scholarly journals Total Physical Response (TPR) Method in Improving English Vocabulary Acquisition of 5-6 Years Old Children

2019 ◽  
Vol 4 (2) ◽  
pp. 257-264
Author(s):  
Siti Nurfalah Mariyam ◽  
Tadkiroatun Musfiroh
Keyword(s):  
Qualitative Research ◽  
Language Learning ◽  
Vocabulary Acquisition ◽  
Descriptive Statistics ◽  
Foreign Languages ◽  
Early Age ◽  
Learning Approach ◽  
English Learning ◽  
Young Learners ◽  
Physical Response

Nowadays, English has become one of the subjects that must be mastered. Thus, English learning should be done from an early age. This research aimed to describe how Total Physical Response (TPR) method can improve English vocabulary achievement in 5-6 years old children. TPR is the language learning approach which stimulates the children in acquiring their mother language which implemented in teaching foreign languages. The samples of this research were 5-6 years students of TK (Kindergarten) An-Nisa, Rokan Hilir, Riau Province, Indonesia with the total samples 15 students. This research used qualitative research. The data was analyzed by using descriptive statistics, analyzing the scores of English vocabularies. The results showed that noun categories had the highest percentage in vocabulary acquisition (97.78 %), then followed by verbs (86.67 %) and adjectives (62.22 %). Meanwhile, the percentages of vocabularies that used by children were verbs (24.44 %), nouns (11.11 %), while the children were still not capable in using adjectives (0 %). The results of this research is expected to contribute to the development of  English learning for young learners.

USE OF THE METHODS IN TEACHING ENGLISH TO YOUNG LEARNERS

2021 ◽  
Author(s):  
Hulkar Rahimboeva ◽  
Gulnoza Tilyavova
Keyword(s):  
Young People ◽  
Foreign Language ◽  
Project Based Learning ◽  
Early Age ◽  
Learning Approach ◽  
Teaching English ◽  
Young Learners ◽  
The Future

This article covers the easiest ways to learn a foreign language for the children at an early age. It includes activities that may interest children and teach them to think in English. If we use these methods in teaching young people, if we can increase their interest in learning the language, in the future they would not only become masters of their profession, but also have the opportunity to expand their abilities even more. The purpose of this article is to increase the interest of many people in learning a language with the help of task- based learning approach and project-based learning approach.

scholarly journals The Use of Picture Word Inductive Model Focusing on Chinese Culture to Promote Young Learners’ English Vocabulary Acquisition

2019 ◽  
Vol 10 (4) ◽  
pp. 105
Author(s):  
Meilin Zhao ◽  
Thanachart Lornklang
Keyword(s):  
Language Learning ◽  
Chinese Culture ◽  
Vocabulary Acquisition ◽  
National Curriculum ◽  
Effective Instruction ◽  
Cultural Knowledge ◽  
Test Design ◽  
Young Learners ◽  
Visual Support ◽  
Post Test

As the foundation of English, the vocabulary difficulty should be removed first with effective instructions to develop learners’ English ability in order to meet the request of Thailand’s national curriculum. In addition, because English is used as a medium of intercultural communication and one component of language learning, diverse cultural contents should be combined with English teaching. Therefore the purpose of this study is to examine the effects of using picture word inductive model (PWIM) focusing on Chinese culture to promote young learners’ English vocabulary acquisition. This pre-experimental study with a pre-test and post-test design was conducted on grade six students for six weeks at private schools, Muang District, Nakhon Ratchasima Province in Thailand. The instruments in this study were lesson plans based on picture word inductive model using Chinese culture and English vocabulary acquisition test. After analyzing the data using mean (x̄), standard deviation (S.D.) and t-test, the findings showed that the post-test mean score of English vocabulary acquisition of grade six students who had learned English through picture word inductive model focusing on Chinese culture was significantly higher than the pre-test one at the.05 level. The study indicates that using picture word inductive model focusing on Chinese culture is an effective instruction in promoting young learners’ vocabulary acquisition as it provides learners attractive visual support to widen and deepen the application of the vocabulary and cultural knowledge.

