ENRICHING STUDENTS’ VOCABULARY USING THEME BASED YOUTUBE VIDEO
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ENRICHING STUDENTS’ VOCABULARY USING THEME
BASED YOUTUBE VIDEO
(A Classroom Action Research to the Fifth Grade Students of SD Negeri I
Baturetno, Wonogiri in Academic year 2009/2010)
A Thesis
By:
Woro Widiastuti
X2208541
Submitted to the Teacher Training and Education Faculty of Sebelas Maret University as a Fulfillment of the Requirements for Achieving an
Undergraduate Degree of Education in English
ENGLISH DEPARTMENT
TEACHER TRAINING AND EDUCATION FACULTY
SEBELAS MARET UNIVERSITY
SURAKARTA
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ABSTRACT
Woro Widiastuti. X2208541. ENRICHING STUDENTS’ VOCABULARY
USING THEME BASED YOUTUBE VIDEO (A Classroom Action Research to the Fifth Grade Students of SD Negeri I Baturetno, Wonogiri in Academic Year 2009/2010). A Thesis. English Department. Teacher Training and Education Faculty. Sebelas Maret University. Surakarta. 2011.
This study aims to identify: (1) whether or not and to what extent YouTube video can enrich students’ vocabulary and (2) to describe the situation when YouTube is applied during the teaching-learning process.
In the research, the writer conducted a classroom action research from
May 19th to June 22nd, 2010 in the fifth grade of SD Negeri I Baturetno, Wonogiri.
The writer conducted two cycles of action research and each cycle consisted of a series of steps, namely: identifying the problems, planning the action, implementing the action, observing the action, reflecting the observation result, and revising the plan.
The data of the research were collected by using some techniques including observation, interview, research diary, documents, photographs, and tests. Then, the qualitative data were analyzed by Interactive Model: data reduction, data display, and conclusion drawing/verification. While the quantitative data were analyzed by descriptive statistics to calculate the mean score of pretest and posttests.
To identify whether or not and to what extent YouTube video can enrich students’ vocabulary and to describe the situation when YouTube video is applied during teaching-learning process, the research findings show that: (1) YouTube video can enrich students’ vocabulary: (a) students could recognize words easily; (b) students could remember words given before well; (c) students could grasp the meaning of words correctly; (d) students could pronounce words well; and (e) students could write words correctly; and (2) YouTube video can improve classroom situation: (a) students didnot play and chat with friends during teaching-learning process; (b) students didnot ask permission to go to toilet; (c) students wanted to write notes given by teacher; (d) students interested in following English class; and (e) students were enthusiastic in learning activity. Besides, it also improves students’ score: pretest 55,43; test on Cycle 1 67,28; posttest 80,33. This posttest is higher than the English passing grade (KKM/Kriteria Ketuntasan Minimal) that is 70.
Based on the research findings, it shows the improvement in students’ vocabulary mastery and classroom situation. It can be stated that English class became more fun and conducive when the teacher used YouTube video in teaching-learning process. Therefore, it is recomended that the English teacher should be creative to use interesting media and technique in order to make the teaching-learning process will not only learnable but also enjoyable.
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v
MOTTO
Nothing is impossible.
If there is a will,
there is a way....
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DEDICATION
This thesis is proudly
dedicated to:
Her beloved parents
Her beloved little
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vii
ACKNOWLEDGEMENTS
Praise be to Allah SWT for His blessings that the writer can finally complete her thesis. This thesis cannot be separated from people’s help and guidance. Therefore, she would like to express her special gratitude to:
1. The Dean of Teacher Training and Education Faculty of Sebelas Maret
University for his permission to write this thesis.
2. The Head of English Department of Teacher Training and Education Faculty
of Sebelas Maret University for his permission to write this thesis.
3. Dra. Dewi Rochsantiningsih, MEd, PhD, as the first consultant, who has
patiently given her guidance, advice, and time from the beginning up to the completion of writing this thesis.
4. Dewi Sri Wahyuni, SPd, MPd, as the second consultant, who has given her
guidance, advice, and encouragement in writing this thesis.
5. Tamsi, S.Pd, the headmaster of SD Negeri I Baturetno, Wonogiri for giving
the permission to hold the research at school.
6. Tia Anggraini, S.Pd as the collaborator and the students for good cooperation
during the research.
7. Her parents, for giving their endless love, pray, and support.
8. Her little family, husband and daughter, for being my inspiration and giving
strength in facing this life.
The writer does realize that this thesis is far from being perfect. However, she hopes that this thesis can provide contribution to the improvement of teaching English, especially for elementary students.
