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CHAPTER 1
INTRODUCTION
1.1 Background of the Study
The most important thing of all in human life is communication.
Communication is an important role in human life. Communication is a way to
convey the ideas, feeling and fulfill our needs. As a human life, we need to
communicate with others in order to get our purposes. We can`t do our activities
without a communication. By communicating everything will be easier.
All over the world, language is used for communication. We need for our
daily activity. In every interaction we need a language. Language is the most
significant possession of human being. It is used for human being to send message
from one to another, to maintain communication from speaker to listener and so
on. A language has an important role in every day life in doing various
interactions.
English is very important language in the world, because it is used as a
means of communication in the world, or as international language. Beside that,
English is also spoken all over the world as instructional language of scientific
study, economy, business, technology information, politics and others. In
Indonesia English is the first foreign language, which is taught as a compulsory
subject in all schools, from junior high school until university, even now days
English is taught formally in elementary school. Nevertheless, now days most of
the pre-elementary school use English as a second language. It reflects that
English is considered as an international language which plays an important role
in this modern life. New movement in language teaching often begins with the
reaction of the old one. At present, the method that is recommended in teaching
English in Indonesia is communicative language teaching method which is
involves the mastery of four language skills; listening, speaking, reading and
writing. In communicative language teaching, aims of teaching are means of both
oral and written communication.
In relation to this study, vocabulary is the most important of all. Cross
(1999 :60) states that vocabulary can be defined roughly, as the word that teach in
the foreign language. However a new item of vocabulary may be more than a
single word. Brown (2001) writes that English teacher lean to ignore the
significance of vocabulary in their teaching of speaking or communication
performance. In fact the use of suitable vocabulary can cancel out structure
incorrectness. Based on this authenticity, recently, methodologists and linguist
have increasingly turned their attention to vocabulary, learning stressing their
important in language teaching and reassessing some of the ways it is taught and
learnt. It means that vocabulary plays a very essential task in language teaching.
As the objective of language teaching is to develop students skills, namely
listening skills, speaking skills, reading skills, and writing skills, the acquisition of
meaning also influences the performance of student on more vocabulary items,
they will be more likely to have better ability to articulate and communicate the
message. those skills.
Another strong view on the important of vocabulary is stated by Clark
(1997). He pointed out that the more vocabularies a person master, the more ideas
he/she could express. More over, he described that people who have many ideas
or ones who master a large number of vocabulary are able to communicate easily
and fluently in any particular situation. However, if they have not enough
vocabulary they will get difficulty in communicating their ideas.
Furthermore Brown (1996) states that school pupil as well as adult
learners feel terribly frustrated or not being able to say in the language they learnt
just because they lack of the vocabulary. In other words many language learners,
especially foreign language learners, are not able to communicate using the
language because they have or master limited number of vocabulary. Vocabulary
becomes a significant aspect in successful teaching ,learning a language
Marianne (1991: 298) supports that teacher and students must increase
their vocabulary to communicate and also increase facility to communicating.
Communication can not relate if not mastery in vocabulary.
There are many ways to learn vocabulary. Philips (1993: 68) gives idea
that vocabulary is best learned when the meaning of the word is illustrated by
picture, an action, or a real object. The children should meet and use the word in
relevant contexts, in order to fix them in their minds.
Vocabulary need to be taught in context and children should always be
given plenty opportunities to use the language that they have learned in class. This
means that they do not just learn the rules superficially but put them into practice
in order to be able to communicate. Hence, teaching to improve the students’
abilities in vocabulary needs interaction between teacher and students.
In teaching learning process of English as foreign language, the teacher
must be able to build up the students` interest, especially in increasing their
vocabulary items. The teacher should give the students a feeling success in
learning English. There are many ways to develop the students` interest in
learning. One of them is teaching English by using children English songs. Songs
can be used as a tool to increase the students` interest or motivation in learning.
Music and rhythm are essential part of language learning for young learners.
Children really enjoy learning by singing songs, and adult learners find working
with current or well known pop songs highly motivated (Sarah Philips, 2003).
Music and rhythm make it easier to imitate and remember than words
which are just spoken. If you teach children by English songs, the vocabulary will
be much easier to stick on the students` mind. Furthermore, we can use songs and
rhythm of English to reinforce student to learn structure and vocabulary. Wheeler
(1993) states that children all over the world love listening songs and most of
them love singing too! Using children English songs to introduce language and
develop vocabulary is a great way to have children to remember words. He also
claims that a song can improve the student’s motivation to learn the language,
especially the weaker ones.
After analyzing the characteristics of the problem deeply, in this study, the
researcher will use children English songs in order to encourage and to improve
the students in mastering vocabulary. Songs are interesting media for the students
to learn more vocabulary. Wheeler states that singing a song is natural habit of
the people mostly doing in their life consciously or unconsciously. It seems to be
remarkable way for enhancing and encouraging long term memory for language
learners, besides the teacher can easily find them and use them as a technique of
teaching vocabulary to build up students` ability of SD N 3 Bugbug.
Therefore, in accordance with the above fact, the researcher is highly
motivated to find out the effectiveness of the technique of teaching vocabulary
through children English songs in improving the students` vocabulary mastery.
1.2 Statement of Research Question
In the relation to the background of the research, the research question can
be formulated as follows: to what extent is the effectiveness of teaching
vocabulary through children English songs to the fourth grade students of SDN 3
Bugbug in academic year 2009/2010?
1.3 Objective of the Study
The objective of the study is to answer the research question that has been
previously formulated and determined. In line with this rationale, the present
study intends to reveal the effectiveness of children English songs in improving
the vocabulary ability of the fourth grade students of SDN 3 Bugbug.
1.4 Limitation of the Study
On account of this fact, challenges related to vocabulary mastery faced by
the subject of this study are definitely too broad and complex to be dealt with in a
single study. According in the present class action study the researcher limits her
investigation to the teaching of vocabulary through children English songs to the
fourth grade students of SDN 3 Bugbug. The present study is also limited to the
students ` ability to master the new vocabulary used in the teaching learning
process.
1.5 Significance of the Study
The outcome of this study at providing both theoretical and practical
significances as the following:
1. For student
This research is expected to help the students to improve their
vocabulary mastery and increase their motivation and interest
in learning English. They could learn English in a good mood
and not stressful.
