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IMPROVING STUDENTS’ ENGLISH VOCABULARY
BY USING TOTAL PHYSICAL RESPONSE
(A Classroom Action Research in the Sixth Year of MI NU Manafiul Ulum
Kudus in the Academic Year of 2009-2010)
A Thesis
By Nining Pujiningsih
S890908124
Submitted to Fulfill One of the Requirements for Getting Graduate Degree in
English Education
ENGLISH EDUCATION DEPARTMENT
GRADUATE SCHOOL
SEBELAS MARET UNIVERSITY
SURAKARTA
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ii
APPROVAL
This thesis entitled “Improving Students’ English Vocabulary by Using
Total Physical Response ( A Classroom Action Research in the Sixth Year of MI NU Manafiul Ulum Kudus in the Academic Year of 2009-2010)” has been approved by the consultants.
Surakarta, June 2010
Consultant I Consultant II
Dr. Ngadiso, M.Pd. Dr. Abdul Asib, M.Pd.
NIP.19621231 198803 1 009 NIP. 19520307 198003 1 005
The Head of English Education Department
Graduate School
Sebelas Maret University
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iii
LEGITIMATION FROM THE BOARD OF EXAMINERS
IMPROVING STUDENTS’ VOCABULARY BY USING TOTAL PHYSICAL
RESPONSE (A Classroom Action Research in the Sixth Year of MI NU Manafiul
Ulum Kudus in the Academic Year of 2009-2010)
By
Nining Pujiningsih
S890908124
This thesis has been examined by the board of thesis examiners of the English
Department, Graduate School of Sebelas Maret University, Surakarta on
………2010
Board of the examiners: Signature
Chairman : Prof. Dr. Joko Nurkamto, M.Pd. (………)
NIP. 19610124 198702 1 001
Secretary : Dr. Sujoko, MA. (………)
NIP. 19510912 198003 1 002
Members : 1. Dr. Ngadiso, M.Pd. (……….)
2. Dr. Abdul Asib, M.Pd.. (……….)
The Director of Graduate School The Head of English Education Department
Prof. Drs. Suranto, M.Sc., Ph.D. Dr. Ngadiso, M.Pd.
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iv
PRONOUNCEMENT
The following student:
Name : Nining Pujiningsih
Number of Student Registration : S890908124
Truly pronounced that, all aspects of this thesis entitled IMPROVING
STUDENTS’ VOCABULARY BY USING TOTAL PHYSICAL RESPONSE (A
Classroom Action Research in the Sixth Year of MI NU Manafiul Ulum Kudus in
the Academic Year of 2009-2010) are my own original work. All statements in
this thesis which do not belong to the writer have been written between quotation
marks and can be shown, explained, and also proved in the list of bibliography.
If my pronouncement proves wrong on the other day, I will accept all
consequences or any academic punishment.
Surakarta, June 2010
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v ABSTRACT
Nining Pujiningsih, S 890908124: Improving Students’ Vocabulary By Using Total Physical Response (A Classroom Action Research in the Sixth Year of MI
NU Manafiul Ulum Kudus in the Academic Year of 2009-2010) Surakarta: English
Education Department Graduate School of Sebelas Maret University. 2010.
The objective of the research is to know whether Total Physical Response can improve students’ English vocabulary and the most significant improvement of it, and also to identify the advantages of TPR in improving students’ English vocabulary in MI NU Manafiul Ulum Kudus.
The research was conducted in MI NU Manafiul Ulum Kudus for about seven months from October 2009 to April 2010. The method of the research is classroom action research. The procedure of the research consists of identifying the problem, planning the action, implementing the action, observing the action, and reflecting the result of the research. The subject of research was the students of the sixth grade. In collecting the data the researcher used observation notes, diaries, video recording, interview, and tests. To analyze the qualitative data, the researcher analyzed the improvement of vocabulary mastery by applying the five steps of the data interpretation technique, they are 1) extending the analysis by raising questions, 2) Connecting the findings with the personal experience, 3) Seeking the advice of critical friends, 4) Contextualizing findings in the literature, and 5) Turning to the theory. To analyze the quantitative data, the researcher applied descriptive analysis and t-test.
The research findings show that Total Physical Response can improve the students’ English vocabulary including the meaning, spelling, pronunciation, and using of words. The most significant improvement was the aspect of meaning and spelling. TPR could increase the students’ motivation and confidence in learning vocabulary. TPR could change the students to be active learners as they involved in the activity and they automatically learned by doing. Somehow, there were some weaknesses of applying TPR; the students still got difficulty in aspect of using word in sentence and they were sometimes confused to cover the four aspects of vocabulary at the same time. That’s why the improvement of the pronunciation aspect and using of words were not significant.
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vi MOTTO
Verily, Allah will not change (good) condition of people as long as they do not
change their state (of goodness) themselves (by committing sins and by being
ungrateful and disobedient of Allah) (Q.S. Ar-Ra’ad: 11)
Never give up till we get what we want.
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vii DEDICATION
This thesis is dedicated to:
Her parents, Mamah Eutik Mintarsih and Bapak H. Edom Suryadi, for their
unconditional love, support and prayers along her life. They give her the true love.
Her beloved husband. Raden Mas Hendy Hendro Hadi Srijono, M.Si. For his
love, affection and never ending support in facing this life
Her beloved children, Raden Mas Afriezal Rizki Hadi Perdana, Raden Ajeng
Nindy Dyah Kusuma Proborini, Raden Mas Irwanda Restu Hadi Perbawa, for
their love and wish, they remind her to finish this thesis
Her beloved brothers and sisters, for their love and supports
Her beloved friends, for their love, cares and never ending support in finishing
this thesis
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viii
AKNOWLEDGEMENT
Alhamdulillahirobbil‘alamiin. Praise be to Allah SWT as the writer is able to finish this thesis entitled “Improving Students’ English vocabulary by Using Total Physical Response (A Classroom Action Research in the Sixth Year of MI NU Manafiul Ulum Kudus in the Academic Year of 2009-2010)” as one of the requirements for achieving the Graduate Degree of the English Education of Sebelas Maret University.
This work could not be completed without a great deal of help. In this occasion the writer would like to express her sincere gratitude to Dr. Ngadiso, M.Pd. and
Dr. Abdul Asib, M.Pd., as the consultants who had given their valuable advices and guidance to arrange this thesis. This gratitude is also given to:
1. The Director of Graduate School who gives permission to the writer to write this thesis.
2. The Head of the English Education Department who gives permission to the writer to write this thesis.
3. Syaikhul Mukmin, S.Pd.I., the Headmaster of MI NU Manafiul Ulum Kudus, for giving his permission to the writer to conduct the research in MI NU Manafiul Ulum Kudus.
