TABLE OF CONTENT
APPROVAL PAGE ... i
PREFACE ... ii
AKNOWLEDGEMENT ... iii
DECLARATION PAGE ... iv
ABSTRACT ...v
TABLE OF CONTENT ... vi
CHAPTER I: INTRODUCTION ... 1.1 Background of the Study ...1
1.2 Research Questions ...3
1.3 Purpose of the Study ...4
1.1 Significant of the Study ...4
1.1 Scope of the Study ...5
1.1 Terminology ...5
1.1 Organization of the Paper ...6
1.1 Closing Remarks ...7
CHAPTER II: THEORETICAL FRAMEWORK ...8
2.1 Young learners Learning Characteristics ...8
2.2 The Important Role of Vocabulary ...11
2.2.1 Vocabulary knowledge ...13
2.2.2 Presenting Vocabulary ...15
2.2.3 Assessing Vocabulary ...20
2.3 The Role of Edutainment Software in Vocabulary Learning Process ...21
2.3.1 Types of Edutainment ...25
2.3.2 I Tutor.Net as a Singapore Designed-Edutainment Software ...27
CHAPTER III: RESEARCH METHODOLOGY ...30
3.1 Research Design...30
3.2 Research Site ...31
3.3 Research Subjects ...32
3.4 Data Collection ...32
3.4 1 Classroom Observation ...33
3.4.2 Documentary Data (students’ works and questioners/students’ response records). .33 3.5 Data Analysis ...34
3.6 Closing Remark ...35
CHAPTER IV: FINDINGS AND ANALYSIS ...36
4.1 Analysis of the Implementation of I Tutor.Net ...36
4.1.1 Activities before using I Tutor.Net as Edutainment Software ...37
4.1.1.1. Prepare the Materials and Equipment ...37
4.1.1.2. Prepare the Environment ...39
4.1.1.3. Prepare the Students ...40
4.1.2 Activities while using I Tutor.Net ...41
4.1.2.1. Activities in the first topic...41
4.1.2.2. Activities in the second topic ...48
4.1.3 Activities after using I Tutor.Net ...54
4.1.3.1 Oral Activities ...54
4.1.3.2 Students’ works ...56
4.2 Analysis of students’ responses toward I Tutor.Net ...57
4.2.1 Data from classroom observation ...57
4.3 Conclusion of Chapter Four ...61
CHAPTER V: CONCLUSION AND RECOMMENDATION ...63
5.1 Conclusion ...65
5.2 Recommendation ...65
References ...67
APPENDIXES ...73
APPENDIX 1 ...74
APPENDIX 2 ...78
APPENDIX 3 ...95
APPENDIX 4 ...96
APPENDIX 5 ...107
APPENDIX 6 ...112
APPENDIX 7 ...116
APPENDIX 8 ...118
CHAPTER I
INTRODUCTION
This chapter describes the general idea of the present study. The information
covers the background of the study, the problems of the study, the purposes,
significance and scope of the study. The clarification of the terms used and the outline
for the organization of this thesis are also underlined.
1.1 Background of the study
Nowadays technology advances have been growing very fast. They can come
many advantages in many areas including in today‟s educational settings. In language
teaching, the use of computer-based materials for language teaching often referring to
CALL (Computer Assisted Language Learning) has been known since 1950s (Beatty,
2003, Egbert, 2005). It is constantly undergoing change in more sophisticated both in
their performance and their functions (Beatty, 2003; Dudeney and Hockly, 2007) as a
result of technological innovation creating opportunities to revise old findings, to
conduct new research and to challenge established beliefs about the ways in which
teaching and learning can be carried out to both with and without a teacher (Beatty,
2003).
Recently, in creating a motivating and successful environment for learning by
“entertainment” has been evolved from the definiton of educational technology. It
becomes greatly popular and keeps growing fast since early 1990s (Kazanci & Okan,
2009). The edutainment software which promises the learner with cognitively
challenging, attractive material ((Kazanci & Okan, 2009; Zin & Zain, 2010) is widely
expected to be able to make the process of learning is going to be colorful and fun in
such a way that students get so lots of information in the fun learning that they do not
realize they are learning at the same time.
