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THESIS
Submitted to the Board of Examiners as a Partial Fulfillment
Of the Requirements for the Degree of Sarjana Pendidikan Islam (S.Pd.I)
In English and Education Department
Arranged by:
YUNITA WIDYAWATI
11306091
ABSTRACT
Yunita Widyawati : THE USE OF DORA THE EXPLORER CARTOON MOVIE
TO IMPROVE STUDENTS' VOCABULARY MASTERY(A Classroom
Action Research of Fourth Year Students of SD Negeri I Selodoko in
Academic Year of 2009/2010)
Teaching English in elementary school is introducing English as the first foreign
language to elementary school students in order to be able to communicate
simple English, So the teacher of elementary school should have appropriate
method in teaching English . This study is focused on the method of teaching
vocabulary by using of Dora the Explorer Cartoon Movie to improve students
vocabulary mastery. The method of research used in this study is action research.
From this study, Researcher could take the conclusion that there was a significant
difference between pre test and post test,The mean of post test is greater than the
mean of pre test both in cycle I and cycle II. In cycle I is 5,6 and cycle II is 7,6.
Both of them is greater than t-table with n =31 is 2, 04. The role of media is very
important to increasing achievement vocabulary mastery. Therefore, to help the
students to remember vocabulary and practice in learning language, So,they will
study vocabulary more easy and not bored in learning language .So,they
understand and memorize the lesson. It is one of solution to be used as
appropriate method in teaching learning proses.
Keyword :Vocabulary Mastey,Cartoon Movie, Elementary School.
CHAPTER I
INTRODUCTION
A. Background of Study
English is an international language which is used by many people in
the world to communicate among nations either in spoken and written. Thus, it
is not surprising that the teaching of English is carried out in many parts of the
world. Seeing that English is an international language, our government has
stipulated that English becomes the first foreign language in Indonesia. So,
English has been given more special attention. Nowadays, we can see that
English is not only taught at Junior High School, Senior High School and
Vocational School, but also at Elementary School as a local content. This is a
new step for the national education in Indonesia (Depdiknas, 2004:1).
The function of teaching English in Elementary School is to introduce
English as the first foreign language to Elementary School students in order to
be able to communicate in simple English, and then to motivate them to be
ready and self confident in learning English at higher level of education. The
material consists of spelling, listening, vocabulary, writing, reading and
functional skills as the basis to get simple language skill.
Vocabulary is one of the English components which has to be mastered
and acquired by students in learning new language (Allen, 1983:5). It gives
one reason for the emphasis on vocabulary in English learning.
That is why teachers need to choose one of various techniques that are
best for students. According to Gerlach (1975:187), techniques are the ways
and means adopted by a teacher to direct the learners' activities toward an
objective. Techniques are the tools of the teacher. The effective teacher has a
multitude of techniques and must be prepared to select the one, which will be
efficient in leading the learners to the desired terminal behaviour. Techniques
are means for reaching an objective and can be part of expository or inquiry
approaches.
Notion (1997:243) states that a good vocabulary teaching technique
does the following things:
1. It interests the learners
2. It makes the learners give attention to the form, meaning or use of words
3. It gives chance for repetition.
Based on the principles above, the writer tries to contribute her idea to
the teaching of English. Later on, she hopes that it will be useful for her fellow
teachers. The writer wants to conduct an experiment on the use of movie
entitled Dora The Explorer as an alternatives technique to improve the
vocabulary mastery for the students. The elementary school students are given
something new and different from what they usually get in class. Through this
study, the writer wants to find out a new teaching technique to increase the
quality of English teaching process in elementary school.
That is why the writer would like to apply a new teaching methodology to
teach English in this school by using a cartoon movie entitled The Use Of
Dora The Explore Cartoon Movie To Improve Vocabulary Mastery
(Classroom Action Research of Fourth Year Students of SD Negeri I
Selodoko in Academic Year of 2009/2010).
