TEACHERS TECHNIQUES IN TEACHING VOCABULARY FOR THE FIRST GRADERS OF LABORATORIUM ELEMENTARY SCHOOL SALATIGA THESIS. Submitted in Partial Fulfillment

TEACHERS’ TECHNIQUES IN TEACHING VOCABULARY FOR THE FIRST GRADERS OF LABORATORIUM ELEMENTARY SCHOOL SALATIGA

THESIS Submitted in Partial Fulfillment of the Requirements for the Degree of Sarjana Pendidikan

Yunita Natalia Dwi Wibowowati 112008139

ENGLISH DEPARTMENT FACULTY OF LANGUAGE AND LITERATURE SATYA WACANA CHRISTIAN UNIVERSITY SALATIGA 2012

TEACHERS’ TECHNIQUES IN TEACHING VOCABULARY FOR THE FIRST GRADERS OF LABORATORIUM ELEMENTARY SCHOOL SALATIGA

THESIS Submitted in Partial Fulfillment of the Requirements for the Degree of Sarjana Pendidikan

Yunita Natalia Dwi Wibowowati 112008139

ENGLISH DEPARTMENT FACULTY OF LANGUAGE AND LITERATURE SATYA WACANA CHRISTIAN UNIVERSITY SALATIGA 2012

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COPYRIGHT STATEMENT This thesis contains no such material as has been submitted for examination in any course or accepted for the fulfillment of any degree or diploma in any university. To the best of my knowledge and my belief, this contains no material previously published or written by any other person except where due reference is made in the text. Copyright@2012. Yunita Natalia Dwi Wibowowati and Listyani,M.Hum. All rights reserved. No part of this thesis may be reproduced by any means without the permission of at least one of the copyright owners or the English Department, Faculty of Language and Literature, Satya Wacana University, Salatiga. Yunita Natalia Dwi Wibowowati:

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PUBLICATION AGREEMENT DECLARATION

As a member of the (SWCU) Satya Wacana Christian University academic community, I verify that: Name:

Yunita Natalia Dwi Wibowowati

Student ID Number:

112008139

Study Program:

English

Faculty:

Language and literature

Kind of Work:

Undergraduate Thesis

In developing my knowledge, I agree to provide SWCU with a non-exclusive royalty free right for my intellectual property and the contents there in entitled: TEACHERS’ TECHNIQUES IN TEACHING VOCABULARY FOR THE FIRST GRADERS OF LABORATORIUM ELEMENTARY SCHOOL SALATIGA along with any pertinent equipment. With this non-exclusive royalty free right, SWCU maintains the right to copy, reproduce, print, publish, post, display, incorporate, store in or scan into a retrieval system or database, transmit, broadcast, barter or sell my intellectual property, in whole or in part without my express written permission, as long as my name is still included as the writer.

This declaration is made according to the best of my knowledge.

Made in : Salatiga Date : July 25, 2012. Verified by signee, Yunita Natalia Dwi Wibowowati

Approved by

Thesis Supervisor

Thesis Examiner

Listyani, M.Hum

Anita Kurniawati, M.Hum iv

TEACHERS’ TECHNIQUES IN TEACHING VOCABULARY FOR THE FIRST GRADERS OF LABORATORIUM ELEMENTARY SCHOOL SALATIGA

Yunita Natalia Dwi Wibowowati

Abstract Learning vocabulary is important in communication. Without learning vocabulary and understand the words we cannot express the ideas and communicate freely. Since teaching children is not easy and need special teachers, the teachers must be creative in teaching English vocabulary. In this case, vocabulary becomes the important things to learn for the basic of communication. Based on the reason above, this study was conducted to find out the techniques of Laboratorium Elementary English teachers in teaching English vocabulary. The subjects for this study were two English teachers and their students at Laboratorium Elementary School in Salatiga. Five classroom observations were conducted during teaching vocabulary and to obtain more data, I interviewed the teachers. The result of this study showed that there were nine teaching techniques in teaching vocabulary used by the English teachers. Those techniques were Translating of a Literary Passage, Fill in the blanks, Dictation, Repetition Drills, Question and answer Drills, Role Play (Flashcards, video/movie), Creative Adaptation (Game, Song), Authentic Materials (Experiencing the real world), and Picture Strip Story (Pictures). The purpose of those techniques was to teach vocabulary especially to unify the concepts of materials which are being learned by the students. Another finding revealed that almost all the English teachers at Laboratorium Elementary School assumed that teaching vocabulary using different techniques in a fun way was easier for the students to learn new words. Since the students were still young and had different characteristics, the teachers decided to use many kinds of techniques to make the students understand and try to use the new words to communicate with others. Besides that the teachers also used thematic system to make easy when the teaching and learning happened, so there were still a connection between one subject to others. By applying this thematic system, the teachers hoped that they can deliver the materials easily although with different subjects.The first grade students were really interested and easy to learn the new words through many kinds of techniques which given by the teachers. Keywords: Teaching techniques, Vocabulary teaching, and Teaching young learners.

INTRODUCTION Knowing the importance of mastering English in this globalization era, the Indonesian government decided to start teaching English at elementary school, kindergarten, or even preschool. The purpose is to prepare the students to face up the modern era because English has an important role in many aspects such as technology, economy, and also education. Teaching English to the elementary school students is considered suitable because children 1

still have big energy and curiousity in learning and doing something, in this case is learning a language. Besides that, children are faster in learning a language than adolescent (Harmer, 2001). So, teaching a language especially a new language is easier for children and it is better if parents or teachers start to guide and introduce them in their early age. According to Rachmajanti (2008), teaching English vocabulary at the primary schools was mainly aimed to build the learners’ interest in learning a foreign language. Thus, it is better to teach vocabulary from the early ages. There are many definition of vocabulary. Thornbury (2002, p.14) stated that vocabulary as a collection of all words in a particular language and have a form of an expression that is associated with meaning. According to Oxford School Dictionary (1990), vocabulary is all the words used in particular subject or language. Those are some definition about vocabulary. Next, vocabulary plays an important role in language learning (Searfoss, 1985:186). Learning vocabulary is so important and we can start to introduce the vocabulary to the children because vocabulary is the basic for all the activities in English such as listening, reading, speaking, and writing. Vocabulary knowledge is important component of language skills such as writing, reading, speaking, and listening (Schmitt and McCarthy 1997, p.6). In writing, mastering vocabulary will help the writers expand their ideas based on the topic sentence given by the teacher. In reading, vocabulary makes the readers easy to understand the main point of the reading text. In speaking, vocabulary makes the speakers easy to share and explain their ideas. In listening, vocabulary makes the listeners easy to grasp what other people say. So, vocabulary mastery is the basic and main aspect in foreign language learning. Although there is theoretical evidence and understanding about the importance of vocabulary development, the children should be given some exercises to make their brain work and record everything especially about the vocabulary stated by (Beck, McKeown, & Kucan, 2002; Hart & Risley, 1995; Nagy & Scott, 2000), it is important to know how to 2

transfer this knowledge into effective classroom practices that result in children learning vocabulary. Knowing about the importance of learning vocabulary for students especially young learners it causes the teachers to make some techniques to conduct the vocabulary learning. Pinter (2006) stated that children enjoy in learning vocabulary. They can put the new words in their conversation and they can understand the concept well before they master the grammar. It is good for children because they can understand new vocabulary before they learn about grammar. The teachers can teach the students using senses in the first time or flashcards to make a brainstorming before they create a conversation using new words. When introducing a new word avoid giving a lexical definition as in the dictionary definition because it makes the students confuse to know the right meaning, I think it is important for the teachers to provide students easy description and also explanation of the words and give some example to make the meaning of the words obviously. Further more, teaching English to students of elementary school especially the first grade is not easy to do. The students are easy to change their mood and still move their body or busy with themselves. Knowing the situation and characteristics of the students, the teachers should have appropriate teaching techniques so the students will enjoy and learn the language easily. The teachers also have purpose or expect that the students will master and understand the materials. In teaching vocabulary as it stated in the previous paragraph, it needs some techniques to make the students acquire vocabulary. There are more important techniques for teaching vocabulary in teacher-preparation program (Allen, 1983). The reason is vocabulary becomes the basic in learning foreign language and the teachers should have more time to teach vocabulary by using different techniques to make the students easy to learn new words. Beside that the teacher should consider the learners’ age and characteristics. Some studies say that children are better than adults in learning language. It is not true because children only

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understand in acquiring the language but do not reveal the effort of the task and it is lower than adults. Before discussing further about teaching techniques, it is important to know the differences between techniques and method. The purpose is to clarify what teaching techniques mean. According to Harmer (2003), method are about the types of activity, role of teachers and learners and about which kinds of materials suitable for teaching. So, it means that teaching methods more emphasize on the theory of teaching while teaching technique is the practice in teaching using the teaching methods. Larsen-Freeman (2000) proposed several teaching techniques and principles in teaching English. There are: 1. Techniques in the Grammar-Translation Method Grammar Translation Method is a kind of method that focuses on the literature as the foundation of learning a language. The basic purpose of using this method is to be able to read literature written in the target language. Students also study grammar deductively and they are given the grammar rules and vocabulary of the target language. Target language means made clear by translating the foreign language into the students’ native language. The grammar is taught deductively means the students are given a set of grammar rules and the teachers asked them to memorize the grammar and apply the rules to other examples. There are several techniques closely associated with the Grammar Translation Method such as: 1. Translation of a Literary Passage This teachnique is used when students translate a reading passage from target language to native language. The passage usually designed by the teacher by including the particular grammar rules and vocabulary. 2. Reading Comprehension Question

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Comprehension questions are given as a part of the reading section. It contains answering question, making inferences based on the understanding of the reading passage and relating of personal experience. 3. Antonyms or Synonyms The students try to find the antonym or synonyms in the reading passage from the teacher. The purpose is to allow students to define the words based on their understanding of the reading passage. 4. Fill in the Blanks The students are filling in the blanks in sentences with new words items or particular grammar rules, such as prepositions or verbs with different tenses. 5. Memorization The students are translating a set of vocabulary in the target language into the native language and the teacher asks them to memorize the vocabulary. Grammar rules and patterns are required to be memorized. 6. Using words in sentences Students create sentences to illustrate they know the meaning and use the new vocabulary items. 2. Techniques in The Direct Method In the Direct Method has one basic rule: No translation is allowed. It is different from Grammar-Translation Method. In this method the students are not allowed to speak in their native language but they should use a foreign language to communicate. The teacher explains the new words by using realia or pictures but teacher never translates into students’ native language. The teacher also teaches the grammar first then students try to find out the rules or the grammar. Techniques linked with this method are: 1) Reading Aloud 5

Students read aloud a passage or a dialog in turns then to make students understand the materials; teacher can use realia, picture, examples (to make the meaning of the section clear) or gestures. 2) Questions and Answer Exercise Questions and Answer Exercise is a technique which is used by the teacher to check students’ understanding about the reading passage. In this technique is more concentrate on speaking by asking and answer questions. This activity uses the target language and no native language allowed. So, students can practice the new words and grammatical structures. 3) Dictation The teacher reads a reading passage three times. At the firs time, teacher reads in normal speed and the students just listen. Second, teacher reads phrase by phrase with several pauses and sometimes long pause to give time for students to write down what they have heard. Finally, teacher rereads the whole passage with normal speed and students check their work. 3. Techniques in Audio-Lingual Method The purpose of this method is to enable students to use the target language communicatively. Audio-Lingual Method drills students in the use of grammatical sentence pattern. The teacher gives dialogs that contain new vocabulary and presented through imitation and repetition drills (such as repetition, backward build-up, chain, and question-and-answer). Those are conducted based upon the patterns in the dialog. Techniques associated to this method are: 1) Dialog Memorization 6

Teacher gives a dialog and asks students to memorize the dialog and practice it. Students memorize the dialog through mimicry and take the role of one person in the dialog. So, the students should switch the roles and memorize the other person’s part. The teacher checks the pattern and grammar which are included in the dialog. 2) Repetition Drill Students repeat what the teacher utters as quickly as possible and the teachers are not allowed to do mistakes because the teacher is a model or example for the students. 3) Question and Answer Drills Teacher gives some questions and they have to answer quickly. This gives students practice with the question patterns. 4) Complete the Dialog Students have to complete the dialog by filling in the blanks with the missing words or list of words. 4. Desuggestopedia This method helps students eliminate the feeling that they cannot be successful toward studying. The teachers also hope that students can learn to use a foreign language for everyday communication through teaching and learning process. Teacher is the authority in the classroom and students must trust and respect them in order this method to be successful. Desuggestopedic course is conducted in a classroom which is bright and cheerful. In this method vocabulary and speaking communicatively are emphasized. Grammar is dealt with explicitly but minimally. Native-language translation also used to make the instructions clear. Error also corrected gently.

