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TEACHING VOCABULARY THROUGH PICTURES TO

THE KINDERGARTEN STUDENTS

CHAPTER I
INTRODUCTION
This chapter discusses about: Background of the study, Problem
identification, Limitation of the problems, Statement of the problems, Scope of the
study, and The Significance of the study.
A. Background of the Study
English is one of international languages, which is used throughout the world
and also English is used in many fields of life such as : in Politics, Economics, Social
and Education. Therefore, English as a language in international communication is
clearly needed by many learners to deliver thought and interact in a variety of
situation.
English is one of the foreign languages for Indonesian students, that must be
learnt in school since kindergarten level until University level. English is considered
as a difficult subject for the Indonesian students, because English is completely
different from Indonesian language being look at from the system of structure,
pronunciation and vocabulary.
English teaching involves of four language skills, they are Listening,
Speaking, Reading and Writing. In teaching and learning a language, there are four
aspects that support four language skill above such as : grammar, vocabulary, spelling
and pronunciation that are also taught in English teaching and learning process.
Vocabulary is one of important aspects in teaching language, as stated by Edward in
his book :
. Vocabulary is one of the important factor in all language teaching, student
must continually be learning words as they learn structure and as they practice
sound system.. 1
B. Problem Identification, Limitation and Formulation
1. Problem identification
Celce Maria stated :
Research in first and second language acquisition suggest that initial teaching
priorities for language areas should be vocabulary, grammar, and pronunciation.2
Therefore, the English teacher has to be able to organize teaching and learning
activities, they have to give materials by using a suitable technique and master the
lesson effectively. Especially in learning vocabulary, teachers must make the students
able to memorize such words in English language and group of new words. The
statements above mean, vocabulary is important to teach and teachers must try to find
the most effective way to teach it.
There are many problems of language teaching that can be identified as
research subjects. We could discuss about methods, material selection, and others. In
this research it is identified that teaching technique for kindergarten level is
1 Edward, David Allen and Rebecca M, Vallete. Classroom Technique. Foreign Language and
English as a Second Language,(New York: Harcout Brave Javanovich 1997), P.149
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challenging. Therefore, in this research the writer want to make a study about how to
teach vocabulary for kindergarten level.
2. Limitation of the problems
To avoid misunderstanding and to clarify the problem, it is necessary to make
limitation of the problem. The writer will give limitation of the problem in teaching
vocabulary by using pictures especially in . Noun and Verb ..2
3. Statement of the problems
The writer conducts the study to see how well the pictures encourage students
vocabulary mastery. The statement of the problem can be formulated into the general
research question: .How effective is the use of pictures in teaching vocabulary to
kindergarten students?.. To specific this problem, the specific research question are
formulated as: .How well the pictures encourage the kindergarten students
vocabulary mastery?.
C. Scope of the Study
The study overviews the teaching of English vocabulary through pictures to
young learners in this case to kindergarten students. This will be a report of an
observation conducted at Madinah Kid.s school kindergarten at Serpong .
Tangerang. Which involved one teacher and six students.
2 Marianne, Celce Maria, Current Perspective on Pronunciation: Practice Anchored in Theory
(Teaching Pronunciation as Communication).(Washington DC: Teachers of English to Speaker of
Other Languages, 1987),P.11
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D. The Significance of the Study


The result of this research will be useful for teachers of the kindergarten level
in Indonesia to help them improve their performance in teaching.
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CHAPTER II
THEORETICAL FRAMEWORK
This chapter discusses about: Vocabulary which consists of the meaning of
vocabulary, the types of vocabulary, the use of vocabulary, then The Pictures which
consists of the meaning of pictures, the types of pictures, the use of pictures, the
advantage and disadvantage of pictures and the last is Kindergarten Students which
consists of the meaning of kindergarten, the age and characteristics of kindergarten
students and Madinah kid.s school Profile.
A. Vocabulary
One thing that differentiates human from animals is verbal language or
speaking beside mind to think. Humans can communicate with others through verbal
language, either to apply or to receive the information the animal can not do. When
we observed a child first acquiring speech, we talk of this progress as a matter of
learning new words, we are also likely to feel that the adult speaker with the largest
vocabulary has the best command of English. To think of a language as just a stock of
words is, however quite wrong. Words alone do not make a language; a grammar is
needed to combine them in some intelligible way.
.Yet it is true that the vocabulary is the focus of language. It is in words that
sounds and meaning interlock to allow us to communicate with one another, and it is
a word that we arrange together to make sentences, conversations, and discourse of
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all kinds. Thus we have a paradox in that the most ephemeral part of language is also
the center where meaning, pronunciation and grammar come together..3
Vocabulary plays an important role because it appears in every language
skills. Vocabulary building is really important in any language learning. She realizes
how important the mastery of vocabulary is, particularly for people who study
English as a foreign Language as stated in the Collier- Macmillan International:
.Once a student has mastered the fundamental grammatical patterns of a
language, his next task into master its vocabulary that he needs. Nobody ever
learns all the words in any language. We know and use the words that suit our
particular purposes and we continue to learn new words as long as we live.4
It is clear enough that everybody who learns a language as a foreign language
is hoped to know and master the vocabulary to improve the language skills.
Vocabulary becomes a major problem in learning English, teachers of kindergarten
emphasizes on this matter earlier. In teaching vocabulary, generally the teacher teach
new words taken from reading text. It means that she integrates vocabulary with
reading. This integration will lead to integrative lesson plan.
1. The meaning of Vocabulary
In some literature, we found the meaning of vocabulary. There are some
definitions of vocabulary. According to Harimurti Kridalaksana,
3 Pyles Thomas and Algeo John, English an Introduction to Language (Harcout Brace Jovanich,
inc.1 1997),p.159
4 Collier- Macmillan International, A Division of The Macmillan Company, The Key to the
English Vocabulary (London: the Macmillan Company, 1991) p.189
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.Vocabulary is a component of language that maintains all of information about


