The Effective Ways To Engage 3-5 Year Old Children's Interest in Learning Vocabulary at Tumble Tots Preschool Bandung 2008.
ABSTRACT
Saat ini kemampuan berbahasa Inggris mutlak dimiliki oleh setiap orang
karena bahasa Inggris merupakan bahasa internasional. Oleh karena itu saya
tertarik untuk mengajar bahasa Inggris pada anak-anak sedini mungkin. Saya
memilih untuk mengajar di pra-sekolah Tumble Tots. Tumble Tots merupakan
pra-sekolah yang mengunakan bahasa Inggris sebagai bahasa pengantar.
Dalam menyusun tugas akhir ini saya membahas tentang masalah yang saya
hadapi yaitu kesulitan anak-anak yang berusia antara 3-5 tahun untuk
berkonsentrasi dalam mempelajari kosa kata bahasa Inggris. Saya membahas
topik ini karena berdasarkan pengalaman saya , anak-anak di usia 3-5 tahun sulit
untuk berkonsentrasi pada saat pelajaran berlangsung. Selain itu guru pun harus
mampu menciptakan suasana yang menyenangkan dan nyaman.
Terdapat beberapa factor yang mempengaruhi ketertarikan anak dalam
belajar kosa kata dalam bahasa Inggris. Diantaranya yaitu cara penyampaian
guru yang tidak menarik, anak-anak pra-sekolah sulit untuk berkonsentrasi dalam
waktu yang lama serta anak-anak lebih menyukai kegiatan fisik.
Berdasarkan masalah yang saya hadapi, melalui tugas akhir ini saya
mencoba untuk mencari solusi terbaik yaitu penggunaan teknik mengajar yang
efektif agar anak-anak yang berusia antara 3-5 tahun dapat berkonsentrasi serta
menikmati kegiatan belajar di dalam kelas.
Maranatha Christian University
TABLE OF CONTENTS
ABSTRACT………………………………………………………....i
ACKNOWLEDGEMENTS………………………………………...ii
DECLARATION OF ORIHINALITY……………………………..iii
TABLE OF CONTENTS……………………………………….…iv
CHAPTER I INTRODUCTION……………………………….…1-6
A. Background of the study……………………….1
B. Identification of Problem…………………….....4
C. Objectives and Benefits of the Study………....4
D. Description of the Institution…………………...4
E. Limitation of the Study………………………….5
F. Organization of the Term Paper……………....6
CHAPTER II PROBLEM ANALYSIS…………………………..7-8
CHAPTER III POTENTIAL SOLUTIONS…………………...10-14
CHAPTER IV CONCLUSION………………………………...15-16
BIBLIOGRAPHY
Maranatha Christian University
CHAPTER I
INTRODUCTION
A. Background of the Study
Language is an inseparable part of human life. Generally, every country
has its national language or dialect, yet English is an international
language, so having English proficiency is beneficial. This fact makes me
realize that is it better to learn English as early as possible. Learning
English from early childhood is very beneficial as children are able to
acquire any knowledge relatively easily and quickly, as stated by June R
Oberlander in his book Slowly but Steady that “the fastest time for human
brain to grow up[ is in the first three years” (iii).
In Indonesia teaching English to children has become quite popular.
Schools are now putting emphasis on the English language in their
curriculum. In Indonesia, English is treated as a foreign language, which
means that English is “…not spoken by indigenous people” (littlewood3).
However, the main aim of English teaching and learning is for the children
to achieve English competencies in listening, speaking, reading and
writing, supported by proper knowledge of vocabulary and grammar. I
agree with Susan Holden that “The basic knowledge in learning language
is started by learning vocabulary”. It means that vocabulary is the most
1
Maranatha Christian University
important thing in language learning. Shelley Ann Vernon states that “An
ideal vocabulary class for preschoolers is an active class which
encourages conversation where the teacher delivers something in a
natural way to allow the children to learn without stress or fear of possible
failure. The children listen and understand first. After a while they will
begin speaking individual words and short phrases” (Par 4).