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Woro Widiastuti X2208541 TABLE OF CONTENTS
COVER ……….. i
APPROVAL OF CONSULTANTS ………. ii
VALIDATION ………... iii
ABSTRACT ……… iv
MOTTO ……….. v
DEDICATION ……… vi
ACKNOWLEDGEMENT ……… vii
TABLE OF CONTENTS ……….. viii
LIST OF TABLES ……… x
LIST OF APPENDICES ……….. xi
CHAPTER I INTRODUCTION A. Background of the Study ... 1
B. Problem Statements ... 4
C. The Objectives of the Study ... 4
D. The Benefits of the Study ... 4
CHAPTER II THEORETICAL REVIEW A. Vocabulary ... 6
1. The Definition of Vocabulary ... 6
2. Kinds of Vocabulary ... 7
3. The Importance of Teaching Vocabulary ... 8
B. YouTube Video ... 10
1. The Definition of YouTube Video ... 10
2. The Benefits of Using Video ... 10
3. The Criteria of Selecting Video ... 11
4. Teaching Vocabulary Using YouTube Video ... 12
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1. The Characteristics of Young Learners ... 14
2. Teaching English to Young Learners ... 15
3. Review of Related Researches ... 15
4. Rationale ... 17
CHAPTER III RESEARCH METHODOLOGY A. The Context of the Research ... 19
B. The Methods of the Research ... 20
C. The Model of Action Research ... 21
D. The Stages of Action Research ... 22
E. The Techniques of Collecting the Data ... 24
F. The Techniques of Analyzing the Data ... 25
CHAPTER IV RESULT OF THE STUDY A. The Process of the Research ... 27
1. Pre-Research ... 30
2. Research Implementation ... 34
a. Cycle 1 ... 37
b. Cycle 2 ... 45
B. The Research Findings and Research Discussion ... 52
1. Research Findings ... 52
2. Research Discussion ... 58
CHAPTER V CONCLUSION, IMPLICATION, AND SUGGESTION A. Conclusion ... 62
B. Implication ... 65
C. Suggestions ... 66
BIBLIOGRAPHY ... 67
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LIST OF TABLES
Table 4.1. The Summary of Process of the Research ……….….... 28 Table 4.2. The Summary of Situation Prior to the Research Implementation … 31 Table 4.3. The List of Activities Using YouTube Video ……… 32 Table 4.4. The Indicators of Problems and Solution ……….….…. 34 Table 4.5. The Summary of Research Implementation of Cycle 1 and 2 ……... 35 Table 4.6. The Summary of the Research Implementation of Cycle 1 …….….. 37 Table 4.7. The Summary of Research Implementation of Cycle 2 ………...….. 45 Table 4.8. The Improvement of Research Findings ………..….. 53 Table 4.9. The Improvement of Students’ Achievement ………..….. 57 Table 4.10. The Sample of Students’ Achievement ………..….. 58 Table 5.1. The Summary of Research Implementation of Cycle 1 and 2 ...….... 62
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LIST OF APPENDICES
Appendix 1 Catatan Lapangan Hasil Penelitian ... 71
Appendix 2 Lembar Pengamatan Jalannya KBM ... 75
Appendix 3 Transcript of Interview ... 77
Appendix 4 The Diary of Action Research ... 84
Appendix 5 Lesson Plan ... 89
Appendix 6 Test Description ... 101
Appendix 7 Pretest and Posttests Items ... 102
Appendix 8 Answer Keys ... 111
Appendix 9 Students’ Achievement ... 114
Appendix 10 Students’ Worksheets ... 115
Appendix 11 Sample of Photographs ... 142
Appendix 12 Sample of YouTube Video ... 144
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commit to user CHAPTER I INTRODUCTION
A. Background of the Study
Language has important roles to develop intellectual, social, emotional aspects and to determine success in studying all subject matters. It expectedly helps the student to reflect their experiences to show their idea and feelings and also to understand any kinds of meaning. English, then, is chosen as the first foreign language to be learned by students in both formal and non-formal education in our country. It is included in the curriculum as a compulsory subject for the Junior and Senior High School. While, for students in Elementary School, though English is given only as a local subject, it has an important role in preparing the students to continue their study to the next stages of education.
Elementary school is the right place to make the students familiar with English. They, which still belong to young learners in average 6-12 years old, are the best time in absorbing something new things. For them, English is a new thing, therefore it will be more effective if it is taught to them at this level. In that level, students are always enthusiastic when they get something that they never got before. Besides, students can easily in recognizing and remembering something given to them although sometimes they will easily to forget too. For students in elementary school, it is suitable for introducing the basic of English that is vocabulary.
Considering the importance of vocabulary competence, it is better to introduce new vocabulary earlier to the students. It makes them know and understand a lot of vocabularies. Inadequacy of vocabulary will obstruct the students’ chances to speak, listen, read, or write. It is also the key aspect of language learning which consist of a list or set of words that individual speakers of language might use for speaking, listening, reading, and writing. As stated by Vermeer in Schmitt and McCarthy (1997: 140) that knowing the words is the key
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will be unable to use the structure and functions they have learned for communication.
However, after observing the teaching and learning process at the fifth grade students of SD Negeri I Baturetno, Wonogiri, the writer finds out that the students’ vocabulary mastery is still low. It can be seen from the students’ answer
when they are asked about English, i.e. Bahasa Inggris sulit, Bu; nggak tau arti
kata-katanya; sulit membacanya, tulisan sama bacanya udah beda; sulit mengingat kata-katanya, Bu, sering lupa; etc.
From the students’ statements above, the writer concludes that 1) the students get difficulties in recognizing words; 2) the students get difficulties in remembering words; 3) the students get difficulties in grasping the meaning of English words; 4) the students get difficulties in pronouncing words correctly; and 5) the students get difficulties in writing words correctly.
In addition, because of their assumption that English is a difficult subject, it makes the classroom situation do not conducive for teaching-learning process. It can be seen from 1) students often play and chat with friends during teaching-learning process; 2) students often ask permission to go to toilet; 3) most students did not write notes given by teacher; 4) students are easy to get bored in following English class; and even 5) some students look sleepy in the class.
Those problems may arise because the students do not have highly motivation in following English class and even they think that it is not interesting. Besides, there are limited media that can be used by teacher as teaching aids. In teaching them, the teacher tends to use drilling and translation method. Those may be useful methods if those are applied on higher level, but it is not effective for elementary level. The students, which still belong to young learners, are easy to get bored and only can concentrate in a short time. Basically, they cannot learn in a serious way and need to be taught in a fun activity. Therefore, the students not only have a perception about English that it is a difficult subject but also it is a boring subject.
Remembering that young learners different from adults, it is different teaching English at elementary students from teaching it in the higher level
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students. Elementary students as young learners or children have certain characteristics and it needs certain treatments too. For instance, they are easy to get bored and cannot learn seriously in long time. For the teachers in elementary school, it is not only necessary to know the characteristics of young learners but also to master the technique to reach a good development in teaching-learning process.
Considering the importance of vocabulary that should be mastered by the students, it promotes the writer to find out one method that can help the students become easier in learning English vocabulary. Besides, it should provide them to learn in an attractive way in order to make they get spirit in teaching-learning process. Thus, in this research the writer will bring forward the way of teaching vocabulary by using YouTube video.
The YouTube videos are chosen based on the theme on syllabus of English for the fifth grade students and chosen in form of cartoon video in order to make the students being more interested in teaching-learning process. Sherman (2003: 1) states that video allows us to introduce any aspect of real life into the language
learning environment, contextualizing the learning process. Besides, it can be used
in many different instructional settings, from the classroom to online distance learning campuses. The great value of video lies in its combination of sounds, images, and sometimes text in the form of subtitles, together with the socio-cultural information about habits, traditions, culture, etc. All this makes it a very comprehensible tool for teaching vocabulary to foreign language students.
