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TABLEOFCONTENTS
Page .. .. .. . … … … … … … … … … … … … … … … … … … … … … … … E G A P E L T I
T i
E G A P L A V O R P P
A S ………... ii
.. … … … … … … … … … … … … … … … … … … … … … E G A P N O I T A C I D E
D iv
… … … … … … … … … … … … Y T I L A N I G I R O S ’ K R O W F O T N E M E T A T
S v
I L B U P N A U J U T E S R E P N A A T A Y N R E P R A B M E
L KAS IKARYAI LMIAH
S I M E D A K A N A G N I T N E P E K K U T N
U ... iv .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. . … … … … … … … … … … … … … … … T C A R T S B
A iv i
K A R T S B
A ………. v iii … … … … … … … … … … … … … … … … … … … S T N E M E G D E L W O N K C
A . xi
… … … … … … … … … … … … … … … … … … … … S T N E T N O C F O E L B A
T iix
.. . … … … … … … … … … … … … … … … … … … … … … … S E L B A T F O T S I
L x vi
.. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. . S E C I D N E P P A F O T S I
L vx
N O I T C U D O R T N I .I R E T P A H C
.
A ResearchBackground……… 1 .
B ResearchProblem... 4 .
C ProblemLimtiaiton………... 4 .
D ResearchObjecitve s……….. 5 .
E ResearchBenefti s……….. 5 .
F DeifniitonofTerm s………... 7
E R U T A R E T I L D E T A L E R F O W E I V E R . I I R E T P A H C
.
A Theoreitca lDesc irp iton………... 01 .
1 Theoreitca lReviewonChant... 01 .
a Deifniitono fChan.t... 01 .
b Value so fChant... 11 .
c Step so fTeachingChan.t... 21 .
ii x .
3 Theoreitca lReviewonYoungLeaners... 61 .
4 Theoreitca lReviewonTeachingandLearningVocabulary... 91 .
B Reviewo fRelatedStudie .s... 91 .
C Theoreitca lFramework………... 02 Y
G O L O D O H T E M H C R A E S E R . I I I R E T P A H C
.
A ResearchMethod………... 22 .
B ResearchSetitng……….. 3.... 2 .
C ResearchParitcipants... 2 3 .
D ResearchInsrtument sandDataGatheirngTechnique... 42 .
1 ResearchI nsrtument .s... 42 .
a ObservaitonCheckilst... 42 .
b FieldNote .s... 24 .
c Quesitonnarie... 52 .
d Interview... 2 5 .
2 DataGatheirngTechnique... 62 .
E DataAnalysi sTechnique... 62 .
F ResearchProcedure... 8.. 2
H C R A E S E R . V I R E T P A H
C RESULTSANDDISCUSSION
.
A TheTeacher’sI mplementaitono fChantst oTeachEngilsh... 92 .
1 Basedont heObservaitonShee tandClas sNoteTaking... 92 .
2 Basedont heI nterview... 32 .
B Students ’Response so fChantsi nt heEngilshClas .s... 33 .
1 Basedont heQuesitonnarie... 33 .
2 Basedont heObservaitonSheet... 35 .
3 Basedont heI nterview... 3 7 .
4 Basedont heClas sNoteTaking... 3 9
S N O I S U L C N O C . V R E T P A H
C ANDRECOMMENDATIONS
.
ii i x .
B Recommendaitons... 41
… … … … … … … … … … … … … … … … … … … … … … … … S E C N E R E F E
R .. 43 ..
D N E P P
v i x
S E L B A T F O T S I L
e l b a
T Page
.
4 1 .TheResutl so fQuesitonnariesf o rFou trhGrader so f u
r a B n a g n a m e D s u is i n a K D
v x
S E C I D N E P P A F O T S I L
e g a
P
A x i d n e p p
A : SuratI ijnPeneilitan... 45 B
x i d n e p p
A :Sura tKeteranganPeneilitan... 46 d
n e p p
A ixC :I nterviewCheckilst... 47 D
x i d n e p p
A : TheResul tofObservaitonCheckilst... 84 x
i d n e p p
A E :FieldNotes... 5 0 x
i d n e p p
A F :TheQuesitonnarief o rFou trhGraders
. t e g o t s r e n r a e l g n u o
y McKeown andMary ( 1987:47 )claimed t ha t“vocabularyi s t
n a tr o p m
i tol earn becausestudent sneed t o l earnmoreword smeaning sand l earn r e tt e b e m o c e b o t r e d r o n i w o n k y d a e rl a y e h t t a h t g n i n a e m s d r o w e h t t u o b a e r o m
.s r e d n e h e r p m o
c ” Goodi nteracitonandapproachbetweent eache randstudent sare ,
y h w s i t a h T . d e d e e n y l h g i
h using chantst o t eachEngilsh isr ecommendedt ouse .
l o o h c s y r a t n e m e l e f o s s a l c e h t n
i In thi sresearch ,the wrtie rwli lfocu son the h
tr u o
f grader so felementaryschoo land rty to gett her esul to fhow t heyr espond h
s il g n E n r a e l o t s t n a h c f o e s u e h
t .
