TEACHING NAMES OF OBJECT USING A CARTOON MOVIE ENTITLED DORA THE EXPLORER FOR SIXTH GRADE STUDENTS OF ELEMENTARY

SCHOOL (A CASE STUDY OF THE SIXTH GRADE STUDENTS OF SD NEGERI 05 RANDUDONGKAL).

SKRIPSI Untuk memperoleh gelar Sarjana Pendidikan Bhs. Inggris pada Universitas Negeri Semarang

Oleh Titi Pujiasih NIM 2201402047

FAKULTAS BAHASA DAN SENI UNIVERSITAS NEGERI SEMARANG 2007

ABSTRACT

Pujiasih, Titi. 2007. Teaching Names of Object Using a Cartoon Movie Entitled DORA THE EXPLORER for Sixth Grade Students of Elementary School (A Case Study of the Sixth Grade Students of SD Negeri 05 Randudongkal). Final Project. English Educational Program. Sarjana Pendidikan. Semarang State University. First Supervisor Dr. Dwi Anggani Linggar Bharati, M. Pd., Second Supervisor Dwi Anggara Asianti, S. S., M. Pd. Keywords: Cartoon Movie, Names of Object, Teaching Technique, the Elementary School Students. Teacher of Elementary School should have a special teaching technique in teaching English, since teaching English in Elementary School was not easy. In this research, the writer tried to use DORA THE EXPLORER cartoon movie to teach names of object or noun as the part of vocabulary. The statement of the problem for this research was does DORA THE EXPLORER cartoon movie improved the students mastery of names of object. The objectives of the study were to find out whether teaching names of object using DORA THE EXPLORER cartoon movie could improve the students mastery of names of object and to prove whether there was any significant difference between the students achievement who were taught by DORA THE EXPLORER cartoon movie and those who were taught by conventional technique. To achieve the objectives of the study, the writer conducted an experimental quantitative research. The experiment was held through before-after design. The sample of the study, the sixth graders of SD Negeri 05 Randudongkal, was designed into two groups consisted of 15 students in the experimental group and 15 students in the control group. The students in the experimental group were taught names of object using DORA THE EXPLORER cartoon movie and the students in the control group were taught by conventional technique. The instrument used for collecting the data was the names of object test that was gained from the analysis result of the try-out test. The data was obtained from the pre-test and post-test scores of the both groups. Based on the statistical analysis, it could be seen that the mean of the posttest scores of the experimental group was higher than the mean post-test scores of the control group. To know whether the differences of the two mean was significant or not, t-test formula was applied. The result of the computation was 2,961. The critical value of t for the tailed level of significant in which = 0,05 and degree of freedom (df) 28 was 2,05. Since the obtained value was higher than the critical value of t, it meant the difference between the mean of both group was significant. Thus, the hypothesis saying There was no significant difference between names of object proficiency of students those taught by using cartoon

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movie and which taught by using the conventional technique was not proved, so it was rejected. In line with the result, the writer concludes that the use of DORA THE EXPLORER cartoon movie is more effective than the conventional technique, so the writer suggests cartoon movie entitled DORA THE EXPLORER as an effective technique to teach names of object to the Elementary School students. The teacher may use it as an alternative technique to create a situation that makes the students interested and fun in learning English.

ACKNOWLEDGMENT

First of all, overwhelming praise and gratitude to God Allah SWT for the forgiveness and true affection which afford me to complete this final project. Furthermore, I would like to express my deepest gratitude and sincerest appreciation to Dr. Dwi Anggani L. B., M. Pd., my first advisor and Dwi Anggara Asianti, S. S., M. Pd., my second advisor, for all their guidance, encouragement, suggestion and time during the process of encompassing this final project. Special thank I deliver to the Chairperson, the Secretary, and all the members of the Board of Examiners. My special honor and thank goes to all lecturers of the English Department of Semarang State University for their valuable lectures and guidance during the years of my study. I would like to express my sincere gratitude to Mr. Durmo Sudarno as the headmaster of SD Negeri 05 Randudongkal, Mrs. Mei Rifdayatun as the English teacher of SD Negeri 05 Randudongkal, all the teachers and the sixth graders for allowing me to carry out the investigation in the institution and for their contribution and helps during the investigation. The deepest gratitude goes to my beloved parents, my sister Lisa and Avissa and also my cute brother Ardan. Thanks for your pray, love, support, guidance, time and money for me. I am nothing without all of you. I love you and always keep pray for me. For all good charming friends in English Education 2002 class D, especially Riana, Ayi and Eko, thanks for accompanying me during my sadness and hearing my sigh. For all f4 members, thanks for the most exciting and craziest memory of friendship we are ever through and thanks for your encouragement and support in whatever condition during the together. All of you have made me as a tough girl without tears. For my best friend Kristin and family, thanks for your time in accompanying me after f4 is not beside me. And for ADINDA lodgers, we are family. At last but not least, the deep gratitude goes to my be loved La Gusti, who supports and makes me happy when I feel bored with all of my activities. You are the only one who can understand me. Thanks for making my life colorful and interesting. Nothing in this world is perfect and this final project is no exception. I hope that this final project will be useful and beneficial for the readers, especially those who involved in English teaching profession.

