The Use of Cartoon Film

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THE USE OF CARTOON FILM TO IMPROVE THE VOCABULARY MASTERY

OF FIFTH GRADE STUDENTS OF SD N 2 CANGKRINGREMBANG KARANGANYAR DEMAK

IN ACADEMIC YEAR 2008/2009

CHAPTER I

INTRODUCTION

1.1 Background of the Study

English is one of foreign languages that are more popular that any other languages in

the world. It means that language is humans tool to communicate to each other and

their way to express or say the idea and thinking. An Indonesian person does not use

English language commonly in a daily life. Therefore, to consider the important role of

English, English is taught from the elementary till university, furthermore English itself

Indonesian as second language.English is introduced into curriculum and it is a compulsory subject in kindergarten,

elementary school, junior high school, senior high school and university. The Indonesian

government always makes effort to improve the quality of education by improving the

quality of the teachers and other teaching components, which are involved in the

educational processes (Rachmadie, 1985:54) the quality of someones English skill is

obviously depending on the quality and quantity of the vocabulary he or she has.

Besides, every learning process will go on well if there is motivation. It is expected

that each student come to school having the motivation to study. Therefore, teacher has

to make students productively involved using the work in the class. This step requires

teachers creativity to create the most appropr iate ways for their students. Teaching

English is always oriented to master the four language skills: Listening; Speaking,

Reading, and Writing. All the four skills are very important in teaching English. The

language components, such as structure, vocabulary, spelling, and pronunciation are

taught to support developing of the four language skills. These skills are learned trough


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selected material based on their development level. However, in a teaching and learning

process, a teacher must develop the four language skills interactively. Qualified teacher,

good environment, facilities and media also support the success of language learning. We

also have a language component, which is called vocabulary. Vocabulary is very crucial in

language learning and one of the important factors in learning English especially in

teaching elementary school students. Hornby (1974:954) states that vocabulary is total

number of words which with rules for combining them make up a language. According to

Manzo and Sherk (1971:72) Vocabulary is central of formation, acculturation,

reticulation apparently all learning. Therefore, it is important for teaches to study

methods and techniques in improving students vocabulary so that they can learn as

effectively as possible.

In the world of education, students are expected to master enough vocabulary to

support their English skill. When the students have known enough vocabulary, it will

help them make their learning process go easier with the maximum result. However, the

main problem faced by many students, is that they still master a small number of

vocabularies that influence their English skill.

As a teacher, it is necessary to find new teaching media to overcome the problems

and not to forget to motivate the students. Some teachers have used games, pictures,

songs, real object and cartoon as their teaching media to grow the student creativity in

learning process.

In the KTSP (kurikilum tingkatan satuan pendidikan ) based competency,

vocabulary is taught in SD N 2 CangkringRembang, Karanganyar, Demak beside the four

skills. For examples in the writing skill, the students will write easily when they can

master new vocabulary especially difficult word that is applied in English sentence.

According to English teacher in SD N 2 CangkringRembang, Karanganyar, Demak, many

students still have difficulties to give contribution of new English words. One of the

problems is pronunciation. In the curriculum, the teacher can give motivation to study

with a way are games, pictures, real object and songs.

In this study, cartoon is chosen as a media for teaching vocabulary. This media

enables the students to explorer when they are learning in an enjoyable atmosphere andit helps the students can memorize English vocabulary more easily.


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By using cartoon as media, it is hoped that the students memorize English vocabulary

in this case, the writer chooses the students in SD N 2 CangkringRembang, Karanganyar,

Demak as the research subject to know their mastery of English vocabulary.

Because of the reason, the writer is interested in taking up the title of the research:

The Mastery of English Vocabulary of the Fifth Grade Students of SD N 2

CangkringRembang, Karanganyar, Demak in Academic Year 2008/2009 Taught by

Using Cartoon.

1.2. Statement of the Problem

Based on the background of the study above, the problems can be stated in such

formulation below:

1. How is the mastery of English vocabulary of the Fifth Grade students of SD N 2

CangkringRembang, Karanganyar, Demak in Academic Year 2008/2009 before being

taught by using cartoon?

2. How is the mastery of English vocabulary of the Fifth Grade students of SD N 2

CangkringRembang, Karanganyar, Demak in Academic Year 2008/2009 after being

taught by using cartoon?

3. Is there any significant different between the mastery of English vocabulary of the

Fifth Grade students of SD N 2 CangkringRembang, Karanganyar, Demak in

Academic Year 2008/2009 before and after being taught by using cartoon?

1.3 The Purpose of Research

From the statements of the problem, the writer got to determine purpose of the

research of follows:

1. To know the mastery of English vocabulary of the Fifth Grade students of SD N 2

CangkringRembang, Karanganyar, Demak in Academic Year 2008/2009 before being

taught by using cartoon.


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2. To know the mastery of English vocabulary of the Fifth Grade students of SD N 2

CangkringRembang, Karanganyar, Demak in Academic Year 2008/2009 after being

taught by using cartoon.

3. There is any significant different between the mastery of English vocabulary of the Fifth

Grade students of SD N 2 CangkringRembang, Karanganyar, Demak in Academic Year

2008/2009 before and after being taught by using cartoon.