meaning and using word in language..5
According to Webster.s Ninth Collegiate Dictionary, Vocabulary is:
a. A list or collection of words and phrase usually alphabetically arranged and
explained or defined.
b. A sum or stock of words employed by a language group individual or work or
in a field of knowledge.
c. A list or collection of terms or codes available for use.6
There are some experts who give definition of vocabulary Hatch and Brown
define vocabulary as a list or set of words for a particular language or a list or set of
word that individual speakers of language might use.7
Furthermore Webster Dictionary noted that, vocabulary is:
.A list or collection of words usually alphabetically arranged and explained or
lexicon, stock of words use in language or by class, individual, etc..8
While according to Roget, Vocabulary is:
5 Harimurti Kridalaksana, Kamus Linguistik, edisi ke-3 (Jakarta;PT Gramedia Pustaka
Utama,1993),p.127
6 Merriem, Webster Ninth Collegiate Dictionary ( New York: Merriem Webster.s
inc.1978),p.1320
7 Evelyn Hatch and Cheryl Brown. Vocabulary, Semantic and Language Education
(Cambridge: Cambridge University Press,1995)p.1
8 Webster.s, The Largest Abridgment of Webster.s New International Dictionary of English
Language, Webster.s Collage Dictionary. USA: G&G Merriam co,1935),p.1073
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a. An alphabetical list of words often defined or translated, the vocabulary


includes idioms and two words verb.
b. All the word of Language.
c. Specialized expression indigenous to a particular fields, subject, trade or
subculture.9
From the definition above, that vocabulary is a component of language and
numbers of words by a person class, profession, etc. In the communication and every
aspects of life such as in trade, education, business, social, politic, etc.
2. The Types of Vocabulary
Nation has divided vocabulary in the specific reference, such a word.
a. Receptive Vocabulary: Knowing a word involves being able to recognize it
when it is heard (What is the sound like?) or when it seen (What does it look
like?) and having an expectation of what grammatical pattern the word will
occurrence. This includes being able to distinguish it from word with a similar
form and being able to judge if the word form sounds right or look right.
b. Productive Vocabulary: Knowing a word involves being able to pronounce the
word, how to write and to spell it, how to use it in grammatical pattern along
with the word in usually collocates with it, it also involves not using the word
too often if it is typically a low frequency word and using it in a suitable
9 Roget.s II, the New Thesaurus: The American Heritage Dictionary ( Boston198
0),p.1036
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situation using the word to stand for the meaning it represents and being able to
think of suitable substitutes for the word if there any.10
Jo Ann Aeborsold and Mary Lee Field Classified Vocabulary into two terms
there are:
a. Active Vocabulary refers to items the learner can use appropriately in speaking
or writing and it is also called as productive vocabulary, although, in fact, it is
more difficult to put into practice. It means that to use the productive
vocabulary, the students are supposed to know how to pronounce it well, they
must know and be able to use grammar of the language target, they are also
hoped to familiar with collocation and understand the connotation meaning of
the words. This type is often used in speaking and writing skill.
b. Passive Vocabulary refers to a language items that can be recognizes and
understood in the context of reading or listening and also called as receptive
Vocabulary.11Passive Vocabulary or comprehension consists of the words
comprehended by the people, when they read and listen.
From the explaining above, we know that every experts in every book is
different in classifying the kinds of vocabulary, because every person has different
ways in showing and telling their opinions and ideas. It means that vocabulary is of
two kinds function and content words.
10 ISP Nation, Teaching and Learning Language (New York: New Burry house,1990),p.29
11 Jo Ann Aeborsold and Mary lee Field, From Reader to Reading Teacher (New York:
Cambridge University Pres,1977),p.139
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3. The Use of Vocabulary


