Using Pictures Books For Developing Kindergarten Student Vocabulary At Tk Talenta Barat Jakarta Selatan

nyayu khodijah; hamzah puadi ilyas ph.d.; dr. santi cm. djonhar, matesol;

This study sought to determine whether picture books can help kindergarten
pupils in TK Talenta Pejaten Barat, South Jakarta, expand their vocabulary. The research was carried out between August 7, 2017, and September 28, 2017. It only affected one class B, which had 14 kids. There are 4 steps to this study: planning, acting, observation, and reflecting. Interviews with instructors and classroom observations are the first steps in this project, which falls under the category of classroom action research (CAR). The researcher discovered that only about 50–60% of students participated in the learning process, as evidenced by the results of interviews with teachers and observations. The involvement of the students increased significantly after the
picture book was used, as seen by the scores of the students who improved; the average score was 90 after picture books were used. Only 10 students, or 75% of the total, passed the KKM according to the posttest results for cycle 1. The researcher claimed that there was an 85% rise in vocabulary phrases in the second cycle. The posttest average for students in cycle three was 95%. There were 12 pupils that received the required KKM score, with scores averaging between 90 and 100. Consequently, students can broaden their vocabulary by using picture books. To conclude, picture books would be beneficial to the teacher in terms of vocabulary development. The teacher must continue to use a picture book to teach kindergarten students English vocabulary. The teacher must be aware of the methods that are inappropriate for each level, such as the fact that young learners and adults have different abilities. The limitation of this research requires further opportunities to play and sing. The number of participants in the result is too insignificant, with only 14 (fourteen) pupils in the class