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A. Research Title

“Building up Positive Attitude Towards Learning English at the Elementary

school by Songs and Quartet Game.”

B. Background

The teaching of English for children at elementary school indicates the

importance of English as a foreign language in Indonesia. English has a major

position in Indonesian educational system. It is one of the compulsory subjects to be

studied in junior and senior high school in today’s Indonesian curriculum. A large

number of public and private universities and colleges realizing the demand of

producing graduates mastering English. More over, now there is a preference to

teach English at Elementary Schools even in kindergartens. According to 2004

Curriculum of Elementary School, elementary school may add a lesson that is called

local content or “muatan lokal”. There are many kinds of local content taught in

different elementary school such as gardening, dancing, handicraft, regional

language, English, etc.

Indonesia as a member of the nations of the world has realized the importance

of the fact that English is the language of the world. The Ministry of Education has

been unceasingly enhancing all of the efforts to widen scope and the quality of

English teaching in schools. Not like ten years before, now English has been

introduced in kindergarten schools to give children preliminary appreciation to this

foreign language. English laboratory equipment, VCD player, full set of computers

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equipped with LCD projectors have been installed in many state schools in towns to

support the language teaching. Studies, seminars, workshops, and up-grade of English

teachers have been widely held to improve the quality of learning-teaching methods

for the best quality of the outputs.

When English is introduced to the pupils of elementary schools or even of

kindergarten schools, the main purpose should be giving a chance to them to

appreciate English as a foreign language. The correct perception of English will lead

the students to enjoy learning English. Learning the language with joy is the initial

key of learning English, as the result of learning will much depend on whether

students like of dislike the subject. This basic perception of learning the students get

from the basic level of their education will support their higher education. When they

continue their education to higher levels, English could not be separated from their

daily activities. Bilingual teaching system is now applied as from Junior High

Schools onwards and it is sure that adequate understanding of English is a must,

rather than just an option.

There are many reasons why English is taught at elementary level. According

to Krashen (1985). First, if children are exposed to foreign culture from an early age

they can build up feelings of being tolerant and sympathetic to others. Second, the

school considers that to maximize learning time they have to develop a good mastery

of them. Third, it is believed that children learn language better than adults.

Milroy (1999) points out that generally the result of a teaching and learning

process can be influenced by several factors which are mainly divided into two

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groups; internal factors and external ones. Internal factors are those inside individual

such as physiological and psychological factors. External factors are those outside

individual such as environmental and instrumental factors. Physiological factors

include bad health, malnutrition, sensory of perception problems with ear and eyes.

Psychologically thought to be invisible inside the learner include attitude, aptitude,

intelligence, interest motivation and cognitive abilities.

The learning process and its outcomes are influenced mainly by two

categories of factors namely internal and external. In relation to this study , one of the

internal factors is learning attitude, it can be regarded as an important and interesting

matter to be observed. One of the reason s why attitude is important is that attitude

affects the development of motivation that has contribution to the success of language

learning. In relation to motivation because children cannot motivate themselves in

learning the language, it is the teachers task to prepare lesson interesting activities.

The researcher will apply songs and game to stimulate young learners to study

English. Aydan Ersoz (2000) states that language learning is a hard task which can

sometimes be frustrating. Constant effort is required to understand, produce, and

manipulate the target language. Well-chosen games are invaluable as they give

students a break and at the same time allow students to practice language skills.

Games are highly motivating since they are amusing and at the same time

challenging. Furthermore, they employ meaningful and useful language in real

contexts. They also encourage and increase cooperation. He also states that games are

highly motivating because they are amusing and interesting. They can be give

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practice in all language skills and be used to practice many types of communication.

Games are considered to help encourage the pupils/students because they will be

given a lot of opportunities to practice their language more freely as Carrier (1990)

says that games can increase students communication and reduce the domination of

the classroom by the teacher.

There are a lot of reasons put forward by the educational expert for using

games in language learning and teaching process. The simplest reason is the sheer

enjoyment of a moment of relaxation after some others drilling or a short respite after

prolonged deskwork. Games are especially important which we consider the

importance of communication competence in the target language, the need for

spontaneous and creativity use of the language. Mc Callum and George (1980:IX)

says that, games automatically stimulate the students interest. A properly introduced

game can be one of the highest techniques to encourage motivation.

