i

THE USE OF NURSERY RHYME BY TEACHER IN ENGLISH

FOR YOUNG LEARNER AT CORDOVA COURSE

THESIS

This thesis is submitted to fulfill one of the requirements to achieve Sarjana

Degree in English Education

By :

Lulu’ Hidayati

201110100311278

ENGLISH DEPARTMENT

FACULTY OF TEACHER TRAINING AND EDUCATION

UNIVERSITY OF MUHAMMADIYAH MALANG

2015

ii

This thesis was written by Lulu’ Hidayati and was approved on November 10th, 2015

By:

Advisor II, Advisor I,

Nurakhfini Septiany, M.A, M.Ed Rahmawati Khadijah Maro, S.Pd. M.PEd

iii

This thesis was defended in front of the examiners of the Faculty of Teacher

Training and Education of University of Muhammadiyah Malang

and accepted as one of the requirements to achieve

Sarjana Degree in English Education

on November 10th, 2015

Approved by:

Faculty of teacher and training and Education

University of Muhammadiyah Malang

.

Examiners:

1. Drs. Jarum, M.Ed

2. Teguh Hadi Saputro, S.Pd., M.A

3. Rahmawati Khadijah Maro, S.Pd. M.PEd

4. Nurakhfini Septiany, M.A, M.Ed

iv

ORIGINALITY DECLARATION

The undersigned:

Name : Lulu’ Hidayati

Student ID Number : 201110100311278

Program of Study : English Department

Faculty : Faculty of Teacher Training and Education

I declare that the work presented in this thesis was carried out by myself and does not

incorporate without acknowledgement any material previously submitted for a degree

or diploma in any university. To the best of my knowledge this thesis does not

contain any material previously published or written by another person except where

due reference is made in text.

Malang, November 10th, 2015

v

Motto and Dedication

Hai orang-orang yang beriman, jadikanlah sabar dan shalat sebagai

penolongmu, sesungguhnya Allah beserta orang-orang yang sabar.

(Al-Baqaroh:153)

Nabi Muhammad SAW Bersabda:”Sesungguhnya Allah tidak

melihat (menilai) bentuk tubuh umat manusia dan tidak pula

menilai ketmpanan wajahnya, tetapi Allah melihat (menilai)

keikhlasa hati hambanya”. (HR.Muslim)

This thesis is dedicated to:

My beloved parents Mr. Munaki and Mrs. Maryam.

The big Family of Hamsy family

My beloved brother Mr. Syafuddin, S.Kom and Dimas Nurkolis

My beloved sister Mrs. Mustamirroh, S.Pdi, and Dinda Amalia .K

My beloved friends Malinee, Soraya, Puji, Ika, Vivin, Aan, Anggita,

Winda, Okta, Rahayu, Hamas, Elis, and Iim

My beloved friends of E class English dept. 2011

Thanks a lot for endless love, sacrifies, prayers, advices and support

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ACKNOWLEDGEMENTS

Praise be to Allah who has given blessing and mercy so that the writer can

finish in creating this thesis. Shalawat and salam may be granted to our noble

prophet Muhammad SAW and His family, His friends, and His followers who have

brought Islam until this present. As an ordinary human who has the weakness and

limitedness, the writer realizes that the thesis under the title “The use of Nursery

Rhyme by Teacher in English for Young Learner at Cordova Course” cannot be

finished without support, guidance, and help from other people. For that, the writer

wants to say her deepest gratitude to the honorable:

1. Mrs. Rahmawati Khadijah Maro, S.Pd. M.PEd and Mrs. Nurakhfini Septiany,

M.A, M.Ed who have been very helpful, warmhearted, and patient in giving

advises, ideas, and valuable time during the process of this thesis writing.

2. Cordova Course which helps the process of conducting the research.

3. My beloved parents Mr. Munaki and Mrs. Maryam who always support me with

Do’a and material to finish this thesis.

4. Big Hamsy Family who always support me.

5. My beloved friends E class English Dept 2011, KSR-PMI UMM, KKN 86 2014,

PPL 2 SMP Raden Fatah Batu, and EYL 2014.

Malang, November 10, 2015

vii

THE USE OF NURSERY RHYME BY TEACHER IN ENGLISH FOR YOUNG

LEARNERS AT CORDOVA COURSE

ABSTRACT

Teaching English to young learners is different from teaching adult learners.

