INCREASING THE ADJECTIVE MASTERY THROUGH SONG INSTRUCTION AT THE STUDENTS OF SMP BANGUN CIPTA RUMBIA IN THE ACADEMIC

YEAR OF 2010/2011

BY: DIAN PRAMITASARI SRN. 06340089

MUHAMMADIYAH UNIVERSITY OF METRO TEACHER TRAINING AND EDUCATION FACULTY ENGLISH EDUCATION STUDY PROGRAM

2011

INCREASING THE ADJECTIVE MASTERY THROUGH SONG INSTRUCTION AT THE STUDENTS OF SMP BANGUN CIPTA RUMBIA IN THE ACADEMIC YEAR OF 2010/2011

AN UNDERGRADUATE THESIS

Submitted as a Partial Fulfillment of The Requirements for the S1 Degree at the English Education

BY: DIAN PRAMITASARI SRN. 06340089

MUHAMMADIYAH UNIVERSITY OF METRO TEACHER TRAINING AND EDUCATION FACULTY ENGLISH EDUCATION

STUDY PROGRAM 2011

CHAPTER I INTRODUCTION

1.1 Problem Background English language is an important part of world, because by using a language we can communicate and express our ideas. English is taught integrated within the four skills, namely reading, speaking, listening, and writing, considering the language components such as vocabulary, structure, and pronunciation. As we know that vocabulary mastery are very important in learning English because these are set a of rule that has to be mastered by the students in studying English both oral and written form. By mastering adequate vocabulary means that the learners understanding the meaning of the vocabulary items and are able to use them correctly and appropriately in sentence. So that the sentence has meaning. Adjective is one kind of vocabulary according to Webber (1978), adjective is a word belonging to one of the major from classes in any of numerous languages and typically serving as a modifier of a noun to devote a quality of the thing named, to indicate its quantity or extent, or to specify a thing as distinct from something else. Most student think that studying is boring and they also get confused to adjective and to use helping adjective.

4 English through song help English student study speaking, conversation , vocabulary, pronunciation, listening and grammar. Its for anyone who enjoy learning to speak English here and now program. It teaches conversation rules in browsers in voiced dialogs student and is played offline in browsers. free song lyrics and practice exercises are available on site. Studying in this sings kind of way is fun! Lesson improve speaking skills in dialogs, pronunciation, listening comprehension and sentence structure. Learn to speak, practice listening, develop vocabulary. Research on the effects songs on learning has been in progress for decades. When research on the Mozart Effect the theory that listening to Mozarts songs can temporarily improve performance, and perhaps even IQ is the fact that ongoing songs education does help children across a wide range of criteria including overall academic performance. The songs we sing provides vocabulary enrichment, teaches tenses and plurals, uses poetic language, allows visualization, and encourages good pronunciation. Though music we learn about ourselves, our culture and that of others, science and math, creativity, jobs, the environment, and emotion. Songs is used to help them understand concepts like high and low, fast and slow, and start and stop. Songs as a technique can give the students entertainment decide education since it contains many ideas related to up-to-date situation. Students will have fun in songs and in the same time they can also get new words from it. Text of songs often brings certain themes and messages that are also related social issues in our daily life. In reading text songs, student are also able to learn how to express their idea and feelings and also learn human interaction.

5 Hopefully, by presenting songs with adjective or sentences inside song the students ability in adjective will interest. Based on the every it was found that see that from 35 students, only 13 students or 39.3% who reach the completeness standard study, therefore the result of the study hoped at SMP Bangun Cipta Rumbia to fulfill the standard of Kriteria Ketuntasan Minimal (KKM) is < 6.5. Meanwhile, there are 60.6% students who get the score under KKM. Considering the problem above, the researcher intends to do the research to increasing students ability in mastery of adjective through songs and the result of the observation at SMP Bangun Cipta Rumbia. 1.2 Problem Identification 1. Students are low in study adjective mastery. 2. Students are not motivated in studying adjective vocabulary. 3. The students get difficulties in doing test of adjective put in vock 1.3 Problem Limitation The researcher limits the study at the increasing the adjective mastery through song instruction at the students of SMP Bangun Cipta Rumbia in the academic year of 2010/2011 1.4 Problem Formulation

6 Based on the background above, the researcher formulates the problem as follows: Can song instruction be used to increase the students adjective mastery at SMP Bangun Cipta Rumbia?

