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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
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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
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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.
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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.”
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Wholeheartedly dedicated to
My beloved Bapak and Ibu.
My lovely sisters, Anjar and Laras.
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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.
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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
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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
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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
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LIST OF APPENDICES
1. Interview Note before Research……………………………………………88
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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
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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
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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
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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
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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.
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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
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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
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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.
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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.
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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
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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
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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
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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.
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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:
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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:
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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.
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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
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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
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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.
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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
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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
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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
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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
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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
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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.
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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.
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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.
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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
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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.
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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.
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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.
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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
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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
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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.
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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
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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
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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
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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
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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%.
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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.
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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.
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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.
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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
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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
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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:
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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:
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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.
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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.
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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
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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
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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
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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.
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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.
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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
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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.
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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:
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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.
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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;
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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
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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
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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.
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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.
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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
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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
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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,
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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
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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
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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
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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.
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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.
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(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
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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
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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.
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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.
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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
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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.
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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.
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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.
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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:
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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
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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
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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.
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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
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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.
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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
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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.
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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
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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
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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
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close to the children world thus the students can enjoy the teaching learning
process.