pend bhs inggris_teach vocabulary

8/13/2019 Pend Bhs Inggris_teach Vocabulary

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THE USE OF CARTOON FILMS AS THE MEDIA TO

TEACH VOCABULARY TO THE FOURTH GRADESTUDENTS OF SD N SAMPANGAN 3 SEMARANG.

Final project

of the English Department of Language and Arts Faculty of Semarang State

University on

by

Niken Tejorini

NIM 3351303055

FAKULTAS BAHASA DAN SENI

UNIVERSITAS NEGERI SEMARANG

2006


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APPROVAL

This final project was approved by Board of Examiners of the English Department

of Language and Arts Faculty of Semarang State University on

Board of Examiners

1. Chairperson

Prof. Dr. RustonoNIP. 131281222 _______________

2. Secretary

Dra. Dwi Anggani LB, MP.d _______________NIP. 131813665

3. First Examiner

Subur L. Wardoyo, M. A, Ph.d _______________

NIP. 130515812

4. Second Examiner / Second Advisor

Rohani, S.Pd, M.A _______________NIP. 132303200

5. Third Examiner / First Advisor

Drs. Ahmad Sofwan, Ph.D _______________NIP. 131813664

Approved by

The Dean of Language and Arts faculty

Prof. Dr. Rustono

NIP. 131281222


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ACKNOWLEDGEMENT

First of all, I would like to praise Allah the Almighty for the blessing and

mercy given to me during my study and in completing this final project.

I would have grateful to many people who contributed their ideas and time

given to me in completing my final project. I would like to express my sincere

gratitude to. Drs. Ahmad Sofwan, Ph.D as the first advisor for giving me guidance

and helps to finish the final project. I would like to extend my sincere thanks to

Rohani, S.Pd, M.A, my second advisor for her patience in improving my final

project for its finalization.

My thanks also go to the principals, Mrs. Mursiti and the fourth grades

students of SD N Sampangan 3 Semarang for allowing me to carry out the

investigation in their institution and for giving the contribution while I was

conducting the research there.

I would like to dedicate my deepest gratitude to my father, mother who

have supported finance, spiritual and prayers for my success. I am also grateful to

my best friends for their support during my study, and all persons who might not

be mentioned individually here.

Semarang,

Niken Hapsari

NIM 2201401507


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ABSTRACT

This final project is about the use of cartoon films as the media to teachvocabulary to the fourth grade students of SD N Sampangan 3 Semarang.Teaching vocabulary to Elementary School students is not an easy task. It requiresa lot of creativity from a professional teacher.

The objective of the study is to find out the students achievement invocabulary improved through cartoon film. It is hope that this research would beuseful for teachers and students in language teaching and learning process.

The Elementary school students have different characteristics than those ofadults; they easily get bored, lose interest after ten minutes or so. A teacher of this

level has got a challenging task to motivate them. He or she needs to modify theway of his/her teaching. So, he/she can use the media in order to attract theattention and interest of students.

The subject of the study is the fourth grade students of SD N Sampangan 3Semarang in the Academic Year of 2005/2006. There are 47 students (23 girls and24 boys). The writer took all of them as the subject of the study.

The technique used for obtaining data: collecting data from the students byusing observation form, pre and post-test, and questionnaire. First, the writer gave

pre-test. It was conducted at the beginning of the research. Second, the secondactivity was held. It was continued with the third activity and the fourth activity.Thirdly, the post-test was conducted. The item tests were similar with the pre-test.

The last, the students got a questionnaire sheet.The result of the study was that the students progress during the teaching

and learning activity by using cartoon film was good. The students achievementin English vocabulary improved, it was supported by the significance result of the

pre-test was lower (60.86%), the second activity (90.86%), the third activity(92.55%), the fourth activity (94.46%) and the post test (93.62%).

Therefore, teachers should always try to find better techniques for theirteaching. Based on the result, teachers can apply the use of cartoon film as themedium as an alternative way in improving students vocabulary.


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TABLE OF CONTENTS

APPROVAL ................................................................................................ i

MOTTO AND DEDICATION ........................................................................... ii

ACKNOWLEDGEMENT .................................................................................. iii

ABSTRACT ................................................................................................ iv

TABLE OF CONTENTS ................................................................................... v

LIST OF APPENDICES..................................................................................... viii

CHAPTER I INTRODUCTION

1.1 Background of the Study......................................................................... 1

1.2 Reason for Choosing the Topics ............................................................. 3

1.3 Statement of Problem.............................................................................. 4

1.4 Objective of the Study............................................................................. 4

1.5 Significance of the Study ........................................................................ 4

1.6 The Outline of the Thesis........................................................................ 5

CHAPTER II REVIEW OF RELATED LITERATURE

2.1 General Concept of Cartoon Film. .......................................................... 6

2.2 Vocabulary .............................................................................................. 7

2.2.1 General Concept of Vocabulary.............................................................. 7

2.2.2 Teaching English at Elementary School ................................................. 8

2.2.3 The Principles of Teaching and Learning Vocabulary ........................... 9


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2.2.4 Teaching Vocabulary at Elementary School........................................... 10

2.3 The Characteristics of the Elementary School Students. ........................ 11

2.4 Teaching and Learning Media ................................................................ 13

2.4.1 General Concepts of Media..................................................................... 13

2.4.2 The Principles of Audio Visual Selection............................................... 14

2.4.3 Video and Television .............................................................................. 15

2.5 Cartoon Film Applied in Teaching Vocabulary to elementary

Students ................................................................................................ 18

2.6 Action Research ...................................................................................... 20

2.6.1 Characteristics of Action Research ......................................................... 20

2.6.2 Aim of Conducting Action Research ...................................................... 21

2.6.3 Benefits of Conducting Action Research................................................ 21

2.6.4 The Steps in Action Research ................................................................. 22

CHAPTER III METHOD OF INVESTIGATION

3.1 Research Design...................................................................................... 23

3.2 Data Collection ....................................................................................... 26

3.3 Subject of the Study ................................................................................ 27

3.4 Instrument of the Study........................................................................... 28

3.4.1 Observation Form ................................................................................... 28

3.4.2 Test. ................................................................................................ 28

3.4.3 Questionnaire .......................................................................................... 28

3.5 Criterion of Assessment .......................................................................... 29


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CHAPTER IV DATA ANALYSIS

4.1 Analysis of the First Activity (Pre-test) .................................................. 30

4.2 Analysis of the Second Activity ............................................................. 31

4.3 Analysis of the Third Activity ............................................................... 32

4.4 Analysis of the Fourth Activity .............................................................. 34

4.5 Analysis of the Fifth Activity (Post-test) ................................................ 34

4.6 Analysis of the Sixth Activity (Questionnaire) ....................................... 35

CHAPTER V CONCLUSIONS AND SUGGESTIONS

5.1 Conclusions............................................................................................. 39

5.2 Suggestions ............................................................................................. 40

REFERENCES ................................................................................................ 41

APPENDICES ................................................................................................ 43


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LIST OF APPENDICES

Appendix 1 The Result of the First Activity (Pre-test) ................................... 43

Appendix 2 The Result of the Second Activity ............................................. 45

Appendix 3 The Result of the Third Activity ................................................ 47

Appendix 4 The Result of the Fourth Activity .............................................. 49

Appendix 5 The Result of the Fifth Activity (Post-test) ................................ 51

Appendix 6 The Result of the Test During Action Research ........................ 53

Appendix 7 The Scores Analysis of the First Activity (Pre-test) ................... 55

Appendix 8 The Scores of the Test in the Second Activity ............................ 57

Appendix 9 The Scores of the Test in the Third Activity............................... 58

Appendix 10 The Scores of the Test in the Fourth Activity ............................. 60

Appendix 11 The Scores Analysis of the Fifth Activity (Post-test) ................. 62

Appendix 12 Test Sixth Activity (Questionnaire) Analysis ............................. 64

Appendix 13 List of the Words in the Second Activity.................................... 66

Appendix 14 List of the Words in the Third Activity....................................... 67

Appendix 15 List of the Words in the Fourth Activity..................................... 68

Appendix 16 List of the Test Takers................................................................. 69

Appendix 17 The Characters of The Film ........................................................ 71


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CHAPTER I

INTRODUCTION

1.1 General Background of the Study

Due to the importance of English, English has been taught in elementary

school as a local subject. Teaching English in elementary school has been

acceptable in Indonesia in line with the governments plan on the nine-year

compulsory education. A number of elementary schools, especially in urban areas

have introduced English in the curriculum.

