CHAPTER I INTRODUCTION

In this chapter, the writer divides the chapter into eight parts; they are background of the study, identification of the problem, limitation of the problem, formulation of the problem, objective of the research, significant of the study, review of the previous research, and research paper organization.

A.

Background of the Study English is an international language, which is used by many people all over the world to communicate among nations either in spoken and written interaction. 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, English is not only taught at Junior High School, Senior High School and Vocational School, but also at Elementary School as a local content. English is likely strange for the students in elementary school. According to Piagets theory, a child at the age of 7-12 is always interested to organize and know new words. The teaching and learning process in elementary school has been emphasized on the vocabulary and instruction of simple patterns of sentences. In mastering language, the learners must studies hard, especially in learning vocabulary.

Vocabulary is the central of language teaching and learning. It plays an important role in the four language skills. Cameron (2001:72) states that building up useful vocabulary is the central to learning of a foreign language at primary level. It is fact that the teaching vocabulary is a significant factor in the language teaching. By mastering the words correctly students can avoid misunderstanding among others. It gives contribution to the learners to perform or practice their skills better, beside that by mastering the vocabulary, the learners will able to produce so many sentences easily either in spoken or written one. 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. Vocabulary must be taught from elementary level to give more times to learn English. Teaching vocabulary for elementary school needs an appropriate method. The students shall know not only the words but also the spelling and the pronunciation. To teach them teacher shall create various teaching techniques will help young learners feel amusing in learning situation. Picture, Song, Cartoon films, outside activities and cartoon picture can be new technique in teaching vocabulary for them. It is a fact that there are still many English teachers of Elementary School who are very reluctant in creating interesting technique for teaching English to the students. Based on the writers observation done on April 18th, 2011 and on April 25th, 2011, SD N Sumbergiri , the writer found that

the teacher was not able to attract the students interest because she did not use media only used conventional method that could not make the students active in the learning process. The teacher is reluctant to use impressive and interesting educational media. She still focuses only on the text book. The teacher teaches her students in a passive way. The students only sit and listen well to the teacher and then they follow the teachers instruction. In learning vocabulary the students may face various problems. Various problems can appear because learning vocabulary is collecting the individual items, so the students need to have good memorization to master vocabulary. Such problems also appear in SDN Sumbergiri, Ponjong, Gunungkidul they are: difficulties in memorizing new vocabulary, difficulty to pronounce the word correctly, and difficulty to write those words in correct spelling. Cartoon films are included in video and audio visual media which can be used in a teaching learning activity. Cartoon film as educational media have benefit in the instructional process, especially, in providing illustration to explain/inform messages or lesson materials. Cartoon film can also attract students attention, so make the students motivation in learning English increase. Beside that cartoon medium is exploited in accordance with the lesson materials which are being taught, so that cartoons will be able to be understood quickly when they are used.

B.

Identification of the Problem From the background above, there are some factors which have to be considered and identified effort to increase the result of English teaching and learning in Indonesia. The factors are such as teachers, students, methods, material, condition of school, and media. First, the English teacher is less creative in transferring the knowledge to the students. Second is the Students educational background affects their intelligence. Many students lack of vocabulary mastery, which is far from standard. Event there are o many students who are lazy to improve their vocabulary mastery and they could not keep vocabulary they have long in their mind, so being forgetful fast. Third is the method, sometimes the application of the learning method is not suitable and not base on the condition of the students. Fourth are the materials which cannot be accomplished completely. Fifth is the condition of the school. Which lack of activities, can affect the reach of instructional. Media as one of the important component in the teaching learning process are needed by the teacher to present his or her material in the classroom, more effectively and more interestingly. However, a good or bad class activity will only depend on how teacher selects the appropriate media to be used for his or for her material. Tarigan (1986:240) argues that the process of language teaching in the classroom is always involving some important components such as objectives, teaches, students, methods,

media, materials, and evaluation. It means that the use of media is very important. There are some problems of vocabulary learning in the elementary school. One of which the students are not enthusiastic in learning English language in classroom activities, thus causing the students do not have adequate vocabulary Cartoon film is seen as the elements which are able to help the teacher to get the students interest and attention. Cartoon films are proposed to become the alternative technique in learning English to young learners because of essential aspects of fun, interesting and attractive.

C.

