THE
USE OF CARTOON FILM
TO
IMPROVE THE VOCABULARY MASTERY
OF
FIFTH GRADE STUDENTS
OF
SD N 2 CANGKRINGREMBANG KARANGANYAR DEMAK
IN
ACADEMIC YEAR 2008/2009
CHAPTER I
INTRODUCTION
1.1 Background of the
Study
English is one of foreign languages that are more
popular that any other languages in the world. It means that language is
humans’ tool to communicate to each other and their way to express or say the
idea and thinking. An Indonesian person does not use English language commonly
in a daily life. Therefore, to consider the important role of English, English
is taught from the elementary till university, furthermore English itself
Indonesian as second language.
English is
introduced into curriculum and it is a compulsory subject in kindergarten,
elementary school, junior high school, senior high school and university. The
Indonesian government always makes effort to improve the quality of education
by improving the quality of the teachers and other teaching components, which
are involved in the educational processes (Rachmadie, 1985:54) the quality of
someone’s English skill is obviously depending on the quality and quantity of
the vocabulary he or she has.
Besides, every learning process will go on well if there is
motivation. It is expected that each student come to school having the
motivation to study. Therefore, teacher has to make students productively
involved using the work in the class. This step requires teacher’s creativity
to create the most appropriate ways for their students. Teaching English is
always oriented to master the four language skills: Listening; Speaking,
Reading, and Writing. All the four skills are very important in teaching English.
The language components, such as structure, vocabulary, spelling, and
pronunciation are taught to support developing of the four language skills.
These skills are learned trough selected material based on their development
level. However, in a teaching and learning process, a teacher must develop the
four language skills interactively. Qualified teacher, good environment,
facilities and media also support the success of language learning. We also
have a language component, which is called vocabulary. Vocabulary is very
crucial in language learning and one of the important factors in learning
English especially in teaching elementary school students. Hornby (1974:954)
states that vocabulary is total number of words which with rules for combining
them make up a language. According to Manzo and Sherk (1971:72) “Vocabulary is
central of formation, acculturation, reticulation apparently all learning”.
Therefore, it is important for teaches to study methods and techniques in
improving students vocabulary so that they can learn as effectively as
possible.
In the world of education, students are expected to
master enough vocabulary to support their English skill. When the students have
known enough vocabulary, it will help them make their learning process go easier
with the maximum result. However, the main problem faced by many students, is
that they still master a small number of vocabularies that influence their
English skill.
As a teacher, it is necessary to find new teaching media
to overcome the problems and not to forget to motivate the students. Some
teachers have used games, pictures, songs, real object and cartoon as their
teaching media to grow the student creativity in learning process.
In the KTSP (kurikilum tingkatan satuan pendidikan) based competency, vocabulary is
taught in SD N 2 CangkringRembang, Karanganyar, Demak beside the four skills.
For examples in the writing skill, the students will write easily when they can
master new vocabulary especially difficult word that is applied in English sentence.
According to English teacher in SD N 2 CangkringRembang, Karanganyar, Demak,
many students still have difficulties to give contribution of new English
words. One of the problems is pronunciation. In the curriculum, the teacher can
give motivation to study with a way are games, pictures, real object and songs.
In this study, cartoon is chosen as a media for teaching
vocabulary. This media enables the students to explorer when they are learning
in an enjoyable atmosphere and it helps the students can memorize English
vocabulary more easily.
By using cartoon as media, it is hoped that the students
memorize English vocabulary in this case, the writer chooses the students in SD
N 2 CangkringRembang, Karanganyar, Demak as the research subject to know their mastery
of English vocabulary.
Because of the reason, the writer is interested in
taking up the title of the research: “The Mastery of English Vocabulary of the
Fifth Grade Students of SD N 2 CangkringRembang, Karanganyar, Demak in Academic
Year 2008/2009 Taught by Using Cartoon”.
1.2. Statement of the
Problem
Based on the
background of the study above, the problems can be stated in such formulation
below:
1.
How is the mastery of English vocabulary of the Fifth Grade students of
SD N 2 CangkringRembang, Karanganyar, Demak in Academic Year 2008/2009 before
being taught by using cartoon?
2.
How is the mastery of English vocabulary of the Fifth Grade students of
SD N 2 CangkringRembang, Karanganyar, Demak in Academic Year 2008/2009 after
being taught by using cartoon?
- Is there any significant different between the mastery of English vocabulary of the Fifth Grade students of SD N 2 CangkringRembang, Karanganyar, Demak in Academic Year 2008/2009 before and after being taught by using cartoon?
1.3 The Purpose of Research
From the statements of the problem, the writer got to
determine purpose of the research of follows:
1.
To know the mastery of English vocabulary of the Fifth Grade students of
SD N 2 CangkringRembang, Karanganyar, Demak in Academic Year 2008/2009 before
being taught by using cartoon.
2.
To know the mastery of English vocabulary of the Fifth Grade students of
SD N 2 CangkringRembang, Karanganyar, Demak in Academic Year 2008/2009 after
being taught by using cartoon.
3.
There is any significant different between the mastery of English
vocabulary of the Fifth Grade students of SD N 2 CangkringRembang, Karanganyar,
Demak in Academic Year 2008/2009 before and after being taught by using
cartoon.
1.4. Significant of the
Study
This study is to
show whether there is any significant different between the mastery of English
vocabulary of the Fifth Grade students of SD N 2 CangkringRembang, Karanganyar,
Demak in Academic Year 2008/2009 before and after being taught by using
cartoon. This study can be useful for:
1.
