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
kelas 4 dan 5 lebih sering vocabulary ya. Kalau untuk memeperkenalkan tenses masih belum” See Appendix 4 - 2
nd
R: 3, Page: 111, This has something to do with the writer’s assumption that vocabulary is the best
selection of the lesson. At the primary level, building up a useful vocabulary is considered as the central to the learning of a foreign language.
The next question given is about what the skill that respondent wanted to improve which is related to vocabulary teaching. She responded: “Saya
lebih menekankan pembiasaan speaking sebetulnya ya. Kalau writing mungkin hanya sekedar target lalu kembali lagi ke speaking dengan
pembiasaan mereka diharapkan paham. Walaupun terkadang saya tidak bisa selalu ngomong bahasa inggris di kelas dikarenakan kondisinya tidak
memungkinkan, ada anak-anak yang paham dengan percakapan berbahasa inggris tapi lebih banyak anak-anak yan
g belum paham betul.” See Appendix 4 - 2
nd
R: 5, Page: 111 In this case, the respondent seemed eager to make her students’ vocabulary become productive one. In this case, the
respondent seemed to have a problem to get students understood her sayings in English for students’ lacking of vocabulary meanings. To accustom
students with speaking atmosphere teacher previously needs to form learning activities that can stimulate students in getting the meaning of
vocabularies. This desire can lead them to actively participate in such conversational activities.
The respondent admitted that in the next question of interview about techniques she commonly uses to improve her students’ vocabulary mastery
during teaching vocabulary that she would have used song and games in between. She said “terkadang nyanyian, terkadang game, tapi seperlunya.
Misalnya game di akhir pembelajaran, lebih kepada mengkondisikan kelas. Jujurnya lebih di gunakan untuk class management. Kalau untuk
penggunaan teknik atau media itu ga selalu digunakan karena misalnya
mereka sudah mendapatkan materi tentang numbers di kelas 3, dan dikelas empat ini hanya untuk pengayaan.” See Appendix 4 - 2
nd
R: 6, Page: 111 Based on further interview, the students of the respondent were known that
they have already prior knowledge or even learned the materials given in fourth grade at the previous grade, it is third and second grade. Thus, the
learning which is carried out for them in the fourth grade was only for recalling but of course with additional aspects of learning experience. The
use of techniques seemed to be the tools of class management only that the respondent would only use them in order to make class become more
conducive atmosphere for studying. In determining one most frequent from both techniques mention by the
respondent, she chose games as her most frequent technique to use and more she said that it can help students to remember more
, “saya lebih sering menggunakan game, kalau song lebih jarang karena lebih terkesan
“childish”. Yang biasanya lebih cocok untuk kelas 1, 2 dan 3. Seperti nyanyian the days of the week akan lebih ditemukan di kelas 1 dan 2
.” See Appendix 4 - 2
nd
R: 7, Page: 112. Her reason of preferring games rather than songs was that the songs were only made for children. However, this
seemed to be unacceptable for the students in the fourth grade with their ages can be categorized as children or young learners. Thus, the songs
treatment is still worth it as well for them. In the next question she stressed more the function of games is for conditioning the class,
“kalau menurut saya, digunakan hanya untuk tidak boring ya, karena kan materi di kelas 4
dan lima itu simple ya, tapi pengkondisian kelas nya yang diperlukan. Dengan materi yang simple pun klo kelasnya tidak kondusif ya sulit tercapai
targetnya. ” See Appendix 4 - 2
nd
R: 10, Page: 112 This statement adds more about why the respondent chose games as her most frequent technique
to be used.
