65 their mother by showing and kissing the photo. Dodge 1992: 7 explained how
children learn to think. The students tried to think how to deliver what they said in front of their friends about his or her mother. Since they were early young
learners, so they delivered in several sentences.
b. Real Things
Real things were used during the teaching-learning process. In this study, real things were brought in the classroom in order to introduce new things that the
students had not known yet. The real things were objects and events real places.
1 Objects
a Money
Money could be in the form of coins and notes. In this study, money referred to the form of notes. The money was drawn with pictures of a patriot. The
teacher applied the money as the media because the teacher used desuggestopedia, verbal-linguistic intelligence, and visual-spatial intelligence as the method. It was
fitted with the patriot topic. The teacher used the money of Rp 1.000, 00; Rp 2.000, 00; and Rp 5.000, 00. The students guessed whom the patriot that was
printed on the money. Then, they coloured a picture of Pangeran Diponegoro.
b Dry leaves, drawing pictures, and glue
There were drawing pictures that had been prepared by the teacher. The students used glue and dry leaves to be sticked onto the paper. Since the teacher
applied desuggestopedia, visualspatial, and bodily-kinesthetic as the methods, those media were used. The teacher should try to provide as positive an
environment as possible Larsen-Freeman, 2000: 84.
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66
c Chocolates and kitchen utensils
The teacher practiced how to cook chocolate by using kitchen utensils. The teacher used dark and white chocolates and made them melted together. The
students were asked to stir the chocolate one by one. The students decorated the chocolate by themselves by using candies. TPR was used as the method, the
teacher put these media as a tool to enhance students’ knowledge how to make
chocolate correctly. Students could initially learn one part of the language rapidly by moving their bodies Larsen-Freeman, 2000: 111.
d The greeting cards, stamps, and glue
When the students had a mini trip to the post office, they needed the greeting cards, stamps, and glue. The students bought the envelopes and stamps in
the post office by themselves, and then sticked it on the card. The students did the activity during in the post office, so the teacher used TPR as the method. Students
could learn by observing action as well as through performing the actions themselves Larsen-Freeman, 2000: 111.
e Musical instrument, songs, sponge blocking, puzzles, sand and water,
and table toys
Musical instrument, songs, sponge blocking, sand and water, and table toys were used in this study. These media were almost used in every meeting.
Since the teacher used interpersonal intelligence, intrapersonal intelligence, TPR, logical-mathematic intelligence, visual-spatial intelligence, and musical
intelligence as the method, so it purposed to improve students’ relationship. The
students expressed what they wanted to play during the playing ground and
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67 playing area. In the play ground, they played sand and water, bicycling, and
running around. It could be seen that children learn from the environment. Creative Curriculum was built on Piaget’s theories of development of young
children, that believed all children learnt through active exploration of their environment Dodge, 1992: 7.
In the playing ground, the students played musical instrument, sponge blocking to make building, and puzzles. Dodge and Colker 1992: 247 stated that
musical instrument could contribute to students’ socio-emotional, cognitive, and
physical development. The more the students listened to the music, the more energy and spirit they had. The students and the teacher were accustomed to sing
songs entitled Good morning and Goodbye in every meeting. The students also sang songs entitled Valentine
when the topic was Valentine’s Day and Mommy- mommy
when the topic was Mother’s Day. Music was effective in giving great pleasure for students’ mind. According to Dodge and Colker 1992: 247, playing
with sponge blocks gave the students an opportunity to recreate pictures in concrete form. Students’ ability to create representative of the pictures was an
important skill for abstract thinking. The students developed their physical movement because they moved the sponge blocks from one place to another place
and cleaned up those blocks after finished playing. Furthermore, sponge blocks tained the students playing and sharing experiences in making blocks building
together with their friends. Puzzles also had positive effec t to the students’
logicalmathematical intelligence. The students were trained to balance their mind
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68 and the accuracy of eyes and hands in arranging the untidy pictures to be a good
one. Sand and water were put in the corner of the playing ground. Sand and
water built students’ physical, social, and cognitive skills. By shifting sand and scooping water, the students improved their physical skills. By joining other
students in blowing bubbles or making a sand castle, they developed social skill. At the same time, they enhanced their cognitive skills. Furthermore, the students
also studied by using sponge blocks on the floor to see which one he needed to make the sides of his building the same height.
2 Events Real Places
“Speak First” pre-school had a program to study outside. In this study,
there were two real places to study; those were in a swimming pool and a post office.
a Swimming pool
The students went to the one of the swimming pools and swam together. The teacher guided them while they were swimming. They also performed any
styles of swimming they could. The teacher used TPR and bodily kinesthetic aspect as the method, so the teacher put swimming as the activity in the
curriculum. The Creative Curriculum also explained how the children develop their physical, both gross and motor physical development Dodge, 1992: 9.
Normally physical development relied on good health, proper nutrition, and safe environment. Proper nutrition was crucial to both mental and physical
development. A safe environment was a prerequisite for promoting physical
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69 development. The students needed indoor and outdoor space where they could try
out all their newly acquired skills without danger of injury.
b Post Office
In the last meeting, the students had a mini trip to the post office. They were asked to send a greeting card to the people they loved. In the post office, the
teacher guided them one by one to buy an envelope and a stamp. The students should stick the stamp on the envelope and put the card on it. Since the students
did such activities, the teacher applied TPR as the method that covered the method used.
The effectiveness of the media were shown in every meeting. In this study, the use of dry leaves as the media in the fifth meeting was not important because
it did not support with the topic. The use of dry leaves had not clearly shown its purposes in the teaching-learning process because dry leaves did not damage the
environment. Those dry leaves became organic fertilzers naturally. The suggestion was in the next chapter.
3. The Underlying Reasons Using the Methods and Media Used in Teaching
