Oleh.
Katrina Hapili, S.Pd
CHAPTER I
INTRODUCTION
A. Background of the Study
Learning English is not easy for Indonesian learners. One of the obstacles that they generally face is the grammar or the language rules. On the other hand, they have to encounter it because it is one of the compulsory lessons in school from the elementary level to the highest one.
The success of learners in acquiring their second language is influenced by some factors, which is one of them is the grammatical mastery of the target language. Language may refer either to the specifically human capacity for acquiring and using complex systems of communication.
It means that the grammatical aspect becomes one of the essential requirements for people, in this case especially for Indonesian learners, to be able to communicate. The language which is produced may become more accurate and meaningful when they communicate in grammatical sentences and also help students understand how texts work.
These competence states that if one gets involved in communication either written or orally, he or she also gets involved in a discourse. At this point, in order to reach that level of competence, English learners should posses it’s supporting competences that are linguistic, actional, socio cultural, and strategic competence. The relevance of grammar teaching learning to those curriculum competences is that the aspect of grammar is placed on one of them that is in linguistic competence. English is tool to communicate spoken and written. Definition of communication is to understand and express information, mind, and feeling that develop science,technology and culture that used its language.
In addition, according to Hallyday if one thinks about language, there are three important aspects that should be considered; contexts, texts, and language system. Here, language system plays important role because it influences the communication. The negligent of using grammar in communication causes miscommunication and serious impact on communication. Thus, the curriculum plays important role in emphasizing the grammar mastery. So in teaching English materials need to possess certain characteristic and apply equally whether we are considering printed course
In this case, the researcher attempts to offer one method that makes the students interested and fun in studying grammar through song method and songs are useful for freeing the speech muscle and evoking positive emotions. Song in foreign language classes may be used to motivate students, create a more relaxing foreign language classes and they do not realize that they are practicing language Regarding to those phenomena which is usually found in teaching of English, especially in teaching of grammar rules, the researcher intends to conduct the classroom action research of applying a learning method which is considered will be helpful and beneficial for both students and teacher side.
Furthermore, the researcher wants to take the research about The Use of Song to Improve Students Understanding on Conditional Sentences: A Classroom Action Research with 11th Grade, SMK Negeri 4 Gorontalo in the Academic Year of 2013/2014.The characteristic of students SMK Negeri 4 Gorontalo are different. Some of students are interesting to study English, and other students are still confused and difficult to understand English, especially grammar. Because of students bore with method that gives the teacher, the researcher wants to give new strategy to teach English using song. The researcher hopes by using song to teach conditional sentences, students will be more interesting and more relaxing. At this point, the writer try to apply song method, this method is viewed as a solver for the problem stated above.
B. Reason for Choosing the Topic
There are two main reasons why the researcher takes this topic to study.
1. The exposure of grammar in English teaching learning is considerably important because it becomes pre-communicative activity which can contribute to the students’ accuracy. Mean while there is still students’ viewpoint stating that English grammar is one of the language items which is notorious for its intricacy.
2. The application of method and technique employed in English language teaching is one of the key components to reach the objective of the language teaching learning. Here, song is chosen to be employed because it may make students interested and fun in English teaching learning process.
C. Research Questions
This research is aimed to find the answer to the following research questions. How does the implementation of song improve students’ understanding on conditional sentences?
D. Objectives of the Study
The objectives of the research are as follows. To identify the implementation of song to improve students’ understanding on conditional sentences.
E. Significance of the Study
This study is hoped can give some positive contributions to the English language learning context and will be beneficial for many sides such as for students, teacher, writer, the school, reader and for the next researcher.
1. This study may be helpful to the students. Song in learning grammar will make their understanding clear and can improve the students’ competence that is the ability to communicate each other in 17 understanding the material in English teaching learning focusing on grammar understanding.
2. The finding of this study may be helpful for the English teacher to be employed in his/her teaching practice. It can be one of choices to do in the classroom.
3. For the writer, the writer can use this method to improve his skill in mastery grammar.
4. For the school, it can be supported method to improve in teaching and learning process.
5. For the readers, it can give more information and contribute the knowledge.
6. This study is hoped can enhance many studies in English teaching learning context. The next researcher can conduct further research in this field by extending it to other levels, other subject and to different settings.
F. Scope of Study
The scope of English study is so broad. We may not be able to reach all the aspects to be studied as a whole. Particularly in English learning context, there are so many components that may become the concern of the study such as the students, the textbook used, the materials, the process of teaching and learning, etc. Thus, the boundary of this study specifies on the teaching of grammar focusing on these following subject.
