ENGLISH DEPARTMENT - eprints.uns.ac.id fileSD Negeri Masaran 2 Sragen in the Academic Year of...

perpustakaan.uns.ac.id digilib.uns.ac.id

commit to user

UTILIZING CHILDREN’S SONG VIDEO

TO IMPROVE STUDENTS’ VOCABULARY ACQUISITION

THROUGH TOTAL PHYSICAL RESPONSE

(A Classroom Action Research at the Third Grade of

SD Negeri Masaran 2 Sragen in the Academic Year of 2010/2011)

Written by:

HARDIYAN KARTIKASARI

X 2206041

THESIS

Submitted to Teacher Training and Education Faculty of Sebelas Maret University as

a Partial Fulfillment of the Requirement to Gain the Undergraduate Degree of English

Education

ENGLISH DEPARTMENT


commit to user

TEACHER TRAINING AND EDUCATION FACULTY

SEBELAS MARET UNIVERSITY

SURAKARTA

2010

APPROVAL

This thesis has been approved by the consultants to be examined by the Board of

Thesis Examiners of Teacher Training and Education Faculty of Sebelas Maret University.

Approved by

Consultant I Consultant II

Dra. Dewi Rochsantiningsih, M.Ed, Ph.D Drs. A. Handoko Pudjobroto NIP. 19600918 198702 2 001 NIP. 19581026 198803 1 001


commit to user


commit to user

ABSTRACT

Hardiyan kartikasari. X2206041: UTILIZING CHILDREN’S SONG VIDEO TOIMPROVE STUDENTS’ VOCABULARY ACQUISITION THROUGH TOTALPHYSICAL RESPONSE (A Classroom Action Research at the Third Grade of SDNegeri Masaran 2 Sragen in the Academic Year of 2010/2011). Thesis, Surakarta:Teachers Training and Education Faculty. Sebelas Maret University of Surakarta, 2010.

The aims of the research are: (1) to identify whether or not and to what extentchildren song video through Total Physical Response can improve students’ vocabularyacquisition, and (2) to identify what happens when children song video through Total PhysicalResponse is applied in the English class.

The research belongs to an action research. This research is designed to improvethe students’ vocabulary acquisition in the third grade of SD Negeri Masaran 2 Sragen. Theaction research was conducted from July 24th to August 23rd 2010. The research was carriedout in two cycles; each cycle consisted of two meetings. The data was collected using qualitativetechnique and quantitative technique. To collect the qualitative data the researcher usedobservation, teacher diaries, teacher interview, students’ interview and document. To collectquantitative data the researcher used a pre-test and post-test. The data was analyzed throughconstant comparative method and descriptive statistics by comparing the mean score of thepre-test, post-test 1 and post-test 2.

The research findings show that children’s song video through TPR could improvestudents vocabulary acquisition and the classroom situation. Related to the vocabularyacquisition the improvement includes: (1) the students were able to memorize the words and themeaning of it better, (2) the students were able to do some instruction given, (3) they were ableto pronounce the words, and (4) they were able to spell the words given. Concerning theclassroom situation the improvement includes: (1) they only made little noise in the class, 2) theyonly have little talked, (3) they wrote the material on their note books, (4) they did not take apee when the teaching learning process went on, and (5) they prefer take a sit to walk in theclass.


commit to user

She finds that this research could improve students’ vocabulary acquisition andsituation of the classroom. She expects to continue doing an action research in her classroom.She hopes that what she had done provides other teachers inspiration to conduct an actionresearch in their classroom. It is expected that the teachers will not consider the students assomething to be increased in quantity or score only but also in quality.

MOTTO

“Moksartham Jagadita Ya Ca Iti Dharma.”


commit to user

Wholeheartedly dedicated to

My beloved Bapak and Ibu.

My lovely sisters, Anjar and Laras.


commit to user

ACKNOWLEDGEMENT

At the earliest opportunity, the praise and thanks are given to Ida Shang Hyang

Widhi Wasa. Through His blessing, she finally could finish this thesis completely. In this occasion

I would like to express my deepest gratitude and appreciation to the following:

1. The Dean of Teacher Training and Education Faculty for giving her permission to conduct

the research.

2. The Head of English Department, for his guidance during her study terms in this department.

3. Dra. Dewi Rochsantiningsih, M.Ed, Ph.D as the first consultant and Drs. A. Handoko

Pudjobroto as the second consultant who patiently give me the guidance, advice,

encouragement and time from beginning up to the completion of this thesis writing.

4. The Head Master of SD Negeri Masaran 2 Sragen for the permission and advices while the

writer doing the research in SD Negeri Masaran 2.

5. Isni Romsi Hidayati, who helped and gave her a chance to accomplish the research in SDN

Masaran 2 Sragen and The third grade students of SD Negeri Masaran 2.


commit to user

She realizes that this thesis is still far from perfect, so suggestions and supportive

criticism will be kindly accepted. Finally, she expects that this thesis will be beneficial for English

Department students and those who are interested in Action Research.

Surakarta, October 2010

Diyan

TABLE OF CONTENTS

TITLE OF PAGE……………………………………………………………. i

APPROVAL PAGE ………………………………………………………… ii

LEGITIMATION PAGE................................................................................ iii

ABSTRACT PAGE......................................................................................... iv

MOTTO PAGE .............................................................................................. v

DEDICATION PAGE.....................................................................................vi

ACKNOWLEDGEMENT………………………………………………….. vii

TABLE OF CONTENTS…………………………………………………… viii

LIST OF APPENDICESS……………………………………………………xi

LIST OF TABLE…………………………………………………………….xii

LIST OF ABBREVIATION…………………………………………………xiii

CHAPTER I. INTRODUCTION


commit to user

A. Background of the Study………………………………………….. 1

B. Problem statement………………………………………………… 5

C. Objectives of the research…………………………………………. 5

D. Benefits of the research……………………………………..…….. 5

CHAPTER II. LITERATURE REVIEW

A. Vocabulary Acquisition……………………………………………. 7

1. Nature of Vocabulary Acquisition………………………….... 7

2. Kinds of Vocabulary…………………………………………. 8

3. Aspects in Vocabulary……………………………………….. 9

4. Teaching Vocabulary and Learning Vocabulary…………….. 11

5. Technique in Teaching Vocabulary………………………….. 12

6. Construct of Vocabulary………………………………………16

7. Scoring Rubrics…………………………………………..…..17

B. Children’s Song Video…………………………………………….. 18

1. Video……………………………………………………….... 18

2. Song…………………………………………………………...21

3. Nature of Children……………………………………………. 25

C. Total Physical Response …………………………………………….28

1. Total Physical Response Background………………………....28

2. Theory of Language and Learning…………………………. … 29

3. Design…………………………………………………………. 30

4. Teaching Procedure………………………………………….... 31

5. The Advantage and Disadvantage of TPR…………………..... 33

D. Rationale……………………………………………………………. 33

CHAPTER III. RESEARCH METHODOLOGY


commit to user

A. Context of the Research …..……………………………………….. 36

B. Research Methodology……………………………………………... 37

1. Nature of Action Research…………………………………… 37

2. Characteristics of Action Research…………………............... 38

3. Stages of Action Research……………………….................... 39

C. Techniques of Collecting Data ……………………………………...40

1. Qualitative Technique of Collecting Data…………………..... 40

2. Quantitative Technique of Collecting Data………………........41

D. Technique of Analyzing Data……………………………………..... 41

1. Qualitative Technique of Analyzing Data……………….......... 41

2. Quantitative Technique of Analyzing Data…………………… 42

CHAPTER IV. RESEARCH FINDINGS AND DISCUSSION

A. Research Findings…………………………………………………… 44

1. Situation Before Research…………………………………….. 44

2. The Implementation of the Research………………………….. 47

3. Findings…………………………………………………………68

B. Discussion and Justification of the Findings………………………….74

CHAPTER V. CONCLUSION, IMPLICATION AND SUGGESTIONS

A. Conclusion …………………………………………………………….80

B. Implication …………………………………………………………….83

C. Suggestions ……………………………………………………………83

BIBLIOGRAPHY……………………………………………………………..... 85

APPENDICES ………………………………………………………………..... 88


commit to user

LIST OF APPENDICES

1. Interview Note before Research……………………………………………88


commit to user

2. Pre-research Observation…………………………………………………...90

3. List of Indicators of Problems as Being Improved by the Learning

Activities Utilizing Children’s Song Video through TPR…………………93

4. List of Learning Activities utilizing children’s song video through

TPR………………………………………………………………………...94

5. Lesson Plan………………………………………………………………...95

6. Diary of Action Research………………………………………………….104

7. Catatan Lapangan Hasil Pengamatan……………………………………...110

8. Lembar pengamatan Jalannya Kegiatan…………………………………...125

9. Photograph…………………………………………………………............140

10. Students Interview Transcript ……………………………………………..141

11. Daftar Siswa Kelas III……………………………………………………..144

12. Recapitulation of Students Vocabulary Score……………………………..145

13. Test Question………………………………………………………………146

14. Students’ Worksheet……………………………………………………….149

15. The children’s song Lyrics Transcription………………………………….180

16. The children’s Song Video…………………………………………………182

17. Audio Visual Recording Data……………………………………………...183

LIST OF TABLE


commit to user

1. Table 2.1 Vocabulary Test Rubric………………………………………………17

2. Table 4.1 Situation Before Research……………………………………………43

3. Table 4.2 the Summary of the process of the Research………………………..47

4. Table4.3 Summary of Research Implementation………………………………48

5. Table 4.4 Research Findings……………………………………………………68

6. Table 4.5 the improvement of the student’s achievement………………………72

7. Table 4.6 the sample of the student’s achievement……………………………..72


commit to user

LISTS OF ABBREVIATION

1. TPR : Total Physical Response

2. HK : Hardiyan Kartikasari

3. AJ : Anjar

4. ISN : Isni Romsi H

5. PYO : Putu Yudistira O

6. RGO : Rossi Giant O

7. EPN : Erika Putri N


commit to user

1

1

CHAPTER I

INTRODUCTION

A. Background of The Study

It is important to children to start learning English as soon as possible.

Nowadays, the students of the elementary school have begun to study English as a

foreign language. SDN Masaran 2 Sragen is one of the elementary school which is

starting to introduce English to the students from the first grade till the sixth grade.

Brewster, Ellis and Girard (1992: 24) says that the reason most commonly put forward

for starting to teach a foreign language early is indisputable fact that young children have

a greater facility for understanding and imitating what they hear than adolescents, not to

mention adults. It means that children are in the golden age when they acquired their

mother tongue naturally. It seems a reasonable strategy to try to take advantage of such

favorable circumstances.

Vocabulary is the primary aspect in learning language because of that ones who

want to learn language have to learn vocabulary first; it is also used for learning our

mother tongue or for learning others language. Vocabulary is a central to language and

words are of critical importance to the typical language learner (Zimmerman in Huckin

and Coady, 1997: 1). It means that vocabulary is the first aspect in learning language

before able to use the language. Because of that before learning a language the learners


commit to user

2

2

have to learn vocabulary. The students in the elementary school are beginners, thus they

have to learn vocabulary first before they can use the language to communicate.

The students of the elementary school have begun to study English as a foreign

language. SDN Masaran 2 Sragen is one of the elementary school which has started to

introduce English to the students from the first grade till the sixth grade. One of the

classes which are learns English are the students in the third grade.

Based on English curriculum 2004 in Central Java, the students in the third

grade have to be able to pronounce the words, to respond and understand the

instructions given by showing the picture, and to spell the words related to the topic. In

fact, the students get difficulties to pronounce the words, to memorize the words and

the meaning of them, to respond and understand the instructions given, and to write the

name of the picture. From the illustration above, the students in the third grade get a

problem in learning vocabulary.

The students problems in learning vocabulary can be seen from some indicators

when the researcher thought them in the class as follows: (1) when the teacher asked

them to pronounce the words some of them got difficulties to pronounce the words

given; (2) when the teacher gave them command the students got difficulties to

understand what the command were; (3) they also got difficulties to memorize the

words given and also the meaning them; (4) and the students got difficulties to spell the

words related to the topic.


commit to user

3

3

There are some indicators that the researcher found from the situations in the

class when the teaching learning process went on: (1) The situations in the classroom

were noisy; (2) some of the students talked with their friends; (3) some of them did not

write the materials given in their note books; (4) some of the students walked and run in

the class; (5) and they like took a pee when the teaching learning process went on.

