CHAPTER I INTRODUCTION

A.

Background There are four skills in English lesson such as listening, reading, writing, and speaking. The

teachers of English must teach them the components of language. Those are vocabulary, structure and pronunciation. Allen (1954: 35) vocabulary is very important in a language, when we learn a language like English we learn the words of the language. Vocabulary has an important role, because vocabulary is one of components in language and it is impossible to study reading, speaking, listening and writing because vocabulary is the key of language. If the students have good vocabulary in their mind, they can understand the meaning of the text and they can converse to others. But in the reality, many students cant understand text and always there is miss

communication, because they dont master vocabulary. Mastering vocabulary is one important thing for the students because by mastering vocabulary they can express their ideas or their opinions, they can describe their feeling and make communication to others. Sometimes the students are worry to converse with others because they do not have a good common vocabulary in their mind and they are fear to make mistake. Many methods that we can use to improve the students vocabulary such as using English Children Songs. English Children Song is enjoyable method to apply in classroom because it is

interesting and make the students fun in learning process so they can easily receive the material from the teacher. Based on the assumption above, the researcher interested to do research which entitled The Use of English Children Songs in Improving students vocabulary at SD Negeri Pajalesang. 74

B.

Problem Statement Based on the explanation on background the researcher formulates the research question

namely to what extent is the using of English Children Songs effective in improving students vocabulary?

C.

The Objective of the Research Based on problem statements, the objective of the research is to find out the use of English

Children Songs in improving students vocabulary.

D.

Significance of the Research The researcher hopes that the result of this research to useful information for all teachers to use

English Children Songs in teaching vocabulary to enrich student's vocabulary. Also it was can useful to the all the readers who want to use English Children Songs as media in conveying their aims, especially in enriching vocabulary in English and be reference for the student in improving their ability in studying vocabulary by using English Children Songs.

E.

Scope of the research The scope of the research is restricted in improving students vocabulary through English

Children Songs for fifth year students of SD Negeri 74 Pajalesang.

It is emphasize on noun and

verb which are suitable for beginners.

CHAPTER II REVIEW OF RELATED LITERATURE

A. Previous studies

there are few researchers who has conducted previous research aimed at improving students' vocabulary skills. 1. Jumiaty (2005:20) presents a research improving the student's English vocabulary through dictation. The kind of instruction is individual dictation for several times. She found that there are significant different pre-test and posttest after teaching vocabulary through dictation. She concludes that the using dictation can improve the English vocabulary of the students. 2. Indrawati (2007) in her thesis in title : Developing English Vocabulary Parts Of Body of The Fifth Students of SDN 74 Pajalesang Thought Crossword Pazzle, states theats the games help students to learn parts of body to enrich their vocabulary. According to some research, researchers will use the english children song to this research to improve vocabulary skill of student, because more fun and interesting for student.

B. Some pertinent ideas 2.1 Definition of vocabulary Hornby (200:1974) in Amin thesis (2006:6) states that vocabulary are : a. All the words in a particular language b. The words that people use them they are talking

c. A list words whit their meanings, especially in book for learning a foreign language. Oxford learners pocket dictionary (1980: 461), vocabulary is the total number of words in a language. Khatrine (1994:174) in Alfrida thesis (2008 :7) states that vocabulary is the total number of words in a language. In another view Jhon read (200:17) comment out that vocabulary is a list of words, sometime phrase, usually arrange in alphabetical order and defines as a dictionary, glossary, or lexicon some words may be recognized by some people but not necessarily. Penny Ur (1991: 60) defines vocabulary : it is as the words we teach in the foreign language, however a new item of vocabulary may be more than a single word. Oxford advanced learners dictionary (1995:1331) : 1. The total number of word in a language 2. All the words known to a person or used in particular book, subject, etc. 3. A list of the words with their meaning, esp, one that accompanies a text book in foreign language. based on some understanding of the above researchers concluded that vocabulary is something very fundamental in learning English because it covers four basic skills in English.

C. Types of Vocabulary Schail in Muis (2004:4) states that every person has three types of vocabulary, they are: a. Active Vocabulary: i.e. the word we customarily use in speaking and probably runs from 5.000 to 100.000 words. b. Reserve Vocabulary: i.e. the words we know but we rarely use them in writing a letter. When we have more time to consider or when we are searching for a synonym. c. Passive Vocabulary: i.e. the word we recognize vaguely but are not sure of the meanings. We never use them either speech or writing, and we just know have seemed them before. In addition Harmer (1991) state that vocabulary is the stock of the lexical item in a language. For the purpose of teaching and learning activities, we classify the lexical items into two types: a. Receptive (Passive) vocabulary refers to words or lexical items which can only be recognized and comprehend in the contest of listening and reading material, but which they will probably not be able to produce in speaking and writing. b. Productive vocabulary refers to word which we recall and recognize with they are able to use appropriately in speaking and writing. The distinction between receptive and productive vocabulary will certainly affect the teachers' approach to teaching vocabulary. For example the teacher should be aware that vocabulary items necessary for the development of reading and writing skill may not be appropriate for the students learning the less format vocabulary for listening and speaking. It should be born in mind that a receptive lexical item very often switches gradually to become productive one. Over a period of time, the item is repeatedly heard and read so that a transition from receptive to productive repertoire takes place. This process can be speeded up if the teachers

are able to make an issue of them clarifying its meaning and form and encouraging sufficient and appropriate practice (Nurmala: 2005)
1. Concept of Vocabulary Vocabulary is an important thing in learning language. It would be impossible to learn a language without knowing vocabulary. Vocabulary is one of the components of language and that no language exists without words. More words we know, more ideas we can explore. So, we can communicate the ideas effectively. Vocabulary is a core component of language proficiency and provides much of the basis for how well learners speak, listen, read, and write. Without an extensive vocabulary and strategies for acquiring new vocabulary, learners often achieveless than their potential and may be discouraged from making use of language learning. Research on vocabulary in recent years has done a great deal to clarify the levels of vocabulary learning learners need to achieve in order to read both simplified and unsimplified materials and to process different kind of oral and written texts, as well as the kinds of strategies learners use in understanding, using, and remembering words. (Richards and Renandya, 2002:255). Richards and Renandya (2002:256) state that: 3000 to 5000 words suggested for learners continuing to tertiary education studies. Hornby ( 1974 : 959 ) states that vocabulary is total numbers of wodrs of language, which are learned so througly that they become a part of childs understanding, speaking, reading , and letter writing.

According to Hayword and Sparkers ( 1984 : 1255) , Vocabulary is alist or collection of words used in a language , sciece, book, etc. usually arranged in alphabetical order, and explained, a word book.

Vocabulary can be vary into various kinds, Harmer (1991 : 159 ) Classifies vocabulary into two kindsthey are as follows : 1. Active Vocabulary refer to words which student have learn and they are expected to be able to use. 2. Passive Vocabulary refers to words which students will recognize when they meet them but which they will probablt not to be produced. Based on those above definitions, the researcher concludes that vocabulary are the words which have important role in language and those words are used in the process of communication. 2. Function Words and Content Words Function words are those that often have little meaning in the dictionary sense but which serve important functions in relating other words in the language to each other. Example: are, is, at, to, which, for, by, he, etc. Content word name and describe the infinite number of thing, person, events and processes that speakers of English want to talk about. Some of them (after, man, eat, drink, house), Harmer (1991: 35) states that content words can be derived into three general classes: a. Words naming things, ideas, entities. b. Words naming actions. c. Words used to describe the qualities of those things or actions. These derivations correspond closely to the traditional part of speech: noun, verbs, and adjectiveadverb.

