THE INFLUENCE OF USING FILMS IN TEACHING
-LEARNING PROCESS ON VOCABULARY MASTERY
OF FOURTH GRADE STUDENTS OF SD
TAMBAKBOYO 2 BATANG IN THE SCHOOL
YEAR 2003/2004
THESIS
Submitted to the Board of Examiners in Partial Fulfillment of the Requirements for the Degree of Saijana Educational Islamic Studies (S.Pd.l) in the English and
Educational Department
Yun Dhivaaul Farikhah
NIM: 113 99 066
ENGLISH AND EDUCATION DEPARTMENT
STATE ISLAMIC STUDIES INSTITUTE ( STAIN )
DEPARTEMEN AGAM A
SEKOLAH TINGGI AGAM A ISLAM NEGERI (STAIN) SALATIGA
Jl. Tentara Pelajar 02 Telp.(0298) 323706,323433 Fax.323433 Salatiga 50721 Website: www.stainsalatiga.ac.id E-mail: administrasi@stainsalatiga.ac.id
DEKLARASI
Bismllahirrahmanirrahim
Dengan penuh kejujuran dan tanggung jawab, peneliti menyatakan bahwa
skripsi ini tidak berisi materi yang pernah ditulis oleh orang lain atau pernah
diterbitkan. Demikian juga skripsi ini tidak berisi satupun pikiran-pikiran orang
lain, kecuali informasi yang terdapat dalam referensi yang dijadikan bahan
rujukan.
Apabila di kemudian hari ternyata terdapat materi atau pikiran-pikiran
orang lain di luar referensi yang peneliti cantumkan, maka peneliti sanggup
mempertanggungjawabkan kembali keaslian skripsi ini di hadapan sidang
munaqosyah skripsi.
Demikian deklarasi ini dibuat oleh peneliti untuk dapat dimaklumi.
Salatiga, 5 Januari 2004 Peneliti
Drs. Sa’adi, M.Ag
The Lecture of Education Faculty State Islamic Studies Institute Salatiga
ATTENTIVE COUNSELOR NOTES Salatiga, 9th February 2004
Case: Yun Dhiyaaul Farikhah’s Thesis
Dear
The Head of State Islamic Studies Institute Salatiga
Assalamu’alaikum Wr.Wb.
After reading and correcting Yun Dhiyaaul Farikhah’s Thesis entitled “THE INFLUENCE OF USING FILMS IN TEACHING - LEARNING
PROCESS ON THE VOCABULARY MASTERY OF THE FOURTH
GRADE STUDENTS OF SD TAMBAKBOYO 2 BATANG IN THE
SCHOOL YEAR 2003/2004”
I have decided and would like to propose that if could be accepted by the educational faculty, I hope it would be examined as soon as possible.
Wassalamu’alaikum Wr.Wb.
Drs. Sa’adi M.Ag NIP. 150 526 821
D E P A R T M E N T O F R E L IG IO U S A F F A IR S STATE ISLAM IC STUDIES INSTITUTE
(STAIN) SALATIGA
J l Tentara Pelajar 02 Telp.(0298) 323706,323433 Fax.323433 Salatiga 50721 Website: www.stainsalatiga.ac.id E-mail: adminlstrasi@stainsalatiga.ac.id
STATEMENT OF CERTIFICATION
THE INFLUENCE OF USING FILMS IN TEACHING-LEARNING PROCESS ON VOCABULARY MASTERY OF THE FOURTH GRADE
STUDENTS OF SD TAMBAKBOYO 02 BATANG IN THE SCHOOL YEAR 2003/2004
YUN DHIYAAUL F. NIM. 113 99 066
Has been brought to the board of examiners in February, 14th 2004/Dzulhijjah, 23rd 1424 H, and hereby considered to completely fulfill the requirement of
Saijana degree in the English Department of Education Faculty.
Dzulhijjah, 23rd 1424 H. Salatiga, ---February, 14th 2004 M.
MOTTO
“Mother U
' the^yrnhoi/ of true/ love^ “
ABSTRACT
Yun Dhiyaaul F. (2004): The Influence o f Using Films in Teaching-Learning Process on the Vocabulary Mastery o f the Fourth Grade Students o f SD Tambakboyo 2 Batang in the School Year 2003/2004. A Paper. Salatiga. English Department Faculty of Education, STAIN of Salatiga.
Vocabulary mastery is very important to support communication. In fact the students’ vocabulary mastery is very low. The condition above is caused by both internal and external factors. One of the external factors is the inappropriate technique in teaching English vocabulary. To solve the problem, the researcher attempts to use films in teaching English vocabulary to the fourth grade students of SD Tambakboyo 2 Batang in the school year 2003/2004.
The purpose of conducting this research is to prove that there is significant difference of using films in teaching-learning process on the vocabulary mastery of the students and to know how much the significance of the difference between the result of teaching English vocabulary using films and using pictures is. She compares the result of teaching English vocabulary using films with the result of teaching English vocabulary with pictures.
By reviewing related theories, the researcher can assume two hypothesis as follows:
1. There is a significant difference in students’ achievements between those who are taught with films and those who are not (or taught with pictures).
2. The students whose teacher uses films in teaching English vocabulary have better vocabulary mastery than those whose the teacher does not do so.
In order to know the differences of the results, the researcher took 40 students as samples. The sampling technique of the research is Classical Random Sampling. She uses the procedure; making a list of names of the students, the students who get even numbers are classified in to the experiment group, and the students who get odd numbers are classified in to the control group. Each group consisted of 20 students. They were treated differently, especially in the teaching technique. To know whether the different means are significant or not, the researcher used T-test.
The result of the research that the difference of the means is 3,04 and that it is significant in the T-test with the df (db) = 19 and the significant level of 5% shows that the use of films in teaching English vocabulary is really effective. Thus, the hypothesis above proves true.
ACKNOWLEDGEMENT
First of all, the researcher gives praise and thanks to Allah SWT for his
blessing and mercy, so that this Thesis was completely done. All the marvelous
guidance in wonderful ways given to the researcher in facing difficulties and
uncertainties.
However, this success would not be achieved without the support,
guidance, advice, help and encouragement from individuals and institutions.
Therefore, let her say thanks to:
1. Drs. Badwan, M. Ag as the Chief of STAIN Salatiga.
2. Drs. Sa’adi, M.Ag as the Chief of TBI and as the consultant of writer. Thanks
for giving her suggestion, criticism, knowledge, wisdom, attention and
kindness.