scholarly journals Review of Literature on Learners' Personality in Language Learning: Focusing on Extrovert and Introvert Learners

2020 ◽  
Vol 10 (11) ◽  
pp. 1478
Author(s):  
Maryam Cheraghi Shehni ◽  
Tahereh Khezrab
Keyword(s):  
Foreign Language ◽  
Learning Styles ◽  
Language Learning ◽  
Primary Students ◽  
Foreign Languages ◽  
English Learning ◽  
Review Of Literature ◽  
The Subject ◽  
Globalized World ◽  
Learning English

The improvement in learning English is based on how students are enthusiastic about the subject of English. Learning languages, mainly English, is a great need, even for our primary students who have the responsibility to develop in the globalized world (Muñoz, 2002). These traits are the critical parts of one’s personality because they make him unique, and what psychologists have desired to study and measure in the process of learning English as the foreign or second language. Indeed, the variations between individuals, their learning situations and the contexts where they learn are some features that can illustrate the complexity of learning a foreign language. Conversely, in research on the acquisition of foreign languages, it is essential to consider the differences between individuals, their different ways of learning styles and the environment where they are involved.

scholarly journals EXPLORING LINGUISTIC POLARITY DISPLAYED IN ALICE’S “ADVENTURES IN WONDERLAND”: A SYSTEMIC FUNCTIONAL LINGUISTIC PERSPECTIVE

2020 ◽  
Vol 3 (1) ◽  
Author(s):  
Husna Imro'athush Sholihah
Keyword(s):  
Language Learning ◽  
Short Story ◽  
Systemic Functional Linguistics ◽  
Foreign Languages ◽  
Exploratory Research ◽  
Analysis Model ◽  
Young Learners ◽  
Linguistic Awareness ◽  
Systemic Functional Linguistic ◽  
Character Building

 Short story is an interesting texts for promoting linguistic awareness and language acquisition, e.g. English young learners. It is important to introduce them with the linguistics features, e.g. subject-finite in their early ages of language learning especially in second and foreign languages. In respecting to the students character building, short stories are enriched of doctrines and philosophy which are fruitful for their psychological development, e.g. characters. Therefore, this study aims to analyze  finites of linguistic polarity found in Alice’s Adventure in Wonderland. This is interesting as it leads to linguistics awareness. Adopting Bustam & Rayhan’s (2012) transitivity analysis model of Systemic Functional Linguistics (SFL) Approach, this exploratory research identified linguistic polarity of the attitudes of the story. The findings show that finite processes realize the polarity of attitudes utterances. Behavioral mental process are realized through finite to sharpen the attitudes in the story. 

scholarly journals Do start ao game over: analisando narrativas de aprendizagem de inglês com jogos eletrônicos

2018 ◽  
Vol 7 (1) ◽  
Author(s):  
Keila Mendes Santos ◽  
Cleide Jane De Sá Araújo Costa
Keyword(s):  
Qualitative Research ◽  
Language Learning ◽  
Learning Strategies ◽  
Learning Process ◽  
Knowledge Construction ◽  
English Language ◽  
Vocabulary Knowledge ◽  
English Language Learning ◽  
English Learning ◽  
Electronic Games

