TITLE:
Rhythmic Technique in Preliteracy of English Language Learning in Increasing Pre-Schoolers Vocabulary
AUTHORS:
Nor Fazila Bahri, Faridah Yunus
KEYWORDS:
Pre-Literacy in English Language, Rhythmic Technique, Vocabulary, Preschooler
JOURNAL NAME:
Creative Education,
Vol.12 No.1,
December
31,
2020
ABSTRACT: EnglishLanguage adopted the “rhythmic technique” to cultivate and enhance mastery of the second language among preschool children. This rhythmic technique such as jazz chant, nursery rhyme, singinganddancing could broaden the domain of development in the learning andfacilitating, or teaching and learning process.In addition, pre-literacy inEnglishLanguage consisted of four main components relating to children’s sensory and auditory skills which are listening, speaking, reading, and writing skills, integratedinthis technique. Thirty preschoolers participated in this study who underwent several tests on preliteracy skills after rhythmic techniques were introduced to them. This paper discusses the procedures ofinterventionmethod and the scores obtained by the children through five bases or questions (fromQ1 to Q5). The resultsor scores recorded by teachers/researchers on children (K21-K30) show that on average children have improved their skills. Thesefindingsare parallel to the previous observations that children tend to master the new vocabulary whenemphasiswas given to the phrase during rhythmic techniques on induction sets, developmentsandeven plenary. Furthermore, it was hoped that this technique would be a tool for teachers in improving existing teaching processes; for researchers to further enhance the techniques. This study was however limited to the beginning of the implementation and would need further in-depth studies in the future to ensure the optimal growth of English vocabulary mastery in preschools.