THE USE OF DORA THE EXPLORER CARTOON MOVIE TO IMPROVE VOCABULARY MASTERY (A Classroom Action Research on the Fourth Year Year Students Student s of SDN Selodoko I Kec. Ampel, Kab. Boyolali in Academic Year 2009/2010
THESIS
Submitted to the Board of Examiners as a Partial Fulfillment Of the Requirements for the Degree of Sarj ana Pendidi Pendidi kan Islam (S.Pd.I) In English and Education Department Department
Arranged by: YUNITA WIDYAWATI 11306091
ENGLISH DEPARTMENT OF EDUCATION FACULTY STATE ISLAMIC STUDIES INSTITUTE (STAIN) SALATIGA 2010
ABSTRACT
Yunita Widyawati : THE USE OF DORA THE EXPLORER CARTOON MOVIE TO IMPROVE STUDENTS' VOCABULARY MASTERY(A Classroom Action Research of Fourth Year Students of SD Negeri I Selodoko in Academic Year of 2009/2010) Teaching English in elementary school is introducing English as the first foreign language to elementary school students in order to be able to communicate simple English, So the teacher of elementary school should have appropriate method in teaching English . This study is focused on the method of teaching vocabulary by using of Dora the Explor er Cartoon Movie to improve student‟s vocabulary mastery. The method of research used in this study is action research. From this study, Researcher could take the conclusion that there was a significant difference between pre test and post test,The mean of post test is greater than the mean of pre test both in cycle I and cycle II. In cycle I is 5,6 and cycle II is 7,6. Both of them is greater than t-table with n =31 is 2, 04. The role of media is very important to increasing achievement vocabulary mastery. Therefore, to help the students to remember vocabulary and practice in learning language, So,they will study vocabulary more easy and not bored in learning language .So,they understand and memorize the lesson. It is one of solution to be used as appropriate method in teaching learning proses. Keyword : Vocabul ary M astey,Cartoon M ovie, Elementar y School.
CHAPTER I INTRODUCTION
A. Background of Study
English is an international language which is used by many people in the world to communicate among nations either in spoken and written. Thus, it is not surprising that the teaching of English is carried out in many parts of the world. Seeing that English is an international language, our government has stipulated that English becomes the first foreign language in Indonesia. So, English has been given more special attention. Nowadays, we can see that English is not only taught at Junior High School, Senior High School and Vocational School, but also at Elementary School as a local content. This is a new step for the national education in Indonesia (Depdiknas, 2004:1). The function of teaching English in Elementary School is to introduce English as the first foreign language to Elementary School students in order to be able to communicate in simple English, and then to motivate them to be ready and self confident in learning English at higher level of education. The material consists of spelling, listening, vocabulary, writing, reading and functional skills as the basis to get simple language skill. Vocabulary is one of the English components which has to be mastered and acquired by students in learning new language (Allen, 1983:5). It gives one reason for the emphasis on vocabulary in English learning.
Vocabulary is the central of language teaching and learning. It plays an important role in the four language skills. It gives contribution to the learners to perform or practice their skill better. It means that by mastering the vocabulary, the learners will be able to produce so many sentences easily either in spoken or written. It is impossible for the learners to perform their English well if their vocabularies are very poor. They will find any difficulties in expressing or mastering their language skills because of having too limited vocabularies. Therefore, vocabulary mastery must be on the first priority in English language teaching and learning. Without mastering the vocabulary, the learners will be difficult to master the other language skills. Nowadays, English has been introduced in elementary school curriculum as the school locally content decision. There are many schools which involve this subject as one of their local contents. Although it is taught in elementary school, the students are expected to acquire language competence including listening, speaking, reading and writing because the general objective of teaching English in the elementary school is to prepare students to have competitive value in this global era and to introduce English at early ages. The teaching of vocabulary in the elementary school is different with teaching to adults, since students of elementary school have different characteristic with adults. For example, when they feel bored with the class, they will sleep during the class and ignore the lesso n given by the teacher.
That is why teachers need to choose one of various techniques that are best for students. According to Gerlach (1975:187), techniques are the ways and means adopted by a teacher to direct the learners' activities toward an objective. Techniques are the tools of the teacher. The effective teacher has a multitude of techniques and must be prepared to select the one, which will be efficient in leading the learners to the desired terminal behaviour. Techniques are means for reaching an objective and can be part of expository or inquiry approaches. Notion (1997:243) states that a good vocabulary teaching technique does the following things: 1. It interests the learners 2. It makes the learners give att ention to the form, meaning or use of words 3. It gives chance for repetition. Based on the principles above, the writer tries to contribute her idea to the teaching of English. Later on, she hopes that it will be useful for her fellow teachers. The writer wants to conduct an experiment on the use of movie entitled Dora The Explorer as an alternatives technique to improve the vocabulary mastery for the students. The elementary school students are given something new and different from what they usually get in class. Through this study, the writer wants to find out a new teaching technique to increase the quality of English teaching process in elementary school.
That is why the writer would like to apply a new teaching methodology to teach English in this school by using a cartoon movie entitled Th e U se Of Dora The Explore Cartoon Movie To Improve Vocabulary Mastery (Classroom Action Research of Fourth Year Students of SD Negeri I Sel odoko i n Academi Academi c Year of 2009/2010) . B. The Statement of the Study
Based on the background of the study, the writer formulates the problem as follows: 1. How far is the use of Dora the Explorer cartoon movie can improve the vocabulary mastery for the fourth year students of SD Negeri Selodoko I in academic year of 2009/2010? 2. How far is the use of Dora the Explorer cartoon movie can improve the students' interest to study English for the fourth year students of SD Negeri Selodoko I in academic year of 2009/2010? 2009/2010?
C. Purpose of the Research
The purpose of the research are: 1. To find out whether the use of Dora the Explorer cartoon cartoon movie can improve the vocabulary mastery for the the fourth year students of SD Negeri I Selodoko in academic year of 2009/2010. 2. To find out whether the use of Dora the Explorer cartoon cartoon movie can improve the students' interest to study English for the fourth year students of SD Negeri I Selodoko in academic year of 2009/2010. 2009/2010.
D. Benefit of the Research
The research will be beneficial as follows: 1. Theoretically
The research can give contribution for the scientific development, especially the use of medium of language teaching in elementar y school. 2. Practically a.
For the writer
This research will help to find out the best method for teaching vocabulary. b. For the student
It is very useful for student to improve their English vocabulary mastery. c.
For English teachers
It can be used as consideration in selecting the appropriate methods or techniques implemented in English class.
