CHAPTER IV DATA DISPLAY AND DATA ANALYSIS
B. Data display and Data analysis
The researcher collected data using interview, observation and document review techniques. Based on the results of interviews, observations, and document review, data was obtained about the implementation of teaching vocabulary by using video as media in the third grade students of MI Tarbiyatul Islam with the following research results:
1. The Goals of Teaching Vocabulary by Using Video Media at Third Grade Students of MI Tarbiyatul Islam Kraksaan.
The goals of teaching vocabulary by using video media at third grade students according to Ms. Nadia as English teacher said were:
“Oh iya kalau tujuannya itu dengan menggunakan media video yang pertama itu supaya anak-anak jadi mudah mengingat karena saat pelajaran anak-anak fokus karna senang Jadi antusias dan sedikit kemungkinan bisa lupa. Hal yg menyenangkan itu bisa menjadi pengalaman yang bermakna buat mereka, terus ketika mereka sudah ingat mereka juga bisa menyebutkan hobi mereka dengan benar, lalu dengan mereka bisa menggunakannya di kalimat seperti dialog di keseharianannya mereka dengan percaya diri. Dan yang terakhir mereka dapat menjawab pertanyaan-pertanyaan yang berhubungan dengan hobi (Well, the main using video as media so the first is students will be easy to remember because when the children focus, happy, they will be enthusiastic and less likely to forget. The good thing can be a meaningful experience for them, and when they remember they can also mention their hobbies correctly, they use it in sentences such as dialogue in their daily activity with confidence. And the last is they can answer questions related to hobby.)“50
Based on the interview above, the goals of teaching vocabulary by using video as media was the students easy to remember the lesson because they can focus, happy and enthusiastic on it. The video as media can make learners fun and happy because nowadays is a digital era that a children doesn’t play around the house but they plays inside their house and holds their parents’ phone then searching video on YouTube. So, that’s why the teacher choose video as media. Then, the students could answer a question related the material that have been discussed such as pronounce and mention their hobby correctly and fluently. It means from the video they can hear correct pronunciation from the native speaker and they could see the real conversation on that video. The last is they could use the words or sentences on their real
50 Ms. Nadia, Interview, April 30, 2019.
life. So, the material which discuss in the classroom didn’t useless.
Therefore the students got something from it could implement it at the time they need to use it. So, that’s why as professional teacher, it’s better to know the students interest and developing era then the teacher knows how to purpose or design teaching and learning perfectly. The interview above was confirmed on lesson plan point A about the learning objectives that students were able to:
“a. Menyebutkan kosakata tentang hobby, b. Mengingat kosakata tentang hobby, c. Menjawab pertanyaan yang berhubungan dengan gambar-gambar tentang hobby, d.
Melakukan dialog sederhana tentang hobby.”
Based on the observation in the class, Ms. Nadia told about the goals of learning implicitly. She didn’t mention all the goals in lesson plan but the students got what Ms. Nadia means was. Ms. Nadia said they could mention their own hobby, and then hopefully remembered all the words about hobby and they could use in their daily activity.51
Based on the observation, interview and document review (lesson plan) above, the researcher concluded the goals as follow: first, students were able to mention vocabulary about hobby correctly, second, students were able to remember vocabulary about hobby happily, third, students were able to answer the question related to
51 MI Tarbiyatul Islam, Observation, May 15, 2019.
picture about hobby enthusiastically, and the last, students be able to use the vocabulary or sentences in their real-life.
2. The Material of Teaching Vocabulary by Using Video Media at Third Grade Students of MI Tarbiyatul Islam Kraksaan.
The material of teaching vocabulary by using video media at third grade students according to Ms. Nadia as English teacher was:
"Kalo untuk materi yang saya jelaskan ke siswa saya ya sesuai dengan buku yang disediakan oleh sekolah, saya menggunakan LKS dan buku paket, tetapi saya terkadang mencari refrensi lagi dari internet, dan materi yang diajarkan ini tentang kosa kata hobi, gerund dan dialog sederhana tentang hobi. (The material that I explained to my students was accordancing to the books provided by the school, I used LKS and textbooks, but sometimes I looked for references from the internet, and taugh about vocabularies of hobby, gerund, and simple dialogues about hobbies)"52
Based on the interview above, the researcher found three point about the material that discussed at third grade of MI Tarbiyatul Islam, those are 1. Vocabulary about hobby, 2. Gerund, and 3. A dialog about hobby. The teacher took the material from LKS book, textbook and sometimes the teacher took on the internet. But for this teaching vocabulary using video as media the teacher used LKS book with video from YouTube. As a good teacher, it is better to choose the good video that can easily to understand by the students and interesting.