1.5 Research Objective To find out whether songs instruction can be used to increase adjective mastery at SMP Bangun Cipta Rumbia 1.6 Research Scope 1. The subject of the research The subject of the research are students of SMP Bangun Cipta Rumbia. 2. The object of the research The object of the research is the increasing the students teaching adjective vocabulary mastery through songs. 3. The time of the research The research will be hold the two years of 2011 academic year. 4. The place of the research The research will be conducted at SMP Bangun Cipta Rumbia. 1.7 Research Benefit The result of this research are expected:

7 1. 2. 3. As information for the teachers of English at junior level in helping the students especially in learning adjective vocabulary. As contribution to the English teacher to use songs in teaching learning adjective vocabulary at Junior High School. Giving contribution in the research improving students mastery in adjective through songs generally and at VIII grade of SMP Bangun Cipta Rumbia especially.

CHAPTER II THEORETICAL FRAMEWORK

2.1 Previous Research Overview Based on literature that be done by researcher in some libraries, many thesis that observed about vocabulary, and here are some of the research the first : Increasing the students achievement in learning the vocabulary of adjective through audio lingual method to the seventh year of SLTP N 1 Seputih Banyak, East Lampung. (Septa Alfiah 2008) The distinction this research with previous research by Septa Alfiah is using instruments to give treatments to the students in Septa Alfiahs research. She used audio lingual method to teaching vocabulary especially in adjective did not teach the students directly to find the data because use to audio lingual method, low motivation student to English learn. In this research found that me result of learning process through audio lingual method has not yet achieve competence minimal standard of this research. The failure can be seen from learning process in 2 meeting. It happened because the teacher do not check students understanding

8 and did not explain clearly. So, some students were not clear in learning vocabulary of adjective. In this case the researcher found out some problems in teaching learning activity. The students always face difficulties in learning vocabulary especially using adjective. They feel afraid to make mistake. If the students want to master vocabulary sufficiently. The students may be easier to obtain language skills in speaking, vocabulary is used to construct good sentences. If they have used improper sentences or utterance knowledge of vocabulary. The second Increasing the students achievement in the adjective through picture to the seventh year of SLTP N 1 Rumbia, East Lampung. (Eko Andrianto, 2008) The objectives of this research is to know whether the picture can increase students vocabulary achievement in teaching learning process. She is using picture as media to interest and motivate the students in increasing their vocabulary. The distinction of this research with all previous research overview above are using method and apply the techniques of teaching vocabulary. The researcher using songs to get attention in learning adjective vocabulary. By using the songs, it can increase students mastery in adjective vocabulary and songs can make students happy in class. 2.2 Theoretical Review 2.2.1 Concept of Adjective

9 Base on literature that be done by researcher in the some libraries, many according to frank. According to Frank (1972:109) the adjective is a modifier that has the grammatical property of comparison. It is often identified by special derivational endings or by special adverbial modifier that precede it. Its most usual position is before the noun in modifies, but it fills other position as well.

According to frank (1972 : 109) classify the type of adjective as follow : 1) Determiners: consist of a small group of structure words without characteristic from. a. Articles: the, a-an. b. Demonstrative adjectives: this-plural these, that-plural those. c. Possessive adjectives: From pronouns: my, your, ones, etc. From nouns: Johns, the girls, etc.

d. Numeral adjectives: Cardinal: four, twenty-five, one hundred, etc. Ordinal: fourth, twenty fifth, one hundredth, etc.

e. Adjectives of indefinite quantity: some, few, all, more, etc. f. Relative and interrogative adjectives: whose, what, which. 2) Descriptive adjectives: it usually indicate an inherent quality (beautiful, intelligent), or a physical state such as age, size, color. Some descriptive adjective take the form of:

10 a. Proper adjectives: a Catholic church, a French dish, a Shakespearian play. b. Participial adjectives Present participle: an interesting book, a disappointing experience, etc. Past participle: a bored students, a worn tablecloth, etc.

c. Adjective compounds With participles: present participle: a good looking girl, a heart breaking story, etc. With-ed added to nouns functioning as the second element of a compound. The first element is usually a short adjective: absent-minded, ill-tempered, tear-

stained, far-sighted, etc. 2.2.2 The concept of mastery The progress of teaching and learning ideally is in order to the material which is learned can be mastered by the students fully, it is called mastery learning. It mean that penguasaan penuh This thing can be a progress, if the teacher leaves the normal curve as success of teaching. The UUD 1945 states that every Indonesian people get a chance to study as song as life. KKPN Komisi Pembaharuan Pendidikan Nasional states that our education should be natural, wholly and united. Natural means that education enjoyed by the people in the world. Wholly means in older to get mobility between formal education and informal education. So , education opens for life every Indonesian people.