E. Hypothesis
1. There is an influence of using Dora the Explorer Explorer cartoon movie movie to improve improve vocabulary mastery. mastery. 2. There is a significant significant correlation of using Dora the Explorer Cartoon movie to improve vocabulary mastery. mastery.
F. Review of Related Theory 1. Definition Definiti on of Cartoon Movie
The major use of animation has always for entertainment. However, there is a growing use of instructional animation to support explanation and learning. Cartoon movie is moving diagrams or cartoons that are made up of a sequence of images displayed one after the other. Animations are created for entertainment, ad banners as well as instructional sequence. Cartoon movie is the illusion of motion created by the consecutive display of images of static elements. In the film and video production, this refers to techniques by which each frame of a film or movie is produced individually. These frames may be generated by computer or by photographing a drawn or painted image, or by repeatedly making a special animation camera. When the frames are strung together and resulting film is viewed, the is an illusion of continuous movement due to phenomenon known as persistence of vision (http:www.answer. com/topic/animation). 2. Definition of Vocabulary Mastery
a. Mastery Mastery is a complete control or the state of having control over something superiority in competition, victory eminent skill, or through knowledge (Hornby, 1974:153). b. Vocabulary Vocabulary is one of the language aspects which should be learned. Learning vocabulary is important because if we want to be able to speak, write and listen nicely we have to know vocabulary first. A person said to “know” a word if they can recognize its meaning
when they see it (Cameron, 2001:75). It means that in vocabulary learning, we have to know, understand the meaning, and can use it in sentence. According to Krasen (1993:155), vocabulary is basic to communication if acquirer do not recognize the meaning of the key words used by those who address them, they will be unable to participate in the conversation. It is also very important for the acquisition process. Glories states vocabulary is the stock of words used by a people or by a particular class or person (Glorier, 1974:1111). As we know that vocabulary is one of important aspects in teaching language, as stated by Edward in his book “Vocabulary is one of the important factor in all language teaching, student must continually be learning word as they learn structure and as they practice sound system” (Edward, 1997:149). 3. The Types of Vocabulary
Nation has divided vocabulary in the specific reference, such a word. a. Receptive vocabulary Knowing a word involves being able to recognize it when it is heard (what is the sound like?) or when it seen (what does it look like?) and having and expectation of what grammatical pattern the word will occurrence. This includes being able to distinguish it from
word with a similar form and being able to judge if the word form sounds right or looks right. b. Productive vocabulary Knowing a word involves being able to pronounce the word, how to write and to spell it, how to use it in grammatical pattern along with the word in usually collocates with it, it also involves not using the word too often if it is typically a low frequency word and using it in a suitable situation using the word to stand for the meaning it represent and being able to think of suitable substitutes for the word if there is any (ISP Nation, 1990:29).
G. Thesis Outline
CHAPTER I
Introduction, which consist of the Background of the Study, Statement of the Problem, the Purpose of the Research, the Benefit of the Study, Hypothesis
,
Review of Related Theory, Thesis outline. CHAPTER II
Theoretical Review, Elementary
School,
which consist of Teaching at Definition
of
Vocabulary,
Teaching and Learning Media, The General concept of Cartoon Movie, The Contribution of Cartoon Movie in Teaching Vocabulary in Elementary School. CHAPTER III
Research Methodology which consist of the Setting of Research, the Subject of Study, Methodology of
Research, the Instrument of Research, the Procedure of Research, the Model of Research, the Technique of Collecting Data, the Technique of Data Analysis, Pra Research. CHAPTER IV
Teaching Implementation and Data Analysis, which consist of, Cycle I, Cycle II, Discussion.
CHAPTER V BIBLIOGRAFI APPENDIX
Closure, consist of Conclusion and Suggestion
CHAPTER II THEORETICAL FRAMEWORK
A. Teaching at Elementary School
Teaching English in Elementary school aims that pupil have four language skills : listening ,speaking, reading and writing in the simple form. 1. Characteristics of the pupils according to Wendy A, Scoot and Lisbeth Pupil have been divided into two main groups because there are many differences between them a.
Five to seven years old 1) They know that the world is governed by rules. 2) They understand situations more quickly than they understand the language used. 3) They use language skills long before they are aware of them. 4) Their own understanding comes through hands, eyes, and ears.The phsysical world is dominant at all times. 5) They are very logical – what say first happens first. 6) They have a very short attention and concentration span. 7) Young children sometimes have difficulty in knowing what fact is and what fiction is. 8) They are often happy playing and working alone. 9) Young children cannot decide for themselves what to learn. 10) Young chilren are enthusiastic and positive about learning.
b. Eight to ten year old
Children of five little children.Children of ten relatively mature children with listed above will be of the part. An adult side and childish side. The following are the characteristics 1) Their basic concepts are formed. They very decide views of the world. 2) They can tell the difference between fact and fiction. 3) They ask question all the time. 4) They rely on the spoken word as well as the physical world to convey and understand the meaning. 5) They are able to make decisions about their own learning. 6) They have definitive views about what they live and don’t like doing. 7) They have a developed sense of fairness about what happen in the classroom and begin to question the teacher’s decisions.
8) They are being able to work with others and learn from others. 2. Material The material of English Teaching in Elementary School is words and simple sentence abou t things around students’ family, school, enviroment, and communication between the students with their environment.
The materials involve all of language skill : a.
Listening Listening is the skill that children acquire first,especially if they have not yet learned to read.When the pupils start to learn a foreign language, it is mainly though their ears and what the pupils hear is their main source of
the language. Of course we also give them as much visual back up as possible thourgh facial expres and picture. b. Speaking Speaking is perhaps the most demanding skills for teacher to teach. In their own language children are able to express emotions, comminication intentions and reactions, explore the language and make fun of it, so they expect to be the same in English. Their is assumption that the foreign language is just another way of expressing what they want to express, but there are limitations because of their lack of actual language. Most of pupils have little opportunity to practice
speaking English out side the classroom and so need lots of
practice when they are in class. ( Afniyani, 2005 : 33) c.
Reading Just as listening is the main source of language when pupils start to learn a language: print is the second mains source. As pupils become better and better in the foreign language the printed word becomes the source of expanding and strengthening the language. Reading is also the language skills which is easiest to keep up – many people can still read in foreign language they we used to be able to speak as well. Book up other world to young children, and making reading an enjoyable activity is a very important part of the learning experince,(afniyati 2005 : 49)
d. Writing
Even if there diffuculties in writing in the foreign language. It is still a useful, intergral, and enjoyable part of the foreign language lesson. The symbol combination is quite complicated in English so it i a good idea to ask pupils to read by themselve when they are copying the word because it helps them to see the connection between the written and the spoken word. For children who find even straight copying difficult, the teacer can start them off by tracing words. Even though they may not understand what they are writing .they wiil still end up with piece of written work. And this in it self will give valuable encouragement and satisfaction ( Afniyati, 2005 : 70).
