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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 meaningtranslating. 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
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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 when
the 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 improved.
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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
classroom situation was noisy.
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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 video through 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.
The students were able to do some of instructions given from the song lyrics in the video although not all instructions in the
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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 meetings
The 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 The researcher greeted to the students.
The researcher gave modeling to the students by playing song video.
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The students did role play in classical 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.
Observation The observation results of cycle 2 are follows:
The students could memorize the words and the meaning of it. Most of the students were able to do some of instructions
given from the song lyrics in the video. The students have improvement in pronounce most of them
should pronounce them well. Most of the students are able to spell the words given.
Only little the students have talked. Only two or three students who made noise because they want
did role play more than one. All the students wrote the material in the black board.
There were no students who permitted to take a pee. Only two or three students who walked in the class because
they want to do role play more then one times. Reflection
The Reflection are follows: + The students are able and more easily in memorizing the words
and the meaning of it. + The students are easier in responding the instruction given
because the actors in the video make them know what they have to do.
+ The students’ pronunciation become well because they are singing like in the video.
+ The students are able to spell the words well then before. + They only little talked with their friends.
+ They did not take a pee when the teaching learning process went on.
+ The students who walked in the class decrease only one or two students walked in the class.
+ All the students wrote the material that the researcher wrote on the blackboard.
+ The student’s mean score in post-test 2 is 85. - Difficult to find another video in the same topic with another
activities. Findings as the whole
The research findings after implemented the research in two cycles are as follows:
The improvement of the students’ vocabulary acquisition. The improvement of classroom situation after children’s song
video applied. The improvement of the students’ achievement
The improvement of the students’ behaviors towards English lesson.
To know more detail the descriptions of the implementation, it can be seen in the following section as follows:
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b. Pre-research
The researcher conducted the pre-observation in third grade students of SD N Masaran 2 Sragen to know the condition of the teaching learning process before
the action research was done by the researcher. In this step, she found that the students had low vocabulary acquisition and the class situation was noisy. It was
indicated namely: 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; 5 The situations in
the classroom were noisy; 6 some of the students talked with their friends; 7 some of them did not write the materials given in their note books; 8 some of the students
walked and run in the class; 9 and they like took a pee when the teaching learning process went on. These facts are supported when the researcher conducted
pre-test; the mean score of the pre-test is 58.4, whereas the minimum score for English is 60.
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Based on the pre-observation and pre-test, the researcher identified that students’ vocabulary acquisition should be improved using a certain media and
method which is expected to be able to solve the problems. Therefore, the researcher chooses children’s song video and TPR to improve students’ vocabulary
acquisition. c.
Cycle One 1
Identifying the Problem In the first stage, the researcher did pre-observation in the class to
know how the situation in the class before she implementing and conducting the research. From pre-observation the researcher found the student’s got
problems in learning Vocabulary. It can be seen when the teaching learning process went on namely: 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. From the class situation the researcher found some of the
problems 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;
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5 and they like took a pee when the teaching learning process went on. Besides that the researcher found some of the causes of the problems in the
class such as: 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. To know more information about the students the researcher did interview with the ex English teacher. The teacher said that the students got
difficulties in memorizing the English words and the meaning of it, spelling the words, pronouncing the words correctly and understanding the instruction.
