CHAPTER I

INTRODUCTION

1.1 Background of the Study

English is one of many languages in the world. Brown (2000) stated,

“English is an international language because it is used throughout the world”.

From that statement above, it can be concluded that English is used as an

international language for communication and most of the people in the world use

it. In Indonesia, English is a foreign language and it has become one of the

compulsory subjects, which is important to be taught for developing science,

technology, art and for international communication.

In order to learn English well, there are four major skills that should be

mastered. Those are reading, writing, listening and speaking. But when people

want to develop these skills, they also must develop their vocabularies. According

to Hatch & Brown (1995:1), “Vocabulary is a list or set of words for a particular

language or a list or set of words that individual speaker might use.” In other

word, vocabulary is a list of word in language that it used by the individual

speaker to express what the people want to say. So proficiency in the four

language skills requires a good mastery of English vocabulary because those skills

can be best achieved if students have mastered a considerable amount of

vocabulary. The four English language skills cannot separated from English

vocabulary.
 In teaching English as a foreign language the students want to acquire the

four language skills writing, reading, speaking and listening. However,

proficiency in the four language skills require a good English vocabulary, because

with a good English vocabulary can be achieved if students have mastered

considerable number of vocabularies. And we cannot forget to use teaching and

learning media for better result.

In the implementation of English learning process, based on the

researcher’s experience when she did PPL in school found the student had

difficulty in achieving learning indicators due to vocabulary mastery was still very

low. The researcher found that the students in the school were lack of vocabulary

making it difficult for them to learn English. It happens because students are lazy

and feel afraid to make mistakes, they not pay attention when teacher explained

the lesson and did not have responsibility for the tasks given by the teacher. In

teaching and learning process students has less opportunity to explore their mind

and interact actively.

To attract motivation and interest students in learning, the teacher should

use a variety of techniques to make class more interesting and enjoyable for

students. Teaching English vocabulary can be done in media, method and

approach. So, the teacher as the foremost education implementer must be able to

plan a learning technique to increase the potential and achievement of students

through teaching and learning activities in the classroom. Dealing with the

problems of teaching and learning above, the teacher can apply media. According

to Murcia (2001) in Silviana (2013) “Media are tools used by the teacher to
motivate the students”. So, media has an important role in motivating students to

learn English. Media that is possible to implement to improve students interest in

learning is animation video.

According to Hidayat (2010) the use of animation video in learning

process is to promote the interaction among teacher and students and produce an

effective learning process. Teacher must be creative in creating a comfortable and

pleasant learning atmosphere and through the media, namely animation video,

students are expected to be able to understand the subject matter given by teacher

quickly so that the teaching and learning process becomes effective. The writer is

interested to apply animation video to Improve Students Vocabulary because

animation video as a technique is relevant to get achievement for student and their

mastery in the subject.

1.2 Statement of the Problem

Based on the writer’s experience at SMP GPDI BEREA Tondano, it was

found out that most of the students had lack of vocabulary. They could not

understand many words so that it was difficult for them to understand reading

texts, to speak about the text or write well about the text in English.

1.3. Research Question

Based on the problem above the research question is as follow:

Can animation video improve student’s vocabulary?

1.4 Reason for Choosing the Topic

 Vocabulary is very important for the students. English’s four basic skills

can be best achieved if students have mastered a considerable number of

vocabularies.

“Animation video” is very effective, interesting and suitable to help

students mastering vocabularies especially in learning process.

1.5 Purpose of the Study

The purpose of the study is to see whether using animation video can

improve students’ vocabulary or not.

1.6 Delimitation of the Study

The scope of this study is about an improving students’ vocabulary by

using animation video that is given to the seventh grade of the student of SMP

GPDI BEREA Tondano. The writer was delimited the word class to adjective.

1.7 Definition of Terms

Animation Video

Animation video is a kind of multimedia material that display

simultaneous images, narration on screen text consist of verbal and non-

verbal presentation (Muniandy & Veloo, 2011).