B. Definition of Vocabulary
Vocabulary is the total number of words, which make up the language. It can be defined, roughly, as the words we teach in the foreign language (Hornby, 1985:956). Vocabulary is central to language and of critical importance to typical language learner. Without it, ones cannot communicate effectively or express their ideas in both oral and written forms. If they do not know how to enrich their vocabulary, for example they often gradually lose interest in earning. Vocabulary is basic for communication. If
acquirers d not recognize the
meaning of the key words used by those who address them, they will be unable to participate in the conversation. It is
very important for
the
acquisition process ( Krashen, 1993:155) It means that student in elementary
school must master English vocabulary and its grammatical rules to make good communication with the other people. Vocabulary is very important to be learned, because it is one of the elements of language that should be learned and taught. It cannot be denied, that it will be hard to master language without mastering or understanding certain number of vocabularies. It is also as an essential component of reading proficiency ( Richards and Rodgers:94). There are some experts who gives explanations about how important vocabulary is. The first is refers in David Nunan's book Language Teaching Methodology a Textbook for Teacher. He says that acquisition of an adequate vocabulary is essential for successful second language use because without an extensive vocabulary we will be unable to use the structure and functions we may have learned for comprehensible communication ( Fauziati, 2005:157). Vocabulary mastery is one of the components to mastery English as foreign language. It means that the student have ability in understanding and using the words and meaning. The student not only know the word, but also their meaning. It also plays an important part in English skill. The larger vocabulary student master the better they perform their language. By having a limited vocabulary the students will find difficulties in mastering English skill.
C. Teaching Vocabulary
Broadly speaking, Finocchiaro (1974:73-74), says that there are several premises and comments related to the teaching of vocabulary. Those
are: 1. Should be given in one lesson,while words about food in another. 2. If possible, the vocabulary items should be centered about one topic. 3. If a familiar word is met in a new context, it should be taught again and practiced. A review or mention of the vocabulary should be taught in normal speech utterances. 4. New vocabulary items should be inroduced in known stuctures.Words about part of body know meaning of the word should be made so that the students will understand the contrast. Whenever possible, only one conttext should be taught at one time. 5. Vocabulary item should be taught in the same way that the teacher teaches everthing else. She or he gives the students an understanding of the meaning in many ways. She or he dramatizes, illustrates using her or him the students, shows pictures, and uses any appropriate media and methods. 6. Vocabulary items should be reintroduced many times with all the structures and all the situations in which they can logically be used. 7. The students should be encouraged to learn and use nouns, verbs, adjectives and adverbs that contain the same root. In this phases, the teacher may help them prepare four coulomb word charts. Beside the principles above, the writer adds that the teaching vocabulary should relate to the topic discussed according to the curriculum of SDN 1 Selodoko.
D. Teaching and Learning Media
1. General Concept of Media According to Oemar hamalik „‟ jadi yang dimaksud dengan media pendidikan adalah alat, metode dan teknik yang digunakan dalam rangka lebih mengefektifkan kon munikasi dan interaksi antara guru dengan siswa dalam proses pendidikan dan pengajaran disekolah’ ‟( hamalik,1997 : 23 )
It means that teaching laerning media is used to make the communication between teacher and student become effective in teaching learning process. Media establish the conditions for the learners to identify or describe something. There are some experts who give their op inion dealing with media. Media are any person, material or events, those establish conditions which enable the learners to acquire knowledge, sill, and attitudes (Gerlach, 1980:241). Media are the means (usually audiovisual or electronic) for transmitting or delivering messages (Locatis, Atkinson, 1984:3). From the definition above, it can be said that media are the means of transmitting or delivering messages to motivate students in learning process. There are a lot of media in teaching learning process. Gerlach and Elly (1980:274), classify media into five types: a. Still picture They form as photograph of any object or events which can be presented in text book, illustration, bulletin board materials, slides, filmstrips, frames, or overhead transparencies.
b. Audio recorder Recording are made of magnetic tape on disc or on motion picture soundtracks. These are the actual events or sound effects reproductions. c. Motion picture/video tape recorder They are moving images produced in color
black or white
from live action or graphic representation. Objects or events can be in normal, slow, time lapse or stop motion. d. Real things They include people, events, objects and demonstration. Real things are actual objects or events. Simulation is a copy of real situation designed to be as similar as possible to the actual events. e. Programmed computers-assisted instruction They are the sequences of information (verbal, visual or audio) designed to elicit predetermined responses. The most common examples are programmed text book or instructional program prepared for computers. Visual aids are the things that help the teacher implant the idea of what is presented in the mind of the students (Brown, 1964:7). The term visual aids can be interpreted as many substances which play an important role in teaching and learning process. They help students to master the material which are presented by the teacher more easily. Audio visual aids can also be defined as any material which is employed as a vehicle to
support the presentation of the stimulation, which makes up the events of instruction (Gadge, 1972:172). 2. The Principles of Audio Visual Select ing According to Brown et.al. (1977:78), there are six principles of media selection: a. 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. b. Purpose The use of audio visual aids should contribute to the teaching learning process significantly. It means that media can facilitate the teaching learning process.
c. 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. d. Circumstances of use In choosing an audio visual 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
(school) where he teaches. e. 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 who he or she teachers. f.
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. By using an attractive and good teaching media, we hope that the purpose of teaching English will be achieved and the students are motivated to study English since they will feel they are learning to do something useful with the language. 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, taperecorder, overhead projector, radio, television, computer, etc. are use ful for the teacher to achieve instructional goals of the teaching-learning process and they can also be easily formed in our daily lives.
E. The General Concept of Cartoon Movie
1. Definition of Cartoon Movie The major use of animation has always for entertainment. However, there is a growing use of instructional animation to support explanation and learning. Cartoon movie is moving diagrams or cartoons
that are made up of a sequence of images displayed one after the other. Animations are created for entertainment, ad banners as well as instructional sequence. Cartoon movie is the illusion of motion created by the consecutive display of images of static elements. In the film and video production, this refers to techniques by which each frame of a film or movie is produced individually. These frames may be generated by computer or by photographing a drawn or painted image, or by repeatedly making a special animation camera. When the frames are strung together and resulting film is viewed, the is an illusion of continuous movement due to phenomenon known as persistence of vision (http:www.answer. com/topic/animation 1 april 2010 ).
