INTRODUCTION
convey the ideas, feeling and fulfill our needs. As a human life, we need to
communicate with others in order to get our purposes. We can`t do our activities
All over the world, language is used for communication. We need for our
significant possession of human being. It is used for human being to send message
on. A language has an important role in every day life in doing various
interactions.
English is also spoken all over the world as instructional language of scientific
subject in all schools, from junior high school until university, even now days
reaction of the old one. At present, the method that is recommended in teaching
involves the mastery of four language skills; listening, speaking, reading and
(1999 :60) states that vocabulary can be defined roughly, as the word that teach in
the foreign language. However a new item of vocabulary may be more than a
single word. Brown (2001) writes that English teacher lean to ignore the
performance. In fact the use of suitable vocabulary can cancel out structure
important in language teaching and reassessing some of the ways it is taught and
learnt. It means that vocabulary plays a very essential task in language teaching.
listening skills, speaking skills, reading skills, and writing skills, the acquisition of
they will be more likely to have better ability to articulate and communicate the
(1997). He pointed out that the more vocabularies a person master, the more ideas
he/she could express. More over, he described that people who have many ideas
or ones who master a large number of vocabulary are able to communicate easily
and fluently in any particular situation. However, if they have not enough
learners feel terribly frustrated or not being able to say in the language they learnt
just because they lack of the vocabulary. In other words many language learners,
especially foreign language learners, are not able to communicate using the
Marianne (1991: 298) supports that teacher and students must increase
There are many ways to learn vocabulary. Philips (1993: 68) gives idea
that vocabulary is best learned when the meaning of the word is illustrated by
picture, an action, or a real object. The children should meet and use the word in
given plenty opportunities to use the language that they have learned in class. This
means that they do not just learn the rules superficially but put them into practice
vocabulary items. The teacher should give the students a feeling success in
learning English. There are many ways to develop the students` interest in
learning. One of them is teaching English by using children English songs. Songs
Music and rhythm are essential part of language learning for young learners.
Children really enjoy learning by singing songs, and adult learners find working
with current or well known pop songs highly motivated (Sarah Philips, 2003).
Music and rhythm make it easier to imitate and remember than words
which are just spoken. If you teach children by English songs, the vocabulary will
be much easier to stick on the students` mind. Furthermore, we can use songs and
(1993) states that children all over the world love listening songs and most of
them love singing too! Using children English songs to introduce language and
claims that a song can improve the student’s motivation to learn the language,
After analyzing the characteristics of the problem deeply, in this study, the
researcher will use children English songs in order to encourage and to improve
the students in mastering vocabulary. Songs are interesting media for the students
to learn more vocabulary. Wheeler states that singing a song is natural habit of
remarkable way for enhancing and encouraging long term memory for language
learners, besides the teacher can easily find them and use them as a technique of
In the relation to the background of the research, the research question can
vocabulary through children English songs to the fourth grade students of SDN 3
The objective of the study is to answer the research question that has been
previously formulated and determined. In line with this rationale, the present
the subject of this study are definitely too broad and complex to be dealt with in a
single study. According in the present class action study the researcher limits her
fourth grade students of SDN 3 Bugbug. The present study is also limited to the
students ` ability to master the new vocabulary used in the teaching learning
process.
1.5 Significance of the Study
1. For student
acquisition of English.
in the library.
1.6 Assumption
Because of the limitation of time, finance, and investigator’s ability, not all
1.7 Hypothesis
will be stated as the following: Children English Songs are significantly effective
necessary to define operationally the term: vocabulary and children English song.
teaching syllabus.
versions of classroom action. The present study was conducted on the ground of
1. Conception of vocabulary
5. Assessment of vocabulary
CHAPTER II
REVIEW OF RELATED LITERATURE
In this chapter the researcher wrote some important points include lots of
relevant theoretical reviews from many related literatures to support this study.
