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INCREASING THE ADJECTIVE MASTERY THROUGH
SONG INSTRUCTION AT THE STUDENTS
OF SMP BANGUN CIPTA RUMBIA IN
THE ACADEMIC YEAR OF
2010/2011
BY:
DIAN PRAMITASARI
SRN. 06340089
MUHAMMADIYAH UNIVERSITY OF METRO
TEACHER TRAINING AND EDUCATION
FACULTY ENGLISH EDUCATION
STUDY PROGRAM
2011
1
INCREASING THE ADJECTIVE MASTERY THROUGH
SONG INSTRUCTION AT THE STUDENTS
OF SMP BANGUN CIPTA RUMBIA IN
THE ACADEMIC YEAR OF
2010/2011
AN UNDERGRADUATE THESIS
Submitted
as a Partial Fulfillment of The Requirements
for the S1 Degree at the English Education
BY:
DIAN PRAMITASARI
SRN. 06340089
MUHAMMADIYAH UNIVERSITY OF METRO
TEACHER TRAINING AND EDUCATION
FACULTY ENGLISH EDUCATION
STUDY PROGRAM
2
2011
CHAPTER IINTRODUCTION
1.1 Problem Background
English language is an important part of world, because by using a language
we can communicate and express our ideas. English is taught integrated within the
four skills, namely reading, speaking, listening, and writing, considering the
language components such as vocabulary, structure, and pronunciation. As we
know that vocabulary mastery are very important in learning English because
these are set a of rule that has to be mastered by the students in studying English
both oral and written form.
By mastering adequate vocabulary means that the learners understanding
the meaning of the vocabulary items and are able to use them correctly and
appropriately in sentence. So that the sentence has meaning.
Adjective is one kind of vocabulary according to Webber (1978), adjective
is a word belonging to one of the major from classes in any of numerous
languages and typically serving as a modifier of a noun to devote a quality of the
thing named, to indicate its quantity or extent, or to specify a thing as distinct
from something else. Most student think that studying is boring and they also get
confused to adjective and to use helping adjective.
English through song help English student study speaking, conversation ,
vocabulary, pronunciation, listening and grammar. It’s for anyone who enjoy
3
learning to speak English here and now program. It teaches conversation rules in
browsers in voiced dialogs student and is played offline in browsers. free song
lyrics and practice exercises are available on site. Studying in this sings kind of
way is fun! Lesson improve speaking skills in dialogs, pronunciation, listening
comprehension and sentence structure. Learn to speak, practice listening, develop
vocabulary. Research on the effects songs on learning has been in progress for
decades. When research on the Mozart Effect the theory that listening to Mozart’s
songs can temporarily improve performance, and perhaps even IQ is the fact that
ongoing songs education does help children across a wide range of criteria
including overall academic performance. The songs we sing provides vocabulary
enrichment, teaches tenses and plurals, uses poetic language, allows visualization,
and encourages good pronunciation. Though music we learn about ourselves, our
culture and that of others, science and math, creativity, jobs, the environment, and
emotion. Songs is used to help them understand concepts like high and low, fast
and slow, and start and stop.
Songs as a technique can give the students entertainment decide education
since it contains many ideas related to up-to-date situation. Students will have fun
in songs and in the same time they can also get new words from it. Text of songs
often brings certain themes and messages that are also related social issues in our
daily life. In reading text songs, student are also able to learn how to express their
idea and feelings and also learn human interaction.
Hopefully, by presenting songs with adjective or sentences inside song the
students ability in adjective will interest.
4
Based on the every it was found that see that from 35 students, only 13
students or 39.3% who reach the completeness standard study, therefore the result
of the study hoped at SMP Bangun Cipta Rumbia to fulfill the standard of
“Kriteria Ketuntasan Minimal (KKM)” is < 6.5.
Meanwhile, there are 60.6% students who get the score under KKM.
Considering the problem above, the researcher intends to do the research to
increasing students ability in mastery of adjective through songs and the result of
the observation at SMP Bangun Cipta Rumbia.
1.2 Problem Identification
1. Students are low in study adjective mastery.
2. Students are not motivated in studying adjective vocabulary.
3. The students get difficulties in doing test of adjective put in vock
1.3 Problem Limitation
The researcher limits the study at the increasing the adjective mastery
through song instruction at the students of SMP Bangun Cipta Rumbia in the
academic year of 2010/2011
1.4 Problem Formulation
Based on the background above, the researcher formulates the problem as
follows: Can song instruction be used to increase the students’ adjective mastery
at SMP Bangun Cipta Rumbia?