Titi Pujiasih

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Motto: By the time! Surely mankind is in great loss Except those who believe, do goodness, Exhort one another to the truth, and Exhort one another to the patience (Al Quran, Al Asr: 1-3)

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DEDICATION

This final project is proudly dedicated to: My beloved parents H. Ahmad Y. and Hj. Thoebah. My beloved sisters and brother Lisa, Avissa, and Ardan. My dearest lover Ally M., S.H. My lovely friends f4 Riana, Ayi and Eko. My beautiful and sexy friend Kristin. Adinda lodgers, and English Department D Reguler 2002. I love you all.

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PERNYATAAN

Dengan ini saya, Nama NIM : TITI PUJIASIH : 2201402047

Prodi/ Jurusan : pendidikan Bahasa Inggris/ Bahasa Inggris Fakultas Bahasa dan Seni Universitas Negeri Semarang, menyatakan dengan sesungguhnya bahwa skripsi/ tugas akhir/ final project yang berjudul: TEACHING NAMES OF OBJECT USING A CARTOON MOVIE ENTITLED DORA THE EXPLORER FOR SIXTH GRADE STUDENTS OF

ELEMENTARY SCHOOL Saya tulis dalam rangka memenuhi salah satu syarat untuk memperoleh gelar sarjana ini benar-benar merupakan karya saya sendiri yang saya hasilkan setelahmelalui penelitian, pembimbingan, diskusi, dan pemaparan/ ujian. Semua kutipan baik yang langsung maupun tidak langsung, baik yang diperoleh dari sumber kepustakaan, wahana elektronik maupun sumber lainnya telah disertai keterangan mengenai identitas sumbernya dengan cara sebagaimanayang lazim dalam penulisan karya ilmiah. Dengan demikian walaupun timpenguji dan pembimbing penulisan skripsi/ tugas akhir/ final project ini membubuhkan tandatangan sebagai tanda keabsahannya, seluruh isi karya ilmiah ini tetap menjadi tanggung jawab sendiri. Jika kemudian ditemukan ketidakberesan, saya bersedia menerima akibatnya. Demikian, harap pernyataan ini digunakan seperlunya.

Semarang, Yang membuat pernyataan,

Titi Pujiasih NIM. 2201402047

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APPROVAL

This final project has been approved by the Board of Examiners of the English Department of the Faculty Languages and Arts of Semarang State University on August 28, 2007.

Board of Examiners:

1.

Chairman: Drs. Nur Rokhmat NIP. 130604160 .

2.

Secretary: Drs. Suprapto, M.Hum. NIP. 131125925 .

3.

First Examiner: Drs. H. A. Faridi, M.Pd. NIP. 131876218 .

4.

Second Advisor as Second Examiner: Dwi Anggara Asianti, S.S, M.Pd. NIP. 132300421 .

5.

First Advisor as Third Examiner: Dr. Dwi Anggani L.B., M.Pd. NIP. 131813665 .