El-Helaly (1987) gives his argument on how to motivate children in learning

English, “The main thing in learning English for children is shaping their positive

attitude toward the language. If it is possible, the children should feel that learning a

foreign language is an entertainment”. Some activities suggested by him are: games,

singing, storytelling, mapping, cooking,etc. These activities are design to stimulate

pupils’ positive attitude. The pupils who are still beginner in English of course need

help to build up and enrich their English. Songs and Games are expected building up

positive attitude towards learning English at Elementary school. The pupils are

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expected to produce certain utterances, improve their pronunciation, get more

vocabulary, provides fun, and even reinforce the language learning.

The aim of this work is to show several ways that can be used for teaching

English to young learners. Most children enjoy listening to songs and this is one

reason why they have become an important part of teaching English, songs play

significant role in motivating young learners to study English. They can support the

development of learners abilities in reading, writing, listening and speaking, as well

as provide opportunities for learning pronunciation, rhythm, grammar and vocabulary

(Lo and Li 1998). In addition, songs often offer a change from routine classroom

activities environment

Orlova (1997) identifies some additional benefits of songs in language

learning. First, they encourage learners to use English. In a non-English environment,

the main problem for the teachers is how to stimulate learners to speak English in

class; songs maybe starting point for that. Second listening to songs ( especially when

these are supported with pictures and actions ) helps students to recognize words and

meanings more easily. Finally songs can stimulate a positive emotional attitude to

language learning.

Young learners may wish to play games purely for fun. Teachers, however,

need more convincing reasons. Teachers need to consider which games to use, when

to use them, how to link them up with the syllabus, textbook or programme and how,

more specifically different games will benefit in different ways ( Khan, J . 1996). The

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key to successful game is that rules are clear, the ultimate goal is well defined and the

game must be fun.

C. Problem Statement

Based on the phenomena above, the researcher formulates the following

research questions:

1. How “Slice the Goose”, “Hi Becak” songs and quartet game build up the

interest, involvement and enjoyment of the pupils in learning English?

2. To what extend can the pupils involve and participate actively in “Slice

the Goose”, “Hi Becak” songs and quartet game?

D. Objective of the Research

Relating to the research question above, the objective of the research is to find

out (1) The way of using “Slice the Goose”, “Hi Becak” songs and quartet game

(2) Whether or not the pupils being active in “Slice the Goose”, “Hi Becak” songs

and quartet game.

E. Significance of the Research

The outcomes of this research are expected to be useful pieces of information

to the English teachers of elementary schools for the development of pupils skill

towards learning English, particularly in building up positive attitude. It is expected

to increase the teacher knowledge in building up the pupils positive attitude, the

involvement, and enjoyment in English by using songs and quartet game.

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F. The Scope of the Research

The scope of the research is under linguistics and restricted to the language

learning of English of young learners using song and game. It is limited to the

positive attitude towards learning English at the fifth grade of SDN 110 Pompanua

using “Slice the Goose”, “Hi Becak” songs and quartet game, assuming that pupils

positive attitude can be built up physically, cognitively, and emotionally.

G. Review of Related Literature

This part deals with the previous related studies on some pertinent ideas,

issues, theories, and theoretical framework.

1. Positive attitude

There are some previous research findings in the field of attitude learning

English as a foreign language. Sarlotha (1997:45) found that the students have

positive attitude in learning vocabulary through games because of the fantastic and

the enjoyable activities. Imran (2002) in trying to find out the elementary pupils’

attitude toward English fond that factors influencing the learning process at

elementary school are the students, parents, teachers attitude, government and the

material and activities used. These variables then shaped students’ attitudes.

Furthermore, students with positive attitude may not be particularly successful if this

attitude is not linked with effective strategies such as appropriate materials and

various learning activities. Nur’s case study at TK Aisyah Makassar reported that the

use of songs, games, and storytelling are considered to be effective activities in

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raising the children interest and motivation. Nasra Nasir Al-Mamary found that using

song can help children learn vocabulary more effectively, the enjoyment and

motivation children display when songs are used. The use of songs may support the

learning of receptive vocabulary more effectively than when the same vocabulary and

the same texts are taught without songs. Songs, therefore, may be particularly useful

in helping learners to use vocabulary receptively in short term.

