INCREASING STUDENTS’ VOCABULARY MASTERY THROUGH SONG AS A TEACHING MEDIA AT THE FIFTH YEAR OF SDN 4
GADINGREJO - PRINGSEWU (CLASSROOM ACTION RESEARCH)
By
RETNO WIDI ASTUTI
Submitted in a Partial Fulfilment of The Requirement for S-1 Degree
In
The Language and Arts Department of Teacher Training and Education Faculty
LAMPUNG UNIVERSITY BANDAR LAMPUNG
ABSTRACT
INCREASING STUDENTS’ VOCABULARY MASTERY THROUGH
SONG AS A TEACHING MEDIA AT THE FIFTH YEAR STUDENTS OF SDN 4 GADINGREJO-PRINGSEWU
(CLASSROOM ACTION RESEARCH)
By
RETNO WIDI ASTUTI
Vocabulary is one the skills that should be taught at school. Based on the writer’s teaching experience at SDN 4 Gadingrejo-Pringsewu, she found that the students still have difficulties in vocabulary. One of the problem is they lack of vocabularies that make the students difficult to reveal their idea with their own words. Therefore, the writer employed song as a teaching media to increase students’ vocabulary mastery.
The subject of this research is the fifth year students of SDN 4 Gadingrejo-Pringsewu. The research lasted from January 6th until February 8th 2013. A classroom action research is carried out in order to increase students’ vocabulary mastery after using song as a teaching media in vocabulary class.
CONTENT Page ABSTRACT………... APPROVAL………... ADMISSION ………. ACKNOWLEDGMENT……… CURRICULUM VITAE……… DEDICATION………... MOTTO……….. CONTENT………... List of Table………... List of Appendices……….
i iii iv v vii viii ix x xiii xiv I. INTRODUCTION
A. Background of the Problems...……….
B. Identification of the Problems...………... C. Research Questions…….………...……… D. Uses of the Research………...…...……… E. Scope of the Research………...……… F. Terminology……...………...…………..
II. FRAME OF THEORIES
A. Concept of Vocabulary………...…...… B. Concept of Teaching Learning Vocabulary………..………… C. Teaching English in Elementary School...……… D. Teaching Media………...…...…... E. Concept of Teaching Vocabulary through Song as A Teaching
Media …………...………... E. Criteria of Selecting Songs……...………. F. Procedure of Teaching Vocabulary through Songs. …...………
III. RESEARCH METHODS
A. Research Design…...………. B. Participants……...………..
E. Instrument of the Research…...………... F. Data Analysis……… G. Observation………...……
IV. RESULT OF THE RESEARCH A. Cycle I
1. Planning………. 2. Implementing……… 3. Observing...……….. 4. Reflecting……….. B. Cycle II
1. Planning………. 2. Action……… 3. Observing...……….. 4. Reflecting……….. C. Discussion of the Findings………
V. CONCLUSIONS AND SUGGESTIONS
CHAPTER I INTRODUCTION
A. Background of the Problems
Teaching of English to young children has become especially important in recent years. The presence of a language is necessary for people to interact with one another and also to transfer science and knowledge. Nowadays, English has become an international language so it is important for us to learn it. Since 1994, the Department of Education has stated that English should be taught early starting from the fourth grade of Elementary School.
Based on local content of GBPP 1994, teaching English in Elementary school is around simple vocabulary. The local content of Elementary school curriculum has outlined that the objective of teaching English in Elementary is to raise students‟ interest and motivation in studying English. Besides they are expected to be able to communicate in very simple way, starting from what they have in themselves and their environment.
for the students‟ needs, they do not understand what the words mean, because the vocabulary given by the teacher is not suitable for their level as beginners, (2) they are not familiar with the vocabulary taught by the teacher, since the vocabulary do not refer to their environment. To overcome their problems the teacher should be able to find out ways to solve the problem that may appear in teaching learning process.
Songs are often regarded as an extra in the classroom and are used for a change of focus and not where the core learning takes place. Song can be used to develop students‟ listening skill, pronunciation and vocabulary.
In fact, variety is one of the most important factors in maintaining the high level of motivation and interest among the students. There are many „real life‟ activities
that can be brought into the classroom to add variety, not only to the learning process but also to the students‟ experience in English. And one of these activities
is song.
