come forward to sing the song together by moving their body adjusting to the lyric of the song. The song is written as follows:
Up and down and Clap clap clap Up and down and Jump jump jump
Jump to the right and jump to the left Turn around and Jump jump jump
This song was sung for three times. In second singing the speed of the song was faster than the before and students are eager to sing it by moving
their body. The song singing was even faster than the second one which made all students completely move their body by turning around, clapping,
jumping etc. After singing song activity was done, teacher recalled
students’ memory about numbers material they have learn in the previous week by
introducing them the new vocabularies. They are “Before” and “After”. Then teacher asked students the number
“before” and the number “after”. Going to the next session in the second meeting, it was the still
relating to the previous material but with a bit variation of lesson. Students were asked to open their book at page forty one and look at the pictures of
some animals. The animals were drawn with numbers beside of them. T
eacher asked them to match the animals’ names with numbers written beside the animal. When students are considered to understand this material,
the next page was opened. Some animals like giraffe, lions, and snake were seen in this page. Students then had to count how many animals there are
and to say the number. When finished, teacher drew some pictures of fish and asked the students to count them.
During the teaching, the practice of song technique was occurred again. The song was related to the material of numbers. It was written on the
whiteboard for students had no idea of what the song was like. Student was
firstly asked to listen and follow the song which was sung by the teacher. The song is written as follows:
One, two, three, four, five, six, seven, 1 2 3 4 5 6 7
Eight, nine, ten, eleven and twelve 8 9 10 11 12
Thirteen, fourteen, fifteen, 13 14 15
Sixteen, seventeen, eighteen 16 17 18
Nineteen, twenty, Aw Aw Aw, Twenty, twenty Aw Aw Aw 19 20 20 20
In evaluating students’ comprehension, teacher made her own task for students by drawing some apples, stars and books to be counted by students.
They had fifteen minutes to do in their practice books and while students were doing the task, the others were asked to sing the song in front of the
class. In this meeting, the material of numbers was given with the
visualization in order to approach students’ comprehension of counting in English. There were two types of song used with the percentage of 18.18
in this meeting. They were activity or action song and counting song. See Appendix 5 - Observation 1
st
R, Page: 132-134.
c Meeting Three
In this meeting, teacher was reviewing the material of unit three in the classroom teaching. This was carried out for there will be midterm test for
students. However, before beginning the review, students are asked to sing again the song they have sung in the previous meeting. This was carried out
to recall their memory of counting the number in English specifically from one up to twenty.
One, two, three, four, five, six, seven, 1 2 3 4 5 6 7
Eight, nine, ten, eleven and twelve 8 9 10 11 12
Thirteen, fourteen, fifteen, 13 14 15
Sixteen, seventeen, eighteen 16 17 18
Nineteen, twenty, Aw Aw Aw, Twenty, twenty Aw Aw Aw 19 20 20 20
During the singing, teacher found the mistake of few students in pronouncing the word number of “fifteen” which they pronounced it
“fifeteen”. Teacher then asked students about the correct pronunciation of “fifteen”. The song was sung again right after the correction was carried out.
Games also occurred when teacher asked students to come forward and to sound like animals in the book. Meanwhile the rest of the students
tried to guess what sound of animal it was. This game was categorized as guessing game only. The rest of the materials of the review were not only
counting numbers and guessing animals, but the greeting, conversation, spelling and introduction.
In this meeting there were song and games techniques practice occurred which in the reviewing both technique are still considered as
important tool to not only deliver the materials but also to motivate students. In addition, there were only one type of song and game used. It was game of
guessing with the percentage of 14.28 , meanwhile the percentage of the
song with counting type which appeared with only 9.10 . Appendix 5 - Observation 1
st
R, Page: 134-135.
d Meeting Four
In the fourth meeting, the teacher taught the material of family member which students are given the vocabulary names of family members
and pronoun. Pronoun and vocabulary names of family were given integrated. This combination was not only practically but also able to make
students distinguish between the pronouns for female and male. Here is the material that teacher delivered in the fourth meeting:
She is my Mother He is my father
She is my Sister He is brother
She is my Aunt He is uncle
She is my daughter etc. He is cousin etc.
