THE USE OF AUDIOVISUAL MEDIA TO IMPROVE
STUDENTS’ VOCABULARY MASTERY
AT SDN KAUMAN 2 WIDODAREN NGAWI
(AN ACTION RESEARCH)
RESEARCH PAPER
Written as a Partial Fulfillment of the Requirements
for Getting Bachelor Degree of Education
in English Department
by
RINA FAJAR YULIAWATI
A. 320 010 108
SCHOOL OF TEACHER TRAINING AND EDUCATION
MUHAMMADIYAH UNIVERSITY OF SURAKARTA
2008
1
CHAPTER I
INTRODUCTION
A. Background of the Study
As a foreign language in Indonesia, English is seriously learned by
many people to have a good prospect, to be the community of international
world. It is taught from elementary school up to the university. Nowadays in
line with the Indonesian government’s plan to the nine year basic education,
English teaching in elementary school has been possible. It is based on the
1994 Curriculum of Elementary School, in which English is taught as a local
subject. This means that children will be introduced to the foreign language
early.
Since English is a new subject for most elementary school students the
teachers have to make them interested in it. Interest is an important factor to
make them pay attention to the subject. Teaching English to elementary school
students is different from teaching English in higher level. Elementary schools
students are those still like playing. Clark and Clark (1977: 322) in Fauziati
(2002: 171) states that children talk about “here and now”. It means that
children’s world involves around the here and now. They should not be asked
to discus abstract things or life and situation in the past or in the future.
Elementary school students have certain characteristics which are different
from teenagers or adults. That is why the teaching technique should be suitable
with them.
2
There are four English language skills, namely listening, speaking,
reading, and writing. The four skills are closely interdependent. The beginning
steps in learning language that have to be conducted by learners are being able
to know the words, to understand the meaning and to use them in
communication. Moreover, in the early stages of learning a language, one is
better introduced to vocabulary than grammar. Without an extensive
vocabulary, the students will be unable to use the structure and function. Thus,
in learning English, students have to learn vocabulary first in order to master
English.
Mastering vocabulary is important for learners since vocabulary
knowledge, as one of the basic components, plays an important role in the four
language skills. It gives contribution to learners to perform their skill better. It
is impossible for the students to perform their English appropriately, if their
vocabulary is very poor. In short, by having limited vocabulary, the students
find it difficult to master the language skills, since a good store of words is
crucial for understanding and communicating. Therefore, vocabulary mastery
must be the first priority in English language teaching.
Teaching English to the students of elementary school is presenting
vocabulary since they learn English for the first time. In teaching vocabulary,
the English teacher gets some problems. The first problem is the students can
not pronounce the words correctly. It is not easy for the students because the
students have had experience with their native language. But, actually learning
a foreign language has many similarities with learning mother tongues. As
Scoot and Yterberg (1990: 4) clarified that “There are many similarities
3
between learning one’s mother tongue and learning a foreign language in spite
of the differences in age and the time available”. The second problem is the
students do not know the spelling and the way to write the English words.
Understanding of the spelling and the meaning of the English words is useful
for the students to understand the words. The last problem is the students do
not know the meaning of the English words. The translation skill is needed in
understanding the English words. Because of the problems, the English
teachers in elementary school need an appropriate method that can teach the
students how to spell the words, how to write the words and the meaning of the
words in the same time.
Reviewing some related theories, the problems can be overcome by
using audiovisual media. Audiovisual is one of the media used to teach
vocabulary. Audiovisual media are available in many forms, namely videos,
tape recorder, puppet toys and another. Here, the writer uses the tape recorder
and cassette as the media. The reason of the writer uses the tape recorder and
cassette in teaching vocabulary is the students can study how to spell the
words, how to write the words and what the meaning of the words in the same
time. The other reason why the writer chooses the audiovisual media for
teaching vocabulary is it trains the students memorizing the words.
Based on the explanation mentioned, the writer is interested in doing a
research about “The Use of Audiovisual Media to Improve Students’
Vocabulary Mastery at SDN Kauman 2 Widodaren Ngawi (An Action
Research).”
4
B. Limitation of the Study
This research has broader scope and it is impossible for the writer to
handle all problems. Therefore the writer limits the scope of the study. The
study is only focused on the students in SDN Kauman 2 Widodaren Ngawi to
improve their vocabulary using audiovisual media.
C. Statements of the Problem
Related to the background of the study, the problems investigated by
the writer are as follows:
1. How is the implementation of teaching using audiovisual media improving
the students’ vocabulary mastery?
2. Does teaching using audiovisual media improve the students’ vocabulary
mastery?
3. What are the students’ comments on teaching vocabulary using audiovisual
media?
D. Objective of the Study
The objectives of this study are:
1. To know whether the use of audiovisual media improve the students’
vocabulary mastery
2. To know the comments of the students about teaching vocabulary using
audiovisual media.
E. Benefit of the Study
In this study the writer expects that the research paper has some
benefits both theory and practice.
5
1. Theoretical Benefit
a. The finding of this research will enrich the theory of student’s
vocabulary mastery
b. The result of research paper can be a useful input in English teaching
process especially for teaching vocabulary using audiovisual media.
2. Practical Benefits
a. The results help the teacher solve the problems in teaching vocabulary
b. For the students, it can improve the student’s vocabulary mastery and
motivate students to be active in teaching learning process
c. Teachers from other schools can adapt this strategy as the alternative to
teach vocabulary
F. Research Paper Organization
Research paper organization is given in order that the readers could
easily understand the content of the research paper. The study is divided into
five chapters that are organized as follows.
Chapter I is introduction. It deals with background of study,
limitation of study, statement of problem, objective of study, benefit of the
study, and research paper organization.
Chapter II is review of related literature: which covers the previous
study, the general concept of vocabulary, that consist of notion of vocabulary,
kinds of vocabulary, the importance of vocabulary, the vocabulary limitation,
and vocabulary mastery, principles of teaching vocabulary, media for teaching
vocabulary, and audiovisual for teaching vocabulary.
