Question and Answer Drills

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4.Desuggestopedia

There are two teaching techniques that were included in Desuggestopedia which were used by the teachers:

4.1. Role Play

The teachers used this technique to make students active to communicate with others using the target language. They can make a conversation, or telling a story individually. Role play also covered Flashcards and Video. Those techniques are used to interest students to study about vocabulary in a fun way. Below is the transcript of the interview: - Using Flashcards Extract 1 interview with Miss Debora, April 30, 2012 “For flashcards, it used for creating a conversation between one to other students. They are not only imagined but also can practice in the real life in a form of conversation with their friends.” Extract 2 interview with Miss Rosa, March 2, 2012 “I use d flashcards, it is small cards and students will bring all the cards. They can use those cards for creating conversation with their friends. Besides that, they can use all those cards for patching activity pictures or guessing game.” We can use flashcards when introducingteaching new words or revising them. As we know Gardner n.d, a psychologist, says there are some types of intelligence. One of them is visual. So ,in this sense, flashcards help teachers to draw the visual learners attention. - Using VideoMovie The teachers believed that using video or DVD will help children to capture many vocabulary and make them easy to remember the meaning from the moving pictures. In my understanding although it is only a video but students really enjoy the moving picture in front of their eyes. Based on my observation at Laboratorium Elementary School, the students were very enthusiastic when they watched the video. 21 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.