USING TACTILE AND KINESTHETIC RESOURCES TO

IMPROVE STUDENTS SPELLING ABILITY AND

PRONUNCIATION AWARENESS
(AN ACTION RESEARCH AT THE FIFTH GRADE OF SD NEGERI
POJOK 02 TAWANGSARI IN 2008/2009)

A THESIS
Written by:
RIA EKAYANTI
K2205017

Submitted to Teacher Training and Education Faculty of Sebelas Maret

University to Fulfill One of the Requirements for Getting the Undergraduate
Degree of Education in English Department

TEACHER TRAINING AND EDUCATION FACULTY

SEBELAS MARET UNIVERSITY
SURAKARTA
2009
1

ABSTRACT
Ria Ekayanti. K2205017. USING TACTILE AND KINESTHETIC
RESOURCES TO IMPROVE STUDENTS SPELLING ABILITY AND
PRONUNCIATION AWARENESS (AN ACTION RESEARCH AT THE
FIFTH GRADE OF SD NEGERI POJOK 02 TAWANGSARI IN 2008/2009).
A Thesis. Surakarta. Teacher Training and Education Faculty, Sebelas Maret
University, May, 2009.
This thesis is written to: 1) identify whether and to what extend tactile and
kinesthetic resource improves students spelling ability and pronunciation
awareness, and 2) describe the class situation when tactile and kinesthetic
resource is applied in the English class.
This research which is conducted through action research is carried out in
two cycles. Each cycle consists of three meetings at Cycle 1 and two meetings at
Cycle 2. In two cycles, it has been provided with tactile and kinesthetic resource,
especially learning circle and pic-a-hole, during the teaching and learning process.
The data which are collected through this research include qualitative data
(observation, teachers diary, interview, audio recording, photograph, document
analysis), and quantitative data (tests). The data are analyzed using constant
comparative method and descriptive statistic. Qualitative data are analyzed using
constant comparative method; while tests are analyzed using descriptive statistic.
The research finding proves that tactile and kinesthetic resource is an
effective and suitable technique to improve students spelling ability and
pronunciation awareness, and also the class situation in the teaching and learning
process. The research findings include: 1) students spelling ability improves after
using tactile and kinesthetic resource in terms of rearranging the jumbled letters
into correct word; writing words involving double consonant letters (buffalo,
grass, rabbit, etc.); writing words without making transposition of letters
(elephant, crocodile, goat, etc.); writing a correct spelling of the meant word not
another word (now, goat, Tuesday, etc.); and writing words with complete letters
(month, swallow, lizard, etc.); 2) students pronunciation awareness improves
after using tactile and kinesthetic resource in terms of pronouncing words based
on its sound not letters; reading sentence aloud using correct stress and intonation;
pronouncing words/sentence faster and louder; responding and pronouncing the
words/sentences loudly without being afraid of making mistakes; and repeating
the teachers saying well; 3) the class situation improves when tactile and
kinesthetic resource is applied in the English class in terms of students readiness
in starting the lesson, they prepare the materials (books, pencil, ruler, etc.) before
the teacher enter the class; asking permission to go to the toilet. During the lesson,
the students especially boys dont ask permission to the toilet; students
activeness/participation during teaching and learning process (students respond
question/command; students are brave to ask question); students attention during
teaching and learning process (they arent noisy anymore, they arent sleepy when
following the activity in the class); and students activeness in doing
exercise/homework provided by the teacher.

MOTTO

No success
without hard effort and praying

DEDICATION

The writer dedicates this thesis to:

My beloved parents

My brother and sister

My dearest YW

My uncle BGBC

All the English lecturers

ACKNOWLEDGMENT

Praise be to God, the Lord of universe, who has given the blessing to the
writer, so that I can accomplish the writing of this thesis as a partial requirement
for achieving the undergraduate degree of education in English Teacher Training
and Education Faculty of Sebelas Maret University.
The writer is also fully aware that this thesis can never be finished without
the help of others during the process of writing. Therefore, in this occasion, I
would like to express the deepest gratitude and appreciation to the following:
1) The Dean of Teacher Training and Education Faculty.
2) The Head of the Art and Language Education Department, and the Head of
English Department of Teacher Training and Education Faculty.
3) Dra. Dewi Rochsantiningsih, M.Ed., Ph.D., the first consultant for her
patience, guidance and suggestions.
4) Drs. Bambang Agus Purwanto, M.Ed., the second consultant for his
patience, guidance and suggestions.
5) Amanto, A.Ma.Pd., the Headmaster of SD Negeri Pojok 02 Tawangsari.
6) My beloved parents that always support and pray for me.
7) The students of class 5 B of SD Negeri Pojok 02.
8) My lovely friends, Lia, Dhinar, Rina, Sukma, Makmuroh, Riyani, Vita,
Fita, Novi, As, Tetri, Bena, and Rini who always support me.
9) Adit who is never tired to accompany and help me in doing this thesis.
Surakarta,

May 2009

Ria
TABLE OF CONTENT

TITLE OF PAGE ......................................................................................................i

ABSTRACT............................................................................................................ ii
APPROVAL........................................................................................................... iii
APPROVAL OF THE EXAMINERS ....................................................................iv
MOTTO ...................................................................................................................v
DEDICATION ........................................................................................................vi
ACKNOWLEDGMENT....................................................................................... vii
TABLE OF CONTENTviii
LIST OF TABLES...x
LIST OF APPENDICES.xi
Chapter I

: INTRODUCTION
A. Background of the Study ...1
B. Problem Statement ..11
C. Aims of the Study 11
D. Benefits of the Study ...12

Chapter II

: LITERATURE REVIEW
A. Young Learners ...14
1. The Nature of Young Learner .14
2. The Characteristics of Young Learners ...15
B. Spelling 17
1. The Spelling System.17
2. The Spelling Program...21
3. Spelling in the School Curriculum22
C. Pronunciation ...26
1. The Nature of Pronunciation ....26
2. Pronunciation Awareness..27
3. Features of Pronunciation 29
D. Learning Style .36
8

1. The Nature of Learning Style ...36

2. Kinds of Learning Style ....36
E. Tactile and Kinesthetic Resources ...38
1. The Nature of Tactile and Kinesthetic Resources 38
2. Tactile and Kinesthetic Learners Responsive to Tactile and
.........Kinesthetic Resources...39
3. The Direction and Procedure of Tactile and Kinesthetic
Resources..40
4. Teaching Spelling and Pronunciation using Tactile
and Kinesthetic Resources ...43
5. The Strengths of Tactile and Kinesthetic Resources..47
Chapter III

: RESEARCH METHODOLOGY
A. Research Method .50
1. The Nature of Action Research.50
2. The Characteristics of Action Research51
3. The Features of Action Research..52
4. The Model of Action Research.52
B. Context of the Research ...57
C. Techniques of Collecting Data 58
D. Techniques of Data Analysis59

Chapter IV

: RESULT OF THE STUDY

A. Process of the Research63
1. Pre research..67
2. Research Implementation.70
B. Result Findings and Result Discussion96

Chapter V

: CONCLUSION, IMPLICATION, AND SUGGESTION

A. Conclusion.112
B. Implication.116
C. Suggestion..119

BIBLIOGRAPHY....121
APPENDICES

LIST OF TABLE

Spelling patterns.....................................................................................................25
The basic vowel patterns........................................................................................32
The modified vowel patterns..................................................................................32
The pronunciation of consonants...........................................................................33
The features of Action Research............................................................................52
Table of Collecting Data........................................................................................58
The Summary of Process of the Research..............................................................64
Summary of Research Implementation of Cycle 1 and 2......................................71
Research Findings..................................................................................................97
The Improvement of Students Achievement..102
The Sample of Students Achievement102

10

LIST OF APPENDICES

Appendix 1

Pre Research Observation

Appendix 2

Field Notes

Appendix 3

Observation Sheets of Teaching and Learning Process

Appendix 4

Transcript of Interview

Appendix 5

The Diary of Action Research

Appendix 6

Lesson Plan

Appendix 7

List of Students Name

Appendix 8

Result of the Study (Students Achievement)

Appendix 9

Photograph (Sample of Teaching and Learning Activity)

Appendix 10 Standard Competence and Basic Competence for Class V of

Elementary School
Appendix 11 Sample of Students Worksheet
Appendix 12 Letters of Permission

11

CHAPTER I
INTRODUCTION

Chapter I provides a description about background of the study, problem

statements, aims of the study and benefit of the study. In background of the study,
it introduces the reader toward the problem related to the scope of the study. It
exposes and describes about the fact that spelling and pronunciation are needed to
learn from the beginning. At the next section, it describes about the research
question which is summarized into problem statements. Then, the aims and
benefits of the study are also described in the last part of the chapter. Each section
is described as follows.

A. Background of the Study

English as one of languages used to communicate both oral and written,
has widespread throughout the world. In Indonesia, English plays an important
role to help the Indonesian people to face the globalization era. It is an opportunity
for people all over the world to prepare themselves to come along with this reality.
Education is one of fields which will be one of the main focuses on developing
and preparing the good human resource. Facing this fact, the Indonesian
government is aware about the importance of English to prepare the good human
resource which has skills to communicate using English better, so that it is applied
in education. Primarily, the Indonesian government decides that English is a
subject learnt from secondary school to university. After years, English is applied

12

in elementary schools from the forth grade until the sixth grade as a local content.
It is clearly stated in GBPP Muatan Lokal Bahasa Inggris (1994) cited in
Kasihani (2007: 1) that English lesson can be taught formally in elementary
schools as a local content. Temporarily, it is given at grade 4, 5, and 6. Nowadays,
English has invaded in every level of education in Indonesia, such as it is also
introduced in a kindergarten or even in a play group. It can be seen that English is
important to help the development of knowledge and technology, science, art, and
the relationship among countries throughout the world.
Teaching English for elementary school is directed to provide students
simple skill in expressing written and oral expressions in English. It also helps
them to obtain basic knowledge of English in order to have a better understanding
to learn English more at secondary school. Therefore, students are expected to
have language competence. Language competence is all skills and abilities which
are oriented for the using of language in a real life, such as speaking, reading,
writing, and listening. Since they are still young learners, they are expected to be
able to perform those competencies in a simple form. Thus, English lesson in the
elementary school is directed to develop those skills in order to gain graduates
who are able to communicate well. As stated in Standar Kompetensi dan
Kompetensi Dasar Tingkat SD/MI (2007) that the scope of English lesson in
elementary school covers communicative competence finitely in the school
context, including some aspects like listening, speaking, reading, and writing.
Furthermore, writing and reading skill are intended for supporting oral
communication learning. In writing skill, the learners are expected to write

13

English words properly, and it is still in the simple form matched with their needs.
For example, they study some vocabularies about fruits. In this context, they write
the names of fruit like an apple, an orange, a mango, etc., in the correct spelling.
Whereas, in reading skill, young learners are expected to read the English words,
phrase, or sentences aloud, with proper pronunciation. In other words, they are
expected to be aware and be able to pronounce correctly any written text.
Teaching English for young learners is mostly beginning from establishing
vocabulary, then, followed by teaching alphabet. Kasihani (2007: 49) suggests
that English alphabets have to be presented earlier to the children. For children,
the English alphabet is a totally new one, then there is a lot to learn, but it is clear
that every new symbol needs to be taught with its pronunciation. It means that the
teacher should present vocabularies which are followed by modeling how to spell
and pronounce the words correctly. It is therefore, teaching in elementary school
is oriented and emphasized on the language component first. These language
components are to support the writing and reading skill. It is as a base to
recognize and read the words with proper pronunciation.
Teacher needs to make students learn about spelling and pronunciation. It
is important to introduce spelling and pronunciation in the early age, especially for
elementary school students. There are some theories underlying it. First coming
from Schutz (2008) who says as follows:
In the absence of a good model and without guidance, the
learners will perceive, produce, and internalize words and
sounds of the target language based on the native language
sounds. For this reason, if not given emphasis at the very
beginning, pronunciation will never be acquired well. Since
pronunciation habits are formed early, it seems obvious that

14

it is at the point that the development of a good

pronunciation should be emphasized (p.10).
Meanwhile, Harmer (1991: 23) states that the teaching of pronunciation
aims to give students communicative efficiency. Furthermore, he explains that the
teacher need to be sure that the students can understand what they speak. They
need to be able to say what they want to say. This means that their pronunciation
should be at least adequate for that purpose. It is therefore, pronunciation should
be introduced from the early age. Beside the pronunciation, spelling is also
important to learn earlier. The ultimate goal in spelling instruction is to enable
students to spell correctly the words needed both in and outside school in their
present students status and later as literate adult (Horn in Petty and Jensen, 1980:
441). In addition, Hanna and his colleagues in Petty and Jensen (1980: 441) point
out that the ability to acquire and use the skills basic to written communication is
a requisite in modern society and indeed it is to some extent basic all forms of
human communication. This means that spelling ability is a fundamental factor to
be able to master written language.
In a daily life, pronunciation is also important. As a social human, people
always make socialization by having interaction with others. In the process of
interaction, they make conversation with each other, to share their opinion, etc.
People cannot ignore that interaction can run effectively when the people can
communicate each other communicatively. It deals with how people convey their
words. When people can pronounce the word appropriately, the others can accept
and appreciate what they mean. Meanwhile, when people cannot pronounce the
words using correct pronunciation, the other will be confused, and it can arise

15

miscommunication. This reality opens the teachers mind that how important
studying spelling and pronunciation earlier is. Then, it encourages the teacher to
introduce children how to spell and pronounce the English words accurately.
By knowing the importance of spelling and pronunciation, the teachers
have to concern on it. However, teaching spelling and pronunciation is not an easy
duty. The students themselves find out many difficulties when they spell and
pronounce the English words. It is a general problem often faced by many
students, without the exception of grade 5 students of SD Negeri Pojok 02
Tawangsari. It is not surprisingly that studying spelling and pronunciation is
difficult that causes the learners find errors. The learners errors of pronunciation
derives from various sources, such as a particular sound may not exist in the
mother tongue, some letters represent different sound, and different intonation
between students mother tongue and target language (Ur, 1996: 52). Burns and
Broman (1975: 361) state as to the difficulty of the words presented at a grade
level, words may vary greatly in the degree of difficulty for pupils. In addition, in
a survey of 500 adult students about what most difficult subject in English, shows
that pronunciation is a substantial majority (Haycraft, 1978: 55). Those encourage
me to do a research. Beside that, I am interested in doing a research which focuses
on improving students spelling ability and pronunciation awareness since the
students competence is still low in writing and reading the English words,
whereas spelling and pronunciation are two essential aspects of language
components that are needed to learn earlier, especially at the fifth grade of
elementary school students. In addition, they need innovation which facilitates

16

them to study spelling and pronunciation more easily and enjoyably. Through this
research, the students are expected to be able to write and read aloud the words
better than before.
Based on the phenomenon raised above, the study is suitably conducted
through an action research study. According to Kemmis and McTaggart in Burns
(1999:32) action research typically consists of a number of phases which often
recur in cycles. Action research usually does in the class to change and improve
the quality of teaching and learning process to be better. The problem that
becomes the focus of the study is that the students have low spelling ability and
pronunciation awareness. This problem is indicated through the following
indicators, which include competence and classroom situation point of view. From
competence viewpoint, I find some indicators dealing with the low of the
students spelling ability and pronunciation awareness. The indicators of problem
coming from spelling ability are: (1) when the teacher asked them to rewrite a
given word or sentence, they wrote it with incorrect spelling. For example, the
students asked to rearrange the jumbled letters into correct words, they cannot
rewrite it well; (2) students often made a lot of mistakes when they wrote words
involving double consonant letters such as aple, pineaple, bufalo, ofice, etc.
(3) students made transposition of letters such as from for form, gose for goes, gril
for girl; (4) students wrote a correct spelling of another word, such as the words
are tree, food, head they write three, foot; hat, etc.(5) when students took notes
from the whiteboard, their writings were incorrect. There were some missing
letters and or different letter made by students. It meant they wrote the words with

17

incomplete letters or changing the letters. For examples, they write dring, swep,
Sunday, etc. Meanwhile, from pronunciation viewpoint, there are 5 indicators of
problem which include: (1) students couldnt pronounce the words appropriately.
They often pronounced it by looking at its letters. For example, the word bag
pronounced /a/, potato /potato/, banana /banana/, and so forth; (2) students
pronounced or read the words and sentences flat, whether it was a question, or a
statement. They couldnt read sentences with correct stress and intonation; (3)
when the teacher asked students to read, their speed of reading was slow and their
voice was very low; (4) the students didnt do what the teacher asked them to do,
such as when they asked to read, they kept silent and looked at the teacher in a
long time; and (5) the students made a lot of mistakes in pronouncing the words
when the teacher asked them to repeat what the teacher said. For example, the
teacher said /ka:(r)/, the students said /ker/, the teacher said /bk/, the students
said /bok/, etc.
Regarding to classroom situation, there are some indicators of the
problem, namely: (1) when the teacher came to the class, some students were not
ready yet. They did not prepare the English book before teacher asked them to do
it; (2) during the lesson, some students especially boys, often asked permission to
the teacher to go to lavatory; (3) the students tended to be passive in the teaching
and learning process. They did not respond the teachers questions, and they did
not ask questions dealing with the material. Therefore, the learning situation was
not quite interactive and communicative; (4) the students made a noise in the
class, and some of them were sleepy. They did not pay attention to the teachers

18

explanation. Most of them talked with their seatmate, and some of them drew or
wrote something in their own book when the teacher explained the lesson. This
was out of the lesson being learnt at that time; and (5) the students were lazy to do
exercise or homework given by the teacher.
Furthermore, the problem derives from some causes which may come
from students side and teachers side. The possibility causes coming from the
students side is they consider that the teachers explanation for pronunciation and
spelling are boring (they have nothing to do in a learning process but to listen to
their teacher only). As there is no activity involving students participation, and it
tends to teacher-oriented rather than students-oriented, so the teacher does not
make the students learn by themselves. Beside that they live in a rural, so they are
less enthusiastic in learning English. It shows that there is no motivation in the
learning process. Therefore, they do not really know what they learn, and this
makes them consider that English is the most difficult subject and they will be
afraid whenever they meet the English class. Furthermore, they have a short term
memory problem or attention deficiency problem. Since it is different from
students mother tongue, they often forget how to spell and to pronounce the
words correctly. It means students find difficulty in memorizing the spelling and
pronunciation of words. Regarding to teachers side, the causes of the problem is
there are no enough media or facility to support the teaching and learning process;
it can be pictures, real objects, visual aids, etc. In addition, the teacher only gives
the examples of the words, utters it, and then asks them to repeat it once. The
students gain little chance to recognize the words and to repeat it more than once.

19

It shows that the teacher only brings the knowledge without giving experience to
the students to learn by themselves. Beside that the technique used is not quite
interesting for the children since the teacher often uses presentation technique.
The teacher inclines to explain the material without doing pace to make children
relax and avoid the boredom. This does not motivate the students to engage the
lesson. As the result, they will be noisy and do what they like. It means they need
more activities or exercises to practice their ability in spelling and pronunciation.
In this case, the teacher should create some activities that stimulate students to be
active and excited to study. This is the duty of the teacher to organize the
technique of learning spelling and pronunciation more motivating and suitable for
elementary level. Therefore, in this research I propose a technique which can be
used to improve students spelling ability and pronunciation awareness, namely
tactile and kinesthetic resource.
After finding the causes of problem, I consider that the main cause is on
the technique used. Then, I determine that the solution to overcome the problem is
by using tactile and kinesthetic resource. Therefore, the research focuses on the
improving students spelling ability and pronunciation awareness using tactile and
kinesthetic resource (T&K R). T&K R is certain materials which are conducted
by involving students touching and movement. It deals with out of seat activities.
There are various kinds of tactile and kinesthetic resources, which include
learning circle, task cards, flip chute, pic-a-hole, bookgames, and electroboard.
The main reason of using T&K R is it motivates the children to learn
English, especially spelling and pronunciation, since this technique considered as

20

gamelike qualities. Motivation is the key factor of second language teaching.

When students have high motivation to learn, they will learn excitedly and
naturally without forced by anyone. Certainly, children will enjoy while using
T&K R, to learn spelling and pronunciation. Second, this resource responds to
individuals sociological preference because they can be used alone, in pairs, or
with a group. The third characteristic is it involves students participation actively.
It is applied by making use of students movement and belongs to hands-onactivities. Beside that, it offers more perceptual concrete, and easy to do by the
students. It insists all students to participate in the learning activities, so it
encourages the shy students become brave and show up their ability. Therefore,
the English class will be fun, active, and more interesting. Next, it concerns with
childrens characteristics since this technique is primarily directed to facilitate the
children to learn English more easily and enjoyably. According to Halliwell
(1992: 3) children like to take great pleasure in finding and creating fun in what
they do. This technique provides many chances to the students to participate and
involve in the learning activity. Furthermore, it will make them more confident in
attempting the sound of foreign language and they are also delighted in playing
with sounds. The last characteristic is that T&K R is both technique and material,
so it will be easier to conduct for young learner. As stated before, there are various
kinds of T&K R, used as a material to teach spelling and pronunciation. Each of
the materials has their own sequence activities, which represents the application of
the technique. All of them are self-corrective. It means the students learn by
themselves and realize their own answer, whether or not it is correct. It is

21

emphasized that T&K R is the technique providing some materials which includes
touching and moving activities. Therefore, there is a balance between students
brain and their motor coordination. Undoubtedly, T&K R stimulates as well as
motivates the students, so that they can enjoy learning spelling and pronunciation.

B. Problem Statements
Based on the background of the study, it focuses on how the technique of
improving students spelling ability and pronunciation awareness can be achieved.
Therefore, the problem statements are as follows:
1) Does and to what extend tactile and kinesthetic resources improve
students spelling ability and pronunciation awareness?
2) How is the class situation when tactile and kinesthetic resource applied
in the English class?

C. Aims of the Study

Based on the problem statements above, this research is conducted in order
to fulfill the following aims:
1) To identify whether and to what extend tactile and kinesthetic resources
improves students spelling ability and pronunciation awareness.
2) To describe the class situation when tactile and kinesthetic resource is
applied in the English class

22

D. Benefits of the Study

The research always desires to provide benefits which are useful for the
others that are related to the scope of the study. This research is expected to
contribute:
1) The writer
For the writer, this research contributes a useful experience. The result
of this research can be used as a reflection dealing with the writers
duty as a teacher in SD Negeri Pojok 02. The writer knows whether or
not the students enjoy and improve themselves, especially on spelling
and pronunciation.
2) Teachers
The English teachers are expected getting a better understanding about
how to teach spelling and pronunciation by implementing tactile and
kinesthetic resource. It means that they obtain new idea in handling
teaching spelling and pronunciation, and can apply it much better in
the teaching and learning activity. The research finding is also
expected to ensure and encourage the teacher that they can do
innovation to refresh their teaching, for example by trying other
techniques to make an English lesson more interesting.
3) Teacher Training and Education Faculty
It is expected that the finding of the research can produce the next
generation who is innovative and creative in teaching English. It also
can increase and enhance education in Indonesia, which is originally

23

promoted by teacher training and education faculty as a formal place

for anyone to have knowledge and education, exactly an English
teacher. Beside that, it is hoped can be a good consideration and input
for teacher training and education faculty, especially English
Department to introduce this teaching technique found in the research,
in the syllabus as one of the topics to be learnt.
4) Other Researchers
It is expected the finding of research can contribute input about the
importance of doing action research to solve certain problems in
different situation. By doing the research directly, people can gain
experience and insight about the application of tactile and kinesthetic
resources in school.

24

CHAPTER II
LITERATURE REVIEW

The research is about improving students spelling ability and

pronunciation awareness through T&K R. Therefore, the research is supported by
some theories that are used as a framework of theory in doing the research. In this
chapter, there are some theories related to the scope of the research, which include
young learners, spelling, pronunciation, learning style, and T&K R. Each theory is
described as follows:

A. Young Learners
1. The Nature of Young Learner
The teaching of English to young learners has become especially
important in recent years. One reason for this has been the introduction of primary
English as a Foreign Language (EFL) teaching in a number of elementary schools,
even kindergartens or playgroups. However, early learning of foreign language is
not aimed at achieving the sort of complete mastery, which would allow the pupil
to move on a different foreign language or another subject at the end of primary
schooling (Brewster, Ellis, and Girard., 1992: 47). Therefore, the teaching
approach required for young learner is obviously different from that for adults.
According to Scott and Ytreberg (1992: 1), children are classified into two
groups: five to seven years old and eight to ten years old. Each group has their
own level. Level one consists of children at the age of five to seven, while

25

children of eight to ten belong to level two. Both of these levels assumed as
beginner stage. Piaget in Kasihani (2007: 6) identifies four types of cognitive
development, namely: (a) sensorymotor stage (0-2 years old); (b) preoperational
stage (2-8 years old); (c) concrete operational stage (8-11 years old); (d) formal
stage (11-15 years old). Children learn English at elementary school starting from
the forth or fifth years. It means they are in the concrete operational stage.
Therefore, they need much illustrations, models, pictures, etc.
2. The Characteristics of Young Learners
Young learners do not come to the language classroom empty-handed.
They bring with them an already well-established set of instincts, skills, and
characteristics that help them to learn another language. In relation to this, Scott
and Ytreberg (1990: 1-2) state some special characteristics of children depend on
their groups. There are eight characteristics of five to seven years old. They are as
follows:
At their own level, children can:
1. talk about what they are doing
2. tell what they have done/heard
3. plan activities
4. argue something and tell you why they think what they think
5. use logical reasoning
6. use their vivid imaginations
7. use a wide range of intonation patterns in their mother tongue
8. understand direct human interaction
Children at the age of five to seven are little children, while children of
eight to ten are relatively mature children with an adult side and a childish side. It
is proved by their characteristics listed by Scott and Ytreberg (1990: 3-5):
1. their basic concepts are formed. They have very decided views
of the world.

26

2. they can tell the difference between fact and fiction.

3. they ask questions all the time.
4. they rely on the spoken word as well as the physical word to
convey and understand meaning.
5. they are able to make some decisions about their own learning.
6. they have definite views about what they like and dont like
doing.
7. they have a developed sense of fairness about what happens in
the classroom and begin to question the teacher decision.
8. they are able to work with others and learn from others.
In general, children have a very short attention and concentration span
(Scott and Ytreberg, 1990: 2). They could not concentrate well in a long time as
they are easy to feel bored. Therefore, the language learning should involve their
participation and the task given should be short, varied, motivating, interesting,
and offering concrete perceptual support.
To support the previous theories, there are some other characteristics of
young learners, mentioned by Halliwell (1992: 3-8), namely:
a) Children have ability to grasp meaning.
They are already very good at interpreting meaning without necessarily
understand the individual words. It means they are able to understand
what is being said to them even before they understand the individual
words. Intonation, gesture, facial expressions, actions, and circumstances
are all the things that help to tell them what the unknown words and
phrases probably mean.
b) Children are creative enough in using limited language sources.
This implies that they are creative with grammatical forms. They are
also creative with the concepts. Children also create words by analogy,

27

or they even invent completely new words which then come into the
family vocabulary.
c) Children have capacity for indirect learning.
Children sometimes seem to notice something out of the corner of their
eyes and remember it better than what they were actually supposed to be
learning when teacher controls an activity fairly closely. At this
situation, teacher should take and create language activities involving
childrens participation, such as guessing. It is indirect since the mind is
engaged with the task and is not focusing on the language.
d) Children have instinct for play and fun.
They take great pleasure in finding and creating fun in what they do.
e) Children delight in imagination and fantasy.
They test out their version of the world through fantasy and confirm how
the world actually is by imagining how it might be different. The
capacity for fantasy and imagination has a very constructive part to play
in the language classroom.

B. Spelling
1. The Spelling System
The higher the spelling inconsistency is, the more negative the influence
on pronunciation will be (Schutz, 2008). However, the English spelling does not
serve a guide to pronunciation. On the contrary, it can often be misleading. It is
since spelling is the writing of word or words with all necessary letters and

28

diacritics present in an accepted standard order (A Wikimedia Project, 2008). It is

one of the elements of orthography and a prescriptive element of language. Most
spellings attempt to approximate a transcribing of the sounds of the language into
alphabetic letters. Therefore, it is important to emphasize that the spelling of a
word is not always an accurate guide to how it is pronounced. Similarly, the
pronunciation of a word is not always helpful when working out how the word
should be spelt.
From a linguistics perspective, English spelling is based on the alphabetic
principle (Petersen and Hayden, 1961: 202). In alphabetic writing system, letters
are used to represent speech sounds or phonemes. For example, the word pat is
spelled with three letters: p, a, t; each representing a phoneme, respectively: /p/,
//, /t/. According to Kenworthy (1987: 94-96) there are five basic features of
language spelling systems, namely:
a) Feature 1
The English writing system is an alphabetic one. It follows the
convention that there is a correspondence between letters and individual
sound. However, unlike the spelling system of some other languages
which use an alphabet, several of letters in English can have more than
one value sound. So, there is not always a strict one-to-one
correspondence between sound and letter. Some letters do have only one
value called single valued (e.g. d, p, and m); some letters can have
two or more values called multi valued (an example is c which
represent the sound in cat or the sound in city).

29

b) Feature 2
In the English spelling system, a root or base is always spelled the
same. Each root or base has a unique spelling. This feature makes
English spelling a highly visual system in the sense that reader can
very easily recognize related words. For example, when a person sees
the word photogravure, he or she will immediately recognize the root
p-h-o-t-o and know that this word is somehow related to photograph,
photography, or photographic, even though the person has never seen
the word before.
c) Feature 3
Some of the symbols used in the writing system are combinations of two
or more letters from the alphabet. It is called composite symbol. The
composite symbol can be single-valued or multi-valued too. For
instance, -ph-represents the sound in /f/ as in fish, phase, phone, etc.; th- can represent 2 sounds: the one in thick or the one in three.
d) Feature 4
Some of the symbols are used to signal something about another symbol.
It means that they have no sound value themselves when they are
functioning in this way. The clearest example is the letter e at the end
of a word; it tells the reader something about the value of preceding
vowel letter or consonant. In the word feet, it signals that the preceding
e is pronounced as /i:/. In ice, it signals that the letter c is
pronounced as /s/.

30

e) Feature 5
Position and surrounding are extremely important in the English system.
When position and surroundings are taken into account, some very
regular pattern and sound values for letters emerge. For example, wh
can only occur at the beginning of word; ng can only occur at the end.
Moreover, there are also certain features of the English spelling systems
that may be new to the learners. Fitzpatrick (1995: 17) outlined them broadly as
follows:
a) By contrast with some spelling systems, the English one is not generally
phonetic as one letter does not always represent only one sound.
Compare, for example, the pronunciation of p in the words stop and
phone.
b) It is largely alphabetic system, and the learners therefore have to
decipher the various letter combinations that represent given sound in
order to reproduce them. As the example above, one letter may have
more than one value.
c) Patterns can be established from the way a basic word is built up with
prefixes and suffixes, as in the following example of the letter a:
act, action, react, reaction, interaction (pronounced //)
part, depart, department, partly, particle (pronounced /a:/)
d) There are a few oddities that the learner will be faced with, such as the
fact that certain vowel combination have more than one pronunciation
pattern; consonants can join together to form one sound only; some

31

letters are pronounced or silent depending on their position in a word;

and some letters have no phonetic value, but act as silent modifiers.
2. The Spelling Program
Some spelling programs are based on the theory of social utility; that is,
the words are selected on the basis of their importance in the different spelling
activities of life (Burns and Broman, 1975: 359). Horn in Burns and Broman
(1975: 361) suggested the following criteria for introducing the basic word in the
spelling program:
a) The most important words should be introduced in the
beginning grades and those of lesser important in the
later grades.
b) The simplest words should be introduced in the
beginning grades and the more difficult words in the
later grades.
c) Those words that are used often or needed in the
curriculum activities of children should be introduce
when appropriate.
Justification for the social utility approach to selection and grade
placement of words is evident when two factors are considered:(1) the
permanence of the words, and (2) the amazingly small number of words used in
the average person writing vocabulary.
Careful attention should be directed toward the content of the spelling
program. The method of determining spelling content is to base the entire spelling
program solely upon the words for which children have an immediate need
(Petersen and Hayden, 1961: 202). For example, if a class is studying
things/objects in the classroom (surrounding the classroom), the words needed to
be spelled will probably include whiteboard, chalk, table, chair, map, eraser, ruler,

32

etc. It is then, becoming the content of spelling program for that week and no
standardized list is used. Furthermore, it presents that this type of spelling
program offers three advantages: (1) all children are taught the words which they
probably will use most frequently in their writing; (2) spelling is integrated with
other curricular areas by using words derived from immediate classroom needs;
and (3) the use of the supplemental list provides opportunity for the
individualization of the spelling program according to specific needs and abilities.
A good spelling program includes enrichment activities for children who
learn spelling words easily and who make few spelling mistake in writing. The
activities during the learning process can involve visual, auditory, tactile, and
kinesthetic imagery. Thus, the pupils will not lose interest and the teacher will not
waste instructional time.
3. Spelling in the School Curriculum
In most school, the systematic program of spelling instruction usually
begins in the second grade. It does not mean that many first grade children do not
acquire a fairly extensive spelling vocabulary. However, this is the result of
instruction in reading and handwriting rather than the formal teaching of spelling.
In a first grade handwriting lesson, for example, the teacher is actually developing
spelling ability as the teacher names each letter and writes it on the board for
children to copy. The children will have memorized the sequences of letters and
thus spell the words. It is therefore, a systematic program in spelling begin in the
second grade that is at grade 4-6 (Petersen and Hayden, 1961: 203).

33

Most students of elementary school less confidence and getting frustration

when they learn something new that they feel difficult, like learning spelling.
When it does so, they will not enjoy in engaging the lesson, and even they feel
afraid and consider it as something like specter. To eliminate students frustration,
the teacher can build childrens self-confidence by: (1) making sure that each
child has a definite and efficient method of learning; (2) teaching words that are
necessary for the childrens writing; (3) making certain each child recognizes his
or her progress in learning new words; (4) making spelling instruction meaningful
and interesting, and (5) developing in each child an interest in language and a
desire to spell and use words correctly.
a. Goal of the Instructional Program
The basic goal of spelling instruction is to teach children to spell correctly
all of the words they write. Petty and Jensen (1980: 442-443) said that the
objective of every spelling program should be stated in terms of attitudes, skills,
or abilities, and a desire habits, as shown here:
I. Attitudes
Each child should:
1) Recognize

the

necessity

for

correct

spelling

in

effective

communication.
2) Show a desire to spell all words correctly.
3) Believe that spelling correctly is something he or she can accomplish.
II. Skills and abilities
Each child should be able to:

34

1) Recognize all the letters of the alphabet in capital and lowercase

forms in both printed and hand written materials.
2) Write all the letters of the alphabet is a legible manner in both capital
and lowercase form.
3) Alphabetize words.
4) Hear words accurately as they are spoken.
5) Pronounce the words clearly and accurately
6) See printed words accurately
7) Group and connect the letters of a word properly.
8) Use punctuation elements that are necessary for spelling.
9) Use a dictionary including diacritical markings and guide words.
10) Pronounce unfamiliar words properly.
11) Use knowledge of sound and symbol relationship.
12) Use knowledge of orthographic patterns that recur in English.
13) Use the most effective spelling rules
14) Use the effective procedures in learning to spell new words.
III. Habits
Each child should habitually:
1) Proofread all writing carefully.
2) Use reliable sources to find the spellings of unknown words
3) Follow a specific study procedure in learning to spell new words.