The Teacher
The teacher will gradually know the mastery of English vocabulary of the
Fifth Grade students of SD N 2
CangkringRembang, Karanganyar, Demak in Academic Year 2008/2009 before and
after being taught by using cartoon can be used to improve the student’s
ability in understanding or teaching and learning process.
2. The Students
The students can
to memorize English vocabulary more easily and they are learning in an
enjoyable atmosphere.
1.5. Scope of the study
In learning
language, students will obviously find many of problems in teaching vocabulary.
Teaching English vocabulary is teaching that is done to teach words in the
English materials.
One of the media
in teaching English vocabulary is by using cartoon. In this study, the writer
uses cartoon as media to teach English vocabulary. Cartoon is a film made by
photographing a series of cartoon drawings to give the illusion of movement
when projected in rapid sequence (http://www.thefreedictionary.com/cartoon).
The limitation of
this research focuses only in the mastery of English vocabulary of the Fifth
Grade students of SD N 2 CangkringRembang, Karanganyar, Demak in Academic Year
2008/2009 before and after being taught by using cartoon.
The subject in
this research is the fifth grade of SD N 2 CangkringRembang, Karanganyar, Demak
in Academic Year 2008/2009.
1.6. The Definition of key
Term
The definition of
terms, which is necessary to clarify briefly in order to avoid different
thinking, can be mentioned as follow:
1. The mastery of English vocabulary
is the knowledge of vocabulary by understanding the meaning of the words.
2.
Cartoon is a film made by photographing a series of cartoon drawings to
give the illusion of movement when projected in rapid sequence (http://www.thefreedictionary.com/cartoon).
3.
The students in this research are the students who are studying in the
fifth grade students of SD N 2 CangkringRembang, Karanganyar, Demak in Academic
Year 2008/2009.
4. SD N 2 is an elementary schools,
it is located in CangkringRembang, Karanganyar, Demak.
CAPTER II
REVIEW OF RELATED
LITERATURE
Chapter two deals with the review of underlying theory
or literature. The writer presents theory and definitions supported by some
experts. These will discuss about teaching English in SD N 2 CangkringRembang
Karanganyar Demak the mastery of English vocabulary and teaching English
vocabulary by using “Cartoon Film” as a media.
2.1 Teaching English in SD
N 2 CangkringRembang Karanganyar Demak
Teaching English in Elementary school have four language
skills namely listening, speaking, reading, and writing. The components of
language such as vocabulary, structure, spelling and pronunciations are taught
and integrated with the teaching of four language skills.
In order to teaching English in elementary school
appropriately, there are many things that the teacher should pay attention to.
They are among others the English curriculum in elementary school, purpose of
teaching English, and the materials of teaching English.
2.1.1
The Curriculum of Teaching English in SD N 2 CangkringRembang Karanganyar Demak
Curriculum is interpreted to mean all of the organized
courses, activities, and experiences which pupils have under direction of the
school, whether in the classroom or not, (Hamalik, 1993:18). Based on the
English curriculum, English has in the position of the first foreign language
to be learnt in Indonesia
and it has important roles not only in developing science, technology, and
culture but also in making good relationship among countries. Teaching English
at SD N 2 focuses on the four skills namely listening, speaking, reading, and
writing which are targeted to simple English.
In addition, English is now not only taught to Junior
High School and Senior High Scholl. Rather English teaching is also given to
Kindergarten and Elementary School with the reason that the earlier the
students learn English the more knowledge and skills in English they will have.
In the KTSP
(kurikilum tingkatan satuan pendidikan)
based competency, vocabulary is taught in SD N 2 CangkringRembang Karanganyar
Demak beside the four skills. The writer in this study emphasis on learning
English cannot be separated from learning vocabulary of that language. Learning
vocabulary is the first step of learning language. Teaching English vocabulary
is the process of giving knowledge of shapes, transportation, health and
hospital, occupation, library, and weather and seasons with based on the
curriculum.
2.1.2
Purpose of the Teaching of English in SD N 2 CangkringRembang Karanganyar Demak
Based on the English curriculum, the purpose of teaching
English at SD N 2 is to develop communication ability in English in the form of
oral and writing. These communication abilities include listening, speaking,
reading, and writing. To develop the awareness on essence and the important
English as one of foreign language as the main tool of learning. The last
purpose is the students will have developed English language to interrelation
between language and culture and broaden the culture concepts so the student
got the cross cultural knowledge and involved in the culture diversities.
2.1.3
The Material of Teaching English in SD N 2 CangkringRembang Karanganyar Demak
Actually the materials which should be given of SD N 2
students to be able to reproduce the vocabulary are the materials which are
needed by students at this time generally in order to compete with other
students. According to English curriculum, the material of teaching English
vocabulary for the fifth grade students is about shapes, transportation, health
and hospital, occupation, library, weather and seasons (English Curriculum).
1. Shapes
The students must mention and describe the
names of the part of the shapes.
Example: - This is a cube
- This is a cone
- This is a cylinder
2. Transportation
The
students must mention and describe the kinds of transportation.
Example: - This is a car
- This is air plan
- This is a motorcycle
3. Health and Hospital
The
students must mention and describe the kinds of health and hospital.
Example: - I had a toothache
- I had a fever
- She has a
stomach-ache
4. Occupation
The
students must mention and describe the kinds of occupation.
Example: - Andi is a doctor
- Sinta is a nurse
- Rudi is architect
5. Library
The
students must mention and describe the names of the part of the library.
