THE USE OF MOVIES TO IMPROVE
SD NETRAL C YOGYAKARTA
STUDENTS’ MOTIVATION
AND VOCABULARY MASTERY
A Thesis
Presented as Partial Fulfillment of the Requirements to Obtain theSarjana PendidikanDegree
in English Language Education
By Dian Himawati Student Number: 041214035
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY
YOGYAKARTA
i
THE USE OF MOVIES TO IMPROVE
SD NETRAL C YOGYAKARTA
STUDENTS’ MOTIVATION
AND VOCABULARY MASTERY
A Thesis
Presented as Partial Fulfillment of the Requirements to Obtain theSarjana PendidikanDegree
in English Language Education
By Dian Himawati Student Number: 041214035
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY
YOGYAKARTA
ii
THE USE OF MOVIES TO IMPROVE
SD NETRAL C YOGYAKARTA
STUDENTS’ MOTIVATION
AND VOCABULARY MASTERY
By Dian Himawati Student Number: 041214035
Approved by
Sponsor
iii
THE USE OF MOVIES TO IMPROVE
SD NETRAL C YOGYAKARTA
STUDENTS’ MOTIVATION
AND VOCABULARY MASTERY
By Dian Himawati Student Number: 041214035 Defended before the Board of Examiners
On July 14, 2011 And Declared Acceptable
Board of Examiners
Chairperson : Caecilia Tutyandari, S.Pd., M.Pd. _________________ Secretary : Made Frida Yulia, S.Pd., M.Pd. _________________ Member : Dr. Retno Muljani, M.Pd. _________________
Member : Drs. Y.B. Gunawan, M.A. _________________
Member : Christina Kristiyani, S.Pd., M.Pd. _________________
Yogyakarta, July 14, 2011
Faculty of Teachers Training and Education Sanata Dharma University
Dean,
iv
v
I honestly declare that this thesis, which I have written, does not contain the work or parts of the work of other people, except those cited in the quotations and the references, as a scientific paper should.
Yogyakarta, June 14, 2011 The writer
vi
PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS
Yang bertanda tangan di bawah ini, saya mahasiswa Universitas Sanata Dharma:
Nama : Dian Himawati
Nomor Mahasiswa : 041214035
Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan Universitas Sanata Dharma karya ilmiah saya yang berjudul:
THE USE OF MOVIES TO IMPROVE
SD NETRAL C YOGYAKARTA
STUDENTS’ MOTIVATION
AND VOCABULARY MASTERY
Beserta perangkat yang diperlukan (bila ada). Dengan demikian saya memberikan kepada Perpustakaan Universitas Sanata Dharma hak untuk menyimpan, mengalihkan dalam bentuk media lain, mengelolanya dalam bentuk pangkalan data, mendistribusikan secara terbatas, dan mempublikasikannya di internet atau media lain untuk kepentingan akademis tanpa perlu meminta ijin dari saya maupun memberikan royalty kepada saya selama tetap mencantumkan nama saya sebagai penulis.
Demikian pernyataan ini saya buat dengan sebenarnya Dibuat di Yogyakarta
Pada tanggal 14 Juli 2011 Yang menyatakan
vii
Himawati, Dian. 2011. The Use of Movies to Improve SD Netral C Yogyakarta Students’ Motivation and Vocabulary Mastery. Yogyakarta: English Language Study Program Sanata Dharma University.
SD Netral C Yogyakarta has had electronic and sophisticated equipment. However, there is still very limited use of the equipment to facilitate the English teaching learning activities. The English teaching learning activities are mostly teacher centered and textbook oriented. The teachers’ limited creativity and monotonous activities eventually lead to students’ low motivation and low achievement.
The writer then would like to use movies to solve the emerging problems in the framework of a classroom action research (CAR). Before conducting the research, the writer conducted a very simple survey. The results of the survey reveal that movies have important roles in young students’ life.
This current research would like to answer two questions which emerged during the practice of the writer’s teaching learning activities. The first question was related to the improvement of students’ motivation in learning English using
Disney Magic English Series. The second question deals with the improvement of students’ vocabulary mastery in learning English using Disney Magic English Series. In addition, the vocabulary being targeted was related to certain topics. The topics areParts of Body,Animals, andColors. In order to answer the research questions, an action research was conducted to the fourth graders class IV-C2 of SD Netral C Yogyakarta.
The research discovered that there were significant improvements on students’ motivation and vocabulary mastery during the use of movies. In the beginning of the research, there was negative trend on students’ motivation and vocabulary mastery. Related to students’ motivation, there was only one motivation criterion which occurred, attention. The other criteria, relevance, confidence, and satisfaction were unavailable during the lesson. However, at the end of the research, those four motivation criteria were available. Moreover, 83% students showed attention, 36% students’ showed relevance, 96% students showed confidence and satisfaction. Related to students’ vocabulary mastery, in the beginning, the teaching learning activities failed the standard of successful teaching learning activity. However, at the end of the research, students attained 93 for their average mark. In addition, 96% students passed the Minimum Passing Mark (MPM).
viii
Himawati, Dian. 2011. The Use of Movies to Improve SD Netral C Yogyakarta Students’ Motivation and Vocabulary Mastery. Yogyakarta: Program Studi Pendidikan Bahasa Inggris Universitas Sanata Dharma.
SD Netral C Yogyakarta telah memiliki berbagai peralatan elektronik and peralatan canggih, namun penggunaannya dalam menunjang pembelajaran Bahasa Inggris masih sangat terbatas. Kegiatan pembelajaran Bahasa Inggris masih terpusat pada guru dan buku teks. Kekurangkreatifan guru dan kegiatan pembelajaran yang monoton ini pada akhirnya menyebabkan siswa tidak termotivasi dan berprestasi rendah.
Penulis kemudian bermaksud menggunakan film untuk mengatasi permasalahan yang timbul dalam kerangka penelitian tindakan kelas (PTK). Sebelum melaksanakan penelitian, penulis melakukan survei sangat sederhana. Hasil survei tersebut menunjukkan bahwa film telah memiliki peran penting dalam kehidupan siswa.
Penelitian ini dimaksudkan untuk menjawab dua pertanyaan yang timbul selama kegiatan pembelajaran. Pertanyaan pertama berkaitan dengan peningkatan motivasi belajar siswa dengan menggunakan film seriDisney Magic English. Pertanyaan kedua berkaitan dengan peningkatan penguasaan kosakata Bahasa Inggris dengan menggunakan film seri Disney Magic English. Kosakata yang dimaksud dalam hal ini terbatas pada topic tertentu, yaitu Parts of Body,
Animal, dan Colors. Untuk menjawab pertanyaan penelitian di atas, penelitian tindakan dilaksanakan dengan subjek penelitian siswa kelas IV-C2 SD Netral C Yogyakarta.
