improving vocabulary mastery through wordworld programs on

Transcription

IMPROVING VOCABULARY MASTERY THROUGH
WORDWORLD PROGRAMS ON PLAYHOUSE DISNEY
CHANNEL
(A Classroom Action Research of the Fourth Year Students of SD Negeri Wirogomo 02
Banyubiru in the Academic Year of 2010 / 2011)
A Graduating Paper
Submitted to the Board of Examiners as a Partial Fulfillment
of the Requirements for the Degree of Sarjana Pendidikan Islam (S.Pd.I)
in English Departement of Education Faculty
By:
IKA CHRISTIYAWATI
113 07 106
ENGLISH DEPARTMENT OF EDUCATION FACULTY
STATE INSTITUTE FOR ISLAMIC STUDIES (STAIN) OF SALATIGA
2011
MOTTO
“Working, Learning, and Good Relations by heart”
DEDICATION
This graduating paper is dedicated to:
1. My beloved father and mother (Mr. Satiyo and Mrs. Menik), thanks for all
support, trust, finance and encouragement.
2. My special someone and younger sister (Maz. Fedly Azaly and Dex. Reza),
thanks for your kindness and togetherness.
3. All of lecturers of STAIN Salatiga, thanks a lot for your guidance and advice
4. My best teachers in SD N Wirogomo 02 (Mr.Sumardi, Mr.Nugroho, Mrs
Mujiati, etc), thanks for your support.
5. My best friends, Aschurotun Nadziroh, Shinta, PnG (Nany, Iin, Hera
Mb.Lina, Putri, Wafiq, Thoyib, Sari)
6. Someone who indirectly gives me support in doing this graduating paper
7. My friends in TBI’07 especially TBI D’07
Everyone who knows me and reads this graduating paper
ACKNOWLEDGEMENT
Assalamu’alaikum wr. wb
Alhamdulillahirabil’alamin, all praises be to Allah the lord of the universe.
Due to His blessing, eventually, the researcher could finish this graduating paper
without any obstacle. Our blessing and praises to our prophet Muhammad who
has brought us from the darkness to the lightness.
However, the researcher will not be able to finish this graduating paper
well without any help, guidance, and support from other people. Therefore, the
writer would like to thanks to:
1. Dr. Imam Sutomo, M.Ag, as the head of State Institute for Islamic studies
(STAIN) of Salatiga.
2. Suwardi, M.Pd, as the chief of education faculty
3. Maslihatul Umami, M.A, as chief of English department, thanks for your help
and guidance
4. Ruwandi, M.A, as consultant of this graduating paper who has educated,
supported,
directed
and
given
the
writer
advice,
suggestion
and
recommendation for this graduating paper from beginning until the end.
5. All lecturers of English department, (Mr. Hanung Triyoko S.S, M.Hum,M.Ed,
Mr. Ari Setiawan, MA, Mr. Noorwanto, M.Hum, H. Dr. Mr. Sa'adi, Mr.
Faisal, M.Hum, Mrs. Maslihatul Umami, S.PdI, MA, Mrs. Woro, M.Pd, Mrs.
TABLE OF CONTENTS
TITLE……………………………………………………………………………
i
DECLARATION……………………………………………………………….
ii
ATTENTIVE COUNSELOR NOTES……………………………………........ iii
PAGE OF CERTIFICATION………………………………………………....
iv
MOTTO …………………………………………………..….…………………
v
DEDICATION…………...…………………………………………………….
vi
ACKNOWLEDGMENT……..………………………………………………..
vii
TABLE OF CONTENTS…………..………………………………………......
ix
ABSTRACT…………………………………………………………………… xii
CHAPTER
I: INTRODUCTION
A. Background of Study…………………................................... 1
B. The are several problem……………………………………… 4
C. The Limitation of the Problem……………………………….. 5
D. The Statement of the Problem…..…….…..………………..... 5
E. Objective of the Study…………...……..….………….…...... 6
F. The Benefits of Study……...……………...………………… 6
G. Hypothesis………………………………………………….... 7
H. Definition of the Key Term…..……….…..…………………. 9
I. Research Methodology…………………………………….... 10
J. Research Paper Organization……………………….………..11
CHAPTER
II: LITERATURE REVIEW
A. Media….................................................................................. 16
1. Definition of Media………………………………… 16
2. The Types of Media…….………………………….. 18
3. Language Teaching and Learning Media……...……. 19
4. Advantages of Using Media in Language Teaching
and Learning…….………………………………….. 25
B. The General Concept of Cartoon Movie…………………… 26
1. Definition of Grammar……………………………... 30
2. “WordWorld” WHERE WORDS COME ALIVE,
Cartoon Movie…………………………………… 27
C. Vocabulary………………………………………………….. 27
1. The Definition of Vocabulary……………………… 27
2. The Type of Vocabulary…………………………… 29
3. Aspect of Teaching Vocabulary……………………. 30
4. The Techniques in Teaching Vocabulary…………... 36
D. The Important of Cartoon for Learning Vocabulary……….. 38
E. Teaching Names of Object at Elementary School………….. 39
CHAPTER
III: RESEARCH REPORT
A. General Description of SD N Wirogomo 02………………... 42
1. The Location of SD N Wirogomo 02…...………………. 42
2. The List of Educational Facilities and Tools ………….... 43
3. Organization Structure………………………………….. 44
4. The List of Teachers and Staffs………………………… 45
5. The Distribution of Class……………………………….. 47
B. The Subject of the Study……………...………….……........ 48
C. Evaluation Instrument………………………….…….…….. 50
CHAPTER
IV: DISCUSSION
A. Data Presentation..…………………………………………. 52
1. Student Interest…………………………………………. 54
2. Distribution of Interest………….…………………..…. 115
B. Analysis……………….………………….………………... 115
1. Teaching Implementation………..……..……………… 115
2. Individual Achievement………………………………. 121
3. Class Achievement…………………………………...... 124
C. The Calculation of the Test Result…………...……............. 125
D. discussion……………………………………………….…. 134
CHAPTER
V: CLOSURE
A. Conclusion………...……………………………...……....... 135
B. Implication…………………………………..…………...... 136
C. Suggestions……………...………………………..……...... 138
BIBLIOGRAPHY
APPENDIXES
CURRICULUM VITTAE
ABSTRACT
Ika Christiyawati (11307106) "IMPROVING VOCABULARY MASTERY THROUGH
WORDWORLD PROGRAMS ON PLAYHOUSE DISNEY CHANNEL,(A Classroom Action
Research of the Fourth Year Students of SD Negeri Wirogomo 02 Banyubiru in the
Academic Year of 2010 / 2011) Graduating Paper. Salatiga: Sekolah Tinggi Agama
Islam Negeri, August 2011.
The purposes of this research are divided into two parts. The first purpose
of this research is to find out whether or not Media improves the vocabulary
mastery of the 4th year students of SD N Wirogomo 02 in the academic year of
2010/2011. The second purpose is to find out the significant difference of
vocabulary mastery of the 4th year students of SD N Wirogomo 02 in the
academic year of 2010/2011 after the use of cartoon movie. This is classroom
action research consists of three cycles. The researcher uses test, documents
and observation to collect the data. The data were analyzed and calculated by
using t-test formula. If t0 is the same or greater than tt, null hypothesis is
rejected. The calculation showed that t0 is greater than tt, it means that there is
significant difference after the use of cartoon movie. The researcher concluded
that Media improves vocabulary mastery and interest of the 4th year students
of SD N Wirogomo 02 in the academic year of 2010/2011.
Keywords: Cartoon Movie, vocabulary mastery
CHAPTER 1
INTRODUCTION
A. Background of the Study
In order to use a language correctly and properly in communication,
one has to master sufficient vocabulary. The writer thinks that many people
agree about the previous statement because vocabulary plays an important
role in many cases of both receptive and productive process of language. For
instance, one cannot understand what he hears/reads if he does not have any
idea about the vocabulary which he hears/reads. One cannot express what he
wants to say/write as well if he has no idea about what correct/proper words
to express.
Vocabulary is one of the language components that are very important
for communication. If we have less vocabulary, we will not understand what
people say. Vocabulary is needed to improve the four language skills that
consist of listening, speaking, reading and writing. Vocabulary is one of the
most important language components.
Most of the students in SD N Wirogomo 2 get many difficulties to
learn English, because of vocabulary mastery. They have lots of problems in
the mastery. It can be seen from the result of the mid semester test because
the average of the class is just 4,5. It is because the students did not know
the meaning of quastions when they do the tests. The proof says that most of
the students of SD Wirogomo 2 are not easy to remember English words.
The writer assumes that this may be caused by several reasons.
First, the students do not have interest in the teaching learning process.
Interest is an awareness of someone that an object or case (matter) or
situation always deals with him (Djamil, 1997: 70. Interest will appear when
the students are aware toward education or information they need. At
school, teachers often find out that the students are not interested in learning
a subject matter. It also happens in learning English, because they do not
have knowledge about the correlation between the subject matter and
themselves. It becomes the teachers’ responsibility to give motivation by
arranging the conducive situation, so the students will be aware that there is
correlation between the subject matter and their life. For example, the
teachers should give support and explanation to the students that learning
English is very important to their life in this globalization era. The teachers
also need to give explanation toward their students about the benefits of
leaning English to their life later.
Secondly, teachers are still having less creativity when teaching
English. Usually they just explain materials without any game, so it can
make students bored. Consequently, they must build the interest of the
students to learn English by using varieties of methods. For example, the
teachers may use watching cartoon movies in teaching-learning process
because animation picture with sound, will interest them.
Finally, the uses of media and method are not appropriate with the
situation of students. Media and method are important in English learning
process. Media and method help to understand teacher explanations easily.
However, the use of them be must adjusted with the students’ need. The
researcher believes that the appropriate use of them will influence their
interest and understanding. The fact says that the media and method are
unappropiate, thus the students are less interested to sit in.
The uncondusive situation is also found in SD N WIROGOMO 02. In
English teaching-learning prosses, teacher has not used media or method
that can be used to increase the interest and achivement of the students.
Therefore, the use of them must be improved.
Based on the facts above, the researcher tries to use WordWorld cartoon
movies in teaching English in SD N WIROGOMO 02 to improve
vocabulary mastery. The researcher believes that cartoon movies can be one
of the solutions in the learning. Wordworld is the cartoon movies in the
forms of pictures and sounds. By cartoon movies it is expected that students
are able to remember English words easily because this presented in words,
pictures and sounds.
Cartoon movies are necessary to vocabulary mastery because
teaching in one hand and the vocabulary mastery on the other hand are
complicated. Therefore, audio-visual aids, such as cartoon movie
“WordWorld” programs on playhouse Disney channel, that are available in
many cartoon movies are a great help in stimulating foreign language study
particularly in teaching vocabulary. Through the ways students will use their
ears, their eyes, and brain to think about this the language expression. In
addition writer expects that, they may make students easy to pronounce
words correctly and remember the meaning of words in the long term.
Based upon the explanations above, the writer is interested in
conducting a research entitles:
IMPROVING
VOCABULARY
MASTERY
THROUGH
WORDWORLD PROGRAMS ON PLAY HOUSE DISNEY CHANNEL,
(A CLASSROOM
ACTION RESEACH OF THE FOURTH YEAR
STUDENTS OF SD NEGERI 2 WIROGOMO BANYUBIRU IN THE
ACADEMIC YEAR OF 2010/2011).
B. Identification of the problem
There are several problems faced by SD N Wirogomo 02 based
individually and collectively. They may come from linguistic and non
linguistic factors. In terms of vocabulary study, the researcher assumes the
problems can be identified as follow:
1. The teacher uses traditional method to teach vocabulary in which students
are supposed to memorize a set of vocabularies as it is with less teaching
media.
2. The teacher uses conventional teaching strategy.
3. The teacher still uses pure speech.
4. The teacher does not envalue students for their better achievement.
5. Teacher more likes to explain rather than to apply the vocabulary taught.
C. The Limitation of the Problem
In this research, the writer will limit the problems as follows:
1. The object of the study is limited for the passive vocabulary mastery, in SD
N Wirogomo 02.
2. The accuracy will be focused on meaning, spelling and pronunciation.
3. The media which are used in teaching and learning process are cartoon
movie WordWorlds (where the words come alive).
D. The Statement of the problem
Based on problems above the researcher formulates the research questions
as follow:
1. How far is the use of WordWorld cartoon movie to improve the students’
interest to study vocabulary of the fourth year students of SD N
WIROGOMO 02 in academic year of 2010/2011?
2. Is there any significant difference of vocabulary mastery of the fourth year
students of SD N WIROGOMO 02 in academic year of 2010/2011, after
the use of WordWorld cartoon movie?
E. Objective of the study
The objectives of this study are:
1.
To find out how far the use of WordWorld cartoon movie can
improve the students’ interest to study vocabulary of the fourth year
students of SD N WIROGOMO 02 in the academic year of 2010/2011?
2.
To find out whether there is significant difference in using
WordWorld cartoon movie in improving the vocabulary mastery of the
fourth year students of SD N WIROGOMO 02 in the academic year of
2010/2011?
F. The Benefits of the Study
It is expected that the result of this research contributes some significant
progresses in teaching vocabulary. The significances of this research are:
1. For the students in general, the study could enhance the students’ interest
and improve the students’ vocabulary mastery then.
2. For teachers, the study providing input in enriching their teaching techniques
to be implemented in the classroom.
3. For the school, the study will enrich teaching techniques in the school.
4. For the researcher, the study could bring her to a better understanding of
improving students’ vocabulary mastery and give practical contributions to
her on how to improve students’ vocabulary mastery using WordWorld
cartoon movie.
5. For other researcher, the study could become a kind of references to conduct
the same type of research.
G. Hyphothesis
Hyphothesis is a tentative answer to research question (Azwar, 2010:49).
In this research, the writer gives upcoming hyphothesis that there is a
significant influence of using WordWorld programs on Playhouse Disney
Channel toward students’ improvement in vocabulary mastery.
