UTILIZING CHILDREN’S SONG VIDEO TO IMPROVE STUDENTS’ VOCABULARY ACQUISITION THROUGH TOTAL PHYSICAL RESPONSE (A Classroom Action Research at the Third Grade of SD Negeri Masaran 2 Sragen in the Academic Year of 2010/2011)

摘要

The aims of the research are: (1) to identify whether or not and to what extentudchildren song video through Total Physical Response can improve students’ vocabularyudacquisition, and (2) to identify what happens when children song video through Total PhysicaludResponse is applied in the English class.udThe research belongs to an action research. This research is designed to improveudthe students’ vocabulary acquisition in the third grade of SD Negeri Masaran 2 Sragen. Theudaction research was conducted from July 24th to August 23rd 2010. The research was carriedudout in two cycles; each cycle consisted of two meetings. The data was collected using qualitativeudtechnique and quantitative technique. To collect the qualitative data the researcher usedudobservation, teacher diaries, teacher interview, students’ interview and document. To collectudquantitative data the researcher used a pre-test and post-test. The data was analyzed throughudconstant comparative method and descriptive statistics by comparing the mean score of theudpre-test, post-test 1 and post-test 2.udThe research findings show that children’s song video through TPR could improveudstudents vocabulary acquisition and the classroom situation. Related to the vocabularyudacquisition the improvement includes: (1) the students were able to memorize the words and theudmeaning of it better, (2) the students were able to do some instruction given, (3) they were ableudto pronounce the words, and (4) they were able to spell the words given. Concerning theudclassroom situation the improvement includes: (1) they only made little noise in the class, 2) theyudonly have little talked, (3) they wrote the material on their note books, (4) they did not take audpee when the teaching learning process went on, and (5) they prefer take a sit to walk in theudclass. She finds that this research could improve students’ vocabulary acquisition andudsituation of the classroom. She expects to continue doing an action research in her classroom.udShe hopes that what she had done provides other teachers inspiration to conduct an actionudresearch in their classroom. It is expected that the teachers will not consider the students asudsomething to be increased in quantity or score only but also in quality.