunakan untuk mendapatkan pemahaman yang lebih dalam dari bagaimana aktifitas-aktifitas di kelas dibawakan. Data dikumpulkan dari berbagai macam sumber termasuk observasi kelas oleh penulis, jurnal guru, dan data dokumentasi peserta didik. Penganalisisan data observasi menunjukkan bahwa pengajaran kosakata melalui bercerita untuk tingkat taman kanak-kanak pada penelitian ini dilakukan oleh pengimplementasian langkah-langkah aktifitas yang secara garis besar dapat dibagimenjadi satu kesatuan dari persiapan sebelum mengajar (pendesainan Rencana Pelaksanaan Pembelajaran, penyeleksian buku-buku bergambar yang cocok, dan pengaturan posisi duduk) dan tiga tahap utama: aktivitas sebelum (perkenalan kosakata baru), selama (pembacaan cerita), dan setelah bercerita (peninjauan kembali kosakata yang sudah diberikan) (Wright, 2009). Dari melakukan aktivitas bercerita, anak-anak tidak hanya diperkenalkan kosakata tetapi juga dapat mengingat dan menyebutkan kosakata yang sudah diberikan. Dari penemuan yang ada, direkomendasikan untuk aktifitas bercerita digunakan dalam pengajaran kosakata untuk anak-anak, khususnya untuk peserta didik taman kanak-kanak, untuk meciptakan lingkungan belajar yang nyaman dan memberikan kesempatan pada anak-anak untuk meningkatkan penguasaan kosakata mereka.

Key words: Karakteristik Peserta Didik Taman Kanak-Kanak, Pengajaran Kosakata, Bercerita yang Menggunakan Buku-Buku Bergambar.

(5)

ABSTRACT

Teaching vocabulary through storytelling was conducted in Bianglala School Bandung as an effort to find out the implementation of using picture books through storytelling and find out the challenges faced during teaching-learning process in kindergarten level. In this research, descriptive case study research design is utilized to get depth of understanding on how the activities in the classroom are carried out. The data were obtained from various resources including classroom observations by the writer, teacher’s journal, and student’s documentary data. Analysis of observation data shows that teaching vocabulary through storytelling to kindergarten students in this research is conducted by implementing the sequence of activity that generally can be divided into one set of preparation before teaching (designing lesson plan, selecting proper picture books, and setting seat arrangement) and three main stages; the activities before (introducing new vocabularies), during (telling stories), and after storytelling (reviewing the vocabularies given) (Wright, 2009). By conducting storytelling, the children are not only introduced the vocabulary but they also can memorize and mention the vocabularies given. With the references to findings, it is recommended that the storytelling is used in teaching vocabulary to children, especially for kindergarten students, to provide enjoyable learning environment and to give chance to children to enhance their vocabulary mastery.

Key words: Kindergarten Students’ Characteristics, Teaching vocabulary, Storytelling Using Picture Books.

(6)

Approval ... i

Statement ... ii

Preface ... iii

Acknowledgement ... iv

Abstract ... vi

Table of Contents ... vii

List of Tables... ix

List of Figures ... x

1. INTRODUCTION 1.1. Background ... 1

1.2. Statements of the Problems ... 2

1.3. The Purpose of the Study ... 3

1.4. Scope of the Study ... 3

1.5. The Significant of the Study ... 4

1.6. Organization of the Paper ... 4

1.7. Definition Term Used in the Study ... 5

2. THEORETICAL FOUNDATION 2.1.Kindergarten Students’ Characteristics ... 6

2.2.Vocabulary ... 8

2.3.Storytelling Using Picture Books ... 10

2.4.Procedure of Teaching Vocabulary through Storytelling by Using picture Books ... 12

2.4.1 Preparation ... 12

A. Designing Lesson Plan ... 13

B. Selecting Appropriate Picture Books ... 15

C. Setting Seating Arrangement ... 17

2.4.2 ‘In Class’ Activities ... 18

A. Activities Before Storytelling ... 18

B. Activities During Storytelling ... 20

C. Activities After Storytelling ... 22

2.5.The Teacher’s Challenges Faced in Teaching Vocabulary through Storytelling ... 23

2.6.Conclusion ... 26

3. RESEARCH METHODOLOGY 3.1. Research Design ... 28

3.2. The Research Site ... 31

3.3. Data Collection ... 32

3.3.1. Classroom Observation ... 32

3.3.2. Teacher’s Journal ... 33

(7)

3.4. Data Analysis ... 39

4. FINDINGS AND DISCUSSION 4.1. Findings ... 42

4.1.1. Preparation Before Teaching ... 43

A. Designing Lesson Plan ... 43

B. Selecting Appropriate Picture Books ... 44

C. Setting Seating Arrangement ... 46

4.1.2. Activity Before Storytelling ... 48

4.1.3. Activity During Storytelling ... 51

4.1.4. Activity After Storytelling ... 61

4.1.5 The Teacher’s Challenges Faced in Teaching Vocabulary through Storytelling ... 67

4.2. Discussions ... 70

5. CONCLUSIONS AND SUGGESTIONS 5.1. Conclusions ... 73

5.2. Recommendations ... 75

5.2.1 Further Research ... 74

5.2.2 Teachers ... 75

5.2.3 School ... 76

5.2.4 Government ... 76

Bibliography

Appendix 1 Sample of Lesson Plans and Instructional Materials Appendix 2 Sample of Journal Notes

