THE INFLUENCE OF THE USE OF VIDEO AS AUDIOVISUAL AID ON THE STUDENTS COMPETENCE OF VOCABULARY AT THE FOURTH
GRADE STUDENTS OF SDN 2 KEMANTREN KECAMATAN SUMBER KABUPATEN CIREBON
A THESIS
Submitted to the English Education Department of IAIN Syekh Nurjati Cirebon in Partial Fulfillment of the Requirements for Islamic Sholar in English
Education (S.Pd.I)
By:
ASEP ANGGARA Reg. Number: 58430561
ENGLISH EDUCATION DEPARTMENT OF TARBIYAH FACULTY OF SYEKH NURJATI STATE INSTITUTE FOR ISLAMIC STUDIES
ABSTRACT
Asep Anggara : “The Influence of The Use of Video as Audiovisual Aid on The Students Competence of Vocabulary at The Fourth Grade Students of SDN 2 Kemantren Kecamatan Sumber Kabupaten Cirebon”
The students problem is certainly becoming the teachers problem. It is proved that in reality the students found a lot of difficulties in vocabulary wherever they have an English class. Not except in SDN 2 Kemantren Kecamatan Sumber Kabupaten Cirebon, the students feel hard in learning English vocabulary. It needs a appropriate instructional media but Instructional media that is used at SDN 2 Kemantren Kecamatan Sumber Kabupaten Cirebon is limited..
The aim of this research are to know the application of video as audiovisual aid at the fourth grade of SDN 2 Kemantren, to know the students competence of vocabulary and to know the positive and significant influence of using video as audiovisual on the students competence of vocabulary at the fourth grade of SDN 2 Kemantren. The research is based on Magnesen’s theory informs that the human brain is faster to get the information which come from motion visual modality. This information makes the researcher presume that by using motion visual (Video), It will help the students faster to get the points of instructional material that the teacher has given in instruction, not except in learning vocabulary.
The kind of this research is quantitative research. This research is population research because the total number of the fourth grade students of SDN 2 Kemantren is only 47 students. The instrument of data collection are observation, interview and test. The instrument of the research have been tested with using validity test, relisbility test, discriminatory power, difficulty index, and distractor quality. The data which has been collected and analyzed by using formula of product moment and t-test.
The result of this research are the application of video as audiovisual aid make students easy in learning English vocabulary. It was proven by the average score of the use of video as audiovisual aid as X variable is 76,21 and average of students competence in learning English vocabulary as Y variable is 66,61 . It is categorized good. The result of coefficient correlation is 0,51. It is categorized sufficient correlation. The influence of using video contributes 26,01% on the students competence in learning English vocabulary. After analyzing data by using formula t test can be known that the result of is 3,98. It is higher than the result of
is 2,02 on the level 5% and 2,69 on the level 1%.
i PREFACE
Bismillahirahmanirrohim
Praise and thank to Allah, the God of all creatures, the beneficient, the Merciful. Because of His mercy and Blessing, i am finally able to finish my thesis
which is submitted to the English Faculty of Tarbiyah the State Institute for Islamic Studies “Syekh Nurjati” Cirebon in partial fulfillment of the requirment for the Islamic Sholar in English Education (S.Pd.I) with the thesis title “The Influence of
the Use of Video as Audiovisual Aid On the Students Competence of Vocabulary at the Fourth Grade Students of SDN 2 Kemantren Kecamatan Sumber Kabupaten Cirebon”.
.I also thank very much to:
1. Prof. Dr. H. Maksum Muchtar, M.A, the Rector of the State Institute for Islamic
Studies (IAIN) Syekh Nurjati.
2. Dr. Hj. Huriyah saleh, M.Pd, the Head of English Educational Department of
Tarbiyah Faculty of the State Institute for Islamic Studies (IAIN) Syekh Nurjati. 3. Tedi Rohadi, M.Pd,SE,Dipl.TEFL, the first supervisor.
4. Drs. Asep Kurniawan, M.Ag, the second supervisor.
5. SURADI, S.Pd, the Headmaster of SDN 2 Kemantren Kecamatan Sumber Kabupaten Cirebon.
ii
7. All teachers of SDN 2 Kemantren Kecamatan Sumber Kabupaten Cirebon.
8. All lecturers and staff of IAIN Syekh Nurjati Cirebon especially at the English Education Department of Tarbiyah Faculty.
