CHAPTER IV

DATA INTERPRETATION
4.1 RESEARCH PREPARATION
The purpose of this study was to examine how songs can be used to help improve year four
pupils vocabulary. This chapter presents pre-test results, post test results. Comparisons are
made between the pre-test and the post-test results. The chapter concludes with a
discussion of general findings.

The researcher prepared some steps before this research was conducted, the preparation
are as follow:
a) Carry out pre-test to identify the initial condition of pupils vocabulary power.
b) Carry out four intervention or cycle to improve pupils vocabulary power.
a) Carry out post-test to discover the improvement in pupils vocabulary power

4.2 PROCESS OF THE RESEARCH

4.2.1 Pre Test
At the begining of this study, the researcher gave his year four pupils a pre-test that
consisted of two components: the matching test and the multiple choice test. These were
used to determine a baseline of their understanding of the key vocabulary terms. This
allowed for the researcher ability to assess progress throughout the course of the study.

Pre test was conducted on July 11, 2014. The activities were as
follow:
a. Teacher enters the class by greeting the pupils.
b. Teacher explained about the pre test
c. Teacher gave the pupils instruction on how to answer the test
d. Teacher asked pupils to answer the test within 30 minutes.
e. Pupils start answers the test.
f. Teacher collects all the answer paper.






Based on the previous observation, the researcher saw that year four English teacher still
taught the class by using conventional method, where the teacher explained, and pupils
listened. After giving pupils vocabulary test (pre test), the researcher concluded that pupils
vocabulary power was low, because the average score of pre test only 41.15. Thus, the
teacher and the researcher agreed to use English song in teaching vocabulary.

4.2.3 Cycle I
This research was conducted on Monday, July 14, 2014 until Friday, July 25, 2014. The
result of the pre-test was not satisfied. So, the researcher decided to use English song to
solve the problem. In this activity, the researcher became a teacher. The pupils were
enthusiastic in following the intervention, the researcher told pupils that he would use English
song to teach vocabulary. This research was classroom action research there were four
steps; planning, acting, observing and reflecting. The activities were as follow:

a. Planning
1. The researcher made lesson plan as guiding to teach pupils in the cycle.
2. The researcher made observation guide to observe the pupils during teaching learning
process.
3. The researcher prepared the instruments test to check pupils understanding.
4. The researcher prepared the song related to the topic

b. Acting
The activities in these steps were as follow:
1. Teacher started by greeting the pupils.
2. Teacher introduced himself to the pupils.
3. Teacher checked pupils attendance.
4. Teacher introduce ten words based from the song to pupils
5. Teacher pronounced the word and pupils repeat it
6. Teacher writed song lyric in white board
7. Teacher read the lyric and pupils listened it carefully
8. Teacher asks pupils to identify ten words earlier in the lyric
9. Most of them underline their answer in white board.
10. Teacher and students sung together.




c. Observing
In observation step, the researcher observed the events that happened during teaching
learning process. It was used to find out to what extent the action result reached the
objective. The steps were as follow:

1. The researcher observed the activeness and attention of pupils in the classroom during
teaching learning process.
2. The researcher monitored the pupils response when they were asked by teacher
3. The researcher observed the pupils task, they accomplishing the task or not

d. Reflecting

Generally, based on the activity in this cycle, the result was significant enough. This involved
teaching learning process, pupils activeness and attention, pupils ability in using English
song. The reflection results were as follow:

1. Class was conducive enough, since some pupils were concentrated to join the activity and
they love to use English song
2. In this cycle the researcher asked pupils to work in group and most of pupils were enjoying
themselves to get engaged in the activity.This can be shown when the researcher asked
pupils opinions about the material.
3. Some pupils that cant explain in the first intervention, but in the last intervention they can
explain it better.
4. Teacher had provided enough time; this can be shown that most
of pupils come forward to answer the questions.

4.2.2 intervention session.



4.3 RESULT OF THE RESEARCH AND DISCUSSION
After the researcher implementing English children song in teaching
noun, the researcher got the data from each cycle. It was analyzed to get the
improvement in every cycle, and then the researcher got the result of the
classroom action research. The results were as follow:

4.3.1 Pre Test
The results from the pre-test can be seen in the bar graph in Figure 4.1. The cloze
assessments were scored with each word receiving a point. The overall percent was then
calculated. The control group as a whole performed lower on the cloze assessment with the
average student score of 62.3 percent. The experimental group averaged 82.0 percent
overall with one student scoring 100 percent. The average difference between the cloze pre-
tests of the two groups was a fairly significant 19.7 percentage points.




















CHAPTER V
CONCLUSIONS AND SUGGESTIONS
A. Conclusions
Based on the data, the researcher concluded that:
1. The implementation of English songs as a media to improve pupils English
vocabulary are:
English song is stimulating, and interesting for teaching learning
activities, especially in teaching vocabulary.

English song makes pupils more enthusiasm during learning activities,
they look enjoy and relax while they were listened song.