By applying video in English class, it can serve many advantages in helping the students to learn new vocabulary. Learning by watching video, it can change the students’ opinion about English as a difficult subject become English is an easy and interesting subject. Next, it leads to improve their interest in following English class because they will get an entertainment by watching the video. The learners who saw video pictures were able to produce a higher percentage of acceptable vocabularies than the learners who read only the narratives or those who read both the narratives and definitions.
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Based on the description above, the writer wants to solve the problems that arise and to improve the students’ vocabulary through video. The writer believes that by implementing YouTube video in English teaching-learning process can enrich the fifth grade students’ vocabulary of SD Negeri I Baturetno, Wonogiri.
B. Problem Statements
Based on the background of the study above, the problems that will be analyzed in this study can be formulated as follows:
1. Does and what extent the implementation of YouTube video enriches the
students’ vocabulary?
2. What is the situation when YouTube video is applied during the
teaching-learning process at the fifth grade students of SD Negeri I Baturetno, Wonogiri?
C. The Objectives of the Study
The study aims at finding the answer to the questions stated on the problem statements above. Therefore, the objectives of the study are:
1. To identify whether or not and to what extent the implementation of YouTube
video can enrich the students’ vocabulary.
2. To describe the situation when YouTube video is applied during the
teaching-learning process at the fifth grade of SD Negeri I Baturetno, Wonogiri.
D. The Benefits of the Study
The result of the study is expected to give some benefits for the following sides that are related to the scope of the study, they are:
1. The writer
For the writer that also the English teacher in SD Negeri I Baturetno, the result of the study can be a reflection in her teaching experience. She also can identify whether or not the students enjoy and improve themselves in learning English and also identify and weaknesses. Therefore, through this research,
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the writer can improve her teaching experience both technique and practically to be a creative teacher in the future.
2. Students
For the fifth grade students of SD Negeri I Baturetno, Wonogiri, it is hoped that the result of the study can help them in learning English therefore there will be a significant improvement in vocabulary mastery. Besides, by applying YouTube video as learning media, the students are expected being more comfort and interested in following English class.
3. English Teacher
Through this research, the English teachers are expected obtaining a new idea in teaching English by implementing YouTube video. They are also expected getting a better understanding about how to teach English using interesting media, especially for students in elementary school. Indirectly, it is hoped that the research finding will be able to encourage them in finding other techniques in teaching vocabulary.
4. School
By conducting this research, it is expected that the information can be useful input for SD Negeri I Baturetno, Wonogiri to improve its quality in teaching-learning process, especially in English lesson. Besides, it is also expected to be able to motivate the school in facilitating its institution with technology and electronic media.
5. Other researchers
The result of the study is expected to give a highly contribution for other researchers in doing the same action research. Furthermore, it is hoped that it will be useful information for other researcher so that they can develop new techniques in teaching vocabulary to the elementary students.
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commit to user CHAPTER II
THEORETICAL REVIEW
This chapter provides a review on literature related to the title of the research namely enriching students’ vocabulary using theme based YouTube video. To support this research, this chapter discusses about vocabulary, YouTube video, young learners, and review of related researchers. Each of them is discussed in the following section.
A. Vocabulary
1. The Definition of Vocabulary
Generally, vocabulary can be defined as a list of words with their meanings, especially at the back of a book used for teaching a foreign language. In other words, vocabulary is always related to the words and dictionary. There are some definitions of vocabulary by some experts. As taken from Wikipedia, vocabulary refers to all the words known and used by a particular person. It usually grows and evolves with age, and serves as a useful and fundamental tool for communication and acquiring knowledge.
A similar statement stated by Hatch and Brown (1995: 1) that the term of vocabulary refers to a list or set of words for a particular language or a list or set of words that individual speakers of language might use. As what Hatch and Brown say, vocabulary is a list of words. It means that there are more than one words used by the speaker of a certain language. Vocabulary also refers to a group of words used by a person as a means of communication.
Ur (1996: 60) also defines vocabulary as the words that are taught in foreign language. She adds that vocabulary is mainly defined as words that are used in a foreign language course. The words in vocabulary do not come from the students’ native language. It is a set of words from second or foreign language that is being learned by students.
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A new item of vocabulary may be more than a single word which is made up of 2 or 3 words but expressing a single idea. Additionally, Moon in Schmitt and McCarthy (1997: 105) argues that traditionally, vocabulary consists not only of single words: lexemes are often made up of strings of more that one word.
From all definitions above, it can be concluded that vocabulary is a set of words that are taught in foreign language. Vocabulary is also closely related to a list of words used to express the speakers’ idea.
2. Kinds of Vocabulary
There are two kinds of vocabulary, receptive and productive vocabulary. Haycraft in Hatch and Brown (1995: 370) states that receptive vocabulary is words that the student recognizes and understands when they occur in a context, but which he cannot produce correctly, and productive vocabulary is words which the student understands, can pronounce correctly, and use constructively in speaking and writing.
Since the subject of the study is elementary school students, the objective of the study is the students’ receptive vocabulary. However, the researcher used constructive speaking in the form of communicative classroom activity in order to introduce vocabulary and language in its communicative function.
According to Ur (1996: 60), there are six aspects of vocabulary that need to be taught in teaching vocabulary as follows:
a. Form: Pronunciation and Spelling
The learner has to know how a word is pronounced (its pronunciation) and what it looks like (its spelling).
b. Grammar
A word sometimes comes with grammatical rules. The learner also needs to know the past form of a verb, the plural form of a noun, etc.
c. Collocation
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d. Aspects of Meaning (1): denotation, connotation, appropriateness
Denotation refers to the meaning of a word as what it refers to in the real world. Connotation is the meaning of a word when it comes in association, negative or positive evokes that may or may not be stated in dictionary definition. The context is also important to determine the meaning of a word. It gives appropriateness where the word commonly used.
e. Aspects of Meaning (2): meaning relationship
A word sometimes has a close relationship with others. In language teaching, this kind of relationship is useful. The learner should recognize the words in different relationships. Synonyms, antonyms, hyponyms are some of the main ones.
f. Word formation
Certain vocabulary can be broken down into their components. Students’ understanding in prefixes and suffixes can help them in knowing the meaning of words.
