T1 112011044 Full text

TEACHING VOCABULARY TECHNIQUES IN SCIENCE

CLASS FOR KINDERGARTEN STUDENTS

THESIS

Submitted in Partial Fulfillment of the Requirements for the Degree of

Sarjana Pendidikan

Winda Hapsari Fitri 112011044

ENGLISH LANGUAGE EDUCATION PROGRAM

FACULTY OF LANGUAGE AND LITERATURE

SATYA WACANA CHRISTIAN UNIVERSITY

SALATIGA

COPYRIGHT STATEMENT

This thesis contains no such material as has been submitted for examination in any course or accepted for the fulfillment of any degree or diploma in any university. To the best of my knowledge and my belief, this contains no material previously published or written by any other person except where due reference is made in the text.

Copyright@2015. Winda Hapsari Fitri and Rindang Widiningrum, M.Hum.

All rights reserved. No part of this thesis may be reproduced by any means without the permission of at least one of the copyright owners or the English Language Education Program, Faculty of Language and Literature, Satya Wacana University, Salatiga.

LIST OF TABLE

TEACHING VOCABULARY TECHNIQUES IN SCIENCE CLASS

FOR KINDERGARTEN STUDENTS

Winda Hapsari Fitri

Abstract: In teaching foreign language for young learner, vocabulary techniques are widely examined. Yet, teaching vocabulary techniques in science class for kindergarten students who haven’t been able to read and write are rarely discussed. This research focused on the techniques used in teaching vocabulary in science class for kindergarten students at Satya Wacana Students Center, Salatiga. This research employed descriptive qualitative design. The source of the data is two kindergarten teachers in Bloomers classes. The instruments of the data collections were observation and stimulated record interview. The findings revealed that the teachers used various techniques which are using picture, real object (realia), translation, personalization, and hands-on experiment. Those techniques are quite similar with other subjects in kindergarten class since the students still learn basic level words. The difference is the used of hands-on experiment since the other subjects in kindergarten didn’t use this technique.

Key Words: techniques, teaching vocabulary, young learners, science class.

INTRODUCTION

Vocabulary is an important aspect of learning a foreign language. Wilkins

in Thornbury (2002) believes that without grammar very little can be conveyed,

without vocabulary nothing can be conveyed. He emphasizes that people can say

very little with grammar, but people can say almost anything using words. Rich

vocabulary helps people to understand words. “Without learning vocabulary, no

one can speak or understand the language” (Allen, 1983). These authors

learning grammar. Thus, vocabulary teaching aims to enable learners to

understand the concepts of unfamiliar words, gain a greater number of words, and

use words successfully for communicative purposes (Cahyono & Widiati, 2008).

I myself found that vocabulary is very important to speak fluent sentences

during my time learning English. Too often, I prefer to remain silent when I don’t

know what suitable words to express my opinion. It is very frustrating when I

have something in my mind but then I can’t say it to others. Lack of vocabulary

also make me unable to understand well about what others say to me, so I often

guess the meaning by its context to deal with unfamiliar vocabulary. Sometimes, I

also look up the meaning of difficult vocabulary in the dictionary but soon I forget

it easily. I really would like to enlarge my vocabulary.

I believe that the English teachers have important role in enlarging

students’ vocabulary and helping them to memorize it. The teacher is a potentially

fruitful source of vocabulary input, not only in terms of incidental learning but

also a means of introducing vocabulary through teacher talk (Thornbury, 2002).

Nowadays, young learners in kindergarten have learned English as a

medium of instruction. Usually, kindergarten students learn new vocabulary

(five years old students) need very concrete vocabulary that connects with objects

they can handle or see (basic level words). However, Vygotsky’s in Gordon

(2007) argue that “if curricula focus on abstract language they give a powerful

boost to students’s language development.” It does not refer to abstract words

such as love, justice or hope, which have no concrete referents (Llach&Gomez,

2007). Vygostsky idea refers to academic language which represent content

teaching, such as science concepts for example, seasons or fossil, mammal or

hibernation(Gordon, 2007). While, Lloyd & Contreras (1985) added an idea that

science textbooks also have ‘special vocabulary.’ Special vocabulary consists of

word found in everyday language but used in a specialized way within the field of

science. For example, fruit, energy and exchange are words from everyday

language which have specialized meaning in science (Lloyd & Contreras, 1985).

