THE EFFECT OF USING MULTI MEDIA VCD AS

MEDIA FOR TEACHING VOCABULARY TO

KINDERGARTEN STUDENTS
( The Case Study of Panti Puruhita Kindergarten Krapyak Indah Semarang
in the Academic Year of 2008 / 2009 )

A Final Project
Submitted in Partial Fulfillment of the Requirements for the Degree of Sarjana
Pendidikan in English

By
Arum Nisma Wulanjani
2201404027

ENGLISH DEPARTMENT
FACULTY OF LANGUAGES AND ARTS
SEMARANG STATE UNIVERSITY
2009

ii

PERNYATAAN
Dengan ini saya:
Nama

: Arum Nisma Wulanjani

NIM

: 2201404027

Prodi/ Jurusan : Pendidikan/ Bahasa Inggris

Fakultas

: Bahasa dan Seni

Menyatakan dengan ini sesungguhnya bahwa skripsi/ tugas akhir/ final project
yang berjudul
THE EFFECT OF USING MULTI MEDIA VCD AS MEDIA FOR
TEACHING VOCABULARY TO KINDERGARTEN STUDENTS (The
Case Study of Panti Puruhita Kindergarten Krapyak Indah Semarang in the
Academic Year of 2008/ 2009) yang saya tulis dalam memenuhi salah satu syarat
untuk memperoleh gelar sarjana ini adalah benar-benar merupakan karya sendiri,
yang saya hasilkan setelah melalui penelitian, pembimbingan, diskusi, dan
pemaparan/ ujian. Semua kutipan, baik yang langsung maupun yang tidak
langsung, baik yang diperoleh dari sumber kepustakaan, wahan elektronik,
wawancara langsung, maupun sumber lainnya, telah disertai keterangan ilmiah.
Dengan demikian, walaupun tim penguji dan pembimbing penulisan skripsi/ tugas
akhir/ final project ini membubuhkan tanda tangan sebagai keabsahannya, seluruh
isi karya ilmiah ini tetap menjadi tanggung jawab saya sendiri. Jika kemudian
ditemukan ketidakberesan, saya bersedia menerima akibatnya. Demikian, harap
pernyataan ini dapat digunakan sepenuhnya.

Semarang, 5 Februari 2009

Yang membuat pernyataan,

Arum Nisma Wulanjani

2201404027

iii

MOTTO AND DEDICATION

Actually ALLAH will never change mens destiny, unless they make an
effort to change it themselves
(The Noble Qoran, Ar Rodu: 11)

This final project is proudly dedicated to:

My parents (Bapak Warsit and Ibu Endang Sri Hanani), with deepest
gratitude for their love and encouragement,
My beloved brothers (Angga and Rizki), thank for your full support,
My spirit who always give me love and spirit,
My close d-oLonX friends (Desi, Kristin, and Risqa), tahnk for your
helps and support,
My close JokeR friends (Ayu, Bety, and Eka) thank for your support,
and
All of my tjaNtriX friends, thank for the unforgettable memories you
have given to me.

iv

ACKNOWLEDGMENT

Certainly, for the first time I would like to say thanks as expression of my
highest gratitude to Allah SWT, the almighty for the blessing and mercy.
I also realize that many assistance and guidance from many people have
been contributed to the writing of the final project. I am especially grateful to Dra.
C. Murni Wahyanti, M. A, my first advisor who has given me continuous and
valuable guidance and encouragement, so I could finish my final project. Then I
offer my deepest gratitude to Dr. Dwi Anggani L. B, M. Pd my second advisor
who has given me valuable suggestions and correction for the finalization of this
final project.
Furthermore, my deepest gratitude is dedicated to Mrs. Diah, the head
master of Panti Puruhita Kindergarten Krapyak Indah Semarang, who has allowed
me carrying out my research in the school and also all of the teachers and students
who sacrificed their time to participate in this study.
To all lecturers of the English Department of Semarang State University, I
offer my profound gratitude.

Semarang, 5 Februari 2009

Arum Nisma Wulanjani

2201404027

ABSTRACT
Wulanjani, Arum Nisma. 2009. The Effect of Using Multi Media VCD as
Media for Teaching Vocabulary to Kindergarten Students (The Case Study
of Panti Puruhita Kindergarten Krapyak Indah Semarang in the Academic
Year of 2008/ 2009). Final Project. English Department. S1 Degree of
Department. Advisor: I. Dra. C. Murni Wahyanti, M. A , II. Dr. Dwi
Anggani L. B, M. Pd.
Key words: research, teaching, media.
This final project is an action research. In this study I limit the discussion
by stating the problem: To what extent does the use of Multi Media VCD as
media affect the vocabulary teaching and learning process in Panti Puruhita
Kindergarten Krapyak Indah Semarang?
The aims of the action research are to find out whether the use of Multi Media
VCD can improve the students mastery of vocabulary, to find out whether Multi
Media VCD can be used as media in teaching vocabulary at Panti Puruhita
Kindergarten Krapyak Indah Semarang, and to find out whether Multi Media
VCD can improve the students interests and motivation in learning vocabulary. It
is expected that the result of the study can give contribution to the teacher at Panti
Puruhita Kindergarten Krapyak Indah Semarang in enriching the teachers
strategy in teaching vocabulary. Moreover, this study may give an experience to
the students in learning vocabulary using Multi Media VCD. And furthermore,
this study is hoped will be valuable and useful for English teachers in encircling
their technique in teaching vocabulary to kindergarten students.
There were four steps in conducting this action research: planning, action,
monitoring, and reflecting. In obtaining data, I carried out two cycles. The first
cycle, there were three activities: giving a pre-test, teaching process, and giving
cycle I test. In the second cycle, there were also three activities: teaching process,
giving cycle II test, and giving a post-test and questionnaire. Finally, the last
activities were doing post-test and questionnaire.
According to data analysis, it can be found that there is an improvement in
the result of the students in each test. It is shown by the average result of the
students achievement from the first test into the last test. The average of the
students result was 42.30% (pre-test), 74.23% (cycle I test), 80.38% (cycle II
test), and 81.15% (post-test). The main factor affecting the improvement was the
students interests of using Multi Media VCD. It can be found from the
questionnaire result. The items of number 1 and 3 are about the students interests
and motivation in learning vocabulary using Multi Media VCD. The mean of
each item is 2.9 and 2.9. Based on the criterion, it can be conclude that the
students interests and motivation was high.
Referring to my experience in conducting the action research, I offer
several suggestions. First, I suggest Multi Media VCD can be used frequently to
teach vocabulary to kindergarten students. Second, hopefully there would be
further studies on teaching vocabulary using other VCD applied other technique.

vi

TABLE OF CONTENTS
COVER ...............................................................................................................

APPROVAL .......................................................................................................

ii

PERNYATAAN ................................................................................................. iii

MOTTO AND DEDICATION ........................................................................... iv
ACKNOWLEDGMENT.....................................................................................

ABSTRACT........................................................................................................ vi
TABLE OF CONTENTS.................................................................................... vii
LIST OF TABLE ................................................................................................

LIST OF APPENDICES..................................................................................... xi
CHAPTER
I. INTRODUCTION ........................................................................................

1.1

Background of the Study .....................................................................

1.2

Reason for Choosing the Topic............................................................

1.3

Statement of the Problem.....................................................................

1.4

Objective of the Study .........................................................................

1.5

Significance of the Study .....................................................................

1.6

Limitation of the Study ........................................................................

1.7

Outline of the Study .............................................................................

II. REVIEW OF RELATED LITERATURE

2.1

The Child as A Learner........................................................................

2.2

Teaching Vocabulary ........................................................................... 10

2.2.1

General Concept of Vocabulary........................................................ 10

vii

2.2.2

Teaching Vocabulary ........................................................................ 11

2.2.3

Teaching Vocabulary to Kindergarten Students ............................... 13

2.3

Technique in Teaching Vocabulary to Kindergarten Students ............ 15

2.4

General Concept of Media ................................................................... 18

2.5

Multi Media VCD as Media in Teaching Vocabulary to

Kindergarten Students.......................................................................... 20

2.6

The Action research ............................................................................. 21

2.6.1

The Definition of Action Research ................................................... 21

2.6.2

The Aims of action Research ............................................................ 22

2.6.3 The Cycles of Action Research......................................................... 23

III. METHODS OF INVESTIGATION ............................................................. 27
3.1

Research Design................................................................................... 27

3.1.1

Cycle I ............................................................................................... 28

3.1.2

Cycle II.............................................................................................. 30

3.2

Subject of the Study ............................................................................. 31

3.3

Types of Data ....................................................................................... 32

3.4

Roles of the Researcher........................................................................ 32

3.5

Instruments of the Study ...................................................................... 32

3.6

Procedures of Collecting Data ............................................................. 37

3.7

Procedures of Analyzing Data ............................................................. 39

3.7.1 Analyzing the Result of Test............................................................. 39

3.7.2 Analyzing the Result of Questionnaire ............................................. 41
3.7.3

Analyzing the Result of Field Notes ................................................. 42

viii

IV. RESULT AND DISCUSSION ..................................................................... 43

4.1 Analysis of Cycle I.................................................................................. 43
4.1.1

Planning ............................................................................................ 43

4.1.2

Action................................................................................................ 44

4.1.2.1

Analysis of the First Activity ........................................................ 44

4.1.2.2

Analysis of the Second Activity .................................................... 45

4.1.2.3

Analysis of the Third Activity ....................................................... 47

4.2 Analysis of Cycle II ................................................................................ 49

4.2.1

Planning ............................................................................................ 49

4.2.2

Action................................................................................................ 49

4.2.2.1

Analysis of the Fourth Activity...................................................... 51

4.2.2.2

Analysis of the Fifth Activity ........................................................ 51

4.2.2.3

Analysis of the Sixth Activity........................................................ 54

4.3

Analysis of the Field Notes.................................................................. 59

V. COCLUSION AND SUGGESTION ............................................................ 61

5.1

Conclusions.......................................................................................... 61

5.2

Suggestions .......................................................................................... 62

BIBLIOGRAPHY............................................................................................... 63

ix

LIST OF TABLE

1. The Score Range of Questionnaire ............................................................... 35

2. Classification of Graded Scores of Questionnaire ........................................ 35
3. The Measurement of Students Achievement ................................................ 40
4. Students Achievement in the Pre-test .......................................................... 45
5. Students Achievement in the Cycle I Test................................................... 48
6. Students Achievement in the Cycle II Test ................................................. 53
7. Students Achievement in the Post-test ........................................................ 54
8. The Result of the Tests ................................................................................. 56
9. The Mean of the Questionnaire..................................................................... 57
10. Category of the Questionnaire Criterion....................................................... 58

LIST OF APPENDICES

1. List of the Students ....................................................................................... 65

2. Questionnaire ................................................................................................ 66
3. RPP ............................................................................................................... 67
4. Pre-Test and Post-Test Items ........................................................................ 68
5. Cycle I Test Items ......................................................................................... 69
6. Cycle II Test Items........................................................................................ 70
7. The Result of the Students Pre-test.............................................................. 71
8. The Result of the Students Cycle I Test ...................................................... 72
9. The Result of the Students Cycle II Test ..................................................... 73
10. The Result of the Students Post-test ............................................................ 74
11. The Comparison Result of the Pre-test and the Cycle I Test ........................ 75
12. The Score Analysis of the Students Pre-Test .............................................. 76
13. The Score Analysis of the Students Cycle I Test ........................................ 77
14. The Score Analysis of the Students Cycle II Test ....................................... 78
15. The Score Analysis of the Students Post-Test............................................. 79
16. The Score Analysis of the Questionnaire...................................................... 80

xi

CHAPTER I
INTRODUCTION
1
1.1 Background of the Study
It is very important to master English as an international language. To gain
a good result of English learning, people should take a good and effective ways
because learning English as a foreign language is a complex task. Learning
English as a foreign language is a difficult thing to do for most of the Indonesian
students. It also takes a lot of time since English as a foreign language for them.
The same condition also happens to very young learners who are the
beginners in learning English. Vanessa Reilly & Sheila M. Ward ( 2003: 3 ) states
that very young learners refer to children who have not yet started compulsory
schooling and have not yet started to read. It means that it is really a new thing for
them in learning English. It also means that the teacher needs more effort to teach
them English. As young learners who enjoy having fun, and enjoy things with
happy feeling, the students need more relaxing learning atmosphere, so they could
join the English classes comfortably, and with high enthusiasm. It becomes the
teachers tasks to make the situation comes true. The teacher needs some things to
be involved in the English classes.
The writer observed that the students of Panti Puruhita Kindergarten
Krapyak Indah Semarang, still have difficulties in memorizing new vocabularies.
It could be seen in the daily teaching and learning process. The students seemed to
forget the vocabulary which had been taught easily. Probably this happen because

of the weakness of the students memory, the technique of teaching used by the
teacher or it may be because of the lack of the instructional media of learning.
The writer aware that the students of the kindergarten are the students who
learn a new language during the critical period, so they should be understood it
easier and better than other who are not exposed that language during the
childhood. In addition, Rudolph and Cohen (1984: 16) state that early childhood
years are very important for learning in the basic. Although the children at the
kindergarten are in the critical period, the fact shows that the students still have
difficulties in learning new language.
In teaching vocabulary to the kindergarten students, the teacher should be
more creative and able to keep the students away from getting bored. In order to
keep the students away from getting bored in learning vocabulary, the teacher
should use an appropriate instructional media. This media should gain the
students interest in learning new vocabulary. Media such as cartoon, VCD, tape
recorder, overhead projector, radio, television, computer, and etc. play important
role in teaching vocabulary. They are very useful for the teacher to achieve the
instructional goals and the objectives of learning, besides as a tool to command
students in teaching learning process.
Webster states that teaching aids are many varieties of devices and
materials, which rely on the sense of sight to inform (1972: 664). Without
technique and teaching aids which are appropriate to the students level, the
students may get bored and not interested in following the lesson and the result
will not be satisfactory.