e h
T wrtie rchoose sthi s topic atfe rhaving some lesson s in the EYL n g i e r o f a s r e n r a e l g n u o y g n i h c a e t t u o b a s s a l c ) s r e n r a e L g n u o Y r o f h s il g n E (
n o s s e l e h t n I . e g a u g n a
l s , ti i sexplained how t o t each and t o give good t eaching o
t h c a o r p p
a young learners .Teachers need to be more sensiitve in the young r
e n r a e
l classe .s Many methods are avaliable to use by Engilsh teachers .One o f e
s o h
t methodswhich intereststhewrtieri susing chantst o t each young l earner .s a
s i t n a h
C sho tr ,simpleseire so fsyllable so rwordst ha tsungon ori ntonedt ot he e
e r F e h T “ ( s e t o n f o e g n a r d e ti m il a r o e t o n e m a
s Dicitonary” ,2009) .Someitmes , e h T . d e s u s t n a h c e h t f o e p y t e h t n o d e s a b s t n e m e v o m e m o s h ti w d e w o ll o f s i t i
e f r e ti r
w elst ha tby using t hi smethodstudent sareeasiert o catch t hemeaningo f g n i g n i s y b s d r o w w e n n r a e l y l s u o i c s n o c n u l li w y e h T . s e ir a l u b a c o v w e n r o s d r o w
. g n it a c u d e d n a n u f s i tI . g n o s a n i m e h
t A well-knownt ypeo fchanti sj azzchan.t y e h t t u b , y r a l u b a c o v r o s d r o w w e n t u o b a n r a e l y l n o t o n s t n e d u t s , d o h t e m s i h t n I
t u b , d o h t e m s i h t h ti w r a il i m a f e r a s r e h c a e t h s il g n E l l A . s t n e d u t s e h t f o e s n o p s e r
s u m e h t f o l l a t o
n e chant sin every meeitng ilke wha tEngilsh teache ro fSD a
t r a k a y g o Y u r a B n a g n a m e D s u i s i n a
K does .Beside sthat ,the locaiton i sno tfa r m
o r
f UniverstiasSanata Dharma and also t he wrtier’ shouse . tI i salso because h
c a e t h s il g n E f o e n o n w o n k s a h r e ti r w e h
t er sin SD Kanisius Demangan Baru a
t r a k a y g o
Y before , so any communicaiton and consutlaiton needed fo r the y
li s a e e n o d e b n a c h c r a e s e
r andeffecitvely .Thi sschoo lha sbeen usingchan ta sa o
t p u e d a r g h tr u o f e h t m o r f s t n e d u t s e h t r o f h s il g n E h c a e t o t d o h t e
m the sixth
H . e d a r
g opefully,t hrought hi sresearch,t hewrtiercangett heclea ranswer soft he o
it a t n e m e l p m i s ’ r e h c a e
t n and the students ’response sof the use o fchant sin t
a n o s s e l h s il g n
E SDKanisiusDemanganBaruYogyaka tra.
.
B ResearchProblem ir
w e h
T te r formulate s and addresse s the problem s into two basic :
e r a s n o it s e u q e h T . s n o it s e u q
.
1 How does theteacheri mplementchantst ot each Engilsh to t hef ou trhgrade fo l
o o h c s y r a t n e m e l
e students? .
2 Howi st her esponseofs tudent swh liehavinganEngilshclas swtihchants?
.
C ProblemLimtia iton
f o n o i s s u c s i d e h t n o s e s u c o f y d u t s s i h
T students ’responsest o t heuse o f h
c antst ol earn Engilsh att hefou trh gradel evel i n SDKanisiusDemangan Baru .
.
D ResearchObjecitves s s i h t f o s e v it c e j b o e h
T tudy aret oanswe rand provideaclea ranalysi so f d
n a s t n a h c g n i h c a e t n o n o it a t n e m e l p m i s ’ r e h c a e
t students’r esponsest ot heuseof n
i l e v e l e d a r g h tr u o f e h t t a h s il g n E n r a e l o t s t n a h
c SDKanisiusDemangan Baru
a t r a k a y g o
Y .
.
E ResearchBeneftis t o t e c n a d r o c c a n
I heobjecitve soft her esearch,t hisr esearchi sexpectedt o :r
o f s ti f e n e b e v i g
.
1 Otherwrtiers
e b l li w y d u t s s i h t t a h t s e p o h r e ti r w e h t , h c r a e s e r s i h t g n i h s i n if r e tf A
r e ti r w r e h t o r o f l a i c if e n e
b swho areinterested t o conduc tanothe rresearch abou t n
a t n a h
c d ti seffectsf o ryoungl earners .Thenextr esearch ,hopefu lly ,wli lbemore .l o o h c s y r a t n e m e l e f o e d a r g r e h t o r o f t n a h c f o n o it a t n e m e l p m i e h t t u o b a l i a t e d
.
