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THE USE OF CARTOON FILMS AS THE MEDIA TO TEACH VOCABULARY TO THE FOURTH GRADE STUDENTS OF SD N SAMPANGAN 3 SEMARANG.

Final project of the English Department of Language and Arts Faculty of Semarang State University on

by Niken Tejorini NIM 3351303055

FAKULTAS BAHASA DAN SENI UNIVERSITAS NEGERI SEMARANG


2006

APPROVAL This final project was approved by Board of Examiners of the English Department of Language and Arts Faculty of Semarang State University on Board of Examiners 1. Chairperson

Prof. Dr. Rustono NIP. 131281222 2. Secretary

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Dra. Dwi Anggani LB, MP.d NIP. 131813665 3. First Examiner

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Subur L. Wardoyo, M. A, Ph.d NIP. 130515812 4. Second Examiner / Second Advisor

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Rohani, S.Pd, M.A NIP. 132303200 5. Third Examiner / First Advisor

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Drs. Ahmad Sofwan, Ph.D NIP. 131813664 Approved by

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The Dean of Language and Arts faculty

Prof. Dr. Rustono NIP. 131281222 ii

THE GIFT OF THIS LIFE IS THE LIFE ITSELF

To: - My beloved parents Sulasmi and Purwanto DM My beloved sisters Sita and Kiki My lovely friends Novita, Rahma, Rita, Nelly, Ifa and Ophi My spirit My classmates in the English Department C and D 01 All my friends in CERIA

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ACKNOWLEDGEMENT

First of all, I would like to praise Allah the Almighty for the blessing and mercy given to me during my study and in completing this final project. I would have grateful to many people who contributed their ideas and time given to me in completing my final project. I would like to express my sincere gratitude to. Drs. Ahmad Sofwan, Ph.D as the first advisor for giving me guidance and helps to finish the final project. I would like to extend my sincere thanks to Rohani, S.Pd, M.A, my second advisor for her patience in improving my final project for its finalization. My thanks also go to the principals, Mrs. Mursiti and the fourth grades students of SD N Sampangan 3 Semarang for allowing me to carry out the investigation in their institution and for giving the contribution while I was conducting the research there. I would like to dedicate my deepest gratitude to my father, mother who have supported finance, spiritual and prayers for my success. I am also grateful to my best friends for their support during my study, and all persons who might not be mentioned individually here. Semarang,

Niken Hapsari NIM 2201401507

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ABSTRACT

This final project is about the use of cartoon films as the media to teach vocabulary to the fourth grade students of SD N Sampangan 3 Semarang. Teaching vocabulary to Elementary School students is not an easy task. It requires a lot of creativity from a professional teacher. The objective of the study is to find out the students achievement in vocabulary improved through cartoon film. It is hope that this research would be useful for teachers and students in language teaching and learning process. The Elementary school students have different characteristics than those of adults; they easily get bored, lose interest after ten minutes or so. A teacher of this level has got a challenging task to motivate them. He or she needs to modify the way of his/her teaching. So, he/she can use the media in order to attract the attention and interest of students. The subject of the study is the fourth grade students of SD N Sampangan 3 Semarang in the Academic Year of 2005/2006. There are 47 students (23 girls and 24 boys). The writer took all of them as the subject of the study. The technique used for obtaining data: collecting data from the students by using observation form, pre and post-test, and questionnaire. First, the writer gave pre-test. It was conducted at the beginning of the research. Second, the second activity was held. It was continued with the third activity and the fourth activity. Thirdly, the post-test was conducted. The item tests were similar with the pre-test. The last, the students got a questionnaire sheet. The result of the study was that the students progress during the teaching and learning activity by using cartoon film was good. The students achievement in English vocabulary improved, it was supported by the significance result of the pre-test was lower (60.86%), the second activity (90.86%), the third activity (92.55%), the fourth activity (94.46%) and the post test (93.62%). Therefore, teachers should always try to find better techniques for their teaching. Based on the result, teachers can apply the use of cartoon film as the medium as an alternative way in improving students vocabulary.

TABLE OF CONTENTS

APPROVAL

................................................................................................ i

MOTTO AND DEDICATION ........................................................................... ii ACKNOWLEDGEMENT .................................................................................. iii ABSTRACT ................................................................................................ iv

TABLE OF CONTENTS ................................................................................... v LIST OF APPENDICES ..................................................................................... viii

CHAPTER I INTRODUCTION 1.1 1.2 1.3 1.4 1.5 1.6 Background of the Study......................................................................... 1 Reason for Choosing the Topics ............................................................. 3 Statement of Problem.............................................................................. 4 Objective of the Study............................................................................. 4 Significance of the Study ........................................................................ 4 The Outline of the Thesis........................................................................ 5

CHAPTER II REVIEW OF RELATED LITERATURE 2.1 2.2 2.2.1 2.2.2 2.2.3 General Concept of Cartoon Film. .......................................................... 6 Vocabulary .............................................................................................. 7 General Concept of Vocabulary.............................................................. 7 Teaching English at Elementary School ................................................. 8 The Principles of Teaching and Learning Vocabulary ........................... 9

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2.2.4 2.3 2.4 2.4.1 2.4.2 2.4.3 2.5

Teaching Vocabulary at Elementary School........................................... 10 The Characteristics of the Elementary School Students. ........................ 11 Teaching and Learning Media ................................................................ 13 General Concepts of Media..................................................................... 13 The Principles of Audio Visual Selection............................................... 14 Video and Television .............................................................................. 15 Cartoon Film Applied in Teaching Vocabulary to elementary Students ................................................................................................ 18

2.6 2.6.1 2.6.2 2.6.3 2.6.4

Action Research ...................................................................................... 20 Characteristics of Action Research ......................................................... 20 Aim of Conducting Action Research ...................................................... 21 Benefits of Conducting Action Research................................................ 21 The Steps in Action Research ................................................................. 22

CHAPTER III METHOD OF INVESTIGATION 3.1 3.2 3.3 3.4 3.4.1 3.4.2 3.4.3 3.5 Research Design...................................................................................... 23 Data Collection ....................................................................................... 26 Subject of the Study ................................................................................ 27 Instrument of the Study........................................................................... 28 Observation Form ................................................................................... 28 Test. ................................................................................................ 28 Questionnaire .......................................................................................... 28 Criterion of Assessment .......................................................................... 29

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CHAPTER IV DATA ANALYSIS 4.1 4.2 4.3 4.4 4.5 4.6 Analysis of the First Activity (Pre-test) .................................................. 30 Analysis of the Second Activity ............................................................. 31 Analysis of the Third Activity ............................................................... 32 Analysis of the Fourth Activity .............................................................. 34 Analysis of the Fifth Activity (Post-test) ................................................ 34 Analysis of the Sixth Activity (Questionnaire)....................................... 35

CHAPTER V CONCLUSIONS AND SUGGESTIONS 5.1 5.2 Conclusions ............................................................................................. 39 Suggestions ............................................................................................. 40

REFERENCES APPENDICES

................................................................................................ 41 ................................................................................................ 43

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LIST OF APPENDICES

Appendix 1 The Result of the First Activity (Pre-test)................................... Appendix 2 The Result of the Second Activity ............................................. Appendix 3 The Result of the Third Activity ................................................ Appendix 4 The Result of the Fourth Activity .............................................. Appendix 5 The Result of the Fifth Activity (Post-test) ................................ Appendix 6 The Result of the Test During Action Research ........................ Appendix 7 The Scores Analysis of the First Activity (Pre-test) ................... Appendix 8 The Scores of the Test in the Second Activity............................ Appendix 9 The Scores of the Test in the Third Activity............................... Appendix 10 The Scores of the Test in the Fourth Activity ............................. Appendix 11 The Scores Analysis of the Fifth Activity (Post-test) ................. Appendix 12 Test Sixth Activity (Questionnaire) Analysis ............................. Appendix 13 List of the Words in the Second Activity.................................... Appendix 14 List of the Words in the Third Activity....................................... Appendix 15 List of the Words in the Fourth Activity..................................... Appendix 16 List of the Test Takers................................................................. Appendix 17 The Characters of The Film ........................................................

43 45 47 49 51 53 55 57 58 60 62 64 66 67 68 69 71

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CHAPTER I INTRODUCTION

1.1 General Background of the Study Due to the importance of English, English has been taught in elementary school as a local subject. Teaching English in elementary school has been acceptable in Indonesia in line with the governments plan on the nine-year compulsory education. A number of elementary schools, especially in urban areas have introduced English in the curriculum. Based on the 1994 curriculum, English at elementary school is regarded as a local content course of study, not a compulsory subject: ., Bahasa Inggris tidak wajib dilaksanakan di Sekolah Dasar, melainkan diselengarakan sebagai muatan local. Pengajaran muatan local Bahasa Inggris dapat diberikan di kelas IV, V, VI. (GBPP Mulok SD Mapel Bahasa Inggris, 1994: 1) .., English is not compulsory at elementary school; it is treated as a local content course of study. The teaching of English as a local content course of study may be carried out in grade IV, V, VI. (Basic Course Outline of English as a Local Content Course of Study at Elementary School, 1994: 1) Teaching English to Elementary school students means that teacher introduces English as a new lesson. Most of the materials of English in the Elementary school are vocabulary. With vocabulary, the students are required to have speaking skills in simple English. So that, the mastery of vocabulary is very important since it is essential in conducting communication. Students of elementary school have different characteristics from adult. The way they behave, the way they think and learn really different from adult do. In 1

line with this condition, the teacher should have alternatives ways to teach English especially in teaching vocabularies so the students should not get bored and can memorize well what have been taught by the teacher. In order to make the vocabulary teaching successful, we have to consider some factors such as quality of the teachers, students interest, students motivation, and other supporting factors. Beside that, teaching media which also play some important roles. According to Gerlach and Elly (1980: 245), to select the appropriate media, the teacher must consider the characteristics of the students, which one directly related to the learning process. Media such as cartoon, tape recorder, overhead projector, radio, television, computer, etc. are very useful for the teacher to achieve the instructional goals of teaching learning process and they can also be easily found in our daily lives. In this study, the writer examines good method for teaching English to children. The writer seeks to find out the students achievement in learning vocabulary using cartoon film. Film is one mode in which people can record image-events, organize them communicate to others. Making a film not only can help the children learn how to manipulate image in their head, how think, with them, and how to communicate through them. By using cartoon film as a means for teaching vocabulary, students will be more interested and more active learning. They will feel something new and different from what they usually get in their class.

