MULTIMEDIA DEVELOPMENT TO INTRODUCE ENGLISH VOCABULARY IN KINDERGARTEN

Introducing english vocabularies in early childhood education institution generally has not used the media learning as well, incorrect pronountiation and spelling of the teacher also monotonous method. This research aimed to know multimedia feasiblity of english vocabulary introduction for group B at TK Wahidiyah Kota Kediri, knowing multimedia effectiveness of english vocabulary introduction for group B at TK Wahidi-yah Kota Kediri. Field development used one group pretest posttest design. Instru-ments used in data collection are questionnaire, guidelines and interview guidelines which analized using descriptive technic, statistic descriptive and descriptive inferen-tial. To know the effect of multimedia, analyzed by using the calculation with the help of software (software) that is SPSS 20. Based on result of t-test, known significance obtained by 0,00 which means smaller than the significance used in this research that is 0 , 05, then H0 is rejected and Ha accepted. Based on the results of research can be concluded that the development of multimedia for the introduction of English vo-cabulary effect on the introduction of English vocabulary in children group B TK Wahidiyah Kota Kediri preliminary


Preliminary
Based on Permendikbud number 137 year 2014 about early childhood education standart there are six of early childhood accession development standart in accordance age group consists of 6 development programs, there are religion and moral value, physical motor, kognitive, language, social emotional and art.
Speaking development of early childhood in particular kindergarten age was emphaize heard and talk not to read and write because the speaking intact aspects was started by sensorimotor power associated to the hearing and talk organs preparation. When both organs were strong then higher potensial related to the other brain readiness would be more easier in getting language intact (Permendikbud, 2014:8). Christina (2010:28) said that early childhood on 3-6 years old was the fastest in understanding English if they were accustomed to express the word or phrase in English. Further Hapsari & Suminar (2011:4) said that understanding in learning English vocabularies were better done since early childhood especially golden age in learning another mothter language (Indonesian language). Penfield (in Ekonomi, 2007:3) said that early childhood was the most ideal age to learn another language besaid mother language (first language). It was because early childhood bain still elastic, so their language obsorption functioned automatically. Tarigan (2008:19)was languge expert has view that the more early the child learn foreign language, the more easier they learn the language. Santrock (2009:181) said that the early childhood was the important period to learn languge, when introducing languge undone before teens, so in lifetime should have the inability of using good grammar. It can be concluded that introducing languge since early childhood could help them in getting the better language and speaking skill.
According to Tarigan (2003:9)  To obtain some data, instrument used by collecting form (1) Observation is used to search for information and search data about learning using multimedia theme of vehicle at child of group B that is used now, process of learning implementation using multimedia vehicle theme at child group B by teacher.. (2) Interview guides were conducted on principals, teachers and children on analyzing the needs and learning styles of children before treatment. (3)   Teacher invites the child to sit around and make a questioning about the activities that have been done. The child tells of his playing experience they has done. At this step will be produced the use of multimedia design that will be used by teachers in the learning process.. The used design will be presented in the daily learning plan (RPPH) in accordance with the Curriculum 2013.

Developing and selecting instructional materials
Developing learning materials. English learning materials that developed in the form are the English words about the vehicle, the words car, bike, train and bus. The words are poured into the multimedia. beside, The words are poured into activities / games to present English words that will be introduced and than the teaching materials become more interesting. Color.

Conclusion
Based on the research it concluded that English vocabulary multimedia development effect to the English vocabulary introduction for group B's children TK Wahidiyah Kota Kediri which from 30 students after learning to use this multimedia progressed 83,96% which initially only 69,16%. Multimedia