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ENRICHING STUDENTS’ VOCABULARY USING THEME BASED YOUTUBE VIDEO

(A Classroom Action Research to the Fifth Grade Students of SD Negeri I

Baturetno, Wonogiri in Academic year 2009/2010)

A Thesis

Woro Widiastuti

X2208541

Submitted to the Teacher Training and Education Faculty of Sebelas Maret University as a Fulfillment of the Requirements for Achieving an

Undergraduate Degree of Education in English

ENGLISH DEPARTMENT

TEACHER TRAINING AND EDUCATION FACULTY

SEBELAS MARET UNIVERSITY

SURAKARTA

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ABSTRACT

Woro Widiastuti. X2208541. ENRICHING STUDENTS’ VOCABULARY USING THEME BASED YOUTUBE VIDEO (A Classroom Action Research to the Fifth Grade Students of SD Negeri I Baturetno, Wonogiri in Academic Year 2009/2010). A Thesis. English Department. Teacher Training and Education Faculty. Sebelas Maret University. Surakarta. 2011.

This study aims to identify: (1) whether or not and to what extent YouTube video can enrich students’ vocabulary and (2) to describe the situation when YouTube is applied during the teaching-learning process.

In the research, the writer conducted a classroom action research from May 19th to June 22nd, 2010 in the fifth grade of SD Negeri I Baturetno, Wonogiri. The writer conducted two cycles of action research and each cycle consisted of a series of steps, namely: identifying the problems, planning the action, implementing the action, observing the action, reflecting the observation result, and revising the plan.

The data of the research were collected by using some techniques including observation, interview, research diary, documents, photographs, and tests. Then, the qualitative data were analyzed by Interactive Model: data reduction, data display, and conclusion drawing/verification. While the quantitative data were analyzed by descriptive statistics to calculate the mean score of pretest and posttests.

To identify whether or not and to what extent YouTube video can enrich students’ vocabulary and to describe the situation when YouTube video is applied during teaching-learning process, the research findings show that: (1) YouTube video can enrich students’ vocabulary: (a) students could recognize words easily; (b) students could remember words given before well; (c) students could grasp the meaning of words correctly; (d) students could pronounce words well; and (e) students could write words correctly; and (2) YouTube video can improve classroom situation: (a) students didnot play and chat with friends during teaching-learning process; (b) students didnot ask permission to go to toilet; (c) students wanted to write notes given by teacher; (d) students interested in following English class; and (e) students were enthusiastic in learning activity. Besides, it also improves students’ score: pretest 55,43; test on Cycle 1 67,28; posttest 80,33. This posttest is higher than the English passing grade (KKM/Kriteria Ketuntasan Minimal) that is 70.

Based on the research findings, it shows the improvement in students’ vocabulary mastery and classroom situation. It can be stated that English class became more fun and conducive when the teacher used YouTube video in teaching-learning process. Therefore, it is recomended that the English teacher should be creative to use interesting media and technique in order to make the teaching-learning process will not only learnable but also enjoyable.

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Nothing is impossible.

If there is a will,

there is a way....

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DEDICATION

This thesis is proudly

dedicated to:

Her beloved parents

Her beloved little

family

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ACKNOWLEDGEMENTS

Praise be to Allah SWT for His blessings that the writer can finally

complete her thesis. This thesis cannot be separated from people’s help and

guidance. Therefore, she would like to express her special gratitude to:

1. The Dean of Teacher Training and Education Faculty of Sebelas Maret

University for his permission to write this thesis.

2. The Head of English Department of Teacher Training and Education Faculty

of Sebelas Maret University for his permission to write this thesis.

3. Dra. Dewi Rochsantiningsih, MEd, PhD, as the first consultant, who has

patiently given her guidance, advice, and time from the beginning up to the

completion of writing this thesis.

4. Dewi Sri Wahyuni, SPd, MPd, as the second consultant, who has given her

guidance, advice, and encouragement in writing this thesis.

5. Tamsi, S.Pd, the headmaster of SD Negeri I Baturetno, Wonogiri for giving

the permission to hold the research at school.

6. Tia Anggraini, S.Pd as the collaborator and the students for good cooperation

during the research.

7. Her parents, for giving their endless love, pray, and support.

8. Her little family, husband and daughter, for being my inspiration and giving

strength in facing this life.

The writer does realize that this thesis is far from being perfect. However,

she hopes that this thesis can provide contribution to the improvement of teaching

English, especially for elementary students.

Surakarta, March 2011

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Woro Widiastuti

X2208541

TABLE OF CONTENTS

COVER …………………………………………………………………….. i

APPROVAL OF CONSULTANTS ………………………………………. ii

VALIDATION ……………………………………………………………... iii

ABSTRACT ………………………………………………………………… iv

MOTTO …………………………………………………………………….. v

DEDICATION ……………………………………………………………… vi

ACKNOWLEDGEMENT ………………………………………………… vii

TABLE OF CONTENTS ………………………………………………….. viii

LIST OF TABLES ………………………………………………………… x

LIST OF APPENDICES ………………………………………………….. xi

CHAPTER I INTRODUCTION

A. Background of the Study .............................................. 1

B. Problem Statements ..................................................... 4

C. The Objectives of the Study ........................................ 4

D. The Benefits of the Study ............................................ 4

CHAPTER II THEORETICAL REVIEW

A. Vocabulary ................................................................... 6

1. The Definition of Vocabulary ............................... 6

2. Kinds of Vocabulary ............................................. 7

3. The Importance of Teaching Vocabulary ............. 8

B. YouTube Video ........................................................... 10

1. The Definition of YouTube Video ....................... 10

2. The Benefits of Using Video ................................ 10

3. The Criteria of Selecting Video ............................ 11

4. Teaching Vocabulary Using YouTube Video ....... 12

C. Young Learners ........................................................... 14

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1. The Characteristics of Young Learners ................ 14

2. Teaching English to Young Learners ................... 15

3. Review of Related Researches ............................. 15

4. Rationale ............................................................... 17

CHAPTER III RESEARCH METHODOLOGY

A. The Context of the Research ....................................... 19

B. The Methods of the Research ...................................... 20

C. The Model of Action Research .................................... 21

D. The Stages of Action Research .................................... 22

E. The Techniques of Collecting the Data ....................... 24

F. The Techniques of Analyzing the Data ....................... 25

CHAPTER IV RESULT OF THE STUDY

A. The Process of the Research ......................................... 27

1. Pre-Research ......................................................... 30

2. Research Implementation ..................................... 34

a. Cycle 1 ........................................................... 37

b. Cycle 2 ........................................................... 45

B. The Research Findings and Research Discussion ....... 52

1. Research Findings ................................................. 52

2. Research Discussion ............................................. 58

CHAPTER V CONCLUSION, IMPLICATION, AND SUGGESTION

A. Conclusion ................................................................... 62

B. Implication ................................................................... 65

C. Suggestions .................................................................. 66

BIBLIOGRAPHY ......................................................................................... 67

APPENDICES ............................................................................................... 70

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LIST OF TABLES

Table 4.1. The Summary of Process of the Research …………………….….... 28

Table 4.2. The Summary of Situation Prior to the Research Implementation … 31

Table 4.3. The List of Activities Using YouTube Video ……………………… 32

Table 4.4. The Indicators of Problems and Solution …………………….….…. 34

Table 4.5. The Summary of Research Implementation of Cycle 1 and 2 ……... 35

Table 4.6. The Summary of the Research Implementation of Cycle 1 …….….. 37

Table 4.7. The Summary of Research Implementation of Cycle 2 ………...….. 45

Table 4.8. The Improvement of Research Findings ………………………..….. 53

Table 4.9. The Improvement of Students’ Achievement …………………..….. 57

Table 4.10. The Sample of Students’ Achievement ………………………..….. 58

Table 5.1. The Summary of Research Implementation of Cycle 1 and 2 ...….... 62

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LIST OF APPENDICES

Appendix 1 Catatan Lapangan Hasil Penelitian ............................................. 71

Appendix 2 Lembar Pengamatan Jalannya KBM ........................................... 75

Appendix 3 Transcript of Interview ................................................................ 77

Appendix 4 The Diary of Action Research ..................................................... 84

Appendix 5 Lesson Plan ................................................................................. 89

Appendix 6 Test Description .......................................................................... 101

Appendix 7 Pretest and Posttests Items .......................................................... 102

Appendix 8 Answer Keys ............................................................................... 111

Appendix 9 Students’ Achievement ............................................................... 114

Appendix 10 Students’ Worksheets ................................................................ 115

Appendix 11 Sample of Photographs .............................................................. 142

Appendix 12 Sample of YouTube Video ........................................................ 144

Appendix 13 Letters of Permission ................................................................. 146

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CHAPTER I

INTRODUCTION

A. Background of the Study

Language has important roles to develop intellectual, social, emotional

aspects and to determine success in studying all subject matters. It expectedly

helps the student to reflect their experiences to show their idea and feelings and

also to understand any kinds of meaning. English, then, is chosen as the first

foreign language to be learned by students in both formal and non-formal

education in our country. It is included in the curriculum as a compulsory subject

for the Junior and Senior High School. While, for students in Elementary School,

though English is given only as a local subject, it has an important role in

preparing the students to continue their study to the next stages of education.

Elementary school is the right place to make the students familiar with

English. They, which still belong to young learners in average 6-12 years old, are

the best time in absorbing something new things. For them, English is a new

thing, therefore it will be more effective if it is taught to them at this level. In that

level, students are always enthusiastic when they get something that they never

got before. Besides, students can easily in recognizing and remembering

something given to them although sometimes they will easily to forget too. For

students in elementary school, it is suitable for introducing the basic of English

that is vocabulary.

Considering the importance of vocabulary competence, it is better to

introduce new vocabulary earlier to the students. It makes them know and

understand a lot of vocabularies. Inadequacy of vocabulary will obstruct the

students’ chances to speak, listen, read, or write. It is also the key aspect of

language learning which consist of a list or set of words that individual speakers

of language might use for speaking, listening, reading, and writing. As stated by

Vermeer in Schmitt and McCarthy (1997: 140) that knowing the words is the key

to understanding and being understood. Without an extensive vocabulary, students

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will be unable to use the structure and functions they have learned for

communication.

However, after observing the teaching and learning process at the fifth

grade students of SD Negeri I Baturetno, Wonogiri, the writer finds out that the

students’ vocabulary mastery is still low. It can be seen from the students’ answer

when they are asked about English, i.e. Bahasa Inggris sulit, Bu; nggak tau arti

kata-katanya; sulit membacanya, tulisan sama bacanya udah beda; sulit

mengingat kata-katanya, Bu, sering lupa; etc.

From the students’ statements above, the writer concludes that 1) the

students get difficulties in recognizing words; 2) the students get difficulties in

remembering words; 3) the students get difficulties in grasping the meaning of

English words; 4) the students get difficulties in pronouncing words correctly; and

5) the students get difficulties in writing words correctly.

In addition, because of their assumption that English is a difficult subject,

it makes the classroom situation do not conducive for teaching-learning process. It

can be seen from 1) students often play and chat with friends during teaching-

learning process; 2) students often ask permission to go to toilet; 3) most students

did not write notes given by teacher; 4) students are easy to get bored in following

English class; and even 5) some students look sleepy in the class.

Those problems may arise because the students do not have highly

motivation in following English class and even they think that it is not interesting.

Besides, there are limited media that can be used by teacher as teaching aids. In

teaching them, the teacher tends to use drilling and translation method. Those may

be useful methods if those are applied on higher level, but it is not effective for

elementary level. The students, which still belong to young learners, are easy to

get bored and only can concentrate in a short time. Basically, they cannot learn in

a serious way and need to be taught in a fun activity. Therefore, the students not

only have a perception about English that it is a difficult subject but also it is a

boring subject.

Remembering that young learners different from adults, it is different

teaching English at elementary students from teaching it in the higher level

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students. Elementary students as young learners or children have certain

characteristics and it needs certain treatments too. For instance, they are easy to

get bored and cannot learn seriously in long time. For the teachers in elementary

school, it is not only necessary to know the characteristics of young learners but

also to master the technique to reach a good development in teaching-learning

process.