Vocabulary is important in case it could helps the students to enjoy their
classes. One who masters enough vocabulary will find fewer difficulties than those
who have fewer vocabularies. When they read a certain text, they will easily get the
information from it since they can understand every word in the text. On the others
hand, those who lack of vocabulary will face a lot of problems. Mastery of
vocabulary will be useful for the process of achieving language- teaching objectives.
That is the mastery of language skills (Listening, Speaking, Reading, and Writing).
If we want to communicate with others in certain language, we must master
the language they belong to especially to know enough vocabulary of those language.
Yang Zhihong who say that .Words are the basic unit of language from supports it.
Without vocabulary, one cannot communicate to effectively or express idea. He also
states that having a limited vocabulary is also a barrier..12
Furthermore, Long and Richards explain that vocabulary like grammar is an
essential component of all uses of language.13
B. Pictures
Pictures are kinds of visual instruction materials might be used more
effectively to develop and sustain motivation in producing positive attitudes towards
English and to teach or reinforce language skills. It is supposed by Tang Li Shing in
12 Yang Zhihong, .Learning Words. English Teaching Forum.Vol.38.No.3 July 2000
13 Tang Li Shing, .English Teaching Forum,XIX,No.4(October: 1981),p.11
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His Article that . The Picture had an irascible appeal for the children. They created
suspense and surprises as well as interest, all of which are indispensable in teaching
and learning a foreign language..14
1. The Meaning of Pictures
Jean L. Mckenchnie defines picture in Webster dictionary that . Picture is an
image, or likeness of an object, person, or scene produce on a flat surface, especially
by painting, drawing or photography.15
Meanwhile according to Andrew Wright, .Picture is not just an aspect of
method but through its representation of place, object, and people, it is essential part
of the overall experiences.16
Vernon S Gerlach stated:
. Pictures are a two dimension visual representation of person, places, or
things. Photograph prints are most common, but sketches, cartoons, murals, cut outs,
charts, graphs and maps are widely used...A picture may not only be worth a
thousand words it is may also be worth a thousand years or a thousand miles.
14 Michael H Long and Jack. C. Rhicards, Methodology in TESOL: a Book of Readings,(New
York: Newburry House Publishers,1987),p.105
15 Jean L.Mckenkchnie, Webster New Twentieth Century Dictionary Unabridge(William
Collins Publisher,1980)Second Edition, p.1357
16 Andrew Wright, Picture For Language, learning: Cambridge Handbook for Language
Teacher(USA: Cambridge University Press,1989),p.29
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Through pictures, learner can see people, place and things from areas for outside their
own picture can also represent image from ancient times or portray the future.17
The kinds and numbers of pictures that the teacher should take with him to
carry out the activities in class can be taken from magazines, articles, or others and
should be interactive and interesting to capture the students. attention the purpose of
using pictures for the students is to give them an opportunity to practices the language
in real context or in situations in which they can make it to communicate their ideas.
The use of pictures are more efficient and practice than words, they are easier
to recall and to remember than words, further more they expose real life situation
although it happened a long time ago. As it has been explained by Vernon, S.Gerlach
and Donald p. Elly,.Picture may not only be worth a thousand miles. Through
pictures, Learner can be shown people, places and things, from areas far outside their
own experiences. Pictures can represent images from ancient times or portray the
future.18
According to Ruth Gairns and Stuart Redman,.Pictures can be formed such:
wall charts, commercially- produced flashcards, hand drawn pictures, and of course
illustration from course books and supplementary books..19
17 Vernon,S,Gerlach and Donald P.Emily, Teaching and Media a Systematic Approach 2nd
(New Jersey: Prentice Hall),1980,p.273
18 Ibid,p.273
19 Ruth Gairns and Stuart Redman, Working With Words: A Guide to teaching and Learning
Vocabulary (USA: Cambridge University Press, 1986),,p.103
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From the meaning of pictures above, it indicates that the pictures has
exchanged and represented the real object into a simple device which has displayed a
series of places, object, person, or even experiences.
2. The Types of Pictures
Through picture presentation, people are able to reach outside their minds.
Pictures that they can see always lead to the reality of their minds. But the realities
that have been presented by pictures depend on the types of the pictures.
There are two kinds of pictures that Brazyna Szyke finds especially useful as
teaching aids, they are:
a. Pictures of individual persons or thing may be used mainly at the elementary
level, to introduce or test vocabulary items, for example: a man, and a car.
Portraits, pictures showing people in close details, are useful for intermediate
and advance learners. The students can be asked question about the age and
profession of the model
b. Pictures of situations in which person and object are .in action. between
objects and people can be perfect teaching aid for introducing or reviewing
grammatical or structures.20
20 Brazna Szyke, Using Pictures as Teaching Aids;(English Teaching Forum, Vol.XIX,No.4,
October, 1981)
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Types of Pictures According to Andrew Wright Are:


b. Pictures of single object
c. Picture of person: picture of famous person, pictures of several people and
pictures of people inaction
d. Pictures of places
e. Pictures from history
f. Pictures with a lot of information
g. Pictures of fantasies
h. Pictures of the news
i. Pictures of maps and symbols21
According to Betty Morgan Bowen, there are some types of pictures as their
shapes:
a. Wall charts
b. Wall pictures: is simply a large illustration of scenes or events. It is usually to
be used with the whole of class.
c. Sequence Picture is a series of pictures of a single subject it is function is tell a
story or a sequence of events.
d. Flash cards
• Word Flash cards; card with printed words on it can help up rapidly, the
cards can be used to demonstrate exactly what the teacher wishes.
21 John Pread,. Measuring The Vocabulary Knowledge of Second Language Learners., REIC
Journal, 19. No.2 (December:1988), p.12
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• Picture Flash cards; useful for the representation of a single concept, such as
an object or in action.
e. Work cards
Includes visual as well as text magazine pictures drawing maps and diagrams
can be important part or work cards at all levels used for vanity of purposes.22
Meanwhile, Noor Azlina Yunus in his book grouped the picture into four
groups:
a. Composite Picture
These are large single pictures, which show a scene (Hospital, beach, canteen,
railway station, street) in Which number of people can be seen doing things
b. A Picture Series
A picture series is a number of related composite pictures linked to form a
series of sequences. Hence, it is main function is to tell a story or sequence of
events.
c. Individual Picture
These are single pictures of objects, person or activities such pictures very in
size from small newspaper pictures and can be mounted singly.
d. Specialized Pictures (Posters, charts, advertisements, brochures)
Wall posters are not designed specifically for teaching, but rather for
advertising or propaganda purposes.23
22 Betty Morgan Bowen, Look Here!, Visual Aids In Language Teaching, London: essential
Language- Teach Series, 1973), p. 13- 31
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The description above teaching some language- learning skills, which the
language teacher helps the student enter to an imaginative experience beyond the
classroom.
3. The Use of Pictures
There are five roles of pictures:
b. Pictures can motivate the students and make him or her want to pay attention
and want to take part.
c. Pictures contribute to the context in which the language is being used. They
bring the world into the classroom.
d. The pictures can be described an objective way or interpreted or responded to
subjectively.
e. Pictures can cue responses to questions or cue substitutions through control
practice.
f. Pictures can stimulate and provide information to be referred to in conversation,
discussion and story telling beside Horse five roles in using picture, there are
six reasons why pictures helpful in teaching learning process.
There are six reasons why using pictorial material:
b. Pictures are useful for presenting new grammatical and vocabulary items.
c. Pictorial material allows for meaningful practice of vocabulary and structures
presented by the teacher.
23 Noor Azlina Yunus, Preparing and using aids for English Language Teaching,(Kuala
Lumpur, Oxford University Press, 1981),p.49
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d. Pictorial material can also provide a stimulus for using the language at the
reproduction and manipulation stages to speak, to read and to write.
e. Pictures can be used for revision from one lesson to another as well as for long
term revision of vocabulary and structures.
f. Pictorial material can be used to supplement whatever textbook the teacher is
using or whatever course he is following. Picture, of course can be used to
provide more practice of the exercises that students have done using the text
book.
g. Pictorial material is easy to collect, to make and to transport.
4. The Advantages And Disadvantages of Picture Used
a. The Advantages of Pictures Used
Following are some opinions concerning with the advantages of using
pictures. According to Vernon, S. Gerlach:
1. They are inexpensive and widely available.
2. They provide common experiences for an entire group.
3. The visual detail make it possible to study subject, which would turn back to
be impossible.
4. They can help you to prevent and correct disconcertion.
5. They offer a stimulus to further study, reading and research visual evidence
is power tool.
6. They help to focus attention and to develop critical judgment.
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7. They are easily manipulated.24


b. The Disadvantages of Pictures Used
There are some disadvantages of pictures used in teaching and learning
process, such as:
1. Students pay attention on the picture more than on learned material.
2. It takes time and costs much to provide attractive pictures.
3. Small and unclear pictures may arouse problems in the teaching learning
process since the students may misunderstand about the pictures.
Possible ways to overcome them are:
1. Teacher should avoid using pictures or photographs attack more attention to
them than to the activity. He also should control the students. activities
including their attention during the teaching learning process.
2. The teacher should make or choose attractive simple pictures to avoid
wasting time and money.
3. The teacher should make or choose big and clear enough pictures in order to
avoid misunderstanding about the pictures.
C. Kindergarten Students
1. The Meaning of Kindergarten
Kindergarten is an educational program- serving child ages four through six.
The educational programs Kindergarten shares the common objective of helping the
young child.s social, emotional, and academic development. The letter includes the
24 Vernon,S.Gerlach and Donald P. Elly, Op.cit.p.277
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use of language, the development of an initial understanding of mathematics,