The theoretical basis were the following: (1) conception of vocabulary, (2)
vocabulary.
should be creative in finding the way to the effective and efficiently arouse the
students’ interest to be active in the class room. One of the way is by using songs
as teaching aids, in order to be able to understand the content of the songs. The
the researcher uses some conceptions which are quoted from some books dealing
however `` neglected`` vocabulary has been in theory; there is little doubt that a
great deal of vocabulary teaching is currently going on and has always been going
on. This statement as one of example that actually in teaching vocabulary teacher
also has lack of attention and also perception of the study of vocabulary in
language teaching.
Michael and O Dell (2001:4-6) give some ways how to learn to master
vocabulary, such as(a) student should help them selves to learn by learning
associated word together. Learning word together that are associated in meaning
associated with kitten, paw, mew, etc. (b) pictures and diagrams can help learn.
Picture and diagram can help to remember vocabulary. Example, a cycle, triangle,
picture o tree or a lion etc. (c) Word trees can be useful. Completing word tree can
help to learn vocabulary. Example, to complete a word tree ` holiday` are summer,
hotel, sun bathing etc. Furthermore they say that to learn vocabulary not only by
studying with their book but also by reading and listening to English. For this
Kamil & Hiebert (2004) state that vocabulary is knowledge of word and
suggests. First, words come in two forms; oral and print. Oral vocabulary includes
those words that we recognize and use in listening and speaking. Print vocabulary
includes those words that we recognize and use in reading and writing. Second
word knowledge also comes in two forms, receptive and productive. Receptive
vocabulary is typically larger than productive vocabulary, and may include many
rich vocabulary to put our ideas into words, but the words them selves gives us
ideas and sharpen our thinking. A new word can make us aware what we did not
know existed. This statement support how important the students’ mastery in
vocabulary. With knowing a new vocabulary students got a new concept and
enlarge their knowledge. Furthermore he also state that all of us from time had
Madsen (1993: 461) states vocabulary is a list of words with their meaning
defines vocabulary as follows: (1) the total number of words which make up a
etc, (3) list of words used in a book usually with definition or translation.
phrases which label the part of material to be learnt and which are necessary for
Based on the above facts, it means that the vocabulary is a foundation or a basis of
Philips (1993: 68) states that both vocabulary and grammar need to be
taught in context and the children should always be given plenty of opportunities
to use the language that they have learnt in class. This means that they do not just
learn the rules superficially, but put them into practice in order to communicate.
is divided into two parts. First part is ``unplanned vocabulary teaching`` that is
warning in the course of the lesson. The second is ``planned vocabulary teaching``
that is where the teacher goes into the classroom with an item or a set of
vocabulary item that he or she decided before hand what will be taught during the
course of the lesson. Furthermore she states that much of this teaching is
unplanned.
Cross (1999: 27) states that the basic sight vocabulary is important
because it forms a good foundation upon which word analysis skill may be
developed. As soon as student can recognize a few words with similar letter sound
association, they are ready to begin building up word attack skills. Teacher use
include utilizing contexts clues, word morphology etc. Technique for production
include situational sets, metaphor sets and collocation. Phillips (1998:68) says that
vocabulary is best learned when the meaning of the word is illustrated, for
determine which one is the best way,. The teacher should be able to select the
technique that will be used by the teacher should enable to facilitate the creativity
and the practical experience for the learners in gaining our language skill above.
through children English songs, the vocabulary item being taught to the students
especially the meaning of unfamiliar words can be presented in various ways and
context, so the students are asked to look for and also to understand the meaning
Laidlow (2006) states that using song to introduce language and develop
vocabulary is a great way to help children to remember words. Children all over
the world love listening songs and most of them love singing too. David (2001:1)
states that songs and chants have long been known to enhance learning in the
atmosphere
Sarah Philips (2003) states that songs can be used as a tool to increase the
singing songs. English songs will make students easier to imitate and remember
words. Songs also can reinforce student to learn structure and vocabulary.
