TEACHING STUDENTS’
VOCABULARY USING SONG
I.
INTRODUCTION
1.1. Background
of the Problem
English has been the compulsory subject that is taught and learnt from
elementary school until university. Students are expected to achieve four
skills: listening, speaking, reading and writing. Those four skills are closely
related and cannot be separated from each other. School Based Curriculum 2006
/Kurikulum Tingkat Satuan Pendidikan (KTSP) states that the purpose of teaching
English in elementary school is the student must be able to recognize a lot of learning
vocabulary in the English language both written and verbal to improve the
ability and knowledge in the
language.
Becker (1997; 2), This
study was designed to investigate whether learning English by using songs improve students' ability to recall and write
a wide range of vocabulary especially in SD Negeri 1 Fajar Baru Jati Agung South
Lampung. The purpose of this study was to determine whether there is a
significant increase of students' ability to remember, understand and write the
meaning of various vocabulary.
According Paul (1979 : 576 ) The
study findings suggest that the use of songs in the English language learning
can enhance students' ability to understand and remember a lot of vocabulary .
Calculation results of the hypothesis test showed that there was significant
improvement of students' ability to remember vocabulary after learning taught
using songs in English. According
Paul ( 1979 ; 9), this technique can be applied to teaching students in
learning vocabulary recall much . For researchers in the future, it is
recommended that they apply these techniques to facilitate the teaching of
English.
1.2.
Research of problem
In reference to the background of the problem stated above, the formulation of the problem is “Is there any significant improvement when using the
song in enriching student vocabulary in elementary school?”
1.3.
Objective of the research
In relation to the formulation of the problem, the objective of the
research is to find out if there is
a significant improvement of students ability to recall vocabulary after the
taught of vocabulary using song.
1.4. The Scope of the research
This research was conducted the research in SD Negeri 1 Fajar Baru, Jati Agung, South Lampung in the second half period of 2013/2014. Based
on School-Based Curriculum (KTSP), elementary school remembering vocabulary in English is very important because vocabulary is basic in learning english. This study focused on
improving students' ability
to recall vocabulary in English. The
sample of this study is two classes. Each class consists of 20-30 students. In this study, the
students were asked to listen to different types of songs in English, and students were
asked to recall and write down the words that have been heard. The researcher use
noun for his material, the reason why because noun is one of kind vocabulary
that should be mastered.
1.5. Method and Procedure of The Research
A.
Setting of The Research
In this research, the researcher used
a classroom action research. This research was done in SD Negeri 1 Fajar Baru, Jati Agung, in the second half period of 2013/2014. It was done based on
the problem faced by the students and the teacher when they were in class.
Based on the problem found by the researcher, the researcher examined the cause
of the problem and then found the solution for that problem.
The students of this school were not so active when they are
learning English. The students were only good at learning about language like
mentioning noun, but they
were not good at remind of noun. According
to the researcher’s pre-observation towards those students, the researcher
concluded that most of the students had limited vocabulary.
In this classroom action research,
the researcher acted as the observer; meanwhile the teacher of SD Negeri 1 Fajar Baru taught her own
students by Using Song Vocabulary Teaching
Learning. The researcher made the lesson plan and told the teacher what she
would perform in the class based on the lesson plan. So, during the research,
the researcher observed everything occurred in the classroom when they were
learning vocabulary.
B. General Description of The Research
The research was a classroom action
research which was conducted based on the problem faced by the students and the
English teacher. In doing the research, the researcher did collaboration with
the English teacher to improve the students’ vocabulary achievement using song.
While the teacher was applying vocabulary using song in the
classroom, the researcher observed the teaching learning process and made some
necessary points from that process. In that process, the teacher also held vocabulary test by asking the students to
remind noun of book.
After that, the teacher and the
researcher analyzed the result of the observation, and also the vocabulary test. The teacher and the
researcher also did reflection after knowing the result of the analysis. Based
on the analysis and reflection, it was decided whether the next cycle would be
held or not, and the next cycle would be focused on eradicating the weaknesses
in the previous cycle.
C.
Research Procedure
1.
Determining the population and sample The researcher chose SDN 1 Fajar Baru Jati Agung, South Lampung
as the population and sample of the research. There were two classes of the
first year. Each class consisted of 25-30 students. The researcher took two
classes, one as the experimental class and the other as control class as the
sample of the research. The researcher selected randomly in determining the
experimental class.
2.
Selecting the materials The materials that were used in this research were taken from the students’
handbook and based on the teaching and learning syllabus. The materials were
part of the integrated ones taught in normal classes, which were based on
School Based Curriculum 2006 (KTSP). Therefore, they were still in the same
topics of the other normal classes.
3.
Administering pre-testPre-test was administered to find out the students’ basic ability before
treatment. The students were answered of vocabulary test that consists of 35 questions in about 60
minutes.
4.
Administering post-testPost-test was administered to find out the improvement of the students’
ability achievement in vocabulary after having the treatments. The test was the
same as in the pre-test.
5.
Analyzing the test result
After the researcher got the scores of pre-test and post-test, certainly
the comparison between pre-test and post-test scores in vocabulary can be
appropriately found out.
D. Action
In this step, the teacher implemented
the material by using Multiple
choice test with english song while he was teaching Vocabulary. The teacher taught the material
about how to remembering the word if
learn with english song. In teaching, the teacher involved the students’
participation, so that the students would become more active in teaching
learning process. It was done in order to make the students familiar with what
they would do. Next, the teacher let the students to practice doing it in-group
of three. The researcher observed the situation in the class and made some
necessary notes.
E. Observation and Interpretation
The researcher observed the
activities happened in the classroom in every cycle and write the result of the
observation in the observation sheets. The researcher also interpreted the
result of the observation. This step was started when teaching learning process
was occurring.
F.
Analysis and
Reflection
In this step, the researcher and the
teacher analyzed the result of the Multiple
choice test of the students as the learning product. The researcher also
analyzed everything occurred in the teaching learning process based on the
observation sheets. It was done to find out the improvement after the teacher
implements Multiple choice test
using englis song in the classroom. In analyzing, the researcher
together with the teacher did reflection to discover the weakness and strength
of the implementation of Multiple
choice test using englis song, and also to know the problems faced by
both teacher and students during teaching and learning process. By doing so,
the researcher and the teacher knew what should be improved for the next cycle.
If the indicators of the research haven’t been fulfilled in the first cycle,
the researcher together with the teacher will plan the next step to make
betterment in the next cycle. On the other hand, if the indicators are already
achieved the researcher and the teacher do not need to hold the next cycle.
 |
The
cycle of Classroom Action Research (Kurt Lewin : 1988)
G.
Gaining Indicators of The Research
To find out the success of this
Classroom Action Research, the researcher determined the indicators, which
deals with the learning product and the learning process.
1.
Learning
product
The target of the learning product determined by the researcher and the
teacher was 60 or more. It was done because 60 is the standard score or KKM
(Kriteria Ketuntasan Minimum) stated by the school for English subject. So, if
at least 80% of students’ scores could reach 60 or more for the Multiple choice test using englis song, it
meant that the Multiple choice test
using englis song could improve the students’ Vocabulary achievement.
2.
Learning
process
In learning process, there were two aspects which became the focus of
this research, that were the students’ activities and the teacher’s
performance.
The target determined by the researcher concerning the students’
activities was 80%. So, if 80% of students are actively involved in teaching
and learning activities when Multiple
Choice test is being implemented, it means that multiple choice test use song can make the
students active in teaching and learning activities. The researcher decides to
set 80% as the target since according to Arikumbolo (1993:210), if more than 75% of students are actively involved
in teaching and learning activities, it can be categorized as a good level. To
set the target of the success of this CAR, the researcher also does a
discussion with the English teacher of that school.
