The Implementation of Teaching Vocabulary by Using Video as Media at Third Grade Students of MI Tarbiyatul Islam Kraksaan Probolinggo.

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THE IMPLEMENTATION OF TEACHING VOCABULARY BY USING VIDEO AS MEDIA AT THIRD GRADE STUDENTS OF

MI TARBIYATUL ISLAM KRAKSAAN PROBOLINGGO

AN UNDERGRADUATE THESIS

Presented as a partial fulfillment of requirements to obtain Bachelor Degree (S.Pd)

Faculty of Tarbiyah and Teacher Training English Education Departement

By:

Wardatul Firdausiah NIM: T20156019

STATE INSTITUTE OF ISLAMIC STUDIES JEMBER FACULTY OF TARBIYAH AND TEACHER TRAINING

ENGLISH EDUCATION DEPARTEMENT

MAY 2019

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digilib.iain-jember.ac.id — digilib.iain-jember.ac.id — digilib.iain-jember.ac.id — digilib.iain-jember.ac.id — digilib.iain-jember.ac.id — digilib.iain-jember.ac.id

THESIS

Presenled as a partial fulfillment of requirements to ob1ain Bachelor Degree (S.Pd)

Faculty ofTarbiyah and Teacher Training English Educalion Dcpnrtcmcnt

By

Wardatul Firdausiah NIM: 1'20156019

Approved by The Advisor

i M.Pd.l

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digilib.iain-jember.ac.id — digilib.iain-jember.ac.id — digilib.iain-jember.ac.id — digilib.iain-jember.ac.id — digilib.iain-jember.ac.id — digilib.iain-jember.ac.id

THE IMPLEMENTATION OFTEACJ;HNG VOCABULARY BY USING VIDEO AS MEDIA ATTHIP,!> GRADE STUDENTS OF

Ml TARBl\'ATUL ISLAM KRA&SAAN PROBOLINGGO

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Team of Examiners

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Dr. Zainal Ahidin.1\1.S.I.

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The Members·

I. Sofkhatin Khumaidah. M.Pd., Ph.D.

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NIP. 197609152005011004

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MOTTO

“A man with a scant vocabulary will almost certainly be a weak thinker”

“Seseorang dengan kosa kata yang kurang memadai pasti akan menjadi pemikir yang lemah”

(Henry Hazlitt)

َنيِذَّلاَو ْمُكنِم اوُنَماَء َنيِذَّلا ُالله ِعَفْرَ ي َِب ُاللهَو ٍتاَجَرَد َمْلِعْلا اوُتوُأ

ُرََِِ ََوُلََْعَ ت ا

(Allah will raise those who have believed among you and those who were given knowledge, by degrees. And Allah is acquainted with what you do.) “Allah akan meninggikan orang-orang yang beriman di antaramu dan orang-

orang yang diberi ilmu pengetahuan beberapa derajat”

(Q.s. al-Mujadalah : 11)

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DEDICATION

This an undergraduate thesis is proudly dedicated to:

My Beloved Parents Mr. Syamsuri and Mrs. Siti Rohmah My lovely Sister Mrs. Cameliatul Badriyah SR

My Big Family Bani Suratman Al Husyaimi My Friends English Department ’15 Affectionclass

My Organization Islamic Association of University Students My Almamater State Institute of Islamic Studies Jember

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ABSTRACT

Wardatul Firdausiah, 2019: The Implementation of Teaching Vocabulary by Using Video as Media at Third Grade Students of MI Tarbiyatul Islam Kraksaan Probolinggo.

Vocabulary is one of English component that need to be mastered by the learners. It is supported by Indra state that students should learn and increase their vocabularies since it is one of element of English. So, that’s why the English teacher use video as media in teaching vocabulary to increase students English skill and interest in English. Therefore, the researcher was interested in conducting her research at MI Tarbiyatul Islam Kraksaan Probolinggo.

The research questions on this thesis are 1. What is the goals of Teaching Vocabulary by Using Video as Media?, 2. What material does the teacher use in Teaching Vocabulary by Using Video as Media? 3. How does procedure of Teaching Vocabulary by Using Video as Media?, 4. How is the evaluation of Teaching Vocabulary by Using Video as Media?. The findings of this study are:

1. The goals of teaching vocabulary by using video as media are four: a. students be able to mention vocabulary about hobby correctly, b. students be able to remember vocabulary about hobby happily, c. students be able to answer the question related to picture about hobby enthusiastically, d. students be able to use the vocabulary or sentences in their real-life. 2. The materials of teaching vocabulary by using video as media there are three point, a. vocabulary about hobby, b. the use of gerund in a sentence, c. asking and giving information dialog about hobby. 3. The procedure of Teaching Vocabulary by Using Video as Media are as follows: a. the teacher tell about the material such as vocabulary about hobby, the using of gerund in a sentence, and a short dialog. b. The teacher play the video related to hobby with the title Kids Vocabulary – Hobby and Interest. c.

The teacher ask the students to repeat what the teacher said with see the words on the video. d. The teacher give an example about dialog and the student pair with their tablemate to do the same dialog as teachers’ example. 4. The evaluation of teaching vocabulary by using video as media is using formative evaluation that is short dialog about hobby, essay task and rearranged jumbled words on LKS book.

The objective of this study is to know The Implementation of Teaching Vocabulary by Using Video as Media at Third Grade Students of MI Tarbiyatul Islam Kraksaan Probolinggo. This study was categorized into qualitative research.

The researcher use qualitative approach that frequently called descriptive qualitative research because in this research, the researcher describe the condition, situation with words and language. The subjects of research were the III B students of MI Tarbiyatul Islam Kraksaan Probolinggo. The qualitative data were in the form of interview guide, observation sheet and document review.

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ACKNOWLEDGEMENT

Alhamdulillahirobbil’alamin, praise is merely for Allah SWT, the Almighty God for blessing me to finish this thesis. The thesis which is entitled

“The Implementation of Teaching Vocabulary by Using Video as Media at Third Grade Students of MI Tarbiyatul Islam” is submitted as a partial fulfillment of the requirements for bachelor degree.

