STORYLINE APPROACH IN TEACHING VOCABULARY TO YOUNG LEARNERS: A Case Study on a Fourth Graders of Elementary School Students in Bandung

Arifin, Yuliani (2015) STORYLINE APPROACH IN TEACHING VOCABULARY TO YOUNG LEARNERS: A Case Study on a Fourth Graders of Elementary School Students in Bandung. S1 thesis, Universitas Pendidikan Indonesia.

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Abstract

This research explores how the storyline approach is implemented in teaching vocabulary to young learners and also investigates the aspects of engagement displayed during the activities in an elementary school in Bandung. Employing a qualitative research design, particularly that of a case study, this research utilizes classroom observation, survey questionnaire and interview. To gain the results of implementation of Storyline approach, Harkness (2007) proposes four aspects of Storyline activities that are (1) key questions; (2) activities and class organization; (3) teaching materials and vocabulary teaching, and (4) outcomes/products which are then used as observation aspects in this study. The results reveal that the implementation of Storyline approach can help the students to be engaged with vocabulary learning and make them attached to the learning process. Moreover, the triangulation of collected data reveals that the students displayed the three different engagements that are emotional, behavioral, and cognitive. However, they had less cognitive engagement due to the number of the tasks. Based on the findings, it is recommended to use storyline approach in teaching vocabulary to young learners to provide enjoyable and lively learning process and chance for students to enhance their vocabularies. Furthermore, the drawback of cognitive engagement can be handled by well-planned and well-designed tasks by the teacher ---------- Penelitian ini menyelidiki bagaimana pendekatan Storyline diimplementasikan dalam pengajaran kosakata terhadap anak-anak menginvestigasi aspek engagement yang ditunjukkan oleh siswa selama aktifitas Storyline berlangsung di sekolah dasar di Bandung. Dengan menggunakan desain penelitian kualitatif, terutama studi kasus, penelitian ini mempergunakan observasi kelas, survey kuesioner dan interviu. Untuk mendapatkan hasil dari implementasi Pendekatan Storyline, Harkness (2007) mengusulkan empat aspek dari kegiatan Storyline yaitu key question, activities and class organization, teaching materials and vocabulary teaching, and outcomes/products yang kemudian digunakan dalam penelitian ini sebagai aspek observasi. Hasil menunjukkan bahwa pengimplementasian pendekatan Storyline dalam pengajaran kosakata dapat membantu siswa terikat dengan pembelajaran kosakata dan membuat mereka lebih terikat pada proses pembelajaran. Data dari instrument triangulasi mengungkapkan bahwa para siswa menunjukkan tiga engagements yang berbeda yaitu yaitu emosi, tingkah laku dan kognitif. Akan tetapi, mereka memiliki kognitif engagement yang kurang dikarenakan oleh banyaknya tugas. Pendekatan Storyline direkomendasikan untuk digunakan dalam pengajaran kosakata terhadap anak-anak to menyediakan proses pembelajaran yang menyenangkan dan bersemangat dan memberikan kesempatan untuk meningkatkan kosakata mereka. Kekurangan dari kognitif engagement pada anak dapat ditangani dengan tugas yang terencana dan terpola dengan baik oleh guru

Item Type: Skripsi,Tesis,Disertasi (S1)
Additional Information: No. Panggil: S ING ARI s-2015; Pembimbing: I. Wachyu Sundayana, II. Della N. Kartika
Uncontrolled Keywords: Young Learners’ Characteristics, Teaching Vocabulary, Storyline Approach, Students’ engagement
Subjects: L Education > L Education (General)
P Language and Literature > P Philology. Linguistics
P Language and Literature > PE English
Divisions: Fakultas Pendidikan Bahasa dan Seni > Jurusan Pendidikan Bahasa Inggris > Program Studi Pendidikan Bahasa Inggris
Depositing User: Mrs. Santi Santika
Date Deposited: 10 Nov 2016 07:23
Last Modified: 10 Nov 2016 07:23
URI: http://repository.upi.edu/id/eprint/22356

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