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1.1 Background of the Study The most important thing of all in human life is communication. Communication is an important role in human life. Communication is a way to convey the ideas, feeling and fulfill our needs. As a human life, we need to communicate with others in order to get our purposes. We can`t do our activities without a communication. By communicating everything will be easier. All over the world, language is used for communication. We need for our daily activity. In every interaction we need a language. Language is the most significant possession of human being. It is used for human being to send message from one to another, to maintain communication from speaker to listener and so on. A language has an important role in every day life in doing various interactions. English is very important language in the world, because it is used as a means of communication in the world, or as international language. Beside that, English is also spoken all over the world as instructional language of scientific study, economy, business, technology information, politics and others. In Indonesia English is the first foreign language, which is taught as a compulsory subject in all schools, from junior high school until university, even now days English is taught formally in elementary school. Nevertheless, now days most of the pre-elementary school use English as a second language. It reflects that English is considered as an international language which plays an important role
in this modern life. New movement in language teaching often begins with the reaction of the old one. At present, the method that is recommended in teaching English in Indonesia is communicative language teaching method which is involves the mastery of four language skills; listening, speaking, reading and writing. In communicative language teaching, aims of teaching are means of both oral and written communication. In relation to this study, vocabulary is the most important of all. Cross (1999 :60) states that vocabulary can be defined roughly, as the word that teach in the foreign language. However a new item of vocabulary may be more than a single word. Brown (2001) writes that English teacher lean to ignore the significance of vocabulary in their teaching of speaking or communication performance. In fact the use of suitable vocabulary can cancel out structure incorrectness. Based on this authenticity, recently, methodologists and linguist have increasingly turned their attention to vocabulary, learning stressing their important in language teaching and reassessing some of the ways it is taught and learnt. It means that vocabulary plays a very essential task in language teaching. As the objective of language teaching is to develop students skills, namely listening skills, speaking skills, reading skills, and writing skills, the acquisition of meaning also influences the performance of student on more vocabulary items, they will be more likely to have better ability to articulate and communicate the message. those skills. Another strong view on the important of vocabulary is stated by Clark (1997). He pointed out that the more vocabularies a person master, the more ideas he/she could express. More over, he described that people who have many ideas
or ones who master a large number of vocabulary are able to communicate easily and fluently in any particular situation. However, if they have not enough vocabulary they will get difficulty in communicating their ideas. Furthermore Brown (1996) states that school pupil as well as adult learners feel terribly frustrated or not being able to say in the language they learnt just because they lack of the vocabulary. In other words many language learners, especially foreign language learners, are not able to communicate using the language because they have or master limited number of vocabulary. Vocabulary becomes a significant aspect in successful teaching ,learning a language Marianne (1991: 298) supports that teacher and students must increase their vocabulary to communicate and also increase facility to communicating. Communication can not relate if not mastery in vocabulary. There are many ways to learn vocabulary. Philips (1993: 68) gives idea that vocabulary is best learned when the meaning of the word is illustrated by picture, an action, or a real object. The children should meet and use the word in relevant contexts, in order to fix them in their minds. Vocabulary need to be taught in context and children should always be given plenty opportunities to use the language that they have learned in class. This means that they do not just learn the rules superficially but put them into practice in order to be able to communicate. Hence, teaching to improve the students’ abilities in vocabulary needs interaction between teacher and students. In teaching learning process of English as foreign language, the teacher must be able to build up the students` interest, especially in increasing their vocabulary items. The teacher should give the students a feeling success in
learning English. There are many ways to develop the students` interest in learning. One of them is teaching English by using children English songs. Songs can be used as a tool to increase the students` interest or motivation in learning. Music and rhythm are essential part of language learning for young learners. Children really enjoy learning by singing songs, and adult learners find working with current or well known pop songs highly motivated (Sarah Philips, 2003). Music and rhythm make it easier to imitate and remember than words which are just spoken. If you teach children by English songs, the vocabulary will be much easier to stick on the students` mind. Furthermore, we can use songs and rhythm of English to reinforce student to learn structure and vocabulary. Wheeler (1993) states that children all over the world love listening songs and most of them love singing too! Using children English songs to introduce language and develop vocabulary is a great way to have children to remember words. He also claims that a song can improve the student’s motivation to learn the language, especially the weaker ones. After analyzing the characteristics of the problem deeply, in this study, the researcher will use children English songs in order to encourage and to improve the students in mastering vocabulary. Songs are interesting media for the students to learn more vocabulary. Wheeler states that singing a song is natural habit of the people mostly doing in their life consciously or unconsciously. It seems to be remarkable way for enhancing and encouraging long term memory for language learners, besides the teacher can easily find them and use them as a technique of teaching vocabulary to build up students` ability of SD N 3 Bugbug.
1.4 Limitation of the Study On account of this fact. In line with this rationale. The present study is also limited to the students ` ability to master the new vocabulary used in the teaching learning process. . the researcher is highly motivated to find out the effectiveness of the technique of teaching vocabulary through children English songs in improving the students` vocabulary mastery. challenges related to vocabulary mastery faced by the subject of this study are definitely too broad and complex to be dealt with in a single study. According in the present class action study the researcher limits her investigation to the teaching of vocabulary through children English songs to the fourth grade students of SDN 3 Bugbug. 1.Therefore. in accordance with the above fact. the present study intends to reveal the effectiveness of children English songs in improving the vocabulary ability of the fourth grade students of SDN 3 Bugbug. the research question can be formulated as follows: to what extent is the effectiveness of teaching vocabulary through children English songs to the fourth grade students of SDN 3 Bugbug in academic year 2009/2010? 1.2 Statement of Research Question In the relation to the background of the research.3 Objective of the Study The objective of the study is to answer the research question that has been previously formulated and determined.