1.2 Reasons for Choosing the Topic A number of reasons could be presented that The Use of Cartoon films as the Media to Teach Vocabulary to the Fourth Grades Students is worth studying: 1. There are some teaching media for the elementary school students. Most of the English teachers of public elementary school use real things at the school environment as media. In using this medium, they might get some difficulties or problem because each medium has limitations apart from advantages. The teachers must solve the problems appeared in using media in order to succeed an education. If the problems go on without any effort, it will produce unsatisfactory school graduates, therefore, the difficulties of teaching English especially vocabulary should be found soon and then the solutions should be also made immediately. 2. As a student of English department, the writer has a great interest in this problem. I want to take a parting overcoming the problems or difficulties in teaching vocabulary especially in elementary school. 3. The writer also tries to help students in learning vocabulary well since they have difficulties to memorize what the teacher has taught.

1.3 The Statements of the Problem In this study the problems can be stated as follows: To what extent is the students achievement in vocabulary improved by the use of cartoon film in teaching?

1.4

The Objective of the Study The objective of the study is to describe the teaching and learning process

of teaching vocabulary to the fourth year of elementary school students by cartoon film. The objective of the study can be stated as follows: To find out the extent of the students achievement in vocabulary mastery by the use of cartoon film in teaching.

1.5

Significance of the Study The results of this study will be hopefully useful for English teachers in

teaching vocabulary using the new method. The writer also hopes that the students achievement in learning vocabulary will improve by the use of cartoon film.

1.6

The Outline of the Thesis This thesis is divided into five chapters which can elaborate as follows: Chapter I gives the introduction that contains the background of the study,

reason for choosing the topic, the statement of the problem, the objective of the study, the significance of the study and the outline of the thesis. Chapter II presents review of related literature which discusses general concepts of cartoon film, vocabulary, the characteristic of elementary school students, teaching and learning media, cartoon film applied in teaching vocabulary to Elementary School students and action research.

Chapter III deals with research method which discusses research design, data collection, subject of the study, instrument of the study and criterion of assessment. Chapter IV gives interpretation of the result of the study which discusses the analysis of the first activity (pre-test), second activity, third activity, fourth activity, fifth activity (post-test) and sixth activity (questionnaire). Chapter V presents some conclusions and suggestions.

CHAPTER II REVIEW OF RELATED LITERATURE

2.1

General Concepts of Cartoon Film There are several definitions dealing with cartoon:

a) Cartoon is an amusing drawing or series of drawings in a newspaper, etc. (Oxford, 1995: 171) b) Cartoon is a form of art with diverse origins and even diverse modern meaning. (http:// www.elook.org/dictionary/cartoon.html) c) Cartoons are one of the major forms of graphic communication. They have the power to capture attention and influence attitudes and behavior. (Brown, 1969: 117) Certainly, the obvious characteristics of the most cartoons can be a specified quite easily: minimum detail, familiar symbols or character, stereotypes that are quickly recognized and understood. The cartoon message usually is distinctly and clearly communicated. Meanwhile, there are several definitions dealing with film: a) Film is a story, etc. recorded as a set of moving pictures to be shown on television at the cinema. (Oxford, 1995: 434) b) Film is a form of entertainment that enacts a story by a sequence of images giving the illusion of continues movement. (http://www.word reference.com/definition/animated+cartoon)

A film can deepen a childs understanding to ideas presented in the classroom, and extends childrens imagination. From the definitions above, the writer concludes that cartoon film is a film made by photographing a series of cartoon drawings, which has power to capture attention and influence attitude and behavior.

2.2 Vocabulary 2.2.1 General Concept of Vocabulary Studying a language cannot be separated from studying vocabulary because vocabulary is one of the components of a language, besides sound system, grammar, and culture. We know that words support the speakers in communication to express their ideas. For instance, if someone wants to say something, he/she should know and choose the appropriate words to express his/her ideas, so that people can understand it. To know what vocabulary is, I would like to present several definitions as follows: a. Vocabulary is (range of) words known to, or used by a person in trade, profession, etc. (Hornby, 1974: 959) b. Vocabulary is all the words by group or an individual. (Holt et al, 1969: 803) c. All the words used by a particular person, class, profession, etc; sometimes all the words recognized and understood by a particular person, although not necessarily used by him (in full, passive vocabulary). (Webster, 1966: 2046)

From the definition above, I come to a conclusion that vocabulary is words, individually or in-group and in the active form which is used by a person to encode his/her idea and passive form which is known to person to decode something into his mind.

2.2.2 Teaching English at Elementary School According to the 1994, elementary schools may add any lesson as it not in the contradiction with the goal of the national education. The additional lesson should be in line with the needs of the community. English, if needed should be taught as one of the local content course of study. The objective of teaching English to Elementary School students as a local content course of study are: The students are expected to have the skill of the language in simple English with the emphasis to have speaking skills using selected topics related to these environmental needs such as tourism industry. (Depdikbud, 1995: 2) The role of an English teacher in an Elementary School is very important because he/she has the task to give the very basic introduction of the first foreign language. Later, the students preference over the English lesson will depend on how the teacher has got a challenging task to motivate them. The teacher needs to have special training or education to get knowledge how to prepare a good lesson, provide appropriate resources to learn, and so on. To say in other words, a teacher with good educational background is logically has more chance to be a good facilitator.

It is expected that the teacher can create a stress-free environment that becomes an important condition for successful language learning. Just as it is said by Richard that an important condition for successful language learning is absence of stress (1999: 291). So, the teacher has to make his/her teaching interesting for them and be very helpful to encourage them to learn English. Qualified teachers, good environment and media also support the success of language teaching. It is important for English study the methods and techniques of the teaching a foreign language in order to help themselves to teach as effectively as possible.

2.2.3 The Principles of Teaching and Learning Vocabulary Nation (1990: 53) listed basic techniques by which teachers can explain the meanings of new words, all for which can be used in the young learner classroom: By demonstration or pictures: 1. Using an object 2. Using a cut-out figure 3. Using gesture 4. Performing an action 5. Photographs 6. Drawings or diagrams on the board 7. Pictures from books (To these we might add moving images, from TV, video or computer)

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By verbal explanation: 8. Analytical definition (as in the teachers description of a protractor) 9. Putting the new word in a defining context 10. Translating into another language

2.2.4 Teaching English Vocabulary at Elementary School As stated before, in teaching English to Elementary School students, they are expected to have the skills of the language in simple English. Finocchiaro explain that students vocabulary can be divided into two kinds, namely active and passive vocabulary (1974: 73). The former consists of words that students understand, can pronounce correctly and use constructively in speaking or writing. So, vocabulary is very important to be mastered first. It is essential means in conducting communication. In Elementary School, the focus of English teaching should be on vocabulary. One of the goals in learning English at Elementary School is to introduce simple English pattern with simple vocabulary. So, the teacher has to be careful in choosing vocabulary for his/her students. According to the curriculum of elementary school, the vocabulary teachings are as follows: 1. Greeting and parting 2. Colors 3. Things around us 4. Numbers

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5. Families 6. School-Etc. (Depdikbud, 1995: 4) From the explanation above, the writer comes to a conclusion that vocabulary teaching for Elementary School students must be related to curriculum. In addition, the teacher can take other vocabulary as far as it does not contradict to the curriculum. Furthermore, the teacher must be able to make an interesting teaching especially in teaching vocabulary. It would be very helpful to encourage them to learn vocabulary and finally the expected result can be reached.

2.3

The Characteristics of Elementary School Students In general, the Elementary school students are the children at the age

between six up to twelve years old which are enthusiastic to know and learn everything. The following are some general characteristics as the children of that group according to Wendy Scott: 1. They are competent users of mother tongue. 2. They can tell the difference between fact and fiction. 3. They love to play and learn best when they enjoy themselves seriously and like to think that what they are doing in real work. 4. They are enthusiastic and positive about learning. 5. They rely on the spoken as well as the physical word to convey and understand meaning. 6. They are able to work with others and learn from others.

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7. Their own understanding comes through eyes, hands and ears. The physical word is dominant at all times. 8. They have very short attention and concentration span. (1990: 2-4) In Indonesia, the characteristics of elementary school students are not far from those in general. But, I want to add several characteristics based on the book of Psikologi Perkembangan, written by Tim Pengembangan MKDK IKIP Semarang as follows: The elementary school students are the children at the age between 7 to 12 years old. They are in the smart age. It means that they often show what they know from school and they are really proud of it. There is strong correlation between physical condition and school achievement. They intend to praise themselves. At the end of this phase, they begin to have an interest in special subject. (1989: 102) Therefore, I come to conclusion that the elementary school students still need a specific guide to learn especially English from their teacher in order to learn the lesson well.

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2.4

Teaching and Learning Media

2.4.1 General Concepts of Media Media will help to establish the conditions for the learners to identify or describe someone or something. There are some experts who give their opinions dealing with media: a. Media is any person, material, or event that establishes conditions which enable the learner to acquire knowledge, skills and attitudes. (Gerlach,1980: 241) b. Media are the means (usually audiovisual or electronic) for transmitting or delivering messages. (Locatis, Atkinson. 1984: 3) c. Media are used to motivate students in learning. (Hamalik, Oemar.1989: 18) From the definition above, the writer concludes that media are the means for transmitting or delivering messages to motivate students in learning. According to Gerlach and Ely, to select the appropriate media, the teacher must consider the characteristics of the students which directly relate to the learning process such as verbal abilities, visual and audio perception skills, experience, intelligence, motivation, personality and social skills. (1980: 254) In other words, any special factors which help the teacher to select appropriate media should be used. Many kinds of media such as still pictures, tape recorder, overhead projector, radio, television, computer, etc. are useful for the teacher to achieve instructional goals of the teaching-learning process and they can also be easily formed in our daily lives.

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In this, the writer uses audiovisual material, it is a television and videodisc as the media to motivate the students in learning vocabulary.

2.4.2 The Principles of Audio Visual Selection According to Brown et al (1977: 78), there are six principles of media selection: 1. Content Do the media (i.e. video) have significant selection with the lesson? The chosen of certain media must be confirmed to the lesson (message) to be given to the students. 2. Purposes The use of audio visual aids should contribute to the teaching learning process significantly. It means that media can facilitate the teaching learning process. 3. Price Before buying certain visual aids, a teacher should consider whether the cost or money is in accordance with the educational result derived from its use. 4. Circumstances of use In choosing an audiovisual aid, a teacher should take into account the environment (school) where he teaches. He should think whether the aid would function effectively in that environment.

