The General Description of Teaching and Learning Process.

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CHAPTER IV RESULTS AND DISCUSSIONS

This chapter presents the research result and discussion. The results will be divided into: 1 data result, 2 discussion, and 3 summary.

4.1 RESULTS

This part provides the general description of young learner classroom interaction. First, the pattern of interaction found during teaching and learning activity. Second, the overall description of how the interaction happened. Third, it is also provide the interview result with the classroom teacher and the school principal.

4.1.1 The General Description of Teaching and Learning Process.

The researcher describes further about the general description of learning process at Ananda Mentari School. The brief description of teaching learning process, the participants of the study, and the classroom interaction will be presented first. One class was handed by two teachers. One teacher was responsible to teach and to lead the class activities and the other teacher helped the students to finish the task or the activity. This became a special consideration that the students were young learners. Most primary-grade children 4-5 are still preoperational. They learn best with concrete experiences and immediate goals Kamp, Sue, and Coppell 2002. In this case, the teacher has already got acquainted with the students. As the result, the process of interaction could be well managed. In other words, students learnt new thing from the teacher. They experienced the real situation by doing the activities in class. When the researcher started joining the class at Ananda Mentari Kindergarten, the researcher noticed that students liked to talk or talk-active. It could be seen during the observations, which students liked to mention the name objects, defined a sentence and described about things in their own words. The students needed to know how to feel and to know about new object in order to understand it well. They learnt through the oral language or the verbal behaviors which were delivered by the teacher. For example vocabulary, pronunciation, intonation and many more contents in form of the teacher’s explanations and directions. Finally, both of the teacher and students created a classroom situation that made students feel comfortable to initiate and do interaction using English. The activities mostly were done in classroom. The teacher was showing pictures, videos, and objects and demonstrating about certain process related to the topic. The teacher spent her teaching time on explaining things to the students, talking to them, questioning and answering student’s several questions. Norman Schmidt 2004 cited in Brendel 2014 find out that more effective teachers organized their teaching in a way which: 1 Reviewed the content to access learner’s abilities; 2 Overviewed the content with the students, motivating them and showing why it will be important to them; 3 Presented the content in small simple steps, asking questions while doing this; 4 Exercised the content to provide learners time to practice the skills they have already learnt. The researcher found that the PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI interaction in Ananda Mentari Kindergarten School had similar approach to the theory from Norman Schmidt about organizing an effective teaching. The following description gave clear explanation why interactions were well managed by the teacher. In the preparation of teaching earning process was well prepared and well organized in the class. The class material was explained in a compressible ways. The activities were prepared and delivered clearly related to the topic. The directions were understandable and concise. Those situation provided enough chance for the students in acquiring all the learning process. Through those fun learning activities, students brought to experience the real context of situation. They could learn the new vocabulary and practice the target language in different topic. During the activities, students had a lot of opportunities to practice their target language by interacting with their teacher and also their friends. When students practiced those language inputs, they would be easy to remember all the contents, vocabulary and pronunciation, since, the students would remember what they had already done in all class activities.

4.1.2 Interaction Event