Analysis ANALYSIS AND FINDING

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CHAPTER IV ANALYSIS AND FINDING

4.1. Analysis

In this chapter, the writer analyzed the data to make some conclusions and suggestions. The data are dialogues of teaching – learning activities. The writer gave a brief explanation about what has happened during the class, plus to transcribe the teaching – learning activities. The video recorded wass the real condition of teaching-learning activities, without any addition, deduction, schemes and still mixed with Bahasa. The observation took place from November, 11 to 14 2013. At first, the writer wanted to take or shoot the activities all the time. But, the writer skipped it on Wednesday. Also, there were events that were not captured by the writer in order to keep the class‟ situation in a good order. The writer displayed the full transcribed version first. The text is pure from the video and the writer took some notes when the teaching – learning activity took place. These were the raw data. The writer made the sentence in bold mode at some dialogues which show the progress of the children learning acquisition. These bold sentences determined the goal in each method. The findings of this research determined the suggestion in the next chapter. Universitas Sumatera Utara 41 The first day, Monday 11 of November 2013 the writer just took the daily activity of children. Fortunately, the writer captured a moment when they used English. Monday 11 of November 2013 The children sang a song about the colors in Indonesia and English. The colors inside the song were; Red Yellow Black Blue Green Pink. The transcript of the song is as follows: Students : “… dalam bahasa Inggris, red merah, yellow kuning, black hitam, blue biru, green hijau, pink merah jambu.” this was the song that the students sang Teacher : “Siap” Students : “Siap” while jumping Teacher : “Siap” Students : “Siap” while jumping The teacher then asked about numbers while showing her fingers, like making the sum of numbers, one finger pointed for one, two for two and so on. Teacher : “bahasa Inggris satu?” while showing her finger for „one‟ mark Students : “one” Then the teacher just showed her fingers and the students already knew what to do, they summed to ten. Universitas Sumatera Utara 42 Students : “two” Students : “three” Students : “four” Students : “five” Students : “six” Students : “seven” Students : “eight” Students : “nine” Students : “ten” Teacher : “satu, dua, tiga” Students : “satu, dua, tiga. One, two, three [some of the students and with a very low sound]” the teacher wanted the students to reply it in English language Teacher : “Satu, dua, tiga” Students : “satu, dua, tiga.” Teacher : “one, two, three.” Students : “one, two, three.” Universitas Sumatera Utara 43 Teacher : “kalo ibuk bilang satu, dua, tiga anak ibuk bilang bahasa Inggrisnya. Satu, dua, tiga” Students : “one, two, three.” Teacher : “heh, empat, lima, enam.” Students : “four, five, six.” Teacher : “tujuh, delapan.” Students : “seven, eight.” Teacher : “Sembilan, sepuluh.” Students : “nine, ten yes.” From the observation script above it can be concluded that the children were familiar with English. However, after the practice, they learned English words. They knew colors and could count from one to ten. After the practice the writers met with the teachers. The writer then showed the teachers some videos of teaching – learning activities with TPR and Audio-lingual methods. The teachers then agreed to adopt the methods. Tuesday 12 of November 2013 The first method being used was Audio-lingual. The activity was to say thanks and response. In sort, saying; „thank you‟ and gave the response; „you are welcome‟. The teacher adapted behavioral technique, by repeating the words loudly. Before starting the lesson, the teacher gave a brief explanation of what they were Universitas Sumatera Utara 44 going to do. She said that they would learn two new English words. She explained it in Bahasa. Teacher : “tambah 2 lagi” Students : “Ada yang baru bu?” Teacher : “iya tambah 2 lagi, kalo kemaren belom hapal tambah lagi gak pande- pande, lipet tangannya semua. „Thank