Gratitude and honor are addressed to all persons who have supported the writer in completing this thesis. Therefore, the writer would like to say thanks and express her respect and best gratitude to:

1. Prof. Dr. H. Babun Suharto,SE., MM as the Rector of State Institute of Islamic Studies Jember.

2. Dr. Hj. Mukni’ah, M.Pd.I as the Dean of Faculty of Tarbiyah and Teacher Training of State Institute of Islamic Studies Jember.

3. Asy’ari, M.Pd.I as the Advisor and the Chief of English Education Study Program in State Institute of Islamic Studies Jember.

4. The head of MI Tarbiyatul Islam. Dra. Qurratu Aini, M.Pd.I for giving me permission to conduct the research at the school.

5. Ms. Nadia as the English teacher, for her cooperation and help during the research.

6. All students of Class III B MI Tarbiyatul Islam Kraksaan for being cooperative to be my subject of research.

7. My beloved mother and father, who never stop praying for me and inspiring me to do the best, my beloved sister, who always encourage, support me and help me.

8. My friends in TBI 1 class: Uut, Nura, Nafis, Nana, Uswah, Hindun, Surin, Iik, Suci, Sayu, Fitri, Afida, Usma, Muna, Nailul, laily. Cici, Isma, Deput and others that I can’t mention all of them, thanks for the supports.

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Finally, I hope that this thesis will be useful for the readers. However, I realize that this thesis is far from being perfect. Therefore, any criticisms, ideas, and suggestions for the improvement of this thesis are greatly appreciated.

Jember, May 24, 2019

The Writer

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CHAPTER I INTRODUCTION

A. Background of study

English is one of the subjects that must be learnt by all students and become standard of graduation from school. It is also foreign language in Indonesia. Based on The act 20 of 2003 concerning the national education system article 33 paragraph 3 “Bahasa asing dapat digunakan sebagai bahasa pengantar pada satuan pendidikan tertentu untuk mendukung kemampuan berbahasa asing peserta didik.”¹ There are four skills that must be learnt by learners those are listening, reading, speaking, writing and Reading. Before the students learn about it, the student needs vocabulary to support and assist student in learning English.

Students should learn and increase their vocabularies since it is one of element of English.² Vocabulary is one of the English components that needs to be mastered by the learners. When learners are learning a new language, they should have lot of vocabulary in order to make use their language into four language skills that are listening, speaking, reading, and writing. In other words, if the students master vocabulary, the students will be able to produce so many

1 Undang-Undang Nomor 20 Tahun 2003 Tentang Sistem Pendidikan Nasional, Pasal 33.

2 Indra, “Teaching English by Using Various Text Types”, Improving Students’ English Vocabulary Through Menus, 15, (Malang: State University of Malang Press), 121.

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sentences easily either in spoken or written in learning English. It is difficult for the learners to express their opinions, ideas, and feelings if they have limited vocabulary. They will find difficulties in arranging a sentence to express or mastering their language skills because of having too limited vocabularies.

Therefore, vocabulary mastery must be the first priority in English teaching and learning. Without grammar very little can be conveyed, without vocabulary nothing can be conveyed.³ The students will improve much if they learn more words and expressions. Even if students’ grammar is excellent, they just won't be able to communicate their meaning without a wide vocabulary.

Therefore, as like a baby which just came out of her mother's womb. It doesn’t know about anything in this world. And it will grow up and evolve, so that it starts to know step by step about science, knowledge and etc. Likewise with English, learning English also requires stages that can help students learn English easily. Based on Surah an-Nahl verse 78:⁴

ۙ َةَد ِّئْفَْلْاَو َراَصْبَْلْاَو َعْمهسلا ُمُكَل َلَعَجَو اًئْ يَش َنوُمَلْعَ ت َلَ ْمُكِّتاَههمُأ ِّنوُطُب نِّ م مُكَجَرْخَأ ُهللَّاَو َنوُرُكْشَت ْمُكهلَعَل

3 Scott Thornbury, How To Teach Vocabulary, (Malaysia: Pearson Education Limited, 2002),13.

4 Al-Qur’an, 16:78.

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“And Allah has extracted you from the wombs of your mothers not knowing a thing, and He made for you hearing and vision and intellect that perhaps you would be grateful.”

Learning English is very important to apply in the school. Students are expected to master English well. The learning process from recognition, understanding and application in daily life is very much needed to achieve ideal English lesson. Learning English should begin to be applied at the age of elementary students.

At the age of elementary school, students are in very important period in learning language. At the age of elementary school, the memory of students is still very strong, so that it is easier to master a language. In the age of elementary school, it is very appropriate to begin introducing various kinds of vocabulary to be understood and mastered by students. Introduction and mastery of vocabulary at an early age is expected help students to understand the vocabulary that has been taught, so that the learning outcomes that have been obtained can be used for the next level and learning can be absorbed properly.

There are many media in teaching English. Nowadays, digital and technology cannot be separated from learning process. With several kinds of media teacher choose or make their own media based on student ability or based on the situation in the classroom. Impact of development science and

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technology towards the learning process is the empowerment of learning resources and media, such as textbooks, modules, overhead transparencies, films, videos, television, slides, hypertext, and web.⁵

From an interview and observation with the teacher in MI Tarbiyatul Islam Kraksaan, the researcher knows that there are some problems that makes students do not really like English, and difficult to pronounce word of English (Vocabulary). The teacher used blackboard and text book in learning process, but the students’ enhancement in remembering and pronouncing vocabulary is still not maximal. Then the teacher tried to use another media to deliver the lesson. The teacher use video as media in teaching vocabulary. Although there is difficulty that to bring the viewer and LCD, because the school didn’t put LCD in each classes. Then, because of that media there is an improvement of students’ score, enthusiastic and pronunciation.it is also make the students pay attention to the teacher. Based on that reason, the researcher was interested in conducting descriptive research entitled “The Implementation of Teaching Vocabulary by Using Video as Media at Third Grade Students of MI Tarbiyatul Islam Kraksaan Probolinggo”.

