Identifying the Problem Planning the Action

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a. Identifying the Problem

To identify the situation of English teaching and learning before the action research, the researcher did pre observation in fifth grade of SDN Sanggrahan. The problem faced by the students were not far from the vocabulary competence. It was proved from the score of pre test which were still very low, the mean score of the students’s test result is only 42.64. It was still under the KKM Kriteria Ketuntasan Minimal. Actually, they have learnt English since the first grade but the time given for English lesson was only 35 minutes a week, that was too short and hard for them to remember and grasp the meaning easily. It was getting worse since they have an assumption that English was difficult subject. Unconsiriously, it made their attention in learning English below. Moreover, they also felt bored with the teaching learning process done by the teacher since they had the same activities from one meeting to another one. The monotonous class atmosphere led the students to become less active to participate in classroom teaching learning activities, students were busy with their own activity, tended to make noise, and did not do the assignment given by the teacher. On the other, the teacher did not try to change the situation by applying or using other methods or techniques in order to gain students curiosity, participation and activeness realting to present and practice new vocabulary.

b. Planning the Action

Before the implementation of the action research, the researcher also conducted interview in the pre research with the teacher, interview with some students, observing the teaching learning activity done by the teacher and giving a pre-test. From the observation, the researcher found that the teacher only focused on writing activity. Most of the time allotment was spent for taking some notes from the whiteboard, then the teacher giving homework from student’s book or LKS and tell to the students that it will be as score addition. It made the students passive and usually most of them did not do their homework or only copied from their friends. In this class activity, teacher as the model and students had less chance to take a part in the teaching learning process. Another problem was the students’ commit to user difficulties in remembering, grasping and pronouncing the words. The monotonous class atmosphere and students’ behaviour that were getting bored in the teaching learning process were other problems seen by the researcher. Based on pre-research, the researcher identified that the students’ vocabulary should be enrich by interesting way that could overcome the problems. Therefore, the researcher designed the teaching learning process through watching YouTube videos. Then the researcher designed the lesson plan and students’ worksheet. She also prepared the materials supporting the action like, YouTube videos, laptop, speaker, LCD, sheets of field notes and a camera. The action plan was implemented by the researcher, while the observer observed the whole process during the teaching and learning in the classroom. c. Implementing the Action Before implementing the action, the researcher had conducted a pre-test to obtain students’ mean score. The pre test was held at 09.00 – 10.10 on Friday, 23 rd April 2010. This was aimed to measure students’ knowledge of the topic before the action. The mean score of the pre test was 42.64. After conducting the pre test, the researcher moved on to the first cycle In implementing the action, the researcher used the lesson plan that had been prepared before. The action consisted of three section: opening, main activity, and closing. Each of the section was described as follows: Cycle I 1 The First Meeting Wednesday, 26 th May 2010 at 07.00 – 08.10 a. Opening The lesson started at 7 o’clock. The researcher and the observer entered the class. The researcher firstly praying together, greeted the students and checked the students’ attendance. She introduced the topic and explained the benefit of the material they would learn. She also introduced the technique. b. Main Activity The researcher wrote the title of the topic, “Daily Activities” in the whiteboard then asked the students to mention kinds of daily activities. commit to user “Mention kinds of daily activities that you know”. Some of the students make noise because they don’t know the meaning of daily activities, also because the students were not familiar with the equipments borrowed by the researcher, class begins noisy. After a while, Krishna, the boy who sat in the front seat said, “Menyebutkan contoh kegiatan ya Mrs?”. The researcher said “That’s right...ok mention it”. Amel, Krishna, Septi answered, “Sekolah, Mandi, Badminton.” Then the researcher asked the students to answer in English, “Betul, itu adalah salah satu kegiatan yang kita lakukan setiap hari, seperti halnya mencuci, menyapu, mandi, olahraga....sekarang coba siapa yang bisa menjawab contoh-contoh tadi dalam bahasa inggris?” they were silent, and then after giving a chance to think for while, the researcher pointed the other student, “Bayu, ayo coba jawab dalam bahasa inggris” Bayu just smiled and said, “Hemmm.....nggak tau Mrs, lupa”. Then the researcher said and presented , “Open the window, Take a shower, Wake up, Go to school, Iron...they are some kinds of daily activities”. The researcher turned on the laptop and said, “Students, for your attention please, Now watch the video carefully and then try to repeat in English like the example” . The students paid attention to the researcher’s explanation. Then the researcher drilled the sentences after students watched the video. There was still some incorrect pronouncing when the students mentioning the sentences so the researcher gave the corrections, and also the students should repeat again after they heard of correct pronunciation on YouTube video. The next activity the researcher showed the part of the video paused and she pointed students to practice in “Listen and Repeat ”. There were still some incorrect pronouncing and spelling, and the researcher also found that some students were passive. They didn’t try to practice with others, just kept silent, and the boys who sat in the back, they were grumbled which was make the class noisy. commit to user c. Closing Before closing the lesson, the researcher summarized the lesson by asking the students to repeat the kinds of daily activities. Most of the students were answer in Indonesian words. There were not students who raised their hands when the researcher asked them whether they had questions or not. When the time given was over, the researcher asked the students whether they were happy or not in the lesson. The students answered “Yes”. Then the researcher said goodbye and closed the lesson. 