Vol. 2, No.

2, February-August‘20
ISSN 2622-8823

ENHANCING STUDENTS’ VOCABULARY MASTERY THROUGH ANIMATED VIDEOS

OF THE EIGHT GRADE STUDENTS AT SMP NEGERI 2 PARANGINAN IN
ACADEMIC YEAR 2018/2019
Rosarina Togatorop 1), Lamma Sihotang 2)
1
Fakultas Keguruan dan Ilmu Pendidikan, Universitas Sisingamangaraja XII Tapanuli
email:rosarina87@gmail.com
2
Fakultas Keguruan dan Ilmu Pendidikan, Universitas Sisingamangaraja XII Tapanuli
email : lammasihotang230@gmail.com

Abstract - This research is a Classroom Action Research with the objective of the study find out whether the
application of animated movies significantly enhance the students’ vocabulary mastery. The research was
conducted at the Eight Grade Students of SMP N. 2 Paranginan in Academic Year 2018/2019. The
population of the research was 82, and the sample was 32 students. The sample was taken by applying cluster
random sampling technique. The research was only done on one cycle for based on the students’ level of
vocabulary mastery and paired t-test analysis, based on the students’ pre-test, it was found that the students’
score is between poor and fail, in which there are four students who got 40 – 55 (poor), and thirty two
students got <39 (fail). By comparing this data to the minimum criterion (75), it can be concluded that all the
students’ could not pass it. While, based on students’ post test score, it was found that in post-test there are
three students who got 66-79 or good interpretation, and twenty nine students got 80-100, or very good
interpretation. It concludes that all the students passed the minimum criterion used in that school, that is 75.
In addition, by the students’ vocabulary level of mastery analysis, the researcher concluded that the action
was success. In addition, based on the paired t-test analysis, the data obtained concludes that t Stat/value is
higher that t-table or 25.77544079 > 1.695518742, and the P value is 8.37038E-23. Based on this, the
researcher concluded that the null hypothesis was rejected, and the alternative hypothesis was accepted, or
there is a significant enhancement of students’ vocabulary mastery by taught by animated videos.

Keywords: Animated videos, vocabulary mastery.

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CHAPTER ONE
INTRODUCTION
The Background of the Study
Learning vocabulary is an important aspect of
language learning which in the past has been
neglected. In recent years, there has been a greater
understanding of the importance of vocabulary
learning to the process of language learning
(Lightbown 2010). Vocabulary is one of the
important language components and the
fundamental step in EFL; it helps learners to
understand well spoken and written language.
Then , many studies carried out in order to raise
the capacity in learning vocabulary through using
technology which is encouraging students to
benefit independent learning and allowing
students to choose the approach what they like.
Therefore, the present of this study aims to
explore that the use of technology in improving
vocabulary learning.
One of the most influential indicators in being
able to use or communicate a language is
vocabulary. One can‟t deliver the ideas in both
speaking and writing unless one has the
vocabularies required, in addition, in learning a
language, vocabulary influences all aspects of
subject learned. Simply it can be said or concluded
that how a learner is able to comprehend a
material without supporting vocabularies. That
problem is faced by native and non-native of a
language, and the problem is going to be worse
when someone is categorized as non-native
(foreign and second language learners/users).
Language functions as a tool of communication, in
which, in relation to learning English as a second
language (ESL) and English as a foreign language
(EFL) learning vocabulary items plays a vital role
in all language skills (i.e. listening, speaking,
reading, and writing). Furthermore, the acquisition
of an adequate vocabulary is essential for
successful second language use, because without
an extensive vocabulary, someone will be unable
to use the structures and functions for
comprehensible communication.
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Nowadays, technology has become a familiar part
of the everyday life with the development of
technology has touched the foreign language
teaching, especially in vocabulary. However, EFL
learners are already to use their devices to support
and to solve problems of vocabulary learning.
Thus, learners can improve their vocabulary
through using technology.
Lots of research has been and being conducted
especially in the field of vocabulary. In term of
improving, increasing, mastering learners‟
vocabulary, number of teaching techniques,
methods, and approach are offered and applied. In
relation to this study, the researcher intends
conduct a research by applying and using
technology as teaching media, in which the
researcher downloaded animated movies from you
tube related to Indonesian folklores which are
specified for junior high school students and use
them as the teaching aids to enhance students‟
vocabulary mastery. The researcher will conduct
the research at SMP Negeri 2 Paranginan of the
eight grade students in academic year 2018/2019.
