UTILIZING CHILDREN’S SONG VIDEO
TO IMPROVE STUDENTS’ VOCABULARY ACQUISITION THROUGH TOTAL PHYSICAL RESPONSE
(A Classroom Action Research at the Third Grade of SD Negeri Masaran 2 Sragen in the Academic Year of 2010/2011)
Written by:
HARDIYAN KARTIKASARI X 2206041
THESIS
Submitted to Teacher Training and Education Faculty of Sebelas Maret University as a Partial Fulfillment of the Requirement to Gain the Undergraduate Degree of English
TEACHER TRAINING AND EDUCATION FACULTY SEBELAS MARET UNIVERSITY
SURAKARTA
2010
APPROVAL
This thesis has been approved by the consultants to be examined by the Board of
Thesis Examiners of Teacher Training and Education Faculty of Sebelas Maret University.
Approved by
Consultant I Consultant II
ABSTRACT
Hardiyan kartikasari. X2206041: UTILIZING CHILDREN’S SONG VIDEO TO IMPROVE STUDENTS’ VOCABULARY ACQUISITION THROUGH TOTAL PHYSICAL RESPONSE (A Classroom Action Research at the Third Grade of SD Negeri Masaran 2 Sragen in the Academic Year of 2010/2011). Thesis, Surakarta: Teachers Training and Education Faculty. Sebelas Maret University of Surakarta, 2010.
The aims of the research are: (1) to identify whether or not and to what extent children song video through Total Physical Response can improve students’ vocabulary acquisition, and (2) to identify what happens when children song video through Total Physical Response is applied in the English class.
The research belongs to an action research. This research is designed to improve the students’ vocabulary acquisition in the third grade of SD Negeri Masaran 2 Sragen. The action research was conducted from July 24th to August 23rd 2010. The research was carried out in two cycles; each cycle consisted of two meetings. The data was collected using qualitative technique and quantitative technique. To collect the qualitative data the researcher used observation, teacher diaries, teacher interview, students’ interview and document. To collect quantitative data the researcher used a pre-test and post-test. The data was analyzed through constant comparative method and descriptive statistics by comparing the mean score of the pre-test, post-test 1 and post-test 2.
She finds that this research could improve students’ vocabulary acquisition and situation of the classroom. She expects to continue doing an action research in her classroom. She hopes that what she had done provides other teachers inspiration to conduct an action research in their classroom. It is expected that the teachers will not consider the students as something to be increased in quantity or score only but also in quality.
MOTTO
Wholeheartedly dedicated to
My beloved Bapak and Ibu.
ACKNOWLEDGEMENT
At the earliest opportunity, the praise and thanks are given to Ida Shang Hyang Widhi Wasa. Through His blessing, she finally could finish this thesis completely. In this occasion I would like to express my deepest gratitude and appreciation to the following:
1. The Dean of Teacher Training and Education Faculty for giving her permission to conduct the research.
2. The Head of English Department, for his guidance during her study terms in this department.
3. Dra. Dewi Rochsantiningsih, M.Ed, Ph.D as the first consultant and Drs. A. Handoko Pudjobroto as the second consultant who patiently give me the guidance, advice, encouragement and time from beginning up to the completion of this thesis writing.
4. The Head Master of SD Negeri Masaran 2 Sragen for the permission and advices while the writer doing the research in SD Negeri Masaran 2.
She realizes that this thesis is still far from perfect, so suggestions and supportive criticism will be kindly accepted. Finally, she expects that this thesis will be beneficial for English Department students and those who are interested in Action Research.
Surakarta, October 2010 Diyan
TABLE OF CONTENTS
TITLE OF PAGE………. i
APPROVAL PAGE ……… ii
LEGITIMATION PAGE... iii
ABSTRACT PAGE... iv
MOTTO PAGE ... v
DEDICATION PAGE...vi
ACKNOWLEDGEMENT……….. vii
TABLE OF CONTENTS……… viii
LIST OF APPENDICESS………xi
LIST OF TABLE……….xii
A. Background of the Study……….. 1
B. Problem statement……… 5
C. Objectives of the research………. 5
D. Benefits of the research………..…….. 5
CHAPTER II. LITERATURE REVIEW A. Vocabulary Acquisition………. 7
1. Nature of Vocabulary Acquisition……….... 7
2. Kinds of Vocabulary………. 8
3. Aspects in Vocabulary……….. 9
4. Teaching Vocabulary and Learning Vocabulary……….. 11
5. Technique in Teaching Vocabulary……….. 12
6. Construct of Vocabulary………16
7. Scoring Rubrics………..…..17
B. Children’s Song Video……….. 18
1. Video……….... 18
2. Song………...21
3. Nature of Children………. 25
C. Total Physical Response ……….28
1. Total Physical Response Background………....28
2. Theory of Language and Learning………. … 29
3. Design………. 30
4. Teaching Procedure……….... 31
5. The Advantage and Disadvantage of TPR………... 33
A. Context of the Research …..……….. 36
B. Research Methodology………... 37
1. Nature of Action Research……… 37
2. Characteristics of Action Research………... 38
3. Stages of Action Research………... 39
C. Techniques of Collecting Data ………...40
1. Qualitative Technique of Collecting Data………... 40
2. Quantitative Technique of Collecting Data………...41
D. Technique of Analyzing Data………... 41
1. Qualitative Technique of Analyzing Data………... 41
2. Quantitative Technique of Analyzing Data……… 42
CHAPTER IV. RESEARCH FINDINGS AND DISCUSSION A. Research Findings……… 44
1. Situation Before Research……….. 44
2. The Implementation of the Research……….. 47
3. Findings………68
B. Discussion and Justification of the Findings……….74
CHAPTER V. CONCLUSION, IMPLICATION AND SUGGESTIONS A. Conclusion ……….80
B. Implication ……….83
C. Suggestions ………83
BIBLIOGRAPHY………... 85
2. Pre-research Observation………...90
3. List of Indicators of Problems as Being Improved by the Learning Activities Utilizing Children’s Song Video through TPR………93
4. List of Learning Activities utilizing children’s song video through TPR………...94
5. Lesson Plan………...95
6. Diary of Action Research……….104
7. Catatan Lapangan Hasil Pengamatan………...110
8. Lembar pengamatan Jalannya Kegiatan………...125
9. Photograph………...140
10. Students Interview Transcript ………..141
11. Daftar Siswa Kelas III………..144
12. Recapitulation of Students Vocabulary Score………..145
13. Test Question………146
14. Students’ Worksheet……….149
15. The children’s song Lyrics Transcription……….180
16. The children’s Song Video………182
17. Audio Visual Recording Data………...183
1. Table 2.1 Vocabulary Test Rubric………17
2. Table 4.1 Situation Before Research………43
3. Table 4.2 the Summary of the process of the Research………..47
4. Table4.3 Summary of Research Implementation………48
5. Table 4.4 Research Findings………68
6. Table 4.5 the improvement of the student’s achievement………72
LISTS OF ABBREVIATION
1. TPR : Total Physical Response
2. HK : Hardiyan Kartikasari
3. AJ : Anjar
4. ISN : Isni Romsi H
5. PYO : Putu Yudistira O
6. RGO : Rossi Giant O
CHAPTER I
INTRODUCTION
A. Background of The Study
It is important to children to start learning English as soon as possible.