From pre observation, the researcher found the sources of the problem: (1) the

teacher’s technique, she only used drilling; (2) the teacher’s role only explain the

meaning/translating; (3) Students did not pay attention to the teaching learning process.

To overcome the students’ problem in learning vocabulary which is signed by

some indicators above, the researcher takes a solution by utilizing children’s song video

through Total Physical Response to improve the students’ vocabulary acquisition.

Children’s song video is a video which contain children’s song that uses

audiovisual media. It needs a television and a player or uses a computer to operate the

video. Children’s song video contains moving pictures and sounds. This media close to

the children’s world because it is fun.

According to (Richard & Rodgers, 2001: 73) Total Physical Response is a

language teaching method built around the coordination of speech and action; it

attempts to teach language trough physical (motor) activity. Total Physical Response is

method which combines information and skills through the use of the kinesthetic sensory

system. This combination of skills allows the student to assimilate information and skills

at a rapid rate. The basic tenets are; (1) Understanding the spoken language before


commit to user

4

4

developing the skills of speaking, (2) Imperatives are the main structures to transfer or

communicate information, (3) the students is not forced to speak, but is allowed an

individual readiness period and allowed to spontaneously begin to speak when he/she

feels comfortable, confident in understanding and producing the utterances.

Utilizing children’s song video and Total Physical Response as a media and a

method to teach vocabulary will make the children more interesting to the teaching

learning process. Children’s song video is an interesting media because it is not only

make the students listen to the song but also they can see the moving pictures in the

video. Besides that children’s song video closes to children’s world. It makes the

students feel happy, enjoy, and comfort in whole their activities in the teaching learning

process.

Combining children’s song video through Total Physical Response will make the

students doing some activities such as role play. Whole of the activities in the class will

make them learn the song in the video. They are not realizing that they are learning a

language. Thus all the activity will make them fun and decrease the students stress

because they are learning while playing.

Based on the illustration above, the researcher is interesting in carrying out a

study on “Utilizing Children’s Song Video to Improve Students’ Vocabulary Acquisition

through Total Physical Response (A Classroom Action Research at the Third Grade of

SD Negeri Masaran 2 Sragen in the Academic Years of 2010/2011).

B. Problem Statement


commit to user

5

5

From the background of the study, the problems can be formulated in the following

questions:

1. Can and to what extent children’s song video trough Total Physical Response

improve students’ vocabulary acquisition?

2. What is the situation when children’s song video through Total Physical

Response is applied in the English class?

C. Objectives of the Research

1. To identify can and to what extent children’s song video trough Total Physical

Response improve students’ vocabulary acquisition?

2. To identify what is the situation when children’s song video through Total

Physical Response is applied in the English class?

D. Benefits of the Study

The benefits of the study that the writer expects are:

1. For the students

By utilizing children’s song video through TPR the students can learn

vocabulary better. They can study vocabulary while singing and acting like the song

video. They can memorize the words, spell the words, pronounce the lyrics, and do

the commands better. They also can enjoy the teaching learning process thus they

are not frustrated when they are learning English subject in the class.


commit to user

6

6

2. For English teachers.

The study can give contribution to solve problems related how to teach

vocabulary more fun and enjoy for young learner. If the teacher can choose an

appropriate media or a method to teach vocabulary for young learner like teaching

vocabulary utilizing children’s song video through TPR that close to the children

world, it will be easy to the teacher in teaching and presenting new vocabulary to

the students. The appropriate media and method also make the students fun and

enjoy the teaching learning process.

3. For FKIP college students.

The study can give inspiration to teach students in the young age. The

inspiration from this study can be implemented when FKIP college students teach

young learner in the future.

4. For the researcher.

The study can give her understanding how to teach students vocabulary

more fun, interesting, and enjoyable and also improve student’s vocabulary

acquisition.

5. For the reader of this thesis.

The reader can get some information from this study about teaching

vocabulary for young learner.


commit to user

7

7

CHAPTER II

LITERATURE REVIEW

A. Vocabulary Acquisition

1. The Nature of Vocabulary Acquisition

According to Ur (1998: 60) vocabulary can be defined, roughly, as the words

we teach in foreign language. While Hornby (2003: 482) gives three definitions of

vocabulary, vocabulary is: (1) all the words that a person knows or uses, (2) all the

words in a language, (3) list of words with their meanings. According to Hatch and

Brown (1995: 1), the term vocabulary refers to a list or set of words for particular

language or a list of words that individual speakers might be. Vocabulary is the total

number of words in a language, all words know to person/used in a particular book,

subject, or list of words with their meanings. From the definition above, it can be

concluded that vocabulary is a total number of words in particular language in which

a person knows and use it. Zimmerman in Huckin and Coady (1997: 1) says that

vocabulary is a central to language and words are of critical importance to the

typical language learner. It means that the single, biggest component of any language

course is vocabulary. No matter how well the students learns grammar, no matter

how successfully the sounds of second language are mastered, without words to


commit to user

8

8

express a wide range of meanings, communication in second language just can not

happen in any meaningful way .

According to Hornby (1995: 11) acquisition is the process of acquiring

something. Ellis, Rod (1996: 6) states that the term ‘acquisition’ is used to refer to

picking up a second language through exposure. While Channell in Nunan (1991:

129) says that acquisition is the end result of vocabulary development. She also

says that a new vocabulary item is acquired when the learner can identify its

meaning in and out of the context and it can be used naturally and appropriated.

Ellis in Schmitt & McCarthy “Vocabulary acquisition is a cumulative activity, rather

than an all-or-nothing affair (1997: 119)”. She also says that vocabulary acquisition

is about meaning, it is an explicit learning process. In conclusion vocabulary

acquisition is a process to pick up list of words a second language through exposure

thus the learner can identify the meaning, the meaning, spelling, instruction,

pronunciation of the vocabulary in and out of the context and it can be used

naturally and appropriately.

2. Kinds of Vocabulary

There are two kinds of vocabulary namely receptive vocabulary and

productive vocabulary (Hatch & Brown, 1994).

a. Receptive vocabulary is words which the learners recognize and

understand when they occur in context, but cannot produce correctly.

Receptive vocabulary recognize by the learners when they see in reading


commit to user

9

9

context. Receptive vocabulary is also called a passive process because the

learners just receive thought from others. It is a basic vocabulary which is

much larger than productive vocabulary. In this case the learners only as a

hearer. Listening vocabulary is larger than speaking vocabulary and similarly

to reading vocabulary that is relatively larger than writing vocabulary.

b. Productive vocabulary

Productive vocabulary is the words, which the learners

understand, able to pronounce correctly, and able to use it in speaking and

writing. Productive vocabulary needed from receptive vocabulary to make

the learners able to produce speaking and writing competence related with

the context. Productive vocabulary can be called as an active process,

because in this process the learners are able to produce and express what

they thought to others.

3. Aspects in Vocabulary

Ur (1998: 60 – 62) states some aspects that the learner should be mastered

and the teacher should be taught in order to help the learners in mastering

vocabulary. They are as follows:

a. Form (pronunciation and spelling)

Here, the mastery of vocabulary involves the mastery on pronunciation and

spelling. The learner has to know how the word sounds and how the word


commit to user

10

10

spells. In teaching, the teacher needs to make sure that both these aspects are

accurately presented and learned.

b. Grammar

The grammar of a new word will need to be taught if this is not obviously

covered by general grammatical rules. A word may have an unpredictable

change of form in certain grammatical contexts or may have some idiosyncratic

way of concerning with other words in sentences.

c. Collocation

The collocation typical of particular item are another factor that makes a

particular combination sound ‘right’ or ‘wrong’ in a given context.

d. Aspect of meaning

1) Denotation, connotation, appropriateness

Denotation is the meaning of a word is primarily what it refers to in the

real world or it is often the sort of definition in dictionary. A less obvious

component of the meaning of an item is its connotation. The associations, or

positive or negative feelings it evokes, which may or may not be indicated in

a dictionary definition. An aspect of meaning that also needs to be taught is

whether a particular item is the appropriate one to use in a certain context

or not. Thus, it is useful for a learner to know that a certain word is very

common, or relatively rare, or ‘taboo’ in polite conversation or is more

suitable for formal than informal situation, or belongs to a certain dialect.


commit to user

11

11

2) Meaning relationship

How the meaning of one item relates to the meaning of others can also

be useful in teaching. There are various such relationship, they are: (1)

synonyms: item that mean the same or nearly the same, (2) antonyms: items

that mean the opposite, (3) hyponyms: item that serve as specific examples

of a general concept, (4) co-hyponyms or co-ordinates: other items that are

the ‘same kind of thing, (5) superordinates: general concepts that ‘cover

specific items, (6) and translation: words of expression in the learners’

mother tongue that are equivalent in meaning to the item being taught.

e. Word formation

Vocabulary item, whether one word or multi word, can often be broken

down into their component of words. Exactly how these words are put together

is another piece of useful information.

4. Teaching and Learning Vocabulary

a. Learning Strategy

There are many strategies in learning strategies which is can be used by the

learners. The learners can choose the strategies in learning vocabulary which is

appropriate with them. Schmitt and McCarthy (1997) divide the taxonomy of

vocabulary learning strategies into four groups as follows:


commit to user

12

12

1) Discovery Strategies, in this strategies the learner learn the words by

themselves, they have to discover the meaning of the vocabulary which is

they learn by guessing from structural knowledge in language.

2) Social Strategies, another way to discover new meaning of words

employs the social strategy of asking someone who knows. Teachers are

often in this position. They can be asked to help in a variety of ways like

giving the translation, synonym, paraphrase, and any combination of these.

3) Memory Strategies, This strategies known as mnemonics which is

involve relating the word to be retained with some previously learners’

knowledge, using imaginary or grouping. This strategy usually used this

stage like pictures/ imaginary, related words, grouping, etc.

4) Cognitive Strategies, this strategy focused on manipulative mental

processing; sorting, classifying, comparing, predicating, repeating and using

mechanical means to study.

b. Teaching Vocabulary

Vocabulary is an important component to study because from learning

vocabulary we can learn speaking, reading, writing. The success in teaching

vocabulary depends on the interaction between teacher and learner.

5. Techniques in Teaching Vocabulary

Allen (1983) explains some techniques in teaching vocabulary that can be

prepared and chosen as follows:


commit to user

13

13

a. Demonstration, this technique belongs to demonstration, is gesture and

action performing but the teacher can also use real objects and command.

b. Visual Aids, this technique is interesting to teach the students in teaching

learning vocabulary. In this technique the teacher can use pictures, photo,

blackboard, etc.

c. Verbal Explanation, verbal explanation is like translating the words L2 into

L1, the teacher have to pay attention with words in sentences or in context

because words have several meaning.

d. Word List, word list technique, the teacher should pay attention to

vocabulary selection. The words which are thought must appropriate with

the students level.

While Cross (1995: 5-10) makes a list of techniques of teaching vocabulary.

The techniques are as follows:

a. Ostensive Means

Ostensive means is the way of teaching vocabulary by showing or

holding up or pointing to objects in the classroom or outside the class. The

kinds of ostensive means are as follows:

1) Realia

Realia can be called real things. It is the way of presenting

vocabulary by bringing the things into the classroom. For examples: a

piece of bread or fruit, a whistle, a stick, toys, eggs, and so on.


commit to user

14

14

2) Picture

Objects that are not easy carried or which are unavailable can be

represented pictorially. Simple picture are better because the focus is

less ambiguous.

3) Body

Both teacher’s and student’s body can be used to get the meaning

across. The techniques of using body in the teaching vocabulary are: a)

facial expression, to show feelings (e.g. happy, smiling, hot), b) gesture,

using hands and arms to show range of meaning (e.g. fast, small, wide),

c) mime and action, to show many verbs and some adverbs (e.g. to eat,

to sleep, to wake up).

b. Verbal Definitions

There are several ways to define the meaning of a new word using

teacher talk. There are:

1) Word sets

Word sets are the groups or related words. Teacher can use the

words in a set that the students already know in order to introduce new

related words.

2) Synonyms


commit to user

15

15

Synonyms are words that mean more less the same meaning.

Synonyms are best shown on the board using the mathematical sign for

equals (=). Example: unhappy = sad, residence = home.

3) Antonyms /opposites

Antonyms are words that have an opposite meaning. The sign to

indicate an opposite meaning is equals sign crosses (≠). Example: hot ≠

cold, full ≠ empty.

