USING SONGS AND GAMES TO INCREASE STUDENTS’ PARTICIPATION IN THE ENGLISH TEACHING AND LEARNING PROCESS IN THE SEVENTH GRADE OF SMP BOPKRI 2 YOGYAKARTA A THESIS Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree in
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USING SONGS AND GAMES TO INCREASE STUDENTS’ PARTICIPATION
IN THE ENGLISH TEACHING AND LEARNING PROCESS
IN THE SEVENTH GRADE OF SMP BOPKRI 2 YOGYAKARTA A THESIS Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree in English Language Education
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DON’T GIVE UP (YOU ARE LOVED)
Don’t give up
It’s just the w eight of the w orld
W hen your heart’s heavy,
I w ill lift it for you
Don’t give up
Because you w ant to be heard
If silence keeps you,
I w ill break it for you
Everybody w ants to be understood
W ell I can hear you
Everybody w ants to be loved
Don’t give up
Because you are loved
Don’t give up
It’s just the hurt
That you hide
W hen you’re lost inside,
I’ll be there to find you
Don’t give up
Because you w ant to burn bright
If darkness blinds you
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ABSTRACT
Putranti, Adria Indah. (2010). Using Songs and Games to Increase Students’
Participation in the English Teaching and Learning Process in the Seventh
Grade of SMP BOPKRI 2 Yogyakarta. Yogyakarta: Sanata Dharma University.One of the most fundamental factors in the successful teaching and learning process is students’ participation. It is a very influential factor in the achievement of the learning output. The learning is not going well if the students do not participate in the teaching learning process. The higher the students’ level of participation, the better learning achievement will be. Students’ participation is needed in all teaching and learning process including the English teaching and learning process. Therefore, in order to get a better learning output, the English teachers ha ve to increase students’ participation in the teaching and learning process.
This research focused on the implementation of songs and games to increase students’ participation in the English and teaching process. This research addressed a question. How can songs and games increase students’ participation in the teaching and learning process in the seventh grade of SMP BOPKRI 2
Yogyakarta ?
This research was classroom action research with aim to increase students’ participation in the English teaching and learning process. The sample of this study was taken from Class 7A seventh grade students of SMP BOPKRI 2
Yogyakarta . The observation done by the researcher in Class 7A of SMP BOPKRI
2 Yogyakarta showed that there was a problem feasible to solve. The problem was
that the participation in the English teaching and learning process was low. To
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The element of competition in the games made the students try hard to be better and even to be the best in their learning. It was because the students, who were still teenager, tended to want to be better than others. Besides, it required the students to work as fast as possible to beat other groups. These make the students more ‘awake’ in the teaching and learning process.
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ABSTRAK
Putranti, Adria Indah. (2010). Using Songs and Games to Increase Students’
Participation in the English Teaching and Learning Process in the Seventh
Grade of SMP BOPKRI 2 Yogyakarta. Yogyakarta: Universitas Sanata Dharma.
Salah satu faktor pokok dalam keberhasilan proses belajar mengajar adalah partisipasi siswa. Hal tersebut sangat berpengaruh terhadap hasil pencapaian siswa. Pembelajaran tidak akan berjalan dengan mulus jika tidak ada partisipasi siswa dalam proses belajar mengajar. Semakin tinggi partisipasi siswa, maka pencapaian hasil belajar siswa akan lebih baik. Partisipasi siswa sangat dibutuhkan dalam semua proses belajar mengajar, termasuk dalam proses belajar mengajar pelajaran Bahasa Inggris. Oleh karena itu, untuk mendapatkan hasil pencapaian belajar siswa yang lebih baik, guru Bahasa Inggris perlu meningkatkan partisipasi siswa dalam proses belajar mengajar.
Penelitian ini fokus pada penerapan lagu dan permainan untuk meningkatkan partisipasi siswa dalam proses belajar mengajar. Penelitian ini menjawab satu pertanyaan. Bagaimana lagu dan permainan dapat meningkatkan partisipasi siswa dalam proses belajar mengajar Bahasa Inggris di kelas 7 SMP BOPKRI 2 Yogyakarta?