Considering the importance of vocabulary that should be mastered by the

students, it promotes the writer to find out one method that can help the students

become easier in learning English vocabulary. Besides, it should provide them to

learn in an attractive way in order to make they get spirit in teaching-learning

process. Thus, in this research the writer will bring forward the way of teaching

vocabulary by using YouTube video.

The YouTube videos are chosen based on the theme on syllabus of English

for the fifth grade students and chosen in form of cartoon video in order to make

the students being more interested in teaching-learning process. Sherman (2003:

1) states that video allows us to introduce any aspect of real life into the language

learning environment, contextualizing the learning process. Besides, it can be used

in many different instructional settings, from the classroom to online distance

learning campuses. The great value of video lies in its combination of sounds,

images, and sometimes text in the form of subtitles, together with the socio-

cultural information about habits, traditions, culture, etc. All this makes it a very

comprehensible tool for teaching vocabulary to foreign language students.

By applying video in English class, it can serve many advantages in

helping the students to learn new vocabulary. Learning by watching video, it can

change the students’ opinion about English as a difficult subject become English

is an easy and interesting subject. Next, it leads to improve their interest in

following English class because they will get an entertainment by watching the

video. The learners who saw video pictures were able to produce a higher

percentage of acceptable vocabularies than the learners who read only the

narratives or those who read both the narratives and definitions.

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Based on the description above, the writer wants to solve the problems that

arise and to improve the students’ vocabulary through video. The writer believes

that by implementing YouTube video in English teaching-learning process can

enrich the fifth grade students’ vocabulary of SD Negeri I Baturetno, Wonogiri.

B. Problem Statements

Based on the background of the study above, the problems that will be

analyzed in this study can be formulated as follows:

1. Does and what extent the implementation of YouTube video enriches the

students’ vocabulary?

2. What is the situation when YouTube video is applied during the teaching-

learning process at the fifth grade students of SD Negeri I Baturetno,

Wonogiri?

C. The Objectives of the Study

The study aims at finding the answer to the questions stated on the

problem statements above. Therefore, the objectives of the study are:

1. To identify whether or not and to what extent the implementation of YouTube

video can enrich the students’ vocabulary.

2. To describe the situation when YouTube video is applied during the teaching-

learning process at the fifth grade of SD Negeri I Baturetno, Wonogiri.

D. The Benefits of the Study

The result of the study is expected to give some benefits for the following

sides that are related to the scope of the study, they are:

1. The writer

For the writer that also the English teacher in SD Negeri I Baturetno, the result

of the study can be a reflection in her teaching experience. She also can

identify whether or not the students enjoy and improve themselves in learning

English and also identify and weaknesses. Therefore, through this research,

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the writer can improve her teaching experience both technique and practically

to be a creative teacher in the future.

2. Students

For the fifth grade students of SD Negeri I Baturetno, Wonogiri, it is hoped

that the result of the study can help them in learning English therefore there

will be a significant improvement in vocabulary mastery. Besides, by applying

YouTube video as learning media, the students are expected being more

comfort and interested in following English class.

3. English Teacher

Through this research, the English teachers are expected obtaining a new idea

in teaching English by implementing YouTube video. They are also expected

getting a better understanding about how to teach English using interesting

media, especially for students in elementary school. Indirectly, it is hoped that

the research finding will be able to encourage them in finding other techniques

in teaching vocabulary.

4. School

By conducting this research, it is expected that the information can be useful

input for SD Negeri I Baturetno, Wonogiri to improve its quality in teaching-

learning process, especially in English lesson. Besides, it is also expected to

be able to motivate the school in facilitating its institution with technology and

electronic media.

5. Other researchers

The result of the study is expected to give a highly contribution for other

researchers in doing the same action research. Furthermore, it is hoped that it

will be useful information for other researcher so that they can develop new

techniques in teaching vocabulary to the elementary students.

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CHAPTER II

THEORETICAL REVIEW

This chapter provides a review on literature related to the title of the

research namely enriching students’ vocabulary using theme based YouTube

video. To support this research, this chapter discusses about vocabulary, YouTube

video, young learners, and review of related researchers. Each of them is

discussed in the following section.

A. Vocabulary

1. The Definition of Vocabulary

Generally, vocabulary can be defined as a list of words with their

meanings, especially at the back of a book used for teaching a foreign language.

In other words, vocabulary is always related to the words and dictionary. There

are some definitions of vocabulary by some experts. As taken from Wikipedia,

vocabulary refers to all the words known and used by a particular person. It

usually grows and evolves with age, and serves as a useful and fundamental tool

for communication and acquiring knowledge.

A similar statement stated by Hatch and Brown (1995: 1) that the term of

vocabulary refers to a list or set of words for a particular language or a list or set

of words that individual speakers of language might use. As what Hatch and

Brown say, vocabulary is a list of words. It means that there are more than one

words used by the speaker of a certain language. Vocabulary also refers to a group

of words used by a person as a means of communication.

Ur (1996: 60) also defines vocabulary as the words that are taught in

foreign language. She adds that vocabulary is mainly defined as words that are

used in a foreign language course. The words in vocabulary do not come from the

students’ native language. It is a set of words from second or foreign language that

is being learned by students.

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A new item of vocabulary may be more than a single word which is made

up of 2 or 3 words but expressing a single idea. Additionally, Moon in Schmitt

and McCarthy (1997: 105) argues that traditionally, vocabulary consists not only

of single words: lexemes are often made up of strings of more that one word.

From all definitions above, it can be concluded that vocabulary is a set of

words that are taught in foreign language. Vocabulary is also closely related to a

list of words used to express the speakers’ idea.

2. Kinds of Vocabulary

There are two kinds of vocabulary, receptive and productive vocabulary.

Haycraft in Hatch and Brown (1995: 370) states that receptive vocabulary is

words that the student recognizes and understands when they occur in a context,

but which he cannot produce correctly, and productive vocabulary is words which

the student understands, can pronounce correctly, and use constructively in

speaking and writing.

Since the subject of the study is elementary school students, the objective

of the study is the students’ receptive vocabulary. However, the researcher used

constructive speaking in the form of communicative classroom activity in order to

introduce vocabulary and language in its communicative function.

According to Ur (1996: 60), there are six aspects of vocabulary that need

to be taught in teaching vocabulary as follows:

a. Form: Pronunciation and Spelling

The learner has to know how a word is pronounced (its pronunciation)

and what it looks like (its spelling).

b. Grammar

A word sometimes comes with grammatical rules. The learner also needs

to know the past form of a verb, the plural form of a noun, etc.

c. Collocation

It deals with the appropriateness of particular combination of words.

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d. Aspects of Meaning (1): denotation, connotation, appropriateness

Denotation refers to the meaning of a word as what it refers to in the real

world. Connotation is the meaning of a word when it comes in association,

negative or positive evokes that may or may not be stated in dictionary

definition. The context is also important to determine the meaning of a word.

It gives appropriateness where the word commonly used.

e. Aspects of Meaning (2): meaning relationship

A word sometimes has a close relationship with others. In language

teaching, this kind of relationship is useful. The learner should recognize the

words in different relationships. Synonyms, antonyms, hyponyms are some

of the main ones.

f. Word formation

Certain vocabulary can be broken down into their components. Students’

understanding in prefixes and suffixes can help them in knowing the meaning

of words.

Those six aspects give what a learner needs to learn language. However,

the aspects taught should be matched with the students’ level. Since the research

was conducted in elementary school, the aspects chosen were spelling,

pronunciation, and meaning.

3. The Importance of Teaching Vocabulary

Vocabulary is the key aspects of language learning which consists of a list

or set of words that individual speakers of language might use for listening,

speaking, reading, and writing. It is also the first steps of learning a second

language and becomes the basic competence to get other competences of

language. The importance of vocabulary is explained by Coady and Huckin

(1997: 5) who states that vocabulary is central to language and of critical

importance to the typical language learner. It means that vocabulary take an

important role in teaching language. With more vocabulary, the learners will

easily in understanding and using language without any difficulties.

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There are some importances of vocabulary stated by expert. Firstly, an

extensive vocabulary aids expressions and communication. Secondly, vocabulary

size has been directly linked to reading comprehension. Thirdly, linguistic

vocabulary is synonymous with thinking vocabulary. The last is that a person may

be judged by others based on his or her vocabulary.

As stated by Thornburry (2002: 13) that without grammar very little can

be conveyed, without vocabulary nothing can be conveyed. Similarly, McCarthy

in Schmitt and McCarthy (1997: 140) states that no matter how well the students

learn grammar, no matter how successfully the sound of language is mastered,

without words to express wide language meaning, communication in second

language cannot be happen in any meaningful way. It means that vocabulary is

foundation to build language with plays a fundamental role in communication.

According to Allen (1983: 5), the communication will stop when learners

lack the necessary words. It means that when one does not know what vocabulary

used to communicate with others, one cannot express his idea to be conveyed and

in addition to this, the communication will end. However, mastering vocabulary is

not only having great vocabularies or remembering vocabularies. It is also

includes the skill to make the right choice words, and also spelling the word

correctly.

Furthermore, Rivers in Nunan (1991: 117) states that the acquisition of an

adequate vocabulary is essential for successful second language use because

without an extensive vocabulary, we will be unable to use the structures and

functions that we may have learned for comprehensible communication. It means

that vocabulary will give an important element in the acquisition of second

language.

From the opinions above, it can be concluded that vocabulary plays an

important role in language communication. When one learns language, the first

step that should be known is learning vocabulary. It is caused by vocabulary is the

basic aspect of learning any language.

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B. YouTube Video

1. The Definition of YouTube Video

Nowadays, when the internet has become more accessible, it is seen by

many people as one of the most powerful innovations ever invented, and with

good reasons. One of the reasons always advocated for adopting technology of

internet is that it leads to efficiency gains. In other words, it helps people do what

they already were doing, but faster, cheaper, or easier. The potential of internet is

that it can be used as a teaching aid in English language learning.

There are many kinds of media taken from internet which can be used in

teaching-learning process. One of them is called YouTube. YouTube is a very

popular web video sharing site that lets anyone store videos for private or public

viewing. YouTube provides a venue for sharing videos among friends and family

as well as a showcase for new and experienced videographers. There are so many

kinds and types of video include entertainment, education, advertisement, etc.

The real advantage of YouTube, at least from a language learning point of

view, is that it offers authentic examples of English used by people. At the same

time, YouTube video enables teacher to attach the students to the real life nature

of these videos. By creating context for these short video, students can be helped

to explore a world of online English learning possibilities.

Generally, video is the technology of electronically capturing, recording,

processing, storing, transmitting, and reconstructing a sequence of still images

representing scenes in motion. Video is a great resource to use in class and there

are an endless number of ways to exploit it to create motivating, memorable

classes with a high level of language production. The use of video technologies to

illustrate the educational materials has become much more feasible.

2. The Benefits of Using Video

Basically, students really enjoy watching movies and TV for a variety

reasons. For one, they get exposure to natural language in a non-threatening

setting. Secondly, movies and video provide common ground to students of any

international background.

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For all young learners, the use of video gives a useful input in learning

English. First, video communicates meaning better than other media. It means that

video present language in context in ways that a cassette can’t. Learners can see

who’s (or what’s) speaking, where the speakers are, what they’re doing, etc. All

these visual clues can help comprehension. Second, video represents a positive

exploitation of technology. Teenagers, in particular, have a positive attitude

toward television and video. It is seen as being modern compared to books.

Tomalin (1991: 48) states that there are some benefits of teaching English

using video for learners aged 3 – 8 years old. They are as follows:

a. Children enjoy language learning with video

One of the aims of teaching English to young learners is to instill in them the

idea that language learning is happy experience, and video creates an

attractive enjoyable learning environment.

b. Video is an effective way of studying body language

Younger language learners are still learning about the world around them

c. Children gain confidence through repetition

Young children love to hear stories again and again and the same goes for

video. By watching a video several times children can learn by absorption

and imitation.

3. The Criteria for Selecting Video

When selecting a video for used in the classroom, certain general criteria

should be kept in mind. There are several criteria in selecting video:

a. Watchability

It is related to the question is the video interesting, would a young learner

want to watch this, etc.

b. Completeness

Tomalin (1991: 50) states the ideal video clip tells a complete story or a

section of a story. This idea of completeness is important for young learners

whose primary motivation for watching a video is enjoyment.