However, the effect of edutainment software which is adapted in EFL
classroom still remains and concerns both educators and parents (Kazanci & Okan,
2009). A number of empirical studies have been conducted, which either support
(Wood, 2001; Chapelle, 2001; Sato & Suzuki, 2010) or oppose (Olson et al., 2001;
Setzer and Monke, 2001) the use of edutainment software in the classroom. Resnick
(2004) supporting Olson (2001) and Setzer & Monke (2001) argued that the
edutainment as artificial sweetener to make learning become palatable to children.
Conversely, Zin & Zain (2010) gave evidence that edutainment software can increase
students understanding toward the topic that has been taught and students‟ interest in
teaching and learning process. Moreover, Alemi (2010) supports Wood (2001) that
educational games can help learners to expand vocabulary which is a central
component of verbal comprehension (Cheng Sieh, 2008; Ryan in Schmitt et al., 2001;
Thornbury, 2002) and has positive correlation with later literacy development in both
first language and foreign or second language (Neuman & Dickinson, 2011; Brown,
Considering there are still a few studies in the field of edutainment software,
especially related to the young learners‟ vocabulary, thus the present study focuses on
teaching vocabulary using edutainment software. This study uses i tutor.net since the
edutainment software is a comprehensive multimedia learning package consisting of
animated lessons and interactive activities. The software which was designed by a
Singapore company and approved by e-ASEAN endorsed project is distributed in
franchise system by a private company having bought the license to use in Indonesia.
The software is aimed at equiping learners with more academic knowledge, nurture
them into creative thinking and present fun learning which makes the students
especially young learners happy. It promises children are being motivated and
involved in doing many activities since it contains all kinds of language skills and
aspects; speaking, reading, listening, writing, grammar, and vocabulary. Hopefully
the finding of this study will provide a better insight especially for teachers of young
learners in teaching vocabulary to their students through edutainment software and a
useful consideration for policy making in the school to improve English education in
the school.
1.2 Research Questions
Connected with what has been discussed above, the questions in this study are
formulated as follows:
1. How is i tutor.net as edutainment software implemented in teaching
2. What are the responses of the learners toward i tutor.net as edutainment
software?
1.3 Purpose of the Study
The purposes of this study are formulated based on the problems investigated.
This study intends:
a. To portray what happens in the classroom when i tutor.net as edutainment
software is implemented in teaching English vocabulary to young learners in
primary school context.
b. To find out the responses of the learners toward i tutor.net as edutainment
software.
1.4 Significance of the Study
The result of this study will provide information on the use of edutainment
software in teaching vocabulary to young learners and the benefits and barriers of
using the software. It will contribute some aspects as follows:
a. The information can be used to support the previous theory about the use of
edutainment software in teaching young learners and provide new information
b. Practically, the information will be valuable for English teachers as this study
proves practical guidance on how to use edutainment software in the
classroom.
c. Additionally, the result of the study can be useful for policy makers in school
to improve the school policy, primarily about the implementation of
edutainment software in the extracurricular activity.
1.5 The Scope of the Study
This study explores i tutor.net as edutainment software used to teach
vocabulary to the learners. Nineteen learners of third grade of a pilot elementary
school with international standard (RSDBI) in Kalijati, Subang are involved in this
study which focuses on teaching vocabulary to young learners through i tutor.net as
edutainment software and learners‟ responses towards the software.
1.6 Terminology
There are three key terms used in this study; edutainment software, vocabulary, and
young learner which will be briefly defined below.
The first is „edutainment software,‟ which is education that has been placed
within the framework of entertainmentso children could enjoy what they learn with a
combination of many mediums (sound, animation, video, text, and images) by simply
and stories as well as information that will come alive on a computer screen (Gross,
2003).
The second term is „vocabulary‟ which is the knowledge of words and word
meanings (Diamond and Gutlohn, 2006). The last is „young learners‟. This term
covers a wide age range which can be anybody from the age of five to the age of
twelve (Rixon, 1999). For the purpose of this study, young learners are defined as
children between the ages of about 8 years old to 9 years old that are in the third
grade of elementary school students.
