80
Finally, it could be concluded that teaching elementary school students’ which only emphasized on the linguistic explanation and written tasks would not
meet the objectives of language teaching in general. Although elementary schools students were young learners, exposing them with real languages and giving them
more opportunities to practice had proven that they could be as successful as adult learners. However, teachers should also be realistic about their expectations.
C. Suggestions
Action research has been developed for years as a research method which enables a teacher to be a researcher in his or her professional practice. However,
the practice of the action research was rare in the language teaching. Therefore, the writer suggests to teachers who is interested in improving their teaching
practice to incorporate the action research in their daily practice. Action research gives flexibility to the researcher who also practitioners to scientifically improve
their practice based on the fact and the data. Finally, investigating similar topic with the different participants is highly
recommended to conduct because accuracy is a standard issue in language teaching and learning.
BIBLIOGRAPHY
Ary, D., Jacobs, L.C., Razavieh, A. 2002. Introduction to Research in Education. 6
th
ed. Belmont: WadsworthThomson Learning.
Brown, A. 1992. Approaches to Pronunciation Teaching. London: Macmillan Publishers Limited.
Brown, H.D. 2001. Teaching by Principles: An Interactive Approach to Language Pedagogy. New York: Longman.
Burns, A. 1999. Collaborative Action Research for English Language Teachers. Cambridge: Cambridge University Press.
Carr, W. and Kemmis, S. 1986. Becoming Critical: Education, Knowledge and Action Research. Lewes: Routledge Falmer.
Crystal, D. 2003. English as a Global Language. 2
nd
ed. Cambridge: Cambridge University Press.
Fromkin, V., Rodman, R., Hymas, N. 2003. An Introduction to Language. 7
th
ed. Boston: ThomsonWadsworth.
Goodwyn, A. 2005. The subject of English: Putting English into Perspective in Goodwyn, A. and Bronson, J. 2005. Teaching English: A Handbook for
Primary and Secondary Schools. Suffolk: Routledge Falmer.
Halliwell, S. 1992. Teaching English in the Primary Classroom. London. Longman.
Harmer, J. 2007. The Practice of English Language Teaching. 3
rd
ed. Malaysia: Longman.
Larsen-Freeman, D. 2000. Techniques and Principles in Language Teaching. 2
nd
ed. China: Oxford University Press.
81 PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
82
McNiff, J. 2002. Action Research: Principles and Practice. New York: Routledge Falmer.
Merry, R. 1997. Cognitive Development 7-11: the Learning Relationship in Kitson, N. and Merry, R. 1997 ed. Teaching in the Primary School. New
York: Routledge.
Nunan, D. 2003. Second Language Teaching and Learning. Boston: Heinle and Heinle Publisher.
Potter, J. 2001. Gogo Loves English: Workbook. Hong Kong: Longman. Richards, J and Rodgers, T. 2001. Approaches and Methods in Language
Teaching. New York: Cambridge University Press.
Sagor, R. 2005. The Action Research Guidebook: A Four-Step Processes for Educators and School Teams. California: Sage Publication Ltd.
Suparno, P. 2008. Riset Tindakan untuk Pendidik. Jakarta: Grasindo.
Wallace, A. 1999. Action Research for Language Teachers. Cambridge: Cambridge University Press.
Whitehead, D. 2000. Organizing Activities to Help Children Remember and Understand in Whitehead, D. ed. The Psychology of Teaching and
Learning in the Primary School. New York: Routledge Falmer.
Wong, R. 1987. Teaching Pronunciation: Focus on English Rhythm and Intonation. Englewood Cliffs, N.J.: Prentice-Hall.