It is true that “The more they hear and experience the vocabulary that
you are teaching them, the more likely they learn it, but who wants to sit in
a class simply repeating words and what they mean? Certainly it is not
three to five year olds…” (Richards 98). Thus, teachers need interesting
and physically active activities in teaching vocabulary to preschool student,
as Solveig-Alma H. Lyster states in her website that”…to create a fun
English class you need a battery of games, activities, stories and ideas up”
(Par 6). Based on the above theories, it is clear that the basic technique to
teach vocabulary to 3-5 year old children is repetition. However, it is
challenge for the teacher to find the effective ways to do repetition so as
not to make the children bored and be inattentive.
During my apprenticeship in Tumble Tots, I have to teach vocabulary to
children age 3-5 years old. In my class, there are 22 students. Having that
many students, I find it hard to get 3-5 years old children’s attention when I
teach vocabulary. When I deliver my material to the children in my class, I
do not know how to engage their interest and make them feel comfortable
in my English vocabulary class. I have to call their names continually to
2
Maranatha Christian University
make them be attentive to what I say. I realize that it is not an effective
technique; in addition, this technique is wasting time and all of the children
look bored and sleepy.
I find that my English vocabulary class has not yet become ideal, as
when I explain or tell new vocabulary to the students because they cannot
remember it. The students are also not participating well during the lesson.
I observe that there are some of them who are always busy with
themselves, crying, chit-chatting or getting sleepy. In my opinion, these
problems happen because the children cannot focus and be attentive; so
that they get bored with the material and the way that I use to deliver the
material.
Beside that, I believe the teacher’s attitude in handling problematic
students influences the student’s attention. I once experienced facing a
boy who was out of control. He ran about, jumped and disturbed his friend
when I was explaining the vocabulary. This made me angry, so I shouted
to sit down to him. I even threatened to glue him to hid seat so that he
would not able to run about. The boy sat down, but noticed he did not like
what I had done. During the lesson he just sat down and daydream
without paying attention to my teaching.
Based on my experiences that I have stated above, I am curious to find
out the effective ways to support my teaching children of 3-5 years old. I
would like to find out how to engage their interest, and make them enjoy
the learning of vocabulary.
3
Maranatha Christian University
B. Identification of the Problem
In this paper I would like to discuss the following questions:
1. What makes children at 3-5 years of age inattentive while learning
vocabulary?
2. What should the teacher do to engage the children’s interest in
learning English vocabulary?
C. Objectives and Benefits of the Study
The objectives of the study are to find out the effective ways to engage
3-5 years old children’s interest in learning vocabulary. Through the study,
I hope readers, especially teachers, can get some more benefits. They can
find out why children become inattentive. Moreover, they can get some
ideas on how to make children interested in learning vocabulary. By
applying these ways, the children will not feel bored or depressed, so, they
can be more interested in and enjoy learning vocabulary. As for Tumble
Tots, this study can give some ideas to improve the effectiveness of
teaching and learning process.
D. Description of the Institution
Tumble Tots established by a former teacher of Olympic Gymnastic
from England, Bill Cosgrave in 1979. He tried to create an English course
4
Maranatha Christian University
for children that were suitable not only for learning but also for playing. At
the moment, Tumble tots has a lot of branches such as in Singapore,
Malaysia, Thailand and Indonesia. Tumble Tits is an English course that
tries to teach English and uses some interesting activities such as indoor
and outdoor.activities to train children fine and gross motor skill. Tumble
Tots also educate children since 6 months up to 5 year old and have a
motto “Skills for Life”, which means Tumble Tots has a purpose to build
the personality of the children to become more confident, independent and
discipline.
Tumble Tots in Bandung was established in 2000. Tumble Tots is the
first international preschool in Bandung. In the first three years, the Tumble
Tots in Bandung has about 150 children and 2 kinds of classes for children
aged 2-5 years old. Now, Tumble Tots has about 350 children whose ages
are 8 months up to 5 year old and 4 kind of classes. This fact proves that
Tumble Tots has grown up very fast and is being trusted by people.