Example: - I borrow this book
- I bring this dictionary
6. Weather and Seasons
The students must
mention and describe the names of the part of weather and seasons.
Example: - It is sunny
- Today is dry season
- It is cloudy
2.1.4
The Method of Teaching English in SD N 2 CangkringRembang Karanganyar Demak
Teaching process of English vocabulary in SD N 2
CangkringRembang, Karanganyar, Demak is not placed as the particular object. It
usually brings together with reading comprehension.
Usually the teaching process English vocabulary in SD N
2 CangkringRembang Karanganyar Demak begins when the teacher find difficult
words from the text in the dialogue given and the teacher write the list of the
words. Then the teacher asks the students to find their meaning by using
dictionary and memorize them.
2.1.4.1 The Steps of Teaching English in SD N 2 CangkringRembang
Karanganyar Demak
1. Introduction
The teacher greeting and address the students, checking attendance
list, and arousing the student’s motivation by giving questions about the
material.
- Whilst Activity
The teacher to know material for the students, explain about the
material, asking the students about the material, giving test for the students
about material, asking the students to do the test and the students to submit their answers, discussing
the test together.
- Post Activity
The teacher giving conclusion about the material, giving opportunity
for the students to ask about the material, and closing the lesson.
In this study some teachers have used games, pictures,
songs, real object, puzzle, and bingo as their teaching media to grow the
student creativity in learning process.
2.2 The Mastery of English
Vocabulary
In order to master English vocabulary, the teacher
should give pay attention for several things. They are the definition of
vocabulary, kinds of vocabulary, and the mastery of English vocabulary.
2.2.1 Definition of
English Vocabulary
When learning a language, learners will be introduced to
the components of that language, such as structure, spelling, pronunciation,
and vocabulary. Vocabulary as one of the language components is badly needed in
order to master a language. There are some definitions of English vocabulary.
Murcia and Olshtain in Mc Cartny, (2000:73) define vocabulary is the largest
single element in taking a new language for the learner and it would be
irresponsible to suggest that it take care discourse driven.
Richards (2004:4) says that vocabulary is one of the
components of language and one of the first things applied linguists turned
their attention to. Meanwhile, Hornby (1974:959) defines vocabulary is a total
number of words which make up a language with definition or translations. From
the definitions, it can be concluded that vocabulary is a list of words express
a wide range of meaning.
Vocabulary, which constitutes the knowledge of meaning,
plays a significant role in supporting the mastery of language skills namely
listening, speaking, reading and writing. The more vocabulary the learners
have, the easier for them to improve their skills. In writing, for example, by having
many vocabularies, the students are easier to improve their English skills.
They can express their ideas, opinion, and feeling cohesively. Thus, they can
construct readable written text. So, the teaching learning process of English
vocabulary is successfully done.
2.2.2 Kinds of English
Vocabulary
Teaching vocabulary is important in language
acquisition. Vocabulary is one element that links the four skills of listening,
speaking, reading, and writing all together. One of the requirements to
communicate well in a foreign language, students should have an adequate number
of words. According Celca-Murcia (2000:76) there are two kinds of vocabulary,
as follows:
1. Productive versus Receptive Vocabulary
Productive vocabulary is the lexical terms which the
students can remember and use appropriately in speaking and writing. Receptive
vocabulary in the lexical items which the students familiar and understand when
they meet them in the context of reading and listening materials.
Productive
vocabulary is used to speaking and writing, the stage of teaching and learning
must end with vocabulary practice, where the students get an opportunity to try
to use the vocabulary in context. Different from productive vocabulary,
receptive vocabulary is only presented until the students’ know the meaning to
understand the context of reading or listening.
2. Content Words versus Function Words
Content words and function words are a useful one in
analyzing vocabulary. Content words are those vocabulary items that must to the
large and open words classes. Content words that are the words that are easy accept
new words and not use old ones but are not longer useful. For example: nouns,
verbs, adjectives, and some adverbs.
Function words are those vocabulary items that must to
closed words classes. Function words that are the words do not easy new items
or lose old ones. For example: pronouns, auxiliary verbs, prepositions,
determiners, and many adverbs. Function words should be taught as part of
grammar and content words as part of vocabulary.
There are two kinds of vocabulary
according to Proyek Peningkatan Mutu Tenaga Kependidikan dan non Kependidikan
Pendidikan Menengah (2002). Materi Pelatihan Guru Bidang Studi Ebtanas (Bahasa
Inggris) Jawa Tengah. Departemen Pendidikan dan Kebudayaan.
1. Familiar (old) and Unfamiliar (new) vocabulary
The term ‘familiar –unfamiliar’ is preferred to
‘old-new’ since the latter is sometime confusing familiar vocabulary is the
vocabulary which the students have been familiar. They have known the meaning
and the use of the vocabulary in context. When the students meet a word and
they do not know its meaning yet, then the word belongs to unfamiliar
vocabulary, although they are familiar with its pronunciation or spelling.
Being asked what vocabulary to teach, most teachers will
quickly answer, ‘unfamiliar vocabulary’. The answer is only partly true,
because they usually forget that familiar vocabulary must also be taught.
Familiar vocabulary is taught in order to establish the students’, acquisition,
while unfamiliar vocabulary is taught to their knowledge.
2. Productive and Receptive vocabulary
Productive vocabulary is the lexical terms which the
students can remember and use appropriately in speaking and writing. Receptive
vocabulary is the lexical items which the students can familiar and understand
when they meet them in the context of reading and listening materials.
