A Case Study of English Teaching Methods to Young Learners at Budi Dharma Kindergarten Tebing Tinggi

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A CASE STUDY OF ENGLISH TEACHING METHODS TO YOUNG LEARNERS AT BUDI DHARMA KINDERGARTEN TEBING TINGGI

A THESIS

BY

VIVI RAMANINGSIH LUBIS REG. NO. 100705008

DEPARTMENT OF ENGLISH

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A CASE STUDY OF ENGLISH TEACHING METHODS TO YOUNG LEARNERS AT BUDI DHARMA KINDERGARTEN TEBING TINGGI

A THESIS

BY

DEPARTMENT OF ENGLISH

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A CASE STUDY OF ENGLISH TEACHING METHODS TO YOUNG LEARNERS AT BUDI DHARMA KINDERGARTEN TEBING TINGGI

A THESIS BY

SUPERVISOR, CO. SUPERVISOR

Drs. H. Chairul Husni, M.Ed. TESOL Drs. Yulianus Harefa, M.Ed. TESOL NIP. 19570803 198404 1 004 NIP. 19610703 198601 1 001

Submitted to Faculty of Cultural Studies University of Sumatera Utara Medan in partial fulfillment of the requirements for the degree of Sarjana Sastra from Department of English.

DEPARTMENT OF ENGLISH

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Approved by the Department of English, Faculty of Cultural Studies University of

Sumatera Utara (USU) Medan as thesis for The Sarjana Sastra Examination.

Head, Secretary,

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Accepted by the Board of Examination in partial fulfillment of requirements for the

degree of Sarjana Sastra from the Department of English, Faculty of Cultural

Studies University of Sumatera Utara, Medan.

The examination is held in Department of English Faculty of Cultural Studies

University of Sumatera Utara on Tuesday, 28thOctober 2014.

Dean of Faculty of Cultural Studies University of Sumatera Utara,

Dr. H. Syahron Lubis, MA NIP. 19511013 197603 1 001

Board of Examiners:

Dr. H. Muhizar Muchtar, MS. ……….

Rahmadsyah Rangkuti, M.A. Ph.D. ……….

Dr. Hj. Masdiana Lubis, M.Hum. ……….

Dr. Hj. Nurlela, M.Hum. ……….

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ACKNOWLEDGEMENTS

Alhamdulillah, all praise to Allah SWT who always gives me blessing,

power, strength and love in my entire life and in terms of my study, especially in

completing this thesis as one of the requirements to get Scholar Certificate in English

Department, Faculty of Cultural Studies, University of Sumatera Utara.

I would like to express my gratitude and appreciation to the Dean of Faculty

of Cultural Studies, Dr. H Syahron Lubis, M.A, The head of English Departement,

Dr. H. Muhizar Muchtar, MS, and the Secretary of English Department, Rahmadsyah

Rangkuti, M.A. Ph.D, and to all the lectures of English Department for all

assistances, valuable knowledge and facilities during my academic year.

My sincere gratitude goes to my Supervisor, Drs. H. Chairul Husni, M.Ed.

TESOL and my Co-Supervisor, Drs. Yulianus Harefa, M.Ed. TESOL, who given me

a considerable amount if contribution of knowledge, spared their valuable time to

comment, encourage, and guide me to finishing this thesis.

For my family especially my father Faridani and my daddy Aldafri Lubis, I

also want to say thank you for your support, advice, love in my days, for your taught

for me to be always patient and your pray to make me a better person to everybody.

Thank you to my beloved brother, Muhammad Ibnuh Lubis for your support and your

laugh who always make me feel being your best sister ever.

To all my friends, thank you for you for understanding nd encouragment in

many precious moments in my life. My special thanks is dadicated to my best friend

Dhini Ayuningtyas for crazy weirdo moments that we created together and special

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Nurhani Septiany, Ishak Zainal Abidin, Febby Luthfrianti, Putroe Wulandari, Novita

Theresia, Rizky Aldiyansyah, Gunanti, Bang Ijal, Bang Yuda, Kak Dinda, Dimas, and

Abel. Thank you for every craziness things that we spend together for Ganda

Himawan, Tasriqurrahman, Arief Arkhasad, Yudi Chairun, and Faisal. A massive

thank you to Bripda Wahyudha Yusman for the support.

In writing this paper, I realized that this thesis is far from being perfect

though I have done my best, so I hope suggestion for this thesis. Without any helps

and support from all parties, this thesis would not be completed. Finally, I expect this

thesis would be useful for the readers in future.

Medan, October 2014 The Writer

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AUTHOR’S DECLARATION

I, VIVI RAMANINGSIH LUBIS DECLARE THAT I AM THE SOLE AUTHOR

OF THIS THESIS EXCEPT WHERE REFERENCE IS MADE IN THE TEXT OF

THIS THESIS. THIS THESIS CONTAINS NO MATERIAL PUBLISHED

ELSEWHERE OR EXTRACTED IN WHOLE OR IN PART FROM A THESIS BY

WHICH I HAVE QUALIFIED FOR OR AWARDED ANOTHER DEGREE. NO

OTHER PERSON‟S WORK HAS BEEN USED WITHOUT DUE

ACKNOWLEDGMENTS IN THE MAIN TEXT OF THIS THESIS. THIS THESIS

HAS NOT BEEN SUBMITTED FOR THE AWARD OF ANOTHER DEGREE IN

ANY TERTIARY EDUCATION.