4. Tashliyati, S.Pd., the class teacher and research collaborator.
5. Her beloved family, Mamah Eutik and Bapak Haji Edom, sisters and brothers, her husband, Raden Mas Hendy HH Sridjono, M.Si., her children Afriezal, Nindy, and Irwanda, for their love, cares, and never ending supports.
6. Her beloved friends, Runtung, Rusiana, and Siti Fatimah, for their love, care, motivation and help.
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ix
8. Her big family of the English Department of the Graduate Program 2008. For their friendship and support.
Finally, the writer realizes that this thesis is far from being perfect. Therefore it is really a pleasure for her to receive criticism, comment, and suggestion.
Surakarta, June 2010
The writer,
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x
TABLE OF CONTENTS
TITLE ... i
APPROVAL ... ii
LEGIMITATION ... iii
PRONOUNCEMENT ... iv
ABSTRACT ... v
MOTTO ... vi
DEDICATION ... vii
ACKNOWLEDGEMENT ... viii
TABLE OF CONTENTS ... ix
LIST OF APPENDICIES ... xii
LIST OF TABLES ... xiii
CHAPTER I INTRODUCTION A. Background of The Study ... 1
B. Formulation of the Problem ... 8
C. Objective of the Study ... 8
D. Benefit of the Study ... 8
CHAPTER II REVIEW OF RELATED LITERATURE A. The Nature of Vocabulary and Mastery 1. The Definition of Vocabulary Mastery ... 10
2. Types of vocabulary ... 11
3. Learning and Teaching Vocabulary ... 13
4. Teaching Vocabulary and Its Purpose for Students of MI Manafiul Ulum Kudus ... 14
5. Teaching Process of English Vocabulary ... 18
6. Vocabulary Learning Strategies ... 20
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xi
1. Definition of Total Physical Response ... 25
2. History of Total Physical Response ... 26
3. Total Physical Response in Teaching Vocabulary ... 27
C. The Nature of Teaching English to Young Learners and Development of Young Learner 1. Teaching English to Young Learners ... 30
2. Techniques and Resources ... 37
3. Young Learner’s Development ... 41
4. The Language Development of Children ... 43
D. Rationale ... 45
E. Hypothesis ... 47
CHAPTER III RESEARCH METHODOLOGY A. Setting of the Research ... 48
B. The Subject of the Research ... 49
C. The Method of the Research ... 49
D. The Procedures of the Study ... 50
E. Data and Sources of Data ... 53
F. Technique of Collecting Data ... 54
G. Technique of Analyzing Data ... 54
CHAPTER IV RESEARCH FINDING AND DISCUSSION A. Introduction ... 58
B. Report of Cycle 1 1. Planning ... 60
2. Action of Cycle 1 ... 62
3. Observing ... 71
4. Reflecting of Cycle 1 ... 74
5. Revising the Plan ... 75
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xii
1. Revised the Plan ... 76
2. Action of Cycle 2 ... 78
3. Observing ... 86
4. Reflecting of Cycle 2 ... 89
5. Revising the Plan ... 91
D. Research Findings ... 92
E, Discussion ... 92
CHAPTER V CONCLUSION, IMPLICATION, SUGGESTION A. Conclusion ... 98
B. Implication ... 99
C. Suggestion ... 99
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xiii
LIST OF APPENDICIES
Page
1. Appendix 1 : The field Note Observation ... 104
2. Appendix 2: Tape Script of English Teacher’s Interview ... 106
3. Appendix 3 : Interview to the Students ... 108
4. Appendix 4: The result of pre-test 1 ... 121
5. Appendix 5: The result of post-test 1 ... 122
6. Appendix 6: The result of pre-test 2 ... 123
7. Appendix 7: The result of post-test 2 ... 124
8. Appendix 8: The result of post-test 1 and post-test 2 ... 125
9. Appendix 9: The result of t-test of pre-test and post-test 1 ... 126
10.Appendix 10: The result of t-test of pre-test and post-test 2 ... 127
11.Appendix 11: The result of t-test of post-test 1 and 2 ... 128
12.Appendix 12: Lesson Plan ... 129
13.Appendix 13: Photograph of teaching and learning process ... 166
14.Appendix 14: Sample of Instrument of the pre-test andf post-test of cycle 1... 169
15.Appendix 15: Sample of Instrument of the pre-test andf post-test of cycle 1... 172
16.Appendix 16: Sample of Collaborator Journal... 175
17.Appendix 17: Copy of Letter Permission ... 181
18.Appendix 18: Copy of The Profil of MI Nu Manafiul Ulum ... 182
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xiv
LIST OF TABLES
Page
1. Table 1: Types of vocabulary, their features and implication for teaching and
Learning process ... 11
2. Table 2: Knowing about a word ... 19
3. Table 3: The schedule of research ... 48
4. Table 4: Time allotment of meetings in cycle 1 ... 61
5. Table 5: The material of cycle 1 ... 61
6. Table 6: The implication of cycle 1 ... 75
7. Table 7: Time allotment of cycle 2 ... 77
8. Table 8: The material of cycle 2 ... 77
9. Table 9: The implementation of cycle 2 ... 89
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1
CHAPTER I
INTRODUCTION
A. Background of the Study
English plays an important role in globalization era. It is widely used as a
means of communication among people around the world. For example: the use of
English as a means of communications among the nations of ASEAN
(Association of Southeast Asian Nations). Indonesia is one of nine ASEAN
members, the Indonesian government has taken step to introduce English as a
subject in the school curriculum in the primary years. And, the final goal of
teaching English at the elementary school based on the 1989 Constitution on the
System of National Education is to enable the students to be functionally
proficient in English (Rachmajanti, 2008).
Actually, English has been included and decided as the first foreign
language since 1945. Further, since the issue of the Decree of the Minister of
Education and Culture No. 096/1967, English has been incorporated into
secondary-school curriculum as compulsory subject. Prior to the launching of the
1999 Curriculum, English was only introduced at the secondary schools
(Rachmajanti, 2008: 161). However, because of its importance, in Indonesia,
English has been introduced for Elementary School. In Elementary School,
government has already run a policy and regulation to include English subject as a
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Several arguments supporting the importance of English for Elementary
School students are: (1) speaking English in Indonesia is required for the demands
of tourism industries; (2) nowadays, the result of final examinations in many
schools is unsatisfactory; (3) some educators believe that the earlier the children
learn a foreign language, the more opportunity the will acquire a high proficiency
in the target language; and (4) the Indonesian government has automatically
prepared the human resources for the future.
