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UTILIZING ANIMATION VIDEO TO IMPROVE
STUDENTS’ VOCABULARY MASTERY
(A Classroom Action Research at the Fifth Grade Students of SD
Negeri 2 Sroyo in the Academic Year 2013/2014)
THESIS
Dian Rizki Ariani
K2209018
Submitted to Teacher Training and Education Faculty of Sebelas Maret
University as a Partial Fulfillment of the Requirements to Obtain the
Undergraduate Degree of Education in English
ENGLISH EDUCATION DEPARTMENT
TEACHER TRAINING AND EDUCATION FACULTY
SEBELAS MARET UNIVERSITY
2015
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ABSTRACT
Dian Rizki Ariani. K2209018. 2014. UTILIZING ANIMATION VIDEO TO
IMPROVE STUDENTS’ VOCABULARY MASTERY (A Classroom Action
Research at the Fifth Grade Students of SD Negeri 2 Sroyo Karanganyar in
the Academic Year 2013/2014). Thesis. Advisor: Dra. Dewi Rochsantiningsih,
M.Ed.,Ph.D, Co-Advisor: Dr. Ngadiso, M.Pd. English Department, Faculty of
Teacher Training and Education, Sebelas Maret University, Surakarta.
The objectives of this research are: (1) to identify whether the use of
animation video as teaching media can improve students’ vocabulary mastery or
not; and (2) to describe the classroom situation when animation video is applied in
the English class to improve students’ vocabulary mastery.
The study is an action research which was conducted in two cycles from
April to May 2014. There are 4 meetings in the first cycle and 4 meetings in the
second cycle. Every cycle consisted of four steps: planning, implementing,
observation, and reflection. The research data were collected by using qualitative
techniques (observation, interview, diary, and document analysis) and quantitative
techniques (pre-test and post-tests). The data were analyzed through descriptive
analysis for the qualitative data and descriptive statistics for the quantitative data.
The research findings showed that the students’ vocabulary mastery had
improved along with the changes of classroom situation which became more
interesting and motivating. The improvement of students’ vocabulary mastery
included: (1) students could grasp and memorize the meaning of the words easily;
(2) students got better in spelling the words oral or written; (3) students could
pronounce the words correctly and no longer pronounce based on written form;
(4) students could use the words in simple sentences. Related to the improvement
in the classroom situation, the research findings showed: (1) students were
enthusiastic and interested to the learning activities; (2) students paid more
attention to the teacher and focused on what they had to do; (3) students were
more active and confident in teaching learning process; (4) students never asked
permission to go to the toilet.
The use of animation video is an alternative teaching media that benefits
both for the students’ achievement and for the classroom situation. As the
suggestion, the teacher should consider animation video as an interesting media to
teach language, especially vocabulary. Based on such findings as presented above,
the researcher expects that animation video can be applied in teaching other
English language skill.
Key Words: classroom action research, animation video, vocabulary mastery
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ABSTRAK
Dian Rizki Ariani. K2209018. 2014. UTILIZING ANIMATION VIDEO TO
IMPROVE STUDENTS’ VOCABULARY MASTERY (A Classroom Action
Research at the Fifth Grade Students of SD Negeri 2 Sroyo Karanganyar in
the Academic Year 2013/2014). Skripsi. Pembimbing 1: Dra. Dewi
Rochsantiningsih, M.Ed.,Ph.D, Pembimbing 2: Dr. Ngadiso, M.Pd. Bahasa
Inggris, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Sebelas
Maret, Surakarta.
Penelitian ini bertujuan untuk: (1) mengidentifikasi apakah penggunaan
video animasi sebagai media pengajaran dapat meningkatkan penguasaan
perbendaharaan kata siswa atau tidak; dan (2) mendeskripsikan situasi kelas
ketika video animasi diimplementasikan untuk meningkatkan penguasaan
perbendaharaan kata siswa.
Penelitian ini adalah action research yang dilaksanakan dalam 2 siklus
dari April hingga Mei 2014. Terdapat 4 pertemuan dalam siklus pertama dan 4
pertemuan dalam siklus kedua. Setiap siklus terdiri dari empat langkah:
perencanaan, pelaksanaan, pengamatan dan peninjauan kembali. Data
dikumpulkan menggunakan teknik kualitatif (pengamatan, wawancara, diary, dan
analisa dokumen) dan teknik kuantitatif (pre-tes dan post-tes). Data kualitatif
dianalisa menggunakan descriptive analysis dan data kuantitatif dianalisa
menggunakan descriptive statistics.