2.4 Teaching Vocabulary through Children English Songs
The pupils who learn English as second language deal with the four
language skills. Song can be used to learn many subjects. In language learning,
the language teaching may implement various ways and techniques. It aims to
Teaching to young ages are funny activities. The objective of the activities is `` to
arouse the pleasure of teaching and learning and with its strong purpose on
teaching English must be a fun``. Teacher tends to find enjoyable songs; they can
live up the language class by using them to stimulate the students` interest. The
learners. Because by singing, students may play around words of the songs and is
often accompanied by laughing and joking. Students` memory can actually work
People may sing a song many times, this providing repetitive practice in
the new language. Transference of information from the sort term to the long term
memory is facilitated by repetition and songs achieve this affect. There will be
Nordvall (2001:1) states that songs and chants have long been known to enhance
learning in the English classroom. Songs can help to create an exciting and
comfortable atmosphere
Vanessa Reilly and Shelle M. Ward (2002: 23) state that songs, chants and
rhymes help children language development, and also their physical development
when used in conjunction with dance and mime. The language in traditional songs
is rich and colorful and extends the children`s vocabulary and use of rhymes
encourage children to explore the sound of words, and the use of imagery enriches
their perception of the world and their ability to express what they feel.
Both testing and teaching are so closely interrelated that it is virtually impossible
to wok in either field without constantly concerned with the other. Assessment is
also the systematic collection, review, and use of information about educational
students in initial course work and ascertaining the extent of students' acquisition
of skills/knowledge.
language. Butler (2001) explains the essence of assessment answers the questions:
4. If the instruction was NOT effective, how can I, the teacher, improve my
the twentieth century is very much associated with the development of objective
testing. Objective tests are ones in which the learning material is divided into
small units, each of which can be assessed by means of a test item with a single
correct answer that can be specified in advance. Most commonly these are items
of the multiple-choice type. The tests are objective in the sense that they can be
correct or not.
mental measurement that gave rise to objective testing, came to have a dominant
influence on assessment in all areas of the American school curriculum during the
period after the first world war, so that the new test progressively displaced
traditional essay examinations from the 1930s on the first modern language tests,
for Latin, French, and German, were published in the US by Daniel Starch in
1916 (Spolsky 1995). These test assessed vocabulary knowledge by presenting
learners with a list of foreign words to be matched with their English translation.
Other early tests used multiple-choice items in a similar way, with a word of
second language in the stem and four or five words of first language as the option.
• There was a great deal of work in the 1920s and 1930s to prepare lists of
the most frequent words in English, as well as other words that were useful
181), similar though more limited work was done on the vocabulary of
their level of ability, and thus the tests were highly reliable. Reliability was
broad sense. As Anderson and Freebody (1998- 78-80) noted, one of the
same has been shown to apply in second language assessment (e.g. Pike,
Although multiple choice items are the most suitable instrument for testing
vocabulary, they should not be over- used. Frequently, other item types are far
more interesting and useful. The material itself should always determine the types
of questions, which are constructed. As Ur (1998: 71) mentioned there are several
ways to assess the students’ mastery of vocabulary, such as using multiple choice,
matching, spelling, dictation, and singing, depending on the levels of the students.
reliable, and valid. If they are relevant, then the assessments are tied to our
the same score no matter when the assessment occurs or how or who does the
scoring, or when students receive the same scores no matter which version of the
measure, rather than extraneous features. That does not mean, however, that all
assessments made by all teachers are always relevant, reliable, and valid. In order
to be able to construct relevant, reliable, and valid tests for classroom use, the
English teachers need to have enough knowledge and working principles of test
construction.
Assessment may at first sound treating and not suited to a child’s nature, but it is a
necessary part of teaching and learning. Assessment can serve the following
purposes:
aware of what the children know, what difficulties they are experiencing,
and how best to help them. On the basis of assessment outcomes able to
3. To monitor your performance and plan future work. The information you
get from assessment can help you to evaluate your own work, to find out
how effective you have been and how successful your chosen
Assessment is not complete as soon as you collect the children work. Offering
feedback is an integral part of the assessment process and should follow as soon
as possible after the assessment task is carried out. One of the best ways to give
feedback is through conferencing with the children, when you discuss the results
of the assessment by written feedback in the form of short comments. The results
of the assessment are shared with both the students and the teacher. In this
manner, should the assessment indicate a need for improvement, students can
explore new study strategies and teachers can search out and implement new
instructional techniques.
