Gulistan state university department of the english language and literature course paper

2.4. Data Analysis
The observations were conducted during the certain period in order to answer the three research question formulated previously. Then, the interview was administered to all the respondents after the observations done. After the observation and interview were done, the researcher used written documents to support the data from the interview and observation. Therefore, the analysis is presented in a form of descriptive explanation.


Chapter III FINDINGS AND DISCUSSIONS
The following sections of this chapter are going to explain about the findings based on the obtained data from observation, interview, and written document. The three sections below are discussed based on the three research questions proposed in this research. The explanation of findings from those instruments is described in the following section.
3.1.Teacher Strategies
The data from observations show that the teacher used Audio Lingual Method (ALM) and Communicative Language Teaching (CLT) as the method of teaching speaking top young learners. It can be seen from the several activities designed by the teacher when teaching speaking in the classroom. Further, the data from observation also shows that the teachers used Harmer's basic methodological model for teaching speaking skills which is summarized in the following diagram:
Role Play
Role-play is one of the techniques, which is mostly used by the teacher in teaching speaking. Many students can get great benefits by using role-play in the classroom activity, since they can perform the real situation in the classroom (Harmer, 2007b). In the class, the lecturer often asked the students to perform several conversations, which are related to the topic discusses.
Based on the Harmer's basic methodological, the teacher used several activities in teaching speaking, such as:
Watching videos
Since the method used in the class is CLT, a context-based conversation often drilled by the lecturer on the video. The students could learn various expressions, which can be used in particular context from the video.
Games
Chen (2005, in Alwasilah 2010) believes that the use of game in teaching can provide good communicative activities and can be a powerful tool in teaching language. From the data observation, it is found that the lecturer often gave students some problem solving games. The aimed is not only to motivate the students but also to enhance their critical thinking proficiency.
Jazz Chant (Pronouncing Drilling)
The use of Jazz chant can be very useful for encouraging young learners to master the sounds, rhythm, and intonation of English language (Carbrera and Bazo, 2002).
Cartoon Story Maker (Digital Story Telling)
Students can briefly summarize a tale or story they heard from somebody beforehand, or they may create their own stories to tell their classmates. Story telling fosters creative thinking.
It also helps students express ideas in the format of beginning, development, and ending, including the characters and setting a story has to have. In this case, the story was presented using the cartoon story maker software.
Repetition
Repetitive Speaking is one of the important techniques in helping the students to transfer the knowledge from their short-term memory to their longterm memory (Alwasilah, 2011). In this case, the teacher usually drilled the common expressions that are useful for communication to the students.