3. Mrs. Woro R., M.Pd, Mr. Ari, Mr. Hammam, Mr. Hanung Triyoko and Mr.
Ruwandi, my lecture who always give advice, suggestion and guidance
patiently.
4. The Beloved Family: Mom, Dad, My Sisters and Brothers who have given a
true love, support and valuable lessons. Thank you for everything.
5. “My Bald” who always “brownies”. Without his “light”, all of this paper
would not have been able to finished.
Finally, the writer expects to the constructive criticism and suggestions
from the readers because this paper is still far from being perfect. And this Thesis
is expected to be able provide useful information to the readers.
Salatiga, February 2004,
TABLE OF CONTENTS
TITLE PAGE...i
DECLARATION...ii
ATTENTIVE COUNSELOR NOTES... iii
LEGITIMIZATION...iv
MOTTO...v
DEDICATION...vi
ABSTRACT...vii
ACKNOWLEDGEMENT... viii
TABLE OF CONTENTS... x
CHAPTER I INTRODUCTION A. The Background of the Study... 1
B. The Statement of the Problem... 2
C. The Objective of the Study... 2
D. Definition of Terms... 3
1. Influence...3
2. Vocabulary...4
3. Film... 4
4. Mastery...5
5. Elementary School (SD)... 5
6. 2003/2004...5
D. The Theoretical Framework... 5
E. The Significance of the Study... 6
F. Hypothesis...,...7
G. Methodology...8
1. Population...8
2. Sampling & Sample...8
3. The Method of Analysis... 8
I. The System o f the Thesis Presentation 10
CHAPTER n REVIEW OF RELATED THEORIES OF TEACHING
VOCABULARY
A. The Definition of Vocabulary... 12
B. Kinds of Vocabulary... 13
C. The Teaching of English in Elementary School... 16
1. The Purpose... 16
2. The Material... 16
3. The Principle... 16
4. The T echnique... 17
D. The Definition of Film... 19
E. Kinds of Film ...20
F. Animated Cartoon...22
G. Films as an Education Medium... 23
H. Films in Language Teaching-Learning Process... 26
I. Films in Teaching Vocabulary...27
J. How to Teach Vocabulary by Using Films... 28
K. How to Teach Vocabulary by Using Films for Elementary School Students... 31
L. Direction on Preparing the Film Lesson and the Receiving Class Room...32
M. Teaching Equipment Needed...33
N. Still Pictures...33
1. The Definition of Still Picture...33
CHAPTER HI THE METHOD OF THE RESEARCH AND DATA
PRESENTATION
A. The Type of Research...35
B. Research Procedures...36
1. Teaching Vocabulary Using Films... 36
2. Teaching Vocabulary Using Still Pictures... 36
C. Research Instrument...37
D. Subject of the Study...38
E. Object of the Study...38
F. Teaching Material...39
G. The Data Collecting ...39
CHAPTER IV THE ANALYSIS OF THE DATA A. The Analysis of the Data...45
1. The First Analysis...45
2. The Second Analysis...49
a. Group A (Using Films)...49
b. Group B (Using Still Picture)... 51
B. Some Findings...54
CHAPTER V CLOSURE A. Conclusion...56
B. Suggestion...56
BIBLIOGRAPHY APPENDICES
CHAPTER I
INTRODUCTION
A. The Background of the Study
In Indonesia, English has become one of the local contents in
elementary schools. The lesson is taught in the fourth, fifth, and sixth grades.
The purpose of teaching the lesson is to introduce English to students as the
first foreign language. Furthermore the purpose of the teaching is emphasized
more on enabling the students to comprehend some information and simple
utterances.1
Usually, the first material to teach to children is vocabulary. As
beginners in learning English, of course, they find difficulties in learning and
mastering the new vocabulary. It can be understood because they have never
used the language before. Teachers also find difficulties in making the
students understand the vocabulary they learn. Most of the English teachers
use the traditional method in teaching vocabulary. They usually read the new
words or write them on the blackboard and ask the students to repeat them
after the teachers. The teachers expects the students to be able to memorize the
words as soon as possible and as many as possible as well. The problem which
commonly appears is that the students easily forget the words which they have
ccording to Allen, programs that are prepared to equip language
teachers give little attention to techniques for helping students learn
vocabulary. Because of this, the teachers become poor in techniques to teach
vocabulary. The teachers never apply a new technique, for example teaching
vocabulary by using films.2
Based on the explanation above, the researcher tries to combine the
lesson in the classroom which is boring with the films which interest children.
That is the reason why the researcher has chosen the title of this paper “The
Influence of Using Films in Teaching - Learning Process on the Vocabulary
Mastery of the Fourth Grade Students of SD TAMBAKBOYO 2 Batang in the
School Year 2003/2004”.
B. The Statement of the Problem
By conducting this research, the researcher formulates the problem as
follows:
1. Is there any significant difference of students’ vocabulary mastery
between those who are taught with films and those who are not?
2. Are the students whose teacher uses films in teaching vocabulary have
better vocabulary mastery than those who does not do so?
C. The Objective of the Study
Related with above assumption, the researcher aims to know:
2 Allen V F, Techniques in Teaching Vocabulary, Oxford, Oxford University Press, 1983, P:1
1. Whether there is a significant difference of students’ vocabulary mastery
between those who are taught with films and those who are not.
2. Whether the students whose teacher uses films in teaching vocabulary
have better vocabulary mastery than those whose the teacher does not.
D. Definition of Terms
1. Influence
According to Hornby, influence is power to affect somebody’s
character, beliefs or actions through, person, fact, etc that exercises such
power, action of natural forces, power due to wealth, position.3
Influence is a flowing in or upon; influx, Hence, in general, the
bringing about of an effect, physical or moral, by a gradual process;
controlling power quietly exerted; agency, force, or tendency of any kind
which the sun exerts on animal and vegetable life; the influence of
education on the mind; the influence, according to astrologers, of the stars
over affairs, Power or authority arising from elevated station, excellence of
character or intellect, wealth, etc.; reputation; acknowledged ascendancy;
as, he is a man of influence in the community.4
In order words, the use of film can suit the students need in
learning English vocabulary or not.
2. Vocabulary
Vocabulary is all the words known to a particular person; the
special set of words used in a particular kind of work, business; a list of
words, usually in alphabetical order and with explanation of their
meaning.3
Grolier also says that vocabulary is a list of words and often
phrases, usually arranged alphabetically and defined or translated a lexicon
or glossary; all the words of language; the sum of words used by,
understood by, or at the command of a particular person, social group,
profession, trade or the like.5 6
3. Film
Films are series of filmed image viewed insufficiently rapid
succession to create the illusion of motion and continuity.7 8 While
according to Encyclopedia International, film is in fact, both an art form
and a medium of mass entertainment, and in the latter capacity it has had a
significant impact in a sociological sense. In addition, it has a background o
rooted in science and technology.