1.7 Organization of the Study
This thesis is organized in five chapters. The first chapter gives a general
description of the introduction to the topic of the research. It includes the research
questions, the research aims, scope and limitation of the study, significance of the
study. The second chapter describes theoretical framework covering the theories and
references for this study. The third chapter deals with the methodology that will be
used to conduct the research. It presents the participants, research design, and the
procedure of data collection and analysis. The fourth chapter describes research
finding and discussion. The last chapter presents the conclusion of the thesis and
1.8 Closing Remark
This chapter has presented the introduction of the whole study which
includes background of the study, the research questions, the research aims, scope
and limitation of the study, significance of the study and organization of this paper.
CHAPTER III
RESEARCH METHODOLOGY
This chapter elaborates aspects related to the research methodology
employed in the present study. The discussion covers a description of research design
used in the study and then the site, the subjects of the study. Data collection and
analysis will be included as well.
3.1 Research Design
An exploratory case study used when little is known about the case being
examined is employed in this study (Yin cited in Heigham and Croker, 2009). It can
also be considered as a case study dealing with a single case or small-scale case
(Merriam, 1998) and typically emphasizing features that make one person or
organization different from others (Thomas, 2003). The researcher explores a single
entity or a case bounded by time and activity (a program, event, process, institution,
or social group and collects detailed information by using a variety of data collection
procedures during a sustained period of time (Cresswell, 1994).
Two data collection techniques were used in this study to gain the data
needed. The techniques are observations including transcripts, field notes and
document from students’ works and their responses obtained from activities in the
classroom and questionnaire. Classroom observations were carried out to examine
students’ efforts in reaching the objectives which have been set for learning over a
unit of work or a length of time (McKay, 2006). The observation is a non-intrusive
tool to assess children’s performance since the children are often not even aware that
they are being assessed (Pinter, 2006). Students’ works were utilized to know their
ability in learning vocabulary using edutainment software. Meanwhile students’
responses from teaching learning process using i tutor.net and questionnaire were
used to know students’ responses toward the English teaching learning process
through edutainment software.
3.2 Research Site
This study was carried out in a public elementary school in Subang for two
reasons. First, this school is a pilot elementary school with international standard
(Rintisan Sekolah Dasar Bertaraf Internasional/RSDBI) in Kalijati, Subang in which
English has been taught to the learners since they are in the first grade. Second, this
school is equipped with appropriate facilities including computers and LCD projector.
The strategy used in this study required the facilities that were very helpful in the
vocabulary teaching and learning process. However, based on the information from
the teacher, these tools are never used in vocabulary teaching and learning process.
She just gives some vocabularies from the text book to mention and write and
memorize through direct instruction and translation. Hence, the researcher met a
challenge to implement a different technique that can help the students to acquire
vocabularies more effectively and keep the vocabularies in their minds for the longer
3.3 Research Subjects
The 19 third grade learners of a public elementary (RSDBI) in Subang were
chosen as the subjects of this study for three reasons. First, the school has been
endorsed as RSDBI since three years ago, so they consisting of 10 males and 9
females are the first group prepared and designed to have the capabilities with
international standard. As a result, English is one of the lessons which are stressed to
learn by the students. Second, the information and technology course both in theory
and in practice has been given to the learners. The students have been introduced to
operate computer. It is beneficial when the English teaching and learning process is
brought in the classroom through edutainment software, a computer-based technique.
In using technology with ELLs, it is important to become familiar with our own
students’ familiarity with technology (Erben, et al., 2009).Third, the learners’ ages
are ranging from 8 to the 9 which develop the ability to apply logical reasoning in
several areas of knowledge at the same time (such as math, science and map reading)
but this ability is restricted to the immediate context. This means that at this concrete
operational stage, they cannot yet generalize their understanding (Pinter, 2006).