1. Grammar which refers to the structure of language is extremely complex. In this study, the material to teach is specified on conditional sentences (type I, and type II).
2. Subjects of this research are the students of grade eleven SMK Negeri 4 Gorontalo In the Academic Year of 2013/2014.
3. Because of many kinds of song method is chosen as the employed technique.
4. The non song technique which is meant, here, refers to the lecturing technique that is usually employed in grammar class.
G. Definition of the Key Terms
To avoid misunderstanding, the writer presents the following definition of the key terms:
1. Use
The word “use” has several meanings. “Use as verb is defined as to employ or take as a means of achieving something”. But in the research, word “use” has function as noun which means the action of using or state of being used.
2. Song
A song is a short of piece in one concise movement for the medium of solo voice and piano. According to Parto a song is a group of arrangements which consists of lyrics and elements of music like rhythm, melody, harmony and expressions. Moreover, A song is a musical composition for the voice of several voices. A song is a short poem whether intended to be sung or not; a lyric or ballad. The American Heritage Dictionaries says that song is: Music is a brief composition written or adapted for singing. It also says that song is a distinctive or characteristic sound made buy an animal, such as a bird or an insect. The last definition, song is poetry, a verse and a lyrics poem or ballad.
3. Improve
“Improve means to rise to a more desirable or more excellent quality or condition; or to make better”. To increase the productivity or value of (land or property), and to put to good use; use profitably.
4. Understanding
“Understanding is formed came from understand plus –ing becoming understanding. Understanding is the ability to learn, judge, make decisions intelligence or sense”.Understanding on conditional sentences is the ability of students in learning conditional sentences.
5. Conditional sentences
“A Conditional sentence is complex sentence that consists of main clause and a subordinate clause; the latter typically begins with the adverbial subordinate if”.
6. Action research
“Action research is one of problem solving strategy which provides real action in the form of innovative development process that “tried while continue” or “on going job” to detect and to solve problem”.
7. The eleven Grade Students
It refers to the students who have been studying at SMK Negeri 4 Gorontalo.
8. SMK Negeri 4 Gorontalo.
It is institution in which the object of this study and where the writer held his research.
9. The Academic Year of 2013/2014
It means the duration time for teaching and learning and other academic activities that consists of two semesters, has been started on July 2013 and will have been completed on July 2014.
The researcher attempts to offer one method that makes the students interested and fun in studying grammar through song method and songs are useful for freeing the speech muscle and evoking positive emotions. The researcher hopes that the use of song can improve students understanding on conditional sentences and motivate students in studying English at SMK Negeri 4 Gorontalo.
CHAPTER II
REVIEW OF RELATED LITERATURE
The Use of Songs to Improve Students’ Understanding on Conditional Sentences’.
I. Teaching Grammar and Conditional Sentences.
a. Definition of Grammar
Grammar is theory of language, how language is put together and how it works. It means that simple words are not enough to express meaning, language learners need to study grammar to express and to understand a greater variety of meaning because grammar distinguish sentences in different context. Beside grammar is theory of language, grammar also has important function depend on the sentences. One sentence may express different meaning and express variety time in different tense, it is important to study grammar because when we use uncorrected grammatical sentences, it can make misunderstanding between speaker and listener; it is the reason why should people study grammar. Grammar also helps to make language input more comprehensible and it helps students produce messages. Without grammar, students cannot speak and write effectively.
Penny Ur explains that grammar is the way a language manipulates and combines words (or bits of words) in order to form longer units of meaning. It means that grammar is study of how to combine words in a sentence to make the sentence meaningful. The kinds of meaning realized by grammar has two principles, there are representational and interpersonal meaning. Representational means Linda Gerol and Peter Wignel, Making Sense of Functional Grammar, (Australia: Antipodean Educational Enterprise 1994), that grammar allows us to use the language to describe the words in term of how, when, and where does something happen. Interpersonal means that grammar facilitates the way we interact with other people when we need to get things done using language.
According to the Longman Dictionary of Contemporary English, grammar defines as (study and practice of) the rules by which words and change their form and are combined into sentences. So there is no doubt that knowledge of grammatical rules is essential for the mastery of language. Grammar is also rules about sentence formation, tenses, verb patterns and the moment structuring of what we say as it is being spoken.
The researcher concluded that grammar is not just study about how to make correct grammatical sentences but also study about the moment when the action happen and what is theappropriate verb used in definite moment. So grammar can be seen as system how the language works, because grammar as central rule in the language and without it language cannot produce sentences. In this case, the researcher concluded that grammar is very important in study language and the conditional sentences are part of grammar.
b. Types of Grammar
There are four forms of tenses that indicate the certain time of action. They are present, past, future and perfect.