Signed :

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COPYRIGHT DECLARATION

NAME : VIVI RAMANINGSIH LUBIS

TITLE OF THESIS : A CASE STUDY OF ENGLISH TEACHING METHOD TO YOUNG LEARNERS AT BUDI DHARMA KINDERGARTEN TEBING TINGGI

QUALIFICATION : S-1/SARJANA

DEPARTMENT : ENGLISH

I AM WILLING THAT MY THESIS SHOULD BE AVAILABLE FOR

REPRODUCTION AT THE DISRECTION OF THE LIBRARIAN OF

DEPARTMENT OF ENGLISH, FACULTY OF CULTURAL STUDIES,

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ABSTRAK

Skripsi ini berjudul A Case Study of English Teaching Methods to Young Learners at

Budi Dharma Kindergarten Tebing Tinggi. Dalam hal ini saya berusaha menganalisis metode dan teknik apa yang digunakan para guru di salah satu Taman Kanak-kanak di Tebing Tinggi yaitu TK. Budi Dharma, dalam mengajarkan bahasa Inggris pada anak didiknya, dimana bahasa Inggris merupakan bahasa kedua atau pun ketiga bagi mereka. Dalam menganalisis metode dan teknik yang digunakan para guru di sekolah TK tersebut, saya menggunakan metode Deskriptif Kualitatif, yaitu suatu metode yang menggambarkan keadaan dan situasi yang diperoleh dari objek penelitian dengan penjabaran kata perkata. Selanjutnya, saya menemukan buku-buku yang relevan dengan pokok bahasan skripsi ini, dilanjutkan dengan mengadakan wawancara langsung dengan seorang informan yaitu guru kelas yang bersangkutan, yang memberikan data-data tentang situasi dan teknik mengajar di sekolah tersebut. Disamping itu, saya juga melakukan observasi langsung di dalam kelas untuk melihat dan membuat catatan tentang aktivitas guru dan murid dalam proses belajar mengajar selama 2 (dua) bulan.

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ABSTRACT

The title of this thesisisA Case Study of English Teaching Methods to Young

Learners at Budi Dharma Kindergarten Tebing Tinggi. In this research, I try to analyze the methods and techniques that are used by the teacher in the one of kindergartens in Tebing Tinggi that is Budi Dharma Kindergarten, in teaching English to the young learners, where English is the second or third language for them. In analysing the methods and techniques that are used by the teacher in the kindergarten, I use the Qualitative Descriptive method that is describing the state and situation of the object obtained from studies with the translation word by word. Furthermore, I found the books related to the subject of this thesis, followed by conducting interview directly with an informant that is the teacher, who gave data about the situation and teaching technique at the school. In addition, I also make a direct observation in the classroom to see and make note about the activities of teacher and students in the learning process for 2 (two ) months.

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ABSTRAK

Skripsi ini berjudul A Case Study of English Teaching Methods to Young Learners at

Budi Dharma Kindergarten Tebing Tinggi. Dalam hal ini saya berusaha menganalisis metode dan teknik apa yang digunakan para guru di salah satu Taman Kanak-kanak di Tebing Tinggi yaitu TK. Budi Dharma, dalam mengajarkan bahasa Inggris pada anak didiknya, dimana bahasa Inggris merupakan bahasa kedua atau pun ketiga bagi mereka. Dalam menganalisis metode dan teknik yang digunakan para guru di sekolah TK tersebut, saya menggunakan metode Deskriptif Kualitatif, yaitu suatu metode yang menggambarkan keadaan dan situasi yang diperoleh dari objek penelitian dengan penjabaran kata perkata. Selanjutnya, saya menemukan buku-buku yang relevan dengan pokok bahasan skripsi ini, dilanjutkan dengan mengadakan wawancara langsung dengan seorang informan yaitu guru kelas yang bersangkutan, yang memberikan data-data tentang situasi dan teknik mengajar di sekolah tersebut. Disamping itu, saya juga melakukan observasi langsung di dalam kelas untuk melihat dan membuat catatan tentang aktivitas guru dan murid dalam proses belajar mengajar selama 2 (dua) bulan.

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ABSTRACT

The title of this thesisisA Case Study of English Teaching Methods to Young

Learners at Budi Dharma Kindergarten Tebing Tinggi. In this research, I try to analyze the methods and techniques that are used by the teacher in the one of kindergartens in Tebing Tinggi that is Budi Dharma Kindergarten, in teaching English to the young learners, where English is the second or third language for them. In analysing the methods and techniques that are used by the teacher in the kindergarten, I use the Qualitative Descriptive method that is describing the state and situation of the object obtained from studies with the translation word by word. Furthermore, I found the books related to the subject of this thesis, followed by conducting interview directly with an informant that is the teacher, who gave data about the situation and teaching technique at the school. In addition, I also make a direct observation in the classroom to see and make note about the activities of teacher and students in the learning process for 2 (two ) months.

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CHAPTER I

INTRODUCTION

1.1 Background of the Study

There are about thousands living languages in this world and English is the

most widely used. With this predicate as the International Language, makes English

become important nowadays, especially for people who live in developing countries

like Indonesia. People are expected to master the English or at least have ability as

passive English users in order to get a good job in every field of work.

Because of the importance of English nowadays, many parents send their

children to school where English is taught as a compulsory subject. And now in some

developing towns in Indonesia, like TebingTinggi in North Sumatera, many parents

begin to send their young childrento some kindergartens where English is taught and

practiced, in order to get good qualities in English for their children.

There are many methods in English teaching. Therefore, teachersshould

select a suitable method or students. A suitable method to teach can help the student

in understanding the materials easily. A suitable method is very effective for

situation and condition of the teaching and learning process in Classroom.

Using the suitable method is hoped that the teacher can deliver the materials

clearly and the students can understand the lesson easily. Beside that, the teacher

should also be able to make students active in the classroom. In addition, suitable

method will make the process of teaching and learning in the classroomeffective,

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Considering this case, in teaching-learning process, the teacher must pay

attention to the method used. The teacher must make English class joyful. It means

that students feel fun in learning teaching process. Monotonous activities make the

children bored. The teacher must make English method in joyful such as singing and

games in the classroom. Managing a big class is not as easy as anybody thinks. It

needs patience and high motivation for teaching. Beside that, it also needs a good

preparation for teaching, such as media and facilities.

There are many reasons why I choose the kindergarten students. Budi

Dharma Kindergarten is the favorite school in Tebing Tinggi for the parents to send

their children to get the education. So, I interest to know the English Teaching at the

school. As young learner, children have great talent in learning new things,

including language. The children are able to receive new language easily. The only

apparent acceptation to this is pronunciation, which is learned more easily by young

learners (Children) as state by Penny Ur (Penny, 1996:286). Moreover, they

have good memory. They can memorize new vocabularies better and faster than

adult. Beginning, the teachers have to arrange the activities as well as possible

to get the students‟ attention because they usually get bored fast.

