“APPLYING FINGER CORRECTION IN LEARNING ENGLISH FOR KIDS IN

THE AGE OF 3-5 YEARS OLD IN “LEARN ENGLISH AND PLAY” COURSE,

SURABAYA”

RESEARCH REPORT

Lecturer:

Akh. Muzakki, Grand. Dipl (SEA)

By :
Novia Faricha D05209032

ENGLISH EDUCATION DEPARTMENT

TARBIYAH FACULTY
STATE INSTITUTE OF ISLAMIC STUDIES SUNAN AMPEL SURABAYA
2011
I. BACKGROUND OF THE STUDY
In the globalization era, English skill becomes a necessary for the majority of
people. It becomes one of the important language is used for global communication. In
teaching of language for secondary level emphasizes the development of the four language
skills, which are listening, speaking, writing, and reading. Beside students are expected to
master language components such as grammar, vocabulary, pronunciation that support the
development of four skills. Although those language components are very important,
vocabulary is the most important one. As what Scott Thornbury has stated that “Without
grammar very littlt can be conveyed without vocabulary nothing can be conveyed”.1 In
addition, the linguist David Wilkinsin in his book (Dellar and Hocking D, Innovation, LTP)
says that
“If you spend most of your time studying grammar, your English will not improve very
much. You will see most improvement if you learn more words and expressions. You can
say very little with grammar, but you can almost anything without words!’. 2

That statement above also means that no mmetter how well the students learn grammar, or
how successful the sound of the language are mastered, without words communication cannot
occur in any meaningful way. The mastery of vocabulary cannot be ignore in the development of
language for aspect of communication namely reading, listening, writing, and speaking. Therefore,
vocabulary mastery has an important role for the language skills.
The successful students are learning language depend on how many vocabularies they can
master and how well they use them. Knowing the important role of vocabulary, the teacher
must have the ability to vary the teaching technique. However, in the teaching of English as a
foreign language, it is a common problem if the teachers often find situations when students
are not motivated. Teacher often ignores the principle of selecting vocabulary and the
technique to present vocabulary items. Students have to find the meaning of each word in the
dictionary and have to memorize it. That is why, it makes them get bored for the classroom
activities which are monotonous and uninteresting. These conditions also cause the teaching
ang learning process less effective.

1
Scott Thornbury, How to Teach Vocabulary, (England : Person Education Limited, 2002), p.13
2
Ibid.,p.13
 The teacher should give motivation and encouragement to the students in learning
vocabulary by providing or creating various techniques in order to make students enjoy
learning vocabulary.
There are many various ways of teaching vocabulary. In this case, one of the variations
which can be offered is by applaying puzzles. As a game, puzzle can arise students’ interest,
they can be used as a wonderful way to break up the routine class activities and also provide
fun and relaxation so that students will have more vocabulary cause the more vocabularies
students have, the easier for them to develop their language skills.
In this research, the writers choose one of the courses in Sidoarjo. That is
“M@STER ENGLISH”. It is located in Keboan Anom Nitirejo 481 Gedangan Sidoarjo. It
consists of four levels; they are “Children” as the basic level for Elementary Students,
“Junior” as the pre-intermediate one for Junior High students, “Senior” as the intermediate
one for Senior High School students and “Winner” as the advance one. The writers are going
to do research concerning this case. The study is going to take place in “M@STER
ENGLISH” course especially for “Junior” level. The research is going to be done in such a
simple way. By playing puzzle, they will have an amazing ability to absorb language through
playing puzzle and as a result, the teaching learning objectives an be achieved maximally.

II. RESEARCH QUESTIONS

1. How is the technique of puzzle in learning English applied for Junior High School level in
“M@STER ENGLISH” course?
2. Does the puzzle bring a significant effect to the students’ improving vocabulary?
3. How does the affect the students’ vocabulary?

III. HYPOTHESIS
H (0): stated that the application of puzzle can improve the students’ vocabulary mastery.
H (1): stated that the application of puzzle can not improve the students’ vocabulary mastery.

IV. RESEARCH METHOD

1. External validity
• Place
This research will be conducted in ““M@STER ENGLISH” course, at Keboan Anom
Nitirejo 481 Gedangan Sidoarjo.

• People
In this research, the writers limit the subject of the research on the students in the age of
13-15 years old who are in the Junior High School. In this course, there are four classes
of “junior” level. The writers choose “junior 1A” as the sample of the research with the
consideration that the class consists of various students in term of age and intelligence.