For the teacher This research is expected to give a new technique to the teacher as the way to improve the vocabulary mastery. Teacher should be able to choose the right methods and techniques in teaching vocabulary integratively to improve the student’s acquisition of English. to enrich the existing syllabus and also to increase the number of catalogues in the library. They could learn English in a good mood and not stressful. . 2. For the institution This research is expected to give contribution in term of teaching vocabulary to the fourth grade students.5 Significance of the Study The outcome of this study at providing both theoretical and practical significances as the following: 1. 3. The outcome of this study is meant to give English teacher a better understanding of importance of children English songs technique in improving the students` vocabulary. For student This research is expected to help the students to improve their vocabulary mastery and increase their motivation and interest in learning English.1.
a.7 Hypothesis On attempting to give a temporary solution to the problem.1. finance. Children English songs are defined as series of children songs used by the researcher as a technique to improve the vocabulary of .8 Definition of the Key Terms To give a clear understanding of the term used in this present study. it is necessary to define operationally the term: vocabulary and children English song.6 Assumption Because of the limitation of time. In order to neutralize the compounding variables. and investigator’s ability. not all variables can be controlled. 1. 3. the hypothesis will be stated as the following: Children English Songs are significantly effective in improving the students` vocabulary. 1. The subjects under study are assumed to have similar prior learning experiences in English. The English teachers are assumed to have similar teaching qualification in teaching English. b. The subjects under study are assumed to have been learning English for the same period of time. it is essential to state some assumption as follows: 1. 2. In this study vocabulary is defined as a new words that have to be mastered by the students under study as suggested by English teaching syllabus.
Conception of teaching vocabulary 3. The students are requested to learn and memorize and practiced various children songs and then followed by vocabulary exercises to practice their vocabulary ability. SD N 3 Bugbug stands for Sekolah Dasar . Karangasem regency. Conception of children English songs 4. Conception of vocabulary 2. Teaching vocabulary through children English songs 5. The present study was conducted on the ground of the following theoretical basis: 1. which is in English call Elementary School. c. 1. SDN 3 Bugbug as one which is located in Bugbug village.9 Theoretical Framework The fundamental theoretical framework can to a great extent.the students of SD N 3 Bugbug. Assessment of vocabulary Discussion on each of this heading is devoted in chapter II which deal with “Review of Related Literature” CHAPTER II . minimize versions of classroom action.
in order to be able to understand the content of the songs. (4) teaching vocabulary through children English songs. (3) conception of children English songs. (2) conception of teaching vocabulary. The students should master appropriate vocabulary. teacher should be creative in finding the way to the effective and efficiently arouse the students’ interest to be active in the class room. One of the way is by using songs as teaching aids.REVIEW OF RELATED LITERATURE In this chapter the researcher wrote some important points include lots of relevant theoretical reviews from many related literatures to support this study. In order to support this statement the researcher uses some conceptions which are quoted from some books dealing with vocabulary mastery. The theoretical basis were the following: (1) conception of vocabulary. . Marianne (1991: 299).1 Conception of Vocabulary In the process of teaching learning English as a foreign language. This statement as one of example that actually in teaching vocabulary teacher also has lack of attention and also perception of the study of vocabulary in language teaching. there is little doubt that a great deal of vocabulary teaching is currently going on and has always been going on. (5) assessment of vocabulary. 2. states that in the second language classroom however `` neglected`` vocabulary has been in theory.
receptive and productive. Oral vocabulary includes those words that we recognize and use in listening and speaking. picture o tree or a lion etc. . and may include many words to which we assign some meaning. triangle. Second word knowledge also comes in two forms. vocabulary is more complex than this definition suggests. words come in two forms. cat associated with kitten. hotel. Receptive vocabulary is typically larger than productive vocabulary. (b) pictures and diagrams can help learn. to complete a word tree ` holiday` are summer. such as(a) student should help them selves to learn by learning associated word together. Furthermore they say that to learn vocabulary not only by studying with their book but also by reading and listening to English. sun bathing etc. oral and print. However. First. paw. Example. Receptive vocabulary includes words that we use when we speak or write. Example. For this statement we know to understand some ways how to learn English is very important as a way to mastery in vocabulary. mew. Picture and diagram can help to remember vocabulary. a cycle. because vocabulary is very important in learning English. Completing word tree can help to learn vocabulary.Michael and O Dell (2001:4-6) give some ways how to learn to master vocabulary. Learning word together that are associated in meaning is a popular and useful way of organizing vocabulary study. Print vocabulary includes those words that we recognize and use in reading and writing. etc. even if we use them ourselves as we speak and write. example. Kamil & Hiebert (2004) state that vocabulary is knowledge of word and word meanings. (c) Word trees can be useful.
it is important for students to master vocabulary in English. Brown(2001:1) supports the definition by giving a definition. profession. Kathleen(2003:6) defines vocabulary as a list or collection of word arranged in alphabetical order. self expression. Moreover. So to avoid this trouble. Madsen (1993: 461) states vocabulary is a list of words with their meaning especially in book for learning a foreign language. (3) list of words used in a book usually with definition or translation. Based on the above facts. usually arranged glossary. interpretation and communication. but the words them selves gives us ideas and sharpen our thinking. not only do we need a rich vocabulary to put our ideas into words. It is a vehicle for thought. He defines vocabulary as a list of words and often phrase. Hackman (1991) defines vocabulary as follows: (1) the total number of words which make up a language. With knowing a new vocabulary students got a new concept and enlarge their knowledge. (2) range of words known or used by a person in a trade. etc. While Shoebotton(2003:6) defines vocabulary as words or phrases which label the part of material to be learnt and which are necessary for students to use in talking and writing. A new word can make us aware what we did not know existed. it means that the vocabulary is a foundation or a basis of language. This statement support how important the students’ mastery in vocabulary.Richard (1995) add their state about vocabulary. . Furthermore he also state that all of us from time had trouble in expressing an idea because we lack the necessary words. People who want to involve in a communication activity are fully aware of the importance of vocabulary mastery.