5
1.5 Research Objective
To find out whether songs instruction can be used to increase adjective mastery at SMP Bangun Cipta Rumbia
1.6 Research Scope
1. The subject of the research
The subject of the research are student’s of SMP Bangun Cipta
Rumbia.
2. The object of the research
The object of the research is the increasing the student’s teaching
adjective vocabulary mastery through songs.
3. The time of the research
The research will be hold the two years of 2011 academic year.
4. The place of the research
The research will be conducted at SMP Bangun Cipta Rumbia.
1.7 Research Benefit
The result of this research are expected:
1. As information for the teachers of English at junior level in helping the students’ especially in learning adjective vocabulary.
2. As contribution to the English teacher to use songs in teaching learning adjective vocabulary at Junior High School.
3. Giving contribution in the research improving students’ mastery in adjective through songs generally and at VIII grade of SMP Bangun Cipta Rumbia especially.
6
CHAPTER II
THEORETICAL FRAMEWORK
2.1 Previous Research Overview
Based on literature that be done by researcher in some libraries, many thesis
that observed about vocabulary, and here are some of the research the first :
“Increasing the student’s achievement in learning the vocabulary of adjective
through audio lingual method to the seventh year of SLTP N 1 Seputih Banyak,
East Lampung”. (Septa Alfiah 2008)
The distinction this research with previous research by Septa Alfiah is using
instruments to give treatments to the students in Septa Alfiah’s research. She used
audio lingual method to teaching vocabulary especially in adjective did not teach
the students directly to find the data because use to audio lingual method, low
motivation student to English learn. In this research found that me result of
learning process through audio lingual method has not yet achieve competence
minimal standard of this research. The failure can be seen from learning process
in 2 meeting. It happened because the teacher do not check students understanding
and did not explain clearly. So, some students were not clear in learning
vocabulary of adjective.
In this case the researcher found out some problems in teaching learning
activity. The students always face difficulties in learning vocabulary especially
7
using adjective. They feel afraid to make mistake. If the students want to master
vocabulary sufficiently. The students may be easier to obtain language skills in
speaking, vocabulary is used to construct good sentences. If they have used
improper sentences or utterance knowledge of vocabulary.
The second “Increasing the students’ achievement in the adjective through
picture to the seventh year of SLTP N 1 Rumbia, East Lampung”. (Eko
Andrianto, 2008)
The objectives of this research is to know whether the picture can increase
students’ vocabulary achievement in teaching learning process. She is using
picture as media to interest and motivate the students in increasing their
vocabulary.
The distinction of this research with all previous research overview above
are using method and apply the techniques of teaching vocabulary. The researcher
using songs to get attention in learning adjective vocabulary. By using the songs,
it can increase student’s mastery in adjective vocabulary and songs can make
student’s happy in class.
2.2 Theoretical Review
2.2.1 Concept of Adjective
Base on literature that be done by researcher in the some libraries,
many according to frank. According to Frank (1972:109) the adjective is a
modifier that has the grammatical property of comparison. It is often
identified by special derivational endings or by special adverbial modifier
8
that precede it. Its most usual position is before the noun in modifies, but it
fills other position as well.
According to frank (1972 : 109) classify the type of adjective as
follow :
1) Determiners: consist of a small group of structure words without
characteristic from.
a. Articles: the, a-an.
b. Demonstrative adjectives: this-plural these, that-plural those.
c. Possessive adjectives:
- From pronouns: my, your, one’s, etc.
- From nouns: John’s, the girl’s, etc.
d. Numeral adjectives:
- Cardinal: four, twenty-five, one hundred, etc.
- Ordinal: fourth, twenty fifth, one hundredth, etc.
e. Adjectives of indefinite quantity: some, few, all, more, etc.
f. Relative and interrogative adjectives: whose, what, which.
2) Descriptive adjectives: it usually indicate an inherent quality
(beautiful, intelligent), or a physical state such as age, size,
color. Some descriptive adjective take the form of:
a. Proper adjectives: a Catholic church, a French dish, a
Shakespearian play.
b. Participial adjectives
9
- Present participle: an interesting book, a disappointing
experience, etc.
- Past participle: a bored students, a worn tablecloth, etc.
c. Adjective compounds
- With participles: present participle: a good looking girl, a
heart breaking story, etc.
- With-ed added to nouns functioning as the second
element of a compound. The first element is usually a
short adjective: absent-minded, ill-tempered, tear-
stained, far-sighted, etc.
2.2.2 The concept of mastery
The progress of teaching and learning ideally is in order to the
material which is learned can be mastered by the students fully, it is called
“mastery learning”. It mean that “penguasaan penuh” This thing can be a
progress, if the teacher leaves the normal curve as success of teaching. The
UUD 1945 states that every Indonesian people get a chance to study as song
as life. KKPN “ Komisi Pembaharuan Pendidikan Nasional” states that our
education should be natural, wholly and united.
