UTILIZING CHILDREN’S SONG VIDEO TO IMPROVE STUDENTS’ VOCABULARY ACQUISITION THROUGH TOTAL PHYSICAL RESPONSE

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

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

ABSTRACT

Hardiyan kartikasari. X2206041: 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). 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 extent children song video through Total Physical Response can improve students’ vocabulary acquisition, and (2) to identify what happens when children song video through Total Physical Response is applied in the English class.

The research belongs to an action research. This research is designed to improve the students’ vocabulary acquisition in the third grade of SD Negeri Masaran 2 Sragen. The action research was conducted from July 24th to August 23rd 2010. The research was carried out in two cycles; each cycle consisted of two meetings. The data was collected using qualitative technique and quantitative technique. To collect the qualitative data the researcher used observation, teacher diaries, teacher interview, students’ interview and document. To collect quantitative data the researcher used a pre-test and post-test. The data was analyzed through constant comparative method and descriptive statistics by comparing the mean score of the pre-test, post-test 1 and post-test 2.

The research findings show that children’s song video through TPR could improve students vocabulary acquisition and the classroom situation. Related to the vocabulary acquisition the improvement includes: (1) the students were able to memorize the words and the meaning of it better, (2) the students were able to do some instruction given, (3) they were able to pronounce the words, and (4) they were able to spell the words given. Concerning the classroom situation the improvement includes: (1) they only made little noise in the class, 2) they only have little talked, (3) they wrote the material on their note books, (4) they did not take a pee when the teaching learning process went on, and (5) they prefer take a sit to walk in the

She finds that this research could improve students’ vocabulary acquisition and situation 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 action research in their classroom. It is expected that the teachers will not consider the students as something to be increased in quantity or score only but also in quality.

MOTTO

Wholeheartedly dedicated to

 My beloved Bapak and Ibu.

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.

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

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

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

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

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

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

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

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.

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

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).

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.

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.

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

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

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

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.

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:

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:

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.

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.

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).

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, childrensplashing 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.

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.

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

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

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.

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

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.

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.

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.

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

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.

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.

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.

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

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

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.

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.

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

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

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

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%.

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.

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.

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.

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.

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

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:

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:

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.

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 Situations A. Students competence

1. Difficulties in memorizing L2 words and the meaning of it.

2. Difficulties in responding the instruction given.

3. The students often make mistakes in pronouncing the words.

1. After the researcher thought the students then she asked them the English words or the meaning of the words in Indonesia, only little students can answer the question.

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. When the teacher asked them to pronounce the

4. Difficulties in spelling the words.

B. The situation of the class when teaching learning 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 given

in their notes books.

4. Often take a pee when the teaching learning process goes on.

5. Often walking and running in the class.

4. When the researcher asked them to spell the words, most of them got difficulties to spell it.

1. There are many students who make sounds in the class.

2. Some of the students talked with their friends when the teaching learning process went on. 3. When the researcher asked them to write the

material on the black board some of them did not write the materials given in their note books.

4. Some of the students walked and run in the class when the teaching learning process went on.

5. They like took a pee. sometimes in same time more than one students who are permitted to take a pee when the teaching learning process went 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

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

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

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 m

identified  The students’ vocabulary acquisition was low.The classroom situation was not favorable.

Solution The researcher utilizing children’s song video through TPR

Pre-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. Implementation

on Research The researcher and ISN collaboratively implemented the research that carried_{out in two cycles, 1st cycle: 2 meetings; 2nd cycle: 2 meetings.} Cycle 1 2 meetings

1) 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 meetings

1) 1st meeting: children’s song video (Simon says) through TPR, modeling by using the song video, the students do role play by using children’s song video.

2) 2nd meeting: children’s song video (Colours in Motion) through TPR, modeling by using the song video, the students do role play by using children’s song video.

O v e r a l l

Reflection The students got improved their vocabulary acquisition. It is indicated whenthe teaching learning process went on by utilizing children’s song video through TPR. The student’s problems indicators in learning vocabulary acquisition were decreased. The students’ vocabulary competency got

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 Body

2) Colours

Class used for Action

Research Third grade (III)

Problem identified  The students’ vocabulary acquisition was low.

 The classroom situation was noisy. Proposed Solution Children’s song video through TPR Implementation In two cycles

Pre-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

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 teacher thought them.

Result: the teacher only used drilling the words and the meaning of it and translating the words in to first language; the students’ behavior tend to make noise in the 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 I

Planning Planning Learning Activities utilizing children’s song videothrough TPR namely: lesson plan, computer, song lyric’s transcription, 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.

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 went on.

+ 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 play

Revision 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 2

Planning Two meetingsThe researcher prepared children’s song videos, lesson plan, the song’s lyrics transcription, computer and everything related to the topic.

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

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

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

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

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

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