In teaching English to young learners, the teacher should consider to the

young learners characteristics that are easy to get bored but very active. To overcome

those young learners’ characteristics, the teacher should create interesting activities in

order to attract the young learners’ willingness to study and to make them

not feel bored in the class. Therefore, one solution offered in teaching English to

young learner was by using nursery rhyme. The purpose of this study are (1) To know

what kind of Nursery Rhyme used by teacher in English for Young Learner at

Cordova Course. (2) To describe how the teacher applies the Nursery Rhyme in

teaching English for Young Learner at Cordova Course. (3) To know the

strategies “Tips” in using Nursery Rhyme for teaching English for Young Learner at

Cordova Course.

The design of this study was descriptive qualitative research by

taking an English teacher who was teaching English for young learner at 5th grade at

Cordova course. In collecting the data, the researcher used two kinds

of instrument, those are semi structure interview and non-participant observation.

Based on the result of the data, the researcher found three kinds of nursery

rhyme used by teacher at Cordova course. They were finger play and action rhyme,

riddles, and counting rhyme. The teacher applied nursery rhyme which involved

several steps, they were, (1) The teacher gave the students a piece of paper of the

Nursery rhyme lyric. (2) Teacher asks the students to repeat the lyric after the teacher.

(3) Teacher show the nursery rhyme and the students listen carefully about the video.

(4) The teacher give the example of sings a song about the nursery rhyme. (5) The

teacher asks the students to sings a song together. (6) The teacher asks the students to

sings a song by themselves. There were three strategies or “Tips” in using nursery

rhyme done by the teacher in English for young learner at Cordova course, those were

classroom technique, using simple language, and the assessment.

Key words: EYL, Nursery Rhyme.

The Writer

Lulu’ Hidayati

viii

TABLE OF CONTENTS

APPROVAL ............................................................................................................ ii

LEGALISATION .................................................................................................... iii

ORIGINALITY DECLARATION ........................................................................ iv

MOTTO AND DEDICATION ............................................................................... v

ACKNOWLEDGEMENTS .................................................................................... vi

ABSTRACT ............................................................................................................. vii

TABLE OF CONTENTS ........................................................................................ viii

CHAPTER I: INTRODUCTION .......................................................................... 1

1.1 Background of the Study ............................................................................ 1

1.2 Statement of Problem ................................................................................. 4

1.3 Purpose of the Study ................................................................................... 4

1.4 Significance of Study.................................................................................. 5

1.5 Scope and Limitations ................................................................................ 5

1.6 Definition of Key Terms ............................................................................. 5

CHAPTER II: REVIEW OF RELATED LITERATURE .................................. 7

2.1 Young Learner .......................................................................................... 7

2.1.1 Characteristics of Young Learner .................................................... 8

2.2 Teaching English to Young Learner ........................................................... 9

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2.3 Teaching Strategy for English Young Learner ........................................... 12

2.4 Teaching Media .......................................................................................... 13

2.4.1 Visual Media.................................................................................... 13

2.4.2 Audio Media .................................................................................... 14

2.4.3 Audio-Visual Media ........................................................................ 14

2.4.4 Multimedia....................................................................................... 14

2.5 Nursery Rhyme ............................................................................................ 15

2.5.1 Kinds of Nursery Rhyme ................................................................. 15

2.6 Applying Nursery Rhyme in Teaching Learning Process ........................... 19

CHAPTER III: RESEARCH METHODOLOGY ............................................... 21

3.1 Research Design ......................................................................................... 21

3.2 Research Subject ......................................................................................... 22

3.3 Research Instrument ................................................................................... 22

3.3.1 Observation ............................................................................................... 23

3.3.2 Interview ................................................................................................... 24

3.4 Data Collection ........................................................................................... 25

3.5 Data Analysis ............................................................................................... 26

CHAPTER IV: RESEARCH FINDINGS AND DISCUSSION ......................... 27

4.1 Research Findings....................................................................................... 27

4.1.1 The Kinds of Nursery Rhyme used by Teacher in Teaching English

for Young Learner at Cordova Course .......................................... 27

x

4.1.2 The way the Teacher Apply the Nursery Rhyme in Teaching English

for Young Learner ......................................................................... 32

4.1.3 The Strategies in Using Nursery Rhyme in Teaching English for

Young Learner .............................................................................. 36

4.2 Discussion .................................................................................................... 37

CHAPTER V: CONCLUSION AND SUGGESTION ......................................... 39

5.1 Conclusion ................................................................................................ 39

5.2 Suggestion ................................................................................................. 39

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