STUDY ON TEACHER’S TECHNIQUES IN TEACHING ENGLISH VOCABULARY AT TK A CLASS IN SPS CAHAYA BUNDA LANDUNGSARI DAU MALANG

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STUDY ON TEACHER

’

S TECHNIQUES

IN TEACHING ENGLISH VOCABULARY AT TK A CLASS

IN SPS CAHAYA BUNDA LANDUNGSARI DAU MALANG

THESIS

By:

SUSILAWATI

08360007

ENGLISH DEPARTMENT

FACULTY OF TEACHER TRAINING AND EDUCATION

UNIVERSITY OF MUHAMADIYAH MALANG

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STUDY ON TEACHER’

S TECHNIQUES

THESIS

By:

SUSILAWATI

08360007

ENGLISH DEPARTMENT

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STUDY ON TEACHER

’

S TECHNIQUES

THESIS

This thesis is submitted to meet one of the requirements to

achieve Sarjana Degree in English Education

By:

SUSILAWATI

08360007

ENGLISH DEPARTMENT

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iv

MOTTO AND DEDICATION

MOTTO

“

God entrusts every excess deficiency,

entrusts expectation in every hesitation and

every hardship surely Allah gives an

easinessmanner”

“

Verily, after hardship comes ease, then whenever

you have settled (something affairs), do solemnly

(affair) still labour hard”

(Q.s. Al insyroh 6-7)

“

Don’t you ever stop when you’re tired and

don’t you ever stop till you can reach your

dreams

…”

DEDICATION

This thesis dedicated to:

 My beloved father H.Sugito and mother Hj.Halida.

 My beloved husband Imam Maulid S.H.

 My beloved son Raditya Pratama Putra.

 My beloved friends Rafika Rabba Farah, Nurul Dwi Wahyuni, Yuni

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ACKNOWLEDGMENTS

Alhamdulillah, firstly, all grateful and praise to Allah SWT who has been

givinghealth, affection and blessing. Secondly, sholawat and salam to prophet

Muhammad SAW for guiding her from the darkness to the brightness. So, the

writer can finish this thesis. This thesis could not have been completed without

the support many people and institutions. The writer would like to express her

deepest gratitude to all of her advisors Dra. Thathit Manon Andini, M.Hum and

Drs. Estu Widodo, M.Hum for their kind guidance, support, and suggestion that

are very helpful in finishing this thesis. Her deepest gratitude is also directed to

all examiners Drs. Jarum, M.Ed and Santi Prastiyowati, S.Pd lectures at the

English Department, for teaching her a lot of things in the course they taught.

The writer would like to express her gratitude to the headmaster at SPS Cahaya

Bunda Malang, Mrs. Sri Wulandari, S.Pd and the teacher Mrs. Siti Cholivah,

S.E, who helped her during the observation.

Her biggest appreciation refers to her family, her beloved father

H.Sugito, mother Hj.Halida, her beloved husband Imam Maulid S.H, and her

beloved son Raditya Pratama Putra for their prayer, support, deep understanding,

and support in happiness and sorrow so I can finish this thesis.

To her lovely friends, (Rafika Farah, Nurul Dwi, Yuni Anggraeni,

Ferdinawati, Halimatur Rosidah, Vivi Novita, Mickyana Dian, Heti Irmayanti,

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Sri Zuliatun, Siti Haikal, Intan Widya, Heni, Risda Amalia, Norma Yulita,

Isnawati, Eka, Riska Sabrina, Yuli Anggraini, Indah Wahyu, Junita, and Ratih

Diyah Sasmita), thanks for their support, partnership, motivation, love, jokes,

pray and togetherness.

Finally, her sincere gratitude goes to everybody that cannot be mentioned

one by one who had helped her finish the thesis. Thanks a lot for the supports,

advices, criticisms, and jokes. Eventually, may Allah SWT always keep them in

save and peace condition and also give them the appropriate rewards, AMIN

Malang, 1 Agustus 2013

The writer,

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REFERENCES

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REFERENCES

Ary, Donald. 2002. Introduction to Research in Education. Sixth Edition. New York.

Brown, H.D. 1987. Principles of Language Learning and Teaching. Second Edition. New York :Prentice Hall.