In line with those arguments, nowadays almost all of Elementary Schools
especially in Kudus either state or private school, includes English in their
curriculum. Although it is only a local content, many parents are willing to give
more experience and material of English by sending their children to English
private courses. It proves that not only the government but also the parents in this
case, have realized the importance of introducing English earlier to their children.
Then, as students of Elementary School are young learners, teaching
English sometimes becomes difficult to be done. They perhaps think that English
is a strange language as it is extremely different from their first and second
languages. It will be much more difficult if they do not realize the importance of
learning English. That’s why, the teacher should introduce the importance of
learning English to them in the first meeting of English class. Next, the way of
teaching English should be considered as the important thing because the success
of learning teaching process depends much on it. An appropriate method and
approach in teaching English will enable the early age students to comprehend
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For the beginners, vocabulary is more appropriate to enhance them to the
next material in different skills. Vocabulary is the first thing should be taught
because without having enough vocabulary someone will learn nothing. The
students’ mastery of English vocabulary can be measured through the students’
capability in using them in written or spoken. They truly know about English
vocabulary when they are capable to write and use them correctly. Immediately
they can jot down the words they listen; they know the meaning of them-indicated
by correct using of them in written.
They are able to use the vocabulary if they know the meaning, how to
pronounce, how to spell, and how to use them in a sentence. Knowing the
meaning of some words does not merely know its translation in different
language. Knowing means understanding how the words are put in different
contexts and used differently. For example: good morning. The students not only
know that good morning is selamat pagi but they can greet someone in the
morning using good morning.
How to pronounce can be understood from pronouncing the words
correctly. Students can distinguish the slightly different words such as, tree and
three. English has more complex pronunciation than Bahasa Indonesia, and it
often becomes a problem. For example: a student says thank you the same as they
say tank you. For us, Indonesian people it does not a big deal because we do
understand each other. Yet, for the native speaker it is irritable thing as the
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How to spell means that the students are able to spell the words. It will be
difficult thing when the words are similar to the others. For example: sea and see.
Usually, it is tightly connected with knowing of words. When students understand
the word, they will be able to indicate whether to spell sea or see.
How to use words is an ability to use or to apply the words either in
spoken or written. For example: a student says, “jump to the left” when the teacher
says “jump”. In another occasion, the student says: “jump to the chair ”. In this
case, of course, the student has already understood how to use the word jump in
different contexts.
In line with the conditions of mastering vocabulary, in a fact, the method
of teaching vocabulary in many schools seems to be inappropriate yet. Nearly all
of teachers give the vocabularies directly when the students ask the meaning of
English words and do not give them an understanding in a context so that the
students really know how to use those words. Sometimes, vocabularies are given
in the form of list of vocabularies to be memorized. In this case, vocabularies will
be like words saving in students’ mind. Unfortunately, they cannot use the words
when needed as they only know the translation of those. Actually, learning
vocabularies will be much easier if they are given in a context. For example, if we
tell our students that the English of buku is book. It is better if we also tell them
words read, take, open, close, etc. Surely, the students will understand when there
is a sentence; read a book, open the book, and so forth. In different occasion,
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why, the meaning, the spelling, the pronunciation and the example of using the
words also important to give.
Related to vocabulary mastery, it is found that students of Madrasah
Ibtidaiyah NU Manafi’ul Ulum are poor in vocabulary mastery. It is caused by
some factors including pronunciation, lack of language input, lack of language
practice. English pronunciation often makes students feel stressful since the letter
and the pronunciation is different depends on the words. Then, to be said that
students lack of language input because students have English class only once a
week for about an hour and they do not have other sources to study about English.
Unfortunately, no one takes an English private course. They depend only on the
teacher. Certainly, they have limited material and get little experience of English.
Further, limited time of English class will cause the students’ lack of practice. As
English is seldom met in their real life experience, the frequency of practicing
English is less.
The teacher might give contribution to this problem. It is almost always
that the teacher teaches vocabularies by giving list of words and let the students
memorize them. Obviously, the way cannot be said as teaching. The students, of
course are not willing to do so as memorizing the words in such way is difficult.
They would not know how to pronounce, how to spell, and how to use the words.
They might know the meaning, but actually they only know the translation of
particular words.
Generally, vocabularies for elementary students are those related to their
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already known those in their native language or national language. For example:
things in the classroom. All of students have understood the thing, the name, and
the function of those in the classroom. So, it is a challenge for the teacher to find a
proper method to improve the students’ ability in mastering the vocabularies.
There are many methods in teaching vocabularies and one of them is Total
Physical Response (TPR). To be fitted with the students’ age, this method seems
to be appropriate to teach vocabulary since children seem like playing and moving
all the time. As they are interested in body movement, vocabulary actually can be
taught through action. Basically, first vocabularies for children are easy to be
conveyed in action. Take it for granted, all of students are willing to do some
actions in the classroom together with their friends.
Therefore, the researcher would apply Total Physical Response as a
method in teaching vocabulary in Madrasah Ibtidaiyah NU Manafi’ul Ulum
Kudus. Total Physical Response is a language teaching method built around the
coordination of speech and action. It attempts to teach language through physical
(motor) activity. TPR makes learning become enjoyable and less stressful.
Here, some of they key features of Total Physical Response method: (1)
The teacher directs and students act in response-the instructor is the director of the
stage play in which the students are the actors (Asher, 1977: 43); (2) Listening
and physical response skills are emphasized over oral production; (3) The
imperative mood is the most common language function employed, even well into
advanced level. Interrogatives are also heavily used; (4) Whenever possible,
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Students are not required to speak until they feel naturally ready or confident
enough to do so; grammar and vocabulary are emphasized over other language
areas; (6) and spoken language is emphasized over written language
(Larsen-Freeman, 1986: 118-120).
The key features of TPR are suitable with the students’ interest and
condition. That is why certainly the writer would like to apply TPR as a method to
solve the problem of vocabulary mastery in the sixth year students of MI NU
Manafi’ul Ulum Kudus. Hopefully, the using of this method in English teaching
and learning can improve the students’ English vocabulary mastery because it
tends to be a lot of fun and the techniques involved are relatively simple. It is also
hoped that this method can be one of the joys of learning as well. From the
explanation above the writer is interested to know more the effect of using TPR
method in improving English vocabulary of Madrasah Ibtidaiyah NU Manafiul
Ulum students.