Approved by The Dean of Faculty of Languages and Arts,

Prof. Dr. Rustono, M.Hum. NIP. 131281222

TABLE OF CONTENTS

ABSTRACTiv ACKNOWLEDGMENT.vi TABLE OF CONTENTS...vii LIST OF APPENDICES.....ix LIST OF TABLES...x CHAPTER I INTRODUCTION 1.1 General Background of the Study..1 1.2 Reasons for Choosing the Topic3 1.3 Statement of the Problem...5 1.4 Objectives of the Study..5 1.5 Significance5 1.6 Hypothesis..6 1.7 Organization of the Paper...6 CHAPTER II REVIEW OF RELATED LITERATURE 2.1 The General Knowledge of Noun..7 2.1.1 The Definition of Noun.7 2.1.2 Types of Noun...8 2.2 Teaching and Learning Media.10 2.2.1 General Concepts of Media.10 2.2.2 The Principles of Audio Visual Selecting...12 2.2.3 Television as One of Audio Visual Aids.15 2.3 The General Concept of Cartoon Movie..16 2.3.1 The Definition of Cartoon Movie...16 2.3.2 DORA THE EXPLORER Cartoon Movie..16 2.3.2 The Contribution of Cartoon Movie in Teaching Names of Object...17 2.4 Teaching Names of Object at Elementary School...18 2.5 The Elementary School Students in Indonesia.19 2.5.1 The Characteristics of Elementary School Students in Indonesia..19 2.5.2 Some Problems of Elementary School Students in Learning English21

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2.6 Conventional Technique......22 CHAPTER III METHOD OF INVESTIGATION 3.1 The Source of the Data.23 3.2 Method of Data Analysis.24 3.2.1 Subject of the Study24 3.2.2 Variables.25 3.3 Method of Data Collection...25 3.3.1 The Instrument of the Research..25 3.3.2 Procedure of the Experiment...28 3.3.3 Procedure of Collecting Data..33 3.3.4 Writing Instrument..33 3.4 Try Out.35 3.5 Condition of the Test35 3.5.1 Validity35 3.5.2 Reliability37 3.6 Item Analysis...40 3.6.1 The Difficulty Level of the Test..40 3.6.2 The Discriminating Power..42 3.7 Data Processing44 CHAPTER IV RESULT AND DISCUSSION 4.1 Computation between the two Means..45 4.2 Test of Significance..46 4.3 Grade of Achievement.48 4.4 The Meaning of the Result...53 4.5 The Effect of Experiment.53 CHAPTER V CONCLUSION AND SUGGESTION 5.1 Conclusion55 5.2 Suggestion56 BIBLIOGRAPHY..57 APPENDICES59

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LIST OF APPENDICES

1. Appendix 1. Try Out Test59 2. Appendix 2. Try Out Answer Key...63 3. Appendix 3. Try Out Test Answer Key...64 4. Appendix 4. Try Out Test Takers65 5. Appendix 5. The Analysis of Try Out Score...66 6. Appendix 6. The Analysis of the Validity, Reliability, Discriminating Power, And Difficulty Index.......67 7. Appendix 7. Names of Object Test..69 8. Appendix 8. Names of Object Answer Key.72 9. Appendix 9. The Experimental Group.73 10. Appendix 10. The Control Group74 11. Appendix 11. Table of Pre-test Score..75 12. Appendix 12. Table of Post-test Score.76

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LIST OF TABLES

1. Table 1. The Schedule of Activities During the Research..29 2. Table 2. The Steps of Teaching Names of Object to the Experimental Group and Control Group.31 3. Table 3. The Table of Specification34 4. Table 4. The Table of Students Score in Validity Computation38 5. Table 5. The Criteria of Item Difficulty..41 6. Table 6. The Criteria of the Discrimination Index..43 7. Table 7. The Table of the Levels of Achievement by Tinambunan....49 8. Table 8. The Table of Students Achievement of the Experimental Group49 9. Table 9. The Table of students Achievement of the Control Group..50

CHAPTER I INTRODUCTION

1.1

General 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, 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. By studying English, the students are expected to have a mean to develop their knowledge of science, technology and culture so that they can grow up with Indonesian personality. Later, hopefully, the pupils are able to support the development of tourism (Depdiknas, 2004: 1). In the Basic Course Outline of English as A Local Content Course of Study at Elementary School 2004 explains that as a local content subject, English is taught to pupils of first grade to sixth grade. The aim of teaching English in the 1