Therefore, teaching vocabulary in science class may include concrete vocabulary,

special vocabulary, and science concept which are challenging for kindergarten

teachers. However, I believe if academic language teaching starts in the early

grades, language learners are more likely to do well when they progress to upper

Some researchers have already conducted the studies about teaching

vocabulary techniques and teaching science vocabulary. Wahyuni, Mulyani, &

Hidayati (n.d) in their study focused on technique used in teaching vocabulary to

young learners in English subject of elementary school, the finding revealed that

the teacher applied various techniques and the techniques to teach grade 1-3 was

different with grade 4-6. Focusing on science vocabulary teaching, Rule,

Barreraand & Stewart (2004) found that descriptive adjective object boxes method

by Maria Montessori can improve science vocabulary for third grade students

based on experimental research. A box of such set of items is called a ‘descriptive

objective box’, it is set with a theme-based assemblage of real objects, each with a

corresponding card of descriptive adjectives. This method is more appropriate for

young learners who have been able to read and write. Then, Fisher and

Blachowicz (2013) in their study present four characteristics of effective academic

vocabulary in math and science (e.g; diameter, circumference, radius, insect,

amphibians, biosphere) for elementary students which are link manipulation to

language, include visual representations, use meaningful and varied repetition and

review, and teach morphemes. Yet, these studies haven’t broadly examined

kindergarten students who learn science. Thus, this research will answer the

question: What techniques are used to teach vocabulary in science class for

kindergarten students?

Since teaching science in kindergarten may include concepts it will be

more difficult to deliver the meaning. It also may spend more time to teach young

learners, so it possibly will need various techniques. For that reason, this research

will describe those techniques to make kindergarten teachers have insight and

better understanding on what techniques that can be applied to teach vocabulary

in science class.

LITERATURE REVIEW

A. Teaching English for Young Learners

“The first order of business in the beginning level ESL classroom is to

create an unthreatening, comfortable and stress-free environment,” (Gordon,

2007). The more relaxed and the more uninhibited the learners feel, the better

they are positioned to deal with the task of understanding and producing a second

language.

Then, the most well-known approach to teach young learners are TPR

first language learning in that it links speaking and action. Asher the founder of

TPR in Gordon (2007) stated when mothers teach their babies how to speak; they

give students directions to perform various actions. CBI is a teaching method that

emphasizes learning about something rather than learning about language (Davies,

2003). In CBI, the teachers teach other subject using English. The content is

usually math, science, history, or other academic disciplines (Mohan, 1986). CBI

focuses on academic language, not the language of daily communication (Gordon,

2007), so this approach is more appropriate for teaching science concepts.

B. Teaching Vocabulary for Young Learners

Language consists of words. Vocabulary is the collection of words that an

individual knows (Linse, 2005). According to Cameron (2001), young learners of

a second language or foreign language are still building their first language

vocabulary, which is tied up with their contextual development; thus, in planning

and teaching foreign language we need to take into account this first language

background to know what will work and what may be too difficult for students.

Young learners should be exposed to vocabulary items repeatedly in rich contexts.

We can’t expect them to learn the items we teach and to remember all in the

in different situations for the following weeks of instruction. Linse (2005) and

Igbaria (n.d) agree that vocabulary items should be revisited or recycled in

different activities, with different skills and for multiple times to motivate the

learners, enrich their vocabulary and enable them to speak English properly.