H. Definition of the Key Terms
The writer wants to clarify and explain the terms of the title to
make understandable meaning, they are following:
1. Vocabulary Mastery
Vocabulary is one of aspects in English. It is very important for
studying English. Learner who just learns grammar without vocabulary will
get difficulties to convey what he or she wants to say. However, learner who
just learn vocabulary or just read text or open dictionary will be able to say
something (Harmer, 2001; 13). Vocabulary is needed to improve the four
English skills; listening, speaking, reading, and writing. This means that the
vocabulary plays an important role for the study in their field of study. The
students, who are less in vocabulary, will be difficult in understanding the
text, unable to speak English, and difficult to write their own idea. In
addition, students with a small vocabulary also read slowly because they do
not understand many of words or have to stop and look them up in dictionary
(Edwards, 2006; 177).
Vocabulary is one of the five core components of reading instruction
that is essential to successfully teach children how to read. These core
components include phonemic awareness, phonics and word study, fluency,
Vocabulary, and comprehension (National Reading Panel, 2000).
According
to
Krasen
(1993:155),
vocabulary
is
basic
to
communication if acquirers do not recognize the meaning of the key words
used by those who address them; they will be unable to participate in the
conversation. It is also very important for the acquisition process.
Mastery is a complete control or the state of having control over
something superiority in competition, victory eminent skill, or through
knowledge (Hornby,1974:153).
2. “WORDWORLD” programs on Playhouse Disney Channel.
WORDWORLD Program is a kind of an educative children program
(for 3 to 7 years old) on TV which has got three-time Emmy Award-winning,
partially funded by the U.S. Department of Education.
In each WordWorld television episode, it shows a real interesting
education in learning English. A word is built correctly, it morphs into the
thing it represents, which gives instant meaning to the word and makes
learning to read a playful and entertaining experience for children.
WordWorld program was broadcasted at the first on September, 3rd,
2007, which was on PBS KIDS and TV Ontario. After that, this program gets
rank as one of the top five children shows on all broadcasters globally.
Therefore, after knowing that this program is successful, is broadcasted in
Knowledge Networks, EBS in Korea, TVB Pearl in Hong Kong, Playhouse
Disney Asia in 19 countries, Playhouse Disney Japan, Playhouse Disney
India, Playhouse Disney Australia, France 5, Discovery Kids Latin America,
Panda and Singapore 12. Since September 2010 the show could not hold the
license to PBS Kids.
The content of this program is full of educational content which is
based on National Reading Panels 2000 teaching children to read, Besides, it
focuses on print awareness, phonics sensitivity and letter knowledge, reading
comprehension (including vocabulary development) and socio-emotional
skills.
Wordworld was developed for television by Emmy award winner Olexa
Hewryk and Don Moody. Moody was originally inspired by a study which
found that children are likely to pay less attention to words if there is a
character on screen at the same time so he founded WordWorld, LLC. In
Moody’s opinion, WordWorld’s use of characters that physically resemble
the letters that make up their names may cause children to pay more attention
to words. “If children want to look at the character, then the words have to be
the character,” he said.
I.
Research Methodology
1. The Setting of the Research
The research is be conducted in SD N WIROGOMO 02 which is located
at Jl. Argo kelir-Wirogomo km.5 Banyubiru. The subject of this research are
the students of the fourth grade in the academic year of 2010/2011. The
students are from various areas with various levels of economics conditions.
Most of the students have the difficulties in vocabulary mastery and they have
under averarage ability.
2. Method of the Research
The research method used in this study is a classroom action research.
There are some definition of action research. Hopkins say in book (Basrowi
and Suwandi, 2008:27) that action research is a form of self reflective inquiry
undertaken by participant in a social (including educational) situation in order
to improve the rationality and justice of: (1) their own social or educational
practices, (2) their understanding of these practices, and (3) the situations in
which practices are carried out.
The second definion states that Classroom Action Research refers to an
accurateness toward learning activity in which it appears intentionally and
occurs together in a class.
The third is a definition quoted from Division of Education, Indiana
University, South Bend which states that Classroom Action Research is
research designed to help a teacher find out what is happening in his or her
own classroom, and to use that information to take action for future
improvement (Basrowi and Suwandi, 2008:27).
3. The Procedures of the Research
Since this is a classroom action research, procedures. The procedures are
divided into three cycles.
The procedures are as follows:
a. Action Planning
The activities in the planning are:
1) Preparing materials, making lesson plan and designing the steps in
doing the action.
2) Preparing list of students’ name and scoring.
3) Preparing teaching aids.
4) Preparing sheets for classroon observation (to know the situation of
teaching learning process when the method or technique or mode is
applied).
5) Preparing a test, (to know whether student’s vocabulary improves or
not)
b. Action Research
1) Introduction/ greeting.
2) Checking the student’s presences.
3) Asking the student about the vocabulary related to the materials.
4) Giving pre-test.
5) The use of cartoon movie media in class.
6) Asking the students orally about the cartoon movie media.
7) Giving posttest.
c. Observation
Observation is one of the method used in collecting the data. As a
scientific method, observation can be sistematically used to observe and note
the phenomena investigated like the students’ feeling, thinking and something
they do in teaching- learning process etc.
d. Reflection
The result of the observation is analyzed. It is to record what happens
that in observation. Then, researcher will examine the result of the action
research that has been conducted. Through the reflection researcher will know
the strength and weakness of implementing cartoon movie Wordworld
Programs as the media of learning in language class. Beside that there is a
new problem in the cycles 1 the researcher must solve the problem in the next
cycles. The cycles above can be drawn below:
Fig. 4.1.
The research spiral taken from Kemmis and Mc. Tanggart (1993:48).
4.
Technique of Collecting Data
a. Test
Test are sequence question, which for measuring or evaluating how
far the ability, knowledge, intelligence or attitude someone process
either individual or collective (Arikunto, 1992:139).
Therefore two kinds of test namely pretest and posttest. The
purpose of pretest is to know the result of students’ vocabulary
mastery before the researcher teaches by using cartoon movie. After
the researcher implementation cartoon movie in English learning
process, the researcher carries out posttest to will know the increasing
of the student’s vocabulary mastery.
b. Documentations
Documentation is a number of data that presents the verbal data
such as correspondence, journal, memory, report and others which can
be mutually responsible (Arikunto, 1996: 236). This method is used to
get the data about school which is used as object of the research. The
documentary data are achieves from letters, journal and others.
The documentation used is in the form of notes, book, transcript
and the history book of SD N Wirogomo 02. This method is used to
know about the school, the condition of teachers, staff, students and
the location of the school.
c. Observation
Observation focuses about activities to an object using all of five
senses (Arikunto, 1996:139). This method is easily used to find
concrete data. The researcher is able to monitor directly, for examples
the condition of buildings and the geographical location.
Observation is to examine students’ interest in classroom activity.
To know their interest, the researcher formulates the indicator of
interest first and on spread instruments used along the observations. In
this case, the researcher role is as the teacher. The researcher used
field note which is used to observe and to know the situation and
activities during teaching-learning process. By using field note, the
researcher would like to know class situation and participation of
students. Observation is action which is form interpretation and values
of theory.
5.
Technique of Data Analysis
The next activity is analyzing the data. The data is analyzed in two
ways;
a) Descriptive technique
Descriptive technique is used to know students’ participation and
their activities in classroom. In this case, the writer use field notes in
which record all of activities in classroom.
b) Statistical technique
This technique is used to know the result of students pre-test and
post-test in the three cycles. This technique is applying t-test analysis.
The steps as follows;
1.
SD
The first step, the research will calculate SD, the formula is:
Where:
SD = standard deviation
D = dereferences between pretest and posttest {posttest-pretest}
N = the number of subject
2. T-test
After calculate the SD, the researcher will calculate t-test, the
formula is:
Where:
t
= the result of t-test calculation
SD
= the result of standard deviation
N
= the number of subject
J. Research Paper Organization
This paper is divided into six chapters. This consists of background of
study, identification of the problem, limitation of the problem, statement of
the problem, objective of the study, benefit of the study, and paper
organization.
The second chapter is theories which consist of cartoon movies,
interest, vocabulary mastery and cartoon movies in teaching vocabulary.
The third chapter research report is methodology of research which
consists of kind of research, approach of research, population, sample,
technique of data collection, technique of data analysis, procedure of
research, hypothesis action,.
The fourth chapter is teaching implementation and data analysis which
consists of cycle 1, cycle II, cycle III, analysis of cycle I, II and III.
The last chapter is closure which consists of conclusion and
suggestion.
Bibliography
Appendix
CHAPTER II
LITERATURE REVIEW
A. Media
1. The Definition of Media
Media is a Latin word, the plural form of the word medium, which
means carrier; or a mean for conveying ideas or communication, or an
intermediate state or condition halfway between two extremes
(Microsoft®
Encarta® 2008. © 1993-2007 Microsoft Corporation. All rights reserved)
Oemar Hamalik says:
“Yang di maksud media pendidikan adalah alat, metode dan tehnik
yang digunakan dalam rangka lebih mengefektifakn komunikasi dan
interaksi antara guru dengan siswa dalam proses pendidikan dan
pengajaran di sekolah” (Hamalik, 1997 : 23 )
Media are equipment method, and technique used to make communication
more effective and interaction between teacher and students in teaching
and learning in schools.
Thus, the goals of using media in teaching-learning process are to make
the communication and interaction between teacher and students more
effective.
Gagne in Sadiman, (2008: 6) says: media adalah berbagai jenis komponen
dalam lingkungan siswa yang dapat merangsangnya untuk belajar.
Gagne in Sadiman, (2008:6) book says media is several kinds of
component around student environment use to encourage students to learn.
Briggs in Sadiman, (2008: 6) say that: media adalah segala alat fisik yang
dapat menyajikan pesan serta merangsang siswa untuk belajar.contohnya,
buku, film, kaset, dan film bingkai.
Briggs quoted says in Sadiman says that media is all physical equipment
containing messages to stimulate of students to learn. For example, book,
movie, cassette, and framed film.
In line with the two previous definitions, Sadiman et al (2002: 6) says
that media are anything used to convey messages from the addresser to the
addressee to stimulate mind, feeling, attention, and students’ enthusiasm
and attention so they are willing to learn. They add that teaching media are
often considered as teaching aids which could be defined as any tools that
provide concrete experience and learning motivation, and improve
students’ comprehension and learning retention.
Based on the previous definitions, it can be concluded that teaching
media are anything that are able to stimulate students’ mind, feeling,
attention, and enthusiasm so
enthused.
they will be more motivated and more
2. The Types of Media
There are many kinds of media that have been used in language
teaching. The followings are some kinds of teaching media proposed by
Sadiman et al (2008, 28):
a) Graphics Media
1) Picture / photograph
2) Sketch
3) Diagram
4) Charts
5) Graphs
6) Cartoon
7) Poster
8) Map and globe
9) Flannel board
10) Bulletin board
b) Audio Media
1) Radio
2) Magnetic tape recording
3) The laboratories of language
c) Still projected media
1) Frame film
2) Chain film
3) Transparency media /OHP
4) Opaque projector
5) Microfiche
6) Film
7) Loop film
8) TV
9) Video
10) Game and Simulation
3. Language Teaching and Learning Media
Media will help to establish the conditions for the learners to identify or
describe something. There are some experts who give their opinion dealing
with media:
Media are any person, material or events; those establish conditions
which enable the learners to acquire knowledge, skills, and attitude (Gerlach,
1980: 241). In other words, Media are the means (usually audiovisual or
electronic) for transmitting or delivering messages. (Locatis, Atkinson,
1984:3)
From the definition above, it can be said that media are the means for
transmitting or delivering messages to motivate students in learning.
There are a lot of media in teaching learning process. Gerlach and Elly
(1980: 274) classify media into five types:
a. Still picture
They form as photograph of any object or events which can be presented
in text book, illustration, bulletin board materials, slides, filmstrips,
frames, or overhead transparencies.
b. Audio recording
Recordings are maded on magnetic tape, on disc, or on motion picture
sound tracts. These are the actual events or sound effects reproductions.
c. Motion picture/ video tape recording
They are moving images produced in color or black and white from live
action or graphic representation. Objects or events can be in normal, slow,
time lapse or stop motion.
d. Real things