Besides observing the students’ activities, the researcher also observed
the teacher’s teaching performance during the teaching and learning process. It
was expected that the teacher could get score 80 in her teaching performance
after implementing multiple choice
test use song. So, if the teacher can reach that target, it means that
the teacher’s teaching performance is very good. For the teaching performance,
there are some aspects scored, that is, the teacher’s activities in
pre-activity, while-activity, and post-activity.
H.
Instruments of the Research
To gain the data, the researcher
applied two kinds of instruments. The
instruments were the listening
test and observation.
1.
Listening test
Listening test was done
as the product of the teaching learning process. The test was about analyzing
the text focused on the listening
that was used in the text. The text used was multiple choice text in which students were asked to analyze the
sentences in the text and changed them in three forms; positive (+), negative
(-), and interrogative (?). The result of this test was considered as the data
of students’ improvement.
In scoring the result of students’ test, the writer used Arikumbolo formula (1989; 271). The
ideal highest score was 100. The writer calculated the score test by using this
formula:
Where:
S :
The score of the test
R : The right answer
N : The total items
2.
Observation
Sheet
Observation was conducted in every cycle during the teaching learning
process. When teaching and learning process was occurring, the researcher
observed the process happened in the classroom. The researcher used structured observation
to know the students’ activities and also the teacher’s performance in the
classroom. So there were two kinds of observation sheets that were filled out
by the researcher, that are the observation sheet for the students’ activities
and the observation sheet for the teacher’s performance. Besides, the
researcher also made some necessary notes in the observation sheet concerning
the students’ activities and teacher’s performance.
I.
Data Analysis
In analyzing the data, the researcher
will classify the data into two categories that is, the data of the learning
process and the learning product. The data analysis was done during and after
the data had been collected from every cycle (1st, 2nd,…).
the data from the first cycle had been collected, then the researcher together
with the teacher analyzed the data and did reflection based on them. From the
analysis and reflection, the researcher knew the weakness and strengths from
the first cycle. Besides, both researcher and teacher knew what should be improved
for the next cycle.
J.
Learning
product
To know the learning product, the
researcher used grammar test to collect the data. There were some steps used to
analyze the data got from the test:
1.
Giving the Listening
scores to the students
After giving the test, the researcher checked the result of students’
test to give the score. Besides that, the researcher analyzed the result to
know the errors mostly made by the students. This was very useful for
betterment in the next cycle.
2.
Calculating the number and the percentage of the
students who get 60 or more.
To know the percentage of students who get ≥ 60, the following formula
was used:
3. Learning process
To get the data from the learning process, the researcher used
observation sheets. The result of the observation sheet was analyzed after
every cycle was conducted. Since the observation was done for observing the
students’ activities and also the teacher’s performance, the researcher
analyzed the result of the observation separately.
K. Students’ Learning Activities
In analyzing the data got from
observing the students’ learning activities, the following steps were done:
1.
Counting the number of activities done by the students.
2.
Calculating the percentage of the students’ activities.
For calculating the percentage of the
students’ activities, the following formula was used:
% A =
A Χ 100%
n
Note:
% A : percentage of students’
activities
A : number of students’
activities observed
N : number of students in the
class
Making a description from the data that had been analyzed.
Meanwhile, in analyzing the data got
from observing the teacher’s performance, the researcher did the following steps:
1.
Counting the total score
In this step, the researcher counted
the sum of scores from all aspects. The aspects that were scored cover the
teacher’s activities in pre-activity, while-activity, and post-activity.
2.
Making a description from the data that have been
analyzed.
It was similar to analyze the students’
activities, to analyze the teacher’s performance the researcher also made a
description from the collected data which could enrich and support the result
of the analysis.
II.
THEORETICAL
REVIEW
This chapter
consists of the concepts the researcher used in doing his research. By
referring to those concepts that come from the experts’ and the previous
researchers’ theories, the researcher formulates his assumption. The researcher
wishes that those concepts contribute well for the finding of his research.
2.1
The Concept
2.1.1
Concept of Vocabulary
Vocabulary is the set of known words and their
meanings can be used by a person in a language, Person's vocabulary is defined
as the set of all the words understood by the person,
or all
the words which are likely to be used by that person to construct new sentences.
The wealth of a person's vocabulary is generally considered to be a description
of Intelligence or level of education (mark delonge; 1992; 182)
Understanding of the vocabulary is generally
regarded as an important part of the process of learning a language or
developing one's ability in a language that is already occupied. School
students are often taught new words as part of a particular subject and there
are many adults who regard the establishment of vocabulary as exciting and
educational activities.
Mastery of vocabulary is the most fundamental thing
that must be controlled by a person in learning English is a foreign language
for all students and the people of Indonesia. How can one express a language if
he does not understand the vocabulary of the language, especially if it is
studied a foreign language, so the language vocabulary is something that is
absolutely possessed by language learners. If a student has a vocabulary
adequate English language will automatically be supporting the achievement of
English language competence was four. And vice versa without having adequate
vocabulary a student will have difficulty in achieving the above language
competence
2.1.2
Concept of Teaching Vocabulary
Discuss vocabulary means talking
about a field called lexicology language or science vocabulary. Lexicology
vocabulary or science is the study of the ins and outs of the word. Abu Bakar
Suleiman, A. Gani & Syafri K. stated that the word is derived from Sanskrit
vocabulary Koca and katha.
Rivers stated that vocabulary is
important to be able to use a second language (second language). Without
extensive vocabulary, a person will not be able to use the structure and
function of language in communication in a comprehensive manner. Tarin (1972; 8) stated that the quality
of a person depends on the quality of the language vocabulary possessed. The
richer vocabulary possessed, the greater the possibility of Speaking Skilled. Based on the description above opinion, it can be stated
that the vocabulary is owned by the words of a language or languages that make
up the person concerned or occupied by a person or group of people concerned.
One of the reasons why teachers taugh vocabulary is to facilitate
the students in improving reading comprehension. Nation to teach vocabulary
mentions three procedures, namely: recycled words, the second-hand cloze,
vocabulary and the interview. In recycled words, vocabulary teaching procedure
moves from receptive to productive use which focuses on the use of deliberate
learning. In the second-hand cloze, vocabulary teaching procedure includes
three steps, namely the students read the text containing the target
vocabulary, the students intentionally learn vocabulary, and cloze passages
that the student is given a summary of what they actually read. In the
interview vocabulary, students are given the opportunity to do a question and
answer to the teacher or other students about a particular vocabulary. One
purpose of this procedure is to make students pay attention aspect knowing a word.
According to Lado (1955; 32) there are several steps that
can be applied in vocabulary learning, namely:
-
Listen to the words,
-
Say the word,
-
Understand the meaning,
-
Create illustrations in the form of a sentence,
-
Do the exercises in the expression of meaning,
-
Pronounce the word aloud,
-
Write these words.
According Sitorus (1958;12) stated that the words
contained in the group, class, and in the devices is always easier to learn.
Furthermore, there are two ways of expressing Sitorus learn vocabulary in a
grouping that is a group of words that have a common base and a group of words
that have a relationship in that sense.
according Piaget (1965;2) states that elementary
school students are concrete thinkers (concrete thinker). They learn best
through active involvement. Involvement in the use of language can actively
made more meaningful when linked with the experience and tangible things in a
child's life.
Asri Budiningsih (1977; 21)
stated that in order to avoid the limitations of thinking, children need to be
given concrete reality so that he is able to examine the issue. Children ages 7
to 12 years old still have problems regarding abstract thinking.
