OPTIMIZING YOUTUBE VIDEOS TO ENRICH STUDENTS’ VOCABULARY (An Action Research at the 5th Grade Students of SD Negeri Sanggrahan Surakarta in Academic Year 2009 2010)

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OPTIMIZING YOUTUBE VIDEOS TO ENRICH STUDENTS’

VOCABULARY

(An Action Research at the 5th Grade Students of SD Negeri Sanggrahan Surakarta in Academic Year 2009 / 2010)

ERNA TITIS ISMAWATI

X 2208514

A THESIS

Submitted to the Teacher Training and Education Faculty of Sebelas Maret University as Partial Fulfillment of the Requirement

for the Undergraduate Degree of Education

ENGLISH DEPARTMENT

TEACHER QUALIFICATION PROGRAM

TEACHER TRAINING AND EDUCATION FACULTY

SEBELAS MARET UNIVERSITY

SURAKARTA

2011

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ABSTRACT

Erna Titis Ismawati. X2208514. OPTIMIZING YOUTUBE VIDEOS TO ENRICH STUDENTS’ VOCABULARY (An Action Research at the 5th Grade Students of SD Negeri Sanggrahan Surakarta in Academic Year 2009 / 2010). Teacher Training and Education Faculty. Sebelas Maret University. 2011. The objectives of the research are: (1) to identify whether or not and to what extent YouTube videos can enrich the students’ vocabulary; and (2) to describe the situation when YouTube videos are applied during the teaching learning process.

This research was carried out at SD Negeri Sanggrahan Surakarta. It was conducted from April up to June 2010. The subject of the research was the fifth grade students of SDN Sanggrahan Surakarta in the academic year of 2009 / 2010. The research method was Action Research and it was conducted in two cycles. In collecting data, she used interviews, observation, diaries, document, and test. Having collected the data, she analyzed them both qualitative and quantitative data.

To identify whether and to what extent YouTube videos can enrich the students’ vocabulary and to describe the situation, the research findings show YouTube videos can enrich: (1) The students’ vocabulary which includes: (a) The students could ponounce some English words correctly; (b) The students could mention words they already learn before; (c) The students could spell some English words correctly; (d) Thestudents could recognize words well and (e) The students know the meaning of some English words well; and (2) Classroom situation. The classroom situation shows that: (a) The students do not make noise in the class; (b) The students be active in answering tasks given by teacher; (c) The students take note to the important things taught; (d) The students give their attention to learn English and; (e) The students are not busy doing non academic things anymore.

The students’ achievement also increased. The enrichment of the students’ achievement can be seen from the students score from pre-test until post-test 2. In pre-test, they scored only 42.64 in average; in post-test 1 they scored 56.17 in average; and in post –test 2 they scored 74.64 in average, it is higher than the English passing grade (KKM /Kriteria Ketuntasan Minimal), that is 60.

This research also showed that there is an enrichment not only in the students’ vocabulary but also the quality of teaching-learning process. It can be stated that the vocabulary is increased and the situation became alive when the researcher optimizes the YouTube videos as an appropriate media in teaching vocabulary. Therefore, it is recommended that the English teacher should be active to create an interesting atmosphere because YouTube videos can build up the students’ interest and make the process in teaching and learning learnable and enjoyable.

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MOTTO

“

Ikhlas adalah kompetensi tertinggi dalam hidup”.

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DEDICATION

This thesis is whole-heartedly dedicated for:

♥

My Beloved Father and Mother

♥

My Dearest Husband and Sons

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ACKNOWLEDGEMENT

Subhanallah Walhamdulillah Wa laailaaha Illa Allah Wallaahu Akbar. Maha suci Allah, Segala puji bagi Allah, Tiada Tuhan selain Allah, dan Maha Besar Allah who has given His blessing, charity, love, and guard, so it is possible for the writer to finish this thesis. Regarding the completion of this thesis, the writer would like to express her high gratitude to:

1. The Dean of Teacher Training and Education Faculty of Sebelas Maret University for giving his permission to write this thesis.

2. The Head of Art and Language Education, and The Head of English Department of Teacher Training and Education Faculty, for their approval of this thesis.

3. Dra. Hj. Dewi Rochsantiningsih, M.Ed., Ph.D., the first consultant, and Drs. A. Handoko Pudjobroto., the second consultant, for their priceless critical advice, guidance, encouragement, suggestion, correction, contribution, patience and support for the writer to complete this thesis.

4. Sri Idayati, A.Ma Pd, the Headmistress of SDN Sanggrahan Surakarta, Farida, SS, the English teacher and Dewi Chandra, the observer for permitting and helped her to carry out this study and collecting the data. 5. The fifth grade students of SDN Sanggrahan who have participated well

during the research and helped her by joining the test.

6. Her beloved mother, father, and brothers for their loves and best wishes. 7. Her beloved husband “M3” and her beloved sons “Teto and Hilmi” for their

love, spirit, time to share stories, smile and the beautiful days.

Finally, the writer hopes this thesis would be worth reading for all the readers and also can give contribution and advantageous in teaching learning process. This thesis is nothing but a senseless thesis without their help, support, and love. The most certainly, this thesis would not be finished without Allah’s Hands. The writer realize that this thesis is still far from being perfect. Any criticism from the readers for the improvement to this thesis will be gratefully accepted.

Surakarta, April 2011

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TABLE OF CONTENTS

TITLE... i

APPROVAL...ii

LEGITIMATION...iii

ABSTRACT...iv

MOTTO ...v

DEDICATION ...vi

ACKNOWLEDGEMENT ...vii

TABLE OF CONTENTS...viii

LIST OF TABLES ...x

LIST OF ABBREVIATION ...xi

LIST OF APPENDICES ...xii

CHAPTER I INTRODUCTION ...1

A. Background of the Study...1

B.Problem Statements...3

C.The Objectives of the Study...3

D.The Benefits of the Study...4

CHAPTER II REVIEW OF THE RELATED LITERATURES ...5

A.Vocabulary ...5

1. The Definition of Vocabulary ...5

2. Kinds of Vocabulary ...7

3. The Importance of Vocabulary ...8

4. Vocabulary Test Scoring Rubric...9

5. Teaching and Learning Vocabulary...10

B. YouTube Videos ...12

1. The Benefits of Video...13

2. Teaching Vocabulary Using YouTube Videos...15

3. The Criteria for Selecting Video...17

C. Young Learners...17

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2. Teaching Video to Young Learners ...20

D. Review of Related Researchers ...21

E. Rationale...23

CHAPTER III RESEARCH METHODOLOGY ...25

A. The Context of the Research...25

1. Research Setting ...25

2. Subject of the Research...26

B. The Method of the Research ...26

1. The Definition of Action Research ...27

2. The Characteristics of Action Research...28

3. The Model of Action Research ...29

4. The Stage of Action Research...30

C. Data Collecting ...32

D. Data Analysis ...34

CHAPTER IV RESEARCH FINDING AND DISCUSSION...37

A. Research Findings...37

1. Situation Before Research...38

2. Planning TL Activities Using YouTube Videos ...40

3. Research Implementation...42

4. Research Findings ...64

a. The Enrichment of Students’ Vocabulary ...76

b. The Enrichment of Classroom Situation ...77

B.Discussion ...78

1. YouTube Video can Enrich Students’ Vocabulary ...79

2. YouTube Video Changes Classroom Situation ...80

CHAPTER V CONCLUSION, IMPLICATION AND SUGGESTIONS...84

A. Conclusion ...84

B. Implication ...85

C. Suggestions ...86

BIBLIOGRAPHY ...88

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LIST OF TABLES

1. Table 2.1 Student Oral Language Observation Matrix _______________ 10 2. Table 3.1 The Schedule of the Research__________________________ 25 3. Table 3.2 The Data Collecting _________________________________ 32 4. Table 4.1 The Overall Process of Research _______________________ 37 5. Table 4.2 Situation Before Research_____________________________ 38 6. Table 4.3 The Planning of YouTube Videos in English TLP __________ 40 7. Table 4.4 List of Indicators of Problems as Being