In the recent years there has been a massive increase in teaching languages at

schools. English is in demand at schools even in lower primary classes. Teachers

need to find interesting and enjoyable ways in order to involve children in successful

learning process and enhance their progress, which is mostly not an easy task. That is

why I have chosen the topic concerning methods and technique. From this condition,

there are many kindergartens and are built and they increase in number every year.

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children. In those kindergarten, the teachers begin to introduce English to the

children through many ways, such as communication, songs, pictures, games, etc.

The children in the includein “young learners” category, where young learners mean

the children in the range age 3 – 12 years old.

Many theories stated by psychologists related to the processes in language

learning and language acquisition, might be useful for the teachers. The writer is

interested in the topic above because many theories of teaching English discuss little

about teaching children. In my mind, learning English which English is their second

language in the early ages is important because child‟s mind is still fresh, empty, and

most of them are able to grasp and remember new things, so the children can

increase the vocabulary by using many ways of teaching. Studying a language can‟t

be separated from studying vocabulary. By learning vocabulary first, learners will be

able to communicate in English.

Children in the early ages can acquire a second and even a third language

because the speed learning center of the brain is at its maximum capacity between

the first to the ninth years of life. According to Pearson (in Curtain and Carol 2009:

6) “Age is strongly related to learning another language. Children are more likely to

develop native-like proficiency before age 10, and they are also at a maximum of

openness to other cultures.”

In teaching language (especially English) to children, the teachers and the

methodologist need to work together to make the syllabus ( objectives and methods )

and the programmes of teaching-learning process. Here, there is a relationship

between the theory and practice in order to get the target for children‟s abilities in

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1.2 Problem of the Study

According to the title of this proposal “A Case Study Of English Teaching

Methods To Young Learnersat Budi Dharma Kindergarten in TebingTinggi”, there

are two problems that I try to clarify the problems into some questions, they are:

a. What kind of techniques are used by the kindergarten teachersin teaching English

to the young learners?

b. What kind of methods used by the kindergarten teachers in teaching English to the

young learners?

1.3 Objective of the Study

This thesis is also designed to achieve two objectives, they are:

a. To show some the activities of teachers and students (English teaching process) in

the kindergarten class.

b. To know some teaching methods used by the kindergarten teacher through some

techniques practised in the class.

1.4 Scope of the Study

As shown above, the analysis is focused on the class activities in the “Cherry

B Class” at Budi Dharma Kindergarten.I try to analyze what kind of methods that are

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Therefore, she limits the scope of the thesis in teaching English through some

methods (as the theories) and the use of some techniques in the class activities (as the

application or practice) inthe kindergarten.

1.5 Significance of the Study

For those who have an interest in this topic, there are some significances. The

significances of this thesis are:

a. To show the teachers in the schools about the methods and techniques that are

used in teaching English are appropriate with the young learners or not.

b. To let the readers know that teaching English to young learners is not as easy as

many people think.

c. To let the readers know about the nature of students-teachers interaction the class.

d. To let the readers know about teaching English by using some methods or

techniques for young learners where English is their second language.

e. To help the other those who intend to discuss furthter about young learners and

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CHAPTER II

REVIEW OF LITERATURE

In writing this thesis and doing the research, I use the result of the

observations and also uses some opinions, statements and theories of some expects in

children psychology, children language acquisition, and some methods of language

teaching for young learners in books. These are adopted from several books which I

used as references.

It is quite hard for me to find the precise theory for the research especially in

analysing the data. However, I can find some references from some books in library.

Further, the main sources which I use for this research are the following books. They

are very useful for me in completing the thesis.

a. “Technique and Principles in Language Teaching” by Larsen-Freeman (2000)

which gives information about the histories, descriptions, and principles of eight

teaching methods. They are the Grammar-Translation Method, The Direct

Method, The Audio-Lingual Method, The Silent Way, Suggestopedia,

Community Language Learning, The Total Phsycal Response Method, and The

Communicative Approach.

b. “Principles and Practice in Second Language Acquisition” by Krashen (1995)

who talks about the relationship between „theory‟ and „practice‟. It is a discussion

of how both methodology and material interrelate with each other. It talks about

methods in second and foreign language teaching.

c. “Teaching Languages to Young Learners” by Cameron (2001), talk about

teaching that puts learning in the centre of the frame. Teaching foreign languages

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years old. Teaching languages to children needs all the skills of the good primary

teacher in managing children and keeping them on tasks and that children will

only learn simple language.

d. “Principles of Language Learning and Teaching,” by Brown (1980) which tells

the readers about scientific apprroaches to the methodology of foreign language

teaching, principle approaches based in varying degrees, on experimentation and

research on linguisti, psychological, and pedagogical foundation. It also gives the

readers some informations about principles of language learning and teaching

which provides teachers with a comprensive and update grasp on the theoritical

foundations of foreign language teaching.

e. “Teaching Englis as a Foreign Language,” by Broughton and friends (1980), the

member of Department of English as a foreign language at the University of

London Institute Education. They talk about teaching English as a foreign

language both to adults and children in the classroom. It discusses the

management and the activities which can make children enjoy the lesson.

2.1 Teaching

Education consists of teaching and learning. Teaching is done by someone to

give knowledge to others. The success of education depends on teaching and learning

process. Brown (2000: 7) states in Principlesof LanguageLearning and Teaching that

teaching is showing or helping someone to learn how to do something, giving

instruction, guiding in the study of something, providing with knowledge, knowing

or understanding. This activity involves active communication and interaction

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entitled Roles of Teacher and Learner“Teaching is essentially social activities

implying relationship between teacher and learner”. (Wright, 1987: 10).