5 Longman Group, Longman Dictionary o f Contemporary English, Great Britain, Bath, The Pitman Press, 1981, P:1229
6 Grolier, The Grolier International Dictionary, Volume 1, United States o f America, Maynard, Massachusetts, Inforonics Inc, 1981, P: 112
1 Ib id , P:365
8 Grolier, Encyclopedia International, New York, Grolier Incorporated, 1973, P: 112
4. Mastery
Mastery is great skill and knowledge.9 It means that students are
hoped to have the capability of vocabulary the usage of film.
(n.) The position or authority of a master; dominion; command;
supremacy; superiority, (n.) Superiority in war or competition; victory;
triumph; preeminence, (n.) Contest for superiority, (n.) A mastery
operation; a feat, (n.) Specifically, the philosopher's stone, (n.) The act
process of mastering; the state of having mastered.10
5. Elementary School (SD)
Elementary School is a school for young children, usually the first
6 or 8 grades, equal with the Elementary School, which means as an
institution for educating children. In this study, what Elementary School
students mean are fourth grades of SD Tambakboyo 2 in Batang.
6. 2003/2004
It refers to the period of writer’s research.
E. The Theoretical Framework
It is important for students to master English vocabulary, because it
will support the students’ ability to master the four language skills: reading,
speaking, writing and listening.11 The problem which commonly appears in
teaching vocabulary is that the students easily forget the new words that they
9 Hornby, op.cit., Page 356
have just learned, beside usually teachers use a traditional method, that is by
reading the new words and expect the students to memorize the words as soon
12
as possible and as much as possible as well.
Using films in teaching vocabulary is expected to be able to solve the
problems. In this case film has a special value; it shows messages with model
and visualization, while the other ways above do not have the value. That is
why children both at villages and towns love to watch films on television;
even they spend their time in front of the television.13
Logically; the teaching of English will not be boring anymore if the
teacher uses the media which interest children: films. Through something that
can be seen, the messages can be memorized longer than through something
that can be heard, or can be read only. By using films in teaching vocabulary,
the researcher expects that it will able to increase the motivation of the
students to learn English, and that the lesson will be interesting, so the
problem in teaching vocabulary can be solved.
F. The Significance of the Study
The researcher hopes that the research of using films in teaching
vocabulary will be useful for both the teachers, the students and the school of
SD Tambakboyo 2 Batang.
12 Allen V. F, op.cit., P: 1
13 Hamalik Oemar, Drs, M edia Pendidikan, Bandung, Alumni, 1977, P:102
\
1. The Teachers
The positive result of this research will support them to apply this
technique in teaching vocabulary, so they will not be confused anymore in
choosing the appropriate technique.
2. The Students
The positive result of this research will support them to increase with the
material of the vocabulary mastery which they have learned and it is
expected get better achievement in teaching-learning of vocabulary
mastery.
3. The School
The Positive result will support the school to provide the film equipment’s
such as TV, video and films for teaching vocabulary because the English
lesson will be more effective by using films.
G. Hypothesis
The researcher tries to determine the hypothesis of the research, as
follows:
1. There is a significant difference in students’ achievements between those
who are taught with films and those who are not.
2. The students whose the teacher uses film in teaching vocabulary have
H. Methodology
1. Population
Suharsimi Arikunto, in the book “Prosedur Penelitian: Suatu
pendekatan praktek”, states the population is all members of the research
subject.14 In the population of this research is the fourth grade students of
SD Tambakboyo 2 Batang in the school year 2003/2004, which member in
the 40 students.
2. Sampling & Sample
Sampling is technique that used to take sample.15 Whereas sample
is a part of population representative which written.16 The sampling
technique of the research is classical random sampling, in which every
member of the population has the same opportunity to be the sample of the
research. In this research, the writer takes one class as the sample at the
fourth year students of SD Tambakboyo 2 Batang in the school year
2003/2004, there are 40 students.
3. The Method of Analysis
The data analysis method that is need in this research is
comparative analysis. The means of both groups are compare, so that the
researcher will find whether or not there is a significant difference in the
result between the two groups. In order to know the level of ability of both
14 Arikunto, Suharsimi, Prosedur Penelitian: Suatu Pendekatan Praktek, Jakarta, Rineka Cipta, 1998, P:115
15 Ibid, 1992, P: 67 16 op.cit., P: 115
the experiment and the control groups before, the are given the treatments.
In this case the researcher uses t-test simple randomized design as follows:
t =
° SEMn
Explanation:
t„ = Coefficient of the Mean of Difference
Md = Mean of Difference:
Md = HD
N
H D = The Total of Differential between Variable X and Variable Y:
D = X - Y
N = Number of Cases
SEm = Standard Error of M D
SEU_ - SD°
D yfWH
T
SDd = Standard Deviation of D
( H D 2) ) H D ) l N J l N J s d d =
N= Number of Cases
If the result shows that t0 is less than or equal with t-table, the hypothesis
states that the level ability of experiment group and control group are
The acceptance or refusal of those hypothesis is based on the
degree of freedom (df) of each test and the coefficient is obtained from the
calculation of statistics (N - 1).
The degree of freedom (df) of each t-test in this research is the amount of
the group tested that is : (20 - 1 ) = 19.
From the table of significance 5% and 1% (Ho) will be accepted if the
result t-test is less than the figure shown on t-table Ho is refused and Ha is
accepted.
I. The System of the Thesis Presentation
This thesis is devided into five chapters. Chapter 1 contains
introduction which covers the background of the study; the statement of the
problem; the objective of the study; the theoretical framework; hypothesis;
methodology: population, sampling & sample, and method of analysis;
definition of terms; the significance of the study; identification of the problem;
and the system of thesis presentation.
In Chapter II, the writer presents the review of related literature of the
study by describing theoretical foundation and research hypothesis.
In chapter III, the writer presents the research of methodology which
includes the type of the research, the population, the sample and sampling
technique, the groups of the data, research instrument, research procedures
and the ends is the methods of data analysis.
I
Chapter IV, the writer presents the analysis of the data interpretation
which discusses the result of the test.