1) Present Tense
Present tense describes habitual action, routine or thing that are generally or always true. 2) Future Tense
Future tense describes the action that happened in the future time. Using time expression as follow: tomorrow, next week, next month, etc.
3) Past Tense
Past tense is used to express actions that happened in the past. The time signals which used in the past tense are; yesterday, ago, last week, last month, for three years ago, etc.
4) Perfect Tense
Perfect tense is used to express actions that happened before another time or even.
c. General Concept of Conditional Sentences
A Conditional sentence is complex sentence that consists of main clause and a subordinate clause; the latter typically begins with the adverbial subordinate if. Conditional sentences consist of two parts, one clause is called the if clause because it is introduced by or begin with the word if. The other clause is referred to as the conditional clause because this is the part of the sentence that refers to some type of possibility or reality.
There are three kinds of conditional sentences. Each kind contains a different pair of tenses. With each type, certain variations are possible but students who are studying the conditional for the first time should ignore these and concentrate on the basic forms.The kinds of conditional sentences are as follows:
• Type I
• Type II
• Type III
1) Conditional type 1 real
a) Basic Pattern
The verb in the if clause is in the present tense; the verb in the main clause is in the future.
If he runs, he will get there in time The cat will scratch you if you pull her tail.
b) Possible variation of the basic form
1. Variation of the main clause
Instead of if + present + future, we may have:
a. If + present + may or might (possibility)
Example: If the fog gets thicker, the plane may/might be diverted.
b. If + present + may or can (permission)
Example: If + subject + past tense + subject + would …….
• Could…….
• Might…….
If + subject + present tense + subject + future tense
If + subject + past perfect + would
• Could + have + past participle
• Might
If your documents are in order, you may/can leave at once.
c. If + present + must or should
Example: If you want to lose weight, you must/should eat less bread.
2. Variation of the if clause
Instead of if + present tense, we can have:
a. If + present continuous, to indicate a present action or future arrangement.
Example: If you are waiting for bus, (present action) you would better join the queue
If you are staying for another night, (future arrangement) I will ask manager to give you a better Room.
b. If + present perfect
Example: – If you have finished dinner, I will ask the waiter for the bill
– If he has written the letter, I will post it
c. The writing
When if-clause is written in the front, we use a comma at the end of the clause. When the main clause is written at the back, we do not use a comma at the end of the clause. Look at the same example and pay attention to the comma in the first sentence.
Example:
– If you are happy, I am happy
– He will not come tomorrow if he comes
3. Conditional type 2 unreal (contrary to fact) in the present/ future
a. Basic Pattern
The verb in the if clause is in the past tense, the verb in the main clause is conditional tense. Example:
– If I had a map I would lend to you (but I haven’t a map. The meaning here is present).
– If someone tried to blackmail me, I would tell the police (but I don’t expect that anyone will try to blackmail me, the meaning here is future).
b. Type 2 is used
1. When the supposition is contrary to know fact.
Example:
– If I lived near my office, I would be time for work. (But I don’t live near office).
– If I were you, I would plant some trees round the house. (But I am not you).
2. When we don’t expect the action in the if clause to take place.
Example:
– If burglar came in to my room at night, I would scream. (But I don’t expect a burglar to come in).
– If I dyed my hair blue, everyone would laugh at me. (But I don’t intend to dye it).
c. Possible variations of the basic form.
1. Variations of main clause
a. Might or could may be used instead of would.
Example:
– If you tried again, you would succeed. (Certain result)
– If you tried again, you might succeed. (Possible result)
– If I knew her number, I could ring her up. (Ability)
– If he had a permit, he could get a job. (Ability or permission)
b. If +past tense can be followed by another past tense
When we wish to express automatic or habitual reactions in the past. Note that the past tense here have a past meaning. Example: If anyone interrupted him, he got angry (whenever anyone interrupted him).
2. Variations of if-clause
Instead of if +simple past we can have:
a) If + past continuous
Example: If my car was working, I would drive you to station.
b) If + past perfect
Example: If he had taken my device, he would be rich man now.
3) Conditional type 3 unreal (contrary to fact) in the past.
a. Basic Pattern
The verb in the if clause is in the past perfect tense; the verb in main clause is in the prefect conditional. The time is past and the condition cannot be fulfilled because the action in the if clause didn’t happened.
Example:
– If you had told me about the problem, I would have helped you.