Learning English vocabulary to children should be based on how they learn
language. This was stated by Tompkins & Hoskisson (1976; 11) that language learning should
be based on how children learn and how they learn language. Teachers need to
provide opportunities for students to find ways of learning. First, students
need to be taught the language spoken and written form. Second, students should
have the opportunity to mimic the forms of language.
2.1.3
Concept of Song
The song is composed by the
tone or sound art in sequence, combination, and a temporal relationship (usually accompanied by a musical instrument) to produce a musical
composition that has unity and continuity (containing rhythm). And variety of tone or rhythmic voice is also called the song. The song can be sung solo, both (duet), the three (trio) or the rollicking (koir). The words in the song are usually in the
form of rhythmic poetry, but there is also a religious nature or free prose. (tells why song
interst children).
Using song is one of techniques to increase
student interest in learning vocabulary because, song is easy to remind
students’ noun vocabulary.
2.1.4
Concept of Teaching Vocabulary using song
Vocabulary is one very important aspect in the language. every man
will not be separated in terms of
reading, writing, speaking, and understanding
the language even without much mastered many
vocabulary. Using the song is one of the techniques
to improve student
interest in learning and understanding the vocabulary. In addition, it is stated that the use of songs in teaching
English language greatly contribute
to:
1)
Interest and
motivation
2)
In-depth understanding of the vocabulary
3)
The specific reference of the stimulus.
The advantages
and disadvantages of using the song:
a.
The advantages
1)
can be coached track student
proficiency in listening
vocabulary
2)
Teachers can be
more aware of students' skills in
listening
3)
The song can
be used by any
teacher to teach
vocabulary and listening.
4)
The media used is
very simple
b.
The disadvantages
1)
The song that
used to be a song
cannot arbitrarily adjust the child's ability level.
2)
The use of songs
in teaching cannot be used when the power
goes out.
2.2 Teaching Procedure
Learning Steps Activity
Initial
Activities
a.
Greeting
b.
Check student
attendance (embedded value:
discipline, diligent)
c.
Linking material
/ competencies that
will be studied with
character
d.
With reference
to the syllabus, lesson plans,
and other teaching
materials that have been prepared
core activities Exploration In the exploration activities
of teachers:
e.
Provide meaningful
stimulus in the form of matter about vocabulary
f.
Discuss the matter
with the student through
the songs of tapes:
English Teaching Material of all kinds of fruits,
vegetables - vegetable,
animal etc. (vocabulary)
g.
Provide opportunities
for students to ask questions about the material that is poorly understood
Elaboration
In the course of
teacher elaboration:
a.
Allows students
to understand and memorize the names of
fruits and animals
b.
Facilitate students
through exercises, assignments,
and tests.
Confirmation
In the course of teacher confirmation:
a.
Provide confirmation
of the results of the work
that has been done
by s
b.
Provide motivation
to students who are
less able to understand the
vocabulary in the song or the ability of students
still below average - average
c.
Teacher discusses the answers students together.
Previously, teachers can ask students to compare
answers with another
friend
d.
Delivering learning
plan at the next meeting.
2.3 Relevant Studies
There are some previous studies on
teaching vocabulary using songs.
1.
Sisca Indah Pratiwi from the
University of Foreign Language Academy Cinema ABA SINEMA YOGYAKARTA in fifth at SD N Doplang 2012/2013 in the second
half. The results of his research
that there is a significant
difference between teaching
English using songs, Improving liveliness, cheerfulness,
Focus, sincerity, understanding the material, and the students' vocabulary mastery. In this study
the authors will apply the
vocabulary teaching students using English songs in
SD Negeri 1
Fajar Baru Jati
Agung South Lampung.
III. RESULT AND DISCUSSION
3.1 Result
This classroom action research was conducted in two cycles
only. The researcher decided to hold it in two cycles since the indicators of
the research had already been achieved at the second cycle. Each cycle of this
classroom action research comprised of some steps, such as, planning, action,
observation, interpretation, and analysis and reflection. The steps of every
cycle will be described as follows:
3.1.1
Cycle I
This cycle was done in accordance
with the problems found by the researcher, when she did the pre observation.
The steps of this cycle are as follows:
1.
Planning
The planning step
in the first cycle covers:
a.
Preparing the learning material.
The material was
about recount text, which focused on comprehense Vocabulary. In preparing the material, the researcher did it in
collaboration with the teacher because the teacher herself taught the material
to the students.
b.
Making the lesson plan in which multiple choice test
using song was implemented to teach vocabulary to the students. The lesson plan
was made based on the discussion of the researcher and the teacher.
c.
Preparing the listening test for the students.
d.
Preparing the learning media and other things that were
useful for the teaching and learning process.
e.
Preparing observation sheets to observe the teacher’s
performance and students’ activities.
2.
Action
The first cycle was
done on Tuesday, November 17th, 2013. The meeting was held for 2 x 40 minutes and it was followed by 30 students. The processes in this
step cover pre activities, while activities and post activities. The
explanation is as follows:
A.
Pre
activities
At the beginning
of the teaching and learning process, the teacher greeted the students in
English and then checked the students’ attendance. Since the teacher usually
greeted the students in English, the students did not have any difficulties to
respond to the teacher in English too. After that the teacher informed the
students the competence that would be achieved after the teaching and learning
process in Indonesian.
Having informed
the competence, the teacher stimulated students’ background knowledge in which
she asked the students about english
song. The example of the song
could be seen in the following description:
e.g.: Rain rain go away. . . .comes again another day .
. . . little children. . . .little children . . little children wants to play .
. . . .
The teacher kept
asking the students to get some information from them. This was done to make
the students active. This step in Teaching Learning is called constructivism
and questioning. However, when the teacher asked some questions to the
students, very few students were brave and confident enough to raise their hands
and answer the teacher’s questions. The rest were only able to answer the
teacher’s questions together, even there were a few students who kept
silent.
B.
While
activities
To start the
lesson, firstly the teacher showed a text to students through LCD. After that,
the teacher read the text and asked the students to repeat after her. The
teacher asked the students to analyze the sentences in the text. In inquiry
process, the teacher asked some question to lead them.
Teacher:” Focus on the nouns that is used in the text. Ok, Sebutkan kata benda apa
saja yang dipakai dalam lagu?
Students:”.............
Teacher: good.
In modeling step,
the teacher took one sentence from the text and began to explain about noun
vocabulary to the students. The teacher also provided other examples to make
the students get more understanding about the materials.
Moreover, after explained the materials about
noun vocabulary, the teacher divided the students into group consisting of
three students each (learning community) and then asked them to write
the form of the sentences taken from the text in positive, negative and
interrogative form. During the students practice, the teacher walked around to
help the students if they had any difficulties, for example, the difficulties
in auxiliary, vocabularies, or even the pronunciation of the words.
In process of
authentic Assessment, the teacher asked the representative of each group to
write their answer in whiteboard. Then the teacher discussed the answers
together.
After the teacher
made sure that her students had understood the materials, she started the multiple
choice test. The teacher gave another text to each student and asked the
students to analyze the sentences and mention it.
C.
Post activities
After all students had finished doing
the exercise, the teacher asked them to submit their works. After that, the
teacher did a reflection by asking them some questions related to the material
they had learnt that day. As usual, the students answered the teacher’s
questions together even though they had different opinions. Nevertheless, the
teacher continued asking the other questions without caring about the
understanding of each student. When the teacher was sure that her students were
able to answer her questions, she closed the class.
3.