Since productive vocabulary is used to speaking and
writing, the stages of teaching and learning must end with vocabulary practice,
where the students get an opportunity to try to use the vocabulary in context.
Different from productive, receptive vocabulary is only presented until the
students’ know the meaning to understand the context of reading or listening.
Sherpend (1952:22) says that there are some kinds of
English vocabulary: a new vocabulary, and expressional vocabulary.
1. New Vocabulary
New vocabulary is vocabulary that is known when a person
listens or read and when a person listen idea from another people. Vocabulary
can accept by another people base vocabulary. A person used some words in
communication and written of words that is known when he listens or read.
2. Expressional vocabulary
When a person communicate to write, he actual quickly or
explain the opinion with another people even though easy and efficiently to
improve mastery of vocabulary. A person becomes competent with repeating words
in vocabulary that he has get it. The qualities of mastering vocabulary are to
increase of language ability.
2.3 Cartoon film as a
Media of Teaching English
Carefulness in selecting of media applied in the process
of teaching and learning is needed in order to reach the satisfactory result of
it. One of the media of teaching English vocabulary is by using cartoon film.
Cartoon film is chosen as a media of teaching English vocabulary in this study.
The explanation about Teaching English vocabulary by using “cartoon film” as a
media as follows:
2.3.1 Definition of Media
of Teaching
Media in a process of teaching is not a new thing for
the teacher. Most of the teachers use media to help them giving particular
information to the students. For the teachers of elementary school, the using
of media is very important before we talk more about media; especially we have
to know what media is.
Media come from the word medium. It means all of them
and the channel used to inform of message. In the field of education media can
be called as instrument, method and technique used to communicate and influence
effectively between the teacher and the students in the teaching and learning
process in the school (Hamalik:1982).
In this study, I use Cartoon Film as media of Teaching
English Vocabulary. In teaching vocabulary, teachers should not give it
separately, word by word. It will make the students know the meaning of the
words only and they still find difficulties in applying the word into sentences
or paragraph.
Teaching SD N or Elementary Students is considered as
teaching children. Teachers should try to give as clearly as possible the
explanation of the meaning of the words taught by showing picture,
illustrating, or giving the similar meaning with their native languages as
media.
2.3.2 Kinds of Media of
Teaching
From some scientists we were learning we found that they
used difference definition of media. Hamalik (1980:50-51), defines that
teaching media consist of several kinds, such as:
1. Supplementary materials including
reading materials: book, comic, newspaper, magazine, bulletin, folder, pamphlet.
2. Audio visual media:
a. Non projector media;
blackboard/whiteboard, diagram, graphic, poster, cartoon, comic, picture.
b. Three dimension media; model/natural
thing like diorama, doll, mask, map, globe, school museum.
c. Machined media; slides, filmstrip, film, record,
radio, television, computer.
3. Society source: people, industry, history, area, custom, politic.
4. Material collection: chemist, seed, and leaves.
5. Gesture: all action by the teacher
in the class like moving hands, foot, body, and facial expression.
While Suparno (1988:50) defines kinds of teaching media
that can be used in the process of teaching and learning process into four
types, they are:
1. Non-projector viewing media: the
viewing media that cannot be projector object to other surface. For example:
flash card, pictures, etc.
2. Projector-viewing media: the
viewing media that can be projected of the object of transparency to other
surface example OHP (Over Head Projector).
3. Auditory media: the teaching media
that confide the message by sound. For example: tape, recorder, etc.
4. Audiovisual media: the teaching
media which confide the message though around and also its picture or action
can be seen followed its sound. For example: TV, VCD, etc.
5. Game: the teaching media by game
which is done by individual, group, or in pairs. For example: puzzles,
guessing, the words, etc.
In this study, cartoon film is chosen as a media of teaching English
vocabulary. I use Dora the Explorer Cartoon Film as media to teach English
vocabulary. The Dora the Explorer is an animated television series that is a
wonderful show for children. The lessons are hidden in Dora's adventures and
not force fed. Another one of the best parts of Dora the Explorer show is the
bilingual aspect. Characters speak both English and Spanish. Dora's adventures
are fun and interesting, with an emphasis on sharing, compromise, and
interactivity. Two stage versions of Dora the Explorer toured North America,
the first being "City of Lost
Toys," and the second being "Dora's Pirate
Adventure." Produced by Nickelodeon and Live Nation, these productions consider
as most important live actors play the roles of Dora and her friends, including
Boots the monkey, Benny the bull, the fiesta trio (a bug band), Señor Tucán,
Tico, Swiper the Fox and Dora's Map and Backpack (which have faces and
personalities), Diego, and Isa the iguana. Many of the characters wore difficult
foam costumes designed to resemble the Dora characters. Each production
featured a structure similar to an episode of the television series. Dora helps
children in the learn colors, counting, and words in Spanish and English.
Young viewers are wanted to participate in a variety of ways including shouting
out words and reminding the characters of certain tasks (http://www.cartoonwatcher.com/dora-the-explorer/).
So, cartoon film is a film made by photographing a
series of cartoon drawing to give the illusion of movement when projected in
rapid sequence (http://www.thefreedictionary.com/cartoon). According Hornby
(1974:129) carton film is cinema film made by photographing a series of drawing
or drawing dealing with current (est. political) events in an amusing or
satirical way. Meanwhile, Longman cartoon film is a humors drawing, often
dealing in an amusing (satirical) way with something of interest in the news or
a cinema film made by photographing a set of drawings.
2.4 Teaching English
Vocabulary by Using Cartoon Film
Numerous of media can be applied in teaching vocabulary.