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Techniques associated to this method are: 1) Classroom set-up The teacher should create a classroom environment which is bright and cheerful. Besides that, teacher also should provide as positive an environment as possible. 2) Role Play The students are asked to perform and create a new situation using the target language. They can create a conversation or tell a story individually. 3) Creative Adaption The teacher gives many kinds of activities designed to help students learn the new material and use it spontaneously. The activities include singing, dancing, dramatization, and games. 5. Communicative Language Teaching The goal is help students to communicate in the target language. The characteristic of CLT is that almost everything is done with a communicative intention. Here, students interact with one another and motivate to study a foreign language since they are learning to do something useful with the language. Techniques associated to this method are: 1) Authentic Materials The purpose is to overcome the typical problem that students cannot transfer what they learn in the classroom to the outside world and to expose students to natural language in a variety of situations. 2) Picture Strip Story Many activities can be done with picture strip story. Such as: scrambled sentences, matching pictures, guessing words, etc. it gives students practice in negotiating the meaning. 8

Beside the technique classification by Larsen-Freeman (2000), there are also other details of teaching techniques in general and other important aspects to achieve the learners’ target. The first technique is using game. It becomes the first technique because most of the teachers use this technique to teach vocabulary and the students especially children are eagerly in learning vocabulary in a funny package. When the students join in a game, they must understand what the teacher and friends saying so they can speak, listen, and write in expressing their feeling or information (Wright, et.al, 2002). Besides that games are powerful tools to teach about vocabulary for children. There are a lot of advantages of using games; Uberman (1998 in Nation 2008) 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 feeling or ideas. As a result, students are often highly interesting, comprehensible, relevant, and motivating. The teacher who understands a game should be able to create a challenging classroom activity to help the students learn something new as they can play, practice, and review English vocabulary in a fun atmosphere. Second, teaching vocabulary using pictures is very useful as long as the picture is big enough so all the students in the classroom can see the pictures (Allen, 1983). Wright (2007) stated that pictures as a visual representation of mind and it affects students in learning language. Students can predict from what they read, see, or hear from their surrounding. Pictures also give motivation for the students to learn the new words. Wright (2007) told five roles of pictures in writing and speaking. First, pictures can bring world into the classroom. Second, pictures can motivate the students in the lesson. Third, pictures can describe the subjects. Fourth, pictures can provide and stimulate information in a conversation and discussion. The last is pictures can respon the prompt substitutions from controlled practice (p.17).

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Third, using Realia to teach students in an easy way rather than explaining the meaning. Gower, et al., (2005) stated that in teaching vocabulary, it is better to use real things rather than only giving explanation to the students and it can create a fun teachinglearning activity. According to Milone (2003) realia include “action, objects, and activities” that related with the word phrases for a concept or idea. Fourth, teaching vocabulary using gesture and mime. Gesture is usually useful to illustrate action such as walking, eating, running, etc. The teachers usually use method to teach vocabulary. Beside that this method also useful to check the student’s understanding about what they have learned before by asking them to act or guess the answer of the questions. This result is successful to check the teachers’ understanding of the objects with the children and young learners (Gower, et al., 2005, p.149). Fifth, using signal word of the day. Here, the teacher gives some words to the students and the teacher pronounces the words. After that the teacher checked their understanding to the words, through this method the use of repetition and the multiple exposures are help the students remember and increase their understanding of vocabulary. Sixth, teaching vocabulary using “Talk-through” technique with Reading Aloud (Sibold, 2011). The teacher and parents give some example of the difficult words in the text; repeated readings are important for students with more limited vocabularies and help them link the pronunciation of new words with their meanings. After that they can reinforcement activities and give comments for the students’ knowledge. Seventh, retelling story. When the students are retelling the story, the text provides new vocabulary and a context help to understand the meaning. Retelling also gives students a chance to productively retrieve the vocabulary. Moreover, the teachers’ techniques are different in teaching vocabulary from one school to another. In this case teachers of Laboratorium Elementary School also have special teachniques in teaching vocabulary especially for the first graders. As there are so many students in the first grade, the teachers should have many techniques in teaching vocabulary 10

and the purpose is to make the students understand and also acquiring the materials. All the techniques are needed in teaching vocabulary in order to help the students in their vocabulary learning process and a variety of perspectives is required for teachers to consider. Therefore, based on the explanation above, this study is aimed to know the teachers’ techniques when teaching vocabulary for the first graders. So this study will be focused on the teachers’ techniques when teaching about vocabulary. Every child has different memory; it means the teacher also has many kinds of techniques to make them understand about the materials. In this case teaching techniques are very important for the students to gain and remember many words. It is hoped that the result of this study would be beneficial for English teachers in elementary school who wish to improve their teaching quality by developing several teaching techniques. It may help other teachers to provide, develop new ideas in teaching techniques used in elementary schools. So, my research question for this paper is: What are the teaching techniques used by the English teachers in teaching vocabulary to the first graders of Laboratorium Elementary School students. THE STUDY Since vocabulary was the basic and also the important thing to teach English for children so I wanted to do a research more about it. In this study, I chose Laboratorium Elementary School, located in Salatiga, Central Java. I chose Laboratorium Elementary School because there were many students and also gave more time for students to learn English in a week; the vocabulary teaching in this school still incorporated with English subject. Actually, the teachers introduced ten to twenty vocabulary items related to the topic in the beginning of the lesson with the purpose that the students can develop their understanding of vocabulary. I decided to do a research in the first grade of elementary school because I thought in this level the students were learning more vocabulary in their English subject and it became the basic for their study because in this school used thematic

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system for other subjects. It was such the basic or common words to make the students acquired many vocabulary for communication. So, the teachers were not only using the textbooks but also developed the materials based on their idea to create effective and fun teaching and learning activities. The age of the students ranged 6 to 7 years old. This research, I observed and interviewed two English teachers of Laboratorium Elementary School who teach English in the first grade and it was about forty nine students. These teachers graduated from the English Department faculty. Name

Graduate

Experience

Ms. Debora

ED UKSW (2001)

Ms. Rosa

ED UKSW (2006)

-Teach English in Bina Tama Course - Teach English in Laboratorium Elementary School -Teach English in Laboratorium Elementary School

This study used a descriptive research to describe the teaching techniques used by English teachers to teach vocabulary for the first graders of Laboratorium Elementary School students. This study is focused on the techniques that the teachers used in teaching vocabulary for the first graders of elementary school. So, the purpose was to know what techniques of teaching and also the result of those techniques through the students’ understanding the materials. In attempting to answer the research question, the methodology used two instruments those were interview and classroom observation. The purpose of the interview was to know what techniques used by the teachers in teaching vocabulary for the first grade of Laboratorium Elementary School Salatiga. The interview was conducted in informal situation 12

where the interviewer and the interviewee could sit side by sides to make natural conversations in order to encourage teachers to share their opinion, experiences, and free responses (Sliger & Shohamy, 1989). The interview was conducted in Indonesian to avoid miscommunication and to make the teachers easy to give more information by using the techniques, regarding the way they teach the students by giving the reason behind their teaching (Nunan, 1992). The interview was about 15 minutes for each participant. The interview used open-ended questions and it focused on a particular topic of teachers’ techniques in teaching vocabulary for the first graders. Patton (1990, in Mckay, 2006) suggested that interviewers should be better to use open-ended questions in order to give participants comfortable situation to give and elaborate their responses. I also observed the first graders students together with their English teacher in teaching-learning activities. The classroom observation focused on the techniques when the teachers taught vocabulary to the students. I used video-camera and notes to record what happened in the classroom. I used classroom observation because I wanted to know what exactly happened in the classroom, especially to know what kinds of techniques that the teacher use in teaching vocabulary. There were five classroom observations in the same grade to get the fix data that related to my topic. After completing the classroom observations, transcripts of the observations were made to see the teaching techniques used by two English teachers. The next step was classifying the data in the transcript classroom observation according to the teaching techniques. The last step was classified the data analyzed and interpreted to answer the research question. There was one big topic of discussion but I decided to classify. The first was the teachers’ techniques in teaching vocabulary for the first graders of elementary school. The second was the additional information and the result of the techniques used by the teachers in teaching vocabulary.

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DISCUSSION

The teachers’ techniques in teaching vocabulary for the first graders of Elementary School This section presents the analysis of the techniques that the English teachers used in teaching vocabulary to the first grader students of Laboratorium Elementary School Salatiga In this report I use pseudonym to keep the secrecy and research ethics. Kind of vocabulary teaching techniques used by the teachers 1. The Grammar-Translation Method There are two teaching techniques that were included in Grammar-Translation method which were used by the teachers: 1.1. Translation of a Literary Passage In this method was clear when students were taught to translate Bahasa Indonesia into English or English to Bahasa Indonesia. The purpose was to make them understand in the target language. In the translation of literary passage, the students had to translate a passage from English to Indonesian. This was purposed to make them understand the passage since English seems difficult subject for them. According to Larson (1984), translation is changing some parts from the source language to target language without changing the meaning of the source language. In the first observation, the teacher taught about daily routines and gave a short story to the students. The teacher read the story and gave a lists of vocabulary, after that she asked the students to repeat after her and pronounce the words. Then, the teacher also asked them about the meaning of the words and if they could not answer the questions, the teachers gave the meaning and translated the words to Indonesian.

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Below is the teaching excerpt that shows the translation teaching techniques used by the English teacher when she taught the students about the activities (daily routines): 1. Teacher : Nah, before we go to school. Sebelum kita berangkat sekolah. We have to fill our….perutnya harus diisi dulu. So, at school. Di sekolah. We can study well. Kita bisa belajar dengan baik. Jadi kita harus sarapan pagi. Sarapan pagi itu Bahasa Inggrisnya apa ya? Have apa ya? Have…. Sarapan, makan pagi. Student : Have breakfast. Teacher : Benar sekali jawabannya Nathan “have breakfast.” Teacher : Study. Study itu apa? Students : Belajar miss. From the analysis above, it was clear that the teacher used this technique when taught the students in which the topic had a lot of new vocabulary items such as activities. 1.2. Fill-in-the-blank Techniques The second technique used by the teacher was filling in the blank. According to McKay (1987), there are many teaching techniques for teaching vocabulary to students of elementary school such as: question and answer exercises, multiple choice exercises, fill-in-the-blank exercise. The teacher used fill in the blank exercises when she taught about “Daily Routines.” First the teacher gave students a short story and there were blanks in it. The teacher explained first and asked students to fill in the blank with the words provided by the teacher. After they finished, the teacher asked the answers to the students and the teacher gave correction if there were some wrong answers. Below is the transcript of the observation. 2. Teacher : For this task. Untuk pekerjaan ini ada kotak kosong di sebelah ada garis, garis yang kosong ini nanti diisi kata yang saya ucapkan disini ada gambar seorang gadis namanya Tina. Listen, “hay my name is Tina. Nama saya Tina. I want to tell you. Saya hendak bercerita about. Tentang. My morning activities. Kegiatan saya di pagi hari. I, I terus disini kosong (bla,bla,bla) at 5 o’clock in the morning. Nah, bagian yang kosong ini diisi berdasarkan cerita dari saya kalau anak-anak belum bisa menulis misalnya “take a bath” tulisannya bagaimana you can search the word here. Bisa di lihat disini. Sudah jelas? Siapa yang mau bertanya? Students : Sudah Miss. 15

Teacher : Coba garis-garisnya tadi diisi kata-kata yang di ucapkan oleh saya, anak-anak harus mendengarkan gitu ya. From the analysis above, the teacher used this technique to check the students’ understanding about the appropriate words meaning in the context and help students to apply those new words in their daily conversation.

2. Techniques in the Direct Method 2.1. Dictation The third technique used by the teacher was dictation. The teacher used dictation technique when she taught the students about “daily routines”. She used some pictures as the media for the teaching material. First, the teacher showed some pictures and gave a list of words. The teacher asked students to patch the pictures based on the words meaning. The last, the teacher discuss the result with the students. Below is the transcript of observation from the teacher: 3. Teacher : This one (yang ini), anak-anak nanti akan mencari (search the words) kata-katanya sudah disediakan di kotak ini terus kata-katanya hanya ada mendatar atau menurun tidak ada yang menyamping. Kalau sudah yang di bawah di centang boleh di coret boleh, gitu ya. Students : Saya Miss, saya Miss. Teacher : Sebentar.Untuk huruf “H, L, dan K” berarti di atas, berarti I nya disini jadi I-have (H-nya keatas) “A”-nya satu, lunch. I H-A-V-E L-U-N-CH. Tulisannya yang bagus, satu baris ini yang teratur untuk huruf “A,U,E” gitu ya. It is clearly shown from the excerpt above that the teacher was dictating the names of activity to the students. She dictated the word one by one and after that asked the students to write by themselves. From the data observation above, this technique was effective to train students’ listening ability and write the letter of alphabet in English. 3. Technique in Audio-Lingual Method There are two teaching techniques that were included in Audio-Lingual method which were used by the teachers: 16

3.1 Repetition Drills The teacher used repetition drills to make students pronounce the words correctly and help them to memorize the words. She used repetition drills in the first and third observation. The first observation, the teacher taught about daily routines such as take a bath, wake up, sleep, etc. First, the teacher explained the materials and then at the end the teacher repeated the materials again. In the third observation, the teacher taught about seasons. First the teacher gave explanation about the kinds of seasons and after that in the end the teacher repeated the lesson again to make the students understood and remembered the words. Below is the transcript of the observation. 4. Teacher : What is it? Students : Sun Teacher : Yes, nah kalau ini bacanya apa? Sun surface. Apa? Students : Sun surface Teacher : Belum semua Students : Sun surface (repeat the teacher) Teacher : Nah, apa itu sun surface? Permukaan matahari. Teacher : Nah… how about this? Students : Rainy. Teacher : Repeat after me “rainy”. Students : Rainy! The teacher used repetition method to review and check students’ pronunciation so that the mistakes could be found and corrected. According to Larsen-Freeman (2000), repetition drill is a teaching technique in which students are asked to repeat the teacher’s model. The purpose was to place the structures and vocabulary in the mind of the learners. Below is the transcript of interview. -

Using Repetition

Extract 1 (interview with Miss Debora, February 23, 2012. April 30, 2012) “The most important aspects when teaching vocabulary is repetition because children need to digest all vocabulary which is taught by the teacher and do not give students too many vocabulary in once teaching.Besides that, repetition is used to refresh students’ memory so they always remember the words.” Extract 2 (interview with Miss Rosa, April 30, 2012)

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“The students will repeat the words and mention all the words, the students will know how to pronounce and write the words in the right spelling.” This statement was also proved by Tinkham (1993 in Nation 2008), like many other researchers, found that learners differed greatly in the time and number of repetitions required for learning. Most learners required five to seven repetitions for learning of a group of six paired associates. A few required over twenty repetitions. It was the rotation of repetition according to Sibold (2011).