35

b. Spelling Rules
The spelling program should provide a list of basic words for the
elementary grades. The list accommodates individual pupils needs and challenges
according to their ability. In this case, the teacher must adjust the list of spelling
words to fit the needs and abilities of learners. Adjustment should reflect the
relative importance of the words in the basic list for a specific grade level or for
the school. Dealing with this, Lamb in Burns and Broman (1975: 367) presents
five spelling patterns often recommended by linguist for studying by elementary
school children. They are as follows:
Pattern
C-V-C (short vowel)
C-V-C + e (long vowel, silent e)
C-V-V-C (long 1st vowel)
C-V + r (controlled, preceding vowel)
C-V (long vowel)

Example
cat, drip, dent
save, drove
rain, leaf, coat, need
far, bird, clear
go, be, by

Exceptions
love, give, come, have
relief, break
heard, burn, third
to, do, too

Table 2. 1. Spelling patterns

Teaching rules to which there are many exceptions, particularly with
respect to the words children most often need to spell, has proven to have little
value. Horn in Burns and Broman (1975: 375) suggests some rules that have few
exceptions and thus are practical value, namely:
Words ending in silent e usually drop the final e before the addition of
suffixes beginning with a vowel, but they keep the final e before the
addition of suffixes beginning with a consonant (make making; time
timely).
Words ending in a consonant and y change the y to i before adding all
suffixes except those beginning with i. The y is not changed to i when

36

adding suffixes to words ending in a vowel and y, or when adding a suffix

beginning with i (busy busily; stay stayed; enjoy enjoying).
One-syllable words and words accented on the last syllable, if they end in a
single consonant preceded by a single vowel, double the final consonant
when adding a suffix beginning with a vowel (run running; begin
beginning).
The letter q is always followed by u in common English words (quite,
quiet).
English words do not end with v (believe, give).
Proper nouns and most adjectives formed from proper nouns should begin
with capital letters (France).

C. Pronunciation
1. The Nature of Pronunciation
Language is humankinds distinctive feature. Whether people think of
rationality or sociability, they are thinking of language. It is language that makes
human different from other species. Speech is therefore the basic form of
language. This leads to the conclusion that speech should be emphasized on
second language teaching (Hammerly in Schutz, 2008). Pronunciation is the part
of speech. People need to be able to say what they want to say. This means that
their pronunciation should be good and adequate that purpose. Pronunciation is a
substantial majority of English language since it is the way a word is usually
spoken, or a manner in which someone utters the word (A Wikimedia Project,

37

2008). Moreover, Diah Kristina (2006: 1) defines that pronunciation is the act or
manner of pronouncing the words; utterance of speech. In other words, it is a way
of speaking a word, especially a way that is accepted or generally understood. It
entails the production and reception of sounds of speech and the achievement of
the meaning. In the English alphabet, there are 26 letters but there are many more
sounds in the English language. This means that the number of sounds in a word
is not always the same as the number of letters. For example, the word cat has
three letters and three sounds, but the word catch has five letters but still only
three sounds. It can be illustrated as follows:
CAT is written - /k t/

CATCH is written - / k t/

In CATCH the three letters TCH are one sound represented by one symbol /t/.
2. Pronunciation Awareness
Awareness means having knowledge of or bearing in mind, whilst
pronunciation is the way the words uttered (A Wikimedia Project, 2008).
Therefore, pronunciation awareness means having knowledge of utterance of
speech or understanding of the way the words uttered/spoken. It is dealing with
the awareness of basic features of English pronunciation, which include sounds,
stress, and intonation. This indicates that people should be aware with the sound
of language, where the words stressed, and how the intonation of statements,
questions, or commands. Therefore, the hearer will understand the speakers
intention, and the message will be delivered. Furthermore, Szynalski (2008) state
that there are 3 levels of English pronunciation, as follows:

38

Level 1
People often do not understand what you want to say.
You use the wrong sounds in English words.
Level 2
People understand what you want to say, but it is
unpleasant to listen to you.
Level 3
People understand you, and your English is pleasant
to listen to. This level is called good pronunciation.
Good pronunciation does not mean that people could
speak with perfect American or British accent.

In addition, there are 5 points of grading the criteria for oral exam (Jane
and Brave, 2008: 2). They are as follows:
A (8.5 10) very good pronunciation, clear and intelligible, students
approximate target pronunciation with very few noticeable errors.
B (7.0 8.4) generally good pronunciation, but with some noticeable errors
(for example, consonant pronounced at the end of words, nasal ms and
ns pronounced as consonants, lack or required links, etc.)
C (6.0 6.9) some frequently repeated errors.
D (5.0 5.9) several words are difficult to understand.
E (< 5) very difficult to understand.
The primary goals of pronunciation training are intelligible speech and
effective communication not nativelike pronunciation. Although pronunciation
courses vary in their duration, focus, and scope, most classes build awareness, an
essential component of any habit change. Therefore, students need to know what
they want to change before they can change it. It deals with pronunciation
awareness, an ability to understand the process of sound perception and
production applicable to the language. It means the students should be aware how

39

the words are pronounced appropriately. In gaining pronunciation awareness,

students should learn the significant features, rules, and guidelines for
pronouncing English (Miller, 2000). Thus, pronunciation deals with sounds,
phonemic symbol, vowel, consonant, word stress, etc. Furthermore, Danchenko
(2008) states that to build pronunciation awareness, students should (1) notate and
use items from a written source, (2) practice reading it, and (3) read it to their
partner in class. It indicates that students be aware of how the words or sentences
sound, and then concentrate on its meanings. They also need to practice a lot how
to read the words or sentences. In addition, to provide a lot of repeating, most
pronunciation experts also recommend the use of body movement to internalize
the sound patterns of English (Miller, 2000). It is emphasized that in improving
pronunciation awareness, it does not mean that the students will pronounce like a
native, but simply, it prepares them for future pronunciation changes to be better.
3. Features of Pronunciation
a. Speech Sound
According to Haycraft (1986: 57), the most important parts in the mouth
for the production of sound consist of: a) nasal cavity. It is a central in the
production of specific consonants and vowels. All forms of Standard English have
24 consonants and 20 vowels (long vowels, short vowels, and diphthongs); b)
alveolar ridge: It is a part of the roof of the mouth that contains the roots of the
teeth (Lehman, 1983: 42). It is a hard ridge that can be left behind upper incisors;
c) hard palate. It is a hard bony structure in the front part of the roof; d) velum. It
is the roof of the mouth from uvula toward the lips which do not cover the

40

underlying bone. This is the continuation of the palate in the back of the mouth,
and e) the tongue, which is divided into four parts: tip, front, center, and back.
b. Phonemes
Phonemes are the different sounds within a language. The use of one
sound may change the meaning of the word. Take one example, the word live /I/,
and leave /i:/. English phonemes are divided into two features, that is, vowels
and consonants.
c. Vowels
Phonetically, the meaning of vowel is a sound which is produced without
audible friction or blockage in the flow of air along the central line of breath from
the lungs through the mouth. All the vowels are typically voiced. Vowel has two
significant characteristics or feature, that is, quality and quantity. The quality of
vowels is determined by the particular configuration of vocal tract. Different part
of the tongue may be raised or lowered. The lips may be spread or pursed. The
quantity of vowel sound shows the duration or pitch and loudness. For example,
/i:/ and /I/ are two sounds that differ either the quality or the quantity of vowel.
The shape and resonance chamber are determined by the position of the tongue
and lips. The tongue helps in forming the resonance chamber in two cases: (1) the
height of raised tongue, and (2) the part of raised tongue. The height of raised
tongue consists of close, half close, half open, and open, whilst the parts of raised
tongue consist of the front, the central, and the back. The position of vowel can be
seen in the diagram below:

41

Front

Central

Back

/i:/ /I/

Close

/u:/
//

Half Close
/e/
/:/
//

/:/

Half Open
//
//

//

Open

/ :/
Diagram 2. 1. Representation of the position of English vowels
The horizontal line shows the height of raised tongue. The vertical line shows the
parts of the tongue, that is front, central, and back. There are four classifications
of the height of raised tongue: close vowel, half-close vowel, half-open vowel,
and open vowels. Vowel also classified based on lips position, that is, unrounded
and rounded vowel.
The basic features of vowel pronunciation can be seen in one-syllable
words that have the shape (Consonant) + Vowel + Consonant (C-V-C). In such
word, the middle vowel has a consistent pronunciation, as the table below:
a

//

at, bat

//

egg, bet

/I/

it, bit

o
//
odd, cot

Table. 2. 2. The basic vowel patterns

42

//

up, cut

Beyond the basic vowel patterns are those that involve a modification of
the original vowel sound, depending either on the word-ending or a letter
combination within the word. These can be divided into groups according to the
modifier. They are: (1) ending modifiers (the silent e ; the magic y ;
the -le modifier); (2) internal modifiers (the radical r ; the troublesome w
; the lazy l ); and (3) invisible modifier (the y sound). The examples of
these modifiers can be seen as follow:
Groups of modifier
silent e
magic y

Original sound
hat // ; cut //

-le modifier

tab // ; not //
ten /e/ ; run //

radical r

tin /I/ ; pond //

troublesome w

net /e/ ; cot //

lazy l

bad // ; cot //

Modified sound
hate /eI/ ; cute /u:/
tiny /aI/ ; pony //
table /eI/ ; noble //
term /:/; turn /:/
new /u:/ ; cow /au/
ball /:/ ; cold //

Table 2. 3. The modified vowel patterns

d. Consonants
Consonant is described in terms of physical dimensions, that is,
positioning the tongue, lips, and teeth in order to modify the passage of air
through the mouth. Most consonants have only one sound value. They are b, d, f,
j, k, l, m, n, r, v, z. It is important to note that the pronunciation of these letters
does not vary even when they are doubled, for example: happy, middle, hotter,
etc. However, as well as their normal sound value, some consonants may also
appear as silent consonants. They may be silent at the beginning of a word, within
it, or at the end. Here are some examples of silent consonants:
Letter
b
c
d
g

Beginning

gnome, gnaw

Internal
doubt, debt
scissor, muscle
Wednesday
sign, daughter, thought

43

End
climb, lamb
bridge
sing, belong

h
k
l
n
p
r
s
t
w

hour, heir
knew, knee

rhyme, ghost, daughter

talk, half, would
column, autumn

psychology

write, wrong

cupboard, receipt
more, part
island
watch, listen, often
answer, sword, two

teacher

yellow, saw

Table 2. 4. The pronunciation of consonants

Consonants are classified into three parts: (1) according to the position of the
vocal cord (voiceless and voiced); (2) according to the place of articulation
(bilabial, dental, alveolar, palatal, velar, labiodental, and glottals); (3) according to
the manner of articulation (stops, affricate, fricative, nasal, liquid, and glide).
These can be represented as a diagram below:
Diagram 2. 2. Classification of consonant

Manner of Articulation

fricatives
affricates
nasals
liquids
glides

p
b
f
v

q
d

Palatal

Alveolar
t
d
s
z

Glottal

voiceless
voiced
voiceless
voiced
voiceless
voiced
voiceless
voiced
voiceless
voiced
voiceless
voiced

Velar

stops

Interdental

Bilabial

Labiodental

Place of Articulation

k
g

l
w

n
r
y

Some consonants when combined with the letter h undergo changes in

their original sound value. These changes can be either fixed or variable. First, the
letters p and s undergo a permanent change when they are combined with h.
The ph is pronounced as /f/ like in the word telephone; while the sh is

44

pronounced // as in shop. Second, the combination ch has 2 possible

pronunciations, that is, /t/ and /k/ sound as in kitchen and headache. Third, the
combination gh at the end of a word that can be silent (e.g., high), or pronounced
as /f/ as in rough. Next, the combination th can be pronounced as /q/ or /d/ as in
brother and bath. Last, the combination wh is usually silent as in wh-questions
(what, when, etc); but it can be silence the w with the help of the letter o as in
who, whose, etc.
e. Word Stress
Word stress is an important part of pronunciation since it is used to
highlight certain syllables. Fortunately, the primary stress in most English words
is on the first syllable.
Window

Market

London

Beautiful

Hospital

This is also applied to genuine compounds:

Bookshop

Post office

Sitting room

Words borrowed recently from other language often have stress on the last
syllable:
Cigarette

Magazine

Hotel

Address

Shampoo

When a word is stressed, three things tend to happen (Brewster, et al.,

1992:86). They are as follows:
1. the stressed word sounds slightly louder than others
2. the vowel in the stressed word is clearly pronounced
3. tends to sound longer

45

f. Intonation
Intonation is referred as speech melody (Brewster, Ellis, and Girard,
1992: 88). Some of the most important functions of intonation in English are to
help the most strongly stressed word in a sentence; to show the grammatical
function of what is being said, for example whether something is a statement or
question; and to show feelings and emotions.
There are two kinds of intonation patterns, namely falling tone and raising
tone. The most usual intonation pattern in English uses a falling tone. This is used
to make a short statement, a questions with words such as who, what, why, etc.,
command, and exclamation to show surprised or anger. Whilst, the raising tone is
used to make a request, a question from statement, in yes/no question, and in
clauses/phrases that come before the main clause.
g. Phonemic alphabet
Phonemic alphabet does simplify the relation between spoken and written
English. Furthermore, it provides a reliable visual connection to the spoken
language. Each phoneme is visually identified by its symbol. Phonemic symbol
looks intentionally different from regular characters to avoid interference in
writing. Phonemic alphabet is always enclosed in slashes to distinguish it from
conventional orthography. Thus, it can be captured the fact that it perceives all of
the words as having the same vowel by transcribing them, for example: pea /pi:/,
see /si:/, me /mi:/, and key /ki:/.

46

D. Learning Style
1. The Nature of Learning Style
Learning styles are the manner in which peoples brain learn and store
information (Burbine, 2002). It is the way an individual characteristically
acquires, retain, and retrieves information. In line with this, Vernon (2008)
described learning style as the more or less consistent way in which a person
perceives, conceptualizes, organizes, and recalls information.
There are also some definitions given by expert. Learning style is defined
as the manner in which students of all ages are affected by sociological needs,
immediate environment, physical characteristics, emotionally and psychological
inclinations (Carbo, Dunn and Dunn, 1991: 20). Meanwhile, Orlich et.al. (1998:
163) defines learning style as cognitive and psychological traits that learners
exhibit as they interact in the classroom.
In short, learning style determine the preference of the students of how
they learn something, affected by internal (genetic) and external (environment)
factors, as well.
2. Kinds of Learning Style
According to Bandler and Grinder (2008), there are four learning styles:
students may prefer a visual (seeing), auditory (hearing), kinesthetic (moving), or
tactile (touching) way of learning. These influenced by their genetic make up,
their culture, and the society they live in. Each person is born with tendencies
toward learning styles. So, there is no right or wrong learning style.

47

The data of Perceptual Learning Style Preference Survey published by

Reid (1987) show that most ESL students in Indonesia preferred tactile and
kinesthetic leaning. This is supported by Brewster, Ellis, and Girard (1992: 114)
which state that active participation by the pupils (leaning by doing) is a great
activity and must contribute to the general aim of English lesson in primary
teaching and is also important criterion for selection of materials. Tactile learners
are students who learn best through their sense of touch, such as using their hands
and finger (Carbo, Dunn and Dunn, 1991: 146). They learn best by writing,
drawing, taking notes, and involving their emotion and feeling while learning.
Kinesthetic learners are students who learn best through movement or doing
something (Kelly, 2000). They are naturally good at physical activities. They
enjoy and learn well when activities are varied during a class period. It means that
movement includes learning while doing, being involved in learning activity and
learning while standing up, or using the large arm muscles.
There are some characteristics of tactile and kinesthetic learners listed by
(Dunn and Dunn, 1991: 22), as follow:
Touch

and

movement

Memorize or learn by heart

are

important

with walk and see

Learn by imitation and practice

Mostly use gesture

Love games

Use the fingers as indicator in

Impulsive

reading

Remember what was done

Respond to physical attention

48

E. Tactile and Kinesthetic Resources

1. The Nature of Tactile and Kinesthetic Resources
Insight from brain research on the essential role of physical movement can
enhance learning in the ESL classroom. Hannaford in Reid (1998: 31) states that
movement impacts learning by waking up the brains and preparing them for
incoming information. Hannaford also emphasized that physical movements not
only strengthen the body but are crucial to brain and nervous system development,
and are vital for maintaining alertness and learning readiness (1995: 31). As
reported by the teachers of elementary school that children could improve their
ability in listening, writing, and reading, after the teachers apply some activities
involving students movement.
Most learning in the early years after birth is a result of touching, feeling,
moving, and experiencing. Piaget in Kasihani (2007: 7) states that the way of
childrens thinking grows up and develops through their direct involvement with
objects or environment surrounding them. The direct involvement here can be
applied through tactile and kinesthetic resource. Tactile and kinesthetic resource
provides some materials conducted through students physical movement. Tactile
and kinesthetic resource should be developed and incorporated into regular
instruction for those who are having difficulty learning to read. Learning to read is
dealing with some aspects of reading, like spelling and pronunciation. Both of
these aspects can be improved by using tactile and kinesthetic resource since this
technique provides some assistance visual materials, which can be implemented to

38

some activities. Certainly, the activities are involving students touching and
movement.
2. Tactile and Kinesthetic Learners Responsive to Tactile and Kinesthetic
Resources
Tactile and kinesthetic materials can be used anywhere in the instructional
environment. They respond to individual preferences for quiet sound, low or
bright light, an informal or formal design, and warmth or cool, while learning. In
fact, because they can be moved easily from one section of the room to another,
children who require variety many alternate how they use such resources.
Because of their gamelike qualities, the resource tends to be motivating to
students who previously have been unsuccessful academically. Learning occurs
rapidly when information is understood, absorbed, translated into another form,
and then applied. Thus, it is important that the young learners to whom tactile and
kinesthetic resource is assigned are positive about them. Therefore, are willing to
follow directions for their use, case, and replacement. If they begin to enjoy
learning, through a hands-on approach, they will become persistent and will
continue using materials until they have achieved the stated goals outlined for
them.
Tactile and kinesthetic resource is various materials used as a resource to
maximize tactile and kinesthetic learners. The teacher makes use of tactile and
kinesthetic resource to improve students spelling and pronunciation ability
(ability to read). According to Carbo, Dunn and Dunn (1991: 147) there are
various kinds of tactile and kinesthetic resources, namely learning circles, task

39

cards, flip chutes, pic-a-holes, electroboard, and bookgames. Each kind of

resources can be applied to teach students to read. Thus, the teacher can choose
one of the resources freely since there is no rule to choose those resources; only
one or more than one. Teachers use many different ways to teach children to read;
they read to them and let them hear and see words and sentence simultaneously;
they explain how to combine the sounds of letters to form words; they describe
how different groups of letters from word families; and they use familiar, real
experiences that are described verbally as the basis for initial decoding
experiences. These activities will be more interesting by applying the tactile and
kinesthetic resources.
3. The Direction and Procedure of Tactile and Kinesthetic Resources
LC and PAH are two kinds of tactile and kinesthetic resources used in this
study. According to Burn and Burn (1991: ), the direction and procedures of each
resources are illustrated below, as follows:
a. Learning circle
The direction of constructing learning circle:
1) Cut poster board into circles or any shape related to the topic being
taught.
2) Boldly print task content on the front side of the card and self
corrective (color-code or shape-code) answers on the back side of the
card.

40

3) Laminate before cutting each card into the parts which separate the
task from the answer, then package, organize, and label card set for
storage.
The procedures of learning circle:
1) Begin by pointing the words/sound symbols attached on the learning
circle.
2) Model the spelling/the sound symbol and ask the learners to repeat it.
3) Take off the words cards/sound symbol cards
4) Invite the learners to the learning circle and say the word
5) Let the learners to choose the correct spelling/sound symbol have been
prepared in the form of cards.
6) Ask the learners to attach it with push pin in the edge of learning
circle.
7) Let the learners to check the answer by moving back the learning circle
and seeing the code on it.
b. Pic-a-hole
The direction of constructing pic-a-hole
1) Cut a colorful pieces poster card 24-3/8 inches by 6-1/2 inches
2) Measure and mark the cardboard (on the wrong side) to the dimension
given. Use a boll point and score the lines heavily.
8 inches

8-1/8 in.

8 inches
5 inches
1 3/8 inches

41

3) Remove the shaded areas. Use a ruler and knife to get a straight edge.
The piece of poster card should look like the illustration below:
8 inches

8-1/8 in.

8 inches

4) Working on the wrong side of the center section only.

1 inch

5) Remove the shaded areas with a ruler and knife.

6) Fold on all the drawn lines using a ruler as a guide to obtain sharp,
straight fold lines
7) Punch two or three holes as shown in the diagram
8) Place an index card under the center section. Trace the openings onto
the cards. Remove the same areas from the index card. This will serve
as a guide for placement of questions and answers which can be
written on 5 x 8 index cards in appropriate places. Punch the holes.
9) Using 5 x 8 index cards, mark holes and punch them out.
10) Fold over the first side under the center section; then fold up the
bottom flap; now over the last side. Paste or staple them together,
being certain that the bottom flap is between.
Write question
here

Write answers here

42

 The procedures of pic-a-hole

1) Invite the learners to come to the class
2) Let the learners to read the questions and the options
3) Get the learners to place the point below the option they believe to be
correct
4) Get the learners to lift the card to check their answer. If correct, the
card can be lifted easily.

4. Teaching Spelling and Pronunciation using Tactile and Kinesthetic

Resources
Spelling and pronunciation belong to aspects of language components.
Spelling is related to the alphabet constructing a word. It presents the writing of a
word with all necessary letters and diacritics. Spelling ability is dealing with the
way people write words based on a standard order correctly. Therefore, if people
write words correctly by paying attention on its letters, that words can be read
clearly and the message could be delivered and accepted by the addressee. While,
pronunciation is related to the way the word uttered. It is dealing with the sound
symbols representing in a phonemic transcription (/ /). For example the word is
written BUFFALO, this is pronounced as /bfl/. Therefore, in English, the
way to write and to read a word is different. These have to introduce earlier at the
elementary level in order to provide them the appropriate writing and
pronunciation of words. In other words, it is the basis for the higher level, so it is
hoped that their writing and pronunciation become better.

43

Teaching spelling and pronunciation means making the students learn

about the way the words are written and spoken. Through teaching spelling, the
students are hoped to be able to write words in English better and more carefully.
Whilst, through teaching pronunciation, the students will be more aware about
how the words pronounced. They will be more familiar with the sounds of English
language. However, the final goal does not demand them to native-like, but it is
directed to improve their pronunciation better than before. Certainly, the words
that they should learn are limited on the scope of their needs and the lesson
material.
Children can learn spelling and pronunciation easier by applying the
technique that provides some activities. Those activities should engage the
students to learn actively. Simply, the students will be learning by doing. It will
motivate and attract the children when there is a visual aid associated with
spelling and pronunciation transcription. The technique that is suitable to teach
spelling and pronunciation is tactile and kinesthetic resources. Tactile and
kinesthetic resources are one of the techniques used to improve students spelling
ability and pronunciation awareness. As stated by Carbo, Dunn, and Dunn (1991:
147) there are various kinds of tactile and kinesthetic materials including learning
circle, task cards, pic-a-hole, flip chute, electroboards, and bookgames. There are
no rules of choosing one or more than one materials. The teacher is free to choose
and use it as they desire. Learning circle and pic-a-hole are kinds of tactile and
kinesthetic resources, chosen as equipments or materials to improve students
spelling ability and pronunciation awareness. The alternative materials are used to

44

maintain the students interest and enthusiasm in learning spelling and

pronunciation.
Learning circle is a large round. It is divided into 8 triangular sectors. Each
of the eight sectors has words with certain sounds and completed with pictures.
The pictures are attached to represent the words. In other words, learning circle
associate pictures with sound and spelling, and then conducted in the learning
activity which involves students touching and movement. Learning circle has two
sides, front and back face. The front face shows the words and their sound, and
pictures. The rear side of each triangular sector has a code on it. On the rear of the
clothespins, each has one of the same codes found on the back side. The code here
can be colour or shape-code such as round, square, star, etc. By knowing the
concept of learning circle, the teacher can make use of the learning circle to teach
spelling and pronunciation. It can be illustrated as follow: for example the
students will learn the names of animals. Firstly, the teacher model new words
dealing with the names of animals (snake, elephant, buffalo, etc), presented with
pictures in the learning circle; the teacher shows the spelling of the words, and
then get choral and individual repetition to utter the words one by one. When the
teacher is modeling the words, he or she can use gesture, etc. After that coming to
the use of learning circle by the students (the core activity); the teacher brings
some word cards attached with clothespin/paper spin, and then a student must
brows the cards that is suitable with the picture, and then places the
clothespin/paper spin onto the matching triangular sector on the front side. If the
word chosen is correct or suitable with the picture, the code on the back side

45

match with the code on the card; but if the word is incorrect, the back shape does
not match. Thus, by doing such activity, the students directly know the correct
word and its pronunciation.
Pic-a-hole is another attractive material used to teach spelling and
pronunciation. It contains questions (on the top), and offers choices from among
two or three options (on the bottom). Similar with learning circle, pic-a-hole is
also self-corrective since the students will know their own answer whether correct
or not by lifting the card. If the card can be moved easily, the answer is correct,
but if the answer is incorrect, the card will not budge. The teaching of spelling and
pronunciation by using such material can be illustrated as follows: for example,
the students will learn the long and short of letter A. Firstly, the teacher prepares
some cards and writes questions and alternative options on it. The questions are
related to the topic being learnt. Then, by using a series of card with printed
questions, the teacher asks students to consider the answer by looking at the three
possible options at the bottom. By using a nail, they place the point directly below
the option they believe to be correct. Finally, students attempt to lift the card. If
the answer is correct, the card lifts easily and can be removed; if it is incorrect, the
card will not budge. It can be seen that learning circle and pic-a-hole are selfcorrective. It is so because the learners realize that they are able to monitor their
own spelling and speech, and also can make adjustment without teachers
interference. Obviously, it can be concluded that learning circle and pic-a-hole as
kinds of tactile and kinesthetic resources, are designed to learn spelling and
pronunciation simultaneously by creating some activities as stated above. It must

46

be noted that the activity used is not limited; this can be varied relied on the need
or the topic being taught. The teacher should be creative to create other activities
that can be applied through this technique. The resource can be used at all stages
of the lesson (Vernon, 1993). They respond to the mobility needs because students
may work as long as they are able to, may stop, and then return to the resource as
their energy is revitalized. It is emphasized that tactile and kinesthetic resource
provides a useful way for familiarizing children with some of the sounds and
spelling rules.
5. The Strengths of Tactile and Kinesthetic Resources
This point is coming to the question why use tactile and kinesthetic
resources. There are some features indicating the strengths of tactile and
kinesthetic resources as listed by Kelly (2000):
a.

The tactile and kinesthetic resources insist students to do things, so that

they have the best chance of learning.

b.

The use of such resources make the learners remember best the things they
experience. The learners understand well what they do with their hands
and movement.

c.

Enjoy using material which involves practical participation. Since tactile

and kinesthetic resource provides attractive material and equipment, the
learners feel happy and enjoy engaging their participation in the learning
process. This encourages them become active and brave. Beside that, the
use of tactile and kinesthetic resource involves students physical
movement, touching and moving. It means, when learning English,

47

students not only use their brain, but also their physical movement.
Therefore, there is a balance between students brain and their motor
coordination.
d.

In the teaching process, the teacher stands up and uses gestures when
giving explanation.
According to Lewis (1953: 7) the foundation of learning spelling pattern is

intellectual and this intellectual foundation has a good deal with physical or
bodily learning. It trains the development of accurate and automatic muscular
responses through the actual writing of a word. Furthermore, he says that one of
techniques used to learn spelling is by sharpening the kinesthetic or tactile
memory or resource since it is part of human equipment. Therefore, tactile and
kinesthetic resource is a suitable technique used to learn reading aspect, such as
spelling and pronunciation, since it associates visual aids and students physical
movement.
The strengths of tactile and kinesthetic resources also offer many
advantages for students. Carbo, Dunn and Dunn (1991: 177) say that tactile and
kinesthetic resources make learning fun and provide an easy-to-see and
understand overview of small amounts of information. When students experience
difficulty with spelling and pronunciation, the opportunity to work with the
resource facilitates their understanding and skill development. Most primary
young learners learn more easily through a hands-on approach, and these
resources prove extremely valuable to any beginning reading program including
spelling and pronunciation. Dunn, Beaudry, and Klavas (1989: 52) also find that

48

children taught with tactile and kinesthetic resources that matched their
preferences modalities achieved statistically higher test score. Another benefit is
all kinds of tactile and kinesthetic resources are self corrective. When the learners
experience difficulties, they can manipulate the parts to find out the correct
answer. Meanwhile, when they learn through such materials and are successful,
these materials tend to be motivating to the learners.
In addition, Jones (1998) lists some advantages gained from the use of
tactile and kinesthetic resources, namely: (a) the students could enjoy hands-on
activities; it motivates students to learn actively since they gain space and chance
to move around, not only sit for a long time; (b) the students could enjoy the
opportunities to build and physically handle learning materials; students obtain
more opportunities to make use of their body and hands to do a given activities;
and they can build knowledge by themselves as it is self-corrective; (c) the
students remember and understand best what the do very well; it is known that
none of people always remember what is seen or heard, and most even all people
remember best what they have had an opportunity to do, as an old Chinese
proverb: I hear and I forget; I see and I remember; I do and I understand.

49

CHAPTER III
RESEARCH METHODOLOGY

Chapter III is presenting about the method which is used in the research.
The method used in this research is based on the aims of the study, that is an
action research study. Furthermore, this chapter is divided into some parts which
include research method, context of the research, technique of collecting data, and
technique of data analysis. Each section is elaborated as follows.

A. Research Method
1. The Nature of Action Research
The research used in this study is an action research (AR). Wiersma (2000:
11) says that action research is a research usually conducted by the teachers,
administrators, or other educational professionals, for solving a specific problem
or providing information for decision making at the local level. The research
designed to overcome the real problems which are not confined to a particular
methodology or paradigm with effective ways. Mills (2000: 5) also defined that
action research is a systematic inquiry done by the teachers or other individuals in
teaching and learning environment to gather information about and subsequently
improve the ways their particular school operate, how they teach, and how all
their students learn. In addition, McKay (1992) in Dewi Rochsantiningsih (2007:
4) states that action research is an effective strategy for engaging educators in the
change process. Educators involved in action research think about specific group

50

in a particular setting with the main goal of finding better ways to do their job.
Furthermore, Carr and Kemmis (1985: 220-221) in Nunan (1989) offer the
following definition:
a form of self-reflective enquiry undertaken by
participants in social situations in order to improve the
rationality and justice of their own practices, their
understanding of these practices, and the situation in
which these practices are carried out (p.12).
Meanwhile, Gwynn Mettetal (2001) defines that classroom action research
is a research designed to help teacher find out what is happening in his or her
classroom, and to use that information to make wise decision for the future.
Classroom action research is a way for the instructor to discover what works best
in their own classroom situation, thus, allowing informed decision about teaching.
Based on the definition above, it can be synthesized that action research is
a systematic study of effort to overcome and change things related to educational
problem for the improvement of the quality of system. The problem here is
situational and contextual, so that the result cannot be applied in another situation
and context.
2. The Characteristics of Action Research
Burns (1999: 30) suggests a number of general features considered to
characterize action research:
a. Action research is contextual, small-scale, and
localized it identifies and investigates problems
within a specific situation.
b. It is evaluative and reflective as it aims to bring
about change and improvement in practice.
c. It is participatory as it provides for collaborative
investigation by teams of colleagues, practitioners
and researchers.
d. Changes in practice are based on the collection of
information or data which provides the impetus for
change.
51

Considering the background of the problem and based on the

characteristics of action research above, this research is appropriately conducted
as classroom action research. The purpose of the research is to bring about
educational change and the improvement of students ability and pronunciation
awareness, and also the classroom situation in English class.

3. The Features of Action Research

Tinker-Sach (2000: 71) in Dewi Rochsantiningsih (2007) quotes several
features of action. There are several points of action research feature. The features
are described visually as follows:
Table 3.1. The Features of Action Research
Features
Duration
Size of project
Key investigator
Ethical consideration

Focus
Design
Research tools and data
collection procedures
Results
Sharing of result
Context

Action Research
Usually conducted over a short period of time
Usually small skill
Involves one or more teachers from a school several school
Usually informal consent is given as the students participation are
known to the teachers and the purpose is beneficial to the parties
involved
Investigates one or more practical teaching/learning factors
Practical and manageable in design to allow for teacher workload
and teaching purposes
Utilizes one or more research tools to collect and analyze data
Usually simple and straightforward procedures
Usually localized to a specific class/teaching/learning community
or context with practical implications
May be formal or informal and reported in local international
referred journals for the benefits of those who teach
Classroom-based or school-based and may involve one or more
school contexts usually within the same region

4. The Model of Action Research

Action research occurs through a dynamic and complementary process
which consists of four essential phases. They are planning, action, observation,

52

and reflection (Kemmis and McTaggart in Burns, 1999: 32). These phases are
meant to form part of an ongoing cycle. Those four phases can be elaborated as
follows:
a. Phase I (Planning)
In this step, the researcher develops a plan of critically informed action to
improve what is already happening.
b. Phase II (Action)
The researcher acts to implement the plan.
c. Phase III (Observation)
In this phase, the researcher observes the effects of action in the context in
which it occurs.
d. Phase IV (Reflection)
After doing observation, the researcher continuous to the next step, that is
reflection. The researcher reflects how the teaching and learning process runs. By
reflecting it, the researcher will know and find the strengths and limitation of the
teaching and learning activities in the classroom. It is important to know the
strength and limitation since the result of reflection will be useful for revise the
plan (for the next cycle).
Based on the model of action research above, the process of the classroom
action research includes four steps, namely: (1) identifying the problem and
planning the action; (2) implementing the action and observing or monitoring the
action; (3) reflecting the result of the observation; and (4) revising the plan for the
following step. This cycle can be visually reflected as the figure below:

53

Plan
Reflection

Cycle I

Action and
observation
Revised Plan
Reflection
Cycle II
Action and
observation
Revised Plan
Reflection
Cycle III

Action and
observation

Next

Figure 3. 1. An illustration of action research spiral

5. The Procedures of Action Research

The model of action research above is the framework in undertaking action
research. Those four steps of the model can be expanded into six steps, namely:
(1) identifying the problem; (2) planning the action; (3) implementing the action;
(4) observing the action; (5) reflecting the action; and (6) revising the plan. Those
six steps are taken in each procedure. They can be explained below:

54

a. Identifying the Problem

Before making a plan, I identify the problem occurring in the classroom.
The problem here refers to the fact that students spelling ability and
pronunciation awareness are still low. The problem is caused by the technique
used to present the material is less suitable and attractive to the students. There are
three elements used to identify the problem, as follows:
1) Observation
The observation was held during the teaching and learning process.
It was done in order to know the students competence on spelling and
pronunciation, the students behavior during teaching and learning
process, and the classroom situation before the technique applied.
2) Interview with the Students
The interview was held in order to know the students interest in
English lesson and the students feeling about the way the teacher teach.
3) Using test
The pre test was provided in order to know the students
competence on spelling and pronunciation.
b. Planning the Action
There are some planning made before implementing the action. I prepared
everything related to the action, as follows:
1) Preparing materials, preparing classroom observation sheet both for
the researcher and the observer. It is to know the class situation and
the students behavior during teaching and learning process.

55

2) Making lesson plans and designing the steps in doing the action.
3) Preparing teaching aids, like pictures, task contents (word cards and
sound cards), learning media, text book, board marker, ruler etc.
4) Preparing exercises and post test. It is to know whether students
spelling ability and pronunciation awareness improve or not.
5) Preparing audio recording. It is to record the students pronunciation.
c. Implementing the Action
I implemented the action. I perform teaching and learning process by
implementing tactile and kinesthetic resources in teaching spelling and
pronunciation.
d. Observing the Action
I observed and wrote all activities and events happened during the teaching and
learning process in a field note.
e. Reflecting the Action
After doing the action and wrote it in a field note, I made an evaluation
based on the observation result to find out the positive result (the strengths) and
the limitation of the teaching and learning process during the action that have been
carried out using tactile and kinesthetic resources. The limitation coming from the
indicators of problem which is not reached yet, can be refined in the next cycle, so
that the final goal, that is to improve students spelling ability and pronunciation
awareness, can be reached using tactile and kinesthetic resources.

56

f. Revising the Plan

I revised the plan for the next cycle based on the limitation found in
reflecting process. This research was carried way in two cycles. Each cycle used
tactile and kinesthetic resources. The first cycle used learning circle, while the
second cycle used pic-a-hole. Pre test was held at the beginning of the cycle to
measure the students competence on spelling and pronunciation before the action.
Post test was held in the end of the cycle to measure the improvement of students
spelling ability and pronunciation awareness after the action.