However, it is a must for teachers to be careful about choosing them so that
the process of teaching and learning vocabulary success with the satisfactory
result.
One of the media of teaching English vocabulary is by
using vocabulary cartoons film. Cartoon films are suitable for students at SD N
2 CangkringRembang Karanganya, Demak. They can lower anxiety of English to get
involved and participate in the learning activities. The important thing is
that cartoon films are appropriate media concerned with SD N 2 CangkringRembang
Karanganyar Demak students’ characteristic and need. They like watching cartoon
films. Their world is still full of enjoyable activities.
In this study, cartoon film is chosen as a media for
teaching English vocabulary. The write assumes that this media is appropriate
for elementary school and as expected by the English curriculum in which the
teaching at elementary school can be more cheerful and encouraging.
2.4.1 The Steps of
Teaching English Vocabulary by Using Cartoon Film
In this study, cartoon film is chosen as a media of
teaching English vocabulary. I use Dora the Explorer Cartoon Film as media to
teach English vocabulary. The Dora Explorer is an animated television series
that is a wonderful show for children. The lessons are hidden in Dora's
adventures and not force fed. Another one of the best parts of Dora the
Explorer show is the bilingual aspect. Dora's adventures are fun and
interesting, with an emphasis on sharing, compromise, and interactivity. The Steps of Teaching English
Vocabulary by Using Cartoon Film is:
- Pre Activity
The teacher greeting and address the students, checking attendance
list, and arousing the student’s motivation by giving questions about the
material.
- Whilst Activity
Plying the Dora the explorer cartoon film for the students, asking them to mention the name of the
picture from the Dora the explorer cartoon film, explain the Dora the explorer cartoon
film in English, giving the students a chance for asking questions, appointing
some students which is active, explain difficult or new vocabulary, Explain
again about the material with simple, so that the students more understand, and
Giving a test about the material.
- Post Activity
The teacher asking the students to do the test, asking the students
to submit their answers, discussing the test together, gives the students
chance to ask, the teacher give homework, and closing the lesson.
2.5 Hypothesis
Based of the statements of the problems above, the
hypothesis of this study can be formulated as follows:
There is significant difference between the mastery of
English vocabulary of the Fifth Grade students of SD N 2 CangkringRembang
Karanganyar Demak in Academic Year 2008/2009 before and after being taught by
using cartoon film.
CHAPTER III
METHODOLOGY OF THE RESEARCH
The methodology of the research is very important in
every research as a guideline to attain the objective of the study. Chapter
three provides information about methodology of the research that the writer
applies in has study. They are design of the research, population and sample,
instrument of the research, procedure of collecting data and technique of
analyzing data.
3.1 Design of the Research
This research is an experimental research. Experimental
research which purpose to examine the cause and the effect after the treatment will
been done toward experimental group and control group (Ali, 1984:132).
Meanwhile, Arikunto (1993:41) the research design aims to give the
responsibility for setting the next steps to make the result more accurate and
objective. And the subject of this
research is the fifth grade students of SD N 2 CangkringRembang Karanganyar
Demak which consist of 1 class. In this study, there are two variables, they
are:
1. Independent variable is ““The use
of Cartoon film” as a media of teaching English”.
2. Dependent variable is “The mastery of English
vocabulary”.
The experiment research uses one group pre-test,
post-test design, because it is done in one group only without other control
group. So, that this experiment is called quasi experiment. There are three
sages in one-group pretest-posttest design (Ali, 1984:136):
1. The researcher holds a pretest to find
out the student’s vocabulary mastery before being taught by using cartoon film.
The pretest is formulated as T1.
2. The researcher applies the experimental
treatment to the subjects. The students are taught by using cartoon film. The
experimental treatment is formulated as X.
3. The researcher conducts a posttest to
measure the student’s vocabulary mastery after being taught by using cartoon
film. It is formulated as T2.
T1 = Pre-test for experimental group
3.2 Population and Sample
Population and sample are important elements in
research. “Population is total member of research respondent.” (Arikunto,
2006:130). In addition, http://www.thefreedictionary.com/population
mention that population is the entire aggregation of items from which sample
can be draw, a branch of applied mathematics concerned with the collection and
interpretation of quantitative data and the use of probability theory to
estimate population parameters.
In this case, the population is the entire of the fifth
grade students of SD N 2 CangkringRembang Karanganyar Demak in the academic
year 2008/2009. The number of population is 20 students.
After determining the population, I obtain a sample,
which is obviously important step in conducting a research. I use a sample
research to represents the population. Arikunto (1998:117) says that a sample
is a part of population, which is investigated. In this sample research I have
a purpose to generalize the result of study. The number of population that is
used in this study is 20 students. Because of the limitation number of
population which is only 20 students, I take the whole population as the sample
of the research. Arikunto (2006:134) says that if the population is less than
100 people, we could use all of them as the sample. If the population is more
100 people, we could take 10-15% or more than 20-25% of its sample. Because the
number of the fifth grade students of SD N 2 cangkringrembans Karanganyar Demak
is less than 100 students, so the number of sample is 20 students.
3.3 Instrument of the Research
According to Arikunto(2006:160), research instrument is
a device used by the research while collecting the data to make his work become
easier and to get better result, complete and systematic in order to make the
data easy to process.
I use multiple choice tests with 20 questions as a
research instrument. According to Brown (2004:3), a test is a method of
measuring a person’s ability, knowledge, or performance in a given domain.