The Research Problem
In relation to the background of the study, the
research problem of this study is formulated as
follows: Does the application of animated movies
significantly enhance the students‟ vocabulary
mastery of the eight grade students at SMP N. 2
Paragninan in academic year 2018/2019?
The Objective of the Study
Relating to the research problem of the research,
the objective of this study is to find out whether
the application of animated movies significantly
enhance the students‟ vocabulary mastery.
Research Hypothesis
Relating to research problem, the researcher
formulates the research hypothesis of the study as
follows:
- Ho (Null Hypothesis): There is no
significant enhancement of the students‟
vocabulary mastery taught by animated
videos.
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- Ha (Alternative Hypothesis): There is a
significant enhancement of students‟
vocabulary mastery taught by taught by
animated videos.
The Scope of the Study
It is needed to clarify and scope this study. There
are some teaching media that have been applied by
other researchers in researching vocabulary, such
as: picture, film, song, and so forth. In this study,
the media used by researcher is animated movies.
The Significance of the Study
This study is expected to be useful for:
1. The Students
- To broaden their knowledge, especially
their vocabulary,
- To acknowledge them that technology is
beneficiary in learning English.
2. The English teachers
- To inform them that teaching and learning
process can be aided by technology,
- To enhance them for teaching creativity,
and
- As a reading aid in improving students‟
vocabulary,
3. Other researchers
- As comparative thought for other
vocabulary research.
CHAPTER TWO
REVIEW OF RELATED LITERATURE
Vocabulary
Definition of Vocabulary
Abundant definitions of vocabulary are made
based on which it is discussed. Vocabulary is an
important aspect in the learning process. It is a
basic factor in learning English because it will be
needed by students when they learn English skills
as reading, writing, speaking, and listening. It is
very important to define the term vocabulary due
to its basic foundation in any language.
Vocabulary is the main core in every aspect of
learning, especially when learners learn a subject
through foreign or second language, in other
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words it can be said that the lack of vocabulary
needed to comprehend or learn a material is a
hindrance of progress. Specify to this research, a
factor which has encouraged teachers to accept the
importance of vocabulary in language teaching is
the recognition by linguists that vocabulary
occupies a central place in our notion of language.
English Language Education Section Curriculum
Development Institute Education Bureau
(2009:10) in addition, Pullido & Hambrick (2008)
found that knowledge of vocabulary to be an
indicator of the quality of a person's vocabulary.
Vocabulary knowledge is a benchmark of
proficiency in writing, reading, listening and
speaking.
Etymologically the vocabulary of the English
language is far from being homogeneous. It
consists of two layers; the native stock of words
and the borrowed stock of words. Numerically the
borrowed stock of words is considerably larger
than the native stock of words. In fact, based on
English Language Education Section Curriculum
Development Institute Education Bureau (2009)
native words comprise only 30 % of the total
number of words in the English vocabulary but the
native words form the bulk of the most frequent
words actually used in speech and writing.
Besides the native words have a wider range of
lexical and grammatical valency, they are highly
polysemantic and productive in forming word
clusters and set expressions.
Oxford and Collins Cobuild Advanced define
vocabulary as:
Vocabulary
- The total number of words you know in a
particular language.
- The vocabulary of a language is all the
words in it.
- A language user‟s knowledge of words.
- A sum or stock of words employed.
Types of Vocabulary
Referring to vocabulary type, it is divided into
receptive vocabulary knowledge, and productive
vocabulary knowledge.
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Receptive Vocabulary Knowledge
Receptive vocabulary knowledge is known and
understood its meaning by learners when reading
text or listening to the text. Learners know and
recognize the meaning of words that caused them
to understand the text they have read but not used
to speak and write. Learning the receptive
vocabulary usually in the form in which the
teacher will usually give the meaning of the word,
using the word in a sentence, but just ask the
learners to spell and pronounce only.