Nowadays, the students of the elementary school have begun to study English as a
foreign language. SDN Masaran 2 Sragen is one of the elementary school which is
starting to introduce English to the students from the first grade till the sixth grade.
Brewster, Ellis and Girard (1992: 24) says that the reason most commonly put forward
for starting to teach a foreign language early is indisputable fact that young children have
a greater facility for understanding and imitating what they hear than adolescents, not to
mention adults. It means that children are in the golden age when they acquired their
mother tongue naturally. It seems a reasonable strategy to try to take advantage of such
favorable circumstances.
Vocabulary is the primary aspect in learning language because of that ones who
want to learn language have to learn vocabulary first; it is also used for learning our
mother tongue or for learning others language. Vocabulary is a central to language and
words are of critical importance to the typical language learner (Zimmerman in Huckin
and Coady, 1997: 1). It means that vocabulary is the first aspect in learning language
have to learn vocabulary. The students in the elementary school are beginners, thus they
have to learn vocabulary first before they can use the language to communicate.
The students of the elementary school have begun to study English as a foreign
language. SDN Masaran 2 Sragen is one of the elementary school which has started to
introduce English to the students from the first grade till the sixth grade. One of the
classes which are learns English are the students in the third grade.
Based on English curriculum 2004 in Central Java, the students in the third
grade have to be able to pronounce the words, to respond and understand the
instructions given by showing the picture, and to spell the words related to the topic. In
fact, the students get difficulties to pronounce the words, to memorize the words and
the meaning of them, to respond and understand the instructions given, and to write the
name of the picture. From the illustration above, the students in the third grade get a
problem in learning vocabulary.
The students problems in learning vocabulary can be seen from some indicators
when the researcher thought them in the class as follows: (1) when the teacher asked
them to pronounce the words some of them got difficulties to pronounce the words
given; (2) when the teacher gave them command the students got difficulties to
understand what the command were; (3) they also got difficulties to memorize the
words given and also the meaning them; (4) and the students got difficulties to spell the
There are some indicators that the researcher found from the situations in the
class when the teaching learning process went on: (1) The situations in the classroom
were noisy; (2) some of the students talked with their friends; (3) some of them did not
write the materials given in their note books; (4) some of the students walked and run in
the class; (5) and they like took a pee when the teaching learning process went on.
From pre observation, the researcher found the sources of the problem: (1) the
teacher’s technique, she only used drilling; (2) the teacher’s role only explain the
meaning/translating; (3) Students did not pay attention to the teaching learning process.
To overcome the students’ problem in learning vocabulary which is signed by
some indicators above, the researcher takes a solution by utilizing children’s song video
through Total Physical Response to improve the students’ vocabulary acquisition.
Children’s song video is a video which contain children’s song that uses
audiovisual media. It needs a television and a player or uses a computer to operate the
video. Children’s song video contains moving pictures and sounds. This media close to
the children’s world because it is fun.
According to (Richard & Rodgers, 2001: 73) Total Physical Response is a
language teaching method built around the coordination of speech and action; it
attempts to teach language trough physical (motor) activity. Total Physical Response is
method which combines information and skills through the use of the kinesthetic sensory
system. This combination of skills allows the student to assimilate information and skills
developing the skills of speaking, (2) Imperatives are the main structures to transfer or
communicate information, (3) the students is not forced to speak, but is allowed an
individual readiness period and allowed to spontaneously begin to speak when he/she
feels comfortable, confident in understanding and producing the utterances.
Utilizing children’s song video and Total Physical Response as a media and a
method to teach vocabulary will make the children more interesting to the teaching
learning process. Children’s song video is an interesting media because it is not only
make the students listen to the song but also they can see the moving pictures in the
video. Besides that children’s song video closes to children’s world. It makes the
students feel happy, enjoy, and comfort in whole their activities in the teaching learning
process.
Combining children’s song video through Total Physical Response will make the
students doing some activities such as role play. Whole of the activities in the class will
make them learn the song in the video. They are not realizing that they are learning a
language. Thus all the activity will make them fun and decrease the students stress
because they are learning while playing.
Based on the illustration above, the researcher is interesting in carrying out a
study on “Utilizing Children’s Song Video to Improve Students’ Vocabulary Acquisition
through Total Physical Response (A Classroom Action Research at the Third Grade of
SD Negeri Masaran 2 Sragen in the Academic Years of 2010/2011).
From the background of the study, the problems can be formulated in the following
questions:
1. Can and to what extent children’s song video trough Total Physical Response
improve students’ vocabulary acquisition?
2. What is the situation when children’s song video through Total Physical
Response is applied in the English class?
C. Objectives of the Research
1. To identify can and to what extent children’s song video trough Total Physical
Response improve students’ vocabulary acquisition?
2. To identify what is the situation when children’s song video through Total
Physical Response is applied in the English class?
