Using songs and games to increase students` participation in the english teaching and learning process in the seventh grade of SMP BOPKRI 2 Yogyakarta.

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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

Adria Indah Putranti Student Number : 061214119

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY YOGYAKARTA

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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 I w ill shine to guide 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

You are loved

-J osh Gr oban-

I lovingly dedicate this thesis to

My wonderful family

My soul

, and

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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 solve this problem, the writer followed steps in classroom action research, namely planning, action, observation, and reflection. This problem was tried to be solved by two actions. The actions were (1) implementing songs in the beginning of the English lesson and (2) implementing games in the middle of the English lesson. These actions were implemented simultaneously in four cycles. This research was conducted in seven meetings. There were two meetings in each cycle, except in cycle 4 which only has one meeting.

In the data gathering, the writer used several instruments, namely human instrument, observation, field notes, tests, interview, and questionnaires. The first four instruments were conducted during the research, the other two after the research, and the last instrument before and after the research.

The result showed that the use of songs and games could help the students in Class 7A of SMP BOPKRI 2 Yogyakarta increase their participation in the English teaching and learning process. Songs with actions made the students happy. By making the students happy, it was easier to engage students in the learning process. The implementation of games with element of group work and competition increased the students’ participation in the English teaching and learning process in Class 7A SMP BOPKRI 2 Yogyakarta. They made the students more involved in the English teaching and learning process. Group work enabled the students to associate with their friends to help each other and to share ideas.

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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

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 mengajar Bahasa Inggris tergolong rendah. Untuk memecahkan masalah tersebut, penulis mengikuti langkah- langkah dalam penelitian tindakan kelas, yaitu perencanaan, pelaksanaan, pengamatan, dan refleksi. Masalah tersebut akan diselesaikan dengan dua tindakan. Tindakan tersebut adalah (1) menerapkan lagu di awal pelajaran Bahasa Inggris dan (2) menerapkan permainan di tengah-tengah pelajaran Bahasa Inggris. Tindakan ini dilaksanakan bersamaan dalam empat siklus. Penelitian ini dilaksanakan dalam tujuh pertemuan. Terdapat dua pertemuan dalam tiap siklus, kecuali dalam siklus keempat yang hanya dapat dilaksanakan dalam satu pertemuan saja.

Dalam proses pengumpula n data, penulis meggunakan beberapa instrumen, yaitu human instrument, observasi, catatan lapangan, tes, wawancara, dan kuesioner. Empat instrument pertama dilaksanakan selama penelitian berlangsung, dua instrumen yang lain dilaksanakan setelah penelitian, dan instrumen terakhir dilaksanakan sebelum dan setelah penelitian.

Hasil penelitian menunjukkan bahwa penerapan lagu dan permainan dapat membantu siswa di kelas 7A SMP BOPKRI 2 Yogyakarta meningkatkan partisipasi dalam proses belajar mengajar Bahasa Inggris. Lagu dengan gerakan membuat siswa senang. Dengan membuat siswa senang, akan lebih mudah untuk melibatkan mereka dalam proses belajar mengajar. Penerapan games yang berisi kerja kelompok dan kompetisi meningkatkan partisipasi siswa dalam proses

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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.

I would like to give my sincere thank to my major sponsor Carla Sih Prabandari, S.Pd., M.Hum., who supported me with her corrections, criticisms, and beneficial suggestions for my thesis. I also thank Mbak Dani and Mbak Tari

who have been very informative about administrative matters during my years of study in Sanata Dharma.

My sincere gratitude goes to the headmaster of SMP BOPKRI 2 Yogyakarta, Yulius, S.Pd., who had let me do the research. I could not have been able to ga ther the data if he had not allowed me to. I feel indebted for his kindness. I thank Ariaty Puji Lestari, S.Pd, the English teacher of SMP BOPKRI 2 Yogyakarta, as she had given me opportunity, freedom, and trust to conduct

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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 friends, and KKN friends, for the support and friendship that they have given to me.

I wish to express my lovely thanks to my beloved one, Arga Anggayasta, who is the light and pillar for me to keep struggling. He is the reason for my life. Thank to him for accompanying me so far in my best and sad time.

