Research Findings RESEARCH FINDINGS AND DISCUSSION

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CHAPTER IV RESEARCH FINDINGS AND DISCUSSION

This chapter presents the results and the discussion of the findings of the qualitative study. There are two major points that will be discussed. The first is the research findings. The second one is the results of classification of using methods and media, and the underlying reasons of using the methods and media during the teaching-learning process.

A. Research Findings

“Speak First” Pre-school consisted of one teacher and two assistants in every meeting. One class consisted of nine students at the most; so, one teacher handled three students. “Speak First” Pre-school had twelve themes in one year and they were changed in every month. There were also different topics in one month which was based on the theme. When the writer conducted the research, “Celebration” was the theme and there were nine topics in that month. In every meeting, the teacher used various methods and media to keep the activities interesting. Each meeting took two hours and each activity took thirty minutes. The topics for a month were as stated in Table 4.1. Table 4.1. Teaching Topic Meeting Topic DayDate 1 Independence Day August 16 th , 2010 2 Mother ’s Day August 18 th , 2010 3 Swimming August 20 th , 2010 4 Patriot August 23 rd , 2010 5 Earth Day August 25 th , 2010 PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 46 Meeting Topic DayDate 6 Valentine’s Day August 27 th , 2010 7 Greeting Cards September 1 st , 2010 8 Mini trip to the post office September 3 rd , 2010 The teaching-learning processes were carried out three times a week; those were on Monday, Wednesday, and Friday at 07.30 a.m. – 09.30 a.m. The schedules of each meeting were as stated in Table 4.2. Table 4.2. Classroom’s Daily Activities Time Activities 07.30 – 08.00 Arrival: the students come and then played in the playing ground 08.00 – 08.30 Circle time: the students wash their hands, do exercises, greet the teacher and friends, and study the new topic 08.30 – 09.00 Snack time: the students eat their snack and then brush their teeth 09.00 – 09.30 Outdoor play: the students play in the playing area. 09.30 Going home: the students put on their shoes by themselves and go home. There were nine students, one teacher, and two assistants in one class. Since the comparison between the teacher and the students were 1:3, so one teacher handled three students at the most. Small classes gave advantages for the students. The students were guided and monitored intensively in every meeting. The writer conducted observation for eight meetings. The results of observations were in the Table 4.3. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 47 Table 4.3. Teaching Activities No. Aspect to Consider Observation Percentage 1 2 3 4 5 6 7 8 1. The teacher introduces the new topic of vocabulary. + + – + + + + + 87,5 2. The teacher explains to the students what kind of activity will be conducted. + + – + + + + + 87,5 3. The teacher speaks in English at the most. – + – – – – – + 25 4. The teacher speaks in Indonesian. + – + + + + + – 75 5. The teacher corrects students’ mistake in pronouncing words. + + + + + + + + 100 6. The teacher asks the students to guess the words. + + – + + + + + 87,5 7. The teacher practices new vocabularies based on the technique used. + + – + + + + + 87,5 8. The teacher helps the students when they have difficulties. + + – + + + + + 87,5 9. The teacher directs the students carefully. + + – + + + + + 87,5 10. The teacher motivates the students if they lack of spirit in learning. + + – + + + + + 87,5 11. The teacher creates interesting teaching during teaching-learning process. + + – + + + + + 87,5 12. The teacher always r eviews today’s lesson. + + – + + + + + 87,5 13. The teacher teaches the students patiently. + + – + + + + + 87,5 14. The teacher points each student to answer the question. + + – + + + + + 87,5 48 Note: + : the criteria were shown in the teaching and learning – : the criteria were not shown in the teaching and learning + – : the criteria were not shown completely From Table 4.3, it could be seen that the students showed their participation in every meeting. The students were all actively involved in all the teaching-learning activities. All of the meetings had interesting activities based on the methods used, so the students enjoyed the learning. When they lacked of motivation, the teacher encouraged them more to join the class. From the table, it could be seen that the criteria shown were different per day. It showed how the teacher used various methods during teaching-learning process. The fourteenth criteria showed different results in every meeting. The first and the second criteria showed that the teacher gave short apperception to the topic and activities the students would be learnt that day. Since the core subject of the study was 3-4 years old students, the teacher spoke in Bahasa Indonesia as many as 75, whereas spoke in English in two meetings at most. It was shown in the third and the fourth criteria. In the fifth criteria, the teacher usually corrected the students’ mistakes in their pronunciation. The teacher usually asked the whole class to repeat the words together. In the sixth until fourteenth criteria showed that the teacher actively taught and guided the students in all class activities in every meeting. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 49 Another aspect of the teaching-learning process conducted in the class was the media. The media used by the teacher also varied. The teacher used media based on the method used in every meeting. The teacher could use the same methods with the different media, different methods with the same media, or different methods with different media in a meeting. The teacher tried to vary the methods and the media as well so that the students were interested to join the activity. Table 4.4 in the next page would show the results of observation of media that were used by the teacher in class. It was hoped that the media could make the teaching activities clearer to the students. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 50 Table 4.4. Teaching Media No. Aspect to Consider Observation Percentage 1 2 3 4 5 6 7 8 1. The teacher writes on the blackwhite board. + + – + – + – – 50 2. The teacher uses pictures and movement to explain the vocabularies. + + – – – – + – 37,5 3. The teacher uses flashcards. – – – – – – – – 4. The teacher uses cassette and speaker to listen songs. + + – + + + + + 87,5 5. The teacher uses books of stories. – – – – – – + – 12,5 6. The teacher uses scrambled pictures. – – – – – – – – 7. The teacher conducts a game + + – + – – – – 37,5 8. The teacher uses a film. – – – – – – – – 9. The teacher uses photos. + + – + – – – – 37,5 10. The teacher uses puppets. – – – – – – – – 11. The teacher uses dolls. – – – – – – – – 12. The teacher uses cartoons and posters. – – – – – – – – 13. The teacher uses drawing pictures. – – – – + – – – 12,5 51 Note: + : the criteria were shown in the teaching and learning – : the criteria were not shown in the teaching and learning + – : the criteria were not shown completely Table 4.4 showed that the teacher used various media to support her teaching-learning process. The teacher used whiteblack board in writing the words, pictures and movements, flashcards, cassette and speaker, story books, scrambled pictures, games, photos, and drawing pictures in several meetings. Table 4.3 and Table 4.4 were related to each other. The methods applied in the class were accompanied by the media to get more stude nts’ attention. The explanation of both tables was as follows. From the first meeting , the teacher asked about students’ feeling today and introduced the topic by asking about Indonesia Independence Day. The students paid attention to the teacher’s explanation and answered the questions. Their answers were various, but no answer was correct. Then, the teacher explained the meaning of Indonesia Independece Day to the students by using bilingual languages. The students repeated what the teacher said in English. The teacher also explained what they would do during the day. The teacher gave example of making chains from crepe paper. The teacher guided them step by step and the teacher started it from how to fold the paper, how to glue it, and how to stick the paper together. The students were divided into three groups, so one teacher guided three students. While doing this activity, the teacher guided them in folding the PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 52 paper, gluing the paper, and sticking the paper altogether. The teacher spoke in English and demonstrated what she said to make the students clear about the direction. The teacher also spoke in Bahasa Indonesia in order to make it clearer. The students did the activity well. In the second meeting, the teacher started the lesson by asking questions about their mother. The students responded to teacher’s questions by answering altogether. The next activity was the teacher brought the students’ some pictures of their mother. The teacher asked the students to describe their mother one by one. They practiced pronouncing new words about describing their mother when they stood in front the class telling their mother; the students took a turn in telling their story. The students were young learners that they were quite difficult to memorize all the things they find in their environment. They could only remember interesting things. In this case, the students memorized the most interesting activities that were done together with their mother. Some students tried to tell completely about their mother and the activities they did together. The teacher guided them patiently. If there was a mistake, the teacher made it right. The teacher would not let the students lacked of confidence, so she always helped the students who had difficulties. When one student told about his or her mother, the other students listened to their friend. During the class, mostly the students answered in Bahasa Indonesia. They expressed what they felt about their mother. The teacher helped them to speak in English word by word and the students repeated what the teacher said. The students used photographs when describing PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 53 their mother and the others could see their friend s’ parents’ face. All of them kissed their mothers ’ photographs to show that they really loved their mothers. In the third observation, the students went to a swimming pool. They wore a