Song and music can help develop listening comprehension, facilitate the acquisition of pronunciation, vocabulary, structure, and about culture. Songs are valuable aids in developing students‟ listening skill. There are many advantages of
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Technique is one way that is used by the teacher in teaching learning process. There are many techniques that can be used to teach or to improve students‟ vocabulary, such as cross words, puzzle, words games, words selection, picture, song etc. The teacher should choose the appropriate technique to make the materials more enjoyable, challenging, and interesting in order to avoid the students‟ boredom.
It is already stated previously that teaching English through song is one of the effective ways to teach children. It will be easier for the learners to accept the materials when they are interested in it. It can raise students‟ motivation and attention. The students find that it is easy to learn English through song. Using song to teach English is indeed beneficial because songs are part and parcel of every kid‟s life, the children will naturally like to sing a song. A child who does
not want to read a normal text might want to read the lyrics of a song, as she/he desires to sing the song. There is motivation; we could easily exploit the song in various ways to cover different skills, forms and function of the language.
learning easily without felling afraid, so students have good motivation in learning English vocabulary.
Considering the advantages of the song, the researcher would use song as an alternative media in teaching vocabulary. The researcher assumed that this media can improve students‟ vocabulary achievement. Therefore, the researcher entitled the research “Increasing Students‟ Vocabulary Mastery through Song as A
Teaching Media at the Fifth Year of SDN 4 Gadingrejo”.
B. Identification of the Problems
Based on the background of the problem above, the researcher identified the following problems:
1. The students‟ average result of their English subject was very low. 2. Only several students were interested in studying English.
3. The students lacked of vocabulary.
4. Students had low motivation in English lesson.
5. Many students were afraid of making mistakes when they are answering questions.
6. Many students had limited words in speaking.
7. Students‟ attitude and perception of English and their previous knowledge of English was still low.
8. Most teachers did not master the materials. Mastering the teaching materials is one of the key to be success in carrying out the subject. 9. The teacher seldom used media or games in their teaching.
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C. Research Questions
Based on the background of the problem above, the researcher tried to formulate the problem raised in the classroom action research as follow:
1. Can song as a teaching media be used to increase students‟ vocabulary achievement at the fifth year of SDN 4 Gadingrejo?
2. Can song as a teaching media be used to increase students‟ activity at the fifth year of SDN 4 Gadingrejo?
D. Uses of the Research
The researcher expected that the findings of this classroom action research can be used:
1. As information for English teachers that song as a teaching media can be used to increase students‟ vocabulary achievement, and
2. As a consideration policy information for English teachers that song as a teaching media can be used to increase students‟ activities related to the development of teaching English at elementary school.
E. Scope of the Research
vocabulary, but she would only apply memorizing vocabulary through song as a teaching media.
F. Terminology
1. Vocabulary is a list of words, usually in alphabetical order and with explanation of their meanings, less complete than dictionary. It means that we should understand the meaning.
2. Teaching and learning vocabulary is an activity where the teacher and the students reintroduce some vocabulary items with all the structure and in the entire situation in which they can logically be used.
3. Song can perform different function in language teaching. Song marked by richness of content, poetical metaphor and symbols that emotionally reflects the word we live in.
CHAPTER II FRAME OF THEORIES
A. Concept of Vocabulary
Language is a means of communication that is made up of sentence that convey meaning. At school, learning language means learning its vocabulary. It means that vocabulary takes an important part in language in which the vocabulary will make a language meaningful. Moreover, Setiyadi (2006) stated that structure and vocabulary seem to be the heart or foreign language learning. Vocabulary is a very essential part in learning language, because to be able to master a language we automatically have to master its vocabulary. Kriedler (1983) stated that in modern of language teaching, vocabulary learning no longer consists of memorizing list of words in isolation, lasted, words are usually in a meaningful context and practice in appropriate patterns.
Wilkins (1981) said that without grammar little thing could be convey, without vocabulary nothing can be convey. So someone cannot convey anything without vocabulary. Without vocabulary, we can say nothing because vocabulary is the basic element of a language in hence we can say that the quality of the language performance of students will depend on their quality and quantity of vocabulary. The objectives of the curriculum are enabling the Elementary graduates use English in simple way an create student‟s interest toward English.
To support the process of learning and to make it easier, the teacher should use simple vocabularies that can be easily understood by the students (Department of Education, 1994). The students will learn many kinds of vocabulary such as verb, noun, adjective and adverb. Verb is a word or group of words that expresses an action, an event, or a state, for example, eat, happen and exist. Noun is a word that refers to a person, a place, or a thing, such as doctor, city, and plant. Adjective is a word that describes a person or thing, for example beautiful, clever.
