CHAPTER IV RESEARCH FINDINGS AND DISCUSSON
B. Research Findings
2. Research Findings in Cycle 1
teacher used the explaining method in teaching during learning process but the students were not active in the class. Sometimes, the teacher tried to make students spoke up by asking the students to repeat the word with the meaning, but the result of using the method the students were still shy and feeling nervous to speak up.
After interviewing the English teacher, the researcher interviewed the students of 10th grade to know the students’ problems. The result of interviewing with the student’s 10th grade, the student showed that they did not like English subject because it was really difficult. They said that in English subject they should know vocabulary to give an opinion, they could not know the meaning of the word in the book. They felt nervous and afraid when they should speak up in front of their friends but Indonesia language. They said that they liked writing skill because they could think first what they wanted to speak and had a time to translated the word or sentence if there was an assignment, they could write first what would they said, they could open their dictionary when they did not know the vocabulary.
To make sure the answer from the English teacher and the students, the researcher observed the class situation to know more about students’
problem in English subject during teaching and learning process. While during teaching and learning process, the teacher used a conventional method in teaching, and sometimes the teacher asked the students to repeat the teacher and gave the students assignment from textbook and student’s
worksheets.55 The result of observation showed that the statement from the teacher and students was the same with the interview.
After interviewing and observing the class situation, the researcher assumed that the students needed a new strategy or media to improve their learning process especially in vocabulary mastery. When teacher always used conventional method or role play strategy to improve the students’
English subject but the strategy was failed, the class situation was still bored, the students were still sleepy and lazy during teaching and learning process, there was just a little improvement (only material) in their English but no improvement in vocabulary mastery score.
So, the researcher concluded that the students needed a new strategy or media in learning process to make the students enjoyed and active in the class, be spirit in learning process, and could improve their English ability and the media could solve the students’ vocabulary mastery problem during teaching and learning process. The researcher asked the English teacher’s opinion as a collaborator in this research about the song mnemonic as a media in teaching and learning process to improve students’ vocabulary mastery. The English teacher agreed if the researcher taught vocabulary by using song mnemonic because the teacher never used it as a media in memorizing vocabulary to enjoy the English subject.
Besides that, the researcher and the English teacher analyzed the syllabus. The researcher also made the lesson plan for teaching and
55 See Appendix 7
learning process and prepared the media, materials which were appropriate with the standard and basic competence in curriculum of education.56
In this research the researcher used a song mnemonic as media in focusing vocabulary mastery for teaching and learning process. The material of this research was announcement text, and future tense (what’s your plan), the researcher designed four meetings in one cycle, three meetings for treatment or teaching and one meeting or the last meeting for vocabulary test. When the researcher discussed with the English teacher about lesson plan the researcher also explained to the English teacher as collaborator on what should the collaborator do and what the researcher do in the class. In conducting this research, the researcher’s role was as an English teacher who taught vocabulary in English, while the real English teacher’s role was as a collaborator or observer who observed the class situation and students’ response in teaching and learning process. So, the English teacher helped the researcher to make a field note when teaching and learning process.
b. Implementing
In this phase, the researcher taught how to memorize vocabulary easily in one cycle. One cycle consisted of four meetings, three meetings were for teaching and one meeting was for vocabulary test. The steps of
56See Appendix 4
teaching vocabulary were based on the lesson plan. The finding of each meeting was explained in the next pages:57
1) The First Meeting
The first meeting was conducted on Wednesday 3rd of May 2023 at 10.15 – 11.45 AM during the first and the second lesson hours which were allocated (2 × 45 minutes). Before starting the class, the researcher made a plan for the action or treatment based on students’ vocabulary mastery problems. In this case, the researcher determined to select the material, and the media into a lesson plan.58 Based on the syllabus, there were some materials. In this case the researcher took announcement text.
During teaching English subject in the 10th grade, the researcher collaborated with the English teacher as a collaborator of the research. This research was collaborative classroom action research. In the first meeting, the researcher taught the students while the English teacher helped the researcher to observe the class and make a field note to know the result of students’ activities and situation during teaching and learning process.
After preparing all of the materials, the researcher started the class by greeting to the students, asking them to lead pray before started the class. The researcher checked the students’ attendance
57 See Appendix 11
58 See Appendix 5
list, and asked to them about their feeling and condition. The researcher also explained to them about what they were going to have in the meeting.59
The condition of class was enjoyed and happy. In this meeting, the students were present in the class its only 15 students, because 4 students were got permit. Among of them got a sick, got a clean up time in the dormitory (Islamic boarding school). So, they could not join the class. After that, the researcher introduced the vocabulary which was made a song as the media and told the students that after studying today’s material, they would sing a song which was made from vocabulary. the researcher started the class by explaining the material about announcement text. The researcher began to explain about the definition of announcement text, language features and continued by the generic structure. The researcher also explained about present tense (the definition, the purpose of simple present tense and the formula of present tense” because present tense was a generic structure of it. After that, the researcher continued with explaining the example of announcement text. The researcher gave an example provided in conventional classroom.