11 The effort that can be done in learning mastery is in order to all, almost all is noting. Whereas, the most of the student can master the material complete, so eventually they can be given a higher score. The successful of task a fresh neatly. The progress learning mastery avoids frustration, failure, infer talent and positive attitude to lesson and knowledge that give hope to the students that in the future they will study as long as their lives in order to be able service in the word that always change. 2.2.2.1 The Factor of Learning mastery Most of education expects believes that a part of and even almost all the student can master the material with the criteria as follows: 1. A talent to learnt something John Carrol states that the students have different Talent, but he has opinion about talent as a different time which is needed to master something . so, the different of talent is not determining the mastery level as kind of material that has learnt, So , everybody is able to learn whatever subject until high limit as long a given enough time. 2. The quality of lesson Curriculum has become uniform for whole county, final exam and test to enter in the school and university should make some for whole of school. So, a book of lesson which is raised by the center the lesson.

12 3. The capability to understand the lesson If the student cannot understand what the teacher says or exam plains and if the teacher cannot grow communication with the students , the ability of student to master the material depends on the ability to understand the pronoun of the teacher. On the other hand, in order to the lesson can understood, the teacher should fluent is using language and also able to understand the material which is explained.

4. A diligence The diligence is real from the time that given by students to learn something need a sure total time. If the students have a time less form the time that given to learn something , so they cannot master the material time which is use to learn something should be effective. 5. A available time to learn The opinion of learning mastery is time factor that is very assessable to master the sure material. With enough time

students are able to master the material. If the time avoided some for all of the student, so the level of master is determined by talent of the students. Students can master the material with the criteria as follows a talent to learnt something, the quality of lesson. The capability to understand the lesson. A diligence, and available time to learn. 2.2.3 Concept of Songs instructional

13 In concept of songs instructional researcher take of base teory form Doren many according to Doren (1980:220) states that song is short musical work set to a poetic text with equal importance given to the musical and in the words. It may be written for one or several voices and it is generally performed with instrumental accompaniment. Redlich (1975:28) adds that songs is short composition usually for one voice, based on lyrics poem. The lyrics in the songs can reinforce one vocabulary, because the sentences in the lyrics contain certain vocabulary that is useful in the language learning. The words can be in the form of adjective. For example, the song that was used by the writer in this research entitled is the lyrics of that song contain some forms of adjective such as: in this research the writer uses song lyric or text to introduce the vocabulary of English language. The focus is on adjective. The next base teory, the researcher take according form to the ward (1985:187) points out that by using songs for teaching in the language class, we are getting the students to do something that they would do in real life. Many of our students may never have the opportunity to visit an English speaking country but they are very much involved with British and American pop music. Most English songs we hear on the radio or television have not been produced for EFL learners and have not been recorded by people with received pronunciation, so they are good way of exposing our students to authentic language. Based on statement above, songs are unforgettable. Songs are also easy to learn and fulfill the purpose of teaching material that being learned.

14 The teacher can use the material of songs to introduce new vocabulary or unfamiliar vocabulary meaningful context to students. Songs also can reinforce the vocabulary students have already known. Then, songs can be used to be practice good rhythmical phrasing. Therefore, the researcher conducted a research entitled teaching students vocabulary ability in adjective through songs in eight class at SMP Bangun Cipta Central Lampung. 2.2.4 Song Related to Language Teaching Teaching can become a big challenge. Since the teacher can vary the material, he or she should be able to maintain the high level of motivation and interest among learners. Real life activities that can be brought into classroom. It does not only improve the teaching the learning process, but also gives students an interesting experience in English. Monreal (1982:44) state that besides being enjoyable for both teacher and students well-chosen song can provide an excellent practice in pronunciation, stress, rhythm and intonation as well as sentence pattern and vocabulary review. Horner (1993:35) adds that songs are fun. They are motivating; they can be used to teach structure, pronunciation. They are perhaps the leading reason for teenagers through out the world become interested in English. Papa and Lantorno (1979:viii) say that introducing song in the classroom can solve most of the problems concerning motivation. Moreover, song can be profitably, introduced by all teachers, whatever

