INCREASING STUDENTS’ VOCABULARY MASTERY THROUGH SONG AS A TEACHING MEDIA AT THE FIFTH YEAR STUDENTS OF SDN 4 GADINGREJO-PRINGSEWU (CLASSROOM ACTION RESEARCH)

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INCREASING STUDENTS’ VOCABULARY MASTERY THROUGH SONG AS A TEACHING MEDIA AT THE FIFTH YEAR OF SDN 4

GADINGREJO - PRINGSEWU (CLASSROOM ACTION RESEARCH)

RETNO WIDI ASTUTI

Submitted in a Partial Fulfilment of The Requirement for S-1 Degree

The Language and Arts Department of Teacher Training and Education Faculty

LAMPUNG UNIVERSITY BANDAR LAMPUNG

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ABSTRACT

INCREASING STUDENTS’ VOCABULARY MASTERY THROUGH

SONG AS A TEACHING MEDIA AT THE FIFTH YEAR STUDENTS OF SDN 4 GADINGREJO-PRINGSEWU

(CLASSROOM ACTION RESEARCH) By

RETNO WIDI ASTUTI

Vocabulary is one the skills that should be taught at school. Based on the writer’s teaching experience at SDN 4 Gadingrejo-Pringsewu, she found that the students still have difficulties in vocabulary. One of the problem is they lack of vocabularies that make the students difficult to reveal their idea with their own words. Therefore, the writer employed song as a teaching media to increase students’ vocabulary mastery.

The subject of this research is the fifth year students of SDN 4 Gadingrejo-Pringsewu. The research lasted from January 6th until February 8th 2013. A classroom action research is carried out in order to increase students’ vocabulary mastery after using song as a teaching media in vocabulary class.

The research was conducted at SDN 4 Gadingrejo-Pringsewu at the fifth year students in the academic year 2012 - 2013. This Classroom Action Research was conducted in two cycles, each cycle consisted of: planning, action, observation and reflection. In cycle I, there were 14 students (47.7%) who gained score > 80, thus, she conducted cycle II, and there were 24 students (80%) who gained score > 80. It means the indicator is achieved. For the learning process, that is the students’ activities, there were only 19 students (57%) who did 70% of the activities in cycle I, then she conducted the other cycle to reach the indicator, and in cycle II there were 28 students (84%) who did 70% of the activities, it showed that the indicator is achieved. Meanwhile, for the teacher’s performance the indicator of the research is, if the teacher can get score at least 80 for her teaching performance. The teacher got 47.7 in cycle I, and then she got 84 in cycle II which means that she could teach the students well after using song as a teaching media. The result of the research proves that song as a teaching media increases the students’ vocabulary mastery. The indicators of the research are concerned on the learning process. Therefore, song as a teaching media is recommended to be used by teachers to increase their students’ vocabulary mastery.

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CONTENT Page ABSTRACT………... APPROVAL………... ADMISSION ………. ACKNOWLEDGMENT……… CURRICULUM VITAE……… DEDICATION………... MOTTO……….. CONTENT………... List of Table………... List of Appendices……….

i iii iv v vii viii ix x xiii xiv I. INTRODUCTION

A. Background of the Problems...……….

B. Identification of the Problems...………... C. Research Questions…….………...……… D. Uses of the Research………...…...……… E. Scope of the Research………...……… F. Terminology……...………...…………..

II. FRAME OF THEORIES

A. Concept of Vocabulary………...…...… B. Concept of Teaching Learning Vocabulary………..………… C. Teaching English in Elementary School...……… D. Teaching Media………...…...…... E. Concept of Teaching Vocabulary through Song as A Teaching

Media …………...………... E. Criteria of Selecting Songs……...………. F. Procedure of Teaching Vocabulary through Songs. …...……… III. RESEARCH METHODS

A. Research Design…...………. B. Participants……...………..

1 4 5 5 5 6 7 9 10 12 14 17 18 20 21

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E. Instrument of the Research…...………... F. Data Analysis……… G. Observation………...…… IV. RESULT OF THE RESEARCH

A. Cycle I

1. Planning………. 2. Implementing……… 3. Observing...……….. 4. Reflecting……….. B. Cycle II

1. Planning………. 2. Action……… 3. Observing...……….. 4. Reflecting……….. C. Discussion of the Findings……… V. CONCLUSIONS AND SUGGESTIONS