3. Vocabulary Selection

Teaching vocabulary is an important part of language and it must be done carefully. English teacher should know which words will not be useful to the students. Useful words are the word that occurs frequently in everyday English. To select the important vocabulary, means that the teacher or instructor should choose the actual words that can be used by the students. In this case, before teaching it, the teacher should select the vocabulary students need. Vocabulary for beginners, middle, and intermediate the teacher or instructor should choose what vocabulary the students need. Harmer (1991: 30) states that a general principle of vocabulary selection has been that of

frequency. We can decide which words we should teach on the basis of how frequently they are used by speakers of the language. The words which are most commonly used are the ones we should teach first.

Based on the explanation above, it can be concluded that when teaching vocabulary it must be related to the students need by considering their level/age, environment and anything that relate to their words. May the students like to study by , games, role play, singing or song, etc. (Harmer, 2004:37). Some techniques for teaching vocabulary namely: a. Demonstrating the games b. Showing some picture c. Singing a song d. Creating some words. e. Realia (Harmer, 1991:40) In this case the writer just chooses the first technique in doing the research, that is games.

The class of words a. Function words By Function word we mean a word that does not belong to one of the four major parts of speech in English (noun, verb, adjective, and adverb). Their purpose is not only to express meaning but to relate other words to each other. These are the words you must know in order to speak or understand English with any fluency at all. Not only are the among the most frequent in the language, but they are also indispensable in forming sentences. Function word are also called form words, empty words, functors. Among the function worlds are articles, auxiliary verb, conjunctions, preposition, pronouns, noundetermine, substitute nouns, intensifiers, arid other specialized expressions. They also include numerals, day of the week, and month of the year. Many of the words can be used in more than one way. Function words are those that often have little meaning in the dictionary sense but which serve important function in relating other words in the language to can be other. Examples are: is, at, to, which, for, by, he, etc. since these are the words that occur most frequently in the language, they are sure to be mastered in any good elementary language course. You simply cannot say much of any looking them up in the dictionary is not of much use. Since they acquire most of their meaning from the sentences in which then, are used, it is rather pointless to discuss them in isolation. The other function of words is the basic building in speech and writing. No one can

communicate without words that convey exact meaning. The purpose the words is not only to express meaning but to relate other words to each other. These are the words we must know in order to speak or understand English with any fluency at all. Not only the are among the most frequent in the language, but they are also indispensable in forming sentences.

Among the function words are articles, auxiliary verbs, conjunctions, prepositions, pronouns, noun determines, substitutes nouns, intensifies and other specialized expressions. They also in include numeral, days of the week, and months of year. Many of the words can be used in more than one way. 1. Article Article is word that place in front of noun and it function as determines or devides noun in a sentence. This their traditional term for a, an, and the, the correct use of these little words is extremely important in English. There is a lot of different between man, and the man, for instance. Some should be included among the articles, since it is used before plural count nouns the way a/an is used before singulars: a man ,some man. (Maba: 1995: 78 ) A and an are used in front of singular count nouns. A and an have the same meaning. A is used in front of words that begin with consonants:b,c,d,f,g,h,k,etc. Example: a bed a cat A language a city a dog a book

An is used in front of words that begin with a,e, i, and o. Example: An apple An ear an idea an office an ocean an apartment

Use an if a word that begins with u has a vowel sound: e,g.an uncle,an ugly picture. Use a if a word that begins with u has a /uw/ sound: a university, a university, a usual event. Compare:

I have an uncle, and He works at a university. In some words that begin with h the h is not pronounced. Instead, the word begins with a vowel sound and an is used. E.g. an our ,an honor. In most words that begin with h that h is pronounced. Use a if the h is pronounced. Compare: I need a hour to finish my work, and I live in a house. He lives in a hotel. (Azar, Betty : 1992:76 )

According to Rudi Hariyono (

) in his book complete English Grammar, that articles devided

into two parts, namely: definite article and indefinite article. Definite article is the word that is used to mention noun by individual or certain. In the case, its noun has known clearly. The word that included into definite article is the, and noun that pronounced may singular or plural. Indefinite article is used to indicate noun commonly or known yet clearly. Noun that follow infinite article form always singular. 2. Auxiliary Verbs Auxiliary Verbs are helping verbs that combine with various part of other verbs phrases. The most common are : be, have, and do. In addition, we have the modals: can, could, may, might, must, shall, should, will, would, as well as dare and need under certain condition. The phrases ought to, used to, and (be) Supposed to are included because they resemble modals, in spite of the fact that, unlike ordinary modals, they include the word to (Collier : 1971:50 )

3. Conjunctions Conjunctions is word that connects words, parts of sentences or connect sentence write sentence.28 In other word, word that is used to connect words, phrase or clause in a sentence. Conjunctions join various parts of the sentence together. They are of two kinds: coordinating and subordinating. . (Collier, 1971 : 54 )

a) Coordinating Conjunction Coordinating conjunction is the connect word that is used two clauses that is the same degree or level.30 These join matching structures, that is, they join nouns to nouns, verb to verbs, adjectives, and so on. In the list, they are: And But For both and neither nor etc

b) Subordinate Conjunction Subordinate conjunction is the word that connect two the same degree or level sentences. Each of the two sentences as main clause and subordinate clause, these are the words that introduce adjectival and adverbial clauses. The conjunction they introduce contain subjects and verbs but cannot stand alone as independent sentences. Here are the ones in the list: Softer although because

Before After all

if besides

since etc.

The questions words how, who, whom, what, which, when, why, and where also introduce subordinate clauses of a special type, usually called indirect question. The relative pronouns who, whom, which, whose, and that introduce subordinate clauses of another type, usually called relative clauses, which modify nouns.

4. Preposition Preposition is word placed before noun or pronoun to indicate the relation among the parts of other sentences.32 They are always followed by nouns or noun construction, and the whole phrase thus formed modifies some other word in sentences.33 There are about fifty common one-word prepositions in English as well as a large number of phrases that function as prepositions. The prepositions in out list of function word are these: About Above Along but down from outside over etc.

Remember that most of these words may also function as adverbs, if no noun follows. (Collier, 1971: 56 )

5 Pronouns Pronoun is word that is used to change noun in a sentence. It function in order there is no repeated word that monotone. While Ach. Muchlis states that pronoun ,is word that change noun or noun phrase. A pronoun refers to a noun. It is used in place of a noun. E.g. Kate is married She has two children. She is a pronoun. It refers to Kate. It is used in place of noun. Kate is my friend. I know her well. Her is a pronoun. It refers to Kate. She is a subject pronoun; her is an object pronoun. A pronoun is used in the same ways as a noun: as a subject or as an object of a verb or preposition. According to Herpinus Simanjuntak (2004:70), there are nine kinds of pronouns, namely: a b c d e f g h i Personal pronoun: I, you, he, she, we, they. Demonstrative pronoun: this, that, these, those. Possessive pronoun: my, mine, yours, his, hers, ours, theirs. Interrogative pronoun: who, which, what, whose, whom. Indefinite pronoun: same one, anyone, something. Reflexive pronoun: myself, yourself, himself, itself, ourselves, yourselves, themselves. Emphasizing pronoun. Reciprocal pronoun: one another, with one another, each other, to each other. Relative pronoun: who, whose, which, that. These word take the place of nouns. The meaning they have depends on the noun they replace, called the antecedent. They have case (different forms according to their function in the sentence), number (singular vs. plural), and person (inclusion or Exclusion of the speaker and the person (s) addressed).