Appendix 3 Sample of Transcripts

Appendix 4 Sample of Children’s Assessment

Appendix 5 The Result of Pictorial Attitude Scales for Kindergarten Level Appendix 6 Sessions of Teaching and Learning Process

Appendix 7 Categorization in Analyzing Data Appendix 8 Interpretation in Analyzing Data

Appendix 9 Summary Table during Teaching-Learning Activities Official Letter of the Research Paper

(8)

List of Tables

Table 2.1. Estimated Numbers of words in young Child’s Vocabulary ... 8

Table 2.2. Framework for Planning Story-Based Learning ... 14

Table 2.3. The Criteria for Selecting Picture Books ... 16

Table 3.1. A List of Common Types of Data Collection ... 29

Table 3.2. Observation Aspects ... 32

Table 3.3. Framework of Teaching Procedure ... 40

(9)

List of Figures

Figure 2.1. Children’s Quantity of Vocabulary Bank ... 9

Figure 2.2. Semi-Circular Chairs Arrangement/U-Shape/Horseshoe ... 17

Figure 3.1. The Form of Journal Note ... 34

Figure 3.2. Transcript Form ... 35

Figure 3.3. Lesson Plan Form ... 36

Figure 3.4. Children’s assessment Sheet ... 37

Figure 3.5. Pictorial Attitude Scale for Kindergarten Level Form ... 38

Figure 3.6. Example of Forming Categories from the Excerpt of Transcript ... 39

Figure 3.7. Example of Forming Categories from the Excerpt of Teacher’s Journal 39

Figure 4.1. The Picture Books Used in the Research ... 44

Figure 4.2. Semi-Circular Chairs Arrangement/U-Shape/Horseshoe ... 46

Figure 4.3. Maisy Bakes a Cake by Lucy Cousins ... 50

Figure 4.4. Happy Birthday Maisy by Lucy Cousins... 52

Figure 4.5 Where’s Dave by Priddy Books ... 53

Figure 4.6. Dress Up Kate by Buster Books ... 54

Figure 4.7. The Ravenous Beast by Niamh Sharkey ... 55

Figure 4.8. Horay for Fish by Lucy Cousins ... 56

(10)

CHAPTER I

INTRODUCTION

This chapter introduces the problem of the study. It starts with the background, which describes the overview of teaching vocabulary improvement for kindergarten students through storytelling by using picture books. Then, the reason, purpose, the scope, the significant of study will be described. Besides, this chapter concludes with organization of the paper.

1.1 Background

Teaching English, as a foreign language, has been introduced in Indonesia at all level education, starting from kindergarten level. Teaching method to be applied, therefore, should be adjusted to students’ characteristics of each level in teaching children, for example, variety of activities should be used to suit children’s interest and needs. One of the teaching methods suitable for early young learners in the classroom is through storytelling. Storytelling is an art which very young learners’ teachers can develop and use to increase a child’s enjoyment of language (Machado, 1980). The aim of teaching and learning in kindergarten level through storytelling is to make students familiar with English in the most comfortable way to them.

Regarding this demand, educators both formal and informal school have been trying to create a concept of teaching which is appropriate with children’s need in learning skills of English, especially for kindergarten level. To be good educators in kindergarten, teachers need to learn children’s characteristics at certain level and more creative in managing children plus knowledge of the language (English); language teaching and language process.

Thus, this research is conducted to find a possible way to recognize that children also have an opportunity to enjoy learning English at early stage by

(11)

providing creative, suitable, and interesting materials. This meaningful learning can be got from storytelling by using picture books because story is to motivate, challenge children, and also develop children’s positive attitudes (Brewster & Ellis, 2003). Moreover, picture books can be applied by all teachers, especially for kindergarten’s teachers, but there are some certain ways to be a good storyteller, such as the arrangement of children seating should be U-shape, the position of book towards to children must be clear to see, and the human voice as well (Machado, 1980; Wright, 2009).

By using creative, suitable, and interesting materials (e.g. picture books) in teaching children are beneficial (Harmer, 2002), especially for kindergarten level. Thus, this present research explores whether storytelling by using picture books were designed to teach vocabulary in kindergarten level and also to find out the teacher challenges faced during the teaching process.

1.2 Statement of the Problem

The picture books for children provide a huge number of topics which tend to be closer to daily life topics, for instance imagination and fantasy; identification with characters’ humanness; wish and need fulfillment; adventure; excitement; action; self-realization; visual variety; and word pleasure (Brewster & Ellis, 2003, p. 188). Relevant to the main points explained above, the questions in this research are concerned to the teacher’s preparations, the teacher’s activities before, during and after storytelling and the teacher’s challenges faced in teaching vocabulary by using picture books. Then, all previous statements are formulated as follow.

1. How does the teacher implement storytelling to teach Kindergarten students’ vocabulary by using picture books?

2. What challenges are faced by the teacher during the teaching-learning process?

(12)

1.3 Purpose of the Study

On basis of the introduction above, the investigation is intended to meet the following purpose.

1. To find out how the teacher implements storytelling to teach kindergarten students’ vocabulary by using picture books

2. To find out the teacher’s challenges faced during teaching-learning process

1.4 Scope of study

This research is limited to find out how the teacher implements storytelling to teach kindergarten students’ vocabulary by using picture books. The research was conducted to reveal the data at TK Bianglala for TK-A class, the population would be one class and the sample would be 5 out of 18 students. They were kindergarten students ranging from 4-4,5 years old. Four-year-olds have achieved a maturity and competence in language development that leads them to assume a general of security and confidence, sometimes bordering on cockiness (Essa, 2003). TK-A class at TK Bianglala is usually small class. Moreover, the class also was helped by one assistant to make the teacher easier in managing the class.