They include people, events, objects, and demonstration. Real things are
actual objects or events. Simulation is a copy of real situation designed to
be as similar as possible to the actual events.
e. Programmed and computer-assisted instructions
They are the sequences of information (verbal, visual, or audio) designed
to elicit predetermined responses. The most common examples are
programmed textbook or instructional program prepared for computers.
Visual aids are the things that help the teachers implant the idea of
what is presented in the mind of the students (Brown 1964: 7). The term
visual aids can be interpreted as many substances which play an important
role in teaching and learning process. They help students to master the
materials which are presented by the teacher more easily. Audio visual
aids can also be defined as any material which is employed as a vehicle to
support the presentation of the stimulation which makes up the events of
instruction. (Gadge 1979: 172)
1. The principles of Audio Visual Selecting
How can we select cartoon movies which are good for the students?
David Kleeman, the director of the American Center for Children and
Media
in
his
article
“Selecting
Good
Cartoon
Movies”
in
(http://www.futureofchildren.org) asks the following questions:
a. Does the movie actively engage the pupils, physically or
intellectually?
When the students watch the movie, they do not have to be passive.
It can prompt questions, kindle curiosity, or teach activities to pursue
when they watch it.
b. Do program’s creators respect this program?
Teachers do not have to like every movie their students like. In fact
young learners need their own district culture. But the teacher should
assure that program’s creators understand and respect how children
grow and learn.
c.
Do the students see others like themselves on television?
Young children believe that movies reflect the real world
d.
How do the makers of this movie regard the young learners?
Some program creators see young people as consumers to be sold.
Others see them as students to be educated, as future citizens to be
engaged in the community, or simply as children, whose work is play.
Thus, before we choose a cartoon movie as our teaching media, we have to
consider the above questions.
2. The selection of media
According to Brown et al (1977: 78), there are six principles of media
selection:
a.
Content
Do the media (i.e. video) have significant selection with the lesson?
The chosen of certain media must be confirmed to the lesson
(message) to be given to the students.
b.
Purposes
The use of audio visual aids should contribute to the teaching
learning process significantly. It means that media can facilitate the
teaching learning process.
c.
Price
Before buying certain visual aids, a teacher should consider whether
the cost or money is in accordance with the educational result
derived from its use.
d.
Circumstances of use
In choosing an audio visual aid, a teacher should take into account
the environment (school) where he teaches. He should think whether
the aid would function effectively in that environment.
e.
Learners’ verification
A teacher should think whether the aid has been tested to certain
students. He or she should consider if the tested students are similar
to the students who he or she teaches.
f. Validation
A teacher must think whether there are data providing that the
students learn accurately through the use of the aid.
Those principles of media selection are to choose the appropriate
media that is used to teach the students. By using an attractive and good
teaching media, we hope that the goal of teaching English will be
achieved and the students are motivated to study English since they will
feel they are learning to do something useful with the language.
In other words, any special factors which help the teacher to select
appropriate media should be used. Many kinds of media such as still
pictures, tape recorder, overhead projector, radio, television, computer,
etc. are useful for the teacher to achieve instructional goals of the
teaching-learning process and they can also be easily formed in our
daily lives.
In this research, the writer uses audio visual materials; they are a
television and videodisc as the media to teach English.
3. Television as One of Audiovisual Aids
The classification of audio visual aids:
a. Audio aids
They are the materials that produce sound, for example radio and
tape recorder.
b. Visual aids
The materials show the shape or the form of the things. They are
called as media. There are two visual aids:
1.) Two dimension visual aids
For example: graphics, diagram, filmstrip, and slide.
2.) Tree dimension visual aids
For example: diorama.
c. Audio visual aids
They are the materials that produce both sound and picture in one
unit, for example: television.
Television is an electronic motion picture with conjoined or
attendant sound; both picture and sound reach the eye and ear
simultaneously
from
a
remote
broadcast
point.
(http//www.answer.com/topic/animation)
From the definition above, the writer can say that television in
general is a means of communication, and it functions as an
entertainment, and also learning media.
4. Advantages of Using Media in Language Teaching and Learning.
Kemp (1963: 3-4) list the function of media in general or audio visual
aids in particular and their contribution to a language learning as follow:
a. Learning process become more interactive
For example: teacher asked student to watch an English programs
on television than ask them to write about that programs. It will be
more interesting than the activity of listening from teacher
explanation.
b. The instruction can be more interesting
The using of audiovisual aid can attract the student interest, they
will give much attention to teacher instructions and it can lead to an
interesting teaching learning process.
c. The quality of learning can be improved
By using audiovisual aid teacher can improve students’
participations through preparing it and using it as effectively as
possible in class room. Than the students knowledge and skill can
be improved.
d. The positive attitude of students towards what they are learning and
to the learning process can be enhanced.
It means that teacher will be easier to teach lesson for the student
because they have interest in learning process.
In Sadiman’s opinion there are four benefit of using media in teaching
learning process as follow (2008: 17-18)
a. Giving clearer for teacher in conveying lesson to the students
b. Facing the limitation of place, and time.
c. Facing passive attitude of students when teacher can use media
appropriately and variatively.
d. Facing difficulties for the teacher in teaching learning process.
B. The General Concept of Cartoon Movie
1. The Definition of Cartoon Movie
The major use of animation has always for entertainment. However,
there is growing use of instructional animation to support explanation
and learning.
“Cartoon movie is moving diagrams or cartoons that
are made up of a sequence of images displayed one
after the other. Animations are created for
entertainment, ad banners as well as instructional
sequences.
Cartoon movie is the illusion of motion created by
the consecutive display of images of static elements.
I film and video production, this refers to techniques
by which each frame of a film or movie is produced
individually. There frame may be generated by
computer or by photographing a drawn or painted
image, or by repeatedly making small changes to a
model unit, and then photographing the result with a
special animation camera. When the frames are
strung together and resulting film is viewed, there is
an illusion of continuous movement doe to
phenomenon known as persistence of vision.”
2. “WORD WORLD” WHERE WORDS COME ALIVE,
Cartoon Movie.
Word World is a cartoon movie directed by Olexa Hewryk and
created by Don Moody, Jacqueline Moody, Peter Schnelder, and Gary
Friedman. The writer is interested in this movie and chooses it as the
media to teach names of object for the Elementary School students
because “WORD WORLD” WHERE WORDS COMES ALIVE cartoon
movie provides vocabulary which is suitable with the recent curriculum of
Elementary School and there are many repetitions of the words which can
help the students to memorize and understand the meaning of the words
since they can see the picture of the object in it.
C. Vocabulary
1. The definition of Vocabulary
As explained in the background of the study, vocabulary takes such a
fundamental role in mastering English as foreign language well. There are
some definitions of vocabulary proposed by some experts. Horby (1995:
31) mentions his definition of vocabulary as the total number of words in a
language and vocabulary as a list of words with their meanings. Hatch and
Brown (1995:1) argue that the term vocabulary refers to a list or set of
words for a particular language or words that individual speakers of
language might use.
Burns and Broman (1975: 295) define vocabulary as the stock of
words that used by person, class, or profession. The meaning is clear
enough that in almost cases of human life, they use set of words. The use
of the words itself differentiated according to the field, class, person, or
profession. It means that beggar use set of words to ask for some money to
rich people, a teacher also use set of words to explain material to the
students, a father use set of words to talk to his child, and there are many
other examples that show us in most of humans waking time they use set
of words to do the activity. However, the use of set of words are different
between one person and another person, therefore Burns and Broman
emphasized on the three area of using stock words namely person, class,
and profession.
In the writer’s opinion, vocabulary is one aspect of language which is
important in learning language because vocabularies carry meaning which
is used in communication. All of the statements about vocabulary show
that vocabulary is important in learning English.
Moreover, vocabulary has an important role in teaching learning
process. According to Scrivener (1994:75) in classroom there are five role
of vocabulary, they are:
1.
Vocabulary is very important and needs to be dealt with systematically
in its own right.
2.
We need to distinguish between vocabulary for productive use and for
receptive recognition.
3.
The learner will be difficult to finish the work, if they have first met
some new vocabulary.
4.
We need to deal not only with single word lexical items but also with
longer, multi word items.
5. Training in the use of English-English dictionaries provides learners with a
vital tool for self- study
2. The Types of Vocabulary
Generally, some experts distinguish two types of vocabulary: active
and passive vocabulary. Harmer (1991:150) distinguishes between these
two kinds of vocabulary. The first kind of vocabulary refers to the stock of
words which have been taught by the teacher or learnt by the students and
which are expected to be able to use. While the second term refers to the
words of which the students will recognize when they meet them, but of
which they will probably not be able to pronounce.
Haycraft (1978:44) also divides vocabulary into two. Similar with the
previous paragraph, he also divides it into active and passive vocabulary.
Active vocabulary is the words that the students understand, can
pronounce correctly and use constructively in speaking and writing. On the
other hand, passive vocabulary is the words that the students recognize and
understand when they occur in a context, but of which they cannot produce
correctly themselves.
Based on the previous explanation, it can be concluded that there are
two types of vocabulary; active and passive vocabulary. Active vocabulary
could be defined as the words of which the students understand, use and
pronounce constructively in speaking and writing. While passive
vocabulary could be defined as the words that the students recognize and
understand when they meet them, and they might be able to pronounce
them in a separated individual word, but they are not able to use and
pronounce constructively in speaking and writing.
3. Aspects of Teaching Vocabulary
Vocabulary is really wide area in teaching-learning English. Teachers
sometimes getting confused in choosing which and how vocabulary has to
be taught to their students. There is a need to make limitation in
introducing new words to the students and to know the guideline in
making sure the students will be master it.
Therefore Haycraft (1978: 44-47) provides guidelines for choosing
appropriate vocabulary as follow:
a.
Commonest Words
Teacher has to choose words that are commonly used. The lists of
common words can be found in the book that they use in English
teaching-learning process
b.
Students Needs
When students need to know a word, teaching them about it
c.
Students Language
There are some words that are similar between the first and second
language. For example, the word “nama” in bahasa Indonesia is
almost similar with the word “name” in English. Another examples:
radio-radio, pensil-pencil,etc.
d.
World Building
It is often worth in choosing a word because a general rule can be
formed, for example: teach-teacher, work-worker, build -builder.
e.
Topic Areas
To make it easier for the teacher to teach vocabulary, sequence is the
key.
For example, a simple short dialogue with its sequence:
Patient: I’m hungry.
Doctor: What?
Patient: I want to eat.
f. Cross Reference
A lot of words are applicable to different situations or specialization.
For example, we choose vocabulary connected with part of the body,
such as: ear, nose, arm, hand, etc.
g.
Related Structure
Many structures demand their own vocabulary, if you are teaching
“may be”, you are likely to introduce a vocabulary connected with
possibility.
Ur (1996: 60-62) also provides six aspects that are needed to be taught by
the teacher. They are:
a. Form: Pronunciation and Spelling
The learner has to know what a word sounds like (its
pronunciation) and what it looks like (its spelling). In teaching, we
need to make sure that these two aspects are accurately presented
and learned well.
b. Grammar
The grammar of new items needs to be taught if it is not covered
by general grammatical rules. An item may have an unpredictable
change of form in certain grammatical contexts or may have some
idiosyncratic way of connecting with other words in sentences; it is
important to provide learners with this information at the same time
as we teach the
base form. In other words, when teaching a new
verb, we have to teach the past form too; when teaching a noun, we
have to teach the plural form too.
c. Collocation
The collocations typical of particular items are another factor
that makes a particular combination sound “right” or “wrong” in a
given context. So this is another piece of information about a new