D. Benefits of the Study
The benefits of the study that the writer expects are:
1. For the students
By utilizing children’s song video through TPR the students can learn
vocabulary better. They can study vocabulary while singing and acting like the song
video. They can memorize the words, spell the words, pronounce the lyrics, and do
the commands better. They also can enjoy the teaching learning process thus they
2. For English teachers.
The study can give contribution to solve problems related how to teach
vocabulary more fun and enjoy for young learner. If the teacher can choose an
appropriate media or a method to teach vocabulary for young learner like teaching
vocabulary utilizing children’s song video through TPR that close to the children
world, it will be easy to the teacher in teaching and presenting new vocabulary to
the students. The appropriate media and method also make the students fun and
enjoy the teaching learning process.
3. For FKIP college students.
The study can give inspiration to teach students in the young age. The
inspiration from this study can be implemented when FKIP college students teach
young learner in the future.
4. For the researcher.
The study can give her understanding how to teach students vocabulary
more fun, interesting, and enjoyable and also improve student’s vocabulary
acquisition.
5. For the reader of this thesis.
The reader can get some information from this study about teaching
CHAPTER II
LITERATURE REVIEW
A. Vocabulary Acquisition
1. The Nature of Vocabulary Acquisition
According to Ur (1998: 60) vocabulary can be defined, roughly, as the words
we teach in foreign language. While Hornby (2003: 482) gives three definitions of
vocabulary, vocabulary is: (1) all the words that a person knows or uses, (2) all the
words in a language, (3) list of words with their meanings. According to Hatch and
Brown (1995: 1), the term vocabulary refers to a list or set of words for particular
language or a list of words that individual speakers might be. Vocabulary is the total
number of words in a language, all words know to person/used in a particular book,
subject, or list of words with their meanings. From the definition above, it can be
concluded that vocabulary is a total number of words in particular language in which
a person knows and use it. Zimmerman in Huckin and Coady (1997: 1) says that
vocabulary is a central to language and words are of critical importance to the
typical language learner. It means that the single, biggest component of any language
course is vocabulary. No matter how well the students learns grammar, no matter
express a wide range of meanings, communication in second language just can not
happen in any meaningful way .
According to Hornby (1995: 11) acquisition is the process of acquiring
something. Ellis, Rod (1996: 6) states that the term ‘acquisition’ is used to refer to
picking up a second language through exposure. While Channell in Nunan (1991:
129) says that acquisition is the end result of vocabulary development. She also
says that a new vocabulary item is acquired when the learner can identify its
meaning in and out of the context and it can be used naturally and appropriated.
Ellis in Schmitt & McCarthy “Vocabulary acquisition is a cumulative activity, rather
than an all-or-nothing affair (1997: 119)”. She also says that vocabulary acquisition
is about meaning, it is an explicit learning process. In conclusion vocabulary
acquisition is a process to pick up list of words a second language through exposure
thus the learner can identify the meaning, the meaning, spelling, instruction,
pronunciation of the vocabulary in and out of the context and it can be used
naturally and appropriately.
2. Kinds of Vocabulary
There are two kinds of vocabulary namely receptive vocabulary and
productive vocabulary (Hatch & Brown, 1994).
a. Receptive vocabulary is words which the learners recognize and
understand when they occur in context, but cannot produce correctly.
context. Receptive vocabulary is also called a passive process because the
learners just receive thought from others. It is a basic vocabulary which is
much larger than productive vocabulary. In this case the learners only as a
hearer. Listening vocabulary is larger than speaking vocabulary and similarly
to reading vocabulary that is relatively larger than writing vocabulary.
b. Productive vocabulary
Productive vocabulary is the words, which the learners
understand, able to pronounce correctly, and able to use it in speaking and
writing. Productive vocabulary needed from receptive vocabulary to make
the learners able to produce speaking and writing competence related with
the context. Productive vocabulary can be called as an active process,
because in this process the learners are able to produce and express what
they thought to others.
3. Aspects in Vocabulary
Ur (1998: 60 – 62) states some aspects that the learner should be mastered
and the teacher should be taught in order to help the learners in mastering
vocabulary. They are as follows:
a. Form (pronunciation and spelling)
Here, the mastery of vocabulary involves the mastery on pronunciation and
spells. In teaching, the teacher needs to make sure that both these aspects are
accurately presented and learned.
b. Grammar
The grammar of a new word will need to be taught if this is not obviously
covered by general grammatical rules. A word may have an unpredictable
change of form in certain grammatical contexts or may have some idiosyncratic
way of concerning with other words in sentences.
c. Collocation
The collocation typical of particular item are another factor that makes a
particular combination sound ‘right’ or ‘wrong’ in a given context.
d. Aspect of meaning
1) Denotation, connotation, appropriateness
Denotation is the meaning of a word is primarily what it refers to in the
real world or it is often the sort of definition in dictionary. A less obvious
component of the meaning of an item is its connotation. The associations, or
positive or negative feelings it evokes, which may or may not be indicated in
a dictionary definition. An aspect of meaning that also needs to be taught is
whether a particular item is the appropriate one to use in a certain context
or not. Thus, it is useful for a learner to know that a certain word is very
common, or relatively rare, or ‘taboo’ in polite conversation or is more
2) Meaning relationship
How the meaning of one item relates to the meaning of others can also
be useful in teaching. There are various such relationship, they are: (1)
synonyms: item that mean the same or nearly the same, (2) antonyms: items
that mean the opposite, (3) hyponyms: item that serve as specific examples
of a general concept, (4) co-hyponyms or co-ordinates: other items that are
the ‘same kind of thing, (5) superordinates: general concepts that ‘cover
specific items, (6) and translation: words of expression in the learners’
mother tongue that are equivalent in meaning to the item being taught.
e. Word formation
Vocabulary item, whether one word or multi word, can often be broken
down into their component of words. Exactly how these words are put together
is another piece of useful information.
4. Teaching and Learning Vocabulary a. Learning Strategy
There are many strategies in learning strategies which is can be used by the
learners. The learners can choose the strategies in learning vocabulary which is
appropriate with them. Schmitt and McCarthy (1997) divide the taxonomy of
1) Discovery Strategies, in this strategies the learner learn the words by
themselves, they have to discover the meaning of the vocabulary which is
they learn by guessing from structural knowledge in language.