B. The Statement of the Study
This research will help to find out the best method for teaching
vocabulary.
b. For the student
E. Hypothesis
1. There is an influence of using Dora the Explorer cartoon movie to improve
vocabulary mastery.
2. There is a significant correlation of using Dora the Explorer Cartoon
movie to improve vocabulary mastery.
word with a similar form and being able to judge if the word form
sounds right or looks right.
b. Productive vocabulary
Knowing a word involves being able to pronounce the word,
how to write and to spell it, how to use it in grammatical pattern along
with the word in usually collocates with it, it also involves not using
the word too often if it is typically a low frequency word and using it
in a suitable situation using the word to stand for the meaning it
represent and being able to think of suitable substitutes for the word if
there is any (ISP Nation, 1990:29).
G. Thesis Outline
CHAPTER I
Theoretical Review,
Elementary
School,
of
Vocabulary,
CHAPTER V
BIBLIOGRAFI
APPENDIX
CHAPTER II
THEORETICAL FRAMEWORK
B. Definition of Vocabulary
Vocabulary is the total number of words, which make up the language.
It can be defined, roughly, as the words we teach in the foreign language
(Hornby, 1985:956).
Vocabulary is central to language and of critical importance to typical
language learner. Without it, ones cannot communicate effectively or express
their ideas in both oral and written forms. If they do not know how to enrich
their vocabulary, for example they often gradually lose interest in earning.
Vocabulary is basic for communication. If acquirers d not recognize the
meaning of the key words used by those who address them, they will be
unable to participate in the conversation. It is
the
school must master English vocabulary and its grammatical rules to make
good communication with the other people.
Vocabulary is very important to be learned, because it is one of the
elements of language that should be learned and taught. It cannot be denied,
that it will be hard to master language without mastering or understanding
certain number of vocabularies. It is also as an essential component of reading
proficiency ( Richards and Rodgers:94).
There are some experts who gives explanations about how important
vocabulary is. The first is refers in David Nunan's book Language Teaching
Methodology a Textbook for Teacher. He says that acquisition of an adequate
vocabulary is essential for successful second language use because without an
extensive vocabulary we will be unable to use the structure and functions we
may have learned for comprehensible communication ( Fauziati, 2005:157).
Vocabulary mastery is one of the components to mastery English as
foreign language. It means that the student have ability in understanding and
using the words and meaning. The student not only know the word, but also
their meaning. It also plays an important part in English skill. The larger
vocabulary student master the better they perform their language. By having
a limited vocabulary the students will find difficulties in mastering English
skill.
C. Teaching Vocabulary
Broadly speaking, Finocchiaro (1974:73-74), says that there are
several premises and comments related to the teaching of vocabulary. Those
are:
1. Should be given in one lesson,while words about food in another.
2. If possible, the vocabulary items should be centered about one topic.
3. If a familiar word is met in a new context, it should be taught again and
practiced. A review or mention of the vocabulary should be taught in
normal speech utterances.
4. New vocabulary items should be inroduced in known stuctures.Words
about part of body know meaning of the word should be made so that the
students will understand the contrast. Whenever possible, only one
conttext should be taught at one time.
5. Vocabulary item should be taught in the same way that the teacher teaches
everthing else. She or he gives the students an understanding of the
meaning in many ways. She or he dramatizes, illustrates using her or him
the students, shows pictures, and uses any appropriate media and methods.
6. Vocabulary items should be reintroduced many times with all the
structures and all the situations in which they can logically be used.
7. The students should be encouraged to learn and use nouns, verbs,
adjectives and adverbs that contain the same root. In this phases, the
teacher may help them prepare four coulomb word charts.