Limitation of the Study The researcher realizes that there are many techniques to teach vocabulary, but in this study, the researcher focuses on improving students vocabulary mastery by using cartoon films, the result of teaching-learning process and the strengths and weaknesses of teaching vocabulary through cartoon film. However, this research will be held at the fifth years of SD N Sumbergiri, Ponjong, Gunungkidul. The location of SD N Sumbergiri is on Koripan II, Sumbergiri, Ponjong, Gunungkidul.

D.

Formulation of the Problem The writer formulation of the problem as follows: 1. How is the students response in learning English through cartoon films? 2. 3. How is the improvement the vocabulary mastery through cartoon films? How is the students motivation in learning vocabulary through cartoon films?

E.

Objective of the Study In relation to the formulation above, the researcher has four objectives of the study, they are: 1. to find out the students response in learning English through cartoon films. 2. to describe the students vocabulary improvement trough cartoon films. 3. to describe the students motivation in learning vocabulary through cartoon films.

F.

Signification of the Study The writer really hopes that this research has some benefits to the writer himself and the reader as general. The benefits of the study are as follows:

1. Scientific significance Hopefully this research gives advantageous for the development of science, especially in teaching. 2. Practical significance
a. To the teacher

This study can be used by the teachers to provide a better technique for teaching vocabulary in elementary school.
b.

To the students Students of elementary school will be more motivated to study English by using cartoon films media.

G.

Presentation

The writer is going to organize this research paper in order to make it easier for the readers to understand. The following shows the content covered in this research chapter I is introduction. This chapter describes the background of the study, identification of the problem, limitation of the study, formulation of the problem, objective of the study, signification of the study and presentation. Chapter II presents underlying theory. It covers review of related literature review, the teaching English to young learners, the nature of vocabulary, and the nature of cartoon film.

Chapter III discusses research method. It covers research type subject of the research, the procedures in action research, setting, indicator, data collecting method, and data analyzing technique. Chapter IV is the result of the study. In this chapter, the researcher presents about discussion and research findings which consist of Reconnaissance Process, Action Research, and discussion. .Chapter V deals with conclusion and suggestion.

CHAPTER II REVIEW OF RELATED LITERATURE

This chapter concerns with some basic theories related to the study. These have been used to determine the research, the data collection and data analyses during the study. This chapter consists of three sections. First, Teaching English to Young Learners, second The Nature of Vocabulary, and third The Nature of Cartoon Film. The researcher expects that this study will give the readers a wider or further understanding about this thesis.

A.

Teaching English to Young Learners 1. Characteristics of Young Learners Elementary school students are categorized as young learners that have different characteristic from adult learners. They usually consist of students at the age of 6 to 12 years old, where the element of fun becomes a part of their world. To give further comprehension about them, Harmer (2001:38) states some general characteristics of children, as follows: a. b. c. They respond to meaning even if they do not understand the words. They often learn indirectly than directly. Their understanding comes not just from the explanation, but also from what they see and hear and crucially have a chance to touch and interact with.

d.

They generally display an enthusiasm for learning and curiosity about the world around them.

e.

They have a need for individual attention and approval from their teacher.

f.

They are keen on talking about themselves and responding well to learning that use themselves and their own lives as main topic in the classroom.

g.

They have limited attention span, unless activities are extremely engaging can make them easily getting bored, losing interaction after 10 minutes or so. Based on the points stated by Hammer above, the researcher

assumed that Elementary school students are very enthusiastic in finding out, understanding and learning everything. It seems that they like learning something that involves a new thing and the elements of fun such watching the cartoon films, where they can laugh, and feel happy during the class and the most important thing that they can enjoy and absorb the sense of the lesson.

2.

Theories of Teaching English to Young Learners Learning and teaching are related one another. The process of teaching is all efforts to construct opportunities for learning and to help learners take advantage of learning (Cameron, 2001: 242). Richard and Nunan (1999:103) say that teaching is the first and foremost a helping profession which depends on relationship created between the teacher

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and the learner. It is crucial therefore, to determine within that relationship such a determination depend on number of variables: the purpose of help (its objectives), the particular object in which the help is being offered, and the interaction that makes up the process of offering and receiving it Meanwhile Brown (2007:7) also says similar argument that teaching is showing or helping someone to learn how to do something, giving instruction, guiding the study something, providing with knowledge and causing to know and understand. In addition, Brown (2007: 7) states that teaching cannot be defined a part of teaching. Teaching is guiding and facilitating, enabling the learner to learn, setting that condition for learning. In the other hand teaching is the process to make someone know and understand about something. In the teaching and learning process, each child can learn better than other in different ways. They have their own profile of metacognitive ability. In relation to teaching English vocabulary for children, Hatch and Brown in Cameron (2001:84) describe five essential steps in vocabulary learning based on research into learners strategies: a. b. Having sources for encountering new words; Getting a clear image, whether visual or auditory or both, for the forms of the new words;

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c. d.

