TRADITIONAL GAMES: Â“CREATIVE TOYSÂ” USED IN TEACHING VOCABULARY AT CLASS B OF TK TUNAS HARAPAN BABAT LAMONGAN

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CHAPTER I

INTRODUCTION

Concerning the objectives of this present study, this chapter is going to

discuss the background of the study, the statement of the problems, the purpose of

the study, the significance of the study, the scope and limitation, and the definition

of key terms.

1.1 Background of Study

Teaching a foreign language is not as simple as teaching mother language

or another subject. It should be enjoyable and relaxing. According to Cahyono

(2010), there are some aspects to be considered when teaching English language

skills and English language components. Those aspects include instructional

object, material, teaching media, and assessment. Teaching and learning activities

become more enjoyable when the process turns into games or by using interesting

teaching media.

According to Sadiman et. al (2010), media give a good impact to young

learners; it can make the message of the materials delivered clearly, and it makes

the learners active in teaching learning process including motivating the learners

and letting them study by themselves based on their interest and ability.

According to Haryono (2014), there are some media used in teaching language

such as human, environment and things around, printed media, picture, and

technology media. Accordingly, a teacher must be creative in choosing and

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Teaching young learners is not as easy as teching adults. In teaching

young learners, a teacher must be creative in teaching learning process. Creativity

is a useful starting point. According to National Advisory Committee on Creative

and Cultural Education (in Horner and Ryf, 2007), creativity involves thinking

and behaving imaginatively. Imaginative activity is purposeful that is, directed to

achieve objective. Creativity must generate something original, the outcome must

be of value in relation to the objective. As teachers, we can encourage children to

use their imagination by planning, recognizing and building on their early

language and literacy experiences. In a creative environment, children engage in

purposeful activities. The toys that children have, the toys that children know,

although in some instances children may be creator of the toys itself, can be a

creative model in their learning activities.

According to Brown (2007), children’s practice and imitation is a very

meaningful activity that is contextualized and purposeful. In this period,

childhood are teachable, because children’s speech are still flexible and good in

imitating. Kindergarten learning is designed based on children’s characteristic in

which they love to play. Early childhood education is pointed to facilitate

children’s s comprehensive growth or emphasize on development on children

personality aspects. Therefore, Kindergarten needs to provide the activities to

develop various aspects of the physical and intelligence development such as the

children’s thought, creativity, emotion, spiritual, language/communication, and

social (Isjoni, 2011). Briefly, kindergarten teacher should be creative in choosing

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3 Based on the explanation above, the researcher is interested to analyze

“Creative Toys” in teaching vocabulary at TK Tunas Harapan Babat Lamongan.

TK Tunas Harapan is one of the kindergartens in Babat Lamongan which has

visual media and audio media in teacing and learning process. This school has a

teacher with English education background. Furthermore, this present study is

expected to give beneficial information and understanding in teaching English.

Moreover, the result of this present study may give some important knowledge as

a reference for the other potential researchers. Accordingly, the researcher is

going to conduct a study entitled “Traditional Games: “Creative Toys” Use in

Teaching Vocabulary in Class B At TK Tunas Harapan Babat Lamongan”.

1.2 Statement of Study

Based on the background above, the researcher formulates some problems

as follow:

1. Is traditional games “Creative Toys” effective to facilitate vocabulary mastery?

2. In what ways “Creative Toys” can facilitate vocabulary mastery?

1.3 Purpose of Study

Based on the statement of the problems above, the purposes of the study

are as follows:

1. To identify the effectiveness “Creative Toys” to facilitate vocabulary mastery.

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1.4 Scope and Limitation

This present study is focused on investigating the effectiveness media, that

is traditional games “Creatiave Toys” to facilitate students’ in vocabulary

mastery. Meanwhile, the researcher limits the study on class B TK Tunas Harapan

Babat Lamongan academic year 2014/2015.

1.5 Significance of Study

Theoretically, this present study is expected to be able to give beneficial

contribution to the English teachers, that is they can find the result of this study to

obtain new information and to give input to the teachers.

Practically, this present study is also aimed to give the following benefits.

First, it is expected that the study is useful for English teachers in terms of

improving students’ vocabulary mastery. In brief, teacher might implement the

creative teaching media to improve vocabulary mastery and to exploit students’

creativity. Second, it is expected that this study is beneficial for the students in

mastering vocabulary using their things surround them, hence, they are able to be

active in class. In other words, the students can master vocabulary through the

teaching media implemented by teacher. The last, this study is expected to be a

reference for the further potential researchers.

1.6 Definition of Key Term

In order to avoid misinterpretation of the content of this study, some words

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5 1. Teaching

Teaching is showing or helping to learn how to do something, giving

instructions, guiding in the study of something, providing with knowledge,

causing to know or understand’ (Brown, 2007).