B. Context of the Research

SD Negeri Pojok 02 Tawangsari is a school where I will conduct a
research. Its address is at Pojok, RT 2/II, Pojok, Tawangsari, Sukoharjo. It is
about 8 km from Sukoharjo. It was established since 1975. Most students in this
school come from Pojok village. They have learned English since class four.
However, during the teaching and learning process, they were passive, the
interaction was not life, they were difficult to write the English words correctly,
and they were difficult to read the English words orally. One of the causes of the
problem is the lack of the teaching technique used in English class.
The research was conducted from January to March 2009 at the fifth
grade students of SD Negeri Pojok 02 Tawangsari in 2008/2009. The reason of
choosing the fifth grade students as the subject of research is because their
spelling ability and pronunciation awareness are still low. When they wrote their

57

answers at the mid-term test or final test, they write it with incorrect spelling; and
when the teacher asked them to read, they cannot pronounce it properly.
C. Techniques of Collecting Data
There are two kinds of instruments used to collect data, namely test and
non test. The tests provided are pre test and post test. The pre test was held at the
beginning of the cycle before the action done, and the post test was held at the end
of the cycle. The results of both tests are presented in a list of pre test and post test
results. The data of the research were also collected through non test, which
include observations, interview, diaries, document analysis, and audio recording.
Audio recording was taken during the implementation of the action, to record
students pronunciation. The photograph was also taken to provide more accurate
data. The data which were collected in this study consisted of the information in
pre-research, the process and the results of action research implementation, and
the result of the discussion between teacher and observer. The application of the
data collection in this study is summarized in the table below:
Table 3.1. Table of collecting data
Steps of study
Pre-research

Participants
Teacherresearcher

Techniques
Pre-observation

Data
Observation report

Data analysis
Constant
comparative method

Research
implementation

Teacherresearcher

Observation
Diary
Audio recording

Field notes
Research diaries
Students pronunciation
record
Lesson plan, students
written work (notes)
List of students pretest
and posttest result,
Transcript of interview
result with students
Data of all document
results
(based
on
research findings)

Constant
comparative method

Students
Document
analysis
Tests

Discussion
result

Students

Interview

Teacherresearcher

Document
analysis

58

Constant
comparative method
Descriptive statistic
Constant
comparative method
Constant
comparative method

D. Technique of Data Analysis

In this research, I collect the data by using observations, diary, interview,
audio recording, and tests. In this study, to analyze the data I use two techniques
of data analysis, namely constant comparative method and descriptive statistic.
1. Constant comparative method
This method is used to analyze the data obtained from observations, diary,
interviews, and audio recording. Goetz and LeCompte in Dye, et.al. (2000) state
that constant comparative method combines inductive category coding with
simultaneous comparison of all social incidents observed. Meanwhile, Glasser and
Strauss in Hopkins (1993: 149) describe constant comparative method as a means
of analyzing sociological data, which is applied in the same study to any kind of
qualitative information including observations, documents, interviews, books,
article, etc. Furthermore, they describe the constant comparative method as the
following distinct stages:
a. Comparing incidents applicable to each category
The main rule in this stage is while coding the incidents for a certain category;
compare the data to the previous incidents in the same and different group
which is coded in the same category (Moleong, 1990: 210). Coding is a
process of attempting to reduce the large amount of data that may be collected
to more manageable categories of concepts, themes, or types (Burns, 1990:
157). The code here is written in the edge of field notes. There are various
kinds of codes that can be used to categorize the incidents: activity codes,
event codes, strategy codes, and relationship and social structure codes.

59

Therefore, in this stage the researcher starts by coding every incident in the
data into many categories.
b. Integrating categories and their properties
At this point, the researcher comes at comparing the data gained from
observation and interview. It is done by identifying the relationship and
connection between the different sources of data. This comparison will
produce knowledge accumulation related to properties of category that is ready
to integrate.
c. Delimiting the theory
At this stage, the researcher moves beyond describing, categorizing, coding,
and comparing to make some sense of the meaning of the data. Delimiting
theory means construct the theory by taking at the hypothesis and relating it
either to theory, the norms of accepted practice, and the teachers own
intuition as to what comprises good teaching. In short, the researcher
constructs the theory based on the daily observations.
d. Writing the theory
The final stage involves presenting and interpreting an account of the research
finding and outcomes that are supported with examples from the data.
Therefore, in this stage, the researcher arranges and outlines the research
finding based on the daily observations.

60

2. Descriptive statistic
This method is used to analyze the data gained from tests. In other words,
the results of the tests are analyzed through descriptive statistic. The computation
formula to know the score of students achievement is as follow:
R
S

X 100
N

Notes:
S: students score

N: the sum of the test items

R: the sum of the correct answer

After that, the teacher compares the score of pretest and posttest to gain the mean
score. The mean of pretest and posttest can be calculated with the formula as
follows:

x
x

y
N

=
N

Notes:

x : mean of pretest score

x: sum of pretest score

y : mean of posttest score

y: sum of posttest score

N : the number of sample

61

The result of the score analysis of such test is a numerical device or

usually written in a number. Then, it is used as quantitative data to interpret the
students improvement. The interpretation here belongs to descriptive data since it
is described in a category system or convey with words. As stated by Syakur
(1999: 7) that there are several ways in labeling the degree of students
achievement: numerical device (1 to 4; 1 to 10; 1 to 100), and category system
(excellent, very good, good, average, poor).
Finally, by analyzing the observation result and test results, the writer can
make a conclusion whether or not through tactile and kinesthetic resources can
improve students spelling and pronunciation ability

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CHAPTER IV
RESULT OF THE STUDY

The research investigates about the improvement of students spelling

ability and pronunciation awareness through tactile and kinesthetic resource. In
conducting the research, I propose the aims of the research. The aims of the
research are to identify whether and to what extend T&K R improves students
spelling ability and pronunciation awareness, and to describe the class situation
when T&K R is applied in the English class. Those findings are described in this
chapter. It is divided into two parts which include the process of the research, and
result findings and result discussion. Each part is described as follows:

A. Process of the Research

I am an English teacher at SD Negeri Pojok 02 Tawangsari. I have been
teaching for about two years. I teach from class four to six. Especially for class
five, there are two classes, that is class 5 A and 5 B. In this study, I choose class 5
B to be the subjects of the research since they have problem as stated in chapter I.
For this research, I do the teaching learning (TL) process three times a week, that
is Tuesday, Thursday, and Saturday. Each meeting is for about 90 minutes.
During TL process, I observe that students of class 5 B are difficult in
writing and pronouncing the correct words. They write it using incorrect spelling.
They also often make mistake in pronouncing the words. In other words, their

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spelling ability and pronunciation awareness are still low. Therefore, I conduct an
action research study to overcome the problem.
The research is conducted collaboratively with the collaborator, LPS. I ask
her to help me to be an observer since she is a student of English Department of
Teacher Training and Education Faculty in UNS that is doing an action research,
too. However, it is different problem and level. Therefore, I am easy to discuss
and share everything related to the research. LPS is involved in the research from
beginning until the end of the research. LPS and I collaboratively designed,
planned, implemented, revised the research procedures, and discuss the research
result as a final reflection.
The research is carried out two cycles, which is done through some
sequence processes from beginning until the end of the research. It is
accomplished based on the research procedure. The procedure of the research
consists of pre research, research implementation, and the research discussion.
The whole research was conducted through the following process:
Table 4. 1. The Summary of Process of the Research
Pre research

1. Observation
LPS and I observing the TL process
Aims: to identify
the problem occurred during TL process concerning to students spelling
ability and pronunciation awareness
the class situation before applying T&K R
Results:
students had low spelling ability and pronunciation awareness
the class situation was not life and not quite interactive
2. Interview
I interview the students
Aims: to know
their interest toward English lesson
their feeling about teachers technique
their opinion about spelling and pronunciation of English words

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Implementation
of Research
Cycle 1

Results:
students were interest toward English lesson
students felt bored and sleepy during TL process since they often took
notes and listened to the teacher
students were difficult to write and read the English words
3. Pre test
I provided pretest for 21 students
Aim: To know students competence on spelling and pronunciation
Result: Students gained low score; under the passing grade, 60.
LPS and I collaboratively implemented the research which is carried out two
cycles
Planning: prepared materials, media of T&K R, audio recording, photograph,
lesson plans, students exercises, posttest, and everything related to the action.
Actions: using T&K R
Meeting 1: Names of Animals
I introduced T&K R (LC) and explained how the procedure of it is
I presented vocabulary related to the topic by modeling the spelling and
pronunciation of each word by using LC
I asked students to practice individually to find out the correct
pronunciation of each word by using LC, and then pronounce it aloud
I pointed some students to write names of animals on the whiteboard
I provided an exercise
Meeting 2: Animals Produce Sound
I reviewed the lesson
I asked students to work in group to use LC
I asked the group to find out the correct spelling of word on LC
I asked student in group to write the word and sentence based on the word
with correct spelling on the whiteboard
I provided chance to the group to read the word and sentence aloud
I corrected their pronunciation and asked students to repeat it
Meeting 3: Foods for Animal
I reviewed the lesson
I asked students to work in pairs in using LC
I distributed paper sheets about incomplete sentence
I asked them to find out the correct spelling of word and attach it on LC
I asked a student in pairs to complete the sentence with the chosen word,
and then read it aloud
I provided an exercise (complete dialog)
I experienced students to perform the dialog in front of the class
Observation: LPS and I observed the implementation of Cycle 1
T&K R encourages students to involve practically in learning activity
T&K R lets students to learn by themselves since they can make
adjustment of their idea without teachers interference
T&K R makes students are easy and happy to learn
Classroom situation becomes living
Students become enthusiastic toward English lesson
Students have prepared the books when teacher enters the class
Students pay attention to the lesson
Students do exercise/homework
Students dont often ask permission to go to toilet
Students dont be noisy, theyre noisy when discussing the lesson, not
chatting with their friends
Students can write the words/sentences correctly; they are rarely to write

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Cycle 2

incorrectly (they write words/sentences carefully)

Students dont pronounce words as the Indonesian one
50% students are active during TL process
11 students reached the passing grade
Reflection: LPS and I reflected the observation results
Positive improvement:
The improvement of spelling ability
The improvement of 3 indicators of problem concerning to pronunciation
awareness
The improvement of 4 indicators of problem regarding to classroom
situation
Limitations:
Students still couldnt read sentences with correct intonation
Students still read sentences slowly
Some students were still passive
Revision Plan: LPS and I revised the plan. The next cycle focused on:
Improving students pronunciation awareness in terms of intonation of
sentences and students speed of reading by conducting another kind of
T&K R, PAH.
Creating activities which are more joyful
Stimulating students to be confident and brave
Creating simple and short posttest
Planning: prepared materials, media of T&K R, audio recording, photograph,
lesson plans, students exercises, posttest, and everything related to the action.
Action: using T&K R (PAH)
Meeting 1: Days and Months
I introduced PAH and explained its procedure
I presented the names of days and months while modeling the
pronunciation of each word, and then students repeated it
I invited students individually to use PAH in learning names of days and
months, in front of the class
I wrote simple sentences related to the topic on whiteboard and explained it
briefly; e.g. It is Sunday, It is May, etc.
I provided chance for students to make a sentence orally
Meeting 2: Days and Months
I reviewed the lesson
I invited students individually to answer questions on PAH
I provided chance for students to pronounce words about names of days
and months aloud
I asked students to do an exercise (completing dialog)
I invited students to perform dialog in front of the class
Observation: LPS and I observed the action of Cycle 2
Students are able to read sentences with correct intonation
Students speed of reading is faster than before
The classroom situation becomes more life, interactive, joyful, and
conducive.
Students are very pleased and excited in learning using T&K R
Students are more active, confident, and brave to involve in the TL
process; e.g. they respond the question without waiting teacher calling their
name first
90% students gained the score above the passing grade
General reflections:
the improvement of spelling ability

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Result
Discussion

the improvement of pronunciation awareness

the improvement of classroom situation after T&K R applied
the improvement of students achievement
the improvement of students behavior toward English lesson
LPS and I discussed the result findings based on data gathered from field
notes, interview, teachers diary, and audio recording. Then, concluded the
result as a final reflection, as follows:
T&K R is an effective technique to teach spelling and pronunciation for
children
T&K R stimulates students motivation and braveness in joining the lesson
T&K R changes the class atmosphere become interactive, active, and
joyful to learn
There is a good improvement and achievement concerning to students
spelling ability and pronunciation awareness
All the indicators of problem derived from competence and classroom
situation viewpoint can be solved and improved
T&K R can improve students spelling ability and pronunciation awareness
Stop the cycle at Cycle 2 since the limited time, and the problem has been
solved

The process of the research stated in Table 4. 1. is discussed in the

following section:
1. Pre- Research
Pre research was held before conducting the research. It aimed to identify:
1) the problem occurred in the class during TL process regarded to the
improvement of students spelling ability and pronunciation awareness, before
applying different technique; 2) the students learning activity during TL process;
3) the students behavior during TL process; 4) the class situation before applying
the technique. There were some ways used in the pre research which include
observing TL process, interviewing students, and providing pre test.
The observation and interview result in the pre research indicated that the
problem arose was the students had low of spelling ability and pronunciation
awareness. It could be identified from the indicators of problem in relation to
competence which include: spelling ability and pronunciation awareness. From

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spelling ability, the indicators of problem are students: 1) couldnt rewrite a

jumbled letters/words; 2) made mistake in writing words involving double
consonant letter, e.g. rabit, bufalo, carot, etc.; 3) made transposition of letter, e.g.
elepahnt, croocdile, etc.; 4) wrote a correct spelling of another word, e.g. foodfoot; eat-it, etc.; 5) wrote words incompletely or with different letter, e.g. Sanday,
rhinoseros, Teusday, etc. Meanwhile, the indicators coming from pronunciation
are students: 1) pronounced words by looking at its letters; 2) didnt know the
stress and intonation of words/sentences; 3) speed of reading was slow and their
voice was very low; 4) kept silent and looking at the teacher in a long time; 5)
couldnt repeat the teacher said well. Regarding to classroom situation, there were
also some indicators, namely students: 1) didnt prepare materials (book, pencil,
etc.) yet when I entered the class; 2) especially boys often asked permission to go
to toilet; 3) were passive during TL process; 4) made a noise and some of them
were sleepy; 5) were lazy to do exercise/homework.
From the observation result, it could be concluded that there were some
causes of problem that came from students and teacher as stated in chapter I.
However, this study more focused on the technique used by the teacher to
overcome the problem.
In the interview result, it can be interpreted that students like with English
lesson because they cannot use English well. They found difficulties when they
asked to write words and to read words aloud. Most of them said that they
confused since the writing of words was different from its pronunciation.
Moreover, they often feel sleepy and bored since they often take notes from the

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whiteboard and sit down to listen to the teachers explanation. However, most of
them said that they are happy and interested in English lesson. It is because they
feel that they cannot use English well.
I also provide a pretest after doing observation and interview. It consisted
of 20 questions both written and oral test. The pretest was provided for 21
students. The result of pretest showed that 10 students gained the score under the
passing grade, 60. The mean score was 58. It could be concluded that 48% of 21
students had the low competence in spelling and pronunciation.
Considering the causes of problem, I decided to bring about the alternative
technique that was never applied before in teaching English. It did not only aim to
overcome the problem, but also to refresh the technique in the teaching English.
Therefore, I proposed to use T&K R as a technique to improve students spelling
ability and pronunciation awareness and also to change the classroom situation
became more life and fun. There were some reasons in using T&K R. the
fundamental reason was it was considered as gamelike qualities, so it will arise
students motivation. Motivation is the important factor to study English as a
second language. Students who had high motivation will learn naturally and
enjoyably. As children characteristics, they like learning by doing something.
Therefore, children will be motivated to engage the activity during TL process.
Based on the explanation above, T&K R was handled as a technique to
solve the problem occurred in class 5 B. The class consisted of 21 students. Since
T&K R consisted of six resources which include learning circle, pic-a-hole, flip
chute, task card, electroborad, and bookgames; I chose and used learning circle

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(LC) and pic-a-hole (PAH). I had undertaken 2 cycles. The first cycle used LC,
while the second cycle used PAH.

2. Research Implementation
The research was implemented after conducting pre research. It was done
by applying T&K R at cycle 1 and 2. I cooperated with LPS to implement the
research. I taught the students of class 5 B, while LPS observed the whole
activities done during TL process from pre research, cycle 1, and cycle 2.
As stated before, the research was carried out 2 cycles. Each cycle
consisted of six steps which include: 1) identifying the problem; 2) planning the
action; 3) implementing the action; 4) observing the action; 5) reflecting the
observation results; and 6) revising the plan. The whole process of research
implementation could be visually seen at Table 4.1.
In cycle 1, the research was held in three meetings. It discussed about At
the Zoo with the topic: Names of Animals; Animals Produce Sound; and
Foods for Animals. Meanwhile, cycle 2 was held in two meetings which
discussed about Days and Months. Each of the meetings took 90 minutes. It was
held three times a week: Tuesday, Thursday, and Saturday. The first cycle was
conducted on February, 17th, 26th and 28st 2009; whilst the second cycle was held
on March 12th and 14th 2009.

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Table 4. 2. Summary of Research Implementation of Cycle 1 and 2

Topic introduced

Class used for AR

Problem identified
Proposed solution
Implementation
Cycle 1
Planning

Actions

Observation

At the Zoo:
- Names of Animals
- Animals Produce Sound
- Food for Animal
Days and Months
5B
The low of students spelling ability and pronunciation awareness
Using T&K R in learning spelling and pronunciation
In two cycles
3 meetings
Prepared materials, media of T&K R, audio recording, photograph,
lesson plans, students exercises, posttest, and everything related to the
action.
Meeting 1: Names of Animals
I introduced T&K R (LC) and explained how the procedure of it
I presented vocabulary related to the topic by modeling the spelling
and pronunciation of each word by using LC
I asked students to practice individually to find out the correct
pronunciation of each word by using LC, and then pronounce it
aloud
I pointed some students to write names of animals on the
whiteboard
I provided an exercise
Meeting 2: Animals Produce Sound
I reviewed the lesson
I asked students to work in group to use LC
I asked the group to find out the correct spelling of word on LC
I asked student in group to write the word and sentence based on the
word with correct spelling on the whiteboard
I provided chance to the group to read the word and sentence aloud
I corrected their pronunciation and asked students to repeat it
Meeting 3: Foods for Animal
I reviewed the lesson
I asked students to work in pairs in using LC
I distributed paper sheets about incomplete sentence
I asked them to find out the correct spelling of word and attach it on
LC
I asked a student in pairs to complete the sentence with the chosen
word, and then read it aloud
I provided an exercise (complete dialog)
I experienced students to perform the dialog in front of the class
LPS observed the action (the whole TL process), and I wrote it in field
notes. The observation results of Cycle 1 are as follows:
T&K R encourages students to involve practically in learning
activity
T&K R lets students to learn by themselves since they can make
adjustment of their idea without teachers interference
T&K R makes students are easy and happy to learn
Classroom situation becomes living
Students become enthusiast toward English lesson
Students have prepared the books when teacher enters the class

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Reflection

Revision

Cycle 2
Planning

Actions

Observation

Students pay attention to the lesson

Students do exercise/homework
Students dont often ask permission to go to toilet
Students dont be noisy, theyre noisy when discuss the lesson, not
chatting with their friends
Students can write the words/sentences correctly; they are rarely to
write incorrectly (they are more carefully in writing
words/sentences)
Students dont pronounce words as the Indonesian one
50% students are active during TL process
11 students reached the passing grade
The reflections are as follows:
The improvement of spelling ability
Students still couldnt read sentences with correct intonation
Students still read sentences slowly
Some students were still passive
The next cycle focused on:
Improving students pronunciation awareness in terms of intonation
of sentences and students speed of reading by conducting another
kind of T&K R, PAH.
Creating activities which more joyful
Stimulating students to be confident and brave
Creating simple and short posttest
2 meetings
Prepared materials, media of T&K R, audio recording, photograph,
lesson plans, students exercises, posttest, and everything related to the
action.
Meeting 1: Days and Months
I introduced PAH and explained its procedure
I presented the names of days and months while modeling the
pronunciation of each word, and then students repeated it
I invited students individually to use PAH in learning names of days
and months, in front of the class
I wrote simple sentences related to the topic on whiteboard and
explained it briefly; e.g. It is Sunday, It is May, etc.
I provided chance for students to make a sentence orally
Meeting 2: Days and Months
I reviewed the lesson
I invited students individually to answer questions on PAH
I provided chance for students to pronounce words about names of
days and months aloud
I asked students to do an exercise (completing dialog)
I invited students to perform dialog in front of the class
The observation results of Cycle2 are as follows:
Students are able to read sentences with correct intonation
Students speed of reading is fast than before
The classroom situation becomes more life, interactive, joyful, and
conducive.
Students are very pleased and excited in learning using T&K R
Students are more active, confident, and brave to involve in the TL
process; e.g. they respond the question without waiting teacher
calling their name first
90% students gained the score above the passing grade

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Reflection

Findings as the whole

The reflections are as follows:

Students were enthusiastic in engaging the lesson
Students could read the sentence with correct intonation
Students could read words/sentences faster than before
Students became more active, brave, and confident in joining the
lesson (asking question, responding question, etc.)
The research findings after implemented the research in two cycles are
as follows:
the improvement of spelling ability
the improvement of pronunciation awareness
the improvement of classroom situation after T&K R applied
the improvement of students achievement
the improvement of students behavior toward English lesson

The more detail explanation about the research implementation of Cycle 1

and Cycle 2, could be reported as follows:
Cycle 1
1) Identifying the Problem
This was the fundamental stage of doing an action research since the
teachers could do an action research when they found a problem in the class.
Based on the analysis of data obtained from pre research observation, interview,
and pre test result, it could be identified that the problem faced by grade five of
SD Negeri Pojok 02 was in the scope of language components, namely spelling
and pronunciation. It meant the problem was their spelling ability and
pronunciation awareness was low.
2) Planning the Action
In the planning stage, LPS and I made some action plans for the first cycle.
This planning was made based on the problem that was identified on pre research.
Based on the problem, I found some indicators that appear during TL process in
the classroom. The indicators of problem could be seen from competence
viewpoint and classroom situation. By finding the indicators of problem, the
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research would be more directed and clear. To overcome the problem, I decided to
conduct an action research by carrying T&K R in teaching spelling and
pronunciation.
Before implementing the action, I prepared the materials, the media of
T&K R (LC and PAH), lesson plans, students exercise, teaching aids (pictures,
word cards, and pronunciation cards), text book, post test, audio recording and
everything related to the action. Dealing with the material, I prepared it after
considering a number of class meeting that were done in the research. The
materials used were taken from the compulsory book (Enjoy English book) for
elementary school students of class 5. I chose the most appropriate material, that
is material for the second semester. The materials were as follows: Names of
Animals, Animals Produce Sound, Foods for Animals, and Days and
Months. Then, in this research I myself would teach the students since I am the
teacher of class 5 students of SD Negeri Pojok 02, while LPS would observe the
whole activities during TL process to gain the result. I also made some
documenters by taking some photos and recording students pronunciation.
3) Implementing the Action
The action was divided into 4 parts, namely: warming up, presentation,
practice, and production. In the first cycle which was conducted in 3 meetings, I
taught three topics: Names of Animals, Animals Produce Sound, and Foods
for Animals. Each meeting spent 90 minutes.

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a) First Meeting
(1) Warming Up
The lesson started at 10.35. I came to the class together with LPS. As
usual, after put my bag on the table, I greet the students. After greeting, I
checked their attendance. At that time, all students were present. Beginning
the lesson, the students looked tired because it was the last lesson on that day.
Even many of them were noisy and some of them looked sleepy. They also
did not prepare the book yet. Seeing this condition, I did asking and question
as starting point to stimulate students interest about the topic was being
learnt. I pointed some students to answer the questions. One of the questions
was Mention 3 names of animals which has 4 legs!. The questions were also
repeated into Indonesian in order to make the students understood well and
students could answer it. After that, I take the LC and put it on the table in
front of the class.
(2) Presentation
I told to the students that they were going to learn about Names of
Animals. I also told that they would learn it by using LC. While pointing LC,
I explained about what LC was and how to use it briefly. Some students
looked curiosity with LC, it might be because it was the first time they saw
and found such media. LC has two sides, front and back side. On the front
side of LC, there were some animal pictures. Then, I presented the names of
animals by pointing some animal pictures attached on LC. When doing this
activity, I did not present it directly, but I stimulate the students to name the

75

pictures. I pointed the picture one by one and asked students to name/guess it.
Actually, most of them could name it, but they couldnt pronounce it
correctly. They gained difficulties in pronouncing some animal names like
elephant, rabbit, and giraffe. Then, I modeled the pronunciation of each word
by pointing the pronunciation symbol on LC.
(3) Practice
I invited students randomly to come to the class. They were asked to
practice pronunciation of words. Firstly, I said one name of animal in English
and student who came to the class chose and take the correct pronunciation
symbol of 4 alternative answers. After student was sure with the answer, it
was put on LC beside the animal picture. To know whether their answer was
correct or incorrect, I let the student to check the answer by seeing the code on
the back side of LC with the code on the answer code, whether same or not.
Next, I asked the students to pronounce it based on the pronunciation symbol
they chose. Students practiced to pronounce it. Most of them still pronounce it
incorrectly. After that, I called other students who did not participate yet to
write the spelling of animals name based on the pronunciation symbol they
chose, on the white board.
The next activity, the students practiced spelling by taking notes from the
whiteboard about the names of animals. When they took notes, I moved
around and checked their writing. Few students still wrote it with incorrect
spelling.

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(4) Production
I asked students to pronounce the words about names of animals aloud in
front of the class. I recorded their voice while they pronounce the words.
b) Second Meeting
(1) Warming Up
The lesson started at 10.30. I came to the class, greet the students, and
followed by checking their attendance. I reviewed the previous lesson by
asking about what we had learnt in the previous meeting. I also asked 4
students to guess the name of animals picture which was shown in pictures.
When, they answered it, I recorded their voice.
(2) Presentation
I told to the students that today they were going to learn the next
materials/topic by using LC again. I told that todays topic was Animals
Produce Sound. While pointing the animals pictures on LC, I asked students
to guess how the sound of animal was. I also asked it in Indonesia, so students
could answer it well. Then, I explained the sound produced by each animal.
For example, menyalak is bark; mengeong is meow, etc. Then, I asked them to
repeat it. After that, I presented some examples of sentences dealing with the
animals produce sound. The sentences were simple, such as: The dogs bark;
The cats meow; The horses neigh, etc. I introduced the sentences which
consisted of two main words: name of animal and its sound. I modeled the
pronunciation of each sentence while pointing the animals pictures on LC. I
also asked students to repeat after me.

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(3) Practice
I divided student randomly into 8 groups. Each group consisted of 2 or 3
students. I invited the group to come to the class one by one. The students
practiced spelling and pronunciation with LC again. The activity was rather
different from the first meeting since the students should cooperate with their
partner in group. Each student in group had their own task. Students 1: chose,
took, and put the answer on LC after I pointed one animal picture on LC.
Then, students 1 checked the answer together with the group. Students 2:
wrote the name of animal and the sentence as example before, on the
whiteboard. For example, the card is bark; the student wrote: The dogs. The
dogs bark. Student 3: pronounced the sentence loudly. For the group which
consisted of 2 students, one student put the card on LC and wrote the
word/sentence, and another student pronounced the sentence. Most groups had
chosen the spelling of animal sound correctly. However, there were many
students who still made mistake in pronouncing the sentence. By doing such
activity, the students gained more opportunity to explore their ability since
they learnt by doing something directly.
(4) Production
After all group practiced spelling and pronunciation by using LC. I asked
the students randomly to read the sentences which had been written on the
whiteboard aloud. I invited them to read it in front of the class since I was
going to record their pronunciation. In this stage, most students could

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pronounce it correctly since they had practiced it before by using LC. Finally,
I distributed copies of exercise that should be done as homework.
c. Third Meeting
(1) Warming Up
The lesson started at 7.30. It was the first lesson at that day. When LPS
and I came to the class, the class situation was rather different. All students
had sat on their on desk, and few of them had prepared the book, although
they still talked with their friend. After putting the media and book on the
table, I asked the captain of the class to lead praying. As usual, I greet students
and checked their attendance. There were 4 students who were absent; 1
student was sick, and 4 students followed a sport competition; so there were
17 students were present. Before starting the lesson, I let students to discuss
the homework while reviewing the last lesson at the previous meeting. I asked
students to read the answer orally. I observed that all students who present did
the homework.
(2) Presentation
I distributed copies of paper about sentences. I told that the students would
learn about Foods for Animal. I explained that they were going to study about
kinds of food which were eaten by animals, like grass, banana, carrot, meat,
fruit, insect, frog, etc. These words were applied in sentences, for example
The monkey eats banana, The tiger eats meat, The rabbit eats carrot,
etc. After all students accepted the paper, I presented the sentences and
explained them. In this case, the students learnt sentences that consist of 3

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words which include noun (subject), verb (predicate), and noun (object). I also
explained it in Indonesian, so the students could understand it well. Then, I
modeled the pronunciation of each sentence by reading it aloud, and asked
students to repeat it. When doing this activity, I appointed the picture of
animal food and its pronunciation symbol. For example, the picture was
banana, the pronunciation was /bna:n/.
(3) Practice
I divided students in pairs with their seatmate. LPS and I distributed each
pair copies of card about incomplete sentence, such as The tiger eats ..
I explained what they should do with the card. I also told the task of each
student in pairs. As the previous meeting, the students practiced to read the
names of food and sentences by using LC. The difference was they worked in
pairs not in group. The activity was nearly the same: student 1 chose, took,
and put the card had been prepared on the table. After checking the answer,
student 1 pronounced the word had been attached on LC. Meanwhile, by
bringing the card (incomplete sentence), student 2 completed the sentence
with the word had been chosen and directly read it aloud. The students in pairs
came to the front of the class randomly. They practiced the pronunciation of
word and sentence related to the topic excitedly, even though sometimes they
forgot the pronunciation, so they should repeat it more.
(4) Production
I distributed copies of paper about incomplete dialog, while LPS help me
to distribute animal picture and its food picture to the students. Each student in

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seatmate gained the same pictures and dialog. The students did the exercise by
completing the dialog with the word as represented in the pictures they
gained. Firstly, they named the pictures and wrote it in the space provided.
After that, they completed the dialog by writing the words in the blanks. After
finished it, the students performed it with their seatmate in front of the class.
They seemed tried hard to pronounce the sentence in the dialog. Most of them
still read it with incorrect intonation, their intonation between a question or a
statement was the same, such as when they said, Is it a buffalo?, Does it
eat mouse?.
4) Observing the Action
When the technique of teaching spelling and pronunciation through T&K
R was being carried out, I observed the whole activities helped by LPS, and then
wrote it in field notes. The result of the observation could be explained as follows:
Generally, the TL process became more life and more fun when the
activity was applied with LC. The students response was good. They looked
excited and enthusiastic in engaging the lesson. They did the activities created
enjoyably. They could work individually, in group, or in pairs cooperatively when
they practiced to learn spelling and pronunciation of word/sentence related to the
topic. Beside that, it arise the interaction between student-student and teacherstudent. For instance, when the students learnt about names of animal, teacher
asked to correct their friends answer and there were 2 students who corrected it;
and when performing the dialog, there was an interaction between students.

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T&K R was a technique that made the students were easier to learn
English, especially spelling and pronunciation. By using T&K R, they were free
to do the learning activities created by touching and moving, so it was out of seat
activities. This meant, they didnt only sit and listen to the teachers explanation,
but gained more opportunities to involve and practice the materials directly in the
TL process, even it used attractive media. Therefore, children feel happy and
enjoy doing it. Beside that, T&K R was self-corrective, so the students knew their
answer directly. By so doing, they could remember best what they had done.
Through T&K R, the students were able to write words or sentences
correctly. I observed that when they wrote words and sentence on the whiteboard,
they could write it correctly. They also could complete the dialogue with proper
spelling. They could write words involving double consonant letters and they
didnt make transposition of word anymore. They also could rewrite jumbled
letter and words into a good order. It meant their spelling ability improved.
Meanwhile, from pronunciation viewpoint, students were able to pronounce the
words correctly without looked at its letter as read the Indonesian one. They could
repeat the teachers saying well. When doing the activity using LC in group, I
asked students to pronounce/read the sentence aloud; they didnt keep silent, but
responded my instruction although at the first time they still pronounced it
incorrectly. After many times they practiced it, using T&K R, they were aware the
way of writing and reading the English words were different. However, some of
students pronunciation awareness didnt improve well. It was because there were
2 indicators of problem that was not good yet. Some students still read the dialog,

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in this case in the form of question or statement, with incorrect intonation. They
also read it slowly. There were 11 students who improved their pronunciation
awareness, while 10 students didnt improve yet.
Furthermore, the students became more motivated in studying English. It
was shown from the students behavior during TL process. There were no
students asked permission anymore to go to the toilet. The students participated in
the learning activities. However, I still should call their name first in order to
make them respond my questions or command. They kept silent if I said, Who
wants to answer?, but when I call their name they responded it although
sometimes their answer was incorrect. Therefore, the students were still passive
and were not quite brave to respond the question or command directly. Beside
that, the class situation was not continually occurred well. After the use of T&K R
finished, some students became passive and the attention decreased. In other
words, the students were active and motivated when the activity using T&K R
(LC) did, but, when it finished; they seemed bored and were not quite attention to
the lesson, so they became passive.
In addition, the result of posttest from the whole topic showed that the
students score were better compared with the pretest result. The mean score of
pretest was 58 and the mean score of posttest 1 was 72. However, from 21
students, there were 67% students who were able to reach the passing grade. It
meant that there are 14 students who reach the score above 60.