1.4. Significant of the Study

This study is to show whether there is any significant different between the mastery

of English vocabulary of the Fifth Grade students of SD N 2 CangkringRembang,

Karanganyar, Demak in Academic Year 2008/2009 before and after being taught by

using cartoon. This study can be useful for:

1. The Teacher

The teacher will gradually know the mastery of English vocabulary of the Fifth Grade

students of SD N 2 CangkringRembang, Karanganyar, Demak in Academic Year

2008/2009 before and after being taught by using cartoon can be used to improve the

students ability in understanding or teaching and learning process.

2. The Students

The students can to memorize English vocabulary more easily and they are learning in

an enjoyable atmosphere.

1.5. Scope of the study

In learning language, students will obviously find many of problems in teaching

vocabulary. Teaching English vocabulary is teaching that is done to teach words in the

English materials.

One of the media in teaching English vocabulary is by using cartoon. In this study,

the writer uses cartoon as media to teach English vocabulary. Cartoon is a film made by


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photographing a series of cartoon drawings to give the illusion of movement when

projected in rapid sequence (http://www.thefreedictionary.com/cartoon).

The limitation of this research focuses only in the mastery of English vocabulary of

the Fifth Grade students of SD N 2 CangkringRembang, Karanganyar, Demak in

Academic Year 2008/2009 before and after being taught by using cartoon.

The subject in this research is the fifth grade of SD N 2 CangkringRembang,

Karanganyar, Demak in Academic Year 2008/2009.

1.6. The Definition of key Term

The definition of terms, which is necessary to clarify briefly in order to avoid

different thinking, can be mentioned as follow:

1. The mastery of English vocabulary is the knowledge of vocabulary by understanding the

meaning of the words.

2. Cartoon is a film made by photographing a series of cartoon drawings to give the illusion

of movement when projected in rapid sequence

(http://www.thefreedictionary.com/cartoon).

3. The students in this research are the students who are studying in the fifth grade students

of SD N 2 CangkringRembang, Karanganyar, Demak in Academic Year 2008/2009.

4. SD N 2 is an elementary schools, it is located in CangkringRembang, Karanganyar,

Demak.

CAPTER II

REVIEW OF RELATED LITERATURE

Chapter two deals with the review of underlying theory or literature. The writer

presents theory and definitions supported by some experts. These will discuss about

teaching English in SD N 2 CangkringRembang Karanganyar Demak the mastery of

English vocabulary and teaching English vocabulary by using Cartoon Film as a media.

2.1 Teaching English in SD N 2 CangkringRembang Karanganyar Demak


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Teaching English in Elementary school have four language skills namely listening,

speaking, reading, and writing. The components of language such as vocabulary,

structure, spelling and pronunciations are taught and integrated with the teaching of

four language skills.

In order to teaching English in elementary school appropriately, there are many

things that the teacher should pay attention to. They are among others the English

curriculum in elementary school, purpose of teaching English, and the materials of

teaching English.

2.1.1 The Curriculum of Teaching English in SD N 2 CangkringRembang

Karanganyar Demak

Curriculum is interpreted to mean all of the organized courses, activities, and

experiences which pupils have under direction of the school, whether in the classroom or

not, (Hamalik, 1993:18). Based on the English curriculum, English has in the position of

the first foreign language to be learnt in Indonesia and it has important roles not only in

developing science, technology, and culture but also in making good relationship among

countries. Teaching English at SD N 2 focuses on the four skills namely listening,

speaking, reading, and writing which are targeted to simple English.

In addition, English is now not only taught to Junior High School and Senior High

Scholl. Rather English teaching is also given to Kindergarten and Elementary School

with the reason that the earlier the students learn English the more knowledge and skills

in English they will have.

In the KTSP (kurikilum tingkatan satuan pendidikan ) based competency,

vocabulary is taught in SD N 2 CangkringRembang Karanganyar Demak beside the four

skills. The writer in this study emphasis on learning English cannot be separated from

learning vocabulary of that language. Learning vocabulary is the first step of learning

language. Teaching English vocabulary is the process of giving knowledge of shapes,

transportation, health and hospital, occupation, library, and weather and seasons with

based on the curriculum.


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2.1.2 Purpose of the Teaching of English in SD N 2 CangkringRembang

Karanganyar Demak

Based on the English curriculum, the purpose of teaching English at SD N 2 is to

develop communication ability in English in the form of oral and writing. These

communication abilities include listening, speaking, reading, and writing. To develop the

awareness on essence and the important English as one of foreign language as the main

tool of learning. The last purpose is the students will have developed English language to

interrelation between language and culture and broaden the culture concepts so the

student got the cross cultural knowledge and involved in the culture diversities.

2.1.3 The Material of Teaching English in SD N 2 CangkringRembang Karanganyar

Demak

Actually the materials which should be given of SD N 2 students to be able to

reproduce the vocabulary are the materials which are needed by students at this time

generally in order to compete with other students. According to English curriculum, the

material of teaching English vocabulary for the fifth grade students is about shapes,

transportation, health and hospital, occupation, library, weather and seasons (English

Curriculum).

1. Shapes

The students must mention and describe the names of the part of the shapes.

Example: - This is a cube

- This is a cone

- This is a cylinder

2. Transportation

The students must mention and describe the kinds of transportation.

Example: - This is a car

- This is air plan

- This is a motorcycle

3. Health and Hospital

The students must mention and describe the kinds of health and hospital.Example: - I had a toothache


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- I had a fever

- She has a stomach-ache

4. Occupation

The students must mention and describe the kinds of occupation.

