TEACHING ANIMAL VOCABULARIES USING DOLL AS MEDIA IN TK SAKTI MERISI

Abstract

This article illustrates English language plays a main role or English language gives a priority in a country as foreign language teaching, although the language might have no an official status. Then in a country where English Language plays an official role, English language can be used in media, government issues, to the court or laws and to the education system, for that nature English language become the second language, as a complementary of the first language or mother tongue (Crystal, 2003). In education therefore, language is the vehicle by which knowledge is jointly constructed, internalize and exchange verbal or symbolic utterances for communication. The steps in collecting data is first, the researchers prepare some dolls tobe brought in the kindergarten schools. Then the second the researcher gather on the kindergarten students in a class, after that the students will be situationed as they have a regular class in their daily. And then the researchers give 10 dolls and the vocabulary that related with the dolls. For instance, the researcher wanted to give the students vocabulary about tiger to the students, the researcher shows the doll that has a form of tiger, etc. The conclusion of this journal is using a doll is easier to understand by students than using written form on the whiteboard, because they prefer visual form than written form. From that data we know that fifteen students of the class can understand the vocabularies perfectly, such as Ela, Imron, and Yusuf. They can answered five questions completely. But there are five students still could not answer perfectly, they are Rohmah, Suci, Alisia, Kevin, and Alex. They could not answer because they do not like dolls. This means this theory is correct and successful although there were very several students still could not understand well.