TEACHING ENGLISH VOCABULARY TO YOUNG LEARNERS USING STORY TELLING TECHNIQUE
(A Case Study at the Fifth Fifth Grade Students Students of SD Kebon Sari 1 Cimahi) Cimahi) SUTINI
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[email protected] English Education Study Program Language and Arts Department of STKIP Siliwangi Bandung
ABSTRACT
The objectives of this research entitled “Teaching English Vocabulary to Young Learners Using Story Tell Telling ing Tech Techni nique que (A Case Case Study Study at the Fifth Fifth Grade Grade Stud Studen ents ts of SD Kebo Kebon n Sari Sari 1 Cimah Cimahi) i) were were to elaborate the students’ responses toward the use of storytelling technique in teaching vocabulary. In this research the writer used qualitative research method and the subjects of this research was the fifth grade studen students ts of SD Kebon Kebon sari sari 1 Cimahi Cimahi consis consisted ted of 30 studen students. ts. The data analys analysis is of this research research were conducted with some stages. The first stage, teaching vocabulary using story telling technique for students and the second stage, students’ responses toward the use of storytelling technique in teaching vocabulary. To get the data, the writer used writing test. This test should be completed by the subject in order to find out the errors in their writing. In conducting conducting this research, research, the writer did the following following steps: developing developing the research instrument (written test), selecting the sample of population, administering individual test to the students and concluding the result of the study. The findings showed that using story telling technique in teaching vocabulary at the fifth grade students of SD Kebonsari 1 Cimahi was conducted in two parts of activities. The first part was preparation activity and the second one was follow-up activity. The results in this research showed that: in the first observation the students’ responses were toward telling vocabulary using stories was 90% and in the second interview interview the students’ tudents’ responses responses positively toward the use of storytelling. Keywords: Teaching Vocabulary, Young Learners, Story Telling Technique
textbo textbook okss or when when given given by teache teachers rs during during classroom lessons. From the explanations above, we can conclu conclude de that that learni learning ng vocabu vocabula lary ry is important as the basic need to encounter a new language. Vocabulary is taught in many different ways in Indo Indone nesi siaa and ther theree are are many many kind kindss of techniques to teach them to young learners such as teac teachin hing g vocabu vocabular lary y by using using story story telli telling ng with picture, songs, songs, games, cartoon cartoon video etc. The writer is interested in doing research on the techn techniq ique ue used used in teachi teaching ng vocab vocabula ulary ry to youn young g lear learne ners rs.. This This rese resear arch ch is impo import rtan antt because it concerns technique used to teach vocabu vocabula lary ry to young young learne learners. rs. This This resea research rch described the teaching technique used in the fifth grad gradee stud studen ents ts of Kebo Kebon n Sari Sari 1 Cima Cimahi hi in
A. Backgro Background und In the the rece recent nt years ears,, Engl Englis ish h beco become mess a compulsory subject in elementary school. It has been taught from the first year to sixth year. Even though students realize the importance of vocabu vocabula lary ry when when learni learning ng langua language ge,, most most of them learn vocabulary passively due to several fact factor ors. s. Firs Firstt, they they cons consid ideer the teac teache her' r'ss expla planati ations ons for mean eaning ing or def definit initiion, on, pronunciation, pronunciation, spelling and grammatical grammatical functi functions ons were boring boring.. In this this case case,, langu languag agee lear learne ners rs have have noth nothin ing g to do in a voca vocabu bula lary ry learni learning ng sectio section n but but to listen listen to their their teach teacher. er. Seco Second nd,, stud studen ents ts only only thin think k of voca vocabu bula lary ry learni learning ng as knowi knowing ng the prima primary ry meanin meaning g of new words. Third, students usually only acquire new new voca vocabu bula lary ry throu through gh new new word wordss in thei their r 1
teaching vocabulary. That is why the teacher has to find a kind of technique that can be used to teach vocabulary in a fun way. People also believe if the students can perceive English as a fun subject, it is easy for them to absorb the material .