E. Limitation of the Study
I would like to focus on the ways that are used in teaching English
vocabulary to children 3-5 years old in order to make them interested in
and enjoy their learning process. I make some observations during my
apprenticeship, recorded in my apprenticeship journal and do library
research to collect some theories that support my research.
5
Maranatha Christian University
F. Organization of the Term Paper
The term paper is divided into four chapters. Chapter I is the
Introduction which contains Background of the Study, Identification of the
Problem, Objectives and Benefits of the Study, Description of the
Institution, Limitation of the Study and Organization of the Term Paper.
Chapter II is the Problem Analysis, which explains the causes and effects
about my problem during my apprenticeship. Chapter III is the Potential
Solutions, which discusses about the possible solution for my problem,
along with the analysis of potential negative and positive effects. Chapter
IV is the Conclusion, which explains about the best solution to the
problem.
6
Maranatha Christian University
CHAPTER IV
CONCLUSION
After analyzing the solution with the positive and negative effects. I try
to choose the best potential solution with minimum negative effects to
solve my problem. I choose to combine between the second and third
solutions, which are providing various activities based on children’s
multiple Intelligences and improving techniques in handling children.
According to my observation, what causes the children to become
inattentive while learning are non-suitable teaching techniques applied, the
children’s short attention span and their tendency to like physical activities
more than ‘sitting down’ activities. Therefore, providing various activities in
the lesson and improving teacher’s attitude are effective to minimize the
causes of the problem.
There are some reasons why I choose this solution. First, my choice is
supported by Dr. Howard Gardner that “Games, stories and music are the
best way to teach language to pre-school student” (7). Second, as stated
in Teaching Preschool article that “Games, songs, rhyme, and stories can
help their minds to absorb so much when they are learned” (Par 6). The
games should be varied based on the principles of multiple intelligences,
15
Maranatha Christian University
and as much as possible, the games should involve physical activity. The
games can be used to teach the key words in the stories or to review,
repeat and revise the vocabulary learnt. By doing this each child with
different multiple intelligences can experience equal chance to learn
English vocabulary. Beside, when there are various activities in one
lesson, the duration of each activity cannot be long. That can solve the
problem of the children’s concentration span.
To engage children’s attention more, the way of teacher’s attitude in
handling children should be improve, so that the teacher can put the
children’s interest in directions that will maximize their learning. As stated
in David Paul’s book Teaching English to Young Learner in Asia that “
children will be influenced by our example and follow our lead” (148). The
teacher s have to respect the children so they will respect the teacher in
return. This will build a good relation between the teachers and the
children. As a result, the children will feel comfortable with the class
atmosphere and be interested in the learning process.
16
Maranatha Christian University
BIBLIOGRAPHY
References
Brewster, Jean. The Primary English Teachers Guide. French: Penguin
English Guide,1991.
Copehart, Jody. The Discipline Guide For Children’s Ministry. USA: Group
Publishing Inc, 1997.
Holden, Susan. Teaching Children. CoughboroughLeicestershine: Modern
English Publications, 1980.
Littlewood, William. Foreign and Second Language Learning. Cambridge
University Press, 1984.
Paul, David. Teaching English to Young Learners In Asian. Hongkong, 2003.
Richards, Jack. Application of Linguistic to Language Teaching. Singapore
University Press for SEAMEO Regional Language Centre, 1976.
T. Linse, Caroline. Practical English Teaching Young Learners. New York: Mc
Grow-Hill Company, 2005.
Electronic Publications
Vernon, Shelley. “Get exciting Result Using These Brilliant Games, Activities
and Stories so your 3-5 year old children love learning Enlish”.
Teaching English Games All Right Reserved. 2006-2008. 20 may
2008. < http://www. Teachingenglishgames.com/3-5htm>
Vernon, Shelley. ‘Teaching ESL preschool”. Teaching English Games. 20062008. 14 May 2008.