In this study the writer wants to examine a technique which is hoped can
be a good method for teaching vocabulary to kindergarten students. Here, the
writer will try to present VCD as a media in teaching English to kindergrten
students. Teaching English using VCD can be considered as one of the
appropriate method. The use of VCD as media can be a choice for the teacher in
teaching vocabulary in which the students are given a chance to study vocabulary
in different way which is hoped that they will be motivated in learning
vocabulary.
For the reasons above, the writer wants to try to use Multi Media VCD
as media for teaching vocabulary to the kindergarten students. The writer hopes
that it will be an effective and interesting media in teaching vocabulary to the
students, so that they can enjoy and interested in learning vocabulary.

1.2 Reason for Choosing the Topic

The reasons for choosing the topic are as follows:
1) Vocabulary is very essential element in learning a foreign language, so it is
very important to find out how to teach vocabulary using media to make
students become interested in learning vocabulary.
2) The teacher of Panti Puruhita kindergarten does not use any media in teaching
vocabulary to the students, so the writer would like to introduce Multi
Media VCD as media in teaching vocabulary.
3) The writer wants to make the kindergarten students more interested in learning
vocabulary through watching Multi Media VCD.

4) The writer also wants to know how good the students can master vocabulary
through watching Multi Media VCD.

1.3 Statement of the Problem

The study is conducted to address the following problem :
To what extent does the use of Multi Media VCD as media affect the
vocabulary teaching and learning process in Panti Puruhita Kindergarten Krapyak
Indah Semarang?

1.4 Objective of the Study

The objectives of the study are:
1) To find out whether Multi Media VCD can be used as media in teaching
vocabulary in Panti Puruhita Kindergarten Krapyak Indah Semarang.
2) To find out whether the use of Multi Media VCD can improve the students
mastery of vocabulary.
3) To find out whether the use of Multi Media VCD can improve the students
interests and motivation in learning vocabulary

1.5 Significance of the Study

On basis of the objectives above, the significance of the study can be
stated as follows:

1) For the students, teaching vocabulary using Multi Media VCD can give the
students an experience in learning vocabulary and affect their interests toward
English lesson.
2) For the teacher, it can give contributions in enriching the teachers strategy in
teaching vocabulary to the students.
3) Furthermore, the writer hopes that the result of the research will be valuable
and useful for English teachers in encircling their technique in teaching
vocabulary to kindergarten students.

1.6 Limitation of the Study

In order to make the study easier and more appropriate, the writer should
decide the limitation of the study. Since the contents of the Multi Media VCD
are to various, the study is limited to the vocabulary includes fruits and animals. It
is also appropriate with the curriculum 2004 for kindergarten.

1.7 Outline of the Study

This study will be divided into five chapters. The outline of the study will
be as follows:
Chapter I presents the background of the study, reasons for choosing the
topic, statements of the problem, objectives of the study, significance of the study,
and limitation of the study, and outline of the study.
Chapter II presents a review of related literature including the child as a
learner, teaching vocabulary, technique in teaching vocabulary to kindergarten

students, the general concept of media, Multi Media VCD as one of media in
teaching vocabulary to kindergarten students, and the action research.
Chapter III presents method of investigation that includes research design,
subject of the study, types of data, role of the researcher, instruments of the study,
procedures of collecting data, and procedures of analyzing data.
Chapter IV presents the result of the study that includes general
description, results, and discussion.
Chapter V presents conclusion and suggestion.

CHAPTER II
REVIEW OF RELATED LITERATURE
2
2.1 The Child As A Learner
In teaching English to children, we need to understand them. It means that we
need to understand who they are, they are very young learner who learn English in
very early age (Suyanto, 2007: 14)
Children who learn on pre-to-early teens often catch up very quickly with
children who learn from an earlier age. The experience and environment at school
and how language is taught and practiced play a vital role in language acquisition,
regardless of how young or old the child is. However, every child has different
developmental stage. According to Scott and Ytreberg ( 1993: 1 ) there is a big
difference between what children of five can do and what children of ten can do. It
proves that we can not judge that every child has the same developmental stage based
on their age. Some children develop early, some later. Some children develop
gradually, others in leaps and bounds. So, it is possible to point out certain
characteristics of young children which the teacher should be aware of and take into
account in the teaching process.
Each student has a chance to be a successful foreign language learner. It is the
teachers task to help them to be successful in learning foreign language. The teacher
may try to evaluate the techniques children uses, and introduce them to different ones
if they do not work.

Some considerations to see the childrens characteristics are shown in the

figure 1 below.
1. Dominant Senses

Some prefer using pictures and reading (Visual

learners), some like listening to explanations and
reading aloud (Auditory learners), others need some
kind of physical activities to help them learn
(Kinesthetic learners).

2.Interaction Preferences

Some children are outgoing and sociable and learn a

foreign language quickly because they want to be
able to communicate quickly (interpersonal). They
do not worry about mistakes, and are happy being
creative with the limited resources they have
acquired.

Other children are more reflective and quiet

(Intrapersonal). They learn by listening and by
observing what is happening and being said around
them. They may be cautious about making mistakes
but can be much more accurate.

3. Analytical Processes

Some children need to have everything clearly

explained to the piece by piece so that they can
understand how things work (Deductive). These
children like rules and patterns that are easy to
apply to the world they live in. They need explicit
explanations and often ask Why a lot.

Others prefer to work out the rules of what they are

learning for themselves based on their experience
(Inductive). These children like asking questions
and having their answers confirmed or corrected.
They are more likely to tell you what they
understand to be the truth and then ask the teacher
to agree with them.

Figure 1. Some

approaches

on

understanding

childrens

characteristics

www.childdevelopmentinfo.com/development/devsequence.shtmll
From the table above, we can decide how to teach young learners based on their
characteristics. Their characteristics can be as an consideration for the teacher on
choosing an appropriate way in teaching them.
Children are also unique, love to talk, physical, eager learners and have
different

level

of

maturity.

(www.childdevelopmentinfo.com/development/devsequence.shtml). Love to talk

means that they grow astonishingly in language power with their keen ears, good
memory, and flexible tongue. They have an opportunity for easy conversations with
each other and their teacher to express their ideas. Besides that, they are also
physical. They love physical activity very much. They often choose to do something
hard just to give themselves interesting exercise. Eager learners mean that the
children need and want a chance to exercise their fast growing mind. It is evidence
that they have intellectual growth. The last is they have different maturity. It means
that not all of the children have the same developmental stage.

10

From the definition above, the writer can conclude that young learners have
unique and colorful characteristics. It can be used as a consideration for the teacher
on choosing a way or event media for teaching to children.

2.2 Teaching Vocabulary

2.2.1

General Concept of Vocabulary

Vocabulary is one of the important factors in learning English besides sound

system, grammar, and culture. Students who want to learn English as their first
foreign language have to learn those elements first.
There are several definitions of vocabulary:
a. Vocabulary is a list or group of words and phrases, usually in alphabetical order.
(Webster,1972: 327)
b. Vocabulary is a list of words or words and phrases especially one arranged in a
alphabetical order and defined or translated; a lexicon; glossary. (Webster,2003:
1407)
c. What a word means depends upon how it is used. This is the basic reason why
vocabulary should be studied in context. (Nasr, 1975: 74).
From the definitions above, the writer comes to the conclusion that
vocabulary is a group of words which surround the learners and which help give them
its meaning.
Finnochiaro (1974: 73) explains that the students vocabulary can be
separated into two kinds, namely active vocabulary and passive vocabulary. Active
vocabulary refers to the words in which the students can understand and pronounce

10

11

the words correctly and use them constructively in speaking or writing. On the other
hand, passive vocabulary refers to the words in which the students can recognize and
understand while they are reading or listening to someone speaking, but they do not
use the words in speaking or writing.
Cameron (2001: 94) says that a major resource for language teaching terms,
the development of words, the meaning and the links between them will be covered
under the term vocabulary. It means that vocabulary plays an important role in
language teaching, especially in English language teaching.

2.2.2

Teaching Vocabulary
The purpose of teaching vocabulary is to help the students bring and get the

meaning from word signs, signals, and symbols. To reach the goal of teaching
vocabulary, the students must be taught in many ways about words and their meaning
as well as words themselves.
These indicate that teaching vocabulary is not only teaching students to
memorize the words, but also bring them to analyze and implicate the words in
writing sentences. Building up vocabulary is a challenging task for teachers. In
teaching vocabulary, there are several principles for teacher as consideration. The
principles are:
a. Focus on the most useful vocabulary first.
Teaching useful vocabulary before less vocabulary gives learners the best return
for their learning effort.

11

12

In this case, the teacher should choose and divide vocabulary that the students
must learn appropriately. The teacher also has to consider the students needs
based on their age or their study field;
b. Focus on the vocabulary in the most appropriate way.
The first principle looked at what words to teach and learn.
The teacher should take a note to how she or he teaches vocabulary to the
students. More appropriate the teacher teaches, will make the teaching process
more effective;
c. Give attention to the high frequency words across the four stands of a course
High frequency vocabulary needs to occur in all four stands of a course. It
should get a deliberate attention through teaching and study and should be met
and used in communicating messages in listening, speaking, reading, and
writing;
d. Encourage learners to reflect on and take responsibility for learning.
There is an important principle that lies behind choosing and learning and that is
that learners need to realize that they must be responsible for their own learning.
(Nunan, 2003: 135-140).
When the teacher decides to choose a way in teaching vocabulary, the teacher
should have some strong reasons in choosing that will be useful and effective in the
teaching and learning process.
From the principles above, in the teaching and learning process the teacher
should be able to identify who are the students, what are their needs, and how the

12

13

teacher should teach in simple, appropriate, and interesting way. Different age of
students indicates that they also have different needs and interest.