3.4 Data Collection
This study utilized classroom observation and document from students’
works and questionnaire as the technique of data collection. They will be described
3.4.1 Classroom Observation
The classroom observation was carried out for twelve sessions that spent one
hour in average for each which then it was recorded and transcribed. At each occasion
of teaching and learning process using i tutor.net, the researcher’s role was ‘teacher
as researcher and as a participant observer, consequently, the researcher was able to
engage in each activity intended to be observed (see Cohen and Manion, 1994). After
the class ended, all the activities happened in the classroom during the observation
were taken note by the researcher. It is in line with Fraenkel and Wallen (2007) who
state that events were then reconstructed into field notes. The existing activities were
compared with some theories of edutainment and teaching vocabulary to young
learners. Then the data were concluded in findings. A colleague will be invited to
observe the class because no observation is value-free or theory-free (Fraenkel and
Wallen, 2007). Moreover, it is conducted to increase the reliability of observational
evidence.
3.4.2 Documentary Data (students’ works and questionnaires)
In the case of this study, documentary data which were collected after the
class ended are students’ works done in worksheets both individually and in group.
Most of the works or tasks are similar with the activities in the computer. The tasks
available in the worksheets were intended to give a chance for the students who did
not have a turn yet to do an exercise in the computer. The tasks provided in the
filling, word-searching, and word-arranging, picture cloze, picture-matching, and
picture labeling. They are suitable to the topics presented. The students did the tasks
by cutting and sticking a picture to the right blank box provided, coloring the words
found in the table, and labeling the picture in familiar learning contexts. The ways the
students did the tasks were intended to encourage their confidence and build their
self-esteem. As a result they are not worried about being assessed (Pinter, 2006).
Another data obtained from document in this study were questionnaires. The
questioners which were collected at the end of each topic contained information to
know students’ response toward the teaching vocabulary using edutainment software
and a questionnaire for their English teacher. In this study, the students were asked to
put a tick in the column like when they felt happy with the lesson and on the other
hand, when they felt unhappy they put a tick in the column dislike. Then, they gave
their comments about the reason of like or dislike of the lessons. Meanwhile, their
English teacher who was also as an observer was asked to fill a questionnaire after the
program ended.
3.5 Data Analysis
Data analysis in this study was conducted during and after data collection. It
was carried out simultaneously with ongoing activities related to teaching and
learning activities by implementing i tutor.net, as edutainment software in teaching
vocabulary in the classroom. As Maxwell (1996) states that the data analysis is done
as soon as the observation carried out otherwise it will lose visual details that might
observation data recorded were transcribed, classified, and interpreted in information
which had been summarized (Alwasilah, 2002, p. 229) and finally concluded. Data
analysis and interpretation were also based on documentary data consisting of
students’ works and questionnaires. The data were also classified, interpreted,
summarized, and concluded.
In attempting to make the data valid and reliable, data source triangulation
(see Cohen and Manion, 1994; Merriam 1998) was carried out. It was intended to
make contrast and comparison of all data gained from different sources i.e. classroom
observations and document analysis.
3.6 Closing Remarks
This chapter has been written to discuss the research methodology and
design in this study. It includes the research site, participant, data collection and data
CHAPTER IV
CONCLUSION AND RECOMENDATION
This chapter describes the conclusion of the research findings based on the
questions proposed in chapter one and some recommendations. This chapter then is
divided into two parts, the first one presents the conclusions of the study derived from
the findings and discussions presented in the previous chapter. The second part is
concerned with the recommendations relevant to the study.
5.1 Conclusion
This study has portrayed the implementation of edutainment software in the
teaching vocabulary to young learners, especially primary students. Based on the
research findings in Chapter Four, the first research question has been answered. The
use of i tutor.net as edutainment software in teaching of vocabulary to young learners
can be implemented through some sequence activities generally divided into three
main stages, related to the typical of most lessons, i.e. the activities before, during,
and after using edutainment software (Brewster & Ellis, 2002; Heinich et al., 1996).
