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Table 4.2. The Summary of Situation Prior to the Research Implementation
Indicators Criteria of problems
Documents A.
Vocabulary Competence
1. The students get difficulties in recognizing words
Students needed much time to recognize words
• Observation
• Interview
• Pre-test
2. The students get difficulties in remembering words
Students could only mention few vocabularies given before
3. The students get difficulties in grasping meaning of words
Students often made mistakes I translating English words into
Indonesian 4. The students get difficulties in
pronouncing words Students pronounced words as read
Indonesian words 5. The students get difficulties in
writing words correctly Students wrote words just like as they
heard car=kar, bicycle=baisikel, truck=treck
Score 55,43
B. Class Situation
1. Students often play and chat with friends during TLP
Most students made noises by playing and chatting, even they ignored
teacher’s warning
2. Students often ask permission to go to toilet
There were about 4 or 5 students ask permission to go toilet in once time
3. Most students did not write notes given by teacher
Students ignored teacher’s command to write. They prefer playing than
writing. 4. Students are easy to get bored
in following English class Most students asked to finish the
lesson soon 5. Some students look sleepy in
the class Most of boy students in back arrows
were sleepy, even some of them had slept for a moment
The writer and her collaborator did pre-research before conducting the research. The pre-research included some activities that are observing teaching-
learning process, interviewing the students, and providing pre-test. Based on those activities, it was found some problems arose during English class. Those problems
covered students’ vocabulary mastery that is still low and class situation that is not conducive for teaching-learning process.
After conducting observation and interview, there are some indicators of problems found related to vocabulary mastery. Those indicators are the students
get difficulties in: 1 recognizing words; 2 remembering words; 3 grasping the meaning of English words, e.g. shirt=kaos, skirt=kemeja, trousers=celana, etc; 4
pronouncing the words; 5 writing words correctly, e.g. shert, a bleck cap, etc.
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Meanwhile, the indicators of problems that are related to the class situation are students: 1 play and chat with friends during teaching-learning process; 2 often
ask permission to go toilet during teaching-learning process; 3 do not want to write the notes given by teacher; 4 are easy to get bored and do not interest in
following English class; 5 look sleepy in the class. The writer also provided pre-test to the students to identify their
achievement toward vocabulary competence. From 46 students in class 5, there were only 3 students reached the passing grade that is 70. Meanwhile, others
gained score under the passing grade. In other words, 93 of 46 students in class 5 still had difficulties in term of vocabulary. It could be concluded that they still
had the low vocabulary mastery.
In this research, the writer offered learning English by watching video
downloaded from YouTube to the students. It was not only aimed to enrich students’ vocabulary but also change the class situation became more fun and
conducive for teaching-learning process. The fundamental reason why the writer chooses video was she wanted to give an entertainment to the students while they
learning. Therefore, the students would be more interested in following English class and there would be no more students get bored and feel sleepy during
teaching-learning process. Besides, she also wanted to change students’ perception about English that is a difficult subject became an interesting subject.
Meanwhile, the writer chooses YouTube cartoon video which is suitable for their average age. The list of activities to use YouTube video in this research can be
seen in the Table 4.3 as follows:
Table 4.3. The List of Activities Using YouTube Video
No. Activity Objective
Indicator Cycle
Meeting
1. Teacher explains about
YouTube and how to download the video
Attract students’ attention toward English
B4 C1-M1 2. Teacher
plays YouTube video without pausing
Make students recognize words related to the topic
A1, B1, B2, B4, B5
C1-M1 3.
Teacher asks students to write vocabularies shown on video
Make students practice writing
A5, B1, B3 C1-M1
4. Teacher adds other related
vocabularies on the blackboard Improve students’
vocabulary A1, A2
C1-M1 5. Teacher
plays YouTube video
Give a model to students A4, B1
C1-M1
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and asks students to repeat the words
how to pronounce words correctly
C2-M1 6. Teacher
plays YouTube video without sound and asks
students to pronounce words Investigate students’
pronunciation had been correct or not
A4 C1-M1 C2-M1
7. Teacher plays YouTube video
and asks students to point the picture mentioned
Make students recognize the things while listening
its name mentioned A1, A2, B4,
B5 C1-M2
8. Teacher plays YouTube video
and asks students come forward to point the picture
individually Investigate students could
recognize words given or not
A1, A2, B4, B5
C1-M2
9. Teacher gives an exercise
related to the video Investigate students’
understanding about the material
A2, A3 C1-M2
10. Teacher plays YouTube video
and asks students to guess the name of each picture shown
Make students remember about the name of picture
shown A1, A2, A3,
B4, B5 C1-M3
11. Teacher plays YouTube video
by pausing it in each picture shown and asks students to
write its name Make students practice to
write A3, A5, B3
C1-M3 C2-M2
12. Teacher plays YouTube video
and checks the correct writing Make students know the
correct writing of each picture
A3, A5, B3 C1-M3
C2-M2 13.
Teacher plays YouTube video by pausing in each word
shown and asks students to read it
Give a model to students how to read words with
correct pronunciation A4, B1
C2-M1
14. Teacher plays YouTube video
without sound and asks students to read by themselves
Investigate students’ pronunciation correct or
not A4 C2-M1
15. Teacher divides class into 2
groups to play game related to the video
Make students active in learning and investigate
their understanding about the material
B1, B2, B4, B5
C2-M1
16. Teacher plays YouTube video
without showing the visual and asks students to write the
word mentioned Make students practice
writing by listening A5, B3
C2-M2
17. Teacher plays YouTube video
and checks the correct writing by watching its spelling
Make students identify the correct writing
A5 C2-M2 18.
Teacher divides class into 2 groups to play game related to
the video Make students practice
writing by playing game A5, B2, B3,
B4, B5 C2-M2
19. Teacher gives an exercise to
translate English words into Indonesian
Make students grasp the meaning of words
correctly A3, B3
C2-M2 20.
Teacher plays YouTube video and explains the material
related to the video Make students understand
the material B1 C3-M3
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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