Result of Observation and
Interpretation
Since the focus of this research lies
on the learning product and the learning process, so there are two kinds of
data that were observed. The learning product is the data of the students’ vocabulary achievement, meanwhile, the learning
process covers the data of the students’ learning activities and also the
teacher’s teaching performance. The result of observation from the learning
product will be explained as follows:
A.
Learning Product
Learning product is the students’
scores from the listening test. The indicator of the students’ achievement is, if at least 80% of
the students can reach score 60 for the listening test, it means
that the implementation of multiple choice test using English song teaching is applicable to improve the
students’ vocabulary achievement. The following table will show the frequency of students
with the vocabulary scores they got:
Table1. The frequency of students’ vocabulary achievement at Cycle I
No
|
Score
|
Cycle I
|
|
Frequency
|
Percentage
|
||
1
|
90– 100
|
2
|
5.26%
|
2
|
80 – 89
|
4
|
10.52%
|
3
|
60 – 79
|
19
|
50.00%
|
4
|
40 – 59
|
10
|
26.32%
|
5
|
0 – 39
|
3
|
7.89 %
|
Total
|
38
|
100%
|
|
The interpretation of table 1 is
explained below:
From the table above, there were 2
students (5.26%) reached 90 – 100. There were 4 students (10.52%) reached 80-89
in the vocabulary test. The
students got the score since they could answer up to 70 %. Meanwhile, there
were 19 students (50.00 %) who get 60-79. These students were able to do the
test up to 50 %. In addition, there were 10 (26.32 %) who get 40 – 59
And three students (7.89%) who got 0-39. it mean their vocabulary were still very weak that they
couldn’t answer the test well. They had many weaknesses in adding the auxiliary
in negative and interrogative form.
Therefore, in line with table 1, there
were only 25 students (65.79%) whose vocabulary scores have achieved the target of
the indicator. While, there were 13 students whose scores were under the
target, so the indicator of the research has not been fulfilled yet in the
first cycle.
However, though the indicator has not
been fulfilled yet, but based on the rater and the teacher observation, it was
found that the students became more active and enthusiastic in following the
teaching learning activity, it was seen from their activity and their response
to the teacher questions, and based on the vocabulary score it was seen that there was an
improvement in vocabulary achievement in which about 50 % students were able to differentiate how
to make sentences in form of positive, negative , and interrogative.
Nevertheless, in order to fulfill the
indicator for learning product, 80% of the students must be able to get 60 for
their vocabulary score the
next cycle must be conducted.
B.
Learning Process
In this
classroom action research, the learning process covers the students’ activities
and the teacher’s performance during the teaching and learning process.
C.
Students’ Activities
As mentioned
on chapter III, the indicator of the students’ activities is, if at least 80%
of the students did at least 80% of the activities during the teaching and
learning process, it means that the implementation of the multiple choice test using
English song can improve
the students’ remember many vocabulary. There are five activities that must be done by the
students, that is, responding to the topic enthusiastically, paying attention
to the teacher’s explanation, responding to the teacher’s questions, following
the teacher’s instructions (to discuss and work in group), and able to respond
to the teacher’s question (in the form of grammar task). The information of the
activities done by each student and the percentage of each student’s activity
can be seen in Appendix II. To know whether the target of the indicator of this
classroom action research has already been achieved or not after the
implementation of multiple choice test using english song, the following explanation will show
the process of the students’ activities during the teaching and learning
process:
1)
Pre-Activities
When the teacher did constructivism,
there were about 31 students who responded to the topic enthusiastically. The
students seemed so interested in responding to the topic since the teacher told
them that they were going to watch. Unfortunately, there were still 7 students
who did not respond to the topic enthusiastically. These students only became
the viewers of their friends.
2)
While-Activities
There were about three activities that
became the focus of the observation that is, paying attention to the teacher’s
explanation, responding to the teacher’s questions, following the teacher’s
instructions (having a discussion in group). In while-activities, the teacher
started the lesson by showing the text through LCD. Seeing that text, the
students were interested. For that reason, all the students paid attention to
the text and also the teacher’s explanation. Although it was seen that there were 9
students who didn’t pay attention well on the teacher’s explanation. They
tended to chat with their friends when the teacher was explaining.
Then when the teacher asked some
questions related to the material, there were only 10 students who responded to
the questions. Some were still very
hesitate to answer the teacher’s question, except the teacher pointed to a certain
student. It was obviously seen that the students weren’t used to practicing
English for a real use. They were too worried of making a mistake, and the
teacher tended to ignore it. In having discussion in group, the rater found
that most of students could follow the teacher’s instruction but there were 4
students who seemed too busy with themselves talking another topic.
3)
Post Activities
For
the last activity, that is, doing the vocabulary task, all the students were able do
the task, although it was found that there were many students who couldn’t do
the task well. For further information, the observation sheet of the students’
activities in Appendix II can be seen to know the activities done by each
student.
4.
Teacher’s Performance
The indicator of the research for
teaching performance is, if the teacher can get score at least 80 for her
teaching performance, it means that the implementation of the multiple
choice test using english song can improve the teacher’s teaching performance. The process of teaching
done by the teacher in cycle 1 will be explained as follows:
A. Pre-Activities
Constructivism
and questioning steps, the teacher asked several questions to stimulate the
students’ background about the topic, but unfortunately, it was not able to
relate to the topic well, even most of the students were enthusiastic in
following the class because they were studying about past experience. Moreover,
the teacher directly guided the students to analyze the text without informing
the competence that should be achieved.
B. While-Activities
In observing
the teacher’s teaching performance, the researcher emphasized on the teacher’s
mastery of learning material, the learning strategy used by the teacher, the
use of learning media, the students’ involvement and the evaluation did by the
teacher. The explanation of the teacher’s performance in while-activities as
follows:
1)
The Mastery of Learning Material
The teacher
displayed the text; she read the text to give the model to pronounce the words.
During while-activities, the teacher asked several questions related to the
text they were seeing, the students responded to the teacher by giving their
opinions in simple sentences, short phrases, even in single words in English.
By doing so, the teacher had stimulated the students to communicate.
Then, in
teaching vocabulary by implementing the multiple choice test using english song, the teacher tried to focus on verbs
and the auxiliary used in the text.
2)
The Learning Strategy
For the learning strategy used by the teacher, there are
several aspects observed by the researcher, that is, doing a teaching &
learning process which is suitable with the competence, doing a teaching &
learning process which is suitable with the students’ needs, doing a
coordinated teaching learning process, doing a teaching & learning process
which is suitable with the time allocation, emphasizing on using English in the
teaching & learning process, and emphasizing on teaching the language
skills integratedly.
For doing the teaching learning process which is suitable
with the competence, the teacher did it very well. She taught her students
about past experience, what activities they did when they were on holiday, and
what they felt after that. Those activities were very relevant to the
competence which must be achieved, that is, the students should be able to make
the sentences.
Besides that, to teach vocabulary the teacher had applied the
teaching and learning process which was suitable with the students’ needs. When
the teacher implemented the teaching student vocabulary using english song, the
students looked interested in following the activity. teaching student
vocabulary using english song is supposed to be the suitable technique to teach
vocabulary to the first grade students of elementary School because teaching
with song is appropriate topic to attract the students’ attention and the
students’ interest in understanding the vocabulary, especially noun vacabulary.
Therefore, for doing the teaching and learning process which
is suitable with the students’ needs, the teacher had done it well.
However, during the teaching learning process, the teacher
could not do a coordinated teaching and learning process well. Sometimes she
could not control the class, for example, when the teacher asked some questions
to the certain students, the other students answered the questions by shouting
very loudly. Besides, when the teacher asked the students to do the task, the
teacher ignored some students who were talking to their friends and asking for
further explanation about what they should do. These two facts made the class
not conducive and disturbed the students’ concentration.