4) Cognates

Cognates are words in the students’ own language that have the

same, or very similar, form as English word. If the student’s mother

tongue or second language is related to English there will be many

hundreds or perhaps thousands, of such words available and readily

comprehensible.

5) Illustrative sentence

Illustrative sentence are the way of teaching vocabulary by

contriving a sequence of sentences to create a linguistic context in which

the meaning of the one unknown word is illustrated (become clear).

6) Scales


commit to user

16

16

Teacher can show the meaning of some types of words by

sequencing them along a scale between two antonyms. For example:

never, sometimes, often, generally, always.

7) Translations

Translation can be used when no easy alternative suggests itself. It

is sometimes better to give the mother tongue equivalent, rather than to

spend a great deal of time trying to define of show the meaning.

c. Audio Presentation

Audio presentation is the way of teaching vocabulary by signaling the

meaning of words. Many words are more easily presented by a tape

recording than by the ways already described. For example: a horse

galloping, children splashing in the water.

d. Running Context

Running context is the way of teaching vocabulary by linking all new

words in some way. This can be done after the presentation of the words as

separate entities or during the entire presentation. For example in presenting

flood, thunder and collapse, the story of a storm with heavy rain which

caused a house in your village to collapse would create interest as the three

new words are introduced.


commit to user

17

17

From the explanation above it can be concluded that there are many

techniques in presenting vocabulary thus she or he can use many technique

which is appropriate with the material, the learner and the situation.

In her research, the researcher will take the development data of the students in

understanding meaning and spelling by using test. The researcher will take the

students’ pronunciation development data and the development the students

understanding the command by audiovisual recording.

6. Construct of Vocabulary Acquisition

Based on the explanation above, vocabulary acquisition is a process to pick up

list of words of a second language through an exposure thus the learner can identify

the meaning, spelling, instruction, pronunciation of the vocabulary in and out of the

context and it can be used naturally and appropriately. Children’s song video

presenting new vocabulary in a context through TPR can make the students

exposure list of the words or utterances from the song lyric thus the learner can

identify the meaning, spelling, instruction, pronunciation of the vocabulary or

utterances by doing the command and watching the video.

In her research, the researcher will take the development data of the students in

understanding meaning and spelling by using test. The researcher will take the

students’ pronunciation development data and the development the students

understanding and responding the command by field note.

7. Scoring Rubrics


commit to user

18

18

Rubrics are rating scales-as opposed as checklist-that are used with

performance assessment (Mertler, 2001). He also said that rubrics are formally

defined scoring guides, consisting of specific pre established performance, criteria,

used in evaluating the students work on performance assessment. Rubrics are also

typically the specific form of scoring instrument use when evaluating student

performance or products resulting from a performance task. According to

Brookhart in Moskal Barbara M. (2000) scoring rubrics are descriptive scoring

schemes that are developed by the teacher or other evaluators to guide the analysis

of the products or process of students’ effort.

There are two types of scoring rubrics: holistic and analytic. According to

Nitco in Mertler, 2001 a holistic rubrics requires the teacher to score the overall

process or product as a whole without judging the component part separately.

While analytic rubric according to Moscal and nitco in Mertler (2000) is the teacher

scores separate, individual parts of the product or performance first, then sums the

individual scores to obtain a total score.

Table 2.1. Vocabulary Test Rubric

Items Aspect Point Number Result

Multiple choice Meaning 1 20 20

Arranging jumbled

letters

Spelling 2 10 20

Total 40


commit to user

19

19

The test consists of two topics: parts of body and colours. It consists of thirty

questions, twenty questions are multiple choice and ten questions are arrange the

jumbled letters. In the multiple choices if the students can answer one question they

will get one point while in arranging the jumbled letters if the students can answer

one question they will get two points. The test scoring result is taken from the total

point multiplied by ten then divided by four.

B. Children’s Song Video

1. Video

a. The Nature of Video

According to Hornby video is the process of recording, reproducing or

broadcasting films on magnetic tape, using special camera and a television

(1995: 1327). While Allan (1991) says that video is an entertaining and

motivating medium. The visual support not only provides valuable assistance in

overall comprehension seeing gestures and expression of the speakers and the

social content in which they are speaking can be so importance—but learners

are also usually more interested in what people have to say when they can

actually see them. Besides that he says that video also has the capacity to bring

the outside world into classroom with more impact than many audio cassettes

or written texts, and it can sometimes generate interest and discussion where

other mediums fail. Video can operate on different levels, stimulating interest


commit to user

20

20

through both words and/ or pictures. Video can also convey so much cultural

information in short space of time.

Video is not the only resource we have at our disposal in the language class.

It takes its place among range of other aids. There are some strengths of video

in the context of language learning according to Allan (1991: 48) as follows:

1) It represents realistic ‘ slice of life’

Video is contains moving picture and soundtrack, the examples of

language in use more realistic. The examples are more comprehensive,

because video put before use the ways people communicate visually as well

as verbally so video is a good means of bringing ‘slice of living language’

into the classroom.

2) It gets students talking—us and to each other

The right video material can make the learners communicate in the

situations where the learners will really have something want to say to each

other. Its vivid presentation of settings and characters can be used to set the

scene for role play; it can present a case with such impact that it sparks off

fierce debate; the learners make their own interpretations of what we see

and so video can be a stimulus to genuine communication in the classroom

bringing out different communications within the group.

3) It provides visual support


commit to user

21

21

When we use video as a medium the learners can see and receive visual

signals. Therefore video can help the learners when they listens foreign

language if they can see as well as hear what is going on. Video’s moving

picture also help learners concentrate because they provide a focus

attention while they listen.

4) It offers variety and entertainment

Video is a medium of great variety, with a wealth of different kinds of

software which can use to ring the changes in our teaching. Video help

teacher provide a richer and more varied language environment within

which learning can take place. The combination of variety, interest, and

entertainment we can derive from video. It makes an aid which can help to

develop motivation in learners.

From the definition above it can be concluded that video is a medium which

are entertaining, interesting, motivating, using audio visual program which is

support the students in learning a language.

2. Song

a. The Nature of Song


commit to user

22

22

Hornby (1995) defines song as a peace of music with words that are sung.

While Kasihani (2007: 113) says that nyanyian adalah serangkaian

kata-kata yang dilagukan dengan irama dan nada tertentu. “Song refers to

pieces of music that have words” (Griffee, 1992: 5). He also says that every

song has their own identity and function differently and there are any features of

songs as follows:

1) Songs convey a lower amount of information.

2) Songs have more redundancy and it is makes songs simple.

3) Songs have personal quality that makes the listener being sung the songs

were for the listener personality.

Songs are especially at introducing vocabulary because song provide

meaningful context for the vocabulary (Griffee, 1992: 5). Besides that song is a

culture capsule containing within itself a significant piece of social information.

Murphy says that song is communal activity which, for a while, the world

becomes one. Everything we see, everything we do is associated with the sound

we are hearing. The use of music and song in the classroom can stimulate very

positive associations to the study of language, which other wise may only be

seen as laborious task, entailing exams, frustration and correction.

Based on the definition above, it can be concluded that song is a piece of

music with words that are sung with rhythm and tone in a context which have

positive influence to study a language.


commit to user

23

23

b. Types of Songs

Songs are also classified according to popularity or according to entertain

established musical forms (pop, country, folk, jazz, etc). Those classification

schemes are not appropriate for language teachers because they overlook the

role of the activities language teachers use. Griffee (1992: 11) divides song

according to the length, and tempo, because length and tempo have a high

degree of relevance to the appropriateness’ of a song and an activity as follows:

1) All songs’ means the activity can be used any song.

2) Short, slow songs’ means the activity works well with song that are

slow and short. Most songs range from three and a half to four and half

minutes in length. A short song is any song that is three minutes or less.

3) Songs that tell stories are songs that have a story line. Songs that tell

stories have a beginning, middle, and end. They are usually and slow

although a very few are short and slow or short and fast.

4) Instrumental music is any music without words.

5) Long songs are the majority of songs on Top 40 charts. They are

usually at least four minutes long or longer, they are usually not very

easy to sing and present a series of images rather than tell story. Most

of them are fast, although a few are slow.


commit to user

24

24

6) Short, fast songs are songs that typically have one verse with no

repeating phrases or refrains and have quick tempo. They are usually

under three minutes in duration.

c. The Advantages of Song

Songs and music can be used to relax the students and provide an

enjoyable classroom atmosphere (Griffee, 1992: 4). According to Griffee

(1992: 4) there are many advantages to use songs and music in the language

classroom. There are six categories; classroom atmospheres, language input,

cultural text, supplements, teaching and interest.

1) Classroom atmosphere, songs and music can be used to relax students

and enjoyable classroom atmosphere.

2) Language Input, in using songs and music in the classroom can expose

the students to rhythms of language

3) Cultural Input, bringing a song into classroom entails bringing the culture

of the song in with it. Songs can be used as away of looking at a culture

and comparing it with other cultures. Songs can also be used to evoke

historical periods.

4) Songs as Text, songs can be used as texts in the same way that a

poem, short story or novel or any other piece of authentic material can

be used.


commit to user

25

25

5) Songs and Music as Supplements, songs can be used to supplement a

textbook or can serve as the text itself in a variety of teaching situations

such as:

a) Using a song after the regular lesson.

b) Using a song for a change pace.

c) Using a song for special occasion.

6) Songs can be used to teach pronunciation, songs and music with their

tones, rhythm and stress, can provide for some languages to teach and

practice the several skills group together under the term pronunciation.

7) Songs can be used to teach and memory

8) Songs can be used for pattern practice memory retention.

9) Songs can create the students interest.

While according to Murphy in relation to language learning, the use music

and song offers two major advantages:

1) Music is highly memorable. Whether this is because it creates a state of

relaxed receptivity, because its rhythms correspond in some way with

basic body rhythms, or because its messages touch deep seated

emotional or aesthetic chords, or because its repetitive patterning

reinforces learning without loss of motivation-whatever the reason,

song and music “stick” in the head.

2) It is highly motivating, especially for children, a adolescents, and young

adult learns popular music in its many forms constitutes a powerful


commit to user

26

26

subculture with its own mythology, its own rituals, and its own

priesthood. As such it is part of students’ lines in unsuspected positive

energy.

3. Nature of Children

a. Nature of Children

Hornby (1995: 193) children are a young person from birth to the age of

full physical development. More than anything else, children are curious, and

this in itself motivating. At the same time their span of attention or concentration

is less than adult. Children will often seek teacher approval: the fact that the

teacher notices them and shows appreciation for what they are doing is of vital

importance.

b. Characteristics of Children

Halliwell (1998: 3) identifies the characteristics of young learner. For

example, children:

1) Are already very good at interpreting meaning without necessarily

understanding the individual words.

2) Already have great skill in using limited language creatively.

3) Frequently learn indirectly rather than directly.

4) Take great pleasure in finding and creating fun in what they do.

5) Have a ready imagination.

6) Above all take great delight in talking.


commit to user

27

27

According to Scott and Ytreberg (1998: 1-4) the children’s development

can be divided into two main groups. The first is five to seven year olds and the

second is eight to ten year olds. The following are the children’s characteristics in

each group:

1) Five to seven year olds

a) They can talk about what they are doing.

b) They can tell you about what they have done or heard.

c) They can plan activities.

d) They can argue for something and tell you why they think what they

think.

e) They can use logical reasoning.

f) They can use their vivid imaginations.

g) They can use a wide range of intonation patterns in their mother

tongue.

h) They can understand direct human interaction.

2) Eight to ten year olds

a) Their basic concepts are formed. They have very decided views of

the world.

b) They can tell the difference between fact and fiction.

c) They ask questions all the time.

d) They rely on the spoken word as well as the physical world to

convey and understand meaning.

e) They are able to make some decisions about their own learning.


commit to user

28

28

f) They have definite views about what they like and do not like doing.

g) They have a developed sense of fairness about what happens in the

classroom and begin to question the teacher’s decisions.

h) They are able to work with others and learn from others.

While Brumfit (1997: v) gives a list of the characteristics which young

learners share as follows:

1) Young learners are only just beginning their schooling, so that

teachers have a major opportunity to mould their expectations of life

in school.

2) As a group they are potentially more differentiated than secondary

or adult learners, for they are closer to their varied home cultures, and

new to the conformity increasingly imposed across cultural grouping

by the school.

