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CARTOON FILMS
(A Classroom Action Research on the Fourth Grade of SDN 01 Mojosongo in
2009 / 2010 Academic Year)
By:
ERLYNA PUSPITARINI
X2206036
THESIS
Submitted to Teacher Training and Education Faculty of Sebelas Maret
University to Fulfill one of the Requirements for Achieving the
Undergraduate Degree of English Education
ENGLISH EDUCATION DEPARTMENT
TEACHER TRAINING AND EDUCATION FACULTY
SEBELAS MARET UNIVERSITY
SURAKARTA
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PRONOUNCEMENT
This is to certify that I myself write this thesis entitled: IMROVING STUDENTS’ VOCABULARY MASTERY BY USING CARTOON FILMS (A Classroom Action Research On the Fourth Grade of SDN 01 Mojosongo
Surakarta in 2009/2010 Academic Year)
It is not plagiarism or made by others. Anything related to other‟s work is written in quotation, the source of which is listed on bibliography.
If then this pronouncement proves incorrect, I am ready to accept academic punishment, including the withdrawal or cancellation of my academic degree.
Surakarta, July 2013
Erlyna puspitarini
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IMPROVING STUDENTS’ VOCABULARY MASTERY BY USING CARTOON FILMS
(A Classroom Action Research on the Fourth Grade of SDN 01 Mojosongo in
2009 / 2010 Academic Year)
By:
ERLYNA PUSPITARINI
X2206036
THESIS
Submitted to Teacher Training and Education Faculty of Sebelas Maret
University to Fulfill one of the Requirements for Achieving the
Undergraduate Degree of English Education
ENGLISH EDUCATION DEPARTMENT
TEACHER TRAINING AND EDUCATION FACULTY
SEBELAS MARET UNIVERSITY
SURAKARTA
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ABSTRACT
Erlyna Puspitarini. X2206036. IMPROVING STUDENTS’ VOCABULARY
MASTERY BY USING CARTOON FILMS (A Classroom Action Research on the fourth Grade of SD N 01 Mojosongo Surakarta in 2009 /2010 Academic Year) A Thesis, Surakarta: Teacher Training and Education Faculty of Sebelas Maret University, 2013.
The aims of this research 1) identifying whether or not teaching vocabulary
using cartoon films can improve students‟ vocabulary mastery at the fourth grade
students of SD Negeri 01 Mojosongo, Surakarta, and 2) describing students‟ motivation when cartoon are implemented in teaching vocabulary at the fourth grade students of SDN 01 Mojosongo.
The research is action research. The research was conducted from 29th April to 3rd June 2010. The subject of the research is the students of class 4 of SD Negeri 01, Mojosongo Surakarta. The research consisted of two cycles; cycle one consists of three meetings and cycle two consists of three meetings. The research data were collected by using qualitative and quantitative techniques. The qualitative data
consisted of interview, observation and documents (field notes, students‟ diaries, students‟ worksheets and photographs. The quantitative data consisted pre – test and post - test. In analyzing the data, the research used qualitative and quantitative analysis. The qualitative data were analyzed through assembling the data, building interpretations, and reporting the outcome. The quantitative data were analyzed through pattern mean pre – test and post test scores.
The result of the research shows that using cartoon films can improve
students‟ vocabulary mastery. The students‟ motivation in teaching learning process
has improved; they paid attention to the teacher and became more active. The student‟ achievement is increased. The improvement of the students‟ achievement can be seen from the difference between the scores of the pre – test and the post –test. The mean score of the pre – test is 4.8 and it improved to 6.4 in the post – test and it also improved to 8.2 in the second post – test.
The research findings show that the use of cartoon films could improve
students‟ vocabulary mastery and students‟ motivation in teaching English. The improvement of students‟ vocabulary mastery includes 1) the students could easily memorize and grasp the new word; 2) the students could pronounce the word correctly; 3) the students were able to spell some vocabularies. The improvement of
students‟ motivation includes 1) the students were enthusiastic and happy during the lesson; 2) the students more active to raise their hand to answer the question; 3) almost all of the student become active to follow the lesson.
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MOTTO
“WE must be knowledgeable to everything because we are living in a competitive world”
“A man without education is like a bird without direction”
"Happiness depends on what you give not on what you get."
