IMPROVING GRADE FIVE STUDENTS’ VOCABULARY ACHIEVEMENT BY USING POEMS AT SDN 1 GONDANG TULUNGAGUNG IN THE 2010/2011 ACADEMIC YEAR

Abstract

Vocabulary as one of the language components is important in learning English. However, many students still find difficulties experience in studying vocabulary. Therefore, poems are needed to help students who have learning difficulty, especially in vocabulary. This Classroom Action Research was intended to improve the grade five students’ vocabulary achievement by using poems at SDN 1 Gondang Tulungagung. The research subjects of this research were the grade five students that were determined purposively. It was chosen because the grade five students at that classroom still had a problem in learning new vocabulary and memorizing the meaning of the words. This research was done in two cycles, in which each cycle covered four activities namely: the planning of the action, the implementation of the actions, classroom observation, evaluation and reflection of the actions. Then, each cycle was conducted in two meetings and the vocabulary test was conducted in the third meeting. The data collection methods used in each cycle were primary data by classroom observation and vocabulary test, and supporting data by interview and documentation. From the results of classroom observation in Cycle 1, it was known that there were 15 students or 41.6% of 36 students who actively participated in the first meeting and in the second meeting there were 17 students or 47.2% of 36 students who actively participated in the vocabulary teaching learning process by using poems. This means that this percentage was still below the target percentage that was 75%. In other words, the percentage of the students’ active participation in Cycle 1 had not achieved the target percentage yet. Then, the result of the students’ vocabulary test that was done after the actions in the first cycle showed that only 18 students or 50% of 36 students who got score at least ≥68. The results showed that the students’ vocabulary achievement in the first cycle had not achieved the targeted average score that was 68 and it was achieved by 75% of the subjects. Therefore, the actions cycle was continued to the second cycle by revising the lesson plans in Cycle 1. In the revised lesson plan, the teacher and the students read the poems using mimes and gestures. It was different from the first cycle that reading poems by using only varying intonation. In the main activity, the students were not asked to find the meaning of new words by themselves but discussing with their friends. In Cycle 2, 28 students or about 77.7% of 36 students in the fourth meeting and 27 students or 75% of 36 students in the fifth meeting who participated actively in the vocabulary teaching learning process by using poems. This means that process evaluation was achieved in the second cycle and it was better than in the first cycle. Then, in Cycle 2, the percentage of the students who got vocabulary achievement score at least ≥68 also increased from 50% in the first cycle to 80.5% in the second cycle. Based on the above results, it could be concluded that the use of poems could improve the students’ active participation in the teaching and learning process and their vocabulary achievement at SDN 1 Gondang Tulungagung. Therefore, it is suggested to the English teacher to use poems in order to help the students who have difficulties in learning vocabulary to improve the students’ vocabulary achievement. It is also suggested to the students to improve their vocabulary achievement by reading or listening poems. The last, for the other researcher is suggested to conduct a classroom action research dealing with related problem to develop students’ English skill ability. For example: improving students’ listening skills by using poems.