item which it may be worth teaching.
Collocations are also often noted in dictionaries, either by
providing the whole collocation under one of the head-words, or by
note in parenthesis.
d. Aspects of Meaning
1) Denotation, Connotation, Appropriateness
Denotation can define as the meaning of a word, which
primarily refers to the real world. For example: dog denotes a kind
of animal; more specifically, a common, domestic carnivorous
mammal; and both dank and moist slightly wet.
A connotation is the associations, or positive or negative
feelings it evokes, which may or may not be indicated in a
dictionary definition. For example, dog, for British people has
positive connotations of friendships and loyalty; in contrast with
Arabic, the word “dog”, has negative associations with dirt and
inferiority.
A more subtle aspect of meaning that often needs to be taught
is whether a particular word is appropriate to be taught or not. It is
very important for learners to know that a certain word is very
common, or relatively rare, or taboo. For example, the word
“weep”, is virtually synonymous with the word “cry”, but it tends
to be used in writing rather than in speech, and it is much less
common than the word “cry”.
2) Meaning Relationships
It is useful to know that the meaning of one item may have any
relationship with another meaning. Here are some main
relationships between those items:
a) Synonyms
Items that mean the same, or nearly the same;
For example bright, clever, and smart are the synonyms of
intelligence.
b) Antonyms
Items that mean the opposite; Rich is the opposite of poor.
c) Hyponyms
Items that serve as specific examples of a general concept;
dog, lion, mouse are hyponyms of animal.
d) Co-hyponyms or Co-ordinates:
Other items that are the same kind of thing; red, blue, green,
and brown are co-ordinates.
e) Super ordinates:
General concepts that cover specific items;
Animal is super ordinate dog, lion, horse.
f) Translation
Words or expressions in the learners‟ mother tongue that is
(more or less) equivalent in meaning to item being taught.
There are also other ways of associating meaning that are useful in
teaching. For instance, we can relate parts to a whole (relationship
between arm and body); or associate items that are part of the same
real-world context (tractor, farmer, milking, and irrigate are all
associate with agriculture).
g) Word Formation
One word or multi-word, vocabulary item can often be broken
down into small component or “bits”. It is very useful information
to know how these small components or bits are put together. If
teachers want to teach the common prefixes and suffixes, if the
learners know the meaning of sub-, un-, and -able, this will help
them guess the meanings of words like substandard, ungrateful,
and untranslatable. The students have to be warned that in many
common words the affixes no longer has any obvious connection
with their root meaning (for example, subject, comfortable). New
combinations using prefixes are not unusual, and the reader or
hearer would be expected to gather their meaning from an
understanding of their components (ultra-modern, superhero).
Another way vocabulary items are built is by combining two
words (two nouns, or a gerund and noun a noun, or a noun and a
verb) to make one item: a single compound word, or two separate,
sometimes hyphenated words (bookcase, follow-up, swimming
pool)
4. The Techniques in Teaching Vocabulary
As everybody knows that, the teaching of vocabulary is as the
teaching of structure. To gain the better result on language learning
process there will be a need of a good an appropriate technique in
teaching vocabulary. Here are some vocabulary techniques that
have been stated by Harmer (1992: 90-91). They are as follows:
a. Using Realia
The teacher gives the referent of the word being taught in the
class. He or she brings the objects that become the referent of a
word into the class. For example pen, pencil, book, etc.
c. Using Pictures
This kind of technique needs a well-drawer teacher in order to
explain the vocabulary clearly because the picture drawn by the
teacher is the visual representation of the object.
c. Mime, Expressions and Gestures
Sometimes it is almost impossible to explain about the meaning
of a word using the previous techniques. If this so, there will be an
action as the techniques to explain the word clearly. Most verbs can
be easily taught to students using this technique.
d. Contrast
Some words are easily to be explained to student by contrast it
with its opposite. Like the word black contrasted with white.
e. Enumeration
We can use this technique to present meaning. We can say
clothes and explain this by enumerating or listing various items.
f. Explanation
The simplest way is by explaining directly to the object using a
sentence or more.
g. Translation
There are always some words that the situation needs to be
translated.
From the techniques used for presenting new vocabulary, Hammer
(1992: 90-91) suggests many techniques that will help students learn
vocabulary in easier way. It can be concluded that the better way to teach
vocabulary is by integrating and mixing them into such an attracting
learning. Because there will be a need of a tool or even an assistant to help
the teacher hold the class in order to make the learning process run well and
WordWorld that incorporated in the form of cartoon movie might be the
best answer.
In addition Kang and Dennis in Ybarra and Green (2003) state that the
contextual approach have been proved much more effective in promoting
long-term recall of vocabulary. This approach will be accommodated by the
use of cartoon movie. Moreover, this kind of medium will help the teacher
maintain the pace of the lesson and the student’s motivation. By teaching in
fun nuance, it is expected that it will be easier for the students to learn
vocabulary.
D. The Importance of Cartoon for Learning Vocabulary
Teaching media is needed in teaching learning process to help students to
become active. The students have to be active during the teaching learning
process including learning vocabularies. By using a cartoon movie in their
lessons they can learn words correctly.
The writer chooses the cartoon movie to teach names of objects because
through the cartoon movie children will learn names of the object by seeing
the object in that movie. So, it will help students to memorize the names of
the objects.
“However, I believe that words do have a special
significance for children learning a new language. The
word is recognizable linguistic unit and for children in
their first language and so they will notice words in the
language by showing them object that they can see and
touch, and that have single word labels in the first
language. From their earliest lessons, children are
encouraged to think of new language as a set of words;
although of course this may not be the only way they
think of it.” (Lynne, 2001: 7)
E. Teaching Names of Object at Elementary School
The scope of English at Elementary School includes pronunciation,
vocabulary, reading, and some functional skills as the basis of learning skills
of simple language related to the students’ world (Depdiknas, 2004). It is
stated in the curriculum that English is taught in Elementary School from
the first grade to the sixth grade. Below are the materials that have to be
taught for each grade:
a. First grade is focused on greetings, numbers, colors, and school.
b.
Second grade is focused on greetings, numbers, colors, school, and
animals. Fourth grade is focused on parts of body, animals, school
activities, and days in week, food, and home.
c. Fourth grade is focused on numbers, hobbies, things at home,
calendar, family, toys and games, and shopping.
d. Fifth grade is focused on mathematics, daily activities, calendar,
games and toys, telling time, clothes, profession, and transportation.
e. Sixth grade is focused on shapes, telling time, health and hospital,
direction and location, order and request, and government.
(Depdiknas, 2004)
From the explanations above, you can see that the material available in
the “Word World” where words comes alive, cartoon movie should be
taught in first grade to third grade, but in this research the writer teaches the
fourth graders since in SD Negeri Wirogomo 02, the English lesson is only
taught for the sixth graders. But, the English teachers may use this media to
teach names of objects for the first graders to the third graders as the
introduction of English vocabulary.
CHAPTER III
RESEARCH REPORT
A. The General Description of SD Negeri Wirogomo 02
1. The Location of SD Negeri Wirogomo 02
This classroom action research was carried out in SD N Wirogomo
02 Banyubiru. It is located at Jl. Argo Kelir – Banyubiru km 5 Banyubiru,
Wirogomo district of Banyubiru, sub province of Semarang Regency
Central Java province. SD N Wirogomo 02 stands up a field more or less
1026 M2. The total number of students of SD Negeri Wirogomo 02 in the
academic year of 2010/2011 is 102 students. They consist of 20 students of
the first grade, 18 students of the second grade, 17 students of the third
grade, 19 students of the fourth grade, 15 students of the fifth grade and 15
students of the sixth grade. In this research the researcher as chose the
fourth grade students of SD Negeri Wirogomo 02 as the subject of the
research. They consist of 19 students.
SD Negeri Wirogomo 02 has 7 classrooms, the first class until the
six classes have similar size. The size of classrooms is 7 m x 9 m. They
have 4 glass windows in the left side and ventilations. The sunshine can
enter the room, so it looks bright and clean enough. The student’s seats are
four rows. The front row seats are mostly girls and the back row ones are
mostly boys. The classroom action research was done in April 2011 until
June 2011.
2. The List of Educational Facilities and Tools
Facilities are can be buildings, needed by teachers, students and
other educators which are provided by school to support successful in
teaching learning process. Good educational facilities can be factors to
succeed in teaching-learning process because all of students’ need can be
provided. The educational facilities could be seen in the table below:
Table 1
EDUCATIONAL FACILITIES AND TOOLS
IN SD N Wirogomo 02 IN THE ACADEMIC YEAR OF 2010/2011
NO
Fasilities
Total
1
Classrooms
6
2
Headmaster’s Office
1
Condition
Good
Good
2
Teacher’s Office
1
4
Library
1
5
Student’s Toilet
1
Good
Good
6
Teacher’s Toilet
1
7
Parker area
1
Good
Good
8
Cafeteria
1
9
Field
1
10
Computer
1
11
Tools sport
Good
Good
Good
Good
Good
Source: SD N Wirogomo 02, Banyubiru 2011
3. Organization Structure
Considering that the duties of headmaster of SD N Wirogomo 02
are so many, that is why the headmaster appoints his staffs to run on of
educational activities. The organization structure consists of delegation
lines with different duties, as the following scheme:
Tabel 2
THE ORGANIZATION OF SD N Wirogomo 02
Foundation
School Committee
Headmaster
Treasurer
Secretary
Teachers
Students
Public Relation Affairs
4. List of teachers and staffs in SD N WIROGOMO 02
In teaching learning process, teachers have important roles. Their
existence is always needed in every school or educational institution. They
teach subjects offered. The Teachers have big roles in teaching-learning
process. They have the challenge to bring students in positive side, not
only in knowledge but also in moral values. The number of teachers of SD
N Wirogomo 02 is 10 persons. The list of teachers and staffs of SD N
Wirogomo 02 could be drawn in the table below:
Table 3
LIST OF TEACHERS AND STAFFS IN SD N WIROGOMO 02 IN THE ACADEMIC
YEAR OF 2010/1011
No
Teacher’s Name
Graduate
Master
Position
1
Sumardi S.pd, M. M
2
Mujiati
3
Budiyono, A.ma
Diplomat
Teacher of the second grade
4
Yenni Ayu P D, A.ma
Diplomat
Teacher of the third grade
5
Yuni aris , A.ma
Diplomat
Teacher of the fourth grade
6
Dedy Adian U, A.ma
Diplomat
Teacher of the fifth grade
7
Nugroho, A.ma
Diplomat
Teacher of the sixth grade
8
Musriah, A.ma
Diplomat
Teacher of the religion
Senior High School
Headmaster
Teacher of the first grade
9
Ika Christiyawati
Senior High School
Teacher of the English
10
Sarju
Junior High School
Cleaning service
11
Ranto
Junior High School
Cleaning service
Source: SD N Wirogomo 02, Banyubiru 2011
5. The distribution of the class
Students are people who want to get something new, not only to
learn new knowledge, but also to get other aspects in life such as; social
relation, morality and culture. They learn in school at certain time. The
distribution of the class in SD N Wirogomo 02 could be seen in the table
below:
Table 4
THE DISTRIBUTION OF THE CLASS IN SD N WIROGOMO 02 IN THE
ACADEMIC YEAR OF 2010/2011
SEX
NO
CLASS
MALE
FEMALE
TOTAL
1
I
11
9
20
2
II
8
11
18
3
III
4
13
17
4
IV
8
11
19
5
V
6
9
15
6
VI
8
5
15
TOTAL
45
57
102
B. The Subject of the study
The subjects of the study in this researcher are fourth year of students of SD
N Wirogomo 02 Banyubiru. They consist of 19 students. They are 15 boys and 14
girls. Some girls tend to be silent, but on the other hand some boys are talkative,
in learning activities and doing tasks, the girls are better than the boys. The
researcher chooses the fourth year students as subjects of the study because the
numbers of the students are bigger than the other classes. The following table
shows the name of subjects of the study.
Table 5
The name of the subjects of study
Number of
students
Names of students
1
Nur Kholis
2
Muhammad Arifin
3
Muhammad
4
Yoga Renaldi
5
Mulyadi
6
Candra Warsito
7
Afjar Sodikin
8
Vivi Setiyowati
9
Fera Ferdiyanti
10
Ardina Rasti
11
Eva Wijayanti
12
Siti Nur Asri
13
Firawati
14
Triyani
15
Ratri Hening
16
Siti Sofiatun
17
Rika Ristiana
18
Risatun
19
M Fajar Istaqim
The educational background of the students is divided into two
categories. They are the students who graduated from (TK) and the students’
who are not graduated from kindergarten (TK). 85% of the students (16
students) are not graduated from kindergarten (TK) and 15% of them (3
students) are graduated from kindergarten (TK).
Most of students live in the villages in Wirogomo district. The students
who live in Wirogomo are 52% (10 students). They live in various villages. 5
students of them (26%) live in Jeruk Wangi village, and 4 students (23%) live in
Seseh village.
The condition of their parents’ socio economic is low up to the middle
levels. The educational background of their parents is mostly graduated from
elementary school and junior high school. 95% of them (18 people) are working
as farmers, while just 1 of them work as police.
The location of the school is very difficult to find out because it is
located in Kelir Mountain, and there is no a public transportations which can be
used. Most of students are going to school by walking.
Theory of interest