3) They tend to be keen and enthusiastic learners.

4) Their learning can be closely linked with their development of ideas

and concepts, because it is so close to their initial experiences of

formal schooling.

5) They need physical movement and activity as much as stimulation for

their thinking, and the closer together these can be the better.


commit to user

29

29

C. Total Physical Response

1. Total Physical Response Background

Total physical Response developed by James Asher, a professor of psychology

at San Jose State University, California. It draws on several traditions, including

developmental psychology, learning theory and humanistic pedagogy, as well as on

language teaching procedures proposed by Harold and Dorothy Palmer in 1925.

According to Asher in Brown (2001: 30) he noted that children, in learning the first

language, appear to do a lot of listening before they speak and their listening is

accompanied by physical responses (reaching, grabbing, moving, looking, and so

forth). Total Physical Response is a language teaching method built around the

coordination of speech and action; it attempts to teach language through physical

(motor) Activity (Richard & Rodgers, 2001: 73). Total Physical Response is

method as one that combines information and skills through the use of the

kinesthetic sensory system. This combination of skills allows the student to

assimilate information and skills at a rapid rate. The basic tenets are: (1)

understanding the spoken language before developing the skills of speaking; (2)

imperatives are the main structures to transfer or communicate information; (3) the


commit to user

30

30

student is not forced to speak, but is allowed an individual readiness period and

allowed to spontaneously begin to speak when he/she feels comfortable and

confident in understanding and producing the utterances.

2. Theory of Language and learning

Asher in Richard & Rodger states that “most of the grammatical structure of the

target language and hundreds of vocabulary items can be learned from the skillful

use of imperative by the instructor” (2001: 73). While according to Asher in Brown

(2001: 30) TPR heavily utilized the imperative mood, even into more advanced

proficiency levels. Commands were an easy way to get learners to move about and

to loosen up. Humor is easy to introduce and interrogatives were also easily dealt

with. Eventually students, one by one, would feel comfortable enough to venture

verbal response to ask question themselves, and to continue the process. Asher in

Richards and Rodgers says that a stimulus-response view as providing the learning

theory underlying language pedagogy (2001: 73). Asher has elaborated an account

of what he feels facilities or in habits foreign language learning. For this dimension of

his learning theory he draws on three influential learning hypotheses:

a. The bio-program of Asher consists of three processes as central. They are:

(1) children develop listening competence before they develop the ability to

speak, (2) children’s ability in listening comprehension, (3) once a foundation in


commit to user

31

31

listening comprehension has been established, (4) speech evolves naturally and

effortlessly out of it.

b. Brain lateralization defines different functions in the left and right brain

hemisphere.

c. Stress intervenes between the act of learning what is to be learned; the

lower stress, the greater the learning.

3. Design

a. Objectives, the objectives of TPR are to teach oral proficiency at the

beginning level. Freeman (2001: 116) says that the goal of teachers who use

Total Physical Response method that she/he believe in the importance of having

their students enjoy their experience in learning to communicate in a foreign

language. TPR was developed in order to reduce the stress people feel when

studying foreign languages and thereby encourage students to persist in their

study beyond a beginning level of proficiency.

b. Syllabus, the type of TPR syllabus focus on grammar-based grammar

thought inductively. Total Physical Response requires initial attention meaning

rather form of items.

c. Learning Activities, in learning activities Total Physical Response use

imperative drills as a major activity. Conversational dialogues are delayed until

after about 120 hours of instruction. Other class activities include role play,

realia, picture, etc.


commit to user

32

32

d. Roles of Learners, the roles of the learners in Total Physical Response have

the primary roles of listener and performer. The learners listen attentively and

respond physically to commands given by the teacher. The learners are also as

imitators from nonverbal model.

e. Roles of Teacher, the teacher roles in Total Physical Response to controls

and monitors the language input the learners receive. The teacher is director of

all students’ behaviors. In giving feed back to the learner, the teacher should

also give the example likes parents giving feedback to their children.

f. The Materials, material plays an increasing role, however, in later learning

stages. For absolute beginners, lesson may not require the use of materials,

since the teacher voice, actions and gestures may be sufficient basis for

classroom activities.

4. Teaching Procedure

Asher in Richard & Rodgers (2001: 77) provides a lesson-by lesson account of

a course taught according to Total Physical Response principles, which serves as a

source of information on the procedures used in Total Physical Response

classroom. The teaching procedures of Total Physical Response are follows:

a. The teacher says the commands as her perform the action.

b. The teacher says the command as both the teacher and the students then

perform the action.

c. The teacher says the command but only students perform the action


commit to user

33

33

d. The teacher tells one student at a time to do commands

e. The roles of teacher and student are reversed. Students give commands to

teacher and to other students.

f. The teacher and student allow for command expansion or produces new

sentences.

According to Freeman (2001: 116) the instructor issues commands to a few

students, then performs the action with them. In the second phase, these same

students demonstrate that they can understand the commands by performing them

alone the observer also have opportunity to demonstrate their understanding. The

teacher next recombines elements of the commands to have students develop

flexibility in understanding unfamiliar utterances. These commands, which students

perform, are often humorous. After learning responds to some commands, the

students learn to read and written them. When students are ready to speak, they

become the ones who issue the commands.

5. The Advantage and Disadvantage of Total Physical Response

Method.

Total Physical Response has some advantages likes: Fun, memorable, and good

for kinesthetic learners, no matter the class size, work well with mixed-ability


commit to user

34

34

classes, no requirement for many preparation or materials, effective with young

learners, involves both left and right-brained learning.

Likes others method, TPR has its limitation namely: Students feel shy to make

role play, less useful for upper levels, overuse of TPR.

D. Rationale

The researcher has taken pre observation to the students in the second grade of SD

N Masaran 2 Sragen, the students in the third grade got difficulties to pronounce the

words that the teacher has thought, to spell the words correctly, to understand what the

command were , and to memorize the words. Because of that the students got

difficulties to understand and to respond the instruction from the teacher. From the

illustration above, the students in the third grade got problem in learning vocabulary.

The problems of the students difficulties in learning vocabulary can be seen from

some of the indicators when the teacher thought them in the class: (1) when the teacher

asked them to pronounce the words some of them got difficulties to pronounce the

words given; (2) when the teacher gave them command the students got difficulties to


commit to user

35

35

respond what the command were; (3) they also got difficulties to memorize the words

given and also the meaning them; (4) and the students got difficulties to write the words

that they have learned.

When the teaching learning process happened there are some indicators that the

researcher felt from the situations in the class: (1) The situations were noisy; (2) some of

the students talked with their friends; (3) some of them did not write the materials given

in their note books; (4) some of students walked and run in the class; (5) and they like

to take a pee when the teaching learning process went on.

The researcher use children’s song video as a media because it closes to the

children’s world and make them happy in studying a language. Total Physical Response

method is a method which uses speak and action to supports the children learn in the

class because the young learner is an active learner thus this method appropriate to the

students. This media and method are fun, interesting, and memorable. It is appropriate

to teach vocabulary to the student’s because it can reduce learners’ stress and creates

positive mood. In reflecting teaching subject matter from Prof. Joko Nurkamto, the

researcher got the information about the improvement percentages of students’

memories in learning by using kinds of learning model. The information are: (1) when the

students only read the materials, they only get 10% information from what they have

read, (2) when the students only hear the words from the teacher the students only get

20% information from what they have heard, (3) when the students only look at picture

or watch video the student’s only get 30% information from the video or picture that


commit to user

36

36

they have watched, (4) when the students only watch at an exhibition the students’ only

get 50% information from the exhibition they have watched, (5) when the students

participating in a discussion, the students get 70% information from the discussion, (6)

when the students doing real thing, the students get 90% information from what they

have done in a real situation. From the illustration above, by utilizing interesting media

and appropriate technique like children’s song video through Total Physical Response

can improve students’ vocabulary acquisition 70%.


commit to user

36

36

CHAPTER III

RESEARCH METHODOLOGY

A. Context of the Research

The research was carried out in SDN Masaran 2 Sragen. It is located on JL.

Kampung Tegal Rejo, Tegal Rejo, Masaran. SDN Masaran 2 Sragen has six

classrooms, a library, a teacher office, a computer room, a parking area and a canteen.

The research was taken in the first semester in the academic year of

2010/2011. The materials in a year was divided into seven major themes such as:

colour, parts of body, animals, school activities, days and week, food, home.

The subject of the research was the students at the third grade of SDN

Masaran 2 Sragen. Most of them are nine years old. The children in this age are very

active, it can be seen what they have done in the classroom.

From the pre-observation, the situations in the class were noisy. Some of the

students talked with their friends, walked and run in the class, some of them did not

write the materials given in their note books, and they took a pee when the teaching

learning process went on.

From the pre-observation, the researcher found the sources of the problem: (1)

the teacher’s technique, she only used drilling; (2) the teacher’s role only gave

vocabularies; (3) Students did not pay attention to the teaching learning process.


commit to user

37

37

Children’s song video is a media which is close to the children’s world.

Children’s song video is a medium which are entertaining, interesting, motivating, and

using audiovisual program to support the students in learning a language. Children like to

sing a song because it is fun. The students can enjoy their activities in the classroom

without realizing that they are learning.

For beginner, TPR is a suitable method to learn a foreign language. TPR

method is fun, memorable, and it can reduce the students stress when they are learning.

From the instructions the children can do many activities such as: realia and role play.

Thus the students can enjoy their activities in the classroom.

By utilizing TPR and children’s song video which close to the children’s world,

will make the students happy with the activities in the class. From the instructions in the

children’s song video, the students will learn a language unconsciously because the

situations and the activities are fun.

B. Research Methodology

1. Nature of Action Research

Kemmis and McTaggart in Nunan (1998: 18) say that action research is a

group activity. Bogdan & Biklen in Burns, Anne says that action research is the

systematic collection of information that is designed to bring about social change.

Wallace in Burns, A views that action research done by systematically collecting

data on your everyday practice and analyzing it in order to come to some decisions

about what your future practice should be.


commit to user

38

38

According to Nunan (1992: 3) research is systematic process of inquiry

consisting of three elements: (1) a question, problem, or hypothesis, (2) data, (3)

analysis and interpretation data. While Nunan & Mils (1992:6) mention four steps

processes in action research:

a. Identify an area of focus

b. Collect data

c. Analyze and interpret data

d. Develop an action plan

From the entire definitions above it can be concluded that action research is a

systematic process which is contains from problem, collect the data, analyze and

interpret data in order to carry out the solution to make improvement of the

students’ knowledge.

In this research, the classroom action research is conducted to solve the

problems in the English class. The purposes of the research are to improve the

students’ vocabulary acquisition and to improve the situations in the English class.

2. Characteristics of Action Research

According to Burns (1999: 30) there are some characteristics of action

research which are taken from some experts’ definitions as follows:

a. Action research is contextual, small-scale and localized. It identifies

investigates problems within a specific situation.


commit to user

39

39

b. It is evaluating and reflective as it aims to bring about change and

improvement in practice.

c. It is participator as it provides for collaborative investigation by teams of

colleagues, practitioners and researchers.

d. Changes in practice are based on the collection of information or data

which provides the impetus for changes.

While Cohen & Manion in Nunan say that the characteristics of action research

is first and foremost situational, being concerned with identification and solution

problems in a specific context and the aim of action research is to improve the

current state of affairs within educational context in which the research is being

carried out ( 1998: 18).

3. Stages of Action Research

The stages of action research include identifying the problem, planning, action,

observation and reflection. They are as follows:

a. Identifying the problem

The researcher identifies the problem to get a research focus area, such as

the difficulties faced by the students when memorizing vocabulary. Results of the

identification are then used to limit the focus of the study.

b. Planning


commit to user

40

40

The researcher prepare setting out the procedures, preparing lesson plans,

materials, media and instruments such as observation checklist, field-note,

interview guide and specify some criteria of success.

c. Action

The researcher implementing the plan, implementing the teaching and

learning process by using picture series based on the planning.

d. Observation

The researcher observing the application of the lesson plans, students’

activities in teaching and learning process.

e. Reflection

The researcher analyzes the collected data, determining whether the action

is successful or unsuccessful. The result of this step will be the basic of the next

activity or cycle and also will answer the hypothesis that has been proposed by

the writer before the action carried out.

