3.3 Data Collection

In collecting the data, several instruments were utilized. The data were collected through several steps, they are conducting the classroom observation and video recording and interview. The interview intended to reveal the teachers’ point

of view to on the technique of using games in teaching vocabulary to Young learners.

3.4 Data Analysis

The data analysis is carried out as soon as the observation is done. On going data analyses and interpretation were based on data mainly from observation that consist of interview transcript, observation notes and students’ learning record. Data analyses in this research were conducted as simultaneously action during and after the data collection stage.

Chapter Four Research Findings and Analysis

The following findings were obtained from class observation, video recording, transcripts, and the students’ learning records. The analysis of the findings covers the three research questions.

4.1 The Implementation of Using Games in Teaching Vocabulary to Young Learners

From the class observation and the data of interview with the teacher, t here are three steps used by the teacher in implementing games to teach vocabulary to young learner they are: grouping the students, giving explanation and instruction about the game and conducting the game. It can be seen from the interview with the teacher as well.

4.1.1 Grouping the Students

Most of children like to have other children around them, and they also like to sit together in a group. Sitting the children with others can encourage cooperation. It is recommended to group the children together whenever possible, it does not mean that they have to work in groups all the time. (Scott & Ytreberg, 2004).

According to Phillips (1993) groups consists of three or more children there are more than five children usually it will be counter-productive. Before the game was started, the teacher divided the students into two groups. The students were asked to count one until two sequentially and the students with the same number gathered in the same group on the floor. Next they were asked to decide what their group names are and they chose Shaun the sheep and Oscar. The teacher wrote down the two groups name on the white board for recording the score. Since there were 5 students who joined the game, the member of the groups could not be divided in balanced number. Three students were belong to Shaun the sheep and two students to Oscar. After that they are asked to sit on the floor based on their group. By this kind of grouping technique the students needed to make deal with their partner in deciding and choosing their group names. By placing the students into groups could also create a competitive and cooperative atmosphere between the students in the group. It can be seen from the transcript as follow:

Teacher: And this is the last one (showing the dining room picture).

Student1: Kitchen!

Teacher: No

Student 2: (showing the word dining room).

Teacher: Ok, Andra.. Dining room! Very good! Now, let’s see the score! Oscar, (counting) one, two, three, four, five and Shaun the Sheep (counting) one, two three, four, five.

Student: Yeay…..sama!

When the student said “Yeay…sama!” it implied that he was happy not to lose the game. In other words when he was happy not to lose the game it means he has a feeling to compete the other group.