The activities before using edutainment software consist of preparing appropriate
conditions including materials and equipment, environment, and students’
participation. The preparation stage is useful to make the teaching learning process
The activities while using edutainment software include activities in the topic
about My New School describing things in the classroom and the school environment
and About Me discussing parts of body comprising body, face, arms, and legs. In this
stage, the students get the form and meaning of new words from the edutainment
software. They hear, see and have experience through movie, reading, listening,
vocabulary, grammar, and activities in the computer. Mostly, the teacher acted as
facilitator who assisted the students doing the activities in the computer, corrected
their pronunciation when they made mistake in it, or helped them to read lengthy
words which made some of the students get bored.
In the last stage, the teacher checks students’ comprehension to know how
well they understand the language they learnt and examine their feedback to know
their response toward the lesson. Sometimes some students got bored when they
didn’t have a turn to do the exercises in computer. They felt disappointed when there
were only some of their friends who had a turn to do the exercises in the computer.
This happened when the exercise had a few items, so there were only some students
had a turn. However, based on all data obtained, the students give positive responses
toward the lesson. This can be observed from their attitude that seemed enthusiast do
some tasks both in computer and in worksheet, or their manners that happily imitated
some actions of the character in the lesson or laughed at funny actions of the cartoon
character.
The positive responses were obtained since the i tutor.net as edutainment is
take positive responses. Consequently, having positive responses to the media used in
this study promotes the students learning through exploration, interactivity, trial and
error, and repetition in such a way that students get so lots of fun that they do not
realize they are learning at the same time.
Additionally, it seems that the making of the software were carefully created
for young learners since it attends to young learners learning characteristics. Those
characteristics were learn through the environment, limited attention span, fun
learning, learn when kept as a whole, meaningful, and interesting, and learn through
repetition. They can be observed in terms of presenting images, animations, sounds,
and activities into stages that engage the student’s senses and allotting relatively short
time, having specific topic, and recycling materials in the lessons.
Finally, i tutor.net as the edutainment software in this research provides
authentic and meaningful language. The topics about My New School and About Me
discussed in each session are within young language learners’ world presented by
native speakers. Accordingly, they may be willing to learn word’s form, word’s
meaning, and word’s use if the language can be used for here and now.
5.2 Recommendation
This section presents some suggestions offered on the basis of findings of this
research that hopefully enhance the practice of teaching vocabulary to young learners
especially in primary school.
Since i tutor.net as the edutainment software was designed by attending to
especially for schools with computer facilities would be recommended. Because
young learners are easily get bored, presenting the edutainment software that offering
rich experiences would be fun and enjoyable. Thus, learning English is not
monotonous.
The use of single computer in the classroom causes the students queue to do
tasks in the computer. Therefore, besides to check students’ understanding to the
lesson, literacy tasks are necessary to give to the students to avoid boredom when
they have to wait their turn or when they do not have a turn.
Although i tutor.net, the Singapore designed edutainment software, can be
used in our country schools, it is very important to sort out materials which are
appropriate to the syllabus of the schools to reach the objectives of the schools that
have been decided.
Obviously, teachers’ ability in computer technology is needed a lot. They help
students in doing some works in computer. Besides, teacher roles are still very
important to enrich students’ knowledge and help the students when it is needed.
Hopefully there will be a further research to develop edutainment software
that can be accessed easily and economical, relevant to the curriculum determined but
have a good quality. The government plays a major role in facilitating the research.
