| dc.description.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. | en_US |