Productive Vocabulary Knowledge
Productive vocabulary knowledge assumed as the
words that are understood and can be pronounced
by the learners. In fact, learners can use these
words in speech and writing well. Thus,
productive vocabulary can be regarded as a
process of active word because learners can
generate words to express their thoughts and
feelings which understood by others (Webb,
2005). Productive vocabulary knowledge is
deemed as the ability to recover the structure and
meaning (Laufer et al, 2004; Webb, 2008), or to
pass on the word as in the original learners‟
language (Webb, 2009). Laufer (1998) divides
knowledge into productive vocabulary into
controlled and free vocabulary. Controlled
productive vocabulary knowledge indicates the
capacity to construct words when the cue is given
while, free productive vocabulary knowledge is
the ability to use words spontaneously and without
specific encouragement to produce certain words,
such as writing independently.
The Study of Vocabulary
Vocabulary is profoundly studied in Linguistics
which is specifically branched in Lexicography,
and Lexicology.
1.Lexicography
The act and practice of compiling, comparing,
defining and grouping lexical items in a book
form is known as lexicography. It is in other
words, the act of making the inventory of the
words of a language and gathering it, composing a
book called a dictionary. In a dictionary, the list of
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the lexical items of a language is put in an
alphabetical order with information about the
spelling, the pronunciation, the meaning, the
usage... Since lexicography has the objective of
realizing dictionaries, practical works intended for
use by all categories of people, it tries to make a
synthesis of different fields of knowledge from
etymology, lexicology and semantics. The
lexicographer has the function of providing to a
semantic description of words that serve as a
lexical entry and that are followed by a definition
and examples illustrating the different situations
of use. The definition has to take into
consideration the polysemy and the homonomy of
the lexical units as well as their use and usage in
different contexts, either literary or extracted from
the ordinary language. It also distinguishes
between the formal and the informal use of the
language. This inventory of words varies
according to the function the dictionary is
designed for. The most common one is the
language dictionary giving information about
spelling, pronunciation, meaning, usage, grammar.
Another very used type is the encyclopedic
dictionary that treats different domains of
knowledge defining concepts. Other dictionaries
are specific to certain specialized domains like
medicine, data engineering and other scientific,
technical fields, some other dictionaries deal with
only synonyms and antonyms or with idioms.
Dictionaries can be monolingual (using one
language), bilingual (using two languages), or
multilingual (using more than two languages) to
explain the lexical item or give the translation.
2.Lexicology
Lexicology is a branch of linguistics, the science
of language. The term Lexicology is composed of
two Greek morphemes: lexis meaning „word,
phrase‟ and logos which denotes „learning, a
department of knowledge‟. Thus, the literal
meaning of the term Lexiсolоgу is „the science of
the word‟. The literal meaning, however, gives
only a general notion of the aims and the subject
matter of this branch of linguistic science, since all
its other branches also take account of words in
one way or another approaching them from
different angles. Phonetics, for instance,
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investigating the phonetic structure of language,
i.e. its system of phonemes and intonation
patterns, is concerned with the study of the outer
sound form of the word. Grammar, which is
inseparably bound up with Lexicology, is the
study of the grammatical structure of language. It
is concerned with the various means of expressing
grammatical relations between words and with the
patterns after which words are combined into
word-groups and sentences.
Lexicology as a branch of linguistics has its own
aims and methods of scientific research, its basic
task being a study and systematic description of
vocabulary in respect to its origin, development
and current use. Lexicology is concerned with
words, variable word-groups, phrase-ological
units, and with morphemes which make up words.
Teaching Vocabulary
Teaching vocabulary is closely related in teaching
language both termed as second and foreign
language. Freeman & Anderson (2011) argues that
there are at least ten techniques and principles in
language teaching, such as; The Grammar-
Translation, Method The Direct Method, The
Audio-Lingual Method, The Silent Way,
Desuggestopedia, Community Language
Learning, Total Physical Response,
Communicative Language Teaching, Content-
based Instruction, Task-based Language Teaching.
While according to Seal (1991), The in teaching
vocabulary is specified as into two principles
namely; unplanned and planned vocabulary
teaching, in which unplanned vocabulary teaching
involves dealing with vocabulary items brought to
light by students as well as materials encountered
by chance during the course of the class. It can
also be about any extra material the teacher
decided to include in his/her class just to cater
his/her students‟ needs for some particular reason
not planned at the moment of planning the lesson.
In this case, the teaching process is mainly
incidental. Whereas, planned vocabulary teaching
Is the type of teaching includes the explanation
and use of target words from a text in the course
book (eg. Vocabulary from a reading exercise),
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additional material arranged in thematic sets,
material associated with the unit that is not
particularly part of the course book. The Planned
Vocabulary Teaching requires, firstly, techniques
to present new lexical items in a way that they are
meaningful and memorable. Using visual aids,
creating relations between words, using diagrams,
providing examples that work as explanations,
understanding from context, among others can be
mentioned. Secondly, exercises to check
understanding and provide practice are necessary.