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c. Length

The length of the clip is important. It shouldn’t be long, perhaps between 30

seconds and 10 minutes depending on the learning objective.

d. Appropriateness of Content

The content should be suitable for young learners. It should also be suitable

for viewing in all cultures.

e. Level of Maturity

Children mature very quickly. It is should be matched with their level of

maturity in order to make them understand the concepts in the video.

f. Availability of Related Materials

Many authentic videos now come with ready made materials that can be used

for language teaching. Other videos may have been adapted from books,

which could be used in the classroom to support the video.

4. Teaching Vocabulary Using YouTube Video

Video can be a valuable and possibly underused classroom tool. Although,

there is always the temptation to simply put a video on at the end of term and let

the students watch a film without even challenging them to be actively involved.

According to Sherman (2003: 1), video allow us to introduce any aspect of

real life into the language learning environment, contextualizing the learning

process. Besides, it can be used in many different instructional settings, from the

classroom to online distance learning campuses. The great value of video lies in

its combination of sounds, images, and sometimes text (in the form of subtitles),

together with the socio-cultural information about habits, traditions, culture, etc.

All this makes it a very comprehensible tool for teaching vocabulary to foreign

language students.

Furthermore, adapted from Willis' 6 roles for video (1983: 45), there are

four possible roles for video: a) developing listening skills - listening for global

understanding, listening for detail; b) to provide information - to provide content

relevant to students' needs and interests; c) presenting or reinforcing language -

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grammar, vocabulary, functions; and d) stimulating language production - video

used as a basis for discussion, a model for learners to follow, a visual aid.

Teaching English using video will give a fun atmosphere to the students,

especially young learners. They can learn unconsciously while they are watching

the film, so that they enjoy language learning. Tomalin (1991: 48) states one of

the aims of teaching English to young children is to instill in them the idea that

language learning is a happy experience, and video creates an attractive enjoyable

learning environment. It means that it is important to make children feel comfort

and happy first in order to make language learning run effectively.

Basically, there are two main uses of video have been distinguished:

instructional video, specifically created to teach foreign languages, and authentic

video materials, such as films, TV series, commercials, etc., originally created for

native speakers of the language. Even if it can sometimes be more difficult to

handle, it is in fact very functional to use authentic video in the foreign language

class, since students can profit more efficiently from this type of input, given its

presentation of real (not manipulated) and complete communicative situations,

that is what learners really need in real life.

Authentic videos for young learners will often contain a lot of repetition.

This is a good lesson for lower levels because students only have to focus on a

minimum of spoken dialogue. Students watch a scene from a film which has lots

of things that they can see and therefore write in their vocabulary books.

Talavan (2007: 1) states that students of all levels can benefit from the use

of video, since there are always easier video sequences, spoken at a slower rate

that can match lower level students’ needs. Besides, authentic video has an

obvious advantage over conventional audio tapes and the visual dimension that

makes understanding easier through gestures and context.

In addition, teaching English using YouTube video will be appropriate to

young learners since it provides an entertainment to the students therefore it will

not only leads the language learning learnable but also enjoyable.

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C. Young Learners

1. The Characteristics of Young Learners

There are some characteristics of young learners that differentiate them

from adult. By knowing their characteristics, it is hoped that the teacher would

treat their students well and be able to choose an appropriate technique of teaching

in order to reach the objective of teaching-learning process.

The age of learners can be categorized into three ages, which are:

a. The age of 5 – 12 is considered Young Learners.

b. The age of 12 – 18 is considered Teenagers.

c. Older than 18 is considered to be Adult.

According to Purwaningsih in Daristya, young learners are learners in

elementary school aging 9 – 10 years old who are learning English as foreign

language. Similarly, Hoesein in Daristya states that young learners are the

students of elementary school who are at grade four up to grade six. From those

statements, it may be concluded that young learners are students who are studying

English in elementary school.

Additionally, Brumfit (1995: v) proposed some characteristics of young

learners as follows:

a. Young learners are only just beginning their schooling. So that teachers have

major opportunity to mould their expectations of life in school.

b. As a group, they are potentially more differentiated than secondary or adult

learners, for they are closer to their varied home cultures and new to the

conformity increasingly imposed across cultural groupings by the school.

c. They tend to be keen and enthusiastic learners, without the inhibitions which

older children sometimes bring to their schooling.

d. Their learning can be closely linked with their development of ideas and

concepts, because it is so close to their initial experience of formal schooling.

e. They need physical movement and activity as much as stimulation for their

thinking, and the closer together these can be better.

From explanation above, it can be concluded that children are mostly

enthusiastic of doing something. Learning with physical movement will be more

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attractive for them. Therefore, it is important to teach them with a technique that

involves some interesting activities during teaching-learning process.

2. Teaching English to Young Learners

Recently, English began to be taught to elementary school even primary

school. It is important to introduce English as early as possible in order to prepare

them in continuing their study to the higher level such as junior high school and

senior high school. Scott and Ytreberg (2000: 4) propose the reasons of teaching

language to young learners as follows:

a. Only by an early start can language mastery be assured.

b. Preadolescents can learn a language without self-consciousness.

c. The early start instills respect for the other people and foster tolerance.

d. Appreciably more children can be eager to study a foreign language later on.

e. The students who began early will be much further along in high school and in

college.

As stated above, it is clearly that English should be taught earlier.

Remembering that young learners have their special characteristics that

differentiate them with adults, it is important for teacher to choose a technique

that suitable for their average age. Not all of the English teaching methods can be

used to teach young learners. Being an English teacher also should be variously in

presenting the materials since children only have concentration in a few and easy

to get bored.

D. Review of Related Researches

There are some articles related to the use of video in foreign language

class. The first article entitled “Learning Vocabulary Through Authentic Video

and Subtitles”. It states that subtitles can be used together with authentic video to

improve word recognition and vocabulary acquisition skills in the EFL class. This

atmosphere provides authentic input through three different channels (written text,

oral text and images) that contribute to offer a better and potentially longer-lasting

mental representation of new and old lexical items. The great value of video lies

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in its combination of sounds, images, and sometimes text (in the form of

subtitles), together with the socio-cultural information about habits, traditions,

culture, etc. All this makes it a very comprehensible tool for teaching vocabulary

to foreign language students.

Tatsuki (1999) writes about “Video in the Language Lab: Teaching

Vocabulary”. She states learners who read illustrative sentences (sentences

capturing a scene in the movie and model the correct usage of a target vocabulary

item) scored better on a multiple choice test than did those who read the narrative

only or read the narrative and watched the video. This would indicate that if

vocabulary learning is going to be measured by productive use, video is certainly

facilitative. If, on the other hand, vocabulary gain is going to be measured via

multiple choice testing, video will be most efficient if learners are provided with

contextualized sentence models. Either way, video is a useful part of vocabulary

learning.

McKinnon writes “Teaching Technologies: Teaching English Using

Video”. It is an article offering advice and suggestions on how to teach English

using video. He states that video is a valuable and possibly underused classroom

tool. There is always the temptation to simply put a video on at the end of term

and let our students watch a film without even challenging them to be actively

involved. Then, he concludes that the use of video is an advantage here as it is an

emotional scene with lots of gestures, adding weight to the situation.

Constantinescu (2007) writes “Using Technology to Assist in Vocabulary

Acquisition and Reading Comprehension”. First, it starts with a brief overview of

the relationship between vocabulary knowledge and reading comprehension.

Then, it has been increasingly argued that computer technologies can support

learning in a number of ways. Many features of the computer are considered to

enhance vocabulary development and reading comprehension: multimedia is one

of them. Multimedia refers to computer-based systems that use various types of

content, such as text, audio, video, graphics, animation, and interactivity. Chun

and Plass in Constantinescu (2007) states that visual multimedia advance

organizers were found to help not only recalling new words, but also act as

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facilitators of reading comprehension, which stresses the close relationship

between vocabulary and reading.

Irina (2010) writes “Using YouTube Videos in Teaching English”. She

states that video material taken from YouTube can be a very useful source and

asset for the language teaching-learning process because it combines both fun and

pedagogic instructions in an authentic material that reflect real interaction. Using

videos in the English class is a very helpful and stimulating method to motivate

the students to get the most of the lesson. By employing videotaped material

teachers can always create an indefinite number of language teaching activities.

The devised activities above are mere examples based on one short segment and

each focuses of a different language skill that EFL students need to acquire.

E. Rationale

Vocabulary plays an important role in learning English as second

language. It becomes the basic competence in order to get other competence like

listening, speaking, reading, and writing. Considering the importance of

vocabulary, it is better to introduce it earlier. Here, the students of elementary

school are the right level in introducing English vocabulary so that it can prepare

them entering the next stages of education.

Thus, there should be a technique that can facilitate the improvement of

students’ vocabulary. Remembering that the students still belong to young

learners with their special characteristics, the technique selected must be suitable

for them. It is essential to find out ways of promoting learning activities which are

motivating, interesting, and fun in order to make the objective of the teaching-

learning process can be achieved.

YouTube video, then are thought to be adequate for that purpose since it

provides the combination of sounds, images, and sometimes text (in the form of

subtitles). All this make it a very comprehensible tool for teaching vocabulary

especially for elementary students. The use of YouTube video enables the teacher

to create follow up activities where the students can be actively involved. They

will be attracted in learning activity so that they can accept what is being taught

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easily. Besides, the students will be more comfort and enjoy in learning new

English vocabulary. As everyone knows that children are easy to get bored and

cannot pay attention to the lesson in a long time, it can help them in learning

English using an attractive way.

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CHAPTER III

RESEARCH METHODOLOGY

This chapter discusses the research method that is used in this study. It

covers the research setting, the subject of the research, the methods of the

research, the model of action research, the procedures of action research, the

technique of collecting the data, and the technique of analyzing the data. Each of

them is discussed in the following section.

A. The Context of the Research

This research is conducted at SD Negeri I Baturetno, Wonogiri. Its address

is Duwet Kidul, Baturetno, Wonogiri. SD Negeri I Baturetno is one of the most

favorite state elementary school in Baturetno sub district. There are six classes at

the school which consist of 264 students. The writer conducts the research start

from May to June 2010 that represents the second semester of academic year

2009/2010.

However, the subject of the study is the fifth grade students of SD Negeri I

Baturetno. There are 46 students in the class which consist of 23 boys and 23

girls. Even though most of them are coming from the middle-low economy level,

they belong to the students having a great motivation in learning English.

Sometimes, they do not pay attention to the teacher and even feel sleepy in

English class because they felt that the teaching and learning process which is

boring and going monotonous.

Considering with the fact above, the writer thought that by applying

YouTube video in English class, it will change the situation being more alive and

interesting. Besides, the students get an entertainment while they are learning new

English vocabulary. They will learn English in a difference way and technique

that they never got before.

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B. The Methods of the Research

In conducting the study, the writer uses an action research method. There

are some definitions given by some experts. The first definition of the action

research is given by Elliot (1991: 6) that action research might be defined as the

study of a social situation with a view to improving the quality of action within it.

It aims to feed practical judgment in concrete situations and the validity of the

“theories” or hypothesis it generates depends not so much on “scientific” test of

truth, as on their usefulness in helping people to act more intelligently and

skillfully. Meanwhile, Rapoport in Rudduck and Hopkins (1989: 58) states that

action research is a type of applied social research differing from other varieties in

the immediacy of the researcher’s involvement in the action process.

As taken from Wikipedia, action research is a reflective process of

progressive problem solving led by individuals working with others in teams or as

part of a community of practice to improve the way they address issues and solve

problems. Action research can also be undertaken by larger organizations or

institution, assisted, or guided by professional researchers with the aim of

improving their strategies, practices, and knowledge of the environments within

which they practice.

From the definitions above, it can be summarized that action research is

the systematic study conducted by teacher researchers, principals, school

counselors, or other stakeholders in the teaching and learning environment to

overcome education problems or to change things related to educational problem.

In other words, it is used to improve and to justify their own social or educational

practices, their understanding of these practices and the situations in which the

practices are carried out with the validity of theories and hypothesis. Further, there

are four elements that characterized the nature of action research, they are

collaboration, focus on practical problems, professional development, and the

need of project structure.

