A PORTRAIT OF TEACHING ENGLISH VOCABULARY THROUGH SONGS TO YOUNG LEARNERS : A Case Study in TK Gagas Ceria Bandung.

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Dewi Rifayanti, 2013

A Portrait Of Teaching English Vocabulary Through Songs To Young Learners (A Case Study in TK GagasCeria Bandung)

Universitas Pendidikan Indonesia | repository.upi.edu| perpustakaan.upi.edu

A PORTRAIT OF TEACHING ENGLISH VOCABULARY

THROUGH SONGS TO YOUNG LEARNERS

(A Case Study in TK GagasCeria Bandung)

A Research Paper

Submitted to Department of English Education of the Faculty of Language and Arts of the Indonesia University of Education in Partial Fulfillment of the

Requirements for Sarjana Pendidikan Degree

by

Dewi Rifayanti

0807316

English Education Department

Faculty of Language and Arts Education

Indonesia University of Education

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A PORTRAIT OF TEACHING ENGLISH

VOCABULARY

THROUGH SONGS TO YOUNG LEARNERS

Oleh Dewi Rifayanti

Sebuah skripsi yang diajukan untuk memenuhi salah satu syarat memperoleh gelar Sarjana pada Fakultas Pendidikan Bahasa dan Seni

Oktober 2013

Hak Cipta dilindungi undang-undang.

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PAGE OF APPROVAL

A PORTRAIT OF TEACHING ENGLISH VOCABULARY

THROUGH SONGS TO YOUNG LEARNERS

Dewi Rifayanti

0807316

Approved by:

Supervisor Co. Supervisor

Prof.Dr .Nenden Sri Lengkanawati, M.Pd Ika Lestari Damayanti, S.Pd, M.A

195111241985032001 1977091920011122001

Head of Department of English Education

Faculty of Language and Art Education

Indonesia University of Education

Prof Dr. Didi Suherdi, M.Ed

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ABSTRACT

The research entitled A PORTRAIT OF TEACHING ENGLISH VOCABULARY THROUGH SONGS TO YOUNG LEARNERS (A Case Study in TK GagasCeria Bandung) was aimed to capture English vocabulary teaching through songs in TK GagasCeria. Specifically, this research is aimed at portraying kinds of song-based activities implemented in young learners’ classroom and teacher’s considerations in implementing the song-based activities.

This research employed a case study of teaching English vocabulary through songs to young learners. A class was selected as the sample of the research. The data were taken from the classroom observations including field notes, song-based checklists; as well interviews and written documents.

The song-based activities to teach English vocabulary to young learners capture during observation included choral singing, games, role play, story time, and song-based assessment. The activities were also planned in the daily lesson plan. The songs’ lyric used in the classroom were originally made for the context of vocabulary target on different themes. The children’s learning styles considered by the teacher in implementing the song-based activities were auditory, visual, and kinesthetic. Auditory learning style facilitated through songs, visual learning style through pictures and real objects, and kinesthetic learning style through movements.

It is recommended to teach vocabulary through songs for young learners since it has benefits. Songs create a joyful atmosphere for young foreign language learners, context to teach English vocabulary, and give children more opportunity to listen the vocabulary targets as many as possible before they can produce and use the vocabulary.

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ABSTRAK

Penelitian dengan judul A PORTRAIT OF TEACHING ENGLISH VOCABULARY THROUGH SONGS TO YOUNG LEARNERS (Sebuah Studi Kasus di TK GagasCeria Bandung) bertujuan untuk memotret pengajaran kosakata berbahasa Inggris melalui lagu di taman kanak-kanak. Secara khusus, penelitian ini memotret jenis-jenis aktifitas yang dilakukan di dalam kelas dan pertimbangan guru saat menerapkan aktifitas-aktifitas tersebut.

Penelitian ini menggunakan studi kasus untuk mengetahui pengajaran kosakata bahasa Inggris melalui lagu. Data diambil melalui observasi sebuah kelas di taman kanak-kanak, termasuk catatan, song-based checklists; juga wawancara dan dokumen tertulis.