2) Social Strategies, another way to discover new meaning of words
employs the social strategy of asking someone who knows. Teachers are
often in this position. They can be asked to help in a variety of ways like
giving the translation, synonym, paraphrase, and any combination of these.
3) Memory Strategies, This strategies known as mnemonics which is
involve relating the word to be retained with some previously learners’
knowledge, using imaginary or grouping. This strategy usually used this
stage like pictures/ imaginary, related words, grouping, etc.
4) Cognitive Strategies, this strategy focused on manipulative mental
processing; sorting, classifying, comparing, predicating, repeating and using
mechanical means to study.
b. Teaching Vocabulary
Vocabulary is an important component to study because from learning
vocabulary we can learn speaking, reading, writing. The success in teaching
vocabulary depends on the interaction between teacher and learner.
5. Techniques in Teaching Vocabulary
Allen (1983) explains some techniques in teaching vocabulary that can be
a. Demonstration, this technique belongs to demonstration, is gesture and
action performing but the teacher can also use real objects and command.
b. Visual Aids, this technique is interesting to teach the students in teaching
learning vocabulary. In this technique the teacher can use pictures, photo,
blackboard, etc.
c. Verbal Explanation, verbal explanation is like translating the words L2 into
L1, the teacher have to pay attention with words in sentences or in context
because words have several meaning.
d. Word List, word list technique, the teacher should pay attention to
vocabulary selection. The words which are thought must appropriate with
the students level.
While Cross (1995: 5-10) makes a list of techniques of teaching vocabulary.
The techniques are as follows:
a. Ostensive Means
Ostensive means is the way of teaching vocabulary by showing or
holding up or pointing to objects in the classroom or outside the class. The
kinds of ostensive means are as follows:
1) Realia
Realia can be called real things. It is the way of presenting
vocabulary by bringing the things into the classroom. For examples: a
2) Picture
Objects that are not easy carried or which are unavailable can be
represented pictorially. Simple picture are better because the focus is
less ambiguous.
3) Body
Both teacher’s and student’s body can be used to get the meaning
across. The techniques of using body in the teaching vocabulary are: a)
facial expression, to show feelings (e.g. happy, smiling, hot), b) gesture,
using hands and arms to show range of meaning (e.g. fast, small, wide),
c) mime and action, to show many verbs and some adverbs (e.g. to eat,
to sleep, to wake up).
b. Verbal Definitions
There are several ways to define the meaning of a new word using
teacher talk. There are:
1) Word sets
Word sets are the groups or related words. Teacher can use the
words in a set that the students already know in order to introduce new
related words.
Synonyms are words that mean more less the same meaning.
Synonyms are best shown on the board using the mathematical sign for
equals (=). Example: unhappy = sad, residence = home.
3) Antonyms /opposites
Antonyms are words that have an opposite meaning. The sign to
indicate an opposite meaning is equals sign crosses (≠). Example: hot ≠
cold, full ≠ empty.
4) Cognates
Cognates are words in the students’ own language that have the
same, or very similar, form as English word. If the student’s mother
tongue or second language is related to English there will be many
hundreds or perhaps thousands, of such words available and readily
comprehensible.
5) Illustrative sentence
Illustrative sentence are the way of teaching vocabulary by
contriving a sequence of sentences to create a linguistic context in which
the meaning of the one unknown word is illustrated (become clear).
Teacher can show the meaning of some types of words by
sequencing them along a scale between two antonyms. For example:
never, sometimes, often, generally, always.
7) Translations
Translation can be used when no easy alternative suggests itself. It
is sometimes better to give the mother tongue equivalent, rather than to
spend a great deal of time trying to define of show the meaning.
c. Audio Presentation
Audio presentation is the way of teaching vocabulary by signaling the
meaning of words. Many words are more easily presented by a tape
recording than by the ways already described. For example: a horse
galloping, childrensplashing in the water.
d. Running Context
Running context is the way of teaching vocabulary by linking all new
words in some way. This can be done after the presentation of the words as
separate entities or during the entire presentation. For example in presenting
flood, thunder and collapse, the story of a storm with heavy rain which
caused a house in your village to collapse would create interest as the three
From the explanation above it can be concluded that there are many
techniques in presenting vocabulary thus she or he can use many technique
which is appropriate with the material, the learner and the situation.
In her research, the researcher will take the development data of the students in
understanding meaning and spelling by using test. The researcher will take the
students’ pronunciation development data and the development the students
understanding the command by audiovisual recording.
6. Construct of Vocabulary Acquisition
Based on the explanation above, vocabulary acquisition is a process to pick up
list of words of a second language through an exposure thus the learner can identify
the meaning, spelling, instruction, pronunciation of the vocabulary in and out of the
context and it can be used naturally and appropriately. Children’s song video
presenting new vocabulary in a context through TPR can make the students
exposure list of the words or utterances from the song lyric thus the learner can
identify the meaning, spelling, instruction, pronunciation of the vocabulary or
utterances by doing the command and watching the video.
In her research, the researcher will take the development data of the students in
understanding meaning and spelling by using test. The researcher will take the
students’ pronunciation development data and the development the students
understanding and responding the command by field note.
Rubrics are rating scales-as opposed as checklist-that are used with
performance assessment (Mertler, 2001). He also said that rubrics are formally
defined scoring guides, consisting of specific pre established performance, criteria,
used in evaluating the students work on performance assessment. Rubrics are also
typically the specific form of scoring instrument use when evaluating student
performance or products resulting from a performance task. According to
Brookhart in Moskal Barbara M. (2000) scoring rubrics are descriptive scoring
schemes that are developed by the teacher or other evaluators to guide the analysis
of the products or process of students’ effort.
There are two types of scoring rubrics: holistic and analytic. According to
Nitco in Mertler, 2001 a holistic rubrics requires the teacher to score the overall
process or product as a whole without judging the component part separately.
While analytic rubric according to Moscal and nitco in Mertler (2000) is the teacher
scores separate, individual parts of the product or performance first, then sums the
individual scores to obtain a total score.