6
Chapter III is research method; which consists of type of research,
subject of the research, object of the study, data and source data, method of
collecting data and technique for analyzing data.
Chapter IV is result and discussion. This chapter deals with results
that consists of action implementation, the improvement results of students’
achievement and the students’ comment on the teaching vocabulary using
audiovisual media, discussion
Chapter V consists of conclusion and suggestion.
Rabu, 25 Mei 2011
increase
INCREASING VOCABULARY BY USING
PLASTICINE MEDIA FOR THE FOURTH GRADE
OF ELEMENTARY SCHOOL STUDENTS AT SDN 03
KETAPANG SUSUKAN SEMARANG
IN 2006/2007 ACADEMIC YEAR
RESEARCH PAPER
Submitted as a Partial Fulfillment of the Requirements
for Getting Bachelor Degree of Education
in English Department
by
RAGIL AYU SAFITRI
A 320 030 271
SCHOOL OF TEACHER TRAINING AND EDUCATION
MUHAMMADIYAH UNIVERSITY OF SURAKARTA
2007
ii
APPROVAL
INCREASING VOCABULARY BY USING
PLASTICINE MEDIA FOR THE FOURTH GRADE
OF ELEMENTARY SCHOOL STUDENTS AT SDN 03
KETAPANG 03 SUSUKAN SEMARANG
IN 2006/2007 ACADEMIC YEAR
by
RAGIL AYU SAFITRI
A 320 030 271
Approved to be Examined by the Consultant
Consultant I
Drs. Sigit Haryanto, M .Hum
Consultant II
Aryati Prasetyarini, S.Pd, M.Pd,
iii
ACCEPTANCE
INCREASING VOCABULARY BY USING
PLASTICINE MEDIA FOR THE FOURTH GRADE
OF ELEMENTARY SCHOOL STUDENTS AT SDN03
KETAPANG SUSUKAN SEMARANG
IN 2006/2007 ACADEMIC YEAR
by
RAGIL AYU SAFITRI
A 320 030 271
Accepted by the Board of Examiner
School of Teacher Training and Education
Muhammadiyah University of Surakarta
on November 2007
Team of Examiner
1. Drs. Sigit Haryanto, M .Hum. ( )
( Examiner I)
2. Aryati Prasetyarini, S.Pd, M.Pd. ( )
( Examiner II)
3. Drs. Djoko Srijono, M.Hum. ( )
( Examiner III)
Dean,
Drs. H. Sofyan Anif, M.Si.
NIK 547
iv
TESTIMONY
Herewith, I testify that in this research paper, there is no plagiarism of the
previous literary work which has been raised to obtain bachelor degree of a
university, nor there are opinions or masterpieces which have been written or
published or others, except those which the writing are referred in the manuscript
and mentioned in literary review and bibliography.
Hence, later if it is proven that there are some untrue statements above,
hence she will hold fully responsible.
Surakarta, October 2007
Ragil Ayu Safitri
A 320 030 271
v
MOTTO
Hal yang terindah dari cinta adalah menerima
Hal yang terindah dari kasih adalah memberi
Dan hal yang terindah dari hati adalah memaafkan
(Khalil Gibran)
Hidup di dunia ini adalah kesementaraan yang acapkali terasa tak berujung pangkal hingga
kita jengah, bosan, dan muak menunggu keputusan. Tetapi kita harus terus bersabar,
karena esok, adalah ribuan kemungkinan.
(A. Gunawan, Horison)
vi
DEDICATION
This research paper is wholeheartedly dedicated to:
My beloved mother and father ,
My beloved brothers,
My cute and nice best friends, and
My cute little nieces.
vii
ACKNOWLEDGEMENT
Assalamu’alaikum wr. wb.
Alhamdulillahirabbil’aalamiin, the writer would like to thank Allah the
almighty. Because of His blessing she can finish the final assignment, that is
writing the research paper. Praise and invocation are also given to our great
messenger Muhammad SAW to whom she always hopes his intercession in the
end of the world.
The writer realizes that it is impossible to finish the research paper without
help, guidance and support from others. Therefore, the writer would like to
express her gratitude to all people who support and guide her in doing this
research paper. She expresses her gratitude to:
1. Drs. H. Sofyan Anif, M.Si., the Dean of School of Teacher Training and
Education of Muhammadiyah University of Surakarta for approving this
research paper,
2. Koesoemo Ratih, S.Pd., M.Hum., the Head of English Department
Muhammadiyah University of Surakarta for giving permission to conduct the
research paper,
3. Drs. Sigit Haryanto, M.Hum., the first consultant and the academic adviser
who has patiently guided and helped her in preparing and finishing this work
and guidance during her study,
4. Aryati Prasetyarini, S.Pd, M.Pd., the second consultant who has given
correction, suggestion, and advice patiently and wisely,
viii
5. All lecturers in English Department Muhammadiyah University of Surakarta,
6. All the teacher in SDN 03 Ketapang, thanks for place, guidance and the
support,
7. Her beloved father and mother, thanks for the greatest love, affection,
guidance, pray and motivation,
8. All her beloved brothers (M’ Wawan & M. Ipung), thanks for the trust,
support, affection, prayer, and spirit of life,
9. Her cute little nieces, Calya, Febby, Dewi, Sandy, thanks for your sweet smile
which has given her inspiration, “ I love you all”,
10. Her cute dan nice best friends, Fatma, Cupid, Retno, Emma and Lieta, thanks
for giving her time to share, supports, jokes, togetherness, her day colorful,
“Thanks for all”,
11. Her someone special “ My Luvly” who supports her in everything, “Thanks for
all”,
12. Her best friends’ Chyka and Dhyna, thanks for our friendship their help, “ I
miss U”,
13. All Librarians who have given permission to get privilege in using the
required references, and
14. All her friends in academic year 2003 especially in class F and all of her
friends that can not be mentioned on by one, thank you for our friendship and
nice days with guys, always remember me every time.
ix
Finally the writer would like to express her gratitude to all those who have
helped the writer. She thinks that this research might be far from being perfect.