beginning of learning in the social sciences and aesthetic appreciation.25 In another
definition, Kindergarten is the next level of education after playgroup before the
children enter elementary school. The program helps the children in entering their
first formal education.26
Even though the kindergarten is not the obligation to every children to follow
this program, but it will help the children to develop their knowledge, creativity,
through their activities in the school. It is same with what said by Friedrich Froebel
(1782- 1852). The first educator opened the first kindergarten in Germany in 1837.
He understood and respected the nature of young children education before their
enter the public school, helping the children education at home but also giving many
chances to them to learn about their self ability, talent, and their environment.27
2. The Age and Characteristics of Kindergarten students
We have known that the age criteria of kindergarten students are between 4 to
6 years old. This is affirmed at the GBPKB 1994 (Garis- Garis Besar Program
Kegiatan Belajar Taman Kanak- Kanak) of education and culture Department of
Indonesia that kindergarten is an educational program for children between the ages
25 Jefferson to Latin, The Encyclopedia Americana,(Danbury, Connecticut: Grollier
Inorporated),1996 Vol.16, p.444
26 Hibanana S. Rahman, Konsep Dasar Pendidikan Anak Usia Dini, (Jakarta: PGTKI Press,
2002),p.35
27 http:/.kompas.com/kompas%2Dcetak/0105/14dikbud/neor09.htm

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of four to six. This also mentioned in the encyclopedia Americana that the
kindergarten is an educational program serving for children ages four through six.
So any child who ages four through six try to join one of educational program
for children that is kindergarten to develop their knowledge and their creativity.
The kindergarten students., no matter what their cultural and experiential
background, have characteristics in common with other children of their ages and
characteristics that are particularly their own, those are:
a. The Socio- Emotional Development
Children develop socially and emotionally during the kindergarten year. The
development of socio- emotional between the children and their peers.28The
children can show considerable empathy toward people and animals when their
own needs do not conflict with the needs of others. When helpfulness is
noticed, modeled and encouraged by the teacher, helpful behavior is likely to
become more common in the classroom. Kindergarten children are developing
a sense of independent but are also learning to work cooperatively with
others.29
b. The Physical Development
Physical activity is one common characteristic of kindergarten children,
although children vary a great deal in development of physical skill abilities.
28 Zulkifli, L. Psikologi Pembangunan,(Bandung;Rosda Karya, 2001),cet ke-8, p.45
29 http:/www.sasked.gov.sk.ca/doks/kindergarten/kindchild.html.

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Most kindergarten students are full of energy, active in following all activities
such as run, swing, climb, jump, etc. That is very useful to the development of
their body.30 All of the physical activities are related to the motorist of the
children include of three elements, such as muscles, nerves and brain. These
elements relate each other in positive interaction that each of them support ,
complete, and related each other in achieving the perfect motorist condition.31
c. The Intellectual Development
The children intellectual development is reflected in the rapid growth of
vocabulary and the power to express ideas. They are developing visual and
auditory memory and the ability to listen to others. In one of the educational
book says that the cognitive development increase rapidly, to the children
curiosity in learning from their surrounding environment.32
3. Madinah Kid.s School
Madinah Kid.s School was built on May 19, 2004 , addressed on Jalan Bukit
Serpong Mas Blok D5 No. 10- 11 by the owner of the foundation Mrs. Hj. Erida
and her son Mr.Heksa A.S Spd as a Head of the Foundation. On the first grand
opening this school could get ten students, where three students for the Play Group
A class, two students for the Play group B class, four students for the Kindergarten
A and one student for the Kindergarten B class. From the first Launching until now
30 Hibana S Rahman, Op.cit.p.35
31 Zulkifli,L.Op.cit,p.31

32 Hibana S. Rahman,Loc.cit.
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this school has twenty one students. There are five students for Play Group Class,
Nine students for Kindergarten A class, and Five students for Kindergarten B class.
Madinah Kid.s School was lead by Mr. H.M. Hatta MPd.MEd as a Principal
and three teachers they are: Miss Indiastanti Prasetyo SPd as a teacher in Playgroup
class, Miss Leny SPd as a teacher in Kindergarten A and Miss Riana Ariestika SPi
as a teacher in Kindergarten B. Beside that this school has one administration staff
namely Miss Indah Purnawati.P.Amd and one Cleaning service namely Mr.
Cahyadi Irawan.
Madinah Kid.s School has a vision to prepare our kids in the future to have a
bright future as bright as blue sky. In this case they have to have ability in
communicating, socializing, good intelligence and good spiritual. And the mission
of this school is not only make our children bright in exact lessons but also make
them to be a person that has good in Intellectual Quotient, Emotional Quotient,
Spiritual Quotient, and Adversity Quotient. That is why this school using CBC
(Competency Based Curriculum) with Life Skills Oriented, Global Oriented, Social
and Environment Oriented also Religious Oriented.
This school was used English as a second language in daily teaching- learning
process. There are many facilities that can support the learning at school likes: Air
conditioned room, Language Laboratory, Computer Laboratory, Play Ground and
Out bone Zone.
During the teaching- learning activity, all teachers should prepare their
material to teach such as: make a lesson plan everyday, make a weekly report,
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Monthly report in the connecting book, make a final term report, prepare a media
and things that are going to make by the students. All the learning process was
based on the area.s system, there are Discussion area, Math area, Write and Read
area, Construction area, Religion area, Sand area and Drama area. These areas were
not given all in the one teaching . learning activity. There are only four areas that
the teacher should give to the students in once learning activity everyday.
The learning activity in this school usually begin with morning activity, where
the students do to make a line, then pray, recite Oath and greeting, Continue with
watering the plant, and fish feeding. After that carry on to the next activity there are
areas learning. After that have a rest time to have a meal and play and then get the
other areas. The last is closing where all the students praying together by recite
prays, Short holy qur.an, Daily pray and Hamdallah. The teacher used to give a
short games to find out which students that will go home early than other.
Beside learning activity by areas system, the student also completely with
extra curricular activity such as audio visual learning in language laboratory,
Computer skill in the computer laboratory, and swim. There are also other activity
that will prepare to the students, they are clinic visiting, doctor visiting, manasik
haji, native speaker visiting, field trip, super camp and competition.
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CHAPTER III
RESEARCH METHODOLOGY
This chapter discusses about: the objective of study, research subject, the
place and time, the research method, instrument, the research implementer and the
research question.
A. The Objective of Study
The main purposes of this study are looking for an appropriate concept that
can be considered by teachers who want to teach English at kindergarten level which
will include :
1. To know the qualification of the English teacher, who can teach English at
kindergarten.
2. To know the appropriate method and technique that can support the teaching
learning process in kindergarten.
3. To develop the model of teaching English vocabulary by using the pictures in
kindergarten.
It is hoped that the teacher can use the information of the three points as basis
for preparing the teaching learning process at school all ideas are related on these
points will be discussed and analyzed.
B. Research Subject
The pupils and the teachers of Madinah Kid.s school Serpong . Tangerang
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C. The Place and Time