2. Dora The Explorer Cartoon Movie Dora The Explorer is a cartoon movie made by Nicklodeon, Nick Jr. and published by Viacom International Inc. The writer is interested in this movie and choose it as the media to teach vocabulary for elementary school students because this cartoon movie provides many words or vocabulary suitable with the curriculum of Elementary School 2009. Beside, there are many repetitions of the words which can help the students to memorize and understand the meaning of the word since they can see the picture of the object in it.
F. The Contribution of Cartoon Movie in Teaching Vocabulary in Elementary School
Teaching media is needed in teaching learning process to improve vocabulary mastery. The use of Dora The Explorer cartoon movie in teaching learning process gives positive effect to improve the student‟s vocabular y and more easy to understand the lesson. Beside that the students' vocabulary mastery have been increased, so Dora The Explorer cartoon movie influences the improvement of the students' vocabulary mastery. The media could help students interested to the material and motivated the students in teaching learning process. Movie is one of instrument to make communicate between teacher and student become effective so the student not bore about the lesson. As we know that vocabulary is one of component which has to be mastered and acquired
in learning new language especially to student in
elementary school
Lynne said: “ However, I believe that words do have a special significance for children learning a new language. The word in recognizable linguistic unit and for children in their first language and so they will notice words in the language by showing them object that can be seen and touched, and that have single word label in the firs language. From their earliest lessons, children are encouraged to think of new language as a set of words; although of course this may not be the only way they think of it ” (Lynne, 2001:7). Kemp (1963:3-4) lists the function of media in general or audio visual aids in particular and their contribution to a language learning as follow: 1. The instruction can be more interesting
Audio visual aid can attract the students' interest especially those of English learners. If they are interested, they will give much attention to what is being taught or discussed. They will be curious to know about the lesson. this can lead to an interesting language learning processes. 2. Learning becomes more interactive Many activities can be created through applying visual aids in teaching learning processes, for example watching English program on television, that activity is relatively more interesting than the activity of listening or writing the teacher explanation. 3. The quality of learning can be improved If there is a good preparation of using visual aids, it will be possible for the teacher to crate a good language learning in which the students' participation is dominant. As a result, the students' knowledge and skill can be improved. 4. The positive attitudes of students towards what they are learning and to the learning process it self can be enhanced The purpose is should mean to simplify instruction. They should not make the process of teaching and learning more complicated.This means that the teacher more easy if they teach the lesson for students.
CHAPTER III RESEARCH METHODOLOGY
A. The Setting of Research
This Classroom action research was done at SD N 1 Selodoko is located at Jl. Jenengan Desa selodoko, Kecematan Ampel, Kabupaten Boyolali 57352. This research has done from May until June. The situation of SD N 1 Selodoko as follows : 1. Building Table 3.1 Building of SD N 1 Selodoko No
The kind of room
Total
Condition
Classroom
6
Fine
Headmaster room
1
Fine
Teacher and administration
1
Fine
Living room
1
Fine
Library
1
Fine
Toilet
5
Fine
1 2 3 4 5 6
2. Vision and Mission a.
Vision 1) Excelling in achievement based on faith and piety. 2) Educated as the basic of faith and godly. 3) Excelling in preparing skilled workers with the following indicators: a) The role and activities involving student and parent.
b) Earn high marks c)
Able to compete with other schools.
d)
School graduates have good manners and noble character.
e) Students are able to learn. f)
Students are able to follow the changes and development era.
g) Having the attitude and the nature patriotism and nati onalism. b. Mission 1) Increasing cooperation of school, students, parents and the c ommunity. 2) Implementing teaching and learning activities in an orderly, discipined and quality. 3) Training students on a regular basis but routine in the face of competition. 4) Providing appropriate guidance to their student talents and abilities. 5) Instilling caring attitude towards society and the nation.
3. Organization structure of SD N 1 Selodoko
Figure. 3.1
Organization structure of SD N 1 Selodoko
HEADMASTER
Class I
Class III
Class IV
Committee
Class VI
Class II
Teacher Relegion
Class V
Teacher Javanes
Teacher English
Administration
Teacher Sport
Gardener
Students
4. Teacher’s Condition Table 3.2 Teacher of SD N 1 Selodoko
NO
NAME
STATUS
EDUCATION
Head Master
S1
1
Mulyono,S.Pd
2
Waris sarwanto, Ama.Pd
Teacher
D2
3
Bilngun
Teacher
D2
4
Sri Suluh utami, S.Pd
Teacher
S1
5
Supadmo, Ama.Pd
Teacher
D2
6
Tri Widayanti, Ama,Pd
Teacher
D2
7
Joko Susilo, Ama.Pd
Teacher
D2
8
Joko Lestari,S.Pd.I
Teacher
S1
9
Jiman
Gardener
SD
5. Student’s Condition The number of students in SD N 1 Selodoko
Table 3.3 Students of SD N 1 Selodoko Students Condition No
Grade
Class 1
Male 18
2
Class 2
25
3
Class 3
20
4
Class 4
5
Class 5
6
Class 6
1
Female
14
Total
20
38
9
34
16
36
17
31
18
14
32
15
14
29
B. The subject of the study
The subject of the study is the four year students of SD N 1 Selodoko the total number of students are 31 it is consist of 17 female and 14 male. The student‟s lists detail are below : Table 3.4 The Four year Students of SD N 1Selodoko No.
Students’ number
1
1367
Agus Setyoko
M
2
1370
Ahmad Salim
M
3
1390
Sumarno
M
4
1406
Anfarida
F
5
1410
Doni Priyadi
M
6
1412
Erna Yulianti
F
7
1414
Harsono
M
8
1417
Laras Hati
F
9
1428
Nurul Hidayah
F
Name
Sex
No.
Students’ number
10
1434
Andri Wijayanto
M
11
1435
AnggunSetyoningrum
F
12
1436
Anggita Mukaromah
F
13
1437
Dede Tita Karyani
F
14
1040
Desi Saputri
F
15
1443
Eka Dita Apriliana
F
16
1444
Endah Sulistiyowati
F
17
1445
Faizal Afandi
M
18
1446
Fajar Ahmad Budianto
M
19
1447
Galuh Anggita D
F
20
1448
Ika Nur Cahyani
F
21
1449
Imam Muhammad A
M
22
1453
Joko Lestanto
M
23
1454
Lina Usawatun khazanah
F
24
1456
Muhammad Bagas
M
25
1459
Nurul Ainiah
F
26
1461
Ratih milianasari
F
27
1462
Roni Budi Prasetyo
M
28
1463
Rismanto
M
29
1465
Tiyas setyorini
F
30
1468
Veri indrawan
M
31
1469
Widiastuti
F
C. Method of Research
Name
Sex
In this research, the writer uses classroom action research method. Classroom action research begins with a question about classroom experiences, issues or challenges. It is reflective processes which helps teacher to explorer and examine aspects of teaching and learning to take action to change and improve. Action research is usually carried out by practitioners to improve their understanding of events, situations and problems so as to increase their effectiveness of their practice. Kemmis and Mc. Taggart stated that action research is a series of reflective spirals consisting of general plan, action, observation on action and reflection on action (Mc Keman, 2003:25). The cycle is then moved to a new and revised plan with action, observation and further reflection. The description of one cycle will cover general plan, action, observation on action, and reflection of action. An approach that will be done by the writer as a primary approach is descriptive qualitative. The Descriptive is describing how a technique of learning is applied and how is the result which be wanted can be reached (Mukhlis, 2000; 57).