5 Daryanto, Media Pembelajaran, (Bandung: Satu nusa, 2010), 3.

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B. Research Question

The research problem is the fundamental core of the research project, study or review of the literature. It is important to make a statement of the case that has been explained above, so in order to make it easier finding any possibility of the implementation of teaching vocabulary by using video as media at third grade students of MI Tarbiyatul Islam Kraksaan. According to the background of the study as previously presented, the researcher formulates the research problem as follow:

a. What is the goals of Teaching Vocabulary by Using Video as Media at Third Grade Students of MI Tarbiyatul Islam Kraksaan?

b. What material does the teacher use in Teaching Vocabulary by Using Video as Media at Third Grade Students of MI Tarbiyatul Islam Kraksaan?

c. How does procedure of Teaching Vocabulary by Using Video as Media at Third Grade Students of MI Tarbiyatul Islam Kraksaan?

d. How is the evaluation of Teaching Vocabulary by Using Video as Media at Third Grade Students of MI Tarbiyatul Islam Kraksaan?

C. Research Objective

Based on the research problem, the research objectives are:

a. To figure out the goals of Teaching Vocabulary by Using Video as Media at Third Grade Students of MI Tarbiyatul Islam Kraksaan

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b. To figure out the material of Teaching Vocabulary by Using Video as Media at Third Grade Students of MI Tarbiyatul Islam Kraksaan.

c. To describe the procedure of Teaching Vocabulary by Using Video as Media at Third Grade Students of MI Tarbiyatul Islam Kraksaan.

d. To figure out the evaluation of Teaching Vocabulary by Using Video as Media at Third Grade Students of MI Tarbiyatul Islam Kraksaan.

D. Research Benefit

The research is expected to give some benefits for teachers, school, and other researchers:

1. For Teachers

An information about Teaching Vocabulary by Using Video as Media Third Grade Students at MI Tarbiyatul Islam Kraksaan.

2. For School

This research gives an idea or information for MI Tarbiyatul Islam in arranging learning program of English lesson that can improve the quality of the learning process.

3. For other researchers

It can be used for reference in conducting further research to develop other learning models for the students.

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E. Definition of Key Term

To avoid the misunderstanding in this research, there are several terms that the researcher feels necessary to explain the terms are as follows:

1. The implementation is teaching and learning process in the classroom that conduct by the teacher to deliver the material with various technique and media.

2. Teaching vocabulary is a process to make the students understand the meaning of word in different language and use it in appropriate context by using some kind of techniques and media.

3. Video media is anything that allows audio signals to be combined with images that moving as sequential.⁶

In summary, the implementation of teaching vocabulary by using video media is teaching and learning process about vocabulary of hobby, gerund and a dialog in the classroom to make the students understand the meaning and the using of word trough anything that produce sounds, pictures, words and etc.

F. Thesis Outline

The research result performed in 5 chapters. The first chapters is an introduction which consists of research background, research question, research objectives, research benefit, definition of key terms and research outline.

6 Daryanto, Media Pembelajaran, (Bandung: Satu nusa, 2010), 87.

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The second chapters is a review of related literature which consists of previous research and theoretical framework.

The third chapters is the research methodology which consists of research design, location of research, source of data, data collecting technique, data analysis technique, instrument validity and research procedure.

The fourth chapters is the data display and data analysis which consists of the research objective description, data display and data analysis, findings and discussion.

The fifth chapters is conclusion which consists of conclusion and suggestion. This is the last chapter that researcher concluded the findings and discussion and gave suggestion for teacher and other researcher based on the findings of the research.

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CHAPTER II

RIVIEW OF RELATED LITERATURE

A. Previous Research

In this study, there are some similarities and differences between this research and three previous studies.

1. The first research is conducted by Revi Nurhidayah (2017) entitled teaching vocabulary through picture at the fourth grade students of SDN 1 Rajabasa Raya. The result of Revi’s research showed that there was significant difference of students’ vocabulary achievement in pretest and posttest after being taught through picture at the fourth grade students of SDN 1 Rajabasa Raya with significant level p<0.05 (p=0.000). There is improvement of students’ vocabulary achievement from pretest to posttest. The mean score of pretest was 55.14 and posttest was 69.96. It means that there was a significant improvement of students’ vocabulary achievement after being taught through picture. Based on the results above, it could be concluded that picture could be used to improve students’ vocabulary achievement. The difference between Revi’s research and this research is the Revi’s research used quantitative approach and the media is picture. The similarity both of them is on the teaching vocabulary, It is because the students lack of vocabulary and hard to remember it.

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2. The second is conducted by Arum Mustikawati (2013) entitled the effectiveness of using video in teaching speaking for the eighth grade students of SMPN 1 Manisrenggo. The result of Arum’s research showed that there is a significant difference in the speaking ability between the students who were taught by video and those who were taught by using the textbook-based technique. The significance value calculated 0.000 is smaller than 0.05 (P-value = 0.000 < 0.05). Therefore, the hypothesis of this study is accepted. It means that the video technique significantly improves the students’ speaking ability in the English teaching at SMP N 1 Manisrenggo. The difference between Arum’s research and this research is the Arum’s research used quasi-experimental study that experimental group was taught using video, whereas the control group was taught using the textbook-based technique and the skill is focus on speaking skill. The similarity both of them is the media, researcher and Arum’s research use video as a media.

3. The third is conducted by Zeni Safirah (2016) entitled improving vocabulary mastery through vocabulary cards of grade VII students at SMP Institut Indonesia Yogyakarta in the 2015/ 2016 academic year.

The result of Zeni’s research showed that The finding of this study is that the use of vocabulary cards to teach vocabulary could improve the students’ vocabulary mastery at SMP Institut Indonesia Yogyakarta. The results of the research show that there is improvement of the students’

vocabulary mastery through the use of vocabulary cards. By

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implementing vocabulary cards game the students became more confident to speak up and easier to memorize new words. It also made the students participate more in the learning activities and get more chance to communicate. The improvement was also supported by the students’ average score which increased to 68.8 from the average score of pre-test which was 49.3.The difference between Zeni’s research and this research is the Zeni’s research used Action Research (AR) that consist into two types of data in this study: qualitative data and quantitative data. The similarity both of them is the English skill, researcher and Zeni’s research use teaching vocabulary as the English skill.

Table 2.1

Differences and similarities

No Name/title of research Similarities Differences

1 2 3 4

1 Revi Nurhidayah / teaching vocabulary through picture at the fourth grade students of SDN 1 Rajabasa Raya.

- Focus on teaching vocabulary.

- Revi’s research used quantitative

Research and this researcher us qualitative research.