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5. Learners verification A teacher should think whether the aid has been tested to certain students. He or she should consider if the tested students are similar to the students whom he or she teaches. 6. Validation A teacher must think whether there are data providing that the students learn accurately through the use of the aid. Those principles of media selection are to choose the appropriate media that is used to teach the students.

2.4.3 Video and television When using cartoon film in the classroom to teach vocabulary for the students, the easiest means of presentation is using the video and videocassettes. Most kids are used to watching TV, and like it, but this also presents a challenge. Video can be extremely useful and effective teaching tool: they can be especially appealing to visual or visual/auditory learners, and can motivate students in ways that other materials may not. Form apart of many childrens lives nowadays and it can also be very useful tool in the language classroom. However, there is a big difference between watching television at home for relaxation and watching a video in a lesson, where the teacher devices activities and tasks that encourage the children to interact with the video and learn from it.

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Television and video are system for sending and receiving visual (video) images and aural (audio) sound over a cable or through the air electronically. (Locatis and Atkinson, 1984: 214). Video provides a ready-made context for the presentation of new vocabulary, structures, and functions. The visuals help children to understand the situation and therefore the language. With video, the writer hopes the students can understand the lesson well especially in vocabulary teaching. There are several reasons for using video in the classroom: First, there is the obvious but nevertheless very important factor of added interest provided by a visual stimulus and increases learner motivation. A second good reason for using a video is the opportunity it provides for learners to hear authentic language use in context. (Geddes, 1982: 122) To make the teaching-learning process using video successful, there are some criteria to bear in mind when selecting a video: The kind of video: when using authentic videos makes sure they have high visual content, for example cartoons, short stories, advertisements, or educational programs, rather than talking heads in debates and discussions. Length: it is better to select a short sequence (5 to 10 minutes) and exploit it to the full, than to spend a whole lesson passively watching a long video. The language level: videos made for EFL use grade language, but authentic videos, often contain complicated and colloquial language. When using an authentic video, make sure that there is as much visual support as possible and

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that the tasks do not require the children to understand slang or unusual expressions. (Philips, 1993: 126) There are also a few tips on using video in the classroom: 1. Video preparation is the key to make this educational experience valuable. Teachers should preview a video before showing it to their classes. Vocabulary that is specialized to the video or period of time should be reviewed either by a written handout or chalkboard presentation. You should begin your showing of any video giving the students a brief summary of the topic; actions, events, or ideas to pay special attention to; and specific questions to answer after video is completed. 2. Ask the students to make a timeline on the video being shown. On a line drawn down the middle of a piece of paper (long side), students are to write at least 10 events from the video that would be important issues or topics for study. 3. Find the evaluation from that is used by your school district to evaluate videos that are purchased for classroom use. 4. Videos are a good way to get students to polish their note taking and outlining skills. You should review these skills with them before they use them watching the video. 5. Divide a video into five or six 10-minute sections and ask specific students to be responsible for one of the sections. (http://www.socialstudies.com/c/@rjB1G850_PWHo/Pages/article.html? article@ronvideo)

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I can conclude that the existence of media in teaching learning process, in this case a video and television is so important because elementary school students can be boring if the teacher teaches them by using translation method.

2.5

Cartoon Film Applied in Teaching Vocabulary to Elementary School Students For some reason, animated cartoons has unique appeal to kids, and if we

dare to admit it, also to us adults. Everything looks neater when it is animated-the food looks better, the house seems cozier and the people appear more attractive. Everything is exaggerated, and that goes for the voices, too. The actor giving an animated character a voice cannot rely on body language and gestures, and therefore the voice must be sufficient on its own. This is very useful when teaching English as a foreign language. Students who learn to appreciate the fact that many cartoons are biased and use stereotyped symbols in communication that bias are moving in the direction of responsible readership (Brown, 1977: 113). As the person who manages the classroom activity, a teacher has heavy responsibilities in the teaching learning process. Most of the materials of English in the elementary school are vocabulary and with vocabulary, the students are required to have the ability in listening, speaking, reading and writing in simple English. The teacher should have an alternative way to teach vocabulary in order to improve the students achievement in learning vocabulary and they do not get bored.

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In this paper, the writer tries to find out a new method to teach vocabulary for the students. The writer uses cartoon film as the media. In this case, the writer uses video and television to play the cassette of cartoon film. Through media cartoon film the teacher can improve the students achievement in learning vocabularies more enjoyable and interesting. The students can also enrich their listening skill. They will get new atmosphere in learning vocabulary. The concept of colors, the name of animals, the identification of the main parts of human body, or the type of furniture can be studied and understood fast by the use of cartoon film. Many teachers believe cartoons can be used as a basic for learning. Furthermore, the writer concludes teaching vocabulary using cartoon film can follow the following steps: 1. Select a short video of a cartoon film appropriate for the elementary school students. 2. Prepare the tasks. 3. Copy the words into a worksheet and make photocopies for the children to make a better understanding. 4. Distribute them to the children. 5. Let the children watch the film once (more). 6. Ask the students to list the words that they think difficult. 7. Pre-teach any essential vocabulary. 8. Give a task about the film.

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2.6

Action Research A form of research, which is becoming increasingly significant in

language education, is action research. This research has been defined in a number of different ways. Kemmis and Mc. Taggart (in Nunan, 1993: 17) argue: Action research is a group of activity and a piece of descriptive research carried out by a teacher in his or her owns classroom, without changing the phenomenon under investigation, would not be considered to be action research. Best (1978: 12) states that action research is focused on the immediate application, not on the development on theory, nor upon general application. From all the definition above, the writer concluded that action research is an action in a research, which can be done by teacher, researcher, and teacher with his/her colleague, etc. which involves a group of students to improve teaching and learning process or to enhance the understanding of the students to the lesson.

2.6.1

Characteristic of Action Research From the definition above we can identify the special features

characterizing an action research. Discussing the characteristics of action research Kemmis and Mc Taggart (in Nunan, 1992: 18) acknowledge that, Action is group of activity. They also argue that, the three defining characteristic of action research are that it is carried out by practitioners (for our purposes, classroom teacher) rather than outside researchers; secondly, that it is collaborative, and thirdly, that is aimed at changing things. Confirming the statement above, Elliot (1991: 50) adds the central characteristic of action

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research is the join reflection about the relationship in particular circumstances between processes and products.

2.6.2

Aim of Conducting Action Research Nowadays, our society grows very fast. It also causes the demand on

educational service, which must be done by teachers to improve. Teachers have to solve the problems they face property. To solve the problems they should not use trial and error methods. They should use an appropriate method such as action research. Elliot (1991: 49) said that The fundamental aim of action research is to improve practice rather than to produce knowledge.

2.6.3

Benefits of Conducting Action Research We can not deny that in doing something, every person must have aims

and he expects some benefits from it. Therefore, in conducting action research a teacher must have special purposes and hope to get the benefits. The benefits of conducting an action research are: 1. Improving the teachers self confident because they have more knowledge experience to solve problem. 2. Helping the teachers to understand the essence of education empirically not theoretically. 3. Developing curriculum. 4. More effective when we compare with other trainings, and 5. Improve the research tradition among teachers.

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2.6.4

The steps in Action Research Talks about the steps in action research means discussing the way to

conduct an action research. Strickland in Allwright and Bailey (1991: 44) claims that the steps in action research are: 1. 2. 3. 4. 5. 6. 7. Identify an issue, interest or problem Seek knowledge Plan an action Implementing the action Observe the action Reflect on your observations Revise the plan Similar to the Stricklands idea, Elliot (1991: 72-76) states that the activities in an action research comprise: 1. Identifying and clarifying the general idea; 2. Reconnaissance This activity can be sub-divided into: a. Describing the facts of the situation b. Explaining the facts of the situation 3. Constructing the general plan 4. Developing the next action steps 5. Implementing the next action steps

CHAPTER III METHOD OF INVESTIGATION

3.1

Research Design A research method used in this study is an action research. This research

will be conducted in the classroom. This activity contains several cycles. In each cycle have four elements: planning, acting, observing, and reflecting. In order to be clear, the writer would have to present the Lewins model of action research as interpreted by Kemmis (in Elliot, 1991: 70). It can be depicted as follows:

Initial idea Reconnaissanc General Plan Step I Step 2

Implement step 1

Evaluate

Ammended plan Step 1 Step 2

Implement Step 2

Evaluate

Etc

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Based on the model above, there is a basic cycle of activities. The activities can be elaborated as follows: a) Identifying initial idea The initial idea refers to a state of situation one wishes to change or to improve on. (Elliot, 1991: 72). In this research the initial idea is thought that there will be a change on the vocabulary mastery by cartoon film. b) Planning Planning is follow up for identifying idea to find out solutions for problems. This research is intended to find out: 1. The students response during learning process. 2. The students improvement of vocabulary mastery. 3. The writer will conduct six activities of research to know the improvement of vocabulary mastery. To know the students response toward the film, the writer uses a questionnaire in each activity which will be used while conducting the assessment test. c) Implementing Implementing is the performing of planned action. Based on the models above, the researcher can change the plans after conducting one cycle when they are needed. In this study, the writer will conduct six activities. The elaboration of plans is as follows: 1. First Activity (Pre-test) A pre-test was conducted at the beginning of the research. The purpose of this test was to check the students ability in mastering English vocabulary

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whether the students were familiar or not with the words that would be presented in this pre-test. 2. Second Activity In the second activity, the cartoon film was introduced to the students. The title of the film was Winnie the Pooh. The duration was about 30 minutes. The themes were Numbers, things around and vegetables. Before played the cassette, the students were grouped into several groups consisted of six students based. Then, the film was played twice. The writer asked them to watch the film. During the film was playing, asked all the groups to write the character of the film. The rest would be used for discuss about the character and the story of the film. The writer explained the character and the story. The characters were Winnie the Pooh, Roo, Tiger, Christopher Robin, Piglet, Owl, Rabbit and Mama. The summary of the story was Roo wanted to learn about numbers. Roo did not remember all numbers. Then, Owl and Tiger helped Roo to learn them by counting all the things at home and some vegetables in the garden. 3. Third Activity The writer would play the cassette once more to make a better understanding for the students. Then, asked them to list the words that they thought difficult. After that, explained the words and add some new vocabularies. In this activity, the theme was Things around Us. They were windows, doors, tables, chairs, pictures, flower vases, frames, books, roof, floor, and clocks. The writer asked the students to mention the words (about the theme) that they took from the film one by one. She corrected the

26

pronunciation of the students mistake. After that, the writer pronounced all the words repeated by the students. 4. Fourth Activity The writer spent 10-15 minutes to review the previous lesson in order to reinforce the words in mind. While the students were reviewing the last lesson, she prepared the film and played once. In this activity, the theme was vegetables. Asked the students to list the words in pairs (according to the theme) during the film were playing. There were potatoes, tomatoes, carrots, pumpkins, radishes, onions, chilies etc. Asked the students to write down on the blackboard and corrected the students mistake. 5. Fifth Activity (Post-test) Finally, after the fourth activity were done, once more the students achievement in learning vocabulary using cartoon film was evaluated by giving a post-test. Before giving the post-test, the writer reviewed again all the material given during those activities by asking some questions to the students one by one. It took 20 minutes. In the post-test, the students had to answer 40 completion item tests that was similar as the pre-test. The students who finished the post-test would get a questionnaire sheet (the sixth activitiy).