Maranatha Christian University
Maranatha Christian University
Saat ini kemampuan berbahasa Inggris mutlak dimiliki oleh setiap orang
karena bahasa Inggris merupakan bahasa internasional. Oleh karena itu saya
tertarik untuk mengajar bahasa Inggris pada anak-anak sedini mungkin. Saya
memilih untuk mengajar di pra-sekolah Tumble Tots. Tumble Tots merupakan
pra-sekolah yang mengunakan bahasa Inggris sebagai bahasa pengantar.
Dalam menyusun tugas akhir ini saya membahas tentang masalah yang saya
hadapi yaitu kesulitan anak-anak yang berusia antara 3-5 tahun untuk
berkonsentrasi dalam mempelajari kosa kata bahasa Inggris. Saya membahas
topik ini karena berdasarkan pengalaman saya , anak-anak di usia 3-5 tahun sulit
untuk berkonsentrasi pada saat pelajaran berlangsung. Selain itu guru pun harus
mampu menciptakan suasana yang menyenangkan dan nyaman.
Terdapat beberapa factor yang mempengaruhi ketertarikan anak dalam
belajar kosa kata dalam bahasa Inggris. Diantaranya yaitu cara penyampaian
guru yang tidak menarik, anak-anak pra-sekolah sulit untuk berkonsentrasi dalam
waktu yang lama serta anak-anak lebih menyukai kegiatan fisik.
Berdasarkan masalah yang saya hadapi, melalui tugas akhir ini saya
mencoba untuk mencari solusi terbaik yaitu penggunaan teknik mengajar yang
efektif agar anak-anak yang berusia antara 3-5 tahun dapat berkonsentrasi serta
menikmati kegiatan belajar di dalam kelas.
Maranatha Christian University
TABLE OF CONTENTS
ABSTRACT………………………………………………………....i
ACKNOWLEDGEMENTS………………………………………...ii
DECLARATION OF ORIHINALITY……………………………..iii
TABLE OF CONTENTS……………………………………….…iv
CHAPTER I INTRODUCTION……………………………….…1-6
A. Background of the study……………………….1
B. Identification of Problem…………………….....4
C. Objectives and Benefits of the Study………....4
D. Description of the Institution…………………...4
E. Limitation of the Study………………………….5
F. Organization of the Term Paper……………....6
CHAPTER II PROBLEM ANALYSIS…………………………..7-8
CHAPTER III POTENTIAL SOLUTIONS…………………...10-14
CHAPTER IV CONCLUSION………………………………...15-16
BIBLIOGRAPHY
Maranatha Christian University
CHAPTER I
INTRODUCTION
A. Background of the Study
Language is an inseparable part of human life. Generally, every country
has its national language or dialect, yet English is an international
language, so having English proficiency is beneficial. This fact makes me
realize that is it better to learn English as early as possible. Learning
English from early childhood is very beneficial as children are able to
acquire any knowledge relatively easily and quickly, as stated by June R
Oberlander in his book Slowly but Steady that “the fastest time for human
brain to grow up[ is in the first three years” (iii).
In Indonesia teaching English to children has become quite popular.
Schools are now putting emphasis on the English language in their
curriculum. In Indonesia, English is treated as a foreign language, which
means that English is “…not spoken by indigenous people” (littlewood3).
However, the main aim of English teaching and learning is for the children
to achieve English competencies in listening, speaking, reading and
writing, supported by proper knowledge of vocabulary and grammar. I
agree with Susan Holden that “The basic knowledge in learning language
is started by learning vocabulary”. It means that vocabulary is the most
1
Maranatha Christian University
important thing in language learning. Shelley Ann Vernon states that “An
ideal vocabulary class for preschoolers is an active class which
encourages conversation where the teacher delivers something in a
natural way to allow the children to learn without stress or fear of possible
failure. The children listen and understand first. After a while they will
begin speaking individual words and short phrases” (Par 4).