Fill in the blanks, matching pairs, sorting words
into categories, graphic organizers, among others
are examples of these exercises. Finally,
consolidation through problem solving activities
as well as values clarification, story/dialog
creation and discussions or role plays is
recommended.
General Concept of Movie
Movie is one of the visual aids that show picture
with sound coming out through stereo sound. As
Harmer (2001: 282) state that movie can be used
as a visual aid in the teaching and learning
process. But movies or films can also be used to
teach people about history, science, human
behavior and any other subjects. Some films
combine entertainment with instruction, make the
learning process more enjoyable. In all this forms,
cinema is an art as well as a business, and those
who make motion pictures take great pride in their
creation ( Mery: 2011). In this study, the writer
uses movie as media of teaching English
vocabulary.
Meanwhile, Azhar (2011:49) defines movie as
picture in a frame where frame by frame is
projected through the projector lens mechanically
so that the pictures in the screen looks alive. An
opinion movie given by Jesse (2007) states that
movie is a photographic record of an artistic
performance, but not an art form in its own right.
Based on the definition of movie, the researcher
conclude that movie is a photographic record of
history, science, and human behavior that
projected through the projector lens and shown in
the cinema or television.
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Movie or film is one of the popular media in our
life. It is a series of images that are projected into
a screen to create the illusion of motion. Movies
or film can also apply as the teaching media that is
interesting.
Another opinion about film given by Summer
(1992: 476), film is;
1. A roll of material which is sensitive to
light and which is used in camera for taking
photographs or moving s for the cinema,
2. A story, play, etc. recorded on film to be
shown in the cinema, on television, etc.
Meanwhile, Kirkpatrick (1993: 495) defines film
as a series of connected cinematographic images
projected on a screen. Coulson (1978:622) states
that film is story, incident, etc. recorded on film
in, moving s. In addition, Lorimor (1995:506)
states that films can record culture, and they can
treat social or political issues and other aspect of
societies to see aspect of the world that are
difficult or impossible to observe with naked eyes.
Based on the definition above, the writer can
conclude that film is a work combining a story,
scenes, history, incident, and also music, which is
recorded on.
Types of Movie
Movie has a various kind of types. In our daily
life, we know a documentary movie, animation
movie and other kinds of movie. Bordwell and
Thompson (1997:50) defined the types of movie
or film as
follow;
1. Documentary film
2. Fictional film
3. Animated film
4. Experimental or avant-grade film
Based on the explanation above, the writer can
conclude that there are various kinds of movies,
there are documentary, fictional, animated, and
experimental. Those movies have their own
characteristic.
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Animation Movies
Animation is the rapid display of a sequence of
images of artwork or model positions in order to
create an illusion of movement. The effect is an
optical illusion of motion due to the phenomenon
of persistence of vision, and can be created and
demonstrated in several ways. The most common
method of presenting animation is as a motion or
video program, although there are other methods.
“Animation" is a collection of images were
processed such that the movement. The Animation
realized the illusion (illusion) for movement by
presenting or displaying a sequence of images that
change little by little (progressively) at high
speeds. Animation is used to describe the
movement of an object for something. Animation
allows something fixed or static objects can be
moved and looked as if alive. Multimedia
animation is motion the process of formation of
various media or objects that varied with effects
and filters, transitions movement, voices in
harmony with the animated motion.
Animation is an attempt to create a static
presentation to life. Animation is visual changes
over time that gave great power on multimedia
projects and web pages are created. Many
multimedia applications provide animation
facilities.
According Utami, D. (2007) Media animation is
quite interesting media used in teaching in an
elementary school, but certainly there are
advantages and disadvantages which is owned by
the animation media as a characteristic of the
animation medium itself.