A.Conclusions…..………...…….. B.Suggestions………..………... REFERENCES………. APPENDICES……….. 27 29 32 32 33 41 45 46 47 56 58 65 66 68 71

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CHAPTER I INTRODUCTION

A. Background of the Problems

Teaching of English to young children has become especially important in recent years. The presence of a language is necessary for people to interact with one another and also to transfer science and knowledge. Nowadays, English has become an international language so it is important for us to learn it. Since 1994, the Department of Education has stated that English should be taught early starting from the fourth grade of Elementary School.

Based on local content of GBPP 1994, teaching English in Elementary school is around simple vocabulary. The local content of Elementary school curriculum has outlined that the objective of teaching English in Elementary is to raise students‟ interest and motivation in studying English. Besides they are expected to be able to communicate in very simple way, starting from what they have in themselves and their environment.

In teaching English, a teacher has to know the target that should be reached. Such as, for the fifth grade they have to have reached 100 words, and for the sixth grade, they have to have reached 300 words (Department of Education, 1994). Learning vocabulary is not an easy matter, because sometimes learners find some difficulties in learning vocabulary, such as: (1) vocabulary which is not suitable

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for the students‟ needs, they do not understand what the words mean, because the vocabulary given by the teacher is not suitable for their level as beginners, (2) they are not familiar with the vocabulary taught by the teacher, since the vocabulary do not refer to their environment. To overcome their problems the teacher should be able to find out ways to solve the problem that may appear in teaching learning process.

Songs are often regarded as an extra in the classroom and are used for a change of focus and not where the core learning takes place. Song can be used to develop students‟ listening skill, pronunciation and vocabulary.

In fact, variety is one of the most important factors in maintaining the high level of motivation and interest among the students. There are many „real life‟ activities that can be brought into the classroom to add variety, not only to the learning process but also to the students‟ experience in English. And one of these activities is song.

Song and music can help develop listening comprehension, facilitate the acquisition of pronunciation, vocabulary, structure, and about culture. Songs are valuable aids in developing students‟ listening skill. There are many advantages of using them in the classroom: they present new vocabularies an experience in context, through them, students become familiar with the pronunciation of native speaker, they provide a break from textbook and workbook routine. Students will feel enjoy learning,

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Technique is one way that is used by the teacher in teaching learning process. There are many techniques that can be used to teach or to improve students‟ vocabulary, such as cross words, puzzle, words games, words selection, picture, song etc. The teacher should choose the appropriate technique to make the materials more enjoyable, challenging, and interesting in order to avoid the students‟ boredom.

It is already stated previously that teaching English through song is one of the effective ways to teach children. It will be easier for the learners to accept the materials when they are interested in it. It can raise students‟ motivation and attention. The students find that it is easy to learn English through song. Using song to teach English is indeed beneficial because songs are part and parcel of every kid‟s life, the children will naturally like to sing a song. A child who does not want to read a normal text might want to read the lyrics of a song, as she/he desires to sing the song. There is motivation; we could easily exploit the song in various ways to cover different skills, forms and function of the language.

Here the researcher uses song as one alternative media. Because it can create an enjoyable teaching learning activity, which can make students forget that they are learning. Teaching vocabulary through song can help students to learn naturally. Song is valuable aids in developing students‟ vocabulary mastery. There are many advantages of using it in the classroom: they present new words and expression in contexts and the student become familiar with the pronunciation. It means trough song teacher can create very joyful teaching learning activity and make student

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learning easily without felling afraid, so students have good motivation in learning English vocabulary.

Considering the advantages of the song, the researcher would use song as an alternative media in teaching vocabulary. The researcher assumed that this media can improve students‟ vocabulary achievement. Therefore, the researcher entitled the research “Increasing Students‟ Vocabulary Mastery through Song as A Teaching Media at the Fifth Year of SDN 4 Gadingrejo”.

B. Identification of the Problems

Based on the background of the problem above, the researcher identified the following problems:

1. The students‟ average result of their English subject was very low. 2. Only several students were interested in studying English.