C. Techniques of Collecting Data

1. Qualitative Technique of Collecting Data

In collecting data the researcher will take the data by observational and

non observational techniques.

a.Observational Techniques

1) Observation, closely watching and noting the classroom events,

happenings or interactions, either as participant in the classroom or as


commit to user

41

41

an observer of another teacher’s classroom. Observations can be

combined by using field notes, recording or journal.

2) Diaries/Journal, regular dated accounts of teaching/learning plans,

activities and classroom occurrences, including personal philosophies,

feelings, reactions, reflections, observations, explanations.

b.Non-observational Techniques. In her research the researcher use

document collection to set out document relevant to the research

context, e.g. course overview, lesson plans, classroom materials/texts,

assessments tasks/texts.

2. Quantitative Technique of Collecting Data

Test is a technique that can be used to collect the data from the students

and this technique can be used to know how effective the technique which is the

researcher use to improve students’ vocabulary acquisition. There are two

kinds of test, pre-test and post-test which are used to collect the data.

D. Technique of Analyzing Data

1. Qualitative Technique of Analyzing Data

In her research, the researcher used constant comparative for qualitative

technique to analyze data. Glaser and Strauss describe four stages in constant

comparative method as follows:


commit to user

42

42

1) Comparing incidents applicable to each category. The analyst start by

coding each incident in this data into as many categories emerge or as data

emerge that fit an existing theory.

2) Integrating categories and their properties. This process starts out in a small

way; memos and possible conferences are short but as the coding

continues, the constant comparative method units change from comparison

of incident with incident to comparison incident with the properties of the

category that resulted from initial comparison of incidents.

3) Delimiting the theory. As the theory develops, various delimiting features of

the constant comparative method begin to curb what could otherwise

become over helming task.

4) Writing the theory. At this stage, the analyst possesses coded data, a series

of memos, and a theory. The discussions in her memos provided the

content behind the categories, which become the major theme of the theory

later presented in papers or books.

2. Quantitative Technique of Analyzing Data

To analyze the data through quantitative technique can be used descriptive

statistics technique. There were pre-test and post-test that can be conducted. The

mean of the pre-test and the post-test can be calculated with the formula as follows:


commit to user

43

43

In which

= Means of pre-test score

= Means of post-test score

N = number of score

Finally, by analyzing the observation and the test result, the researcher can

make conclusion that utilizing children’s song video can improve the students’

vocabulary acquisition or not.


commit to user

43

CHAPTER IV

RESEARCH FINDINGS AND DISCUSSION

The aims of the research are identifying the improvement of the students

vocabulary acquisition and identifying the improvement of classroom situation during the

teaching learning process when children’s song video as a media and Total Physical

Response as a method are implemented in the classroom. The result implementation of the

research is broken down into two sections: research findings and discussion.

A. Research Findings

1. Situation Before Research

The research was conducted at SD N Masaran 2 Sragen. To know the

situation before research, the researcher did an observation and interview with the ex

English teacher and gave pre-test to the students. The situations before research can be

seen in Table 4.1.

Table 4.1 Situation Before Research

The students’ Indicators SituationsA. Students competence

1. Difficulties in memorizing L2 wordsand the meaning of it.

2. Difficulties in responding theinstruction given.

3. The students often make mistakes inpronouncing the words.

1. After the researcher thought the students thenshe asked them the English words or themeaning of the words in Indonesia, only littlestudents can answer the question.

2. When the teacher gave them command thestudents got difficulties to understand what thecommand were thus they also got difficulties toshow the picture like the command given

3. When the teacher asked them to pronounce thewords some of them got difficulties topronounce the words given.


commit to user

44

4. Difficulties in spelling the words.

B. The situation of the class when teachinglearning process happened.1. The situations in the classroom are

noisy.

2. Talk with their friends in the class.

3. Do not often write the material givenin their notes books.

4. Often take a pee when the teachinglearning process goes on.

5. Often walking and running in theclass.

4. When the researcher asked them to spell thewords, most of them got difficulties to spell it.

1. There are many students who make sounds inthe class.

2. Some of the students talked with their friendswhen the teaching learning process went on.

3. When the researcher asked them to write thematerial on the black board some of them didnot write the materials given in their notebooks.

4. Some of the students walked and run in theclass when the teaching learning process wenton.

5. They like took a pee. sometimes in same timemore than one students who are permitted totake a pee when the teaching learning processwent on

It can be seen from table 4.1, the vocabulary acquisition problems come from

the student’s competence and the classroom situation. Based on the results of the

observation and teacher interviewed, the problems could be identified as follows: 1) the

students’ vocabulary acquisition was low; 2) the classroom situations were noisy.

During the observation when the teaching learning process went on, the

situations in the class were noisy. There were many sounds in the class. When the

researcher thought them, most of the students talked with their friends with louder

sounds and they like to walk and run in the class. They also complained when the

researcher asked them to write the material in their note books that the researcher


commit to user

45

wrote on the blackboard. They complained that too many materials they have to write,

because of that there were some students didn’t write the materials. When the teaching

process went on the students seemed they like to take a pee, sometimes in same time

more than one students who were permitted to take a pee.

When the researcher thought the students in the pre-research like what the ex

English teacher did, the researcher and the observer also observed the students

competence in the learning vocabulary acquisition. During the teaching learning process,

the researcher asked them to imitate the students to pronounce the words after that the

researcher asked them to pronounce the words by themselves. From that the

researcher knows that they got difficulties in pronouncing the words because most of

the words that they read were false. Beside that the researcher also gave them some

questions about the English words and the meaning of it that the researcher has thought

before, only little students who can answer the questions. To know their spelling the

researcher asked them to write the words in front of the class, most of the students got

difficulties to spell the words given. When the researcher gave them some commands

they did not understand the command, it can be seen that they did not do the researcher

commands.

From observation result when the researcher thought the students in the class

only using drilling and translating the words given, it can be seen as follows: 1) when the

teacher asked them to pronounce the words some of them got difficulties to pronounce

the words given; 2) when the teacher gave them command the students got difficulties to


commit to user

46

understand what the command were thus they also got difficulties to show the picture

like the command given; 3) they also got difficulties to memorize the words given and

also the meaning them; 4) and the students got difficulties to spell the words related to

the topic. Beside that the situation in the class was noisy namely: 1) the situations in the

classroom were noisy; 2) some of the students talked with their friends; 3) some of

them did not write the materials given in their note books; 4) some of the students

walked and run in the class; 5) and they like took a pee when the teaching learning

process went on.

From pre-research the mean score result in the pre-test is 58.4 from level

0-100. The pre-research was conducted in the third grade that is consisted 21 students.

After being tested, it can be concluded that the students vocabulary acquisition was

low, because their mean score only 58.4 from level 0-100.

The problems of the third grade in learning vocabulary acquisition and the

situation problems came from some cases. From the teacher: 1) the teacher’s technique,

she only used drilling; (2) the teacher’s role only explained the meaning/translating.

From the students the problems came because they did not pay attention to the teaching

learning process.

2. The Implementation of the Research

a. Procedure of the Research


commit to user

47

The following part presents about the procedure of the research that starts

from pre-research and ends with overall reflections. The summary of the research

procedure is presented in Table 4.2.

Table 4.2 the Summary of the process of the Research

Class Third Grade (III)P r o b l e midentified

The students’ vocabulary acquisition was low. The classroom situation was not favorable.

Solution The researcher utilizing children’s song video through TPRPre-research The researcher conducted pre-observation, pre-test and interview to find the

problem in learning vocabulary acquisition.1) Pre-observation The researcher observed the teaching learning process.2) Pre-test The researcher gave the third students test.3) Interview The researcher interviewed the ex English teacher.

Implementationon Research

The researcher and ISN collaboratively implemented the research that carriedout in two cycles, 1st cycle: 2 meetings; 2nd cycle: 2 meetings.

Cycle 1 2 meetings1) 1st meeting: children’s song video (Simon says), modeling, role play.2) 2nd meeting: children’s song video (Colours in Motion), modeling, role

play.

Cycle 2 2 meetings1) 1st meeting: children’s song video (Simon says) through TPR,

modeling by using the song video, the students do role playby using children’s song video.

2) 2nd meeting: children’s song video (Colours in Motion)through TPR, modeling by using the song video, the studentsdo role play by using children’s song video.

O v e r a l lReflection

The students got improved their vocabulary acquisition. It is indicated whenthe teaching learning process went on by utilizing children’s song videothrough TPR. The student’s problems indicators in learning vocabularyacquisition were decreased. The students’ vocabulary competency gotimproved.


commit to user

48

Summarized in Table 4.2, the procedure of the research is described in the

following section. The research was conducted in the third grade of SD N Masaran

2 Sragen. The problem to be concerned is about the students’ vocabulary

acquisition. To overcome the problems the researcher chooses a solution. The

researcher chose children’s song video as a media and TPR as a method to solve

the problem. In conducting the research, the researcher did the pre-research and

did the implementation of the research. To find the students’ problems in learning

vocabulary the researcher did pre- observation, pre-test, interview with the ex

English teacher. In the implementation of the research, the researcher divided it into

two cycles. The first and the second cycle consisted of two meetings. In the end of

every cycle, the researcher did reflection to know whether the students’ writing skill

got improved or not.

Table 4.3 Summary of Research Implementation

Topic introduced 1) Parts of Body2) Colours

Class used for ActionResearch

Third grade (III)

Problem identified The students’ vocabulary acquisition was low. The classroom situation was noisy.

Proposed Solution Children’s song video through TPRImplementation In two cyclesPre-research The researcher conducted pre-observation, pre-test and interview

to find the problems in learning vocabulary acquisition.1) Pre-observation The researcher observed the teaching learning process. Aim: to identify the students’ problems in learning vocabulary

and the situation in the English class before research. Result: The students’ vocabulary acquisition was low and the

classroom situation was noisy.


commit to user

49

2) Interview The researcher interviewed the ex English teacher. Aim: to describe the teacher technique in teaching English and

to know the students’ behavior when the teacherthought them.

Result: the teacher only used drilling the words and themeaning of it and translating the words in to firstlanguage; the students’ behavior tend to make noise inthe class.

3) Pre-test The researcher gave the 21 third grade students pre test. Aim: to know the students vocabulary competence. Result: the students mean score was 58.4. It was lower than the

minimum standard, 60.

Cycle IPlanning

Planning Learning Activities utilizing children’s song videothrough TPR namely: lesson plan, computer, song lyric’stranscription, post-test and everything related to the research.

Actions Meeting 1: Parts of Body The researcher greeted to the students. The researcher asked to the students that they would learn the

English material subject by utilizing children’s song video. The researcher asked them the names of parts of body in

Indonesia. The teacher introduced the material by playing the video. The researcher gave modeling to the students by playing the

song video without picture. The students did role play in classically by watching the song

video. The students did role play in a group by acting and singing like

the actor in the video. The researcher reviewed the material. The researcher closed the meeting and prayed together.

Meeting 2: Colours The researcher greeted to the students. The researcher asked to the students that they would learn the

English material subject by utilizing children’s song video. The researcher asked them kinds of colours in Indonesia. The teacher introduced the material by playing the video. The researcher gave modeling to the students by playing the

song video without picture. The students did role play classically by watching the video. The students did role play in a group by acting and singing like

the actors in the video. The researcher reviewed the material. The researcher closed the meeting and prayed together.

Observation The observations results of cycles 1 are follows: Most of the students could memorize the words and the

meaning of it. The students were able to do some of instructions given from

the song lyrics in the video although not all instructions in the


commit to user

50

song lyrics they can do. Many of the third grade students could pronounce the words. The students have improvement in spelling the words. There were any progresses only two or three students who

walked and run in the class Some of the students still had difficulties in pronouncing the

words. There were some of the students had mistake in spelling the

words. There were any students who made talked with their friends and

walked in the class. The classroom situation more comfortable than before the

research.Reflection The reflections are as follows

+ They did not take a pee when the teaching learning process wenton.

+ They talked with their friends little.+ Sometimes some of them still walked in the class.+ The students’ mean score of post –test 1 is 78.7- There were some of the students still difficulties in responding

the instruction given.- Some of them still made mistakes in pronouncing the words- Some of them still got difficulties in spelling the words.- The classroom setting made the students can not optimal do the

role playRevision The next cycles focused on:

Setting the classroom. The researcher designed the activities in the class namely gave

more modeling to the students. Drilling the students by playing the song video using sounds

and pictures. Changed the number of the groups in to three students in one

groups.Cycle 2Planning

Two meetingsThe researcher prepared children’s song videos, lesson plan, thesong’s lyrics transcription, computer and everything related to thetopic.

