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1. Planning
Based on Anderson and Arsenault 1998: 35 “the other major benefit of planning your researchis that it forces you to think through the entire process while factoring the vital
information about resources and time-lines.” It means that planning our research is very important before we observe and do some experiments to the subject of our research. By
planning something, we can avoid major problems in doing our research. We can measure the resources that we have and our research will be organized properly.
In this phase, the writer did some activities. The activities were:
a. Planning the pre-cycle 1 test design
In this step, pre-cycle 1 test design was planned and made carefully.
b. Planning the research design
In this step, the research steps were planned lesson plan, schedule, etc
c. Planning teaching materials
The writer plannedmaterials for supporting the treatment. Those materials were lyric paper + piece of blank paper as the worksheet for the students, and power point slide
optional
d. Preparing the measurement tools for teaching and learning process
Field notes were prepared for the usage in cycle 1. The writer also prepared cycle 1 test and evaluation score. Cycle 1 test was designed in the form of multiple choice. The
rubric of score was also prepared to analyze the result.
2. Action
Cycle 1 was conducted from the first meeting until the second meeting of the research.
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In the first meeting, the writer provided 40 questions for students as the pre-cycle 1 test and lesson preparation. Students were asked to check one of the answers which provided
by the writer. After they finished their work, the writer collected the pre-cycle 1 test items, the
writer discussed the test with the students and gave some suggestions about the problems. In the second meeting of cycle 1, the writer gave ‘text’ papers to students. The text
contained the lyric of the song which the writer would use for the treatment. After the lyric paper was distributed, students were asked to read and find the
difficult words from the lyric paper. After they found some difficult words from the text, the writer asked them to make some groups to discuss the difficult words and did some guessing
session. The writer also gave a piece of paper about synonym words that can be found in the lyric paper. After that, the students were asked to find the difficult words in their dictionary
and find the synonym of the words which had been listed by the teacher in a piece of paper before.Then, teacher played the song and asked the students to listen to the song and read
the lyric carefully. In the end of the second meeting, each group sent their delegation to deliver their finding about the synonym words and after each group sent their delegation, the
writer did some discussions about what they had learned that day. In the last meeting of cycle 1, students were asked to make some groups again. The
writer asked them to do the game about match making. The writer provided them with a blank A3 paper, and some words related to each other. The students were asked to match the
words with its synonym and antonym. After they finished it, students were asked to back to their seat and the writer did the cycle 1 test.
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3. Observation
In this phase, field notes were used to record students’ behaviour and also to understand the problems which the writer found during the lesson. It was used to improve the writer’s
teaching method for the next cycle.
4. Reflection
The last phase of action research was the reflection. “Reflection is used to reflect our action toward research subject and have been recorded in observation” Prastowo, 2011:246.
The writer collected pre-cycle 1 test, the observation and cycle 1 test results to find out the weaknesses in cycle 1. After the weaknesses were found, the writer planned some
new actions and made some improvements for cycle 2.
3.6.3 Cycle 2
Cycle 2 was done from the third meeting until the fifth meeting. Cycle 2 was the improvement cycle from cycle 1. So, the steps were almost the same. This cycle was
conducted as the fix cycle to cover the weaknesses found from cycle 1.
1. Planning a. Planning the post-test design
In this step, pre-cycle 1 test design was planned and made carefully.
b. Planning the research design
In this step, the research steps were planned lesson plan, schedule, etc
c. Planning teaching materials
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The writer planned materials for supporting the treatment. Those materials were lyric paper optional for the worst condition + piece of blank paper as the worksheet for the
students, power point slide optional, and the song treatment tool itself.
d. Preparing the aids
The writer prepared a notebook and audio system as the main aids for the treatment. LCD was used for alternative aid.
e. Preparing the measurement tools for teaching and learning process
Field notes were prepared for the usage in cycle 2. The writer also prepared the rubric of score to analyze the result of post-test.
2. Action
Cycle 2 was done from the third meeting until the fifth meeting of the research. The writer did some revisions to improve students’ understanding and motivation in learning
vocabulary. In the first meeting of cycle 2, the writer did some discussions related to the song.
After the discussion, the writer played the song for several times to improve their motivation in learning vocabulary. After they did that, the writer asked them to make some groups.
Each group was requested to translate the lyric as fast as they can. The best group was the group which had the higher scores of their translation and the fastest one.
For the second meeting of cycle 2, the writer asked them to open again their lyric paper and asked them to hear the song with the given text. After they heard the entire song,
the writer reminded them to study harder and find out the antonym, synonym, and the
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meaning of the difficult words from the song. The writer also opened question and answer session for them to improve their understanding about the vocabulary related to the material.
The last meeting of cycle 2 was used for the final cycle 2 test. After the post-test finished, students were asked to analyze their friends’ answer sheets. The writer gave a gift
as the form of appreciation for the student who got the best score in this test.
3. Observation 4.
As usual, the use of field notes for this phase was very vital, but, the writer also used questionnaire in the end of session. The students were asked to fill the questionnaire as the
last work for them.
5. Reflection
The last part of cycle 2 was reflection. Students’ improvement after given treatments were analyzed. The comparation between field notes from cycle 1 - cycle 2 , questionnaire from
cycle 1 – cycle 2, pre-cycle 1 test and post-test were also analyzed.
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3.7 Procedure of Analyzing Data 3.7.1 Analyzing the Motivation Rubric
