THE EFFECTIVENESS OF USING INTERACTIVE ANIMATION PROGRAM IN TEACHING VOCABULARY TO THE SEVENTH GRADE STUDENTS AT SMP NEGERI 7 PALEMBANG. -
THE EFFECTIVENESS OF USING INTERACTIVE ANIMATION
PROGRAM IN TEACHING VOCABULARY TO THE SEVENTH GRADE
STUDENTS AT SMP NEGERI 7 PALEMBANG.
THESIS
BY
RUSI AYANI
NIM 372012091
MUHAMMADIYAH OF UNIVERSITY PALEMBANG
FACULTY OF TEACHER TRAINING AND EDUCATION
ENGLISH EDUCATION STUDY PROGRAM
FEBRUARY 2017
THE EFFECTIVENESS OF USING INTERACTIVE ANIMATION
PROGRAM IN TEACHING VOCABULARY TO THE SEVENTH GRADE
STUDENTS AT SMP NEGERI 7 PALEMBANG.
THESIS
Presented to
University of Muhammadiyah Palembang
In Partial Fulfillment of the Requirements
For the Degree of Sarjana in English Language Education
By
Rusi Ayani
NIM 372012091
UNIVERSITY OF MUHAMMADIYAH PALEMBANG
FACULTY OF TEACHER TRAINING AND EDUCATION
ENGLISH EDUCATION STUDY PROGRAM
Februari 2017
This thesis written hy Rusi Ayani has heen certified to he examined
Palemhang, Fehruari 23, 2017
Advisor I,
Prof. Dr. Indawan Syahri, M.Pd.
Palemhang, Fehruari 23, 2017
Sri Yuliani, S.Pd., M.Pd.
iii
This is to certify that Sarjana's thesis of Rusi Ayani has been approved hy the
Board of examiners as one of the requirement for the Sarjana degree in English
Language Education
Prof. Dr. Indawan Syahri, M.Pd., Chairperson
Sri Yuliani, S.Pd., M.Pd., Member
Kurnia Saputri S.Pd., M.Pd.,Member
Approved hy
The Dean of
A knowledge by
The Head of
English Education Study Program,
Sri YuUani, SPtL, MM
hf
Motto
The best word that you have is a limitless patience
This Thesis is Dedicated to:
The almighty Allah SWT that has given me power, patience, and willingness so I can finish
this thesis.
My beloved parents: my father (Abadi) and my mother (Suaini). Thank you for your never
ending love and support throughout my life. Thank you for giving me strength to reach for
the stars and chase my dream. You are the best stronger parents. I know there is no single
word anymore that I can say for you.
My beloved grandfather (Amsin) and my beloved grandmather (siti Juraiha), Thank you for
your love, support, and your advices.
My beloved sisters Rahmilia, Lena wati, Rini wati, Lusi ana and my little brother Ayun
prakarsa and little sister Ida yati thanks a lot for your love, prayers, spirits, cheers and helps.
My beloved nephew, Dina rizky amalia, M.fitrah akbar and Nadjwa kaira thank you for your
loving
Special one vA\o always cheering me.
My big family: My uncles, my aunty, my niece. Thank you for your supporting and loving.
V
Special Thanks to:
My Honorable first Advisor, Prof. Dr. Indawan Syahri, M.Pd, thank you for your advices,
kindness and time.
My second advisor Sri Yuliani, S.Pd., M.Pd., thank you so much for your insightful
criticisms, patient encouragement aided the writing of this thesis in innumerable ways and
time to guide me, sorry if I always call you to have a good time for discussing about my
thesis.
All my lecturers and staff in English Department that I cannot mention one by one, thank you
for your time and knowledge.
My best friends, Amalia Utary, Eka Yuliana, and all of in class B, and A that I caimot
mention you one by one, thank you so much for your support guys. For the friendship. Keep
fighting, and my old friends Kiki Gustriani S.E., Lcsiani, Ayu, Winda Utami, Lensiani, and
Rina. thank guys for your love and supports, thank you a million.
My beloved friends in PPL Junior High School State number 07 Palembang. (Maya, Lia,
Yuti, Yuyun, Laura, Yuni, Nita, Wenny, Rahayu, Heni, Nurul, Rinda, Revi, Evi, and robert),
and my friends in KKN (M.Apriadi Anggara, Msy.Nurmaidah, Chairul anwar. Hem
Guspanizal, Atika Suri, Robby Eltha Pratama and Emi ) Lemabang Kec. sungai buah
Palembang, thank you guys for the team work! I
All people who helped and give me support in conducting this thesis.
Last, to my green campus. Thank you.
vi
ABSTRACT
Ayani, Rusi. 2017. The Effectiveness of Using Interactive Animation Program in Teaching
Vocabulary to The Seventh Grade Students at SMP Negeri 7 Palembang. Thesis, English
Education Study Program, Sarjana Degree (SI), Faculty of Teacher Training and Education
Muhammadiyah University Palembang. Advisor (1) Prof. Dr. Indawan Syahri, M.Pd, and (2)
Sri Yuliani, S.Pd., M.Pd.
Keyword; Effectiveness, Teaching, Vocabulary, Animation.
This thesis is entitled "The Effectiveness of Using Interactive Animation Program in
Teaching Vocabulary to the Seventh Grade Students at SMP Negeri 7 Palembang". The
problem of this study was : Is it effective to teach vocabulary in the theme of adjactive using
animation program to the seventh grade students SMP Negeri 7 Palembang. The objective of
the study was; to find out whether it is effective or not to teach vocabulary in the theme of
adjective using animation program to the seventh grade students at SMP Negeri 7 Palembang.
The Quasi experimental method was used in this research. The population of this study was
the seventh grade students of the SMP Negeri 7 Palembang with total number were 378
students from ten classes, and the sample was 78 students from two classes; the data were
collected tlirough test, the pre-test, and post-test. The data were analyzed by using SPSS. The
result of this study indicated that: the mean of pretest in experimental was 62.69, the mean of
of post test in experimental was 76.74. Whereas, the mean of pretest in control group was
59.92, and the mean of post test in control group was 73.56. Based on the sample t-test, tlie
result of t-obtained was 10.771, it was higher than 1.9917 as its critical value of t-table and
the t-table. It indicated that alternative hypothesis (Ha) was accepted and null hypotheses
(Ho) was rejected, because t-obtained exceed the value oft-table. It could be concluded that it
was effective to teach vocabulary using animation program to the seventh grade students of
the SMP Negeri 7 Palembang.
vii
ACKNOWLEDGEMENTS
Alhamdulillali, all praises and thank to Allah SWT because of the mercy and blessing
so that the writer could finish this thesis as one of the requirementsfor obtaining Sarjana
Degree (SI) in English Study Program, Faculty of Teacher Training and Education,
Muhammadiyah University.
First of all, the writer would like toexpresses her deepest gratitude to the advisors.
Prof Dr. Indawan Syahri, M.Pd. and Sri Yuliani, S.Pd., M.Pd. for their knowledge,
suggestions, and valuable advice sincere help encouragement and guidance during the
process of writing this thesis. She is also very grateflilto the Head of English Education Study
Program, Sri Yuliani, S.Pd.,M.Pd. The Dean of Faculty of Teacher Training and Education,
Drs. H. Erwin Bakti.M.Si, and to all lecturer who had tau^t her during study at English
Education of Muhammadiyah University.
The writer hopes this thesis will give some benefit to all of us. However, this thesis
is still far from being perfect. Therefore, any critics and suggestions are always welcome.
Thank you so much for all the things we had shared and through.