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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

D. Research Objective ……….. 6

E. Research Benefit ……….. 6

F. Definition of Terms ………... 7

CHAPTER II. REVIEW OF RELATED LITERATURE A. Theoretical Description ………... 9

1. English and the English Teaching-Learning Process ……….... 9

a. English as a Foreign Language ………... 10

b. English Teaching and Learning Process ………. 10

2. Students’ Participation in the English Teaching- Learning Process …... 12

3. Adolescents ………... 13

a. Characteristics of Adolescents ……… 13

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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

D. Research Instruments ……….. 26

1. Human Instrument ………. 26

2. Interview ……….... 27

3. Questionnaire ……… 27

4. Observation ………... 28

5. Field Notes ……… 28

6. Tests ……….…. 29

E. Data Gathering Technique ………..…. 29

F. Data Analysis Technique ………... 30

G. Research Procedure ………. 31

1. The Identification of the Field Problem ……….... 31

2. Determining Some Actions to Overcome the Field Problem ………….... 33

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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

3. Observation ………... 56

4. Reflection ………... 56

D. Cycle 4 ……….... 58

1. Planning ………. 58

2. Action ………...………... 60

3. Observation ………... 60

4. Reflection ………... 62

CHAPTER V. CONCLUSIONS AND SUGGESTIONS A. Conclusions ………... 67

B. Suggestions ……….. 68

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LIST OF TABLES

Table 3.1 Problems Related to the English Teaching and Learning Process in Class 7A ……… Table 4.1 Test Results of Four Cycles ……….

31 66

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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 ……….………….. APPENDIX B : Syllabus ………. APPENDIX C : Lesson Plans and Teaching Materials ………... APPENDIX D : Questionnaires ………... APPENDIX E : Interview Scripts ……… APPENDIX F : Observation Checklists ……….. APPENDIX G : Field Notes ………

73 76 90 141 147 161 178

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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 influential factor in the achievement of the learning output. The learning is not going well if the students do not participate in the teaching and 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. Thus, in order to get a better learning output, the English teachers have to increase students’ participation in the teaching and learning process.

Every teaching and learning process aims at reaching an improvement in learning achievement. In that process, the participation of both the teacher as the educator and the students as the learners is needed. In other words, in a

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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 were some problems needed to be solved, but the problems in the students’ participation was the most urgent to be solved. Moreover, results of many tests of Class 7A in SMP BOPKRI 2 Yogyakarta showed unsatisfying results. There were more than 50 % students of Class 7A got score fewer than the standard score 60. Through this classroom action research, it was expected that more than 75 % students in Class 7A participated in the English teaching and learning process and more than 75 % students in Class 7A got the standard score 60.

According to the several observations done by the researcher in the classroom, the students were categorized cognitively passive, but physically active. The students could be called cognitively passive if they were passive in

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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 discussion. Some passive students only acted as observers and let their friend did the task. As a result, they were not always ready to face examination so that they often got low scores for examination.

Results of questionnaires showed that the students’ participation in the English teaching and learning process was low. More than 50 % students often felt sleepy in class, more than 50 % students seldom listened to the teacher’s explanation, more than 50 % students seldom took note of the teacher’s explanation, more than 50 % students seldom asked the teacher about the unclear material, and more than 50 % students seldom answered questions when the

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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 maximize their learning achievement.

There are many teaching strategies which can be implemented to increase the students’ participation in the English teaching and learning process. They are game, song, discussion, group work, drill and practice, role play, presentation, and field trip. In this research, the researcher chose song and game to increase participation of Class 7A students in SMP BOPKRI 2 Yogyakarta.

The consideration of choosing songs and games was based on many factors. The first factor was based on interviews to class 7A students of SMP BOPKRI 2 Yogyakarta. They mostly said that they liked songs and games in the English teaching and learning activity. The second factor was based on the

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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 Byrd, 1999). The songs and games were treated as a track in one meeting. The track would be songs- material- games-evaluation in every meeting of English lesson. Following this track enabled the students to participate in the English teaching and learning process. Gordon (1999) explains that the appropriate time to conduct games was when students’ understanding and energy are at their best. Thus, the researcher inserted games after the material was explained.

B. Problem Limitation

This research was limited to the three matters. First, the participants were twenty one students of Class 7 A in SMP BOPKRI 2 Yogyakarta. Second, the

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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’ participation in the English teaching and learning process in the seve nth grade of SMP BOPKRI 2 Yogyakarta. It shows the planning, implementation, and evaluation which are conceptually and theoretically most appropriate for seventh grade students of SMP BOPKRI 2 Yogyakarta.

E. Research Benefit

This research is expected to give benefits to some parties. First, the researcher expects this thesis would give contribution to the English teachers of SMP BOPKRI 2 Yogyakarta. This classroom action research is expected to be used as a means to increase students’ participation in the English teaching and

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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).

2.Games

Games in this thesis are language games. Language games are more than activities which aim to break the ice between students or kill the time. Jill Hadfield (1990) as cited by Deesri (2002) gives the definition of games as a form of play concerning rules, a goal, and an element of fun. In other word, games are done to get the learner to use the language in the course of the game. Thus there are two important elements language games must have, namely fun and learning.

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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 SMP BOPKRI 2 Yogyakarta which consisted of twenty one students: eleven girls and ten boys.