Penelitian ini menunjukkan bahwa siswa mengalami peningkatan yang pesat dalam hal motivasi belajar dan penguasaan kosakata selama penggunaan film dalam pembelajaran. Pada awal penelitian, motivasi belajar dan penguasaan kosakata siswa menunjukkan hasil yang buruk. Berkaitan dengan motivasi belajar siswa, hanya kriteria perhatian saja yang muncul. Kriteria lain seperti keterkaitan, kepercayaan diri, and kepuasan tidak muncul. Namun, pada akhir penelitian, keempat kriteria ini mucul selama kegiatan pembelajaran. Secara detil, 83% siswa menunjukkan perhatian, 36% siswa menunjukkan keterkaitan, 96% siswa menunjukkan kepercayaan diri dan kepuasan. Berkaitan dengan penguasaan kosakata siswa pada awal penelitian, kegiatan pembelajaran gagal mencapai standar keberhasilan pembelajaran. Namun pada akhir penelitian, siswa mencapai nilai rata-rata 93. Selain itu, 96% siswa dapat mencapai Kriteria Ketuntasan Minimal (KKM).
ix
I would like to express my deepest gratitude to Jesus Christ for his everlasting love, blessing, and for teaching me through this writing that life is very beautiful.
My deepest gratitude goes to my sponsor, Dr. Retno Muljani, M.Pd., for her insight, knowledge, solution and support. I thank her for guiding and comforting me every time I was desperate to finish my thesis.
My sincere appreciation also goes to Dede Dewol for her support, sacrifice, and her prayer every night for me. I thank her for being my best friend.
I would like to address my thankfulness to my teaching colleague Pak Nurhidayat for supporting and facilitating my research. I also would like to thank my cameramen, Pak Eko Sasmito, Pak Cahyo Purnomo Aji, and Bu Dian Kurnia Primasari. My appreciation also goes to Bu Nurhayati, Bu Gati Indah, Bu Nuraliyah, Pak Haryo Wibowo, B.A., and all my colleagues at SD Netral C Yogyakarta for supporting me. I also would like to thank the fourth graders of SD Netral C Yogyakarta class IV-C2 for their willingness to be participants of this study.
I would like to thank Yosepha Rini PBI 04, all the lecturers of the English Language Study Program of Sanata Dharma University, PBI Secretariat staff, and LB Secretariat staff for their help, support, and encouragement during my study. Finally I could only say thank for everyone, whose name cannot be mentioned, for their support, guidance, and prayers.
x
TITLE PAGE ... i
APPROVAL PAGES ... ii
DEDICATION PAGE... iv
STATEMENT OF WORK’S ORIGINALITY ... v
LEMBAR PERNYATAAN PERSETUJUAN PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS... vi
ABSTRACT... vii
ABSTRAK... viii
ACKNOWLEDGEMENTS ... ix
TABLE OF CONTENTS... x
LIST OF FIGURES ... xv
LIST OF TABLES ... xvi
LIST OF APPENDICES ... xvii
LIST OF ABBREVIATIONS ... xviii
I. INTRODUCTION…...………..……1
A. Research Background... 1
B. Problem Formulation ... 5
C. Problem Limitation ... 5
D. Research Objective... 6
xi
II. REVIEW OF RELATED LITERATURE………..………..9
A. Theoretical Description... 9
1. Kurikulum Tingkat Satuan Pendidikan (KTSP)... 9
2. Teaching English to Young Learners... 13
a. Enjoyable Learning Activities ... 13
b. Attention Span... 14
c. Opportunity to Have Meaningful Communications... 15
d. Multi Sensory Input ... 15
e. Curiosity... 16
3. Teaching Vocabulary to Young Students ... 17
a. Meaning and Use in Communication... 17
b. Pronunciation and Spelling ... 18
c. Grammar ... 19
a. Learning from Input-Focused Meanings... 19
b. Deliberate Learning... 20
c. Learning from Output-Focused Meanings ... 21
d. Fluency Development ... 21
4. Movies as Instructional Media ... 22
a. Potency of Movies ... 22
1) Instructional Objectives ... 24
xii
b. Techniques In Using Movies as Instructional Media... 27
1) Normal View... 27
2) Silent View... 27
3) Freeze Frame... 27
4) Sound Only ... 27
5. Students’ Motivation... 28
a. Attention... 29
b. Relevance ... 30
c. Confidence ... 31
d. Satisfaction... 31
B. Theoretical Framework ... 32
III. METHODOLOGY...35
A. Research Method... 35
B. Research Participants ... 38
C. Research Instruments ... 39
D. Data Gathering Technique ... 42
1. Observation ... 42
2. Field Notes ... 44
3. Interviews ... 44
xiii
1. Trends Analysis... 46
2. Data Triangulation ... 48
F. Research Procedures ... 49
1. Identifying ... 50
2. Exploring... 50
3. Planning ... 51
4. Collecting Data... 51
5. Analyzing Data... 51
6. Taking Action... 52
7. Writing the Report... 52
IV. RESEARCH FINDING AND DISCUSSION...54
A. Research Cycles ... 54
B. Research Finding... 58
1. Trend Analysis ... 58
a.Observation Checklist ... 58
b.Comprehension Task... 64
2. Data Triangulation ... 67
a.The Improvement of Students’ Motivation... 67
xiv
A. Conclusions ... 76
1. The Improvement of Students’ Motivation... 76
2. The Improvement of Students’ Vocabulary Mastery... 77
B. Suggestions ... 77
REFERENCES... 79
xv
Figure 3.1 Sequences of Action-Reflection Cycles. ... 36
Figure 3.2 Trend Analysis... 47
Figure 4.1 The Research Cycles... 57
Figure 4.2 Trend of the Occurrences of Items to Observe. ... 60
Figure 4.3 Trend of Students’ Attention, Relevance, Confidence, and Satisfaction. ... 64
Figure 4.4 Trend of Students’ Average Marks. ... 65
xvi
Table 2.1 Graduate Competence Standard for Elementary School English ... 11
Table 2.2 Possible Implementation of Movies Based on the Instructional Objectives ... 25
Table 2.3 Possible Implementation of Movies Based on the Subject Characteristics ... 26
Table 2.3 Possible Implementation of Movies Based on the Audience... 26
Table 3.1 Observation Checklist ... 40
Table 3.2 Triangulation Matrix ... 48
xvii
Appendix A: Data of Pre-Research Observation ... 83
Appendix B: Data of Pre-Research Survey... 84
Appendix C: Observation checklists... 85
Appendix D: Field Notes ... 91
Appendix E: Interview Transcripts ... 107
Appendix F:Catatan Penentuan KKM... 138
Appendix G: Table of Comprehension Task Results... 147
Appendix H: Vocabulary Proposed by the Official Guidelines... 148
Appendix I: Vocabulary Involved in the Movies... 149
Appendix J: Comprehension Tasks... 150
Appendix K: Movie Synopses and Transcripts... 158
Appendix L: Lesson Plans ... 165
Appendix M: Syllabus ... 195
Appendix N:Surat Ijin Penelitian... 204
xviii MPM : Minimum Passing Mark
A : Attention
R : Relevance
C : Confidence
S : Satisfaction
1
INTRODUCTION
This chapter describes the writer’s rationale in doing the research and questions two important problems which arise in the writer’s classroom practice. The purpose, limitation, and benefit of the research are also elaborated in this chapter. In addition, there are also the definitions of terms based on relevant sources to avoid misunderstanding.