Beberapa aktifitas yang ditemukan melalui penelitian ini adalah choral singing, games, role play, story time, dan asesmen melalui lagu (song-based assessment).Aktifitas yang dilakukan juga direncanakan melalui lesson plan. Lirik lagu yang digunakan di kelas juga dibuat secara original sesuai dengan tema untuk pengajaran kosakata di kelas.Pembelajaran melalui lagu juga memfasilitasi gaya belajar anak, seperti auditori, visual, dan kinestetik. Gaya belajar auditori difasilitasi melalui lagu, visual melalui gambar dan benda nyata, dan kinestetik melalui gerakan. Mengajar kosakata berbahasa Inggris melalui lagu sangat direkomendasikan. Beberapa manfaat mengajarkan kosakata melalui lagu diantaranya, lagu membuat anak lebih relax, lagu membuat pengajaran kosakata lebih kontekstual, dan memberi anak kesempatan untuk mendengarkan target kosakata sebelum dapat menggunakannya.

Kata kunci: pengajaran kosakata, pembelajaran berdasarkan lagu,

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TABLE OF CONTENT

STATEMENT OF AUTHORIZARTION ... i

ABSTRACT ... ii

PREFACE ... iii

ACKNOWLEDGEMENT ... iv

TABLE OF CONTENT ... vi

LIST OF TABLE ... ix

LIST OF CHART ... ix

CHAPTER ONE: Introduction ... 1

1.1 Background of Study ... 1

1.2 Statement of Problem ... 3

1.3 Aims of Study ... 3

1.4 Scope of Study ... 3

1.5 The Significance of Study ... 4

1.6 Clarification of Key Terms ... 4

1.7 Organization of the Paper ... 5

CHAPTER TWO: Theoretical Foundation... 6

2.1 Definition and Types of Vocabulary ... 6

2.2 Teaching Vocabulary ... 9

2.3 Teaching Vocabulary through Songs ... 13

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CHAPTER THREE: Research Methodology ... 23

3.1 Formulation of Problem ... 23

3.2 Research Design ... 23

3.3 Site and Participant ... 24

3.4 Data Collection ... 27

3.4.1 Observation... 27

3.4.2 Interview ... 30

3.4.3 Written Document ... 32

3.5 Data Analysis ... 32

3.6 Concluding Remarks ... 33

CHAPTER FOUR: Findings and Discussions ... 35

4.1 Kinds of song-based activities implemented in the classroom ... 35

4.1.1 Choral Singing ... 36

4.1.2 Games ... 42

4.1.3 Story Time ... 46

4.1.4 Role Play ... 49

4.1.5 Song-Based Assessment ... 51

4.2 Teacher’s considerations in implementing the song-based activities ... 54

4.3 Concluding Remarks ... 57

CHAPTER FIVE: Conclusions and Suggestions ... 59

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5.2 Suggestions ... 60

REFERENCES ... 62

APPENDICES ... 65

APPENDIX A: Lesson Plan and Lyrics TK ... 65

RKM Theme: Pets and My House ... 65

RKM Theme: Shapes, At the Playground, and Transportation ... 69

The lyrics of the theme song ... 75

APPENDIX B: Observation Checklists ... 77

Observation Checklist Song-Based Learning for Teaching Vocabulary to Young Learners ... 77

Observation Checklist of the Vocabulary Learning ... 78

Observation Checklist Song-Based Learning for Teaching Vocabulary to Young Learners (Children Observation) ... 79

APPENDIX C: Observation Notes ... 82

APPENDIX D: Cek Perkembangan Data ... 99

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CHAPTER I

INTRODUCTION

The chapter introduces the background of the study, the statement of the problems, the aims of the research, the scope of the study, the significance of the

study, the research method applied in the study, and the organization of the paper.

