UTILIZING ANIMATION VIDEO TO IMPROVE STUDENTS VOCABULARY MASTERY

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1 UTILIZING ANIMATION VIDEO TO IMPROVE STUDENTS VOCABULARY MASTERY (A Classroom Action Research at the Fifth Grade Students of SD Negeri 2 Sroyo in the Academic Year 2013/2014) THESIS Dian Rizki Ariani K Submitted to Teacher Training and Education Faculty of Sebelas Maret University as a Partial Fulfillment of the Requirements to Obtain the Undergraduate Degree of Education in English ENGLISH EDUCATION DEPARTMENT TEACHER TRAINING AND EDUCATION FACULTY SEBELAS MARET UNIVERSITY 2015 i

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5 ABSTRACT Dian Rizki Ariani. K UTILIZING ANIMATION VIDEO TO IMPROVE STUDENTS VOCABULARY MASTERY (A Classroom Action Research at the Fifth Grade Students of SD Negeri 2 Sroyo Karanganyar in the Academic Year 2013/2014). Thesis. Advisor: Dra. Dewi Rochsantiningsih, M.Ed.,Ph.D, Co-Advisor: Dr. Ngadiso, M.Pd. English Department, Faculty of Teacher Training and Education, Sebelas Maret University, Surakarta. The objectives of this research are: (1) to identify whether the use of animation video as teaching media can improve students vocabulary mastery or not; and (2) to describe the classroom situation when animation video is applied in the English class to improve students vocabulary mastery. The study is an action research which was conducted in two cycles from April to May There are 4 meetings in the first cycle and 4 meetings in the second cycle. Every cycle consisted of four steps: planning, implementing, observation, and reflection. The research data were collected by using qualitative techniques (observation, interview, diary, and document analysis) and quantitative techniques (pre-test and post-tests). The data were analyzed through descriptive analysis for the qualitative data and descriptive statistics for the quantitative data. The research findings showed that the students vocabulary mastery had improved along with the changes of classroom situation which became more interesting and motivating. The improvement of students vocabulary mastery included: (1) students could grasp and memorize the meaning of the words easily; (2) students got better in spelling the words oral or written; (3) students could pronounce the words correctly and no longer pronounce based on written form; (4) students could use the words in simple sentences. Related to the improvement in the classroom situation, the research findings showed: (1) students were enthusiastic and interested to the learning activities; (2) students paid more attention to the teacher and focused on what they had to do; (3) students were more active and confident in teaching learning process; (4) students never asked permission to go to the toilet. The use of animation video is an alternative teaching media that benefits both for the students achievement and for the classroom situation. As the suggestion, the teacher should consider animation video as an interesting media to teach language, especially vocabulary. Based on such findings as presented above, the researcher expects that animation video can be applied in teaching other English language skill. Key Words: classroom action research, animation video, vocabulary mastery v