Hence, many schools can apply it to increase the quality of output of English teaching
REFERENCES
Ahmad, K., Corbett, G., Rogers, M., & Sussex, R. (1985). Computers, language learning, and language teaching. Cambridge: Cambridge University
Alderson, J.C.2000. Assessing Reading. Cambridge: Cambridge University Press
Alemi, Minoo. 2010. Educational Games as a Vehicle to Teaching Vocabulary. The Modern Journal of Applied Linguistics,2, pp. 425-438
Alwasilah, A.C.2009. Pokoknya Kualitatif: Dasar-dasar Merancang dan Melakukan Penelitian Kualitatif. Jakarta: PT Dunia Pustaka Jaya
Beatty, K. 2003. Teaching and Researching Computer-assisted Language Learning. England: Pearson Education Limited
Blachowicz, Camille L.Z et al. 2005. Integrated Vocabulary Instruction Meeting the Needs of Diverse Learners in Grades K5. Available at www.learningpt.org/pdfs/literacy/vocabulary.pdf, current as of October 2, 2011
Brewster, J and Ellis, G. 2002. The Primary English Teacher’s Guide. England: Pearsons Education Limited
Brown, H. D. 2001. Teaching by Principles: An Interactive Approach to Language Pedagogy. San Francisco: Pearson Education Press
___________ 2004. Language Assessment: Principles and Classroom Practices. New York: Pearson Education Inc
Brown, Faith A. 2010. Vocabulary Knowledge and Comprehension in Second Language Text Processing: A Reciprocal Relationship? Asian EFL Journal. Vol 12, issue 1, pp. 88-133
Chapelle, Carol A. 2001. Computer application in second language acquisition: Foundations for teaching, testing, and research. Cambridge: Cambridge University Press
Cheng Sieh, Yu. 2008. A Possible role for the First language in Young Learners’ Processing and Storage of Foreign Language Vocabulary. ARECLS, Vol.5, pp. 136-160
Cohen, L. and Manion, L. 1994. Research Design and methods: A Process Approach. Fourth edition. London: Routledge 11 New Fetter Lane
Creswell, J.W.1994.Research Design Qualitative & Quantitative Approaches. USA: Sage Publications, Inc
Diamond, Linda and Gutlohn, Linda. 2006. Teaching vocabulary. Available at http://www.readingrockets.org/article/9943/, current as of October 2, 2011
Dudeney, G and Hockly, N.2007. How to teach English with Technology. Harlow, Essex, England: Pearson Education Limited.
Egbert, J. 2005. CALL Essentials: Principles and Practice in CALL Classrooms. Maryland, USA: Capitol Communication Systems, Inc.
Ellis, R. 1994. The study of Second Language Acquisition. New York: Oxford University Pres
Erben, T, Ban, R and Castanede, M. 2009. Teaching English Language Learners through Technology. New York: Routledge.
Fraenkel, J.R and Wallen, N.E. 2007. How to Design & Evaluate Research in Education. New York: McGraw-Hill Companies, Inc.
Grabe, W and Stoller, F.L.2002. Teaching and Researching Reading. England: Pearson Education Limited.
Gebhard, J.G. 1996. Teaching English as a Foreign or Second Language. USA: The University of Michigan Press.
Gros, B.2003. The impact of digital games in education. First Monday: Pre Reviewed
Journal on the Internet. Available at
Hadley, A.Omaggio.2001. Teaching Language in Context. USA: Heinle & Heinle.
Halliwel, Susan. 2003. Teaching English in the Primary Classroom. England: Longman.
Harmer, J. 2007. How to teach English. England: Pearson Education Limited.
________.2001.ThePractice of English Language Teaching, England: Longman Pearson Education Limited.
Heigham, J and Croker, R.A. 2009. Qualitative Research in Applied Linguistics: A Practical Introduction. New York: Palgrave Macmillan.
Heinich, R, et al. 1996. Instructional Media and Technologies for Learning. New Jersey: Prentice-Hall, Inc.
Hood, S, Solomon, N, and Burns, A. 1996. Focus on Reading. Sidney: Macquarie University.
Hutchinson, T and Waters, A. 1987. English for Specific Purposes: A learning-centred approach. Cambridge: Cambridge University Press.
Kara, Yilmaz and Yesilyurt, Selami.2007. Assessing the effects of tutorial and edutainment software programs on students‘ achievements, misconceptions and attitudes towards Biology. Asia-Pacific Forum on Science Learning and Teaching. Volume 8, Issue 2, pp. 1-22
Kazanci, Z and Okan, Z. 2009. Evaluating English Language Teaching Software For Kids:Education Or Entertainment Or Both? The Turkish Online Journal of Educational Technology. ISSN: 1303-6521 volume 8 Issue 3, pp 30-38
Kwiatkowska, A. 2008. Ideas on classroom management in young learners classes. Available at http://www.englishclub.com, current as of October 2, 2011.