Here, some techniques in presenting the meaning of new items to young

learners which can be used in science class based on Nation (1974), Allen (1983),

Cameron (2001), Linse (2005), and Gordon (2007) theories;

1. Demonstration

1a. Visuals : Picture/ Flashcard/ Photograph

Pictures which have been cut out of magazines and newspaper are useful;

many inexpensive books for students have attractive pictures which show meanings

of basic words especially for beginner in English. Sometimes picture also show

situation or which there are many different things or person. Allen (1983) stated

that total scene or picture is good to see how its parts are related to the whole.

1b. Real Objects (Realia)

“Real objects are better than pictures whenever we have them in the

classroom” (Allen, 1983, p. 24). There are real windows, doors, walls, floors, desks,

can look them, point them, walk to them, and touch them. The recommendation by

Allen (1983) is that, “For showing the meaning of an English noun, use real object

whenever possible.” (p.25). Therefore, using real objects can draw student attention

and it is better to bring the real objects as long as it is possible to make teaching

process more interesting.

1c. Black/white board drawings

Other technique is drawing on the blackboard, students are given a minute

to look at the drawing. For example, teachers draw part of the body and draw

arrow to each part. The teachers say the English word and write it above the arrow

(Allen, 1983).

1d. Gesture

Most of us have experienced the helpfulness of gesturing in generating

language. Gordon (2007) believes that a particularly effective second language

teaching strategy is integration of language and hand gestures. In this technique,

teachers accompany word by hand motions that illustrate the meaning of these

target language items.

The activity is like what happens when one is learning one’s mother

tongue. Students have frequent experiences in obeying commands during the

early years of learning the mother tongue. Those experiences appear to play an

important part in the learning of vocabulary. For example, students learn word

‘touch’, it is difficult to teach them that word. Therefore, teachers can ask the

class to obey simple command that contain ‘touch’.

1f. Games

A well-chosen game can help the students acquire English words. Games are

very helpful because they can make students feel that certain words are important

and necessary because without those words, the object of the game cannot be

achieved.

1g. Choral Singing

The students sing along with their friends and the way teacher convey the

meaning of the lyric by acting out individual stanza or by using puppets or props

(Gordon, 2007). Otherwise, using action songs, it will give opportunity of moving

bodies while singing since young learners are physically very active (Llach &

Gomez, 2007). Moreover, songs are associated with relaxation and fun so the

1h. Role-plays

Role-plays enable students to visual and experience occurrences and contexts

that are removed from their day-to-day lives. “Role-play activities can be

effective for investigating and learning the vocabulary of natural and social

sciences,” Gordon (2007). For example students can learn vocabulary related to

health and well-being by reenacting as visit to the doctor or learn about rain forest

by creating a tropical jungle in the classroom.

1i. Hands-on Projects

Students learn by doing. Students interpret the meaning of context-reduced

vocabulary when they observe natural phenomena first-hand while participating

in inquiry-based learning experiences. Hands-on consist of two stages; group

activity and teacher guided reporting. “During group activity, students

demonstrate a natural phenomenon. Then, during guided reporting, students try to

describe observations formulate their hypothesis, and also try to draw

conclusions.” (Gordon, 2007). It provides highly specific contextual fruitful

experiences for concept clarification and provides rich opportunities for problem

solving when they enable children to use academic language to analyze their

2. Verbal Explanation

2a. Personalization

Instead of memorizing list of words and their meanings, personalizing

vocabulary lessons greatly help students’ deep processing. It is when teachers

connect vocabulary to young learners’ lives. “Ask students question that will help

them to relate new words to their own lives. This will help them to remember the

words and hopefully will help them to use the words in their own speech and

writing.” (Cameron, 2001, p. 128).

2b. Translation

“Sometimes a new word is first explained in the foreign language or with

pictures, but is then immediately translated in the first language.” (Cameron, 2001).