The song use was occurred when the class began to be crowded. This song was suddenly made students become calm and follow the song. The
song is written as follows: If you are happy and now
You can sit down “Sit Down” Students Yelling
If you are happy and now You can sit down
“Sit Down” Students Yelling
After the class was conducive enough, the teacher was ready to go deeper about the family member material. She wrote the lyric of the song on
the whiteboard which is written as follows: One and one, I love you my mother
Two and two, I love you my father Three and three, I love brother, sister
One, two and three, I love my family Students are asked to sing it together over and over again, when they
finally seemed to remember the song, the teacher asked them to be ready to sing it together again without any words written on the whiteboard. The
song was sung for three times with the same speed and ended with hands clapping. In the first singing, some students are barely saying the words of
lyric while singing the song. In the second singing, most students started to be brave and sing altogether the complete song. And in the third singing, no
students seemed to be barely singing. The next session of the classroom activity is game of guessing friends
Each student was asked to come forward to mention hisher friends that teacher pointed at by using She is…, He is…., I am….,. For instance,
teacher points at one student and says “who is that” or “who is shehe” and a student who is in front of class will guess his or her name by saying “she
is…., he is….” Students whose answers were mostly correct would get the
reward. From this fourth meeting songs and games are used. Songs with three
types are identified during the singing activity. They are learning, counting and activity song with the percentage of 27.27 . Meanwhile, there are only
two game types identified during classroom activity. They are guess and
remember games with the percentage of 28.57 . Appendix 5 - Observation 1
st
R, Page: 136-137.
e Meeting Five
In this fourth meeting, the song technique was used in the very beginning of the classroom activity with the percentage of 27.27 . There
are even three songs identified during this session. They are activity song, counting song, learning song. These songs are completely used in starting
the classroom activity. The first song is written as follows: Up and down and Clap clap clap
Up and down and Jump jump jump Jump to the right and jump to the left
Turn around and Jump jump jump This song was firstly used for warming up students and giving them
motivation, So that they are able to be more active in the classroom activity. The vocabulary set of this song were full of action verb that makes students
moved their body coordinating to the song lyrics, the more they saw their teacher also moved her body. After singing this song, the next song was
provided to recall students’ memory about the English lesson they have lesson in the previous week.
One and one, I love you my mother Two and two, I love you my father
Three and three, I love brother, sister One, two and three, I love my family
This song was used in the previous week before this meeting. It was used when teacher taught students about family member and counting
numbers. A moment after singing the second song teacher asked students to
sing the song about things around them. This song’s vocabulary set exposed students about things they can see around them in class. The students are
expected to understand more the vocabularies not only from the song context but also from the visualization of things in the class. The song is
written this way: What is this teacher is pointing the door
This is the door students answer What is that teacher is pointing the window
That is the window students answer and so on. When singing session was done, teacher continued the classroom
activity. She taught the colors and things with colors. As the evaluation teacher held the game which is related to the topic of the lesson. The
instruction of this game is that the students are craved to write down the phrase of things they colored on their practice book. In coordinating the
colors to the picture they need to see what color is written on the whiteboard. There are five things they needed to color. They are pencil,
balloons, books, windows and crayon. Students are asked to show their works to the teacher when they finished. The ten fastest ones would get the
prizes. From this fifth meeting, it has been identified that there was no game use during the teaching and learning activity in the classroom.
. The writer comes to the assumption that based on the percentage of both techniques mostly used during the classroom activity. Game’s
percentage of use is 38.91 from the first until the fifth meeting meanwhile Song seemed to dominate the activity in the classroom with the percentage
of 61.18 .it can be seen from the table 4.1 that game in the first meeting was used four times with different types meanwhile there are no games use
in second and fifth meeting. However, the use of the game was still there in between, it is in third and fourth.
The song use in the first meeting was not as many as games use. It was used constantly from the first to the last meeting in the observation.
Between three most frequent song types to be used, the counting song is the most constant one in the use. There are two times using of song in the first
and second meeting, one in the third one meanwhile three times in fourth and fifth meeting. See Appendix 5 - Observation 1
st
R, Page: 137-140.