This research was taken in Madinah Kid.s school at Jl. Bukit Serpong Mas
Block D5 No. 10/11 Serpong Tangerang, on September 4th- 30th 2006.
D. The Research Method
This study is conducted in the form of a survey. This study is qualitative in
nature.
E. Instrument
Observation guide and check list will be used in this research.
F. The Research Implementer
This research will be assisted by her fellow teachers as informants and
observer.
G. Research Questions
1. Is picture media could attract the pupils attention in learning ?
2. Are the pupils going to be more motivated in learning by using pictures
media?
3. Is it easier for the pupil to grasp the lessons trough picture media ?
4. Are the pupils going to be bored when they learn the lessons through pictures
media ?
5. Is the atmosphere in teaching and learning situation getting more active by
using pictures media ?
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CHAPTER IV
RESEARCH INVESTIGATION AND RESEARCH OUTCOME
This chapter discusses about: the curriculum, the syllabus, the classroom
implementation and the research investigation.
A. The Curriculum and The Syllabus
This school was used CBC (Competence Based Curriculum) on the teachinglearning
process and integrates with many oriented such as: Life skills oriented,
Global oriented, Social and environment oriented and Religious oriented. These are
purposes to increase the students potentials such as: moral, spiritual, social,
emotional, outonomourship, speaking, cognitive and arts in order to prepare entering
the elementary education level. The school realizes that all of those aims could be
done by playing and learning activity . Because by playing kids have a chance to
explore, find out, expressed their feeling, create and learn in the fun way.
On the other hands playing will help kids could be recognized with their self,
other people and environment surrounding them. This school try apply English
language in everyday teaching learning process. The syllabus or the lesson plan was
made by integrating the national curriculum (CBC) and school oriented to build a
communicative, easy to socialize and has good intelligence students.. That is why this
school was completed with many facilities to support the teaching learning process to
increase the students ability such as : Computer laboratory, Language laboratory ,
bilingual communication, Materials books (English books), native speaker program
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and many other. The more information about the syllabus can be seen in the appendix
of this skripsi.
B. The Classroom Implementation
The teaching procedure are developed based on the theoretical framework and
the analysis in the previous chapter. Teaching procedures are elaborated in three
stages, they are:
a. Presentation Stage
On this occasion, the teacher greets the students and asks about their condition
such as: .Assalamu.alaikum, good morning students, how are you today?. these in
order to warm up the situation. Then the teacher tells the students what are they going
to learn at that day, for example .well students, today we are going to learn about
home in English.. Next teacher asks some question about the topic to trigger the
students. knowledge, like: .do you what is this?. (in this case teacher point to the
pictures of house part ) the teacher also explain a bit about the topic, after that the
teacher drills the students pronunciation and the meanings parts of house by letting
the students repeat what the teacher pronounced and answering the questions given
about parts of house. Here the teacher uses pictures for supporting the learning.
The method that was used in this presentation stages is discourse method that
is submitting information or description concerning root of the matter verbally.
Presentation stage need a good skill from teacher to explain the subject
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b. Practice Stage
In this stage, the teacher gives the students two kinds of exercises. In the first
exercise, the students have to draw a house by using .dot to dot. method and coloring
the picture. The second exercise the students have to mention parts of house and tell
about it. The method was used in this practice stage is experiment method, to make
students able to find various answer by themselves.
c. Production Stage
The teacher give an evaluation in listening test. The children listening to the
words given by the teacher and then they have to give a check mark on the pictures.
For pronunciation exercise, the teacher must give the lesson step by step continually.
Then the teacher has to find out the students response according the lessons
had given. In the last part of this stage the teacher concludes and closes the lesson by
singing the new songs that the students learned (that is a window). The method was
used here is dialogue method. To know their ability in understanding the subject.
d. Teaching Procedures
There are steps that the writer used in teaching vocabulary:
1. Greetings
Generally, in Madinah Kid.s school at Bukit Serpong Mas .
Tangerang .Salam (Assalamu.alaikum) and good morning . is used in greeting
between the teacher and the students. Such as following short conversation :
Teacher : .Assalamu.alaikum students ?.
Students : .Wa. alaikummussalam Miss.
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Teacher : .Good morning children.