A. Research Background
learning activities in SD Netral C are mostly teacher-centered and textbook oriented.
According to Djiwandono (2006: 359), teachers should be able to encourage students’ interest in the subject materials and deliver the materials attractively. Otherwise, monotonous activities would eventually discourage students to be actively involved in the learning activities. The involvements of the students in the learning activities could indicate their motivation. Keller (1988) promotes some indicators of motivated students. One of the indicators is that motivated students show attention during the lesson. Related to students’ attention, a pre-research observation being carried out on 28 students of Class IV-C2, on the 1st of February 2011, reveals that there are only 57% students listen to teacher’s explanation, 39% students take notes independently, 11% students raise questions related to materials, and 39% students focus on completing tasks (Observation, 2011). This result is in a line with the result of an informal interview with the classroom teacher. It is revealed that most boys and several girls of the class like chattering during the lesson. Several of them also commonly do not finish their task since they spend most of the time talking to one another.
achieve the minimum passing mark of English. This poor achievement has emerged as the problem which needs solving.
In spite of the demand of the official curriculum in which students are to be able to communicate very simple utterances, the writer believes that the students’ vocabulary mastery have to be improved. Heriyawati (2010) argues that students with limited vocabulary would encounter difficulties in learning language skills. Nation (1990) also explains that students’ difficulty in both receptive and productive language use result from inadequate vocabulary. This is in a line with Barra (2005) who states that vocabulary is crucial for getting meaning from written or oral texts. Without knowledge of key vocabulary in a text, students may have trouble understanding messages. Nunan, in Practical English Language Teaching (2003:87) also further argues that the most important principle to be proficient in foreign language conversation is memorizing perfectly the largest number of common and useful words-groups. Related to the students’ achievement, the writer discovers that students attain poor English achievement since they could not grasp the meanings of English language being exposed to them nor express their idea in English. Therefore, emphasizing more on the vocabulary mastery is expected to provide students with additional knowledge to both understand and express very simple English utterances. Eventually, it is expected that adequate vocabulary would facilitate students in communicating in English and fulfilling the official objective of learning English.
improve the effectiveness of teaching learning activities. Moreover, Semiawanb (2008: 79) also argues that teachers should be able to manipulate the learning environment to encourage students’ interest in the subject materials and deliver the materials attractively. Therefore, related to the limited use of media, students’ low motivation, and students’ low achievement in learning English, the writer would promote the use of movies to solve the emerging problems.
In order to obtain data on students’ interest in movies, a simple survey has also been conducted to 56 fourth graders of SD Netral C Yogyakarta. The result of the questionnaires reveals that 86% respondents like cartoon movies, 50% respondents watch movies every day, 64% respondents watch more than two movies in a day, and 54% respondents prefer watching movies to playing with peers (Observation, 2010). Based on the daily observation, movies are interesting topic for the students to discuss both during the lesson and break time. Several children also commonly imitate their favorite movies characters’ behaviors and accents. Those facts reveal that movies have great influence on children. Hence, teachers’ creativity could direct the significant role of movies into potency for the learning activities improvement.
mastery. In order to facilitate the research, the writer utilizes accurate data analysis and systematic data collection. Eventually, the writer expects the research to give contributions on English language teaching of elementary schools.
B. Problem Formulation
The problems of the research are formulated into the following two questions:
1. How is the improvement of students’ motivation in learning English usingDisney Magic English Series?
2. How is the improvement of students’ vocabulary mastery in learning English usingDisney Magic English Series?
C. Problem Limitation
Due to the limited time, the writer made some limitations of the area of research. Firstly, the classroom activities are intended to promote the English vocabulary mastery related to certain topics. The topics would be parts of body, animals, and colors. Secondly, the media being applied in the research are the movies taken up fromDisney Magic English Series. They are about 5-minute-long children movies or important parts of longer movies, in which the characters are
D. Research Objective
The objective of the research is to find out the answers to the questions stated in the problem formulation. Firstly, this research is conducted to find out how the improvement of students’ motivation in learning English using Disney Magic English Series is. Secondly, this research is expected to find out how the improvement of students’ vocabulary mastery in learning English using Disney Magic English Seriesis.
E. Research Benefits
This paper is conducted to bring benefits to all English teachers, English teacher candidates, and readers. In general, this paper is expected to help teachers and teacher candidates to use movies in teaching English to elementary schools students. This paper is also to give positive contribution to English Language teaching and learning by providing clear description to on how the improvements of students’ motivation and vocabulary mastery in learning English using Disney Magic English Series is. Eventually, teachers who have similar problems could possibly adapt and adopt techniques being employed in this research.
F. Definition of Terms
1. Movies
The term movies in this research refers to the definition being stated by Miller&Fellbaum (2011). They state that movie is a form of entertainment that enacts a story by a sequence of images giving the illusion of continuous movement. In the research, the movies being used are taken from Disney Magic English Series. They are about 5-minute-long movies, of which the unecesary part have been omitted in order to fulfill the instructional requirements.
2. Motivation
Martin Handoko (2002: 9 in Angkowo&Kosasih, 2007: 35) defines that motivation is a power inside the human beings which encourage, direct, and organize their behaviours. Hence, in this research, motivation refers to the power inside the students which encourage, direct, and organize their behaviours in learning English.
3. Vocabulary
English words related to parts of body, animals, and colors which students need to master in order to learn the English language skills.
4. Vocabulary Mastery
Kumala (2011) promotes four indicators of vocabulary mastery as spelling, pronunciation, understanding meaning and using words in context. Hence in this research, the term vocabulary mastery refers to students’ ability to spell, pronounce, understand meaning and use words, which are related to a certain topic in context. However, the measurement of the vocabulary mastery in this research is limited to the spelling, understanding meaning, and using words in context.
5. Elementary School Students
9
REVIEW OF RELATED LITERATURE
This chapter offers a discussion of the related literature as a theoretical foundation of the research. The two major concerns are the theoretical description and the theoretical framework. The theoretical description presents a detailed discussion of some important concepts related to the research. In addition, the theoretical framework presents discussion on how to use the theory to answer the research questions.
A. Theoretical Description
It has been mentioned that the theoretical description presents a detailed discussion of some important concepts related to the research. The concepts discussed here are (1) Kurikulum Tingkat Satuan Pendidikan (KTSP), (2) Teaching English to Young Students, (3) Teaching Vocabulary to Young students, (4) Movies as Teaching Media, and (5) Students’ Motivation.