Enriched by the Learning Activities Using YouTube Videos _________ 42 8. Table 4.5 Summary of Research Implementation___________________ 43 9. Table 4.6 The List of Daily Activities ___________________________ 51 10. Table 4.7 The Enrichment of Meaning Aspect Cycle 1 ______________ 53 11. Table 4.8 The Enrichment of Spelling Aspect Cycle 1_______________ 54 12. Table 4.9 Enrichment of Pronunciation Aspect Cycle 1______________ 54 13. Table 4.10 The Examples of the Sentences Using in

YouTube Videos ____________________________________________ 58 14. Table 4.11 The Enrichment of Meaning Aspect Cycle 2 _____________ 61 15. Table 4.12 The Enrichment of Spelling Aspect Cycle 2______________ 61 16. Table 4.13 The Enrichment of Pronunciation Aspect Cycle 2 _________ 62 17. Table 4.14 The Comparison between the Situation before

and After the Research _______________________________________ 63 18. Table 4.15 The Enrichment of Each Meeting ______________________ 64 19. Table 4.16 The Sample of Students’ Comprehension Scores __________ 67 20. Table 4.17 The Mean Score of the Tests__________________________ 73

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LIST OF ABBREVIATION

Figure 3.1: An Illustration of Action Research Spiral __________________ 30 Figure 3.2: An Illustration of Interactive Model Cycle__________________ 35

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LIST OF APPENDICES

No. List of Appendices

1. Pedoman Wawancara Dengan Siswa Dan Guru

2. Transkip Hasil Wawancara Dengan Guru (Pre Research) 3. Transkip Hasil Wawancara Dengan Siswa (Pre-Research) 4. Catatan Lapangan Hasil Observasi (Pre-Research)

5. Transkip Wawancara Dengan Pengamat (After Research) 6. Transkip Wawancara Dengan Siswa (After Research) 7. Catatan Lapangan Hasil Penelitian

8. Lembar Pengamatan Jalannya KBM

9. The Researcher’s Diary

10. Lesson Plan

11. Daftar Nilai Siswa

12. The Photographs

13. Transkip of YouTube Videos

14. Transkip of Pre-Test, Post-Test 1 and Post-Test 2 15. Keys for Worksheets and Tests

16. Blue Print

17. Students’ Worksheet 18. Letters of Permission

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CHAPTER I INTRODUCTION

A. Background of the Study

Vocabulary is an important element in second language acquisition. It is an element that links the four skills of language like listening, speaking, reading and writting all together, that is why it is undeniable that vocabulary has been considered the crucial component of learning a foreign language. “Without grammar very little can be conveyed, without vocabulary nothing can be conveyed.” This is how the linguist David Wilkins summed up the importance of vocabulary learning. Vocabulary is the first step to be taught before teaching other aspects of the language because vocabulary as one of the most aspects and becomes a central part of the foreign language learning.

SDN Sanggrahan Surakarta is one of elementary school that has decided to include English as a local content in its curriculum. In reality, English especially for the beginners level are often faced with the problem of vocabulary. It is proved from the observation done by the writer to the fifth grade students in SDN Sanggrahan Surakarta. The writer found that children as the learners face some obstacle in vocabulary competence, and it can be seen from the students’ answer when they are asked about English, i.e. Bahasa Inggris sulit, Bu, membacanya

beda sama tulisan, artinya juga tidak tahu, sering lupa dan gak asyik, etc. From

these statements, the writer concludes that some problems come up dealing with vocabulary. The indicators are: (1) The students usually make mistakes in pronouncing the words; (2) The students get difficulties to mention words they already learn before; (3) The students get difficulties to spelling the words; (4) Thestudents get difficulties in recognizing words; (5) The students get confuse in meaning of English words.

By considering the rising problems as mentioned above and from the students’ assumption that English is a difficult subject, it makes the classroom situation do not conducive for teaching and learning process, the writer also conducted more observation to the students in the class to get more information.

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By doing so, the writer found some factors causing those problems. They are: (1) The students usually make noise in the class; (2) The students passive in answer tasks given by teacher; (3) The students do not take note the important things taught; (4) The students’s attention to learn English is not optimal; (5) The students busy doing non academic things with their friends.

After observing the instructional process at the fifth grade students of SDN Sanggrahan, it can be identified that several problems occured during the teaching-learning activity. They are: (1) The technique applied by the teacher is not appropriate enough related to the topic or material, situation and condition. The teacher only gives some English words then translate them; (2) The teacher only focuses on the writing skill. The students asked to remember letter of words, write the words mentioned by the teacher, that is the teacher tends to use written form first than oral in introducing the English words; (3) There is no media use in teaching and learning process. From the interview and observation, the researcher find out that the teacher does not use any media in teaching and learning process. The teacher only uses text book in teaching and learning process. The teacher finds that the students are not interested in learning English. The low interest in learning causes the students pay little attention to the teacher’s explanation.

Allen (1983: p.33) states that “Successful language learning outside the school is generally in a situation where the learner can see what is named by the word to be learned. Whenever possible, that condition of successful vocabulary learning should be provided in second-langauge classrooms”. It means that good materials will help maintain the pace of the lesson and the students’ interest. As we learn most through stimulus, the more interesting and varied these stimuli are, quicker and more effective our learning will be. Videos can increase students’ interest to learned new words, it is best learned when the meaning of the words is illustrated. Video helps to make media more realistic. It may sometimes be used as the sole for teaching some kinds of factual performance skills. Learning from a video may be increased by providing a verbal introduction, stating the purpose of the video and the importance is showing and explaining how the content pertains

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to the study already under way about to be undertaken. Also, learning can be increased by repeated showing on the video as well as pre-testing and post-testing.

In conducting vocabulary activity, teacher can enrich learning video by providing for participation or repetitive experiences related to video content. Here, the researcher uses YouTube videos. YouTube as one of the video sharing website which users can upload and share videos, and view them in various format (ComScore, 2007. Accessed from internet on Wednesday January 20th 2010).

This study explores the use of YouTube videos in teaching vocabulary for elementary school students. By using YouTube videos, it is hoped that the students feel more interested in learning English, it gives the students opportunities to recall new words easily and finally, it is also hoped that YouTube videos can be used as one of the enjoyable alternatives in teaching English vocabulary to the elementary students especially at the fifth grade of SDN Sanggrahan Surakarta.

B.Problem Statements

The problems of this study that will be analyzed are:

1. Does and to what extend the implementation of YouTube videos can enrich the students’ vocabulary?

2. What is the situation if YouTube videos applied during teaching learning process at the fifth grade students of SDN Sanggrahan Surakarta?

C.The Objectives of the Study

The objectives of this research are:

1. To identify whether or not and to what extent YouTube videos can enrich the students’ vocabulary.

2. To describe the situation when YouTube videos are applied during the teaching learning process at the fifth grade students of SDN Sanggrahan Surakarta.

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D.The Benefits of the Study

In writing this thesis, there are some benefit to gain such as the followings:

1. For the English teacher.

This thesis is expected that through this study the English teacher know the problem that arise during teaching and learning process in enriching vocabulary, it may help the English teacher in choosing an appropriate technique so that the students can get better result in competencing English vocabulary.