Based on the 1994 curriculum, English at elementary school is regarded as a

local content course of study, not a compulsory subject:

., Bahasa Inggris tidak wajib dilaksanakan di Sekolah Dasar,melainkan diselengarakan sebagai muatan local. Pengajaran muatanlocal Bahasa Inggris dapat diberikan di kelas IV, V, VI. (GBPP MulokSD Mapel Bahasa Inggris, 1994: 1)

.., English is not compulsory at elementary school; it is treatedas a local content course of study. The teaching of English as a localcontent course of study may be carried out in grade IV, V, VI. (BasicCourse Outline of English as a Local Content Course of Study at

Elementary School, 1994: 1)

Teaching English to Elementary school students means that teacher

introduces English as a new lesson. Most of the materials of English in the

Elementary school are vocabulary. With vocabulary, the students are required to

have speaking skills in simple English. So that, the mastery of vocabulary is very

important since it is essential in conducting communication.

Students of elementary school have different characteristics from adult. The

way they behave, the way they think and learn really different from adult do. In


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line with this condition, the teacher should have alternatives ways to teach English

especially in teaching vocabularies so the students should not get bored and can

memorize well what have been taught by the teacher.

In order to make the vocabulary teaching successful, we have to consider

some factors such as quality of the teachers, students interest, students

motivation, and other supporting factors. Beside that, teaching media which also

play some important roles.

According to Gerlach and Elly (1980: 245), to select the appropriate media,

the teacher must consider the characteristics of the students, which one directly

related to the learning process.

Media such as cartoon, tape recorder, overhead projector, radio, television,

computer, etc. are very useful for the teacher to achieve the instructional goals of

teaching learning process and they can also be easily found in our daily lives.

In this study, the writer examines good method for teaching English to

children. The writer seeks to find out the students achievement in learning

vocabulary using cartoon film.

Film is one mode in which people can record image-events, organize them

communicate to others. Making a film not only can help the children learn how to

manipulate image in their head, how think, with them, and how to communicate

through them.

By using cartoon film as a means for teaching vocabulary, students will be

more interested and more active learning. They will feel something new and

different from what they usually get in their class.


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1.4 The Objective of the Study

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

of teaching vocabulary to the fourth year of elementary school students by cartoon

film. The objective of the study can be stated as follows:

To find out the extent of the students achievement in vocabulary mastery by the

use of cartoon film in teaching.

1.5 Significance of the Study

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

teaching vocabulary using the new method. The writer also hopes that the

students achievement in learning vocabulary will improve by the use of cartoon

film.

1.6 The Outline of the Thesis

This thesis is divided into five chapters which can elaborate as follows:

Chapter I gives the introduction that contains the background of the study,

reason for choosing the topic, the statement of the problem, the objective of the

study, the significance of the study and the outline of the thesis.

Chapter II presents review of related literature which discusses general

concepts of cartoon film, vocabulary, the characteristic of elementary school

students, teaching and learning media, cartoon film applied in teaching vocabulary

to Elementary School students and action research.


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Chapter III deals with research method which discusses research design,

data collection, subject of the study, instrument of the study and criterion of

assessment.

Chapter IV gives interpretation of the result of the study which discusses

the analysis of the first activity (pre-test), second activity, third activity, fourth

activity, fifth activity (post-test) and sixth activity (questionnaire).

Chapter V presents some conclusions and suggestions.


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CHAPTER II

REVIEW OF RELATED LITERATURE

2.1 General Concepts of Cartoon Film

There are several definitions dealing with cartoon:

a) Cartoon is an amusing drawing or series of drawings in a newspaper, etc.

(Oxford, 1995: 171)

b) Cartoon is a form of art with diverse origins and even diverse modern

meaning. (http:// www.elook.org/dictionary/cartoon.html)

c) Cartoons are one of the major forms of graphic communication. They have the

power to capture attention and influence attitudes and behavior. (Brown, 1969:

117)

Certainly, the obvious characteristics of the most cartoons can be a

specified quite easily: minimum detail, familiar symbols or character, stereotypes

that are quickly recognized and understood. The cartoon message usually is

distinctly and clearly communicated.

Meanwhile, there are several definitions dealing with film:

a) Film is a story, etc. recorded as a set of moving pictures to be shown on

television at the cinema. (Oxford, 1995: 434)

b) Film is a form of entertainment that enacts a story by a sequence of images

giving the illusion of continues movement.

(http://www.word reference.com/definition/animated+cartoon)


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A film can deepen a childs understanding to ideas presented in the

classroom, and extends childrens imagination.

From the definitions above, the writer concludes that cartoon film is a film

made by photographing a series of cartoon drawings, which has power to capture

attention and influence attitude and behavior.

2.2 Vocabulary

2.2.1 General Concept of Vocabulary

Studying a language cannot be separated from studying vocabulary

because vocabulary is one of the components of a language, besides sound

system, grammar, and culture. We know that words support the speakers in

communication to express their ideas. For instance, if someone wants to say

something, he/she should know and choose the appropriate words to express

his/her ideas, so that people can understand it.

To know what vocabulary is, I would like to present several definitions as

follows:

a. Vocabulary is (range of) words known to, or used by a person in trade,

profession, etc. (Hornby, 1974: 959)

b. Vocabulary is all the words by group or an individual. (Holt et al, 1969: 803)

c. All the words used by a particular person, class, profession, etc; sometimes all

the words recognized and understood by a particular person, although not

necessarily used by him (in full, passive vocabulary). (Webster, 1966: 2046)


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It is expected that the teacher can create a stress-free environment that

becomes an important condition for successful language learning. Just as it is said

by Richard that an important condition for successful language learning is absence

of stress (1999: 291). So, the teacher has to make his/her teaching interesting for

them and be very helpful to encourage them to learn English.

Qualified teachers, good environment and media also support the success

of language teaching. It is important for English study the methods and techniques

of the teaching a foreign language in order to help themselves to teach as

effectively as possible.

2.2.3 The Principles of Teaching and Learning Vocabulary

Nation (1990: 53) listed basic techniques by which teachers can explain

the meanings of new words, all for which can be used in the young learner

classroom:

By demonstration or pictures:

1. Using an object

2. Using a cut-out figure

3.

Using gesture

4. Performing an action

5. Photographs

6. Drawings or diagrams on the board

7. Pictures from books (To these we might add moving images, from TV, video

or computer)


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By verbal explanation:

8. Analytical definition (as in the teachers description of a protractor)

9. Putting the new word in a defining context

10. Translating into another language

2.2.4 Teaching English Vocabulary at Elementary School

As stated before, in teaching English to Elementary School students, they

are expected to have the skills of the language in simple English. Finocchiaro

explain that students vocabulary can be divided into two kinds, namely active

and passive vocabulary (1974: 73). The former consists of words that students

understand, can pronounce correctly and use constructively in speaking or writing.

So, vocabulary is very important to be mastered first. It is essential means in

conducting communication.

In Elementary School, the focus of English teaching should be on

vocabulary. One of the goals in learning English at Elementary School is to

introduce simple English pattern with simple vocabulary. So, the teacher has to be

careful in choosing vocabulary for his/her students.

According to the curriculum of elementary school, the vocabulary

teachings are as follows:

1. Greeting and parting

2. Colors

3. Things around us

4. Numbers


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5. Families

6. School-Etc.

(Depdikbud, 1995: 4)

From the explanation above, the writer comes to a conclusion that

vocabulary teaching for Elementary School students must be related to

curriculum. In addition, the teacher can take other vocabulary as far as it does not

contradict to the curriculum.

Furthermore, the teacher must be able to make an interesting teaching

especially in teaching vocabulary. It would be very helpful to encourage them to

learn vocabulary and finally the expected result can be reached.

2.3 The Characteristics of Elementary School Students

In general, the Elementary school students are the children at the age

between six up to twelve years old which are enthusiastic to know and learn

everything. The following are some general characteristics as the children of that

group according to Wendy Scott:

1. They are competent users of mother tongue.

2. They can tell the difference between fact and fiction.

3. They love to play and learn best when they enjoy themselves seriously and

like to think that what they are doing in real work.

4. They are enthusiastic and positive about learning.

5. They rely on the spoken as well as the physical word to convey and

understand meaning.

6. They are able to work with others and learn from others.


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7. Their own understanding comes through eyes, hands and ears. The physical

word is dominant at all times.

8. They have very short attention and concentration span. (1990: 2-4)

In Indonesia, the characteristics of elementary school students are not far

from those in general. But, I want to add several characteristics based on the book

of Psikologi Perkembangan, written by Tim Pengembangan MKDK IKIP

Semarang as follows:

- The elementary school students are the children at the age between 7 to 12

years old.

- They are in the smart age. It means that they often show what they know from

school and they are really proud of it.

- There is strong correlation between physical condition and school

achievement.

- They intend to praise themselves.