Vocabulary

Vocabulary is a list or set of words for a particular language or a list or set

of words that individual speaker might use (Hatch and Brown, 1995:1)

Improve
Improve is the way to become better than before. In present study,

improve is to make better students’ in vocabulary by using animation

video than before.

 CHAPTER II

REVIEW OF LITERATURE

2.1 Vocabulary

Vocabulary is the most important aspects of language. It is one of the basic

things in learning English. Nobody can understand a language without mastering

the vocabulary. Generically, vocabulary is the knowledge of meanings of words

(Kamil, 2005: 3). Vocabulary is the collection of words that individual knows,

and also says that the focus in the vocabulary class is how to encourage the

students to develop strategies for inferring the meaning of new words from

context in which they occur and teach them to use range of clues (Nunan,

2005:121). Vocabulary is the list of words that speakers of a particular language

use (Hatch & Brown, 1995). Burns (1972) defines vocabulary as “the stock of

words which is used by a person, class or profession.

Hornby (1987:959) defines vocabulary as: (a) total number of words (with

rules for combining them) that make up a language and (b) range of words known

to, or used by a person, in a trade, profession, etc.” According to Neuman and

Dawyer (2009) in Bintz (2011) vocabulary can be defined as “the words we must

know to communicate effectively: words in speaking (expressive vocabulary) and

words in listening (receptive vocabulary). While according to Linse (2006:121)

vocabulary is the collection of words that individual knows.

From the definition above, it can be concluded that vocabulary is the total

number of words and a component of language knows and used by a person,

profession and class to communicate effectively and every aspect, business, such

as in trade, etc.

It is clear that to communicate the students need to have oral vocabulary,

reading vocabulary, writing vocabulary and listening vocabulary. Words used

actively in speech is oral vocabulary. Richard and Renandya (2002:225) suggest

that: vocabulary is a core component of language proficiency and provides much

of the basis for how well learners speak, listen, read and write. Reading

vocabulary are words that people responds with meaning and understanding other

person writing. Writing vocabulary are words that people responds with meaning

and understanding other person speech and listening vocabulary are words that

people responds with meaning and comprehending other persons speaking. The

students must have an adequate amount of active vocabulary in order to

communicate in target language. That is the reasons why important to learn

vocabulary.

2.2 Kinds of Vocabulary

a. Content Word

A word than conveys information in a text or speech act. Also

known as a lexical word. Content Words which include noun, verb, adjectives and

adverb belong to open classes of words: that is, new members are readily added.

1 Noun Person, Place or thing House, Student, Lake, Computer

2 Verb Action, State Believe, Understand, Visit, Enjoy

3 Adjectives Describes an object, Expensive, Soft, Fast, Careful

 person, place or thing

4 Adverb Tell us how, where or Slowly, Carefully, sometimes, Suddenly

when something

happen

b. Function Word

A word that express a grammatical relationship. Also known as a

grammatical word. Function words include determiners, preposition and

conjunction.

1 Auxiliary Verb Verbs that support the main verbs Do, Can, Must, Will

2 Preposition Show relationship in time and space In, At, Over, Between,

Under

3 Articles Used to indicate specific noun or non-specific noun A, An, The

4 Conjunctions Words that connect And, But, For, So, Since

5 Pronouns Refers to other noun I, You, Him, Us, Our

2.3 Teaching Vocabulary

Teaching is the concerted sharing of knowledge and experience act of

giving information between teacher and students in the class room, out door and

in door. Vocabulary teaching is very important components of any language class.

Everything that people want to say or write needs words or vocabulary. Teacher

should prepare the technique that will be implemented to students. According to

(Thornburry, 2004: vi) The development of new approaches to language teaching,

which are much more word-centred. Vocabulary teaching can increase the

development of the students by using approach.

Vocabulary teaching is a continuous process, where learners meet the

words many times in their learning to increase and deepen their knowledge and

their use of words in the foreign language (Cameron, 2001). In other words, in

vocabulary teaching students find words that can increase their knowledge and use

in foreign language. Vocabulary teaching can help students to learn and

understand the meaning of words and how to use the words.