2. For the students.

By applying YouTube videos, the students at the fifth grade of SDN Sanggrahan Surakarta is expected can enrich their vocabulary, so they can enjoy the teaching learning process and they do not think that English is a difficult lesson anymore.

3. For the school.

This thesis is expected to give contribution to elementary school to increase its quality in teaching the second language, especially can be useful input for teaching English in SDN Sanggrahan Surakarta.

4. For the other researcher.

This thesis is expected will be give contribution to develop new technique in teaching vocabulary so it will useful for the next preparation as English teacher.

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CHAPTER II

REVIEW OF THE RELATED LITERATURES

A.Vocabulary

1. The Definition of Vocabulary

Vocabulary is one elements of language that should be learnt and taught. It takes such as important basic role in mastering English as a foreign language. Vocabulary is important for someone or learner to master it of language because it is essential part of communication. Krashen (1995: p.155) said that vocabulary is basic to communication. If acquirers do not recognize the meaning of the key words used by those who addresses them, they will be unable to participate in conversation. According to Hatch and Brown (1995: p.1), the term vocabulary refers to a list or sets of words that individual speakers of a language might use. Another definition is states by Burns and Browman (1975: p.295) they state that vocabulary may be defined as the stock of words used by a person, class, or profession. Then they added that words are symbols of ideas; to express and communicate ideas, one needs facility in the use of words, it influences how one sees the world and what one may think of it. Hornby (1995: p.1331) states that vocabulary is the total number of the words (with their meaning and with the rules for combining them) make up the language. Caroline (2006: p.121) says that vocabulary is the collection of words that an individual knows

Another definition of vocabulary is stated by Ur (1996: p.60), She states that vocabulary as the words we teach in a foreign language. She also gives some elements 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). These are fairly obvious characteristics, and one or two other will be perceived by the learner when encountering the item for the first time. In teaching, the teacher needs to make sure that both these aspects are accurately presented and learned.

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(b) Grammar.

The grammar of a new item will need to be taught if this is not obviously covered by general grammatical rules. An item may have an unpredictable change of form in certain grammatical contexts or may have some idiosyncratic way of connecting with other words in sentences; it is important to provide learners with this information at the same time as the teacher teach the base form.

(c) Collocation.

The typical collocations of particular items are another factor that makes a particular combination sound “right” or “wrong” in a given context. So, this is another piece of information about a new item which it may be worth teaching. Collocation are also often noted in dictionaries, either by providing the whole collocation under one of the head–words, or by a note in parenthesis.

(d) Aspects of Meaning (1): denotation, connotation, appropriateness.

The meaning of a word is primarily what it refers to in the real world, its denotation; this is often the sort of definition that is given in a dictionary. For example, dog denotes a kind of animal; more specifically, a common, domestic carnivorous mammal; and both dank and moist mean slightly wet. A less obvious component of the meaning of an item is its connotation: the associations, or positive or negative feelings it evokes, which may or may not be indicated in a dictionary definition. The word dog, for example, as understood by most British people, has positive connotations of friendship and loyalty; whereas the equivalent in the arabic, as understood by most people in Arab countries has negative associatios of dirt and inferiority. (e) Aspects of Meaning (2): meaning relationships.

How the meaning of one item relates to the meaning of others can also be useful in teaching. There are various such relationship: here are some of the main ones. 1) Synonyms: items that mean the same, or nearly the same; for example, bright, clever, smart may serve as synonyms of intelligent; 2) Antonyms: items that mean the opposite; rich is an antonym of poor; 3)

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Hyponyms: items that serve as specific examples of a general concept; dog,

lion, mouse, are hyponyms of animal; 4) Co-hyponyms or co-ordinates: other

items that are the “same kind of thing”; red, blue, green, and brown are co-ordinates; 5) Super ordinates: general concepts that “cover” specific items;

animal is the super ordinates of lion, dog, mouse, etc; 6) Translation: words

or expressions in the learners’ mother tongue which are (more or less) equivalent in meaning to the item being taught.

Based on the definition above it can be concluded that vocabulary is total numbers of words in a language that individual speaker might use to convey their meanings. There are some aspects of vocabulary which are proposed by Ur, namely: 1) form 2) grammar; 3) collocation; and 4) aspects of meaning

2. Kinds of Vocabulary

Haycraft quoted by Hatch & Brown (1978: p.370) divides two kinds of vocabulary, namely receptive and productive vocabulary.

a. Receptive Vocabulary

Receptive vocabulary is words that the learners recognize and understand when they occur in context, but which cannot produce correctly. It is vocabulary that the learners recognize when they see it in reading context but do not use it in speaking and writing. The receptive vocabulary is also called a passive process because the learner only receives thought form others. In language application, the receptive vocabulary is considered as the basic vocabulary. It is much larger than productive vocabulary because there are many words recognized when the learner hears or reads but do not use when he speaks or writes. b. Productive Vocabulary

Productive Vocabulary is the words, which the learners understand, can pronounce correctly, and use constructively in speaking and writing. It involves what is needed for receptive vocabulary plus the ability to speak or write the appropriate time. Therefore, productive vocabulary can be addressed as an active process, because the learners can produced the words to express their thought to others.

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From the explanation above, it can be concluded that there are two kinds of vocabulary: a receptive vocabulary and productive vocabulary. The receptive vocabulary as the words known when the learner listens and reads. It is also called a passive process because the learner only receives thought from others. In language application, the receptive vocabulary is considered as the basic vocabulary. Later, productive vocabulary is defined as the words used when the learner speaks and writes.

3. The Importance of Vocabulary

By having rich vocabulary, students can enrich their listening, speaking, reading, and writing abilities; not only in the way they comprehend but also in the way they produce language. With these points mentioned above, it is undeniable that vocabulary plays a very important role in the language acquisition. It can be denied that it will hard to master the language, without mastering or understanding a certain numbers of vocabularies. Zimmerman in Coady and Huckin (1997: p.5) state that vocabulary is central to language and critical importance to the typical language learner. McCharty and Schmitt (1997: p.140) state that vocabulary is necessary in every stage of langauge learning. He added the importance of vocabulary in language learning as follows:

No matter how well the students learns grammar, no matter how successfully sounds of L2 are mastered, without words to express a wider range of meanings, communication in an L2 just cannot happen in any meaningful way. (McCarthy, 1990:viii).

Knowing words is the key to understanding and being understood. The bulk of learning a new language consists of learning new words. Grammatical knowledge does not make for great proficiency in a language. (Varmeer, 1992: 147).

There are some reasons why vocabulary is taught: (1) Because of the considerable research about the vocabulary, it informs that vocabulary directed toward useful words can give the learners practice in useful skill; (2) Because a teacher is faced with the learners who have small vocabulary. The learners wish to go on to academic study a few months and time to get new vocabulary and (3) Because the learners and researchers see vocabulary is very important in learning

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language. The learners feel that many of their difficulties in both receptive and productive language use result from inadequate vocabulary.

4. Vocabulary Test Scoring Rubric

According to Mertler (2001), rubrics are rating scales-as opposed to checklist-that are used with performance assessments. They are formally defined as scoring guides, consisting of specific pre-establishes performance criteria, used in evaluating students work on performance assesments. Rubrics are typically the specific form of scoring instrument used when evaluating student performances or products resulting from a performance task.

Brookhart in Moskal (2000) Scoring rubrics are descriptive scoring schemes that are developed by teachers or other evaluators to guide the analysis of the products or processes of students’ efforts.

There are two types of rubrics: holistic and analytic. A holistic rubric requires the teacher to score the overall process or product as a whole, without judging the component parts separately. In contrast, with an analytic rubric, the teacher scores separate, individual parts of the product or performance first, and then sums the individual scores to obtain a total score (Moskal and Nitko in Mertler, 2001).