Say the words

students repeat the word 3x

Read the word’ from the textbook

Students write the word in a sentence

Explain the word

According to Larsen-Freeman (2000), repetition is a technique to teach the students in a quick and accurately. The students are asked to repeat the words based on the teacher’s model. The purpose is to repeat the words in the minds of the learners. In teaching vocabulary, I think the teacher should manage and choose the appropriate or basic words in one time or meeting by giving a thematic system. It is useful for the students because they can concentrate and acquire all vocabulary in different subjects. These statements were strengthened by the interview with Ms. Debora. Her opinion as follows: Extract 1 (interview with Miss Debora , February 23, 2012)

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“Because in Laboratorium Elementary School uses a thematic system, so vocabulary in English subject will use in Science and also Mathematics. That is why one subject to another still has a connection, so when the teacher changes into different subject vocabulary in English can be repeated again. When learning vocabulary the students needn’t to wait a week for repetition but the vocabulary can be repeated everyday in different subjects.” So, repetition became a part of teaching vocabulary by the teacher at Laboratorium Elementary School to expand the context range of an item and make students easy and always remember the new words. 3.2. Question and Answer Drills This technique contains question and answer between the students and teacher. The teacher gave questions and they had to answer quickly. The teacher used this technique in every teaching. The purpose was to brainstorm students’ ideas and also make students active in class. Here are the transcripts of the answer and question drills: 5. Teacher

: What is get up?

Students

: Bangun Miss.

Teacher

: Sekarang saya Tanya. Deby, sarapan apa? Sarapan pagi apa?

Student

: Have breakfast.

Teacher

: Davin, bangun pagi apa?

Student

: Get up.

Teacher : Nah kalau hujan terus menerus turun lama-kelamaan akan menjadi banjir. Bahasa inggrisnya apa itu? Students

: Flut Miss.

Teacher

: Bukan flut tapi flood.

The teacher drilled the questions to the students and most of the students could remember the meaning of the words. Besides that, the students were active in answering the questions.

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4.Desuggestopedia There are two teaching techniques that were included in Desuggestopedia which were used by the teachers: 4.1. Role Play The teachers used this technique to make students active to communicate with others using the target language. They can make a conversation, or telling a story individually. Role play also covered Flashcards and Video. Those techniques are used to interest students to study about vocabulary in a fun way. Below is the transcript of the interview: -

Using Flashcards Extract 1 (interview with Miss Debora, April 30, 2012) “For flashcards, it used for creating a conversation between one to other students. They are not only imagined but also can practice in the real life in a form of conversation with their friends.” Extract 2 (interview with Miss Rosa, March 2, 2012) “I used flashcards, it is small cards and students will bring all the cards. They can use those cards for creating conversation with their friends. Besides that, they can use all those cards for patching activity (pictures) or guessing game.” We can use flashcards when introducing/teaching new words or revising them. As we

know Gardner (n.d), a psychologist, says there are some types of intelligence. One of them is visual. So ,in this sense, flashcards help teachers to draw the visual learners' attention. -

Using Video/Movie

The teachers believed that using video or DVD will help children to capture many vocabulary and make them easy to remember the meaning from the moving pictures. In my understanding although it is only a video but students really enjoy the moving picture in front of their eyes. Based on my observation at Laboratorium Elementary School, the students were very enthusiastic when they watched the video. 20

6. Teacher : Ini angin Tornado pusarannya sangat cepat dan berputar. Sambil dia bergerak, dia membawa apa saja yang dilalui. Student

: Miss cara menghentikannya gimana?

Teacher : Tidak bisa, karena kekuatan alam. Orang hanya bisa menghindari. Bermula anginnya kecil tapi lama-lama bertambah kuat pusarannya bertambah besar. Student

: Miss, itu yang membuat siapa?

Teacher : Yang membuat Tuhan. Ya nanti saya carikan video untuk ini ya. Nanti ya kalau anak-anak ingin tahu Tornado seperti apa nanti saya carikan videonya gitu ya. The teacher answered the questions from students and to make clear about the material, the teacher tried to search the video for teaching. The purpose was to give more explanation through moving pictures so students will understand and know the real situation from the video. Actually the teachers, Miss Debora and Miss Rosa also stated their opinion as follows: Extract 1 (interview with Miss Debora, February 23, 2012. April 30, 2012) “The students were interested when I taught them using video, after they finished watching the video they might retell what the video talked about. I gave them list of vocabulary based on the video. Video also used for drilling the words to the students.” Extract 2 (interview with Miss Rosa, April 30, 2012) “There are many videos in this school to teach vocabulary. There are some cartoons and students made a conversation by giving an example how they should ask and answer the questions.” Those statements were also proved by Rice et al., (1990), movies or video are the highly effective tool for introducing the new word meaning for young children. Beside Rice’s theory, limited studies (n.d), have also suggested that descriptive video effectiveness to enhance students’ comprehension and build vocabulary for various ages and abilities of the students.

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4.2. Creative Adaptation There were various activities in Creative Adaptation such as; singing, games, and dancing. The purpose was to teach new materials/vocabulary in cheerful and easy way. The teachers also used this technique in the first and fourth observation. In the first observation, the teacher taught about daily activities and made a game related with the topic. The students were very enthusiastic and happy to do that game. Fourth observation, the teacher taught about diseases and made a game for students. They must perform and give the real gesture based on the words/clues given by the teacher. Below is the transcript from the observation: -

Using Game 7. Teacher : Ok, let’s start our lesson today. I will divide the group, Kylie group 1, Nathan group 2, Gilbert group 4……. Good, Deva. Started from the front line, before doing the activity what kind of activity that we usually do? Hands on the table, and the count of one, not yet, and the count of two, ok kylie helped by Nathan, and the count of one five, one, and the count of one six, and the count of one eleven, and the count of one hundred, and the count of one five. Ok the front line group one. Students : Get up. Yeeee…… Teacher : Sssssttt….. kelompok 1 bintangnya di kurangi 2. Selama belajar sebentar ini tadi kelompok mana yang paling tertib? Group one,group two, group three , or group four? “Group two”,then group one, next four juga sama bintangnya, and the last is group three. From the observation above, the teacher created a game to motivate students in

learning new vocabulary and make them active in class. The result was students were really happy and easy to follow the lesson. This is the transcript of the interview with the teachers: Extract 1 (interview with Miss Debora, April 30, 2012) “The students ever had a game about “disease” so they moved their body and gave gesture to other friends to guess what kind of disease. It made the students easy to remember because besides visual, the students also used parts of their body/gestures to remember the words.” Extract 2 (interview with Miss Rosa, March 2, 2012) 22

“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 found(n.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) 23

“I taught 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

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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 ants 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 concrete/real 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

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to grab the information given by the teacher. This technique is really good and fun to teach vocabulary for the beginner especially children. 5.2. Picture Strip Story - Using Picture This is the transcript of the observation: 8. Teacher : The next task, I will give you a small piece of paper. There are five pictures. Ada lima gambar disini. What you have to do is you cut the pictures. Dipotong. Kemudian perhatikan match the words with the pictures. Gambarnya ditempel bedasarkan garis-garis yang ada tulisannya. “Take a bath” oh…berarti saya harus mengambil gambar orang yang sedang mandi. Dipotong terus tempel di kotak. Is it clear? Sudah jelas? Students : Sudah Miss. Teacher : Coba Daniel ini tadi ada gambar, gambarnya diapakan tadi? Students : Dipotong. Teacher : Dipotong ditempel disesuaikan dengan apa Nathan? Student : Kotak Below is the transcript of the interview with the teachers: Extract 1 (interview with Miss Debora, April 30, 2012) “Teaching vocabulary using pictures is a good way to attract students’ attention and visualization. By patching the pictures on the wall, the students will recognize the spelling and remember the words.” Further information was also delivered by Miss Rosa, her opinion was as follows: Extract 2 (interview with Miss Rosa, March 2, 2012) “Teaching vocabulary using pictures also used for creating a conversation. The students were also coloring or drawing the picture by themselves.It will interest the students. The students are eager to involve in the activities.” From my observation, the students were really enthusiastic when cutting and patching the pictures based on the vocabulary given by the teacher. They also patched the pictures with the meaning on the wall so while they sat or played in the class they still remembered the vocabulary through pictures.

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This result was also proved by Wright (2007) pictures as a visual representation of mind and affect students in learning a language. It can motivate the students to learn something new and pay attention in a lesson. So, teaching vocabulary using pictures is a good way to make children understand and easy to follow the vocabulary lesson. They study and have fun with the activities from the teachers. Additional information and the result of techniques used by the teachers Based on my observation and interview I have found nine techniques which are used to teach vocabulary for the first graders at Laboratorium Elementary School. Besides that, I also found some other important and interesting findings from my interview with Miss Debora and Rosa. The findings are as follows: 1. The use of language while teaching English for the first graders. I have done five observations at Laboratorium Elementary School and when the teachers taught English for the first graders, the teachers used mixing language (IndonesianEnglish). It is shown from the transcripts of the interview as follows: Extract 1(interview with Miss Debora, February 23, 2012) “For introduction, in the first time when introduce vocabulary I use mixing language (Indonesian and English). Maybe in the first time, the use of Indonesian is bigger than English. Because there are some students graduated from kindergarten which has special basic of English so they did not have any difficulties. But, there are also some students graduated from different kindergarten, their kindergarten do not use bilingual. So, to make it fair for all students and solve this problem, in the first teaching actually used Indonesian but also mix with English.” Extract 2(interview with Miss Rosa, March 2, 2012) “Both of the languages are used here Indonesian and English because in this school is using bilingual. So, the background is not full of English because every student has different background. And then for the language use, if it is new theme or material so the teachers here are using fifty-fifty. The teachers are using Indonesian and English then translate it, it seems like that. Then, for the next meeting the use of Indonesian will decrease so 80% and 20% with stages. 27

The translation which is used by the Elementary Laboratorium teacher’s was also strengthened by the researchers (Lado, Baldwin, and Lobo, 1967;Mishima, 1967; Laufer and Shmueli, 1997) stated that learning is better if the meaning is written in first language because the meaning can be easily to understand by the learner.

2. The important aspects before making a lesson plan In my understanding about teaching the teacher should make a lesson plan first before teaching the materials. In making a lesson plan the teacher should pay attention to the students’ characteristics and students’ needs. The English teachers of Laboratorium Elementary School have told in the interview about the important aspects of making a lesson plan for the first graders. It is shown below: Extract 1 (interview with Miss Debora, February 23, 2012) “The important aspects in making lesson plan are student’s age and also their background study. Because in Laboratorium Elementary School here is using thematic so make sure there should be a relation with the topic. For example is teaching English out of the topic.” Extract 2 (interview with Miss Rosa, March 2, 2012) “Yes, actually the teacher should consider about student’s age but if they have already in their classroom it is not like that, I mean there is no line or group between one students to other students. Besides the student’s age, the Lab’s elementary teachers also pay attention about student’s ability itself. It means that in a class with different age but they almost have the same characters.”

3.

Students’ motivation

In the first observation, I saw the teacher made a game when taught vocabulary and gave a star when the students could give the right answer. The students were very enthusiastic and gave them a motivation to get a star. I think students’ motivation is really important because the motivation will encourage them to learn more, participate during the lesson, and make the students be active in class. That result was also proved by the interview with Laboratorium Elementary School teachers. It is shown below: Extract 1 (interview with Miss Debora, February 23, 2012) 28

“The teacher gives a small box to every student and they should fill it with the star from the teacher. Every day the students bring their box and they should be struggling to fill the box with star by asking or answering the questions to the teacher. The most important thing here is be active first and then if the students have already active, they will focus to the lesson.” Extract 2 (interview with Miss Rosa, March 2, 2012) “Almost students also get motivation from the lesson but not all students. Almost “yes” but it is not like that because maybe there are one or two students do not want the activities, but student motivation is important in teaching.” 4. The result of teaching vocabulary by using many kinds of techniques. The teachers of Laboratorium Elementary School used many kinds of techniques in teaching vocabulary. Based on my observation the students spoke and told the words fluently and correctly. This result was also strengthened by Miss Debora and Rosa’s opinion. It shown from the interview below: Extract 1 (interview with Miss Debora, February 23, 2012) “Because in this school for the first until third grades still use thematic system, so vocabulary in English will be used in Science, Math, etc. so there is a connection one to another. The result is in teaching English there is no difficulties at all. It means that almost the students are able to acquire and understand in learning English.” Extract 2(interview with Miss Rosa, March 2, 2012) “There is a development. But the development every student is different, for example if they are interested with the theme, they have their big curiosity. They want the teacher to explain more although the material is too high for their level. But, if they do not like the theme, they are preferred to illustrate it rather than to do something else with the words.” So, the main point is thematic system at Laboratorium Elementary School was good and worked well. The teachers should be creative to combine the different vocabulary but have the same meaning in every subject to make students easy and interested to join the lesson. Besides creating different technique to teach vocabulary for the first graders, the teachers also consider in making a lesson plan before teaching, language use, students’ motivation, and also the result from the teaching techniques combine to other aspects in

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teaching and learning vocabulary. So, it makes the teachers easy in teaching students and students also enjoy the lesson enthusiastically.