2.4 Animation Video

One of the media to implement that possible for teaching vocabulary and

to increase student interest in learning is animation video. Ganges (1970) states

that animation is moving text and pictures or simply alterations between visual

scenes which can be an effective attention grabber, that lays the necessary

foundation for learning. Walker (1992:2) defines video is an educational

technology which combines vision and sound to teach specific language feature

and in many different ways that used for classroom language instruction to

provide content and used to teach different language in any level of students.

Animation video is a kind of multimedia material that display

simultaneous images, narration on screen text consist of verbal and non-verbal

presentations (Muniandy & Veloo, 2011). The animation video is shows a moving

picture containing certain information about, story, vocabulary or anything. In

teaching and learning process, animation videos can help students to understand

the information and raise students’ interest in learning English vocabulary.

Animation video had used by many English several language teachers in

the world and good reason why animation video should be included in the

classroom. Oddone (2011, p.1) states that the advantages of using videos in the

language classroom are:

1. They provide instances of authentic language and can be fully exploited

with the teacher’s control

2. Videos give access to things, places, people’s behavior and events.

3. Authentic material usually proves to be particularly as people find it

interesting to understand “real things”

2.5 Teaching Vocabulary by Using Animation Video

English words is difficult to spell and memorize because relate to science

and scientific concept. Teacher need additional ways to help students learn of

vocabulary. To build their vocabulary many people use some technique, such as

watching movie, reading books, taking English classes and studying English

language software.

There are so many ways about teaching and learning English and more fun

that can be had in the process will be better. Animation video can be used to

problem solving skill and motivating for students. Teaching Vocabulary by using

animation video is an alternative way to be considered. Animation video is very

flexible media in language teaching. Animated video can enrich the experience
and complete of the students in a variety of teaching materials, Harrison and

Hummell (2010, p. 21-22). According to Cakir (2006, p. 69-70) there are some

practical techniques for video implication in the classroom:

a. Active viewing

b. Freeze framing and prediction

c. Silent Viewing

d. Sound on and vision off activity

e. Repetition and role play

f. Reproduction activity

g. Dubbing activity

h. Follow up activity

2.6 The Steps Student Vocabulary of Animation Video

2.6.1 Pre-test

All skill of a language related with vocabulary. In teaching learning

process of vocabulary, hopefully animation video would make students so excited

and motivation students in learning. To memorize some vocabulary the students

need much time. So, the teachers may help students easy to memorize some

vocabulary by using animation video.

2.6 Adjective

According to Gucker (59:1966) Adjective is used to modify a noun or

pronoun that is to describe the noun or pronoun. Adjective is a class of words that
describes a noun or pronoun. An adjective usually comes before the noun or

pronoun it describes. There are examples of Adjective in some sentences:

a. Common Adjective

 Small

 Beautiful

 Delicious

 Long

 Cleaver

 Stupid

 Fashionable

b. Color Adjective:

 Black White Red

 Blue Yellow Green

c. Shape Adjective:

 Round Square Circle

d. Example Adjective in Context:

Denise: Hi mom! Hi dad!

Mom : Hi Denise! It’s so good to see you! How are you, sweetheart?

Denise : I'm fine. I miss you both so much.

Dad : We miss you, too, honey.

Mom : How do you like your new apartment?

Denis : It's great. It's cozy (comfortable) and convenient (easy to get to) for

getting to college and my roommate is very nice. My bedroom is very large and

has a small closet.

Even if it's small, the closet can hold everything I need. It keeps everything

organized perfectly, and is easy to use. I just love it. The kitchen is old, but all the

appliances still work. It has a convenient (easy to use) stovetop, oven, and

refrigeration. The only downside (disadvantage) to this apartment is that I have to

share a bathroom with my roommate. She is very messy (not neat or organized).

She leaves her things all over the bathroom floor!

Mom : I'm sorry about that, honey, but the rest of your apartment sounds nice!

Could you show it to us on the camera?

Denis : Sure! See, all my books are organized nicely on my shelves. I keep my

room very tidy (arranged in an organized way).

Mom : It looks very comfortable and neat (in good order), Denise!

