By MARIA MELANI WIDIANINGSIH Student Number: 031214116 ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION

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A SET OF ENGLISH STORIES FOR CHILDREN TO TEACH VOCABULARY IN AN ENGLISH EXTRACURRICULAR CLASS

A Thesis

Presented as Partial Fulfillment of the Requirements to Obtain theSarjana PendidikanDegree

In English Language Education

By

MARIA MELANI WIDIANINGSIH Student Number: 031214116

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY YOGYAKARTA

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DEDICATION PAGE

“Setiap kamu punya mimpi atau keinginan atau cita-cita, kamu taruh di sini, di depan kening kamu…jangan menempel. Biarkan dia menggantung, mengambang 5 sentimeter di depan kening kamu…Jadi dia ga akan pernah lepas dari mata kamu. Dan kamu bawa mimpi dan keyakinan kamu itu setiap hari, kamu lihat setiap hari, dan percaya bahwa kamu bisa. Apa pun hambatannya, bilang sama diri kamu sendiri, klo kamu percaya sama keinginan itu, dan kamu nggak bisa menyerah. Bahwa kamu akan berdiri lagi setiap kamu jatuh, bahwa kamu akan mengejarnya sampai dapat, apa pun itu, segala keinginan, mimpi, cita-cita, keyakinan diri…

Biarkan keyakinan kamu, 5 sentimeter menggantung, mengambang di depan kening kamu. Dan, sehabis itu yang kamu perlu cuma …

Cuma kaki yang akan berjalan lebih jauh dari biasanya, tangan yang akan berbuat lebih banyak dari biasanya, mata yang akan menatap lebih lama dari biasanya, leher yang akan lebih sering melihat ke atas, lapisan tekad yang seribu kali lebih keras dari baja, dan hati yang akan bekerja lebih keras dari biasanya, serta mulut yang akan selalu berdoa…

Dan kamu akan selalu dikenang sebagai orang yang masih punya mimpi dan keyakinan, bukan cuma seonggok daging yang hanya punya nama…

Percaya pada 5 sentimeter di depan kamu…”

By: Dhonny Dirgantara The author of “5 cm”

I CAN IF I THINK I CAN!

Be the Brightest for People around You!

This thesis is dedicated to:

My Lord, Jesus Christ

My lovely family: Dad, Mom, my sisters, my nephews and nieces.

My Key

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ACKNOWLEDGMENTS

First of all, I would like to give my greatest gratitude to my Lord Jesus Christ Almighty, for His endless love, blessings, mercy and guidance in every breath that I take. I thank Mother Maryfor all the amazing things in my life and for being beside me every time and everywhere, especially until I accomplish my thesis.

I also want to give my sincere gratitude to my major sponsor Caecilia Tutyandari, S.Pd., M.Pd., and Ch. Lhaksmita A. S.Pd., M.Ed., as my co-sponsor, for their guidance, suggestions, criticism and being patient when I was accomplishing my thesis.

I am deeply thankful to Dr. Retno Muljani, M.Pd. as my academic advisor and to all PBI lecturers for the teaching, guidance and support during my study time. I also would like to thank Laurentia Sumarni S.Pd., Markus Budiraharjo S.Pd., M.Ed., Christina Kristiyani, S.Pd., M.Pd., and Dr. FX. Mukarto M. S. for being my research respondents and giving feedback for my thesis. Next, I thank PBI secretariat staffs (Mbak Dani and Mbak Tari), for the assistance and the support during the last five years.

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My deepest gratitude, I would like to address to my beloved parents F.L Murbanun S. and C. Melly Sesa for their love, prayers, patience, and financial support given to me. My special thank I give to my lovely sisters, Mbak Rita, Mbak Lia, Mbak Trin, Mbak Lusi (for always being beside me) , and Mbak Endah for the love, prayers and financial supports given to me during my study and for being my great sisters.

My special gratitude I give to my Key, Albertus Vembri Astantofor the love, attention, patience, and support given to me.

Next, I dedicate my deepest gratitude, to my best friendsDudunk (for the amazing drawings),Timur (for being a great thesis partner),Cipok, Cherli,Adit, Priska, Nina, Atik, Kiki, Grace, and Uri who support me and share their happiness, sadness and the unforgettable experiences. I thank all PBI friends, especiallyDian,Rinma,Christine,Titik,Ema,Dono, Adit curly,Indra,Dera, Chandra, Siwi, Bunga, Ajenk, Febri, Ardi, Winny A., Intika, Winny, Tony, Ji’i, Patrick, Gaby, Tika, Ratri, Ipat, Genjix, and Pujek for the friendship, support and knowledge given to me and for the beautiful moment that we have during my study.

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I thank my P3W/Mitra friends, Henni, Titis, Bambang, Irene, Sarah, Merli, Fandi, Iis, Putri, Banu, Eko,Wiwied, Markus, Tari, Nani, Eva,Novi, Zico, and all new Mitra members and USD Library employees for always reminding and motivating me to accomplish my thesis.

At last, I thank those who I cannot mention the names that assist and support me to accomplish my thesis. God bless them.

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LIST OF FIGURES

Page Figure 2.1 A Material Design Model ... 21 Figure 2.2 A Task Based Learning Framework for Beginners and

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LIST OF TABLES

Page

Table 3.1 The Format of Observation Sheet ... 43

Table 3.2 The Format of Second Questionnaire ... 44

Table 3.3 The Format of the Resulted Data ... 44

Table 4.1 The Result of the Questionnaire for an English Teacher ... 50

Table 4.2 The Result of Interviewing the Parents ... 52

Table 4.3 The Result of the Class Observation... 56

Table 4.4 The Indicators ... 61

Table 4.5 The Presented Data of Materials Evaluation ... 65

Table 4.6 The Final Version of the Materials ... 72

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xiv ABSTRACT

Widianingsih, Maria Melani. 2008. A Set of English Stories for Children to Teach Vocabulary in An English Extracurricular Class. Yogyakarta: English Language Education Study Program Sanata Dharma University.

This research was conducted to design a set of English stories for children to teach vocabulary. The designed materials were intended to 7 up to 11 year-old children. There were two questions formulated in the problem formulation that were 1). How is a set of English stories for children to teach vocabulary was designed? and 2). What does the designed English learning materials look like?