1.5 Significant of the Study

The result of this study will contribute to the following aspects:

1. Theoretical basis for English teaching practices in Kindergarten level education. Theoretically, the result of this study can be used to support the previous theory about the use of picture books through storytelling of teaching vocabulary in language class. Furthermore, it will enrich the literature and later will enhance the teaching practice in English for Kindergarten students’ context.

(13)

2. At a professional level, the result of this study can provide some information on how to teach English vocabulary through storytelling by using picture books in the teaching-learning process. It can also become an enlightening input for the English teachers who are directly involved in classroom practices. This study will be of great value for English teachers, especially for kindergarten teachers, to conduct better teaching practices that will ultimately improve their professionalism.

3. For policy making, the significance of this study can be useful for policy in school. The result of this study can provide some information for improving the school policy, primarily about an alternative how to teach English vocabulary to the kindergarten students.

1.6 Organization of Study

There are subsequent chapters which cover this paper. Chapter one gives a general description of the introduction to the topic of research. Chapter two explores relevant literature with regard to the theories that shape this study, particularly the characteristic of Kindergarten students, the definition and the importance of learning vocabulary, storytelling with picture books, and the procedures of teaching vocabulary through storytelling by using picture. Chapter three describes the design and methodology of this study which covers a description of the research site and the participants, the technique of data collection and analysis. Chapter four focuses on reporting and discussing the data findings from observations and kindergarten students’ daily learning records. Thus, this study is concluded in chapter five which draws some conclusion found from the data analysis process. This also provides some information and recommendation relating to the finding in this study.

(14)

1.7 Definition Term Used in the Study

 Kindergarten Students refer to youngsters from two or three of age until

they begin formal schooling (Essa, E. L, 2003, p. 9).

 Vocabulary is a list all words in a language with their meaning that is

known and used by a person (Oxford Advance Learner’s Dictionary)

 Storytelling provokes a shared response of laughter, sadness, excitement,

and anticipation which enjoyable and can help built up confidence and encourage social and emotional development (Brewster & Ellis, 2003, p. 187)

 Picture storybook is any picture book where the text and picture work

together to tell a story (http://www.ehow.com/facts_5904997_difference-story-books-picture-books_.html)

(15)

CHAPTER III

RESEARCH METHODOLOGY

In this chapter, the methodological aspects are presented. Three main aspects of the research will be discussed: firstly, research design; secondly, data collection method; and lastly, data analysis method. The qualitative design is used in this research by employing a case study. The two instruments of data collection; observation and documentation, are also used to collect data and information to answer the research question.

3.1 Research design

Case study was employed to answer the research question. This is relevant

to Meriam’s (1988) and McMillan and Schumacher (2001) statement that case study can be classified as an evaluated study because it involves description,

explanation, and judgments people’s individual and collective social actions,

beliefs, thoughts, and perceptions. It is also in line with Geertz 1973’s study (as cited in Cohen et al., 2007, p. 254) who says that case study attempts to portray

‘what it is like’ to be in a particular situation, to catch the close up reality and ‘thick description’ of participants’ experiences and thoughts about and feelings for

a situation. Related to the Geertz’s statement, Dyer (1995) also adds that case study encloses descriptive and detailed, with a narrow focus, combining subjective and objective data (Cohen et al, 2007, p. 254).

In addition, case study has several categories which are classified by Yin (2009); they are exploratory, descriptive, and explanatory case studies. In this research, the writer focused on descriptive case study. Descriptive case study sets to describe the natural phenomena which occurs within the data in question (Zainal, 2007), for instance, this study found out what teacher’s preparation before

(16)

teaching and also teacher’s activities before, during and after storytelling in the

classroom.

Besides, in this research, the writer also acted as participant observer because she held the position of the teacher as well in the classroom. It is line with Cohen, Manion, and Morisson (2007) who state that:

The writer stays with the participants for a substantial period of time to reduce reactivity effects (the effects of the researcher on the researched, changing the behavior of the latter), recording what is happening, while taking a role in that situation. In schools this might be taking on some particular activities, sharing supervisions, participating in school life, recording impressions, conversations, observations, comments, behavior, events and activities and the views of all participants in a situation. (p. 404)

Being a participant observer might be heard so hard, but on other side, it has several advantages. According to Bailey (1994, p. 243–4) cited in Cohen, Manion, and Morisson (2007, p. 260), there are several natural advantages in participant observation approach. Firstly, in observation studies, investigators are able to determine ongoing behavior as it occurs and are able to make appropriate notes about its relevant features. In this research, the observation sheet was filled during teaching-learning process by the teacher’s assistant. Secondly, because case study observations take place over an extended period of time, in this case, the writer could develop more intimate and informal relationships in or out of classroom with children, generally in more natural environments than those in which experiments and surveys are conducted.

Even though participant observation has a lot of advantages or benefits, it has also limitation. The writer, who is acted as the teacher, raised subjectivity of

the research’s result. To avoid the bias, Rajendran (2001) suggests using the process of data collection to reduce the elements of bias. The examples of data

(17)

collection used were observation of the classroom teaching and learning process, document analysis, and journal notes. The data above were put in Chapter 4 as evidences of the research. Moreover, the e-Book of Participant Observation (Ch. 3, p. 93) shows a list of the common types of data collected during participant observation and the advantages and disadvantages of each.