3.2

Data collection This action research needs the data to support the investigation. Elliot said

(1998: 77-83) that the techniques and method which can be used to gather evidence in action research are as follows: diaries, profiles, document analysis,

27

tape or video recording and transcript, using an outside observer, interviewing, the running commentary, the shadow study, check list, questionnaire, inventories, triangulation and analytic memos. This research used some of them, which are appropriate to the school environment and can be done to support the action research. In this research, in order to collect the data, the writer used observation form, pre and posttest and questionnaire. The aim of using this techniques are to know the students response during the activities, to find out what extent was the students achievement in mastering vocabulary using cartoon film and their progress, to gather information and find a simple a simple way for students to answer the specific predetermined questions.

3.3

Subject of the study The writer held the classroom research at SD Negeri Sampangan 03. It is

located in Jalan Menoreh Tengah X/9 Kecamatan Gajah Mungkur Semarang. The writer chooses the fourth grades students of SD Negeri Sampangan 03. It consists of 47 students (23 girls and 24 boys).

3.4

Instrument of the study As the writer mentioned previously, she gathered the data by using

observation form, pre and posttest, and questionnaires.

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3.4.1 Observation Form The observation form in this research is used to know the activities during the teaching learning process, such as how the teacher carried out the material, what the teacher did to manage the classroom and the students response.

3.4.2 Test The test was completion and matching. The purposes of giving these tests are used to measure the students achievement in learning vocabulary using cartoon film. The tests that will be conducted are pre-test, post-test and test in each activity. The pre-test is conducted for the purpose to check whether or not the students familiar with the vocabulary. The assessment tests are used for knowing the mastery achievement changing per topic. The posttest is used for knowing the mastery achievement changing after the treatment the writer conducts.

3.4.3 Questionnaire A questionnaire is a list of questions to be answered by a group of people to get information. The questionnaire was collect data/information from the students based on the needs, interest, like and dislike about teaching learning process. The questionnaire was given to the students after they finished doing the posttest. The data was used to support the primary data and to determine the teaching vocabulary using cartoon film which is used in the next time. Beside

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that, the writer also used a television and video to play the videodisc of cartoon film. According to Heaton (1975: 172), the result of the questionnaire data analysis of each issue can be classified into a range of mean bellow: Table Classification of Graded Scores Range of mean 0.00-1.00 1.01-2.00 2.01-3.00 Students interest Low Medium High The advantage Not helpful Helpful Very helpful Students achievement Low Medium High Not relevant Relevant Very helpful The relevancy Sustain Ability Not necessary Necessary Very necessary

3.5

Criterion of Assessment The students success and failure in doing the activities planned above

would be assessed by referring to the criterion issued by The Department of Education and Culture (Depdikbud, 1993:37). The criterion says that a student can be successful if he/she achieves 65% of the material and a class can be said to be have mastered in learning if they can achieve 85% of the material presented (Depdikbud, 1994: 29). In this action research, she would use that indicator to determine whether a cycle could be continued to the next cycle or should be repeated by applying the amended plan.

CHAPTER IV DATA ANALYSIS

In Chapter four, the analysis of each activity started from pre-test up to post-test, the analysis of the questionnaire would be discussed. Here is the analysis of each activity.

4.1 Analysis of the First Activity (Pre-test) A pre-test was conducted at the beginning of the research. The purpose of this test was to check the students ability in mastering English vocabulary whether the students were familiar or not with the words that would be presented in this pre-test. The pre-test was conducted on Wednesday, December 21, 2005. There were 47 students who followed this test. They had to answer 40 completion items given by the writer. The items consisted of three themes; they were Numbers, Things around us, and Vegetables. The result of the pre-test could be seen in appendix 1 (see the analysis in Appendix 7) The average of the students result = = = The total of the percentage The number of the students 2860.5 47 60.86%

30

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The average of the students result was 60.86% compared with the department of Education and Education and Cultures Criterion of the assessment in the previous chapter, 60.86% was low. The writer concluded that the students were not familiar with the words that would be presented in this action research. So, treatments in each activity were important to improve the students result.

4.2 Analysis of the Second Activity The second activity was conducted on Wednesday, December 28, 2005. There were 47 students followed the teaching learning process. In the second activity, the cartoon film was introduced to the students. The title of the film was Winnie the Pooh. The duration was about 30 minutes. The themes were Numbers, things around and vegetables. Before played the cassette, the students were grouped into several groups consisted of six students based. Then, the film was played twice. Asked them to watch the film. During the film was playing, asked all the groups to write the character of the film. And the rest would be used for discuss about the character and the story of the film. The writer explained the character and the story. The characters were Winnie the Pooh, Roo, Tiger, Christopher Robin, Piglet, Owl, Rabbit and Mama. The summary of the story was Roo wanted to learn about numbers. Roo did not remember all numbers. Then, Owl and Tiger helped Roo to learn them by counting all the things at home and some vegetables in the garden.

32

Finally, the assessment tests were given to the students. They were 20 questions in completion form. It took about 30 minutes to test them. After that, they submitted the test to her. The result of the second activity was that 2 students got 70; 4 students got 75; 6 students got 80; 3 students got 85; 8 students 90; 6 students got 95; 18 students got 100; (see appendix 2) The average of the studentss result = = = The total of the percentage The number of the students 4265 47 90.74%

The average of the achievement of the first activity was 90.74%. According to the criterion provided by Depdikbud, which was presented in the previous chapter, 65% was said to be successful. Therefore, it can be concluded that the second activity was very successful. Based on the evaluation, there were some students made mistake when they pronounced the words and also in spelling and understanding the meaning of the words. After the treatment was done they could do the test well.

4.3 Analysis of the Third Activity The third activity was conducted on Wednesday, February 1, 2006. It was followed by 47 students. The result of the second activity was very successful, so the writer did not have to review the first activity. The writer would play the cassette once more to make a better understanding for the students. Then, asked them to list the words that they thought difficult. After that, explained the words

33

and add some new vocabularies. In this activity, the theme was Things around Us. They were windows, doors, tables, chairs, pictures, flower vases, frames, books, roof, floor, and clocks. The writer asked the students to mention the words (about the theme) that they took from the film one by one. She corrected the pronunciation of the students mistake. After that, the writer pronounced all the words repeated by the students. Finally, she evaluated them by an assessment test. There were 10 questions in completion form. It took about 25 minutes to do it. In this activity, the result was better than the previous activity. But, there were still some students had some difficulties in memorizing the spelling of the words given. Based on those problems, the writer would review those difficult words in the previous activity for a view minute. The result of the third activity was that 1 students got 70; 10 students got 80; 12 students got 90; 24 students got 100; (see appendix 3). The average of the students result = = = The total of the percentage The number of the students 4350 47 92.55%

The average achievement of the students in the third activity was 92.55%. According to the criterion stated in the previous chapter, it could be said that this activity was successful. Besides, when the writer compared the result of this test with the previous test, it was clear that the result was higher than before.

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4.4 Analysis of the Fourth Activity The fourth activity was conducted on Wednesday, February 8, 2006. It was followed by 47 students. The writer spent 10-15 minutes to review the previous lesson in order to reinforce the words in mind. While the students were reviewing the last lesson, she prepared the film and played once. In this activity, the theme was vegetables. Asked the students to list the words in pairs (according to the theme) during the film were playing. There were potatoes, tomatoes, carrots, pumpkins, radishes, onions, chilies etc. Asked the students to write down on the blackboard and corrected the students mistake. Finally an assessment test was given. There were 10 completion items. The result of the fourth activity was that 6 students got 80; 14 students got 14; 27 students got 100 (see appendix 4). The average of the students result = = = The total of the percentage The number of the students 4440 47 94.46%

The average achievement of the students in the fourth activity was 94.46%. According to the criterion stated in the previous chapter, it could be said that this activity was successful. Besides, when the writer compared the result of this test with the previous test, it was clear that the result was the highest of all.

4.5 Analysis of the Fifth Activity (Post-test) Finally, after the three activities were done, once more the students achievement in learning vocabulary using cartoon film was evaluated by giving a

35

post-test. It was conducted on Wednesday, February 15, 2006. Before giving the post-test, the writer reviewed again all the material given during those activities by asking some questions to the students one by one. It took 20 minutes. In the post-test, the students had to answer 40 completion item tests that was similar as the pre-test. The students who finished the post-test would get a questionnaire sheet. The result of the post-test could be seen in the appendix 5 (see the analysis in Appendix 11): The average of the students result = = = The total of the percentage The number of the students 4400.5 47 93.62%

From the analysis above, the average achievement of the students posttest was 93.62%. It can be concluded that the students achievement in learning vocabulary using cartoon film had a significant improvement.

4.6 Analysis of the Sixth Activity (Questionnaire) As stated in the previous chapter, in this activity, the writer gave a questionnaire to the students. The purpose of giving the questionnaire is to answer the problem of this study. The writer only gave them 5 items to be answered.

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There are certain techniques to analyze the questionnaire items. They are discussed in the following sections. 1. Grading the Items of Questionnaire. The questionnaire consisted of five questions, each of which had three options namely: a, b, and c. each option is given a score that shows the quality of each indicator. The score ranges from 1 to 3 as shown in the table below. Table 1 The Point Ranges Option A B C Point 1 2 3

The score that ranges from 1 to 3 is explained below: If the students chose a, the score is 1 If the students chose b, the score is 2; and If the students chose c, the score is 3.