In teaching activities, teachers absolutely have significant roles and close

relationship with students in delivering messages or knowledge. According to Elliot,

Stephen N (1999: 369) “Teacher acts as Curriculum facilitator and not

Curriculum planners”. It can be concluded that teacher as the center of education is

faced by a number of decisions to be made in the classroom. As a manager

classroom, a teacher must control the student in determining what the students

suppose to do and acquire. The responsibilities of teacher in managing favorable

atmosphere and media to support learning are important.

AccordingtoLesleyII in her book Strategy for effective teaching(2000: 18) the

strategies and methods for motivating students are:

1. Be sure students can fulfill their basic school needs.

2. Make sure the classroom in comfortable, orderly and pleasant.

3. Help students perceive classroom as valuable.

4. Be sure that the tasks are suitable for students.

5. Help students set reasonable goals.

6. Provide variety in learning activities.

7. Use cooperative learning methods.

8. Monitor students work: provide feedback.

In teaching activity, there must be an interaction between teachers and

students and their relationship should be friendly, cooperative and conducive too, so

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2.2 Learning

Learning cannot be separated from teaching. According to Brown (2001: 7),

learning is “acquiring or getting of knowledge of a subject or a skill by study,

experience or instruction” meanwhile Kimble and Garmezy (1963: 133) states,

“Learning is relatively permanent change in a behavioral tendency and result of

reinforced practice”. Learning does not always happen in formal class, but it can

happen in our daily life as experience.

Here are some understandings of learning according to Brown in (2001: 7):

1. Learning is acquisition or “getting”

2. Learning is retention formal of information or skill

3. Retention implies storage system, memory, cognitive organization

4. Learning involves active, conscious focus and acting upon events outside or inside

the organism

5. Learning is relatively permanent but subject to forgetting

6. Learning involves some form of practice, perhaps reinforced practice

7. Learning is a change in behavior

To achieve success in the learning English language, the students must

have high motivation. This motivation will support them to try their ability in

practicing exercise and also getting knowledge. We can conclude that learning is

activity to get knowledge through complex processes, not only mental process but

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2.3 Young Learners

In Indonesia, young learners can be categorized as students of Kindergarten.

In their ages, their brain development grows fast. That‟s why learning language

from earliest time is very important. According to Scott and Ytreberg (2000: 1) in

their book Teaching English to children, young learners are divided into two main

groups:

1. The five to seven years old (beginner stage)

2. The eight toten years old

Furthermore, Scott ( 1990: 3) explained that there are some characteristics of

young learners that are relevant to language teaching and learning:

a. Young learners use language skills long before they are aware of them.

b. Young learners understand situations more quickly than they understand language

used.

c. Young learners have very short attention and concentration.

d. Young learners cannot decide for themselves what to learn.

e. Young learners love to play, and learn the best when they are enjoying

themselves.

f. Young learners are enthusiastic and positive about learning

From the statement above it is true that young learners have their own

abilities to know and appreciate new things around them, like new sounds and new

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2.4 Methods and Techniques in Teaching - Learning

According to Brown in his book Teaching by Principles(1994: 16),

Method is “a generalized set of classroom specifications foraccomplishing

linguistic objectives. Method tends tobe concerned with teacher and student role

and behaviors and secondary with such features as linguistic and subject-matter

objectives, sequencing and materials”.

According to Anthony (1963) in has provided a useful set of definitions for

our purposes. A method, is a set of procedure, i.e., a system that spells out rather

precisely how to teach a second of foreign lguage. It is less specific than a technique.

Methods are typically compatible with one (or sometimes two) approaches. A

technique is a classroom activity and thus represents the narrowest of the three

concepts. Some techniques are widely used and found in many methods.

Larsen and Freeman in his book “Techniques and Principles in Language

Teaching”(1986: 4), states that there are eight methods of teaching with the

tehniques:

2.4.1The Grammar-Translation Method

The grammar-Translation method‟s characteristics are:

a. Grammar is studied deductively that is, students given the grammar rules and

examples.

b. The ability to communicate in the target language.

c. The students are taught to translate from one language to another.

d. The teacher is authority in the classroom, and the students do as the teacher says.

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f. The teacher supplies the students with the correct answer in facing the student‟s

errors.

g. The students and teacher use native language.

The techniques in The Gramar-Translation Method are:

a. Translation of literary passage

Students translate a reading passage from the target language into their native

language. The reading passage then provides the focus for several classes:

vocabulary and grammatical structures in the passage are studied in subsequent

lessons. The translation may be written or spoken or both

b. Reading comprehension questions

Students answer questions in the target language based on their mother

tongue understanding of the reading passage.

c. Antonyms/synonyms

Students are given one set of words and are asked to find antonyms or

synonyms in the reading passage.

d. Cognates

Students are taught to recognize cognates by learning the spelling of sound

patterns that correspond between the languages. Students are also asked to memorize

words that look like cognates but have meanings in the target language that are

different from those in the native language.

e. Deductive application of rule

Grammar rule are presented with exmples. Exceptions to each rule are also

noted. Once students understand a rule, they are asked to apply it to some different

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f. Fill in the blanks

Students are given a series of sentences with words missning. They fill the

blanks.

g. Memorization

Students are given lists of target language vocabulary words and their native

language equivalents and are asked to memorize them.

h. Use words in sentences

In order to show that students understand the meaning and use of a new

vocabulary item, they make up sentences in which they use the new words.

i. Composition

The teacher gives the students a topic to write about in the target language.

2.4.2 Direct Method

Direct method has one rule that is no translation allowed

a. The grammar is taught inductive that is: the students are presented with an

example and figure out the rule or generalization from the examples.

b. The teacher and the students are more like partners in teaching and learning

process.

c. Reading in the target language should be taught from the beginning instruction.

d. The syllabus used is based upon situation or topics.

e. Primary skills at spoken language.

f. Vocabulary is emphasized over grammar.

g. The native language should not be used in the classroom.