Qualitative is the concept and categories, not their
incidence and frequency, that are said to matter (Brannen, 1993; 5). Qualitative methods have been typically associated with analytic induction (1993; 6)
D. The Procedure of Research
This study used classroom action research, according to Kemmis (in Hopkins; 1985) Action Research along with the major steps of planning,
action, observation and reflection before revising the plan, they are: 1. Planning
The researcher needs to prepare instruments which is support in teaching learning process, they are: a. Preparing material, making lesson plan, and designing the steps in doing action. b. Preparing sheets for classroom observation c.
Preparing pre test and post test items
2. Action
Te researcher will implement the classroom Action Research with the activities below:
a. Giving pre test b. Teaching vocabulary by using Dora The Explorer Cartoon Movie c. Watching Dora The Explorer Cartoon Movie d. Giving occasion to the students to ask any difficulties in understanding the Dora The Explorer Cartoon Movie e. Giving post test 3. Observation
Observation is one of the instruments in collecting data. As a scientific method, observation can be systematically used to observe and note the phenomena investigated like the students‟ feeling, thinking, and something they do in teaching learning process. So the researcher will observe the students by analyzing the result of field note which is made by
the partner of researcher. Beside that the researcher will analyze the result of pre test and post test to know whether the students‟ vocabulary improves or not. 4. Reflection
After the researcher has been finished analyzing the observation, the researcher will plan the next cycle. If the researcher find problems in the first cycle, she will do better in the next cycle.
E. Model Of Research
The model which is used in implementation of this research is below; Figure 3.2 : Action Research Protoco
(Kemmis in Hopkins, 1985)
F. The Technique sof Collecting Data
1. Test To get the data, the writer will do the test that consist of pre test and post test. The function of pre test is to know how far is the vocabulary mastery of the students before they watching the Dora The Explorer cartoon movie. And the function of pos test is to know the increasing of vocabulary mastery after they have done watching Dora The Explorer cartoon movie.
2. Document The researcher need documents to know about the situation of school and data about students. Documents include not only the official organizational papers, reports, brochures but also the more work-a-day, work plans, and materials. Even more, transitory are the notes and instructions chalked onto the blackboard/whiteboard/flipchart which can be recorded as 'documentary' evidence of the work of a committee, or classroom observation 1. Observation
Besides doing test, the researcher will do observation in class with classroom action research. Observation is more than just looking and seeing. The task of observation is to be able to represent a social scene in a way which is recognizable to the actors involved, is considered valid and a true representation of their action. 4. Field note Field note refers to various note recorded by scientists during or after their observation of a specific phenomenon they are studying.
G. Technique of Data Analysis
After collecting the data, the next step of study was analyzing the data. There are two ways to analyze the data, they are: 1.
Descriptive technique A descriptive technique is used to know the students‟ behavior
during the teaching learning process. In descriptive technique, the researcher will analyze the observation sheet which has been made by her partner 2.
Statistical technique A statistical technique is used to know is there any influence to the student‟s vocabulary or no from the result of pre test and post test. This research is calculated by t-test analysis. The steps are below:
D
X X 2 1
=
n
Where, D =
difference between pre test and post test
X 1=
score of pre test
X 2=
score of post test
n = the number of students SD After calculate the mean, the researcher will calculate SD
D
2
2
S D
=
D
n
n1
Where, S D =
Standard deviation for one sample t-test
D =
difference between pre test and post test
n = number of observations in sample
c. T-test After calculate the SD, the researcher will calculate t-test to know is there any significant differences or no between pre test and post test D
T-test
S
D
Where, S D =
D =
Standard deviation for one sample t-test
difference between pre test and post test
H. Pra Research
1.
Planning The researcher will do pra research before implement the research. In pra research, the researcher will observe the situation of the students in teaching learning process. The researcher will observe how is the teacher teach and how are the students‟ behavior. The researcher prepares sheets for observation.
2. Class Observation The researcher will observe the teaching learning process and make field note. The teacher begin the lesson with giving question to the students that have a relation with the theme. There are a few students who answer the teacher question. Others students just keep silent. Teacher gives example the way to understand vocabulary. And asked to the students to listen and notice this movie so that they
understand the text. Then the teacher asked to the students to search the meaning of word. Then the teacher asked to the students to submit the text, and teacher explained tell about Dora Experience to hunting blueberry with boots. 3. Analysis From the field note above, the researcher knows that most of students just keep silence in the teaching learning process but there are active students. However the students look lazy and are not confidence to say something in class. 4. Reflection After seeing the action above and analyze it, the researcher knows the situation in teaching learning process. So the researcher will implement a media to the students which is appropriate with them. That game is watching Dora The Explorer cartoon movie.
CHAPTER IV TEACHING IMPLEMENTATION AND DATA ANALYSIS
In this research, the data consist of pre-test, post-test and field note. The data of pre-test and post-test will display the improvement of the st udents mastery, how far is the acquiring of the vocabulary by watching Dora The Explorer cartoon movie. Beside that, field note will display the students' ability to understand in the teaching-learning process. The action of this research consists of cycle I and cycle II. Pre-cycle is explained in Chapter III, before the researcher doing the research. The pre-cycle is done to know the method in the teaching learning process. Therefore, the researcher can prepare the steps in each cycle.
A. Cycle I
1. Planning Before doing the research, the researcher prepares the instruments of research. They are: 1. Lesson plan 2. Materials ( Dora The Explorer cartoon movie) 3. Teaching aids (laptop, speaker, movie) 4. Sheet of classroom observation 5. Tests (pre-test and post-test).