Brown, H.D. 2001. Teaching by Principles : An Interactive Approach to Language Pedagogy. New York: Pearson Education.

Brumfit, C. Moon, J & Tongue. 1991. Teaching English to Children: From Theory to Practice. London: Collins ELT

Cahyono, Bambang Yudi. 2010. The Teaching of English Language Skills and English Language Components. Malang: State University of Malang Press.

Cameron, Lynne. 2001. Teaching Languages to Young Learners. Cambridge: University Press.

Creswell, John W.2009. Research Design : Qualitative, Quantitative, and Mixed Method Approaches. California: SAGE Publication, Inc.

Derewianka, B. 1990. Exploring How Text Work. Australia : Primary English Teaching Association.

Harmer, Jeremy. 1991. The Practice in English Language Teaching. New York: Pearson Longman.

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Hornby. 1989. The Oxford Advanced Learner’s Dictionary of Current English.

Oxford : University Press.

Nunan, David. 1998. Principles for Designing Language Teaching Materials.

Guideliness. 10.2 pp 1-17.

Orlova, N.F. 2009. Developing Speech Habits With the Songs.

http://marksesl.com/music.htm

Patel, M. F. & Jain Praveen M. 2008. English Language Teaching: Methods, Tools & Techniques. Sunrise Publisher & Distributors.

Sabilah, Fardini. 2004. Teaching English to Young Learners:It’s Policy,

framework, and activity-Based Teaching. Malang: Muhammadiyah University of Malang Press.

Sen, A.L. 1983. Teaching Vocabulary through Riddles. Forum, 21 (2).

S.Kasihani, K.E. 2008. English for Young Learners. Jakarta : PT Bumi Aksara.

Scott, Wendy A.Ytreberg L.H. 1990. Teaching English to Children. New York: Longman

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1 CHAPTER I

INTRODUCTION

This chapter presents background of the study, statement of the problems,

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

the key term. Each section is presented as follows.

1.1Background of the study

English language is an international language and used as medium of

communication and a medium of transferring knowledge. More and more people

learn English in their early age. English becomes international language in the world

and popular subject among teachers as well as students in the primary schools. Some

primary schools have given English as a local content subject even in rural areas

because English has very important role. Considering the importantance of English,

the Indonesian government instructs English to be introduced and taught as one of the

elementary school subjects.

Teaching English in Indonesia has been started at the very beginning level,

such as in the elementary school and even in the kindergarten. English for Young

Leaners (EYL) is a basic program to young children in kindergarten or playgroup to

introduce some basic theories of English to the students. English has important role in

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The purpose of English language learning and teaching to increase the

students’ knowledge of science and technology for national development and also for

international communication. In other words, English language is used as a tool of

communication.

According to Suyanto (2008:3), teaching language to young learners is

focused on the ability of spoken and written communication. English teaching to

young learners is focused on shaping the children as the future users of English in the

world which require a high level of spoken and written communication.

The aim of learning a foreign language in primary school is to stimulate and

introduce the young learners that there are the other language besides their mother

language, English is used as a second language. In this earlier level, English was

delivered to the young learners with kinds of activity which are relevant to them in

developing their interest in learning foreign language. For example, learning English

vocabulary and simple sentence with combine studying and doing fun activities such

as singing, playing, and story telling. According to Cahyono (2010:154), teaching

vocabulary aims at enabling the learners to understand the concept of unfamiliar

words, to gain a greater number of words, and to use words successfully for

communicative purpose.

Learning English is important. Previously, English was given in senior high

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Goverments’ Rule No.27, 1990 Chapter 1, Preschool Education is an education to

help the growth and development of the child’s mental and physical out of the

family’s environment before entering the basic education. English for kindergarten

will give the basic knowledge before entering basic education.

Kindergarten as one of preschool education provides the early education for

young learners to prepare them enrolling basic education. Kindergarten is held as the

effort to develop all of the children’s characteristic to balance between family’s and

school’s education.

Teaching English in kindergarten emphasizes vocabulary. This is reasonable

since vocabulary is an important aspect of foreign language learning. Vocabulary is a

basic element of communication. Vocabulary also very important for children’s

language acquisition process as the beginners. In the next level students are able to

master four English skills.