not mean only translating or giving meaning directly words with dictionary but also giving meaning of the words. 3. Types of Vocabulary According to Brown (2011:11), there are some types of vocabulary they are: a. Reading vocabulary. A person’s reading vocabulary is all the words he or she can recognize when reading. b. Listening vocabulary A person listening vocabulary is all the words he or she can recognize when listening to speech. This vocabulary is aided in size by context and tone of voice. c. Writing vocabulary A person writing vocabulary is all the words he or she can employ in writing. Contrary to the previous two vocabulary types, the writing vocabulary is stimulated by its user. d. Speaking vocabulary A person speaking vocabulary is all the words he or she can use in speech. Duo to the spontaneous nature of the speaking vocabulary, words are often misused- though slight and unintentional- may be compensated by facial expressions, tone of voice, or hand gestures.
B. Theoretical Foundation 1. Teaching Approach, Method, Technique, and Strategy According to Donald (1985:2) “Teaching is nothing more than the simple application of the correct reinforces so that appropriate learner behaviors are elicited.” Moreover, approach according to Brown (2001:16) “is theoretically well informed positions and beliefs about the nature of language, the nature of language learning and the applicability of both to pedagogical settings.” Regarding method, he stated that Method is a generalized of classroom specifications for accomplishing linguistic objectives. Method tend to be concerned primarily with teacher and student roles and behavior and secondarily with such features as linguistic and subject – matter objectives, sequencing and materials. While technique, he defined it as: Any of a wide variety of exercises, activities, or tasks used in the language classroom for realizing lesson objectives. Techniques are the specific activities manifested in the classroom that were consistent with a method and therefore were in harmony with an approach as well. Furthermore, about strategy, Oxford (1990:1) argued “Strategies are especially important for language learning because they are tool for active, self-directed involvement, which is essential for developing communicative competence.”
4. The Characteristics of Young Learners Cameron (2001:1) stated that children have a number of characteristic that teachers of English need to keep in mind when they are planning to set up activities. They are high-motivated, enthusiastic and lively learners. On the other hand, they do not find it easy to use language to talk about something because they do not have the same access as the older learners to reach meanings (Cameron, 2001:1). Teachers are the one who can help them maximizing their ability to acquire the given knowledge.
2. The
Importance of Teaching Vocabulary According to Cameron (2001:73) “Vocabulary is about learning words, children are not only expected to know the word but also they have to know what the meaning of that word.”
5. Using Story Telling Technique in Teaching-Learning Process It is very important for teacher knowing the technique of storytelling. Teacher needs to know the following technique in order to make the story nice to listen. The procedure of using storytelling is fairly simple. According to Brewster (2002: 196) the techniques are as follows:
Vocabulary is very important in learning English we cannot communicate and write better and if vocabulary our down. It does 2
a. If students are unfamiliar with storytelling, begin with short sessions which do not demand too much from them. b. If possible, have younger children to sit on the floor around you, making sure everyone can see you and the illustrations and can hear you clearly. c. Read slowly and clearly. d. Use gestures, mime, facial gestures to help convey the meaning. e. Vary the pace, tone and volume of your voice. f. Pause where appropriate to add dramatic effect or to give children time to relate what they hear to what they see, and to assimilate details in the illustrations. g. Disguise your voice for the different characters as much as you can to signal when different characters are speaking and help convey meaning. h. Make sound effects where possible.
1995:63). In this research the sample was the entire population. 4. Research Data Collection a. Observation This study used observation to investigate in the teaching of English, especially in activities that teacher used in teaching by using stories at inclusive classroom in the natural setting. Thus, the researcher could know teacher’s strategies in the setting. In this study, the researcher used preobservation and then observation. The observation was carried out to find out what problems occurred in teaching of special needs students. Then, after knowing the problem in that field, the researcher compiled the proposal and started the observation. The teaching process was recorded without having a participation in teaching.
b. Document Analysis This study used document analysis as the instrument in order to find out the insight of relevant information about the research question. Document analysis could be the real evidence of the activities which were given to the students. In this study, documents used are lesson plans and syllabus that were asked to complete the data. c. Interview The interview in this study was addressed to all students to discover their response regarding the story telling technique. This was also conducted to confirm the students’ behavior in the research.