Table 2.1. Vocabulary Test Rubric
Items Aspect Point Number Result
Multiple choice Meaning 1 20 20
Arranging jumbled letters
Spelling 2 10 20
The test consists of two topics: parts of body and colours. It consists of thirty
questions, twenty questions are multiple choice and ten questions are arrange the
jumbled letters. In the multiple choices if the students can answer one question they
will get one point while in arranging the jumbled letters if the students can answer
one question they will get two points. The test scoring result is taken from the total
point multiplied by ten then divided by four.
B. Children’s Song Video 1. Video
a. The Nature of Video
According to Hornby video is the process of recording, reproducing or
broadcasting films on magnetic tape, using special camera and a television
(1995: 1327). While Allan (1991) says that video is an entertaining and
motivating medium. The visual support not only provides valuable assistance in
overall comprehension seeing gestures and expression of the speakers and the
social content in which they are speaking can be so importance—but learners
are also usually more interested in what people have to say when they can
actually see them. Besides that he says that video also has the capacity to bring
the outside world into classroom with more impact than many audio cassettes
or written texts, and it can sometimes generate interest and discussion where
through both words and/ or pictures. Video can also convey so much cultural
information in short space of time.
Video is not the only resource we have at our disposal in the language class.
It takes its place among range of other aids. There are some strengths of video
in the context of language learning according to Allan (1991: 48) as follows:
1) It represents realistic ‘ slice of life’
Video is contains moving picture and soundtrack, the examples of
language in use more realistic. The examples are more comprehensive,
because video put before use the ways people communicate visually as well
as verbally so video is a good means of bringing ‘slice of living language’
into the classroom.
2) It gets students talking—us and to each other
The right video material can make the learners communicate in the
situations where the learners will really have something want to say to each
other. Its vivid presentation of settings and characters can be used to set the
scene for role play; it can present a case with such impact that it sparks off
fierce debate; the learners make their own interpretations of what we see
and so video can be a stimulus to genuine communication in the classroom
bringing out different communications within the group.
When we use video as a medium the learners can see and receive visual
signals. Therefore video can help the learners when they listens foreign
language if they can see as well as hear what is going on. Video’s moving
picture also help learners concentrate because they provide a focus
attention while they listen.
4) It offers variety and entertainment
Video is a medium of great variety, with a wealth of different kinds of
software which can use to ring the changes in our teaching. Video help
teacher provide a richer and more varied language environment within
which learning can take place. The combination of variety, interest, and
entertainment we can derive from video. It makes an aid which can help to
develop motivation in learners.
From the definition above it can be concluded that video is a medium which
are entertaining, interesting, motivating, using audio visual program which is
support the students in learning a language.
2. Song
Hornby (1995) defines song as a peace of music with words that are sung.
While Kasihani (2007: 113) says that nyanyian adalah serangkaian
kata-kata yang dilagukan dengan irama dan nada tertentu. “Song refers to
pieces of music that have words” (Griffee, 1992: 5). He also says that every
song has their own identity and function differently and there are any features of
songs as follows:
1) Songs convey a lower amount of information.
2) Songs have more redundancy and it is makes songs simple.
3) Songs have personal quality that makes the listener being sung the songs
were for the listener personality.
Songs are especially at introducing vocabulary because song provide
meaningful context for the vocabulary (Griffee, 1992: 5). Besides that song is a
culture capsule containing within itself a significant piece of social information.
Murphy says that song is communal activity which, for a while, the world
becomes one. Everything we see, everything we do is associated with the sound
we are hearing. The use of music and song in the classroom can stimulate very
positive associations to the study of language, which other wise may only be
seen as laborious task, entailing exams, frustration and correction.
Based on the definition above, it can be concluded that song is a piece of
music with words that are sung with rhythm and tone in a context which have
b. Types of Songs
Songs are also classified according to popularity or according to entertain
established musical forms (pop, country, folk, jazz, etc). Those classification
schemes are not appropriate for language teachers because they overlook the
role of the activities language teachers use. Griffee (1992: 11) divides song
according to the length, and tempo, because length and tempo have a high
degree of relevance to the appropriateness’ of a song and an activity as follows:
1) All songs’ means the activity can be used any song.
2) Short, slow songs’ means the activity works well with song that are
slow and short. Most songs range from three and a half to four and half
minutes in length. A short song is any song that is three minutes or less.
3) Songs that tell stories are songs that have a story line. Songs that tell
stories have a beginning, middle, and end. They are usually and slow
although a very few are short and slow or short and fast.
4) Instrumental music is any music without words.
5) Long songs are the majority of songs on Top 40 charts. They are
usually at least four minutes long or longer, they are usually not very
easy to sing and present a series of images rather than tell story. Most
6) Short, fast songs are songs that typically have one verse with no
repeating phrases or refrains and have quick tempo. They are usually
under three minutes in duration.
c. The Advantages of Song
Songs and music can be used to relax the students and provide an
enjoyable classroom atmosphere (Griffee, 1992: 4). According to Griffee
(1992: 4) there are many advantages to use songs and music in the language
classroom. There are six categories; classroom atmospheres, language input,
cultural text, supplements, teaching and interest.
1) Classroom atmosphere, songs and music can be used to relax students
and enjoyable classroom atmosphere.
2) Language Input, in using songs and music in the classroom can expose
the students to rhythms of language
3) Cultural Input, bringing a song into classroom entails bringing the culture
of the song in with it. Songs can be used as away of looking at a culture
and comparing it with other cultures. Songs can also be used to evoke
historical periods.
4) Songs as Text, songs can be used as texts in the same way that a
poem, short story or novel or any other piece of authentic material can
5) Songs and Music as Supplements, songs can be used to supplement a
textbook or can serve as the text itself in a variety of teaching situations
such as:
a) Using a song after the regular lesson. b) Using a song for a change pace. c) Using a song for special occasion.
6) Songs can be used to teach pronunciation, songs and music with their
tones, rhythm and stress, can provide for some languages to teach and
practice the several skills group together under the term pronunciation.
7) Songs can be used to teach and memory
8) Songs can be used for pattern practice memory retention.
9) Songs can create the students interest.
