TEACHERS’ STRATEGIES TO INTRODUCE SIMPLE ENGLISH WORDS TO VERY YOUNG LEARNERS

Yunisrina Qismullah Yusuf, Burhansyah Burhansyah, Aisyaranur Aisyaranur

Abstract


This qualitative study described the strategies used in teaching English vocabulary to non-native very young learners (ages 1.8 – 2.5 years old) at Kiddos English School, Banda Aceh. This process increases their bilingualism and linguistics development. In collecting data, observations in the teaching and learning process were conducted. The observations were done in five consecutive school days, Monday to Friday, making a total of five meetings of observations. The results showed that the teachers used many kinds of strategies to teach vocabulary to very young learners, such as using songs, pictures, games, coloring, and storytelling in the classroom. Additional strategies were done when activities were done in the outdoors (playground), swimming time and playing at the gym. It can be concluded that prior to applying strategies to teach vocabulary to these very young learners, teachers need to understand the characteristics and needs of their students. Therefore, the strategy implementation is effective to introduce and increase the learners’ vocabulary, and the teaching and learning goals are achieved.


Keywords


Strategies; teaching vocabulary; young learners; obstacles

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References


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