The Use of Letterland Strategies in Teaching English Vocabulary to Young Learners

DOI

10.2991/assehr.k.201124.063How to use a DOI?

Keywords

English Vocabulary, Letterland Strategies, Young Learners

Abstract

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.

Copyright

© 2020, 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/).

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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  - Proceedings of 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  - 10.2991/assehr.k.201124.063
ID  - 2020
ER  -