2. The Implementation of the Action
On Thursday , the twenty seven of may 2010 the researcher entered her English class. She introduced the method of studying vocabulary by Using Dora The Explorer Cartoon Movie. Before lesson, She gave pre test for the class for about 20 minutes. Then she began to teach. The teacher told to the student the topic that day. The topic is natural scenery around us. After that the teacher ask to the student about natural scenery. Then most of the student just silence, Then the teacher explained about natural scenery for example mountain, valley, river, forest, hill, beach act The teacher told the student that day we watched Dora The Explorer Cartoon movie the title is “berry hunt”(mencari blueberry). She asked the student to listen and pay attention this movie if any difficult the student can ask to the teacher. This movie storied about Dora‟s experience is hunting blueberry. The Dora and boot check the map to find out how to get blueberry. Finally the know how to get blueberry. They go to through the forest. The teacher ask to the student whether the student know forest. Then most of student just silence. After that the teacher explained about forest and animal lived in forest. After Dora and Boot through the forest, They go through the river. The teacher ask to the student whether the student know river, There is one of student answer river is sungai. After Dora and Boot thought the river, They go thought the blueberry hill. Then the teacher ask to the students whether the students know blueberry hill, Then the student
answered I don‟t know mom. After that the teacher explained about blue berry hill is bukit bluebeery. Then the teacher ask to the student, Have you ever saw blueberry student? There is one of student answered I have ever saw in televition mom. After that the teacher explained about taste of blueberry is delicious. The situation in class is not conducive while some of the student laughed when one of them said wrong “decious” and than the teacher corrected the word. Finally Dora and Boot arrived in Blueberry hill. Then Dora and Boot strum blueberry tree counted one, two, three four until fifteen. After that the teacher concluded that Dora and Boot must through forest then river and the last is hill to get blueberry. Then the teacher gave post test to the student. The post test is done for about 20 minutes. After that all of students submitted their post test. The teacher ask whether the difficult students, All of student answered no mom. 3. Observation In the first cycle, the researcher takes a field note from her partner which has been written above by monitoring the students' activity and to know the students' ability in understanding vocabulary. In addition,to know that there is a significant improvement or not, the researcher will analyze by using t-test calculation. The researcher will show the data presentation of pre-test and post-test before analyzing t-test.
Table 4.1. Pre-test and Post-test Score No
Score of pre-test
No
Score of post-test
No
Score of pre-test
No
Score of post-test
1
4
1
7,3
2
4
2
4,6
3
3,6
3
4
4
4,6
4
5,3
5
4,6
5
4
6
6,6
6
6,6
7
4,6
7
7,3
8
3
8
5,3
9
5,3
9
6
10
4,6
10
4,6
11
8
11
8,6
12
3,3
12
3
13
4,6
13
8
14
4
14
8
15
4
15
4,4
16
4
16
5,3
17
3,6
17
4,6
18
4
18
5,3
19
8
19
6,6
20
4
20
6,6
21
3,6
21
4
22
4,6
22
5,3
23
4,6
23
6
24
3,3
24
5
25
3,3
25
5
26
4
26
5,3
27
4,6
27
5,3
28
4
28
7,6
29
8
29
9,6
30
4,6
30
7,4
31
8
31
9,3
Σ = 145
Σ = 184
From the data above, the researcher will calculate t-test to know whether Dora The Explorer cartoon movie gives significant differences between pre-test and post-test mean. The process of statistical analysis by using t-test is as follows: a. Calculate t0 value The steps are as follows: 1. Prepare the table from the result of pre-test and post-test to get ΣD and ΣD
2
Table 4.2 The Data of t-test Calculation No Score of pre-test Score of post-test Post-Pre (D)
D
1
4
7,3
3,3
10,89
2
4
4,6
0,6
0,36
3
3,6
4
0,4
016
4
4,6
5,3
0,7
0,49
5
4,6
4
-0,6
0,36
6
6,6
6,6
0
0
7
4,6
7,3
2,7
7,2
8
3
5,3
2,3
5,29
9
5,3
6
0,7
0,49
10
4,6
4,6
0
0
11
8
8,6
0,6
0,36
12
3,3
3
-0,3
0,09
13
4,6
8
3,4
11,56
14
4
8
4
16
15
4
4,4
-0,7
0,49
16
4
5,3
1,3
1,69
17
3,6
4,6
1
1
18
4
5,3
1,3
1,69
19
8
6,6
1,4
1,96
2
No Score of pre-test Score of post-test Post-Pre (D)
D
20
4
6,6
2,6
6,76
21
3,6
4
0,4
0,16
22
4,6
5,3
0,7
0,49
23
4,6
6
1,4
1,96
24
3,3
5
1,7
2,89
25
3,3
5
1,7
2,89
26
4
5,3
1,3
1,69
27
4,6
5,3
0,7
0,49
28
4
7,6
3,6
12,96
29
8
9,6
1,6
2,56
30
4,6
7,4
2,7
7,29
31
8
9,3
1,3
1,69
Σ
145
184
41,8
101,65
2. Calculate standard deviation of difference between pre-test and post-test
D D
2
2
SDD =
N
N
2
=
101,65 41,
31 31
=
3,2790 1,3
=
3,2790 1,8
=
1,4565
2
= 1,2068 3. Calculate t0
D N = SD D N 1
t0
41,8 31 = 1,2068 30
1,35 = 1,2068 5,5
1,35
= 0,2194 = 6,15 b. Giving interpretation t0 1) Calculate df df
= n – 1 = 31 – 1 = 30
2) Consult with t-table value With df = 30, the value of t with degree of signification of 5% is 2,04. 3) Comparing t 0 with tt t0 = 6,15 is greater than tt with degree of signification of 5%. 4) Conclusion
If t0 is same or greater than tt so null hypothesis is rejected. Statement: If the result of t-test in calculating is greater than t table SD, the h0 (null hypothesis) is rejected, h 0 = there is no significant difference between pre-test and post-test mean. t-table with n = 31 is 2,04, 6,15 > 2,04 t-test calculation is greater than t-table. So, h 0 is rejected. Therefore, there is a significant difference between pre-test and posttest mean. From the above statement, the researcher sees that the mean between pre-test and post-test has a significant difference, where posttest is greater than are test. It shows that Dora The Explorer cartoon movie gives influence in improving student's vocabulary, because the students' achievement has been increase after they watch Dora The Explorer cartoon movie. 4. Reflection After analyzing the result of action I, the teacher concludes that method is very important in teaching-learning process because many students have low ability in understanding the vocabulary. They have difficulty in understanding words. Most of students get under 6 for the score. Therefore, in the next cycle, the researcher will make an effort so that the students get better score in the pre-test and post-test.