Learners will soon realize the pattern of their teacher’s explanations and learn that

they don’t have to concentrate on working out the meaning because the translation

is predictable given afterwards. As a general principle, it would seem useful to

avoid translation as regular way of explaining new words, and try other techniques,

METHODOLOGY

A. Context of the Study

The context of the study is Satya Wacana Students Center in Salatiga

which used English as their medium of instruction. My focus will be in Bloomers

classes (5-6 years old students) since these classes have science lesson every

Tuesday which teach basic concept of science using simple experiment.

B. Participants

The participants are the teachers. I’m going to observe and interview two

teachers who teach in the same level (Bloomers classes) to get to know more

about techniques in teaching vocabulary in science class. Different classes and

different teachers may need and use different techniques.

C. Instruments

Here, I use camera and video recorder to document or take picture of the

activities during the observation related to the research issue. The observation

aims to identify and describe what techniques that the teachers use when teaching

vocabulary in science class. Then, the instruments for the interview are the result

sections. The interview is stimulated record interview because it accommodates

teacher reflective practice when they use vocabulary techniques. This interview

aims to know the teachers’ educational background, techniques teaching

vocabulary, why the teachers use particular techniques, and how the teacher deal

with problems in teaching vocabulary.

D. Data Collection Procedure

The data is taken by observing teaching and learning process and

interviewing two kindergarten teachers at SWCC then doing documentation and

transcription. First, I observe each teacher twice during the science class, 30

minutes of each class. So, there will be four observations. After that, I interview

each teacher after the observation has been done. The interview is done after the

observation to get more information and clarification of the observation result.

E. Data Analysis Procedure

This study employs a descriptive-qualitative design. After each teacher

was being observed and interviewed, I noted the video of the observation,

transcribed the interview and then analyzed. The analysis is organized by

categorizing kind of techniques in teaching vocabulary based on the result of

presented descriptively. In analyzing the data the techniques that have been

mentioned in the literature review are used as reference, they are; Demonstration

which consists of using picture or flashcard or photograph, real objects or realia,

black or white board drawing, gesture, command, games, choral singing,

role-plays, hands-on projects, and verbal explanation which consists of personalization

and translation.

FINDINGS AND DISCUSSION

Based on the four observations to collect the data, I found five kinds of

teaching vocabulary techniques that were used in Bloomers’ science classes

which were using picture, real object (realia), translation, personalization, and

hands-on project. Concrete vocabulary, special vocabulary, and science concepts

occurred in this teaching process. The findings can be seen in Table 1.

Table 1. The Techniques used in Teaching Vocabulary in Science Class

B

Based on the observation, special vocabulary to teach science concepts

were rarely occurred such as water, oil, mix, and explode. Most of vocabulary

which occurred in science class for kindergarten was concrete vocabulary such as

key, eraser, ruler, banana, cheese, etc. because the teachers taught very basic

concept of science. Therefore, the teaching vocabulary techniques that used were

quite similar with other subjects in kindergarten class. The difference was the

used of hands-on experiment since the other subjects in kindergarten didn’t use

this technique (Teacher B, Interview). The findings on kind of techniques were

1. Picture

Both Teacher A and Teacher B were using picture to teach concrete

vocabulary in science class. During the discussion of magnet, Teacher A used

pictures to show the things that can be pulled by magnet and the things that can’t

be pulled by magnet. The pictures in the book were key, paper clip, eraser, candy,

fork,and safety pin.That vocabulary was used to introduce the concept of magnet.

While discussing food coloring, Teacher A brought pictures of suji leaf, bit, red

spinach, and rainbow cake. Teacher B also used pictures when delivering second

topic. There were coke, banana, milk, cookies, cheese, and sandwich. That

vocabulary was used to introduce the concept of calcium that contain in certain

kind of foods.