The target after applying Total Physical Response to the students of
Madrasah Ibtidaiyah NU Manafi’ul Ulum Kudus is the students’ vocabulary
mastery will improve significantly and they get an easy understanding how to
master English vocabulary through this method. They can find their own way in
creating physical (motor) activity to new words they know and are able to use
them either in spoken or written. So, this method enhanced the students to
improve their English vocabulary mastery independently-they can learn new
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B. Formulation of the Problem
Based on the background of the study, the writer formulates the problem as
follows:
1. Can Total Physical Response improve the students’ English vocabulary?
2. What is the most significant improvement of the components of vocabulary
by using Total Physical Response?
3. What are the advantages of the implementation of Total Physical Response in
improving the students’ English vocabulary?
C. Objectives of the Study
This study attempts to solve the problems which need positive solutions, they
are:
1. To know whether Total Physical Response can improve students’ English
vocabulary in MI NU Manafiul Ulum Kudus.
2. To know the most significant improvement of students’ English vocabulary by
using total physical response.
3. To identify the advantages of total physical response in improving students,
English vocabulary in MI NU Manafiul Ulum Kudus.
D. Benefit of the Study
The research is expected to give some benefits for the students, the teachers,
and other researchers.
1. For the students.
Through Total Physical Response, the students will get an enjoyable situation
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use of them. The result of this study, hopefully, will improve their vocabulary
mastery.
2. For the teachers
For the teachers, by understanding the result of this study, they can be careful
in selecting teaching techniques and methods in their class. It is hoped that the
result of this study helps the teachers to teach vocabulary properly by using
Total Physical Response for Elementary School students.
3. For other researchers
For other researchers, the result of the study helps them in teaching
vocabulary. In conducting research process, the data offer the literature for the
researchers. It is hoped that the data can open their mind in completing
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10
CHAPTER II
REVIEW OF RELATED LITERATURE
In this chapter, the researcher would review some literature related to
vocabulary mastery by using Total Physical Response (TPR).
A. The Nature of Vocabulary and Mastery
The following will presents the nature of vocabulary and mastery from
different point of view:
1. The Definition of Vocabulary Mastery.
Whute (1986: 337) states, “Vocabulary is the word that is used in language.
They are elements that are combined to make sentences or discourse. The more
vocabulary will be needed in order to intake accurate word choice, so it will
effectively convey thought and ideas. Hornby (174: 252) states that vocabulary is
total number of words which make up language with rules for combining them.
Vocabulary of language consists of lexical forms (words) that refer to part of our
experience. In English, these words consist of consonants and vowels (Nasr, 1985:
36). Julian Edge (1993: 27) states that knowing many words in a foreign language
is important as it enables us to have more chance in understanding the language.
Mastery means natural or acquired facility in specific activity: ability,
adeptness, art, command, craft, expertise, expertness, knack, proficiency, skill,
technique (http://www.answers.com/topic/mastery). It can be said that mastery is
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Mastering vocabulary deals with learning words at the first. Learning words
is a cyclical process of meeting new words and initial learning, followed by
meeting those words again and again, each time extending knowledge of what the
words mean and how they are used in the foreign language (Cameron, 2001: 74).
In short, vocabulary is words that are combined to express idea through
sentence or discourse. It is a starting point in learning English. It plays an
important role in learning; as a basic knowledge. Without knowing about
vocabulary, one will not be able to communicate with others. Mastering
vocabulary means knowing the form and the meaning of words and having ability
to use them communicatively either written or spoken. The aspects in vocabulary
mastery include pronunciation, spelling, meaning, and the use of the words.
Therefore, the indicators are:
a. Students know the meaning of words
b. Students are able to pronounce word correctly.
c. Students are able to spell or write words.
d. Students are able to use words in a sentence.
2. Types of vocabulary
Thorndike and Lorke in (Nation, 1990: 19) define types of vocabulary as
follows:
Table 1: Types of Vocabulary, their Features, and the Implications for Teaching
and Learning.
Types of Vocabulary
Number of
Words Frequency
Coverage
of Text Origins
Implications for teaching and learning High-frequency words
2,000 Occur
frequently
About 87% of the running
words in a
About half are from Latin,
French, or
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Academic vocabulary Technical vocabulary Low-frequency words 800 About 1,000 to 2,000 for each subject About 123,000 Occur frequently in most kinds of academic texts Occur, sometimes frequently, in specialized texts. Do not occur very frequently. text. About 8% of the running words in academic text. About 3% of the runningwords in a specialized text.
About 2% or more of the words in any text.
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3. Learning and Teaching Vocabulary
Nation (in Cameron, 2001: 85) listed basic techniques by which teachers can
explain the meanings of new words, all of which can be used in the young learner
classroom:
a. by demonstration or pictures:
(1) Using an object
(2) Using a cut-out figure
(3) Using gesture
(4) Performing an action
(5) Photographs
(6) Drawing or diagrams on the board.
(7) Pictures from books.
(To these we might and moving images, from TV, video or computer)
b. by verbal explanation
(8) Analytical definition
(9) Putting the new word in a defining context
(10) Translating into another language
Verbal explanation (8) and (9) require pre-existing knowledge of the
language, definitions and explanations might help students to activate networks to
construct a meaning of a particular word. Notice that all except (10) require the
learner to do some mental work in constructing a meaning for the new foreign
language word. Sometimes, a new word is explained in the foreign language by
using picture, but soon it is translated in the first language. It make the students do
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Still, Nation (in Cameron, 2001) suggests that an explanation should be
followed by a check of understanding, using different technique. So, having
explained car through defining context, and their understanding can be check
using a picture. If it has not been understood, a further explanation can be given.
4. Teaching Vocabulary and Its Purpose for Students of MI Manafiul Ulum
Kudus
Brown (2001: 15) says that teaching is showing or helping someone to learn
how to do something, giving instruction, guiding in the study of something,
providing with knowledge, causing to know or to understand. Hornby (1987: 86)
states that teaching is giving instruction of knowledge, skill, lesson, living and
others.
Teaching English to school-age children therefore is not merely a matter of
setting them loose on a plethora of authentic language tasks in the classroom. To
successfully teach children a language requires specific skills and intuitions that
differ from those appropriate for adult teaching (Brown, 2001: 87).
From definition above it can be concluded that teaching English vocabulary
means facilitating students in learning vocabulary with the appropriate method
based on their age in order to enhance them with sufficient vocabulary.
