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6. Teacher : Ini angin Tornado pusarannya sangat cepat dan berputar.
Sambil dia bergerak, dia membawa apa saja yang dilalui. Student
: Miss cara menghentikannya gimana? Teacher
: Tidak bisa, karena kekuatan alam. Orang hanya bisa menghindari. Bermula anginnya kecil tapi lama-lama bertambah kuat
pusarannya bertambah besar. Student
: Miss, itu yang membuat siapa? Teacher
: Yang membuat Tuhan. Ya nanti saya carikan video untuk ini ya. Nanti ya kalau anak-anak ingin tahu Tornado seperti apa nanti
saya carikan videonya gitu ya. The teacher answered the questions from students and to make clear about
the material, the teacher tried to search the video for teaching. The purpose was to give more explanation through moving pictures so students will understand and
know the real situation from the video. Actually the teachers, Miss Debora and Miss Rosa also stated their opinion as
follows:
Extract 1 interview with Miss Debora, February 23, 2012. April 30, 2012
“The students were interested when I taught them using video, after they f
inished watching the video they might retell what the video talked about. I gave them list of
vocabulary based on the video.
Video also used for drilling the words to the students.”
Extract 2 interview with Miss Rosa, April 30, 2012
“
There are many videos in this school to teach vocabulary. There are some cartoons and students made a conversation by giving an example how they should ask and
answer the questions.” Those statements were also proved by Rice et al., 1990, movies or video are the
highly effective tool for introducing the new word meaning for young children. Beside Rice ’s
theory, limited studies n.d, have also suggested that descriptive video effectiveness to enhance students’ comprehension and build vocabulary for various ages and abilities of the
students.
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4.2. Creative Adaptation
There were various activities in Creative Adaptation such as; singing, games, and dancing. The purpose was to teach new materialsvocabulary in cheerful and easy
way. The teachers also used this technique in the first and fourth observation. In the first observation, the teacher taught about daily activities and made a game related with
the topic. The students were very enthusiastic and happy to do that game. Fourth observation, the teacher taught about diseases and made a game for students. They must
perform and give the real gesture based on the wordsclues given by the teacher. Below is the transcript from the observation:
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Using Game
7. Teacher
: Ok, let’s start our lesson today. I will divide the group, Kylie group 1, Nathan group 2, Gilbert group 4……. Good, Deva. Started from the front line,
before doing the activity what kind of activity that we usually do? Hands on the table, and the count of one, not yet, and the count of two, ok kylie helped by
Nathan, and the count of one five, one, and the count of one six, and the count of one eleven, and the count of one hundred, and the count of one five. Ok the front
line group one.
Students
: Get up. Yeeee……
Teacher
: Ssss sttt….. kelompok 1 bintangnya di kurangi 2. Selama belajar
sebentar ini tadi kelompok mana yang paling tertib? Group one,group two, group three , or group four? “Group two”,then group one, next four juga sama
bintangnya, and the last is group three.
From the observation above, the teacher created a game to motivate students in learning new vocabulary and make them active in class. The result was students were
really happy and easy to follow the lesson. This is the transcript of the interview with the teachers:
Extract 1 interview with Miss Debora, April 30, 2012
“The students ever had a game about “disease” so they moved their body and gave
gesture to other friends to guess what kind of disease. It made the students easy to remember because besides visual, the students also used parts of their bodygestures
to rem
ember the words.”
Extract 2 interview with Miss Rosa, March 2, 2012
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“Students were very happy when they heard the word “game” although they said “I don’t want this assignment” in the end, but actually most students are prefer to
choose game for their vocabulary learning. Game also helps the teacher to do a
classroom control.” This technique was strengthened by Uberman 1998 in Nation 2008, who stated that
games can lower anxiety that will make students have better acquisition. Games are motivating and entertaining the learners. Games also give a chance for unconfident students
to speak up and express their feelings or ideas. It was also strengthened by what the teacher research foundn.d stated that games not only give fun in teaching and learning process, but
also gives opportunity to review the term in nonthreatening way. Games can reduce anxiety, give highly motivational, interesting, and comprehensible Richard-Amato, 1995.
From my interview with Miss Rosa, the teacher should know the characters of the students first before the teacher create a game. Her opinion it shown below:
Extract 2 interview with Miss Rosa, March 2, 2012
“When we give a game for students, we should know the character of
the class itself. For example at Laboratorium Elementary School, class 1A is more active than class
1B so the teachers give different game for each class. The kinds of game which are
used are “Jumping the Line negative and positive zone for True False questions,
Emotion reading the students do the actions based on the situation, if angry said it
with angry face, etc.” The result of using game for teaching vocabulary at Laboratorium Elementary School
is students are easier to learn new words meaning from playing a game and the period of saving the new vocabulary is longer.
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Using Songs
Below is the transcript of the interview with the teachers:
Extract 1 interview with Miss Debora, February 23, 2012
“I usually teach vocabulary for my students by singing and ask them to memorize new
words in rhyming. What I mean is students will follow the rhyme of a song and fill in the blank. Students will easy and interested in learning vocabulary besides that it is to
avoid the boringness.”
Extract 2 interview with Miss Rosa, March 2, 2012