1. Kurikulum Tingkat Satuan Pendidikan (KTSP)
English has been one local content subject based on The Policy of Education and Culture Department of Republic Indonesia Number 0487/4/1992 in which schools could add any subjects as long as it is in a line with the objectives of national education. Furthermore, the Decree of Education and Culture Minister Number 060/U/1993 on 25 February strengthened the position of English as one subject being taught in elementary school. The decree enabled the teaching of English to the fourth, fifth, and sixth graders.
Nowadays, a new curriculum has been proposed by government in order to be the basis of National Education system. The curriculum is called Kurikulum Tingkat Satuan Pendidikan (KTSP). Further, it is stated in the Regulation of National Education Minister Number 24 Year 2006 that basic and middle educations develop KTSP according to the needs of each educational unit. Hence KTSP is a set of operational plans, rules about purposes, contents, subject materials and the guidance in carrying out instructional activities to accomplish certain objectives which is being arranged, and carried out by each educational unit. (Tim Pustaka Yustisia [TPY], 2007: 3). Although schools have the privilege to develop KTSP based own their own needs, the novel curriculum also provides the official guideline for teaching English to the fourth, fifth, and sixth graders.
aspects. (TPY, 2007: 3; 96-97). This standard could be the means to measure the students’ success in learning and eventually to measure the effectiveness of the instructional activities. The Graduate Competence Standard for Elementary School English is formulated as follows:
Table 2.1 Graduate Competence Standard for Elementary School English (Sudibyo, 2006)
Listening Understand very simple spoken instructions, information, and stories in the context of classroom, school, and surrounding environment
Speaking Express very simple interpersonal and transactional discourse orally
Reading Read aloud and understand very simple written instructions, information, short functional texts, and descriptive texts in the context of classrooms, school, and surrounding environment Writing Write very simple words, utterances, and very short functional
text with correct spelling and punctuation
The Graduate Competence Standard is eventually being narrowed and simplified in forms ofcompetence standardandbasic competence. It is to make it more applicable and suitable to the students’ capabilities. Furthermore, the indicators, materials, and learning experiences are drawn to form a syllabus.
In order to have an obvious and practical measurement on the achievement of the Graduate Competence Standard, SD Netral C Yogyakarta has formulated Minimum Passing Mark (MPM) of English achievement. MPM refers to the minimum mark to be attained by students in learning English. Otherwise, they would fail the English learning. Particularly for the fourth graders of class IV-C2 SD Netral C, the MPM of English is 70. Furthermore, the learning activities are considered to be successful when 70% students could pass the MPM. The formulation of MPM could be seen in Appendix F.
Although teaching English to elementary school is expected to promote communication skills, teaching vocabulary is unavoidable. The National Education Department (NED) also agrees that vocabulary is a significant element in learning English. Hence, teachers are allowed to introduce novel vocabulary to students. However, it should be integrated to the teaching of language skills and used in suitable contexts (National Education Department [NED], 2007: 50). This is to avoid misunderstanding of the meanings of vocabulary being learnt.
Hence, the vocabulary being learnt was taken up from the vocabulary list being promoted by NED based on the related topics. (See appendix H)
2. Teaching English to Young Students
Children’s development and characteristics emerge different learning style. Hence, in teaching English to young students, teachers should be aware of their development and characteristics as proposed by some experts. The understanding is important to ensure the research being conducted is suitable for the fourth graders who are in the age between 9 and 11 years old. The followings are the principles of teaching English to young students.
a. Enjoyable Learning Activities
As Halliwell’s opinion inTeaching English in the Primary Classroomthat children have enormous capacity for finding and making fun (1992:6), teachers could take advantages from the children’s tendencies. It implies that enjoyable activities could lead young students to feel secure and comfortable in learning. Two things which are related to enjoyable activities for children are playing and imagination.
All children need to play. Playing is a serious activities but fun for children. Semiawan (2008:21-22) explained that formal learning is applicable for 12-year-old students or elder. Therefore, the fourth grade elementary school students are supposed to learn through fun activities. Considering children’s needs to play, learning activities should be fun and natural for children.
Halliwell (1992:7) also added that children delight in imagination and fantasy. Imaginations are parts of children’s real life. In teaching English based on the real life context, teachers should not neglect materials which cover students’ imaginations. By learning materials which can build their imagination, children will learn English more easily.
b. Attention Span
Otherwise, they would reject the activities for their boredom (Brown, 1999: 88-89).
c. Opportunity to Have Meaningful Communication
Due to their social development, Cole&Cole argue that middle children spend over 40 percents of their waking hours in the company of peers (Cole&Cole, 1993: 516). They are also sexually segregated (Cole&Cole, 1993: 538). They commonly create peer group based on gender (Sroufe, Gooper&DeHart, 1996: 459). They also separate things based on gender, for instances teritorry, colours, jobs, occupations, and idols. However, there are also occasion when the two sexes naturally merge in joint activities (Cole&Cole, 1993: 538).
Children’s social development could be disruptive the teaching learning activities. However, teachers should be able to overcome and facilitate their development. Therefore, teachers are to develop activities which attract children’s attention and express their nature to socialize with peers. One of the ways to direct their nature to gossip into meaningful learning activities is providing opportunity to interact in the framework of learning. In other word, children are expected to have opportunity in practicing the language.
d. Multi Sensory Input
their cognitive development, fourth grade elementary school students are in the concrete operational level. They are concerned with concrete ideas. Related to learning English, they are able to understand and guess meanings from language context. Therefore, teaching them has to be as concrete as possible. Faw (1980: 255) explains in details that students need to use all their senses and get fully involved by observing, copying, doing things, watching, and listening. The involvement of senses will help students relate the linguistic signs to truth that they perceive through senses. Halliwell (1992: 3) added that children are able to learn through intonation, demonstrations, gestures, facial expressions, actions, and circumstances to understand the unknown words and phrases. Hence, to help students to grasp meaning of the English words phrases, and sentences, teachers should teach English real expressions, conditions, and context of the words and not only merely its linguistic aspects.
Considering that teaching children should be as concrete as possible, the language teaching should be first presented through sounds, not written symbols. After students could produce sounds in the target language and connect the sounds with the truth, they may begin to read symbols in the target language (Setiyadi, 2006: 179-180).
e. Curiosity
students’ interest in the subject materials and deliver the materials attractively. Therefore, students feel satisfied and they become more curious about the materials (Djiwandono, 2006: 359).
3. Teaching Vocabulary to Young Students
Although English learning in elementary school is intended to promote communication skills, the teaching of vocabulary is unavoidable. Nation (1999) explains that students’ difficulties in both receptive and productive language use result from an inadequate vocabulary. This is in a line with Barra (2005) who states that vocabulary is crucial for getting meaning from written or oral text. Without knowledge of key vocabulary in a text, students may have trouble to understand the message. Hence, getting students to do language tasks when their vocabulary is inadequate for the tasks is frustrating experience. Otherwise, vocabulary work could be directed towards useful words and could give students practice in useful skills.