Palembang, Februari 2017
The Writer
RA
V
LIST OF CONTENTS
Pages
TITLE
i
APROVALPAGE
ii
EXAMINER LEGITIMACY
iii
MOTTO
iv
ABSTRACT
v
ANKNOLADGEMENTS
vi
LIST OF CONTENTS
vii
LIST OF TABLE
LIST OF APPENDICES
viii
ix
CHAPTER I
ITRODUCTION
LI Background
1.2 The Problem of the Study
1.2.1 The Limitations of Problem
1.2.2 The Formulations of Problem
1.3 Tlie Objective of tlie Study
1.4 The Significant of the Study
1.5 Hypothesis
CHAPTER II LITERATURE REVIEW
2.1 The Concept of Teaching
2.2 Vocabulary
2.3 Interactive Animation
2.4 Advantanges of Using Interactive Animation Program..
2.5 Teaching by using Interactive Animation Program
2.6 Previous Related Study
ix
I
1
3
3
4
4
4
4
11
5
6
9
10
13
15
CHAPTER III THE METHOD OF RESEARCR
3.1 The Method of Research
3.2 The Variable of Research
3.2 The Population and Sample
3.3.1 Population
3.3.2 Sample
3.4 Technique for Collecting the Data
3.5 Validity and Reliability
3.5.1 Validity
3.5.2 Reliability
3.6 Technique for analysis the data
3.6.1 Percentage
3.6.2 Conversion of Persentage Score
3.6.2 t-test
IH
17
18
18
18
19
20
21
21
23
23
23
24
24
CHAPTER IV FEVDINGS AND INTERPRETATION
4.1 Findings
4.1.1 The Result of the Pre-test Score in Experimental group.
4.1.2 The Result of the Post-test Score in Experimental Group
4.2 Interpretation of the Study
IV
25
25
27
37
CHAPTER IV CONCLUTION AND SUGGESTION
5.1 Conclusion
5.2 Suggestions
5.2.1 The Teacher
5.2.2 The Students
5.2.3 The Features Researcher
V
39
40
40
40
40
REFERENCES
41
APPENDICES
43
X
LIST OF APPENDICES
Appendices
Page
1. Surat Keputusan Dekan
39
2. UsulJudul dan Pembimbing Skripsi
40
3. Laporan Kemajuan Bimbingan Skripsi
41
4. Undangan Simulasi Proposal
42
5. Daftar Hadir Dosen Simulasi Proposal
43
6. Daftar Hadir Simulasi Proposal
44
7. Saran dan Masukan Pembimbing
45
8. Kartu Hadir Simulasi Proposal
46
9. Undangan Ujian Skripsi
47
10. Surat Keterangan Penanggimgjawaban Skripsi
48
11. Bukti Telah Memperbaiki Skripsi
49
12. Curriculum Vitae
50
xi
CHAPTER 1
INTRODUCTION
This chapter describes (1) background, (2) problem of study, (3) objective of
the study, (4) significances of the study, (5) hypotheses, (6) and the criteria for testing
the hypothesis.
1.1 Background
English is one of the most important languages in the world. English is used
by millions of people all over the world. English has become the language of
commerce, technology, politics as well as education. In Indonesia, English as foreign
language has already been taught at elementary schools and colleges as compulsory
subject.
Vocabulary is one of language components beside grammar, vocabulary is
knowledge of words and word meanings and vocabulary is a vital part of effective
communication, it will make you a better writer, speaker, listener, and reader by
Richards and Willy (2002:255).
In that facts, vocabulary plays important part in learning English. Without
vocabulary nothing can be conveyed. For example when we read or listen we found
new words that we do not understand. When we loose some of the words, at that time
we cannot get the information that we want because of the lack of vocabulary. In
other words, someone has to ledm vocabulary when they are still young.
Based on thewriter's experience in teaching vocabulary when she did teaching
program. She found that there were many students who got difficulties in learning
1
2
English vocabulary, Because they hadlack vocabulary, couldn't memorize them, So
the writer wantedto find the best way to teach vocabulary one of in teaching
vocabulary by using interactive animation.
According to Sert (2008:55), image, sound and video files presented in webbased vocabulary learning materials have a number of advantages in respect to time
and efficiency. First of all, the words that are introduced to students are
contextualized with pictures, which is said to be an efficient tool by many
researchers. When digital images are considered, as in this web page, the learning
outcome is said to be very positive (Score 2004) as cited in Newcastle University,
2008.
A program animation system is a system that displays a dynamic graphical
representation of the execution of a program (Levy et al, 2002). According to Mc
Cormack (2002:18), while students become responsible for their own learning
process, educators play the role of a guide in the learning process by helping students'
potentate the use of technology in the process of knowledge construction.
Hopefully, this strategy not only make just know for them but also the
students was easier mastery for vocabulary skills. If we neglect the problem happen
on and on. The students score may not be changed significantly by giving the
interactive animation program strategy in teaching vocabulary, at least it
wasovercome the student's difficulties about it. This investigation was focus on
teaching vocabulary by using interactive animation strategy.
Animation can be used in teaching vocabulary to young learners. By using
interactive animation program it is hoped that learners will understand the material
3
clearly. It is possible to teach vocabulary by combining with computer technology
because they will become more interested.
In this study, the writer intends to prove whether the use of interactive
animation program is effective in increasing young learners' vocabulary, and also
want to motivate yoimg learners by giving them fun and giving enjoyment through
interactive animation program, so it can be easier for them to memorize vocabulary
after than usual method.
Based on the background above, report in a thesis entitled "The Effectiveness
of Using Interactive Animation Program in Teaching Vocabulary to the Seventh
Grade Students at SMP Negeri 7 Palembang".
1.2 Problem of Study
Based on the writer's experience when she did practice teaching program at
SMP negeri 7 Palembang. Students had lack of vocabulary, couldn't memorize them.
So the writer wanted to find the best way to teach vocabulary one of in teaching
vocabulary by using interactive animation.
1.2.1 Limitation of the Problem
The problem in this study was limited in investigating the effectiveness of
using interactive animation program in teaching vocabulary in the theme of adjective
to the seventh grade students at SMP Negeri 7 Palembang.
1.2.2Formuiation of the problem
The problem of this study was formulated in the following question: "is it
effective to teach vocabulary by using interactive animation program to the seventh
grade students at SMP Negeri 7 Palembang?"
4
1.3 Objective of the Study
The objective of the study was to find out whether or not it is effective of
using interactive animation program in teaching vocabulary by using interactive
animation program can be used in teaching vocabulary to the seventh grade SMP
Negeri 7 Palembang.
1.4 Significance of the Study
By doing this experimental research, hopefully the effectiveness of using
interactive animation program may be able to contribute for teachers, students and
also writer. For the teacher, it will give the students better understanding in
vocabulary. They was also have fun in learning English especially vocabulary. And
for the washerself, hopefully the researcher can become a good English teacher later.
l.SHypothesis
The hypothesis of this study are in form of null hypotheses (Ho) and
alternative hypotheses (Ha). They are as follow;
Ho :it is not effective to teach vcabulary using interactive animation program to the
seventh grade sudents at SMP Negeri 7 Palembang.
Ha :it is effective to teach using interactive animation program to the seventh grade
sudents at SMP Negeri 7 Palembang.
CHAPTER U
LITERATURE REVIEW
This chapter describes (1) the concept of leaching, (2) concept of vocabulary,
(3) the importance of vocabulary, (4) kinds of vocabulary, (5) interactive animation,
(6) advantages of using interactive animationprogram,(7)teaching by using interactive
animation (8) previous related study.
2.1 The Concept of Teaching
Teaching is to give lessons or learning material to do students, to help
students learn something by giving information and to persuate students by making
them motivated to do something (Hornby 2000). (P. 1368).
Before teaching English,the teacher must consider many things. Teaching is a
profession conducted by using a combination of art, science, and skillart make the
students will be creative, science make an ordered set of ideas and methods used by
the teachers in doing their main job, also skill make the students will be
communicative.( Saleh:1997) (P :16).
However, teaching is the activity or the process of transfering the knowledge
to the students on order the students get the knowledge of the teacher and to mastery
the material that is taught of the teacher. Teachers have many roles in teaching. The
teachers provide facilities and give service the students in the activity of learning
process.