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B. Concept of Teaching Learning Vocabulary
The purpose of learning vocabulary is to make the students understand the meaning of the words. Finnochiaro (1973) suggested that teaching and learning vocabulary is an activity where the teacher and the students reintroduce some vocabulary items with all the structure and in the entire situation in which they can logically be used.
Learning vocabulary means process of gaining knowledge of vocabulary. In the first step, the learner will get invocation about vocabulary. Such as: how to spell, to pronounce, to use it in appropriate sentences as well as the meaning. The second is how the learners obtained and pronounced the words.
Pronunciation refers to the way a word or a language is usually spoken, at the manner in which someone utters word. If someone said to have “correct
pronunciation,” then it refers to both within a particular dialect Finnochiaro
(1973). The pronunciation is good if it is understandable and pleasant. A word can be spoken in different ways bay various individuals or groups, depending on many factors, such as:
1. The area in which they grew up. 2. The area in which they now live. 3. If they have a speech or voice disorder.
Nation (1990) explained that when someone want to teach a word, he/she has to teach three things (1) the shape or form of the word, (2) the meaning of the word, (3) the form and the meaning of the word together. In teaching the meaning, the teacher gives the synonym in Indonesia language. Students have difficulty to understand the meaning of the words. So, it is done to make them easier to memorize the meaning of the words.
The vocabularies that should be reached by the students of Elementary School are 600 words. For the fourth grade they have to reach 100 words, fifth grade they have to reach 200 words and sixth grade they have to reach 300 words. (Department of Education, 1994).
C. Teaching English in Elementary School
Teaching standard is related to the teacher‟s ability, the methodology used in
teaching the materials, students‟ ability, and technique applied. Wilkins (1981)
also added that people learning depend on the effectiveness of the teacher technique.
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The topics for the fourth grade are greeting, numbers, introduction, and letters in alphabet things around the school, colours and personal data. In the fifth grade the students will learn about time, the days, the month, daily activities, parts of body, games, describing, family, brothers and sisters, and instruction at public place. While the students in the sixth grade will learn about fruits, vegetables, drinks, my hobby, the school library, public places, where is the building, point of the compass, and seasons in Indonesia.
The teacher of Elementary School, especially in the fifth grade will begin each class by introducing 15 words and they will add 10 words by the end of the class. Scotts (1990) described the characteristic of the eight-ten years old:
1. They can tell the different between fact and fiction. 2. They ask the question all the time.
3. They rely on the spoken words as well as the physical word to convey and understand the meaning.
4. They are able to make some decisions about their own learning. 5. They have definitive views about what they like and do not like to do. 6. They are able to work with other and learn from others.
By the age of ten, the children are able to: - Understand the abstract.
Teacher in elementary school said that the learners felt strange with the language and difficult to utter the words. It made the learners did not want to learn this language. As teachers, they should improve students‟ motivation to learn the language. We have to consider the material that will be given to the students. We can use many things as the materials to teach the students, such as game, song, picture etc. In this case, researcher would apply song as the technique to teach vocabulary to them, because it can make the teacher easy in describing or delivering the material, and make the students easier in understanding the material given by the teacher.
Based on the statement above, the researcher thought that teacher should give an interesting song to stimulate them. It is supported by the basic educational local curriculum objective that is to raise the students‟ interest and delight in studying
English. The material can be adjusted to the need and situation of the school. In this research, the researcher would emphasize on teaching vocabulary of parts of body, family and games.
D. Teaching Media
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recorder, film, slide, picture, graphic, television, computer, etc. Moreover, media are components of learning sources that motivated students to learn.
Broadly, there are two kinds of media: visual media and audio visual media. Visual media is something used in which concern with the learner‟s sight sense;
on the other hand audio visual media is the material which may be accompanied by language (Corder, 1996: 34). The aim of using visual aid or media in teaching English is to help teacher improving teaching learning process, including motivating students. Furthermore, the aids which concerning with the sense sight of the learner are visual aids. This explanation is also supported by Rinanto (1982: 29). He said that one way to make result of teaching English more successful is by using visual aids or media.
According to Hornby (1995: 959) visual means concerned with used in seeing, while media is something that helps. In other words visual media is something used in which concern with the learner‟s sight sense and can be seen by them.
Generally this media is available in the classroom or it can be made by teacher herself. So, when a teacher needs the means or tools in the process of teaching which can be seen through eyes, they are called visual aids or media.
learn by using direct experience they will get knowledge, including in learning vocabulary.