Therefore, the writer happily accepts constructive suggestion in order to make this
research paper better.
Wassalamu’alaikum wr. wb.
Surakarta, October 2007
Writer
x
TABLE OF CONTENT
page
TITLE OF RESEARCH................................................................................... i
APPROVAL..................................................................................................... ii
ACCEPTANCE ............................................................................................... iii
TESTIMONY................................................................................................... iv
MOTTO ........................................................................................................... v
DEDICATION................................................................................................. vi
ACKNOWLEDGEMENT ............................................................................... vii
TABLE OF CONTENT................................................................................... x
SUMMARY..................................................................................................... xiii
CHAPTER I: INTRODUCTION ................................................................ 1
A. Background of the Study ................................................ 1
B. Problem Statement.......................................................... 3
C. Limitation of the Problem............................................... 4
D. Objective of the Study .................................................... 4
E. Significance of the Study................................................ 4
F. Research Paper Organization.......................................... 5
CHAPTER II: REVIEW OF RELATED LITERATURE ............................ 7
A. Previous Study ............................................................... 7
1. General Concept of Vocabulary................................. 8
2. The Notion of Vocabulary ......................................... 8
B. The Important of Learning Vocabulary .......................... 9
C. The Characteristic of Young Learners (Children) ......... 10
1. Children like playing.................................................. 10
xi
2. The Children talk about ‘Here and Now’ Association
and Memory ............................................................... 11
D. Suitable Teaching Techniques for Children ................... 11
1. Songs .......................................................................... 12
2. Pictures....................................................................... 12
3. Games......................................................................... 12
4. Puzzles ....................................................................... 13
E. The General Concept of Plasticine ................................. 13
CHAPTER III: RESEARCH METHOD........................................................ 15
A. Type of Research ........................................................... 15
B. Action Procedures........................................................... 15
1. Planning ..................................................................... 16
2. Implementing ............................................................ 17
3. Observing ................................................................... 17
4. Reflecting ................................................................... 17
C. Object of the Study ......................................................... 18
D. Subject of the Study........................................................ 18
E. Method of Collecting Data ............................................. 18
1. Observation .............................................................. 18
2. Test ........................................................................... 19
3. Interview .................................................................. 19
F. Technique for Analyzing Data........................................ 20
CHAPTER IV: RESULTS AND DISCUSSION ........................................... 21
A. Results............................................................................. 21
1. The Process of Teaching Vocabulary by Using
Plasticine .................................................................. 21
xii
2. The Result of the Implementation of Teaching
Vocabulary by Using Plasticine as the Media.......... 31
3. The Student’s Response of Implementation of
Teaching Vocabulary by Using Plasticine as the
Media......................................................................... 39
B. Discussion....................................................................... 41
CHAPTER V: CONCLUSION AND SUGESTION.................................... 43
A. Conclusion ...................................................................... 43
B. Suggestion ...................................................................... 43
BIBLIOGRAPHY
APPENDIX
xiii
SUMMARY
Ragil Ayu Safitri, A. 320 030 271. INCREASING VOCABULARY BY
USING PLASTICINE MEDIA FOR THE FOURTH GRADE OF
ELEMENTARY SCHOOL STUDENTS AT SDN 03 KETAPANG
SUSUKAN SEMARANG IN 2006/2007 ACADEMIC YEAR.
MUHAMMADIYAH UNIVERSITY OF SURAKARTA 2007. Research
Paper.
This study aims at describing the process of teaching vocabulary by using
plasticine at SDN 03Ketapang, the result and the student’s response of it.
Classroom action research (CAR) was done in SDN 03 Ketapang Susukan
Semarang. The writer took the students of the fourth grade of elementary school
students at the school in 2006/2007 academic year as the subject of the study. To
collect the data, the writer used observation, interview, and test. Observation is an
activity in a certain situation to get the data. Interview is a dialogue done by the
writer to get information from the interviewee. It was conducted by asking the
students and the teacher about English teaching- learning process. Test was the
treatment given to the students in the form of pre-test and post-post.
The writer conducted classroom action research (CAR) which consists of
four cycles, in which each cycle consists of four elements, namely, planning,
acting/ implementing, and reflecting. The problems were found in the third cycle
and four cycles. The problem in the second cycle is they easily get bored in
studying English. And the problem in the fourth cycle is that the students are not
active to study English. To answer those problems the writer used plasticine as the
media combined with games, color, pictures, and songs.
After collecting data and analyzing them, the writer presented the result of
the research. The writer found that there were three results in the research: (1)
there were 10 students (62.5%) who increased vocabulary achievement; (2) there
were 3 students (18.75%) who decreased their vocabulary achievement; (3) there
were 3 students (18.75%) who are static achievement on their vocabulary
achievement.
The students feel happy and can be more active, creative and enjoyed
studying English and they memorize the English words more easily. The
conclusion is teaching vocabulary by using plastine as the media at SDN 03
Ketapang is good and effective as the variety of teaching technique and
intermezzo.