- At the end of this phase, they begin to have an interest in special subject.

(1989: 102)

Therefore, I come to conclusion that the elementary school students still

need a specific guide to learn especially English from their teacher in order to

learn the lesson well.


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In this, the writer uses audiovisual material, it is a television and videodisc

as the media to motivate the students in learning vocabulary.

2.4.2 The Principles of Audio Visual Selection

According to Brown et al (1977: 78), there are six principles of media

selection:

1. Content

Do the media (i.e. video) have significant selection with the lesson? The

chosen of certain media must be confirmed to the lesson (message) to be given

to the students.

2. Purposes

The use of audio visual aids should contribute to the teaching learning process

significantly. It means that media can facilitate the teaching learning process.

3. Price

Before buying certain visual aids, a teacher should consider whether the cost

or money is in accordance with the educational result derived from its use.

4. Circumstances of use

In choosing an audiovisual aid, a teacher should take into account the

environment (school) where he teaches. He should think whether the aid

would function effectively in that environment.


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5. Learners verification

A teacher should think whether the aid has been tested to certain students. He

or she should consider if the tested students are similar to the students whom

he or she teaches.

6. Validation

A teacher must think whether there are data providing that the students learn

accurately through the use of the aid.

Those principles of media selection are to choose the appropriate media that is

used to teach the students.

2.4.3 Video and television

When using cartoon film in the classroom to teach vocabulary for the

students, the easiest means of presentation is using the video and videocassettes.

Most kids are used to watching TV, and like it, but this also presents a challenge.

Video can be extremely useful and effective teaching tool: they can be especially

appealing to visual or visual/auditory learners, and can motivate students in ways

that other materials may not. Form apart of many childrens lives nowadays and it

can also be very useful tool in the language classroom. However, there is a big

difference between watching television at home for relaxation and watching a

video in a lesson, where the teacher devices activities and tasks that encourage the

children to interact with the video and learn from it.


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Television and video are system for sending and receiving visual (video)

images and aural (audio) sound over a cable or through the air electronically.

(Locatis and Atkinson, 1984: 214).

Video provides a ready-made context for the presentation of new

vocabulary, structures, and functions. The visuals help children to understand the

situation and therefore the language. With video, the writer hopes the students can

understand the lesson well especially in vocabulary teaching.

There are several reasons for using video in the classroom:

- First, there is the obvious but nevertheless very important factor of added

interest provided by a visual stimulus and increases learner motivation.

- A second good reason for using a video is the opportunity it provides for

learners to hear authentic language use in context. (Geddes, 1982: 122)

To make the teaching-learning process using video successful, there are

some criteria to bear in mind when selecting a video:

- The kind of video: when using authentic videos makes sure they have high

visual content, for example cartoons, short stories, advertisements, or

educational programs, rather than talking heads in debates and discussions.

-

Length: it is better to select a short sequence (5 to 10 minutes) and exploit it to

the full, than to spend a whole lesson passively watching a long video.

- The language level: videos made for EFL use grade language, but authentic

videos, often contain complicated and colloquial language. When using an

authentic video, make sure that there is as much visual support as possible and


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that the tasks do not require the children to understand slang or unusual

expressions. (Philips, 1993: 126)

There are also a few tips on using video in the classroom:

1. Video preparation is the key to make this educational experience valuable.

Teachers should preview a video before showing it to their classes.

Vocabulary that is specialized to the video or period of time should be

reviewed either by a written handout or chalkboard presentation. You should

begin your showing of any video giving the students a brief summary of the

topic; actions, events, or ideas to pay special attention to; and specific

questions to answer after video is completed.

2. Ask the students to make a timeline on the video being shown. On a line

drawn down the middle of a piece of paper (long side), students are to write at

least 10 events from the video that would be important issues or topics for

study.

3. Find the evaluation from that is used by your school district to evaluate videos

that are purchased for classroom use.

4. Videos are a good way to get students to polish their note taking and outlining

skills. You should review these skills with them before they use them

watching the video.

5. Divide a video into five or six 10-minute sections and ask specific students to

be responsible for one of the sections.

(http://www.socialstudies.com/c/@rjB1G850_PWHo/Pages/article.html?

article@ronvideo)


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I can conclude that the existence of media in teaching learning process, in

this case a video and television is so important because elementary school

students can be boring if the teacher teaches them by using translation method.

2.5 Cartoon Film Applied in Teaching Vocabulary to Elementary School

Students

For some reason, animated cartoons has unique appeal to kids, and if we

dare to admit it, also to us adults. Everything looks neater when it is animated-the

food looks better, the house seems cozier and the people appear more attractive.

Everything is exaggerated, and that goes for the voices, too. The actor giving an

animated character a voice cannot rely on body language and gestures, and

therefore the voice must be sufficient on its own. This is very useful when

teaching English as a foreign language.

Students who learn to appreciate the fact that many cartoons are biased

and use stereotyped symbols in communication that bias are moving in the

direction of responsible readership (Brown, 1977: 113). As the person who

manages the classroom activity, a teacher has heavy responsibilities in the

teaching learning process.

Most of the materials of English in the elementary school are vocabulary

and with vocabulary, the students are required to have the ability in listening,

speaking, reading and writing in simple English. The teacher should have an

alternative way to teach vocabulary in order to improve the students achievement

in learning vocabulary and they do not get bored.


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In this paper, the writer tries to find out a new method to teach vocabulary

for the students. The writer uses cartoon film as the media. In this case, the writer

uses video and television to play the cassette of cartoon film.

Through media cartoon film the teacher can improve the students

achievement in learning vocabularies more enjoyable and interesting. The

students can also enrich their listening skill. They will get new atmosphere in

learning vocabulary.

The concept of colors, the name of animals, the identification of the main

parts of human body, or the type of furniture can be studied and understood fast

by the use of cartoon film.

Many teachers believe cartoons can be used as a basic for learning.

Furthermore, the writer concludes teaching vocabulary using cartoon film can

follow the following steps:

1. Select a short video of a cartoon film appropriate for the elementary school

students.

2. Prepare the tasks.

3. Copy the words into a worksheet and make photocopies for the children to

make a better understanding.

4. Distribute them to the children.

5. Let the children watch the film once (more).

6. Ask the students to list the words that they think difficult.

7. Pre-teach any essential vocabulary.

8. Give a task about the film.


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2.6 Action Research

A form of research, which is becoming increasingly significant in

language education, is action research. This research has been defined in a number

of different ways. Kemmis and Mc. Taggart (in Nunan, 1993: 17) argue:

Action research is a group of activity and a piece of descriptiveresearch carried out by a teacher in his or her owns classroom,without changing the phenomenon under investigation, would not

be considered to be action research.

Best (1978: 12) states that action research is focused on the immediate

application, not on the development on theory, nor upon general application.

From all the definition above, the writer concluded that action research is

an action in a research, which can be done by teacher, researcher, and teacher with

his/her colleague, etc. which involves a group of students to improve teaching and

learning process or to enhance the understanding of the students to the lesson.

2.6.1 Characteristic of Action Research

From the definition above we can identify the special features

characterizing an action research. Discussing the characteristics of action research

Kemmis and Mc Taggart (in Nunan, 1992: 18) acknowledge that, Action is

group of activity. They also argue that, the three defining characteristic of

action research are that it is carried out by practitioners (for our purposes,

classroom teacher) rather than outside researchers; secondly, that it is

collaborative, and thirdly, that is aimed at changing things. Confirming the

statement above, Elliot (1991: 50) adds the central characteristic of action


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research is the join reflection about the relationship in particular circumstances

between processes and products.

2.6.2 Aim of Conducting Action Research

Nowadays, our society grows very fast. It also causes the demand on

educational service, which must be done by teachers to improve. Teachers have to

solve the problems they face property. To solve the problems they should not use

trial and error methods. They should use an appropriate method such as action

research. Elliot (1991: 49) said that The fundamental aim of action research is to

improve practice rather than to produce knowledge.

2.6.3 Benefits of Conducting Action Research

We can not deny that in doing something, every person must have aims

and he expects some benefits from it. Therefore, in conducting action research a

teacher must have special purposes and hope to get the benefits.

The benefits of conducting an action research are:

1. Improving the teachers self confident because they have more knowledge

experience to solve problem.

2. Helping the teachers to understand the essence of education empirically not

theoretically.