– If they had studied, they would have passed the exam
b. Possible variations of the basic form
1. Could or might may be used instead of would:
Example:
– If we had found him earlier, we could have saved his life (Ability)
– If we had found him earlier, we might have saved his life (possibility)
– If our documents had been in order, we could have left at once. (Ability or permission)
2. The continuous form of the perfect conditional may be used:
Example:
– At the time of the accident I was sitting in the back of the car, Because Tom’s little boy was sitting beside him in front. If Tom’s boy had not been there, I would have been sitting in front.
3. We can use the past perfect continuous in the if-clause:
Example:
– I was wearing a seat belt. If I hadn’t been wearing one,
– I’d have been seriously injured.
4. A combination of types 2 and 3 is possible:
Example:
– The plane I intended to catch crashed and everyone was killed. If I had caught that plane, I would be dead now or Iwould have been killed. (Type 3).
– If I had worked harder at school, I would be sitting in a comfortable office now; I wouldn’t be sweeping the streets. (But I didn’t work hard at school and now I am sweeping the streets.)
c. The writing
The writing is the same with conditional sentence type I and type II. When the if clause is written at the beginning of the conditional sentence, we use a coma at the end of the clause. When the main clause is written at the beginning, we do not use a coma at the end of the clause. Addition had can be placed first and the if omitted.
Example:
– If you had obeyed orders, this disaster would not have happened =Had you obeyed orders this disaster would not have happened.
d. Approach in Teaching Grammar
In teaching, there are many theoretical approaches that have been developed to promote the students’ success in learning grammar. In TESOL (Teaching English to Students of Other Languages), there are two main theoretical approaches for the presentation of new English grammar structures or functions to ESL/EFL students: inductive approach and deductive approach.
1) Deductive Approach
The deductive approach represents a more traditional style of teaching in that the grammatical structures or rules are dictated to the student, because the students learn the rule and apply it only after they have been introduced to the rule.
Thornburry explains that in deductive approach starts with the presentation of a rule and followed by example which the rule is applied. In addition, deductive approach is learners are taught rules and given specific information about the language, and then the students are expected to apply when they use the language. The researcher concluded that deductive approach is the conventional method which commonly used by teacher in last period and in deductive approach the teacher should explain the rules clearly because he as the learning centre. As shown by Thornburry, the advantages of deductive approach are as follows:
1) It gets straight to the point and can be time-saving because many rules are more quickly explained thereby allowing more time for practice and application.
2) It confirms students’ expectations about classroom learning, particularly for those with an analytical learning style.
3) It allows the teacher to deal with language points as they come up, rather than having to anticipate them and prepare for them in advance.
On the other hand, the deductive approach has also disadvantages that are as follows.
1) It may be frustrating for some students, especially younger one to memorize the explanation.
2) Most of students are less active because teacher as learning centre.
3) Explanation is seldom as memorable as other forms of presentation, such as demonstration.
In other words, this approach will be beneficial for the students whose analytical ability are high and give much opportunity for students to do more practice rather than the teachers’ rules explanation. In contrary, it will be a hindrance for young learner to study grammar because they have not had the analytical ability yet.
2) Inductive Approach
The inductive approach is the students learn the use of the structure through practice of the language in context, and later realize the rules from the practical examples. Ruth Wajnrnb states that inductive approach is such as communication one, learners are not taught grammatical rules directly, but are left to induce the rules from their use of the language. In other hand Scott Thorn Burry explains that inductive approach starts with some examples from which a rule is inferred, learners can study grammar without having met the rule, they study examples and from these examples derives an understanding of the rule.
From the statement above, the writer concludes that inductive approach is improvement of the deductive approach; English teacher used some methods to improve the teaching strategy. This second approach to the grammar teaching learning has many advantages and disadvantages as well. Here may be its advantages.
1. The rules learners discover for themselves are more likely to fit their existing mental structure than rules they have been presented and will make the rules more memorable and meaningful.
2. Students are more actively involved in learning process, rather than being simply passive recipients.
Besides, this approach has also its disadvantages. Here are the following :
1) Teacher should be patient to build students understanding because the rules are discovered in example.
2) Spend lot of time and energy.
3) It is possible for students to make the wrong answer when analyzing the rules from example.
It can be said that students will understand easily what the grammar point is actually taught without telling them the rule directly because they are given opportunities to think more and infer the rule from the given examples. However, not all students will enjoy when they are taught by using this approach because of their different learning styles. Regardless those two approaches, teacher actually can use either deductive or inductive approach based on the teaching learning context which may include student learning style because there is no single approach will be appropriate for all grammar items and for all learners.