Learning the meaning of the words; Making a strong memory connection between the forms and meaning of the words;

e.

Using the words. Naturally, young learners still depend on the teacher in the

classroom. The teachers role is source of guidance and help. However, if learners become active participants, they need to be independent and autonomous in doing the tasks (mel.williams@poston.co.uk). So, it is possible for the teacher to develop pair and group works in the classroom. Student can develop their own ability by themselves. Cameron (2001:20) says that children learn in social context. Learning to do things and learning to drink are both helped by interacting with an adult. It is strengthen by Burner that interaction between children and adults can help them to solve problems in learning (Cameron, 2001: 8). Similarly, Piaget in Abe (1991) also says that active interaction of the learners with the physical and social environment is also significant factors especially between studentstudent and also student-teacher. Furthermore, Hedulson (1991) comments that language acquisition occurs through social interaction and through having to use the language with other in authentic communication settings. She adds that acquisition occurs through learners and concludes how the language works. So, learners needs opportunities to use and to experiment with

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the new language through talk with each other and will get language input from others. Adults can help children in communication. Cameron (2001:190 says that children will try to find and construct meaning and purpose for what adults say to them and ask them to do. They can guess the meaning from their background knowledge which is limited and partial. Meanwhile, Zone of Proximal Development of Vygotsky (1990) also explains that children have to learn in social context. Cameron (2001: 20) supports this by saying that in both language and cognitive development, the ZPD or immediate potential of the child is central importance for effective learning. Therefore, she describes that routines and scaffolding are two types of language-using strategies that seems to be especially helpful in making space for childrens growth. New language need is used between student-student or student-teacher.

B.

The Nature of Vocabulary 1. Definition of vocabulary The most important thing in learning language, especially English, is learning vocabulary. According to Richard (2001: 4), vocabulary is one of the most obvious components of language. Vocabulary is the core component of language proficiency and provides much of the basic for how well learners speak, listen, read, and write (Richard and Renandya, 2002:255).

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Caroline (2005:121) says that vocabulary is the collection of words that an individual knows. Without vocabulary we can not speak, write, and understand what we are reading and listening. Mastering vocabulary is a basic matter in learning a foreign language. Cameron (1990:72) also state s that vocabulary: a. The central to the learning of a foreign language at primary level. b. Learning word, a list of word with their, meanings. c. All the word known to a person or used in particular book subject In addition Cameron (2001: 7) says that words do have a special significance for children learning a new language. The word is recognizable linguistics unit for children in the first language and so they will notice words in the new language. Thornbury (2002: 2) states that learning the vocabulary of second language presents the learner with the following challenges: a. Making the correct connection, when understanding the second language, between the form and the meaning of words (e.g. mouthfeel, grippy), including discriminating the meanings of closely related words (e.g. lush, and plush) b. When producing language, using the correct form of a word for the meaning intended (i.e. nose not noise) to meet these challenges the learners need to: a. Acquired a critical mass of words for use in both understanding and producing language

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b. Remember words over time, and be able to recall them readily c. Develop strategies for coping with gaps in word knowledge, including coping with unknown words, or unfamiliar uses of known words.

2.

Vocabulary Learning in English as a Foreign Language Learning a second language is more than learning a description of it because it is not only learning its skills but also learning aspects. According to Celce and Murica (2001: 285), vocabulary learning is central to language acquisition whether the language is first, second of foreign. Cameron (2001:73) states that vocabulary development is about learning words but it is about much more than that. McCarten (2002: 21) state that learning vocabulary is largely about remembering, and students generally need to see, say, and write newly learned words many times before they can be said to have learned them. Teaching vocabulary is very important introduced for children, because the children are active learners and thinker, constructing his or her own knowledge from working his object or ideas (Cameron, 2001:4) Realizing that knowledge of vocabulary is very important, learners have to pay a greater attention to the vocabulary learning. The teacher also must have a good effective and efficient method or strategy and