3. The students lacked of vocabulary.

4. Students had low motivation in English lesson.

5. Many students were afraid of making mistakes when they are answering questions.

6. Many students had limited words in speaking.

7. Students‟ attitude and perception of English and their previous knowledge of English was still low.

8. Most teachers did not master the materials. Mastering the teaching materials is one of the key to be success in carrying out the subject. 9. The teacher seldom used media or games in their teaching.

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C. Research Questions

Based on the background of the problem above, the researcher tried to formulate the problem raised in the classroom action research as follow:

1. Can song as a teaching media be used to increase students‟ vocabulary achievement at the fifth year of SDN 4 Gadingrejo?

2. Can song as a teaching media be used to increase students‟ activity at the fifth year of SDN 4 Gadingrejo?

D. Uses of the Research

The researcher expected that the findings of this classroom action research can be used:

1. As information for English teachers that song as a teaching media can be used to increase students‟ vocabulary achievement, and

2. As a consideration policy information for English teachers that song as a teaching media can be used to increase students‟ activities related to the development of teaching English at elementary school.

E. Scope of the Research

This classroom action research was conducted at SDN 4 Gadingrejo Pringsewu. The subject of the research was fifth year students. This class consisted of 30 students. Before doing this classroom action research, she prepared the material, and which is based on 2009 English curriculum for elementary school. She applied songs as the material. Actually there were some ways in teaching

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vocabulary, but she would only apply memorizing vocabulary through song as a teaching media.

F. Terminology

1. Vocabulary is a list of words, usually in alphabetical order and with explanation of their meanings, less complete than dictionary. It means that we should understand the meaning.

2. Teaching and learning vocabulary is an activity where the teacher and the students reintroduce some vocabulary items with all the structure and in the entire situation in which they can logically be used.

3. Song can perform different function in language teaching. Song marked by richness of content, poetical metaphor and symbols that emotionally reflects the word we live in.

4. Teaching media are equipment physically used to deliver a lesson such as book, tape recorder, cassette, video camera, video recorder, film, slide, picture, graphic, television, computer, etc.

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CHAPTER II FRAME OF THEORIES A. Concept of Vocabulary

Language is a means of communication that is made up of sentence that convey meaning. At school, learning language means learning its vocabulary. It means that vocabulary takes an important part in language in which the vocabulary will make a language meaningful. Moreover, Setiyadi (2006) stated that structure and vocabulary seem to be the heart or foreign language learning. Vocabulary is a very essential part in learning language, because to be able to master a language we automatically have to master its vocabulary. Kriedler (1983) stated that in modern of language teaching, vocabulary learning no longer consists of memorizing list of words in isolation, lasted, words are usually in a meaningful context and practice in appropriate patterns.

According to Aitchitson (2001), vocabulary is a set of words known to a person or other entity, or that are part of a specific language. It would be impossible to learn a language without words or vocabularies support it (Rivers, 1981). It showed that people can do nothing in communication if they do not know the word or vocabulary. Longman (1987) explained that vocabulary is a list of words, usually in alphabetical order and with explanation of their meanings, less complete than dictionary. It means that we should understand the meaning.

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Wilkins (1981) said that without grammar little thing could be convey, without vocabulary nothing can be convey. So someone cannot convey anything without vocabulary. Without vocabulary, we can say nothing because vocabulary is the basic element of a language in hence we can say that the quality of the language performance of students will depend on their quality and quantity of vocabulary. The objectives of the curriculum are enabling the Elementary graduates use English in simple way an create student‟s interest toward English.

To support the process of learning and to make it easier, the teacher should use simple vocabularies that can be easily understood by the students (Department of Education, 1994). The students will learn many kinds of vocabulary such as verb, noun, adjective and adverb. Verb is a word or group of words that expresses an action, an event, or a state, for example, eat, happen and exist. Noun is a word that refers to a person, a place, or a thing, such as doctor, city, and plant. Adjective is a word that describes a person or thing, for example beautiful, clever.

Adverb is a word that adds more information about place, time, manner, cause or degree to a verb, an adjective, a phrase or to another adverb, such as speaks loudly, very quickly. Concerning the three songs, the students, as the beginners will firstly be introduced to a lot of nouns. In general, the vocabularies needed by the fifth grade of Elementary School children are in the form of noun.