Finally, I realize this thesis is still far from perfect, so all mistakes and error
found in it will become my responsibility.
iii
TABLE OF CONTENS
Page
PREFACE i
TABLE OF CONTENTS iii
LIST OF TABLES vi
LIST OF FIGURES v
LIST OF APPENDIX vi
CHAPTER I. INTRODUCTION 1
A. The Background of the Problem 1
B. The Identification of Problem 3
C. The limitation of the Problem 4
D. The Questions of the Research 5
E. The Aims of the Research 5
F. The Usefulness of the Research 6 G. Operational Definition of Variable 6 H. The Assumptions of the Research 7
I. The Hypothesis of the Research 9
CHAPTER II. THEORITICAL FOUNDATION 10
A. Main Theory 10
B. The Nature of Instructional Media 11
1. The Definition of Instructional Media 11
iv
4. The Roles of Instructional Media 14
5. Video as Audiovisual Aid in Instruction 15 C. Students Competence in Learning English Vocabulary 17 1. The Definition of Students Competence 17
2. The Devinition of Vocabulary 17
3. The Types of Vocabulary 18
D. Teaching and Learning Vocabulary with Video as Audiovisual
Aid 20
E. The Frame of Thinking 22
CHAPTER III. THE METHODOLOGY OF THE RESEARCH 26
A. The Objective of the Research 26
B. The Variables of the Research 26
C. The Method of the Research 26
D. The Place and Time of the Research 27
E. The Population of the Research 28
F. The Techniques of Data Collection 28
G. Test Instrument 29
H. The Techniques of Data Analysis 38
CHAPTER IV. RESEARCH FINDING 42
A. The Application of the Use of Video as Audiovisual Aid at the
Fourth Grade Students of SDN 2 Kemantren 42
1. The Use of Video as Audiovisual Aid at the Fourth Grade of
v
2. The Students Competence of Vocabulary 46
B. The Influence of Using Video as Audiovisual Aid on the Students Competence in Learning English Vocabulary at the Fourth
Grade Students of SDN 2 Kemantren 51
C. Discussion 58
CHAPTER V. CONCLUSION AND SUGGESTION 61
A. Conclusion 61
B. Suggestion 63
vi LIST OF TABLE
Tables Page
3.1. The Schedule of Time of the Research 27
3.2. The Population of the Research 28
3.3. The Result of Validity Test of Testing Instrument 31
3.4. The Result of Reliability Test 33
3.5. The Result of Discriminatory Power of Testing Instrument 33 3.6. The Result of Difficulty Index of Testing Instrument 35 3.7. The Result of Distractor Quality of Testing Instrument 37 3.8. The Interpretation of Correlation Coefficient 40 3.9. The Interpretation of Correlation Coefficient 41 4.1. The Result of the Use of Video as Audiovisual Aid 44 4.2. The Result of Students Competence in Learning English
Vocabulary at the Fourth Grade Students of SDN 2
Kemantren 47
4.3. The Result of Normality Test 49
4.4. The result of Homogeneity of Variances 51
4.5. The Calculation of X and Y Variable 51
4.6. The Table of “r” Product Moment 56
vii
LIST OF FIGURE
Figure Page
3.10.