Those six aspects give what a learner needs to learn language. However, the aspects taught should be matched with the students’ level. Since the research was conducted in elementary school, the aspects chosen were spelling, pronunciation, and meaning.
3. The Importance of Teaching Vocabulary
Vocabulary is the key aspects of language learning which consists of a list or set of words that individual speakers of language might use for listening, speaking, reading, and writing. It is also the first steps of learning a second language and becomes the basic competence to get other competences of language. The importance of vocabulary is explained by Coady and Huckin (1997: 5) who states that vocabulary is central to language and of critical importance to the typical language learner. It means that vocabulary take an important role in teaching language. With more vocabulary, the learners will easily in understanding and using language without any difficulties.
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There are some importances of vocabulary stated by expert. Firstly, an extensive vocabulary aids expressions and communication. Secondly, vocabulary size has been directly linked to reading comprehension. Thirdly, linguistic vocabulary is synonymous with thinking vocabulary. The last is that a person may be judged by others based on his or her vocabulary.
As stated by Thornburry (2002: 13) that without grammar very little can be conveyed, without vocabulary nothing can be conveyed. Similarly, McCarthy in Schmitt and McCarthy (1997: 140) states that no matter how well the students learn grammar, no matter how successfully the sound of language is mastered, without words to express wide language meaning, communication in second language cannot be happen in any meaningful way. It means that vocabulary is foundation to build language with plays a fundamental role in communication.
According to Allen (1983: 5), the communication will stop when learners lack the necessary words. It means that when one does not know what vocabulary used to communicate with others, one cannot express his idea to be conveyed and in addition to this, the communication will end. However, mastering vocabulary is not only having great vocabularies or remembering vocabularies. It is also includes the skill to make the right choice words, and also spelling the word correctly.
Furthermore, Rivers in Nunan (1991: 117) states that the acquisition of an adequate vocabulary is essential for successful second language use because without an extensive vocabulary, we will be unable to use the structures and functions that we may have learned for comprehensible communication. It means that vocabulary will give an important element in the acquisition of second language.
From the opinions above, it can be concluded that vocabulary plays an important role in language communication. When one learns language, the first step that should be known is learning vocabulary. It is caused by vocabulary is the basic aspect of learning any language.
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commit to user B. YouTube Video
1. The Definition of YouTube Video
Nowadays, when the internet has become more accessible, it is seen by many people as one of the most powerful innovations ever invented, and with good reasons. One of the reasons always advocated for adopting technology of internet is that it leads to efficiency gains. In other words, it helps people do what they already were doing, but faster, cheaper, or easier. The potential of internet is that it can be used as a teaching aid in English language learning.
There are many kinds of media taken from internet which can be used in teaching-learning process. One of them is called YouTube. YouTube is a very popular web video sharing site that lets anyone store videos for private or public viewing. YouTube provides a venue for sharing videos among friends and family as well as a showcase for new and experienced videographers. There are so many kinds and types of video include entertainment, education, advertisement, etc.
The real advantage of YouTube, at least from a language learning point of view, is that it offers authentic examples of English used by people. At the same time, YouTube video enables teacher to attach the students to the real life nature of these videos. By creating context for these short video, students can be helped to explore a world of online English learning possibilities.
Generally, video is the technology of electronically capturing, recording, processing, storing, transmitting, and reconstructing a sequence of still images representing scenes in motion. Video is a great resource to use in class and there are an endless number of ways to exploit it to create motivating, memorable classes with a high level of language production. The use of video technologies to illustrate the educational materials has become much more feasible.
2. The Benefits of Using Video
Basically, students really enjoy watching movies and TV for a variety reasons. For one, they get exposure to natural language in a non-threatening setting. Secondly, movies and video provide common ground to students of any international background.
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For all young learners, the use of video gives a useful input in learning English. First, video communicates meaning better than other media. It means that video present language in context in ways that a cassette can’t. Learners can see who’s (or what’s) speaking, where the speakers are, what they’re doing, etc. All these visual clues can help comprehension. Second, video represents a positive exploitation of technology. Teenagers, in particular, have a positive attitude toward television and video. It is seen as being modern compared to books.
Tomalin (1991: 48) states that there are some benefits of teaching English using video for learners aged 3 – 8 years old. They are as follows:
a. Children enjoy language learning with video
One of the aims of teaching English to young learners is to instill in them the idea that language learning is happy experience, and video creates an attractive enjoyable learning environment.
b. Video is an effective way of studying body language
Younger language learners are still learning about the world around them
c. Children gain confidence through repetition
Young children love to hear stories again and again and the same goes for video. By watching a video several times children can learn by absorption and imitation.
3. The Criteria for Selecting Video
When selecting a video for used in the classroom, certain general criteria should be kept in mind. There are several criteria in selecting video:
a. Watchability
It is related to the question is the video interesting, would a young learner want to watch this, etc.
b. Completeness
Tomalin (1991: 50) states the ideal video clip tells a complete story or a section of a story. This idea of completeness is important for young learners whose primary motivation for watching a video is enjoyment.
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c. Length
The length of the clip is important. It shouldn’t be long, perhaps between 30 seconds and 10 minutes depending on the learning objective.
d. Appropriateness of Content
The content should be suitable for young learners. It should also be suitable for viewing in all cultures.
e. Level of Maturity
Children mature very quickly. It is should be matched with their level of maturity in order to make them understand the concepts in the video.
f. Availability of Related Materials
Many authentic videos now come with ready made materials that can be used for language teaching. Other videos may have been adapted from books, which could be used in the classroom to support the video.
4. Teaching Vocabulary Using YouTube Video
Video can be a valuable and possibly underused classroom tool. Although, there is always the temptation to simply put a video on at the end of term and let the students watch a film without even challenging them to be actively involved.
According to Sherman (2003: 1), video allow us to introduce any aspect of real life into the language learning environment, contextualizing the learning
process. Besides, it can be used in many different instructional settings, from the
classroom to online distance learning campuses. The great value of video lies in its combination of sounds, images, and sometimes text (in the form of subtitles), together with the socio-cultural information about habits, traditions, culture, etc. All this makes it a very comprehensible tool for teaching vocabulary to foreign language students.