The writer ends the thesis by giving conclusion and suggestion in
CHAPTER H
REVIEW OF RELATED THEORIES OF TEACHING VOCABULARY
A. The Definition of Vocabulary
Vocabulary is the total number of words, which makes up the
language. It can be defined, roughly, as the words we teach in the foreign
language.1
Based on Longman Dictionary o f Contemporary English, vocabulary
is all the words known to a particular person; the special set of word used in a
particular kind of work, business, a list of a words, usually in alphabetical
order and with explanation of their meaning.2 3
While based on The Glolier International Dictionary, vocabulary is a
list of words and often phrases, usually arranged alphabetically and defined or
translated a lexicon or glossary; all the words of language; the sum of words
used by, understood by, or at the command of a particular person, social
group, profession, trade or the like.
However, a new vocabulary item may be more than a single word, for
example; post-office, mother-in-law, etc, which are constructed of more than
one word but expressing one single meaning unit. There are also multiword
idioms such as ‘call it day’, where the meaning cannot be deduced from an
1 Hornby, Oxford Advanced Learners Dictionary o f Current English, London: Oxford University, 1985, P:959
2 Longman Group, Longman Dictionary o f Contemporary English, Great Britain, Bath, The Pitman Press, 1981, P: 1229
3 Grolier, The Grolier International Dictionary, Volume 1, United States o f America, Maynard, Massachusetts, Inforonics Inc, 1981, P: 112
analysis of words that make up the phrases. Realizing the above cases, a
useful convention is to cover them by talking about vocabulary ‘items’ rather
than ‘words’.
In learning vocabulary, it is important for the students to understand
the meaning of the new language that they are learning. We know that “the
end of language is the communication of meaning”. People talk in order to
express the meaning of their thoughts, and they listen in order to discover the
meaning of what others say. Without meaning there would be no real point in
language.
The teachers also need to know whether the students have understood
the new language so that they can organize their teaching accordingly.
Based on the explanations above, it can be summarized that
vocabulary is the total number of words and often phrases, which make up the
language. They are learned to achieve the end of language; the communication
of meaning.
B. Kinds of Vocabulary
The teachers should also consider the first decision that must be made.
It is whether to test the student’ active or passive vocabulary, those are the
words they should use in their speech and writing or those they will need
merely to comprehend, especially in their reading.4 £ vv . g |
According to Allen and Vallete, concrete words are the easiest to learn.
Neither younger nor older students have trouble in learning numbers, days of
week, colors name as objects and the like. Some difficulties arise in using
these words in sentences. For this reason, words are generally taught in
context. Adverbs and adverbial expression are difficult to learn. Many
practices with adverbs are necessary in all languages. Some teachers give
native language equivalents of new words. This is often the most direct way to
teach adverbial expressions and abstract terms.5
A teacher needs to rely on certain criteria of vocabulary selection in
order to meet the needs of various goals and condition. In oral vocabulary, for
instance, the criteria should be including range of usefulness and regularity
fitting in the pattern taught. A word that can be used in more than one area
will be preferred to as one that is restricted to a single contextual area. For
listening and reading the criteria should be frequency of occurrence, since the
students will usually have no control over the words that he will encounter.
Beside many kinds of vocabulary above, also there are productive and
receptive vocabularies. The former is all the words people use in speaking and
writing, while the latter is all the words people understand when reading and
listening.
The teacher can decide which words he should teach on the basis of
how frequently they are used by the speaker of the language. The words,
5 Allen E. D and Vallete M R , Classroom Techniques; Foreign Language and English as a Second Language, San Diego, New York, Chicago, Washington D C , Atlanta, Harcourt Brage Jofanovich
Publisher, 1977, P:84
which are most commonly used, are the ones he should teach first. Like the
word “table” which means a piece of furniture consisting of a flat top
supported on one or more legs is more commonly used for the first language
learners than the word “table” which means list of facts or figures
systematically arranged, especially in columns. Another principle is coverage.
A word is more useful if it covers more things than if it only has one very
specific meaning. Like the word “vehicle” which covers a number of kinds of
means of transportation is more useful for the elementary language learners
than the word denoting the names of vehicles such as bus or truck or motor
cycle, etc.
The decision about what vocabulary to teach and learn will be heavily
influenced by information we get concerning with it is frequency and use. But
this information will be assessed in light of other consideration such as topic,
function, structure, needs and wants.
Briefly speaking, due to the conditions of each individual students, it is
necessary to know that in teaching vocabulary the teacher should select words
whose meaning is easy to make clear, the words are commonly short and easy
C. The Teaching of English in Elementary School
1. The Purpose
Teaching English in Elementary School aims that students have four
language skills: listening, speaking, reading, and writing in English, these
things are to support industry and tourism sectors in the region.6
The other purpose is that students have language competence
(mastery in pronunciation, vocabulary and structure) and language
performance (ability to use language competence factors in a simple way).
2. The Material
The materials of teaching English in Elementary School are words
and simple sentence about things around students, family, school,
geographic, and communication between the students with their
environment. From the explanation above, teaching the material include
phonology, vocabulary, structure, culture, literature and diacritics.7
3. The Principle
Teaching vocabulary to young children is different from teaching it
to high school students and adult. Elementary School pupils are young
learners with their own characteristics-biological, cognitive, affective,
personality, and social characteristics. They like doing things, playing
games and singing a song. The main objective of the English lesson in this
early stage of education is to let students know that beside their native and
6 Depdikbud, GBPP M uatan Lokal Sekolah Dasar M ata Pelajaran Bahasa Inggris, Semarang, Pustaka Baru, 1995
1 Ibid
national language they can also have a foreign language. They are
expected to be interested in learning languages. It is hoped that they are
able to comprehend simple oral and written English expression.
The age of learners, their language aptitude, their learning strategies,
their motivation, and their social-economic background will be important
factors to be considered by program developers and the decision-makers.
Formulating the instructional objectives and selecting the appropriate
materials and strategies might the first priority before deciding to teach
English in the Elementary School.