- Revi’s research

focused on

improvement of

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1 2 3 4

students’ vocabulary achievement while this research focused

on the

implementation of teaching vocabulary.

- The subject is different.

2. Arum Mustikawati/ the effectiveness of using video in teaching speaking for the eighth grade students of SMPN 1 Manisrenggo

The researcher and Arum’s research use vide as a media

Arum’s research used quasi-experimental while the researcher use qualitative descriptive reasarch.

3. Zeni Safirah / Improving vocabulary mastery through vocabulary cards of grade VII students at SMP Institut Indonesia Yogyakarta in the 2015/

2016 academic year

Both of them is the English skill, researcher and Zeni’s research used teaching vocabulary as the English skill.

Zeni’s research used Action Research (AR), while the researcher use qualitative descriptive research

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B. Theoretical Framework 1. Teaching Vocabulary

Vocabulary is one of the English components that needs to be mastered by the people. When people are learning a new language, they should have lot of vocabulary in order to make use their language into four language skills that are listening, speaking, reading, and writing.

In other words, if the people master vocabulary, the students will be able to produce so many sentences easily either in spoken or written in learning English. It is known that language is really an important thing in human’s life for communication as social community.

Vocabulary is list of words with their meanings.⁷ Vocabulary is made up of more than just single word.⁸ In addition, vocabulary is more than just individual words working separately in a discourse environment. Rather, once words are placed in discourse, they establish numerous links beyond the single orthographic word level.⁹ A relatively local form of link is when several orthographic words from a single lexeme. These multiword units come in a variety of guises and can be classified into several different categories.

The teaching process as the facilitation in learning, in which you can teach a foreign language successfully if, among other thing, you

7 Victoria Bull, Oxford Learner’s Pocket Dictionary (New York: Oxford University Press, 2008), 495.

8 Norbert Schmitt, Vocabulary in Language Teaching, (New York: Cambridge University Press, 2000),96.

9 Ibid.,113.

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know something about that intricate web of variables that are spun together to affect how and why one learns or fails to learn a second language.¹⁰ In addition, teaching is showing and helping someone to learn how to do something, giving instruction, guiding in the study of something, providing with knowledge causing to know or understand.¹¹

Teaching vocabulary means the teacher helps students in earning vocabulary and gives specific media or method that could improve students understanding of vocabulary. Therefore, in teaching and learning process the teacher does not only give the vocabulary but also explain how it uses in daily activity and also in a text. Teaching vocabulary is a complex task because teaching not only include the meaning of words but also spelling and pronouncing the words. A good teacher should use appropriate presentation techniques and enough practice for certain words. The teacher has to teach not only the meaning of words but also use appropriate methods for each other aspects of languages such as spelling and pronunciation.

2. The Importance of Media in Teaching

Media play an important role in a teaching and learning process.

The use of media is very needed to deliver the message and to reach the purposes of teaching and learning and it should be various as stated Criticos in Daryanto states that the media is one component of

10 H. Douglas Brown, Principles of language learning and teaching (5^th ed), (Unites state of America: Pearson Education, 2007),1.

11 Ibid.,7.

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communication, namely as the messenger from the communicator to the recipient.¹² Based on the definition, it means that the learning media is an intermediary tool in the learning process and it uses as a tool and material in learning activities. Media is a tool for delivering messages or learning information which is conveyed by the informant to the target or recipient of the message.¹³

Media must be useful as follows:¹⁴ a. Clarify the message to not be too verbalistic.

b. Overcome the limitations of space, time, energy, and sense power.

c. Arouse learning passion, directly interact between students and learning resources.

d. Enable children to learn independently according to their visual, auditory and kinesthetic talents and abilities.

e. The learning process contains five components of communication, namely the teacher (communicator), learning materials, learning media, students (communicants), and learning objectives. So learning media is everything that can be used to deliver messages (learning materials) so that it can stimulate the attention, interests, thoughts and feelings of students in learning activities to achieve learning goals.

12 Daryanto, Media Pembelajaran, (Bandung: Satu Nusa, 2010), 4.

13 Ibid., 5.

14 Nunu Mahnun, “Jurnal Pemikiran Islam”, Media Pembelajaran, 37(Januari-Juni,2012),27.

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The characteristics and capabilities of each media the teacher needs to be considered so that they can choose which media is suitable for the conditions and needs.¹⁵ For example, cassette media or audio media is an auditive media that teaches pronunciation. And also video media that can shows pictures, words and produce sounds for teach vocabulary.

The benefits of media in teaching as follows:

a. Improving the quality of education by increasing the speed of learning (rate of learning),

b. Providing the possibility of more individualized education, c. Providing a more scientific basis of teaching,

d. Teaching can be done steadily,

e. Increasing the realization of immediacy learning, and f. Providing a broader presentation of education.

g. Interesting to distract momentarily¹⁶

In addition to the issue of student interest in the media, the representation of the message conveyed by the teacher should also be considered in media selection. There are at least three functions that move together in the presence of the media.¹⁷ First - the stimulation function that gives rise to interest in learning and knowing more about

15 Daryanto, Media Pembelajaran, (Bandung: Satu Nusa, 2010), 6.

16 Arief S. Sadiman, Media Pendidikan (Jakarta: PT. Rajagrafindo Persada, 2006), 74.

17 Nunu Mahnun, “Jurnal Pemikiran Islam”, Media Pembelajaran, 37(Januari-Juni,2012), 29.

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everything in the media. Second, the function of mediation is an intermediary between teacher and student. In this case, the media bridges communication between teachers and students. Third, the information function that displays the explanation the teacher wants to convey. With the presence of media, students can capture information or explanations needed or what the teacher wants to convey.

Video media is anything that allows audio signals to be combined with images that moving as sequential.¹⁸ Video not only entertaining but also educating for student. The more senses that are used in the learning environment, the easier and more meaningful the learning will be.¹⁹ In this context, compared to the content presented in the class during traditional presentations, the videos used in learning process will ensure the effectiveness of hearing and vision senses by providing interaction between the video and the students. Videos have educational effects, such as providing interaction with the content, allowing transfer of knowledge in the mind and facilitating recall.²⁰ 3. Teaching vocabulary by using video as media

In this section, the researcher discusses about the goal, material, procedure, and the evaluation of learning that will explain below:

18 Arief S. Sadiman, Media Pendidikan (Jakarta: PT. Rajagrafindo Persada, 2006), 87.

19 Ilker Kosterelioglu, “Universal Journal of Educational Research”, Student Views on Learning Environments Enriched by Video Clips, 4 (2016), 360.