In line with this study, songs, games and storytelling are efforts in educating

children. It is hoped then through those ways children have opportunity to explore,

create, and express their feeling. Finally, the children’s positive attitude can be

maintained and built up. The findings above are also supported by Hamdah (2006)

who found in his action research that the elementary pupils interest toward English

can be built up through the match it game. The result of the research shows that the

positive changes were found : the pupils were more active, more enthusiastic, and

more delightful in learning English. This study will differ from previous studies

because the researcher will apply some learning activities which is hoped can

stimulate pupils’ to study English.

2. Young learners’ language learning

Young learners covers a wide age range, this can be anybody from the age of

three to the age of eighteen. There is a big difference between a-three-year-old child

can do and what a child of fifteen can do. We should consider their development too.

Some children develop faster, others need more time. Teaching young learners

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requires the knowledge of knowing all the development differences. The researcher

has decided to focus on young learners, the fifth grade of elementary school.

There is a belief that children learning second language in natural

environment learn more easily and more proficiently than do adult under similar

circumstances. This widely held belief has led to the idea that an optimal age or

critical period for second language acquisition usually end around the age of puberty.

There are three considerations that are relevant to this idea : biological, cognitive, and

affective (O’Grady, et al 1989: p.300-301). According to O’Grady et al (1989) the

brain elasticity before puberty, biologically enables children to learn a foreign

language and after puberty it will be difficult for them to succeed in foreign language

learning, especially the area of pronunciation learning. The cognitive argument is

that, due to their intellectual development, children are not interested in abstract

thing. It follows that concrete examples of how the target operates are recommended

and repetition is highly desirable and theoretical explanation is to be minimized.

Since human being are emotional creatures, the affective factors such us self-

esteem, anxiety, inhibition, attitude and motivation should be given in discussing

foreign language learning. Inhibition and attitude seem to directly related to age,

inhibition is particularly a determining factor around the age of ten or eleven, and

becomes stronger at the puberty period , that is the period when someone will be too

cautious about his/her performance, including language performance. This will result

in a decrease of their spontaneity.

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In relation to the attitude, before puberty children have not developed attitude

to foreign language culture. This will be benefit them in foreign language learning, in

that no negative attitude will possibly disadvantage their foreign language learning.

The above consideration of young learners language learning characteristics

lead us to an assumption that children is faster than adult and will reach higher

proficiency in second language learning.

3. Choosing activities

According to Lenka Pribilova (2006), It is up to the teacher mostly to choose

the right activity. This is not easy and teachers should spend really quality time to

think about this. It needs to be considered well. Some language activities can stir a

class. Thinking about the positive way of the word “stir”, it means these activities

will wake up the class, warm them up. Of course, there are activities that have the

opposite effect. They may seem to settle the pupils. Before the lesson is planned,

there should be considered what kind of activities should be chosen knowing the

effect of them. Activities that can stir the class are, for example, oral work, games,

and competitions. Another aspect we should think about are activities which engage

children’s minds and which keep them physically occupied.

We should not forget context developing activities. “If we are to help the

learners acquire independent second language lexicons, we need to highlight the

importance of the context in which the language naturally occurs. Once the idea of

context playing a decisive role in the choice of language is firmly established, we can

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begin to introduce varieties of the language used in different contexts. Many course

books provide learners with plenty of opportunities to develop their own context for

the language presented, for example activities like “odd one out, filling-in exercises,

dialogues” etc”. Another factor that teachers should bear in their minds is to keep the

lessons simple. We often try to make our lessons varied. This is good but can lead to

misunderstanding. The lesson can be varied by doing lots of activities on different

topics. But this can mean we may produce a lesson which is a disaster, too many

activities and changing the activities all the time can destroy the lesson. The children

´s minds have to jump from one topic to another with not much time to let things sink

in effectively. We should realize some important things.

1. We will not help the children to develop their capacity to concentrate if we

jump inconsequentially from one topic to the next.

2. There are ways of varying the oral work so that it is making different

demands on the children and therefore feels different even when the topic

remains the same. (Halliwell, 1992, p 27)

Variation does not only mean changing the topics and materials but also the

change of work we do. Variation comes in the forms of activity as Halliwell states.

Using different methods and ways of teaching should become a regular part of our

lessons. We can reuse materials all the time, we can come up with new things but

always the activities should be simple in principle. Then they can transfer to different

topics and situations. “Because you use them regularly you will quickly get to know

the best way to set them up with your classes. Because the classes know them, they

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will take to them easily when they appear.... They can become truly the core of your

language teaching.” (Halliwell, 1992, p. 38).