In addition, the teacher did not emphasize on using English
in the teaching and learning process since she assumed that it was hard for her
students to understand it. For that reason, she used English very little.
Though the teacher did not emphasize on using English in
while activities, she emphasized on teaching the language skills integratedly
well. She united all the language skills even though the focus of teaching was
on the students’ vocabulary achievement. Meanwhile, the teacher was not good at
managing the time allocation. This means that she did not do the teaching and
learning process which is suitable to the time allocation.
3)
The Learning Media
In teaching vocabulary
through the english song to
Learning, the teacher used a song
displayed through LCD as the media. It was such a very interesting media for
the students. Nevertheless, in spite of an interesting media, the teacher could
not create an interesting message from it well. The students were so interested
in the media that they did not focus on the teacher’s explanation at the media.
The teacher should pay more attention to the students’ focus.
4)
The Students’ Involvement
The researcher observed
the teacher’s teaching performance which covers building the active
participation of the students in the teaching & learning process, giving
positive responses to the students’ opinion, facilitating the interaction
between teacher-student and student-student, and growing the students’
enthusiasm in learning,
The teacher tried to stimulate the students’ activeness by
asking them some questions about their holyday so the students were interested
in answering the questions. Unfortunately, the question didn’t relate to the
topic, that couldn’t stimulate the students’ background knowledge about the
topic discussing.
The teacher was good in giving a positive response to the
students, no matter how wrong the students answer the question, the teacher
knew well how to treat such weak ones, but she needed to give her attention
more to the students who was not able to follow the teaching learning process
well, and give special treatment to them.
Besides, the teacher also asked the students to work in
group, and the teacher only became an observer at that time. But she ignored
the students who were not active in working in group, as some students just let
their friends to do the task. So the interaction between student-student
couldn’t be done well. Nevertheless, the
teacher was good at facilitating the interaction between teacher-student. In
facilitating the interaction between teacher-student, the teacher asked her
students questions and the students then answered them, besides the teacher let
the students ask some questions when they were facing difficulties and the teacher
also answered them then. But however, she still tended to ignore several
students who were still kept silent during the teaching learning process, some
students were lack of confidence as they had a very poor English.
Teaching English through with english song Learning did grow
the students’ enthusiasm in learning, as they do not feel learning too much
material.
5)
Evaluation
In doing the evaluation, the teacher was good at monitoring
the students’ improvement. She asked some questions to the students to know how
far her students have understood the lesson. The final evaluation she did was
very suitable with the competence. Because the competence that must be achieved
was the students were able to make the sentences in three forms; positive,
negative and interrogative.
C.
Post Activity
In the post activity, the teacher did a reflection. She was
quite good in doing the reflection since she involved the students in
summarizing the lesson they learnt that day, and the students freely shared
their ideas by telling what they got from the teaching and learning process. Besides doing a reflection, actually, the
teacher must do a follow-up by giving direction or tasks as a remedy but in
doing the follow-up, the teacher just asked the students to learn more at home.
In line with the descriptions about the teacher’s performance
above, it can be concluded that the teacher’s performance is good. She is
capable enough in teaching vocabulary
by implementing the using english
song to Learning to her students
so that there is an improvement on her teaching performance. For that reason,
the teacher got 73 for her teaching performance. This means that the research
indicator for the teacher’s teaching performance cannot be fulfilled in Cycle 1
since the indicator for teacher’s teaching performance is 80. The detail
information for the scores got by the teacher for her teaching performance can
be seen in Appendix III.
5.
Result of Analysis and Reflection
After getting the
necessary data from the teaching and learning process of Cycle I the researcher
together with the teacher discussed everything happened in the class to find
out the weaknesses of this cycle. Having found the weaknesses, the researcher
and the teacher tried some solutions to solve them. Furthermore, the researcher
noted some weaknesses from the learning product and learning process, they are
as follows:
6.
Learning Product
Based on the result of
observation in Cycle I about the students’ vocabulary scores, the researcher analyzed that most students’
problems were on irregular verbs and auxiliary. The causes of the problems can
be seen as follows:
A. The
Problems in Cycle I
1)
The teacher did very few explanations or examples when
she gave some target vocabularies, whereas, it is very necessary to do a lot of
explanation or examples in teaching students. This fact made them not fluent in
vocabulary English.
2)
The teacher did not focus the use of target vocabulary for the real use,
consequently, the student got difficulty to understand and memorize it.
B. Solutions
of the Problems
To solve the
problems above, the researcher and the teacher tried the following solutions:
1)
It will be much better if the teacher give more
explanations when she gave the model or examples by providing different kinds
of verbs, included regular or irregular verbs. So the students would get
accustomed to the English words.
2)
The teacher should help the students to correlate the
new vocabularies to the real use by giving more examples that relate to the
students activities, so that the students can use and practice it in daily use.
7.
Learning Process
There are two
kinds of data which were analyzed for the learning process, that is, the
students’ activities and the teacher’s teaching performance. The explanation is
as follows:
A.
Students’ Activities
From the students’ activities, the researcher
found that it was just 80% activities that were followed by the students during
the teaching and learning process. It means that, the result of the research
has not fulfilled the target of the indicator. The failure to achieve the
target was caused by some weaknesses that appeared in the first cycle. The
weaknesses are as follows:
1)
The Weaknesses in Cycle I
a.
Some students did not give any responses when the
teacher asked questions. Beside it might be caused by the lack of
comprehensible input given by the teacher so the students did not understand
the teacher’s intention and they could not get the comprehense many vocabulary target to be
aimed.
b.
Besides that, it might also be caused by the students’
fear in making mistakes. Since the teacher usually corrected the students’
mistakes directly so they did not have enough courage to respond to the
questions.
2)
The Solutions of the Weaknesses
To achieve the target stated in the
indicator, the weaknesses happened in the first cycle must be solved. To solve
them the researcher together with the teacher tried the following solutions:
a.
In the pre activity, especially in the step of
constructivism, the teacher should give perception which mean to stimulate the
students and to correlate the topic to the students’ background knowledge and
to the real use.
b.
The teacher should provide a good model with large
quantities of comprehensible input before production was attempted so the
students could understand the teacher’s intention. She should also give
positive responses to any opinions or answers from the students so they would
not be afraid of making mistakes. The teacher should have been more proactive
to encourage the student to be more active.
c.
In correcting the students’ mistake, the teacher should
not give a direct correction, giving a peer correction is much better, so
indirectly the students’ mistake was corrected.
B.
Teacher’s Performance
As a matter of fact, the result of
the teacher’s performance has not fulfilled the indicator and the researcher
found some weaknesses from the teacher’s performance in the previous cycle. The
weaknesses must also be solved since this absolutely influenced the students’ vocabulary achievement and the
students’ activities. The weaknesses of the teacher’s performance and the
solutions of the weaknesses are as follows:
1)
The Weaknesses in Cycle I
a.
The teacher did not introduce the activity and relate
it well to the real use to make all of the students understand from the
brainstorming.
b.
The teacher could not control the students when they
responded to the teacher’s questions together by shouting loudly.
c.
The teacher used very little English in the class.
Seems that the teacher worried that the student would not be able to understand
the teacher’s explanation if she used English. For that reason, the students
did not get accustomed to hearing the English word.
d.
Though she finished teaching based on the time that was
scheduled but she was not able to manage the time wisely. She could not
distinguish which activity that needed longer time and which one needed shorter
time.