In this research the scoring rubrics including a pre test and a post test (Daily Activities) contained 30 multiple-choice items measuring recognition of 30 words. The total score of each test was 1 point. The pronounce test contained 10 sentences with possible maximum score is 5. The result of the test is taken from the sum of written and spoken test divided by 8. This pronounce score based on Linse (2006: p.149) states that we can use an analytic rubric (provides information broken down into different categories) to assess pronunciation skills as follow:

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Tabel 2.1. Student Oral Language Observation Matrix (The English Language Learner Knowledge Base, 2004)

Aspect 1 2 3 4 5

Pronunciation

Pronunciation problems so severe as to make speech virtually unintelligible

Very hard to understand because of pronunciation problems. Must frequently repeat in order to make him/herself understood Pronunciation problems necessitate concentration on the part of the listener and occasionally lead to misunderstanding Always intelligible, although the listener is conscious of a definite accent and occasional inappropriate intonation patterns Pronunciation and intonation approximate that of a native speaker

5. Teaching and Learning Vocabulary

Teaching vocabulary is among the least important of a teacher’s jobs, and it is important to know about learner’s strategies. Schmitt and McCharty (1997: p.208) divide the taxonomy of vocabulary learning strategies into four groups:

1) Discovery Strategies

In this stage, when learners do not know the words, they must discover their meaning by guessing from structural knowledge of the language, guessing from L1 cognate, guessing from context, using reference materials, or asking someone else.

2) Social Strategies

A second way to discover new meaning employs the social strategy of asking someone who knows. Teachers are often in this position. They can be asked to help in a variety of ways.

3) Memory Strategies

Most memory strategies involve relating the word to be retained with some previously learners’ knowledge, using some form of imagery or grouping. The strategies used in this stage are pictures / imagery, related words, unrelated words, grouping, etc.

4) Cognitive Strategies

Language strategies in this taxonomy are similar to memory strategies, but are not focused specially on manipulative mental processing; they include sorting,

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classifying, comparing, predicating, repeating and using mechanical means to study vocabulary.

Brown and Payne (in Hatch and Brown, 1995: p.372) propose strategies in teaching vocabulary. Brown and Payne say that the teachers have always been naturally interested in how learners go about learning vocabulary. If they know more about learner strategies and what works and what does not work well, they can help learners acquire more profitable strategies. Intuitively, they have always given advice about how to learn vocabulary.

Brown and Payne divide the procedure in learning vocabulary into five essential steps: (1) having sources for encountering new words; (2) getting a clear image, either visual or auditory or both, for the forms of the new words; (3) learning the meaning of the words; (4) making a strong memory connection between the forms and meanings of the words; and (5) using the words.

Different from Brown and Payne, Cross (1991: 11-13) proposes three stages of procedure of teaching vocabulary as follows:

a. Presentation

In this stage, the teachers can use various techniques. However, the teachers have to be careful in selecting the techniques that they use in teaching activity. Dealing with it, the teachers must consider about the students’s need of vocabulary, the area of vocabulary, which is appropriate to the students’ level and how vocabulary can be stored in the students’ mind. Therefore, teaching vocabulary is a complex process.

b. Practice

It is not enough just to present words and have them repeated. The students must use words if they are to internalize them. In this stage, the teacher gives exercises to the students in order to practice the subject items being learnt, making completion, matching, words classification, etc. Those are several of exercise that can be used by the teacher in this stage.

c. Production

Production, also known as revision, assists the learning process. It needs to be done regularly. One way to revise words is to get the class to write. The teacher

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needs to walk around while the students write to ensure they are all trying. Then the students may appoint one of them to write on the board. The other students can compare this with their own versions. Having copied those illustrative sentences just a few days later, they are unlikely to make mistake, so they get a sense of achievement. This stage expects the students to apply the newly learnt vocabulary through the speaking or writing activities.

Based on the two theories above, it can be concluded that the procedures of teaching vocabulary are: 1) presentation (having sources for encountering new words and getting a clear image for the forms of the new words); 2) practice (learning the meaning of the words and making a strong memory connection between the forms and meanings of the words); 3) production (using the words).

B. YouTube Videos

There are growing demands on almost everyone who live in ICT era to become technologically literate. It provides many kinds of media which can be used in teaching learning process. Internet not only gives benefits for society, but also for students in learning process. Students can do their tasks or looking for any kinds of information easily by using the web in the internet that provides millions of pages of information from any resources in a fast, cheap, and easy way. In addition, the ability in term of ICT must be mastered well by students as early as possible by conducting teaching and learning process that have a base in ICT (Information and Communications Technology).

One of the webs in the internet that supposed to give benefits for both teacher and students is YouTube. YouTube is a very popular web video sharing site in internet which contains so many kinds any types of video, it 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. Those videos are streamed to users on the YouTube site or www.YouTube.com or via blogs and other websites. YouTube provides

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specific code for playing each video that can be embedded on a web page. (http://en.wikipedia.org/wiki/YouTube accessed on February 10th 2010).

YouTube videos also make a specially contribution to the process of language learning, they are to interest and stimulus, a sense of the language and to motivate the students in teaching learning process.

From the definition above, it can be understood that YouTube video is a kind of short video existing in internet. By using YouTube video, teacher can create activities which more enjoyable and fun.

1. The Benefits of Video

Video is the technology of electronically capturing, recording, processing, storing, transmitting, and reconstructing a sequence of still images representing scenes in motion (http://en.wikipedia.org/wiki/benefits accessed on January 20th 2010). Video is something switched on to present language without teacher’s intervention. It can be a valuable and possible under used 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 video without even challenging them to be actively involved.

Smaldino (2002: p.283) defines video as electric storage of moving images, He adds that any electronic media that employs “motion pictures” to present a message can be reffered to as video.

Video, a kind of multimedia material, consist of verbal and nonverbal presentations displaying simultaneous images, narration and on-screen text. (Hu and Deng (2007) indicated that multimedia (video) could improve students’ ability to memorize words because multimedia transmitting information through auditory and visual modalities attracted learners’ attention, and accordingly improve their word retention.

Video has long been accepted as a valuable teaching resource. There are a lot of exciting possibilities for digital video, among the benefits it provides are: a) Richness of information. It can provide a clarity and explicitness not possible with words or still pictures alone; b) Medium learners are very comfortable with;

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c) A useful variation in delivery-can help keep learners attention and concentration when used alongside other delivery methods; d) Ready-made and easily reusable or shareable resource; e) Video equipment is relatively simple to operate.

Adapted from Willis’6 roles for video (accessed from internet on January 20th 2010), there are four possible roles for video: 1) Developing listening skills, that are listening for global understanding and listening for detail; 2) To provide information. To provide content relevant to students’ needs and interest; 3) Presenting or reinforcing language, that are grammar, vocabulary, and functions; 4) Stimulating language production, here video used as a basis for discussion, a model for learners to follow, and a visual aid.

Through video, students, can also see the gestures and facial expressions which play an essential role in clarifying the part of the meaning which is conveyed by intonation and tone voice. Jones (2004) investigated second language vocabulary recognition and recall from one control group and three treatment groups that provided written, pictorial, or both written and pictorial annotations while listening. She found that the pictorial and written annotations group recalled more vocabulary than those without access to written annotations. Vocabulary recognition and recall would be more effective if new words were placed in a context, using sound and image combination.

Based on the explanation above it can be concluded that video has several advantages: 1) Students can see as well as hear what is being said the recording is much closer to “real life”; 2) Video is much easier to understand, the facial expressions, the gestures, and the physical background all give additional information; 3) The visual element is attractive and commands the attention better; 4) Video are often intrinsically more interesting as many people are more familiar with watching than only listening.

