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THESIS
By:
K2206004
ENGLISH DEPARTMENT
SURAKARTA
2011
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ABSTRACT
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know how to segment the audivisualized narrative text, so that vocabulary can be
taught effectively . On the other hand, the students should pay full attention in the
teaching learning process.
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APPROVAL
This thesis has been approved to be examined by the board of the Thesis
On :
By :
Consultant I Consultant II
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This thesis has been examined by the board of the Thesis Examiners of the
and has been accepted to be one of the Requirements for the Completion of
Board of Examiners:
1. Chairman : Drs. Suparno, M.Pd
NIP.19511127 198601 1 01
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MOTTO
Ukuran sukses sejati terletak pada kemampuan anda merasakan pikiran bahagia
(Erbe Sentanu)
(Unknown)
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DEDICATION
1. My beloved Mom and Dad, you are my passion. Thanks for your
unconditional love.
2. My big family, thanks for the love and prayers. Especially for (Alm) Hj.
Especially for Nanik, Tiwi, Mila, Shanti as editor of her thesis and also
Risty, Nunun, Novi, Titik, Ana, Laras, Ika, Vina, Rela, Rois, Sari, Surya,
Zee, Yuniar, Ani, Wiwid, Wastuti, Upik, Dewi, Dini, Fatimah, Lusi,
Riana, Kristin, Anggi, Indra, Hasan, Aris, Dedi, Eko, Setyo, Nico, Agung
4. All of my best friends in B-One (Ovi, Winda, Jujuk, Nunun, Teh Arin,
Irma, Teh Nita, Acid, Mbak Ita, Mbak Ima, Restu, Sinta, Rida, Atik, Mbak
Kiki, Mbak Fanni Mona, Mbak Kwok, Prita, Agni, Nofi, Yusmi, Syita,
Mbak Tika, Nyit2, Nurul, Wida, Lilin, Evi). Thanks for understanding me.
6. All of my friends in BEM UNS, Pendekar Tidar, Spenasal ‘03, GHS ’06,
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ACKNOWLEDGEMENT
Praise to Allah, the Almighty who has given His blessing so that the writer
can finally finish this thesis as a partial fulfillment in achieving the Undergraduate
The writer realizes that this thesis could not be achieved without the help
and assistance from others. Therefore, in this occasion the writer would give her
appreciation to the individuals and institutions who have given their help during
the process of writing so that this thesis is finally finished. She would like to
2. Drs. Suparno, M.Pd, the Head of the Art and Language Education
Department.
5. Umi Hidayati, S.Pd, M.Pd, the Headmaster and as the English teacher
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7. My beloved Mom and Dad for their priceless love, prayers and spirits.
11. Last, thank you very much for everyone who had been the part of my
life.
iput
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TABLE OF CONTENT
TITLE................................................................................................................... i
ABSTRACT ........................................................................................................ ii
APPROVAL ....................................................................................................... iv
MOTTO.............................................................................................................. vi
DEDICATION................................................................................................... vii
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C. Rationale ................................................................................................... 20
D. Hypothesis ................................................................................................ 21
A. Introduction .............................................................................................. 31
C . Discussion ................................................................................................ 48
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A. Conclusion ................................................................................................ 50
B. Implication ................................................................................................ 50
C. Suggestion ................................................................................................. 51
BIBLIOGRAPHY .............................................................................................. 52
APPENDICES ................................................................................................... 55
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LIST OF APPENDICESS
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CHAPTER I
INTRODUCTION
A. Background of Study
Indonesia, so not every Indonesian uses English well. Nevertheless, English can
be learned by every one who wants to acquire it. In fact, it becomes the major
subject to be learned and taught in both formal and informal school institution.
English is taught early from primary schools until high school and even
college. It is taught as muatan lokal (local content subject) when the students are
Learning English involves four basic skills. Those are reading, speaking,
listening and writing. One of the elements in the language that cannot be separated
Norbert and Michael McCharthy 1997: 201) says that the most important part of
beginners need to know vocabulary first and understand the meaning of the
commitlanguage
words. Teaching vocabulary as second to user is more emphasized rather than
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teaching other language elements. Cross (1995: 5) stated that a good store of
conversation with someone else if he or she does not master the vocabulary
needed.