PLASTICINE MEDIA FOR THE FOURTH GRADE
OF ELEMENTARY SCHOOL STUDENTS AT SDN 03
KETAPANG SUSUKAN SEMARANG
IN 2006/2007 ACADEMIC YEAR
RESEARCH PAPER
Submitted as a Partial Fulfillment of the Requirements
for Getting Bachelor Degree of Education
in English Department
by
RAGIL AYU SAFITRI
A 320 030 271
SCHOOL OF TEACHER TRAINING AND EDUCATION
MUHAMMADIYAH UNIVERSITY OF SURAKARTA
2007
ii
APPROVAL
INCREASING VOCABULARY BY USING
PLASTICINE MEDIA FOR THE FOURTH GRADE
OF ELEMENTARY SCHOOL STUDENTS AT SDN 03
KETAPANG 03 SUSUKAN SEMARANG
IN 2006/2007 ACADEMIC YEAR
by
RAGIL AYU SAFITRI
A 320 030 271
Approved to be Examined by the Consultant
Consultant I
Drs. Sigit Haryanto, M .Hum
Consultant II
Aryati Prasetyarini, S.Pd, M.Pd,
iii
ACCEPTANCE
INCREASING VOCABULARY BY USING
PLASTICINE MEDIA FOR THE FOURTH GRADE
OF ELEMENTARY SCHOOL STUDENTS AT SDN03
KETAPANG SUSUKAN SEMARANG
IN 2006/2007 ACADEMIC YEAR
by
RAGIL AYU SAFITRI
A 320 030 271
Accepted by the Board of Examiner
School of Teacher Training and Education
Muhammadiyah University of Surakarta
on November 2007
Team of Examiner
1. Drs. Sigit Haryanto, M .Hum. ( )
( Examiner I)
2. Aryati Prasetyarini, S.Pd, M.Pd. ( )
( Examiner II)
3. Drs. Djoko Srijono, M.Hum. ( )
( Examiner III)
Dean,
Drs. H. Sofyan Anif, M.Si.
NIK 547
iv
TESTIMONY
Herewith, I testify that in this research paper, there is no plagiarism of the
previous literary work which has been raised to obtain bachelor degree of a
university, nor there are opinions or masterpieces which have been written or
published or others, except those which the writing are referred in the manuscript
and mentioned in literary review and bibliography.
Hence, later if it is proven that there are some untrue statements above,
hence she will hold fully responsible.
Surakarta, October 2007
Ragil Ayu Safitri
A 320 030 271
v
MOTTO
Hal yang terindah dari cinta adalah menerima
Hal yang terindah dari kasih adalah memberi
Dan hal yang terindah dari hati adalah memaafkan
(Khalil Gibran)
Hidup di dunia ini adalah kesementaraan yang acapkali terasa tak berujung pangkal hingga
kita jengah, bosan, dan muak menunggu keputusan. Tetapi kita harus terus bersabar,
karena esok, adalah ribuan kemungkinan.
(A. Gunawan, Horison)
vi
DEDICATION
This research paper is wholeheartedly dedicated to:
My beloved mother and father ,
My beloved brothers,
My cute and nice best friends, and
My cute little nieces.
vii
ACKNOWLEDGEMENT
Assalamu’alaikum wr. wb.
Alhamdulillahirabbil’aalamiin, the writer would like to thank Allah the
almighty. Because of His blessing she can finish the final assignment, that is
writing the research paper. Praise and invocation are also given to our great
messenger Muhammad SAW to whom she always hopes his intercession in the
end of the world.
The writer realizes that it is impossible to finish the research paper without
help, guidance and support from others. Therefore, the writer would like to
express her gratitude to all people who support and guide her in doing this
research paper. She expresses her gratitude to:
1. Drs. H. Sofyan Anif, M.Si., the Dean of School of Teacher Training and
Education of Muhammadiyah University of Surakarta for approving this
research paper,
2. Koesoemo Ratih, S.Pd., M.Hum., the Head of English Department
Muhammadiyah University of Surakarta for giving permission to conduct the
research paper,
3. Drs. Sigit Haryanto, M.Hum., the first consultant and the academic adviser
who has patiently guided and helped her in preparing and finishing this work
and guidance during her study,
4. Aryati Prasetyarini, S.Pd, M.Pd., the second consultant who has given
correction, suggestion, and advice patiently and wisely,
viii
5. All lecturers in English Department Muhammadiyah University of Surakarta,
6. All the teacher in SDN 03 Ketapang, thanks for place, guidance and the
support,
7. Her beloved father and mother, thanks for the greatest love, affection,
guidance, pray and motivation,
8. All her beloved brothers (M’ Wawan & M. Ipung), thanks for the trust,
support, affection, prayer, and spirit of life,
9. Her cute little nieces, Calya, Febby, Dewi, Sandy, thanks for your sweet smile
which has given her inspiration, “ I love you all”,
10. Her cute dan nice best friends, Fatma, Cupid, Retno, Emma and Lieta, thanks
for giving her time to share, supports, jokes, togetherness, her day colorful,
“Thanks for all”,
11. Her someone special “ My Luvly” who supports her in everything, “Thanks for
all”,
12. Her best friends’ Chyka and Dhyna, thanks for our friendship their help, “ I
miss U”,
13. All Librarians who have given permission to get privilege in using the
required references, and
14. All her friends in academic year 2003 especially in class F and all of her
friends that can not be mentioned on by one, thank you for our friendship and
nice days with guys, always remember me every time.
ix
Finally the writer would like to express her gratitude to all those who have
helped the writer. She thinks that this research might be far from being perfect.
Therefore, the writer happily accepts constructive suggestion in order to make this
research paper better.
Wassalamu’alaikum wr. wb.