Furthermore, adapted from Willis' 6 roles for video (1983: 45), there are four possible roles for video: a) developing listening skills - listening for global understanding, listening for detail; b) to provide information - to provide content relevant to students' needs and interests; c) presenting or reinforcing language -
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grammar, vocabulary, functions; and d) stimulating language production - video used as a basis for discussion, a model for learners to follow, a visual aid.
Teaching English using video will give a fun atmosphere to the students, especially young learners. They can learn unconsciously while they are watching the film, so that they enjoy language learning. Tomalin (1991: 48) states one of the aims of teaching English to young children is to instill in them the idea that language learning is a happy experience, and video creates an attractive enjoyable learning environment. It means that it is important to make children feel comfort and happy first in order to make language learning run effectively.
Basically, there are two main uses of video have been distinguished: instructional video, specifically created to teach foreign languages, and authentic video materials, such as films, TV series, commercials, etc., originally created for native speakers of the language. Even if it can sometimes be more difficult to handle, it is in fact very functional to use authentic video in the foreign language class, since students can profit more efficiently from this type of input, given its presentation of real (not manipulated) and complete communicative situations, that is what learners really need in real life.
Authentic videos for young learners will often contain a lot of repetition. This is a good lesson for lower levels because students only have to focus on a minimum of spoken dialogue. Students watch a scene from a film which has lots of things that they can see and therefore write in their vocabulary books.
Talavan (2007: 1) states that students of all levels can benefit from the use of video, since there are always easier video sequences, spoken at a slower rate that can match lower level students’ needs. Besides, authentic video has an obvious advantage over conventional audio tapes and the visual dimension that makes understanding easier through gestures and context.
In addition, teaching English using YouTube video will be appropriate to young learners since it provides an entertainment to the students therefore it will not only leads the language learning learnable but also enjoyable.
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commit to user C. Young Learners
1. The Characteristics of Young Learners
There are some characteristics of young learners that differentiate them from adult. By knowing their characteristics, it is hoped that the teacher would treat their students well and be able to choose an appropriate technique of teaching in order to reach the objective of teaching-learning process.
The age of learners can be categorized into three ages, which are:
a. The age of 5 – 12 is considered Young Learners.
b. The age of 12 – 18 is considered Teenagers.
c. Older than 18 is considered to be Adult.
According to Purwaningsih in Daristya, young learners are learners in elementary school aging 9 – 10 years old who are learning English as foreign language. Similarly, Hoesein in Daristya states that young learners are the students of elementary school who are at grade four up to grade six. From those statements, it may be concluded that young learners are students who are studying English in elementary school.
Additionally, Brumfit (1995: v) proposed some characteristics of young learners as follows:
a. Young learners are only just beginning their schooling. So that teachers have
major opportunity to mould their expectations of life in school.
b. As a group, they are potentially more differentiated than secondary or adult
learners, for they are closer to their varied home cultures and new to the conformity increasingly imposed across cultural groupings by the school.
c. They tend to be keen and enthusiastic learners, without the inhibitions which
older children sometimes bring to their schooling.
d. Their learning can be closely linked with their development of ideas and
concepts, because it is so close to their initial experience of formal schooling.
e. They need physical movement and activity as much as stimulation for their
thinking, and the closer together these can be better.
From explanation above, it can be concluded that children are mostly enthusiastic of doing something. Learning with physical movement will be more
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attractive for them. Therefore, it is important to teach them with a technique that involves some interesting activities during teaching-learning process.
2. Teaching English to Young Learners
Recently, English began to be taught to elementary school even primary school. It is important to introduce English as early as possible in order to prepare them in continuing their study to the higher level such as junior high school and senior high school. Scott and Ytreberg (2000: 4) propose the reasons of teaching language to young learners as follows:
a. Only by an early start can language mastery be assured.
b. Preadolescents can learn a language without self-consciousness.
c. The early start instills respect for the other people and foster tolerance.
d. Appreciably more children can be eager to study a foreign language later on.
e. The students who began early will be much further along in high school and in
college.
As stated above, it is clearly that English should be taught earlier. Remembering that young learners have their special characteristics that differentiate them with adults, it is important for teacher to choose a technique that suitable for their average age. Not all of the English teaching methods can be used to teach young learners. Being an English teacher also should be variously in presenting the materials since children only have concentration in a few and easy to get bored.
D. Review of Related Researches
There are some articles related to the use of video in foreign language
class. The first article entitled “Learning Vocabulary Through Authentic Video
and Subtitles”. It states that subtitles can be used together with authentic video to improve word recognition and vocabulary acquisition skills in the EFL class. This atmosphere provides authentic input through three different channels (written text, oral text and images) that contribute to offer a better and potentially longer-lasting
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in its combination of sounds, images, and sometimes text (in the form of subtitles), together with the socio-cultural information about habits, traditions, culture, etc. All this makes it a very comprehensible tool for teaching vocabulary to foreign language students.
Tatsuki (1999) writes about “Video in the Language Lab: Teaching
Vocabulary”. She states learners who read illustrative sentences (sentences
capturing a scene in the movie and model the correct usage of a target vocabulary item) scored better on a multiple choice test than did those who read the narrative only or read the narrative and watched the video. This would indicate that if vocabulary learning is going to be measured by productive use, video is certainly facilitative. If, on the other hand, vocabulary gain is going to be measured via multiple choice testing, video will be most efficient if learners are provided with contextualized sentence models. Either way, video is a useful part of vocabulary learning.
McKinnon writes “Teaching Technologies: Teaching English Using
Video”. It is an article offering advice and suggestions on how to teach English using video. He states that video is a valuable and possibly underused classroom tool. There is always the temptation to simply put a video on at the end of term and let our students watch a film without even challenging them to be actively involved. Then, he concludes that the use of video is an advantage here as it is an emotional scene with lots of gestures, adding weight to the situation.
Constantinescu (2007) writes “Using Technology to Assist in Vocabulary
Acquisition and Reading Comprehension”. First, it starts with a brief overview of 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
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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
Vocabulary plays an important role in learning English as second language. It becomes the basic competence in order to get other competence like listening, speaking, reading, and writing. Considering the importance of vocabulary, it is better to introduce it earlier. Here, the students of elementary school are the right level in introducing English vocabulary so that it can prepare them entering the next stages of education.