In this study, the writer prefers conducting a classroom action research to

other educational research because of the following reasons:

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1. Classroom action research is continuous process that produces open-ended

result, so that this research enables the researcher to become continuous

learners to change and improve their quality in teaching.

2. The researchers are committed to take action and positive educational change

based on their findings rather than being satisfied with reporting their

conclusions to others.

3. Classroom action research is research for change and improvement. It is

expected that this research not only change and improve students’ vocabulary

but also to change and improve teacher’s technique variation in teaching

vocabulary.

4. The use of the teaching vocabulary technique in this research can be

monitored, so that the use of the technique will not deviate or out from the

instructional process.

C. The Model of Action Research

The model of action research used in this study is based on the model

developed by Kemmis and McTaggart (1998) in Burns (1999: 32). They state that

action research occurs through a dynamic and complementary process that

consists of four fundamental steps in a spiraling process. They are as follows:

a. Planning: develop a plan of critically informed action to improve what is

already happening

b. Action: act to implement the plan.

c. Observation: observe the effects of the critically informed action in the context

in which it occurs.

d. Reflection: reflect these effects as the basis for further planning.

In this research, the four steps can be expanded into six steps, namely: 1)

identifying the problem; 2) planning the action; 3) implementing the action; 4)

observing or monitoring the action; 5) reflecting the result of observation; and 6)

revising the plan for following step. Those six steps form one cycle.

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D. The Stages of Action Research

The model of the action research above is the frameworks in undertaking a

classroom action research. Those six steps are taken in each procedure that forms

one cycle. They are as follows:

1. Identifying the Problem

The researcher identifies the problems first before planning the action.

The problem refers to the students’ vocabulary mastery that is still low. It is

caused by some factors related to both teacher and students. The problem can

be identified by using:

a. Test : the pre-test was given to identify the students’ competence

in comprehending English vocabulary

b. Interview : the interview was held in order to identify the students’

opinion about English class and the problem faced by the students during

teaching-learning process.

c. Observation : the observation was done to identify the students’

behavior and class situation during teaching-learning process.

2. Planning the Action

The researcher then plans everything related to the actions that will be

implemented. The preparation is done for each cycle. The preparations are as

follows:

a. Arranging lesson plans. It covers processes of choosing the YouTube

video played, the materials used, the kinds of activities done, etc.

b. Designing and setting steps in doing action.

c. Preparing suitable teaching aids, such as laptop, LCD projector, flash or

disc containing many films, etc.

d. Preparing sheets for classroom observation.

e. Preparing tests.

3. Implementing the Action

The researcher implements the teaching and learning of vocabulary by

using YouTube video to help the students understand the material. The

implementations generally are presented as follows:

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a. Presenting the topic

The researcher presents the topic in the form of playing YouTube video

for many times. As the teaching media, the researcher uses laptop

supported by LCD projector in order the films can be watched clearly by

the students though they sat in the back arrow.

b. Giving tasks

In this stage, the researcher gives tasks for the students. The tasks can be

exercises, practices, and various activities such as games, discussions, etc

that should be done by students in a group. The researcher may revise

those tasks in every cycle.

c. Evaluating

Finally, at the end of the action, the researcher conducts a post-test to

measure the students’ ability in mastering vocabulary after the action is

implemented and to measure the students’ improvement after they were

taught by using YouTube video.

4. Observing or Monitoring the Action

The teacher, as the researcher, observes all activities in the teaching

and learning process while the technique of teaching vocabulary using

YouTube video is carried out. This observation is done with her collaborator.

They keep notes of students’ impression during the teaching and process. The

teacher also creates a conductive atmosphere to increase the students’

motivation in learning vocabulary, for example by giving suggestion, helping

their difficulties while learning, and giving feedback for their efforts.

5. Reflecting and Evaluating the Result of the Observation

The researcher makes an evaluation based on her observation and her

collaborator’s note to identify the weaknesses during the action. The

weaknesses can be seen from facts whether they are active or passive in

teaching and learning process. She also makes diaries about the condition of

the class during the action. Next, this evaluation will be a basic consideration

to conduct the next cycle of teaching.

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6. Revising the Plan

Based on the weaknesses found from the activity that has been carried

out, the researcher revises the plan for the next cycle. It is done to get better

results of the method she applied.

E. The Techniques of Collecting the Data

In this classroom action research, the researcher uses qualitative and

quantitative methods in collecting the data. Each of them is explained as follows:

1. Observation

In this research, the observation was done to describe the activities and class

situation during the teaching-learning process when the YouTube video

applied. When the researcher that is also a teacher taught vocabulary using

video, the observer observes, evaluates, and offers suggestion about the

application of video in English class.

2. Documents

The documents were in the form of lesson plans and students’ worksheets and

it was used to gain the information about the students’ progress in vocabulary

competence.

3. Interview

The researcher used interview to get information from the students toward

their perception about English, their understanding about the lesson, and the

strength and weaknesses of the application of video in teaching-learning

process. It was held at the beginning and the end of the research.

4. Research diary

In this research, the researcher made her own diaries to write some important

notes toward the students’ behavior and also its improvement during teaching-

learning process.

5. Photographs

By taking photographs, it helped the researcher to describe the real situation

during teaching-learning process.

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6. Tests

In this research, the tests involved pretest and posttests. Pretest was given to

identify the students’ vocabulary before the method applied while posttests

were given to measure the improvement of students’ vocabulary after applying

video in English class.

F. The Techniques of Analyzing the Data

After collecting the data, the next step is analyzing the data. In order to

analyze the qualitative data gained from observation, interview, research diary,

documents, and photographs, the researcher analyzes them by using interactive

model proposed by Miles and Huberman (1992: 16). The procedures are as

follows:

1. Data Reduction

Data reduction refers to the process of selecting, focusing, simplifying,

abstracting, and transforming the data appear in written-up field notes or

transcription. Data reduction is a form of analysis that sharpens, sorts, focuses,

discards, and organizes data in such a way that “final” conclusions can be drawn

and verified.

2. Data Display

Generally, a display is an organized, compressed assembly of information

that permits conclusions drawing and action. The most frequent form of display

for qualitative data has been extended text.

3. Conclusion Drawing/Verification

Conclusion drawing is only a half of a Gemini configuration. Conclusions

are also verified as the analyst proceeds. Verification may be as a brief as a

fleeting second thought crossing the analyst’s mind during writing.

On the other hand, the pretest and posttests that belong to the quantitative

data were presented with the mean score of pretest and posttests and analyzed by

descriptive statistics. The formula as follows:

x ∑= N

yy ∑=

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In which

x = mean of pre-test score

y = mean of posttest score

N = number of samples

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CHAPTER IV

RESULT OF THE STUDY

The objectives of doing this research as stated in Chapter I are to identify

whether or not and what extent YouTube video can enrich the students’

vocabulary and to describe the situation when YouTube video is applied during

the teaching-learning process at the fifth grade of SD Negeri I Baturetno,

Wonogiri. Those findings are described in this chapter. It is divided into two parts

which include the process of the research and the research findings and research

discussion. Each part is described as follows:

A. The Process of the Research

The writer that is also as the English teacher in SD Negeri I Baturetno had

been teaching for about a year. She teaches from class one to six. SD Negeri I

Baturetno has large numbers of students that is for about 250 students. In this

study, she chooses class 5 to be the subject of the research which has 46 students

and since it has problems as stated in chapter I. For this research, she teaches class

5 once a week based on the class schedule for English lesson that is every

Saturday on 07.15 up to 08.25.

Before conducting the research, the writer did observation and interviews

the students with her collaborator who an English teacher in SD Negeri 4

Baturetno, TA. From the observation, it could be concluded that class 5 had

problem in vocabulary mastery. In other words, the students still got difficulties in

recognizing and remembering words, grasping meaning of words, pronouncing

words, and writing words correctly. The class which has 46 students also difficult

to be handled by teacher since they often made noises during teaching-learning

process. Therefore, an action research is conducted by the writer and her

collaborator to overcome those problems.

The research was conducted for about a month started from May until June

2010. It included two cycles which is done through some sequence processes from

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beginning until the end of the research. The procedure of the research consists of

pre-research, research implementation, and research finding and research

discussion. The whole research was conducted through the following process:

Table 4.1. The Summary of Process of the Research Pre-Research 1. Observation

TA and the writer observed the TLP of English class Aims: • Identify the problems arise during TLP concerning to the students’

vocabulary competence • Identify classroom situation before applying video Results: • 5 indicators that showed the students had limited vocabulary mastery • The class situation during TLP was not conducive

2. Interview The writer interviewed the students Aims: • To know their opinion about English subject • To know their interest toward English class • To know their opinion about teacher’s technique in teaching

vocabulary • To know their opinion about English vocabulary Results: • Most students said that English is a difficult subject • Only few students interest toward English • Most students said that they felt bored and sleepy during TLP • Most students said that they had difficulties in mastering English

vocabulary Research Implementation

TA and the writer collaboratively implemented the research which is carried out into two cycles

Cycle 1 Planning: prepared laptop, LCD projector, loudspeaker, photograph, video collections, materials, lesson plans, students’ exercises, posttest, and everything related to the action.

Action: applying video Meeting 1: Listen and Repeat (Clothes)

• Did questioning and answering with students as brainstorming

• Introduced the video and how to download it from YouTube • Played video and asked students to pronounce words they

heard from video together • Played video and asked students to pronounce words

individually Meeting 2: Which one? (Clothes)

• Reviewed previous lesson • Played video and asked students to point which cloth

mentioned on video • Pointed some students to come forward and point which cloth

mentioned on video • Provided an exercise

Meeting 3: What is this? (Clothes) • Reviewed previous lesson • Played video and asked students to guess the name of cloth

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shown on video • Played video and asked students to write the name of each

clothes shown on video • Asked students to checked the correct answer together by

watching video Observation: TA and the writer observed the implementation of Cycle 1

• Most students could recognize words well • Students could remember words given before well • Most students could pronounce words correctly • Most students paid much attention during TLP • Students became more enthusiastic in following English class • There was no students ask permission to go to toilet • There were few students play and chat during TLP • There were some boy students did not want do teacher’s command • Most students did not want to write notes given • Most students made mistakes in grasping meaning of words • Most students wrote in incorrect spellings • 19 from 46 students reached the passing grade

Reflection: TA and the writer reflected the observation result Positive improvement: • Most students could recognize and remember word well • Most students could pronounce words correctly • Class situation became more alive • Most students became more active in joining English class • There was no student ask permission to go to toilet Limitations: • Most students made mistakes in grasping meaning of English words • Most students wrote in incorrect spellings • Some students did not want to write notes given Revision plan: TA and the writer revised the plan. The next cycle focused on: • Improving students’ ability in grasping meaning of words • Improving students’ ability in writing words • Limiting students’ chance in writing notes • Creating activities which are more joyful

Cycle 2 Planning: prepared laptop, LCD projector, loudspeaker, photograph, video collections, materials, lesson plans, students’ exercises, posttest, and everything related to the action.

Action: applying video Meeting 1: Read the word (Clothes)

• Did questioning and answering with students as brainstorming • Played and asked students to read words shown on video

together • Played video and pointed some students to read the words

individually • Played game • Provided an exercise

Meeting 2: Write the words (Clothes) • Reviewed previous lesson • Played video and asked students to write the words shown on

video • Played video and checked the correct answer by watching

video • Played game

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• Asked students to translate Indonesian words into English • Provided and exercise

Meeting 3: Describing clothes • Reviewed previous lesson • Explained how to describe clothes • Asked some students to come forward to describe clothes • Played video and asked students to describe clothes shown on

video • Played game • Provided an exercise

Observation: TA and the writer observed the action of Cycle 2 • Students were able to translate English words into Indonesian • Most students wanted to do teacher’s command well • Students had their own initiative to write important notes y themselves • Most students could write English words correctly • 95% students reached the passing grade

Reflections: • The improvement of students’ recognition toward English words • The improvement of writing ability • The improvement of class situation after video applied • The improvement of students’ behavior during TLP • The improvement of students’ achievement

Result Discussion

TA and the writer discussed the result findings based on the data obtained from field notes, interview, and teacher’s diary. Then, the writer concluded the result as a final reflection, as follows: • Video was able to change students’ perception toward English that is a

difficult subject into an interesting subject • Video was an effective teaching aid to teach vocabulary to the students in

elementary school • Video attracted students’ attention during TLP • Video was able to change class situation became more fun and conducive • There was a good improvement and achievement concerning to the

students’ vocabulary mastery • Video could improve students’ vocabulary mastery.