II. Song as teaching media
1) Definition of Song
A song is a short of piece in one concise movement for the medium of solo voice and piano. According to Parto, a song is a group of arrangements which consists of lyrics and elements of music like rhythm, melody, harmony and expressions. Moreover, A song is a musical composition for the voice of several voices. A song is a short poem whether intended to be sung or not; a lyric or ballad.
The American Heritage Dictionaries says that song is: Music is a brief composition written or adapted for singing. It also says that song is a distinctive or characteristic sound made by an animal, such as a bird or an insect. The last definition, “song is poetry, a verse and Song is one of the tools you can use to teach English to your class, regardless of the age of the learner.
Music is a tie that binds all cultures and languages and therefore, one of the best ways to make learning English fun. So song is one of teaching media, it may be used to create a more relaxing foreign language classes. It also can be used to teach grammar because in the lyrics of song there are several kinds of tenses, teacher can choose definite song which appropriate with tense that will be taught.
2) Kinds of Teaching Media
There are many kinds of media to teach English, one of them is song. Song could be used to teach grammar because in the lyrics of song there are several kinds of tenses, teacher could choose definite song which appropriate with tenses that would be taught.
Media is an agent or companion, Association for Education and Technology (AEGT) defines that media is a tool which is used to distribute information. Moreover, National Education Association ( NEA ) defines that media is a something which can be manipulated, seen, heard, and read by instrument used in teaching learning process.
In other hand, media is a tool store and conveys information. Media in teaching learning process are often used by teachers to improve students’ understanding on the material and to make teaching and learning process more enjoyable. From those definitions, the researcher concluded that teaching media are the tools which are used by teacher to convey teaching message and to stimulate brain and feeling so the students interest in learning. Besides that, the use of media in teaching and learning process is to surmount the problem of communication between teacher and students, to motivate students in order to become active and to make them focus on the material. In addition, teaching media can be various forms. It can be classified in three kinds, they are:
1. Visual aids; it is media that can be seen such as pictures, flashcard or card short, newspaper, realia, map, etc.
2. Audio aids; it is teaching media that can be heard such as radio, music or song, tape, cassette, MP3 player, CD, etc.
3. Audio Visual aids; it is teaching media that can be seen and can be heard such as video clips, films, TV news, VCD, TV, etc.
According to the explanation above, the researcher concluded that the use of song can be classified as audio visual aid because it can be seen and can be heard. In other hand, media are needed in teaching learning process because it has several benefits, they are:
1. The teaching process will be more interesting, so that the students are motivated to learn. By using media, teacher can attract students’ attention to the material. In this case, by using media in teaching and learning process, students will be motivated in learning.
2. The material will be clear so that the students can understand the material easily. Media makes students easier in catching the material given by teacher.
3. The teaching and learning process will be variety. It makes students enjoying the teaching learning process. The students will be bored if the teachers only use explanation when he is presenting the material during teaching and learning process. The students will not feel bored if the teachers use media in teaching learning process.
As a teaching media, song prevents students’ boredom in language classroom. The use of song in teaching learning process has advantages and disadvantages:
a. The Advantages
Songs are highly memorable and motivating to students. So, students are easy to understand the material.
Reduce learning stress levels. As a filler, when students are boring teacher can stimulate them by playing music to make them active again.
Increase the joy of learning and add new vocabulary
Reinforce grammatical structures. Students are easy to understand the grammatical structure of a song by analyzing the tenses from the lyrics of a song.
Sustain students attention and concentration so students can concentrate with materials
Facilitate a positive learning mood and motivate students to learn. Music helps students to focus on the material discussed and raise their concentration in the learning activities.
b. The Disadvantages
Music can hurt eardrums if it is set up so loud.
Music disturbs concentrations when applying to people who hate a genre of music.
According the advantages and the disadvantages above, the researcher concluded that the use of song in teaching learning process has good effect than bad effect. It gives good effects to activate understanding and make students easy to memorize the material.
CHAPTER III
METHOD OF INVESTIGATION
A. Research Design
This study is action research at the Eleventh Graders of SMK Negeri 4 Gorontalo in the Academic Year of 2013/2014. This research is Classroom Action Research (CAR) that uses data observation toward teaching learning process in conditional sentences. This data is analyzed through some cycles in action. “Action research is a research that has been done reflectively and systematically about various action or steps that have be done by teacher, start from planning until assessing about real action in the class such as teaching learning activity to improve learning condition.