83
Appendices
Appendix A – Field Notes 84
FIELD NOTES CYCLE I
Meeting 1 and Meeting 2 April 15 and 22, 2008
During the employment of the four techniques, repetition drill, transformation drill, chain drill and complete the dialog, I believed that only one technique improved the
students’ accuracy. That technique was repetition drill. I identified two aspects contributed to the students’ accuracy improvement during the employment of the repetition drill. First,
it was related to the task. The nature of the repetition drill which required the students to repeat sentences was very appropriate with the students’ characteristic. The students’ did
not need to think hard to perform well the task. Second, repetition drill gave more opportunities for teacher to expose the students with real languages. In the first meeting,
the teacher did not use native speaker as models and the teacher also did not use attractive teaching aids. These conditions affected the students’ motivations to learn. On contrary, in
the second meeting the teacher used native speaker as models to pronounce and model sentences. In addition, the teacher also provided various pictures so that the students could
make clear association between what was said by the model with the real object. On the other hand, I also identified various factors on why transformation drill and
chain drill failed to improve the students’ grammar and pronunciation accuracy. The nature of the transformation drill which required the students to transform a type of sentence to
another type of sentence without any hints was certainly very difficult for elementary students. I noticed from their face that they did not have any idea to answer the questions
or to make a sentence. The class atmosphere also worsened the condition. Many of my students apparently did not like to wait for their friends although their friends had
difficulties. Their yell forced the students who got the turn to answer to say some words. Therefore, the students did not think carefully before answering the questions. As a result
they make a wrong answer. In addition, because they concentrated much on the form, they also did not perform well on the pronunciation. Although I tried to remind other students to
respect their friends, it did not give many differences. I also had given some hints but they could not associate the hints with the correct answer.
Similarly, the nature of the chain drill which required to answer or to produce sentences based on others sentences was very difficult for students. It was not only the
problem. In the chain drill, the students who waited or their turn tended to do something PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
Appendix A – Field Notes 85
else because I noticed from their expression that they were bored. I believed that the students’ who could not answer the questions did not have any idea what to do with the
sentence. Therefore, they just say whatever they like. As the result, they also did not pay attention to their pronunciation. During the employment of these two techniques, precious
time was wasted because I had to wait to elicit students’ answer and explain their mistakes. Therefore, the complete the dialog could not be employed in this cycle.
Seeing the findings above, I learned that techniques should meet the students’ characteristic and should be practical as well as interesting. For the next meeting therefore,
I have to select techniques which could be employed without consuming much time but at the same time the techniques should be practical to improve the students’ grammar and
pronunciation accuracy. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
Appendix A – Field Notes 86
FIELD NOTES CYCLE III
Meeting 1 and Meeting 2 May 6 and 13, 2008
In this cycle, I believed that I discovered techniques to improve the students’ grammar and pronunciation accuracy. There are four techniques could be employed to
improve the students’ grammar and pronunciation accuracy. They were repetition drill, substitution drill, question and answer and complete the dialog.
During the employment of the repetition drill, the writer learned that the students’ like activities which stimulate their curiosity. When I used native speaker as models of
sentence, they become more interested in the teaching learning activities. It was in line with the literature which stated that in teaching young children, their all five senses should
be stimulated to learn. Repetition drill enabled the teacher to give more opportunities for students to practice as well as controlled the classroom. The nature of the repetition drill
which was very simple to follow also helped the students to understand the materials which were being delivered by the teacher.
Besides repetition drill, I also believed that substitution drill could also be employed to improve the students’ grammar and pronunciation accuracy. I employed the
substitution drill to replace the repetition drill. The nature of the substitution drill which was simpler than transformation drill helped the students to perform better in the teaching
learning activities which affected on their grammar and pronunciation accuracy. In addition, the substitution drill also gave me opportunity to provide reasonable hints for
students in answering the questions. Although at the first time the students also had difficulties to answer question on the employment of this techniques, the trend showed that
they improved. Question and answer also improved the students’ accuracy. This technique also
gave freedom for the students to practice conversation with their friend by taking turn to make questions or answering questions. By giving some freedom for the students to
practice with their friends, they will be more motivated because they were not bored. I also noticed that during the employment of this technique the students looked relax and enjoyed
the activities. The nature of the question and answer which was similar to the dialog memorization also gave opportunities for the teacher to appoint some pairs of the students
to perform in front of the class. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
Appendix A – Field Notes 87
In this last meeting, I learned many things from this undertaking. First, teaching you learners could be as successful as teaching adult learners as long as the techniques and
condition meet the students’ characteristic. Second, techniques are only media to teach. Most of the activities were cooperation between the teachers and the students. As a teacher
I should be realistic with my expectation. Whenever the students did not meet my expectation I should be reflect critically on my practice. Finally, young learners were
various in characteristic although they were in the same class. In the practice of teaching, teachers should be able to adjust their practice to meet students’ expectation.