2 Engilsht eacher sandEng ilsht eachercandidates h s il g n E r o f l a i c if e n e b e b o t d e t c e p x e s i y d u t s s i h
T teacherst ohelpt hemt o
d o h t e m a d n
if to t each young l earners .Usingchant i soneo fmanymethodstha t u
o y h c a e t o t d e s u e b n a
c ng learner sabou tvocabulaire sand i tneed steachers ’ o
y p l e h o t ,s l a o g g n i n r a e l ri e h t h c a e r o t r e d r o n i ti e s u o t s e it i v it a e r
c ung l earner s
. y a w g n it s e r e t n i n a n i s e ir a l u b a c o v n r a e
l Fo rEngilsh teachers ,they should be e m it e h t ll a s l a ir e t a m g n i n i a l p x e y l n o t o n , g n i h c a e t f o y a w n r e d o m h ti w r a il i m a f
e e r f s i a i d e M . s e t o n e k a t d n a n e t s il o t s t n e d u t s t e l t s u j d n a s s a l c e h t f o t n o r f n
i ly
a h c g n i o d e li h w s e i d o b r i e h t g n i v o m d n a g n i m y h r o d l li w s t n e d u t S . s s e c o r
p ntsf o r
l y r a l u b a c o v r i e h
t esson and i n SD Kani isusDemangan Baru , tii sno tanew way r i e h t e v o r p m i n a c t i s e p o h r e ti r w e h t y d u t s s i h t g n ir e v il e d y b o s , g n i n r a e l f o
.s t n a h c g n i s u s i h c i h w , d o h t e m s i h t h g u o r h t h s il g n E g n i n r a e l n i s t s e r e t n i
.
F De ifniitono fTerms e h t , n o it c e s s i h t n
I wrtie rwli lexplain some key words .I n ordert o avoid e r a s m r e t d e t a l e r e m o s , e r e h , s d r o w y e k e s e h t o t s n o it p e c r e p t n e r e f fi d e h t
. d e s s u c s i d
.
1 Response
r o l a b r e v y n a s i , ) 3 1 4 : 7 8 9 1 , n i k n u D n i( r e w o P o t g n i d r o c c a , e s n o p s e R n o
n -verba l ac tdesigned to fuflli lthe expectaiton s imp ilci t in the quesitons , y n a o t s r e f e r e s n o p s e r s ’t n e d u t s , y d u t s s i h t n I . s r e h t o f o s t s e u q e r r o s d n a m m o c
n o n r o l a b r e
v -verba lac twhich i sdoneby students t oward sal esson t hati sgiven .s
s a l c e h t n i
.
2 Chants a s i t n a h
C shor,ts imples eire sofs yllable so rwordst hats ungonori ntoned e
e r F e h T “ ( s e t o n f o e g n a r d e ti m il a r o e t o n e m a s e h t o
t Dicitonary” ,2009) . tI i s
n a s i f l e s ti s t n a h C . s e ir a l u b a c o v w e n h c a e t o t m o o r s s a l c e h t n i d e s u y ll a u s u
g n i h c a e t e h t n i s g n i h t e k a m o t h c a o r p p
a -learning proces sbecome easie rfo r t
n e d u t
s s .I tcontain ssome movement sand student sneed t o sing ti t ogethe rwtih .
n u f o s l a t u b g n it a c u d e y l n o t o n s i ti o s , r e h c a e t e h
t Achantt hati susuallyusedi n l
n a c s t n e d u t s , d o h t e m s i h t n I . t n a h c z z a j d e ll a c s i n o it a c u d
r e h t a r l a c i x e l s a s e c n e t n e s d n a s e s a r h p n o m m o c f o s e p y t r e h t o y n a m g n i z y l a n a
.s ti n u l a c it a m m a r g n a h
t “ Int hi sstudy,t hevocabularyt ha twli lbel earnedt hrough s
i s t n a h
c prepared by the Engilsh teache ro f SD Kanisius Demangan Baru a
t r a k a y g o
Y .Thet ypeo fvocabularyi sanywordst ha tcommonlyusedi ns tudents ’ d
n a g n i k s a , g n i z i g o l o p a , g n i k n a h t e k il , s e it i v it c a y li a
d giving insrtuciton ,and
r e d i s n o c o t p e t s t s ri f e h t ,) 6 0 0 2 ( r e t s r o F o t g n i d r o c c A . w o ll o f o t t n a tr o p m i y ll a e r
g n u o Y . t n a h c e h t f o e c n a v e l e r e h t s i d n o c e s e h t d n a s t n e d u t s e h t f o e g a e h t s i
c i s u m h ti w g n il a e d s e it i v it c a o d o t e v o l s r e n r a e
l o ra bea tso i twli lbeuseful t o
e m o s e r a e r e h T . s m e ti e g a u g n a l d n a s m e ti y r a l u b a c o v m e h t h c a e t o t s t n a h c e s u
: w o ll o f o t s r e h c a e t r o f t n a tr o p m i e r a t a h t s p e t s
)
1 Star twtihora lexplanaitonandl eavet hew irttenelementf orl ate.r
)
2 Reviewt hepreviousl essonandaddabi tmore.
)
3 Revisiitng learned chant sto give an oppo truntiy fo rreview and con ifdence
. g n i d li u b
)
4 Expandont hechantf orf u trhe rgramma ro rvocabulary.
)
5 Usechantst ot eachs peechr hythmands rtes .s
)
6 Lett hes tudentst or epeatt hechant sbyt hemselv e .s
)
7 Tryt oestabilshdialogue susingt hechant .s
)
8 Once the chan t i s learned , add vairaiton s so vocabulary and gramma r
. d e d n e t x e e r a s e r u t c u rt s
)
9 Createoppo truniites t o use t he srtuctures l earned t hrough t he chant sso t ha t
n i d e t a r o p r o c n i e m o c e b s t n e d u t s e h
t tot heanalyitca l“lef tbrain”.