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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, Students’ Participation in the English Teaching- Learning Process, Adolescents, Songs, and Games.

1. English and the English Teaching-Learning Process

According to Crystal (2003), in the minds of many people, English is considered a world language and is dominant in all six continents. Because of its status as a world language, as Richards (1987) as cited by Crystal (2003) asserts, in many countries where English is not an official language, English might still have a significant role to play. English is now a language which is most widely taught as a foreign language in many countries. English may be an important

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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.

Nababan (1991) states that in Indonesia’s education, the function of English language is as a “library language”. It is because most of the books and scientific materials in the libraries are in English. It is about 80 per cent of the books in a university library are in English. Therefore, English are taught in the secondary schools for practical purpose of preparing the students enter universities.

b. English Teaching and Learning Process

According to Brown (1987: 6), teaching may be defined as “showing or helping someone to learn how to do something, giving someone instructions,

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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.

Thus, according to Brown learning is not only the activity of obtaining knowledge, but also maintaining information and skill someone obtain. Also, learning contains the value of the force to change in behavior. It includes the values of someone’s attitude.

In summary, teaching and learning cannot be defined apart from each other. Teaching may be defined as giving someone knowledge, guiding someone in the study of something, providing someone with knowledge, causing someone to know or understand. What is learned is not merely information or knowledge, but also an expression of values and attitudes. Also learning is a highly individualistic experience of acquiring or getting knowledge of a subject or a skill

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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 that they will not learn the material and it is possible that they will be left out the lesson.

In accordance with Burden and Byrd, Astin (2003) states his “Involvement Theory” that “the greater the students’ involvement in college, the greater will be the amount of student learning and personal development.” According to him, students’ involvement or participation is defined as the amount of physical and psychological energy the students devote to the learning experience and the time and effort spent by the students in activities that relate directly to their learning. Astin also explains that the involvement will not only improve students’ abilities to persist towards their educational goals, but also intensify the developmental

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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

According to Brown (2007:106), adolescents are an age of transition, confusion, self-consciousness, growth, and changing bodies and minds. It is because they are in between childhood and adulthood who reach the age of puberty.

The characteristic of adolescents discussed in this thesis is limited to the emotional development which affects the adolescents’ learning. Ausubel (1954) states that adolescent students are frequently moody. They can be happy and bright one day and depressed the next day. Also, many adolescents find themselves bored, indecisive and unmotivated. Moreover, they have problem with

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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 adolescent’s life. Third, varieties of sensory input are still important. Fourth, factors surrounding ego, self- image, and self- esteem are at their peak. Adolescents are very sensitive. What the teacher has to do is to keep self-esteem high by avoiding embarrassment of students, affirming students’ talents and strengths, allowing mistakes to be accepted, and encouraging group work.

In the principle of effective teaching for adolescents, Ausubel (1954) describes the learning environment which is suitable for teaching adolescents. First, the teacher provides physical conditions that are comfortable, such as seating, ventilation, lighting, decoration, and so forth. Also the teacher should provide environment which is conductive to interaction. Second, the teacher

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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

a. Songs in Language Teaching

Implementing songs is a kind of activity which is motivating for adolescents in language learning. Cebula (2003) states that adolescents’ interest derives from the pleasure given to them by a particular activity. The activity like conducting songs during the lesson are regarded as a pleasing activity for most students.

Teaching adolescents through songs, however, is not the same as teaching small children. Cebula (2003) says that children usually like singing, role playing, and acting out dialogues, but they pay attention to playing, not to learning. Even if a teacher corrects some important mistakes, they do not feel uncomfortable, because the song is the most important. In teaching adolescents, songs are parts of

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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 (1999) state that conducting songs can capture students’ attention at the start of a lesson. In addition, conducting songs in the beginning of the lesson is the good idea as a teaching strategy.

5. Games

Games play a range of roles in the language teaching. Traditionally, games have been used in the language class as warm- ups at the beginning of class, fill-ins when there is extra time before the end of class, or as an occasional bit of interest motivated into the language teaching to add variety. All these are fine. Lee (1979) and Uberman (1998) state that games can also represent a more

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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 lesson. The first is information gap games. In these games, one or more learners have some information and other learners do not. There is a need to communicate and transfer the knowledge. So the other learners can complete a task. Second games are guessing games. These games are slightly similar with information gap games. The most popular example is 20 Questions. One learner thinks of a famous person, place, or thing and the other learners can ask 20 Yes/No questions to find clues in order to guess who or what the learner is thinking of. The third are matching games. In these games, learners have to find a match for a word, picture, or card. The rule is that learners place 20 word cards, for example, which consist of 10 pairs. Those cards are placed face down in random order. Each person turns

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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 categories. Also, these are flexib le. There are various language teaching materials which are appropriate with these games.