1.1 Background of Study

Children start to learn a language through their surroundings. They listen to the adult’s conversation and try to imitate the language spoken by adult. Amazingly, once children listen to you; they can repeat what you say, and try to find out the meaning of the words of adult’s sayings. This is how children learn a language naturally through the environment. In relation to children’s characteristics above, Nation (2001) asserted that in language learning, vocabulary is the first aspect to be taught before teaching the other aspects of language for every language learners, especially children. Child language learning experts, such as Cameron (2001) and Lehrn, et al. (2007), also believe that vocabulary learning plays significant roles in children’s language development. Therefore, vocabulary learning for children has become the central learning in children’s classroom.

According to Department of Education and Culture of Indonesia number 060/U/1993, English is not compulsory learned for kindergarten and elementary school grade one to three. However, parents believe that the earlier children learn English, the better children will achieve in English learning. The increasing demand of English for children has made a change to many schools’ curriculum.

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On the other side, the process of teaching vocabulary to young learners in the classroom still uses techniques that cannot yet maximize the children hidden potentials, such as drilling and flashcard memorizing, without context, to teach English vocabulary to children. These teaching techniques are commonly used in many schools that have English as intra-curricular learning (http://moramodules.com/ALMMethods.htm). Additionally, teachers’

qualification in teaching English is also one of the problems in providing a meaningful and contextual English learning. Based on an interview with a lecturer from Pendidikan Guru Taman Kanak-kanak (PGTK), kindergarten teachers that teach English for children need more guidance in English teaching as they become the role model for children’s language development. Teachers are aware of children’s characteristics, as well as the how to teach vocabulary according to their developmental needs. But, teaching English vocabulary cannot stand alone without context whereas children can learn more through their surroundings naturally. Children are taught how to say the words, make sense of the words’ meaning, and remember the words. As the result, they cannot use the words they have learned to communicate. Teachers have to be a model in using simple English to present the language to children and convey meaning.

Related research reported by Millington (2011) finds that songs are really helpful for teaching English vocabulary to young learners contextually. Songs can be valuable learning tools to improve listening skills, pronunciation, and learn vocabulary in a joyful situation. Lo & Li (1998) also finds out that songs can be a non-threatening way to teach children vocabulary. Songs are learning tools to learn vocabulary. Additionally, Mushtaffa (2008) proposes that teaching English vocabulary to children should motivate them to learn language as children learn a language naturally, contextually, and meaningfully. As children learn through

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Isisag, 2009). There are several elements of songs that can be used to teach vocabulary to children such as simple wordings to practice the pronunciation, learn vocabulary meaning through the actions, learn rhythmical patterns, and pace (Gordon, 2007; Phillips, 2008). Therefore, present study focuses on portraying teaching English vocabulary through songs for young learners and proposing how English is taught in kindergarten.

1.2 Statement of Problem

As stated in the background of the research in the previous sections, there is a general statement of problem as follows:

How does the teacher use songs to teach vocabulary?

In order to find out the answer of this question, two specific statements of problems are formulated as following:

1. What kind of songs-based activities are implemented to teach vocabulary? 2. What are teacher’s considerations taken when implementing those songs

-based activities?

1.3 Aims of Study

Specifically, the aims of this study are to find out:

1. The implementation of song-based activities in the classroom to help children learn English vocabulary.

2. The teacher’s considerations on their implementation of songs-based activities.

1.4 Scope of the Study

The present study is conducted to portray the song-based activities in young learners’ classroom and the teacher’s considerations on the song-based activities implementation in the classroom. The study was conducted in a class of

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1.5. The Significance of Study

The study is expected to provide theoretical, practical, and professional benefits. Theoretically, the study can be used to enrich the example of teaching English through songs as the techniques, particularly to Very Young Learners and Young Learners.

Practically, the research finding will be useful for the teacher who

interested in teaching English through songs for young learners. Specifically, from the study, the students can enjoy the learning and become more motivated to learn English. Children can improve their vocabulary mastery as the basic language skills in English language learning, especially using songs as the technique. Hopefully, the students will be motivated to speak as they learn the vocabulary through songs.