2. For the teacher
This research is expected to give a new technique to the
teacher as the way to improve the vocabulary mastery. The
outcome of this study is meant to give English teacher a better
understanding of importance of children English songs
technique in improving the students` vocabulary. Teacher
should be able to choose the right methods and techniques in
teaching vocabulary integratively to improve the student’s
acquisition of English.
3. For the institution
This research is expected to give contribution in term of
teaching vocabulary to the fourth grade students, to enrich the
existing syllabus and also to increase the number of catalogues
in the library.
1.6 Assumption
Because of the limitation of time, finance, and investigator’s ability, not all
variables can be controlled. In order to neutralize the compounding variables, it is
essential to state some assumption as follows:
1. The subjects under study are assumed to have been learning
English for the same period of time.
2. The subjects under study are assumed to have similar prior
learning experiences in English.
3. The English teachers are assumed to have similar teaching
qualification in teaching English.
1.7 Hypothesis
On attempting to give a temporary solution to the problem, the hypothesis
will be stated as the following: Children English Songs are significantly effective
in improving the students` vocabulary.
1.8 Definition of the Key Terms
To give a clear understanding of the term used in this present study, it is
necessary to define operationally the term: vocabulary and children English song.
a. In this study vocabulary is defined as a new words that have to be
mastered by the students under study as suggested by English
teaching syllabus.
b. Children English songs are defined as series of children songs
used by the researcher as a technique to improve the vocabulary of
the students of SD N 3 Bugbug. The students are requested to learn and
memorize and practiced various children songs and then followed
by vocabulary exercises to practice their vocabulary ability.
c. SD N 3 Bugbug stands for Sekolah Dasar , which is in English call
Elementary School. SDN 3 Bugbug as one which is located in
Bugbug village, Karangasem regency.
1.9 Theoretical Framework
The fundamental theoretical framework can to a great extent, minimize
versions of classroom action. The present study was conducted on the ground of
the following theoretical basis:
1. Conception of vocabulary
2. Conception of teaching vocabulary
3. Conception of children English songs
4. Teaching vocabulary through children English songs
5. Assessment of vocabulary
Discussion on each of this heading is devoted in chapter II which deal with
“Review of Related Literature”
CHAPTER II
REVIEW OF RELATED LITERATURE
In this chapter the researcher wrote some important points include lots of
relevant theoretical reviews from many related literatures to support this study.
The theoretical basis were the following: (1) conception of vocabulary, (2)
conception of teaching vocabulary, (3) conception of children English songs, (4)
teaching vocabulary through children English songs, (5) assessment of
vocabulary.
2.1 Conception of Vocabulary
In the process of teaching learning English as a foreign language, teacher
should be creative in finding the way to the effective and efficiently arouse the
students’ interest to be active in the class room. One of the way is by using songs
as teaching aids, in order to be able to understand the content of the songs. The
students should master appropriate vocabulary. In order to support this statement
the researcher uses some conceptions which are quoted from some books dealing
with vocabulary mastery.
Marianne (1991: 299), states that in the second language classroom
however `` neglected`` vocabulary has been in theory; there is little doubt that a
great deal of vocabulary teaching is currently going on and has always been going
on. This statement as one of example that actually in teaching vocabulary teacher
also has lack of attention and also perception of the study of vocabulary in
language teaching.
Michael and O Dell (2001:4-6) give some ways how to learn to master
vocabulary, such as(a) student should help them selves to learn by learning
associated word together. Learning word together that are associated in meaning
is a popular and useful way of organizing vocabulary study, example; cat
associated with kitten, paw, mew, etc. (b) pictures and diagrams can help learn.
Picture and diagram can help to remember vocabulary. Example, a cycle, triangle,
picture o tree or a lion etc. (c) Word trees can be useful. Completing word tree can
help to learn vocabulary. Example, to complete a word tree ` holiday` are summer,
hotel, sun bathing etc. Furthermore they say that to learn vocabulary not only by
studying with their book but also by reading and listening to English. For this
statement we know to understand some ways how to learn English is very
important as a way to mastery in vocabulary, because vocabulary is very
important in learning English.
Kamil & Hiebert (2004) state that vocabulary is knowledge of word and
word meanings. However, vocabulary is more complex than this definition
suggests. First, words come in two forms; oral and print. Oral vocabulary includes
those words that we recognize and use in listening and speaking. Print vocabulary
includes those words that we recognize and use in reading and writing. Second
word knowledge also comes in two forms, receptive and productive. Receptive
vocabulary includes words that we use when we speak or write. Receptive
vocabulary is typically larger than productive vocabulary, and may include many
words to which we assign some meaning, even if we use them ourselves as we
speak and write.
Richard (1995) add their state about vocabulary, not only do we need a
rich vocabulary to put our ideas into words, but the words them selves gives us
ideas and sharpen our thinking. A new word can make us aware what we did not
know existed. This statement support how important the students’ mastery in
vocabulary. With knowing a new vocabulary students got a new concept and
enlarge their knowledge. Furthermore he also state that all of us from time had
trouble in expressing an idea because we lack the necessary words. So to avoid
this trouble, it is important for students to master vocabulary in English.
Madsen (1993: 461) states vocabulary is a list of words with their meaning
especially in book for learning a foreign language. Moreover, Hackman (1991)
defines vocabulary as follows: (1) the total number of words which make up a
language, (2) range of words known or used by a person in a trade, profession,
etc, (3) list of words used in a book usually with definition or translation.
Kathleen(2003:6) defines vocabulary as a list or collection of word
arranged in alphabetical order. Brown(2001:1) supports the definition by giving a
definition. He defines vocabulary as a list of words and often phrase, usually
arranged glossary. While Shoebotton(2003:6) defines vocabulary as words or
phrases which label the part of material to be learnt and which are necessary for
students to use in talking and writing.
Based on the above facts, it means that the vocabulary is a foundation or a basis of
language. It is a vehicle for thought, self expression, interpretation and
communication. People who want to involve in a communication activity are fully
aware of the importance of vocabulary mastery.
2.2 Conception of Teaching Vocabulary
Philips (1993: 68) states that both vocabulary and grammar need to be
taught in context and the children should always be given plenty of opportunities
to use the language that they have learnt in class. This means that they do not just
learn the rules superficially, but put them into practice in order to communicate.