Marianne (1991: 298) states that discussion of the teaching of vocabulary is divided into two parts. The second is ``planned vocabulary teaching`` that is where the teacher goes into the classroom with an item or a set of vocabulary item that he or she decided before hand what will be taught during the course of the lesson. they are ready to begin building up word attack skills. Furthermore she states that much of this teaching is unplanned. but put them into practice in order to communicate. Teacher use various a good basic sight vocabulary.2. word morphology etc. Cross (1999: 27) states that the basic sight vocabulary is important because it forms a good foundation upon which word analysis skill may be developed. Some of them are technique for comprehension and production. or real object. metaphor sets and collocation. There are actually many techniques in teaching vocabulary. As soon as student can recognize a few words with similar letter sound association. Technique for production include situational sets. Technique for comprehension include utilizing contexts clues.2 Conception of Teaching Vocabulary Philips (1993: 68) states that both vocabulary and grammar need to be taught in context and the children should always be given plenty of opportunities to use the language that they have learnt in class. Phillips (1998:68) says that vocabulary is best learned when the meaning of the word is illustrated. First part is ``unplanned vocabulary teaching`` that is extemporaneous teaching of problem vocabulary item that come up with out warning in the course of the lesson. . an action. for example by a picture. This means that they do not just learn the rules superficially.
Each of the technique has its own advantages. so the students are asked to look for and also to understand the meaning of those words by relating them to their context. . English songs will make students easier to imitate and remember words. Children all over the world love listening songs and most of them love singing too. the vocabulary item being taught to the students especially the meaning of unfamiliar words can be presented in various ways and context. In connection to this study that is improving the mastery of vocabulary through children English songs. It is very difficult to determine which one is the best way.. Songs can help to create an exciting and comfortable atmosphere Sarah Philips (2003) states that songs can be used as a tool to increase the students` interest or motivation in learning.3 Conception of Children English Songs Laidlow (2006) states that using song to introduce language and develop vocabulary is a great way to help children to remember words. The teacher should be able to select the most appropriate way to ensure the improvement of students` ability. Children really enjoy learning by singing songs. The technique that will be used by the teacher should enable to facilitate the creativity and the practical experience for the learners in gaining our language skill above. 2. David (2001:1) states that songs and chants have long been known to enhance learning in the English classroom. Songs also can reinforce student to learn structure and vocabulary.
The objective of the activities is `` to arouse the pleasure of teaching and learning and with its strong purpose on teaching English must be a fun``. encourage and stimulate students` interest to learn. in teaching vocabulary. In language learning.4 Teaching Vocabulary through Children English Songs The pupils who learn English as second language deal with the four language skills. the language teaching may implement various ways and techniques. this providing repetitive practice in the new language. It aims to motivate. students may play around words of the songs and is often accompanied by laughing and joking. There will be many new vocabularies that can be appropriately introduced in a song. and also their physical development . Songs can help to create an exciting and comfortable atmosphere Vanessa Reilly and Shelle M. Especially. Teacher tends to find enjoyable songs. Song can be used to learn many subjects. The activity of learning vocabulary through songs relaxed and receptive state in learners. Teaching to young ages are funny activities. chants and rhymes help children language development. Ward (2002: 23) state that songs. they can live up the language class by using them to stimulate the students` interest. Students` memory can actually work better when they are relaxed. People may sing a song many times. to kill students` boredom and stimulate memory. Transference of information from the sort term to the long term memory is facilitated by repetition and songs achieve this affect. many teacher give simple song to dig up students` capability in vocabulary mastery. Karl Nordvall (2001:1) states that songs and chants have long been known to enhance learning in the English classroom. Because by singing.2.
" Standard-based measurement. assessment is the determination of a value." Standard refers to a "target. and the use of imagery enriches their perception of the world and their ability to express what they feel. or measurement. Butler (2001) states Assessment is the act of collecting information about individuals or groups of individuals in order to better understand them. or assessment. In general terms. based on a "standard. Butler (2001) explains the essence of assessment answers the questions: 1. Both testing and teaching are so closely interrelated that it is virtually impossible to wok in either field without constantly concerned with the other.when used in conjunction with dance and mime. For addition. Assessment can be done by carrying out a sequence of tests. Test may be constructed primarily as devices to reinforce learning and to motivate the students or primarily as a mean of assessing the students’ performance in the language. Did the students achieve the intended standards? . and use of information about educational programs undertaken for the purpose of improving student learning and development. Assessment is also the systematic collection. review.5 Assessment of Vocabulary Testing is an important part of every teaching and learning experience. The language in traditional songs is rich and colorful and extends the children`s vocabulary and use of rhymes encourage children to explore the sound of words. is useful in education for both the placement of students in initial course work and ascertaining the extent of students' acquisition of skills/knowledge. 2.
and German. French. It is important that through objective test where active vocabulary should be assess by means of productive tests. the structuralize approach. improve my instruction to meet the needs of all students? There are four main approaches to language testing: the essay-translation approach. each of which can be assessed by means of a test item with a single correct answer that can be specified in advance. If the instruction was NOT effective. If the student did not achieve the intended standards. Most commonly these are items of the multiple-choice type. Read (2005: 75) states the history of vocabulary assessment in the twentieth century is very much associated with the development of objective testing. Good classroom English tests should consist of objective and productive tests. the teacher. The tests are objective in the sense that they can be scored without requiring any judgment by the scorer as to whether an answer is correct or not. came to have a dominant influence on assessment in all areas of the American school curriculum during the period after the first world war. the integrative approach. so that the new test progressively displaced traditional essay examinations from the 1930s on the first modern language tests. Moreover.2. and communicative approach. were published in the US by Daniel Starch in . for Latin. how can I. Was the instruction effective? 4. Furthermore. will the feedback he/she received help improve the student’s performance? 3. Objective tests are ones in which the learning material is divided into small units. the science of mental measurement that gave rise to objective testing. Read (2005: 76) explain how psychometrics.