viii LIST OF APPENDIX
Appendix
1. The Result of Observation
2. The Second Analyzing of Test Instrument 3. Syllabus and Lesson Plan
TABLE OF CONTENS
Page
PREFACE i
TABLE OF CONTENTS iii
LIST OF TABLES vi
LIST OF FIGURES v
LIST OF APPENDIX vi
CHAPTER I. INTRODUCTION 1
A. The Background of the Problem 1
B. The Identification of Problem 3
C. The limitation of the Problem 4
D. The Questions of the Research 5
E. The Aims of the Research 5
F. The Usefulness of the Research 6 G. Operational Definition of Variable 6 H. The Assumptions of the Research 7
I. The Hypothesis of the Research 9
CHAPTER II. THEORITICAL FOUNDATION 10
A. Main Theory 10
B. The Nature of Instructional Media 11
1. The Definition of Instructional Media 11
4. The Roles of Instructional Media 14
5. Video as Audiovisual Aid in Instruction 15 C. Students Competence in Learning English Vocabulary 17 1. The Definition of Students Competence 17
2. The Devinition of Vocabulary 17
3. The Types of Vocabulary 18
D. Teaching and Learning Vocabulary with Video as Audiovisual
Aid 20
E. The Frame of Thinking 22
CHAPTER III. THE METHODOLOGY OF THE RESEARCH 26
A. The Objective of the Research 26
B. The Variables of the Research 26
C. The Method of the Research 26
D. The Place and Time of the Research 27
E. The Population of the Research 28
F. The Techniques of Data Collection 28
G. Test Instrument 29
H. The Techniques of Data Analysis 38
CHAPTER IV. RESEARCH FINDING 42
A. The Application of the Use of Video as Audiovisual Aid at the
Fourth Grade Students of SDN 2 Kemantren 42
1. The Use of Video as Audiovisual Aid at the Fourth Grade of
2. The Students Competence of Vocabulary 46
B. The Influence of Using Video as Audiovisual Aid on the Students Competence in Learning English Vocabulary at the Fourth
Grade Students of SDN 2 Kemantren 51
C. Discussion 58
CHAPTER V. CONCLUSION AND SUGGESTION 61
A. Conclusion 61
B. Suggestion 63
LIST OF TABLE
Tables Page
3.1. The Schedule of Time of the Research 27
3.2. The Population of the Research 28
3.3. The Result of Validity Test of Testing Instrument 31
3.4. The Result of Reliability Test 33
3.5. The Result of Discriminatory Power of Testing Instrument 33 3.6. The Result of Difficulty Index of Testing Instrument 35 3.7. The Result of Distractor Quality of Testing Instrument 37 3.8. The Interpretation of Correlation Coefficient 40 3.9. The Interpretation of Correlation Coefficient 41 4.1. The Result of the Use of Video as Audiovisual Aid 44 4.2. The Result of Students Competence in Learning English
Vocabulary at the Fourth Grade Students of SDN 2
Kemantren 47
4.3. The Result of Normality Test 49
4.4. The result of Homogeneity of Variances 51
4.5. The Calculation of X and Y Variable 51
4.6. The Table of “r” Product Moment 56
LIST OF FIGURE
Figure Page
3.10.
LIST OF APPENDIX
Appendix
1. The Result of Observation
2. The Second Analyzing of Test Instrument 3. Syllabus and Lesson Plan
CHAPTER I
INTRODUCTION
A. The Background of The Problem
English is probably the most important language in the world because it is used as the language for international communication. So, it is
important to be learned. Because of the fact above, so English is taught to the students of Elementary school up to the students of the university at all departemens in our country besides teaching of our own national language.
In Indonesia, English as a foreign language. The field of foreign language teaching has undergone many fluctuations and dramatic shifts over
years. As opposed to physics or chemistry, where progress is more or lesssteady until a major discovery causes a radical theoritical revision (Kuhn, 1970), language teaching is a field where fads and heroes have come and gone
in a manner fairly consistent with the kinds of changes that occur in youth culture.
Kuskariri (The English teacher of SDN 2 Kemantren) informs the researcher (5th of April 2012) that the most students (70%) of that school always find dificulties in learning the English vocabulary. Many students felt
overcome this problem by teaching vocabulary through pictures but this effort
has not met the expected results yet.
The students problem is certainly becoming the teachers problem. It is proved that in reality the students found a lot of difficulties in vocabulary
wherever they have an English class. In fact, the teacher in the teaching and learning process of the media of teaching or teaching aids. Therefore, the
teacher should make use of the teaching aids and be able to solve the students difficulties. In this case, the teacher should find the way out to help the students, especially at the fourth grade of elementary school, when they learn
to speak, to read, and to write. The students feel that English is one difficult school subjects besides mathematics, physics, science. The school has no
choice because it is very difficult to get an English teacher right now in such as small village. The important thing is how to select or use the useful strategy and method in carrying out the process of teaching and learning. In the real
teaching and learning process, the teacher tried to apply a strategy or method in teaching English including the use of audiovisual aids. Gavin Dudeney and
Nicky Hockly assumed that the students are growing up with technology (audiovisual aid), and it is a natural and integrated part of their lives. For these students the use of technology is way to bring outside world into classroom.
Azhar Arsyad (2011: 36) inform that:
video adalah suatu sistem penyampaian pengajaran dimana materi video rekaman disajikan dengan pengendalian komputer kepada penonton (siswa) yang tidak hanya mendengar dan melihat video dan suara, tetapi juga memberikan respons yang aktif, dan respon itu yang menentukan kecepatan dan sekuensi penyajian.