Marianne (1991: 298) states that discussion of the teaching of vocabulary
is divided into two parts. First part is ``unplanned vocabulary teaching`` that is
extemporaneous teaching of problem vocabulary item that come up with out
warning in the course of the lesson. The second is ``planned vocabulary teaching``
that is where the teacher goes into the classroom with an item or a set of
vocabulary item that he or she decided before hand what will be taught during the
course of the lesson. Furthermore she states that much of this teaching is
unplanned.
Cross (1999: 27) states that the basic sight vocabulary is important
because it forms a good foundation upon which word analysis skill may be
developed. As soon as student can recognize a few words with similar letter sound
association, they are ready to begin building up word attack skills. Teacher use
various a good basic sight vocabulary.
There are actually many techniques in teaching vocabulary. Some of them
are technique for comprehension and production. Technique for comprehension
include utilizing contexts clues, word morphology etc. Technique for production
include situational sets, metaphor sets and collocation. Phillips (1998:68) says that
vocabulary is best learned when the meaning of the word is illustrated, for
example by a picture, an action, or real object.
Each of the technique has its own advantages. It is very difficult to
determine which one is the best way,. The teacher should be able to select the
most appropriate way to ensure the improvement of students` ability. The
technique that will be used by the teacher should enable to facilitate the creativity
and the practical experience for the learners in gaining our language skill above.
In connection to this study that is improving the mastery of vocabulary
through children English songs, the vocabulary item being taught to the students
especially the meaning of unfamiliar words can be presented in various ways and
context, so the students are asked to look for and also to understand the meaning
of those words by relating them to their context.
2.3 Conception of Children English Songs
Laidlow (2006) states that using song to introduce language and develop
vocabulary is a great way to help children to remember words. Children all over
the world love listening songs and most of them love singing too. David (2001:1)
states that songs and chants have long been known to enhance learning in the
English classroom. Songs can help to create an exciting and comfortable
atmosphere
Sarah Philips (2003) states that songs can be used as a tool to increase the
students` interest or motivation in learning. Children really enjoy learning by
singing songs. English songs will make students easier to imitate and remember
words. Songs also can reinforce student to learn structure and vocabulary.
2.4 Teaching Vocabulary through Children English Songs
The pupils who learn English as second language deal with the four
language skills. Song can be used to learn many subjects. In language learning,
the language teaching may implement various ways and techniques. It aims to
motivate, encourage and stimulate students` interest to learn. Especially, in
teaching vocabulary, to kill students` boredom and stimulate memory, many
teacher give simple song to dig up students` capability in vocabulary mastery.
Teaching to young ages are funny activities. The objective of the activities is `` to
arouse the pleasure of teaching and learning and with its strong purpose on
teaching English must be a fun``. Teacher tends to find enjoyable songs; they can
live up the language class by using them to stimulate the students` interest. The
activity of learning vocabulary through songs relaxed and receptive state in
learners. Because by singing, students may play around words of the songs and is
often accompanied by laughing and joking. Students` memory can actually work
better when they are relaxed.
People may sing a song many times, this providing repetitive practice in
the new language. Transference of information from the sort term to the long term
memory is facilitated by repetition and songs achieve this affect. There will be
many new vocabularies that can be appropriately introduced in a song. Karl
Nordvall (2001:1) states that songs and chants have long been known to enhance
learning in the English classroom. Songs can help to create an exciting and
comfortable atmosphere
Vanessa Reilly and Shelle M. Ward (2002: 23) state that songs, chants and
rhymes help children language development, and also their physical development
when used in conjunction with dance and mime. The language in traditional songs
is rich and colorful and extends the children`s vocabulary and use of rhymes
encourage children to explore the sound of words, and the use of imagery enriches
their perception of the world and their ability to express what they feel.
2.5 Assessment of Vocabulary
Testing is an important part of every teaching and learning experience.
Both testing and teaching are so closely interrelated that it is virtually impossible
to wok in either field without constantly concerned with the other. Assessment is
also the systematic collection, review, and use of information about educational
programs undertaken for the purpose of improving student learning and
development. In general terms, assessment is the determination of a value, or
measurement, based on a "standard." Standard refers to a "target." Standard-based
measurement, or assessment, is useful in education for both the placement of
students in initial course work and ascertaining the extent of students' acquisition
of skills/knowledge.
For addition, Butler (2001) states Assessment is the act of collecting
information about individuals or groups of individuals in order to better
understand them. Assessment can be done by carrying out a sequence of tests.
Test may be constructed primarily as devices to reinforce learning and to motivate
the students or primarily as a mean of assessing the students’ performance in the
language. Butler (2001) explains the essence of assessment answers the questions:
1. Did the students achieve the intended standards?
2. If the student did not achieve the intended standards, will the feedback
he/she received help improve the student’s performance?
3. Was the instruction effective?
4. If the instruction was NOT effective, how can I, the teacher, improve my
instruction to meet the needs of all students?
There are four main approaches to language testing: the essay-translation
approach, the structuralize approach, the integrative approach, and communicative
approach. Good classroom English tests should consist of objective and
productive tests. It is important that through objective test where active
vocabulary should be assess by means of productive tests.
Moreover, Read (2005: 75) states the history of vocabulary assessment in
the twentieth century is very much associated with the development of objective
testing. Objective tests are ones in which the learning material is divided into
small units, each of which can be assessed by means of a test item with a single
correct answer that can be specified in advance. Most commonly these are items
of the multiple-choice type. The tests are objective in the sense that they can be
scored without requiring any judgment by the scorer as to whether an answer is
correct or not.
Furthermore, Read (2005: 76) explain how psychometrics, the science of
mental measurement that gave rise to objective testing, came to have a dominant
influence on assessment in all areas of the American school curriculum during the
period after the first world war, so that the new test progressively displaced
traditional essay examinations from the 1930s on the first modern language tests,
for Latin, French, and German, were published in the US by Daniel Starch in
1916 (Spolsky 1995). These test assessed vocabulary knowledge by presenting
learners with a list of foreign words to be matched with their English translation.
Other early tests used multiple-choice items in a similar way, with a word of
second language in the stem and four or five words of first language as the option.
In addition to above statement, Read (2005) states that it is easy to see
how vocabulary became popular as a component of objective language test:
Words could be treated as independent linguistic units with a meaning
expressed by a synonym, a short defining phrase or a translation
equivalent. As a result, it was relatively straightforward to write a set of
multiple choice items consisting of a word followed by four or five
possible meanings, or a matching test comprising jumbled lists of words
and shot definitions.
