teaching names of object using cartoon
TRANSCRIPT
TEACHING NAMES OF OBJECT USING A CARTOON MOVIE ENTITLED “DORA THE EXPLORER”
FOR SIXTH GRADE STUDENTS OF ELEMENTARY SCHOOL (A CASE STUDY OF THE SIXTH GRADE STUDENTS OF SD NEGERI 05 RANDUDONGKAL).
SKRIPSI Untuk memperoleh gelar Sarjana Pendidikan Bhs. Inggris
pada Universitas Negeri Semarang
Oleh
Titi Pujiasih NIM 2201402047
FAKULTAS BAHASA DAN SENI UNIVERSITAS NEGERI SEMARANG
2007
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ABSTRACT
Pujiasih, Titi. 2007. Teaching Names of Object Using a Cartoon Movie Entitled
“DORA THE EXPLORER” for Sixth Grade Students of Elementary School (A Case Study of the Sixth Grade Students of SD Negeri 05 Randudongkal). Final Project. English Educational Program. Sarjana Pendidikan. Semarang State University. First Supervisor Dr. Dwi Anggani Linggar Bharati, M. Pd., Second Supervisor Dwi Anggara Asianti, S. S., M. Pd.
Keywords: Cartoon Movie, Names of Object, Teaching Technique, the
Elementary School Students.
Teacher of Elementary School should have a special teaching technique in teaching English, since teaching English in Elementary School was not easy. In this research, the writer tried to use “DORA THE EXPLORER” cartoon movie to teach names of object or noun as the part of vocabulary. The statement of the problem for this research was does “DORA THE EXPLORER” cartoon movie improved the students’ mastery of names of object.
The objectives of the study were to find out whether teaching names of object using “DORA THE EXPLORER” cartoon movie could improve the students’ mastery of names of object and to prove whether there was any significant difference between the students’ achievement who were taught by “DORA THE EXPLORER” cartoon movie and those who were taught by conventional technique.
To achieve the objectives of the study, the writer conducted an experimental quantitative research. The experiment was held through before-after design. The sample of the study, the sixth graders of SD Negeri 05 Randudongkal, was designed into two groups consisted of 15 students in the experimental group and 15 students in the control group. The students in the experimental group were taught names of object using “DORA THE EXPLORER” cartoon movie and the students in the control group were taught by conventional technique. The instrument used for collecting the data was the names of object test that was gained from the analysis result of the try-out test. The data was obtained from the pre-test and post-test scores of the both groups.
Based on the statistical analysis, it could be seen that the mean of the post-test scores of the experimental group was higher than the mean post-test scores of the control group. To know whether the differences of the two mean was significant or not, t-test formula was applied. The result of the computation was 2,961. The critical value of t for the tailed level of significant in which α = 0,05 and degree of freedom (df) 28 was 2,05. Since the obtained value was higher than the critical value of t, it meant the difference between the mean of both group was significant. Thus, the hypothesis saying “There was no significant difference between names of object proficiency of students those taught by using cartoon
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movie and which taught by using the conventional technique” was not proved, so it was rejected.
In line with the result, the writer concludes that the use of “DORA THE EXPLORER” cartoon movie is more effective than the conventional technique, so the writer suggests cartoon movie entitled “DORA THE EXPLORER” as an effective technique to teach names of object to the Elementary School students. The teacher may use it as an alternative technique to create a situation that makes the students interested and fun in learning English.
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ACKNOWLEDGMENT
First of all, overwhelming praise and gratitude to God Allah SWT for the
forgiveness and true affection which afford me to complete this final project. Furthermore, I would like to express my deepest gratitude and sincerest
appreciation to Dr. Dwi Anggani L. B., M. Pd., my first advisor and Dwi Anggara Asianti, S. S., M. Pd., my second advisor, for all their guidance, encouragement, suggestion and time during the process of encompassing this final project.
Special thank I deliver to the Chairperson, the Secretary, and all the members of the Board of Examiners. My special honor and thank goes to all lecturers of the English Department of Semarang State University for their valuable lectures and guidance during the years of my study.
I would like to express my sincere gratitude to Mr. Durmo Sudarno as the headmaster of SD Negeri 05 Randudongkal, Mrs. Mei Rifdayatun as the English teacher of SD Negeri 05 Randudongkal, all the teachers and the sixth graders for allowing me to carry out the investigation in the institution and for their contribution and helps during the investigation.
The deepest gratitude goes to my beloved parents, my sister Lisa and Avissa and also my cute brother Ardan. Thanks for your pray, love, support, guidance, time and money for me. I am nothing without all of you. I love you and always keep pray for me.
For all good charming friends in English Education 2002 class D, especially Riana, Ayi and Eko, thanks for accompanying me during my sadness and hearing my sigh. For all “f4” members, thanks for the most exciting and craziest memory of friendship we are ever through and thanks for your encouragement and support in whatever condition during the together. All of you have made me as a tough girl without tears. For my best friend Kristin and family, thanks for your time in accompanying me after f4 is not beside me. And for ADINDA lodgers, we are family.
At last but not least, the deep gratitude goes to my be loved “La Gusti”, who supports and makes me happy when I feel bored with all of my activities. You are the only one who can understand me. Thanks for making my life colorful and interesting.
Nothing in this world is perfect and this final project is no exception. I hope that this final project will be useful and beneficial for the readers, especially those who involved in English teaching profession.
Titi Pujiasih
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Motto:
By the time!
Surely mankind is in great loss
Except those who believe, do goodness,
Exhort one another to the truth, and
Exhort one another to the patience
(Al Quran, Al Asr: 1-3)
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DEDICATION
This final project is proudly dedicated to:
My beloved parents H. Ahmad Y. and Hj. Thoebah.
My beloved sisters and brother Lisa, Avissa, and Ardan.
My dearest lover Ally M., S.H.
My lovely friends f4 Riana, Ayi and Eko.
My beautiful and sexy friend Kristin.
Adinda lodgers, and English Department D Reguler 2002.
I love you all.
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PERNYATAAN
Dengan ini saya,
Nama : TITI PUJIASIH
NIM : 2201402047
Prodi/ Jurusan : pendidikan Bahasa Inggris/ Bahasa Inggris
Fakultas Bahasa dan Seni Universitas Negeri Semarang, menyatakan dengan
sesungguhnya bahwa skripsi/ tugas akhir/ final project yang berjudul:
TEACHING NAMES OF OBJECT USING A CARTOON MOVIE ENTITLED
“DORA THE EXPLORER” FOR SIXTH GRADE STUDENTS OF
ELEMENTARY SCHOOL
Saya tulis dalam rangka memenuhi salah satu syarat untuk memperoleh gelar
sarjana ini benar-benar merupakan karya saya sendiri yang saya hasilkan
setelahmelalui penelitian, pembimbingan, diskusi, dan pemaparan/ ujian. Semua
kutipan baik yang langsung maupun tidak langsung, baik yang diperoleh dari
sumber kepustakaan, wahana elektronik maupun sumber lainnya telah disertai
keterangan mengenai identitas sumbernya dengan cara sebagaimanayang lazim
dalam penulisan karya ilmiah. Dengan demikian walaupun timpenguji dan
pembimbing penulisan skripsi/ tugas akhir/ final project ini membubuhkan
tandatangan sebagai tanda keabsahannya, seluruh isi karya ilmiah ini tetap
menjadi tanggung jawab sendiri. Jika kemudian ditemukan ketidakberesan, saya
bersedia menerima akibatnya.
Demikian, harap pernyataan ini digunakan seperlunya.
Semarang,
Yang membuat pernyataan,
Titi Pujiasih
NIM. 2201402047
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APPROVAL
This final project has been approved by the Board of Examiners of the English
Department of the Faculty Languages and Arts of Semarang State University on
August 28, 2007.
Board of Examiners:
1. Chairman:
Drs. Nur Rokhmat ……………………….
NIP. 130604160
2. Secretary:
Drs. Suprapto, M.Hum. ……………………….
NIP. 131125925
3. First Examiner:
Drs. H. A. Faridi, M.Pd. ……………………….
NIP. 131876218
4. Second Advisor as Second Examiner:
Dwi Anggara Asianti, S.S, M.Pd. ……………………….
NIP. 132300421
5. First Advisor as Third Examiner:
Dr. Dwi Anggani L.B., M.Pd. ……………………….
NIP. 131813665
Approved by
The Dean of Faculty of Languages and Arts,
Prof. Dr. Rustono, M.Hum.