Teaching vocabulary for beginner is not easy. There are many problems
that will be faced by the teacher when he/she introduces English to her students.
resources and material; and over crowded English classes. When the writer did
process in SMP Negeri 1 Tempuran, Magelang, Central Java. The teacher used
the same activities in every meeting: explaining the lesson, requesting the students
to do some excercises and then asking them to check the answers in the next
meeting. There were no other media, such as visual or audiovisual aids to make
students enjoy studying in the process of teaching and learning. The only source
the teacher used was a textbook. As a result, the students felt bored and only got a
few vocabularies.
While making an interview with the teacher, the writer knew that
majority of the students had some difficulties in grasping the synonym of words.
The students looked reluctant to join English class. In the drilling techique process
for example, not all of the students followed the teacher’s instruction. The
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enjoyable teaching learning activities, especially for young learners. There are
many methods that are appropriate to teach English. One of the methods is audio-
visualized narrative text. Audiovisual aids can help the students’ imagine the real
things. It can relate both teacher’s idea and student’s idea. By watching the movie
Besides, the students will be entertained with attractive narrative and they
will feel comfortable with the atmosphere in process of teaching and learning.
Audiovisual aids used in narrative text have the potential material to overcome the
be solved.
watching and listening the material within audio-visual aids, the students learn to
That is why the researcher conducted this research under the title:
B. Problem Limitation
The writer limited the scope of the research only in the techiques to help
the students memorizing certain vocabularies dealing with the themes used in
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teaching English to Eighth Grade Junior High School. The themes are Experience
C. Problem Statements
The problem of the study had been formulated into the following
questions:
classroom?
vocabulary mastery.
students’ vocabulary.
There are some benefits expected from this study, both for the teacher
It is expected that the result of the study can give the following
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to enrich vocabulary.
vocabulary drilling.
It is expected that the result of the study will be beneficial for the
students to:
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CHAPTER II
THEORETICAL REVIEW
important to know what vocabulary is. Ur (1996: 60) states that vocabulary can be
defined, roughly, as the words we teach in the foreign language. While Hornby
(1995:1331) states that vocabulary is the total number of the words in a language.
foreign language lesson. In addition, Hornby stated that vocabulary is not only in
heartened by Burns and Broman (1975: 295) who say that vocabulary means the
stock of words used by person, class, or profession. The use of word is classified
by people or field.
Likewise, Hatch and Brown (1995: 1) say that the term vocabulary refers
to a list or a set of words that individual speakers of language might use. Since
factor. It means that to get the meaning of words someone needs the process of
learning in context as stated by Allen (1983: 4). He said it is true that the students
will make mistakes if they learn the meaning of many words without learning how
focused on the use of dictionary. Students also need to know the context of the
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word in the sentence. From the definitions above, it can be concluded that
in a certain language.
important to know the goal of the study. In this context, vocabulary mastery is
2. Teaching Vocabulary
Lewis and Hill (1990: 12) who state that vocabulary is important for the students.
stage when students are motivated to learn the basic words. Without having
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English. In other words, it can be said that when students understand the meaning
(1983: 5) states that communication will stop when learners lack the necessary
communicate with others will not be able to express his idea effectively and the
Knowing words is the key to understanding and being understood. The bulk
of learning a new language consists of learning new words. Grammatical
knowledge does not make for great proficiency in a language.
This view strengthen Vermer’s view above, that words should be mastered earlier
than grammar because without words, we cannot use the structure and functions.
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certain attention in teaching vocabulary and decide the area of words that become
the basic need for the pupil. The teacher must give attention to develop the
(1995: 373), saying that vocabulary being learned by the students follows five
essential steps.
2) Getting a clear image, either visual or auditory or both, for the forms of the
new words
4) Making a strong memory connection between the forms and meaning of the
words
by deriving it from some sources. After that, the learner knows the words’ form in
the real life by visual, auditory illustration or even the combination of them. By
looking at the illustration, the learner can assume the appropriate meaning of the
memory connection for both the words and meanings for his/her students. Using
the word in a sentence is the last step for checking the students’ vocabulary
mastery.
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easier ways. The writer is using their combination both visual and auditory
and giving a real imagination, it is expected that the children will find an easy way
to learn vocabulary.
1. Review on Video
a. Definition of Media
2005:3).