There was a great deal of work in the 1920s and 1930s to prepare lists of
the most frequent words in English, as well as other words that were useful
for the needs of particular groups of students. According to Lado (1961:
181), similar though more limited work was done on the vocabulary of
major European languages. These lists provided a large stock of
vocabulary items that could be conveniently sampled to select the target
words for a test.
Multiple choice vocabulary tests proved to have excellent technical
characteristics, in relation to requirements of psychometric theory. Well-
written items could discriminate effectively among learners according to
their level of ability, and thus the tests were highly reliable. Reliability was
the great virtue of a psychometric test.
Rather than simply measuring vocabulary knowledge, objective
vocabulary tests seemed to be valid indicators of language ability in a
broad sense. As Anderson and Freebody (1998- 78-80) noted, one of the
most consistent findings in L1 reading research has been the high
correlation between tests of vocabulary and reading comprehension. The
same has been shown to apply in second language assessment (e.g. Pike,
1979). Furthermore, the strong relationship between vocabulary and
general intelligence is one of the most robust findings in the history of
intelligence testing (Anderson and Freebody, 1998: 77)
Although multiple choice items are the most suitable instrument for testing
vocabulary, they should not be over- used. Frequently, other item types are far
more interesting and useful. The material itself should always determine the types
of questions, which are constructed. As Ur (1998: 71) mentioned there are several
ways to assess the students’ mastery of vocabulary, such as using multiple choice,
matching, spelling, dictation, and singing, depending on the levels of the students.
Butler (2001) states the assessments we have made must be relevant,
reliable, and valid. If they are relevant, then the assessments are tied to our
classroom instruction. An assessment is reliable when the same answers receive
the same score no matter when the assessment occurs or how or who does the
scoring, or when students receive the same scores no matter which version of the
test they take. To be valid, an assessment must measure what it is intended to
measure, rather than extraneous features. That does not mean, however, that all
assessments made by all teachers are always relevant, reliable, and valid. In order
to be able to construct relevant, reliable, and valid tests for classroom use, the
English teachers need to have enough knowledge and working principles of test
construction.
Assessment may at first sound treating and not suited to a child’s nature, but it is a
necessary part of teaching and learning. Assessment can serve the following
purposes:
1. To monitor and aid children’s progress. A teacher needs to be constantly
aware of what the children know, what difficulties they are experiencing,
and how best to help them. On the basis of assessment outcomes able to
give individualized help to each child.
2. To provide children with evidence of their progress and enhance
motivation. Assessment result gives children tangible evidence of their
progress. Learning a language is a long process.
3. To monitor your performance and plan future work. The information you
get from assessment can help you to evaluate your own work, to find out
how effective you have been and how successful your chosen
methodology or materials were.
In other words, as Butler (2001) states, the purposes of assessment are to
provide feedback to students and to serve as a diagnostic tool for instruction.
Assessment is not complete as soon as you collect the children work. Offering
feedback is an integral part of the assessment process and should follow as soon
as possible after the assessment task is carried out. One of the best ways to give
feedback is through conferencing with the children, when you discuss the results
of the assessment by written feedback in the form of short comments. The results
of the assessment are shared with both the students and the teacher. In this
manner, should the assessment indicate a need for improvement, students can
explore new study strategies and teachers can search out and implement new
instructional techniques.
Gillet & Temple (1996) write that there are two qualities that every test
should possess; reliability, the degree of consistency of the test and validity, the
degree to which a test measure what it is supposed to do. Test can be beneficial
for both students and teachers.
In this teaching learning process, assessment in order to know the students
achievement toward the material that has been taught, now far the students grasp
the material during teaching vocabulary process. Furthermore, on this present
study, assessment was administered on ordinary way by giving them test. It was
aimed in order to monitor student’s progress toward their achievement in
vocabulary mastery which was teaching through children English songs. The test
was administered on every session along investigation.
CHAPTER III
RESEARCH METHOD
3.1 Subject of the Study
This research was conducted to find out the solution of learning problem
faced by specific group of students. Consequently, the finding of any classroom
action research cauld not be generalized to other group of students of the other
school. There was just one class of the fourth grade students of SDN 3 Bugbug
and there were 20 students as subjects. They were 11 female and 9 male. These
groups of students were selected as the subjects of study because they had crucial
problems in vocabulary.
3.2 Research Design
The present study was a classroom action research. According to Kemmis
and Mc Taggar (1998: 35), an action research is a cyclic process of planning,
action, observation, and reflection. In this methodology the researcher acted as a
teacher which is further defined as a cycle process of action.
This study was divided into two cycles that consisted of four phases. There
were Planning, Action, Observation, and Reflection. To make it clear, the design
action study could be described as follows:
Cycle I : IR P A1 O1 R1
Cycle II : RP P2 A2 O2 R2
Notes:
IR: Initial reflection
P: Planning
A: Action
O: Observation
R: Reflection
RP: Revised planning
(Kemmis and Taggart, 1998: 35)
The design of the action study could be described as the following.
In the initial reflection or pre-test expressed to assess the data about the
students` achievement in vocabulary. In this phase the researcher found out some
problems and tried out to give solution for those problems. Based on the above
facts, in the planning, the researcher was supposed to plan all the things required
for a successful investigation of research. The planning itself should be flexible
and future oriented. To carry the planning out, an action study needed to be
conducted in line to the planning. However, the action did not need to absolutely
guide by the planning in sense that in action could be differently done with a
similar conceptual thinking in dealing with a problem being encountered in real
practices. Besides that an observation needed also to be carried out in order to
record the effect of the action.
The result of observation could be further applied in conducting a
reflection. Finally, reflection was also being developed. This reflection was also
intended to be used as to memorize/consider/analyze the action on the basis of the
results of the observation. As an addition, it was through the reflection that
researcher could decide whether to continue or stop the study.
In this study, the researcher taught vocabulary through children English songs to
the fourth grade students of SDN 3 Bugbug. The study was done into two cycles,
cycle I and cycle II, which each cycle would be completed in four sessions. The
cycles can be figured out as the following:
3.2.1Cycle I
a. Initial Reflection
The Initial reflection refered to diagnoses of the unsuccessfulness of
the action applied in the classroom. In this phase the researcher found
out some problems and tried to give solution for those problems
b. Planning
Planning determining the steps of the action and instrument used for
collecting the data. The steps are as follows.