.
2 Theoreitca lReviewonResponse
e r a y e h t e li h w s t n e d u t s f o e s n o p s e r e h t d n if o t s e ir t r e ti r w e h t , y d u t s s i h t n I
t c a e r e l p o e p w o h o t d e t a l e r y l e s o l c s i e s n o p s e R . s t n a h c h ti w h s il g n E g n i n r a e l
li M d n a r a ll o D . s u l u m it s a d r a w o
t le rdiscus sabou tthe relaitonship between
o t g n i d r o c c A . e v ir d d n a e s n o p s e
t u o b a e r o m w o n k o t ) 2 9 9 1 ( l l e w il a H f o y r o e h t e h t d e s u r e ti r w e h t , n e h T
9 9 1 ( l l e w il a H . s c it s ir e t c a r a h c r i e h t d n a s r e n r a e l g n u o
y 2 )say stha tchlidren are
e h t d n a t s r e d n u y e h t e r o f e b n e v e m e h t o t d i a s g n i e b s i t a h w d n a t s r e d n u o t e l b a
d n a , s n o it c a , n o i s s e r p x e l a i c a f , e r u t s e g , n o it a n o t n I . s d r o w l a u d i v i d n i
. n a e m y l b a b o r p s e s a r h p d n a s d r o w n w o n k n u e h t t a h w m e h t p l e h l l a s e c n a t s m u c ri c
i h
T st heorygive sagoodi nputt ot hewrtie rabou tyoungl earner .s
n i d e t c u d n o c s a w y d u t s s i h
T SD Kanisiu sDemangan Baru Yogyakarta .
t s il k c e h c w e i v r e t n i e r e w h c i h w , s t n e m u rt s n i h c r a e s e r r u o f d e y o l p m e r e ti r w e h T
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o t d e s u y g o l o d o h t e m e h t t u o b a n o it a m r o f n i d e li a t e d s t n e s e r p r e t p a h c s i h T
h c r a e s e r o w t r e w s n a o t r e d r o n i d e s u s i y g o l o d o h t e m s i h T . y d u t s e h t h s il p m o c c a
n o it s e u
q s stated i n chapte rone .Then, t heset wo problem sarediscussed i nto six
, d o h t e m h c r a e s e r e r a y e h T . s n o it c e
s research setitng , research patricipants ,
s t n e m u rt s n i h c r a e s e
r and data gatheirng technique ,data analysi stechnique ,and
. e r u d e c o r p h c r a e s e r
.
A ResearchMethod e
h
T studypresentss omeacitviitesi nordert oge talli nformaitonneededt o
e h t n o s n o it s e u q o w t e h t r e w s n
a problemf ormulaiton. I twasan observaiton i n a
s p l e h t n a h c a d o o g w o h w o n k o t s i n o it a v r e s b o s i h t f o e v it c e j b o e h T . s s a l c
e r e h T . s e ir a l u b a c o v h s il g n E w e n n r a e l o t s t n e d u t
s w as a desc irp itve research
d n o
c ucted i n t hi sstudyand t hisr esearch i st ypicallyaqualtiaitver esearch. In t he
k o o t ti d n a h c r a e s e r y e v r u s d e t c u d n o c r e ti r w e h t , h c r a e s e r e v it p ir c s e
d thef or m fo
. w e i v r e t n i d n a e ri a n n o it s e u
q The researche radministered a quesitonnarie to al l
n i s t n e d u t
s theclas sandconductedani nterviewwtiht heEngilsht eacher .
s e i d u t s h c r a e s e r e v it p ir c s e d “ e t a t s ) 1 8 3 : 0 9 9 1 ( h e i v a z a R d n a , s b o c a J , y r A
” . a n e m o n e h p f o s u t a t s t n e r r u c e h t g n i n r e c n o c n o it a m r o f n i n i a t b o o t d e n g i s e d e r a
t s e v n i n o n e m o n e h p e h t , y d u t s s i h t n
I igatedi st hes tudents’r esponse sont heuseo f
l e k n e a r
F and Wallen (1993 :386 )explain “qualtiaitve research produce s
t c a e h t m o r f a t a d e v it p ir c s e
d ua lword so raciton so fpeople.”Thi sdatacamef rom
n o it a v r e s b o e h
t shee tandaclas snotet aking.
.
B ResearchSetitng
n i e c a l p k o o t h c r a e s e r s i h
T SDKanisiu sDemanganBaru Yogyakarta. The
M A 0 0 . 7 t a n u g e b s s a l c e h T . A V I s s a l c e h t t a 2 1 0 2 , 6 2 l ir p A n o s a w n o it a v r e s b o
y ti v it c a s s a l c e h t d e d r o c e r r e ti r w e h T . M A 0 2 . 8 0 l it n
u andalso t ook aclas snote .
e h t e t u b ir t s i d o t s e t u n i m 0 1 n e v i g s a w r e ti r w e h t , s s a l c e h t f o d n e e h t t A
t a r e h c a e t e h t d e w e i v r e t n i r e ti r w e h t ,t a h t r e tf A . s t n e d u t s e h t o t t e e h s n o it a v r e s b o
. e c if f o s ’ r e h c a e t e h t
.
