12 like grammar and long written texts. They do not utilize enjoyable teaching methods.
Of course it makes students not interested in English. Later it will create misconception that English is boring, or even horrible. Whereas it is possible to teach English using a
learning-by-doing technique in which it will cheer up the class situation. Therefore, the application of look and say as a technique in teaching reading is in accordance with the
focus of curriculum that is developing language accompanying action.
2.4 Characteristics of Fourth Grade Students
Most Indonesian children enter elementary school at five or six years old. So they will be around nine years old when they are in the fourth grade. Elementary school students
obviously have different characteristics and motivation from secondary and high school students. As a result, teachers must differ the way of teaching in every school level.
According to Scott and Ytreberg 1990: 3-4, some of the characteristics of elementary school students as young learners which I connect with my study are as
follows: 1 Their basic concepts are formed. They have very decided views of the world.
Respect them and respect what they want. Be realistic about what they can manage at an individual level, then our expectations will be realistic too.
2 They can tell the difference between fact and fiction although they may have some difficulties distinguishing between imagination and real world. They are imaginative.
Use realia or pictures to teach new vocabulary related to concrete meanings.
13 3 They ask question all the time. It means they have a high curiosity and they are very
active. Try to ask them to play games, role play dialogues and involve them in competitions.
4 They rely on the spoken word as well as the physical world to convey and understand meaning. So don’t rely on the spoken word only. Most activities for the
younger learners should include movement and involve the senses. We need to have plenty of objects and pictures to work with, and to make full use of the school and our
surroundings. 5 They are able to make some decisions about their own learning. Since their
concentration and attention spans are short, variety is a must – variety of activity, variety of pace, variety of organization, variety of voice.
6 They have definite views about what they like and don’t like doing. Paying attention to children’s belongings, the treasures they carry around, is another good way
to learn about their interests and development. What children put in their book bags can be a real eye opener. For example, a boy who carries miniature basketballs in his pencil
case will most likely have a special interest in basketball. A child who carries and reads books without any pictures has probably developed advanced cognitive skills.
7 They have a developed sense of fairness about what happens in the classroom and begin to question the teacher’s decisions.
8 They are able to work with others and learn from others. We can watch children as they interact with their peers, other teachers and their parents. By watching their
interactions, we are able to look at their development from an emotional and social perspective Scott and Ytreberg: 3-4.
14 According Scott and Ytreberg 1990: 4, young learners develop quickly in
learning a new language. Their learning comes from the five body senses. They watch, listen, and imitate their teacher. They are enthusiastic in using their imagination.
Therefore using look and say technique may be appropriate for them in learning a new language. Flash cards with pictures that are used in look and say technique will help
young learners to understand meaning much easily. This technique may cheer up the class’ situation in which it later lengthens and strengthens their attention and
concentration span. Therefore, it may help students to be successful in learning English.
2.5 The Look and Say Technique