To answer the research questions above, the researcher applied five steps of Research & Development theory. They were: (1) Research and Information Collecting, (2) Planning, (3) Development of Preliminary Form of Product, (4) Preliminary Field Testing, and (5) Main Product Revision. The data gathering techniques used were questionnaire, interview and observation.

To answer the first question, the researcher adapted the Dick and Carey’s instructional design model that consisted of eight steps. The adapted steps were: (1) Identifying instructional goals, (2) Conducting the instructional analysis, (3) Analyzing learners and contexts, (4) Writing the performance objectives, (5) Developing instructional strategy, (6) Developing and selecting instructional materials (7) Designing and conducting formative evaluation of the instruction (8) Revise the instruction. The researcher also adapted Task-Based Approach for beginners and young learners in designing the materials.

After being designed, the designed materials were evaluated by distributing the second questionnaire to an English teacher of SD Kanisius Demangan Baruand several lecturers of English Education Study Program Sanata Dharma University. The researcher used the Central Tendency formulation to analyze that data. It was resulted that the score of the Mean were 3.8, 4.6, 3.6, 4.2, 4.4, 4.2, and 4. The result showed that all score of the Mean were more than 3.5. Therefore, it could be concluded that most of respondents agreed that the designed materials were acceptable and appropriate to be implemented. Moreover, the researcher also implemented a unit to a 9 and an 11 year-old-children to ensure that the materials were appropriate and applicable to be implemented. However, there were some revisions that need to be conducted to improve the designed materials.

To answer the second question, the researcher presented the final version of the designed materials after making some revisions and improvements based on results of the designed materials evaluation. The materials consisted of eight units. They wereThe Animals, The Fruits, The Colors, The Shapes, The Transportation, The Family, The House, and The Outer Space. Each unit consisted of three main parts, which wereIntroduction, Let’s Enjoy the Story, andReview.

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ABSTRAK

Widianingsih, Maria Melani. 2008. A Set of English Stories for Children to Teach Vocabulary in An English Extracurricular Class. Yogyakarta: English Language Education Study Program Sanata Dharma University.

Penelitian ini dilaksanakan untuk merancang seperangkat cerita berbahasa Inggris untuk anak-anak untuk mengajar kosa kata. Materi yang dirancang ditujukan untuk anak-anak usia 7 sampai 11 tahun. Terdapat dua pertanyaan rumusan masalah yaitu 1). Bagaimana seperangkat cerita berbahasa Inggris untuk anak-anak untuk mengajar kosa kata dirancang? dan 2). Bagaimanakah bentuk seperangkat cerita bahasa Inggris untuk anak-anak untuk mengajar kosa kata tersebut?

Untuk menjawab pertanyaan rumusan masalah diatas, peneliti menerapkan 5 langkahResearch and Development (R & D) yaitu: (1) Pengumpulan penelitian dan informasi, (2) Perencanaan, (3) Pengembangan bentuk awal dari produk, (4) Pengujian awal di lapangan, dan (5) Perbaikan produk utama. Peneliti menggunakan kuesioner, wawancara dan observasi untuk mengumpulkan data.

Untuk menjawab pertanyaan pertama, peneliti mengadaptasi langkah-langkah sebuah model perancangan pembelajaran dari Dick and Carey. Langkah-langkah yang diadaptasi antara lain: (1) memperkenalkan tujuan pembelajaran, (2) melaksanakan analisis pembelajaran, (3) menganalisa pelajar dan keadaan (4) menulis tujuan pelaksanaan (5) mengembangkan strategi pembelajaran, (6) mengembangkan dan menyeleksi materi pembelajaran, (7) merancang dan melaksanakan evaluasi dan (8) memperbaiki materi pembelajaran. Selain itu, peneliti juga mengadaptasi teori pendekatan pembelajaran berbasis tugas (Task-Based Learning) untuk pelajar yang masih muda dan pemula.

Materi yang telah dirancang kemudian dievaluasi dengan menyebarkan kuesioner yang kedua kepada guru bahasa Inggris SD Kanisius Demangan Baru dan beberapa dosen Pendidikan Bahasa Inggris Universitas Sanata Dharma. Untuk menganalisa data yang didapat, peneliti menggunakan rumusCentral Tendency.

Dari analisis data diatas, Peneliti menemukan bahwa nilai rata-rata atau Mean adalah 3.8, 4.6, 3.6, 4.2, 4.4, 4.2, dan 4. Hasil evaluasi tersebut menunjukkan bahwa semua nilai Mean atau nilai rata-rata berada di atas 3.5. Dengan demikian, dapat disimpulkan bahwa sebagian besar responden setuju bahwa materi pembelajaran ini sudah sesuai dan dapat diterapkan. Disamping itu, peneliti juga mempraktekan satu unit cerita kepada dua anak yang berusia 7 dan 11 tahun. Hal ini dilakukan untuk memastikan bahwa materi ini sudah sesuai untuk diterapkan. Namun, masih diperlukan beberapa perbaikan dan peningkatan dalam proses perancangan materi dan bentuk materi.

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1 CHAPTER I INTRODUCTION

This chapter explains the background of this research, problem identification, problem formulation, problem limitation, research objectives, and research benefits as well as the definition on terms.

A. Research Background

English as the international language is used by many people in many places, countries, and in many media of information or communication. It is important for people to acquire English in order to communicate with foreigner and to get information which is available in English. Therefore, many people are aware that English should be introduced earlier to children. Children are in the appropriate age to be introduced and to be taught English. When children learn English, they will acquire pronunciation, grammar and vocabulary easily because they are still in the Critical Period, “a period during which language acquisition is easy and complete and beyond which it is difficult and typically incomplete” (Ellis, 1997:67). Critical period helps children to learn and to acquire a language, which is not only the first language but also the second language.

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pronunciation, structure and the other skills. Therefore, in this research, the researcher emphasizes on the vocabulary to teach English to children.

Children are in the age when they like stories and have their own imagination. Many storybooks for children are available in the bookstore. Some of these storybooks are created creatively to give much information about new vocabulary to the children. These books have successfully attracted children’s attention. Through these storybooks, they learn new vocabulary in an enjoyable way. However, some of the books do not consist of additional activities for children to practice using the new vocabulary after they read or listen to the story.

Considering this case, the researcher tries to design a set of English learning materials in the form of English stories for children to teach vocabulary in an English extracurricular class. The materials will be applied by using storytelling. Storytelling attracts children’s attention and motivates them to learn English because storytelling can stimulate children’s imagination. The topics of the stories should be interesting.

