THE IMPLEMENTATION OF THEME-BASED TEACHING TO IMPROVE YOUNG LEARNERS’ ENGLISH VOCABULARY
A RESEARCH PAPER
Submitted to the English Department of FPBS UPI as a Partial Fulfillment of the
Requirements of Sarjana Pendidikan Degree
By
Nida Mujahidah Fathimah
0907399
ENGLISH EDUCATION DEPARTMENT
FACULTY OF LANGUAGE AND ARTS EDUCATION
INDONESIA UNIVERSITY OF EDUCATION
NIDA MUJAHIDAH FATHIMAH
THE IMPLEMENTATION OF THEME-BASED TEACHING TO IMPROVE YOUNG LEARNERS’ ENGLISH VOCABULARY
APPROVED BY :
First Supervisor, Second Supervisor,
Ika Lestari Damayanti, S.Pd., M.A. Iyen Nurlaelawati, S.Pd., M.Pd.
NIP. 197709192001122001 NIP. 19770906200912002
Head of English Department of English Education
Faculty of Language and Arts Education
Indonesia University of Education
Prof. Dr. Didi Suherdi, M.Ed.
The Implementation of Theme-Based
Teachi g to I prove You g Lear ers’
English Vocabulary
Oleh
Nida Mujahidah Fathimah
Sebuah skripsi yang diajukan untuk memenuhi salah satu syarat memperoleh gelar Sarjana pada Fakultas Pendidikan Bahasa dan Seni
© Nida Mujahidah Fathimah 2013 Universitas Pendidikan Indonesia
Oktober 2013
Hak Cipta dilindungi undang-undang.
ABSTRACT
This research paper entitled “The Implementation of Theme-Based
Teaching to Improve Young Learners’ English Vocabulary” was conducted to find out how the implementation of theme-based teaching could improve young
learners’ English vocabulary and the students’ responses towards its implementation. This research was carried out in one primary school in Bandung involving 32 fifth grade students. This study employed classroom action research by conducting vocabulary assessment, observation and questionnaire to collect the data. Based on the research findings, the theme-based teaching improved students’ vocabulary in terms of word identification, word meaning, and word use. It was
also found that the students’ responses were highly positive towards the implementation of theme-based teaching. For further research, it is suggested for teachers who want to apply this approach to provide themes that are familiar with the students and have been discussed together in the classroom to increase
students’ level of interest. Moreover, it is also suggested to conduct research in a longer period to give better result and better picture of the implementation of theme-based teaching to improve young learners’ English vocabulary.
TABLE OF CONTENT
PAGE OF APPROVAL
DECLARATION ... i
PREFACE ... ii
ACKNOWLEDGEMENTS ... iii
ABSTRACT ... iv
TABLE OF CONTENT ... v
LIST OF TABLES ... vii
LIST OF FIGURES ... viii
LIST OF CHARTS ... ix
CHAPTER I INTRODUCTION ... 1
1.1 Background of the Study ... 1
1.2 Statements of the Problems ... 3
1.3 Aims of the Study ... 3
1.4 Significance of the Study ... 4
1.5 Clarification of Terms... 4
1.6 Organization of the Paper ... 4
CHAPTER II THEORETICAL FRAMEWORK ... 6
2.1 Theme-Based Teaching ... 6
2.2 Vocabulary ... 8
2.2.1 Definition of Vocabulary ... 8
2.2.2 Forms of Vocabulary ... 8
2.2.3 Teaching Vocabulary ... 9
2.2.4 Assessing Vocabulary ... 11
2.3 The Characteristics of Young Learners ... 12
2.4 Theme-Based Teaching in Teaching Vocabulary to Young Learners ...14
CHAPTER III RESEARCH METHOD ... 19
3.1 Research Design ... 19
3.2 Site and Participants ... 22
3.3 Data Collection ... 22
3.4 Data Analysis ... 26
CHAPTER IV FINDINGS AND DISCUSSIONS ... 29
4.1 The Implementation of Theme-Based Teaching to Improve Young Learners’ English Vocabulary... 29
4.1.1 Data Presentation and Discussion of Students’ Vocabulary Improvement... 29
4.2 Students’ Responses towards the Implementation of Theme-Based Teaching ... 42
4.2.1 Data Presentation and Discussion of Students’ Responses towards Theme-Based Teaching... 42
CHAPTER V CONCLUSIONS AND SUGGESTIONS ... 48
5.1 Conclusions ... 48
5.2 Suggestions ... 49
BIBLIOGRAPHY
APPENDICES
CHAPTER I
INTRODUCTION
This chapter presents a general description of the paper. It covers the
background of the study, the statement of the problems, the aims of the study, the
significance of the study, clarification of terms and the organization of the paper.