According to Kemmis and Mc Taggart cited by Nunan argue that the three defining characteristic of action research are; it is carried out by practitioners (for our purpose classroom teachers) rather than outside researchers, secondly that it is collaborative, thirdly that it is aimed at changing things. In addition action research is part of a broad movement that has been going on in education generally for some time. It is related to the ideas of reflective practice and the teacher as researcher. Action research involves taking a self reflective, critical, and systematic approach to exploring your own teaching contexts.
In conducting this research, the researcher made collaborative research. The researcher was helped by the teacher in order to reach the goal of the research which is aimed to improve teaching method. Moreover, Jean Mcniff and Jack Whitehead explain action research is a form of inquiry that enables practitioners everywhere to investigate and evaluate their work and how they are trying to improve their own learning and influence the learning of others.
Based on the explanations above, the researcher concludes that action research is one of the strategies in improving or increasing the practice of learning. It can be achieved by doing such reflection in order to diagnose condition, and then try it systematically as an alternative way to solve learning problems that is being faced in the class.In this study there are three cycles applied and there are four components in one cycle for doing classroom action research. They are planning, acting, observing, and reflecting. All those steps can be explained as follow:
a. Planning
At planning stage, the researcher formulates some procedures on how to improve students’ understanding on conditional sentences. The procedures are put in some lesson plans, grammar material, test, the students’ observation and also the documentation which is according to the teaching learning process.
b. Acting
At acting stage, the researcher tries to implement some techniques or procedures that have been formulated at planning.
c. Observation
When researcher implements some techniques, he also observes some activities such as: attendant of students, attention’s students to teacher’s explanations, student’s engagement to make question, and the student’s activity in the classroom.
d. Reflection
After the observation process is done, the researcher makes a reflection to evaluate teaching learning process and the students’ understanding on conditional sentences. Before starting the research in the classroom, the first thing to do by the researcher is observation in preliminary research. Through the observation the researcher tries to get the information Observation. Observation about students’ condition and problems in learning conditional sentences. The basic steps in this study are: planning, acting, observing and reflecting. They are called one cycle. If one cycle did not show any improvement, the research activity may be continued in the following cycle until the researcher gets satisfied. The steps of classroom action research Elliot’s model that are copied by Subyantoro in his book “Penelitian Tindakan Kelas”, as follow: Figure 3.1
The steps of classroom action research
B. Subject of the Research
The subject of this research is students of class Eleventh Graders of SMK Negeri 4 Gorontalo on conditional sentences in second semester the academic year 2013/2014 that consists of 15 students, 7 male and 8 female.
C. Time and Setting of the Study
The researcher had time schedule for doing the research and he used the time to do observation and got familiar with school conditions, conduct the research and analysed the result. The explanation of time and setting the research are such as follow:
1. Time for research
The researcher did the research from 3 April until 30 April 2014.
2. Setting of the Research
The action research was in SMK Negeri 4 Gorontalo in the academic year of 2013/2014. The school is on Jl.Madura Kec. Kota Tengah, Kota Gorontalo
D. Variables
Variable refers to the object of research that becomes research focus. In this research there are two variables:
1. Independent variable is the teaching learning method using song.
2. Dependent variable is the students’ achievement on conditional sentences.
E. Technique of Data Collection
One of the most important activities in the research is how to collect the data needed the researcher applied some appropriate research Reflection instruments.
According to Arikunto, data source in research is basically subject from which a researcher gets data, depends on necessity and kind of information needed. The researcher used observation, test, and documentation.
1. Observation
This observation is the activity of giving total concern to research object by the sense. In this research, the concern of research was focused on the students’ observable behaviour pertaining to their understanding on conditional sentences. The observation checklist is used as an instrument in this research.
Table 3.1
The observation checklist
NO
Object of Observation Check list
Grade
1 2 3 4 5
1 Paying attention
2 Asking questions
3 Asking the difficult vocabularies
4 Responding to question
5 Enthusiastic in doing the test
Explanation :
a. Poor
The aspect of activity that was observed above, reaches about 20% from overall percentage 100%
b. Fair
The aspect of activity that was observed above, reaches about 21%-40% from overall percentage 100%
c. Average
The aspect of activity that was observed above, reaches about 41%-60% from overall percentage 100%
d. Good
The aspect of activity that was observed above, reaches about 61%-80% from overall percentage 100%
e. Excellent
The aspect of activity that was observed above, reaches about 81% – 100%.
2. Test
It is a set of questions and exercises used to measure the achievement or capability of the individual or group and tests may be constructed primarily as devices to reinforce learning and to motivate the students’ performance in the language.