Vocabulary has been taught in every level study from elementary to
advance. For Elementary School, teaching vocabulary is intended to make the
students master the vocabularies given which are based on the curriculum. As
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vocabularies. Therefore, teaching vocabulary for Elementary students is a must in
order to give them a basic knowledge.
In general, teachers of Elementary School do simple way in teaching
vocabulary, giving the meaning of new words immediately to be memorized.
Usually they use a textbook with some new vocabularies and automatically
translate them for students. Even, they just give students some words in a piece of
paper and ask them to memorize. In a fact, those are not appropriate way to teach
vocabulary. Students will be passive and actually it is hard for them to memorize
words without any context.
The English teacher in MI NU Manafiul Ulum Kudus seems do the same
way as other teachers of Elementary School in common. The consequence, the
students, especially the sixth students of MI NU Manafiul Ulum Kudus, is poor in
vocabulary mastery. They have told the truth that they had not been taught enough
vocabulary. On the other hand, too much time is spent for structure and reading
comprehension. Actually intensity in teaching vocabulary is not a big deal. The
most important is the use of appropriate technique in teaching vocabulary so that
they have sufficient words as a starting point to learn English.
Here, an English teacher plays an important role because she/he is the most
influential person in the classroom. She/he has to create a desirable classroom
climate to plan a variety of learning activities so that the students will enjoy the
learning and easily absorb the material.
She/he has to be able to apply various techniques in teaching English
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this case, using appropriate and interesting instructional media and new
techniques of teaching vocabulary is required.
Teaching vocabulary is really important as it is the foundation for students
to know more about English vocabulary. When the students do not have enough
words in their minds, it will be hard to go forward. They probably feel strange
with the pronunciation and spelling at once. Therefore, teacher should give them
an understanding about the purpose of learning English vocabulary.
It is obvious that the purpose of teaching English vocabulary is introducing
students with words that are used in high frequency. It begins from the simple
words that students are interested in. Besides to attract their attention and interest,
it will make the process of learning English vocabulary run smoothly. The
students are willing to memorize words that are often used in language class.
That’s why teacher must notice about learning vocabulary in and out of class
(Virginia, 1983: 8).
As Elementary school students are young learners, teaching English
vocabulary becomes a need. The aim is certainly to enhance the students in order
to be able to learn English holistically in the next level. They should be enhanced
with not only simple vocabulary but also the complex one. Traditionally, teachers
give only simple words such as pen, table, door, etc. In a fact, such new words
should not be presented in isolation. The teacher should provide the context. Of
course, students will have more chance in understanding the new words and it will
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Many researchers claimed that learners should initially be taught at least two
thousand high frequency words. Later it seems to be the goal for second language
learners. Meara in Celce-Murcia (2001) states that students who start to acquire
language should learn large vocabularies because of two reasons:
a. The language has a small number of words that occur many times in most of
material we see and a large number of words that occur only once o twice.
b. Most learners expect to learn as much as possible a number of vocabularies,
and it would be a mistake not to fulfill on the expectations.
West in Celce-Murcia (2001) states that the famous list of high frequency
words is the General Service List of English Words. It is claimed that knowing
these words will enable someone to access about 80 percent of the words in any
written text and thus stimulates motivation since the words acquired can be seen
by learners to have a demonstrably quick return. However, it is based on old word
counts and recently is being revised.
Dealing with that case, it should be taken into account that learners have
different need relates to vocabulary because of context. Learners in Indonesia
perhaps need to know more about vocabularies related to rainy season than spring.
In linked with curriculum of English as a foreign language that is taught in
Elementary School, nowadays it is widely accepted that vocabulary teaching
should be a part of the syllabus and taught in a well planned. The material for the
sixth year students are cleaning the classroom, daily routine, parts of the body,
objects in the classroom, etc. It can bee seen that students at that age still learn
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5. Teaching Process of English Vocabulary
Vocabulary teaching as a “social” process with comprehensible input is a
must when expecting comprehensible output. The most important, teachers must
provide students with adequate teaching methodology and time, as well as
appropriate vocabulary and learning activities that will develop verbal skills.
Hatch and Brown (1995): 372) describe five “essential steps” in vocabulary
learning based on research into learner’s strategies:
a. Having sources for encountering new words.
b. Getting a clear image, whether visual or auditory or both, for the forms of the
new words.
c. Learning the meaning of the words.
d. Making a strong memory connection between the forms and meanings of the
words.
e. Using the words.
Vocabulary needs to be met and recycled at intervals, in different activities,
with new knowledge and new connections developed each time. The same words
are met again. Looking at the five steps, we can see that each ‘step’ is in fact
something that needs to happen over and over again, so that each time something
new is learnt or remembered.
Thornbury (2002: 15) states that knowing the meaning of a word does not
just know its dictionary meaning (or meanings) – it also means knowing the
words commonly associated with it (its collocations) as well as its connotations,
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According to Cameron (2001), different aspects of word knowledge are
summarized in the following table, which combines similar lists from Ellis and
Sinclair (1990: 99) and Schmitt and Meara (1997: 18). These in turn draw on
[image:33.612.129.513.213.674.2]work by Richards (1976) and Nation (1990).
Table 2 Knowing about a word
Type of Knowledge What is involved Example
Receptive knowledge: aural/decoding
To understand it when it is spoken/written
Memory To recall it when needed
Conceptual knowledge To use it with the correct
meaning
Not confusing protractor with compasses
Knowledge of the spoken form: phonological knowledge
To hear the word and to pronounce it acceptably, on its own, and in phrases and sentences
To hear and produce the endings of verb forms, such as the /n/ sound at the end of undertaken
Grammatical knowledge To use it in a
grammatically accurate way; to know grammatical connections with other words.
She sang very well not *
she sang very good; to
know that is and be are parts of the same verb
Collocational knowledge To know which other
words can be used with it.
A beautiful view not *a
good-looking view.
Orthographic knowledge To spell it correctly Protractor not*
protractor Pragmatic knowledge,
knowledge of style and register
To use it in the right situation
Would you like a drink?
Is more appropriate in a
formal or semi-formal situation than what can I get you?
Connotational knowledge To know its positive and negative associations, to know its associations with related words
To know that slim has
positive connotations, when used about a person, whereas skinny is negative.
Metalinguistic knowledge To know explicitly about
the word, e.g. its grammatical properties
To know that protractor
is a noun; to know that
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In summary, knowing word involves knowing about its form, (the sounds,
the spelling, the grammatical change that can be made to it), its meaning (its
conceptual content and how it relates to other concepts and words), its use (its
pattern of occurrence with other words, and in particular types of language use).