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children’s attention and to prevent them from boredom during the teaching-learning process.

Through storytelling, children are expected to learn certain vocabulary in English, to comprehend short paragraphs and to respond by answering the questions related to the story. Thus, children can learn English vocabulary in an enjoyable and an interesting way.

B. Problem Identification

Designing a set of English learning materials for children especially by using stories will involve many factors. Many children still have difficulties in reading and understanding a story in English. Therefore, the material and vocabulary should be made simple and appropriate, so that children can comprehend the story easily. Nevertheless, in designing the material, the researcher also considers and adapts the curriculum for the first grade up to the fifth grade students of Elementary School. Besides, the researcher uses Task-Based approach to design the materials.

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Another consideration is the teaching-learning activity in the class. The activity should not stop after the children have already comprehended the story, but it should be continued with other activities as the next step for the vocabulary acquisition. Through this activity, children are expected to practice their memorization of the story and the vocabulary.

C. Problem Formulation

The researcher formulates the problems in teaching vocabulary through storytelling as follows:

1. How is a set of English stories for children to teach vocabulary in an English extracurricular class designed?

2. What do the designed English learning materials look like?

D. Problem Limitation

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E. Research Objectives This research aims to:

1. Design a set of English stories for children to teach vocabulary. 2. Present a set of English learning materials.

F. Research Benefits

This research will bring the benefits for people who are concerned with teaching-learning technique, they are possibly as follows:

1. Teachers

Teachers have a new way of teaching. They can also implement the use of storytelling for enhancing the children’s vocabulary acquisition in the classroom and make the classroom situation more interesting.

2. Children

Children have more new stories. They can enjoy the teaching-learning process more because it uses storytelling. Children can also acquire the vocabulary easily through the storytelling, because in the storytelling, the vocabulary is taught in an interesting context.

3. The Researcher

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4. The Parents

Parents can be directly involved in teaching foreign language to their children by practicing the storytelling at home.

5. Other Researchers

The researcher expects that this designed materials will be useful for those who want to do similar research, they can use it as their references.

G. Definition of Terms

In this research, there are many specific terms, which are being used. Therefore, the researcher provides the meaning of some uncommon words that are often being used in this research to help the reader understand the meaning and to avoid misunderstanding.

1. Learning Materials

According to the Collins, “learning is the process of gaining knowledge through studying” while “material is the thing that you need for a particular activity” (Collins, 2001: 879). Learning material in this research refers to a set of English stories for children to teach vocabulary. Therefore, in this research, learning materials are the topics or things that should be learned by the children, which emphasize on the vocabulary acquisition.

2. Children

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3. Story

Story is “a narrative account of a real or imagined event or events” (McWilliams, 1998: 1). In this research, the story refers to the sequenced events that involve some vocabulary to be learned by children. The stories will be in the form of printed-stories, which are supported with colored pictures to help children imagine and understand the stories, particularly the vocabulary. The researcher also uses cartoon characters which are familiar to children as one way to attract children’s interest.

In the stories, there are not only the meanings, but also explanation and information about the vocabulary related to the topics. Hopefully, through this story, children do not only learn new vocabulary, but also get new information that can improve their knowledge related to the topic. The topics of the stories will be determined from the result of research and information collection.

4. Storytelling

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language to help the children understand the story and the meaning of the vocabulary.

5. Vocabulary

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9 CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter discusses the theories on which the research is mainly based on. This chapter has two main parts, which are theoretical description and theoretical framework.

A. Theoretical Description

In conducting the research, the researcher takes into account some basic theories about teaching vocabulary, children and second language acquisition, stories and storytelling, listening activity, material development, curriculum 2006, task-based learning for beginners and young learners, and instructional design model. Therefore, this part explains and describes the basic theories of this research.

1. Vocabulary

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teaching vocabulary. The four backgrounds were learning from meaning-focused input, deliberate learning, learning from meaning-focused output and fluency development. In this research, the researcher uses one of the backgrounds that is deliberate learning. The deliberate learning is sometimes called language-focused learning. It involves paying attention deliberately to language features such as sounds, spelling, vocabulary, grammar, or discourse that are presented out of context. The most familiar learning technique is learning new vocabulary by memorizing the first language translations.

Nunan (2003: 135-140) also stated the principles for teaching vocabulary. They are as follows:

a. Focus on the most useful vocabulary first. According to Nunan (2003: 135), the most useful vocabulary of every language that learners need whether they use the language for listening, speaking, reading, or writing, or whether they use the language in formal and informal situations is the most frequent 1000 word families of English. It means that the teacher should teach the vocabulary, which is mostly used by people or the high frequency words, to help learners to cope with English in written or oral form.

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them to understand and to memorize the meaning of words by using word cards. In this research, word cards refers to small cards whose sides are written the English word on one side and the first language translation on the other.

c. Give attention to high frequency words across the four strands of a course. The words which are used should be the commonly used words in communication through writing, listening, speaking and reading skills.

d. Encourage learners to reflect on and to take responsibility for learning. The learner should be responsible for their own learning so that their learning will not be useless. Since the subjects in this research are children, teacher can encourage them by providing the opportunity to practice and to train their English.

The theories above give the information on strategies in teaching vocabulary. Therefore, the researcher can design and apply the material designed to teach vocabulary for children through stories appropriately.

2. Children and Second Language Acquisition

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which they will learn the second language more easily through various types of learning media for example story. There are surveys in neurological and affective aspects conducted by the experts showing that children have many advantages that help them to acquire a second language more effectively than adults do.

According to the neurological consideration, the studies of a human brain and its lateralization, there is a theory about both hemispheres of the brain. “Intellectual, logical, and analytic functions appear to be largely located in the left hemisphere, while the right hemisphere control functions related to emotional and social needs” (Brown, 2000: 54). Brown (2000: 54) also stated that “language functions appear to be controlled mainly in the left hemisphere”. It means that the human’s brain, especially the right and the left hemispheres, have particular function. In this case, the left hemisphere involves the ability to produce and to comprehend a language.

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pronunciation of the language. In children’s brain, the hemispheres keep the brain plasticity for acquisition of any languages. Therefore, children will be better in pronunciation, speaking and listening than adult.

Under affective consideration, “a child’s language ego is dynamic, growing, and flexible through the age of puberty” (Brown, 2000: 65). It makes younger children less frightened because they are less aware of language forms and the possibility of making mistakes in those forms.

