filter so the teachers create good atmosphere in the class from themselves and it can be shared to the students. A291P2
In short, the participants remarked that the teachers in the video had a good classroom management. In managing the the advantageous size of the classroom
the teachers did two things, by using no desk or table for the learners and by limiting the activities. Then, the teachers also utilized their voice by making it
louder or softer to attract learners‟ attention toward the lesson and utilized their gestures or facial expressions to help the learners in understanding their words,
instructions, or the examples. Lastly, all participants remarked that the teachers managed their attitudes very well to provide positive atmosphere and
encouragements for the young learners. After discussing about all things related to this element, there were ten
teachers‟ beliefs which identified by the participants. First, the teachers believed that elicitation was not important as the introduction in teaching young learners.
Second, the teachers believed that young learners only could learn some amounts of new materials in one lesson. Third, the teachers believed that young learners
needed various topics in one lesson of language learning. Fourth, the teachers believed that young learners needed various activities in one lesson of language
learning. Fifth, the teachers believed that young learners could learn language better if the pace of the learning process was adequate. Sixth, the teachers
believed that the language learning process should be fun so the young learners were motivated to keep learning in the future. Seventh, the teachers believed that
young learners needed examples in doing things and not the instructions only. Eighth, the teachers believed that physical activities were needed in teaching
young learners and Total Physical Response TPR was the suitable method for PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
teaching young learners. Ninth, the teachers believed that young learners needed fun learning. The last, the teachers believed that environment had great influences
in teaching language to young learners. The beliefs identified were represented through the following comments.
So, I think the teachers do not have this belief that elicitation is important, or elicitation
and knowing the students‟ prior
knowledge is important in giving or introducing lesson. A2121P1
Related to the beliefs about young learners also, that young learners need examples in doing things, not only the
instructions. The instruction only is not enough, using movements and examples in making sentences. A356P1
The teachers need to show, not only say. A357P3 Also young learners like to do physical activities than teens or
adults. A287P3 TPR is a kind of method that very suitable for young learners.
Mostly the students like to do such activities or actions through physical activities. A288P4
I think it also reflects the teachers‟ beliefs that young learners need fun learning. They are very active, enthusiastic also.
That‟s why the teachers should be like that in teaching. A286P1
Yes, because attitudes relate to what teachers feel, what
teachers’ look or appearance because the students can feel that. Here the teachers always feel happy, of course the students also
follow to feel happy. So they provide what we call affective filter so the teachers create good atmosphere in the class from
themselves and it can be shared to the students. A291P2
Yes, I think it reflects their belief. Can you imagine if you teach young learners not enthusiastically? I think it will not run well. I
think that the teachers believe that they have to be enthusiastic, need to be attractive so that the students can feel the flow of
the learning process. A285P3 PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
3. Teaching Media
Teaching media are the tools that the teachers use in doing teaching activities in the classroom. The using of the media is adjusted to the methods and
activities used in the classroom. The presentation of participants‟ opinion about teaching media is divided into three sections based on the media used by the
teachers that include flashcards, songs, and games. Later on, some teachers‟ beliefs identified by the participants related to this element are presented in the
end of this section.
a. Flashcards
In the Focus Group Discussion FGD, the participants discussed three things related to the flashcards used by the teachers. Their discussions were
related to the size of the flashcards, the way the teachers showed them, and the functions of the flashcards in the process of the learning. Their comments and
arguments are presented in the following paragraphs. First discussion of the flashcards was about their size. All participants
agreed that the flashcards used by the teachers were too small. In addition, the pictures on the flashcards were also too small. The opinion about the size of the
flashcards and the pictures on them is represented by the quotation below.
…the flashcards should be bigger than that. …The students are very great then because they could see what picture it was
although
the picture was very small… A228P1
The second discussion about flashcards was related to the way how the teachers used them during the learning process in the classroom. All participants
agreed that the teachers showed the flashcards in varied speed. The participants argued that the teachers showed the flashcards with different speed in order to
attract learners‟ attention toward the materials in the flashcards. The opinion about the way how the teachers showed the flashcards to the learners is represented by
the quotation below.
And the move is very quick. The students are very great then because they could see what picture it was although the picture
was very small and the move of the picture was very quick. A228P1
Finally, the last discussion about flashcards was related to the functions of the flashcards in the process of learning. All participants agreed that the flashcards
were parts of the learning in the classrooms. The flashcards were the tools to help the students to see the real things through the pictures. A quotation that represents
the opinion of the participants about the functions of the flashcards as parts of learning is shown below.