you‟.” the teacher wanted the students to say „thank you‟ too Students : “thank you” in a very low voice Teacher : “mana suaranya?” Students : “thank you” much louder now Teacher : “sekali lagi” Students : “thank you” Teacher : “sekali lagi” Students : “thank you” Teacher : “apa artinya? Ada yang tau? Students : “ada Terima kasih” a girl answered it Teacher : “o… paten … ada yang tau rupanya. Terima kasih. Sekali lagi „thank you‟.” Universitas Sumatera Utara 45 Students : “thank you” Teacher : “thank you” Students : “thank you” Teacher : “apa artinya?” Students : “terima kasih” Teacher : “terima kasih apa artinya? Bahasa Inggrisnya?” Students : “thank you” they answered but not in cohesiveness Teacher : “gak denger. Rasya” the teacher wanted the students to be louder and she also scolded one of her student Students : “thank you” each of them answered it loudly Teacher : “thank…” Students : “you” Teacher : “artinya?” Students : “terima kasih” After giving the first phrase „thank you‟, the teacher moved on to the second one; „you are welcome‟. The teacher gave explanation about the phrase. She emphasized this for the students that this phrase is the answer to the previous phrase. She illustrated a condition where someone gives them a candy or something else. Universitas Sumatera Utara 46 In that situation they must say thanks and to response it. In short, to response your friend gratitude thank you, you can answer it with „you are welcome‟. Students : “you are welcome” Teacher : “apa artinya?” Students : “terima kasih” Teacher : “terima kasih kembali sama-sama” In the second phrase, the students still mixed it with the first phrase, but in the fifth and the sixth attempts they had already got the meaning of each word. The lesson from another class was using TPR method. The teacher said the words phrase while doing the action of what she said too. The words which would be taught we re „sit down‟ and „stand up‟. The role was to introduce the words to the children with an actual response of their body. Teacher : “sit down” while sitting down on a chair Student : “sit down, duduk” Teacher : “sit down” Student : “duduk” Teacher : “stand up” the teacher got up Student : “berdiri” they got up too Teacher : “sit down” Universitas Sumatera Utara 47 Student : “duduk” Teacher : “stand up” Student : “berdiri” Teacher : “sit down” Student : “duduk” Teacher : “stand up” Student : “berdiri” In doing the activities, some misunderstanding occurred. The students were supposed to spell the English words not in Bahasa. From the data above it can be said that the children had already known the meaning of the words. But they missed the aim to utter the words in English. Thursday 14 of November 2013 The writer did not come to the class on Wednesday. But the teachers there still taught the words to the students. This day was the evaluation day. The writer adapted other research on children second language acquisition and learning, proposed by Schmidt 1997 and Wagner – Gough and Hatch 1975 to determine the development of the children. They did a test in a simple conversation using the words which had been taught to them. Here is the class with the audio-lingual method. Teacher : “saya buk, saya pak, apa terima kasih?” Students : “thank you” Universitas Sumatera Utara 48 Teacher : “jawabannya apa? Yang tadi baru di bilang” Students : “terima kasih” Teacher : “iya terima kasih juga, kembali, apa jawabnya? Dah lupa?” Students : “you are welcome” only one student Teacher : “you are welcome, katanya si Danar.Pande si Danar.” Students : “you are welcome” the other said it Teacher : “laki-laki disini gak pande, si Danar pande dia. Apa jawabnya? Students : “you are welcome” Teacher : “apa jawabnya?” Students : “you are welcome” Interrupted Teacher : “apa terima kasih?” Students : “you are welcome” false Teacher : “gak denger, apa terima kasih?” Students : “you are welcome” false Teacher : “terima kasih, thank …” Students : “you” Teacher : “apa terima kasih?” Universitas Sumatera Utara 49 Students : “thank you” Teacher : “terima kasih kembali” Students : “terima kasih kembali” Teacher : “apa jadi jawabnya? Apa jawabannya?” Students : one student mumbling