Beside the principles above, the writer adds that the teaching
vocabulary should relate to the topic discussed according to the curriculum of
SDN 1 Selodoko.
b. Audio recorder
Recording are made of magnetic tape on disc or on motion
picture soundtracks. These are the actual events or sound effects
reproductions.
c. Motion picture/video tape recorder
They are moving images produced in color black or white
from live action or graphic representation. Objects or events can be in
normal, slow, time lapse or stop motion.
d. Real things
They include people, events, objects and demonstration. Real
things are actual objects or events. Simulation is a copy of real
situation designed to be as similar as possible to the actual events.
e. Programmed computers-assisted instruction
They are the sequences of information (verbal, visual or audio)
designed to elicit predetermined responses. The most common
examples are programmed text book or instructional program prepared
for computers.
Visual aids are the things that help the teacher implant the idea of
what is presented in the mind of the students (Brown, 1964:7). The term
visual aids can be interpreted as many substances which play an important
role in teaching and learning process. They help students to master the
material which are presented by the teacher more easily. Audio visual aids
can also be defined as any material which is employed as a vehicle to
c. Price
Before buying certain visual aids, a teacher should consider
whether the cost or money is in accordance with the educational result
derived from its use.
d. Circumstances of use
In choosing an audio visual aid, a teacher should take into
account the environment (school) where he teaches. He should think
whether the aid would function effectively in that environment
that are made up of a sequence of images displayed one after the other.
Animations are created for entertainment, ad banners as well as
instructional sequence. Cartoon movie is the illusion of motion created by
the consecutive display of images of static elements. In the film and video
production, this refers to techniques by which each frame of a film or
movie is produced individually. These frames may be generated by
computer or by photographing a drawn or painted image, or by repeatedly
making a special animation camera. When the frames are strung together
and resulting film is viewed, the is an illusion of continuous movement
due to phenomenon known as persistence of vision (http:www.answer.
com/topic/animation 1 april 2010 ).
Lynne
said:
However, I believe that words do have a special significance for
children learning a new language. The word in recognizable linguistic
unit and for children in their first language and so they will notice
words in the language by showing them object that can be seen and
touched, and that have single word label in the firs language. From
their earliest lessons, children are encouraged to think of new
language as a set of words; although of course this may not be the only
way they think of it (Lynne, 2001:7).
Kemp (1963:3-4) lists the function of media in general or audio visual
aids in particular and their contribution to a language learning as follow:
1. The instruction can be more interesting
Audio visual aid can attract the students' interest especially those of
English learners. If they are interested, they will give much attention to
what is being taught or discussed. They will be curious to know about the
lesson. this can lead to an interesting language learning processes.
2. Learning becomes more interactive
Many activities can be created through applying visual aids in
teaching learning processes, for example watching English program on
television, that activity is relatively more interesting than the activity of
listening or writing the teacher explanation.
3. The quality of learning can be improved
If there is a good preparation of using visual aids, it will be
possible for the teacher to crate a good language learning in which the
students' participation is dominant. As a result, the students' knowledge
and skill can be improved.
4. The positive attitudes of students towards what they are learning and to the
learning process it self can be enhanced
The purpose is should mean to simplify instruction. They should
not make the process of teaching and learning more complicated.This
means that the teacher more easy if they teach the lesson for students.
CHAPTER III
RESEARCH METHODOLOGY
Total
Condition
Classroom
Fine
Headmaster room
Fine
Fine
Living room
Fine
Library
Fine
Toilet
Fine
1
2
3
4
5
6
Figure. 3.1
Organization structure of SD N 1 Selodoko
HEADMASTER
Class I
Class III
Class IV
Committee
Class VI
Class II
Teacher
Relegion
Class V
Teacher
Javanes
Teacher
English
Administration
Teacher
Sport
Gardener
Students
4. Teachers Condition
Table 3.2 Teacher of SD N 1 Selodoko
NO
NAME
STATUS
EDUCATION
Head Master
S1
Mulyono,S.Pd
Teacher
D2
Bilngun
Teacher
D2
Teacher
S1
Supadmo, Ama.Pd
Teacher
D2
Teacher
D2
Teacher
D2
Joko Lestari,S.Pd.I
Teacher
S1
Jiman
Gardener
SD
5. Students Condition
The number of students in SD N 1 Selodoko
Grade
Class 1
Male
18
Class 2
25
Class 3
20
Class 4
Class 5
Class 6
Female
14
Total
20
38
34
16
36
17
31
18
14
32
15
14
29
Students number
1367
Agus Setyoko
1370
Ahmad Salim
1390
Sumarno
1406
Anfarida
1410
Doni Priyadi
1412
Erna Yulianti
1414
Harsono
1417
Laras Hati
1428
Nurul Hidayah
Name
Sex
No.