Example: - Andi is a doctor

- Sinta is a nurse

- Rudi is architect

5. Library

The students must mention and describe the names of the part of the library.

Example: - I borrow this book

- I bring this dictionary

6. Weather and Seasons

The students must mention and describe the names of the part of weather and

seasons.

Example: - It is sunny

- Today is dry season

- It is cloudy

2.1.4 The Method of Teaching English in SD N 2 CangkringRembang Karanganyar

Demak

Teaching process of English vocabulary in SD N 2 CangkringRembang,

Karanganyar, Demak is not placed as the particular object. It usually brings together

with reading comprehension.

Usually the teaching process English vocabulary in SD N 2 CangkringRembang

Karanganyar Demak begins when the teacher find difficult words from the text in the

dialogue given and the teacher write the list of the words. Then the teacher asks the

students to find their meaning by using dictionary and memorize them.

2.1.4.1 The Steps of Teaching English in SD N 2 CangkringRembang Karanganyar

Demak 1. Introduction


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The teacher greeting and address the students, checking attendance list, and arousing

the students motivation by giving questions about the material.

2. Whilst Activity

The teacher to know material for the students, explain about the material, asking the

students about the material, giving test for the students about material, asking the

students to do the test and the students to submit their answers, discussing the test

together.

3. Post Activity

The teacher giving conclusion about the material, giving opportunity for the students to

ask about the material, and closing the lesson.

In this study some teachers have used games, pictures, songs, real object, puzzle,

and bingo as their teaching media to grow the student creativity in learning process.

2.2 The Mastery of English Vocabulary

In order to master English vocabulary, the teacher should give pay attention for

several things. They are the definition of vocabulary, kinds of vocabulary, and the

mastery of English vocabulary.

2.2.1 Definition of English Vocabulary

When learning a language, learners will be introduced to the components of thatlanguage, such as structure, spelling, pronunciation, and vocabulary. Vocabulary as one

of the language components is badly needed in order to master a language. There are

some definitions of English vocabulary. Murcia and Olshtain in Mc Cartny, (2000:73)

define vocabulary is the largest single element in taking a new language for the learner

and it would be irresponsible to suggest that it take care discourse driven.

Richards (2004:4) says that vocabulary is one of the components of language and

one of the first things applied linguists turned their attention to. Meanwhile, Hornby


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(1974:959) defines vocabulary is a total number of words which make up a language with

definition or translations. From the definitions, it can be concluded that vocabulary is a

list of words express a wide range of meaning.

Vocabulary, which constitutes the knowledge of meaning, plays a significant role in

supporting the mastery of language skills namely listening, speaking, reading and

writing. The more vocabulary the learners have, the easier for them to improve their

skills. In writing, for example, by having many vocabularies, the students are easier to

improve their English skills. They can express their ideas, opinion, and feeling

cohesively. Thus, they can construct readable written text. So, the teaching learning

process of English vocabulary is successfully done.

2.2.2 Kinds of English Vocabulary

Teaching vocabulary is important in language acquisition. Vocabulary is one

element that links the four skills of listening, speaking, reading, and writing all together.

One of the requirements to communicate well in a foreign language, students should

have an adequate number of words. According Celca-Murcia (2000:76) there are two

kinds of vocabulary, as follows:

1. Productive versus Receptive Vocabulary

Productive vocabulary is the lexical terms which the students can remember and

use appropriately in speaking and writing. Receptive vocabulary in the lexical items

which the students familiar and understand when they meet them in the context of

reading and listening materials.

Productive vocabulary is used to speaking and writing, the stage of teaching and

learning must end with vocabulary practice, where the students get an opportunity to try

to use the vocabulary in context. Different from productive vocabulary, receptive

vocabulary is only presented until the students know the meaning to understand the

context of reading or listening.

2. Content Words versus Function Words

Content words and function words are a useful one in analyzing vocabulary.

Content words are those vocabulary items that must to the large and open words classes.


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Content words that are the words that are easy accept new words and not use old ones

but are not longer useful. For example: nouns, verbs, adjectives, and some adverbs.

Function words are those vocabulary items that must to closed words classes.

Function words that are the words do not easy new items or lose old ones. For example:

pronouns, auxiliary verbs, prepositions, determiners, and many adverbs. Function words

should be taught as part of grammar and content words as part of vocabulary.

There are two kinds of vocabulary according to Proyek Peningkatan Mutu Tenaga

Kependidikan dan non Kependidikan Pendidikan Menengah (2002). Materi Pelatihan

Guru Bidang Studi Ebtanas (Bahasa Inggris) Jawa Tengah. Departemen Pendidikan dan

Kebudayaan.

1. Familiar (old) and Unfamiliar (new) vocabulary

The term familiar unfamiliar is preferred to old -new since the latter is sometime

confusing familiar vocabulary is the vocabulary which the students have been familiar.

They have known the meaning and the use of the vocabulary in context. When the

students meet a word and they do not know its meaning yet, then the word belongs to

unfamiliar vocabulary, although they are familiar with its pronunciation or spelling.

Being asked what vocabulary to teach, most teachers will quickly answer,

unfamiliar vocabulary. The answer is only partly true, because they usually forget that

familiar vocabulary must also be taught. Familiar vocabulary is taught in order to

establish the students, acquisition, while unfamiliar vocabulary is taught to their

knowledge.