E. Concept of Teaching Vocabularies Through Song as A Teaching Media
Sutarjo (1988) said that there are five ways of teaching vocabulary, one of them is, ”teaching vocabulary through creativity. Teachers should allow students to decide what they want to learn. Teacher can make such media which enables students to be creative in producing the vocabulary such song and game.”
Based on the assumption above, the researcher tried to teach vocabulary through song, because song can make students interested in learning English. According to Field (1998), song can perform different function in language teaching. Song marked by richness of content, poetical metaphor and symbols that emotionally reflects the word we live in. Song can be used to motivate the listeners‟ positive emotion. It also can inspire the students to express their attitude to the words that they have ever heard. Applying song in teaching learning process produces an active process for the students because they are intended to sing.
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Song can add feeling and rhythm to language practice that might otherwise be flat help children remember things more easily and draw children more deeply into a lesson. Songs are often regarded as an extra in the classroom and are used for a change of focus and not where the core learning takes place. Song can be used to develop students‟ listening skill, pronunciation and vocabulary.
In fact, variety is one of the most important factors in maintaining the high level of motivation and interest among the students. There are many „real life‟ activities
that can be brought into the classroom to add variety, not only to the learning process but also to the students‟ experience in English. And one of these activities
is song.
Song and music can help develop listening comprehension, facilitate the acquisition of pronunciation, vocabulary, structure, and about culture. Songs are valuable aids in developing students‟ listening skill. There are many advantages of
The first presentation of the song is the researcher introduced the topic of the song to be learned. Then the researcher played or sang the song while the students listened. The second step was the researcher explained the material in order to make the words better understood, teacher asked them to touch their body part. Then the researcher sang the song and the students may join to sing. At last, researcher asked some questions to the students to know whether the students really understood the meaning of the words and able to write them in correct spellings. Besides being enjoyable for both teacher and students, well-chosen song can provide excellent in intonations as well as sentence pattern and vocabulary review. Song can be used as a useful technique in learning vocabulary pronunciation, structure and sentence pattern.
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positive emotional approach to language learning, introduce students to the music and culture of particular interest to them in target language community and serve as an incentive for speaking English in the class. Songs, which belong to genre including both lyrics and music, can be added to list. They help students and teachers to develop their artistic tastes on the basis of critical evaluation of the song they listen to and discuss, and the same time help them learn how to use song English Language Teaching.
F. Criteria of Selecting Song
The researcher realized that not all kinds of songs are appropriate to be used in teaching learning process. According to Field (1998), there are two main principles in choosing songs in teaching learning process. The first principle is „What to look for‟. It means that selecting the song to be presented, the teacher
has to be careful and consider some requirements; the song must carry some sort of message or at least tell an interesting story and each word must e clearly pronounced.
The second is „hat to avoid.‟ There are certain types of songs that should be
avoided by the teacher, they are; songs those are too fast-paced, songs in which the music burned the singers „voices, songs in where there is no substance in the
In choosing the material of learning vocabulary through song for children, it will be better to choose materials s follows:
1. Song about home and school.
2. Songs about people, especially song in which children can substitute their own name or friends‟ name.
3. Songs that are involving actions, such as clapping or jumping. 4. Songs the children themselves make up about their daily activity. 5. Popular song that they hear on television or radio or movie. 6. Songs those children can dramatize.
7. Catchy music commercial.
Concerning the vocabularies of the songs and the curriculum of 2004, the researcher introduced around 10 new words from the first song, and 15 from the second song. So the numbers of new vocabularies that will be introduced by the teacher are around 25 vocabularies. In the first song the researcher would introduce the words head, shoulder, knees, toes, eyes, ears, mouth, arm, hair, and nose. Then father, mother, brother, sister, family, grandmother, grandfather, uncle, aunt, nephew, cousin, and niece in the second song.
G. Procedures of Teaching Vocabulary Through Songs
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A. Pre Activities:
1. Students greeted the teacher and answer the teacher‟s calling.
2. Students answered the teacher‟s questions related to the song to the students. It was the way to stimulate students‟ background of knowledge about the song.
B. While Activities:
1. Students got the song text.
2. Students listened to the lyrics twice from the teacher‟s reading. The students tried to pronounce the words. And then the students read the lyrics of the song in chorus for three times.
3. Students listened to the teacher‟s singing as a model in singing the song.
4. Students sang the song together.
5. Students identified the new English vocabulary and the meaning of those new words in Indonesian, to make them familiar with the words.
