36 There were active, passive, shy, and brave students in a class. The students were
chosen because their characteristic started to appear between ages 3-4 years old. The students were chosen since the students had different background. It
meant that each student had his or her own characteristic in receiving the materials during the teaching-learning process and the English teacher had to know the
students’ characteristic in order to deliver the materials well. Moreover, pre- school students were young learners who needed guidance to learn. The teacher
would always give guidance in teaching-learning process so that the students could follow the learning activities.
C. Research Instruments
This study used observations, field notes, and interview as the instruments. These instruments had a significant role in this study. They were used as a set of
instruments to collect data or information from the subject under the research. The discussion of the instruments is divided into three sub-sections
namely, the observation checklist, the field notes, and the interview.
1. Observation Checklist
In this study, the observation included the activities of teaching-learning process which are conducted inside or outside the classroom, the methods and the
media used in the teaching-learning process, the atmosphere formed in the classroom, and the
students’ respond to the teacher’s explanation. Observation was used for answering the first and the second problem formulation. Checklist
would be used in the observation guidelines. Observation would show the
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
37 interaction among teacher, student, and content. According to Ober, Bentley, and
Miller 1971: 4, “observation will describe skills andor methods that have been
found to be useful for studying the behavior of a teacher as he or she operates in the classroom.” It could be said that teachers would be able to control the students
better in ways that will facilitate and result in maximum learning when actively engaged in a classroom situation as a teacher. All activities happened inside or
outside the classroom could be clearly seen through observation. The results of the observation, then, were put in the form of table 3.1.
Table 3.1. Observation Checklist Blank
Date :
TimePeriod : Place
:
“Speak First”
A. Teaching Activities
No Aspect to consider
Yes No
Note
1. The teacher introduces the new topic of vocabulary.
2. The teacher explains to the students what kind of activity will be conducted.
3. The teacher speaks in English at the most.
4. The teacher speaks in Indonesian. 5.
The teacher ignores students’ mistake in pronouncing words.
6. The teacher asks the students to guess the words.
7. The teacher practices new vocabularies based on the technique used.
8. The teacher helps the students when they have difficulties.
9. The teacher directs the students carefully.
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38
No Aspect to consider
Yes No
Note
10. The teacher motivates the students if they lack of spirit in learning.
11. The teacher creates interesting teaching during teaching-learning process.
12. The teacher always reviews today’s
lesson. 13. The teacher teaches the students
patiently. 14. The teacher points each student to
answer the question. Others…
B. Teaching Media
No Aspect to consider
Yes No
Note
1. The teacher uses textbook.
2. The teacher writes on the blackwhite
board. 3.
The teacher uses pictures and movement to explain the
vocabularies. 4.
The teacher uses flashcards. 5.
The teacher uses cassette and speaker to listen songs.
6. The teacher uses books of stories.
7. The teacher uses scrambled pictures.
8. The teacher conduct a game
9. The teacher uses a film.
10. The teacher uses photos.
11. The teacher uses puppets.
12. The teacher uses dolls.
13. The teacher uses cartoons and
posters. Others…
Notes: 1.
…………………………………………………………………………… 2.
……………………………………………………………………………
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39
2. Field Notes