Related to vocabulary in language teaching and learning, Davies&Pearse (2008: 59-64) suggest ways of dealing with meaning, use in communication, pronunciation, spelling, and grammar of new words.
a. Meaning and Use in Communication
mime, gestures, using antonym, and using the synonym of the new word. However, they suggested avoiding translation as much as possible for several rationales. The first rationale is to avoid students think in their own language and have the wrong idea of a word or an expression. For an example, students who are used to translating English to and from Indonesian may translate ‘satu milyar’as ‘one million’ instead of ‘one billion’. Otherwise, they may translate ‘one million’ as‘satu milyar’instead of‘satu juta’.
Based on the elaboration above, Davies&Pearse (2008: 63) emphasize on the presentation of vocabulary in context. They add that an appropriate context helps students begin to understand the use of the new word as well as its basic meaning.
b. Pronunciation and Spelling
form of a word, Davies&Pearse (2008: 65) suggest saying it aloud and getting students to repeat it.
c. Grammar
Grammar could help students understand how a new word functions in a sentence. For example, teachers need to clarify that instead of saying ‘book blue’, students are to say ‘This is a blue book’. However, Davies&Pearse suggest that this kind of information is appropriate for intermediate or advanced courses. It is when students could handle it without getting confused.
Related to teaching vocabulary, Nunan (2003) also promotes four strands in teaching vocabulary. Each strand is significant in learning English. However each strand is not obviously separated during the course. In addition, various techniques could be drawn from each strand.
a. Learning from Meaning-Focused Input
guarantee students could understand texts. Otherwise, a word would enter into meaningful relations with other words around them (2005). Davies and Pearse (2008: 63) also add that vocabulary is best presented in context. Hence, according to the strand, students are to grasp meanings of vocabulary from its context. In order to enable students grasp meanings, the strand demands texts with low density of vocabulary. Hence, the process of guessing meanings does not stop the text comprehension.
Learning from meaning-focused input involves the exposure of both written and spoken text. In teaching vocabulary to young students, several experts also promote several techniques. The techniques could be presenting vocabulary in forms of storytelling, song, simple written text, comics, movies, and games which involves reading and listening activities (Davies&Pearse, 2008: 63; Nunan, 2003: 141-142). Then, Students are to work on the vocabulary being targeted.
b. Deliberate Learning
It involves paying deliberate attention on language features such as sounds, spelling, vocabulary, grammar or discourse that are presented out of the context (Nunan, 2003: 142). The purpose of deliberate learning is that students are able to recognise and produce the form of new vocabulary items as well as understand the meanings and use. However, Nunan (2003) further argues that deliberate learning should not overwhelm the other strands.
through realia, example, picture, definitions, demonstration, translations, mime, gestures, and antonym (Davies&Pearse, 2008: 63). Teachers could also cut up words to see their parts, practice spelling rules, conduct cloze exercises, build word families, and use dictionary (Nunan, 2003: 142).
c. Learning from Output-Focused Meanings
It refers to active vocabulary. Active vocabulary is the vocabulary being used when students produce words and expression. Hence the main attention on this strand is on the use of vocabulary to communicate messages. Nunan (2003) argues that using vocabulary productively could strengthen the vocabulary learning.
The main technique in learning from meaning-focused output is turning input into output. Hence, teachers are to provide opportunity for students to speak and write the vocabulary being learnt.
d. Fluency Development
4. Movies as Instructional Media
This subchapter consists of two parts. The first part elaborates the potency of movies. In addition, the second part describes the techniques in using movies as instructional media
a. Potency of Movies
Movies move very fast and in turn so that they provide continuous visual. They are also equipped with natural or suitable voice. Hence, the pictures being displayed in movies seem to be alive. The capability of movies to provide living pictures has the power to attract their audience. These types of media are eventually being utilized for entertainment, documentation, and education.
Movies have great potency to be implemented in educational field. They are able to display information, expose processes, explain complicated concepts, teach skills, shorten or lengthen time, and influence the audiences’ behaviour. (Arsyad, 2007: 49-50). Moreover, they have great penetrative potency to influence attitudes, point of views, life styles, orientations, and people’s motivations (Fahmi Alatas, 1994:3 in Habib, 2001).
coding hypothesis being promoted by Paivio (1971) as cited by Arsyad (2007: 9). The concept explained that there are two system of human being memory. One is processing verbal stimuli and the other is processing non-verbal stimuli. Levie&Levie (1975 in Arsyad, 2007: 9) provided further explanation that visual stimuli leads to fine result in remembering, recognizing, recalling, and relating facts to concepts. While verbal stimuli leads to sequential memory. Hence, the more senses being utilized to receive and process information, the greater possibility to understand and store the information in the memory.
Movies also have the complete advantages compared to other media in teaching language such as pictures, dialogues, storytelling, and songs. Movies provide pictures, dialogues, storytelling, and a clear context of language use in the same time. Movies also provide the authenticity of the material that allows students to learn language and its use in real life. Movies give students, especially elementary school students, clear pictures of the meanings of certain words. By watching movies, students would not read the word list and memorize them. However, they would comfortably hear the pronunciation of certain words and see the actions or pictures which give the exact meaning of those words.
1) Instructional objectives.
Table 2.2 Possible Implementation of Movies Based on the Instructional Objectives (Adapted from Arsyad, 2007)
INSTRUCTIONAL OBJECTIVES TASK
CHARACTERISTICS
Memorizing
-Involving Physical Procedures √ Comprehending concepts and
relationships √
Demanding advanced level of
thinking √
RESPOND EXPECTED Involving oral response
√ Involving technical equipment
√ Sound is significant in
learning/ mastering task √
2) Suitability.
Table 2.3 Possible Implementation of Movies Based on the Subject Characteristics (Adapted from Arsyad, 2007)
SUITABILITY SUBJECT
CHARACTERISTICS
Facts H
Visual introduction H Concept and principles H
Procedure H
Skill M
Attitude M
3) Numbers of the Audience
Instructional media being selected should be suitable to the amount of students. Media which are suitable for a large number of people may not be suitable for individual student. There are also media which are good for large number of students, for small ones, and for individual students. Large student group covers more than 50 students. Middle group covers 10 to 50 students. Moreover, small student group covers between 2 and 10 students. Movies are suitable media in any students groups. Movies could be implemented for large students group, middle one, small one, and individual student. (See Table 2.4)
Table 2.4 Possible Implementation of Movies Based on the Audience (Adapted from Arsyad, 2007)
NUMBERS OF AUDIENCE AUDIENCE
b. Techniques in Using Movies as Instructional Media
Rice (1993) implies four major techniques in using movies as instructional media; they are normal view, silent view, freeze frame, and sound only.
1) Normal View
Teachers play the movie in normal view when they do not make any modification on the way the movies are being exposed to students. Both the pictures and the sounds of movies are being exposed to students from the beginning to the end of the movies.