It is true that “The more they hear and experience the vocabulary that
you are teaching them, the more likely they learn it, but who wants to sit in
a class simply repeating words and what they mean? Certainly it is not
three to five year olds…” (Richards 98). Thus, teachers need interesting
and physically active activities in teaching vocabulary to preschool student,
as Solveig-Alma H. Lyster states in her website that”…to create a fun
English class you need a battery of games, activities, stories and ideas up”
(Par 6). Based on the above theories, it is clear that the basic technique to
teach vocabulary to 3-5 year old children is repetition. However, it is
challenge for the teacher to find the effective ways to do repetition so as
not to make the children bored and be inattentive.
During my apprenticeship in Tumble Tots, I have to teach vocabulary to
children age 3-5 years old. In my class, there are 22 students. Having that
many students, I find it hard to get 3-5 years old children’s attention when I
teach vocabulary. When I deliver my material to the children in my class, I
do not know how to engage their interest and make them feel comfortable
in my English vocabulary class. I have to call their names continually to
2
Maranatha Christian University
make them be attentive to what I say. I realize that it is not an effective
technique; in addition, this technique is wasting time and all of the children
look bored and sleepy.
I find that my English vocabulary class has not yet become ideal, as
when I explain or tell new vocabulary to the students because they cannot
remember it. The students are also not participating well during the lesson.
I observe that there are some of them who are always busy with
themselves, crying, chit-chatting or getting sleepy. In my opinion, these
problems happen because the children cannot focus and be attentive; so
that they get bored with the material and the way that I use to deliver the
material.
Beside that, I believe the teacher’s attitude in handling problematic
students influences the student’s attention. I once experienced facing a
boy who was out of control. He ran about, jumped and disturbed his friend
when I was explaining the vocabulary. This made me angry, so I shouted
to sit down to him. I even threatened to glue him to hid seat so that he
would not able to run about. The boy sat down, but noticed he did not like
what I had done. During the lesson he just sat down and daydream
without paying attention to my teaching.
Based on my experiences that I have stated above, I am curious to find
out the effective ways to support my teaching children of 3-5 years old. I
would like to find out how to engage their interest, and make them enjoy
the learning of vocabulary.
3
Maranatha Christian University
B. Identification of the Problem
In this paper I would like to discuss the following questions:
1. What makes children at 3-5 years of age inattentive while learning
vocabulary?
2. What should the teacher do to engage the children’s interest in
learning English vocabulary?
C. Objectives and Benefits of the Study
The objectives of the study are to find out the effective ways to engage
3-5 years old children’s interest in learning vocabulary. Through the study,
I hope readers, especially teachers, can get some more benefits. They can
find out why children become inattentive. Moreover, they can get some
ideas on how to make children interested in learning vocabulary. By
applying these ways, the children will not feel bored or depressed, so, they
can be more interested in and enjoy learning vocabulary. As for Tumble
Tots, this study can give some ideas to improve the effectiveness of
teaching and learning process.
D. Description of the Institution
Tumble Tots established by a former teacher of Olympic Gymnastic
from England, Bill Cosgrave in 1979. He tried to create an English course
4
Maranatha Christian University
for children that were suitable not only for learning but also for playing. At
the moment, Tumble tots has a lot of branches such as in Singapore,
Malaysia, Thailand and Indonesia. Tumble Tits is an English course that
tries to teach English and uses some interesting activities such as indoor
and outdoor.activities to train children fine and gross motor skill. Tumble
Tots also educate children since 6 months up to 5 year old and have a
motto “Skills for Life”, which means Tumble Tots has a purpose to build
the personality of the children to become more confident, independent and
discipline.
Tumble Tots in Bandung was established in 2000. Tumble Tots is the
first international preschool in Bandung. In the first three years, the Tumble
Tots in Bandung has about 150 children and 2 kinds of classes for children
aged 2-5 years old. Now, Tumble Tots has about 350 children whose ages
are 8 months up to 5 year old and 4 kind of classes. This fact proves that
Tumble Tots has grown up very fast and is being trusted by people.