2.2.3

Teaching Vocabulary to Kindergarten Students

Teaching English to kindergarten students is not an easy task for the teacher

since the teacher should introduce English as a new lesson for the students. The
students are expected to have the skills of language in simple English. So, the mastery
of vocabulary is very important since it is essential in conducting communication.
Teaching can hardly be separated from learning. It is done to facilitate
learning. The teachers, technique, positive attitude, and careful planning are
important in teaching. According to Brown (2000:7) teaching is giving and
facilitating learning, enabling the learner to learn, setting the conditions for learning.
It is important to place the teaching itself in the proper position. The more important
thing that the teacher should realize that teaching vocabulary at kindergarten is totally
different from teaching vocabulary at elementary schools. At kindergarten, the
students learn from the person from their surrounding. As said by Scott and Ytreberg
(1993: 11) that children response well to surroundings, which are pleasant and
familiar. It means that physical surroundings are important to support the success of
vocabulary teaching. It is the teachers task to build the pleasant surroundings for the
students.
Besides that, as stated by Nunan (2003: 3) those children develop
emotionally, morally, physically, and cognitively at different rates. By being aware of
what the students can do and can not do developmentally, the teacher is better able to

13

14

provide appropriate learning experiences for the students, so that they can get a
success.
This success will give them the confidence to attempt any tasks, which are
progressively more difficult. But it is common for the teacher to give the students
some rewards for them who are succeed to do or reach the tasks above. The teacher
should aware of giving the rewards. As Scott and Ytreberg said that:
Giving physical rewards or prizes tell others that they have not won and it
does not help learning to take place. It is for better to tell the pupil that you
like his or her work or do whatever appropriate. This gives the pupil a sense
of achievement which does not exclude the other pupils (Scott and Ytreberg,
1993: 11).
It draws that giving prizes or rewards all the time is not good for the students
learning. The teacher may sometimes give rewards or prizes but not in physical form.
In teaching vocabulary to the students, managing the students is also
important. The teacher should concern about management of the students and also of
the class. It can include classroom management and discipline, and also routines. In
managing the students and class, the teacher should aware of some terms. David Paul
(2003: 123-34) advised some considerations in managing the students and class, they
are: 1). Preempting problems, 2). Origins and strategies, 3). Self-esteem, 4).
Attention, 5). Intervention, 6). Voice and body language, and 7). Whole-class
problems. It is quite clear that teaching vocabulary to children really needs an extra
effort and strategies. Although there are many kinds of technique that can be used to
teach the children, but the teacher also should consider and aware of various things
and problems that may be faced in the teaching vocabulary to the students. The
teacher is better to use an appropriate technique in teaching vocabulary to the
students, such as the use of teaching aid.

14

15

The teaching aid should be able to attract the students attention in learning
vocabulary, so that in the teaching and learning process will be created a good and
pleasant atmosphere to support the students to improve their ability in achieving
vocabulary which had been taught. Besides using the aid to help the teaching process,
the teacher is also as the teaching aid. The teacher plays an important role in the
teaching process.

2.3 Technique in Teaching Vocabulary to Kindergarten Students

Teaching English vocabulary to kindergarten students is different from
teaching English to adults since adults have wider knowledge than children do. In
general, children are faster to learn vocabulary if there is a technique that can support
the learning process (Suyanto, 2007: 47). As an example, the teacher needs some
teaching techniques to teach especially in a new language. Especially in teaching
vocabulary, the teacher should be careful in choosing words for their students.
Haycraft (1978: 44) suggested some guide lines on which the choice of vocabulary
can be based.
They can be summarized as follows:
a. The most common words
It is important to choose the words that are commonly used. Teaching the
common words means that the vocabulary chosen related to its frequency. Therefore,
in teaching vocabulary in order the students become easy to understand and to
memorize, the teacher should choose vocabularies that have high frequency in use.

15

16

b. Students needs
The words that are needed by are usually worth and important to be taught to
the students. It means that an English teacher should give more emphasize on
vocabulary that is very useful for the students. In other words, they have to master
vocabulary that is really needed in context of situation.
Besides considering the reasons above, the teacher should aware on the age
and characteristics of the students who are taught in choosing the appropriate
teaching methodology, especially for young learners. It is very well known that very
young learners are very much oriented in their mind around the here and now and
directly visible or perceivable. (Suyanto, 2007: 16). Grammatical rules or
explanations are usually lost on them, as are somewhat adult notions of what is
correct and what is not. They will develop well when given plenty of examples and
patterns to follow. They tend to have a much shorter attention span and need
activities that capture their immediate interest. They also need much in the way of
stimulation that they need to have many or all of their five senses stimulated at once.
While generally less inhibited than adults in terms of experimenting with new
language, they tend to have more fragile egos and can be very sensitive to their
students.
Concerning the childrens characteristics, Scott and Ytreberg (1990: 5-6)
suggest some techniques in teaching English to children. They are:
1) Words are not enough
It means that one must not rely on the spoken words only. Most activities should
include movement and sense. Therefore, it needs plenty of objects and pictures.

16

17

2) Play with language

Let the pupils talk about themselves. Make up rhyme, sing songs, and tell stories.
3) Variety in the classroom
Since concentration and attention span are short, variety is a must, such as :
variety of activity, variety of organization, and variety of sounds.
4) Routines
Children benefit from knowing the rules and being familiar with the situation. To
make it, the teacher should make more repetition.
5) Cooperation not competition
Avoid rewards and prizes. Create an atmosphere of involvement and togetherness.
Most of us enjoy feel of belonging and this is particularly true of children.
The explanation above can be awareness for the teacher that in teaching
vocabulary to the students, the teacher has to concern on some techniques stated
before. Those techniques can be used as daily planning when the teacher teaches
vocabulary to the students.
According to the 2004 Curriculum of kindergarten school, there are 11 themes
in a year that have to be taught in kindergarten. They are:
a. My own self
b. My environment
c. My needs
d. Animals
e. Fruits
f. Recreation
g. Jobs

17

18

h. Water, Air, and Fire

i. Communication
j. Indonesia
k. The universe
In conducting the research, the writer uses animals and fruits as the topic on
the research. It is important for whoever researcher conducting research based on the
curriculum.
Besides the techniques above, the writer also considers another technique in
teaching vocabulary to kindergarten students; that is the use of teaching aid such as
media. Webster states that teaching aids are many varieties of devices and materials,
which rely on the sense of sight to inform (1972: 664). Without technique and
teaching aid which is appropriate to the students level, the students may get bored
and not interested in following the lesson and the result will not be satisfactory. It
means that media also play an important role in teaching vocabulary to kindergarten
students.
Considering the important role of media in teaching vocabulary to the
students as stated before, the writer wants to examine the use of media in teaching
vocabulary to the students. In this case, the writer chooses VCD as the media in
teaching vocabulary to the students.

2.4 The General Concept of Media

Teaching media is needed in the teaching learning process to help students
become active. Gerlach and Elly (1980: 241) propose that a media is any person,

18

19

material, skill, and attitudes. They also claim that term instructional media includes a
wide range of materials, equipments and techniques: chalkboards, bulletin boards,
filmstrips,

slides,

motion

pictures,

TV,

programmed

instruction,

models,

demonstrations, charts, maps, books, and combination of these.

Nowadays, teachers still depend on teaching tools to make their teaching
effective and interesting. In some respects, our modern teaching tools are more
sophisticated than the teaching tools used by the teacher in earliest time. Brown,
Lewis, and Harcleorad interpret that the modern teaching tools like film, chart
overhead projectors, film strips, slider graphs, projectors, tape, television, and flannel
board may have some functions and contribute to teaching learning process (1984:
350).
Those media are useful for the teacher to achieve the instructional goals of
teaching and learning process and they can also be found in our daily lives. From the
definition above, the writer has a description of media. VCD as the media in this
research includes an audiovisual media that means containing sound and picture.
Through this media, students not only hear but also can see the picture.
As stated above, to encourage or stimulate students in teaching and learning
process, some techniques are needed to create better condition including using media.
In general, media has some functions such as to make teaching and learning process
more interesting and interactive and also to improve the quality of learning.
Media can help the teacher draw his students interest and engage the
students motivation if the teacher can choose and use the media properly. If the
students are motivated, they will learn hard. Furthermore, according to Brown (1977:
78) there are six principles of media selection. They are:

19

20

1) The content of media must have significant relation with the lesson.
2) The use of media contribute to the teaching and learning process significantly.
3) The cost or money spent is in accordance with the educational result derived from
its use.
4) In choosing an audio visual media a teacher should take into account the
environment or school where he or she teaches.
5) A teacher should think whether the media has been tested to certain students and
consider if the tested students are similar to the students whom he or she teaches.
6) There are data providing that the students learnt accurately through the use of the
media.
Although many criteria have been proposed, the teacher must not always
depend on those criteria. She or he is allowed to use his or her consideration in
selecting media that will apply in the classroom. The teacher should consider the
situation where he or she teaches and makes some adjustment if it is necessary. The
condition of school is relatively different from one another. That is why the writer
chooses VCD as media in this research.

2.5 Multi Media VCD as Media in Teaching Vocabulary to Kindergarten

Students
Multi Media VCD is a learning video that consists of materials which are
appropriate to the students in kindergarten, because it is for children whose are the
beginners in learning English. Its objective is to make the children who are the
beginners in learning English can be interested in learning it and can improve their

20

21

ability in acquiring English. This VCD consists of twelve discs. Every disc presents a
certain theme using cartoon characters, puppets characters, children characters and its
sound. In this disc, there are some activities. By this discs, the students will know
some materials or vocabularies which are appropriate for them.
In each disc, there are several parts. Those parts are: Lets Say, Lets
Guess, Lets Sing, and Lets Read Along. The fisrt part is about vocabulary
learning activities which is consisted of pictures and sounds of the vocabulary. In the
second part, it is about exercises. There are some exercises to help the students in
memorizing the vocabulary given. The exercises are about guessing pictures, training
concentration, and developing memory. Meanwhile, the third part is about singing
together. There are some songs with simple, easy, and short lyrics. Then, the fourth
part is about reading along. There are some simple short story which are bilingual.
All of the parts are related with the themes.
Because the themes are too various, the writer decides to choose 2 themes
only. They are fruits and animals. When learning about the animals and fruits, the
VCD introduces them some materials which are based of the students surrounding. It
is also followed by interesting sounds and music which can build a positive learning
atmosphere.
The VCD uses bright colors to help the students cognitive ability. It is
completed by repetition and song, so that the students can understand and enjoy the
learning process. The VCD is also reality based, live action, and bilingual.
By this media, the writer hopes that the writer can improve the students
achievement in learning vocabulary and they will not get bored.

21

22

2.6 The Action Research

2.6.1

The Definition of Action Research

Here are three definitions of action research. The first is by Wallace (1998: 4),

He states that action research is a process; which is done by systematically collecting

data on teachers everyday practice and analyzing it in order to come to some
decisions about what his/ her future practice should be. The second is by Hopkins
(1985: 32) who defines that action combines a substantive act with a research
procedure; it is action disciplined by inquiry, a personal attempt at understanding
whilst engaged in a process of improvement and reform. The last is by Kemmis as
quoted by Hopkins (1985: 32), he defines that action research is a form of self
reflective inquiry under taken by participants in social situations in order to improve
the rationality and justice of their social or educational situations in which the
practice are carried out.
From the definitions above, te writer concludes that action research is a group
of activity of research carried out by teacher, researcher, and teacher with his/ her
colleague in his/ her own classroom which involves a group of students to improve
teaching and learning process or to enchance the understanding of the students to the
lesson.

2.6.2

The Aims of Action Research

Nowadays, our society grows very fast. It also causes the demand on

educational service, which must be done by teachers. They have to solve the
problems a head of them in education. In solving the problems, they should not use

22

23

trial and error methods. They should use an appropriate method such as action
research.
Here are two aims of action research. The first is stated by Hopkins (1985: 41)
who argues:
is to give the teachers an introduction to the variety of methods available to
as a mean of extending their repertoire of professional behaviors and of
encouraging flexibility in personal development. These are methods and
approaches that teachers can put into use, which empower them, and make
them increasingly competent and autonomous in professional judgment.
The second is by Mc Taggart as quoted by David Nunan (1993: 63). He
states:
This result is improvement in what happens in the classroom and school,
and better articulation and justification of the educational rationale of what
goes on. Action research provides a way of working which links theory and
practice into the one whole: ideas-in-action.
According to the statements above, the writer concludes that action research is
one of strategies in improving or increasing the practice of learning. It can be
achieved by doing such reflection in order to diagnose condition, and then try it
systematically as an alternative way to solve learning problems that is being faced in
class.