5
6
2.2 Vocabulary
Vocabulary is one of language components beside grammar and
pronunciation. In this globalization era, vocabulary is a vital part of effective
communication. By having many words, it will make you a better writer, speaker,
listener, and reader. The importance of mastering vocabulary is stated by Richards
and Willy (2002:255).
Vocabulary is a score component of language proficiency and provides much
of the basis for how well learners speak, listen, read and write. Without an extensive
vocabulary and strategies for acquiring new vocabulary, learners often achieve less
than their potential and may be discourage from making use of language learning
opportunities around them such as listening to the radio, listening to native speakers,
using the language in different context, reading, or watching television.
According to Linse (2005:121) vocabulary is the collection of words that an
individual knows. It is important for us to remember that even though nouns are
important, vocabulary is much more important.
Vocabulary is a total number of words which (with rules for combining them)
make up the language, and a word (Hornby, 1974:959). While Webster (1988:110)
states that vocabulary is a list of words usually average alphabetically and defined,
explained or translation.
7
2.2.1 Importance of Vocabulary
According to Cameron (2001:72), building up a useful vocabulary is a central
to the learning of foreign language at elementary school. It is very important to
encourage the young learners from the elementary school so that English is not
something to be afraid of but it is something to be learnt. If they have good
perception of this language they will feel motivated and then they will make an effort
to learn new vocabulary.
Vocabulary is knowledge of words and word meanings. However, vocabulary
is more complex than this definition suggests. First, words come in two forms: oral
and print. Oral vocabulary includes those words that recognize and use in reading
and writing. Second, word knowledge also comes in two forms, receptive and
productive. Receptive vocabulary is typically larger than productive vocabulary, and
may include many words to which we assign some meaning, even if we do not know
their full definition and connotation or ever use them ourselves as we speak and write
(Kamil&Hiebert 2001).
When we read or listen we found new words that we don't understand. When
we loose some of the words, at that time we can't get the information that we want
because of the lack of vocabulary. In field of communication, lack vocabulary
resulted learners' difficulty to communicate their ideas or get the ideas that
transmitted to them. They can get the most up to date information if they can
understand it. Feurstein and Schonick (1995:60) say that the more words you know,
8
the easier will understand both textbook and lecture material. Vocabulary contributes
significantly to achievement in the subject of the school curriculum.
Furthermore, without grammar, very little can be conveyed, without
vocabulary nothing can be conveyed (Thombury, 2001:13). So it means that
vocabulary is one of aspect that vocabulary is one of aspects that should be mastered
by people beside grammar.
2.2.2 Kinds of Vocabulary
According to Ulianti (2003:6), vocabulary was classified into four categories,
they were listening, speaking, reading, and writing.
1. Listening Vocabulary
Listening vocabulary means the words we need to know to understand what
we hear or recognize its sound figure out its meaning with the help if the
context.
2. Speaking Vocabulary
Speaking vocabulary means the words we use when we speak or recall it at
free will pronounce it correctly use it aprropriately.
3. Reading Vocabulary
Reading vocabulary means the words we need to know the understand what
we read recognize it figure out its meaning with the help of the context.
4. Writing Vocabulary
Writing vocabulary means the words we use in writing or spell it right use it
correctly in grammar, accurately in thinking and apropriately.
9
In conclusion, teaching is interaction between the teacher and students
at the classroom. In this case, the teacher is not as a king at the class or
school, but the teacher as manager of learning who should help and guide the
students to improve students' skoll and knowledge. So that somebody can do
something, and they will be able to do it by them selves.
2.3, Interactive Animation Program
There are many reason why we might create and use our own electronic
materials in class. Firstly, we will be able to provide extra practice for weaker
learners', and consolidate and review exercise groups. Secondly, as you build up a
collection of your own resources with you own learners' needs in mind, we will start
a generate a large bank of materials which can be used in class or for self-study at
many point in the future ( Daudeney and Hockly, 2007:126). In class these kinds of
materials can provide a change of pace and can be highly motivating. Learners often
by the chance of competing against the computer with these kinds of discrete never
exercise types.
It is possible to teach vocabulary by combining knowledge with technology
in computer because they will become more interested. By having a media course at
the foundation level, students would be exposed to the fundamental, history, and
usage of the computer as a creative tool from the outset.
In order for interactive design to move forward, we must generate thinkers,
entrepreneurs, and innovation in the classroom, so they will have the ability and
10
ambition to do more than mediated between the idea and end product using code or
commercial software Mc Cormack (2002).
According to Ozcan (2002), in the order to prepare students to be thinkers as
well as form givers, they should be surrounded by process-sensitive problems and
interdisciplinary projects that put them in touch with culture, current events and
social issues. Educational goals could create a self-motivated student with a passion
for life-long learning as engaged citizens. A news graphic design curriculum that
focuses on principle, tools, complexity, and change would better prepare students for
such endeavors. Principle would instruct students about the means of creating
dynamic expressive, and communicative form; tools would sharpen hand and craft
skills while introducing a wide variety of rendering methods including print and
digital media.
2.4.Advantages of Using Interactive Animation Program
Computer animation has many advantages than the traditional way of
education an training. The motivation and skill improvement are the main benefits.
The main goal of computer animation is to reduce learners' time and useless effort of
learning and to make it more practical.
Students learning a new language need a variety of language experiences.
They need to hear language, write language, speak language and read language
Ybarra (2003) said that "computers can play an integral part in providing English
Language Learning (EEL) students with valuable language experiences as they learn
a new language".
11
Students need to leam vocabulary in context and with visual clues to help
them understand. Computers can provide this rich, contextual environment. The
computer also allows students to become active learners in their environment. It is
also supported by Kang and Dennis (1995) cited in Ybarra (2003:12), computer can
incorporate various learning strategies as well as accommodate a variety of learning
styles.
People are always looking for new ways to education their children. If they
are having fun, they leam better. Computer animation can be used to make very
exciting and fun animation into which education and training can easily be
incorporated. According to Agina (2003:22) there are nine advantages the using of
animation technology in education and training, such as :
1. Skill and Ability Improvement
The interactive animation takes less time in leam students' complex things
and makes them enjoy leam difficult things. Education and training are higher when
information presented via computer animation systems than traditional classroom
lectures. Using an interactive animation will solve the problem of the imagination
skill in education and training.
2. Interactive
Interactive is a mutual action between the learner, teaming system, and
learning material. Learners will be faster to leam, and have better attitudes toward
12
learning when using interactive animation especially if the other techniques like
audio and video are used.
3. Engagement
Interactive learning with live-action animation, simulation, video, audio,
graphic, feedback, expert advice, and questions and answers keep learners interested
and reinforce skills. Because it is exiting, challenging, and fun to use, it encourages
learners to return to the program again and again and again over! Trough continual
practice, learning is absorbed and integrated into daily performance.
4. Motivation
Since the animation is inspired and interactive way for flexible education and
training, learners will be more motivated to learn more and more. Learners will get
more skills, which is the main reason to make them more motivated.
5. Eliminates frustration
Computer animation is a high-level way to measure the learners' decision
making. It can adapt to users choices and react in different way to explore what
would happen if that case will apply. Computer animation allows learners to measure
their abilities to perform a specific task or job without any risk.
6. Practicality
Computer animation is capable of presenting true-to-life situations that
learners face every day. Computer animation allows learners to leam-by-viewing.
13
leam-by-doing or !eam-by-coaching. All are effective methods for developing
practical skill and increasing information retention.
7. Consistent
All learners leam the same principles and skills. Computer-Bascd Animation
typically forces instructional designers to better organize and structure learning
materials, and this alone can result in learning advantages.
8. Immediate Feedback
Learners will get an immediate feedback from the animation system that will
enhance their skills and abilities. It is important to note that the learners' feedback
could be useful to improve the animation system itself.
9. Attracting and holding attention
Animation is useful when quickly getting and holding an audiences' attention
is important.