3. Developing curriculum.

4. More effective when we compare with other trainings, and

5. Improve the research tradition among teachers.


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2.6.4 The steps in Action Research

Talks about the steps in action research means discussing the way to

conduct an action research. Strickland in Allwright and Bailey (1991: 44) claims

that the steps in action research are:

1. Identify an issue, interest or problem2. Seek knowledge3. Plan an action4. Implementing the action5. Observe the action6. Reflect on your observations7. Revise the plan

Similar to the Stricklands idea, Elliot (1991: 72-76) states that the

activities in an action research comprise:

1. Identifying and clarifying the general idea;2. Reconnaissance

This activity can be sub-divided into:a. Describing the facts of the situation

b. Explaining the facts of the situation3. Constructing the general plan4. Developing the next action steps5. Implementing the next action steps


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CHAPTER III

METHOD OF INVESTIGATION

3.1 Research Design

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

will be conducted in the classroom. This activity contains several cycles. In each

cycle have four elements: planning, acting, observing, and reflecting. In order to

be clear, the writer would have to present the Lewins model of action research as

interpreted by Kemmis (in Elliot, 1991: 70). It can be depicted as follows:

Initial idea

Reconnaissanc

General PlanStep IStep 2

Implement step 1

EvaluateAmmended planStep 1Step 2

ImplementStep 2

Evaluate Etc


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Based on the model above, there is a basic cycle of activities. The

activities can be elaborated as follows:

a) Identifying initial idea

The initial idea refers to a state of situation one wishes to change or to

improve on. (Elliot, 1991: 72). In this research the initial idea is thought that there

will be a change on the vocabulary mastery by cartoon film.

b) Planning

Planning is follow up for identifying idea to find out solutions for

problems. This research is intended to find out:

1. The students response during learning process.

2. The students improvement of vocabulary mastery.

3. The writer will conduct six activities of research to know the improvement of

vocabulary mastery. To know the students response toward the film, the

writer uses a questionnaire in each activity which will be used while

conducting the assessment test.

c) Implementing

Implementing is the performing of planned action. Based on the models

above, the researcher can change the plans after conducting one cycle when they

are needed.

In this study, the writer will conduct six activities. The elaboration of plans

is as follows:

1. First Activity (Pre-test)

A pre-test was conducted at the beginning of the research. The purpose of

this test was to check the students ability in mastering English vocabulary


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whether the students were familiar or not with the words that would be

presented in this pre-test.

2. Second Activity

In the second activity, the cartoon film was introduced to the students. The

title of the film was Winnie the Pooh. The duration was about 30 minutes. The

themes were Numbers, things around and vegetables. Before played the

cassette, the students were grouped into several groups consisted of six students

based. Then, the film was played twice. The writer asked them to watch the

film. During the film was playing, asked all the groups to write the character of

the film. The rest would be used for discuss about the character and the story

of the film. The writer explained the character and the story. The characters

were Winnie the Pooh, Roo, Tiger, Christopher Robin, Piglet, Owl, Rabbit and

Mama. The summary of the story was Roo wanted to learn about numbers. Roo

did not remember all numbers. Then, Owl and Tiger helped Roo to learn them

by counting all the things at home and some vegetables in the garden.

3. Third Activity

The writer would play the cassette once more to make a better

understanding for the students. Then, asked them to list the words that they

thought difficult. After that, explained the words and add some new

vocabularies. In this activity, the theme was Things around Us. They were

windows, doors, tables, chairs, pictures, flower vases, frames, books, roof,

floor, and clocks. The writer asked the students to mention the words (about the

theme) that they took from the film one by one. She corrected the


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pronunciation of the students mistake. After that, the writer pronounced all the

words repeated by the students.

4. Fourth Activity

The writer spent 10-15 minutes to review the previous lesson in order to

reinforce the words in mind. While the students were reviewing the last lesson,

she prepared the film and played once. In this activity, the theme was

vegetables. Asked the students to list the words in pairs (according to the

theme) during the film were playing. There were potatoes, tomatoes, carrots,

pumpkins, radishes, onions, chilies etc . Asked the students to write down on

the blackboard and corrected the students mistake.

5. Fifth Activity (Post-test)

Finally, after the fourth activity were done, once more the students

achievement in learning vocabulary using cartoon film was evaluated by giving

a post-test. Before giving the post-test, the writer reviewed again all the

material given during those activities by asking some questions to the students

one by one. It took 20 minutes.

In the post-test, the students had to answer 40 completion item tests that

was similar as the pre-test. The students who finished the post-test would get a

questionnaire sheet (the sixth activitiy).

3.2 Data collection

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

(1998: 77-83) that the techniques and method which can be used to gather

evidence in action research are as follows: diaries, profiles, document analysis,


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3.4.1 Observation Form

The observation form in this research is used to know the activities during

the teaching learning process, such as how the teacher carried out the material,

what the teacher did to manage the classroom and the students response.

3.4.2 Test

The test was completion and matching. The purposes of giving these tests

are used to measure the students achievement in learning vocabulary using

cartoon film. The tests that will be conducted are pre-test, post-test and test in

each activity. The pre-test is conducted for the purpose to check whether or not

the students familiar with the vocabulary. The assessment tests are used for

knowing the mastery achievement changing per topic. The posttest is used for

knowing the mastery achievement changing after the treatment the writer

conducts.

3.4.3 Questionnaire

A questionnaire is a list of questions to be answered by a group of people

to get information. The questionnaire was collect data/information from the

students based on the needs, interest, like and dislike about teaching learning

process.

The questionnaire was given to the students after they finished doing the

posttest. The data was used to support the primary data and to determine the

teaching vocabulary using cartoon film which is used in the next time. Beside


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that, the writer also used a television and video to play the videodisc of cartoon

film. According to Heaton (1975: 172), the result of the questionnaire data

analysis of each issue can be classified into a range of mean bellow:

Table Classification of Graded Scores

Range of

mean

Students

interest

The

advantage

Students

achievement

The

relevancy

Sustain

Ability

0.00-1.00 Low Not helpful Low Not

relevant

Not

necessary1.01-2.00 Medium Helpful Medium Relevant Necessary

2.01-3.00 High Very

helpful

High Very

helpful

Very

necessary

3.5 Criterion of Assessment

The students success and failure in doing the activities planned above

would be assessed by referring to the criterion issued by The Department of

Education and Culture (Depdikbud, 1993:37). The criterion says that a student can

be successful if he/she achieves 65% of the material and a class can be said to be

have mastered in learning if they can achieve 85% of the material presented

(Depdikbud, 1994: 29). In this action research, she would use that indicator to

determine whether a cycle could be continued to the next cycle or should be

repeated by applying the amended plan.


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CHAPTER IV

DATA ANALYSIS

In Chapter four, the analysis of each activity started from pre-test up to

post-test, the analysis of the questionnaire would be discussed. Here is the

analysis of each activity.

4.1 Analysis of the First Activity (Pre-test)

A pre-test was conducted at the beginning of the research. The purpose of

this test was to check the students ability in mastering English vocabulary

whether the students were familiar or not with the words that would be presented

in this pre-test.

The pre-test was conducted on Wednesday, December 21, 2005. There

were 47 students who followed this test. They had to answer 40 completion items

given by the writer. The items consisted of three themes; they were Numbers,

Things around us, and Vegetables.

The result of the pre-test could be seen in appendix 1 (see the analysis in

Appendix 7)

The average of the students result = The total of the percentageThe number of the students

= 2860.547

= 60.86%


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Finally, the assessment tests were given to the students. They were 20

questions in completion form. It took about 30 minutes to test them. After that,

they submitted the test to her. The result of the second activity was that 2 students

got 70; 4 students got 75; 6 students got 80; 3 students got 85; 8 students 90; 6

students got 95; 18 students got 100; (see appendix 2)

The average of the studentss result = The total of the percentageThe number of the students

= 426547

= 90.74%

The average of the achievement of the first activity was 90.74%.

According to the criterion provided by Depdikbud, which was presented in the

previous chapter, 65% was said to be successful. Therefore, it can be concluded

that the second activity was very successful.

Based on the evaluation, there were some students made mistake when

they pronounced the words and also in spelling and understanding the meaning of

the words. After the treatment was done they could do the test well.

4.3 Analysis of the Third Activity

The third activity was conducted on Wednesday, February 1, 2006. It was

followed by 47 students. The result of the second activity was very successful, so

the writer did not have to review the first activity. The writer would play the

cassette once more to make a better understanding for the students. Then, asked

them to list the words that they thought difficult. After that, explained the words


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35

post-test. It was conducted on Wednesday, February 15, 2006. Before giving the

post-test, the writer reviewed again all the material given during those activities

by asking some questions to the students one by one. It took 20 minutes.

In the post-test, the students had to answer 40 completion item tests that

was similar as the pre-test. The students who finished the post-test would get a

questionnaire sheet.