2.6.3

The Cycles in Action Research

There are many ways of describing the cycles of action research. According to

Kemmis

and

Mc

Taggart

(http://www.edu.plymouth.ac.uk/resined/actionresearch/arhome.htm), the basic cycle

of action research has four elements, they are: plan, act, monitor, and reflect. The
important characteristic of each cycle is that the researcher planes before acting and

23

24

reflected on the findings after acting. The reflection at the end of the cycle is reflected
into the planning for the next cycle.
This action research is applied the procedures as follows:

Planning

Action

Reflection

Monitoring

a. Planning
Kemmis

and

Mc

Taggart

(http://www.edu.plymouth.ac.uk/resined/actionresearch/arhome.htm) says that for a

start, a researcher will probably not start with planning; there may be much
monitoring and observation of existing practice before we are ready to plan and
implement a change. In reality, things rarely go as planned. Indeed, although action
research may start with a carefully planned action, the nature of the process makes
the outcomes uncertain. Here, planning will help the writer to focus on an issue. The
writer will need to plan how she is going to carry out the research. This planning will
also help the writer to refine what she is looking at.

b. Action
After planning, the writer will be in a position to decide on what action is
going to take as a first attempt at tackling our concern. The writer should try to do
something that may help the action. It should be strategic action - action towards an

24

25

identified

end,

as

stated

by

Kemmis

and

Mc

Taggart

(http://www.edu.plymouth.ac.uk/resined/actionresearch/arhome.htm). But there is no

way of knowing whether it will be right before the writer carries it out. The likelihood
is that it will address some aspects of the problem, but that it will raise other issues
we hadnt anticipated. Therefore, the writer should be careful in doing his action
based on the planning.

c. Monitoring
The writer can not be too cavalier about the plan and action. The writer has to
anticipate how the writer will gather information regarding the impact of our action.
As the writer starts to explore different methods of data gathering, the writer will
become more familiar with them and be able to use them more efficiently. Remember
that some data can be gathered after the event, through, for example, interview or
questionnaire; a researcher does not have to gather everything as we were acting
(http://www.edu.plymouth.ac.uk/resined/actionresearch/arhome.htm). In this case, the
writer will monitor every cycle of the action research. It is done to check the students
activity in learning vocabulary, the students response during teaching and learning
process, and the students achievement in memorizing vocabulary.

d. Reflection
Analysis in action research is the spur to reflection and the planning of new
action. Analysis within action research is about possibilities, not certainties. It is not
about why things have to be as they are, but rather what possibilities for change lied
within

situation

(http://www.edu.plymouth.ac.uk/resined/actionresearch/arhome.htm). In analyzing

25

26

the action research, the writer needs to adopt an approach which could help uncover
any risks. The writer would analyze all of the data that she get to determine the next
cycle.
The writer also needs to analyze her teaching process, which will help to
highlight all of the contradiction that may happen. Progress in action research can be
seen depended on this kind of analysis. Action, reflection and planning proceeds
through the writer in identifying the contradictory aspects that may be preventing the
writer from achieving what she wanted in her teaching. The analysis will feed into
new (hopefully improved) teaching and it will also feed into an understanding of why
her teaching was as it was.

26

CHAPTER III
METHOD OF INVESTIGATION
3
This chapter presented method of investigation which was divided into six
subsections: research design, subject of the study, types of data, roles of the
researcher, instruments of the study, procedures of collecting data, and procedures of
analyzing data.

3.1 Research Design

According

to

Kemmis

and

Mc

Taggart

(http://www.edu.plymouth.ac.uk/resined/actionresearch/arhome.htm), the basic cycle

of action research had four elements: plan, act, monitor, and reflect. In this action
research, the writer conducted two cycles; cycle 1 and cycle 2. The design was
presented as follows:
Problem

Planning of cycle 1

Action of cycle 1

Reflecting of cycle1

Monitoring of cycle 1

Planning of cycle 2

Action of cycle 2

Reflecting of cycle 2

Monitoring of cycle 2

CYCLE 1

Unsolved
problem
CYCLE 2

Figure 3.1 Diagram of Action Research

27

28

The explanations of the phases above were presented more clearly as the
following:

3.1.1

Cycle I

Planning

Finding an institution to do an action (Panti Puruhita Kindergarten

Krapyak Indah Semarang).
Asking permission to the headmaster to carry out the research there.
Designing a well-prepared plan (lesson plan and test).

Action

First Activity (Pre-test)

Giving a pre-test to the students. The themes were fruits and animals.
Second Activity (Treatment 1)
The writer

Students

The writer showed the Multi

Students gave their attention.

Media VCD to the students and

explained the intersts of it.
The writer played the first disc of

Students watched and listened to

the VCD which the theme is the VCD. The students only
fruits. The writer only played the watched pictures and listened to
first part of the VCD.

the sound which presented the

vocabulary.

Every while, the writer paused the Students who knew, then answer
VCD and then asked the students the writers questions.
about the vocabulary.
After watching, the writer gave

Students

some

writer says.

repetitions

about

vocabulary.

28

the

repeated

what

the

29

The writer gave some drills of Students repeated and imitated

vocabularies there.

the writers words correctly, and

remembered the meaning.

The writer asked students to Studenst watched the VCD once

watch the VCD once again.

again.

The writer gave some questions Students answered the writers

related to the theme in order to questions.
evaluate the students ability.
Third Activity
The writer

Students

The writer played the VCD again

Students watched and listened

and reviewed the same topic as in

the VCD again with the same

the second activity.

topic.

The writer gave a cycle I test to

Students did the cycle I test.

check the students progress.

Monitoring

Collecting and analyzing the result of the action. Its purpose was to
know to what extent the result of the action reached the objectives.

Reflection

Finding out the progress from the first activity to the last activity.

29

30

3.1.2

Cycle II

Planning

Designing a well-prepared plan (lesson plan and test).

Action

Fourth Activity (Treatment 2)

The writer

Students

The writer played the second disc

Students watched and listened to

of the VCD which the theme is the VCD. The students watched
animals. The writer played the pictures and listened to the
first part until the last parts of the VCD.
VCD. They are: Lets Say,
Lets Guess, Lests Sing, and
Lets Read Along
Every while, the writer paused the Students

who

knew,

then

VCD and then asked the students answered the writers questions.
about the vocabulary.
After watching, the writer gave

Students

some

writer said.

repetitions

about

the

repeated

what

the

vocabulary.
The writer gave some drills of Students repeated and imitated
vocabularies there.

the writers words correctly, and

remember the meaning.

The writer asked students to Studenst watched and listened to

watch the VCD once again.

the VCD once again.

The writer gave some questions Students answered the writers

related to the theme in order to questions.
evaluate the students ability.

30

31

Third Activity
The writer

Students

The writer played the VCD again

Students watched and listened to

and reviewed the same topic as in

the VCD again with the same

the second activity.

topic.

The writer gave a cycle II test to

Students did the cycle II test.

check the students progress.

Monitoring

Collecting and analyzing the result of the action. Its purpose was to
know to what extent the result of the action reached the objectives.

Reflection

Finding out the progress from the first activity to the last activity.

From the cycles above, the main difference of each cycle was the use the parts
in each VCD. In the Cycle 1, the writer only played the first part which only showed
the pictures and sounds of the vocabulary as the first treatment. Meanwhile, in the
Cycle II the writer played all parts of the VCD. It concluded of learning activities,
exercises, songs, and reading along as the second treatment.

3.2 Subject of the Study

Each person or participant in the study was considered as a subject (Brown,
1993: 48). The subjects of the study of this research were the students of Panti
Puruhita Kindergarten Krapyak Indah Semarang. This kindergarten consisted of four
classes. They were class A1, A2, B1, and B2. The average of the class was about 25
students. The teacher suggested conducting the research in class A1, because the
students have learned about fruits and animals. In the other hand, the other classes

31

32

hvent learned about fruits and animals. In the class, there were 26 students (see
appendix 1).

3.3 Types of Data

There were two types of data that was used in this research. They were
qualitative and quantitative data. Qualitative data in the shape of field notes and
questionnaires provided non-numerical data while quantitative data, which provided
numerical data, was obtained from vocabulary test result.

3.4 Roles of the Researcher

The roles of the researcher in this study were the data collector and the data
analyzer. The writer collected the data through observation and oral tests and then
analyzed all of the data which was collected.

3.5 Instruments of the Study

In this part, the writer would explain how the writer determined the right
method to collect the data, with the ways to manage the instrument. Managing
instrument was important thing to do in a research. Therefore, managing the
instrument to collect the data should be seriously handled to get the accurate result
(Arikunto, 2006: 222).
In this study, the writer used three instruments for collecting the data. They
were as follows :
1) Test

32

33

The test was the instrument to measure the students progress in every step
during the research. As stated by Brown (2004:3), a test is a method of measuring a
persons ability, knowledge, or performance in a given domain. The tests used in this
research were a pre-test and a post-test. The pre-test was conducted for the purpose to
check whether or not the students were familiar with the vocabulary. On the other
hand, the post-test was used to know whether or not the students have mastered the
vocabulary given. The pre-test and post-test were performed in Cycle I and Cycle II.
There were also Cycle I and Cycle II test, its purpose was to check the students
progress in each cycle. There were ten words that would be tested in each test.
For this action research, the writer only used pictures as a media in doing the
tests. The pictures were taken from Multi Media VCD. There were 20 pictures
presented in the tests. In this case, the writer also prepared a scoring form to collect
the students score.
2) Questionnaire
The purpose of the questionnaire as a whole is measurement (Oppenheim,
1966: 223). In this research, the questionnaire was to measure the students attitude in
the teaching and learning process using Multi Media VCD. It was given to the
students after they finished doing the post-test in the cycle II.
The questionnaire which was used in this research was consisted of five
question asking students opinion about the teaching-learning process of English
lesson using Multi Media VCD. The questionnaire was consisted by 5 variables
based on Heatons category. They were students interests, the advantage, students
achievement, the relevance, and sustainability.

33

34

The explanation of the variables was presented as follows:

a) Students Interests
In this variable, the question was focus on the students interests in learning
vocabulary using Multi Media VCD. The purpose was to know whether or not the
students had high interests in learning vocabulary using Multi Media VCD.
b) The Advantage
In this second variable, the question was focus on the advantage of using
Multi Media VCD in learning vocabulary for the students. The purpose was to
know whether or not the use of Multi Media VCD had advantage in helping the
students in learning vocabulary.
c) The Students Achievement
In this third variable, the question was focus on the students achievement or
the students progress in memorizing vocabulary using Multi Media VCD.
d) The Relevance
In this fourth variable, the question was focus on the relevance between the
vocabulary used in Multi Media VCD and the curriculum used by the English
teacher of Panti Puruhita Kindergarten.
e) Sustainability
In the last variable, the question was focus on the necessity of Multi Media
VCD in the teaching-learning vocabulary process. The purpose was to know whether
the use of Multi Media VCD in the teaching-learning vocabulary was necessary or
not for the next teaching-learning vocabulary process.

34

35

In constructing the questionnaire, the writer used closed-question in the form

of multiple choice items. As stated by Oppenheim (1966: 40), a closed-question is
one of which the respondent is offered a choice of alternative replies. In this case,
there were five multiple choice items. Each of it had three options namely a, b, and c.
Each option was given a score that showed the quality of each variable. The score
range from 1 to 3 as shown in the table below:

Table 1. The Score Range of Questionnaire

Options

Score

According to Heaton, the result of the questionnaire data analysis of each

variable could be classified into a range of mean bellow:
Table 2.Classification of Graded Scores of Questionnaire
Range of
Mean

Students
Interests

The
Advantage

Student
Achievement

The
Relevance

Sustainabil
ity

0.00 1.00

Low

Not helpful

Low

Not
relevant

Not
necessary

1.01 2.00

Medium

Helpful

Medium

Relevant

Necessary

2.01 3.00

High

Very
helpful

High

Very
relevant

Very
necessary

3) Field notes

35

36

Field notes became the instrument which were used to know whether the
teaching learning process was in progress or declined. The description of the use of
Multi Media VCD, the materials given, and also the students responses could be
obtained from field notes.
In this research, the writer followed Wallaces aspects of teaching and
learning which could be used as guidance in making the field notes. The aspects
were: (1) the functioning of group work, (2) the performance of individual student,
(3) interesting or common errors made by students, (4) problematic issues/ dilemmas,
(5) ideas, inspirations, things that worked well, and (6) amusing incidents, remarks
(Wallace, 1998: 58).
Based on Wallaces aspects, the writer had five aspects in making the field
notes which were also related to the purpose of the study which asked about the
effects of the use of Multi Media VCD in teaching vocabulary to the kindergarten
students. It involved the aspects of the process of teaching and learning, the students
attention, the materials given, and the use of Multi Media VCD. The explanations
of its aspects were presented as follow:
a) Students participation, interest and motivation
The writer analyzed the students participation, interest and motivation in the
teaching and learning activities by using Multi Media VCD, whether they
followed and enjoyed the activities or not.
b) The materials
The writer also took notes of the materials in teaching and learning activities
using Multi Media VCD, whether it was based on the curriculum and suitable
for the students or not.
c) Students improvement in memorizing vocabulary

36

37

The writer took some notes about the students ability in memorizing vocabulary
using Multi Media VCD.
The aim of the field notes in this research was to have the data about the class
situation where the writer conducting the action research. There were five aspects that
would be analyzed by the writer. They were: the process of the teaching learning
process, the students attention in the teaching and learning process, the
implementation of the teaching learning process using Multi Media VCD, the
material which the writer explained to the students, and the interaction of the
students.