Based on the statement above, the technique of storytelling could run effectively, especially in teaching vocabulary to young learners. C. Research Methodology 1. Research Method This study employed qualitative method. Actually, “it is a way to gain insights through discovering meanings by improving our comprehension of the whole. Qualitative research explores the richness, depth, and complexity of phenomena.” (McMillan & Schumacher, 2001:395). 2. Research Instrument The instruments used for gathering the data were; observation, document analysis, and interview. 3. Research Population and Sample According to Burns (1995:62) “Population is an entire group of people or objects or events which all have at least one characteristic in common, and must be defined specially and unambiguously.” The population of this research was the Fifth Grade students of SD Kebon Sari 1 Cimahi which consisted of 30 students. “A sample is any parts of population regardless of whether it is representative or not. Research sample is part of population that becomes the object of the study” (Burns,
5. Research Data Analysis In analyzing the collected data, the writer analyzed each research instruments: observation, document analysis, and interview process. Firstly, all of the observation data were written into the field note and observation sheet, but only the selected data were analyzed. Secondly, to fully understand situation from many aspects and to get more data, there were some documents used as the source data in this study namely lesson plans, syllabus, observation sheets, teacher’s field notes, and the result of the students’ work. Lastly, the stages in analyzing the data from interview were the same as the analyzing the data from observation. First, the data from tape recorder were transcribed so that the data could be categorization and the additional information of the data was 3
eliminated. The last step was to i nterpret the data into some main issues based on the research question of this study.
o all students. While in the follow-up activity, it as found that the co bination of the stories elling with a picture ac ivity hardly occurred in eaching vocabulary. It might be because there ere many aspects need d by this activity. n the second obser ation it was found that eading stories was the preparation activity that ostly used by the teacher. The preparation activity m ght be used as bridging and it was aimed to make students get more familiar with he story. While in the f ollow-up activity, it was ound that telling sto ry with picture. This activity divided into t o activities, there were odeling activities and racticing activities. The first and the se ond observation were administered to gather the information about students’ responses telli ng vocabulary in stories and students’ respons es telling story with icture. There were two closed questions which ere delivered to the stu dents. n giving the per entage to the students’ esponses, the writer counted the responses hrough formula as follo w: n calculating the data, the writer used
6. Research Procedures In co ducting this researc , some stages were applied in this study. The stages were as follows: 1. inding out some theories and concepts elated to the research: oung learners’ characteristics, teaching voca bulary to young learners, and storytelling tech nique. 2. Selecting students from SD f Kebon Sari 1 Cimahi as participants. 3. reparing observation sheet a nd questions for the interview. 4. Selecting stories as teach ng vocabulary echnique to be given to the st udents. 5. Observing students’ progress in learning. 6. valuating students’ response s. 7. nterviewing students to elaborate their esponse and to confirm what actually happened. 8. nalyzing the obtained data by referring to theories.
formula: P =
(Sudijono, 2009:43)
P = percentage of the st dents responses f the number of responses n = the number of stude t
D. The Research Findings a. sing Story Telling Techni ue in Teaching Vocabulary In implementing story telling in teaching vocabulary, the teacher divided the activities into parts. The first part was pre paration activity and the second part was follow- p activity. The table below shows he illustration of the activities.
10% 90%
like
don't like
Table 1. The Activities in Two Observations Part of activities Preparation
Follow-up
Observation 1 Observation 2 (Mei 22, 2012) (Mei 23, 2012) elling Story Reading Stories elling ocabulary in elling story tories
Figure 1. he Result of the Observation. . ased on the chart , it showed that 90% of liked Students’ Responses toward Telling ocabulary in Stories and Telling story. There were 10% of students ho stated that they did not like in the story.
The first part was preparati on activity and the second part was follow- p activity. These activities were divided into two observations. In the first observation found that the preparation activity employed telling story. In this activity, the teacher introduced the stori s by telling the topic and reading whole stories y using pictures
b.
Students’ Responses toward Teaching Vocabulary Using tory Telling he first asked whether English lesson as fun or not. All students (100%) gave ositive answer; they a reed that English was a un lesson. Meanwhile, on the second question,
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students gave varied responses s could be seen on the following chart.