C ResearchParitcipants i c it r a p o w t e r a e r e h
T pantsi nt hiss tudy;t heyare:
.
1 Thef ou trh gradestudent so fSDKanisiu sDemangan Baru Yogyakarta .Thi s
f o s t s i s n o c s s a l
c 43 students .Thewrtie rusest heobservaitoncheckils tandan
y ti v it c a s s a l c e h t m o r f o e d i v o i d u
a to measure t he students ’response safte r
s t n a h c h ti w s s a l c h s il g n E n a g n i v a
h .Thewrtie ralsouse squesitonnarief ort he
.s t n a h c h ti w h s il g n E g n i n r a e l f o s e s n o p s e r ri e h t e r u s a e m o t s t n e d u t s
.
2 TheEngilsh t eache ro fSD Kanisiu sDemangan Baru Yogyakarta .Thewrtie r
a m r o f n i y n a m s a n i a t b o o t s t n a
w iton a spossiblet hrough i nterviewaboutt he
e h t m o r f t n a h c h ti w s s a l c a g n i v a h r e tf a g n il e e f d n a s s e r g o r p ’ s t n e d u t s
e s o h
T paritcipant s become the focu s o f the study . The fou trh grade
f o s t n e d u t
s SD Kanisiu sDemangan Baru Yogyakarta late rbecome t he objec to f
o t r e ti r w e h t p l e h o t t c e j b u s e h t s e m o c e b r e h c a e t h s il g n E e h t d n a y d u t s e h t
.s s e c o r p m o o r s s a l c e h t e t a u l a v
e
.
D ResearchI nstrumentsandDataGatheringTechnique s .
1 ResearchI nstruments t u o d n if o t r e d r o n
I students ’response sof using chant sto learn Engilsh
n i l e v e l e d a r g h tr u o f e h t t a y r a l u b a c o
v SD Kanisiu sDemanganBaruYogyakarta ,
s y o l p m e r e ti r w e h
t observaiton forms ,interview checkilsts , ifeld notes ,and
e ri a n n o it s e u
q .
.
a Observa itonCheckilst t
n
I hisi nsrtumen,tt hewrtiert ir estoobserveeffect so fchant sandprogres s
w s s a l c h s il g n E n a g n i v a h r e tf a s t n e d u t s e h t y b e d a
m tih chants .The observaiton
t s il k c e h
c consist so fsome point srelated to the clas sacitvtiy .I twli lrate the
.s s a l c e h t n i s t n e d u t s e h t f o e c n a m r o f r e
p Nunan (1994 )explain s“observaiton i s
g n i h c a e t f o n o it a u ti s e h t o s l a d n a r o i v a h e b s ’ r e h c a e t e h t t u o b a w o n k o t d e s
u
-” . m o o r s s a l c e h t n i e n o d e r e w t a h t s s e c o r p g n i n r a e l
r o f s i t s il k c e h c e h T . y d u t s s i h t n i d e s u t s il k c e h c n o it a v r e s b o n a s i e r e h T
g n ir u s a e
m theknowledgeoft hes tudent swhliether esearchi sdone .
.
b FieldNotes d n o c e s e h
T insrtumen tused by t hewrtieri s ifeld notes .In t hi sstudy, t he
d e s u r e ti r
g n i h c a e
t -learning proces sin the class .Wha tthe wrtie rwant sto note are the
g n i v a h e li h w s t n e d u t s e h t f o s e s n o p s e r e h t d n a s t n a h c g n i h c a e t f o n o it a t n e m e l p m i
.s t n a h c h ti w s s a l c h s il g n E n a
.
c Quesitonnaire
l a t e y r A o t g n i d r o c c
A . (1990 :174 )quesitonnarie i sconsidered a sa data
u q i n h c e t g n ir e h t a
g et oo lwhich i sefifcien tand pracitcal . tIi spossible t o usefo r
y r A o t g n i d r o c c a , e ri a n n o it s e u q f o s e p y t o w t e r a e r e h T . s e l p m a s r o s t c e j b u s r e g r a l
l a t
e ., t hosearesrtuctured o rclosed formand unsrtuctured o ropen form .In t hi s
s e s u r e ti r w e h t , y d u t
s two kind so fquesitonnarie .The fris ti sthe closed form
r o f s i t a h t e ri a n n o it s e u
q co llecitng dataf romt hestudents .Thesecond i st heopen
g n it c e ll o c r o f s i t a h t e ri a n n o it s e u
q dataf romt het eache.r
.
d Interview
s a w w e i v r e t n i e h
T managed to the Engilsh teache r o f SD Kanisiu s
a t r a k a y g o Y u r a B n a g n a m e
D in orde rto obtain informaiton abou tthe students ’
. s s a l c e h t n i s t n a h c g n i n r a e l d r a w o t d n o p s e r s t n e d u t s e h t w o h d n a s c it s ir e t c a r a h c
e h
T wrtie ruse sani nforma lo runsrtucturedi nterviewi nt hisr esearch.