4. Attitude in language learning

This part describes the concept of attitude ,measuring attitude, and factors

affecting pupils’ attitude.

a. Concept of attitude

The concept of attitude has been variously defined . Oxford Learners Pocket

Dictionary (1990) states “attitude” is the way of feeling, thinking or behaving toward

someone and something. Meanwhile Oppenheim (1966) states that “attitude” is a

psychological predisposition to act or evaluate behavior in a certain way.

b. Measuring attitude

The attitude is measurable thing. It can be measure by the people’s behavior.

We can infer that a person has attitudes by her words and actions (Henerson, 1997:

12). Oppenheim (1966: 82) states that “checklist” are inevitably crude devices, but

careful pilot work. They are best to test specific hypotheses. A checklist consists of a

check of some statements or other indicator activities that require respondents to

agree or disagree.

c. Factors affecting pupils’ attitudes

According to Aiken (1988), there are at least four factors affecting the pupils’

attitudes in learning process. They are interest, motivation, need and behavior.

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1) Interest

Interest is one of psychological aspects that can influence pupil’s attitude in

Learning. Aiken (1988:305) in Nurasmawati (2008) defines interest as a feeling or

preference connecting one’s own activities. Being interested in something simply

means that the person spends tie thinking about or reacting about this, regardless or

whether those thoughts and reactions are positive or negative.

According to Aikens’ definitions above, it can be concluded that interest is a

positive attitude or other feeling towards activities, people, experience, or other

things. It also means that interest toward something is someone’s attention to know

the thing.

According to Blair (1976), someone is interested in something if he/she

fulfills the following characteristics : 1) having concentration engaged 2) having

curiosity 3) having sympathy aroused 4) having desire to understand and 5) having

enthusiasm in participation.

2) Motivation

The motivation to learn a foreign or second language is when learners want to

communicate with another learner in their language even when their knowledge is

limited (Gardner and Tremblay, 1998:337). They also state that in the first school

year, there must be opportunities to experience success which is important for

motivation.

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According to Harmer (1993:3), motivation is some kind of internal drive that

encourages somebody to pursue a course or action. If we perceive goals and if that

goals are sufficiently attractive, we will strongly motivated to whatever is necessary

to reach the goal.

3) Need

Need is something lacking on an existing set of conditions in which are

necessary to be done or to possessed. We can say someone who needs something will

always make efforts to do everything that may support him/her to find what he/she

needs.

Setiawan (1994) divides language needs into two parts namely objective and

subjective needs. Objectives needs are those which can be diagnosed by teachers on

the basis of the analysis of personal data learners along with information about their

language proficiency and pattern of language use. Subjective needs cannot be

diagnosed easily.

4) Behaviour

According to Pocket Dictionary “behave” means to act in suitable way, to

conduct oneself, to act and react. In connection with this study, the researcher will

observe the elementary school pupils’ interest by seeing their involvement and

enjoyment in learning English.

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5. Teaching techniques at Elementary School

Oxford Learners Pocket Dictionary (1990) defines “strategy” as general plan

of action or in planning and managing suitable particular purpose. This meaning is

merely as the same as “technique. Anthony (1963:63) explain that:

An approach to language teaching is something that reflect on certain models or research paradigm, a theory, and it is broadest term among those three. A method in the other hand is a set of procedures, i.e. a system that spells out rather precisely how to teach a language while technique is a classroom device or activity.

He further states that teaching technique is feat plan for orderly presentation

of material in relation to teaching of the language. A teaching technique is therefore

defined as a way adopted by a teacher to direct the learners activities toward English.

In this case the term activity is also used for technique.

Below there are some teaching activities for elementary school teacher in

teaching English suggested by Palim and Power (in Alwasilah, 2000).

Activities Examples

Coloring and drawing Picture square, joining the dots, labeling cloth,

matching the teacher’s drawing.

Making things Making a boat, making a TV set.

Games with movement Numbers games, word recognition games,

shopping games.

Stories & speaking activities answer a riddle, going shopping, fun with

animals.

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Writing activities alphabet tree, making up words, crosswords.

Discovery activities Putting my toys away, what’s missing?

my ABC.

Songs, rhymes, and chants Pictogram, multiplication square.

Quizzes, games & puzzles What does it mean?

The table above shows that children need physical movement and activity as

much as stimulation for their cognitive, affective and psychomotoric development.