Penelitian ini merupakan penelitian tindakan kelas dengan tujuan untuk meningkatkan partisipasi siswa dalam proses belajar mengajar Bahasa Inggris. Partisipan dalam penelitian ini adalah siswa kelas 7A SMP BOPKRI 2 Yogyakarta. Berdasarkan pengamatan yang dilakukan oleh peneliti di kelas 7A SMP BOPKRI 2 Yogyakarta terdapat suatu masalah yang mungkin dapat dipecahkan. Masalah tersebut adalah bahwa partisipasi siswa dalam proses belajar
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belajar mengajar Bahasa Inggris di kelas 7A SMP BOPKRI 2 Yogyakarta. Games membuat para siswa bekerjasama dengan siswa lain untuk saling membantu dan saling bertukar pikiran. Kompetisi yang terdapat dalam games membuat siswa untuk menjadi yang terbaik. Selain itu, kompetisi mengharuskan para siswa untuk bekerja secepat mungkin untuk mengalahkan kelompok yang lain. Hal ini membuat siswa lebih ‘bangun’ dalam proses belajar mengajar.
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ACKNOWLEGMENTS
In the process of writing the thesis, I found that there were many obstacles and experiences that accompanied me until finishing this thesis. Therefore, I would like to express my gratitude toward the number of people who have helped me in completing my thesis.
First of all, I would like to give my gratitude to the Lord above, Jesus
Christ, who always there in every single moment I had, especially during the
painstaking process of this thesis. I’m nothing without Him! My special gratitude goes to my beloved parents Bapak Rasmono and Ibu
Nani not only because of their financial support, but also for their love and
encouragement for me to finish my study, my beloved sisters and brother, Mbak Oni, Tika, and Lukas. I’m blessed to have family like them.
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research in her class. Obviously, she had given great contribution to this research. I would also like to thank 21 students of Class 7 A in SMP BOPKRI 2 Yogyakarta who had been very cooperative to help me conduct this research.
I would also like to thank Pak Heru and Bu Dewi for give me chance to apply my teaching skill in BEC. I thank teachers there, Miss Eli, Miss Indah,
Miss Agatha, Miss Kiki, Mr. Moris, Mr. Aven, Mr. Ardi, Mr. Vebry for
lighting my fire. I would like to thank all my students there for trusting me as their teacher and friend.
I would like to thank all my friends in academic year of 2006 who have colored my life so meaningfully Deta, Ika, Yuli, Zita, Puput, Ichaq, Ade, Desi,
Agnes, Nike, Leona, Stella, Rani, Grace, Ayu, Olive, Dewi, Intan, Vembry,
Widuri, Ceye, Making, and others 2006 that I cannot mention one by one. I also
thank HARMONY friends Susan, Nesya, Dita, Mas Jiwo, Mas Aan, PPL
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TABLE OF CONTENTS
TITLE PAGE ………………………………………………………………… i
APPROVAL PAGES ………………………………………………………… ii
PAGE OF DEDICATION …………………………………………………… iv
STATEMENT OF WORK’S ORIGINALITY ………………...…………… v
ABSTRACT …………………………………………………………………... vii
ABSTRAK …………………………………………………………...………… Ix
ACKNOWLEDGEMENTS ………………………………………………….. xi
TABLE OF CONTENTS …………………………………………………….. xiii
LIST OF TABLES …………………………………………………………… xvi
LIST OF FIGURES ………………………………………………………….. xvii
LIST OF APPENDICES …………………………………………………… xviii
CHAPTER I. INTRODUCTION A. Background of the Study …………………………………………………
1 B. Problem Limitation ………………………………………………….…….
5 C. Problem Formulation …………………………………………………..….
6
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4. Songs …………………………………………………………….………
15 a. Songs in Language Teaching ………………………………….……..