Surakarta, October 2007
Writer
x
TABLE OF CONTENT
page
TITLE OF RESEARCH................................................................................... i
APPROVAL..................................................................................................... ii
ACCEPTANCE ............................................................................................... iii
TESTIMONY................................................................................................... iv
MOTTO ........................................................................................................... v
DEDICATION................................................................................................. vi
ACKNOWLEDGEMENT ............................................................................... vii
TABLE OF CONTENT................................................................................... x
SUMMARY..................................................................................................... xiii
CHAPTER I: INTRODUCTION ................................................................ 1
A. Background of the Study ................................................ 1
B. Problem Statement.......................................................... 3
C. Limitation of the Problem............................................... 4
D. Objective of the Study .................................................... 4
E. Significance of the Study................................................ 4
F. Research Paper Organization.......................................... 5
CHAPTER II: REVIEW OF RELATED LITERATURE ............................ 7
A. Previous Study ............................................................... 7
1. General Concept of Vocabulary................................. 8
2. The Notion of Vocabulary ......................................... 8
B. The Important of Learning Vocabulary .......................... 9
C. The Characteristic of Young Learners (Children) ......... 10
1. Children like playing.................................................. 10
xi
2. The Children talk about ‘Here and Now’ Association
and Memory ............................................................... 11
D. Suitable Teaching Techniques for Children ................... 11
1. Songs .......................................................................... 12
2. Pictures....................................................................... 12
3. Games......................................................................... 12
4. Puzzles ....................................................................... 13
E. The General Concept of Plasticine ................................. 13
CHAPTER III: RESEARCH METHOD........................................................ 15
A. Type of Research ........................................................... 15
B. Action Procedures........................................................... 15
1. Planning ..................................................................... 16
2. Implementing ............................................................ 17
3. Observing ................................................................... 17
4. Reflecting ................................................................... 17
C. Object of the Study ......................................................... 18
D. Subject of the Study........................................................ 18
E. Method of Collecting Data ............................................. 18
1. Observation .............................................................. 18
2. Test ........................................................................... 19
3. Interview .................................................................. 19
F. Technique for Analyzing Data........................................ 20
CHAPTER IV: RESULTS AND DISCUSSION ........................................... 21
A. Results............................................................................. 21
1. The Process of Teaching Vocabulary by Using
Plasticine .................................................................. 21
xii
2. The Result of the Implementation of Teaching
Vocabulary by Using Plasticine as the Media.......... 31
3. The Student’s Response of Implementation of
Teaching Vocabulary by Using Plasticine as the
Media......................................................................... 39
B. Discussion....................................................................... 41
CHAPTER V: CONCLUSION AND SUGESTION.................................... 43
A. Conclusion ...................................................................... 43
B. Suggestion ...................................................................... 43
BIBLIOGRAPHY
APPENDIX
xiii
SUMMARY
Ragil Ayu Safitri, A. 320 030 271. INCREASING VOCABULARY BY
USING PLASTICINE MEDIA FOR THE FOURTH GRADE OF
ELEMENTARY SCHOOL STUDENTS AT SDN 03 KETAPANG
SUSUKAN SEMARANG IN 2006/2007 ACADEMIC YEAR.
MUHAMMADIYAH UNIVERSITY OF SURAKARTA 2007. Research
Paper.
This study aims at describing the process of teaching vocabulary by using
plasticine at SDN 03Ketapang, the result and the student’s response of it.
Classroom action research (CAR) was done in SDN 03 Ketapang Susukan
Semarang. The writer took the students of the fourth grade of elementary school
students at the school in 2006/2007 academic year as the subject of the study. To
collect the data, the writer used observation, interview, and test. Observation is an
activity in a certain situation to get the data. Interview is a dialogue done by the
writer to get information from the interviewee. It was conducted by asking the
students and the teacher about English teaching- learning process. Test was the
treatment given to the students in the form of pre-test and post-post.
The writer conducted classroom action research (CAR) which consists of
four cycles, in which each cycle consists of four elements, namely, planning,
acting/ implementing, and reflecting. The problems were found in the third cycle
and four cycles. The problem in the second cycle is they easily get bored in
studying English. And the problem in the fourth cycle is that the students are not
active to study English. To answer those problems the writer used plasticine as the
media combined with games, color, pictures, and songs.
After collecting data and analyzing them, the writer presented the result of
the research. The writer found that there were three results in the research: (1)
there were 10 students (62.5%) who increased vocabulary achievement; (2) there
were 3 students (18.75%) who decreased their vocabulary achievement; (3) there
were 3 students (18.75%) who are static achievement on their vocabulary
achievement.
The students feel happy and can be more active, creative and enjoyed
studying English and they memorize the English words more easily. The
conclusion is teaching vocabulary by using plastine as the media at SDN 03
Ketapang is good and effective as the variety of teaching technique and
intermezzo.
chapter4
21
CHAPTER IV
RESEARCH FINDINGS AND DISCUSSION
This chapter is devoted to present the research findings based on the result of
data analysis. In addition, the discussion of the findings is also presented in this
chapter.
4.1 Research Findings
Based on the result of the data analysis, the writer presents the result of
findings achieved from observation, interview related to the teaching media for
teaching vocabulary to the first grade students of Elementary School at Pucang 2
Sidoarjo.
In this study, the writer investigated one teacher in Elementary School at
Pucang 2 Sidoarjo who was teaching in the first to the sixth grade students. The
teacher’s name was Mrs. Suharti, S.Pd. The writer observed one class which
consisted of 47 students. The observation and interview were conducted in a
week. The result of the interview and the observation included: (1) The kinds of
teaching media for teaching vocabularies to the first grade students of Elementary
School at Pucang 2 Sidoarjo, and (2) The teacher used the teaching media the first
grade students of Elementary School at Pucang 2 Sidoarjo.
22
4.1.1 The Kinds of Media Used by the Teacher in Teaching Vocabulary.
Based on the writer’s observation, it could be seen that the English teachers of
Elementary School at Pucang 2 Sidoarjo used three kinds of teaching media:
audiovisual media, audio media and visual media.
First, the teacher used audio media. The examples of audio media were radio,
tape recorder, language laboratory, etc. In this case, the teacher used language
laboratory with tape recorder and cassette as a complement. The teacher said that
with this media the students enjoyed the material given. In every meeting, the teacher
gives the simple song to stimulate the student’s brain to find the new vocabulary and
then memorized it.
Second, the teacher used visual media. The visual media which were used by
the teacher were pictures, flash card, real object, etc. The teacher used flashcards or
picture when she conveyed meaning of things such as “desk”, “lamp”, “scissors”,
“knife”, “broom”, “bowl”, “necklace”, “ring”, “comb”, “clock”, “air conditioner”,
etc. The purpose of using this media was because it made students easy to accept the
subject. The teacher also said that the students were very enthusiastic when the
teacher gave them vocabulary lists with colorful pictures.
Third, the teacher used audiovisual media such as film. Topic of the movie
was about Zoo. The reason of choosing this media was that the students were
more interested because they could see the attractive movie directly while
listening the vocabulary from the movie.