2. Productive and Receptive vocabulary

Productive vocabulary is the lexical terms which the students can remember and

use appropriately in speaking and writing. Receptive vocabulary is the lexical items

which the students can familiar and understand when they meet them in the context of

reading and listening materials.

Since productive vocabulary is used to speaking and writing, the stages of teaching

and learning must end with vocabulary practice, where the students get an opportunity

to try to use the vocabulary in context. Different from productive, receptive vocabulary is

only presented until the students know the meaning to understand the context ofreading or listening.


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Sherpend (1952:22) says that there are some kinds of English vocabulary: a new

vocabulary, and expressional vocabulary.

1. New Vocabulary

New vocabulary is vocabulary that is known when a person listens or read and

when a person listen idea from another people. Vocabulary can accept by another people

base vocabulary. A person used some words in communication and written of words that

is known when he listens or read.

2. Expressional vocabulary

When a person communicate to write, he actual quickly or explain the opinion with

another people even though easy and efficiently to improve mastery of vocabulary. A

person becomes competent with repeating words in vocabulary that he has get it. The

qualities of mastering vocabulary are to increase of language ability.

2.3 Cartoon film as a Media of Teaching English

Carefulness in selecting of media applied in the process of teaching and learning is

needed in order to reach the satisfactory result of it. One of the media of teaching

English vocabulary is by using cartoon film. Cartoon film is chosen as a media of

teaching English vocabulary in this study. The explanation about Teaching English

vocabulary by using cartoon film as a media as follows:

2.3.1 Definition of Media of Teaching

Media in a process of teaching is not a new thing for the teacher. Most of the

teachers use media to help them giving particular information to the students. For the

teachers of elementary school, the using of media is very important before we talk more

about media; especially we have to know what media is.

Media come from the word medium. It means all of them and the channel used to

inform of message. In the field of education media can be called as instrument, method

and technique used to communicate and influence effectively between the teacher and

the students in the teaching and learning process in the school (Hamalik:1982).

In this study, I use Cartoon Film as media of Teaching English Vocabulary. Inteaching vocabulary, teachers should not give it separately, word by word. It will make


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the students know the meaning of the words only and they still find difficulties in

applying the word into sentences or paragraph.

Teaching SD N or Elementary Students is considered as teaching children.

Teachers should try to give as clearly as possible the explanation of the meaning of the

words taught by showing picture, illustrating, or giving the similar meaning with their

native languages as media.

2.3.2 Kinds of Media of Teaching

From some scientists we were learning we found that they used difference

definition of media. Hamalik (1980:50-51), defines that teaching media consist of several

kinds, such as:

1. Supplementary materials including reading materials: book, comic,

newspaper, magazine, bulletin, folder, pamphlet.

2. Audio visual media:

a. Non projector media; blackboard/whiteboard, diagram, graphic, poster, cartoon, comic,

picture.

b. Three dimension media; model/natural thing like diorama, doll, mask, map,

globe ,school museum.

c. Machined media; slides, filmstrip, film, record, radio, television, computer.

3. Society source: people, industry, history, area, custom, politic.

4. Material collection: chemist, seed, and leaves.

5. Gesture: all action by the teacher in the class like moving hands, foot, body, and facial

expression.

While Suparno (1988:50) defines kinds of teaching media that can be used in the

process of teaching and learning process into four types, they are:

1. Non-projector viewing media: the viewing media that cannot be projector object to other

surface. For example: flash card, pictures, etc.

2. Projector-viewing media: the viewing media that can be projected of the object of

transparency to other surface example OHP (Over Head Projector).

3. Auditory media: the teaching media that confide the message by sound. For example:tape, recorder, etc.


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4. Audiovisual media: the teaching media which confide the message though around and

also its picture or action can be seen followed its sound. For example: TV, VCD, etc.

5. Game: the teaching media by game which is done by individual, group, or in pairs. For

example: puzzles, guessing, the words, etc.

In this study, cartoon film is chosen as a media of teaching English vocabulary. I

use Dora the Explorer Cartoon Film as media to teach English vocabulary. The Dora the

Explorer is an animated television series that is a wonderful show for children. The

lessons are hidden in Dora's adventures and not force fed. Another one of the best parts

of Dora the Explorer show is the bilingual aspect. Characters speak both English and

Spanish. Dora's adventures are fun and interesting, with an emphasis on sharing,

compromise, and interactivity. Two stage versions of Dora the Explorer toured North

America, the first being "City of Lost Toys," and the second being "Dora's Pirate

Adventure." Produced by Nickelodeon and Live Nation, these productions consider as

most important live actors play the roles of Dora and her friends, including Boots the

monkey, Benny the bull, the fiesta trio (a bug band), Seor Tucn, Tico, Swiper the Fox

and Dora's Map and Backpack (which have faces and personalities), Diego, and Isa the

iguana. Many of the characters wore difficult foam costumes designed to resemble the

Dora characters. Each production featured a structure similar to an episode of

th etelevision series . Dora helps children in the learn colors, counting, and words in

Spanish and English. Young viewers are wanted to participate in a variety of ways

including shouting out words and reminding the characters of certain tasks

(http://www.cartoonwatcher.com/dora-the-explorer/).

