commit to user
the relationship between vocabulary knowledge and reading comprehension. Then, it has been increasingly argued that computer technologies can support
learning in a number of ways. Many features of the computer are considered to enhance vocabulary development and reading comprehension: multimedia is one
of them. Multimedia refers to computer-based systems that use various types of content, such as text, audio, video, graphics, animation, and interactivity. Chun
and Plass in Constantinescu 2007 states that visual multimedia advance organizers were found to help not only recalling new words, but also act as
facilitators of reading comprehension, which stresses the close relationship between vocabulary and reading.
Irina 2010 writes “Using YouTube Videos in Teaching English”. She states that video material taken from YouTube can be a very useful source and
asset for the language teaching-learning process because it combines both fun and pedagogic instructions in an authentic material that reflect real interaction. Using
videos in the English class is a very helpful and stimulating method to motivate the students to get the most of the lesson. By employing videotaped material
teachers can always create an indefinite number of language teaching activities. The devised activities above are mere examples based on one short segment and
each focuses of a different language skill that EFL students need to acquire.
E. Rationale
Learning a language is not only study the rule of that langauge but also use that language for communication. In KTSP Kurikulum Tingkat Satuan
Pendidikan or Curriculum of Education Unit Level, English language is a local content subject. It is curricular subject to develop competence which is
appropriate with the region’s special characteristics, including regions’ superiority. Based on the result of the observation, the characteristics of English
language learning in elementary school is teacher-centered. In delivering the materials, the teacher only used lecturing method. The teacher just gave the list of
vocabularies then gave exercises in written form. There was no variation or teaching media used by the teacher.
commit to user
The problem in learning vocabulary is the student’s low vocabulary competence. It is indicated by the result of the test. The mean score of the
vocabulary test in pre research is 42.64. 1 The students usually make mistakes in pronouncing the words; 2 The students get difficulties to mention words they
already learn before; 3 The students get difficulties to spelling the words; 4 the students get difficulties in recognizing words; 5 The students get confuse in
meaning of English words. Considering to the characteristics of young learners who are like
something which is fun, the teacher has to find an interesting activity in teaching and learning process to solve the problem. An interesting activity can be created
by the use of media that is YouTube videos which can be used in presenting vocabulary to young learners clearly. By optimizing the use of YouTube videos, it
becomes motivator for the students to learn. It is because YouTube videos are interesting, a very useful tool in linking fantasy and the imagination of the
children’s world. Thus, YouTube videos can motivate the students to learn and will reduces students’ stress and create a positive mood of the learners. It will
bring much joy and give the students opportunites to remember the words and understand the new words easily and it will be easier for young learners to learn
the English words. Based on the explanation above, teaching vocabulary using YouTube
videos is expected to enrich students’ vocabulary. To prove this, the writer would like to conduct an action research to enrich students’ vocabulary by optimizing the
use of YouTube videos.
commit to user
CHAPTER III RESEARCH METHODOLOGY
This chapter discusses the research method that is used in this study. It covers the research setting, the subject of the research, the methods of the
research, the technique of collecting data, and the technique of analyzing the data. Each of the item is discusses in the following section
A. The Context of the Research 1. Research Setting
The research is conducted at SDN Sanggrahan, Surakarta. This elementary school is located at Kartika street number 6 Jebres, Surakarta. This
school building is simple with a field in front of the building as school yard and sport hall. It consists of six classrooms, a teacher’s room, a headmaster’s room, a
school health center or UKS, a school guard’s room, a canteen, three toilets, a library, a hall and parking space for students and teachers. Some of the classrooms
are not in a good condition, they can be seen from some of the walls that are hollows and not all of rooms in ceramic tiles. For teaching learning process, this
school supported by comfortable surrounding atmosphere, each room have some big windows along the wall, and the location is in a quite enough village.
The research was conducted in three months from April 2010 to June 2010. This research includes the pre-research, action, and activities after the
action. It can be arranged as follows: Table 3.1 The Schedule of the Research
No Activity
Time of Research
1. Pre-research observation, interview
April 2010 2.
Preparation of pre-test April 2010
3. Pre-test April
2010 4.
Action May to June 2010
5. Post test
June 2010
25