3.6 Procedures of Collecting Data

In this research, the writer conducted some tests in each cycle to know the
progress of the students ability in memorizing vocabulary. They were pre-test and
post-test. The pre-test was the first test which the students did before the treatments.
The purpose of the pre-test was to know how well the students memorized
vocabulary. In this test, the writer asked the students one by one about some
vocabularies using pictures. The writer also prepared a sheet of paper to note the
students score.
In the cycle 1, the writer conducted the teaching to the students using Multi
Media VCD by listening to the pronunciation of the words and seeing the letters of
the words from Multi Media VCD. The theme was about fruits. After doing the
activities, the writer gave the students a cycle 1 test. The purpose of conducting the
cycle 1 test was to know how well the improvement of the students ability in

37

38

memorizing vocabulary after the use of Multi Media by listening to the

pronunciation of the words and seeing the letters of the words from Multi Media
VCD was implemented in the cycle 1. The procedures of the cycle 1 test were the
same as the procedures of the pre-test. It was also noted and scored.
Meanwhile, the writer conducted the teaching to the students using Multi
Media VCD by listening to the pronunciation of the words and seeing the pictures
which describe vocabulary from Multi Media VCD in the cycle II. The theme was
about animals. During the activity, the students could participate to follow the
commands of the writer. For example, the students repeated some words which said
by the writer. The writer also gave a vocabulary game related to the theme. After
conducting the activities, the writer gave the students cycle II test. The purpose of
conducting the cycle II test was to know how well the improvement of the students
ability in memorizing vocabulary after the use of Multi Media VCD by listening to
the pronunciation of the words and seeing the pictures which describe vocabulary
from Multi Media VCD was implemented in the cycle II. The procedures of the
cycle II test were the same as the procedures of the cycle I test. It was also noted and
scored. During the activities, the writer as an observer did the field notes. The writer
observed from the first activity until the last activity.
After all of the activities finished, the writer gave the post-test and the
questionnaire for the students. The post test had a purpose in measuring students
ability in memorizing vocabulary after being taught by Multi Media VCD. The
post-test was also noted and scored. The procedures of the post-test were similar to
the previous tests. The instructions in each test were similar since On the other hand,

38

39

the purpose of the questionnaire was to get data about the students responses related
to the teaching and learning activities in improving their ability in memorizing
vocabulary using Multi Media VCD. The result of the questionnaire was also
noted.

3.7 Procedures of Analyzing Data

The procedures of analyzing the data were as follows:
3.7.1

Analyzing the Result of the Test.

To obtain the students score, the writer evaluated the students answer. Then,

the writer applied scoring formula from 2004 curriculum by Department of Education
and Culture (www.childdevelopmentinfo.com/development/devsequence.shtml):
Score =

B
x 100 %
N

: Correct item answered

: The number of items

Scoring the students work was a step to obtain qualitative information from
each student. The scoring system itself was based on the criterion issued by
Department

of

Education

and

(www.childdevelopmentinfo.com/development/devsequence.shtml).

Culture
The

criterion

said that a student could be said to be successful if she/ he could achieve 65% of the
score.
In order to become meaningful numerical data, students score of evaluation
after being taught by using Multi Media VCD should be converted to numerical data
which had been processed to the scale of 0-100. Then, the processed score can be

39

40

used as a basic to make decisions. If all of the students score were arranged from the
highest to the lowest, it would be easier to know the position of a student in his or her
group.
The measurement of the students achievement that was suggested by
Tinambunan (1988) could be interpreted with the following table.
Table 3. The Measurement of Students Achievement
The percentage of correct answer

Grade

Level of achievement

93 100

A. Outstanding

Outstanding

85 92

B. Very good

Above average

75 84

C. Satisfactory

Average

70 74

D. Weak

Below average

Below 65

E. Fail

Insufficient

The writer interpreted the result of the test into sentences after she got the mean score
of each student.
The writer used the measurement from Tinambunan because it could be as a
general measurement. It was compatible for each level of education such as
kindergarten school. Besides, the teachers in Panti Puruhita Kindergarten did not
have specific scoring system which used number in measuring the students
achievement.
Through the measurement, the results of the students work was needed to put
in a form that readily interpretable. Those data was useful to depict students level of
vocabulary achievement. The writer interpreted the result of the test into sentences.

40

41

The purpose of this ability was to find out the students achievement and showed the
result of the test of the teaching vocabulary by using Multi Media VCD.

3.7.2

Analyzing the Result of Questionnaire

The researcher grouped the students opinion into some category. Then, she
analyzed it by using description method, which involved the description and the
interpretation of the data. The data that the writer collected were described and
interpreted into sentences. Before it was described and interpreted into sentences, it
was analyzed by the following steps:
1) grading the items of the questionnaire
The writer graded the items of the questionnaire using the Heatons score ranges.
It can be seen as follow:
The Score Ranges of Questionnaire
Item

Score

Meaning

High

Medium

Low

2) tabulating the data of questionnaire;

3) finding the mean by using formula:
M=

Where,

N
M = mean
x = the sum of the item score

N = the number of the students

41

42

4) determining the graded score;

5) matching the mean to the criterion; and
6) concluding the questionnaire result.

The data was used to support the primary data. The questionnaire was
analyzed

3.7.3

Analyzing the Result of the Field Notes

The writer described the result of the field notes in her own words. This
activity would explain to the readers about the aspects used in making the field notes
as the writer stated before The writer would explain the aspects one by one clearly. It
also supported the data from the result of the test.

42

CHAPTER IV
RESULT AND DISCUSSION
4
In this chapter, the writer would like to present each of data found in the
activities. The analysis of each activity was started from analysis of cycle I, analysis
of cycle II, up to analysis of the field notes.
Analysis of the cycle I covered of planning and action. The action itself
covered of analysis of the first activity (pre-test), analysis of the second activity
(treatment I), and analysis of the third activity (review and cycle I test). Meanwhile,
analysis of the cycle II also covered of planning and action. The action itself was
consisted of analysis of the fourth activity (treatment II), analysis of the fifth activity
(review and cycle II test), and analysis of the sixth activity (post-test and
questionnaire). The last was analysis of the field notes made by the writer.

4.1 Analysis of Cycle I

4.1.1

Planning

Planning was done before the writer started the research. In this phase, the
writer found an institution to conduct the research. The writer chose Panti Puruhita
Kindergarten Krapyak Indah Semarang as the institution. After that, the writer asked
permission to the headmaster to carry out the research.
The writer also had a well-prepared plan and test items that the writer made
before doing the research. Besides, the writer prepared the media which would be

43

44

used, they were Multi Media VCD, television, and VCD player. In the last, the
writer prepared lesson plan as a guidance in teaching and learning process.

4.1.2

Action

4.1.2.1 Analysis of the First Activity (Pre-test)

At the beginning of the research, the writer conducted a pre-test. The purpose
of this test was to check the students ability in mastering English vocabulary whether
the students were familiar or not with the words that would be presented. Before the
pres-test, the English teacher of the class introduced the writer to the students.
The pre-test was conducted on December 2nd 2008. There were 26 students
who followed the test (see appendix 1). They had to answer 10 items given by the
writer. There were 10 vocabularies given in the test. The writer asked the students to
come forward one by one in doing the test. The writer used pictures which were taken
from Multi Media VCD as the media in doing the test. There were 10 pictures
which had to be answered by the students. The writer also prepared the form of
scoring in order to collect the students score.
Based on the 2004 curriculum for Kindergarten school, the theme were fruits
and animals. The test consisted of 5 words of fruits and 5 words of animals. They
were: apple, banana, grapes, star fruit, pineapple, elephant, rabbit, monkey,
butterfly, and mouse.

After doing the pre-test, the writer got the result.The average percentage of
the achievement of the pre-test was 42.30 %. It was lower than the Depdikbuds
criterion, which stated 65 % was said to be successful. Therefore it could be

44

45

concluded that the pre-test result was lower than Depdikbuds criterion (see
appendix 7).
From the result of the pre-test, the writer classified the students score using
Tinambunans level of achievement.

Tabel 4. Students Achievement in the Pre-Test

Percentage of correct answer

Frequency

Grade

Percentage of students
achievement

93 100

85 92

75 84

3.8

70 74

7.7

Below 65

23

88.5

The table showed that none of students got outstanding achievement and there
were none of the students in the level above average. 3.8 % of the students were
average in the level of achievement and 7.7 % of the students were weak or in the
below average in mastering vocabulary. However, most of the students which were
88.5 % of them were failed in mastering vocabulary. It could be said that the pre-test
was failed.

4.1.2.2 The Analysis of the Second Activity (Treatment I)

The second activity was conducted on December 4th 2008. It took 30 minutes
each day. There were 26 students who followed the vocabulary teaching and learning

45

46

process. The theme was fruits. Before the writer started the vocabulary teaching and
learning process, the writer asked the students some questions related to the theme. It
was done to refresh their memory about vocabulary which related to the theme. In the
vocabulary teaching and learning process, the writer used Multi Media VCD to
convey the materials. In the first activity of the cycle I, the writer played the first part
of Multi Media VCD. In this part, the teacher only drilled the students by watching
and listening to the sounds of vocabularies. There were 10 vocabularies taught by
using Multi Media VCD. They were: apple, banana, grapes, star fruit, pineapple,
orange, mango, watermelon, coconut, and papaya.

The steps of the vocabulary teaching and learning process were as follow:
1)

The writer prepared Multi Media VCD, television, and also VCD player.

2)

The writer played the first part of Multi Media VCD.

3)

The writer asked the students to pay attention on it.

4)

The students listened to it quietly.

5)

The writer played Multi Media VCD once again.

6)

The writer pronounced the words represented by Multi Media VCD.

7)

The writer asked the students to repeat the words.

8)

The students pronounced the words together (2-3 times).

9)

The writer pronounced the words one by one and the students followed.

10) The writer gave the students the meaning of the words in Indonesian and the
students repeated the meaning of the words.
11)

The writer asked some of the students to come in front of the class to
pronounce the words had been taught.

46

47

12) The writer pronounced the words once again and all of the students imitated.
Most of the students were very enthusiastic to follow the vocabulary teaching
and learning process, because it was their first time in learning vocabulary using
Multi Media VCD. They had never been taught vocabulary using any VCD by the
English teacher. There were also some of the students who still looked confused. The
situation made some of the students very noisy and could not follow the lesson
quietly.

4.1.2.3 The Analysis of the Third Activity (Review and Cycle I Test)

The third activity was conducted on November 5th, 2008 the writer reviewed
the lesson. The writer played Multi Media VCD again as in the second activity. The
writer asked the students to pronounce the words themselves represented by Multi
Media VCD. Then, the writer pointed some of the students to come in front of the
class to pronounce the words. But there were some of them could not pronounce the
words correctly. The writer tried to ask some of the other students to help them. After
that, the writer pronounced all of the words and also its meaning followed by all of
the students.
On November 5th, 2008 there was also held the cycle I test. There were 26
students followed the test. The test was about fruits. The test was conveyed through
pictures. The pictures were taken from Multi Media VCD, they were: apple,
banana, grapes, star fruit, pineapple, orange, mango, watermelon, coconut, and
papaya.