15 b. The Significance of Songs in Language Teaching …………………..
16 5. Games …………………………………………………………….……...
16 a. Games in Language Teaching ……………………………………….
17
b. The Significance of Games in Language Teaching …………………
19 B. Theoretical Framework ……………………………………………………
20 CHAPTER III. METHODOLOGY A. Research Method ……………………………………………………...…..
22 1. Definition of Classroom Action Research ……………………………....
22 2. Aims …………………………………………………………………......
23 3. Characteristics …………………………………………………………...
23 4. Procedure ………………………………………………………………...
24 B. Research Participants ……………………………………………………...
24 C. Research Setting …………………………………………………………..
25 1. School Setting …………………………………………………………...
25 2. Class Setting …………………………………………………………......
25
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a. Planning ……………………………………………………………...
36 b. Action and Observation ……………………………………………...
36
c. Reflection ……………………………………………………………
36 CHAPTER IV. RESEARCH FINDINGS AND DISCUSSIONS A. Cycle 1 ………………………………………………………………...…..
38
1. Planning ……………………………………………………………….…
38 2. Action ………………...……………………………………………….....
41 3. Observation ……………………………………………………………...
41 4. Reflection ………………………………………………………………..
44 B. Cycle 2 …………………………………………………………………….
46 1. Planning ………………………………………………………………….
46 2. Action ……………….. ……………………………………………….....
49 3. Observation ……………………………………………………………...
49 4. Reflection ……………………………………………………………......
51 C. Cycle 3 …………………………………………………………………….
53 1. Planning ………………………………………………………………….
53 2. Action ……………….. ……………………………………………….....
55
LIST OF TABLES
Table 3.1 Problems Related to the English Teaching and Learning Process inClass 7A ……………………………………………………………… Table 4.1 Test Results of Four Cycles ………………………………………….
31
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LIST OF FIGURES Figure 3.1 Map of the Class 7A ………………………………………………...
Figure 3.2 Kemmis and McTaggart’s Model of Action Research ……………...Figure 4.1 Students’ Participation in the Song………………………………….Figure 4.2 Students’ Participation in the Games………………………………...Figure 4.3 Students’ Condition in the English Teaching and Learning Process ..Figure 4.4 Students’ Participation in the English Teaching and Learning Process ……………………………………………………………...26
35
61
62
64
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LIST OF APPENDICES APPENDIX A : Letter of Consent ………………………………….…………..
73 APPENDIX B : Syllabus ……………………………………………………….
76 APPENDIX C : Lesson Plans and Teaching Materials ………………………...
90 APPENDIX D : Questionnaires ………………………………………………... 141 APPENDIX E : Interview Scripts ……………………………………………… 147 APPENDIX F : Observation Checklists ……………………………………….. 161 APPENDIX G : Field Notes …………………………………………………… 178
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1
CHAPTER I INTRODUCTION This chapter elaborates the research problem, namely using songs and
games in the English teaching and learning process and its implementation for seventh grade students of SMP BOPKRI 2 Yogyakarta. Furthermore, it presents research background, problem formulation, problem limitation, research objectives, research benefits, and definition of terms.
A. Background of the Study
One of the most fundamental factors in the successful teaching and learning process is students’ participation. There will not be any learning if the students do not participate in the teaching and learning process. It is a very
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2 learning activity, the teacher and students need to be involved. The most essential thing in a teaching and learning process is the process of ‘learning’, which happens in the students’ mind. Besides receiving the learning material from the teacher, the students are also expected to participate in doing activities supporting their learning process such as reading the textbook, taking note, asking and answering questions, doing discussion, and working in pairs or groups, so that they can be more physically and mentally involved in the teaching and learning process.
