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i UTILIZING ANIMATION VIDEO TO IMPROVE STUDENTS’ VOCABULARY MASTERY (A Classroom Action Research at the Fifth Grade Students of SD Negeri 2 Sroyo in the Academic Year 2013/2014) THESIS Dian Rizki Ariani K2209018 Submitted to Teacher Training and Education Faculty of Sebelas Maret University as a Partial Fulfillment of the Requirements to Obtain the Undergraduate Degree of Education in English ENGLISH EDUCATION DEPARTMENT TEACHER TRAINING AND EDUCATION FACULTY SEBELAS MARET UNIVERSITY 2015 perpustakaan.uns.ac.id digilib.uns.ac.id commit to user

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UTILIZING ANIMATION VIDEO TO IMPROVE

STUDENTS’ VOCABULARY MASTERY

(A Classroom Action Research at the Fifth Grade Students of SD

Negeri 2 Sroyo in the Academic Year 2013/2014)

THESIS

Dian Rizki Ariani

K2209018

Submitted to Teacher Training and Education Faculty of Sebelas Maret

University as a Partial Fulfillment of the Requirements to Obtain the

Undergraduate Degree of Education in English

ENGLISH EDUCATION DEPARTMENT

TEACHER TRAINING AND EDUCATION FACULTY

SEBELAS MARET UNIVERSITY

2015

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ABSTRACT

Dian Rizki Ariani. K2209018. 2014. UTILIZING ANIMATION VIDEO TO

IMPROVE STUDENTS’ VOCABULARY MASTERY (A Classroom Action

Research at the Fifth Grade Students of SD Negeri 2 Sroyo Karanganyar in

the Academic Year 2013/2014). Thesis. Advisor: Dra. Dewi Rochsantiningsih,

M.Ed.,Ph.D, Co-Advisor: Dr. Ngadiso, M.Pd. English Department, Faculty of

Teacher Training and Education, Sebelas Maret University, Surakarta.

The objectives of this research are: (1) to identify whether the use of

animation video as teaching media can improve students’ vocabulary mastery or

not; and (2) to describe the classroom situation when animation video is applied in

the English class to improve students’ vocabulary mastery.

The study is an action research which was conducted in two cycles from

April to May 2014. There are 4 meetings in the first cycle and 4 meetings in the

second cycle. Every cycle consisted of four steps: planning, implementing,

observation, and reflection. The research data were collected by using qualitative

techniques (observation, interview, diary, and document analysis) and quantitative

techniques (pre-test and post-tests). The data were analyzed through descriptive

analysis for the qualitative data and descriptive statistics for the quantitative data.

The research findings showed that the students’ vocabulary mastery had

improved along with the changes of classroom situation which became more

interesting and motivating. The improvement of students’ vocabulary mastery

included: (1) students could grasp and memorize the meaning of the words easily;

(2) students got better in spelling the words oral or written; (3) students could

pronounce the words correctly and no longer pronounce based on written form;

(4) students could use the words in simple sentences. Related to the improvement

in the classroom situation, the research findings showed: (1) students were

enthusiastic and interested to the learning activities; (2) students paid more

attention to the teacher and focused on what they had to do; (3) students were

more active and confident in teaching learning process; (4) students never asked

permission to go to the toilet.

The use of animation video is an alternative teaching media that benefits

both for the students’ achievement and for the classroom situation. As the

suggestion, the teacher should consider animation video as an interesting media to

teach language, especially vocabulary. Based on such findings as presented above,

the researcher expects that animation video can be applied in teaching other

English language skill.

Key Words: classroom action research, animation video, vocabulary mastery

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ABSTRAK

Dian Rizki Ariani. K2209018. 2014. UTILIZING ANIMATION VIDEO TO

IMPROVE STUDENTS’ VOCABULARY MASTERY (A Classroom Action

Research at the Fifth Grade Students of SD Negeri 2 Sroyo Karanganyar in

the Academic Year 2013/2014). Skripsi. Pembimbing 1: Dra. Dewi

Rochsantiningsih, M.Ed.,Ph.D, Pembimbing 2: Dr. Ngadiso, M.Pd. Bahasa

Inggris, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Sebelas

Maret, Surakarta.