Data Type Descriptions Pro and Con

Observation notes/video/audio

 The baseline for participant observation, notes, and recordings.

 Written/transcribed/digital record of what the writer saw, heard, or felt during the observation period.

 Very open to emergent data, little or no instrument bias.

 Can be difficult to capture in some venues, time consuming to analyze, subject to the bias of the researcher regarding what to note or record.

Table 3.1 A List of Common Types of Data Collected

Related to the data collection shown above, two techniques of data collection were used in this research to get the required data; they are observations (comprising the journal notes and transcripts) and documentary data from video taken during teaching-learning process. In this context, classroom observation was conducted to look into some activities performed in teaching vocabulary through storytelling. Documentary data from video taken was utilized to help the writer easier to transcribe the activities during teaching-learning process into written form.

(18)

3.2 The Research Site

The study was undertaken at TK Bianglala Bandung. The first reason for choosing this level is that teaching English in kindergarten level has been wrestled by the writer for more than a year so it makes her easier to do the research in the same level of this school. Based on the information gathered from the Bianglala teachers, the teaching-learning process has been focused more on memorizing and mentioning vocabularies through song, game, and direct translation. Here,

storytelling was never applied as an activity to improve children’s vocabulary, so

it was a challenge for the writer to apply storytelling in the classroom as a new activity.

Another reason for choosing this school was familiarity because the teacher had practiced teaching English for some meetings in Bianglala Kindergarten. So, she has been familiar with the school and the students. Therefore, it was expected that there would be natural performance in the instructional process during this research (Emilia, 2008).

A purposive sampling was used in this research. According to Arikunto (2006), purposive sampling is the technique of sampling used by the writer that concern on some consideration (limitation of time, energy, and fund) in order to acquire a certain objective. Thus, to make the observation conducted by the writer ran effectively, 5 out of 18 students in a class were taken as participant. They were kindergarten students whose ages range between 4 and 4,5 years old that had mostly the same English language level. The name of the class was Biola class at Bianglala Kindergarten, Bandung. It belongs to a small class. It is aimed to make the teacher easier to manage the class. Regarding the small class used, Fraenkel and Wallen (1990) states that a case study also can be learnt from studying just one individual, one classroom, one school, or one school district. Similarly, Emilia (2005) states that a case study design is employed in a small scale or a single case which focus on one particular instance of educational experience or practice. Thus, it can be concluded that these are single-site studies where there is

(19)

natural socio-cultural boundary and face to face interaction encompassing the person or group (McMillan & Schumacher, 2001, p. 389).

3.3 Data Collection

To collect the data, the writer relied on qualitative method to find out the

teacher’s way to teach vocabulary to Kindergarten students through storytelling

by using picture books. Classroom observation and teacher’s journal were being the main sources of data collection and each of which is described below.

3.3.1 Classroom Observation

Observation is a technique of collecting data which is fundamental and important in qualitative research (Marshall & Rossman, 2006 as cited in Furqon & Emilia, 2010). It belongs to one of the characteristics in case study. In this research, observation was used to record the teacher’s implementation of picture books in teaching vocabulary though storytelling. In this research, the main

aspects of classroom observation became the writer’s priority scale to observe.

The main aspects, here, were preparation before teaching and in class activities. The preparation comprised designing lesson plan, selecting appropriate picture books, and setting seating arrangement. The stages of ‘in class’ activities included before, during, and after storytelling session. Before storytelling section,

introducing new vocabulary through games and song and assessing children’s

vocabulary through naming the objects and producing well pronunciation and intonation were presented. During storytelling section, telling story by using

picture books and children’s involvement in joining storytelling activity were also writer’s consideration to observe. After storytelling section, reviewing vocabularies were given through question-answer session, games, and video was continually applied. Then, pictorial attitude scale for kindergarten level was chosen as an assessment tool. It was aimed at helping the writer deeply know the

(20)

children’s feeling toward the today’s lesson. The aspects mentioned above are

formulated as follow,

OBSERVATION FORMAT

No Teaching

Activities

Focus Detail

1 Preparation (Before Teaching)

 Designing lesson plan  Selecting picture

books

 Setting seating arrangement

2 In Class

Activities

Before storytelling  Introducing new vocabularies (games and song)

 Assessing children’s vocabulary (identifying/ naming objects by using picture cards, producing well pronunciation and intonation)

During storytelling  Telling the story by using picture books

 Assessing children’s

involvement in storytelling session

After storytelling  Reviewing vocabularies

(question-answer session, games, and video)

 Assessing children’s feeling about today’s activity

(Pictorial Attitude Scale for Kindergarten Level form)

Table 3.2 Observation Aspects

3.3.2 Teacher’s Journal

The use of teacher’s journal helps the writer to observe what challenges generally the teacher faced in preparing the class, before, during, and after storytelling session. The journal itself is indicated as one of several approaches to

(21)

narrative inquiry method (Conelly & Clandinin, 1999 cited in Cohen et al., 2007). Narrative inquiry was used in this research as the reflexive process of moving from field (with starting points in telling or living of stories) to field texts (data). Clandinin & Huber (in press) also add, from their journal entitled Narrative

Inquiry, that field texts can include transcripts of conversations, journal notes,

family stories, memory box artifacts, photographs and other texts that are composed by narrative inquirers and participants to represent aspects of lived experience. In line with Clandinin and Huber (in press), Cohen et al. (2007) also assert that journal notes, diaries, and field note can be taken as the writer’s documentary. In addition, Lincoln and Guba (1985, p. 327) cited in Cohen et al. (2007, p. 407) indicate three main types of item that might be included in a journal:

 A daily schedule, including practical matters (e.g. logistics)  A personal diary, for reflection, speculation and catharsis  Notes on and a log of methodology.