23
4.1.2 The Way the English Teacher Used the Media in Teaching Vocabulary.
To give a clear description on what the teachers of Elementary School at
Pucang 2 Sidoarjo used during their teaching activities, the writer tried to explain
what they did when she observed them:
The first observation was done at the language laboratory. Here, the students
were divided into two groups because the limitation of the language laboratory. As
usual, the English teachers opened the class by giving greeting such as ” Good
Morning Students ” and started the class by giving the topic about Zoo. The English
teacher of Elementary School at Pucang 2 Sidoarjo explained the way to say
“Monkey, Giraffe, Elephant, Lion, Bird, Snake, Horse, etc” with others by using the
video cassette disc. The English teachers of Elementary School at Pucang 2 Sidoarjo
on the video twice, and then they asked the students to repeat about Zoo presented in
the video. After that the English teachers asked the students individually to repeat it
and helped them to correct their pronunciation when the students did not understand
the meaning of the new vocabulary, the English teachers explained it and paid
attention to the students’ patiently. The last of meeting the English teachers gave
homework to the students.
Based on the first observation above it can be concluded that the teaching
activities done by the English teachers of Elementary School at Pucang 2 Sidoarjo
were good because the English teachers had a good attention to the students by
helping them to correct their pronunciation explained the students’ problem about
how greet correctly and the English teachers were monotonous in using the
teaching media. The English teachers realized that they used one medium to teach
24
the topic in each meeting although there was possibility to use various media, so that
the students were not getting bored.
In the second observation, the writer observed the teaching activities done in
the classroom. The English teacher of Elementary School at Pucang 2 Sidoarjo used
audio media (tape recorder). As usual, the English teachers reviewed the last lesson.
Then, they introduced the material before turning on the song, next the English
teachers explained the difficulties on the vocabularies in the song. After explaining
the new vocabulary, the English teachers turned on the song twice before asking the
students to repeat them and they wrote the song on the blackboard, they sang the song
with the students and replayed it. Finally, they asked the students to sing individually.
Based on the activities done by the English teachers in the classroom, it can
be concluded that the teachers’ ways when she explained the material with song are
appropriate to young learners because this teaching steps were set up chronologically.
Therefore, the students really enjoyed the song presented by them. However, the way
she applied the use of media still lacked of variation. In this case, the English teacher
could combine the teaching media when she taught the topic.
In the third observation, it was seen that the English teachers used
flashcard in teaching about the things in the classroom. They opened the class by
greeting the students. After that the English teachers asked the students about the
things in the classroom in Indonesia language, such as table, chair, blackboard,
broom, etc. The teacher translated into English and then the English teachers
asked the students to read more and more. To clarify their explanation, they
25
showed the flashcard about the things in the classroom such as flashcards about chair,
table, blackboard, etc. The students were really interested in the material given by
using colorful flashcards. They were really active to answer the questions. In the last
meeting, the English teachers gave homework to the students.
Based on the third observation, it can be concluded that the English teachers
succeeded to arise the students’ attention by combining the teaching media such as
flashcards. Actually in this teaching activity they could use other teaching media such
as pictures about interesting objects to avoid monotonous situation and to give clearer
description to the students.
4.2 Discussion
After obtaining the data and analyzing it based on its categories, then the
writer wants to discuss the whole data to answer the problems proposed in the
previous chapter.
Based on the result of guideinterview,
it can be concluded that the
English teacher of Elementary School at Pucang 2 Sidoarjo used three kinds of
teaching media: audiovisual media, visual media and audio media. Although there
were various teaching media available of Elementary School at Pucang 2
Sidoarjo, they are not utilized optimally. In this case, the English teachers only
used those media even though it was not used in every meeting. This data
indicated that the teachers realized and knew the important roles of media in the
process of teaching and learning that is to enhance the students’ motivation and
interest in learning English.
26
If we compared the findings with the related literature, there were some
similar media used by the teacher. First, the teacher used audiovisual media such as
film. According to Sabilah (2001: 3638)
Audio visual media are combination media
between seeing and hearing sensory. So, the teacher had chosen the media which is
suitable to be applied for her students. But, the teacher should show the other film in
order to avoid to the boredom and increase the other vocabularies. It can be
concluded that the teacher need to increase her creativity or her knowledge
concerning the use of media in teaching English vocabulary for young learner
students.
Second, the teacher used audio media. Whit this media, the students enjoyed
the material given because the students had given the song by the teacher. The
teacher gave interesting songs by spelling words, clapping hands, and acting. This
media involved all students and made them more active. Actually, this media made
the students interested in learning English and they were more challenged to find the
new words. This is suitable with Sabilah (2001: 33) stated that audio media are the
media used by the teacher through ears sensory and used to check students’
competence in listening comprehension.
Third, the teacher used visual media because it made students easy to
accept the subject. According to Sabilah (2001: 3638)
Audio visual media are
combination media between seeing and hearing sensory. Besides, it helped the
students gain the successful learning and they understood the material clearly.
But, it will be interesting and can increase students’ motivation if the teacher can
create another media when she teaches vocabulary. In this case, the teacher should
27
be more creative to create some media or she can use the media which are
recommended by the expert when she teaches vocabulary to young learners.
The teacher used the example of visual media. This media made students
more active and enjoyable in joining the class because they studied for fun. Besides,
this media could not make students bored because they would be interested and have
good responsibility in teaching and learning process.
In summary, the teaching media of teaching English hold an important role
in order to be successful in teaching and learning process. English teacher has to
know various teaching media of presenting vocabulary. English teacher are
intended to make students understandable and comprehend able words that the
teacher has presented. They not only assist the students to grasp the meaning of
new words easily, but also make the variation of teaching in order to avoid the
monotonous situation and students’ boredom.
CHAPTER IV
RESEARCH FINDINGS AND DISCUSSION
This chapter is devoted to present the research findings based on the result of
data analysis. In addition, the discussion of the findings is also presented in this
chapter.