2. Tabulating the Data of Questionnaire. The writer tabulated the questionnaire data to make the result of grading clearly readable. The table consists of these columns; name scores per item, total scores, and the mean of each item that is presented in Appendix 12. 3. Finding the Mean. The formula used for computing the mean is as follows:

m=

x N

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Where, m = the mean

x = the sum of item scores, and


N = the number of the students. 4. Determining the Graded Scores Providing value of graded scores is very important, since the result of the mean was not in round figure, but decimal. The result of the questionnaire data analysis of each issue can be classified into a range of mean below: Table 2 Classification of Graded Scores Range of mean 0.00-1.00 1.01-2.00 2.01-3.00 Students Students The The advantage interest achievement relevancy Low Do not help the Low Not students Medium High Help very much Medium Help the students High relevant Relevant Very relevant Necessary Very necessary Sustainability Not necessary

5. Matching the Mean to a criterion To get the additional information about the students response in having the action research program, the mean of each issue was then matched to a criterion. Based on the range of mean above, the result of the data of the questionnaire can be analyzed by referring it to the criterion below.

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Table 3 Category of the Criterion Issue Students interest The advantage Students acievement The relevancy Sustainability Mean 3.0 3.0 3.0 2.9 2.8 High Help the students very much High Very relevant Very necessary Category

6. Concluding the Questionnaire Result. Based on the result of matching the mean to the above criterion, it can be concluded here that: a. The students achievement was high; b. The cartoon film has some advantages. It could help the students in learning vocabulary; c. The students achievement in learning English after having activity by using a cartoon film was high; d. The relevancy between vocabulary offered in this action research and the vocabulary that the students often used and needed in their daily activities is very relevant; and e. The program is very necessary for the students.

CHAPTER V CONCLUSIONS AND SUGGESTIONS

5.1

Conclusions Based on the result of the analysis in the previous chapter, the writer can

conclude that: 1. The students progress during the teaching and learning activity by using the cartoon film was good. The students achievement in English vocabulary was improved, it was supported by the significance result of the pre-test that was lower (60.86%) than the post-test (93.62%). 2. Most of the students said that the activities by using cartoon film could help them in learning vocabulary. 3. The main factors affecting this successful are the students interest in the cartoon film given and relevancy between the vocabularies offered in this activity and the vocabulary that the students used in daily activities. 4. These kinds of activity are very necessary for the students and they expected that the program to be regularly and continuously given.

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5.2 Suggestions Based on the conclusion above, the writer would like to offer some suggestions: 1. Using a cartoon film in teaching English vocabulary recommended for the English teachers, especially for the Elementary school teacher to attract the students interest and their improvement in learning English. 2. The program should be maintained on a regular and frequent basis. 3. To get a wider generalization of the result of this study, such activity should be conducted in other classes of other schools, and the writer hopes, there will be many researches about how to use the cartoon film more effectively in the future.

REFERENCES Arikunto, Suharsimi. 1998. Prosedur Penelitian Suatu Pendekatan Praktek. Yogyakarta: Penerbit Rineka Cipta Allwright, Dick; Bailey, K.M. 1991. Focus on the Language Classroom. Cambridge: Cambridge University Press. Best, John W.1981. Research In Education. New Jersey. Prentice-Hall.Inc. Brown, Lewis and Hacleroad. 1969. Audio Visual Instruction. New York: Mc. Graw, Hill Book Company Brown, J.W; Lewis, R.B; Hacleroad, F F. 1977. AV. Instruction: Technology, Media and Methods. New York: Mc Grow Hill Company. Depdikbud Propinsi Jawa Tengah. 1993. GBPP Muatan Lokal Sekolah Dasar Pelajaran Bahasa Inggris. Semarang: Kantor Wilayah Depdikbud Propinsi Jawa Tengah. Depdikbud Propinsi Jawa Tengah. 1994. GBPP Muatan Lokal Sekolah Dasar Pelajaran Bahasa Inggris. Semarang: Pustaka Baru Elliot. J. 1998. Action Research for Educational Change. Bucckingham: Open University Press Finocchiaro, Mary.1974. English as A Second Language. From Theory to Practice. New York: Regents Publishing Company.Inc. Finocchiaro, Mary.1975. English as A Second Language. From Theory to Practice. Ohio: Regents Publishing Company.Inc. Geddes, Marin and Stutridge. 1982. Video in the Language Classroom. London: Heinemann Educational Bookss Ltd Gerlach, Ely. 1980. Teaching and Media. New Jersey: Prentice Hall Hamalik, Oemar.1989. Media Pendidikan. Bandung: PT Citra Aditya Bhakti. Holt.1969. The Holt Basic Dictionary of American English. New York: Holt, Rinchart And Winston. Inc Holt.1974. The Holt Basic Dictionary of American English. United Stated of America: Holt, Rinchart And Winston. Inc 41

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Hornby. 1974. Oxford Advanced Learner Dictionary of Current English. London: Oxford University Press http: //www.elook.org/dictionary/cartoon.html http://www.wordreference.com/definiton/animated+cartoon http:/www.socialstudies.com./c/@rjB1G850_PWHo/Pages/article.html?article@r onvideo Locatis, Craig. N and Atkinson. 1984. Media and Technology for Education and Training. USA: Bell & Howell Company Nunan, David. 1992. Research Methods in Language Learning. Cambridge: Cambridge University Press. Tim Pengembangan MKDK IKIP Semarang. 1989. Psikologi Perkembangan. Semarang: IKIP Semarang Press Philips, Sarah. 1993. Young Learners. London: Oxford University Press Richard. J.C. 1994. Educating Second Language Children. Cambridge: Cambridge University Press Wendy A, Scott and Lisbeth H. Yetrberg. 1990. Teaching English to Children. New York: Longman

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Appendix 1

The Result of the First Activity ( Pre-Test) No 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. 23. 24. 25. 26. Test Code A-01 A-02 A-03 A-04 A-05 A-06 A-07 A-08 A-09 A-10 A-11 A-12 A-13 A-14 A-15 A-16 A-17 A-18 A-19 A-20 A-21 A-22 A-23 A-24 A-25 A-26 The Right Score 5 31 24 24 20 29 16 28 28 11 25 29 35 24 17 20 20 13 31 17 29 8 35 19 26 35 The Words Master in % 10.5 77.5 60 60 50 72.5 40 70 70 27.5 62.5 72.5 87.5 60 42.5 50 50 32.5 77.5 42.5 72.5 20 87.5 47.5 65 87.5

27. 28. 29. 30. 31. 32. 33. 34. 35. 36. 37. 38. 39. 40. 41. 42. 43. 44. 45. 46. 47.

A-27 A-28 A-29 A-30 A-31 A-32 A-33 A-34 A-35 A-36 A-37 A-38 A-39 A-40 A-41 A-42 A-43 A-44 A-45 A-46 A-47 =47

35 20 14 31 29 11 27 35 26 4 35 19 31 33 32 25 34 35 28 31 11 =1216

87.5 50 35 77.5 72.5 27.5 67.5 87.5 65 10 87.5 47.5 77.5 82.5 80 62.5 85 87.5 70 77.5 27.5 =3038

Appendix 2

The Result of the Test in the Second Activity

No. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. 23. 24. 25. 26.

Test Code A-01 A-02 A-03 A-04 A-05 A-06 A-07 A-08 A-09 A-10 A-11 A-12 A-13 A-14 A-15 A-16 A-17 A-18 A-19 A-20 A-21 A-22 A-23 A-24 A-25 A-26

The Right Score 15 20 20 17 15 18 18 20 20 19 18 20 20 18 15 16 16 19 20 16 17 20 17 20 20 16

The Words Mastered in % 75 100 100 85 75 90 90 100 100 95 90 100 100 90 75 80 80 95 100 80 85 100 85 100 100 80

27. 28. 29. 30. 31. 32. 33. 34. 35. 36. 37. 38. 39. 40. 41. 42. 43. 44. 45. 46. 47.

A-27 A-28 A-29 A-30 A-31 A-32 A-33 A-34 A-35 A-36 A-37 A-38 A-39 A-40 A-41 A-42 A-43 A-44 A-45 A-46 A-47 = 47

18 18 20 20 20 20 20 15 14 16 18 19 19 20 14 20 19 19 20 16 18 = 2833

90 90 100 100 100 100 100 75 70 80 90 95 95 100 70 100 95 95 100 80 90 =4265

Appendix 3

The Result of the Test in the Third Activity No. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. 23. 24. 25. 26. Test Code A-01 A-02 A-03 A-04 A-05 A-06 A-07 A-08 A-09 A-10 A-11 A-12 A-13 A-14 A-15 A-16 A-17 A-18 A-19 A-20 A-21 A-22 A-23 A-24 A-25 A-26 The Right Score 8 10 10 7 9 9 9 10 10 10 9 10 10 9 8 8 8 9 10 10 10 10 8 10 10 10 The Words Mastered in % 80 100 100 70 90 90 90 100 100 100 90 100 100 90 80 80 80 90 100 100 100 100 80 100 100 100

27. 28. 29. 30. 31. 32. 33. 34. 35. 36. 37. 38. 39. 40. 41. 42. 43. 44. 45. 46. 47.

A-27 A-28 A-29 A-30 A-31 A-32 A-33 A-34 A-35 A-36 A-37 A-38 A-39 A-40 A-41 A-42 A-43 A-44 A-45 A-46 A-47 = 47

9 8 10 10 10 10 10 8 8 8 9 10 10 9 8 10 9 9 10 10 9 = 435

90 80 100 100 100 100 100 80 80 80 90 100 100 90 80 100 90 90 100 100 90 =4350

Appendix 4

The Result of the Test in the Fourth Activity No. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. 23. 24. 25. 26. 27. Test Code A-01 A-02 A-03 A-04 A-05 A-06 A-07 A-08 A-09 A-10 A-11 A-12 A-13 A-14 A-15 A-16 A-17 A-18 A-19 A-20 A-21 A-22 A-23 A-24 A-25 A-26 A-27 The Right Score 8 10 10 9 10 10 9 10 10 10 9 10 10 9 9 8 8 9 10 10 10 10 8 10 10 10 9 The Words Mastered in % 80 100 100 90 100 100 90 100 100 100 90 100 100 90 90 80 80 90 100 100 100 100 80 100 100 100 90

28. 29. 30. 31. 32. 33. 34. 35. 36. 37. 38. 39. 40. 41. 42. 43. 44. 45. 46. 47.