In this case, the journal note was chosen to record issues, ideas, difficulties, etc that arise during the fieldwork (Spradley, 1979; Kirk & Miller, 1986 as cited in Cohen & Morrison, 2007)

The journal notes were collected at the end of each storytelling session. The activities happened during teaching-learning process were portrayed in these notes. Merriam, Bogdam and Biklen (1992) assert that private documents such as journal notes, diary or letter enable a writer to obtain the language and words of informants, represent the data that are thoughtful in that informants have given attention to compiling. This was aimed to facilitate the writer to find out what she experienced and felt during the teaching-learning process. The form of teacher’s journal is presented below.

(22)

TEACHER’S JOURNAL Meeting :

Date :

Adapted from Fraenkel, J. R & Wallen, N. E. (1990). How to Design and Evaluate Research in Education (2nd ed), p.538-539. Figure 3.1 The Form of Journal Note

3.3.3 Documentary Data (classroom transcription record)

In this research, classroom records were conducted for six sessions that took thirty minutes for each in which the writer acted as a teacher. By doing so, the writer of this research was able to implement every activity that has been set out to be observed (Cohen et al., 2007). During the activities the video-recorder

was used to take on everything that was going on the teacher’s class until the class

finished. In videotape transcription, the writer was allowed to comment on all of the non-verbal communication because it is a matter of interpretation, for instance, of what a long pause is, what a short pause is, the respondent feels happy or it is

just a ‘front’, or why the storyteller suddenly burst into tears (Cohen et al., 2007). The audio and video recording, here, was afforded to transcribe what occurred in setting and played it over and over. This was very useful in the analysis process. Additionally, the statement is also supported by Yin (2009, p. 93) that these transcripts can be conducted to increase the reliability of observational evidence.

(23)

After the video had been taken, the things occurred (verbal or non-verbal communication) were transcribed in to a form as follow.

TRANSCRIPT OF TODAY’S SESSION (date)

Teacher Ss Teacher

Ss Teacher

ETC.

Figure 3.2 Transcript Form

On other hand, the video recording was also used to measure whether the

lesson plan made and the real teacher’s implementation in the classroom had

generally succeed to be applied or not. The lesson plan, here, belongs to

documentary data as teacher’s preparation before teaching. In this research, the

lesson plan format made was adapted from Wright’s style (2009) on his activities book, Storytelling with Children, because his style was simpler, straight to the point, and it made the teacher easy to arrange the steps of storytelling activities. Actually, there is no exact format for lesson plan; it depends on the trainer and the course because basically all plans have the same component (Harmer, 2003). In designing lesson plan for storytelling, according to Wright (2009) there are some points to be provided; they are about what level of children are, how long the whole activity takes time (time management), what materials needed, the preparation before teaching, and the activities ‘in class’ which consists of activity before, during, and after storytelling. Sometimes, he puts some variation activities

(24)

based on the topic to make the activity more fun. The form of lesson plan can be seen as follows.

Lesson Plan

LEVEL AGE TIME

LANGUAGE

PREPARATION

IN CLASS FOLLOW-UP 1

Source: Wright, A. (2009). Storytelling with Children.(p. 1-100) Figure 3.3 Lesson Plan Form

Besides, not only the lesson plan but assessment tools also were provided

to assess children’s vocabulary through assessment sheet and their feeling toward the today’s lesson through Pictorial Attitude Scale for Kindergarten Level. According to Harrington, Billman, and Sherman in Wortham (2005, p. 93),

observation can be used for three major purposes: (1) to understand children’s behavior, (2) to evaluate children’s development, (3) to evaluate learning process.

Therefore, the assessment sheet was assessed in each meeting by the teacher’s assistant during teaching-learning process. The teacher’s assistant, here, was acted as non-participant observer. She observed the phenomenon of the classroom activities between the teacher and children. It is in line with the view of Cohen, Manion, Morisson (2007, p. 259) that the best illustration of the non-participant observer role is perhaps the case of the researcher sitting at the back of a classroom coding up every three seconds the verbal exchanges between teacher and pupils by means of a structured set of observational categories. Different with

(25)

participant observer, non-participant observer had no contact with the writer, but she watched and recorded through video recorder the phenomenon during teaching-learning process in the classroom. The statement is in line with the journal of Nonparticipant Observation by Liu and Maiitlis (n. d.) which asserts that non-participant observer obviously has limited interaction with the researched because s/he does not participate directly in the activities being observed. The observation plan worked by non-participant observer in this research can be seen on the figure below.

ASSESSMENT FORMAT Location/class :

Observer : Ms.

Date :

No Name of students Vocabulary Improvement Comments 1. Na min g o bje ct 2. P ro nu ncia tio n a nd into na tio n 3. G et ting inv o lv ed in s to ry telli ng n T o ta l

Adapted from Wortham, S. J. (2005). Assessment in Early Childhood Education, p. 132 Scales:

1 = limited, always need guidance; 2 = below expectation, frequently need guidance; 3 = average, sometimes need guidance; 4 = above expectation, rarely need guidance; 5 = outstanding, need very limited or no guidance

(26)

Therefore, Pictorial Attitude Scale for Kindergarten Level was collected at the end of each storytelling activity. They represented the resource of information

to know students’ feelings toward teaching vocabulary through storytelling by

using picture books as Phillips (1993) and Wortham (2005) state that the teacher can ask the children to draw the face that reflect how they felt about the activity. In this study, the teacher asked the students to color a happy face when they liked the lesson and color a sad face when they dislike the lesson. The modification from drawing to coloring was conducted by considering the limited time of the lesson.