The process of the research stated in Table 4.1 above is discussed in the following

section:

1. Pre-Research

The pre-research was conducted to investigate the students’ vocabulary

competence and the classroom situation during teaching-learning process. There

are three activities in collecting the data for pre-research; they are observation,

interview, and pre-test. The summary of situation prior to the research

implementation can be seen in the table 4.2 below:

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Table 4.2. The Summary of Situation Prior to the Research Implementation Indicators Criteria of problems Documents

A. Vocabulary Competence

1. The students get difficulties in recognizing words

Students needed much time to recognize words

• Observation • Interview • Pre-test

2. The students get difficulties in remembering words

Students could only mention few vocabularies given before

3. The students get difficulties in grasping meaning of words

Students often made mistakes I translating English words into Indonesian

4. The students get difficulties in pronouncing words

Students pronounced words as read Indonesian words

5. The students get difficulties in writing words correctly

Students wrote words just like as they heard (car=kar, bicycle=baisikel, truck=treck)

Score 55,43 B. Class Situation 1. Students often play and chat

with friends during TLP

Most students made noises by playing and chatting, even they ignored teacher’s warning

2. Students often ask permission to go to toilet

There were about 4 or 5 students ask permission to go toilet in once time

3. Most students did not write notes given by teacher

Students ignored teacher’s command to write. They prefer playing than writing.

4. Students are easy to get bored in following English class

Most students asked to finish the lesson soon

5. Some students look sleepy in the class

Most of boy students in back arrows were sleepy, even some of them had slept for a moment

The writer and her collaborator did pre-research before conducting the

research. The pre-research included some activities that are observing teaching-

learning process, interviewing the students, and providing pre-test. Based on those

activities, it was found some problems arose during English class. Those problems

covered students’ vocabulary mastery that is still low and class situation that is

not conducive for teaching-learning process.

After conducting observation and interview, there are some indicators of

problems found related to vocabulary mastery. Those indicators are the students

get difficulties in: 1) recognizing words; 2) remembering words; 3) grasping the

meaning of English words, e.g. shirt=kaos, skirt=kemeja, trousers=celana, etc; 4)

pronouncing the words; 5) writing words correctly, e.g. shert, a bleck cap, etc.

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Meanwhile, the indicators of problems that are related to the class situation are

students: 1) play and chat with friends during teaching-learning process; 2) often

ask permission to go toilet during teaching-learning process; 3) do not want to

write the notes given by teacher; 4) are easy to get bored and do not interest in

following English class; 5) look sleepy in the class.

The writer also provided pre-test to the students to identify their

achievement toward vocabulary competence. From 46 students in class 5, there

were only 3 students reached the passing grade that is 70. Meanwhile, others

gained score under the passing grade. In other words, 93% of 46 students in class

5 still had difficulties in term of vocabulary. It could be concluded that they still

had the low vocabulary mastery.

In this research, the writer offered learning English by watching video

downloaded from YouTube to the students. It was not only aimed to enrich

students’ vocabulary but also change the class situation became more fun and

conducive for teaching-learning process. The fundamental reason why the writer

chooses video was she wanted to give an entertainment to the students while they

learning. Therefore, the students would be more interested in following English

class and there would be no more students get bored and feel sleepy during

teaching-learning process. Besides, she also wanted to change students’

perception about English that is a difficult subject became an interesting subject.

Meanwhile, the writer chooses YouTube cartoon video which is suitable for their

average age. The list of activities to use YouTube video in this research can be

seen in the Table 4.3 as follows:

Table 4.3. The List of Activities Using YouTube Video No. Activity Objective Indicator Cycle

Meeting 1. Teacher explains about

YouTube and how to download the video

Attract students’ attention toward English

B4 C1-M1

2. Teacher plays YouTube video without pausing

Make students recognize words related to the topic

A1, B1, B2, B4, B5

3. Teacher asks students to write vocabularies shown on video

Make students practice writing

A5, B1, B3 C1-M1

4. Teacher adds other related vocabularies on the blackboard

Improve students’ vocabulary

A1, A2 C1-M1

5. Teacher plays YouTube video Give a model to students A4, B1 C1-M1

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and asks students to repeat the words

how to pronounce words correctly

6. Teacher plays YouTube video without sound and asks students to pronounce words

Investigate students’ pronunciation had been correct or not

A4 C1-M1 C2-M1

7. Teacher plays YouTube video and asks students to point the picture mentioned

Make students recognize the things while listening its name mentioned

A1, A2, B4, B5

8. Teacher plays YouTube video and asks students come forward to point the picture individually

Investigate students could recognize words given or not

A1, A2, B4, B5

9. Teacher gives an exercise related to the video

Investigate students’ understanding about the material

A2, A3 C1-M2

10. Teacher plays YouTube video and asks students to guess the name of each picture shown

Make students remember about the name of picture shown

A1, A2, A3, B4, B5

11. Teacher plays YouTube video by pausing it in each picture shown and asks students to write its name

Make students practice to write

A3, A5, B3 C1-M3 C2-M2

12. Teacher plays YouTube video and checks the correct writing

Make students know the correct writing of each picture

A3, A5, B3 C1-M3 C2-M2

13. Teacher plays YouTube video by pausing in each word shown and asks students to read it

Give a model to students how to read words with correct pronunciation

A4, B1 C2-M1

14. Teacher plays YouTube video without sound and asks students to read by themselves

Investigate students’ pronunciation correct or not

A4 C2-M1

15. Teacher divides class into 2 groups to play game related to the video

Make students active in learning and investigate their understanding about the material

B1, B2, B4, B5

16. Teacher plays YouTube video without showing the visual and asks students to write the word mentioned

Make students practice writing by listening

A5, B3 C2-M2

17. Teacher plays YouTube video and checks the correct writing by watching its spelling

Make students identify the correct writing

A5 C2-M2

18. Teacher divides class into 2 groups to play game related to the video

Make students practice writing by playing game

A5, B2, B3, B4, B5

19. Teacher gives an exercise to translate English words into Indonesian

Make students grasp the meaning of words correctly

A3, B3 C2-M2

20. Teacher plays YouTube video and explains the material related to the video

Make students understand the material

B1 C3-M3

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Beside the list of activities to use YouTube video, the progresses are also

proposed. Those are can be seen in the Table 4.4 below:

Table 4.4. The Indicators of Problems and Solution Indicators Activity

A. Vocabulary Competence

1. The students get difficulties in recognizing words

2, 4, 7, 8, 10

4, 7, 8, 9, 10

9, 11, 12, 19

5, 6, 13, 14

3, 11, 12, 16, 17, 18

B. Classroom Situation

1. Students often play and chat with friends during TLP

2, 3, 5, 13, 15, 20, 21

2. Students often ask permission to go to toilet 2, 15, 18, 21 3. Most students did not write notes given by

teacher 3, 11, 12, 16, 18, 19

4. Students are easy to get bored in following English class

1, 2, 7, 8, 10, 15, 18, 21

5. Some students look sleepy in the class 2, 7, 8, 10, 15, 18, 21

2. Research Implementation

The research was implemented collaboratively by the writer and her

collaborator, TA. When the writer taught the students of class 5, TA sat in the

back arrow and observed the whole activities during teaching-learning process

from pre-research, cycle 1, and cycle 2. In this research, each cycle consisted of

six steps namely: 1) identifying the problem; 2) planning the action; 3)

implementing the action; 4) observing the action; 5) reflecting the observation

result; and 6) revising the plan.

The research implementation was done in cycle 1 and 2 by

watching video related to the topic on syllabus for class 5 that is “clothes”. In

cycle 1, there were three kinds of video about clothes covered listen and repeat;

which one?; and what is this?. While in cycle 2, the video consisted of read the

word; write the word; and describing clothes. Each cycle, there were three

meetings and each meeting that took 70 minutes was played a type of video.

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Table 4.5. The Summary of Research Implementation of Cycle 1 and 2 Topic introduced Clothes

• Listen and Repeat • Which one? • What is this? • Read the word • Write the word • Describing clothes

Class used for Action research

5 (Five)

Problem identified • The low of students’ vocabulary mastery • Classroom situation during TLP was not conducive

Proposed solution Applying video in learning vocabulary Implementation In two cycles Cycle 1 Planning

3 meetings Prepared laptop, LCD projector, loudspeaker, photograph, video collections, materials, lesson plans, students’ exercises, posttest, and everything related to the action.

Actions First meeting: Listen and Repeat (Clothes) • Did questioning and answering with students as brainstorming • Introduced the video and how to download it from YouTube • Played video and asked students to pronounce words they heard

from video together • Played video and asked students to pronounce words individually Second meeting: Which one? (Clothes) • Reviewed previous lesson • Played video and asked students to point which cloth mentioned

on video • Pointed some students to come forward and point which cloth

mentioned on video • Provided an exercise Third meeting: What is this? (Clothes) • Reviewed previous lesson • Played video and asked students to guess the name of cloth shown

on video • Played video and asked students to write the name of each clothes

shown on video • Asked students to checked the correct answer together by

watching video Observation Observation: TA and the writer observed the implementation of Cycle 1

• Most students could recognize words well • Students could remember words given before well • Most students could pronounce words correctly • Most students paid much attention during TLP • Students became more enthusiastic in following English class • There was no students ask permission to go to toilet • There were few students play and chat during TLP • There were some boy students did not want do teacher’s

command • Most students did not want to write notes given • Most students made mistakes in grasping meaning of words • Most students wrote in incorrect spellings

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• 19 from 46 students reached the passing grade Reflection Reflection: TA and the writer reflected the observation result

• Most students could recognize and remember word well • Most students could pronounce words correctly • Class situation became more alive • Most students became more active in joining English class • There was no student ask permission to go to toilet • Most students made mistakes in grasping meaning of English

words • Most students wrote in incorrect spellings • Some students did not want to write notes given

Revision Revision plan: TA and the writer revised the plan. The next cycle focused on: • Improving students’ ability in grasping meaning of words • Improving students’ ability in writing words • Limiting students’ chance in writing notes • Creating activities which are more joyful

Cycle 2 Planning

Actions First meeting: Read the word (Clothes) • Did questioning and answering with students as brainstorming • Played and asked students to read words shown on video together • Played video and pointed some students to read the words

individually • Played game • Provided an exercise Second meeting: Write the words (Clothes) • Reviewed previous lesson • Played video and asked students to write the words shown on

video • Played video and checked the correct answer by watching video • Played game • Asked students to translate Indonesian words into English • Provided and exercise Third meeting: Describing clothes • Reviewed previous lesson • Explained how to describe clothes • Asked some students to come forward to describe clothes • Played video and asked students to describe clothes shown on

Observation Observation: TA and the writer observed the action of Cycle 2 • Students were able to translate English words into Indonesian • Most students wanted to do teacher’s command well • Students had their own initiative to write important notes y

themselves • Most students could write English words correctly • 95% students reached the passing grade

Reflection • Students were enthusiastic in joining English class • Students became more active during TLP

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• Students could grasp the meaning of words well • Students could write words correctly • Students had their own initiative to write important notes by

themselves Findings as the whole • The improvement of students’ recognition toward English words

• The improvement of writing ability • The improvement of class situation after video applied • The improvement of students’ behavior during TLP • The improvement of students’ achievement

The more explanation about the research implementation of Cycle 1 and 2

as stated above on Table 4.5. is described as follows:

a. Cycle 1

The summary of the research implementation of cycle 1 can be seen in the

table below:

Table 4.6. The Summary of the Research Implementation of Cycle 1 Topic introduced Clothes

• Listen and Repeat • Which one? • What is this?