A-28 A-29 A-30 A-31 A-32 A-33 A-34 A-35 A-36 A-37 A-38 A-39 A-40 A-41 A-42 A-43 A-44 A-45 A-46 A-47 = 47

8 10 10 10 10 10 9 9 8 9 10 10 10 9 10 9 9 10 10 9 = 444

80 100 100 100 100 100 90 90 80 90 100 100 100 90 100 90 90 100 100 90 =4440

Appendix 5

The Result of the Fifth Activity (Post-test) No 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. 23. 24. 25. 26. Test Code A-01 A-02 A-03 A-04 A-05 A-06 A-07 A-08 A-09 A-10 A-11 A-12 A-13 A-14 A-15 A-16 A-17 A-18 A-19 A-20 A-21 A-22 A-23 A-24 A-25 A-26 The Right Score 29 36 29 29 29 37 32 36 39 39 36 40 40 36 36 39 35 36 39 32 34 28 40 28 32 40 The Words Master in % 72.5 90 72.5 72.5 72.5 92.5 80 90 97.5 97.5 90 100 100 90 90 97.5 87.5 90 97.5 80 85 70 100 70 80 100

27. 28. 29. 30. 31. 32. 33. 34. 35. 36. 37. 38. 39. 40. 41. 42. 43. 44. 45. 46. 47.

A-27 A-28 A-29 A-30 A-31 A-32 A-33 A-34 A-35 A-36 A-37 A-38 A-39 A-40 A-41 A-42 A-43 A-44 A-45 A-46 A-47 =47

40 38 30 39 39 38 34 37 38 28 40 38 39 40 39 34 40 40 38 40 32 =1684

100 95 75.5 97.5 97.5 95 85 92.5 95 70 100 87.5 97.5 100 97.5 85 100 100 95 100 80 =4400.5

Appendix 6

The Result of the Tests During the Action Research No. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. 23. 24. 25. Test Code A-01 A-02 A-03 A-04 A-05 A-06 A-07 A-08 A-09 A-10 A-11 A-12 A-13 A-14 A-15 A-16 A-17 A-18 A-19 A-20 A-21 A-22 A-23 A-24 A-25 Pre-test 10.5 77.5 60 60 50 72.5 40 70 70 27.5 62.5 72.5 87.5 60 42.5 50 50 32.5 77.5 42.5 72.5 20 87.5 47.5 65 Activity 1 75 100 100 85 75 90 90 100 100 95 90 100 100 90 75 80 80 95 100 80 85 100 85 100 100 Activity 2 80 100 100 70 90 90 90 100 100 100 90 100 100 90 80 80 80 90 100 100 100 100 80 100 100 Activity 3 80 100 100 90 100 100 90 100 100 100 90 100 100 90 90 80 80 90 100 100 100 100 80 100 100 Post-test 72.5 90 72.5 72.5 72.5 92.5 80 90 97.5 97.5 90 100 100 90 90 97.5 87.5 90 97.5 80 85 70 100 70 80

26. 27. 28. 29. 30. 31. 32. 33. 34. 35. 36. 37. 38. 39. 40. 41. 42. 43. 44. 45. 46. 47.

A-26 A-27 A-28 A-29 A-30 A-31 A-32 A-33 A-34 A-35 A-36 A-37 A-38 A-39 A-40 A-41 A-42 A-43 A-44 A-45 A-46 A-47 =47 Mean

87.5 87.5 50 35 77.5 72.5 27.5 67.5 87.5 65 10 87.5 47.5 77.5 82.5 80 62.5 85 87.5 70 77.5 27.5 =2860.5 60.86%

80 90 90 100 100 100 100 100 75 70 80 90 95 95 100 70 100 95 95 100 80 90 =4265 90.74%

100 90 80 100 100 100 100 100 80 80 80 90 100 100 90 80 100 90 90 100 100 90 =4350 92.55%

100 90 80 100 100 100 100 100 90 90 80 90 100 100 100 90 100 90 90 100 100 90 =4440 94.46%

100 100 95 75.5 97.5 97.5 95 85 92.5 95 70 100 87.5 97.5 100 97.5 85 100 100 95 100 80 =4400.5 93.62%

Appendix 13 List Of The Words in the Second Activity

NUMBERS 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 = = = = = = = = = = = = = = = = = = = = ONE TWO THREE FOUR FIVE SIX SEVEN EIGHT NINE TEN ELEVEN TWELVE THIRTEEN FOURTEEN FIVETEEN SIXTEEN SEVENTEEN EIGHTEEN NINETEEN TWENTY

Appendix 14 List of The Words in the Third Activity

THINGS AROUND 1. WINDOWS 2. DOORS 3. TABLES 4. CHAIRS 5. PICTURES 6. FLOWER VASE 7. FRAMS 8. BOOKS 9. ROOF 10. CLOCKS

Appendix 15 List of the Words in the Fourth Activity

VEGETABLES 1. POTATOES 2. TOMATOES 3. CARROTS 4. PUMPKINS 5. RADISHES 6. ONIONS 7. CHILIES 8. CABBAGES 9. GARLICS 10. CELERIES

Appendix 16

List of the Test Takers No Name 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 Agus Supriyadi Madalena Puji H Awal Suparno Adi Setiawan Arif Rahtomo Anisa Shifa N Arina Haque Aprilita Mayang Bela Deska K Brilia Grisping Dina Putri M Deta Ayu Lestari Dewi Riska W Deta Sasmita Dewa Sujatmiko Fadri Prabowo Femi Novitasari Febri Maharani Fajar Galih P Farhan Arif P Galih Seto W Krisna Zulfanizy Krisna Bayu S Lisna Wijaya Moch. Yusuf P Maulana Wilmar Moch. Amin Riyadi Moch Iman Baihaqi Meilita Puspa R Nova Bayu Adi N Nila Rusy P Nadya Rahmawati Narendra Dewa B Nurma Media Sri H Oktarina Nilamsari Rizal Ardiantoro Rizky Aminudin Ridho Setiawan Rizki Koko A H

40 41 42 43 44 45 46 47

Rr. Endang Woro S Rizka Kusumawati Umi Kulsum Wisnu Aji Dewandaru Akhista Rahadian Ajeng Ayu Islam N Vindy Safira Istiawan Riski Pratama DP

Appendix 17

Appendix 7 The Score Analysis of the First Activity (Pre-test)


No 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 Test Code A-01 A-02 A-03 A-04 A-05 A-06 A-07 A-08 A-09 A-10 A-11 A-12 A-13 A-14 A-15 A-16 A-17 A-18 A-19 A-20 A-21 A-22 A-23 A-24 A-25 A-26 A-27 A-28 A-29 A-30 A-31 A-32 Score per item 1 1 1 0 0 1 1 1 1 1 1 0 0 1 0 0 0 1 0 1 0 1 0 1 1 0 0 1 1 0 1 0 1 2 0 1 1 1 0 1 0 1 1 0 1 1 1 0 1 0 0 0 1 1 1 1 1 1 0 1 0 1 0 1 0 0 3 0 0 1 1 0 1 1 1 0 1 1 1 1 0 0 0 1 0 1 1 1 0 1 1 1 1 0 0 0 1 0 1 4 0 1 1 1 1 1 0 1 1 0 1 1 1 1 0 0 1 0 1 0 0 0 1 1 1 1 0 0 1 1 1 0 5 0 0 0 1 0 1 1 0 1 1 1 0 1 0 1 0 1 0 1 1 0 0 1 0 0 1 1 1 0 1 1 1 6 0 1 1 0 1 1 0 1 1 0 1 1 1 0 0 0 0 1 1 0 1 0 0 0 0 1 1 1 0 1 1 0 7 1 1 1 1 0 0 1 0 0 1 0 1 1 0 1 0 0 0 1 0 0 0 1 0 1 1 1 0 0 1 1 0 8 0 1 1 1 1 0 0 1 1 0 1 1 1 1 0 0 0 0 0 1 1 0 0 0 1 1 1 1 0 1 1 1 9 10 11 0 0 0 1 1 1 1 0 1 0 1 0 0 0 0 1 1 0 1 1 0 1 1 0 1 1 1 1 1 0 0 1 0 1 0 0 0 1 1 1 1 1 1 0 1 0 1 0 0 0 1 1 1 1 0 0 1 0 0 1 1 0 1 0 0 0 1 1 1 0 0 1 1 1 1 1 0 1 1 1 1 0 0 1 0 1 0 1 1 1 0 1 1 0 0 1 12 1 0 1 1 1 1 1 1 1 0 1 0 1 0 0 0 0 0 1 0 1 0 1 1 1 1 1 1 0 1 1 0 13 1 1 0 1 0 1 1 0 0 0 0 1 1 1 1 0 0 0 1 0 0 0 1 1 1 1 1 0 0 1 1 0 14 0 1 0 0 0 1 0 1 1 1 1 1 1 1 0 0 0 0 1 0 0 0 1 0 0 1 1 0 0 1 1 0 15 0 1 0 1 0 0 0 1 1 0 0 1 1 1 1 1 0 1 0 1 1 0 1 0 0 1 1 0 0 0 1 1 16 0 1 1 1 1 1 1 1 1 0 0 1 0 0 1 1 1 1 0 1 1 0 1 0 1 1 1 1 0 0 1 0 17 0 1 1 0 0 0 0 0 1 0 1 1 1 1 1 1 0 1 0 1 1 0 1 0 1 1 1 1 0 1 0 0 18 0 0 0 1 1 1 0 1 1 1 0 1 1 1 1 1 0 0 1 0 0 0 1 0 1 1 1 1 1 1 0 1 19 0 1 1 1 1 1 0 0 0 0 1 1 1 0 0 1 0 0 1 1 1 0 1 0 1 1 1 1 1 1 1 1 20 0 1 0 0 0 1 1 1 0 0 0 1 1 1 0 0 1 0 1 0 1 0 1 1 0 1 1 0 1 1 1 1 21 1 0 1 1 1 1 0 0 1 1 1 1 1 1 1 0 1 0 1 0 1 0 1 1 0 1 1 0 1 1 1 0 22 0 1 1 1 0 1 1 1 1 0 1 1 0 0 1 1 1 1 1 1 1 1 0 1 0 0 1 1 0 1 1 0 23 0 1 1 0 0 0 1 1 1 0 1 1 0 1 1 1 1 0 1 0 0 1 1 1 1 1 1 1 0 1 1 0 24 0 0 1 1 1 0 0 1 1 1 0 1 1 1 0 1 0 0 1 0 1 0 1 1 1 1 1 1 0 0 1 0 25 0 1 1 0 0 1 0 0 0 0 1 1 1 0 0 1 0 0 1 1 1 0 1 0 1 1 1 1 1 0 1 1 26 0 1 1 1 0 1 1 0 1 0 1 1 1 1 0 1 0 0 1 0 1 0 1 0 0 1 1 0 1 0 0 1 27 0 1 0 0 1 1 0 1 0 1 1 0 1 1 1 1 1 1 0 0 1 1 0 0 1 1 1 0 1 1 0 0 28 0 1 1 1 1 1 0 1 1 0 0 0 1 0 0 0 1 1 0 1 1 1 0 0 1 1 1 0 0 1 1 0 29 0 1 1 0 0 1 1 1 0 0 1 0 1 1 0 1 1 1 1 0 1 1 1 0 1 1 1 1 0 1 1 0 30 0 1 0 0 1 1 0 0 1 0 1 1 1 1 0 1 1 0 1 0 1 0 1 1 1 1 0 1 0 1 1 0 31 0 1 1 1 1 0 0 1 0 0 0 1 1 1 0 0 0 0 1 1 1 0 1 1 0 0 1 0 1 1 1 0 32 0 1 0 0 1 1 0 1 1 0 1 0 1 0 1 1 1 0 1 0 1 1 1 1 0 1 1 0 1 0 1 0 33 0 1 1 1 1 1 0 1 0 0 0 0 1 1 0 1 1 0 0 0 1 0 1 0 0 1 1 1 1 1 1 0 34 0 1 0 1 1 1 0 1 1 0 1 1 0 0 1 1 1 0 1 1 1 0 1 1 0 0 0 1 0 1 1 0 35 0 0 0 0 1 1 0 1 1 0 0 1 1 1 0 0 0 0 1 0 1 0 1 1 1 1 1 0 0 1 1 0 36 0 1 0 1 0 0 1 1 0 0 1 0 1 0 1 1 0 0 1 0 0 1 1 1 1 1 1 0 0 1 0 0 37 0 0 0 0 0 1 0 0 1 0 0 1 1 1 0 0 1 0 1 0 0 0 1 0 1 1 1 0 1 0 1 0 38 0 0 1 1 1 0 1 1 1 0 1 1 1 0 0 1 1 1 1 1 1 0 1 1 1 1 1 1 0 0 1 0 39 0 1 1 0 0 0 0 0 0 0 1 1 1 1 0 0 0 0 1 1 1 0 1 0 1 1 1 0 1 0 0 0 40 0 1 0 1 1 1 0 1 1 0 1 1 1 1 0 1 1 1 1 1 1 0 1 0 1 1 1 0 0 1 0 0 Total Score 5 31 24 24 20 29 16 28 28 11 25 29 35 24 17 20 20 13 31 17 30 8 35 19 26 35 35 20 14 31 29 11