Besides that the students, when they joint the English class they were become noisy such as: talked with their friends, walked and run in the class some times
they went out from the class and often took a pee and some of them did not write the material given. The results of the students’ mean score pre-test is
58.4. Based on pre-observation, teacher interview and pre-test the
researcher identify that the students vocabulary acquisition have to improve with interesting media which close to the children’s world and appropriate method to
overcome the student’s problems namely: children’s song video and TPR. 2
Planning the Action After finding the facts that the students got difficulties in learning
vocabulary and their vocabulary acquisition still low. The researcher planned the action by utilizing children’s song video through TPR to help the students
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learning vocabulary, to improve the students’ vocabulary acquisition and to overcome the students’ difficulties in learning vocabulary. The researcher used
children’s song video as a media and the material because it is close to the children’s world, interesting, contains moving picture and song. The researcher
used TPR because this method is fun. The students can do a role play which through coordination speaks and action. This method also can decrease the
students’ stress because they learn while playing. Then the researcher designed the activities in the class in the form of lesson plan, she prepared the children’s
song videos, computer, the song’s transcription and everything related to the topic. For conducted the qualitative data the researcher prepared sheets of
paper to write the observation of the teaching learning process and camera. 3
Implementing the Action In implementing the research, the researcher used the lesson plan that
she has prepared before. In her lesson plan there are consisted three sections namely: opening, main activity and closing. Every section was described as
follows: a
First Meeting Saturday, July 24th 2010 1
Opening In this section the researcher greeted to the students “Good
morning.” and the students answered “Good morning.” “How are
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you today?” the students “I am fine, thank you.” After that the researcher checked the students’ attendance “who are absent
today?” the students “ga ada bu, masuk semua.”
2 Main Activity
Before the students learned the material, the researcher asked to the students what they know about names of parts of body in
Indonesia. When she asked the names of parts of body in Indonesia the students answered “hidung”, “telinga”, “mata”, “mulut” and then
the researcher said “ya benar.” Then the teacher gave the information that they will learn the names parts of body by utilizing children’s song
video “Simon Says”. First the researcher played the video without picture once and the students have listen to the song’s lyrics. Second,
the researcher played the video without picture twice and the students listened the vocabulary in the song’s lyrics, after that the teacher asked
to the students what they are? The students answered they are: nose, ear, finger, body, etc. Third, the researcher played the video once and
asked the students listened what Simon said in the song’s lyrics video.
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Fourth the researcher played the video twice and asked the students did the action like the song lyric’s instructions together with her. Fifth
the researcher played the video once and asked the students to listen the song’s lyrics then she gave the song lyric’s transcription to the
students. Sixth the researcher played the video once with the picture and the students sung the song without did the action. Seventh the
researcher played the video three times then the students sung the song while acted like the actor in the video. After they did the activities
above, the researcher asked the students made groups. One group consisted of five persons. After that the researcher played the video
without picture and asked every group did the action while singing like what they have learned. When they did mistake the researcher always
gave feed back to them. After all the activities the researcher reviewed entire activities that they have done in the class. The researcher played
the video once and did the action while singing together with the students.
3 Closing
In this section, the researcher asked the students, “bagaimana pelajaran hari ini?” “Kalian senang tidak?” The students answered
“senang bu.” After that the researcher closed the meeting by prayed together.
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b Second Meeting Saturday, July 31st 2010
1 Opening
The researcher greeted to the students “Good morning?” The students answered “Good morning Miss.” Then the researcher asked
to the students “How are you today” and the students answered “I am fine, thank you.” After that the researcher asked “siapa yang
tidak masuk hari ini?” the students answered “semua masuk bu.”
2 Main Activity
Before the students learned, the researcher gave information to the students that they would be learned the names of colours. The
researcher asked to the students “anak-anak apa yang kalian ketahui tentang warna?” the students answered “kuning, hijau, merah” then
the researcher said “ya benar”. The researcher said to the students that they would be learned names of colours by utilizing video Colours
in Motion. First the researcher played the video without picture once and
the students’ to listen the song’s lyrics. Second the researcher played the video without picture twice. After that the researcher asked to the
students what they the kinds of vocabulary in the songs are “anak-anak
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kosa kata apa saja yang ada didalam lagu Colours in motion?” the students answered “red, blue, yellow.” Third the researcher
played the video again without picture once and asked the students to listen what the instructions given from the song’s lyrics. Fourth the
researcher played the video twice and asked the students did the action like the song lyric’s instructions together with her. Fifth the researcher
played the video once and asked the students to listen the song’s lyrics then she gave the song lyric’s transcription to the students. Sixth the
researcher played the video once with the picture and the students sung the song without did the action. Seventh the researcher played the video
three times then the students sung the song while acted like the actor in the video. After they did the activities above, the researcher asked the
students made groups. One group consisted of five persons. After that the researcher played the video without picture and asked every group
did the action while singing like what they have learned. When they did mistake the researcher always gave feed back to them. After all the
activities the researcher reviewed entire activities that they have done in the class. The researcher played the video once and did the action while
singing together with the students. 3
Closing
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After reviewed the activity in the class the researcher asked the students feeling “bagaimana pelajaran hari ini, kalian senang
tidak?” the students answered “senang”. The researcher asked the students prepared and then prayed together. After that the researcher
said “thank you for your attention, see you next week.” The students answered “see you.”