Determining the subjects of the study, that was at the researcher carried
out a preliminary study of SD N 3 Bugbug. In this preliminary study the
researcher asked some questions to the English teacher there about the
difficulties faced by the students in vocabulary.
Selecting material such as some children English songs
Preparing and administering pre-test in vocabulary. The pre-test ( Initial
reflection) in vocabulary for the subjects under study was chiefly intended
to measure the real pre-existing vocabulary. In the IR the subjects were
requested to answer ten questions.
Preparing and administering reflection ( post-test) in vocabulary at the end
of each session. The administering of post-test was used to measure the
extend of the subject progress in vocabulary
Designing / making lesson plans
Constructing and administering questionnaire to the subjects under study.
As mention in the previous discussion, the present classroom action study
whch dealt with the teaching of vocabulary through children English
songs was divided into two cycles and each cycle consisted of four
sessions. By the end of the first and second session the researcher
administered questionnaires to the subjects under study. The
administration of questionnaires were actually intended to measure
quantitatively the changing learning behaviors of the subject in improving
their vocabulary which had been taught through children English songs.
c. Action
In this study, action refers to how the teacher acted in the classroom
related to the teaching vocabulary through children English songs. Action
study needed to be conducted in line to the planning. It involved the
teaching learning process such as what the researcher did in the classroom
was managed based on the teaching scenario. They were three main
activities namely:
Pre-activity
In this part, the researcher who also acted as a classroom teacher, aimed to
activate and focus the students. The researcher tried to brain storms the
classroom situation by giving some questions to build up the students`
interest and motivation.
Whilst activity
The researcher introduced the children English song, and sang the song
three times then asked the students to sing the song together. After that she
told the students the meaning of each word stated in the song.
Post activity
The researcher asked the students whether they had any difficulties during
teaching and learning process. The researcher gave the students post-test.
The researcher concluded the lesson being taught and the researcher ended
the session. At the end of each cycle the researcher gave questionnaire to
the students.
d. Observation
The observation was necessary to do while the teaching and learning
process. It needed also to be carried out in order to record the effect of the
action. It helped the researcher to know whether the technique was able to
improve the students` vocabulary ability. The results of observation could
be further applied in a reflection.
e. Reflection
Reflection was also being developed. This reflection was also intended to
be used as to memorize/consider/analyze the action on the basis of the
results of the observation. As an addition, it was through the reflection that
researcher could decide whether to continue or stop the study
3.2.2Cycle II
a. Revised Planning
As it was mentioned on the background of the study already, the
problem being handled in this study were the students` poor abilities in
the English vocabulary. Besides this problem, the students were also
observed to learn English with limited motivation, interest and also
enjoyment. Based on the characteristics of the problems, the researcher
then decided to make a new plan in solving the problem.
b. Action
During the treatment on this study, there were three main activities
namely:
Pre-Activity
First of all, the researcher greeted the students, after that she tried to tried
to brain storms the classroom situation by giving some questions to build
up the students` interest and motivation.
Whilst activity
The researcher introduced the children English song, and sang the song
three times then asked the students to sing the song together. After that she
told the students the meaning of each word stated in the song.
Post activity
The researcher asked the students whether they had any difficulties during
teaching and learning process. The researcher gave the students post-test.
At last, the researcher ended the session.
c. Observation
The researcher observed the situation of the class during the action
conducted. The results of the post-test in each session of this cycle
were compared to the result of pre-test. It would show the
effectiveness of the technique used in teaching English vocabulary.
d. Reflection
After this cycle was completed, a further reflection needed to be done.
If the students did not show a significant improvement, the reason for
the phenomena was studied.
3.3 Research Instrument
The instruments which were used in collecting the data for this study were
questionnaire, diary, pre-test and post-test.
a. Questionnaire
The questionnaire was conducted to the students of the fourth grade of
SDN 3 Bugbug after the completion of cycle I and cycle II. This was done
to get a clear picture of the students learning behavior changed when they
were taught vocabulary through children English songs.
b. Diary
The diary was in the form of table. It consisted of teacher activities,
students’ activities, time allocation, comments of the researcher. So there
were four columns in the table. This diary was used to record how the
classroom activities was runs in each session.
c. Tests
The tests particularly consisted of pre-test and post-test. The pre-test done
to find out the students` ability in vocabulary, while the purpose of doing
post-test was to examine whether or not the treatment that was taken
effectively to improve the students’ ability of vocabulary.
3.4 Data Collection
The data obtained for analysis in this study involved the data of the student
participation in learning vocabulary mastery through children English songs. The
data was obtained by collecting the result of pre-test, post-test and questionnaire.
There were two kinds of data collection such as quantitative data which
was collected from the tests and qualitative data which was collected from the
observation in the form of teacher’s diary and questionnaires.
3.5 Data Analysis
The main data needed for the present action study as mention previously,
were gathered through administering IR, reflection, and questionnaires.
Thus there were considerably three kinds of raw scores obtained for the
present class action study that are:
1. Scores indicating the subjects` pre-existing vocabulary ability,
2. Scores showing the subjects` pre-existing achievement in vocabulary
and
3. Scores showing the subjects` changing learning behaviors.
The data then analyzed in percentage as follows:
1. The average score of each student will be counted using this formula :
Mean ═ Total of the right answers x 100
Total of the test items
2. The average score of the whole students will be counted using this
formula :
Mean ═ Total score of all the students
Total of students.
Where:
M = mean score / the average score of the students` achievement of
vocabulary mastery
∑X = the sum of the total score
N = the total number of the students
In relation to the mean score obtained, the researcher could determine the
students` qualification by using the criterion as shown in the following:
Excellent : those students who are able to answer the test items between
90% - 100% correctly
Very good : those students who are able to answer the test items between
80% - 89% correctly
Good : those students who are able to answer the test items between
70% - 79% correctly
Sufficient : those students who are able to answer the test items between
60% - 69% correctly
Insufficient : those students who are able to answer the test items between
0% - 59% correctly
(Heaton, 2003:10)
Finally, the data which resulted from the questionnaire would also be
analyzed descriptively trough the following formula:
% ═ Number of the students choosing an item Χ 100 %
Number of the subjects
(Masidjo,1995)
CHAPTER IV
FINDINGS AND DISCUSSIONS
The discussion in this chapter involved the result of the instrument used to
collect data. There were two findings achieved in this research namely:
quantitative and qualitative findings where was useful to know the improvement
of the student’s ability in vocabulary. Before and after treatment was given, it
could be seen by comparing the mean score obtained on pre-test with the grand
mean score of post-test in every cycle. Those were well known as quantitative
findings. The qualitative findings were taken from the observation in every
session of both cycles.