While according to Murphy in relation to language learning, the use music
and song offers two major advantages:
1) Music is highly memorable. Whether this is because it creates a state of
relaxed receptivity, because its rhythms correspond in some way with
basic body rhythms, or because its messages touch deep seated
emotional or aesthetic chords, or because its repetitive patterning
reinforces learning without loss of motivation-whatever the reason,
song and music “stick” in the head.
2) It is highly motivating, especially for children, a adolescents, and young
subculture with its own mythology, its own rituals, and its own
priesthood. As such it is part of students’ lines in unsuspected positive
energy.
3. Nature of Children a. Nature of Children
Hornby (1995: 193) children are a young person from birth to the age of
full physical development. More than anything else, children are curious, and
this in itself motivating. At the same time their span of attention or concentration
is less than adult. Children will often seek teacher approval: the fact that the
teacher notices them and shows appreciation for what they are doing is of vital
importance.
b. Characteristics of Children
Halliwell (1998: 3) identifies the characteristics of young learner. For
example, children:
1) Are already very good at interpreting meaning without necessarily
understanding the individual words.
2) Already have great skill in using limited language creatively.
3) Frequently learn indirectly rather than directly.
4) Take great pleasure in finding and creating fun in what they do.
5) Have a ready imagination.
According to Scott and Ytreberg (1998: 1-4) the children’s development
can be divided into two main groups. The first is five to seven year olds and the
second is eight to ten year olds. The following are the children’s characteristics in
each group:
1) Five to seven year olds
a) They can talk about what they are doing.
b) They can tell you about what they have done or heard.
c) They can plan activities.
d) They can argue for something and tell you why they think what they
think.
e) They can use logical reasoning.
f) They can use their vivid imaginations.
g) They can use a wide range of intonation patterns in their mother
tongue.
h) They can understand direct human interaction.
2) Eight to ten year olds
a) Their basic concepts are formed. They have very decided views of
the world.
b) They can tell the difference between fact and fiction.
c) They ask questions all the time.
d) They rely on the spoken word as well as the physical world to
f) They have definite views about what they like and do not like doing.
g) They have a developed sense of fairness about what happens in the
classroom and begin to question the teacher’s decisions.
h) They are able to work with others and learn from others.
While Brumfit (1997: v) gives a list of the characteristics which young
learners share as follows:
1) Young learners are only just beginning their schooling, so that
teachers have a major opportunity to mould their expectations of life
in school.
2) As a group they are potentially more differentiated than secondary
or adult learners, for they are closer to their varied home cultures, and
new to the conformity increasingly imposed across cultural grouping
by the school.
3) They tend to be keen and enthusiastic learners.
4) Their learning can be closely linked with their development of ideas
and concepts, because it is so close to their initial experiences of
formal schooling.
5) They need physical movement and activity as much as stimulation for
C. Total Physical Response
1. Total Physical Response Background
Total physical Response developed by James Asher, a professor of psychology
at San Jose State University, California. It draws on several traditions, including
developmental psychology, learning theory and humanistic pedagogy, as well as on
language teaching procedures proposed by Harold and Dorothy Palmer in 1925.
According to Asher in Brown (2001: 30) he noted that children, in learning the first
language, appear to do a lot of listening before they speak and their listening is
accompanied by physical responses (reaching, grabbing, moving, looking, and so
forth). Total Physical Response is a language teaching method built around the
coordination of speech and action; it attempts to teach language through physical
(motor) Activity (Richard & Rodgers, 2001: 73). Total Physical Response is
method as one that combines information and skills through the use of the
kinesthetic sensory system. This combination of skills allows the student to
assimilate information and skills at a rapid rate. The basic tenets are: (1)
understanding the spoken language before developing the skills of speaking; (2)
student is not forced to speak, but is allowed an individual readiness period and
allowed to spontaneously begin to speak when he/she feels comfortable and
confident in understanding and producing the utterances.
2. Theory of Language and learning
Asher in Richard & Rodger states that “most of the grammatical structure of the
target language and hundreds of vocabulary items can be learned from the skillful
use of imperative by the instructor” (2001: 73). While according to Asher in Brown
(2001: 30) TPR heavily utilized the imperative mood, even into more advanced
proficiency levels. Commands were an easy way to get learners to move about and
to loosen up. Humor is easy to introduce and interrogatives were also easily dealt
with. Eventually students, one by one, would feel comfortable enough to venture
verbal response to ask question themselves, and to continue the process. Asher in
Richards and Rodgers says that a stimulus-response view as providing the learning
theory underlying language pedagogy (2001: 73). Asher has elaborated an account
of what he feels facilities or in habits foreign language learning. For this dimension of
his learning theory he draws on three influential learning hypotheses:
a. The bio-program of Asher consists of three processes as central. They are:
(1) children develop listening competence before they develop the ability to
listening comprehension has been established, (4) speech evolves naturally and
effortlessly out of it.
b. Brain lateralization defines different functions in the left and right brain
hemisphere.
c. Stress intervenes between the act of learning what is to be learned; the
lower stress, the greater the learning.
3. Design
a. Objectives, the objectives of TPR are to teach oral proficiency at the
beginning level. Freeman (2001: 116) says that the goal of teachers who use
Total Physical Response method that she/he believe in the importance of having
their students enjoy their experience in learning to communicate in a foreign
language. TPR was developed in order to reduce the stress people feel when
studying foreign languages and thereby encourage students to persist in their
study beyond a beginning level of proficiency.
b. Syllabus, the type of TPR syllabus focus on grammar-based grammar
thought inductively. Total Physical Response requires initial attention meaning
rather form of items.
c. Learning Activities, in learning activities Total Physical Response use
imperative drills as a major activity. Conversational dialogues are delayed until
after about 120 hours of instruction. Other class activities include role play,
d. Roles of Learners, the roles of the learners in Total Physical Response have
the primary roles of listener and performer. The learners listen attentively and
respond physically to commands given by the teacher. The learners are also as
imitators from nonverbal model.
e. Roles of Teacher, the teacher roles in Total Physical Response to controls
and monitors the language input the learners receive. The teacher is director of
all students’ behaviors. In giving feed back to the learner, the teacher should
also give the example likes parents giving feedback to their children.
f. The Materials, material plays an increasing role, however, in later learning
stages. For absolute beginners, lesson may not require the use of materials,
since the teacher voice, actions and gestures may be sufficient basis for
classroom activities.