15 method they use, and are easily available. Singing a song is certainly one of the activities which generate the greatest enthusiasm and pleasant and stimulating approach to the culture of foreign people. Of course, particular attention has to be paid to the choice of the songs. Singing is an exceptional teaching tool in fact students will take songs outside the classroom and will go on performing them long after the lesson has finished, purely for their own pleasure. 2.2.5 The Criteria of the Selecting Song The researcher take base on literature that be done by gasser and wuldman (1978 : 50). As the criteria of the selecting song. Gasser and Waldman (1978:50) suggest some guidelines for choosing appropriate song to be taught : 1. The teacher should be able to use song to teach at least one of the four categories, namely: grammar, pronunciation, vocabulary and culture. 2. The teacher takes a popular song from west life groups. 3. The teacher just takes the song from American people not else. 4. The tune of the song should be easy and simple to learn. It will help if the lyrics are repetitive. Beside that the lyrics should be as representative as possible of standard spoken English. 5. It should not be necessary to change the lyrics to the students to enhance their pedagogical value. According to the criteria above, the researcher would like to say that in selecting appropriate songs the teacher should be more selective, and

16 easy to learn. Looking back to criteria above, the researcher chooses the song from that have the title here is the lyrics of the song.

Baby. Baby Sung by: Justin Biber

You Know you love me I Know you care just shout whenever, An Ill be there you are my love You are my heart and I Will never ever ever be apart Are why an item? Girl quit playing We are just friend What are you saying Take another look right in my eyer my first love broke my heart for the first time. Oh baby baby baby like baby, baby, baby oh like baby, baby, baby oh Through youd always be mine, mine For you I would have done whatever and I just can believe we arent together and I wanna plat it cool, but I losing you Ill buy you anything, Ill buy you any thing and Im in prices, baby fix me 2x

17 I just shak me still you make me from this bad dream. Im going down, down, down, down And I just cant believe, my first love wont be around Luda. When I thirteen, I had my first love. There was no body come be between. Or can ever come above She had me going crazy Oh I was down She make my hear pound And skip a beat when I see her in the steet And at school, on the playing around But I real warning she hero a weekend She knows she got me dazing? Luz she was amazing And how, my heart is breaking But I just keep saying No Im all gone Yeah. Yeah. Yeah. Now Im gone gone gone Im gone . 3x

This song is chosen because the lyrics of the song consist of vocabulary, especially adjective, for example: First time, cool, down, bad, dream, first love, crazy, and amazing. The lyrics of this song are also easy to learn, and standard spoken English. With song the students do not only learnt about structure but they learn some new vocabulary and find some

18 message or interesting stories in the song. So besides learning vocabulary the students get knowledge about English. 2.2.6 Teaching Adjective Through Songs Song is short musical work set to a poetic text equal importance given to the musical and in the words (Doren, 1980:220). Songs are one of the most enchanting and culturally rich recourses that can easily be used in language classroom. Songs offer a change from routine classroom activities. Songs are precious resources to develop students abilities in listening, speaking, reading and writing. Songs can also be used to teach sentence patterns, vocabulary, pronunciation, rhythm, adjective and adverb. As stated by Lo and Fai Li (1998:8), learning English through songs also provides a non threatening atmosphere for students. Teaching vocabulary in adjective through songs can assist our teaching of vocabulary while providing a relaxed atmosphere and motivated students. Teaching vocabulary in adjective through songs are students cantered, hence by using songs the teacher gives a chance to the students to express themselves, enjoy themselves during learning and use the reserves of their minds. Papa and Lantoro (1979:viii) adds that introducing song in the classroom can solves most problem concerning motivation. Moreover, songs can be profitably introduced by all teachers and easily evadible, whatever method they use. 2.2.7 The Procedure of Teaching Adjective Through Songs

19 One of the ways to make the process of teaching in the class successful is by making and applying the guidelines of teaching. Philip (1993:95) states some general guidelines for doing actions songs in class, they are: 1. Play or sing the song once or twice with the students just listening, so that they begin to absorb the tune and rhythm. 2. Play and sing the song again and get them to clam the rhythm and the tune to the music. 3. 4. Get them to join the action with you. Ask them if they can tell you what the song means from the actions explain anything they do not understand. 5. Play the song again. The students join with the action, and sing along with the words if they wish. Based on some general guidelines for doing songs in class, the researcher apply those guidelines to be teaching procedures as follows: 1. Asking the students about their favorite songs or kind of songs that they often listen. a. In this procedure teacher asks some of some students about favorite music and song. b. Students answer the question given by teacher. 2. Giving an example of song and playing the song in the class, students just listen to the song, so that they begin to absorb the tune and rhythm. a. The teacher plays the cassette and ask students to listen to the song.