NIP. 131281222
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TABLE OF CONTENTS
ABSTRACT………………………………………………………………………iv
ACKNOWLEDGMENT………………………………………………………….vi
TABLE OF CONTENTS………………………………………………………...vii
LIST OF APPENDICES……………………………………………………….....ix
LIST OF TABLES………………………………………………………………...x
CHAPTER I INTRODUCTION
1.1 General Background of the Study……………………………………………..1
1.2 Reasons for Choosing the Topic………………………………………………3
1.3 Statement of the Problem……………………………………………………...5
1.4 Objectives of the Study………………………………………………………..5
1.5 Significance……………………………………………………………………5
1.6 Hypothesis……………………………………………………………………..6
1.7 Organization of the Paper……………………………………………………...6
CHAPTER II REVIEW OF RELATED LITERATURE
2.1 The General Knowledge of Noun……………………………………………..7
2.1.1 The Definition of Noun………………………………………………….7
2.1.2 Types of Noun…………………………………………………………...8
2.2 Teaching and Learning Media……………………………………………….10
2.2.1 General Concepts of Media…………………………………………….10
2.2.2 The Principles of Audio Visual Selecting……………………………...12
2.2.3 Television as One of Audio Visual Aids……………………………….15
2.3 The General Concept of Cartoon Movie……………………………………..16
2.3.1 The Definition of Cartoon Movie……………………………………...16
2.3.2 “DORA THE EXPLORER” Cartoon Movie…………………………..16
2.3.2 The Contribution of Cartoon Movie in Teaching Names of Object…...17
2.4 Teaching Names of Object at Elementary School…………………………...18
2.5 The Elementary School Students in Indonesia……………………………….19
2.5.1 The Characteristics of Elementary School Students in Indonesia……..19
2.5.2 Some Problems of Elementary School Students in Learning English…21
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2.6 Conventional Technique……………………...……………………………...22
CHAPTER III METHOD OF INVESTIGATION
3.1 The Source of the Data……………………………………………………….23
3.2 Method of Data Analysis…………………………………………………….24
3.2.1 Subject of the Study……………………………………………………24
3.2.2 Variables……………………………………………………………….25
3.3 Method of Data Collection…………………………………………………...25
3.3.1 The Instrument of the Research………………………………………..25
3.3.2 Procedure of the Experiment…………………………………………...28
3.3.3 Procedure of Collecting Data…………………………………………..33
3.3.4 Writing Instrument……………………………………………………..33
3.4 Try Out……………………………………………………………………….35
3.5 Condition of the Test…………………………………………………………35
3.5.1 Validity…………………………………………………………………35
3.5.2 Reliability………………………………………………………………37
3.6 Item Analysis………………………………………………………………...40
3.6.1 The Difficulty Level of the Test………………………………………..40
3.6.2 The Discriminating Power……………………………………………..42
3.7 Data Processing………………………………………………………………44
CHAPTER IV RESULT AND DISCUSSION
4.1 Computation between the two Means………………………………………..45
4.2 Test of Significance…………………………………………………………..46
4.3 Grade of Achievement……………………………………………………….48
4.4 The Meaning of the Result…………………………………………………...53
4.5 The Effect of Experiment…………………………………………………….53
CHAPTER V CONCLUSION AND SUGGESTION
5.1 Conclusion……………………………………………………………………55
5.2 Suggestion……………………………………………………………………56
BIBLIOGRAPHY………………………………………………………………..57
APPENDICES……………………………………………………………………59
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LIST OF APPENDICES
1. Appendix 1. Try Out Test……………………………………………………59
2. Appendix 2. Try Out Answer Key…………………………………………...63
3. Appendix 3. Try Out Test Answer Key……………………………………...64
4. Appendix 4. Try Out Test Takers……………………………………………65
5. Appendix 5. The Analysis of Try Out Score..……………………………….66
6. Appendix 6. The Analysis of the Validity, Reliability,
Discriminating Power, And Difficulty Index…………………………….......67
7. Appendix 7. Names of Object Test…………………………………………..69
8. Appendix 8. Names of Object Answer Key………………………………….72
9. Appendix 9. The Experimental Group……………………………………….73
10. Appendix 10. The Control Group……………………………………………74
11. Appendix 11. Table of Pre-test Score………………………………………..75
12. Appendix 12. Table of Post-test Score……………………………………….76
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LIST OF TABLES 1. Table 1. The Schedule of Activities During the Research…………………..29
2. Table 2. The Steps of Teaching Names of Object to the
Experimental Group and Control Group…………………………………….31
3. Table 3. The Table of Specification…………………………………………34
4. Table 4. The Table of Students’ Score in Validity Computation……………38
5. Table 5. The Criteria of Item Difficulty……………………………………..41
6. Table 6. The Criteria of the Discrimination Index…………………………..43
7. Table 7. The Table of the Levels of Achievement by Tinambunan………....49
8. Table 8. The Table of Students’ Achievement of the Experimental Group…49
9. Table 9. The Table of students’ Achievement of the Control Group………..50
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CHAPTER I
INTRODUCTION
1.1 General Background of the Study
English is an international language, which is used by many people all
over the world to communicate among nations either in spoken and written
interaction. Thus, it is not surprising that the teaching of English is carried out in
many parts of the world.
Seeing that English is an international language, our government has
stipulated that English becomes the first foreign language in Indonesia, so English
has been given more special attention. Nowadays, we can see that English is not
only taught at Junior High School, Senior High School and Vocational School, but
also at Elementary School as a local content. This is a new step for the national
education in Indonesia (Depdiknas, 2004: 1).
The function of teaching English in Elementary School is to introduce
English as the first foreign language to Elementary School students in order to be
able to communicate in simple English. By studying English, the students are
expected to have a mean to develop their knowledge of science, technology and
culture so that they can grow up with Indonesian personality. Later, hopefully, the
pupils are able to support the development of tourism (Depdiknas, 2004: 1).
In the Basic Course Outline of English as A Local Content Course of
Study at Elementary School 2004 explains that as a local content subject, English
is taught to pupils of first grade to sixth grade. The aim of teaching English in the
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Elementary School is to motivate them to be ready and self-confident in learning
English at higher level of education. The material consist of spelling, listening,
vocabulary, writing, reading and functional skills as the basis to get simple
language skill.
Vocabulary is one of the English components, which has to be mastered
and acquired by students in learning a new language. Allen (1983: 5) gives one
reason for the emphasis on vocabulary in English learning:
“Scholars are taking a new interest in the study of the world meaning. A number to research studies recently dealt with lexical problems (problems related to world). Through research the scholar are finding that the lexical problems frequently interfere with communication, communications break down when people do not use the right word. Such discoveries by scholars do not surprise classroom teachers. Teachers have never doubted the value of learning vocabulary. They know communication stop when learners lack the necessary word.” Using Allen’s (1983: 5) argument above as a starting point, it can be
argued that vocabulary is a salient part of today’s 2004 curriculum since the
curriculum has been used. Vocabulary it self consists of several parts of speech
they are noun, verb, adjective, and adverb. From these kinds of vocabulary, the
first that students need to know is noun (Marcella Frank, 1972:6).
Noun refers to a word used to name or identify any of class of things or
objects, people, places or ideas, or a particular one of these (Hornby, 1974: 574).
In this study, the writer teaches noun or names of object to the Elementary School
students, since it is suitable with the curriculum of Elementary School, which
explains that the vocabulary teaching in Elementary School, are as follow:
a. Greeting and parting b. Colors c. Things around us
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d. Numbers e. Families f. School-etc. (Depdiknas, 2004: 6)
Teaching names of object to the Elementary School students is different
with teaching to adults, since students of Elementary School have different
characteristic with adults. For example, when they feel bored with the class, they
will sleep during the class and ignore the lesson given by the teacher. That is why,
the teachers need to choose one of various techniques that are best for students.
According to Gerlach (1975: 187), techniques are the ways and means adopted by
a teacher to direct the learner’s activities toward an objective. Techniques are the
tools of the teacher. The effective teacher has a multitude of techniques and must
be prepared to select the one, which will be efficient in leading the learner to the
desired terminal behavior. Techniques are the means for reaching an objective and
can be part of expository or inquiry approaches.
Notion (1997: 243) states that a good vocabulary teaching technique does
the following things:
a. It interests the learners; b. It makes the learners give attention to the form, meaning or use of words; c. It gives chance for repetition.
Based on the principles above, the writer tries to contribute her idea to the
teaching of English, later on, she hopes that it will be useful for her fellow
teachers. The writer wants to conduct an experiment on the use of a cartoon
movie entitled “DORA THE EXPLORER” as an alternatives technique in
teaching names of object.
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By using the cartoon movie entitled “DORA THE EXPLORER” as an
alternative technique in teaching names of object, the Elementary School students
are given something new and different from what they usually get in class. They
are not only the object of the teaching learning process but also the participants.
In other words, the teacher makes the students active instead of being silent.
Through this study, the writer wants to find out a new teaching technique to
increase the quality of English teaching learning process in Elementary School.
1.2 Reasons for Choosing the Topic
The writer chooses a cartoon movie entitled “DORA THE EXPLORER”
in the series of “DORA MAP ADVENTURE” as a media of teaching names of
object since it provides many words or vocabulary especially nouns or names of
object like suggested by Depdiknas above and there are many repetitions of the
words which can help students to memorize the words.
The writer chooses the sixth grade students of SD Negeri 05
Randudongkal as the case of the study because it is the best school in the resident.
Mr. Durmo as the head master of SD Negeri 05 Randudongkal says that the
students’ achievement of English in SD Negeri 05 Randudongkal is not as good as
in other subjects. That is why the writer tries to apply a new teaching
methodology to teach English in this school by using a cartoon movie entitled
“DORA THE EXPLORER” in the series of “DORA MAP ADVENTURE”.
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1.3 Statement of the Problem
In this thesis, the writer limits the discussion by stating the following
problem:
Does “DORA THE EXPLORER” cartoon movie improve students’ mastery of
names of object?
1.4 Objectives of the Study
The objectives of the study that the writer wants to achieve in her study
are:
a. To find out whether “DORA THE EXPLORER” cartoon movie can improve
the students’ mastery of names of object.
b. To prove whether there is any significant difference between the students’
achievement who are taught by “DORA THE EXPLORER” cartoon movie
and those are taught by conventional technique.
1.5 Significance
Theoretically, this study can contribute to the development of teaching
names of object in school.
Practically, the result of the study can be used as additional information
for English teachers especially in developing various techniques in teaching
learning process.
Pedagogically, the result of the study can be used for the teacher to
construct the material of names of object in Elementary School.
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1.6 Hypothesis
Based on the problem, the working hypothesis of the study is as follows:
There is no significant difference between names of object proficiency of students
those taught by using cartoon movie and which taught by using the conventional
technique.
1.7 Organization of the Thesis
The organization of the paper will be as follow:
Chapter I gives introduction which contains the background of the study,
the reasons for choosing the topic, statements of the problems, objectives of the
study, the significance of the research, and the organization of the paper.
Chapter II presents the review of related literature which discusses the
definition of noun, types of noun, general concept of media, the principle of audio
visual selection, the definition of cartoon movie, the explanation of “DORA THE
EXPLORER” cartoon movie, the contribution of cartoon movie in teaching names
of object, teaching names of object at Elementary School, conventional technique,
Elementary School students in Indonesia, and some problems of students in
learning English,
Chapter III explains the methodology of research which discusses the
source of data, method of data analysis, method of data collection, procedure of
the experiment, procedure of collecting data, writing the instrument, and try out.
Chapter IV concerns with the result of the research and the discussion.
Chapter V proposes the conclusions and suggestions.
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CHAPTER II
REVIEW OF RELATED LITERATURE
In this chapter, the writer would like to put the theories from some experts
that support this research, those are about the general knowledge of noun,
teaching and learning media, the general concept of cartoon movie, teaching
names of object at Elementary School, the Elementary School students in
Indonesia, and conventional technique.
2.1 The General Knowledge of Noun
2.1.1 The Definition of Noun
Noun is word used as designation or appellation of a creature or thing,
existing in fact or in thought, a substantive (Webster’s Revised Unabridged
Dictionary, 1913).
According to Marcella Frank (1972: 6), the noun is one of the most
important parts of speech. Its arrangement with the verb helps to form the
sentence core, which is essential to very complete sentence. In addition, it may
function as the chief “head” word in many structures of modification.
From the statement above, the writer thinks that as the beginners,
Elementary School students absolutely need to know the noun as part of English
vocabulary before they learn more about English because as what Marcella Frank
said that the noun is one of the most important parts of speech.
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2.1.2 Types of Noun
Some nouns may belong to more than one of the types given below.
a. Proper Nouns
A proper noun begin with a capital letter in writing. It includes:
1) Personal names (Mr. john Smith).
2) Names of geographic units such as countries, cities, rivers, etc. (Holland,
Paris, Amazone).
3) Names of nationalities and religions (a Dutchman, Christianity).
4) Names of holidays (Easter, Thanksgiving Day).