Animation is a process of creating the effect of
motion or change within a certain period, it can
also be a change in the color of an object role in a
certain period and can also be said to be a change
in the shape of an object to other objects within a
certain period. Another understanding of the
animation is the making of images or content that
is different in every frame, the frame is run into a
string of motion or movement so it looks like a
movie. Meanwhile, animation is an object or
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objects appear to move across the stage or deform,
change size, change colors, change rotation,
changing other properties. Broadly speaking,
animation is an interesting display, static and
dynamic graphics, which are caused by changes in
each frame (frame by frame), change the position
of moving (motion twin) as well as changes in the
form followed the movement (motion shape)
The Criteria for Selecting Movie
When selecting movie for used in the classroom,
certain general criteria should be kept in mind.
Widiastuti (2011) suggests that there are several
criteria in selecting movie:
a. Watch ability
It is related to the question is the video interesting
and would a young learner want to watch this.
b. Completeness
The ideal video clip tells a complete story or a
section of a story. This idea of completeness is
important for young learners whose primary
motivation for watching a video is enjoyment
c. Length
The length of the clip is important. It shouldn‟t be
long, perhaps between 30 seconds and 10 minutes
depending on the learning objective.
d. Appropriateness of Content
The content should be suitable for young learners.
It should also be suitable for viewing in all
cultures.
e. Level of Maturity
Children mature very quickly. It is should be
matched with their level of maturity in order to
make them understand the concepts in the video.
f. Availability of Related Materials
Many authentic videos now come with ready
made materials that can be used for language
teaching. Other videos may have been adapted
from books, which could be used in the classroom
to support the video.
Types of Movie
According to Harmer (2001:284), there are three
basic types of video or movie. They are off air
programs, real world and language learning
movies.
a. Off air programs
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The programs recorded from a television channel
should be engaging for our students, and of a
sensible length. We have to consider their
comprehensibility too. Apart from overall
language level, some off-air video is also
extremely difficult for the students to understand,
especially where particularly marked accents are
used or where there is a high preponderance of
slang or regional vernacular. The best programs
and excerpts are ones which we can use for a
range of activities including prediction, cross
cultural awareness, teaching language, or as spurs
for the students‟ own creativity.
b. Real-world movie
There is no reason why we and our students
should not use separately published videotape
material such as feature films, exercise “manuals‟,
wildlife documentaries or comedy provided since
there are no copyright restrictions for doing this.
c. Language learning movie
The main advantage of specially made movies is
that they have been designed with the students at a
particular level in mind. They are thus likely to be
comprehensible, designed to appeal students‟
topic interests and multi-use since they can not
only be used for language study, but also for a
number of other activities as well. The danger of
language learning movies, however, is that they
fail the quality test either because the production
is poor, the situations and the language are
inauthentic, or the content is too unsophisticated.
Our choice, therefore, has to be limited to those
sequences which our students will accept and
enjoy. The type of movie was used in this research
is language learning movie related to the topic of
the students‟ material at the first grade student. By
using this movie the students can understand the
vocabulary (both the oral form and the written
form) easily and interesting.
Teaching Vocabulary through Movie
Teaching English as the foreign language for
Indonesian students is not easy. The teacher is
asked to use a suitable technique or media to teach
effectively because effective teaching is the basic
factor for the successful learning process
including learning vocabulary. The use of media
such as movies give positive effect to improve the
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student‟s vocabulary and more easy to understand
the lesson.
The media could help students interested to the
material and motivated the students in teaching
learning process. Movie is one of instrument to
make communicate between teacher and student
become effective so the student not bore about the
lesson. As we know that vocabulary is one of
component which has to be mastered and acquired
in learning new language.
According to Harmer (2003:282) there are many
reasons why video can be a special, extra
dimension to the learning experience:
1) Seeing language in use
Students not only can hear the language but also
they can see it. By watching video, students can
see the real condition of language in use, such as
students can see the facial expression and the
gesture when native speakers are saying some
words or expressions.
2) Cross culture awareness
Video can help students who want to see
westerns‟ culture by watching it in their
classroom. It is especially when they want to
know how their body language are when they are
inviting someone out, or how American speaks to
waiters. Video is also a great value in giving
students a chance to see all of cultures from other
countries. In order that, by using video students
can see the culture.
3) The power of creation
Students suddenly get some considerable power
when they use video camera. They can make
video that could be unforgettable moment by
them. It can be good media because they can
remember all of vocabulary inside of the video
they made and it can enrich their vocabulary
mastery. The task of video making can make
students creative.
