THE USE OF DORA THE EXPLORER CARTOON

MOVIE TO IMPROVE VOCABULARY MASTERY

(A Classroom Action Research on the Fourth Year Students
of SDN Selodoko I Kec. Ampel, Kab. Boyolali in Academic Year 2009/2010

THESIS
Submitted to the Board of Examiners as a Partial Fulfillment
Of the Requirements for the Degree of Sarjana Pendidikan Islam (S.Pd.I)
In English and Education Department

Arranged by:
YUNITA WIDYAWATI
11306091

ENGLISH DEPARTMENT OF EDUCATION FACULTY

STATE ISLAMIC STUDIES INSTITUTE (STAIN)
SALATIGA
2010

ABSTRACT
Yunita Widyawati : THE USE OF DORA THE EXPLORER CARTOON MOVIE
TO IMPROVE STUDENTS' VOCABULARY MASTERY(A Classroom
Action Research of Fourth Year Students of SD Negeri I Selodoko in
Academic Year of 2009/2010)
Teaching English in elementary school is introducing English as the first foreign
language to elementary school students in order to be able to communicate
simple English, So the teacher of elementary school should have appropriate
method in teaching English . This study is focused on the method of teaching
vocabulary by using of Dora the Explorer Cartoon Movie to improve students
vocabulary mastery. The method of research used in this study is action research.
From this study, Researcher could take the conclusion that there was a significant
difference between pre test and post test,The mean of post test is greater than the
mean of pre test both in cycle I and cycle II. In cycle I is 5,6 and cycle II is 7,6.
Both of them is greater than t-table with n =31 is 2, 04. The role of media is very
important to increasing achievement vocabulary mastery. Therefore, to help the
students to remember vocabulary and practice in learning language, So,they will
study vocabulary more easy and not bored in learning language .So,they
understand and memorize the lesson. It is one of solution to be used as
appropriate method in teaching learning proses.
Keyword :Vocabulary Mastey,Cartoon Movie, Elementary School.

CHAPTER I
INTRODUCTION

A. Background of Study
English is an international language which is used by many people in
the world to communicate among nations either in spoken and written. Thus, it
is not surprising that the teaching of English is carried out in many parts of the
world. Seeing that English is an international language, our government has
stipulated that English becomes the first foreign language in Indonesia. So,
English has been given more special attention. Nowadays, we can see that
English is not only taught at Junior High School, Senior High School and
Vocational School, but also at Elementary School as a local content. This is a
new step for the national education in Indonesia (Depdiknas, 2004:1).
The function of teaching English in Elementary School is to introduce
English as the first foreign language to Elementary School students in order to
be able to communicate in simple English, and then to motivate them to be
ready and self confident in learning English at higher level of education. The
material consists of spelling, listening, vocabulary, writing, reading and
functional skills as the basis to get simple language skill.
Vocabulary is one of the English components which has to be mastered
and acquired by students in learning new language (Allen, 1983:5). It gives
one reason for the emphasis on vocabulary in English learning.

Vocabulary is the central of language teaching and learning. It plays an

important role in the four language skills. It gives contribution to the learners
to perform or practice their skill better. It means that by mastering the
vocabulary, the learners will be able to produce so many sentences easily
either in spoken or written. It is impossible for the learners to perform their
English well if their vocabularies are very poor. They will find any difficulties
in expressing or mastering their language skills because of having too limited
vocabularies. Therefore, vocabulary mastery must be on the first priority in
English language teaching and learning. Without mastering the vocabulary, the
learners will be difficult to master the other language skills.
Nowadays, English has been introduced in elementary school
curriculum as the school locally content decision. There are many schools
which involve this subject as one of their local contents. Although it is taught
in elementary school, the students are expected to acquire language
competence including listening, speaking, reading and writing because the
general objective of teaching English in the elementary school is to prepare
students to have competitive value in this global era and to introduce English
at early ages.
The teaching of vocabulary in the elementary school is different with
teaching to adults, since students of elementary school have different
characteristic with adults. For example, when they feel bored with the class,
they will sleep during the class and ignore the lesson given by the teacher.

That is why teachers need to choose one of various techniques that are
best for students. According to Gerlach (1975:187), techniques are the ways
and means adopted by a teacher to direct the learners' activities toward an
objective. Techniques are the tools of the teacher. The effective teacher has a
multitude of techniques and must be prepared to select the one, which will be
efficient in leading the learners to the desired terminal behaviour. Techniques
are means for reaching an objective and can be part of expository or inquiry
approaches.
Notion (1997:243) states that a good vocabulary teaching technique
does the following things:
1. It interests the learners
2. It makes the learners give attention to the form, meaning or use of words
3. It gives chance for repetition.
Based on the principles above, the writer tries to contribute her idea to
the teaching of English. Later on, she hopes that it will be useful for her fellow
teachers. The writer wants to conduct an experiment on the use of movie
entitled Dora The Explorer as an alternatives technique to improve the
vocabulary mastery for the students. The elementary school students are given
something new and different from what they usually get in class. Through this
study, the writer wants to find out a new teaching technique to increase the
quality of English teaching process in elementary school.

That is why the writer would like to apply a new teaching methodology to
teach English in this school by using a cartoon movie entitled The Use Of
Dora The Explore Cartoon Movie To Improve Vocabulary Mastery
(Classroom Action Research of Fourth Year Students of SD Negeri I
Selodoko in Academic Year of 2009/2010).
B. The Statement of the Study

Based on the background of the study, the writer formulates the

problem as follows:
1. How far is the use of Dora the Explorer cartoon movie can improve the
vocabulary mastery for the fourth year students of SD Negeri Selodoko I
in academic year of 2009/2010?
2. How far is the use of Dora the Explorer cartoon movie can improve the
students' interest to study English for the fourth year students of SD
Negeri Selodoko I in academic year of 2009/2010?

C. Purpose of the Research

The purpose of the research are:
1. To find out whether the use of Dora the Explorer cartoon movie can improve
the vocabulary mastery for the fourth year students of SD Negeri I Selodoko
in academic year of 2009/2010.
2. To find out whether the use of Dora the Explorer cartoon movie can improve
the students' interest to study English for the fourth year students of SD
Negeri I Selodoko in academic year of 2009/2010.

D. Benefit of the Research

The research will be beneficial as follows:

1. Theoretically

The research can give contribution for the scientific development,

especially the use of medium of language teaching in elementary school.
2. Practically
a. For the writer

This research will help to find out the best method for teaching
vocabulary.
b. For the student

It is very useful for student to improve their English vocabulary

mastery.
c. For English teachers

It can be used as consideration in selecting the appropriate

methods or techniques implemented in English class.

E. Hypothesis
1. There is an influence of using Dora the Explorer cartoon movie to improve
vocabulary mastery.
2. There is a significant correlation of using Dora the Explorer Cartoon
movie to improve vocabulary mastery.

F. Review of Related Theory

1. Definition of Cartoon Movie

The major use of animation has always for entertainment.