(AECT) in Sadiman (2002:6) defines media as all forms and lines which
are all things that can be used to deliver the message from sender to
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a. Kinds of Media
1) Visual media
a) Unprojected media
(1) Realia or real thing. The object must not be presented in class, but
students should be able to see and observe them. For example the
the students.
helps the teacher to present the object that cannot be brought into
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b) Projected media
(1) Transparency of OHP. This is stated as the real media because the
teacher must not change the layout of the class and still able to
(2) Bordered film or slide. This is a transparent film that usually has
2) Audio media
There are two kinds of audio media that are commonly used:
b) Audio cassette. This tool is cheaper than the other because the
b) Computer. This tool has all the benefit of the other media. Computer
is able to show text, picture, sound and picture, and can also be used
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Audio-visual is more efficient than the other media to use in the process
teaching and learning process. It has an integral part of good education. Good
teachers have always recognized that education and life are one and have used
everything at their command to vitalize the learning process through the five
audio-visual adalah media yang dapat dilihat sekaligus dapat didengar”. In other
are the technology usually used to present information in several different formats
'real'.
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3) It may require special equipment and space for viewing and listening
(http://www.environment.nsw.gov.au)
Amir Hamzah Sulaeman (1981: 16) states that there are three reasons
In addition, Kemp (1980: 6) states that there are five benefits of using
cannot, furnish.
that the learners can take place their preference. It makes education more
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resources so that learning can take place according to the learner’s study
preference.
immediate through bridging the gap between the worlds inside and outside
4) It makes access to education more equal for learner wherever they are. It
makes access to education more equal for learners wherever they are, through
film, self-study packages) and through the use of effective delivery systems
helpful in the process teaching and learning if the teacher knows how to use it.
DeBoer et al (1970: 344) state there are three procedures in using audio-visual
the study. After that, make integration with the total learning situation. “Is the
purpose for using the material clear in the minds of the students?”. Then,
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evaluation of material.
a. Definition of Text
Willis (1998: 67) says that text, in general sense, means a continuous
piece of spoken or written language. Texts in this sense will include recordings of
spoken language and extracts from video, in addition to the printed word.
sign has such meaning for various groups of people in various social contexts.
This statement is strengthened by Santosa (2003: 17) who defines text as language
use that performs task to express function or social meaning in a situated and
cultural context.
From the definition above, it can be concluded that the text is a verbal
Santosa (2003: 60) says that text structure is the unity of form
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The structure of text are opening, body, and closing. The structures
organism has different rhetorical side as social function. Text does not either stuck
at the structure but also picture of “SS” beside the road. It means that in front of
the text into eleven types. They are: description, recount, narrative, procedure,
However, in this study the text was focused on the narrative text.
Narrative text is a text which says the past activities or event which
concerns on the problematic experience and resolution in order to amuse and even
give the moral messages to the reader. The generic structure of narrative text are
orientation; stating the topic of an activity or event which will be told, sequence
of events; presenting the story about the past activities or events which has the
Gerot and Wignell (1994: 204) said that the social function of narrative is
ways; Narratives deal with problematic events which lead to a crisis or turning
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can also be written to teach or inform, to change attitudes/social opinions e.g. soap
operas and television dramas that are used to raise optical issues. Narratives
sequence people/characters in time and place but differ from recounts in that
through the sequencing, the stories set up one or more problems, which must
text are:
Tenses used in narrative text is past tense, because it tells about a story
S + V2 … or S + to be (was/were)...
The examples of temporal conjunction are: first, finally, then, when, next,
Participant process
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Mental process relates to the verbs which indicate the participants’ feeling,
To sum up, narrative text is a text retelling past event that included some
the starting-point for a wide variety of related language and learning activities.
Narrative creates teaching learning process feel relaxing and amusing for students
as the purpose of the text type genre. Thus, it can create enjoyable atmosphere that
increase students’ motivation. Therefore, when students enter the class they will
the video form. This technique will therefore not be a conventional narrative text
narrative video needs the support of video. Video are are the technology usually
used in supplementing a teacher presentation both the audio and visual form.
With the use of video, the students can get clear imagination of the
narrative video. Children can learn the story through narrative video by their
sense, by seeing, and by hearing. It will be easier for young learner to grasp the
core of material and the message of the story in more interesting way.
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technology including both the audio and visual form to make students interested
C. Rationale
Without choosing the right ones, there will be misundersanding. In teaching and
learning process, teachers can use some media to deliver the materials. One of the
narrative text.
process and that creates a better attitude. It can create comfortable atmosphere in
the classroom. It guides students to grasp the core of the material especially
vocabulary with enjoyable learning. In this technique, the students will memorize
new vocabularies that are exposed by the teacher. The technique is also important
language functions.