Penelitian ini bertujuan untuk: (1) mengidentifikasi apakah penggunaan

video animasi sebagai media pengajaran dapat meningkatkan penguasaan

perbendaharaan kata siswa atau tidak; dan (2) mendeskripsikan situasi kelas

ketika video animasi diimplementasikan untuk meningkatkan penguasaan

perbendaharaan kata siswa.

Penelitian ini adalah action research yang dilaksanakan dalam 2 siklus

dari April hingga Mei 2014. Terdapat 4 pertemuan dalam siklus pertama dan 4

pertemuan dalam siklus kedua. Setiap siklus terdiri dari empat langkah:

perencanaan, pelaksanaan, pengamatan dan peninjauan kembali. Data

dikumpulkan menggunakan teknik kualitatif (pengamatan, wawancara, diary, dan

analisa dokumen) dan teknik kuantitatif (pre-tes dan post-tes). Data kualitatif

dianalisa menggunakan descriptive analysis dan data kuantitatif dianalisa

menggunakan descriptive statistics.

Berdasarkan hasil penelitian dapat disimpulkan bahwa kemampuan siswa

dalam pengusaan perbendaharaan kata meningkat seiring dengan perubahan

situasi kelas menjadi lebih menarik dan motivatif. Peningkatan kemampuan siswa

dalam pengusaan perbendaharaan kata meliputi: (1) siswa dapat memahami dan

mengingat arti kata dengan lebih mudah; (2) siswa dapat mengeja kata Bahasa

Inggris secara lisan maupun tulisan dengan lebih baik; (3) siswa dapat melafalkan

kata Bahasa Inggris dengan benar dan tidak lagi melafalkan berdasarkan

penulisannya; (4) siswa dapat menggunakan kata Bahasa Inggris dalam membuat

kalimat-kalimat sederhana. Sehubungan dengan peningkatan situasi kelas, hasil

temuan penelitian menunjukkan: (1) siswa menjadi lebih antusias pada pelajaran;

(2) siswa lebih fokus dan memperhatikan guru; (3) siswa menjadi lebih aktif

dalam pelajaran; (4) siswa tidak pernah meminta ijin untuk pergi ke toilet.

Penggunaan video animasi sebagai alternatif media pengajaran membawa

kebaikan dalam nilai siswa maupun situasi kelas. Sangat disarankan bagi guru

supaya dapat menyadari bahwa video animasi adalah media yang menarik untuk

mengajar bahasa, terutama perbendaharaan kata. Berdasarkan penemuan yang

telah tercatat, peneliti berharap bahwa video animasi dapat digunakan untuk

mengajar kemampuan Bahasa Inggris yang lain.

Kata Kunci: classroom action research, animation video, vocabulary mastery

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MOTTO

Don’t spend time beating on a wall, hoping to transform it into a door.

(Coco Chanel)

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DEDICATION

This thesis is whole-heartedly dedicated to my beloved mother and

father for the endless love, care, prayer and support to keep on struggling to get a better future. Words will never enough to replace

all that I have got from them.

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ACKNOWLEDGEMENT

Alhamdulillahirabbil’alamin. Praise to Allah SWT, the Merciful Lord, for

all His abundant blessing, mercies, and guidance, hence I can accomplish the

writing of this thesis. In this occasion, I would like to acknowledge my deepest

gratitude and appreciation to the following:

1. Prof. Furqon Hidayatullah, M.Pd, the Dean of Teacher Training and

Education Faculty of Sebelas Maret University, for his approval to write this

thesis.

2. Teguh Sarosa, S.S, M.Hum, the Head of English Department, for his

permission to write the thesis.

3. Dra. Dewi Rochsantiningsih, M. Ed, Ph. D, my first thesis consultant, for

every precious time, advice, comments, and motivatio of this thesis writing.

