58
c. Interview
To support the data of observation, the researcher had employed an interview to the teacher to investigate the problems faced by the teacher during teaching
vocabulary. There were six questions that the researcher asked to the teacher see appendix 3.
At the first point of interview was to know the teacher’s problems during in teaching vocabulary that consisted of three questions. The second point of interview
was the students’ vocabulary that consists of one question. The third point of interview was to know the students’ participation during the process while learning
in the class according to the teacher judgment. The fourth point of interview was to know the teacher opinion about song. From the result of interview the researcher
can conclude that the teacher had difficulty in handling the class because some of the students were busy with their own activity like chatting and it made the class
noisy.
2. Data Display
Data display is second component or level in Miles and Huberman model of qualitative data analysis. A display can be an extended piece of text or a diagram,
graph, chart, table or matrix that provides a new way of arranging thinking about the more textually embedded data. At the display stage, additional, higher order
categories or themes may emerge from the data that go beyond those first
59 discovered during the initial process of data reduction.
70
In this case, the analysis is done based on data collected by each instrument.
a. Observation
Based on the data in the data reduction, in this part the data are going to be identified and displayed from the two meetings.
1 The First Meeting
The observation consists of three points. The first point was observed while activity which consisted of eight procedures. The reseacher investigated whether the
application of the basic procedure applied by the teacher or not. After the reseacher observed the process of teaching and learning in the class, the researcher
found out the teacher not apply all basic procedure of teaching vocabulary by using song. According to Kuran Puasa, there are eight basic procedures in teaching and
learning vocabulary by using song. Based on the eight basic procedure in teaching and learning vocabulary by using song the researcher noted the while activity. The
explanation of the application of those basic procedure, can be seen it the table below :
70
Ibid, p.10.
60
Table 6 The Application of Basic Procedure
No Step
Notes 1
The teacher prepares the material.
The teacher prepared the material well. The teacher told the students
about what they were going to learn about song and the title of song.
2 The
teacher divides
the students to work in pairs.
The teacher did not divided the students to work in pairs.
3 The teacher give the students
hand out a sheet of proper. The content of proper is pair
of song lyric. The teacher gave the students hand out
a sheet of proper. The proper of hand out is song lyric of “I have a dream”.
4 The teacher let the students
listen the song. The teacher let the students listen of
the song and play the song. 5
The teacher ask the students to circle the words that they
listen. The teacher asked the students to
circle the words that they listen and the students must listen carefully in
order to make out the exact words being song.
6 The teacher repeat the song 3
time, after
the students
finished circling the word. The teacher repeat the song until 3
time until the students finish they work.
7 The teacher checked the
students work one by one. The teacher check the students work
one by one after they listened and circle them words.
8 The
teacher asked
the students for a word’s
The teacher asked the students like word’s meaning.
61 meaning, gives clues such as
an exaggerated tone of voice and
appropriate facial
expression.
The second point of observation was to know the problem faced by teacher in the class activity. After the researcher observed the class activity, the researcher found
that, the first, teacher was difficult to handled students because there were 40 students in VIII F class. It was overcrowded class. The second, the teacher did not
apply all steps in the class. The third, the teacher used the conventional teaching method or technique during the process of teaching learning in the class. The fourth,
the teacher used sub-standard book. The book that was used by the teacher was “Effective English” book. The book was good enough to use in teaching learning
process. The fifth The teacher taught based on the procedures in teaching vocabulary
based on Kuran Puasa. Although not all procedure apllied by the teacher. And the last, the teacher used song lyric to support the process of teaching and learning. The
data of the second point of the observation can be seen as follows:
Table 7 The Data of the Problem Faced by the Teacher in the First Meeting
No Teacher problems based on
Thakur. The condition in the field.
1 Over-crowded class.
The teacher was difficult in handling
62 students in large classroom because
VIII F class consist of 40 students. It was overcrowded class.
2 Lack of component teacher
The teacher did not apply all the step in the class.
3 Faulty methods of teaching.
The teacher used the conventional teaching method or technique during
the process of teaching learning in the class.
4 Non-available of good textbooks The teacher used sub-standard book.
The book that used by the teacher was “Effective English” book. The book
was good enough to use in teaching learning process.
5 Apathy to New Technique and
procedures The teacher taught based on the
procedures in teaching vocabulary based on Kuran Puasa. Altough not all
procedure apllied by the teacher.
6 Inadequate provision of teaching
Aids The teacher used song lyric, audio,
and laptop to support the process of teaching and learning.
63 The last point of observation was to know the students’ problem. After the researcher
observed the class activity, the researcher found that. The researcher noted that the students were interested with the lesson. The teacher explained about the song that
some of the students pay attention while other did not care. The data of the second point of the observation can be shown as follows:
Table 8 The Data of Problems Faced by the Students in the First Meeting
No Aspect
Explanation 1
Pronunciation. The researcher noted some of the
students had
difficulty in
pronouncing the word.