5) Words used for personification, a thing or abstraction treated as a person
(Natyre, Liberty).
As opposed to proper nouns, all other nouns are classified as common
nouns.
b. Concrete or Abstract Nouns
A concrete noun is a word for a physical object than can be perceived
by the senses – we can see, touch, smell the object (flower, girl). An abstract
noun is a word for a concept – it is an idea that exists in our minds only
(beauty, justice, mankind).
c. Countable or Noncountable Nouns
A countable noun can usually be made plural by the addition of-s (one
girl, two girl). A noncountable noun is not used in the plural. Mass nouns
from one type of nouncountable noun. They are words for concrete objects
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stated in an undivided quantity (coffee, iron). Abstract nouns (including
names of school subject and sports) are noncountable.
Some noncountable nouns also be used in a countable sense and will
therefore have a plural.
d. Collective Nouns
A collective noun is a word for a group of people, animals or objects
considered as a single unit. Examples of collective nouns are audience,
committee, class, crew, crowd, enemy, faculty, family, flock, folk,
government, group, herd, jury, majority, notion, orchestra, press, public, team.
e. Noun Compounds
A noun is a group of word-usually two, but sometimes more-joined
together into one vocabulary unit that function as a single parts of speech.
Noun compounds consist of the following composite form:
1) Noun + noun (bathroom, department store, grammar book).
2) Possessive noun + noun (lady’s maid, artist’s model, �raveler’s checks).
3) Adjective + noun (black bird, common sense, blue print).
4) Verb + noun (pickpocket, flashlight, dance, team).
5) Noun + verb (handshake, garbage dump, lifeguard)
6) Noun + gerund ( fortune telling, house cleaning, water skiing).
7) Gerund + noun (dining room, pinching bag, wearing apparel).
8) Preposition + noun (overalls, by-way, downpour).
9) Verbs + preposition + adverb (break-down, make up, grown-up).
10) Noun+ prepositional phrase (son-in-law, editor-in-chief).
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f. Adjective Forms Used as Nouns
These nouns are often preceded by the.
g. Verb Forms Used as Nouns
Swimming is a great sport; Seeing is believing. Such nouns with-ing
ending are called gerund.
In this study, the students will only be taught about concrete or abstract
nouns, because the writer thinks that it is relevant with the curriculum of
Elementary School.
2.2 Teaching and Learning Media
2.2.1 General Concepts of Media
Media will help to establish the conditions for the learners to identify or
describe something. There are some experts who give their opinion dealing with
media:
Media are any person, material or events, those establish conditions which
enable the learners to acquire knowledge, skills, and attitudes. (Gerlach, 1980:
241)
Media are the means (usually audiovisual or electronic) for transmitting or
delivering messages. (Locatis, Atkinson, 1984: 3)
From the definition above, it can be said that media are the means for
transmitting or delivering messages to motivate students in learning.
There are a lot of media in teaching learning process. Gerlach and Elly
(1980: 274) classify media into five types:
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a. Still picture
They form as photograph of any object or events which can be presented in
text book, illustration, bulletin board materials, slides, filmstrips, frames, or
overhead transparencies.
b. Audio recording
Recording are made on magnetic tape, on disc, or on motion picture sound
tracts. These are the actual events or sound effects reproductions.
c. Motion picture/ video tape recording
They are moving images produced in color or black and white from live
action or graphic representation. Objects or events can be in normal, slow,
time lapse or stop motion.
d. Real things
They include people, events, objects, and demonstration. Real things are
actual objects or events. Simulation is a copy of real situation designed to be
as similar as possible to the actual events.
e. Programmed and computer-assisted instruction
They are the sequences of information (verbal, visual, or audio) designed to
elicit predetermined responses. The most common examples are programmed
textbook or instructional program prepared for computers.
Visual aids are the things that help the teacher implant the idea of what is
presented in the mind of the students (Brown 1964: 7). The term visual aids can
be interpreted as many substances which play an important role in teaching and
learning process. They help students to master the material which are presented
12
by the teacher more easily. Audio visual aids can also be defined as any material
which is employed as a vehicle to support the presentation of the stimulation
which makes up the events of instruction. (Gadge 1979: 172)
2.2.2 The Principles of Audio Visual Selecting
How can we select cartoon movies which are good for the students? David
Kleeman, the director of the American Center for Children and Media in his
article “Selecting Good Cartoon Movies” in (http://www.futureofchildren.org)
said ask your self the following questions:
a. Does the movie actively engage the pupils, physically or intellectually?
When the students watch the movie, they do not have to be passive. It can
prompt questions, kindle curiosity, or teach activities to pursue when they
watch it.
b. Do program’s creators respect this program?
Teachers do not have to like every movie their students like. In fact young
learners need their own district culture. But the teacher should assure that
program’s creators understand and respect how children grow and learn.
c. Do the students see others like themselves on television?
Young children believe that movies reflect the real world. To not see people
like themselves-in race, ethnicity or physical ability, for example – may
diminish their self worth.
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d. How do the makers of this movie regard the young learners?
Some program creators see young people as consumers to be sold to. Others
see them as students to be educated, as future citizens to be engaged in the
community, or simply as children, whose work is play.
Thus, before we choose a cartoon movie as our teaching media, we have
to consider the above questions.
According to Brown et al (1977: 78), there are six principles of media
selection:
a. Content
Do the media (i.e. video) have significant selection with the lesson? The
chosen of certain media must be confirmed to the lesson (message) to be
given to the students.
b. Purposes
The use of audio visual aids should contribute to the teaching learning process
significantly. It means that media can facilitate the teaching learning process.
c. Price
Before buying certain visual aids, a teacher should consider whether the cost
or money is in accordance with the educational result derived from its use.
d. Circumstances of use
In choosing an audio visual aid, a teacher should take into account the
environment (school) where he teaches. He should think whether the aid
would function effectively in that environment.
14
e. Learners’ verification
A teacher should think whether the aid has been tested to certain students. He
or she should consider if the tested students are similar to the students who he
or she teaches.
f. Validation
A teacher must think whether there are data providing that the students learn
accurately through the use of the aid.
Those principles of media selection are to choose the appropriate media
that is used to teach the students. By using an attractive and good teaching media,
we hope that the goal of teaching English will be achieved and the students are
motivated to study English since they will feel they are learning to do something
useful with the language.
In another words, any special factors which help the teacher to select
appropriate media should be used. Many kinds of media such as still pictures, tape
recorder, overhead projector, radio, television, computer, etc. are useful for the
teacher to achieve instructional goals of the teaching-learning process and they
can also be easily formed in our daily lives.
In this research, the writer uses audio visual material, they are a television
and videodisc as the media to teach English.
15
2.2.3 Television as One of Audiovisual Aids
The classification of audio visual aids:
a. Audio aids
They are the materials that produce sound, for example radio and tape
recorder.
b. Visual aids
The materials show the shape or the form of the things. They are called as
media. There are two visual aids:
1.) Two dimension visual aids
For example: graphics, diagram, filmstrip, and slide.
2.) Tree dimension visual aids
For example: diorama.
c. Audio visual aids
They are the materials that produce both sound and picture in one unit, for
example: television.
Television is an electronic motion picture with conjoined or attendant sound;
both picture and sound reach the eye and ear simultaneously from a remote
broadcast point. (http//www.answer.com/topic/animation)
From the definition above, the writer can say that television in general is a
means of communication, and it functions as an entertainment, and also learning
media.
16
2.3 The General Concept of Cartoon Movie
2.3.1 The Definition of Cartoon Movie
The major use of animation has always for entertainment. However, there
is growing use of instructional animation to support explanation and learning.
“Cartoon movie is moving diagrams or cartoons that are made up of a sequence of images displayed one after the other. Animations are created for entertainment, ad banners as well as instructional sequences. Cartoon movie is the illusion of motion created by the consecutive display of images of static elements. I film and video production, this refers to techniques by which each frame of a film or movie is produced individually. There frame may be generated by computer or by photographing a drawn or painted image, or by repeatedly making small changes to a model unit, and then photographing the result with a special animation camera. When the frames are strung together and resulting film is viewed, there is an illusion of continuous movement doe to phenomenon known as persistence of vision.” (http//www.answer.com/topic/animation)
2.3.2 “DORA THE EXPLORER” Cartoon Movie
“DORA THE EXPLORER” is a cartoon movie made by Nickelodeon,
Nick Jr., and published by Viacom International Inc. The writer is interested in
this movie and chooses it as the media to teach names of object for the
Elementary School students because “DORA THE EXPLORER” cartoon movie
provides many words or vocabulary that suitable with the curriculum of
Elementary School 2004 and there are many repetitions of the words which can
help the students to memorize and understand the meaning of the words since
they can see the picture of the object in it.
17
2.3.3 The Contribution of Cartoon Movie in Teaching Names of Object
Teaching media is needed in teaching learning process to help students to
become active. The students have to be active during the teaching learning
process including learning the vocabulary. By using a cartoon movie in their
lessons they can learn words correctly.
The writer chooses the cartoon movie to teach names of object because
through the cartoon movie children will learn names of object by seeing the object
in that movie. So, it will help students to memorize the names of object.
“However, I believe that words do have a special significance for children learning a new language. The word is recognizable linguistic unit and for children in their first language and so they will notice words in the language by showing them object that they can see and touch, and that have single word labels in the first language. From their earliest lessons, children are encouraged to think of new language as a set of words, although of course this may not be the only way they think of it.” (Lynne, 2001: 7)
Kemp (1963: 3-4) list the function of media in general or audio visual aids
in particular and their contribution to a language learning as follow:
a. The instruction can be more interesting
Audio visual aid can attract the students’ interest especially those of
English learners. If they are interested, they will give much attention to what
is being taught or discussed. They will be curious to know about the lesson.
This can lead to an interesting language learning processes.
b. Learning becomes more interactive
Many activities can be created through applying visual aids in teaching
learning processes, for example watching English program on television. That
18
activity is relatively more interesting than the activity of listening or writing
the teacher explanation.
c. The quality of learning can be improved
If there is a good preparation of using preparation of using visual aids, it
will be possible for teacher to create a good language learning process in
which the students’ participation is dominant. As a result, the students’
knowledge and skill can be improved.
d. The positive attitudes of students toward what they are learning and to the
learning process itself can be enhanced.
The purpose of aids should mean to simplify instruction. They should
not make the process of teaching and learning more complicated. If aids
become unmanageable, they should not be used.
2.4 Teaching Names of Object at Elementary School
The scope of English at Elementary School includes pronunciation,
vocabulary, reading, and some functional skills as the basis of learning skills of
simple language related to the students’ world (Depdiknas, 2004). It is stated in
the curriculum that English is taught in Elementary School from the first grade to
the sixth grade. Below are the materials that have to be taught for each grade:
e. First grade is focused on greetings, numbers, colors, and school.
f. Second grade is focused on greetings, numbers, colors, school, and animals.
g. Third grade is focused on parts of body, animals, school activities, days in
week, food, and home.