4.1 Research Findings
Based on the result of the data analysis, the writer presents the result of
findings achieved from observation, interview related to the teaching media for
teaching vocabulary to the first grade students of Elementary School at Pucang 2
Sidoarjo.
In this study, the writer investigated one teacher in Elementary School at
Pucang 2 Sidoarjo who was teaching in the first to the sixth grade students. The
teacher’s name was Mrs. Suharti, S.Pd. The writer observed one class which
consisted of 47 students. The observation and interview were conducted in a
week. The result of the interview and the observation included: (1) The kinds of
teaching media for teaching vocabularies to the first grade students of Elementary
School at Pucang 2 Sidoarjo, and (2) The teacher used the teaching media the first
grade students of Elementary School at Pucang 2 Sidoarjo.
22
4.1.1 The Kinds of Media Used by the Teacher in Teaching Vocabulary.
Based on the writer’s observation, it could be seen that the English teachers of
Elementary School at Pucang 2 Sidoarjo used three kinds of teaching media:
audiovisual media, audio media and visual media.
First, the teacher used audio media. The examples of audio media were radio,
tape recorder, language laboratory, etc. In this case, the teacher used language
laboratory with tape recorder and cassette as a complement. The teacher said that
with this media the students enjoyed the material given. In every meeting, the teacher
gives the simple song to stimulate the student’s brain to find the new vocabulary and
then memorized it.
Second, the teacher used visual media. The visual media which were used by
the teacher were pictures, flash card, real object, etc. The teacher used flashcards or
picture when she conveyed meaning of things such as “desk”, “lamp”, “scissors”,
“knife”, “broom”, “bowl”, “necklace”, “ring”, “comb”, “clock”, “air conditioner”,
etc. The purpose of using this media was because it made students easy to accept the
subject. The teacher also said that the students were very enthusiastic when the
teacher gave them vocabulary lists with colorful pictures.
Third, the teacher used audiovisual media such as film. Topic of the movie
was about Zoo. The reason of choosing this media was that the students were
more interested because they could see the attractive movie directly while
listening the vocabulary from the movie.
23
4.1.2 The Way the English Teacher Used the Media in Teaching Vocabulary.
To give a clear description on what the teachers of Elementary School at
Pucang 2 Sidoarjo used during their teaching activities, the writer tried to explain
what they did when she observed them:
The first observation was done at the language laboratory. Here, the students
were divided into two groups because the limitation of the language laboratory. As
usual, the English teachers opened the class by giving greeting such as ” Good
Morning Students ” and started the class by giving the topic about Zoo. The English
teacher of Elementary School at Pucang 2 Sidoarjo explained the way to say
“Monkey, Giraffe, Elephant, Lion, Bird, Snake, Horse, etc” with others by using the
video cassette disc. The English teachers of Elementary School at Pucang 2 Sidoarjo
on the video twice, and then they asked the students to repeat about Zoo presented in
the video. After that the English teachers asked the students individually to repeat it
and helped them to correct their pronunciation when the students did not understand
the meaning of the new vocabulary, the English teachers explained it and paid
attention to the students’ patiently. The last of meeting the English teachers gave
homework to the students.
Based on the first observation above it can be concluded that the teaching
activities done by the English teachers of Elementary School at Pucang 2 Sidoarjo
were good because the English teachers had a good attention to the students by
helping them to correct their pronunciation explained the students’ problem about
how greet correctly and the English teachers were monotonous in using the
teaching media. The English teachers realized that they used one medium to teach
24
the topic in each meeting although there was possibility to use various media, so that
the students were not getting bored.
In the second observation, the writer observed the teaching activities done in
the classroom. The English teacher of Elementary School at Pucang 2 Sidoarjo used
audio media (tape recorder). As usual, the English teachers reviewed the last lesson.
Then, they introduced the material before turning on the song, next the English
teachers explained the difficulties on the vocabularies in the song. After explaining
the new vocabulary, the English teachers turned on the song twice before asking the
students to repeat them and they wrote the song on the blackboard, they sang the song
with the students and replayed it. Finally, they asked the students to sing individually.
Based on the activities done by the English teachers in the classroom, it can
be concluded that the teachers’ ways when she explained the material with song are
appropriate to young learners because this teaching steps were set up chronologically.
Therefore, the students really enjoyed the song presented by them. However, the way
she applied the use of media still lacked of variation. In this case, the English teacher
could combine the teaching media when she taught the topic.
In the third observation, it was seen that the English teachers used
flashcard in teaching about the things in the classroom. They opened the class by
greeting the students. After that the English teachers asked the students about the
things in the classroom in Indonesia language, such as table, chair, blackboard,
broom, etc. The teacher translated into English and then the English teachers
asked the students to read more and more. To clarify their explanation, they
25
showed the flashcard about the things in the classroom such as flashcards about chair,
table, blackboard, etc. The students were really interested in the material given by
using colorful flashcards. They were really active to answer the questions. In the last
meeting, the English teachers gave homework to the students.
Based on the third observation, it can be concluded that the English teachers
succeeded to arise the students’ attention by combining the teaching media such as
flashcards. Actually in this teaching activity they could use other teaching media such
as pictures about interesting objects to avoid monotonous situation and to give clearer
description to the students.
4.2 Discussion
After obtaining the data and analyzing it based on its categories, then the
writer wants to discuss the whole data to answer the problems proposed in the
previous chapter.
Based on the result of guideinterview,
it can be concluded that the
English teacher of Elementary School at Pucang 2 Sidoarjo used three kinds of
teaching media: audiovisual media, visual media and audio media. Although there
were various teaching media available of Elementary School at Pucang 2
Sidoarjo, they are not utilized optimally. In this case, the English teachers only
used those media even though it was not used in every meeting. This data
indicated that the teachers realized and knew the important roles of media in the
process of teaching and learning that is to enhance the students’ motivation and
interest in learning English.