However, there is a growing use of instructional animation to support
explanation and learning. Cartoon movie is moving diagrams or cartoons
that are made up of a sequence of images displayed one after the other.
Animations are created for entertainment, ad banners as well as
instructional sequence. Cartoon movie is the illusion of motion created by
the consecutive display of images of static elements. In the film and video
production, this refers to techniques by which each frame of a film or
movie is produced individually. These frames may be generated by
computer or by photographing a drawn or painted image, or by repeatedly
making a special animation camera. When the frames are strung together
and resulting film is viewed, the is an illusion of continuous movement
due to phenomenon known as persistence of vision (http:www.answer.
com/topic/animation).
2. Definition of Vocabulary Mastery
a. Mastery
Mastery is a complete control or the state of having control
over something superiority in competition, victory eminent skill, or
through knowledge (Hornby, 1974:153).
b. Vocabulary
Vocabulary is one of the language aspects which should be
learned. Learning vocabulary is important because if we want to be
able to speak, write and listen nicely we have to know vocabulary first.
A person said to know a word if they can recognize its meaning

when they see it (Cameron, 2001:75). It means that in vocabulary

learning, we have to know, understand the meaning, and can use it in
sentence.
According to Krasen (1993:155), vocabulary is basic to
communication if acquirer do not recognize the meaning of the key
words used by those who address them, they will be unable to
participate in the conversation. It is also very important for the
acquisition process. Glories states vocabulary is the stock of words
used by a people or by a particular class or person (Glorier,
1974:1111).
As we know that vocabulary is one of important aspects in
teaching language, as stated by Edward in his book Vocabulary is one
of the important factor in all language teaching, student must
continually be learning word as they learn structure and as they
practice sound system (Edward, 1997:149).
3. The Types of Vocabulary
Nation has divided vocabulary in the specific reference, such a
word.
a. Receptive vocabulary
Knowing a word involves being able to recognize it when it is
heard (what is the sound like?) or when it seen (what does it look
like?) and having and expectation of what grammatical pattern the
word will occurrence. This includes being able to distinguish it from

word with a similar form and being able to judge if the word form
sounds right or looks right.
b. Productive vocabulary
Knowing a word involves being able to pronounce the word,
how to write and to spell it, how to use it in grammatical pattern along
with the word in usually collocates with it, it also involves not using
the word too often if it is typically a low frequency word and using it
in a suitable situation using the word to stand for the meaning it
represent and being able to think of suitable substitutes for the word if
there is any (ISP Nation, 1990:29).

G. Thesis Outline
CHAPTER I

Introduction, which consist of the Background of the

Study, Statement of the Problem, the Purpose of the
Research, the Benefit of the Study, Hypothesis

Review of Related Theory, Thesis outline.

CHAPTER II

Theoretical Review,
Elementary

School,

which consist of Teaching at

Definition

of

Vocabulary,

Teaching and Learning Media, The General concept

of Cartoon Movie, The Contribution of Cartoon
Movie in Teaching Vocabulary in Elementary School.
CHAPTER III

Research Methodology which consist of the Setting of

Research, the Subject of Study, Methodology of

Research, the Instrument of Research, the Procedure

of Research, the Model of Research, the Technique of
Collecting Data, the Technique of Data Analysis, Pra
Research.
CHAPTER IV

Teaching Implementation and Data Analysis, which

consist of, Cycle I, Cycle II, Discussion.

CHAPTER V
BIBLIOGRAFI
APPENDIX

Closure, consist of Conclusion and Suggestion

CHAPTER II
THEORETICAL FRAMEWORK

A. Teaching at Elementary School

Teaching English in Elementary school aims that pupil have four language
skills : listening ,speaking, reading and writing in the simple form.
1. Characteristics of the pupils according to Wendy A, Scoot and Lisbeth
Pupil have been divided into two main groups because there are many
differences between them
a. Five to seven years old
1) They know that the world is governed by rules.
2) They understand situations more quickly than they understand the
language used.
3) They use language skills long before they are aware of them.
4) Their own understanding comes through hands, eyes, and ears.The
phsysical world is dominant at all times.
5) They are very logical what say first happens first.
6) They have a very short attention and concentration span.
7) Young children sometimes have difficulty in knowing what fact is and
what fiction is.
8) They are often happy playing and working alone.
9) Young children cannot decide for themselves what to learn.
10) Young chilren are enthusiastic and positive about learning.
b. Eight to ten year old

Children of five little children.Children of ten relatively mature

children with listed above will be of the part. An adult side and childish side.
The following are the characteristics
1) Their basic concepts are formed. They very decide views of the world.
2) They can tell the difference between fact and fiction.
3) They ask question all the time.
4) They rely on the spoken word as well as the physical world to convey
and understand the meaning.
5) They are able to make decisions about their own learning.
6) They have definitive views about what they live and dont like doing.
7) They have a developed sense of fairness about what happen in the
classroom and begin to question the teachers decisions.
8) They are being able to work with others and learn from others.
2. Material
The material of English Teaching in Elementary School is words and
simple sentence about things around students family, school, enviroment, and
communication between the students with their environment.

The materials involve all of language skill :

a. Listening
Listening is the skill that children acquire first,especially if they have
not yet learned to read.When the pupils start to learn a foreign language, it
is mainly though their ears and what the pupils hear is their main source of

the language. Of course we also give them as much visual back up as

possible thourgh facial expres and picture.
b. Speaking
Speaking is perhaps the most demanding skills for teacher to teach.
In their own language children are able to express emotions, comminication
intentions and reactions, explore the language and make fun of it, so they
expect to be the same in English.
Their is assumption that the foreign language is just another way of
expressing what they want to express, but there are limitations because of
their lack of actual language. Most of pupils have little opportunity to
practice

speaking English out side the classroom and so need lots of

practice when they are in class. ( Afniyani, 2005 : 33)

c. Reading
Just as listening is the main source of language when pupils start to
learn a language: print is the second mains source. As pupils become better
and better in the foreign language the printed word becomes the source of
expanding and strengthening the language. Reading is also the language
skills which is easiest to keep up many people can still read in foreign
language they we used to be able to speak as well.
Book up other world to young children, and making reading an
enjoyable activity is a very important part of the learning experince,(afniyati
2005 : 49)
d. Writing

Even if there diffuculties in writing in the foreign language. It is still

a useful, intergral, and enjoyable part of the foreign language lesson. The
symbol combination is quite complicated in English so it i a good idea to ask
pupils to read by themselve when they are copying the word because it
helps them to see the connection between the written and the spoken
word. For children who find even straight copying difficult, the teacer can
start them off by tracing words. Even though they may not understand
what they are writing .they wiil still end up with piece of written work. And
this in it self will give valuable encouragement and satisfaction ( Afniyati,
2005 : 70).

