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
are needed to imagine things they see in the daily life and then the need to decide what colors they are. They are also required to make question that is
asking colors. For the last one, they need to make list of things with its colors. See Appendix 5 - Observation 2
nd
R, Page 144-145.
d. Meeting Four
In the last meeting of observation, there is only game technique use identified. Actually, this meeting was one of the last meetings before
students face the exam. All the material was reviewing, but the teacher still considered that it was best to deeply give students more knowledge about
color. In the beginning of this meeting students were asked to say colors they had already learned in the previous meeting and then they were divided
into some group. These groups would make the experiment of mixing the color. After mixing color was done it was continued by reviewing the lesson
with doing the tasks. This game of the task can be categorized as Identify: Guess, Describe, Create, do: Draw types with the total of four times of
using games. The percentage of the use of game technique here is 57.14 for it was contained those four types of game.
It was identified that from the first meeting up to the last meeting of the observation the classroom activity was dominated by the use of game
technique. Meanwhile, the song use was still applied but in the minimum percentage of use.
Moreover, this result of the observation answered the first research question about what the most frequent technique use by the respondent is
the teaching vocabulary is. That game is frequently used by the second respondent according to what she stated in the interview that game can be
used more because of its variations.
Table 4.6 Frequency of Techniques Use
In addition, by comparing between two techniques in its use, it can be obviously seen from the games percentage use of 63.64 that it was
dominantly used by the respondent during her teaching. It is beating the percentage of song use which is 36.36 with only four times to be used in
the first and second meeting only. Thus it was truly that the second respondent frequently uses games during her English teaching. However,
she did not intend to push aside the use of other techniques such as songs and drilling, as the proof of this, she was using both of song and drilling in
her teaching although it was not dominantly. See Appendix 5 - Observation 2
nd
R, Page: 146-147.
Technique Types
M1 M2 M3 M4 Total
Games Identify: Guess
√ √
√ 3
27.28 Describe:
√ √
2 18.18
Create √
1 9.09
Do: Draw
√
1 9.09
Total [7] = 63.64
Songs Counting Song
√ √ 2
18.18
Learning Song √
√ 2
18.18 Total
[4] = 36.36 Total
3
2 2
4 11
100
c. Classification of 3
rd
Respondent’s Data
1 Questionnaire
At last, the questionnaire was addressed to the third respondent. Similar to the previous questionnaire instruction that respondent is only
required to give one tick or even more to the optional answers. For the first question which asks about respondent’s perspective on language components
that are important for her students to be developed. She later ticked to vocabulary and pronunciation and left grammar and structure unmarked.
Respondent ticked all optional answers provided which the question asks about what language skills are for her students to be improved. In the
question number three which asks the techniques she thought it is frequent for teaching her students she ticked only in Songs and Games ticking square.
These two techniques can be said having a possibility of being used by the respondent. This will be further described in the result of the observation to
check the truth of the use of these techniques. In responding question number four and so on, respondent will be
required to rank optional answers. Here respondent may only give number from one and so on. Respondent then ranked vocabulary aspect as the first
top language component that is followed by pronunciation and grammar as the second and third language components to be taught to her students in
second and third grade. Then in fifth question asks based on four skills of language should be developed which one is the most important for her
students as young learners. She then ranked listening as the first skill that is the most important to be taught and developed then followed by writing as
the second most important, speaking and reading as the third and fourth ones. The last question in the questionnaire is asking what the most frequent
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