c. Classification of 3
rd
Respondent’s Data
1 Questionnaire
At last, the questionnaire was addressed to the third respondent. Similar to the previous questionnaire instruction that respondent is only
required to give one tick or even more to the optional answers. For the first question which asks about respondent’s perspective on language components
that are important for her students to be developed. She later ticked to vocabulary and pronunciation and left grammar and structure unmarked.
Respondent ticked all optional answers provided which the question asks about what language skills are for her students to be improved. In the
question number three which asks the techniques she thought it is frequent for teaching her students she ticked only in Songs and Games ticking square.
These two techniques can be said having a possibility of being used by the respondent. This will be further described in the result of the observation to
check the truth of the use of these techniques. In responding question number four and so on, respondent will be
required to rank optional answers. Here respondent may only give number from one and so on. Respondent then ranked vocabulary aspect as the first
top language component that is followed by pronunciation and grammar as the second and third language components to be taught to her students in
second and third grade. Then in fifth question asks based on four skills of language should be developed which one is the most important for her
students as young learners. She then ranked listening as the first skill that is the most important to be taught and developed then followed by writing as
the second most important, speaking and reading as the third and fourth ones. The last question in the questionnaire is asking what the most frequent
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.
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