Big Book : Attractive Media for Teaching Vocabulary to Lower Class of Young Learners

Introducing English to young learners is challenging job. In order to make the students focus, something interesting should be brought inside the classroom. One of the media that can potentially entertain students as well as transfer the language concept is big book. The aim of this study is to find out whether there is significant effect in students’ vocabulary achievement in the first grade at primary school before and after being taught by using big book. In this case, the researchers used quantitative method with quasi experimental design. The subject of this research consisted of 35 students in each group. The main activities conducted in the learning process were try-out, pre-test, treatment and post-test. In analyzing, the researcher used ttest to calculate the data and to test the hypothesis. The result of this research revealed that the use of big book gives significant effect to students’ vocabulary achievement. Further, the result of vocabulary recognition task or VRT in I-B as experimental class showed more satisfying point. This implies that teachers for young learners have to be active and creative to present attractive media so that the learners can be motivated in learning the target language, especially in the context of EFL.


Introduction
Based on Curriculum 2013 or K-13 English becomes a local content subject in primary school, but it still taught because English as an international language and it is important for children.Vocabulary is one of important things in English teaching and learning process.
Moreover, learning English vocabulary is continued process that needs systematic repetition to Vocabulary is the basis for how well learners in four language skill such as listening, writing, reading, and speaking (Renandya & Richards, 2002).In the other hand, vocabulary is large collection of words (Thornburry, 2002).Beside the other aspects, vocabulary plays an important role in language teaching and learning.Learners can success in their ability in their academic and social with learn various of new words in a new language (Novita, 2014).
Learners need to understand, know and familiar how they relate one word and the others when they make sentence or make dialogue to communicate.Vocabulary supports for the students to understand the language easily.If the students especially young learners want to become competent in English, they must familiar and learn many English vocabulary.
The aim of testing vocabulary is to find out student's level of achievement tests at the end of the course.Testing vocabulary is one of a form of feedback effect between teachers and their learners (Thornburry, 2002).If the teachers give vocabulary test to their students, it can motivate their students to review their knowledge about vocabulary in preparation for a test.There are many ways to test student's vocabulary achievement (Stahl, Dougherty, Bravo, & A, 2010).There are three classrooms vocabulary assessment.The first is vocabulary knowledge scale or VKS; the second is vocabulary recognition task or VRT; the last is vocabulary assessment magazine or VAM.In addition, there are four assessment' vocabulary knowledge oral reading assessment, cloze test, maze test, and vocabulary flash cards.
Vocabulary Knowledge Scale or VKS is the vocabulary assessment that combines the students' self-reported knowledge with a concept response to show their knowledge to target word.In Vocabulary Recognition Task or VRT, the teachers give some words based on the topic that their given to their students.The students only put a circle around the words that they know, understand or remind.Vocabulary Assessment Magazine or VAM is the vocabulary assessment used by the teachers or educators to calculate the students' science knowledge, their strategy to understand the words and meaning in English vocabulary, and also their reading comprehension of science texts.
In the other hand, there are four assessments vocabulary knowledge that can used by the teachers or educators.The first is oral reading assessment.In this assessment, the teachers or educators can assess their students' vocabulary knowledge with read text loudly.The second is cloze test.In cloze test, the leaners guess the missing words based on their knowledge about subject, their understanding about basic of syntax, and meaning of words or sentence.
The third is maze test.The aim and the format of maze test is like cloze test.The difference, in maze test the learners given three choices to answer based on their understanding.
If the learners make many errors in this assessment, it can be conclude that the learners need more guidance for their teachers or educators.The last is vocabulary flash cards.This assessment is one of traditional ways to measure students' vocabulary quickly.The students only have five seconds to identify each word that given by their teachers or educators.
Teaching vocabulary to young learners will be more effectively if it has relation with their environments.Teachers or educators need preparation to teach young learners (Cameron, 2001).Students in primary school or young learners cannot repeat new vocabulary in short time.It means that the teachers should make connection between vocabulary with the students' lives through their environments, so they can learn and remind vocabulary easily.Several general principles can be implemented by teachers or educators to young learners such as using suitable model and strategies to get students' attention.The teachers or educators should use appropriate technique and choose suitable method to teach vocabulary for their students especially young learners.
Young learners aged between five until twelve years old (Cameron, 2001).Children are the first stage in language teaching and learning process.Children can increase their language skill if they have many vocabularies.Teaching children is not easy and very different with teaching adults.Young learners learn from all things around them, they cannot understand only from explanation and they easily to get bored.Teachers or educators of young learners can give something which can take their interest and concentration such as fun activities, interesting media.
Children and adults have different characteristics (Brown, 2001) in that situation.The last is authentic meaningful.In this aspect, children learn language easily than adults because they are good at sense of language.
Media is one of something that can deliver the information between source and receiver.
In teaching and learning process, there are three kinds of media.when the teachers give material for their students.In addition, when the teachers using big book in teaching and learning process, they can catch the student's interest and concentration.
The abnormal size from big book help students to give their attention and focus in English teaching and learning process.
There are three related studies relevant to this research.the previous study conducted by (Fahmi et al., 2015;O'Connor et al., 2006;Santi et al., 2016).They found that big book was effective media and having significant effect also to improve the students' vocabulary achievement.Big book makes young learners learn vocabulary more effective and better than normal size book.It is also recommended to use in teaching and learning process.This media can catch the students' attention, the students can read it by themselves or the teachers read it aloud in front of their students.
The researchers put their interest to conduct this study because vocabulary is very important thing in language teaching and learning process.Young learners ae the first stage in learning language process.They must know and get familiar with vocabulary to increase their language skill.Learning vocabulary needs systematic repetition to support young learners for their language learning so the need extra time to know and to be familiar with vocabulary.Teaching young learners is not easy and very different with teaching adults.
Teachers of young learners can give young learners fun activities, inteseting media or anything that can take their interest and concentration.Big book is one of interesting media for young learners.Big book can help teachers to give materials for their students easily and make fun class' atmosphere.Large print with colorful words, sentences or pictures can allow class which has whole students to deliver materials from the teachers.Young learners can see the enlarge format of big book while it read by their teacher or themselves and being pointed.