19
h. Fourth grade is focused on numbers, hobbies, things at home, calendar,
family, toys and games, and shopping.
i. Fifth grade is focused on mathematics, daily activities, calendar, games and
toys, telling time, clothes, profession, and transportation.
j. Sixth grade is focused on shapes, telling time, health and hospital, direction
and location, order and request, and government. (Depdiknas, 2004)
From the explanation above, we can see that the material available in the
“DORA THE EXPLORER” cartoon movie should be taught in first grade to third
grade, but in this research the writer teaches the sixth graders since in SD Negeri
05 Randudongkal, the English lesson is only taught for the sixth graders. But, the
English teachers may use this media to teach names of object for the first graders
to the third graders as the introduction of English vocabulary.
2.5 The Elementary School Students in Indonesia
2.5.1 The Characteristics of Elementary School Students in Indonesia
Teaching Elementary School students is not the same as teaching adults
because they have different characteristics and motivations as stated by Helaly:
“Unlike adults, children are not self motivated and do not have an immediate need to learn English. They are not concerned with job or university degrees that required knowledge of English. Their world is their daily games, events of interest to them, now knowledge that may come across and question that their inquisition minds may ask” (Helaly, 1987: 49).
The teacher can also point out certain characteristics that she/ he should be
aware of and take into account in her/ his teaching. The following are some
general characteristics of the children of that group according to Wendy Scott:
20
a. They are competent users of mother tongue.
b. They can tell the difference between fact and fiction.
c. They love to play and learn best when they enjoy themselves seriously and
like to think that what they are doing in the real work.
d. They are enthusiastic and positive about learning.
e. They relay on the spoken as well as the physical word to convey and
understand meaning.
f. They are able to work with others and learn from others.
g. Their own understanding comes through eyes, hands, and ears. The physical
word is dominant at all times.
h. They have very short attention and concentration span (1990: 2-4).
In Indonesia, the characteristics of Elementary School students are similar
generally. However, the writer wants to add several characteristics based on the
book of “Psikologi Perkembangan”, written by “Tim Pengembangan MKDK
IKIP Semarang.” They are:
a. The Elementary School students are the children at the age of 7 to 12 years
old.
b. They are in the smart age. It means that they often show what they know from
school and they are really proud of it.
c. There is a strong correlation between physical condition and school
achievement.
d. They intended to praise themselves.
21
e. At the end of this phase, they begin to have an interest in special subjects
(IKIP Semarang Press, 1989: 102).
Cameron (2001: 1) also described the characteristics of young learners as
follow:
a. Children are often more enthusiastic and lively as learners.
b. They loose interest more quickly and are less able to keep themselves
motivated on tasks they find difficulties.
From the explanations above, the writer can say that the Elementary
School students still need a specific guidance from their teacher and people
around them especially their parents in order to follow the lesson well. Since they
get bored easily during the class activity, the teacher plays the task of creating and
maintaining cheerful situation in the classroom. Thereby, as beginners,
Elementary School students will be happy learning English.
2.5.2 Some Problems of Elementary School Students in Learning English
Learning a foreign language is different from learning a native language
since the students’ environments in achieving their first language and a foreign
language are different. As a result, the students face a lot of problems in learning
English. They are:
a. Students are surrounded by the first language at home, at school or even in
communication with the people in their society where foreign language is not
used as a means of communication.
b. Students do not know how to read or write at the time they are learning their
mother tongue, but they learn English through expressions and reading.
22
c. Students may be interfered by their first language system which has been well
established in their mind. (Wahyuni, 1997: 15)
2.6 Conventional Technique
Conventional is defined as one that is usually used (Harper Collins 1992:
249). Conventional technique in this study is a teaching technique used by the
English teacher to teach English vocabulary recently. The technique used in the
conventional technique is similar to traditional technique. Jacobson (1989: 211)
states that when a teacher uses the traditional setting or model, she begins with an
objective and present primary instruction is most often presented in the form of
lecturer, textbook, reading, teacher led-discussion, or possible combinations of
any these procedures. In another words, in the traditional teaching models, the
students focus all attention upon the teacher and discourage communication
among students. In the traditional system, as stated by O’Malley (1998: 14) in
http//www.academon.com/lib/paper/15376.html, the teacher is only the agent in
the classroom transmitting knowledge to students who are expected to absorb
information passively.
Traditional technique used by the English teacher in the Elementary
School is a way to teach English using picture in general according to the topic.
Usually, the teacher also uses a textbook in order to help the students in
understanding in meanings of new vocabulary.
23
CHAPTER III
METHOD OF INVESTIGATION
3.1 The Source of the Data
Human being who lives together in the world may have many problems.
When they meet problem, they always attempt to solve them. To attempt in
solving their problem, most of scientists have a famous way. It is called research
method.
In this research, to achieve the object of the study, the writer needed some
data. The required data and information were obtained from the sources:
a. Field research
The study was a field research because it was held at school. Arikunto
(2002: 3) stated that a field research of a field study for example an
educational research could be carried out at school, in the societies, factories,
or hospital to achieve educational objectives.
The study was conducted at SD Negeri 05 Randudongkal. To get
empirical data for the study, the writer administrated a test. This test was
given to the sixth graders of SD Negeri 05 Randudongkal in academic year
2006/ 2007. They were supposed to do the test to show their achievement in
mastering the English names of object.
23
24
b. Experiment
Experiment referred to the effort to obtain the data from the
experimental group and control group. SD Negeri 05 Randudongkal was
chosen as the experiment site. Through the method she chose, the writer did
her research in the class until she gathered the data to be analyzed.
Arikunto (2002: 12) stated that an experimental study or experimental
research was a research which was done to prospective variable research
because in fact the variable had not come.
3.2 Method of Data Analysis
3.2.1 Subject of the Study
The subject of the study was the sixth graders of SD Negeri 05
Randudongkal. The reason why the writer chose the sixth graders of SD Negeri
05 Randudongkal as the object of the study was because in that school English
lesson was only taught to the sixth graders. So, it was the only one choice to
decide the subject of the study for this research.
The numbers of them were 30 students. They were 18 male and 12 female.
The class was divided into two groups; they were the experimental group and
control group by using the lottery methods. The experimental group was taught by
using cartoon movie and control group was taught using conventional technique.
25
3.2.2 Variables
A variable was anything which did not remain constant (Nunan 1992: 25).
A variable was a concept which has value. The value always changed from one
unit of analysis. In this study, there were two variables. There were independent
variable and dependent variable.
Independent variable referred to the use of cartoon movie and
conventional technique in teaching names of object, and dependent variable
referred to the students’ mastery of names of object after being treated using the
audio visual, that was “DORA THE EXPLORER” cartoon movie and
conventional technique.
3.3 Method of Data Collection
3.3.1 The Instrument of the Research
The instrument used in this experiment was to measure the students’
mastery in vocabulary (in this case was names of object) as an indication of
progress toward educational objectives set for the students. A test was used as a
method of data collecting. A test was a set of questions, each of which had correct
answer, which examinees usually answered orally or in writing (Tinambunan
1988: 3). In this thesis, the writer concerned with the names of object mastery of
the sixth graders of SD Negeri 05 Randudongkal.
Before designing the instrument, the writer had to decide what type of the
test should be used. According to Gronlund, test of achievement might be used for
selection, placement, diagnosis, or certification of mastery (Gronlund 1986: 65).
26
And Tinambunan said that achievement test was designed to indicate degree of
success in some past learning activity (Tinambunan 1988: 7).
Based on above statements, the writer assumed that in this research, she
would like to conduct the achievement test. An achievement test was a systematic
procedure for determining the amount of students had learned. In this case was
based on the names of object mastery of the students.
The type of the test applied in the research was an objective test. The
objective test was a test which was highly structured and required the pupil to
supply a word or two, or to select the correct answer for among a limited number
of alternatives. According to Tinambunan, the objective test included a variety of
items type. Objective item could be classified into supply-type item and selection-
type. The supply type test required pupil to supply the answer. The type was also
known as short answer or completion. The completion item was a written
statement which required the examinee to supply the correct word or short phrase
in response to an incomplete sentence, a question or word association. And the
selection type required pupil to select the answer from given number or
alternatives. The type could be further subdivided into:
a. True false
True false item consisted of declarative and the students’ response true if it
conformed to accept the truth, or false if it was essentially.
27
b. Matching item
The matching test item consisted of two parallel columns with each word,
number or symbol in one column being matched to a word, sentence or a
phrase in the other columns.
Matching item was useful in measuring students’ ability to make association,
discern relationship, and made interpretation or measure knowledge of a series
of facts.
c. Multiple choice item
The multiple choice item consisted of a premise and set of alternatives. The
premise, known as the stem, was presented as question or incomplete
statement which students’ answer or completed by selecting one of several
alternatives (also called options or choices) were available.
Only one was correct or response and the other were referred to as distracters.
Alternatives might consist of numbers, single word, letters, phrase sentence or
formula. The function of the distracter was to distract the students who were
uncertain of the answer (Tinambunan 1988: 55-56).
In this research, the writer constructed of the selection type. The test
consisted of 20 items of multiple choice with four options: A, B, C, D.
The writer chose the objective type test based on the following
considerations:
a. Objective test type made the examiners easy to compute the difficulty level
and discriminating power.
28
b. Objective test type would not make the examiners had different interpretation
of students’ answer.
c. Objective test type would be easier to score the students.
The material tested as an instrument of this research covered topics in the
2004 curriculum. The topics were chosen by the writer, in this case as the teacher
for the research. They were numeral, colors, names of animals, fruit and things
around us.
3.3.2 Procedure of the Experiment
In this study, the sixth graders of SD Negeri 05 Randudongkal in
academic year 2006/ 2007 were chosen as the object of the study. The numbers of
the students were 30; they were 15 students as the experimental group and 15 as
the control group.
For the experimental group, the writer decided to use the DORA THE
EXPLORER cartoon movie, and the control group was taught by conventional
way or without cartoon movie. Both groups had the same material from the
teacher. The writer as the teacher gave the vocabulary lessons, which were names
of object. She gave the lesson twice a week for both groups, she taught the same
topic to both groups on numeral and color, names of animal, fruit and things
around us.
