| dc.description.abstract | This classroom action research was intended to improve the Eighth Grade
Students’ Vocabulary Achievement by Using Poems at SMPN 1 Tulangan
Sidoarjo. This research was started by interviewing the English teacher of the
eighth grade students in the school. The interview was intended to get the
problems faced by the students in the teaching and learning process of vocabulary.
Based on the interview, the students of VIII-J had more problems than the other
classes in the teaching and learning process of vocabulary. The problems were the
students had limited vocabulary and the class had the lowest score in vocabulary
achievement. Then, based on the observation in class VIII-J, the students were not
active in the teaching learning process. In this case, poems was chosen to help the
students improve their participation and vocabulary achievement.
This research was done in two cycles and each cycle covered four stages
of activities namely; (1) the planning of the action, (2) the implementation of the
action, (3) observation and evaluation of the action, and (4) reflection of the
action. The evaluations conducted of this research were product and process
evaluations. The product evaluation was conducted at the end of each cycle by
administering a vocabulary achievement test. The process evaluation was
conducted by observation in each meeting to evaluate the students’ participation
during the teaching and learning process of vocabulary. In this classroom action
research, the researcher and the English teacher implemented the actions
collaboratively. The research targets were 75% of the students got score at least
70 and 75% of the students actively participated in the teaching and learning
process of vocabulary by using poems.From the results of classroom observation in cycle 1, it was known that the
percentage of the students who actively participated was 62.05%. Then, in cycle 2
there were 78.75% of the students who actively participated in the teaching
learning process of vocabulary by using poems. The result showed that the
improvement of the students’ participation from cycle 1 to cycle 2 was 16.7%.
The result of the students’ participation in the second cycle had achieved the
research target requirement.
Then, the results of the students’ vocabulary achievement test in cycle 1
showed that there were 72.7% (24 students) of 33 students got score 70 or higher
in vocabulary achievement. Meanwhile, in cycle 2, there were 78.7% (26
students) of 33 students got score 70 or higher in vocabulary achievement. It
means that the results of the students’ vocabulary achievement had achieved the
research target requirement and showed that the improvement of the students’
vocabulary achievement from cycle 1 to cycle 2 was 6%. Therefore, the result of
second cycle was successful.
Based on the results above, it could be concluded that the use of poems
was able to improve the eighth grade students’ participation and vocabulary
achievement at SMPN 1 Tulangan Sidoarjo. Therefore, it is suggested to the
eighth grade English teacher especially at SMPN 1 Tulangan Sidoarjo to use
poems as material in teaching and learning vocabulary to improve students’
participation and the students’ vocabulary achievement. It is also suggested to the
students at SMPN 1 Tulangan Sidoarjo to involve themselves actively in teaching
and learning process of vocabulary. They are also suggested to improve their
vocabulary achievement by reading or listening to poems. It would be a good
habit for the students to increase their vocabulary achievement. Moreover, the
future researchers who have similar problems in doing research of vocabulary are
suggested to use this result as a reference and source to conduct another research
dealing with improving the students’ vocabulary achievement by using poems. | en_US |