20 Ibid., 360.

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a. The learning and teaching goal

Learning goals should be stated in terms of what students will understand and what they will be able to do as a result of the lesson.²¹ Of course the teacher teaches the student by preparing all kinds of planning, material, and goal which will be obtained by the students.

Instructional objectives are behavioral learning outcomes that are expected to occur, be owned, or mastered by students after participating in certain learning activities.²² Instructional objectives also mean learning and teaching goals. It tells the outcome after participates learning activity hopefully can be mastered by all participants.

Teaching vocabulary is need some goals to make the learning process running well and has satisfying results. Through the video media, hopefully could motivated students, makes students happy, enthusiastic, and easy to remember. While the students remember all the material and could use it in daily activity, although written or spoken.

b. The learning material

Learning material is a process of providing knowledge in an interaction between educators and students in an effort to achieve learning goals that take place in a particular location within a certain

21 https://www.uwlax.edu/sotl/lsp/developinggoals.htm, accessed on May 24, 2019

22 https://buypsikologi.com/ understanding-and-target- learning-, accessed on May 23, 2019

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period of time. Materials have a hidden curriculum that includes attitudes towards knowledge, attitudes towards teaching and learning, attitudes towards the role and relationship of the teacher and student, and values, and attitudes related to gender, society, etc.²³ Materials should stimulated interactions and it can be achieved by providing the activities which involve the situation and their real time conversation.²⁴ It mean that the teacher choose the material which related with the real life conversation or activity then hopes the student can implement it.

c. The procedure of teaching and learning

The basic steps in this three-stage teaching approach are planning, implementation and evaluation.²⁵

1) Planning

Learning planning is systematic development learning that is used specifically the theory of learning to ensure the quality of learning.²⁶ In this planning, what the student will be achieve and master in learning goals, and prepared what material that will be taught, what method will be used by teacher which is tailored

23 Shravan Kumar, “Teaching materials and teaching aids”,

https://www.researchgate.net/publication/318215081_Teaching_materials_and_teaching_aids_- _1_teaching_material, (May 25, 2019)

24 Ibid.,

25 David A. Jacobsen, et al. Methods for Teaching (Yogyakarta: Pustaka Pelajar, 2009), 20.

26 Syaiful Sigala, Konsep dan Metode Pembelajaran, (Bandung: Alfabeta), 136.

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to student characteristics. This preparation was carefully planned by educators referring to the lesson curriculum.²⁷

The planning of learning process is namely lesson plan.

Lesson plan is the most operational plan of the educator before the educator carries out learning.²⁸ So that lesson plan describe the procedure and learning management to reach one or more basic competencies in syllabus.

Therefore, there are three steps in implementation, such as pre-activity, main activity and closing activity.²⁹

a) Pre-activity

Pre-activity is an activity or an effort which carried out by the teacher at the beginning condition to make students' mentality and attention are focused on what they learn so that the activity or effort will have a positive effect on teaching and learning activities.³⁰ Pre- activity be intended to give simulation and motivation to the students and to know how the student knowledge about the material that will learn by students.

Pre-activity means it gives motivation to the student, focus attention, and know what has been

27 Ibid., 135.

28 Sugeng Listyo Prabowo and Faridah Nurmaliyah, Perencanaan Pembelajaran, (Malang: UIN Maliki Press, 2010), 133.

29 Abdul Majid, Perencanaan Pembelajaran (Bandung: Pt. Remaja Rosdakarya), 104.

30 B. Suryosubroto, Proses Belajar Mengajar di Sekolah (Jakarta: Rineka Cipta,2002), 39.

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mastered by students related to what will be learned.³¹ It's the same as warming up in sports activities and in this case also measuring the extent to which students know the material the teacher wants to teach.

This pre-activity can be conducted with several ways, such as:

(1) Open the class by pray together (2) Checking student attendance list

(3) Giving some illustration about the material that will be taught.

(4) Apperception or assessing basic skills³²

(5) Creating the initial conditions of learning through efforts to create enthusiasm and readiness for learning through teacher guidance to students.

b) Main activity

Main activity is a primary activity to implant, increase the knowledge, attitude and creativity that relate with the material. In the main activity. The main activity as follows:³³

31 Abdul Majid, Perencanaan Pembelajaran (Bandung: Pt. Remaja Rosdakarya), 104.

32 Ibid., 104.

33 Ibid., 104.

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(1) Delivery of learning objectives

(2) Delivery of material / teaching materials, (3) Giving guidance on students' understanding,

(4) Conducting examination / checking of student understanding

(5) Providing guidance for students' understanding c) Closing activity

The closing activity is an activity that provides confirmation or conclusion and an assessment of the mastery of the study material given to the core activities.

This conclusion is made by educators or together with students. Activities that must be carried out in the final activity and this follow-up are:³⁴

(1) Carry out the final assessment and review the results of the assessment

(2) Carry out follow-up activities with alternative activities including providing assignments or training assignments to study certain materials and provide motivation or tutoring.

34 Ibid., 105

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(3) Ending the learning process by explaining or telling the subject matter that will be discussed in the next lesson.³⁵

d. The evaluation of teaching vocabulary by using video as media Evaluation is fixing process of decision about some object that will be evaluated.³⁶ A teacher certainly has hope which is what has been taught can be successfully understood by the students. So this evaluation activity is to determine whether learning activities that have been carried out are successful or not.

Kirkpatrick in Mansyur suggests three components that must be evaluated in learning, namely the knowledge that be learned, what skills are developed, and what attitude to be changed.³⁷ It is can be evaluated by test to measure the student progress.

The teaching evaluation can be categorized into two, namely formative and summative:³⁸

1) Formative evaluation is an evaluation conducted at the end of each discussion of the subject / topic and intended to determine the extent to which learning process has proceeded as planned. The use of tests during learning process takes place, in order the student and teacher get information (feedback) about student progress that has

35 Ibid., 105-106.

36 Mansyur, et al, Asesmen Pembelajaran di Sekolah (Yogyakarta: Pustaka Pelajar, 2015), 9.

37 Ibid., 12.

38 Ibid., 14.

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been achieved. The aim of formative evaluation to repair teaching learning process.