Thus, there should be a technique that can facilitate the improvement of students’ vocabulary. Remembering that the students still belong to young learners with their special characteristics, the technique selected must be suitable for them. It is essential to find out ways of promoting learning activities which are motivating, interesting, and fun in order to make the objective of the teaching-learning process can be achieved.
YouTube video, then are thought to be adequate for that purpose since it provides the combination of sounds, images, and sometimes text (in the form of subtitles). All this make it a very comprehensible tool for teaching vocabulary especially for elementary students. The use of YouTube video enables the teacher to create follow up activities where the students can be actively involved. They
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easily. Besides, the students will be more comfort and enjoy in learning new English vocabulary. As everyone knows that children are easy to get bored and cannot pay attention to the lesson in a long time, it can help them in learning English using an attractive way.
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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 model of action research, the procedures of action research, the technique of collecting the data, and the technique of analyzing the data. Each of them is discussed in the following section.
A. The Context of the Research
This research is conducted at SD Negeri I Baturetno, Wonogiri. Its address is Duwet Kidul, Baturetno, Wonogiri. SD Negeri I Baturetno is one of the most favorite state elementary school in Baturetno sub district. There are six classes at the school which consist of 264 students. The writer conducts the research start from May to June 2010 that represents the second semester of academic year 2009/2010.
However, the subject of the study is the fifth grade students of SD Negeri I Baturetno. There are 46 students in the class which consist of 23 boys and 23 girls. Even though most of them are coming from the middle-low economy level, they belong to the students having a great motivation in learning English. Sometimes, they do not pay attention to the teacher and even feel sleepy in English class because they felt that the teaching and learning process which is boring and going monotonous.
Considering with the fact above, the writer thought that by applying YouTube video in English class, it will change the situation being more alive and interesting. Besides, the students get an entertainment while they are learning new English vocabulary. They will learn English in a difference way and technique that they never got before.
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commit to user B. The Methods of the Research
In conducting the study, the writer uses an action research method. There are some definitions given by some experts. The first definition of the action research is given by Elliot (1991: 6) that action research might be defined as the study of a social situation with a view to improving the quality of action within it. It aims to feed practical judgment in concrete situations and the validity of the “theories” or hypothesis it generates depends not so much on “scientific” test of truth, as on their usefulness in helping people to act more intelligently and skillfully. Meanwhile, Rapoport in Rudduck and Hopkins (1989: 58) states that action research is a type of applied social research differing from other varieties in the immediacy of the researcher’s involvement in the action process.
As taken from Wikipedia, action research is a reflective process of progressive problem solving led by individuals working with others in teams or as part of a community of practice to improve the way they address issues and solve problems. Action research can also be undertaken by larger organizations or institution, assisted, or guided by professional researchers with the aim of improving their strategies, practices, and knowledge of the environments within which they practice.
From the definitions above, it can be summarized that action research is the systematic study conducted by teacher researchers, principals, school counselors, or other stakeholders in the teaching and learning environment to overcome education problems or to change things related to educational problem. In other words, it is used to improve and to justify their own social or educational practices, their understanding of these practices and the situations in which the practices are carried out with the validity of theories and hypothesis. Further, there are four elements that characterized the nature of action research, they are collaboration, focus on practical problems, professional development, and the need of project structure.
In this study, the writer prefers conducting a classroom action research to other educational research because of the following reasons:
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1. Classroom action research is continuous process that produces open-ended
result, so that this research enables the researcher to become continuous learners to change and improve their quality in teaching.
2. The researchers are committed to take action and positive educational change
based on their findings rather than being satisfied with reporting their conclusions to others.
3. Classroom action research is research for change and improvement. It is
expected that this research not only change and improve students’ vocabulary but also to change and improve teacher’s technique variation in teaching vocabulary.
4. The use of the teaching vocabulary technique in this research can be
monitored, so that the use of the technique will not deviate or out from the instructional process.
C. The Model of Action Research
The model of action research used in this study is based on the model developed by Kemmis and McTaggart (1998) in Burns (1999: 32). They state that action research occurs through a dynamic and complementary process that consists of four fundamental steps in a spiraling process. They are as follows:
a. Planning: develop a plan of critically informed action to improve what is
already happening
b. Action: act to implement the plan.
c. Observation: observe the effects of the critically informed action in the context
in which it occurs.
d. Reflection: reflect these effects as the basis for further planning.
In this research, the four steps can be expanded into six steps, namely: 1) identifying the problem; 2) planning the action; 3) implementing the action; 4) observing or monitoring the action; 5) reflecting the result of observation; and 6) revising the plan for following step. Those six steps form one cycle.
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commit to user D. The Stages of Action Research
The model of the action research above is the frameworks in undertaking a classroom action research. Those six steps are taken in each procedure that forms one cycle. They are as follows:
1. Identifying the Problem
The researcher identifies the problems first before planning the action. The problem refers to the students’ vocabulary mastery that is still low. It is caused by some factors related to both teacher and students. The problem can be identified by using:
a. Test : the pre-test was given to identify the students’ competence
in comprehending English vocabulary
b. Interview : the interview was held in order to identify the students’
opinion about English class and the problem faced by the students during teaching-learning process.
c. Observation : the observation was done to identify the students’
behavior and class situation during teaching-learning process.
2. Planning the Action
The researcher then plans everything related to the actions that will be implemented. The preparation is done for each cycle. The preparations are as follows:
a. Arranging lesson plans. It covers processes of choosing the YouTube
video played, the materials used, the kinds of activities done, etc.
b. Designing and setting steps in doing action.
c. Preparing suitable teaching aids, such as laptop, LCD projector, flash or
disc containing many films, etc.
d. Preparing sheets for classroom observation.
e. Preparing tests.