Natural means that education enjoyed by the people in the world.
Wholly means in older to get mobility between formal education and
informal education. So , education opens for life every Indonesian people.
The effort that can be done in learning mastery is in order to all,
almost all is noting. Whereas, the most of the student can master the
material complete, so eventually they can be given a higher score. The
10
successful of task a fresh neatly. The progress learning mastery avoids
frustration, failure, infer talent and positive attitude to lesson and
knowledge that give hope to the students that in the future they will study as
long as their lives in order to be able service in the word that always
change.
2.2.2.1 The Factor of Learning mastery
Most of education expects believes that a part of and even
almost all the student can master the material with the criteria as
follows:
1. A talent to learnt something
John Carrol states that the students have different Talent, but
he has opinion about talent as a different time which is needed to
master something . so, the different of talent is not determining
the mastery level as kind of material that has learnt, So ,
everybody is able to learn whatever subject until high limit as
long a given enough time.
2. The quality of lesson
Curriculum has become uniform for whole county, final
exam and test to enter in the school and university should make
some for whole of school. So, a book of lesson which is raised by
the center the lesson.
3. The capability to understand the lesson
If the student cannot understand what the teacher says or
exam plains and if the teacher cannot grow communication with
11
the students , the ability of student to master the material depends
on the ability to understand the pronoun of the teacher. On the
other hand, in order to the lesson can understood, the teacher
should fluent is using language and also able to understand the
material which is explained.
4. A diligence
The diligence is real from the time that given by students to
learn something need a sure total time. If the students have a time
less form the time that given to learn something , so they cannot
master the material time which is use to learn something should
be effective.
5. A available time to learn
The opinion of learning mastery is time factor that is very
assessable to master the sure material. With enough time
students are able to master the material. If the time avoided some
for all of the student, so the level of master is determined by talent
of the students.
Students can master the material with the criteria as follows
a talent to learnt something, the quality of lesson. The capability
to understand the lesson. A diligence, and available time to learn.
2.2.3 Concept of Songs instructional
In concept of songs instructional researcher take of base teory form
Doren many according to Doren (1980:220) states that song is short musical
work set to a poetic text with equal importance given to the musical and in
12
the words. It may be written for one or several voices and it is generally
performed with instrumental accompaniment. Redlich (1975:28) adds that
songs is short composition usually for one voice, based on lyrics poem.
The lyrics in the songs can reinforce one vocabulary, because the
sentences in the lyrics contain certain vocabulary that is useful in the
language learning. The words can be in the form of adjective. For example,
the song that was used by the writer in this research entitled is the lyrics of
that song contain some forms of adjective such as: in this research the
writer uses song lyric or text to introduce the vocabulary of English
language. The focus is on adjective.
The next base teory, the researcher take according form to the ward
(1985:187) points out that by using songs for teaching in the language class,
we are getting the students to do something that they would do in real life.
Many of our students may never have the opportunity to visit an English
speaking country but they are very much involved with British and
American pop music. Most English songs we hear on the radio or television
have not been produced for EFL learners and have not been recorded by
people with received pronunciation, so they are good way of exposing our
students to authentic language.
Based on statement above, songs are unforgettable. Songs are also
easy to learn and fulfill the purpose of teaching material that being learned.
The teacher can use the material of songs to introduce new vocabulary or
unfamiliar vocabulary meaningful context to students. Songs also can
reinforce the vocabulary students have already known. Then, songs can be
13
used to be practice good rhythmical phrasing. Therefore, the researcher
conducted a research entitled teaching student’s vocabulary ability in
adjective through songs in eight class at SMP Bangun Cipta Central
Lampung.
2.2.4 Song Related to Language Teaching
Teaching can become a big challenge. Since the teacher can vary the
material, he or she should be able to maintain the high level of motivation
and interest among learners.
‘Real life’ activities that can be brought into classroom. It does not
only improve the teaching the learning process, but also gives students an
interesting experience in English.
Monreal (1982:44) state that besides being enjoyable for both teacher
and students well-chosen song can provide an excellent practice in
pronunciation, stress, rhythm and intonation as well as sentence pattern and
vocabulary review. Horner (1993:35) adds that songs are fun. They are
motivating; they can be used to teach structure, pronunciation. They are
perhaps the leading reason for teenagers through out the world become
interested in English.
Papa and Lantorno (1979:viii) say that introducing song in the
classroom can solve most of the problems concerning motivation.