4. The Technique
Children differ from adult in many ways. Consequently, teaching
them requires different approaches. According to Mathias Sinaga in
Sadtono, the following are points to consider when teaching children:8
a. Teach one thing at a time
Children are able to deal with one thing at a time without much
difficulties. Teaching or presenting a lot of things to them at once may
cause frustration and failure, not only on the part of the students but
also that of the teacher. Therefore, the syllabus should be arranged in
such a way that every lesson does not have too many things in it. If it
does, they should be done separately and step by step.
b. Activities should vary
Children cannot be expected to sit down and do a certain activity for a
long time. Therefore, activities should be short and varied to allow a
change of mood on the part of the children. Variety could be in the
form or type, organization, and degree of difficulty.
c. Lesson should be interesting
As children like playing and moving, activities could be done in the
form of games and sometimes involve movements. Every game
played, of course, has to have language pay-off in itself, that is a
language item which is practiced, learned, and gained in or after
playing the game.
d. Lesson recycle
It is surprising to note that children pick up new things easily and
quickly but at the same time forget them quickly. This is because they
have a relatively weak long-term memory. Therefore, the lesson
should be recycled and students ought to be reminded frequently of
what they have learned. Again this should be done through new
activities which differ from the previous ones. Children are reluctant to
do the same activities following the same procedures. This could be
done as a revision at the beginning of the following lesson. Syllabus
D. The Definition of Film
According to Grolier International Dictionary, films are series of
filmed image viewed insufficiently rapid succession to create the illusion of
motion and continuity.9 While based on Encyclopedia Americana, film is like
painting; presents a two dimensional image within the confines of frame. It is
like music; it manipulates its material within the dimension of time. It is like
dance; it is like choreographed to utilize space for the aesthetic effect. It is like
literature, which is based on a narrative or story and develops characterization
and mood. Like a theater; films for the most part use human actors who are
engaged in performance. At last film is like poetry; it can convey several
levels of meaning simultaneously.10
Films or moving picture is a continuous picture showing objects in
motion, produced by projecting on to a screen or a series of photographs of the
scene with successive position slightly changed.11
While according to Encyclopedia International, film is in fact, both
an art form and a medium of mass entertainment, and in the latter capacity it
has had a significant impact in a sociological sense. In addition, it has a
background rooted in science and technology.12
DeFleur from Miami University and Dennis, from Columbia
University make different definition about films, cinema, and movie. They
9 Grolier, op.cit., P:491
10 American Corporation, Encyclopedia Americana Volume 19, Danbury, Connecticut, International Headquarters, 1978, P:1829
State that the facts of many pictures are reflected in the existence of different
names for them. Take the term films, cinema and movie. French films
theorists make a clear distinction between films and cinema. To them the term
of “films” describes the relationship of the medium to the world around it,
whereas “cinema” describes its culture standards and its internal structure.
Added to this American word “movie”, we have convenient label for a third
aspect as an economic commodity. As films scholar James Monaco wrote:
“One person’s “movie” is another persons “films”. But in general we use these
three names for an art in a way that closely parallels this differentiation;
“movie” like popcorn are to be consumed; “cinema” is high art and film is the
most general term with the fewest connotation.”13
Based on the explanations above, film is a continuous picture showing
objects in motion as an art form and a medium of mass entertainment.
E. Kinds of Film
Based on the history of films, Becker and Roberts, classify films as
follows:14
1. Sport Films
A film of Yale football team practicing was a strong attraction in 1897, but
the film was technically poor in quality.
13 DeFleur, Melvin L. And Dennis, Everette E., Understanding M ass Communication, Boston, Houghton Mifflin Company, 1978, P:125
14 Becker Samuel L. And Roberts Churcill L., Discovering M ass Communication, New York, Harper Collin Publishers, 1992
2. News Films
Before the close of the nineteenth century, news footage because a popular
film attraction. This development was stimulated by America’s foreign
involvement, first in Cuba and then in the Philippines, as America fought
Spain for control of these islands.
3. Comedy and Trick Films
Between 1901 and 1903 comedy and trick films came to the fore. The
famous film in that year was A Trip to the Moon (1902) made by Georges
Melies.
4. Narrative Films
An important early developer of the realistic narrative or fiction film was
Edwin S. Porter. His first well-known film was The Life of an American
Fireman completed in 1902.
5. Documentary Films
From this beginning, films have been used to record or document reality.
In 1902 the great American documentary filmmaker and explorer Robert
Flaherty completed Nannok of the North. The film was Flaherty’s record
of his study of Eskimo life in Northern Canada. Based on the function of
films, Drs. Oemar Hamalik, classifies films into 10 kinds as follows:15
a. Information films
b. Drill films
d. Recreation films
e. Episode films
f. Science films
g. News films
h. Industrial films
i. Provocation films
j. Documentary films
Based on the classification above, the films, which are used in teaching
vocabulary, can be classified into drill films.
F. Animated Cartoon
According to Grolier International Dictionary, “animate” means to
make, design or produce (for example: cartoon) so as to create the illusion of
motion.16 While cartoon (from Italian “cartone” meaning “paper”) according
to Encyclopedia Americana, is a drawing, representational or symbolic, that
makes satirical, witty or humorous point.17 So the cartoon animated means a
motion picture consisting of a series of individual hand-drawn sketches in
which the position or gestures of the figures are varied slightly from one
sketch to another. Generally, the series is filmed and when projected on a
screen, suggests that the figures are moving.
16 Grolier, op.cit., P.1194 17 Americana Corporation, op.cit.
Animated cartoon uses this principle, replacing live-action
photographs with a photograph of drawings. For each second’ projection of a
sound cartoon films, sets of drawing on transparent celluloid sheets. These
exposures placed on top of each other over a static background make up a
composite picture. The stop frame process of photography is the common
basis of all true animation, but even this may be dispensed with in certain
kinds of animated films.
There are many animators who have produced well-known animated
cartoon, such as Tex Avery and Chuck Jones (Bugs Bunny), Fritz Freleng
(Tweety and Sylvester), William Hanna and Joseph Barbara (Tom and Jerry
and Huckelberry Hound), and films like Mickey Mouse, Donald Duck and
Silly Symphony are made by Walt Disney of the United States.
In his research, the researcher uses animated cartoon and does not use
the films for adults produced in Hollywood. The films (animated cartoon)
which are used are produced by Walt Disney Company and are copied by Ce
Quadrat Company. The title of the film is Magic English. This film is
produced for a specific purpose: education. The production of the films is
aimed to children who learn English. The children here are 2 years old up to
12 years old.
G. Films as an Education Medium
There are many kinds of education media. They can be equipment,
between teacher and students more effective, so the aim of the lesson can be
achieved.
Based on the result of experts’ researches, actually the many kinds of
education media are useful. Dr. William Allen (California University), Dr.
Wilbur Schramm (Stanford University), Dr. Ray Carpenter and Dr. Loran C.
Twyford (Education Department of New York State) state that any kinds of
education media give opportunity greatly to students in teaching-learning
process.
Many kinds of education media can be classified based on their
characteristics. Brets in Muhammad Ali, made a classification based on three
characteristics, namely: Audio-Visual-Motion.18
Based on these characteristics Brets in Muhammad Ali, classifies
education media into 8 groups, they are:
1. Audio-motion-visual media
They have sound; movement and the objects can be seen. These media are
the most complete media after all. The media in this group are television,
videotape and moving pictures.