B. Cycle II
1. Planning
Such as in the cycle 1 the researcher prepares: a. Lesson plan b. Materials (dora the explorer cartoon movie) c. Teaching aids (laptop, speaker, movie) d. Sheet of classroom observation e. Tests (pre-test and post-test). 2. The Implementation of the Action On Thursday, the seventeen of June 2010, the researcher entered her English class. She reviewed some difficult words that most of students didn’t
understand the words. The she continued by using pre test for the student. The teacher given time 20 minutes for the student to finish the pre test. After the pre test, she began to teach. The teacher told to the students the topic that day. The topic is Animal. After that the teacher ask to the students about animal. Then, All of students answered animal is hewan. Then the teacher explained about kinds of animal for example monkey, crocodile, elephant, bird, snake, mouse ect.
The teacher told the students that day we watched Dora The Explorer Cartoon movie, But the title is very different with yesterday. The title is Dora Save the prince. She asked the student to listen and pay attention this movie if any difficult the students can ask to the teacher. This movie storied about Dora and Boot save the prince from the witch. Then Dora and boot check the map to find out how to get to the high tower. Finally the know how to get the high tower. They go to through the big
gate. The teacher ask to the student whether the student know the big gate. Then most of student just silence. After that the teacher explained about big gate is gerbang besar. After Dora and Boot through the big gate, They go through the Crocodile lake . The teacher ask to the student whether the student know Crocodile, There is one of student answered crocodile is buaya. Then the teacher explained about Crocodile live in lake. After Dora and Boot thought the Crocodile lake, They go thought high tower. Then the teacher ask to the students whether the students know high tower, Then the student answered I don’t know mom. After that the teacher explained about blue high tower is
menara yang tinggi . Then the teacher ask to the student, Have you ever saw crocodile student? There is one of student answered I have ever saw in zoo mom. After that the teacher explained about animal . The situation in class is not conducive while some of the student laughed when one of them said wrong “amimal” and than the teacher corrected the word.
The Dora and Boot arrived in high tower to save the prince from witch. Finally the prince is out of tower. After that the teacher concluded that Dora and Boot must through big gate and crocodile lake then high tower to save the prince. Then the teacher gave post test to the student. The post test is done for about 20 minutes. After that 20 minutes the teacher said time is up and students submitted their post test. The teacher ask whether the difficult students, All of student answered no mom.
3. Observation
In the second cycle, the researcher also gets the field note from his partner which monitoring the students' activity in the action, and know students' ability in understanding vocabulary. In cycle II, the students must difficult to understand vocabulary, but the results of pre-test and post-test are better than the result in cycle I. Before analyzing the data, the researcher will show the result of pre-test and post-test in cycle II. Table 4.3 Pre-test and Post-test Score No
Score of pre-test
No
Score of post-test
1
5
1
7,3
2
5,6
2
7,3
3
6,6
3
6,6
4
7,3
4
8,6
5
6,3
5
8
6
5
6
7,6
7
6
7
6,6
8
5,3
8
6,6
9
6,3
9
8,3
10
6,6
10
5
11
7,3
11
8,6
12
7,3
12
6,6
13
6,6
13
8,6
14
6
14
7,6
15
5
15
6,6
16
6,6
16
8
17
4
17
5
18
5,3
18
6,6
19
6,6
19
8,6
No
Score of pre-test
No
Score of post-test
20
6,6
20
8,6
21
5
21
7,3
22
4
22
8,6
23
5,3
23
8,3
24
6,6
24
7,6
25
5,6
25
7,6
26
6
26
7,6
27
6,6
27
7,6
28
6,6
28
8
29
8
29
9,3
30
6
30
8
31
8
31
9,3
Σ = 189
Σ = 235,9
Based on the data above, the researcher will calculate t-test to know whether Dora The Explorer cartoon movie can give significant differences between pre-test and post-test mean. The process of statistics analysis by t-test is as follows: a. Calculate t0 value The steps are: 1. Prepare the table from the result of pre-test and post test to get ΣD and ΣD2 Table 4.4 The Data for t-test Calculation No Score of pre-test Score of post-test Post-Pre (D)
D
1
5
7,3
2,3
5,29
2
5,6
7,3
1,7
2,89
3
6,6
6,6
0
0
No Score of pre-test Score of post-test Post-Pre (D)
D
2
4
7,3
8,6
1,3
1,69
5
6,3
8
2,3
5,29
6
5
7,6
2,6
6,76
7
6
6,6
0,6
0,36
8
5,3
6,6
1,3
1,69
9
6,3
8,3
2
4
10
6,6
5
-1,6
2,56
11
7,3
8,6
1,3
1,69
12
7,3
6,6
-0,7
0,49
13
6,6
8,6
2
4
14
6
7,6
1,6
2,56
15
5
6,6
1,6
2,56
16
6,6
8
1,4
1,96
17
4
5
1
1
18
5,3
6,6
1,3
1,69
19
6,6
8,6
2
4
20
6,6
8,6
2
4
21
5
7,3
2,3
5,29
22
4
8,6
4,6
21,16
23
5,3
8,3
3
9
24
6,6
7,6
1
1
25
5,6
7,6
2
4
26
6
7,6
1,6
2,56
27
6,6
7,6
1
1
28
6,6
8
1,4
1,96
29
8
9,3
1,3
1,69
30
6
8
2
4
31
8
9,3
1,3
1,69
Σ
189
235,9
47,5
107,83
2. Calculate standard deviation of difference between pre-test and post-test
D N N
2
2
SDD =
D
2
=
107,83 47,
=
1,5 3,4783
=
3,4783 2,3
=
1,1374
2
= 1,0664 3. Calculate t0
t0
31 31
D N = SD D N 1
47,5 31 = 1,0664 30
1,53 = 1,0664 5,5 1,53
= 0,19389 = 7,89
4. Giving interpretation t 0 a. Calculation of df: df = n – 1 = 31 – 1 = 30 b. Consult with t-table value With df = 30, the value of t with the degree of signification of 5% is 2,04. c. Comparing t 0 with tt t 0 = 7,89, therefore is greater than tt with the degree of signification of 5%. If t 0 is the same or greater than tt so null hypothesis is rejected. Statement: 1) If the result of t-test in the calculation is greater than t-table, so h0 (null hypothesis) is rejected. 2) t-table with n = 31 is 2,04 3) 7,89 > 2,04 4) t-test calculation is greater than t-table. So, h0 is rejected. Therefore, there is a significant difference between pre-test and post-test. From the above statement, the researcher sees that the mean between pre-test and post-test has a significant difference, where posttest is greater than are test. It shows that Dora The Explorer cartoon
movie gives influence in improving students' vocabulary, because the students achievement is increasing after the students watch Dora The Explorer cartoon movie. 4. Reflection By analyzing the result of action 2, the researcher concludes that the students can improve their vocabulary since they can answer the question better in the post-test than in the pre-test. It indicates that they know and understand the meaning of the words well.