Gillet & Temple (1996) write that there are two qualities that every test
should possess; reliability, the degree of consistency of the test and validity, the
degree to which a test measure what it is supposed to do. Test can be beneficial
achievement toward the material that has been taught, now far the students grasp
study, assessment was administered on ordinary way by giving them test. It was
vocabulary mastery which was teaching through children English songs. The test
RESEARCH METHOD
This research was conducted to find out the solution of learning problem
action research cauld not be generalized to other group of students of the other
school. There was just one class of the fourth grade students of SDN 3 Bugbug
and there were 20 students as subjects. They were 11 female and 9 male. These
groups of students were selected as the subjects of study because they had crucial
problems in vocabulary.
This study was divided into two cycles that consisted of four phases. There
were Planning, Action, Observation, and Reflection. To make it clear, the design
Cycle I : IR P A1 O1 R1
Cycle II : RP P2 A2 O2 R2
Notes:
P: Planning
A: Action
O: Observation
R: Reflection
In the initial reflection or pre-test expressed to assess the data about the
students` achievement in vocabulary. In this phase the researcher found out some
problems and tried out to give solution for those problems. Based on the above
facts, in the planning, the researcher was supposed to plan all the things required
and future oriented. To carry the planning out, an action study needed to be
conducted in line to the planning. However, the action did not need to absolutely
guide by the planning in sense that in action could be differently done with a
reflection. Finally, reflection was also being developed. This reflection was also
In this study, the researcher taught vocabulary through children English songs to
the fourth grade students of SDN 3 Bugbug. The study was done into two cycles,
cycle I and cycle II, which each cycle would be completed in four sessions. The
3.2.1Cycle I
a. Initial Reflection
the action applied in the classroom. In this phase the researcher found
out some problems and tried to give solution for those problems
b. Planning
Planning determining the steps of the action and instrument used for
Determining the subjects of the study, that was at the researcher carried
researcher asked some questions to the English teacher there about the
reflection) in vocabulary for the subjects under study was chiefly intended
songs was divided into two cycles and each cycle consisted of four
sessions. By the end of the first and second session the researcher
their vocabulary which had been taught through children English songs.
c. Action
In this study, action refers to how the teacher acted in the classroom
teaching learning process such as what the researcher did in the classroom
was managed based on the teaching scenario. They were three main
activities namely:
Pre-activity
In this part, the researcher who also acted as a classroom teacher, aimed to
activate and focus the students. The researcher tried to brain storms the
classroom situation by giving some questions to build up the students`
Whilst activity
The researcher introduced the children English song, and sang the song
three times then asked the students to sing the song together. After that she
told the students the meaning of each word stated in the song.
Post activity
The researcher asked the students whether they had any difficulties during
teaching and learning process. The researcher gave the students post-test.
The researcher concluded the lesson being taught and the researcher ended
the session. At the end of each cycle the researcher gave questionnaire to
the students.
d. Observation
process. It needed also to be carried out in order to record the effect of the
action. It helped the researcher to know whether the technique was able to
e. Reflection
Reflection was also being developed. This reflection was also intended to
a. Revised Planning
problem being handled in this study were the students` poor abilities in
the English vocabulary. Besides this problem, the students were also
b. Action
During the treatment on this study, there were three main activities
namely:
Pre-Activity
First of all, the researcher greeted the students, after that she tried to tried
Whilst activity
The researcher introduced the children English song, and sang the song
three times then asked the students to sing the song together. After that she
told the students the meaning of each word stated in the song.
Post activity
The researcher asked the students whether they had any difficulties during
teaching and learning process. The researcher gave the students post-test.
The researcher observed the situation of the class during the action
d. Reflection
If the students did not show a significant improvement, the reason for
The instruments which were used in collecting the data for this study were
a. Questionnaire
SDN 3 Bugbug after the completion of cycle I and cycle II. This was done
to get a clear picture of the students learning behavior changed when they
b. Diary
were four columns in the table. This diary was used to record how the
The tests particularly consisted of pre-test and post-test. The pre-test done
to find out the students` ability in vocabulary, while the purpose of doing
post-test was to examine whether or not the treatment that was taken
The data obtained for analysis in this study involved the data of the student
data was obtained by collecting the result of pre-test, post-test and questionnaire.