2.5. Teaching by using Interactive Animation Program
There are many reason why we might create and use our own electronic
materials in class. Firstly, we will be able to provide extra practice for weaker
learners', and consolidate and review exercise groups. Secondly, as you build up a
collection of your own resources with you own learners' needs in mind, we will start
a generate a large bank of materials which can be used in class or for self-study at
many point in the future ( Daudeney and Hockly, 2007:126). In class these kinds of
materials can provide a change of pace and can be highly motivating. Learners often
14
by the chance of competing against the computer with these kinds of discrete never
exercise types.
It is possible to teach vocabulary by combining knowledge with technology
in computer because they will become more interesting. By having a media course at
the foundation level, students would be exposed to the fundamental, history, and
usage of the computer as a creative tool from the outset.
In order to interactive design to move forward, we must generate thinkers,
entrepreneurs, and innovation in the classroom, so they will have the ability and
ambition to do more than mediated between the idea and end product using code or
commercial software Mc Cormack (2002).
According to Ozcan (2002), in the order to prepare students to be thinkers as
well as form givers, they should be surrounded by process-sensitive problems and
interdisciplinary projects that put them in touch with culture, current events and
social issues. Educational goals could create a self-motivated student with a passion
for life-long learning as engaged citizens. A news graphic design curriculum that
focuses on principle, tools, complexity, and change would better prepare students for
such endeavors. Principle would instruct students about the means of creating
dynamic expressive, and communicative form; tools would sharpen hand and craft
skills while introducing a wide variety of rendering methods including print and
digital media.
15
2.6.Previous Related Studies
The writer found there were two theses title related to her thesis. The thesis
entitled 'Teaching Vocabulary to the Seventh Grade Students of SMPN 13
Palembang By Using pictured Spelling puzzles'. It was written by R.A.
RobiatuIAdawiyah, a 2007 graduated student from English Departement of Sriwijaya
University. In her thesis she used quasi experimental method. The sample was
seventh grade students in SMPN 13 Palembang. The objective of the study was to
find out whether or not there is a significant achievement differences between the
students who leam vocabulary without using pictured spelling puzzles.
The second thesis title was written by Dian Kharisma Putra entitled
'Teaching Vocabulary in the of Animals to the Seventh Grade Students of Theme
MasdanilUlum Junior Islamic High School TelokKecapi. He is a 2012 graduate of
English Departement of Muhammadiyah University. The objective of her study was
to find out whether teaching English vocabulary by using pictures was more effective
than without using pictures. He used quasi experimental method, where the
population is the third grade students of Junior Islamic High School
TelokKecapiYear 2010/2012. Because there was only on class for third grade
students' so she took all the population as he sample.
There are some similarity and differences between the previous study and
their researcher present study. The similarity is it talks about teaching vocabulary.
The differences are on the objective of the study and the kind of experimental
method. In this case, the researchers' presents study teach vocabulary by using
16
interactive animation program, and focus on the effectiveness of using interactive
program in teaching vocabulary. The researcher presented study uses preexperimental method. In this design only a single group experiment gave pre test and
post test, there is no control group. In teaching vocabulary the researcher use
interactive animation program. Tried to combine knowledge with technology, in
order to make the learners be more creative.
CHAPTER HI
RESEARCH PROCEDURE
This chapter describes: (1) method of research, (2) the variables of research,
(3) population and samples, (5) technique for analyzing the data.
3.1 Method of Research
The writer used the experimental method.According to Sugiyono (2010:9)
vrith this method, the researcher purposively creating a condition, and then examine
the result. In the other word, experiment is a way to find the causal relationship
between two factors that made by the researcher by eliminating or decrease the other
related factors. The type of experimental method is quasi experiment.
The quasi experimental was used in the study. There were two groups in this
study, they are control and experimental group. In this study, there are two groups to
compare the effectiveness of the interactive animation.
Table 3.1
The design of quasi experimental
Group
Control
Experiment
Pretest
0,
Treatment
PostTest
O2
X
17
18
3.2 The Variable of Research
Variable are defined as characteristic belonging to all members of the
population which very from one another. There two kinds of variables in this study,
namely independent and dependent variables. Independent variables are the variables
which influence other variables and dependent variables (Arikunto,1998:95). In this
study, the independent variable is the application of the interactive animation in
teaching vocabulary. The dependent variables of this study is the students' scores of
vocabulary.
3.3 Population and Sample
3.3.1 Population
Sugiyono (2015:117) states that a population is a set off all elements
possessing one or more attributes of interest. In this investigation, the population is
all of the seventh grade students with a total number 387 students from ten classes.
Table 3.2
The Population of the Study
No
Class
Total
1.
VII.l
38
2.
V11.2
35
3.
V1I.3
39
4.
vn.4
39
19
5.
VII.5
38
6.
V11.6
40
7.
VI1.7
40
8.
VII 8
38
9.
VII.9
38
10
VILIO
38
Total Number
383
3.3.2 Sample
Sample is a part of population that will be investigated (sugiyono, 2015:118).
From the population above, the seventh grade of SMP Negeri 7 Palembang chosen as
the samples that taken by Using the purposive sampling. Purposive sampling is to
focus on particular characteristics of a population that are of interest, which will best
enable you to answer your reseach questions.
Table 3.3
The sample of study
No.
Class
Group
Total
1.
2.
VII.3
VII.4
Experiment
Contfol.
39
39
Total Number
78
20
3.4 Technique for Collecting the Data
According to Sugiyono (2010:266), test is a way to measure whether there is
or not and how much the ability of the object of the study. In collecting the data, the
written test was used. The test in this study consisted of 40 items which consist of 10
multiple choice question, matching the words 10, true or false question 10 and
incomplete sentence question 10. The test was given twice at the pre-test and posttest.
In the pre-test, the test was given to the students to the control and
experimental group before the treatment. The entire test is in the same theme that is
animation. The purpose of this test is to find out to the students to measure their
ability in mastery the vocabulary before using the treatment.
The post-test wasgiven to the students after given treatment. The material is
the same as the pre-test. The purpose of this test is to find out the achievement of the
students in learning vocabulary after the treatment.
3.5Validity and Reliability
3.5.1 Validity
According Margono(2010 : 186) says that a test was valid if it measures what
was purposed to measure was valid. A test should be considered valid if it asks about
something else. The way of testing materials had high validity, only a written test
used multiple choice questions. Before given a test to the students, the researcher
should check the test material through he content validity. Nasution (2008:750) states
that the content validity was the content or test relevant with the ability, knowledge,
subject, experience or background of the study.
21
Table 3.4 of Test Specification
Objective
To measure the
students ability in
memorizingand
understanding new
vocabulary items
using animation
test.
J
1
* 5
1*1*.
•
Indicator
The student are able
to
memorizenew
vocabulary items
using animation,
Materials
Six picture about
adjective
Ten sentence about
adjecrive
Types of Test
Multiple choice
question (10)
matching the
words(lO)
True or false
Ten flashcard about question(lO)
adjective
andcompletes
Descriptive
sentence(lO)
Adjective
Distributive
adjective
Possesive adjective
for Example
1. Warm
1
1
.
js:
2. Strong
#
*1
3. Slow
4. Sleepy
5. Scary
y
Total: 40
22
3.5.2 Reliability
Reliability (in testing) was measured of the degree to which a test given
consistent results. According Fraenkel and Wallen (1993:149), state that a test was
considerable reliable if it given the equal result when it was given on dufferent
occasions or when it was used by different class or people, then to judge the test was
reliable or not, Kuder Richardson approach would be used in this study. This
approach was also known with KR- 21 (Alpha Cronbach). If the result was less than
0.7(KR 21 0,70). So it can concluded that the test items was reliable.
3.6 Technique for Analysis the Data
The writeranalyzed the data through percentage analysis, the conversion of the
percentage range, and the t test.
3.6.1 Percentage Analysis
To find out the percentage correct answer both in pre-test and post-test, the writer
of this research used the percentage analysis follows:
R
X=
X 100%
TXn
In which :
X= the result of percentage
R= total of correct answer
T= number of student
n= number of test items
3.6.2. Conversion of Percentage Score
The conversion of percentage score is criteria that wasused to know the average
level grades of students, after they have done the test.