3. Implementing the Action
The researcher implements the teaching and learning of vocabulary by using YouTube video to help the students understand the material. The implementations generally are presented as follows:
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a. Presenting the topic
The researcher presents the topic in the form of playing YouTube video for many times. As the teaching media, the researcher uses laptop supported by LCD projector in order the films can be watched clearly by the students though they sat in the back arrow.
b. Giving tasks
In this stage, the researcher gives tasks for the students. The tasks can be exercises, practices, and various activities such as games, discussions, etc that should be done by students in a group. The researcher may revise those tasks in every cycle.
c. Evaluating
Finally, at the end of the action, the researcher conducts a post-test to measure the students’ ability in mastering vocabulary after the action is implemented and to measure the students’ improvement after they were taught by using YouTube video.
4. Observing or Monitoring the Action
The teacher, as the researcher, observes all activities in the teaching and learning process while the technique of teaching vocabulary using YouTube video is carried out. This observation is done with her collaborator. They keep notes of students’ impression during the teaching and process. The teacher also creates a conductive atmosphere to increase the students’ motivation in learning vocabulary, for example by giving suggestion, helping their difficulties while learning, and giving feedback for their efforts.
5. Reflecting and Evaluating the Result of the Observation
The researcher makes an evaluation based on her observation and her collaborator’s note to identify the weaknesses during the action. The weaknesses can be seen from facts whether they are active or passive in teaching and learning process. She also makes diaries about the condition of the class during the action. Next, this evaluation will be a basic consideration to conduct the next cycle of teaching.
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6. Revising the Plan
Based on the weaknesses found from the activity that has been carried out, the researcher revises the plan for the next cycle. It is done to get better results of the method she applied.
E. The Techniques of Collecting the Data
In this classroom action research, the researcher uses qualitative and quantitative methods in collecting the data. Each of them is explained as follows:
1. Observation
In this research, the observation was done to describe the activities and class situation during the teaching-learning process when the YouTube video applied. When the researcher that is also a teacher taught vocabulary using video, the observer observes, evaluates, and offers suggestion about the application of video in English class.
2. Documents
The documents were in the form of lesson plans and students’ worksheets and it was used to gain the information about the students’ progress in vocabulary competence.
3. Interview
The researcher used interview to get information from the students toward their perception about English, their understanding about the lesson, and the strength and weaknesses of the application of video in teaching-learning process. It was held at the beginning and the end of the research.
4. Research diary
In this research, the researcher made her own diaries to write some important notes toward the students’ behavior and also its improvement during teaching-learning process.
5. Photographs
By taking photographs, it helped the researcher to describe the real situation during teaching-learning process.
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6. Tests
In this research, the tests involved pretest and posttests. Pretest was given to identify the students’ vocabulary before the method applied while posttests were given to measure the improvement of students’ vocabulary after applying video in English class.
F. The Techniques of Analyzing the Data
After collecting the data, the next step is analyzing the data. In order to analyze the qualitative data gained from observation, interview, research diary, documents, and photographs, the researcher analyzes them by using interactive model proposed by Miles and Huberman (1992: 16). The procedures are as follows:
1. Data Reduction
Data reduction refers to the process of selecting, focusing, simplifying, abstracting, and transforming the data appear in written-up field notes or transcription. Data reduction is a form of analysis that sharpens, sorts, focuses, discards, and organizes data in such a way that “final” conclusions can be drawn and verified.
2. Data Display
Generally, a display is an organized, compressed assembly of information that permits conclusions drawing and action. The most frequent form of display for qualitative data has been extended text.
3. Conclusion Drawing/Verification
Conclusion drawing is only a half of a Gemini configuration. Conclusions are also verified as the analyst proceeds. Verification may be as a brief as a fleeting second thought crossing the analyst’s mind during writing.
On the other hand, the pretest and posttests that belong to the quantitative data were presented with the mean score of pretest and posttests and analyzed by descriptive statistics. The formula as follows:
x
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In which
x = mean of pre-test score
y = mean of posttest score
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commit to user CHAPTER IV RESULT OF THE STUDY
The objectives of doing this research as stated in Chapter I are to identify whether or not and what extent YouTube video can enrich the students’ vocabulary and to describe the situation when YouTube video is applied during the teaching-learning process at the fifth grade of SD Negeri I Baturetno, Wonogiri. Those findings are described in this chapter. It is divided into two parts which include the process of the research and the research findings and research discussion. Each part is described as follows:
A. The Process of the Research
The writer that is also as the English teacher in SD Negeri I Baturetno had been teaching for about a year. She teaches from class one to six. SD Negeri I Baturetno has large numbers of students that is for about 250 students. In this study, she chooses class 5 to be the subject of the research which has 46 students and since it has problems as stated in chapter I. For this research, she teaches class 5 once a week based on the class schedule for English lesson that is every Saturday on 07.15 up to 08.25.
Before conducting the research, the writer did observation and interviews the students with her collaborator who an English teacher in SD Negeri 4 Baturetno, TA. From the observation, it could be concluded that class 5 had problem in vocabulary mastery. In other words, the students still got difficulties in recognizing and remembering words, grasping meaning of words, pronouncing words, and writing words correctly. The class which has 46 students also difficult to be handled by teacher since they often made noises during teaching-learning process. Therefore, an action research is conducted by the writer and her collaborator to overcome those problems.
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beginning until the end of the research. The procedure of the research consists of pre-research, research implementation, and research finding and research discussion. The whole research was conducted through the following process:
Table 4.1. The Summary of Process of the Research
Pre-Research 1. Observation
TA and the writer observed the TLP of English class Aims:
• Identify the problems arise during TLP concerning to the students’ vocabulary competence
• Identify classroom situation before applying video Results:
• 5 indicators that showed the students had limited vocabulary mastery
• The class situation during TLP was not conducive
2. Interview
The writer interviewed the students Aims:
• To know their opinion about English subject
• To know their interest toward English class
• To know their opinion about teacher’s technique in teaching vocabulary
• To know their opinion about English vocabulary Results:
• Most students said that English is a difficult subject
• Only few students interest toward English
• Most students said that they felt bored and sleepy during TLP
• Most students said that they had difficulties in mastering English vocabulary
Research Implementation
TA and the writer collaboratively implemented the research which is carried out into two cycles
Cycle 1 Planning: prepared laptop, LCD projector, loudspeaker, photograph, video collections, materials, lesson plans, students’ exercises, posttest, and everything related to the action.