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a. Reading aloud

Students take turns reading sections of a passage, play, or dialog out loud.

b. Question amd answer

This exercise is conducted only in the target language. Students are asked

questions and aswer in full sentences so that they practice new words and

grammatical structures. They have the opportunity to ask questions as well as answer

them.

c. Getting students to self-correct

The teacher of this class has the students self-correct by asking them to make

a choice between what they said and an alternative answer he suplied. There are,

however, other ways of getting students to self-correct.

d. Conversation practice

The teacher asks students a numbe of questions in the target language, which

the students have to understand to be able to answer correctly. In the class observed,

the teacher asked individual students questions about themselves. The questions

contained a particular grammar structure.

e. Fill in the blank

This techniques has already been in the previous method, but differs in its

application in this method. All the items are in the target language; furthermore, no

explicit grammar rule would be applied.

f. Dictation

The teacher reads the passage three times. First read at normal speed, while

the students just listen. Second read is phrase by phrase and the student write down

what they have heard. The last read at the normal speed and the students check their

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g. Map drawing

The class included one example of a technique used to give students listening

comprehension practice. The tudents were given a map then the teacher gave the

students ddirections such as the following.

h. Paragraph writing

The teacher in the class asked the students to write a paragraph in their own

words. They could have done this from memory, or they could have used the reading

passage in the lesson as a model.

2.4.3Audio-Lingual Method

This methods focus on pronunciation, pattern drills and conversation practice.

The characteristics of this method are:

a. The teacher is a leader, while the students are imitators.

b. The aim is to use the target language communicatively.

c. Pronunciation is taught from beginning, often by students working in language

laboratories on discriminating between members of minimal pairs.

d. The narrative language and the target language has separate.

e. The habits of the students‟ native language are taught to interface with students

attempt to master the target language.

f. The students should learn to respond to either verbal or nonverbal stimuli.

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The techniques in Audio-Lingual Method are:

a. Dialog memorization

Dialog or short conversation between two people are often used to begin a

new lesson. Students memorize the dialog through mimicry; students usually take the

role of one person in the dialog, and the teacher the other.

b. Backward build-up (expansion) drill

The drill is used when a long time of a dialog is giving students trouble. The

teacher breaks down the line into several parts. The students repeat a part of the

sentence, usually the last phrase of the line. Then, following the teacher‟s clue, the

students expand what they aree repeating part by part until they are able to repeat the

entire line. The teacher begins with the part at the end of the sentences (and works

backward from there) to keep the intonation of the line as natural as possible. This

also directs more student attention to the end of the sentence, where new information

typically occurs.

c. Repetition drill

Students are asked to repeat the teacher‟s model as accurately and as quickly

as possible. This drill is often used to teach the lines of the dialog.

d. Chain drill

A chain drill gets its name from the chain of conversation that forms around

the room as students, one by one, ask and answer questions of each other.

e. Single slot substitution drill

The teacher says a line, usually from the dialog. Next, the teacher says a word

or phrase called the cue. The students repeat the line the teacher has given them,

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f. Multiple slot substitution drill

This drill is similar to the singe slot substitution drill. The difference is that

the teacher gives one phrase, one at a time, that fit into different slots in the dialog

line. The students must recognize what part of speech each cue is, or at least, where it

fits into the sentence, and make any other changes, such as subject verb agreement.

They then say the line, fitting the cue phrase into the line where it belongs.

g. Transformation drill

The teacher gives students a certain kind of sentence pattern, an affirmative

sentence.

h. Question and answer drill

This drill gives students practice with answering questions. The students

should answer the teacher‟s question very quickly.

i. Use of minimal pairs

The teacher works with pairs of words which differ in only one sound; for

example, „ship/sheep‟. Students are first asked to perceive the difference between the

wtwo word and later to be able to say the two words.

j. Complete the dialog

Selected words are erased from a dialog students have learned. Students

complete the dialog by filling the blanks with the missing words.

k. Grammar game

The games are designed to get students to practice a grammar point within a

context. Students are able to express hemselves, althought it is rather limited in this

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2.4.4Communicative Approach

This method involves in real communication. The characteristics of these

methods are:

a. Teacher is facilitator of the students in learning English.

b. The target language is a vehicle for classroom communication.

c. The goal is to enable students become communicatively competent.

d. Language is for communication.

e. Emphasizing in language function.

f. Students should be given an opportunity to express their ideasand opinions.

g. The students‟ native language has no particular role.

h. The teacher evaluates students‟ accuracy and fluency.

The techniques in Communicative Approach are:

a. Authentic material

The use of language materials authentic to native speakes of the target

because the typical problem that students cannot transfer what they learn in the

classroom to the outside world and to expose students to natural language in variety

of situations.

b. Scrambled sentences

The students are given passage (a text) in which the sentences are in a

scrambles order. This type of exercise teaches students about the cohesion and

coherence properties of language.

c. Language games

The students find them enjoyable, and if they are properly designed, they give

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d. Picture strip story

An information gap existed the students in the groups did not know wha the

picture contained. They had a choice as to what their prediction would be and how

they would word it. They received feedback, not on the form but on the content of

the prediction, by being able to view the picture and compare it with their prediction.

e. Role play

Role play is very importat in this method beacuse they give the students an

opportunity to practice communicating in different social contexts and in different

social roles. Role plays can be set up so that they are very structured.

2.4.5Community Language Learning

The purpose from community language learning is to make students

learn how to use the target language communicatively. The characteristics of

these methods are:

a. Building relationship with and between the students is very important.

b. The students depend on the teacher.

c. Any new learning experience can be threatening.

d. The teacher responds to the students‟ feeling.

e. The students‟ native language is used to make the meaning clear.

f. The teacher encourages the students‟ initiative and independences.