Students number
10
1434
Andri Wijayanto
11
1435
AnggunSetyoningrum
12
1436
Anggita Mukaromah
13
1437
14
1040
Desi Saputri
15
1443
16
1444
Endah Sulistiyowati
17
1445
Faizal Afandi
18
1446
19
1447
Galuh Anggita D
20
1448
21
1449
Imam Muhammad A
22
1453
Joko Lestanto
23
1454
24
1456
Muhammad Bagas
25
1459
Nurul Ainiah
26
1461
Ratih milianasari
27
1462
28
1463
Rismanto
29
1465
Tiyas setyorini
30
1468
Veri indrawan
31
1469
Widiastuti
C. Method of Research
Name
Sex
incidence and frequency, that are said to matter (Brannen, 1993; 5).
Qualitative methods have been typically associated with analytic induction
(1993; 6)
action, observation and reflection before revising the plan, they are:
1. Planning
the partner of researcher. Beside that the researcher will analyze the result
of pre test and post test to know whether the students vocabulary
improves or not.
4. Reflection
E. Model Of Research
The model which is used in implementation of this research is below;
Figure 3.2 : Action Research Protoco
2. Document
The researcher need documents to know about the situation of
school and data about students. Documents include not only the official
organizational papers, reports, brochures but also the more work-a-day,
work plans, and materials. Even more, transitory are the notes and
instructions chalked onto the blackboard/whiteboard/flipchart which can
be recorded as 'documentary' evidence of the work of a committee, or
classroom observation
1. Observation
Descriptive technique
A descriptive technique is used to know the students behavior
Statistical technique
A statistical technique is used to know is there any influence to the
students vocabulary or no from the result of pre test and post test. This
research is calculated by t-test analysis. The steps are below:
D =
X2 X1
n
Where,
D = difference between pre test and post test
D2
SD
D2
n1
Where,
S D = Standard deviation for one sample t-test
c. T-test
After calculate the SD, the researcher will calculate t-test to know is
there any significant differences or no between pre test and post test
T-test
D
SD
Where,
S D = Standard deviation for one sample t-test
H. Pra Research
1.
Planning
The researcher will do pra research before implement the
research. In pra research, the researcher will observe the situation of the
students in teaching learning process. The researcher will observe how is
the teacher teach and how are the students behavior. The researcher
prepares sheets for observation.
2. Class Observation
The researcher will observe the teaching learning process and
make field note. The teacher begin the lesson with giving question to the
students that have a relation with the theme. There are a few students who
answer the teacher question. Others students just keep silent.
Teacher gives example the way to understand vocabulary. And
asked to the students to listen and notice this movie so that they
CHAPTER IV
TEACHING IMPLEMENTATION AND DATA ANALYSIS
In this research, the data consist of pre-test, post-test and field note. The
data of pre-test and post-test will display the improvement of the students mastery,
how far is the acquiring of the vocabulary by watching Dora The Explorer cartoon
movie. Beside that, field note will display the students' ability to understand in the
teaching-learning process.
The action of this research consists of cycle I and cycle II. Pre-cycle is
explained in Chapter III, before the researcher doing the research. The pre-cycle is
done to know the method in the teaching learning process. Therefore, the
researcher can prepare the steps in each cycle.