The Procedure of Teaching Vocabulary
through Movie
In improving students‟ vocabulary mastery, the
researcher would like to present the application of
movie as a media in teaching vocabulary. The
researcher‟s purpose is to make it easier for
students to improve their vocabulary mastery. The
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followings are the steps of learning vocabulary
through movie.
a. Pre-activity
1. Teacher starts the class and talks about general
thing
2. Give some questions to the students about the
material that will be learned.
b. Whilst activity
Observing
1. Teacher informed to the students about the
describing people, animals and things that will be
showed in movie.
Questioning
1. Teacher and the students discuss about the
movie.
Associating
1. Teacher divides students into some groups
consist of four students. The teacher divided
the group by asking them to count one to four.
Students with the same number will be in the
same group.
2. Teacher asks the students to pay more attention
to the character that they get and take note any
important information of the movies.
C. Post activity
1. Teacher evaluates the students‟
performance
2. Teacher gives student homework to watch
another movie at home. Teacher
3. Teacher closes the class.
Advantages and Disadvantages Using Movie
Advantages of Using Movie
Movie can be both a good stimulator and helpful
illustrator. Movie can also assist students in
framing an experience around the movies scene,
replace the current visual material to a use of
printed material. Movie offers scenes that can
serve as targets use and bring diversity to the
classroom experience. Moreover, Nasution
(2005:104) states that the advantages of using
movie in teaching and learning process are:
1. Movie is very good in describing a process, if
necessary by using a “slow motion”.
2. Each student can learn something from the
movie, from the clever one or less intelligent.
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3. Movies can take a child from one country to
another country and from one period to another
period.
4. Movie can be repeated if necessary to add
clarity.
Disadvantages of Using Movie
The major disadvantage with film, movie and
television is that they can be one way form
instruction. Students are passive receivers of the
information. Occasionally, it is also difficult for
the teacher to preview a program and this increase
the possibility of not being appropriate for
particular group of students. In other words, the
students are passive subject that only watch and
listen on movie.
It is difficult for the teacher to review the lesson
through movie, however if the amount of students
are wide. In line with that, Azhar (2011:50) states
that the disadvantages of using movie in teaching
and learning process are:
1. English movie generally is expensive and cost
a lot of time.
2. When the movie showed, the pictures will keep
changing making all students are not able
follow the information given through the
movie.
3. Movies not always appropriate with the needs
and desired learning objective.
This disadvantages can be solve by teacher‟s help
which lead the students to take apart such as
repeating the word that mentioned in the movies
and simulating the conversation based on movie.
These disadvantages don‟t make education
institute stop using movie in their teaching
learning activity, because many ways to make
interaction between students, teachers, and movie
that is used in teaching activity.
CHAPTER III
RESEARCH METHOD
The Research Method
There are two research methods namely
quantitative and qualitative. These two research
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methods vary in their design. The way deciding
the type of research method in a research is based
the research problem. Research methods are a
range of tools that are used for different types of
enquiry, just as a variety of tools are used for
doing different practical jobs,…(Walliman
2011:2) Research is a term used liberally for any
kind of investigation that is intended to uncover
interesting or new facts. As with all activities, the
rigour with which this activity is carried out will
be reflected in the quality of the results. Based on
the research problems formulated in chapter I, this
type of research is classroom action research.
This research was designed with classroom action
research (CAR). A research design is a plan,
structure and strategy of investigation so
conceived as to obtain answers to research
questions or problems. The plan is the complete
scheme or programme of the research. It includes
an outline of what the investigator will do from
writing the hypotheses and their operational
implications to the final analysis of data.
(Kerlinger in Kumar 2011:96)
Classroom Action Research
Classroom action research is one type of research
design that is applied in education setting.
According to Norton (2009:70) states that Action
research originated with the work of Kurt Lewin,
the American psychologist of the 1940s, it has
evolved over a number of decades and there have
been different emphases put on it according to the
purposes of the researchers.
The purposes of action research in school and
classroom fall broadly into five categories (Cohen:
1989: 118). First, it is a mean of remedying
problems diagnosed in specific situations, or
improving in some way a given set of
circumstances. Second, it is a mean of in-service
training, thereby equipping the teacher with new
skills and methods, sharpening his analytical
powers and heightening his self-awareness. Third,
it is a mean of injecting additional or innovatory
approaches to teaching and learning into an on
going system which normally inhibits innovation
and change. Fourth, it is a mean of improving the
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normally poor communication between the
practicing teacher and academic researcher. Fifth,
it is a mean of providing a preferable alternative to
more subjective approach to problem solving in
the classroom.