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5) Reflecting the Observation Result

LPS and I reflected the result of action based on the observation result.
From the observation result, I obtained the results as follows:
(1) Classroom situation
Regarding to classroom situation, the reflections are as follows: a) the
activities of TL spelling and pronunciation using T&K R generally ran well.
When, they practiced to learn spelling and pronunciation using LC, they looked
enjoy and they cooperated with their partner cooperatively. By so doing, there
were teacher-student and student-student interaction. It could arise their selfconfidence in engaging the activity with their partner; b) the students had prepared
their book before I entered to the class; c) the students didnt ask permission to go
to the toilet anymore; d) most of students, especially shy students were not brave
to respond my question directly, so I should call their name first in order to make
them responded it. However, some of them were brave and confident to express
their answer without being afraid of making mistakes. In short, the class was still
passive.
(2) Students competence
Concerning to the students competence, the reflections are as follows: a)
the students improved their spelling ability. It proved that after learning spelling
using LC, students could write words/sentence correctly. They didnt make
mistake anymore, as stated in the indicators of problem. Therefore, the indicators
of problem coming from spelling ability improved. Dealing with the posttest
result, 62 % or about 14 students could reach the passing grade. It showed that

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their achievement was good enough compared with pretest result; b) from
pronunciation awareness, there were two indicators of problem that didnt
improve yet, that is, when performing the dialog in front of the class; they still
read it with incorrect intonation. They were difficult to distinct the intonation of
questions and statements. When they read it, their speed of reading was slow even
though their voice was aloud. Therefore, they read it flat and slowly.
From the reflection above, it could be stated that Cycle 1 provided
improvement in the scope of spelling ability, but in pronunciation viewpoint, there
were still 2 indicators of problem that did not improve yet. Beside that, regarding
to classroom situation, there was also 1 indicator of problem that did not improved
yet. Some of students were still passive. Therefore, it should be created other
activities and alternative resource of T&K to refresh and encourage students
attention and interest in learning pronunciation.
6) Revising the Action
To solve the problem that appeared in cycle 1 which included: (1) some
students still read the sentences (in the form of questions or statements) with
incorrect intonation; (2) some students read the sentences slowly; and (3) some
students still passive, especially shy students; LPS and I improved the students
pronunciation awareness and classroom activities during TL process by applying
another T&K R. It was pic-a-hole (PAH). PAH was an alternative resource that
could be used to improve students pronunciation awareness. It could create a new
atmosphere and maintain students interest since this media was different from
LC, but nearly the same. The differences were: (1) the shape (square); (2) task

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content (printed question and answer were displayed on the media, so I was not
necessary to read the question orally for them; (3) the activity/way of using it.
When using PAH, the students read the question and chose the answer by placing
the nail on the hole and checked the code by lifting the card (task content).
Meanwhile, the similarities were: (1) self-corrective; and (2) the students touched
and moved when using it (learning by doing).
LPS and I then, created PAH which focused on practicing intonation of
sentence and reading it faster in order to improve students pronunciation
awareness. I also created the task content in short, so that all students could join
and participate well.
Moreover, the various media and activity, like using PAH would attract
the students motivation and attention in engaging the lesson. By so doing, they
would not easy to be bored and kept in attention, so they could follow the lesson
well. Beside that, they would be brave to respond the questions or command,
without being afraid of making mistakes. Therefore, it was expected that the
classroom situation would improved.
b) Cycle 2
1) Planning the Action
Based on the result of Cycle 1, the action plan for the second cycle was
made. It was made to be done in Cycle 2 since there were some indicators of
problem that did not improve yet. They included: (1) the students could not read
the dialog with correct stress and intonation; (2) the students speed of reading
was slow; and (3) some students are still passive, I should call their name first

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when asking something. Considering the problem and time, I decided to do action
in Cycle 2 during 2 meetings. It was conducted on March, 12th and 14th 2009.
Before doing the second cycle, I, helped by LPS, prepared the materials,
the media of PAH, lesson plans, audio recording, observation sheets, students
exercise sheet, and posttest 2. The material, exercise sheet, and posttest 2 were
suited and related to the topic. I discussed with LPS about the topic was going to
learn at cycle 2. After discussing, we decided to continue the next topic, that was
Days and Months. In this case, the students studied about names of days and
months, and also the sentences and dialog about days and months. By preparing
everything was needed at cycle 2, the action could be done well and the objectives
stated on lesson plan could be achieved.
2) Implementing the Action
As stated in Cycle 1, I used PAH as alternative media of T&K R in
delivering the material. In this cycle, the material covered names of days and
months, which were expanded into sentences and dialog. I created and varied the
learning activities by using PAH, such as I asked students to make simple
sentence based on the answer at PAH, in front of the class. Such activity provided
students to explore their pronunciation awareness and braveness.
As the previous action, the implementation consisted of 4 parts: warming
up, presentation, practice, and production. The first day of Cycle 2 would learn
about names of days and months from January to June, and then it was expanded
with learning simple sentences like It is January, Today is Monday, etc. In the
second meeting, the students continued to study names of months from July to

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December and it also varied with dialog (asking and question about the names of
months).
a) First Meeting
(1) Warming Up
The lesson started at 10.30. After greeting and checking students
attendance, I did asking and question related to the topic. For example: We
dont go to school on ; New year comes at , etc. I also said it in
Indonesia, so the students understood the question and could answer it in
English. This activity stimulated students to start the lesson that was going to
learn.
I stated that the class would move on the next unit that the topic was
Days and Months. I told them that they were going to learn about the names
of days and months, and then followed by studying making a very simple
sentence and reading it aloud with correct intonation. Furthermore, I said that
they would study by using PAH. I explained how the use of it briefly to make
the students more familiar.
(2) Presentation
I asked students to open Enjoy English Book on page 66. It was about
names of days and months. I presented the names of days and months. I
modeled the pronunciation of it and asked students together to repeat after me.
Then, I distributed 21 copies of paper about sentences related to days and
months, such as It is May, Tomorrow is Sunday, etc. After all students
received the paper, I asked some students to try to read the sentences. It aimed

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to know their awareness in pronouncing sentences before I modeled it. Some

of them could read it well and some of them could read it but slowly.
Therefore, I presented the pronunciation of each sentence and asked students
to repeat it together.
(3) Practice
The students learnt about days and months by using PAH. When doing the
activity using PAH, the students had to pay attention on the question and its
possible answers printed on the card, and then placed the nail on the hole in
the answer they thought correct. After the nail put on the hole, students
checked the answer by lifting the card. If it was correct, the card could be
lifted easily and vice versa. Finally, they should pronounce the answer or
make a sentence based on the answer and then read it aloud.
The students started to learn using PAH. The students did it individually,
so they were freer to express their idea toward the question/answer. Without
calling their name first, I invited who wanted to come to the class and answer
the question by choosing the best answer of 2 or 3 options. I did not expect
before; the students response was good. They were enthusiastic. Nearly all
students raised their hand and came to the class to answer it. Even, shy
students that often passive, get hurry to come to the class. They wanted to gain
the first chance than the others. They were excited to do it although they did it
individually. It showed that their confidence increased. They came to the class
one by one. They read the question by their selves and answer it. Then, they
practiced to read the answer aloud. Before they sit down, I asked them to

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practice making a simple sentence directly without writing it, as the previous
example, and then reading it loudly. When they pronounced it incorrectly, I
modeled the correct one and asked them to repeat it. From 15 students who
answered the questions, there was a student who answered it incorrectly.
(4) Production
After the students practiced to pronounce the words and sentence about
days and months many times, I asked them to come to the class randomly and
bringing the paper they gained before. I asked them to read the sentences.
Each student had chance to read 3 words or sentences. When they read it, I
recorded their pronunciation. Most of them could read it with correct
intonation, but still slowly.
b) Second Meeting
(1) Warming Up
The lesson started at 7.30. I came to the class together with LPS. I asked
the leader of the class to lead praying. After putting the media on the
whiteboard, I greet students and checked their attendance. To review the
lesson of the previous meeting, I asked some students to mention 3 names of
days and months orally. Some students raised their hand and said, Saya,
Bu., loudly. I was happy to see it. Then, I moved forward their table asked
them to answer while I recorded their voice. The students could answer it
well.
I told to the students that they would study by using PAH again. They
looked happy when I told it. Some students said, Hore!. Then, I told that

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they were going to continue the previous topic, namely names of months from
July to December, but, it also still related to months from January to June. The
students also would learn the dialog about What month is it?.
(2) Presentation
I asked students to look at Enjoy English Book on page 67, and paid
attention on the names of months from July to December. I read it and the
students in choral repeat it after me. Then, I wrote a simple dialog related to
the topic. I modeled how to perform the dialog. I emphasized on the
intonation used to read a question or a statement. I reminded them again that it
was different, so they should pay attention on it.
(3) Practice
I put some cards which contained printed question and its options in the
PAH. I invited students individually to come to the class and answer the
question. As the previous meeting, the students looked impatient to gain the
first turn in answering the question on PAH. They did the activity fast. One by
one the students came to the class, took the nail, and placed it on the hole.
Without my instruction first, they lifted the card. At that occasion all student
answer were correct. After they answer it, they practiced to pronounce the
answer loudly. They looked so confident when they pronounce it. It could be
stated that the students were happy to do it. They moved from their seat to the
front of the class and did something.

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(4) Production
I distributed copies of dialog. The dialog was about What month is it?. I
asked students to do it in pairs. Firstly, they should fill or complete the dialog
with the correct name of month which was suitable with the number on the
paper. Each student in pairs gained the same number. For example the number
was 10, so the students had to write October on the blank space in the dialog.
When they did the exercise, I moved around while checking their writing. It
was done to ensure whether students spelling ability really improved. Most of
them had been able to write it correctly.
After finished it, I asked students randomly to perform the dialog with
their seatmate in front of the class. For example, one student said, What
month is it?, and another student answered, It is August. When performing
it, I recorded their voice in order to obtain the accurate data of students
pronunciation. Most students could read the dialog with correct pronunciation
and intonation.
3) Observing the Action
In Cycle 2, I used another alternative material of T&K R, pic-a-hole
(PAH). I applied it and implemented the action in the class. During the
implementation and application of PAH, the students pronunciation awareness
became change. The indicator of problem could be solved, so that their
pronunciation awareness improved. It showed that they were able to read
sentences and perform the dialog with correct pronunciation and intonation. They

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became aware that when they read a question or statement, the intonation should
be different, so it was clear and acceptable.
The result of learning process or class situation was also better. When the
technique of T&K R applied, the TL process was more living and fun. It was
because the students were more active and brave to join the lesson from the
beginning until the end of the lesson. Therefore, the students attention increased
and they were not sleepy during TL process. By conducting such resource, it
could maintain the students interest since it used various material of T&K R, so it
was not monotonous. Furthermore, the students gained new situation in TL
process. They found many experience in learning pronunciation when using PAH.
It created different atmosphere that was different from everyday lesson which did
not use certain media, and tended to text book. Through T&K R, the students had
chance to learn by themselves and they did not only gain knowledge but also
experience. The use of T&K R also balanced the students brain and physic/motor
coordination since they learnt by touching and moving to gain the knowledge.
During applying the technique, a good atmosphere created in the class.
The students participated in TL process actively. They were more confident to
respond the questions/instruction. It could be proven that when I asked who
wanted to try to answer the question displayed on PAH, 90% students raised their
hand and wished to gain the turn. It showed that nearly all students really
enthusiast to involve in the learning activity. In the end of the lesson, I always
asked about their feeling toward the lesson. All of them said that they felt happy
and enjoy the lesson. They also said that the lesson became fun.

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The result of pronunciation activity was better than the previous cycle.
Students were able to read the dialog using correct pronunciation and intonation.
The score of oral test at posttest 2 ranged from 70 to 80. Generally, most students
had a good pronunciation. Their speaking was understandable, but sometimes they
made a little error in pronouncing plural noun/verbs for singular noun. It meant,
they sometimes still pronounce words with some noticeable errors. However, for
their level as beginner, it is still acceptable. There was also an improvement of
posttest 2 result. The score of post test 2 showed that 90% of 21 students obtained
the score above the passing grade, 60. The result increased from 67% at posttest 1
became 90% at posttest 2; both written and oral test.
4) Reflecting the Observation Result
I reflected the result of the second cycle with LPS, based on the
observation result which was gathered from field notes. The reflections were as
follows: 1) the class situation became more living, there were interaction between
student-student and teacher-student; 2) the students were active to participate in
the TL process. They were more enthusiasts in following the lesson. They also
responded the question or command even tough I didnt call their name first.
Even, the shy students became more confident and brave to compete with other
students to gain opportunity to answer the question on PAH. Therefore, during TL
process their attention increased and they were not sleepy since they had many
fun activities; 3) the students pronunciation awareness improved. The students
could pronounce the sentences correctly. The intonation of reading a question and
a statement was correct, so it was acceptable. There were 80% of 21 students who

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improved their pronunciation awareness. The percentage showed that more than
half of all students pronunciation awareness improved, so it could be stated that
T&K R was a technique that could be applied in English lesson to improve
students spelling ability and pronunciation awareness.
LPS and I reflected that many opportunities and practiced using T&K R
could motivate and encourage students to study spelling and pronunciation of
English words. After applied T&K R, the student could write words/sentences
easily. They also could pronounce the words/sentences in English correctly, even
though their accent was not as good as native-like.
The posttest 2 in Cycle 2 showed the improvement result. It was much
better than before. The score gained by the students ranged from 70 to 90. Most of
them could reach the passing grade. The percentage showed that in posttest 1of
Cycle 1, there were 67% or about 14 students of 21 students who reached the
passing grade, while at posttest 2 of Cycle 2, there were 95% or 20 students
reached the passing grade.
5) Final Reflection
From the observation results of cycle 1 and cycle 2, it could be concluded
that using T&K R could improve the students spelling ability and pronunciation
awareness at the fifth grade students of SD Negeri Pojok 02. It could be seen that
the indicators of problem, both from competence and classroom situation
viewpoint, improved. The percentage showed that over than 70% of 21 students
reached the passing grade. In other words, the posttest score at cycle 2 showed
much better achievement compared with the posttest score at cycle 1. It also

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showed that more than 70% of all students participated actively in the TL process.
They were more active and brave in learning English by doing some various
activities using T&K R. They also became more enthusiast and paid attention
during TL process.
LPS and I then, decided to stop the cycle since all the indicators of
problem had improved, and the time was limit, even though not all students
showed the improvement.

B. Result Findings and Result Discussion

1. Result Findings
After analyzed the research result which were gathered from several
sources of data which include pre observation report, field notes, interviews,
research diaries, audio recording, photograph, lesson plans, and the score of
pretest and posttest; I obtained several findings which answered the research
questions as stated in chapter 1. The research findings were as follows: the
improvement of students spelling ability and pronunciation awareness, and the
improvement of classroom situation in the English class when the technique was
applied. Furthermore, I found the other findings were occurred during and after
the research implementation by using T&K R. The findings were summarized at
Table 4. 3. as follows:

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Table 4. 3. Research Findings

Research Findings
1. The improvement of
students
spelling
ability
and
pronunciation
awareness
a. Students
spelling
ability

Before AR
Students
spelling
ability
and
pronunciation awareness was low

After AR
Students spelling ability and
pronunciation awareness improve

Students couldnt write

jumbled letters or words

Students are able to write the

jumbled letters or words into a
good order
Students are able to write
words
involving
double
consonant letters (buffalo,
grass, rabbit, etc.)
Students are able to write
words without transpose the
letter (elephant, crocodile,
goat, etc.)
Students write a correct
spelling of the meant word
(now, eat)
Students
write
words
completely
and
without
changing the letter (drink,
Sunday, swallow)
Students are able to pronounce
the words based on its sound
not its letter
Students are able to pronounce
the words/sentences with
correct stress and intonation
Students
read
the
words/sentences faster and
louder
Students respond and read the
words/sentence loudly without
being afraid of making
mistakes
Students are able to repeat it
well

the

Students often made a lot of

mistake
in
writing
words
involving double consonant letters
(rabit, bufalo, cofe, gras, etc.)
Students made transposition of
letters (elepanht, croocdile, gaot,
gilr, etc.)
Students wrote a correct spelling
of another word (now: no, eat: it)
Students
wrote
words
incompletely and sometimes
changing the letters (dring,
sanday, swallo)
b.

Students
pronunciation
awareness

Students pronounced words as the

Indonesian one/by looking at its
letter
Students didnt read sentence
using proper stress and intonation
Students read the words/sentences
slowly with low voice
Students kept silent and looked at
me in a long time when I asked to
read

c.

The achievement of
students test score

2. The improvement of
classroom
situation
during TL process by
using T&K R

Students couldnt repeat what

teachers saying when reading
words/sentences
The achievement of spelling and
pronunciation test (pretest) was
low. Students gained score under
the passing grade, 50% students
reached the passing grade
Students had just prepared the
materials (English book, note
book, pencil, etc.) when I had
asked to do it
Some students especially boys
often asked permission to go to

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The achievement of spelling

and
pronunciation
test
(posttest 2) increase. Students
gain the score above the
passing grade, 95% reach the
passing grade
Students have prepared the
materials before I enters the
class
No students ask permission to
the toilet when TL process run

toilet when TL process run

Students were passive during TL
process:
Most of students waited
me called their name first
to respond my
question/command
Students seldom to ask
question related to the topic
Students made noises

Some of them were sleepy

when TL process run

3. The teachers behavior

4. Students
behavior
outside the class

Students lacked in attention

to the lesson
Some students were lazy to do
exercise or homework
I often used traditional method;
presentation technique
I had little interaction with
students
After ending the lesson, students
immediately went out the class

Students didnt look for me when

the English lesson was in progress
and I came late
Students just smile when meet me
on the way

Some students are more

active, brave, and confident
during TL process
Students respond my
question/command
directly
Most students are brave
to ask question related to
the topic
Students are not noisy
anymore, they are noisy
because they discuss with their
friend about the lesson
Students are not sleepy.
T&K R attract their
interest to join the lesson
Students pay attention to
the lesson
Students do the exercise and
homework
I used various technique
I get closer and interact with
students frequently
After ending the lesson, most
students are still in the class
and play the T&K R again
Students look for me in the
teachers room and tell me that
the time is for English lesson
Students smile and call my
name when we meet each
other

Based on the Table 4. 3. above, it could be seen that there were some
findings found in the research, which include:
(1) The improvement of students spelling ability and pronunciation awareness
a) The improvement of students spelling ability
T&K R improved both students spelling ability and pronunciation
awareness. Dealing with spelling ability, the improvement showed that students
were able to write English words even sentence correctly. After practicing by

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using T&K R many times, they were accustomed to write words using correct
spelling. They wrote words involving double consonant letter correctly. They also
were able to write words without transpose the letters or wrote a correct spelling
of another word. Formerly, they often wrote elepahtn, elephatn, croocdile,
sneak, foot (food), tree (three), six (sick), etc. Now, they didnt gain difficulties in
writing such words. Beside that, when they asked to rewrite the jumbled
letter/words, they wrote it into a good order. Before applying the technique, some
students often forgot to write words completely when they took notes from the
whiteboard or wrote the answer in test. After practiced it using LC and PAH, they
became more carefully, so that their writings were readable and understandable.
Another good impact of applying T&K R in studying spelling and pronunciation
was for about 80% students wrote the answer with correct spelling on posttest 1
and 85% on posttest 2. It could be concluded that from 21 students there were 18
students improved their spelling ability, and it increased 5% from posttest 1 to
posttest 2. It really showed a good achievement and improvement on spelling
ability.
The achievement of spelling ability is reflected on written test which is
conducted through posttest 2. It can be seen from the score of students on written
test. The written test here tends to emphasize on students ability when they wrote
the answers in written form. In this case, I checked their writing in answering the
question. After that, I gained the score. The score here then, I added with the score
of pronunciation test. The score was very good since there was an improvement
from Cycle 1 to Cycle 2.

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b) The improvement of students pronunciation awareness

Meanwhile, regarding to pronunciation viewpoint, it showed that 80%
students improved their pronunciation. It was proven that all indicators of problem
dealing with students pronunciation awareness could be overcome well. At the
first cycle, there were 50% students whose their pronunciation improved. There
were also 2 indicators of problem which were not solved, namely students read
dialog using incorrect intonation and read it slowly. Then, the action was done at
Cycle 2. It was done by applying the alternative material of T&K R, which
expanded with various activities. By using it, the students pronunciation
awareness became better. It showed the improvement of students pronunciation
awareness; students were able to pronounce words and sentences correctly
although it wasnt as perfect as native. However, when it was compared with
students pronunciation before applying T&K R, the students pronunciation
underwent change and better than before. Based on the indicators of problem
found in pronunciation viewpoint, the improvement of students pronunciation
awareness could be elaborated as follows: through T&K R, students had more
opportunities to engage the lesson, they could learn by themselves, and they also
gained chance to practice their pronunciation after doing the activity by using LC
and PAH. By having these experiences, the students pronunciation awareness
improved. First, students were aware that the way to pronounce the English words
was different from the Indonesian one since in English one letter had more than
one sound. Therefore, they didnt look at its letter anymore when pronouncing the
words/sentence. Second, the students were able to read the words/sentence and

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dialog with correct stress and intonation. They could differentiate how to read a
question or a statement with correct intonation. The data showed that teacher
experience inspiring moment during carrying out the research can be seen from
the teachers diary. In my diary, I wrote: Aku sangat senang hari ini, semua
siswa bisa perform dialog dengan lancar. Tanpa malu-malu mereka
mempraktikannya di depan kelas. Hal yang paling membuatku senang adalah
mereka bisa membaca kalimat baik statement maupun question dengan
pronunciation dan intonasi yang benar. Aku benar-benar lega karena saat Cycle
1, mereka tidak bisa mengucapkannya dengan baik. Akhirnya di Cycle 2 ini,
mereka bisa menunjukkan bahwa mereka bisa. T&K R memang is the best. From
that diary, Im happy and satisfied with the result of students pronunciation
awareness at Cycle 2. I, myself, as the teacher always expect that this result could
be kept well, and the students always remember and do it better and better from
day to day when pronouncing English words. Third, they were more confident
when reading words/sentences aloud. Their speed of reading was faster than
before and their voice was louder. Next, students were not afraid in making
mistakes when they pronounced words, so that they didnt kept silent and looked
at the teacher in a long time, but they read it aloud when I asked them to read.
Beside that, in the TL process, I always modeled the pronunciation of
words/sentences first. When I asked them to repeat after me, they could repeat it
correctly, whereas before applying T&K R in the class, most of them often made
mistake in repeating it.

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Related to the improvement of students achievement on spelling and

pronunciation from Cycle 1 to Cycle 2, it can be summarized at Table 4. 4. and
Table 4. 5 below:
Table 4.4. The Improvement of Students Achievement
Subcycle
Kind of test
Mean of students score
Increasing of students
mean score

Observation
Pretest
54, 29

Cycle 1
Posttest 1
67,81
13,52

Cycle 2
Posttest 2
82,05
14,24

Table 4. 5. The Sample of Students Achievement

Students initial name
Pre test
Posttest 1
Posttest 2
Mean score

SP
65
86
90
80,33

SM
65
84
88
79

SR
45
59
83
62,33

Based on the table above, it can be concluded that students has a good
achievement at posttest 2. Their score increased from Cycle 1 to Cycle 2. That
score was score which was gained from written test and oral test, and then divided
into two, and gained the result as shown in the table.
(2) The improvement of classroom situation
The classroom situation during TL process improved after the application
of T&K R in the English class. Through T&K R, especially LC and PAH, the
students were free to learn by themselves. They learnt by doing something
individually, in group, or in pairs. T&K R attracted the students motivation and
interest to involve in the English lesson, so that, before I entered the class, they
had prepared the materials like English book, notes book, and pencil. Even, there

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were no students who asked permission anymore to go to the toilet during the
lesson.
Their participations increased during TL process. In the third meeting of
Cycle 1, when the students learnt using LC, there is a student who said, Asyik,
jadi enak ya?. The students comment indicated that the student feel happy and
enjoy learning with T&K R. They seemed accustomed to use it. The students
participation also could be seen when I invited them to read the words/sentences
on the whiteboard. Without calling their name first, some students raised their
hand and said, Saya, Bu, Saya dulu, Bu, Bu, nanti ditambah It is gitu baru
dibaca?, etc. It showed that T&K R stimulated and provide impulse for the
students to participate actively during TL process. Moreover, in applying T&K R,
I made the students to work together with their friend or alone. Therefore, they
could work individually, in group or in pairs cooperatively. This created an
interaction between student-student and made them get closer each other. Beside
that, their attention to the lesson increased. They seemed noisy only when they
discussed with their partner about the topic which was being learnt at that time.
Furthermore, the students did the exercise and homework I gave for them. They
were diligent in doing it. For instance, after discussing the homework, the students
said, Bu, nilainya dimasukkan ya?, this showed that they did the homework
well.
Meanwhile, in the second cycle, the students became more active than
before. They were active in responding the question/command, and in asking
question related to the topic. They also participated in learning activity when

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using PAH before I called their name first. I opened opportunity for students to
answer the question displayed on PAH. As I expected, the students response was
good. The students came to the class while running one by one. They competed
each other to gain the turn. Even, there was a student who gained the turn to use
PAH twice. It could be seen that nearly all students expected to participate in the
learning activity. They looked so enthusiast and excited. When all questions had
been answered, one student said, Yach, wis enthek. Lagi Bu?. It showed that
they want to learn again using PAH. It could be seen from their comment during
the lesson. Their comments were various as found at the filed note, Bu, enak
banget belajar pakai itu,Iya, lagi dong Bu, Enak iki yo, luwih nyenengke,
Enak kabeh nek aku. It can be seen that the students like to learn English using
T&K R very much. It was proved when I interviewed about their feeling after
learning using T&K R, they felt that their studying become fun and pleasing. All
of them said that they feel very excited and enjoy in learning English. It can be
quoted from the interview of the students comment as follows:
WPNS
PFH
INC
NW
MEC

:Jadi enak Bu belajarnya, jadi lebih mudah gitu.Jadi bisa membaca

dan menulis yang betul.
: Senang Bu belajar bahasa Inggris. Soalnya ada gambarnya.
:Lebih mudah belajarnya. Jadi semangat belajar, apalagi kalau
disuruh menulis jawaban, saya jadi suka.
: Saya juga Bu. Belajar jadi asyik dan menyenangkan.
: Jadi semangat belajar. Nggak gampang ngantuk Bu.

Furthermore, some students were brave to ask questions about the topic. It
indicated that they followed and concentrated on the lesson well. For example,
when I asked them to complete the dialog, there were some students raised their
hand and asked something, for example as seen in the field note, Bu, nanti

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dibaca terus direkam nggak?. They seemed gain a new situation of doing activity
using PAH in the class. It also changed the classroom situation becoming more
life and joyful. During the implementation of action in Cycle 2, the students
activeness and motivation increased. It proved that from 21 students, there were
90% of them participate actively in the TL process, such as in answering the
question, in asking question, in performing dialog, and so forth.
(3) The improvement of teachers behavior
The teachers behavior improved. Formerly, I often used presentation
technique, and sometimes I used pictures when presenting new vocabularies.
There were not various activities which could be explored during TL process.
Instead, the students sat and listened to my explanation. After applying T&K R, I
was accustomed to create some activities which combined with T&K R. Beside
that, there were interaction between students and me, so I felt that I was closer
with the students. The interaction made the lesson became live. The data showed
that teacher experience inspiring moment during conducting the research can be
seen from the teachers diary. For example, in the process of TL at the first day of
Cycle 2, I wrote in my diary: Aku tak menyangka kalau aku bisa melakukan
pendekatan dengan murid-muridku seperti ini. Aku bisa lebih dekat dengan para
siswa. Mereka tidak takut atau malu lagi berkomunikasi denganku. Aku betulbetul happy. Suasana jadi lebih hidup dan rasanya tidak seperti pelajaran
sebelumnya yang tampak tegang dan pasif. Ada interaksi yang bagus antara
siswa dengan guru maupun siswa dengan siswa. Kalau seperti ini rasanya waktu
cepat sekali berlalu. Ternyata T&K R benar-benar membantu aku dalam

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mengajar bahasa Inggris di kelas. Thanks for T&K R. The quotation of the
teachers diary showed that the class was really better than before in the term of
teacher-student or students-student interaction. Therefore, the lesson becomes
interactive and communicative.
(4) The improvement of students behavior outside the English class
There was also the improvement of students behavior outside the English
class. At the end of the lesson, after I said good bye, usually students immediately
went out the class, but after the application of T&K R, they didnt went out in
hurry. For example, when using LC, in the second day of Cycle 1, most of
students was still in the class and played with LC. Moreover, the students became
closer and care with English lesson. When the English lesson was in progress and
I came late to the class, some of them met me in the teachers room and told that it
was the time for English lesson and asked mo to teach them soon. The teachers
diary showed that the students were not patient to have the English lesson soon.
For instance, I wrote in my diary: Hari ini aku masuk ke kelas agak terlambat
karena harus menyiapkan semua materi pelajaran dulu. Tapi untungnya ada LPS,
sehingga tidak terasa berat dan terburu-buru. Saat aku akan melangkah ke luar
kantor, ada beberapa siswa yang menghampiri dan berkata, Bu, jadwalnya
bahasa Inggris lho. Aku diam sejenak karena tak menyangka kalau siswa akan
berkata seperti itu. Dalam hati aku betul-betul senang tak terkira karena ini
adalah perubahan yang bagus dan harus dipertahankan. From that data, it could
be seen that T&K R changed the students behavior. Beside that, when they met
me on the way they didnt only smile but also call my name. It indicated that the

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use of T&K R did not only provide a positive improvement inside the English
class, but also outside the English class.
Based on the data analysis above, it could be interpreted that using tactile
and kinesthetic resources improved students spelling ability and pronunciation
awareness at the fifth grade students of SD Negeri Pojok 02. It also made the
classroom situation became more life, fun, and interactive.

2. Result Discussion
The last step of action research was discussing the research result. Based
on the data obtained from the research findings, I construct theories and then write
selected theories. The theories are gained from the research data which are
collected during conducting the study. Those theories can be presented as follows:
a) T&K R improves students ability on spelling
T&K R was an effective technique to improve students spelling ability.
Through this technique, the problem could be overcome effectively. It proves that
T&K R can active the students in participating during TL process. It stimulates
and motivates the students to learn English words easily. They become brave and
confident in writing English words without afraid of doing mistakes. Through
T&K R, the students can see directly the spelling of words together with its
picture. This does not only attract the students, but also facilitate them in
identifying the correct spelling of words since the students gain opportunity to
learn spelling of words by choosing one of the alternatives. They do something
with T&K R when choose the correct spelling, so they can remember well what

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theyve done. As the explanation before, the improvement showed that students
changed and improved their ability in spelling. It could reach the goals, even
much better than the target planned before. The improvement showed that
students could write words/sentences with correct spelling at Cycle 2. For
example, a group of student could write the word and sentence simultaneously on
the whiteboard correctly, such as The dogs. The dogs bark; most of students
completed the dialog by writing the answer with correct spelling
b) T&K R improves students pronunciation awareness
T&K R was also an effective technique to improve students pronunciation
awareness. Regarding to pronunciation awareness, the students could pronounce
and read the words/sentences aloud appropriately. The students can identify the
pronunciation of words directly through T&KR. They learn it by doing some
activities that involve their touching and moving. Therefore, they practically and
directly learn the pronunciation of words by themselves. The result is they could
read using correct pronunciation and intonation, although there was still one
student who couldnt read well. The student belonged to level 2. It meant that
people could understand what the student said, but it was unpleasant to listen as
the student read the word unclearly. Concerning to grading criteria, the student
gained score C or about 6,5. It was because the student frequently made repeated
error. However, there were still more than half of all students who could read
words/sentences using correct pronunciation and intonation. Most of students
gained score B or about 7,0 - 8,4. It indicated that generally, their pronunciation
was good, but sometimes with some noticeable errors; for instance when they

108

pronounced plural nouns, like the word goats. Furthermore, seen from the quality
of product, in this case posttest result, it showed that the mean score was 72 at
Cycle 1 and 87 at Cycle 2. In addition, there were 90% of 21 students or about 20
students which underwent spelling ability and pronunciation awareness
improvement at Cycle 2. It could be concluded that from Cycle 1 to Cycle 2,
there was a positive improvement and a good achievement of posttest result. It
also indicated that the TL process was run well since the output was fulfilling.
c) T&K R improves English class situation
The result of the study showed that using T&K R as a teaching technique
provide stimulator in building the students motivation to learn spelling and
pronunciation. When the student had high motivation, they could learn well and
reach the goals as stated in the lesson plan. High motivation influenced their
braveness.

The

students

became

brave

in

responding

the

teachers

questions/command or in asking question to the teacher. They also brave in

joining their selves in the whole activities created by the teacher. They looked
enthusiast and pleased in doing the activities. The data gathered from interview
with students proved that they felt happy and excited when they learn by using
T&K R. They said that their studying became easy and fun. They gained
opportunity to do something during TL process, so they gained direct experience
in studying English especially spelling and pronunciation. Therefore, after using
T&K R, they had high motivation and braveness in joining the lesson.
The English class was different. There was a positive change compared to
the class before the technique applied. T&K R was also the technique that

109

provided positive influences to the classroom situation. The technique stimulated

and motivated the students to involve practically during TL process. The results of
the activities in the last cycle were good and pleasing. A good atmosphere was
created in the classroom. It made the students being comfort and active to join the
lesson and asking question with the teacher. In the second cycle, there were 90%
of 21 students who did the activities using PAH. They responded the question on
PAH by coming to the class and chose the best answer. They also practiced to
pronounce the answer aloud. At that time, I didnt call their name first as usual,
but directly and spontaneously, they came to the class. It implied that T&K R
stimulated and attracted the students to join the activities during TL process. The
students did not only answer the question, but also asked questions to the teacher;
so the interaction was life. The using of T&K R also motivated the students to
have a will to participate actively in the TL process. Therefore, the class became
more life and made the students comfort to study in the class until the end of the
lesson. In short, T&K R changed the class atmosphere became interactive, active,
and joyful.
LPS and I also reflected that based on the research findings, the
application of T&K R provided the other findings that were not expected before.
It derived from teacher and students side. Both of the findings presented a good
changed in the terms of teachers behavior, and students behavior outside the
English class. The application of the technique built a good condition in
implementing the TL in the class, especially English class. Such condition could
impulse the students mind and emotion in viewing the English lesson. They

110

would feel comfort and calm whenever they met the English lesson. Therefore, it
could influence their achievement, in this case English score, since they learn
English because they need and desire to, not because a compulsory that must they
do as a student. When they felt that they learn is because an obligatory, it was
seemed hard to do, but when they learn because they need and desire to from their
selves, they would learn naturally and easily. In short, T&K R was very good
technique since its not motivated and stimulated but also balanced the students
brain, psychic, and motor coordination simultaneously.
LPS and I decided to bring to an end the cycle at Cycle 2 since the
indicators of problem coming from competence and classroom situation viewpoint
had been overcome well and effectively, so it found a good improvement and
achievement as well, on the term of spelling ability and pronunciation awareness,
and classroom situation. Moreover, the result of posttest 2 at Cycle 2 showed a
better improvement. There were 95% of all students or about 20 students who
gained the score above the passing grade. Beside that, the research was stopped
since the limited time. The research was expected not bother the students to face
the mid test of second semester, so it was ended at Cycle 2.

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CHAPTER V
CONCLUSION, IMPLICATION, AND SUGGESTION

The chapter discusses about the conclusion of the research, the

implication, and the suggestion for the teacher, the students, the Institutions of
Education, and for the other researchers. Each section is described as follows:

A. Conclusion
The research is about the application of T&K R to improve students
spelling ability and pronunciation awareness. This research is conducted in two
cycles. The findings of the research show the improvement of students
achievement on spelling and pronunciation, and also the improvement of English
class situation. In short, the research findings obtained from this study can be
concluded as follows:
1. Competence viewpoints
The improvement of students spelling ability:
Students are able to write the jumbled letters or words into a good order
Students are able to write words involving double consonant letters (buffalo,
grass, rabbit, etc.)
Students are able to write words without transpose the letter (elephant,
crocodile, goat, etc.)
Students write a correct spelling of the meant word (now, eat)

112

 Students write words with complete letters and without changing the letter
anymore (Sunday, drink, December, month)
The improvement of students pronunciation awareness:
Students are able to pronounce the words based on its sound not its letter.
Students are able to pronounce the words/sentences with correct stress and
intonation.
Students read the words/sentences faster and louder.
Students respond and read the words/sentence loudly without being afraid of
making mistakes.
Students are able to repeat the teachers pronunciation well.
2. Class situation
Students have prepared the materials before I enters the class.
No students ask permission to the toilet when TL process run.
Some students are more active, brave, and confident during TL process:
students respond my question/command directly; most students are brave to
ask question related to the topic.
Students are not noisy anymore, they are noisy because they discuss with
their friend about the lesson: students are not sleepy. T&K R attract their
interest to join the lesson; students pay attention to the lesson.
Students do the exercise and homework
Based on the point above, it can be concluded that the research result
shows a positive improvement of spelling ability and pronunciation awareness,
and the classroom situation when the technique is applied in the English class.

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Before conducting AR, the students spelling ability and pronunciation awareness
is low. They cant write words with correct spelling, and also often make mistakes
in pronouncing words/sentences. It causes the low of students achievement in the
test. The students who gained the score above the passing grade is 50% or about
11 students of 21 students. After doing AR through T&K R, the students spelling
ability and pronunciation awareness improve. The students are able to write any
words with correct spelling, related to the topic of English lesson for class 5. It is
proven that the students can determine the correct spelling of 3/4 alternative
answers, and they also can write sentence based on certain word correctly. When
doing the exercise, they write the words based on pictures and rewrite the jumbled
letters correctly. Furthermore, after learning and practicing many times using
T&K R, students are able to pronounce words/sentences using correct
pronunciation, stress, and intonation. They are also able to read it fast and louder.
It is proven that they are able to perform the dialog appropriately in front of the
class. In short, during TL process, from Cycle 1 to Cycle 2, students undergo an
improvement. They are better than before, both on spelling ability and
pronunciation awareness. Therefore, the achievement of posttest increases from
Cycle 1 to Cycle 2. In Cycle 1, the mean score is 72 and there are 67% students
who gain the score above the passing grade; while the mean score in Cycle 2 is
87 and there are 19 students who reach the passing grade. It could be concluded
that there is an improvement for about 23% of 21 students.
The technique of T&K R also influences the classroom situation occurred
in during TL process. The process of TL improves from passive to be more active

114

and interactive. There is new situation and a good atmosphere in English class.
The class become more life and joyful during TL process. From day to day, the
students who make a noise decrease. They more pay attention and concentrate to
the lesson. They also join the lesson actively, so they are not sleepy and bored.
Even, the shy students become brave and confident to do the activity or respond
the question/command. The percentage shows that 90% students participate
actively during TL process. In addition, dealing with the diligence of doing the
task, the students do the exercise or homework well when the teacher provide it.
Therefore, the TL process run well since the students and the teacher can work
well as their own duty.
After implementing the action, there are other findings dealing with
teachers behavior, in this case myself as the teacher, and students behavior
outside the English class. The findings gathered from teachers diary shows that
teacher experience inspiring moment when creating activity for students. In the
diary, I write: T&K R adalah tehnik yang memberi inspirasi kepadaku dalam
membuat aktivitas selama proses pembelajaran. Aku merasa menjadi lebih kretaif
dalam membuat main activity yang aku tulis dalam lesson plan. Aku bisa
menggali banyak event yang bisa aku ciptakan dengan menggunakan T&K R.
The diary shows that I become more creative in conducting learning activities in
the class since I dont make the students sit and listen to the lesson, but they have
activities to do out of their seat. By using T&K R, the relationship between
teacher and student is closer since I am not only present the materials, but also
make an interaction with them. Meanwhile, regarding to the students behavior

115

outside the English class, it can be interpreted that students become friendlier to
the teacher and they still in the class to play T&K R although the English lesson is
over. When I dont come to the class, some students looks forward me to tell that
the time is for English lesson. It means, they expect to meet the English lesson
everyday.