Action: applying video
Meeting 1: 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
Meeting 2: 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 Meeting 3: What is this? (Clothes)
• Reviewed previous lesson
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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: 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: TA and the writer reflected the observation result Positive improvement:
• 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 Limitations:
• 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 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: prepared laptop, LCD projector, loudspeaker, photograph, video collections, materials, lesson plans, students’ exercises, posttest, and everything related to the action.
Action: applying video
Meeting 1: 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 Meeting 2: 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
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• Asked students to translate Indonesian words into English
• Provided and exercise Meeting 3: 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: 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 Reflections:
• 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 Result
Discussion
TA and the writer discussed the result findings based on the data obtained from field notes, interview, and teacher’s diary. Then, the writer concluded the result as a final reflection, as follows:
• Video was able to change students’ perception toward English that is a difficult subject into an interesting subject
• Video was an effective teaching aid to teach vocabulary to the students in elementary school
• Video attracted students’ attention during TLP
• Video was able to change class situation became more fun and conducive
• There was a good improvement and achievement concerning to the students’ vocabulary mastery
• Video could improve students’ vocabulary mastery.
The process of the research stated in Table 4.1 above is discussed in the following section:
1. Pre-Research
The pre-research was conducted to investigate the students’ vocabulary competence and the classroom situation during teaching-learning process. There are three activities in collecting the data for pre-research; they are observation, interview, and pre-test. The summary of situation prior to the research implementation can be seen in the table 4.2 below:
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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)
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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
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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
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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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also states that children learn better if they have a positive attitude towards what they are doing and if they are motivated or want to do it.
In conclusion, there are some cases that make the students stop from learning English. They are feeling uncomfortable, confused, tired, and bored. Then, learning English with YouTube video was able to make them feel fun and comfort. As stated by Tarunpatel (2009) in his research that students in many contexts have said they like video activities because they provide a break from the usual textbook-based activities, and even when the activities challenge students, learning with video is more enjoyable. Similarly, Cruse (undated) states that one of the greatest strengths of video is the ability to communicate with viewers on an emotional, as well as a cognitive, level. Because of this ability to reach viewers' emotions, video can have a strong positive effect on both motivation and affective learning. Not only are these important learning components on their own, but they can also play an important role in creating the conditions through which greater cognitive learning can take place.
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CHAPTER V
CONCLUSION, IMPLICATION, AND SUGGESTION
A. Conclusion
As stated before in Chapter I, the research was about enriching students’ vocabulary by using video taken from YouTube. The research was done with an English teacher of an elementary school (TA) as the observer since he writer was as the researcher and also as the English teacher of SD Negeri I Baturetno, Wonogiri. There was pre-research before conducting the research. It included interviews, observation, and pre-test. Pre-research was held in order to identify the problems arose toward vocabulary competence and classroom situation during the teaching-learning process. Based on the result of pre-research, there was found 5 indicators of problems that showed the students had limited vocabulary mastery and the classroom situation was not conducive for teaching-learning process.
To solve those problems, the writer decided to bring forward a technique using video in presenting and practicing new vocabulary through an action research in order to enrich the students’ vocabulary and change the class situation during teaching-learning process.
The research was conducted in two cycles. Every cycle was held in three meetings. Each meeting was divided into four steps, namely: warming up, presentation, practice, and production.
Table 5.1. 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
Problem identified • The low of students’ vocabulary mastery
• Classroom situation during TLP was not conducive
Proposed solution Applying video in learning vocabulary
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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
• 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
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• 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
• Asked students to translate Indonesian words into English
• Played game
• 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
• 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
Based on the Table 5.1 above, the result of the study showed that using video in teaching vocabulary was an effective technique in enriching students’
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vocabulary and also changing the classroom situation. The use of video made the students easier in recognizing and remembering new vocabulary given to them. By watching video, the students could also grasp the meaning of words directly. The video which not only served all vocabularies related to the topic but also exercise let the students learned by doing the exercise. Thus, the students could pronounce words as they heard from video and practice to write with the correct spellings as shown on video. By playing video repeatedly, the students were able to pronounce and write words correctly because they had more practices in learning.
However, regarding with the classroom situation, the implementation of video during the research could change it became more conducive for teaching-learning process. It could be seen from there was no students play or chat with friends and ask permission to go to toilet when the lesson was being delivered. Then, all students became more active in teaching-learning process. They became enthusiastic in learning process and did not feel bored or sleepy as they felt before learning by watching video. Moreover, learning vocabulary by watching video limited the students’ chance in writing notes, so that they had their own initiative to write the important notes although the teacher did not ask them to write.
In conclusion, based on the research findings and research discussion in Chapter IV, it can be concluded that by applying video in teaching-learning process can enrich the students’ vocabulary mastery and change classroom situation.
B. Implication
In teaching vocabulary to children, it is important to implement an appropriate technique and media that match with their characteristics. Based on the conclusion of the study that there is a significant improvement toward vocabulary competence and classroom situation after using video in teaching-learning process, it implies that using video in teaching vocabulary is an effective media to enrich students’ vocabulary and also change classroom situation became more conducive for teaching-learning process. Using video combined with games
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can create good atmosphere which supports the teaching-learning process and make the students feel happy and enthusiastic in following English class. In other words, the use of video is effective not only to attract the students, or improve their motivation toward the lesson, but also to facilitate in achieving the teaching objectives.
C. Suggestions
Having concluded the result of the research which is using video in teaching vocabulary to the elementary students, the writer would like to propose some suggestions as follows:
1. For English teacher
English teacher should be creative to use interesting media and technique in teaching vocabulary, so that the teaching-learning process will not only learnable but also enjoyable. They should also create a good atmosphere in teaching-learning process in order to make the students are motivated to learn and do not get bored even feel sleepy during the teaching-learning process.
Dealing with the media used, in this case is video, teacher should carefully in selecting the video going to be used. They should select the video which not only contain entertainment but also education aspect and suitable for their students’ average age.
2. For the students
The students should motivate themselves to be active in learning English. They should not to be afraid of making mistakes and keeping on trying. They should also have more practices both in school and their home so that it will help them to learn English easier.
3. For the institution
The institution as a formal place to have knowledge and education should be complemented with facilities and various media to support teaching-learning process, so that it will run more efficiently and effectively.