5 (Five)

Proposed solution Applying YouTube video in learning vocabulary Implementation In two cycles Cycle 1 Planning

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command • Most students did not want to write notes given • Most students made mistakes in grasping meaning of words • Most students wrote in incorrect spellings • 19 from 46 students reached the passing grade

Reflection Reflection: TA and the writer reflected the observation result • Most students could recognize and remember word well • Most students could pronounce words correctly • Class situation became more alive • Most students became more active in joining English class • There was no student ask permission to go to toilet • Most students made mistakes in grasping meaning of English

Revision Revision plan: TA and the writer revised the plan. The next cycle focused on: • Improving students’ ability in grasping meaning of words • Improving students’ ability in writing words • Limiting students’ chance in writing notes • Creating activities which are more joyful

Cycle 1 was conducted in three meetings. It was held on May 22nd, 29th,

and June 5th, 2010. There were six steps namely identifying the problem, planning

the action, implementing the action, observing the action, reflecting the

observation result, and revising the plan. They will be presented as follows:

Based on the data obtained from pre-research observation, interview, and

pretest result, the writer identified that the problem faced by the fifth grade

students of SD Negeri I Baturetno was their vocabulary mastery that is still low.

Besides, the class situation was not conducive for teaching-learning process

because the students always make noises by chatting or playing with other friends.

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Therefore, the writer collaboratively with her collaborator would conduct an

action research to solve those problems.

Before conducting the action, the writer decided to apply video taken from

YouTube to solve problems faced by the students in learning English vocabulary.

The video itself were chosen in form of cartoon video which is suitable for

students in elementary school. Then, TA and the writer continued to arrange some

action plans in supporting the application of video in this action research. Those

planning covered material preparation, the collection of video, lesson plans,

students’ exercises, post test, laptop, LCD projector, loudspeaker, and everything

related to the action. In this research, the writer chose one topic from the syllabus

for the second semester that is “clothes”. This topic would be taught in every

meeting by watching video.

In implementing the action, there were four steps in each meeting namely

warming up, presentation, practice, and production. In each meeting for about 70

minutes, there would be played a type of video about “clothes” followed by some

activities related to the video. The whole activities in each meeting are described

as follows:

a) First meeting (Saturday, May 22nd, 2010)

(1) Warming up

The school’s bell was rung at 07.15. The writer came into class 5 together

with TA. As usual, there were many students did not come yet into the class. It

caused by some of them still changed their sport costume into school uniform

after having morning exercise every Saturday. The writer should wait for all

students came into the class for about 5 minutes. After all students sat in their

own seat, the writer opened the meeting by greeting the students and checking

their attendance. The students answered slowly because they looked tired after

having exercise and did not pay attention to the writer. Seeing this condition,

the writer did questioning and answering to attract their attention to the lesson.

The writer pointed some students to answer her questions e.g. when did you

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buy clothes for the last time; what kind of clothes did you buy; where did you

buy it; etc. The writer also repeated the questions into Indonesian in order to

make the students understood well and could answer it. However, most of

students still answered the writer’s questions in Indonesian.

(2) Presentation

After having questioning and answering, the writer told the students about

the topic that they were going to learn. The topic was “clothes”. The writer

also told the students that they would learn in a different way that is watching

video. The writer explained that there were laptop, LCD projector, and

loudspeakers that would support the TLP. Then, the writer told that she would

play a video about clothes entitled “listen and repeat”. In this video, the

students were asked to pronounce the words they heard from the video. The

writer would pause them in each word mentioned in order to the students

could follow well. The video would be played repeatedly until the students

could pronounce words well.

(3) Practice

When the video was being played, most students pronounced the words

slowly. There was also some boy students did not want to pronounce words.

The writer gave warning to them by calling their names and asked them to do

this activity but it was happened repeatedly so it wastes the time. The writer

played the video repeatedly until they could pronounce the words correctly.

However, most students still pronounced the words incorrectly.

(4) Production

The writer asked one by one student to come forward and pronounce the

words about clothes shown in video loudly. Some of them did not want to

come forward so that the writer should persuade them first.

b) Second meeting (Saturday, May 29th, 2010)

(1) Warming up

The lesson was begun at 07.15. When the writer and TA came into the

class, there were still three students did not come yet while others did not

prepare the books yet. Then, the writer greeted the students and checked their

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attendance followed by reviewing the previous lesson. She gave some

questions related to the previous lesson to the students. Some students could

answer it with correct pronunciation while others still made mistakes.

(2) Presentation

Before playing the video, the writer told the students about what should be

done when the video was p-laying. The video was still related to the clothes

and entitled “which one?”. So, when the video asked “which one?”, the

students must guessed which cloth mentioned.

(3) Practice

When the video was playing, the students looked enthusiastic to guess

which cloth mentioned on video. Even, some of them came forward and

pointed the picture directly. So it made the situation become so crowded

because many students wanted to come forward. The writer gave warning and

told them that they only need to guess or point the correct answer by giving

the clue or saying the number. The video was played twice. The class became

so noisy because the students’ answers did not same and together with others.

(4) Production

The writer played the video and paused them in each cloth shown, then

asked one by one student to come forward and pointed the correct cloth

mentioned by using a ruler. Most of students could do this activity correctly.

Then, the writer provided an exercise to the students and gave 10 minutes to

do it.

c) Third Meeting (Saturday, June 5th, 2010)

(1) Warming up

TA and the writer came into the class at 07.10. All students were sat in

their own chairs and had prepared the books in the table. The writer gave

smile to them and greeted them as usual. Then, it was continued by checking

the students’ attendance and there was no student absent for this meeting.

After that, the writer reviewed the previous lesson by doing questioning and

answering with the students. It was done in repeatedly to know whether or not

the students could remember all vocabularies given.

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(2) Presentation

The writer told the students that they would still watch the video about

clothes but in different type. The type of video would be played is “what is

this?”. So, when the video asked “what is this?”, the students must guessed

and answered it based on the cloth shown on video. The writer would pause in

each cloth shown in order to make the students could guess it well.

(3) Practice

The video was being played. After the video asked “what is this?”, the

students answered aloud although their answer did not same each others. They

looked happy and enthusiastic in guessing the name of the cloth shown in

video. Most students could guess and answer them in correct pronunciation.

(4) Production

After the students guessed the name of clothes shown in video, they were

asked to take a paper. Then, the writer played the video once and asked them

to write the name of clothes shown in video in their own paper. After that, the

writer collected the papers and checked the students’ answer together with the

students.

4. Observing the Action

From observing the TLP in the first cycle, the writer assumed that the

teaching-learning process using video ran well and it became alive. The video that

served not only all vocabularies but also exercises related to the topic taught let

the students could learn by doing exercise shown on video.

In addition, the students became interested and motivated in learning

English. It could be seen from the students’ responses when they had the learning

activities. The students paid much attention when the video was playing and

wanted to do the video’s instruction. For example, for the first meeting, the

students wanted to pronounce all vocabularies mentioned by video although there

were few boy students did not want to do it. This happened also in the second and

third meeting where they looked so enthusiastic to point the cloth mentioned and

guess the name of clothes shown on video.

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During the teaching-learning process, there were only few students play

and chat with others. Most of them followed every step of teaching-learning

process seriously. Besides, there was no students ask permission to go to toilet as

they did before learning by using video. It showed that most students attracted to

follow all procedures of English class.

Learning vocabularies by watching video made the students easier in

recognizing and remembering new vocabularies they got because they saw the

things rather than imagination. Besides, the video guided the students about how

to pronounce the words correctly by imitating the native speaker in pronouncing

words on video. The writer only needed to play the video repeatedly in order to

make the students had more practices, so that they could pronounce words

correctly.

Nevertheless, the writer did not satisfy yet with the result of teaching-

learning process because there were some indicators of problems that were not

good yet. For further observation, the students still made mistakes in grasping the

meaning of English words and writing words although they could pronounce them

well. For example, most students translated shirt as kaos, skirt as kemeja, scarf as

kerudung, etc. Then, when the writer asked them to write, some students wrote

down in incorrect spellings i.e. shert, a bleck cap, scraf, etc. The other problem

was some students did not want to write the notes given by teacher. They said that

they had understood so they did not need to write down the notes.

On the other hand, the result of posttest showed that the students’ score

were better compared with the pretest result. The mean score of pretest was 55,43

and the mean score of posttest 1 was 67,28. It means that there was an

improvement of learning vocabulary but it was not quite satisfying.

5. Reflecting the Observation Result

By observing the result of observation above, the writer could make a

conclusion that the use of video is suitable for teaching vocabulary to elementary

students. The students became more interested and motivated in learning

vocabulary. The students became more active and enthusiastic in joining teaching-

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learning process. The video made the students happy in learning new vocabulary

because they were not just oriented to the textbooks.

There was also no students ask permission to go to toilet. During teaching-

learning process, there were only few students who play or chat with friends but it

still could be handled by teacher. Concerning to the vocabulary competence, there

was significant improvement. Most students could recognize and remember words

given before. When they asked, they could answer it correctly. The students also

could pronounce words well. When the writer asked some questions to them, they

could answer it in English with the correct pronunciation.

However, in grasping the meaning of English words, the students still

made mistakes when they asked to translate words into Indonesian since some

words have similar writing such as T-shirt, shirt, skirt, shoes, socks, etc. While in

writing words, the students found it difficult to write with the right spellings

although they could pronounce words correctly because most of vocabularies are

new. The writer gave guidance more to write in correct spelling on the blackboard

but most students did not want to write or copy them on their own books.

Therefore, next time, they could not write English words correctly because they

did not have the correct samples of writing given by teacher before.

Analyzing the result of tests, the mean score of the pretest was 55,43 and

the mean score of posttest 1 was 67,28. It indicates that the students’ vocabulary

mastery increased but it was not satisfying yet.

6. Revising the Plan

To solve the problems that appeared in cycle 1 which included: (1) most

students still made mistakes in grasping the meaning of English words; (2) some

students found it difficult to write English word with the correct spellings; and (3)

some students did not want to write the notes given by teacher; the writer would

play the video longer than before and combined by playing games. Besides, the

writer gave more guidance in writing English words to the students. It was

implemented in cycle 2.

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b. Cycle 2

After identifying the weaknesses got in cycle 1, the writer tried to

overcome them by implementing YouTube video combined with games in cycle

2. The following is the summary of the research implementation of cycle 2.

Table 4.7. The Summary of Research Implementation of Cycle 2 Topic introduced Clothes

• Read the word • Write the word • Describing clothes

5 (Five)

Proposed solution Applying video in learning vocabulary Implementation In two cycles Cycle 2 Planning

video • Played video and checked the correct answer by watching video • Played game • Asked students to translate Indonesian words into English • Provided and exercise Third meeting: Describing clothes • Reviewed previous lesson • Explained how to describe clothes • Asked some students to come forward to describe clothes • Played video and asked students to describe clothes shown on

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Reflection • Students were enthusiastic in joining English class • Students became more active during TLP • Students could grasp the meaning of words well • Students could write words correctly • Students had their own initiative to write important notes by

The overall activities in cycle 2 as stated in the Table 4.7. above is

described as follows:

Based on the result of the first cycle, there were still several weaknesses

found to be solved. The students still made mistakes in grasping the meaning of

English words because there were some words have similarity on its writing i.e.

T-shirt, shirt, skirt, shoes, socks, etc. The other problem was the students found it

difficult to write English words with correct spellings although they could

pronounce it correctly. It caused by most of vocabularies given were new.

However, the problem toward classroom situation, the students did not

want to write the notes given by teacher. When the teacher gave guidance to write

with the correct spellings by writing them on the blackboard, then the student did

not want to copy them on their own books. Therefore, the students did not have

the correct sample of writing words and could not write correctly in the future.

Before doing the second cycle, the writer prepared the materials, the

collection of video, lesson plans, students’ exercises, posttest 2, laptop, LCD

Projector, loudspeaker, and everything related to the action. The topic was going

to learn in cycle 2 was the same topic taught in cycle 1 that is clothes because

there were so many vocabularies about clothes that should be mastered by the

students. By preparing everything was needed at cycle 2, the action could be done

well and the problems stated on cycle 1 could be solved.

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In implementing the action, the writer divided every meeting into four

activities based on the lesson plan that had been made before. They were warming

up, presentation, practice, and production. There were three meetings for the

second cycle and the topic taught was still clothes. The whole activities in each

meeting are described as follows:

a) First Meeting (Saturday, June 12th, 2010)

(1) Warming up

TA and the writer came into the class 5 at 07.10. All students had sat on

their own chairs and prepared the books on their table. Then, the writer

helped by TA, prepared laptop, LCD projector, and loudspeakers for

teaching. When the bell was rung at 07.15, the writer greeted the students and

checked their attendance. After that, she did questioning and answering

related to the topic and also reviewed the previous lesson. For example: what

do we wear for sleeping, what does she wear for swimming, etc. most of

students could answer correctly in English although the writer did not

repeated the questions into Indonesian.