The interview above is confirmed on lesson plan point B about the learning materials as follows:
52 Ms. Nadia, Interview, April 30, 2019.
“a. Vocabulary about hobby, b. Using gerund in sentences, c.
Short dialog about asking and giving information about hobby.
(a. Vocabulary about hobbies, b. Using gerund in sentences, c.
Short dialogue about asking and giving information about hobbies.")”
Based on the observations, the material taught was vocabulary about hobby such as reading, cooking, travelling and etc., and short dialog about hobby as like “what is your hobby?” “my hobby is reading” “what do you like?” “I like dancing” “when do you do your hobby?” “I dancing every Sunday.” The students answered with a variety of answers but most of them mention reading, swimming, dancing and playing football.53
The observation above was confirmed with the interview one of III B students, he stated:
“Tadi itu belajar tentang hobby terus disuruh nyebutin hobbynya satu-satu sama Ms. Nadia, sama belajar tentang gerund dan percakapan tentang hobi itu (I learned about hobbies and was told to mention our hobbies one by one with Ms. Nadia, and also we learned about gerund and conversation about hobby.)” 54
Based on the interview, document review and observation above, the researcher concluded the material into three point, first, vocabulary about hobby, second, the use of gerund in a sentence, third, asking and giving information dialog about hobby.
53 MI Tarbiyatul Islam, Observation, May 15, 2019.
54 M. Choky, Interview, May 15, 2019.
3. The Procedure of Teaching Vocabulary by Using Video Media at Third Grade Students of MI Tarbiyatul Islam Kraksaan.
The procedure of teaching vocabulary by using video media at third grade students of MI Tarbiyatul islam. Based on interview the researcher with teacher, the procedure of teaching vocabulary by using video as media in the class was as follows:
“Pertama siswa disiapkan dahulu lalu berdoa , kemudian siapkan buku LKS dan atk menjelaskan materi hobby dan menampilkan video melalui LCD yang berhubungan dengan hobby, dengan video tersebut diharapkan agar anak-anak termotivasi untuk belajar karena anak-anak akan mudah menyerap dan lama untuk dilupakan jika belajar menggunakan video. Lalu saya suruh mereka mengikuti apa yang saya ucapkan supaya mereka bagaimana cara pengucapan yang benar. Kemudian mengajukan pertanyaan-pertanyaan yang belum mereka fahami tentang materi yang dipelajari dan setelah semua paham, saya menunjuk salah satu dari mereka untuk mepraktekkan dialog dengan saya didepan kelas ini sebagai contoh. Baru setelah itu anak-anak di beri tugas untuk berdialog dengan teman sebangku mereka, yang pastinya dialog yang sudah saya ajarkan tentang what is your hobby?, when you do your hobby?. (First the students were prepared and then pray, after that prepared the LKS book and explained the material about and display the video via LCD that related to hobbies, with the video, I expected students were motivated to learn because they would be easy to absorb and long to forget if they learn use video. Then I told them to follow what I said so that they had the correct pronunciation. Then asked questions that they had not understood about the material and after all understand, I appointed one of them to practice dialogue with me in front of this class as an example. After that the children were given the task to dialogue with their peers, which of course the dialogue that I had taught about what is your hobby?, when did you do your hobby?)”55
55 Ms. Nadia, Interview, April 30, 2019.
Based on the interview above, firstly, the teacher checked students’ readiness, then prayed together. After that asked the students to open their book and prepared their stationary. The teacher explained the material about hobby such as vocabulary about hobby that include singing, dancing, swimming and et.al., gerund such as the explanation about gerund itself and using gerund in sentences. And the last explained about how to asking their friends hobby and answer the question about hobby. Secondly, while the teacher explained the material, the teacher played the video and hopefully it could motivated the students to study, they absorbed easily and hard to forget it. Thirdly, the teacher ordered the students to do repeatedly in order they could pronounced the word correctly. Then the teacher gave time to asking question about the material which wasn’t understand by the students.