something Teacher : “kuat Bila, apa Bila?” the teacher wanted the student to say it loudly Nabila : “you are welcome” Teacher : “apa jawabnya Daffa?” Daffa : “Belcome” Teacher : “apa belcome-belcome. Apa jawabannya?” Students : “you are welcome” two students answered, one by one The teacher then asked the students who seems not saying it Teacher : “coba Janar, apa Janar?” Janar : “… welcome” Teacher : “gak denger, coba apa?” Students : “you are welcome” two students answered with a very loud voice Universitas Sumatera Utara 50 Teacher : “Rizki ajalah, apa Rizki? Apa tadi? Rizki : “you are welcome” Interrupted Teacher : “apa si Saskia? Saskia : “you are welcome” Teacher : “apa si Kirana?” Kirana : “you are welcome” Teacher : “apa si Tiara?” Tiara : “you are welcome” Teacher : “hah, gak denger. Apa Tiara? Tiara : “you are welcome” the other student also said it Teacher : “hush, yang laen diem ibu nyuruh Tiara. Apa Tiara? Tiara : “you are welcome” Teacher : “Gilang? Apa Gilang? Gilang : “you are welcome” Teacher : “Bunga? Apa Bunga? Bunga : “you are welcome” Teacher : “Farish Apa Farish?” Universitas Sumatera Utara 51 Farish : the student did not answered Teacher : “kan gak mau geleng-geleng” The teacher gave some advice because some students answered it in a very soft voice Teacher : “Jaffa. Apa Jaffa? Jaffa : “you are welcome” Teacher : “sama – sama Satu, dua, tiga apa?” Students : “you are welcome” Teacher : “sekali lagi” Students : “you are welcome” Teacher : “terima kasih” Students : “terima kasih thank you” some students said „terima kasih‟ the other „thank you‟ but more were correct Teacher : “terima kasih” Students : “thank you” Overall the students had understood and could use the words in social life. The avtivities in the TPR class were as follows; Teacher : “ibu duduk bahasa Inggrisnya apa semalam? Bilang duduk, apa semalem ibu bilang duduk? Sit…” Universitas Sumatera Utara 52 Students : “sit” Teacher : “sit down” Students : “sit down” Teacher : “apa?” Students : “sit down” Teacher : “stan…” the teacher stand up while spell the word Students : “stan” Teacher : “stand up” Students : “stand up” Teacher : “apa sekali lagi, duduk apa?” the teacher do the „sit down‟ Students : the students do „sit down‟ too but keep silent Teacher : “apa? Sit down” Students : “sit down” Teacher : “apa duduk?” Students : “sit down” Teacher : “duduk apa? Students : “sit down” Universitas Sumatera Utara 53 Teacher : “berdiri, apa ya berdiri. Stand…” The teacher does the „stand up‟ Students : “stand” do the „stand up‟ too Teacher : “up” Students : “up” Teacher : “stand up” Students : “stand up” Teacher : “apa berdiri?” Students : “stand up” Teacher : “apa duduk?” the teacher does „sit down‟ Students : keep silent while do the „sit down‟ too Teacher : “duduk apa duduk? Apa duduk? Sit…” Students : “sit” one student say sit down in a very soft voice Teacher : “iya apa Fahri?” Students : “sit down” more students said it Teacher : “iya sit down pinter. Berdiri” does the stand up Students : they stand up but do not say the words Teacher : “stand up” Universitas Sumatera Utara 54 Students : “stand up” Teacher : “stand up” Students : “stand up” Teacher : “ibu ulangi lagi, sit down” while sitting down again Students : “sit down” do the „sit down‟ too Teacher : “apa sit down?” Students : “duduk” Teacher : “sit down apa?” Students : “duduk” Teacher : “stand up” while standing up Students : “stand up” „stand up‟ too Teacher : “apa stand up?” Students : “berdiri” Teacher : “duduk the student „sit down‟ apa duduk? Students : “sit down” a few students answered it Teacher : “iya sit down. Berdiri” Students : “stand up” do the stand up Teacher : “pinter, yang kuat. Duduk” Universitas Sumatera Utara 55 Students : “sit down” Teacher : “pinter, berdiri” Students : “stand up” Teacher : “pinter, sekali lagi” the teacher just do the „sit down‟ action Students : “sit down” Then, the teacher just did the „stand up‟ and „sit down‟ action without saying the word. The student said it. They repeated it twice. The students did not understand the purpose activity of study. They kept quiet for a long time and failed to meet the teacher expectation.

4.2. Findings