The result of the post-test could be seen in the appendix 5 (see the analysis in

Appendix 11):

The average of the students result = The total of the percentageThe number of the students

= 4400.547

= 93.62%

From the analysis above, the average achievement of the students post-

test was 93.62%. It can be concluded that the students achievement in learning

vocabulary using cartoon film had a significant improvement.

4.6 Analysis of the Sixth Activity (Questionnaire)

As stated in the previous chapter, in this activity, the writer gave a

questionnaire to the students. The purpose of giving the questionnaire is to answer

the problem of this study. The writer only gave them 5 items to be answered.


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There are certain techniques to analyze the questionnaire items. They are

discussed in the following sections.

1. Grading the Items of Questionnaire.

The questionnaire consisted of five questions, each of which had three

options namely: a, b, and c. each option is given a score that shows the quality of

each indicator. The score ranges from 1 to 3 as shown in the table below.

Table 1 The Point Ranges

Option Point

A 1

B 2

C 3

The score that ranges from 1 to 3 is explained below:

- If the students chose a, the score is 1

- If the students chose b, the score is 2; and

- If the students chose c, the score is 3.

2. Tabulating the Data of Questionnaire.

The writer tabulated the questionnaire data to make the result of grading

clearly readable. The table consists of these columns; name scores per item, total

scores, and the mean of each item that is presented in Appendix 12.

3. Finding the Mean.

The formula used for computing the mean is as follows:

N x

m

=


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37

Where,

m = the mean

x = the sum of item scores, and

N = the number of the students.

4. Determining the Graded Scores

Providing value of graded scores is very important, since the result of the

mean was not in round figure, but decimal. The result of the questionnaire data

analysis of each issue can be classified into a range of mean below:

Table 2 Classification of Graded Scores

Range ofmean

Students interest The advantage

Studentsachievement

Therelevancy Sustainability

0.00-1.00 Low Do not help the

students

Low Not

relevant

Not necessary

1.01-2.00 Medium Help Medium Relevant Necessary2.01-3.00 High Help the students

very much

High Very

relevant

Very necessary

5. Matching the Mean to a criterion

To get the additional information about the students response in having

the action research program, the mean of each issue was then matched to a

criterion. Based on the range of mean above, the result of the data of the

questionnaire can be analyzed by referring it to the criterion below.


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Table 3 Category of the Criterion

Issue Mean CategoryStudents interest 3.0 High

The advantage 3.0 Help the students very much

Students acievement 3.0 High

The relevancy 2.9 Very relevant

Sustainability 2.8 Very necessary

6. Concluding the Questionnaire Result.

Based on the result of matching the mean to the above criterion, it can be

concluded here that:

a. The students achievement was high;

b.

The cartoon film has some advantages. It could help the students in

learning vocabulary;

c. The students achievement in learning English after having activity by

using a cartoon film was high;

d. The relevancy between vocabulary offered in this action research and the

vocabulary that the students often used and needed in their daily activities

is very relevant; and

e. The program is very necessary for the students.


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39

CHAPTER V

CONCLUSIONS AND SUGGESTIONS

5.1 Conclusions

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

conclude that:

1. The students progress during the teaching and learning activity by using the

cartoon film was good.

The students achievement in English vocabulary was improved, it was

supported by the significance result of the pre-test that was lower (60.86%)

than the post-test (93.62%).

2. Most of the students said that the activities by using cartoon film could help

them in learning vocabulary.

3. The main factors affecting this successful are the students interest in the

cartoon film given and relevancy between the vocabularies offered in this

activity and the vocabulary that the students used in daily activities.

4. These kinds of activity are very necessary for the students and they expected

that the program to be regularly and continuously given.


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5.2 Suggestions

Based on the conclusion above, the writer would like to offer some

suggestions:

1. Using a cartoon film in teaching English vocabulary recommended for the

English teachers, especially for the Elementary school teacher to attract the

students interest and their improvement in learning English.

2. The program should be maintained on a regular and frequent basis.

3. To get a wider generalization of the result of this study, such activity should

be conducted in other classes of other schools, and the writer hopes, there will

be many researches about how to use the cartoon film more effectively in the

future.


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42

Hornby. 1974. Oxford Advanced Learner Dictionary of Current English . London:

Oxford University Press

http: //www.elook.org/dictionary/cartoon.html

http://www.wordreference.com/definiton/animated+cartoon

http:/www.socialstudies.com./c/@rjB1G850_PWHo/Pages/article.html?article@r onvideo

Locatis, Craig. N and Atkinson. 1984. Media and Technology for Education andTraining. USA: Bell & Howell Company

Nunan, David. 1992. Research Methods in Language Learning . Cambridge:Cambridge University Press.

Tim Pengembangan MKDK IKIP Semarang. 1989. Psikologi Perkembangan .Semarang: IKIP Semarang Press

Philips, Sarah. 1993. Young Learners . London: Oxford University Press

Richard. J.C. 1994. Educating Second Language Children. Cambridge: Cambridge University Press

Wendy A, Scott and Lisbeth H. Yetrberg. 1990. Teaching English to Children . New York: Longman


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Appendix 1

The Result of the First Activity ( Pre-Test)

No Test Code The Right Score The Words Master in %

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

16.

17.

18.

19.

20.

21.

22.

23.

24.

25.

26.

A-01

A-02

A-03

A-04

A-05

A-06

A-07

A-08

A-09

A-10

A-11

A-12

A-13

A-14

A-15

A-16

A-17

A-18

A-19

A-20

A-21

A-22

A-23

A-24

A-25

A-26

5

31

24

24

20

29

16

28

28

11

25

29

35

24

17

20

20

13

31

17

29

8

35

19

26

35

10.5

77.5

60

60

50

72.5

40

70

70

27.5

62.5

72.5

87.5

60

42.5

50

50

32.5

77.5

42.5

72.5

20

87.5

47.5

65

87.5


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Appendix 2

The Result of the Test in the Second Activity

No. Test Code The Right Score The Words Mastered in %

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

16.

17.

18.

19.

20.

21.

22.

23.

24.

25.

26.

A-01

A-02

A-03

A-04

A-05

A-06

A-07

A-08

A-09

A-10

A-11

A-12

A-13

A-14

A-15

A-16

A-17

A-18

A-19

A-20

A-21

A-22

A-23

A-24

A-25

A-26

15

20

20

17

15

18

18

20

20

19

18

20

20

18

15

16

16

19

20

16

17

20

17

20

20

16

75

100

100

85

75

90

90

100

100

95

90

100

100

90

75

80

80

95

100

80

85

100

85

100

100

80


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27.

28.

29.

30.

31.

32.

33.

34.

35.

36.

37.

38.

39.

40.

41.

42.

43.

44.

45.

46.

47.

A-27

A-28

A-29

A-30

A-31

A-32

A-33

A-34

A-35

A-36

A-37

A-38

A-39

A-40

A-41

A-42

A-43

A-44

A-45

A-46

A-47

18

18

20

20

20

20

20

15

14

16

18

19

19

20

14

20

19

19

20

16

18

90

90

100

100

100

100

100

75

70

80

90

95

95

100

70

100

95

95

100

80

90

= 47 = 2833 =4265


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Appendix 3

The Result of the Test in the Third Activity


1.

2.

3.

4.

5.6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

16.

17.

18.

19.

20.

21.

22.

23.

24.

25.

26.

A-01

A-02

A-03

A-04

A-05A-06

A-07

A-08

A-09

A-10

A-11

A-12

A-13

A-14

A-15

A-16

A-17

A-18

A-19

A-20

A-21

A-22

A-23

A-24

A-25

A-26

8

10

10

7

99

9

10

10

10

9

10

10

9

8

8

8

9

10

10

10

10

8

10

10

10

80

100

100

70

9090

90

100

100

100

90

100

100

90

80

80

80

90

100

100

100

100

80

100

100

100


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27.

28.

29.

30.

31.

32.

33.

34.

35.

36.

37.

38.

39.

40.

41.

42.

43.

44.

45.

46.

47.

A-27

A-28

A-29

A-30

A-31

A-32

A-33

A-34

A-35

A-36

A-37

A-38

A-39

A-40

A-41

A-42

A-43

A-44

A-45

A-46

A-47

9

8

10

10

10

10

10

8

8

8

9

10

10

9

8

10

9

9

10

10

9

90

80

100

100

100

100

100

80

80

80

90

100

100

90

80

100

90

90

100

100

90

= 47 = 435 =4350


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Appendix 4

The Result of the Test in the Fourth Activity


1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

16.

17.

18.

19.

20.

21.

22.

23.

24.

25.

26.

27.