1.1 Background of the Study
English as a foreign language has been seen as the important language to be
learned in many countries since it has been treated as the international language. English language proficiency is meaningful in order to support people’s life nowadays. It can help people to widen their knowledge, facilitate them to
communicate effectively and also to access information easier.
Based on its necessities, the English language learning has been introduced
from the early age in many countries. As in Indonesia, English subject is taught
since the elementary school level. But, it seems that this policy is going to be
replaced since there will be some changes in the curriculum development 2013 as
the decree of Ministry of Education and Culture (November, 2012) has proposed
the plan of curriculum structure for each education level.
As in elementary school level, there will be some changes in the curriculum.
Some school subjects, including English which is treated as one of local subjects
in the latest curriculum, KTSP (Kurikulum Tingkat Satuan Pendidikan), will be
removed since it is considered that the number of the subjects has given too much
burden to the students. It is also stated that the learning process will be based on
the theme-based teaching to provide more contextual learning for the students.
Cameron (2001) states that in theme-based teaching, the curriculum is
designed under theme that will be integrated among subjects without being
separated into particular areas. The English subject may be deleted as the school
subject in elementary level but it might still be treated as the additional subject or
the additional subject, it will be interesting to see how the theme-based teaching
that has been planned to be implemented in the curriculum development 2013 is
also applied to teach English to young learners.
In the implementation of theme-based teaching, the teachers might be
challenged since they need to be able to design their own materials in which text
books are only for additional sources. As Cameron (2001:181) states, “...the
theme-based teaching required teachers to choose a theme or topic and then to
plan a range of teaching and learning activities related to the theme”.
In designing a range of teaching and learning activities, teachers are not
only required to plan it as the theme chosen but also they need to think of some
aspects needed in learning foreign language. In the early stage, vocabulary seems
to be essential in foreign language learning since it will be useful to improve some
other skills. As it is supported by Cameron (2001:72), “building up a useful
vocabulary is central to the learning of a foreign language at primary level”. She
also further states that in introducing vocabularies, teachers need to design
classroom activities in which the students will be able to participate and actively
involved so they can experience the language by themselves. Moreover, the
vocabularies also have to be recycled so the young learners will meet the words
over and over again that might help them to have broad meaning of the words. Pinter (2006:85) argues that “recycling and revising both vocabularies and structures is important in TEYL classrooms”. She also highlighted that the
recycling method needs to be varied so that the children can enjoy the activities.
Vocabulary learning process has been found as a problem in English as a
Foreign Language based on the researcher’s observation in SD X, Bandung. The
main problem is that how the children were being introduced to English
vocabulary. It seems that they tended to be taught by translating the English
vocabulary into Bahasa Indonesia and memorizing the vocabulary without having
the real context of the vocabularies. This method might not be appropriate for
young learners since they might forget the vocabulary easily that will cause failure
in their learning. Cameron (2001) proposes that learners might fail to learn, or
which caused by inadequate recycling activities that do not relate to the learners’
real lives.