2) Silent View
In this technique, teachers present the living picture without sounds. Teachers might make use of the mute function for a certain learning objectives.
3) Freeze Frame
This technique refers to directly going to a certain spot being highlighted in the movie and pause it. Hence, students are exposed to frozen image taken up from the movie scenes.
4) Sound Only
5. Students’ Motivation
The word motivation is derived from Latin word motivumwhich refers to certain conditions on why something happens. Motivation consists of intensity and direction (Djiwandono, 2006: 329). The intensity of motivation refers to the power inside human beings. Direction is the behaviour controls to accomplish the objectives. Hence, in order to accomplish certain objectives, motivation should be correctly stimulated and directed. Martin Handoko (2002: 9 in Angkowo&Kosasih, 2007: 35) defines motivation as a power inside the human beings which encourage, direct, and organize their behaviours.
In educational field, motivation is an essential condition of learning. Students tend to learn what they want to learn. Otherwise, they would find it difficult to learn a subject which they do not interested in (Angkowo&Kosasih, 2007: 40). Motivation encourages students to make effort in achieving the learning objectives eventually. The stronger the motivation that the students have, the better learning results will be accomplished.
a. Attention
Attention is one of the criteria of students’ motivation. Attention includes things that are related to curiosity and sensation seeking. It implies that motivated student tend to be curious about the learning activities and the materials being learnt. Hence, Pratama (2007) promotes several tendencies of motivated student with attention. Motivated students actively pay attention on teachers’ lecture and are responsible in completing tasks. Due to their curiosity, they commonly raise questions on the materials they do not understand. Furthermore, Sardiman (2001: 81) also argues motivated student who focus on the accomplishment of assignment could work for longer time in order to complete the tasks. They also would not quit working as they finish their work. Since they are responsible in completing tasks, they always make effort to overcome every challenge. Pratama (2007) adds that motivated student show the feelings of comfortable in the classroom and make efforts to keep the classroom conducive and comfortable.
b. Relevance
Relevance is the students’ ability to relate the materials being taught to their own interests. It also covers the ability to relate materials being learnt to the previous ones, the materials of different subjects, and to their own daily life. Sardiman (2001: 81) argues that motivated student enjoy discovering and solving problem, which leads to the interest in adult matters. Hence, motivated students tend to have interest in religion matter, economics, politics, justice, corruptions fight, criminality, and amoral acts. Since they are able to relate the materials to their own interest, motivated student would also comprehend materials being taught (Pratama, 2007).
c. Confidence
Students are commonly being confident when they perceive the materials and the tasks were neither over challenging nor less challenging for them. They would show confidence in completing task and convey opinion. Sardiman (2001: 81) explains that motivated student have firm opinion about something which is considered to be correct. Before they certain about an opinion, they use to find out the supporting data. They might find the data by reading books, asking experts, and watching news. Hence, they require scientific evidence to against their opinion.
Since students feel confident when they could predict they would be successful in the given task. Teachers should provide students learning requirements, success opportunities, and personal control in order to make students feel confident during learning. Learning requirement is promoted by helping students estimate the probability of success by presenting performance requirements and evaluative criteria. Successful opportunities are available by providing challenge levels that allow meaningful success experience under both learning and performance conditions. While personal control refers to providing feedback and opportunities for control that support internal attributions for success.
d. Satisfaction
Satisfaction is the result from students’ comprehension of the materials and their confidence. Hence, satisfaction commonly appeared after completing task (Pratama, 2007). The students’ satisfaction during completing task could be identified based on their attitudes, gestures, and reaction when completing the tasks.
The strategies to maintain students’ satisfaction are natural consequences, positive consequences, and equity. Natural consequences provide opportunities to use newly acquired knowledge or skill in a real or stimulated setting. Positive consequences provide feedback and reinforcements that will sustain the desired behavior. In addition, equity means maintaining consistent standards and consequences for task accomplishment.
B. Theoretical Framework
This research is intended to address two research problems. Those two research problems are formulated into two research questions which are called RQ1 and RQ2.
faster covering the territory of the materials. In addition Halliwell (1992) promotes that children are delighted in imagination. Hence, the use of movies is expected to encounter all those criteria so that students’ motivation in learning English could be improved. Movies also provide colourful living pictures which have the power to attract the audience’s attention and stimulate their curiosity. Related to children imagination, Disney Magic English Series contain cartoon characters which could cover students’ imaginative aspect.
Furthermore, in order to measure students’ motivation, the writer applies the Keller’s motivation theory (Keller, 1988). Keller proposed four criteria of motivation. They are Attention, Relevance, Confidence, and Satisfaction. Attention is related to students’ curiosity and sensation seeking. Relevance is related to the familiarity of the materials to students’ interests, goals, or daily life. Confidence is related to students’ certainty toward the materials. In addition, Satisfaction related to students’ positive reaction after completing tasks.
In order to answer the second research question (RQ2), the writer considers several related theories and the official guideline in teaching English to the fourth graders of SD Netral C Yogyakarta. The first theory is that students will have profound understanding and longer memory if they process information through both sense of sight and sense of hearing (Paivio, 1975 in Arsyad, 2007: 9). Hence, children are expected to grasp meanings of new words more effectively through movies.
presentation of new words in contexts. In addition, authentic pronunciation and the natural use of language are also essential elements in teaching vocabulary. Movies as instructional media are considered to be able to fulfill those requirements. Movies provide pronunciation of new words and the pictures which give exact meanings of those words. In addition, movies provide language use as it is in real life. Eventually, based on the theories, those advantages of movies are expected to support the effectiveness of students’ vocabulary learning.
35
METHODOLOGY
This chapter presents the rationale for the methods and analysis of the research. Furthermore, this chapter provides explanations for the research method, research participants, research instruments, data gathering techniques, data analysis technique, and research procedure.
A. Research Method
This subchapter describes the method being applied in the research. The research being conducted was action research. Since the research was conducted in the classroom, it was called classroom action research (CAR). According to Ferrance (2000: 1), CAR was an activity of searching for solutions to everyday, real problems experienced in schools. Hence, it could be seen as ways to improve instructions and increase students’ achievement.
Furthermore, action research was conducted through dynamic and complementary processes (Kemmis&Mc Taggart, 1984). In this research, the writer adopted the principles of action research process model proposed by Lewin (1946) as cited in McNiff&Whitehead (2002). Hence, the research was conducted in a spiral cycle involving planning, acting, observing, and reflecting. The following is the cycle of action research, which would go to the next cycle of replanning, acting, observing, and reflecting, and perhaps produce a new cycle.
Figure. 3.1. Sequences of Action-Reflection Cycles (Mc Niff&Whitehead, 2008)
she prepared movies as the instructional media to solve the emerging problem. In this phase, she checked the official syllabus to discover the suitable materials for the fourth graders. Then, she selected the materials to convey, selected the appropriate movies, developed the materials exercises, and created lesson plans. She also did library research and gathered necessary documents in order to facilitate her research. Eventually, the writer determined the research instruments, data gathering technique, data analysis techniques, and the research procedure.