The techniques in Community Language Learning are:

a. Tape recording student conversation

This is a technique used to record student generated language as well as give the

opportunity for community learning to come about. By giving students the choice

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responsibility for their own learning. Students are asked to have a conversation

using their native language as the common language of the group.

b. Transcription

The teacher transcribes the students‟ tape-recorded target language

conversation. Each student is given the opportunity to translate his or her utterances

and the teacher writes the native language equivalents beneath the target language

words.

c. Reflection on experience

The teacher takes time during and/or after the various activities to give the

students the opportunity to reflect on how they feel about the language learning

experience, themeselves as learners, and their relationship with one another. As

students give reaction, the teacher understand them – shows that he has listened

carefully by giving an appropriate understanding response to what the student has

said. He does not repeat what the learner says, but rather shows that he understands

its essence.

d. Reflective listening

The students relax and listen to their own voices speaking the target language

on the tape. Another possible technique is for the teacher to read the transcript while

the students simply listen, with their eyes open or shut. A third possibility is for the

students to mouth the words as the teacher reads the transcript.

e. Human computer

A student chooses some part of the transcript to practice pronouncing. She is

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f. Small group tasks

The small group in the class we observed were asked to make new sentences

with the words on the transcript. Afterward, the groups shared the sentences they

made with the rest of the class. Teacher who use small group activities believe

students can learn from each other and can get more practice with the target language

by working in small group.

2.4.6The Total Physical Respond Method

The characterictics of The Total Physical Respond Method are:

a. The students are imitators of the teacher.

b. The teacher interacts with the whole group of the students and with individual

student.

c. The methods are introducing to the students‟ native language the meaning is made

clear through body movements.

d. The teacher is director of all students‟ behavior.

e. Formal evaluation is conducted simply by commanding individual students to

perform a series of action.

The techniques in The Total Physical Respond Method are:

a. Using commands to direct behavior

The commands are given to get students to perform an action; the action

makes the meaning of the command clear.

b. Role reversal

Students command their teacher and classsmates to perform some avtions.

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although some students may take longer. Students should not be encouraged to speak

until they are ready.

c. Action sequence

At one point we saw the teacher give three connected commands. The series

of commands is called an action sequence, or an operation

d. Imitation

Students are imitator of the teacher.

2.4.7 Suggestopedia

The purpose of suggestopedia is to accelerate the process by which

students tolearn to use a foreign language for everyday communication. The

characteristics of suggestopedia are:

a. The teacher initiates interactions with the whole group of students and with

individual‟s right from the beginning language course.

b. Emphasizing vocabulary and speaking communicatively.

c. Students‟ native language translation is used to make the meaning of the dialogue

clear.

d. Evaluation is usually conducted on the students‟ normal class performance not

formal test.

The techniques in Suggestopedia are:

a. Classroom set up

Emphasis is placed on creating a physical environment that does not “feel”

like a normal classroom, and makes the students feel as relaxed and comfortable as

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b. Peripheral learning

Student can absorb information “effortlessly” when it is perceived as part of

the environment, rather than the material “to be attended to”

c. Positive suggestion

Teachers appeal to students‟ consciousness and subconscious in orede to

better orchestrate the “suggestive” factors involved in the learning situation.

d. Visualization

Students are asked to close their eyes and visualize scenes and events, to help

them relax, facilitate positive suggestion and encourage creativity from the students.

e. Choose a new identity

Students select a terget language name and/or occupation that places them

“inside” the language they are learning.

f. Role play

Students pretend temporarily that they are someone else and perform a role

using the target language.

g. First concert

Teacher does a slow, dramatic reading of the dialog synchronized in

intonation with classical music.

h. Second concert

Students put aside their scriptd and the teacher reads at normal speed

according to the content, not the accompanying pre-classical or Baroque music – this

typically ends the class for the day.

i. Primary activation

Students “playfull” reread the target language out loud, as individuals or in

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j. Secondary activation

Students engage in various activities designed to help the students learn the

material and use it more spontaniously. Activities include singing, dancing,

dramatizations, and games –“communicative intent” and not “form” being the focus.

2.4.8 The Silent Way

The purpose of silent way is to be able to use the language for self

expression, perceptions and feelings. The characteristics of silent way methods are:

a. The role of the students is to make use of what they know, to free themselves of

any obstacles and to actively engage in exploring the language.

b. The teacher sets up situation that focus student attention on the structure of the

language.

c. Vocabulary is somewhat restricted at first.

d. The meaning is made clear by focusing the students‟ perception

e. The students‟ native language is used to give instruction when necessary.

f. The teacher never gives a formal test.

The techniques in Silent Way are:

a. Sound color chart

The chart contains blocks of color, each one representing a sound in the target

language. The teacher and later the students points to blocks of color on the chart.

Finally since the sound color chart presents all of the sounds of the target languag at

once, students know what they have learned and what they yet need to learn. This

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b. Teacher’s silence

The teacher gives just as much help as is necessary and then is silent. Or the

teacher sets up an unambiguous situation, puts a language structure into circulation,

and then is silent. Even in error correction, the teacher will only suply a verbal

answer as a last resort.

c. Peer correction

Students re encouraged to help another student when he or she is

experiencing difficulty. It is important taht any help be offered in a cooperative

manner, not a competitive one. The teacher monitors the aid so that it is helpful, not

interfering.

d. Rods

Rods can be used to provide visible actions or situations for any language

structure, to introduce it, or to enable students to practice using it. The rods trigger

meaning: situations with the rods can be created in such a way that the meaning is

made clear; then the langauge is connected to the meaning.

e. Self-correction gesture

The teacher uses her palms as a tool while showing the students‟ mistake.

f. Word chart

The teacher and later the students points to words on the wall charts in a

sequence so that they can read aloud the sentences they have spoken.

g. Fidel chart

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h. Structured feedback

The teacher accepts the students‟ comments in a nondefensive manner,

hearing things that will help give him direction for where be should work when the

class meets again. The students learn to take responsibility for their own learning by

becoming aware of and controlling how they use certain learning strategies in the

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CHAPTER III

METHOD OF RESEARCH

3.1 Research Design

Peter Gavora claims that there are many ways how to define the term

“research”. Althoughhe considers some of these definitions very difficult, he states

that “research” can be defined as a systematic way of solving problems. Since the

research has correction ability, it confirms or disproves actual evidence or makes the

new one (2000, 11).

Research can be classified as:

 Quantitativeis works with numerical values and finds out amount, range or

frequency of phenomenon occurrence. Numerical values can be processed

mathematically by sum checking, counting theaverage,percentage formulationor

by using other methods of mathematic statistics.