In line with that, the implementation of theme-based teaching is expected to
be an answer of this learning problem. As Cameron (2001:191) states, “
theme-based work is likely to introduce new vocabulary items, with the theme providing
support for understanding and recall”. Since the learning will go around theme,
there will be more opportunities for the learners to meet particular words in
different context that might give broader meaning of the words. Moreover, the
implementation of theme-based teaching seems also beneficial for teaching
children as it has been found by Yang (2009) in his study that the children were
very positive towards theme-based teaching. The majority of them thought that
teaching activities and tasks are more integrated and organized with the
implementation of theme-based teaching. Considering that there will be
opportunities for children to develop their vocabularies through theme-based
teaching, as it has been planned to be implemented as the method in the
curriculum development 2013, the present study tries to investigate how theme
based teaching improves young learners’ English vocabulary.
1.2 Statements of the Problems
This study was conducted to answer two questions:
1) “How does theme-based teaching improve young learners’ English
vocabulary?”
2) “What are the students’ responses towards the theme-based teaching that is
implemented to improve their English vocabulary?”
1.3 Aims of the Study
1.4 Significance of the Study
The result of this study is expected to be a beneficial contribution not only
for English language teacher but also for institutions concerned with teaching
English for young learners. It is also expected that the theme-based teaching can
help the students to learn English mainly in improving young learners’ vocabulary.
1.5 Clarification of Terms
Here are several terms used that are clarified to avoid misconception and
misunderstanding:
Theme-based teaching in this study refers to the approach that is used to teach English in order to improve students’ vocabulary. Theme-based teaching is an approach in which the learning activities are designed under a theme that will
be linked based on the content. (Cameron, 2001)
Vocabulary in this study refers to all the words that the students learn in order to communicate effectively involving word identification, word meaning, and
word use.
Young learners in this study refer to students in fifth grade of elementary school aged ten to eleven years old who learn English as a Foreign Language.
1.6 Organization of the Paper
This study is organized into five chapters as follow:
Chapter I Introduction
This chapter focuses on the introduction of the research that gives information
about the background of the study, the statement of the problems, the aims of the
study, the significance of the study, clarification of terms, and the organization of
the paper.
Chapter II Theoretical Framework
This chapter focuses on some theories and literature that related with the topic of
the study. It will mainly discuss about theories and relevant studies about
theme-based teaching, the concept of vocabulary, the characteristics of young learners,
Chapter III Research Method
This chapter explains about methodology that is used in the study. Research
methodology consists of research design, research site and participant, data
collection and data analysis.
Chapter IV Findings and Discussions
This chapter presents the results of the study and discusses about the findings of
the study based on the collective data.
Chapter V Conclusions and Suggestions
This chapter presents the entire conclusion of the study and also provides
CHAPTER III
RESEARCH METHOD
This chapter explains about methodology that is used in the study in order to
answer these two questions: “How does theme-based teaching improve young
learners‟ English vocabulary?” and “What are the students‟ responses towards the theme-based teaching that is implemented to improve their English vocabulary?”
Research Methodology consists of research design, research site and
participant, data collection and data analysis.
3.1 Research Design
This research was conducted by using classroom action research since it is
going to find out how the use of theme based teaching improves young learners‟
English vocabulary. As Jean McNiff and Jack Whitehead (2002:17) states that the
main purpose of action research is the use of knowledge which leads to
improvement of understanding that will be beneficial for society.
There are some steps needed in order to conduct this action research: planning,
acting, observing and reflecting. This theory is further described by Lewin (1946, as
cited in McNiff and Whitehead, 2002:41) as:
a spiral of steps involving planning, fact-finding (or reconnaissance) and execution, and which later came generally to be understood as an action– reflection cycle of planning, acting, observing and reflecting.
In this research, the action-reflection cycle was used since it gives
opportunities for the researchers to have apparent result for each cycle of the
research that will be helpful to conduct the next cycle. It also has been proposed
by Koshy (2005:9) who considered that in action research, there will be
continuous learning process so that the knowledge that have been learned during
the process of planning, acting, observing and reflecting can be learned and shared
for the improvement of learning.
There were two cycles taken to answer the question problems of the
research. In the first cycle, the first step was planning in which plan for some
aspects that would be implemented in the acting step was made. After that, the
acting, observing and reflecting step were done. Then, the data from the first cycle
was used to conduct the second cycle. These four steps of the action-reflection
cycle will be described more in the table below.