The teachers pronounced each word while pointing at the picture and the

students repeated after her. For example, when Teacher A pointed at picture key

and she said keyand then pointed at picture paper clipand said paper clipand so

on. Then, the students repeated after the teacher pronounced those words. To

convey the meaning, the teachers usually translated the vocabulary after showing

Teacher A went on explaining in the interview why she used pictures

while teaching vocabulary in science class. She said, “Students are more attracted

with picture and real objects.” (Interview, March 10th, 2015). Moreover, Teacher

B added in the interview,

“Students will get bored without visual aids (picture). It is difficult to get their attention and with pictures, it will help teacher to get students attention and also help the teacher to have communication with them. I can ask the students what picture it is and so on.” (Teacher B, interview, April 10th, 2015)

The technique that teachers used was in line with Allen (1983) theory which

said that attractive pictures were useful to show meanings of basic words

(concrete vocabulary) especially for beginner in English. Using picture can attract

students’ attention and make them engage with the materials. Based on the

observations and the interviews, there were found that using picture has two

benefits. First, students are attracted with the material so that the teacher can get

students attention. Second, students can interpret the meaning as soon as they see

the picture especially when the teachers didn’t use translation. Moreover, the

teacher can build communication with the students by asking what picture it is.

Here, the teacher asks, and then the students answer and teacher gives response

2. Real Object (Realia)

Teacher A and Teacher B explained the topics of magnet, food coloring,

and water vs. oil by bringing real objects (realia). Besides using picture, realia

was used to teach concrete vocabulary as well. Intended for Teacher A’s topic

which was magnet, she brought key, eraser, rulers, marker, fork, candy, pencil,

paper clip, safety pin, and magnet to introduce the concept of magnet. Then, for

explaining food coloring, she brought food coloring, suji leaf,and carrot. Teacher

B in water vs. oil also brought objects which were oil, water,and food coloring to

introduce the concept of density which was water and oil cannot be mixed. If

Teacher A used real object side by side with using picture, Teacher B used real

object only. As reported in the interview:

“It will be more remarkable if we use real object, the students are better-off if use object. We ever used (picture) on the book barely and there where students who said, “It is not the same with mine.” At that time we taught about water, and some students said that the water in the picture was not the same with the water that they knew. It is simple actually, we only discuss about water but the students have different argument. From that experience, I think it will be better if we have picture and real object as well so that we can make sure that the picture and the real one are the same.” (Teacher A, interview, March 10, 2015)

Teacher A has similar concept with Allen (1983) who claims that real

since the students can look at them, walk to them, and touch them. Yet, from the

interview with Teacher A, she perceived that she still needed picture to make the

students understand the vocabulary distinctly. Using real objects are also

necessary in science class, especially while explaining concept using hands-on

experiment, as stated in the interview with Teacher B,

“Real objects used if we have hands-on experiment, it will be more fun (to have own experiment) rather than use video especially if the objects are easy to be found. Usually, students remember what they see easily rather than what they listen to.” (Teacher B, Interview, April 10th, 2015).

This is in line with the recommendation by Allen (1983) that is, “For

showing the meaning of an English noun, use real object whenever possible.”

(p.25). Real object is useful in teaching vocabulary, especially if the object is easy

to be found or possible to be brought. The teacher is better to use real object in

classroom. Based on the observation and interview, real object has similar

function to picture. The students are not only look at them; they can touch them

and used them to do the hands-on experiment.

3. Translation

Both Teacher A and Teacher B delivered the meaning of concrete

A showed pictures or objects one by one to the students while asking ‘what it is?’

Then, the students answered it one by one. If the students answered in their first

language, the teacher translated it into target language. After that the teachers

reviewed by asking, for example ‘what ‘garpu’ in English?’, ‘what is ‘air’ in

English?, and so on.