Pictorial Attitude Scale for Kindergarten Level

How is your feeling toward today’s lesson?

Name:

Adapted from Wortham, S. J. (2005). Assessment in Early Childhood Education, p. 139. Fraenkel,

J. R & Wallen, N. E. (1990). How to Design and Evaluate Reasearch in Education (2nd ed), p. 104

Figure 3.5 Pictorial Attitude Scale for Kindergarten Level

3.4 Data Analysis

In case study design, the data are focused on one phenomenon, which the writer selects to understand in depth regardless of the number of participants for the study (McMillan & Schumacher, 2001, p. 398). Moreover, the data analyses also were conducted as simultaneous action during the collection stage. As Maxwell (1996) suggests that the data analysis is carried out as soon as the

(27)

observation is done otherwise it will lose visual details that might important and be forgotten if it is postponed too long. Data analyses and interpretation were based on data mainly from observation that consist of transcript; classroom observation; and the teacher’s journals. Thus, all data was transcribed and subsequently categorized and interpreted in a strong body of information (Alwasilah, 2002, p. 229). In this case, the categorization and interpretation are described by the frameworks below.

Categorization

Transcript

Teacher : Sugar, butter, flour, and eggs, mix them together and we make a cake (she is singing and pointing to the picture of sugar, butter, flour, and eggs). Ss : (They are trying to follow what the teacher says)

Teacher : Sugar, butter, flour, and eggs, mix them together and we make a cake (she is repeating the previous song with gestures)

Ss : Sugar, butter, flour, and eggs, mix them together and we make a cake (They are singing along and imitating the teacher’s gestures)

(Obs #1, 20/8/2013)

Figure 3.6 Example of Forming Categories from the Excerpt of Transcript

Teacher’s Journal

There are two children yawning during storytelling session. It is caused they may feel bored to wait their friends peel and stick the sticker on the book. The time spent is too long for that activity. On other hand, other children are really enthusiast to join in storytelling session because they can peel and put on the stickers by themselves. Thus, the classroom condition in this time is quite hectic but still under-controlled. (Obs #4, 28/8/2013)

Figure 3.7 Example of Forming Categories from the Excerpt of Teacher’s Journal Memorizing the words easily

Limited Attention Span

(28)

Interpretation

General Procedures for Planning Story-Based Work Stage  Designing lesson plans

The teacher made some lesson plan to maximally organize the activities that are going to be applied in the classroom.

 Selecting appropriate picture books

The picture books were selected carefully based on the length, the picture of the book, the amount of text per page, the size, the quality of the book, the variety of the book tends to be closer to daily life topic, the plots, the character, the theme, the writing style, and content of the book, such as rhyme, repetition, and humor.

 Setting seating arrangement

U-shape was being favorite seat arrangement in storytelling session.

Preparation before Teaching

 Introducing new vocabulary

Introducing new vocabularies to kindergarten students could be implemented through song and games. Moreover, children’s vocabulary mastery could be assessed by using big pictures cards.

Before Storytelling Activity  Telling story

The teacher tried to deliver the story very well.

 Asking children to join in the storytelling session

Hiding or even pointing interesting pictures of the picture book brought

was the teacher’s strategies to make children curious with and want to join

in the storytelling activity.

During Storytelling Activity

 Reviewing children’s vocabulary

The teacher provided question-answer session, games, or watching video as well after storytelling activities.

 Knowing children’s feeling about today’s storytelling session ‘Pictorial attitude scale for kindergarten level’ was always provided and given to know children’s feeling of the lesson by requesting them to express what they thought of it by coloring the smiley face (happy or sad).

After Storytelling Activities

Adapted from Brewster, J & Ellis, G. (2003). The Primary English Teacher’s Guide (2nd ed). p. 194-195 Table 3.3 Framework of Teaching Procedures

(29)

CHAPTER V

CONCLUSIONS AND RECOMMENDATIONS

This chapter presents the conclusion of the research findings based on the question proposed in chapter one, the limitation of the study, and some recommendations. This chapter then is divided into three parts, the first part is concerned with the conclusion of the study, the second part deals with the limitation of study, and the last part presents the recommendations relevant to the study.

5.1 Conclusions

This study has portrayed the teacher makes use of picture books to teach

kindergarten students’ vocabulary through storytelling. Based on the findings

shown in Chapter Four, the research question has been answered. Teaching vocabulary to kindergarten students, in which storytelling is used, can be conducted by implementing the teacher’s preparation before teaching and some

sequence activities ‘in class’ that generally can be divided into three main stages;

the activities before, during, and after storytelling (Wright, 2009, p. 9). The

teacher’s preparations before teaching include designing lesson plan, selecting

appropriate picture books, and setting seating arrangement. The preparation itself is aimed at organizing what you need to do before the lesson begins (Wright, 2009) because giving meaningful materials to Kindergarten students is a must to be applied to achieve their comprehension.

The activity before storytelling comprises introducing new vocabulary. It can be applied by using big pictures, guessing games, or songs. This activity was conducted as the first activity in storytelling session in order to make the children more

(30)

The activity during storytelling consists of the way the teacher tells the story to children. In this stage, the use of mimes, gesture, variety of human voice,

etc (Wright, 2009) was applied by the teacher, as storyteller. The children’s

understanding to the story in this stage was influenced by their success in previous stage.