With the usage of video, the students can get clear imagination of the
narrative video. Besides, the usage of video can entertain the students. Video are
one of the ways usually used in supplementing a teacher presentation both the
audio and visual form. The students will learn how to get the meaning with the
audio-visual material. It can transfer real information better than other media. It
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also helps the students to memorize better. This medium will help the teacher to
By using this medium, it is expected that the students will posses ability
the words can be identified through the improvement of new words mastery of the
students. It is also expected that by using this medium the students can get the
D. Hypothesis
research as: using narrative video can improve the students’ achievement in
vocabulary mastery.
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CHAPTER III
RESEARCH METHODOLOGY
A. Research Setting
This research was conducted for 5 months from January 2010 to May
2010. It included pre observation activities (try out and pre-test). This research
was conducted in SMP Negeri 1 Tempuran. SMP Negeri 1 Tempuran is one of the
junior high schools located in Tempuran district, Magelang Regency. This school
Tempuran has 18 classrooms consisting of 6 classes for 7th grades, 6 classes for 8th
grades, and 6 classes for 9th grades. Each class consists of thirty to thirty six
laboratory, skills room, library, BP/BK, health room, cooperation room, mosque,
there is no LCD (Liquid Chrystal Display) in this classroom. There is only one
use audio visual media in their teaching. This room is located between computer
laboratory room and VIII D class. There are a white board, 40 chairs and 40 tables
and head phones. It is also facilitated with LCD, TV, a set of computer, and an
AC (Air Condition).
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B. Research Subject
The subject of this research is the eighth grade students of SMP Negeri 1
C. Research Method
Nunan (1992: 229) says that action research is a form of self-reflective inquiry
and justice of their own practices, their understanding of this practices and the
situations in which the practices are carried out. While Mills (2000: 6) states that
environment, to gather information about the ways that their particular schools
operate, how they teach, and how well their students learn.
improvement in practice.
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improvement.
In this research, the writer used action research because she tried to solve
classroom problem in vocabulary mastery. Her purpose was to improve the junior
high school students’ vocabulary mastery so that the result would be higher than
or not there was an improvement on the students’ vocabulary mastery and the
model, the implementation of the classroom action research includes four steps in
the following:
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the writer and the English teacher. The procedures of action research in this
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implemented. The writer prepared the material, lesson plan, and designed the
steps in doing the action. Then, the writer also prepared the teaching aid and
process while the teacher is teaching. The result of the observation was noted in
5. Reflecting
action is successful or not. The result of this step became the basis for the next
activity or cycle and also answers the hypothesis that had been proposed by the
In this classroom action research, the writer used what Burn says in her
book “Collaborative Action Research for English Language Teachers” (1999: 78)
as observational technique in collecting the data. The writer also used tests,
interview and document analysis. The techniques used are in line with the types of
data:
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1. Qualitative Data
techniques including:
a. Observation
investigated (Burns, 1999:80). The observation was conducted before and during
the research. The observation was aimed to know the situation of the teaching
b. Interview
generate data about the research issue and allow specific to be discussed from
c. Document Analysis
d. Photos
language classroom tasks and activities effectively where visual aids are an
while the actions were implemented. Photographs were used to show the activity
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2. Quantitative Data
The quantitative data were collected by using tests. The tests were given
four times: in the beginning of the research and in the end of each cycle. These
Then the post test result was compared to the students’ score before the actions
were implemented.
Researcher Comparative
· Scores
Pre
· Photographs
· Researcher · Observation Constant
· Students’
· Students · Document Comparative
n
· Teaching and
learning
Result discussion
process
· Students’
· Researcher
achievement
in
vocabulary
· Students’
motivation
After collecting the data, the next step of the study was analyzing the
data. The data were analyzed by using qualitative and quantitative data analysis.
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(1999: 156-160) proposes five steps in analysing qualitative data. The processes
The first step is to assemble the data is collecting over the period of the period.
The researcher assembles the data that have collected over the period of the
Coding is a process of attempting to reduce the large amount of data that may
After coding the data, the data are compared to see whether themes or patterns
This is the point where the researcher moves beyond describing, categorizing,
coding, and comparing to make some sense of the meaning of the data.
This last step involves presenting an account of the research for others.