So, cartoon film is a film made by photographing a series of cartoon drawing to give

the illusion of movement when projected in rapid sequence

(http://www.thefreedictionary.com/cartoon). According Hornby (1974:129) carton film

is cinema film made by photographing a series of drawing or drawing dealing with

current (est. political) events in an amusing or satirical way. Meanwhile, Longman

cartoon film is a humors drawing, often dealing in an amusing (satirical) way with

something of interest in the news or a cinema film made by photographing a set of

drawings.


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2.4 Teaching English Vocabulary by Using Cartoon Film

Numerous of media can be applied in teaching vocabulary. However, it is a must for

teachers to be careful about choosing them so that the process of teaching and learning

vocabulary success with the satisfactory result.

One of the media of teaching English vocabulary is by using vocabulary cartoons

film. Cartoon films are suitable for students at SD N 2 CangkringRembang Karanganya,

Demak. They can lower anxiety of English to get involved and participate in the learning

activities. The important thing is that cartoon films are appropriate media concerned

wit h SD N 2 CangkringRembang Karanganyar Demak students characteristic and need.

They like watching cartoon films. Their world is still full of enjoyable activities.

In this study, cartoon film is chosen as a media for teaching English vocabulary.

The write assumes that this media is appropriate for elementary school and as expected

by the English curriculum in which the teaching at elementary school can be more

cheerful and encouraging.

2.4.1 The Steps of Teaching English Vocabulary by Using Cartoon Film

In this study, cartoon film is chosen as a media of teaching English vocabulary. I

use Dora the Explorer Cartoon Film as media to teach English vocabulary. The Dora

Explorer is an animated television series that is a wonderful show for children. The

lessons are hidden in Dora's adventures and not force fed. Another one of the best parts

of Dora the Explorer show is the bilingual aspect. Dora's adventures are fun and

interesting, with an emphasis on sharing, compromise, and interactivity. The Steps of

Teaching English Vocabulary by Using Cartoon Film is:

1. Pre Activity

The teacher greeting and address the students, checking attendance list, and arousing

the students motivation by giving questions about the material.

2. Whilst Activity


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Plying the Dora the explorer cartoon film for the students, asking them to mention the

name of the picture from the Dora the explorer cartoon film, explain the Dora the

explorer cartoon film in English, giving the students a chance for asking questions,

appointing some students which is active, explain difficult or new vocabulary, Explain

again about the material with simple, so that the students more understand, and Giving

a test about the material.

3. Post Activity

The teacher asking the students to do the test, asking the students to submit their

answers, discussing the test together, gives the students chance to ask, the teacher givehomework, and closing the lesson.

2.5 Hypothesis

Based of the statements of the problems above, the hypothesis of this study can be

formulated as follows:

There is significant difference between the mastery of English vocabulary of the

Fifth Grade students of SD N 2 CangkringRembang Karanganyar Demak in Academic

Year 2008/2009 before and after being taught by using cartoon film.

CHAPTER III

METHODOLOGY OF THE RESEARCH

The methodology of the research is very important in every research as a guideline

to attain the objective of the study. Chapter three provides information about

methodology of the research that the writer applies in has study. They are design of the

research, population and sample, instrument of the research, procedure of collecting

data and technique of analyzing data.

3.1 Design of the Research


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This research is an experimental research. Experimental research which purpose to

examine the cause and the effect after the treatment will been done toward experimental

group and control group (Ali, 1984:132). Meanwhile, Arikunto (1993:41) the research

design aims to give the responsibility for setting the next steps to make the result more

accurate and objective. And the subject of this research is the fifth grade students of SD

N 2 CangkringRembang Karanganyar Demak which consist of 1 class. In this study, there

are two variables, they are:

1. Independent variable is The use of Cartoon film as a media of teaching English.

2. Dependent variable is The mastery of English vocabulary.

The experiment research uses one group pre-test, post-test design, because it is

done in one group only without other control group. So, that this experiment is called

quasi experiment. There are three sages in one-group pretest-posttest design (Ali,

1984:136):

1. The researcher holds a pretest to find out the students vocabulary mastery before being

taught by using cartoon film. The pretest is formulated as T 1.

2. The researcher applies the experimental treatment to the subjects. The students are

taught by using cartoon film. The experimental treatment is formulated as X.

3. The researcher conducts a posttest to measure the students vocabulary mastery after

being taught by using cartoon film. It is formulated as T 2.

T1 = Pre-test for experimental group

do the experimental research for the fifth grade students of SD N 2 CangkringRembangKaranganyar Demak in the academic year 2008/2009. I do four times treatment and

two test, that are Pre- test to find the students vocabulary mastery before being taught byusing cartoon film and Posttest to find out the students vocabulary mastery after beingtaught by using cartoon film.

3.2 Population and Sample

Population and sample are important elements in research. Population is total

member of research respondent. (Arikunto, 2006:130). In

addition, http://www.thefreedictionary.com/population mention that population is the

entire aggregation of items from which sample can be draw, a branch of applied


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mathematics concerned with the collection and interpretation of quantitative data and

the use of probability theory to estimate population parameters.

In this case, the population is the entire of the fifth grade students of SD N 2

CangkringRembang Karanganyar Demak in the academic year 2008/2009. The number

of population is 20 students.

After determining the population, I obtain a sample, which is obviously important

step in conducting a research. I use a sample research to represents the population.

