THE EFFECT OF USING CARTOON FLM

IN TEACHING SIMPLE PAST TENSE

AT

PROPOSAL THESIS

ENGLISH DEPARTMENT 2008 E

SEKOLAH TINGGI KEGURUAN DAN ILMU PENDIDIKAN

PERSATUAN GURU REPUBLIK INDONESIA

JOMBANG

2010

CHAPTER I

INTRODUCTION

A. Background of the Study

Language is as mean of communication to express our idea, emotion, and

sense, it is very important to be studied not only the first language but also the

second language and/ or the Foreign Language. Learning foreign language is

much needed, because it has very important roles in many aspects. As like in

economic, politics, education, culture, etc. and most of them are in English. So,

therefore learning English is very important too, because English is international

language.

Now days, English is considered as a compulsory subject that is taught at

the secondary level. Teaching English is given in the junior high school as a local

subject. According to 1994 curriculum, the goal of teaching English in secondary

school is that the student are expected to be able to read, listen, speak, and write

English in simple structure according to the degree of development and interest.

They are also expected to master approximately so words in English ( Depdikbud,

1994: 1)

There are four language skills that the students should master. Those are

speaking, listening, reading, and writing. Besides it, there are three language

components that should be mastered by the students. Those are grammar,

vocabulary, and pronunciation. Hornby (2005) states that grammar is the rules for

forming words and making sentences. It is important for us to study it, because

grammar can help us to arrange the words become good sentence.

One part of the grammar is about tenses. Tenses is verb form that shows

the time of the action or state. Simple past tense is one of the kinds of tenses, that

the leaner must to study it. As English teacher, they must have strategy to teach

the learners about English, so the learners will enjoy to study English and the

learner does not feel boring to study English.

In teaching simple past, the teacher should use the media that can make

teaching learning process more alive. One of media that can be used by the teacher

is audio visual, especially Cartoon Film. Cartoon is a film made by photographing

a series of cartoon drawings to give the illusion of movement when projected in

rapid sequence ( www.wikipedia.defne: Cartoon.com ). Cartoon is used as

alternative media for teaching learning process of English. Cartoon is very suitable

for teaching simple past, because the students have familiar with this media.

Maybe everyday they watch the cartoon or animation program in the television.

By using imagination too they can make the parody becomes real situation.

From the illustration, the researcher desires to hold further study which

can say that cartoon film can be used in teaching simple past tense. Based on the

background above and previous study, the researcher would like to hold a study on

“ The Effect of Using Cartoon Film in Teaching Simple Past Tense at

B. Statement of the Problem

Based on the previous background of the study that is describe above the

general problems which tries to answer in this study are formulated in the

following questions:

1. How does the teacher teach simple past tense at…………………through

cartoon film?

2. How do the students’ response the teaching simple past tense through

cartoon film?

3. What are the effect of using cartoon film in teaching simple past tense

for…………………?

C. Objectives of the Research

1. To know how the teacher teach simple past tense at…………………through

cartoon film.

2. To know how the students’ response the teaching simple past tense through

cartoon film.

3. To know what the effect of using cartoon film in teaching simple past tense

for…………………

D. Importance of the Research

1. To interest the students in teaching learning process.

2. To motivate the students in classroom activities.

3. Find an alternative technique in the teaching of simple past tense.

CHAPTER II

REVIEW OF THE RELATED LITERATURE

This chapter discusses some relevant theories and studies concerning with (1)

the definition of language (2) teaching grammar of simple past tense (3) the definition

of media (4) teaching grammar by using audio visual media.

A. The Definition of Language

Language is a system of arbitrary symbols sound produced by said tool

used by human beings and society communication, cooperation and self

identification.

Function language in society:

1. Tools to communicate with fellow human beings.

2. Tools for working with fellow human beings.

3. Tools to identify themselves.

(organisasi.Org komunitas dan perpustakaan online Indonesia, 2005)

It means that language is very important for human beings. In Indonesia,

there are many different culture and traditional language but all people in

Indonesia become one in Indonesia Country. Now, not only Indonesia language

exists in Indonesia country but also any different language comes to Indonesia

Country.

B. Teaching Grammar of Simple Past Tense

C. The Definition of Media

Media have multiple meanings, both seen as limited or extensive. The

emergence of a variety of definition due to differences in perspective, purpose,

and purpose. AECT (Association for Education and Communication Technology)

in Harsoyo (2002) interpreted as all forms of media are utilized in the process of

distributing information. NEA ( National Education Association ) interpret the

media as any objects that can be manipulated, viewed, heard, read, or instrument

used for these activities.

Raharjo (1991) in mustolihbrs (2007) concluded that some views about

the media, namely that gage put the media as a source component, the media

defines as “ a source component participants learn in an environment that can

stimulate students to learn”. Brings argued that the media should be encourage to

communicate something material (curricular messages) so learning process occurs,

which defines the physical media as a vehicle containing instructional materials.

Wilbur Schramim noted the use of media as a technique to deliver the message, in

which he defines the media as carries of information technology/ instructional

messages. Yusuf Hadi Miarso widespread media view/ macro in the education

system that defines the media is anything that can stimulate self-learning process

learners(http:mustoliabrs.wordpress.com/2007/12/04/mult-media-dalam-

pembelajaran)

From all the definition above, we can conclude that media is very

important to use in teaching learning process. Without media, teaching leaning

process becomes monotonous and boring. The teachers can not improve their

knowledge without using media.