B. Implication
Based on the conclusion above, it can be implicated that the research
shows a good findings that is very pleasing. T&K R can be developed and
explored in the process of TL language. T&K R is really a technique that is
suitable conducted to the children or elementary school students since it is
associated with pictures or visual aid. This can be combined with various
activities in the class depending on the objectives which are going to achieve.
T&K R proves can help students and me in solving the problem on spelling and
pronunciation. Therefore, teachers need to do an action research in their class.
It is also implicated that during the implementation of T&K R in the TL
process, there are some benefits of using T&K R for the students, which include:
1. T&K R can improve students spelling ability and pronunciation awareness
when applied in the TL activity. Students learn spelling and pronunciation
easily and enjoyably. By using LC, students know the writing of each word
and its pronunciation displayed on the front side of LC. LC provided the
students different experience of learning by doing. They can learn by
themselves since directly they monitor and check the answer about spelling or

116

pronunciation by moving back the LC and see the code on it, whether match
or not. It indicates that LC associates pictures, words, and its pronunciation
simultaneously. Beside that, I use another kind of T&K R, namely PAH. As
LC, it is also self-corrective, so the students directly know whether the
spelling/pronunciation symbol they chose, correct or incorrect. The use of
alternative kind of T&K R aims to maintain the students interest and avoid
the students boredom toward the English class;
2. T&K R provides the students many opportunities to practice the language. They
can practice many times individually, in groups, or in pairs. In doing the
activity by using T&K R, the students can explore their mind and their
mobility to learn spelling and pronunciation. It implies that they do not only
think the correct writing or pronunciation of words with doing nothing, but
they think it while touching and moving from one side to another side.
Therefore, their brain and motor coordination work simultaneously and their
development will be balanced; 3) T&K R improves students self confidence
and braveness in the English class, so that they are active engaging the lesson
during TL process. T&K R indirectly insists the students to do things since the
technique deals with touching and moving. In other words, it is out of seat
activities. Because they are accustomed to join actively during TL process;
their self-confidence increase, and they are more brave to express their
opinion without afraid of making mistake. Therefore, during TL process, the
students listen to the teachers explanation in a little time and the time is more
used to do activities which are related to the use of T&K R. It means they

117

have more chance to do something by touching and moving from one place to
another place;
4. T&K R improves the students memory/brain. The use of such technique makes
the students remember best the things they do during TL process. It stimulates
the students brain work through the activities done by students frequently, so
the students can remember it well and become understand well how to write
and pronounce the English words correctly;
5.

T&K

improves

students

motivation.

T&K

provides

some

materials/equipments that attract students interest to join the lesson from the
beginning until the end of the lesson. Because of that, the use of T&K R
makes their motivation become higher. They enjoy and feel happy when
learning spelling through T&K R. They gain space and chance to move
around, not only sit for a long time. By having high motivation, the students
study English excitedly and enthusiastically. Therefore, during TL process,
they follow the activity well;
6. T&K R improves students achievement. After studying English lesson using
T&K R, students can do the test well. The process of learning they do during
using T&K R influences their achievement. By doing something when
learning in the class, students can remember best how to write and pronounce
the English words/sentences. The result of their achievement increases from
the first cycle to the second cycle. It implicates that the TL process occurred
in the class, run well.

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C. Suggestion
Having concluded the result of the research, I would like to propose some
suggestion for the teachers, the students, the Institution of Education, and the
other researchers. The suggestions can be put forward as follows:
1. For the Teachers
Suggestions

are

given

especially

to

the

teachers

who

teach

beginner/children. All teachers should learn how to enhance their competence in

teaching and to establish a good atmosphere in the class, so that the students feel
comfort to learn in the class. Especially for the English teachers, the suggestions
are as follows: (a) they should be creative to use various techniques in teaching
English in order to maintain students interest toward the lesson. They can use
T&K R as a technique which is combined with various activities. By so doing, the
students are motivated in joining the lesson and are not easy to be bored in TL
process; and (b) they should create an enjoyable situation of TL process and
experiences to involve practically in order to make the students willing in
improving their English.
2. For the Students
Studying English as the second language is not difficult for the children if
there is a will and motivation to learn it. The key factor of learning second
language is motivation. If the motivation is high, there is a will to be success, so
studying English will be easy. Therefore, they should have a will and motivation
in their selves. Beside that, they should be active and practice it frequently
everyday and everywhere they gain chance. If it is done, it will be a good habit.

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3. For the Institution of Education

Education institution as a formal place to obtain knowledge and
experience should provide facility and media that support the TL process. By
having enough facility and media that is used in the class, the TL process can run
effectively. The institution of education also should socialize and introduce the
attractive technique in a seminar, for example, that can be applied in every school,
so that the class will not monotonous but dynamist.
4. For the Other Researchers
Action research is a research conducted in the class to solve certain
problem through certain technique/way. The other researchers should conduct the
action research to improve their class becomes better. Beside that, by doing the
research directly, they will gain experiences and insights about the application of
technique in school.

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123

124

Appendix 1
Pre Research Observation
Class

:VB

Teacher

: R. E.

Day/Date

: Tuesday, 13th January 2009

Topic

: At the Street

Students

: 21

Time

: 10.35 12.05

The lesson began at 10.35. This was the first meeting after the long
holiday of the first semester. After praying, the teacher started the lesson by
greeting the students and checking their attendance. Good morning,
StudentsHow are you today?, said the teacher. The students answered loudly,
Good morning, I am fine, thanks, and you?. The teacher answered the students
greet and asked the students again, Who is absent today? Siapa yang tidak masuk
hari ini?. The students said, Nihil, Bu. Then, the teacher reminded the
students, Not nihil, but no one. OK?. Yes, Mom, said the students.
Before telling the topic, the teacher gave warming up by asking and
question to the students about their holiday. Suci, whats about your holiday?
Where did you go?, asked the teacher. The teacher also said it in Indonesian, so
the students understand the teachers questions. The student answered, I am
happy, Semarang, Bu. Teacher asked again, How did you go there?. The
students said, bus. That asking and questions was to introduce the students
about todays lesson. The teacher, then, asked the students to mention what they
seen at the street. The students answers were various, but they pronounced the
words incorrectly. Therefore, the teacher corrected it and asked students to repeat
it. After that, the teacher asked students to open their English book and look at the
pictures on it. The teacher appointed some students to name the pictures orally.
Some of them could answer it, but most of them answered it in Indonesian. After
the students mentioned it one by one, the teacher wrote the correct words on the
whiteboard. The teacher modeled and guided the students how to pronounce it.

125

The students repeated it after the teacher. When doing this activity, there were
some students who did not pay attention to the teacher and did not pronounce the
words, but they were daydreaming, and did another activity like writing
something. Then, the teacher explained about the use of there is and there are.
The teacher wrote some examples on the whiteboard. The teacher explained it and
read it for the students. Then, the teacher gave chance to the students to ask
something. However, there was no student who asked to the teacher. Seeing this
condition, the teacher checked their understanding by asking students to translate
the sentence into English. The teacher said, What is the English of Ada seorang
polisi?, Ada 10 bus?. The students answered it after the teacher pointed them,
when the teacher asked who want to answer; no students rose up their hand and
answered it. Then, the teacher asked student to take notes from the white board to
their notebook. After that, students started to do the exercise. The class was
getting noisy. Most of them discussed the answers with their seatmate; others
called their friends loudly to borrow pencil or dictionary, and two girl students
asked permission to go to the toilet.
After they finished it, the teacher asked some students to write the answer
on the whiteboard. Some students still wrote the words incorrectly, and some of
them wrote incorrect plural or singular nouns, so it was not suitable with the
questions. Then, the teacher and students checked the answers together. The time
was over. Before ending the lesson, the teacher reviewed the lesson, and asked
students to study todays lesson at home and read the next page. She ended the
lesson by saying Good bye, StudentsSee you. The students responded by
saying Good bye.

126

Appendix 2
CATATAN LAPANGAN HASIL PENGAMATAN

Catatan Lapangan Nomor

: 01

Waktu Pengamatan

: Selasa, 13 Januari 2009

Pukul 10.35 12.05

Tempat Pengamatan

: SD Negeri Pojok 02 Tawangsari

Objek Pengamatan

: Pelaksanaan kegiatan belajar mengajar Bahasa

Inggris di kelas V B

Pengamat

: LPS

Catatan Lapangan dibuat

: Selasa, 13 Januari 2009

Pukul 20.00 WIB

Situasi Latar
SD Negeri Pojok 02 Tawangsari, tempat dilaksanakannya pengamatan,
terletak di desa Pojok RT 2/II, Pojok, Kecamatan Tawangsari, Kabupaten
Sukoharjo. SD ini terletak di sebelah barat Kalurahan Pojok, menghadap ke
selatan. Dilihat dari kondisi lingkungan, sekolah ini berada di pinggir jalan desa,
sehingga sebagai tempat KBM cukup memberikan kenyamanan karena tidak
banyak kendaraan yang lalu-lalang. Selain itu, di depan kelas terutama di teras
kelas, ada berbagai macam tanaman hijau dan bunga-bunga. Sehingga suasananya
tampak teduh dan asri.
Sekolah ini cukup luas, dengan 7 ruang kelas, 1 laboratorium komputer, 1
ruang guru dan kepala sekolah, serta 1 ruang perpustakaan yang cukup besar.
Namun, ruang perpustakaan belum dimanfaatkan karena baru selesai dibangun.
Selain itu, bangunan sekolah ini layak digunakan karena sudah direnovasi,
sehingga tidak ada lagi lantai yang pecah atau atap yang bocor.
Ruang kelas di SD Negeri Pojok 02 ini berjumlah 7 ruang kelas yang
masing-masing 1 ruang kelas untuk kelas I, II, III, IV, dan VI. Sedangkan untuk
kelas V terdapat 2 ruang kelas, jadi kelas V merupakan kelas parallel yang terdiri

127

dari kelas V A dan V B. Hal ini dikarenakan jumlah siswa kelas V ada 42 siswa,
sehingga tiap kelas berjumlah 21 siswa.
Kelas V B adalah kelas yang dijadikan sebagai objek pengamatan, dengan
jumlah siswa sebanyak 21 orang yang terdiri dari 7 siswa putra dan 14 siswa putri.
Kelas ini terletak di tengah-tengah di antara laboratorium komputer dan kelas IV,
yang menghadap ke timur. Kelas ini tidak begitu jauh dari kantor guru, hanya
terpaut 3 ruang. Ruangan di kelas V B cukup luas dengan jumlah meja sebanyak
11 buah, dan kursi 21 buah. Di dalam kelas ini juga ada beberapa gambar
pahlawan, gambar Presiden dan Wapres, serta kata-kata mutiara yang ditulis
dalam ukuran besar, seperti Tak ada rotan, akar pun jadi, yang ditempel di
tembok sebelah kanan dan kiri. Ada juga 1 almari kayu yang digunakan untuk
menyimpan buku-buku paket atau inventaris kelas V B, terletak di sebelah kanan
meja guru. Papan tulis berwarna putih besar berada di bagian tengah depan,
sehingga semua siswa bisa melihat dengan jelas. Sapu dan sulak diletakkan di
bagian pojok paling belakang. Selain itu juga ada dua lampu neon, sehingga tetap
terang di saat cuaca mendung.

Jalannya Kegiatan
10.35 10.40
Pukul 10.30 bel berbunyi. Anak-anak berhamburan ke dalam kelas.
Namun, masih ada juga beberapa anak yang tidak segera masuk, tapi berdiri di
depan pintu kelas. Sementara itu, para guru juga belum bersiap-siap dan bergegas
masuk kelas. Ada beberapa guru yang masih mengobrol dan ada pula yang sibuk
mengerjakan tugas. Saya pun mendahului mereka masuk kelas, Mangga, Pak,
Bu. Saya berjalan menuju kelas V B. Saat melewati kelas V A, ada satu siswa
putra yang tiba-tiba bertanya, Bu, nggak ngajar sini?. Saya tersenyum dan
jawab, Besok, ya?.

KP: Ada sebagian guru yang kurang disiplin karena sudah bel masuk tapi masih
berada di kantor guru. Masih ada pula anak-anak yang berada di luar kelas yang
mungkin karena menunggu gurunya masuk kelas dulu. Hal ini berarti telah
banyak waktu yang terbuang sia-sia.

128

10.40 10.50
Sampai di kelas V B, masih ada beberapa siswa yang berlarian, bercakapcakap, dan ada pula yang menulis di papan tulis. Saat saya masuk, mereka
bergegas duduk di tempat duduknya masing-masing. Namun, masih dalam
kondisi yang belum siap. Mereka juga belum mengeluarkan buku pelajaran.
Setelah meletakkan tas dan buku, saya mengucapkan salam kepada siswa, Good
morning, StudentsHow are you today?. Secara bersamaan mereka menjawab,
Good morning, I am fine, thanks, and you?. Saya pun merespon salam mereka
dan menanyakan siapa yang absent pada hari itu, Who is absent today? Siapa
yang tidak masuk hari ini?. Sebagian siswa menjawab, Nihil, Bu. Saya lalu
mengulangi jawaban mereka, Bukan nihil, tapi bahasa Inggrisnya no one.
Siswa pun mengulangi kata no one, dan ada juga yang menjawab, Yes, Bu.

KP: Kelas V B sangat gaduh meskipun guru sudah masuk ke kelas. Kesadaran
mereka kurang karena saat guru datang, mereka tidak segera mempersiapkan diri
untuk mengeluarkan buku pelajaran, tapi kebanyakan masih bercakap-cakap
dengan teman-temannya. Para siswa sudah membalas greeting dengan baik karena
sudah terbiasa dilakukan sebelum pelajaran dimulai.
10.50 11.00
Hari Selasa ini adalah pertemuan pertama setelah liburan semester I. Saya
melakukan warming up dengan menanyakan seputar liburan para siswa. Saya
menunjuk salah satu siswa putri yang bernama Suci, Suci, Hows about your
holiday? Where did you go?. Saya kemudian mengucapkannya ke dalam bahasa
Indonesia. Suci menjawab sambil tersenyum, I am happy, Semarang, Bu.
Saya bertanya lagi, How did you go there? Kamu ke sana naik apa? Dia
menjawab, bis. Saya merespon jawabannya denagn mengatakan, Good,
thanks. Kemudian, saya menunjuk satu per satu siswa untuk menyebutkan apa
saja yang bisa mereka temui di jalan. Ada yang menjawab taxi, car, bus, dll.,
dengan pengucapan yang masih keliru, ada yang menjawab dengan bahasa
Indonesia, dan ada pula yang diam saja.

129

KP: Guru melakukan tanya jawab dengan siswa untuk menstimulasi siswa
terhadap materi yang akan dipelajari. Guru merespon jawaban siswa dengan
mengatakan good agar siswa tetap semangat dan tidak merasa down. Guru masih
menunjuk siswa yang akan menjawab pertanyaan, sehingga terkesan siswa aktif
menjawab karena perintah guru bukan karena keinginan mereka. Sebagian besar
siswa masih pasif. Siswa masih kesulitan saat mengucapkan kata-kata dalam
bahasa Inggris, sehingga mereka sering melakukan kesalahan saat menjawab
pertanyaan secara lisan.
11.00 11.30
Saya menjelaskan bahwa materi hari ini adalah tentang At the Street.
Para siswa saya minta untuk membuka buku mereka masing-masing dan melihat
gambar yang ada di buku. Saya juga menyuruh mereka untuk memberi nama dan
menyebutkannya secara lisan. Ada beberapa siswa yang bisa menjawab, tapi
kebanyakan masih dalam bahasa Indonesia. Saya membetulkan jawaban mereka
dan menuliskan kata-katanya di papan tulis. Saat saya menulis, suasana menjadi
gaduh. Mereka mulai bercakap-cakap, memanggil-manggil teman untuk
meminjam bolpoint, dan ada pula yang bertanya, Bu, dicatet?. Saya jawab,
Iya, tapi nanti saja. Selesai menulis, saya membacakannya satu per satu dan
siswa saya minta untuk mendengarkannya dulu. Mereka saya minta untuk
mendengarkan bagaimana pengucapan tiap kata. Setelah itu, semua siswa saya
perintahkan untuk mengulangi apa yang telah saya ucapkan. Sebagian besar siswa
mau mengikuti dan mengucapkan kata-kata tersebut, tapi ada beberapa siswa yang
menulis, berbisik-bisik dengan teman sebangkunya, dan ada pula yang melamun.
Kemudian saya menerangkan tentang penggunaan there is dan there are
beserta contohnya. Saya menuliskan contohnya di papan tulis. Saat saya
menerangkan, ada beberapa siswa yang mengantuk dan minum. Saya segera
menegur dan meminta mereka untuk memperhatikan pelajaran lagi. Saya
memberikan kesempatan kepada siswa untuk bertanya. Tidak ada satu pun siswa
yang bertanya, mereka hanya diam dan ada sebagian yang menggelengkan kepala.
Saya meminta siswa untuk mengartikan kalimat ke dalam bahasa Inggris secara
lisan. Tetapi tak ada yang menjawab, mereka hanya berbisik-bisik dengan
temannya, atau ada juga yang menunduk. Akhirnya, guru menunjuk 2 orang siswa
untuk menjawabnya.
130

KP: Siswa ramai dan tidak memperhatikan pelajaran saat guru menulis dan
kemudian menerangkan pelajaran. Siswa cenderung lebih sering menggunakan
bahasa Indonesia saat menjawab pertanyaan secara lisan. Interaksi antara guru dan
murid kuarng hidup, karena saat guru meminta mereka menjawab pertanyaan,
tidak ada respon dari siswa sebelum guru menyebut nama mereka. Siswa merasa
bosan dan mengantuk mungkin karena kegiatannya monoton, guru hanya
menerangkan dan siswa hanya mendengarkan, jadi kurang ada kegiatan yang bisa
melibatkan siswa secara aktif. Sehingga, siswa tampak pasif.
11.30 11.45
Siswa mengerjakan soal di buku tugas. Saya memberikan waktu 15 menit
untuk mengerjakan 5 soal. Suasana pun kembali gaduh, kebanyakan mereka
mediskusikan jawaban dengan teman sebangku, ada yang meminjam buku atau
kamus temannya, ada juga 2 siswi yang ijin ke toilet. Saya berkeliling melihat
pekerjaan mereka. Saat saya sampai di meja siswa putri yang bernama Wiwid, dia
bertanya,Bu, ini betul nggak? sambil menunjuk jawabannya yang no 1. Saya
lalu menjawab,Ya, nanti kita bahas. Saya lalu berpindah dari 1 meja ke meja
lainnya. 15 menit telah berlalu, saya meminta para siswa untuk berhenti
mengerjakan dan meletakkan alat tulis mereka.

KP: Saat siswa mengerjakan latihan biasanya merupakan kesempatan bagi mereka
untuk melakukan berbagai aktivitas yang membuat mereka bisa beranjak dari
tempat duduknya. Sehingga suasana pun sering gaduh dan ramai. Guru telah
melakukan pendekatan dengan siswa dengan berkeliling melihat pekerjaan siswa.
11.45 12.00
Pembahasan soal dimulai. Guru memanggil 5 orang siswa untuk
menuliskan jawabannya di papan tulis. Satu per satu siswa menuliskan jawaban
mereka. Setelah semuanya selesai, guru menyuruh siswa lainnya untuk melihat
apakah jawaban yang ditulis sudah betul. Pada saat itu ada 1 siswa putra yang
merespon pertanyaan saya. Tulisannya masih salah, Bu, yang no. 2, katanya.
Saya pun melihat tulisannya dan ternyata ada tulisan yang tidak lengkap.
Kemudian saya memintanya untuk membetulkan tulisannya. Setelah semua
dicocokkan, guru mengecek berapa soal yang bisa siswa kerjakan.

131

KP: Siswa kurang teliti dalam menuliskan kata dengan menggunakan bahasa
Inggris, sehingga menimbulkan kesalahan arti. Oleh karena itu, siswa perlu
banyak diberi latihan dan guru perlu menggunakan teknik yang membuat siswa
bisa belajar secara aktif tentang spelling dan pengucapan kata yang tepat. Ada 1
siswa yang berani membetulkan jawaban tanpa guru sebut namanya.
12.00 12.05
Saya bertanya kepada siswa tentang pelajaran yang telah dipelajari hari ini.
Sebagian besar siswa bisa menjawabnya. Kemudian saya memberi tugas kepada
mereka untuk mengulang kembali pelajaran di rumah dan membaca halaman
selanjutnya. Saya pun menutup pelajaran dengan ucapan Good bye.

KP: Guru tidak lupa untuk mereview pelajaran sehingga guru bisa mengetahui
apakah siswa benar-benar konsentrasi dalam mengikuti pelajaran.

132

CATATAN LAPANGAN HASIL PENGAMATAN

Catatan Lapangan Nomor

: 02

Waktu Pengamatan

: Selasa, 17 Februari 2009

Pukul 09.05 12.00

Tempat Pengamatan

: SD Negeri Pojok 02 Tawangsari

Objek Pengamatan

: Pelaksanaan kegiatan belajar mengajar Bahasa

Inggris di kelas V B

Pengamat

: LPS

Catatan Lapangan dibuat

: Selasa, 17 Februari 2009

Pukul 14.00 WIB

Situasi Latar
Jam menunjukkan pukul 09.05. Suasana sekolah masih sangat ramai saat
saya tiba di sekolah. Hal ini dikarenakan pukul 09.00 09.30 adalah jam istirahat,
sehingga banyak siswa yang masih bermain-main di halaman sekolah. Saat saya
masuk kantor, ada beberapa guru yang sedang bercakap-cakap dan ada pula yang
menonton TV. Saya pun menyapa dan menyalami mereka. Kemudian saya
meletakkan tas dan media yang saya bawa di meja.

Jalannya Kegiatan
09.10 09.30
Setelah meletakkan tas, saya mengambil media yang akan saya gunakan
untuk mengajar spelling dan pronunciation. Saya membawa media tersebut di
ruang tamu sebelah kantor guru. Saya mulai mengecek dan meneliti apa saja yang
telah saya tempel (gambar, kartu kata dan kartu suara) di atas media yang disebut
learning circle. Media ini saya buat dari gabus. Setelah selesai, saya
mempersiapkan kartu yang isinya adalah jawaban-jawaban yang akan digunakan
untuk belajar spelling dan pronunciation.

133

KP: Guru tampak telah mempersiapkan perangkat mengajar dengan matang

karena saat tiba di sekolah, guru tinggal mengecek dan meneliti saja untuk
memastikan apakah semuanya telah siap.
09.30 10.30
Jam 9.30 bel berbunyi, pertanda jam ke 4 segera dimulai setelah jam
istirahat. Anak-anak berlarian menuju ke kelasnya masing-masing. Saat itu saya
masih berada di ruang guru. Seperti biasa, masih ada beberapa guru yang belum
beranjak dari tempat duduknya. Saya segera masuk ke kelas VI untuk mengajar.

KP: Guru sudah terbiasa masuk ke kelas telat 5-10 menit dari bel masuk, sehingga
banyak juga siswa yang masih berada di luar kelas. Kondisi ini tidak kondusif
karena banyak waktu yang terbuang sia-sia. Guru baru akan mengajar kelas VB
setelah selesai mengajar di kelas VI.
10.35 10.40
Saya segera bergegas masuk ke kelas V dengan membawa media learning
circle. Pada saat saya masuk kelas, beberapa siswa masih ada yang mencatat, dan
ada pula yang bercakap-cakap dengan temannya. Setelah meletakkan perangkat
mengajar di meja, saya meminta perhatian anak-anak untuk duduk di tempatnya
masing-masing. Setelah mengucapkan salam dan mengecek kehadiran siswa, saya
menyampaikan bahwa hari ini akan mempelajari tentang The names of animals
dengan menggunakan media learning circle sambil menunjukkan media tersebut.
Saat saya menyebut kata learning circle, banyak siswa yang mengerutkan dahi
dan saling bertanya dengan teman sebangkunya. Dua siswi yang duduk paling
depan berkomentar, Asyik, nganggo kaya ngana barang, apik ya?. Saya lalu
memerintahkan mereka untuk mengeluarkan buku pelajaran dan buku catatannya
masing-masing.

KP: Saat pergantian jam pelajaran, suasana kelas gaduh. Kebanyakan siswa belum
siap dengan pelajaran berikutnya. Mereka tidak segera menempatkan diri dan
mengeluarkan buku pelajaran meskipun guru sudah datang. Beberapa siswa
tampak senang dengan media yang guru bawa.

134

10.40 10.55
Saya mengadakan tanya jawab seputar nama-nama hewan yang diketahui
siswa. Hampir semua siswa bisa menyebutkan nama-nama hewan tersebut dalam
bahasa Inggris, namun dengan pronunciation yang kurang tepat. Setekah itu, saya
menunjukkan media learning circle ke seluruh siswa dan menjelaskan secara
singkat tentang media tersebut. Kemudian saya menunjuk gambar-gambar hewan
yang telah ditempel di learning circle, dan meminta beberpa siswa untuk
menebaknya. Saya bertanya pada salah satu siswa dalam bahasa Inggris, What is
it? sambil menunjuk gambar gajah di learning circle. Elephant, jawab siswa
itu. Saya melengkapi jawaban tersebut dan mencontohkan pengucapan yang tepat.
Saya meminta siswa untuk menirukan pengucapannya. Kemudian saya meminta
para siswa untuk melihat kembali simbol pengucapannya, dan mendengarkan
bagaimana saya mengucapkan tiap kata. Setelah itu, mereka mengucapkan namanama hewan itu secara bersama-sama. Namun, masih ada beberapa siswa yang
diam dan tidak ikut mengucapkan.

KP: Dengan media learning circle, siswa bisa tahu bagaimana pengucapan dan
penulisannya, sehingga bisa mempermudah siswa mempelajarinya. Simbol
pengucapan yang guru buat sudah disesuaikan dengan kemampuan siswa SD,
sehingga mereka tidak terlalu kesulitan untuk membacanya. Saat diminta untuk
mengucapkan kata secara bersama-sama, masih ada beberapa siswa yang
mengucapkan dengan pengucapan yang salah dan bahkan ada yang tidak ikut
mngucapkan kata. Hal ini mungkin karena mereka belum begitu paham dengan
simbol pengucapan tiap kata atau takut salah. Selain itu, siswa masih menjawab
pertanyaan dengan jawaban yang belum sempurna/lengkap.
10.55 11.10
Para siswa mencatat penulisan nama-nama hewan dan simbol bunyinya.
Saat mencatat, tak ada suara gaduh, dan tak ada siswa yang minta ijin ke toilet.
Saya berkeliling melihat catatan mereka. Setelah selesai mencatat, saya menyuruh
siswa untuk mempelajari penulisan dan simbol pengucapannya sekali lagi. Saya
kemudian melepaskan tempelan kertas yang ada di learning circle, sehingga
hanya tinggal gambarnya saja.

135

KP: Siswa yang biasanya ramai saat di suruh mencatat, kali ini mereka bisa duduk
tenang dan mencatat dengan serius, meskipun jam pelajaran terakhir. Guru
berkeliling kelas dengan tujuan untuk mengecek penulisan siswa apakah masih
ada kesalahan atau tidak, dan ternyata sebagian besar siswa sudah menuliskannya
dengan betul meskipun masih ada beberapa siswa yang kurang teliti
menuliskannya.
11.10 11.35
Saya menata beberapa kartu jawaban (sounds cards) yang dibuat dalam
suatu kertas kecil yang berupa alternatif jawaban tentang simbol bunyi atau
pronunciationnya. Kartu-kartu tersebut saya tata di meja yang sudah dipersiapkan
di depan kelas. Alternatif jawaban itu terdiri dari 1 jawaban betul dan 4 jawaban
salah yang masing-masing telah diberi kode di belakang kartu. Saya menyuruh
siswa secara individu untuk maju ke depan dan memilh jawabannya. Giliran
pertama yang saya tunjuk adalah Rahmad. Setelah dia maju, saya mengucapkan 1
nama hewan,Sekarang kamu cari simbol pengucapan a rabbit. Rahmad mulai
mencari-cari, setelah menemukan jawabannya, saya menyuruhnya untuk
menempelkannya di bagian tepi lingkaran yang sesuai dengan gambarnya. Saya
perlihatkan ke seluruh siswa untuk menilai apakah simbol pengucapannya sudah
betul. Ada yang menjawab sudah betul, dan ada juga yang hanya diam. Kemudian
Rahmad membalik sisi belakang learning circle dan melihat kodenya. Kodenya
sama antara yang ada di sisi belakang lingkaran dengan di kartu jawaban.
Kemudian saya memerintahkan Rahmad untuk mengucapkan kata tersebut dengan
melihat simbol pengucapan yang telah dia pilih. Saat siswa mengucapkan nama
hewan, saya merekamnya. Saat siswa yang lain belum mendapat giliran, sebagian
besar tampak mengantuk, tapi ada juga beberapa anak yang tampak berdiskusi
dengan teman sebangkunya tentang jawaban selanjutnya. Saya melakukan
kegiatan ini sampai giliran terakhir.

KP: Sebagian siswa sudah mengucapkan tiap kata dengan benar meskipun dengan
penekanan yang belum tepat, namun sebagian masih mengalami kesulitan. Hal ini
mungkin karena baru pertama kali siswa menggunakan media seperti itu, sehingga
perlu adaptasi. Dengan teknik seperti ini, mereka bisa belajar secara mandiri
dengan bimbingan guru. Saat kegiatan ini berlangsung, guru bertindak sebagai
fasilitator karena guru memberikan kesempatan kepada siswa untuk memilih
136

bagaimana pengucapan yang betul kemudian mencocokkan secara langsung

jawaban yang dipilih dengan melihat kodenya. Mereka juga diberi kesempatan
untuk mengucapkan kata tersebut, dan ketika masih salah mengucapkannya, guru
memberikan contoh pengucapan yang betul. Selain itu, beberapa siswa tampak
antusias dengan mengikuti kegiatan ini mungkin karena mereka bisa terlibat
langsung dalam proses pembelajaran, tapi ada juga yang masih ramai dan kurang
memperhatikan saat kegiatan berlangsung.
11.35 11.45
Saya menunjuk 8 orang siswa untuk maju ke depan dan menuliskan namanama hewan berdasarkan simbol pengucapan yang telah ditempel pada media
learning circle. Saya menunjuk siswa yang bernama Latifah, Novita, Marlinda,
Untung, Irfan, Seno, Tri Prihatin, dan Mulis. Mereka maju satu per satu. Saya
mulai mengucapkan nama hewan tersebut, kemudian memerintahkan mereka
untuk menuliskannya di papan tulis. Setelah semua selesai menulis, saya
mengajak siswa yang lain untuk melihat dan mengecek apakah penulisannya
sudah betul. Ada 2 orang siswa yang masih salah menuliskannya. Beberapa siswa
berani membetulkannya secara lisan. Salah seorang siswa yang bernama Pepy
membetulkan dengan berkata, Bu, itu masih salah yang a elepahnt, kurang
huruf n dan tulisannya kebalik, h dulu baru a. Siswa yang lain juga
membetulkan penulisan a crocodile. Saya pun merespon jawaban mereka
dengan mengatakan,Good.
KP: Suasana sedikit gaduh, siswa mulai bosan. Tapi saat membahas penulisan
kata yang ditulis di papan tulis, beberapa siswa kembali semangat. Interaksi antara
guru dan siswa pun bisa terjalin dengan baik, karena siswa sudah berani merespon
pertanyaan guru tanpa disebut namanya dulu.

11.45 11.55
Saya mulai membagikan fotokopian latihan soal kepada para siswa. Saya
memerintahkan mereka untuk mengerjakan latihan tersebut langsung di lembar
soal itu. Saya memberikan waktu 10 menit untuk mengerjakan 10 soal. Siswa
mulai mengerjakan soal latihan tersebut. Setelah selesai, saya meminta para siswa
untuk mengumpulkannya.

137

KP: Siswa tampak tenang saat mengerjakan, hanya terdengar satu atau dua siswa
yang berbisik-bisik, entah untuk saling sharing jawaban atau sekedar bercakapcakap.

11.55 12.00
Waktu segera habis. Saya mereview pelajaran dengan menanyakan apa
yang telah mereka pelajari hari ini. Kemudian saya menanyakan bagaimana
perasaan mereka dengan pelajaran hari ini. Setelah itu,saya meminta ketua kelas
untuk memimpin doa sebelum pulang. Saya mengakhiri pelajaran dengan
ucapan, Good bye.

KP: Siswa tampak senang dengan pelajaran hari ini karena mereka tidak hanya
duduk manis mendengarkan dan mencatat tetapi mereka bisa melakukan aktivitas
yang membuat mereka bisa bergerak aktif, meskipun kebanyakan masih pasif.
Dengan kata lain, karena ada aktivitas yang baru, mereka tidak cepat bosan seperti
biasanya.

138

Catatan Lapangan Hasil Pengamatan

Catatan Lapangan Nomor

: 03

Waktu Pengamatan

: Kamis, 26 Februari 2009

Pkl. 09.30 11.00 WIB

Tempat Pengamatan

: SD Negeri Pojok 02 Tawangsari

Objek Pengamatan

: Pelaksanaan KBM Bahasa Inggris di kelas 5B

Pengamat

: LPS

Catatan Lapangan dibuat

: Kamis, 26 Februari 2009

Pkl. 16.00 WIB

Situasi Latar
Saya tiba di sekolah jam 09.05 WIB. Waktu itu sedang jam istirahat
sehingga suasana sekitar halaman sekolah sangat ramai karena banyak anak yang
sedang bermain-main. Saya langsung menuju ruang guru dan menyapa beberapa
guru yang berada di kantor. Tak berapa lama kemudian, teman saya, LPS datang.
Saya mengajaknya duduk di ruang tamu dan memintanya untuk membantu saya
mengecek semua bahan pengajaran hari ini. Setelah selesai mengecek semuanya,
saya diskusi dengan LPS tentang RPP sambil menunggu bel masuk.

Jalannya Kegiatan
09.35 09.40
Bel masuk berbunyi. Saya dan LPS segera bergegas menuju kelas 5B
sambil membawa media learning circle (LC). Sesampai di kelas, terlihat beberapa
siswa laki-laki masih berlarian di dalam kelas dan belum duduk di tempat
duduknya masing-masing. Namun sebagian siswa sudah mempersiapkan buku
pelajaran di atas meja tanpa saya suruh sebelumnya. Saya kemudian
mempersilakan LPS untuk menempatkan diri. Setelah meletakkan LC di atas
kursi, saya memberi salam kepada semua siswa dan mengecek kehadiran siswa.
Setelah itu saya menyampaikan bahwa hari ini mereka akan belajar dengan

139

menggunakan LC lagi. Siswa putra yang duduk paling depan berkomentar, Yes
kuwi meneh!. Ada juga yang berkata, Tenan tho, asyik.