Table 4.3 Frequency of Technique Use
Technique Types
M 1
M 2
M 3
M 4
M 5
Total
Games Identify: Guess
√ √
√ 3
16.67 Connect: Match.
√ 1
5.56 Order
√ 1
5.56 Remember
√ √
2 11.12
Total [7] = 38.91
Songs Activity Song
√ √
√ 3
16.70 Counting Song
√ √
√ √
√ 5
27.78 Learning Song
√ √
√ 3
16.70 Total
[11] = 61.18 TOTAL
6
2 2
5 3
18 100
From the Table 4.3, at least seven times of games use were identified from the first to fifth meeting with four different types. However, even if
song use was only with three types, it was used constantly to the end of the observation, and at least used for eleven times. This obviously answered the
first research question of what the most common technique to be used in the teaching vocabulary based on teacher’s perspective.
From the result of the observation, the effectiveness of the technique stated by the respondent can be seen from the reaction of the students in the
second grade of MI Pembangunan UIN Jakarta. In teaching English vocabulary to students, the first respondent tended to use song dominantly
as the tool of delivering the materials. For instance, in the teaching of vocabulary of numbers from one to twenty the first respondent made her
own song with familiar melody to listen. The result was the students were able to memorize the song in few minutes before they are asked to sing it in
the front of class. Then, in the teaching of action verb the first respondent exposed students the song under the title “If You’re Happy and You Know It
Clap Your Hands ”, in the moment of the singing saying “Clap Your Hands”
students happened to clap their hands together and so on. Another song applied was the song created by the first respondent. It was made to help
students in acquiring the things around them. The song can be seen in the classification of the first respondent of the frequency of technique.
As the second effective technique according to the statement of the first respondent in the interview, game was also used but not as much as the
use of song. Students seemed so eager to come forward to match the numbers with the alphabetical numbers in the matching game. Some of
students raised their hands hoping to be pointed by the first respondent to complete the game. Furthermore, in the teaching vocabulary of animals the
first respondent created the game of imitating the sound of some animals.
When students are told that there was going to be such game, they seemed very motivated about the game. Even some students wanted to be the
volunteer as the person who sounds the animals. According to the result of the observation, the effectiveness of the
song technique or another technique used by the first respondent can be seen from the students reaction in memorizing some words cited in the lyrics.
b. Classification of 2
nd
Respondent’s Data
1 Questionnaire
The distributing of questionnaire was then to the second respondent. Now she is teaching for 4
th
and 5
th
grade. In the first question of the questionnaire the second respondent gives a tick to two language
components from three optional language component provided. They are vocabulary and pronunciation. Then going through the next question which
consists of four optional answers that respondent can also give more than one tick. It is questioning what skills of young learners that respondent think
it needs to be improved and she ticked for all the skills. The third question is concerning the techniques that respondent consider as effective ones for
learners, from all four techniques provided, she ticked three of them. They are songs, games, and storytelling. It can be seen that there is a tendency of
second respondent to apply those three techniques in her teaching English for she ticked three techniques which are considered as most common
techniques in teaching vocabulary. This tendency can be checked from her daily teaching that has been acquired in the result of the observation data.
The result of the observation will be described for further checking. To check the second respondent’s perspective of the most frequent
technique to use, it can be seen a bit from the result of the questionnaire.
When continuing to the next question of the questionnaire, it is the question that has different type of answering, if the respondent found it was only
filling the question by ticking it in the previous questions, here the second respondent should only rank the optional answers provided. For the first
question that is questioning her opinion about what language component which is the most appropriate to be taught and improved in teaching EYL,
she ranked vocabulary in the top of other language components. In giving rank of language skills which is most important for young learners to be
developed she ranked writing as the top first one of other skills and the last question, she obviously ranked games as the first and song technique as the
second one as the most frequent to be used among many techniques of teaching EYL. See Appendix 3 - 2
nd
R, Page: 102-104. The writer lastly came to the assumption from the result of the
questionnaire that the second respondent believes that the most frequent technique to be used which is then followed by songs technique.
2 Interview
Second interview was carried out in the teacher office. The interview process was using Bahasa Indonesia as the tool of acquiring the information.
In the first meeting with the second respondent as the interviewee who is now teaching in the fourth and fifth grade, the writer in the interview was
firstly asking about the age of students that the respondent now is teaching for. From the first question, the respondent said that her students’ ages are
about nine up to ten years old. Thus, it can be categorized as the young learners. To know what material of language the respondent commonly
delivers to learners, the writer in the interview asked about what language component she often delivers in classroom. She said
“Kalau untuk anak