Methods
This research was conducted in the first grade students at SDN Pepelegi 1 Waru-Sidoarjo in academic year 2017/2018.It started from January 8 th , 2018 -February 7 th , 2018.
The researcher concluded that students in the first grade need something to help them for catch and understand the material easily from their English teacher.The researcher explains that the result of test which has done by two groups, experimental and control class.
The first grade students were given pre-test to measure and know the original of students' vocabulary achievement before they get treatment using big book.After they did pre-test, the students in I-B used big book as a treatment, but I-A did not use big book.The researcher gave post-test after the students had the treatment.Post-test used to measure and to know students vocabulary achievement after they get treatment.
There are five steps to use big book in teaching and learning process (O'Connor et al., 2006).The first, the teacher asks to the students to look at the book cover illustration and asks to the students to predict the story based on the title.The second, the teacher reads aloud the story and asks to the students to choose their favorite parts or characters.The third, the teacher asks to one of the student to read story aloud and use their pointer to indicate the new words.
The fourth, the teacher asks to the students to reread individually.The last, the teacher also give other activities to engage their students such as retelling the story with different ending or making a class book or individually book based on the story.
In the other hand, big book guidelines for reading aloud divided into two (Megawati & Wulandari, 2017).They are before reading and during reading aloud.In the before The Spearman Brown Formula is as follows:
• rh: product moment correlation between the first and second parts.
The criteria of coefficient correlation is as follows (Sugiyono, 2017): Interval Coefficient Level 0,00 -0,199 Very low 0,20 -0,399 Low -0,599 Middle 0,60 -0,799 High 0,80 -1,000 Very high The result of the reliability in this research was 0.88.Based on the interval coefficient which number 0.80-1.00was included in very high level.It can be conclude that the validity instrument was reliable.
The instrument used in this research was a test.The purpose of using test was to know whether using big book make students remind and understand English vocabulary easily.There for the wrong answer.
The formula to calculate the total score used: In this research, the researcher used pre-test and post-test to conduct the data collection.
The researcher calculated the result of pre-test and post-test with t-test formula (Sugiyono, 2015): Where: • t : coefficient of t-test.
• n1 : the total of data of random experimental class.
• n2 : the total of data of random control class.
There are two hypothesis in this research.There is no significant effect using big book in students' vocabulary achievement of first grade at SDN Pepelegi 1 Waru-Sidoarjo as the null hypothesis.For the alternative hypothesis, there is significant effect of using big book in students' vocabulary achievement of first grade at SDN Pepelegi 1 Waru-Sidoarjo.
The formulated for the hypothesis statistic is as follows: H0 : tvalue is lower than ttable Ha : tvalue higher than ttable