As Cameron (2001) stated that the new word is first explained in the

foreign language or with pictures, but it is then immediately translated in the first

language. This also happened in this class since the students are bilingual students

who didn’t use English all the time. Translation also used when the students and

the teachers try to draw conclusion in hands-on experiment. For example in water

vs. oil Teacher B said, “From this experiment we can see that water and oil

cannot be mixed.” Teacher B translated as “Jadi air dan minyak tidak bisa jadi

satu, tidak bisa bercampur.” Moreover, to explain the meaning, translation is the

simple way and to make them remember the vocabulary. Translation is always

used in every topic which delivered by both of the teachers during my

observation. Teacher A explained in her interview:

to see how the condition first. If the students don’t pay attention, we need to use first language to solve the problem and then we translate again in English.” (Teacher A, interview, March 10th, 2015)

Based on the interview with Teacher A, it is stated that translation helps

the teacher to get the students attention. If the teacher uses English all the time,

the students may confuse and don’t pay attention. In topic Taste, Teacher B used

translation to explain the meaning of sweet, sour, bitter, salty, spicy or hot.

Teacher B asked, ‘what is ‘manis’ in English?’, ‘what is ‘pahit’ in English?’, and

so on. Teacher B reported in the interview that,

“I used translation to introduce new vocabulary, and it should be repeated over and over again (drilling). Some students in my class are pleased with drilling and at the end of the lesson before they are home, they still remember the vocabulary.” (Teacher B, Interview, April 10th, 2015).

This theory is in line with Cameron (2001) who claimed that “when new

words are introduced, pupils will produce the first language translation, then the

teacher can accept the translation as useful evidence of understanding.”(p.86).

The idea of drilling to provide useful input to the students and make them

remember the new vocabulary has similar idea with Linse (2005) and Igbaria

(n.d) who stated that the vocabulary items should be revisited or recycled in

4. Personalization

Based on the observation, I found that Teacher B used personalization for

both topics that she delivered to teach concrete and special vocabulary. For

example, when introduced the word oil, Teacher B asked, “What do you use when

you fry food?” From the personalizing question, the students began to think

possibility of what word being learned. Another example when Teacher B

introduced the concept of tongue which could sense four kinds of taste, she

recalled the students activities on school during Valentine days when they got

chocolate and then asked, “Did you eat your chocolate on last Valentine? How

was the taste?” The students told the taste to the teacher, they said that chocolate

was sweetand bitterin their first language. Then, the teacher used translation to

convey the meaning. Teacher B explained in the interview that,

“Using personalization makes students become more critical and it creates communication to the students as well. I ask question, the students answer, and I give response again. Moreover, if I related it with students’ life or their activity before, it will be easier to put the target vocabulary in since they are familiar with the issues.” (Teacher B, Interview, April 10th, 2015)

This statement was in line with Cameron (2001) theory, relate new words

in learners own lives will help learners’ deep processing and help them to

observation and interview, the students become more active in answering

personalizing question since they are familiar with the issue and it help students’

deep processing since they become critical to guess the vocabulary or they

concentrate on working out the meaning, not only given translation. Although

translation is sometimes given after the students personalize the words, at least

they do not merely accept the translation. Translation here used as useful evidence

of understanding.

5. Hands-on Experiment

Hands-on experiment used to teach science concept and vocabulary used

in that concept. Teacher A used hands-on project while explaining the word stick.

She asked the students to try sticking the magnet to other objects that she brought

one by one and drew conclusion about what objects can be pulled and can’t be

pulled by magnet. She also used hands-on project to explain the word food

coloringby asking the students to make food coloring using sujileaf in pairs. This

activity made the students understand that food coloring could be made by suji

leaf and the color that was produced was green. As reported in the interview:

Therefore, small experiment can be used to review the vocabulary (in different ways).” (Teacher A, interview, March 10, 2015)

Then, Teacher B used hands-on project when explaining the word mixand

explode. She asked the students to do hands-on experiment using water, oil, and

food coloring. Teacher B instructed the students to mix water and oil first in a

glass. This showed water and oil could not be mixed. The students began to draw

conclusion that mix was if water and oil could be together. Another experiment

was done to describe the word explode. In a glass where water and oil were in,

Teacher B gave drops of food coloring. After waiting for few seconds, the drops

of food coloring which detained in the oil was being explode and it mixed with

the water in the glass. Here, the students could see that explodecould be seen as

drops of food coloring which began to mix with the water after detained in the oil.