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technique is used to find the students’ mean score. The data from the test were
research, the students’ mean score of the post test 1 is compared to the students’
mean score of the post test 2 to know whether there was an improvement of the
students’ vocabulary mastery. The formulas used to compute the mean scores are:
x= å x
N
åy
y=
N
In which:
N = Number of sample
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CHAPTER IV
In this chapter, the writer presents the result of her classroom action
research. The subject of this research was the eighth grade students of SMPN 1
Tempuran in the 2009/2010 academic year. This chapter is divided into four parts:
A. Introduction
of SMP N 1 Tempuran, the writer found that the students had low vocabulary
mastery. It was revealed in the interview with the English teacher and the
motivation. It was seen from their reluctance to join English class. Some of them
did not seem to be interested in the teaching learning process. When the teacher
did drilling technique, only some of the students followed the teacher instruction.
difficulties in understanding and grasping the meaning of words. For one thing,
when the teacher asked some commonly taught words (such as: sew, paint, burn,
hungry, spend, throw, and thirsty) to one of her students, the students could not
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correctly. Based on the interview with the English teacher, the writer knew that
students sometimes understood the meaning of a word, but they could not write it
correctly. For example, they wrote ‘excelent’ for ‘excellent’. They could not
problems. Audio-visualized narrative text was used by teacher to help the students
grasp meaning, pronounce and use words correctly in fun and motivating
atmosphere.
students. Audio provides the model of the correct pronounciation of words and
visualization can help to show the spelling of words. It also stimulates students’
In short, there were two targets that the researcher wanted to achieve
using audio-visualized narrative text. This study was conducted in two cycles.
Each cycle was completed through five steps, namely: 1) identifying problems
and planning the action, 2) implementing the action, 3) observing the action, and
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1. Cycle 1
Before conducting the research, the researcher had given the students a
pre-test, through which the problems on vocabulary that the students had could be
revealed. It was conducted on Saturday, 24th April 2010 at the last two periods,
from 08.35 am to 09.55 am. The test consisted of written test and spoken test. The
result showed how the students found it difficult to identify the meaning of words,
and to spell the words. Besides, when they were tested to pronounce some English
words, they often made mistake. Knowing this, the researcher planned three
drawing their motivation and interest at first. Table 4.1 is the result of the pre-test.
learning. The researcher chose audio-visualized narrative text which were closely
related to child world. To support the process of teaching and learning, the
researcher prepared the lesson plan, materials, students’ worksheet, teaching aids
(such as: computer, LCD, active speaker and headset), and post test. The post test,
containing the same model as the pre test, was designed to know the students’
which was taught in the first cycle was experience in the farm.
No Nama Score
1. Afrah Laila 6,0
2. Ahmad Azizurohman 5,2
3. Ahmad Syahrir Choirul Anwar 6,0
4. Alfiani Riastuti 5,8
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6. Baniyah 5,6
7. Desi Dwi Ariyanti 6,1
8. Dewi Larasati 6,2
9. Dyah Taurisna Pujiyatun 5,0
10. Erlia Zulianti 5,6
11. Fajar Sigit Riyanto 5,6
12. Faristawati 6,0
13. Fuat Akrom 6,6
14. Hafidh Kurnia Adi 6,3
15. Hana Juliana 7,6
16. Hanif Prasojo 6,2
17. Hannuna Dzawinnuha 6,0
18. Indra Utami Yanastiti 6,1
19. Irna Risma Wati 5,4
20. Irvan Kurniawan 6,6
21. Khori Adella Ariesta 6,4
22. Muhammad Alvian Setyadi 5,3
23. Muhammad Hafidz Suyuti 6,1
24. Rani Hartiwi 5,4
25. Resti Dwi Yanti 6,4
26. Ria Subekti 6,1
27. Rina Wahyu 5,8
28. Robby Alif Nugroho 6,8
29. Satria Agung Gemilang 3,7
30. Savira Ramadhani 6,3
31. Septian Dwi Cahyo 5,1
32. Sidiq 5,9
33. Siti Laelatul Fauziyah 5,6
34. Sri Rahayu 5,0
35. Teguh Arif Yanto Sudrajat 6,4
36. Zimika Mala Sari 6,1
Mean Score 5.8
As what the researcher had mentioned above, the first cycle was
of three phases: opening, main activity, and closing. In the following is the
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The following is the description of the action implementation from the first
began at 07.00 am and ended at 08.20 am, taking place in the language laboratory.
Acting as the teacher was the researcher, and acting as the observer was Mrs. U,
Everyone was present that day. She then checked students’ readiness to join the
lesson. The class condition was crowded and noisy. After having the students
quiet, she stated the topic they were going to learn that day.
whether they had ever heard about ranch. No students answered the question.