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2. Teaching Vocabulary Using YouTube Videos

Teaching vocabulary must be easy and enjoyable for the students. It is intended so the students easy to keep the new words in their mind. English teachers have to use good method and technique in teaching vocabulary to young learners. There are many kinds of techniques that can be applied in teaching vocabulary such as by using pictures, videos, games, etc. Allen (1983) states some techniques of vocabulary teaching that can be prepared and chosen as follows: a) Demonstration.

The technique, which belongs to demonstration, is gesture and action performing. The teacher can use real object and command. Teacher may demonstrate the material using of real objects available in the classroom such as door, windows, clock, desk, etc.

b) Visual Aids

Visual means something visible. Teacher may use visual aids in the teaching of vocabulary to enable students to observe and identify the objects vividly. Beside that, visualization may interest the students in their learning vocabulary. c) Verbal Explanation

Verbal explanation can be carried out through definition and translation. Teacher can use explanation in the students’ own language, definitions in simple English, and using vocabulary that students have already known to show the meaning.

d) Word List

When using word list technique, teacher should pay attention to vocabulary selection. The words taught should relate and appropriate to the students need and relate to their level.

In this research, the writer is interested in doing research in teaching vocabulary is by using YouTube video, it is a kind of short video existing in internet. Video is medium of communication which contains some information and through video, students, of course, can see the gestures and facial expressions which play as essential role in clarifying the part of the meaning which is conveyed by intonation and tone voice.

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According to Sherman (2003: p.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.

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: p.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: p.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

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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.

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, they are: 1) Watchability. It is related to the question is the video interesting, would a young learner want to watch this; 2) Completeness. Tomalin (1991: p.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; 3) 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; 4) Appropriateness of Content. The content should be suitable for young learners. It should also be suitable for viewing in all cultures; 5) 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; 6) Availability of Related Materials. Many authentic videos now come with readymade 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.

C.Young Learners

1. The Characteristics of Young Learner

Young learners have their own characteristics that dirrefentiate them from adult learners. By knowing their characteristic, it is hoped that teacher would treat their students well and be able to use an appropriate technique of teaching in order to make the objective of teaching learning process successful.

Students in elementary school can be called young learners. Scott and Ytreberg (1990: p.1-4)mention that there are two main groups of children. They

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are five to seven years old and the eight to ten years old. Both of them are assumed as the beginner’s stage. They also states that the characteristics of Young Language learners are. They are: a) They can plan activities; b) They can argue for something and tell you why they think what they think; c) They can use logical reasoning; d) They can use their vivid imaginations; e) They can use a wide range of intonation, patterns in their mother tongue; f) They can understand direct human interaction.

Other characteristics of the young learner are:

a. They know that the world is governed by rules. They may not always understand the rules, but they know that they are there to be obeyed, and the rules help to nurture a feeling of security.

b. They understand situations more quickly than the language used. c. They use language skills long before they aware them.

d. Their own understanding comes through hands and eyes and ears. The physical world is dominant at all times.

e. They are very logical-what you say first happens first. f. They have very short attention and concentration span.

There are also general characteristics of children around eight to ten years old. Children of five are little children. Children of ten are relatively mature children with an adult side and a childish side. Many of the characteristics listed above will be things of the past.

a. Their basic concepts are formed. They have decided views of the world b. They can tell the difference between fact and fiction

c. They ask questions all the time

d. They rely on the spoken word as well as the physical world to convey and understand meaning

e. They are able to make some questions about their own learning f. They have definite views about what they like and don’t like doing

g. They have a developed sense of fairness about what happens in the classroom and begin to question the teacher’s decision

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Eight to ten years olds have a language with all the basic elements in place. They are competent users of their mother tongue and in this connection they are aware of the main rules of syntax in their own language.

By the age of ten children can: a) understand abstracts; b) understand symbol (beginning with words); and c) generalize and systematize.

This refers to children’s general language development. There are many similarities between learning one’s mother tongue and learning a foreign language in spite of differences in age and the time available. So far no body has found a universal pattern of language learning which everyone agrees with. Much seems to depend on which mother tongue the pupils speak and on social and emotional factors in the child’s background. What is clear here is that most eight to ten years olds will have some sort of language awareness and readiness which they bring with them into the foreign language classroom.

The students at Elementary School that belong to young learners have their own characteristics which are different from adults. They, as young learners need different teaching and learning process that is more various and interesting.

Those opinions above give the writer some important notes about children’s special characteristics in learning the language. They are:

1. Children respond the language from the concrete things (visual things) to abstract thing.

2. Children are able to work together.

3. Children need more fun and interesting atmosphere in their teaching and learning process.

4. Children need physical movements and real activities to stimulate their thingking.

Based on the explanation above, it can be concluded that the characteristics of young learner are divided into two groups. The first is anybody from the age of five to seven years old and the second is anybody from the age of eight to ten years old. Each group has its own characteristics. The teacher should know and should be aware of the characteristics of young learner in order to choose the best technique and media in helping the young learner to learn.

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2. Teaching Video to Young Learners

Compared with other teaching tools, such as audio tapes, textbooks, and the basic blackboard, video is a relatively new option for the language teacher. In the twenty years or so since then, video has become an even more widely available teaching aid, although its penetration into everyday classroom practice and course or syllabus design hasn’t been as deep as many had anticipated.

According to Tomalin (http://en.wikipedia.org/wiki/benefits accessed on January 20th 2010), some benefits of using video to teach young learner are: 1) Young learner enjoy language learning with video. One of the aims of teaching

English to young learner is to instil in them the idea that language learning is a happy experience, and video creates an attractive enjoyable environment. 2) Video is an effective way of studying body language. Younger language

learners are still learning about the world around them.

3) Young learner gain confidence through repetition. Young learner love to hear stories again and again and the same goes for video. By watching a video several times young learner can learn by absorption and imitation.

4) Video communicates meaning better than other media. Video presents language in context in ways that a cassette can’t. Young learner can see who is or what is speaking, where the speakers are, what they are doing, etc. All these visual clues can help comprehension.

5) Video represents a positive exploitation of technology. Young learner have a positive attitude towards television and video. It is seen as being “modern” compared to books.

Other benefits of using video in teaching and learning process are: 1) Teacher just need to download video through the internet.

2) By using video, students can get benefit of audio and visual supports at the same time to catch the whole message.

3) Video also can help the teacher to avoid general problems in the classroom, like boredom, wearness and falling to understand the relevance of the information.

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Based on the explanation above, teaching young learners is hard. Before deciding to become a teacher of young learner, everyone should recognize that the children are different to adult. Teacher can create activities which can be attracted by using the video. Video gives young learners an opportunity to acquire new vocabulary and react to what they have heard and have seen. That is why video is a very good way of stimulating young learners in learning process.

D. Review of Related Researchers

There are some studies conducted to enrich vocabulary. Lu Fang Lin (2010) writes “ English Learners’ Incidental Vocabulary Acquisition in the Video

based CALL Program” This study investigated the effects of video-based

computer assisted language learning (VBCALL) program on English learners’ incidental vocabulary acquisition. She writes technological advancements have deeply affected the methodology of education in general and foreign language. The inclusion of video clips in teaching is becoming increasingly dominant in the second language learning curriculum. This reform reflects the acknowledgement that audio and visual information aids language learning. Video can be a communicative media contribution to the understanding of the target language culture by providing authentic language input and increasing contact in various ways with native speakers of the target language through video viewing. Native speakers’ oral communication in authentic target language contexts can be introduced into the classroom. In general, the results of these studies show that text along with video, pictures, and graphics fosters second language vocabulary acquisition. For example, it investigated immediate and delayed effects of different hypermedia glosses on Turkish students’ incidental vocabulary acquisition. The results showed that students having access to word definitions along with pictures and short video clips achieved significantly higher vocabulary scores than those assigned to the definition only groups. In a study of Korean students, it is reported that information presented with visual text and supplementary graphics, or with visual text supplemented by spoken text and graphics could facilitate students’ vocabulary acquisition the best

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There are also 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 mental representation of new and old lexical items. 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.