Based on the theories of vocabulary that have been previously discussed,
mastering vocabulary means knowing the form and the meaning of words and
having an ability to use them communicatively either written or spoken. The
aspects in vocabulary mastery include pronunciation, spelling, meaning, and the
use of the words. Therefore, the indicators are: (1) students know the meaning of
words; (2) students are able to pronounce words correctly; (3) students are able to
spell or write words; and (4) students are able to use words in a sentence.
6. Vocabulary Learning Strategies
Vocabulary learning strategies is needed to discover the meaning of a new
word and to consolidate the new word found.
a. Guessing meaning from context
One of strategies mostly known is guessing word meaning from context.
The success of this strategy depends on the context. When the context is rich
enough, this strategy can be successful. On the contrary, if the context is not
sufficient in giving clues, this strategy can be hard for the learners. Steps to guess
a new word from the context is by looking at the unknown word, then looking at
the context, then finding relations among other clauses, sentences, or paragraphs.
The basic step of this system are: (1) decide the part of speech of the
unknown word (noun, verb, adjective, adverb, etc); (2) examine the clause or
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the clause or sentence to other sentences or paragraphs; and (4) Use knowledge
gained from such clues to guess the meaning of the word. Some signals that
might lead to successful guessing are conjunctions, punctuations, rhetorical
relationships, and reference words.
b. Mnemonic devices
This strategy which requires a manipulation and deep processing is the
Keyword Method, an aid to memory, or a ‘mnemonic device’. There are three
steps. First, the learner chooses an L1 or L2 word based on phonological or
orthographic similarity with the L2 target word. Then a strong association
between the target word and the keyword must be constructed to that, when seeing
or hearing the target language. Finally, a visual image is constructed to combine
the referents of the keyword and the target word. The important point is
concentrate on remembering the image of the interaction between the keyword
and the foreign word. For example: the target word is sapu (broom), and the
keyword is sweep. The association between the target word and the keyword is to
think of the image a mother sweeps the floor using a broom.
c. Vocabulary notebooks
A further strategy of learning vocabulary is setting up vocabulary
notebooks. It is done by writing down new words that the learners hear or see
within a certain period and noting its frequency, learning roots and derivatives in
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d. Other learner strategies
Various strategies can help discovering meaning and consolidating it in
memory. Teachers can encourage students to use L1 cognate, peer groups, link a
word to a personal experience, say a new word aloud, use a verbal or written
repetition, and review new material immediately.
According to Cameron (2001), the using of appropriate strategy will
influence the success of learning vocabulary. Some available strategies are not to
be adopted automatically, and some training might be helpful. The general
principles of helping children to learn apply to strategies are:
a. Teachers can model how to use strategies and draw children’s attention
explicitly to aspects of strategy use. For example, teachers can show how to
find clues to the meaning of a new word in a picture or in other words in the
same sentence.
b. Teachers can teach the sub-skills needed to make use of strategies. For
example, to use a dictionary efficiently requires knowledge of alphabetical
order and lots of practice.
c. Classroom tasks can include structured opportunities for using strategies. For
example, when reading a story, teachers can explicitly encourage prediction of
the meanings of new words.
d. Independent strategy use can be rehearsed in classrooms. For example,
children can be helped to prepare lists of words that they want to learn from a
lesson, can be shown ways of learning from lists and later can be put in pairs
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e. Young learners can be helped to reflect on the learning process though
evaluating their achievements. For example, at the end f a lesson they can be
asked how many new words they have learnt, and which words they need to
learn more about. Through regular self-evaluation, children can come to
understand more about what they are learning and how.
In a short, students should decide a particular strategy based on their
ability, and the teacher should give an explicit training to cope with various
strategies needed so that students are able to use different strategies to understand
new words properly.
B. Total Physical Response.
Total Physical Response is developed by Dr. James J. Asher, a professor of
psychology at San José State University, to aid learning second languages. The
method relies on the assumption that when learning a second or additional
language, language is internalized through a process of code breaking similar to
first language development and that the process allows for a long period of
listening and developing comprehension prior to production. Students respond to
commands that require physical movement.
(http://en.wikipedia.org/wiki/Total_-Physical - Response)
TPR has important elements in common: (1) It is based on the way children
learn their native language, that is, by acquiring listening comprehension before
speaking, reading, and writing skills; (2) It shares the premise that learning a
second language should be a "natural" experience with emphasis on
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globally, with attention to detail emphasized later in the learning process; and (4)
It emphasizes on the use of the brain's right hemisphere, for implicit learning.
TPR has a number of advantages: (1) Students will enjoy getting up out of
their chairs and moving around; (2) Simple TPR activities do not require a great
deal of preparation on the part of the teacher; (3) TPR is aptitude-free, working
well with a mixed ability class, and with students having various disabilities; (4) It
is good for kinesthetic learners who need to be active in the class; (5) Class size
need not be a problem, and it works effectively for children and adults; (6) It is
good tool for building vocabulary; and (7) It is memorable, actions help
strengthen the connections in the brain; (8) It can be a challenge for shy students.
On the other hand, like other method, TPR has also some disadvantages: (1)
whilst it can be used at higher levels, TPR is most useful for beginners. It is also
at the higher levels where preparation becomes an issue for the teacher; (2)
Students are not generally given the opportunity to express their own thoughts in a
creative way; (3) It is easy to overuse TPR. "Any novelty, if carried on too long,
will trigger adaptation." Asher writes, "No matter how exciting and productive the
innovation, people will tire of it”; and (5) the teacher may find that it is limited in
terms of language scope. Certain target languages may not be suited to this
method.
In short, Total Physical Response is a method that is used to teach a second
or foreign language that concerns with listening comprehension in order to get
students’ understanding in learning the language naturally and easily. Here, the
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1. Definition of Total Physical Response.
TPR is a hands-on approach to second language learning in which the
teacher infuses language through commands and by which the student responds
with kinesthetic (body) movement to show total comprehension.
The TPR (Total Physical Response) teaching style was developed in
response to the observation that "Adults...in first language acquisition manipulate
children's physical behavior by a massive number of commands. The infant
becomes ready to talk only after many months of moving in response to gentle
directions from adults. At first, probably the infant listens to the instruction
without giving any responses. After the instruction has been repeated for several
times in weeks or months, the infant will be able to imitate or respond depending
on the stage of producing words.