The steps of the test were as follow:

47

48

1) The writer prepared the pictures and the scoring form for each students.
2) The writer asked the students to come in front of the class one by one.
3) The teacher showed the pictures to the student who came in front of the class.
4) The teacher asked the student to pronounce the name of the pictures and also their
meaning.
5) When the student pronounced the name of the pictures, the writer noted the
students answers in the scoring form.
6) The writer repeated those activities again and again until the last student.
After doing the cycle I test, the writer got the result of the cycle I test. The
average percentage of the achievement of the cycle I test was 74.23 %. It was higher
than Depdikbuds criterion which was 65 %, which stated 65 % was said to be
successful. The percentage showed that the cycle I test result was successful (see
appendix 8). From the result of the cycle I test above, the writer classified the
students score using Tinambunans level of achievement.

Table 5. Students Achievement in the Cycle I Test

Percentage of correct answer

Frequency

Grade

Percentage of students
achievement

93 100

85 92

7.7

75 84

10

38.5

70 74

11

42.3

Below 65

11.5

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49

The table showed that there were none of the students got outstanding
achievement in vocabulary mastery. There were 7.7 % of the students in the level
above average and 38.5 % of the students were average in the level of achievement.
However, 42.3 % of the students were weak or below average in mastering
vocabulary and 11.5 % of the students were failed in mastering vocabulary which had
been taught in the cycle I.
Based on the overall of the percentage of the students achievement, it could
be said that the cycle I was successful. But, it did not get the maximum percentage of
achievement yet. The writer decided to develop the vocabulary teaching and learning
process in the cycle II by adding a treatment that might support the improvement the
students ability in memorizing vocabulary.

4.2 Analysis of Cycle II

4.2.1

Planning

In the cycle II, the writer made a well-prepared plan. The writer prepared
lesson plan, test items, and also questionnaire. The purpose of the preparation was to
collect data which was needed during the activities in the cycle II.
4.2.2

Action

4.2.2.1 Analysis of the Fourth Activity (Treatment II)

The fourth activity was conducted on December 9th 2008. It took 30 minutes
each day. There were 26 students who followed the vocabulary teaching and learning
process. The theme was animals. Before the writer started the vocabulary teaching
and learning process, the writer asked the students some questions related to the
theme. It was done to refresh their memory about vocabulary which related to the

49

50

theme. In the vocabulary teaching and learning process, the writer used Multi
Media VCD to convey the materials. In this activity the writer played all of the parts
of Multi Media VCD They were: Lets Say, Lets Guess, Lets Sing, and
Lets Read Along. In the first part, there were 10 vocabularies taught by using
Multi Media VCD. They were: elephant, rabbit, monkey, butterfly, mouse, frog,
lion, tiger, cat, and dog.

The steps of the vocabulary teaching and learning process were as follow:
1)

The writer prepared the television, Multi Media VCD, and also VCD player.

2)

The writer played the Multi Media VCD.

3)

The writer asked the students to pay attention on the television.

4)

The students watched and listened the television quietly.

5)

The writer played Multi Media VCD once again.

6)

The writer pronounced the words represented by Multi Media VCD.

7)

The writer asked the students to repeat the words.

8)

The students pronounced the words together (2-3 times).

9)

The writer pronounced the words one by one and the students followed.

10) The writer gave the students the meaning of the words in Indonesian and the
students repeated the meaning of the words.
11) The writer asked some of the students to come in front of the class to
pronounce the words had been taught.
12) The writer pronounced the words once again and all of the students imitated
13) The writer played the Lets Guess part.
14) And then the writer asked the students to guess some pictures there.

50

51

14) The writer played the Lets Sing part and asked the students to sing together.
15) The writer played the Lets Read Along part. The wrier chose a short story.
16) The writer asked the students to watched and listened to the story.
The situation was better than the first activities in the cycle I. Most of the
students follow the lesson quietly. They were very enthusiastic and interested to
follow the vocabulary teaching and learning process. There were also some of the
students who still looked confused. From this view, the writer thought that some the
students were forget vocabulary which had been taught by the English teacher before.
But they were so curious to know about the vocabulary. It meant that the using of
Multi Media VCD stimulated the students to learn vocabulary.

4.2.2.2 Analysis of the Fifth Activity (Review and Cycle II Test)

On November 10th, 2008 the writer conducted the fifth activity. The writer
reviewed the lesson. The writer played Multi Media VCD again as in the fourth
activity. The writer asked the students to pronounce the words themselves represented
by Multi Media VCD. Then, the writer pointed some of the students to come in
front of the class to pronounce the words. But there were some of them could not
pronounce the words correctly. The writer tried to ask some of the other students to
help them. After that, the writer pronounced all of the words and also its meaning
followed by all of the students.
In order to prevent boredom in the lesson, the writer gave them a vocabulary
game. The vocabulary game was related to the theme, which was taken from Multi
Media VCD. The vocabulary game was interactive so that forced the students

51

52

became more interactive and active. All of the students followed the game
enthusiastically and happily. They seemed to enjoy the game. Through the
vocabulary game they could follow the vocabulary teaching and learning process
pleasantly.
The cycle II test was also held on November 10th, 2008. There were 26
students followed the test. The test was about fruits. The test was conveyed through
pictures. The pictures were taken from Multi Media VCD, they were: elephant,
rabbit, monkey, butterfly, mouse, frog, lion, tiger, cat, and dog.

The steps of the test were as follow:

1) The writer prepared the pictures and the scoring form for each students.
2) The writer asked the students to come in front of the class one by one.
3) The teacher showed the pictures to the student who came in front of the class.
4) The teacher asked the student to pronounce the name of the pictures and also their
meaning.
5) When the student pronounced the name of the pictures, the writer noted the
students answers in the scoring form.
6) The writer repeated those activities again and again until the last student.
After doing the cycle II test, the writer got the result. The average percentage
of the achievement of the cycle II test was 80.38 %. It was higher than Depdikbuds
criterion which was 65 %, which stated 65 % was said to be successful. And it was
also higher than the cycle I test which only reached 75.39 %. The improvement in the
cycle II test result might be caused by the additional treatment which used Multi

52

53

Media VCD by listening to the pronunciation of the words and seeing the pictures
which describe vocabulary from (see appendix 9).
From the table of the result of the cycle II test above, the writer classified the
students score using Tinambunans level of achievement.
Table 6. Students Achievement in the Cycle II Test
Percentage of students

Percentage of correct answer

Frequency

Grade

93 100

85 92

19.23

75 84

17

65.39

70 74

15.38

Below 65

achievement

The table showed that there were none of the students got outstanding
achievement in vocabulary mastery. There were 19.23 % of the students in the level
above average and 65.39 % of the students were average in the level of achievement.
15.38 % of the students were weak or below average in mastering vocabulary. But
there were none of the students were failed in mastering vocabulary which had been
taught in the cycle II.
Based on the overall of the percentage of the students achievement, it could
be said that the cycle II test was successful. The students achievement in cycle II had
an improvement. They had increased their ability in memorizing vocabulary given by
the writer using Multi Media VCD. It could be seen on the percentage average of
the students mark.

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54

4.2.2.3 Analysis of the Sixth Activity (Post-test and Questionnaire)

The sixth activity, there were two analysis. They were analysis of the post-test
and analysis of the questionnaire.
a. Analysis of the Post-test

The post-test was given to the students after all of the activities in the cycle I
and cycle II were done. It was conducted on Friday, 12th December 2008. It was
followed by 26 students. The post-test items were similar to the test items in the pretest. The aim of the post-test was to find out whether there was an improvement from
the students after they were treated by using Multi Media VCD.
After doing the post-test, the writer got the result. The average percentage of
the achievement of the pre-test was 81.15 %. It was higher than Depdikbuds
criterion which was 65 %, which stated 65 % was said to be successful.
From the of the pre-test above, the writer classified the students score using
Tinambunans level of achievement.
Table 7. Students Achievement in the Post-test
Percentage of correct answer

Frequency

Grade

Percentage of students
achievement

93 100

15.38

85 92

11.54

75 84

12

46.15

70 74

23.08

Below 65

3.85

The table showed that there were 15.38 % of the students got outstanding
achievement in vocabulary mastery. There were 11.54 % of the students in the level

54

55

above average and 46.15 % of the students were average in the level of achievement.
23.08 % of the students were weak or below average in mastering vocabulary. But
there were still 3.85 % of the students were failed in mastering vocabulary
Based on the overall of the percentage of the students achievement, it could
be said that the post-test was successful. The students achievement had an
improvement; it was higher than the pre-test result. They had increased their ability in
memorizing vocabulary given by the writer using Multi Media VCD. The result
was increased from the result of the post-test, the result of the cycle I test, the result
of the cycle II test, up to the result of the post-test.
To prove this statement, the results of the tests in this action research were
compared in the table as follow:

55

56

Table 8. The Result of the Pre-test, Cycle I Test, Cycle II Test and Post-test
Pre-test
Score
%

No.

Cycle I Test
Score
%

Cycle II Test
Score
%

Post-test
Score
%

1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
Total: 26

4
4
3
3
5
4
3
8
3
5
3
7
3
4
2
3
2
6
4
5
5
7
6
3
4
4
110

40
40
30
30
50
40
30
80
30
50
30
70
30
40
20
30
20
60
40
50
50
70
60
30
40
40
1100

6
7
6
7
8
7
7
7
7
8
8
8
7
8
8
7
8
8
7
8
8
9
9
7
6
7
193

60
70
60
70
80
70
70
70
70
80
80
80
70
80
80
70
80
80
70
80
80
90
90
70
60
70
1930

7
8
8
8
7
8
8
8
8
8
8
9
8
8
8
8
9
9
8
7
8
9
9
8
7
8
209

70
80
80
80
70
80
80
80
80
80
80
90
80
80
80
80
90
90
80
70
80
90
90
80
70
80
2090

7
9
7
6
8
7
8
8
9
8
7
10
8
8
7
8
9
10
8
8
8
10
10
8
7
8
211

70
90
70
60
80
70
80
80
90
80
70
100
80
80
70
80
90
100
80
80
80
100
100
80
70
80
2110

Mean

4.23

42.30

7.42

74.23

8.03

80.38

8.1

81.15

b. Analysis of the Questionnaire

After doing the post-test, the writer gave questionnaire to the students. The
purpose of giving questionnaire was to support the primary data. The writer gave the
questionnaire on Friday 12th December 2008 and it was responded by 26 students.
The writer only gave them 5 items to be answered.

56

57

There were certain steps to analyze the questionnaire items. They would be
discussed in the following sections.
a. Grading the Items of Questionnaire

The questionnaire was consisted of 5 items, each of them had three options
namely a, b, and c. Each option was given a score that showed the quality of each
indicator. The writer used the score item ranges from 1 to 3 as stated by Heaton (see
on page 36).
b. Tabulating the Data of Questionnaire

The purpose of tabulating the questionnaire was to make the result of grading
clearly readable. The writer used a table that consisted of these columns; the students
code, scores per item, total scores, and the mean of each item. The result of
questionnaire could be seen in appendix 12.
c. Finding the Mean

Based on the formula that was used for computing the mean (see on page 36),
the writer got the mean of each issue of the questionnaire given to the students. The
mean of each issue could be seen on the table below:
Table 9. The Mean of the Questionnaire
Issue

Mean

Students Interest

2.9

The Advantage

2.7

Students Motivation

2.9

The Relevancy

2.7

Sustainability

2.8

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58

d. Determining The Grade Scores

The writer determined the mean scores of the questionnaire using the Heatons
classification of graded scores of questionnaire (see on page 30).
e. Matching the Mean to a Criterion
To get the additional information about the students response in having the action
research activities, the mean of issues was then watched to a criterion. Based on the range of
mean above, the result of data of the questionnaire could be analyzed by referring it to the
criterion bellow:
Table 10. Category of the Questionnaire Criterion
Issue

Mean

Category

Students Interest

2.9

High

The Advantage

2.7

Very Helpful

Students Motivation

2.9

High

The Relevancy

2.7

Very Relevant

Sustainability

2.8

Very Necessary

e. Concluding the Questionnaire Result

Based on the result of matching the mean to the criterion above, it could be
concluded that:
1) The students interests in learning vocabulary by watching Multi Media VCD
was high.
2) Teaching vocabulary to the students using Multi Media VCD was very helpful.
It could help the students in mastering English vocabulary.
3) The students motivation in learning vocabulary was high after using Multi
Media VCD.