B. Definition of Vocabulary
Vocabulary is the total number of words, which make up the language.
It can be defined, roughly, as the words we teach in the foreign language
(Hornby, 1985:956).
Vocabulary is central to language and of critical importance to typical
language learner. Without it, ones cannot communicate effectively or express
their ideas in both oral and written forms. If they do not know how to enrich
their vocabulary, for example they often gradually lose interest in earning.
Vocabulary is basic for communication. If acquirers d not recognize the
meaning of the key words used by those who address them, they will be
unable to participate in the conversation. It is

very important for

the

acquisition process ( Krashen, 1993:155) It means that student in elementary

school must master English vocabulary and its grammatical rules to make
good communication with the other people.
Vocabulary is very important to be learned, because it is one of the
elements of language that should be learned and taught. It cannot be denied,
that it will be hard to master language without mastering or understanding
certain number of vocabularies. It is also as an essential component of reading
proficiency ( Richards and Rodgers:94).
There are some experts who gives explanations about how important
vocabulary is. The first is refers in David Nunan's book Language Teaching
Methodology a Textbook for Teacher. He says that acquisition of an adequate
vocabulary is essential for successful second language use because without an
extensive vocabulary we will be unable to use the structure and functions we
may have learned for comprehensible communication ( Fauziati, 2005:157).
Vocabulary mastery is one of the components to mastery English as
foreign language. It means that the student have ability in understanding and
using the words and meaning. The student not only know the word, but also
their meaning. It also plays an important part in English skill. The larger
vocabulary student master the better they perform their language. By having
a limited vocabulary the students will find difficulties in mastering English
skill.

C. Teaching Vocabulary
Broadly speaking, Finocchiaro (1974:73-74), says that there are
several premises and comments related to the teaching of vocabulary. Those

are:
1. Should be given in one lesson,while words about food in another.
2. If possible, the vocabulary items should be centered about one topic.
3. If a familiar word is met in a new context, it should be taught again and
practiced. A review or mention of the vocabulary should be taught in
normal speech utterances.
4. New vocabulary items should be inroduced in known stuctures.Words
about part of body know meaning of the word should be made so that the
students will understand the contrast. Whenever possible, only one
conttext should be taught at one time.
5. Vocabulary item should be taught in the same way that the teacher teaches
everthing else. She or he gives the students an understanding of the
meaning in many ways. She or he dramatizes, illustrates using her or him
the students, shows pictures, and uses any appropriate media and methods.
6. Vocabulary items should be reintroduced many times with all the
structures and all the situations in which they can logically be used.
7. The students should be encouraged to learn and use nouns, verbs,
adjectives and adverbs that contain the same root. In this phases, the
teacher may help them prepare four coulomb word charts.
Beside the principles above, the writer adds that the teaching
vocabulary should relate to the topic discussed according to the curriculum of
SDN 1 Selodoko.

D. Teaching and Learning Media

1. General Concept of Media

According to Oemar hamalik
jadi yang dimaksud dengan media pendidikan adalah alat, metode dan
teknik yang digunakan dalam rangka lebih mengefektifkan kon munikasi
dan interaksi antara guru dengan siswa dalam proses pendidikan dan
pengajaran disekolah( hamalik,1997 : 23 )

It means that teaching laerning media is used to make the communication

between teacher and student become effective in teaching learning process.
Media establish the conditions for the learners to identify or
describe something. There are some experts who give their opinion dealing
with media. Media are any person, material or events, those establish
conditions which enable the learners to acquire knowledge, sill, and
attitudes (Gerlach, 1980:241). Media are the means (usually audiovisual or
electronic) for transmitting or delivering messages (Locatis, Atkinson,
1984:3).
From the definition above, it can be said that media are the means
of transmitting or delivering messages to motivate students in learning
process.
There are a lot of media in teaching learning process. Gerlach and
Elly (1980:274), classify media into five types:
a. Still picture
They form as photograph of any object or events which can be
presented in text book, illustration, bulletin board materials, slides,
filmstrips, frames, or overhead transparencies.

b. Audio recorder
Recording are made of magnetic tape on disc or on motion
picture soundtracks. These are the actual events or sound effects
reproductions.
c. Motion picture/video tape recorder
They are moving images produced in color black or white
from live action or graphic representation. Objects or events can be in
normal, slow, time lapse or stop motion.
d. Real things
They include people, events, objects and demonstration. Real
things are actual objects or events. Simulation is a copy of real
situation designed to be as similar as possible to the actual events.
e. Programmed computers-assisted instruction
They are the sequences of information (verbal, visual or audio)
designed to elicit predetermined responses. The most common
examples are programmed text book or instructional program prepared
for computers.
Visual aids are the things that help the teacher implant the idea of
what is presented in the mind of the students (Brown, 1964:7). The term
visual aids can be interpreted as many substances which play an important
role in teaching and learning process. They help students to master the
material which are presented by the teacher more easily. Audio visual aids
can also be defined as any material which is employed as a vehicle to

support the presentation of the stimulation, which makes up the events of

instruction (Gadge, 1972:172).
2. The Principles of Audio Visual Selecting
According to Brown et.al. (1977:78), there are six principles of
media selection:
a. Content
Do the media (i.e video) have significant selection with the
lesson? The chosen of certain media must be confirmed to the lesson
(message) to be given to the students.
b. Purpose
The use of audio visual aids should contribute to the teaching
learning process significantly. It means that media can facilitate the
teaching learning process.

c. Price
Before buying certain visual aids, a teacher should consider
whether the cost or money is in accordance with the educational result
derived from its use.
d. Circumstances of use
In choosing an audio visual aid, a teacher should take into
account the environment (school) where he teaches. He should think
whether the aid would function effectively in that environment

(school) where he teaches.

e. Learners' verification
A teacher should think whether the aid has been tested to
certain students. He or she should consider if the tested students are
similar to the students who he or she teachers.
f. Validation
A teacher must think whether there are data providing that the
students learn accurately through the use of the aid.
Those principles of media selection are to choose the appropriate
media that is used to teach the students. By using an attractive and good
teaching media, we hope that the purpose of teaching English will be
achieved and the students are motivated to study English since they will
feel they are learning to do something useful with the language. In other
words, any special factors which help the teacher to select appropriate
media should be used. Many kinds of media such as still pictures, taperecorder, overhead projector, radio, television, computer, etc. are useful for
the teacher to achieve instructional goals of the teaching-learning process
and they can also be easily formed in our daily lives.

E. The General Concept of Cartoon Movie

1. Definition of Cartoon Movie
The major use of animation has always for entertainment.
However, there is a growing use of instructional animation to support
explanation and learning. Cartoon movie is moving diagrams or cartoons

that are made up of a sequence of images displayed one after the other.
Animations are created for entertainment, ad banners as well as
instructional sequence. Cartoon movie is the illusion of motion created by
the consecutive display of images of static elements. In the film and video
production, this refers to techniques by which each frame of a film or
movie is produced individually. These frames may be generated by
computer or by photographing a drawn or painted image, or by repeatedly
making a special animation camera. When the frames are strung together
and resulting film is viewed, the is an illusion of continuous movement
due to phenomenon known as persistence of vision (http:www.answer.
com/topic/animation 1 april 2010 ).

2. Dora The Explorer Cartoon Movie

Dora The Explorer is a cartoon movie made by Nicklodeon, Nick
Jr. and published by Viacom International Inc. The writer is interested in
this movie and choose it as the media to teach vocabulary for elementary
school students because this cartoon movie provides many words or
vocabulary suitable with the curriculum of Elementary School 2009.
Beside, there are many repetitions of the words which can help the
students to memorize and understand the meaning of the word since they
can see the picture of the object in it.