Resumo: Este estudo objetiva investigar o processo de aprendizagem de estudantes de língua inglesa (LI), que assumem terem aprendido o idioma por meio da prática de jogos eletrônicos, especificamente os chamados jogos MMORPG, e também destacar as estratégias adotadaspelos aprendizes ao longo do referido processo. Trata-se de uma pesquisa qualitativa que teve como participantes três estudantes de letras/inglês, gamers. Para coletar os dados foram utilizadas narrativas de aprendizagem nas quais os aprendizes relataram seu processo de construção do conhecimento em LI, partindo do contato com os jogos. A pesquisa teve por fundamento o seguinte questionamento: De que forma a prática de games do gênero MMORPG auxiliam no processo de aprendizagem da língua inglesa? Os resultados demonstraram que esses jogos podem ser percebidos como recursos significativos no desenvolvimento de habilidades distintas, ampliando, também, o conhecimento vocabular, além de proporcionar atitudes autônomas, considerando as estratégias de aprendizagem adotadas pelos gamers.Palavras chave: Língua inglesa. Jogos eletrônicos. Narrativas de aprendizagem.  FROM START TO GAME OVER: ANALYSING ENGLISH LEARNING NARRATIVES WITH ELECTRONIC GAMES. Abstract: This study aims to investigate the learning process of english language (EL) students, who assume that they have learned the language through the practice of electronic games, specifically the so-called MMORPG games, and also highlight the strategies adopted by learners throughout this process. This is a qualitative research that had as participants  three students of letters/english, gamers. To collect the data, learning narratives were used in which the learners reported their process of knowledge construction in EL, starting from the contact with the games. The research was based on the following question: How can MMORPG games help in the English language learning process? The results showed that these games can be perceived as significant resources in the development of different abilities, also improving vocabulary knowledge, besides providing autonomous attitudes, considering the learning strategies adopted by the gamers.Keywords: English language. Electronic games. Learning narratives. 

scholarly journals THE IMPLEMENTATION OF VOCABULARY BUILDING STRATEGY IN TEACHING ENGLISH VOCABULARY TO YOUNG LEARNERS

2018 ◽  
Vol 5 (1) ◽  
pp. 40
Author(s):  
Syafrizal Syafrizal ◽  
Haerudin Haerudin
Keyword(s):  
Qualitative Research ◽  
Learning Process ◽  
Teaching And Learning ◽  
Foreign Languages ◽  
Teaching English ◽  
Young Learners ◽  
Vocabulary Building ◽  
Teacher Needs ◽  
Young Learner ◽  
Descriptive Qualitative

Vocabulary as one of English component and it’s very important to learn. Before the students master the four skills they have to know some vocabularies to support them in learning English. English vocabulary as one of the language skill elements has an important role for young learners in learning foreign languages. In presenting English, especially vocabulary, the teacher should be creative in choosing materials and able to stimulate the student's interest. The teacher needs to manipulate some strategies to support the teaching and learning process. Teaching English for young learner is different from teaching adults in a way that they are often more enthusiastic, active and easily adaptive than adults. The type of this research is descriptive qualitative research. This research is a descriptive qualitative research that focuses on vocabulary building strategy in teaching vocabulary to young learners. It describes the technique and method used by the teacher in teaching English vocabulary to young learner.

scholarly journals English for Young Learners: Pembelajaran Bahasa Inggris dengan “Aksi” (Aktif, Kreatif, Santai Dan Inovatif) bagi Anak-Anak Paud SS Melati Jaya di Desa Sribulan Kecamatan Buay Pemuka Bangsa Raja Kabupaten OKU Timur

2019 ◽  
Vol 1 (2) ◽  
pp. 49-53
Author(s):  
Eka Agustina ◽  
Dwi Andriani ◽  
Dea Lupita Rahman
Keyword(s):  
Teaching Methods ◽  
Student Motivation ◽  
Life Skills ◽  
Learning Goals ◽  
Early Age ◽  
English Learning ◽  
Young Learners ◽  
Teaching Aids ◽  
New Ideas ◽  
Program Show

This program aimed to know English learning with AKSI (Active, Creative, Relaxed and Innovative) in TK / PAUD SS Melati Jaya, BP. Raja OKU Timur. Based on the results of the teaching process in this program, it can be seen that the English learning of children with AKSI (Active, Creative, Relaxed and Innovative), through 5 method: Teaching Methods with Bilingual / bilingual concepts (English & Indonesian), 2) Student Oriented Teaching Methods, 3) Learning by Playing Teaching Methods, 4) Life Skills Teaching Methods, and 5) Fun & Easy Teaching Methods. The results of this program show that (1) The use of AKSI (Active, creative, Relaxed and Innovative) through 5 methods used in English learning can increase student motivation according to their character at an early age, (2) The application of methods found new ideas that learning that implemented with the use of learning media or teaching aids that support the achievement of learning goals and is carried out continuously and makes students not bored and very pleasant.

