Abstract
This research is about the implementation of action song in improving mentally retarded students’ (type C1) vocabulary attainment. This research is aimed to understand the implementation of action song improves students’ vocabulary attainment and to find out the difficulties in implementing process. The research design used was an exploratory design. In doing this research, I collected research data by applying observation checklists, video recording, and interviews as research instrument. In the implementation I found difficulties: most of students were shy, they did not want to do action song in front of the class; made all students to sing aloud the song while doing action song was difficult, there were only some students could do it better than before; they liked to follow the move of the action song, but they could not mention the name of part of the body they were touching. From the interview I found that, 68% participants believed English language learning is needed for mentally retarded students, 74% participants believed action song helps mentally retarded students attaining English vocabulary, 90% participants believed action song helps mentally retarded students more active in learning activity, 96% participants believed action song is appropriate to be applied in English learning for mentally retarded students, 66% participants argued that mentally retarded students enthused studying English at school or home, and 68% participants argued that mentally retarded students had interest about something related to English.
Highlights
This study focuses on the teacher talk and classroom interaction during teaching and learning activities in the classroom
Findings present the result of the observation and audio coding from elementary teachers and their students at Semarang Multinational School in the chapter of the detail explanation regarding the types of teacher talk and the characteristic of classroom interaction take place during the class and the perception of the students about their teacher talk in teaching English for young learners
Based on the data analysis in the previous chapter, the researcher found out that the result of the research denotes that teacher talk type in the classroom interaction is indirect influence based on Flanders' Interaction Analysis Categories (FIAC)
Summary
As a tool of implementing teaching plans and achieving teaching goals, teacher talk plays an important role in classroom activities. Some researchers have discussed the relationship between teacher talk and language learning. Gebhard (2006, p.81) stated that in English as a foreign language classroom, teacher talk is an important input for the students. There has been a growing number of attention in regards to classroom interaction which involve teacher and students. Rivers (Brown, 2000, p.65) previously states that through classroom interaction, students could enhance their language ability since they are exposed to teacher’s explanation or authentic materials teacher provides, group discussion, etc and students has chances to practice the language that they possess
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