An Experimental Study on Using Rhymes to Build English Vocabulary Among Kindergarten Pupils in Bousher, Oman
DOI:
https://doi.org/10.60072/ijeissah.2024.v2i02.009Abstract
This study explores the impact of nursery rhymes on enhancing vocabulary skills among kindergarten students. It specifically focuses on the use of nursery rhymes to improve English vocabulary among young learners. The research involved five English teachers and sixty students aged 4.5 to 6 years from Indian School Bousher, Oman. Two groups were formed: control and experimental, with the experimental group taught English using nursery rhymes over a ten-week period, while the control group received traditional instruction. Data from pre-tests and post-tests were analyzed descriptively, supplemented by interviews with the English teachers. The independent variable was the use of nursery rhymes, and the dependent variable was vocabulary. The study found that nursery rhymes significantly enhanced vocabulary scores among kindergarten students, as evidenced by various assessments such as word-picture matching, identifying rhyming words, and solving crossword puzzles. Moreover, nursery rhymes play a pedagogically significant role in teaching English vocabulary, facilitating memorization, retention, and comprehension of words in an engaging manner. They encourage students to infer new word meanings and foster a fun learning environment, thereby boosting motivation, self-confidence, and reducing anxiety.
Keywords:
Rhymes, Vocabulary, Kindergarten Students, English LanguageReferences
AE, I. (2014). An analysis of the impact of language on cognitive development and its implications on the Nigerian school children. Educational Research (ISSN: 2141-5161), 5(6), 202-206.
Akpan, V. I., Igwe, U. A., Mpamah, I. B. I., & Okoro, C. O. (2020). Social constructivism: implications on teaching and learning. British Journal of Education, 8(8), 49-56.
Bendo, A. (2019). Teaching English through games. European Journal of Language and Literature, 5(3), 43-60. https://doi.org/10.26417/330rsg77n
Birken, M., & Coon, A. C. (2008). Discovering patterns in mathematics and poetry (Vol. 116). Brill.
Casas-Ortiz, A., Echeverria, J., & Santos, O. C. (2023). Intelligent systems for psychomotor learning: A systematic review and two cases of study. Handbook of artificial intelligence in education, 390-421. https://doi.org/10.4337/9781800375413.00030
Conesa, I. M. G., & Rubio, A. D. J. (2015). The use of rhymes and songs in the Teaching of English in Primary Education. Revista Docencia e Investigación, 83-101.
Christina, Y., & Pujiarto, P. (2023). The Effectiveness of Nursery Rhymes Media to Improve English Vocabulary and Confidence of Children (4-5 Years) in Tutor Time Kindergarten. Journal of Education Research, 4(3), 1326-1333. https://doi.org/10.37985/jer.v4i3.406
Damayanti, T., Yuliana, Y. G. S., & Sudarsono, S. (2023). The Dual-Coding Theory and Digital Media: The Effect of Nursery Rhymes on Teaching Vocabulary. Lectura: Journal Pendidikan, 14(2), 165-174. DOI: https://doi.org/10.31849/lectura.v14i2.14125
Dos Santos, L. M. (2020). The Discussion of Communicative Language Teaching Approach in Language Classrooms. Journal of Education and e-Learning Research, 7(2), 104-109.
Elmayantie, C. (2015). The use of grammar translation method in teaching English. Journal on English as a Foreign Language, 5(2), 125-132. https://doi.org/10.23971/jefl.v5i2.372
Fitria, T. N. (2023). Using Nursery Rhymes in Teaching English for Young Learners at Childhood Education. Athena: Journal of Social, Culture and Society, 1(2), 58-66. https://doi.org/10.58905/athena.v1i2.28
Ghavifekr, S. (2020). COLLABORATIVE LEARNING: A KEY TO ENHANCE STUDENTS’SOCIAL INTERACTION SKILLS. MOJES: Malaysian Online Journal of Educational Sciences, 8(4), 9-21.
Haidar, S. (2019). The role of English in developing countries: English is a passport to privilege and needed for survival in Pakistan. English Today, 35(3), 42-48.] https://doi.org/10.1017/S0266078418000469
Harries, J. (2010). Round and round we go. Early Years Educator, 12(7), x-xi. https://doi.org/10.12968/eyed.2010.12.7.79008
Hery, I. S. P., & Arshad, I. (2020). Using nursery rhymes to enhance vocabulary among young English learners in Indonesia. International journal of management, 11(9). https://doi.org/10.34218/IJM.11.9.2020.022
Inciman Celik, T., Cay, T., & Kanadli, S. (2021). The Effect of Total Physical Response Method on Vocabulary Learning/Teaching: A Mixed Research Synthesis. English Language Teaching, 14(12), 154-170.
Kenney, S. (2005). Nursery rhymes: Foundation for learning. General Music Today, 19(1), 28-31. https://doi.org/10.1177/10483713050190010108
Kuo, M. M., & Lai, C. C. (2006). Linguistics across cultures: The impact of culture on second language learning. Online Submission, 1(1).
Lefebvre, P., Bolduc, J., & Pirkenne, C. (2015). Pilot study on kindergarten teachers’ perception of linguistic and musical challenges in nursery rhymes. Journal for Learning through the Arts, 11(1). https://doi.org/10.21977/D911112856
Lindfors, J. W. (2019). Children's language: Connecting reading, writing, and talk. Teachers College Press.
Mart, C. T. (2013). The audio-lingual method: An easy way of achieving speech. International Journal of Academic Research in Business and Social Sciences, 3(12), 63. https://doi.org/10.6007/IJARBSS/v3-i12/412
Mora, P. A. F., & Coyle, Y. (2023). Storytelling in EFL primary education: Defining a sociocritical and participatory model with pre-service teachers. Thinking Skills and Creativity, 49, 101360. https://doi.org/10.1016/j.tsc.2023.101360
Mourão, S. (2014). Taking play seriously in the pre-primary English classroom. Elt Journal, 68(3), 254-264. https://doi.org/10.1093/elt/ccu018
Mullen, G. (2017). More than words: Using nursery rhymes and songs to support domains of child development. Journal of Childhood Studies, 42-53. https://doi.org/10.18357/jcs.v42i2.17841
Pawar, M. S. (2022). Importance of English Language Communication. https://www.aiirjournal.com/uploads/Articles/2022/06/5645_10.Dr.%20Madhavi%20S.%20Pawar.pdf
Prosic-Santovac, D. (2015). Making the match: Traditional nursery rhymes and teaching English to modern children. CLELE journal, 25-48.
Saputra, V. H.., Pasha, D.., & Afriska, Y. (2020). Design of English Learning Application for Children Early Childhood. In Proceeding International Conference on Science and Engineering, 3, 661–665.
Schmitt, N., & Schmitt, D. (2020). Vocabulary in language teaching. Cambridge university press.
Utíkalova, P. E. T. R. A. (2012). Songs in the ELT primary classroom (Doctoral dissertation, Diploma thesis, Palackého V Olomouci University. Wood, D. (1988). How children think and learn. Oxford: Blackwell Publishing).
Yang, N., Shi, J., Lu, J., & Huang, Y. (2021). Language development in early childhood: Quality of teacher-child interaction and children’s receptive vocabulary competency. Frontiers in Psychology, 12, 649680. https://doi.org/10.3389/fpsyg.2021.649680
Zhong, Y., & Guo, K. (2023). ‘They can do many things’: rhymes as a pedagogical tool. The Australian Educational Researcher, 50(5), 1439-1455.