In addition, the third singular pronouns have gender (different forms according to certain categories of meaning expressed by the antecedent: male vs. female, animate vs. inanimate, etc.

6 Noun Determiners These are the expression that signal the presence or the possibility or the presence of a following noun. (If there is no noun following, then the expression itself functions as a noun-a substitute noun) 7 Substitute Nouns These expressions resemble the pronouns in that they echo, or replace, a noun in a context, but for grammatical reason it is convenient to separate them from the pronouns. Many of them can be noun determiners as well. These words in the list may be substitute nouns: All Another Both Enough more 8. Intensifiers These are traditionally called adverbs, but they behave in special ways and are better treated separately. They some just before adjectives or adverbs (except for enough, which follows them) and express a degree of the quality named by the letter word. Here are the ones on the list: Almost Fairly awfully hardly enough just. less none

(a) little (the) other many etc. some

b. Content words Content words are words which refer to a thing, quality, state, or action and which have meaning (lexical meaning) when the words are used alone.

1. Noun Manser (1983) states that Noun is word that is the name of a thing quality, person, etc and be the subject of a verb Nouns have subclasses. They are pronoun and function nouns. Pronouns comprise eight words namely I, we, you, they, he, it, they and she. All of them have inflectional variants, but they do not have the plural suffix (e)s, and the possessive suffix s as most nouns do. Function nouns consist of fifteen word which have the following characteristics: They are morphemically identical with or closely related to certain noun determiners. They are unchanging in form, showing neither of the characteristic noun inflections. es and s They have no noun-marking derivational suffixes. They may appear in mote of the structural positions usually occupied by nouns.

According to J.D Murthy, the meaning or noun is a word used to name a person, place, thing, an idea or a quality of mind is defined as a noun. Example: Mother Teresa is a great social worker Democracy is a form of government in which everyone has a share in the administration. Dictionary is useful for students

Knowledge brings wisdom Love and hatred are common to all human beings.

Common noun is a name given in common to every person or thing of the same class or kind, for example: Boy - merchant

Woman - traveler Teacher - city Doctor Girl Officer Poet Dramatist - village - town - region - district - place

b. A proper noun is the name of some particular person of place, for example: Tagore Keats Mother Terese Shelly - Bill Clinton - India - Japan - America

c Collected noun is the name of collection of things or person, for example: Crowd - family

Mob Team Block Heard Army Fleet Jury

- nation - parliament - committee - poultry - cattle - gentry - class

d concrete noun is the name of a thing that can be touched or seen, for example: Room Sun Girl Boy

e. Abstract noun is the name of a quality, action or state, for example: f Freedom Liberty Thought Jove Sorrow Love Death Goodness - kindness - childhood - admission - justice - life - truth - beauty

Countable noun is the name of a thing that can be counted or divided into singular or plural, for example: Student Book - camera - writer

g.

Table Pen Photograph

- man - woman - studio

Uncountable noun is the name of a thing that be counted or divided into singular and plural, for example: Milk Rice Coffee Tea Ink Oxygen - wool Liberty Gold - money - honesty - justice - truth - beauty - democracy - iron

h. Material noun is the name of a material or substance our of which things are made, for example: Gold Silver Wood Air Clay Milk Steel - ink - money - butter - water - paper - glass - copper

2. Verbs According to Manser Verb is word or phrase that shows what a person or thing does.41 According to Rasyid verbs have four inflections are:

Inflection of the third singular person or present tense s or es Inflection of the past tense: -ed and its variants Inflection of the past participle: -ed and its variants Inflection of the present participle: - ing42 Verbs occupy certain characteristic positions, a few of the verbs are distinguished from

morphemically related to nouns and adjectives by the super fix.

According to J.D. Murthy the meaning of verbs is a word used to express action, condition or existence is known as a verb. Example: - I wanted for Padmaja - She is healthy - There are spelling mistakes in his essay The italicized words waited, is and are are verbs. Because word waited tells us what I did in the first sentence, the word expresses condition in the second sentence, the word are expresses existence in the third sentence. Verbs is described as a word which is used to indicate an action of a state of being of existence or possession. Verbs are divided into there kinds: a. Transitive verb

A verb which has an object is termed as transitive verb. Example: I like Padmaja She speaks English well Sometimes a transitive verb contains two object, namely direct object and indirect object.

The following verb can be used with two objects: Example: Bring Give Hand Play lend often pay sing sell send show pass make get leave promise

The indirect object should be placed before the direct object but the direct object may be placed before indirect object, if the above verb are used with preposition. b. Intransitive verb A verb which has no subject is know as intransitive verb

Example: I slept very well I walked to the theatre The ship shake suddenly He sat in the chair Intransitive verb may be turned into transitive verb, if a preposition is used Example: She laughed at him I looked at the painting We talked about the film They wished for happiness I have asked for permission c. Verb of complete predication A verb which requires the help of some other word to complete its meanin is known as verb of incomplete. Example: - He is a teacher - She appears beautiful - My sister looked unhappy - The sky grew cloudy

The word which required to complete the meaning of verb is known as the complement of the verb. If the complement refers to subject, it is subject complement and if the complement refers to object it is object complement. 3. Adjectives Adjective is word that described a noun, e. g. green in garden grass.44 Adjectives are marked by their ability to fill certain positions and follow qualifiers. Adjectives are of two subclasses. a Base adjectives get the inflectional suffix er and est in their comparative and superlative degrees. They form nouns with the derivational suffix ness and form adverbs with the derivational suffix ly b Derived adjective are formed from various bases by derivational suffixes like ours, al, and able.

A word used to describe or qualify noun is known as an adjective. Example: Telugu is a regional language Pedmaja is a beautiful girl I read a historical novel Sex is a earthly pleasure We are entitled to fundamental rights

The italic words are examples of adjectives because in the first sentence the word regional tell us something about language or describe, the noun. In the same way, the word beautiful tells us something about a girl in the second sentence and the word historical tells about novel in the third, the word earthly about pleasure in the fourth, the word fundamental tells about rights in the fifth sentence. 46 A word used to express the quality, number and point out the person or thing is regarded as an objective. There are two types uses of every adjective namely. a. Attributive use, an adjective used with a noun is known as attributive use Example: - Beautiful girl - Worrying problem - Lovely flower - Clever student - Fair face b. Predictive use, an adjective used with a verb is known as Adjective use Example: She is afraid He is a live He looked happy.47 They are dead Adjectives are divided into ten kinds (Murthy, 2000:36-38) a Adjective of quality

An adjective used total about the quality of a person or thing known as adjective of quality, such as: wealthy, regional, fundamental, industrial, elementary, primary. Example: He is a wealthy person Telugu is a regional language b. Adjective of quantity An adjective used to talk about the quantity of things is known as adjective of quantity such as: little, no, whole, all, half, enough, much, any, some, great, sufficient. Example : There is a little milk in the jug My father earned enough money He showed much courage in the war

c. Adjective of number An adjective used to talk about the number of things person is know as adjective of number, such as: . five, few, no, many, all, some, most, several, first, any. Example: Only a few people are kind to the poor I got first class in my B.A All students passed in the exam.