C. Post Activities:
1. Students observed the pictures, and then come in front to write the vocabulary in English on the whiteboard to know whether they have understood the new vocabulary.
RESEARCH METHOD
A. Research Design
Classroom Action Research (CAR) is a systematic inquiry with the goal of informing practice in particular situation (Angelo and Cross, 1993:1). It means that classroom action research is a way for instructors or teachers to discover what works best in their own classroom situation, thus allowing informed decision about teaching. Furthermore, Corey (1993:1) defined action research as the process through which practitioners study their own practice to solve their personal practical problems. It means that action research is a collaborative activity where practitioners work together to help one another design and carry out investigation in their classrooms.
In addition, Kemmis and Mc. Taggart (1982:3) stated that action research is deliberate, solution-oriented investigation that is group or personally owned and conducted. It is characterized by spiraling cycles of problem identification, systematic data collection, reflection, analysis, data-driven action taken, and finally problem redefinition. The linking of term “action” and “research”
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Moreover, action research provided teachers with the opportunity to gain knowledge and skill in research methods and applications and to become more aware of the options and possibilities for change (Oja & Pine, 1989: 96). It means that the teachers participating in action research become more critical and reflective about their own practice. The teachers engaging in action research attend more carefully to their methods, their perceptions and understandings, and their whole approach to the teaching process.
The researcher uses classroom action research because it is an approach of (1) improving education through change, by encouraging teachers to be aware of their own practice, to be critical to the practice, and to be prepared to change it, (2) it is participatory, in the sense that it involves the teacher in her own enquiry, and collaborative, in that it involves other people as part of a shared enquiry.
B. Participants
plan made. The important things in teaching learning process were noted by the researcher.
Furthermore, the researcher analyzed and discussed observation result during teaching learning process (the strengths and weaknesses which were done by researcher and students during teaching learning process using song as a teaching media) and learning the result. Learning process analysis was done based on researcher’s observation. It was decided to conduct the next cycle. It was focussed on the weaknesses of the previous cycle.
C. Research Procedure
In this classroom action research, the cycles depended on the indicators, whether the indicators have already been achieved or not. They can be achieved in one cycle or more. The first cycle was conducted based on the problem faced by the students in vocabulary mastery. Teaching vocabulary through song as a teaching media based on lesson plan and after that the researcher administered the test of vocabulary. Then, she analyzed and discussed the result both vocabulary test and observation. Furthermore, if the results have required the indicator of the research, she stopped at the first cycle only, but if the results have not reached the indicators of the research yet, she would conduct the next cycle. It focused on the weaknesses of the previous cycle and so on. Each cycle consisted of:
1) Planning. 2) Action.
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Planning
CYCLE 1
Observing
Re-Planning
CYCLE 2
Re-Observing
Implementing Reflecting
Re-Implementing Re-Reflecting
? 4) Analysis and Reflection.
The cycle in the classroom action research happened repeatedly. If the indicators of the research were not fulfilled in the second cycle, the third cycle would be conducted to make it better. These steps formed a cycle, and the cycle was followed by the other cycles. It is like a spiral. The description of the Cycle of Classroom Action Research (Arikunto, 2006: 16), can be seen as follows:
In line with the Figure 1 above, the cycles of the action research are classified as the following:
1) Planning
Based on the teacher’s experience of teaching learning process in the class,
researcher identified the problem causes. By knowing the problem, the researcher formulated the problem as focus problem, which is very important to be given implementation. Based on the formulation of the problem, the researcher made lesson plan.
2) Implementing
The researcher as the teacher taught the students in the class by using lesson plan made before. During the teaching learning process, the researcher observed the students’ activities. The researcher also asked one ratter to observe teaching
learning process. 3) Observing
Observation and interpretation toward the action in the class was done during the researcher teaches in the class using song as a teaching media. In other word, the observation was done together with actions which have already been mentioned in action stage.
4) Reflecting
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D. Indicators of the Research
In order to see whether song as a media can be used to develop student’s vocabulary mastery, the researcher determined the indicators dealing with the learning process and the product.
a. Learning Process
For the learning process, observation was done to both the researcher and an observer during the teaching learning process by observing the whole activities in the class and filling the observation format. The indicator was if the researcher and students got minimum 70% from the result of the observation form.
b.Learning Product
This indicator was 70% of students got score at least 60 (sixty) or more in mastering vocabulary.