F. The Contribution of Cartoon Movie in Teaching Vocabulary in Elementary

School

Teaching media is needed in teaching learning process to improve

vocabulary mastery. The use of Dora The Explorer cartoon movie in teaching
learning process gives positive effect to improve the students vocabulary and
more easy to understand the lesson. Beside that the students' vocabulary
mastery have been increased, so Dora The Explorer cartoon movie influences
the improvement of the students' vocabulary mastery. The media could help
students interested to the material and motivated the students in teaching
learning process. Movie is one of instrument to make communicate between
teacher and student become effective so the student not bore about the lesson.
As we know that vocabulary is one of component which has to be
mastered and acquired in learning new language especially to student in
elementary school

Lynne
said:
However, I believe that words do have a special significance for
children learning a new language. The word in recognizable linguistic
unit and for children in their first language and so they will notice
words in the language by showing them object that can be seen and
touched, and that have single word label in the firs language. From
their earliest lessons, children are encouraged to think of new
language as a set of words; although of course this may not be the only
way they think of it (Lynne, 2001:7).
Kemp (1963:3-4) lists the function of media in general or audio visual
aids in particular and their contribution to a language learning as follow:
1. The instruction can be more interesting

Audio visual aid can attract the students' interest especially those of
English learners. If they are interested, they will give much attention to
what is being taught or discussed. They will be curious to know about the
lesson. this can lead to an interesting language learning processes.
2. Learning becomes more interactive
Many activities can be created through applying visual aids in
teaching learning processes, for example watching English program on
television, that activity is relatively more interesting than the activity of
listening or writing the teacher explanation.
3. The quality of learning can be improved
If there is a good preparation of using visual aids, it will be
possible for the teacher to crate a good language learning in which the
students' participation is dominant. As a result, the students' knowledge
and skill can be improved.
4. The positive attitudes of students towards what they are learning and to the
learning process it self can be enhanced
The purpose is should mean to simplify instruction. They should
not make the process of teaching and learning more complicated.This
means that the teacher more easy if they teach the lesson for students.

CHAPTER III
RESEARCH METHODOLOGY

A. The Setting of Research

This Classroom action research was done at SD N 1 Selodoko is
located at Jl. Jenengan Desa selodoko, Kecematan Ampel, Kabupaten
Boyolali 57352. This research has done from May until June. The situation of
SD N 1 Selodoko as follows :
1. Building
Table 3.1 Building of SD N 1 Selodoko
No

The kind of room

Total

Condition

Classroom

Fine

Headmaster room

Fine

Teacher and administration

Fine

Living room

Fine

Library

Fine

Toilet

Fine

1
2
3
4
5
6

2. Vision and Mission

a. Vision
1) Excelling in achievement based on faith and piety.
2) Educated as the basic of faith and godly.
3) Excelling in preparing skilled workers with the following indicators:
a) The role and activities involving student and parent.

b) Earn high marks

c) Able to compete with other schools.
d)

School graduates have good manners and noble character.

e) Students are able to learn.

f)

Students are able to follow the changes and development era.

g) Having the attitude and the nature patriotism and nationalism.

b. Mission
1) Increasing cooperation of school, students, parents and the community.
2) Implementing teaching and learning activities in an orderly, discipined
and quality.
3) Training students on a regular basis but routine in the face of
competition.
4) Providing appropriate guidance to their student talents and abilities.
5) Instilling caring attitude towards society and the nation.

3. Organization structure of SD N 1 Selodoko

Figure. 3.1
Organization structure of SD N 1 Selodoko
HEADMASTER

Class I

Class III

Class IV

Committee

Class VI

Class II

Teacher
Relegion

Class V

Teacher
Javanes

Teacher
English

Administration

Teacher
Sport

Gardener

Students

4. Teachers Condition
Table 3.2 Teacher of SD N 1 Selodoko

NO

NAME

STATUS

EDUCATION

Head Master

S1

Mulyono,S.Pd

Waris sarwanto, Ama.Pd

Teacher

D2

Bilngun

Teacher

D2

Sri Suluh utami, S.Pd

Teacher

S1

Supadmo, Ama.Pd

Teacher

D2

Tri Widayanti, Ama,Pd

Teacher

D2

Joko Susilo, Ama.Pd

Teacher

D2

Joko Lestari,S.Pd.I

Teacher

S1

Jiman

Gardener

SD

5. Students Condition
The number of students in SD N 1 Selodoko

Table 3.3 Students of SD N 1 Selodoko

Students Condition
No

Grade
Class 1

Male
18

Class 2

25

Class 3

20

Class 4

Class 5

Class 6

Female

14

Total

20

38

34

16

36

17

31

18

14

32

15

14

29

B. The subject of the study

The subject of the study is the four year students of SD N 1 Selodoko
the total number of students are 31 it is consist of 17 female and 14 male. The
students lists detail are below :
Table 3.4 The Four year Students of SD N 1Selodoko
No.

Students number

1367

Agus Setyoko

1370

Ahmad Salim

1390

Sumarno

1406

Anfarida

1410

Doni Priyadi

1412

Erna Yulianti

1414

Harsono

1417

Laras Hati

1428

Nurul Hidayah

Name

Sex

No.

Students number

10

1434

Andri Wijayanto

11

1435

AnggunSetyoningrum

12

1436

Anggita Mukaromah

13

1437

Dede Tita Karyani

14

1040

Desi Saputri

15

1443

Eka Dita Apriliana

16

1444

Endah Sulistiyowati

17

1445

Faizal Afandi

18

1446

Fajar Ahmad Budianto

19

1447

Galuh Anggita D

20

1448

Ika Nur Cahyani

21

1449

Imam Muhammad A

22

1453

Joko Lestanto

23

1454

Lina Usawatun khazanah

24

1456

Muhammad Bagas

25

1459

Nurul Ainiah

26

1461

Ratih milianasari

27

1462

Roni Budi Prasetyo

28

1463

Rismanto

29

1465

Tiyas setyorini

30

1468

Veri indrawan

31

1469

Widiastuti

C. Method of Research

Name

Sex

In this research, the writer uses classroom action research method.

Classroom action research begins with a question about classroom
experiences, issues or challenges. It is reflective processes which helps teacher
to explorer and examine aspects of teaching and learning to take action to
change and improve. Action research is usually carried out by practitioners to
improve their understanding of events, situations and problems so as to
increase their effectiveness of their practice. Kemmis and Mc. Taggart stated
that action research is a series of reflective spirals consisting of general plan,
action, observation on action and reflection on action (Mc Keman, 2003:25).
The cycle is then moved to a new and revised plan with action, observation
and further reflection. The description of one cycle will cover general plan,
action, observation on action, and reflection of action.
An approach that will be done by the writer as a primary approach is
descriptive qualitative. The Descriptive is describing how a technique of
learning is applied and how is the result which be wanted can be reached
(Mukhlis, 2000; 57).