Through tests the teacher can evaluate the effectiveness of new teaching method of a different approach to a difficult pattern of new material, because the researcher does not have students’ score on conditional sentences. The researcher gave pre-test to get information about students’ achievement to understand conditional sentences. The writer gave pre-test at the prior of teaching learning process before using song.
The action research was carried out in three cycles. There were tests in each cycle. The tests were aimed to measure the student’s progress and result of the teaching learning activities.
3. Documentation
It refers to the archival data that helps the researcher to collect the needed data. The function of the document related to the object research such as students name list and the English subject schedule.
F. Procedure of the Research
In this classroom action research, the researcher planned to conduct three cycles through song in teaching conditional sentences. This research was done in three cycles. Each cycle consists of four stages, they are: planning, acting, observing and reflecting. The activities that have been done in each cycle are as follows:
1. Pre-Cycle Test
The first step in making classroom action research is conducting preliminary observation to know the teaching method and the initial condition of students’ understanding on conditional sentences. The researcher observes the class to get information about students’ initial condition and to know their problems in learning grammar. In this activity the teacher taught students using conventional method, after that, the teacher gave test to check the students’ understanding on conditional sentences. After the researcher got the data from observation and test, the researcher decided to analyze the problems faced by students. The next step which is done by the researcher is designing a plan to continue the next cycle to surmount the problems in the previous cycle. It was going on Thursday, April 3th 2014. After conducting preliminary research, the researcher conducted cycle I, II, and III.
2. First Cycle
The first cycle conducted on Saturday, April 5th 2014. In this cycle the researcher prepared some activities that will be done in this first treatment, those are:
Table 3.2
The first cycle
No Steps Researches activity Teachers actifity
1 Planning – Arranging an appropriate lesson plan with school.
– Identifying several songs which consist of conditional sentences that will be used in the research
– Preparing the teaching material
– Preparing the test as an instrument.
– Preparing the observation scheme – preparing students’
attendance list.
2. Acting – Entering the class and greeting the students. After that, he checked students’ attendances.
– Asking a question related the topic. Such as; have they ever listened a song?
– Explaining the pattern of conditional sentences and give chance to students who want to ask question.
– Giving the song lyric to each student.
– Playing a song and asking them to listen carefully
– After that, the researcher asked them to identify the sentences contains of conditional sentences from the lyrics and asked some of them to write the sentences in the white board.
– Then giving final test to find out the final outcomes of first cycle.
– Teacher as an observer
3. Observing – The researcher also becomes an observer of the classroom activities.
– Observing students’ activities using
observation sheet.
– The teacher becomes an observer in the teaching and learning process.
4. Reflecting – Analyzing the data from the observation checklist and result of the test to find out the improvement of students understanding on conditional sentences after taught using song.
– The researcher and teacher discuss about teaching learning process that have done to find the weakness and how to improve it in the next cycle.
– The teacher and researcher evaluated the step in teaching learning process and discuss the result of the observation sheet
– Teacher and researcher discussed the results of the test.
3. Second Cycle
After conducting the first cycle, the researcher conducted cycle II. The second cycle was done based on the result of the first cycle, if the result from observation shows that students score still low, it is needed to be continued to the next cycle to fix the previous weakness. The second cycle was conducted on Saturday, April 12th 2014. The designs of the second cycle are:
Table 3.3
The second cycle
No Step Steps Researchers’ Activity
Teachers’ Activity
1. Planning – Designing lesson plan of cycle II
– Preparing the teaching material.
– Preparing the song which is applied in cycle II.
– Preparing observation checklist of cycle II
– Designing test in cycle II – Preparing students’ attendance list.
– Teacher and the researcher made a plan to develop teaching learning process.
2. Acting – Entering the class and greeting the students.
– Giving song lyrics to students.
– Before the researcher plays the song, he asked students about conditional sentences to refresh memory.
– Explaining more about conditional sentences.
– Playing a song and asked students to identify the sentences from the song.
– Asking some students to write the sentences in white board. Then he explained once more about conditional sentences, the researcher will make sure that they will not have problem with it.
– Asking students to make pair and ask them to discuss and make conditional sentences.
– Conducting the final test in cycle II to find out the learning outcomes of the teaching learning process in cycle II.
– Teacher asked students about their problems on the previous lesson.
– Teacher and the researcher asked the students to find the difficult words then they will help them to find the meaning of the words.
3. Observing – Observing the event during teaching
learning process using observation checklist.
– Observing students’ activities when they did the test to know their improvement of understanding on conditional sentences in cycle II. – Observing students’ Participation.
4. Reflecting – The researcher and teacher discussed the teaching and learning process that has been done to find the weakness and how to surmount the problem in the next cycle.