4. Dr. Ngadiso, M. Pd, my second thesis consultant, for every precious time,

reading these pages and contributing valuable comments, advice, and

motivation to make it better and worthy to read.

5. Sri Mulyani, S.Pd, the Headmaster of SD Negeri 2 Sroyo, for her permission

to conduct a research at the school.

6. Fadila Paramita, S.Pd, the English teacher, for her kindness and help.

7. The fifth grade students of SD Negeri 2 Sroyo, for their participations.

8. All of the lecturers in English Department of Teaching Training and

Education Faculty of Sebelas Maret University, for all knowledge shared.

9. My beloved SBI 2009 class, for pleasurable and unforgettable friendship.

10. All the friends who cannot be mentioned one by one, for their supports.

Finally I sincerely hope that this thesis is beneficial for writers, teachers,

and students. Any criticism is welcomed for the better research in the future.

Surakarta, Januari 2015

Dian Rizki Ariani

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TABLE OF CONTENTS

COVER PAGE ...................................................................................................... i

PRONOUNCEMENT ........................................................................................... ii

APPROVAL PAGE ............................................................................................. iii

LEGITIMATION PAGE .................................................................................... iv

ABSTRACT .......................................................................................................... v

MOTTO ............................................................................................................. vii

DEDICATION ................................................................................................... viii

ACKNOWLEDGEMENT .................................................................................. ix

TABLE OF CONTENTS ..................................................................................... x

LIST OF TABLES ............................................................................................ xii

LIST OF FIGURES .......................................................................................... xiii

LIST OF ABBREVIATIONS .......................................................................... xiv

LIST OF APPENDICES ................................................................................... xv

CHAPTER I: INTRODUCTION

A. Background of the Study ……………………………… 1

B. Problem Statements …………………………………… 7

C. The Objective of the Study ……………………………. 8

D. The Significance of the Study ….……………………… 8

CHAPTER II: THEORETICAL REVIEW

A. Review on Young Learners….….….….….….….….…. 9

1. Definition of Young Learners ……………….……. 10

2. Characteristics of Young Learners ……..…………. 10

B. Review on Vocabulary ………………………………... 11

1. The Definition of Vocabulary ………….…………. 11

2. The Definition of Vocabulary Mastery ………….. .. 11

3. Importance of Teaching Vocabulary ……………… 12

4. Kinds of Vocabulary ………….…………………… 12

5. Aspects of Teaching Vocabulary ………………..… 13

6. Difficulties in Learning Vocabulary ………………. 15

7. Techniques in Teaching Vocabulary………………. 18

8. Vocabulary Scoring Rubric ……………………….. 21

C. Review on Animation Video ………………………….. 22

1. The Definition of Animation Video ………………. 22

2. The Roles of Animation in Learning ……………… 24

3. Criteria for Selecting Video ………..……………… 24

4. The Benefits of Using Animation Video …….….… 25

5. The Disadvantages of Using Animation Video …... 27

6. Teaching Vocabulary Using Animation Video ....... 27

D. Reviews of Related Researches ………...…………….. 31

E. Rationale …………………………………………….... 33

CHAPTER III: RESEARCH METHODOLOGY

A. Context of the Study ………………………………… 36

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B. Research Approach ……………………….…………. 37