Teacher B explained in the interview that,

“Hands-on experiment is used to give evidence. For example, water and oil cannot be mixed. At first, the students said that it could be mix but they prove it themselves that it couldn’t. Hands-on project can strengthen stimulus in students’ brain rather than being explained by the teacher only.” (Teacher B, Interview, April 10th, 2015)

This technique is in line with Gordon (2007) claim that the students can

interpret the context of vocabulary when they observe and participate in learning

2007). Based on the observation and interview, it was confirmed that to teach

vocabulary the teacher should review the vocabulary over and over again. So, this

activity can be used to review what they had learned previously without making

the students feel bored. Moreover, the students will not take it lightly because the

way teacher presenting the vocabulary is involving students in the activity not

only make them listen to the teacher.

CONCLUSION

The purpose of this study is to describe teaching vocabulary techniques in

science class for kindergarten students. This study increase understanding of

teaching concrete and special vocabulary techniques in science class which can

help students to understand basic concept of science. At the same time, increase

awareness on the part of the importance of teachers in vocabulary development

for kindergarten students which is still rather limited. I believe that this study

helps to extend that limit. According to the research findings, it could be

concluded that vocabulary used in science class for kindergarten are concrete

vocabulary and special vocabulary. That vocabulary is used to introduce basic

concept of science in science class. The teachers taught concrete and special

translation, personalization, and hands-on experiment. Beside for teaching

vocabulary, hands-on experiment is used to teach science concept. Such results

were in line with some of theories that were described by Nation (1974), Allen

(1983), Cameron (2001), Linse (2005), and Gordon (2007). Those vocabulary

techniques are quite similar to other subjects in kindergarten class since most of

the vocabulary is still in basic level (concrete vocabulary). The difference is the

used of hands-on experiment since the other subjects in kindergarten didn’t use

this technique. Based on the findings there was a need for the teachers to use

various techniques in order to make attractive activity so the students wouldn’t get

bored especially while reviewing vocabulary. However, the teachers should select

carefully which techniques are more appropriate for the vocabulary or the topics.

For example, not all of the topics in science class are compatible with hands-on

experiment especially if the focus is concrete vocabulary. It is different if the

focus is language concept, in this case hands-on experiment will be the more

appropriate technique.

Although the study has reached its aims, I am still aware of its limitations

and shortcomings. First, because of the time limit, this study was conducted only

it was done in longer time. Second, the participants were only two teachers in the

same school and might not represent the majority of the teachers in kindergarten.

Therefore, to generalize the results, the study should have involved more

participants. Future research was suggested to explore the specific contribution of

hands-on experiment to vocabulary development in science class for young

ACKNOWLEDGEMENT

Foremost, I am grateful to the God for the good health and wellbeing that

were necessary to complete this research.

I wish to express my sincere thanks to my supervisor Rindang

Widiningrum, M.Hum. for the continuous support of my study and research, for

her patience, motivation, enthusiasm, and immense knowledge. My sincere thanks

also goes to Anita Kurniawati, M.Hum. as my examiner, for the sincere and

valuable guidance and encouragement extended to me. I would also like to show

my gratitude to Satya Wacana Children Center principal and all the teachers and

the students who have been cooperative in completing this research.

I take this opportunity to express gratitude to all of the Department faculty

members for their help and support. I also thank my parents and my dear sister,

Mpak, for the unceasing encouragement, support and attention. I am also grateful

to my fellows, Yaya, Gek, Sasak, Nanin, Zahra, and Emma who supported me

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APPENDIX

Stimulated Record Interview Questions of Teaching Vocabulary Techniques in Science Class for Kindergarten Students

Name of teacher : ___________________________ Education : ___________________________

1. What techniques do you usually used in teaching vocabulary for kindergarten students in science class?

2. Why do you use this/those technique(s)?

3. What are/is the challenge(s) that you face during teaching vocabulary in science class?