29
The schedule of the groups can be explained as follows:
Table 1 The Schedule of Activities during the Research Control group Experimental
group
Meeting Topic The words to
be taught
Time and date Time and date
First
Second
Third
PRE-TEST
NUMERALS
COLORS
- One
- Two
- Three
- Four
- Five
- Six
- Seven
- Eight
- Nine
- Ten
- Red
- Orange
- Yellow
- Blue
- Green
- Purple
- White
- Pink
- Brown
Friday
March 2nd,2007
09.30 am
Monday
March, 5th 2007
11.00 am
Friday
March, 9th 2007
09.30 am
Friday
March 2nd, 2007
09.30 am
Monday
March, 5th 2007
12.00 am
Friday
March, 9th 2007
10.30 am
30
- Black
Fourth ANIMALS - Bird
- Butterfly
- Ant
- Snake
- Spider
- Crocodile
- Tiger
- Cat
- Rabbit
- Chicken
Monday
March, 12th
2007
11.00 am
Monday
March, 12th
2007
12.00 am
Fifth FRUITS - Corn
- Water melon
- Banana
- Orange
- Mango
- Strawberry
- Grape
- Apple
- Pineapple
- Durian
Friday
March, 16th
2007
09.30 am
Friday
March, 16th
2007
10.30 am
Sixth
THINGS
ARROUND
US
- Map
- Branch
- Box
- Star
- Mountain
- River
- Forest
- Garden
- House
Monday
March, 19th
2007
11.00 am
Monday
March, 19th
2007
12.00 am
31
Seventh
POST-TEST
- Nest
- Flag
- Jacket
- Field
Friday
March, 23rd
2007
09.30 am
Friday
March, 23rd
2007
09.30 am
Table 2 The Steps of Teaching Names of Object to the
Experimental Group and Control Group No Topics Control Group Experimental Group
1.
2.
Numerals
and colors
Animals
• Teacher asked the
students to open the
books and read it.
• Teacher pronounced the
words in the book one
by one and asked the
students to repeat after
her correctly.
• Teacher asked the
students to mention the
meaning of the words in
Indonesia.
• Teacher asked the
students to open the
• Teacher prepared the
cassette that would be
used in teaching the
topic.
• Teacher asked the
students to look at the
program carefully.
• Teacher asked the
students to remember
the words showed and
asked them to
pronounce it correctly
according to the teacher
command.
• Teacher prepared the
cassette that would be
32
3.
Fruits and
things
around us
book and read it.
• Teacher pronounced the
words in the book and
asked the students to
repeat after her
correctly.
• Teacher gave the
questions and students
answered it in
Indonesia.
• Teacher asked the
students to open the
book and read it.
• Teacher pronounced the
words in the book and
asked the students to
repeat after her
correctly.
• Teacher asked the
students to mention the
meaning of the object in
Indonesia
used in teaching the
topic.
• Teacher asked the
students to look at the
program carefully and
remember the words
said in the cassette.
• Teacher asked the
students to pronounce
the words correctly one
by one and told the
meaning of the words
according to the
teacher’s command.
• Teacher prepared the
cassette that would be
used in teaching the
topic.
• Teacher asked the
students to look at the
program carefully.
• Teacher asked the
students to pronounce
the words showed
correctly.
• Teacher asked the
students to look for the
meaning of the words
showed in Indonesia.
33
3.3.3 Procedure of Collecting Data
This study was conducted on SD Negeri 05 Randudongkal. The informant
of this study was the class. Both classes were taught by the same teacher with the
same material those had been chosen by the teacher. The experimental group
would be taught by using “DORA THE EXPLORER” cartoon movie and control
group by using conventional technique. Then, the writer gave the same test to the
students. The test was used as an instrument to collect required data. The last step
was comparing the result of the test to know the differences between the two
techniques.
3.3.4 Writing Instrument
Before constructing a test, to determine whether or not an objective had
been realized, it was necessary to select the content which was applicable to the
objective and to identify the complexity of the intellectual or affective activity
involved. That was, the teacher had to be able to classify the objective in two
dimensions; content and cognitive affective. The test blue print, which was called
table of specification, was a two way table with content shown on one axis and
cognitive domain on the other. (Tinambunan, 1988: 30)
Consequently, the table of specification should indicate the relative value
of each content area, perhaps by showing the desired weight as a percentage.
These weights were subjective teacher decision reflecting the relative important of
each area.
Many criteria could aid the teacher in formulating the best weight. One
might expect these weights to be related to class time devoted to each area; thus,
34
class time might be used as an indicator of importance (Tinambunan, 1988: 31).
In this case, 5 sessions would be spent to teach the material chosen. They were 2
sessions for Numeral and Color, and 1 session for Names of Animal, and 2
sessions for Fruit and Things around us.
The expected weight for the topic “numeral and color”:
sessionssessions
52 x 100 % = 40 % of the test
It means that the number of the numeral and color items will be 40 %of
the whole test.
The expected weight for “animal”:
sessionssession
51 x 100 % = 20 % of the test
It means the number of the animal items will be 20 % of the whole test.
The expected weight for “fruit and things around us”:
sessionssessions
52 x 100 % = 40 % of the test
It means that the number of the fruit and things around us items will be
40% of the whole test.
Table 3 The Table of Specification
Weight Content Number of items by content area
40% Numeral and color 8
20% Animal 4 40% Fruit and things around us 8
Total items 20
35
The table of specification means that the number of items for “numeral
and color” are 8 items, “animals” are 4 items, and “fruit and things around
us” are 8 items. The total items are 20.
3.4 Try Out
Before an instrument was used to collect the data, a try out test was
conducted on March 2nd, 2007. It was used to measure the validity and reliability
of the test that would be used as the instrument of the research. There were
students as the respondent of the try out test group. They had to complete the test
consisting of 20 items in 20 minutes. The students would get score of 100 if all
the answers were correct. The analysis scores of the try out test could be seen in
appendix 5.
After scoring the result of the try out test, the next step was analyzing to
know the reliability and the validity of each item in which to decide whether the
items were properly used in the next test.
3.5 Condition of the Test
Harris (1969: 13) stated that all good tests possessed three qualities:
validity, reliability, and practically. That was to say, any test that we used had to
be appropriate in terms of our objectives, dependable in the evidence, and
applicable to our particular situation. Those characteristics of good test would be
explained further below.
36
3.5.1 Validity
Heaton (1975: 152) said that every test, whether it be a short informal
classroom test or public examination, should be as valid as the constructor could
make it. Briefly, the validity of a test is the extent to which it measures what it
supposed to measure and nothing else. There were three types of validity: content
validity, criterion related validity and construct validity, but the primary concern
for classroom achievement testing was content validity. Content validity was
concerned with what went into the test. The degree of content validity in a
classroom test related to how well the test measure the subject matter content
studied and the behaviors which the test tasks required. A test would have a high
content validity if the items were representative of the population of possible
tasks.
The method used to measure the validity of the test was calculated with
the formula of Pearson’s Product Moment Correlation. The formula as follow:
})(}{)({))(()(
2222 YYNXXNYXXYNrxy
Σ−ΣΣ−Σ
ΣΣ−Σ=
Where:
r xy : the correlation of the scores on the two halves of the test
N : the number of the students
Σ X : the sum of X scores
Σ Y : the sum of Y scores (Arikunto 2002: 157)
If r xy > r table , it meant that the test was valid with the significant 5%.
37
The complete computation result of the validity of each test item was
shown in appendix 6. The following was the example of item validity
computation for item number 1, and for the other items would use the same
formula.
r xy = })320()25635827}{()25()2527{(
)32025()27727(22 −×−×
×−×
= 0,330
After obtaining r xy , value of item number 1 = 0,330. It was consulted to
critical value of r table Product Moment. For α = 5% and the number of subject =
27, the r table is 0,388. Because the r xy value of number 1 was not higher than r table
(0,330 < 0,388), so the item number 1 was invalid.
3.5.2 Reliability
Reliability referred to the consistency of the test scores. That was, how
consistent test score or other evaluation result was from one measurement to
another. If we administered a test, it meant that we were looking for information.
And if any used to be made of the information from the test, it was desirable that
the information should be stable, consistent and dependable (Gronlund, 1986:
132).
Based on the statement above, a try out test would be carried out to get the
reliability of the test items, and the split-half technique was decided to use in
measuring the reliability of the test.
Consulting the Pearson Product Moment Formula, the writer did six steps
to measure the reliability of the test.
38
a. First, the writer administered the test and gave the result of each student’s test
paper a score. Then the tests were divided into two halves and the scores made
by the each halve were recorded.
b. Second, in order to be safe, the writer took the odd items as one half of the test
and even items as the other half. Then, listed the pairs of the scores in two
columns; labeling the column to the left X, and that to the right Y.
c. The third step was to calculate the following statistic:
1) The sum of the X score
2) The sum of the Y score
3) The sum of the square of the X score
4) The sum of the square of the Y score
5) The sum of the product of each X score with the corresponding Y score.
Table 4 The Table of Students’ Score in Validity Computation
No. X Y X2 Y2 XY 1 1 19 1 361 19 2 1 18 1 324 18 3 1 17 1 289 17 4 1 17 1 289 17 5 1 16 1 256 16 6 1 16 1 256 16 7 1 15 1 225 15 8 1 14 1 196 14 9 1 14 1 196 14
10 1 13 1 169 13 11 1 13 1 169 13 12 1 12 1 144 12 13 1 11 1 121 11 14 1 11 1 121 11 15 1 11 1 121 11 16 1 11 1 121 11 17 1 11 1 121 11
39
18 1 10 1 100 10 19 1 10 1 100 10 20 1 9 1 81 9 21 1 9 1 81 9 22 1 9 1 81 9 23 1 9 1 81 9 24 0 8 0 64 0 25 0 7 0 49 0 26 1 6 1 36 6 27 1 4 1 16 4 Σ 25 320 25 4168 305
d. In the last step, the Spearman Brown Formula was used to estimate the
reliability of the entire test. The formula was like this:
r 11 = ⎟⎠⎞
⎜⎝⎛
−1nn
⎟⎟⎠
⎞⎜⎜⎝
⎛ Σ−2
2
spqs
If r 11 > r table , the test was reliable.
In which:
r11 : reliability of total test
n : the number of items
s : deviation standard
p : the number of the students who answered the item correctly N
q : the number of the students who answered the item incorrectly (q = 1-p)
N : the number of students in two groups
The result of the computation was:
n = 20
s 2 = 14.44
Σ pq = 3.385
40
From the result above could be calculated:
r 11 = ⎟⎠⎞
⎜⎝⎛
−12020
⎟⎠⎞
⎜⎝⎛ −
439,14384615,3439,14
r 11 = ( ) ⎟⎠⎞
⎜⎝⎛×
439,14054,11052632,1
r 11 = 1,052632 × 0,765588
r 11 = 0,805882
On significant 5%, with N = 27, the computation of r table = 0,388
Since r 11 > r table , so the test was reliable.
3.6 Item Analysis
Item Analysis was evaluating the effectiveness of the item. The purpose of
doing item analysis was to check whether or not each item met the requirement of
a good test item.