Arikunto (2006:150) explains that test is a series of
question or exercises used to measure skills, knowledge, intelligences,
abilities or talents possessed by individual or group. Meanwhile, Hornby
(1342), test is an experiment to discover whether or how well something words
or find out more information about it.
Arikunto (2006:150) categorized of two types of
instruments, test and non test. He also explained that test is a series of
questions or exercises used to measure skills, knowledge, intelligences,
abilities, or talents possessed by individual or group. While non-test includes
giving questionnaire, interview, observation, rating skill, and documentation.
However, before the test items are being tested to the
students, the writer must measure their validity and reliability to get the
accurate data.
1. Validity
What is meant by validity is the accuracy stage of an
instrument to test the things in a certain group (Ali, 1984:101). Meanwhile,
Suprihadi (2001:22) says that validity is the extent to which it measure what
it is supposed to measure. It means that the test item must be appropriate to
the material that had been taught to the students. To measure the test
validity, I uses table of specification containing the standard competency, the
indicators, the materials, and the item numbers.
2. Reliability
According to Ali (1984:101), reliability means the
stability of a test item to measure certain task that can be used everywhere
and every place. To make sure that the test is reliable, before using the test
items for the pretest and posttest, I tried out test. She took 20 students of
the fifth grade students in SD N 3 CangkringRembang Karanganyar Demak as the
subject of try out test. Then, the result of the try out test is calculated to
find the test reliability by using the formula as stated by Arikunto (1998:185)
as follow:
Note :
Rxy :
item of test reliability
N : the number of respondents
Σ x : the sum of x scores
Σy : the sum of y scores
Σ xy :
the sum of the score of x and y score for each student
Σ x² :
the sum of scores of x square
Σy² : the sum of y scores of y square
After computing Rxy then this will be calculated by the
application of the Spearman-Brown formulate:
Note :
Rıı : The obtained reliability of entire
test
Rxy : The obtained reliability of half
test
The criteria of reliability value are as follows:
r : 0,00-0,20 :
there is no reliable
r : 0,21-0,40 :
very low reliability
r : 0,41-0,60 :
enough reliability
r : 0,61-0,80 :
high reliability
r : 0,81-1,00 :
very high reliability
The writer did the try out to know the reliability of
the test for the fifth grade students of SD N 2 CangkringRembang Karanganyar
Demak is 0.667. The criteria of reliability value are high reliability.
3.4 Technique of Collecting Data
To collect data, I conduct several steps:
1. Asking permission to headmaster of SD N 2
CangkringRembang Karanganyar Demak to do the experiment that would take 2
weeks.
2. Giving pre-test to explore the
data of vocabulary mastery of students before being taught by using cartoon
film.
3. Teaching vocabulary by using
cartoon film to explore the response of the students when they are taught by
using cartoon film. It took four meetings.
4. Giving post-test to find out the
data result of the vocabulary mastery after being taught by using cartoon film.
3.5 Technique of Analyzing Data
The writer analyzes the data using following steps:
1. Calculating the mean of pretest score and posttest
score
2. Calculating the Standard Deviation of pretest score
and posttest score
3. Calculating the t-test of pretest
and posttest score to find out the difference between them
Method of analyzing data is a method to process the
findings data into a research. The technique of analyzing the data is using the
T-test. In analyzing the scores using t-test, the writer should find out the
Mean and the Standard Deviation of both the pretest and the posttest score.
Here are the formulas of calculating the Mean and the Standard Deviation.
The formula of
calculating the mean:
Mean (X) :
Notes:
X
: the mean
F
: frequency
X
: middle score of the interval class
N
: the number of sample
The formula of calculating the standard deviation
Standard
Deviation = SD = i
Notes:
S : standard deviation
i : the width of interval
f : frequency
x¹ : coding
x¹² : score of x¹²
N: the number of sample
Meanwhile, to know the vocabulary mastery of fifth grade
students of SD N 2 CangkringRembang Karanganyar Demak in the academic year
2008/2009 taught by using cartoon film. The writer would like to make criteria
of the English reading from score. The score is got from the sum of the total
correct answer, the writer uses this formula:
Score = S x 5
= 20 x 5
= 100
Therefore, the highest score will be 100 and the lowest
score will be zero. The data description of the students’ test scores will be
classified into five criteria. According to Arikunto (1998:251), the criteria
of measuring the test score is as follows:
|
Score
|
Category
|
|
80-100
|
Excellent
|
|
66-79
|
Good
|
|
56-65
|
Sufficient
|
|
40-55
|
Low
|
|
> 4o
|
Poor
|
Based on the data that has been gathered, this research
uses a method to analyze the data, namely t-test formula. This formula is
arranged by Ali (1984: 200) as follows:T-test formula:
to :
Note:
To: t score
Xı: Mean of an experiment member
X : Mean of comparing member
σ : variant
N : number of experiment sample
N : number of comparing sampleFormula to compute the Variants (S²)
Note : Xı : the Mean of posttest score
X : the Mean
of Pretest score
N : the
number of sample
σ2 :
Variants
SD : Standard
Deviation
To examine, if there is any significant difference
between the independent variable (X) and dependent variable (Y), the hypothesis
testing is done by the statistic hypothesis as follows:
Ho : ABCF = BBCF
Ha : ABCF ≠ BBCF
Ho : There is no significant difference
between the vocabulary mastery of fifth grade students of SD N 2
CangkringRembang Karanganyar Demak in the academic year 2008/2009 before and
after being taught by using cartoon film.