Maybe I can add, the flashcard, I don‟t know whether it can be considered as realia or not, because
it’s part of the learning. The teachers showed the picture and it helps the students, not
to only imagine but also see the real things through the picture. A372P2
In summary, the participants identified three things about the flashcards used by the teachers. First, the size of the flashcards and the pictures on them
were too small for the learners. Second, the teachers showed the flashcards in varied speed in order to attract the learners‟ attention. Third, the flashcards were
used as parts of learning during the activities in the classroom.
b. Songs
Song was one of the media widely discussed by the participants in the Focus Group Discussion FGD. The discussion about songs used by the teachers
consisted of three major things: the selection of the songs, the number of songs PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
used during the lessons, and the functions of the songs in the learning process. The opinions of the participants on those three things are presented in the
following paragraphs. Related to the discussion about the song selection, all participants claimed
that most of the songs used during the lesson were not appropriate because of two reasons. First, the lyrics of the songs had no relation with the materials of the
lesson. Second, most of the songs were energetic songs which made the learners have to be active most of the time. They argued that although the energetic songs
were useful to make the young learners to be more enthusiastic during the lesson, they were also tiring either for the teachers or the learners. The opinions of the
participants are represented by the following quotations.
Related with the song, I think there is no relation with the materials. A3104P2
Only the last song has relation with the materials. A3105P1 If they want to put a song or more, the songs should be related
to what they learn. A296P1
Among all songs, there were only three songs which were chosen appropriately in the lesson. One of the three songs was appropriate since the lyric
was closely related to the materials being learnt in the lesson. Meanwhile, the two other songs were appropriately chosen since they were short and had fast rhythm.
These two songs were used as parts of the games and aimed to create fun atmosphere for the learners in doing the individual practices therefore they should
be short and fast.
The selection of the song is okay because they choose the short and fast songs. A348P1
The participants also remarked that the songs were selected because they were cheerful and quite familiar with the learners. In line with the aim of the
teachers, which was to create fun learning, so the chosen songs were easy, cheerful, and energetic in order to make the learners enthusiastic and were also
attracted to sing along and do the movements actively. The opinions of the participants about kind of chosen songs are represented by the quotations below.
It’s a song that students are familiar with, in which students
can sing along… A341P1 But the good point is, in singing the songs, the students are
involved in them. I can hear that the students also sing. It means that maybe they have memorized the songs or the lyrics very
well. A2120P2
The second discussion about the songs was related to the number of songs used by the teachers during the lessons. All participants agreed that there were too
many songs used by the teacher for one lesson. According to them, although the songs could attract and motivated the learners to be involved in the learning
process, the excessive number of songs could be tiring. The opinions of the participants about the number of songs are represented by the following
quotations.
Okay, let‟s say, the songs are too many and I don‟t think the relation of the songs with other lessons so they should be more
selective for the songs. If they think they want to put songs, yes, they put a lot of songs because they believe that the students
can learn well through songs
. It‟s part of fun learning but then they should be more selective. A296P1
Maybe all of us here also noticed that many songs provided in the beginning of the activity and like what we discussed, they
are too much.
Although it can build students’ motivation to the learning process but if it’s too exceeded, of course it will be
tiring or exhausting for the teachers. A2120P2 PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
Finally, the last discussion about the songs was related to their functions in the process of learning in the classroom. All participants agreed that the songs in
the lesson had some functions. First, most of the songs were used to support the process of learning and were not the parts of learning. Second, most songs were
used as the fillers to create the fun atmosphere for the learners. The last, some songs were used to reduce the anxiety and created comfortable learning
atmosphere for the learners in doing the practice. The opinions of the participants about the functions of the songs in the lessons are represented by the quotations
below.
Most songs are as fillers
. The first song, „good morning‟ song, if it‟s used before the students greet the teachers and used to
greet other friends, it has function. But it‟s just singing, „good morning‟, instead of saying good morning to friends or teachers.
A370P1 The last song before the lesson is over, there was one song,
pointed to the ceiling, pointed to the door, the teacher changes
the words into pick up the ball, throw the ball…It has relation. In this case, the song has a purpose. It has function related to
the lesson. A3105P1 And then about song, about it is a filler or partition, but as I
read in Brewster, songs can be used as psychological or affective resources which mean that they are motivating, fun,
and help to develop positive attitude toward the target language. Then they are not threatening, because when the
students make mistake in pronu
nciation, it‟s okay. And they can encourage feeling of achievement
. That‟s what we can get from songs. A372P2
In short, there were some points that highlighted by the participants related to the songs used by the teachers. First, most of the songs used during the lesson
were not appropriate since their lyrics had no relation with the materials of the lesson and most of them were energetic songs. In addition, the songs were
selected just because they were cheerful and quite familiar with the learners. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