6 ABSTRAK Dian Rizki Ariani. K UTILIZING ANIMATION VIDEO TO IMPROVE STUDENTS VOCABULARY MASTERY (A Classroom Action Research at the Fifth Grade Students of SD Negeri 2 Sroyo Karanganyar in the Academic Year 2013/2014). Skripsi. Pembimbing 1: Dra. Dewi Rochsantiningsih, M.Ed.,Ph.D, Pembimbing 2: Dr. Ngadiso, M.Pd. Bahasa Inggris, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Sebelas Maret, Surakarta. Penelitian ini bertujuan untuk: (1) mengidentifikasi apakah penggunaan video animasi sebagai media pengajaran dapat meningkatkan penguasaan perbendaharaan kata siswa atau tidak; dan (2) mendeskripsikan situasi kelas ketika video animasi diimplementasikan untuk meningkatkan penguasaan perbendaharaan kata siswa. Penelitian ini adalah action research yang dilaksanakan dalam 2 siklus dari April hingga Mei Terdapat 4 pertemuan dalam siklus pertama dan 4 pertemuan dalam siklus kedua. Setiap siklus terdiri dari empat langkah: perencanaan, pelaksanaan, pengamatan dan peninjauan kembali. Data dikumpulkan menggunakan teknik kualitatif (pengamatan, wawancara, diary, dan analisa dokumen) dan teknik kuantitatif (pre-tes dan post-tes). Data kualitatif dianalisa menggunakan descriptive analysis dan data kuantitatif dianalisa menggunakan descriptive statistics. Berdasarkan hasil penelitian dapat disimpulkan bahwa kemampuan siswa dalam pengusaan perbendaharaan kata meningkat seiring dengan perubahan situasi kelas menjadi lebih menarik dan motivatif. Peningkatan kemampuan siswa dalam pengusaan perbendaharaan kata meliputi: (1) siswa dapat memahami dan mengingat arti kata dengan lebih mudah; (2) siswa dapat mengeja kata Bahasa Inggris secara lisan maupun tulisan dengan lebih baik; (3) siswa dapat melafalkan kata Bahasa Inggris dengan benar dan tidak lagi melafalkan berdasarkan penulisannya; (4) siswa dapat menggunakan kata Bahasa Inggris dalam membuat kalimat-kalimat sederhana. Sehubungan dengan peningkatan situasi kelas, hasil temuan penelitian menunjukkan: (1) siswa menjadi lebih antusias pada pelajaran; (2) siswa lebih fokus dan memperhatikan guru; (3) siswa menjadi lebih aktif dalam pelajaran; (4) siswa tidak pernah meminta ijin untuk pergi ke toilet. Penggunaan video animasi sebagai alternatif media pengajaran membawa kebaikan dalam nilai siswa maupun situasi kelas. Sangat disarankan bagi guru supaya dapat menyadari bahwa video animasi adalah media yang menarik untuk mengajar bahasa, terutama perbendaharaan kata. Berdasarkan penemuan yang telah tercatat, peneliti berharap bahwa video animasi dapat digunakan untuk mengajar kemampuan Bahasa Inggris yang lain. Kata Kunci: classroom action research, animation video, vocabulary mastery vi

7 MOTTO Don t spend time beating on a wall, hoping to transform it into a door. (Coco Chanel) vii

8 DEDICATION This thesis is whole-heartedly dedicated to my beloved mother and father for the endless love, care, prayer and support to keep on struggling to get a better future. Words will never enough to replace all that I have got from them. viii

9 ACKNOWLEDGEMENT Alhamdulillahirabbil alamin. Praise to Allah SWT, the Merciful Lord, for all His abundant blessing, mercies, and guidance, hence I can accomplish the writing of this thesis. In this occasion, I would like to acknowledge my deepest gratitude and appreciation to the following: 1. Prof. Furqon Hidayatullah, M.Pd, the Dean of Teacher Training and Education Faculty of Sebelas Maret University, for his approval to write this thesis. 2. Teguh Sarosa, S.S, M.Hum, the Head of English Department, for his permission to write the thesis. 3. Dra. Dewi Rochsantiningsih, M. Ed, Ph. D, my first thesis consultant, for every precious time, advice, comments, and motivatio of this thesis writing. 4. Dr. Ngadiso, M. Pd, my second thesis consultant, for every precious time, reading these pages and contributing valuable comments, advice, and motivation to make it better and worthy to read. 5. Sri Mulyani, S.Pd, the Headmaster of SD Negeri 2 Sroyo, for her permission to conduct a research at the school. 6. Fadila Paramita, S.Pd, the English teacher, for her kindness and help. 7. The fifth grade students of SD Negeri 2 Sroyo, for their participations. 8. All of the lecturers in English Department of Teaching Training and Education Faculty of Sebelas Maret University, for all knowledge shared. 9. My beloved SBI 2009 class, for pleasurable and unforgettable friendship. 10. All the friends who cannot be mentioned one by one, for their supports. Finally I sincerely hope that this thesis is beneficial for writers, teachers, and students. Any criticism is welcomed for the better research in the future. Surakarta, Januari 2015 Dian Rizki Ariani ix