33 34 35 36 37 38 39 40 41 42 43 44 45 46 47

A-33 A-34 A-35 A-36 A-37 A-38 A-39 A-40 A-41 A-42 A-43 A-44 A-45 A-46 A-47

1 1 1 0 0 1 1 1 1 1 1 1 1 1 0

1 1 0 0 1 0 1 1 0 1 1 1 1 1 0

1 1 0 0 1 1 0 1 1 0 0 1 1 1 0

1 1 1 0 1 1 1 1 0 0 1 1 1 1 1

0 0 1 0 1 1 1 1 0 1 1 1 1 1 0

1 1 1 0 1 1 1 1 1 1 1 0 0 1 0

1 1 0 0 1 0 1 1 1 1 1 0 1 1 0

1 1 1 0 1 0 1 1 1 0 1 1 1 1 0

0 1 1 0 1 1 0 1 1 1 1 1 1 1 0

1 1 1 0 1 1 0 1 1 1 1 1 1 1 0

1 1 0 0 1 0 1 1 1 0 1 1 0 1 1

1 0 0 0 1 0 1 1 0 0 1 1 0 1 1

0 1 1 0 0 1 1 1 0 1 1 1 1 1 1

0 1 1 0 1 0 1 1 1 0 0 1 1 1 1

0 1 1 0 1 1 0 1 1 0 0 1 1 1 0

1 1 1 0 1 0 0 1 1 1 1 1 0 1 1

1 0 0 0 1 0 1 1 1 0 1 1 0 1 0

0 1 0 0 1 1 1 1 1 1 1 1 1 1 0

1 1 1 0 1 0 1 1 0 1 1 1 1 1 0

1 1 1 0 1 1 1 1 0 0 1 1 0 1 1

0 1 1 0 1 0 1 1 1 0 0 1 0 1 0

0 0 1 0 0 1 1 1 1 1 1 1 1 1 0

1 1 0 0 0 1 0 1 1 1 1 1 1 1 0

1 1 0 0 1 0 0 1 1 0 1 1 1 1 0

1 1 1 0 1 0 1 1 1 0 1 1 1 1 1

0 1 1 1 1 1 1 1 1 1 1 1 0 1 0

0 1 1 0 1 1 1 1 1 1 1 0 0 1 0

1 1 1 1 1 0 1 1 1 1 1 1 0 1 0

1 0 1 0 1 0 1 0 1 1 0 1 1 0 0

1 1 1 0 1 0 1 0 1 0 0 1 1 0 1

0 1 0 0 1 1 1 1 1 0 1 1 1 1 0

0 1 1 1 1 1 1 0 1 1 1 1 1 1 0

1 1 1 0 1 0 1 0 1 1 1 1 1 1 0

1 1 1 0 0 0 0 0 1 1 1 1 1 0 0

1 1 1 0 1 0 0 1 1 1 1 1 1 0 1

1 1 1 0 1 1 1 0 1 1 1 1 0 0 0

1 1 0 0 1 0 1 1 1 1 1 1 0 0 0

1 1 0 0 1 0 1 0 1 1 1 0 1 0 0

0 1 0 0 1 1 1 1 0 1 1 1 1 0 1

1 1 0 1 1 0 1 1 1 0 1 0 1 0 1

27 35 26 4 35 19 31 33 32 25 34 35 28 31 12

Appendix 8 The Score of the Test in the Second Activity


No 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 Students Code A-01 A-02 A-03 A-04 A-05 A-06 A-07 A-08 A-09 A-10 A-11 A-12 A-13 A-14 A-15 A-16 A-17 A-18 A-19 A-20 A-21 A-22 A-23 A-24 A-25 A-26 A-27 A-28 A-29 A-30 A-31 A-32 A-33 A-34 A-35 A-36 A-37 A-38 A-39 A-40 A-41 A-42 A-43 A-44 A-45 A-46 A-47 Score per Item 1 1 1 1 0 0 1 1 1 1 1 1 1 1 0 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 1 1 1 1 1 1 0 1 1 1 1 1 1 1 1 0 1 2 1 1 1 1 1 1 1 1 1 1 1 0 1 1 1 1 1 1 0 0 1 1 1 1 1 0 1 1 1 1 1 1 1 0 1 1 1 1 1 1 1 1 1 1 1 1 1 3 0 1 1 0 1 1 1 1 1 1 1 1 1 0 1 0 1 1 1 1 1 1 1 1 1 1 0 1 1 1 1 1 1 1 0 1 1 1 1 1 1 1 1 1 1 0 1 4 1 1 1 1 1 1 1 1 1 1 1 0 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 0 1 1 1 1 1 1 5 1 1 1 0 1 1 1 1 1 1 1 1 1 1 1 0 1 1 0 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 0 1 1 1 1 1 1 1 1 1 1 0 1 6 1 1 1 1 0 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 1 1 1 1 1 1 1 1 1 1 1 7 0 1 1 1 1 1 1 1 1 1 1 0 1 0 1 0 1 1 0 1 1 1 1 1 1 0 0 0 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 1 0 8 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 0 0 1 1 0 1 1 1 1 1 1 9 1 1 1 1 0 1 0 1 1 1 0 1 1 1 1 0 0 1 0 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 10 11 12 13 14 15 16 17 18 19 20 1 1 1 1 1 1 1 1 1 0 0 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 0 1 1 1 1 1 1 1 1 1 0 1 0 1 1 1 1 1 1 0 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 1 1 1 1 1 1 1 0 1 1 1 1 1 1 1 1 1 1 0 1 1 0 1 1 0 0 1 1 0 1 1 1 1 1 1 1 1 0 1 0 1 1 1 1 1 0 1 1 1 1 0 0 1 0 1 1 0 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 1 1 1 0 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 0 1 1 0 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 0 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 1 0 1 1 1 1 1 1 1 1 1 1 0 1 1 0 1 0 1 1 1 1 0 1 0 1 0 1 1 0 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 0 1 1 0 1 1 0 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 1 1 1 1 1 1 1 1 0 1 1 1 1 1 1 1 1 Total % Score 16 20 20 17 15 18 18 20 20 19 18 13 18 15 16 16 19 20 16 17 20 20 17 20 20 16 18 18 20 20 20 20 20 15 14 16 18 19 19 20 14 20 19 19 20 16 18 847

Appendix 9 The Score of the Test in the Third Activity No 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 Students Code A-01 A-02 A-03 A-04 A-05 A-06 A-07 A-08 A-09 A-10 A-11 A-12 A-13 A-14 A-15 A-16 A-17 A-18 A-19 A-20 A-21 A-22 A-23 A-24 A-25 A-26 A-27 A-28 A-29 A-30 A-31 A-32 A-33 A-34 A-35 A-36 A-37 A-38 A-39 A-40 A-41 A-42 A-43 A-44 A-45 A-46 A-47 Score per Item 1 1 1 1 0 0 1 1 1 1 1 1 1 1 0 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 2 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 3 0 1 1 0 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 4 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 0 1 1 1 0 0 1 1 0 1 1 1 5 1 1 1 0 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 6 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 0 1 1 1 1 1 1 1 1 1 1 1 7 0 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 0 1 1 1 1 1 1 1 1 1 0 0 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 1 0 8 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 0 1 1 1 0 1 1 1 1 1 1 9 1 1 1 1 1 1 0 1 1 1 0 1 1 1 0 0 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 10 1 1 1 1 1 0 1 1 1 1 1 1 1 1 0 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 1 1 1 1 1 1 1 1 1 1 1 Total Score 8 10 10 7 9 9 9 10 10 10 9 10 10 9 8 8 8 9 10 10 10 10 8 10 10 10 9 8 10 10 10 10 10 8 8 8 9 10 10 9 8 10 9 9 10 10 9 435 % 80% 100% 100% 70% 90% 90% 90% 100% 100% 100% 90% 100% 100% 90% 80% 80% 80% 90% 100% 100% 100% 100% 80% 100% 100% 100% 90% 80% 100% 100% 100% 100% 100% 80% 80% 80% 90% 100% 100% 90% 80% 100% 90% 90% 100% 100% 90% 4350%

