mereka sudah mendapatkan materi tentang numbers di kelas 3, dan dikelas empat ini hanya untuk pengayaan.” See Appendix 4 - 2
nd
R: 6, Page: 111 Based on further interview, the students of the respondent were known that
they have already prior knowledge or even learned the materials given in fourth grade at the previous grade, it is third and second grade. Thus, the
learning which is carried out for them in the fourth grade was only for recalling but of course with additional aspects of learning experience. The
use of techniques seemed to be the tools of class management only that the respondent would only use them in order to make class become more
conducive atmosphere for studying. In determining one most frequent from both techniques mention by the
respondent, she chose games as her most frequent technique to use and more she said that it can help students to remember more
, “saya lebih sering menggunakan game, kalau song lebih jarang karena lebih terkesan
“childish”. Yang biasanya lebih cocok untuk kelas 1, 2 dan 3. Seperti nyanyian the days of the week akan lebih ditemukan di kelas 1 dan 2
.” See Appendix 4 - 2
nd
R: 7, Page: 112. Her reason of preferring games rather than songs was that the songs were only made for children. However, this
seemed to be unacceptable for the students in the fourth grade with their ages can be categorized as children or young learners. Thus, the songs
treatment is still worth it as well for them. In the next question she stressed more the function of games is for conditioning the class,
“kalau menurut saya, digunakan hanya untuk tidak boring ya, karena kan materi di kelas 4
dan lima itu simple ya, tapi pengkondisian kelas nya yang diperlukan. Dengan materi yang simple pun klo kelasnya tidak kondusif ya sulit tercapai
targetnya. ” See Appendix 4 - 2
nd
R: 10, Page: 112 This statement adds more about why the respondent chose games as her most frequent technique
to be used.
In determining which technique from song, games, storytelling and others to be the most frequent for her teaching, for emphasizing the second
respondent was questioned then asked to choose and why. She confirmed that she would rather choose games because of the variety of games itself
“saya lebih banyak menggunakan games karena lebih banyak versinya.” See Appendix 4 - 2
nd
R: 11, Page: 112 Games truly vary, there are so many types of games can be found and used.
For the last question of the interview, the respondent mentioned the function of games technique she has chosen. She stated that because games
were varied and it could be used to stimulate students to be more active and passionate but hard thinker, “karena games itu bermacam-macam, saya
biasanya menggunakan games yang bisa menstimulus anak agar lebih semangat tapi juga berpikir keras.
” ” See Appendix 4 - 2
nd
R: 12, Page: 112 The second respondent believes that games could give more efficient
activities to students so that they can be more active and easy to comprehend the vocabularies.
Coming to the conclusion of the interview data interpretation, the respondent uses the game as the most frequent technique, although it was
used mostly in order to conduce the classroom activity but there was a statement of the respondent that a bit pushed aside the statement of using
games as only for conditioning the class it was her saying that games can stimulate students to be more passionate and hard thinker in learning
English. It can be concluded that games are more frequent to be used by the
respondent rather than any other techniques. However, she does not push aside the function of song in her teaching.
3 Observation
From the observation done by the writer the practice of using the game and song technique truly occurred in Class IV-D MI Pembangunan UIN
Jakarta. It happened because of the limited ability of students to experience the learning. In addition it was used because of the crowd of the class.
Table 4.4 Frequency of Game Technique Use
a Meeting One
In the first meeting the practice of using games and song technique truly occurred during the teaching vocabulary of operational numbers
+, -, :, x.
From this meeting, it is identified that games was only used once with
Technique Types
M1 M2
M3 M4
Tota l
Games Identify: Guess
√ -
√ √
3 42.86
Describe: -
- √
√ 2
28.57 Create
- -
- √
1 14.28
Do: Draw -
- -
√
1 14.28
Total 1
2
4
7 100
14.29 -
28.57
57.14
100
Note: M1: Meeting One M2: Meeting Two M3: Meeting Three
only one type of game, it was identify: guess game with the percentage of use of 14.29 meanwhile, songs was used for once as well. Although only
once, this song can be categorized in two types of song, they are counting and learning song types. As it can be seen in the Table 4.5 below that song
was used with the percentage of 50 in the first time of the observation. The first technique in the beginning is the song that related to numbers.
Here is the song written below:
Ten Little Indians
One, little two, little three, little Indians Four, little five, little six, little Indians
Seven, little eight, little nine, little Indian boys The learning activity began right after the song had been sung
together. During the teaching of operational numbers +, plus -, minus :, divided by x, and multiplied by or times teacher asked students to come
forward to complete counting number question with operational system and write the number alphabetically
.
In the end of the teaching and learning activity, game was used to end the lesson. Students are expected to answer
the question from the teacher by guessing the alphabetical numbers written on the whiteboard, the fastest students who answers they could go home
firstly. See Appendix 5 - Observation 2
nd
R, Page: 141-143. In investigating the frequency of the game technique which was stated
by the second respondent in the result of the interview and supported by the respond written in the questionnaire the writer conducted the observation in
the fourth grade of MI Pembanguna UIN Jakarta. It was obviously seen from the result of the observation that game technique was seen as the most
frequent in its use. During four meetings conducted in the observation, there
are some games applied in the classroom activity for teaching English vocabulary and the responds of the students varied from the reaction they
expressed. For instance, the use of the game in teaching operational numbers +, -, :, = was applied in guessing type, students was asked some
questions about how to count with the operational numbers they had to guess what the answer was. If the answer was wrong then the question
would be thrown to other students. It was truly exciting for students had to think fast to get the answer in order to get more points to their own groups.
Most of the reactions of the students showed were the expression of the eager to answer the question. The investigated observation result is
sufficient to support the second respondent’s thought about the effectiveness of vocabulary game that can activate students in practicing and learning the
vocabulary.
b Meeting Two
In the next meeting the lesson was still about the operational numbers. This is carried over again because the respondent said that operational
numbers should be taught more than once because of its complication. The same song technique on the previous meeting was still used in this meeting.
However, teacher added more drilling inside the teaching. See Appendix 5 - Observation 2
nd
R, Page: 143-144.
Table 4.5 Frequency of Song Technique Use
Technique Types
M1 M2 M3 M4 Total
c. Meeting Three
In this third meeting there was only the use of games identified. The vocabulary lesson in this meeting would be the colors. During this meeting
teacher presented colors over and over again. It was given to expose students about the colors around them. The presenting of the colors done by
pointing the things in the classroom and starting to ask students what colored they are. The type of games she used was identifying: guess and
describe games with the percentage of use of 28.57 . Getting closer to the middle-end teaching time, teacher evaluated
students understanding by giving them task to do which was taken from ESL Games and Classroom Activities: An Interactive Activity Book for All
Ages written by Lucia Gorea, Ph. D. it is taken from page eighteen to nineteen which was in the task students were needed to read the direction
firstly to guide them in answering the task. The task said that they have to unscramble the scrambled words provided and write them down on the
dotted lines. This task was designed to make students guess and match the scrambled words to the correct words provided below the list of the
scrambled words. On the next page, the instruction of task was that students
Songs Counting
Song √
√ -
- 2
50
Learning Song
√ √
- -
2 50
Total
2 2
4 100
50 50
- -
100