(video is a system of instructional delivering that material of video is given with using computer to the audiences (students) who not only listen and wacth video and sound but also giving active responses, and the response which determine speed and sequence of delivering).
Based on the explanation above, the researcher is interested to find way out to help the students to solve the difficulties or problem in learning language, especially in their competence of vocabulary. That is why in this
research the writer is focusing on the application of video as audiovisual aids and the students competence of English vocabulary at the fourth grade of SDN
2 Kemantren.
B. The Identification of Problem
The identificatins of the Problem are as follows: 1. The Research Area
The research area is vocabulary. To learn a vocabulary in the students native language (indonesian) of course, they will not find many difficulies because the students absolutely know
the meaning of words. But, to learn in english vocabulary, of course the students will get many difficulties. The case is the
teaching vocabulary in order that the students understand easily.
The aid is video as audiovisual aid. 2. The Kinds of the Problem
Many kinds of the problem to learn English, such as
the students limited knowledge of vocabulary, the students feel difficult in writing English vocabulary, The students feel difficult
in pronuoncing English vocabulary, The students feel bored in learning English and many others problem.
3. The Main of the Problem
The main problem is that the students are hard to learn the English vocabulary. So the resaercher will try to know, the
influence of the use of video as audiovisual aids on the students competence of vocabulary.
C. The Limitation of the Problem
In learning English the students will always get the difficulties. On
the other hand, the proof that the students learn a language is their ability in using the language in accordance with the function of the language namely, a tool of communication.
To handle the miss-understanding and miss-receiving In this research, the researcher will limit the problem which has correlation which the
competence in learning Englis Vocabulary. To achieve the purpose of writing
this thesis, the researcher would like to limit the matrial only about the students difficulties in building up English vocabulary. The writer take the place of research in SDN 2 Kemantren and use population research. The
number of pupulation of research is 47 students and taken from 4th grade of SDN 2 Kemantren.
D. The Questions of the Research
1. How good is the application of using video as audiovisual at the fourth
grade students of SDN 2 Kemantren?
2. How is the students competence of vocabulary?
3. Is there any positive and significant influence of using video as audiovisual on the students competence of vocabulary?
E. The Aims of the Research
1. To know the application of using video as audiovisual at SDN 2
Kemantren
2. To know the students competence of vocabulary
3. To know the positive and significant influence of using video as
F. The Usefulness of the Research
The research will give some benefits as follows:
1. Theoretical benefit
a. The research can be useful to other researcher who wants to conduct a
research that is related to the same theme that is vocabulary.
b. The research will give clear description on the implementation of teaching vocabulary using audiovisual aids in improving students
vocabulary. 2. Practical benefit
a. The result of teaching vocabulary using audiovisual aids can bereference
for English teacher in order to improve the students’vocabulary using video as Audiovisual aids.
b. The result of learning using video as audiovisual aids can be useful for
the students in improving their vocabulary.
G. Operational Definition of Variables
There are two variables of the research, namely independent variable and dependent variable. An independent variable is a variable that influence
the dependent variable or it can be said that the dependent variable is bound to to the independent variable and it can change while the independent variable changes. The independent variable in this research is called the X
aid. The use of video as audiovisual aid is one of instructional media which
use a system of instructional delivering that material of video is given with using computer to the audiences (students) who not only listen and wacth video and sound but also giving active responses, and the response which
determine speed and sequence of delivering. . And the dependent variable is called the Y veriable. The Y variable of the research is the students
competence of vocabulary. The students competence of vocabulary is the students mastery in recognizing English words both in form of the words such as patrs of speech and its meaning that will decide the students
competence in using the words into a sentence correctly and appropriately either for productive competence (speaking and writing) or receptive
competence (speaking and listening).
H. The Assumptions of The Research
The assumptions of the research are based on the research which
was done by Azhar Arsyad (2011: 172) that :
Informasi yang disajikan melalui multimedia berbentuk dokumen hidup, dapat dilihat di layar monitor atau ketika di proyeksikan ke layar lebar melalui overhead projector, dan dapat didengar suaranya, dilihat gerakannya ( video atau animasi). Multimedia bertujuan untuk menyajikan informasi dalam bentuk yang menyenangkan, menarik, mudah dimengerti dan jelas. Informasi akan mudah dimengerti karena sebanyak mungkin indera, terutama telinga dan mata, digunakan untuk menyerap informasi itu.
information in shape which is joyful, interesting, easy to be understood and clear. Information will be easy to be understood because many sense of body, especialy ears and eyes are used to get the point of information).