A-01

A-02

A-03

A-04

A-05

A-06

A-07

A-08

A-09

A-10

A-11

A-12

A-13

A-14

A-15

A-16

A-17

A-18

A-19

A-20

A-21

A-22

A-23

A-24

A-25

A-26

A-27

8

10

10

9

10

10

9

10

10

10

9

10

10

9

9

8

8

9

10

10

10

10

8

10

10

10

9

80

100

100

90

100

100

90

100

100

100

90

100

100

90

90

80

80

90

100

100

100

100

80

100

100

100

90


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28.

29.

30.

31.

32.

33.

34.

35.

36.

37.

38.

39.

40.

41.

42.

43.

44.

45.

46.

47.

A-28

A-29

A-30

A-31

A-32

A-33

A-34

A-35

A-36

A-37

A-38

A-39

A-40

A-41

A-42

A-43

A-44

A-45

A-46

A-47

8

10

10

10

10

10

9

9

8

9

10

10

10

9

10

9

9

10

10

9

80

100

100

100

100

100

90

90

80

90

100

100

100

90

100

90

90

100

100

90

= 47 = 444 =4440


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Appendix 5

The Result of the Fifth Activity (Post-test)

No Test Code The Right Score The Words Master in %

1.

2.

3.

4.

5.6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

16.

17.

18.

19.

20.

21.

22.

23.

24.

25.

26.

A-01

A-02

A-03

A-04

A-05A-06

A-07

A-08

A-09

A-10

A-11

A-12

A-13

A-14

A-15

A-16

A-17

A-18

A-19

A-20

A-21

A-22

A-23

A-24

A-25

A-26

29

36

29

29

2937

32

36

39

39

36

40

40

36

36

39

35

36

39

32

34

28

40

28

32

40

72.5

90

72.5

72.5

72.592.5

80

90

97.5

97.5

90

100

100

90

90

97.5

87.5

90

97.5

80

85

70

100

70

80

100


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27.

28.

29.

30.

31.

32.

33.

34.

35.

36.

37.

38.

39.

40.

41.

42.

43.

44.

45.

46.

47.

A-27

A-28

A-29

A-30

A-31

A-32

A-33

A-34

A-35

A-36

A-37

A-38

A-39

A-40

A-41

A-42

A-43

A-44

A-45

A-46

A-47

40

38

30

39

39

38

34

37

38

28

40

38

39

40

39

34

40

40

38

40

32

100

95

75.5

97.5

97.5

95

85

92.5

95

70

100

87.5

97.5

100

97.5

85

100

100

95

100

80

=47 =1684 =4400.5


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Appendix 6

The Result of the Tests

During the Action Research

No. Test Code Pre-test Activity 1 Activity 2 Activity 3 Post-test

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

16.

17.

18.

19.

20.

21.

22.

23.

24.

25.

A-01

A-02

A-03

A-04

A-05

A-06

A-07

A-08

A-09

A-10

A-11

A-12

A-13

A-14

A-15

A-16

A-17

A-18

A-19

A-20

A-21

A-22

A-23

A-24

A-25

10.5

77.5

60

60

50

72.5

40

70

70

27.5

62.5

72.5

87.5

60

42.5

50

50

32.5

77.5

42.5

72.5

20

87.5

47.5

65

75

100

100

85

75

90

90

100

100

95

90

100

100

90

75

80

80

95

100

80

85

100

85

100

100

80

100

100

70

90

90

90

100

100

100

90

100

100

90

80

80

80

90

100

100

100

100

80

100

100

80

100

100

90

100

100

90

100

100

100

90

100

100

90

90

80

80

90

100

100

100

100

80

100

100

72.5

90

72.5

72.5

72.5

92.5

80

90

97.5

97.5

90

100

100

90

90

97.5

87.5

90

97.5

80

85

70

100

70

80


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26.

27.

28.

29.

30.

31.

32.

33.

34.

35.

36.

37.

38.

39.

40.

41.

42.

43.

44.

45.

46.

47.

A-26

A-27

A-28

A-29

A-30

A-31

A-32

A-33

A-34

A-35

A-36

A-37

A-38

A-39

A-40

A-41

A-42

A-43

A-44

A-45

A-46

A-47

87.5

87.5

50

35

77.5

72.5

27.5

67.5

87.5

65

10

87.5

47.5

77.5

82.5

80

62.5

85

87.5

70

77.5

27.5

80

90

90

100

100

100

100

100

75

70

80

90

95

95

100

70

100

95

95

100

80

90

100

90

80

100

100

100

100

100

80

80

80

90

100

100

90

80

100

90

90

100

100

90

100

90

80

100

100

100

100

100

90

90

80

90

100

100

100

90

100

90

90

100

100

90

100

100

95

75.5

97.5

97.5

95

85

92.5

95

70

100

87.5

97.5

100

97.5

85

100

100

95

100

80

=47 =2860.5 =4265 =4350 =4440 =4400.5

Mean 60.86% 90.74% 92.55% 94.46% 93.62%


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Appendix 13

List Of The Words in the Second Activity

NUMBERS

1 = ONE

2 = TWO

3 = THREE

4 = FOUR

5 = FIVE

6 = SIX

7 = SEVEN

8 = EIGHT

9 = NINE

10 = TEN

11 = ELEVEN

12 = TWELVE13 = THIRTEEN

14 = FOURTEEN

15 = FIVETEEN

16 = SIXTEEN

17 = SEVENTEEN

18 = EIGHTEEN

19 = NINETEEN20 = TWENTY


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Appendix 15

List of the Words in the Fourth Activity

VEGETABLES

1. POTATOES

2. TOMATOES

3. CARROTS

4. PUMPKINS

5. RADISHES

6. ONIONS

7. CHILIES

8. CABBAGES

9. GARLICS

10. CELERIES


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Appendix 16

List of the Test Takers

No Name

12345

678910111213141516

1718192021222324252627282930313233343536373839

Agus SupriyadiMadalena Puji HAwal SuparnoAdi SetiawanArif Rahtomo

Anisa Shifa NArina HaqueAprilita MayangBela Deska KBrilia GrispingDina Putri MDeta Ayu LestariDewi Riska WDeta SasmitaDewa SujatmikoFadri Prabowo

Femi NovitasariFebri MaharaniFajar Galih PFarhan Arif PGalih Seto WKrisna ZulfanizyKrisna Bayu SLisna WijayaMoch. Yusuf PMaulana WilmarMoch. Amin RiyadiMoch Iman BaihaqiMeilita Puspa R

Nova Bayu Adi N Nila Rusy P Nadya Rahmawati Narendra Dewa B Nurma Media Sri HOktarina NilamsariRizal ArdiantoroRizky AminudinRidho SetiawanRizki Koko A H


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4041

424344454647

Rr. Endang Woro SRizka Kusumawati

Umi KulsumWisnu Aji DewandaruAkhista RahadianAjeng Ayu Islam NVindy Safira IstiawanRiski Pratama DP


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Appendix 17


71/78

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

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 331 A-01 1 0 0 0 0 0 1 0 0 0 0 1 1 0 0 0 0 0 0 0 1 0 0 0 0 0 0 0 0 0 0

2 A-02 1 1 0 1 0 1 1 1 1 1 1 0 1 1 1 1 1 0 1 1 0 1 1 0 1 1 1 1 1 1 1 3 A-03 0 1 1 1 0 1 1 1 1 0 1 1 0 0 0 1 1 0 1 0 1 1 1 1 1 1 0 1 1 0 1 4 A-04 0 1 1 1 1 0 1 1 0 1 0 1 1 0 1 1 0 1 1 0 1 1 0 1 0 1 0 1 0 0 1 5 A-05 1 0 0 1 0 1 0 1 0 0 0 1 0 0 0 1 0 1 1 0 1 0 0 1 0 0 1 1 0 1 1 6 A-06 1 1 1 1 1 1 0 0 1 1 0 1 1 1 0 1 0 1 1 1 1 1 0 0 1 1 1 1 1 1 0 7 A-07 1 0 1 0 1 0 1 0 1 1 0 1 1 0 0 1 0 0 0 1 0 1 1 0 0 1 0 0 1 0 0 8 A-08 1 1 1 1 0 1 0 1 1 1 0 1 0 1 1 1 0 1 0 1 0 1 1 1 0 0 1 1 1 0 1 9 A-09 1 1 0 1 1 1 0 1 1 1 1 1 0 1 1 1 1 1 0 0 1 1 1 1 0 1 0 1 0 1 0