Lewis (1999) divides games based on the characteristics of the games into two, namely rousing and settling games. The movement games and competitive games are types of rousing games. Rousing games make the adrenalin going. Settling games, on the other hand, calm the class down. The example of settling games is board games.

Wright, Betteridge, & Buckby (2005) classify 4 types of games based on the opportunity for every student to use the language, namely individual work, pair work, group work, and class work. Individual work requires the students to

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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 toward language learning. Games also create an environment that is conducive to learning. It is preferable because students can learn the learning material easily and happily. It can arouse students’ motivation to learn and get involved in teaching and learning activity.

Besides, Wright, Betteridge, & Buckby (2006) state that games provide a context for meaningful communication. If the games are in groups, students can communicate about the game with other members. It can improve interpersonal relationship with others.

Games may have a special value for the slow and unmotivated students. (Boocock & Schild, 1968:19). Everybody can follow games, no mater of in what

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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, adolescents are easily bored. They need various activities to get them involved. They also show anxiety and fear toward English lesson. These attitudes are regarded as enemies of learning. Thus teaching and learning process should provide enjoyment and relaxation which can help adolescents learn without anxiety and fear.

As explained in the literature review, songs and games are expected to increase students’ interests and motivations in the English lesson. Thus, later on, they can increase students’ participation in the teaching and learning process.

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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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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 of the human participants in the study.

What follows are the definition, aims, characteristics, and procedure of classroom action research.

1. Definition of Classroom Action Research

Stephen Kemmis, as cited by Hopkins (1993: 44) states that action research is “a form of self-reflective inquiry undertaken by participants in a social(including educational) situation in order to improve the rationality and justice of (a) their own social or educational practices, (b) their understanding of these practices, and (c) the situations in which practices are carried out”.

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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.

3. Characteristics

According to Burns (1999:30), there are four characteristics of classroom action research. First, classroom action research examines problems occurred in specific situation because it is conducted in a small scale, in this case problems faced by the teacher in class. Second, it provides changes and improvement since there are evaluation and reflection within its process. Third, it builds collaborative cooperation between colleagues, practitioners, and researchers. Fourth, it brings a force for changes.

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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

This research involved 21 participants. The sample was taken from class 7A, one of the seventh grade classes in SMP BOPKRI 2 Yogyakarta which consisted of 21 students: 11 girls and 10 boys. The consideration of choosing the seventh grade students was that the seventh grade was considered as beginning level of language learners so there is a need to increase their motivation to learn English. Moreover, if they are motivated and interested enough, they would increase their literacy to maximize their learning process in preparing them to the higher level of education.

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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.

2. Class Setting

The total number of students in class 7A was twenty one consisting of ten male and eleven female students. English lesson was carried out two times a week with four total class hours and duration of forty minutes per class hour. Here it is the map of the class 7A

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D. Research Instruments

This research used six instruments, namely human instruments, interview, questionnaire, observation, field notes, and tests.

1. Human instrument

In this classroom action research, human instrument here is the writer who also acted as the researcher of this research. Guba and Lincoln (1981) state that the researcher is considered as human instrument because during the research the researcher experiences dynamic situation during the teaching and learning process which can easily change at times.

Figure 3.1. Map of the class 7A

S1 S2

S3 S4

S5 S6 S7

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

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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.

3. Questionnaire

There were two kinds of questionnaires used in this research. They were distributed to twenty one students of Class 7A SMP BOPKRI 2 Yogyakarta. The first was to know the students’ participation in the English teaching and learning process. The second was distributed after the implementation of the actions to know the students’ feeling toward the actions implemented, the advantages of the actions implemented to the students, and the suggestions for the actions implemented. According to Ary et al (2002), there are two question formats of questionnaires, namely closed-ended questions and open-ended questions. A close-ended form contains the questions and the alternative answers. Whereas, the

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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 writer provided some conditions in regard to the students’ participation indicating the students’ behaviour in the classroom. It is used to measure the improvement of students’ participation in the English teaching and learning process in Class 7A of SMP BOPKRI 2 Yogyakarta.

5. Field notes

According to Bogdan and Biklen (1982), field notes are the written account of what the researcher hears, sees, experiences, and thinks in the course of collecting and reflecting on the data in a qualitative study.

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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.

In this research, descriptive field notes are used to record the responses and participation of the seventh grade students of SMP BOPKRI 2 Yogyakarta toward the actions implemented in the classroom.

The format of field notes is as follows: Meeting : ...

Title of Song : …

Activities Students’ Responses

Name of Games : …

Activities Students’ Responses

6. Tests

Tests are used to measure the students’ understanding of the material the students have got. In this research, tests were conducted in the end of every cycle to measure the students’ learning achievement.