Table the conversion of percentage score is presented as follows:
Percentage of Correct Answer
80-100
70-79
56-69
40-55
PROGRAM IN TEACHING VOCABULARY TO THE SEVENTH GRADE
STUDENTS AT SMP NEGERI 7 PALEMBANG.
THESIS
BY
RUSI AYANI
NIM 372012091
MUHAMMADIYAH OF UNIVERSITY PALEMBANG
FACULTY OF TEACHER TRAINING AND EDUCATION
ENGLISH EDUCATION STUDY PROGRAM
FEBRUARY 2017
THE EFFECTIVENESS OF USING INTERACTIVE ANIMATION
PROGRAM IN TEACHING VOCABULARY TO THE SEVENTH GRADE
STUDENTS AT SMP NEGERI 7 PALEMBANG.
THESIS
Presented to
University of Muhammadiyah Palembang
In Partial Fulfillment of the Requirements
For the Degree of Sarjana in English Language Education
By
Rusi Ayani
NIM 372012091
UNIVERSITY OF MUHAMMADIYAH PALEMBANG
FACULTY OF TEACHER TRAINING AND EDUCATION
ENGLISH EDUCATION STUDY PROGRAM
Februari 2017
This thesis written hy Rusi Ayani has heen certified to he examined
Palemhang, Fehruari 23, 2017
Advisor I,
Prof. Dr. Indawan Syahri, M.Pd.
Palemhang, Fehruari 23, 2017
Sri Yuliani, S.Pd., M.Pd.
iii
This is to certify that Sarjana's thesis of Rusi Ayani has been approved hy the
Board of examiners as one of the requirement for the Sarjana degree in English
Language Education
Prof. Dr. Indawan Syahri, M.Pd., Chairperson
Sri Yuliani, S.Pd., M.Pd., Member
Kurnia Saputri S.Pd., M.Pd.,Member
Approved hy
The Dean of
A knowledge by
The Head of
English Education Study Program,
Sri YuUani, SPtL, MM
hf
Motto
The best word that you have is a limitless patience
This Thesis is Dedicated to:
The almighty Allah SWT that has given me power, patience, and willingness so I can finish
this thesis.
My beloved parents: my father (Abadi) and my mother (Suaini). Thank you for your never
ending love and support throughout my life. Thank you for giving me strength to reach for
the stars and chase my dream. You are the best stronger parents. I know there is no single
word anymore that I can say for you.
My beloved grandfather (Amsin) and my beloved grandmather (siti Juraiha), Thank you for
your love, support, and your advices.
My beloved sisters Rahmilia, Lena wati, Rini wati, Lusi ana and my little brother Ayun
prakarsa and little sister Ida yati thanks a lot for your love, prayers, spirits, cheers and helps.
My beloved nephew, Dina rizky amalia, M.fitrah akbar and Nadjwa kaira thank you for your
loving
Special one vA\o always cheering me.
My big family: My uncles, my aunty, my niece. Thank you for your supporting and loving.
V
Special Thanks to:
My Honorable first Advisor, Prof. Dr. Indawan Syahri, M.Pd, thank you for your advices,
kindness and time.
My second advisor Sri Yuliani, S.Pd., M.Pd., thank you so much for your insightful
criticisms, patient encouragement aided the writing of this thesis in innumerable ways and
time to guide me, sorry if I always call you to have a good time for discussing about my
thesis.
All my lecturers and staff in English Department that I cannot mention one by one, thank you
for your time and knowledge.
My best friends, Amalia Utary, Eka Yuliana, and all of in class B, and A that I caimot
mention you one by one, thank you so much for your support guys. For the friendship. Keep
fighting, and my old friends Kiki Gustriani S.E., Lcsiani, Ayu, Winda Utami, Lensiani, and
Rina. thank guys for your love and supports, thank you a million.
My beloved friends in PPL Junior High School State number 07 Palembang. (Maya, Lia,
Yuti, Yuyun, Laura, Yuni, Nita, Wenny, Rahayu, Heni, Nurul, Rinda, Revi, Evi, and robert),
and my friends in KKN (M.Apriadi Anggara, Msy.Nurmaidah, Chairul anwar. Hem
Guspanizal, Atika Suri, Robby Eltha Pratama and Emi ) Lemabang Kec. sungai buah
Palembang, thank you guys for the team work! I
All people who helped and give me support in conducting this thesis.
Last, to my green campus. Thank you.
vi
ABSTRACT
Ayani, Rusi. 2017. The Effectiveness of Using Interactive Animation Program in Teaching
Vocabulary to The Seventh Grade Students at SMP Negeri 7 Palembang. Thesis, English
Education Study Program, Sarjana Degree (SI), Faculty of Teacher Training and Education
Muhammadiyah University Palembang. Advisor (1) Prof. Dr. Indawan Syahri, M.Pd, and (2)
Sri Yuliani, S.Pd., M.Pd.
Keyword; Effectiveness, Teaching, Vocabulary, Animation.
This thesis is entitled "The Effectiveness of Using Interactive Animation Program in
Teaching Vocabulary to the Seventh Grade Students at SMP Negeri 7 Palembang". The
problem of this study was : Is it effective to teach vocabulary in the theme of adjactive using
animation program to the seventh grade students SMP Negeri 7 Palembang. The objective of
the study was; to find out whether it is effective or not to teach vocabulary in the theme of
adjective using animation program to the seventh grade students at SMP Negeri 7 Palembang.
The Quasi experimental method was used in this research. The population of this study was
the seventh grade students of the SMP Negeri 7 Palembang with total number were 378
students from ten classes, and the sample was 78 students from two classes; the data were
collected tlirough test, the pre-test, and post-test. The data were analyzed by using SPSS. The
result of this study indicated that: the mean of pretest in experimental was 62.69, the mean of
of post test in experimental was 76.74. Whereas, the mean of pretest in control group was
59.92, and the mean of post test in control group was 73.56. Based on the sample t-test, tlie
result of t-obtained was 10.771, it was higher than 1.9917 as its critical value of t-table and
the t-table. It indicated that alternative hypothesis (Ha) was accepted and null hypotheses
(Ho) was rejected, because t-obtained exceed the value oft-table. It could be concluded that it
was effective to teach vocabulary using animation program to the seventh grade students of
the SMP Negeri 7 Palembang.
vii
ACKNOWLEDGEMENTS
Alhamdulillali, all praises and thank to Allah SWT because of the mercy and blessing
so that the writer could finish this thesis as one of the requirementsfor obtaining Sarjana
Degree (SI) in English Study Program, Faculty of Teacher Training and Education,
Muhammadiyah University.
First of all, the writer would like toexpresses her deepest gratitude to the advisors.
Prof Dr. Indawan Syahri, M.Pd. and Sri Yuliani, S.Pd., M.Pd. for their knowledge,
suggestions, and valuable advice sincere help encouragement and guidance during the
process of writing this thesis. She is also very grateflilto the Head of English Education Study
Program, Sri Yuliani, S.Pd.,M.Pd. The Dean of Faculty of Teacher Training and Education,
Drs. H. Erwin Bakti.M.Si, and to all lecturer who had tau^t her during study at English
Education of Muhammadiyah University.
The writer hopes this thesis will give some benefit to all of us. However, this thesis
is still far from being perfect. Therefore, any critics and suggestions are always welcome.
Thank you so much for all the things we had shared and through.