2)
The Solutions of the Weaknesses
a.
The teacher should introduce the activity by describing
the situation and making sure that all of the students understand from the
brainstorming before giving the materials.
b.
The teacher should be able to control the class by
asking the student to answer the question one by one, it can be by pointing
certain students, and ask them to raise their hand.
c.
To make the students get accustomed to hearing the
English words, the teacher must use English more frequently. The teacher could
use bilingual, both English and Bahasa in the same time, to make the students
accustomed to English expression.
d.
The teacher must be able to manage the time. She should
know how many minutes needed for each activity so the time would be used
wisely.
After doing reflection towards the weaknesses happened in the learning
product and learning process of Cycle I, the researcher together with the
teacher tried to implement the solutions in Cycle II so that the indicators of
the research could be achieved.
3.1.2
Cycle II
From the observation and students’ vocabulary test result in cycle I,
it showed that there should be cycle II to improve the students listening skill. Cycle II was conducted to reform the
weaknesses in cycle I. The teacher held
the meetings in the cycle II on Tuesday, 24 November 2014.
1.
Planning
The planning step in the first cycle
covers:
A. Preparing the learning material.
The material was about vocabulary, the material was taken based on
the curriculum and the text chosen was related to the topic.
1)
Making the lesson plan for the second cycle in which
the use of text to improve students’ vocabulary. The lesson plan was made based on the discussion of the
researcher and the teacher.
2)
Preparing the multiple choice task for the students.
3)
Preparing the learning media and other things that were
useful for the teaching and learning process.
4)
Preparing observation sheets to observe the
teacher’s performance and students’ activities.
B.
Action
The second cycle was done on Tuesday,
24 November 2014. The meeting
was held for 2 x 35 minutes
and it was still followed by 30
students. For this cycle, teacher had prepared the other material that still
the same topic. The processes in this step covers pre activities, while
activities, and post activities. The explanation is as follows,
1)
Pre activities:
As what the teacher did in Cycle I, at the
beginning of the teaching and learning process in Cycle II, the teacher greeted
the students in English and then checked the students’ attendance.
Having done it, the teacher asked the
students about the previous lesson, which was aboutenglish song text, then the teacher, asked
some questions related to the topic. Then the teacher informed the students the
competence that would be achieved after the teaching and learning process.
After that, she did a constructivism. It was different from she did in the
first cycle, in this cycle she tried to stimulate the students’ imagination
from the beginning. The example of the activity is as follows:
Teacher :”Do you still remember about noun?”
Students : (together) “yes”
Teacher : “Ok, good”. Mention some noun
that
contained in the text of the song?
Students : “kata kerja kedua, Miss”
Teacher : “well, the verbs in past form or V2..What
auxiliary is used in this
tense? Kata bantu apa yang digunakan?
Student : (raise her hand) “did, Miss.”
Teacher : “excellent”
The teacher continued
asking the students about the previous lesson to build their background
knowledge.
2)
While activities
Having made the students remember the previous lesson, the teacher
started the lesson. The teacher told the students that they would have the text
related to recount text. The teacher began turning the LCD,
the teacher displayed the text, and the teacher read the text to give the model
how to pronounce that words. Sometimes, the teacher asked the students to
repeat certain words. Moreover, the teacher took a sentence from the text as
the example and discussed together in the class. The sentence was “I had a
terrible day yesterday”. Here are the conversation happened in the class;
Teacher : “okay, which one is as noun in the sentence?”
Students : “book”
Teacher : Good.
The
teacher and the students discussed together the pattern of that sentence. After
finished making the pattern, she continued explaining the negative and
interrogative forms of that sentence.
The teacher kept
asking the students to make the students actively involved in teaching learning
process. Besides, the students would have deeper understanding. The teacher
just led the students by asking some question, the students found by themselves
the pattern of that sentence. Furthermore, the teacher gave other example.
E.g : 1. Last week,
Tonya fixed her neighbor's car
2. The students
did not do the test well.
3. Were they
students?
After that teacher explained the changing those sentences in different
forms. After explained the materials about simple past tense, the
teacher divided the students into group consisting of three students each and then asked them to write the form
of the sentences taken from the text in positive, negative and interrogative
form. During the students practice, the teacher walked around to help the
students if they had any difficulties, for example, the difficulties in
auxiliary, vocabularies, or even the pronunciation of the words.
After the practicing finished, the teacher asked the representative of
each group to write their answer in whiteboard. Then the teacher discussed the
answers together.
After the teacher made sure that her students had understood the
materials, she started the grammar test. The teacher gave another text to each
students and asked the students to analyze the sentences and change them into
three forms; positive (+), negative (-), and interrogative (?).
3)
Post activities
For the post-activities, the teacher did a reflection by asking the
students questions related to the material they had learnt that day.
E.g.
Teacher : “well, class, in
negative and interrogative form, is the verb still in past form or not?
Students : “no, Miss.”
Student : “It changes to verb
one”
Teacher : “Excellent!”
Then, the teacher assigned the students to do the grammar test. After
the teaching and learning process was complete, the teacher closed the class.
1.2 Result of Observation and Interpretation
The result
of observation from the learning product in Cycle II will be explained as
follow:
2.3.1 Learning Product
Learning product is the students’
scores from the grammar test. The indicator of the research for the learning
product is, if at least 80% of the students can reach score 60 for the grammar
test. It is done because 60 is the standard score or KKM (Kriteria Ketuntasan
Minimum) stated by the school for English subject. So, if at least 80% of
students’ scores can reach 60 or more for the grammar test, it means that the
CTL can improve the students’ grammar achievement. The following table will
inform whether the indicator of the learning product can be achieved or not:
Table
2 The Frequency Of Students’ Grammar Achievement at Cycle II
NO
|
SCORE
|
CYCLE II
|
|
FREQUENCY
|
PERCENTAGE
|
||
1
|
90– 100
|
5
|
13.16%
|
2
|
80 – 89
|
16
|
42.11%
|
3
|
60 – 79
|
11
|
28.95%
|
4
|
40 – 59
|
6
|
15.79%
|
5
|
0 – 39
|
-
|
-
|
From the table above, there were 5
students (13.16%) who reaches 90 - 100 in the grammar test. This means that the
student was able to comprehend the material given, in which they could do the
test about 90 percents. Meanwhile, there were16 students (42.11%) who can reach
80-89. It means that they could master the material given well. This fact also
shows that more than 50% of the students were very good in grammar after taught
through Contextual Teaching Learning (CTL).
Although the students’ scores for
grammar achievement have achieved the target of the indicator but there are 6
students (10.53%) who gets 40-59. Their
grammar achievement was poor since they made a lot of mistake in doing the
task.
Based on the explanation above, there
are 32 students (84.22%) whose scores are 60 and more. It means that the
teaching and learning process in the second cycle had been able to fulfill the
target stated in the indicator of the research, that is, 80% of the students
must be able to reach 60 for their grammar achievement. Due to that fact, the
researcher and the teacher decided not to hold the next cycle.
2.3.2
Learning Process
The learning process covers the
students’ activities and the teacher’s performance during the teaching and
learning process. The information below will show the result of observation of
both students’ activities and teacher’s performance in Cycle II:
Table 3 Students’ Observation Sheet at
Cycle II
No
|
Students’ Activity
|
Number
of Students
|
%
|
1
|
Pre-Activities
|
||
a.
Respond to the topic enthusiastically
|
34
|
89.47 %
|
|
2
|
While Activities
|
||
b.
Pay attention to the teacher’s explanation
|
33
|
86.84 %
|
|
c. Response to the teacher question’s
questions
|
33
|
86.84 %
|
|
d.