E. Data Gathering technique

First step of data gathering was through observation. The writer observed the teaching and learning process in SMP BOPKRI 2 Yogyakarta. The observation focused on students’ participations during teaching and learning activity. During the observation, the writer could obtain data from observation

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checklists. The data gained through observation checklists were in a form of lists of students’ behavior in regard to students’ participation during teaching and learning process.

The next step of data gathering was conducting interview and questionnaires. The data gained from interview and questionnaires were in a form of recording and written. After experiencing the actions, the students were asked about their feeling and participation in the English teaching and learning process in Class 7A in SMP BOPKRI 2 Yogyakarta.. The writer also distributed questionnaires to them in regard to their participation. Then, in order to make the data valid, the writer did a triangulation by comparing the data from the observations and the data from interview and questionnaires.

These steps of data gathering aimed to find out feelings, opinions, hopes, suggestions, and obstacles of Class 7A students in SMP BOPKRI 2 Yogyakarta in regard to their participation in the English teaching and learning process.

F. Data Analysis Technique

After collecting the data, the writer analyzed the data. The data were analyzed through data triangulation. Elliot (1991) states that data triangulation is a method which brings several evidences to be compared and contrasted. Data triangulation is an approach to data analysis that synthesizes data from multiple sources. The data were collected through observation, field notes, interview, and questionnaire. Thus, the writer thinks it is essential to use data triangulation to check the reliability and validity of the research. Thus, there are two perceptions,

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which is students’ perceptions and researcher’s perception. The writer compared and contrasted data gathered from field notes, interview and questionnaires. Then it came into conclusion.

G. Research Procedure

Research procedure of classroom action research is preceded by the identification of the field problem and determining some actions to overcome the field problems. After these two processes were done, the researcher implemented the actions.

1. The Identification of the Field Problem

The problem identification process was done by observing, interviewing, and distributing questionnaires before this research was conducted.

First, the researcher did several observations during the English teaching and learning process to know the real condition in the seventh grade students of SMP BOPKRI 2 Yogyakarta. During observations, the researcher found eleven problems related to the English teaching and learning process in Class 7A. The problems can be seen in the table below.

Table 3.1. Problems Related to the English Teaching and Learning Process

in Class 7A

No Problems

1. When the teacher came to the class, the students were still not ready to study.

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2. When the bell rang, many students were still outside the class. 3. Students often made noise in class

4. Students talked to each other when the teaching and learning activity was still going on.

5. Students went out of the classroom when the teacher was out for a moment 6. Students walked around the classroom when the teaching and learning

activity was going on.

7. Students often made up something for fun in answering the teacher’s questions.

8. Students did not pay any attention when the teacher explains in front of the class.

9. Students often came late to class so that the teaching- learning process was disturbed.

10. Students played with their classmates when the teaching- learning process was going on.

11. Students often did not do their homework.

The researcher then did interview and distributed questionnaire. Interview was done to obtain the students’ opinions about things related to the English teaching and learning process, including the problems they faced. Questionnaires were also distributed to the students to complete the data about their problems and their characteristics.

From the identification process could be concluded that the problem faced by the seventh grade students of SMP BOPKRI 2 Yogyakarta was related to the students’ participation in the English teaching and learning process. They lacked participation in the English teaching and learning process in the classroom.

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The researcher also analyzed the root of the problem so that it would help in finding the solutions. The researcher found that the students’ low participation was caused not only by the students’ characteristic itself, but also the teaching and learning process. The process of learning did not have any variations so they were easy to get bored.

The interview showed that many students considered English as a difficult subject. Because they found it difficult to learn English, they became not care so they did not do their homework, they often made noise in class, they got sleepy in class, they did something for fun, they disturb other friends, they did not pay any attention to the teacher explanation, and the sort of things.

The main point was that the problem faced by the 7A students of SMP BOPKRI 2 Yogyakarta was the participation in the English teaching and learning process was low. Thus, it needed some actions to solve the problem.

2. Determining Some Actions to Overcome the Field Problem

After the problem was identified, the researcher then formulated two actions. The actions were:

1. Implementing songs in the beginning of the English lesson 2. Implementing games in the middle of the English lesson

The track would be songs-material- games-evaluation in every meeting of English lesson. The researcher hoped this track would make the students hearts-on, minds-hearts-on, and hands-on. Thus, they students could obtain not only knowledge but also happiness in the English teaching and learning process. The researcher

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believed that by involving the students both physically and mentally, it would improve the students’ learning achievement.