Palembang, Februari 2017
The Writer
RA
V
LIST OF CONTENTS
Pages
TITLE
i
APROVALPAGE
ii
EXAMINER LEGITIMACY
iii
MOTTO
iv
ABSTRACT
v
ANKNOLADGEMENTS
vi
LIST OF CONTENTS
vii
LIST OF TABLE
LIST OF APPENDICES
viii
ix
CHAPTER I
ITRODUCTION
LI Background
1.2 The Problem of the Study
1.2.1 The Limitations of Problem
1.2.2 The Formulations of Problem
1.3 Tlie Objective of tlie Study
1.4 The Significant of the Study
1.5 Hypothesis
CHAPTER II LITERATURE REVIEW
2.1 The Concept of Teaching
2.2 Vocabulary
2.3 Interactive Animation
2.4 Advantanges of Using Interactive Animation Program..
2.5 Teaching by using Interactive Animation Program
2.6 Previous Related Study
ix
I
1
3
3
4
4
4
4
11
5
6
9
10
13
15
CHAPTER III THE METHOD OF RESEARCR
3.1 The Method of Research
3.2 The Variable of Research
3.2 The Population and Sample
3.3.1 Population
3.3.2 Sample
3.4 Technique for Collecting the Data
3.5 Validity and Reliability
3.5.1 Validity
3.5.2 Reliability
3.6 Technique for analysis the data
3.6.1 Percentage
3.6.2 Conversion of Persentage Score
3.6.2 t-test
IH
17
18
18
18
19
20
21
21
23
23
23
24
24
CHAPTER IV FEVDINGS AND INTERPRETATION
4.1 Findings
4.1.1 The Result of the Pre-test Score in Experimental group.
4.1.2 The Result of the Post-test Score in Experimental Group
4.2 Interpretation of the Study
IV
25
25
27
37
CHAPTER IV CONCLUTION AND SUGGESTION
5.1 Conclusion
5.2 Suggestions
5.2.1 The Teacher
5.2.2 The Students
5.2.3 The Features Researcher
V
39
40
40
40
40
REFERENCES
41
APPENDICES
43
X
LIST OF APPENDICES
Appendices
Page
1. Surat Keputusan Dekan
39
2. UsulJudul dan Pembimbing Skripsi
40
3. Laporan Kemajuan Bimbingan Skripsi
41
4. Undangan Simulasi Proposal
42
5. Daftar Hadir Dosen Simulasi Proposal
43
6. Daftar Hadir Simulasi Proposal
44
7. Saran dan Masukan Pembimbing
45
8. Kartu Hadir Simulasi Proposal
46
9. Undangan Ujian Skripsi
47
10. Surat Keterangan Penanggimgjawaban Skripsi
48
11. Bukti Telah Memperbaiki Skripsi
49
12. Curriculum Vitae
50
xi
CHAPTER 1
INTRODUCTION
This chapter describes (1) background, (2) problem of study, (3) objective of
the study, (4) significances of the study, (5) hypotheses, (6) and the criteria for testing
the hypothesis.
1.1 Background
English is one of the most important languages in the world. English is used
by millions of people all over the world. English has become the language of
commerce, technology, politics as well as education. In Indonesia, English as foreign
language has already been taught at elementary schools and colleges as compulsory
subject.
Vocabulary is one of language components beside grammar, vocabulary is
knowledge of words and word meanings and vocabulary is a vital part of effective
communication, it will make you a better writer, speaker, listener, and reader by
Richards and Willy (2002:255).
In that facts, vocabulary plays important part in learning English. Without
vocabulary nothing can be conveyed. For example when we read or listen we found
new words that we do not understand. When we loose some of the words, at that time
we cannot get the information that we want because of the lack of vocabulary. In
other words, someone has to ledm vocabulary when they are still young.
Based on thewriter's experience in teaching vocabulary when she did teaching
program. She found that there were many students who got difficulties in learning
1
2
English vocabulary, Because they hadlack vocabulary, couldn't memorize them, So
the writer wantedto find the best way to teach vocabulary one of in teaching
vocabulary by using interactive animation.
According to Sert (2008:55), image, sound and video files presented in webbased vocabulary learning materials have a number of advantages in respect to time
and efficiency. First of all, the words that are introduced to students are
contextualized with pictures, which is said to be an efficient tool by many
researchers. When digital images are considered, as in this web page, the learning
outcome is said to be very positive (Score 2004) as cited in Newcastle University,
2008.
A program animation system is a system that displays a dynamic graphical
representation of the execution of a program (Levy et al, 2002). According to Mc
Cormack (2002:18), while students become responsible for their own learning
process, educators play the role of a guide in the learning process by helping students'
potentate the use of technology in the process of knowledge construction.
Hopefully, this strategy not only make just know for them but also the
students was easier mastery for vocabulary skills. If we neglect the problem happen
on and on. The students score may not be changed significantly by giving the
interactive animation program strategy in teaching vocabulary, at least it
wasovercome the student's difficulties about it. This investigation was focus on
teaching vocabulary by using interactive animation strategy.
Animation can be used in teaching vocabulary to young learners. By using
interactive animation program it is hoped that learners will understand the material
3
clearly. It is possible to teach vocabulary by combining with computer technology
because they will become more interested.
In this study, the writer intends to prove whether the use of interactive
animation program is effective in increasing young learners' vocabulary, and also
want to motivate yoimg learners by giving them fun and giving enjoyment through
interactive animation program, so it can be easier for them to memorize vocabulary
after than usual method.
Based on the background above, report in a thesis entitled "The Effectiveness
of Using Interactive Animation Program in Teaching Vocabulary to the Seventh
Grade Students at SMP Negeri 7 Palembang".
1.2 Problem of Study
Based on the writer's experience when she did practice teaching program at
SMP negeri 7 Palembang. Students had lack of vocabulary, couldn't memorize them.
So the writer wanted to find the best way to teach vocabulary one of in teaching
vocabulary by using interactive animation.
1.2.1 Limitation of the Problem
The problem in this study was limited in investigating the effectiveness of
using interactive animation program in teaching vocabulary in the theme of adjective
to the seventh grade students at SMP Negeri 7 Palembang.
1.2.2Formuiation of the problem
The problem of this study was formulated in the following question: "is it
effective to teach vocabulary by using interactive animation program to the seventh
grade students at SMP Negeri 7 Palembang?"
4
1.3 Objective of the Study
The objective of the study was to find out whether or not it is effective of
using interactive animation program in teaching vocabulary by using interactive
animation program can be used in teaching vocabulary to the seventh grade SMP
Negeri 7 Palembang.
1.4 Significance of the Study
By doing this experimental research, hopefully the effectiveness of using
interactive animation program may be able to contribute for teachers, students and
also writer. For the teacher, it will give the students better understanding in
vocabulary. They was also have fun in learning English especially vocabulary. And
for the washerself, hopefully the researcher can become a good English teacher later.
l.SHypothesis
The hypothesis of this study are in form of null hypotheses (Ho) and
alternative hypotheses (Ha). They are as follow;
Ho :it is not effective to teach vcabulary using interactive animation program to the
seventh grade sudents at SMP Negeri 7 Palembang.
Ha :it is effective to teach using interactive animation program to the seventh grade
sudents at SMP Negeri 7 Palembang.
CHAPTER U
LITERATURE REVIEW
This chapter describes (1) the concept of leaching, (2) concept of vocabulary,
(3) the importance of vocabulary, (4) kinds of vocabulary, (5) interactive animation,
(6) advantages of using interactive animationprogram,(7)teaching by using interactive
animation (8) previous related study.
2.1 The Concept of Teaching
Teaching is to give lessons or learning material to do students, to help
students learn something by giving information and to persuate students by making
them motivated to do something (Hornby 2000). (P. 1368).
Before teaching English,the teacher must consider many things. Teaching is a
profession conducted by using a combination of art, science, and skillart make the
students will be creative, science make an ordered set of ideas and methods used by
the teachers in doing their main job, also skill make the students will be
communicative.( Saleh:1997) (P :16).
However, teaching is the activity or the process of transfering the knowledge
to the students on order the students get the knowledge of the teacher and to mastery
the material that is taught of the teacher. Teachers have many roles in teaching. The
teachers provide facilities and give service the students in the activity of learning
process.
5
6
2.2 Vocabulary
Vocabulary is one of language components beside grammar and
pronunciation. In this globalization era, vocabulary is a vital part of effective
communication. By having many words, it will make you a better writer, speaker,
listener, and reader. The importance of mastering vocabulary is stated by Richards
and Willy (2002:255).