The last stage is the activities after storytelling. In this stage, the teacher

reviews children’s vocabulary given and asks about children’s today’s feeling

toward the storytelling session performed. Almost all children give positive feeling to whole activities. Because the teacher always considered the children’s characteristic where they need to have a fun learning and be able to work out messages from meaningful context, so trying to create fun and meaningful activities in each classroom meeting was big challenges faced at preparation stage.

Furthermore, during the teacher’s application in the classroom, she is

faced by some challenges in teaching vocabulary to kindergarten students.

Considering to children’s characteristic that they are the active learners (Piaget,

cited in Pinter, 2006:6), the teacher is challenged to design fun and contextual lesson to avoid they get bored easily. Besides, U-shape seat arrangement is provided

Additionally, the teaching procedures in storytelling are implemented to

the kindergarten students’ characteristics. The teacher provided the activities to

children through physical experiences, introducing concrete concept than the abstract ones, using various activities, providing routines and repetitions. The

activities that correspond to the children’s characteristic in learning vocabulary

create enjoyable environment which bring positive effects in teaching-learning process.

Other result shows that teaching vocabulary to Kindergarten students was successful because it was fulfilled six out of seven criteria proposed by Wessels (1991: 29). These include: 1) overcoming resistance to the foreign language; 2) providing enjoyable experience; 3) considering realistic target; 4) enabling the

(31)

children link the lesson to their own experience; 5) considering the readiness to learn; 6) demanding the responsibility to children. In this case, what many experts

state about the storytelling can enhance children’s motivation to get engaged in

the meaningful and contextual activity are proved.

Related to the success, teaching vocabulary though storytelling implemented will be successful when the materials are interesting, the teaching-learning environment is enjoyable, and the period does not take too long. Moreover, it is better to storytelling is not often to be used in whole teaching program, for example storytelling can be conducted twice or three times in whole semester.

5.2 Recommendations

Based on the findings of this research, the writer recommends some ideas that hopefully can enhance the process of teaching vocabulary through storytelling to kindergarten students. These recommendations are aimed for:

5.2.1 Further Research

There are still plenty of rooms for this kind of research, particularly on the use of storytelling by using picture books in a teaching program. Not only picture books, the storytelling can deliver by using puppets, big pictures, video, or formulating the story with internet-based, such as game online.

5.2.2 Teachers

Conducting teaching vocabulary through storytelling used is a tool or

technique demanding the teacher’s capability and creativity to use various kinds

of strategy. It means the teacher needs to consider the learning objectives, the

(32)

storytelling in teaching-learning activity needs the teacher to provide more challenging activities proportionally for children.

5.2.3 School

The findings indicate that school is an important role in determining the success of the teaching vocabulary to kindergarten students through storytelling. It is suggested that school should provide facilities, particularly various interesting learning media to support English learning activity through storytelling. In addition, school management also needs to find English teachers that qualify in EYL (English for Young Learners) teachers and to facilitate the teachers to develop their professionalism as English teacher.

5.2.4 Government

With reference to the findings, the government should provide more

training, seminars, or even workshops that can improve the teacher’s ability in

teaching English meaningfully and contextually, especially teaching vocabulary through storytelling.

(33)

References

Alwasilah, A. Chaedar. (2002). Pokoknya Kualitatif; Dasar-Dasar Merancang

dan Melakukan Penelitian Kualitatif. Jakarta: Pustaka Jaya.

Arikunto, S. (2006). Prosedur Penelitian: Suatu pendekatan Praktik. Jakarta: Bumi Aksara.

Asher, J. (1968). The Total Physical Response Method for Second Language

Learning. Retrivied May 28, 2013 from http://www.dtic.mil/cgi-bin/GetTRDoc?AD=AD0674868

Barska, K. (2006). Using Songs to Teach Vocabularies to EFL students. [Online]. Available at: http://www.acgrenoble.fr/reaso/article.php3?id_article=58. Accessed on January 1st 2013.

Brewster, J & Ellis, G. (2003). The Primary English Teacher’s Guide. England: Penguin English.

Brown, H. D. (2001). Teaching by Principle: An Interactive Approach to

Language Pedagogy. New York: Pearson Education.

Cameron. (2001). Teaching Language to Young Learners. New York: Cambridge University Press.

Cohen, L., Manion, L., & Morrison, K. (2007). Research methods in education. London and New York: Routledge. Retrieved from

http://knowledgeportal.pakteachers.org/sites/knowledgeportal.pakteachers. org/files/resources/RESEARCH METHOD COHEN ok.pdf

Creswell, J. W. (1994). Research Design: Qualitative & Quantitative Approaches. London: SAGE Publications. International Educational and Professional Publisher.

Emilia, E. (2008). Menulis Tesis dan Disertasi. Indonesia: Alfabeta.

Essa, E. L. (2003). Introduction Early Childhood Education (4th ed).Clifton Park,

NY: Delmar Learning.

Fraenkel, J. R & Wallen, N. E. (1990). How to Design and Evaluate Reasearch in

(34)

Freebody, P. (2003). Qualitative Research in Education. Interaction and practice.

London: SAGE Publications. Available online at:

http://books.google.com/books. Accessed on January 1st 2013.

Furqon & Emilia, E. (2010). Penelitian Kuantitatif & Kualitatif (Beberapa Isu

Kritis). Bandung: SEKOLAH PASCASARJANA UPI.