Songs were implemented in the beginning of the lesson. It aimed to maintain the students’ interest toward the lesson. As Burden and Byrd (1999) states that songs can be conducted in the beginning of a lesson as teaching strategy to capture students’ attention at the start of a lesson. Besides, it can introduce the material and energize the class. It was hoped to give picture of the material to the students so the student could be readier in digest the material. By implementing songs the students were hoped to be easier to go deeper into the material.

Games are conducted after the material being explained because at that time the students’ understanding of the material was at best. It was hoped the students could understand the material more through the games (Gordon, 1999).

3. The Implementation of the Actions

After formulating some actions to solve the problems faced by the seventh grade stud ents of SMP BOPKRI 2 Yogyakarta, the researcher implemented the actions. This research was done in four cycles. Each cycle was conducted in two meetings. The actions implementation was conducted from February to March 2010 in Class 7A. There were two meetings each week, on Tuesday and Friday. Each meeting was carried out at least eighty minutes. In implementing the actions, the researcher took turn with the teacher to be the teacher and the observer. In the first meeting of each cycle the researcher acted as the teacher and the teacher

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acted as the observer. In the second meeting, it was the researcher who would be the observer, while the teacher implemented these actions.

In this research, the researcher followed steps in classroom action research namely planning, action, observation, and reflection. Kemmis and McTaggart (1988) as cited by Burns (1999) say that there are four major steps in classroom action research, namely planning, action, observation, and reflection. What follows are the description of each step outlined by Kemmis and McTaggart and also the design.

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a. Planning

In this stage, the researcher planned two actions, namely using songs and games that would be carried out to increase the students’ participation. The planning process included description of action planning, description of how to implement the actions pla nned, the changing plan was going to be done, what were going to be done, who were going to do the actions, when the actions implemented, and how to do the actions.

b. Action and Observation

In this stage, the researcher implemented the actions planned and did observation of the actions planned. In the Kemmis and McTaggart’s model, acting and observing are not treated as separate component of classroom action research. These two components are done simultaneously. When actions are going on, the observations must follow.

In this research, when the actions were conducted, the observation was also conducted as well. The observation was needed to record the effects of the actions implemented, and the changes it made. The observation was limited to the data needed which based on the plan. In doing this step, the researcher used field notes and interviews.

c. Reflection

This step involved the analyzing and the concluding of the actions implemented. It was needed to review how successful the changes were. When

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the actions were considered successful, it could become one of way that could be carried out to improve the students’ learning. When the actions were considered failed, it needed to be recycled. In other words, the researcher had to begin a new reflective cycle. It needed re-planning, action-observation, and reflection and so on until it got a satisfying result.

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CHAPTER IV

RESEARCH FINDINGS AND DISCUSSIONS

In this chapter, the research findings and discussions are discussed. The research findings describe the outcome after the researcher implemented the actions. They presents cycles of classroom action research. Each cycle consists of planning, action implementation, observation, and reflection. In this research, there were four cycles conducted. The discussions present interpretations of the findings.

A. CYCLE 1

1. Planning

After the problem faced by the seventh grade students of SMP BOPKRI 2 Yogyakarta was identified, the researcher made some plans. The actions were planned based on the problem identified so that it could overcome the problem. In this research, the problem identified was that the students lacked participation in the English teaching and learning process. Thus, the researcher made some plans to increase students’ participation in the English teaching and learning process.

The researcher planned to use songs and games in this research. Before implementing these two actions, the researche r consulted the English teacher about the song and games and also explained the procedure and what the researcher would do with these actions.

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In the first two meeting the topic was about asking about location. The teaching and learning process was described as follows:

a. In the beginning of the lesson, the song entitled Preposition Song was implemented.

b. After the today’s material was explained, the researcher conducted games in pairs. The game was Crossword Puzzle in the first meeting. In the second meeting, the game was Blind Map.

The following paragraphs are the descriptions of the song and games.

a. Song

The topic in the cycle 1 was about asking for location. In this topic, the students were expected to ask and give information about location of things. Therefore, it was essential to teach many kinds of preposition in advance so that the students could grasp the material easily. The researcher used a simple song entitled Preposition Song to teach students prepositions. Through this song, the students learned many kinds of prepositions. There were many prepositions found in this song. They were in, on, beside, next to, in front of, behind, between, under, and above.

This Preposition Song would be conducted for two meetings since the topic of the two meetings was the same. The teacher used pictures describing locations to make the prepositions clear to the students. The teacher sang while her hand pointed out the pictures. The students then sang together with the teacher.

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b. Games

In this cycle 1, the researcher used in-pairs games. In the first meeting, the researcher conducted game namely Crossword Puzzle. In the second meeting, the game Blind Map was implemented. The consideration of engaging the students to work in pairs was that the researcher hoped pairs work would maximize students learning. According to Wright, Betteridge, and Buckby (2006), pair work provides much opportunity for every student to speak and contribute in the games.