There were two kinds of data collection such as quantitative data which
was collected from the tests and qualitative data which was collected from the
The main data needed for the present action study as mention previously,
Thus there were considerably three kinds of raw scores obtained for the
and
1. The average score of each student will be counted using this formula :
2. The average score of the whole students will be counted using this
formula :
Where:
vocabulary mastery
∑X = the sum of the total score
N = the total number of the students
In relation to the mean score obtained, the researcher could determine the
Excellent : those students who are able to answer the test items between
90% - 100% correctly
Very good : those students who are able to answer the test items between
80% - 89% correctly
Good : those students who are able to answer the test items between
70% - 79% correctly
Sufficient : those students who are able to answer the test items between
60% - 69% correctly
Insufficient : those students who are able to answer the test items between
0% - 59% correctly
(Heaton, 2003:10)
Finally, the data which resulted from the questionnaire would also be
CHAPTER IV
collect data. There were two findings achieved in this research namely:
quantitative and qualitative findings where was useful to know the improvement
of the student’s ability in vocabulary. Before and after treatment was given, it
could be seen by comparing the mean score obtained on pre-test with the grand
mean score of post-test in every cycle. Those were well known as quantitative
findings. The qualitative findings were taken from the observation in every
4.1 Data
The data of the present study in vocabulary test was conducted in two
phases namely: pre-test and post-test. Post-test which was administered at the end
of every session. The data of this study were obtained in class IV of the fourth
and questionnaires at the end of cycle I and cycle II. The detail of the discussion
form. The total of the items were 10 items. During did the test most of the
students seem to be confused and they were nervous. From the pre –test there
were many students got bad marks, but there were also some got enough mark.
reflection were presented by the researcher in the form of raw score into the
following table
On initial reflection, there were 20 subjects who followed test given by the
researcher. The total score got by the whole subjects was 940 from the total
M = 940
20
M = 47
Based on the result above, the mean score obtained by the students on
initial reflection was 47 in relation to the score qualification that score could be
classified into “low” category. This means the students’ ability in vocabulary
before the researcher conducted her investigation was low, then the researcher
The low achievement that was got by the students was caused by the
limited technique used in teaching vocabulary. The teacher taught with the general
technique according to the text book and never teach with special vocabulary.
Teacher just translated the words into their native language and nothing done to
From the fact the researcher offered some songs to solve the students
learning the words and was able to store the information being learnt in a long
scores showed by the students in the post-test I, II, III and IV.
For more detail information about the student’s achievement during the
treatment all of the data obtained by the subject of the study were presented in the
Based on the table 2 the sum of the total score got by the students in
session I was 1060. Meanwhile in session II the sum of the total score was 1140.
In session III the sum of the total score was 1260 and in session IV the sum of the
total score was 1340. By using the formula the mean score of each session could
be computed as follows.
Session one: Session two:
M = ∑X 1 M = ∑X2
N N
M = 1060 M = 1140
20 20
M = 53 M = 57
M = ∑X 3 M =∑X4
N N
M = 1260 M = 1340
20 20
M = 63 M = 67
also was carried out in cycle II. In this cycle the students got more good marks
than in the cycle I. Every mark of the students in cycle II could be seen in the
table below.
By using the same formula, the mean score of each session in cycle II can
be computed as follows.
M = ∑X 5 M = ∑X6
N N
M = 1480 M = 1520
20 20
M = 74 M = 76
M = ∑X 7 M = ∑X8
N N
M = 1700 M = 1820
20 20
M = 85 M = 91
From the computation the table above, we know this score was categorized
into more than good. From this qualification the researcher felt very satisfied.
During the teaching and learning process the researcher also did observation to
know the students’ problem as well as the weakness of the strategy applied in this
session. From the observation sheet of researcher’s diary, the researcher who
acted as a teacher saw that the student kept interested and motivated and also felt
ability was through the questionnaire. The qualitative data needed by the
questionnaire was administered at the end of cycle I and the second at the end of
cycle II. The answer of the questionnaires were quantitatively score using the
rating scale 0-3 (score option A = 3, B = 2, C = 1 and D = 0). The obtained data
showing the subjects` total scores for items of questionnaires are tabulated as the
following.
