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42 1 Comparing incidents applicable to each category. The analyst start by
coding each incident in this data into as many categories emerge or as data emerge that fit an existing theory.
2 Integrating categories and their properties. This process starts out in a small way; memos and possible conferences are short but as the coding
continues, the constant comparative method units change from comparison of incident with incident to comparison incident with the properties of the
category that resulted from initial comparison of incidents. 3 Delimiting the theory. As the theory develops, various delimiting features of
the constant comparative method begin to curb what could otherwise become over helming task.
4 Writing the theory. At this stage, the analyst possesses coded data, a series of memos, and a theory. The discussions in her memos provided the
content behind the categories, which become the major theme of the theory later presented in papers or books.
2. Quantitative Technique of Analyzing Data
To analyze the data through quantitative technique can be used descriptive statistics technique. There were pre-test and post-test that can be conducted. The
mean of the pre-test and the post-test can be calculated with the formula as follows:
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43 In which
= Means of pre-test score = Means of post-test score
N = number of score Finally, by analyzing the observation and the test result, the researcher can
make conclusion that utilizing children’s song video can improve the students’ vocabulary acquisition or not.
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CHAPTER IV RESEARCH FINDINGS AND DISCUSSION
The aims of the research are identifying the improvement of the students vocabulary acquisition and identifying the improvement of classroom situation during the
teaching learning process when children’s song video as a media and Total Physical Response as a method are implemented in the classroom. The result implementation of the
research is broken down into two sections: research findings and discussion.
A. Research Findings 1.
Situation Before Research
The research was conducted at SD N Masaran 2 Sragen. To know the situation before research, the researcher did an observation and interview with the ex
English teacher and gave pre-test to the students. The situations before research can be seen in Table 4.1.
Table 4.1 Situation Before Research
The students’ Indicators Situations
A. Students competence
1. Difficulties in memorizing L2 words and the meaning of it.
2. Difficulties in responding the instruction given.
3. The students often make mistakes in pronouncing the words.
1. After the researcher thought the students then she asked them the English words or the
meaning of the words in Indonesia, only little students can answer the question.
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. When the teacher asked them to pronounce the words some of them got difficulties to
pronounce the words given.