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

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the relationship between vocabulary knowledge and reading comprehension. Then, it has been increasingly argued that computer technologies can support learning in a number of ways. Many features of the computer are considered to enhance vocabulary development and reading comprehension: multimedia is one of them. Multimedia refers to computer-based systems that use various types of content, such as text, audio, video, graphics, animation, and interactivity. Chun and Plass in Constantinescu (2007) states that visual multimedia advance organizers were found to help not only recalling new words, but also act as facilitators of reading comprehension, which stresses the close relationship between vocabulary and reading.

Irina (2010) writes “Using YouTube Videos in Teaching English”. She states that video material taken from YouTube can be a very useful source and asset for the language teaching-learning process because it combines both fun and pedagogic instructions in an authentic material that reflect real interaction. Using videos in the English class is a very helpful and stimulating method to motivate the students to get the most of the lesson. By employing videotaped material teachers can always create an indefinite number of language teaching activities. The devised activities above are mere examples based on one short segment and each focuses of a different language skill that EFL students need to acquire.

E. Rationale

Learning a language is not only study the rule of that langauge but also use that language for communication. In KTSP (Kurikulum Tingkat Satuan Pendidikan or Curriculum of Education Unit Level), English language is a local content subject. It is curricular subject to develop competence which is appropriate with the region’s special characteristics, including regions’ superiority. Based on the result of the observation, the characteristics of English language learning in elementary school is teacher-centered. In delivering the materials, the teacher only used lecturing method. The teacher just gave the list of vocabularies then gave exercises in written form. There was no variation or teaching media used by the teacher.

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The problem in learning vocabulary is the student’s low vocabulary competence. It is indicated by the result of the test. The mean score of the vocabulary test in pre research is 42.64. 1) The students usually make mistakes in pronouncing the words; (2) The students get difficulties to mention words they already learn before; (3) The students get difficulties to spelling the words; (4) the students get difficulties in recognizing words; (5) The students get confuse in meaning of English words.

Considering to the characteristics of young learners who are like something which is fun, the teacher has to find an interesting activity in teaching and learning process to solve the problem. An interesting activity can be created by the use of media that is YouTube videos which can be used in presenting vocabulary to young learners clearly. By optimizing the use of YouTube videos, it becomes motivator for the students to learn. It is because YouTube videos are interesting, a very useful tool in linking fantasy and the imagination of the children’s world. Thus, YouTube videos can motivate the students to learn and will reduces students’ stress and create a positive mood of the learners. It will bring much joy and give the students opportunites to remember the words and understand the new words easily and it will be easier for young learners to learn the English words.

Based on the explanation above, teaching vocabulary using YouTube videos is expected to enrich students’ vocabulary. To prove this, the writer would like to conduct an action research to enrich students’ vocabulary by optimizing the use of YouTube videos.

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CHAPTER III

RESEARCH METHODOLOGY

This chapter discusses the research method that is used in this study. It covers the research setting, the subject of the research, the methods of the research, the technique of collecting data, and the technique of analyzing the data. Each of the item is discusses in the following section

A.The Context of the Research 1. Research Setting

The research is conducted at SDN Sanggrahan, Surakarta. This elementary school is located at Kartika street number 6 Jebres, Surakarta. This school building is simple with a field in front of the building as school yard and sport hall. It consists of six classrooms, a teacher’s room, a headmaster’s room, a school health center or UKS, a school guard’s room, a canteen, three toilets, a library, a hall and parking space for students and teachers. Some of the classrooms are not in a good condition, they can be seen from some of the walls that are hollows and not all of rooms in ceramic tiles. For teaching learning process, this school supported by comfortable surrounding atmosphere, each room have some big windows along the wall, and the location is in a quite enough village.

The research was conducted in three months from April 2010 to June 2010. This research includes the pre-research, action, and activities after the action. It can be arranged as follows:

Table 3.1 The Schedule of the Research

No Activity Time of Research

1. Pre-research (observation, interview) April 2010 2. Preparation of pre-test April 2010

3. Pre-test April 2010

4. Action May to June 2010

5. Post test June 2010

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2. Subject of the Research

The subject of the research is the fifth grade students of SDN Sanggrahan Surakarta. There are 42 students in the class which consist of 22 boys and 20 girls. Most of students in SDN Sanggrahan Surakarta are coming from the middle-low economic level, their parents’ occupation mostly as labor and employees which is make their time spend only to work and no much time for more attention to their children. The reason the writer chooses the fifth class is because of the fact that the students’ vocabulary was still low. It is proven by the result of interview with the teacher. The teacher said that the fifth grade students were active in making noise and passive learners. They usually do not pay full attention to their study, They look sleepy in class and less concentrate. The atmosphere of the teaching learning process are boring and going monotonous. The result of pre-observation in the teaching learning process also showed that the students’s achievement were not satisfying. During the teaching and learning process, the students looked bored and did the tasks or English learning activities unenthusiastically. They were passive in answer the teacher’s question and usually busy doing non academic thing. It influenced their result of study. It can be seen from their achievement of the vocabulary test which was not satisfying enough or it can be called so bad. They got some difficulties in pronouncing, spelling, and understanding the English words.

Considering with the fact above, the researcher thought that by applying YouTube videos in English class, it will changing the situation being more alive and interesting.

B. The Method of the Research

The research method used in this study is an action research. This research is conducted as an action research where researcher is also as English teacher of fifth grade students of SDN Sanggrahan Surakarta.

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1. The Definition of Action Research

Action research is a group activity. There are some definitions of action research proposed by some experts. Kemmis and Mc Taggart (in Nunan, 1992: p.17) argue that the three defining characteristics of action research are that it is carried out by practitioners (for the purposes, classroom teachers) rather than outside researchers; secondly, that it is collaborative; and thirdly, that it is aimed at changing things. Meanwhile Stephen (in Hopkins, 1993: p.44) defines action research is a form of self-reflective enquiry undertaken by participants in social including educational situation in order to improve the rationality and justice of (a) their own social or educational practices; (b) their understanding of these practices and ; (c) the situations in which the practice are carried out.

Cohen and Manion (in Nunan, 1992: p.18) offer a similar set of characteristics. They argue that action research is first and foremost situational, being concerned with the identification and solution of problems in a specific context. They also identify collaboration as an important feature of this type of research, and state that the aim of action research is to improve the current state of affairs within the educational context in which the research is being carried out.

Similarly, Elliot (in Hopkins, 1993: p.45) says that action research as the study of a social situation with a view to improving the quality of action within it.

Wallace in Burns (1999: p.30) views that action research is done systematically collecting data on your everyday practice and analyzing it in order to come to some decision about what your future practices should be.

Based on the definitions of action research above, it can be said that action research is set of activity to lead to enrichment or to overcome education problem to make a betterment that deals with process of teaching learning done by the teacher and the school environment. Therefore, in this study, the writer used action research to solve the problem of fifth grade students in SDN Sanggrahan Surakarta.

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2. The Characteristics of Action Research

These definitions suggest a number of common features which can be considered to characterise action research. They are:

(a) Action research is contextual, small-scale and localised-it identifies and investigates problems within a specific situation;

(b) It is evaluative and reflective as it aims to bring about change and improvement in practice;

(c) It is participatory as it provides for collaborative investigation by teams of collegues, practicioners and researchers;

(d) Changes in practice are based on the collection of information or data which provides the impetus for change.