2 Spelling.
Sometimes the students were still wrong in spelling when the teacher
ask them.
3 Length and complexity.
The text in the song lyric sometimes to long and complex.
4 Grammar.
The teacher did not teach about grammar.
64 5
Meaning. When the teacher said in english,
she must translate in indonesia because many students can not
understand the meaning.
2 The Second Meeting
The observation in the second meeting was the same as the first meeting that consisted of three points.The first point was observing while activity, which consisted
of eight procedure, the researcher investigated whether the application of the eight basic procedure applied by the teacher or not. In this meeting the
researcher noted that the teacher did not followed all steps of teaching and learning vocabulary by using song. The teacher just follow seven steps such as the first
meeting. The researcher noted the while activity, The explanation of the application of those basic procedure, can be seen it the table below :
Table 9 The Application of Basic Procedure
No Step
Notes 1
The teacher prepares the material.
The teacher prepared the material well. The teacher told the students
about what they were going to learn about song and the title of song.
2 The
teacher divides
the students to work in pairs.
The teacher did not divided the students to work in pairs.
65 3
The teacher give the students hand out a sheet of proper.
The content of proper is pair of song lyric.
The teacher gave the students hand out a sheet of proper. The proper of hand
out is song lyric of “I have a dream”
4 The teacher let the students
listen the song. The teacher let the students listen of
the song and play the song. 5
The teacher ask the students to circle the words that they
listen. The teacher asked the students to
circle the words that they listen and the students must listen carefully in
order to make out the exact words being song.
6 The teacher repeat the song 3
time, after
the students
finished circling the word. The teacher gave the time to repeat the
song until 3 time until the students finish they work.
7 The teacher checked the
students work one by one. The teacher check the students work
one by one after they listened and circle them words.
8 The
teacher asked
the students for a word’s
meaning, gives clues such as an exaggerated tone of voice
and appropriate
facial expression.
The teacher asked the students like word’s meaning.
The second point of the observation was to know the problem faced by teacher in the class activity. After the researcher observed the class activity, the researcher found
that, the first, The teacher cannot control the class well, because some of the students
66 were busy with their own work like chatting. The second, the teacher did not apply all
steps in the class. The third, the teacher used the conventional teaching method or technique during the process of teaching learning in the class. The fourth, the teacher
used sub- standard book. The book that used by the teacher was “Effective English”
book. The book was good enough to use in teaching learning process. The fifth, the teacher used song lyric to support the process of teaching and learning. And the last
The teacher teaching based on the procedures in teaching vocabulary based on Ronald Kuran Puasa. Altough not all procedure apllied by the teacher. The data of the
second point of the observation can be seen as follows:
Table 10 The Data of the Problem Faced by the Teacher in the Second Meeting
No Teacher problems based on Thakur.
The condition in the field.
1 Over-crowded class.
The teacher was difficult in handling students in large classroom because
VIII F class consist of 40 students. It was overcrowded class.
2 Lack of component teacher
The teacher did not apply all the step in the class.
3 Faulty methods of teaching.
The teacher used the conventional teaching method or technique during
67 the process of teaching learning in
the class.
4 Non-available of good textbooks
The teacher used sub-standard book. The book that used by the teacher
was “Effective English” book. The book was good enough to use in
teaching learning process.
5 Apathy to New Technique and
procedures The teacher taught based on the
procedures in teaching vocabulary based on Kuran Puasa. Altough not
all procedure apllied by the teacher.
6 Inadequate provision of teaching
Aids The teacher used song lyric, audio
recorder and laptop to support the process of teaching and learning.
The last point of observation was students’ problem faced by students in the class activity. In this meeting, the researcher found that the students faced some difficulties
in learning vocabulary by using song. The data of the second point of the observation can be shown as follows:
68
Table 11 The Data of the Problem Faced by the Students in the Second Meeting
No Aspect
Explanation
1 Pronunciation.
The researcher noted some of the students had difficulty in
pronouncing the word. 2
Spelling. Sometimes the students were still
wrong in talked spelling when the teacher ask them.
3 Length and complexity.
The text in the song lyric sometimes too long and complex.
4 Grammar.
The teacher did not teach about grammar.
5 Meaning.
When the teacher said in english, she must translate in indonesia
because many students can not understand the meaning.
b. Questionaire.
The questionnaire was made to support the data from observation and the interview. Through this instrument, the students’ problems also can be identified. The
69 questionnaire was given and answered by the whole students of the class F. The
numbers of the students were 40 students. The questionnaire was distributed to the students by taking ten minutes after the study time in the classroom. The
questionnaire consisted of ten questions see appendix 2. There was three points of questionnaire:
Table 12 Result of Questionnaire no. 1
No Question
Respond Total of the
Students 1
Do you think English is difficult subject?