Berdasarkan hasil penelitian dapat disimpulkan bahwa kemampuan siswa
dalam pengusaan perbendaharaan kata meningkat seiring dengan perubahan
situasi kelas menjadi lebih menarik dan motivatif. Peningkatan kemampuan siswa
dalam pengusaan perbendaharaan kata meliputi: (1) siswa dapat memahami dan
mengingat arti kata dengan lebih mudah; (2) siswa dapat mengeja kata Bahasa
Inggris secara lisan maupun tulisan dengan lebih baik; (3) siswa dapat melafalkan
kata Bahasa Inggris dengan benar dan tidak lagi melafalkan berdasarkan
penulisannya; (4) siswa dapat menggunakan kata Bahasa Inggris dalam membuat
kalimat-kalimat sederhana. Sehubungan dengan peningkatan situasi kelas, hasil
temuan penelitian menunjukkan: (1) siswa menjadi lebih antusias pada pelajaran;
(2) siswa lebih fokus dan memperhatikan guru; (3) siswa menjadi lebih aktif
dalam pelajaran; (4) siswa tidak pernah meminta ijin untuk pergi ke toilet.
Penggunaan video animasi sebagai alternatif media pengajaran membawa
kebaikan dalam nilai siswa maupun situasi kelas. Sangat disarankan bagi guru
supaya dapat menyadari bahwa video animasi adalah media yang menarik untuk
mengajar bahasa, terutama perbendaharaan kata. Berdasarkan penemuan yang
telah tercatat, peneliti berharap bahwa video animasi dapat digunakan untuk
mengajar kemampuan Bahasa Inggris yang lain.
Kata Kunci: classroom action research, animation video, vocabulary mastery
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MOTTO
Don’t spend time beating on a wall, hoping to transform it into a door.
(Coco Chanel)
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DEDICATION
This thesis is whole-heartedly dedicated to my beloved mother and
father for the endless love, care, prayer and support to keep on struggling to get a better future. Words will never enough to replace
all that I have got from them.
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ACKNOWLEDGEMENT
Alhamdulillahirabbil’alamin. Praise to Allah SWT, the Merciful Lord, for
all His abundant blessing, mercies, and guidance, hence I can accomplish the
writing of this thesis. In this occasion, I would like to acknowledge my deepest
gratitude and appreciation to the following:
1. Prof. Furqon Hidayatullah, M.Pd, the Dean of Teacher Training and
Education Faculty of Sebelas Maret University, for his approval to write this
thesis.
2. Teguh Sarosa, S.S, M.Hum, the Head of English Department, for his
permission to write the thesis.
3. Dra. Dewi Rochsantiningsih, M. Ed, Ph. D, my first thesis consultant, for
every precious time, advice, comments, and motivatio of this thesis writing.
4. Dr. Ngadiso, M. Pd, my second thesis consultant, for every precious time,
reading these pages and contributing valuable comments, advice, and
motivation to make it better and worthy to read.
5. Sri Mulyani, S.Pd, the Headmaster of SD Negeri 2 Sroyo, for her permission
to conduct a research at the school.
6. Fadila Paramita, S.Pd, the English teacher, for her kindness and help.
7. The fifth grade students of SD Negeri 2 Sroyo, for their participations.
8. All of the lecturers in English Department of Teaching Training and
Education Faculty of Sebelas Maret University, for all knowledge shared.
9. My beloved SBI 2009 class, for pleasurable and unforgettable friendship.
10. All the friends who cannot be mentioned one by one, for their supports.
Finally I sincerely hope that this thesis is beneficial for writers, teachers,
and students. Any criticism is welcomed for the better research in the future.
Surakarta, Januari 2015
Dian Rizki Ariani
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TABLE OF CONTENTS
COVER PAGE ...................................................................................................... i
PRONOUNCEMENT ........................................................................................... ii
APPROVAL PAGE ............................................................................................. iii
LEGITIMATION PAGE .................................................................................... iv
ABSTRACT .......................................................................................................... v
MOTTO ............................................................................................................. vii
DEDICATION ................................................................................................... viii
ACKNOWLEDGEMENT .................................................................................. ix
TABLE OF CONTENTS ..................................................................................... x
LIST OF TABLES ............................................................................................ xii
LIST OF FIGURES .......................................................................................... xiii
LIST OF ABBREVIATIONS .......................................................................... xiv
LIST OF APPENDICES ................................................................................... xv
CHAPTER I: INTRODUCTION
A. Background of the Study ……………………………… 1
B. Problem Statements …………………………………… 7
C. The Objective of the Study ……………………………. 8
D. The Significance of the Study ….……………………… 8
CHAPTER II: THEORETICAL REVIEW
A. Review on Young Learners….….….….….….….….…. 9