Moreover, song can be profitably, introduced by all teachers, whatever
method they use, and are easily available. Singing a song is certainly one of
the activities which generate the greatest enthusiasm and pleasant and
stimulating approach to the culture of foreign people. Of course, particular
14
attention has to be paid to the choice of the songs. Singing is an exceptional
teaching tool in fact students will take songs outside the classroom and will
go on performing them long after the lesson has finished, purely for their
own pleasure.
2.2.5 The Criteria of the Selecting Song
The researcher take base on literature that be done by gasser and
wuldman (1978 : 50). As the criteria of the selecting song. Gasser and
Waldman (1978:50) suggest some guidelines for choosing appropriate song
to be taught :
1. The teacher should be able to use song to teach at least one of the four
categories, namely: grammar, pronunciation, vocabulary and culture.
2. The teacher takes a popular song from west life groups.
3. The teacher just takes the song from American people not else.
4. The tune of the song should be easy and simple to learn. It will help if
the lyrics are repetitive. Beside that the lyrics should be as
representative as possible of standard spoken English.
5. It should not be necessary to change the lyrics to the students to enhance
their pedagogical value.
According to the criteria above, the researcher would like to say that
in selecting appropriate songs the teacher should be more selective, and
easy to learn. Looking back to criteria above, the researcher chooses the
song from that have the title here is the lyrics of the song.
15
Baby…. Baby
Sung by: Justin Biber
You Know you love me
I Know you care just shout whenever,
An Ill be there you are my love
You are my heart and I Will never ever ever be apart
Are why an item? Girl quit playing
“We are just friend”
What are you saying
Take another look right in my eyer
my first love broke my heart for the first time.
Oh baby … baby… baby
like baby, baby, baby oh … 2x
like baby, baby, baby oh …
Through you’d always be mine, mine
For you I would have done whatever
and I just can believe we aren’t together
and I wanna plat it cool, but I losing you
I’ll buy you anything, I’ll buy you any thing and
I’m in prices, baby fix me
I just shak me still you make me from this bad dream.
I’m going down, down, down, down…
And I just cant believe, my first love won’t be around
16
Luda. When I thirteen, I had my first love.
There was no body come be between.
Or can ever come above
She had me going crazy
Oh I was down
She make my hear pound
And skip a beat when I see her in the steet
And at school, on the playing around
But I real warning she hero a weekend
She knows she got me dazing?
Luz she was amazing
And how, my heart is breaking
But I just keep saying…
No I’m all gone 3 x
Yeah…. Yeah…. Yeah….
Now I’m gone… gone … gone …
I’m gone ….
This song is chosen because the lyrics of the song consist of
vocabulary, especially adjective, for example: First time, cool, down, bad,
dream, first love, crazy, and amazing. The lyrics of this song are also easy
to learn, and standard spoken English. With song the students do not only
learnt about structure but they learn some new vocabulary and find some
message or interesting stories in the song. So besides learning vocabulary
the students get knowledge about English.
2.2.6 Teaching Adjective Through Songs
17
Song is short musical work set to a poetic text equal importance given
to the musical and in the words (Doren, 1980:220). Songs are one of the
most enchanting and culturally rich recourses that can easily be used in
language classroom. Songs offer a change from routine classroom activities.
Songs are precious resources to develop students’ abilities in listening,
speaking, reading and writing. Songs can also be used to teach sentence
patterns, vocabulary, pronunciation, rhythm, adjective and adverb. As stated
by Lo and Fai Li (1998:8), learning English through songs also provides a
non threatening atmosphere for students.
Teaching vocabulary in adjective through songs can assist our
teaching of vocabulary while providing a relaxed atmosphere and motivated
students. Teaching vocabulary in adjective through songs are students
cantered, hence by using songs the teacher gives a chance to the students to
express themselves, enjoy themselves during learning and use the reserves
of their minds. Papa and Lantoro (1979:viii) adds that introducing song in
the classroom can solves most problem concerning motivation. Moreover,
songs can be profitably introduced by all teachers and easily evadible,
whatever method they use.
2.2.7 The Procedure of Teaching Adjective Through Songs
One of the ways to make the process of teaching in the class
successful is by making and applying the guidelines of teaching. Philip
(1993:95) states some general guidelines for doing actions songs in class,
they are:
18
1. Play or sing the song once or twice with the students just listening, so
that they begin to absorb the tune and rhythm.
2. Play and sing the song again and get them to clam the rhythm and the
tune to the music.
3. Get them to join the action with you.
4. Ask them if they can tell you what the song means from the actions
explain anything they do not understand.
5. Play the song again. The students join with the action, and sing along
with the words if they wish.
Based on some general guidelines for doing songs in class, the
researcher apply those guidelines to be teaching procedures as follows:
1. Asking the students about their favorite songs or kind of songs that
they often listen.
a. In this procedure teacher asks some of some students about favorite
music and song.
b. Students answer the question given by teacher.