Cognitive aspect of the children can be seen in singing a song and games, especially

from their ability to understand the instruction of the teacher during the singing

activity and performing the teachers’ explanation about the games rule. Meanwhile,

the affective aspect can be seen from the fact that the children have positive feeling

shown from their enthusiasm in singing the song and when they try to be the winner

in the game. Psychometrically, the children will exercising their psychometric action

by doing the teachers instruction in singing a song and game activity.

The researcher will apply two kinds of learning activities namely songs and

quartet game which is assumed can stimulate the pupils of elementary school to be

more active in the classroom.

a. Songs

In an article in Sharqiya South Region, Nasra Nasir Al-Mamary, writes that

more specifically, the role of songs in learning vocabulary has been widely discussed

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(e.g. Orlova 1997, Murphey 1992, Phillips 1993). Much vocabulary will be learned

explicitly-through direct instruction and attention; however, we also know that the

learners need opportunities to learn vocabulary incidentally – i.e. when they are not

paying attention but to some other task they are performing (Schmitt 2000). Songs,

by exposing learners to many examples of words used in meaningful context, create

such opportunities for indirect vocabulary learning.

In addition, songs allow learners to repeat and memorize chunks of language.

This contribute to vocabulary learning too; repetition is needed to help learners

remember words (Nation, 2000) and many of the lexical items learners need to know

are multi-word items rather than single words. Songs can thus be an effective method

of helping children learn lexical patterns that will be stored in their minds and can be

naturally recalled during oral communication (Murphey, 1992). In other words, songs

can help the development of automaticity – the ability to use language naturally and

without conscious effort. This, according to Schoepp (2001), is the main cognitive

reason for using songs in second language learning. Through songs children can also

repeat words and phrases spontaneously even if they do not initially understand them

(Slaterry and Willis, 2001). The support for understanding which songs provide,

through pictures and actions, can help learners work out meanings when these are

not immediately clear.

Song has been part of the human experience as we can remember a part of our

language experience, and if it is used in coordinating with a language lesson, it can be

great value. The arguments include cognitive reason and affective reason. The

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cognitive reason and affective reason for using song which follow all grounded

learning theories and insight into benefits of song in the classroom.

1). Cognitive reason

Song also present an opportunity for developing automatism which is the

main cognitive reason using song in the class. Using song can automate the language

development process. Traditionally, it was believed that automation would occur

through repetitive exercise in a non communicative environment.

2). Affective reason

Affective filter hypothesis is one of five proposed hypothesis developed by

Krashen (1985). Basically, it is an explanation on how the affective factors related to

the language learning. It is particularly appealing to the teacher because it provides an

explanation to why some learners learn and others do not.

In regard to learning, Krashen (1985) explain that for optimal learning, the

affective filter must be weak. If weak affective filter is strong, the learner will not

seek the language input and in turn not be open for language acquisition. The

practical acquisition of the affective filter by hypothesis is that teacher must provide

teacher a positive atmosphere conducive to language learning. Song is one methods

for activating a weak affective filter and promoting language learning. Song has

essential role as a supporting motivation and interest in learning a language. It can be

concluded that song is a medium in learning element and can stimulate the pupils

interest in learning a language.

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The researcher will apply “Slice the Goose” and “Hi Becak” song which

suitable to the pupils ability as the beginners in the elementary school.

Slice the Goose

Slice the tender gosling, in the saucepan drop it

Mistress wants to dance now, four times skip and hop it

Push to the left hand, push to the right hand

Tralalalalalala…

Push to the left hand, push to the right hand

Tralalalalalala…

Hi Becak

Wont you come along with me

All the city sights to see

All the busy bustling life

Of the people of our town

Call a becak then of course

Carriage without a horse

Becak…becak…

Oh won’t you please take me

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b. Games

A game is an activity with rules, a goal and an element of fun. There are two kinds of games : competitive games, in which players or teams race to be the first to reach the goal, and cooperative games, in which players or team work together towards a common goal. The emphasis in the games is on successful communication rather than on correctness of language. (Toth, 1995).

Clark (2002) defines the concept games as one of the most enjoyable

supplementary activities. Thus, games are best used to review or practice material

that has already been introduced. He explains that a really fun game can wake pupils

up and bring laughter back into the classroom. Games help and encourage them to

sustain their interest and work. Games also create contexts in which the language is

useful and meaningful. The need of meaningfulness in language learning has been

accepted for some years. A useful interpretation of ‘meaningfulness’ is that the

learners respond to the content in a definite way. They want to take a part and in

order to do. If they are amused, angered, challenged, intrigued or surprised the

content is clearly meaningful to them (Clark, 2000:13).