CONCLUSION From my observation and interview with the teachers at Laboratorium Elementary School Salatiga, I can draw conclusion that vocabulary was important and need to be taught in elementary school so, in teaching vocabulary especially for the first graders of elementary school students; teachers needed to choose appropriate techniques. In this school, there were nine techniques used by the teachers to teach vocabulary. Those were Translating of a Literary Passage, Fill in the blanks, Dictation, Repetition Drills, Question and answer Drills, Role Play (Flashcards, video/movie), Creative Adaptation (Game, Song), Authentic Materials (Experiencing the real world), and Picture Strip Story ( Pictures). All those techniques have been used in Laboratorium Elementary School and every technique has important functions in teaching vocabulary. Basically all the techniques had same purpose to make easy for students to remember and understand the new words. The techniques used depend on the topics they teach. For example, fill in the blank technique. The teachers used this technique when they teach the students about “daily activities”. The teachers gave a short text with blanks and wrote a list of words. Then, they explained the rules first and asked the students to fill in blank by choosing the appropriate words with the meaning given by the teachers. By providing the words with the meaning, it made the teaching learning process go smoothly. Although the techniques in this school were common, but there was one teaching technique that rarely used by other schools, it called experiencing the real world. Based on the result from the interview, the teachers said that it was advantageous for the students. It was easy for the students to remember and practice it in the real life. The first grader students in this school were preferred to learn vocabulary in a fun way rather than usual teaching 30

without any AVA and fun activities. The teachers chose those nine techniques because all the techniques had many advantages such as made the teachers easy in teaching vocabulary, reduce students’ boredom, made students happy, easy to remember and understand the new words, the students could practice in the real life, and made a new cheerful situation.Then, the main points were the students especially young learners needed to learn vocabulary to make them easy to learn English, the students in this school were interested to join the English vocabulary lesson in a fun way, and the students were very active and easy to catch the meaning of the new words from the teacher through those all techniques. Further information was about the activeness and result of teaching and learning vocabulary from the nine teaching techniques at Laboratorium Elementary School Salatiga. All those nine teaching techniques caused students to get involved and be active during the lesson. The result of this study had some pedagogical implication. Since the the result of the study shown that the students understand in learning vocabulary through many kinds of active activity, the English teachers should be creative and innovative in teaching vocabulary to the students. This study is limited to find out the answer of the research question, what are the teaching techniques used by the English teachers in teaching vocabulary to the first graders of Laboratorium Elementary School students. The result of the study by using the nine teaching techniques for the first graders of Elementary School were the students understood the new words and remembered the words for long time because the words were saved in their long-term memory through games, songs, repetition, dictation, translation etc. So, English teachers at Laboratorium Elementary School were also considered the students’ characteristics and advantages of the technique before teach vocabulary to the first graders. Teaching using Translating of a Literary Passage, Fill in the blanks, Dictation, Repetition Drills, Question and answer Drills, Role Play (Flashcards, video/movie), Creative Adaptation (Game, Song), Authentic Materials (Experiencing the real

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world), and Picture Strip Story ( Pictures) were the techniques in teaching vocabulary which had many important advantageous for the teacher and students at Laboratorium Elementary School. For further research related to the study, it is necessary to consider some points. First, it is better to have more participants to be observed. Second, it needs more time to do the observation because observing the first grade of elementary school the teacher only teach for 35 minutes.

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ACKNOWLEDGEMENT Finally, I was able to finish writing my thesis and it wouldn’t have been possible without the support from others. Firstly, I would like to show my gratitude to Jesus who has given me intelligence, love, and ability so that I was able to finish writing my thesis. I would like to thank Mrs. Listyani, M.Hum. as my supervisor who has supported, helped and guided me while writing my thesis. Special thanks also go to Mrs. Anita Kurniawati, M.Hum. as my examiner who always helped and supported me with her patience so that I could finish my study. I wish to express my love and gratitude to my beloved family, my parents Mujiyanto and Suharni (+), my brother Yunanto Hari Wibowo who have supported me spiritually and financially so that I could finish my study. Deepest gratitude is also for all teachers at ED SWCU who have taught and given me knowledge. I would like to thank for Ms. Dety S.Pd and Maria S.Pd, for their kindness and help who allowed me to do the experiment. Special thanks for my beloved friends (Yoana, Dessy, Arum, Vita, Rany, Murni, Martha, Jemco) and 2008’ers. Last I want to thank for my boyfriend, Hosea Sebastian Adhi Himawan who have given me support in completing my thesis. Thank you koko Ian. For all relatives and friends that cannot be mentioned one by one, thank you for completing the puzzle of my life.

Salatiga, 25 July 2012. Yunita Natalia Dwi wibowowati

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REFERENCES Allen. Virginia. (1983). Techniques in Teaching Vocabulary. New York: Oxford University Press. Amato R. & Patricia A. (1995). Making it happen: Intersction in the second language classroom from theory to practice. London: Longman. Gower, R., Philip, D., & Walters, S. (2005). Teaching practice handbook. Oxford: Macmillan Education. Hoffner, H., Baker, E., & Quinn, K. (2008). Lights, Cameras, Pencils! Using Descriptive Video to Enhance Writing. Reading Teacher, 61(7), 576-579. Harmer, J. (2001). The practice of English language teaching (3rd edition). England: Pearson Education Limited. Kind. (1980). Teaching Vocabulary Strategies and Techniques. United States: Heinle, Cengage Learning. Larsen-Freeman, D. (2000). Techniques and Principles in language teaching (2nd ed.). New York: Oxford University Press. Larson, M. L. (1984). Meaning Based Translation, A Guide to Cross Language-Equivalence. New York: University Press of America. McKay, S.L. (2006). Researching second language classrooms. Mahwah, NJ: Lawence Erlbaum Associates, Inc. Milone, A. (2003). Realia as applied in the Italian classroom. New York: Benjamin Franklin High School.

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Nation, I.S.P. (1990). Teaching and learning vocabulary. New York: New Burry House Publiser. Nation. I.S.P. (2001). Learning Vocabulary in Another Language. United Kingdom: Cambridge University Press. Nation. I.S.P. (2008). Teaching Vocabulary Strategies and Techniques. United States: Heinle, Cengage Learning. Nunan, D. (1992). Research method in language learning. Cambridge: Cambrigde University Press. Oxford, R. (1990). Language learning strategies: What every teacher should know. Boston, MA: Heinle & Heinle. Pinter, A. (2006). Teaching young language learners. New York: Oxford University Press. Rachmajanti, S. (2008). Impact of English instruction at the elementary schools on the students’ achcievement of English at the lower secondary school. TEFLIN journal, 19, (2), 1-26. Retrieved June 13,2012, from http://journal.teflin.org/index.php/teflin/article/view/8/6 Rice et al., (1990 in Hoffner & Quinn, 2008). Light, Cameras, Pencils! Using Descriptive Video to Enhance Writing. Reading Teacher, 61(7), 576-579. Schmitt & McCarthy. (1997). Vocabulary description, acquisition and pedagogy. Cambridge: Cambridge University Press. Scott. W. A & Lisbeth H. Y. (1991). Teaching English to children. London: Longman. Searfoss, I. W, & Readance, J. F. (1985). Helping children learn to read. New Jersey: Prentice-Hall, Inc.

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Sibold, C. (2011). Building English Language Learners' Academic Vocabulary Strategies & Tips. Multicultural Education, 18(2), 24-28. Slattery, Marry and J. Willis. (2001). English for Primary Teachers. New York: Oxford University press. Sliger, H. W., & Shohamy, E. (1989). Second language research methods. Oxford: Oxford University Press. Tinkham. (1993 in Nation 2008). Teaching Vocabulary Strategies and Techniques. United States: Heinle, Cengage Learning. Thornbury, Scott. (2002). How to teach vocabulary. London: Longman. Uberman (1998 in Nation 2008). Teaching Vocabulary Strategies and Techniques. United States: Heinle, Cengage Learning. Wright, A (2007). Pictures for language learning. Cambridge: Cambridge University Press. Wright, A., Betteridge, D., Buckby, M. (2002). Games for language learning. 3rd edition. Cambridge: Cambridge University Press.

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APPENDIX Interview 1. Bisakah ibu menceritakan pengalaman jenjang pendidikan ibu dari kuliah sampai sekarang? 2. Menurut ibu bagaimana strategi yang paling tepat untuk mengajar English vocabulary siswa kelas satu yang karakternya berbeda-beda? 3. Pada saat ibu mengajar Bahasa Inggris, biasanya ibu menggunakan bahasa apa? Apakah ibu menggunakan Bahasa Indonesia atau bahasa Inggris? Mengapa? 4. Faktor-faktor apakah yang ibu perhatikan sebelum ibu membuat lesson plan untuk mengajar Bahasa Inggris siswa kelas satu? Misalnya apakah ibu memperhatikan usia anak-anak atau bagaimana? 5. Pada saat ibu mengajar bahasa Inggris khususnya saat mengajar vocabulary untuk siswa kelas satu, kira-kira berapa umur anak-anak kelas satu dan tehnik apakah yang ibu gunakan? 6. Pada saat ibu mengajar vocabulary kepada siswa kelas satu dengan menggunakan tehnik pengajaran tersebut, bagaimana reaksi dari siswa kelas satu itu sendiri? 7. Menurut pendapat ibu apakah tehnik pengajaran ibu itu bisa memberikan motivasi kepada semua siswa kelas satu? 8. Setelah ibu mengajar menggunakan tehnik tersebut, bagaimana hasil yang diperoleh siswa dalam belajar bahasa Inggris terutama vocabulary. Apakah ada perkembangan atau tidak?

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Interview Miss Dety (T1): 23 February, 2012 Selamat siang miss Dety, saya Yunita Natalia dari Fakultas Bahasa Inggris R: angkatan 2008 mau interview tentang teaching strategies di SD Lab. Pertanyaan pertama bisakah miss Dety menceritakan jenjang pengalaman pendidikan formal Miss Dety dari kuliah sampai sekarang dan tahun berapa. T1: Saya kuliah di FBS juga angkatan 2001. Sebelum disini saya di emm… kursusan Bahasa Inggris di Bina Tama setahun terus saya pindah kesini sampai tahun ini. R : Menurut Miss Dety bagaimana tehnik untuk mengajar English Vocabulary yang paling tepat untuk mengajar siswa kelas satu yang mempunyai karakter berbeda-beda. T1 : Emm… mengajarkan vocab kalau, emm…mengajarkan vocab tentunya harus sering diulang, kemudian tidak boleh terlalu banyak-banyak dulu terus kita bisa menggunakan gambar atau apa namanya video kalau ada ataupun lagu kita bisa memperkenalkan lewat lagu juga. R : Terus pertanyaan ketiga, pada saat Miss Dety mengajar Bahasa Inggris, biasanya Miss Dety menggunakan bahasa apa? Apakah Miss Dety menggunakan Bahasa Indonesia atau Bahasa Inggris dan mengapa alasannya? T1 : Kalau untuk perkenalan yang, untuk pertama kali memperkenalkan vocabnya pakai mix Bahasa Indonesia dan Bahasa Inggris. Untuk awal-awal mungkin porsi Bahasa Inggris ee… Bahasa Indonesianya lebih besar. Eee… karena memang ada siswa-siswa yang dari TK yang sudah yang basicnya sudah Bahasa Inggris jadi mungkin mereka tidak mengalami kendala tapi juga ada beberapa siswa juga yang di TK nya bukan TK bilingual jadi untuk menjebatani hal ini untuk saat pertama kali mengajar memang menggunakan Bahasa Indonesia tapi juga ada Bahasa Inggrisnya hanya saja porsinya lebih besar Bahasa Indonesia, itu untuk pertemuan yang pertama na untuk yang seterusnya semakin lamasemakin lama porsi untuk Bahasa Indonesianya akan dikurangi dan porsi Bahasa Inggrisnya akan ditambah. R : Terus faktor-faktor apakah yang Miss Dety perhatikan sebelum Miss Dety itu membuat Lesson Plan untuk mengajar Bahasa Inggris siswa kelas satu. Misalnya apakah Miss Dety memperhatikan usia anak-anak kelas satu tersebut apa bagaimana? T1 : Ya usia kemudian background mereka kemudian kesinambungan topiknya kan kita tematik jadi jangan sampai misalnya Bahasa Inggrisnya terlepas dari temanya. R : Terus pada saat Miss Dety mengajar Bahasa Inggris khususnya saat mengajar vocabulary untuk siswa kelas satu itu tehnik apa yang Miss Dety gunakan? T1 : Dengan menyanyi itu kemudian apa ya kalau misalnya mengenai emm… kan kami Bahasa Inggris kelas satu kan belum yang apa namanya pakai pattern apa begitu itu tapi kami fokus ke teaching mereka jadi ketika ini emm… topic tentang garden things around us itu ada, mereka dialog simple dialog bertanya jawab dengan temannya. Mereka menggunakan “what do you see” begitu terus mereka menjawab “ I see some butterfly”. Jadi ketika menghafalkan itu rhyming mereka bisa tepuk meja atau tepuk tangan hanya untuk menghafalkan. Jadi ketika menghafalkan sesuatu tangannya kan bergerak, “What do you see”. Jadi ketika ini, apa yang hilang dari itu kan mereka bisa mengikuti step- step- step iramanya, itu kalau untuk dialognya ya. Untuk emm… sebenarnya juga kompleks untuk 38