According to Heaton (1975: 172) “After the answer sheets had been
accumulated, all items should be examined from the point of view of their
difficult level of discrimination”. From that statement, it could be noted that item
analysis concentrated on two things, those were item difficulty and discriminating
power (item discrimination).
3.6.1 The Difficulty Level of the Test
The index difficulty of an item simply showed how easy or difficult the
particular item proved in the test.
41
Applying the procedures of calculating the difficulty level of an item as
recommended by Heaton (1975: 172), in this study, item analysis was conducted.
The value of level of difficulty was computed by using the formula:
P = JSB .
In which:
P : The facility value (index of difficulty)
B : The number of students who answered correctly
JS : The total number of the students
The table below was criteria of item difficulty.
Table 5 The Criteria of Item Difficulty
Interval Criteria
0,0 < IK ≤ 0,30
0,30 < IK ≤ 0,70
0,70 < IK ≤ 1,00
Difficult
Medium
Easy
Here was the example of the computation of the difficulty level of item
number 1.
B = 25 JS = 27
P = 2725 = 0,926
Since the value of P was on the position of 0,71 ― 1,0, so the item number 1 was
considered as the easy item.
42
Based on the explanation above, items numbers 1, 5, 7, 13, 15, 16, 17, and
20 were considered as the easy items, whereas items numbers 2, 3, 4, 6, 9, 11, 14,
and 18 were considered as the medium items, and items numbers 8, 10, 12, and 19
were considered as the difficult items. The computation of each item could be
seen in appendix 6.
3.6.2 The Discriminating Power
It was also essential to determine the discriminating power of the test
items because it could discriminate between the more and the less able students.
Heaton stated:
The discrimination index of an item indicated the extent to which the item discriminated between the test tees, separating the more able test tees from the less able. The index of discriminating told us whether those students who performed well on the whole test tended to do well or badly on each item in the test (Heaton, 1975: 173)
There were various method of obtaining the index of discrimination, here
the writer used the formula as follows: D = BA
BA
JJBB
−−
In which:
D : The discrimination index
B A : The number of students in upper group who answered the item
correctly
B B : The number of students in lower group who answered the item
correctly
J A : The number of students in upper group
J B : The number of students in lower group
43
The criteria of the item discriminations were as follows:
Table 6 The Criteria of the Discrimination Index
Interval Criteria
D ≤ 0,20
0,20 < D ≤ 0,40
0,40 < D ≤ 0,70
0,70 < D ≤ 1,00
Poor
Satisfactory
Good
Excellent
(Arikunto, 2002: 210)
The following was the computation of the discrimination index for item
number 1, other computations for each item could be seen in appendix 6.
B A = 14 B B = 11
J A = 14 J B = 13
So : D = ⎟⎠⎞
⎜⎝⎛−⎟
⎠⎞
⎜⎝⎛
1311
1414
D = 1,000 – 0,8462
D = 0,154
The computation resulting the value of D = 0,154.
Since D value was on the position of 0,00 – 0,20, the item number 1 was
categorized as poor item.
44
3.7 Data Processing
To analyze the result of the experiment that discussed the comparative
study which compared two techniques, data collected were processed by applying
t-test formula to know whether there was significant difference between those two
teaching techniques.
t =
21
21
11nn
s
xx
+
−
Where s = 2
)1()1(
21
222
211
−+−+−
nnsnsn
In which:
s : deviation standard
x : mean
n : total respondent
The data gathered were analyzed in the following steps:
a. The tabulation of the data, which included scoring items of the test and
arranging its ranks.
b. Applying the data based on the kind of the study (comparative study).
45
CHAPTER IV
RESULT AND DISCUSSION
4.1 Computation between the two Means
After getting all the scores, the computation was made. The first was to
know the significant differences of the experiment could be seen through the
difference of the two mean.
The following formula was used to get the means:
NxMx Σ
= NyMy Σ
=
Where:
Mx : the mean of the experimental group
Σ x : the sum of all scores of the experimental group
My : the mean of the control group
N : the number of the subject
The score distribution of the experimental and control groups could be
seen in appendix 11 and 12.
The computation of the two means scores of the experimental group and
that of the control group was calculated as follows:
Mx = NxΣ
= 15204
= 13,6
45
46
The mean score of the experimental group was 13,6.
My = NyΣ
= 15
179
= 11,93
The mean score of the control group was 11,93.
If we compared the two means it was clear that the mean post test score of the
experimental group was higher than that of the control one. The difference
between the two means was 1,67 (Mx – My). To make the analysis more reliable,
the writer analyzed by using t-test formula as stated in chapter III. The significant
difference between the two means could be seen by using this formula:
t =
21
21
11nn
s
xx
+
−
Where s = 2
)1()1(
21
222
211
−+−+−
nnsnsn
In which:
s : deviation standard
x : mean
n : total respondent
Ho was rejected if t > t )221)(1( −+− nnα
Accepted area of Ho
47
The score of the students’ mastery of names of object could be seen in
appendix 12.
From the data, obtained:
Resource Experimental Group Control group
Total
N
x
(s 2 )
Deviation standard (s)
204
15
13,60
1,5429
1,24
179
15
11,93
3,2095
1,79
Applied into the t-test formula:
s = 21515
2095,3)115(5429,1)115(−=
−+−
= 1,54149
t =
151
15154149,1
93,1160,13
+
−
= 2,961
On the level of α = 5% with degree of freedom (df) = 15 + 15 – 2 = 28,
obtained t )28)(95,0( = 2,05
2,05 2,961
Since t was on the rejected area of Ho, so it could be concluded that the
experimental group was better than the control group.
Accepted area of Ho
48
4.2 Test of Significance
After getting the t-value, the writer conducted the critical value on t-table
to check whether the difference was significant or not. Before the experiment was
conducted, the level of significant to be used in the experiment had been divided
first. For this experiment, the writer used the 5% (0,05) alpha level of significant
as usually used in psychological and educational research.
The number of subject in this experiment for both experimental and
control group was 30. The degree of freedom (df) was 28. The critical value with
the degree of freedom 28 at the 5% alpha level of significant was 2,05. The t-
value of post-test was higher than critical value (2,961 > 2,05). It could be
concluded that there was a significant difference of the post-test result between
the experimental group and the control one.
4.3 Grade of Achievement
The study was to find out whether or not “DORA THE EXPLORER”
cartoon movie as the media in teaching names of object was effective for the sixth
graders of SD Negeri 05 Randudongkal. The writer would clarify the non
statistical analysis. Below was the list of the level of mastery of the correct
answer and grade for the experimental and control group.
There were five levels of achievement as proposed by Tinambunan (1988:
129).
49
Table 7 The Table of the Levels of Achievement by Tinambunan
Percentage of
correct answer Grade Level of achievement
93 – 100 % A Outstanding Outstanding achievement
85 – 92 % B Very good Above average achievement
75 – 84 % C Satisfactory Average achievement
60 – 74 % D Very weak Below average achievement
Below 60 % F Fail Insufficient achievement
The following were the students’ achievement levels of the experimental
group.
Table 8 The Table of Students’ Achievement
of The Experimental Group
No. Number
of students
Percentage of correct answer
Grade Level of achievement
1. 9 93 – 100 % A Outstanding Outstanding achievement
2. 3 85 – 92 % B Very good Above average achievement
3. 2 75 – 84 % C Satisfactory Average achievement
4. 1 60 – 74 % D Very Weak Below average achievement
5. 0 Below 60 % F Fail Insufficient achievement
While the following were the students’ achievement levels of the control
group.
50
Table 9 The Table of Students’ Achievement
of The Control Group
No. Number
of students
Percentage of correct answer
Grade Level of achievement
1. 3 93 – 100 % A Outstanding Outstanding achievement
2. 2 85 – 92 % B Very good Above average achievement
3. 5 75 – 84 % C Satisfactory Average achievement
4. 4 60 – 74 % D Very Weak Below average achievement
5. 1 Below 60 % F Fail Insufficient achievement
The result of names of object test of the experimental and control group
reported in the graphic form. The vertical line with the students’ grades and the
horizontal line showed the frequency of the students.
There were three graphics described the research findings. The first
graphic described the result of the experimental group, the second one showed the
result of the control group and the last graphic showed the result of the test of
both groups.
a. The graphic of the result of names of object test of the experimental group
This graphic showed the result of names of object test achieved by the
experimental group. There were 9 students who got the highest score in the
level of outstanding achievement, 3 students were in the very good grade, 2
students got the satisfactory, 1 students was in the very weak grade and no
student was in the fail grade.
51
Relative Frequency Polygon of The Result of the Names of Object Post Test of The
Experimental Group
-
1,00
2,00
3,00
4,00
5,00
6,00
7,00
8,00
9,00
10,00
E D C B A
b. The graphic of the result of names of object test of the control group
This graphic showed the result names of object test achieve by the control
group. There were 3 students who got the highest score in the level of
outstanding achievement, 2 students were in the very good grade, 3
students got satisfactory, 4 students were in the very weak grade and 1
student was in the fail grade.
Relative Frequency Polygon of The Result of the Names of Object Post Test of The
Control Group
-1,00
2,003,00
4,005,006,00
7,008,00
9,0010,00
E D C B A
52
c. The graphic of the result of the both groups
This graphic showed the result of the experimental group and the control
group.
Relative Frequency Polygon of The Result of the Names of Object Test of The
Experimental and Control Group
-
1,00
2,00
3,00
4,00
5,00
6,00
7,00
8,00
9,00
10,00
E D C B A
Note :
experimental group
control group
53
4.4 The Meaning of the Result
The aim of this study was to know whether the use of “DORA THE
EXPLORER” cartoon movie was more effective to be used in teaching names of
object at the sixth grade of Elementary School.
The average scores of the experimental group and the control group were
13,6 and 11,93. The testing hypothesis indicated that the experimental group was
significantly higher than the control group.
The research findings revealed that the result of the experiment was
contrary to the hypothesis which stated that “there was no significant difference
between names of object proficiency of students those taught by using cartoon
movie and which taught by using the conventional technique”. In line with
research findings, the hypothesis had to be changed to “there was a significant
difference in names of object mastery of the sixth graders of Elementary School
those taught by using “DORA THE EXPLORER” cartoon movie and which
taught by conventional technique”.
4.5 The Effect of Experiment
Here the writer showed some factors those were influenced by the result of
the experiment. The explanation below showed the advantages of the using of
“DORA THE EXPLORER” cartoon movie to teach names of object or noun at
the Elementary School.
.
54
a. For the students:
a.) The media could help the students interested to the material.
b.) The media made the students felt the language learning process as an
interesting experience.
c.) The media motivated the students to do the language learning.
d.) The media could enlarge the students’ knowledge and helped them to
improve their understanding of the material.
b. For the teacher:
a.) The media helped the teacher establishing an interesting way for language
learning.
b.) The media provided ideas for the teacher to create an interesting activity in
learning for the students.