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B. Concept of Teaching Learning Vocabulary

The purpose of learning vocabulary is to make the students understand the meaning of the words. Finnochiaro (1973) suggested that teaching and learning vocabulary is an activity where the teacher and the students reintroduce some vocabulary items with all the structure and in the entire situation in which they can logically be used.

Learning vocabulary means process of gaining knowledge of vocabulary. In the first step, the learner will get invocation about vocabulary. Such as: how to spell, to pronounce, to use it in appropriate sentences as well as the meaning. The second is how the learners obtained and pronounced the words.

Pronunciation refers to the way a word or a language is usually spoken, at the manner in which someone utters word. If someone said to have “correct pronunciation,” then it refers to both within a particular dialect Finnochiaro (1973). The pronunciation is good if it is understandable and pleasant. A word can be spoken in different ways bay various individuals or groups, depending on many factors, such as:

1. The area in which they grew up. 2. The area in which they now live. 3. If they have a speech or voice disorder.

4. Their ethnic group. 5. Their social class. 6. Their education.

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Nation (1990) explained that when someone want to teach a word, he/she has to teach three things (1) the shape or form of the word, (2) the meaning of the word, (3) the form and the meaning of the word together. In teaching the meaning, the teacher gives the synonym in Indonesia language. Students have difficulty to understand the meaning of the words. So, it is done to make them easier to memorize the meaning of the words.

The vocabularies that should be reached by the students of Elementary School are 600 words. For the fourth grade they have to reach 100 words, fifth grade they have to reach 200 words and sixth grade they have to reach 300 words. (Department of Education, 1994).

C. Teaching English in Elementary School

Teaching standard is related to the teacher‟s ability, the methodology used in teaching the materials, students‟ ability, and technique applied. Wilkins (1981) also added that people learning depend on the effectiveness of the teacher technique.

The students of Elementary School are children. Especially in fourth grade, they are nine-ten years old and they are called beginner. Scott (1990) stated those five-seven years old are all at level one; the beginner stage and the eight-ten years old may also be beginner stage. Children will learn foreign language at fourth grade of Elementary School.

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The topics for the fourth grade are greeting, numbers, introduction, and letters in alphabet things around the school, colours and personal data. In the fifth grade the students will learn about time, the days, the month, daily activities, parts of body, games, describing, family, brothers and sisters, and instruction at public place. While the students in the sixth grade will learn about fruits, vegetables, drinks, my hobby, the school library, public places, where is the building, point of the compass, and seasons in Indonesia.

The teacher of Elementary School, especially in the fifth grade will begin each class by introducing 15 words and they will add 10 words by the end of the class. Scotts (1990) described the characteristic of the eight-ten years old:

1. They can tell the different between fact and fiction. 2. They ask the question all the time.

3. They rely on the spoken words as well as the physical word to convey and understand the meaning.

4. They are able to make some decisions about their own learning. 5. They have definitive views about what they like and do not like to do. 6. They are able to work with other and learn from others.

By the age of ten, the children are able to: - Understand the abstract.

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Teacher in elementary school said that the learners felt strange with the language and difficult to utter the words. It made the learners did not want to learn this language. As teachers, they should improve students‟ motivation to learn the language. We have to consider the material that will be given to the students. We can use many things as the materials to teach the students, such as game, song, picture etc. In this case, researcher would apply song as the technique to teach vocabulary to them, because it can make the teacher easy in describing or delivering the material, and make the students easier in understanding the material given by the teacher.

Based on the statement above, the researcher thought that teacher should give an interesting song to stimulate them. It is supported by the basic educational local curriculum objective that is to raise the students‟ interest and delight in studying English. The material can be adjusted to the need and situation of the school. In this research, the researcher would emphasize on teaching vocabulary of parts of body, family and games.

D. Teaching Media

In the development of education and technology, a teacher absolutely recommended to be able to use all teaching aids or media provided by institution. In other words a teacher must potentially have enough knowledge about teaching aids (Arsyad, 1996: 4). He also said that teaching media are equipment physically used to deliver a lesson such as book, tape recorder, cassette, video camera, video

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recorder, film, slide, picture, graphic, television, computer, etc. Moreover, media are components of learning sources that motivated students to learn.