26
If we compared the findings with the related literature, there were some
similar media used by the teacher. First, the teacher used audiovisual media such as
film. According to Sabilah (2001: 3638)
Audio visual media are combination media
between seeing and hearing sensory. So, the teacher had chosen the media which is
suitable to be applied for her students. But, the teacher should show the other film in
order to avoid to the boredom and increase the other vocabularies. It can be
concluded that the teacher need to increase her creativity or her knowledge
concerning the use of media in teaching English vocabulary for young learner
students.
Second, the teacher used audio media. Whit this media, the students enjoyed
the material given because the students had given the song by the teacher. The
teacher gave interesting songs by spelling words, clapping hands, and acting. This
media involved all students and made them more active. Actually, this media made
the students interested in learning English and they were more challenged to find the
new words. This is suitable with Sabilah (2001: 33) stated that audio media are the
media used by the teacher through ears sensory and used to check students’
competence in listening comprehension.
Third, the teacher used visual media because it made students easy to
accept the subject. According to Sabilah (2001: 3638)
Audio visual media are
combination media between seeing and hearing sensory. Besides, it helped the
students gain the successful learning and they understood the material clearly.
But, it will be interesting and can increase students’ motivation if the teacher can
create another media when she teaches vocabulary. In this case, the teacher should
27
be more creative to create some media or she can use the media which are
recommended by the expert when she teaches vocabulary to young learners.
The teacher used the example of visual media. This media made students
more active and enjoyable in joining the class because they studied for fun. Besides,
this media could not make students bored because they would be interested and have
good responsibility in teaching and learning process.
In summary, the teaching media of teaching English hold an important role
in order to be successful in teaching and learning process. English teacher has to
know various teaching media of presenting vocabulary. English teacher are
intended to make students understandable and comprehend able words that the
teacher has presented. They not only assist the students to grasp the meaning of
new words easily, but also make the variation of teaching in order to avoid the
monotonous situation and students’ boredom.
Rabu, 13 April 2011
Tongkat Komando Simbol Perwahyuan
Tongkat Komando Simbol Perwahyuan
TONGKAT komando Bung Karno itu wahyu. Bukan pusaka yang berwujud. Demikian ungkap Bartho Ratsyanto, pengagum Bung Karno tinggal di Bangunrejo Tridadi Sleman.
Menurutnya, BK menerima ‘wahyu’ yang wujudnya tongkat dengan kepala burung garuda bertahtakan berlian, di Gunung Lawu. Pemberinya Jayabaya. Wahyu itu bukan untuk lingkup Indonesia saja, tapi dunia.
Menurut Bartho yang juga Sesepuh Pasaduluran Mataram, “Wahyu yang pernah diterima Bung Karno itu akan turun lagi” kata Sesepuh Paseduluran Mataram ini tanpa merinci jauh. “Tapi turunnya tongkat akan didahului kerusuhan”.
Bartho mengaku pernah mendapat ‘tongkat BK’.
“Saya tirakatan, 17 Maret 1989 di Padasan Pakem. Bersama dua teman. Baru duduk, teman saya melihat ular putih dari pojok timur di bawah bendungan. Ular itu membesar. Teman-teman saya langsung ngacir,” ungkap Bartho.
Karena takut, Bartho memejamkan mata. Bukannya hilang, ular itu malah membesar. Bartho pasrah. Namun dilihatnya kemudian, sosok seperti Bung Karno membawa tongkat komando dan memberikan benda yang dipegangnya itu. Bartho menolak karena ia tak suka pusaka. “Sebaiknya diberikan kepada Pak Wiranto, Pak Sutiyoso atau Pak Habibie. Mungkin mereka lebih pantas menerimanya” kata Bartho.
“Ini bukan pusaka. Besok kau akan tahu manfaatnya,” ucap bayangan itu.
Pertemuan sekitar 2,5 jam. Begitu tongkat diterima, tangan Bartho bersinar terang. Dua temannya juga melihat. Sejak itulah, warga Bangunreja, Tridadi, Sleman ini melihat apa yang akan terjadi.
“Tangan saya panas jika akan ada kerusuhan. Sebelum peristiwa Sambas, saya mencium bau darah dan kembang di mana-mana” kata Bartho
Menurutnya, BK menerima ‘wahyu’ yang wujudnya tongkat dengan kepala burung garuda bertahtakan berlian, di Gunung Lawu. Pemberinya Jayabaya. Wahyu itu bukan untuk lingkup Indonesia saja, tapi dunia.
Menurut Bartho yang juga Sesepuh Pasaduluran Mataram, “Wahyu yang pernah diterima Bung Karno itu akan turun lagi” kata Sesepuh Paseduluran Mataram ini tanpa merinci jauh. “Tapi turunnya tongkat akan didahului kerusuhan”.
Bartho mengaku pernah mendapat ‘tongkat BK’.
“Saya tirakatan, 17 Maret 1989 di Padasan Pakem. Bersama dua teman. Baru duduk, teman saya melihat ular putih dari pojok timur di bawah bendungan. Ular itu membesar. Teman-teman saya langsung ngacir,” ungkap Bartho.
Karena takut, Bartho memejamkan mata. Bukannya hilang, ular itu malah membesar. Bartho pasrah. Namun dilihatnya kemudian, sosok seperti Bung Karno membawa tongkat komando dan memberikan benda yang dipegangnya itu. Bartho menolak karena ia tak suka pusaka. “Sebaiknya diberikan kepada Pak Wiranto, Pak Sutiyoso atau Pak Habibie. Mungkin mereka lebih pantas menerimanya” kata Bartho.
“Ini bukan pusaka. Besok kau akan tahu manfaatnya,” ucap bayangan itu.
Pertemuan sekitar 2,5 jam. Begitu tongkat diterima, tangan Bartho bersinar terang. Dua temannya juga melihat. Sejak itulah, warga Bangunreja, Tridadi, Sleman ini melihat apa yang akan terjadi.
“Tangan saya panas jika akan ada kerusuhan. Sebelum peristiwa Sambas, saya mencium bau darah dan kembang di mana-mana” kata Bartho
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