A. Cycle I
1. Planning
Before doing the research, the researcher prepares the instruments
of research. They are:
1. Lesson plan
2. Materials (Dora The Explorer cartoon movie)
3. Teaching aids (laptop, speaker, movie)
4. Sheet of classroom observation
5. Tests (pre-test and post-test).
answered I dont know mom. After that the teacher explained about blue
berry hill is bukit bluebeery. Then the teacher ask to the student, Have you
ever saw blueberry student? There is one of student answered I have ever
saw in televition mom. After that the teacher explained about taste of
blueberry is delicious. The situation in class is not conducive while some
of the student laughed when one of them said wrong decious and than
the teacher corrected the word.
Finally Dora and Boot arrived in Blueberry hill. Then Dora and
Boot strum blueberry tree counted one, two, three four until fifteen. After
that the teacher concluded that Dora and Boot must through forest then
river and the last is hill to get blueberry. Then the teacher gave post test to
the student. The post test is done for about 20 minutes. After that all of
students submitted their post test. The teacher ask whether the difficult
students, All of student answered no mom.
3. Observation
In the first cycle, the researcher takes a field note from her partner
which has been written above by monitoring the students' activity and to
know the students' ability in understanding vocabulary. In addition,to
know that there is a significant improvement or not, the researcher will
analyze by using t-test calculation. The researcher will show the data
presentation of pre-test and post-test before analyzing t-test.
Score of pre-test
No
Score of post-test
No
Score of pre-test
No
Score of post-test
7,3
4,6
3,6
4,6
5,3
4,6
6,6
6,6
4,6
7,3
5,3
5,3
10
4,6
10
4,6
11
11
8,6
12
3,3
12
13
4,6
13
14
14
15
15
4,4
16
16
5,3
17
3,6
17
4,6
18
18
5,3
19
19
6,6
20
20
6,6
21
3,6
21
22
4,6
22
5,3
23
4,6
23
24
3,3
24
25
3,3
25
26
26
5,3
27
4,6
27
5,3
28
28
7,6
29
29
9,6
30
4,6
30
7,4
31
31
9,3
= 145
= 184
From the data above, the researcher will calculate t-test to know
whether Dora The Explorer cartoon movie gives significant differences
between pre-test and post-test mean. The process of statistical analysis by
using t-test is as follows:
a. Calculate t0 value
The steps are as follows:
1. Prepare the table from the result of pre-test and post-test to get D
and D2
Table 4.2 The Data of t-test Calculation
No Score of pre-test Score of post-test Post-Pre (D)
D2
7,3
3,3
10,89
4,6
0,6
0,36
3,6
0,4
016
4,6
5,3
0,7
0,49
4,6
-0,6
0,36
6,6
6,6
4,6
7,3
2,7
7,2
5,3
2,3
5,29
5,3
0,7
0,49
10
4,6
4,6
11
8,6
0,6
0,36
12
3,3
-0,3
0,09
13
4,6
3,4
11,56
14
16
15
4,4
-0,7
0,49
16
5,3
1,3
1,69
17
3,6
4,6
18
5,3
1,3
1,69
19
6,6
1,4
1,96
D2
20
6,6
2,6
6,76
21
3,6
0,4
0,16
22
4,6
5,3
0,7
0,49
23
4,6
1,4
1,96
24
3,3
1,7
2,89
25
3,3
1,7
2,89
26
5,3
1,3
1,69
27
4,6
5,3
0,7
0,49
28
7,6
3,6
12,96
29
9,6
1,6
2,56
30
4,6
7,4
2,7
7,29
31
9,3
1,3
1,69
145
184
41,8
101,65
D
D
SDD =
101,65
41,8
31 31
2
3,2790
1,35
3,2790
1,8225
= 1,4565
= 1,2068
3. Calculate t0
t0
=
SD D
N 1
41,8
31
= 1,2068
30
1,35
= 1,2068
5,5
1,35
= 0,21942
= 6,15
b. Giving interpretation t 0
1) Calculate df
df = n 1
= 31 1
= 30
2) Consult with t-table value
With df = 30, the value of t with degree of signification of 5% is
2,04.