1. Definition of Young Learners ……………….……. 10
2. Characteristics of Young Learners ……..…………. 10
B. Review on Vocabulary ………………………………... 11
1. The Definition of Vocabulary ………….…………. 11
2. The Definition of Vocabulary Mastery ………….. .. 11
3. Importance of Teaching Vocabulary ……………… 12
4. Kinds of Vocabulary ………….…………………… 12
5. Aspects of Teaching Vocabulary ………………..… 13
6. Difficulties in Learning Vocabulary ………………. 15
7. Techniques in Teaching Vocabulary………………. 18
8. Vocabulary Scoring Rubric ……………………….. 21
C. Review on Animation Video ………………………….. 22
1. The Definition of Animation Video ………………. 22
2. The Roles of Animation in Learning ……………… 24
3. Criteria for Selecting Video ………..……………… 24
4. The Benefits of Using Animation Video …….….… 25
5. The Disadvantages of Using Animation Video …... 27
6. Teaching Vocabulary Using Animation Video ....... 27
D. Reviews of Related Researches ………...…………….. 31
E. Rationale …………………………………………….... 33
CHAPTER III: RESEARCH METHODOLOGY
A. Context of the Study ………………………………… 36
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B. Research Approach ……………………….…………. 37
1. The Definition of Action Research …...…………. 37
2. The Models of Action Research ………………… 38
3. Procedure of Action Research …………………... 39
C. Techniques of Collecting Data ……………………… 42
D. Techniques of Analyzing Data ……………………… 45
CHAPTER IV: RESEARCH FINDING AND DISCUSSION
A. Research Findings …………………………………… 47
1. Situation Before the Research …………………… 47
2. The Implementation of the Research ……………. 53
3. Findings …………………………………………. 91
B. Discussion …………………………………………… 102
CHAPTER V: CONCLUSION, IMPLICATION AND SUGGESTION
A. Conclusion …………………………………………… 109
B. Implication …………………………………………… 110
C. Suggestion …………………………………………… 111
BIBLIOGRAPHY …………………………………………………….…… 113
APPENDICES …………………………………………………………….. 116
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LIST OF TABLES
Table 2.1 Vocabulary Scoring Rubric of Pre-test, Test 1, Post-test ……..... 22
Table 3.1 The Schedule of the Research ………………………………...... 37
Table 3.2 The Classroom Procedure of the Research …………………...... 39
Table 4.1 Situation before the Research ………………………………...... 47
Table 4.2 Result of Questionnaire ………………………………………… 51
Table 4.3 Result of Pre-Test ……………………………………………… 51
Table 4.4 The Schedule of the Research …………………………..……… 53
Table 4.5 The Summary Process of the Research ………………………… 53
Table 4.6 The Summary of Cycle 1 …………………………….………… 55
Table 4.7 List of Learning Activities Using Animation Video ………....... 58
Table 4.8 The Indicators of Problems and Solution …………………….... 59
Table 4.9 The Result of Pre-test and Test 1 …………………………….... 72
Table 4.10 The Summary of Cycle 2 …………………………………….... 74
Table 4.11 The Improvements of Students’ Mean Score from Test 1
to Post-test ……………………………….…..………………… 90
Table 4.12 The Improvement of Each Meeting ……….…………………… 92
Table 4.13 Summary of Research Findings …………….…………………. 95
Table 4.14 The Improvement of Students’ Mean Score of Vocabulary
Aspects ………………………………………………………… 98
Table 4.15 The Sample of Students’ Achievement …...…………………… 99
Table 4.16 The Result of Post-Questionnaire ……………………………… 101
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LIST OF FIGURES
Figure 3.1 Kemmis and McTaggart’s Models of Action Research ............ 39
Figure 4.1 The Improvement of Students’ Mean Score ………......……… 99
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LIST OF ABBREVIATIONS
SD : Sekolah Dasar
Teacher DRA : The researcher
Teacher FP : English teacher participated in this research
KKM : Kriteria Ketuntasan Minimum
LKS : Lembar Kerja Siswa
Student WN : A student participated in this research
Student MA : A student participated in this research
Student AK : A student participated in this research
Student R : A student participated in this research
Student A : A student participated in this research
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LIST OF APPENDICES
Appendix 1 Pre-Research observation Field Note ………….………... 117
Appendix 2 Pre-Research Diary ….…..…….…………….…..….…… 125
Appendix 3 Pre-Research Interview Transcript ….…..…….………… 128
Appendix 4 Pre-Questionnaire …………………………….….……… 139
Appendix 5 The Result of Pre-Questionnaire ……..……….………… 141
Appendix 6 List of Students’ Name …………………….…….……… 143
Appendix 7 Syllabus ………..….………………………….…………. 144
Appendix 8 Lesson Plans Cycle 1 ……….…………………………… 153
Appendix 9 Lesson Plans Cycle 2 ………………………….……….... 172
Appendix 10 Worksheet of Pre-Test …………...……………………… 190
Appendix 11 Worksheet of Test 1 …………...………………………… 195
Appendix 12 Worksheet of Post-Test …………………………………. 200
Appendix 13 Students’ Scores of Pre-Test ……………………………. 205
Appendix 14 Students’ Scores of Test 1 ……...…….…………………. 206
Appendix 15 Students’ Scores of Post-Test ……………...……………. 207
Appendix 16 Sample of Test Item (Pre-Test, Test 1, Post-Test, and
Students’ Worksheets) …………………...……………… 208
Appendix 17 Field Notes ………………………..………….…………. 209
Appendix 18 Research Diary ………………………………………..… 241
Appendix 19 Interview Transcript after Research …………………...... 251
Appendix 20 Post-Questionnaire ……………………………………… 257
Appendix 21 The Result of Post-Questionnaire ……………...……….. 259
Appendix 22 Photographs …………………………………………….. 260
Appendix 23 Legalizations ……………………………………………. 265
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