Many experienced textbook and methodology manuals writers have argued

that games are not just time-filling activities, but have a great educational value.

Games can lower anxiety, it can give shy learner more opportunity to express their

opinion and feeling, games also highly motivating and entertaining.

Kim (1995:35) pointed out some advantages of using games in the classroom.

First, games are a welcome break from a usual routine of the language class. Next,

they are motivating and challenging. In addition, games help the students to make and

sustain the efforts which required in language learning. Games provide various skills-

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speaking, writing, listening and reading. Besides it encourage the students to interact

and communicate and also it create a meaningful context for language use. Finally

games can encourage even shy students participate positively. Quartet is one of the

collections of index card games for learners of English.

This game known as quartet, is best for 4 players, but it is possible for 2 - 6 to

play. A standard deck 32 – 60 cards deck is used. The dealer deals 4 cards to each

player. The remaining cards are placed faces down to form a stock. The player to

dealers left starts. A turn consists of asking specific player for specific rank and a

specific card. For example, if it is my turn I might say : “Ana, do you have thing”.

The player who asks must already hold at least one card of the requested rank, so I

must hold at least one thing to say this. If Ana has it, she says, “Yes, I have” and then

Ana read the question, “What is that?” after that, I answer the question, “a. it is a

table”. If the player who was asked has specific card, she must give her card to me. If

she doesn’t, she says, “go get it”. I must draw the top card from the stock. Another

player then gets another turn. As soon as a player collects 4 cards of the same rank,

this must be shown and discarded face down. The game continues until either

someone has no cards left in their hand or the stock runs out. The winner is the player

who has the most rank.

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G. Theoretical Framework

The theoretical framework can be visualized as follows :

Figure 1. Conceptual framework

The following are the items found in the chart :

Interest : A desire to learn, know about something or someone manifest interest is

synonymous with participation or involvement in an activity or occupation.

INTEREST

PUPILS’ INVOLVEMENTPUPILS’ ENJOYMENT

PUPILS’ ACTIVE PARTICIPATION

COGNITIVE MATERIAL

AFFECTIVEMATERIAL

PSYCHOMOTORMATERIAL

POSITIVE ATTITUDE

STUDENT ACTIVE LEARNING

USING SONGS AND GAME

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Attitude : The learners predisposition to respond positively or negatively to an object

(lesson or technique presented in the class).

Pupils’ involvement :Pupils act in participating to the classroom activities.

Pupils’ enjoyment : Pupils’ feeling of being happy to the classroom activities.

SAL (Student Active Learning) : is a way, technique to build up the pupils learning

activity or teaching learning process that involved the pupils involved intellectually

and emotionally in order that they can participate actively in the learning process.

H. Research Methodology

This part deals with the researcher design, variables, population and sample,

instrument, procedure of data collection, and technique of data analysis of the

research.

1. Research design

In this research, the researcher will apply descriptive method where the data

will be collected through observation and interview. Studying English for the pupils

using descriptive method with the purposes to gain a better understanding using

songs and quartet game at elementary school.

The main goal of descriptive method is to describe data and characteristics

about what is being studied. Gay (2006) defines descriptive method, involves

collecting data to test hypothesis or to answer questions about people’s opinions on

some topic or issue.

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2. Variables

Research variables are the teaching technique using songs and quartet game

as independent variables, and the pupils’ attitude through interest, involvement, and

enjoyment in learning English as dependent variable.

3. Population and sample

a. Population

The population in this research is the pupils of SDN 110 Pompanua.

b. Sample

In this research, the writer will use cluster sampling technique. It means that

one class of the population will be taken as sample. That’s fifth grade pupils of SDN

110 Pompanua.

4. Instrument

The researcher will use two kinds of instrument, namely observation and

interview. Observation will be use to record the students involvement, enjoyment,

active participation.

The indicators of pupil’s involvement and enjoyment are :

1. Pay attention.

2. Producing utterances and singing

3. Doing instruction.

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The indicators of pupil’s active participation are :

1. Pupils active participation play the quartet game based on the rules

(playing and speaking).