swimsuit and swam around the pool. Swimming was done once a month. Swimming was included in Creative curriculum as an activity which was to be done because it would develop students’ physical characteristic. “The physical development of the body requires children to do any physical activities at one moment that make them easily exhausted” Cole, 1956: 127. Physical characteristics were essential for the students because they would grow their bones and muscles as well as their nerve system develop. In the fourth meeting, the teacher started to explain the activity by asking apperception of what a patriot was , who students’ patriots were, who Pangeran Diponegoro was, who Pattimura was, who Imam Bonjol was, and who Pangeran Antasari was. The teacher used money in which the pictures of patriots were there. The teacher showed the pictures of Rp 1.000, 00; Rp 2.000, 00; and Rp 5.000, 00. S tudents’ answers were various. The teacher corrected the students’ mistake, which was mispronunciation. The teacher explained both in Bahasa Indonesia and in English language. The students repeated what the teacher said. Afterwards, the teacher sticked the picture of Pangeran Diponegoro on the wall. The students were asked to colour the picture of Pangeran Diponegoro. The students tried to colour it neatly. Later in the following meeting, the teacher introduced the topic that day. She asked about global warming, whether the students knew it or not. Students ’ PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 54 answers were various. They had not understood yet the meaning of global warming. They only knew that the weather was hot and unpredictable. The teacher then explained about what global warming was along with the examples. After giving a brief description, the teacher asked the students to stick dry leaves on the paper. There was an incomplete picture on a piece of paper; there was only a man and a house in the picture. The teacher explained that the yards should be fully filled of leaves, so the teacher gave an example how to stick the dry leaves on the paper. There were big and small dry leaves that sticked on the paper. The students did the activity well. In the sixth meeting, the teacher explained about V alentine’s Day. She gave a brief explanation that valentine was the expression of love to their parents, brothers and sisters, friends, teachers, and relatives. The teacher gave a conclusion that chocolate could be a symbol of love. They were enthusiastic in making chocolate and then they gave it to the people they love. Before they started making the chocolates, the students sang a song entitled Valentine together. After a moment, they practiced to cook in the dining room. The students tried to pour the chocolate in turns and the teacher helped them one by one. While the students were pouring the chocolate, the teacher asked about the colour and the taste of chocolate. Then, the students were asked to decorate their own chocolate with messes and candies. In the seventh meeting, the teacher started the lesson by asking the student’s religions. The students had different religion background, so the teacher asked them one by one and made them sure what cards they would make. All of PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 55 the students told about what card they were going to make. Some of them made Idul Fitri cards and the rest students made Christmas cards. The teacher had prepared decoration pictures to be sticked on the card. The children took part actively to decorate the card. In the last meeting, the teacher and the students went to the post office together. Since the students had never gone to the post office and sent the cards, they were really happy because they could send the card by themselves. After arrived in the post office, the students made a line to buy the stamp. Then, they sticked the stamps on the right corner of the envelope. The teacher guided them one by one. Then, the students made a line again to send the card. They asked politely to the post office clerk to send the card. The clerk smiled when the students asked her one by one. During the observation in every meeting, it could be stated the classification of the methods used and media applied by the teacher as stated in Table 4.5. Table 4.5. Classification of Methods and Media Methods Media Meetings Total Physical Response TPR Objects: cassette, tape 1,2,4,5,6,7,8 MI –verblinguistic intelligence Pictures structured-oriented: photo of students’ mother 2 Desuggestopedia Objects: crepe paper, glue, crayon, and drawing book, nominal money of Rp 1.000,00; Rp 2.000,00, Rp 5.000,00; dry leaves, chocolates, messes, candies, story books, and stamps Pictures context-oriented: small decorated pictures, greeting cards Pictures structured- oriented: students’ 1,2,4,5,6,7 PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 56 Methods Media Meetings mother photos, pictures of Pangeran Diponegoro, Pangeran Antasari, Imam Bonjol, and Pattimura Desuggestopedia, MI – verbal linguistic intelligence, musical intelligence, and bodily kinesthetic intelligence Objects: puzzles, kinds of toys, musical instrument, sponge blocks Pictures structured-oriented: scrambled pictures 1,2,4,5,6,7 TPR, MI-bodily kinesthetic Events real places: swimming pool, post office 3,8

B. Discussion