Broadly, there are two kinds of media: visual media and audio visual media. Visual media is something used in which concern with the learner‟s sight sense; on the other hand audio visual media is the material which may be accompanied by language (Corder, 1996: 34). The aim of using visual aid or media in teaching English is to help teacher improving teaching learning process, including motivating students. Furthermore, the aids which concerning with the sense sight of the learner are visual aids. This explanation is also supported by Rinanto (1982: 29). He said that one way to make result of teaching English more successful is by using visual aids or media.

According to Hornby (1995: 959) visual means concerned with used in seeing, while media is something that helps. In other words visual media is something used in which concern with the learner‟s sight sense and can be seen by them. Generally this media is available in the classroom or it can be made by teacher herself. So, when a teacher needs the means or tools in the process of teaching which can be seen through eyes, they are called visual aids or media.

Based on the explanation above, the researcher concluded that visual aids are very important to help teacher to explain the material contextually. The more concrete a learning process is the easier for students to comprehend the material. If students

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learn by using direct experience they will get knowledge, including in learning vocabulary.

E. Concept of Teaching Vocabularies Through Song as A Teaching Media

Sutarjo (1988) said that there are five ways of teaching vocabulary, one of them is, ”teaching vocabulary through creativity. Teachers should allow students to decide what they want to learn. Teacher can make such media which enables students to be creative in producing the vocabulary such song and game.”

Based on the assumption above, the researcher tried to teach vocabulary through song, because song can make students interested in learning English. According to Field (1998), song can perform different function in language teaching. Song marked by richness of content, poetical metaphor and symbols that emotionally reflects the word we live in. Song can be used to motivate the listeners‟ positive emotion. It also can inspire the students to express their attitude to the words that they have ever heard. Applying song in teaching learning process produces an active process for the students because they are intended to sing.

Song can play a really important part in the language classroom. It can change the atmosphere in the room within seconds. Furthermore, songs can be used as a nice lead into the topic and a way to pre-teach some of vocabulary. Songs are an art to express people‟s feeling through words and tones. Song consists of several music sentences. A simple song usually consists of four sentences. By singing a song, children have a chance to express their feelings.

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Song can add feeling and rhythm to language practice that might otherwise be flat help children remember things more easily and draw children more deeply into a lesson. Songs are often regarded as an extra in the classroom and are used for a change of focus and not where the core learning takes place. Song can be used to develop students‟ listening skill, pronunciation and vocabulary.

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The first presentation of the song is the researcher introduced the topic of the song to be learned. Then the researcher played or sang the song while the students listened. The second step was the researcher explained the material in order to make the words better understood, teacher asked them to touch their body part. Then the researcher sang the song and the students may join to sing. At last, researcher asked some questions to the students to know whether the students really understood the meaning of the words and able to write them in correct spellings. Besides being enjoyable for both teacher and students, well-chosen song can provide excellent in intonations as well as sentence pattern and vocabulary review. Song can be used as a useful technique in learning vocabulary pronunciation, structure and sentence pattern.

From all of the statement above, the researcher assumed that song is very useful technique on teaching learning process. Furthermore, song also has potential pedagogical value, because song can provide excellent means for teaching vocabulary pronunciation, structure and other English aspects. It is also hoped that song can motivate students in the teaching learning process. Songs can motivate a

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positive emotional approach to language learning, introduce students to the music and culture of particular interest to them in target language community and serve as an incentive for speaking English in the class. Songs, which belong to genre including both lyrics and music, can be added to list. They help students and teachers to develop their artistic tastes on the basis of critical evaluation of the song they listen to and discuss, and the same time help them learn how to use song English Language Teaching.

F. Criteria of Selecting Song

The researcher realized that not all kinds of songs are appropriate to be used in teaching learning process. According to Field (1998), there are two main principles in choosing songs in teaching learning process. The first principle is „What to look for‟. It means that selecting the song to be presented, the teacher has to be careful and consider some requirements; the song must carry some sort of message or at least tell an interesting story and each word must e clearly pronounced.

The second is „hat to avoid.‟ There are certain types of songs that should be avoided by the teacher, they are; songs those are too fast-paced, songs in which the music burned the singers „voices, songs in where there is no substance in the lyrics, and songs that verge on the obscene or that include lyrics that are discriminatory (for instance, song that mock religious beliefs).