masalah tertulis juga lumayan-lumayan emm… apa ya challenging juga soalnya sebagian anak-anak beberapa menulis Bahasa Indonesia saja belum lengkap apa lagi kami harus misalnya ejaan yang benar, spellingnya harus tepat seperti itu juga tidak bisa. Jadi untuk tahun-tahun awal satu tahun ini yang penting anak-anak bisa mengucapkan dulu kemudian untuk menulis kami biasanya ada rewrite menulis atau menyalin untuk PR seperti itu tapi juga tidak wah ini misalnya butterfly kok kurang ejaannya dikurangi juga tidak. Jadi kalau misalkan dikurangi nanti malah anak-anak bisa down ya. Sudah betul kupu-kupu Bahasa Inggrisnya butterfly hanya gara-gara mungkin salah tulisan satu terus dilurangi. Kalau untuk yang kelas satu seperti itu tapi mungkin untuk kelas dua mulai ada sistem pengurangan poin juga mereka kurang, jadi anak-anak lebih aware. R : Jadi misalkan ada repetition atau game yang seperti apa yang biasanya digunakan untuk mengajarkan vocabulary yang mungkin anak-anak itu gampang mengingat? T1 : Tergantung temanya juga kalau misalkan temanya “Daily Activities”, sleep jadi mereka bagaimana apa guessing gesture seperti itu. Kalau misalnya temanya “Things in the garden” ya kita ajak mereka keliling taman terus melihat misalkan ada semut “I see some ants” seperti itu. Tergantung kalau kemarin kita semester satu temanya tentang “Transportation” kita sewakan angkot di jalan keliling-keliling naik angkot terus di jalan melihat apa seperti itu. R : Yang lainnya ada video atau apa? T1 : Kalau misalnya, kalau video biasanya untuk yang scienenya IPA . R : Terus pada saat Miss Dety mengajar vocabulary kepada siswa kelas satu itu dengan tehnik pengajaran tersebut bagaimana reaksi dari siswa kelas satu itu sendiri? T1 : Ya tertarik begitu ya, lebih fokus. R : Dari pada yang biasa-biasa begitu ya? Terus menurut pendapat Miss Dety tehnik pengajaran Miss Dety itu bisa memberikan motivasi belajar yang lebih kepada semua siswa kelas satu apa tidak? T1 : Kalau semua juga tidak ya maksudnya kok emm… kalau memotivasi juga, kalau saya sendiri yang ditanya mestinya kan yang bagus-bagus tapi kalau ya dilihan dari hasilnya saja, dilihat dari hasilnya yang memang ada yang nilainya kurang. Memang masih ada yang kurang masih belum tapi juga ada sebagian yang sudah nilainya sudah lumayan baik begitu. Tapi misalkan anak-anak yang belum bisa biasanya ada tambahan pelajaran tapi untuk bulan ini memang belum mulai soalnya kemarin kami baru “Lab Fair” jadi agak jadwalnya agak keteteran begitu. R : saya kira itu bagus soalnya kemarin saya lihat anak-anak bawa tempat yang ada bintang-bintangnya dikasih nama itu mungkin dari itu mungkin bisa termotivasi mendapatkan hadiah. Apakah itu sudah berjalan cukup lama? T1 : Ya. Lama, dari awal mereka kelas satu. R : Itu setiap minggu apa setiap bulan? T1 : Setiap minggu kemudian ini kita gak tahu ini kita bertemu lagi apakah tiap dua minggu sekali biar mungkin jangkanya agak panjang. R : Jadi tiap pertemuan menyediakan tempat itu dan ada bintang-bintang yang buat anak-anak? T1 : Jadi yang aktif mendapatkan bintang. R : Tapi misalkan menjawab pertanyaanya salah bagaimana?

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T1 : Yang penting aktif dulu sih kami ya, keaktifan kemudian jadi kalau anak sudah aktif akan fokus ke pelajaran selain itu juga kali lihat di kelas bagaimana terus sikapnya bagaimana. Kalau misalnya aktif tapi sama temannya mungkin belum bisa apa ya belum bisa berteman dengan baik masih suka menang sendiri. Kalau anak-anak kelas satu kan seperti itu ya jadi ya memang dibatasi tapi kami berikan arahan. R : Terus pertanyaan terakhir, setelah Miss Dety mengajar dengan berbagai macam-macam tehnik tersebut bagaimana hasil yang diperoleh siswa dalam belajar Bahasa Inggris itu terutama saat siswa belajar vocabulary apakah ada perkembangan atau tidak? T1 : Emm…karena memang kan emm… kelas satu sampai kelas tiga kan menggunakan sistem tematik jadi emm… vocab yang dikuasai dalam Bahasa Inggris itu nanti akan dipakai di IPA ada sebagian digunakan di Matematika kemudian maka dari itu kan antara satu pelajaran dengan pelajaran yang lain kan saling berhubungan sehingga tidak setiap ganti pelajaran ganti vocab tapi vocab yang didapat di Bahasa Inggris dapat lagi diulang-ulang jadi memang emm… apa ya yang didapat hari ini tidak terus sudah tutup terus besok minggu depan lagi baru diulang lagi tidak tapi setiap harinya kita ulang. R : Jadi one packages tapi di gunain di semuanya? Beda subject? T1 : Iya , beda subject jadi misalnya “Daily Activities’ ya di Bahasa Inggris hanya “I get up” , “I always get up early in the morning” atau bagaimana kemudian nanti di pelajaran Matematikanya ada soal cerita misalnya “Bejo emm… apa namanya go to bed at ini”. “ Tri wakes up at jam berapa”, “How long does Bejo sleep” misalnya seperti itu. R : Terus hasilnya sendiri dari siswa-siswanya. T1 : Kalau Bahasa Inggris memang belum ada kendalanya maksudnya sebagian besar siswa memang bisa gitu tapi ya memang tidak semuanya begitu satu dan yang lainnya memang ada. R : Terima kasih Miss Dety atas waktunya. T1 : Iya sama-sama.

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Interview Miss Maria (T2) : March 2, 2012 R : Selamat siang Miss Ria, saya Yunita Natalia dari FBS angkatan 2008 mau interview Miss Ria. Yang pertama, bisakah Miss Ria menceritakan tentang pengalaman atau jenjang pendidikan formal Miss Ria dari kuliah sampai sekarang ini? T2 : Dari kuliah, OK. FBS UKSW dan sekarang saya mengajar di SD Kristen Satya Wacana,saya mengajar di kelas satu, kelas dua, dan kelas enam. R : Menurut Miss Ria bagaimana tehnik yang paling tepat untuk mengajar English vocabulary itu sendiri untuk siswa kelas satu yang mempunyai karakter yang berbeda-beda? T2 : Ya OK. Ya tergantung dari materinya seperti yang sudah saya sampaikan dulu begitu, jadi kalau saya bisa sediakan the real AVA kita akan pakai itu tapi kalau tidak kita bisa kalau tempatnya dekat atau lokasi yang bisa kita jadikan proses untuk proses pembelajarannya dekat kita bisa kesana tapi kalau tidak kita pakai Power Point kalau tidak bisa pakai Power Point kita harus berikan untuk Flashcards seperti itu. R : Flashcards yang bagaimana? Maksudnya bagaimana? T2 : Flashcards yang kartu kecil-kecil yang mereka bawa jadi mereka bisa gunakan itu untuk conversation dengan temannya, mereka bisa gunakan itu juga untuk activity yang menempel begitu. R : Pertanyaan ketiga, pada saat Miss Ria mengajar Bahasa Inggris biasanya Miss Ria menggunakan bahasa apa? Apakah menggunakan Bahasa Indonesia atau Bahasa Inggris dan mengapa alasannya? T : Bahasa Inggris dan Bahasa Indonesia semuannya dipakai karena disini bilingual jadi bukan full in English dengan latar belakang, karena latar belakang anak-anak berbeda tidak semua dari pre-school atau TK yang sudah menggunakan Bahasa Inggris. Kemudian dari segi pemakaiannya jika itu yang kita sampaikan adalah tema baru atau materi baru maka 50:50 kita memakai Bahasa Indonesia dan Bahasa Inggris jadi Bahsa Inggris kita translate seperti itu. Kemudian untuk pertemuan selanjutnya Bahasa Indonesia mulai dikurangi sehingga 80%, 20% seperti itu jadi memang harus bertahap. Saat anak-anak sudah mengerti Bahasa Indonesianya maksudnya dalam Bahasa Inggris artinya apa kita sudah mulai mengurangi menggunakan Bahasa Indonesiannya begitu. R : Yang keempat, faktor-faktor apakah yang Miss Ria perhatikan sebelum Miss Ria itu membuat Lesson Plan untuk mengajar Bahasa Inggris siswa kelas satu. Misalnya apakah Miss Ria itu memperhatikan usia dari anak-anak kelas satu yang mungkin berbeda ada yang enam tahun, tujuh tahun seperti itu? T2 : Iya, ya memang sama memang seperti itu jadi memang harus memperhatikan umur mereka tetapi (Jessica) tetapi saat mereka sudah di satu kelas kecenderungannya itu akan maksudnya seperti ini usia tidak terlalu apa ya, tidak terlalu membuat ini harus dikotakkotakkan seperti ini tidak. Karena selain usia yang kami perhatikan adalah cara serap anakanak sendiri jadi ada yang usianya muda tetapi dia cepat menangkap, ada yang usianya mungkin jauh lebih matang tetapi dia kurang atau susah. Na yang kemudian kami lihat adalah kondisi kelas itu jadi seperti ini, disatu kelas dengan kondisi usia yang berbeda-beda tetapi mereka punya mmm…apa ya kecenderungan karakter yang sama misalnya ada kelas yang aktif, ada kelas yang sedikit diam seperti itu kami lebih cenderung untuk apa namanya memperhatikan Lesson Plannya dari karakter itu. Jadi dari yang kelasnnya aktif supaya tidak 41

ribut berarti mungkin game-game nya atau apa dibuat sedemikian rupa supaya tidak memberikan kesempatan kepada mereka untuk ribut. Tetapi untuk kelas yang sedikit aktif maksudnya kurang begitu merespon dengan baik kita buat game-game nya sedemikian rupa supaya mereka bisa menggerakkan badan, supaya mereka bisa aa… lebih aktif begitu. R : Misalkan game yang seperti apa yang digunakan? T2 : Bermacam-macam, jadi kalau dikelas yang aktif saya bisa pakai contohnya “jumping the line” jadi ada zona netral, ada zona negative, dan ada zona positive. “if I say we can see the moon at noon” mereka harus lompat ke zona yang negative karena pernyataan saya salah seperti itu. Kalau misalkan saya mengatakan “ I can see the star at night” mereka harus lompat ke tempat yang mana begitu. Kalau untuk yang sudah aktif itu lebih cenderung kita mengajak mereka supaya mereka aktifnya itu terkontrol contohnya we make in group di buat kelompok mereka mengadakan conversation jika ada satu model jam yang besar seperti itu mereka bisa tanyakan kepada temannya “What time is it?” kami bisa tanyakan kelompok mana yang mau ditantang untuk menjawab dia menunjuk temannya seperti itu. Jadi mereka tetap berbicara, mereka tetap belajar tetapi lebih terstruktur dan terkontrol supaya ngobrolnya tidak kemana-mana. R : Terus yang kelima, pada saat Miss Ria mengajar Bahasa Inggris khususnya pada saat mengajar vocab itu sendiri untuk siswa kelas satu, tehnik apa yang Miss Ria gunakan selain game? T2 : Selain game, melihat gambar lalu dibaca dan terutama yang paling penting adalah repetition itu. Biasanya kita juga pakai apa namanya seperti “tape tempo” jadi contohnya dengan tepuk tangan lalu tepuk meja, tepuk tangan lalu tepuk meja kalau mengatakan misalnya mm.. yang mudah apa ya? Mmm…. Misalnya seperti ini mm… “I go to the supermarket” “I-go-to-the-su-per-mar-ket” seperti itu. Atau disitu bisa juga kita pakainya yang “emotion reading” jadi “ if I say cry” anak-anak harus mengucapkan itu dengan seolah-olah mereka menangis. “If I say angry” mereka harus mengatakan itu dengan marah-marah seperti itu. R : Jadi lebih mudah untuk mengingat? T2 : Iya, dan itu harus terus-terus diulang sedangkan diulang hanya membaca saja kan mereka pasti bosan jadi harus dengan apa namanya dikombinasikan seperti itu. Kalau ada lagu kita bisa pakai lagu biasanya nanti lagunya akan digilir. Ada tiga kelompok, kelompok satu menyanyi lagunya dulu nanti kelompok dua kelompok tiga nanti kita akan melihat kolompok mana yang bisa menyanyi dengan baik. Terus nanti yang laki-laki dan perempuan di apa namanya di kompetisikan seperti itu. R : Terus untuk angkatan tahun ini kira-kira usia kelas satu itu berapa sampai berapa? T2 : Masuk itu around five and six jadi lima dan enam. R : Pada saat Miss Ria mengajar vocab kepada siswa kelas satu dengan menggunakan tehnik pengajaran tersebut seperti yang Miss Ria sudah sampaikan bagaimana reaksi dari siswa kelas satu itu sendiri? T2 : Reaksinya berubah-ubah, tergantung moodnya mereka. Tergantung apakah mereka menyukai topik itu atau tidak seperti itu, jadi kadang-kadang misalnya 75% anak dari dikelas itu senang ada yang 25% tidak. Tapi suatu saat 20% ini masuk di 50% yang suka terus nanti itu tidak tergantung dari seperti itu juga. Cuma sejauh ini mmm…. Asalkan mereka mendengar kata game or play biasanya mereka akan bersemangat walaupun nanti 42