1. The Definition of Action Research …...…………. 37

2. The Models of Action Research ………………… 38

3. Procedure of Action Research …………………... 39

C. Techniques of Collecting Data ……………………… 42

D. Techniques of Analyzing Data ……………………… 45

CHAPTER IV: RESEARCH FINDING AND DISCUSSION

A. Research Findings …………………………………… 47

1. Situation Before the Research …………………… 47

2. The Implementation of the Research ……………. 53

3. Findings …………………………………………. 91

B. Discussion …………………………………………… 102

CHAPTER V: CONCLUSION, IMPLICATION AND SUGGESTION

A. Conclusion …………………………………………… 109

B. Implication …………………………………………… 110

C. Suggestion …………………………………………… 111

BIBLIOGRAPHY …………………………………………………….…… 113

APPENDICES …………………………………………………………….. 116

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LIST OF TABLES

Table 2.1 Vocabulary Scoring Rubric of Pre-test, Test 1, Post-test ……..... 22

Table 3.1 The Schedule of the Research ………………………………...... 37

Table 3.2 The Classroom Procedure of the Research …………………...... 39

Table 4.1 Situation before the Research ………………………………...... 47

Table 4.2 Result of Questionnaire ………………………………………… 51

Table 4.3 Result of Pre-Test ……………………………………………… 51

Table 4.4 The Schedule of the Research …………………………..……… 53

Table 4.5 The Summary Process of the Research ………………………… 53

Table 4.6 The Summary of Cycle 1 …………………………….………… 55

Table 4.7 List of Learning Activities Using Animation Video ………....... 58

Table 4.8 The Indicators of Problems and Solution …………………….... 59

Table 4.9 The Result of Pre-test and Test 1 …………………………….... 72

Table 4.10 The Summary of Cycle 2 …………………………………….... 74

Table 4.11 The Improvements of Students’ Mean Score from Test 1

to Post-test ……………………………….…..………………… 90

Table 4.12 The Improvement of Each Meeting ……….…………………… 92

Table 4.13 Summary of Research Findings …………….…………………. 95

Table 4.14 The Improvement of Students’ Mean Score of Vocabulary

Aspects ………………………………………………………… 98

Table 4.15 The Sample of Students’ Achievement …...…………………… 99

Table 4.16 The Result of Post-Questionnaire ……………………………… 101

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LIST OF FIGURES

Figure 3.1 Kemmis and McTaggart’s Models of Action Research ............ 39

Figure 4.1 The Improvement of Students’ Mean Score ………......……… 99

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LIST OF ABBREVIATIONS

SD : Sekolah Dasar

Teacher DRA : The researcher

Teacher FP : English teacher participated in this research

KKM : Kriteria Ketuntasan Minimum

LKS : Lembar Kerja Siswa

Student WN : A student participated in this research

Student MA : A student participated in this research

Student AK : A student participated in this research

Student R : A student participated in this research

Student A : A student participated in this research

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LIST OF APPENDICES

Appendix 1 Pre-Research observation Field Note ………….………... 117

Appendix 2 Pre-Research Diary ….…..…….…………….…..….…… 125

Appendix 3 Pre-Research Interview Transcript ….…..…….………… 128

Appendix 4 Pre-Questionnaire …………………………….….……… 139

Appendix 5 The Result of Pre-Questionnaire ……..……….………… 141

Appendix 6 List of Students’ Name …………………….…….……… 143

Appendix 7 Syllabus ………..….………………………….…………. 144

Appendix 8 Lesson Plans Cycle 1 ……….…………………………… 153

Appendix 9 Lesson Plans Cycle 2 ………………………….……….... 172

Appendix 10 Worksheet of Pre-Test …………...……………………… 190

Appendix 11 Worksheet of Test 1 …………...………………………… 195

Appendix 12 Worksheet of Post-Test …………………………………. 200

Appendix 13 Students’ Scores of Pre-Test ……………………………. 205

Appendix 14 Students’ Scores of Test 1 ……...…….…………………. 206

Appendix 15 Students’ Scores of Post-Test ……………...……………. 207

Appendix 16 Sample of Test Item (Pre-Test, Test 1, Post-Test, and

Students’ Worksheets) …………………...……………… 208

Appendix 17 Field Notes ………………………..………….…………. 209

Appendix 18 Research Diary ………………………………………..… 241

Appendix 19 Interview Transcript after Research …………………...... 251

Appendix 20 Post-Questionnaire ……………………………………… 257

Appendix 21 The Result of Post-Questionnaire ……………...……….. 259

Appendix 22 Photographs …………………………………………….. 260

Appendix 23 Legalizations ……………………………………………. 265

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