15

also the teaching media in order to make the vocabulary learning successful. In relation to teaching English vocabulary for children, Hatch and Brown in Cameron (2001:84) describe five essential steps in vocabulary learning based on research into learners strategies: a. b. Having sources for encountering new words; Getting a clear image, whether visual or auditory or both, for the forms of the new words; c. d. Learning the meaning of the words; Making a strong memory connection between the forms and meaning of the words; e. Using the words. According to Cameron (2001:78) says that conceptual knowledge grows as children experience more and more of the world in their daily lives. There are also maturational factors that seem to affect the nature of conceptual knowledge about first language vocabulary at different ages, and that can be expected to have knocked on effect for foreign language learning.

3.

The Technique of Teaching Vocabulary An English teacher has to know various techniques of presenting the vocabulary in that the student can understand what she/he expects them to do. The techniques function not only to assist the students to

16

grasp the meaning of new word easily, but also make the variation of teaching in order to avoid the passive class. Sugeng (1997: 91) states that a technique is a detailed description of actions that the learners and teacher do in a classroom interaction session. A technique contains the steps and actions that really happened in a classroom. There are some techniques for teaching vocabulary based on Harmer (2001:155): a. Demonstration The teacher demonstrates the language from where the teacher wants the students to study by offering them which is shown the language in action. b. Explanation The teacher explains the contraction of language in diagram using board or OHP. c. Discovery The students can be encouraged to understand new language from by discovering them in text or by looking at grammatical evidence in order to work out a grammar rule. d. Check question The teacher can check question to see if the students have understood the meaning and use.

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e. Presentation The teacher shows then things and does not present the word to the students. For example picture video and also use the mime, action and gesture to presenting to words.

In addition Nation in Cameron (2001: 85) says that there are some listed basic techniques by which teacher can explain the meaning of the new words, all of new which can be used in young learners classroom: a. b. c. d. e. f. g. h. Using an object Using a cut-out figure Using gesture Performing an action Photographs Drawings or diagrams on the board Pictures from books These we might add moving image, from TV, video, or computer By verbal explanation i. j. Analytical definition (as in the teachers description of a protector) Putting the new word in a defining context (e.g. an ambulance takes sick people to hospital) k. Translating into another language.

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4. The Principles of Teaching Vocabulary Recognizing what students need in learning is necessary for a teacher. The process of transferring knowledge will not simply succeed if he cannot see his students learning absorbing capability toward the material taught and the teaching portion should be given to. It is going to be harder for a teacher to teach young learners than adult, it is because of their character. Involving many theories are not a good idea; I believe, this will not maximally work on them and even bore the pupils. That is a reason; the teaching process must have principles as a reference. To avoid errors in teaching young learner, A good teacher should have a set of guiding principles that can be applied in a variety of teaching and learning situation. Nunan (1992: 135) mentions some principles in teaching vocabulary: a. Focus on the most useful vocabulary first. Teacher should focus on the most useful vocabulary that every English learner needs whether they use language for listening, reading, or writing, or whether they use the language in formal and informal situation. It depends on the goals of the learning. b. Focus on the vocabulary in the most appropriate way. Teacher should focus on how students should be taught and learned. A teacher should be able to differ the way they treat high frequency words from the way they treat low frequency words.

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c.

Give attention to the high frequency words. High frequency vocabulary should be met and used in communication. It should also be fluently accessible for receptive and productive use.

d.

Encourage learners to reflect on and take responsibility for learning. Learners should be responsible for their own learning. Taking this responsibility requires knowledge of what to learn and the range of options for learning vocabulary, skill in choosing the best options, and the ability to monitor and evaluate progress with those options.

C.

The Nature of Cartoon Film 1. Cartoon Films as the Teaching Media Teaching is a process of communication. It has to be created through the way of teaching and exchanging the message or information by every teacher and student. The message can be knowledge, skills, ideas, experiences, and many others. Through the process of communication, the people can receive the message or information. To avoid misunderstanding in the process of communication, media are needed in the process of teaching. Media play an important role in a teaching and learning process. Media are needed to reach the objectives of teaching-learning process. As a teacher, we should use various media or teaching aids in giving the