Here the media has a clear function is to clarify, simplify and make the

curriculum interesting message that will be delivered by teachers to learners so

that they can motivate learning and streamline the learning process.

D. Teaching Grammar by Using Audio Visual

CHAPTER III

CONCEPTUAL FRAMEWORK

A. The Conceptual Framework

According Widayat and Amirullah (2002), conceptual framework is the

model of concept about the relation between theory and many factors that have

identified as the important problem. The description of theory and the result of

research are used for arrange the conceptual framework that will be used in make

hypotheses.

The Conceptual Framework

Teaching Learning Process

Media Material

Audio Visual

Disadvantages

Method

Cartoon Simple Past

Grammar

StudentsTeacher

Advantages

Effect

Response

B. The Hypotheses

Hypotheses is a temporary assumption that must be buktikkan

kebenarannya atau dapat dikatakan proposisi tentative tentang hubungan antara

dua variabel atau lebih.

Ha : There is the effect of using cartoon film in teaching simple past tense

at……….

Ho : There is not the effect of using cartoon film in teaching simple past tense

at……….

CHAPTER IV

METHODOLOGY

A. Population and Sample

According to Arikunto (2002:108), population is all the subject of the

research. Here the researcher choose the students of the students

at………………..as the population.

Based on the curriculum that simple past tense material is the seventh

grade, so the researcher decides to take the students at seventh grade as the sample,

in order to be suitable between the subject of research and the material.

B. Instrument

Instrument is device for the researcher to get the data and as a part of

appropriate data collection, Croswell (2003:157), for support the success of

research. In this case the researcher use three kind of instrument, they are:

1. Observation

Observation was namely used to collect data about the procedure of

teaching simple past tense done by researcher. It also dealt with the past tense

materials and this method is used by the researcher. According to Arikunto

(2002:133), “Observation is making monitoring to spiritual aspect that is

measured.”

2. Questionnaire

Questionnaire is a set of written question which used to get the

information from respondent about something that they know (Arikunto, 2006:

151). It uses to get data that the researcher did not know in observation.

According to Singaribun Mari, stated there are two purposes making

questionnaire, they are:

a. To get information relevancy with purpose of survey.

b. To get information reliability and validity as right as possible.

This technique, the researcher used for finding out the students’ response in

simple past tense using cartoon film. The indicators measured and elaborated

in the questionnaire are:

1. The students’ opinion about English.

2. The students’ opinion about simple past tense sentence.

3. The students’ opinion about the technique of cartoon film.

4. The students’ opinion about the topics in the technique of cartoon film.

5. Teacher role in application of the technique.

6. General evaluation.

3. Interview

Interview made arrangements to ask the things which less is clear

perceived at the time of observation and giving motivation the students to

speak.

Interview can be relatively structure and unstructured interview. A

structure interview is one of which is arrange around set of a predetermined

question, whereas unstructured interview and interviewer like free flowing

conversation between the interviewer (Norman, 1989: 60)

In the research, the researcher uses the unstructured interview. It is

needed to gain deeper understanding to the subjects and it is possible for the

researcher to adopt more individualized approach. The researcher interviews

the students as follow an up to simple past tense test.

C. Data Analysis

Data analysis is simple process of data to e read and presented

( Singaribun, 1989:263). All of the data collected in the observation, interview,

questionnaire and students’ performance. According Yatim ( 2007: 29) that “

Analyze is how to think experiment systematically of data collected then the

researcher can decline part of them with all of object”.

The researcher analyzes everything she sees in the class. The specific

step of data analyze are:

1. The result of observation in analysis according to the fact and the interpretation

in the class.

2. The result of the interview is analyzed according to the response of the objects.

3. The data obtained form the questionnaire is also analyzes using descriptive

manner (percentage technique).

4. The students’ performance records are used to support the result of observation

and questionnaire.

5. The result of the test is analyzed according to the students’ ability in doing the

written test.

The frequency of accordance of each option type of opinion to know the

proportion of each type of opinion. It is calculated using this formula:

P= N x 100 %

T

Where :

P = Percentage

N = Number of Comments of each type

T = Total number of students

Beside that it can be like this:

P = F x 100%

N

Where:

P = Percentage of the respondent answer

F = Frequency of the answer

N = Number of respondent

Because the test type is pencil and paper test, so, the students must find

10 sentences of simple past in cartoon film, then write the answer on the paper test.

Here, the researcher gives 10 score each number if the answer is perfect or right and

5 score if there is wrong in the capitalization, punctuation or spelling.

After getting the students’ score, the researcher analyzes by using the

formula below:

M = X

N

Where:

M = Mean

X = Sum of the score

N = Number of sample

After that, the researcher classifies the score with the standard

classification of valuing the result of the teaching learning process, as below:

No. Score Interpretation

1. 90 – 100 Very Good

2. 80-89 Good

3. 60-79 Fair

4. 40- 59 Poor

5. 0-39 Very Poor

REFERENCES