Arikunto (1998:117) says that a sample is a part of population, which is investigated. In

this sample research I have a purpose to generalize the result of study. The number of

population that is used in this study is 20 students. Because of the limitation number of

population which is only 20 students, I take the whole population as the sample of the

research. Arikunto (2006:134) says that if the population is less than 100 people, we

could use all of them as the sample. If the population is more 100 people, we could take

10-15% or more than 20-25% of its sample. Because the number of the fifth grade

students of SD N 2 cangkringrembans Karanganyar Demak is less than 100 students, so

the number of sample is 20 students.

3.3 Instrument of the Research

According to Arikunto(2006:160), research instrument is a device used by the

research while collecting the data to make his work become easier and to get better

result, complete and systematic in order to make the data easy to process.

I use multiple choice tests with 20 questions as a research instrument. According to

Brown (2004:3), a test is a method of measuring a persons ability, knowledge, or

performance in a given domain.

Arikunto (2006:150) explains that test is a series of question or exercises used to

measure skills, knowledge, intelligences, abilities or talents possessed by individual or

group. Meanwhile, Hornby (1342), test is an experiment to discover whether or how well

something words or find out more information about it.

Arikunto (2006:150) categorized of two types of instruments, test and non test. He

also explained that test is a series of questions or exercises used to measure skills,

knowledge, intelligences, abilities, or talents possessed by individual or group. While


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non-test includes giving questionnaire, interview, observation, rating skill, and

documentation.

However, before the test items are being tested to the students, the writer must

measure their validity and reliability to get the accurate data.

1. Validity

What is meant by validity is the accuracy stage of an instrument to test the things in

a certain group (Ali, 1984:101). Meanwhile, Suprihadi (2001:22) says that validity is the

extent to which it measure what it is supposed to measure. It means that the test item

must be appropriate to the material that had been taught to the students. To measure the

test validity, I uses table of specification containing the standard competency, the

indicators, the materials, and the item numbers.

2. Reliability

According to Ali (1984:101), reliability means the stability of a test item to measure

certain task that can be used everywhere and every place. To make sure that the test is

reliable, before using the test items for the pretest and posttest, I tried out test. She took

20 students of the fifth grade students in SD N 3 CangkringRembang Karanganyar

Demak as the subject of try out test. Then, the result of the try out test is calculated to

find the test reliability by using the formula as stated by Arikunto (1998:185) as follow:

Note :

Rxy : item of test reliability

N : the number of respondents

x : the sum of x scores

y : the sum of y scores

xy : the sum of the score of x and y score for each student

x : the sum of scores of x square

y : the sum of y scores of y square

After computing Rxy then this will be calculated by the application of the

Spearman-Brown formulate:


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Note :

R : The obtained reliability of entire test

R xy : The obtained reliability of half test

The criteria of reliability value are as follows:

r : 0,00-0,20 : there is no reliable

r : 0,21-0,40 : very low reliability

r : 0,41-0,60 : enough reliability

r : 0,61-0,80 : high reliability

r : 0,81-1,00 : very high reliability

The writer did the try out to know the reliability of the test for the fifth grade

students of SD N 2 CangkringRembang Karanganyar Demak is 0.667. The criteria of

reliability value are high reliability.

3.4 Technique of Collecting Data

To collect data, I conduct several steps:

1. Asking permission to headmaster of SD N 2 CangkringRembang Karanganyar Demak to

do the experiment that would take 2 weeks.

2. Giving pre-test to explore the data of vocabulary mastery of students before being

taught by using cartoon film.

3. Teaching vocabulary by using cartoon film to explore the response of the students when

they are taught by using cartoon film. It took four meetings.

4. Giving post-test to find out the data result of the vocabulary mastery after being taught

by using cartoon film.

3.5 Technique of Analyzing Data

The writer analyzes the data using following steps:

1. Calculating the mean of pretest score and posttest score

2. Calculating the Standard Deviation of pretest score and posttest score

3. Calculating the t-test of pretest and posttest score to find out the difference between

them

Method of analyzing data is a method to process the findings data into a research.

The technique of analyzing the data is using the T-test. In analyzing the scores using t-


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test, the writer should find out the Mean and the Standard Deviation of both the pretest

and the posttest score. Here are the formulas of calculating the Mean and the Standard

Deviation.

The formula of calculating the mean:

Mean (X) :

Notes:

X : the mean

F : frequency

X : middle score of the interval class

N : the number of sample

The formula of calculating the standard deviation

Standard Deviation = SD = i

Notes:

S : standard deviation

i : the width of intervalf : frequency

x : coding

x : score of x

N: the number of sample

Meanwhile, to know the vocabulary mastery of fifth grade students of SD N 2

CangkringRembang Karanganyar Demak in the academic year 2008/2009 taught by

using cartoon film. The writer would like to make criteria of the English reading from

score. The score is got from the sum of the total correct answer, the writer uses this

formula:

Score = S x 5

= 20 x 5

= 100


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Therefore, the highest score will be 100 and the lowest score will be zero. The data

description of the students test scores will be classified into five criteria. According to

Arikunto (1998:251), the criteria of measuring the test score is as follows:

Score Category80-100 Excellent66-79 Good56-65 Sufficient40-55 Low> 4o Poor

Based on the data that has been gathered, this research uses a method to analyze

the data, namely t-test formula. This formula is arranged by Ali (1984: 200) as follows:T-

test formula:

to :

Note:

To: t score

X: Mean of an experiment member

X : Mean of comparing member : variant

N : number of experiment sample

N : number of comparing sampleFormula to compute the Variants (S)

Note : X : the Mean of posttest score

X : the Mean of Pretest score

N : the number of sample

2 : Variants

SD : Standard Deviation

To examine, if there is any significant difference between the independent variable

(X) and dependent variable (Y), the hypothesis testing is done by the statistic hypothesis

as follows:

Ho : ABCF = BBCF

Ha : ABCF BBCF


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Ho : There is no significant difference between the vocabulary mastery of fifth grade students

of SD N 2 CangkringRembang Karanganyar Demak in the academic year 2008/2009

before and after being taught by using cartoon film.