KP: Siswa tampak senang saat tahu bahwa mereka akan belajar dengan LC lagi.
Siswa sudah mau menyiapkan buku pelajaran sebelum guru masuk kelas atau
sebelum pelajaran dimulai. Hal ini merupakan suatu peningkatan yang positif jika
dilakukan terus menerus.
09.40 09.50
Saya mereview pelajaran yang lalu. Saya menunjukkan gambar binatang,
dan siswa harus menyebutkannya dalam bahasa Inggris. Saya menunjuk 4 orang
siswa untuk menjawabnya. Saya mendekati meja mereka dan merekam suara
mereka saat menyebutkan jawabannya. Saya menuju ke salah satu meja siswa
putri yang bernama PFH dan menunjukkan gambar gajah dan jerapah. PFH
mengucapkan /en elefen/, /e jeraf/. Dia mengucapkan dengan penuh percaya diri.
Kemudian dilanjutkan oleh 3 siswa lainnya. Setelah itu saya menyampaikan
bahwa hari ini mereka akan belajar macam-macam suara binatang.

KP: Guru mereview pelajaran dan merekam suara siswa untuk mengecek apakah
siswa masih konsisten dalam mengucapkan kata yang dimaksud.
09.50 10.00
Siswa mulai belajar tentang macam-macam suara binatang. Saya
menempelkan LC di atas meja yang telah disiapkan di depan kelas. Saya
menyuruh siswa untuk memperhatikan gambar yang ada di LC dan menyebutkan
bagaimana suaranya. Pertama, saya menunjuk gambar anjing, kemudian
mengajukan pertanyaan pada siswa tentang suara yang dihasilkan anjing. Kalian,
sering dengar suara anjing kan? Gimana suaranya?, tanyaku pada semua siswa.
Tak ada jawaban, semua diam membisu. Akhirnya saya menunjuk salah satu
siswa putri, Wid, anjing suaranya gimana sih?. Menggonggong, Bu. Saya
pun merespon jawabannya, Ya, good. Menggonggong bahasa Inggrisnya
bark . Saya meminta semua siswa menirukannya. Kemudian kegiatan

140

dilanjutkan dengan tanya jawab suara binatang lainnya, seperti kucing, burung,
kambing, kuda, dll.
KP: Siswa tampak pasif karena tidak mau merespon pertanyaan guru sebelum
guru menyebut namanya.

10.00 10.10
Saya memberikan contoh kalimat yang berhubungan dengan kata-kata
yang telah dipelajari sebelumnya. Saya menyuruh siswa membuka buku Enjoy
halaman 55 dan memperhatikan penjelasan saya dari tiap kalimat. Kalimatkalimat tersebut adalah sbb: 1) The dogs bark; 2) the cats meow; 3) The horses
neigh; 4) The birds chirp; 5) The snakes hiss; 6) The goats bleat; 7) The lions roar;
8) The tigers roar. Saya membacakan kalimatnya satu per satu dan menyuruh
siswa menirukannya. Setelah itu, secara acak saya menunjuk 3 siswa untuk
mengulanginya lagi. Ada satu siswa yang membaca dengan suara sangat pelan
sehingga saya kurang bisa jelas mendengarnya. Saat semua siswa saya minta
untuk mengucapkan kalimatnya, rata-rata masih salah dalam mengucapkan plural
noun (dogs, cats, horses, dll). Bunyi s dalam plural noun tidak mereka ucapkan
sehingga seolah-olah subjeknya singular noun dan terdengar tidak pas jika
digabungkan dengan kata kerjanya. Saya pun menekankan pada pengucapan s
pada plural noun. Saya mengucapkannya dan siswa mengulanginya 3 kali.
KP: Siswa tampak belum bagus dalam mengucapkan plural noun. Mereka
cenderung mengabaikan bunyi s pada subjek plural noun.

10.10 10.20
Saya mengartikan kalimat-kalimat tersebut ke dalam bahasa Indonesia
secara lisan. Setelah selesai 1 kalimat, saya mengajak siswa untuk mengartikan
kalimat-kalimat selanjutnya. Sebagian besar siswa mengikuti dengan tertib,
namun masih ada beberapa yang tidak memperhatikan dan bercakap-cakap
dengan teman sebangkunya.

141

KP: Dengan mengajak siswa ikut mengartikan kalimat bersama-sama, guru telah
melibatkan partisipasi siswa secara langsung, meskipun masih ada beberapa yang
tidak merespon.

10.20 - 10.25
Saya membagi siswa ke dalam 8 kelompok, masing-masing kelompok ada
yang terdiri dari 2 atau 3 orang siswa. Saat saya membagi kelompok, banyak
siswa yang protes dan tidak setuju dengan anggota kelompoknya. Mereka protes
dengan bermacam-macam kata, Bu, saya tidak mau sama dia, Bu, saya sama
Suci, dll. Setelah saya memberi pengertian, mereka bisa menerima walaupun
masih ada yang tampak cemberut.

KP: Suasana sangat gaduh saat pembagian kelompok. Guru tampak kuwalahan
menanganinya. Hal ini adalah sesuatu yang wajar dan sering terjadi, jadi ini
adalah salah satu tugas guru untuk bisa melakukan pendekatan dengan siswasiswanya.

10.25 10.50
Siswa mulai menggunakan LC untuk belajar mengenal macam-macam
suara binatang. Saya memanggil tiap kelompok satu per satu untuk maju ke depan
kelas. Tiap anggota dalam 1 kelompok mempunyai tugasnya masing-masing yang
terdiri dari mencari kata dan menempelkannya di LC; menulis kalimat
berdasarkan kata yang telah dipilih, dan mengucapkan kalimat dengan keras. Jika
dalam satu kelompok hanya ada 2 siswa maka 1 siswa harus mendapat 2 tugas dan
itu terserah pada siswa untuk menentukan siapa yang harus mendapat 2 tugas.
Tiap kelompok maju dan melaksanakan tugasnya masing-masing. Saat menulis
kalimata, ada 2 kelompok yng masih keliru dalam menuliskannya. Saat mereka
mengucapkan

kalimat,

saya

merekam

suara

mereka.

Rata-rata

siswa

mengucapkannya dengan suara keras.

KP: Kegiatan ini berjalan lancer. Siswa tampak senang saat maju ke depan.
Mereka tampak sudah terbiasa menggunakan LC karena setelah menempelkan
jawaban mereka langsung membalik bagian belakang LC untuk mencocokkan
jawabannya.

142

10.50 11.05
Semua kelompok telah melaksanakan tugasnya masing-masing. kemudian
saya menunjuk beberapa siswa untuk maju ke depan. Mereka saya minta untuk
maju mengucapkan kalimat yang telah tertulis di papan tulis tadi. Siswa yang saya
tunjuk adalah siswa yang belum mendapat giliran membaca. Saya pun merekam
suara mereka saat mereka mengucapkannya kalimatnya.

KP: Ada siswa yang sudah mengucapkan bisa mengucapkan kalimat dengan
betul, namun masih ada beberapa yang sering lupa dalam mengucapkan plural
noun. Kadang mereka tidak mengucapkan bunyi s pada akhir kata yang
menunjukkan plural noun.
11.05 11.10
Jam pelajaran sudah habis. Sebelum mengakhiri pelajaran, saya
memberikan PR pada siswa. Kemudian saya menanyakan perasaan mereka,
Gimana perasaan kalian hari ini? Are you happy? Kalian senang nggak?.
Yes, Bu, Senang banget, Bu, jawab mereka. Saya pun mengakhiri pelajaran
dengan ucapan Good bye.
KP: Dari jawaban siswa tentang perasaan mereka menunjukkan bahwa mereka
menikmati belajar dengan T&K R yang guru terapkan di dalam kelas. Mungkin
mereka juga merasa senang karena dilibatkan secara langsung di dalam pelajaran,
mereka tidak hanya duduk manis mendengarkan, sehingga tidak cepat merasa
bosan.

143

Catatan Lapangan Hasil Pengamatan

Catatan Lapangan Nomor

: 04

Waktu Pengamatan

: Sabtu, 28 Februari 2009

Pkl. 07.30 09.00 WIB

Tempat Pengamatan

: SD Negeri Pojok 02 Tawangsari

Objek Pengamatan

: Pelaksanaan KBM Bahasa Inggris di kelas 5B

Pengamat

: LPS

Catatan Lapangan dibuat

: Sabtu, 28 Februari 2009

Pkl. 15.00 WIB

Situasi Latar
Saya dan LPS tiba bersama-sama di sekolah jam 7.10 WIB. Karena belum
bel masuk, suasana halaman sekolah masih sangat ramai. Kami kemudian masuk
kantor dan menyapa Pak S dan Bu EW. Kantor masih sepi karena sebagian guru
belum datang. Seperti biasa, sebelum masuk kelas, saya dan LPS mengecek
semua materi yang dijadikan bahan ajar, termasuk LC sebagai bahan utama untuk
mengajar. 20 menit berlalu dan bel masuk pun berbunyi.

Jalannya Kegiatan
07.00 07.30
Saya dan LPS bergegas masuk kelas. Saat kami masuk, ada sesuatu yang
berbeda. Semua siswa sudah menempatkan diri dan menyiapkan buku di atas
mejanya masing-masing. Setelah saya meletakkan tas, saya meminta ketua kelas
untuk memimpin doa. Selesai berdoa, sambil berdiri saya mengucapkan salam
pada para siswa dan mengecek kehadiran mereka. Para siswa menjawab salam
dengan kompak dan lantang. Setelah itu saya meletakkan LC di papan tulis.

KP: Suasana kelas mulai berubah. Semua siswa tampak siap menerima pelajaran
bahasa Inggris. Hal ini mungkin karena masih pagi atau jam pelajaran pertama
sehingga siswa masih fresh atau mungkin juga karena mereka tahu kalau akan
belajar dengan LC lagi.

144

07. 35 07. 45
Saya menanyakan apakah ada PR atau tidak. Hampir seluruh siswa
menjawab, Ada Bu. Kemudian saya mengajak siswa untuk membahasnya
bersama-sama sambil mereview pelajaran lalu. PR dibahas satu per satu secara
lisan. Setelah selesai membahas PR, ada beberapa anak yang bertanya sambil
menunjukkan pekerjaan mereka, Bu, nilainya dimasukkan nggak?. Saya hanya
menyampaikan kalau PR tersebut untuk latihan jadi belum dimasukkan sebagai
nilai tugas.

KP: Seluruh siswa mengerjakan PR. Mereka tampak antusias dengan tugas yang
harus mereka kerjakan sampai berharap kalau nilanya dimasukkan. Ini suatu
peningkatan yang cukup bagus karena berarti siswa bertanggung jawab dalam
mengerjakan tugasnya.
07.45 08.00
Saya membagikan fotokopian kalimat dengan tema Foods for Animals.
Kalimat-kalimat tersebut adalah sebagai berikut:
1) The monkey eats banana

5) The rabbit eats carrot

2) The tiger eats meat

6) The cat eats mouse

3) The bat eats fruit

7) The snake swallows frog

4) The buffalo eats grass

8) The lizard swallows insect

Setelah semua siswa mendapatkan fotokopiannya, saya meminta mereka untuk

menyimak dan mendengarkan penjelasan dari saya. Sambil membacakan kalimat,
saya menunjuk gambar yang ada di LC. Gambar-gambar yang tertempel di LC
adalah gambar macam-macam makanan binatang seperti banana, fruit, carrot, dll.
Saya membaca kalimatnya satu per satu dan siswa menirukannya bersama-sama.

KP: Saat guru membacakan kalimat, ada 2 anak putra yang duduk paling belakang
tidak memperhatikan. Namun, saat guru menyuruh seluruh siswa untuk
menirukan, tampak semua siswa menyimak dan menirukan sambil melihat
fotokopiannya. Guru membacakan kalimat dengan lantang sehingga semua siswa
bisa mendengar dengan jelas.

145

08.00 08.30
Saya membagi siswa secara berpasangan dengan teman sebangkunya. Tak
ada yang protes dengan pembagian kelompok ini. Semua bisa menerimanya.
Setelah itu, saya dan LPS membagikan setiap pasangan 1 lembar kertas
fotokopian soal kalimat yang belum lengkap (incomplete sentences). Kemudian
siswa yang duduk paling depan berkata, Asyik, jadi enak ya?. Saya
menjelaskan tugas masing-masing siswa. Tiba-tiba ada yang nyeletuk, Bu, saya
nanti yang mengucapkan kalimatnya ya?. Saya tersenyum dan mengatakan,Iya,
terserah boleh siapa saja. Selesai menjelaskan masing-masing tugas siswa, saya
mengacak siapa yang akan mendapat giliran pertama. Siswa maju satu per satu
sesuai urutannya. Saat kelompok ketiga maju, ada sedikit perdebatan diantara
mereka karena semuanya ingin mengucapkan kalimat yang harus dilengkapi
dengan kata yang telah dipilih. Akhirnya, saya meminta mereka untuk
hompimpah dan siapa yang menang, dia yang kebagian untuk membaca kalimat.
Saya menang, Bu. Jadi saya yang baca ya?, kata WPNS, salah satu anggota
kelompok itu. Kegiatan pun berlangsung sampai giliran kelompok terakhir.

KP: Siswa tampak semangat dan antusias sekali. Semua siswa berpartisipasi aktif
sesuai dengan tugasnya masing-masing. Mereka tampak lebih kompak saat
bekerja kelompok meski ada sedikit perdebatan, namun tidak mempengaruhi
kekompakan mereka. Hal ini mungkin karena mereka lebih nyaman jika satu
kelompok dengan teman sebangkunya.
08.30 08.45
Saya membagikan potongan-potongan gambar (flash card) berupa gambar
binatang dan makanannya, serta fotokopian soal tentang dialog. Saya menjelaskan
apa yang harus mereka kerjakan. Setelah itu siswa mulai mengerjakan soal.
Suasana tampak tenang. Saya berkeliling memeriksa pekerjaan mereka. Semua
siswa diam mengerjakan, kadang mereka tersenyum saat saya melihat pekerjaan
mereka.
KP: Siswa tampak serius mengerjakan tugas. Mereka tidak lagi ramai untuk
meminjam pensil atau penggaris. Mereka sudah tertib dan tanggap dengan
perintah guru sehingga sangat cepat dalam mengerjakan tugas.

146

08.45 08.55
Saya mempraktikan dialog, kemudian saya meminta siapa saja yang berani
maju ke depan dan mempraktikan dialog seperti yang sudah saya contohkan.
Semua hanya diam dan tak ada yang berani memandang saya. Akhirnya, saya
harus memanggil nama mereka lagi. Ada beberapa siswa yang saya tunjuk berani
maju ke depan, namun ada juga yang tidak berani. Saya pun membatasi jumlah
siswa yang harus maju ke depan. Saat mereka mempraktikan dialog, saya
merekam suara mereka. Ada beberapa siswa yang masih kurang tepat intonasinya
dan ada juga yang masih sangat pelan mengucapkan kalimat.

KP: Siswa masih tidak mau merespon perintah guru secara langsung. Mereka
tampak takut atau gelisah saat guru meminta mereka untuk maju. Hal ini tampak
dari sikap yang ditunjukkan siswa saat guru memerintah mereka untuk
mempraktikan dialog di depan kelas.
08.55 09.00
Waktu hampir segera habis. Saya mengulang pelajaran sebentar dan
menanyakan perasaan mereka. Setelah itu memerintahkan siswa untuk
mempelajari materi selanjutnya. Saya mengakhiri pelajaran dengan ucapan
goodbye.

147

Catatan Lapangan Hasil Pengamatan

Catatan Lapangan Nomor

: 05

Waktu Pengamatan

: Kamis, 12 Maret 2009

Pkl. 09.30 11.00 WIB

Tempat Pengamatan

: SD Negeri Pojok 02 Tawangsari

Objek Pengamatan

: Pelaksanaan KBM Bahasa Inggris di kelas 5B

Pengamat

: LPS

Catatan Lapangan dibuat

: Kamis, 12 Maret 2009

Pkl. 19.00 WIB

Situasi Latar
Hari itu cuaca agak mendung. Namun aku tetap semangat untuk
melaksanakan penelitian karena ini sudah memasuki cycle 2. Aku langsung masuk
ke kantor dan menyapa guru-guru yang berada di kantor. Tak berapa lama
kemudian LPS datang dan menghampiriku. Karena ini sudah cycle 2, aku lebih
mempersiapkannya dengan matang. Seperti biasa aku meminta LPS untuk
membantuku mengecek semua bahan pengajaran sambil menunggu bel masuk.

Jalannya Kegiatan
10.30 10.35
Aku dan LPS langsung menuju ke kelas 5B. Sesampai di sana, semua
siswa baik putra maupun putri sudah duduk rapid an menyiapkan buku pelajaran
serta alat tulisnya di atas meja. Saat aku masuk, semua siswa tersenyum padaku,
aku pun balas tersenyum. Setelah meletakkan tas, seperti biasa, aku mengucapkan
salam dan mengecek kehadiran mereka. sebelum memulai pelajaran, aku
menempelkan PAH di papan tulis. PAH ini adalah alternatif T&K R yang akan
digunakan untuk belajar spelling dan pronunciation.

KP: Semua siswa sudah tertib. Mereka mau mempersiapkan buku pelajaran
sebelum guru masuk kelas. Hal ini merupakan suatu peningkatan yang bagus.

148

09.35 09.45
Saat aku menempelkan PAH di papan tulis, UP tiba-tiba berkomentar,
Baru lagi ya Bu? Apik yo?. Setelah itu, saya mengatakan bahwa hari ini mereka
akan belajar tentang nama-nama hari dan bulan. Aku melakukan tanya jawab
dengan siswa seputar topik. Salah satu pertanyaannya adalah, Today is, Hari
ini hari apa?. Dengan kompak mereka menjawab, Kamis. Saya
melanjutkan jawaban mereka, Kamis Inggrisnya apa?. Tak semua siswa
menjawab, hanya ada beberapa yang menjawab, salah satunya MPH, Thursday,
Bu. OK, good, Thursday ya anak-anak. Saya pun meminta semuanya
menirukan.

KP: Saat guru mengadakan tanya jawab, sebagian besar siswa sudah berani
menjawab dalam bahasa Inggris. Ini menandakan bahwa minat belajar mereka
meningkat setelah mereka belajar dengan T&K R sehingga bisa menjawab
pertanyaan guru.
09.45 09.50
Sesudah tanya jawab, saya melanjutkan pelajaran. Saya menerangkan
bahwa hari ini mereka akan belajar dengan menggunakan PAH. Saya kemudian
menerangkan tentang PAH secara singkat. Saya menjelaskan bahwa mereka harus
maju ke depan kelas, membaca soalnya, lalu memilih jawaban dengan mencoblos
lubang di bawah jawaban yang betul. Lalu ada siswa yang bertanya, Dicoblos
pakai apa Bu?, Ngecek jawabannya gimana?. Berbagai pertanyaan muncul
dari siswa, saya pun menjawab pertanyaan mereka. Setelah itu, pelajaran
dilanjutkan lagi.

KP: Siswa tampak begitu ingin menggunakan PAH karena mereka begitu
semangatnya melontarkan banyak pertanyaan seputar penggunaan PAH. Mereka
sudah punya keberanian untuk bertanya. Hal ini menimbulkan interaksi positif
antara siswa dengan guru sehingga tampak hidup dan komunikatif.
09.50 10.10
Saya memberi kesempatan kepada semua siswa/siapa saja untuk maju ke
depan kelas secara individu. Mereka belum memberikan respond dan saling
149

memandang teman sebangkunya. Saya mencoba menarik respon mereka dengan

mengatakan bahwa PAH ini hamper sama dengan LC namun sedikit berbeda
karena PAH jauh lebih simple dan enak untuk belajar. Lalu saya bilang. Ayo,
siapa berani?. Akhirnya, satu siswa yang bernama INC maju ke depan. Setelah
itu dia mengecek jawaban dengan mengangkat kertas soalnya. Gimana, mudah
kamu angkat?, tanyaku. Iya, Bu, jawabanya. Setelah itu, semua siswa berebut
untuk maju ke depan, mereka tunjuk jari dan bergegas ingin lari ke depan kelas,
Saya, Bu; Saya dulu ya Bu?, banyak siswa yang benar-benar ingin mendapat
giliran maju. Karena mereka saling berebut, suasana menjadi gaduh, tapi gaduh
bukan karena ramai. Saya pun mengatakan siapa yang bisa sampai duluan berarti
dia yang mendapat kesempatan itu. Kemudian, tanpa tunjuk jari, siswa langsung
maju ke depan. Bahkan ada satu siswa yang maju dua kali. Setelah semua
terjawab, MKS berkomentar,Yach, wis enthek, lagi Bu?,

KP: Awalnya siswa tampak ingin maju tapi kurang berani memulai. Namun,
setelah ada satu siswa yang memulai, semua siswa jadi ikut tertarik dan sampai
berebut untuk maju. Mereka tampak lebih tertarik dan antusias karena seluruh
siswa tunjuk jari untuk mendapat giliran.
10.10 10.15
Kegiatan menggunakan PAH telah selesai. Semua siswa kembali duduk di
tempatnya masing-masing dan memandang gurunya. Tiba-tiba TP berkomentar,
Bu, enak banget belajar pakai itu. Kemudian sebagian siswa menambahi, Iya,
lagi dong Bu. Ada juga ynag nyeletuk, Enak iki yo, luwih nyenengke.
Namun ada juga yang bilang, Enak kabeh nek aku. Aku tersenyum mendengar
berbagai komentar mereka.

KP: Sebagian besar siswa sudah berani mengungkapkan pendapatnya sehubungan

dengan teknik yang guru terapkan. Semua tampak senang dan belum puas karena
mereka sangat menikmati belajar menggunakan PAH.
10.15 10.30
Aku menuliskan 2 contoh kalimat di papan tulis: It is Sunday, It is
January. Saya membacakannya untuk siswa dengan hati-hati/pelan namun dengan
150

suara keras. Saya juga menyuruh siswa menirukan ucapan kalimat tersebut.
Selanjutnya saya mengundang beberapa siswa untuk maju ke depan kelas dan
membaca kalimat tentang nama-nama hari/bulan dengan keras. Kali ini siswa
langsung maju tanpa saya sebut namanya. Saat mereka mengucapkan kalimat,
saya merekam suara mereka. Kemudian saat giliran RPP, dia bertanya, Sudah
betul Bu?. Saya merespon positif, Ya, good, thank you.

KP: Siswa sudah mulai berani merespon perintah guru tanpa guru harus menyebut
nama mereka dulu. Siswa sudah bisa mengucapkan kata dengan betul meskipun
masih terdengar dialek Jawanya.
10.30 10.55
Kegiatan saya lanjutkan dengan memberi kesempatan kepada siswa lain
yang belum mendapat giliran mengucapkan kalimat. MNS tunjuk jari dan
bertanya, Bu itu ditambah It is dulu?. Saya pun menjawabnya. Kemudian
secara bergiliran siswa yang belum mengucapkan kalimat, maju ke depan dengan
sendirinya. Saat giliran UP, dia belum betul mengucapkannya, dan saya
memberikan contoh yang betul lalu menyuruh UP mengulanginya.

KP: Kegiatan berjalan lancar. Banyak siswa yang sudah paham dengan perintah
guru sehingga tampak komunikatif.
10.55 11.00
Sebelum mengakhiri pelajaran, saya menanyakan secara singkat pelajaran
apa hari ini yang telah mereka dapatkan. Kemudian tak lupa menanyakan
perasaan mereka setelah belajar dengan PAH. Berbagai jawaban muncul lagi dari
mulut siswa yang intinya mereka sangat senang dan menikmati pelajaran hari ini.
Saya pun mengakhiri pelajaran dengan ucapan goodbye.

KP: Berbagai komentar siswa sangat membantu untuk merefleksikan pelajaran

yang telah dilakukan, sehingga bisa menjadi input yang bagus untuk guru.

151

Catatan Lapangan Hasil Pengamatan

Catatan Lapangan Nomor

: 06

Waktu Pengamatan

: Sabtu, 14 Maret 2009

Pkl. 07.30 09.00 WIB

Tempat Pengamatan

: SD Negeri Pojok 02 Tawangsari

Objek Pengamatan

: Pelaksanaan KBM Bahasa Inggris di kelas 5B

Pengamat

: LPS

Catatan Lapangan dibuat

: Sabtu, 14 Maret 2009

Pkl. 13.00 WIB

Situasi Latar
Hari ini adalah hari terakhir aku mengadakan penelitian di kelas. Aku
datang bersama-sama dengan LPS pkl. 07.15. Kami langsung menuju ke kantor.
Di sana sudah banyak guru yang datang. Kami pun menyapa mereka dan duduk di
ruang tamu. Sambil menunggu bel masuk, aku dibantu LPS mengecek semua
materi pelajaran hari ini.

Jalannya Kegiatan
07.30 07.35
Seperti hari sebelumnya, saat saya dan LPS masuk, semua siswa sudah
mempersiapkan buku pelajaran dan duduk rapi di tempatnya masing-masing.
Sebelum memulai pelajaran, saya meminta ketua kelas memimpin doa. Setelah itu
dengan lantang saya menyapa siswa, Good morning, students. How are you
today?. Mereka menjawab dengan serempak, Good morning, teacher. I am fine
thanks, and you?. Saya juga mengecek kehadiran mereka. Saat saya akan
mengatakan pelajaran hari ini, PFH bertanya, Bu, pakai yang kemarin lagi
kan?. Saya mengangguk dan spontan semua siswa bilang, Hore.

KP: Siswa tampak tidak sabar belajar menggunakan PAH. Mereka sangant senang
saat guru mengatakan kalau mereka akan belajar dengan PAH lagi.

152

07.35 07.45
Saya mereview pelajaran dengan mengajukan beberapa pertanyaan, seperti
Mention names of days. Sebutkan nama-nama hari coba. Tanpa saya sebut
namanya, ada beberapa siswa yang tunjuk jari dan menjawabnya dengan benar.
Seperti SR, sambil berdiri, dia langsung tunjuk jari dan menjawab, Saya Bu.
Sunday, Monday, Tuesday. Thats good, OK, respon saya. Selesai mereview
pelajaran, sambil menempel PAH di papan tulis, saya mengatakan bahwa mereka
akan melanjutkan pelajaran yang kemarin.
KP: Siswa masih bisa mengucapkan kata dengan baik, mereka tidak membuat
kesalahan yang banyak seperti sebelumnya.
07.45 08.05
Saat belajar menggunakan PAH tiba. Saya menyampaikan bahwa
kegiatannya sama seperti kemarin namun hari ini sedikit berbeda karena ada
variasi kegiatan. Siswa tidak hanya menjawab pertanyaan dalam PAH tapi juga
harus menuliskan kembali jawaban yang telah dipilih di papan tulis baru
mengecek jawabannya. Jadi, ada 2 aktivitas yang akan dilakukan siswa. Seperti
kemarin, saya tidak akan memanggil nama siswa satu per satu tapi saya
memberikan kebebasan pada siapa saja yang mau maju. Ayo, siapa yang akan
dapat giliran pertama?, kata saya. Hampir 90% siswa tunjuk jari dan bersiap
maju. Karena anak putra lebih cepat geraknya, jadi giliran awal direbut oleh siswa
putra. Salah satu siswa bernama RS mendapat giliran pertama karena duduknya
paling depan. Dengan cepat dia mencoblos jawabannya. Sekarang tuliskan lagi
jawaban yang kamu pilih, perintahku. Setelah itu dia mengangkat kertasnya
untuk menegeck jawabannya. Good, betul ya?. Saat akan duduk, SR terus
mengucapkan kata yang dia tulis. Saya lalu bertanya, Kenapa?. Nggak, Bu.
Senang aja, jawabnya. Kegiatan ini berlanjut sampai giliran terakhir.

KP: Siswa betul-betul aktif dan antusias saat melakukan kegiatan ini. Bahkan ada
siswa yang terus mengucapkan kata yang telah mereka tulis berkali-kali. Guru
juga tidak perlu memanggil nama siswa dulu agar mau maju ke depan kelas.

153

08.05 08.15
Setelah semua belajar menggunakan PAH dan menuliskan jawabannya di
papan tulis, saya mengundang beberapa siswa untuk maju ke depan dan
mengucapkan 3 kata dari kata ynag telah ditulis di papan tulis. Siapa yang mau
mengucapkan kata ini? 3 saja, ucapku. Saya, Bu, kata MNS. MNS kemudian
maju ke depan dan mengucapkannya dengan keras, Sepetember, October,
November. Kemudian siswa yang lain juga maju dan mengucapkan kata-katanya.

KP: Siswa berani dan penuh percaya diri mengucapkan kata dengan keras.
Mereka tidak tampak takut kalau membuat kesalahan padahal guru belum
memberikan contoh pengucapannya. Namun, saat siswa keliru, guru segera
membetulkan dan meminta siswa mengulanginya.
08.15 08.25
Saya membagikan selembar soal tentang incomplete dialog. Saya
menerangkan apa yang harus mereka kerjakan dan bagaimana. Saya menyuruh
mereka mengerjakannya kemudian mempraktikannya di depan kelas. Saya
memberikan waktu 10 menit untuk mengerjakannya. Tiba-tiba ada yang nyeletuk,
Sudah selesai, Bu. Soalnya mudah. Saya lalu memintanya untuk latihan
dialognya sambil menunggu teman yang lain. Saya berkeliling kelas dan
memeriksa pekerjaan mereka. Sampai di meja seorang murid yang benama NF,
saya dipanggil, Bu, nanti dibaca terus direkam nggak?, tanyanya. Tentu dong,
suka kan?, respon saya. Dia pun mengangguk dan tersenyum. Waktu 10 menit
habis. Saya meminta siswa meletakkan alat tulisnya dan bersiap maju ke depan
kelas.

KP: Siswa tertib dalam mengerjakan soal. Mereka tampak sungguh-sungguh

mengerjakannya.
08.25 08.55
Saya meminta siswa secara berpasangan untuk maju ke depan dan
mempraktikan dialog tentang What month is it?. Karena semua siswa akan
mendapat giliran, saya menentukan bahwa siswa yang duduk paling belakang

154

akan mendapat giliran pertama dan seterusnya secara urut. Setiap siswa maju dan
saya merekam suara mereka. Rata-rata siswa sudah membawakannya dengan
baik. Saat giliran SR dan UP, mereka bertanya, Sudah bagus, Bu?. OK,
jawabku sambil tersenyum. Dengan kompak mereka melompat dan berteriak,
Yes. Mereka pun terus praktik di meja meski sudah dapat giliran maju.

KP: Siswa tampak bangga dengan usaha yang mereka lakukan sehingga mereka
latihan dialog terus meski sudah dapat giliran. Mereka sudah bisa mengucapkan
dialog dengan intonasi yang benar, baik statement maupun pertanyaan.
08.55 09.00
Waktu akan segera habis. Saya menanyakan apa yang mereka pelajari hari
ini. Kalian belajar apa hari ini?, tanyaku. Days and months, jawab mereka.
Suasana agak sedikit gaduh karena mereka menjawab bersama-sama dan tidak
urut sama. Saya juga menanyakan perasaan mereka, Gimana hari ini?Jauh lebih
asyik kan?. Menyenangkan sekali, Bu. Wuenak tenan, berbagai jawaban
terlontar dari siswa. Setelah itu, saya pun menutup pelajaran.

KP: Guru tidak pernah lupa untuk melakukan refleksi sebelum menutup peljaran.
Hal ini adalah sesuatu yang sepele tapi sangat berguna untuk kemajuan
pembelajaran di dalam kelas.

155

Appendix 3
Lembar Pengamatan Jalannya Kegiatan
Tahapan
Opening

Waktu
10.35

10.40

Nama
Guru

Tindakan yang Dilakukan

Mengucapkan salam

Siswa
Guru
Guru
Siswa
Guru

Menjawab salam
Merespon salam
Mengecek kehadiran siswa
Menjawab
Menceritakan topik hari ini

Guru

Memperkenalkan
media
learning circle
Menyuruh
siswa
menyebutkan
nama-nama
hewan yang mereka ketahui
Menjawab pertanyaan
Memerintahkan
untuk
menyebutkan
nama-nama
hewan yang ada di learning
circle
Menyebutkan nama hewan
Menyempurnakan
jawaban
dan
membetulkan
pronunciationnya
Memerintahkan
untuk
menirukan jawaban
Menirukan jawaban
Memerintahkan
untuk
mengucapkan
tiap
kata
bersama-sama
Mengucapkan bersama-sama
Menunjuk
dan
memerintahkan
beberapa
siswa untuk maju ke depan
Memerintahkan
untuk
mencari simbol pengucapan
dari kata yang di ucapkan
guru
Memerintahkan
untuk
menempelkan jawaban
Meminta siswa lain untuk
melihat jawabannya
Menjawab
Memerintahkan untuk melihat
kode
di
sisi
belakang
lingkaran
Memerintahkan mengucapkan
kata
Mengucapkan kata
Menunjuk 8 siswa dan
memerintahkan
untuk
menuliskan kata di papan tulis
Mengajak siswa mengecek

Guru

Main
activities

10.45

Siswa
Guru

11.05

Seno
Guru

Guru

11.10

Seno
Guru

Siswa
Guru

Guru

11.35

Guru
Guru

11.40

Siswa
Guru

Guru

11.45

Rahmad
Guru

Guru

156

Contoh Kalimat yang Diucapkan

Good morning, Students How
are you today?
I am fine, thanks, and you?
Im fine, thanks
Who is absent today?
Nihil/No one
Hari ini kita akan belajar tentang
The Names of Animals
Media yang saya bawa ini adalah
learning circle
Coba sebutkan hewan apa saja
yang kalian ketahui
Cat, dog, buffalo, chicken, etc
Seno, what is it?, etc.

Elephant
It is an elephant

Coba tirukan lagi jawabannya

It is an elephant
Sekarang ucapkan kata-kata ini
dengan keras

A goat, a rabbit, a crocodile, etc.