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59

4) The relation between the vocabulary in the Multi Media VCD given in the
action research and the vocabulary that the students often practiced in their daily
activities were very relevant.
5) The students thought that learning vocabulary using Multi Media VCD was
very necessary and it could be given continually.

4.3 Analysis of the Field Notes

In this research, the field notes were done by the writer. The writer noted all
of the events happened in each meeting. The aspects that involved in the process of
teaching and learning were: the process of the teaching and learning itself, the
students attention in the teaching and learning process, the implementation of the
teaching and learning process using Multi Media VCD, the material which the
writer explained to the students, and the interaction of the students.
Based on the result of the field notes, the writer could conclude that:
1) The process of the teaching and learning process
The teaching and learning vocabulary process was good. It could make the
students more interested in learning vocabulary using Multi Media VCD.
2) The students attention in the teaching and learning process
Most of the students paid attention to the teaching and learning vocabulary
process. They could focus on the teaching and learning vocabulary process.
3) The implementation of the teaching learning process using Multi Media VCD
The implementation of the teaching and learning vocabulary process using Multi
Media VCD was good. The writer could convey the material to the students
clearly. So that the students could understand what the writer explained.

59

60

4) The material which the writer explained to the students

The material which explained by the writer was good. It was matched with the
Curriculum 2004 and also matched with the vocabulary which they learnt in their
daily activities.
5) The interaction of the students
The interaction was good; both between the students and the writer, and also
between the students and the students. The students could follow the teaching and
learning vocabulary process actively and interactively.

60

CHAPTER V
CONCLUSION AND SUGGESTION
5
5.1 Conclusions

Based on the result of the analysis in the previous chapter, the writer can
conclude that:
1) Multi Media VCD can be used as media in teaching vocabulary to the students.
The discussion of the previous chapter proved that Multi Media VCD is
appropriate with the Curriculum 2004 for the kindergarten students. Besides, the
materials of Multi Media VCD are easy to be understood by the students in
learning vocabulary.
2) The students progress during the teaching and learning vocabulary process by
using Multi Media VCD was good. The students achievement was improved; it
was supported by the result which the post-test was higher (81.15 %) than the pretest (42.30 %).
3) Most of the students said that the activities using Multi Media VCD could help
them in mastering English vocabulary. Besides, Multi Media VCD could
increase the students attention and motivation in learning vocabulary. It can be
seen from the result of the questionnaire.

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62

5.2 Suggestion

Based on the conclusion above, the writer would like to offer some
suggestions:
1) The use of Multi Media VCD is recommended to the English teacher,
especially for the teacher of Panti Puruhita Kindergarten Krapyak Indah
Semarang to attract the students interest in learning vocabulary.
2) The program should be maintained regularly and frequently. The purpose is to
attract the students attention in learning vocabulary, so they are able to improve
their achievement in memorizing vocabulary.
3) Hopefully there would be further studies on using VCD applied as a technique in
teaching vocabulary to kindergarten students.

62

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Hopkins, D. 1985. A Teachers Guide to Classroom Research. Philadelphia: Open
University Press.
Nasr, R. T. 1975. Teaching and Learning English. New York: Longman Group,
Ltd.
Nunan, David. 2003. Practical English Language Teaching. New York: The
McGraw-Hill Companies, Inc.
Oppenheim, A. N. 1966. Questionnaire Design and Attitude Measurement.
London: Heinemann Educational Books Ltd.
Paul, David. 2003. Teaching English to Children in Asia. Hongkong: Pearson
Education North Asia Limited.
Reilly, V and Ward, S. M. 2003. Very Young Learners. Eight Impression. New
York: Oxford University Press.

63

64

Scott, W. A and Ytreberg, L. H. 1993. Teaching English to Children. Third

Edition. New York: Longman, Inc.
Suyanto, Kasihani. K. E. English for Young Learners. Jakarta: Bumi Aksara
Tinambunan, W. 1988. Evaluation of Student Achievement. Jakarta: Depdikbud
Dirjen Tinggi. Proyek Pengembangan LPTK
Wallace, Michael. J. 1998. Action Research for Language Teachers. Cambridge:
Cambridge University Press.
http://www.childdevelopmentinfo.com/development/devsequence.shtml
[ accessed 06/07/07 ].
http://www.edu.plymouth.ac.uk/resined/actionresearch/arhome.htm[accessed
[06/07/07 ]

64

64

65

65

Appendix 1
List of the Students
No.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.

Students Code
A 01
A 02
A 03
A 04
A 05
A 06
A 07
A 08
A 09
A 10
A 11
A 12
A 13
A 14
A 15
A 16
A 17
A 18
A 19
A 20
A 21
A 22
A 23
A 24
A 25
A - 26

Name
Aisyah Yesa Putri. M
Ajar Arya Damar
Alfath Khatami
Ameilya Nirmala Putri
Ardanu Maretyo
Arisa Ramadhanti
Aufafa Ilmi Amelia
Aulia Eka Julianti
Avila Digsa Dhiya. U
Avrilia Parantika
Carla Audric Haryanto
Devia Ayu Sitarani
Dzaky Alfan Turkita
Fariz Edriyansyah
Faros Kaka Ardiansyah
Febina Putri Setya
Gayuh Tri Andana
Jihan Raissa Azzahra
Laksita Kinasih Putri
Muhammad Ajib Wicaksono
Muhammad Alvaro Azhar
Muhammad Rafi Faizal. F
Muhammad Wildan Fawwaz. Z
Nur Aditya Paramita
Tiaranny Fradilah
Yusreza Syah Putra

65

66

66

Appendix 2
Nama:

QUESTIONNAIRE
The Effect of Using Multi Media VCD As Media for Teaching Vocabulary
to Kindergarten Students
( The Case Study of Panti Puruhita Kindergarten Krapyak Indah Semarang
on the Academic Year of 2008 / 2009 )

1. Apakah belajar bahasa Inggris menggunakan Multi Media VCD

menyenangkan?
a. Ya

b. Biasa saja

c. Tidak

2. Apakah belajar bahasa Inggris menggunakan Multi Media VCD lebih

mudah?
a. Ya

b. Biasa saja

c. Tidak

3. Apakah kalian lebih mengerti bila belajar bahasa Inggris menggunakan Multi
Media VCD?
a. Ya

b. Biasa saja

c. Tidak

4. Apakah kata-kata yang diajarkan dengan Multi Media VCD sama dengan yang
diajarkan Ibu Guru?
a. Ya

b. Ada yg sama, ada yg tidak

c. Tidak

5. Apakah selanjutnya kalian mau belajar bahasa Inggris lagi menggunakan

Multi Media VCD?
a. Ya

b. Tidak tahu

66

c. . Tidak

67

67

Appendix 3

Rencana Pelaksanaan Pembelajaran

(RPP)

Sekolah

: TK Panti Puruhita

Mata Pelajaran

: Bahasa Inggris

Kelas/ Semester

: A Kindergarten/ I

Standar Kompetensi : Mampu mendengarkan, berkomunikasi secara lisan,

memilki perbedaan kata dan mengenal symbol yang melambangkannya.
Kompetensi Dasar

: Dapat mendengarkan dan membedakan bunyi, suara,

bunyi bahasa atau kata dan mengungkapkannya.

Indikator

: 1. Menyebutkan berbagai kata tertentu.

2. Menirukan kembali 3-4 urutan kata.

Tema

: Fruits

Alokasi waktu

: 2 x 30 menit

1. Tujuan Pembelajaran

Pada akhir pembelajaran, 80% siswa mampu:

1. Menyebutkan berbagai kata tertentu.
2. Menirukan kembali 3-4 urutan kata.
2. Materi Pembelajaran

Materi pembelajaran adalah mengenalkan para siswa dengan kata-kata tertentu

sesuai dengan tema, yaitu:

65

66

Apple

Banana

Grapes

Star fruit

Pineapple

Orange

Mango

Watermelon

Coconut

Papaya

3. Teknik Pembelajaran

: Three Phase Technique

4. Langkah-Langkah Pembelajaran
a. Kegiatan Pendahuluan
Guru menyapa siswa
Guru bertanya tentang kondisi siswa
Menyanyikan lagu
b. Kegiatan Inti
Guru bertanya kepada siswa tentang kata-kata terkait tema
Guru mengajarkan kata-kata terkait tema menggunakan Multi Media

VCD.
Gutu mengucapkan kata kata tersebut.
Siswa menirukan ucapan guru bersama-sama.

66

67

Guru menyuruh siswa untuk mengulangi kata-kata tersebut bersama-

sama.
Guru mengucapkan kata-kata tersebut sekali lagi.
Siswa menirukan ucapan guru bersama-sama sekali lagi.
c. Kegiatan Penutup
Guru menanyakan kesulitan siswa selama proses belajar.
Guru menyuruh siswa untuk maju ke depan lalu mengucapkan kata-

kata tersebut.
5. Sumber Belajar

: Multi Media VCD

6. Penilaian

a. Teknik

: Oral Test

b. Prosedur

Awal

pembelajaran,

selama

proses,

dan

akhir

pembelajaran.
c. Bentuk

: Mengucapkan kata-kata terkait tema.

d. Instrumen

: Multi Media VCD.

Semarang, November 2008

Guru Praktikan

Arum Nisma Wulanjani

22011404027

67

68

Rencana Pelaksanaan Pembelajaran

(RPP)

Sekolah

: TK Panti Puruhita

Mata Pelajaran

: Bahasa Inggris

Kelas/ Semester

: A Kindergarten/ I

Standar Kompetensi : Mampu mendengarkan, berkomunikasi secara lisan,

memilki perbedaan kata dan mengenal symbol yang melambangkannya.
Kompetensi Dasar

: Dapat mendengarkan dan membedakan bunyi, suara,

bunyi bahasa atau kata dan mengungkapkannya.

Indikator

: 1. Menyebutkan berbagai kata tertentu.

2. Menirukan kembali 3-4 urutan kata.

Tema

: Animals

Alokasi waktu

: 2 x 30 menit

1. Tujuan Pembelajaran

Pada akhir pembelajaran, 80% siswa mampu:

1. Menyebutkan berbagai kata tertentu.
2. Menirukan kembali 3-4 urutan kata.
2. Materi Pembelajaran

Materi pembelajaran adalah mengenalkan para siswa dengan kata-kata tertentu

sesuai dengan tema, yaitu:

Elephant

68

69

Rabbit

Monkey

Butterfly

Mouse

Frog

Lion

Tiger

Cat

Dog

3. Teknik Pembelajaran

: Three Phase Technique

4. Langkah-Langkah Pembelajaran
a. Kegiatan Pendahuluan
Guru menyapa siswa
Guru bertanya tentang kondisi siswa
Menyanyikan lagu
b. Kegiatan Inti
Guru bertanya kepada siswa tentang kata-kata terkait tema
Guru mengajarkan kata-kata terkait tema menggunakan Multi Media

VCD.
Gutu mengucapkan kata kata tersebut.
Siswa menirukan ucapan guru bersama-sama.
Guru menyuruh siswa untuk mengulangi kata-kata tersebut bersama-

sama.

69

 Guru mengucapkan kata-kata tersebut sekali lagi.

Siswa menirukan ucapan guru bersama-sama sekali lagi.
c. Kegiatan Penutup
Guru menanyakan kesulitan siswa selama proses belajar.
Guru menyuruh siswa untuk maju ke depan lalu mengucapkan kata-

kata tersebut.
Gutu memeberikan permainan terkait dengan teama.
5. Sumber Belajar

: Multi Media VCD

6. Penilaian

e. Teknik

: Oral Test

f. Prosedur

Awal

pembelajaran,

selama

proses,

dan

akhir

pembelajaran.
g. Bentuk

: Mengucapkan kata-kata terkait tema.

h. Instrumen

: Multi Media VCD.