Child learners, for example, playing with other native young children, can enjoy their language interaction. They can speak loudly, they can ask anytime and anywhere, and they do not have to worry about making mistakes. Adult learners, on the other hand, have difficulties in participating in natural language interaction when they learn a foreign language (Nagai, 1997: 5). Most children are braver in trying to speak in a second language without being afraid of making mistakes. This makes the children more fluent than adults in producing a second language, especially if the children learn the second language for a long time. Peer pressure is also the affective factors of second language acquisition. Children are pressured to be like other children. In the target language situation, for example, children are pressured to understand and to communicate in the target language. This pressure makes a child highly motivated to be like the native children. As Ellis said that “children, who learn the second language, are strongly motivated to become part of the first language community and require a native-like accent to achieve this” (Ellis, 1985: 110).

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English to children, teacher should make the lesson interesting and fun. Teacher should vary the activity to prevent the children from getting bored during the teaching learning process. One of the variations in teaching learning process is through storytelling. Chuang (2001: 76) in her research quoted the Scott and Ytreberg’s statement about storytelling in teaching English to children as follows:

When it comes to telling stories in the English classroom, Scott and Ytreberg (1993: 21) give some suggestions: “… when we are talking and the children are listening, it’s important to say things clearly, and to repeat them. When you are telling a story, for example, you don’t have to tell it from beginning to end without breaks. You can re-tell it again and again as you go along.” In fact, many stories are full of repetition in themselves. It helps children remember the words and sentences (Scott and Ytreberg, 1993: 97).

Teaching the children by using the stories in foreign language learning can help them to remember words and sentences. Stories can attract their interest and attention to learn English. Meanwhile, pictures can help children to imagine and to understand the stories. Children are highly motivated to learn English. However, the variety of activity in the classroom and the material topics are important to prevent the children from getting bored.

3. Stories and Storytelling

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that “stories offered a major and constant source of language experience for children”. He said that stories were motivating, rich in language experience and inexpensive. That is why, according to Wright (1995), stories can be used whether in teaching mother tongue or foreign language. Besides, Wright (1995: 4-5) also gave the important reasons why stories should play a central role in teaching a foreign language to children. They are as follows:

a. Motivation

Children have a constant need for stories and they will always be willing to listen or to read, if the right moment is chosen.

b. Meaning

Children want to find meaning in stories, so they listen with a purpose. If they find meaning, they are rewarded through their ability to understand, and are motivated to try to improve they ability to understand even more.

c. Fluency

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d. Language Awareness

Stories help children become aware of the general ‘feel’ and sound of foreign language. Stories also introduce children to language items and sentence construction without their necessarily having to use their productivity.

Another statement about storytelling comes from National Storytelling Association in 1997, (McWilliams, 1998: 1). According to National Storytelling Association, “a story is a narrative account of a real or imagined event or events while, a telling, is the live, person-to-person oral and physical presentation of a story to an audience.” It also gives the definition of storytelling in which it is the art of using language, vocalization, and/or physical movement and gesture to reveal the elements and images of a story to a specific, live audience (McWilliams, 1998: 1). The teller’s roles are to prepare and to present the language items, the language use, and the activity in the teaching-learning process. Therefore, the objectives of the course can be achieved. In this research, the teller refers to the English teacher of elementary school and parents.

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and skills. He also states that “as a learning tool, storytelling can encourage students to explore their unique expressiveness and can heighten a student's ability to communicate thoughts and feelings in an articulate, lucid manner” (Forest, 2000: 1).

Moreover Robinson as cited in Forest (2000: 1-2), explains the reason why storytelling is appropriate to be used in language teaching. Some of them are gaining the verbal skills, using the imagination, and passing on wisdom. Firstly, storytelling is able to gain the verbal wisdom. It is such a skill that is needed to express thought or feeling lucidly. Storytelling usually deals with children; therefore, we need to say something appropriately in front of children. Secondly, it involves imagination. Both telling a story and listening to a well-told tale encourage students to use their imaginations. Storytelling can help students to develop their imagination. Developing students’ imagination can improve students’ creativity in inventing new ideas and contribute to students’ self-confidence to make their dreams and hopes come true. The last reason is passing on wisdom. Storytelling based on traditional folktales is a gentle way to guide young people to have the examples of both wise and unwise actions; therefore, students can learn how to behave wisely in their daily life.

In telling the stories, there are some techniques that can be used by the storyteller as stated by Raisen and Isbell (1999: viii). The techniques are the followings:

a. Paying attention to the children during telling the story, and making clarification if it is necessary.

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c. Modifying the story to adjust the experience and the development level of the children who listen to the story.

d. Using variation of sounds, facial expression, gestures and repeated words to involve the children into the story.

e. Using the right words and description to help the children imagine the event of the story.

f. Repeating the story can help children’s comprehension toward the story.

4. Listening Activity

As quoted by Brownell (1996: 45), the definition of listening is “the process of receiving, constructing meaning from and responding to spoken and/or nonverbal messages (Emmert, 1994).” It can be assumed that the process of listening involves the reception and processing of sounds. In listening process, a listener hears a sound or message, understands the meaning, and gives the appropriate responses toward the sounds or the message. The definition also supports the Brownell’s statement that “listening is prerequisite to effective communication: listening and speaking are viewed as simultaneously processes” (1996: 58).

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listener is anxious and stress, it will affect the listener’s ability in listening. It is possible that the listener will misunderstood and give the unrelated response to the topic discussed. In this research, the researcher uses cartoon characters and interesting topics for children to attract their attention and motivation in listening to the stories.

Related to the channel of the listening process, Brownell stated that “listening retention and concentration improve when a listener receives information from a live speaker rather than a video tape” (1996: 51). In this research, the researcher chooses a teacher as a live speaker in delivering the stories.

Another theory of listening is stated by Benson and Hjelt (1978). They give the historical views of the role of listening in the whole second language learning process as cited by Anderson and Lynch (1988: 64-65) which are as follows:

1. Language learning is a ‘linear’ process. Learners should start with the spoken medium skills (listening and speaking) and move to later to those of the written medium (reading and writing). Listening is the means to immediate oral production, which is the imitation of spoken forms.

2. Language learning as an integrative process. All four conventional skills should be introduced simultaneously, so that the practice in one can support and reinforce practice in the others.

3. Language learning is best thought of as a comprehension-focused process.

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understand the story by predicting and guessing the meaning and respond to the story by saying simple words.