The study will be useful to present the implication of using songs-based learning in teaching vocabulary to young learners and become the sample of ideal English teaching to young learners. Moreover, it can be useful to provide sufficient evidence of the benefits of teaching vocabulary through songs-based learning in young learners’ classroom.

Last, hopefully the findings of the study will give professional benefits for the teachers to improve the use of the songs as technique on teaching English vocabulary to young learners. Moreover, the research findings can be used as a consideration to improve the teaching language to young learners, in schools and other institutions of English for young learners, especially for teaching vocabulary.

1.6 Clarification of Key Terms

In order to provide clear understanding of the study, there are several key terms in the study clarified:

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2. Vocabulary in this study refers to the certain words learned through songs context in the classroom.

3. Teaching vocabulary in this study refers to the vocabulary items taught using songs in the classroom.

4. Teaching techniques in this study refers to the techniques teacher used to present, use, and recycle the vocabulary learned during the session.

5. Young Learners in this study refers to children of age four to five years old learning in the kindergarten.

1.7 Organization of the Paper

The paper is organized into five chapters. Chapter one presents the background of the study, the statement of problems of the study, the aims and scopes of the study, the research methods used in the study and paper organizations of the study.

Chapter two composes the theoretical frameworks of the study which cover the teaching vocabulary, the techniques for teaching vocabulary, the songs as the techniques of teaching vocabulary; songs as the teaching techniques and how songs and vocabulary learning related to each other, and other theories that are related to the study.

Chapter three discusses the research methodology. Specifically, the chapter presents how the study is conducted, the research site, data collection, and

how the data is analyzed in the study.

Chapter four presents the findings of the study and the discussions of all

components related to the study.

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CHAPTER III

METHODOLOGY

This chapter describes the procedures of the study to find out the answer of the two research questions proposed and one general statement proposed. This chapter covers the formulation of problem and the research design. The research design section consists of the participant and setting, design of the study, the data collection, and the data analysis.

3.1 Formulation of Problem

As stated in the previous sections, there is a general statement of problem below:

How does the teacher use songs to teach vocabulary?

In order to find out the answer of this question, there are two specific questions conducted to find out in the research:

1. What kind of songs-based activities are implemented to teach vocabulary? 2. What are teacher’s considerations taken when implementing those

songs-based activities?

3.2 Research Design

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As stated by Alwasilah (2008) there are several characteristics of qualitative research. First, the focus of the research is the quality; the study is conducted to find out the quality of teaching English vocabulary through songs. Second, the aim of the research is describing, finding, and understanding; the aim of the research is to describe, find, and understand how the teacher implements teaching English vocabulary to young learners through songs. Third, the setting is

natural; it means that the research only captures the activities in the classroom

without changing or interfering teacher’s way of teach. Fourth, the sample

involved is small and purposive. The class that becomes sample of the teaching English vocabulary through songs is a class consists of twenty students. Last, the data collections consist of researcher as the main instrument, interviews, and observation that conducted the research in order to find out kinds of activities

implemented in the classroom and teacher’s considerations about the activities

implemented. Therefore, the qualitative method is chosen as appropriate method to be employed in the study.

The design of the study is case study. Alwasilah (2008) states that the focuses of case study are in the process and meaning of the study. The quality of the case study research is on its in-depth depiction of subjects in actual setting (Goubil-Gambrell, 1992). It means that in case study, the data collected in the form of words descriptions, citation, and pictures, and then the analysis of the data serves as description of the study (Basrowi and Suwandi, 2008). Case study is chosen in the study as there is no treatment given during the observation. The observation was based on the real situation happened during the vocabulary teaching in young learners classroom. The observation was set out to investigate

the activities used by teacher in the class to teach vocabulary through songs and teacher’s consideration in creating the activities related to the songs implemented

in the young learners’ classroom.

3.3 Site and Participant

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ideal model of English lesson for Very Young Learners. Second, the kindergarten is located near to the researcher, so it is easily accessed. The class involved in the study was Awan Class which consists of twenty students. The participants involved in this study were students from age four to five.

