1 CHAPTER I INTRODUCTION
This chapter contains six topics. They are background of the study, statement
of the problems, purposes of study, significant of study, scope and limitation, and
definition of key terms.
1.1.Background of the Study
English is an international language that is broadly used in many different
countries. Nowadays, English is used by people in almost every part of the world
(Rohmah, 2005). Harmer (2007) said that English has become a lingua franca. English
is used to communicate between speakers whose native languages are different from
each other. We can use this language to communicate with people around the world.
In many Asian countries such as Indonesia, Malaysia, Singapore, Brunei,
etc, English has been taught since primary children. English is usually taught in many
schools started from young learners. Slattery and Willis (2012) said that teaching
English as a foreign language to young children has become significant in recent
years. In Indonesia, English has been introduced to the children as a primary foreign
language in local content which is though in formal school. Sabilah (2004) said that
according to the Decree of Minister of Education and Culture (R.I/No0487/4/192,
Chapter VIII), an elementary school can include extra lesson in its curriculum as long
as they do not contradict with the object of national education. This means that English
2
According to Slattery and Wills in shin (2006); ‘Young Learners’ (YL) were 7-12 years old meanwhile, ‘very Young Learners’ (VYL) were defined as under 7 years
old. From that statement, English for Young Learner (EYL) is English learnt by 7-12
years old who enrol in elementary school. Teaching English to young learner is
different from teaching English to adult learner because young learner has unique
characteristics. Sabilah et al. (2009) stated that the characteristics of young learner are
children love surprise, repetition, and they have short attention span. Teachers for
young learner must know how to teach them based on their individual characteristics,
to make the class more fun. Furthermore, young learners have very short attention span
because young learner just focus on here and now. Shin (2006) said that young learners
do not spend more than 10 or 15 minutes on one activity because children tend to be
bored easily. In solving the problems above, the teacher must have some solutions
based on situation and condition of their students. In this case, the teacher can use the
appropriate media to teach young learner.
According to Asyhar (2012), media are everything that can deliver or
distribute a message from a source in a planned manner, thus resulting in a conducive
learning environment in which the recipient can make the learning process efficiently
and effectively. Based on the explanation above, we can conclude that media are very
important in teaching learning process. This is because it can help the learning process
be more interesting, and it can make the student easy to get the material. The teacher
3
are several methods that appropriate to teach the young learners, one of them is Nursery
Rhyme.
According to Dunst (2011), nursery rhymes are short poems or songs that
often made up of trivial musical verse. Nursery Rhyme is believed effective for young
learner because it is made up of rhyming lyric and easy to be memorized by children.
The most popular Nursery Rhymes not only for young learner but also for older learner
are Twinkle Twinkle Little Star, Jack and Jill, Itsy Bitsy Spider, etc. Nursery rhyme can
help the students to master the English skills. According to Core Knowledge Language
Arts (2013), by listening to nursery rhyme and repeating or telling the story to
kindergarten student, they can develop an awareness of language that will help them to
become better readers and writers. This is why Nursery rhyme is important to be taught
to the students in order to ease them during the study.
In previous study, Oktavianai (2005) found that there was significant different
of students’ achievement in vocabulary between those taught using nursery rhyme and
those taught using conventional technique. This proved that the use of nursery rhymes
in teaching and improving students’ vocabulary was more effective than the conventional technique. From the two groups, the measurement showed that the
increasing line of the vocabulary achievement of the experimental group was higher
than the control group.
Based on the explanation above, that nursery rhyme is the good media for the
teaching learning process. Accordingly, the researcher would like to observe how
4
conduct a research with title “The use of Nursery Rhyme by Teacher in English for Young Learner at Cordova Course”. The researcher takes Cordova Course, Tumpang,
Malang as the place to conduct the research because it is one of the courses where the
Nursery Rhyme is taught.
1.2. Statement of the Problems
Concerning to the topic, the problem of the study can be formulated as
follows:
1. What kind of Nursery Rhyme used by teachers in English for Young Learners
at Cordova Course?
2. How does the teacher apply the Nursery Rhyme in teaching English for Young
Learners at Cordova Course?
3. What are the strategies or “Tips” for using Nursery Rhyme for teaching English
for Young Learner at Cordova Course?
1.3. The Purposes of Study
Based on the problems above, there are three purposes of the study, they are:
1. To know what kind of Nursery Rhyme used by teachers in English for Young
Learners at Cordova Course.
2. To describe how the teacher applies the Nursery Rhyme in teaching English for
Young Learners at Cordova Course.