5. Materials Development

Developing the materials is not a matter of designing and making the materials. The designer also has to consider the principles in developing the materials. Here are some principles as the guidance in the actual writing of the materials (Waters and Hutchinson, 1987: 107-108):

a. Materials provide a stimulus to learning. Good materials encourage learners to learn. Therefore, the materials should contain interesting texts, enjoyable activities, opportunities for learners to use their existing knowledge and skills.

b. Materials help to organize the teaching-learning process. A material must be clear and systematic, but flexible enough to allow for creativity and variety.

c. Materials embody a view of the nature of language and learning. A material should truly reflect what you think and feel about the learning process.

d. Materials reflect the nature of learning task. It should try to create balance outlook which both reflects the complexity of the task, yet makes it appear manageable. e. Materials can have a very useful function in broadening the basis of teacher training, by introducing teachers to new techniques.

f. Materials provide models of correct and appropriate language use.

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INPUT

LANGUAGE

TASK CONTENT

a. Input: This may be a text or any communication data. The input provides stimulus material for activities, new language items, correct models of language use and a topic for communication, as well as the opportunities to use the learners’ skills and knowledge.

b. Content focus: Language is not an end in itself, but a means of conveying information and feelings about something.

c. Language focus: The aim is to enable learners to use language, but it is unfair to give learners communication tasks and activities for which they do not have enough of the necessary language knowledge.

d. Task: The ultimate purpose of language learning is language use. Therefore, the task is used for learners to use the content and language knowledge they have built up through the unit.

Figure 2.1. A Materials Design Model (Waters and Hutchinson, 1987: 109)

6. Curriculum 2006

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Curriculum 2006 is “the operational curriculum that is arranged and implemented by each education or school unit” (Muslich, 2007:10). There are five principals to organize and to implement teaching learning activity based on curriculum 2006, they are as follows:

a. Learners-centered activity. The teaching-learning activity regards a learner as the learning subject. It means that teaching-learning activity considers the talent, interest, ability, strategy, motivation and social background of a learner.

b. Learning by doing. It is necessary to provide the real experience in daily life which is related to the implementation of concept, and the knowledge which is learned. Therefore, each learner is expected to get the direct experience through the sensory experience that enables her to get information through seeing, listening, touching, tasting and smelling.

c. Developing the intellectual, emotional, spiritual and social intelligences. It involved the interaction between learner and her friends. The interaction can mend learner’s comprehension through discussion, question and answer activity, and giving explanation to each other. It also supports a learner to develop her empathy by appreciating the differences of opinions, attitude, ability and achievement with other learners.

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to learn formally and informally. It is expected that the learner will not be left behind.

e. Learn to cooperate and be independent. It gives a learner an opportunity to complete the individual assignment that enables her to compete fairly in order to get an achievement.

However since Curriculum 2006 regards English subject for the first grade up to third grade as supplementary subject and there are no basic competence and competence standard provided, the researcher only adapts the basic competence and competence standard for the fourth and the fifth grade.

7. Task-Based Learning (TBL) for Beginners and Young Learners

The researcher intends to design a set of English stories for children as the learning materials to teach vocabulary. Since the stories will be implemented by using storytelling and completed with other activity, Task-Based approach is used.

According to Willis, the definition of task is “activity where the target language is used by the learner for the communicative purpose (goal) in order to achieve an outcome” (1996: 23). Willis explains the general overview of task-based learning framework (1996: 40) that “it consists of three phases which are pre-task, task cycle, and language focus”.

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Longer

Pre-task

Introduction to topic and task. Lots of teachers talk about the topic; use of pictures, demonstration, songs.

Task-cycle

More Sets of short tasks,

followed by lots of teacher chat about the tasks.

Gradual increase in emphasis on these: Planning

Report

Language focus

Finding, identifying and classifying common words and phrases.

Practice of classroom language and social phrases.

Keeping personal dictionaries

cycle. In this phase, the learners will have already worked with the language and processed it for meaning.” (Willis, 1996: 40)

Since the subjects of this research are children, therefore the framework of task-based method is adjusted for beginner and young learners. As stated by Willis that “in the beginners’ classroom, teacher needs to provide opportunities and motivation for the natural language use in a supportive environment” (1996: 117), the task-based learning framework should be adapted to teach beginners by considering the basic principles of teaching beginners and young learners.

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The TBL framework for beginners and young learners differs from the standard framework in four main ways (Willis, 1996: 119). Firstly, there is much more weighting given to exposure. Therefore, the pre-task phase will be longer and the task cycle will be shorter. Secondly, the cycle consists of sets of short tasks rather than one long task. The activity will be in the form of some short tasks. Thirdly, because there will be less of language use, the teacher gives the first report informally. Finally, the language focus concentrates initially on words and phrases, only gradually progressing towards grammar. It means that the language focus will emphasize on the vocabulary and phrases. For younger learners, sometimes there is no language focus.

There are six types of task according to Willis (1996: 26-27). The types of task are as follows:

a. Listing

In practice, listing tasks tends to generate a lot of talk as learners explain their ideas. The processes involved are brainstorming and fact findings. Through brainstorming, learners draw on their own knowledge and experience either as a class or in pairs/groups while in fact findings, the learners find things out by asking each other or other people and referring to books. The outcome will be completed list, or possibly a draft mind map.

b. Ordering and sorting

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or grouping them under given headings and finally, classifying items in different ways, where the categories themselves are not given.

c. Comparing

The processes involved are matching to identify specific points and relate them to each other, finding similarities and things in common, and finding differences.

d. Problem solving

It makes demands upon people’s intellectual and reasoning powers and though challenging, they are engaging and often satisfying to solve.

e. Sharing personal experience

These tasks encourage learners to talk more freely about themselves and share their experiences with others.

f. Creative tasks

It involves pairs or groups of learners in some kind of freer creative work. It can involve combinations of task types: listing, ordering and sorting, comparing, and problem solving. Organizational and team-work are important in getting the task done.