In the first meeting, the Crossword Puzzle entitled Where Are You? was implemented. This was a kind of word games. Word games enabled the students to play with words. Through this game, the students were expected to write many kinds of prepositions in a form of puzzle. To play this game, the researcher asked the students to work in pairs with their seatmate. Then, the researcher distributed the Crossword Puzzle to each student. The time allocation for this game was about fifteen minutes.

The second game was Blind Map. It was conducted in the second meeting of the cycle 1. The type of this game was information gap game in which the students needed to communicate and transfer the knowledge in order to complete the task. Through this game the students were hoped to be able to ask about location and explain the location of places to other students. The procedures of the game were described in this following. First, the teacher invited students to work in pairs with their seatmate. One would be student A and the other would be student B. Students A and B were given the same map, but different in giving blank in some locations. Student A and B had to complete the blank locations by

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asking information to their partner. Student A and B were not allowed to look at each other’ maps. It spent fifteen minutes to play this game.

2. Action

The actions were carried out as what the researcher had planned in advance. In the first meeting, the researcher acted as the teacher, while the teacher acted as the observer. In the second meeting, it was the teacher who acted as the teacher and the researcher would be the observer, but it was the researcher who always led the song and games. The first two meeting activities were described as follows:

1. The teacher greeted the class, asked about the presence of the students, delivered the competence, and introduced the material, namely asking about locations.

2. The teacher conducted song Preposition Song to begin the class and introduce the material.

3. The teacher explained the material

4. The teacher conducted games, namely Crossword Puzzle Where Are You? (meeting 1) and Blind Map (meeting 2)

5. The teacher gave tests to the students. (meeting 2)

3. Observation

After greeting, the teacher began the lesson by implementing song entitled Preposition Song. The teacher used pictures describing locations to make the

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preposition clear to the students. The teacher sang while her hand pointed out the pictures. During implementation of the song, some reluctant students did not sing. They only looked at the picture on the whiteboard. When they entered the end of each line of the song which required them to clap, they clapped noisily. They liked clapping hands instead of singing the song. Some students looked sleepy and spiritless. After singing, the researcher discussed the prepositions found in the song. The students paid attention to the discussion.

After implementing the song, the teacher explained the material. The material in the meeting 1 was asking about location of things around the class and home. In the meeting 2, the material was about asking about location of places. After that, when the students’ understanding was at their best, the teacher conducted games, namely crossword puzzle Where Are You? (meeting 1) and Blind Map (meeting 2).

The students’ manners in doing the games in the meeting 1 and 2 were quite similar. When the teacher moved around the class to check whether they did the task smoothly or not, some reluctant students surprisingly did not do the task. The teacher saw that their works were still blank. Two students were busy drawing things in their books and made unimportant notes in their books, while other students made noises in class. Meanwhile, some girl students did gossiping with their seatmate or friends sat in front and behind them. Some cheated their friends’ works. One student walked around the class without any guilty. When the teacher came to their seats and addressed them, they kept silent and continued

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doing the task. When the teacher walked away from them, they continued making noises.

Another problem emerged when the students did game in the meeting 2. There were four students who even did not know what they had to do with the task because they did not listen to the researcher’s instruction. These students always asked the teacher what they had to do with the task, when the teacher came to their seats. The teacher had to explain more and more to these students. But actually, the teacher had explained the instruction clearly in advance and always checked their understanding by giving questions “Do you understand the instructions, Students?” All the students always said “Yes”. What follows was the conversation between the teacher (T) and Student 1 (S1)

T : “Mengapa masih kosong?” (“Why is there still empty?”)

S1 : “Disuruh ngapain to Miss?” (“What do we have to do, Miss?”) T : “Tadi tidak memperhatikan ya, rame sendiri ya.” (“It seemed that you

did not listen to the instruction, right!”) S1 : “Enggak kok Miss.” (“No, I didn’t.”)

T : “Kalau tadi memperhatikan pasti tahu.” (“If you listened, you have known what to do)

Another problem emerged. The reluctant students liked cheating their partner’s map instead of taking turn in getting information. They were lazy to ask and give information.

From the observation done, it could be concluded that the actions in the cycle 1 were not quite successful. There were some problems in implementing

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songs and games to increase students’ participation in the English teaching and learning process. These problems will be explained further in the reflection.

4. Reflection

From the evaluation, it could be seen that there were three problems emerged when students did pairs work games in the cycle 1. The problem emerged in action 1 (song) was that using picture in song distracted the students’ attention. It made them not sing. In the action 2 (games), the problem happened was that pairs work games bored them. Many students did not do their game smoothly. The last problem but it was essential was that some students did not understand the instruc tion of the game, even though the teacher had explained the instructions three times or even four times in advance. It indicated that the students still did not focus on the teaching and learning process.