 Qualitative is expressed byverbal (non-numerical) form. It is a description which

is detailed and cogent. Among typical research methods are non-structured

observations or ethnographic interviews.

MiroslavChráska adds that one of the basic differences between quantitative

and qualitative research is that they both come from different philosophical

principles. Quantitative research is influenced by positivism from which the theory

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from phenomenology which puts stress on subjective aspects of human‟s acts and

that is why it admits the existence of more realities (2007, 32).

This short-term research is therefore classified as a research based on

qualitative (the interview with teachers) and also partly on quantitative (results

expressing frequency of using particular pronunciation activities and correction

techniques obtained from observations) analysis of collected data.

This research I use teh qualitative research. It is based on the observation and

interview in teaching-learning process of English in the classroom.

At first, the activities of English teaching-learning process are observed in the

class which involves the teachers and students interactionespecially the techniques

and methods used by the teacher in teaching English and the responces from the

students by using the note taking method for recording the data by using my own

observation sheets,. And at last, I try to analyze what kind of techniques and methods

that are used by kindergarten teachers in teaching English at Budi Dharma in Tebing

Tinggi.

3.2 The source of data

The library research is utilized in adapting theory which supports the topic of

this thesis and also to get information about language teaching methods and

techniques for children. And also to get information about how to make an analysis

which is from some books of Methodology of Reseach.

The definition of the data source in the research is the subject of where the

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where it is conducted in places where I conduct observations about teaching-learning

process in a class. In this research, the observations are done at Budi Dharma

Kindergarten in TebingTinggi, in Jln. Veteran No.2 Kel. TebingTinggi Lama, Kec.

TebingTinggiKota for 2 months. The students are gathered in one class which is

categorized into “Cherry B Class” level where their ages are five years old. In this

place, I analyze the methods and techniques of English teaching used by the teachers

in teaching – learning process in the class to young learners.

3.3 Data Collection

To get the data, the writer makes an observation on the class activities

(involves the teacher‟s and students‟ activities) in the class which categorized into

“Cherry B Class” level (the five years old students) at Budi Dharma Kindergarten,

Tebing Tinggi and I do interview on the teacher. Then identify the kinds of methods

and techniques.

3.4 Data Analysis

Analysis the result of observations by using thetheories in the books.When all

the data and information related to the topic are collected, then analysis will be

started by:

1. Analyzing the observation and interviews of “Cherry B Class” about the English

teaching process to young learners in the class by using the qualitative descriptive.

2. Indentifying the kinds of each methods and techniques that are used by the

teacherin the classrooms.

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CHAPTER IV

ANALYSIS AND FINDINGS

4.1 Analysis of Teaching -Learning Process

4.1.1Profile ofThe Class

As we know before, the development of many Kindergartens in Tebing

Tinggi are growing rapidly in number every year. It deals with the increase of

parentsknowledges and considerations to send their young children from 5 years old

into some kindergartens in order to give them best educational qualities.

One of the famous kindergartens in Tebing Tinggi is Budi Dharma

Kindergarten. In this kindergarten, I make an observation and interviews on the

teacher about English teaching methods at kindergarten. Here, I observe the teaching

– learning activities in one of the class which is categorized into “Cherry B Class”

level where the students are in the age of five.

In the “Cherry B Class”, there are 44 students comprises of 25 (twenty five)

boys and 19 (nineteen) girls. They are taught by two female teachers. One is the

main teacher and another is the assistant teacher. And both of those teachers control

all of students‟ activities in the class absolutely and use the communitive approach to

teach the students.

In the Kindergarten, the condition of the class is almost the same. In the

Kindergarten the class is divided into two areas, theyare: tables and chairs area where

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techniques in English teaching-learning processs, there are some facilities that help

teacher to get succeed in teaching the learners to understand the target language

(English). The materials that are found in the kindergarten class are toys, pictures or

posters that hang on the wall, books that contain some pictures and vocabularies in

English, colouful blocks, artificial fruits and vegetables, coloured pencils and

drawing books, and etc.

4.1.2 Nature Students – Teachers Interaction in the Class

To build a good and responsive interaction among teachers and students, here

the teachers should know how the students‟ mood are when they want to start the

class. Because most of the children still have instability emotions. Their activities,

mostly depend on mood. For instance, if they have good moods to learn, the teachers

can start the class with the material that they want to teach successfully. But, on the

other hand, if most of the children in the mood of playing or still crying and do not

want to enter the classs or far away from their mother, the teacher should wait for a

few minutes until they are ready to focus on the subject or object taught at that time.

And sometimes, teachers asks students about what they want to do or learn about at

that time. It show that the teacher uses the Suggestopedia method, because the

students learn depend on mood and learning done in the athmosphere of play in order

it can fun, and also Communicative Approach because the teacher should know the

students feeling and what they are saying.

Since their attentions are important in teaching-learning process, the teacher

shoud have a way all of the students‟ attentions when teacher wants to start the class.

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instrument like a shallow drum with metal discs around the edges and it is played by

being shaken or hit with the hand.

For instance, while the teacher shaking the tambourine and asking the

children to sit on their chairs and look at her. Then most of the children run to their

chairs, sit on it and look at her. After that, the class begins. This way shows that the

teacher uses the Audio-Lingual method because the students are under control of

teacher absolutely.

In teaching-learning activities in the class, if a student can answer the

question or do the orders from teacher correctly, the teacher asks other students to

give the applauze to that student. But if a student makes a mistake in mentioning or

pronouncing a thing or answering the question from teacher, the teacher will say or

give him/her the correct answer immediately or ask the other students to give the

correct one together and loudly. It shows that the teacher uses the Communicative

Approach, because the students are under control of teacher, teacher also be sensitive

to the students‟ limitation, to build the relationship among the teacher and students

and the cooperation among the students, and the last is communication with the

students is important.

