Rhythmic Technique in Preliteracy of English Language Learning in Increasing Pre-Schoolers Vocabulary

Abstract

English Language 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, singing and dancing could broaden the domain of development in the learning and facilitating, or teaching and learning process. In addition, pre-literacy in English Language consisted of four main components relating to children’s sensory and auditory skills which are listening, speaking, reading, and writing skills, integrated in this 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 of intervention method and the scores obtained by the children through five bases or questions (from Q1 to Q5). The results or scores recorded by teachers/researchers on children (K21-K30) show that on average children have improved their skills. These findings are parallel to the previous observations that children tend to master the new vocabulary when emphasis was given to the phrase during rhythmic techniques on induction sets, developments and even 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.