d. Demonstrative adjective An adjective used to point out which person or thing we speak about is known as demonstrative adjective, such as: this, that, these, those, such Example : This book is very interesting That girl is very beautiful These flower are lovely e. Distributive adjective An adjective used to refers to each and every person or thing separately is known as distributive adjective, such as. each, every, either, any, none, both. Example: Each boy was a warded a diploma Every Indian is entitled to adult franchise Neither party has got majority in the recent elections f. Interrogative adjective An adjective used to question is known as interrogative adjective, such as: what, which, whose. Example: What advice shell I give you? Which places do you wish to visit? Whose hand writing is this? g. Possessive adjective

An adjective used to talk about ownership possession is known as possessive adjective, such as: my, your, our, his, her, its, their. Example : my mother is a teacher Your father is a doctor Our country is India h. Emphasizing adjective An adjective to emphasize a noun is know as emphasizing adjective such as: own, very. Example: I saw with may own eyes That was the very book I was looking for i. Exclamatory adjective The word what is known as an exclamatory adjective, such as: what. Example: What a beauty What in insult What a tragedy j. Proper adjective An adjective derived from a proper name is known as a proper Example: Indian army American president English grammar

Russian parliament 4. Adverb As we know that adverb is part of grammar in English learning so there are several definition of adverb as follows: Adverb is a word modify a verb, an adjective or another adverb or used to explain how, where, when and why an action is performed is know as an adverb Example : They lived happily Patima is very beautiful She speaks English quite well.49 The italicized word happily, very quite are adverb in the first sentence the word happily modifies the verb, the word very modifies the adjective beautiful. In the third sentence the word quite modifies another adverb well. Adverb is word that adds information to a verb, adjective, phrase or another adverb, e.g. quickly in run quickly.50 According to Hariyono the kinds of adverb are: a. Adverb of manner is the adverb which is used to explain the situation or to explain how the activities happen. Example: Fast Hard - well - late

b. Adverb of place is the adverb which show the place of something happen. Example: Here There - above - at school

c. Adverb of time is the adverb which used to explain when the activities happen. Example: Now Tomorrow Yesterday At seven oclock. Adverb are marked by their ability to appear in utterance-final position following a nouns functioning as complement. A few adverbs, mostly those which are identical with adjectives (flat adverbs), use the inflectional suffixes as and est to form comparative and superlative degress. According to Murthy adverb are divided into eight kinds on the basis of their use: a. Adverb of manner An adverb used to show how an action done is known as an adverb of manner. e.g. quickly, bravely, happily, hard fast well clearly, soundly, probably, possibly, evidently, unfortunately, luckily, sadly.

Example: They lived happily Nancy walks gracefully She speaks beautifully b. Adverb of place An adverb used to show where an action done is known as an adverb of place. e.g here, up, down, near, below, above, away, out, in, every, where, back ward, within, by. Example: I went there She shoot near the gate Please come here c. Adverb of time An adverb used to show when an action done is known as an adverb of time. e.g. now, the, today, tomorrow, early, soon, still, yet, before, late, ago, lately, daily, already, never, since, formally. Example: My father is not at home now She will come here soon She come late yesterday d. Adverb of frequency An adverb used to show how often an action is done is known as an adverb of frequency, such as: once, twice, often, never, always, occasionally, again, seldom, frequency, sometimes.

Example: They talked to each other again We visited Agra twice They never go to films e. Adverb of certainly An adverb used to show definition of the action is known as an adverb of certainly. e.g. certainly, serely, definitely, obviously Example: Serely, she loves me I shall certainly help me Ramya is obviously very clever f. Adverb of degree An adverb used to show how much or in what degree or to what extent an action is done is known as an adverb of degree, such as: very, rather, fairly, quite, too, almost, hardly, fully, enough, so, altogether, no, pretty, any, party. Example: We have eaten enough I am feeling much better He is very great g. Interrogative adverb An adverb used to ask question is know as an interrogative adverb. e.g. where, when, why, how

Example: When do you come? How long will you stay in Delhi? Where did you go yesterday?

h. Relative adverb An adverb used to relate two clauses or statements is known as a relative adverb. e.g. Where, when, why. Example: I did not you where she had gone Do you know when Nancy came her I dont now why she went to Hyderabad.

a.

Some Techniques of Teaching Vocabulary Regarding the importance of vocabulary expansion for the students, the teacher of English

should seek some effective ways to teach vocabulary. Burhanuddin (2003: 9) sets out the following criteria of a good vocabulary teaching technique. 1. It interest the learner 2. It makes the learner give attention to the form as the meaning of the word 3. It gives the chance of repetition

1. Noun a. Definition of nouns Hornby (1995 : 795) in Linda thesis (2008:7) states that a noun is a word used to name or identify any of a class of things, people, place or ideas. Oxford learners pocket dictionary new edition (2000:9) states that noun is word that refers to person, a place or a thing, a quality or an activity. Biles (2004:18) in Dewi Tary thesis (2000:8) states that noun is the name anything, person, place or an animal. After seeing some definition of noun, the writer concludes that noun is a word refers to name person, place, or thing. b. Kinds and function According to Manurung (2004:4) in his book, divided of noun in two kinds they are : a. Common noun : is a name given to any individual, animal, thing or place, lifeless, count noun, noun count noun, collective noun, and abstract noun, but it is always given in general with out any reference to somebody in particular, common noun divided into : 1. Living being is name given to any individual, for example : grass, crocodile, cat, girl, mother, etc. 2. Lifeless thing is a name given to un living being. For example : stone, table, book, etc. 3. Count noun is a name given to thing that can be counted or divided into plural and singular, for example : bird, bus, students, pencil. 4. Non count noun is a name given to thing than can not be counted, for example : air, sugar, salt, oil, water, ink, milk, etc.

5. Collective noun is a name given to a group of people or things, for example : nation, a bunch of flower, crowd. A team, a heaps of stones. 6. Abstract noun is a name given to quality, vise or state a being. There are thing that we can not touch, can feel, for example : goodness, ability, confidence, happiness, etc. b. A proper noun : is a name given to any person, thing place, or name of days, months, and country in particular, with a purpose of panting at them, example : London, Malaysia, Robert, Lisa. 2. VERB.
World English dictionary : verb is any of a large class of words in a language that serve to indicate the occurrence or performance of an action, the existence of a state or condition, etc. In English, such words as run, make, do, and the like are verbs (

http://dictionary.reference.com/browse/verb) 19-2-11, 01.00 pm Cultural dictionary ; verb is A word that represents an action or a state of being. Go ,

strike

travel

and

exist

are

examples

of

verbs.

(http://dictionary.reference.com/browse/verb) 19-2-11, 01.00 pm

The verb is perhaps the most important part of the sentence. A verb or compound verb asserts something about the subject of the sentence and express actions, events, or states of being. The verb or compound verb is the critical element of the predicate of a sentence. In each of the following sentences, the verb or compound verb is highlighted:
Dracula bites his victims on the neck.

The verb "bites" describes the action Dracula takes.

In early October, Giselle will plant twenty tulip bulbs.

Here the compound verb "will plant" describes an action that will take place in the future.

My first teacher was Miss Crawford, but I remember the janitor Mr. Weatherbee more vividly.

In this sentence, the verb "was" (the simple past tense of "is") identifies a particular person and the verb "remembered" describes a mental action.
Karl Creelman bicycled around the world in 1899, but his diaries and his bicycle were destroyed.