E. Limitation of the Study
I would like to focus on the ways that are used in teaching English
vocabulary to children 3-5 years old in order to make them interested in
and enjoy their learning process. I make some observations during my
apprenticeship, recorded in my apprenticeship journal and do library
research to collect some theories that support my research.
5
Maranatha Christian University
F. Organization of the Term Paper
The term paper is divided into four chapters. Chapter I is the
Introduction which contains Background of the Study, Identification of the
Problem, Objectives and Benefits of the Study, Description of the
Institution, Limitation of the Study and Organization of the Term Paper.
Chapter II is the Problem Analysis, which explains the causes and effects
about my problem during my apprenticeship. Chapter III is the Potential
Solutions, which discusses about the possible solution for my problem,
along with the analysis of potential negative and positive effects. Chapter
IV is the Conclusion, which explains about the best solution to the
problem.
6
Maranatha Christian University
CHAPTER IV
CONCLUSION
After analyzing the solution with the positive and negative effects. I try
to choose the best potential solution with minimum negative effects to
solve my problem. I choose to combine between the second and third
solutions, which are providing various activities based on children’s
multiple Intelligences and improving techniques in handling children.
According to my observation, what causes the children to become
inattentive while learning are non-suitable teaching techniques applied, the
children’s short attention span and their tendency to like physical activities
more than ‘sitting down’ activities. Therefore, providing various activities in
the lesson and improving teacher’s attitude are effective to minimize the
causes of the problem.
There are some reasons why I choose this solution. First, my choice is
supported by Dr. Howard Gardner that “Games, stories and music are the
best way to teach language to pre-school student” (7). Second, as stated
in Teaching Preschool article that “Games, songs, rhyme, and stories can
help their minds to absorb so much when they are learned” (Par 6). The
games should be varied based on the principles of multiple intelligences,
15
Maranatha Christian University
and as much as possible, the games should involve physical activity. The
games can be used to teach the key words in the stories or to review,
repeat and revise the vocabulary learnt. By doing this each child with
different multiple intelligences can experience equal chance to learn
English vocabulary. Beside, when there are various activities in one
lesson, the duration of each activity cannot be long. That can solve the
problem of the children’s concentration span.
To engage children’s attention more, the way of teacher’s attitude in
handling children should be improve, so that the teacher can put the
children’s interest in directions that will maximize their learning. As stated
in David Paul’s book Teaching English to Young Learner in Asia that “
children will be influenced by our example and follow our lead” (148). The
teacher s have to respect the children so they will respect the teacher in
return. This will build a good relation between the teachers and the
children. As a result, the children will feel comfortable with the class
atmosphere and be interested in the learning process.
16
Maranatha Christian University
BIBLIOGRAPHY
References
Brewster, Jean. The Primary English Teachers Guide. French: Penguin
English Guide,1991.
Copehart, Jody. The Discipline Guide For Children’s Ministry. USA: Group
Publishing Inc, 1997.
Holden, Susan. Teaching Children. CoughboroughLeicestershine: Modern
English Publications, 1980.
Littlewood, William. Foreign and Second Language Learning. Cambridge
University Press, 1984.
Paul, David. Teaching English to Young Learners In Asian. Hongkong, 2003.
Richards, Jack. Application of Linguistic to Language Teaching. Singapore
University Press for SEAMEO Regional Language Centre, 1976.
T. Linse, Caroline. Practical English Teaching Young Learners. New York: Mc
Grow-Hill Company, 2005.
Electronic Publications
Vernon, Shelley. “Get exciting Result Using These Brilliant Games, Activities
and Stories so your 3-5 year old children love learning Enlish”.
Teaching English Games All Right Reserved. 2006-2008. 20 may
2008. < http://www. Teachingenglishgames.com/3-5htm>
Vernon, Shelley. ‘Teaching ESL preschool”. Teaching English Games. 20062008. 14 May 2008.
Maranatha Christian University
Maranatha Christian University