These lists provided a large stock of vocabulary items that could be conveniently sampled to select the target words for a test. In addition to above statement. Other early tests used multiple-choice items in a similar way. These test assessed vocabulary knowledge by presenting learners with a list of foreign words to be matched with their English translation. or a matching test comprising jumbled lists of words and shot definitions. Wellwritten items could discriminate effectively among learners according to their level of ability. and thus the tests were highly reliable. Reliability was the great virtue of a psychometric test. it was relatively straightforward to write a set of multiple choice items consisting of a word followed by four or five possible meanings. . Read (2005) states that it is easy to see how vocabulary became popular as a component of objective language test: • Words could be treated as independent linguistic units with a meaning expressed by a synonym. • Multiple choice vocabulary tests proved to have excellent technical characteristics. as well as other words that were useful for the needs of particular groups of students. in relation to requirements of psychometric theory. similar though more limited work was done on the vocabulary of major European languages. with a word of second language in the stem and four or five words of first language as the option. • There was a great deal of work in the 1920s and 1930s to prepare lists of the most frequent words in English. a short defining phrase or a translation equivalent. According to Lado (1961: 181). As a result.1916 (Spolsky 1995).
such as using multiple choice. and valid. 1998: 77) Although multiple choice items are the most suitable instrument for testing vocabulary.g. spelling. that all assessments made by all teachers are always relevant. That does not mean. one of the most consistent findings in L1 reading research has been the high correlation between tests of vocabulary and reading comprehension. As Anderson and Freebody (1998. the strong relationship between vocabulary and general intelligence is one of the most robust findings in the history of intelligence testing (Anderson and Freebody. An assessment is reliable when the same answers receive the same score no matter when the assessment occurs or how or who does the scoring. Butler (2001) states the assessments we have made must be relevant. reliable. and singing. however. reliable. reliable. they should not be over. The material itself should always determine the types of questions. 1979). depending on the levels of the students. then the assessments are tied to our classroom instruction. dictation. To be valid. In order to be able to construct relevant. matching.used.78-80) noted. objective vocabulary tests seemed to be valid indicators of language ability in a broad sense. If they are relevant. which are constructed. rather than extraneous features. other item types are far more interesting and useful. and valid tests for classroom use. As Ur (1998: 71) mentioned there are several ways to assess the students’ mastery of vocabulary.• Rather than simply measuring vocabulary knowledge. Furthermore. an assessment must measure what it is intended to measure. The same has been shown to apply in second language assessment (e. the . Frequently. and valid. Pike. or when students receive the same scores no matter which version of the test they take.
and how best to help them. Assessment may at first sound treating and not suited to a child’s nature. To monitor your performance and plan future work. 3. Offering feedback is an integral part of the assessment process and should follow as soon as possible after the assessment task is carried out. when you discuss the results of the assessment by written feedback in the form of short comments. A teacher needs to be constantly aware of what the children know. The information you get from assessment can help you to evaluate your own work. One of the best ways to give feedback is through conferencing with the children. In this . The results of the assessment are shared with both the students and the teacher. to find out how effective you have been and how successful your chosen methodology or materials were. but it is a necessary part of teaching and learning. the purposes of assessment are to provide feedback to students and to serve as a diagnostic tool for instruction. In other words. as Butler (2001) states. 2. To monitor and aid children’s progress. Learning a language is a long process. On the basis of assessment outcomes able to give individualized help to each child. Assessment is not complete as soon as you collect the children work. what difficulties they are experiencing.English teachers need to have enough knowledge and working principles of test construction. To provide children with evidence of their progress and enhance motivation. Assessment result gives children tangible evidence of their progress. Assessment can serve the following purposes: 1.
Furthermore. assessment in order to know the students achievement toward the material that has been taught. the degree to which a test measure what it is supposed to do. the degree of consistency of the test and validity. It was aimed in order to monitor student’s progress toward their achievement in vocabulary mastery which was teaching through children English songs. assessment was administered on ordinary way by giving them test. . The test was administered on every session along investigation. now far the students grasp the material during teaching vocabulary process. Gillet & Temple (1996) write that there are two qualities that every test should possess.manner. should the assessment indicate a need for improvement. students can explore new study strategies and teachers can search out and implement new instructional techniques. In this teaching learning process. on this present study. reliability. Test can be beneficial for both students and teachers.
1 Subject of the Study This research was conducted to find out the solution of learning problem faced by specific group of students. an action research is a cyclic process of planning. There was just one class of the fourth grade students of SDN 3 Bugbug and there were 20 students as subjects. Observation.2 Research Design The present study was a classroom action research. Action. According to Kemmis and Mc Taggar (1998: 35). action. Consequently. To make it clear. the finding of any classroom action research cauld not be generalized to other group of students of the other school. They were 11 female and 9 male. These groups of students were selected as the subjects of study because they had crucial problems in vocabulary. This study was divided into two cycles that consisted of four phases. observation. and Reflection. and reflection. In this methodology the researcher acted as a teacher which is further defined as a cycle process of action. 3. the design action study could be described as follows: Cycle I Cycle II : : IR RP P P2 A1 A2 O1 O2 R1 R2 . There were Planning.CHAPTER III RESEARCH METHOD 3.
Notes: IR: Initial reflection P: Planning A: Action O: Observation R: Reflection RP: Revised planning (Kemmis and Taggart. The result of observation could be further applied in conducting a reflection. in the planning. 1998: 35) The design of the action study could be described as the following. Finally. In the initial reflection or pre-test expressed to assess the data about the students` achievement in vocabulary. The planning itself should be flexible and future oriented. Based on the above facts. However. an action study needed to be conducted in line to the planning. Besides that an observation needed also to be carried out in order to record the effect of the action. To carry the planning out. In this phase the researcher found out some problems and tried out to give solution for those problems. the researcher was supposed to plan all the things required for a successful investigation of research. This reflection was also intended to be used as to memorize/consider/analyze the action on the basis of the . the action did not need to absolutely guide by the planning in sense that in action could be differently done with a similar conceptual thinking in dealing with a problem being encountered in real practices. reflection was also being developed.