(2) Presentation

The writer explained to the students that the video would be played was

“read the word”. The video would show the name of each cloth, and then the

students must read it together. When the video was being played, all students

looked enthusiastic to read the words shown on video. They read them loudly.

Then, this activity was done individually in order to know whether or not all

students could read the word correctly.

(3) Practice

The writer divided the class into two big groups; they were boys and girls

group. For playing this game, each group had been asked by the writer to

bring clothes. Then, she asked the students to put the clothes they brought on

their table. After that, she explained the rules of the game. The writer would

say a name of clothes, then the students from two groups who hold the cloth

mentioned should stand up and show it to the class. The student who stand up

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first and had correct answer, his/her group would get the point. In the end of

game, the group which had the highest point would be the winner.

When the students were ready, the writer started the game by saying

“shirt”. Then, some students looked confuse and made noises by asking their

friends hold the cloth mentioned to stand up. A girl student stood up first and

raised the cloth. The writer said “great or correct” for the correct answer and

then draw a star on the blackboard as the point for the group which answered

correctly.

This game was done repeatedly until all clothes had been mentioned. All

students looked happy and enthusiastic in joining this game. During the

game, the class situation was noisy but it still could be handled by the teacher.

(4) Production

After played the game, the writer distributed copies of an exercise contains

some vocabularies related to the clothes. Then, the students were asked to

write the number beside the name of cloth mentioned by the writer. The

writer only mentioned the word once, so the students should paid much

attention to her.

b) Second Meeting (Wednesday, 16th, 2010)

(1) Warming up

The writer came into the class together with TA. After prepared teaching

aids, the writer asked the leader of class to lead praying. After praying, the

writer greeted the students and checked their attendance. To review the

previous lesson, the writer asked some students to mention 3 names of clothes

orally. Some students raised their hands and said “Saya, Bu”. The writer was

happy to see it. It showed that the students’ did not feel ashamed anymore in

answering the questions orally. Moreover, most of students could answer it

correctly.

(2) Presentation

In this session, the writer told the students that the video would be played

was “write the words”. The video would mention a name of clothes then

showed its correct spellings. But before the students watch the correct

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spelling of each word given by video, they were asked to write down first on

their own paper. The writer would pause in each cloth mentioned and waited

for the students finish to write it. After they finish writing, she played the

video and let the students checked their writing based on the correct spelling

shown on video.

(3) Practice

After practicing writing by watching video, the writer asked the students to

play a game. She divided the class into boys group and girls group. For this

game, the students had been asked to bring any kinds of clothes. The rule of

the game was a student stood up and showed the cloth to other group. Then,

all member of the rival group should write the name of cloth shown

individually. When the writer said “finish”, they should finish their writing

and showed their answer and let the writer counted the correct answer then

wrote the numbers on the blackboard. In the end of game, the group which

reached the most number of score would be the winner.

(4) Production

The writer wrote some Indonesian words related to the clothes on the

blackboard, and then asked the students to translate them into English. They

were asked to do this exercise individually because it was done to measure

their understanding about the lesson given.

c) Third Meeting (Saturday, June 19th, 2010)

(1) Warming up

The writer greeted the students by saying “good morning”. After checked

the students’ attendance, the writer gave some questions about the previous

lesson to activate the students’ memory. Most students still remembered by

answering the questions correctly.

(2) Presentation

The writer explained to the students that they would learn to describe

clothes. It meant that the students would not only learn about clothes’

vocabularies but also other vocabularies used to describe clothes. The writer

explained to the students by writing on the blackboard about how to describe

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clothes. First, she drew a skirt then wrote the color in Indonesian. Then, she

wrote the correct answer based on the picture and clues given, that is “a red

skirt”. She repeated this explanation by asking some students to come

forward and write the correct answer based on the picture and clues given by

the writer. To check whether all students had understood or not, the writer

played video about “describing clothes” and asked the students to describe

each cloth shown on video orally. Then, the writer checked their answer by

watching the correct answer shown on video. Students looked enthusiastic in

doing this activity. They answered loudly although sometimes their answers

were incorrect.

(3) Practice

The writer divided the students in groups consisted of 4-5 students for

each group. Each group was asked to draw a person wearing a set of clothes,

and then other groups were asked to describe the clothes drawn. In the end of

game, the writer collected the answer of all groups and checked them together

with the students. The group which got the highest score would be the winner

of game.

When the game was started, some students were laugh because the picture

drawn by their friends did not good enough, even looked funny. During the

game, all students were happy and enthusiastic, so the writer was also happy

to see this condition.

(4) Production

The writer distributed copies of exercise contains some clues of certain

clothes, and then asked the students to describe the clothes in English

individually. When the students did the exercise, the writer walked around the

class to make sure that the students did not cheat.

4. Observing the Action

By monitoring each meeting of the second cycle, it was found that the

teaching-learning process was getting better than the first cycle. The teaching-

learning process became more effective. The students could focus and paid much

attention to the video and did the video’s instruction well. Besides, the students

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became more active to write the important notes although the teacher did not

asked them to write. It means that the use of video combined with games and also

supported by giving more guidance to the students could solve the problems stated

at cycle 1. The students’ ability in grasping meaning and writing English words

also improved. It showed that they were able to translate English words into

Indonesian or Indonesian into English and write down English word correctly.

In addition, the result of posttest showed that there was improvement

toward vocabulary mastery. The mean score of posttest 2 was better than posttest

1. The mean score of posttest 2 was 80,33 and the mean score of posttest 1 was

67,28. In other words, there were 95% of 46 students obtained the score above the

passing grade, 70.

5. Reflecting the Observation Result

Based on the result of observation, on the second cycle, the teaching-

learning process improved better than the first cycle. Thus, the writer could

conclude that the use of video was actually appropriate to be applied at the fifth

grade students at the elementary school. Video made the students more active,

enthusiastic, interested, and motivated in learning English.

The teaching-learning process also became more effective. The students

could both pronounce and write English words. Besides, they were able to grasp

the meaning of English words correctly. It means that the teaching-learning

process ran better that the previous cycle.

The posttest of cycle 2 showed the improvement result. It was much better

than before. Most students could reach the passing grade. The percentage showed

that on posttest 1, there were only 41% or about 19 students of 46 students

reached the passing grade, while on posttest 2 there were 95% or 44 students

reached the passing grade.

In addition, the writer and TA decided to stop the cycle since all indicators

of problems had improved, and the time was limit even though not all students

showed the improvement.

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B. The Research Findings and Research Discussion

1. Research Findings

After analyzed the research result which were gathered from several

sources of data which include pre-observation report, field notes, interviews,

research diaries, photographs, and score of pretest and posttests, the writer

obtained several findings which answered the research questions as stated in

Chapter I. The research findings included the improvement of students’

vocabulary mastery and classroom situation. The findings were summarized at

Table 4.8. as follows:

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ENRICHING STUDENTS’ VOCABULARY USING THEME BASED YOUTUBE VIDEO

Table 4.8. The Improvement of Research Findings Indicators Pre-Research C1 C2

M1 M2 M3 M1 M2 M3 A. Vocabulary

Competence 1. The students get

difficulties in recognizing words

Students needed much time to recognize words

Students could recognize words which has simple writings

Most students easier to recognize words given, while others still get difficulties

Most students could recognize words related to the topic

Students could recognize most of vocabularies related to the topic given

Students could recognize vocabularies related to the topic given

Students could only mention few vocabularies given before

Students needed much time to remember words given before

Most students could remember words which has simple writings (cap, hat, tie)

Few students still forgot some vocabularies given to them

Students could mention most of vocabularies given to them before

Students could mention vocabularies given to them before

Students often made mistakes in translating English words into Indonesian

Students could only translate few words which has simple writings

Only few students could translate simple words correctly

Students made mistakes in translating words which has similar writing (shirt, T-shirt, skirt)

Students were able to differ the meaning of similar words

Most students could translate words correctly.

Most students could grasp the meaning of words well.

Students pronounced words as read Indonesian words

Most students tried hard to pronounce words as they heard from video, while others did not

Students pronounce words as they heard from video, although there were still mistakes in

Most students could pronounce words correctly, but it was in low speed

Most students could pronounce words better than before

Most students were able to pronounce words correctly

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want to do it pronouncing words which have many spellings (trousers, raincoat, swimsuit)

Students wrote words just like as they heard (car=kar, bicycle=baisikel, truck=treck)

Students were careless in writing words, so there were many mistakes

Most students could write simple short words, but it needed much time

Students still made mistakes when writing words which has many spellings

Students were more careful in writing words which has many spellings

Most students could write words correctly

Students could write words correctly

Score 55,43 67,28 80,33 B. Class

Situation 1. Students often

play and chat with friends during TLP

Most students made noises by playing and chatting, even they ignored teacher’s warning

Some students could focus only for a moment to the lesson, while others chatting with friends

Some students could focus to the lesson in long time, but other friend disturb them by asking some questions

Most students did not play or chat during TLP

Some students played with friend when playing a game in group

Some students chat with friends when doing exercise because they asked the answer

Most students did not make noises anymore both by playing or chatting

2. Students often ask permission to go to toilet

There were about 4 or 5 students ask permission to go toilet in once time

Students asked to go toilet for long time for about 5 minutes

Most students asked to go toilet only after the video was played

There was few students go to toilet during TLP

There was no students asked permission to go to toilet until the end of lesson

3. Most students did not write notes given by teacher

Students ignored teacher’s command to write. They prefer playing than writing.

Most students said that they have understood the materials, so they did not need to write the

Some students wanted to write, but they did not finish it

Some students borrowed their friend’s book, then write the notes in their home

Students write notes but it needed long time

Students could write the notes given quickly.

Students had their own initiative to write by themselves

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notes 4. Students are

easy to get bored in following English class

Most students asked to finish the lesson soon

Some students came late into the class

Most students were only interest when the video was being played

Most students looked happy to follow every steps of TLP

Students were happy and enthusiastic when doing a game

Students became more enthusiastic in joining English class

5. Some students look sleepy in the class

Most of boy students in back arrows were sleepy, even some of them had slept for a moment

Most students asked to go to toilet to wash their face in order to make they did not feel sleepy anymore

Students did not feel sleepy when the video was being played

Students could focus to the lesson without feeling sleepy

Students were active in following the lesson

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Based on the Table 4.8. above, it can be seen that there were some findings

found in the research. The more detail explanation is described as follows:

a. The improvement of students’ vocabulary mastery

The implementation of video improved the students’ vocabulary mastery.

It could be seen from the students’ achievement of posttest after conducting the

cycle. Most of them gained score higher than the passing grade, 70. It means that

the students became easier in learning vocabulary by watching video.

Before applying video, students often got difficulties in recognizing and

remembering words given to them. Sometimes, they needed much time to answer

teacher’s questions because they must remember the words given first. However,

after they learn vocabulary by watching video, they found it easier to be

recognized and memorized since the video not only showed the words but also the

picture of each word mentioned. It made the students became easier in learning

English vocabulary. Besides, they could directly know the meaning of words

shown on video. The students did not find difficult anymore in grasping the

meaning of words as they did before. Formerly, they often made mistakes in

translating similar words i.e. shirt=kaos, skirt=kemeja, shoes=kaos kaki,

socks=sepatu, etc. After learning by watching video, the students easier in

grasping the meaning of words, even it has similar writing.

The video not only served all vocabularies related to the topic but also

exercises, it let the students could learn by doing the exercise. For example, on the

video entitled “listen and repeat” and “read the word”, the students could directly

practice to pronounce words as they heard from the video. The video was also

played repeatedly until all students were able to pronounce well. By did many

practice, most students could pronounce words correctly. It was also happened in

students’ writing ability. Before applying video, the students were careless and

made many mistakes in writing words because they often wrote words as they

heard. After applying video, students became aware in writing. First, they watched

the correct spellings shown on video, reminded them on their mind, and then

wrote carefully on their books. Finally, the students could not only write words

correctly but also could describe clothes which are in the form of phrase.