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a. Listen and do activities

These include games which involve physical responses like changing places or ball throwing.

b. Storytelling

Children love listening to stories. Hearing teachers read aloud from books with pictures and making use of mime and gestures, gives excellent exposure. Each time they hear a story, the will understand more and be more familiar.

c. Classifying

Get children to name objects, picture cards or shapes and sort them into sets. d. Matching games

Children match cards with words or phrases to appropriate parts of pictures or individual picture cards.

e. Memory games

Use cards with words and phrases on one side and pictures on the other. Teams take turns to choose a picture and remember the words on the back.

f. Puzzle

It includes making a square or a rectangle or other object out of similar sets of colored shapes. This can be done groups, without letting the other groups see. Then tell other groups which shapes they used.

g. Repetition

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In task-based learning for beginners and young learners, students learn by doing and the learning is part of the task itself. Besides, the tasks provide opportunities for learners to listen to and participate in meaning-focused interactions from the very beginning, helping them to acquire the new language more naturally. A task-based learning also encourages beginners because “it values what learners can achieve no matter how little language they have” (Willis, 1996: 118).

8. Dick, Carey, & Carey’s Instructional Design Model

The researcher uses the instructional model of Dick, Carey, & Carey’s as one of the basic theories and principles in designing the material. By using the model as the information of concepts, the researcher uses the steps and the principles of instructional design and implements the concepts and plan principles, which results in an instructional material that can be used independently.

Like the other instructional design models, Dick, Carey, & Carey’s model also implement the system approach for its instructional design. The steps of the instructional design by Dick, Carey, & Carey are as follows (Dick, Carey, & Carey, 2005: 6-8):

a. Identify instructional goals. It consists of what the learners will be able to do when they have completed the instructional program.

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c. Analyze learners and contexts. Learners’ current skills, preferences, and attitudes are determined along with the characteristics of the instructional setting and the setting in which the skill will eventually be used.

d. Write the performance objectives. It is to write specific statements of what the learners will be able to do when they complete the instruction. These statements will identify the skills to be learned, the conditions under which the skills must be performed, and the criteria for successful performance.

e. Develop assessment instruments. It is to measure the learners’ ability to perform what has been described in the objectives.

f. Develop instructional strategy. It is to identify the strategy that will be used in the instruction to achieve the final objectives. It includes pre-instructional activities, presentation of content, learners’ participation, assessment and follow-through activities.

g. Develop and select instructional materials. It is to use the instructional strategy to produce the instructional module. The module will include guidance for learners, instructional material, and assessment.

h. Design and conduct formative evaluation of instruction. After the draft of the instruction is completed, a series of evaluation is carried out to collect data to improve the instruction. The formative evaluation can be done in three steps. They are one-on-one evaluation, small-group evaluation and field-trial evaluation.

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Conduct Instructio-nal Analysis Revise Instruction Write Performance Objectives Develop Assessment Instruments Develop Instructional Strategy

Design & Conduct Summative Evaluation Design and Conduct Formative Evaluation Identify Instruct-ional Goal(s) Develop and Select Instruct-ional Material Analyze Learners and Contexts

specific weaknesses in the instruction. The revision includes the reexamination of the instructional analysis, learner’s analysis, the performance objectives, assessment instruments, instructional strategy, and the instructional materials to make the instruction more effective and accurate.

j. Develop and conduct summative evaluation. It occurs only after the instruction has been formatively evaluated and sufficiently revised to meet the standards of the designer.

Figure 2.3. Dick, Carey, & Carey’s Model of Instructional Design (Dick, Carey, &

Carey, 2005: 1)

B. Theoretical Framework

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The researcher considers the steps in Dick, Carey, & Carey’s model of Instructional design that are appropriate to be implemented in the situation of designing English learning materials in the form of English stories for children. It has detailed and sequenced steps that can help the researcher to design the learning materials. However, the researcher has selected the steps that will be used in designing the learning materials. The steps are adapted because the researcher needs to adjust to the possibility and to the condition of the research. The adapted steps to design the materials are as follows (Dick, Carey, & Carey, 2005: 6-8):

a. Identify the Instructional Goals

In identifying the instructional goals, the researcher determines the ability of what the learners will be able to do after they join the instructional program. In determining the instructional goals, the researcher considers some points such as the needs, the existing goals, and practical experience about learners’ difficulties in learning English, etc.

b. Analyze Learners and Contexts

In this step, the researcher will identify the general learners’ characteristics, the performance context and learning context that will be used as the consideration to write performance objectives and to develop instructional strategy. Thus, the researcher can develop the appropriate materials.

c. Write the Performance Objectives

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d. Develop Instructional Strategy

It will give learners the learning activities and experiences. The strategy will include sections on pre-instructional activities, presentation of content, learner’s participation and follow-through activities. The strategy will be based on the current theories, learners’ characteristics, content to be taught, and media that will be used to deliver the materials.

e. Develop and Select Instructional Materials

It is to select printed or other media intended to convey events of instruction. In this research, the designer adapts the cartoon character and develops new stories. The researcher creates stories and the topics based on the result of data analysis. The stories are in the form of narrative and are equipped with pictures to help children understand the stories. As included in material development that the good material should provide stimulus to learning (Waters and Hutchinson, 1987: 107), the stories are created as interesting as possible to stimulate the children’s motivation to learn English and to prevent them from getting bored. The materials consist of the new vocabulary, the correct models of the language use, and exercise for children to practice their new knowledge of vocabulary as suggested by Waters and Hutchinson (1987: 108) about the elements of materials design model.

f. Design and Conduct Formative Evaluation of the Instruction

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Revise Instruction Write Performance

Objectives Identify Instructional

Goal(s)

Develop and Select Instructional Material Analyze Learners and

Contexts

Develop Instructional Strategy

Design and Conduct Formative Evaluation

English teacher of Elementary school and several lecturers of English Education Study Program of Sanata Dharma University.

g. Revise Instruction

It is done based on the feedback which is collected in the evaluation. The revision is needed to improve the learning materials to be appropriate when it is applied. The revision includes the reexamination of the learners and context analyses, the performance objectives, instructional strategy, and the instructional materials

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34 CHAPTER III METHODOLOGY

There are seven sections discussed in this chapter. They are research methods, research setting, research respondent, research instrument, data gathering technique, data analysis and research procedure.

A. Research Methods

This research was carried out based on Research and Development (R & D) theories. In this theory “the Research and Development is a process used to develop and validate educational products” (Borg and Gall, 1983: 772). These were the steps in the research and development:

1. Research and Information Collecting

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a. Collecting Information about the Theories

In the review of literature, the researcher gathered the information related to this study by doing library study. The library study was done by finding the theories or information in the book sources and theses. The researcher also browsed some websites in the internet to find the related information to this research. The researcher tried to find the information and theories of designing the learning materials, teaching vocabulary, and children language acquisition, as well as story.

b. Collecting Information about the Learners

To find information about learners, the researcher distributed questionnaire to the teacher, interviewed parents and observed the classroom. The researcher conducted this step to find the learners’ characteristics, the learners’ needs, and their interests toward English. Therefore, the researcher could determine and design the materials, topics, media, and etc, which were appropriate for teaching English vocabulary for children through stories.