The explanation above shows that by using multimedia as instructional media in teaching bring the students to joyful learning, the students will be easy to understand the material. Video is part of multimedia.
So, by using video as audiovisual aid will help the students to understand the materials easily, not except in learning vocabulary.
In Robert Heinich”s book (Instructional Media and Technologies for Learning, 1993: 454) Donna M. Brinton inform that:
Whatever the approach, language teacher seem to universally agree that media can and do enhance language teaching, and thus in the daily practice of language teaching we find the entire range of media (one of medias is video) assisting teachers in their job, bringing the outside world into the classroom and in short, making the task of language learning a more meaningful and exiting one. The information above makes the researcher presume that by using media, especialy video, It will help the teachers in teaching learning and
making the task of language learning a more meaningful, not except learning vocabulary.
In Robert Heinich”s book (Instructional Media and Technologies for Learning, 1993: 456) Donna M. Brinton expalins that:
Audiovisual materials provide students with content, meaning and
Based on the explanation above the audiovisual aid is a suitable
media to apply in learning vocabulary. The students will be easy to get the point.
I. The Hypothesis of Research
According to Arikunto (2006:71) hypothesis is a temporary
(responding) on the problem of research till proventhrough collecting data. Hypothesis of research has functions, it is giving a temporary answer of problem or research question. There are two hypothesis which is used in this research, they are:
1. Alternative Hypothesis ( ) : There is influence of the use of video as
audiovisual aid on the students competence in vocabulary.
2. Null Hypothesis ( ) : There is no influence of the use of video as
audiovisual aid on the students competence in vocabulary
In this research the writer wants to prove that there is positive and
significant influence of the use of video as audiovisual aid on the students competence in vocabulary at 4th grade of SDN 2 Kemantren. There are two variables here, they are X variable and Y variable. X variable in this thesis is
5
42
BIBLIOGRAPHY
Alreck, Pamela and Robert B. Settle. 1985. The Survey Research Handbook. New York: Irwin.
Arikunto, Suharsimi.1989. Manajemen Penelitian. Jakarta: Departemen pendidikan dan kebudayaan direktorat jendral pendidikan tinggi.
2010. Prosedur Penelitian (suatu pendekatan praktik). Jakarta: PT. Rineka Cipta.
Arsyad, Azhar. 2011. Media Pembelajaran. Jakarta: Raja Grafindo.
Asnawir and M. Basyiruddin Usman. 2002. Media Pembelajaran. Jakata: Ciputat Pers.
Borg, Walter and Meredith D Gall.1971. Educational Research and Introduction. New York: Mc kay Company.
Celcia-murcia, Marinne.1991. Teaching English as A Second or Foreign Language. Boston: Heinle & Heinle Publisher.
Dudaney, Gavin and Nicky Hockly.2007. How to Teach English with Technology. Edinburg gate: pearson Education Limited.
Echols, John and Hassan Sadily. 2003. An English-Indonesian Dictionary. Jakarta: Gramedia.
Fromkin, Victoria and David Blair.1999. An Introduction to Language. Sydney: Harcourt.
Heinich, Robert, Michael Molenda and James D. Russel. 1993. Instructional Media and Technologies for Learning. : Library of Congres Cataloging-in-publication Data.
Manser, Martin H.1995. Oxford Learners Pocket Dictionary. New York: Oxford University Press.
Margono, S.1997. Metodologi Penelitian Pendidikan. Jakarta: Rineka Cipta. Schranmpfer Azhar, Betty. 1993. Understanding and Using English Grammar.
Jakarta: Binarupa Aksara.
Siregar, Syofian. 2005. Statistika Deskriptif untuk Penelitian. Jakarta: Rajawali Pers.
Sudijono, anas. 2006. Pengantar Evaluasi Pendidikan. Jakarta: Grafindo Persada. Sugiono. 2007. Metode Penelitian Pendidikan (Pendekatan Kuantitatif, Kualitatif
dan R&D). Bandung: Alfabeta.
6
42
Uno, Hamzah and Nina Lamatenggo. 2010. Teknologi Komunikasi & Informasi Pembelajaran. Jakarta: Bumi Aksara.