2. Giving an example of song and playing the song in the class, students
just listen to the song, so that they begin to absorb the tune and rhythm.
a. The teacher plays the cassette and ask students to listen to the song.
b. The students listen to the song and try to absorb the tune and
rhythm.
3. Playing the song again and asking them to sing and giving a brief
account of the theme or story of the song in the students’ own
language.
19
a. The teacher plays the song once again and asks them to sing
together after playing the song and singing together the teacher
asks students to give a brief account of the theme or story of the
song.
b. The students listen to the song and sing together after that students
give a brief account of them or story of the song in their own
language.
4. Giving the students a copy of the song chorus one by one and ask the
students to fill the blank that have in the song chorus and discuss it
with their friends after that the teacher asks the students to read the
chorus aloud together with the teacher guide in order to give them a
correct pronunciation.
a. The teacher gives copy of the song chorus to the students and asks
them to fill the blank that have in the song chorus and discuss it
with their friends after that the teacher reads the chorus together
with students by singing the song.
b. Students fill the blank and discuss it with their friends after that the
students read the song chorus by singing the song.
5. Playing the song once again. They are asked to practice singing the
song together.
a. The teacher plays the song again and asks students to sing together.
b. The students sing together.
6. After singing together, the students discuss the song chorus describe
the patterns used.
20
a. The teacher asks students to discuss the song chorus and describe
the meaning that content in the song and also the patterns sentences
used in the song chorus.
b. The students discuss the song chorus that is giving by the teacher
and describe the meaning that content in the song and also the
patterns using.
7. Playing the song again and asking the students to sing once more.
a. The teacher plays the song once more and ask the students to sing
together.
b. The students sing the songs together.
8. Asking the students to make formulation of the pattern and practice
making sentences using the pattern.
a. The teacher asks the students to make formulation of the pattern
based on the song chorus that the students have discussed with
their friends and practice making sentences using the pattern that
they made.
b. The students make the formulation of the pattern based on the song
chorus that they have discussed with their friends and practice
making sentences using the pattern that they make.
9. If the students have achieved the target structure, the teacher discusses
it together with the students, than gives some practice as class
evaluation.
The process of acquiring the rules of adjective here was carried out
deductively. It means that at the first time, the teacher give a song which
21
consists of some patterns to the students. The discussion of adjective was
given at whilst activity.
2.3 Thinking of Framework
English lesson there are four language skill. Namely listening, speaking,
reading and writing. Considering the language components such as vocabulary,
structure, and pronunciation. Vocabulary has to be learnt by the students to master
the language well, but in fact many students still get difficulties in learning
structure especially in using adjective. Most students think that studying
vocabulary is boring song can be used useful aids in learning vocabulary and
pronunciation and song can make student fun in class. It can assumed that song
are intended to find out whether there is a better gain of student’s ability in
adjective after they are tough using song.
2.4 Hypothesis
Based on the frame of theories above, the writer proposed hypothesis as
follows: Songs give a chance to the students to express themselves, enjoy
themselves during learning and use the reserves of their minds. Songs are precious
resources to develop students’ abilities in listening, speaking, reading and writing.
Songs also reinforcement the vocabulary that students have already known.
“Teaching vocabulary through songs give a better gain to the students’ ability in
constructing the adjective”.
22
CHAPTER IIIRESEARCH METHOD
3.1 Research Design
Research method used is classroom action research, intended to increasing
students’ mastery in present continuous tense using miming group game.
According to Arikunto (2006: 91) explains that classroom action research is
reflecting in the activity that showed, and it is happen in the class.
The classroom action research will be conducted based on the one cycle
design. Each one cycle has for steps, those are:
1. Planning
2. Acting
3. Observing
4. Reflecting
By one cycle with another cycle has relationship. Each cycle is done in
three meetings, in 40 minutes (120 minutes).
The subject of classroom action research is students of class VIII6 at SMP
Bangun Cipta Rumbia. The research is chosen this class because most of the
students are low ability, especially in learning adjective. The research will be
conducted as follows:
23
24
Cycle I
1. Planning
Planning is first step in each activity, without planning the activity that
the research does will not be focus. The planning will be referents in doing
action here is step that the researcher can make in the planning.
a. The research prepares the lesson plan, the material and sentence in
rolled piece of paper.
b. The researcher identifies the problem and fined the cause of the
problem.
c. The researcher plans to give task and evaluation.