Actions Meeting 1: Parts of Body The researcher greeted to the students. The researcher gave modeling to the students by playing song

video. The students did role play in classically by watching the song

video. The students did role play by acting and singing like the actors

in the song video. The researcher reviewed the material by play the video. The researcher closed the meeting and prayed together.

Meeting 2: Colours The researcher greeted to the students. The researcher gave modeling to the students by playing song

video.


commit to user

51

The students did role play in classical by watching the songvideo. The students did role play by acting and singing like the actors

in the song video. The researcher reviewed the material by play the video. The researcher closed the meeting and prayed together.

Observation The observation results of cycle 2 are follows: The students could memorize the words and the meaning of it. Most of the students were able to do some of instructions

given from the song lyrics in the video. The students have improvement in pronounce most of them

should pronounce them well. Most of the students are able to spell the words given. Only little the students have talked. Only two or three students who made noise because they want

did role play more than one. All the students wrote the material in the black board. There were no students who permitted to take a pee. Only two or three students who walked in the class because

they want to do role play more then one times.

Reflection The Reflection are follows:+ The students are able and more easily in memorizing the words

and the meaning of it.+ The students are easier in responding the instruction given

because the actors in the video make them know what theyhave to do.

+ The students’ pronunciation become well because they aresinging like in the video.

+ The students are able to spell the words well then before.+ They only little talked with their friends.+ They did not take a pee when the teaching learning process

went on.+ The students who walked in the class decrease only one or two

students walked in the class.+ All the students wrote the material that the researcher wrote on

the blackboard.+ The student’s mean score in post-test 2 is 85.- Difficult to find another video in the same topic with another

activities.Findings as the whole The research findings after implemented the research in two cycles

are as follows: The improvement of the students’ vocabulary acquisition. The improvement of classroom situation after children’s song

video applied. The improvement of the students’ achievement The improvement of the students’ behaviors towards English

lesson.To know more detail the descriptions of the implementation, it can be seen

in the following section as follows:


commit to user

52

b. Pre-research

The researcher conducted the pre-observation in third grade students of SD

N Masaran 2 Sragen to know the condition of the teaching learning process before

the action research was done by the researcher. In this step, she found that the

students had low vocabulary acquisition and the class situation was noisy. It was

indicated namely: 1) when the teacher asked them to pronounce the words some of

them got difficulties to pronounce the words given; 2) when the teacher gave them

command the students got difficulties to understand what the command were thus

they also got difficulties to show the picture like the command given; 3) they also

got difficulties to memorize the words given and also the meaning them; 4) and the

students got difficulties to spell the words related to the topic; 5) The situations in

the classroom were noisy; 6) some of the students talked with their friends; 7) some

of them did not write the materials given in their note books; 8) some of the students

walked and run in the class; 9) and they like took a pee when the teaching learning

process went on. These facts are supported when the researcher conducted

pre-test; the mean score of the pre-test is 58.4, whereas the minimum score for

English is 60.


commit to user

53

Based on the pre-observation and pre-test, the researcher identified that

students’ vocabulary acquisition should be improved using a certain media and

method which is expected to be able to solve the problems. Therefore, the

researcher chooses children’s song video and TPR to improve students’ vocabulary

acquisition.

c. Cycle One

1) Identifying the Problem

In the first stage, the researcher did pre-observation in the class to

know how the situation in the class before she implementing and conducting the

research. From pre-observation the researcher found the student’s got

problems in learning Vocabulary. It can be seen when the teaching learning

process went on namely: 1) when the teacher asked them to pronounce the

words some of them got difficulties to pronounce the words given; 2) when the

teacher gave them command the students got difficulties to understand what the

command were thus they also got difficulties to show the picture like the

command given; 3) they also got difficulties to memorize the words given and

also the meaning them; 4) and the students got difficulties to spell the words

related to the topic. From the class situation the researcher found some of the

problems namely: (1) the situations in the classroom were noisy; 2) some of the

students talked with their friends; 3) some of them did not write the materials

given in their note books; 4) some of the students walked and run in the class;


commit to user

54

5) and they like took a pee when the teaching learning process went on.

Besides that the researcher found some of the causes of the problems in the

class such as: 1) the teacher’s technique, she only used drilling; 2) the teacher’s

role only gave vocabularies; 3) students did not pay attention to the teaching

learning process. To know more information about the students the researcher

did interview with the ex English teacher. The teacher said that the students got

difficulties in memorizing the English words and the meaning of it, spelling the

words, pronouncing the words correctly and understanding the instruction.

Besides that the students, when they joint the English class they were become

noisy such as: talked with their friends, walked and run in the class some times

they went out from the class and often took a pee and some of them did not

write the material given. The results of the students’ mean score pre-test is

58.4.

Based on pre-observation, teacher interview and pre-test the

researcher identify that the students vocabulary acquisition have to improve with

interesting media which close to the children’s world and appropriate method to

overcome the student’s problems namely: children’s song video and TPR.

2) Planning the Action

After finding the facts that the students got difficulties in learning

vocabulary and their vocabulary acquisition still low. The researcher planned

the action by utilizing children’s song video through TPR to help the students


commit to user

55

learning vocabulary, to improve the students’ vocabulary acquisition and to

overcome the students’ difficulties in learning vocabulary. The researcher used

children’s song video as a media and the material because it is close to the

children’s world, interesting, contains moving picture and song. The researcher

used TPR because this method is fun. The students can do a role play which

through coordination speaks and action. This method also can decrease the

students’ stress because they learn while playing. Then the researcher designed

the activities in the class in the form of lesson plan, she prepared the children’s

song videos, computer, the song’s transcription and everything related to the

topic. For conducted the qualitative data the researcher prepared sheets of

paper to write the observation of the teaching learning process and camera.

3) Implementing the Action

In implementing the research, the researcher used the lesson plan that

she has prepared before. In her lesson plan there are consisted three sections

namely: opening, main activity and closing. Every section was described as

follows:

a) First Meeting ( Saturday, July 24th 2010)

(1) Opening

In this section the researcher greeted to the students “Good

morning.” and the students answered “Good morning.” “How are


commit to user

56

you today?” the students “I am fine, thank you.” After that the

researcher checked the students’ attendance “who are absent

today?” the students “ga ada bu, masuk semua.”

(2) Main Activity

Before the students learned the material, the researcher asked

to the students what they know about names of parts of body in

Indonesia. When she asked the names of parts of body in Indonesia the

students answered “hidung”, “telinga”, “mata”, “mulut” and then

the researcher said “ya benar.” Then the teacher gave the information

that they will learn the names parts of body by utilizing children’s song

video “Simon Says”. First the researcher played the video without

picture once and the students have listen to the song’s lyrics. Second,

the researcher played the video without picture twice and the students

listened the vocabulary in the song’s lyrics, after that the teacher asked

to the students what they are? The students answered they are: nose,

ear, finger, body, etc. Third, the researcher played the video once and

asked the students listened what Simon said in the song’s lyrics video.


commit to user

57

Fourth the researcher played the video twice and asked the students

did the action like the song lyric’s instructions together with her. Fifth

the researcher played the video once and asked the students to listen

the song’s lyrics then she gave the song lyric’s transcription to the

students. Sixth the researcher played the video once with the picture

and the students sung the song without did the action. Seventh the

researcher played the video three times then the students sung the song

while acted like the actor in the video. After they did the activities

above, the researcher asked the students made groups. One group

consisted of five persons. After that the researcher played the video

without picture and asked every group did the action while singing like

what they have learned. When they did mistake the researcher always

gave feed back to them. After all the activities the researcher reviewed

entire activities that they have done in the class. The researcher played

the video once and did the action while singing together with the

students.

(3) Closing

In this section, the researcher asked the students, “bagaimana

pelajaran hari ini?” “Kalian senang tidak?” The students answered

“senang bu.” After that the researcher closed the meeting by prayed

together.


commit to user

58

b) Second Meeting ( Saturday, July 31st 2010)

(1) Opening

The researcher greeted to the students “Good morning?” The

students answered “Good morning Miss.” Then the researcher asked

to the students “How are you today” and the students answered “I

am fine, thank you.” After that the researcher asked “siapa yang

tidak masuk hari ini?” the students answered “semua masuk bu.”

(2) Main Activity

Before the students learned, the researcher gave information to

the students that they would be learned the names of colours. The

researcher asked to the students “anak-anak apa yang kalian ketahui

tentang warna?” the students answered “kuning, hijau, merah” then

the researcher said “ya benar”. The researcher said to the students

that they would be learned names of colours by utilizing video Colours

in Motion.

First the researcher played the video without picture once and

the students’ to listen the song’s lyrics. Second the researcher played

the video without picture twice. After that the researcher asked to the

students what they the kinds of vocabulary in the songs are “anak-anak


commit to user

59

kosa kata apa saja yang ada didalam lagu Colours in motion?”

the students answered “red, blue, yellow.” Third the researcher

played the video again without picture once and asked the students to

listen what the instructions given from the song’s lyrics. Fourth the

researcher played the video twice and asked the students did the action

like the song lyric’s instructions together with her. Fifth the researcher

played the video once and asked the students to listen the song’s lyrics

then she gave the song lyric’s transcription to the students. Sixth the

researcher played the video once with the picture and the students sung

the song without did the action. Seventh the researcher played the video

three times then the students sung the song while acted like the actor in

the video. After they did the activities above, the researcher asked the

students made groups. One group consisted of five persons. After that

the researcher played the video without picture and asked every group

did the action while singing like what they have learned. When they did

mistake the researcher always gave feed back to them. After all the

activities the researcher reviewed entire activities that they have done in

the class. The researcher played the video once and did the action while

singing together with the students.

(3) Closing


commit to user

60

After reviewed the activity in the class the researcher asked the

students feeling “bagaimana pelajaran hari ini, kalian senang

tidak?” the students answered “senang”. The researcher asked the

students prepared and then prayed together. After that the researcher

said “thank you for your attention, see you next week.” The students

answered “see you.”

4) Observing the Action

When the researcher implemented her action in the class, she and the

observer observed the classroom situation and the students’ activities. The

whole observation result written in the field note. The result said that the

teaching learning process utilizing children’s song video through TPR run well.

Most of the students were active in the class; they do all the activities given.

They wrote the material given in their notes books. The students did not take a

pee when the teaching learning process went on. They talked with their friends

little. Sometimes some of them still walked in the class.

The activity that the researcher designed made them fun but serious, it

was seen when they done the role play all of them were laughed. They were

learned by heart. It can be seen when the researcher played the video and the

students listened the song lyrics, they were listened the sounds of the song lyrics

seriously. It also can be seen when they read the song lyrics transcription given,


commit to user

61

all of them read the transcription while sung the song. Some of them did role

play well but there were still some students did not serious did the role play.

After second meeting in the cycle one the researcher did pos-test I, to

know the improvement of the students learning before and after utilizing

children’s song video through TPR. The researcher compared the result

post-test I and pre-test. The mean score of the pre-test is 58.4, while the mean

score of pos-test I is 78.7 from the levels of 0-100.

From the observation and the test that the researcher did, the

researcher was not satisfied although the mean score improved well but there

were problem in the class. The problem came from the classroom situation and

there were some of the students in the post-test I still got score under 60. There

were some of the students who talked with their friends, walked in the class.

5) Reflecting and Evaluating the Result

After the researcher analyzed the results of cycle 1, there are positive

results namely: 1) most of the students could memorize the words and the

meaning of it; 2) there was 98% improvement because all the students did not

take a pee, and they stay in the class and did the activities from the teacher.

From the results, it was showed that cycle I there are still any

problems namely: 1) there were some of the students still difficulties in

responding the instruction given; 2) some of them still made mistakes in

pronouncing the words; 3) some of them still got difficulties in spelling the


commit to user

62

words; 4) they talked with their friends little; 5) sometimes some of them still

walked in the class; 6) the students wrote the material that the researcher wrote

on the black board but there is a student complained. He didn’t want to write

the material given because he had memorized about the material but after the

researcher asked him to write the material then he wrote it.