Ha : There is any significant difference between the vocabulary mastery of fifth grade students

of SD N 2 CangkringRembang Karanganyar Demak in the academic year 2008/2009

before and after being taught by using cartoon film.

ABCF : The vocabulary mastery of fifth grade students of SD N 2 CangkringRembang

Karanganyar Demak in the academic year 2008/2009 after being taught by using

cartoon film.

BBCF : The vocabulary mastery of fifth grade students of SD N 2 CangkringRembang

Karanganyar Demark in the academic year 2008/2009 before being taught by using

cartoon film.

CHAPTER IV

RESEARCH FINDING AND DISCUSSION

In this chapter, I describe and discuss the data to find the answer to the statements

of the problem in the chapter 1, she got the data of English Vocabulary assignments that

consist of the assignments result before and after being Taught by Using Cartoon Film.

4.1 Data Description

The data are taken from the result of the mastery of English vocabulary test to thefifth grade students in academic year 2008/2009. It gets the data as follows:

4.1.1 The Mastery of English Vocabulary for the Fifth Grade Students of SD N 2

CangkringRembang Karanganyar Demak in Academic Year 2008/2009

before being Taught by Using Cartoon Film

The mastery of English vocabulary test for the fifth grade students of SD N 2

CangkringRembang Karanganyar Demak in academic year 2008/2009 is obtained


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highest score is 85 the lowest score is 60. The mean is 67,25, median is 64,75, modus is

65,55, and standard deviation 5,76. It means that the mastery of English vocabulary for

the fifth grade students of SD N 2 CangkringRembang Karanganyar Demak in academic

year 2008/2009 before being taught by using Cartoon Film is good . The frequency

distribution of the data is presented at table 4.1.1 and polygon is given at figure 4.1.2. The

complete computation of the mean, median, modus, and standard deviation is presented

in appendix 9.Table 4.1.1 The Frequency Distribution of The Mastery of English Vocabulary for the Fifth

Grade Students of SD N 2 CangkringRembang Karanganyar Demak in Academic Year2008/2009 Before Being Taught by Using Cartoon Film

No Score F %1. 81-85 1 52. 76-80 1 53. 71-75 3 154. 66-70 4 205. 61-65 11 55

20 100

Figure 4.1.2 The Polygon of the Distribution of The Mastery of English Vocabulary for the FifthGrade Students of SD N 2 CangkringRembang Karanganyar Demak in Academic Year2008/2009 Before being Taught by Using Cartoon Film.

4.2.1 The Mastery of English Vocabulary for the Fifth Grade Students of SD N 2

CangkringRembang Karanganyar Demak in Academic Year 2008/2009 after

being Taught by Using Cartoon Film

After I have conducted English vocabulary test for the fifth grade students of SD N

2 CangkringRembang Karanganyar Demak in academic 2008/2009, it is obtained that

the highest score is 90 the lowest score is 65. The mean is 77,45, median is 89,48, modus

is 86,3, and standard deviation is 8,29. The mastery of English vocabulary for the fifth

grade students of SD N 2 CangkringRembang Karanganyar Demak in academic

2008/2009 after being taught by using Cartoon Film is good . The frequency

distribution of the data is presented at the table 4.2.1 and the polygon is given at figure


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4.2.2. The complete computation of the mean, median, modus, and standard deviation is

presented in appendix 11.Table 4.2.1 The Frequency Distribution of The mastery of English vocabulary for the fifth grade

students of SD N 2 CangkringRembang Karanganyar Demak in Academic Year2008/200 9 After Being Taught by Using Cartoon Film

No Score F %1. 85-90 6 302. 79-84 3 153. 73-78 4 204. 67-72 5 255. 61-66 2 10

20 100

Figure 4.2.2 The polygon of the Distribution of The mastery of English vocabulary for the fifthgrade students of SD N 2 CangkringRembang Karanganyar Demak in Academic Year2008/2009 After Being Taught by Using Cartoon Film

4.2 Hypothesis Testing

This research uses quantitative data, so the hypothesis testing is done by the

formula null hypothesis (Ho) which states that there is no significant difference between

the two variables. If there is a significant difference, null hypothesis will be accepted and

alternative hypothesis (Ha) will be confirmed.

In finding a significant difference of the two variables I use t-test in the level of

significance 0,05 from the degree of freedom (Db) 38 which is gained from N I + N 2 - 2. If

to is similar or more than t-table (t 1), Null hypothesis which states that there is no

significant difference between the two means from both samples will be accepted. If t o is

smaller than t-table (t 1), Null hypothesis will be confirmed. It indicates the mean

difference is no significant and the research is accepted.