The research reported in this thesis was classroom action research with an aim to increase the students’ participation in the English teaching and learning process of seventh grade students in SMP BOPKRI 2 Yogyakarta. It was based on the several observatio ns done by the researcher in Class 7A that the students there lacked participation in the English teaching and learning process. Actually there
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3 doing activities connected with thinking process. For example asking and answering teacher’s questions and participating in class discussion. The other one, if the students were active in doing physical movements, they were called physically active. These could be seen in these following descriptions. When the teacher explained a new material, the students looked confused. Actually, they did not understand what the teacher said. Thus, they decided to do another activity such as drawing and making unimportant notes in their books, disturbing other friends and talking with friends, instead of listening to the teacher’s explanation.
Some students liked walking around the classroom during the teaching and learning process. Moreover, the students did not take a note of the teacher’ explanation, whereas in fact they did not have good ability to memorize the materials they had go t. When the teacher asked the class, only certain students answered. In the discussion session, only active students participated in the
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4 teacher asked the class. These indicated that the students did not pay much attention during the English teaching and learning process.
After investigating further by conducting some interviews, the researcher found out the root of these problems, which could be categorized as an internal factor and an external factor. The internal factor was that the students had been lack of motivation to learn English because in their minds they considered English as a difficult and confusing subject. The external factor was that the teaching and learning process lacked variations.
Concerning that, the researcher concluded that the low learning output was not merely caused by the teacher who delivered the material, but it was also caused by the students themselves as subjects of learning. Therefore, it was needed to improve the teaching strategy which focused on learners’ improvement of their participations in the English teaching and learning process in order to
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5 research of some experts. They say that songs and games can encourage students to sustain their interest in the English lesson. According to Lewis (1999) games can make unmotivated student interested. Similarly, Wright, Betteridge, & Buckby (2006) state that using songs and games in the teaching and learning process can increase interest toward language learning. Moreover, songs and games also create an environment that is conducive to learning. The last but not least, the researcher have had many teaching repertoire about songs and games that would be useful to be implemented.
The researcher made plan which consisted of two actions. First action was implementing songs in the beginning of the English lesson. The second was implementing games in the middle of the English lesson. Songs can be conducted in the beginning of a lesson as teaching strategy to capture students’ attention at the start of a lesson. Thus, the students’ interest can be maintained (Burden and
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6 research was conducted through classroom action research in SMP BOPKRI 2
Yogyakarta. Third, this research focused on using songs and games to increase the
students’ participation in the teaching and learning process.C. Problem Formulation
This thesis would like to address a question. How can songs and games increase students’ participation in the teaching and learning process in the seventh grade of SMP BOPKRI 2 Yogyakarta?
D. Research Objective
The writer wrote this classroom action research thesis with the aim to describe the planning, implementation, and evaluation of the implementation of songs and games in the teaching and learning activity to increase the students’
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7 learning process in the classroom. Second, by implementing songs and games in the English teaching and learning process, the researcher expects that it will be useful for the students to increase their participation in the English teaching and learning process so that their academic achievement will increase. Third, the researcher expects this thesis would give contribution to the next research to investigate further about this thesis, hoping they can design materials for seventh grade students of Junior High School which contain songs and games.
F. Definition of Terms
1. Songs
Songs discussed in this classroom action research are language songs. As the name implies, language songs provide lessons for the students which are educative, cheerful, and engaging (Cebula, 2003).
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3. Students’ Participation
Peterson (1992:12) states that students’ participation is involving students in doing things and thinking about what they are doing. It is students’ involvement or taking part in the teaching and learning activity in the class. The students must do more than just listen to the teacher. They are expected to bring textbook, read the textbook, take notes, do the task, answer the teacher’s question when the teacher asks the class, ask the teacher about the unclear material, and so forth.
4. Seventh Grade Students of Junior High School
Seventh grade students of Junior High School are students whose age is around thirteen to fourteen. They are considered as adolescents (Thornburg, 1982: 7). Seventh grade students of Junior High School mentioned in this thesis refers to students who are taken from class 7A, one of seventh grade classes in
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9
CHAPTER II REVIEW OF RELATED LITERATURE This chapter elaborates the theoretical description regarded to this
classroom action research problem, namely using songs and games in the English teaching and learning process and its implementation for seventh grade students of SMP BOPKRI 2 Yogyakarta. Also, it provides theoretical framework which summarizes all major relevant theories to solve the research problem.