Appendix B – Rating Checklist 88
RATING CHECKLIST GRAMMAR ACCURACY
CYCLE I Meeting 1
Repetition Drill Transformation Drill
Chain Drill Complete the Dialog
Criteria Criteria Criteria Criteria Technique
Student 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5
1 √
√ √
2 √
√ √
3 √
√ √
4 √
√ √
5 √
√ √
6 √
√ √
CYCLE I Meeting 2
Repetition Drill Transformation Drill
Chain Drill Complete the Dialog
Criteria Criteria Criteria Criteria Technique
Student 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5
1 √
√ √
2 √
√ √
3 √
√ √
4 √
√ √
5 √
√ √
6 √ √
√ CYCLE II
Meeting 3 Repetition Drill
Dialog Memorization Substitution Drill
Complete the Dialog Criteria Criteria Criteria Criteria
Technique Student
1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1
√ √
√ √
2 √
√ √
√ 3
√ √
√ √
4 √
√ √
√ 5
√ √
√ √
6 √
√ √
√ CYCLE II
Meeting 4 Repetition Drill
Dialog Memorization Substitution Drill
Complete the Dialog Criteria Criteria Criteria Criteria
Technique Student
1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1
√ √
√ √
2 √
√ √
√ 3
√ √
√ √
4 √
√ √
√ 5
√ √
√ √
6 √
√ √
√
Appendix B – Rating Checklist 89
CYCLE III Meeting 5
Repetition Drill Dialog Memorization
Question and Answer
Complete the Dialog Criteria Criteria Criteria Criteria
Technique Student
1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1
√ √
√ √
2 √
√ √
√ 3
√ √
√ √
4 √
√ √
√ 5
√ √
√ √
6 √
√ √
√ CYCLE III
Meeting 6 Repetition Drill
Dialog Memorization
Question and Answer
Complete the Dialog Criteria Criteria Criteria Criteria
Technique Student
1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1
√ √
√ √
2 √
√ √
√ 3
√ √
√ √
4 √
√ √
√ 5
√ √
√ √
6 √
√ √
√
Appendix B – Rating Checklist 90
RATING CHECKLIST PRONUNCIATION ACCURACY
CYCLE I Meeting 1
Repetition Drill Transformation Drill
Chain Drill Complete the Dialog
Criteria Criteria Criteria Criteria Technique
Student 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5
1 √
√ √
2 √
√ √
3 √
√ √
4 √
√ √
5 √
√ √
6 √
√ √
CYCLE I Meeting 2
Repetition Drill Transformation Drill
Chain Drill Complete the Dialog
Criteria Criteria Criteria Criteria Technique
Student 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5
1 √
√ √
2 √
√ √
3 √
√ √
4 √
√ √
5 √
√ √
6 √
√ √
CYCLE II Meeting 3
Repetition Drill Dialog Memorization
Substitution Drill Complete the Dialog
Criteria Criteria Criteria Criteria Technique
Student 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5
1 √
√ √
2 √
√ √
3 √
√ √
4 √
√ √
5 √
√ √
6 √
√ √
CYCLE II Meeting 4
Repetition Drill Dialog Memorization
Substitution Drill Complete the Dialog
Criteria Criteria Criteria Criteria Technique
Student 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5
1 √
√ √
2 √
√ √
3 √
√ √
4 √
√ √
5 √
√ √
6 √
√ √
Appendix B – Rating Checklist 91
CYCLE III Meeting 5
Repetition Drill Dialog Memorization
Question and Answer
Complete the Dialog Criteria Criteria Criteria Criteria
Technique Student
1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1
√ √
√ 2
√ √
√ 3
√ √
√ 4
√ √
√ 5
√ √
√ 6
√ √
√ CYCLE III
Meeting 6 Repetition Drill
Dialog Memorization
Question and Answer
Complete the Dialog Criteria Criteria Criteria Criteria
Technique Student
1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1
√ √
√ 2
√ √
√ 3
√ √
√ 4
√ √
√ 5
√ √
√ 6
√ √
√
Appendix B – Rating Checklist 92
ACHIEVEMENT LEVEL CRITERIA Level
Trait Emerging
1 Basic
2 Developing
3 Proficient
4 Fluent
5
Grammar
After being exposed to a
technique, the students
consistently repeat or
produce incorrect
sentences containing
incorrect subject-verb
agreement. After being
exposed to a technique, the
students can repeat or
produce sentences with
correct subject- verb agreement
by ample teacher’s
explanations or hints.