A. Questionnaire of Cycle
No A B C D
1 15 6 2 0
2 12 8 2 0
3 15 6 2 0
4 15 6 2 0
5 12 8 2 0
6 12 8 2 0
7 15 6 2 0
8 15 6 2 0
9 15 8 1 0
10 12 8 2 0
11 9 10 2 0
12 15 6 2 0
13 18 6 1 0
14 18 6 1 0
15 15 6 2 0
16 15 8 1 0
17 12 8 2 0
18 15 6 2 0
19 12 8 2 0
20 15 8 1 0
Total 281 142 35 0
B. Questionnaire of Cycle II
No A B C D
1 21 4 1 0
2 12 6 2 0
3 15 6 2 0
4 21 4 1 0
5 15 6 2 0
6 15 6 2 0
7 21 6 0 0
8 21 4 1 0
9 21 4 1 0
10 15 6 2 0
11 15 6 2 0
12 15 6 2 0
13 21 4 1 0
14 24 4 0 0
15 21 4 1 0
16 15 6 2 0
17 15 6 2 0
18 21 6 1 0
19 15 6 2 0
20 21 4 1 0
Total 363 102 28 0
pre-test and post-test in each session, the collected data should be analyzed and
then the results of the analysis were discussed. The mean of the IR score (Xo) and
the mean of the post-test scores for eight sessions (X1, X2, X3, X4, X5,X6, X7,
IR (Xo) score
M = ∑X = 940 = 47
N 20
X1 + X2 + X3 + X4 = 53+ 57 + 63 + 67 = 240 = 60
4 4
The grand mean XII of the post-test scores in cycle II was:
X5 + X6 + X7 + X8 = 74 + 76 + 85 + 91 = 326 = 81.5
4 4
The results of the above analysis were considered as the findings of the present
Pre-test ( IR) So Xo = 47
Cycle I S1 X1 = 53 Grand Mean
S2 X2 = 57 XI = 60
S3 X3 = 63
S4 X4 = 67
Cycle II S5 X5 = 74 Grand Mean
S6 X6 = 76 XII = 81.5
S7 X7 = 85
S8 X8 = 91
From the result of the table above we know that the grand mean score
between cycle I and cycle II were different. The grand mean score in cycle I was
better than cycle II. It showed that the target had been achieved.
considered as additional supporting data. These were collected by the end of cycle
I and cycle II to the subject under study. The data obtained from the
comparative percentages for the scores of the items of the questionnaires showing
the subject total answers for item of A, B, C and D were shown as the following.
A. Questionnaire cycle I
458
458
458
458
B. Questionnaire cycle II
493
493
7. Total percentage of item C = 28 X 100% = 5.67%
493
493
scores in cycle I and cycle II. In cycle I showed the comparative percentages of
61.35%, 31%, 7.64% and 0% for total responses of the questionnaire items.
Where 61.35% of the students said that they liked very much to learnt vocabulary
by children English songs. 31% of the students said they liked the technique.
7.64% of the students said they felt ordinary to learnt vocabulary by children
English songs and 0% of the students did not like the technique. While in cycle II
showed the comparative percentages of 73.63%, 20.68%, 5.67% and 0% for total
responses of the questionnaire items, there were 73.63% of the students said that
they were very motivated in learning vocabulary through children English songs,
20.68% of the students said they were motivated enough in learning vocabulary
through children English songs, and 5.67% were ordinary with the technique.
classroom study. Clearly, the obtained comparative percentages of the items of the
From the result above, it could be concluded that the students like learning
vocabulary through children English songs and also could improve their ability in
vocabulary. The researcher also taught that it was important to make it vivid, the
main finding of the present classroom action study, that was, the increasing
comparative mean figures if the IR score and the post-test scores obtained by the
students under study for cycle I and cycle II could be graphically presented as the
following.