Further, the researcher wrote the vocabulary on the blackboard after announcement text material. Then, the researcher described and read the vocabulary which was written on blackboard
59 See Appendix 12
to sing together, the vocabulary song was adapted from mana dimana anak kambing saya rhythm with the aim to ease the students to remember the vocabulary with the help of song. Besides that, the students knew the mana dimana anak kambing saya song and they were able to sing the vocabulary together which was written on the blackboard. The students rewrote the song on the blackboard and tried to memorize the song. After singing together, the researcher asked to read and sing the vocabulary one by one. Firstly, there were 4 students could not sing because both students were not confidence and shy to sing one by one. So, the researcher ordered the students sang together only. And finally, all of the students can sing the vocabulary.
2) Second meeting
The second meeting was conducted the next week especially on Wednesday, the 10th of May 2023 at 10.15-11.45 AM during the fourth and the fifth lesson hours which were allocated (2×45 minutes). The researcher and the collaborator came to 10th grade and of course started the class like previous meeting, one student was absent at time because of getting sick and of course the students had permitted by sending letter of pain. In this meeting, the researcher asked the students about the material of previous meeting that was announcement, because the English teacher told the researcher to repeat the previous material, the reason of English teacher ordered
the researcher because previous meeting was actually free time (halal bi halal time). Most school there would be no material on the 3rd of May. Furthermore, the students had already understood about announcement text from previous meeting. So, in this meeting (second meeting), the researcher had more time to focus on the implementing of song mnemonic. During the teaching and learning process, the researcher added new song which related to the material, it was “Announcement itu buat pengumuman, attention kalian ayo perhatikan. Etc”
The researcher also ordered the student to sing the vocabulary and memorize it from “Good itu baik bad itu jahat. Long itu Panjang friendly itu ramah etc” with the rhyme of mana-dimana anak kambing saya. Because the researcher had more time about implementing song mnemonic, sometimes the researcher designated one of the students to answer the meaning of vocabulary that they had written in the previous study. The students could sing the vocabulary without seeing the paper (the vocabulary writing in the previous meeting), they could answer together if the researcher asked the meaning but three students could not answer without seeing. So, in the second meeting just three student who were less in memorizing vocabulary. finally, before the researcher close the second meeting, the researcher told to all students that they should memorize all the vocabulary in the song because in the next meeting,
the researcher would add several vocabularies in the song according to several students request.
3) Third meeting
The meeting did on 17th of May 2023, in this phase the English teacher as the collaborator helped the researcher to observe the class situation and made a mark on the field note which had been prepared to know the result of teaching and learning process before the last meeting. The researcher did as usual meeting from opening the class by greetings and asked the students to lead a pray.
After that the researcher checked the students’ attendance list and asked the students condition to warming up the class situation. Then the researcher ordered the students to repeat singing the vocabulary of previous meeting, so the class was crowded because of singing, they could sing the vocabulary together with on fire spirits. On that day, three students were absent. They were permit to scouting practice in Jember.
Formerly, the researcher introduced and explained the next material which was future time by the theme was What’s your plan like what had been stated in the book of 10th grade.60 the students’
memory. The researcher also asked the students about their feeling when they got the material. Some students told researcher that they were happy when only got singing vocabulary, they wanted to make
60 See Appendix 16
the material done quickly and then singing, and they started to like English lesson. It happened because they could sing together and made them happy. Indirectly, they improve their interest to learn English.
After explaining the material (from the definition, function, language feature, generic structure, and the example from that material but in this meeting the researcher focused on the material about future tense, and examples of positive, negative, and interrogative form. Before the researcher had done the material, he offered the students to ask about today’s material. Some of the students asked to the researcher. Her name was Najwa Riskia Widodo, Najwa asked: “Sir, why if we practice to make that material must use future time? Why do not use present tense as like previous material?” but she asked by using Indonesia language. the researcher said: “Anyone can answer Najwa’s question?”. (The researcher did not answer Najwa’s question first, but the researcher asked the students to answer it but we all used Indonesia language) to make sure that they understood with the material. Finally, there was one of students up her hand, her name was Maulidya: “me sir, I’ll answer Najwa’s question. The researcher: “nahh, okay Mau, you can answer it”. Maulidya: “it uses a future tense because when we want to reveal what our plan includes future time. So, future tense needed in this case. The researcher: “Nah. It is true, correct
that Maulidya says, because we will do plan, so future tense needed”.
After explaining the material, the researcher gave the vocabulary song, but in this meeting, the researcher added the vocabulary which was for singing. The students still spirit to sing the vocabulary song. The students could memorize the vocabulary quickly, because the song was same with previous just added 12 vocabularies in the song. The researcher also explained to the students that in the next week (next meeting), they would pass examination vocabulary that they had memorize.