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Table 3.3.1 Lesson Summary TK GagasCeria

Meeting Theme Vocabulary Targets Song-based activities

Opening Main Closing

1 (February 28,

2013)

My House My House: living room,

bedroom, bathroom, kitchen

Pet: fish, turtle, rabbit, cat,

dog, bird

song and pictures Story time and Goodbye song

bicycle, ship, aero plane, fire truck, car, helicopter,

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Universitas Pendidikan Indonesia | repository.upi.edu| perpustakaan.upi.edu 3.4 Data Collection

In this research, the data were collected in GagasCeria Kindergarten level A (Awan Class). The instruments used are observation, interview, and written documents. The instruments are used to get a description about how the songs are implemented in Kindergarten and teacher’s considerations during implementing the activities. Observation, interview, and written documents were used to portray the song-based activities implemented in Kindergarten. The interview is used to

answer the teacher’s consideration on implementing the song-based activities. Here are the descriptions of the instruments used in this study:

3.4.1 Observation

Observation technique is used to infer the meaning and understanding.

Observation is also looking at respondent’s point of view, the activities,

and process of the learning. The observations were held for nine meetings; in which each meeting was conducted in thirty minutes. The classroom meetings were recorded to gain more information during the songs-based learning in the vocabulary teaching. The observations were held for nine times for thirty minutes session.

The result become criteria of the checklist, as the field notes were made to complete the data. As suggested by Alwasilah (2012) the researcher became complete observer during the observation. In order to gain information from the learning situation, the researcher made field-notes about learning situation in the classroom and the observation checklist were created to give specific details of the observation.

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vocabulary in the classroom. There were three types of observation checklists used on the observation; the stages of song-based learning to

teach vocabulary, the principles of teaching vocabulary, and children’s

games and songs assessment.

The stages of song based learning were adapted from Millington (2011). The preparation activity covers activating form-basic sentence structure

and eliciting vocabulary through pictures. The core activity covers

involving students and maximizing students’ interest, varying the pace or

volume, Total Physical Response activity, and sing along chorally. The follow-up activity covers oral production of the song, such as role play and/or Picture Vocabulary Test.

Specifically, the principles of teaching vocabulary checklist were modified from Neuman and Dwyer (2009). The items below are the principles of teaching vocabulary on the second checklist observation:

a. Frequency matters: Teacher provides the opportunity for children to listen the vocabulary as many as possible during the session.

b. Make it interesting: Teacher provides visual aids to present the vocabulary. Teacher provides songs to give vocabulary exposures and arouse children interest.

c. Make it responsive: Teacher interacts with the students in order to help children to learn the meaning vocabulary.

d. Focus on meaning: Teacher put the vocabulary in the context to help children learn the vocabulary.

e. Be clear: Teacher provides the opportunity for children to listen and

find out the meaning from the pictures, movements and gestures, and clues.

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The third checklist is used to observe children’s participation in learning vocabulary through songs. The checklist was modified from Paul (2003). There were three items on to be observed during the classroom as shown below.

1. Children Involvement in the Song-Based Learning for teaching Vocabulary.

 Children will enjoy the activity outside the classroom.  All children feel involved during the activity.

 The children who are weaker at English can take part without feeling frustrated.

 The activity is clear to understand and use.

 The activity keeps the children’s interest until the end.

 The activity is visually motivating. If there is any visual aids prepared.

2. Children learning observation in the Song-Based Learning for teaching Vocabulary.

 Children practice English in the classroom.  Children feel challenged by the English.

 There are new words introduced during the activity.

 The new target can be mixed with the old target during the activity.  The activity can be integrated into a planned course.

 The activity uses time efficiently.

3. Children Participation in the Song-Based Learning for teaching Vocabulary.

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Universitas Pendidikan Indonesia | repository.upi.edu| perpustakaan.upi.edu  Children are asking genuine questions.

 Children are anticipating and guessing during the activity.  Children are reflecting and thinking.

 Children can do the activity without too much explanation from teacher.

