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Teacher
: Coba garis-garisnya tadi diisi kata-kata yang di ucapkan oleh saya, anak-anak harus mendengarkan gitu ya.
From the analysis above, the teacher used this technique to check the student s’
understanding about the appropriate words meaning in the context and help students to apply those new words in their daily conversation.
2. Techniques in the Direct Method
2.1. Dictation
The third technique used by the teacher was dictation. The teacher used dictation technique when she taught the
students about “daily routines”. She used some pictures as the media for the teaching material. First, the teacher showed some pictures and gave a
list of words. The teacher asked students to patch the pictures based on the words meaning. The last, the teacher discuss the result with the students. Below is the transcript
of observation from the teacher:
3.
Teacher
: This one yang ini, anak-anak nanti akan mencari search the words kata-katanya sudah disediakan di kotak ini terus kata-katanya hanya ada
mendatar atau menurun tidak ada yang menyamping. Kalau sudah yang di bawah di centang boleh di coret boleh, gitu ya.
Students
: Saya Miss, saya Miss.
Teacher
: Sebentar.
Untuk huruf “H, L, dan K” berarti di atas, berarti I nya disini jadi I-have H-n
ya keatas “A”-nya satu, lunch. I H-A-V-E L-U-N-C- H. Tulisannya yang bagus, satu baris ini yang teratur untuk huruf “A,U,E”
gitu ya.
It is clearly shown from the excerpt above that the teacher was dictating the names of activity to the students. She dictated the word one by one and after that asked the students to
write by themselves. From the data observation above, this technique was effective to train students’ listening ability and write the letter of alphabet in English.
3. Technique in Audio-Lingual Method
There are two teaching techniques that were included in Audio-Lingual method which were used by the teachers:
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3.1 Repetition Drills
The teacher used repetition drills to make students pronounce the words correctly and help them to memorize the words. She used repetition drills in the first and third observation.
The first observation, the teacher taught about daily routines such as take a bath, wake up, sleep, etc. First, the teacher explained the materials and then at the end the teacher
repeated the materials again. In the third observation, the teacher taught about seasons. First the teacher gave explanation about the kinds of seasons and after that in the end the teacher
repeated the lesson again to make the students understood and remembered the words. Below is the transcript of the observation.
4.
Teacher
: What is it?
Students
: Sun
Teacher
: Yes, nah kalau ini bacanya apa? Sun surface. Apa?
Students
: Sun surface
Teacher
: Belum semua
Students
: Sun surface repeat the teacher
Teacher
: Nah, apa itu sun surface? Permukaan matahari.
Teacher
: Nah… how about this?
Students
: Rainy.
Teacher
:
Repeat after me “rainy”.
Students
: Rainy
The teacher used repetition method to review and check students’ pronunciation so that the mistakes could be found and corrected. According to Larsen-Freeman
2000, repetition drill is a teaching technique in which students are asked to repeat the teacher’s model. The purpose was to place the structures and vocabulary in the mind of
the learners. Below is the transcript of interview. -
Using Repetition
Extract 1 interview with Miss Debora, February 23, 2012. April 30, 2012
“The most important aspects when teaching vocabulary is repetition because children need
to digest all vocabulary which is taught by the teacher and do not give students too many vocabulary in once teaching.Besides that, repetition is used to refresh stude
nts’ memory so
they always remember the words.
”
Extract 2 interview with Miss Rosa, April 30, 2012