Follow the teacher’s instruction (to work in group to analyze the sentences from the text given )
|
38
|
100 %
|
|
3
|
Post Activity
e. Able to respond to teacher’s question in the
form of grammar task
|
38
|
100%
|
2.3.2.1 Students’ Activities
To know whether the target of the
indicator for the students’ activities in this classroom action research has
already been achieved or not after the implementation of Contextual Teaching
Learning, the following explanation will show the process of the students’
activities during the teaching and learning process:
a. Pre-Activities
When the teacher did background knowledge, there were about 34 students who
responded to the topic enthusiastically. The students looked happier in
responding to the topic since the teacher tried hard to give many perceptions
by asking several questions. Unfortunately, there were still 4 students who did
not respond to the topic enthusiastically. These students did not make noise in
the class but they also did not show their interest to the topic. As usual,
they only became the viewers of their friends.
However, if it is compared with the result of the first cycle, there is
an improvement on the result of the second cycle.
b. While-Activities
There
were about three activities that became the focus of the observation, which is,
paying attention to the teacher’s explanation, responding to the teacher’s
questions, following the teacher’s instructions (having a discussion in group).
In
while-activities, the teacher started the lesson by displaying the text through
LCD. Seeing that the text, the students were interested. For that reason, all
the students paid attention to the movie and also the teacher’s explanation.
Although it was seen that there were 7 students who didn’t pay attention well
on the teacher’s explanation. They tended to chat with their friends when the
teacher was explaining. But fortunately, the teacher was aware to their
ignorance, so the teacher spoke louder in order to catch the students’
attention to her explanation.
The above explanation
shows that teaching through Contextual Teaching Learning, the students enjoyed
the teaching learning process more. It
happened because teaching and learning through CTL, the students were asked to
relate subject content to real world situation. This fact supports the
statements of Flora (2003) she said that relating subject content to real world
situation is extremely needed during the teaching learning process so that the
students know the benefits of learning in the classroom.
Then
when the teacher asked some questions related to the material, there were
approximately 33 students who responded to the questions voluntarily. The
students became much more active since they could understand the teacher’s
question easily. It was easy for them because the teacher gave key words in the
form of comments and simple questions to make the students comprehend her
intention.
Besides
that, the students became much more active since they did not feel afraid of
the teacher anymore. The teacher did not correct the students’ mistakes
directly and she even gave positive responses to the students’ opinions and
answers. Hence, the students looked much more confident in responding to the
teacher’s questions. By correcting the students’ mistakes indirectly and giving
positive responses to the students, the teacher has lowered the students’
affective filter. By giving positive responses to the students’ answers and
opinions, the teacher has not only lowered the students’ affective filter but
also has allowed the students to produce any kind of production during the
teaching and learning process so that the students did not feel shy or afraid
of giving answers and opinions to the teacher’s questions and comments.
c. Post Activities
For the
last activity, that is, responding to the teacher’s question in the form of
grammar task, all the students were able do the task, although it was found
that there were 5 student who couldn’t do the task well. They got a very low
score, as basically their English is very poor and they lacks of motivation in
learning, although they have made an improvement, but however they needs a
special treatment from the teacher, hopefully the teacher will pay more
attention to the weak one like them. While the rest of the students were able
to do the grammar task well.
From the
explanation of the activities done by the students during the teaching and
learning process in Cycle II, the researcher got the data, that is, there were
34 students (85.00%) of 40 students who did 80% of the activities observed by
the researcher. According to Arikunto
(1993:210), if more than 75% of students are actively involved in teaching and
learning activities, it can be categorized as a good level. It means that
target stated in the indicator of the students’ activities has been achieved
since more than 80% of the students have done more than 80% of the activities
during the teaching and learning process. This shows that the use of Contextual
Teaching Learning in teaching grammar can improve the students’ activities.
For further information, the
observation sheet of the students’ activities in Appendix II can be seen to
know the activities done by each student.
2.3.2.2 Teacher’s Performance
Since the focus of this second cycle is only on the
weaknesses of the teacher’s performance in the first cycle so, the explanation
below will only discuss the improvement of the teacher’s performance on her
weaknesses in the first cycle. They are as follows:
b.
Pre-Activities
In pre activities, the teacher
tried to do the background knowledge better by asking the students some
questions closely related to the topics and making sure that all of the
students understand from the brainstorming before starting to explain the
materials. Moreover, it was well done, as it was only few who seemed not
interested to the topic.
c.
While-Activities
For observing the teacher’s performance in
while-activities, the researcher only focused on the weaknesses of the previous
teaching performance like the learning strategy and the students’ involvement.
1.
The Learning
Strategy
During the teaching learning process, the teacher
tried to manage the teaching learning process well. In the teaching learning process began the
teacher grouped the students and asked them to focus the task in group of three
in order that students can participate well. The teacher focused more to the
students who seemed were not able to follow the teacher’s instruction, they
were guided to work in group so that they could be stimulated more from their
friends in group.
Based on the time allocation, the teacher needs
to maximize practice time so that students can practice as much as possible,
thus she allocated the time to be used wisely for giving material and practice.
In the teaching and learning process, the teacher
used more English in explaining the material; she used it by giving clues and
sometimes she translated in Bahasa so that the students could understand it.
The students became more accustomed to some expression in English.
2.
The Students’
Involvement
The researcher
observed the teacher’s teaching
performance which covers building the active participation of the students in
the teaching & learning process, giving positive responses to the students’
opinion, facilitating the interaction between teacher-student and
student-student, and growing the students’ enthusiasm in learning,
The teacher was good in building
the active participation of the students. The teacher tried to stimulate the
students’ activeness by asking them some questions about the text so the
students were interested in answering the questions and the questions reminded
them to the previous lesson.
Besides, the teacher also asked
the students to work in group, and the teacher only became an observer at that
time. She paid more attention to the students who seemed could not follow her
instruction. Therefore, everybody in the class did group work.
d.
Post Activity
In the post activity, the teacher did a
reflection. She was quite good in doing the reflection since she involved the
students in summarizing the lesson they learnt that day got from the teaching
and learning process.
Besides doing a reflection, the teacher gave a
follow-up by giving students several explanations how to improve their English
through reading English book or singing English song.
In line with the descriptions about the teacher’s
performance above, it can be concluded that the teacher’s performance is good.
She is capable enough in teaching grammar by implementing the Contextual
Teaching Learning to her students so that there is an improvement on her
teaching performance. For that reason, the teacher got 80 for her teaching
performance. This means that the research indicator for the teacher’s teaching
performance can be fulfilled in Cycle II. The detail information for the scores
got by the teacher for her teaching performance can be seen in Appendix III.
2.4
Result of
Analysis and Reflection
After the second cycle was held, the improvement was found in
both learning product and process. The explanation is as follows:
2.4.1 Learning Product
The target of the indicator for the learning product can be
achieved after the second cycle was held. Besides the grammar test, result of
the first grade of SMA Kartikatama Metro has shown the improvement of the
students’ grammar scores. The improvement can be seen in the following chart:
The chart above shows the improvement of the students’
grammar scores from the first cycle to the second cycle. In cycle 1, there
about 25 or 65.79% students whose scores are 60 or more. It means that the
result of the grammar test cannot fulfill the indicator of the research. Hence,
the second cycle must be conducted. After the second cycle was conducted, the
indicator of the research can be fulfilled since there are approximately 32 students
or 84.22% students get 60 and even more than 60.
Based on the description of the improvement on the learning
product and the data showed in the chart, it can be concluded that the
indicator of the research for the learning product has already been achieved.