The last is the teacher asked one of students to come forward and practiced the dialog with the teacher, in order other students could practice it with their tablemate. As professional teacher, it is better to make the procedure of teaching and learning become more effective.
The students will have good score and the teaching in the class will be success if the teacher can manage time properly.
The interview above was confirmed on lesson plan point D about the procedure of teaching vocabulary by using video as media as follows:
“a. Guru menjelaskan materi yang hendak di ajarkan kepada siswa sperti macam-macam kosakata tentang hobby dengan
sambil menanyakan hobby setiap siswa, penggunaan gerund dan dialog tentang hobby, b. Guru memutar video yang berkaitan dengan hobby agar meningkatkan motivasi siswa dan siswa bisa melihat dan mendengar lansung bagaimana cara penggunaannya sehari-hari, c. Guru meminta siswa utuk melakukan repetition dari apa yang guru katakan, dan dilakukan secara berulang-ulang sampai pengucapan mereka benar, d. Guru memberi contoh percakapan di depan kelas, lalu memberi siswa tugas untuk melakukan dialog yang sama dengan teman sebangku mereka masing-masing. (a. The teacher explains the material to be taught to students such as the kinds of vocabulary about hobbies while asking about each student's hobbies, using gerund and dialogue about hobbies, b. The teacher plays videos related to hobbies in order to increase the motivation of students and students can see and hear directly how to use them daily, c. The teacher asks students to do repetition of what the teacher said, and do it repeatedly until their pronunciation is correct, d. The teacher gives examples of conversations in front of the class, then gives students the task of having the same dialogue with their respective peers.)”
And also the same thing was stated by one of III B grade students, she stated:
“Biasanya kan bu guru cuma jelasin yang ada di buku LKS, tapi kemarin beda ada vidionya jadi senang, awalnya bu guru jelasin yang dibuku lalu ditanya hobinya satu-satu, terus di puterin video pake LCD, setelah itu belajar cara mengucapkan kata-kata yang benar diulang sampai kita bisa, terus kita disuruh tanya hobinya temen sebangku setelah itu ngerjakan tugas di buku. (Usually the teacher just explained what was in the LKS book, but yesterday was different, there was a videos that that made us happy, at first the teacher explained material on book was then asked our hobby, continued to monitor the video using LCD, after that learn how to say the right words repeated until we can, then we are told to ask his hobby of a friend of mine after doing the task in the book)”56
Based on the interview above, the teacher usually used textbook and LKS book only when teaching English. But the teacher used
56 Feni Nazilatul Maghfiroh, Interview, May 15, 2019.
different media in teaching vocabulary. The teacher used video as media and it made the students happy and fun. Firstly the teacher explained the material on LKS book and then the teacher asked the students’ hobby. Then the teacher played the video and the students learned how to pronounce the word on the video and repeat until they could pronounce well. The last is the teacher ordered the students to ask their tablemate hobby and to do the task on LKS book.
Based on observation, the procedure of teaching vocabulary by using video as media was as follow: Ms. Nadia asked students to open their book then told them about the material, while she asked students’
hobby to know students’ hobby and students’ pronunciation, after that Ms. Nadia played the video that related to the material. The videos’ title was Kids Vocabulary – Hobby and Interest. The students were really enthusiastic and happy in learning process and they knew how the use of vocabulary about hobby in the real life. When Ms. Nadia played video then she paused the video to ask about the meaning of words on that video, then ordered the students to pronounce the word. It was guided by the teacher by using repetition, Ms. Nadia pronounced words then the student repeated what Ms. Nadia said. Then she continued the video until the end.
After that Ms. Nadia gave a chance to the students to asking a question. Verly (students) asked about how to mention his father hobby, Ms. Nadia directly answer it with clear explanation. After that Ms.
Nadia asked Feny to come forward and have a simple dialogue with Ms.
Nadia, it is for example to other students. Then the last was the Ms.
Nadia gave command to have short dialog with their tablemate about asking and giving information about hobby, and suddenly the class became crowded and Ms. Nadia tried to make them calm.57 This was reinforced by picture of classroom situation contained in Appendix 6.
Based on the interview, observation, and document review about the procedure of teaching vocabulary by using video media at third grade students, the researcher concluded it into four point, the first was the teacher tell about the material such as vocabulary about hobby, the using of gerund in a sentence, and a short dialog. The second was the teacher play the video related to hobby with the title Kids Vocabulary – Hobby and Interest. The third was the teacher ask the students to repeat what the teacher said with see the words on the video.