In this sentence, the compound verb "were destroyed" describes an action which took place in the past. D . Media 1. Defenition of Media a. NEA In Rohani (1997:3), defines media that art of things which can be manipulated, seen, listened, and can be read with instruments which is used well in teaching process. Therefore, it can influence the effectiveness of instuctional program. b. AECT (Association for Education and Communication Technology) in Rohani (1997:2), defines media that is all the form of utilize to process of information channeling. c. Arsyad (2004:4) states that defenition of media as the component of learning source that can stimulate students in learning. based on the above explanation the researchers concluded that the media is one that can facilitate the process of teaching.

2. The Function of Media Rohani (1997:14) writes that there are two factors of function media namely : internal factor and external factors. The internal factors are like attitude, life, style, and feeling, like, dislike, ability and experince, if the students are not interesting in learning, automatically it is difficult to follow learning process. While the external factors are stimulate from outside of students, especially in listening and sight. Arsyad (2004:7) writes that the result of research has been prove that using aids very useful to help actively is learning process in the classroom, especially to increase learning achievement, while the learning theory is known that interaction between students who is learning with source can influence learning process. As an external factors, media can be used to increase efficiency learning of students because it has potency and capability to stimulate learning process. Rohani (1997:22) defines that media can increase desire and the interest of students in learning. Using media, students will get more experience. So, their perception and understanding more exact. And it will rise to desiring and new motivation in learning. From the explanation above, it can be concluded that media can solve the bahaviour factor learning namely internal factor and external factor through one thing or certain event to the students in the class. The same perception will give desire and the same experience. Based on the function of media, the writer used children song as media in doing research because children song can help teacher in learning process.

3. Songs as a Teaching Media Media is derived from the Latin word medium that means between. The terms refers to anything that carries information between a source and receiver. In general, it is a means of communication. Media is also considered as instructional system of teaching learning process. So instructional media is also called teaching aid. It is used in order to facilitate the teacher to achieve the goal teaching learning process. Teacher can select media from the traditional ones up to modern ones. In doing the study the writer uses songs as the media in improving the students achievement in pronunciation. And here the writer discusses more about songs first. In our daily life, we are surrounded by songs. A song is like a magic that can hypnotize us, therefore, when we hear the songs we could be brought into the songs. For example, when someone is listening to a song, he or she can be brought into the story of the lyrics and the melody will play his emotion or feelings. Sometimes we did not realize that we could sing the songs without learning how to sing the songs in a certain way. From the song we can learn many things, for example we can get some more new words, and we also could learn how the words are pronounced. As songs are having magical effect, we can use songs in the learning process. Music is a powerful stimulus for student engagement precisely because it speaks directly to our emotions, while still allow us to use our brains to analyze it and its effects if we so wish.13 Songs are good resource for English teaching. First, they are funny. Second, they promote mimics, gestures, etc. associated to the meaning. Third, they are good to introduce suprasegmental phonetics (stress, rhythm and intonation). Fourth, students play a participative role. Fifth, they can be applied to

Henny Ratnasari, Songs To Improve the Students Achievement in Pronouncing English Words(Semarang University: A Thesis of Language and Arts Faculty, 2007), p. 10

13

comprehension stages (listening) or production (singing). Sixth, there are songs for all levels and ages. Seventh, students learn English very easily, through echoic memory. 4. Elements of Song When a song is played, the listeners will not only listen to its lyrics, but also its melody. They enjoy the harmony, the expression and the rhythm. It means that a song is a unity of some music element. The element of music are divided into two categories, those are main elements and expression elements.14 The first category is the main element. It consists of rhythm, melody, harmony, and lyrics. Rhythm is the stretch of movement of the sounds. It becomes the base element in music. It is like how to sound a word, there will be letters read long and short and there can be a pause too. It means that rhythm is how to step the music. Melody is the arrangement of stretch sound. And harmony is the unity of two or more tones that have different level played together. The last is lyrics; it can be said as musical sentences. The second category is the expression elements. It is the way of the musicians express their mind and feeling that consist of tempo, dynamic, and voice color. All the elements above are needed when someone creates a song.

5. Songs in Language Teaching Process There are two kind of humans mind, rational and emotional mind. The rational mind works by analyzing fact logically, while emotional mind works based on intuition. Even though both of them difference in their ways, they work harmony and influence each other. It based on the function of two hemisphere of the brain. The right hemisphere specialized for music and recognition of complex visual patterns. The left hemisphere specialized for

14

Ibid, p.10

music and recognition of complex visual patterns. The left hemisphere specialized for analytical ability and some aspect of language. In accordance to this phenomenon in the educational area, educators call it as motivation. Classroom motivation affects both learning and behavior of students. Students who are motivated to learn, who are interested in what they are doing learn more. Therefore, it is important to activate the right hemisphere of brain (emotional mind) to arise motivation in learning. Music the expression of human can be used for this purpose. 1. For many reasons students feel insecure in receiving a new language. Therefore, song and music can help students relax and create an enjoyable classroom atmosphere. 2. Music and song are reflection of the time and place that produced it. Thus, helps to give a cultural input to the students. 3. Song can provide language input. We can expose students to the rhythm of language. 4. Song can be used as a supplement to the text book or can serve as the text itself in a variety of teaching situation such as using song after a regular lesson, singing a song for chance of face. 5. Song can be used a student as a text in the same way as passage, sort story, or poetry, or other of piece of authentic material. 6. Song can arise students interest. 15

6. Teaching English through Songs A song is like a magic that can hypnotize us, therefore, when we hear the songs we can be brought into the songs. For example, when someone is listening to a song, he can be brought into the story of the lyrics and the melody will play his emotion of feeling.
Srifadillah Mustafa, Activating Students in Oral Language Activities through Songs (Ujung Pandang: A Thesis FPBS IKIP, 1987), p.21
15

Sometimes we do not realize that we can sing the song without learning how to sing the songs in a certain way. From the songs we can learn many things, for example we get some more new words, and we also could learn how the words are pronounced. As songs are having magical effects, we can use songs in the learning process. Music is a powerful stimulus for student engagement precisely because it speaks directly to our emotions while still allowing us to use our brains to analyze it and its effects if we so wish. Songs are a good resource for English teaching. First, they are funny. Second, they promote mimics, gestures, etc. associated to the meaning. Third, they are good to introduce suprasegmental phonetics (stress, rhythm, and intonation). Fourth, students play a participative role. Fifth, they can be applied to comprehension stages (listening) or production (singing). Sixth, there are songs for all levels and ages. Seventh, students learn English very easily through echoic memory.14 Song with their musical background can bring the classroom atmosphere of quietly, fun and informality which is far more conductive environment for language learning then strictly requirement atmosphere.15 The researcher uses English song because it is authentic and easily accessible examples of spoken English, the rhymes in songs provide listeners with repetition of similar sounds. Students often choose to listen to songs time and again, indirectly exposing them to these sounds. There are no standard songs for teaching pronunciation because any song can be an example of different pronunciation aspects. However, in teaching English songs, the researcher tries to choose songs that are clear (use quality recording where possible), not too

Review of Related Literature, Mohambests Blog,( Online: http://mohambest.wordpress.com /2009/04/03/thesis-2/, 2009). Accessed on December 23rd 2009
15