10 A-10 1 0 1 0 1 0 1 0 1 1 0 0 0 1 0 0 0 1 0 0 1 0 0 1 0 0 1 0 0 0 0 011 A-11 0 1 1 1 1 1 0 1 0 1 0 1 0 1 0 0 1 0 1 0 1 1 1 0 1 1 1 0 1 1 0 112 A-12 0 1 1 1 0 1 1 1 1 0 0 0 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 0 0 1 1 013 A-13 1 1 1 1 1 1 1 1 0 1 1 1 1 1 1 0 1 1 1 1 1 0 0 1 1 1 1 1 1 1 1 114 A-14 0 0 0 1 0 0 0 1 1 1 1 0 1 1 1 0 1 1 0 1 1 0 1 1 0 1 1 0 1 1 1 015 A-15 0 1 0 0 1 0 1 0 1 0 1 0 1 0 1 1 1 1 0 0 1 1 1 0 0 0 1 0 0 0 0 116 A-16 0 0 0 0 0 0 0 0 0 1 0 0 0 0 1 1 1 1 1 0 0 1 1 1 1 1 1 0 1 1 0 117 A-17 1 0 1 1 1 0 0 0 0 0 1 0 0 0 0 1 0 0 0 1 1 1 1 0 0 0 1 1 1 1 0 118 A-18 0 0 0 0 0 1 0 0 1 1 1 0 0 0 1 1 1 0 0 0 0 1 0 0 0 0 1 1 1 0 0 019 A-19 1 1 1 1 1 1 1 0 0 0 1 1 1 1 0 0 0 1 1 1 1 1 1 1 1 1 0 0 1 1 1 120 A-20 0 1 1 0 1 0 0 1 0 0 1 0 0 0 1 1 1 0 1 0 0 1 0 0 1 0 0 1 0 0 1 021 A-21 1 1 1 0 0 1 0 1 1 0 1 1 0 0 1 1 1 0 1 1 1 1 0 1 1 1 1 1 1 1 1 122 A-22 0 1 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 1 1 0 0 0 1 1 1 0 0 23 A-23 1 1 1 1 1 0 1 0 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 1 1 0 0 1 1 1 124 A-24 1 1 1 1 0 0 0 0 0 0 1 1 1 0 0 0 0 0 0 1 1 1 1 1 0 0 0 0 0 1 1 125 A-25 0 0 1 1 0 0 1 1 1 1 1 1 1 0 0 1 1 1 1 0 0 0 1 1 1 0 1 1 1 1 0 026 A-26 0 1 1 1 1 1 1 1 1 0 1 1 1 1 1 1 1 1 1 1 1 0 1 1 1 1 1 1 1 1 0 127 A-27 1 0 0 0 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 128 A-28 1 1 0 0 1 1 0 1 0 0 1 1 0 0 0 1 1 1 1 0 0 1 1 1 1 0 0 0 1 1 0 029 A-29 0 0 0 1 0 0 0 0 0 1 0 0 0 0 0 0 0 1 1 1 1 0 0 0 1 1 1 0 0 0 1 130 A-30 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 0 1 1 1 1 1 1 1 0 0 0 1 1 1 1 1 031 A-31 0 0 0 1 1 1 1 1 0 1 1 1 1 1 1 1 0 0 1 1 1 1 1 1 1 0 0 1 1 1 1 132 A-32 1 0 1 0 1 0 0 1 0 0 1 0 0 0 1 0 0 1 1 1 0 0 0 0 1 1 0 0 0 0 0 0

Score per itemNo

TestCode

Appendix 7


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33 A-33 1 1 1 1 0 1 1 1 0 1 1 1 0 0 0 1 1 0 1 1 0 0 1 1 1 0 0 1 1 1 0 034 A-34 1 1 1 1 0 1 1 1 1 1 1 0 1 1 1 1 0 1 1 1 1 0 1 1 1 1 1 1 0 1 1 135 A-35 1 0 0 1 1 1 0 1 1 1 0 0 1 1 1 1 0 0 1 1 1 1 0 0 1 1 1 1 1 1 0 136 A-36 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 1 0 1 0 0 0 37 A-37 0 1 1 1 1 1 1 1 1 1 1 1 0 1 1 1 1 1 1 1 1 0 0 1 1 1 1 1 1 1 1 138 A-38 1 0 1 1 1 1 0 0 1 1 0 0 1 0 1 0 0 1 0 1 0 1 1 0 0 1 1 0 0 0 1 139 A-39 1 1 0 1 1 1 1 1 0 0 1 1 1 1 0 0 1 1 1 1 1 1 0 0 1 1 1 1 1 1 1 1

40 A-40 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 0 1 041 A-41 1 0 1 0 0 1 1 1 1 1 1 0 0 1 1 1 1 1 0 0 1 1 1 1 1 1 1 1 1 1 1 142 A-42 1 1 0 0 1 1 1 0 1 1 0 0 1 0 0 1 0 1 1 0 0 1 1 0 0 1 1 1 1 0 0 143 A-43 1 1 0 1 1 1 1 1 1 1 1 1 1 0 0 1 1 1 1 1 0 1 1 1 1 1 1 1 0 0 1 144 A-44 1 1 1 1 1 0 0 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 1 1 145 A-45 1 1 1 1 1 0 1 1 1 1 0 0 1 1 1 0 0 1 1 0 0 1 1 1 1 0 0 0 1 1 1 146 A-46 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 0 1 147 A-47 0 0 0 1 0 0 0 0 0 0 1 1 1 1 0 1 0 0 0 1 0 0 0 0 1 0 0 0 0 1 0 0


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The Score of the Test in the Second Activity

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 201 A-01 1 1 0 1 1 1 0 1 1 1 1 1 1 1 1 1 1 1 0 0 162 A-02 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 203 A-03 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 204 A-04 0 1 0 1 0 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 175 A-05 0 1 1 1 1 0 1 1 0 1 1 0 1 0 1 1 1 1 1 1 156 A-06 1 1 1 1 1 1 1 1 1 1 1 1 0 1 0 1 1 1 1 1 187 A-07 1 1 1 1 1 1 1 1 0 1 0 1 1 1 1 1 1 1 1 1 188 A-08 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 209 A-09 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 20

10 A-10 1 1 1 1 1 1 1 1 1 1 1 0 1 1 1 1 1 1 1 1 1911 A-11 1 1 1 1 1 1 1 1 0 1 0 1 1 1 1 1 1 1 1 1 1812 A-12 1 0 1 0 1 1 0 1 1 1 0 1 1 0 1 1 0 0 1 1 13

13 A-13 1 1 1 1 1 1 1 1 1 0 1 1 1 1 1 1 1 1 0 1 1814 A-14 0 1 0 1 1 1 0 1 1 0 1 1 1 1 1 0 1 1 1 1 1515 A-15 1 1 1 1 1 1 1 1 1 0 0 1 0 1 1 0 1 1 1 1 1616 A-16 1 1 0 1 0 1 0 1 0 1 1 1 1 1 1 1 1 1 1 1 1617 A-17 1 1 1 1 1 1 1 1 0 1 1 1 1 1 1 1 1 1 1 1 1918 A-18 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 2019 A-19 1 0 1 1 0 1 0 1 0 1 1 1 1 1 1 1 1 1 1 1 1620 A-20 1 0 1 1 1 1 1 1 1 1 0 1 1 1 1 1 0 1 1 1 1721 A-21 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 2022 A-22 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 2023 A-23 1 1 1 1 1 1 1 1 1 1 1 0 1 1 0 1 1 0 1 1 1724 A-24 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 2025 A-25 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 2026 A-26 1 0 1 1 1 1 0 1 1 1 1 0 1 1 0 1 1 1 1 1 1627 A-27 1 1 0 1 1 1 0 1 1 1 1 1 1 1 1 1 1 1 1 1 1828 A-28 0 1 1 1 1 1 0 1 1 1 1 1 1 1 1 1 1 1 1 1 1829 A-29 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 2030 A-30 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 2031 A-31 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 2032 A-32 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 2033 A-33 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 2034 A-34 1 0 1 1 0 0 1 1 1 0 1 1 1 0 1 1 1 1 1 1 1535 A-35 1 1 0 1 0 1 1 0 1 1 1 1 1 0 1 1 0 1 0 1 1436 A-36 1 1 1 1 1 1 1 1 1 1 1 1 0 1 0 1 0 1 1 0 1637 A-37 0 1 1 1 1 1 1 0 1 1 1 1 1 1 1 1 1 1 1 1 1838 A-38 1 1 1 1 1 1 1 0 1 1 1 1 1 1 1 1 1 1 1 1 1939 A-39 1 1 1 0 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1940 A-40 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 2041 A-41 1 1 1 0 1 1 1 0 1 1 0 1 1 0 1 1 0 1 1 0 1442 A-42 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 2043 A-43 1 1 1 1 1 1 0 1 1 1 1 1 1 1 1 1 1 1 1 1 1944 A-44 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1945 A-45 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 2046 A-46 0 1 0 1 0 1 1 1 1 1 1 0 1 1 1 1 1 1 1 1 1647 A-47 1 1 1 1 1 1 0 1 1 1 1 0 1 1 1 1 1 1 1 1 18