Semarang, November 2008

Guru Praktikan

Arum Nisma Wulanjani

22011404027

67

68

68

Appendix 4

Pre-test and Post-test Items

1. Apple
2. Banana
3. Grapes
4. Star fruit
5. Pineapple
6. Elephant
7. Rabbit
8. Monkey
9. Butterfly
10. Mouse

68

69

69

Appendix 5
Cycle I Test Items

1. Apple
2. Banana
3. Grapes
4. Star fruit
5. Pineapple
6. Orange
7. Mango
8. Watermelon
9. Coconut
10. Papaya

69

70

70

Appendix 6

Cycle II Test Items

1. Elephant
2. Rabbit
3. Monkey
4. Butterfly
5. Mouse
6. Frog
7. Lion
8. Tiger
9. Cat
10. Dog

70

71

71

Appendix 7
The Result of the Students Pre-test

No.
Students Code
A 01
1.
A 02
2.
A 03
3.
A 04
4.
A 05
5.
A 06
6.
A 07
7.
A 08
8.
A 09
9.
A 10
10.
A 11
11.
A 12
12.
A 13
13.
A 14
14.
A 15
15.
A 16
16.
A 17
17.
A 18
18.
A 19
19.
A 20
20.
A 21
21.
A 22
22.
A 23
23.
A 24
24.
A 25
25.
A 26
26.
Total of the students : 26

Mean

71

Score
4
4
3
3
5
4
3
8
3
5
3
7
3
4
2
3
2
6
4
5
5
7
6
3
4
4
110

%
40
40
30
30
50
40
30
80
30
50
30
70
30
40
20
30
20
60
40
50
50
70
60
30
40
40
1100

4.23

42.30

72

72

Appendix 8
The Result of the Students Cycle I Test

No.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.

Students Code
A 01
A 02
A 03
A 04
A 05
A 06
A 07
A 08
A 09
A 10
A 11
A 12
A 13
A 14
A 15
A 16
A 17
A 18
A 19
A 20
A 21
A 22
A 23
A 24
A 25
A 26
Total of the students : 26

Score
6
7
6
7
8
7
7
7
7
8
8
8
7
8
8
7
8
8
7
8
8
9
9
7
6
7
193

%
60
70
60
70
80
70
70
70
70
80
80
80
70
80
80
70
80
80
70
80
80
90
90
70
60
70
1930

Mean

7.42

74.23

72

73

73

Appendix 9

The Result of the Students Cycle II Test

No.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.

Students Code
A 01
A 02
A 03
A 04
A 05
A 06
A 07
A 08
A 09
A 10
A 11
A 12
A 13
A 14
A 15
A 16
A 17
A 18
A 19
A 20
A 21
A 22
A 23
A 24
A 25
A 26
Total of the students : 26

Score
7
8
8
8
7
8
8
8
8
8
8
9
8
8
8
8
9
9
8
7
8
9
9
8
7
8
209

%
70
80
80
80
70
80
80
80
80
80
80
90
80
80
80
80
90
90
80
70
80
90
90
80
70
80
2090

Mean

8.03

80.38

73

74

74

Appendix 10

The Result of the Students Post-test

No.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.

Students Code
A 01
A 02
A 03
A 04
A 05
A 06
A 07
A 08
A 09
A 10
A 11
A 12
A 13
A 14
A 15
A 16
A 17
A 18
A 19
A 20
A 21
A 22
A 23
A 24
A 25
A 26
Total of the students : 26

Score
7
9
7
6
8
7
8
8
9
8
7
10
8
8
7
8
9
10
8
8
8
10
10
8
7
8
211

%
70
90
70
60
80
70
80
80
90
80
70
100
80
80
70
80
90
100
80
80
80
100
100
80
70
80
2110

Mean

8.11

81.15

74

75

75

Appendix 11

The Comparison Result of the Pre-test and Cycle I Test

No.

Students Code

1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.

A 01
A 02
A 03
A 04
A 05
A 06
A 07
A 08
A 09
A 10
A 11
A 12
A 13
A 14
A 15
A 16
A 17
A 18
A 19
A 20
A 21
A 22
A 23
A 24
A 25
A 26

Pre-test
Score
%

Cycle I Test
Score
%

4
4
3
3
5
4
3
8
3
5
3
7
3
4
2
3
2
6
4
5
5
7
6
3
4
4

40
40
30
30
50
40
30
80
30
50
30
70
30
40
20
30
20
60
40
50
50
70
60
30
40
40

6
7
6
7
8
7
7
7
7
8
8
8
7
8
8
7
8
8
7
8
8
9
9
7
6
7

Total

110

1100

193

Mean

4.23

42.30

7.42

75

60
70
60
70
80
70
70
70
70
80
80
80
70
80
80
70
80
80
70
80
80
90
90
70
60
70
1930
74.23

76

76

Appendix 12
The Score Analysis the Students Pre-Test
No.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.

Students Code
A 01
A 02
A 03
A 04
A 05
A 060
A 07
A 08
A 09
A 10
A 11
A 12
A 13
A 14
A 15
A 16
A 17
A 18
A 19
A 20
A 21
A 22
A 23
A 24
A 25
A 26

1
1
1
1
0
1
0
1
1
0
1
1
1
1
0
0
1
0
1
0
1
1
0
0
1
0
1

2
0
1
0
0
0
0
0
0
1
1
0
1
0
1
1
0
0
1
0
0
0
1
1
0
0
0

3
1
0
0
1
1
1
0
1
1
0
0
1
0
0
0
0
0
0
1
1
1
1
0
0
1
0

4
0
0
0
0
1
0
0
1
0
0
0
0
0
0
0
0
1
0
0
0
0
0
1
0
0
0
Sum

Score Per Item

5
0
0
0
0
0
0
0
1
0
0
0
0
0
0
0
0
0
0
0
0
1
1
0
0
0
0

76

Sum
6
1
1
1
0
1
0
1
1
0
1
0
1
0
1
1
0
0
1
1
1
0
0
0
0
1
1

7
0
0
0
0
1
0
0
1
0
0
1
0
0
0
0
0
0
1
1
0
0
1
1
0
1
0

8
1
0
1
1
0
1
1
1
0
0
1
1
1
0
0
0
0
1
1
1
1
1
1
1
1
1

9
0
0
0
1
0
1
0
1
0
1
0
1
0
1
0
1
0
1
0
0
0
1
1
0
0
0

10
0
1
0
0
0
1
0
0
1
1
0
1
1
1
0
1
1
0
0
1
1
1
1
1
0
1

4
4
3
3
5
4
3
8
3
5
3
7
3
4
2
3
2
6
4
5
5
7
6
3
4
4
110

77

65

Appendix 13
The Score Analysis the Students Cycle ITest
No.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.

Students Code
A 01
A 02
A 03
A 04
A 05
A 06
A 07
A 08
A 09
A 10
A 11
A 12
A 13
A 14
A 15
A 16
A 17
A 18
A 19
A 20
A 21
A 22
A 23
A 24
A 25
A 26

1
1
1
1
1
1
1
1
1
0
1
1
1
1
1
1
1
0
1
1
1
1
1
1
1
1
1

2
1
1
1
0
0
1
1
0
1
1
1
1
1
1
1
0
1
1
1
1
0
1
1
1
0
1

3
0
1
1
1
1
1
0
1
1
1
1
1
0
0
1
1
1
0
1
1
1
1
1
0
1
1

4
0
0
0
1
1
0
1
1
0
1
0
0
1
1
0
1
1
0
0
0
1
1
0
0
0
0
Sum

Score Per Item

5
1
0
1
0
1
0
0
1
0
0
1
1
0
1
1
0
0
1
0
1
1
0
1
1
0
1

65

Sum
6
0
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
0

7
0
0
0
0
1
0
1
1
1
1
1
0
1
1
0
1
1
1
1
1
0
1
1
1
1
0

8
1
1
1
1
1
1
1
0
1
0
1
1
1
0
1
0
1
1
1
1
1
1
1
0
1
1

9
1
1
0
1
0
1
0
1
1
1
0
1
0
1
1
1
1
1
0
0
1
1
1
1
0
1

10
1
1
0
1
1
1
1
0
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1

6
7
6
7
8
7
7
7
7
8
8
8
7
8
8
7
8
8
7
8
8
9
9
7
6
7
193

78

65

Appendix 14
The Score Analysis the Students Cycle IITest
No.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.

Students Code
A 01
A 02
A 03
A 04
A 05
A 06
A 07
A 08
A 09
A 10
A 11
A 12
A 13
A 14
A 15
A 16
A 17
A 18
A 19
A 20
A 21
A 22
A 23
A 24
A 25
A 26

1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1

2
1
0
1
0
0
1
1
0
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1

3
1
1
1
1
1
1
0
1
1
1
1
1
0
1
0
1
1
1
1
1
1
1
1
0
1
1

4
0
1
1
1
0
0
1
1
0
1
0
1
1
0
1
1
1
0
1
0
0
1
0
1
0
1
Sum

Score Per Item

5
0
0
1
0
1
0
0
1
0
1
0
1
0
1
1
0
0
1
0
0
1
0
1
1
0
1

65

Sum
6
1
1
1
1
1
1
1
1
1
1
1
1
1
1
0
1
1
1
1
1
1
1
1
1
1
0

7
0
1
1
1
1
1
1
1
1
0
1
0
1
1
1
1
1
1
1
1
0
1
1
1
1
0

8
1
1
1
1
1
1
1
0
1
0
1
1
1
0
1
0
1
1
1
1
1
1
1
1
1
1

9
1
1
0
1
0
1
1
1
1
1
1
1
1
1
1
1
1
1
0
0
1
1
1
1
1
1

10
1
1
0
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
0
0
1

7
8
8
8
7
8
8
8
8
8
8
9
8
8
8
8
9
9
8
7
8
9
9
8
7
8
209

79

65

Appendix 15
The Score Analysis the Students Post-Test
No.

Students Code

1.
2.

A 01
A 02

1
1
1

3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.

A 03
A 04
A 05
A 06
A 07
A 08
A 09
A 10
A 11
A 12
A 13
A 14
A 15
A 16
A 17
A 18
A 19
A 20
A 21
A 22
A 23
A 24
A 25
A 26

1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1

2
1
1

3
1
1

4
0
1

1
1
1
0
1
1
1
1
1
1
1
0
1
1
1
1
1
1
1
1
1
1
0
1

1
0
1
1
1
1
1
1
0
1
1
1
0
0
1
1
1
0
1
1
1
0
1
0

1
1
1
1
0
0
0
0
1
1
1
1
0
0
1
1
0
1
0
1
1
1
0
1
Sum

Score Per Item

5
6
0
1
0
1
0
0
0
0
1
1
1
0
0
1
0
0
1
1
1
1
0
0
0
1
1
1
0
0

65

1
0
0
1
1
1
1
1
1
1
0
1
1
1
0
1
1
1
1
1
1
0
1
1

Sum
7
0
1

8
1
1

9
1
1

10
1
1

0
0
1
1
0
0
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1

0
1
1
0
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1

1
1
1
1
1
1
1
1
1
1
1
1
0
1
1
1
1
1
1
1
1
1
1
1

1
1
1
1
1
1
1
1
0
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1

7
9
7
6
8
7
8
8
9
8
7
10
8
8
7
8
9
10
8
8
8
10
10
8
7
8
211

80

65

66

Appendix 16
The Score Analysis of the Questionnaire
No.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.

Students Code

A 01
A 02
A 03
A 04
A 05
A 06
A 07
A 08
A 09
A 10
A 11
A 12
A 13
A 14
A 15
A 16
A 17
A 18
A 19
A 20
A 21
A 22
A 23
A 24
A 25
A - 26
Total

1`
3
3
3
3
3
2
3
3
3
3
3
3
3
3
3
1
3
3
3
3
3
3
3
3
3
3
75

Score per item

2
3
4
3
3
2
3
2
2
3
3
3
2
2
3
2
3
3
3
3
2
2
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
2
2
3
2
3
3
2
3
3
3
3
3
2
2
3
3
3
3
3
3
3
3
3
3
3
2
3
3
3
2
3
2
3
2
2
3
2
71
75
71

5
2
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
2
3
3
3
3
74

13
14
15
13
14
13
14
15
15
15
15
15
15
14
13
12
15
14
14
15
15
14
14
14
13
13
366

Mean

2.9

2.7

2.8

14.07

66

2.9

2.7

Total