 There are ways for the children to be confused at first but later have a sense of accomplishment.

3.4.2 Interview

Interview was used to collect other information that might undiscoverable through observation (Alwasilah, 2012:110). Interview is one of the data that can be helpful to gain in-depth information from the teacher’s perspective. The interview was recorded and then it was transcribed. After

that the interview was analyzed due to the needs of the data collection. Bahasa Indonesia was used on the interviews in order to avoid misunderstanding.

There were several interviews held during the research. The first interview was employed to gain an overview of teaching English in kindergarten on May 25th, 2013 with a lecturer of Pendidikan Guru Taman Kanak-kanak (PGTK) UPI. The outline below is the interview question during the interview:

1. Apakah ada sebaran data statistik pengajar bahasa Inggris taman kanak-kanak di Kota Bandung? (Is there any statistical review of kindergarten English teacher in Bandung?)

2. Bagaimana pendapat Anda tentang pengajaran bahasa Inggris di taman kanak-kanak? (What do you think about teaching English in kindergarten?)

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4. Apa saja kegiatan pengajaran yang dilakukan di kelas taman kanak-kanak? (What are the activities in kindergarten classroom?)

The second interview was held on July 27th, 2013 with the English teacher of TK GagasCeria. The questions below are the outline of the interview with the English teacher in TK GagasCeria:

1. Darimana mendapat ide untuk aktifitas di kelas? (Where do you get the ideas of the classroom song-based activities?)

2. Apa saja pertimbangan saat melaksanakan aktifitas song-based learning di kelas? (What are the considerations in implementing the song-based activities in the classroom?)

3. Apa saja target pembelajaran saat mengajar bahasa Inggris di TK? (What are the targets learning on teaching English to young learners in TK?)

4. Kesulitan apa saja yang Anda hadapi saat mengajar bahasa Inggris untuk anak-anak? (What are the difficulties during the teaching English to young learners?)

5. Apakah lagu-lagu yang digunakan di kelas dibuat secara original oleh guru? (Are the songs originally made by the teacher?)

6. Pada penilaian vocabulary, mengapa Anda menggunkan gambar dan lagu sebagai alat penilaian? (On the vocabulary assessment, why do you use pictures and songs as assessment tools?

3.4.3 Written Document

The last instrument was document analysis. Guba and Lincoln (1981) as cited in Alwasilah (2012:111) define document as two types: (1) records

that refers to any preferences prepared from an institution to prove an event or check the accountability, whereas (2) documents that refer to any

preferences that are not prepared specifically to provide researcher’s need.

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supported by documents. Thus, the present study collected three documents to enhance reliability as follows:

a. Lesson Plans

The lesson plans are analyzed to find out whether there are changes made between the lesson plan activities and the real classroom situations.

b. Vocabulary assessments

The vocabulary assessments are used to see children’s

vocabulary development during the observations captured in the classroom.

3.5 Data Analysis

After all of the data were collected, the researcher analyzed the data that

were collected from observation, interview, and written document. The data were cross-checked through triangulation of all collected data. As stated in Alwasilah

(2012) there are several triangulation methods mentioned, however the triangulation method used in the study was methodological triangulation within methods, consists of observation, interview, and written document analysis. Therefore, the data analysis will be presented in descriptive explanation. For example based on the interview with the teacher, observation, and lesson plans analysis, when the situation in Shapes theme in the classroom is not supporting for the certain kind of activities planned in the lesson plan, the teacher choses to move to another room that have bigger space to play. In another class, she plays the game with the children in the playground.

3.6 Concluding Remarks

Finally, the last step of the study is drawing a conclusion. The research is conducted to portray teaching English vocabulary through songs to young learners. There were two research questions on the research; (1) what kind of songs-based activities are implemented to teach vocabulary? And (2) what are

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The two research questions above were used to find out how the teacher uses songs to teach vocabulary. The portrait of song-based learning was investigated through observation, interview, and written documents. The three data were collected and analyzed through triangulation data. However, the beginning conclusion is still temporary and may change as the new findings emerge. The conclusion in qualitative research is new and gives new color to the

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CHAPTER V

CONCLUSIONS AND SUGGESTIONS

This chapter presents the conclusions of teaching English through songs to young learner. Brief conclusions from the previous chapter are presented along with the suggestions towards the teaching English vocabulary through songs to young learners.