Vocabulary is a score component of language proficiency and provides much
of the basis for how well learners speak, listen, read and write. Without an extensive
vocabulary and strategies for acquiring new vocabulary, learners often achieve less
than their potential and may be discourage from making use of language learning
opportunities around them such as listening to the radio, listening to native speakers,
using the language in different context, reading, or watching television.
According to Linse (2005:121) vocabulary is the collection of words that an
individual knows. It is important for us to remember that even though nouns are
important, vocabulary is much more important.
Vocabulary is a total number of words which (with rules for combining them)
make up the language, and a word (Hornby, 1974:959). While Webster (1988:110)
states that vocabulary is a list of words usually average alphabetically and defined,
explained or translation.
7
2.2.1 Importance of Vocabulary
According to Cameron (2001:72), building up a useful vocabulary is a central
to the learning of foreign language at elementary school. It is very important to
encourage the young learners from the elementary school so that English is not
something to be afraid of but it is something to be learnt. If they have good
perception of this language they will feel motivated and then they will make an effort
to learn new vocabulary.
Vocabulary is knowledge of words and word meanings. However, vocabulary
is more complex than this definition suggests. First, words come in two forms: oral
and print. Oral vocabulary includes those words that recognize and use in reading
and writing. Second, word knowledge also comes in two forms, receptive and
productive. Receptive vocabulary is typically larger than productive vocabulary, and
may include many words to which we assign some meaning, even if we do not know
their full definition and connotation or ever use them ourselves as we speak and write
(Kamil&Hiebert 2001).
When we read or listen we found new words that we don't understand. When
we loose some of the words, at that time we can't get the information that we want
because of the lack of vocabulary. In field of communication, lack vocabulary
resulted learners' difficulty to communicate their ideas or get the ideas that
transmitted to them. They can get the most up to date information if they can
understand it. Feurstein and Schonick (1995:60) say that the more words you know,
8
the easier will understand both textbook and lecture material. Vocabulary contributes
significantly to achievement in the subject of the school curriculum.
Furthermore, without grammar, very little can be conveyed, without
vocabulary nothing can be conveyed (Thombury, 2001:13). So it means that
vocabulary is one of aspect that vocabulary is one of aspects that should be mastered
by people beside grammar.
2.2.2 Kinds of Vocabulary
According to Ulianti (2003:6), vocabulary was classified into four categories,
they were listening, speaking, reading, and writing.
1. Listening Vocabulary
Listening vocabulary means the words we need to know to understand what
we hear or recognize its sound figure out its meaning with the help if the
context.
2. Speaking Vocabulary
Speaking vocabulary means the words we use when we speak or recall it at
free will pronounce it correctly use it aprropriately.
3. Reading Vocabulary
Reading vocabulary means the words we need to know the understand what
we read recognize it figure out its meaning with the help of the context.
4. Writing Vocabulary
Writing vocabulary means the words we use in writing or spell it right use it
correctly in grammar, accurately in thinking and apropriately.
9
In conclusion, teaching is interaction between the teacher and students
at the classroom. In this case, the teacher is not as a king at the class or
school, but the teacher as manager of learning who should help and guide the
students to improve students' skoll and knowledge. So that somebody can do
something, and they will be able to do it by them selves.
2.3, Interactive Animation Program
There are many reason why we might create and use our own electronic
materials in class. Firstly, we will be able to provide extra practice for weaker
learners', and consolidate and review exercise groups. Secondly, as you build up a
collection of your own resources with you own learners' needs in mind, we will start
a generate a large bank of materials which can be used in class or for self-study at
many point in the future ( Daudeney and Hockly, 2007:126). In class these kinds of
materials can provide a change of pace and can be highly motivating. Learners often
by the chance of competing against the computer with these kinds of discrete never
exercise types.
It is possible to teach vocabulary by combining knowledge with technology
in computer because they will become more interested. By having a media course at
the foundation level, students would be exposed to the fundamental, history, and
usage of the computer as a creative tool from the outset.
In order for interactive design to move forward, we must generate thinkers,
entrepreneurs, and innovation in the classroom, so they will have the ability and
10
ambition to do more than mediated between the idea and end product using code or
commercial software Mc Cormack (2002).
According to Ozcan (2002), in the order to prepare students to be thinkers as
well as form givers, they should be surrounded by process-sensitive problems and
interdisciplinary projects that put them in touch with culture, current events and
social issues. Educational goals could create a self-motivated student with a passion
for life-long learning as engaged citizens. A news graphic design curriculum that
focuses on principle, tools, complexity, and change would better prepare students for
such endeavors. Principle would instruct students about the means of creating
dynamic expressive, and communicative form; tools would sharpen hand and craft
skills while introducing a wide variety of rendering methods including print and
digital media.
2.4.Advantages of Using Interactive Animation Program
Computer animation has many advantages than the traditional way of
education an training. The motivation and skill improvement are the main benefits.
The main goal of computer animation is to reduce learners' time and useless effort of
learning and to make it more practical.
Students learning a new language need a variety of language experiences.
They need to hear language, write language, speak language and read language
Ybarra (2003) said that "computers can play an integral part in providing English
Language Learning (EEL) students with valuable language experiences as they learn
a new language".
11
Students need to leam vocabulary in context and with visual clues to help
them understand. Computers can provide this rich, contextual environment. The
computer also allows students to become active learners in their environment. It is
also supported by Kang and Dennis (1995) cited in Ybarra (2003:12), computer can
incorporate various learning strategies as well as accommodate a variety of learning
styles.
People are always looking for new ways to education their children. If they
are having fun, they leam better. Computer animation can be used to make very
exciting and fun animation into which education and training can easily be
incorporated. According to Agina (2003:22) there are nine advantages the using of
animation technology in education and training, such as :
1. Skill and Ability Improvement
The interactive animation takes less time in leam students' complex things
and makes them enjoy leam difficult things. Education and training are higher when
information presented via computer animation systems than traditional classroom
lectures. Using an interactive animation will solve the problem of the imagination
skill in education and training.
2. Interactive
Interactive is a mutual action between the learner, teaming system, and
learning material. Learners will be faster to leam, and have better attitudes toward
12
learning when using interactive animation especially if the other techniques like
audio and video are used.
3. Engagement
Interactive learning with live-action animation, simulation, video, audio,
graphic, feedback, expert advice, and questions and answers keep learners interested
and reinforce skills. Because it is exiting, challenging, and fun to use, it encourages
learners to return to the program again and again and again over! Trough continual
practice, learning is absorbed and integrated into daily performance.
4. Motivation
Since the animation is inspired and interactive way for flexible education and
training, learners will be more motivated to learn more and more. Learners will get
more skills, which is the main reason to make them more motivated.
5. Eliminates frustration
Computer animation is a high-level way to measure the learners' decision
making. It can adapt to users choices and react in different way to explore what
would happen if that case will apply. Computer animation allows learners to measure
their abilities to perform a specific task or job without any risk.
6. Practicality
Computer animation is capable of presenting true-to-life situations that
learners face every day. Computer animation allows learners to leam-by-viewing.
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leam-by-doing or !eam-by-coaching. All are effective methods for developing
practical skill and increasing information retention.
7. Consistent
All learners leam the same principles and skills. Computer-Bascd Animation
typically forces instructional designers to better organize and structure learning
materials, and this alone can result in learning advantages.
8. Immediate Feedback
Learners will get an immediate feedback from the animation system that will
enhance their skills and abilities. It is important to note that the learners' feedback
could be useful to improve the animation system itself.
9. Attracting and holding attention
Animation is useful when quickly getting and holding an audiences' attention
is important.
2.5. Teaching by using Interactive Animation Program
There are many reason why we might create and use our own electronic
materials in class. Firstly, we will be able to provide extra practice for weaker
learners', and consolidate and review exercise groups. Secondly, as you build up a
collection of your own resources with you own learners' needs in mind, we will start
a generate a large bank of materials which can be used in class or for self-study at
many point in the future ( Daudeney and Hockly, 2007:126). In class these kinds of
materials can provide a change of pace and can be highly motivating. Learners often
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by the chance of competing against the computer with these kinds of discrete never
exercise types.