The Process of Action Research
The process, cycle, phase, or steps in action
research varies based on the authors or research
practitioners, nevertheless, in general they are
similar. In this research, the researcher adopted
and conducted the research based on Kemmis
theory.
Figure 3.1 The Cycles and steps of action research
(adopted from Kemmis 1998)
Population and Sample
Population is the whole subject or object from
which the sample is obtained. Sampling is
indispensable technique of behavioural research,
the research work cannot be undertaken without
use of sampling. The study of the total population
is not possible and it is also impracticable. The
practical limitation: cost, time and other factors
which are usually operative in the situation, stand
in the way of studying the total population. The
concept of sampling has been introduced with a
view to making the research findings economical
and accurate. Kumar (2006:90)
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Vol. 2, No. 2, February-August‘20
The design of this research was classroom action
research, in which, action research is usually
focused on specific issues in specific classrooms.
In relation, the researcher applied cluster
sampling. According to Kumar (2006:89). States
that to select the intact group as a whole is known
as a Cluster sampling. In Cluster sampling, the
sample units contain groups of elements (clusters)
instead of individual members or items in the
population. Therefore, the sample of this research
was one class of the eight grade of SMP Negeri 1
Paranginan in academic year 2018/2019. In which,
the population of the eight grade students is 82
students spreading into three classes as it can be
seen in the table below.
Table 3.1 Population
Grade Class A Class Class C
Eight B
32 25 25
Total 82
By applying cluster random sampling technique,
the sample of this research was Class A. The
number of the students were 32 students.
The Instrument of Data Collection
Research is conducted to answer its problem(s)
proposed, and the way to solve and answer, is by
gathering or collecting data needed. There are two
tests for each cycle in classroom action research,
namely preliminary test (pre-test), and post-test.
Data Analysis
Having collected the data, the result of pre-test
and post-test was analyzed in two ways. The first
analysis was by comparing the students‟ score
with the minimum criterion applied in the school
in which this research conducted, this was done by
following Arikunto‟s idea (2010:245) as presented
in the table below, and on the second analysis was
by testing the research hypothesis. The researcher
analyzed the data by applying dependent/paired t-
test calculation, Peers (1996:121) Argues that
when deciding what statistical test to use, three
interrelated issues need to be considered:
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1. Research question. Is the main research

question concerned with CHAPTER FOUR
association/relationship, DATA AND DATA ANALYSIS
dependence/prediction between measures
(same individuals), or Data
comparison/differences between groups? The data of this research was obtained by
2. Research design. How many groups are administering tests. There were two types of the
there in the study and is there any data, students‟ score of pre-test, and students‟
relationship between them? For example, score of post-test as it is presented on the table
if there are two or more groups of data are below.
they related or independent? If each set of 4.1 Students’ Score of both Pre-test and
scores is obtained from a different sample Post-test
of subjects, the groups are independent. If N Name M Pr Post
different measures are obtained from the O. /F ete test
same group of subjects on two (or more) st
occasions, i.e. the same subjects take two 1 AGNES F 50 80
or more tests, or subjects take the one test MONIKA R.