Teaching English vocabulary is an activity to give an instruction to develop

student’s ability in recognizing and understanding new words that are unknown

before. Vocabulary is one of the fundamental factors to master four of English skills.

Related to teaching English for Young Learners and some factors which contributed

unsatisfactory condition, teacher need to employ some techniques in teaching English

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Based on the explaination above, the teacher should be able to apply the

techniques of teaching English vocabulary that are suitable and understandable for

young learners. The researcher is interested in finding the teacher’s techniques and

the problems in applying the techniques in teaching English vocabulary at TK A class

in SPS Cahaya Bunda Landungsari Dau Malang.

1.2Statement of the Problems

Considering to the background of the study, the problems are formulated as

follows:

1. What are the techniques applied by the teacher in teaching English vocabulary

at TK A class in SPS Cahaya Bunda Landungsari Dau Malang?

2. What are the problems faced by the teacher in teaching English vocabulary at

TK A class in SPS Cahaya Bunda Landungsari Dau Malang?

3. How to solve the problems faced by the teacher in teaching English

vocabulary at TK A class in SPS Cahaya Bunda Landungsari Dau Malang?

1.3Purposes of the Study

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

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1. To know the techniques applied by the teacher in teaching English vocabulary

at TK A class in SPS Cahaya Bunda Landungsari Dau Malang.

2. To know the problems faced by the teacher in teaching English vocabulary at

TK A class in SPS Cahaya Bunda landungsari Dau Malang.

3. To describe the teacher’s way in solves the problems in applying the

techniques in teaching English vocabulary at TK A class in SPS Cahaya

Bunda Landungsari Dau Malang.

1.4Significance of the Study

This study hopefully gives significant contribution for the followings:

For the students, the result of this study will help them to increase their knowledge

about English vocabulary and will be more interested in learning English in the class.

For the teachers, this study will provide valuable inputs, such as; by knowing

teacher’s techniques in teaching vocabulary, teacher will develop her teaching skills,

especially in teaching vocabulary. In addition, after knowing the teacher’s techniques

in teaching vocabulary, teacher can select appropriate material, method, and even

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For the readers, the result of this study is expected to encourage and give the input

the readers in understanding the teaching of English for Young Learner, especially,

teaching English vocabulary as the basic for mastering four English skills.

1.5Scope and Limitation

This study is focused in teaching English vocabulary by the teacher in the

kindergarten and limited to the teacher’s techniques in teaching English vocabulary at

TK A class in SPS Cahaya Bunda Landungsari Dau Malang.

1.6Definition of the Key Terms

The definitions of the key terms will explain about English for Young

Learners, teaching technique, vocabulary, and kindergarten.

A. English for Young Learners is a program that gives English to the young

learners or children. This program gives the basic English knowledge and will be

the first step for students to improve their ability for mastering English subject

(Suyanto,2007).

B. Technique is the specific activity implemented in the classroom that is consistent

with a method. Teaching Technique is steps or procedures of giving instructions

or presenting materials done by a teacher to the students in the teaching and

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C. Vocabulary is a core component of language proficiency and it provides much of

the basic for how well learners speak, listen, read and write. Vocabulary as

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

language. Vocabulary is important in language learning and need to much

attention because it is basic for communication (Heriyawati, 2010:153).

D. Kindergarten is a preschool education for the children at age four to six before

they entering basic education. It is a form of education for young learners or

childrens which serves as transition from home to the commencement of more

STUDY ON TEACHER’S TECHNIQUES IN TEACHING ENGLISH VOCABULARY AT TK A CLASS IN SPS CAHAYA BUNDA LANDUNGSARI DAU MALANG

STUDY ON TEACHER

THESIS

achieve Sarjana Degree in English Education

MOTTO

God entrusts every excess deficiency,

don’t you ever stop till you can reach your

DEDICATION

ACKNOWLEDGMENTS

TABLE OF CONTENTS

REFERENCES

1 CHAPTER I

INTRODUCTION

1.1Background of the study

1.2Statement of the Problems

1.3Purposes of the Study

1.4Significance of the Study

1.5Scope and Limitation