2. Vocabulary

Vocabulary is the passive mastery of the word needed in speaking and

comprehending the oral language (Guilford, in Mukhlis, 2008). ‘Vocabulary as

stocks of words in a language that can support the learners to learn the skill of the

language’ (Heriyawati, 2009)

3. Media

Media are tools that are used by the teacher to transform information and

knowledge to the learners in teaching and learning activities (Sutikno, 2013).

creativity and introducing traditional games to the students. Creative Toys are

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5. Effectiveness

Effectiveness is the ability or power to have noticeable or desired effect

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i TRADITIONAL GAMES: “CREATIVE TOYS” USED IN TEACHING

VOCABULARY AT CLASS B OF TK TUNAS HARAPAN BABAT

LAMONGAN

THESIS

by:

LIGYARNIS IKA DYAH TUNGGA SUKMA DEWI

201010100311158

ENGLISH DEPARTEMENT

FACULTY OF TEACHER TRAINING AND EDUCATION

UNIVERSITY OF MUHAMMADIYAH MALANG

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v

Motto

Better fought and lost than to never have fought at all.

(Arthur Hugh Clough)

Dedication:

Dearest and truly heroes, Suhadi and Dwi Winarni

Partner in crime, Pandu

My guardian Leo

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ACKNOWLEDGMENTS

In the Name of Allah, the most Gracious, the most Merciful

The researcher willing to present her thanks for everyone who has help

her, especially in this skripsi.

Alhamdulillah, all of honors are just for Allah SWT

1. Dr. Poncojari Wahyono, M.Kes, the Dean Faculty of Teacher Training and

Education of University of Muhammadiyah Malang for his contribution

and attention.

2. Dr. Sudiran, M.Hum, the Head of English Department who always

stimulates and encourages to finish her paper.

3. Drs. Jarum, M.Ed, the researcher’s first advisor for his valuable guidance,

encouragement, patient, time, knowledge, advice, and suggestion, which

are very helpful in finishing this skripsi.

4. Nurakhfini Septiany, M.A., M.Ed, the researcher’s second advisor for her

guided the researcher with her worthy, correction, and suggestion to

improve the quality of the skripsi.

5. All lectures and staffs in Faculty of Teacher Training and Education of

University of Muhammadiyah Malang especially the lecturers of English

Department who gave the researcher valuable knowledge.

6. PGSD lecturers and staffs, who support and guide the researcher as long as

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vii 7. Andayani, the principal of TK Tunas Harapan Sambangan who has

permitted the researcher to conduct observations and research.

8. My respected father Suhadi, my beloved mother Dwi Winarni, my beloved

brother Pandu, who have prayed, motivated, encouraged, endless love, and

reminded the researcher to finish this skripsi.

9. My beloved Leo, who reminded and support to finish this paper. My

lovely Upin Ipin (Irma, Ardy, Hakim, Bangkit, Dyta, Fanella), Mr.Prihadi,

M.Ed.

10.All the researcher’s friends, especially C Class 2010 of English

Department and all of who can not mentioned.

Malang, November 7th₂₀₁₅

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TRADITIONAL GAMES:”CREATIVE TOYS” USED IN TEACHING VOCABULARY MASTERY AT CLASS B OF TK TUNAS

HARAPAN BABAT LAMONGAN

ABSTRACT

Teaching a Foreign Language takes more challenges than a mother tongue since it includes many aspects such as instructional object, material, teaching media and assessment. An enjoyable teaching process can be reached when the teacher can conduct a good teaching method including teaching media like using games, pictures or other interesting things. Meanwhile, teaching young learners needs specific treatment as they are in the early stage of learning language. An activity to develop various aspects such as physical and intellegence development is connected with the teacher creativity in conducting a class. Therefore, the researcher is interested to analyze "Creative Toys" in teaching vocabulary at TK Tunas HarapanBabat, Lamongan.

The researcher used experiment research design in which, she controlled the variable into dependent and independent variable to obtain the data in detail. It conducted 22 students from 4 classes; A.1, A.2, B.1 and B.2 which was not more than 15 students each. A sample was taken from B.1 as the experiment and B.2 as the control class. The instrument used by the researcher were observation, test and data analysis.

The research resulted from t-test which towas bigger than tt. The result of to was 8,46 and tt5% was2,08. This meant that the researcher’s hypothesis (Ha) was accepted. There was a significant difference between teaching vocabulary using

“Creative Toys” and teaching vocabulary using picture in the book to the young

learners in B class of TK Tunas Harapan Babat Lamongan. In final conclusion, the researcher concluded that “Creative Toys” effective to facilitate young learners vocabulary mastery. Creative Toys used in teaching vocabulary improves

students’ interest, liveliness, creativity, and they are more focused in learning

vocabulary.

Keyword: Creative Toys, Vocabulary, Young Learner

Advisor I, Researcher

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