4.1 Data
The data of the present study in vocabulary test was conducted in two
phases namely: pre-test and post-test. Post-test which was administered at the end
of every session. The data of this study were obtained in class IV of the fourth
grade students of SD N 3 Bugbug, which the subject of this study were 20
students, 11 female and 9 male.
Further discussion was presented in the tables below, those were
discussions of the initial reflection or pre-test, post-test cycle I ,post-test cycle II
and questionnaires at the end of cycle I and cycle II. The detail of the discussion
could be elaborated as follows.
4.1.1 Scores of the students in pre-existing vocabulary ability
In order to get initial data about the student’s ability in vocabulary, the
researcher administered pre-test. The researcher designed the pre-test in objective
form. The total of the items were 10 items. During did the test most of the
students seem to be confused and they were nervous. From the pre –test there
were many students got bad marks, but there were also some got enough mark.
For more detail information about the student’s achievement in initial
reflection were presented by the researcher in the form of raw score into the
following table
Table 1. scores of the students on pre-test
No Subject of the study Score of the initial reflection1 Ni Kadek Aprilia Kusuma Dewi 502 Ni Luh Apriani 403 Christine Angelica 704 I Putu Dodi Setiawan 505 I Wayan Darma Novayana 406 Ni Ketut Dresti Kasiani 407 Made Gama Sasmita 608 Ni Kade Novi Meliyana 509 Ni Komang Nukarimasih 3010 I Putu Raka Very Premana 7011 Ni Wayan Santi 4012 I Putu Suardika 3013 I Nengah Sudarma Yasa 6014 I Wayan Sudiasa 4015 I Kadek Sunartawan 4016 Ni Wayan Sumariati 5017 Ni Luh Tine Diah Prawesti 5018 Ni Kade Vima Bella Utami 4019 Ni Luh Putu Wulandari 6020 I Kadek Yuda Prawira Negara 40
Total Score 940
On initial reflection, there were 20 subjects who followed test given by the
researcher. The total score got by the whole subjects was 940 from the total
obtained, where the mean score could be found out as follow.
M = ∑X
N
M = 940
20
M = 47
Based on the result above, the mean score obtained by the students on
initial reflection was 47 in relation to the score qualification that score could be
classified into “low” category. This means the students’ ability in vocabulary
before the researcher conducted her investigation was low, then the researcher
decided to conduct cycle I to improve the students’ ability in vocabulary.
The low achievement that was got by the students was caused by the
limited technique used in teaching vocabulary. The teacher taught with the general
technique according to the text book and never teach with special vocabulary.
Teacher just translated the words into their native language and nothing done to
make them understand the lesson in detail.
From the fact the researcher offered some songs to solve the students
problem in learning vocabulary. This could be enjoyable classroom atmosphere in
learning the words and was able to store the information being learnt in a long
period of time in their brain.
4.1.2 Score showing the subjects` progress achievement in vocabulary.
Post-test administered in order to know the result of teaching vocabulary
by songs. The student’s achievement in vocabulary through children English
songs can be seen from the score got by the students in the mean score. Various
scores showed by the students in the post-test I, II, III and IV.
For more detail information about the student’s achievement during the
treatment all of the data obtained by the subject of the study were presented in the
form of raw score into the following table.
Table 2. Scores of the students on cycle I (Post – Test 1, 2, 3, and 4 )
No Subject of the Study S1 S2 S3 S41 Ni Kadek Aprilia Kusuma Dewi 50 50 60 702 Ni Luh Apriani 50 60 60 703 Christine Angelica 70 70 80 804 I Putu Dodi Setiawan 50 60 60 705 I Wayan Darma Novayana 50 50 60 606 Ni Ketut Dresti Kasiani 50 50 60 607 Made Gama Sasmita 60 60 70 708 Ni Kade Novi Meliyana 50 50 60 609 Ni Komang Nukarimasih 40 50 60 6010 I Putu Raka Very Premana 70 70 70 8011 Ni Wayan Santi 50 60 60 7012 I Putu Suardika 40 50 50 6013 I Nengah Sudarma Yasa 60 60 70 7014 I Wayan Sudiasa 50 50 60 6015 I Kadek Sunartawan 50 60 60 7016 Ni Wayan Sumariati 50 50 60 6017 Ni Luh Tine Diah Prawesti 60 60 70 7018 Ni Kade Vima Bella Utami 50 60 60 6019 Ni Luh Putu Wulandari 60 60 70 7020 I Kadek Yuda Prawira Negara 50 60 60 70
Total Score 1060 1140 1260 1340
Based on the table 2 the sum of the total score got by the students in
session I was 1060. Meanwhile in session II the sum of the total score was 1140.
In session III the sum of the total score was 1260 and in session IV the sum of the
total score was 1340. By using the formula the mean score of each session could
be computed as follows.
Session one:
M = ∑X 1 N
M = 1060 20
M = 53
Session two:
M = ∑X2 N
M = 1140 20
M = 57
Session three:
M = ∑X 3 N
M = 1260 20
M = 63
Session four:
M =∑X4 N
M = 1340 20 M = 67
Table 3. Scores of the students on cycle II (Post-test 5, 6, 7, and 8)
The researcher administered post-test in every session in each cycle, which
also was carried out in cycle II. In this cycle the students got more good marks
than in the cycle I. Every mark of the students in cycle II could be seen in the
table below.
No Subject of the Study S5 S6 S7 S8
1 Ni Kadek Aprilia Kusuma Dewi 70 70 80 90
2 Ni Luh Apriani 70 80 80 90
3 Christine Angelica 90 90 100 100
4 I Putu Dodi Setiawan 70 70 80 90
5 I Wayan Darma Novayana 70 70 80 90
6 Ni Ketut Dresti Kasiani 70 80 90 90
7 Made Gama Sasmita 80 80 90 90
8 Ni Kade Novi Meliyana 70 70 80 80
9 Ni Komang Nukarimasih 70 70 80 90
10 I Putu Raka Very Premana 80 90 90 100
11 Ni Wayan Santi 70 80 90 90
12 I Putu Suardika 70 70 80 90
13 I Nengah Sudarma Yasa 80 80 90 100
14 I Wayan Sudiasa 70 70 80 80
15 I Kadek Sunartawan 80 80 90 90
16 Ni Wayan Sumariati 70 70 80 90
17 Ni Luh Tine Diah Prawesti 80 80 90 100
18 Ni Kade Vima Bella Utami 70 70 80 90
19 Ni Luh Putu Wulandari 80 80 90 90
20 I Kadek Yuda Prawira Negara 70 70 80 90
Total Score 1480 1520 1700 1840
By using the same formula, the mean score of each session in cycle II can
be computed as follows.