Yes 29
Just so so 6
No 5
From the table above the first question is investigated the students’ difficulties in English subject, it shows that the stu
dents’ respond of the questionnaire showed that 29 or 72.5 students choose option A Yes which indicated that they think
English is difficult subject. The second respond showed that 6 or 15.00 students choose B Just so so which indicated that they were felt just so so in English
subject. The third respond showed that 5 or 12.5 students choose C No which indicated that they think English is not difficult subject.
70 The second point of questionnaire was to know the students’ problem in learning
vocabu lary consists of four questions. Here are the students’ answers:
Table 13 Result of Questionaire no. 2, 3, 4, 5
No Question
Respond Total of the
Students 2
Do you find difficult in learning vocabulary?
Yes 23
Just so so 9
No 8
3 Do you find difficult to
pronounce the vocabulary correctly?
Yes 25
Just so so 9
No 6
4 Do you find difficult to
comprehend the vocabulary? Yes
20 Just so so
9 No
11 5
Do you find difficult to memories the long and knotty
vocabulary? Yes
27 Just so so
8 No
5 The second question is investigated the students’ find difficulty in learning
vocabulary. The students’ respond of the questionnaire, showed that 23 or 57.5 students choose A Yes which indicated that they find difficulties in learning
vocabulary. The second respond show that 9 or 22.5 students choose B Just so so which indicated that they were having difficulty in learning vocabulary. The third
respond show that 8 or 20 students choose C No which indicated that they did not find difficulty in learning vocabulary.
71 The third question is investigated the students’ difficulty in pronounce vocabulary
correctly. The students’ respond of the questionnaire, showed that 25 or 62.5 students choose A Yes which indicated that they find difficulties in pronounce
vocabulary correctly. The second respond show that 9 or 22.5 students choose B Just so so which indicated that they were not really felt difficulty in pronouncing
vocabulary correctly. The third reason showed that 6 or 15.00 students choose C No which indicated that they could not have difficulty in pronouncing vocabulary
correctly. The fourth question is investigated the students’ difficulties in comprehend
vocabulary. The students’ respond of the questionnaire showed that 20 or 50.00 students choose A Yes which indicated that they were have problem in comprehend
the vocabulary correctly. The second respond show that 9 or 22.5 students choose B Just so so which indicated that they were not really have difficulties in
comprehend the vocabulary correctly. The third respond show that 11 or 27.5 students choose C No which indicated that they did not have difficulties in
comprehend vocabulary correctly. The fifth question is investigated the students’ difficulties in memorizing and knotty
vocabulary. The students’ respond of the questionnaire showed that 27 or 6.75 students choose A Yes which indicated that they have difficulties in memorizing
and knotty the vocabulary. The second respond showed that 8 or 20.00 students choose B Just so so which indicated that they felt just so so in memorizing and
72 knotty the vocabulary. The third respond showed that 5 or 12.5 students choose C
No which indicated they found difficulties in memorizing and knotty the vocabulary.
It shows most of the students answered Yes for all question. It means that the students had difficulties in learning vocabulary especially the students had difficulties
in pronouncing and memorizing the meaning of the words. The third point was to know the students
’ opinion about song consists of five questions. Here are the students’ answers:
Table 17 Result of Questionaire no. 6, 7, 8, 9, 10
No Question
Respond Total of the
Students 6
Do you enjoy using song in learning vocabulary?
Yes 26
Just so so 5
No 9
7 Did you by using the song make
easier in learning vocabulary? Yes
20 Just so so
7 No
13 8
Do the learning using song can help you to memories the
vocabulary? Yes
23 Just so so
7 No
10 9
Do you enjoy learning the vocabulary using the song?
Yes 28
Just so so 7
No 6
10 Do you get the difficult when
you translate the lyric of English song?
Yes 25
Just so so 9
No 6
73 The sixth question is investigated the students’ enjoying in learning vocabulary using
song. The students’ respond of the questionnaire showed that 26 or 65.00 students choose A Yes which indicated they felt enjoying in learning vocabulary using song.
The second respond showed that 5 or 12.5 students choose B Just so so which indicated that they were not really felt enjoy in learning vocabulary using song. The
third respond showed that 9 or 22.5 students choose C No which indicated they did not felt enjoyed in learning vocabulary using song.
The seventh question is investigated the students’ easier in learning vocabulary using song. The students’ respond show that 20 or 50.00 students choose A Yes which
indicated they felt more easier in learning vocabulary using song. The second respond showed that 7 or 17.5 students choose B Just so so which indicated they felt not
really easier in learning vocabulary using song. The third respond show that 13 or 32.5 students choose C No which indicated that they felt did not get easier in
learning vocabulary using song.