2 The Second Meeting Thursday, 27 th May 2010 at 09.00 – 10.10 a. Opening Before the researcher started the lesson, she greeted and checked the students’s attendance. She asked about what students did in the last meeting and also reviewed the previous lesson by checking the students’ comprehension “Do you still remember, what kinds of daily activities that we have learned yesterday?” the students smiled and some of them whispered “Artinya apa ya?” the researcher translated, “Anak-anak, masih ingat tidak dengan yang kita pelajari kemarin? Coba kalian ingat- ingat lagi, kemarin kita telah mengetahui 27 contoh aktifitas yang dilakukan sehari-hari, seperti I wake up, I eat, I iron, I wash my hands....hayo apalagi?” the students responded...”ooo masih lupa bahasa inggrisnya, Mrs”. It was done by the researcher to brainstorm students’ knowledge and stimulate them. b. Main Activity The researcher explained that they would watch the YouTube video again, the topic was still daily activities, the researcher said “Students, watch the video carefully and then try to find which one of these pictures showed which appropriate with the sentence you heard”. The researcher tried to attract the students by giving some examples, the students had to wrote the answer on the paper. After all the parts of YouTube video had been answered on the students’ paper, the researcher discussed the video together. While the researcher collected the answer, commit to user she walked around the classroom checked and monitored the students’ activity. There were some students who talkactive and they couldn’t answer the question correctly. They also made a noise and disturbed other friends when doing the exercise. They didn’t focus on their task, so they couldn’t finish their task when time was up. After collected the student’s worksheet, the researcher gave the model of pronounciation. The researcher reviewed YouTube video and together with the students drilled to practice the kinds of daily activities which were on the video showed. c. Closing After correcting the students’ pronounciation, the researcher reviewed the material classical. Then she asked about the students’ feeling after did the second meeting. “ Do you more understand and enjoy our lesson today? Apakah kalian senang dengan pelajaran hari ini dan sudah lebih paham dari kemarin?” The students answered enthusiastically, “Ya Mrs....tapi kok tiap hari tho Mrs, bahasa inggrisnya?” she smiled then said good bye because the time was up. 3 The Third Meeting Saturday, 29 th May 2010 at 09.00 – 10.10 a. Opening The researcher greeted the students and checked the students’ attendance. Then she asked one of student for brainstormed them “Tita, What do you do?” . Tita looked confuse and asked one each other, the researcher repeat her question “What do you do, Tita?” then she tried to explain the question, “Anak-anak, coba kalian perhatikan, What does Tita do when I came into the class, Tita sedang apa ketika Mrs Erna tadi masuk kelas?” the students responded “Ooohh menulis Mrs...” “That’s what I mean, She writes” , The researcher stressed the answer and then introduced the technique that would be used. commit to user b. Main Activity From the opening, the researcher concluded that most of the students did not understand about her question. Then, in this meeting, she reviewed all of the material that the students have learnt in the first and second meeting, namely 27 kinds of daily activities. The researcher shared a piece of paper contained pictures and sentences which all about daily activities. In this copied, the sentences used “I” as the subject. Then she asked the students to paid attention the pictures and the sentences. She read the sentence one by one and the students repeated them. After finished with the pronounciation, the researcher showed YouTube video and then asked the students to guess what kind of activity that showed in video. Most of the students were active and enthusiastically. Table 4.6. The list of Daily Activities I drive the car I wake up I wash dishes I leave the house I wash clothes I get dressed I exercise I cook I go to sleep I shave my face I put on make up I wash my hands I turn on the light I read the newspaper I brush my teeth I write I drink coffee I iron I go shopping I comb my hair I watch TV I take the bus I open the window I take a shower I sweep the floor Daily Activities I lock the door I eat What do you do ? What does she he do? commit to user c. Closing Before closing the lesson, the researcher summarized the materials, she gave model the activity done by herself, for example read the newspaper, comb her hair, take a shower and the students tried to answer correctly. Then she asked the students to learn the material given at home. She also asked to the students about their difficulties in learning vocabulary by using YouTube video, “ Anak-anak, sekarang apakah menurut kalian belajar bahasa inggris menggunakan YouTube video lebih mudah?” “Lebih jelas Mrs, gambarnya lucu, belajar lebih menyenangkan, the students answered”. The researcher said, “Okay, thank you....kalian senang pelajaran hari ini?” all the students answered “Ya Mrs” , the researcher gave the information about the post test of the first cycle and closed the meeting, “Okay, time is probably stop now, see you on next Saturday. Don’t forget to learn the copy of materials at home because we will have a test on next Saturday, Kalian bawa pulang foto kopi catatan tentang materi yang telah kalian pelajari. Gunakan untuk belajar lagi dirumah dan sabtu depan akan ada ulangan untuk mengetahui sejauh mana kalian memahami daily activities.” The researcher closed the meeting, “See you on Saturday”and all of the students said, “See you”.

d. Observing or Monitoring the Action