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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 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 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 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. 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