They were not familiar with the word “ranch”. Some students were busy opening
dictionaries, some others were quiet. The dictionaries the students used were not
standard, so they could not find the meaning of “ranch”. Then, she explained the
meaning of “ranch”. After that, she asked the students to mention some words
they knew dealing with ranch. Some students just kept silent. Some others tried to
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answer the question although they made some mistakes in pronouncing the words
The teacher then posed the next question. She asked the students dealing
with their experience in the ranch. No one was willing to answer the question, so
she pointed the chairman of the class to tell his experience. The next turn was
given to the boy student who was pointed by the chairman of the class. Later, she
made a discussion about the story. She let the students to mention some words
dealing with ranch from what their friend had told. She also gain some other
cartoon film. Most girl students answered “Yes” and a few boy students answered
“No”. After having short conversation with the students, the teacher played the
film about experience in a farm. Since the video was on, the teacher asked the
students to write the difficult word they heared in the video to their book.
Unfortunately, most of the students did not follow her instructions. She asked
some students to find out why it happened. After that, she knew that the students
did not understand the difficult words because there is no subtitle. Most of them
got nothing since they could not clearly catch the words spoken in the film. Only
three students could grasp some words in the video. Then, the teacher asked three
students who had noted their difficult words to write down on the whiteboard and
pronounce them. The students in fact could pronounce the words well but they
misspelled them. She also asked the students to find out the meaning of the words
in their dictionary.
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After that, the teacher decided to replay the video with English subtitle.
The students looked happy. The teacher repeated the same task to the students, to
write down the difficult words on their book. Since the video was turned on, the
teacher moved around the class to monitor the students’ activities. From her
monitoring of the students’ works, she found that the students still had difficulties
in spelling some words that should have be familiar for eighth grade.
Because of the limited time, the researcher only replayed half of the
video. After that, she and the students discussed the unfamiliar words together.
She wrote the words on the whiteboard. Then, she taught them the meaning, how
they should be spelled, and how they should be pronounced. She asked the
students to find the antonyms and synonyms of the words. The teacher also asked
the students to make some sentences by using the words. Since the time was
In the end of the meeting, the teacher asked students’ about their feeling.
She asked them about their perception about her using film as teaching learning
media. “What is your perception about that film? Bagaimana pendapat kalian
tentang film itu?” One of them answered, “Seneng bu, ceritanya bagus.” Other
student answered the same way, “Seneng bu, menarik” However, another student
sitting in front of the teacher’s desk answered, “Boring bu, ceritanya gak
menarik.”
She also asked the students about their difficulty in grasping the meaning
in the film and then gave some solution for them. They answered “Bahasanya
asing”, “Ngomongnya kecepetan”. The teacher gave them motivation that they
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would soon get accustomed with English sounds, and they would got it easier by
taking more practice. Finally, she reminded the students to do their homework and
was held on Thursday, 29th April 2010. The topic was the same, it was about
experience in the farm. The teacher started the lesson by greeting the students and
checking attendant list. Afterwards, she asked the students to write their
homeworks on the whiteboard. Then, they disccused it together. The next section
was showing the example of simple present tense and past tense.
Next, the teacher gave the students a worksheet. Then, she asked them to
watch the same film again as the one played the day before. While watching the
film, she asked them to complete the missing words in their worksheet. They
might not open their dictionary. They should try to catch the words from the film.
This was aimed at training the students to identify the meaning of words. Besides,
through this activity, they could also learn how to spell words correctly, and
recognize the words spoken in the film. After watching the video, they were given
their work together with the teacher. Some mistakes were done by the students
both in identifying the correct words to fill in the blanks and in spelling the words.
The teacher helped them find their mistakes and how to correct them. Then, she
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Before ending the activity, the teacher asked the students to work in pair.
She asked the students to make four sentences from any four of the missing words
they have completed through the listening activity. After that, they disscussed
Next, the teacher reviewed the material and asked students’ feeling
during teaching and learning process. Because it was the last period, the teacher
asked the chairman of the class to lead the praying session. Finally, she closed the
The third meeting was held on Saturday, 1st May 2010 at the two last
periods. The topic was the same as the one in the previous meeting; it was about
experience in the farm. As usual, the teacher opened the lesson by greeting the
Afterward, the teacher presented a power point about some words dealing
with farm and asked her students to read. She found that the students had poor
pronounciation. After that, she played a film with English subtitle. She asked the
nothing. They felt the actreess spoke too fast. Then, the teacher paused the film on
She then wrote some words dealing with experience in the farm. She
asked the students to spell and pronounce the words. Some students could do it
well but some others made mistakes. Then, she drilled the whole class.