2) Summative evaluation is evaluation is carried out at the end of each unit of time which includes more than one discussion of subject and it is intended to determine the extent to which students have been able to move from one unit to another. Summative evaluation as the use of tests at the end of a particular teaching period which includes several or all teaching units taught in one semester, even after the discussion of a field of study is completed. The aim of summative evaluation to determine the level of student successfulness in a certain period of time marked by the acquisition of the value of students with the determination to pass the class or not.

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CHAPTER III

RESEARCH METHODOLOGY

A. Research Design

This study used qualitative research, namely research that intends to understand the phenomenon of what is experienced by the subject of research such as behavior, perception, motivation, action, etc. holistically and by way of description in the form of words and language, in a context specifically natural and by utilizing various scientific methods Meanwhile, kinds of research is able to choose case study, ethnography, classroom action research, etc. for determining of approach and kinds of research must be followed by its reasons.³⁹

The researcher used qualitative approach that frequently called descriptive qualitative research because in this research, the researcher described the condition, situation with words and language. The aim of descriptive research is to find systematically, factually, and accurately about facts and population of certain area.⁴⁰ This research described about the goals, media, procedure and the evaluation of teaching vocabulary by using video media at third grade students of MI Tarbiyatul Islam Kraksaan Proboolinggo. Hopefully, this research could describe the empirical data

39 Lexy J. Moleong, Metodelogi penelitian kualitatif, (Bandung:PT Remaja Rosdakarya,2008),6

40 Sumadi Suryabrata, Metodologi Penelitian, (Jakarta: PT. Raja Grafindo Persada, 2006)

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clearly, accurate and detailed. And this research is qualitative that type is field research.

B. Location of Research

The research location is where the research was conducted and where the problem occurred. The location of this study conducted at MI Tarbiyatul Islam wich located at Jl. Dr. Soetomo, Kandangjati Kulon, Kraksaan, Probolinggo. The research location is very awesome because MI Tarbiyatul Islam is the second best religion-based school in Kraksaan Probolinggo

C. Source of Data

Information data in this research got from:

Determination of informants the way the researcher chooses certain people who are considered provide the necessary data, then based on the data or information obtained from the previous informant, researchers can determine other samples that are considered to provide more complete data.

The technique of determining the informants used in this study is Purposive technique is a technique that is adjusted to the certain criteria set based on research objectives.

1. Primary Data Resources

Primary data is data obtained or collected directly by researchers from the field.⁴¹ In this study the primary data was

41 Lexy J. Moleong, Metodelogi penelitian kualitatif, (Bandung:PT Remaja Rosdakarya,2008),157

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obtained through in-depth interviews in a face-to-face manner between the researcher and 2 or more informants. Informants were selected based on the consideration that the informants in this study knew well about the research according to the title is the implementation of teaching vocabulary by using video as media at third grade students of MI Tarbiyatul Islam Kraksaan Probolinggo:

1) The third grade students of MI Tarbiyatul Islam Kraksaan.

2) The teacher of MI Tarbiyatul Islam Kraksaan.

2. Secondary Data Resources

Secondary data is data needed in research to supplement information obtained from primary data.⁴² Secondary data in this study are in the form of researcher interview record and observation notes, and document review.

D. Data Collecting Technique

In this research, the technique used to collect many various data are:

1. Observation

Observation is a technique that can be used when data cannot be collected through other means, or those collected through other means are limited value or difficult to validate. For example, in interviews participants may be asked about how they behave in certain situations but there is no guarantee that they actually do what they say they do.

Observing them in those situations is more valid: it is possible to see

42 Ibid,157

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how they actually behave. Observation can also produce data for verifying or nullifying information provided in face to face encounters.⁴³ As for the data obtained using this observation technique is:

a. The location of research

b. Situation and condition of classroom 2. Interview

Interview is a meeting of two persons to exchange information and idea through question and responses, resulting in communication and joint construction of meaning about a particular topic.⁴⁴ The use of research techniques in research is meant that researchers can construct thoughts, events, activities, motivations, perceptions, concerns, experiences and thorough opinions about research problems. Thus, the researcher get any information about the research or the result that the researcher need.

As for the techniques of interviews in this research, it's meant to dig up information and get data on:

1) The goals of Teaching Vocabulary by Using Video as Media.

2) Material teacher used in Teaching Vocabulary by Using Video as Media.

3) Procedure of Teaching Vocabulary by Using Video as Media.

43 Beverly Hancock and friends, An Introduction to Qualitative Research (Nottingham: The NIHR RDS, 2009), 18.

44Kristin G Esterberg, Qualitative Methods in Social Research (New York: Mc Graw Hill, 2002), 212.

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4) The evaluation of Teaching Vocabulary by Using Video as Media.

3. Document review

Document review means the effort to collect data by investigating written objects.⁴⁵ Document review is also obtained from the things or variables of the record, transcripts, books, inscriptions, agendas, and so on. And also, document review helps the researcher to attach evidence supporting the research. With the method of document review, data obtained were:

a. History of MI Tarbiyatul Islam Kraksaan b. Profile of MI Tarbiyatul Islam Kraksaan

c. Teacher and Employee Data of MI Tarbiyatul Islam Kraksaan d. Students data of MI Tarbiyatul Islam Kraksaan

e. Lesson plan

E. Data Analysis Technique

This study uses data analysis developed by Miles and Hiberman 2014 that is analysed data by three steps: data condensation, data display, and conclusion drawing/verification. Data condensation referring to the process of selecting, focusing, simplifiying, abstracting, and transforming. In more detail, the steps as Miles's theory, Huberman and Salda (2014) will be applied as follows:⁴⁶

45 Mundir, Metode Penelitian Kualitatif dan Kuantitatif (Jember: STAIN Jember Press, 2013), 186.

46 Matthew B. Miles dkk, Qualitative Data Analysis (United States of America: Arizona State University, 2014), 10.

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1. Data Condensation

Data Condensation refers to the process of selecting, focusing, simplifying, abstracting, and or transforming the data that appear in the full corpus (body) of written–up field notes, interview transcripts, documents, and other empirical materials. In this study described as follows:

a. Selecting

According to Miles and Huberman, researcher must act selectively, that is, determining which dimensions are more important, relationships which ones might be more meaningful, and as a consequence, what information which can be collected and analyzed.

b. Focusing

Miles and Huberman state that focusing data is a form of pre- analysis. At this stage, researchers focus on data related to the formulation of research problems. This stage is continuation of the data selection stage. Researcher only limit data based on the formulation of the problem.

c. Abstracting

Abstraction is an attempt to make a summary of the core, process, and statements that need to be maintained so that they remain in them. On this stage, the collected data is evaluated,

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especially those that have been collected evaluated, especially those relating to the quality and adequacy of data.

d. Simplifying and Transforming

The data in this study are further simplified and transformed in various ways, namely through rigorous selection, through summary or brief description, classifying data in one broader pattern, and so on.

