| dc.description.abstract | Vocabulary has been viewed as the important aspect in learning a language. Nowadays, many English teachers use children literature as a tool to teach English vocabulary. This study aims to know and describe the strategy of the teacher in using children literature. Next, the learners' perspective will also be analyzed. Knowing the learners' perspective will show what the learners actually feel in their learning process. Theory of Richards & Theodore and Boran (in Intrapanich, 2012) is applied to categorize the types of teaching strategy. This study is conducted in SDN I Jatiroto, Jember. Furthermore, the English teacher and 15 students from the fifth grade are chosen to be the participants of this study. Qualitative method is employed in this study. The data come from the results of observations, interview and field notes. The results of this study show that the teacher applies the direct method (TDM) teaching strategy. In addition, the teacher also applies the three Cs (Seal in Takač, 2008: 19), i.e. conveying the meaning, checking the meaning and consolidating the meaning. In addition, it shows that all students enjoy the children children literature book, but not all students like English. Besides, there are some students who get confused and feel difficult to comprehend the new vocabularies when their teacher uses the book. However, all students state that they understand the material and prefer to use children literature rather than their student’s work sheets. | en_US |