E. Instrument of the Research
1. Vocabulary Test
The first instrument used in getting the data was writing test. Heaton (1991: 137) stated that vocabulary could be useful testing tool since it provided the students with an opportunity to demonstrate their ability to organize language material, using their own words and ideas, and to communicate. In addition, he said that composition test provided a degree of motivation which many objective type of test fail to provide. In this research, the teacher asked the students to arrange the words based on the script given to them. There were two topics of control composition given to them, they were: Family and Things around us. It was hoped that the students could improve their vocabulary through controlled composition technique. The test was given in details instruction and direction.
2. Observation Sheet
In this research the researcher observed directly what was happening during teaching learning process when the teacher implemented controlled composition technique in teaching vocabulary. The aspects that would be observed were of students’ activities and teacher performance. We adapted from APKG/ Alat
Pengukur Kemampuan Guru (Lampung University: 2006) for observed teacher performance. The researcher classified each aspect into five categories: 1. very satisfactory, 2. satisfactory, 3. sufficient, 4. insufficient and 5. very insufficient. Table1. Table of Specification of the Observation Sheet
No. Activities Objectives
1. Pre-Activities
Interested in the opening of the class.
Responding to the teacher’s questions
about the topic enthusiastically.
To make students interested in the lesson.
To build clarity of what is going to be learnt.
2. While-Activities
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in group.
Following teacher’s modeling
enthusiastically.
Actively involved in the discussion of the tasks in group.
Recording the presented difficult words in worksheet actively.
Answering questions of reading test in group.
Checking together the answers of the questions with teacher.
enable fast learner help slow learners.
To give clarity of the stages going to do in the lesson.
To build students’ understanding to
the vocabulary.
To build long term acquisition of the vocabulary learnt.
To test whether students’
vocabulary mastery relate to reading comprehension.
To check students’ mastery in the
lesson.
Adapted from Haggard (1982) and Ruddell, M.R., & Shearer, B.A. (2002)
F. Data Analysis
Data analysis is the process of organizing the data in order to gain regularly of the pattern and form of the research. The term interpretation can be defined as a procedure of giving meaning on the result of analytic process. Data analysis was done to create understanding of the data and after following the certain procedure result of the study that can be presented by the researcher to readers (Setiyadi, 2006).
analysis and reflection of each cycle, the researcher decided whether there would be the next cycle or not.
1. Learning Product
To know the learning product, the researcher used vocabulary test by asking the students to sing a song and find the meaning make by the group of students to collect the data. There was the indicator used to analyze the data gained from the test: If at least 70% of students’ scores can reach 60 or more
for the test, it was assumed that Song as A Teaching Media in Increasing Students’ vocabulary mastery is applicable. To know the percentage of
students’ who get≥ 60, the following formula is used:
Number of students who get ≥ 60 Total number of students
2. Learning Process
In this learning process, observation was done both to the teacher and the students by the observer during the teaching learning process by observing the whole activities in the class and by filling the observation sheets. The observation was done to know the students’ activity based on the problems faced by the students.
The indicator that was used to analyze the learning process of the students and the teacher was: If 70% or more of students were actively involved in teaching
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and learning activities when song as a teaching media used in Increasing Students’ vocabulary mastery is being implemented, it means the target is
fulfilled. If more than 70% of students are actively involved in teaching and learning activities, it can be categorized as a good level.
G. Observation
Since the observation was done for observing the students’ activities, the researcher analyzed the result of the observation separately. In analyzing the data from observing the students’ activities, the researcher counted the number of
students who were actively involved in the teaching learning activities and also calculated the percentage of the students. In addition, the researcher made abstraction or description then select the important data which related to the activities of the students.
CHAPTER V
CONCLUSIONS AND SUGGESTIONS
A. Conclusions
Considering all data gathered from this classroom action research and the discussion, the researcher draws some conclusions. They are:
1. Songs as a teaching media can be used to improve students’ vocabulary ability. It is supported by the increase of their result from 1 students (50%) whose score is 60 or higher in cycle I to 25 (83.4%) whose got score is 60 or higher in cycle II. It also means the result of classroom action research has fulfilled the indicator of the research in cycle II; 70% of the students’
score is at least 60 (sixty) or higher in vocabulary test based on the criteria. 2. Songs as a teaching media can help the students to expand or generate their composition by using relevant topic. It means that songs as a teaching media is applicable to the topic.
B. Suggestions
Referring to the data in the previous chapter and the conclusions, some suggestions are recommended:
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and their friends in getting information or meaning of the words. The students will be more independent and get more knowledge.
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