2. Planning

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also considered other factors that would be involved during the process. There was also the estimation of time which was required to develop the product.

3. Development Preliminary Form of Product

This step continued the previous step. In this step, the researcher prepared the instructional material, handbook and evaluation devices. The researcher developed the stories and the learning activities that will be used in many topics of learning. To develop the materials, the researcher based on some principles by Waters and Hutchinson (1987). The researcher created stories and topics based on the result of data analysis. The stories were in the form of narrative and equipped with pictures to help children understand the stories. The stories were created as interesting as possible to stimulate the children’s motivation to learn English and to prevent them from getting bored. The materials contained the new vocabulary, the correct models of the language use, and exercise for children to practice their new knowledge of vocabulary.

4. Preliminary Field Testing

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5. Main Product Revision

In this step, the researcher improved and revised the designed materials based on the result on Preliminary Field Test and Product Revision step. Then, the last version of the material was presented.

B. Research Respondents

In conducting survey research, the researcher chose some respondents who were considered to be reliable to help the researcher in the research.

In the research and information collecting activity, the respondents were the English teachers of elementary school and the parents of the children. The respondent of the questionnaire was an English teacher of elementary school. Since teacher had direct experience in teaching English for children, it was expected that the teacher would gave the actual data about the learners. The researcher also interviewed some parents. Parents were expected to give the information about their children, because parents also experienced and knew their children’s difficulties and their children’s interest in learning English. The researcher used the teacher and the learners as the subjects of the observation. The researcher intended to find the information about the actual situation and learning’s needs during the teaching-learning process.

2. Preliminary Field Testing

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was because teacher had experience in teaching English for children and had better knowledge about the appropriate learning materials for children. The lecturers of English Education were chosen since they had many experiences in designing leaning material. Therefore, they were expected to give their opinion and evaluation about the designed materials.

C. Setting

The researcher conducted the research in SD Kanisius Demangan Baru 1 Yogyakarta on June 2007 up to May 2008. The school was located in Jl. Demangan Baru 22 Yogyakarta.

D. Research Instruments

In conducting the research, the researcher used three instruments to obtain the data. The use of the instruments was divided into two steps. The first was the instrument for research and information collecting and the second was the instrument for preliminary field testing.

1. Research and Information Collecting

In the first step, the researcher conducted the needs analysis. The researcher used three instruments to obtain the data about the learners. The instruments were as follows:

a. Interview Guidelines

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in English and to find their needs and interest of English. Therefore, the researcher could design the appropriate learning materials for them.

b. Questionnaire

The questionnaire was distributed to the English teachers of elementary school. The questionnaire was used to find out the learners’ need in learning English, which included many factors such as teaching-learning media, the material and learners difficulties in learning and etc. The questionnaire used both close-ended question and open-ended question. For close-ended question, the respondents were given the question and the option of answers. For open-ended questions, the respondents could answer the question without restraint.

c. Observation Sheets

The researcher observed the teaching-learning activity in the classroom of elementary school. The class observation was done to obtain the additional information about the learners’ characteristics and the classroom situation. The observation was non-participant class observation, since the researcher was not involved in any activities in class. The researcher used observation sheet that consisted of tables and points to be considered and also took note during the teaching learning activities to record the important things. Therefore, the researcher could design the appropriate materials to the children’s condition and created the interesting storytelling activity.

2. Preliminary Field Testing

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appropriate for children or they still needed improvement. The questionnaire was asking about the relevance of the topics in the learning material to the learners, the suitability of the materials to the learners’ needs, and whether the activity and media supported the teaching-learning activity to achieve objectives or not. Then the result of the questionnaire could determine whether the materials needed revision or not. The questionnaire used closed-ended and open-ended question. The researcher provided five alternative answers for each question of close-ended question.

E. Data Gathering Techniques

Before designing the learning material, the researcher needed to do some steps to find the learners’ needs. The first was distributing a questionnaire to the English teachers of elementary school. The questionnaire was about the difficulties that emerge in teaching-learning activity and how to overcome them. The questionnaire also included questions about the appropriate topics or materials and media to be used in teaching English for children through stories.

The next step was interviewing several English teachers and parents. Interview was done to get the teachers’ opinion and parents’ opinion about children’s interests or difficulties in understanding the English materials. The data of the interview were collected and summarized. Therefore, the researcher knew what the learners’ needs were and how to overcome the difficulties.

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were concerned with classroom situation and the learners’ condition. The researcher observed the classroom situation during the teaching-learning activity to find the additional information about the learners’ needs. In addition, the observation was done to find the learners difficulties in learning English during the teaching-learning process. Through observation, the researcher could also get actual information and situation. The results were then used to create the English learning materials and classroom activity, which were appropriate for the children. The next step was the preliminary field testing questionnaire. This step was about the evaluation toward the designed materials. It was to evaluate the relevance between the materials and the children as the learners in achieving the objectives of learning. This questionnaire was distributed to an English teacher of elementary school and some lecturers of English Education Study Program.

F. Data Analysis

Data analysis was a process of organizing, ordering and summarizing the data into patterns or categories in such a way, in order to arrive at a conclusion of the research (Seliger and Shochamy, 1989). In this research, the data were collected by interviewing the parents, distributing the questionnaire, and observing the classroom. The data analysis then was done sequentially based on the step of the research.

1. Research and Information Collecting a. Interview

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as the questionnaire. The questions were about the difficulties and the interest of children toward English and also the background life of the children as the consideration in designing the materials.

In the interview, the parents’ answers were grouped and classified based on the criteria that had been determined before. Then, the result of the classification showed the difficulties that children had in learning English, their interest to the topic and other information. The data then were taken into consideration by the researcher to overcome the problem by designing the appropriate learning material.

b. Questionnaire

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c. Observation

The observation was done during the teaching learning activity. The data were in the form of observation sheet and field notes to record the situation, the activity in class and the problems that were faced by the learners during the teaching learning process. The data resulted from the observation were considered as the additional information to design the learning materials, activity and media which were appropriate for children.