55
CHAPTER V
CONCLUSION AND SUGGESTION
5.1 Conclusion
Based on the investigation and discussion in chapter IV, it could be
concluded:
a. There was a significant difference of students’ achievement in names of object
or noun between those taught using “DORA THE EXPLORER” cartoon
movie and those taught using conventional technique for the sixth graders of
SD Negeri 05 Randudongkal in the academic year 2006/ 2007.
b. The use of “DORA THE EXPLORER” cartoon movie in teaching and
improving students’ mastery of noun is more effective than the conventional
technique. Based on the statistical analysis, it could be seen that the mean of
the experimental group score was higher than the mean score of the control
group. The t-test measurement obtained 2,961. The critical value for the 28
degrees of freedom at 5% alpha level of significant was 2,05. Since the
obtained of t-value (2,961) was higher than critical value at 5% alpha level of
significant (2,05), it was found that the experimental group in achievement in
names of object test was better than the control group’s.
55
56
5.2 Suggestion
Based on the above conclusion, the writer gives several suggestions:
a. For the teacher:
a.) It would be better to use “DORA THE EXPLORER” cartoon movie to
teach names object at the Elementary School.
b.) Teaching using audiovisual needs long preparation, so teachers have to
prepare it as well as possible.
b. For school/ headmaster:
a.) The teaching of English should be started at the first grade, in order to the
students can learn more about English and it can help them to learn
English in the next level.
b.) The school or the headmaster should provide the facilities that support
teaching technique using audiovisual, such as television and video player.
c. For the film creator
The cartoon movie maker should make another cartoon movie that can help
the students to learn English vocabulary like “DORE THE EXPLORER”
cartoon movie.
d. For TV program:
It should provide English cartoon movie in television program, so children not
only entertained but also learn English vocabulary.
e. For parents:
They should support their children to do language learning by giving or
providing VCD of English cartoon movie at home.
57
58
59
60
61
57
57
BIBLIOGRAPHY
Allen, V. F. 1983. Technique in Teaching Vocabulary. New York: Oxford University Press.
Amstrong, David G. and Tom V. Savage. 1983. Secondary Education An
Introduction. New York: Macmillan Publishing co. Inc. Arikunto, Suharsimi. 2002. Prosedur Penelitian Suatu Pendekatan Praktek.
Jakarta: Rineka Cipta. Brown, J. B. 1988. Understanding Research in Second Language Learning.
Cambridge: Cup Cameron, Lyne. 2001. Teaching Language to Young Learners. New York:
Cambridge University Press. Depdiknas. Provinsi Jawa Tengah. 2004. GBPP Muatan Lokal SD Mata
Pelajaran Bahasa Inggris. Semarang: Kantor Wilayah Depdikbud Jawa Tengah.
Frank, Marcella. 1972. Modern English. New Jersey: Prentice Hall. Inc. Gerlach, Veron. 1980. Teaching and Media a Systematic Approach. USA:
Prentice-Hall. Inc. Gronlund, Norman E. 1976. Measurement and Evaluation in Teaching. New
York: Millan Publishing Company. Harmer, Jeremy. 2001. The Practice of English Language Teaching. Essex:
Longman Press. Harris, D. 1969. Teaching English as a Second Language. New York: Mc. Graw
Hill, Book Company. Helaly, Zaenab., Zaid EL. 1987. Teaching English to Children. New York:
English Teaching Forum. Heaton, J. B.1975. Writing English Language Test. London: Longman Group,
Ltd. Hornby, A. S. 1974. Oxford Advanced Learner’s Dictionary of Current English.
Oxford: Oxford University Press.
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Jacobson, David, Eggen, Paul and Kauckhak, Donald. 1989. Methods for Teaching a Skill Approach. Ohio: Merril Publishing Company.
Kemp, Jerrold. 1983. Planning and Producing Audio Visual Materials.
Sanfransisco, Calofornia: Chandler Publishing Company. Kleeman, D. 2005. Selecting Good Cartoon Movies. Retrieved on October 14,
2006. from http:// www.futureofchildren.org. Lado, Robert. 1975. Language Testing. The Construction and Use of Foreign
Language Test. A Teacher’s Book. Great Britain. Longman. Notion, L. S. P. 1997. Teaching and Learning Vocabulary. Wellington: Victoria
University. Nunan, D. 1992. Research Methods in Language Learning. Cambridge:
Cambridge University Press. O’Malley. 1998. Traditional and Constructivist Teaching Models.
http://www.academon.com/lib/ paper/15376.html Sax, Gilbert. 1979. Foundations of Educational Research. New York: Prentice-
Hall. Inc. Scott, Wendy. 1990. Teaching English to Children. New York: Longman. Tim Pengembangan MKDK IKIP Semarang. 1989. Psikologi Perkembangan.
Semarang: IKIP Semarang Press. Tinambunan, W. 1988. Evaluation of Students’ Achievement. Jakarta: Depdikbud. Wahyuni, Sri. 1997. The Contribution of Visual Aids to the Teaching of
Vocabulary. FPBS IKIP Semarang: Unpublshed Paper. Webster’s Revised Unabridged Dictionary. 1913. How to cite information from
the world wide web. Retrieved May 1, 2006, from http//www.answer.com/topic/animation.
59
Appendix 1
TRY OUT TEST Choose The Correct Answer!
1. What is the color of the refrigerator? It is…. a. white b. red c. pink d. orange
2. Where are they? They are…. a. in the garden b. at the river c. at the mountain d. in the house
3. Ana: What is that? Bob: That is a…. a. butterfly b. star c. box d. nest
4. I saw a… in the small branch. a. cat b. butterfly c. snake d. nest
60
5. What date is today? Today is….
a. seventh b. sixth c. ninth d. eighth
6. Look at the picture! It is a…. a. bird b. fly c. butterfly d. mosquito
7. How many corns are there? They are…corns. a. one b. two c. three d. four
8. What is the name of that animal? It is…. a. fly b. ant c. mosquito d. spider
9. It is a…. a. bag b. fly c. globe d. map
10. What is it? It is a…. a. canteen b. house c. Mosque d. School
61
11. The colors of our National flag are…. a. red and white b. white and red c. black and white d. red and black
12. The color of the banana is…. a. white b. yellow c. red d. orange
13. I like that fruit. That is….
a. water melon b. mango c. banana d. orange
14. It is a…. a. mountain b. sky c. river d. beach
15. It is number…. a. five b. nine c. eight d. three
5
62
16. What is it? It is a…. a. snake b. tiger c. lion d. crocodile
17. It is my…. a. T-shirt b. trousers c. jacket d. long dress
18. It is a green…. a. box b. star c. leaf d. corn
19. What color is it? It is…. a. pink b. purple c. blue d. brown
20. Five plus five equals…. a. seven
b. ten c. nine d. eight
5 + 5 = ?
63
63
Appendix 2
TRY-OUT ANSWER KEY
1. C
2. A
3. B
4. D
5. D
6. C
7. C
8. B
9. D
10. B
11. A
12. B
13. A
14. C
15. A
16. D
17. C
18. A
19. B
20. B
64
Appendix 3
TRY OUT-TEST ANSWER SHEET
Name : Student Number :
1. a b c d 11. a b c d
2. a b c d 12. a b c d
3. a b c d 13. a b c d
4. a b c d 14. a b c d
5. a b c d 15. a b c d
6. a b c d 16. a b c d
7. a b c d 17. a b c d
8. a b c d 18. a b c d
9. a b c d 19. a b c d
10. a b c d 20. a b c d
72
Appendix 4
TRY OUT TEST TAKERS
No. Name
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27
Teguh Aili Uswatun Khasanah Adnan Dwi Anita R. Adi Wibowo Aulia Fahmi Aji Handoyo Ahmad Noval Tika Setiyani Alham Maulana Astanto Mufriyan Intan Pratiwi Istiqlaliyah Ina Rahmadenti Yunivita Farah Maulida Linda Fatmasari Manatul Hidayat M. Adi Irawan Nur Rofik Ratna Triani N.S. Selvi Lutfiani Titik Tyas Novandra Tias Widodo Agus Hilman Wanti Agus N. Intan M. Muna Luqiana
73
Appendix 9
THE EXPERIMENTAL GROUP
No. Names
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
Prastyo
Rafi Sandi R.
M. Hanif A.
Agung Bilal R.
Jordan Andrean
Milzan
Azmul Fauzi
Iswatun Khasanah
Ali Mukmin
Irkham Zakaria
Anrumuriza
Ahmad Muzaki
Arul Afianto
M. Adib Fadli
Muh. Hilmi Hartanto
74
Appendix 10
THE CONTROL GROUP
No. Name
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
Anang Ade Lifian
Amelia Restu
Ayu lusiana Dewi
Bekti Ainul Fikih
Candra Antika Sari
Irkham Awaludin
Cahya Retno Sejati
Ronjanah
Diana
Hesti Milani
Nurul Ashifa
Eva Arvani
Adit Aprianto
Dika Dwi Oktavia
Angga Anggrian
Item Number No.