.
2 DataGatheringTechnique s
e h t , y d u t s s i h t f o t l u s e r e h t t u o b a n o it a m r o f n i l i a t e d e h t t e g o t r e d r o n I
o e d i v d n a w e i v r e t n i , s e t o n d l e if , e ri a n n o it s e u q , m r o f n o it a v r e s b o s e s u r e ti r w
t f o s s e r g o r p e h t e r a t e g o t d e t c e p x e a t a d , m r o f n o it a v r e s b o e h t n I . g n i d r o c e
r he
n I . s t n a h c g n i s u r e tf a s s e c o r p m o o r s s a l c e h t s i d o o g w o h d n a s t n e d u t s
. s e t o n g n i k a t d n a n o it a v r e s b o s s a l c g n i o d r e ti r
w Thi svideo wli lalso be the
e r s i h t r o f l a ir e t a m c it n e h t u
a search.
e h t m o r f n o it a m r o f n i r a e l c y n a e ti r w l li w r e ti r w e h t , w e i v r e t n i e h t m o r F
t d n a s c it s ir e t c a r a h c ’ s t n e d u t s e h t t u o b a r e h c a e
t het eaching-learning process .The
h c r a e s e r r e h t o e h t h ti w w e i v r e t n i e h t f o t l u s e r e h t e r a p m o c l li w r e t a l r e ti r w
i s t n e m u rt s n
i nordert o ifndt heconnecitonanddatat irangulaitonoft hisr esearch.
h t , tr a p s i s y l a n a s i h t f o e g a t s t s a l e h t , t a h t r e tf
A e wrtie rwli luse the
e ri a n n o it s e u
q to the student s to complete the descirpitve repor t on how the
. d o h t e m s i h t o t d n o p s e r s t n e d u t
s Anyi nformaitongatheredf romt hequesitonnarie
. h c r a e s e r e h t f o t l u s e r e h t d n if n a c r e ti r w e h t o s , n e tt ir w n i d e t n e s e r p e b l li w
s i s t n e d u t s e h t m o r f d e n i a t b o e b l li w t a h t e ri a n n o it s e u q m r o f d e s o l
C addressed t o
p s e r y e h t w o h t u o b a s t n e d u t s m o r f a t a d r e h t a
g ond to thi smethod in thi sstudy .
r e ti r w e h T . e g a t n e c r e p n i d e t a l u c l a c e r e w m r o f d e s o l c e h t m o r f d e r e h t a g a t a d e h T
f o r e b m u n l a t o t e h t y b s n o it p o e m a s e h t e s o h c o h w s t n e d u t s f o r e b m u n e h t d e d i v i d
e u q e h t n i d e n i a t b o a t a d e h T . % 0 0 1 y b y l p it l u m n e h t s t n e d u t
s sitonnarie were
.s w o ll o f s a e u q i n h c e t s i s y l a n a a t a d e h t y b d e t a l u c l a c
: s e t o N
N :t henumbe rofs tudent swhochooset hes ameopitons
.
F ResearchProcedure
. y d u t s e h t g n it c u d n o c f o e r u d e c o r p e h t s n i a l p x e n o it c e s s i h
T The
e h t f o s p e t s e h t f o s n o it p ir c s e d e h T . s p e t s n i d e t s il s i y d u t s e h t f o e r u d e c o r p
.s w o ll o f s a e r a y d u t s e h t n i e r u d e c o r p
.
1 Askingpermissionl ettert oSanataDharmaUniverstiyt oconductt her esearch
n
i SDKansiiu sDemanganBaruYogyakarta.
.
2 Asking permission to the headmaste r o f SD Kanisiu s Demangan Baru
a t r a k a y g o
Y .
.
3 Asking permission to the Engilsh teache ro fSD Kanisiu sDemangan Baru
a t r a k a y g o
Y touset heclas sands tudentsf ort heobjec toft hes tudy.
.
4 Observingoneoft hef ou trhgradeclasse salongwtihtheEngilsht eache.r
.
5 Havingi nterviewwtiht heEngilsht eacher.
.
6 Analyzingt her esutl so fobservaitonandi nterview
.
7 Coming up wtih the ilst fo students ’response so fusing chant sto learn
n i l e v e l e d a r g h tr u o f e h t t a y r a l u b a c o v h s il g n
E SDKanisiu sDemanganBaru
. o
N Quesitons Answers s e
Y N o
.
1 Didwehavef unclass? 100% 0
.
2 Doyou ilkel earningEngilshwtihchants? 94% 6 % .
3 Didyour epeatt hechantst augh tbyyourt eacher? 100% 0 4. Doyour emembe randpracitcechant soutsidet he
? s s a l
c 51% 49%
.
5 Dochant shelpyout ol earnvocabulaires? 100% 0 .
6 Dochant shelpyout or emembe rmateiral s ?
r e g n o
l 86% 14%
.
7 Dochant shelpyout ol earnEngilshs entences? 100% 0 .
8 Wast heclassbo irng? 11% 89%
.