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In choosing the material of learning vocabulary through song for children, it will be better to choose materials s follows:

1. Song about home and school.

2. Songs about people, especially song in which children can substitute their own name or friends‟ name.

3. Songs that are involving actions, such as clapping or jumping. 4. Songs the children themselves make up about their daily activity. 5. Popular song that they hear on television or radio or movie. 6. Songs those children can dramatize.

7. Catchy music commercial.

Concerning the vocabularies of the songs and the curriculum of 2004, the researcher introduced around 10 new words from the first song, and 15 from the second song. So the numbers of new vocabularies that will be introduced by the teacher are around 25 vocabularies. In the first song the researcher would introduce the words head, shoulder, knees, toes, eyes, ears, mouth, arm, hair, and nose. Then father, mother, brother, sister, family, grandmother, grandfather, uncle, aunt, nephew, cousin, and niece in the second song.

G. Procedures of Teaching Vocabulary Through Songs

To create a successful teaching vocabulary through song, there are some steps that were used in teaching vocabulary to the students from procedure developed by Osorio (2003), which has been modified with the teaching steps from, get ready 2. The procedures of teaching vocabulary through song were as follows:

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A. Pre Activities:

1. Students greeted the teacher and answer the teacher‟s calling.

2. Students answered the teacher‟s questions related to the song to the students. It was the way to stimulate students‟ background of knowledge about the song.

B. While Activities:

1. Students got the song text.

2. Students listened to the lyrics twice from the teacher‟s reading. The students tried to pronounce the words. And then the students read the lyrics of the song in chorus for three times.

3. Students listened to the teacher‟s singing as a model in singing the song.

4. Students sang the song together.

5. Students identified the new English vocabulary and the meaning of those new words in Indonesian, to make them familiar with the words.

C. Post Activities:

1. Students observed the pictures, and then come in front to write the vocabulary in English on the whiteboard to know whether they have understood the new vocabulary.

2. Students shared their feelings and opinions toward the song of the topic of the song during the teaching learning activities.

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RESEARCH METHOD A. Research Design

Classroom Action Research (CAR) is a systematic inquiry with the goal of informing practice in particular situation (Angelo and Cross, 1993:1). It means that classroom action research is a way for instructors or teachers to discover what works best in their own classroom situation, thus allowing informed decision about teaching. Furthermore, Corey (1993:1) defined action research as the process through which practitioners study their own practice to solve their personal practical problems. It means that action research is a collaborative activity where practitioners work together to help one another design and carry out investigation in their classrooms.

In addition, Kemmis and Mc. Taggart (1982:3) stated that action research is deliberate, solution-oriented investigation that is group or personally owned and conducted. It is characterized by spiraling cycles of problem identification, systematic data collection, reflection, analysis, data-driven action taken, and finally problem redefinition. The linking of term “action” and “research” highlights the essential features of this method; trying out ideas in practice as means of increasing knowledge about/or improving curriculum, teaching and learning.

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Moreover, action research provided teachers with the opportunity to gain knowledge and skill in research methods and applications and to become more aware of the options and possibilities for change (Oja & Pine, 1989: 96). It means that the teachers participating in action research become more critical and reflective about their own practice. The teachers engaging in action research attend more carefully to their methods, their perceptions and understandings, and their whole approach to the teaching process.

The researcher uses classroom action research because it is an approach of (1) improving education through change, by encouraging teachers to be aware of their own practice, to be critical to the practice, and to be prepared to change it, (2) it is participatory, in the sense that it involves the teacher in her own enquiry, and collaborative, in that it involves other people as part of a shared enquiry.

B. Participants

The subject of the research was the fifth year of SDN 4 Gadingrejo Pringsewu. They were students of the second semester who were in class V chosen by the researcher because she taught in the same school. This was done because according to 2009 Curriculum for Elementary school, these subjects have already studied vocabulary, pronunciation. Classroom action research dealt with the problem faced by the students when they wrote or said. Referring to the problem found by the researcher, she examined problem causes and tried to find problem solution. Problem solution that conducted was teaching vocabulary through song as a teaching media. Researcher made lesson plan and taught by using the lesson

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plan made. The important things in teaching learning process were noted by the researcher.