4. Teaching Procedure
Asher in Richard & Rodgers (2001: 77) provides a lesson-by lesson account of
a course taught according to Total Physical Response principles, which serves as a
source of information on the procedures used in Total Physical Response
classroom. The teaching procedures of Total Physical Response are follows:
a. The teacher says the commands as her perform the action.
b. The teacher says the command as both the teacher and the students then
perform the action.
d. The teacher tells one student at a time to do commands
e. The roles of teacher and student are reversed. Students give commands to
teacher and to other students.
f. The teacher and student allow for command expansion or produces new
sentences.
According to Freeman (2001: 116) the instructor issues commands to a few
students, then performs the action with them. In the second phase, these same
students demonstrate that they can understand the commands by performing them
alone the observer also have opportunity to demonstrate their understanding. The
teacher next recombines elements of the commands to have students develop
flexibility in understanding unfamiliar utterances. These commands, which students
perform, are often humorous. After learning responds to some commands, the
students learn to read and written them. When students are ready to speak, they
become the ones who issue the commands.
5. The Advantage and Disadvantage of Total Physical Response Method.
Total Physical Response has some advantages likes: Fun, memorable, and good
classes, no requirement for many preparation or materials, effective with young
learners, involves both left and right-brained learning.
Likes others method, TPR has its limitation namely: Students feel shy to make
role play, less useful for upper levels, overuse of TPR.
D. Rationale
The researcher has taken pre observation to the students in the second grade of SD
N Masaran 2 Sragen, the students in the third grade got difficulties to pronounce the
words that the teacher has thought, to spell the words correctly, to understand what the
command were , and to memorize the words. Because of that the students got
difficulties to understand and to respond the instruction from the teacher. From the
illustration above, the students in the third grade got problem in learning vocabulary.
The problems of the students difficulties in learning vocabulary can be seen from
some of the indicators when the teacher thought them in the class: (1) when the teacher
asked them to pronounce the words some of them got difficulties to pronounce the
respond what the command were; (3) they also got difficulties to memorize the words
given and also the meaning them; (4) and the students got difficulties to write the words
that they have learned.
When the teaching learning process happened there are some indicators that the
researcher felt from the situations in the class: (1) The situations were noisy; (2) some of
the students talked with their friends; (3) some of them did not write the materials given
in their note books; (4) some of students walked and run in the class; (5) and they like
to take a pee when the teaching learning process went on.
The researcher use children’s song video as a media because it closes to the
children’s world and make them happy in studying a language. Total Physical Response
method is a method which uses speak and action to supports the children learn in the
class because the young learner is an active learner thus this method appropriate to the
students. This media and method are fun, interesting, and memorable. It is appropriate
to teach vocabulary to the student’s because it can reduce learners’ stress and creates
positive mood. In reflecting teaching subject matter from Prof. Joko Nurkamto, the
researcher got the information about the improvement percentages of students’
memories in learning by using kinds of learning model. The information are: (1) when the
students only read the materials, they only get 10% information from what they have
read, (2) when the students only hear the words from the teacher the students only get
20% information from what they have heard, (3) when the students only look at picture
they have watched, (4) when the students only watch at an exhibition the students’ only
get 50% information from the exhibition they have watched, (5) when the students
participating in a discussion, the students get 70% information from the discussion, (6)
when the students doing real thing, the students get 90% information from what they
have done in a real situation. From the illustration above, by utilizing interesting media
and appropriate technique like children’s song video through Total Physical Response
CHAPTER III
RESEARCH METHODOLOGY
A. Context of the Research
The research was carried out in SDN Masaran 2 Sragen. It is located on JL.
Kampung Tegal Rejo, Tegal Rejo, Masaran. SDN Masaran 2 Sragen has six
classrooms, a library, a teacher office, a computer room, a parking area and a canteen.
The research was taken in the first semester in the academic year of
2010/2011. The materials in a year was divided into seven major themes such as:
colour, parts of body, animals, school activities, days and week, food, home.
The subject of the research was the students at the third grade of SDN
Masaran 2 Sragen. Most of them are nine years old. The children in this age are very
active, it can be seen what they have done in the classroom.
From the pre-observation, the situations in the class were noisy. Some of the
students talked with their friends, walked and run in the class, some of them did not
write the materials given in their note books, and they took a pee when the teaching
learning process went on.
From the pre-observation, the researcher found the sources of the problem: (1)
the teacher’s technique, she only used drilling; (2) the teacher’s role only gave
Children’s song video is a media which is close to the children’s world.
Children’s song video is a medium which are entertaining, interesting, motivating, and
using audiovisual program to support the students in learning a language. Children like to
sing a song because it is fun. The students can enjoy their activities in the classroom
without realizing that they are learning.
For beginner, TPR is a suitable method to learn a foreign language. TPR
method is fun, memorable, and it can reduce the students stress when they are learning.
From the instructions the children can do many activities such as: realia and role play.
Thus the students can enjoy their activities in the classroom.
By utilizing TPR and children’s song video which close to the children’s world,
will make the students happy with the activities in the class. From the instructions in the
children’s song video, the students will learn a language unconsciously because the
situations and the activities are fun.
B. Research Methodology
1. Nature of Action Research
Kemmis and McTaggart in Nunan (1998: 18) say that action research is a
group activity. Bogdan & Biklen in Burns, Anne says that action research is the
systematic collection of information that is designed to bring about social change.
Wallace in Burns, A views that action research done by systematically collecting
data on your everyday practice and analyzing it in order to come to some decisions
According to Nunan (1992: 3) research is systematic process of inquiry
consisting of three elements: (1) a question, problem, or hypothesis, (2) data, (3)
analysis and interpretation data. While Nunan & Mils (1992:6) mention four steps
processes in action research:
a. Identify an area of focus
b. Collect data
c. Analyze and interpret data
d. Develop an action plan
From the entire definitions above it can be concluded that action research is a
systematic process which is contains from problem, collect the data, analyze and
interpret data in order to carry out the solution to make improvement of the
students’ knowledge.