scholarly journals Book review “Teknik, Strategi, dan Pendekatan Pengajaran Bahasa Asing”

2020 ◽  
Vol 4 (1) ◽  
pp. 66
Author(s):  
Lisda Nurjaleka
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Teaching Methods ◽  
Language Skills ◽  
Foreign Language Teaching ◽  
Language Teachers ◽  
Foreign Languages ◽  
Learning Assessment ◽  
Learning Approach

This is a review of a compilation book discussing foreign language teaching, published by Departemen Bahasa, Seni dan Manajemen Budaya (DBSMB) Sekolah Vokasi UGM. In learning foreign languages, we need appropriate teaching materials, teaching methods, and a learning assessment to achieve successful language learning. Therefore, this reference book is intended explicitly for SMA/SMK/MA teachers of a foreign language to gain information about the strategy, technique, and language learning approach. This compilation book is expected to provide some insights into the language learning process for language teachers in order to improve students' language skills.

Supporting foreign languages in an Anglophone world

2020 ◽  
Vol 2 (2) ◽  
pp. 213-239
Author(s):  
Alison Porter ◽  
Florence Myles ◽  
Angela Tellier ◽  
Bernardette Holmes
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Stakeholder Engagement ◽  
Primary Schools ◽  
Foreign Languages ◽  
English Learning ◽  
Policy Makers ◽  
Age Appropriate ◽  
Anglophone World ◽  
Solution Focused

Abstract Foreign language (FL) learning in English primary schools, statutory provision for most schools since 2014, has been characterised by distinct challenges. The first issue, peculiar to Anglophone settings, concerns how language learning is valued when ubiquitous English learning rationales of economic and social capital are unhelpful. Other challenges, shared globally, relate to provision and practice such as: the importance of progression, motivation, age-appropriate pedagogy and contextual factors. Successful policy implementation in England remains elusive and continues to be characterised by a lack of cohesion, coordination and forward planning. Provision and practice are problematic and linked to deficits in curriculum time, teacher linguistic expertise, planning and progression. This article will explore how both language and broader education policy in England have created conflicting forces for the sustainability of the foreign languages initiative in primary schools. It will examine how networks of researchers, teachers, educationalists and policy makers are supporting implementation through national and local education stakeholder engagement. Through collaboration and co-construction, research-informed practical suggestions are promoted, coupled with the development of solution-focused research agendas.

scholarly journals Total Physical Response (TPR) Untuk Meningkatkan Teknik Maharah Al-Kalam Pada Siswa Madrasah Ibtidaiyah

MADRASAH ◽  
2016 ◽  
Vol 7 (1) ◽  
pp. 26
Author(s):  
Rodifatul Chasanah
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Listening Comprehension ◽  
Language Learner ◽  
Learning Approach ◽  
Long Time ◽  
Physical Response ◽  
Beginning Students

<span><em>Teach Arabic to motivated Arabic learning students in tpr. While usually </em><span><em>thought of as a powerful language learning approach for beginning students, </em><span><em>TPR actually has great potential for learners at any level of ability. The </em><span><em>basic idea behind Total Physical Response is that a language learner learns </em><span><em>to hear something in the language and then physically respond to it. This </em><span><em>method was designed to accelerate listening comprehension of a foreign </em><span><em>language by having subjects give a physical response when they heard a</em><br /><span><em>foreign utterance. This suggested that perhaps listening training should be </em><span><em>continued for a long time without an attempt to speak before the student is </em><span><em>asked to make any utterance in the foreign language.</em><br /><span><strong>Key note : </strong><span><strong><em>Total Physical Response, Maharah Al-Kalam di Madrasah Ibtidaiyah</em></strong></span></span></span></span></span></span></span></span></span></span><br /><br class="Apple-interchange-newline" /></span></span>

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