Larsen, M. D. (1983). Persistent problems of computer-assisted instruction. CALICO, Journal, 1(5), 31-34.
Linse, C.T. 2005. Practical English Language Teaching: Young Learners. New York: McGraw-Hill Companies, Inc.
Liu, Meng and Huo, Hong. 2007. Computer Assisted Language Learning (CALL) in
China: Some Common Concerns. Asian EFL Journal. Vol 19. Issue 1. Retrieved from on October 2, 2011 available at http://www.asian-efl-journal.com/pta
Maxwell, J. A. 1996. Qualitative Research Design: An Interaction Approach. California: Sage Publications, Inc
McGinnis, D.J and Smith, D, E. 1982. Analyzing and Treating Reading Problems. USA: Macmillan Publishing Co, Inc.
McKay, P. 2006. Assessing Young Language Learners. Cambridge: Cambridge University Press.
Merriam, S. B. 2008. Case Study Research in Education: A Qualitative Approach. San Fransisco: Jossey-Bass
Moon, J. 2005. Children Learning English. Oxford: Oxford University Press.
Mooney, C.G. 2000. Theories of childhood: An Introduction to Dewey, Montesori, Erikson, Piaget, and Vygotsky. St. Paul, USA: Redleaf Press.
Musthafa, B. 2008. Teaching English to Young Learners: Principles and Techniques. Bandung: UPI
Neuman, S.B and Dickinson, D.K.2011. Handbook of Early Literacy Research. New York: The Guilford Press.
Nunan, D. 2003. Practical English Language Teaching. New York: McGraw-Hill Companies, Inc.
________ 2002. How Young is Young? Available at http://www.richmondpark.net/events/chat1.html, current as of September 15, 2011
Paul, D. 2003. Teaching English to Children in Asia. Hongkong: Pearson Education Asia
Pikulski, John J and Templeton, Shane. 2004. Teaching and Developing Vocabulary: Key to Long-Term Reading Success. USA: Houghton Mifflin Company.
Pinter, A. 2006. Teaching Young Language Learners. Oxford: Oxford University Press.
Rixon, Shelagh.1999. Young learners of English: some research perspectives. London:Longman.
_____________ 2003. Assessment of young learners of English. Disney Pearson Longman
Sato, Takeshi and Suzuki, Akio. 2010. Do multimedia-oriented visual glosses really facilitate EFL vocabularylearning? : A comparison of planar images with three-dimensional images. Asian EFL Journal. Vol.12 issue 4, pp. 160-172
Schmitt, N and McCarthy, M. 1997. Vocabulary: Description, Acquisition and Pedagogy. Cambridge: Cambridge University Press.
Shin, Joan Kang. 2006. Ten helpful ideas for teaching English to young learners. English Teaching Forum. Vol.44 No.2
Thomas, R. M. 2003. Blending Qualitative & Quantative Research Methods in Theses and Dissertations. California: Corwin Press, Inc
Thornbury, S. 2002. How to teach vocabulary. England: Pearson education Limited.
Veltman, Kim H. 2003. Edutainment, Technotainment and Culture. Available at
http://www.mmi.unimaas.nl/people/Veltman/veltmanarticles/2004%20Edutain
ment,%20Technotainment%20and%20Culture.pdf, current as of October 10,
2011
Wallace, C. 2003. Critical Reading in Language Education. New York:Palgrave Macmillan
Warschauer, M, Shetzer, H, and Meloni, C. 2000. Internet for English teaching. Maryland, USA: Capitol Communication Systems, Inc.
Wood, Julie.2001. Can Software Support Children’s Vocabulary Development? Language Learning and Technology. Vol. 5, No. 1, pp. 166-201. Available at http://llt.msu.edu/vol5 num1/wood/default.html, current as of October 5, 2011
Ytreberg, L.H and Scott, W.A. 2004. Teaching English to Children. England: Longman
Zin, HM and Zain, NZM. 2010. The Effects of Edutainment towards Students’ Achievements. Available at http://etd.eprints.ums.ac.id, current as of October 5, 2011