In this study. cycle I and cycle II. Initial Reflection The Initial reflection refered to diagnoses of the unsuccessfulness of the action applied in the classroom. . The pre-test ( Initial reflection) in vocabulary for the subjects under study was chiefly intended to measure the real pre-existing vocabulary. In this phase the researcher found out some problems and tried to give solution for those problems b. it was through the reflection that researcher could decide whether to continue or stop the study. The cycles can be figured out as the following: 3. that was at the researcher carried out a preliminary study of SD N 3 Bugbug. Planning Planning determining the steps of the action and instrument used for collecting the data. As an addition. which each cycle would be completed in four sessions. In this preliminary study the researcher asked some questions to the English teacher there about the difficulties faced by the students in vocabulary.2. Determining the subjects of the study.1Cycle I a. The steps are as follows. In the IR the subjects were requested to answer ten questions.results of the observation. The study was done into two cycles. the researcher taught vocabulary through children English songs to the fourth grade students of SDN 3 Bugbug. Selecting material such as some children English songs Preparing and administering pre-test in vocabulary.
the researcher who also acted as a classroom teacher. They were three main activities namely: Pre-activity In this part. Preparing and administering reflection ( post-test) in vocabulary at the end of each session. By the end of the first and second session the researcher administered questionnaires to the subjects under study. The administering of post-test was used to measure the extend of the subject progress in vocabulary Designing / making lesson plans Constructing and administering questionnaire to the subjects under study. Action study needed to be conducted in line to the planning. aimed to activate and focus the students. action refers to how the teacher acted in the classroom related to the teaching vocabulary through children English songs. the present classroom action study whch dealt with the teaching of vocabulary through children English songs was divided into two cycles and each cycle consisted of four sessions. c. It involved the teaching learning process such as what the researcher did in the classroom was managed based on the teaching scenario. The researcher tried to brain storms the . The administration of questionnaires were actually intended to measure quantitatively the changing learning behaviors of the subject in improving their vocabulary which had been taught through children English songs. Action In this study. As mention in the previous discussion.
classroom situation by giving some questions to build up the students` interest and motivation. e. it was through the reflection that researcher could decide whether to continue or stop the study . Whilst activity The researcher introduced the children English song. It helped the researcher to know whether the technique was able to improve the students` vocabulary ability. d. The researcher gave the students post-test. The researcher concluded the lesson being taught and the researcher ended the session. As an addition. At the end of each cycle the researcher gave questionnaire to the students. and sang the song three times then asked the students to sing the song together. Observation The observation was necessary to do while the teaching and learning process. After that she told the students the meaning of each word stated in the song. The results of observation could be further applied in a reflection. This reflection was also intended to be used as to memorize/consider/analyze the action on the basis of the results of the observation. It needed also to be carried out in order to record the effect of the action. Reflection Reflection was also being developed. Post activity The researcher asked the students whether they had any difficulties during teaching and learning process.
The researcher gave the students post-test. and sang the song three times then asked the students to sing the song together. the researcher then decided to make a new plan in solving the problem. Based on the characteristics of the problems. the problem being handled in this study were the students` poor abilities in the English vocabulary. Action During the treatment on this study. Whilst activity The researcher introduced the children English song. Post activity The researcher asked the students whether they had any difficulties during teaching and learning process. After that she told the students the meaning of each word stated in the song. there were three main activities namely: Pre-Activity First of all. Besides this problem. interest and also enjoyment.2.2Cycle II a. b. after that she tried to tried to brain storms the classroom situation by giving some questions to build up the students` interest and motivation. Revised Planning As it was mentioned on the background of the study already.3. the researcher greeted the students. At last. the students were also observed to learn English with limited motivation. . the researcher ended the session.
If the students did not show a significant improvement. comments of the researcher. d. The results of the post-test in each session of this cycle were compared to the result of pre-test. So there were four columns in the table. the reason for the phenomena was studied. a further reflection needed to be done. Reflection After this cycle was completed. Questionnaire The questionnaire was conducted to the students of the fourth grade of SDN 3 Bugbug after the completion of cycle I and cycle II.3 Research Instrument The instruments which were used in collecting the data for this study were questionnaire. b. Diary The diary was in the form of table. . It would show the effectiveness of the technique used in teaching English vocabulary. time allocation. This diary was used to record how the classroom activities was runs in each session. 3. a. students’ activities. Observation The researcher observed the situation of the class during the action conducted. diary. This was done to get a clear picture of the students learning behavior changed when they were taught vocabulary through children English songs. It consisted of teacher activities. pre-test and post-test.c.
c. Tests The tests particularly consisted of pre-test and post-test.5 Data Analysis The main data needed for the present action study as mention previously.4 Data Collection The data obtained for analysis in this study involved the data of the student participation in learning vocabulary mastery through children English songs. 3. Scores showing the subjects` changing learning behaviors. post-test and questionnaire. and questionnaires. The pre-test done to find out the students` ability in vocabulary. while the purpose of doing post-test was to examine whether or not the treatment that was taken effectively to improve the students’ ability of vocabulary. Scores showing the subjects` pre-existing achievement in vocabulary and 3. were gathered through administering IR. The data was obtained by collecting the result of pre-test. reflection. 3. 2. Scores indicating the subjects` pre-existing vocabulary ability. There were two kinds of data collection such as quantitative data which was collected from the tests and qualitative data which was collected from the observation in the form of teacher’s diary and questionnaires. Thus there were considerably three kinds of raw scores obtained for the present class action study that are: 1. .
100% correctly : those students who are able to answer the test items between 80% .79% correctly : those students who are able to answer the test items between 60% .69% correctly : those students who are able to answer the test items between 0% . the data which resulted from the questionnaire would also be analyzed descriptively trough the following formula: : those students who are able to answer the test items between 90% .89% correctly : those students who are able to answer the test items between 70% . The average score of each student will be counted using this formula : Mean ═ Total of the right answers Total of the test items 2.59% correctly . the researcher could determine the students` qualification by using the criterion as shown in the following: Excellent Very good Good Sufficient Insufficient (Heaton. 2003:10) Finally. x 100 Where: M = mean score / the average score of the students` achievement of vocabulary mastery ∑X = the sum of the total score N = the total number of the students In relation to the mean score obtained.The data then analyzed in percentage as follows: 1. The average score of the whole students will be counted using this formula : Mean ═ Total score of all the students Total of students.
1995) Χ 100 % CHAPTER IV FINDINGS AND DISCUSSIONS .% ═ Number of the students choosing an item Number of the subjects (Masidjo.