847

TotalScore

Score per Item

Appendix 8

StudentsCode

No


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The Score of the Test in the Third Activity

1 2 3 4 5 6 7 8 9 101 A-01 1 1 0 1 1 1 0 1 1 1 8 80%2 A-02 1 1 1 1 1 1 1 1 1 1 10 100%3 A-03 1 1 1 1 1 1 1 1 1 1 10 100%4 A-04 0 1 0 1 0 1 1 1 1 1 7 70%5 A-05 0 1 1 1 1 1 1 1 1 1 9 90%6 A-06 1 1 1 1 1 1 1 1 1 0 9 90%7 A-07 1 1 1 1 1 1 1 1 0 1 9 90%8 A-08 1 1 1 1 1 1 1 1 1 1 10 100%9 A-09 1 1 1 1 1 1 1 1 1 1 10 100%

10 A-10 1 1 1 1 1 1 1 1 1 1 10 100%11 A-11 1 1 1 1 1 1 1 1 0 1 9 90%

12 A-12 1 1 1 1 1 1 1 1 1 1 10 100%13 A-13 1 1 1 1 1 1 1 1 1 1 10 100%14 A-14 0 1 1 1 1 1 1 1 1 1 9 90%15 A-15 1 1 1 1 1 1 1 1 0 0 8 80%16 A-16 1 1 1 1 1 1 0 1 0 1 8 80%17 A-17 1 1 0 1 1 1 0 1 1 1 8 80%18 A-18 1 1 1 0 1 1 1 1 1 1 9 90%19 A-19 1 1 1 1 1 1 1 1 1 1 10 100%20 A-20 1 1 1 1 1 1 1 1 1 1 10 100%21 A-21 1 1 1 1 1 1 1 1 1 1 10 100%22 A-22 1 1 1 1 1 1 1 1 1 1 10 100%23 A-23 1 0 1 1 0 1 1 1 1 1 8 80%24 A-24 1 1 1 1 1 1 1 1 1 1 10 100%25 A-25 1 1 1 1 1 1 1 1 1 1 10 100%26 A-26 1 1 1 1 1 1 1 1 1 1 10 100%27 A-27 1 1 1 1 1 1 0 1 1 1 9 90%28 A-28 0 1 1 1 1 1 0 1 1 1 8 80%29 A-29 1 1 1 1 1 1 1 1 1 1 10 100%30 A-30 1 1 1 1 1 1 1 1 1 1 10 100%31 A-31 1 1 1 1 1 1 1 1 1 1 10 100%32 A-32 1 1 1 1 1 1 1 1 1 1 10 100%33 A-33 1 1 1 1 1 1 1 1 1 1 10 100%34 A-34 1 1 1 1 1 0 1 1 1 0 8 80%

35 A-35 1 1 1 0 1 1 1 0 1 1 8 80%36 A-36 1 1 1 0 1 0 1 1 1 1 8 80%37 A-37 1 1 1 1 1 1 1 0 1 1 9 90%38 A-38 1 1 1 1 1 1 1 1 1 1 10 100%39 A-39 1 1 1 1 1 1 1 1 1 1 10 100%40 A-40 1 1 1 0 1 1 1 1 1 1 9 90%41 A-41 1 1 1 0 1 1 1 0 1 1 8 80%42 A-42 1 1 1 1 1 1 1 1 1 1 10 100%43 A-43 1 1 1 1 1 1 0 1 1 1 9 90%44 A-44 1 1 1 0 1 1 1 1 1 1 9 90%45 A-45 1 1 1 1 1 1 1 1 1 1 10 100%46 A-46 1 1 1 1 1 1 1 1 1 1 10 100%47 A-47 1 1 1 1 1 1 0 1 1 1 9 90%

435 4350%

TotalScore

%Score per Item

Ap pen dix 9

No Students

Code


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The Score of the Test in the Fourth Activity

1 2 3 4 5 6 7 8 9 101 A-01 1 1 0 1 1 1 0 1 1 1 8 80%2 A-02 1 1 1 1 1 1 1 1 1 1 10 100%3 A-03 1 1 1 1 1 1 1 1 1 1 10 100%4 A-04 0 1 1 1 1 1 1 1 1 1 9 90%5 A-05 1 1 1 1 1 1 1 1 1 1 10 100%6 A-06 1 1 1 1 1 1 1 1 1 1 10 100%7 A-07 1 1 1 1 1 1 1 1 1 1 10 100%8 A-08 1 1 1 1 1 1 1 1 0 1 9 90%9 A-09 1 1 1 1 1 1 1 1 1 1 10 100%

10 A-10 1 1 1 1 1 1 1 1 1 1 10 100%11 A-11 1 1 1 1 1 1 1 1 0 1 9 90%

12 A-12 1 1 1 1 1 1 1 1 0 1 9 90%13 A-13 1 1 1 1 1 1 1 1 1 1 10 100%14 A-14 0 1 1 1 1 1 1 1 1 1 9 90%15 A-15 1 1 1 1 1 1 1 1 1 0 9 90%16 A-16 1 1 1 1 1 1 0 1 0 1 8 80%17 A-17 1 1 0 1 1 1 0 1 1 1 8 80%18 A-18 1 1 1 0 1 1 1 1 1 1 9 90%19 A-19 1 1 1 1 1 1 1 1 1 1 10 100%20 A-20 1 1 1 1 1 1 1 1 1 1 10 100%21 A-21 1 1 1 1 1 1 1 1 1 1 10 100%22 A-22 1 1 1 1 1 1 0 1 0 1 8 80%23 A-23 1 1 1 1 1 1 1 1 1 1 10 100%24 A-24 1 1 1 1 1 1 1 1 1 1 10 100%25 A-25 1 1 1 1 1 1 1 1 1 1 10 100%26 A-26 1 1 1 1 1 1 1 1 1 1 10 100%27 A-27 1 1 1 1 1 1 0 1 1 1 9 90%28 A-28 0 1 1 1 1 1 0 1 1 1 8 80%29 A-29 1 1 1 1 1 1 1 1 1 1 10 100%30 A-30 1 1 1 1 1 1 1 1 1 1 10 100%31 A-31 1 1 1 1 1 1 1 1 1 1 10 100%32 A-32 1 1 1 1 1 1 1 1 1 1 10 100%33 A-33 1 1 1 1 1 1 1 1 1 1 10 100%34 A-34 1 1 1 1 1 1 1 1 1 0 9 90%

35 A-35 1 1 1 1 1 1 1 0 1 1 9 80%36 A-36 1 1 1 0 1 0 1 1 1 1 8 80%37 A-37 1 1 1 1 1 1 1 0 1 1 9 90%38 A-38 1 1 1 1 1 1 1 1 1 1 10 100%39 A-39 1 1 1 1 1 1 1 1 1 1 10 100%40 A-40 1 1 1 1 1 1 1 1 1 1 10 100%41 A-41 1 1 1 1 1 1 1 0 1 1 9 90%42 A-42 1 1 1 1 1 1 1 1 1 1 10 100%43 A-43 1 1 1 1 1 1 0 1 1 1 9 90%44 A-44 1 1 1 0 1 1 1 1 1 1 9 90%45 A-45 1 1 1 1 1 1 1 1 1 1 10 100%46 A-46 1 1 1 1 1 1 1 1 1 1 10 100%47 A-47 1 1 1 1 1 1 0 1 1 1 9 90%

443 4430%

TotalScore

%

Ap pen dix 10

No Students

CodeScore per Item


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

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 1 A-01 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 0 0 1 1 1 1 0 0 1 1 1 0 0 1 1 12 A-02 1 1 0 0 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 1 1 1 1 1 1 1 1 1 1 1 1 13 A-03 1 1 1 1 1 1 1 1 1 0 1 1 0 1 0 1 1 1 1 0 1 1 1 1 1 1 0 1 1 0 1 0 14 A-04 0 1 1 1 1 0 1 1 0 1 0 1 1 0 1 1 0 1 1 0 1 1 1 1 0 1 1 1 1 0 1 0 15 A-05 1 0 0 1 0 1 0 1 0 0 0 1 0 1 0 1 0 1 1 0 1 1 1 1 1 1 1 1 1 1 1 1 16 A-06 1 1 1 1 1 1 0 0 1 1 0 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 17 A-07 1 1 1 1 1 1 1 1 1 1 1 1 1 0 0 0 0 0 1 1 0 1 1 0 1 1 0 1 1 1 1 1 18 A-08 1 1 1 1 0 1 0 1 1 1 0 1 1 1 1 1 1 1 1 1 0 1 1 1

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