IMPROVING STUDENT’S VOCABULARY MASTERY USING ANIMATION VIDEO FOR THE FIFTH GRADES OF MI DARUSSALAM WONODADI, BLITAR

ADINAN DUERAHAE, 1723143003 (2019) IMPROVING STUDENT’S VOCABULARY MASTERY USING ANIMATION VIDEO FOR THE FIFTH GRADES OF MI DARUSSALAM WONODADI, BLITAR. [ Skripsi ]

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Abstract

ABSTRACT Adinan Duerahae Student Registered Number. 1723143003. 2019. Improving student’s vocabulary mastery using animation video for the fifth grades of MI Darussalam Winodadi, Blitar. Sarjana Thesis. English Education Department. Faculty of Tarbiyah and Teacher Training. State Islamic Institute (IAIN) Tulungagung. Advisor: Dr. Nurul Chojimah, M.Pd. Keywords: Improving, Vocabulary mastery, Animation video. The objectives of this research are to know whether the use of animation video can improve the students’ vocabulary mastery and to identify what happens when animation video are used as media in teaching vocabulary to the fifth grade students of MI Darussalam Wonodadi, Blitar. The method used in this research is action research. In this action research, the researcher acted as the teacher in teaching learning process. Meanwhile, the English teacher acted as the observer. The researcher conducted this research from 6th April until 27th April 2019 at MI Darussalam Wonodadi, Blitar at class V. This class consisted of 21 students. In this research, the researcher taught vocabulary by using animation video. The research was conducted in two cycles, in each of which there were two meetings. Every cycle consists of four steps: planning, implementing, evaluation, and reflection. The data were collected through pre-observation, observations, interviews, questionnaires, and tests. The tests were conducted before the action (pre-test) and after the action (post-test). These data were compared and analyzed to get a conclusion as the result of this research. The result shows that animation videos are attractive and effective media to teach vocabulary. During the action, the researcher found that students had shown their improvement in pronouncing English words correctly. By repeating after the narrator saying in the video, the students can minimized their mispronunciation. Besides, it can build the students’ enthusiasm to learn pronunciation. Moreover, by using pictures with text line in the video, the students were helped to grasp and recall the words better. Furthermore, difficulties in the use of vocabulary in making sentences can be solved by giving correct sentence which is shown by the text line in the animation video. In addition, the students were enthusiastic and become active in joining the class. The classroom became interactive. It was proved by the interaction between the researcher and the students. It was indicated by the students’ questions to the researcher when they found some difficulties. It was easy for them to answer the researcher’s questions. From the vocabulary test, the students’ pre-test mean score, which was 19.04%, increased to 61.90% in the first post-test, and increased to 80.95% in the final post-test. Therefore, it can be concluded that by using animation video as teaching media, students’ vocabulary mastery can be improved.

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