The researcher also analyzed the root of the problem so that it would help in finding the solutions. The researcher found that the students’ low participation
was caused not only by the students’ characteristic itself, but also the teaching and learning process. The process of learning did not have any variations so they were
easy to get bored. The interview showed that many students considered English as a difficult
subject. Because they found it difficult to learn English, they became not care so they did not do their homework, they often made noise in class, they got sleepy in
class, they did something for fun, they disturb other friends, they did not pay any attention to the teacher explanation, and the sort of things.
The main point was that the problem faced by the 7A students of SMP BOPKRI 2 Yogyakarta was the participation in the English teaching and learning
process was low. Thus, it needed some actions to solve the problem.
2. Determining Some Actions to Overcome the Field Problem
After the problem was identified, the researcher then formulated two actions. The actions were:
1. Implementing songs in the beginning of the English lesson 2. Implementing games in the middle of the English lesson
The track would be songs-material- games-evaluation in every meeting of English lesson. The researcher hoped this track would make the students hearts-
on, minds-on, and hands-on. Thus, they students could obtain not only knowledge but also happiness in the English teaching and learning process. The researcher
believed that by involving the students both physically and mentally, it would improve the students’ learning achievement.
Songs were implemented in the beginning of the lesson. It aimed to maintain the students’ interest toward the lesson. As Burden and Byrd 1999
states that songs can be conducted in the beginning of a lesson as teaching strategy to capture students’ attention at the start of a lesson. Besides, it can
introduce the material and energize the class. It was hoped to give picture of the material to the students so the student could be readier in digest the material. By
implementing songs the students were hoped to be easier to go deeper into the material.
Games are conducted after the material being explained because at that time the students’ understanding of the material was at best. It was hoped the
students could understand the material more through the games Gordon, 1999.
3. The Implementation of the Actions
After formulating some actions to solve the problems faced by the seventh grade stud ents of SMP BOPKRI 2 Yogyakarta, the researcher implemented the
actions. This research was done in four cycles. Each cycle was conducted in two meetings. The actions implementation was conducted from February to March
2010 in Class 7A. There were two meetings each week, on Tuesday and Friday. Each meeting was carried out at least eighty minutes. In implementing the actions,
the researcher took turn with the teacher to be the teacher and the observer. In the first meeting of each cycle the researcher acted as the teacher and the teacher
acted as the observer. In the second meeting, it was the researcher who would be the observer, while the teacher implemented these actions.
In this research, the researcher followed steps in classroom action research namely planning, action, observation, and reflection. Kemmis and McTaggart
1988 as cited by Burns 1999 say that there are four major steps in classroom action research, namely planning, action, observation, and reflection. What
follows are the description of each step outlined by Kemmis and McTaggart and also the design.
Figure 3.2. Kemmis and McTaggart’s Model of Action Research
a. Planning In this stage, the researcher planned two actions, namely using songs and
games that would be carried out to increase the students’ participation. The planning process included description of action planning, description of how to
implement the actions pla nned, the changing plan was going to be done, what were going to be done, who were going to do the actions, when the actions
implemented, and how to do the actions.
b. Action and Observation In this stage, the researcher implemented the actions planned and did
observation of the actions planned. In the Kemmis and McTaggart’s model, acting and observing are not treated as separate component of classroom action research.
These two components are done simultaneously. When actions are going on, the observations must follow.
In this research, when the actions were conducted, the observation was also conducted as well. The observation was needed to record the effects of the actions
implemented, and the changes it made. The observation was limited to the data needed which based on the plan. In doing this step, the researcher used field notes
and interviews.
c. Reflection This step involved the analyzing and the concluding of the actions
implemented. It was needed to review how successful the changes were. When
the actions were considered successful, it could become one of way that could be carried out to improve the students’ learning. When the actions were considered
failed, it needed to be recycled. In other words, the researcher had to begin a new reflective cycle. It needed re-planning, action-observation, and reflection and so
on until it got a satisfying result.
CHAPTER IV RESEARCH FINDINGS AND DISCUSSIONS
In this chapter, the research findings and discussions are discussed. The research findings describe the outcome after the researcher implemented the
actions. They presents cycles of classroom action research. Each cycle consists of planning, action implementation, observation, and reflection. In this research,
there were four cycles conducted. The discussions present interpretations of the findings.
A. CYCLE 1 1. Planning
After the problem faced by the seventh grade students of SMP BOPKRI 2 Yogyakarta
was identified, the researcher made some plans. The actions were planned based on the problem identified so that it could overcome the problem. In
this research, the problem identified was that the students lacked participation in the English teaching and learning process. Thus, the researcher made some plans
to increase students’ participation in the English teaching and learning process. The researcher planned to use songs and games in this research. Before
implementing these two actions, the researche r consulted the English teacher about the song and games and also explained the procedure and what the
researcher would do with these actions.
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