In this research, the classroom action research is conducted to solve the
problems in the English class. The purposes of the research are to improve the
students’ vocabulary acquisition and to improve the situations in the English class.
2. Characteristics of Action Research
According to Burns (1999: 30) there are some characteristics of action
research which are taken from some experts’ definitions as follows:
a. Action research is contextual, small-scale and localized. It identifies
b. It is evaluating and reflective as it aims to bring about change and
improvement in practice.
c. It is participator as it provides for collaborative investigation by teams of
colleagues, practitioners and researchers.
d. Changes in practice are based on the collection of information or data
which provides the impetus for changes.
While Cohen & Manion in Nunan say that the characteristics of action research
is first and foremost situational, being concerned with identification and solution
problems in a specific context and the aim of action research is to improve the
current state of affairs within educational context in which the research is being
carried out ( 1998: 18).
3. Stages of Action Research
The stages of action research include identifying the problem, planning, action,
observation and reflection. They are as follows:
a. Identifying the problem
The researcher identifies the problem to get a research focus area, such as
the difficulties faced by the students when memorizing vocabulary. Results of the
identification are then used to limit the focus of the study.
The researcher prepare setting out the procedures, preparing lesson plans,
materials, media and instruments such as observation checklist, field-note,
interview guide and specify some criteria of success.
c. Action
The researcher implementing the plan, implementing the teaching and
learning process by using picture series based on the planning.
d. Observation
The researcher observing the application of the lesson plans, students’
activities in teaching and learning process.
e. Reflection
The researcher analyzes the collected data, determining whether the action
is successful or unsuccessful. The result of this step will be the basic of the next
activity or cycle and also will answer the hypothesis that has been proposed by
the writer before the action carried out.
C. Techniques of Collecting Data
1. Qualitative Technique of Collecting Data
In collecting data the researcher will take the data by observational and
non observational techniques.
a.Observational Techniques
1) Observation, closely watching and noting the classroom events,
an observer of another teacher’s classroom. Observations can be
combined by using field notes, recording or journal.
2) Diaries/Journal, regular dated accounts of teaching/learning plans,
activities and classroom occurrences, including personal philosophies,
feelings, reactions, reflections, observations, explanations.
b.Non-observational Techniques. In her research the researcher use
document collection to set out document relevant to the research
context, e.g. course overview, lesson plans, classroom materials/texts,
assessments tasks/texts.
2. Quantitative Technique of Collecting Data
Test is a technique that can be used to collect the data from the students
and this technique can be used to know how effective the technique which is the
researcher use to improve students’ vocabulary acquisition. There are two
kinds of test, pre-test and post-test which are used to collect the data.
D. Technique of Analyzing Data
1. Qualitative Technique of Analyzing Data
In her research, the researcher used constant comparative for qualitative
technique to analyze data. Glaser and Strauss describe four stages in constant
1) Comparing incidents applicable to each category. The analyst start by
coding each incident in this data into as many categories emerge or as data
emerge that fit an existing theory.
2) Integrating categories and their properties. This process starts out in a small
way; memos and possible conferences are short but as the coding
continues, the constant comparative method units change from comparison
of incident with incident to comparison incident with the properties of the
category that resulted from initial comparison of incidents.
3) Delimiting the theory. As the theory develops, various delimiting features of
the constant comparative method begin to curb what could otherwise
become over helming task.
4) Writing the theory. At this stage, the analyst possesses coded data, a series
of memos, and a theory. The discussions in her memos provided the
content behind the categories, which become the major theme of the theory
later presented in papers or books.
2. Quantitative Technique of Analyzing Data
To analyze the data through quantitative technique can be used descriptive
statistics technique. There were pre-test and post-test that can be conducted. The
In which
= Means of pre-test score
= Means of post-test score
N = number of score
Finally, by analyzing the observation and the test result, the researcher can
make conclusion that utilizing children’s song video can improve the students’
CHAPTER IV
RESEARCH FINDINGS AND DISCUSSION
The aims of the research are identifying the improvement of the students
vocabulary acquisition and identifying the improvement of classroom situation during the
teaching learning process when children’s song video as a media and Total Physical
Response as a method are implemented in the classroom. The result implementation of the
research is broken down into two sections: research findings and discussion.
A. Research Findings
1. Situation Before Research
The research was conducted at SD N Masaran 2 Sragen. To know the
situation before research, the researcher did an observation and interview with the ex
English teacher and gave pre-test to the students. The situations before research can be
seen in Table 4.1.
Table 4.1 Situation Before Research The students’ Indicators Situations A. Students competence
1. Difficulties in memorizing L2 words and the meaning of it.
2. Difficulties in responding the instruction given.
3. The students often make mistakes in pronouncing the words.
1. After the researcher thought the students then she asked them the English words or the meaning of the words in Indonesia, only little students can answer the question.
2. When the teacher gave them command the students got difficulties to understand what the command were thus they also got difficulties to show the picture like the command given
4. Difficulties in spelling the words.
B. The situation of the class when teaching learning process happened.
1. The situations in the classroom are noisy.
2. Talk with their friends in the class.
3. Do not often write the material given in their notes books. words, most of them got difficulties to spell it.
1. There are many students who make sounds in the class.
2. Some of the students talked with their friends when the teaching learning process went on.
3. When the researcher asked them to write the material on the black board some of them did not write the materials given in their note books.
4. Some of the students walked and run in the class when the teaching learning process went on.
5. They like took a pee. sometimes in same time more than one students who are permitted to take a pee when the teaching learning process went on
It can be seen from table 4.1, the vocabulary acquisition problems come from
the student’s competence and the classroom situation. Based on the results of the
observation and teacher interviewed, the problems could be identified as follows: 1) the
students’ vocabulary acquisition was low; 2) the classroom situations were noisy.
During the observation when the teaching learning process went on, the
situations in the class were noisy. There were many sounds in the class. When the
researcher thought them, most of the students talked with their friends with louder
sounds and they like to walk and run in the class. They also complained when the