10%
Table 3. Students’ Resp onses toward the Use of Storytelling in Helping them to Memorize the oca ulary
Like
Responses
Question
es
Don't Like 90%
By storytelling, English
66.67%
No
33.33%
vocabulary was easy
he table 4.6 sh wed that 33.33% of students perceived that English vocabulary was ot easy to be reme bered by storytelling. owever, the use of thi method could motivate them to learn. ased on the result f interview, 100% or all students stated that they were more motivated to earn English by storytel ling. hen, the last que tion observed whether students liked to be inv lved in the story or not. he following chart pres ents the result.
Figure 2. The Result of the Interview. he chart presented that 90% of students were interested in learning by us ng story telling. Many of them liked story tel ling because it could create fun atmospher . There were 86.67% of students who stated s tory telling as a fun technique, table 4.5 shows t e percentage of those students’ responses. Table 2. Students’ Responses to ward the Use of Storytelling in English Lesson esponses Question es No y storytelling, learning 86. 7% 13.33 % English vocabulary was fun Furthermore, almost all f the students responded that story telling c ould make the process of learning easier. It co ld be seen from the chart of the interview ana ysis result that showed students’ responses on the use of the method.
46,67%
Like Don't Like
Figure 4. Students’ Res ponses on Their Interest n Taking Par t in the Story. The chart presented that 53.33% of students iked to take part in the story. On the contrary, here were 46.67% of students who stated that they did not like to be in volved in the story. In giving the percentage to the students’ esponses, the writer counted the responses hrough formula as follo w:
16,67% 83,33%
3,33%
Easier Not Easier
P= = percentage of the stu dents responses = the number of respon ses n = the number of stude ts
Figure 3 Students’ Responses on the Use of Story Telling toward the D fficulty in Learning English
1. Discussion
According to the chart, 3.33% of the students perceived that by stor telling learning English vocabulary become easi er. On the other side, 16.67% of students responded that the method could not help them n reducing the difficult in learning English.
here were two activities in two observations: those were preparation activity and follow- p activity. In the first observation, the reparation activity em loyed telling story. The eacher introduced the st ories by telling the topic and reading whole storie s by using pictures to all 5
students. While follow-up activity employed telling vocabulary in stories. In the second observation, the preparation activity employed reading story. It was aimed to make students get more familiar with the story. This activity did not make students bored, and all the students enjoyed the activity. In interviewing process, there were seven results from the questionnaire about students’ responses toward the use of storytelling in teaching English vocabulary.
Harmer, J. (2001). The Practice of English Teaching (3rd edition). London: Longman.
Orlich, Donald C, et.al. (1985). Teaching Strategies (A Guide To Better Instruction) McMillan, James H & Sally Schumacher. (2001). Research in Education (A Conceptual Introduction). New York: Addison Wesley Longman Inc. Brewster, J. & G Ellis (2002). The Primary English Teacher’s Guide. Penguin nglish : Harmondsworth.
E. Conclusion And Suggestion This chapter presents a brief summary of the result of research. The writer would like to draw some conclusions and suggestions that may be useful for the next research. 1. Conclusions a. Using story telling in teaching vocabulary at the fifth grade students of Elementary School Kebonsari 1 Cimahi was conducted in two parts of activities. The first part was preparation activity and the second part was follow-up activity. In the second observation it was found that reading stories was the preparation activity that mostly used by the teacher. b. The results of the interview showed that the students responded positively toward the use of storytelling.
2. Suggestion a. The teacher should present the language in an enjoyable, relaxed and understandable way. b. The students are hoped not to be shy in acting out their role. c. The students are hoped to be active and creative in enriching their vocabularies. BIBLIOGRAPHY
Cameron, Lynne. (2001). Teaching Languages to Young Learners. New York: Cambridge University Press. Brown, H. Douglas. (1987). Principles of language Learning and Teaching . New Jersey: Prentice hall Brown, H. Douglas. (2001). Principles of language learning and teaching . New Jersey: Prentice hall.
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