Students : .Good morning miss, good morning everybody .
Teacher : .How are you today ?.
Students : .I am fine, thank you and you ?.
Teacher : .I am fine too, thank you honey.
2. Presentation Stage
Starting lesson by showing the pictures of house parts
2.1. The teacher put on the big picture of house parts on the white board.
2.2. The teacher asked the students whether they know the picture such as
following : .do you know what picture is this ?. Then the teacher tells
each picture of house parts. After that the teacher asked the
students to repeat the names of the house parts directly after the
teacher. Then the teacher asked the students to pronounce the words by
themselves that is pointed by the teacher.
2.3. To make the students pronounced and memorizing the words better,
the teacher asked the students some questions about house parts and
teach the students the song . that is a window . teacher put the songs
lyric on the white board.
2.4. The teacher asked the students to sing together the song that the
teacher has sung first.
2.5. The teacher singing while pointing into (window, door, floor, roof).
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2.6. The teacher asks the students to stand up and sing together .that is a
window song. and point to the window, door, floor, and roof.
3. Practice Stage
3.1. After the teacher feels satisfy with students pronunciation, the teacher
begin to give the exercise about house parts in order to observed the
students ability in spelling and memorizing words. In the first
exercise, the students have to draw a house by using .dot to dot .
method and coloring the picture they made.
3.2. The teacher distribute the exercises sheet to all the students, and
explain to them how to draw it.
3.3. The teacher monitors the students activities and after the time is up, the
teacher collect the students worksheet.
3.4. The teacher asked the students about the pictures while she took the
worksheet.
3.5. The teacher evaluates their abilities in feed back of the exercise one
and two.
4. Production Stage
4.1. To know the students ability in understanding vocabularies, the teacher
must give some pictures of house parts in form of question, students are
able to answer the question correctly know the color and to count house
parts. for an example : two green doors, four red windows, one blue
roof.
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4.2. The teacher direct feedback of the evaluation test.


5. Closure
5.1. Conclusion of three study in that day.
5.2. The teacher asks his/her students some questions about pictures of
house parts to know their ability.
5.3. Singing .That is a window..
5.4. Teacher closes the lesson by praying and singing . Alhamdulillah and
thank you Allah . together.
C. The Research Investigation
It has been stated in chapter three that this study is aimed at answering the
following questions:
1. Is picture media could attract the pupils attention in learning ?
2. Are the pupils going to be more motivated in learning by using pictures
media?
3. Is it easier for the pupil to catch the lessons trough picture media ?
4. Are the pupils going to be bored when they learn the lessons through picture
media ?
5. Is the atmosphere in teaching and learning situation getting more active by
using picture media ?
To get information observation are conducted. In this step the writer acts as
the teacher and her fellow teacher.s act as observes. To help the observer.s check lists
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are used to answer each question in the research question. Here is the check lists
statement:
CHECK LIST QUESTION AND STATEMENT
No Pernyataan Ya Tidak Keterangan
1. Ada tidak siswa yang dalam pelajaran asyik
berbicara dengan kawan?

2. Ada tidak siswa yang dalam pelajaran
memandang keluar kelas ? (jika ada berapa
orang ?)

3. Ada tidak yang spontan merespon tentang
gambar ? (jika ada berapa orang)
√ 5 anak
4. Ada tidak anak yang mengantuk selama
pelajaran ? (jika ada berapa orang ?)

5. Ada tidak anak yang bertanya tentang
Gambar ? (jika ada berapa orang ?)
√ 2 anak
6. Apakah semua siswa memperhatikan gambar
dengan baik ?

7. Adakah siswa yang acuh ketika diminta
melihat gambar ? (jika ada berapa orang ?)

8. Apakah guru memberikan pertanyaan tentang
gambar ?

9. Apakah ada siswa yang menjawab pertanyaan
secara spontan ? (jika ada berapa orang ?)
√ 3 anak
10. Apakah siswa yang menjawab pertanyaan,
menjawab dengan tepat ? (Jika ada berapa
orang ?)
√ 3 anak
11. Apakah para siswa langsung mengangkat
tangan ketika diberi pertanyaan oleh guru ?
(jika ada berapa orang ?)
√ 9 anak
12. Apakah ada murid yang aktif bertanya kepada
guru ? (jika ada berapa orang ?)
√ 2 anak
13. Apakah ada anak yang aktif berkomentar
tentang gambar ? (jika ada berapa orang ?)
√ 3 anak
14. Apakah guru memberikan penjelasan tentang √
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gambar ?
15. Apakah seluruh siswa memperhatikan semua
penjelasan guru ?