20 b. The students listen to the song and try to absorb the tune and rhythm. 3. Playing the song again and asking them to sing and giving a brief account of the theme or story of the song in the students own language. a. The teacher plays the song once again and asks them to sing together after playing the song and singing together the teacher asks students to give a brief account of the theme or story of the song. b. The students listen to the song and sing together after that students give a brief account of them or story of the song in their own language. 4. Giving the students a copy of the song chorus one by one and ask the students to fill the blank that have in the song chorus and discuss it with their friends after that the teacher asks the students to read the chorus aloud together with the teacher guide in order to give them a correct pronunciation. a. The teacher gives copy of the song chorus to the students and asks them to fill the blank that have in the song chorus and discuss it with their friends after that the teacher reads the chorus together with students by singing the song. b. Students fill the blank and discuss it with their friends after that the students read the song chorus by singing the song.

21 5. Playing the song once again. They are asked to practice singing the song together. a. The teacher plays the song again and asks students to sing together. b. The students sing together. 6. After singing together, the students discuss the song chorus describe the patterns used. a. The teacher asks students to discuss the song chorus and describe the meaning that content in the song and also the patterns sentences used in the song chorus. b. The students discuss the song chorus that is giving by the teacher and describe the meaning that content in the song and also the patterns using. 7. Playing the song again and asking the students to sing once more. a. The teacher plays the song once more and ask the students to sing together. b. The students sing the songs together. 8. Asking the students to make formulation of the pattern and practice making sentences using the pattern. a. The teacher asks the students to make formulation of the pattern based on the song chorus that the students have discussed with their friends and practice making sentences using the pattern that they made.

22 b. The students make the formulation of the pattern based on the song chorus that they have discussed with their friends and practice making sentences using the pattern that they make. 9. If the students have achieved the target structure, the teacher discusses it together with the students, than gives some practice as class evaluation. The process of acquiring the rules of adjective here was carried out deductively. It means that at the first time, the teacher give a song which consists of some patterns to the students. The discussion of adjective was given at whilst activity. 2.3 Thinking of Framework English lesson there are four language skill. Namely listening, speaking, reading and writing. Considering the language components such as vocabulary, structure, and pronunciation. Vocabulary has to be learnt by the students to master the language well, but in fact many students still get difficulties in learning structure especially in using adjective. Most students think that studying vocabulary is boring song can be used useful aids in learning vocabulary and pronunciation and song can make student fun in class. It can assumed that song are intended to find out whether there is a better gain of students ability in adjective after they are tough using song. 2.4 Hypothesis

23 Based on the frame of theories above, the writer proposed hypothesis as follows: Songs give a chance to the students to express themselves, enjoy themselves during learning and use the reserves of their minds. Songs are precious resources to develop students abilities in listening, speaking, reading and writing. Songs also reinforcement the vocabulary that students have already known. Teaching vocabulary through songs give a better gain to the students ability in constructing the adjective.

CHAPTER III RESEARCH METHOD

3.1

Research Design Research method used is classroom action research, intended to increasing

students mastery in present continuous tense using miming group game. According to Arikunto (2006: 91) explains that classroom action research is reflecting in the activity that showed, and it is happen in the class. The classroom action research will be conducted based on the one cycle design. Each one cycle has for steps, those are: 1. 2. 3. Planning Acting Observing

24 4. Reflecting By one cycle with another cycle has relationship. Each cycle is done in three meetings, in 40 minutes (120 minutes). The subject of classroom action research is students of class VIII 6 at SMP Bangun Cipta Rumbia. The research is chosen this class because most of the students are low ability, especially in learning adjective. The research will be conducted as follows:

Cycle I 1. Planning

24

Planning is first step in each activity, without planning the activity that the research does will not be focus. The planning will be referents in doing action here is step that the researcher can make in the planning. a. The research prepares the lesson plan, the material and sentence in rolled piece of paper. b. The researcher identifies the problem and fined the cause of the problem. c. 2. The researcher plans to give task and evaluation. Acting Doing the acting is the second step in the activity is the realization from the planning that the research has mode. Without acting the planning is just imagination that never been real. Here are the steps that the researcher does in the acting

25 a. Ask the students some questions relate to the topic or give the breaking ice. b. c. The teacher divides the class into some group. Choose a confident student and give them one of the pieces of paper. They should mime one sentence in a rolled piece paper in front of class until some one in their team guesses correctly. d. e. The groups to quest correctly explain the formula of the vocabulary. The teacher gives evaluation.