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Next, the researcher distributed the copies of the material and started to
review the vocabulary the students had learned in the previous meeting. Some
students were very noisy, so the researcher warned them. “Can you keep silent?”
Finally, the researcher closed the lesson by thanking the students for their
By the end of cycle I, the researcher conducted a post test to evaluate the
students on what they already learnt during the cycle. It was conducted on
Wednesday, 5th May 2010, from 7.00 am through 8.20 am. The result of the test is
No Nama Post-Test
1. Afrah Laila 7,3
2. Ahmad Azizurohman 7,1
3. Ahmad Syahrir Choirul Anwar 6,4
4. Alfiani Riastuti 7,4
5. Ari Wicaksono 6,7
6. Baniyah 8,7
7. Desi Dwi Ariyanti 6,4
8. Dewi Larasati 8,3
9. Dyah Taurisna Pujiyatun 7,3
10. Erlia Zulianti 7,7
11. Fajar Sigit Riyanto 7,4
12. Faristawati 7,1
13. Fuat Akrom 6,4
14. Hafidh Kurnia Adi 6,7
15. Hana Juliana 8,7
16. Hanif Prasojo 7,4
17. Hannuna Dzawinnuha 8,0
18. Indra Utami Yanastiti 6,7
19. Irna Risma Wati 7,0
20. Irvan Kurniawan 6,3
21. Khori Adella Ariesta 7,0
22. Muhammad Alvian Setyadi commit to user 8,4
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c. Observation
based on the teaching learning process, document analysis, and test can be
explained as follows:
mastery although it was not satisfying. The mean score of pre test was 5.8, while
2) Students were more interested and more motivated in the teaching learning
process
The students were more interested in the teaching learning process. Using
teaching vocabulary made the class more alive. From the short conversation with
the students, the researcher found that they felt happy watching the film. They
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also said that the film was interesting.
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d. Reflection
Reflection was done to evaluate the teaching and learning process she has
done so far. Recalling the targets of the first cycle, which were to increase
students’ interest and motivation and to improve their vocabulary mastery, the
researcher found some positive results and weaknesses from the action in the
cycle I.
The positive results which can be found in the first cycle were:
attracted the students’ attention. It was revealed through their being very
1) Some students were still passive in teaching and learning process. Some of
them were afraid to answer the teacher’s questions. They must be pointed.
2) Some students still made mistakes in spelling and pronouncing some words.
3) The students still made mistakes in using words in the right context.
action to get the target she had set. The revised action was conducted in the
second cycle. The plan in cycle II focused more on spelling and pronounciation as
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2. Cycle 2
From the reflection done by the end of Cycle I, the researcher found
some weaknesses related students’ activity in the class and their vocabulary
mastery. Dealing with activity, some students were still passive when joining
teaching and learning activities. Some of them were afraid to answer the teacher’s
and pronouncing some words. Besides, they still made mistakes in using the
Cycle II. The action in the cycle would focus more on spelling and pronounciation
Before she implemented the plan, she held a pretest again. The theme
was “Experience in the Kitchen”. The pretest took place on Saturday, 8th May
No Nama Score
1. Afrah Laila 7,6
2. Ahmad Azizurohman 6,0
3. Ahmad Syahrir Choirul Anwar 5,3
4. Alfiani Riastuti 4,7
5. Ari Wicaksono 6,6
6. Baniyah 4,3
7. Desi Dwi Ariyanti 5,9
8. Dewi Larasati 4,7
9. Dyah Taurisna Pujiyatun 4,7
10. Erlia Zulianti 5,6
11. Fajar Sigit Riyanto 5,9
12. Faristawati commit to user 5,1
13. Fuat Akrom 6,3
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There were two meetings in this cycle. Both meetings were treatment
meeting. To know the result of cycle 2, she also made post test 2.
The first meeting was on Wednesday, 12th May 2010. The theme was
“Experience in the Kitchen”. She began the lesson by greeting and checking
students’ attendance. After that she stated the topic of that day.
The teacher began the lesson by reviewing the last lesson. She asked the
students to mention some vocabularies dealing with experience in the farm. Most
of the students still remembered some words in the previous lesson. Next, the
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teacher introduced the new topic to the students by giving some questions about
experience in the kitchen. The teacher asked the students about tools that were
usually used by the students in the kitchen. Then, she asked three of the students
After that, she played a film. Then she asked the students to find out the
dificult words in the film. Then, they disscussed the words together. She also led
the students to play “mix and match” game about kitchen tools in pair.
power point about formula of imperative and the example. Then, she asked the
Time is up, before closing the lesson, researcher asked, “Students, may I
meeting by reviewing the material and pointed out the chairman of the class to
It was carried out on 15th May 2010. The theme was the same, experience
in the kitchen. The teacher opened the lesson by asking students to sit down on
their own chair and greeted them. She opened the power point, showed the
vocabulary and then drilled the students one by one. She found that the students
did it incorrectly. Then she asked the students to watch a film. She wanted the
students to pay attention of the pronounciation. After that, she drilled words one
by one.