According to Slameto, interest is a feeling or liking or interesting in a
case or an activity without being asked.

Hilgard (slameto 2003:57) isterest is persisting tendency to pay
attention to and enjoy some activity or content.
Tabel 6
NO
Indicators of Interest
Distribution
Excellent
1
Students watch cartoon movie seriously.
2
Students give full attention to watch
cartoon movie.
3
Students have strong memory about
movie.
4
Students have good enthusiasms and
achievement.
5
Students have high emotional attitude.
6.
Student choice use movie the learning
process.
Good/Fair
Poor
Tabel 7 Student Interest
NO
Interest
Distribution
Excellent
1.
Feels Happy
2.
Feels Interested
3.
Feels Enthusiasm
4.
Feels Serious
5.
Is More Active
6.
Students are not bored in learning
7.
Have good concentration
8.
Had positive and constructive learning
behaviors
9.
The Strength of the student’s memory
about learning materials has been
given by teacher
10.
Get good achievement
Fair
Poor
CHAPTER IV
DISCUSSION
A. Data Presentation
1. Distribution of Score
a. Cycle I
The students’ score of pretest and posttest in the cycle I could be seen
in the following table;
NO
Name
Pretest
Posttest
1
Nur Kholis
62
66
2
Muhammad Arifin
72
95
3
Muhammad
51
62
4
Yoga Renaldi
60
72
5
Mulyadi
54
69
6
Candra Warsito
54
50
7
Afjar Sodikin
82
86
8
Vivi Setiyowati
60
74
9
Fera Ferdiyanti
87
94
10
Ardina Rasti
65
94
11
Eva Wijayanti
80
79
12
Siti Nur Asri
88
92
13
Firawati
60
78
14
Triyani
84
96
15
Ratri Hening
52
67
16
Siti Sofiatun
82
92
17
Rika Ristiana
72
84
18
Risatun
68
65
19
M Fajar Istaqim
84
86
69,32
79
Mean
b. Cycle II
The students’ score of pre-test and post-test in the cycle II could be seen
in the following table;
NO
Name
Pretest
Posttest
1
Nur Kholis
72
78
2
Muhammad Arifin
60
82
3
Muhammad
64
88
4
Yoga Renaldi
65
75
5
Mulyadi
60
72
6
Candra Warsito
72
76
7
Afjar Sodikin
75
80
8
Vivi Setiyowati
82
96
9
Fera Ferdiyanti
76
84
10
Ardina Rasti
62
88
11
Eva Wijayanti
93
82
12
Siti Nur Asri
70
96
13
Firawati
56
73
14
Triyani
88
86
15
Ratri Hening
61
70
16
Siti Sofiatun
84
96
17
Rika Ristiana
63
77
18
Risatun
70
78
19
M Fajar Istaqim
85
89
71,42
82,42
Mean
c. Cycle III
The students’ score of pre-test and post-test in the cycle III could be
seen in the following table;
NO
Names
Pretest
Posttest
1
Nur Kholis
80
94
2
Muhammad Arifin
76
88
3
Muhammad
55
81
4
Yoga Renaldi
70
95
5
Mulyadi
66
92
6
Candra Warsito
75
88
7
Afjar Sodikin
82
96
8
Vivi Setiyowati
88
98
9
Fera Ferdiyanti
77
89
10
Ardina Rasti
52
77
11
Eva Wijayanti
91
85
12
Siti Nur Asri
95
99
13
Firawati
75
82
14
Triyani
66
94
15
Ratri Hening
75
87
16
Siti Sofiatun
81
93
17
Rika Ristiana
72
86
18
Risatun
72
79
19
M Fajar Istaqim
90
96
75,68
93,74
Mean
2. Distribution of Interest
a. Cycle 1
Distribution
NO
Indicators of Interest
Excellent
1
Students watch cartoon movie
Good/Fair
Poor
√
seriously
2
Students give full attention to
√
watch cartoon movie
3
Students have strong memory
√
about movie
4
Students have good enthusiasms
√
and achievement
5
Students have high emotional
√
attitude
6
Students choose use movie the
√
learning process
Students Interest
Cycle I
1. Nur Kholis
Distribution
NO
Interest
Excellent
Good/Fair
Poor
1
Feels Happy
√
2
Feels Interested
√
3
Feels enthusias
4
Feels Serious
5
Is More Active
√
6
Student is not bored with the
√
learning
√
√
7
Have good concentrations
8
Had positive and constructive
√
√
learning behaviors
9
The strength of the student’s
memory
about
√
learning
materials has been given by
teacher
10
√
2. Muhammad Arifin
Distribution
NO
Interest
Excellent
Good/Fair
Poor
1
Feels Happy
√
2
Feels Interested
√
3
Feels enthusias
√
4
Feels Serious
5
Is More Active
6
learning
√
√
√
7
8
√
√
learning behaviors
9
memory
about
√
learning
teacher
10
√
3. Muhammad
Distribution
NO
Interest
Excellent
Good/Fair
Poor
1
Feels Happy
√
2
Feels Interested
√
3
Feels enthusias
√
4
Feels Serious
√
5
Is More Active
√
6
√
learning
7
√
8
√
learning behaviors
9
memory
about
√
learning
teacher
10
√
4. Yoga Renaldi
Distribution
NO
Interest
Excellent
Good/Fair
Poor
1
Feels Happy
√
2
Feels Interested
√
3
Feels enthusias
√
4
Feels Serious
√
5
Is More Active
√
6
√
learning
7
√
8
√
learning behaviors
9
memory
about
√
learning
teacher
10
√
5. Mulyadi
Distribution
NO
Interest
Excellent
Good/Fair
Poor
1
Feels Happy
√
2
Feels Interested
√
3
Feels enthusias
√
4
Feels Serious
√
5
Is More Active
√
6
√
learning
7
√
8
√
learning behaviors
9
memory
about
√
learning
teacher
10
√
6. Candra Warsito
Distribution
NO
Interest
Excellent
Good/Fair
1
Feels Happy
√
2
Feels Interested
√
3
Feels enthusias
Poor
√
4
Feels Serious
√
5
Is More Active
√
6
√
learning
7
√
8
√
learning behaviors
9
memory
about
√
learning
teacher
10
√
7. Afjar Sodikin
Distribution
NO
Interest
Excellent
Good/Fair
1
Feels Happy
√
2
Feels Interested
√
Poor
3
Feels enthusias
√
4
Feels Serious
√
5
Is More Active
√
6
√
learning
7
√
8
√
learning behaviors
9
memory
about
√
learning
teacher
10
√
8. Vivi Setiyowati
Distribution
NO
Interest
Excellent
1
Feels Happy
Good/Fair
Poor
√
2
Feels Interested
√
3
Feels enthusias
√
4
Feels Serious
√
5
Is More Active
√
6
√
learning
7
√
8
√
learning behaviors
9
memory
about
√
learning
teacher
10
√
9. Fera Ardiyanti
Distribution
NO
Interest
Excellent
Good/Fair
Poor
1
Feels Happy
√
2
Feels Interested
√
3
Feels enthusias
√
4
Feels Serious
√
5
Is More Active
√
6
√
learning
7
√
8
√
learning behaviors
9
memory
about
√
learning
teacher
10
√
10. Ardina Rasti
NO
Interest
Distribution
Excellent
Good/Fair
Poor
1
Feels Happy
√
2
Feels Interested
√
3
Feels enthusias
√
4
Feels Serious
√
5
Is More Active
√
6
√
learning
7
8
√
√
learning behaviors
9
memory
about
√
learning
teacher
10
11. Eva Wijayanti
√
Distribution
NO
Interest
Excellent
Good/Fair
1
Feels Happy
√
2
Feels Interested
√
3
Feels enthusias
√
4
Feels Serious
√
5
Is More Active
6
Poor
√
√
learning
7
√
8
√
learning behaviors
9
memory
about
√
learning
teacher
10
√
12. Siti Nur Asri
Distribution
NO
Interest
Excellent
Good/Fair
1
Feels Happy
2
Feels Interested
√
3
Feels enthusias
√
4
Feels Serious
√
5
Is More Active
6
√
√
√
learning
7
√
8
√
learning behaviors
9
memory
about
√
learning
teacher
10
Poor
√
13. Firawati
Distribution
NO
Interest
Excellent
Good/Fair
1
Feels Happy
√
2
Feels Interested
√
3
Feels enthusias
4
Feels Serious
5
Is More Active
6
Poor
√
√
√
√
learning
7
√
8
√
learning behaviors
9
memory
about
√
learning
teacher
10
√
14. Triyani
Distribution
NO
Interest
Excellent
Good/Fair
1
Feels Happy
2
Feels Interested
3
Feels enthusias
√
4
Feels Serious
√
5
Is More Active
6
√
√
√
√
learning
7
√
8
√
learning behaviors
9
memory
about
learning
teacher
Poor
√
10
√
15. Ratri Hening
Distribution
NO
Interest
Excellent
Good/Fair
1
Feels Happy
√
2
Feels Interested
√
3
Feels enthusias
4
Feels Serious
5
Is More Active
6
Poor
√
√
√
√
learning
7
√
8
√
learning behaviors
9
memory
about
learning
√
teacher
10
√
16. Siti Sofiatun
Distribution
NO
Interest
Excellent
Good/Fair
Poor
1
Feels Happy
√
2
Feels Interested
√
3
Feels enthusias
√
4
Feels Serious
√
5
Is More Active
√
6
√
learning
7
√
8
√
learning behaviors
9
memory
about
learning
√
teacher
10
√
17. Rika Ristiana
Distribution
NO
Interest
Excellent
Good/Fair
1
Feels Happy
√
2
Feels Interested
√
3
Feels enthusias
√
4
Feels Serious
√
5
Is More Active
6
√
√
learning
7
√
8
√
learning behaviors
Poor
9
memory
about
√
learning
teacher
10
√
18. Risatun
Distribution
NO
Interest
Excellent
Good/Fair
Poor
1
Feels Happy
√
2
Feels Interested
√
3
Feels enthusias
√
4
Feels Serious
√
5
Is More Active
√
6
√
learning
7
√
8
√
learning behaviors
9
memory
about
√
learning
teacher
10
√
19. M Fajar Istaqim
Distribution
NO
Interest
Excellent
Good/Fair
Poor
1
Feels Happy
√
2
Feels Interested
√
3
Feels enthusias
√
4
Feels Serious
√
5
Is More Active
√
6
√
learning
7
√
8
√
learning behaviors
9
memory
about
√
learning
teacher
10
√
3. Distribution of Interest
a. Cycle II
Distribution
NO
Interest
Excellent
1
Good/Fair
√
seriously
2
√
watch cartoon movie
3
√
about movie
4
Students
have
good
√
Poor
enthusiasms and achievement
5
√
attitude
6
Student choice use movie the
√
learning process
Student Interest
Cycle II
1. Nur Kholis
Distribution
NO
Interest
Excellent
Good/Fair
1
Feels Happy
√
2
Feels Interested
√
3
Feels enthusias
√
Poor
4
Feels Serious
√
5
Is More Active
6
√
√
learning
7
√
8
√
learning behaviors
9
memory
about
√
learning
teacher
10
√
2. Muhammad Arifin
Distribution
NO
Interest
Excellent
Good/Fair
1
Feels Happy
√
2
Feels Interested
√
3
Feels enthusias
√
Poor
4
Feels Serious
√
5
Is More Active
√
6
√
learning
7
8
√
√
learning behaviors
9
memory
about
√
learning
teacher
10
√
3. Muhammad
Distribution
NO
Interest
Excellent
Good/Fair
1
Feels Happy
√
2
Feels Interested
√
3
Feels enthusias
√
Poor
4
Feels Serious
√
5
Is More Active
6
√
√
learning
7
√
8
√
learning behaviors
9
memory
about
√
learning
teacher
10
√
4. Yoga Renaldi
Distribution
NO
Interest
Excellent
Good/Fair
1
Feels Happy
√
2
Feels Interested
√
Poor
3
Feels enthusias
√
4
Feels Serious
√
5
Is More Active
6
√
√
learning
7
8
√
√
learning behaviors
9
memory
about
√
learning
teacher
10
√
5. Mulyadi
Distribution
NO
Interest
Excellent
1
Feels Happy
Good/Fair
√
Poor
2
Feels Interested
√
3
Feels enthusias
√
4
Feels Serious
√
5
Is More Active
6
√
√
learning
7
8
√
√
learning behaviors
9
memory
about
√
learning
teacher
10
√
6. Candra Warsito
Distribution
NO
Interest
Excellent
Good/Fair
Poor
1
Feels Happy
√
2
Feels Interested
√
3
Feels enthusias
√
4
Feels Serious
√
5
Is More Active
√
6
√
learning
7
8
√
√
learning behaviors
9
memory
about
√
learning
teacher
10
√
7. Afjar Sodikin
NO
Interest
Distribution
Excellent
Good/Fair
1
Feels Happy
√
2
Feels Interested
√
3
Feels enthusias
√
4
Feels Serious
√
5
Is More Active
6
√
√
learning
7
√
8
√
learning behaviors
9
memory
about
√
learning
teacher
10
8. Vivi Setiyowati
Poor
√
Distribution
NO
Interest
Excellent
Good/Fair
1
Feels Happy
√
2
Feels Interested
√
3
Feels enthusias
√
4
Feels Serious
√
5
Is More Active
6
Poor
√
√
learning
7
√
8
√
learning behaviors
9
memory
about
√
learning
teacher
10
√
9. Vera Ferdiyanti
Distribution
NO
Interest
Excellent
Good/Fair
1
Feels Happy
√
2
Feels Interested
√
3
Feels enthusias
√
4
Feels Serious
√
5
Is More Active
√
6
√
learning
7
√
8
√
learning behaviors
9
memory
about
√
learning
teacher
10
√
Poor
10. Ardina Rasti
Distribution
NO
Interest
Excellent
Good/Fair
1
Feels Happy
√
2
Feels Interested
√
3
Feels enthusias
√
4
Feels Serious
√
5
Is More Active
6
Poor
√
√
learning
7
8
√
√
learning behaviors
9
memory
about
√
learning
teacher
10
√
11. Eva Wijayanti
Distribution
NO
Interest
Excellent
Good/Fair
1
Feels Happy
√
2
Feels Interested