It is possible to teach vocabulary by combining knowledge with technology
in computer because they will become more interesting. By having a media course at
the foundation level, students would be exposed to the fundamental, history, and
usage of the computer as a creative tool from the outset.
In order to interactive design to move forward, we must generate thinkers,
entrepreneurs, and innovation in the classroom, so they will have the ability and
ambition to do more than mediated between the idea and end product using code or
commercial software Mc Cormack (2002).
According to Ozcan (2002), in the order to prepare students to be thinkers as
well as form givers, they should be surrounded by process-sensitive problems and
interdisciplinary projects that put them in touch with culture, current events and
social issues. Educational goals could create a self-motivated student with a passion
for life-long learning as engaged citizens. A news graphic design curriculum that
focuses on principle, tools, complexity, and change would better prepare students for
such endeavors. Principle would instruct students about the means of creating
dynamic expressive, and communicative form; tools would sharpen hand and craft
skills while introducing a wide variety of rendering methods including print and
digital media.
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2.6.Previous Related Studies
The writer found there were two theses title related to her thesis. The thesis
entitled 'Teaching Vocabulary to the Seventh Grade Students of SMPN 13
Palembang By Using pictured Spelling puzzles'. It was written by R.A.
RobiatuIAdawiyah, a 2007 graduated student from English Departement of Sriwijaya
University. In her thesis she used quasi experimental method. The sample was
seventh grade students in SMPN 13 Palembang. The objective of the study was to
find out whether or not there is a significant achievement differences between the
students who leam vocabulary without using pictured spelling puzzles.
The second thesis title was written by Dian Kharisma Putra entitled
'Teaching Vocabulary in the of Animals to the Seventh Grade Students of Theme
MasdanilUlum Junior Islamic High School TelokKecapi. He is a 2012 graduate of
English Departement of Muhammadiyah University. The objective of her study was
to find out whether teaching English vocabulary by using pictures was more effective
than without using pictures. He used quasi experimental method, where the
population is the third grade students of Junior Islamic High School
TelokKecapiYear 2010/2012. Because there was only on class for third grade
students' so she took all the population as he sample.
There are some similarity and differences between the previous study and
their researcher present study. The similarity is it talks about teaching vocabulary.
The differences are on the objective of the study and the kind of experimental
method. In this case, the researchers' presents study teach vocabulary by using
16
interactive animation program, and focus on the effectiveness of using interactive
program in teaching vocabulary. The researcher presented study uses preexperimental method. In this design only a single group experiment gave pre test and
post test, there is no control group. In teaching vocabulary the researcher use
interactive animation program. Tried to combine knowledge with technology, in
order to make the learners be more creative.
CHAPTER HI
RESEARCH PROCEDURE
This chapter describes: (1) method of research, (2) the variables of research,
(3) population and samples, (5) technique for analyzing the data.
3.1 Method of Research
The writer used the experimental method.According to Sugiyono (2010:9)
vrith this method, the researcher purposively creating a condition, and then examine
the result. In the other word, experiment is a way to find the causal relationship
between two factors that made by the researcher by eliminating or decrease the other
related factors. The type of experimental method is quasi experiment.
The quasi experimental was used in the study. There were two groups in this
study, they are control and experimental group. In this study, there are two groups to
compare the effectiveness of the interactive animation.
Table 3.1
The design of quasi experimental
Group
Control
Experiment
Pretest
0,
Treatment
PostTest
O2
X
17
18
3.2 The Variable of Research
Variable are defined as characteristic belonging to all members of the
population which very from one another. There two kinds of variables in this study,
namely independent and dependent variables. Independent variables are the variables
which influence other variables and dependent variables (Arikunto,1998:95). In this
study, the independent variable is the application of the interactive animation in
teaching vocabulary. The dependent variables of this study is the students' scores of
vocabulary.
3.3 Population and Sample
3.3.1 Population
Sugiyono (2015:117) states that a population is a set off all elements
possessing one or more attributes of interest. In this investigation, the population is
all of the seventh grade students with a total number 387 students from ten classes.
Table 3.2
The Population of the Study
No
Class
Total
1.
VII.l
38
2.
V11.2
35
3.
V1I.3
39
4.
vn.4
39
19
5.
VII.5
38
6.
V11.6
40
7.
VI1.7
40
8.
VII 8
38
9.
VII.9
38
10
VILIO
38
Total Number
383
3.3.2 Sample
Sample is a part of population that will be investigated (sugiyono, 2015:118).
From the population above, the seventh grade of SMP Negeri 7 Palembang chosen as
the samples that taken by Using the purposive sampling. Purposive sampling is to
focus on particular characteristics of a population that are of interest, which will best
enable you to answer your reseach questions.
Table 3.3
The sample of study
No.
Class
Group
Total
1.
2.
VII.3
VII.4
Experiment
Contfol.
39
39
Total Number
78
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3.4 Technique for Collecting the Data
According to Sugiyono (2010:266), test is a way to measure whether there is
or not and how much the ability of the object of the study. In collecting the data, the
written test was used. The test in this study consisted of 40 items which consist of 10
multiple choice question, matching the words 10, true or false question 10 and
incomplete sentence question 10. The test was given twice at the pre-test and posttest.
In the pre-test, the test was given to the students to the control and
experimental group before the treatment. The entire test is in the same theme that is
animation. The purpose of this test is to find out to the students to measure their
ability in mastery the vocabulary before using the treatment.
The post-test wasgiven to the students after given treatment. The material is
the same as the pre-test. The purpose of this test is to find out the achievement of the
students in learning vocabulary after the treatment.
3.5Validity and Reliability
3.5.1 Validity
According Margono(2010 : 186) says that a test was valid if it measures what
was purposed to measure was valid. A test should be considered valid if it asks about
something else. The way of testing materials had high validity, only a written test
used multiple choice questions. Before given a test to the students, the researcher
should check the test material through he content validity. Nasution (2008:750) states
that the content validity was the content or test relevant with the ability, knowledge,
subject, experience or background of the study.
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Table 3.4 of Test Specification
Objective
To measure the
students ability in
memorizingand
understanding new
vocabulary items
using animation
test.
J
1
* 5
1*1*.
•
Indicator
The student are able
to
memorizenew
vocabulary items
using animation,
Materials
Six picture about
adjective
Ten sentence about
adjecrive
Types of Test
Multiple choice
question (10)
matching the
words(lO)
True or false
Ten flashcard about question(lO)
adjective
andcompletes
Descriptive
sentence(lO)
Adjective
Distributive
adjective
Possesive adjective
for Example
1. Warm
1
1
.
js:
2. Strong
#
*1
3. Slow
4. Sleepy
5. Scary
y
Total: 40
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3.5.2 Reliability
Reliability (in testing) was measured of the degree to which a test given
consistent results. According Fraenkel and Wallen (1993:149), state that a test was
considerable reliable if it given the equal result when it was given on dufferent
occasions or when it was used by different class or people, then to judge the test was
reliable or not, Kuder Richardson approach would be used in this study. This
approach was also known with KR- 21 (Alpha Cronbach). If the result was less than
0.7(KR 21 0,70). So it can concluded that the test items was reliable.
3.6 Technique for Analysis the Data
The writeranalyzed the data through percentage analysis, the conversion of the
percentage range, and the t test.
3.6.1 Percentage Analysis
To find out the percentage correct answer both in pre-test and post-test, the writer
of this research used the percentage analysis follows:
R
X=
X 100%
TXn
In which :
X= the result of percentage
R= total of correct answer
T= number of student
n= number of test items
3.6.2. Conversion of Percentage Score
The conversion of percentage score is criteria that wasused to know the average
level grades of students, after they have done the test.
Table the conversion of percentage score is presented as follows:
Percentage of Correct Answer
80-100
70-79
56-69
40-55