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words’ antonym and synonym task. After that, she disscussed together with the
students. In the end of the session, the researcher informed the students that the
second post test would be held in the following week. Finally, she closed the
The next week, on Wednesday, 19th May 2010, a post test was held. It
was to evaluate the students’ learning vocabulary during cycle II. The result of the
No Nama Score
1. Afrah Laila 6,7
2. Ahmad Azizurohman 7,1
3. Ahmad Syahrir Choirul Anwar 7,3
4. Alfiani Riastuti 7,3
5. Ari Wicaksono 6,6
6. Baniyah 7,1
7. Desi Dwi Ariyanti 7,4
8. Dewi Larasati 7,3
9. Dyah Taurisna Pujiyatun 6,6
10. Erlia Zulianti 7,6
11. Fajar Sigit Riyanto 6,6
12. Faristawati 6,6
13. Fuat Akrom 7,1
14. Hafidh Kurnia Adi 6,6
15. Hana Juliana 8
16. Hanif Prasojo 6,6
17. Hannuna Dzawinnuha 7,9
18. Indra Utami Yanastiti 6,7
19. Irna Risma Wati 7,3
20. Irvan Kurniawan 7,3
21. Khori Adella Ariesta 6,7
22. Muhammad Alvian Setyadi 6,6
23. Muhammad Hafidz Suyuti 7,1
24. Rani Hartiwi 7,4
25. Resti Dwi Yanti 7,7
26. Ria Subekti commit to user 6,9
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c. Observation
toward the teaching and learning process, document analysis, and pre test and post
This improvement can be seen from the result of vocabulary test. In pre
test 2 the students’ mean score was 5.9. In post test 2, their mean score improved
In general, the students have a good perception about film. They said that
the film was funny and looks enthusiastic in the teaching learning process. When
they saw a funny scene, they laughed They enjoyed the film.
d. Reflection
After analyzing the result of the tests and the observation results in the
second cycle, she found some improvements. The improvements were as follows:
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students’ vocabulary mastery. This improvement could also be revealed from their
qualities in using words in the right context. After using the media, students were
activity. They were also more active in the teaching learning process.
B. Discussion
The students could understand and grasp the meaning more easily. The
students could also pronounce the words correctly. They could use and spell the
pronouncing, spelling, and using the words. They are helped by watching film and
doing some tasks so they could have more practices for enriching vocabulary
mastery using audio-visualized narrative text. The result of the tests shows
improvement: from 5.8 to 7.3 in Cycle I and from 5.9 to 7.1 in Cycle II.
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in joining the activities and they enjoyed the teaching learning process. The
students were more active and more enthusiastic during teaching learning process
because of the teacher use interesting materials. When the researcher asked them
students also gave more concentration during teaching learning process. It can be
seen from their relevant answer to some question given by the teacher related to
the lesson.
There are some improvements after the teacher giving the students some
Narrative Text can improve students vocabulary mastery. The evidence is the
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CHAPTER V
A. Conclusion
Based on the research findings and discussion in the previous chapter, the
students’ achievement in vocabulary test, before and after the actions. The mean
score improved from the pre-test 1 to the cycle 1 test and from the pre-test 2 to the
cycle 2 test. In the pre-test 1 the students got 5.8 and in the post test 1 test they
got 7.3. In the pre-test 2 the students got 5.9 and in the post test 2 they got 7.1.
material and choosing appropriate topic for students in teaching vocabulary made
B. Implication
Based on the conclusion in this study and supported by all of the data of
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improve students’ vocabulary mastery and also create interesting situation in the
classroom.
C. Suggestions
The writer would like to propose some suggestions dealing with the
result of this research. Hopefully, the following suggestions will be useful for the
interest of teaching learning process. The interesting way will make the students
The institutions should provide technique and teaching aids reference that
support the teaching learning process in order to improve the teaching learning
quality.
achievement students’ vocabulary. The writer hopes that the result of this study
can stimulate other researchers to conduct other researchers related to this field or
the technique.
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