Name 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20
Skor total
1 Teguh 1 0 0 0 0 0 1 0 1 0 1 0 1 1 1 1 1 1 0 1 11 2 Aili U 1 1 1 1 1 1 1 0 1 1 1 1 1 1 1 1 1 1 0 1 18 3 Adnan 1 0 1 1 0 0 0 0 1 1 1 0 0 0 0 1 1 1 0 1 10 4 Dwi 1 1 1 0 1 1 1 1 0 1 0 1 1 1 1 1 1 1 1 1 17 5 Adi 1 0 0 1 1 0 1 0 0 0 1 0 1 0 1 1 1 0 0 1 10 6 Aulia 1 0 1 0 0 0 1 1 1 1 1 0 1 1 1 1 1 1 0 1 14 7 Aji 1 0 0 0 0 0 0 0 0 1 0 0 1 0 1 1 1 0 0 0 6 8 Ahmad 1 0 1 1 1 1 1 1 1 0 1 1 1 0 1 1 1 1 0 1 10 9 Tika 1 0 0 0 0 0 1 1 0 0 0 0 1 0 1 0 1 0 1 1 8 10 Alham 1 0 0 0 1 0 1 1 0 0 1 0 1 1 1 1 1 0 0 1 11 11 Mufriyan 1 0 0 1 1 1 1 0 1 0 1 1 1 1 1 1 1 0 1 1 15 12 Intan 1 1 0 0 1 1 1 0 0 0 1 0 1 0 1 1 1 1 0 0 11 13 Istiqlaliyah 1 1 0 0 1 0 1 0 0 0 1 1 1 1 1 1 1 0 0 1 12 14 Ina 1 1 1 1 1 1 1 1 0 0 0 0 1 0 1 1 1 0 0 1 13 15 Yuni 1 1 1 1 1 1 1 0 1 0 1 0 1 1 1 1 1 1 1 1 17 16 Linda 0 0 1 1 1 0 1 0 0 0 0 1 1 0 1 1 1 0 0 1 10 17 Manatul 1 1 1 0 1 0 1 1 1 0 1 1 1 1 1 1 1 0 1 1 16 18 M. Adi I 1 0 1 1 1 1 1 0 0 1 0 0 1 0 1 1 1 1 0 1 13 19 Nur Rofik 1 0 0 1 1 0 1 1 0 0 1 0 1 0 1 1 1 1 0 1 12 20 Ratna 1 1 1 1 1 1 1 1 1 1 1 0 1 1 1 1 1 1 0 1 18 21 Selvi 1 0 1 1 1 1 1 0 0 0 1 0 1 0 1 1 1 1 1 1 14 22 Titik 1 0 1 0 1 0 1 0 1 0 1 0 1 0 1 1 1 0 0 1 11 23 Tias 1 0 1 1 1 1 0 1 0 1 0 1 1 0 1 1 1 0 0 1 13 24 Agus 1 0 0 0 1 0 1 0 1 0 1 1 1 0 1 1 1 0 1 1 12 25 Wanti 1 0 0 0 1 0 1 1 0 0 0 0 1 0 0 1 1 0 0 1 8 26 Intan 1 0 0 0 1 0 1 1 0 0 1 1 1 0 1 1 1 0 0 1 11 27 Muna 0 0 0 0 1 0 1 0 0 0 0 0 1 0 1 1 1 0 1 1 8
69
Appendix 7
NAMES OF OBJECT TEST
Choose The Correct Answer!
1. Ana: What is that? Bob: That is a…. a. butterfly b. star c. box d. nest
2. I saw a… in the small branch. a. cat b. butterfly c. snake d. nest
3. What date is today? Today is…. a. seventh b. sixth c. ninth d. eighth
4. Look at the picture! It is a…. a. bird b. fly c. butterfly d. mosquito
70
5. How many corns are there? They are…corns. a. one b. two c. three d. four
6. What is the name of that animal? It is…. a. fly b. ant c. mosquito d. spider
7. It is a….
a. bag b. fly c. globe d. map
8. The colors of our National flag are…. a. red and white b. white and red c. black and white d. red and black
9. The color of the banana is…. a. white b. yellow c. red d. orange
10. I like that fruit. That is….
a. water melon b. mango c. banana d. orange
71
11. It is a….
a. mountain b. sky c. river d. beach
12. What is it? It is a…. a. snake b. tiger c. lion d. crocodile
13. It is my…. a. T-shirt b. trousers c. jacket d. long dress
14. It is a green…. a. box b. star c. leaf d. corn
15. What color is it? It is…. a. pink b. purple c. blue d. brown
64
Appendix 8
NAMES OF OBJECT ANSWER KEY
1. B
2. D
3. D
4. C
5. C
6. B
7. D
8. A
9. B
10. A
11. C
12. D
13. C
14. A
15. B
64
Appendix 3
TRY-OUT TEST ANSWER SHEET
Name : Student Number :
1. a b c d 6. a b c d
2. a b c d 7. a b c d
3. a b c d 8. a b c d
4. a b c d 9. a b c d
5. a b c d 10. a b c d
11. a b c d 16. a b c d
12. a b c d 17. a b c d
13. a b c d 18. a b c d
14. a b c d 19. a b c d
15. a b c d 20. a b c d
PRE-TEST ANSWER SHEET
Name : Student Number :
1. a b c d 6. a b c d 11. a b c d
2. a b c d 7. a b c d 12. a b c d
3. a b c d 8. a b c d 13. a b c d
4. a b c d 9. a b c d 14. a b c d
5. a b c d 10. a b c d 15. a b c d
PRE-TEST ANSWER SHEET
Name : Student Number :
1. a b c d 6. a b c d 11. a b c d
2. a b c d 7. a b c d 12. a b c d
3. a b c d 8. a b c d 13. a b c d
4. a b c d 9. a b c d 14. a b c d
5. a b c d 10. a b c d 15. a b c d
ANALISIS POST-TEST (CONTROL GROUP)
Nomor Butir No. Nama 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 Skor total
1. Anang Ade Lifian 1 1 1 1 1 1 1 0 1 1 1 1 1 1 1 14 2. Amelia Restu 1 0 1 1 0 0 1 1 1 1 0 1 1 0 1 10 3. Ayu Lusiana Dewi 1 1 1 1 1 0 1 0 1 1 1 1 1 1 0 12 4. Bekti Ainul Fikih 1 1 1 1 1 0 1 1 1 1 1 1 1 1 1 14 5. Candra Antika Sari 1 1 1 1 1 1 1 0 1 0 1 1 0 1 1 12 6. Ilkham Awaludin 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 14 7. Cahya Retno Sejati 1 1 0 1 1 0 1 1 1 1 1 1 1 1 1 13 8. Ronjanah 0 1 1 1 1 1 1 0 1 1 1 1 1 1 0 12 9. Diana 0 1 1 1 1 1 1 1 1 1 0 1 0 1 1 12 10. Hesti Milani 1 1 1 1 1 1 1 0 1 1 1 1 0 1 0 12 11. Nurul Ashifa 1 0 1 1 0 1 1 1 1 0 1 1 0 1 1 11 12. Eva Arvani 1 1 0 1 1 1 1 1 0 1 1 1 1 1 1 13 13. Adit Aprianto 1 1 0 1 1 0 1 1 1 1 1 1 0 0 1 11 14. Dika Dwi Oktavia 1 0 1 1 0 1 0 0 1 1 1 0 0 0 1 8 15. Angga Anggrian 1 1 1 0 1 1 1 0 0 1 0 1 1 1 0 10
ANALISIS POST-TEST (EXPERIMENTAL GROUP)
Nomor Butir No. Nama 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15Skor total
1. Prastio 1 1 1 0 1 1 1 1 1 1 0 1 1 1 0 12 2. Rafi Shandi R. 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 15 3. M. Hanif 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 15 4. Agung Bilal R. 1 1 1 1 1 0 1 1 1 1 0 1 1 1 0 12 5. Jordan Andrean 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 15 6. Milzan Shidqi 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 15 7. Azmul Fauzi 1 1 1 1 1 1 1 1 0 1 0 1 1 1 0 12 8. Iswatun Khasanah 1 1 1 0 1 1 1 1 1 1 1 0 1 1 1 13 9. Ali Mukmin 1 1 1 1 0 1 1 1 1 1 1 1 1 1 1 14 10. Irkham Z. 1 1 1 0 1 1 1 1 1 1 1 1 1 1 1 14 11. Anrumuriza 1 0 1 1 1 1 1 1 1 1 1 1 1 1 1 14 12. Ahmad Muzaqi 1 1 1 1 1 0 1 1 1 1 1 1 1 1 0 13 13. Arul 1 1 1 0 1 1 1 1 1 1 1 1 1 1 1 14 14. M. Adib Fadli 1 1 1 1 1 0 1 1 1 1 1 1 1 1 1 14 15. Muh. Hilmi Hartono 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 14
ANALISIS PRE-TEST (EXPERIMENTAL GROUP)
Nomor Butir No. Nama 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15Skor total
1. Prastio 0 0 1 0 1 1 1 1 1 1 0 1 1 0 0 9 2. Rafi Shandi R. 1 1 0 1 1 1 1 1 1 1 1 1 1 0 1 13 3. M. Hanif 0 1 1 0 1 0 1 1 1 1 0 1 0 0 0 8 4. Agung Bilal R. 0 1 1 0 1 0 1 1 1 1 0 1 1 0 0 9 5. Jordan Andrean 1 1 0 1 0 1 0 1 1 0 1 1 1 1 1 11 6. Milzan Shidqi 1 1 1 1 0 1 1 0 0 1 1 0 1 1 1 11 7. Azmul Fauzi 0 0 0 0 0 0 1 1 1 0 0 1 1 1 0 6 8. Iswatun Khasanah 0 1 1 0 1 0 1 0 0 1 0 0 1 1 0 7 9. Ali Mukmin 1 1 0 1 0 1 0 0 1 1 1 1 0 1 1 10 10. Irkham Z. 0 0 0 0 1 0 0 1 0 1 1 1 1 0 0 6 11. Anrumuriza 1 1 1 1 1 1 1 1 0 1 0 1 1 1 0 12 12. Ahmad Muzaqi 1 1 1 1 1 0 1 1 1 1 0 1 1 0 0 11 13. Arul 0 0 1 0 1 0 0 1 1 1 0 1 1 1 0 8 14. M. Adib Fadli 1 0 1 0 1 0 1 1 1 1 0 1 1 1 0 10 15. Muh. Hilmi Hartono 1 1 1 1 1 0 1 1 1 1 0 1 1 0 0 11
ANALISIS PRE-TEST (CONTROL GROUP)
Nomor Butir No. Nama 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 Skor total
1. Anang Ade Lifian 1 1 1 1 1 1 1 0 1 1 1 1 1 1 0 13 2. Amelia Restu 1 1 1 0 1 0 1 1 0 1 0 1 1 0 0 9 3. Ayu Lusiana Dewi 0 1 1 1 1 0 1 1 1 1 0 1 1 0 0 10 4. Bekti Ainul Fikih 1 1 1 0 1 0 1 1 1 1 0 1 1 1 1 12 5. Candra Antika Sari 1 0 1 0 0 1 1 1 1 1 0 1 1 1 0 10 6. Ilkham Awaludin 1 1 1 0 1 0 1 1 1 0 1 1 1 1 1 12 7. Cahya Retno Sejati 0 0 1 1 1 0 1 0 0 1 1 0 1 0 0 7 8. Ronjanah 0 1 0 1 0 1 0 1 0 1 1 1 0 0 1 8 9. Diana 0 1 1 1 1 0 1 1 0 1 0 1 1 0 1 10 10. Hesti Milani 1 0 1 1 1 1 0 1 1 1 1 0 1 1 0 11 11. Nurul Ashifa 0 0 1 0 1 0 1 0 1 0 1 1 0 0 0 6 12. Eva Arvani 0 0 0 0 1 0 1 0 0 0 0 1 1 1 0 5 13. Adit Aprianto 1 1 1 0 1 1 0 1 1 0 1 0 0 1 1 10 14. Dika Dwi Oktavia 1 0 1 0 1 0 1 0 0 1 0 0 1 1 1 8 15. Angga Anggrian 1 0 0 1 1 0 1 1 0 1 1 1 1 0 1 10