Table 3.1 Action-reflection Steps
No Step Activities
1 Planning a. Choosing themes based on the text book used
b. Developing lesson plans
- Setting the objectives
- Selecting materials
- Arranging activities
- Choosing the media
2 Acting a. Setting up the video recorder at the back of the classroom
b. Preparing the vocabulary assessment sheets
c. Implementing the lesson plans
3 Observing a. Observing the process of acting, especially the students‟
behavior through video recording.
b. Recording the observation result in the field notes.
4 Reflecting Reflecting the acting step based on the observation result and
There were four meetings for each cycle; three meetings for action and an
assessment in the end of each cycle. The outline of the information in each cycle
will be illustrated as follows.
Table 3.2 Cycle Information
Cycles Topics Meetings Materials 1 Food and Drink Meeting 1 Vocabulary
- Spicy, bitter, salty, sweet, fresh - Fo od (e.g: fried chicken, soup, etc)
- Food (e.g: fried rice, porridge, etc.) - Drink (e.g: coke, tea, milk, etc.)
Expression
“Which one do you like?” “ I like…better than…” Meeting 3 Vocabulary
A bowl of soup, a plate of fried rice, a can of
- Noun (e.g: classroom, library, etc.) - Verb (e.g: study, borrow, etc.)
Expression
“What do you do in the...?” “I ... in the ...”
Meeting 2 Vocabulary
- Noun (e.g: classroom, library, etc.) - Verb (e.g: study, borrow, etc.)
Expression
“What do you need to do?” “I need to...”
Meeting 3 Vocabulary
3.2 Site and Participants
This research was conducted in SD X, Bandung. This site was chosen
because of two reasons. First, the school is going to implement curriculum 2013
and adapt theme based teaching as their new method in learning process. Second,
it was easy for the researcher to conduct the research there because of its
accessibility.
The sample of this research involved a class of the fifth grade students. It
consisted of 32 students, 16 of them were boys and 16 of them were girls. The
students in the fifth grade in which were about 11 years old were chosen to
conduct the research.
According to Nunan (2001:6), children around 11 years old have reached
“The Concrete-operational stage” in which “child begins developing the ability to separate the self from the environment and to think logically”. They even have
reached “The Formal-operational stage” in which“abstract thinking develops and
the child is now able to generalize beyond his/her immediate context from the
instance to general”.
This study focused on the students‟ vocabulary mastery in which grammar
also needs to be put together. As Pinter (2006) argues that vocabulary learning
and grammar cannot be separated and should be learnt together since they are
interdependent. However, younger children are not capable enough to learn
grammar since it deals with language system which is abstract and needs logical
thinking. Hence, the students from the fifth grade were chosen since they are
considered to be ready enough with the language system that will be put together
with vocabulary learning.
3.3 Data Collection
There are some data collection methods that can be used in a research. As
Koshy (2005:87) says, “there are many ways of gathering data; the most suitable
method has to be chosen for the task in hand”. In this research, the data was
collected through vocabulary assessment, observation, and questionnaire. Those
1. Vocabulary Assessment
The vocabulary assessment was carried out to see the students‟ vocabulary
improvement that was employed during the treatment and in the test section.
In this study, the criterion referencing (see Chapter II) was used. This approach
was chosen since this is appropriate with the school policy that has Minimum Passing
Criteria for each subject. Moreover, it seems more appropriate for children since it
focuses on individual achievement rather than compares it with other students‟
achievement so it will be less-competitive. This also can encourage students to learn
since their effort and achievement are valued.
Based on the dimension of vocabulary assessment (see Chapter II), the
assessment was conducted by using embedded test, comprehensive measure and
context dependent assessment. The vocabulary assessment was carried out in a
spoken form since the oral vocabulary was chosen as the focus in this study. The
students were expected to respond based on the contextual information given that was
adjusted with the theme in each cycle.