2. Acting
Doing the acting is the second step in the activity is the realization from
the planning that the research has mode. Without acting the planning is just
imagination that never been real. Here are the steps that the researcher does in
the acting
a. Ask the students some questions relate to the topic or give the breaking
ice.
b. The teacher divides the class into some group.
c. Choose a confident student and give them one of the pieces of paper.
They should mime one sentence in a rolled piece paper in front of class
until some one in their team guesses correctly.
d. The groups to quest correctly explain the formula of the vocabulary.
e. The teacher gives evaluation.
24
3. Observing
The observing is the activity of recording the event and the acting.
Based on the observing the research can determine when she is there anything
that their research has to be improves soon. Soon in order that the action can
achieve the aim of the research wants. The observing is done in teaching
learning process.
The researcher observes the students activity in teaching learning
process receded by using note. It is to know how the effective is miming
group game in this research of the observation. The assessor also assesses the
teacher performance in teaching learning process recorded by song.
When doing observation, the researcher is helped by collaborator. The
collaborator it self is one of teacher of SMP Bangun Cipta Rumbia, Central
Lampung.
4. Reflecting
The reflection is the fourth step that the research done. The researcher
will try to see and muse again something that the researcher has done. It is
also to know whether there is any effect to the students learning presses. By
reflecting the research will know the strength and the weakness from the
action that the researcher has done.
After comparing the score distribution of the score of pre test, process and the
post test. The researcher reviews and reflection students attitude and teacher
performance whether review is positive or negative.
25
Cycle II
According of reflection the first cycle above, so the second cycle will be
done. The improvement and development done in order that the first cycle run
well and the target wanted will achieve.
1. Planning
a. The researcher prepares the lesson plan the material.
b. The researcher prepares some expression in a rolled piece of paper.
c. The researcher plant to give the task and evaluation.
2. Acting
a. The teacher opening the class.
b. Ask the student some question relate to the topic or give the
breaking ice.
c. Divide class into two groups. Put the two sets of pieces of paper
face done on the task
d. Get a member of each group to come to the front of the class and
take a piece of paper from their groups pile. They should mime
reeling written on it until some one in their group guesses
correctly.
e. Then another member of the group should come to the front, take
the next piece of paper from the pile, and mime the feeling written
on it for the rest of the group to guess, and soon.
f. The first group finishes the places of paper is the winner.
g. The teacher reviews any problems the students and makes some
example of vocabulary using adjective.
26
3. Observing
The observing is the activity of recording the event and the action. Base
on the observing, the researcher can determine whether is there anything that
them researcher has to be improved soon in order that the action can achieve
the aim of the researcher wants. The observing is done in teaching learning
process.
The research observes the students activity in teaching learning process
recoded by using note. It is to know how the effective is miming group game
in this research of the observation. The assessor also assesses the teacher
performance in teaching learning process recorded by field note.
4. Reflecting
The reflecting as the fourth step that the research done. The research
will try to see and muse again something that the researcher has done it is also
to know there is any effect to the students in learning crammer especially
present continuous tense trough game.
After comparing the score distribution of the score of the pre test,
process and post test. The researcher reviews and reflects students’ attitude
and feather performance whether is positive or negative. For the model and
explanation the figure of cycle to every step the writer take it from the
Penelitian Tindakan Kelas book by Arikunto. Here are the steps or classroom
action research design.
Figure 1. The Cycle of Classroom Action Research
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By Hopkins (Arikunto 2008 : 16)
Based on Arikunto’s theory above, there are two cycles of classroom
action research. If the result of the cycle two is not success, the researcher
must continue the research into cycle 3.Based on figure 1 above, the cycle is
started from:
1. Planning
In this step, the researcher prepares the lesson plan, material, the
song method, and prepare the task to the students.
2. Acting
In this step, the researcher was carried out learning process through
song technique in the adjective, in order to increase students’
achievement. This research is done in class V111 of SMP Bangun Cipta
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Cycle I
Observing
Planning
Cycle II
observing
Reflecting Acting
Reflecting acting
?
Planning
Rumbia related to the schedule in the class. Action consist of 2 cycles,
each cycle has 3 meetings, and each meeting have 2 x 40 minutes. The
scenario of these meetings are follows:
a. Giving pre test
b. The teacher asks the students about the material(giving break ice).
c. The teacher explains the material starting from the difination,
function, and clarification or form of adjective. After that the teacher
commands to the students to make adjective.
d. In the next meeting the teacher command one of the students to
write the home work and check it together.
e. The teacher divides the students into some groups. Then the teacher
shares copy of songs chorus and command them to fill the blank in
text song and listen the song carefully.
f. The teacher and the students check and analysis the correct answer.
g. The teacher gives post test.
3. Observing
In this research, the observation is done in learning process relate as the
schedule. It is used to collect the data, the data is gotten from the activity
of the students result.
