b Meeting Two
In this meeting, the third respondent explained more the vocabulary of verb and pronoun to students. There was only song technique which used in
this meeting that the song was made by the teacher. The song is written below:
I “itu saya” You “kamu”
He “Dia laki-laki” She “Dia Perempuan”
They “Mereka” We “Kami”
According to the teacher, the song was made spontaneously right when she was about to deliver the vocabulary of the pronoun to the students. After
singing the song together, it was continued with the teaching of the verb in the present and the past. The teacher made the table of the verb for students
to easily distinguish between present and past verb. Here is the table written below:
After knowing some vocabularies and able to distinguish them, students are showed the sentences which are using the vocabularies of both
in present and past from students’ book. It was done until the end of the classroom activity. See Appendix 5 - Observation 3
rd
R, Page: 151-152.
Today Yesterday
Go Went
Wash Washed
Buy Bought
Study Studied
Talk Talked
c Meeting Three
In this meeting there were only two techniques. It was surprisingly that in this meeting teacher used the story telling technique that the writer
predicted that it would never be used. It was carried out in the middle of the classroom activity. Based on th
e third respondent’s statement, telling the story to students
is one of students’ English lessons in this semester. See Appendix 5 - Observation 3
rd
R, Page: 153.
d Meeting Four
This meeting is the last meeting attended by the writer for the observation of the study. This meeting was also the last meeting for students
to learn because they would face the final exam. There was no more teaching and learning activity in this meeting but reviewing the materials they have
already learn from the book by answering the question from the task book together. However the writer found that it was interesting that the teacher still
used the song in the middle of the reviewing. Row Your Boat
Row, row, row, row your boat Gently down the stream
Merrily, merrily, merrily, merrily Life is but a dream
This song used only for exciting students in reviewing the lesson and it was only used once in this meeting. Thus, in this meeting there was only
one technique used. See Appendix 5 - Observation 3
rd
R, Page: 154.
After all the meetings are described, it can be analyzed that the use of song technique seemed to dominate the classroom activity rather than any
other techniques. With the percentage of 85.72 , it is obviously seen that song is truly used in the third respondent English vocabulary teaching.
Based on the observation result that has been conducted in the third grade of MI Pembangunan Jakarta for four meetings it can be seen that in
using song technique while teaching English vocabulary students seemed to be activated by the song to be active and move for the most songs used by
the third respondent was action song.
B. Discussion
The interpretation of the data is divided into an essay on the focus of the research and related to research questions. Some findings in the observation will be analyzed
to make clear the data. According to the data that were achieved from three respondents, the writer finds
that there are only two respondents who used the song technique frequently in the teaching vocabulary. This data observation absolutely supported the interview and
questionnaire data that have been achieved. Meanwhile another respondent which is the second respondent used game frequently in the classroom teaching activity which
this data also supported the data from interview and questionnaire data to be clear. The first respondent used song frequently for 11 times during five meetings with
the percentage of 61.18 . It was used more frequent rather than another technique such games, for the first respondent believes that song can be used for teaching
English vocabulary to students in the second grade. As well as the third respondent who uses song technique 6 times with the percentage of 85.72 , it was used
frequently in the classroom activity. According to the result of the interview the third respondent stated that she commonly uses song technique as well in delivering
vocabulary materials to students. However, in contrast to the first and third respondent, the second respondent applied game more frequent than another
technique such song in the teaching process. This occurred for the second respondent stated that students in the 4
th
grade have learned the basic vocabulary materials in the previous grades which means that the second respondent believes that the use of
techniques such games and song is not necessary to be used for the learning and teaching process is only for enrichment the knowledge of students. However, in fact
the second respondent believes that games is effective to be used in teaching rather than song because it has more varieties, while according to the statement of the
second respondent in the interview, she stated that song is going to seem childish for students in 4
th
grade. Regarding to the result above, this data is divided into part based on the age of
students. The students of both first and second respondent are in the age of six until eight which can be categorized as young learners. Although they are young learners,
the students are still closely to the very young age. This is closely related to Phillips that The Young Learner means the first year children of formal schooling five or six
years old to eleven or twelve years of age.