3.

Observing The observing is the activity of recording the event and the acting.

Based on the observing the research can determine when she is there anything that their research has to be improves soon. Soon in order that the action can achieve the aim of the research wants. The observing is done in teaching learning process. The researcher observes the students activity in teaching learning process receded by using note. It is to know how the effective is miming group game in this research of the observation. The assessor also assesses the teacher performance in teaching learning process recorded by song. When doing observation, the researcher is helped by collaborator. The collaborator it self is one of teacher of SMP Bangun Cipta Rumbia, Central Lampung. 4. Reflecting

26 The reflection is the fourth step that the research done. The researcher will try to see and muse again something that the researcher has done. It is also to know whether there is any effect to the students learning presses. By reflecting the research will know the strength and the weakness from the action that the researcher has done. After comparing the score distribution of the score of pre test, process and the post test. The researcher reviews and reflection students attitude and teacher performance whether review is positive or negative.

27 Cycle II According of reflection the first cycle above, so the second cycle will be done. The improvement and development done in order that the first cycle run well and the target wanted will achieve. 1. Planning a. b. c. 2. Acting a. b. The teacher opening the class. Ask the student some question relate to the topic or give the breaking ice. c. Divide class into two groups. Put the two sets of pieces of paper face done on the task d. Get a member of each group to come to the front of the class and take a piece of paper from their groups pile. They should mime reeling written on it until some one in their group guesses correctly. e. Then another member of the group should come to the front, take the next piece of paper from the pile, and mime the feeling written on it for the rest of the group to guess, and soon. f. g. The first group finishes the places of paper is the winner. The teacher reviews any problems the students and makes some example of vocabulary using adjective. The researcher prepares the lesson plan the material. The researcher prepares some expression in a rolled piece of paper. The researcher plant to give the task and evaluation.

28 3. Observing The observing is the activity of recording the event and the action. Base on the observing, the researcher can determine whether is there anything that them researcher has to be improved soon in order that the action can achieve the aim of the researcher wants. The observing is done in teaching learning process. The research observes the students activity in teaching learning process recoded by using note. It is to know how the effective is miming group game in this research of the observation. The assessor also assesses the teacher performance in teaching learning process recorded by field note. 4. Reflecting The reflecting as the fourth step that the research done. The research will try to see and muse again something that the researcher has done it is also to know there is any effect to the students in learning crammer especially present continuous tense trough game. After comparing the score distribution of the score of the pre test, process and post test. The researcher reviews and reflects students attitude and feather performance whether is positive or negative. For the model and explanation the figure of cycle to every step the writer take it from the Penelitian Tindakan Kelas book by Arikunto. Here are the steps or classroom action research design.

Figure 1. The Cycle of Classroom Action Research

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Planning

Reflecting

Cycle I Observing Planning

Acting

Reflecting

Cycle II observing ? By Hopkins (Arikunto 2008 : 16)

acting

Based on Arikuntos theory above, there are two cycles of classroom action research. If the result of the cycle two is not success, the researcher must continue the research into cycle 3.Based on figure 1 above, the cycle is started from: 1. Planning In this step, the researcher prepares the lesson plan, material, the song method, and prepare the task to the students. 2. Acting In this step, the researcher was carried out learning process through song technique in the adjective, in order to increase students achievement. This research is done in class V111 of SMP Bangun Cipta

30 Rumbia related to the schedule in the class. Action consist of 2 cycles, each cycle has 3 meetings, and each meeting have 2 x 40 minutes. The scenario of these meetings are follows: a. b. c. Giving pre test The teacher asks the students about the material(giving break ice). The teacher explains the material starting from the difination, function, and clarification or form of adjective. After that the teacher commands to the students to make adjective. d. In the next meeting the teacher command one of the students to write the home work and check it together. e. The teacher divides the students into some groups. Then the teacher shares copy of songs chorus and command them to fill the blank in text song and listen the song carefully. f. g. 3. The teacher and the students check and analysis the correct answer. The teacher gives post test.

Observing In this research, the observation is done in learning process relate as the schedule. It is used to collect the data, the data is gotten from the activity of the students result.

4.