4. Before and after treatment was given.1 Scores of the students in pre-existing vocabulary ability .1. The detail of the discussion could be elaborated as follows.post-test cycle II and questionnaires at the end of cycle I and cycle II. Post-test which was administered at the end of every session. The data of this study were obtained in class IV of the fourth grade students of SD N 3 Bugbug. it could be seen by comparing the mean score obtained on pre-test with the grand mean score of post-test in every cycle. 4. The qualitative findings were taken from the observation in every session of both cycles. Those were well known as quantitative findings.The discussion in this chapter involved the result of the instrument used to collect data. There were two findings achieved in this research namely: quantitative and qualitative findings where was useful to know the improvement of the student’s ability in vocabulary. which the subject of this study were 20 students.1 Data The data of the present study in vocabulary test was conducted in two phases namely: pre-test and post-test. Further discussion was presented in the tables below. 11 female and 9 male. post-test cycle I . those were discussions of the initial reflection or pre-test.
where the mean score could be found out as follow. the researcher administered pre-test. The total of the items were 10 items. scores of the students on pre-test No 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 Subject of the study Ni Kadek Aprilia Kusuma Dewi Ni Luh Apriani Christine Angelica I Putu Dodi Setiawan I Wayan Darma Novayana Ni Ketut Dresti Kasiani Made Gama Sasmita Ni Kade Novi Meliyana Ni Komang Nukarimasih I Putu Raka Very Premana Ni Wayan Santi I Putu Suardika I Nengah Sudarma Yasa I Wayan Sudiasa I Kadek Sunartawan Ni Wayan Sumariati Ni Luh Tine Diah Prawesti Ni Kade Vima Bella Utami Ni Luh Putu Wulandari I Kadek Yuda Prawira Negara Total Score Score of the initial reflection 50 40 70 50 40 40 60 50 30 70 40 30 60 40 40 50 50 40 60 40 940 On initial reflection.In order to get initial data about the student’s ability in vocabulary. there were 20 subjects who followed test given by the researcher. The total score got by the whole subjects was 940 from the total obtained. During did the test most of the students seem to be confused and they were nervous. but there were also some got enough mark. From the pre –test there were many students got bad marks. For more detail information about the student’s achievement in initial reflection were presented by the researcher in the form of raw score into the following table Table 1. The researcher designed the pre-test in objective form. .
the mean score obtained by the students on initial reflection was 47 in relation to the score qualification that score could be classified into “low” category. The teacher taught with the general technique according to the text book and never teach with special vocabulary.1. From the fact the researcher offered some songs to solve the students problem in learning vocabulary. then the researcher decided to conduct cycle I to improve the students’ ability in vocabulary.M = ∑X N M = 940 20 M = 47 Based on the result above.2 Score showing the subjects` progress achievement in vocabulary. This could be enjoyable classroom atmosphere in learning the words and was able to store the information being learnt in a long period of time in their brain. Teacher just translated the words into their native language and nothing done to make them understand the lesson in detail. 4. Post-test administered in order to know the result of teaching vocabulary by songs. The student’s achievement in vocabulary through children English . This means the students’ ability in vocabulary before the researcher conducted her investigation was low. The low achievement that was got by the students was caused by the limited technique used in teaching vocabulary.
In session III the sum of the total score was 1260 and in session IV the sum of the total score was 1340. By using the formula the mean score of each session could be computed as follows. 3. II. Meanwhile in session II the sum of the total score was 1140. . For more detail information about the student’s achievement during the treatment all of the data obtained by the subject of the study were presented in the form of raw score into the following table. Table 2. Various scores showed by the students in the post-test I.songs can be seen from the score got by the students in the mean score. and 4 ) No 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 Subject of the Study Ni Kadek Aprilia Kusuma Dewi Ni Luh Apriani Christine Angelica I Putu Dodi Setiawan I Wayan Darma Novayana Ni Ketut Dresti Kasiani Made Gama Sasmita Ni Kade Novi Meliyana Ni Komang Nukarimasih I Putu Raka Very Premana Ni Wayan Santi I Putu Suardika I Nengah Sudarma Yasa I Wayan Sudiasa I Kadek Sunartawan Ni Wayan Sumariati Ni Luh Tine Diah Prawesti Ni Kade Vima Bella Utami Ni Luh Putu Wulandari I Kadek Yuda Prawira Negara Total Score S1 50 50 70 50 50 50 60 50 40 70 50 40 60 50 50 50 60 50 60 50 1060 S2 50 60 70 60 50 50 60 50 50 70 60 50 60 50 60 50 60 60 60 60 1140 S3 60 60 80 60 60 60 70 60 60 70 60 50 70 60 60 60 70 60 70 60 1260 S4 70 70 80 70 60 60 70 60 60 80 70 60 70 60 70 60 70 60 70 70 1340 Based on the table 2 the sum of the total score got by the students in session I was 1060. III and IV. Scores of the students on cycle I (Post – Test 1. 2.
No 1 2 3 4 5 6 7 8 9 Subject of the Study Ni Kadek Aprilia Kusuma Dewi Ni Luh Apriani Christine Angelica I Putu Dodi Setiawan I Wayan Darma Novayana Ni Ketut Dresti Kasiani Made Gama Sasmita Ni Kade Novi Meliyana Ni Komang Nukarimasih S5 70 70 90 70 70 70 80 70 70 S6 70 80 90 70 70 80 80 70 70 S7 80 80 100 80 80 90 90 80 80 S8 90 90 100 90 90 90 90 80 90 . In this cycle the students got more good marks than in the cycle I. Scores of the students on cycle II (Post-test 5. 7. 6.Session one: M = ∑X 1 N M = 1060 20 M = 53 Session three: M = ∑X 3 N M = 1260 20 M = 63 Session two: M = ∑X2 N M = 1140 20 M = 57 Session four: M =∑X4 N M = 1340 20 M = 67 Table 3. which also was carried out in cycle II. and 8) The researcher administered post-test in every session in each cycle. Every mark of the students in cycle II could be seen in the table below.