Elementary School is to motivate them to be ready and self-confident in learning English at higher level of education. The material consist 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 a new language. Allen (1983: 5) gives one reason for the emphasis on vocabulary in English learning: Scholars are taking a new interest in the study of the world meaning. A number to research studies recently dealt with lexical problems (problems related to world). Through research the scholar are finding that the lexical problems frequently interfere with communication, communications break down when people do not use the right word. Such discoveries by scholars do not surprise classroom teachers. Teachers have never doubted the value of learning vocabulary. They know communication stop when learners lack the necessary word. Using Allens (1983: 5) argument above as a starting point, it can be argued that vocabulary is a salient part of todays 2004 curriculum since the curriculum has been used. Vocabulary it self consists of several parts of speech they are noun, verb, adjective, and adverb. From these kinds of vocabulary, the first that students need to know is noun (Marcella Frank, 1972:6). Noun refers to a word used to name or identify any of class of things or objects, people, places or ideas, or a particular one of these (Hornby, 1974: 574). In this study, the writer teaches noun or names of object to the Elementary School students, since it is suitable with the curriculum of Elementary School, which explains that the vocabulary teaching in Elementary School, are as follow: a. Greeting and parting b. Colors c. Things around us

d. Numbers e. Families f. School-etc. (Depdiknas, 2004: 6) Teaching names of object to the Elementary School students 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, the 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 learner to the desired terminal behavior. Techniques are the 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: a. It interests the learners; b. It makes the learners give attention to the form, meaning or use of words; c. 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 a cartoon movie entitled DORA THE EXPLORER as an alternatives technique in teaching names of object.

By using the cartoon movie entitled DORA THE EXPLORER as an alternative technique in teaching names of object, the Elementary School students are given something new and different from what they usually get in class. They are not only the object of the teaching learning process but also the participants. In other words, the teacher makes the students active instead of being silent. Through this study, the writer wants to find out a new teaching technique to increase the quality of English teaching learning process in Elementary School.

1.2

Reasons for Choosing the Topic The writer chooses a cartoon movie entitled DORA THE EXPLORER

in the series of DORA MAP ADVENTURE as a media of teaching names of object since it provides many words or vocabulary especially nouns or names of object like suggested by Depdiknas above and there are many repetitions of the words which can help students to memorize the words. The writer chooses the sixth grade students of SD Negeri 05 Randudongkal as the case of the study because it is the best school in the resident. Mr. Durmo as the head master of SD Negeri 05 Randudongkal says that the students achievement of English in SD Negeri 05 Randudongkal is not as good as in other subjects. That is why the writer tries to apply a new teaching methodology to teach English in this school by using a cartoon movie entitled DORA THE EXPLORER in the series of DORA MAP ADVENTURE.

1.3 Statement of the Problem In this thesis, the writer limits the discussion by stating the following problem: Does DORA THE EXPLORER cartoon movie improve students mastery of names of object?

1.4

Objectives of the Study The objectives of the study that the writer wants to achieve in her study

are: a. To find out whether DORA THE EXPLORER cartoon movie can improve the students mastery of names of object. b. To prove whether there is any significant difference between the students achievement who are taught by DORA THE EXPLORER cartoon movie and those are taught by conventional technique.

1.5

Significance Theoretically, this study can contribute to the development of teaching

names of object in school. Practically, the result of the study can be used as additional information for English teachers especially in developing various techniques in teaching learning process. Pedagogically, the result of the study can be used for the teacher to construct the material of names of object in Elementary School.

1.6

Hypothesis Based on the problem, the working hypothesis of the study is as follows:

There is no significant difference between names of object proficiency of students those taught by using cartoon movie and which taught by using the conventional technique.

1.7

Organization of the Thesis The organization of the paper will be as follow: Chapter I gives introduction which contains the background of the study,

the reasons for choosing the topic, statements of the problems, objectives of the study, the significance of the research, and the organization of the paper. Chapter II presents the review of related literature which discusses the definition of noun, types of noun, general concept of media, the principle of audio visual selection, the definition of cartoon movie, the explanation of DORA THE EXPLORER cartoon movie, the contribution of cartoon movie in teaching names of object, teaching names of object at Elementary School, conventional technique, Elementary School students in Indonesia, and some problems of students in learning English, Chapter III explains the methodology of research which discusses the source of data, method of data analysis, method of data collection, procedure of the experiment, procedure of collecting data, writing the instrument, and try out. Chapter IV concerns with the result of the research and the discussion. Chapter V proposes the conclusions and suggestions.