6) Revising the plan

To overcome some problem occurred in cycle I, the researcher

revised some of the activities and the number of the students groups who role

played in the cycle 2. The researcher designed the activities in the class namely

gave many modeling to the students, drilling the students by played the song

videos using sounds and pictures, changed the number of the groups in to three

students in one groups.

d. Cycle 2

1) Planning the Action

The action plan of the cycle 2 was designed based on the problems in

the cycle I. the problems were: 1) there were some of the students still

difficulties in responding the instruction given; 2) some of them still made

mistakes in pronouncing the words; 3) some of them still got difficulties in

spelling the words; 4) they talked with their friends little; 5) sometimes some of

them still walked in the class; 6) the students wrote the material that the

researcher wrote on the black board but there is a student complained. He


commit to user

63

didn’t want to write the material given because he had memorized about the

material but after the researcher asked him to write the material then he wrote it.

Before did the action the researcher prepared lesson plan, hand

phone, computer and other equipments which used related to the action.

Besides that the researcher set the classroom, she made a space in the middle

to the students who did role play.

2) Implementing the Action

a) First meeting ( Friday, August 20th 2010)

(1) Opening

First the researcher asked to the students to pray together then

the researcher greeted to the students “Good morning?” The students

answered “Good morning Miss”. The researcher asked the students

“How are you today?” The students answered “I am fine, thank

you.” After that the researcher checked the students’ attendance.

(2) Main Activity

Before the researcher begun the lesson, she asked to the

students that they will learn parts of body like what they have learned

last week. Rosi asked “bu guru, nyayi lagi bu?” the researcher said

“iya.” Then the researcher played the video Simon Says twice and

asked the students acted and sung together with the researcher. Next


commit to user

64

the researcher played the video again fourth times and asked them saw

the video while acted and sung like the actors. After drilled the

students, the researcher want to know how far the students are able to

act like what Simon says thus the researcher asked the students to

made groups. Each groups consisted three students. When each group

did the role play there was student complaint that his body tired

because he had fasting thus his acted was not optimal. From the role

play that each groups’ are broken into three students made them more

serious in acted and sung the song. From that activity can be seen that

the students could be done the role play well although it was not optimal

because they had fasting.

(3) Closing

After entire activities done by the students, the researcher

reviewed the material that they have learned. The researcher asked the

students feeling. The clock shows that the time was up thus the

researcher asked the students to get ready go home then they were

prayed together. After prayed the researcher closed the class.


commit to user

65

b) Second Meeting (Saturday, 21st 2010)

(1) Opening

After the bell rung the researcher entered the classroom. First

she greeted to the students “Good morning?” the students answered

“Good morning Miss.” “How are you today?” “I am fine, thank

you.” Then she checked the students’ attendance.

(2) Main Activity

After greeted the students and checked their attendances the

researcher started the lesson. First she asked to the students that they

would be learned about colours like what they have done last week

then she played the video twice and did the modeling and the students

acted like the researcher. Second the researcher played the video

fourth times and the students acted while sung like the actor in the

video.

After the students did the role play classical then they did the

role play in groups. Each groups consisted three students. The

researcher played the video and one by one the groups did the role

play.


commit to user

66

(3) Closing

After all the groups did the role play, the researcher asked the

students feeling “bagaimana pelajran hari ini?” “Kalian senang

tidak?” and the students answered “senang.” After that the

researcher asked them to prepare because the time was up and then

they prayed together.

3) Observing the Action

The observer observed the activities in the class. The observer took

the data in the class namely: (1) took the student’s photos of the implementation

when the teaching learning process went on; (2) took the video recorded when

the students joint the activity in the class; (3) observed and wrote the teaching

learning process; (4) observed the class situation; (5) observed the act of the

students in the class who made noisy.

The results of observation could be seen that the students in the class

became active; they did the activities in the class and focused with their

activities. The students in learning vocabulary by utilizing children’s song video

through TPR showed improvement it can be seen from the mean score of post

test 2, the mean score is 85. In pronouncing the words from the recorded it

showed that the students pronunciation were improved and the students in

understanding the command given from video recorded showed the


commit to user

67

improvement because they can did the role play well. This shows better

improvement from previous test and from previous cycle.

4) Reflecting the Action

Based on the observation result, the researcher reflected the research

of cycle 2 as follows: 1) the students are able and more easily in memorizing the

words and the meaning of it; 2) the students are easier in responding the

instruction given because the actors in the video make them know what they

have to do; 3) the students’ pronunciation become well because they are singing

like in the video; 4) the students are able to spell the words well then before.

From class situation, the researcher reflected the results of cycle 2 as

follows: (1) the situation in the class became more quite, (2) they only little

talked with their friends; (3) they did not take a pee when the teaching learning

process went on; (4) the students who walked in the class decrease only one or

two students walked in the class; (5) all the students wrote the material that the

researcher wrote on the blackboard.

It can be seen from the information above that utilizing children’s song

video through TPR could improve the students’ vocabulary acquisition and also

the classroom situation became more quite. The children’s song video made the

students acted and sung while learning the material. TPR made the students did

role play thus they could not do another activities that made them became noisy.

5) Revising Plan


commit to user

68

The researcher identified significant improvement from the students’

vocabulary acquisition and the classroom situation became more life. From the

identification thus the researcher did not revise the plan although there were

three students still got problems that the researcher did not know what the

cause of those problems was.

3. Findings

After analyzing the research results from the sources data; pre research

observation, fields note, research diary, photograph, the students’ interview, the teacher

interviewed, the score pre-test and post test, lesson plan, the researcher got several

findings that answered from the research question stated in chapter 1. The research

findings were as follows: the improvement of the students’ vocabulary acquisition and

the improvement of the classroom situation in the English class when the media and the

method are implemented. The research findings include the improvement of students’

vocabulary acquisition and the improvement of class situation.


commit to user

69

Table 4.4 Research Findings

IndicatorsBefore Research

Criteria SituationPrior to theResearch

Cycle I Cycle IIMeeting 1 Meeting 2 Meeting 1 Meeting 2

Instrument of collecting data: teacher’s diary,field note, document

Instrument of collecting data: teacher’sdiary, field note, document

A. the students’vocabularyacquisition1. Difficulties inmemorizing L2words and themeaning of it.

The studentsoften mademistake whenthey werematching theL2 words andthe meaning ofit.

When Theresearcher gavethem somequestion about theEnglish words andthe meaning of itthat the researcherhas thought before,only little studentswho can answerthe question.

Only little of thestudents can matchthe words and themeaning of the words.It can be seen whenthey did role play.

Most of the studentscould memorize thewords and the meaningof it.

Most of the studentscould memorize thewords and themeaning of it.

Most of thestudents couldmemorize the wordsand the meaning ofit.

2. Difficulties inresponding thei n s t r u c t i o ngiven.

The studentshad mistakenwhen theteacher givethem some ofinstructions.

When theresearcher gavethem somecommands they didnot understand thecommand, it can beseen that they didnot do ther e s e a r c h e rcommand.

The students wereable to do some ofinstructions givenfrom the song lyricsin the video althoughnot all instructions inthe song lyricsinstructions they cando.

The students were ableto do some ofinstructions given fromthe song lyrics in thevideo although not allinstructions in the songlyrics instructions theycan do.

Most of the studentswere able to do someof instructions givenfrom the song lyricsin the video but theyare not maximize didthe role play becausethey have fasting.

Most of thestudents were ableto do some ofinstructions givenfrom the song lyricsin the video. Onlylittle of the studentsnot maximize did therole play becausethey have fasting.


commit to user

70

3. The studentsoften makemistakes inpronouncing thewords.

The studentsoften read theL2 words likeL2 words havewritten.

During theteaching learningprocess, theresearcher askedthem to imitatingthe students topronounce thewords after that theresearcher askedthem to pronouncethe words bythemselves. Fromthat the researcherknows that theygot difficulties inpronouncing thewords becausemost of the wordsthat they read werefalls.

The students stillhave difficulties inpronouncing thenames of parts ofbody the words onlylittle students can doit correctly.

Many of the third gradestudents couldpronounce the wordsabout colours well.

The students haveimprovement inpronounce the namesof parts of bodyalthough there wereany mistakes that thestudents did.

The students haveimprovement inpronounce colours,most of them shouldpronounce themwell.

4. Difficulties inspelling thewords.

The studentsoften writtenthe words thatthe teachergiven like whatthey heard.E x a m p l e :Green= grin,Hand=hen

To know theirspelling theresearcher askedthem to write thewords in front ofthe class, most ofthe students gotdifficulties to spellthe words given.

The students couldspell the wordsalthough only littlewords that they canspell well.

The students haveimprovement in spellingthe words althoughthere were anymistakes.

Most of the studentscould spell the namesof part of body.

Most of thestudents are able tospell colours.

The result of thetest mean score :pre-test,post-test 1, andpost-test 2

58,4 78.7 85

B. the


commit to user

71

improvement ofthe situation inthe classroomduring theteachinglearning processby utilizingchildren’s songvideo throughTPR.

1. The situationsin the classroomare noisy.

There were alot of soundsin the classbecause thes t u d e n t stalked andmade noisy.

When the teachinglearning processwent on, there are alot of sounds inthe class

There were still anysounds in the classand also there is anydisturbance from theothers classesbecause they werecame to the class andmade any noise.

There were anydisturbances fromstudents in the otherclasses. They still openthe third grade door andmade any noisy.

There were anyimprovements, thestudents only littlewho made noise andthere was nodisturbance fromother classes.

Only two or threestudents who madenoise because theywant did role playmore than one.

2. Talk with theirfriends in theclass.

The studentswere oftentalked withtheir friends.

When theresearcher thoughtthem, most of thestudents talkedwith their friends

There were anyprogresses becauseonly little studentstalk with their friends,most of them busy todo the activitiesgiven.

There were still anystudents who talkedwith their friends but itwas not like the meetingbefore.

There were anystudents who talkedbut they are notalways talked whenthe teaching learningprocess went on,they just talked likeother kids.

There wasimprovement; thestudents only littlehave talked.

3. Do not oftenwrite thematerial given intheir notebooks.

The studentsdid not writethe materialgiven in theirnote book

They alwayscomplained whenthe researcherasked them to writethe material in theirnote book that theresearcher wrote onthe blackboard.They complainedthat too many

The students did notwrite the materialbecause the teachergives them thetranscription of thesong lyrics.

The students wrote thematerial that theresearcher wrote on theblack board but there isa student complained.He didn’t want to writethe material givenbecause he hadmemorized about thematerial but after the

All the studentswrote the material inthe black board.

All the studentswrote the material inthe black board.


commit to user

72

materials they haveto write, because ofthat there are anystudents didn’twrite the materials

researcher asked him towrite the material thenhe wrote it.

4. Often take apee when thet e a c h i n glearning processgoes on.

The studentslike to take apee when thet e a c h i n gl e a r n i n gprocess wenton.

When the teachingprocess went onthe studentsseemed they like totake a pee, sometimes in same timemore than onestudents who arepermitted to take apee.

There was 100%improvement becauseall the students didnot take a pee, theystay in the class anddid the activities fromthe teacher

There is a student hername is Riva whopermitted to take a pee.

There is a student hername is Riva whopermitted to take apee.

There were nostudents whopermitted to take apee.

5. Often walkingand running inthe class.

The studentsoften walkedand run whenthe teachingl e a r n i n gprocess wenton.

They like to walkand run in theclass.

There were anyprogresses thestudents who alwayswalked and run in theclass decrease.

There were anyprogresses only two orthree students whowalked and run in theclass.

There were still anystudents walked inthe class but they didnot make noisybecause they stillfocus in the teachinglearning process.

Only two or threestudents whowalked in the classbecause they wantto do role play morethen one times.

Table 4.4 shows that children’s song video through TPR can improve the students’ vocabulary acquisition and

children’s song video through TPR can improve the classroom situation. Finally the researcher decided to end the cycle because

there are better improvement in the students’ vocabulary acquisition and the classroom situation.


commit to user

73

Table 4.5 the improvement of the student’s achievement

Sub cycle Observation Cycle 1 Cycle 2Kind of test Pre-test Test 1 Test 2The students’ meanscore

58.4 78.7 85

Increasing of thestudents mean score

20.3 6.3

Based on the table above, it can be concluded that the students had a good

achievement at the test in cycle 2. Their score increased from cycle 1 into 2.