Harmer, J. (2003). How to Teach English. Edinburgh: Longman.

Head, A. (n. d., n. p.). Total Physical Response. Retrieved Mei 21, 2013 from http://conference.nie.edu.sg/paper/new converted/0600466.pdf

Hiebert, E. H. (in press). In pursuit of an effective, efficient vocabulary curriculum

for elementary students. In E. H. Hiebert & M. Kamil (Eds.), Teaching and

learning vocabulary: Bringing scientific research to practice. Mahwah, NJ: Erlbaum.

Hiebert, E. H., & Kamil, M. L. (2005). Teaching and learning vocabulary:

Bringing research to practice. Mahwah, New Jersey, London: Lawrence

Erlbaum Associates. Retrieved from

http://www.cuc.edu.ve/upc/PNFT/INGLES/Teaching_and_Learning_Voca bulary.pdf

Hurlock, E. B. (1974). Personality development. New delhi; Mc Graw-Hill Kim, Sook-Yi. (1999). The Effect of Storytelling and Pretend Play on Cognitive

Processes, Short-Term and Long-Term Narrative Recall. Child Study

Journal. 29 (3), 175-185.

Lehr, F., Osborn, J., & Hiebert , E. H. (n.d.). A focus on vocabulary. Retrieved from http://vineproject.ucsc.edu/resources/A Focus on Vocabulary PREL.pdf

Machado, J. M. (1980). Early Childhood Experiences in Language Arts (2nd ed).

Clifton Park, NY: Delmar Learning.

Maxwell, J. A. (1996). Qualitative Reasearch Design: An Interactive Approach. London: SAGE Publications.

McKay, P. (2006). Assessing Young Language Learners. New York: Cambridge University Press.

McMillan, J. H & Schumacher, S. (2001). Research in Education: A Conceptual

(35)

Merriam, S. B. (1988). Qualitative Research and Case Study Applications in

Education. San Fransisco: Jassey-Bass Inc.

Mooney, C. G. (2000) Theories of Childhood. An Introduction to Dewey, Montessory, Erickson, Piaget & Vygotsky. St Paul: Readleaf Press. Musthafa, B. (2002). English Teaching in Indonesia: Status Issue and Challenges

in Classroom Practice. English Quarterly. A publication of English

language arts, Vol. 33, Nos 1&2 (ps 26-28) Indianapolis, USA. Musthafa, B. (2008). Teaching English for Young Learners: Principles and

Techniques. Bandung: UPI.

Nation, I. S. P. (2008). Teaching Vocabulary: Strategies and Techniques. Heinle: Cengage Learning

Nation, I. S. P. (2001). Learning vocabulary in another language. Cambridge: Cambridge: University Press.

Oxford Advanced Learner's Dictionary. (1995). (5th ed.). New York: Oxford University Press.

Patton, M. Q. (1987). How to Use Qualitative Method in Evaluation. Newburry Park, California: Sage Publications.

Paul, D. (2003). Teaching English to Children in Asia. Hong Kong: Pearson Longman.

Phillips, S. (1993). Young Learners. London: Oxford University Press.

Piaget, J. (1963). The Language and Taught of Children. London: Routledge and Kegan

Paul, D. (2003). Teaching English to Children in Asia. Hongkong: Pearson Education North Asia Limited.

Pinter, A. (2006). Teaching English to Children. London: Oxford University Press.

Rajendran, N. S. (2001). Dealing with biases in qualitative research: A balancing

act for reasearchers. (Doctoral dissertation) Retrieved from

http://nsrajendran.tripod.com/Papers/Qualconfe2001.pdf

Reilly, V & Ward, S. M. (2002). Very Young Learners: Resource Books for

(36)

Reiser, R. A. & Dick, W. (1996). Instructional planning, a guide for teachers. Boston: Allyn& Bacon.

Saville-Troike, M. (2006). Introducing Second Language Acquisition. New York: Cambridge University Press.

Scott, W. A., & Ytreberg, L. H. (1990). Teaching English to children. New York: Longman.

Shin, J. K. "Ten Helpful Ideas for Teaching English to Young Learners." (2007): 1-2. Web. 5 Nov. 2013. Retrieved from

http://turkey.usembassy.gov/uploads/images/_zKvylg_JfKyn__mtdgxwg/ AUC_Joan_Shin_Plenary_Handout.pdf

Sugiyono. (2008). Metode Penelitian Pendidikan (Pendekatan Kuantitatif,

Kualitatif, dan R & D. Bandung: Alfabeta.

Suyanto, K. (2008). Teaching English to Young Learners. Jakarta: Bumi Aksara. Tavil, Z.M., & Soylemez, A.S. (2008). Vocabulary teaching through storytelling

to very young learners in kindergartens. Ekev Akademi Dergisi. 35,

371-382.

Wortham, S. J. (2005). Assessment in Early Childhood Education. San Fransisco: Pearson Prentice Hall.

Wright, A. (2009). Storytelling with Children. London: Oxford University Press. Yin, R. K. (2009). Case Study Research Design. (4th ed). London: SAGE

Publications

Zainal, Z. (2007). Case Study as a Reasearch Method. Retrivied from www.eprints.utm.my or www.m-zaidah@utm.my

"Characteristic Young Learners." (2009): n. page. Web. 22 Nov. 2013.

www.pearsonhighered.com/assets/hip/us/hi_us_pearsonhighered/samplech apter/0205535488.pdf

(1)