14

Subramaniyah Nambier. A, The Use of Pop Song in Language Teaching (Guidelines Journal, 1985), p.80

fast, memorable, likely to appeal to out learners (songs that students already know) and easy to create activities. Songs provide examples of authentic, memorable and rhythmic language. They can be motivating for students keen to repeatedly listen to and imitate their musical heroes. Words in songs fit the music, helping learners associate the number of syllables/ stress in these words, with memorable rhythms. The relaxed atmosphere songs create can expose students to this difficult pronunciation area, without their realizing. Songs contain endless examples of weak syllables, helping to convince learners of the way English is pronounced.16 Language teachers can and should use songs as part of their classroom teaching. Songs contain authentic language, are easily obtainable, provide vocabulary, grammar and cultural aspects and are fun for the students. They can provide valuable speaking, listening and language practice in and out of the classroom. Some key reasons can work exceedingly well in the foreign language classroom include the following:17 1. Song almost always contain authentic, natural language This often contrasts the contrived, stilted language found in mamny studnt texts. Of course songs can also go to the other extreme by using overly crude, foul or otherwise objectionable language. With careful screening, an extensive library of usable songs for language learning can be compiled. 2. A variety of new vocabulary can be introduced to students through songs Looking to boost student vocabulary with useful phrases, vocabulary and expressions? Songs are almost always directed to the native-speaking population so they usually contain contemporary vocabulary, idioms and expressions.
Admin, Developing Pronunciation through Songs, (Online:http://www.teaching English. org.vk/think/Articles/developing-pronunciation-through-songs, 2006). Accessed on November 12th 2008 Larry M. Lynch, Introduction to Phonetic Transcription, (Online: http://www. Antimoon. com/how/pronounce-trans.htm,2005). Accessed on November 11th 2008
17 16

3. Songs are usually very easily obtainable Cibemba and Silozi non-withstanding, songs are usually not that difficult to obtain. Local sources may be available including the students themselves. Theres always the internet which can connect you with song downloads in all but the most obscure languages. 4. Song can be selected to suit the needs and interests of the students In English especially, so many songs are available that selection of songs with suitable themes, levels and vocabulary is not at all difficult. Allowances can also be made for complexity or simplicity of language, depending on the students, by selecting and using suitable songs. 5. Grammar and cultural aspects can be introduced through songs Most if not all songs have a recurring theme or story. So excerpting cultural elements is usually a possible, but often overlooked aspect of using songs. I still use Hit the road Jack sung by the late Ray Charles to illustrate spoken contractions. He uses spoken contractions is virtually every line of the song. 6. Time length is easily controlled Whether you have an hour, 30 minutes, or only 15 minutes or so, a song can be used in the course of a planned lesson. Use of songs is very flexible. 7. Students can experience a wide range of accents A good thing about songs is that you can expose the students to many different kinds of English. British English, American English, Carribean English are all widely available through songs. Accents too are well represented by songs from different regions and in a variety of types and formats. Gospel, soul, R and N, Pop, Rock, Reggae, Jazz and other styles change not only accents, but vocabulary and usage too. 8. Song lyrics can be used in relating to situations of the world around us

Songs have been used as vehicles of protest for civil rights, workers rights, even prisoners rights along with an untold number of other causes. Theyve expounded on pollution, crime, war and almost every social theme or cause. We wont even mention how many songs are about, related to or explore the theme of sex. 9. Students think songs are natural and fun Some singers actually made a career out of them. They make offbeat, fun changes of pace with classroom use. These are only some of the many reasons sons are useful in the language learning classroom. They contain authentic language, are easily obtainable, provide vocabulary, grammar and cultural aspects and are fun for the students. In teaching songs, the researcher focuses on sounds. Students have to learn physically produce certain sounds previously unknown to them and they can find sounds difficult to pick out, and may not see the point in focusing on them. This, sometimes make students find trouble in pronunciation, incorrectly pronounced sounds strain

communication, sometimes even changing a phrases meaning.

E. CHILDREN SONG Definitioon of song

Luise Eitel Peake (http://www.answers.com/topic/song) A song is a piece of music for

accompanied or unaccompanied voice or voices or, "the act or art of singing," but the term is generally not used for large vocal forms including opera and oratorio
Britannica concise encyclopedia ( http://www.answers.com/topic/song ) Short and usually simple piece of music for voice, with or without instrumental accompaniment

Wikipedia A song is a relatively short musical composition for the human voice (possibly accompanied by other musical instruments), which features words (lyrics). It is typically for a solo singer, though may also be a duet, trio, or for more voices (works with more than one voice to a part, however, are considered choral).

F. Classroom Action Research

Definition and characteristic of Classroom Action Research 1. Dr. Karwono, M.Pd Definition of Classroom Action Research (CAR) PTK or action research has developed since the second world war, this time PTK is growing with the rapid in developed countries such as Britain, America, Australia, and Canada. Education research experts recently put considerable attention to the PTK. According to Stephen Kemmis as quoted D. Hopkins in his book entitled A Teacher's Guide to Classroom Research, stated that action research is : a from of self-reflective inquiry undertaken by participants in a social (including education) situation in order to improve the rationality and of (a) their own social or educational practices justice (b) their understanding of these practices, and (c) the situations in which practices are carried out. Briefly PTK is a form of assessment that is reflective of the perpetrators actions, to increase the stability of rational-action them in carrying out tasks, to deepen understanding of the actions taken, and improve where learning practices implemented. To achieve these objectives perform the PTK review process cyclical, which comprises four stages as follows :

Planning Observation

Acting Reflection

The four phases of a cycle within a PTK can be described by a spiral of PTK such as the following:

Plan Reflektif Action/Observation Reflective Action/Observation Reflective Action/Observation

In accordance with the essence of which is reflected by the name of action research spiral, classroom action research can be started from anywhere of the four phases namely: planning, action , observing, and reflection 2. Characteristic of Classroom Action Research Characteristics of classroom action research, among others: (a) an inquiry on practice From Within The first characteristic of PTK is that its activity is triggered by practical problems that lived in the teacher teaching in class. Therefore, PTK is practice-driven and action-driven, in the sense of PTK goal to improve practical, direct - here, now often referred to as research or practical (practical inquiry). This means PTK focuses on specific issues contextual. The role of lecturers LPTKs in the early stages is to be a sounding board (reflecting the idea) for teachers who deal with problems in day-to-day execution of their duties. (b) a collaborative effort of school Between Teachers and teacher educators. Because lecturers LPTKs not have direct access, then the PTK held collaborative with

her class teacher who became the arena of PTK. Because who has a scene so that the lecturers are teachers who are interested in doing PTK LPTK not have access to the scene in the roles of practitioners. Therefore must be consistent feature of collaborative cooperation Shown as in the overall implementation of PTK stages, ranging from problem identification and diagnosis of the situation, the design of corrective action, up to the collection and analysis of data and reflects about the findings in addition to preparing the report. (c) reflective practice made public. Faculty involvement in PTK LPTKs not as a center of education experts assumed the function as supervisors or middle school teachers as the developer of education (missionary approach), but as colleagues, as well as prospective teacher educators should have the need to learn in order to improve the quality of the field their own performance. In this connection, teachers who collaborated in the PTK must assume multiple roles as practitioners in the implementation of daily management tasks at the same time also systematically examine the praxis itself. If this accomplished well then will educate researching culture among teachers, and is a strategic step in professionalism professorship. This professional harassment in the form of wholesale service providers weeks to make a list of numbers in the process of promotion credit functionally implicated teachers lately may be terminated. 3. Procedure classroom action research is the assessment process through the system cycle of various learning activities, according to Raka Joni (1988) there are five stages, namely: 1. The development focus of the research problem 2. Planning corrective actions 3. Implementation of corrective action, observation and interpretation 4. Analysis and reflection 5. Planning follow-up (see Figure 1 and 2).