on two or more occasions, then the SIANTURI
measures are related or dependent. 2 ANDERSON M 30 80
3. Data distributions. Are the distributions TOGATOROP
of the important variables discrete with 3 BAGINDA M 25 78
inferences based on count data, for TOGATOROP
example, binomial, nominal or ranked 4 BUNGA S.S F 10 80
data? Or are the distributions continuous, SILABAN
for example, normal, bivariate normal 5 DANCE F 15 85
with inferences based on the normal R.TOGATOROP
distribution? 6 DARTO M 30 82
HUTASOIT
In relation to this statement, the researcher 7 DAVID M M 45 80
analyzed the data by applying dependent/paired t- HUTASOIT
test calculation in addition, to compute the data, 8 DAVID M 17 85
the researcher applied excel program proposed by MARTUA
Berk and Carey (2007:244) SIANTURI
Table 3.2 Level of Vocabulary Mastery 9 DESKARUNIA F 20 80
VALUE GRADE LEVEL OF SIANTURI
VOCABULARY 10 DIASIMA LUBIS F 23 78
MASTERY 11 FEBY OLA M 10 83
80 – 100 A Very Good SILABAN
66 – 79 B Good 12 GIDION F 30 80
56 – 65 C Fair FRANVIGO
40 – 55 D Poor TOGATOROP
< 39 E Fail 13 GOKLAS M 15 80
SIHOMBING
14 HELEN F 19 87
SIANTURI
15 HESEKIEL F 20 80
TOGATOROP

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16 IRENE F 15 79 Table 4.2 Students’ Level of Vocabulary

TOGATOROP Mastery of Pre-test
17 JULFANDI M 19 80 Interval Inter Freque Percentag
SIANTURI preta ncy e
18 LAMRO F 20 90 tion
TOGATOROP 80 – 100 Very 0 0%
19 MARCHEL M 20 83 Good
LUBIS 66 – 79 Good 0 0%
20 MARKUS M 39 80 56 – 65 Fair 0 0%
SIANTURI 40 – 55 Poor 4 12.5%
21 MAULANA P. M 16 80 < 39 Fail 28 87.5%
HARAHAP ∑ 32 100%
22 NATALIA F 10 85
SITUMORANG Based on data presented in the table above, it was
23 RADOT M 50 80 found that the students‟ score is between poor and
MONICA fail, in which there are four students who got 40 –
TOGATOROP 55 (poor), and thirty two students got <39 (fail).
24 RAJES M 20 83 By comparing this data to the minimum criterion
ELIAKAM (75), it can be concluded that all the students‟
TOGATOROP could not pass it.
25 REYNALDI B. M 15 80
SIANTURI Students’ Post-test Level of Vocabulary Mastery
26 ROSANNA F 35 83 The table below is the students‟ post test level of
SIHOMBING vocabulary mastery. This score was obtained after
27 RISKA F 33 90 teaching the students by animated videos.
SITUMORANG
28 SASTRA M 23 82 Table 4.3 Students’ Level of Vocabulary
WANDU Mastery of Post test
SIANTURI Interva Interpre Frequ Percentag
29 SEVEN S. F 40 80 l tation ency e
TOGATOROP 80 – Very 29 90.6 %
30 STEVEN P . M 10 83 100 Good
SIANTURI 66 – 79 Good 3 9.4%
31 SONDANG F 10 90 56 – 65 Fair 0 0%
ROIDA 40 – 55 Poor 0 0%
SIANTURI < 39 Fail 0 0%
32 YOSUA G. M 15 80 ∑ 32 100%
TOGATOROP
Based on the data, it was found that in post-test
Data Analysis there are three students who got 66-79 or good
Students’ Pre-test Level of Vocabulary Mastery interpretation, and twenty nine students got 80-
In this case, the researcher analyzed the data in 100, or very good interpretation. It concludes that
term of placing them into the level of vocabulary all the students passed the minimum criterion used
mastery. The result is presented in the table below. in that school, that is 75. In addition, by the
students‟ vocabulary level of mastery analysis, the
researcher concluded that the action was success.

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Paired/Dependent t-test Analysis students‟ pre-test, it was found that the students‟
In answering the research hypothesis, the score is between poor and fail, in which there are
researcher continued analyzing the data by four students who got 40 – 55 (poor), and thirty
dependent t-test. The result of the analysis was two students got <39 (fail). By comparing this
presented in the table below. data to the minimum criterion (75), it can be
concluded that all the students‟ could not pass it.
Table 4.4 Result of Paired t-test Analysis While, based on students‟ post test, it was found
t-Test: Paired Two Sample for Means that in post-test there are three students who got
66-79 or good interpretation, and twenty nine
students got 80-100, or very good interpretation. It
pre-test post test concludes that all the students passed the
Mean 82.0625 23.40625 minimum criterion used in that school, that is 75.
In addition, by the students‟ vocabulary level of
Variance 11.28629032 135.6038306
mastery analysis, the researcher concluded that the
Observations 32 32 action was success.
Pearson -
Correlation 0.240619383 Based on the paired t-test analysis, the data
Hypothesized obtained concludes that t Stat/value is higher that
Mean t-table or 25.77544079 > 1.695518742, and the P
Difference 0 value is 8.37038E-23. Based on this, the
Df 31 researcher concluded that the null hypothesis was
t Stat 25.77544079 rejected, and the alternative hypothesis was
P(T<=t) one- accepted, or there is a significant enhancement of
tail 8.37038E-23 students‟ vocabulary mastery by taught by
animated videos.
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