In this research, action research is conducted in order to enrich the students’ vocabulary by optimizing YouTube videos, develop teacher’s creativity in teaching vocabulary, so the students are motivated in teaching-learning process. It also aimed that the research effects positive change of the social and educational situation on the fifth grade class of SDN Sanggrahan Surakarta.

The writer also prefers conducting a classroom action research to other educational research because of the following reasons:

1. Classroom action research is continuous process that produces open-ended result. So that this research enable the researcher to become continuous learners to change and enrich 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 not only change and enrich 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.

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3. The Model of Action Research

The model of classroom action research used in this study is based on the model developed by Kemmis and McTaggart (in Burns 1999: p.32) who state that action research occurs through a dynamic and complementary process which consists of four fundamental steps in a spiralling process. They are as follow: a. Planning

Before implementing the action, the researcher needed to make general plan. Develop a plan of critically informed action to improve what is already happening. The researcher also prepared equipments needed in doing the action in order to enrich the students’ vocabulary competence.

b. Action

Act to implement the plan. The researcher did the planning which had been made. The researcher carried out the lesson plans the researcher had made. In this research, the researcher applied YouTube videos in teaching learning process in order to enrich students’ vocabulary competence.

c. Observation

Observe the effects of the critically informed action in the context in which it occurs. The researcher observes all activities happening in the class situation and make notes related to the process of teaching and learning. The researcher did observation during teaching learning process.

d. Reflection

Reflect these effects as the basis for further planning. The researcher reflects what she has done through a succession of stages.

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O B S E R V E

O B S E R V E

AC

T

ACT

REF

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ECT

R

EF

LEC

T

R E V I S E D P L A N

P L A N

Figure 3.1. An Illustration of Action Research Spiral

4. The Stage of Action Research

The four steps at the model above can be expanded into six steps which included in the procedure of action research. The procedures are: 1) Identifying the problem; 2) Planning the action; 3) Implementing the action; 4) Observing the action; 5) Reflecting the action; and 6) Revising the plan. For each step will explained as follows:

1) Identifying the problem

The problems were identified before planning the action. The problems reffered to the factors making the low of vocabulary competence. The problems can be identified by using:

a) Test

The pre-test was given in order to obtain the students competence in comprehending vocabulary.

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b) Interview with the teacher

The interview was held in order to obtain the problems faced by the teacher during teaching learning process.

c) Observation

The observation was held in order to obtain the students’ vocabulary, the students’ behavior during teaching-learning process and also to obtain the class management.

2) Planning the Action

Generally, the plan will be made before implementing the action. The researcher will prepare everything related to the action as follows:

a) Firstly, the researcher gave the students pre-test and evaluates the result. b) Secondly, the researcher prepared the materials and sheets for observation.

It done to obtain the situation of TLP when the technique is applied. c) Thirdly, made lesson plan and designed the steps in doing the action. d) Fourthly, prepared the teaching aids (LCD, laptop, camera and speaker). e) Then, the researcher prepared exercises and post-test to obtain whether

students’ vocabulary enrich or not.

f) Next, the researcher implemented the lesson plans which she had made. g) After implemented the first cycle, the researcher gave first post test and

evaluated the result to decide the next cycle action.

h) After the researcher had finished applying all the lesson plan, she gave the second post test or can be called final test then evaluated the result.

i) Finnaly, the researcher compared the result of the pre test, the first post test and the second post test then identified the scores comparison.

3) Implementing the Action

The researcher implementing the plan, implementing the teaching and learning process by using YouTube videos based on the planning.

4) Observing the Action

The researcher observing the application of the lesson plans, students’ activities in teaching and learning process.

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5) Reflecting the Action

The researcher analyzed the collected data, determining whether the action is successful of unsuccessful. The result of this step will be the basic of the next activity of cycle.

6) Revising the Plan

Revising plan was needed when the action cycle did not make any enrichment on the students’ vocabulary acquisition based on the weaknesses which were found in reflecting process for the next cycle.

This research was conducted in two cycles. Each cycle used YouTube videos in vocabulary activity. Pre-test was held in the beginning of cycle to measure students’ vocabulary before implementing the action. In the end of every cycle, there was post-test. Students’ enrichment was seen in the results which were compared from the pre test and post test.

C. Data Collecting

In this classroom action research, the researcher combines the qualitative data and the quantitative data. The quantitative data are used to support the qualitative data. To collect the data, the researcher also using the some ways, that can be seen in the table bellow:

Table 3.2 The Data Collecting

Technique Participants Stage Data

Interview •Researcher

•Observer

•Identifying the problem

•Evaluating and reflecting

•Transcript of interview about TLP

•Students’ achievement Observation •Researcher

•Students

•Observer

•Identifying the problem

•During the action

Field notes (model of teaching and students activities)

Documents •Researcher

•Students

•During the action •Photographs

•Students’ answer sheet Test •Researcher

•Students

•Planning

•Evaluating and reflecting

•Students’ score of pre test and post test

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Those techniques above can be explained by following means: 1) The Qualitative Data

a. Interview

According to Burns (1999: p.117), interview and discussion is face to face personal interactions which generate data about the research issue and allow specific to be discussed from other people’ perspectives. In this research, this technique is held in the beginning and ending of the research to obtain the teacher’s view of the teaching learning process, students’ vocabulary competence, students’ achievement before and after the action. b. Observation

Burns (1999: p.80) says that observation is taking regular conscious notice of classroom action and occurences which are particularly relevant to the issue or topics being investigated. In this research, observation was done by the teacher. Observations are ways of finding out more about the students’s response. Students’ behavior and activities were observed during English class. The observation was focused on the development of students’ vocabulary by using YouTube videos. A way reporting observation can be done by keeping field notes.

c. Documents

Some documents were taken in this research, they are: • Photographs

Photographs are record or activities happening in the class. It could give real description about teaching learning process.

• Field Notes

Taking notes or field notes is another way of collecting information about classroom events, the teaching process, or the students’ behaviour. They were used to record activities happening in the class. The researcher took notes of each observation done. They are used to obtain the students’ responses by both teacher and observer. The activities refer to the student’s responses to the video displayed in the

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classroom, whether they give attention, see the visual, read the word, touch the explanation or not.

• Students’ answer sheet

There are pre-test and post-test answer sheets in this research, pretest was given to identify the students’ vocabulary before the method applied while post-tests were given to measure the enrichment of students’ vocabulary after applying video in English class.

2) The Quantitative Data Test

The researcher gives tests to obtain how far the result of the technique that is used to enrich students’ vocabulary is. There are pre-test and post-test which are used to collect the data of the enrichment.

D. Data Analysis

Having collected data, the researcher then analyzed the data. The data from the observation are analyzed after the teaching process ended. The observation focuses on how teaching and learning process runs in the classroom.

The data are divided into qualitative data and quantitative data. The qualitative data consists of the result of observation, field notes, interview, documents and photographs. To analyze qualitative data, the researcher uses Interactive Model. Miles and Huberman (1992: p.15) say that in general, the data analysis process includes:

1. Data Reduction

Data reduction refers to the process of selecting, focusing, simplifying, abstracting, and transforming the data that appear in written-up field notes or transcriptions. Data reduction occurs continuosly throughout the life of any qualitatively oriented project. Even before, the data are actually collected, anticipatory, data reduction is occuring as the researcher decides (often without full awareness) which conceptual framework, which cases, which research questions, and which data collection approaches to choose as data collecting proceeds. Further episodes of data reduction occur (writting summaries,

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achievement in preschool through high school for both regular and special needs students, and improved attitudes towards learning and increased self-esteem. (Hu and Deng (2007) indicated that multimedia (video) could improve students’ ability to memorize words because multimedia transmitting information through auditory and visual modalities attracted learners’ attention, and accordingly improve their word retention.