Narrator: The room is really spacious (large) and bright (full of light) and the

furniture looks in very good condition.

Denis : And there's also a large balcony overlooking a wonderful view. Isn't it

lovely?

Mom : Yes, it is. I can see it's decorated with many beautiful plants and flowers.
Narrator: It looks gorgeous (very beautiful) and it seems such a peaceful place!

Mom : Is your roommate around? I was hoping we could meet her.

Denis : No. She has class right now, but she'll back soon.

Mom : What does she look like?

Denis : She is very pretty. She has long, dark brown hair, and green eyes. She is

short and skinny.

Dad : And what is she like? Is she friendly?

Denis : Yes, she is very friendly, outgoing (sociable), and fun. She always

makes me laugh with her jokes and funny stories. We get along great and

sometimes we cook together. She might be messy, but she's nice and kind.

Mom : I'm glad you get along well, dear.

Dad : How have your classes been going?

Denis : Really good. My favorite class is Biology. The teacher is very

knowledgeable (intelligent and well informed) and interesting. She is a lovely,

older woman with gray hair. She is very passionate and enthusiastic about what

she does. She spent a couple years studying different animals in Madagascar. She

wants to find ways to use power (electricity) that are environmentally friendly

(not harmful to the environment). She really cares about plant and animal life!

Mom : How nice. She seems to be an awesome (extraordinary) person!

Denis : Yes, she is really inspiring!

Dad : And what class do you like the least?

Denis : I think it's the Calculus. I find it so boring. My Calculus teacher, Dr.

Rubus makes everything seem so complicated. He is a very stern and quiet type

of person. He's very tall and intimidating (making you feel nervous). He never

bothers to explain to us what we don't understand. He stared (stare= to look

fixedly with wide-open eyes) us but doesn't say anything if we get the answer to a

problem wrong. He just asks someone else to answer it. I wish he were a little

more communicative and supportive.

Mom : What about your classmates? What are they like?

Denis : They are very interesting because they are from all over the world. We

are diverse in race, religion, personality, but we have so many things in common

at the same time. I was able to learn a lot from them.

Mom : I'm so glad you like them.

Dad : Tell us about the part of the city you live in. Any good places to eat?

Mom : You're always thinking about good food!

Denis : Actually, yes! My roommate and I have eaten at many restaurants

nearby. They have a really great Indian restaurant. I love the “chana masala” and

chicken curry! It's so spicy and delicious! It's a small restaurant but they make

really good food. There's a good pizza place down the street from us. Their crust

(the lawyer made of bread) is flaky (breaking easily into small pieces), and the

pizza is really cheesy!

Dad : You're making me hungry! Now we definitely need to visit you!

Mom : Is there anything fun to do nearby?

Denis : There's a venue (the place where a public event happens) nearby where

different musicians perform. We've gotten to see some cool bands play there.

They use fog machines and high quality speakers. It's a really fun experience.

Mom : That's great, honey! I'm glad you are having a good time.

2.7 Previous Related Study

In the previous studies, there are several studies research related in this

topic. Some of them are:

Iman Ma’mur (2018) on the research entitled “Improving Students’

Vocabulary Mastery By Using Animation Video In Descriptive Text At The

Eighth Grade Of SMP Karya Budi Cileunyi Bandung”. The purposes of this

research are to find out:

1. Students’ vocabulary mastery before using animation video

2. Students’ vocabulary mastery after using animation video

3. The significant improvement of students’ vocabulary

mastery using animation video

The difference between the previous studies and the present studies is in

the purpose of the study. The purpose of the study on the present study is

to see whether using animation video can improve students’ vocabulary or

not.
 Adinan Duerahae (2019) on the research on entitled “Improving

Student’s Vocabulary Mastery Using Animation Video Of Mi Darrusalam

Wonodadi Blitar” (English Education Department IAIN Tulungagung).

The purpose of this research was to improve student’s vocabulary by using

animation video to the fifth grade student of MI Darrusalam Wonodadi,

Blitar. The method used in this research is Classroom Action Research

which consist of Planning, Acting, Observing and Reflecting. This

research was done in two cycles. The researcher used observation sheet,

interview, test and questionnaire to collect the data. The research finding

the improvement of the students’ vocabulary mastery and the

improvement of the classroom in the English class when animation video

ware implemented.