4. Reflecting
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The reflecting is done in order to observe the data that got from the
observation in each action. The result is for evaluation material and
reflection to the next research.
5. Revised planning
In this research, the researcher prepares lesson plan, paper task,
observation sheet, copy of song chorus, pieces of song sheet, song media
and post test.
6. Acting
Revision of the acting is done to seek a good result of the research such
as:
a. The teacher gives copy of the song chorus to the students.
b. The teacher commands the students to fill the blank chorus by
listening the song then, the teacher and the students check and
analysis that together.
c. The students gives pieces of song paper to each group and command
them to arrange the pieces by listen the song then stick it on the
wall. Then, the teacher and the students check and analysis that
together. After that the teacher gives reward to the winner.
d. The teacher commands the students to join with their group and ask
them to make adjective and analysis that. After finishing it, the
teacher commands each leader of the group to presentation their
result in front of the class and then the teacher and the students
check it together. After that, the teacher explains the material.
e. The teacher gives post test.
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7. Observing
Observing is done again to find out the result of good data of active
students’ motivation. This observation is done by Mrs. Septa Alfiah and
Mr. Eko Andrianto.
8. Reflecting
Reflecting will be done to get the data each action, if the result of the test
is not good so the research should continue the research.
From the figure of cycle of classroom action research above, the
researcher gives conclusion that, this research will give a good result if
using the song method. The students will be more interesting in learning
English especially in adjective. On Arikunto’s theory above, in this
research will be used the next one.
3.2 Research Variable
The subject of Classroom Action Research is thirty six students of class
V111 at SMP Bangun Cipta Rumbia. The researcher has chosen this class because
most of the students are low ability, especially in learning adjective. They also
have difficulties in expressing the idea.
In the Classroom Action Research, there are the investigated factors
consist of:
1. Students’ mastery to know meaning of song in learning English,
especially in learning adjective material.
2. Students’ achievement in learning adjective by using songs as media.
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3.3 Research Instrument
The research instrument for collecting the data is pre-test and post-test. The
researcher uses objective test: it is multiple choice (MC) test which using item
consist of four option (A,B,C), and since it is easy to correct and to give the score.
The material to be test is about adjective; the research uses 20 items for pre test
and post test.
3.3.1 Test Sheet
In this research of this researches administer two tests, pre test and
post test. The test are begin to know the students, achievement before and
after learning process. The kind of test is objective test consisting of 20
items, for each question in multiple choices. In which both pretest and post
test are 20 items the topic is about adjective.
3.3.2 Observation
Here, the observation doused on the student’s activity in vocabulary
especially adjective through game. The research teacher the students
directly in the class. The researcher wants to know how the students
respond to the method used by the teacher for the students in learning
vocabulary from the observation, the researcher can see the student’s
difficulties in following learning process vocabulary.
3.3.3 Interview Guide
Since the research subject of the interview of the interview ore
students’ junior light schools. The research does an informal interview to
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know the student’s opinions about the difficulties of memorize tense. To get
the result, the researcher uses notebook as an instrument. The function of
note is to write all of dialogue through the score data.
3.4 Data Collecting Technique
In order to collect the data the research used the following technique.
3.4.5 Giving the Test
1. Pre test
This pre test is given to 33 students in VIII.1 grade of SMP
Bangun Cipta Rumbia. The pre test is administered before the
treatment for 40 minutes. It is done to know the students’ mastery of
present continuous tense before being taught by using miming group
game method. The test used by the researcher is an objective test in
the form of multiple choices about the present continuous tense.
The numbers of item in the test are 20 with four alternative
answers for each (A, B, C, and D), one is the correct answer and the
rests are the distracters. The scoring system is that the load of each
correct answer is 5 points. So, if one participant answers all the
items correctly, she/he gets 100 points (20 x 5).
2. Post Test
This post test is given to 33 students in VIII.6 grade of SMP
Bangun Cipta. The pre test is administered after the treatment for 40
minutes. It is done to find out the students’ mastery of adjective
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after being taught by using song. Similar to the pre test, the post test
used by the researcher is an objective test in the form of multiple
choices about the adjective.
The numbers of item in the test are 20 with four alternative
answers for each (A, B, C, and D), one is the correct answer and the
rests are the distracters. The scoring system is that the load of each
correct answer is 5 points. So, if one participant answers all the
items correctly, she/he gets 100 points (20 x 5).