3) Comparing t0 with tt
t0 = 6,15 is greater than tt with degree of signification of 5%.
4) Conclusion
B. Cycle II
1. Planning
The teacher told the students that day we watched Dora The
Explorer Cartoon movie, But the title is very different with yesterday. The
title is Dora Save the prince. She asked the student to listen and pay
attention this movie if any difficult the students can ask to the teacher. This
movie storied about Dora and Boot save the prince from the witch.
Then Dora and boot check the map to find out how to get to the high
tower. Finally the know how to get the high tower. They go to through the big
gate. The teacher ask to the student whether the student know the big gate.
Then most of student just silence. After that the teacher explained about big
gate is gerbang besar. After Dora and Boot through the big gate, They go
through the Crocodile lake . The teacher ask to the student whether the student
know Crocodile, There is one of student answered crocodile is buaya. Then the
teacher explained about Crocodile live in lake. After Dora and Boot thought the
Crocodile lake, They go thought high tower. Then the teacher ask to the
students whether the students know high tower, Then the student answered I
dont know mom. After that the teacher explained about blue high tower is
menara yang tinggi . Then the teacher ask to the student, Have you ever saw
crocodile student? There is one of student answered I have ever saw in zoo
mom. After that the teacher explained about animal . The situation in class is
not conducive while some of the student laughed when one of them said wrong
amimal and than the teacher corrected the word.
The Dora and Boot arrived in high tower to save the prince from
witch. Finally the prince is out of tower. After that the teacher concluded
that Dora and Boot must through big gate and crocodile lake then high
tower to save the prince. Then the teacher gave post test to the student.
The post test is done for about 20 minutes. After that 20 minutes the
teacher said time is up and students submitted their post test. The teacher
ask whether the difficult students, All of student answered no mom.
3. Observation
In the second cycle, the researcher also gets the field note from his
partner which monitoring the students' activity in the action, and know
students' ability in understanding vocabulary.
In cycle II, the students must difficult to understand vocabulary,
but the results of pre-test and post-test are better than the result in cycle I.
Before analyzing the data, the researcher will show the result of pre-test
and post-test in cycle II.
Table 4.3 Pre-test and Post-test Score
No
Score of pre-test
No
Score of post-test
7,3
5,6
7,3
6,6
6,6
7,3
8,6
6,3
7,6
6,6
5,3
6,6
6,3
8,3
10
6,6
10
11
7,3
11
8,6
12
7,3
12
6,6
13
6,6
13
8,6
14
14
7,6
15
15
6,6
16
6,6
16
17
17
18
5,3
18
6,6
19
6,6
19
8,6
No
Score of pre-test
No
Score of post-test
20
6,6
20
8,6
21
21
7,3
22
22
8,6
23
5,3
23
8,3
24
6,6
24
7,6
25
5,6
25
7,6
26
26
7,6
27
6,6
27
7,6
28
6,6
28
29
29
9,3
30
30
31
31
9,3
= 189
= 235,9
D2
7,3
2,3
5,29
5,6
7,3
1,7
2,89
6,6
6,6
D2
7,3
8,6
1,3
1,69
6,3
2,3
5,29
7,6
2,6
6,76
6,6
0,6
0,36
5,3
6,6
1,3
1,69
6,3
8,3
10
6,6
-1,6
2,56
11
7,3
8,6
1,3
1,69
12
7,3
6,6
-0,7
0,49
13
6,6
8,6
14
7,6
1,6
2,56
15
6,6
1,6
2,56
16
6,6
1,4
1,96
17
18
5,3
6,6
1,3
1,69
19
6,6
8,6
20
6,6
8,6
21
7,3
2,3
5,29
22
8,6
4,6
21,16
23
5,3
8,3
24
6,6
7,6
25
5,6
7,6
26
7,6
1,6
2,56
27
6,6
7,6
28
6,6
1,4
1,96
29
9,3
1,3
1,69
30
31
9,3
1,3
1,69
189
235,9
47,5
107,83
D
D
SDD =
107,83
47,5
31 31
1,53
3,4783
3,4783
2,3409
= 1,1374
= 1,0664
3. Calculate t0
t0
=
SD D
N 1
47,5
31
=
1,0664
30
1,53
= 1,0664
5,5
1,53
= 0,19389
= 7,89
4. Giving interpretation t 0
a. Calculation of df:
df = n 1
= 31 1
= 30
b. Consult with t-table value
With df = 30, the value of t with the degree of signification of
5% is 2,04.