Acting was the carrying out of what had been organized in the planning step. In this phase, the writer conducted the classroom based on the lesson plans had been formulated. She also implemented the use of movies in teaching English. The observing step referred to the data gathering activities. It covered the activity of documenting the acting, the responses towards the acting and the influences of the acting. In this case, the writer utilized the research instruments to document any ongoing processes which were related to the objectives of the research. She put checks on the observation sheet, wrote field notes, conducted interviews, assigned comprehension tasks, and did both audio and video recording during the data gathering phase.
identify whether the technique being applied in the classroom was successful or not. Furthermore, she could reflect on the elements which caused the successful and the failure of the learning process. The reflection then would be the basis of the next activities, whether the next cycle of the research was necessary or not. If it was necessary, the writer conducted the next cycle.
As the writer went to the next cycle, she used the reflection of the previous cycle as the basis of the next planning activity. In this phase, the writer revised the implementation of movies in the previous cycle. She planned several possible improvements of the implementation of movies. She also prepared the lesson plans and the teaching media. Then, she went to the next steps of the research as the previous cycle.
B. Research Participants
This subchapter describes the sampling group of the research, the place where the research takes place, and when the carrying out of the research. The population of this research was the fourth grade students of elementary schools. As Ferrance (2000: 1) stated that CAR was carried out within the teachers’ environment with their students, this research was carried out at school in which the writer, as both a teacher and a researcher, works. Hence, the site of the research was SD Netral C Yogyakarta. The school was situated at Dagen Street No.219 Yogyakarta.
is always obvious (McNiff&Whitehead, 2003: 85). Hence, although there are three classrooms of the fourth graders, the research participants of this research were limited to the fourth grade students class IV-C2 SD Netral C Yogyakarta. There were 28 students in the class which consisted of 15 girls and 13 boys.
The classroom was selected based on their actual performance in learning English. Based on the pre-research observation the writer discovered that the students of IV-C2 have to improve their motivation and vocabulary mastery. Related to the students’ motivation, it was discovered that only 57% students listened to teacher’s explanation, 39% students took notes independently, 11% students raised questions related to materials, and 39% students focused on completing tasks. Related to their achievements, the first semester test resulted that 54% students failed to achieve the minimum passing mark of English.
Furthermore, this research was conducted in the even semester. It was being conducted during the second week of April to May 2011. During the research, the writer held several meetings. Each meeting covered 2 contact hours and took 70 minutes.
.
C. Research Instruments
The first instrument being applied was observation checklist. The checklist was intended to answer RQ1. Wiersma (1995: 261) stated that observation covered the recording of all relevant information of behaviour in a specific natural setting. Hence, observation checklist is an instrument to gather data in form of a list of criteria that the writer was going to look at while observing the class. Based on Keller’s theory, there were four criteria to measure the students’ motivation. Those criteria were attention, relevance, confidence, and satisfaction. In order to provide obvious behaviours to observe, those four indicators were broken down into detailed items to observe. The following table is the observation checklist used in this research.
Table 3.1 Observation Checklist (Adapted from Keller, 1988)
Criteria Items to Observe a Description
Attention Pay attention on teacher’s lecture during lesson Actively be involved in the discussion
Raise questions when they do not understand on the materials yet
Be responsible for completing task Completing task early
Feel comfortable in the classroom Keep the classroom silence
Relevance Relate materials to their own interest, other English materials, other subject materials, or their daily life.
Confidence Show confidence in completing task and answering questions
Satisfaction Express satisfaction when completing tasks NUMBERS OF ITEM BEING OBSERVED
PERCENTAGE OF ITEM BEING OBSERVED (%) Legend: a = available
field notes were written in form of narrative contained the account of events occurred and any interpretations that came to mind (Wiersma, 1995:261). The employments of field notes enabled the writer to record and document the students’ behaviours in responding the treatment that the writer gave. The writer could also have a self reflection on her teaching as the basis for the next meeting. Hence, during the taking notes, the writer attempted to be as detailed and carefully identified as possible.
since the interview respondents did not speak English well, the writer used the combination of Indonesian Language and Javanese Language to conduct the interview.
The last instrument being applied in the research was comprehension task. Comprehension task was intended to answer RQ2. Comprehension task in this research referred to the tasks being made by the writer as the teacher. The purpose of the task was to measure the students’ mastery on the materials have been taught in a certain period of time (Djiwandono, 2006: 410). However, the tasks were not tried out yet.
D. Data Gathering Technique
This subchapter explains how the writer gathered the data for this research. During the research, the writer employed four major techniques in gathering data. The techniques were (1) observation, (2) field note, (3) interview, and (4) assigning comprehension task. The followings are the details of the elicitation.
1. Observation
example when the writer discovered that the students paid attention on her lecture, she put a check on the appropriate item to observe. Then she wrote a brief elaboration on how many students paid attention. Otherwise, when the writer did not discover any occurrence of the items to observe, she did not put any check on the observation checklist.
Since in the following analyzing phase the writer would present the data in form of percentage, the writer divided the items which occurred by the total items to observe in the checklist. The result, then, was multiplied by one hundred percent. For an example, when there were only five items being available instead of ten being listed in the observation checklist, the writer then divided five by ten and the result was multiplied by one hundred percent. Hence the result was 50%. The following is the formula being used to obtain the percentage of the students’ motivation based on the observation checklist.
%
Furthermore, the writer also used the observation checklist to gather the percentages of motivated student during the use of movies. The percentage was gathered by dividing numbers of motivated student by the numbers of present students. The result then was multiplied by one hundred percent. Furthermore, the percentages of motivated student were presented for each motivation criteria, attention, relevance, confidence, and satisfaction. The following is the formula being used to obtain the percentages of motivated student.
2. Field Notes
The second data gathering technique was field notes. The field notes were applied in each meeting. The writer took notes after the class ended in order to maintain the writer’s memory during her teaching. Field notes was applied to record the events happened during observation. Field notes also recorded the writer’s reflection on each meeting. In addition, to obtain the data on the writer’s reflection, she provided four questions as the guideline of the note taking. The questions were (1) How was the students’ performance during the classroom? (2) Why was the objective of the research on improving the students’ motivation successful or unsuccessful in this meeting? (3) What elements contributed to the success or failure? (4) What did the writer learnt from this success or failure?
3. Interviews
activities? (2) How was the students’ performance during the lesson? During the interview, the writer altered the questions in a way without changing the essence of the questions. It was intended to make the questions be understandable. The writer also used both Indonesian Language and Javanese Language in conducting interview in order to free participants express their elaboration in depth so as in length. Hence, the writer could gather detailed and profound intended data on the students’ motivation. For a further analysis, the interview was audio recorded. Eventually, the recording of the interview was transcribed into writing to facilitate the data analysis.