. Finished

problem

plan of acting

acting

siksiklus 1

reflection 1

data analysis

observation

. Finished

problem

plan of acting

acting

siksiklus 2

reflection 2

data analysis2

observation

Unfinished

next siklus

In practice, PTK begins with an awareness of the problems which disturb perceived, which is considered hinder the achievement of educational objectives that have been identified unfavorable impact on the process and / or learning outcomes audiences students, and school programs or implementation of something. Starting from the awareness of the existence of these problems, which still reflected the possibility of a blur, teachers - either alone or in collaboration with faculty LPTK who became his partner and then define the problem in a more sharply focused if necessary to collect additional field data in a more systematic and / or conduct studies relevant literature. In turn, with a sharper formulation of the problems that can be made diagnosis possible cause of the problem more closely, so there are opportunities to explore alternatives to the necessary remedial action. An alternative to overcome the problem which was considered the best, then translated into the corrective action program will be tested. The experimental results are assessed and corrective action is reflected by reference to criteria-criteria that the desired improvements, which have been set previously. 1. Determination Focus / Issues Research, which includes: a. Sensing a problem b. PTK Problem Identification c. Problem Analysis

d. Formulation of the problem 2. Action Plan, which includes: a. Formulation of a solution in the form of hypothetical actions b. Eligibility Analysis Hypothesis Actions c. Preparation Actions 3. Implementation of Action and Observation-Interpretation a. Implementation Actions b. Observation and Interpretation c. Discussion of feedback (reviews discussions) 4. Analysis and Reflection a. Data Analysis b. Reflection 5. Follow-up Planning a. Observation Procedures b. Some Action Drs. Tatang Sunendar, M.Si / Akhmad Sudrajad 1. Why Classroom Action Research Important? There are several reasons why PTK is a need for teachers to improve the professional a teacher: 1. PTK is very conducive to making teachers become sensitive responsiveness to the dynamics of learning in his class. He became reflective and critical of what he and his students lakukan.apa 2.PTK can improve the performance of teachers to become professionals. Teachers are no longer as a practical, who already feel satisfied with what is done for many years without any improvement and innovation, but also as researcher in its field. 3. By carrying out the stages in the PTK, teachers are able to improve the learning process through a review in to what is to what happens in class. Acts committed teachers solely based on the actual and factual issues that developed in its class. 4. Implementation of PTK does not interfere with the main task of a teacher because he does not need to leave class. PTK is an integrated research activities with the

implementation of the learning process. 5. By implementing PTK teachers to be creative because it is always required to make efforts in innovation as the implementation and adaptation to various theories and techniques of learning and teaching materials he uses. 6. Implementation of PTK in education and learning has a purpose to improve and or enhance the practice of continuous learning so that the quality of the results of instructional skills of teachers, improving the relevance, improve management efficiency and grow the culture of instructional research on teacher communities 2. Type of Classroom Action Research There are four types of PTK, namely: (1) PTK diagnostic, (2) PTK participants, (3) PTK empirical, and (4) experimental PTK (Chein, 1990). For more details, here presented in brief about the four types of PTK. 1. PTK Diagnostic; is meant by PTK diagnostic research is designed to guide researchers toward an action. In this case researchers to diagnosis and into situations that are in the background research. As an example is when researchers attempt to deal with disputes, quarrels, conflicts between students who have performed at a school or classroom. 2. PTK participants; a study participant was described as PTK if the person who will carry out study presented should be directly involved in the research process from the beginning until the results of the research are reported. Thus, since research planning researchers always involved, subsequent researchers to monitor, criticize, and collect data, then analyze the data and ended with the reported results their research. PTK participation can also be done at school as well as examples in item a above. Only, here the researchers claimed involvement directly and continuously since the beginning to the end of the study. 3. Empirical PTK; is meant by empirical PTK is when researchers attempt to perform any act or action and opened what it does and what happens during the action. In principle, the researcher is pleased with the record keeping and collection researcher experience in their daily work. 4. Experimental PTK, which is categorized as experimental if PTK held by seeking to apply the various techniques or strategies to effectively and efficiently in a activity teaching and learning. In relation to activity of teaching and learning, it is possible there

are more than one strategy or technique that is set to achieve an instructional goal. With the implementation of PTK is expected that researchers can determine which method is most effective in order to achieve the goal of teaching.

G. Theoritical framework.

INPUT

PROCESS

OUTPUT

1.Song 2. Vocabulary

Teaching and learning process by using English children song

The students improvement in English vocabulary

a.) Input refers to the material provided for the students. b.) Process refers to the implementation of the input in the class room. The students learn vocabulary through children song. c.) Output refers to the result of independent variable that is students vocabulary achievement.

CHAPTER III RESEARCH METHOD

A. Setting The writer did his research in SDN NEGERI 74 PAJALESANG, especially in the fifth grade students. The total number of students was 25 students. This research has done in two cycles, in order to find out the best way to teach vocabulary by using English children song to students.

B. Preparation for the Action Research The basic competence which has been focused in this classroom action research, namely, the competence in mastering nouns and verbs in English children song. The preparation for the action was preparing some selected song which contained some verbs and nouns.

C. Data Sources 1. Students 2. Teacher 3. Collaborator

D. Technique and Instruments of Collecting Data 1. Techniques The collecting data techniques in this classroom action are: a. Test b. Observation : To find out the students score. : To find out the students participation during the using English

children song in teaching vocabulary. c. Interview : To find out the level of successful in implementing the using

English children song in teaching vocabulary.

d. Discussion

: Among the researcher as teachers with the collaborators, As a way

to make reflection in each cycle.

2. Instrument The instruments used in collecting data in this classroom action research were: a. English children song test verb in the song lyrics. : it will be useful to observe the students : Asking the students to find some of nouns and

b. Observation list

participation during the use of English children song in teaching vocabulary. Also, as the basic instrument in discussion part among the teacher and the collaborators as a way to make reflection in each cycle. c. Guide interview list : To find out the level of successful in implementing

the use of English children song in teaching vocabulary. d. Discussion : Result among the teachers.

E. Data analysis The data which collected in every observation in each cycle were analyzed descriptively through percentage technique. 1. Vocabulary Test result the formula, as follow: : Students score of vocabulary test was counted by using

Score !

Total correct answer X 100 Total test items

2. Activities of students during the learning process: This was analyzed by considering the students participation and classified into passive and active classification. 3. Implementation of learning by using English children song in teaching vocabulary by analyzing the successful level of implementation, then it categorized into success, less success and not success.