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material to the students as stated by Harmer (2001: 134) that as a language teacher, we use a variety of teaching aids to explain language meaning and construction, engage students in a topic or as the basis of a whole activity. According to Gerlach and Elly (1980: 241), a medium is any person, material, or event that establishes conditions which enable learners or students to acquire knowledge, skills, and attitudes. In addition, Brown (1977: 2-3), defines media as the tools or the physical things used by a teacher to facilitate the instruction. From the definitions above, the writer makes a conclusion that media are the tools, materials, or events that establish conditions used by a teacher to facilitate the instruction to acquire knowledge, skill and attitudes, and engage the learners in a topic or as the basis of a whole activity. The teachers creativity in using media will increase the probability that students will learn more and the knowledge will retain better in their mind. There are many media that can be used in a teaching-learning process. Brown et all (1977:76), states that there are six principles of media selection: a. Content Do the media (i.e. comic book) have significant relation with the lesson? The choice of certain media must be conformed to the lesson (message) that will be given to the students.

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b.

Purposes The use of the visual aids should contribute to the teaching and learning process significantly. It means that the media can facilitate the teaching-learning process.

c.

Price Before buying certain visual aids, a teacher should consider whether the cost or money spent is accordance with the educational result derived from its use.

d.

Circumstance of use In choosing a visual aid, a teacher should take into account the environment (school) where he/she teaches. He/she should think whether the aid would function effectively in that environment.

e.

Learners verification A teacher should think whether the aid has been tested to certain students. He/she should consider if the tested are similar to the students whom he/she teaches.

f.

Validation A teacher must think whether there are data providing that the students learnt accurately through the use of aid.

From the explanation above, it should be better if the teacher follows all the principles, so that the teaching and learning process can run normally and the goal of the teaching-learning process can be

22

reached. Generally, the kinds of media in the classroom are divided into three kinds: visual aids, audio aids, and audio visual aids. The teaching aid used by the writer in the research is cartoon film that belongs to audiovisual aids.

2.

The Definition of Cartoon Film Cartoon is always associated with kids. Basically, cartoon is entertainment for kids, but nowadays the adults are familiar with this term since some cartoon movies are made for the adults. There are many opinions about cartoon. Poulson says that basically a cartoon is a form of media where, using animation, characters are shown with simplified features, but still maintaining an ability to recognize (www.cwrl.utexas.edu/poulson) Wittich and Schuller (1962: 135) say that cartoon is pictorial representation or caricature of a person, idea, situation that is designed to influence public opinion. While cartoon definition stated in Oxford American Word Power Dictionary (1998) is a movie or television program that tells a story by using moving drawings instead of real people and places. According to some definitions above, it can be concluded that cartoon is a form of media as the representation of mans character, mans idea, and certain situation by using drawings instead of real people and places. .

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3.

The Advantages of Cartoon Films in Language Teaching Cartoon films as audiovisual media have significant advantages in teaching learning process especially in language teaching. Since it interesting and has purposive communication as stated by Kemp (1963: 3), when such audiovisual materials as slides, filmstrips, overhead transparencies, and motion pictures (film) are carefully prepared they can: a. b. c. d. e. f. g. Increase understanding Add interest to a subject Lengthen the memory of information Teach a skill effectively Contribute to a desirable attitude Stimulate people to action Offer experiences not easily obtained in other ways

Cartoon, according to Wittich and Schuller (1953: 138), elicits great interest, builds confidence. The humor in cartoon has great stimulate benefit, even for students with limited ability. Based on the statements above, it can be concluded that cartoon films give important benefits to the students, in this case building their motivation and interest in learning English vocabulary.

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CHAPTER III RESEARCH METHOD

In this chapter, the researcher would present with the research method, which was important as a guideline to attain the objectivity of the study. It provided with research type, the procedure in action research, subject of the research, setting, indicator, data collecting method, and data analyzing technique, will be mentioned as follows:

A.

Research Type This study is grouped into a class action research. It tries to improve aspects of teaching (Harmer, 2002: 344). The researcher involved collaboration and cooperation between the English teacher and the students. The researcher, the teacher and the students work together to apply cartoon film in teaching and learning to improve the student vocabulary mastery. There are two categories of data, namely quantitative and qualitative. According to Koshy (2005:86) qualitative data can be measured and represented by numbers. When the researcher handles large amounts of data for example test by results, it is necessary to analyze them using statistical method. Gall (2003: 579) described action research in education is a form of applied research whose primary purpose is the improvement of an educational professionals own practice. We use the term action research to