Qualitative is the concept and categories, not their

incidence and frequency, that are said to matter (Brannen, 1993; 5).
Qualitative methods have been typically associated with analytic induction
(1993; 6)

D. The Procedure of Research

This study used classroom action research, according to Kemmis (in
Hopkins; 1985) Action Research along with the major steps of planning,

action, observation and reflection before revising the plan, they are:
1. Planning

The researcher needs to prepare instruments which is support in

teaching learning process, they are:
a. Preparing material, making lesson plan, and designing the steps in doing
action.
b. Preparing sheets for classroom observation
c. Preparing pre test and post test items
2. Action

Te researcher will implement the classroom Action Research with

the activities below:

a. Giving pre test

b. Teaching vocabulary by using Dora The Explorer Cartoon Movie
c. Watching Dora The Explorer Cartoon Movie
d. Giving occasion to the students to ask any difficulties in understanding the
Dora The Explorer Cartoon Movie
e. Giving post test
3. Observation

Observation is one of the instruments in collecting data. As a

scientific method, observation can be systematically used to observe and
note the phenomena investigated like the students feeling, thinking, and
something they do in teaching learning process. So the researcher will
observe the students by analyzing the result of field note which is made by

the partner of researcher. Beside that the researcher will analyze the result
of pre test and post test to know whether the students vocabulary
improves or not.
4. Reflection

After the researcher has been finished analyzing the observation,

the researcher will plan the next cycle. If the researcher find problems in
the first cycle, she will do better in the next cycle.

E. Model Of Research
The model which is used in implementation of this research is below;
Figure 3.2 : Action Research Protoco

(Kemmis in Hopkins, 1985)

F. The Technique sof Collecting Data

1. Test
To get the data, the writer will do the test that consist of pre test
and post test. The function of pre test is to know how far is the vocabulary
mastery of the students before they watching the Dora The Explorer
cartoon movie. And the function of pos test is to know the increasing of
vocabulary mastery after they have done watching Dora The Explorer
cartoon movie.

2. Document
The researcher need documents to know about the situation of
school and data about students. Documents include not only the official
organizational papers, reports, brochures but also the more work-a-day,
work plans, and materials. Even more, transitory are the notes and
instructions chalked onto the blackboard/whiteboard/flipchart which can
be recorded as 'documentary' evidence of the work of a committee, or
classroom observation
1. Observation

Besides doing test, the researcher will do observation in class with

classroom action research. Observation is more than just looking and
seeing. The task of observation is to be able to represent a social scene in a
way which is recognizable to the actors involved, is considered valid and a
true representation of their action.
4. Field note
Field note refers to various note recorded by scientists during or
after their observation of a specific phenomenon they are studying.

G. Technique of Data Analysis

After collecting the data, the next step of study was analyzing the data.
There are two ways to analyze the data, they are:
1.

Descriptive technique
A descriptive technique is used to know the students behavior

during the teaching learning process. In descriptive technique, the

researcher will analyze the observation sheet which has been made by her
partner
2.

Statistical technique
A statistical technique is used to know is there any influence to the
students vocabulary or no from the result of pre test and post test. This
research is calculated by t-test analysis. The steps are below:
D =

X2 X1
n

Where,
D = difference between pre test and post test

X 1= score of pre test

X 2= score of post test
n = the number of students
SD
After calculate the mean, the researcher will calculate SD

D2

SD

D2

n1

Where,
S D = Standard deviation for one sample t-test

D = difference between pre test and post test

n = number of observations in sample

c. T-test
After calculate the SD, the researcher will calculate t-test to know is
there any significant differences or no between pre test and post test

T-test

D
SD

Where,
S D = Standard deviation for one sample t-test

D = difference between pre test and post test

H. Pra Research
1.

Planning
The researcher will do pra research before implement the
research. In pra research, the researcher will observe the situation of the
students in teaching learning process. The researcher will observe how is
the teacher teach and how are the students behavior. The researcher
prepares sheets for observation.

2. Class Observation
The researcher will observe the teaching learning process and
make field note. The teacher begin the lesson with giving question to the
students that have a relation with the theme. There are a few students who
answer the teacher question. Others students just keep silent.
Teacher gives example the way to understand vocabulary. And
asked to the students to listen and notice this movie so that they

understand the text.

Then the teacher asked to the students to search the meaning of word.
Then the teacher asked to the students to submit the text, and teacher
explained tell about Dora Experience to hunting blueberry with boots.
3. Analysis
From the field note above, the researcher knows that most of
students just keep silence in the teaching learning process but there are
active students. However the students look lazy and are not confidence to
say something in class.
4. Reflection
After seeing the action above and analyze it, the researcher knows
the situation in teaching learning process. So the researcher will
implement a media to the students which is appropriate with them. That
game is watching Dora The Explorer cartoon movie.

CHAPTER IV
TEACHING IMPLEMENTATION AND DATA ANALYSIS

In this research, the data consist of pre-test, post-test and field note. The
data of pre-test and post-test will display the improvement of the students mastery,
how far is the acquiring of the vocabulary by watching Dora The Explorer cartoon
movie. Beside that, field note will display the students' ability to understand in the
teaching-learning process.
The action of this research consists of cycle I and cycle II. Pre-cycle is
explained in Chapter III, before the researcher doing the research. The pre-cycle is
done to know the method in the teaching learning process. Therefore, the
researcher can prepare the steps in each cycle.

A. Cycle I
1. Planning
Before doing the research, the researcher prepares the instruments
of research. They are:
1. Lesson plan
2. Materials (Dora The Explorer cartoon movie)
3. Teaching aids (laptop, speaker, movie)
4. Sheet of classroom observation
5. Tests (pre-test and post-test).

2. The Implementation of the Action

On Thursday , the twenty seven of may 2010 the researcher entered

her English class. She introduced the method of studying vocabulary by
Using Dora The Explorer Cartoon Movie. Before lesson, She gave pre test
for the class for about 20 minutes. Then she began to teach.
The teacher told to the student the topic that day. The topic is
natural scenery around us. After that the teacher ask to the student about
natural scenery. Then most of the student just silence, Then the teacher
explained about natural scenery for example mountain, valley, river, forest,
hill, beach act
The teacher told the student that day we watched Dora The
Explorer Cartoon movie the title is berry hunt(mencari blueberry). She
asked the student to listen and pay attention this movie if any difficult the
student can ask to the teacher. This movie storied about Doras experience
is hunting blueberry.
The Dora and boot check the map to find out how to get blueberry.
Finally the know how to get blueberry. They go to through the forest. The
teacher ask to the student whether the student know forest. Then most of
student just silence. After that the teacher explained about forest and
animal lived in forest. After Dora and Boot through the forest, They go
through the river. The teacher ask to the student whether the student know
river, There is one of student answer river is sungai. After Dora and Boot
thought the river, They go thought the blueberry hill. Then the teacher ask
to the students whether the students know blueberry hill, Then the student

answered I dont know mom. After that the teacher explained about blue
berry hill is bukit bluebeery. Then the teacher ask to the student, Have you
ever saw blueberry student? There is one of student answered I have ever
saw in televition mom. After that the teacher explained about taste of
blueberry is delicious. The situation in class is not conducive while some
of the student laughed when one of them said wrong decious and than
the teacher corrected the word.
Finally Dora and Boot arrived in Blueberry hill. Then Dora and
Boot strum blueberry tree counted one, two, three four until fifteen. After
that the teacher concluded that Dora and Boot must through forest then
river and the last is hill to get blueberry. Then the teacher gave post test to
the student. The post test is done for about 20 minutes. After that all of
students submitted their post test. The teacher ask whether the difficult
students, All of student answered no mom.
3. Observation
In the first cycle, the researcher takes a field note from her partner
which has been written above by monitoring the students' activity and to
know the students' ability in understanding vocabulary. In addition,to
know that there is a significant improvement or not, the researcher will
analyze by using t-test calculation. The researcher will show the data
presentation of pre-test and post-test before analyzing t-test.