16. Adakah siswa yang asyik sendiri ? (jika ada
berapa orang ?)

17. Adakah siswa yang tampak bosan ? (jika ada
berapa orang ?)

18. Adakah siswa yang mengeluh, selama
pelajaran berlangsung ? (jika ada berapa orang
?)

19. Apakah selama pengajaran guru menyelingi
dengan nyanyian ?

20. Apakah para murid ikut serta bernyanyi ? √
21. Adakah murid yang diam dan tidak ikut
bernyanyi ? (jika ada berapa orang ?)

22. Apakah selama pengajaran murid-murid
menjadi lebih aktif ?

23. Apakah murid-murid menjadi lebih akrab
dengan guru?

24. Adakah siswa yang langsung hafal semua kosa
kata baru dari gambar bagian-bagian rumah
dalam bahasa Inggris yang ditunjukan ?
(jika ada berapa orang ?)
√ 5 anak
25. Apakah guru memberikan kertas yang
bergambar rumah untuk diwarnai kepada
murid ?

26. Apakah siswa yang mendapat kertas
bergambar rumah terlihat antusias untuk
mewarnainya ?

27. Apakah semua siswa yang mendapat kertas
bergambar rumah mau mewarnainya ?

28. Adakah siswa yang tidak mau menyelesaikan
mewarnai gambar ? (jika ada berapa orang ?)
√ 1 anak
29. Adakah siswa yang mewarnai gambar dengan
sempurna ? (jika ada berapa orang ?)
√ 8 anak
30. Adakah siswa yang membanggakan hasil
karyanya ? (jika ada berapa orang ?)
√ 8 anak
31.
Apakah guru memantau murid pada saat
murid mewarnai ?

32. Apakah guru memberikan pertanyaan dan
komentar tentang gambar yang diwarnai murid

33. Apakah guru menerangkan kembali setelah √
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murid selesai mewarnai gambar ?


34. Apakah guru memberi evaluasi setelah
pelajaran ?

35. Adakah murid yang kesulitan memberikan
jawaban saat evaluasi ? (jika ada berapa
Orang ? )

D. The Research Outcome
1. The teacher.s and her fellow teacher.s who act as observer thinks that the used of
pictures could attract the students motivation in learning activity, it could be seen
from three times observation and only one student was not interested because has
semi autism problem.
2. To get information about Question number two, at the beginning of the classes the
teacher asked the following questions :
- Who prepared the lessons last night ?
- Did you ever show the lessons to your parents ?
- Is there anyone ever seen this picture ?
- Do you know what picture is this ?
- Do you like to see another picture ?
3. To get information about number three we could see from the table above where
the students looked more active to ask and answer the questions.
4. According to the table we could see that student were not boring at all.
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5. It is true that the atmosphere in teaching and learning getting more active by using
picture media. It could be seen from the table that most of the student were eager
to ask and answer questions.
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CHAPTER V
CONCLUSION AND SUGGESTION
Based on the research investigation and its outcome in the fourth chapter,
several conclusion are drawn and a number of suggestion are put forward deal with:
A. Conclusion
Vocabulary is one of the important factors in all language teaching learning
And the students must continually learn new words as they learn structure and as they
practice sound system, but most of the students are not interested and motivated at all.
Therefore, the writer uses pictures as one of the strategies in teaching that benefits the
students in many ways.
Based on the research, the writer conclude that :
1. Pictures help the students to understand the difficult words easily by looking
at the pictures.
2. The use of pictures make the vocabulary learning more enjoyable and
interesting because they can memories the meaning of the difficult words by
singing the song with the pictures as key words and without asking another
person or looking them up in the dictionary.
3. Pictures are possibly used in teaching pronunciation and structure also.
4. The use of Pictures makes the class more active and alive.
5. The use of pictures could attract the students curiosity in learning new
vocabulary.
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B. Suggestion
The followings are suggestion from the writer for model of teaching
vocabulary by using pictures for kindergarten students, that there are so many
approaching type and method that can be developed by teachers for having a good
and enjoyable class situation to reach out the curriculum target.
1. The teacher should choose the technique and materials that are appropriate
with the students. needs and experiences so the class atmosphere become
enjoyable and interesting.
2. The teacher should give short, clear and simple instruction.
3. The teacher should keep in control the students. activities.
4. The teacher should present the language in an enjoyable and relaxed way. It
could be done by using pictures, songs, games etc.
5. The teacher should creative and active to find various method to teach the
kindergarten students.
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