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Beside the list of activities to use YouTube video, the progresses are also proposed. Those are can be seen in the Table 4.4 below:
Table 4.4. The Indicators of Problems and Solution
Indicators Activity
A. Vocabulary
Competence
1. The students get difficulties in recognizing words
2, 4, 7, 8, 10 2. The students get difficulties in remembering
words
4, 7, 8, 9, 10 3. The students get difficulties in grasping
meaning of words 9, 11, 12, 19
4. The students get difficulties in pronouncing words
5, 6, 13, 14 5. The students get difficulties in writing words
correctly
3, 11, 12, 16, 17, 18 B.
Classroom Situation
1. Students often play and chat with friends
during TLP
2, 3, 5, 13, 15, 20, 21
2. Students often ask permission to go to toilet 2, 15, 18, 21
3. Most students did not write notes given by
teacher
3, 11, 12, 16, 18, 19 4. Students are easy to get bored in following
English class 1, 2, 7, 8, 10, 15, 18,
21 5. Some students look sleepy in the class
2, 7, 8, 10, 15, 18, 21
2. Research Implementation
The research was implemented collaboratively by the writer and her collaborator, TA. When the writer taught the students of class 5, TA sat in the
back arrow and observed the whole activities during teaching-learning process from pre-research, cycle 1, and cycle 2. In this research, each cycle consisted of
six steps namely: 1 identifying the problem; 2 planning the action; 3 implementing the action; 4 observing the action; 5 reflecting the observation
result; and 6 revising the plan. The research implementation was done in cycle 1 and 2 by
watching video related to the topic on syllabus for class 5 that is “clothes”. In cycle 1, there were three kinds of video about clothes covered listen and repeat;
which one?; and what is this?. While in cycle 2, the video consisted of read the word; write the word; and describing clothes. Each cycle, there were three
meetings and each meeting that took 70 minutes was played a type of video.
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Table 4.5. The Summary of Research Implementation of Cycle 1 and 2
Topic introduced Clothes
• Listen and Repeat • Which one?
• What is this? • Read the word
• Write the word • Describing clothes
Class used for Action research
5 Five Problem identified
• The low of students’ vocabulary mastery • Classroom situation during TLP was not conducive
Proposed solution Applying video in learning vocabulary
Implementation In two cycles
Cycle 1 Planning
3 meetings Prepared laptop, LCD projector, loudspeaker, photograph, video
collections, materials, lesson plans, students’ exercises, posttest, and everything related to the action.
Actions First meeting: Listen and Repeat Clothes
• Did questioning and answering with students as brainstorming
• Introduced the video and how to download it from YouTube
• Played video and asked students to pronounce words they heard
from video together •
Played video and asked students to pronounce words individually Second meeting: Which one? Clothes
• Reviewed previous lesson
• Played video and asked students to point which cloth mentioned
on video •
Pointed some students to come forward and point which cloth mentioned on video
• Provided an exercise
Third meeting: What is this? Clothes •
Reviewed previous lesson •
Played video and asked students to guess the name of cloth shown on video
• Played video and asked students to write the name of each clothes
shown on video •
Asked students to checked the correct answer together by watching video
Observation Observation: TA and the writer observed the implementation of Cycle 1
• Most students could recognize words well
• Students could remember words given before well
• Most students could pronounce words correctly
• Most students paid much attention during TLP
• Students became more enthusiastic in following English class
• There was no students ask permission to go to toilet
• There were few students play and chat during TLP
• There were some boy students did not want do teacher’s
command •
Most students did not want to write notes given •
Most students made mistakes in grasping meaning of words •
Most students wrote in incorrect spellings
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• 19 from 46 students reached the passing grade
Reflection Reflection: TA and the writer reflected the observation result
• Most students could recognize and remember word well
• Most students could pronounce words correctly
• Class situation became more alive
• Most students became more active in joining English class
• There was no student ask permission to go to toilet
• Most students made mistakes in grasping meaning of English
words •
Most students wrote in incorrect spellings •
Some students did not want to write notes given Revision
Revision plan: TA and the writer revised the plan. The next cycle focused on:
• Improving students’ ability in grasping meaning of words
• Improving students’ ability in writing words
• Limiting students’ chance in writing notes
• Creating activities which are more joyful
Cycle 2 Planning
3 meetings Prepared laptop, LCD projector, loudspeaker, photograph, video
collections, materials, lesson plans, students’ exercises, posttest, and everything related to the action.