The assessment was conducted through interview by using set of picture cards as the media. The interview was chosen since the students‟ vocabulary improvement was assessed in a spoken form, as it had been learned in the classroom. There were
questions given based on the pictures and the students had to answer with a correct
expression as they had the similar activities in the classroom. The set of cards was
used in order to bring child-friendly atmosphere so they will be less-threatened and
less-likely being assessed. The vocabulary assessment focuses on three criterions
Table 3.3 Rubric for Assessing Vocabulary
Based on Koshy (2005), there are two types of observation; participant and
non-participant observation. The participant observation was taken in this study
since the researcher took part as a teacher. As it was also further described,
“…participant observation involves the researcher living in the context and being a part of it” (p.98)
In this method, the students‟ progress in the process of the treatment and also their behavior during the process were observed. This observation was conducted
through video recordings and field note.
1.1 Video recordings
Video recording was used in order to get more accurate data in the study.
Koshy (2005) states that different aspect as well as some significant point can be
analyzed more by viewing the recordings. Since the study needs to check students‟
this video recordings are needed to complete the information. It also has been seen
as one advantage of using video recordings, as Koshy (2005:104) claimed that
“Students’ behaviors and attitudes can be captured with greater accuracy than by making observation notes”.
1.2 Field note
This field note was used in order to see students‟ behavior during the lesson. As Creswell (2009) mentions that field note was taken to record behaviors and activities
in the research site. The field note focus on two aspects, which are learning skill and
social skill that has been adapted from Moon (2000).
Table 3.4 Field Note (Moon, 2000)
No Skills + - Notes
1 Learning Skills
- Can work independently of
the teacher
- Can carry out own work
activities
2 Social skills
- Show interest in learning
English
- Are able to cooperate with
others in pair/group work
3. Questionnaire
Kohsy (2005:89) sees that “questionnaires can help you to gather a
reasonable amount of data in a short time”. In this study, the questionnaire was conducted in the end of the research in order to find out students‟ perception toward theme-based teaching as a method to improve their English vocabulary.
Pinter (2006) argues that children may easily misunderstand the question since
used before the students fill in their response and also made sure that all of the
students understand the meaning of each question written. The smiley emoticon was
also employed to avoid students‟ boredom since children may find it fun and
interesting.
There are ten close questions provided in the questionnaire that is administered
in Bahasa Indonesia. The open questions are avoided since it may be time-consuming
and also tiring especially for children who inexperienced in writing (Pinter, 2006). In
the questionnaire, the first two questions relate with the students‟ perception towards
English learning. The third until the fifth are about the suitability of theme chosen with the students‟ interest, proficiency level and daily life. The sixth and seventh items relate with the students‟ perception towards the implementation of theme-based
teaching in English learning. The next three items relate with the effect of theme-based teaching towards vocabulary learning. The last item relates with students‟ motivation in theme-based teaching for their future learning.
It was expected that the result of the questionnaire can provide further
information that might be helpful for the study.
3.4 Data Analysis
Kohsy (2005) suggested two ways to be used in analyzing and presenting
the data. There are quantifiable and descriptive data. He further states that “a
combination of the representations from the various models might also be used”
(p.110). In this study, the researcher combined those ways to analyze and present
the data that have been collected.
The quantifiable data was used to represent the data from the questionnaire.
Kohsy (2005) suggests that the data collection which involved questionnaires or
quantifiable information through observations can be displayed by using tables and
diagrams. He also further described that it can be helpful in two ways; first, a visual
display makes it easier for the reader to understand information. Secondly, they break
up continuous prose which can sometimes be tedious for a reader trying to make
The descriptive data was used to analyze and present the data from observation.
Kohsy (2005) supports that qualitative data very suitable for action research as its ability to capture the „richness‟ and „holism‟ of a situation.
For analysing and interpreting qualitative data, Miles and Huberman (Kohsy,
2005) define data analysis as consisting of three concurrent flows of activity: data
reduction, data display and conclusion drawing/verification.