c. Comparing t0 with tt
t0 = 7,89, therefore is greater than tt with the degree of
signification of 5%. If t 0 is the same or greater than tt so null
hypothesis is rejected.
Statement:
1) If the result of t-test in the calculation is greater than t-table, so h0
(null hypothesis) is rejected.
2) t-table with n = 31 is 2,04
3) 7,89 > 2,04
4) t-test calculation is greater than t-table.
So, h0 is rejected. Therefore, there is a significant difference
between pre-test and post-test.
From the above statement, the researcher sees that the mean
between pre-test and post-test has a significant difference, where posttest is greater than are test. It shows that Dora The Explorer cartoon
C. Discussion
From the analysis of result of action in cycle I and cycle II, it shows
that there is an improvement of students' vocabulary. The improvements are as
follow:
1. The mean of pre-test in cycle I is 4,6 and increase 13% to become 5,9 in
post-test
2. The mean of pre-test in cycle II is 6,09 and increase 15 % to become 7,60
in post-test
3. The students' improvement from cycle I and cycle II can be seen on
following table.
Table 4.5 The Cycle I Students' Improvement
No
1
Students' Improvement
The students who are increase
Total
26
Percentage
84 %
2
3
3
2
10%
6%
Students' Improvement
Total
Percentage
28
2
1
90%
6%
4%
From the analyzed data above, we can see that teaching vocabulary by
using cartoon movie (visual) get better achievement .Therefore,The result of ttest shows that there is significance influence between pre test and post test in
cycle I and cycle II. And the result of post in cycle I and cycle II are greater
then pre test. It show that Dora the Explorer cartoon movie one of method to
improve vocabulary mastery and then media could help students interested to
the material and motivated the students in language learning.
The role of media very supported in teaching learning process. As we
know that many method to improve students vocabulary mastery. For
example the use of
this case to stimulation student. So the students enjoy joining these lessons.
CHAPTER V
CLOSURE
A. Conclusion
The researcher has done the classroom action research for two cycles
and she has analyzed the data. From the result of her analysis, the researcher
concludes that:
1. The use of Dora The Explorer cartoon movie in teaching learning process
gives positive effect to improve the students vocabulary and more easy to
understand the lesson. Beside that the students' vocabulary mastery have
learning proses so that the students not bore in lesson. The result between pre
test and post test, we will know that the students score in post test is greater
than pre test. Furthermore the result of t-test calculation in cycle I is 5,6 and in
cycle II is 7, 6. T-table with n = 31 is 2, 04. If t-table is same or greater than t-test
calculation, so the null hypothesis (Ho) is rejected. Ho is rejected, therefore there
is significance difference between pre test and post test mean.Finally, from
some statements above the researcher conclude that Dora The Exolorer Cartoon
Movie is appropriate for the fourth year students of SDN 1 Selodoko to improve
vocabulary mastery vocabulary.