4. Assigning Comprehension Task
The last technique to gather data was assigning comprehension task. The task covered the vocabulary that had been taught based on the requirement of the National Education Department (See Appendix H). The students had the task at the end of every cycle of the research. During the task, the students were to work on the written task individually. The result of the task eventually was being used to measure the students’ vocabulary mastery.
formula being used to obtain the average mark of the students’ comprehension
In order to obtain the percentages of the students whose marks passed the MPM, the writer divided the numbers of the students whose marks above 69 by the numbers of the students in the classroom. The result then was multiplied by one hundred percent. The following formula was being used to obtain data on the percentage of the students whose marks above 69.
%
E. Data Analysis Technique
This subchapter describes the ways to analyze the data and to address the research questions. The writer applied trend analyses and data triangulation in this research. The followings are the discussions of the trend analysis technique and the data triangulation.
1. Trends Analysis
achievement, the writer used the result of the students’ comprehension task which was being carried out at the end of each cycle. Then, following Sagor (2005: 111), the trend could be described by the relation between time and performance. The following Figure 3.2 illustrated the line graph being applied to analyze the trends.
Figure 3.2 Trend Analysis (Sagor, 2005: 111)
The improvement of the students’ motivation and vocabulary mastery would be described in the trend analysis as gradual increasing line from the bottom to the top of performance axis. On the other hand, the decreasing of the students’ motivation and vocabulary mastery would be described in the trend analysis as a gradual decreasing line from the top to the bottom of performance axis. For example, in the research, in cycle one, there were only 70% items to observe occurred. While in cycle two, the items to observe, which occurred, were 100%. Hence, in the trend analysis, the writer drew a gradual increasing line from the point of 70% to the point of 100%. Eventually, the increasing line described the improvement of the students’ motivation from the cycle one to the cycle two.
triangulation was employed to maintain the validity and the reliability of the research findings.
2. Data Triangulation
Data triangulation referred to gathering multiple perspectives on the situation being studied to maintain the validity and reliability of the research (Burns, 1999: 163). The use of multiple perspectives was to reduce the subjectivity of the research findings. Similarly, Sagor (2005: 93-96) suggested triangulation matrix as the means of fulfilling the validity and reliability. The following table showed how triangulation was conducted in the research.
Table 3.2 Triangulation Matrix
Research Problem Data Source 1 Data Source 2 Data Source 3
1. How is the
- Field notes - Interview to
the students
- The Standard of Successful English Teaching and Learning
the data. Eventually, the interviews were also conducted to the students to validate the observations. If the interview emerged the same finding, then it could be concluded as the valid and reliable data.
In the case of analyzing the students’ vocabulary mastery, the writer first gathered the result of the students’ comprehension task. In order to measure the students’ vocabulary mastery, the writer used theMinimum Passing Mark (MPM)
as the criteria. If the results of the students’ comprehension task passed the MPM, it meant the students had succeeded their vocabulary mastery. In addition, the English teaching learning activities were perceived to be successful when 70% of the students could pass the MPM. The determination of the standard of English successful learning was also stated in Catatan Penentuan KKM (Notes of the Determination of MPM) which is enclosed in Appendix F. The formulation of MPM could be seen as follows:
Table 3.3 English Minimum Passing Mark for the Fourth Graders
NO CRITERIA POINT LEVEL
1 Complexity of materials 64,01785714 high
2 School facilities and teacher’s capability
81 medium
3 Students’ capabilities and family’s support
65 medium
Total 210,0178571
Average 70,00595238
Minimum Passing Mark 70
(Source: Kurikulum SD Netral C Yogyakarta, 2010)
F. Research Procedure
1. Identifying
In this phase, researchers simply observed their teaching learning activities to discover specific focus of their research (Burns, 1999: 8). Hence, the writer considered her current classroom practice. She identified problems which arouse during the teaching learning activity where she taught. Then, she decided what she would like to research. The writer also documented her observation which was related to the research in broad and unfocused way. This step was to clarify the nature of the situation and suggest further actions. In addition, the writer also considered the rationale of selecting the topic and the benefits to both the writer as a teacher and the students. In this case, the writer noticed that the students’ motivation and vocabulary mastery needed to be improved.
2. Exploring
3. Planning
After the writer exploring the background information, she drew up an action research plan. The writer determined the research instruments, research procedures, data gathering technique, and data gathering analysis. As the research instruments, the writer provided the observation checklist, interview guidelines, and both audio and video recording devices. In this phase, she also prepared the materials to convey and created lesson plans.
4. Collecting Data
This phase covered the activity of documenting data and the influences during the teaching learning activities. In this case, the writer utilized the research instruments to document any ongoing processes which were related to the focus of the research. She put checks on the observation sheets, wrote field notes, conducted interviews, assigned comprehension tasks, and did both audio and video recording during the data gathering phase.
5. Analyzing Data
tested against the field notes to check whether or not they emerged similar patterns. The interview, eventually, was employed to verify the observation and to complete the data triangulation.
6. Taking Action
After analyzing the data, the writer identified whether the technique being applied in the classroom was successful or not. This phase also enabled the writer to have a self-reflection on her research. She also reflected on the elements which caused the successful and the failure of the learning process. The reflection then would be the basis of the next activities, whether the next cycle of the research was necessary or not. The more detailed research cycles are being described in the following chapter.
7. Writing the Report
53
RESEARCH FINDING AND DISSCUSION
This chapter discusses the research findings. It presents the discussion of the data analyses which elicit the improvement of the students’ motivation and vocabulary mastery. This chapter consists of two subchapters. The first subchapter deals with the research cycles have been conducted in the research. The second part deals with the eliciting of the research findings. It covers the trend analysis and data triangulation.
A. Research Cycles
The difference between action research and traditional research is the presence of research cycles (McNiff&Whitehead, 2002: 40-46; Sagor, 2005: 4-8). Hence, in this subchapter, the writer elaborated her action in each cycle. Since this research adapted the action research model which was proposed by Lewin (1946 in McNiff&Whitehead, 2002), the elaboration of the research cycles followed his model. The model had four stages in one cycle, planning, acting, observing, and reflecting. The cycle began from the first stage, planning, and ended at the reflecting stage. The continuity of one cycle to the other cycles until the intended findings were discovered was called the research cycles.
preparation of the students to enter the classroom, lining up, and the equipment preparation. The writer passed three cycles or six meetings before she discovered the intended findings, the improvements of the students’ motivation and vocabulary mastery.
On the first cycle, the writer conducted classroom activities based on the four strands in teaching vocabulary which were proposed by Nunan (2003). The writer also applied the techniques in teaching vocabulary which were proposed by Davies&Pearse (2008). The writer asked the students to watch and understand the content of movies, identify sentences whether they were correct or incorrect based on the movies, guess meanings of novel vocabulary while watching movies, repeat the pronunciation in the movies, complete sentences while listening to the movies, find out novel vocabulary or expressions in the movies, and physically responded instructions in the movies.