Ha : There
is any significant difference between the vocabulary mastery of fifth grade
students of SD N 2 CangkringRembang Karanganyar Demak in the academic year
2008/2009 before and after being taught by using cartoon film.
ABCF : The
vocabulary mastery of fifth grade students of SD N 2 CangkringRembang
Karanganyar Demak in the academic year 2008/2009 after being taught by using
cartoon film.
BBCF : The
vocabulary mastery of fifth grade students of SD N 2 CangkringRembang
Karanganyar Demark in the academic year 2008/2009 before being taught by using
cartoon film.
CHAPTER IV
RESEARCH FINDING AND DISCUSSION
In this chapter, I describe and discuss the data to find
the answer to the statements of the problem in the chapter 1, she got the data
of English Vocabulary assignments that consist of the assignments result before
and after being Taught by Using Cartoon Film.
4.1 Data Description
The data are taken from the result of the mastery of
English vocabulary test to the fifth grade students in academic year 2008/2009.
It gets the data as follows:
4.1.1 The Mastery of English Vocabulary
for the Fifth Grade Students of SD N 2 CangkringRembang Karanganyar Demak in
Academic Year 2008/2009 before being Taught by Using Cartoon Film
The mastery of English vocabulary test for the fifth
grade students of SD N 2 CangkringRembang Karanganyar Demak in academic year
2008/2009 is obtained highest score is 85 the lowest score is 60. The mean is
67,25, median is 64,75, modus is 65,55, and standard deviation 5,76. It means
that the mastery of English vocabulary for the fifth grade students of SD N 2
CangkringRembang Karanganyar Demak in academic year 2008/2009 before being
taught by using “Cartoon Film” is good. The frequency distribution of
the data is presented at table 4.1.1 and polygon is given at figure 4.1.2. The
complete computation of the mean, median, modus, and standard deviation is
presented in appendix 9.
Table 4.1.1 The Frequency Distribution of The Mastery of English
Vocabulary for the Fifth Grade Students of SD N 2 CangkringRembang Karanganyar
Demak in Academic Year 2008/2009 Before Being Taught by Using “Cartoon Film”
|
No
|
Score
|
F
|
%
|
|
1.
|
81-85
|
1
|
5
|
|
2.
|
76-80
|
1
|
5
|
|
3.
|
71-75
|
3
|
15
|
|
4.
|
66-70
|
4
|
20
|
|
5.
|
61-65
|
11
|
55
|
|
|
|
20
|
100
|
Figure
4.1.2 The Polygon of the Distribution of The Mastery of English Vocabulary for
the Fifth Grade Students of SD N 2 CangkringRembang Karanganyar Demak in
Academic Year 2008/2009 Before being Taught by Using “Cartoon Film.
4.2.1 The Mastery of English Vocabulary
for the Fifth Grade Students of SD N 2 CangkringRembang Karanganyar Demak in
Academic Year 2008/2009 after being Taught by Using Cartoon Film
After I have conducted English vocabulary test for the
fifth grade students of SD N 2 CangkringRembang Karanganyar Demak in academic
2008/2009, it is obtained that the highest score is 90 the lowest score is 65.
The mean is 77,45, median is 89,48, modus is 86,3, and standard deviation is
8,29. The mastery of English vocabulary for the fifth grade students of SD N 2
CangkringRembang Karanganyar Demak in academic 2008/2009 after being taught by
using “Cartoon Film” is good. The frequency distribution of the data is
presented at the table 4.2.1 and the polygon is given at figure 4.2.2. The
complete computation of the mean, median, modus, and standard deviation is
presented in appendix 11.
Table 4.2.1 The Frequency Distribution of The mastery of English
vocabulary for the fifth grade students of SD N 2 CangkringRembang Karanganyar
Demak in Academic Year 2008/2009 After Being Taught by Using “Cartoon Film”
|
No
|
Score
|
F
|
%
|
|
1.
|
85-90
|
6
|
30
|
|
2.
|
79-84
|
3
|
15
|
|
3.
|
73-78
|
4
|
20
|
|
4.
|
67-72
|
5
|
25
|
|
5.
|
61-66
|
2
|
10
|
|
|
|
20
|
100
|
Figure 4.2.2 The polygon of the Distribution of The mastery of
English vocabulary for the fifth grade students of SD N 2 CangkringRembang
Karanganyar Demak in Academic Year 2008/2009 After Being Taught by Using “Cartoon
Film”
4.2 Hypothesis Testing
This research uses quantitative data, so the hypothesis
testing is done by the formula null hypothesis (Ho) which states that there is
no significant difference between the two variables. If there is a significant difference,
null hypothesis will be accepted and alternative hypothesis (Ha) will be
confirmed.
In finding a significant difference of the two variables
I use t-test in the level of significance 0,05 from the degree of freedom (Db)
38 which is gained from NI + N2 - 2. If to is
similar or more than t-table (t1), Null hypothesis which states that
there is no significant difference between the two means from both samples will
be accepted. If to is smaller than t-table (t1),
Null hypothesis will be confirmed. It indicates the mean difference is no
significant and the research is accepted.
The data show that the mean of the students’ score for
the mastery of English vocabulary before being taught by using “Cartoon Film”
as media is 67,25 while the mean of students’ score for the mastery of English
vocabulary after being taught by using “Cartoon Film” is 77,45. It can
concluded that the mastery of English vocabulary for the fifth grade students
of SD N 2 CangkringRembang Karanganyar Demak in academic year 2008/2009 before
being taught by using “Cartoon Film” is lowers than those are after being
taught by using “Cartoon Film”.