“Empat kunci kesuksesan adalah bekerja dan berdoa, berpikir
dan percaya”
“ Life is struggle to reach every things “
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DEDICATION
With deep profound love, this research is dedicated to:
My beloved father and mother, thank you for everything that you have done
to me.
My beloved brother and my beloved sister, who always support and pray to
me.
My beloved “Paaaaapooooo”, who makes my life so strong and never, give up
to support me
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ACKNOWLEDGEMENT
Alhamdulillahirabbil‟alamin. Thanks to ALLAH SWT who has given His
blessing to the writer so the writer can finish this thesis as one of the requirements for
achieving the undergraduate degree of education in English at the Teacher Training
and Education Faculty of Sebelas Maret University. The writer realizes that she
wouldn‟t have completed the thesis without other people‟s help and contribution.
Therefore, in this occasion she would like to express her deepest gratitude and
appreciation to the following:
1. The Dean of Teacher Training and Education Faculty of Sebelas Maret
University who gave his permission to write this thesis.
2. The Head of English Department of Teacher Training and Education Faculty
for his advice.
3. DR. Sujoko,MA., as the first consultant for all his valuable guidance, advice
and patience from the beginning to the completion of this thesis.
4. Dewi Sri Wahyuni,S.Pd.M.Pd., as the second consultant and academic
consultant for all her valuable guidance, advice, encouragement, and patience
during the writing process of this thesis.
5. Drs. Wagimin as the Head Master of SD Negeri 01 Mojosongo, Surakarta for
the permission and advices while the writer doing the research in SD Negeri
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6. Dewi,S.Pd, the English teacher of SD Negeri 01 Mojosongo, who helped and
gave her a chance to accomplish the research.
7. The fourth grade students of SD Negeri 01 Mojosongo, who helped the writer
by joining the research.
8. Her beloved family, her father, her mother, her brother, for their supports,
caring, and prayer.
9. Her beloved sister. “Galuh” for always supporting her to finish the thesis
10. Her incredible supporter, Eko Saputro. The writer thanks him for always
giving her motivation to finish this thesis.
11. Her “best friends”, Atin, Nabila, Itut, Marik, Dewi for always becoming
friends all the situation and give supports.
12. Her friends in the English Department of the year 2006 for the lasting friendship.
13. Everyone who helped the writer to conduct the research who cannot be
mentioned here and those who participated in writing this thesis.
The researcher realizes that this thesis is still far from being perfect. She
expects some criticisms and suggestion to develop her limited knowledge. She hopes
this thesis will be useful for readers.
Surakarta, July 2013
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TABLE OF CONTENT
PRONOUNCEMENT ... i
TITLE ... ii
APPROVAL OF CONSULTANTS ... iii
APPROVAL OF THE BOARD OF EXAMINERS ... iv
ABSTRACT ... v
MOTTO... vi
DEDICATION ... vii
ACKNOWLEDGMENT ... viii
TABLE OF CONTENT ... x
2. The Characteristic of Young Learners... 6
3. Teaching English too Young Learners ... 8
B. General Review of Vocabulary ... 9
1. The Definition of Vocabulary... 9
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b. Selecting Media of Instruction ... 20
2. Cartoon Films as Media to Teach ... 21
a. The Definition of Film ... 21
b. Types of Film... 22
c. The Definition of Cartoon... 23
d. The Advantages of Cartoon Films ... 24
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CHAPTER V CONCLUSION, IMPLICATION AND SUGGESTIONS 61 A. Conclusion ... 61
B. Implication ... 62
C. Suggestions ... 62
BIBLIOGRAPHY ... 65
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LIST OF APPENDICES
Appendix 1: The List of Students‟ Names ... 69
Appendix 2: The Schedule of Research ... 68
Appendix 3: Lesson plans ... 70
Appendix 4: Interview Notes ... 89
Appendix 5: The Note Pre- Observation ... 92
Appendix 6: Field Note ... 99
Appendix 7: Photographs ... 138
Appendix 8: Samples of Cartoon Films ... 142
Appendix 9: Pre – test Blue Print ... 147
Appendix 10: Pre-Posttest items ... 148
Appendix 11: The Students‟ Post-test Score ... 155
Appendix 12: Students‟ Worksheet ... 197
Appendix 13:The Result of The Test ... 205
Appendix 14: Samples of Students‟ Diaries ... 206