2. Audio-still-visual media
They have sound, objects that can be seen, but there is no moving, for
example: audio film strips, audio slides, television still recording.
18 Ali Muhammad H., Drs., Guru Dalam Proses Belajar Mengajar, Bandung, Sinar Baru Bandung, 1984
3. Audio-semi motion media
They have sound and movement but they cannot appear as a moving
object completely, for example: Tele-writing or teleboard.
4. Motion-visual media
They have only moving objects; there is no sound in the media.
5. Still-visual media
They have objects, but there is no movement, for example: film strips,
pictures, and microforms.
6. Semi-motion media
They use lines and writing, for example: Tele-autograph.
7. Audio media
These media only use sound, like radio, telephone, and audiotape.
8. Printed media
These media show certain symbols in the form of letters.
From the classification above, film is the most complete medium after
all. Edgar Dale in Muhammad Ali, states that the value of media in teaching
learning process can be classified based on experience value. According to
Dale, there are 12 levels of experience. The experience level that has the
highest value is Direct Purposeful Experience, while the lowest one is Verbal
Symbol. He classifies the levels in Cone of Experience, and people call it as
— Verbal symbol — Visual symbol
Radio and recording Still picture
Motion picture
— Educational television — Exhibition
— Study trip — Demonstration
” • Dramatized experiences — Contrived experiences
Direct purposeful experiences
H. Films in Language Teaching-Learning Process
The use of films material and video equipment in language teaching
appears in many ways to be the teranouva of the profession. This is possible
because film is a locus where several features of communicative approach to
language learning intersect: the use of unguarded language the use of
authentic material, the importance of topical and relevant input; the
presentation of language in context; the significance of the non-verbal aspect
of communication.
Rena Kelly, states that there are three uses of films in language
teaching-learning process, as follows:19
1. Firstly, films can be used as modeling device, to demonstrate the target
language performance skill that we want our students to acquire.
2. The second main of films is when it is used as input for viewing
comprehension, rather as radio tape are used now, to develop listening
comprehension skill.
3. The third category of use is when films are used as a stimulus for
discussion, for creative writing and for drama techniques. It acts as a
stimulus, a focus for free language tasks, and as a source of information.
I. Films in Teaching Vocabulary
The problem, which commonly appears in teaching vocabulary, is that
the students easily forget the words, which they just have learned. Using many
kinds of media in teaching vocabulary basically is to help the students to
understand the new words. The use of films in teaching vocabulary is
expected to be able to help to solve the problem.
James W. Brown in Nana Sudjana, states that film is an education
medium which is able to increase motivation of students to study effectively.20
Beside the advantages above, the use of film in teaching vocabulary is
also interesting. The lesson will be not being boring anymore. Films comes to
have a special place because they could do something better than all the rest.
Never in the history has so great an industry as the films been so nakedly and
directly built out of the dreams of a people.
J. How to Teach Vocabulary by Using Films
According to Rena Kelly, there are six steps in using films to teach, as
follows:21 and relate it to the students’ interest. 2. Outline the argument / thesis
contents of the film (but do not give away any answer).
3. Provide key vocabulary; explain key concept and terminology.
To motivate and interest students in the topic of the film.
Students should understand most of what they see and hear.
Students should recognize as well as discover.
21 Kelly Rena, op.cit.
Table 2.2
question, before the film is played.
2. Play the video through once, without pausing.
3. Checks answer and clarify broad comprehension of the film.
Students should listen first for information that will establish overall understanding.
Encourage the students to focus on the message / words.
Establish certainly about overall meaning before looking for details.
The Procedures of Review and Discuss
Step 4. Review and Discuss Procedures
Why?
1. Replay the video, stopping and reviewing when students request it, when they ask question.
c. Accents, style of presentation
So that the students can revise their worksheet and “drop into” the videotext when they want to.
verbal text and hence consolidate their
Using picture or diagram prompt in the worksheet, students narrate the story line to each other.
2. If the film presents a sequence of process, the students in pairs sort out scrambled text or picture.
3. Whole class:
Teacher elicits oral recapitulation of the film, with students using worksheet only.
4. Using visual prompts, students write their version on narrative. 5. In-groups, learners prepare a written
of oral summary of the films.
6. Students complete a close text of the film commentary, supplying key words, terminology.
Exercises in this stage are partly mechanical, partly manipulative. The activities should wean the students from dependence on their worksheet as data.
The aim is to activate students’ use of the new language in some interactive (but not necessarily communicative) way, using their own notes.
Activities at this stage are not fully
communicative learners are
manipulating the text but not really conducted other reading or research on the topic.
2. Project work:
Students research a similar
To encourage learners to use the information they have acquired in a personal and meaningful way.
To move away from the language of the film to wider exploration of the topic,
production their own film process or problem, prepare a script and produce their own films.
3. Creative writing:
Students evaluate the program explore related issues.
Based on Rena Kelly’s procedures, the way of teaching vocabulary to
Elementary School students is as follows:22
Table 2.7
The Way of Teaching English Vocabulary
Procedures Why?
1. Previewing:
a. Introduce the film topic; relate it to the students’ interest.
Giving the students worksheet, pause the films, ask the students to
L. Direction on Preparing the Film Lesson and the Receiving Class Room
The directions in preparing the lesson films are:
1. Do:
a. Decide what film job is in the course of study.
b. Try to integrate subject matter from subject to subject.
c. Cover your part of the curriculum completely.
d. Plan it detail.
e. Plan sufficiently ahead.
f. Determine to optimum length for films lesson.
g. Use visual to show what has to be shown.
h. Remember aspect ratio when planning visual.
i. Exercise care when using realia.
j. Distribute teacher’s guides well in advance of filmed class.
k. Make sure teachers’ guides cover lesson and objectives completely.
2. Do not:
a. Start planing at last minute.
b. Worry too much about timing lesson exactly.
c. Overuse visuals.
d. Boast during the lesson about production trickery.
e. Allow teacher’ guides to become too long or difficult to follow.
f. Stop trying to improve a series of telecast.
M. Teaching Equipment Needed
In this teaching vocabulary by using films, the writer considers to use
equipment as follows:
1. Video compact disc player.
2. Films/video compact disc, in this case is: Animated cartoon films, the title
is Magic English, produced by Walt Disney of United State.