10 TABLE OF CONTENTS COVER PAGE... i PRONOUNCEMENT... ii APPROVAL PAGE... iii LEGITIMATION PAGE... iv ABSTRACT... v MOTTO... vii DEDICATION... viii ACKNOWLEDGEMENT... ix TABLE OF CONTENTS... x LIST OF TABLES... xii LIST OF FIGURES... xiii LIST OF ABBREVIATIONS... xiv LIST OF APPENDICES... xv CHAPTER I: CHAPTER II: INTRODUCTION A. Background of the Study 1 B. Problem Statements 7 C. The Objective of the Study. 8 D. The Significance of the Study. 8 THEORETICAL REVIEW A. Review on Young Learners Definition of Young Learners Characteristics of Young Learners B. Review on Vocabulary The Definition of Vocabulary The Definition of Vocabulary Mastery Importance of Teaching Vocabulary Kinds of Vocabulary Aspects of Teaching Vocabulary Difficulties in Learning Vocabulary Techniques in Teaching Vocabulary Vocabulary Scoring Rubric.. 21 C. Review on Animation Video The Definition of Animation Video The Roles of Animation in Learning Criteria for Selecting Video The Benefits of Using Animation Video The Disadvantages of Using Animation Video Teaching Vocabulary Using Animation Video D. Reviews of Related Researches E. Rationale CHAPTER III: RESEARCH METHODOLOGY A. Context of the Study 36 x

11 B. Research Approach The Definition of Action Research The Models of Action Research Procedure of Action Research C. Techniques of Collecting Data 42 D. Techniques of Analyzing Data 45 CHAPTER IV: RESEARCH FINDING AND DISCUSSION A. Research Findings Situation Before the Research The Implementation of the Research Findings. 91 B. Discussion 102 CHAPTER V: CONCLUSION, IMPLICATION AND SUGGESTION A. Conclusion 109 B. Implication 110 C. Suggestion 111 BIBLIOGRAPHY. 113 APPENDICES xi

12 LIST OF TABLES Table 2.1 Vocabulary Scoring Rubric of Pre-test, Test 1, Post-test Table 3.1 The Schedule of the Research Table 3.2 The Classroom Procedure of the Research Table 4.1 Situation before the Research Table 4.2 Result of Questionnaire 51 Table 4.3 Result of Pre-Test 51 Table 4.4 The Schedule of the Research.. 53 Table 4.5 The Summary Process of the Research 53 Table 4.6 The Summary of Cycle Table 4.7 List of Learning Activities Using Animation Video Table 4.8 The Indicators of Problems and Solution Table 4.9 The Result of Pre-test and Test Table 4.10 The Summary of Cycle Table 4.11 The Improvements of Students Mean Score from Test 1 to Post-test Table 4.12 The Improvement of Each Meeting. 92 Table 4.13 Summary of Research Findings.. 95 Table 4.14 The Improvement of Students Mean Score of Vocabulary Aspects 98 Table 4.15 The Sample of Students Achievement Table 4.16 The Result of Post-Questionnaire 101 xii

13 LIST OF FIGURES Figure 3.1 Kemmis and McTaggart s Models of Action Research Figure 4.1 The Improvement of Students Mean Score xiii

14 LIST OF ABBREVIATIONS SD : Sekolah Dasar Teacher DRA : The researcher Teacher FP : English teacher participated in this research KKM : Kriteria Ketuntasan Minimum LKS : Lembar Kerja Siswa Student WN : A student participated in this research Student MA : A student participated in this research Student AK : A student participated in this research Student R : A student participated in this research Student A : A student participated in this research xiv

15 LIST OF APPENDICES Appendix 1 Pre-Research observation Field Note Appendix 2 Pre-Research Diary Appendix 3 Pre-Research Interview Transcript Appendix 4 Pre-Questionnaire Appendix 5 The Result of Pre-Questionnaire Appendix 6 List of Students Name Appendix 7 Syllabus Appendix 8 Lesson Plans Cycle Appendix 9 Lesson Plans Cycle Appendix 10 Worksheet of Pre-Test Appendix 11 Worksheet of Test Appendix 12 Worksheet of Post-Test. 200 Appendix 13 Students Scores of Pre-Test. 205 Appendix 14 Students Scores of Test Appendix 15 Students Scores of Post-Test Appendix 16 Sample of Test Item (Pre-Test, Test 1, Post-Test, and Students Worksheets) Appendix 17 Field Notes Appendix 18 Research Diary Appendix 19 Interview Transcript after Research Appendix 20 Post-Questionnaire 257 Appendix 21 The Result of Post-Questionnaire Appendix 22 Photographs Appendix 23 Legalizations. 265 xv