Describe: Total Frequency of Techniques Use

“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. However, there is still consideration of teaching writing to be successful in language teaching. It is by using song technique that the respondent thought it is effective one. In relating the information to the previous question, the respondent was questioned about the function of songs technique she applied in classroom. “ya, intinya adalah bagaimana anak itu lebih mudah memahami bahasa, menghafalkan vocabnya, mudah menghafakan structurenya. Contohnya, I like apple, I don’t like apple, secara tidak disadari kan mereka akan liat perbedaannya ” See Appendix 4 - 3 rd R: 6, Page: 114. For indirectly learning gradually grammar, songs are appropriate for this type of learning. The next question was the synchronizing to the question of the questionnaire response that the third respondent ranked vocabulary as the most important language component to be taught. She was questioned about the language component needed to be taught and how she feels during teaching vocabulary. The second respondent said, ”Vocabulary terlebih dahulu yang perlu diajarkan kalau menurut saya. kalau ada medianya akan lebih mudah, contohnya pakai flashcard karena anak lebih bisa melihat gambarnya. Jadi pake visual, kata-kata yang mereka ketahui pun kata-kata yang masih konkrit. ” See Appendix 4 - 3 rd R: 7-8, Page: 114 this is quite similar with the second respondent’s opinion. In relating the song technique, she admitted that she likes to use some activities with singing. “saya sering kaitkan dengan nyanyian, bernyanyi karena selain fun, anak juga lebih dapat menyerap .” See Appendix 4 - 3 rd R: 9, Page: 114 Among some techniques mentioned by the writer she agreed that songs is the most frequent one to be applied in her classroom teaching, it can be seen from her statement with the real exact words. She