Reflecting

31 The reflecting is done in order to observe the data that got from the observation in each action. The result is for evaluation material and reflection to the next research. 5. Revised planning In this research, the researcher prepares lesson plan, paper task, observation sheet, copy of song chorus, pieces of song sheet, song media and post test. 6. Acting Revision of the acting is done to seek a good result of the research such as: a. b. The teacher gives copy of the song chorus to the students. The teacher commands the students to fill the blank chorus by listening the song then, the teacher and the students check and analysis that together. c. The students gives pieces of song paper to each group and command them to arrange the pieces by listen the song then stick it on the wall. Then, the teacher and the students check and analysis that together. After that the teacher gives reward to the winner. d. The teacher commands the students to join with their group and ask them to make adjective and analysis that. After finishing it, the teacher commands each leader of the group to presentation their result in front of the class and then the teacher and the students check it together. After that, the teacher explains the material. e. The teacher gives post test.

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7. Observing Observing is done again to find out the result of good data of active students motivation. This observation is done by Mrs. Septa Alfiah and Mr. Eko Andrianto. 8. Reflecting Reflecting will be done to get the data each action, if the result of the test is not good so the research should continue the research. From the figure of cycle of classroom action research above, the researcher gives conclusion that, this research will give a good result if using the song method. The students will be more interesting in learning English especially in adjective. On Arikuntos theory above, in this research will be used the next one. 3.2 Research Variable The subject of Classroom Action Research is thirty six students of class V111 at SMP Bangun Cipta Rumbia. The researcher has chosen this class because most of the students are low ability, especially in learning adjective. They also have difficulties in expressing the idea. In the Classroom Action Research, there are the investigated factors consist of: 1. Students mastery to know meaning of song in learning English, especially in learning adjective material. 2. Students achievement in learning adjective by using songs as media.

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3.3

Research Instrument The research instrument for collecting the data is pre-test and post-test. The

researcher uses objective test: it is multiple choice (MC) test which using item consist of four option (A,B,C), and since it is easy to correct and to give the score. The material to be test is about adjective; the research uses 20 items for pre test and post test. 3.3.1 Test Sheet In this research of this researches administer two tests, pre test and post test. The test are begin to know the students, achievement before and after learning process. The kind of test is objective test consisting of 20 items, for each question in multiple choices. In which both pretest and post test are 20 items the topic is about adjective. 3.3.2 Observation Here, the observation doused on the students activity in vocabulary especially adjective through game. The research teacher the students directly in the class. The researcher wants to know how the students respond to the method used by the teacher for the students in learning vocabulary from the observation, the researcher can see the students difficulties in following learning process vocabulary. 3.3.3 Interview Guide Since the research subject of the interview of the interview ore students junior light schools. The research does an informal interview to

34 know the students opinions about the difficulties of memorize tense. To get the result, the researcher uses notebook as an instrument. The function of note is to write all of dialogue through the score data. 3.4 Data Collecting Technique In order to collect the data the research used the following technique. 4.1.5 Giving the Test 1. Pre test This pre test is given to 33 students in VIII.1 grade of SMP Bangun Cipta Rumbia. The pre test is administered before the treatment for 40 minutes. It is done to know the students mastery of present continuous tense before being taught by using miming group game method. The test used by the researcher is an objective test in the form of multiple choices about the present continuous tense. The numbers of item in the test are 20 with four alternative answers for each (A, B, C, and D), one is the correct answer and the rests are the distracters. The scoring system is that the load of each correct answer is 5 points. So, if one participant answers all the items correctly, she/he gets 100 points (20 x 5).

2.

Post Test This post test is given to 33 students in VIII.6 grade of SMP

Bangun Cipta. The pre test is administered after the treatment for 40 minutes. It is done to find out the students mastery of adjective

35 after being taught by using song. Similar to the pre test, the post test used by the researcher is an objective test in the form of multiple choices about the adjective. The numbers of item in the test are 20 with four alternative answers for each (A, B, C, and D), one is the correct answer and the rests are the distracters. The scoring system is that the load of each correct answer is 5 points. So, if one participant answers all the items correctly, she/he gets 100 points (20 x 5). 3. Observation In order to make qualitative data the teachers and the students activities or situation and condition of class during teaching learning process are observed. Evaluated and make notes on the observation sheets process are observed considering on notes and data observation the researcher knows the strength and weakness of using miming group game to teach present continuous tense in learning English language while teaching learning process. This observation is done in 40 minutes and this observation is given for 7 students (3 students get high score 2 students get middle score and 2 students get low score) in VIII. grade of SMP Bangun Cipta Rumbia 4.2.5 Interview Guide The interview guide is given for 7 students (3 students get high score 2 students get middle score and 2 students get low score) in VIII.1 grade of SMP Bangun Cipta Rumbia. The interview guide is done in 40