CHAPTER II REVIEW OF RELATED LITERATURE

In this chapter, the writer would like to put the theories from some experts that support this research, those are about the general knowledge of noun, teaching and learning media, the general concept of cartoon movie, teaching names of object at Elementary School, the Elementary School students in Indonesia, and conventional technique.

2.1 2.1.1

The General Knowledge of Noun The Definition of Noun Noun is word used as designation or appellation of a creature or thing,

existing in fact or in thought, a substantive (Websters Revised Unabridged Dictionary, 1913). According to Marcella Frank (1972: 6), the noun is one of the most important parts of speech. Its arrangement with the verb helps to form the sentence core, which is essential to very complete sentence. In addition, it may function as the chief head word in many structures of modification. From the statement above, the writer thinks that as the beginners, Elementary School students absolutely need to know the noun as part of English vocabulary before they learn more about English because as what Marcella Frank said that the noun is one of the most important parts of speech.

2.1.2

Types of Noun Some nouns may belong to more than one of the types given below.

a. Proper Nouns A proper noun begin with a capital letter in writing. It includes: 1) Personal names (Mr. john Smith). 2) Names of geographic units such as countries, cities, rivers, etc. (Holland, Paris, Amazone). 3) Names of nationalities and religions (a Dutchman, Christianity). 4) Names of holidays (Easter, Thanksgiving Day). 5) Words used for personification, a thing or abstraction treated as a person (Natyre, Liberty). As opposed to proper nouns, all other nouns are classified as common nouns. b. Concrete or Abstract Nouns A concrete noun is a word for a physical object than can be perceived by the senses we can see, touch, smell the object (flower, girl). An abstract noun is a word for a concept it is an idea that exists in our minds only (beauty, justice, mankind). c. Countable or Noncountable Nouns A countable noun can usually be made plural by the addition of-s (one girl, two girl). A noncountable noun is not used in the plural. Mass nouns from one type of nouncountable noun. They are words for concrete objects

stated in an undivided quantity (coffee, iron). Abstract nouns (including names of school subject and sports) are noncountable. Some noncountable nouns also be used in a countable sense and will therefore have a plural. d. Collective Nouns A collective noun is a word for a group of people, animals or objects considered as a single unit. Examples of collective nouns are audience, committee, class, crew, crowd, enemy, faculty, family, flock, folk, government, group, herd, jury, majority, notion, orchestra, press, public, team. e. Noun Compounds A noun is a group of word-usually two, but sometimes more-joined together into one vocabulary unit that function as a single parts of speech. Noun compounds consist of the following composite form: 1) Noun + noun (bathroom, department store, grammar book). 2) Possessive noun + noun (ladys maid, artists model, ravelers checks).

3) Adjective + noun (black bird, common sense, blue print). 4) Verb + noun (pickpocket, flashlight, dance, team). 5) Noun + verb (handshake, garbage dump, lifeguard) 6) Noun + gerund ( fortune telling, house cleaning, water skiing). 7) Gerund + noun (dining room, pinching bag, wearing apparel). 8) Preposition + noun (overalls, by-way, downpour). 9) Verbs + preposition + adverb (break-down, make up, grown-up). 10) Noun+ prepositional phrase (son-in-law, editor-in-chief).

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f.

Adjective Forms Used as Nouns These nouns are often preceded by the.

g. Verb Forms Used as Nouns Swimming is a great sport; Seeing is believing. Such nouns with-ing ending are called gerund. In this study, the students will only be taught about concrete or abstract nouns, because the writer thinks that it is relevant with the curriculum of Elementary School.

2.2 2.2.1

Teaching and Learning Media General Concepts of Media Media will help to 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, skills, 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 for transmitting or delivering messages to motivate students in learning. There are a lot of media in teaching learning process. Gerlach and Elly (1980: 274) classify media into five types:

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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 recording Recording are made on magnetic tape, on disc, or on motion picture sound tracts. These are the actual events or sound effects reproductions. c. Motion picture/ video tape recording They are moving images produced in color or black and 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 and computer-assisted instruction They are the sequences of information (verbal, visual, or audio) designed to elicit predetermined responses. The most common examples are programmed textbook 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