Table 4.1. Pre-test and Post-test Score

No

Score of pre-test

No

Score of post-test

No

Score of pre-test

No

Score of post-test

7,3

4,6

3,6

4,6

5,3

4,6

6,6

6,6

4,6

7,3

5,3

5,3

10

4,6

10

4,6

11

11

8,6

12

3,3

12

13

4,6

13

14

14

15

15

4,4

16

16

5,3

17

3,6

17

4,6

18

18

5,3

19

19

6,6

20

20

6,6

21

3,6

21

22

4,6

22

5,3

23

4,6

23

24

3,3

24

25

3,3

25

26

26

5,3

27

4,6

27

5,3

28

28

7,6

29

29

9,6

30

4,6

30

7,4

31

31

9,3

= 145

= 184

From the data above, the researcher will calculate t-test to know
whether Dora The Explorer cartoon movie gives significant differences
between pre-test and post-test mean. The process of statistical analysis by
using t-test is as follows:
a. Calculate t0 value
The steps are as follows:
1. Prepare the table from the result of pre-test and post-test to get D
and D2
Table 4.2 The Data of t-test Calculation
No Score of pre-test Score of post-test Post-Pre (D)

D2

7,3

3,3

10,89

4,6

0,6

0,36

3,6

0,4

016

4,6

5,3

0,7

0,49

4,6

-0,6

0,36

6,6

6,6

4,6

7,3

2,7

7,2

5,3

2,3

5,29

5,3

0,7

0,49

10

4,6

4,6

11

8,6

0,6

0,36

12

3,3

-0,3

0,09

13

4,6

3,4

11,56

14

16

15

4,4

-0,7

0,49

16

5,3

1,3

1,69

17

3,6

4,6

18

5,3

1,3

1,69

19

6,6

1,4

1,96

No Score of pre-test Score of post-test Post-Pre (D)

D2

20

6,6

2,6

6,76

21

3,6

0,4

0,16

22

4,6

5,3

0,7

0,49

23

4,6

1,4

1,96

24

3,3

1,7

2,89

25

3,3

1,7

2,89

26

5,3

1,3

1,69

27

4,6

5,3

0,7

0,49

28

7,6

3,6

12,96

29

9,6

1,6

2,56

30

4,6

7,4

2,7

7,29

31

9,3

1,3

1,69

145

184

41,8

101,65

2. Calculate standard deviation of difference between pre-test and

post-test

D
D

SDD =

101,65
41,8

31 31

2
3,2790

1,35

3,2790

1,8225

= 1,4565
= 1,2068
3. Calculate t0

t0

=
SD D

N 1

41,8

31
= 1,2068

30

1,35
= 1,2068
5,5

1,35
= 0,21942
= 6,15
b. Giving interpretation t 0
1) Calculate df
df = n 1
= 31 1
= 30
2) Consult with t-table value
With df = 30, the value of t with degree of signification of 5% is
2,04.
3) Comparing t0 with tt
t0 = 6,15 is greater than tt with degree of signification of 5%.
4) Conclusion

If t0 is same or greater than tt so null hypothesis is rejected.

Statement:
If the result of t-test in calculating is greater than t table SD, the
h0 (null hypothesis) is rejected, h0 = there is no significant difference
between pre-test and post-test mean. t-table with n = 31 is 2,04, 6,15 >
2,04 t-test calculation is greater than t-table. So, h0 is rejected.
Therefore, there is a significant difference between pre-test and posttest mean.
From the above statement, the researcher sees that the mean
between pre-test and post-test has a significant difference, where posttest is greater than are test. It shows that Dora The Explorer cartoon
movie gives influence in improving student's vocabulary, because the
students' achievement has been increase after they watch Dora The
Explorer cartoon movie.
4. Reflection
After analyzing the result of action I, the teacher concludes that
method is very important in teaching-learning process because many
students have low ability in understanding the vocabulary. They have
difficulty in understanding words. Most of students get under 6 for the
score. Therefore, in the next cycle, the researcher will make an effort so
that the students get better score in the pre-test and post-test.

B. Cycle II
1. Planning

Such as in the cycle 1 the researcher prepares:

a. Lesson plan
b. Materials (dora the explorer cartoon movie)
c. Teaching aids (laptop, speaker, movie)
d. Sheet of classroom observation
e. Tests (pre-test and post-test).
2. The Implementation of the Action
On Thursday, the seventeen of June 2010, the researcher entered her
English class. She reviewed some difficult words that most of students didnt
understand the words. The she continued by using pre test for the student. The
teacher given time 20 minutes for the student to finish the pre test. After the
pre test, she began to teach.
The teacher told to the students the topic that day. The topic is Animal.
After that the teacher ask to the students about animal. Then, All of students
answered animal is hewan. Then the teacher explained about kinds of animal for
example monkey, crocodile, elephant, bird, snake, mouse ect.

The teacher told the students that day we watched Dora The
Explorer Cartoon movie, But the title is very different with yesterday. The
title is Dora Save the prince. She asked the student to listen and pay
attention this movie if any difficult the students can ask to the teacher. This
movie storied about Dora and Boot save the prince from the witch.
Then Dora and boot check the map to find out how to get to the high
tower. Finally the know how to get the high tower. They go to through the big

gate. The teacher ask to the student whether the student know the big gate.
Then most of student just silence. After that the teacher explained about big
gate is gerbang besar. After Dora and Boot through the big gate, They go
through the Crocodile lake . The teacher ask to the student whether the student
know Crocodile, There is one of student answered crocodile is buaya. Then the
teacher explained about Crocodile live in lake. After Dora and Boot thought the
Crocodile lake, They go thought high tower. Then the teacher ask to the
students whether the students know high tower, Then the student answered I
dont know mom. After that the teacher explained about blue high tower is
menara yang tinggi . Then the teacher ask to the student, Have you ever saw
crocodile student? There is one of student answered I have ever saw in zoo
mom. After that the teacher explained about animal . The situation in class is
not conducive while some of the student laughed when one of them said wrong
amimal and than the teacher corrected the word.