9 A tferl earningchants ,doyouf ee leasiert o ? s e c n e t n e s / s e ir a l u b a c o v h s il g n E e c n u o n o r
p 94% 6 %
. 0
1 Dochant shelpyout or emembert hes ound so f ?
s e ir a l u b a c o v h s il g n
E 91% 9 %
r g h tr u o f e h t f o % 0 0 1 , e ri a n n o it s e u q f o t l u s e r e h t n o d e s a
B adestudent so f
s u i s i n a K D
S Demangan Baru considered tha tEngilsh i sfun .They enjoyed the s t n a h c h ti w h s il g n E g n i n r a e l d e k il s t n e d u t s e h t f o % 4 9 n e h T . y ti v it c a e h t d n a s s a l c
e l b a t e h T . s s a l c e h t n i t h g u a t e b o t s t n a h c e k il t o n d i d o h w m e h t f o % 6 y l n o d n a
e h t d i d y e h T . r e h c a e t e h t r e tf a s t n a h c e h t d e t a e p e r s t n e d u t s l l a t a h t d e n i a l p x e o s l a
e r e h t t a h t d e t n e s e r p a t a d e h T . m e h t r o f t i d e n i a l p x e r e h c a e t e h t r e tf a t s u j t n a h c
. s s a l c e h t e d i s t u o t n a h c e h t e c it c a r p d n a r e b m e m e r s t n e d u t s e h t f o f l a h t u o b a e r e w
e p e h
T rcentagewa s51%oft hes tudentsr ememberedandpracitcedt hechan tatfe r
s t n e d u t s e h t f o % 0 0 1 , n e h T . s i h t o d t o n d i d m e h t f o % 9 4 d n a e n o d s a w s s a l c e h t
e r e h t , e l b a t e h t o t g n ir r e f e R . s e ir a l u b a c o v n r a e l o t m e h t d e p l e h s t n a h c t a h t t h g u o h t
t s e h t f o % 6 8 e r e
w udent swho fel ttha tchant shelped them to remembe rthe
0 4
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R
E
T
P
A
H
C
N
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I
S
U
L
C
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O
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d n a s n o i s u l c n o c y l e m a n , s tr a p o w t f o s t s i s n o c r e t p a h c s i h T
e h T . h c r a e s e r e h t f o s n o i s u l c n o c e h t h ti w s l a e d t r a p t s ri f e h T . s n o it a d n e m m o c e r
d n a s r e h c r a e s e r r e h tr u f r o f s n o it a d n e m m o c e r e h t h ti w s l a e d t r a p d n o c e s
l
eementaryt eacher swhoworkont hes ame ifeld.
.
A Conclusions
g n i s u f o s e s n o p s e r ’ s t n e d u t s e h t t u o d n if o t d e d n e t n i s a w h c r a e s e r s i h T
n i l e v e l e d a r g h tr u o f t a h s il g n E n r a e l o t s t n a h
c SD Kanisius Demangan Baru a
t r a k a y g o
Y .Therearet womainproblemst oanswer .Thef ris tproblemwa sabou t t u o b a s a w m e l b o r p d n o c e s e h T . s s a l c e h t n i s t n a h c g n i h c a e t f o n o it a t n e m e l p m i e h t
e s o h t r e w s n a o t a t a d e h t n i a t b o o T . d o h t e m s i h t d r a w o t s e s n o p s e r ’ s t n e d u t s e h t
, s t n e m u rt s n i f o s d n i k r u o f d e y o l p m e r e ti r w e h t , s m e l b o r p h c r a e s e
r which were .
w e i v r e t n i d n a , s e t o n d l e if , s e ri a n n o it s e u q , t e e h s n o it a v r e s b o
o w t , r e t p a h c s u o i v e r p e h t n i s n o i s s u c s i d d n a s tl u s e r a t a d e h t n o d e s a B
. e d a m e r e w s n o i s u l c n o c r o j a m
.
1 The fris tproblem wa sdeailng wtih how the implementaiton o fchants i n the h
tr u o
f gradel eve lo fSD Kanisius Demangan Baru .Thewrtie rfound t hatt he n
i l e v e l e d a r g h tr u o f e h t t a s t n a h c g n i h c a e t f o n o it a t n e m e l p m
i SD Kanisius n
a g n a m e
D Baru Yogyakarta were corresponding the predetermined step so f i
o t e l b a s i r e h c a e t e h T . s t n a h c g n i h c a e
S E C N E R E F E R
, . C . L , s b o c a J , . D , y r
A & Ravazieh ,A .(1990 .) Introduciton to research in educaiton.Flo irda :Hotl ,Rinehar tandWinston,I nc.
. ) 2 8 9 1 ( . J , r e h s
A Learning anothe r language through aciton : The complete k
o o b e d i u g s ’ r e h c a e
t .Lo sGatos :SkyOak sProducitonI nc.
. ) 9 7 9 1 ( . A . D , r e d n i L & . J , n u a r
B Psychology today :An introduciton (4th ed). .
. e s u o H m o d n a R : k r o Y w e N
, . G , s il l E , .J , r e t s w e r
B & Griard ,D.( 2002 .) T phe rimaryEngilshteacher’s guide .