Motivate the passive pupils to be more active during the lesson. This
relates with pupils ability to pay attention during the lesson, to
understand the material and to speak up their mind in order to brave to
express their mind or to ask question.

2. This research shows us that the use of English songs as a media to improve
pupils English vocabulary power can help the pupils to solve their problems. The
test result indicated that the pupils varied in their understanding on vocabulary
meaning. After forth cycles, there was a significant improvement of pupils
vocabulary in every cycle. Based on calculation result after getting all of the
treatment using English songs, the pupils average score increased significantly,
the students average score from pre test was 57.35, and the score of the
students in the post test was 80.27. It showed that the use of English songs could
improve pupils English vocabulary power.











B. Suggestions
After apply English songs in improving pupils English vocabulary, there are
several important things that can be suggested in the last report of the paper and it is
hopefully can be useful for the reader, especially:

1. For the teacher English mostly known as difficult subject and vocabulary is the
important thing that has to be learned by pupils if they want to improve their
English. The use of English songs in teaching learning is interesting media
because it can attract pupils interest and motivation in teaching and learning
process.
English teacher should be able to develop their strategy to teach the pupils in
order to make them interest in learning the subject. Teacher can use several
songs in any subjects, they can choose the appropriate song with the material.

2. For the pupils most of them have difficulties in learning vocabulary because most
of them lazy to remember the vocabulary. Therefore, pupils have to develop their
knowledge by studying vocabulary using appropriate media like English songs. By
using this media, pupils also can discuss their problems when they are learning
vocabulary using English songs with the teacher.

























RESPONDENT NAME PRE-TEST RESULT POST-TEST RESULT
Respondent 1 70% 90%
Respondent 2 55% 90%
Respondent 3 25% 80%
Respondent 4 15% 60%
Respondent 5 50% 75%
Respondent 6 55% 100%
Respondent 7 10% 65%
Respondent 8 60% 80%
Respondent 9 70% 100%
Respondent 10 50% 85%
Respondent 11 40% 80%
Respondent 12 10% 70%
Respondent 13 25% 55%
Table 4.1: Pre-test result before intervention and post-test result after intervention



















0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
1 2 3 4 5 6 7 8 9 10 11 12 13
Marks
Respondent
Pre-test and post-test result comparison
Pre-test result
Post-test result


Grade Marks Achievement
A 80-100 Excellent
B 60-79 Good
C 40-59 Average
D 20-39 Below average
E 0-19 Weak

Table 4.1 : Examination grade and marks percentage. ( Malaysian Examination Board 2007 )




Pre test result
Table 4.2 :Total marks and grade for pre test
NUMBER
(n)
RESPONDENT NAME

PRE-TEST
RESULT (x) GRADE
1 Respondent 1 70 B
2 Respondent 2 55 C
3 Respondent 3 25 D
4 Respondent 4 15 E
5 Respondent 5 50 C
6 Respondent 6 55 C
7 Respondent 7 10 E
8 Respondent 8 60 B
9 Respondent 9 70 B
10 Respondent 10 50 C
11 Respondent 11 40 C
12 Respondent 12 10 E
13 Respondent 13 25 D
Total marks

Average marks for pre-test =


=


= 41.15 %





Table 4.2 :Total marks and grade for post test

Total respondent
535
13
NUMBER
(n)
RESPONDENT NAME

POST-TEST
RESULT (x) GRADE
1 Respondent 1 90 A
2 Respondent 2 90 A
3 Respondent 3 80 A
4 Respondent 4 60 B
5 Respondent 5 75 B
6 Respondent 6 100 A
7 Respondent 7 65 B
8 Respondent 8 80 A
9 Respondent 9 100 A
10 Respondent 10 85 A
11 Respondent 11 80 A
12 Respondent 12 70 B
13 Respondent 13 55 C
Total marks

Average marks for post-test =


=


= 79.23%





















Total respondent
1030
13
Table 4.3 : the improvement pupils marks and grade in pre and post test
Result from pre test and post test shown that the improvement in two aspect. The first aspect
that have been improve is pupils marks
NUMBER
(n)
RESPONDENT
NAME
PRE-TEST RESULT POST-TEST RESULT

REMARKS
MARKS GRADE MARKS GRADE
1 Respondent 1 70 B 90 A Improve
2 Respondent 2 55 C 90 A Improve
3 Respondent 3 25 D 80 A Improve
4 Respondent 4 15 E 60 B Improve
5 Respondent 5 50 C 75 B Improve
6 Respondent 6 55 C 100 A Improve
7 Respondent 7 10 E 65 B Improve
8 Respondent 8 60 B 80 A Improve
9 Respondent 9 70 B 100 A Improve
10 Respondent 10 50 C 85 A Improve
11 Respondent 11 40 C 80 A Improve
12 Respondent 12 10 E 70 B Improve
13 Respondent 13 25 D 55 C Improve