F. Procedures of the Research Cycle 1 The first cycle of this classroom based research consisted of planning, acting, observation and reflecting. a. Planning 1. Analyzing the curriculum, especially the basic competence after doing the need analysis of the students at the fifth grade of SDN Negeri 74 Pajalesang. 2. Made a lesson plan about the use of English childrens song in teaching vocabulary particularly nouns and verbs in the text of the English childrens song . 3. Classroom management numbers of students were 25, make the classroom was comfortable. 4. Prepared the list of vocabulary and English Children song. 5. Making the instrument which used in each cycle of the classroom action research. b. Acting First Cycle 1. The researcher prepared all of the instruments in the class before start teaching such as LCD, Laptop etc. 2. The researcher prepared the list of vocabulary and the English children songs 3. The researcher introduced of materials of the lesson included nouns and verbs. 4. The researcher distributed the list of vocabulary and then played the song and show the videos of the song through in focus (LCD). 5. The researcher asked the students to listen the songs once then asked them to sing the song together. 6. The students were asked to identify the verbs and noun in the songs. 7. The researcher discussed the song with the students, then explained and list of vocabulary and also practice how to pronounce correctly the vocabularies. 8. Closed the class

Second Cycle After doing the first cycle, there were still many weaknesses then based on the reflection part, the reseracher did the second cycle (see the findings in chapter IV) c. Observation There were some important things that has been observed, those were: 1. Vocabulary test. 2. Students participation during the learning process.

d. Reflecting This classroom action research was success if some of the following requirement were fulfilled:

1. Most of the students have a good score in evaluation (vocabulary test) (70). 2. Most of the students active in learning process (75%)

CHAPTER IV FINDINGS AND DISCUSSION

The findings of the research explain the cycles of learning and teaching process of this current research. In this case, there were two cycles, it can be seen in general through the following chart:

. Finished

problem

plan of acting

acting

siksiklus 1

reflection 1

data analysis

observation

Unfinished

Next cycle . Finished

reflection 2 data analysis2 observation problem plan of acting acting

siksiklus 2

Cycle I

a. Planning 1. Analyzing the curriculum, especially the basic competence after doing the need analysis of the students at the fifth grade of SDN Negeri 74 Pajalesang. 2. Made a lesson plan about the use of English childrens song in teaching vocabulary particularly nouns and verbs in the text of the English childrens song . 3. Classroom management numbers of students were 25, make the classroom was comfortable. 4. Prepared the list of vocabulary and English Children song. 5. Making the instrument which used in each cycle of the classroom action research. b. Acting In this first cycle, the implementation was not suitable with the planning. This is because of some causes: - Most of the students were still not familiar with the learning by using English children songs. - Most of the students didnt have a braveness to be active learning. - Some students didnt understand how to pronounce some vocabularies.

c. Observation

1. Evaluation on students vocabulary showed that the students mastery on vocabulary were mostly in low scores. The mean score was only 49.32

Cycle 1
No. 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 MEAN SCORE Student Number 001 002 003 004 005 006 007 008 009 010 011 012 013 014 015 016 017 018 019 020 021 022 023 024 025 Score 40 18 43 31 70 84 75 25 59 75 56 65 56 59 78 15 28 65 43 53 28 15 50 87 15 49.32

Cycle 1 score
100 90 80 70 60 50 Cycle 1 score 40 30 20 10 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26

2. The result of observation on students activities during the teaching and learning process: The mean score was 40%. It can be seen in the table below:

LEMBAR OBSERVASI CYCLE 1 No. Students Name TIDAK AKTIF 1 2 3 4 5 6 7 8 9 10 001 002 003 004 005 006 007 008 009 010 KEAKTIFAN KURANG AKTIF AKTIF SANGAT AKTIF

11 12 13 14 15 16 17 18 19 20 21 22 23 24 25

011 012 013 014 015 016 017 018 019 020 021 022 023 024 025 0 15 6 4

16 14 12 10 8 6 4 2 0 Tidak Aktif Kurang Aktif Aktif Sangat Aktif Series1

Cycle 1 observation

d. Reflecting There were still some significant weaknesses in the first cycle: - Most of the students were still not familiar with the using of English children song.

- Most of the students didnt have a braveness in learning activities. -Some students didnt understand how to pronounce some vocabularies. - The evaluation means score was: 49.32 - In the discussion, there were only some students active in giving responds. In order to improve the weaknesses and to keep the successful in the first cycle, then the second cycle was planned as follows: - Gave more motivation to the students in order to be active in group and individual games. - Gave more chances to the students who got good score to share their knowledge about the vocabularies. - Gave more intensive guidance to the students who got difficulties in the first and second cycles. - Gave awards to the successful person and the most active student. - The students who got good score in the previous cycle were distributed equally in all the groups in order to make the group activities became more effective and they can share one another about how to arrange the letters into correct vocabularies.

Cycle II a. Planning The points that planned in the third cycle: - Gave more motivation to the students in order to be active in learning process. - Gave more chances to the students who got good score to share their knowledge about the vocabularies.

- Gave more intensive guidance to the students who got difficulties in the first cycles. - Gave awards to the successful person and the most active student. - The students who got good score in the previous cycle were distributed equally in all the parts of the class in order to make the group activities became more effective and they can share one another .. b. Acting -The students can catch the vocabulary easily and relax situation during the use of English children songs. -All the students were active in learning process. - The low ability students were more motivated.

c. Observation 1. Evaluation on students vocabulary showed that the students mastery on vocabulary were mostly in low scores. The mean score was only 49.32
CYCLE 2 No. 1 2 3 4 5 6 7 8 9 10 11 12 13 14 001 002 003 004 005 006 007 008 009 010 011 012 013 014 Students Score 84 60 84 66 100 95 62 75 81 91 84 91 75 84

15 16 17 18 19 20 21 22 23 24 25

015 016 017 018 019 020 021 022 023 024 025 MEAN SCORE

75 37 69 78 90 75 50 66 94 94 44 76.16

Cycle 2 score
120 100 80 60 Cycle 2 score 40 20 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26

2. The result of observation on students activities during the teaching and learning process: The mean score was 40%. It can be seen in the table below:

OBSERVATION LIST CYCLE 2 No. Students Name TIDAK AKTIF 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 001 002 003 004 005 006 007 008 009 010 011 012 013 014 015 016 017 018 019 020 021 022 023 024 025 0
18 16 14 12 10 8 6 4 2 0 Tidak Aktif Kurang Aktif Aktif Sangat Aktif Series1

KEAKTIFAN KURANG AKTIF AKTIF SANGAT AKTIF

16

Cycle 2 observation

d. Reflecting Some successful points in the second cycle: -Most of the students were easier in grasping the vocabularies. -The students were more active during the action. Their participation reached the ideal percentage namely 88%. - The ideal mean score have achieved, in the first cycle was 49.32 then in the second cycle was 76.16.

CHAPTER V CONSLUSIONS AND SUGGESTIONS

1. Conclusions Using English children songs is an effective way in improving students vocabulary, especially about nouns and verbs. It is supported by the achieving of the ideal score in the second cycle namely in participation 88% and in vocabulary evaluation mean score 76.16. The scores of students increased in every cycle. Furthermore, arranging using English children songs makes classroom situation interesting and the students enjoy the teaching and learning process during the acting.

2. Suggestions Based on the conclusion above, the writer would like to put forward some suggestion as follows: 1. An English teacher especially in elementary school should be more creative in giving an appropriate method to the students which can make them rilex and enjoy getting the material and also the teacher should make the classroom situation to be a fun. 2. To achieve the goal of teaching, the teacher should adapt between material and method that teacher apply in the classroom. 3. One of the important things to be used in teaching and learning process is media technology, such as video clips and music through LCD and its speakers. 4. The elementary school should have language laboratory in order to be easier to apply many kinds of teaching techniques especially related to the use of technology tools