M = ∑X 5 N
M = 1480 20
M = 74
M = ∑X6 N
M = 1520 20
M = 76
M = ∑X 7 N
M = 1700 20
M = 85
M = ∑X8 N
M = 1820 20
M = 91
From the computation the table above, we know this score was categorized
into more than good. From this qualification the researcher felt very satisfied.
During the teaching and learning process the researcher also did observation to
know the students’ problem as well as the weakness of the strategy applied in this
session. From the observation sheet of researcher’s diary, the researcher who
acted as a teacher saw that the student kept interested and motivated and also felt
enjoyable in doing their jobs.
4.1.3 Scores showing the subjects` changing learning behaviors.
To gain additional information about the student’s achievement on vocabulary
ability was through the questionnaire. The qualitative data needed by the
researcher was gathered by administering two questionnaires. The first
questionnaire was administered at the end of cycle I and the second at the end of
cycle II. The answer of the questionnaires were quantitatively score using the
rating scale 0-3 (score option A = 3, B = 2, C = 1 and D = 0). The obtained data
showing the subjects` total scores for items of questionnaires are tabulated as the
following.
A. Questionnaire of Cycle
No A B C D
1 15 6 2 0
2 12 8 2 0
3 15 6 2 0
4 15 6 2 0
5 12 8 2 0
6 12 8 2 0
7 15 6 2 0
8 15 6 2 0
9 15 8 1 0
10 12 8 2 0
11 9 10 2 0
12 15 6 2 0
13 18 6 1 0
14 18 6 1 0
15 15 6 2 0
16 15 8 1 0
17 12 8 2 0
18 15 6 2 0
19 12 8 2 0
20 15 8 1 0
Total 281 142 35 0
B. Questionnaire of Cycle II
No A B C D
1 21 4 1 0
2 12 6 2 0
3 15 6 2 0
4 21 4 1 0
5 15 6 2 0
6 15 6 2 0
7 21 6 0 0
8 21 4 1 0
9 21 4 1 0
10 15 6 2 0
11 15 6 2 0
12 15 6 2 0
13 21 4 1 0
14 24 4 0 0
15 21 4 1 0
16 15 6 2 0
17 15 6 2 0
18 21 6 1 0
19 15 6 2 0
20 21 4 1 0
Total 363 102 28 0
4.2 Data Analysis
Based on the research instruments in which the researcher administered
pre-test and post-test in each session, the collected data should be analyzed and
then the results of the analysis were discussed. The mean of the IR score (Xo) and
the mean of the post-test scores for eight sessions (X1, X2, X3, X4, X5,X6, X7,
and X8) are presented as the following.
IR (Xo) score
M = ∑X = 940 = 47
N 20
M = ∑X 1= 1060 = 53
N 20
M = ∑X2 = 1140 = 57
N 20
M = ∑X 3= 1260 = 63
N 20
M =∑X4 = 1340 = 67
N 20
M = ∑X 5= 1480 = 74
N 20
M = ∑X6 = 1520 = 76
N 20
M = ∑X 7= 1700 = 85
N 20
M = ∑X8 = 1820 = 91
N 20
The grand mean XI of the post-test scores in cycle I was:
X1 + X2 + X3 + X4 = 53+ 57 + 63 + 67 = 240 = 60
4 4
The grand mean XII of the post-test scores in cycle II was:
X5 + X6 + X7 + X8 = 74 + 76 + 85 + 91 = 326 = 81.5
4 4
The results of the above analysis were considered as the findings of the present
classroom action study, which could be summarized as the following:
Summary of the research finding showing the mean of each session
and the grand mean for cycle I and cycle II
Pre-test ( IR) So Xo = 47
Cycle I S1
S2
S3
S4
X1
X2
X3
X4
= 53
= 57
= 63
= 67
Grand Mean
XI = 60
Cycle II S5
S6
S7
S8
X5
X6
X7
X8
= 74
= 76
= 85
= 91
Grand Mean
XII = 81.5
From the result of the table above we know that the grand mean score
between cycle I and cycle II were different. The grand mean score in cycle I was
better than cycle II. It showed that the target had been achieved.
The data collected through the administration of questionnaire were
considered as additional supporting data. These were collected by the end of cycle
I and cycle II to the subject under study. The data obtained from the
questionnaires had to be computed and discussed. The computation of the
comparative percentages for the scores of the items of the questionnaires showing
the subject total answers for item of A, B, C and D were shown as the following.
A. Questionnaire cycle I
1. Total percentage of item A = 281 X 100% = 61.33%
458
2. Total percentage of item B = 142 X 100% = 31%
458
3. Total percentage of item C = 35 X 100% = 7.64%
458
4. Total percentage of item D = 0 X 100% = 0%
458
B. Questionnaire cycle II
5. Total percentage of item A = 363 X 100% = 73.63%
493
6. Total percentage of item B = 102 X 100% = 20.68%
493
7. Total percentage of item C = 28 X 100% = 5.67%
493
8. Total percentage of item D = 0 X 100% = 0%
493
The computation of the above results of the analysis of the questionnaire
scores in cycle I and cycle II. In cycle I showed the comparative percentages of
61.35%, 31%, 7.64% and 0% for total responses of the questionnaire items.
Where 61.35% of the students said that they liked very much to learnt vocabulary
by children English songs. 31% of the students said they liked the technique.
7.64% of the students said they felt ordinary to learnt vocabulary by children
English songs and 0% of the students did not like the technique. While in cycle II
showed the comparative percentages of 73.63%, 20.68%, 5.67% and 0% for total
responses of the questionnaire items, there were 73.63% of the students said that
they were very motivated in learning vocabulary through children English songs,
20.68% of the students said they were motivated enough in learning vocabulary
through children English songs, and 5.67% were ordinary with the technique.