Rahmad, come here please

Sekarang kamu cari pengucapan a

rabbit

Tempel di tepi lingkaran

Coba kalian lihat jawabannya,
sudah betul?
Sudah, Bu
Balik lingkarannya dan lihat
kodenya
Sekarang ucapkan
A rabbit
Yang namanya saya sebut maju ke
depan satu per satu
Latifah, tulis an elephant
Sekarang
mari
kita
lihat

tulisan yang ada di papan tulis

Closing

11.55

Pepy

Membetulkan jawaban

Guru
Guru

Merespon jawaban
Memerintahkan
siswa
mengerjakan soal latihan
Menanyakan pelajaran hari
ini
Menjawab pertanyaan
Menanyakan perasaan siswa
Merespon
Mengucapkan salam
Merespon

Guru
Siswa
Guru
Siswa
Guru
Siswa

jawabannya
Is it correct?
Bu, itu masih salah yang
a
elepahnt, kurang huruf n dan
tulisannya kebalik, h dulu baru a.
Good
OK, class. Sekarang kerjakan
soalnya. Lets do it.
Apa yang kalian pelajari hari ini?
Nama-nama binatang, Bu
Kalian happy hari ini?
Happy, Bu
Good bye
Good bye

Comment of the observer:

1. Situasi Kelas
Kelas masih belum bisa dihandle dengan baik. Masih ada beberapa siswa
yang selalu ramai selama guru menerangkan pelajaran. Namun, saat menggunakan
LC, siswa mau memperhatikan sehingga suasana sedikit tenang.
2. Materi
Materi yang guru sampaikan masih sangat sederhana. Guru masih sebatas
memperkenalkan vocabulary pada siswa, belum diperluas dengan yang lain
seperti kalimat atau dialog sederhana.
3. Penyampaian materi
Guru sudah menyampaikan materi dengan cukup baik karena penyampaiannya
dilengkapi dengan memberi contoh-contoh real, misalnya dengan disertai gambar
binatang.
4. Keaktifan siswa
Siswa masih terlihat pasif. Mereka tidak mau merespon pertanyaan yang
guru ajukan. Kebanyakan hanya diam dan sibuk dengan aktifitasnya sendiri.
Namun, jika guru memanggil nama mereka, mereka mau merespon.
5. Pengaturan waktu
Guru kurang bisa menggunakan waktu dengan baik, sehingga jam
pelajaran sudah habis masih digunakan untuk membahas pelajaran. Hal ini

157

mungkin karena siswa masih sulit dikendalikan, sehingga waktu tersita untuk
membuat anak-anak diam.
6. Saran
Guru sebaiknya lebih mengembangkan materi agar siswa juga lebih kreatif. Guru
perlu mencari cara untuk membuat siswa lebih aktif. Tapi penggunaan LC cukup
membuat siswa tertarik dan memperhatikan pelajaran

158

Lembar Pengamatan Jalannya KBM

Tahapan
Opening

Main
Activity

Waktu
09.35

09.50

Nama
Guru

Mengucapkan salam

Siswa

Menjawab salam

Guru
Siswa
Guru

Mengecek kehadiran siswa

Menjawab
Mereview pelajaran

Siswa
Guru

Siswa

Menjawab
Tanya jawab tentang suara
binatang
Menjawab
Merespon jawaban
Menjelaskan macam-macam
suara binatang dalam bahasa
Inggris
Mengajak semua siswa untuk
mengucapkan bersama-sama
Mengucapkan bersama-sama
Membacakan contoh kalimat
dan
menyuruh
siswa
menirukannya
Mengartikan kalimat ke dalam
bahasa Indonesia
Membagi siswa ke dalam
kelompok
Menjelaskan tugas yang harus
tiap kelompok lakukan
Meminta siswa mengucapkan
kalimat
Mengucapkan kalimat

Guru

Memberikan PR

Guru
Siswa
Guru

Menanyakan perasaan siswa

Menjawab
Menutup pelajaran

Siswa
Guru
Guru

Guru
Siswa
Guru

Guru
10.10

Guru
Guru
Guru

Closing

11.05

Tindakan yang dilakukan

159

Contoh kalimat yang

diucapkan
Good morning, students.
How are you today?
I am fine, thank you, and
you?
Who is absent today?
No one
Sekarang coba tebak gambar
apa ini?
an elephant, a giraffe, etc
Gimana suara anjing?
Menggonggong, Bu
Good
Menggonggong
bahasa
Inggrisnya bark
Sekarang ucapkan bark, bleat,
meow, etc.
Bark, bleat,meow, etc.
The dogs bark, The cats
meow, etc.
Arti dari The dogs bark
adalah anjing menggonggong
Saya akan bagi kalian ke
dalam kelompok
Tiap kelompok akan punya
tugas masing-masing
Coba ucapkan kalimatnya
The tigers roar, The horses
neigh, etc.
Kerjakan halaman 56 buku
Enjoy sebagai PR
Are you happy?
Yes, Bu, senang Bu
Good bye

Comment of an observer:
1. Situasi kelas
Sudah cukup baik karena siswa mau mengikuti kegiatan seperti yang
tercantum pada lesson plan, meskipun sempat ada kegaduhan saat pembagian
anggota kelompok siswa. Namun, secara keseluruhan, KBM berjalan lancar.
2. Materi
Materi sudah cukup baik karena diambil dari buku wajib mata pelajaran
bahasa Inggris untuk kelas 5 sehingga tidak menyimpang dari kurikulum dan
sesuai dengan kebutuhan siswa.
3. Penyampaian materi
Guru sudah menyampaikan materi dengan cukup baik. Penyampaian
dimulai dari pengenalan kata baru diperluas dengan contoh kalimat sehingga
siswa mudah untuk menangkapnya.
4. Keaktifan siswa
Siswa cukup aktif karena mereka bekerja dalam satu kelompok dan
masing-masing mempunyai tugas sendiri-sendiri. Namun, saat guru melontarkan
pertanyaan, mereka masih susah untuk meresponnya karena guru masih perlu
menyebut nama mereka dulu dan baru mereka mau merespon.
5. Pengaturan waktu
Waktu kurang bisa digunakan dengan baik karena kegiatan belum selesai
saat jam pelajaran sudah berakhir, sehingga waktu yang digunakan melenceng
dari yang telah direncanakan.
6. Saran
Secara keseluruhan KBM berjalan lancar, namun guru masih perlu
memancing siswa agar mau merespon pertanyaan/perintah guru secara langsung
tanpa harus disebut namanya. Saat menerangkan pelajaran, pandangan guru
sebaiknya menyeluruh, tidak hanya pada arah itu-itu saja, sehingga semua siswa
merasa diperhatikan.

160

Lembar Pengamatan Jalannya KBM

Tahapan
Opening

Main
activity

Waktu
07.35

07.50

Nama
Guru

Tindakan yang dilakukan

Mengucapkan salam

Siswa
Guru
Siswa
Guru

Menjawab salam
Mengecek PR
Menjawab
Membahas PR dan mereview
pelajaran
Merespon
Membacakan
kalimat
dan
menerangkannya
Membagi siswa in pairs

Siswa
Guru
Guru
Guru

Guru

Menjelaskan tugas siswa dalam

kelompok
Merespon perintah guru
Memerintahkan siswa untuk
membacakan kalimat
Menjelaskan exercise

Guru

Mempraktikan dialog

Guru
Guru
Siswa
Guru
Guru
Siswa

Memerintahkan siswa untuk

praktik dialog di depan kelas
Mengulang pelajaran hari ini
Merespon jawaban
Merespon
Refleksi
Menjawab

Guru

Mengakhiri pelajaran

Siswa
Guru
08.30

08.55

Contoh kalimat yang diucapkan

Good morning students. How are
you today?
I am fine, thanks, and you?
Ada PR tidak?
Ada Bu
Sekarang kita bahas PRnya
Baik, Bu
The monkey eats banana artinya
monyet makan pisang
Sekarang
bentuk
kelompok
dengan teman sebangku
Tiap siswa dalam 1 kelompok
punya tugas masing-masing
Asyik, jadi enak ya?
Read the sentence please. Baca
kalimatnya coba
Gambarnya ini isikan
padadialognya
Saya beri contoh membaca
dialognya, ya?
Coba praktikan di sini
Tadi belajar apa?
Macam-macam makanan hewan
Good
Senang belajarnya hari ini?
Yes, senang banget
Good bye

Comment of an observer:
1. Situasi kelas
Situasinya lebih bagus dibandingkan sebelumnya. Hal ini dikarenakan
siswa sudah lebih terbiasa menggunakan LC. Mereka tampak semangat sekali
melakukan akitivitasnya. Suasana kelas menjadi lebih menyenangkan.
2. Materi
Materi yang disajikan berbada namun tetap berhubungan sehingga siswa
selalu mendapat hal yang baru/fresh.

161

3. Penyampaian materi
Sudah disampaikan dengan cukup baik, guru tampak menguasai materi.
Suara guru sudah cukup keras sehingga satu kelas bisa mendengar.
4. Keaktifan siswa
Saat menggunakan LC siswa cukup aktif. Namun, saat tiba pertanyaan/
perintah guru, lagi-lagi guru harus menyebut nama mereka dulu.
5. Pengaturan waktu
Waktu sudah digunakan dengan cukup baik. Pelajaran berakhir tepat
waktu dan kegiatan bisa berjalan sesuai waktunya.
6. Saran
Guru perlu berusaha lagi untuk memancing dan mengeluarkan keberanian
siswa agar mau merespon perintah/pertanyaan guru.

162

Lembar Pengamatan Jalannya KBM

Tahapan
Opening

Main
activity

Waktu
09.30

Nama
Guru

Tindakan yang dilakukan

Mengucapkan salam

09.35

Siswa
Guru
Siswa
Guru

09.45

Guru
Siswa
Guru

Membalas salam
Mengecek kehadiran siswa
Menjawab
Menceritakan tujuan pembelajaran
hari ini
Tanya jawab seputar topik
Menjawab
Menceritakan tentang PAH dan
penggunaannya

Siswa
Guru

10.15

Closing

10.55

Siswa
Guru
Guru
Guru
Siswa
Guru
Guru
Siswa
Guru
Siswa
Guru
Siswa
Guru

Bertanya tentang PAH

Memerintah siswa untuk maju
menggunakan PAH
Menggunakan PAH
Merespon
Memberikan contoh pengucapan kata
Memerintah siswa untuk menirukan
Mengucapkan kata
Membacakan contoh kalimat
Memerintah
siswa
untuk
mengucapkan kalimat di depan kelas
Mengucapkan kalimat
Menanyakan pelajaran hari ini
Menjawab
Menanyakan perasaan siswa
Menjawab
Menutup pelajaran

Contoh kalimat yang diucapkan

Good morning, Students. How
are you today?
I am fine thanks, and you?
Who is absent today?
No one
Hari ini kalian akan belajar
nama-nama hari dan bulan
Today is
Thursday
Dengan PAH kalian memilih
jawaban
dengan
mencoblos
lubang jawabannya
Dicoblos pakai apa Bu?
Ayo, siapa berani?
Gini Bu?
Thats right, betul
Sunday, Monday, May, etc
Sekarang tirukan
Sunday, Monday, May, etc
IT is Monday, It is January
Sekarang, siapa berani?
It is May, etc.
Hari ini belajar apa?
Nama-nama hari dan bulan
Senang hari ini?
Senang banget, asyik
Good bye and See you

Comment of the observer:

1. Situasi Kelas
Kelas lebih hidup dan tidak monoton. Dengan adanya variasi media dan
kegiatan, siswa mendapat atmosphere dan suasana baru, sehingga kelas tampak
lebih menyenangkan.
2. Materi
Cukup bagus karena sesuai dengan kebutuhan siswa dan materi yang
ditetapkan untuk semester II.

163

3. Penyampaian materi
Cukup jelas dan lancar karena suara guru juga keras. Guru tampak
menguasai

bahan

pelajaran

sehingga

bisa

menyampaikan

dengan

bervariasi/dengan nada dan intonasi yang berbeda.

4. Keaktifan siswa
Siswa sangat aktif. Mereka sudah mau merespon perintah/pertanyaan guru
secara langsung. Mereka juga berani berpendapat dan mengajukan pertanyaan
seputar pelajaran.
5. Pengaturan waktu
Sudah baik dan sudah dipertahankan seperti hari sebelumnya. Sehingga
antara kegiatan awal, inti, dan penutup bisa terlaksana dengan lancar, meski agak
sedikit meleset tapi tidak mempengaruhi jalannya kegiatan.
6.Saran
Secara keseluruhan sudah cukup baik dan mengalami peningkatan, dan
guru harus terus menciptakan kegiatan yang bervariasi agar murid tidak mudah
bosan.

164

Lembar Pengamatan Jalannya KBM

Tahapan
Opening

Main
Activity

Waktu
07.30

Nama
Guru

Tindakan yang dilakukan

Mengucapkan salam

Siswa

Menjawab salam

Guru
Siswa
Guru
Siswa
Guru
Guru

08.05

Siswa
Guru

08.15

Siswa
Siswa
Guru

Mengecek kehadiran siswa

Menjawab
Review pelajaran
Menjawab
Merespon
Menceritakan topik pelajaran hari
ini
Menceritakan kegiatan yang akan
dilakukan siswa dengan PAH
Memerintahkan siswa untuk maju
ke depan kelas
Merespon perintah guru
Memerintahkan
siswa
untuk
mengucapkan 3 kata di depan kelas
Merespon perintah guru
Mengucapkan kata
Menjelaskan exercise

Siswa

Merespon perintah guru

Siswa
Guru
Guru

Guru
Siswa
Guru
Siswa
Guru

Bertanya pada guru

Menjawab
Memerintah siswa untuk perform
dialog
Perform dialog dan bertanya pada
guru
Menjawab
Merespon jawaban
Menanyakan materi pelajaran
Menjawab
Menanyakan perasaan

Siswa
Guru
Siswa

Menjawab
Menutup pelajaran
Menjawab

07.45

Guru
Guru

08.25

Siswa

Closing

08.55

Contoh kalimat yang diucapkan

Good morning, Students. How are
you today?
Good morning, I am fine, thanks,
and you?
Who is absent today?
No one
Mention names of days
Sunday, Monday, Tuesday
Thats good. OK.
Hari ini kalian akan melanjutkan
pelajaran kemarin
Setelah mencoblos, kalian tulis
lagi jawabannya di papan tulis
Ayo, siapa yang akan dapat
giliran pertama?
Saya, Bu
Siapa yang mau maju ke depan?
Saya Bu
September, October, November
Kalian lengkapi dialog dan
praktikan di depan kelas
Sudah selesai Bu, soalnya
mudah
Bu, nanti dibaca terus direkam?
Tentu dong, suka kan?
Coba praktikan dialog di depan
kelas
Sudah bagus Bu?
OK, good
Yes
Kalian belajar apa hari ini?
Days and months
Gimana hari ini?jauh lebih asyik
kan?
Wuenak tenan
Good bye
Good bye

Comment of the observer:

1. Situasi kelas
Kegiatan yang dilakukan bervariasi dan siswa bisa merespon dengan baik
sehingga situasi kelas benar-benar hidup, menyenangkan, dan komunikatif.

165

2. Materi
Cukup bagus karena materinya adalah lanjutan dari materi sebelumnya.
Guru tidak hanya memberikan vocabulary tapi juga mengaplikasikannya ke dalam
dialog.
3. Penyampaian materi
Disampaikan dengan cukup bagus dan jelas. Ada interaksi antara guru
dengan siswa sehingga materi yang disampaikan bisa diterima siswa. Selain itu,
guru juga memberikan contoh yang jelas.
4. Keaktifan siswa
Pada pertemuan terakhir ini siswa benar-benar aktif selama proses KBM,
baik dalam merespon pertanyaan maupun mengajukan pertanyaan pada guru.
5. Pengaturan waktu
Waktu digunakan dengan cukup baik. Semua kegiatan berjalan lancar dan
sesuai dengan rencana yang telah ditetapkan dalam lesson plan sehingga tujuan
bisa tercapai.
6. Saran
Situasi dan kondisi seperti ini perlu dipertahankan. Aktivitas yang
melibatkan siswa harus dibuat bervariasi terus sehingga siswa tidak mudah bosan
dan selalu mendapat suasana baru dan KBM bisa berjalan dengan menyenangkan.

166

Appendix 4
Transcript of Interview

Pada hari Sabtu, 16 Januari 2009, pukul 07.30, saya datang ke SD Negeri
Pojok 02 untuk mengadakan interview dengan siswa-siswi kelas V B. Interview
dilakukan pada saat jam istirahat, sehingga tidak mengganggu jalannya KBM.
Saat itu pukul 09.05, saya menghampiri beberapa siswa putri yang sedang
bermain di dalam kelas sambil bercanda dengan teman-temannya. Saya masuk
dan menyapa mereka. Mereka pun balas tersenyum dan menyapa saya. Saya
menjelaskan maksud kedatangan saya. Saya meminta mereka untuk menjadi
responden. Saat itu, ada 3 siswa putra yang masuk kelas dan mereka pun saya
panggil untuk interview. Interview dilakukan untuk mengetahui minat siswa
terhadap pelajaran bahasa Inggris dan bagaimana pengajaran bahasa Inggris yang
diajarkan oleh guru R.E. Interview pun dimulai.

Peneliti: Pagi, semua.(sambil tersenyum)

Siswa : Pagi, Bu
Peneliti: Boleh ganggu sebentar ya?
Suci

: Ada apa Bu?

Peneliti: Saya mau ngobrol-ngobrol dikit ni ma kalian.

Coba kamu, Suci. Kamu suka nggak dengan pelajaran bahasa Inggris?
Suci

: Hmmsuka, Bu. (sambil tersenyum)

Peneliti: Kenapa kok suka?

Suci

: Soalnya saya nggak bisa bahasa Inggris, Bu

Saya pengin bisa bahasa Inggris.

Peneliti: Pengin bisa apa, bicara dengan bahasa Inggris maksudnya?

Suci

: Iya, Bu. Tapi susah cara ngomongnya, kan orang Jawa. (tertawa).

Peneliti: Ogitu. (mengangguk-angguk).

Terus kalau pas guru ngajar di kelas itu jelas pa nggak?
Suci

: Lumayan, tapi sering ngantuk Bu, saya. (tertawa).

Peneliti: OK, thanks.

167

Peneliti: Nah, sekarang kamu, Mulis. (sambil menunjuk ke Mulis)

Menurutmu pelajaran bahasa Inggris itu menyenangkan nggak sich?
Mulis : Menyenangkan.
Peneliti: Kenapa menyenangkan? Mudah ya?
Mulis : Nggak, menyenangkan tapi susah, Bu.
Peneliti: Lalu susahnya gimana?
Mulis : Mengucapkannya itu saya nggak bisa.
Peneliti: Memang penulisan dan pengucapan suatu kata dalam bahasa Inggris itu
berbeda, nggak kaya bahasa kita, sama aja.
Mulis : Iya, Bu. Itu maksudnya.
Peneliti: Kalau pas guru menerangkan itu jelas nggak?
Mulis : Jelas, tapi saya sering ngantuk. (tertawa).
Peneliti: Kok ngantuk? (mengernyitkan dahi).
Mulis : Soalnya banyak nyatet.
Peneliti: OK, makasih.
Peneliti: Kalau kamu gimana Hani, tertarik dengan pelajaran bahasa Inggris?
Hani

:Tertarik, Bu.

Peneliti: Kenapa?
Hani

: Pelajarannya gampang-gampang susah.

Peneliti: Yang sulit yang bagian apa?

Hani

: Kalau kata-katanya panjang saya lupa hurufnya

Peneliti: Omaksudmu menulis kata-kata pake bahasa Inggris itu susah?

Hani

: Iya

Peneliti: Kamu suka nggak diajar guru bahasa Inggris?

Hani

: Suka.

Peneliti: Kenapa?
Hani

: Suka ngasih tebak-tebakan.

Peneliti: OK, good.

Peneliti: Kalau kamu gimana, Wid? Suka nggak dengan pelajaran bahasa
Inggris?
Widya : Suka.

168

Peneliti: Yang kamu sukai apa?

Widya : Bisa tahu bahasa Inggrisnya macam-macam. Banyak pokoknya, Bu.
Peneliti: OK. Lalu menurutmu, susah nggak belajar bahasa Inggris itu?
Widya : Lumayan. Tapi cara mbacanya membingungkan.
Peneliti: Membingungkan gimana?
Widya : Susah ucapannya, Bu, nggak sama dengan tulisannya. Jadi,
menghafalnya juga sulit.
Peneliti: Hmmya. Terus katanya tadi kamu suka bahasa Inggris, kenapa?
Widya : Saya pengin jadi guru bahasa Inggris, Bu.
Peneliti: Well, thanks ya.
Peneliti: Linda, gimana dengan kamu? Suka nggak dengan pelajaran bahasa
Inggris?
Linda : Suka.
Peneliti: Apa yang kamu sukai?
Linda : Bahasanya.
Peneliti: Maksudnya gimana?
Linda : Bahasanya bagus.
Peneliti: Terus kamu juga pengin jadi guru bahasa Inggris?
Linda : Nggak, Bu.
Peneliti: Its OK. Terus pas guru ngajar itu kamu ngantuk nggak?
Linda : Kadang-kadang.
Peneliti: Kok ngantuk sich?
Linda : Soalnya sering nyatet.
Peneliti: Maksudnya kebanyakan nyatet?
Linda : Iya, jadi bosan.
Peneliti: Ya, thanks
Peneliti: Sekarang gantian yang putra
Peneliti: Coba, Ibnu dulu. Menurutmu pelajaran bahasa Inggris itu bagaimana?
Susah atau mudah?.
Ibnu

: Mudah.

Peneliti: Oya? Kok bisa? Kamu suka ya dengan pelajaran bahasa Inggris?

169

Ibnu

: Suka. Soalnya mudah.

Peneliti: Soal testing kaya gitu maksudnya?

Ibnu

: Iya.

Peneliti: Terus menurutmu pas kamu belajar bahasa Inggris di kelas itu gimana?
Ibnu

: Senang, tapi kadang juga bosan.

Peneliti: Kenapa?
Ibnu

: Penjelasannya banyak dan cepet.

Peneliti: OK, good. Makasih.

Peneliti: Sekarang kamu Untung. Kamu suka atau tertarik nggak dengan bahasa
Inggris?
Seno

: Lumayan.

Peneliti: Lumayan gimana?

Seno

: Soalnya susah pas mbaca kata itu. Nggak bisa.

Peneliti: Maksudnya pengucapannya gitu?

Seno

: Iya.

Peneliti: Terus apa lagi? Ada nggak?

Seno

: Nulisnya juga susah, Bu

Peneliti: Sering lupa gimana nulisnya

Peneliti: Kalau kamu pas diajar ngantuk nggak?
Seno

: Kadang-kadang kalau pas nyatet.

Peneliti: Baik, makasih.

Peneliti: Terakhir kamu, Rahmad. Seperti yang lainnya ya. Kamu suka nggak
dengan pelajaran bahasa Inggris?
Rahmad: Kadang suka kadang nggak.
Peneliti: Sukanya pas apa dan nggak sukanya pas apa?
Rahmad: Kalau ada tebak-tebakan suka.
Peneliti: Jadi kalau nggak ada tebak-tebakannya, nggak suka gitu?
Peneliti: OK, nggak papa. Berarti kamu sering ngantuk donk di kelas?
Rahmad: Kadang.
Peneliti: OK. Semuanya sudah menjawab pertanyaan dari Ibu. Kalau gitu
makasih semuanya ya, dah bel masuk tuch.

170

From the interview above, it can be interpreted as follows:

1) Students interest toward English
Most students are interested in English lesson. It is because they cannot
use English well. Most of them says that they like with English lesson and desire
to learn English. However, they are afraid with the lesson since they feel that
English is the most difficult subject. They are afraid if they make mistake when
learning English. Therefore, they cannot concentrate when learning English.
2) Students competence on spelling and pronunciation
In this case, I ask about students opinion dealing with their ability in
writing and reading English words. From the interview, it indicates that their
spelling ability and pronunciation awareness are low. It is because they are
difficult to distinct the writing of words as well as the pronunciation of words.
They often say English words as the Indonesian one, and they often write English
words as the Indonesian one, too. They are difficult to read word when they ask to
read and they are difficult to write the answer on a test, although they know the
answer but often forget how to write it correctly. In short, they are confused to
distinct the spelling and pronunciation of English words.
3) Students opinion about teachers technique
Regarding to the way the teacher teach in the class, most students says that
they feel bored and sleepy. It is so since there is no activity that involves their
participant actively. They are often asked to take notes and listen to the teachers
explanation. Therefore, they cant remember the lesson has been learnt well. They
also cant concentrate on the lesson maximally. It indicates that the students need
various activities which involve their participant. It means that the activity needs
the students mobility. In short, students are learning by doing and the activities
are out of seat activity.

171

Transcript of Interview

Hari Sabtu saya melakukan interview dengan para siswa. Saya

memanfaatkan jam pelajaran Matematika yang saat itu gurunya sedang
berhalangan hadir. Interview ini saya lakukan setelah posttest dilakukan pada hari
yang berbeda. Saya melakukan interview pada beberapa siswa secara tidak
langsung atau seperti bercakap-cakap biasa. Interview yang saya lakukan adalah
seputar penerapan T&K R yang telah berjalan selama 5x pertemuan. Interview
pun dimulai dan bisa dikutip sebagai berikut:
Guru

: Menurut kalian setelah kalian belajar dengan menggunakan media

yang saya bawa kemarin gimana?

WPNS : Jadi enak Bu belajarnya, jadi lebih mudah gitu.Jadi bisa membaca
dan menulis yang betul.
PFH

: Senang Bu belajar bahasa Inggris. Soalnya ada gambarnya.

INC

: Lebih mudah belajarnya. Jadi semangat belajar, apalagi kalau disuruh

menulis jawaban, saya jadi suka.

NW

: Saya juga Bu. Belajar jadi asyik dan menyenangkan.

MEC

: Jadi semangat belajar. Nggak gampang ngantuk Bu.

MPH

: Kalau jawab soal jadi gampang ingat. Belajar jadi mengasyikkan.

MKS

: Saya jadi semangat belajar dan pengin pelajaran Inggris terus gitu.

MP

: Jadi asyik dan tidak cepat bosan. Bisa bareng teman-teman saat
njawab soal.

TP

: Belajar jadi asyik dan tidak ngantuk. Belajar juga jadi gampang, Bu.

UP

: Saya jadi semangat belajar. Kalau di rumah suka latihan membaca.

SR

: Saya juga Bu. Saya sering latihan menulis juga kadang membaca
kalau di rumah.

Guru

: Jadi kalian suka dong kalau belajar menggunakan alat-alat seperti

itu?

NW

: Suka banget Bu soalnya ada gambar dan tulisannya, jadi enak.

NF

: Iya, suka. Kalau saya suka karena gambarnya lucu dan ada cara
membacanya. Sekarang jadi lebih enak belajarnay.

172

RPP

: Suka, karena banyak kegiatannya, jadi nggak gampang ngantuk.

RS

: Suka, karena bisa belajar langsung sama temen-temen. Saya suka duaduanya.

IF

: Saya suka semuanya dan senang karena asyik, menyenangkan, dan

bisa sambil bermain.

VS

: Iya, jadi lebih mudah dan asyik.

Guru

: Terus kalau disuruh membaca atau menulis jadi gimana? Masih

kesulitan atau kadang lupa?

SKS

: Kadang masih sulit, tapi saya jadi lebih ingat tulisannya kalau pas
menjawab soal.

UPR

: Jadi lebih mudah Bu. Jadi gampang ingat kalau disuruh membaca.

UP

: Nggak sulit, tapi kadang lupa.

WPNS : Jadi mudah

PFH

: Gampang tapi kadang juga masih agak lupa.

MPH

: Jadi lebih mudah Bu. Saya jadi semangat kalau disuruh membaca.

LF

: Lebih mudah, tapi kadang juga sulit. Tapi lebih gampang dari pada
dulu rasanya sulit.

: Jadi gampang dan asyik. Nggak sulit kayak dulu.

INC

: Kalau tes kayak kemarin jadi lebih bisa. Menulisnya jadi lancar,
membaca juga jadi enak.

Guru

: Enak gimana?

INC

: Jadi nggak takut. Lebih santai.

Guru

: Jadi intinya, kalian jadi lebih gampang menulis dan membaca

kata/kalimat bahasa Inggris?

Siswa

: Betul, Bu.

Guru

: Terus kalian pengin lagi belajar pakai alat bantu seperti kemarin?

Siswa

: Mau, Bu. Lagi ya?

Guru

: OK. Makasih ya semuanya. Good bye.

Siswa

: Good bye.

173

Based on the summary of interview above, it can be interpreted as follows:

1) Students opinion about their studying after using T&K R.
All students like and feel happy when they learn using T&K R. They feel
that their studying become fun and pleasing. All of them said that they feel very
excited and enjoy in learning English. Beside that, they become more diligent and
active in learning English at home. They often practice their English, especially
writing and reading English words. Moreover, when they learn with T&K R, they
are not easy to get bored. They do not feel sleepy during the lesson since there are
some activities that must be done by them both in group or individually.
2) Students interest toward T&K R.
Based on the interview about the students interest toward T&K R, most of
them said that they like both LC and PAH. They like it very much. They are
attracted with T&K R since there are visual aids like pictures, printed-word, and
printed-sound of the words. It makes them easy to learn. In addition, they can do
many activities with T&K R. They do it by moving and touching. It means, it is
out of seat activities. They feel that they are learning by playing, so they enjoy it.
They also like it since they can do the activities cooperatively using T&K R with
their friend. Therefore, their studying become fun, relax, and pleasing.
3) Students opinion about their competence in spelling and pronunciation
After using T&K R during the lesson, they can read and write the English
words more easily. When they do a test, they write the answer more easily since
they can remember well the spelling of words as they learn by doing something.
Beside that, they are happy when they ask to read since they feel that they are not
afraid in making mistakes. Furthermore, they said that by doing many activities,
they are easy to remember something. Therefore, when they ask to read or write
English words, they do it enjoyably.
In short, the students spelling and pronunciation improve after learning
using T&K R. Then, they expect that they always learn using T&K R with various
activities everyday they meet English class.

174

Appendix 5
The Diary of Action Research
Time

Notes

Monday,
January 2009

12th Hari ini aku melakukan konsultasi dengan Bu Dewi

tentang
proposal skripsiku. Bu Dewi memberikan banyak masukan dan
kritik terutama untuk bab 1. Untuk melakukan action research, aku
harus menentukan beberapa hal diantaranya:
Problem
Indicator of problem
Causes of problem
Solution of problem
Reasons of choosing the solution
Bu Dewi juga menekankan bahwa indicator masalah itu harus 3D
(dapat dilihat, diraba, dan diterawang). Jadi, indicator masalah
harus sesuatu yang jelas dan konkret.

Tuesday,
January 2009

13th Hari ini aku melakukan pre observasi di SD Negeri Pojok 02. Dari
hasil pre observasi ini ada beberapa poin:
Siswa kurang aktif selama pelajaran berlangsung
Siswa baru menjawab pertanyaan kalau guru sudah
menyebut namanya
Siswa sering ramai saat guru menerangkan
Siswa masih kesulitan saat mengucapkan kata-kata dalam
bahasa Inggris (pronunciation siswa masih rendah)
Sebagian siswa masih kesulitan menuliskan kata-kata dalam
bahasa Inggris saat menjawab pertanyaan

Thursday,
14th Hari ini aku telah mengadakan pre test dengan hasil:
January, 2009
Siswa salah dalam menuliskan kata-kata yang menggunakan
double konsonan letter, seperti rabbit (rabit), buffalo
(bufalo), dll.
Siswa masih membuat transposisi huruf, missal elephant
(elepahnt)
Siswa cenderung mengucapkan kata berdasarkan
tulisan/hurufnya
Tes menunjukkan bahwa kemampuan spelling dan
pronunciation siswa masih rendah
Saturday,
January 2009

16th Setelah mengadakan pre-test, hari ini aku melakukan wawancara

pada beberapa siswa putra dan putri kelas VB. Tujuan wawancara
ini adalah untuk mengetahui minat siswa terhadap pelajaran bahasa
Inggris dan pengajaran bahasa Inggris di kelas yang telah siswa
terima. Hasil wawancara tersebut menunjukkan bahwa:
Siswa suka dan tertarik dengan pelajaran bahasa Inggris
Siswa cenderung suka dengan pelajaran bahasa Inggris
karena mereka merasa tidak bisa bahasa Inggris
Siswa merasa kesulitan saat membaca kata-kata dalam
bahasa Inggris
Siswa merasa bingung dengan pengucapan bahasa Inggris

175

Monday,
January 2009

karena berbeda dengan penulisannya

Ada beberapa siswa yang kesulitan saat menuliskan katakata dalam bahasa Inggris
Siswa sering mengantuk di kelas karena kegiatannya sering
mencatat

19th
Setelah merevisi proposal, aku mengkonsultaiskannya lagi dengan
Bu Dewi. Indikator masalah yang aku tulis ada 5, masing-masing
dari segi kompetens (spelling dan pronunciation) dan classroom
situation. Indikator-indikator masalah tersebut adalah hasil dari pe
observasi, pre-test, dan wawancara yang telah dilakukan di kelas.
Bu Dewi mengatakan bahwa indikator itu harus 3D karena
nantinya indikator itulah yang akan mengarahkan kita dalam
melakukan penelitian action research.
Setelah bab 1 beres, Bu Dewi mengoreksi proposal bab 3. Beliau
menyarankan aku untuk mencari teknik analysis data yang cocok
untuk menganalisa data qualitative.

Friday, 30th January Aku telah merevisi proposal bab 3 tentang teknik analysis data.
2009
Constant comparative method adalah teknik yang digunakan untuk
menganalisa data qualitative. Setelah aku mengkonsultasikannya
dengan Bu Dewi, beliau langsung meng-ACC proposal skripsiku.
Sebelum melakukan penelitian, Bu Dewi menyarankan aku
membuat blueprint penelitian atau garis besar rencana penelitian
yang akan aku laksanakan di kelas. Blueprint tersebut dibuat dalam
bentuk tabel yang isinya:
Steps of study
Participants
Instruments
Items
Data
Analysis
Wednesday,
February 2009

5th Setelah konsultasi dengan Bu Dewi, hari ini aku melakukan

konsultasi dengan Pak Bambang. Aku menanyakan tentang format
penulisan blueprint beserta contohnya. Beliau menjelaskan dan
memberikan satu contoh seperti ini:
Instrument
Items
Data
Analysis
Post test
Spelling
Post
test Descriptive
Pronounciation
result
analysis

Wednesday,
11th Aku telah membuat blueprint penelitian dan hari ini aku telah
February 2009
mengkonsultasikannya dengan Bu Dewi. Aku merencanakan 2
cycle, cycle pertama 3x pertemuan dan cycle kedua aku buat 2x
pertemuan. Bu Dewi menyarankan aku untuk menulis diary sejak
pre-research sampai akhir penelitian, sehingga bisa jelas tertulis
apa saja yang dilakukan selama penelitian. Beliau akhirnya
menyetujui blueprintku. Bu dewi kemudian menyarankan aku
untuk terjun langsung ke kelas untuk melakukan meeting pertama,

176

dengan membawa perangkat mengajar, seperti lesson plan,

observation sheet, dan field note. Setelah dilaksanakan aku harus
menuliskannya
dalam
bentuk
laporan
tertulis,
dan
mengkonsultasikannya dengan Bu Dewi.
13th Aku mempersiapkan beberapa perangkat mengajar untuk meeting
pertama cycle pertama. Seperti yang telah Bu Dewi sarankan aku
mempersiapkan:
Materi ajar
Lesson plan + teaching scenario
Media learning circle
Gambar-gambar binatang
Words cards & sounds cards (spelling&pronunciation)
Answer cards
Lembar observasi
Lembar pengamatan untuk observer
Hand record
Tuesday,
17th
February 2009
Hari ini aku telah mengimplementasikan action di kelas untuk
meeting pertama dari cycle 1.
Sub topik: names of animals
Waktu : 2 x 45
Instrumen: gambar binatang, answer cards,
Words cards
& sounds cards (spelling and pronunciation), exercises
sheet, media learning circle.
Tujuan pencapaian
a. Siswa dapat menuliskan nama-nama binatang dengan
ejaan yang tepat
b. Siswa dapat mengucapkan nama-nama binatang dengan
pengucapan yang benar
c. Membuat siswa lebih aktif berpartisipasi di dalam kelas
Hasil penelitian
a. Sebagian besar siswa sudah teliti dalam mencatat dari
papan tulis ke buku catatan mereka
b. Sebagian siswa sudah bisa mengucapkan nama-nama
binatang dengan lebih baik dibanding sebelumnya pada
saat pre test, dan sebagian masih belum bisa, seperti an
elephant, a goat.
c. Tactile & kinesthetic resource bisa membuat siswa
lebih aktif berpartisipasi, mereka menjadi lebih
semangat dan beberapa siswa lebih berani untuk
mengungkapkan pendapatnya tanpa guru harus
menyebut namanya dulu.
Friday,
February

Thursday,
26th Implementasi meeting ke 2 dari Cycle 1 aku rangkum sbb:
February 2009
Subtopik : Animals Produce Sound
Waktu
: 2 x 45
Instrument: gambar, LC, printed-word card, sound card.
Tujuan Pencapaian:
1. Siswa bisa menulis nama binatang sesuai gambar

177

2. Siswa bisa menulis kalimat berdasarkan kata tertentu (bark,

bleat, meow, dll)
3. Siswa bisa membaca kalimat tersebut dengan pronunciation
dan intonasi yang tepat
4. Siswa tidak ramai saat pelajaran
Hasil Pencapaian:
1. Siswa bisa menuliskan nama binatang dengan spelling yang
tepat
2. Sebagian siswa bisa menuliskan kalimat meskipun masih ada
beberapa yang keliru sedikit
3. Masih ada beberapa siswa yang kesulitan saat membaca
4. Sebagian kecil siswa masih gaduh saat pelajaran berlangsung
Thursday,
26th Aku hari ini telah melakukan meeting ke dua dari Cycle 1. Tadi
February 2009
saat mengimplementasikan LC dalam proses KBM, sebagian besar
siswa mulai senang dan enjoy, meskipun ada sedikit hambatan.
Saat aku membagi siswa ke dalam kelompok, ada sebagian siswa
yang protes karena anggota kelompoknya tidak sesuai dengan
harapan. Namun, setelah saya bujuk, akhirnya mereka mau
bergabung dan melakukan aktivitas dengan menggunakan LC
secara berkelompok. Saya cukup senang dengan hasil pelajaran
hari ini karena saya lihat semua siswa bisa bekerjasama dengan
baik dan yang lebih penting mereka enjoy melakukannya. Aku
berharap semoga ini bisa terus memicu semangat mereka sehingga
KBM akan berjalan lancar.
Thursday,
26th Hari ini aku masuk kelas agak terlambat karena harus menyiapkan
February 2009
semua materi pelajaran dulu. Tapi untungnya ada LPS, sehingga
tidak terasa berat dan terburu-buru. Saat aku akan melangkah ke
luar kantor, ada beberapa siswa yang menghampiri dan berkata,
Bu, jadwalnya bahasa Inggris lho. Aku diam sejenak karena
tak menyangka kalau siswa akan berkata seperti itu karena
biasanya mereka cuek bahkan senang kalau pelajaran bahasa
Inggris telat. Dalam hati aku betul-betul senang tak terkira karena
hari ini adalah perubahan yang bagus dan harus dipertahankan.
Saturday,
28th RPP yang aku buat kemarin telah aku implementasikan hari ini.
February 2009
Rasanya sedikit lega karena Cycle 1 sudah selesai aku lakukan.
Implementasi meeting ke 3 ini aku rangkum sbb:
Subtopik : Foods for Animals
Waktu
: 2 x 45
Instrument: gambar, LC, printed word cards/sound cards, exercise
sheet.
Tujuan Pencapaian:
1. Siswa bisa menulis nama-nama makanan binatang dengan
ejaan yang benar
2. Siswa dapat membaca kata-kata yang berhubungan dengan
nama makanan binatang (carrot, meat, banana, dll) dengan
pronunciation yang tepat
3. Siswa dapat membaca kalimat dengan intonasi dan pengucapan

178

Sunday, 1st
2009

yang benar
4. Siswa aktif selama pembelajaran
Hasil Pencapaian:
1. Siswa sudah bisa menulis kata-kata yang berhubungan dengan
topik dengan ejaan yang benar
2. Siswa bisa membaca kata-kata dengan benar
3. Sebagian siswa (50% siswa) bisa membaca kalimat dengan
pengucapan dan intonasi yang benar
4. Siswa masih harus disebut namanya baru mau merespon
pertanyaan/perintah guru
March Kemarin aku telah menyelesaikan meeting dalam Cycle 1 ini. Ada
beberapa hal yang membuatku lega dan senang, tapi ada juga yang
masih mengganjal. Hal yang membuatku senang adalah indicator
masalah pada spelling sudah teratasi/terselesaikan karena siswa
sudah menunjukkan beberapa peningkatan yang positif. Aku betulbetul lega sekali, rasanya ingin meluapkan kegembiraan dengan
berteriak senang. Namun, hal yang masih mengganjal membuatku
urung untuk bersorak gembira Karen aku belum bisa
menyelesaikan indikator masalah pada pronunciation dan class
situation. Ada 2 indikator dari kedua aspek tersebut yang belum
terselesaikan, yaitu sebagian besar siswa masih belum bisa
mengucapkan kalimat dengan intonasi yang benar dan masih pelan
dalam mengucapkannya, kemudian hanya ada sedikit siswa yang
mau merespon perintah/pertanyaan guru, sehingga masih banyak
ynag pasif. Oleh karena itu aku memutuskan untuk lanjut ke Cycle
2. Aku berharap semoga di Cycle 2 ini bisa terselesaikan
semuanya.