3. To know the strategies or “Tips” for using Nursery Rhyme for teaching English
5
1.4. Significance of Study
The findings of this study are expected to provide beneficial contributions
theoretically and practically. Theoretically, the result of this study can be used as an
input for English teacher in English teaching and learning process.
Practically, the result of this study will help the researcher herself to adopt the
teaching technique which is appropriate in teaching English using nursery rhyme. For
the teacher, the result of this study can help them to make the variation of nursery
rhyme in the learning process. In addition, the researcher hopes the result of this study
can be used as a source of information for other researchers who want to conduct a
research in the same field.
1.5. Scope and Limitation
The scope of this study focuses on the use of nursery rhyme by the teacher
who teaches English for Young Learner at Cordova Course. In addition, the subject of
this study will be limited on one teacher, who teaches the 5th grade students at Cordova Course.
1.6. Definition of Key Terms
In order to avoid misunderstanding of the idea, the researcher gives several
definition of key terms used in this study. The definitions of key terms are defined as
follow:
a). Nursery Rhyme are short poems or songs that are made up of trivial musical
verse (Dunst, 2011), for example, Twinkle Twinkle Little Star, Jack and Jill, Itsy
6
b). Young Learners are children between the ages of about 5 years old to 12 years
old. Rixon in Yuliana (2003).
c). Cordova Courses is the course where the researcher conducts the research. It is
one of the courses in Malang which applies Nursery Rhyme to teach English to
i
THE USE OF NURSERY RHYME BY TEACHER IN ENGLISH
FOR YOUNG LEARNER AT CORDOVA COURSE
THESIS
This thesis is submitted to fulfill one of the requirements to achieve Sarjana Degree in English Education
By :
Lulu’ Hidayati
201110100311278
ENGLISH DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION UNIVERSITY OF MUHAMMADIYAH MALANG
ii
This thesis was written by Lulu’ Hidayati and was approved on November 10th, 2015
By:
Advisor II, Advisor I,
iii
This thesis was defended in front of the examiners of the Faculty of Teacher
Training and Education of University of Muhammadiyah Malang
and accepted as one of the requirements to achieve
Sarjana Degree in English Education
on November 10th, 2015
Approved by:
Faculty of teacher and training and Education
University of Muhammadiyah Malang
.
Examiners:
1. Drs. Jarum, M.Ed
2. Teguh Hadi Saputro, S.Pd., M.A
3. Rahmawati Khadijah Maro, S.Pd. M.PEd
iv
ORIGINALITY DECLARATION
The undersigned:
Name : Lulu’ Hidayati
Student ID Number : 201110100311278
Program of Study : English Department
Faculty : Faculty of Teacher Training and Education
I declare that the work presented in this thesis was carried out by myself and does not
incorporate without acknowledgement any material previously submitted for a degree
or diploma in any university. To the best of my knowledge this thesis does not
contain any material previously published or written by another person except where
due reference is made in text.
v
Motto and Dedication
Hai orang-orang yang beriman, jadikanlah sabar dan shalat sebagai
penolongmu, sesungguhnya Allah beserta orang-orang yang sabar.
(Al-Baqaroh:153)
Nabi Muhammad SAW Bersabda:”Sesungguhnya Allah tidak
melihat (menilai) bentuk tubuh umat manusia dan tidak pula
menilai ketmpanan wajahnya, tetapi Allah melihat (menilai)
keikhlasa hati hambanya”. (R.Muslim
This thesis is dedicated to: My beloved parents Mr. Munaki and Mrs. Maryam. The big Family of Hamsy family My beloved brother Mr. Syafuddin, S.Kom and Dimas Nurkolis My beloved sister Mrs. Mustamirroh, S.Pdi, and Dinda Amalia .K My beloved friends Malinee, Soraya, Puji, Ika, Vivin, Aan, Anggita, Winda, Okta, Rahayu, Hamas, Elis, and Iim My beloved friends of E class English dept. 2011
vi
ACKNOWLEDGEMENTS
Praise be to Allah who has given blessing and mercy so that the writer can
finish in creating this thesis. Shalawat and salam may be granted to our noble
prophet Muhammad SAW and His family, His friends, and His followers who have
brought Islam until this present. As an ordinary human who has the weakness and
limitedness, the writer realizes that the thesis under the title “The use of Nursery Rhyme by Teacher in English for Young Learner at Cordova Course” cannot be
finished without support, guidance, and help from other people. For that, the writer
wants to say her deepest gratitude to the honorable:
1. Mrs. Rahmawati Khadijah Maro, S.Pd. M.PEd and Mrs. Nurakhfini Septiany,
M.A, M.Ed who have been very helpful, warmhearted, and patient in giving
advises, ideas, and valuable time during the process of this thesis writing.