After being exposed to a
technique, the students can
repeat or produce
sentences with correct subject-
verb agreement at their pace
based on sufficient
teacher’s explanation or
hints. After being
exposed to a technique, the
students can fairly quickly
repeat or produces
sentence with correct subject-
verb agreement.
Although sometimes they
make mistakes, they can
automatically correct their
mistakes. After being
exposed to a technique, the
students can quickly repeat
or produce sentences with
correct subject- verb agreement
without being prompted or
given hints by teacher.
Pronunciation
After being exposed to a
technique, the students
consistently pronounce
incorrect [ ɪ], [ʃ]
or [ð] sounds which impede
comprehension and
understanding. After being
exposed to a technique, the
students consistently
replace the [ ɪ],
[ ʃ] or [ð]
sounds with similar sounds
of the students’ native
language. After being
exposed to a technique, the
students can correctly
pronounce the
[ ɪ], [ʃ] or [ð]
based on the ample teacher’s
promptness, explanation and
model. After being
exposed to a technique, the
students correctly
pronounce the
[ ɪ], [ʃ] or [ð].
Although sometimes they
incorrectly pronounce the
sounds, students
automatically correct their
mistakes. After being
exposed to a technique, the
students are consistently
able to quickly perform correct,
clear and distinct
pronunciation
of [ ɪ], [ʃ] or [ð]
sounds automatically
without teacher’s
promptness.
Adapted from: Brown, H.D. 2001. page 406 – 407.
Sagor, R. 2005. page 43 PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
Appendix C – Single Lesson Time Line Record Sheet 93
SINGLE LESSON TIME LINE RECORD SHEET Meeting: 1 and 2
Date: April 8 and 15 2008 Time: 07:00 – 08:10
Objectives: 1.
Improving the students’ grammar accuracy on subject-verb agreement by employing repetition drill, transformation drill, chain drill and complete the dialog.
2. Improving the students’ pronunciation accuracy on near-close near front unrounded
vowel [ ɪ], voiceless postalveolar fricative [ʃ] and voiced dental fricative [
ð
]. Planned outcomes:
1. The students’ grammar accuracy on the subject-verb agreement will improve after the
employment of the repetition drill, transformation drill, chain drill and complete the dialog.
2. The students’ pronunciation accuracy on near-close near front unrounded vowel [
ɪ], voiceless postalveolar fricative [
ʃ] and voiced dental fricative [
ð
]will improve after the employment of the repetition drill, transformation drill, chain drill and complete the
dialog.
Particular notesdetails: There are six students who will be observed. The teacher and the observers should pay
attention to those six students to elicit whether or not their accuracy improve.
Appendix C – Single Lesson Time Line Record Sheet 94
SINGLE LESSON TIME LINE RECORD SHEET Meeting: 3 and 4
Date: April 22 and 29 2008 Time: 07:00 – 08:10
Objectives: 1.