√
3
Feels enthusias
√
4
Feels Serious
√
5
Is More Active
√
6
√
learning
7
√
8
√
learning behaviors
9
memory
about
learning
teacher
√
Poor
10
√
12. Siti Nur Asri
Distribution
NO
Interest
Excellent
Good/Fair
1
Feels Happy
2
Feels Interested
√
3
Feels enthusias
√
4
Feels Serious
√
5
Is More Active
6
√
√
√
learning
7
√
8
√
learning behaviors
9
memory
Poor
about
learning
√
teacher
10
√
13. Firawati
Distribution
NO
Interest
Excellent
Good/Fair
1
Feels Happy
√
2
Feels Interested
√
3
Feels enthusias
√
4
Feels Serious
√
5
Is More Active
6
√
√
learning
7
√
8
√
learning behaviors
9
memory
about
Poor
learning
√
teacher
10
√
14. Triyani
Distribution
NO
Interest
Excellent
Good/Fair
1
Feels Happy
2
Feels Interested
3
Feels enthusias
√
4
Feels Serious
√
5
Is More Active
6
√
√
√
√
learning
7
√
8
√
learning behaviors
Poor
9
memory
about
√
learning
teacher
10
√
15. Ratri Hening
Distribution
NO
Interest
Excellent
Good/Fair
1
Feels Happy
√
2
Feels Interested
√
3
Feels enthusias
√
4
Feels Serious
√
5
Is More Active
6
Poor
√
√
learning
7
√
8
√
learning behaviors
9
memory
about
√
learning
teacher
10
√
16. Siti Sofiatun
Distribution
NO
Interest
Excellent
Good/Fair
1
Feels Happy
√
2
Feels Interested
√
3
Feels enthusias
√
4
Feels Serious
5
Is More Active
√
6
√
√
learning
7
Poor
√
8
√
learning behaviors
9
memory
about
√
learning
teacher
10
√
17. Rika Ristiana
Distribution
NO
Interest
Excellent
Good/Fair
1
Feels Happy
2
Feels Interested
√
3
Feels enthusias
√
4
Feels Serious
√
5
Is More Active
√
6
√
learning
√
Poor
7
√
8
√
learning behaviors
9
memory
about
√
learning
teacher
10
√
18. Risatun
Distribution
NO
Interest
Excellent
Good/Fair
1
Feels Happy
√
2
Feels Interested
√
3
Feels enthusias
√
4
Feels Serious
√
5
Is More Active
6
Poor
√
√
learning
7
√
8
√
learning behaviors
9
memory
about
√
learning
teacher
10
√
19. M Fajar Istaqim
Distribution
NO
Interest
Excellent
Good/Fair
1
Feels Happy
√
2
Feels Interested
√
3
Feels enthusias
√
4
Feels Serious
√
5
Is More Active
Poor
√
6
√
learning
7
√
8
√
learning behaviors
9
memory
about
√
learning
teacher
10
√
b. Distribution of Interest
b. Cycle III
NO
Interest
Distribution
Excellent
1
√
seriously
2
watch cartoon movie
√
Good/Fair
Poor
3
√
about movie
4
Students
have
good
√
enthusiasms and achievement
5
√
attitude
6
Student choice use movie the
√
learning process
Student’s Interest
Cycle III
1. Nur Kholis
Distribution
NO
Interest
Excellent
Good/Fair
Poor
1
Feels Happy
√
2
Feels Interested
√
3
Feels enthusias
√
4
Feels Serious
√
5
Is More Active
√
6
√
learning
7
√
8
√
learning behaviors
9
memory
about
√
learning
teacher
10
√
2. Muhammad Arifin
NO
Interest
Distribution
Excellent
1
Feels Happy
√
Good/Fair
Poor
2
Feels Interested
√
3
Feels enthusias
√
4
Feels Serious
√
5
Is More Active
6
√
√
learning
7
√
8
√
learning behaviors
9
memory
about
√
learning
teacher
10
√
3. Muhammad
NO
Interest
Distribution
Excellent
Good/Fair
Poor
1
Feels Happy
√
2
Feels Interested
√
3
Feels enthusias
√
4
Feels Serious
√
5
Is More Active
√
6
√
learning
7
√
8
√
learning behaviors
9
memory
about
√
learning
teacher
10
√
4. Yoga Renaldi
NO
Interest
Distribution
Excellent
1
Feels Happy
√
2
Feels Interested
√
3
Feels enthusias
√
4
Feels Serious
√
5
Is More Active
√
6
√
learning
7
√
8
√
learning behaviors
9
memory
about
√
learning
teacher
10
5. Mulyadi
√
Good/Fair
Poor
NO
Interest
Distribution
Excellent
1
Feels Happy
√
2
Feels Interested
√
3
Feels enthusias
√
4
Feels Serious
√
5
Is More Active
√
6
√
learning
7
√
8
√
learning behaviors
9
memory
about
√
learning
teacher
10
√
Good/Fair
Poor
6. Candra Warsito
NO
Interest
Distribution
Excellent
1
Feels Happy
√
2
Feels Interested
√
3
Feels enthusias
√
4
Feels Serious
√
5
Is More Active
√
6
√
learning
7
√
8
√
learning behaviors
9
memory
about
√
learning
teacher
10
√
Good/Fair
Poor
7. Afjar Sodikin
NO
Interest
Distribution
Excellent
1
Feels Happy
√
2
Feels Interested
√
3
Feels enthusias
√
4
Feels Serious
√
5
Is More Active
√
6
√
learning
7
√
8
√
learning behaviors
9
memory
about
√
learning
teacher
10
√
Good/Fair
Poor
8. Vivi Setiyowati
NO
Interest
Distribution
Excellent
1
Feels Happy
√
2
Feels Interested
√
3
Feels enthusias
√
4
Feels Serious
√
5
Is More Active
6
Good/Fair
√
√
learning
7
√
8
√
learning behaviors
9
memory
about
learning
teacher
Poor
√
10
√
9. Vera Ferdiyanti
NO
Interest
Distribution
Excellent
Good/Fair
1
Feels Happy
√
2
Feels Interested
√
3
Feels enthusias
√
4
Feels Serious
√
5
Is More Active
√
6
√
learning
7
8
√
√
learning behaviors
9
memory
about
learning
√
Poor
teacher
10
√
10. Ardina Rasti
NO
Interest
Distribution
Excellent
1
Feels Happy
√
2
Feels Interested
√
3
Feels enthusias
√
4
Feels Serious
√
5
Is More Active
√
6
Good/Fair
√
learning
7
√
8
√
learning behaviors
9
memory
about
learning
√
Poor
teacher
10
√
11. Eva Wijayanti
NO
Interest
Distribution
Excellent
1
Feels Happy
√
2
Feels Interested
√
3
Feels enthusias
√
4
Feels Serious
√
5
Is More Active
6
√
√
learning
7
√
8
√
learning behaviors
Good/Fair
Poor
9
memory
about
√
learning
teacher
10
√
12. Siti Nur Asri
NO
Interest
Distribution
Excellent
1
Feels Happy
√
2
Feels Interested
√
3
Feels enthusias
√
4
Feels Serious
√
5
Is More Active
√
6
√
Good/Fair
learning
7
√
8
√
Poor
learning behaviors
9
memory
about
√
learning
teacher
10
√
13. Firawati
NO
Interest
Distribution
Excellent
1
Feels Happy
√
2
Feels Interested
√
3
Feels enthusias
√
4
Feels Serious
5
Is More Active
6
Good/Fair
√
√
√
learning
7
√
Poor
8
√
learning behaviors
9
memory
about
√
learning
teacher
10
√
14. Triyani
NO
Interest
Distribution
Excellent
1
Feels Happy
2
Feels Interested
√
3
Feels enthusias
√
4
Feels Serious
√
5
Is More Active
6
learning
Good/Fair
Poor
√
√
√
7
8
√
√
learning behaviors
9
memory
about
√
learning
teacher
10
√
15. Ratri Hening
NO
Interest
Distribution
Excellent
1
Feels Happy
√
2
Feels Interested
√
3
Feels enthusias
√
4
Feels Serious
5
Is More Active
√
6
√
Good/Fair
Poor
learning
7
√
8
√
learning behaviors
9
memory
about
√
learning
teacher
10
√
16. Siti Sofiatun
NO
Interest
Distribution
Excellent
1
Feels Happy
√
2
Feels Interested
√
3
Feels enthusias
√
4
Feels Serious
√
5
Is More Active
√
Good/Fair
Poor
6
√
learning
7
8
√
√
learning behaviors
9
memory
about
√
learning
teacher
10
√
17. Rika Ristiana
NO
Interest
Distribution
Excellent
1
Feels Happy
2
Feels Interested
√
3
Feels enthusias
√
4
Feels Serious
√
Good/Fair
√
Poor
5
Is More Active
√
6
√
learning
7
√
8
√
learning behaviors
9
memory
about
√
learning
teacher
10
√
18. Risatun
NO
Interest
Distribution
Excellent
1
Feels Happy
√
2
Feels Interested
√
3
Feels enthusias
√
Good/Fair
Poor
4
Feels Serious
√
5
Is More Active
√
6
√
learning
7
√
8
√
learning behaviors
9
memory
about
√
learning
teacher
10
√
19. M Fajar Istaqim
NO
Interest
Distribution
Excellent
1
Feels Happy
√
2
Feels Interested
√
Good/Fair
Poor
3
Feels enthusias
√
4
Feels Serious
√
5
Is More Active
√
6
√
learning
7
√
8
√
learning behaviors
9
memory
about
√
learning
teacher
10
√
B. Analysis
1. Teaching Implementation
In this research, the data consists of pre test, post-test and field note.
The data of pre test and post test will show the improvement of the students’
achievement in vocabulary. How far is the acquiring the vocabulary with
WordWorld cartoon movie. Field note will show the students’ behavior in
teaching learning process. How far is their motivation in teaching learning
process?
The action of this research consists of cycle I and cycle II. The researcher
has done pre research which has been explained in Chapter III. The purpose of
doing pre research is to know how the method of the teacher looks like in
teaching learning process. So the researcher can plan what are the steps of each
cycle in this classroom action research. Moreover the researcher will show the
teaching implementation which has been done by the researcher.
A.
Cycle I
1. Planning
The activities are preparing.
a. Materials making lesson plan, and designing the steps in doing the acting.
b. List of students’ name
c. Teaching aids ( e.g. watching cartoon movie)
d. Sheet for classroom observation
e. Tests (pretest and posttest)
2. The implementation of action.
On Thursday, the thirty of March 2011 the teacher (the researcher)
entered his English class. Then she is greeted of the students and checked the
present of the student. Before the lesson, she gave pretest to class for about 30
minutes. After the student finished doing pretest, she taught vocabulary. She
told the students: “students, today we will study vocabulary with theme
WordWorld “Duck’s First Sleepover Party”.
The teacher told the students that day watched WordWorld movie the
title “Duck’s First Sleepover Party”. She asked the student to listen and pays
attention this movie if any difficult the student can ask to the teacher. This
movie told about WordWorld is “Duck’s First Sleepover Party”.
There are five characters in that movie such as; Duck, frog, bear, dog
and pig. The story began when duck woke up and got invitation card from dog to
join in sleepover party. Then he came to the frog’s house and asked him to go
there too, and they came to dog’s party together. Actually duck would like to
bring his nest to the party but frog prohibited him. In dog’s house there are
bear, pig and dog. Then they started the party, they were dancing together and
having fun. At night they prepared to make a bed for sleeping but a duck said
that he couldn’t sleep without his nest. Frog have idea to make nest for duck,
and finally they can sleepover together enjoyable.
Then the teacher gave exercise for the student and the students tried to
remember the words that learnt. And time is up, the teacher gave posttest to
them about 15 minutes. After that teacher asked the students to learn in home
and the learning would continue the next meeting. The teacher closed the
meeting.
3. Observation
In the first cycle, she and her collaborator observed the teaching
learning process. By monitoring the students’ activity in this action, the teacher
or she can see that the students still got difficulties in pronouncing vocabularies.
Some students pronounced and wrote them incorrectly.
B.
Cycle II
1. Planning
Before doing the research, the researcher prepares the instrument of
research. They are:
1. Lesson plan
2. Materials (WordWord cartoon movie)
3. Teaching aid’s (Lap top, speakers, movie)
4. Sheet of the classroom observation
5. Exercise
6. Test (pretest and posttest)
2. The implementation of the action.
On the Thursday, seventh of April 2011, the teacher entered in the
English class. This is situation.
Researcher
: “Assalamualaikum wr.wb.”
Students
: “Waalaikumsallam wr.wb.”
Researcher