3. A unit of television as a receiver.
4. Worksheet for students.
5. Blackboard.
N. Still Pictures
1. The Definition of Still Picture
According to the Grolier International Dictionary, still picture is a
visual representation or image painted, drawn, photographed, or otherwise
rendered on a flat surface as opposed to a motion picture.23
2. Still Picture in Teaching-Learning Process
Students are more interested in the stories when supplied with
pictures. This is one reason why many people, both young and old are
interested in reading comics. If someone reads a comic, he can understand
the story easier, rather than reading a story without any picture at all,
because the pictures can help him understand the content more easily.
a. The pictures can make the teaching more interesting. They can
brighten up the classroom and bring more varieties into language
lessons.
b. At the same time the teacher can teach many vocabulary items in more
interesting way.
c. The teacher can also explain a very abstract thing through pictures.
d. Pictures help the teacher suggest contexts, which are outside the
classroom setting.
e. Pictures help the teacher change context rapidly and easily.
CHAPTER HI
THE METHOD OF THE RESEARCH AND DATA PRESENTATION
A. The Type of Research
The type of research used in this thesis is experimental. In this
experiment, the writer teaches vocabulary by using films as the media. It can
help teachers to draw their students’ interest and motivation. Besides, films
can make the students active during the teaching -learning process, especially
on vocabulary mastery. Whereas, in this observation, the researcher gives
treatments for five meetings to the fourth year students of SD Tambakboyo 2
Batang.
First of all, the researcher determines whether there is a significant
difference of the mean of the students’ scores whose English teacher uses
films in teaching vocabulary. Secondly, she examines to know whether there
is a significant difference of the mean of the students scores whose teacher
uses films in teaching vocabulary and the students whose teacher does not do
so.
To confirm whether the difference of the means among the two
treatments is significant or not, the researcher uses an analytical and
inferential research. Those are collecting data, analyzing them and drawing
B. Research Procedures
The most decisive thing to achieve the accuracy of data in this research
is an instrument. It is called research instrument. The instrument can indicate
whether the research is successful or not.
Commonly there are several kinds of research instruments that can be
used to get the data. They are among others observation, interview,
document, etc.
The researcher limits the use of films in teaching vocabulary
differently among the classes treated. Each class treated is taught the same
materials of English as suggested in the curriculum in five meetings.
To make the data more complete, the researcher will describe the
procedure of activities of the experiment and control groups. The research
procedure to collect data is as follows:
1. Teaching Vocabulary Using Films:
a. Teacher gives the students a pre-test.
b. The teacher explains the films.
c. Teacher uses films in teaching process.
d. Teacher gives any typical test.
e. Teacher evaluates them (post-test).
2. Teaching Vocabulary Using Pictures:
a. Teacher gives a pre-test.
b. Teacher explains the material using still pictures.
c. Teacher gives task to the students.
d. The students do the task.
e. Teacher gives a post-test.
C. Research Instrument
To get accurate data, the researcher needs an instrument for this
purpose. The instrument that is used by the researcher is the same test given to
the different groups. Then the researcher finds the mean of the result of the
test done by each group and then compare them.
To confirm whether the difference of the mean between the two
treatments is significant or not, the following steps are done to compare
between pairs, and to draw conclusion about them:
1. To get the data, the researcher gives the students vocabulary tests:
a. The students of both groups are given pre-test, and from it, he gains
the students’ vocabulary score.
b. The students of both experiment and control groups are given the post
test. It is done after three meeting sessions with the different treatment
on using the films.
2. There are two groups, the first is given the films (experiment group) and
the second is given the picture (control group).
Both of the groups are given the same test. The test is given before
(pre-test) and after (post-test) the treatment (giving the films by using the
pictures). The purpose of using pre-test is to know whether the level of ability
D. Subject of the Study
In this study, the subject of the study is limited to the students of the
fourth year of SD Tambakboyo 2 Batang, which has 40 students. The writer
takes all students of the fourth year of SD Tambakboyo 2 Batang as the
sample whereas that sample is divided into two groups, and each group
consisted of 20 students, the students who get even numbers are classified into
the experiment group, and the students who get odd numbers are classified
into the control group. Suharsimi says that,”....if the subject is less than one
hundred, thus, the all subjects should be taken....
Besides, the location of SD Tambakboyo 2 Batang in Jalan Reban
Bawang No. 22 in Batang district. The name of principal is Subiyanto, and the
English teacher is Carmadi.
According to the regional degree officer of education and culture
department number 308/103a/1995 and number 309/903/1995 English is one
local content curriculum that is taught in Elementary School, thus SD
Tambakboyo 2 Batang chooses English as local curriculum content.
E. Object of the Study
The writer focuses on teaching method, which gives emphasis on film
as media in teaching vocabulary.
1 Arikunto, Suharsimi, Prosedur Penelitian Suatu Pendekatan Praktek, Rineka Cipta, Jakarta, Indonesia, 1992, P: 120
F. Teaching Material
The writer takes material from English book, first step 1, an English
Book for Elementary School 2003, published by PT. Intan Pariwara, whereas
the material are contain of fruit, animal wild, animal domestic, colors, time
and date, and profession.
G. The Data Collecting
This research is to find out the influence of using films on the students’
vocabulary mastery. The students who are taught by using films is the
experimental group, while the students who are taught by using “the
traditional” method is the control group.
Based on the explanation above, it can be stated that:
1. The English vocabulary mean of the students’ scores whose teacher uses
films in teaching vocabulary is labelled A.
2. The English vocabulary mean of the students’ scores whose teacher does
not use films in teaching vocabulary is labelled B.
Table 3.1 Research Data
No. Group Type of marks of the data
1. A Mean of the students’ score who are taught by using films 2. B Mean of the students’ score who are taught by using picture
Table 3.2
The List of Students who Practice English Using Films and Picture
Group A (Using Films)
Group B (Using Picture)
