The Use of Letterland Strategies in Teaching English Vocabulary to Young Learners
Julianti, Rahmad Husein, Anni Holila Pulungan
Available Online 25 November 2020.
- https://doi.org/10.2991/assehr.k.201124.063How to use a DOI?
- English Vocabulary, Letterland Strategies, Young Learners
- This research discussed about the use of Letterland strategies in teaching English vocabulary to young learners. Descriptive qualitative design was applied in this research and the data gathered from the sentences of four teachers in Nursery class at a Singapore Pre-School, Medan. Observation and interview were the techniques of collecting data. Then, the techniques in analyzing the data were condensation, data display, and conclusion drawing/verification. Based on the data analysis, it was found that the sounds trick strategy (64.49%), the character names trick (33.68%), the action trick (1.57%), and the capital letter trick (0.26%) were four of the Letterland strategies used by the teachers. From the findings, it was concluded that Letterland strategies were good for young learners in learning English vocabulary because it provided some fun activities that contained of multi-sensory based learning which they were able to see, hear, do, and touch it.
- Open Access
- This is an open access article distributed under the CC BY-NC license.
Cite this article
TY - CONF AU - Julianti AU - Rahmad Husein AU - Anni Holila Pulungan PY - 2020 DA - 2020/11/25 TI - The Use of Letterland Strategies in Teaching English Vocabulary to Young Learners BT - The 5th Annual International Seminar on Transformative Education and Educational Leadership (AISTEEL 2020) PB - Atlantis Press SP - 302 EP - 305 SN - 2352-5398 UR - https://doi.org/10.2991/assehr.k.201124.063 DO - https://doi.org/10.2991/assehr.k.201124.063 ID - Julianti2020 ER -