pada akhirnya waktu mengerjakan work sheetnya mereka akan mengaeluarkan “aaaaaa…..I don’t want this” seperti itu. R : Menurut pendapat Miss Ria apakah tehnik pengajaran Miss Ria itu bisa memberika motivasi kepada semua siswa kelas satu angkatan tahun ini? T2 : Semua jelas tidak kalau menurut saya, semua tidak saya “I cannot guarantee that” seperti itu. Tapi kalau “almost” maksudnya hampir seperti itu saya bisa katakana “iya”. Ya hampir semuanya iya tapi kalau semua saya rasa tidaklah tetap ada di walaupun sedemikian rupa kita buat entah satu dua anak ada yang tidak suka pasti itu ada begitu. R : Pertanyaan yang terakhir, setelah Miss Ria mengajar menggunakan tehnik tersebut, tehnik yang tadi bagaimana hasil yang diperoleh siswa dalam belajar Bahasa Inggris terutama vocabulary apakah ada perkembangannya atau tidak? T2 : Perkembangan ada. Tetapi tingkat perkembangannya yang berbeda-beda seperti yang saya sampaikan tadi, saat mereka tertarik, mereka ingin tahu vocab yang mereka tahu jauh lebih besar jadi contohnya “weather” tentang cuaca mereka belajar disini yang kita tahu hanya empat : windy, sunny, cloudy, rainy sebenarnya tetapi ada yang karena senang mereka ingin tahu seperti itu “What else” terpaksa kami harus tambahkan materi yang sebenarnya itu sudah bukan porsinya mereka ya tapi kita harus memperkenalkan stormy kemudian apa namanya snowy walaupun sebenarnya susah sekali bisa untuk kita lihat di Indonesia seperti itu tetapi saat mereka senang kita bisa tambahkan, cuma saat mereka tidak begitu suka seperti “Event” (Happy event and unhappy event) seperti itu mungkin agak susah juga karena mereka lebih suka membayangkan tetapi tidak untuk masuk kesitu. Iya. Ada lagi? R : terima kasih Miss Ria atas waktunya. T2 : Iya, sama-sama.

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Second interview R: researcher T1: Miss Dety

T2: Miss Ria

April, 30, 2012

R: Selamat siang, menurut interview yang terdahulu ada 7 tehnik yang di gunakan di SD Lab ini dalam pengajaran vocab. Pertama itu menggunakan Flashcards, apa manfaat dan jenis kegiatannya? T1: Kalau untuk Flascards, jadi anak-anak digunakan untuk conversation. Mereka menunjukkan gambarnya dan bertanya kemudian yang sesuai ditunjukkan gambarnya dia akan menjawab kemudian akan bergantian begitu. R: Terus manfaatnya itu sendiri dalam pengajaran vocab bagaimana? T1: Ya, jadi anak-anak mengenali gambar itu mereka bisa tahu ini artinya apa bahasa Inggrisnya apa sekaligus untuk melatih mereka dalam percakapan jadi tidak hanya menghafal vocabnya saja tetapi ada penerapan setelah mereka menghafalkan apa namanya vocabnya bisa diterapkan dalam percakapannya begitu. R: Tehnik yang kedua adalah repetition, manfaatnya dari repetition itu bagaimana? T1: Ya untuk merefresh memory mereka ya kadang-kadang kalau kita memberikan vocab misalnya hari ini 10 atau 5 vocab kemudian waktu hari ini anak-anak sudah kita beri dan mereka bisa hafal, tetapi karena mungkin beberapa waktu satu minggu atau dua minggu kalau kita tidak ulang lagi apa yang sudah kita ajarkan pada saat pertama kali kita mengajarkannya mereka pasti akan lupa kalaupun mereka tidak mempelajarinya dirumah begitu jadi setiap saat atau mungkin setiap hari paling tidak kita menyatukan paling tidak beberapa vocab untuk diulang begitu. R: Iya, tehnik yang ketiga menggunakan experiencing the real world jadi kenyataan dunia nyata, jadi manfaatnya bagaimana? T1: Seperti dulu saat mengajarkan topic “transportation” anak-anak kan kita ajak berkeliling ya menyewa angkot begitu. Ya mereka tidak hanya melihat gambarnya tetapi bisa melihat versi tiga dimensinya, terus anak-anak juga ada pengalaman langsung. Disitu ya yang pertama untuk memudahkan mengingat kemudian yang kedua berdasarkan pengalamannya itu anak-anak juga akan selalu bisa menggunakannya. “Oh ternyata di jalan kemarin saja di ajak mengamati ini ini ini bisa diterapkan lagi begitu. R: Tehnik yang keempat menggunakan lagu.

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T1: Itu juga berganti-ganti supaya tidak monoton yang pertama, kemudian yang kedua biar saat mereka menghafalkannya meskipun kata-katanya susah tetapi ketika ada rhymenya mereka akan berusaha untuk mengulang lagu itu dan mungkin di alam bawah sadar mereka akan bisa memproses rhyme dari lagu yang kita ajarkan untuk diingat anak-anak. R: Misalnya menggunakan contoh lagu apa? T1: Misalnya untuk perkenalan hari-hari, itu tidak di pelajaran bahasa Inggris tapi juga di Matematika solanya kita kan pakai bilingual ya. Misalnya nama-nama hari dalam seminggu yang Sunday Monday Tuesday Wednesday itu. Jadi setelah ini misalnya habis Selasa it uterus hari apa? Mereka lupa bisa menyanyikan lagu itu jadi mereka bisa mengingat. R: Tehnik yang kelima menggunakan Video, selain untuk memudahkan untuk mengingat terus apa lagi? T1: Memudahkan untuk mengajar,anak-anak akan tertarik dengan video yang kita sajikan. Kemudian bisa untuk drilling anak-anak juga. R: Misalkan sering menggunakan video yang seperti apa Miss? T1: Kalau misalnya tergantung kalau itu untuk Science yang dalam bahasa Inggris ya itu kita pakai dari Youtube misalnya “Tornado”, kinds of Tornado kemudian weather and seasons itu ada cuaca begitu . R: Tehnik yang ke enam menggunakan metode gambar. T1: Hampir sama seperti Flashcards itu ya, kita menggunakan gambar hanya saja ukurannya lebih kecil. Kalau gambar untuk attract student’s attention juga biar ada visualisasinya. R: Menurut observasi saya itu ada gambar yang ditempel-tempel di dinding itu berguna untuk mengingat atau bagaimana? T1: Iya jadi saat anak-anak masuk lihat gambar yang di tempel terus mereka membaca. Mau tidak mau kan mereka berada disitu, dilihat dan membaca tulisannya itu bisa apa mereka bisa recognize spellingnya. Tulisannya begini, mereka bisa melihat “oh ada tulisan itu begitu”. R: Tehnik yang terakhir menggunakan metode game, game yang seperti apa dan manfaat bagi siswa-siswanya itu apa? T1: Kalau game untuk beberapa waktu yang lalu kita ada kinds of diseases jenis-jenis penyakit. Misalkan dizzying itu mereka bagaimana. Guessing gesture jadi kalau lagu itu ada beberapa anak-anak yang manyukai lagu itu memudahkan mereka untuk menghafal kemudian kalau ada bentuk picture berarti mereka melihat secara visual lebih mudah menghafal, kemudian kalau ada guessing gesture itu untuk memudahkan mereka untuk lebih cepat menghafal kalau mereka juga menggunakan anggota tubuh untuk membantu mereka menghafal begitu. R: Terima kasih Miss atas waktunya. T1: Iya, sama-sama. 45

Second interview April, 30, 2012 R: Selamat siang, saya mau interview kelanjutan dari interview terdahulu. Di SD Lab ini menggunakan tujuh tehnik dalam pengajaran vocabulary untuk kelas satu. Metode yang ppertama itu menggunakan Flashcards, apa manfaat dan jenis kegiatannya? T2: Sebelumnya saya mau perjelas dulu, ya kalau Flashcards itu diberikan satu set tiap anakanaknya dalam kelompok kemudian mereka bisa menggunakan itu untuk conversation. Kemudian mereka bisa gunakan itu untuk aktivitas yang lain, kemudian juga untuk istilahnya game, tebak-tebakan dan sebagainya macam-macam sih kalau Flashcards. R: Tehnik yang kedua itu repetition, itu manfaatnya apa? T2: Mengulang-ulang itu vocabnya apa terus mereka sebutkan dengan seperti itu mereka maka mereka akan lebih mengingat vocabulary. How to pronounce it dan apa namanya spellingnya penulisannya seperti itu. R: Yang ketiga experiencing the real world atau kenyataannya. Misalnya contoh kegiatan yang pernah dilakukan di SD Lab ini seperti apa? T2: Ini sudah saya jelaskan ya waktu itu jadi contohnya saat mereka belajar tentang alat-alat transportasi. Mereka kita ajak berkeliling menggunakan alat transportasi misalnya public car, kemudian mereka kita bawa ke jalan raya dipinggir kemudian mereka melakukan pengamatan lalu mereka memberikan laporan. Misalnya,”I see a car”, “I see a motorcycle”, “I see a bus”, “I see a bicycle”, dan sebagainya. Kemudian tentang energy contohnya fuel bahan bakar mereka kita ajak langsung ke SPBU dan mereka tahu cara pengisian bahan bakarnya bagaimana, alat trasportasi apa saja yang ada di SPBU, dan mereka pun bahkan beberapa tapi sebagian besar tahu kalau motor itu memakai jenis yang mana. Kemudian ada mobil yang mana yang pakai apa seperti itu. R: Itu yang pelajaran Science juga sama? T2: Ya itu tadi yang saya sebutkan ada yang Science ada yang Sosial, ada yang Inggris seperti itu. R: Penggunaan lagu itu sendiri biasanya menggunakan lagu apa? T2: Ya disesuaikan sama temanya. R: Manfaat lagu itu sendiri dalam pengajaran vocab itu apa? Misalnya memudahkan untuk mengingat. T2: Ya itu bermanfaat untuk mengajarkan vocab seperti yang sudah anda sebutkan sebagai metode tadi memang supaya mereka lebih mudah mengingat pada dasarnya sumuanya sama. Memudahkan mengajar dan mengingat kemudian have fun juga berganti-ganti jadi tidak hanya seperti itu-itu saja begitu.

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R: Untuk penggunaan video sendiri Miss, biasanya menggunakan metode yang seperti apa? Kan kalau di Science seperti kemarin itu ada misalnya meteor seperti apa, Tornado seperti apa, kalau di pengajaran vocab khususnya bahasa Inggris sendiri biasanya menggunakan video yang apa? T2: Video yang ya salah satunya seperti itu juga. Ada beberapa video yang kita punya disini yang memang untuk pengajaran bahasa Inggris, jadi ada tokoh-tokoh kartun disitu kemudian mereka melakukan conversation, kemudian ada listening part, speaking part dan ada repetitionnya seperti itu. R: Misalkan untuk conversation itu sendiri murid-murid diberi contohnya seperti ini atau mereka diberi missing words misalkan bahasa Indonesia atau bahasa Inggrisnya apa. T2: Kalau conversation kita fokusnya ke bahasa Inggrisnya karena kalau bahasa Indonesianya they can do outside the class seperti itu. Kalau vocabnya pada dasarnya pakai bahasa Inggris jadi memang ada pakem-pekemnya kita mau jelaskan istilahnya tata bahasanya seperti ini, vocab yang dipakai seperti ini, tata cara bertanya seperti ini dan cara menjawabnya seperti ini. R: Sebelumnya sudah diberi misalkan pertanyannya menggunakan ini terus menjawabnya seperti ini begitu? T2: Iya. R: Untuk menggunakan gambar, gambar-gambar itu biasanya digunakan untuk conversation atau apa? T2: Gambar kan termasuk Flashcard itu gambar, bisa untuk pengajaran vocabnya yang kita perkenalkan kepada mereka. Conversation juga bisa, flexible aja sih mana yang kita butuhkan begitu. R: Menurut observasi saya kemarin Miss Dety mengajar menggunakan gambar itu muridmuridnya menggunting gambar kemudian disitu sudah ada vocabnya terus murid-murid menempel disitu. T2: Ya bisa karena sudah dilakukan. R: Yang lainnya misalnya menggambar sendiri kemudian diwarnai seperti itu atau bagaimana? T2: Itu bisa. Mewarnai, kemudian make a circle juga bisa jadi kita memberikan gambargambarnya saja sama taruh dibawahnya misalnya alat-alat untuk belajar jadi disitu ada gambar pencil, book, eraser, kemudian ada banana dicampur dengan vegetable dicampur dengan yang lain. Mereka harus melingkari yang stationary itu dengan warna misalnya yellow kemudian green for fruit, orange for vegetable kemudian blue transportation dan sebagainya. Jadi kalau dibilang pelajaran khususnya ya itu tergantung gurunya mau menjelaskannya kemana tapi untuk yang seperti itu color bisa masuk, bahasa Inggrisbisa masuk, IPA bisa masuk, IPS bisa masuk, macam-macam. R: Yang terakhir menggunakan game, selain game jumping the line ada game lain tidak? 47

T2: Game yang lain puzzle, kemudian seperti pesan berantai begitu lalu estafet apa seperti itu. R: Jadi nanti seperti ada punishment begitu? T2: Kalau punishment paling review this part kalau reward itu just stationary saja. Jadi gak setiap kali when we make a game there will be reward seperti itu jadi tidak terlalu. Sometimes we collect it in a week jadi satu minggu itu mereka mengumpulkan bintang itu dalam kelompok sama individu nanti baru akhir minggu kita hitung bersama atau setelah mereka semakin lama di kelas itu maka kita akan membuat raisenya itu semakin banyak bukan satu minggu lagi tetapi satu bulan sepaya mereka pun tidak melakukan sesuatu hanya karena ada rewardnya. R: Jadi dengan menggunakan game dengan scoring itu akan memotivate students sendiri? T2: Iya dan kontrolnya akan lebih mudah kita. R: Terima kasih Miss. T2: Iya, sama-sama.