The format of observation sheet was presented as follows:

No. Statements

(Points to consider)

Yes (√)

No (√)

Table 3.1. The Format of Observation Sheet

The researcher checked whether the points to be considered in observation sheet were available and done or not.

2. Preliminary Field Testing

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Tendency formulation. Central Tendency was the tendency of a set of numbers to cluster around a particular value. Mean, Median and Mode were used to find the central tendency. The assessment of the respondent’s opinion of the designed materials used five points of agreement:

1 = If the respondent strongly disagrees with the statement. 2 = If the respondent disagrees with the statement.

3 = If the respondent undecided or doubts with the statement. 4 = If the respondent agrees with the statement.

5 = If the respondent strongly agrees with the statement. The data were presented in the form of table as follows:

No. Question 1 2 3 4 5

1. 2. 3.

Table 3.2. The Format of Second Questionnaire

The data resulted were presented as follows:

No. Respondents’

Opinion Central

Tendency

N Mn

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Note: N : The number of the respondents

Mn : Mean, indicated the central tendency of the respondents The formula to measure the central tendency was:

N x X 



Note: X : The average point ∑ : The sum of the scores x : The raw data

N : the number of the score

Each number was analyzed by using this formulation. For example, there were ten respondents and the first question asked about whether the respondent agrees that the topic of material was appropriate to be taught to children or not. The answers might be like this: 4, 4, 4, 4, 3, 3, 3, 2, 1, 1. By using the formulation above, the mean was 2.9. The median, which indicated the middle point of the gathered data, was 3. It was obvious that the mode, which indicated the score that occurred most frequently, was 4. Therefore, according to the analysis above, we could conclude that most of the respondents agreed with the statement that the topic of the material was appropriate to be taught to children. The rest questions were analyzed by using the similar way to the data above.

G. Research Procedures

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First of all, the researcher collected theories and information related to the research. This step was done by:

a. Studying the theories related to the topic of the study. It was done by doing library study. The researcher found and read several books related to this research to find information and theories that supported the implementation of this research.

b. Assessing the learners’ needs by distributing the first questionnaire to the English teachers of elementary school, interviewing the teachers and the parents and also observing the classroom. These activities were done to find the information on the learners’ need and the results were the basics for determining the designed materials.

2. Planning

After getting the information needed about the theories and the learners’ needs, the researcher planned the material that would be designed. This step consisted of determining the goals, the skills to be achieved and the activity that would be done in the teaching-learning process which were included in the syllabus and lesson plan.

3. Developing Preliminary Form of Product

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4. Preliminary Field Testing

The preliminary field testing was done by distributing the second type of questionnaire to an English teacher of Elementary school and lecturers of English education to evaluate the materials designed. The questionnaires were asking about the teachers’ opinion about the designed materials whether it was appropriate to the learners or it still needed changing or improving.

5. Main Product Revision

After the questionnaires were collected, the researcher gained the information and the result. Then the data were processed and interpreted. After that, the researcher revised the material based on the results of the second questionnaire.

6. The Presentation of the Designed Materials

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48 CHAPTER IV

RESEARCH FINDINGS AND DISCUSSION

This chapter discusses the result of needs analyses for designing the materials and evaluating the designed materials. This chapter consists of eight main parts, such as Identify Instructional Goals, Analyze Learners and Context, Write Performance Objective, and Develop Instructional Strategy, Develop and Select Instructional Materials, Design and conduct Formative Evaluation of Instruction, Revise Instruction and The Presentation of the Designed Materials. The detailed are as follows:

A. Identify Instructional Goals

According to the adapted instructional design model, the first step to do was identifying the instructional goals. Being included in the Planning step of R & D cycle, this step was to identify the ability that learners would be able to do after they completed the instructional program. In this step, the researcher adapted the competence standard of Curriculum 2006 for the fourth and fifth grade students and the Lesson Plans for the second and the third grade students of Elementary School.

a. Competence Standard:

In the end of the instructional, it is expected that learners will be able to: 1) To read the name of object loudly with the correct pronunciation.

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3) To comprehend language sound, command and fairy tales.

4) To express idea, feeling, and information orally by recognizing objects. 5) To respond to very simple instruction with action.

6) To re-write word or sentence in English correctly.

B. Analyze Learners and Contexts

As included in the R & D steps, the researcher collected the information about the learners’ needs, characteristics, learning context and their interest toward English. In this part, the researcher conducted class observation, interviewed parents and distributed first questionnaire to English teacher. Hence, the researcher could use the data as the basis to design the material.

1. Data Presentation

In this section, the researcher presented the results of interview some parents, questionnaire distributed to the English teacher, and class observation. The results were as follows:

a. The Results of Questionnaire for the English Teacher

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Table 4.1. The Results of the Questionnaire for an English Teacher

No. Questions Answer Reason/ Comment

1. Is it important to introduce English to children in their early age?

a. Yes Children can recognize foreign language with correct pronunciation

2. How important is English to be introduced and taught to children?

a. Very important Children can participate in the globalization era earlier.

3. What are the skills that you teach the most?

a. Other All integrated

4. Do they comprehend the lesson you taught?

a. Yes If they pay attention seriously, they will be able to comprehend the lesson.

5. What are the difficulties in teaching English?

The large amount of learners.

-6. How to solve the problem? Have not been solved

7. What are teaching techniques that you have applied?

a. Practice with the provided questions c. Play a game d. Students

practice their English in front of the class

-8. Do children enjoy your teaching techniques?

a. Yes I used various techniques 9. In your opinion, students

will catch the English lesson easier if the lesson :

b. Along with sing a song

c. Along with games d. Use certain

media (mention it)

-10. Have you applied storytelling technique in teaching English to your students?

b. I have never applied it

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-11. In your opinion, what are the difficulties in applying storytelling to teach English?

The large number of students in a class causes the less-controlled student (they might not listen to the story well)

-12. How do you solve the problem?

By dividing the students into several groups.

-13. In introducing English through stories, which topics that you think are appropriate for children? (you may choose more than one) a. Animals b. Fruits c. Family d. Color e. Shapes f. Transportation

-Based on the questionnaire above, the results showed that English was very important to be introduced to children in their early age so that children may have correct pronunciation and participate in globalization era. In the teaching process, the teacher integrated the English skills. Since children were easier to catch the lesson by playing games, singing a song and using