1. Data Reduction
In this stage, the data that have been collected might be narrowed in order to
provide precise analysis. Kohsy (2005) states that data reduction refers to the process
of selecting, focusing, simplifying, abstracting and transforming the data that appear
in the written up field notes or transcriptions. He also further seen data reduction as a
form of analysis that sharpens, sorts, focuses, discards and organises data in such a way that „final conclusions‟ can be drawn and verified. The data that have been chosen in this point then will be further used in the final analysis.
2. Data Display
The data display can be adjusted with the instruments that have been chosen.
As Kohsy (2005:113) proposed that “data display can include different types of
graphs, charts and networks.” He further describe that data display is used to portray
the information collected in a concise form so that the researcher will be able to move
to further analysis and draw a conclusion based on the data illustrated before.
3. Conclusion Drawing/verification
The data conclusion was drawn in the end of the data analysis. In this stage,
the information has to cover the whole areas of the data that lead to a comprehensible
conclusion of the research. Kohsy (2005:114) defines this part as follow:
In this research, the conclusion of the data analysis needs to cover the answer
CHAPTER V
CONCLUSIONS AND SUGGESTIONS
This chapter presents the entire conclusion and provides suggestion of the
study. The conclusion is drawn from the research findings and discussion while
the suggestions is provided as a contribution for further learning and research
related to the implementation of theme-based teaching to young learners.
5.1 Conclusions
This study was conducted to find out the implementation of theme-based
teaching in teaching vocabulary to young learners. It was aimed at investigating
how theme-based teaching could improve young learners’ English vocabulary and
what are the students’ responses towards the implementation of theme-based
teaching. The data collection was conducted through vocabulary assessment,
observation from video recordings and field notes, and also from questionnaires.
The conclusion could be drawn as follows.
There were some findings related to the young learners’ vocabulary
improvement based on the implementation of theme-based teaching. The findings
indicated that the implementation of theme-based teaching could improve young
learners’ English vocabulary. The data from the assessment during the treatment
and in the test section showed that the students’ vocabulary was improved in
terms of word identification, word meaning and the word use.
In terms of word identification, the students could pronounce the word
better from time to time which was seen from the observation from video
recordings and teachers’ note during the test section. In word meaning aspect, the
students were also could recognize the meaning of the words better after they
learned it several time. And the last, in the word use aspect, their ability to use the
words known in a context of speaking were getting better each time.
Those improvements were supported by the principles of theme-based
teaching and the principle of teaching vocabulary that had been applied in the
considering young learners’ characteristics could also support the students’ vocabulary improvement.
Besides of those findings, the data gained from the questionnaires and
field notes showed students’ positive response towards the implementation of
theme-based teaching. It was shown that they had strong interest in learning
English that increased after the implementation of theme-based teaching. It could
be supported by the findings that they actively participated during the lesson.
They also gave positive response towards the themes given. They argued that the
themes given were suitable with their interest, their level of proficiency and their
daily life.
Those findings related with their view that theme-based teaching could
help them to learn English vocabulary in an easier way and more vocabulary
could be learned by the use of theme-based teaching. This point was supported by
the observation result that they were able to work independently and cooperate
with others in pair or group work. Moreover, they were also willing to use themes
for their next English learning.
5.2 Suggestions
Based on the findings of this study, there are some suggestions in relation
with the implementation of theme-based teaching that hopefully can be useful for
teachers who want to conduct theme-based teaching in their classroom and also
for researchers who will conduct a study in the same topic.
For teachers who want to implement theme-based teaching in their
classroom, it is important to set a theme that suits with children interest and needs.
It is suggested that the teachers choose the themes that are familiar with the
students and have been discussed with the students beforehand since it can raise
students’ motivation and their interest in learning English.
Furthermore, the teachers should provide various activities which can
maintain students’ interest during the lesson. It is important since the students
For the researchers who will conduct a study with the same topic, it is
suggested to select the vocabularies carefully so it can suit the students’
proficiency level. It is also suggested to provide various ways and context in
introducing the vocabularies so the students may expand their vocabulary
knowledge. However, it is recommended to conduct research in a longer period to
give better result and better picture of the implementation of theme-based teaching
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