In other words, learning foreign language seems to be similar with that case.
The students who do not know about the language will be given some instructions
based on the need. They need not to utter, just listen and do the instruction from
the teacher. Later, they will be capable in saying the same utterances when they
are ready to speak.
To determine whether students understand about the material, teacher can
pay attention to the student’s response. There are three types of test item
responses existing for listening: action response, evaluation response, and
communication response. All are intended to create a response that can be used to
evaluate listening (comprehension) skill without resorting to the other language
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on the speaking skill. In an action response one hears a command and physically
carries out the command.
The complexity of the teacher's utterance and the degree of familiarity of the
utterance could become factors in the determination of scores. An evaluation
response calls for the learners to give some indication of whether an utterance
accurately portrays reality, or which of a set of possible responses is the correct
one. Action response and evaluation response items call for little or no use of
speaking, while communication response calls for oral response. The students'
utterance involves not only their perception of the teacher's message, but also its
intent and the formulation of an appropriate response with well-chosen linguistic
structures.
It can be concluded that TPR is a method of teaching foreign language
through some commands to give oral experiences to students in acquiring
language with kinesthetic movement.
2. History of Total Physical Response
According to Asher, TPR is based on the premise that the human brain has a
biological program for acquiring any natural language on earth - including the
sign language of the deaf. The process is visible when we observe how infants
internalize their first language. It looks to the way that children learn their native
language. Communication between parents and their children combines both
verbal and physical aspects. The child responds physically to the speech of their
parent. The responses of the child are in turn positively reinforced by the speech
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For many months the child absorbs the language without being able to
speak. It is during this period that the internalization and code breaking occurs.
After this stage the child is able to reproduce the language spontaneously. With
TPR the language teacher tries to mimic this process in class.
In conclusion, TPR has been developed based on the process of acquiring
language of children. They start to acquire language by listening and are going to
be able to respond physically, uttering the words or sentences that are often
repeated. Further, they perhaps will be able to read or even write a particular
words or sentences that are always shown to them through picture or modeling.
3. Total Physical Response in Teaching Vocabulary
In the classroom the teacher and students take on roles similar to that of the
parent and child respectively. Students must respond physically to the words of
the teacher. The activity may be a simple game such as Simon Says or may
involve more complex grammar and more detailed scenarios. TPR can be used to
practice and teach various things. It is well suited to teaching classroom language
and other vocabulary connected with actions. It can be used to teach imperatives
and various tenses and aspects. It is also useful for story-telling. Because of its
participatory approach, TPR may also be useful alternative teaching strategy for
students with dyslexia or related learning disabilities, who typically experience
difficulty in learning foreign languages with traditional classroom instruction
(http://www.positivepractices.com/BilingualEducation/TotalPhysicalResponse%5
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Total Physical Response is largely about movement. By physically moving
to learn verbs and even nouns, learning increases and stress decreases.. However,
it is recognized that TPR is most useful for beginners, though it can be used at
higher levels where preparation becomes an issue for the teacher. It does not give
students the opportunity to express their own thoughts in a creative way. The
following are the steps in using TPR for teaching:
a. Aspect of meaning
1) Teacher explains in native language about the rule of TPR, that is the
students just listen and need not to speak at first. They have to act out the
commands from the teacher.
2) Teacher asks some volunteers to come to the front of the room and sit with
her/him in chairs that are lined up facing the other students. Other students
listen and watch.
3) Teacher gives various commands beginning with verbs while doing them
together with the volunteers, for example: "swim" (use both hands and do
something general like a butterfly free stroke in the air).
4) Teacher allows the volunteers to do the instructions and she/he remains
seated.
5) Then, teacher asks one of the volunteers to perform the instructions alone.
6) Teacher approaches the other students who have been sitting observing
her/him and the volunteers and gives the same commands.
7) The students follow the teacher’s action.
8) After the students master the instructions, the teacher gives the new ones
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9) Teacher turns to the rest of the class and gives the commands randomly to
the students.
10) The last step, teacher writes the new commands on the blackboard. Each
time she/he writes a command, she acts it out.
11) The students copy the sentences from the blackboard into the notebooks.
Using TPR in teaching vocabulary can be fitted to the real situation in the
classroom. Sequence steps above are intended to make the students understand the
new vocabularies given. To be said knowing vocabulary, students have to know
the meaning, the spelling, the pronunciation, and the use of the words. In order to
equip the students in those four aspects, teacher might add more steps after
students understand the meaning. The following are additional steps, to teach
aspect of spelling, aspect of pronunciation, and aspect of using the words, that are
actually elaboration of previous steps to teach vocabulary holistically.
b. Aspect of spelling
1) The teacher asks the students to write the instructions on the board.
2) The teacher asks volunteers to spell the words along with her.
3) The teacher asks the students randomly to spell the words alone.
c. Aspect of pronunciation
1) The teacher asks a student to be an instructor.
2) Then, the first student who becomes instructor gives instructions to the
second student.
3) From the first student, teacher can check the pronunciation, and from
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d. Aspect of using word
1) The teacher asks the students to make new imperative sentences spoken
or written using the same words on the board.
2) The teacher asks the students to practice using their sentences.
C. The Nature of Teaching English to Young Learners and Development of
Young Learners.
Teaching English to young learners should consider the development of
young learners in order to do a successful teaching. The following is theoretical
review related to teaching English to young learners.
1. Teaching English to Young Learners
The number of teachers of young learners is increasing as children start to
learn English at younger age around the world. The term young learners can be
used to describe:
a. Pre-school learners
b. Primary school learners and
c. Secondary school or teenage learners.
In teaching adult, the materials are papers, books, the blackboard, etc. For
children, all sorts of material are used-magnets, hamster, costumes, and so on.
Activities need to be child-centered and communication should be authentic.
Children learn because they want, not for the sake of teacher. They are willing to
learn if they enjoy the English material. On the other hand, they will immediately
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teachers to teach children holistically and to focus on the whole children. Several
themes repeatedly come up:
a. Focus on meaning, not correctness.
Children speak, write, listen, or draw something based on their capability
in groups. The teacher does not correct errors.
b. Focus on the value of the activity, not the value of the language.
Children prepare an oral introduction of their pet (e.g. it is my rabbit. Its
name is Ruby), make a poster with an image of the rabbit that could be used if the
rabbit were to get lost.
c. Focus on collaboration and social development.
The children work in group then make a report. Each student has a role in
the group.
d. Provide a rich context, including movement, the senses, objects and pictures,
and variety of activities.
