BASIC SCIENCE FOR PRESCHOOLERS IN ENGLISH

Muhammad Nadjmuddin, Nurul Aryanti

Abstract


The study aimed to investigate the program implementation of Scientific English for preschoolers on children of two pre-schools. For this purpose, 43 children were purposively selected. This program was developed by a team of English teachers in collaboration with preschool teachers. The teachers were trained on how to teach science through inquiry approach using their first language and foreign language (English). The learning intervention was developed based on theories that assume that children construct knowledge through inquiry process. Data were collected from some classroom observations. Interviews were also conducted to collect data on how the teachers prepared the lesson and taught their students. After the class intervention, students’ post-test scores showed significant increases. The increase in their score average of vocabulary gain suggests that the program was effective in increasing English vocabulary and science knowledge. Furthermore, the classroom observation during intervention showed that the program significantly improved student-teacher interaction in science learning. The conclusion from data analysis suggests that the students were more active in using English and involving in their science activities during the implementation period than their previous classroom learning.

Keywords


science, inquiry, preschool, English, and language

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References


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