The Dora and Boot arrived in high tower to save the prince from
witch. Finally the prince is out of tower. After that the teacher concluded
that Dora and Boot must through big gate and crocodile lake then high
tower to save the prince. Then the teacher gave post test to the student.
The post test is done for about 20 minutes. After that 20 minutes the
teacher said time is up and students submitted their post test. The teacher
ask whether the difficult students, All of student answered no mom.

3. Observation

In the second cycle, the researcher also gets the field note from his
partner which monitoring the students' activity in the action, and know
students' ability in understanding vocabulary.
In cycle II, the students must difficult to understand vocabulary,
but the results of pre-test and post-test are better than the result in cycle I.
Before analyzing the data, the researcher will show the result of pre-test
and post-test in cycle II.
Table 4.3 Pre-test and Post-test Score
No

Score of pre-test

No

Score of post-test

7,3

5,6

7,3

6,6

6,6

7,3

8,6

6,3

7,6

6,6

5,3

6,6

6,3

8,3

10

6,6

10

11

7,3

11

8,6

12

7,3

12

6,6

13

6,6

13

8,6

14

14

7,6

15

15

6,6

16

6,6

16

17

17

18

5,3

18

6,6

19

6,6

19

8,6

No

Score of pre-test

No

Score of post-test

20

6,6

20

8,6

21

21

7,3

22

22

8,6

23

5,3

23

8,3

24

6,6

24

7,6

25

5,6

25

7,6

26

26

7,6

27

6,6

27

7,6

28

6,6

28

29

29

9,3

30

30

31

31

9,3

= 189

= 235,9

Based on the data above, the researcher will calculate t-test to

know whether Dora The Explorer cartoon movie can give significant
differences between pre-test and post-test mean. The process of statistics
analysis by t-test is as follows:
a. Calculate t0 value
The steps are:
1. Prepare the table from the result of pre-test and post test to get D
and D2
Table 4.4 The Data for t-test Calculation
No Score of pre-test Score of post-test Post-Pre (D)

D2

7,3

2,3

5,29

5,6

7,3

1,7

2,89

6,6

6,6

No Score of pre-test Score of post-test Post-Pre (D)

D2

7,3

8,6

1,3

1,69

6,3

2,3

5,29

7,6

2,6

6,76

6,6

0,6

0,36

5,3

6,6

1,3

1,69

6,3

8,3

10

6,6

-1,6

2,56

11

7,3

8,6

1,3

1,69

12

7,3

6,6

-0,7

0,49

13

6,6

8,6

14

7,6

1,6

2,56

15

6,6

1,6

2,56

16

6,6

1,4

1,96

17

18

5,3

6,6

1,3

1,69

19

6,6

8,6

20

6,6

8,6

21

7,3

2,3

5,29

22

8,6

4,6

21,16

23

5,3

8,3

24

6,6

7,6

25

5,6

7,6

26

7,6

1,6

2,56

27

6,6

7,6

28

6,6

1,4

1,96

29

9,3

1,3

1,69

30

31

9,3

1,3

1,69

189

235,9

47,5

107,83

2. Calculate standard deviation of difference between pre-test and

post-test

D
D

SDD =

107,83
47,5

31 31

1,53

3,4783

3,4783

2,3409

= 1,1374
= 1,0664
3. Calculate t0

t0

=
SD D

N 1

47,5

31
=
1,0664

30

1,53
= 1,0664
5,5

1,53
= 0,19389

= 7,89

4. Giving interpretation t 0
a. Calculation of df:
df = n 1
= 31 1
= 30
b. Consult with t-table value
With df = 30, the value of t with the degree of signification of
5% is 2,04.
c. Comparing t0 with tt
t0 = 7,89, therefore is greater than tt with the degree of
signification of 5%. If t 0 is the same or greater than tt so null
hypothesis is rejected.
Statement:
1) If the result of t-test in the calculation is greater than t-table, so h0
(null hypothesis) is rejected.
2) t-table with n = 31 is 2,04
3) 7,89 > 2,04
4) t-test calculation is greater than t-table.
So, h0 is rejected. Therefore, there is a significant difference
between pre-test and post-test.
From the above statement, the researcher sees that the mean
between pre-test and post-test has a significant difference, where posttest is greater than are test. It shows that Dora The Explorer cartoon

movie gives influence in improving students' vocabulary, because the

students achievement is increasing after the students watch Dora The
Explorer cartoon movie.
4. Reflection
By analyzing the result of action 2, the researcher concludes that
the students can improve their vocabulary since they can answer the
question better in the post-test than in the pre-test. It indicates that they
know and understand the meaning of the words well.

C. Discussion
From the analysis of result of action in cycle I and cycle II, it shows
that there is an improvement of students' vocabulary. The improvements are as
follow:
1. The mean of pre-test in cycle I is 4,6 and increase 13% to become 5,9 in
post-test
2. The mean of pre-test in cycle II is 6,09 and increase 15 % to become 7,60
in post-test
3. The students' improvement from cycle I and cycle II can be seen on
following table.
Table 4.5 The Cycle I Students' Improvement

No
1

Students' Improvement
The students who are increase

Total
26

Percentage
84 %

2
3

The students who are decrease

The students who have no change

3
2

10%
6%

Table 4.5 The Cycle II Students' Improvement

No
1
2
3

Students' Improvement

Total

Percentage

28
2
1

90%
6%
4%

The students who are increase

The students who are decrease
The students who have no change

From the analyzed data above, we can see that teaching vocabulary by
using cartoon movie (visual) get better achievement .Therefore,The result of ttest shows that there is significance influence between pre test and post test in
cycle I and cycle II. And the result of post in cycle I and cycle II are greater
then pre test. It show that Dora the Explorer cartoon movie one of method to
improve vocabulary mastery and then media could help students interested to
the material and motivated the students in language learning.
The role of media very supported in teaching learning process. As we
know that many method to improve students vocabulary mastery. For
example the use of

media of Dora The Explorer Cartoon Movie is one of

instrument to attractive the students to learn language so that the student

comfortable and not bore with the lesson, So teaching media is appropriate to
improve vocabulary and could help interested to lesson.
From above opinion we can conclude that Dora The explorer cartoon
movie the effective tool to teach vocabulary, because the picture and the sound
can the help the teacher to avoid giving explanation lengthy to get meaning
.Variation method of teaching learning process is to avoid students bored in

this case to stimulation student. So the students enjoy joining these lessons.

CHAPTER V
CLOSURE

A. Conclusion
The researcher has done the classroom action research for two cycles
and she has analyzed the data. From the result of her analysis, the researcher
concludes that:
1. The use of Dora The Explorer cartoon movie in teaching learning process
gives positive effect to improve the students vocabulary and more easy to
understand the lesson. Beside that the students' vocabulary mastery have

been increased, so Dora The Explorer cartoon movie influences the

improvement of the students' vocabulary mastery.
2. The media could help students interested to the material and motivated the
students in teaching learning process. Movie is one of instrument to make
communicate

between teacher and student become effective in teaching

learning proses so that the students not bore in lesson. The result between pre
test and post test, we will know that the students score in post test is greater
than pre test. Furthermore the result of t-test calculation in cycle I is 5,6 and in
cycle II is 7, 6. T-table with n = 31 is 2, 04. If t-table is same or greater than t-test
calculation, so the null hypothesis (Ho) is rejected. Ho is rejected, therefore there
is significance difference between pre test and post test mean.Finally, from
some statements above the researcher conclude that Dora The Exolorer Cartoon
Movie is appropriate for the fourth year students of SDN 1 Selodoko to improve
vocabulary mastery vocabulary.