10 11 12 13 14 15 16 17 18 19 20 I Putu Raka Very Premana Ni Wayan Santi I Putu Suardika I Nengah Sudarma Yasa I Wayan Sudiasa I Kadek Sunartawan Ni Wayan Sumariati Ni Luh Tine Diah Prawesti Ni Kade Vima Bella Utami Ni Luh Putu Wulandari I Kadek Yuda Prawira Negara Total Score 80 70 70 80 70 80 70 80 70 80 70 1480 90 80 70 80 70 80 70 80 70 80 70 1520 90 90 80 90 80 90 80 90 80 90 80 1700 100 90 90 100 80 90 90 100 90 90 90 1840 By using the same formula. During the teaching and learning process the researcher also did observation to know the students’ problem as well as the weakness of the strategy applied in this session. we know this score was categorized into more than good. From the observation sheet of researcher’s diary. From this qualification the researcher felt very satisfied. the mean score of each session in cycle II can be computed as follows. M = ∑X 5 N M = 1480 20 M = 74 M = ∑X 7 N M = 1700 20 M = 85 M = ∑X6 N M = 1520 20 M = 76 M = ∑X8 N M = 1820 20 M = 91 From the computation the table above. the researcher who .
The first questionnaire was administered at the end of cycle I and the second at the end of cycle II. A. The obtained data showing the subjects` total scores for items of questionnaires are tabulated as the following. To gain additional information about the student’s achievement on vocabulary ability was through the questionnaire. The answer of the questionnaires were quantitatively score using the rating scale 0-3 (score option A = 3. 4. The qualitative data needed by the researcher was gathered by administering two questionnaires.1. B = 2.acted as a teacher saw that the student kept interested and motivated and also felt enjoyable in doing their jobs. C = 1 and D = 0).3 Scores showing the subjects` changing learning behaviors. Questionnaire of Cycle No 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 A 15 12 15 15 12 12 15 15 15 12 9 15 18 18 15 15 12 15 12 15 B 6 8 6 6 8 8 6 6 8 8 10 6 6 6 6 8 8 6 8 8 C 2 2 2 2 2 2 2 2 1 2 2 2 1 1 2 1 2 2 2 1 D 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 .
X2. Questionnaire of Cycle II No 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 Total 4. and X8) are presented as the following. X3. IR (Xo) score M = ∑X = 940 = 47 A 21 12 15 21 15 15 21 21 21 15 15 15 21 24 21 15 15 21 15 21 363 B 4 6 6 4 6 6 6 4 4 6 6 6 4 4 4 6 6 6 6 4 102 C 1 2 2 1 2 2 0 1 1 2 2 2 1 0 1 2 2 1 2 1 28 D 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 . the collected data should be analyzed and then the results of the analysis were discussed. X7. X5. The mean of the IR score (Xo) and the mean of the post-test scores for eight sessions (X1.2 Data Analysis Based on the research instruments in which the researcher administered pre-test and post-test in each session.X6. X4.Total 281 142 35 0 B.
5 . which could be summarized as the following: Summary of the research finding showing the mean of each session and the grand mean for cycle I and cycle II Pre-test ( IR) Cycle I So S1 S2 S3 S4 S5 S6 S7 S8 Xo X1 X2 X3 X4 X5 X6 X7 X8 = 47 = 53 = 57 = 63 = 67 = 74 = 76 = 85 = 91 Grand Mean XI = 60 Cycle II Grand Mean XII = 81.5 4 4 The results of the above analysis were considered as the findings of the present classroom action study.N 20 M = ∑X2 = 1140 = 57 N 20 M =∑X4 = 1340 = 67 N 20 M = ∑X6 = 1520 = 76 N 20 M = ∑X8 = 1820 = 91 N 20 M = ∑X 1= 1060 = 53 N 20 M = ∑X 3= 1260 = 63 N 20 M = ∑X 5= 1480 = 74 N 20 M = ∑X 7= 1700 = 85 N 20 The grand mean XI of the post-test scores in cycle I was: X1 + X2 + X3 + X4 = 53+ 57 + 63 + 67 = 240 = 60 4 4 The grand mean XII of the post-test scores in cycle II was: X5 + X6 + X7 + X8 = 74 + 76 + 85 + 91 = 326 = 81.
B.33% 458 2. C and D were shown as the following.63% 493 6. Total percentage of item B = 142 X 100% = 31% 458 3. The data obtained from the questionnaires had to be computed and discussed. Total percentage of item C = 35 X 100% = 7.From the result of the table above we know that the grand mean score between cycle I and cycle II were different. These were collected by the end of cycle I and cycle II to the subject under study. The data collected through the administration of questionnaire were considered as additional supporting data. Total percentage of item A = 363 X 100% = 73. Questionnaire cycle I 1.64% 458 4. Total percentage of item A = 281 X 100% = 61. It showed that the target had been achieved. Total percentage of item D = 0 X 100% = 0% 458 B. The computation of the comparative percentages for the scores of the items of the questionnaires showing the subject total answers for item of A. The grand mean score in cycle I was better than cycle II. A.68% 493 . Questionnaire cycle II 5. Total percentage of item B = 102 X 100% = 20.
35%. the increasing . 7. it could be concluded that the students like learning vocabulary through children English songs and also could improve their ability in vocabulary. 20.7. Total percentage of item C = 28 X 100% = 5.67% were ordinary with the technique. 31%. While in cycle II showed the comparative percentages of 73.64% and 0% for total responses of the questionnaire items.67% and 0% for total responses of the questionnaire items.68%. the main finding of the present classroom action study. and 5. In cycle I showed the comparative percentages of 61. From the result above.68% of the students said they were motivated enough in learning vocabulary through children English songs. there were 73. Total percentage of item D = 0 X 100% = 0% 493 The computation of the above results of the analysis of the questionnaire scores in cycle I and cycle II. the obtained comparative percentages of the items of the questionnaires indicated the subjects` positive changing attitudes and motivation in learning vocabulary through children English song.35% of the students said that they liked very much to learnt vocabulary by children English songs. Where 61. These finding undoubtedly supported the major findings on the present classroom study.64% of the students said they felt ordinary to learnt vocabulary by children English songs and 0% of the students did not like the technique.63%.67% 493 8. 5.63% of the students said that they were very motivated in learning vocabulary through children English songs. Clearly. 7. 31% of the students said they liked the technique. that was. The researcher also taught that it was important to make it vivid. 20.