: “Good morning students. How are you?”
Students
: “Good morning, Miss. I’m fine”.
Researcher
: “students in this meeting we will continue the lesson that we
have studied yesterday, do you remember?”
Students
: “Yes, Miss”. (Most of students just keep silence)
Researcher
: “anak-anak pada pertemuan kali ini kita akan melanjutkan
pelajaran yang telah kita pelajari kemarin, apakah kalian masih
ingat?”
Students
: “Yes, Miss”.
Researcher
: “you must remember what have you said yesterday.
The teacher asked the student to watched cartoon movie WordWorld
with theme “V for Vacation”. The story began when a duck a want to go on
vacation. Duck met with monkey which rode by van and said to monkey about
his plan to go on vacation and search V for vocation. Duck also met with bird
which also goes on vacation by bringing her nest. Bird suggested to him to find
out V for Vacation, then he came to bear house and asked the same question.
On the way Duck met with monkey again then they came to frog house. Arrive
at frog house a duck still confused. Then a bear arrived to inform that she
understood about the meaning of V for Vacation. Bear told that duck has to
make a vine in order Duck can join on vacation with his friends on the form of V
letter.
Then the teacher said: “Time is up class, now I will give you an exercise.
The posttest is done for about 30 minute. The situation is noise. After the
students finished, they submitted the task.
3. Observation
In the second cycle, their researcher get the field note which monitoring
the student’s activity in the action, student interest and know student ability in
understanding vocabulary. In cycle II the students still get difficulty to
understand vocabulary but the result of pretest and posttest are better than the
result in the first cycle.
This is the table which shows the result of pretest and posttest in the
second cycle:
C. Cycle III
1. Planning
a. Preparing materials, making lesson plan and designing the step in
doing the action.
b. Preparing list of the student’s name.
c. Preparing teaching aids (cartoon movie WordWorld)
d. Sheet for classroom observation
e. Test (pretest and posttest)
2. Implementation of the action
On Saturday, the fourteen of April 2011 the researcher entered her
English class. She reviewed some difficult vocabularies that student feel
difficult. Then she gave pretest for them 10 minutes. After that the
teacher and student watched cartoon movie entitled WordWorld
“Where Word Come Alive“. It told about the friendship of some animals
like sheep, dog, frog, bear, pig, duck and ant. They were playing
together and sheep like to singing, pig played with this ball, frog enjoys
with his umbrella, and duck brought five ballons. They want to go to
travel but the distance is far way. A sheep thought to make something
then they make a train. Finally they can enjoy traveling by using train.
3. Observation
In the last cycle the researcher was monitoring student activity she
helped the students when they got difficulties. She tried to activities to
activate the student who were still quiet in repeating the words said the
teacher by giving guidance.
The teaching learning process in action 3 was increasing the student
who said words incorrectly, they can say correctly, and in written form
process, there were a few students who found difficulties. The teaching
learning process was very active.
By observation the teaching learning process in cycle 1, cycle 2. And
cycle 3, she concludes that cartoon movie WordWorld can improve the
students’ vocabulary. The improvement can be seen through the result
of activity from cycle 1, cycle 2. And cycle 3.
2. Individual Achievement
Based on the distributions of interest, the researcher concludes
that the students’ achievement is various. But most of students could
improve and are interested in vocabulary after learning with cartoon
movie. The individual achievements of some students are as follows:
Nur Kholis feels happy (excellent), Feels interested (excellent),
Feels enthusias (excellent), Feels serious (excellent), Is More Active
(excellent) Student is not bored with the learning (excellent), has good
concentration (excellent), has positive and constructive learning
behaviors (excellent), the strength of the student’s memory about
learning materials has been given by teacher (excellent), Get good
achievement (excellent) His score of pre-test in the first cycle is 65
(Excellent) and becomes 66 (fair) in the post-test. It means that his
achievement decreases in the first cycle. But in the second cycle, he got
fair score in both pre-test and post-test; 72 in the pretest and 78 in the
post test. While in the last cycle, his vocabulary score is improved from
80 (fair) becomes 94 (excellent).
Muhammad Arifin has a Feels Happy (excellent), Feels
interested , (excellent) Feels enthusias , Feels (excellent) serious
(excellent), Is More Active (excellent) The student is not bored with the
learning (excellent), Has good concentration (excellent), Had positive
and constructive learning behaviors (excellent), The strength of the
student’s memory about learning materials has been given by teacher
(excellent), Get good achievement (excellent). His score of pre-test in
the first cycle is 72 (average) and becomes 92 (excellent) in the post-test
It means that his achievement decreases in the first cycle. But in the
second cycle, he got fair score in both pre-test and post-test; 60 in
pretest and 78 in post test While in the last cycle, his vocabulary score is
improved from 80 (excellent) becomes 94 (excellent).
Muhammad has a Feels Happy, Feels interested (excellent),
Feels enthusias(excellent), Feels serious (excellent), Is More Active
(excellent) The student is not bored with the learning (excellent), Have
good concentrations (excellent), had positive and constructive learning
behaviors (excellent), The strength of the student’s memory about
achievement (excellent). His score of pre-test in the first cycle is 60 (fair)
and becomes 72 (fair) in the post-test. It means that his achievement
decreases in the first cycle But in the second cycle, he got fair score in
both pre-test and post-test; 64 in pretest and 88 in post test. While in
the last cycle, his vocabulary score is improved from 55 (poor) becomes
81 (excellent)
Yoga Renaldi has a Feels Happy (excellent), Feels interested
(excellent), Feels enthusias(excellent), Feels serious (excellent), Is More
Active (excellent) The student is not bored with the learning (excellent),
Have good concentrations (excellent), Had positive and constructive
learning behaviors (excellent), The strength of the student’s memory
about learning materials has been given by teacher (excellent), Get good
(excellent) and becomes 72 (excellent) in the post-test It means that his
achievement decreases in the first cycle But in the second cycle, he got
fair score in both pre-test and post-test; 65 in pretest and 72 in post test
While in the last cycle, his vocabulary score is improved from 70 (fair)
becomes 95 (excellent)
Mulyadi has a Feels Happy (excellent), Feels interested
(excellent), Feels enthusias(excellent), Feels serious (excellent), Is More
Active (excellent) The student is not bored with the learning (excellent),
Has good concentrations (excellent), Had positive and constructive
learning behaviors (excellent), The strength of the student’s memory
about learning materials has been given by teacher (excellent), Get good
(poor) and becomes 68 (fair) in the post-test It means that his
66 (fair) becomes 92 (excellent)
Candra Warsito has a Feels Happy (fair), Feels interested (fair),
Feels enthusias(fair), Feels serious (fair), Is More Active (fair), Student is
not bored with the learning (fair), Has good concentration (excellent),
Has positive and constructive learning behaviors (fair), The strength of
the student’s memory about learning materials has been given by
teacher (fair), Get good achievement (excellent) His score of pre-test in
the first cycle is 54 (poor) and becomes 50 (poor) in the post-test It
means that his achievement decreases in the first cycle. But in the
second cycle, he got fair score in both pre-test and post-test; 72 in the
pretest and 76 in the post test. While in the last cycle, his vocabulary
score is improved from 75 (fair) becomes 88 (excellent)
Afjar Sodikin has a Feels Happy (excellent), Feels interested
(excellent), Feels enthusias (excellent), Feels serious (excellent), Is More
Active (excellent), Student is not bored with the learning (excellent),
Have good concentrations (excellent), Has positive and constructive
learning behavior (excellent), the strength of student’s memory about
(excellent) and becomes 86 (excellent) in the post-test It means that his
82 (fair) becomes 96 (excellent)
3. Class Achievement
Based on the table of distribution of score and rank, the
researcher concluded that the use of cartoon movie in teaching
vocabulary could improve students’ vocabulary mastery. It could be seen
from the class achievement which was increased in each cycle. The
mean of post-test in all cycle was always higher than the mean of pretest
In cycle I, the class achievement was improved. It was proved by
the mean of post-test which is increased 10% from the mean of pre-test.
The mean of pre test is 69, 32 and the mean of post-test is 79
The mean of post-test in cycle II is increased 12% from the mean
of pre-test It was increased from 71, 42 in pre-test to in post-test
In cycle III, the class achievement was also improved like in cycle
I and cycle II The mean of post-test was increased 20% from pre-test The
mean of pre-test is 75, 68 and the mean of post-test is 93, 74
C.
The Calculation of the Test Result
1. Cycle 1
a. The score of pretest and posttest
Table 6
The result of pretest and posttest of cycle I
NO
Score of pretest
Score of
D
D2
posttest
1
62
66
4
16
2
72
95
23
529
3
51
62
11
121
4
60
72
12
144
5
54
69
15
225
6
54
50
-4
16
7
82
86
4
16
8
60
74
14
196
9
87
94
7
49
10
65
94
29
841
11
80
79
-1
1
12
88
92
4
16
13
60
78
18
324
14
84
96
12
144
15
52
67
15
225
16
82
92
10
100
17
72
84
12
144
18
68
65
-3
9
19
84
86
2
4
∑= 184
∑= 3120
b. Standard Deviation (SD) of pretest and posttest
From the data above, the researcher calculated SD of the pretest and
posttest, as follow:
SD =
√∑D
2
_
∑D 2
N
=
N
√3120 _ 184
19
2
19
√164,21 - ( 9,68)
= √164,21 - 9370
= √7051
=
=
8,397
c. T-test calculation
t = ∑D
N
5D
√N – 1
t = 184
19
8,397
√ 19 – 1
= 9,68
8,397
√18
9,68
8,397
4,24
= 9,68
1,98
= 4,888
2
Statement: if the arithmetic is greater than the t-table score so null
hypothesis is rejected