2. Data Display

The next step is to present the data. In qualitative research, the presentation of data can be done in the form of brief descriptions, charts, tables, graphs and it’s like. Thus it will be easier to understand what is happening and can plan further work based on what has been understood.

3. Conclusion Drawing

The last step is the stage of drawing conclusions based on findings and verifying data. As explained above, the initial conclusions put forward are still temporary and will change if strong evidence is found to support the next stage of data collection. This process of obtaining evidence is called data verification. If the conclusions expressed at the initial stage are supported by strong evidence in a sense consistent with the conditions found when the researcher returns to the field, the conclusions obtained are credible conclusions.

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F. Instruments Validity

The data validation is based on certainty whether the research results are accurate from the point of view of researcher, participants, or readers in general. In terms of checking the data validation, the researcher used a triangulation technique, which was interpreted as a technique for checking the data validation that used something else.⁴⁷

The researcher used source and method triangulation techniques to test the data validation. The technique of source triangulation means comparing or checking the degree of trust in information obtained through time and different tools in qualitative research.

The steps are five, namely:

1. Comparing observational data with the results of interviews

2. Comparing with what people say in public with what is said personally.

3. Comparing what people say about the research situation with what is said all the time.

4. Comparing the situation and perspective of someone with various opinions and views of others.

5. Comparing the results of interviews with the contents of a related document.

47 Lexy Moleong, Metodologi Penelit`ian Kualitatif, (Bandung: Remadja Karya, 1989), 330.

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G. Research Procedures

In this section, the research implementation plan carried out by researchers, starting from preliminary research, design development, actual research, and report writing.⁴⁸

The research stages consist of pre-field stages, field work stages, and data analysis stages.

1. Pre-field stage

There are several stages of activities that researcher must do, in this stage one consideration is added the needs to be understood, namely research ethics in the field in the activities and considerations described below:

a. Prepare research designs b. Select the research field c. Take care of licensing d. Explore and assess the field

Field assessments and assessments were carried out well if the researcher has read in advance from the literature or knows through people about the situation and condition of the area where the research was conducted. It is also expected that researcher can adjust to the circumstances of the research area.

e. Select and use informants f. Prepare equipment

48 Tim Penyusun, Pedoman Penulisan Karya Ilmiah (Jember: IAIN Jember Press, 2015), 48.

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g. The issue of research ethics 2. Stage of field work

a. Understanding the background of research and preparation b. Enter the field

c. Participate while collecting data 3. Data analysis phase

The data analysis phase is the last stage of the research process that was discussed in the previous chapter. At this stage the activities include:

a. Data condensation.

b. Take care of licensing completed research c. Presentation of data in the form of reports.

d. Conclusion Withdrawal.

e. Revise the refined report

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A. The Research Object Description

1. History of Madrasah Ibtidaiyah Tarbiyatul Islam Kraksaan Probolinggo district

The Foundation of Tarbiyatul Islam Kraksaan is a religious institution education (deepening the sciences of religion) which is engaged in various field namely Islamic da'wah, education, teaching, and social services

To increase the role and function of the Foundation of Islamic Tarbiyatul Kraksaan, which is cared for by KH. Ustadz Suratman, formal institutions ranging from PAUD, RA, TPQ, and MI were opened by not removing the identity of the Foundation and Islamic da'wah institutions.

One of these Islamic School of Islamic Education institutions, which was officially established starting on July 10, 1962, with a decree. Regional Office of the Religion Department of East Java on June 10, 2000 Number: Mm.18 / MI.00 / 01.32 / 2000. June 1, 2010, obtained by the Operational Permit Charter Number: Kd.13.13 / 4 / MI / 255 / 2010 at this time Ibtidaiyah Status is ACCREDITED A with the Madrasah Statistics Number (NSM): 111235130255.

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Since the founding of the Islamic School of Islamic Education in Tarbiyatul Islam, there was three head master of school have been established, namely: Drs. Nur Hadi, Born in Gresik on March 3, 1954, graduated from IAIN Sunan Ampel Surabaya Education Faculty, as a Pioneer as well as the first Madrasah Head and successfully championed MI Tarbiyatul Ibtidaiyah obtained an accredited status. He was resigned as Head of Madrasah at the beginning of academic year 2014/2015 and gave his position on June 2, 2014, and Dra. Qurratu Aini, M.PdI Born in Probolinggo on December 25, 1968, now having her address at Jl. Dr. Sutomo No.45 Kandangjati Kulon Probolinggo.

Magister education was obtained from IAI Nurul Jadid Paiton Probolinggo. It is believed to be the second Head of Madrasah to replace Drs. Nur Hadi and get SK Number: Kw.15.1 / 2 / Kp07.6 / 2976/2014 dated June 2, 2014, until now.

School Identity

School name : Madrasah Ibtidaiyah Tarbiyatul Islam

Province : East Java

Regional autonomy : Probolinggo Regency Sub-district : Kraksaan

Road and number : DR. soetomo No. 54

Postal code : 67282

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Telephone number : (0335) 842566 School status : Swasta (Private) Accreditation : A

2. Purpose, Vision and Mission of MI Tarbiyatul Islam

Purpose : By paying attention to article 3 paragraph 1 of government regulation number: 29 of 1990 and article 1 point 6 of Minister of Education and Culture Decree number: 0489 / U / 1992, Madrasah Ibtidaiyah Tarbiyatul Islam education aims:

a. Preparing students to continue their education at the level of higher education

b. Preparing students in order be able to develop themselves in line with the development of science, technology and arts inspired by the teachings of Islam ahlussunnah wal jamaah

c. Preparing students in order students are able to become members of the community in conducting reciprocal relations with the social, cultural and natural environment inspired by a religious atmosphere.