90
80
70
M
60
E
50
A
40
N
30
20
10
0
IR S1 S2 S3 S4 CYCLEI
90
80
70
M
60
E
50
A
40
N
30
20
10
0
IR S5 S6 S7 S8 CYCLEII
90
80
70
60
50
40
30
20
10
0
IR CYCLE CYCLE
I II
GRANDMEAN
Based on the result of eight sessions in both cycle, they could be stated
were more familiar with the students, so that they felt comfortable in singing and
doing the tests. In this case, the students also got high achievement because the
Regarding the regular improvement on the mean score students got from
consideration to stop the action up to session four in cycle II. The decision to stop
the action was made because the mean score target by the researcher had been
achieved.
vocabulary through children English songs. The researcher in this session will
discuss all of the findings of the mean scores based up on the result of the data
The data analysis which established the finding of the present classroom
action study showed that the Mean of IR or pre-test scores ( Xo) obtained by the
subject under study in vocabulary through Children English Song showed the
mean 47. This mean figure clearly showed that the vocabulary ability of the
students under study was relatively low. Their problem certainly needed to be
overcome.
The result of the data analysis of the reflection score in cycle I showed the
The mean figure of X2 was 57. The mean figure of X3 was 63 and the mean
figure of X4 was 67. The mean figure obtained by the subject under study for each
session in cycle I was obviously much higher than the mean figure of the IR score.
The Grand mean (XI) of the post-test scores in cycle I was 60. These finding
clearly showed that the vocabulary ability of the subjects under study progressed
and improved significantly after they had been taught through Children English
Songs.
7.64% and 0% for total responses of the questionnaire items. Where 61.35% of
the students said that they liked very much to learn vocabulary by children
English songs. 31% of the students said they liked the technique. 7.64% of the
students said they felt ordinary to learnt vocabulary by children English songs and
questionnaires in cycle I, the researcher used them as the basis to make some
planning revisions, which were carried out in cycle II. The data analysis of the
post-test scores in cycle II showed the result of X5 , X6 , X7 and X8. The mean
figure of X5 was X4. The mean figure of X6 was 76. The mean figure of X7 was
85 and the mean figure of S8 was 91, compare with the mean figure of IR (X0)
score was 47, the mean figure obtained by the subjects for each session was
convincingly much higher than the IR mean figure. The Grand mean figure of the
post-test scores obtained by the subjects under study in cycle I was 60 and in
cycle II was 81.5. There was a significant difference of 21.5 between the main
73.63%, 20.68%, 5.67% and 0% for total responses of the questionnaire items,
there were 73.63% of the students said that they were very motivated in learning
vocabulary through children English songs, 20.68% of the students said they were
Finally, these findings clearly showed and proved that teaching English
through Children
progressed and improved very constantly and significantly from session to session
CHAPTER V
through children English Song could improve the ability of the students of SD N 3
classroom action research by directly teaching the students in the classroom. She
conducted two cycles where each cycle was made up of four sessions. She
administered pre-test and eight post-test for cycle I and cycle II to know the result
The figure or IR (X0) = 47. This mean figure clearly pointed out that
low. The data analysis of the post-test scores in cycle I showed the result of mean
figure of XI was 53. The mean figure of X2 was 57. The mean figure of X3 was
63 and the mean figure of X4 was 67. The grand mean of the reflection scores in
cycle I X1 was 60. Meanwhile the mean figure of S5 was 74. The mean figure of
X6 was 76. The mean figure of X7 was 85 and the mean figure of X8 was 91. The
grand mean of the reflection scores in cycle II figured the mean figure of XII was
81.5. The different of the grand mean figure of cycle I and cycle II was 21.5. The
establish mean figure for each session was much higher than the IR mean figure
from SI to S8, the resulted mean figure progressed and increased significantly.
Based on the result of the post-test which has been discussed in chapter
IV, the researcher concluded that Children English Songs could improve the
teaching vocabulary.
5.2 Suggestions
Based on the results of the study that had been stated on the conclusions
above then some suggestions are put forward by the researcher as the following:
learning process.
also modify this technique with good teaching aid or media. Also, the
their vocabulary .