4) Fourth meeting
The researcher used the fourth meeting for vocabulary test as the data collection technique. This meeting was held on the 24th of May 2023 in the class of 10th grade Asy-Syafaah vocational high school. The researcher explained the role and time for the test and told the students and told them if there were only 50 questions with multiple choice.61 If they should pass the test with minimum score 80. It means they should have 38 correct answers, for the who one could pass it, the researcher would give a reward to the students who could answer correctly with the minimum score Heard that the students were really happy and more focus in the test phase for the fourth meeting.
61 See Appendix 6
c. Observing
Observation is one of the instruments used to collect data. The researcher observed the students’ activities during the teaching and learning activities. It was done simultaneously with the implementation.
In the observing phase, the researcher collected the data about the implementation of song mnemonic by using participant observation. It was because the researcher directly involved in the teaching and learning activities. The observation checklists are used, the researcher did a collaboration with English teacher. The data was collected based on the aspects in the observation guide. The observation was conducted by observing situation and condition of the class during the teaching and learning activities. It is noted down the class activities and also give (√) sign in the observation checklists with the description. For example:
Students can understand the researcher explanation, students pay attention to the researcher’s explanation, how the students’ response to the material which has been explained related to the topic.
The English teacher help the researcher as the collaborator to get observation data during student’s activity in the class. From the result of the observation checklist above, it was concluded that students were pay attention and were interested in learning and memorizing process by vocabulary’s song or song mnemonic.62
62 See Appendix 8
d. Reflecting
In this reflecting, the researcher evaluated the students’ vocabulary mastery during teaching and learning process by using song mnemonic.
The researcher evaluated it by looking at the data that had been collected.
The researcher used field note and students’ observation checklist from the first meeting until the multiple-choice test that was written by the English teacher and the result of students’ vocabulary mastery test score.
The reason why the students being active during the implementation of the strategy probably was caused by several reasons. First, the song that being used were fun and demonstration was added to make it more fun.
Thus, it helped the students easier to memorize new vocabularies. Second, brainstorming was used in this cycle to fresh students’ mind. Third, students were studying outside the class. This guidance made the students more active, easier to increase their English vocabulary, they felt fun, enjoy the class, and more relaxed.
Based on the field note of the first meeting, it was the first English lesson after Eid Mubarak, that time still was not active as usual day, because it was not full for studying but for halal bi halal day. The researcher got permission to fill the class even the day was still free and the students welcomed the researcher with pleasure. They had recognized the researcher since previous semester when the researcher got education field recognition (PLP). the students were interested with the introduction of song mnemonic. the learning process with song mnemonic. The
students also could understand the material well with the new vibe in learning English. sometimes the researcher tried to ask about the meaning of several vocabulary and told them if they do not know or understand that vocabulary. But in the first meeting some students still had a problem in pronouncing the vocabulary. Some students were also afraid and shy when the researcher asked them to repeat or sing individually.
Next, the researcher also checked the field note of the second meeting. The English teacher ordered to repeat the previous material that was announcement text only, because in the previous meeting still was not active as usual. So, in the second meeting for researcher only repeat the material and the researcher just repeat how understand the students about previous meeting especially in the announcement text material. So, the researcher asked the student to repeat the vocabulary song and had more time to focus on implementation of song mnemonic to memorize the vocabulary for students, all students were spirit because they like crowded situation as like singing. For the response in the class were good. The researcher looked the classroom condition was better than the first meeting. For the students, they were already known about the material.
For the third meeting, the researcher and the english teacher as collaborator in this research give the next material, it was about announcement text. in this meeting the students would to sing again than learn the next material, but the researcher told them to study the next material before singing the song of vocabulary. So, after the researcher
gave the next material about announcement text, the researcher asked about the material given and the students understand from the function, generic structure but in Indonesia language, then the students asked for to add the vocabulary in the song. Of course, the researcher added verb vocabulary in the song because from the first aim of researcher was to research song mnemonic. After the third meeting was done, the researcher told the students if then for the next meeting was for test vocabulary that they had memorized before and promised would give a gift for the students who passed the test with high score. So, they could prepare and looked spirit.
Furthermore, in the last meeting was for collecting the data and the researcher showed that there was an improvement on the students’
vocabulary mastery and increase their desire to learn English. When the researcher gave a multiple-choice test to the students, they could focus to answer the question for about 2 hours of learning in 50 questions. The test only focused on the vocabulary they had memorized and several vocabularies took from the material or outside of the song, because the vocabulary was not looked strange for the students. They could remember well about the vocabulary from the song given.
After checking the field note, the researcher analyzed by scoring from the result of multiple-choice test score. To know the result of the students’ vocabulary mastery score, the researcher and the English teacher corrected the student’s test together.