Improving the students’ grammar accuracy on subject-verb agreement by employing repetition drill, dialog memorization, substitution drill and complete the dialog.
2. Improving the students’ pronunciation accuracy on near-close near front unrounded
vowel [ ɪ], voiceless postalveolar fricative [ʃ] and voiced dental fricative [
ð
] by employing repetition drill, dialog memorization, substitution drill and complete the
dialog.
Planned outcomes: 1.
The students’ grammar accuracy on the subject-verb agreement will improve after the employment of the repetition drill, dialog memorization, substitution drill and complete
the dialog.
2. The students’ pronunciation accuracy on near-close near front unrounded vowel [
ɪ], voiceless postalveolar fricative [
ʃ] and voiced dental fricative [
ð
] will improve after the employment of the repetition drill, dialog memorization, substitution drill and complete
the dialog.
Particular notesdetails: The techniques dialog memorization and substitution drill replaced the employment of the
transformation drill and chain drill. Those two techniques which were replaced did not show improving trends and the students were overwhelmed by the tasks of those
techniques. The teacher and the observers should observe carefully whether or not the new techniques improve the students’ accuracy.
Appendix C – Single Lesson Time Line Record Sheet 95
SINGLE LESSON TIME LINE RECORD SHEET Meeting: 6
Date: May 13 2008 Time: 07:00 – 08:10
Objectives: 1.
Improving the students’ grammar accuracy on subject-verb agreement by employing repetition drill, substitution drill, question and answer and complete the dialog.
2. Improving the students’ pronunciation accuracy on near-close near front unrounded
vowel [ ɪ], voiceless postalveolar fricative [ʃ] and voiced dental fricative [
ð
] by employing repetition drill, substitution drill, question and answer and complete the
dialog.
Planned outcomes: 1.
The students’ grammar accuracy on the subject-verb agreement will improve after the employment of the repetition drill, substitution drill, question and answer and complete
the dialog.
2. The students’ pronunciation accuracy on near-close near front unrounded vowel [
ɪ], voiceless postalveolar fricative [
ʃ] and voiced dental fricative [
ð
] will improve after the employment of the repetition drill, substitution drill, question and answer and complete
the dialog.
Particular notesdetails: The four techniques employed showed positive trend in improving the six students’
grammar and pronunciation accuracy. The teacher and the observers should pay attention whether or not those techniques showed consistent trend.
Appendix D – Interview Transcript 96
INTERVIEW TRANSCRIPT
Interview conducted on Meeting 2: April 15, 2008
Guru : Hai. Miss mau minta komentar kamu sebentar tentang pelajaran bahasa
Teacher Inggris tadi boleh tidak?Hey. I would like to have your comment about the
English lesson today. May I? Murid
: Ada apa Miss?What can I do for you? Student
Guru : Hari ini kamu menikmati tidak dengan pelajaran bahasa Inggris? Did you
Teacher enjoy the English lesson today? Murid
: Wah. Hari ini ko agak susah ya Miss. Well. today’s lesson was difficult Student
Guru : Susahnya kenapa? What makes it difficult?
Teacher Murid
: Yang pas bagian di suruh merubah kalimat-kalimat itu lo Miss. Aku masih Student
bingung. In the part where I should alter the sentences. I am still confused
Guru : La kalau pas bagian awal tadi gimana. Pas Miss suruh kamu untuk
Teacher mengulang kalimat bersama sama. How about in the beginning. When I
told you to repeat sentences altogether. Murid
: Ehmm. Kalimatnya pendek. Miss. Jadi aku ga begitu sulit untuk ngingetnya Student
Miss. The sentence was short so that I could easily remember it.
Guru : Baik. La selain itu kan Miss juga nyuruh kamu untuk mengubah satu
Teacher kalimat menjadi kalimat lain. Kalau itu gimana? Good. Besides I ask you
to alter a type of sentence to be another type of sentence. How about that part?