The students learn terms for community occupations such as teacher,
doctor, and postman. They wear appropriate costume and act out brief scene by
following the teacher’s direction.
e. Teach ESL holistically, integrating the four skills.
The students listen to a story then repeat a refrain in the story and supply
some missing words. If possible, they help the teacher to tell story, discuss about
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f. Treat learners appropriately in light of their age and interests.
At the end of a unit, students play bingo using vocabulary and pictures
from the unit.
g. Treat language as a tool for children to use for their own social and academic
ends.
In a group, students sing and chant the same pieces. They enjoy activities
that allow them to work with friends.
Use language for authentic communication, not as an object of analysis.
The whole students in a class do not know term of present continuous tense, but
enjoy making up role plays.
Those principles are important to be understood and applied for teaching
children. Further, the principles should be adjusted to the children’s development.
The activity has to be matched to their age or class level.
In line with the principles, for helping young learners to learn, Read (2003)
proposes some of the optimal conditions:
a. learning is natural
b. learning is contextualized and part of a real event
c. learning is interesting and enjoyable
d. learning is relevant
e. learning is social
f. learning belongs to the child
g. learning has a purpose for the child
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i. learning makes sense to the child
j. the child is challenged appropriately
k. learning is supported appropriately
l. learning is part of a coherent whole
m. learning is multi-sensory
n. the child wants to learn
o. learning is active and experiential
p. learning is memorable
q. learning allows for personal, divergent responses
r. learning takes account of multiple intelligences
s. the learning atmosphere is relaxed and warm
t. The child has a sense of achievement.
(Read in (http://www.teachingenglishgames.com/3-5.htm) also suggests the
seven Rs which provide an integrated framework for managing children positively
and creating a happy working environment:
Relationships - creating and maintaining a positive relationship with learners
is at the heart of establishing a happy learning environment.
Rules - establish a limited number of rules and make sure they are clear, as
well as the reasons for having them.
Routines - classroom routines make it clear to everyone what is expected of
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Rights and Responsibilities-although these may not be stated explicitly with
very young learners, teachers can model through their own actions which of
these they value.
Respect - students who are treated respectfully by the teacher will respond in
a similar way to the teacher. If the children feel that the teacher treats them as
individuals, they will also respond to the teacher as an individual and not with
a collective group mentality.
Rewards - reward systems can be an effective way of reinforcing appropriate
behavior e.g. using stars, stickers, points, smiley faces, raffle tickets or
marbles in a jar (http://www.teachingenglishgames.com/3-5.htm).
On her website, Vernon presents some of the problems many preschool
teachers face. Preschool learners:
• have very short attention spans
• forget things quickly
• may not be fully confident in their first language
• may not be motivated to learn
• may be fearful
• develop at very different rates which leads to mixed ability groups
• can be easily overwhelmed
• Need to be taught with effective language learning techniques and not just
with time fillers to keep them
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The solutions she proposes include:
• Change your games and activities every 5-10 minutes.
• Vary the pace during the lesson, mixing up energetic games with quiet ones.
• Repeat, review and revise. Use short games to review vocabulary and phrases
you have already taught.
• Make lessons playful and full of physical movement. Children will find them
more enjoyable, be more motivated and remember the language better.
• Teach in a relaxed and friendly atmosphere with plenty of encouragement.
• Avoid competition with preschool learners. It can be stressful and overwhelm
them. Play games where everyone wins, or where you do not single out a
winner.
• Encourage and support young learners.
• Use chants, rhymes and songs. These are great for movement and frequent
repetition of vocabulary and phrases.
Do not focus on reading and writing - leave those for when children are older.
• Focus on listening and understanding, building vocabulary and the acquisition
of short phrases.
• Concentrate also on speaking practice, starting with single words and short
phrases, and gradually moving onto longer sentences and questions.
• Avoid abstract concepts and focus on concrete items that children understand
and relate to. For example, start with familiar topics such as colors, numbers,
greetings, animals, fruit, food and drink, families, body parts, shapes, clothing,
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• Use please and thank you and be positive. Focus on positive behavior rather
than telling children what not to do.
• Be prepared - practice telling stories before you go into class and have your
picture flashcards and materials ready.
Mix up active participation and listening. If the children become restless do
something active.
• Be flexible. If something is not working then change the game or activity.
• Involve shy children - help them to express themselves.
• Bring in real objects whenever possible, such as clothes to dress up in, or
props for acting out little plays or stories. When you cannot bring in realia use
whatever objects are available in your class, and use colorful pictures of real
items.
• Use stories. Stories are a great resource for preschool learners, who will want
to hear the same tales told repeatedly.
Cameron (2003:73) argues that the continuing growth of teaching English to
young learners brings a number of challenges. Starting to learn English at an
earlier age may not bring automatic improvements to proficiency levels, unless
teacher education and secondary language teaching both adapt to meet the
challenges of the new situation. According to Cameron, amongst other knowledge
and skills, teachers of young learners need:
• an awareness of how children think and learn
• skills and knowledge in spoken English to conduct whole lessons orally
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• to be equipped to teach initial literacy in English.Other current issues in teaching young learners include:
• the use of learners' first language in the language classroom
• teaching other subjects through the medium of English e.g. CLIL
• developing appropriate assessment of young learners
• Young learner teacher education.
From the previous theory, it can be said that teaching English for young
learners is different from adults. Teacher has to give appropriate material and
various activities based on the principles and conditions in teaching children so
that the teaching and learning process will be successful. Therefore, TPR is
required to teach English for young learners as it is suitable with the students’
interest at such age. By acting and moving they can learn new words easily and
this way might be interesting for them. If the students are interested in the way
they learn, they would master the new words well.
2. Techniques and Resources
Using the right technique and resource in conveying the material for young
learners is a must. Wrong technique can be a terrible thing as students cannot
pretend that they enjoy the material and listen to the teacher as if they understand
what is being taught. They would spontaneously express what they think, even to
say that they do not like English. Surely, it will be hard for the teacher to hear
that. Therefore, the following techniques and resources are important as
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a. Using songs, poems, and chants.
To play with language, teachers need to use songs, poems, and chants to
teach children. They seem not tired of practicing the same songs, poems, or
chants many days of week. Often, they incorporate gestures and movements
into their songs and chants. The following example is a song usually used:
If you’re happy clap your hands
If you’re happy clap your hands
If you’re happy and you know it then you’re surely want to show it
If you’re happy clap your hands.
If you’re happy step your feet.
If you’re