The last was teacher give an example about dialog and the student pair with their tablemate to do the same dialog as teachers’ example.
4. The Evaluation of Teaching Vocabulary by Using Video Media at Third Grade Students of MI Tarbiyatul Islam Kraksaan.
The evaluation of teaching vocabulary by using video media at third grade students of MI Tarbiyatul islam. Based on interview the researcher with English teacher, state that:
57 MI Tarbiyatul Islam, Observation, May 15, 2019.
“Saya suruh mengerjakan soal di LKS mereka, kadang saja juga kasih soal ke mereka ditulis di papan, untuk hobi ini kan saya juga ingin tahu bagaimana pengucapan Bahasa inggrisnya jadi saya suruh mereka buat nyebutin satu persatu hobi mereka apa dan saling menanyakan hobby teman satu bangku mereka, jadi disitu juga mereka dapat nilai tambahan (I ordered the students to do an exercise on their LKS book, sometimes I wrote it on the with board, I want to know about the students pronunciation about vocabulary of hobby, so I ask them to mention their hobby one by one and they ask their friend hobby too, they will get additional score )”58
Based on the interview above, the evaluation that used by the teacher is the task on LKS book. And also oral test which asking students’ hobby and they did dialog with their tablemate. The teacher checked it with walked around the class to know students’
pronunciation and speaking skill. It could be plus score to the student who really did it. As professional teacher, it better to the teacher evaluates the students in different times. First meeting, the teacher evaluates the students understanding by giving task on their LKS book and then the second meeting it can be evaluate the students’
pronunciation or speaking skill. It is also the teacher can order the students to do some dialog in front of the class. In order they can prepare well the dialog and they can give best performance in the classroom.
Based on observation in the classroom Ms. Nadia asked about student hobby and also asked on of student her name is Feny to come forward and answered Ms. Nadia’s question about her hobby then she
58 Ms. Nadia, Interview, May 15, 2019.
answered it confidently but the pronunciation was less miserable, but Ms. Nadia gave her appreciated by saying “very good!”, and then Ms.
Nadia gave command to have short dialog with their tablemate about asking and giving information about hobby. And Ms. Nadia went around the class to know and assess how the students’ dialog were.
After that Ms. Nadia told them to do essay task on their LKS book, and after that they discussed together.59 This was reinforced by lesson plan point D and G.
Based on the interview, observation, and document review above the teacher evaluated the students with formative evaluation that was short dialog about hobby and essay task and rearranged jumbled words on LKS book.
Based on the results of the data description presented above, the results and findings of the study could be concluded. The conclusion of the results or research findings would be explained in the following table:
59 MI Tarbiyatul Islam, Observation, May 15, 2019.
Table 4.1
Results or Research Findings
NO Research Focus Research Findings
1 2 3
1. What is the goals of Teaching Vocabulary by Using Video Media at Third Grade Students of MI Tarbiyatul Islam Kraksaan?
There were four point: First, students be able to mention vocabulary about hobby correctly.
Second, students be able to remember vocabulary about hobby happily. Third, students be able to answer the question related to
picture about hobby
enthusiastically. Fourth, students be able to use the vocabulary or sentences in their real-life.
2. What does the teacher use material in Teaching Vocabulary by Using Video as Media at Third Grade Students of MI Tarbiyatul Islam Kraksaan?
There were three point: First, vocabulary about hobby. Second, the use of gerund in a sentence.
Third, asking and giving information dialog about hobby.
3. How does procedure of Teaching Vocabulary by Using
The first, the teacher tell about the material such as vocabulary about
1 2 3 Video as Media at Third Grade
Students of MI Tarbiyatul Islam Kraksaan?
hobby, the using of gerund in a sentence, and a short dialog. The second, the teacher play the video related to hobby with the title Kids Vocabulary – Hobby and Interest.
The third, the teacher ask the students to repeat what the teacher said with see the words on the video.
The last, teacher give an example about dialog and the student pair with their tablemate to do the same dialog as teachers’ example.
4. How is the evaluation of Teaching Vocabulary by Using Video as Media at Third Grade Students of MI Tarbiyatul Islam Kraksaan?
Ms. Nadia evaluated the students with with formative evaluation that is short dialog about hobby and essay task and rearranged jumbled words on LKS book.