2. Promoting cooperation.

3. Helping friend who got difficulties.

5. Procedure of collecting data

The data of this research are qualitative data in the form of description of

situation, condition and processes will be taking place during the research. The

procedures of collecting data are observation and interview. The researcher will

observe the pupils’ attitude through their interest when teaching and learning process.

The researcher will interview the pupils to get information about pupils’ opinion and

feeling about learning English through song and games after learning process.

6. Technique of data analysis

a. Observation Checklist

Observation checklist is aimed at finding out the pupils active participation in

quartet game. Pupils’ active participation as follows:

1. Very active : The pupils playing based on the rules, they always ask and

respond their friends in English.

2. Active : The pupils playing based on the rules, they sometimes ask and

respond their friends in English.

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1) Fairly active : The pupils playing based on the rules, they seldom ask and respond

their friends in English.

2) Less active : The pupils does not playing based on the rules, they seldom ask and

respond their friends in English.

3) Not active : The pupils does not playing based on the rules, they never ask and

respond their friends in English.

b. Interview

The data collected from interview will be analyzed in qualitative

interpretation

I. Time Schedule

NNO Research Activities

MonthsMarch April May June July

1 Preparation

2 Data Collection

3 Data Analysis

4 Research report arrangement

5 Final seminar

6 Research report revision

7 Report presentation

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J. Research Financing

1. Preparation …………………………………................ Rp. 2.000.000,-

2. Collecting data ……………………………………….. Rp. 1.000.000,-

3. Analyzing data ……………………………………….. Rp.1.000.000,-

4. Arranging report………………………………………. Rp. 1.000.000,-

5. Seminar ……………………………………………….. Rp. 1.000.000,-

6. Revision and reduplication …………………………….RP. 1.000.000,-

Total Rp.7.000.000,-

K. Bibliography

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31

APPENDICES

32

Appendix 1 : Interview Schedule

Interviewee : ………………. Interview Duration : ……….

Date : ……………….

Location : ……………….

Topic : Pupils’ Attitude ( interest toward “Slice the Goose & Hi Becak” songs)

1. Bagaimana pendapat anda dengan belajar sambil bernyanyi?

2. Apakah anda suka belajar sambil bernyanyi?

3. Mana yang kalian lebih senangi,bernyanyi bersama atau bernyanyi sendiri?

4. Adakah kesulitan dalam mengerjakan instruksi guru?

33

Appendix 2 : Interview Schedule

Interviewee : ………………. Interview Duration : ……….

Date : ……………….

Location : ……………….

Topic : Pupils’ Attitude ( interest toward quartet game)

1. Bagaimana pendapat anda dengan belajar sambil bermain quartet?

2. Apakah anda suka belajar sambil bermain?

3. Mana yang kalian lebih senangi,permainan quartet dengan 2,4 atau 6 orang?

4. Adakah kesulitan dalam mengerjakan instruksi guru?

34

Appendix 3

The indicators of pupils’ enjoyment “Slice the Goose” song

No Code of Pupils Enjoy Not Enjoy Notes

1.2.3.4.5.6.7.8.9.10.11.12.13.14.15.

35

Appendix 4

The indicators of pupils’ involvement “Slice the Goose” song

No Code of Pupils

Pay attention

Singing Doing instruction

Notes

1.2.3.4.5.6.7.8.9.10.11.12.13.14.15.

36

Appendix 5

The indicators of pupils’ enjoyment “Hi Becak” song

No Code of Pupils Enjoy Not Enjoy Notes1.2.3.4.5.6.7.8.9.10.11.12.13.14.15.

37

Appendix 6

The indicators of pupils’ involvement “ Hi Becak” song

No Code of Pupils

Pay attention

Singing Doing instruction

Notes

1.2.3.4.5.6.7.8.9.10.11.12.13.14.15.

38

Appendix 7

Observation Checklist

1) Very active : The pupils playing based on the rules, they always ask and

respond their friends in English.

2) Active : The pupils playing based on the rules, they sometimes ask and

respond their friends in English.

3) Fairly active : The pupils playing based on the rules, they seldom ask and

respond their friends in English.

4) Less active : The pupils does not playing based on the rules, they seldom ask

and respond their friends in English.

5) Not active : The pupils does not playing based on the rules, they never ask

and respond their friends in English.

No Code of Pupils

VeryActive

Active Fairly Active

LessActive

NotActive

Notes

1.2.3.4.5.6.7.8.9.10.11.12.13.14.15.