C. Discussion
From the analysis of result of action in cycle I and cycle II, it shows that there is an improvement of students' vocabulary. The improvements are as follow: 1. The mean of pre-test in cycle I is 4,6 and increase 13% to become 5,9 in post-test 2. The mean of pre-test in cycle II is 6,09 and increase 15 % to become 7,60 in post-test 3. The students' improvement from cycle I and cycle II can be seen on following table. Table 4.5 The Cycle I Students' I mprovement
No
1
Students' Improvement
The students who are increase
Total
26
Percentage
84 %
2 3
The students who are decrease The students who have no change
3 2
10% 6%
Table 4.5 The Cycle II Students' Improvement No
1 2 3
Students' Improvement
Total
Percentage
28 2 1
90% 6% 4%
The students who are increase The students who are decrease The students who have no change
From the analyzed data above, we can see that teaching vocabulary by using cartoon movie (visual) get better achievement .Therefore,The result of ttest shows that there is significance influence between pre test and post test in cycle I and cycle II. And the result of post in cycle I and cycle II are greater then pre test. It show that Dora the Explorer cartoon movie one of method to improve vocabulary mastery and then media could help students interested to the material and motivated the students in language learning. The role of media very supported in teaching learning process. As we know that many method to improve students‟ vocabulary mastery. For example the use of
media of Dora The Explorer Cartoon Movie is one of
instrument to attractive the students to learn language so that the student comfortable and not bore with the lesson, So teaching media is appropriate to improve vocabulary and could help interested to lesson. From above opinion we can conclude that Dora The explorer cartoon movie the effective tool to teach vocabulary, because the picture and the sound can the help the teacher to avoid giving explanation lengthy to get meaning .Variation method of teaching learning process is to avoid students bored in
this case to stimulation student. So the students enjoy joining these lessons.
CHAPTER V CLOSURE
A. Conclusion
The researcher has done the classroom action research for two cycles and she has analyzed the data. From the result of her analysis, the researcher concludes that: 1. The use of Dora The Explorer cartoon movie in teaching learning process gives positive effect to improve the student‟s vocabulary and more easy to understand the lesson. Beside that the students' vocabulary mastery have
been increased, so Dora The Explorer cartoon movie influences the improvement of the students' vocabulary master y. 2. The media could help students interested to the material and motivated the students in teaching learning process. Movie is one of instrument to make communicate
between teacher and student become effective in teaching
learning proses so that the students not bore in lesson. The result between pre test and post test, we will know that the students’ score in post test is greater
than pre test. Furthermore the result of t-test calculation in cycle I is 5,6 and in cycle II is 7, 6. T-table with n = 31 is 2, 04. If t-table is same or greater than t-test calculation, so the null hypothesis (Ho) is rejected. Ho is rejected, therefore there is significance difference between pre test and post test mean.Finally, from some statements above the researcher conclude that Dora The Exolorer Cartoon Movie is appropriate for the fourth year students of SDN 1 Selodoko to improve vocabulary mastery vocabulary.
B. Suggestion
Based on thee above conclusion, the writer gives several suggestions: 1. For the teacher Teaching using audio-visual needs long preparation, so teachers have to prepare it as well as possible. The teaching of English should be started at the first grade in order that the students can learn more about English and it can help them to learn English in the next level.
2. For the students Students should always be active in teaching learning process and should pay more attention to the teacher explanation during the vocabulary learning. 3. For parents They should support their children to learn language by providing DVD/VCD of English cartoon movie at home.
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Appendix II Nama :....................... Choose the correct answer by crossing a, b, c, d ! (pilih jawaban yang tepat dengan menyilang a, b, c, d . 1. “ Monyet” in Engglish is . . . 9. The taste of chicken noodle is very (Rasa a. Eagle mie ayam) . . . b. Monkey a. Big c. Whale b. Hot d. Duck c. Delicious 2. “Jump” means . . . d. Beautiful a. Melompat 10. “Peta” in engglish is . . . b. Berlari a. Map c. Berdiri b. Painting d. Duduk c. Book 3. This . . . lives in the river. (Buaya) d. Pen a. Cow 11. “King” means . . . b. Cat a. Rasa c. Crocodile b. Ratu d. Camel c. Tentara 4. There is a . . . d. Polisi a. Chalk 12. The colour of leafs (Warna daun) is . . . b. Ball a. Green c. Doll b. Yellow d. Hat c. Red 5. The students make a note (Catatan) on d. Brown the . . . 13. “Pohon” in engglish is . . . a. Book a. Tree b. Bag b. Three c. Chair c. Take d. Calender d. Green 6. 7 + 4 = . . . 14. Please, Open the . . . (Pintu). a. Eleven a. Door b. Ten b. Telephon c. Twelve c. Lamp d. Nine d. Painting 7. “Danau” in Engglis is . . . 15. 3 + 4 = . . . a. Lake a. Seven b. River b. Ten c. Sea c. Six d. Hill d. Nine 8. “Read” means . . . a. Membaca b. Menulis c. Menggambar d. Sleep
Appendik I Name : ...................... Choose the correct answer by crossing a, b, c, d ! (pilih jawaban yang tepat dengan menyilang b, c, d . 1. Wild animal usually lives in the . . . 8. This is number . . . a. Park a. Nine b. Jungle b. Ninee c. River c. Ten d. Sea d. Eight 2. A : . . . is the Toba lake located? 9. Look, That is a . . . B : It is in Lombok. a. Hill a. What b. Mountain b. Who c. Beach c. Where d. River d. When 10. Dimanakah, lembah berada? 3. Lool. That is a . . . In engglish is . . . a. Beach a. Where is it ? b. Valley b. Where is the valley located ? c. River c. Where is the mountain ? d. Mountain d. Where is the sea located ? 4. Dimana sungai berada? 11. Fish may live in the . . . In engglish is . . . a. River a. Where is it ? b. Park b. Where is the river located ? c. Mountain c. Where is the park ? d. Jungle d. Where is the sea located ? 12. This is . . . color. 5. Merapi, Lawu, Kelud is kind of . . . a. Blue a. Mountain b. Bluee b. Sea c. Brown c. Park d. Yellow d. Waterfall 13. Where is the animal live ? a. Forest 6. Look, it is . . . b. Valley a. Valley c. Sea b. Mountain d. River c. Hill 14. Look, That is a . . . d. Sea a. Hill b. Mountain 7. Look, The view c. Beach is very . . . d. Forest a. Ugly 15. Look, That is . . . b. Big a. Sea c. Smart b. River d. Beautiful c. Hill d. Valley