The eighth question is investigated are using the song can helping the students in memorizing the vocabulary. The students’ respond of the questionnaire show that 23
or 57.5 students choose A Yes which indicated that they get easier in memorizing the vocabulary using song. The second respond show that 7 or 17.5 students choose
B Just so so which indicated that they were not really helped in learning vocabulary
74 using song. The third respond show that 10 or 25.00 students choose C No which
indicated that they can’t memorize the vocabulary using song.
The ninth question is investigated students’ felt enjoying in learning vocabulary using song. The respond of questionnaire show that 27 or 70.00 students choose A Yes
which indicated they felt enjoyed in learning vocabulary using song. The second respond show that 7 or 17.5 students choose B Just so so which indicated they felt
just so so in learning vocabulary although using song. The third respond show that 6 or 15.00 students choose C No which indicated that they could not felt enjoyed in
learning vocabulary using song. The last question is investigated the students’ difficulty when they translate the song
lyric. The respond of questionnaire showed that 25 or 62.5 students choose A Yes which indicated that they felt difficulty in translate the song lyric into Indonesia. The
second respond showed that 9 or 22.5 students choose B Just so so which indicated that they felt just so so when they translate the song lyric. The last respond
showed that 6 or 15.00 students choose C No which indicated that they were not having difficulties in translating the song lyric.
From the table above, it shows that most of the students were happy in teaching and learning vocabulary through song because most of the students answered yes four
number of the question. The last question answered yes by many of the students. It
75 means that the students had difficult in pronouncing the words, remember some
words that they have learn before, and they felt difficult in understanding meaning of the words. Through this instrument, it shows that song could be applied in order to
help the students in mastering vocabulary. On the other hand, there were some problems faced by the students in learning vocabulary through song at SMP PGRI 6
Bandar Lampung. The problems were about pronouncing the words and memorizing the meaning of the words they have learned.
c. Interview
To support the data of observation, the researcher had employed an interview to the teacher to investigate the problems faced by the teacher during teaching vocabulary.
There were tenth questions that the researcher asked to the teacher see appendix 3. At the first point of interview was to know the teacher’s problem during teaching
vocabulary that consisted of four questions. The first question wa s “Can you control
the class when you teach vocabulary?” the teacher explained that sometimes, she got difficulties in controlling the class because some of the students were busy with their
activity like chatting and it made the class become noisy. The second question was “Do you use standard text book in teaching vocabulary? “ The teacher explained that
she use standart textbook, because the teacher prepared the material from the book, sources such as “Effective English” and sometimes she use lyric of song. The third
question was “Do you think that this media is suitable to be used in teaching
76 vocabulary? “The teacher explained that this media is suitable to be used in teaching
vocabulary, because the students looked happy and excited in class activity through this media. The fourth question was “Did you use any aids in teaching vocabulary? “
The teacher explained that she used song lyric, tape recorder, and laptop to make students easier to learn English.
The second point of interview was the students’ vocabulary that consists of one question. The question was “What is students’ problem in learning vocabulary? “The
teacher explained that her students usually faced difficulties in pronouncing the words and memorizing the words.
The third of interview was to know the students’ participation during the process
while learning in the class according to the teacher judgment that consists of one question. The question was “Are the students active in learning vocabulary through
song? “The teacher explained that most of the students were active in the process of teaching and learning vocabulary through song.
The fourth point was to know the teacher opinion about song consisted of four questions. The first question was “Do the students enjoy in learning vocabulary
thro ugh song? “ The teacher explained that the students were looked happy and
excited in class activity. The second question was “Do you follow all of the procedures when teaching vocabulary through song? “The teacher explained that she
did not follow all the procedures of song. The third question was “Do you find
77 difficulties in teaching vocabulary through song? “The teacher explained that she got
difficulty when asked the students were translated words. Sometimes the teacher also had difficulty in helping the students to remember the words that they forgot by
giving a clue or something else. The last question was “In your opinion, what are the difficulties faced by students in learning vocabulary through song? “The teacher
explained that the students were difficult to remember the words that they had to say and answer translate the words.
By considering the data gained by interview, it shows that song is a good enough to be applied in teaching vocabulary for junior high school. By implementing those
eighth steps precisely, the students were able to remember and to use the vocabulary during the classroom process. However, based on the interview, the problem occurred
from the teacher point of view can be concluded as follow: 1. It was difficult to ask the students to translate the word into Indonesia.
2. It was difficult to help the students to remember the words that they forgot. 3. It was difficult for the teacher to handle the students’ activities, because some
students were busy with their own activity like chatting and it made the class noisy.
3. Conclusion DrawingVerification.
Kategori