A. Theoretical Description
In this theoretical description, the researcher discusses the theories related to the research conducted for the seventh grade students of SMP BOPKRI 2
Yogyakarta. They are English and the English Teaching-Learning Process,
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10 school subject and it may be necessary to pass an examination in English to enter universities. Therefore, English is still regarded as an important subject.
a. English as a Foreign Language
Crystal (2003) states that a foreign language (FL) is a non-native language taught at school and has no status as a routine medium of communication in that country. In Indonesia, English is regarded as a foreign language. According to Simatupang (1999) as cited by Lauder (2008), English has no wide use in society of Indonesia. Also, it is not used as a medium communication in officials like government, the law courts, and the educational system and it is not accorded any special status in the country’s language legislation. English is only learned at school and not used in daily life. Nevertheless, it is still seen as priority, as the most important foreign language to be taught.
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11 guiding someone in the study of something, providing someone with knowledge, and causing someone to know or understand.” In short, teaching can be defined as an activity to give someone knowledge and to train someone. In accordance with Brown, Gage (1964) as quoted by Brown (1987: 7) notes that teaching is guiding learner, enabling the learner to learn, facilitating learning, and setting the conditions for learning.
Brown (1987: 6) also states the definition of learning. He breaks down the components of the definition of learning as follows:
1. Learning is acquisition or “getting”.
2. Learning is retention of information or skill.
3. Retention implies storage systems, memory, and cognitive organization.
4. Learning involves active, conscious focus on and acting upon events outside or inside the organism.
5. Learning is relatively permanent, but subject to forgetting.
6. Learning involves some form of practice, perhaps reinforced practice.
7. Learning is a change in behavior.
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12 by study, experience, or instruc tion, taking place through the active behavior of the student, causing a relatively permanent change in a behavioral tendency, and the result of reinforced practice which takes place between the two kinds of participants: the teacher on one hand and the learners on the other.
2. Students’ Participation in the English Teaching -Learning Process
Peterson (1992:12) states that students’ participation is involving students in doing things and thinking about what they are doing. Thus, students’ participation is students’ involvement in teaching and learning process.
Students’ involvement is the core of the learning process. It is a crucial factor that determines the success of the learning process. Burden and Byrd (1999: 239) also state that securing and maintaining attention is an important responsibility. If students are not engaged in the learning process, it is possible
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13 impact on student personality, behavior, career progress, satisfaction, and achievement.
In summary, students’ participation is very crucial in the learning process. There will not be any learning if students are not involved. Students learn and grow from their experiences encountered during teaching and learning process.
3. Adolescents
Thornburg (1982) presents the age ranges of human development represent a span of time in which there is a shift an individual develops. The age range of adolescence is between 11 and 19 which is the time between childhood and adulthood.
a. Characteristics of Adolescents
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14 discipline matter, in that they tend to be disruptive. It is because in their ages, they search for their individual identity.
According to Thornburg (1982), adolescents experience the fear of failure, fear of doing the wrong things, and anxiety. Adolescence is the period when emotional state of anxiety arises. The anxiety sources such as irritability, uneasiness, depression, and sudden shifts of mood appear in the adolescence period.
b. Principles of Teaching Adolescents Brown (2007) explains some considerations applied to teaching adolescents.
First, the abstract operational thought is developing so adolescents can solve complex problems with logical thinking. Second, the attention spans are lengthening, but they can easily be shortened because of the diversions on a
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15 accepts the learners as persons of worth and respects their feelings and ideas. Third, the teacher seeks to build relationships of mutual helpfulness among the learners by encouraging cooperative activities. Similarly, Mackeracher as cited by Ausubel (1954) describes some of the conditions that are required for learning, which have enough time and freedom from threat. Learning activities need to include opportunities for developing mutually trusting relationships, encouraging learners, and reducing fear of failure.