Actions First meeting: Read the word Clothes
• Did questioning and answering with students as brainstorming
• Played and asked students to read words shown on video together
• Played video and pointed some students to read the words
individually •
Played game •
Provided an exercise Second meeting: Write the words Clothes
• Reviewed previous lesson
• Played video and asked students to write the words shown on
video •
Played video and checked the correct answer by watching video •
Played game •
Asked students to translate Indonesian words into English •
Provided and exercise Third meeting: Describing clothes
• Reviewed previous lesson
• Explained how to describe clothes
• Asked some students to come forward to describe clothes
• Played video and asked students to describe clothes shown on
video •
Played game •
Provided an exercise Observation
Observation: TA and the writer observed the action of Cycle 2 •
Students were able to translate English words into Indonesian •
Most students wanted to do teacher’s command well •
Students had their own initiative to write important notes y themselves
• Most students could write English words correctly
• 95 students reached the passing grade
Reflection •
Students were enthusiastic in joining English class •
Students became more active during TLP
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• Students could grasp the meaning of words well
• Students could write words correctly
• Students had their own initiative to write important notes by
themselves Findings as the whole
• The improvement of students’ recognition toward English words
• The improvement of writing ability
• The improvement of class situation after video applied
• The improvement of students’ behavior during TLP
• The improvement of students’ achievement
The more explanation about the research implementation of Cycle 1 and 2 as stated above on Table 4.5. is described as follows:
a. Cycle 1
The summary of the research implementation of cycle 1 can be seen in the table below:
Table 4.6. The Summary of the Research Implementation of Cycle 1
Topic introduced Clothes
• Listen and Repeat • Which one?
• What is this? Class used for Action
research 5 Five
Problem identified • The low of students’ vocabulary mastery
• Classroom situation during TLP was not conducive Proposed solution
Applying YouTube video in learning vocabulary Implementation
In two cycles Cycle 1
Planning 3 meetings
Prepared laptop, LCD projector, loudspeaker, photograph, video collections, materials, lesson plans, students’ exercises, posttest, and
everything related to the action.
Actions First meeting: Listen and Repeat Clothes
• Did questioning and answering with students as brainstorming
• Introduced the video and how to download it from YouTube
• Played video and asked students to pronounce words they heard
from video together •
Played video and asked students to pronounce words individually Second meeting: Which one? Clothes
• Reviewed previous lesson
• Played video and asked students to point which cloth mentioned
on video •
Pointed some students to come forward and point which cloth mentioned on video
• Provided an exercise
Third meeting: What is this? Clothes •
Reviewed previous lesson •
Played video and asked students to guess the name of cloth shown on video
• Played video and asked students to write the name of each clothes
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shown on video •
Asked students to checked the correct answer together by watching video
Observation Observation: TA and the writer observed the implementation of Cycle 1
• Most students could recognize words well
• Students could remember words given before well
• Most students could pronounce words correctly
• Most students paid much attention during TLP
• Students became more enthusiastic in following English class
• There was no students ask permission to go to toilet
• There were few students play and chat during TLP
• There were some boy students did not want do teacher’s
command •
Most students did not want to write notes given •
Most students made mistakes in grasping meaning of words •
Most students wrote in incorrect spellings •
19 from 46 students reached the passing grade Reflection
Reflection: TA and the writer reflected the observation result •
Most students could recognize and remember word well •
Most students could pronounce words correctly •
Class situation became more alive •
Most students became more active in joining English class •
There was no student ask permission to go to toilet •
Most students made mistakes in grasping meaning of English words
• Most students wrote in incorrect spellings
• Some students did not want to write notes given
Revision Revision plan: TA and the writer revised the plan. The next cycle
focused on: •
Improving students’ ability in grasping meaning of words •
Improving students’ ability in writing words •
Limiting students’ chance in writing notes •
Creating activities which are more joyful
Cycle 1 was conducted in three meetings. It was held on May 22
nd
, 29
th
, and June 5
th
, 2010. There were six steps namely identifying the problem, planning the action, implementing the action, observing the action, reflecting the
observation result, and revising the plan. They will be presented as follows:
1. Identifying the Problem
Based on the data obtained from pre-research observation, interview, and pretest result, the writer identified that the problem faced by the fifth grade
students of SD Negeri I Baturetno was their vocabulary mastery that is still low. Besides, the class situation was not conducive for teaching-learning process
because the students always make noises by chatting or playing with other friends.
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Therefore, the writer collaboratively with her collaborator would conduct an action research to solve those problems.
2. Planning the Action
Before conducting the action, the writer decided to apply video taken from YouTube to solve problems faced by the students in learning English vocabulary.
The video itself were chosen in form of cartoon video which is suitable for students in elementary school. Then, TA and the writer continued to arrange some
action plans in supporting the application of video in this action research. Those planning covered material preparation, the collection of video, lesson plans,
students’ exercises, post test, laptop, LCD projector, loudspeaker, and everything related to the action. In this research, the writer chose one topic from the syllabus
for the second semester that is “clothes”. This topic would be taught in every meeting by watching video.