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Observation 1 (Thursday, February, 9, 2012) Ok, let’s start our lesson today. I will divide the group, Kylie group 1, Nathan group 2, Gilbert group 4……. Good, Deva. He said “be patient”, that is good. We must be patient in order to look younger from our age. Ok we will start our lesson, yesterday we have learnt about “your daily activities”. What do you usually do in the morning? apa? What do you usually do in the morning before doing the activity? Breakfast, take a bath. Ok Miss Nita will help to decide the fastest group when raised the hand and answer the question. Started from the front line, before doing the activity what kind of activity that we usually do? Hand on the table, and the count of one, not yet, and the count of two, ok kylie helped by Nathan, and the count of one five, one, and the count of one six, and the count of one eleven, and the count of one hundred, and the count of one five. Ok the front line group one “get up” yippieeee….. Remember do not get angry, get up, what is get up? “bangun”. What time do you usually get up? “Jam berapa biasanya kamu bangun?” Nathan what time? “4”, jam 4 pagi sudah bangun? Deva? “6”, wow jam 6. Who get up at 5 o’clock? Jam 5 pagi siapa? Who get up at 6 o’clock? Bangun jam 6. Sssssstttt…… who get up at 6.30? Jam setengah tujuh. Jadi anak-anak yang bangunnya siang harus bisa bangun pagi. “Gilbert sits down please”. Setelah bangun we can keep our body clean. Biar badannya bersih and smells good dan badannya harum ya so we have to (kita harus apa). The second row (baris kedua) dari Daniel, Vico, Kevin, Alice, Deby, Dody nanti miss nita juga akan membantu ya. Hitungan kedua, kegiatan ini we can clean our body (kita bisa membersihkan badan kita) and keep our body smells good jadi badan kita baunya harum (no) hitungan kedua and the count of two two hundred, and the count of two twenty two, and the count of two three, and the count of two four, and the count of two twenty, and the count of two two hundred. Baris dua tiga empat yang main, and the count of two two, what? “Take a bath” artinya “mandi”. How often do you take a bath? Anak-anak kalau mandi dalam sehari berapa kali? Twice (dua kali ya) twice a day (dua kali sehari). Siapa yang mandinya once a day? Satu hari sekali saja. Samuel? Jadi kalau mandi Cuma pagi saja apa sama siang? Ok. Joshua? “sore doang”. “bukan sore doing tapi sore saja”,Ok. “who never take a bath?”. Ga pernah mandi?beneran? o berarti nanti pulang sekolah mandi dulu ya apa mandi disini? After take a bath, listen. Sssssttt….. kelompok 1 bintangnya di kurangi 2 nah before we go to school (sebelum kita berangkat sekolah) we have to fill our (perutnya harus diisi dulu) so, at school (di sekolah) we can study well (kita bisa belajar dengan baik). Jadi kita harus sarapan pagi. Sarapan pagi itu bahasa inggrisnya apa ya? have apa ya? Have…. Sarapan,makan pagi. Benar sekali jawabannya Nathan “have breakfast”, yak arena belum dihitung jadi gak dapat point karena ini tadi tidak tertib ya, yang mengejek belum kan belum ditulis peraturannya. Kan tadi belum diberi tahu dan sekarang sudah diberi tahu nah baiklah. After have breakfast (setelah sarapan kita bisa ) we can prepare our stationery or our uniform (seragam) dan we go to school. Nah, at school (di sekolah) duduk dengan baik listen to your teacher (mendengarkan gurunya) nah kegiatan itu you can write down the task well (bisa mengerjakan tugas denngan baik) bisa belajar angka-angka, bisa membaca itu aktivitasnya.

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Sekarang the count of three the last row baris terakhir jadi yg Davi dibantu bertiga dengan Yosua ya, and the count of three three. “study”, study itu apa? “belajar”. What is get up? What is get up? “bangun miss”. What is take a bath? “mandi”, what is breakfast? “sarapan”, what is go to school? “pergi ke sekolah”, what is study? “belajar”. Sekarang saya Tanya, Deby, sarapan apa? Sarapan pagi apa?”have breakfast”, Davin, bangun pagi apa? “get up”, Tata, mandi pagi tadi apa? Go to school, take a bath apa get up? Siapa yang bisa membantu Tata? Daniel, bangun pagi apa? “get up”. Bangun pagi tadi apa? “get up”. Bangun pagi tadi apa Jesica? Bangun pagi tadi apa bahasa Inggisnya? “get up”. Diulang ya, get up tadi apa? “bangun” good, take a bath “mandi”, have breakfast “sarapan/makan pagi”, go to school? Pergi ke sekolah, study “ belajar”. Ok, saya akan hapus urutannya akan diganti. Study, what is study? Belajar, what is take a bath? Mandi, pergi kesekolah? Go to achool, sarapan? Have breakfast. Ok, now get up , have breakfast sudah,take a bath sudah, go to school, krg 1 apa yang betul ya? Tadi ada lima yang satunya apa ya? “study”, ok sudah. Who is the qualities group? Selama belajar sebentar ini tadi kelompok mana yang paling tertib? Group one,group two, group three , or group four? “Group two”,then group one, next four juga sama bintangnya, and the last is group three. For this task (untuk pekerjaan ini) ada kotak yang kosong di sebelah kotak ada garis,garis yang kosong ini nanti diisi kata yang saya ucapkan disini ada gambar seorang gadis namanya Tina. Listen, “hay my name is Tina (nama saya Tina). I want to tell you (saya hendak bercerita about tentang my morning activities kegiatan saya di pagi hari. I, I terus disini kosong (bla,bla,bla) at 5 o’clock in the morning, nah bagian yang kosong ini diisi berdasarkan cerita dari saya kalau anak-anak belum bisa menulis misalnya “take a bath” tulisannya bagaimana you can search the word here bisa di lihat disini. Sudah jelas? Siapa yang mau bertanya. Coba garis-garisnya tadi diisi kata-kata yang di ucapkan oleh saya, anak-anak harus mendengarkan gitu ya. Write your name, this is class 1A kelas 1 A and also the date. Please write neatly dengan rapi misalnya tidak boleh terlalu besar tidak boleh terlalu kecil, yang bagus bentuk hurufnya kalau A ya A’nya harus tidak boleh terbuka, kalo B ya begini tidak boleh seperti angka enam ya jadi make sure you write neatly. Are you ready (siap), point on the picture use your finger or your pencil boleh ditunjuk pakai pensil boleh ditunjuk pakai jari. Siap ya, repeat after me “hay” mana suaranya? Hay, my name is Tina. Bawahnya, I want to tell you about my morning activities. I get up at five o’clock in the morning. Number three, then kemudian I take a bath. Dilarang memberi tahu temannya ya. Ok perhatikan sebelah sini ya, at six o’clock I have breakfast. Jawabannya bisa dilihat disini ya. Ok for number four , next number four I go to school at seven o’clock. I go there on foot because my school is near from my house. Karena rumahnya dekat dia pergi ke school (sekolah) on foot. On foot dulu apa ya? Dengan berjalan kaki. Number five, at school (di sekolah) I study well. I want to be a docter in the future. Karena si Tina ingin menjadi apa tadi? Jadi dokter. Who wants to be a docter? Siapa yang mau manjadi dokter? Dokter hewan? Jadi punya hewan peliharaan dirumah? Nah yang tadi sudah tunjuk jari kalau miss Nita dan miss Dety kalau berobat kesana gratis ya? Yak saya ulang dari awal dengarkan baik-baik. “hay my name is Tina. I want to tell you about my morning activities. Number one, I get up at five o’clock in the morning. Then (kemudian) nomer dua ya I take a bath at six o’clock (jam enam) kotak nomer dua. I have 50

breakfast with my family (bersama keluarga). I go to school at seven o’clock. I go there on foot (saya kesana jalan kaki), kesananya kemana?”sekolah” because my school is near from my house. At school I study well. I want to be a docter in the future. The next task, I will give you a small pieceof paper. There are five pictures (ada lima gambar disini). What you have to do is you cut the pictures (dipotong) kemudian perhatikan match the words with the pictures. Gambarnya ditempel bedasarkan garis-garis yang ada tulisannya “take a bath” oh…berarti saya harus mengambil gambar orang yang sedang mandi, dipotong terus temple di kotak. Is it clear (sudah jelas)? Coba Daniel ini tadi ada gambar, gambarnya diapakan tadi? Dipotong ditempel disesuaikan dengan apa Nathan? “kotak” sama tulisannya gitu ya. Siapa yang tidak bawa gunting? Siapa yang tidak bawa lem? Daniel bawa gunting? Bisa pinjam temannya. Yang mau pinjam gunting pastikan temannya sudah menggunting dulu kalau belum ditunggu dulu. Karena tajam guntingnya harus hati-hati, don’t cut your own fingers (jangan sampai kena tangan). Yang sudah selesai boleh cuci tangan tapi tidak boleh ciprat-ciprat air kepada teman, ke baju. Yang tadi pinjam lem bisa dikembalikan. Ok submit your work. Jangan pulang dulu we are going to pray. Dear father, thank you for bless today. Now we are going to go home, please bless our friends, our teachers, and our parents. In the name of Jesus Christ we pray. Amen. Say good bye to Miss Nita. “Good bye miss Nita”. “Good bye miss Dety”.

Observation 2 (Wednesday, 15 March 2012) Diulangi ya, ini akan menentukan nilai kalian di rapor. Ok ya, get up = bangun tidur, take a bath= mandi, have breakfast= sarapan pagi, go to school= berangkat sekolah, berangkat ke sekolah (Keisha hayo). What is go to school? Berangkat sekolah, study= belajar, play= bermain, have lunch= makan siang, watch TV= nonton TV, take a nap= tidur, have dinner= makan malam, go to bed= tidur. This one (yang ini), anak-anak nanti akan mencari (search the words) kata-katanya sudah disediakan di kotak ini terus kata-katanya hanya ada mendatar atau menurun tidak ada yang menyamping. Kalau sudah yang di bawah di centang boleh di coret boleh, gitu ya. (saya miss,saya dulu miss) “sebentar”. Untuk huruf “H, L, dan K” berarti di atas, berarti I nya disini jadi I-have (H-nya keatas) “A”-nya satu, lunch. Tulisannya yang bagus, satu baris ini yang teratur untuk huruf “A,U,E” gitu ya. Nanti saya terangkan. Next, for those who has finished (yang sudah selesai) check your answers. Pekerjaannya, jawabannya di cek. Yang mengecek jawabannya dengan baik nanti akan mengumpulkan lebih dulu. Submit your work, istirahat mam? “belum”.

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Observation 3 (Wednesday, 22 March 2012) There are two seasons in Indonesia ( ada dua musim di Indonesia). Musim kemarau dan musim hujan. Nah, during rainy season (selama musim penghujan) of course there are a lot of curah hujannya tinggi iya kan? We have to prepare everything if we want to go out. Jadi kan kalau kita keluar rumah karena musim penghujan banyak sekali yang harus kita siapkan, banyak sekali yang harus kita bawa. Apa saja? Jas hujan (rain coat), siapa yang hari ini membawa rain coat? Ya, selain rain coat selain jas hujan “umbrella”. We bring rain coat, umbrella. During rainy season (selama musim penghujan) everything is wet (semuanya jadi basah) entah itu bajunya, hair, leaves (daun-daun), grass, apa lagi? Atap rumah juga apa lagi? But (tapi ada) profesi yang sangat diuntungkan dengan adanya musim hujan, kira-kira siapa ya? Rainy season and also dry season (musim penghujan dan musim kemarau). Rainy season (musim penghujan) otomatis hujan turun. It will rain all the time. Bisa pagi hujan, siang hujan, sore mungkin juga bisa hujan bahkan malam juga hujan. Dari pagi sampai siang sampai sore hujan terus, gitu kan? Seperti tadi pagi ya? Nah kalau hujan terus menerus turun lama-kelamaan akan menjadi banjir. Bahasa inggrisnya apa itu “flud” miss bukan “flud” tapi “flood”. “Flood” itu apa? Banjir. Kalau hujannya turun terus menerus lamalama bisa terjadi “flood” banjir. Kalau banjir, banjirnya banjir besar orang-orang bisa kehilangan rumah, mobil juga rusak, motor. Kalau banjirnya besar tumbuh-tumbuhan juga bisa roboh, banyak orang-orang yang hanyut terbawa, na. But for farmers are happy during rainy season, para petani merasa senang selama musim penghujan. Kenapa? Why are they happy? Mengapa mereka senang? Iya, mereka tidak perlu susah-susah menyiram, menyiram apa? Padi, mengairi sawahnya karena sudah turun hujan, nah maka dari itu pada musim penghujan they start planting the rice. Mereka mulai menanam padi biar padinya cepat tumbuh subur. Mengapa mereka harus menanam padi pada saat musim penghujan? Mengapa? Karena apa? Karena padi itu membutuhkan banyak sekali air. Kalau airnya kurang padi juga tidak akan tumbuh dengan baik. Jadi saat menanam padi yang baik adalah saat musim penghujan karena membutuhkan banyak sekali air. “miss, kalau padinya dipotong”. “Ya belum, kalau padinya sudah tua baru dipotong tapi kalau masih muda belum di potong, baru mulai ditanam saat musim penghujan.” During rainy season everything is wet, your clothes, your hair, your face semuanya menjadi basah. So to avoid everything is wet, untuk menghindari basah saat musim penghujan saat hujan turun we bring an umbrella. Who brings an umbrella today? Siapa yang membawa umbrella hari ini? Oh iya, terus. Beside beinging an umbrella we have to wear a rain coat (jas hujan). Then to keep our body burn, untuk menjaga tubuh kita agar tidak kedinginan kita dapat wear jacket. Nah… yang paling menyenangkan adalah rainbow. Rainbow itu apa ya? Pelangi. Pelangi akan sering tampak selama musim penghujan. Ketika hujan sudah mulai berakhir iya kan tinggal rintik-rintik saja,matahari mulai muncul dan bersinar biasanya kita bisa melihat rainbow. Nah..during rainy season many people only stay at home. Karena tidak mau basah, tidak mau sakit atau kedinginan banyak orang yang selama musim penghujan tidak banyak menghabiskan waktunya bermain di luar atau melakukan aktivitas diluar. Jadi mereka seringnya tinggal didalam rumah saja, entah itu nonton TV, belajar iya to, bermain catur. Biasanya sambil menikmati apa? Minuman yang dingin atau minuman yang panas? Kopi, hot milk, atau the yang panas. This one, dry season. Musim apa? Iya, musim kemarau itu hujan sudah jarang karena selama enam bulan hujan tidak turun jadi we can feel hot of the sunrise. Sinar matahari terasa panas dan menyengat di kulit. 52

