Teacher TI 112008139 Full text

23 “Students were very happy when they heard the word “game” although they said “I don’t want this assignment” in the end, but actually most students are prefer to choose game for their vocabulary learning. Game also helps the teacher to do a classroom control.” This technique was strengthened by Uberman 1998 in Nation 2008, who stated that games can lower anxiety that will make students have better acquisition. Games are motivating and entertaining the learners. Games also give a chance for unconfident students to speak up and express their feelings or ideas. It was also strengthened by what the teacher research foundn.d stated that games not only give fun in teaching and learning process, but also gives opportunity to review the term in nonthreatening way. Games can reduce anxiety, give highly motivational, interesting, and comprehensible Richard-Amato, 1995. From my interview with Miss Rosa, the teacher should know the characters of the students first before the teacher create a game. Her opinion it shown below: Extract 2 interview with Miss Rosa, March 2, 2012 “When we give a game for students, we should know the character of the class itself. For example at Laboratorium Elementary School, class 1A is more active than class 1B so the teachers give different game for each class. The kinds of game which are used are “Jumping the Line negative and positive zone for True False questions, Emotion reading the students do the actions based on the situation, if angry said it with angry face, etc.” The result of using game for teaching vocabulary at Laboratorium Elementary School is students are easier to learn new words meaning from playing a game and the period of saving the new vocabulary is longer. - Using Songs Below is the transcript of the interview with the teachers: Extract 1 interview with Miss Debora, February 23, 2012 “I usually teach vocabulary for my students by singing and ask them to memorize new words in rhyming. What I mean is students will follow the rhyme of a song and fill in the blank. Students will easy and interested in learning vocabulary besides that it is to avoid the boringness.” Extract 2 interview with Miss Rosa, March 2, 2012 24 “I t aught vocabulary through song. The song would sing in turns, I divided students into three groups. The first group would sing the song first then group two and three gave points to the first group. It was continuing until group three and the final was the girls and boys in the class would compete each other to sing the song. They were really enjoyed and easy to remember new vocabulary through songs. Both statements were proved by Nation 2008, they are trying to use songs for the listening section for example because if there is a music while listen to a recorder it will make the students interested in learning vocabulary and easy to memorize the vocabulary in their mind. Another statement proved by Kind 1980 in Nation 2008, using melodies with new lyrics will help the learners review the idiomatic expression, vocabulary, and structures while learning English language function. So, teaching vocabulary to the Laboratorium Elementary School students using songs is appropriate and helped them to memorize the new words easily.

5. Communicative Language Teaching

There are two teaching techniques that were included in Communicative Language Teaching which were used by the teachers:

5.1. Authentic Materials

The teachers used this technique to introduce students about vocabulary and the real things. It made students easier to learn and remember the words because they saw the things by themselves. The problem here was the teacher to bring or provide the real objects in the classroom because not all objects can be found. If the teachers invited students to go out study tour, it needs much money. - Experiencing the Real World In my understanding, experiencing the real world means the teacher takes students out of the classroom and goes to a place where they can see or touch the real things related with 25 their subject. By watching or touching the real objects, students will find it easier to know the detail or characteristics of objects. So, the students can differentiate one to other different things. These statements are also proven in the interview with Miss Debora and Rosa. It is shown from the interview below: Extract 1 interview with Miss Debora, February 23, 2012. April 30, 2012 “It depends on the theme, for example if the theme is “Things in the garden” automatically we invite the students to move around in the park and see what we can find there. For example: there are a nts and the students said “I see some ants.” It depends, on the previous semester semester I; the theme was “Transportation”. We rented a public transportation and on the way we travelled around and asked the students what they saw or found. So, the students could see the three dimensions and made them easy to remember the words” Extract 2 interview with Miss Rosa, April 30, 2012 “The students did an experiment about “transportation” and reported the result to the teacher. So, the students knew directly what they learned at that time. It made the students easy to remember the words.” From the teachers’ explanation, I conclude that it was easy for students to remember because they experienced the new vocabulary in a specific place. So it is like having vacation but also learning some important things. According to Gower, et. al., 2005 teachers should prepare real things rather than only give wordy explanations and discussions when they will introduce vocabulary words, games can make the teaching-learning activity interesting. The quote above means that use of the real things can help the teacher to teach the students by representing the real objects and it makes the students easy to learn and remember the new words. That is why the teachers are preferred to reduce the explanation and give more concretereal example. The situation above was also strengthened by my teaching practicum experience. The students were really happy and add their knowledge of vocabulary in the environment. I asked the students to go out from the classroom and told about the real objects in the place where they stayed. The result by using this technique was students were enthusiastic and easy