These finding undoubtedly supported the major findings on the present
classroom study. Clearly, the obtained comparative percentages of the items of the
questionnaires indicated the subjects` positive changing attitudes and motivation
in learning vocabulary through children English song.
From the result above, it could be concluded that the students like learning
vocabulary through children English songs and also could improve their ability in
vocabulary. The researcher also taught that it was important to make it vivid, the
main finding of the present classroom action study, that was, the increasing
comparative mean figures if the IR score and the post-test scores obtained by the
students under study for cycle I and cycle II could be graphically presented as the
following.
Graph showing the subjects` progressing in vocabulary ability
Through children English songs
Graph showing the subjects` progressing Grand Mean of Vocabulary ability Through Children English Song
Graph showing the subjects` progressing Grand Mean of Vocabulary ability Through Children English Song
Based on the result of eight sessions in both cycle, they could be stated
that there was a lot of improvement on the student’s achievement in vocabulary
especially in cycle II. This was caused by the fact that the songs and the post-test
were more familiar with the students, so that they felt comfortable in singing and
doing the tests. In this case, the students also got high achievement because the
words in the tests had been discussed in the teaching process.
Regarding the regular improvement on the mean score students got from
session to session in cycle I and cycle II the researcher thought of a final
consideration to stop the action up to session four in cycle II. The decision to stop
the action was made because the mean score target by the researcher had been
achieved.
4.3 Discussion of Findings
The purposed of this study was to improve the student’s ability in
vocabulary through children English songs. The researcher in this session will
discuss all of the findings of the mean scores based up on the result of the data
analysis on the previous sessions.
The data analysis which established the finding of the present classroom
action study showed that the Mean of IR or pre-test scores ( Xo) obtained by the
subject under study in vocabulary through Children English Song showed the
mean 47. This mean figure clearly showed that the vocabulary ability of the
students under study was relatively low. Their problem certainly needed to be
overcome.
The result of the data analysis of the reflection score in cycle I showed the
increasing mean figure of X1 , X2 , X3 , and X4 . The mean figure of XI was 53.
The mean figure of X2 was 57. The mean figure of X3 was 63 and the mean
figure of X4 was 67. The mean figure obtained by the subject under study for each
session in cycle I was obviously much higher than the mean figure of the IR score.
The Grand mean (XI) of the post-test scores in cycle I was 60. These finding
clearly showed that the vocabulary ability of the subjects under study progressed
and improved significantly after they had been taught through Children English
Songs.
Positive attitudes and behavior as well as high motivation in learning
vocabulary were also showed by the comparative percentage figures of
questionnaires. In cycle I showed the comparative percentages of 61.35%, 31%,
7.64% and 0% for total responses of the questionnaire items. Where 61.35% of
the students said that they liked very much to learn vocabulary by children
English songs. 31% of the students said they liked the technique. 7.64% of the
students said they felt ordinary to learnt vocabulary by children English songs and
0% of the students did not like the technique.
Then according to the result of post-test and comparative percentages of
questionnaires in cycle I, the researcher used them as the basis to make some
planning revisions, which were carried out in cycle II. The data analysis of the
post-test scores in cycle II showed the result of X5 , X6 , X7 and X8. The mean
figure of X5 was X4. The mean figure of X6 was 76. The mean figure of X7 was
85 and the mean figure of S8 was 91, compare with the mean figure of IR (X0)
score was 47, the mean figure obtained by the subjects for each session was
convincingly much higher than the IR mean figure. The Grand mean figure of the
post-test scores obtained by the subjects under study in cycle I was 60 and in
cycle II was 81.5. There was a significant difference of 21.5 between the main
figure of cycle I and cycle II.
The questionnaire in cycle II showed the comparative percentages of
73.63%, 20.68%, 5.67% and 0% for total responses of the questionnaire items,
there were 73.63% of the students said that they were very motivated in learning
vocabulary through children English songs, 20.68% of the students said they were
motivated enough in learning vocabulary through children English songs, and
5.67% were not sure with the technique.
Finally, these findings clearly showed and proved that teaching English
through Children
English Songs to the fourth grade of SD N 3 Bugbug was an effective
technique to improve their ability in vocabulary. Their vocabulary ability
progressed and improved very constantly and significantly from session to session
CHAPTER V
CONCLUSIONS AND SUGGESTIONS
5.1 Conclusions
On the basis which had been discussed previously teaching vocabulary
through children English Song could improve the ability of the students of SD N 3
Bugbug in academic year 2009-2010.
In order to get those objectives fulfilled, then researcher conducted a
classroom action research by directly teaching the students in the classroom. She
conducted two cycles where each cycle was made up of four sessions. She
administered pre-test and eight post-test for cycle I and cycle II to know the result
of the treatment which she had conducted.
The figure or IR (X0) = 47. This mean figure clearly pointed out that
vocabulary ability of SD N 3 Bugbug in academic year 2009-2010 was considered
low. The data analysis of the post-test scores in cycle I showed the result of mean
figure of XI was 53. The mean figure of X2 was 57. The mean figure of X3 was
63 and the mean figure of X4 was 67. The grand mean of the reflection scores in
cycle I X1 was 60. Meanwhile the mean figure of S5 was 74. The mean figure of
X6 was 76. The mean figure of X7 was 85 and the mean figure of X8 was 91. The
grand mean of the reflection scores in cycle II figured the mean figure of XII was
81.5. The different of the grand mean figure of cycle I and cycle II was 21.5. The
establish mean figure for each session was much higher than the IR mean figure
from SI to S8, the resulted mean figure progressed and increased significantly.
Based on the result of the post-test which has been discussed in chapter
IV, the researcher concluded that Children English Songs could improve the
students` vocabulary of SD N 3 Bugbug in academic year 2009-2010. In this case
children English songs were very much effective to be used as a good technique in
teaching vocabulary.
5.2 Suggestions
Based on the results of the study that had been stated on the conclusions
above then some suggestions are put forward by the researcher as the following:
1. The English teachers are suggested to use children English song as an
effective alternative technique in teaching vocabulary for young learners,
since it can build up the students` interest, motivation and enjoyment in
learning process.
2. The English teacher of SD N 3 Bugbug are suggested to use children
English songs as one alternative of good technique in teaching vocabulary
also modify this technique with good teaching aid or media. Also, the
teacher should be active to encourage the students to communicate in
English in daily activities.
3. The students had to be more active to communicate in order to improve
their vocabulary .