No. Name of Students No. Name of Students
1. Abdi Aliace 1. Arsi Resika
2. Ali Yakub 2. Bondan Prakoso
3. Anik Hasani 3. Baharuddin
4. Anung Nuri 4. Beni Hartawan
5. Ana Hidayah 5. Bayu Triakfi
6. Alfarabi 6. Caniya Nurafni
7. Budiarto 7. Dyah Tri Hastuti
8. Budi Handoyo 8. Deni Rahayu
9. Budiawan 9. Emilia Yayuki
10. Bagus Satrio 10. M. Yacob
11. Cahyati Hidayah 11. M. Zaenal A.
12. Carita Ananda 12. Ratina Kumia
13. Eni Listiani 13. Suyono
14. Fathurrohman 14. Sutatik
15. Farhayahanifah 15. Siti Jazirah
16. Musfita 16. Siti Nurhanah
17. Nasokha 17. Siti Locita Priwari
18. Nur Asmanah 18. Tahroni
19. Nurul Fadilah 19. Yohan Putra
20. Siti Kawiyah 20. Zeni Maulida
Table 3.3
Educational Facilities and Tools in SD Tambakboyo 2 Batang
Number Facilities and Medium Total Condition
1 Classroom 6 Fine
2 Headmaster room 1 Fine
3 Teacher and administration room 1 Fine
Table 3.4
The Situation of the Teacher and Staff of
SD Tambakboyo 2 Batang in Academic Year 2003/2004
Number Name Status Education
1 Subiyanto Headmaster SPG
2 Sukami Vice Headmaster SPG
3 Djarwoto Teacher DII
4 Esti Nurwati Teacher DII
5 Tutiati Teacher DII
6 Sukodim Teacher DII
7 Carmadi Teacher DII
8 Kusmiati Teacher DII
9 Suwiknyo Teacher SMU
10 Dwi Purwanti Teacher DII
Table 3.5
Organization Structure of SD Tambakboyo 2 Batang
Explanation:
Table 3.6
The Situation of the Fourth Year Students of SD Tambakboyo 2 Batang in Academic Year 2003/2004
Number Class Male Female
1 IV Abdi Aliace Anik Hasari
2 IV Ali Yakub Anung Nuri
3 IV Alfarabi Ana Hidayah
4 IV Budiarto Arsi Resika Wulandari
5 IV Budi Handoyo Cahyati Hidayah
6 IV Budiawan Carita Ananda
7 IV Bagus Satrio Caniya Nurafni
8 IV Bondan Prakoso Dyah Tri Hastuti
9 IV Baharuddin Deni Rahayu
10 IV Beni Hartawan Eni Listiani
11 IV Bayu Triyakfi Emilia Yayuki
12 IV Fathurrohman Farhayahanifah
13 IV M. Yacob Musfita
14 IV M. Zaenal A. Nur Asmanah
15 IV Nashoka Nurul Fadilah
16 IV Suyono Siti Kawiyah
17 IV Tahroni Sutatik
18 IV Yohan Putra Siti Jazirah
19 IV M. Taufik Alfaridzi Siti Nurhanah
20 IV Siti Locita Priwari
21 IV Ratina Kumia
Subltotal 19 21
Total 40
Table 3.7
The Students’ English Test Result by Using Films
13. 70 80 -10 100
The Students’ English Test Result by Using Picture
No. Pre-test ( X) Post-test (Y) D = X - Y D 2
To analysis the data above, researcher using formulates t-test:
\
Explanation:
10 = Coefficient of the Mean of Difference
Md = Mean of Difference:
T.D= The Total of Differential between Variable X and Variable Y:
D = X - Y
N = Number of Cases
SEMj) = Standard Error of M D
SDd = Standard Deviation of D
N = Number of Cases
CHAPTER IV
THE ANALYSIS OF THE DATA
A. The Analysis of the Data
The writer collected the data from 40 students of the fourth year of SD
Tambakboyo 2 Batang in academic year’s 2003/2004. They consist of 20
students who are taught learning process of vocabulary mastery by using
films, and 20 students who are taught by using picture (without films). The
test investigation consists of 30 items of the multiple-choice.
In this data analysis, the research was begun by giving a pre-test to
both groups. After the pre-test, the score of each respondent was found; the
average of the score was then calculated through the following steps:
1. The First Analysis
Table 4.1
The Students’ English Vocabulary Test Result
14. 75 14. 70
15. 85 15. 75
16. 90 16. 65
17. 85 17. 60
18. 80 18. 80
19. 90 19. 80
20. 75 20 80
The analysis about the teaching-learning process of vocabulary
mastery using films to the fourth year students of SD Tambakboyo 2
Batang, is used to find the achievement of students learn English
vocabulary using films, with formula:
P = — x 100%
N
Where:
P = Percentage
F = Frequency
N = Number of Subject
1. From the data above, about the students’ test result of English
vocabulary who learned using films, the writer concludes that:
there are 7 students got scores 85 - 100 (category A), 13 students
got scores 70 - 84 (category B), and no students got scores under
70 (category C).
2. Looking for percentage each category:
Category A = — x 100% = 35% 20
Category B = — x 100% = 65%
20
Category C = — x 100% = 0%
20
Table 4.2
The Percentage of the Students’ Achievement who Learn English Vocabulary Using Films
No. Category Interval Frequency Percentage
1. High (A) 85 -1 00 7 35%
2. Sufficient (B) 7 0 -8 4 13 65%
3. Low (C) 4 0 -6 9 0 0%
From the table above, the writer concludes that the students
taught English vocabulary by using films of SD Tambakboyo 2
Batang, are 7 students or 35% in high category (A), 13 students or
65% in sufficient category (B), and no students or 0% in low category
(C).
b. The analysis about the teaching-learning process of vocabulary
mastery using pictures to the fourth year students of SD Tambakboyo
2 Batang, is used to find the achievement of students learn English
without films, by formula:
P = — x 100%
N
Where:
P = Percentage
F = Frequency
1. From the data above, about the students’ test result of English
vocabulary using pictures, the writer concludes that: there are 1
students got scores 85 - 100 (category A), 13 students got scores
70 - 84 (category B), and 6 students got scores under 70 (category
C).
2. Looking for percentage each category:
Category A = — x 100% = 5% 20
Category B = — x 100% = 65% 20
Category C = — x 100% = 30% 20
Table 4.3
The Percentage of the Students’ Achievement who Learn English Vocabulary without Films
No. Category Interval Frequency Percentage
1. High (A) 85 - 100 1 5%
2. Sufficient (B) 7 0 -7 4 13 65%
3. Low (C) 4 0 -6 9 6 30%
From the table above, the writer concludes that the students
taught English vocabulary by using pictures of SD Tambakboyo 2
Batang, are 1 students or 5% in high category (A), 13 students or 65%
in sufficient category (B), and 6 students or 30% in low category (C).
2. The Second Analysis
a. Group A (Using Films)
The writer lists the scores of the fourth grade group A students
who are taught using films in teaching-learning process of vocabulary
mastery of SD Tambakboyo 2 Batang taken as the experiment groups.
Table 4.4
The Students’ English Vocabulary Test Result by Using Films
No. Pre-test ( X ) Post-test ( Y ) Z) = X - Y D 2