Murid : Nah yang itu Miss yang susah karena ga petunjuknya harus bikin
Student kalimatnya
gimana.That was the most difficult part. I did not know how to alter the sentence because there was no clue
Guru : Ohh. Nah kalau satunya gimana. Ketika Miss suruh menjawab pertanyaan
Teacher yang berasal dari temen kalian tadi? Fine. How about when I ask you to
answer question based on your friend’s questions PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
Appendix D – Interview Transcript 97
Murid : Itu juga sama sulitnya Miss. It was also difficult
Student Guru
: La kenapa. Why? Teacher
Murid : La itu kan sama saja Miss ga ada petunjuknya. There was also no clue
Student Guru
: OK. Terima kasih ya. OK. Thanks Teacher
Appendix D – Interview Transcript 98
Interview conducted on Meeting 4: April 29, 2008
Guru
: Halo. baru nunggu di jemput ya. Are you waiting for your pick up Teacher
Murid : Iya Miss. Yes Miss
Student Guru
: Kalau Miss tanya-tanya sedikit tentang pelajaran bahasa Inggris tadi boleh Teacher
tidak? Can I ask some questions about today’s English lesson Murid
: Boleh. Ada apa Miss. Yes, please Student
Guru : Tadi pas pelajaran bahasa Inggris kamu seneng tidak? Do you enjoy the
Teacher class and the lesson?
Murid : Ya gitulah Miss. Yes, they are fine
Student Guru
: Lho kenapa? Why Teacher
Murid : Ya gak papa. seneng kok Miss. No, nothing. I enjoy the class
Student Guru
: Kenapa kok seneng?Why were you happy Teacher
Murid : Aktivitasnya macem-macem. The activities were various
Guru : Tadi saya lihat kamu cepet mengulang dan merespon pas di awal pelajaran.
Teacher Itu lo, pas bagian repetition drill di mana Ibu kasih sebuah kalimat dan
kalian mengulang bersama-sama. Today I noticed that you quickly replied and responded at the beginning of the lesson. You know, in the part in
which I gave a sentence and you replied altogether Murid :
La soalnya kalimatnya ga begitu panjang jadi gampang diinget. It was Student
because the sentence was short enough to be retained. Guru
: Ooo. Gitu. Terus ada yang lain ga?Ooo. I see. Anything else Teacher
Murid : Gambar yang ada di layar bagus-bagus Miss. Jadi tambah semangat. The
Student pictures were good. They gave me more spirit.
Appendix D – Interview Transcript 99
Guru : Baguslah kalau begitu. Oh iya kalo yang setelah itu gimana? Ketika Miss
Teacher suruh kalian semua menghapalkan sebuah dialog. That’s good. How about
when I ask you to memorize a dialog Murid
: Itu juga bagus. Tapi aku bisa gantian sama temenku. Tapi untung tadi aku Student
ga dapat giliran maju. Takut Miss. It was also good. But fortunately I did not get a turn
Guru : Ya udah. Lain kali kamu yang maju ya. OK. Next will be your turn
Teacher Murid :
hehehehe.. Hehehehe Student
Guru : Kalau pas bagian yang pakai gambar terus Miss suruh kamu ganti he atau
Teacher she atau they gimana? How about when I gave you pictures and then I ask
you to replace the subject pronoun? Murid
: Tadi aku bisa Miss soalnya tidak sesulit yang minggu kemarin yang Student
langsung suruh ganti jadi kalimat lain. I can do it. last week was difficult because I have to alter a sentence to be another type of sentence
Guru : terus yang pas bagian mengisi dialog gimana? Kamu merasa terbantu
Teacher tidak?How about the complete the dialog? Were you help?
Murid : Terbantu kok Miss. soalnya kan tadi sudah dilakukan bersama-sama. Jadi
Student ga begitu sulit. It was good and not very difficult because we have done it
together. Guru
: Bagus. Ya udah itu dulu ya. Terima kasih ya. Good. Thank you Teacher
Appendix E – Lesson Plan 100
LESSON PLAN MEETING ONE
A. Description of the Course