4 Observing the Action
When the researcher implemented her action in the class, she and the observer observed the classroom situation and the students’ activities. The
whole observation result written in the field note. The result said that the teaching learning process utilizing children’s song video through TPR run well.
Most of the students were active in the class; they do all the activities given. They wrote the material given in their notes books. The students 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 activity that the researcher designed made them fun but serious, it was seen when they done the role play all of them were laughed. They were
learned by heart. It can be seen when the researcher played the video and the students listened the song lyrics, they were listened the sounds of the song lyrics
seriously. It also can be seen when they read the song lyrics transcription given,
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all of them read the transcription while sung the song. Some of them did role play well but there were still some students did not serious did the role play.
After second meeting in the cycle one the researcher did pos-test I, to know the improvement of the students learning before and after utilizing
children’s song video through TPR. The researcher compared the result post-test I and pre-test. The mean score of the pre-test is 58.4, while the mean
score of pos-test I is 78.7 from the levels of 0-100. From the observation and the test that the researcher did, the
researcher was not satisfied although the mean score improved well but there were problem in the class. The problem came from the classroom situation and
there were some of the students in the post-test I still got score under 60. There were some of the students who talked with their friends, walked in the class.
5 Reflecting and Evaluating the Result
After the researcher analyzed the results of cycle 1, there are positive results namely: 1 most of the students could memorize the words and the
meaning of it
;
2 there was 98 improvement because all the students did not take a pee, and they stay in the class and did the activities from the teacher.
From the results, it was showed that cycle I there are still any problems namely: 1 there were some of the students still difficulties in
responding the instruction given; 2 some of them still made mistakes in pronouncing the words; 3 some of them still got difficulties in spelling the
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words; 4 they talked with their friends little; 5 sometimes some of them still walked in the class; 6 the students wrote the material that the researcher wrote
on the black board but there is a student complained. He didn’t want to write the material given because he had memorized about the material but after the
researcher asked him to write the material then he wrote it. 6
Revising the plan To overcome some problem occurred in cycle I, the researcher
revised some of the activities and the number of the students groups who role played in the cycle 2. The researcher designed the activities in the class namely
gave many modeling to the students, drilling the students by played the song videos using sounds and pictures, changed the number of the groups in to three
students in one groups. d.
Cycle 2 1
Planning the Action The action plan of the cycle 2 was designed based on the problems in
the cycle I. the problems were: 1 there were some of the students still difficulties in responding the instruction given; 2 some of them still made
mistakes in pronouncing the words; 3 some of them still got difficulties in spelling the words; 4 they talked with their friends little; 5 sometimes some of
them still walked in the class; 6 the students wrote the material that the researcher wrote on the black board but there is a student complained. He
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didn’t want to write the material given because he had memorized about the material but after the researcher asked him to write the material then he wrote it.
Before did the action the researcher prepared lesson plan, hand phone, computer and other equipments which used related to the action.
Besides that the researcher set the classroom, she made a space in the middle to the students who did role play.
2 Implementing the Action a
First meeting Friday, August 20th 2010 1
Opening First the researcher asked to the students to pray together then
the researcher greeted to the students “Good morning?” The students answered “Good morning Miss”. The researcher asked the students
“How are you today?” The students answered “I am fine, thank you.” After that the researcher checked the students’ attendance.