5.1 Conclusions

This study was concerned with the kinds of song-based activities

implemented in young learners’ classroom and teacher’s considerations when

implementing the song based activities in the classroom. The purpose of the study was to find out kinds of song-based activities implemented in the classroom and

to discover teacher’s consideration in implementing song-based activities to teach

English vocabulary in the classroom.

Some similar research has been conducted on teaching vocabulary to young learners and song-based learning to teach English to young learners. This study

confirms findings from the previous research that song-based learning is beneficial to teach English vocabulary to young learners. It is not only to create a

joyful and playful atmosphere in young learners’ classroom, but also give a

context to teach vocabulary to young learners. (MacNaughton & Williams, 2004; Shen, 2009; Linse & Nunan, 2005; Gordon, 2007; Cameron, 2005; Paul, 2003; Millington, 2011, Ara, 2009; Cakir, 2000; Sorcioban & Metin, 2000)

Teaching English vocabulary through songs to young learners gives positive

responses to children’s language development. As stated in the earlier chapter,

songs that have simple wordings and clear vocabulary target learning can help

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of the songs, especially if teacher use the popular songs rhythm, will also help children to remember easier. The vocabulary exposure is the most valuable evidence towards children vocabulary development. As children benefits the language learning through listening, then song is the best way to remember vocabulary in different way. Authentic songs made by teacher in the classroom also make it easier to present the vocabulary in the classroom.

Most of the song-based activities in young learners’ classroom are choral singing as routines, games based on song, and role play using the vocabulary learned in the classroom. These activities somehow changed due to the condition of the children in the classroom, such as the needs of children to move and distraction from other students. In order to overcome this kind of conditions, teacher is not only sticking to the activities in the lesson plan, but also needs to prepare other activities and be flexible towards the changes.

Therefore, using songs in the young learners’ classroom can be beneficial, not only to arouse children interest in learning language and give context to the language learners. But also provide children the opportunity to listen the vocabulary as many as possible before they can produce, use the vocabulary and give positive encouragement to the students. Songs are not only giving challenge to the average and above average students to think and reflect. As for the weaker student, they can also try to think and reflect through the joyful song without being intimidated by the language itself since the songs become the classroom routines.

5.2 Suggestions

Based on the research findings, discussions, and the conclusions of the research results, the writer proposes some suggestions towards song-based activities for teaching English vocabulary to young learners, as follows:

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children as young foreign language learners, creating a relaxed atmosphere, and actively engaging students to learn a new language, English. Moreover, the vocabularies are listed through visual aids, such as pictures and flashcards, therefore the song-based activities is not only stimulates the musical ability, but also the visual ability for children. 2. Teaching English vocabulary is not only about drilling the vocabulary,

but also how to attract young foreign language learners, build their confidence, and enjoy the foreign language. Therefore, in the future, children are not afraid to learn English more.

3. Song-based learning for teaching English vocabulary to young learners should consider the variety of children learning interests. Each child have different learning interests, teacher should facilitate children’s learning interests by combining the activities. She can integrate sounds/songs with visual aids, such as pictures and real objects.

4. For the teachers who are interested in teaching English vocabulary to young learners, they are suggested to create their own songs according to the theme in the school. Teacher of young language learners somehow collides with the idea of singing, using familiar songs, and creating original songs for children. Creating songs for young foreign language learners can be joyful and motivating for both children and teacher. Using and creating a song in song-based learning is highly recommended to try

in young foreign language learners’ classroom.

5. For those who are interested to conduct the similar research, they are advised to collect the data from different perspective in order to gain more

comprehensive result. For example, the researcher can assess the young

learners’ responses towards song-based learning using child friendly

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