B. Suggestion
Based on thee above conclusion, the writer gives several suggestions:
1. For the teacher
Teaching using audio-visual needs long preparation, so teachers
have to prepare it as well as possible.
The teaching of English should be started at the first grade in order
that the students can learn more about English and it can help them to
learn English in the next level.

2. For the students

Students should always be active in teaching learning process and
should pay more attention to the teacher explanation during the vocabulary
learning.
3. For parents
They should support their children to learn language by providing
DVD/VCD of English cartoon movie at home.

BIBLIOGRAPHY

Afiyani. Laila. 2005. English Teaching Learning Process at Elementary

School.Salatiga: Unpublished Thesis of STAIN. Salatiga.
Allen, V. F. 1983. Technique in Teaching Vocabulary. New York: Oxford
University Press
Brown.J.B. 1988 .Understanding Research In Second Language Learning.
Cambrige:cup.
Cameron, Lyne. 2001. Teaching Language to Young Learners. New York:
Cambridge University Press.
Depdiknas. Provinsi Jawa Tengah. 2004. GBPP Muatan Lokal SD Mata Pelajaran
Bahasa Inggris. Semarang: Kantor Wilayah Depdikbud Jawa Tengah.
Edward, David Allen and Rebecca M .Vallete. 1997. Classroom Techique Foreign
Language and English as a Second Language New York.
Fauziati, Endang. 2005. Teaching of English As a Foreign Language. Surakarta:
Muhammadiyah University Press.
Finocchiaro. 1974. English as a Second Language From Theory to Practice. New
York.Regent Publishing Company.
Gerlach, Veron. 1980. Teaching and Media a Systematic Approach. USA:
Prentice-Hall. Inc.
Glories. The Glories Webster International Dictionary Of English Language
Volume II, United State of America, New York : The English Language
Institute Of America inc 1974.
Hamalik.Oemar. 1997.Media Pendidikan Bandung.Penerbit Alumni.
Asih Puji. 2007. Teaching names of Object Using Cartoon movie Entitled: Dora
The Explorer Movie.
Hopkins, David. 1963. A Teachers Guide to Classroom Research. Philadelphia:
Open University Press.
Hornby, A. S. 1974. Oxford Advanced Learners Dictionary of Current English.
Oxford: Oxford University Press.
http:www.answer.com/topic/animation.

Kemp.Jerrod.
1963.
Planning
and
Producting
Audio
materials.Sanfransisco.California.Chandler Publishing Company.

Visual

Kernan, James Mc. 2003 International Encyclopedia of Higher Education. New

Dehli. Cest Publishing House.
Hapsari, Ratih. 2006 The Use of Childrens television program in Acquiring
English Vocabulary. Salatiga: Unpublished Thesis of STAIN Salatiga.
Kleeman . D.2005.Selecting Good Cartoon Movie. Refrieved october2008.from
http//www future of children.Org.
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Tuban.
Notion, L. S. P. 1997. Teaching and Learning Vocabulary. Wellington: Victoria
University.
Hartono. 2004. Statistik Untuk Pendidikan.Yogyakarta.Pustaka pelajar.
Richards, Jack C. and Rodgers, Theodore S. 1991. Approaches and Method in
Language Teaching.Cambrige
Scott, A Wendy. 1990. Teaching English to Children. New York. Longman

Appendix II
Nama
:.......................
Choose the correct answer by crossing a, b, c, d ! (pilih jawaban yang tepat dengan
menyilang a, b, c, d .
1. Monyet in Engglish is . . .
9.
The taste of chicken noodle is very (Rasa
a. Eagle
mie ayam) . . .
b. Monkey
a. Big
c. Whale
b. Hot
d. Duck
c. Delicious
2. Jump means . . .
d. Beautiful
a. Melompat
10. Peta in engglish is . . .
b. Berlari
a. Map
c. Berdiri
b. Painting
d. Duduk
c. Book
3. This . . . lives in the river. (Buaya)
d. Pen
a. Cow
11. King means . . .
b. Cat
a. Rasa
c. Crocodile
b. Ratu
d. Camel
c. Tentara
4.
There is a . . .
d. Polisi
a. Chalk
12. The colour of leafs (Warna daun) is . . .
b. Ball
a. Green
c. Doll
b. Yellow
d. Hat
c. Red
5. The students make a note (Catatan) on
d. Brown
the . . .
13. Pohon in engglish is . . .
a. Book
a. Tree
b. Bag
b. Three
c. Chair
c. Take
d. Calender
d. Green
6. 7 + 4 = . . .
14. Please, Open the . . . (Pintu).
a. Eleven
a. Door
b. Ten
b. Telephon
c. Twelve
c. Lamp
d. Nine
d. Painting
7. Danau in Engglis is . . .
15. 3 + 4 = . . .
a. Lake
a. Seven
b. River
b. Ten
c. Sea
c. Six
d. Hill
d. Nine
8. Read means . . .
a. Membaca
b. Menulis
c. Menggambar
d. Sleep

Appendik I
Name
: ......................
Choose the correct answer by crossing a, b, c, d ! (pilih jawaban yang tepat dengan menyilang
b, c, d .
1. Wild animal usually lives in the . . .
8.
This is number . . .
a. Park
a.
Nine
b. Jungle
b.
Ninee
c. River
c.
Ten
d. Sea
d.
Eight
2. A : . . . is the Toba lake located?
9.
Look, That is a . . .
B : It is in Lombok.
a. Hill
a. What
b. Mountain
b. Who
c. Beach
c. Where
d. River
d. When
10. Dimanakah, lembah berada?
3.
Lool. That is a . . .
In engglish is . . .
a. Beach
a. Where is it ?
b. Valley
b. Where is the valley located ?
c. River
c. Where is the mountain ?
d. Mountain
d. Where is the sea located ?
4. Dimana sungai berada?
11. Fish may live in the . . .
In engglish is . . .
a. River
a. Where is it ?
b. Park
b. Where is the river located ?
c. Mountain
c. Where is the park ?
d. Jungle
d. Where is the sea located ?
12.
This is . . . color.
5. Merapi, Lawu, Kelud is kind of . . .
a. Blue
a. Mountain
b. Bluee
b. Sea
c. Brown
c. Park
d. Yellow
d. Waterfall
13. Where is the animal live ?
a. Forest
6.
Look, it is . . .
b. Valley
a. Valley
c. Sea
b. Mountain
d. River
c. Hill
14.
Look, That is a . . .
d. Sea
a.
Hill
b.
Mountain
7.
Look, The view
c.
Beach
is very . . .
d.
Forest
a. Ugly
15.
Look, That is . . .
b. Big
a. Sea
c. Smart
b. River
d. Beautiful
c. Hill
d. Valley