Zulfha Nurul Fauziah
191102011244
This study implemented Input-Based Tasks (IBT) to discover young learners’
difficulty in acquiring English and it aims to promote students’ motivation and
active engagement in the English classroom. Therefore, this study adopted a
qualitative research approach involving a Classroom Action Research (CAR)
method by implementing IBT to scaffold young learners’ vocabulary acquisition.
Twenty-five students from a public elementary school, located in Bogor, were
involved in this study to explore their understanding towards the meaning of
English words through a compelling and comprehensible input. The data were
collected through observation sheets, field-notes, and documentations which then
were coded undertaking the principles of thematic analysis. This study revealed
integrating IBT with the characteristics of effective early learning which involves
gestures, flashcards, games, or other realias provenly assist students’ vocabulary
acquisition through a compelling and comprehensible input which successfully
scaffolded three sub-elements (compound, antonym, and collocation) in students
who had not previously studied English intensively in school. Nevertheless, some
factors indicated the issues found in this study regarding vocabulary acquisition
such as pronunciation and spelling. Thus, Continuing Professional Development
(CPD) is recommended for the teachers to advance their knowledge in teaching
vocabulary to young learners. It is recommended that future study broaden the
scope of participants to provide a more-full understanding of the effectiveness and
applicability of IBT across a variety of educational situations. This development
will have an impact on instructional strategies for a range of learner demographics
and stimulate more study in the area of English Language Teaching (ELT).
Keywords: CPD; Input-Based Tasks; SLA; TBLT; TEYL; Vocabulary Acquisition