5th Hari ini aku konsultasi dengan Bu Dewi tentang RPP dan hasil
penelitian. Bu Dewi memberikan banyak saran mengenai hasil
penelitianku. Ada beberapa point penting sbb:
a. RPP harus dibuat lengkap dan jelas baik isi maupun
exercisenya, juga harus disertai answer key
b. Pada lembar pengamatan jalannya KBM harus disertai
komentar observer
c. Aku harus menyertakan bukti rekaman suara siswa saat mereka
mengucapkan kata/kalimat
Beliau juga menyarankan aku untuk mengambil 3 orang siswa
yang aku amati secara intens. Tapi walaupun begitu aku harus
memperhatikan keseluruhan siswa karena ini adalah action
research, bukan penelitian kuantitatif.
Saturday, 7th March Aku mulai melakukan persiapan untuk Cycle 2. Aku menyiapkan
2009
sagala sesuatu yang diperlukan untuk melancarkan meeting pada
Cycle 2 nanti. Persiapan yang aku buat meliputi:
Lesson plan
T&K R (PAH)
Students exercise sheet
Audio recording
Text book
Photograph
Thursday,
March 2009

179

 Observation sheet, dll.

Semuanya itu aku persiapkan untuk 2 meeting sekaligus karena
rencana meeting pada Cycle 2 adalah 2 meeting. Pada Cycle 2 ini
aku menyampaikan topic yang berbeda dan media yang berbeda
pula dengan aktivitas yang lebih bervariasi, namun tetap dengan
teknik yang satu jalur. Aku membuat seperti itu untuk
memunculkan suasana baru dan menghindari kebosanan siswa,
sehingga KBM akan lebih berwarna.
Hari ini aku telah melakukan penelitian untuk meeting 1 dari C.2.
Pada meeting ini aku mencapai beberapa tujuan yang bisa
dirangkum sbb:
Subtopik
: Days and Months
Waktu
: 2 x 45
Instrument : PAH, printed question+answer
Tujuan Pencapaian:
1. Siswa dapat menulis kembali nama-nama hari/bulan
2. Siswa dapat membaca nama-nama hari/bulan dengan benar
3. Siswa dapat membaca kalimat sederhana tentang Days &
Months dengan intonasi yang tepat
4. Siswa lebih aktif dan berani merespon pertanyaan/perintah
guru
Hasil Pencapaian:
1. Siswa bisa menuliskan kembali nama-nama hari/bulan
2. Siswa bisa membaca nama-nama hari/bulan dengan
pronunciation yang tepat
3. Siswa dapat membaca kalimat dengan intonasi yang benar
4. Sebagian besar siswa sudah aktif selama pembelajaran
khususnya saat merespon perintah guru atau pun bertanya pada
guru sehubungan dengan topik pelajaran

Thursday,
March 2009

12th

Thursday,
March 2009

12th Aku tak menyangka kalau aku bisa melakukan pendekatan seperti
ini pada murid-muridku. Aku bisa lebih dekat dengan para siswa.
Mereka tidak takut atau malu lagi berkomunikasi denganku. Aku
betul-betul happy. Suasana jadi lebih hidup dan rasanya tidak
seperti pelajaran sebelumnya yang tampak tegang dan pasif. Ada
interaksi yang bagus antara siswa dengan guru maupun siswa
dengan siswa. Kalau seperti ini rasanya waktu cepat sekali berlalu.
Ternyata T&K R benar-benar membantu aku dalam mengajar
bahasa Inggris di kelas. Thanks for T&K R!

Saturday,
March 2009

14th Setelah Kamis kemarin mengadakan meeting I, hari ini aku telah
mengadakan meeting ke 2 dari C.2. Sesuai rencana awal bahwa C.2
hanya akan ada 2 meeting, berarti pertemuan hari ini tadi adalah
terakhir dari C.2. Implementasinya dirangkum sbb:
Subtopik : Days and Months
Waktu
: 2 x 45
Instrument : PAH, printed question & answer, exercise sheet
Tujuan Pencapaian:
1. Siswa dapat membaca nama-nama bulan dengan tepat
2. Siswa dapat melengkapi dialog

180

3. Siswa dapat membaca dialog dengan pronunciation dan

intonasi yang tepat
4. Siswa lebih aktif lagi selama KBM
Hasil Pencapaian:
1. Siswa dapat membaca nama-nama bulan dengan tepat
2. Siswa dapat melengkapi dialog
3. Siswa dapat membaca dialog dengan pronunciation dan
intonasi yang benar
4. Seluruh siswa berpartisipasi aktif dalam proses pembelajaran
Lega sekali rasanya Akhirnya C.2 ini telah terlaksana dengan
baik. Setelah penantian yang lumayan panjang, aku bisa segera
mngerjakan bab 4 dan baba 5. hal yang aku tunggu-tunggu karena
aku ingin segera lulus. Banyak hal yang aku alami selama
penelitian di kelas 5B. Hal yang tak kalah pentingnya adalah
banyak pelajaran dan penglaman langsung yang aku dapatkan
selama melakukan AR ini. Satu hal yang aku pelajari adalah bahwa
guru perlu memberi ruang gerak pada siswa untuk mengeksplore
pikiran dan fisiknya secara seimbang agar anak menjadi lebih
nyaman belajar dengan disesuaikan dunianya, yaitu belajar sambil
bermain. Aku semakin yakin bahwa T&K R adalah teknik yang
bisa meningkatkan kinerja otak dan fisik siswa secara seimbang
karena kegiatan dengan T&K R mengharuskan siswa touching &
moving (out of seat activities) untuk belajar sesuatu. Dengan T&K
R ini, anak-anak lebih semangat belajarnya karena teknik T&K R
mengalihkan perhatian siswa yang tidak bisa duduk diam dengan
kegiatan positif, namun siswa tetap belajar sambil bermain.

Saturday,
March 2009

14th

Saturday,
March 2009

14th Aku sangat senang hari ini, semua siswa bisa perform dialog
dengan lancar. Tanpa malu-malu, mereka mempraktikannya di
depan kelas. Hal yang aku paling membuatku senang adalah
mereka bisa membaca kalimat baik statement maupun question
dengan pronunciation dan intonasi yang benar. Aku benar-benar
lega karena saat C.1 mereka tidak bisa mengucapkannya dengan
baik. Akhirnya di C.2 ini mereka bisa membuktikan bahwa mereka
bisa. T&K R memang is the best!.

Thursday,
March 2009

19th T&K R adalah teknik yang memberikan inspirasi kepadaku dalam

membuat aktivitas selama proses pembelajaran. Aku merasa
menjadi lebih kreatif dalam membuat main activity yang aku tulis
dalam lesson plan. Aku bisa menggali banyak event yang bisa aku
ciptakan dengan menggunakan T&K R.

Friday, 20th March Aku mulai mengerjakan bab 4 & 5. Setelah semua data terkumpul
2009
analisa sudah dilakukan, aku menyususn research findings. Aku
senang sekali karena akhirnya aku bisa mengerjakan bab 4 & 5,
meski rasanya sulit untuk menyusun kata-kata yang bagus dan bisa
diterima dengan baik. Pada chapter 4 ini, aku menyajikan proses
penelitian, temuan hasil penelitian yang akhirnya menemukan
suatu teori berdasarkan data yang telah dirangkum pada research
findings. Data tersebut berasal dari pre observation, fieldnote,

181

interview, audio recording, teachers diary, photograph, and

posttest result. Teori tersebut merupakan hasil dari problem
statement yang ada pada chapter I.
Tuesday,
March 2009

31st Aku telah mengkonsultasikan bab 1 3 dengan Pak Bambang dan

akhirnya hari ini telah beliau ACC. Dari hasil konsultasi bab 1 3
banyak hal yang aku dapat dan menjadi masukan yang bagus untuk
skripsiku. Pak Bambang menyarankan beberapa hal sbb:
Aku harus menyertakan alas an kenapa aku tertarik untuk
melakukan penelitian yang sesuai dengan judul penelitianku.
Alasan ini harus aku masukkan dalam bab I.
Aku harus lebih teliti dalam memilih diksi dan harus menulis
kalimat dengan structure yang sama, contohnya kalau dalam 1
kalimat itu menggunakan verb, maka selanjutnya juga harus
verb (misal: I am happy and enjoy harusnya I feel happy and
enjoy, dst); lalu kalau menggunakan present tense harus
konsisten dengan present tense terus.

Wednesday,
April 2009

22nd Hari ini aku mengkonsultasikan bab 4 & 5 pada Bu Dewi. Aku
masih harus merevisi bab 4 karena ada beberapa hal yang harus
aku perbaiki. Bu Dewi menyarankan untuk:
Membuat summary of proses of the research dalam bentuk
table
Membuat pengantar pada awal chapter IV sebelum masuk isi
Meringkaskan hasil implementasi C.1 & C.2 dalam bentuk
table (harus dijadikan 1 table saja)
Membuat table research findings dengan format yang lebih rapi

Tuesday, 28th April Aku mengkonsultasikan hasil revisi yang kemarin dan Bu Dewi
2009
sudah mengACC. Selanjutnya untuk bagian result discussion, aku
harus lebih jelas lagi menerangkannya, tidak boleh in around tanpa
ada sub headingnya. Bu Dewi menyarankan aku harus readerfriendly sehingga tulisanku harus memudahkan pembaca untuk
mencari informasi yang mereka butuhkan. Selain itu, aku juga
harus memperjelas bab 5 khusunya bagian conclusion. Aku tidak
mengulangi dari awal lagi alias aku harus langsung menulis hasil
temuan secara singkat dan padat tanpa harus ada tabelnya lagi
karena nanti malah double. Aku pun merevisi tulisanku lagi.
Friday,
2009

8th

Saturday, 9th

May Aku mengkonsultasikan hasil revisianku lagi. Aku berharap Bu

Dewi segera mengACC bab 4 & 5. Ternyata Bu Dewi belum
terlalu senang dengan hasil revisianku, aku harus menambahi
critical incident/komentar siswa yang hubungannya dengan
classroom situation improvement. Aku pun harus memperbaikinya
lagi. Namun, bab 5 sudah Bu Dewi ACC. Aku pun senang sekali
dan yang membuatku senang, Bu Dewi mengatakan kalau
skripsiku sudah bagus dan aku lancar mengerjakannya, hanya
penyampaiannya kurang luwes dan harus dilengkapi sehingga
pembaca senang membaca skripsiku.
May Rasanya aku ingin segera pendadaran, tapi aku masih harus

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2009

merevisi tulisanku. Aku betul-betul merasa kesulitan dan putus asa

karena rasanya bab 4 ini sulit untuk aku taklukkan. Aku harus
menyusun isinya dengan bahasa yang bagus dan tidak ambigu,
sehingga aku harus revisi lagi. Aku berharap semoga skripsiku
segera di ACC.

Sunday, 10th May Aku mengerjakan apa yang Bu Dewi sarankan. Aku menambah
2009
critical incident dari siswa dan membuat format tulisan yang lebih
rapi. Setelah aku renungkan, ternyata semua saran dari Bu Dewi
adalah input yang benar-benar membangun karena setelah aku lihat
hasilnya memang lebih jelas dan reader-friendly. Thank you Mrs.
Dewi
Tuesday, 12th May Bu Dewi menyarankan aku untuk menyusun totalan. Rasanya aku
2009
senang sekali karena sebentar lagi akan ada lampu hijau untuk aku
pendadaran. Aku pun mulai membuat totalan dari awal sampai
lampiran akhir. Ingin rasanya segera aku perlihatkan pada Bu Dewi
untuk segera di ACC.
Thursday, 14th May Hari ini aku menemui Pak Bambang untuk mengajukan bab 4 & 5.
2009
Pak Bambang sedang dalam kondisi lemah karena beliau sedang
dirawat di RS dr. Moewardi. Beliau menyarankan aku untuk
berkonsultasi dulu dengan Bu Dewi dan beliau juga mengatakan
dengan bijaksana bahwa beliau serahkan semua yang berhubungan
dengan skripsi saya kepada Bu Dewi dan kalau saya akan ujian,
untuk Pak Bambang ujiannya menyusul. Aku merasa lega
sekaligus sedih dengan keadaan Pak Bambang, namun beliau sudah
memberi keputusan yang bijaksana. Cepat sembuh Pak Bambang,
amin
Thursday, 14th May Karena aku belum selesai mengedit dan menyusun hasil totalan,
2009
akhirnya aku memutuskan untuk berkonsultasi bab 1 3 dengan
Bu Dewi karena dulu setelah proposal di ACC, Bu Dewi
menyarankan aku untuk melakukan penelitian dulu. Jadi sambil
menyelesaikan totalan, aku konsultasi bab 1 -3 dulu.
Friday, 15th May Hari ini aku langsung mengkonsultasikan hasil bab 1 3 pada Bu
2009
Dewi. Setelah diteliti oleh Bu Dewi, tidak ada kesalahan yang
cukup banyak, hanya aku masih perlu memperbaikinya sedikit. Bu
Dewi menyarankan bahwa tiap awal chapter harus diberi
pengantarnya dulu sehingga pembaca tahu apa yang akan
dibicarakan pada masing-masing chapter.
Monday, 18th May Aku hari ini mengajukan totalan pada Bu Dewi. Bu Dewi
2009
memeriksa skripsiku mulai dari awal sampai belakang. Beliau
memberikan komentar yang menyenangkan bagiku. Beliau
mengatakan skripsiku sudah siap untuk diujikan. Aku pun
lega.sekali dan ingin berteriak sekencang-kencangnya karena
akhirnya skripsiku goal juga.

183

Appendix 6
Lesson Plan
(Cycle 1)
School

: SD Negeri Pojok 02 Tawangsari

Class/Smt

: V B/II

Subject

: English

Topic/Meeting

: Names of Animals/1

Time allotment

: 2 x 45

A. Standard Competence
Identifying the writing of very simple English words
Spelling and rewriting simple English words and sentences
B. Basic Competence
Reading aloud with correct pronunciation, stress, and intonation which
include phrase, word, sentence, and very simple text
Spelling and rewriting very simple words and sentences
C. Indicators
Identifying spelling or writing of very simple words
Rewriting jumbled letters
Pronouncing very simple words
D. Instructional Goals
In the end of the lesson, students are expected to be able to:
Pronounce the names of animals with proper pronunciation
Write the names of animals correctly
E. Materials
Vocabularies: a rabbit, a tiger, a crocodile, a lion, an elephant, a zebra,
a buffalo, a goat, etc.
The spelling of each words (word cards), for example:
A rabbit

A tiger

A buffalo

A giraffe
184

A lion
A crocodile

An elephant
A zebra

 The pronunciation of each words (sound cards), for example:

/taige(r)/

/rbIt/
/elIfn/

/krokdaIl/

/bfl/

/laIen/
/zebr/

/ra:f/

F. Teaching and Learning Process

Steps
Opening

Main
activities

Closing

Activities

Time
allotment

Teacher greets students

Teacher checks students attendance
Teacher does asking and questions about the topic
Teacher tells the objectives
Teacher shows a big circle containing pictures and task
contents (the words and the sound symbols). Teacher tells
that it is a learning circle.
Teacher asks some students to guess what pictures attached
on the learning circle.
Teacher models the pronunciation of the words while
pointing the sound symbol on the learning circle.
Students recognize its sounds and repeat it in choral
Teacher asks students to rewrite the writing of the words and
its sound symbols in their note book.
Teacher tells the procedure of learning circle and students do
it individually:
Students come to the front of the class
Teacher says the name of animal and the students choose
the correct sound symbol (sound cards) (enclosed)
Students attach the sound card on the edge of circle
Students check the answer by moving back the learning
circle and seeing the code on it.
Students pronounce the word
Students write the names of animals based on its sound
symbol on the whiteboard.
Check it together
Teacher reviews the lesson.
Teacher asks students feeling about todays lesson
(reflection)

G. Techniques
Tactile and kinesthetic resource
Three phase technique
H. Media/Source/Teaching Aid
Enjoy English book

Learning circle

185

10

5
5
5
10

25

5
5
5

 Pictures

Whiteboard and

Pronunciation/sound

boardmarker

cards
Copies of exercise
Push pin
I. Evaluation
Students written work
Students performance (pronunciation)
Enclosed:
The alternative sound cards:
1. /rbIt/
: /ribet/, /rebit/, /rabit/
2. /elIfn/
: /elepen/, /elpent/, /ileven/
3. /krokdaIl/ : /krekedel/, /krakedeil/, /crocodile/
4. /zebr/
: /zebri/, /zebra/, /zibri/
5. /bfl/ : /bafelo/, /baveleo/, /bafelu/
6. /laIen/
: /liyen/, /laiyon/, /leyen/
7. /taig(r)/ : /tager/, /tigor/, /tiger/
8. /ra:f/
: /jiref/, /jiraf/, /jierav/

186

Lesson Plan
(Cycle 1)
School

: SD Negeri Pojok 02 Tawangsari

Class/Smt

: V B/II

Subject

: English

Topic/Meeting

: Animals Produce Sound/2

Time allotment

: 2 x 45

A. Standard Competence
a. Identifying the writing of very simple English words
b. Spelling and rewriting simple English words and sentences
B. Basic Competence
a. Reading aloud with correct pronunciation, stress, and intonation
which include phrase, word, sentence, and very simple text
b. Spelling and rewriting very simple words and sentences
C. Indicators
a. Writing words and sentences correctly related to topic
b. Reading sentence aloud with proper pronunciation
c. Identifying animals sound
D. Instructional Goals
In the end of the lesson, students are able to:
a. Write the names of animals based on the picture
b. Write sentence about animals produce sound
c. Reading sentence about animals produce sound using proper
pronunciation
E. Material
a. Vocabulary:
Noun: birds, snakes, goats, lions, tigers, cats, dogs, horses
Verb : chirp, hiss, bleat, roar, roar, meow, bark, neigh
b. Printed-word cards/sound cards:
Word cards:

Sound cards:
187

ROAR

/ro:(r)/

BLEAT

/blit/

CHIRP

/cep/

MEOW

/miaow/

BARK

/ba:k/

HISS

/hes/

NEIGH

/neI/

F. Teaching and Learning Process

Steps
Opening

Main activities

Closing

Activities
Teacher greets students
Teacher checks students attendance
Teacher reviews the lesson by asking students to
mention names of animals
Teacher tells the objectives
Teacher asks about sound produced by each
animlas while the pictures on LC
Teacher models the pronunciation and give
example in sentence (bark: The dogs bark, etc.)
Teacher asks students to repeat it in choral
Teacher divides students into groups
Teacher tells the procedures of LC and the
students task:
Teacher asks students to decide the member
into Students 1, 2, 3 (S1, S2, S3)
Each member of the group has their own task:
S1: choose, take, and put the word card on LC
(enclosed)
S2: write the name of animal and sentence
related the e.g. the dogs: The dogs bark
S3: read the sentence aloud
When the students read a sentence, teacher record
it
After all group perform, teacher invites some
students to come to the class and read the sentence
on the whiteboard
Teacher gives a homework on Enjoy English book
Teacher reviews the lesson
Teacher asks about students feeling

188

Time allotment

10

5
10
5

25

15

G. Technique
Tactile and kinesthetic resource
Three phase technique
H. Media/Source/Teaching Aid
Learning circle

Push pin

Picture

Whiteboard and

Enjoy English book

boardmarker

Printed-word cards/sound
cards
I. Evaluation
Written work (the group write sentence on whiteboard)
Performance (students pronounce the sentence individually)
Enclosed:
Word cards (the correct answer and its destructions):
1. ROAR
2. NEIGH
3. MEOW
4. BLEAT
5. BARK
6. HISS
7. ROAR
8. CHIRP

: ROR, ROOR
: NEIGHT, NIGHT
: MIOW, MEAW
: BLADE, BEAT
: BAR, BACK
: HYSS, HESS
: ROER, REOR
: CHIP, CHIPH

189

Lesson Plan
(Cycle 1)
School

: SD Negeri Pojok 02 Tawangsari

Class/Smt

: V B/II

Subject

: English

Topic/Meeting

: Foods for Animals/3

Time allotment

: 2 x 45

A. Standard Competence
a. Identifying the writing of very simple English words
b. Spelling and rewriting simple English words and sentences
B. Basic Competence
a. Reading aloud with correct pronunciation, stress, and intonation
which include phrase, word, sentence, and very simple text
b. Spelling and rewriting very simple words and sentences
C. Indicators
a. Identifying kinds of foods for animals
b. Writing the names of foods for animals
c. Pronounce the words and sentence about foods for animals
D. Instructional Goals
In the end of the lesson, students are able to:
a. Write the names of animlas food using correct pronunciation
b. Read the words about animals food with correct stress and
pronunciation
c. Read the sentence related to the topic using correct pronunciation
and intonation
E. Materials
a. Vocabulary (kinds of animals food): fruit, insect, grass, meat,
banana, frog, carrot, mouse.
b. Word cards (attached on LC): FRUIT, INSECT, GRASS, MEAT,
BANANA, FROG, CARROT, MOUSE
190

c. Sound cards (attached on LC): /fru:t/, /Insek/, /gra:s/, /mi:t/

/bna:n/, /frog/, /krt/, /mas/
d. Sentences related to the topic:
-

The monkey eats banana

The tiger eats meat

The buffalo eats grass

The rabbit eats carrot

The cat eats mouse

The snake swallows frog

The lizard swallows insect

The bat eats fruit

F. Teaching and Learning Process

Steps
Opening

Main activities

Closing

Activities
Teacher greets students
Teacher checks students attendance
Teacher reviews lesson while discussing the
homework
Teacher tells the objectives
Teacher distributes a copy of sentences
Teacher read it to the students while pointing the word
and pictures on LC
Teacher asks students to repeat it
Teacher divides students in pairs
Teacher distributes a piece of paper to each pairs about
incomplete sentence. Students must fill it orally
(enclosed).
Teacher tells the task for each student:
S1: choose, takke, and put the word card about
animlas food on LC (point E). Read the selected
word aloud
S2: Fill the paper (incomplete sentence) directly
with the selected word. Read the sentence aloud.
Teacher distributes pictures about animals and its
food, and also exercise sheet (dialog)
Teacher asks students to write the pictures and the fill
it in the blank space on the dialog
Teacher models the dialog
Students perform the dialog in pairs
Teacher reviews todays lesson
Teacher asks students feeling

191

Time allotment

10

15

30

25

G. Technique
Tactile and kinesthetic resource
Three phase technique
H. Media/Source/Teaching Aids
LC

Exercise sheet

Pictures

Enjoy English book

Printed word cards/sound

cards
Push pin
I. Evaluation
Written work (complete the dialog)
Performance (students perform dialog)
Enclosed (exercise when using LC):
1. The tiger eats
2. The buffalo eats
3. The rabbit eats
4. The cat eats
5. The snake swallows
6. The lizard swallows
7. The bat eats
8. The monkey eats

192

Evaluation
1.
1.

Picture 1:
Picture 2:

A: Is it a ..?
B: Yes, it is.
A: Does it eat ?
B: Yes, it does.

2.

Picture 1:
Picture 2:
1

A: Is it a ..?
B: Yes, it is.
A: Does it eat ?
B: Yes, it does.

3.

Picture 1:
Picture 2:

A: Is it a ..?
B: Yes, it is.
A: Does it eat ?
B: Yes, it does.
4.

Picture 1:
Picture 2:

193

A: Is it a ..?
B: Yes, it is.
A: Does it eat ?
B: Yes, it does.

5.

Picture 1:
Picture 2:

A: Is it a ..?
B: Yes, it is.
A: Does it eat ?
B: Yes, it does.

6.

Picture 1:
Picture 2:

A: Is it a ..?
B: Yes, it is.
A: Does it eat ?
B: Yes, it does.

7.

Picture 1:
Picture 2:

A: Is it a ..?
B: Yes, it is.
A: Does it eat ?
B: Yes, it does.

194

Answer Key:
1. Picture 1: banana
Picture 2: monkey
A: monkey, banana
2. Picture 1: grass
Picture 2: goat
A: goat, grass
3. Picture 1: carrot
Picture 2: rabbit
A: rabbit, carrot
4. Picture 1: meat
Picture 2: tiger
A: tiger, meat
5. Picture 1: cat
Picture 2: mouse
A: cat, mouse
6. Picture 1: bat
Picture 2: fruit
A: bat, fruit
7. Picture 1: lizard
Picture 2: insect
A: lizard, insect

195

Lesson Plan
(Cycle 2)
School

: SD Negeri Pojok 02 Tawangsari

Class/Smt

: V B/II

Subject

: English

Topic/Meeting

: Days and Months/1

Time allotment

: 2 x 45

A. Standard Competence
a. Identifying the writing of very simple English words
b. Spelling and rewriting simple English words and sentences
B. Basic Competence
a. Reading aloud with correct pronunciation, stress, and intonation
which include phrase, word, sentence, and very simple text
b. Spelling and rewriting very simple words and sentences
C. Indicators
a. Identify the names of days and months
b. Read the names of days and months appropriately
D. Instructional Goals
In the end of the lesson, students are able to:
a. Rewrite names of days and months correctly
b. Read names of days and months using proper pronunciation
c. Raed sentences about days and months using proper pronunciation
and intonation
E. Materials
a. Vocabulary:
Days: Sunday, Monday, Tuesday, Wednesday, Thursday, Friday,
Saturday
Months: January, February, March, April, May, June
b. Sentences about days and months:
It is Monday, It is Tuesday, It is Wednesday, etc.
196

It is January, It is February, It is March, etc.

b. Question related to days and months (enclosed: evaluation)
F. Teaching and Learning Process
Steps
Opening

Main activities

Closing

Activities
Teacher greets students
Teacher checks students attendance
Teacher does asking question related to topic (In
a week there are days; What are they?, etc.)
Teacher tells the objectives
Teacher puts the media of PAH on the
whiteboard with its questions (enclosed) and
explain it briefly
Teacher invites students to come to the class
individually
Teacher tells the procedure of PAH:
Students read the question on PAH
Students choose the answer by placing the
nail on the hole below the answer
Students check the answer by lifting the card
Teacher asks students to rewrite the answer on
whiteboard
Teacher writes 2 sentences on whiteboard and
model the pronunciation (It is Sunday, It is
January, etc.)
Teacher asks students to repeat it
Teacher asks students to make the sentences
about days and months by adding It is (It is
Monday, etc.) orally in front of the class
Teacher reviews todays lesson
Teacher asks students feeling

G. Technique
Tactile and kinesthetic resource
Three phase technique
H. Media/Source/Teaching Aids
PAH
Task content (printed
questions and answers)
Enjoy English book
Whiteboard &
boardmarker

197

Time allotment
15

30

30

10

I. Evaluation
Answering questions on PAH

Evaluation:
Question and answer related to days and months:
1. Today is Sunday. Tomorrow is . (Monday, Tuesday)
2. /mandeI/

(Mondey, Monday, Manday)

3. After Wednesday is . (Tuesday, Thursday)

4. /u:n/

(June, Juli, Juni)

5. March

(/mach/, /march/)

6. Thursday

(/cusde/, /thesde/)

7. /enyueri/

(January, Januari)

8. April

(/eiprel/, /iprel/)

9. Before Monday is . (Sunday, Saturday)

10. Selasa

(/tesde/, /cusde/)

11. Tomorrow is Wednesday. Today is . (Thursday, Tuesday)

12. Wednesday

(/wensde/, /wesdey/)

13. Friday

(/fridai/, /fraide/)

14. It is

(May, Mey, Mai)

15. Before June is .

(/julai/, /mei/, /eiprel/)

Lesson Plan
(Cycle 2)
School

: SD Negeri Pojok 02 Tawangsari

Class/Smt

: V B/II

Subject

: English

Topic/Meeting

: Days and Months/2

Time allotment

: 2 x 45

A. Standard Competence
a. Identifying the writing of very simple English words
b. Spelling and rewriting simple English words and sentences
B. Basic Competence
a. Reading aloud with correct pronunciation, stress, and intonation
which include phrase, word, sentence, and very simple text
b. Spelling and rewriting very simple words and sentences
C. Indicators
a. Writing names of months using correct spelling
b. Completing dialog
c. Reading dialog
d. Reading names of months
D. Instructional Goals
In the end of the lesson, students are able to:
a. Read names of months
b. Complete dialog with names of months
c. Read dialog using correct pronunciation and intonation
E. Materials
a. Vocabulary: July, August, September, October, November,
December.
ii

b. Dialog: What month is it? (enclosed)

c. Question and answer sheet (enclosed: evaluation)

F. Teaching and Learning Process

Steps
Opening

Main activities

Closing

Activities
Teacher greets students
Teacher checks students attendance
Teacher reviews the lesson
Teacher tells the objectives
Teacher puts PAH on whiteboard
Teacher invites students to answer questions on
PAH individually
Teacher tells the procedure of PAH (same as the
previous meeting)
Students rewrite the answer on whiteboard
Teacher asks students to read 3 words written on
whiteboard
Teacher distributes a sheet of dialog and ask
students to complete it based on the number on it
Teacher model the dialog
Students perform the dialog in pairs
Teacher reviews todas lesson
Teacher asks students feeling

G. Technique
Tactile and kinesthetic resource
Three phase technique
H. Media/Source/Teaching Aids
PAH
Exercise sheet
Printed questions and answer
Whiteboard & boardmarker
I. Evaluation
Performance (read dialog)

iii

Time allotment
15

30

35

10

Evaluation:
Question and answer related to days and months:
1. /oktobe/

(October, Oktober, Oktobe)

2. /ulaI/

(Juli, Julai, July)

3. After November is.

(December, Desember)

4. Before August is .

(/jun/, /jul/, /julai/)

5. /ogest/

(Agust, August)

6. , October, November.

(Sepcember, September)

7. The tenth month is .

(/ogest/, /novembe/, /euktebe/)

8. December (/dicembe/, /decembe/, /disembe/)

9. It is

(Februari, February)

10. /februeri/, ., /eiprel/

(/mach/, /mast)

11. It is May. Next month is

12. September

(June, Juni, July)

(September, Sepcember)

13. October, November,

(Decembe, December, Desember)

14. .., February, March

(Januari, January)

15. Sunday, Monday,.

(Tuesday, Thursday)

16. 10-6-2008

(Jun, June, July)

17. Minggu, 17 April 2009

(Sunday, Saturday)

18. The forth month is

(Eiprel, April, Epril)

19. The first month is

(December, January)

20. u g s- t a u

(Agust, August)

iv

DIALOG:
1.

A: What month is it?

1

2.

B: It is
3

(January)

A: What month is it?

B: It is

3.

(March)

A: What month is it?

B: It is

4.

(May)

A: What month is it?

B: It is
5.

(April)

A: What month is it?

B: It is

6.

(July)

A: What month is it?

B: It is

7.

10

(September)

A: What month is it?

B: It is

8.

12

(October)

A: What month is it?

B: It is

9.

11

(December)

A: What month is it?

B: It is

10.

(November)

A: What month is it?

B: It is

11.

(August)

A: What month is it?

B: It is

12.

(June)

A: What month is it?

B: It is

(February)

Appendix 7
List of Students Name

No

Name

1.

Untung Purwanto

2.

Ibnu Nur Chasan

3.

Irfan Fernando

4.

Latifah Fuadiyah

5.

Marlinda Kurnia Sari

6.

Mulis Paryani

7.

Mutiara Nuraini Suci

8.

Muh. Pepy Budiyanto

9.

Monica Eni Octaviani

10.

Nur Fatimah

11.

Novita Widyaningrum

12.

Pri Fahrum Hani

13.

Rahmat

14.

Rista Putri Pamungkas

15.

Seno Rahmanto

16.

Silvia Kurnia Sari

17.

Tri Prihatin

18.

Umu Puji Rahayu

19.

Vemi Soniawati

20.

Widya Pramita Nur Salsabila

21.

Yulianto

vi

Appendix 8
Result of the Study
(Students Achievement)
No

Nama

Pretest

Posttest 1

Posttest 2

UP

50

73

75

INC

60

74

86

IF

45

59

75

LF

50

70

82

MKS

60

74

85

MP

50

72

82

MNS

60

71

81

MPB

65

84

88

MEC

60

72

85

10

NF

50

60

81

11

NW

60

71

81

12

PFH

65

86

90

13

RS

50

59

78

14

RPP

45

59

83

15

SR

45

74

82

16

SKS

45

56

79

17

TP

60

63

85

18

UPR

45

58

84

19

VS

50

52

72

20

WPNS

65

78

90

21

60

59

79

Total

1140

1424

1723

Mean score

54, 29

67, 81

82, 05

vii

Appendix 9
Photograph
Sample of TL Process

T&K R (Learning Circle)

Teacher explains material using LC

viii

2009

Students do in group

Students attach answer on LC

ix

Students take notes

Students discuss the exercise

Students do the exercise

Students find the correct answer (do in pairs)

Students check the answer by matching the code on LC

xi

Students perform dialog

Students are writing a sentence

xii

Students writings

T&K R (pic-a-hole)

Students answer questions on PAH

xiii

Students check the answer by lifting the card

xiv

xv