The difference between the previous studies and the present studies

is in collecting the data. On previous study the researcher used observation

sheet, interview, test and questionnaire to collect the data while on the

present study the researcher used multiple choice test to collect the data.
 CHAPTER III

RESEARCH METHODOLOGY

3.1 Research Design

The design of this research is categorized as a quantitative, kind of the

research is pre-experimental with one group pretest and posttest design. Pre-test is

given to the students before treatment, and post-test is the test given after

treatment. The treatment were given to the students by using animation video.

This research used one group pretest posttest design. The research design is

illustrated below:

Pretest Treatment Posttest

T1 X T2

Hatch and Farhady (1981) found that “one group pretest and posttest

design is similar to the one shot case study” (p.20)

3.2 Subject of the Study

 The subject of this research is seventh grade students of SMP GPDI

BEREA Tondano. The writer choose one class that consist of twenty five (20)

students.

3.3 Data Collection

The instrument used to collect the data is test. The writer applies two tests

they are pre-test and post-test, the test was based on the materials given in class.

The data collected from the student’s score of pre-test and post-test. The test

consist of 20 questions multiple choice (the score is 1 for each item). So, if the

students can answer all of the questions correctly they will get 100 score.

In carrying out this research, the procedures of collecting data are:

1. Preparing the test to be given to student

2. Giving pretest

3. Analyzing the data from the result of pre-test

4. Using animation video in teaching vocabulary

5. Giving post-test

6. Organizing the data

7. Analyzing the data

8. Making conclusion

9. Writing the report

3.4. Data Analysis

The result of pre-test and post-test will be analyzed using a formula. The

formula is as follow:

∑x
χ̅ =
n

𝑥̅ : Mean Score

∑x : Total Score of students

𝑛 : Total Number of Students

In the process of analysis, the data will be presented in frequency

distribution, computation of mean score (X), and the entire test can be presented

of frequency polygon. The data will be presented in data table with score, tally

frequency distribution (f), Cumulative frequency (cum f), Percentage (%). In this

research, after computing the mean score, the students’ mean score of the test 1

can be compared to the students’ mean score of the test 2 to know whether there is

an improvement of the students’ vocabulary mastery.

 CHAPTER IV

DATA ANALYSIS AND DISCUSSION

4.1 Presentation of the Data

This study was quantitative research through pre-experimental design with

one group pre-test and post-test design. The test consisted 20 items and the correct

answer was scored one and incorrect 0. This study was conducted at seventh grade

of SMP GPDI BEREA Tondano which involved 20 students as the subject of the

study.

This chapter present the information collected in this research. The data

obtained from the use of the test were put into the following table of frequency

distribution and were computed with mean score formula:

1. Table 1. The score of students in T1 (pre-test) and T2 (post-test

2. Table 2. Frequency distribution matrix of T1

3. Table 3. Frequency distribution matrix of T2

4. Figure 1. Frequency polygon of the pre-test (T1) and post-test (T2)

Table 1. The data of students in T1 (pre-test) and T2 (post-test)

Students Pre-test (T1) Post-test (T2)

1 45 90
2 35 85
3 25 85
4 35 85
5 30 75
6 40 80
7 30 75
8 30 75
9 20 65
10 30 70
11 20 75
12 30 75
13 25 80
14 35 85
15 35 85
16 25 80
17 35 85
18 30 80
19 40 90
20 35 80
630 1600
Table 1. There are 20 students who took in the pre-test and post-test, every

students got higher score on the post-test.

Table 2. Frequency distribution matrix of pre-test (T1)

Score Tally Frequency Cumulative %

Frequency

45 I 1 20 5%

40 II 2 19 10%

35 IIIII I 6 17 35%

30 IIIII I 6 11 54%

25 III 3 5 6%

20 II 2 3 66%

Table 2. Showed that there were 20 students took part in pre-test. From the

20 students the highest score was forty-five (45) achieved by one (1) student. The

lowest was twenty (20) achieved by two (2) students, forty (40) achieved by two

(2) students, thirty-five (35) achieved by six (6) students, thirty (30) achieved by

six (6) students, twenty-five (25) achieved by three (3) students and twenty (20)

achieved by two (2) students.