Implementing various teaching methods which are encouraging and enjoyable would be useful for adolescents. Engaging them in an activity in groups, such as discussion and games, may help them built good relationship among peers and also motivate them to learn English better.
4. Songs
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16 learning. Adolescents can learn grammar, vocabulary, pronunciation, and other teaching materials provided in the songs.
b. The Significance of Songs in Language Teaching Barbu (2006) states that songs have two functions in language teaching.
First, songs provide pleasure. It reduces fear and anxiety toward language learning. If teaching and learning activity is done with pleasure, it will be good for students’ learning. Second, songs can help students to learn pronunciation, vocabulary, and other teaching materials. Similarly, songs have a lot of advantages in language learning, especially to help students to speak English and to pronoun the English words without the fear of making a mistake, as attention is not on any individual person.
Besides, songs can be used to maintain students’ interest. Burden and Byrd
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17 important part of language courses. Games can be either for practicing specific language items or skills or for more communicative language production.
a. Games in Language Teaching
There are many types of language games which can be applied in the teaching and learning process. Hadfield (1999) as cited by Deesri (2002) presents various types of language games. She divides language games into two types: linguistic games and communicative games. Linguistic games focus on accuracy, such as supplying the correct antonym. On the other hand, communicative games emphasize successful exchange of information and ideas. Correct language usage, though still important, is secondary to achieving the communicative goal.
According to Hadfield (1999) as cited by Deesri (2002), there are many kinds of communicative language games which can be carried out in the English
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18 over two cards at a time. By us ing their memory, they have to find a matching pair. Labelling games are the forth. These games are similar with matching games. Learners have to match labels and pictures. The fifth games are exchanging games. In these games, learners barter cards, other objects, or ideas.
These are like exchanging and collecting games. The sixth is word games. The example of word games commonly used is crossword puzzle and hangman. These games enable the students to enjoy playing with words. Spelling and writing are involved there. Next are board games. These games are in a form of boards. One of the most popular board games widely use is scrabble. The last are role play games. These games enable learner to perform in front of class. The learners play roles that they do not play in real life, such as a doctor, a tourist, an artist, and so forth. In these games the learners work in pairs or groups to make conversation with their own words. These eight kinds of games can belong to the other
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19 work individually. Pair work can be done by two students. It provides opportunities for more intensive practice. In some games which require four to six players, group work is essential. It enables the students to work cooperatively with other students. Sometimes, some games can involve the whole class which is called class work.
b. The Significance of Games in Language Te aching
According to Boocock and Schild (1968:18), the major function of games is to increase interest and motivation. They also state that games can generate great interest and involvement. When playing games, the players learn from their very participation in the game (Boocock & Schild 1968:19). In accordance with Boocock and Schild, Wright, Betteridge, & Buckby (2006) state that implementing games in the teaching and learning process can increase interest
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20 level of intellectuality he/she is. Similarly, Wright, Betteridge, & Buckby (2005) say that games add interest to what students might not find very interesting.
Sustaining interest can mean sustaining effort.
B. Theoretical Framework
As explained in the background and identification of the problem, students’ participation is one of the most important things in the students’ learning process, including their English teaching and learning process. The greater the students’ participation in the teaching and learning process, the greater will be the amount of student learning and personal development. But, in reality, according to the researcher’s experience in her formal schools and her teaching’s experiences, many teaching and learning processes lack students’ participation.
The subjects of the research are considered adolescents. Generally,
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21 Improving teaching strategy can carry out improvement of students’ participation in the English teaching and learning process. An improvement can be built through gradual changes through planning, implementation, evaluation, and reflection, so that success in the teaching and learning process can be achieved.
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22
CHAPTER III METHODOLOGY This chapter elaborates the methodology used in this research. It presents
research method, research participants, research setting, research instruments, data gathering technique, data analysis technique, and research procedure of this research.