So, in the nature students-teachers interaction in the classroom, the teacher

combines the Communicative Language Learning, Audio Lingual Method and

Suggestopedia and the techniques that are used are imitation, repetition drill,

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4.1.3 Activities in English Teaching – Learning Process

One of the teachers, Madam Siti Ilmiami (as the writer‟s informant) says that

teaching children is harder than adults. It is not as easy as many common people

think. It is not just teaching about numbers from one till ten, or colours (red, yellow,

blue, and etc) then they should memorize all of them in their minds. In the play

group, it is not just about singing a song, dancing, eating together, and then they may

go home. The class is over and also the duties of the teachers. It is absolutely wrong.

On the other hand, it is more complicated and need specific knowledges about how

to be the kindegarten teachers and how the teachers give the understanding for one

concept or thing which is representated the word. And they should have the

understanding for those two concepts and things in two languages; in their native

language (commonly in indonesian) and in their second language as the foreign

(especially English).

Here, the teachers should teach or give an understanding that the concept of

“one” is amount of thing that is representated by one thing or “two” for two things,

and etc. For example, “one pencil” means there is one pencil, “two apples” means

there are two apples, and etc. And the concept of “red” is representated by something

which the colour is red, and etc. Or “ball” is a thing which its shape is round and

many boys play the ball by kicking it, to his friend or draw it into basket ball. And

“cat” is a small animal with soft fur and four legs and it sounds “meow” and it

always catch the mouse, and etc. So they can differ “one” from “two”, “red” and

“blue”, “cat” and “chicken”, and many other things around them.

For this level, the material taught are about numbers, colours, parts of our

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using or showing the real things or the artificial ones that representated the words.

And some activities or emotional reactions are shown and taught by doing some

actions practised by the teachers. It is done beacause students, in this level, do not

only the skill of speaking or pronouncing the words (use their parts of speech) but

also the visualization of those words in order they can understand what are the things

they want to say.

The teacher also says that learning English for children is a form of process.

It containts of listening, imitating, and understanding process. Finally, they can differ

one thing from the others, one colour to another, or one act with others. So in

teaching English to children, teachers divide teaching-learning process into three

processes. They are process of introduction, repetition, and the test. And certainly,

each processes has its own techiques and methods deal with the purposes.

Here, we can see clearly how the techniques and methods are applied in

English teaching-learning process at Kindegertan Budi Dharma :

4.1.3.1 The Process of Introduction

Process of introduction is a process of teaching-learning language when the

students are firstly introduced with English words where most of them do not know

any English words before.

Here, students are introduced with English words by hearing and looking hat

the teacher says and show to them. And then they try to pronounce those words

together with the help of teacher. So, at this process, students‟ linstening and visual

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not forced to pronounce those words correctly, because here, teacher just wants to

give the understanding for those words in English.

As shown above that the materials taught by teacher are about numbers,

colours, fruits and vegetables, somethings around and outside near the class, parts of

body, some activities, some emotional reaction, some simple daily conversations,

and songs.

For those clearer feature of this process, here are some teacher‟s and students‟

activities in teaching-learning process.

4.1.3.1.1 The Teacher Introduces Numbers

In teaching numbers, for the first time, teacher mentions the numbers from

one till ten by using her fingers. She says, “one, two, three, four, five, six, seven,

eight, nine, ten” for three times and asks all of students to follow her. Then the

students try to follow what the teacher says and also use their fingers to show the

numbers like what the teacher do in front of the class.

And in other days, the teacher teaches students about the numbers by using

different way. For this time, the teacher dose not use her fingers again, but she uses

something like pencils, small balls, artificial fruits, books, and etc, to show the

amount of those things.

For example, the teacher holds two pencils on one of her hands, shows them

to her students and says, “two pencils” or “there are two pencils”. Then she asks the

students to follow what she says. And all of students say, “two pencils” together and

loudly. Next, she takes another one on the other handm gathers them and says, “three

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In this part, the teacher uses Direct Method, Audio-Lingual Method, and

Communicative Approach. The techniques that are used by the teacher are authentic

material, repetition drill, chain drill, and memorization.

4.1.3.1.2 The Teacher Introduces Colours

For the beginner students, the teacher introduces them with three basic

colours by using some colourful things like blocks, small balls, artificial fruits, or

pictures.

The teachers puts a red block on her hand and shows it to the students and

says, “it is red, merah” she asks he students to say it and students do that. Then she

takes a yellow small ball, shows it to them and says, “it is yellow, kuning” and again

they follow the teacher by saying “this is yellow”, together and loudly.

And for other days, the teacher teaches some different colours with different

or same things. For example, green small balls, brown beams, black hair, blue, white,

and etc.

In this part, the teacher uses Direct Method, Audio-Lingual Method, and

Communicative Approach. The techniques that are used by the teacher are authentic

material, sound color chart, repetition drill, and memorization.

4.1.3.1.3 The Teacher Introduces Fruits and Vegetables

There are two ways used by teacher to introduce some names of fruits and

vegetables to students. The first way is by using someartificial fruits. Here, teacher

hols one of the artificial fruit, shows to them and says its name. For example, the

teacher holds one the artificial orange on her hand, shows it to them, and says, “this

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says, “this is mango”. Then she repeats these same activities, and asks the students to

follow what she says and students also say, “this is orange” and “this is mango”.

The second way is by using some pictures that show some names of fruits

and vegetables. Teacher shows some pictures of fruits and vegetables by holding the

picture on her left hand and point out one picture apple with her right hand while

saying, “this is apple”, and continues with the others.

In this part, the teacher uses Direct Method and Audio-Lingual Method, and

the techniques that are used by the teacher are authentic material, repetition drill, and

memorization.

4.1.3.1.4 The Teacher Introduces Things Around and Outside Near Class

The teacher also introduces some things around the class like chairs, desks,

door, windows, clock, and etc. In teaching those things, teacher directly shows the

thing and says its name.

For example, she wants to introduces them with chairs, so she tahes a chair or

just points out one of a chairs near the students and then says, “this is chair”, and

then being followed by the students by saying, “this is chair”, together and loudly.

And it is alos used the same way for the other things in th

A Case Study of English Teaching Methods to Young Learners at Budi Dharma Kindergarten Tebing Tinggi