Vision : Beriman, cakap, kreatif, bertanggungjawab dan berkarakter islami ahlussunnah wal jama’ah. (Faithful, capable, creative, responsible and characterized by Islamic ahlussunnah wal jama'ah)

Mission :

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a. Melaksanakan kegiatan pembelajaran secara aktif dan efekti serta mengikuti perkembangan global (Carry out active and effective learning activities and keep abreast of developments) b. Menumbuhkan pemikiran kreatif, kritis, terbuka dan

berwawasan keilmuan (Foster creative, critical, open and scientific insight)

c. Menanamkan karakter akhlak karimah serta wawasan kebangsaan, kemandirian dan berjiwa social (Inculcating karimah moral character and insight into nationality, independence, and social spirit)

d. Menumbuh kembangkan nilai-nilai ahlussunnah wal jama’ah dalam aqidah, syari’ah dan akhlak (Develop the values of ahlussunnah wal jama'ah in aqeedah, syari'ah and attitude) B. Data Display and Data Analysis

The researcher collected data using interview, observation and document review techniques. Based on the results of interviews, observations, and document review, data was obtained about the implementation of teaching vocabulary by using video as media in the third grade students of MI Tarbiyatul Islam with the following research results:

1. The Goals of Teaching Vocabulary by Using Video Media at Third Grade Students of MI Tarbiyatul Islam Kraksaan.

The goals of teaching vocabulary by using video media at third grade students according to Ms. Nadia as English teacher said were:

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“Oh iya kalau tujuannya itu dengan menggunakan media video yang pertama itu supaya anak-anak jadi mudah mengingat karena saat pelajaran anak-anak fokus karna senang Jadi antusias dan sedikit kemungkinan bisa lupa. Hal yg menyenangkan itu bisa menjadi pengalaman yang bermakna buat mereka, terus ketika mereka sudah ingat mereka juga bisa menyebutkan hobi mereka dengan benar, lalu dengan mereka bisa menggunakannya di kalimat seperti dialog di keseharianannya mereka dengan percaya diri. Dan yang terakhir mereka dapat menjawab pertanyaan-pertanyaan yang berhubungan dengan hobi (Well, the main using video as media so the first is students will be easy to remember because when the children focus, happy, they will be enthusiastic and less likely to forget. The good thing can be a meaningful experience for them, and when they remember they can also mention their hobbies correctly, they use it in sentences such as dialogue in their daily activity with confidence. And the last is they can answer questions related to hobby.)“⁵⁰

Based on the interview above, the goals of teaching vocabulary by using video as media was the students easy to remember the lesson because they can focus, happy and enthusiastic on it. The video as media can make learners fun and happy because nowadays is a digital era that a children doesn’t play around the house but they plays inside their house and holds their parents’ phone then searching video on YouTube. So, that’s why the teacher choose video as media. Then, the students could answer a question related the material that have been discussed such as pronounce and mention their hobby correctly and fluently. It means from the video they can hear correct pronunciation from the native speaker and they could see the real conversation on that video. The last is they could use the words or sentences on their real

50 Ms. Nadia, Interview, April 30, 2019.

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life. So, the material which discuss in the classroom didn’t useless.

Therefore the students got something from it could implement it at the time they need to use it. So, that’s why as professional teacher, it’s better to know the students interest and developing era then the teacher knows how to purpose or design teaching and learning perfectly. The interview above was confirmed on lesson plan point A about the learning objectives that students were able to:

“a. Menyebutkan kosakata tentang hobby, b. Mengingat kosakata tentang hobby, c. Menjawab pertanyaan yang berhubungan dengan gambar-gambar tentang hobby, d.

Melakukan dialog sederhana tentang hobby.”

Based on the observation in the class, Ms. Nadia told about the goals of learning implicitly. She didn’t mention all the goals in lesson plan but the students got what Ms. Nadia means was. Ms. Nadia said they could mention their own hobby, and then hopefully remembered all the words about hobby and they could use in their daily activity.⁵¹

Based on the observation, interview and document review (lesson plan) above, the researcher concluded the goals as follow: first, students were able to mention vocabulary about hobby correctly, second, students were able to remember vocabulary about hobby happily, third, students were able to answer the question related to

51 MI Tarbiyatul Islam, Observation, May 15, 2019.

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picture about hobby enthusiastically, and the last, students be able to use the vocabulary or sentences in their real-life.

2. The Material of Teaching Vocabulary by Using Video Media at Third Grade Students of MI Tarbiyatul Islam Kraksaan.

The material of teaching vocabulary by using video media at third grade students according to Ms. Nadia as English teacher was:

"Kalo untuk materi yang saya jelaskan ke siswa saya ya sesuai dengan buku yang disediakan oleh sekolah, saya menggunakan LKS dan buku paket, tetapi saya terkadang mencari refrensi lagi dari internet, dan materi yang diajarkan ini tentang kosa kata hobi, gerund dan dialog sederhana tentang hobi. (The material that I explained to my students was accordancing to the books provided by the school, I used LKS and textbooks, but sometimes I looked for references from the internet, and taugh about vocabularies of hobby, gerund, and simple dialogues about hobbies)"⁵²

Based on the interview above, the researcher found three point about the material that discussed at third grade of MI Tarbiyatul Islam, those are 1. Vocabulary about hobby, 2. Gerund, and 3. A dialog about hobby. The teacher took the material from LKS book, textbook and sometimes the teacher took on the internet. But for this teaching vocabulary using video as media the teacher used LKS book with video from YouTube. As a good teacher, it is better to choose the good video that can easily to understand by the students and interesting.

The interview above is confirmed on lesson plan point B about the learning materials as follows:

52 Ms. Nadia, Interview, April 30, 2019.

The Implementation of Teaching Vocabulary by Using Video as Media at Third Grade Students of MI Tarbiyatul Islam Kraksaan Probolinggo.