B. Suggestion
Based on thee above conclusion, the writer gives several suggestions:
1. For the teacher
Teaching using audio-visual needs long preparation, so teachers
have to prepare it as well as possible.
The teaching of English should be started at the first grade in order
that the students can learn more about English and it can help them to
learn English in the next level.
BIBLIOGRAPHY
Kemp.Jerrod.
1963.
Planning
and
Producting
Audio
materials.Sanfransisco.California.Chandler Publishing Company.
Visual
Appendix II
Nama
:.......................
Choose the correct answer by crossing a, b, c, d ! (pilih jawaban yang tepat dengan
menyilang a, b, c, d .
1. Monyet in Engglish is . . .
9.
The taste of chicken noodle is very (Rasa
a. Eagle
mie ayam) . . .
b. Monkey
a. Big
c. Whale
b. Hot
d. Duck
c. Delicious
2. Jump means . . .
d. Beautiful
a. Melompat
10. Peta in engglish is . . .
b. Berlari
a. Map
c. Berdiri
b. Painting
d. Duduk
c. Book
3. This . . . lives in the river. (Buaya)
d. Pen
a. Cow
11. King means . . .
b. Cat
a. Rasa
c. Crocodile
b. Ratu
d. Camel
c. Tentara
4.
There is a . . .
d. Polisi
a. Chalk
12. The colour of leafs (Warna daun) is . . .
b. Ball
a. Green
c. Doll
b. Yellow
d. Hat
c. Red
5. The students make a note (Catatan) on
d. Brown
the . . .
13. Pohon in engglish is . . .
a. Book
a. Tree
b. Bag
b. Three
c. Chair
c. Take
d. Calender
d. Green
6. 7 + 4 = . . .
14. Please, Open the . . . (Pintu).
a. Eleven
a. Door
b. Ten
b. Telephon
c. Twelve
c. Lamp
d. Nine
d. Painting
7. Danau in Engglis is . . .
15. 3 + 4 = . . .
a. Lake
a. Seven
b. River
b. Ten
c. Sea
c. Six
d. Hill
d. Nine
8. Read means . . .
a. Membaca
b. Menulis
c. Menggambar
d. Sleep
Appendik I
Name
: ......................
Choose the correct answer by crossing a, b, c, d ! (pilih jawaban yang tepat dengan menyilang
b, c, d .
1. Wild animal usually lives in the . . .
8.
This is number . . .
a. Park
a.
Nine
b. Jungle
b.
Ninee
c. River
c.
Ten
d. Sea
d.
Eight
2. A : . . . is the Toba lake located?
9.
Look, That is a . . .
B : It is in Lombok.
a. Hill
a. What
b. Mountain
b. Who
c. Beach
c. Where
d. River
d. When
10. Dimanakah, lembah berada?
3.
Lool. That is a . . .
In engglish is . . .
a. Beach
a. Where is it ?
b. Valley
b. Where is the valley located ?
c. River
c. Where is the mountain ?
d. Mountain
d. Where is the sea located ?
4. Dimana sungai berada?
11. Fish may live in the . . .
In engglish is . . .
a. River
a. Where is it ?
b. Park
b. Where is the river located ?
c. Mountain
c. Where is the park ?
d. Jungle
d. Where is the sea located ?
12.
This is . . . color.
5. Merapi, Lawu, Kelud is kind of . . .
a. Blue
a. Mountain
b. Bluee
b. Sea
c. Brown
c. Park
d. Yellow
d. Waterfall
13. Where is the animal live ?
a. Forest
6.
Look, it is . . .
b. Valley
a. Valley
c. Sea
b. Mountain
d. River
c. Hill
14.
Look, That is a . . .
d. Sea
a.
Hill
b.
Mountain
7.
Look, The view
c.
Beach
is very . . .
d.
Forest
a. Ugly
15.
Look, That is . . .
b. Big
a. Sea
c. Smart
b. River
d. Beautiful
c. Hill
d. Valley