Graph showing the subjects` progressing in vocabulary ability Through children English songs 10 0 9 0 8 0 M E A N 7 0 6 0 5 0 4 0 3 0 2 0 1 0 0 I R S1 S2 S3 S4 C CE YL I Graph showing the subjects` progressing Grand Mean of Vocabulary ability Through Children English Song .comparative mean figures if the IR score and the post-test scores obtained by the students under study for cycle I and cycle II could be graphically presented as the following.
10 0 9 0 8 0 M E A N 7 0 6 0 5 0 4 0 3 0 2 0 1 0 0 IR S5 S6 S7 S8 C C EII YL Graph showing the subjects` progressing Grand Mean of Vocabulary ability Through Children English Song 10 0 9 0 8 0 7 0 6 0 5 0 4 0 3 0 2 0 1 0 0 I R C CE YL I G A DM A RN EN C CE YL I I Based on the result of eight sessions in both cycle. they could be stated that there was a lot of improvement on the student’s achievement in vocabulary .
The decision to stop the action was made because the mean score target by the researcher had been achieved. the students also got high achievement because the words in the tests had been discussed in the teaching process. Regarding the regular improvement on the mean score students got from session to session in cycle I and cycle II the researcher thought of a final consideration to stop the action up to session four in cycle II. The mean figure of X2 was 57. The result of the data analysis of the reflection score in cycle I showed the increasing mean figure of X1 . This was caused by the fact that the songs and the post-test were more familiar with the students. X2 . so that they felt comfortable in singing and doing the tests. This mean figure clearly showed that the vocabulary ability of the students under study was relatively low. and X4 . The mean figure of XI was 53. 4. In this case.3 Discussion of Findings The purposed of this study was to improve the student’s ability in vocabulary through children English songs. Their problem certainly needed to be overcome.especially in cycle II. X3 . The mean figure of X3 was 63 and the mean . The data analysis which established the finding of the present classroom action study showed that the Mean of IR or pre-test scores ( Xo) obtained by the subject under study in vocabulary through Children English Song showed the mean 47. The researcher in this session will discuss all of the findings of the mean scores based up on the result of the data analysis on the previous sessions.
Where 61. These finding clearly showed that the vocabulary ability of the subjects under study progressed and improved significantly after they had been taught through Children English Songs. Positive attitudes and behavior as well as high motivation in learning vocabulary were also showed by the comparative percentage figures of questionnaires. which were carried out in cycle II. X6 . The data analysis of the post-test scores in cycle II showed the result of X5 . The mean figure of X5 was X4.64% of the students said they felt ordinary to learnt vocabulary by children English songs and 0% of the students did not like the technique. compare with the mean figure of IR (X0) score was 47. 31% of the students said they liked the technique. 31%. the researcher used them as the basis to make some planning revisions. Then according to the result of post-test and comparative percentages of questionnaires in cycle I. The mean figure of X7 was 85 and the mean figure of S8 was 91.64% and 0% for total responses of the questionnaire items. The mean figure obtained by the subject under study for each session in cycle I was obviously much higher than the mean figure of the IR score.35%. 7. X7 and X8.figure of X4 was 67. In cycle I showed the comparative percentages of 61. The Grand mean (XI) of the post-test scores in cycle I was 60. The mean figure of X6 was 76. 7.35% of the students said that they liked very much to learn vocabulary by children English songs. The Grand mean figure of the post-test scores obtained by the subjects under study in cycle I was 60 and in . the mean figure obtained by the subjects for each session was convincingly much higher than the IR mean figure.
Their vocabulary ability progressed and improved very constantly and significantly from session to session CHAPTER V CONCLUSIONS AND SUGGESTIONS . The questionnaire in cycle II showed the comparative percentages of 73.cycle II was 81. there were 73.67% were not sure with the technique. these findings clearly showed and proved that teaching English through Children English Songs to the fourth grade of SD N 3 Bugbug was an effective technique to improve their ability in vocabulary.68%. There was a significant difference of 21.5 between the main figure of cycle I and cycle II. Finally. 20.67% and 0% for total responses of the questionnaire items. 5.63%.5.63% of the students said that they were very motivated in learning vocabulary through children English songs. and 5.68% of the students said they were motivated enough in learning vocabulary through children English songs. 20.
The mean figure of X6 was 76. She conducted two cycles where each cycle was made up of four sessions. This mean figure clearly pointed out that vocabulary ability of SD N 3 Bugbug in academic year 2009-2010 was considered low. the resulted mean figure progressed and increased significantly.5. The mean figure of X7 was 85 and the mean figure of X8 was 91. The grand mean of the reflection scores in cycle II figured the mean figure of XII was 81. The mean figure of X2 was 57. The different of the grand mean figure of cycle I and cycle II was 21. The establish mean figure for each session was much higher than the IR mean figure from SI to S8. The data analysis of the post-test scores in cycle I showed the result of mean figure of XI was 53. In order to get those objectives fulfilled. The grand mean of the reflection scores in cycle I X1 was 60.5. Based on the result of the post-test which has been discussed in chapter IV. Meanwhile the mean figure of S5 was 74. In this case . the researcher concluded that Children English Songs could improve the students` vocabulary of SD N 3 Bugbug in academic year 2009-2010.5. The mean figure of X3 was 63 and the mean figure of X4 was 67. She administered pre-test and eight post-test for cycle I and cycle II to know the result of the treatment which she had conducted.1 Conclusions On the basis which had been discussed previously teaching vocabulary through children English Song could improve the ability of the students of SD N 3 Bugbug in academic year 2009-2010. The figure or IR (X0) = 47. then researcher conducted a classroom action research by directly teaching the students in the classroom.
2 Suggestions Based on the results of the study that had been stated on the conclusions above then some suggestions are put forward by the researcher as the following: 1. 3. since it can build up the students` interest. The English teacher of SD N 3 Bugbug are suggested to use children English songs as one alternative of good technique in teaching vocabulary also modify this technique with good teaching aid or media.children English songs were very much effective to be used as a good technique in teaching vocabulary. The English teachers are suggested to use children English song as an effective alternative technique in teaching vocabulary for young learners. the teacher should be active to encourage the students to communicate in English in daily activities. Also. . motivation and enjoyment in learning process. The students had to be more active to communicate in order to improve their vocabulary . 5. 2.