– Analyzing the students score and the observation checklist to find on the improvement of students’ understanding at the cycle II researcher reflection. – The teacher and researcher evaluated the step of teaching learning process and discussed the result of the test and the result of observation checklist.
4. Third Cycle
The third cycle was done based on the result of the second cycle. There were several aims of cycle III, to fix the weakness in cycle II, to improve the teaching learning process, to give opportunities to students to improve their understanding on conditional sentences. The third cycle was conducted on Saturday, April 26th 2014. The designs of the third cycle are:
Table 3.4
Steps Researchers’ Activity Teachers’ Activity
No Steps Researches’ activity Teachers’ activity
1. Planning – Designing lesson plan of cycle III.
– Preparing the teaching material.
– Preparing the song that will be applied in cycle III
– Preparing observation checklist of cycle III
– Preparing the test that will be in cycle III
– Preparing tudents’attendance list.
2. Acting – Entering the class and greeting the students.
– Explaining more about conditional sentences
– Giving song lyrics to students. The researcher asked them to listen carefully when song was played.
– Playing a song, and asked them to find the conditional sentences from the song.
– Singing together.
– Asking them to discuss the sentence according to the pattern of conditional sentences in group and The researcher asked one of them to present the result of their discussion.
– Explaining again about conditional sentences to make sure that they have no problems
– Finally, the researcher gave them a test to find out the learning outcome of cycle III.
– Helping the researcher to give the paper test to students.
3. Observing – While students discussing the material, the researcher observed the difficulties faced by them by using observation checklist.
– Observing students’ response to the researcher question.
– Observing students Participation. – Observing the teaching learning process.
4. Reflecting – The researcher and teacher discussed teaching learning process that has been done and then they analyzed students score to find out the improvement of students understanding on conditional sentences. The result of the observation compared
with the students score in cycle I and II.
– The teacher and researcher evaluated the step in teaching learning process and discuss the result of observation.
– The teacher and researcher reflected the activity that has been done. The result of this analysis could be used as review to use song to improve students’ understanding on conditional sentences using song.
5. The Criterion of the Assessment
The students’ success and failure in doing the planned activities are assessed by referring the criterion issued by SMK Negeri 4 Gorontalo, namely Kriteria Ketuntasan Minimum (KKM) Minimum Passing Grade Criteria. A material could be said to be successful if the students had minimal score 70. It means that 60% the material must be understood by students and a class was said to be successful if 85% of the members pass the test.
G. Technique of Data Analysis
1. Scoring Guidance of Cycle Test
The scoring guidance contains the information or explanation the way score is broken down or mark that be given to the students for the questions which have been done.
The test consists of completion items. The completion items are useful means of testing the students’ ability to produce the correct of conditional sentences. The completion consists of 10 items. The scoring guidance is as follows:
a. Each item in completion is marked 10
b. Total score: 10 x 10 = 100
c. The maximum score is 100
2. The data Analysis of Observation
The researcher analyzed the data of observation used descriptive technique through percentage. The formula that is used as follows:
Percentage (%) = 100%
3. The data Analysis of Cycle Test
After the researcher collected the data through test, the writer analyzed the data using the percentage descriptive quantitative analysis in giving the test score. This scoring is aimed at giving description of the improvement students’ achievement of conditional sentences, the processes are:
a. Giving the weight test item.
b. Determining the interval grade of students, the score of the test by counting the number correct answer. The counted of the percentages of the score test by using the following formula:
Score = ∑ right answer x 100 %
∑ items
c. Determining the frequency of correct answer respondent.
The frequency of respondent is divided by the total of respondent (n), and multiplied by 100% the formula is :
P = ∑ f x 100%
n
Note: P : The percentage of correct answer
f : Frequency of the students with the same score
n : The total of students
After giving the result statistically, then the researcher scores which uses five letters: A, B, C, D, and E that expressed various levels as follows:
Table 3.5
Level of Achievement
The percentage of correct answer
Grade
Level
90 % -100 % A= Excellent Outstanding
80 % – 89 % B= Good Above average
70 % – 79 % C= Fair Satisfactory
60 % – 69 % D= Less Below Average
0 % – 59 % E= Poor Insufficient
4. Finding The Classical Mean
After the data had been analyzed, the researcher found the sum of the score in distribution that was used to calculate the mean. The mean is the arithmetical average that is obtained by adding the sum offset score and dividing the number of students.This formula is as follows:
X = ∑ f. X
n
Note : X : The mean
f.X : The sum offset score
n : The number of students
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