The implementation of song and games in the cycle 1 did not always run smoothly. The students were still passive. Their participation in the English teaching and learning process was still fewer than 75 %. The implementation of songs and games still made them feel bored because they only settled in their seat without physically movement. Pair works in the cycle 1 did not work smoothly as it expected. Many students did not do the task well. The researcher expectation that the students would learn better in pair works did not work. In the implementation, the researcher gave pair works games which could be categorized ‘settlers’. Settling games in the cycle 1 such as Crossword Puzzle and Blind Map bored the class. The students needed games which were more

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challenging. The students in Class 7A of SMP BOPKRI 2 Yogyakarta were categorized physically active. They did not stand to sit down on their chair for a long time. Thus, they easily got bored.

Results of interview showed that the students actually felt happy toward the implementation of songs and games. In the interview 1, 2, and 3 which can be seen in appendices, they thought that these two actions were fun and enjoyable. The implementation of songs and games made them interested to the English lesson. When the researcher asked a student who was categorized reluctant student, she found that the student was excited to join songs and games, but he was tired sitting on chair for a long time. Therefore, he liked walking around class when the teaching and learning process was going on.

The test result in the cycle 1 was not satisfying. Only thirteen students (60 %) got the standard score 60. The other eight students still got the score fewer than the standard score 60.

From the evaluation in this cycle 1, it could be concluded that the students felt happy toward the implementation of song and games, but the implementation of songs and games in the cycle 1 could not be regarded as successful. Finding out the problems happened in the cycle 1, the researcher would improve the implementation of songs and games in the second cycle in which she tried to solve these three problems. Hopefully, next cycle could be applied smoothly.

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187

Name of Games : TPR Games

Time : 15 minutes

Activities Students’ Responses

The teache r explained the procedure of the game.

The students listened and asked questions if they did not understand the procedure.

The teacher asked the students to work in the previous groups.

The students moved from their seat to find their group. They did it quickly, so it did not waste time.

The teacher led the game. A lot of laugh happened there. Many students did funny gestures and movements which made other students laughed. Especially when they found the combination of Verbs and Adverbs were funny to match each other, such as sing quietly, cry happily, sleep sadly, and many more. Surprisingly, when the game ended, they wanted to play once again. The teacher refused because of the limited time.

Meeting : 7

Title of Song : What do you do? Time : 5 minutes

Activities Students’ Responses

The teacher introduced a song entitled What Do You Do? Then she also demonstrated the song.

The students listened to the teacher and also paid attention to her.

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The teacher asked the students to sing the song together with movements like what the teacher demonstrated.

The students sang and did movement well.

Name of Games : Gamezone

Time : 15 minutes

Activities Students’ Responses

The teacher explained the game’s procedure.

The students listened to the teacher’s explanation. They also asked some questions if they did not understand the instructions.

The teacher chose the member of each group.

All agreed with their group. They enjoyed with their group. None protested.

The teacher led the game. All students looked happy. A few students looked shy to act out some actions and move their body. However, all students could give contribution to their group. They all cooperated well in their own group. Every member of the group supported each other. Each group beat other groups to be the winner of the competition.

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vii ABSTRACT

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 solve this problem, the writer followed steps in classroom action research, namely planning, action, observation, and reflection. This problem was tried to be solved by two actions. The actions were (1) implementing songs in the beginning of the English lesson and (2) implementing games in the middle of the English lesson. These actions were implemented simultaneously in four cycles. This research was conducted in seven meetings. There were two meetings in each cycle, except in cycle 4 which only has one meeting.

The result showed that the use of songs and games could help the students in Class 7A of SMP BOPKRI 2 Yogyakarta increase their participation in the English teaching and learning process. Songs with actions made the students happy. By making the students happy, it was easier to engage students in the learning process. The implementation of games with element of group work and competition increased the students’ participation in the English teaching and learning process in Class 7A SMP BOPKRI 2 Yogyakarta. They made the students more involved in the English teaching and learning process. Group work enabled the students to associate with their friends to help each other and to share ideas.

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viii

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ix ABSTRAK

Dalam proses pengumpula n data, penulis meggunakan beberapa instrumen, yaitu human instrument, observasi, catatan lapangan, tes, wawancara, dan kuesioner. Empat instrument pertama dilaksanakan selama penelitian berlangsung, dua instrumen yang lain dilaksanakan setelah penelitian, dan instrumen terakhir dilaksanakan sebelum dan setelah penelitian.

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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.

Using songs and games to increase students` participation in the english teaching and learning process in the seventh grade of SMP BOPKRI 2 Yogyakarta.

-J osh Gr oban-

I lovingly dedicate this thesis to

My wonderful family

My soul

, and

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