. d e ti m i L n o it a c u d E n o s r a e P : x e s s E
S , n o tr u
B . H .(1982 .) Mastering Engilsh language .New York :The McMillan .
d t L s s e r P
. ) 6 5 9 1 ( . L , e l o
C Teaching in the elementary schoo.l New York :Rinehar tand .
c n I , y n a p m o C
e h T . ) 6 0 0 2 ( . E , r e t s r o
F valueo fsong sand chantsf o ryoung learner .s Encuentro ,
1- .6
. R . J , l e k n e a r
F & Wallen ,N .E .(1993 .) How t o design and evaluate research i n educaiton(2nded). .Singapore :McGrawHli.l
.) 2 9 9 1 ( . S , ll e w il l a
H Teaching Eng ilsh in the primary classroom .New York : .
p u o r G n a m g n o L
. ) 5 9 9 1 ( . S . A , y b n r o
H Oxford advanced learners’ dicitonary o fcurrent Engilsh .
.s s e r P y ti s r e v i n U d r o f x O : d r o f x O
, . M , y o n r e V , . K , n a m f f u
H & Vernoy , .J( 1997 .)Psychologyi naciton.NewYork : .
c n I ,s n o S & y e li W n h o J
M , n w o e K c
M . G & . Curits, M .E .(1987 .) T nhe atureo fvocabulary acquisiiton.
a b lr E e c n e r w a L : e l a d s ll i
H umAssociate ,sI nc. .
) 0 9 9 1 ( . P . S . L , n o it a
N Teaching and learning vocabulary. Boston :Heinle and .r
e h s il b u P e l n i e H
. ) 4 9 9 1 ( . D , n a n u
N Designing tasksf ort hecommunica itve classroom.Camb irdge : .s
s e r P y ti s r e v i n U e g d ir b m a C
. ) 3 9 9 1 ( . S , s p il li h
P Young l earner sresourcebook f or t eacher .s Oxford :Oxford : .s
.) 7 8 9 1 ( . N . C , r e w o
P Responding In M . J . Dunkin (Ed .) The internaitona l f
o a i d e p o l c y c n
e teaching and teache reducaiton. Oxford :Pergamon Book .
d t L
. ) 0 0 0 2 ( .J , d a e
R Assessingvocabulary.Camb irdge :Camb irdgeUniverstiy. .
o tr a ji d e o
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1 Fort het eacher
x Secaraumum ,bagaimana karakte rsiswakela s4 d iSD Kanisiu sDemangan u
r a
B in iBu?
x Dalam1minggu ,berapakails iswaharu smengikut ipelajaranbahasaI ngg irs?
x Apa pendapa tIbu et ntang belaja rvocabulary dengan menggunakan chants
? i n i
x Apakahadaefekposiit fdar ipembelajarandenganmetodei ni?
x MenurutI bu ,bagaimanar espon siswat erhadappembelajarandenganmetode ?
i n i
x Sudahberapal amaI bumenggunakanmetodei ni?
D
X
I
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F O T L U S E R E H
T OBSERVATIONCHECKLIST
:r e h c a e
T - Class :IVA Date :Ap ir l26 ,2012
. o
N Characterisitcs Y es N o
.
1 Teachers tatr swtihora lexplanaitonandl eavest hew irtten
.r e t a l r o f t n e m e l e
.
2 Teacherr eviewst hepreviousl essonandaddabi tmore.
.
3 Teache rrevisti l earned chants t o give an oppo truntiy fo r
. g n i d li u b e c n e d if n o c d n a w e i v e r
.
4 Teache rexpand son the chan tfo rfu trhe rgramma ro r
. y r a l u b a c o v
.
5 Teache ruse schantst ot eachs peechr hythmands rtes .s
.
6 Teache r let s the student s to repea t the chant s by
.s e v l e s m e h t
.
7 Teachert irest oestabilshdialogue susingt hechant .s
.
8 Teache r add s vairaiton s so vocabulary and gramma r
. d e d n e t x e e r a s e r u t c u rt s
.
9 Teache rcreate soppo truniitest ouset hesrtucturesl earned
e m o c e b s t n e d u t s e h t t a h t o s s t n a h c e h t h g u o r h t
” n i a r b t f e l “ l a c it y l a n a e h t o t n i d e t a r o p r o c n i
. 0
1 Teache raddss omes ingingo r lfashcard .s
. 1
1 Teache rgive sthe student smoitvaiton and oppo truniite s
. h s il g n E k a e p s o t
. o
N Characterisitcs Y es N o
. 2
1 Student senjoyt heclas sacitvtiy.
. 3
1 Student s are enthusiasitc du irng the teaching-learning
.s s e c o r p
. 4
1 Student spayattenitont ot eacher’ sexplanaiton.
. 5
1 Student sgiver esponset ot eacher’ sexplanaiton.
. 6
1 Student sparitcipateacitvelydu irngt hel esson.
. 7
1 Engilsh i s moslty used in giving insrtuciton s and
.s s a l c e h t n i s n o it a n a l p x e
. 8
1 Teache rgive squesiton s related to the topic which i s
. d e n r a e l
. 9
1 Teache rplaysr olea saf aclitiatori nt heclass ,whoi sonly
f y e h t n e h w s t n e d u t s g n i p l e
h acedfiifculitesi nt heclass
. 0
2 Students ’confidence and sefl-esteemarebuitl du irng t he
g n i h c a e
t -learningproces .s
,r e v r e s b O