Appendix 10 The Score of the Test in the Fourth Activity No 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 Students Code A-01 A-02 A-03 A-04 A-05 A-06 A-07 A-08 A-09 A-10 A-11 A-12 A-13 A-14 A-15 A-16 A-17 A-18 A-19 A-20 A-21 A-22 A-23 A-24 A-25 A-26 A-27 A-28 A-29 A-30 A-31 A-32 A-33 A-34 A-35 A-36 A-37 A-38 A-39 A-40 A-41 A-42 A-43 A-44 A-45 A-46 A-47 Score per Item 1 1 1 1 0 1 1 1 1 1 1 1 1 1 0 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 2 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 3 0 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 4 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 1 1 1 1 1 0 1 1 1 5 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 6 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 1 1 1 1 1 1 1 1 1 7 0 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 0 1 1 1 1 0 1 1 1 1 0 0 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 1 0 8 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 0 1 1 1 0 1 1 1 1 1 1 9 1 1 1 1 1 1 1 0 1 1 0 0 1 1 1 0 1 1 1 1 1 0 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 10 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 1 1 1 1 1 1 1 1 1 1 1 Total Score 8 10 10 9 10 10 10 9 10 10 9 9 10 9 9 8 8 9 10 10 10 8 10 10 10 10 9 8 10 10 10 10 10 9 9 8 9 10 10 10 9 10 9 9 10 10 9 443 % 80% 100% 100% 90% 100% 100% 100% 90% 100% 100% 90% 90% 100% 90% 90% 80% 80% 90% 100% 100% 100% 80% 100% 100% 100% 100% 90% 80% 100% 100% 100% 100% 100% 90% 80% 80% 90% 100% 100% 100% 90% 100% 90% 90% 100% 100% 90% 4430%

Appendix 11 The Score Analysis of the Fifth Activity (Post-test)


No 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 Test Code A-01 A-02 A-03 A-04 A-05 A-06 A-07 A-08 A-09 A-10 A-11 A-12 A-13 A-14 A-15 A-16 A-17 A-18 A-19 A-20 A-21 A-22 A-23 A-24 A-25 A-26 A-27 A-28 A-29 A-30 A-31 Score per Item 1 1 1 1 0 1 1 1 1 1 1 0 1 1 1 1 1 1 0 1 1 1 0 1 1 0 0 1 1 1 1 1 2 1 1 1 1 0 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 1 1 1 1 0 1 1 1 1 1 1 3 1 0 1 1 0 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 1 0 1 1 1 1 1 1 1 1 1 4 1 0 1 1 1 1 1 1 1 1 1 1 1 1 1 0 0 1 1 1 0 0 1 1 1 1 1 1 1 1 1 5 1 1 1 1 0 1 1 0 1 1 1 1 1 1 1 1 0 0 1 1 0 0 1 1 0 1 1 1 1 1 1 6 1 1 1 0 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 1 1 0 0 1 0 1 1 1 1 1 1 7 1 1 1 1 0 0 1 0 1 1 1 1 1 1 1 1 0 1 1 1 0 0 1 1 1 1 1 1 1 1 1 8 1 1 1 1 1 0 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 0 1 1 1 1 1 0 1 1 9 10 11 1 1 1 1 1 1 1 0 1 0 1 0 0 0 0 1 1 0 1 1 1 1 1 0 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 0 1 0 0 1 1 1 1 1 1 1 1 1 1 1 0 1 1 1 1 1 1 1 0 1 1 1 1 1 1 1 1 12 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 13 1 1 0 1 0 1 1 1 0 1 1 1 1 1 1 1 1 1 1 1 0 1 0 1 1 1 1 1 1 1 1 14 1 1 1 0 1 1 0 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 1 0 1 1 1 1 1 1 15 1 1 0 1 0 1 0 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 0 1 1 1 1 0 1 16 1 1 1 1 1 1 0 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 1 1 1 1 1 1 1 1 1 17 0 1 1 0 0 1 0 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 0 1 1 1 1 1 1 1 1 18 0 0 1 1 1 1 0 1 1 1 1 1 1 1 1 1 1 1 1 0 0 1 1 1 1 1 1 1 1 1 1 19 0 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 0 0 1 1 1 1 1 1 1 1 1 20 1 1 0 0 0 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 0 1 0 1 1 1 1 1 1 21 1 1 1 1 1 1 0 0 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 1 1 1 1 22 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 0 1 1 1 1 1 23 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 0 1 1 1 1 1 1 1 1 24 0 1 1 1 1 1 0 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 1 0 1 1 1 1 1 25 0 1 1 0 1 1 1 1 1 0 1 1 1 1 1 1 1 1 1 0 1 1 1 1 1 1 1 1 1 1 1 26 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 1 1 0 1 1 1 1 1 1 27 1 1 0 1 1 1 0 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 0 1 1 1 1 1 28 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 1 1 1 1 1 0 1 1 1 1 1 1 1 1 29 0 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 1 1 1 1 1 0 1 1 0 1 1 1 1 1 30 0 1 0 0 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 0 0 1 1 1 1 1 1 1 1 31 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 1 1 1 0 1 0 0 1 0 0 1 1 1 1 1 32 1 1 0 0 1 1 1 1 1 1 1 1 1 0 1 1 1 1 1 1 0 1 1 1 1 1 1 1 1 1 1 33 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 0 1 1 1 1 1 1 1 1 1 1 34 0 1 0 1 1 1 1 1 1 1 0 1 1 0 1 1 1 1 1 1 0 1 1 1 0 0 1 1 1 1 1 35 1 0 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 1 1 1 1 1 1 1 1 36 1 1 0 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 1 1 1 1 1 1 1 1 37 0 1 0 0 1 1 1 1 1 1 0 1 1 1 0 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 38 1 1 1 1 1 1 1 1 1 1 0 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 39 0 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 1 1 1 1 1 1 1 1 1 1 1 0 40 0 1 0 1 1 1 1 1 1 1 1 1 1 0 0 1 1 1 1 1 0 0 1 1 1 1 1 1 1 1 1 Total Score 29 36 29 29 29 37 32 36 39 39 36 40 40 36 36 39 35 36 39 32 25 24 28 40 28 32 40 40 38 39 39

32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47

A-32 A-33 A-34 A-35 A-36 A-37 A-38 A-39 A-40 A-41 A-42 A-43 A-44 A-45 A-46 A-47

1 1 1 1 0 1 1 1 1 1 1 1 1 1 1 0

1 1 1 1 0 1 0 1 1 0 1 1 1 1 1 1

1 1 1 1 0 1 1 0 1 1 0 1 1 1 1 1

1 1 1 1 0 1 1 1 1 1 0 1 1 1 1 1

1 0 0 1 0 1 1 1 1 1 1 1 1 1 1 1

1 1 1 1 0 1 1 1 1 1 1 1 1 1 1 1

1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1

1 1 1 1 0 1 1 1 1 1 0 1 1 1 1 1

1 1 1 1 0 1 1 1 1 1 1 1 1 1 1 1

1 1 1 1 0 1 1 1 1 1 1 1 1 1 1 1

1 1 1 1 0 1 1 1 1 1 0 1 1 1 1 1

1 1 0 1 0 1 1 1 1 1 0 1 1 1 1 1

1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1

1 1 1 1 1 1 1 1 1 1 0 1 1 1 1 1

1 1 1 1 1 1 1 1 1 1 0 1 1 1 1 1

1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1

1 1 1 1 1 1 1 1 1 1 0 1 1 1 1 1

1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1

1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1

1 1 1 1 1 1 1 1 1 1 0 1 1 1 1 1

1 1 1 1 1 1 1 1 1 1 0 1 1 1 1 1

1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1

1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1

1 1 1 1 1 1 1 1 1 1 0 1 1 1 1 1

1 1 1 1 1 1 1 1 1 1 0 1 1 1 1 1

1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1

1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0

1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1

1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1

1 1 1 1 1 1 1 1 1 1 0 1 1 1 1 1

0 1 1 1 1 1 1 1 1 1 0 1 1 1 1 1

1 0 1 1 1 1 1 1 1 1 1 1 1 1 1 1

1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1

1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1

1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1

1 0 1 1 1 1 1 1 1 1 1 1 1 0 1 1

1 0 1 1 1 1 1 1 1 1 1 1 1 0 1 1

1 0 1 1 1 1 1 1 1 1 1 1 1 1 1 1

1 0 0 0 0 1 1 1 1 1 1 1 1 1 1 1

0 1 1 0 1 1 0 1 1 1 0 1 1 1 1 1

38 34 37 38 28 40 38 39 40 39 25 40 40 38 40 38

Appendix 12 The Questionnaire Analysis (Sixth Activity) Students Code A-01 A-02 A-03 A-04 A-05 A-06 A-07 A-08 A-09 A-10 A-11 A-12 A-13 A-14 A-15 A-16 A-17 A-18 A-19 A-20 A-21 A-22 A-23 A-24 A-25 A-26 A-27 A-28 A-29 A-30 A-31 A-32 Score per Item 1 3 3 2 3 3 3 3 2 3 3 2 2 3 3 3 3 3 3 3 3 3 3 3 3 3 2 3 2 3 3 3 3 90 2 3 3 2 3 2 3 3 2 2 3 2 3 3 3 3 3 3 3 3 3 2 3 3 2 3 2 3 3 3 3 3 2 87 3 3 3 2 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 2 3 3 3 3 3 3 94 4 3 3 3 3 3 3 3 2 2 3 2 2 3 3 2 3 3 2 3 3 3 3 2 2 3 2 3 2 3 3 3 3 86 5 3 3 2 3 3 3 3 2 3 3 2 2 2 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 2 3 2 89 Total Score 15 15 11 15 14 15 15 11 13 15 11 12 14 15 14 15 15 14 15 15 14 15 14 13 15 11 15 13 15 14 15 13 446

No 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32