technique to be used in teaching and learning English process is for her students among many techniques of teaching young learners. From four
optional possible answers, they are songs, storytelling, games, and others respondent is asked to write down any other techniques she commonly
used. She ranked only in songs as the first top one frequent followed by games as the second one and TPR as the third one and left storytelling
unmarked. See Appendix 3 - 3
rd
R, Page: 105-107 From the answers of question number three and six, the writer then
concluded based on this questionnaire that the third respondent agrees and believes that song is the most frequent technique to be used.
2 Interview
The interview was located in the library and carried out by using Bahasa Indonesia. The third respondent as the interviewee is now teaching
for second and third grade. The writer was firstly questioning about the importance of teaching language component to her students. Then she replied
that all the language components are important to be taught to young learners but grammar.
“penting, kesemuanya penting. Tapi kalau grammar tidak menjadi materi yang harus. Karena terlalu rumit untuk anak.” See
Appendix 4 - 3
rd
R: 1, Page: 113 The teaching of grammar was thought as
complicated one to be taught in the age of her students
After informing the third respondent about the intention of this study, the respondent was questioned about the use of techniques in teaching
vocabulary and the selecting technique. She responded that she knew some techniques used for teaching English vocabulary. She also chose songs or
chants as the most frequent technique to be used based on her perspective.
“ya, seperti song, TPR, games, seperti talking stick, dan lain-lain. saya sering menggunakan song, dan TPR, kalau games cuma sesekali saja.” See
Appendix 4 - 3
rd
R: 2-3, Page: 113 Here, song was put firstly before other techniques. This can be said as the first stepping stone to the assumption of
the respondent’s perspective in using the song technique. In addition she mentioned that even if the use of techniques was not
frequent she still added the technique in teaching activity although in minimum frequency.
“Setiap Mengajar, walaupun sedikit tapi tetep ada dalam pengajaran saya. Saya menggunakan nya untuk mengkondusifkan
kelas agar tidak ramai, dll.” See Appendix 4 - 3
rd
R: 5, Page: 113 Based on this statement, the respondent seemed to consider the important use of
songs, that although it was used in minimum frequency in each meeting, the use of song is still there. Moreover this convinces more that the song
technique was used as the most frequent one. The respondent said that she agreed that all the language skills needed
to be developed and important, but she emphasized more on developing students’ reading and writing skills. “Sebenernya kesemuanya ya, tapi yang
paling penting itu menurut saya kemampuan reading, and writing .” ” See
Appendix 4 - 3
rd
R: 4, Page: 113 Looking at to this statement, reading and writing seemed to be important for the respondent while it is uneasy to make
students aware of reading text. They firstly need to understand what words say in the text. They will get lost without knowing any vocabularies with
them while reading. Teaching writing skill is not an easy task although it was considered as the important one. Therefore, there is often greater pressure for
written accuracy than for speaking accuracy in point of view of language teaching, especially for young learners.