36 minutes and the form of interview guide is 10 items yes or no questions paper to know the students responses and teachers opinion of the implementation of teaching learning process through song for whole cycles. The researcher gives some questions around the activities have been done in the class focusing on the application of the song to teach adjective. 3.5 Data Analysis Technique

The data analysis in this research will be analyzed since action until reflection and evaluation. Data analyzed is used and allure model. It contains three steps those are reduction data, presentation data and conclusion data. Miles and Hubermen (1992:20). Reduction data is chosen as data analyzes simplification of data transformation of data from the observation sheet. Presentation of data is the collecting of information from observation has been presented collaboratively between researcher, teacher and students in order to the data more accurately. 3.6 The Criteria of a Good Test A good test should fulfill the criteria of having good validity, reliability, difficulty level, and discrimination power. 3.6.1 Validity A test can be said valid if the measure what its intending to measure. To know the validity of test, the researcher emphasize on the construct and the content validity. Content validity is the extent to which a

37 test is a good reflection of what has been taught. Construct validity prefers to underline theories that should be tested. 3.6.2 Reliability Reliability refers to the extent to which the test is consistent score, and give us an indication of how accurate the test score. The test can be determined by using the Pearson product moment formula. N XY ( X )( Y )
2

rx =

{N X

( X )

}{N Y

( Y )

(Arikunto, 1997: 146) rxy = Coefficient reliability between odd and even number X = total number of odd numbered items Y = total number of even numbered items N = number of students X2 = square of x 2 Y = square of y x = Total score of odd numbered items y = Total score of even numbered items After the r is gotten, the following formula is:
r11 = 2.r xy 1 + rxy

(Arikunto, 1997: 156) The criteria of the reliability are: 0.90 1.00 = high 0.50 0.89 = moderate 0.00 0.49 = low 3.6.3 Difficulty Level The following formula will be used to see the difficulty of the test:
LD = R N

By Farida (Oller, 1979)

38 Where: LD : Level of difficulty R : the number of students who answers correctly N : Total of the students Criteria: LD < 0.3 : Difficult LD = 0.3 0.70 : Satisfactory LD > 0.7 : Easy 6.4.6 Discrimination Power The discrimination power (DP) is the proportion of the high group students getting the items correct minus the proportion of the low level students who got the item correct. The following formula as follow:

DP =

L1 L 1 N 2

(Arikunto, 1992: 223) Where: DP L1 L N : Discrimination Power : Number of upper group students who answer correctly : Number of lower group students who answer correctly : Total number of students = poor = satisfactory = good = excellent

Criteria: DP : 0.00 0.19 DP : 0.20 0.39 DP : 0.40 0.69 DP : 0.70 0.100

6.1.5 Data Analysis of Activity Based on using of learning song, the data is gotten from learning process in the form of activity with indicator are: 1) 2) Response to the teacher questions. Answer the questions (oral and written).

39 3) 4) 5) Giving attention. Make notes. Do the assignments.

The data activity is processed in percentage form with using formula:

P= f 100% n

Explanation: P = percentage F = activity frequency N = total students 6.5.6 Data of Analysis of Learning Result Data of learning result is data gotten from the result of the test every cycle, the cycle I and the cycle II with formula: score total of the students from result of test.
Percentage = score total of the students from result of test 65 100 % total of students

To find out percentage level of completeness class, the researcher compares percentage of thoroughness class before and after doing the action.

TABLE OF CONTENTS

TITLE PAGE.........................................................................................................i TABLE OF CONTENTS ....................................................................................ii CHAPTER I INTRODUCTION 1.1 Problem Background..........................................................1 1.2 Problem Identification........................................................2 1.3 Problem Limitation.............................................................3 1.4 Problem Formulation..........................................................3 1.5 Research Scope...................................................................3 1.6 Research Objectives............................................................3 1.7 Research Benefit.................................................................4

CHAPTER II THEORETICAL FRAMEWORK Previous Research Overview..................................................................................5 Theoretical Review.................................................................................................6 Thinking Framework............................................................................................11 Hypothesis............................................................................................................11 CHAPTER III RESEARCH METHOD Research Program.................................................................................................12 Investigated Factors .............................................................................................16 Research Instrument.............................................................................................16 Data Collecting Technique...................................................................................16 Data Analysis........................................................................................................18 Data Validity.........................................................................................................20 The Indicator of the Success.................................................................................20 REFERENCES