materials they have to write, because of
that there are any students
didn’t write the materials
researcher asked him to write the material then
he wrote it.
4. Often take a
pee when the t e a c h i n g
learning process goes on.
The students like to take a
pee when the t e a c h i n g
l e a r n i n g process went
on. When the teaching
process went on the
students seemed they like to
take a pee, some times in same time
more than one students who are
permitted to take a pee.
There was 100 improvement because
all the students did not take a pee, they
stay in the class and did the activities from
the teacher There is a student her
name is Riva who permitted to take a pee.
There is a student her name is Riva who
permitted to take a pee.
There were no students
who permitted to take a
pee.
5. Often walking
and running in the class.
The students often walked
and run when the teaching
l e a r n i n g process went
on. They like to walk
and run in the class.
There were
any progresses
the students who always
walked and run in the class decrease.
There were
any progresses only two or
three students who walked and run in the
class. There were still any
students walked in the class but they did
not make
noisy because they still
focus in the teaching learning process.
Only two or three students
who walked in the class
because they want to do role play more
then one times.
Table 4.4 shows that children’s song video through TPR can improve the students’ vocabulary acquisition and children’s song video through TPR can improve the classroom situation. Finally the researcher decided to end the cycle because
there are better improvement in the students’ vocabulary acquisition and the classroom situation.
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Table 4.5 the improvement of the student’s achievement
Sub cycle Observation
Cycle 1 Cycle 2
Kind of test Pre-test
Test 1 Test 2
The students’ mean score
58.4 78.7
85 Increasing of the
students mean score 20.3
6.3
Based on the table above, it can be concluded that the students had a good achievement at the test in cycle 2. Their score increased from cycle 1 into 2.
In conducting the research, the researcher more focused with three students who came from different level of intelligence. They were a student who is the cleverest in the
class student A, one who is in average in the class student B, and one who is in the lowest ability in the class student C. The researcher concerned with all the students
actually, but she gave special attention to these three students. She gave different attention to them. The improvement of students sample is summarized as follows.
Table 4.6 the sample of the student’s achievement
Students’ initial name PYOW student A
RGO student B EPN student C
Pre-test 98
83 13
Cycle 1 test 100
93 22
Cycle 2 test 100
95 70
Mean score 99,3
90.3 35
Student A is the cleverest student in the third grade. He got the best score in pre-test and post-tests. He made little mistakes in doing the test. He also can do role play
better.
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Student B is a student in average. Actually he is clever but in the class he always made noise in the class. He usually made mistakes in pronouncing the words and in spelling
the words. From the research result he tended to improve significantly after the research. Student C is a student with low intelligence. In the first and second meetings of
cycle 1 she tended lazy to do the activities in the class but in the cycle 2 she showed more active. From pre-test till post-test 2, the result got improvement although the tests mean
score still low. From the explanation, it can be concluded that the sample students got improved
their vocabulary acquisition. It is shown by the score they achieved and also the behaviors they showed.
B. Discussion and Justification of the Findings