In addition, there are some cases that make the students feel bored from learning English. They are feeling uncomfortable, confused, tired and not attract to the material given. Then, learning English with YouTube video are able to make them feel fun and comfort. As stated by Boster, Meyer, Roberto, and Inge (2002) examined the integration of standards-based video clips into lessons developed by classroom teachers and found increases student achievement. The study of more than 1,400 elementary and middle school students in three Virginia school districts showed an average increase in learning for students exposed to the video clip application compared to students who received traditional instruction alone. Similarly, Wenglinsky (1998) noted that for fourth- and eighth-graders technology has “positive benefits” on achievement. Interestingly, Wenglinsky found that using computers to teach low order thinking skills, such as drill and practice.

The students could learn vocabulary easier than before actions. They could understand and memorize the English words easily. It was because the use of YouTube video could convey the meanings of first language to the second language, so the students were easier in learning and memorizing the words. It is the same with the opinions from some experts. Brewstar, Ellis and Girard (1992: p.89) argue that visual support is very important to help convey meaning and to help pupils memorize new words. So, it can be said that the message which are followed by the YouTube viceos is more memorable than given a list of words to learn. Explanations illustrated with appropriate images are more interesting and engaging. It also produces long – term retention of information.

Cakir (2006:68) also says that students like tasks given by using video because video presentations are intereting, challenging, and stimulating to watch.

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Video shows them how people behave in the culture whose language they are learning by bringing into the classroom a wide range of communicative situation.

The increasing attention of the students also influenced the students’ achievement. Based on the computation of the test scores, the researcher concluded that the students’ vocabulary competence was enriched. It is indicated by the results of the test in Cycle One and Cycle Two.

Table 4.17.The Mean Score of the Tests

Pre Test Post Test 1

Cycle 1

Post Test 2 Cycle 2

Total Score 1066 1573 2094

Mean Score 42.64 56.17 74.78

The table above shows that the mean score of each post test is higher than the mean score of the pre test. It means that the students’ vocabulary competence increases. Furthermore, the second post test is better than the score of the first one. It indicates that the revison of the second action has been successful. The average score of the second post test above also was fullfilled the KKM (60).

In addition, the classroom situation became more conducive for teaching-learning process. It is supported by Miclaus who states using videos in the English class is a very helpful and stimulating method to motivate the students to get the most of the lesson.

From the explanation above, it can be concluded that the use of YouTube videos in English class can change classroom situation better than before. It is supported 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 challege students, learning with video is more enjoyable.

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CHAPTER V

CONCLUSION, IMPLICATION AND SUGGESTIONS

A.Conclusion

After conducting the research of teaching vocabulary at the elementary school by optimizing the use of YouTube videos and analyzing the data, the researcher found some research findings to answer the research questions in Chapter I. the research questions are covering:

1) Does and to what extent the implementation of YouTube videos can enrich the students’ vocabulary?

2) What is the situation if YouTube videos is applied during teaching learning process at the fifth grade students of SDN Sanggrahan Surakarta?

The first is about does and to what extend the implementation of YouTube videos can enrich the students’ vocabulary. The writer’s analysis shows that the implementation of YouTube videos in teaching vocabulary can enrich the students’ vocabulary. For example: the students were able to answer the researcher’s question which were difficult to mention words they already learn before the research. The students easy to find the meaning of some vocabulary which they did not know before the research. The students were able to pronounce the words better before the research, they also able to spell the words which were difficult to spell before the research. The students were able to do the exercises well. It is supported by the result of the test scores and the situation of the class. From the results of the test scores, it can be seen that the mean of pretest score is 42.64. It enriches to 56.17 in post test I, and it increases up to 74.78 in post test II, this final result is above the target score of KKM, that is 60. This result proves that teaching vocabulary by using YouTube videos can enrich student’s vocabulary.

The second is about the enrichment of the situation when the YouTube videos was implemented in the class. During teaching and learning process using videos the students were more focus on the involvement of teaching activities. All of them would be mentioned as follows:

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1) By optimizing YouTube videos in each activity, there was an enrichment of the students’ ability in learning vocabulary because it transmitting information through auditory and visual modalities attracted students’ attention. It could be seen from the students’ interest in teaching learning process which was higher, they also paid more to the researcher’s explanation and looked enthusiastic. 2) The classroom situation became active and interactive because they enjoyed

and they were involved in teaching and learning process. They looked confident in answer the tasks given and more responsible to their duties and they did not made noise anymore.

It can be said that the existence of YouTube videos display makes the students familiar with certain words. The students show many positive behaviors that help the process of achieving vocabulary by using YouTube video. They can listen to the correct pronounce then repeat the words they hear, they can read the written form on the screen while they also understand with the meaning when they are watching at the pictures and reading the written form of the words on the screen. Thus, after the lesson is over, they still can memorize the words easily. The increasing attention, motivation, and existence of the display enrich the students’ achievement in learning vocabulary. It can be shown by the increasing scores of the students in the pre test and in the post test.

B.Implication

In teaching vocabulary, especially for young learner, it is important for the researcher to choose an appropriate techniques. The YouTube videos can be used to learn vocabulary more easily, it can make real image with the words and will make it easier for the students to learn new vocabulary. The application of YouTube video is considered one of the effective ways to teach vocabulary because it is creating enjoyable activities in the teaching learning process and make the students attracted to learn.

The students as young learners are the ones who actually learn the language so the students should be the center of teaching and learning process. The students enjoy language learning with YouTube videos. It is to instil in them

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the idea that language learning is a happy experience and YouTube videos create an attractive enjoyable learning environment.

Fun and enjoyable activities using YouTube video make it a suitable technique to use in teaching and learning process. By using YouTube videos, the students become active learners who experience what they are learning. The implementation of YouTube videos in teaching vocabulary is very affective to enrich students’ vocabulary because some reasons. They are: (1) Using videos is one of the most effective and interesting ones and make the students more enjoy in joining lesson; (2) The researcher can create some questions orally to her students by pausing them; (3) They can give model to her students how to pronounce words correctly; (4) The attractive materials can make situation of class become alive and happy.

Viewed from the conclusion in this research and supported by all of the data of the research, there is an enrichment in teaching vocabulary using YouTube videos. The writer can implay that YouTube video is an affective technique in teaching vocabulary to the students.

C.Suggestions

Based on the research findings, the researcher would like to give some suggestions dealing with the teaching of vocabulary. Hopefully, the suggestions will be useful to enrich the students’ vocabulary as follows:

1) For the English teacher

English teachers have responsibility in finding the effective technique before presenting the lesson. An appropriate technique has to encourage the students’ interest toward the lesson and it will develop a good atmosphere in the classroom. For example make a various technique and combine by using of YouTube videos so the students do not feel bored, they will be interested in joining the lesson, the students also learn at comfortable situation, make they learn easily.

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2) For the students

Some students might consider English as a difficult subject if there is no motivation to learn. The students should encourage themselves to learn, to ask, and to know more.

3) For the school

SDN Sanggrahan should support the teachers to always learn about how to teach well especially to enrich its quality in teaching the second language. The school also has to provide an appropriate facilities that support the teaching and learning process, it makes the teachers have opportunity to express their brand new ideas and show their ability in enriching the language skill.

4) For the other researchers

This research discusses the implementation of YouTube video in teaching vocabulary to elementary students. This study is just one effort to enrich students’ motivation and achievement in learning English. It is hopes that the result of the study could be used as the additional reference in other research that will give contribution in teaching vocabulary for young learner.