Conclusions
The researcher conclude that there is significant effect of using big book in vocabulary achievement of first grade at SDN Pepelegi 1 Waru-Sidoarjo.Big book gives high positive effect in teaching vocabulary for young learners.It can be showed from the result of the students' categorize vocabulary achievement in experimental class if most of the students in the level of independent and only three students in the level of instructional.It can be conclude that using big book in teaching vocabulary for young learners can increase their vocabulary achievement.
Using big book in English teaching and learning process assists students to memorize vocabulary easily.If the teachers or educators want to use big book in their teaching and learning process, they do not have to buy it.Big book can be designed and created based on the teachers or educators creativity, or based on the students' need.Big book also could help the teachers especially English teacher to deliver the materials for their students.It can help the teachers to make fun atmosphere in English teaching and learning process and to motivate their students to understand and familiar with English vocabulary.Build interaction between the teachers and their students in English teaching and learning process is another advantage of big book implementation.Thus, the researchers suggested and supported the future researchers to enrich the media in teaching vocabulary for young learners.
are two types of the test in this research.There are pre-test and post-test.The researcher used pre-test and post-test to compare the students' vocabulary achievement.The pre-test and posttest contains 20 questions.The pre-test and post-test formulated in the several forms.They are write letter, draw line, circle the correct word and picture..The score was 1 for the right, but 0 Journal of English Educators Society, 3 (2), October 2018, 141-154 E. ISSN.2503-3492 Journal Homepage: http://ojs.umsida.ac.id/index.php/jeesDOI Link: https://doi.org/10.21070/jees.v3i2.1572motivate young learners for their English learning.It means that students especially young learners need extra time to know and understand with English vocabulary.

Big Book: Attractive Media for Teaching Vocabulary to Lower Class of Young Learners
. The differences between them divided into five aspects.In intellectual development aspects, children up to the eleven years have concrete operations process.They need several times to remind something than adults.Children have high natural curiosity than adults.It calls attention span aspects.The next aspects is sensory input.Children is very sensitive for facial features and gesture.Journal of English Educators Society, 3 (2), October 2018, 141-154 E. ISSN.2503-3492 Journal Homepage: http://ojs.umsida.ac.id/index.php/jeesDOI Link: https://doi.org/10.21070/jees.v3i2.1572 They like touching something.In affective factors, sometimes children get potential barriers easily when they learn something.The teachers or educators need to help them when they ae (O'Connor, Barbar, Coville-Hall, & Susan, 2006)hat the teachers can use is big book.Big book is one of alternative interesting media that can use teachers or educators of young learners.Big size is one of characteristics of big book(O'Connor, Barbar, Coville-Hall, & Susan, 2006).Big book is a book which contains big pictures, words or sentences and colorful.The students in a class can see all part of the big book because the size of book is different from the ordinary books.Big book is appropriate for preschoolers and for students in primary school(Santi, Asteria, Regina, (O'Connor et al., 2006) other hand, the good big book must have six characteristics(O'Connor et al., 2006).The first, big book is short stories.The second, it contains a rhyme pattern.The third, big book has big pictures.The fourth, big book must have repetitive phrases and familiar vocabulary for young learners.The fifth, it is simple but interesting.The last, big book contains about humor elements.It is important thing because children get bored easily so the teachers must make fun atmosphere in language teaching and learning process.Big book has large print and colorful words, sentences or pictures.It can allow whole students in classroom