Furthermore, the researcher analyzed and discussed observation result during teaching learning process (the strengths and weaknesses which were done by researcher and students during teaching learning process using song as a teaching media) and learning the result. Learning process analysis was done based on researcher’s observation. It was decided to conduct the next cycle. It was focussed on the weaknesses of the previous cycle.

C. Research Procedure

In this classroom action research, the cycles depended on the indicators, whether the indicators have already been achieved or not. They can be achieved in one cycle or more. The first cycle was conducted based on the problem faced by the students in vocabulary mastery. Teaching vocabulary through song as a teaching media based on lesson plan and after that the researcher administered the test of vocabulary. Then, she analyzed and discussed the result both vocabulary test and observation. Furthermore, if the results have required the indicator of the research, she stopped at the first cycle only, but if the results have not reached the indicators of the research yet, she would conduct the next cycle. It focused on the weaknesses of the previous cycle and so on. Each cycle consisted of:

1) Planning. 2) Action.

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Planning

CYCLE 1

Observing

Re-Planning

CYCLE 2

Re-Observing

Implementing Reflecting

Re-Implementing Re-Reflecting

? 4) Analysis and Reflection.

The cycle in the classroom action research happened repeatedly. If the indicators of the research were not fulfilled in the second cycle, the third cycle would be conducted to make it better. These steps formed a cycle, and the cycle was followed by the other cycles. It is like a spiral. The description of the Cycle of Classroom Action Research (Arikunto, 2006: 16), can be seen as follows:

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In line with the Figure 1 above, the cycles of the action research are classified as the following:

1) Planning

Based on the teacher’s experience of teaching learning process in the class, researcher identified the problem causes. By knowing the problem, the researcher formulated the problem as focus problem, which is very important to be given implementation. Based on the formulation of the problem, the researcher made lesson plan.

2) Implementing

The researcher as the teacher taught the students in the class by using lesson plan made before. During the teaching learning process, the researcher observed the students’ activities. The researcher also asked one ratter to observe teaching learning process.

3) Observing

Observation and interpretation toward the action in the class was done during the researcher teaches in the class using song as a teaching media. In other word, the observation was done together with actions which have already been mentioned in action stage.

4) Reflecting

The analysis and reflection was done after teaching learning process. The researcher and the ratter checked the test and the class observation. This stage was done to see the weaknesses and the strengths in each cycle.

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D. Indicators of the Research

In order to see whether song as a media can be used to develop student’s vocabulary mastery, the researcher determined the indicators dealing with the learning process and the product.

a. Learning Process

For the learning process, observation was done to both the researcher and an observer during the teaching learning process by observing the whole activities in the class and filling the observation format. The indicator was if the researcher and students got minimum 70% from the result of the observation form.

b.Learning Product

This indicator was 70% of students got score at least 60 (sixty) or more in mastering vocabulary.

E. Instrument of the Research

In getting data, the researcher employed two kinds of instruments, the first instrument was the main source of information and the second one supported the analysis itself. The instruments used here were vocabulary test and observation. The instruments were hopefully in line with the stated objectives. The researcher used the test as instrument to collect the data. The test was vocabulary tests about family and things around us. Every word and sentence that the students arrange correctly was scored ten.

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1. Vocabulary Test

The first instrument used in getting the data was writing test. Heaton (1991: 137) stated that vocabulary could be useful testing tool since it provided the students with an opportunity to demonstrate their ability to organize language material, using their own words and ideas, and to communicate. In addition, he said that composition test provided a degree of motivation which many objective type of test fail to provide. In this research, the teacher asked the students to arrange the words based on the script given to them. There were two topics of control composition given to them, they were: Family and Things around us. It was hoped that the students could improve their vocabulary through controlled composition technique. The test was given in details instruction and direction.

2. Observation Sheet

In this research the researcher observed directly what was happening during teaching learning process when the teacher implemented controlled composition technique in teaching vocabulary. The aspects that would be observed were of students’ activities and teacher performance. We adapted from APKG/ Alat Pengukur Kemampuan Guru (Lampung University: 2006) for observed teacher performance. The researcher classified each aspect into five categories: 1. very satisfactory, 2. satisfactory, 3. sufficient, 4. insufficient and 5. very insufficient. Table1. Table of Specification of the Observation Sheet

No. Activities Objectives

1. Pre-Activities

Interested in the opening of the class.