25

include what is sometimes called practitioner research, teacher research, insider research, and (usually when carried out by teacher educators on their own practice) self study research. Teacher conducts much of the action research in education In summary, the class action research is a study that needs practical concerns to solve the problems. It is a simply form self-reflection of the subject of the research toward the action given. Action research is different to other researches because in the action research, the researcher could greater self-knowledge, fulfillment, and professional awareness among practitioners. Here are the characteristics of action research according to Elliot as quoted by Mc Kernan (1998:31) : 1. 2. 3. 4. It examines problems, which are deemed problematic by practitioners. These problems are deemed solvable. Such problems require a practical response. Action research suspends a full definition of the situation until exploratory research is undertaken. 5. 6. The goal is to deepen the researchers understanding of the problem. Action research uses case study methodology in an attempt to tell a story about what is going on and how events hang together. 7. The case study is reported in terms of the perceptions and beliefs of those setting- teachers, children, etc. 8. Action research uses the language of everyday discourse employed by the participants.

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9.

Action research can only be validated in unconstrained dialogue by the participants.

10. There must be a free flow of information within support groups and between actors in the project.

B.

The Procedures in Action Research Kemmis and Mc Taggart in Burns (1999:32) explain that action research occurs through a dynamic and complementary process, which consists of four essential moments: planning, action, observation and reflection. These moments are the fundamental steps in a spiraling process. Each step is explained as follows:

1. Planning Before implementing the action, the researcher needed to make general plan. At this stage the researcher prepared equipments needed in doing the action in order to improve the students vocabulary mastery. 2. Action Action is act to implement the plan. The researcher does the planning which had been made. The researcher carried out the lesson plans the researcher had made. In this research, the researcher used cartoon films in teaching and learning process in order to improve students vocabulary mastery.

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3. Observation Observation is a step where the researcher observes the effects of the critically informed action in the context in which it occurs. The researcher observes all activities happening in the classroom and make notes related to the process of teaching and learning. The researcher does observation during teaching and learning process. 4. Reflection Reflection is a step to reflect the effects of the action as the basis for further planning. Reflecting is needed as the basis for further planning. In this step the researcher reflects what he has done through a succession of stages. The spiral model can be illustrated as follows:

Action Research Spiral (Kemmis & McTaggart)

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C.

Subject of the Research The subjects of this research are the students in SD N Sumbergiri. SD N Sumbergiri is one of the Elementary School in the Gunungkidul. It is located in Koripan II, Sumbergiri, Ponjong, Gunungkidul and it has six classes. This research is carry out in the class 5 in the academic year of 2010/2011. The number of this class is eighteen.

D.

Setting 1. Curricular Setting To find the information about the position of English in the school, the researcher met the English teacher and the principle. The school uses curriculum based competency. English is a local content subject. The school has been teaching English since 2002 from grade 1 to grade 6. In the teaching and learning process, the teacher used some books which were related to the curriculum. Then, the students had only one book which is recommended by English teacher. 2. Instructional Setting The research took place in SD Negeri Sumbergiri, it is located in Koripan II, Sumbergiri, Ponjong, Gunungkidul, Yogyakarta. The researcher obtained some information of the school from the observation on April 18th, 2011 and on April 25th, 2011. The class consists of 11 female and 7 male.

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E.

Indicator of the Research The result of this class action was achieved if fulfills the following indicators: 1. The use of cartoons as a medium is an effective strategy to teach vocabulary, in this case is showed by an increase in the score obtained by the students and also the increased the students activities in the class. 2. In this school, the English teacher decides the passing grade for English lesson was score 65, so the students at the end of this study have to reach the score over the passing grade about 80% the students

F.

Data Collecting Method In this research, the writer uses techniques of collecting the qualitative and quantitative data. The techniques of collecting data used are observation, interview, photos, field note, questionnaire and tests. In detail, the techniques of collecting data are as follows: 1. Qualitative Data The qualitative data in this research was collected by using some techniques including: a. Observation The observer observed and took notes of all that happened before and during the implementation of cartoon films in the classroom. There were some aspects which were observed, namely: class situation, students behavior, teacher technique in delivering the materials and students response when they were given the
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materials. The observation was aimed to know the situation of the teaching learning process when the media was used. b. Interview According to Ary (1997: 174) there are two types of interview, they are structured and unstructured interview. 1) In structured interview the question and alternative answers permitted to subject are predetermined and are rigidly followed with all respondents. The advantages of this structured interview are that it is standardized and therefore the answer can be easily classified and analyzed. 2) Unstructured interview are more formal, free questionnaire of the subject is possible regarding the views, attitude, and other information. Such interviews are flexible and usually planned to suit the subject and the condition within which the interview take place. The researchers use both types of interview, this technique was held at the beginning and in the every cycle of the research to know the students and the teachers view of the teaching-learning process. The interviews were conducted to teacher and students. c. Field notes The field notes in this study was used to know the activities during the teaching learning process, such as how the teacher carried out the material and the students response. In using field