4.1.1 The Computing of Mean Score of Pre-test

∑X
X =
N
ΣX = 630

N = 20

X = 630

20

X = 31.5

The mean score of pre-test is 31.5.

Table 3. Frequency distribution matrix of post-test (T2)

Score Tally Frequency Cumulative %

Frequency

90 II 2 20 1%

85 IIIII I 6 18 33%

80 IIIII 5 12 41,6%

75 IIIII 5 7 71,4%

70 I 1 2 5%

65 I 1 1 1%

Table 3. Showed that 20 students took part in post-test. From the 20

students the highest score was ninety (90) achieved by two (2) students, the lowest

was sixty-five (65) achieved by one (1) student, eighty-five (85) achieved by six

(6) students, eighty (80) achieved by five (5) students, seventy-five (75) achieved
by five (5) students, seventy (70) achieved by one (1) student and sixty-five (65)

achieved by one (1) student.

4.1.2 The Computation of Mean Score of Post-test

∑X
X =
N

ΣX = 1600

N = 20

X = 1600

20

X = 80

The mean score of post-test is 80.

Figure 1. Frequency polygon of the pre-test (T1) and Post-test (T2)

 Frequency Poligon of T1 & T2
100
90
80
70
60
Score
50
40
30
20
10
0
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20

Students

Pre-test (T1) Post-test (T2)

4.2 Discussion

The result of this study showed that all of the students at seventh grade of

SMP GPDI BEREA Tondano have a higher score in post-test than pre-test. The

result of the analysis showed that 20 students who take a part in pre-test and post-

test. In pre-test, the highest score is forty-five (45) achieved by one (1) student,

forty (40) achieved by two (2) students, thirty-five (35) achieved by six (6)

students, thirty (30) achieved by six (6) students, twenty-five (25) achieved by

three (3) students and the lowest score is twenty (20) achieved by two (2)

students. While in post-test the highest score was ninety (90) achieved by two (2)

students, eighty-five (85) achieved by six (6) students, eighty (80) achieved by

five (5) students, seventy-five (75) achieved by five (5) students, seventy (70)

achieved by one (1) student and the lowest score is sixty-five (65) achieved by

one (1) student.

Table 6 shows that the mean score ( X ) of pre-test (T1) is 31.5 and the mean score

( X ¿ of the post-test (T2) is 80. The data of pre-test and post-test was compared

and the result is the score of post-test is higher than pre-test.

According to the result of the test above we can conclude that the pre-test

showed that the students’ vocabulary is low before using the animation video as

technique in teaching and learning instead the score of post-test showed that the

students’ can improve their vocabulary by using animation video.

CHAPTER V

CONCLUSION AND SUGGESTION

5.1 Conclusion

Based on the data analysis, learning English Vocabulary by using

animation video could support and develop students’ vocabulary skill in the

seventh grade of SMP GPDI BEREA Tondano. It can be proved from the

students’ mean score for vocabulary test in post-test is (80) which is higher than

the students’ mean score for vocabulary test in pre-test is 31.5. This shows that

there are significant difference score between the students’ vocabulary mastery

before and after being taught using animation video. Therefore, it could be

conclude that animation video is able to improve students’ vocabulary.

5.2 Suggestion

Based on the result of this research, some suggestion can be mentioned

below:

 The teacher should suggest the students to memorize the vocabulary that

they have learnt.

 The teacher should use the suitable techniques to motivate the students in

learning English vocabulary.

 It suggest for the teacher, in teaching vocabulary is better to the teacher

applying use animation video in classroom it’s very good technique. It can

help the students’ support and develop their vocabulary.

 This study is applying animation video to improve students’ vocabulary. It

is expected that the result of the study can be a reference for another

research in different context that can give a contribution in teaching

English.
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