A. Research Method
This research was classroom action research with aim to increase the students’ participation in the English teaching learning process in the seventh grade of SMP BOPKRI 2 Yogyakarta. This kind of research was a qualitative research which focused on understanding social phenomena from the perspective
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23 From the definition stated by Kemmis, classroom action research can be defined as a reflective study done by teachers which cures problems emerged in the classroom to improve the teaching and learning process in the class.
2. Aims
Based on the definition in the previous paragraphs, it can be stated that the aim of classroom action research is to improve. McNiff (2002) as quoted by PGSM emphasizes the basic of the conducting of classroom action research is to improve. In this case, the improvement is on the quality of teaching and learning process. Through this classroom action research, it is expected that the students’ participation in the English teaching and learning process in SMP BOPKRI 2 Yogyakarta can be increased.
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4. Procedure
The aim of classroom action research, which is to improve the quality of teaching and learning process, can be achieved by doing some alternative actions in solving the teaching and learning problem. It follows the research procedure of classroom action research. The research procedure is the descriptions of the activities involved in the action-research cycle. Kemmis and McTaggart (1982) as cited by Burns (1999) provide the spiral of cycle in the action research, namely planning, action, observation, and reflection.
According to Kemmis and McTaggart, in doing action research, the researcher has to develop a plan of action, act to implement the plan, observe the effects of the action, and reflect on these effects as a basis for further planning.
B. Research Participants
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C. Research Setting
1. School Setting
SMP BOPKRI 2 was a junior high school under shielded by BOPKRI foundation which stood for Badan Oesaha Pendidikan Kristen Repoeblik Indonesia. It was located at Jalan Sultan Agung No. 4, Yogyakarta. The total number of classes was six classes which consisted of two paralel classes each grade. Each class consisted of twenty to twenty six students of average. The teaching- learning process was carried out from 7.00 a.m. to 11.30 a.m every Monday, Tuesday, Wednesday, Friday, and Saturday and from 7.00 a.m. to 1.00 p.m. every Thursday.
The school had total 24 English hours. It was only handled by one English teacher. In the English teaching and learning process in class, the students used LKS and did not use any course books.
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This research used six instruments, namely human instruments, interview, questionnaire, observation, field notes, and tests.
Figure 3.1. Map of the class 7AW S1 S2 S3 S4 S5 S6 S7 S8 S9 S10 S11 S14 S15 T S12 S13 S20 S21 S18 S19 S16 S17
Note: W A whiteboard T A teacher’s desk S Students’ seats
D. Research Instruments
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2. Interview In this classroom action research, the writer used an unstructured or informal interview. According to Burns (1999:120) the unstructured or informal interview is free- flowing conversation process in which there is no preplanned question in a fixed order. The interview was not planned ahead of time. The writer used the subjects’ responses to decide on the next question.
The researcher conducted an informal interview to the students and the English teacher of SMP BOPKRI 2 Yogyakarta after the implementation of actions in every cycle. It is important to know the students’ feeling and changes toward the actions implemented in every cycle. Also, it is important to know the students’ condition during teaching and learning process in the perspective of teacher.
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28 open-ended form does not contains the alternative answers, so that the respondents can answer the questions freely. The first questionnaire used closed- ended questions in a format of scaled items. The respondents chose the answers indicating frequency. The researcher used open-ended form for the second questionnaires because the researcher wanted many possible answers from the respondents.
4. Observation Observation is an important part of this classroom action research.
Through observation, the researcher watches, monitors, and examines the teaching and learning process when actions are implemented. The researcher also uses checklists. Checklists are applied in observations by indicating the kinds of information needed to answer the questions. In this classroom action research, the
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29 Field notes consist of two kinds of materials, they are descriptive and reflective. Descriptive field notes are to provide a word-picture of setting, people, actions, and conversations as observed. The other one, reflective field notes are the parts that capture more of the observer’s mind, ideas, and concerns.