It means that the use of Contextual Teaching Learning is applicable to improve
the students’ grammar achievement.
2.4.2
Learning Process
The learning process covers the students’ activities and the
teacher’s performance. The analysis and reflection of those two points will be
described as follows:
2.4.2.1
Students’
Activities
In the second cycle, there are about 34 students (89.47 %)
who did 80% of the activities in the teaching and learning process. This means
that the indicator of this research for the students’ activities has been
achieved because the indicator of the research for the students’ activities is,
if at least 80% of the students do at least 80% of the teaching and learning
activities, it means that the use of Contextual Teaching Learning is applicable
to improve the students’ activities.
However, from five kinds of students’ activities observed by
the researcher, most of the students did not do the activities like responding
to the teacher’s questions. After analyzing it carefully, the students did not
do the activities was because of lack of confidence and were still very anxious
to express their ideas voluntarily. Fortunately in the second cycle the teacher
was able to build the students’ confidence by giving more positive responses to
the students’ opinions and to focus more on the weak ones.
Therefore, it was found such an improvement on the students’
activities in the second cycle. The number of students who paid attention to
the teacher’s explanation and also to the teacher’s questions increased. This fact has proved that the use of
Contextual Teaching Learning is applicable to improve the students’ activities.
4.2.2 Teacher’s Performance
It is similar to the students’ activities there is also an
improvement on the teacher’s teaching performance in the second cycle. The
teacher’s teaching performance in the first cycle has not been able to fulfill
the target of the indicator; the indicator for teacher teaching performance is
80. There were still some weaknesses in her teaching performance so the teacher
got 73 on her teaching performance. However, after implementing the solutions
to solve the weaknesses, in the second cycle the teacher got 81. For more
detail see appendix III.
A.
Discussion
There were two cycles done in this research since the
indicators have been achieved in the second cycle. The discussion will be
explained as follows:
a.
Concerning The Result Of Students’ Grammar Achievement
The indicator of
students’ grammar achievement is if at least 80% of students can reach 60 for
the grammar test it means that the implementation of Contextual Teaching
Learning (CTL) is applicable to improve the students’ grammar achievement.
In cycle 1, there
about 25 or 65.79 % students whose scores are 60 or more. It means that the
result of the grammar test cannot fulfill the indicator of the research. Based
on the result of analysis and reflection done by the researcher and teacher,
there were two problems that cause the indicator could not be reached. The
first, the teacher did very few explanation or example when she gave some
target vocabularies especially on irregular and auxiliary verbs, whereas, it
was very necessary to do a lot of explanation or example in teaching students.
This fact made them got difficulties in changing the irregular verbs after the
auxiliary. The second problem was the teacher did not focus well on the use of
target grammar for the real use; consequently, the students got difficulties to
understand and memorize it.
Furthermore, after knowing the problems, the
researcher and teacher discussed the solution for the problems and applied in
the second cycle. Fortunately, in the second cycle there are approximately 32
students or 84.22 % students get 60 and even more than 60. It means that the
indicator of learning product has been achieved in the second cycle.
From the chart
above can be inferred that there was an improvement about 18.43% of students’
grammar achievement. It means that CTL is applicable to improve students’
grammar achievement. Rika (2003) stated that CTL give good influence in
improving students’ achievement in terms of English tenses.
b.
Concerning the result of students’ participation in teaching
learning process
The
indicator of the research for the students’ activities is, if at least 80% of
the students do at least 80% of the teaching and learning activities, it means
that the use of Contextual Teaching Learning is applicable to improve the
students’ activities. The researcher decided to set 80% as the target since
according to Arikunto (1993:210), if more than 75% of students are actively
involved in teaching and learning activities, it can be categorized as a good
level.
The
Frequency of students’ participation in teaching learning process
No
|
Students’ Activities
|
Cycle 1
|
Cycle 2
|
||
Frequency
|
Percentage
(%)
|
Frequency
|
Percentage
(%)
|
||
1
|
On Task
Pre-Activities
a.
Responding to the
topic enthusiastically.
|
31
|
81.58
|
34
|
89.47%
|
2
|
While-Activities
a.
Paying attention to
the teacher’s explanation
b.
Responding to the
teacher’s questions
c.
Following the
teacher’s instructions (work in group)
|
28
10
34
|
73.68%
26.32%
89.47%
|
33
33
38
|
86.84%
86.84%
100%
|
3
|
Post-Activity
a.
Able to respond to the
teacher’s question.
|
38
|
100%
|
38
|
100%
|
In cycle
From the table above, from five kinds of students’ activities
observed by the researcher, there were two activities which did not fulfill the
indicator; paying attention to the teacher’s explanation (73.86%) and
responding to the teacher’s questions (26.32%). Based on the result of analysis
and reflection, it was caused by some students did not give any responses when
the teacher asked questions. Besides, it might be caused by the lack of
comprehensible input given by the teacher so the students did not understand
the teacher’s intention and they could not get the grammar target to be aimed.
Moreover, it also was caused by the students’ fear in making mistakes. Since
the teacher usually corrected the students’ mistakes directly so they did not
have enough courage to respond to the questions.
In the second cycle, the researcher and teacher
determined the solutions for the problems of the previous cycle. In the pre
activity, especially in the step of constructivism, the teacher gave perception
which mean to stimulate the students and to correlate the topic to the
students’ background knowledge and to the real use. In addition, the teacher
provided a good model with large quantities of comprehensible input before
production so the students could understand the teacher’s intention. She also
gave positive responses to any opinions or answers from the students so they
were not afraid of making mistakes. In correcting the students’ mistake, the
teacher did not give a direct correction but through peer correction, so
indirectly the students’ mistake was corrected. Fortunately, the number of
students who paid attention to the teacher’s explanation and also respond the
teacher’s questions increased; Paying attention to teacher’s explanation
increase from 73.86% to 86.84% in the second cycle while responding to the
teacher’s question increase from 26.32% to 86.84%.
The explanation above shows that the
implementation of Contextual Teaching Learning (CTL) can improve students’
participation in teaching learning process since the implementation of seven
components of Contextual Teaching Learning gave many chances for students to
construct their mind and relate the materials with their own real-life. This
idea is supported by Flora (2003) that relating subject content to real world
situation is extremely needed during the teaching learning process.
c.
Concerning the result of Teacher’s teaching performance
The indicator for teacher’s teaching performance
was 80. So, if the teacher can reach that target, it means that the teacher’s
teaching performance is very good. For the teaching performance, there were
some aspects scored, they were the teacher’s activities in pre-activity,
while-activity, and post-activity.
In the cycle 1, the
teacher did not introduce the activity and relate it well to the real use to
make all of the students understand in constructivism. Besides, the teacher
could not control the students when they responded to the teacher’s questions
together by shouting loudly. Additionally, the teacher used very little English
in the class. Alhough she finished teaching based on the time that was
scheduled but she was not able to manage the time wisely. She could not
distinguish which activity that needed longer time and which one needed shorter
time. For those reasons, the researcher decided the teacher got 73 for her
teaching performance. It means that the target had not reached.
Likewise, in the second cycle, the teacher did
the suggestions of the researcher. The teacher introduced the activity by
describing the situation and making sure that all of the students understand in
constructivism step before giving the materials. The teacher also control the
class by asking the student to answer the question one by one, she pointed
certain students, and ask them to raise their hand. Besides, the teacher used
bilingual, both English and Bahasa in the same time in making the students
accustomed to English expression. As the result, in the cycle 2 the target had
been fulfilled. The teacher got 83 for her teaching performance. 80 – 100 means
very good (Depdiknas; 2006).
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