Responding to the teacher’s questions

about the topic enthusiastically.

To make students interested in the lesson.

To build clarity of what is going to be learnt.

2. While-Activities

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in group.

Following teacher’s modeling

enthusiastically.

Actively involved in the discussion of the tasks in group.

Recording the presented difficult words in worksheet actively.

Answering questions of reading test in group.

Checking together the answers of the questions with teacher.

enable fast learner help slow learners.

To give clarity of the stages going to do in the lesson.

To build students’ understanding to

the vocabulary.

To build long term acquisition of the vocabulary learnt.

To test whether students’

vocabulary mastery relate to reading comprehension.

To check students’ mastery in the

lesson.

Adapted from Haggard (1982) and Ruddell, M.R., & Shearer, B.A. (2002)

F. Data Analysis

Data analysis is the process of organizing the data in order to gain regularly of the pattern and form of the research. The term interpretation can be defined as a procedure of giving meaning on the result of analytic process. Data analysis was done to create understanding of the data and after following the certain procedure result of the study that can be presented by the researcher to readers (Setiyadi, 2006).

In analyzing and interpreting the data, the first step that was done by the researcher made abstraction of all collected data. After conducting the research, the researcher made an abstraction of all data collected. Then researcher selected the data related to the research problem. Then researcher arranged all data collected by classifying the data. In this case, the researcher classified the data into two categories: the data in learning product and the data in learning process, they were observation and writing task. When the researcher got the data, the researcher tried to interpret all collected data from each cycle. And based on the

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analysis and reflection of each cycle, the researcher decided whether there would be the next cycle or not.

1. Learning Product

To know the learning product, the researcher used vocabulary test by asking the students to sing a song and find the meaning make by the group of students to collect the data. There was the indicator used to analyze the data gained from the test: If at least 70% of students’ scores can reach 60 or more for the test, it was assumed that Song as A Teaching Media in Increasing Students’ vocabulary mastery is applicable. To know the percentage of students’ who get≥ 60, the following formula is used:

Number of students who get ≥ 60 Total number of students

2. Learning Process

In this learning process, observation was done both to the teacher and the students by the observer during the teaching learning process by observing the whole activities in the class and by filling the observation sheets. The observation was done to know the students’ activity based on the problems faced by the students.

The indicator that was used to analyze the learning process of the students and the teacher was: If 70% or more of students were actively involved in teaching

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and learning activities when song as a teaching media used in Increasing Students’ vocabulary mastery is being implemented, it means the target is fulfilled. If more than 70% of students are actively involved in teaching and learning activities, it can be categorized as a good level.

G. Observation

Since the observation was done for observing the students’ activities, the researcher analyzed the result of the observation separately. In analyzing the data from observing the students’ activities, the researcher counted the number of students who were actively involved in the teaching learning activities and also calculated the percentage of the students. In addition, the researcher made abstraction or description then select the important data which related to the activities of the students.

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CHAPTER V

CONCLUSIONS AND SUGGESTIONS A. Conclusions

Considering all data gathered from this classroom action research and the discussion, the researcher draws some conclusions. They are:

1. Songs as a teaching media can be used to improve students’ vocabulary ability. It is supported by the increase of their result from 1 students (50%) whose score is 60 or higher in cycle I to 25 (83.4%) whose got score is 60 or higher in cycle II. It also means the result of classroom action research has fulfilled the indicator of the research in cycle II; 70% of the students’ score is at least 60 (sixty) or higher in vocabulary test based on the criteria. 2. Songs as a teaching media can help the students to expand or generate their composition by using relevant topic. It means that songs as a teaching media is applicable to the topic.

B. Suggestions

Referring to the data in the previous chapter and the conclusions, some suggestions are recommended:

1. Considering the advantages of songs as a teaching media, it is suggested that English teacher apply songs as a teaching media as an alternative technique in teaching vocabulary. However, the teacher should ask the students to bring dictionary in order that they will not depend on the teacher

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and their friends in getting information or meaning of the words. The students will be more independent and get more knowledge.

2. The teacher should be strict in monitoring during teaching and learning activity. There should be self-awareness to do the vocabulary test, so each student can show their real capability in vocabulary practice. It can be solved by giving the 2 students who did that punishment; they not do that anymore in the future.

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