3. Implementing the Action
In implementing the action, there were four steps in each meeting namely warming up, presentation, practice, and production. In each meeting for about 70
minutes, there would be played a type of video about “clothes” followed by some activities related to the video. The whole activities in each meeting are described
as follows:
a First meeting Saturday, May 22
nd
, 2010
1 Warming up The school’s bell was rung at 07.15. The writer came into class 5 together
with TA. As usual, there were many students did not come yet into the class. It caused by some of them still changed their sport costume into school uniform
after having morning exercise every Saturday. The writer should wait for all students came into the class for about 5 minutes. After all students sat in their
own seat, the writer opened the meeting by greeting the students and checking their attendance. The students answered slowly because they looked tired after
having exercise and did not pay attention to the writer. Seeing this condition, the writer did questioning and answering to attract their attention to the lesson.
The writer pointed some students to answer her questions e.g. when did you
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buy clothes for the last time; what kind of clothes did you buy; where did you buy it; etc. The writer also repeated the questions into Indonesian in order to
make the students understood well and could answer it. However, most of students still answered the writer’s questions in Indonesian.
2 Presentation After having questioning and answering, the writer told the students about
the topic that they were going to learn. The topic was “clothes”. The writer
also told the students that they would learn in a different way that is watching video. The writer explained that there were laptop, LCD projector, and
loudspeakers that would support the TLP. Then, the writer told that she would play a video about clothes entitled “listen and repeat”. In this video, the
students were asked to pronounce the words they heard from the video. The writer would pause them in each word mentioned in order to the students
could follow well. The video would be played repeatedly until the students could pronounce words well.
3 Practice When the video was being played, most students pronounced the words
slowly. There was also some boy students did not want to pronounce words. The writer gave warning to them by calling their names and asked them to do
this activity but it was happened repeatedly so it wastes the time. The writer played the video repeatedly until they could pronounce the words correctly.
However, most students still pronounced the words incorrectly. 4 Production
The writer asked one by one student to come forward and pronounce the words about clothes shown in video loudly. Some of them did not want to
come forward so that the writer should persuade them first.
b Second meeting Saturday, May 29
th
, 2010
1 Warming up The lesson was begun at 07.15. When the writer and TA came into the
class, there were still three students did not come yet while others did not prepare the books yet. Then, the writer greeted the students and checked their
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attendance followed by reviewing the previous lesson. She gave some questions related to the previous lesson to the students. Some students could
answer it with correct pronunciation while others still made mistakes. 2 Presentation
Before playing the video, the writer told the students about what should be done when the video was p-laying. The video was still related to the clothes
and entitled “which one?”. So, when the video asked “which one?”, the students must guessed which cloth mentioned.
3 Practice When the video was playing, the students looked enthusiastic to guess
which cloth mentioned on video. Even, some of them came forward and pointed the picture directly. So it made the situation become so crowded
because many students wanted to come forward. The writer gave warning and told them that they only need to guess or point the correct answer by giving
the clue or saying the number. The video was played twice. The class became so noisy because the students’ answers did not same and together with others.
4 Production The writer played the video and paused them in each cloth shown, then
asked one by one student to come forward and pointed the correct cloth mentioned by using a ruler. Most of students could do this activity correctly.
Then, the writer provided an exercise to the students and gave 10 minutes to do it.
c Third Meeting Saturday, June 5
th
, 2010
1 Warming up TA and the writer came into the class at 07.10. All students were sat in
their own chairs and had prepared the books in the table. The writer gave smile to them and greeted them as usual. Then, it was continued by checking
the students’ attendance and there was no student absent for this meeting. After that, the writer reviewed the previous lesson by doing questioning and
answering with the students. It was done in repeatedly to know whether or not the students could remember all vocabularies given.
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2 Presentation The writer told the students that they would still watch the video about
clothes but in different type. The type of video would be played is “what is this?”. So, when the video asked “what is this?”, the students must guessed
and answered it based on the cloth shown on video. The writer would pause in each cloth shown in order to make the students could guess it well.
3 Practice The video was being played. After the video asked “what is this?”, the
students answered aloud although their answer did not same each others. They looked happy and enthusiastic in guessing the name of the cloth shown in
video. Most students could guess and answer them in correct pronunciation. 4 Production
After the students guessed the name of clothes shown in video, they were asked to take a paper. Then, the writer played the video once and asked them
to write the name of clothes shown in video in their own paper. After that, the writer collected the papers and checked the students’ answer together with the
students.
4. Observing the Action