1
However, the age of students are still categorized as Young Learners. The conclusion that can be taken is that young
learners who are in the age of eight, seven and six are still close to the age of very young learners. Meanwhile, the students of the second respondent can also be
categorized as the Young Learners for the ages clearly show it. The age of students in 4
th
grade based on the second respondent in the interview is between nine and ten years old which this age is completely in the age between teenage and very young
learners. However, this age is still in Young Learners category.
Actually, the use of song and games or even storytelling is suitable for those grades. The use will depend on the teacher
’s perspective. The second respondent assumed that has a childish feature which is more suitable for the lower grades in
1
Sarah Phillips, Young Learners: Resource Book for Teachers, New York: Oxford University Press, 1993, p. 3
primary school. The students in 4
th
grade tend to do something challenging based on the second respondent’s statement. And some game type have the challenging feature
for the game itself is the word that means an activity which is able to entertain, engage, and frequently challenging. It is an activity which learners can play and
interact with other students.
2
Thus, it can be seen that the different use of techniques in teaching English vocabulary by three respondents in 1
st
, 2
nd
, and 3
rd
grade is not based on the ages of students but the features that stick with the technique itself that each teacher will
assume it in different ways. Based on the data acquired from the observation, it is only the third
respondent who applied story telling technique during the teaching process. The use was carried out in the middle of teaching process. The students are very enthusiastic
in listening to the story while they were looking at the pictures of the story told. The pupil’s book named “You and Me” is the students’ book provided for students which
there is story with the pictures in it. See Appendix 6 - 3
rd
R, Page 155, Parrish stated that for those with limited literacy skills, pictures stories are suitable enough
for it can be used with all students. As the result, learners can interpret a story based on a picture sequence.
3
Furthermore, the third respondent stated that the use of the story is aimed to make students have the new experience of learning.
Talking about the effectiveness of the technique used by respondents is important to check its effectiveness by looking back to the theories. Some says that song is
important to relaxing someone’s feeling. This is also known by the first and second respondents in this study. They believe that song can give more benefits when it is
being used. As stated by Millbower that song can even makes somebody calm, relax, excite and motivate to action.
4
In teaching English, song can also be effective in
2
Andrew Wright, Games for Language Learning, Cambridge University Press, 2006. p. 1
3
Betsy Parrish, Teaching Adult ESL, a Practical Introduction, New York: McGraw-Hill, 2004. p.103.
4
Lenn Millbower, Training with A Beat Beat: Teaching Power of Music, Sterling: Stylus Publishing, 2000, p.8
making students focus on the lesson being learned especially when the music is related to the lesson. Again, Millbower stated that music c
an move learners’ mind from alert focus to the contemplation which is reflective and back as often as the
teaching activities require. It happened when brains respond to music.
5
As it can be seen from the result of the observation that all the songs used by the first, third or
even second respondent are songs which were related to the topic of English lesson. Thus the effectiveness of the song will tend to activate. Obviously teaching words in
a melodic context appears easier and more effective. For instance, most learners are eager when they come to the impressive song. They start to take a further step to
understand what the singers are expressing and to sing it by them. They will finally be surprised to find themselves remembering all words written in the lyrics even if
the difficult ones.
6
There are many things students can achieve from listening to the song, for instance singing is one of the activity everyone wants to do.
Students who want to be able to sing the song he or she listens, they need to grab the skills of speaking the English language before they can sing the song they listen.
They are going to be prompted to ask some question about the language specifically how language sounds. Therefore, all the sounds which are chained together and how
they are pronounced are going to be encouraged by learners to probe. The more, learners will enable to notice the gap between their actual performances in the target
language and the proficiency of the native singers after they encountered in singing English songs.
7
From this side students will learn the speaking skill which is also attributed with the vocabularies they need to speak up.
Next, it is the technique which is frequently used by the second and also by the first respondent. Game is defined as a frequent technique by the two respondents for
it can be used as a tool for not only to make the interesting learning but also for
5
Millbower, loc, cit., p.40
6
Chunxuan Shen, Using English Songs: an Enjoyable and Effective Approach to ELT, Vol. 2, 2009., p. 92
7
Shen, Loc. cit., pp. 91