3. Observation
In order to make qualitative data the teachers and the students’
activities or situation and condition of class during teaching learning
process are observed. Evaluated and make notes on the observation
sheets process are observed considering on notes and data
observation the researcher knows the strength and weakness of
using miming group game to teach present continuous tense in
learning English language while teaching learning process. This
observation is done in 40 minutes and this observation is given for 7
students (3 students get high score 2 students get middle score and 2
students get low score) in VIII. grade of SMP Bangun Cipta Rumbia
3.4.5 Interview Guide
The interview guide is given for 7 students (3 students get high
score 2 students get middle score and 2 students get low score) in VIII.1
grade of SMP Bangun Cipta Rumbia. The interview guide is done in 40
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minutes and the form of interview guide is 10 items yes or no questions
paper to know the students’ responses and teacher’s opinion of the
implementation of teaching learning process through song for whole cycles.
The researcher gives some questions around the activities have been
done in the class focusing on the application of the song to teach adjective.
3.5 Data Analysis Technique
The data analysis in this research will be analyzed since action until
reflection and evaluation. Data analyzed is used and allure model. It contains three
steps those are reduction data, presentation data and conclusion data. Miles and
Hubermen (1992:20).
Reduction data is chosen as data analyzes simplification of data
transformation of data from the observation sheet. Presentation of data is the
collecting of information from observation has been presented collaboratively
between researcher, teacher and students in order to the data more accurately.
3.6 The Criteria of a Good Test
A good test should fulfill the criteria of having good validity, reliability,
difficulty level, and discrimination power.
3.6.1 Validity
A test can be said valid if the measure what it’s intending to
measure. To know the validity of test, the researcher emphasize on the
construct and the content validity. Content validity is the extent to which a
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test is a good reflection of what has been taught. Construct validity prefers
to underline theories that should be tested.
3.6.2 Reliability
Reliability refers to the extent to which the test is consistent score,
and give us an indication of how accurate the test score. The test can be
determined by using the “Pearson product moment formula”.
(Arikunto, 1997: 146) rxy = Coefficient reliability between odd and even number X = total number of odd numbered items Y = total number of even numbered items N = number of students X2 = square of xY2 = square of y∑x = Total score of odd numbered items∑y = Total score of even numbered itemsAfter the r is gotten, the following formula is:
(Arikunto, 1997: 156)
The criteria of the reliability are:
0.90 – 1.00 = high 0.50 – 0.89 = moderate0.00 – 0.49 = low
3.6.3 Difficulty Level
The following formula will be used to see the difficulty of the test:
By Farida (Oller, 1979)
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Where: LD : Level of difficulty R : the number of students who answers correctlyN : Total of the students
Criteria:LD < 0.3 : Difficult LD = 0.3 – 0.70: SatisfactoryLD > 0.7 : Easy
3.6.6 Discrimination Power
The discrimination power (DP) is the proportion of the high group
students getting the items correct minus the proportion of the low level
students who got the item correct. The following formula as follow:
(Arikunto, 1992: 223)
Where: DP : Discrimination PowerL1 : Number of upper group students who answer correctlyL : Number of lower group students who answer correctlyN : Total number of students
Criteria:DP : 0.00 – 0.19 = poor DP : 0.20 – 0.39 = satisfactory DP : 0.40 – 0.69 = good DP : 0.70 – 0.100 = excellent
3.6.5 Data Analysis of Activity
Based on using of learning song, the data is gotten from learning
process in the form of activity with indicator are:
1) Response to the teacher questions.
2) Answer the questions (oral and written).
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3) Giving attention.
4) Make notes.
5) Do the assignments.
The data activity is processed in percentage form with using formula:
Explanation: P = percentage F = activity frequency N = total students
3.6.6 Data of Analysis of Learning Result
Data of learning result is data gotten from the result of the test every
cycle, the cycle I and the cycle II with formula: score total of the students
from result of test.
To find out percentage level of completeness class, the researcher
compares percentage of thoroughness class before and after doing the
action.
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TABLE OF CONTENTS
TITLE PAGE.........................................................................................................iTABLE OF CONTENTS ....................................................................................ii
CHAPTER I INTRODUCTION 1.1 Problem Background..........................................................11.2 Problem Identification........................................................21.3 Problem Limitation.............................................................31.4 Problem Formulation..........................................................31.5 Research Scope...................................................................31.6 Research Objectives............................................................31.7 Research Benefit.................................................................4
CHAPTER II THEORETICAL FRAMEWORKPrevious Research Overview..................................................................................5Theoretical Review.................................................................................................6Thinking Framework............................................................................................11Hypothesis............................................................................................................11
CHAPTER III RESEARCH METHODResearch Program.................................................................................................12Investigated Factors .............................................................................................16Research Instrument.............................................................................................16Data Collecting Technique...................................................................................16Data Analysis........................................................................................................18Data Validity.........................................................................................................20The Indicator of the Success.................................................................................20
REFERENCES
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