The data show that the mean of the students score for the mastery of English

vocabulary before being taught by using Cartoon Film as media is 67,25 while the

mean of students score for the mastery of English vocabulary after being taugh t by using

Cartoon Film is 77,45. It can concluded that the mastery of English vocabulary for the

fifth grade students of SD N 2 CangkringRembang Karanganyar Demak in academic year


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2008/2009 before being taught by using Cartoon Film is lowers than thos e are after

being taught by using Cartoon Film.

From the t-test formula, I find the t o = 12,172 and the t-table (t 1) 2,021 on the level

of significance 0,05 and (Db) 38. It means that t o is higher than t-table (t 1). The complete

description is presented in appendix 13.

Therefore, Null hypothesis which states that there is no significant difference

between the mastery of English vocabulary for the fifth grade students of SD N 2

CangkringRembang Karanganyar Demak in academic year 2008/2009 after being

taugh t by using Cartoon Film is accepted. Further, the alternative hypothesis (Ha)

which states that there is any significant difference between the mastery of English

vocabulary for the fifth grade students of SD N 2 CangkringRembang Karanganyar

Demak in aca demic year 2008/2009 before being taught by using Cartoon Film, and

that of those who are after being taught by using Cartoon Film is confirmed.

4.3 Discussion

In this research, the hypothesis of the research states that there is any significant

difference between the mastery of English vocabulary for the fifth grade students of SD N2 CangkringRembang Karanganyar Demak in academic year 2008/2009 before and

after being taught by using Cartoon Film. And, the result of the experiment as follows:

4.3.1 The mastery of English vocabulary for the fifth grade students of SD N 2

CangkringRembang Karanganyar Demak in academic year 2008/2009

before being taught by using Cartoon Film

The result of the mastery of English vocabulary for the fifth grade students of SD N2 CangkringRembang Karanganyar Demak in academic year 2008/2009 before being

taught by using Cartoon Film is good. It is showed by mean of the test that is 67,25,

median is 64,75, modus is 65,55 and the standard deviation is 5,76. It means that the

mastery of English vocabulary for the fifth grade students of SD N 2 CangkringRembang

Karanganyar Demak in academic year 2008/2009 before being taught by using Cartoon

Film is good . In this situation the students have to find the meaning of English


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vocabulary by using dictionary. So, the students find it boring and they become reluctant

to learn and memorize the English vocabulary.



before being taught by using Cartoon Film

The result of the mastery of English vocabulary for the fifth grade students of SD N

2 CangkringRembang Karanganyar Demak in academic year 2008/2009 after being

taught by using cartoon film is good . It is showed by the mean of the test that is 77,45,

median is 89,48, modus is 86,3, and the standard deviation is 8,29. After being taught by

using Cartoon Film as media, students get new technique in solving their problem in

focuses of English vocabulary. Cartoon film as media is one of the English vocabulary

teaching media when they are learning vocabulary. And this media are commonly fun

and bring in relaxation. The students who are taught after being taught by using cartoon

film as media are motivated doing the steps ordered by teacher. During the teaching

process, teacher expects that students are able to memorize English words. So, the

students can memorize English vocabulary more easily.



before and after being taught by using Cartoon Film

After the experiment had been done, the hypothesis of the experiment is confirmed.

It based of t-test computation (t o12,172) on the level of significant 0,05 from the degree

of freedom (Db) 38 t-table = 2,021. It is clearly seen that (t o)>(t 1). Null hypothesis (H o)states that there is accepted significant difference between the mastery of English

vocabulary for the fifth grade students of SD N 2 CangkringRembang Karanganyar

Demak in academic year 2008/2009 before being taught by using cartoon film

is good and after being taught by using cartoon film is good . Than the students who are

after being taught by using cartoon film as a media. It means that there is any significant

difference between the mastery of English vocabulary for the fifth grade students of SD N


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2 CangkringRembang Karanganyar Demak in academic year 2008/2009 before and

after being taught by using cartoon film.

CHAPTER V CONCLUSION AND SUGGESTION

5.1 Conclusion

Based on the statement of the problem and the result of the research, I conclude as

follows:

1. The mastery of English vocabulary for the fifth grade students of SD N 2

CangkringRembang Karanganyar Demak in academic year 2008/2009 before being

taught by using cartoon film as media is good. It is showed by the mean of the test that is

67,25, median is 64,75, modus is 65,55, and the standard deviation is 5,76.

2. The mastery of English vocabulary for the fifth grade students of SD N 2

CangkringRembang Karanganyar Demak in academic year 2008/2009 after being

taught by using cartoon film as media is very good. It is showed by the mean of the testthat is 77,45, median is 89,48, modus is 86,3, and the standard deviation is 8,29.

3. There is any significant difference between the mastery of English vocabulary for the fifth

grade students of SD N 2 CangkringRembang Karanganyar Demak in academic year

2008/2009 before and after being taught by using cartoon film as media (t o- 12,172 > t t-

2,021).

5.2 Suggestion In this sub chapter, as the end of the chapter, I have some suggestion as follows:

1. The teacher also should use Cartoon Film in the appropriate time according

students feeling. The teacher will be successful to use Cartoon Film if the

students have the same feeling with the teacher.

2. The school should give the wider opportunity for the teacher to use Cartoon

Film as media of teaching English vocabulary. It is important because this


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research found any significant difference between the mastery of English

vocabulary for the fifth grade students of SD N 2 CangkringRembang

Karanganyar Demak in academic year 2008/2009 before and after being taught

by using cartoon film.

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The Use of Cartoon Film