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notes, the writer systematically kept notes of the classroom, for example; 1) Students participation. In this study, the writer analyzed the students participation in the teaching learning activities by using cartoon film, whether they followed all the activities or perhaps they only followed some of the activities. 2) Students interest and motivation In doing this study, the writer took notes of the students interest and motivation in learning English by using cartoon film. If the students enjoyed the activities and liked to the cartoon film given, the writer concluded that the students were interested and motivated in learning English by using songs. d. Photos In this research photographs were taken while the actions are implemented. Photographs were used to show the activity done by the students in the class during pronunciation practice. e. Questionnaire According to Hadi (1990), questionnaire can be classified into two types. They are direct questionnaire and indirect questionnaire. The explanations of two types are as follows;

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1) Direct questionnaire is distributed directly to the respondent or informant. themselves. 2) Indirect questionnaire is the questionnaire distributed to other people who know about the questionnaire problem, not to the object of research. In this study, the writers use the first types questionnaire, because in this case the informants are 18 students in class five at Elementary School who should answer the question by themselves. That questionnaire contains of 5 items. Questionnaire is given after the teacher taught the students through cartoon films. It is given to know whether they found difficulty in doing the cartoon or not, whether they like the cartoon films or not. The questioner guide can be seen in appendix. The respondents answer the question by

2.

Quantitative Data The quantitative data were collected by using tests. The tests are given three times: in the beginning of the research and in the end of each cycle. These tests are conducted to measure the students vocabulary mastery improvement. Then the pos test result is compared to the students score before the actions are implemented. After the data are taken from the documents (field notes, and interview notes) and they are supported by the score that is found from

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the tests, the writer can find the improvement of the students vocabulary mastery after they watch cartoon films. Table 3.1 Table of Collecting Data Steps of the research Pre research Participants Researcher Students Teacher Techniques of collecting Test Observation Interview Data Scores Field notes Techniques of analysis Triangulation analysis method and quantitative analysis Triangulation analysis method and quantitative analysis

Implement ation

Researcher Students Teachers

Observation Photograp hs Diary Students Document Answer Test sheet Diaries Teaching and learning process Students achieveme nt in vocabular y mastery Students motivatio n

Result discussion

Researcher

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G.

Data Analyzing Technique Data analysis refers to sifting, organizing summarizing, and synthesizing the data so as to arrive at the result and conclusion of the research. Thus data analysis becomes the product of all the considerations involved in the design and planning of the research (Seliger, 1989: 2001). In this study the researcher collected qualitative and quantitative data to support this research. 1. Qualitative Data To analyze qualitative data, the writer uses triangulation method. Triangulation is an approach to research that uses a combination of more than one research strategy in single investigation. The data will be analyzed collaboratively the partner, the partner here is English teacher. The analysis involves the success, failure, and obstruction founded during the research was conducted. According to this analysis started from planning, acting, observing, and reflecting, the researcher knows whether the procedure of the learning vocabulary through cartoon films that has been conducted has success or not.

2.

Quantitative Data Moreover, the quantitative data gained from the tests support the qualitative data. The results of the tests (pre-test and post-test) are analyzed. Then, the students pre test and post test scores are

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presented in the form of mean scores. The mean of the pre-test scores and post-test scores are used to analyze the teaching learning process. It is done to compose the students vocabulary mastery before and after the implementation of the research. The mean score formula is as follows: The formulation of mean is: M X N F

: The average score of the subjects : The total scores : The number of the subjects : Frequency

In this school, the English teacher decides the passing grade for English lesson is score 65, the teacher decides the passing grade by giving point in every criteria namely very good, good, sufficient, low, and very low. In this research the researcher also made percentage based on these criteria. Table 3.2 The Characterization of Students Achievement Score Based on the Passing Grade. Score >83 65-83 44-64 23-43 <23 Category Very Good Good Average Low Very Low

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