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b. The improvement of classroom situation

The classroom situation during teaching-learning process improved after

the application of video in the English class. It could be seen from the first time

video applied that the students became more interested in joining English class.

Through YouTube video, the students became happier and enjoy in learning

activities. It also changed the students’ perception toward English that is a

difficult subject became easy and interesting subject. In addition, they became

interest to follow English class, so that all students had entered the classroom and

prepared English books before the writer came into the class.

During the teaching-learning process, there was no students play or chat

with friends and ask permission to go toilet as they did before. They could focus

and paid much attention both to video and the teacher. There was also no sleepy

student in the class. All of them were happy and enthusiastic in following all

activities until the end of class. It could be quoted from the interview of students’

comment as follows:

PVAS : Asyik, Bu. Jadi nggak ngantuk lagi.

AM : Jadi nggak banyak nulis, jadi seneng deh sama Inggris.

AAA : Kalau pakai video gini, lebih mudah belajarnya, karena ada gambar dan

tulisannya juga di video.

ISA : Pokoknya menyenangkan, Bu, kalau pakai video. Lain kali mbok kaya’ gini

terus, Bu. Soalnya jadi nggak gampang bosen.

NIA : Gambar videonya lucu-lucu, Bu. Jadi asyik pelajarannya.

Related to the improvement of students’ vocabulary mastery, it can be

seen at Table 4.9. and Table 4.10. about the students’ achievement below:

Table 4.9. The Improvement of Students’ Achievement

Sub cycle Observation Cycle 1 Cycle 2 Kind of test Pretest Posttest 1 Posttest 2 Mean of Students’ score 55,43 67,28 80,33 Increasing of Students’ mean score - 11,85 13,05

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Table 4.10. The Sample of Students’ Achievement

Students’ initial name AAA DCW PMH Pretest 70 60 35 Posttest 1 90 75 45 Posttest 2 95 85 65 Mean Score 85 73,33 48,33

Based on the table above, it can be concluded that there is improvement of

students’ score at pretest and posttests. It also can be seen that the students gained

a good achievement at posttest 2.

2. Research Discussion

The last step of action research was discussing the research result. The

objective of this research was to enrich students’ vocabulary mastery and improve

classroom situation. Based on the data obtained from research findings, it could be

seen that the implementation of YouTube video gave its contribution toward the

attempts on enriching the students’ vocabulary mastery. Those findings are

discussed as follows:

a. YouTube video can enrich students’ vocabulary

YouTube video that the writer implemented in teaching learning process

during the research could improve the students’ vocabulary. This improvement

include: 1) students could recognize vocabularies related to the topic given; 2)

students could mention vocabularies given before; 3) students could grasp the

meaning of words well; 4) students were able to pronounce words correctly; and

5) students could write words correctly. These findings are supported by the

research result stated in pretest and posttests that there is improvement of

students’ score that higher than the passing grade, 70.

The finding of this research show that the students could recognize the

words given easily since they learned by using YouTube video because it not only

shows the writing of words but also its pictures. It is supported by the article

entitled “Learning Vocabulary through Authentic Video and Subtitles” (no-name,

undated) that the great value of video lies in its combination of sounds, images,

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and sometimes text (in the form of subtitles). Subtitles can be used together with

authentic video to improve word recognition and vocabulary acquisition skills in

the EFL class.

As stated by TE Editor (2003) young children love to hear stories again

and again and the same goes for video. By watching a video several times,

children can learn by absorption and imitation. This statement supports the

research finding that students could mention words given before easily because

they have memorized them in their mind. More often the students watch

vocabularies shown on the video, it will be much easier for them to memorize it.

In this study, the findings also show that the students can be easier in

grasping the meaning of words. Wade (2010) states that visual images of video

help to convey meaning. Similarly, Wilson (2000) who suggests that images

contextualized in video or on its own can help to reinforce language learning,

provided the learner can see immediate meaning in terms of vocabulary

recognition.

By applying YouTube video in teaching-learning process, the students

could learn by practicing the exercise given. In pronouncing words, the video

pronounced word first then asked the students to repeat it. It could be done

repeatedly until the students were able to pronounce words correctly. There are

some advantages of using video stated by Irina (2010). In term of pronunciation,

the students can improve their pronunciation by listening to the language of native

speakers and imitating it.

While in writing words, the findings show that the students could also

practice writing directly as guided by YouTube video. First, it asked students to

write word they already heard, and then checked together by watching its spelling

shown on video. It is supported by the statements quoted from an article entitled

“Learning Vocabulary through Authentic Video and Subtitles” (no-name,

undated) that in this context, authentic video and subtitles can precisely play an

important role to help learners increase and strengthen their foreign language

vocabulary, given the appropriate guidance. Any well-prepared learning task

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using subtitles in authentic video will encourage a better understanding and

acquisition of new vocabulary.

In conclusion, the use of YouTube video was able to make the students

easier in learning vocabulary. The learners who saw video pictures were able to

produce a higher percentage of acceptable vocabularies than the learners who read

only the lists of vocabulary given. It is supported by Marshall (2002) who cites

the conclusion of Wiman and Mierhenry (1969), extending Dale’s “Cone

Experience” that people will generally remember: 10% of what they read; 20% of

what they hear; 30% of what they see; and 50% of what they hear and see.

b. YouTube video improves classroom situation

The research findings show that using YouTube video in the classroom

was able to improve classroom situation. It can be seen as follows: 1) students did

not make noises both by playing or chatting; 2) students did not often ask to go

toilet; 3) students had their own initiative to write notes; 4) students became more

enthusiastic in joining English class; and 5) students were active in following the

lesson.

These findings are supported by Tomalin (1991: 48) that one of the aims

of teaching English to young children is to instill in them the idea that language

learning is happy experience, and video creates an attractive enjoyable learning

environment. It is also in line with Rammal’s statement. Rammal (2005) in his

research entitled “Using Video in the EFL Classroom” states that video material

can be a very useful source and asset for the language teaching-learning process

because it combines both fun and pedagogic instructions in authentic material that

reflect real interaction.

YouTube video can also make the students paid much attention until the

end of the lesson without any disturbing activity like playing or chatting and

asking to go to toilet. They could focus more in teaching learning process

conducted in the class. It is supported by Miclaus (undated) who states using

videos in the English class is a very helpful and stimulating method to motivate

the students to get the most of the lesson. Williams (1991: 207) in Walker (1997)

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also states that children learn better if they have a positive attitude towards what

they are doing and if they are motivated or want to do it.

In conclusion, there are some cases that make the students stop from

learning English. They are feeling uncomfortable, confused, tired, and bored.

Then, learning English with YouTube video was able to make them feel fun and

comfort. As stated by Tarunpatel (2009) in his research that students in many

contexts have said they like video activities because they provide a break from the

usual textbook-based activities, and even when the activities challenge students,

learning with video is more enjoyable. Similarly, Cruse (undated) states that one

of the greatest strengths of video is the ability to communicate with viewers on an

emotional, as well as a cognitive, level. Because of this ability to reach viewers'

emotions, video can have a strong positive effect on both motivation and affective

learning. Not only are these important learning components on their own, but they

can also play an important role in creating the conditions through which greater

cognitive learning can take place.

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CHAPTER V

CONCLUSION, IMPLICATION, AND SUGGESTION

A. Conclusion

As stated before in Chapter I, the research was about enriching students’

vocabulary by using video taken from YouTube. The research was done with an

English teacher of an elementary school (TA) as the observer since he writer was

as the researcher and also as the English teacher of SD Negeri I Baturetno,

Wonogiri. There was pre-research before conducting the research. It included

interviews, observation, and pre-test. Pre-research was held in order to identify the

problems arose toward vocabulary competence and classroom situation during the

teaching-learning process. Based on the result of pre-research, there was found 5

indicators of problems that showed the students had limited vocabulary mastery

and the classroom situation was not conducive for teaching-learning process.

To solve those problems, the writer decided to bring forward a technique

using video in presenting and practicing new vocabulary through an action

research in order to enrich the students’ vocabulary and change the class situation

during teaching-learning process.

The research was conducted in two cycles. Every cycle was held in three

meetings. Each meeting was divided into four steps, namely: warming up,

presentation, practice, and production.

Table 5.1. The Summary of Research Implementation of Cycle 1 and 2 Topic introduced Clothes

• Listen and Repeat • Which one? • What is this? • Read the word • Write the word • Describing clothes

Proposed solution Applying video in learning vocabulary Implementation In two cycles

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Cycle 1 Planning

command • Most students did not want to write notes given • Most students made mistakes in grasping meaning of words • Most students wrote in incorrect spellings • 19 from 46 students reached the passing grade

Reflection Reflection: TA and the writer reflected the observation result • Most students could recognize and remember word well • Most students could pronounce words correctly • Class situation became more alive • Most students became more active in joining English class • There was no student ask permission to go to toilet • Most students made mistakes in grasping meaning of English

Revision Revision plan: TA and the writer revised the plan. The next cycle focused on: • Improving students’ ability in grasping meaning of words • Improving students’ ability in writing words

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• Limiting students’ chance in writing notes • Creating activities which are more joyful

Cycle 2 Planning

video • Played video and checked the correct answer by watching video • Asked students to translate Indonesian words into English • Played game • Provided and exercise Third meeting: Describing clothes • Reviewed previous lesson • Explained how to describe clothes • Asked some students to come forward to describe clothes • Played video and asked students to describe clothes shown on

Reflection • Students were enthusiastic in joining English class • Students became more active during TLP • Students could grasp the meaning of words well • Students could write words correctly • Students had their own initiative to write important notes by

Based on the Table 5.1 above, the result of the study showed that using

video in teaching vocabulary was an effective technique in enriching students’

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vocabulary and also changing the classroom situation. The use of video made the

students easier in recognizing and remembering new vocabulary given to them.

By watching video, the students could also grasp the meaning of words directly.

The video which not only served all vocabularies related to the topic but also

exercise let the students learned by doing the exercise. Thus, the students could

pronounce words as they heard from video and practice to write with the correct

spellings as shown on video. By playing video repeatedly, the students were able

to pronounce and write words correctly because they had more practices in

learning.

However, regarding with the classroom situation, the implementation of

video during the research could change it became more conducive for teaching-

learning process. It could be seen from there was no students play or chat with

friends and ask permission to go to toilet when the lesson was being delivered.

Then, all students became more active in teaching-learning process. They became

enthusiastic in learning process and did not feel bored or sleepy as they felt before

learning by watching video. Moreover, learning vocabulary by watching video

limited the students’ chance in writing notes, so that they had their own initiative

to write the important notes although the teacher did not ask them to write.

In conclusion, based on the research findings and research discussion in

Chapter IV, it can be concluded that by applying video in teaching-learning

process can enrich the students’ vocabulary mastery and change classroom

situation.

B. Implication

In teaching vocabulary to children, it is important to implement an

appropriate technique and media that match with their characteristics. Based on

the conclusion of the study that there is a significant improvement toward

vocabulary competence and classroom situation after using video in teaching-

learning process, it implies that using video in teaching vocabulary is an effective

media to enrich students’ vocabulary and also change classroom situation became

more conducive for teaching-learning process. Using video combined with games

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can create good atmosphere which supports the teaching-learning process and

make the students feel happy and enthusiastic in following English class. In other

words, the use of video is effective not only to attract the students, or improve

their motivation toward the lesson, but also to facilitate in achieving the teaching

objectives.

C. Suggestions

Having concluded the result of the research which is using video in

teaching vocabulary to the elementary students, the writer would like to propose

some suggestions as follows:

1. For English teacher

English teacher should be creative to use interesting media and technique

in teaching vocabulary, so that the teaching-learning process will not only

learnable but also enjoyable. They should also create a good atmosphere in

teaching-learning process in order to make the students are motivated to learn and

do not get bored even feel sleepy during the teaching-learning process.

Dealing with the media used, in this case is video, teacher should carefully

in selecting the video going to be used. They should select the video which not

only contain entertainment but also education aspect and suitable for their

students’ average age.

2. For the students

The students should motivate themselves to be active in learning English.

They should not to be afraid of making mistakes and keeping on trying. They

should also have more practices both in school and their home so that it will help

them to learn English easier.

3. For the institution

The institution as a formal place to have knowledge and education should

be complemented with facilities and various media to support teaching-learning

process, so that it will run more efficiently and effectively.

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