2 Main Activity
Before the researcher begun the lesson, she asked to the students that they will learn parts of body like what they have learned
last week. Rosi asked “bu guru, nyayi lagi bu?” the researcher said “iya.” Then the researcher played the video Simon Says twice and
asked the students acted and sung together with the researcher. Next
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the researcher played the video again fourth times and asked them saw the video while acted and sung like the actors. After drilled the
students, the researcher want to know how far the students are able to act like what Simon says thus the researcher asked the students to
made groups. Each groups consisted three students. When each group did the role play there was student complaint that his body tired
because he had fasting thus his acted was not optimal. From the role play that each groups’ are broken into three students made them more
serious in acted and sung the song. From that activity can be seen that the students could be done the role play well although it was not optimal
because they had fasting.
3 Closing
After entire activities done by the students, the researcher reviewed the material that they have learned. The researcher asked the
students feeling. The clock shows that the time was up thus the researcher asked the students to get ready go home then they were
prayed together. After prayed the researcher closed the class.
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b Second Meeting Saturday, 21st 2010
1 Opening
After the bell rung the researcher entered the classroom. First she greeted to the students “Good morning?” the students answered
“Good morning Miss.” “How are you today?” “I am fine, thank you.” Then she checked the students’ attendance.
2 Main Activity
After greeted the students and checked their attendances the researcher started the lesson. First she asked to the students that they
would be learned about colours like what they have done last week then she played the video twice and did the modeling and the students
acted like the researcher. Second the researcher played the video fourth times and the students acted while sung like the actor in the
video.
After the students did the role play classical then they did the role play in groups. Each groups consisted three students. The
researcher played the video and one by one the groups did the role play.
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3 Closing
After all the groups did the role play, the researcher asked the students feeling “bagaimana pelajran hari ini?” “Kalian senang
tidak?” and the students answered “senang.” After that the researcher asked them to prepare because the time was up and then
they prayed together. 3 Observing the Action
The observer observed the activities in the class. The observer took the data in the class namely: 1 took the student’s photos of the implementation
when the teaching learning process went on; 2 took the video recorded when the students joint the activity in the class; 3 observed and wrote the teaching
learning process; 4 observed the class situation; 5 observed the act of the students in the class who made noisy.
The results of observation could be seen that the students in the class became active; they did the activities in the class and focused with their
activities. The students in learning vocabulary by utilizing children’s song video through TPR showed improvement it can be seen from the mean score of post
test 2, the mean score is 85. In pronouncing the words from the recorded it showed that the students pronunciation were improved and the students in
understanding the command given from video recorded showed the
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improvement because they can did the role play well. This shows better improvement from previous test and from previous cycle.
4 Reflecting the Action Based on the observation result, the researcher reflected the research
of cycle 2 as follows: 1 the students are able and more easily in memorizing the words and the meaning of it; 2 the students are easier in responding the
instruction given because the actors in the video make them know what they have to do; 3 the students’ pronunciation become well because they are singing
like in the video; 4 the students are able to spell the words well then before. From class situation, the researcher reflected the results of cycle 2 as
follows: 1 the situation in the class became more quite, 2 they only little talked with their friends; 3 they did not take a pee when the teaching learning
process went on; 4 the students who walked in the class decrease only one or two students walked in the class; 5 all the students wrote the material that the
researcher wrote on the blackboard. It can be seen from the information above that utilizing children’s song
video through TPR could improve the students’ vocabulary acquisition and also the classroom situation became more quite. The children’s song video made the
students acted and sung while learning the material. TPR made the students did role play thus they could not do another activities that made them became noisy.
5 Revising Plan
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The researcher identified significant improvement from the students’ vocabulary acquisition and the classroom situation became more life. From the
identification thus the researcher did not revise the plan although there were three students still got problems that the researcher did not know what the
cause of those problems was.
3. Findings