Can Young Learners Utilize Cartoon Picture and Song To Learn?: A teaching model
- 10.2991/aes-18.2019.115How to use a DOI?
- kindergarten teachers; cartoon picture; song; and model of teaching english
This paper aims to deploy model of teaching English for kindergarten teachers and students using cartoon picture and song. The rationale is that they are handy, more lively and authentic in the classroom. In addition, they also promote sentence repetition which can facilitate lexical, grammatical and cultural knowledge building to children with rich input of authentic material with the real voice of native speakers and real usage of English. Six teachers including 5 females and 1 male with different academic background participate in the experiment. Also, thirty one students with 8 female and 23 male students get involve in the study. This study uses quantitative research design and therefore test and questionnaire are utilized to answer the research questions from the study. The result shows that there was significant difference improvement between pretest and post-test from both teachers and students. It specified teachers and students to their pronunciation, vocabulary, and phrases development. The questionnaire result divided into three levels: high, mid, and low showed that the interest and motivation of learners to learn by doing were included the high percentage. In summary, kindergarten teachers require more time span not only to practice their own English skills but to teach them in front of the students as well.
- © 2019, the Authors. Published by Atlantis Press.
- Open Access
- This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).
Cite this article
TY - CONF AU - Lasim Muzammil AU - Andy Andy PY - 2019/04 DA - 2019/04 TI - Can Young Learners Utilize Cartoon Picture and Song To Learn?: A teaching model BT - Proceedings of the 3rd Asian Education Symposium (AES 2018) PB - Atlantis Press SP - 512 EP - 517 SN - 2352-5398 UR - https://doi.org/10.2991/aes-18.2019.115 DO - 10.2991/aes-18.2019.115 ID - Muzammil2019/04 ER -