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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 1979: 172) 2.2.2 The Principles of Audio Visual Selecting How can we select cartoon movies which are good for the students? David Kleeman, the director of the American Center for Children and Media in his article Selecting Good Cartoon Movies in (http://www.futureofchildren.org) said ask your self the following questions: a. Does the movie actively engage the pupils, physically or intellectually? When the students watch the movie, they do not have to be passive. It can prompt questions, kindle curiosity, or teach activities to pursue when they watch it. b. Do programs creators respect this program? Teachers do not have to like every movie their students like. In fact young learners need their own district culture. But the teacher should assure that programs creators understand and respect how children grow and learn. c. Do the students see others like themselves on television? Young children believe that movies reflect the real world. To not see people like themselves-in race, ethnicity or physical ability, for example may diminish their self worth.

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d. How do the makers of this movie regard the young learners? Some program creators see young people as consumers to be sold to. Others see them as students to be educated, as future citizens to be engaged in the community, or simply as children, whose work is play. Thus, before we choose a cartoon movie as our teaching media, we have to consider the above questions. 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. Purposes The use of audio visual aids should contribute to the teaching learning process significantly. It means that media can facilitate the teaching learning process. 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.

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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 teaches. 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 goal 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 another words, any special factors which help the teacher to select appropriate media should be used. Many kinds of media such as still pictures, tape recorder, 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. In this research, the writer uses audio visual material, they are a television and videodisc as the media to teach English.

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2.2.3

Television as One of Audiovisual Aids The classification of audio visual aids:

a. Audio aids They are the materials that produce sound, for example radio and tape recorder. b. Visual aids The materials show the shape or the form of the things. They are called as media. There are two visual aids: 1.) Two dimension visual aids For example: graphics, diagram, filmstrip, and slide. 2.) Tree dimension visual aids For example: diorama. c. Audio visual aids They are the materials that produce both sound and picture in one unit, for example: television. Television is an electronic motion picture with conjoined or attendant sound; both picture and sound reach the eye and ear simultaneously from a remote broadcast point. (http//www.answer.com/topic/animation) From the definition above, the writer can say that television in general is a means of communication, and it functions as an entertainment, and also learning media.

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2.3 2.3.1

The General Concept of Cartoon Movie The Definition of Cartoon Movie The major use of animation has always for entertainment. However, there

is 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 sequences. Cartoon movie is the illusion of motion created by the consecutive display of images of static elements. I film and video production, this refers to techniques by which each frame of a film or movie is produced individually. There frame may be generated by computer or by photographing a drawn or painted image, or by repeatedly making small changes to a model unit, and then photographing the result with a special animation camera. When the frames are strung together and resulting film is viewed, there is an illusion of continuous movement doe to phenomenon known as persistence of vision. (http//www.answer.com/topic/animation) 2.3.2 DORA THE EXPLORER Cartoon Movie DORA THE EXPLORER is a cartoon movie made by Nickelodeon, Nick Jr., and published by Viacom International Inc. The writer is interested in this movie and chooses it as the media to teach names of object for the Elementary School students because DORA THE EXPLORER cartoon movie provides many words or vocabulary that suitable with the curriculum of Elementary School 2004 and there are many repetitions of the words which can help the students to memorize and understand the meaning of the words since they can see the picture of the object in it.

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2.3.3

The Contribution of Cartoon Movie in Teaching Names of Object Teaching media is needed in teaching learning process to help students to

become active. The students have to be active during the teaching learning process including learning the vocabulary. By using a cartoon movie in their lessons they can learn words correctly. The writer chooses the cartoon movie to teach names of object because through the cartoon movie children will learn names of object by seeing the object in that movie. So, it will help students to memorize the names of object. However, I believe that words do have a special significance for children learning a new language. The word is recognizable linguistic unit and for children in their first language and so they will notice words in the language by showing them object that they can see and touch, and that have single word labels in the first 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) list the function of media in general or audio visual aids in particular and their contribution to a language learning as follow: a. 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. b. 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

18

activity is relatively more interesting than the activity of listening or writing the teacher explanation. c. The quality of learning can be improved If there is a good preparation of using preparation of using visual aids, it will be possible for teacher to create a good language learning process in which the students participation is dominant. As a result, the students knowledge and skill can be improved. d. The positive attitudes of students toward what they are learning and to the learning process itself can be enhanced. The purpose of aids should mean to simplify instruction. They should not make the process of teaching and learning more complicated. If aids become unmanageable, they should not be used.