From the t-test formula, I find the to =
12,172 and the t-table (t1) 2,021 on the level of significance
0,05 and (Db) 38. It means that to is higher than t-table (t1).
The complete description is presented in appendix 13.
Therefore, Null hypothesis which states that there is no
significant difference between the mastery of English vocabulary for the fifth
grade students of SD N 2 CangkringRembang Karanganyar Demak in academic year
2008/2009 after being taught by using “Cartoon Film” is accepted. Further, the
alternative hypothesis (Ha) which states that there is any significant
difference between the mastery of English vocabulary for the fifth grade
students of SD N 2 CangkringRembang Karanganyar Demak in academic year
2008/2009 before being taught by using “Cartoon Film”, and that of those who
are after being taught by using “Cartoon Film” is confirmed.
4.3 Discussion
In this research, the hypothesis of the research states
that there is any significant difference between the mastery of English
vocabulary for the fifth grade students of SD N 2 CangkringRembang Karanganyar
Demak in academic year 2008/2009 before and after being taught by using “Cartoon
Film”. And, the result of the experiment as follows:
4.3.1 The mastery of English
vocabulary for the fifth grade students of SD N 2 CangkringRembang Karanganyar
Demak in academic year 2008/2009 before being taught by using “Cartoon Film”
The result of the mastery of English vocabulary for the
fifth grade students of SD N 2 CangkringRembang Karanganyar Demak in academic
year 2008/2009 before being taught by using “Cartoon Film” is good. It is
showed by mean of the test that is 67,25, median is 64,75, modus is 65,55 and
the standard deviation is 5,76. It means that the mastery of English vocabulary
for the fifth grade students of SD N 2 CangkringRembang Karanganyar Demak in
academic year 2008/2009 before being taught by using “Cartoon Film” is good.
In this situation the students have to find the meaning of English vocabulary
by using dictionary. So, the students find it boring and they become reluctant
to learn and memorize the English vocabulary.
4.3.2 The mastery of English
vocabulary for the fifth grade students of SD N 2 CangkringRembang Karanganyar
Demak in academic year 2008/2009 before being taught by using “Cartoon Film”
The result of the mastery of English vocabulary for the
fifth grade students of SD N 2 CangkringRembang Karanganyar Demak in academic
year 2008/2009 after being taught by using cartoon film is good. It is
showed by the mean of the test that is 77,45, median is 89,48, modus is 86,3,
and the standard deviation is 8,29. After being taught by using “Cartoon Film”
as media, students get new technique in solving their problem in focuses of
English vocabulary. “Cartoon film” as media is one of the English vocabulary
teaching media when they are learning vocabulary. And this media are commonly
fun and bring in relaxation. The students who are taught after being taught by
using “cartoon film” as media are motivated doing the steps ordered by teacher.
During the teaching process, teacher expects that students are able to memorize
English words. So, the students can memorize English vocabulary more easily.
4.3.3 The mastery of English
vocabulary for the fifth grade students of SD N 2 CangkringRembang Karanganyar
Demak in academic year 2008/2009 before and after being taught by using
“Cartoon Film”
After the experiment had been done, the hypothesis of
the experiment is confirmed. It based of t-test computation (to12,172)
on the level of significant 0,05 from the degree of freedom (Db) 38 t-table =
2,021. It is clearly seen that (to)>(t1). Null
hypothesis (Ho) states that there is accepted significant difference between the
mastery of English vocabulary for the fifth grade students of SD N 2
CangkringRembang Karanganyar Demak in academic year 2008/2009 before being
taught by using cartoon film is good and after being taught by using
cartoon film is good. Than the students who are after being taught by
using cartoon film as a media. It means that there is any significant
difference between the mastery of English vocabulary for the fifth grade
students of SD N 2 CangkringRembang Karanganyar Demak in academic year
2008/2009 before and after being taught by using cartoon film.
CHAPTER V
CONCLUSION
AND SUGGESTION
5.1 Conclusion
Based on the statement of the problem and the result of
the research, I conclude as follows:
1. The mastery of English vocabulary for the
fifth grade students of SD N 2 CangkringRembang Karanganyar Demak in academic
year 2008/2009 before being taught by using cartoon film as media is good. It
is showed by the mean of the test that is 67,25, median is 64,75, modus is
65,55, and the standard deviation is 5,76.
2. The mastery of English vocabulary for the
fifth grade students of SD N 2 CangkringRembang Karanganyar Demak in academic
year 2008/2009 after being taught by using cartoon film as media is very good.
It is showed by the mean of the test that is 77,45, median is 89,48, modus is
86,3, and the standard deviation is 8,29.
3. There is any significant difference
between the mastery of English vocabulary for the fifth grade students of SD N
2 CangkringRembang Karanganyar Demak in academic year 2008/2009 before and
after being taught by using cartoon film as media (to- 12,172
> tt- 2,021).
5.2 Suggestion
In this sub chapter, as the end of the chapter, I have
some suggestion as follows:
- The teacher also should use “Cartoon Film” in the appropriate time according students feeling. The teacher will be successful to use “Cartoon Film” if the students have the same feeling with the teacher.
- The school should give the wider opportunity for the teacher to use “Cartoon Film” as media of teaching English vocabulary. It is important because this research found any significant difference between the mastery of English vocabulary for the fifth grade students of SD N 2 CangkringRembang Karanganyar Demak in academic year 2008/2009 before and after being taught by using cartoon film.
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Thanks for sharing this post.A great way to become a great English communicator is to learn how to increase English vocabulary.
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