When we do not wear,ketika kita tidak memakai umbrella atau jika kita tidak wear lotion apa namanya emm…krim untuk kulit tidak memakai topi,we can sunburn kita bisa kulitnya terbakar. Warnanya jadi begitu and everything is dry. Semuanya jadi kering termasuk sungai yang tadinya airnya banyak mengalir terus karena hujan sudah tidak turunturun airnya jadi tambah sedikit berkurang. Semakin lama menyusut lama-lama tinggal genangan air, iya to itu. Nah… kalau seperti itu ikan-ikan juga pada mati, yang tadinya membutuhkan air banyak menjadi kering. Nah.. tanahpun menjadi tandus (draught), tanah yang tandus itu seperti apa? Nah, kalau tanah yang menjadi kering sudah tidak bisa ditanam ya. Untuk menanam pohon, ataupun sayur-mayur, buah-buahan bukan di tanah yang tandus susah harus diberi air, pupuk dulu. Selama musim kemarau kalaupun musim kemaraunya panjang sekali banyak tanaman yang mati. Nah… sometimes the sun is shining brightly all day long. Matahari bersinar terus sepanjang hari, sinarnya sangat terik. Dari pagi kita sudah bisa merasakan panasnya terik sinar matahari sampai nanti sore. The weather is hot, tidak lagi kedinginan seperti musim penghujan tapi kita merasa panas. So, kalau musim kemarau udaranya panas cuacanya panas biasanya kita pakai bajunya yang tebal apa yang tipis ya? Yang tipis tidak pakaijaket iya kan? (break) Nah karena ini ada laptop, ada LCD nanti setelah masuk kesini tidak boleh lari-lari ya. Parelatannya dirapikan dulu biar tidak hilang, biar penghapusnya tidak hilang. Ok, and then many people also go to the beach, mereka juga pergi ke pantai. Kalau during rainy season farmers plant rice, banyak petani menanam padi. Musim apa tadi menanam padi? Musim penghujan. During dry season para petani sudah tidak lagi menanam padi tapi mereka sudah mulai apa itu? Harvest. Harvest itu memanen, memanen apa? Memanen padi. Ok, any questions? Ada yang ditanyakan dulu untuk musim kemarau dan musim penghujan? Tidak ada? Sekarang kita akan review, mengulang tentang weather. Weather itu apa? Cuaca. The first one is apa? Sunny. Sunny itu cuacanya yang bagaimana ya? Cerah ya. Tandanya cerah bagaimana? The sun is shiny, matahari bersinar. We can play outside, kita bisa bermain diluar when it is sunny, saat cuacanya cerah. Nah… how about this? Rainy. Repeat after me “rainy” rainy. Rainy itu berarti hujan, cuacanya hujan ya. Nah…. During rainy, selama cuacanya hujan itu banyak orang yang stay at home. What about this one? Cloudy berawan. Awan hitam, it signs that the rain will fall, akan hujan. Nah… kalau sudah mendung can you see the sun shine? Apakah kamu bisa melihat matahari bersinar? Saat mendung, tidak karena mataharinya tertutup mendung. Windy. The wind blows hard. Ketika anginnya berhembus kencang sekali, kalau anginnya semilir enak ya kalau anginnya berhembusnya pelan-pelan ya to? Itu pakainnya bisa kering terus apa lagi? Ketika kita duduk di bawah pohon anginnya berhembus semilir itu jadi bagaimana? We can be sleepy, kita bisa ngantuk ya kan? But, tetapi kalau anginnya berhembus sangat kencang kita tidak jadi ngantuk tapi kita bisa jadi very worry, kita bisa jadi sangat cemas kalau anginnya sangat kencangpohonnya bisa terbawa angin yang kencang ya to? Hurricane. Kalau terjadi Hurricane atau Tornado ya Putting beliung itu bisa membawa pohon, rumah, mobil, orang. Ini angin Tornado pusarannya sangat cepat dan berputar. Sambil dia bergerak, dia membawa apa saja yang dilalui. “miss cara menghentikannya gimana?” “tidak bisa, karena kekuatan alam. Orang hanya bisa menghindari”. Bermula anginnya kecil tapi lama-lama bertambah kuat pusarannya bertambah besar. “miss, itu yang membuat siapa?”. “Yang membuat Tuhan”. Ya nanti saya carikan

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video untuk ini ya. Nanti ya kalau anak-anak ingin tahu Tornado seperti apa nanti saya carikan videonya gitu ya. Nah… snow, salju. Di Indonesia tidak ada, adanya di luar negeri. O. iya kenapa di Indonesia tidak ada musim eh tidak ada salju? Mengapa? Mengapa kok di Indonesia tidak ada salju? Adanya kok cuma musim penghujan, musim kemarau kok tidak seperti di America. Nah…. Ini kan Indonesia, bumi kan banyak negara-negara. Ada America, Indonesia, Inggris, Belanda. Nah, Negara Indonesia itu letaknya pas di tengah-tengah sini jadi Negara Indonesia itu banyak sekali mendapat apa sinar matahari. Berbeda dengan Negara-negara yang berada di atas sini. Nah, yang di bawah Indonesia sinar matahari yang di dapat sangatlah sedikit. Itulah mengapa kalau sinar matahari yang diterima semakin sedikit, udara juga semakin dingin iya to? Maka akan menjadi salju, nah karena sinar mataharinya mengenai Negaranegara ini Negara Indonesia dan tetangganya maka dari itu tidak ada musim salju. Nah, semakin di atas sini dikutub mataharinya sinarnya yang didapat semakin sedikit. Jadi disana saljunya musim dinginnya semakin lama. Nah, this one how’s thw weather? Bagaimana cuacanya ini? (students: panas, sunny, sunny). How’s the weather? Sunny, betul tidak ya? O,iya betul. Ini sunny, how about this one. How’s the weather? (students: rainy) wah jawabannya betul lagi. It is rainy ya, how’s the weather? It is cloudy. Betul atau tidak ya? Ya, good. It is cloudy, another questions (pertanyaan selanjutnya). How’s the weather? It is snowy, betul atau tidak ya? Betul how’s the weather? (students: windy). Windy? Betul atau tidak ya? Ya itu windy, windy itu apa ya? Berangin, it’s windy berangin. Ok, how’s the weather outside? Diluar cuacanya bagaimana? (students: sunny) sunny or cloudy? Cloudy ya. Ok tadi sudah belajar cuaca, sudah belajar musim sekarang kita akan mengulang pelajaran yang lalu about time object apa itu benda mati. What is it? (students: sun) yes. Nah, ini bacanya apa? Sun surface. Apa? Sun surface (students: sun surface) belum semua (students: sun surface). Nah, apa itu sun surface? Permukaan matahari. Matahari kalau kita lihat dari sini kelihatan bagus tapi kalau dilihat dari dekat matahari itu merupakan bola tapi bola yang sangat panas. Nah, sun total eclipse gerhana matahari total. Ini terjadinya gerhana matahari, gambarnya. Nah, if we want to see the sun total eclipse ketika kita ingin melihat gerhana matahari total we have to use sun glasses. Kita harus menggunakan apa itu? Kacamata. We have to protect our eyes, kita harus melindungi mata kita. Nah, kalau kita melihat gerhana tapi tidak menggunakan kacamata bisa-bisa mata kita menjadi buta karena ada sinar dari matahari yang merugikan bagi mata kita. Kita harus menggunakan kacamata, anak-anak meskipun tidak terjadi gerhana tetapi ketika matahari bersinar dengan teriknya terus anak-anak melihat matahari itu terus-menerus lama-lama matanya juga akan buta ya. Jadi tidak boleh terlalu lama melihat memandang menatap matahari. This one, what is it? (students: moon). We can see moon at night, kita bisa melihat bulan pada saat malam hari. This one new moon, (students: bulan baru). Half moon, bulannya tinggal separo saja. Full moon apa itu? Bulan purnama. Malam hari menjadi sangat terang karena ada bulan purnama. Ini adalah fase-fase bulan jadi bulan yang tadinya hanya setengah terus agak besar, separo, ini agak lonjong jadi bulan purnama, jadi separo tinggal setengah yak an terus bulannya menghilang dang anti lagi. Nah ini fase bulan juga, dari tadi bulan purnama, bulannya tinggal separo half moon iya to?. Star apa itu star? (students: bintang) . 54

Nah kalau dilihat dari rasi bintang misalnya bintangmu bintang apa? Oh, saya lahir bulan September akhirnya ada yang bilang bintang Libra, ada yang Leo, ada yang Taurus, ada yang Gemini. Bisa dilihat lagi gambar, nah…ini kalau Libra gambarnya ini, ini kalau Virgo. Ini Taurus (students: saya Taurus miss). Nah, komet itu apa to? Komet itu apa? Bintang berekor, ini ada ekornya, ekornya ini. Nah, ok komet Hyde it’s like a snowball. Komet itu bentuknya seperti bola salju, terbuat dari apa komet itu? Tidak terbuat dari telur dan tepung terigu nanti jadi roti. Jadi terbuat dari apa? Gas and dust. Terbuat dari apa? Gas and dust. Gas dan debudebu jadi tidak hanya di bumi saja yang ada debunya tapi di luar angkasa juga ada debunya. There are a lot of komet, ada banyaksekali nama-nama komet dan bermacam-macam. Ada heli komet, munculnya itu 76 tahun sekali. Jadi kalau sudah muncul di tahun 2012 komet heli itu muncul jadi datang lagi 76 tahun lagi. Jadi 2012 ditambah 76 berapa ini? Two plus six is? Delapan. One plus seven? (students: eight). Jadi ketika komet heli ini muncul akan muncul lagi di tahun 2088. Kita akan melihat satu-satu ya, nah ini tadi yang munculnya 76 tahun sekali. Komet apa tadi? Heli komet. It has long tail ekornya panjang sekali. Lihat disini to, kometnya kan ini ekornya sampai sini. Heli passed the earth, Heli melewati bumi. Kometnya yang ini lho ya yang ada ekornya. Nah, komet yang lainnya kepala kometnya berwarna hijau beda sama yang tadi. West komet gambarnya seperti itu, ekornya melebar (students: wow). Nah, it has wide tail, ekornya seperti kipas. Saya tidak mau kalau disambi gambar lho ya. This one warnanya merah ya, nah ini yang menemukan, penemunya. Biasanya berdasarnya penemunya komet yang ditemukan diberi nama penemunya. Seperti ini komet Yakutake, yang menemukan bapaknya bernama bapak Yakutake. Jadi kometnya diberi nama komet Yakutake. Nah, ini kometnya. Komet Yakutake, ini bapak yang menemukannya Youji Yakutake terus kometnya diberi nama Yakutake. Jadi sebagai penghargaan yang menemukan maka komet yang ditemukan diberi nama orang yang menemukan. (students: miss itu orangnya beneran?) ya iya masa orangnya bohong-bohongan. Ini orangnya, kalau namanya Youji itu biasanya orangnya berasal dari mana? Jepang iya, orang Jepang yang menemukan. Observation 4 (Wednesday, 11 April 2012) The teacher greeted the students. The students were very excited to join the lesson. At that time the topic is about diseases. At the beginning the teacher asked the students about “kinds of diseases” and they told the teacher the name of diseases. The teacher wrote the diseases on the white board and asked the students to repeat after her. After that the teacher wrote the meaning of the words and asked the students to write down on their book. Then, the teacher made a game “guessing gesture”. The teacher asked the students to choose one disease and act in front of her friends. Other students should guess what kinds of disease. The words were cough, dizzy, fever, influenza, faint, and stomachache. The students were very active and interested to learn new words. They moved freely when they act to explain the name of diseases. They enjoyed the game very much.

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