Classification of 1 Frequency of Techniques Use

because long time ago my lecturer said that drilling is good for the 1 st and the 2 nd grade. I’d like to tell them to follow me more than just once and sometimes I give them the activity of action or what we called as TPR. Then I tried to combine that with song.” See Appendix 4 - 1 st R: 5, Page: 109 From this respondent’s statement in replying, she mentioned more or less three techniques. They are Drilling, TPR and Songs. In addition, the first respondent emphasized more that she has got an idea that drilling is good for students who are in first and second grade and moreover she also added that she often uses TPR with giving students command in English so that they are expected to reply with physical response and activity in action. Both of these two techniques are usually combined in songs. The writer then comes to the assumption from this that respondent commonly use song as tool of balancing some other techniques. However, it was not sufficient to be judged that way. For in choosing one of the techniques which is the most frequent to be used, the writer then asked more question about it to the first respondent which her response is that she cannot use the same techniques to the different classes because even if they are the same in grade but students make it differs in the situation, based on her perspective, selecting certain technique must be influencing and determining the way of teaching process. However, when being asked about technique that can be used in every class, she replied “I often use games, because they could remember well I think.” See Appendix 4 - 1 st R: 8, Page: 110. From this point, the writer highlights the statement that respondent often uses games in teaching in order to keep students remember well. This breaks the writer’s first assumption that song is the technique frequently used by the respondent. In the next question of interview, the writer asked about the difficulty of teaching vocabulary to students as young learners. As her reply the first respondent stated that she does not even find it hard to teach vocabulary to students “I don’t feel any problems of teaching vocabulary, because I use the pictures to represent the thing. So they can see the visualization of the word during the games I give ” See Appendix 4 - 1 st R: 9, Page: 110, This emphasized more that respondent truly often uses games as the tool of delivering the material of vocabulary. To know what type of games used by respondent, the writer again asked what activity she commonly does during teaching vocabulary using games. She then replied “I use matching, sometimes I tell my students to write down the words on the picture by of course adjusting the picture and the words.” See Appendix 4 - 1 st R: 10, Page: 110 After looking at the statement of the respondent, the writer then analyzed that the first respondent often uses the game type of Connecting, games that are identically with comparing, matching and grouping things. It can be seen from the result of the interview so far that the first respondent uses two techniques dominantly rather than other ones. Song and games which are mentioned have their own characteristics when they are being used. For instance, the first respondent used song as tool of balancing some other techniques while games are thought that it is full of activity for students to experience more the language. Both of these techniques are used in common by the respondent. After having assumption that Song and Game are techniques which are frequent to be used by the first respondent in teaching English vocabulary from the result of the questionnaire, the writer then asked more detail and deeply by asking the functions of technique respondent uses, respondent responded “the function is that it is comfortable for my students, they can get and comprehend what I teach, easier to enrich their vocabulary” See Appendix 4 - 1 st R: 6, Page: 109 this can be the way of making students feel more comfortable when they are learning English vocabulary. Moreover , the respondent’s statement above which mentions vocabulary will be easily enriched by the certain technique indirectly implies that vocabulary is the most important language aspect needs to be improved and developed. From here, there comes an assumption that there are two techniques often used by respondent, they are song and games. Therefore, the writer was trying to make sure by asking more questions by directly questioning which one between games and song is the most frequent. The respondent responded by saying “if I had to choose, I would rather choose song as the most frequent technique in teaching English vocabulary because we could remind them by singing.” See Appendix 4 - 1 st R: 11, Page: 110. From the first statement of technique commonly used by respondent, song is considered as the most frequent one, and in relating this to the last question, the respondent stated that she would rather choose song as the most frequent technique to be used without pushing games aside, though games was considered as the technique frequently used by the first respondent in the result of questionnaire. The writer then concludes that respondent agreed that song is the most frequent technique to be used. It cannot be ignored and pushed aside even if the respondent did not say that she often uses it in classroom activity. However, the game is also considered as the most frequent technique used in order to make student easily to memorize and remember.

3 Observation

It has been achieved from the classroom observation conducted to the first respondent that she used the techniques of songs and games frequently than any other technique though it was dominantly on song and chants. This happened because the students were easy to be bored and that will be difficult for them to acquire the materials of vocabulary given. Therefore there should be the stimulus for them to be active in learning. Table 4.1 Frequency of Games Technique Use The frequency of the use of the game and song is shown separately to make it clear to analyze how frequent each technique to be used. The Table is also attributed with the percentage and the types of the techniques to be used. After the separated tables were shown then the description of each meeting in the observation is carried out. Technique Types M1 M2 M3 M4 M5 Total Games Identify: Guess √ - √ √ - 3 42.85 Connect: Match. √ - - - - 1

14.28 Order

√ - - - - 1

14.28 Remember

√ - - √ - 2

28.59 Total

4 1 2 7 100 57.14 - 14.28 28.57 - 100 Table 4.2 Frequency of Songs Technique Use a Meeting One In the first meeting, the use of song and games techniques was truly occurred in class 2-G of Madrasah Ibtidaiyyah Pembangunan UIN Jakarta. It happened in the beginning of the classroom activity. Song was used for warming up students and recalling their knowledge of what they have learned in the previous meeting. It was all about counting numbers from one up to ten. The song is written as follows: One, two, three, four, five and six Let’s count, let’s count the pencil Seven, eight and nine and ten Technique Types M1 M2 M3 M4 M5 Total Songs Activity Song √ √ √ 3 27.27 Counting Song √ √ √ √ √ 5

45.46 Learning

Song √ √ √ 3 27.27 Total 2 2 1 3 3 11 100

18.18 18.1

8 9.10 27. 27 27. 27 100 Note: M1: Meeting One M2: Meeting Two M3: Meeting Three Yes, there are ten pencils The practice of Games also occurred right after the singing song activity has been done in the beginning of the first meeting. Game was carried out after the instruction was given. It was categorized as matching game. Students are asked to match the numbers from one up to ten in the white board with the alphabetical numbers. Teacher previously gave time to students to prepare. However, before starting the game, the song was used again to motivate students. The song is written as follows: If you’re happy and you know it, Clap your hands student clapped their hands If you’re happy and you know it, Please sit down students immediately sat down During the game that is given, some students were asked to come to the front of the class to complete the game tasks. When one student finished the task by matching the word with the number, that student had to point another student to do the same until the task is accomplished. In correcting students’ mistake while doing the game task, teacher tended to ask other students about the correctness of the answer. There found three mistakes from number one up to ten, they were number five in which the student wrote it “Fife”, Eight “Eigg”, Nine “Nain”. However, other students were still able to correct them. After the first material of number from one up to ten then it is continued with numbers from eleven up to twenty. First of all, students are asked to follow the words number said by the teacher by showing them the written words of numbers in the paper. Here, the drilling technique and visualization seemed to play its role. After spending minutes for memorizing the words of number, games was carried out all over again, the second game was a bit differed from the previous one, students now were only asked to stick the words number written in the paper to the numbers written in the whiteboard. This second task seemed easy for students because they are not again trapped in the difficulty of writing the new alphabetical numbers. The teachers then turned the instruction of the game by changing the way of doing it. The students now were asked to write down the number only below the alphabetical numbers. They now had to write their initial name after completing the game task. This was conducted to make teacher easily in scoring students. If there were dominantly girls who correctly completed the task they would get more score and it was also for the boy in the other way. There are at least four types of games used from all games applied in this class for the first meeting with the percentage of 57.14 . They are Identify: guess, Connect: match. Order, and Remember according to Wright