2. Cordova Course which helps the process of conducting the research.
3. My beloved parents Mr. Munaki and Mrs. Maryam who always support me with
Do’a and material to finish this thesis.
4. Big Hamsy Family who always support me.
5. My beloved friends E class English Dept 2011, KSR-PMI UMM, KKN 86 2014,
PPL 2 SMP Raden Fatah Batu, and EYL 2014.
vii
THE USE OF NURSERY RHYME BY TEACHER IN ENGLISH FOR YOUNG LEARNERS AT CORDOVA COURSE
ABSTRACT
Teaching English to young learners is different from teaching adult learners. In teaching English to young learners, the teacher should consider to the young learners characteristics that are easy to get bored but very active. To overcome those young learners’ characteristics, the teacher should create interesting activities in order to attract the young learners’ willingness to study and to make them not feel bored in the class. Therefore, one solution offered in teaching English to young learner was by using nursery rhyme. The purpose of this study are (1) To know what kind of Nursery Rhyme used by teacher in English for Young Learner at Cordova Course. (2) To describe how the teacher applies the Nursery Rhyme in teaching English for Young Learner at Cordova Course. (3) To know the strategies “Tips” in using Nursery Rhyme for teaching English for Young Learner at Cordova Course.
The design of this study was descriptive qualitative research by taking an English teacher who was teaching English for young learner at 5th grade at Cordova course. In collecting the data, the researcher used two kinds of instrument, those are semi structure interview and non-participant observation.
Based on the result of the data, the researcher found three kinds of nursery rhyme used by teacher at Cordova course. They were finger play and action rhyme, riddles, and counting rhyme. The teacher applied nursery rhyme which involved several steps, they were, (1) The teacher gave the students a piece of paper of the Nursery rhyme lyric. (2) Teacher asks the students to repeat the lyric after the teacher. (3) Teacher show the nursery rhyme and the students listen carefully about the video. (4) The teacher give the example of sings a song about the nursery rhyme. (5) The teacher asks the students to sings a song together. (6) The teacher asks the students to sings a song by themselves. There were three strategies or “Tips” in using nursery rhyme done by the teacher in English for young learner at Cordova course, those were classroom technique, using simple language, and the assessment.
Key words: EYL, Nursery Rhyme.
The Writer
viii
TABLE OF CONTENTS
APPROVAL ... ii
LEGALISATION ... iii
ORIGINALITY DECLARATION ... iv
MOTTO AND DEDICATION ... v
ACKNOWLEDGEMENTS ... vi
ABSTRACT ... vii
TABLE OF CONTENTS ... viii
CHAPTER I: INTRODUCTION ... 1
1.1 Background of the Study ... 1
1.2 Statement of Problem ... 4
1.3 Purpose of the Study ... 4
1.4 Significance of Study... 5
1.5 Scope and Limitations ... 5
1.6 Definition of Key Terms ... 5
CHAPTER II: REVIEW OF RELATED LITERATURE ... 7
2.1 Young Learner ... 7
2.1.1 Characteristics of Young Learner ... 8
ix
2.3 Teaching Strategy for English Young Learner ... 12
2.4 Teaching Media ... 13
2.4.1 Visual Media... 13
2.4.2 Audio Media ... 14
2.4.3 Audio-Visual Media ... 14
2.4.4 Multimedia... 14
2.5 Nursery Rhyme ... 15
2.5.1 Kinds of Nursery Rhyme ... 15
2.6 Applying Nursery Rhyme in Teaching Learning Process ... 19
CHAPTER III: RESEARCH METHODOLOGY ... 21
3.1 Research Design ... 21
3.2 Research Subject ... 22
3.3 Research Instrument ... 22
3.3.1 Observation ... 23
3.3.2 Interview ... 24
3.4 Data Collection ... 25
3.5 Data Analysis ... 26
CHAPTER IV: RESEARCH FINDINGS AND DISCUSSION ... 27
4.1 Research Findings... 27
x
4.1.2 The way the Teacher Apply the Nursery Rhyme in Teaching English
for Young Learner ... 32
4.1.3 The Strategies in Using Nursery Rhyme in Teaching English for Young Learner ... 36
4.2 Discussion ... 37
CHAPTER V: CONCLUSION AND SUGGESTION ... 39
5.1 Conclusion ... 39
5.2 Suggestion ... 39
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