Ho (null hypothesis): there is no significant different between
pretest and posttest

H table with n = 19 is 2,09

t arithmetic is 4,888

t-table < t-calculation = 2,09 < 4,888

It shows that Ho is rejected Therefore there is significant
difference between pretest and posttest
2. Reflection
After analyzing the result of the action in the cycle I, the researcher
concludes that it is very important for the teacher to be careful with the
student’s pronunciation. She can ask the students three or four times to repeat
the words.
Action I also show that the students can improve their vocabulary
2. Cycle II
Table 7
The result of pretest and posttest of cycle II
NO
Score of pretest
Score of posttest
D
D2
1
72
78
6
36
2
60
82
22
484
3
64
88
24
576
4
65
75
10
100
5
60
72
12
144
6
72
76
4
16
7
75
80
5
25
8
82
96
14
196
9
76
84
8
64
10
62
88
26
676
11
93
82
-11
121
12
70
96
26
676
13
56
73
17
289
14
88
86
-2
4
15
61
70
9
81
16
84
96
12
144
17
63
77
15
225
18
70
78
8
64
19
85
89
4
16
∑= 209
∑= 3937
From the data above, the researcher calculated SD of the pretest and
posttest as follow:
SD =
√∑D
2
_
∑D 2
N
=
N
√3937 _ 209
19
2
19
√20721 - ( 11)
= √207,21 - 121
= √8621
=
= 9,285
t = ∑D
N
5D
√N – 1
t = 209
19
9,285
√ 19 – 1
= 11
9,285
√18
11
9,285
2
4,24
= 11
2,19
= 5,023
Statement: if the arithmetic is greater than the t-table score, the null
hypothesis is rejected

Ho (null hypothesis): there is no significant difference between
pretest and posttest


t arithmetic is 5,023

t-table < t-calculation = 2,09 < 5,023

It shows that Ho is rejected Therefore there is significance
difference between pretest and posttest.
4. Reflection
After analyzing the result of the action in the cycle 2, the teacher
concludes that the students can improve their vocabulary. They can
answer the question well
It is also easy for them to remember words in English than before.
The teacher realizes that some students are interest to improve their
vocabulary through Word World cartoon movie that consist of picture,
color and full animation. It is necessary for her to continue This mode
presentation, the teacher, therefore continued to the next cycle (cycle
3)
3. Cycle III
Furthermore, the researcher by analyze the student’s improve of
vocabulary by t-test calculation. The steps are as follows:
Table 8
The result of pretest and posttest of cycle III
NO
Score of pretest
Score of pretest
D
D2
1
80
94
14
196
2
76
88
12
144
3
55
81
26
676
4
70
95
26
625
5
66
92
26
676
6
75
88
13
169
7
82
96
14
196
8
88
98
10
100
9
77
89
12
144
10
52
77
25
625
11
91
85
-6
36
12
95
99
4
16
13
75
82
7
49
14
66
94
28
784
15
75
87
12
144
16
81
93
12
144
17
72
86
14
196
18
72
79
7
49
19
90
96
6
36
∑= 261
∑= 4978
From the data above, the researcher calculate SD of pretest and
posttest
SD =
√∑D
2
_
∑D 2
N
=
N
√4978 _ 261
19
2
19
√262 - (13,74 )
= √262 - 188,79
= √73,21
=
= 8,556
2
t = ∑D
N
5D
√N – 1
t = 261
19
8,556
√ 19 – 1
= 13,74
8,556
√18
13,74
8,556
4,24
= 13,74
2,02
= 6,802
Statement: if the arithmetic calculation is greater than the t-table score,
the null hypothesis is rejected

Ho (null hypothesis): there is no significance difference between
pretest and posttest.


T calculation is 6,802

T-table < t-calculation = 2,09 < 6,802

It shows that Ho rejected Therefore there is significance
difference between pretest and posttest.
5. Reflection
After analyzing the result of cycle 1, cycle 2 and cycle 3, it can be
concluded that using WordWorld cartoon movie can increase the
interest of students involve actively in learning vocabulary in the class.
The result of the written test is also good
The result of pretest, posttest and oral test were used to know the
score of vocabulary mastery. As stated before there were three cycles in
this action research, each cycle is measured by pretest, posttest,
posttest and oral test. The pretest and posttest consist of 20 and 15 test
items. All items of the test can be seen in the appendix. She gave pretest
to students before they are taught movie gave posttest after them one
taught by movie in each cycle. She also gave oral test to each student
during the teaching learning process in each cycle. She gave a question
that must be answered by the students orally. The oral test was used to
know the students who can answer correctly.
D. Discussion
The improvement from cycle 1 to cycle 3 can be seen in the following
table:
Table 9
The analyses of students in improvement
NO
1
ANALYZE
CYCLE I
CYCLE II
CYCLE III
69,32
71,42
75,68
MEAN
-
PRETEST
-
POSTTEST
79
82,42
93,74
2
T-TABLE=19
2,09
2,09
2,09
3
T-CALCULATION(T-TEST)
4,888
5,023
6,802
If t-table is the same or greater than t-calculation, the null hypothesis
(Ho) is rejected. From the t-test calculation above it is greater than t-table, so,
Ho is rejected. Therefore there is a significant difference between pretest and
posttest. It shows that WordWorld cartoon movie gives influence to improve
students’ vocabulary.
CHAPTER V
CLOSURE
A. Conclusion
Based on the previous theoretical reviews and data analysis, the
writer draws the conclusion of this research as follows;
1. There are influences of using cartoon movie in teaching vocabulary
to the vocabulary mastery of the fourth year students of SD N
Wirogomo 02 in the academic year of 2010/1011. It is shown by
means of pre-test and post-test in the three cycles. The mean score
of pretest is 69,32 to 79 in posttest cycle I them, the mean score of
pretest 71,42 to 82,43 in posttest cycle II, and the mean score of
pretest 75,68 to 93,74 in posttest cycle III.
2. There is any significant difference of vocabulary mastery of the
fourth year students of SD N Wirogomo 02, after the use of cartoon
movie. It is shown by the result of calculation of t-test in the three
cycles. In the cycle I, the calculation of t-test is 4,888 higher than ttable 2, 09. In the second cycle, the calculation of t-test is 5,023,
which higher than t-table 2, 09. While in the last cycle, the
calculation of t-test is 6,802 higher than t-table 2.09, by the level of
significant of 5 %.
B. Implication
The result of the research shows that the use of WordWorld
cartoon movie can improve students’ motivation, interest an achievement.
The implementation of WordWorld cartoon movie is reasonable because it
can give students a great motivation to learn English especially
vocabulary. Thus, cartoon movie is good to improve students’ interest,
motivation and achievement in the vocabulary improvement.
C. Suggestion
Based on the result of the study and conclusion, the researcher would like
to suggest as follow:
1. For the teachers
a. The strategy of teaching vocabulary will influence the
students’ ability to learn vocabulary. They should pay attention
to the fact that students’ motivation during teaching learning
process is the important aspect which should be increased. The
use of various methods is suggested to make students more
encouraged to improve the teaching learning process. They
should enhance their ability in teaching English especially
when she taught using WordWorld cartoon movie to improve
vocabulary mastery, so the students will remember the words
easily. The teacher should teach vocabulary effectively,
because the teacher’s roles in teaching learning process
influence students in improving their vocabulary mastery.
Besides, the teacher should ask the students to study English
continually. Cartoon movie gives motivate to student to learn
harder than before. Point had reached by each.
b. The English teachers should give the students’ motivation and
great explanations that learning English especially vocabulary
is such an easy and interesting thing to learn.
c. The use of instructional media or aids should be encouraged. It
would facilitate the students to understand the learning a
subject. And possibly, it will make the instruction more
impressive.
2. To other researchers
It has been known from the result of the study that using
WordWorld cartoon movie can improve students’ vocabulary
mastery, interest and motivation. Hereby, it is hoped that the result
of the study makes the English teacher use an appropriate teaching
mode of on improving student’s vocabulary mastery. Based on the
explanations, the researcher would like to suggest to other
researchers, that the result of the study can be used as additional
reference for further researches with different samples and
occasions.
BIBLIOGRAPHY
Arikunto, Suharsimi. 2002. Prosedur Penelitian Suatu Pendekatan Praktek.
Jakarta: Rineka Cipta.
Azwar, Saifudin. 2010. Metode Penelitian. Yogyakarta: Pustaka Pelajar
Basrowi, Suwandi. Prosedur Penelitian Tindakan Kelas, Ghalia Indonesia. 2008:
Jakarta
Burns, Paul C. and Broman, Betty L. 1975. The Language Arts in Childhood.
Chicago: Rand Mcnally.
Brown, J. B. 1988. Understanding Research in Second Language
Learning.Cambridge: Cup
Cameron, Lyne. 2001. Teaching Language to Young Learners. New
York:Cambridge University Press.
Depdiknas. Provinsi Jawa Tengah. 2004. GBPP Muatan Lokal SD Mata
Pelajaran Bahasa Inggris. Semarang: Kantor Wilayah Depdikbud Jawa Tengah.
Djamil, Noerhadi , Ilmu Jiwa Pendidikan, Fakultas Tarbiyah IAIN Walisongo
Semarang.
Gerlach, Veron. 1980. Teaching and Media a Systematic Approach. USA:
Prentice-Hall. Inc.
Harmer, Jeremy. The Practice of English Language Teaching, England, Longman.
2002.
Hopkins, David. A Teacher’s Guide to Classroom Research, Philadelphia, Open
University Press. 1993
Hornby, AS.. 1985. Oxford Advanced Learner’s Dictionary of Current English.
London: Oxford University.
Hatch, Evelyn and Brown, Cheryl. 1995. Vocabulary, Semantic, and language
Education. New York: Cambridge University Press.
Haycraft, John. 1997. An Introduction to English Language Teaching.
England: Longman.
Kemp, Jerrold. 1983. Planning and Producing Audio Visual Materials.
Sanfransisco, Calofornia: Chandler Publishing Company.
Scrivener, Jim. 1994. Learning Teaching A guidebook for English language
teachers. Oxford :Oxford ltd.
Ur, Penny. 1996. A Course in Language Teaching. Great Britain: Cambridge
University Press.
http://www.associatedcontent.com/article/6212102/wordworld_an_educational_pr
ogram_for.html
http://www.enotes.com/topic/Playhouse_Disney_%28Australia_and_New_Zealan
d%29
http://www.futureofchildren.org

improving vocabulary mastery through wordworld programs on

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