In conducting the research, the researcher more focused with three students who

came from different level of intelligence. They were a student who is the cleverest in the

class (student A), one who is in average in the class (student B), and one who is in the

lowest ability in the class (student C). The researcher concerned with all the students

actually, but she gave special attention to these three students. She gave different attention

to them. The improvement of students sample is summarized as follows.

Table 4.6 the sample of the student’s achievement

Students’ initial name PYOW (student A) RGO (student B) EPN (student C)Pre-test 98 83 13

Cycle 1 test 100 93 22Cycle 2 test 100 95 70Mean score 99,3 90.3 35

Student A is the cleverest student in the third grade. He got the best score in

pre-test and post-tests. He made little mistakes in doing the test. He also can do role play

better.


commit to user

74

Student B is a student in average. Actually he is clever but in the class he always

made noise in the class. He usually made mistakes in pronouncing the words and in spelling

the words. From the research result he tended to improve significantly after the research.

Student C is a student with low intelligence. In the first and second meetings of

cycle 1 she tended lazy to do the activities in the class but in the cycle 2 she showed more

active. From pre-test till post-test 2, the result got improvement although the tests mean

score still low.

From the explanation, it can be concluded that the sample students got improved

their vocabulary acquisition. It is shown by the score they achieved and also the behaviors

they showed.

B. Discussion and Justification of the Findings

The objective of the research is to improve students’ vocabulary acquisition and to

improve the classroom situation. The researcher chooses children’s song video through

TPR as problems solution. After implementing children’s song video through TPR, the

researcher found some positive findings. The findings will be discussed by justifying with the

other theories. All of them will be discussed as follows:

1. Children’s song video through TPR is able to improve the students’ vocabulary

acquisition.

The improvement of students’ vocabulary acquisition involves four

focuses. Each improvement is discussed as the research findings as follows:


commit to user

75

a. Children’s song video through TPR improves the students to memorize the

words and the meaning of it.

The research findings show that the students can memorize the words and the

meaning of it. As stated by Griffee (1992: 4) who says “songs can be used for

pattern practice memory retention”. He also says “songs can be used to

teach and memory.”

b. Children’s song video through TPR improves the students responding and

understanding the instruction given.

The research finding shows the most of the students were able to do some of

the instructions given from the song lyrics in the video. It was showed when they

did role play in classically and also in a group. As stated by Freeman, she says:

The instructor issues commands to a few students, then performs theaction with them. In the second phase, these same students demonstratethat they can understand the commands by performing them alone theobserver also have opportunity to demonstrate their understanding. Theteacher next recombines elements of the commands to have studentsdevelop flexibility in understanding unfamiliar utterances. Thesecommands, which students perform, are often humorous. After learningresponds to some commands, the students learn to read and writtenthem. When students are ready to speak, they become the ones whoissue the commands (2001: 116)

c. Children’s song video through TPR improves the students’ pronunciation.

From the research findings it can be showed that the students’ pronunciation

was improved. According to Griffee (1992: 4) songs can be used to teach

pronunciation, songs and music with their tones, rhythm and stress, can provide


commit to user

76

for some languages to teach and practice the several skills group together under

the term pronunciation.

d. Children’s song video through TPR improves the students in spelling the

words.

The research findings show that the students got improvement in spelling the

words. The students know the spelling of the words from the lyrics transcription.

Griffee says that songs as Text, songs can be used as texts in the same way that a

poem, short story or novel or any other piece of authentic material can be used,

Songs and Music as Supplements, songs can be used to supplement a textbook

or can serve as the text itself in a variety of teaching situations (1992: 4).

2. Children’s song video is able to improve the classroom situation in English class.

In this research, children’s song video is also improves the classroom

situation. In the teaching learning process, the students took participation more

seriously. It is also reduce the students stress when they learning. The

improvement of situation in the classroom covers the following focuses:

a. Children’s song video through TPR reduces the students in making noise in

the class.

The research findings show that the students who made noise in the class

were decreased. They tend to focus in doing activities in the class as stated by

Allan (1991: 48), he says that video’s moving picture also help learners

concentrate because they provide a focus attention while they listen. The students


commit to user

77

tend listen to the children’s song video. According to Griffee songs have personal

quality that makes the listener being sung the songs were for the listener

personality (1992: 5).

b. Children’s song video through TPR reduces the students Talk with their

friends in the class.

The research findings show that the students who always talked with their

friends in the class were decreased. Children’s song video through TPR can make

the environment in the class life and the students are motivated in learning in the

teaching learning process. As stated by Allan (1991: 48), he says:

Video is a medium of great variety, with a wealth of different kinds ofsoftware which can use to ring the changes in our teaching. Video helpteacher provide a richer and more varied language environment withinwhich learning can take place. The combination of variety, interest, andentertainment we can derive from video. It makes an aid which can helpto develop motivation in learners.

c. Children’s song video through TPR reduces the students who did not want to

write the material given in their notes books.

The research findings show that after the researcher implemented children’s

song video through TPR in the class, the students write the material in their notes

books without complained to their teacher.


commit to user

78

d. Children’s song video through TPR reduces the students to take a pee when

the teaching learning process goes on.

The research findings show that the students who often took a pee when the

teaching learning process went on became reduced. They looked like to stay in

the class to do the activities in the class rather than to take a pee. As stated by

Griffee (1992: 4) “songs and music can be used to relax students and

enjoyable classroom atmosphere.”

e. Children’s song video through TPR reduces the students to walk and run in

the class.

The research finding show that after the researcher implemented children’s

song video through TPR in the class, the students became took a sit on their chair.

Griffee says songs can create the students interest (1992: 4).

The observation results of field notes which are supported by the students’

interview and some of photographs show the differences of the students’ interest and

behavior before and after the implementation of children’s song video through TPR in the

class in teaching vocabulary. After the researcher conducted second cycle, the researcher

interviewed the third grade students of SDN Masaran 2 Sragen. When the teacher asked

the students feeling, all of them said that they like study English subject by the video. They

like the activity in the class. They also enjoy the classroom atmosphere. The students gave

more attention and participation when the teaching learning process went on. After the


commit to user

79

implementation of children’s song video through TPR, the class situations became more

conducive.

Children’s song video through TPR is one of the alternative media and method that

is appropriate in teaching vocabulary. It is proven by the result the student’s mean score

from pre-test and post-test. The students’ participant in every single joining activity in

joining the lesson also supported the activeness when children’s song video through TPR

implementing in the class. Therefore, it is not doubtful to use children’s song video through

TPR to improve the students’ vocabulary acquisition. It is proven that children’s song video

through TPR can improve the students vocabulary acquisition, actually for the third grade

students of SDN Masaran 2 Sragen.


commit to user

79

79

CHAPTER V

CONCLUSION, IMPLICATION AND SUGGESTION

A. Conclusion

The research is a classroom action research which conducted at third grade

students of SD N Masaran 2 Sragen. The aims of the research are to improve the students’

vocabulary acquisition and the classroom situation by utilizing children’s song video through

TPR. There are some steps that the researcher did when she start the research until she

closed the research. First the researcher did pre-research; she observed the teaching

learning process in the third grade students. After the researcher observed the teaching

learning process then she interviewed with the ex English teacher of SD N Masaran 2

Sragen. It was did because the researcher want to know more about the third grade

students difficulties in learning vocabulary acquisition and also the classroom situation when

the ex teacher thought them. Second the researcher gave pre-test to the students, the

researcher did the pre-test to know how far the students ability in learning vocabulary and

to know the situation prior to the research. After the researcher has analyzed the results, she

design the material and lesson plan then she decided to implement the classroom action

research by utilizing children’s song video through TPR.

During the implementation the researcher worked collaboratively with teacher

ISN. The researcher took a role’s as the teacher and practice what she has design in the

lesson plan. Teacher ISN role’s was the observer of the research. The observer helped the


commit to user

80

80

researcher to gather all the information in the class when the teaching learning process went

on. The research was conducted in two cycles. Each cycles consisted two meetings. To

know the students improvement in the vocabulary acquisition, the researcher gave the

students pre-test, post-test 1 and post-test 2. Post-tests are given after each cycle has

done.

The findings research were line with the research question in the problem

statement as the focused of the research. The research questions are: 1) can and to what

extent children’s song video trough Total Physical Response improve students’ vocabulary

acquisition; 2) what is the situation when children song video through Total Physical

Response is applied in the English class. The result of the research findings are summarized

in the previous chapter in the table 4.3. From table 4.3 It can be seen, the research result

shows that children’s song video through TPR are able to improve the students vocabulary

acquisition and the classroom situation.

The improvement of the students’ vocabulary acquisition can be seen from the

students’ competence in: 1) pronouncing the words given; 2) responding the commands

given; 3) memorizing the words; 4) spelling the words that they have learned before.

After the researcher thought by utilizing children’s song video through TPR, the

students’ ability in vocabulary increased well. They can pronounce the words given. By

utilizing children’s song video they can hear the native speakers who sing in the video. They

can respond the commands given by utilizing TPR. The can memorize the words given and

also the meaning of it. They can spell the words that they have learned before.


commit to user

81

81

Besides, the classroom situation are also increased well when the researcher

implementing children’s song video through TPR in the classroom. The improvement of

class situations are can be seen from the activity in the class namely: 1) only two or three

students who made noise because they want did role play more than one; 2) there was

improvement; the students only little have talked; 3) all the students wrote the material in the

black board; 4) there were no students who permitted to take a pee; 5) only two or three

students who walked in the class because they want to do role play more then one times.

Utilizing children’s song video through TPR can reduce the students stress.

children’s song video are contains moving picture that it is close to the children’s words

beside that they can sing like the actor in the video. Everybody have sense of music thus the

music can make them learning while playing. The procedures of TPR make the students do

the activities with the commands from the children’s song video. Children are like to move

and do many activities. From the activities and from their face when do the activities it can

be seen that they are happy and enjoy the teaching learning process.

The improvement of the students’ vocabulary acquisition can be seen from the

results of pre-test, post-test 1, and post-test 2. The mean score result are 58.4, 78.7, and

85.

Based on the findings result discussion of the research in chapter IV, it can be

concluded that utilizing children’s song video through TPR is able to improve student’s


commit to user

82

82

vocabulary acquisition and the classroom situation when the teaching learning process went

on.

B. Implication

To achieve the objectives of the teaching learning process, it is needed an

appropriate method and media. Using appropriate method and media can influence the

process and the result of the teaching learning process itself. The implementation of

children’s song video through TPR in teaching vocabulary is effective to improve the

student’s vocabulary acquisition.

The characteristics of video are: entertaining and motivating medium, when we

use video as a medium the learners can see and receive visual signals, it makes an aid which

can help to develop motivation in learners.

From the explanation above, it can be said that children’s song video are one of

the alternatives that can be used to achieve an optimum result in teaching vocabulary.

C. Suggestion

Based on the research findings, the researcher would like to give some

suggestions related teaching vocabulary.

1. For the Teacher

For students in the elementary school learning vocabulary is rather

difficult. When the teacher asked them what the meaning of the words that they

have learned they can not answered it. Beside that the students often took a pee

when the teaching learning process went on. It deals with the teacher teaching in


commit to user

83

83

teaching vocabulary. The teacher have to solve that problem if she want to

improve the students vocabulary, thus she have to use interest media and

appropriate method. In teaching children in the elementary school the teacher

can applied children’s song video through TPR because that media and method

are close to children’s world. It can reduce the students’ stress in learning the

subject, improve the students’ motivation, entertaining and improve the

students’ vocabulary.

2. For the Students

Basically, in the teaching learning process the teacher and the students

have to participate in the class. It is impossible only one of them have

participation in the teaching learning process, if it happens in the class there will

no improvement. For the students, they should have participation in the class

such as when the teacher asked them did role play they did it by heart.

3. For Institution

For SDN Masaran 2 Sragen, it is necessary to provide any facilities

needed to support the teaching and learning process. The complete facilities can

help the students’ in learning vocabulary in English subject. The complete

facilities can make the teacher easier in presenting new vocabulary to the

students and the teaching learning process it self. Beside that complete facilities

make the teacher is able to develop her creativity in teaching vocabulary that


commit to user

84

84

close to the children world thus the students can enjoy the teaching learning

process.

ENGLISH DEPARTMENT - eprints.uns.ac.id fileSD Negeri Masaran 2 Sragen in the Academic Year of...

Documents

Transcript of ENGLISH DEPARTMENT - eprints.uns.ac.id fileSD Negeri Masaran 2 Sragen in the Academic Year of...