• Time
This research will be conducted in one section. It will be suited as the course schedule of
the class. “Junior 1A” class will be on Monday, May 23rd, 2011.

• Sampling
This research is going to be conducted by using “simple random sampling”.

• Population and Sample

The research is going to be focused on the students in the age of 13-15 years old who are
in the “junior” level at “M@STER ENGLISH” course. The sample consists of 7
students out of four “junior” classes. The following are the list of samples:

Junior 1A
Name Age
Adil 14
 Bagas 15
Bella 14
Chaza 14
Denik 15
Fendi 14
Riska 13

2. Construct validity
The aim of the research is to know if puzzle brings a significant effect to the
students’ in language learning process. By doing this observation, the researchers will
know which one is the effective technique in improving vocabulary. So that it will ease
both the teacher and students in learning the foreign language.
Instrument:
a. Assessment Test
The assessment is focused on the students’ improving vocabulary. In
conducting this research, the writer uses test. She gives it four times. The first is
the pre-test which is given before the treatment done. The second and third are
the test during the treatment done and the last is post-test which is done after all
of the treatments given.
There are many kinds of puzzles in vocabulary games. In this study, the
writer uses five kinds of puzzles which are suitable to be applied for improving
students’ vocabulary acquisition.

1. Word-family Diagram
This kind of puzzles is similar to brainstorming in that we begin with a
broad topic and write whatever we think of regarding that topic.
Example: PART OF BODY
BODY= Head, Eyes, Mouth, Foot, Hair, Hand, Nose, Ears.

2. Scrambled Letters and Words

 Scramble letters or words are useful primarily for the recognition of words
and their spelling.
Example: By unscrambling the following letters you will get the days of the
week:
Tsaruyda = ……….
YadnMon = ………
YadseuT = ……….
3. Crosswords
The construction technique consists of simply in arranging the words so that
they cross the appropriate points. The arrangement is then made to
correspond to horizontal and vertical clues.
Example :

4. Fill-in Puzzle
It comprise of a set of boxes which some of them are given letters and the
others are left blank. The students are asked to fill the blanks based on the
question.
Example:
1 H E
2 A M L
3 C I

Question :
1. A place where people live.
2. An animal that travels in desert.
3. A thing you sit.
5. Word-Search
This puzzles type is constructed simply by hiding words in an array that can
take on any geometrical shape.
 Example:
A H A M M E R
L F T L J J S
K N G F S K P
B Z X P K N R
D J W X C I E
A S R Y F F V
S K Z H V E B

Definition of Key Terms

1. Vocabulary is all the words known or used by the students, the vocabularies
will be limited by material (theme and kind of text use in seventh year
students).
2. Puzzle it is a question, problem toy or contrivance designed. In this study,
the writer describes puzzles as an educational aid used for increasing
students’ vocabulary in the form or question and problems which serve a lot
of fun and pleasure designed in such a way as a means of teaching English
vocabulary.
3. Improve is a process to make something better. In this study by using
puzzles students’ vocabulary mastery was expected to have better
achievement than before.

V. DATA COLLECTION
To obtain the data, the writer takes the following steps:
1. Giving pre-test to measure the students' knowledge about vocabulary.
2. The pre-test containing 40 numbers of items of multiple choices and the test must be
done in 60 minutes. The students have to do the pre-test before they get the treatments.
3. Teaching the first teaching material and giving a test after the treatment.
4. Teaching the second teaching material and giving a test after the treatment
5. Finally, giving post-test to measure whether the students' vocabulary knowledge is
increase or not after given the teaching material.
VI. ANALYSIS
To analyze the data, the writer uses the following steps:
1. First of all, the writer tabulates the students' pre-test and post-test scores.
2. Then she calculates the difference of each student's score in pre-test and post-test to find
out the D. D is the difference between paired scores (post-test minus pre-test).
3. After the D of each student is found, the writer adds them to find out the total difference
labeled E D.

REFERENCES

http://eolf.univ-fcomte.fr/uploads/ressources/precoce/articles_teachers/sounds.htm
http://www.geniusmap.com/index.php?action=news.detail&id_news=136&judul=TEROBOSAN
%20BARU%20%20ENGLISH%20FIVE%20FINGERS%20METHOD
Larsen, Diane and Freeman.1986.Techniques and Principles in Language Teaching.New York:
Oxford University Press.