2.4

Teaching Names of Object at Elementary School The scope of English at Elementary School includes pronunciation,

vocabulary, reading, and some functional skills as the basis of learning skills of simple language related to the students world (Depdiknas, 2004). It is stated in the curriculum that English is taught in Elementary School from the first grade to the sixth grade. Below are the materials that have to be taught for each grade: e. First grade is focused on greetings, numbers, colors, and school. f. Second grade is focused on greetings, numbers, colors, school, and animals. g. Third grade is focused on parts of body, animals, school activities, days in week, food, and home.

19

h. Fourth grade is focused on numbers, hobbies, things at home, calendar, family, toys and games, and shopping. i. Fifth grade is focused on mathematics, daily activities, calendar, games and toys, telling time, clothes, profession, and transportation. j. Sixth grade is focused on shapes, telling time, health and hospital, direction and location, order and request, and government. (Depdiknas, 2004) From the explanation above, we can see that the material available in the DORA THE EXPLORER cartoon movie should be taught in first grade to third grade, but in this research the writer teaches the sixth graders since in SD Negeri 05 Randudongkal, the English lesson is only taught for the sixth graders. But, the English teachers may use this media to teach names of object for the first graders to the third graders as the introduction of English vocabulary.

2.5 2.5.1

The Elementary School Students in Indonesia The Characteristics of Elementary School Students in Indonesia Teaching Elementary School students is not the same as teaching adults

because they have different characteristics and motivations as stated by Helaly: Unlike adults, children are not self motivated and do not have an immediate need to learn English. They are not concerned with job or university degrees that required knowledge of English. Their world is their daily games, events of interest to them, now knowledge that may come across and question that their inquisition minds may ask (Helaly, 1987: 49). The teacher can also point out certain characteristics that she/ he should be aware of and take into account in her/ his teaching. The following are some general characteristics of the children of that group according to Wendy Scott:

20

a. They are competent users of mother tongue. b. They can tell the difference between fact and fiction. c. They love to play and learn best when they enjoy themselves seriously and like to think that what they are doing in the real work. d. They are enthusiastic and positive about learning. e. They relay on the spoken as well as the physical word to convey and understand meaning. f. They are able to work with others and learn from others. g. Their own understanding comes through eyes, hands, and ears. The physical word is dominant at all times. h. They have very short attention and concentration span (1990: 2-4). In Indonesia, the characteristics of Elementary School students are similar generally. However, the writer wants to add several characteristics based on the book of Psikologi Perkembangan, written by Tim Pengembangan MKDK IKIP Semarang. They are: a. The Elementary School students are the children at the age of 7 to 12 years old. b. They are in the smart age. It means that they often show what they know from school and they are really proud of it. c. There is a strong correlation between physical condition and school achievement. d. They intended to praise themselves.

21

e. At the end of this phase, they begin to have an interest in special subjects (IKIP Semarang Press, 1989: 102). Cameron (2001: 1) also described the characteristics of young learners as follow: a. Children are often more enthusiastic and lively as learners. b. They loose interest more quickly and are less able to keep themselves motivated on tasks they find difficulties. From the explanations above, the writer can say that the Elementary School students still need a specific guidance from their teacher and people around them especially their parents in order to follow the lesson well. Since they get bored easily during the class activity, the teacher plays the task of creating and maintaining cheerful situation in the classroom. Thereby, as beginners, Elementary School students will be happy learning English. 2.5.2 Some Problems of Elementary School Students in Learning English Learning a foreign language is different from learning a native language since the students environments in achieving their first language and a foreign language are different. As a result, the students face a lot of problems in learning English. They are: a. Students are surrounded by the first language at home, at school or even in communication with the people in their society where foreign language is not used as a means of communication. b. Students do not know how to read or write at the time they are learning their mother tongue, but they learn English through expressions and reading.

22

c. Students may be interfered by their first language system which has been well established in their mind. (Wahyuni, 1997: 15)

2.6

Conventional Technique Conventional is defined as one that is usually used (Harper Collins 1992:

249). Conventional technique in this study is a teaching technique used by the English teacher to teach English vocabulary recently. The technique used in the conventional technique is similar to traditional technique. Jacobson (1989: 211) states that when a teacher uses the traditional setting or model, she begins with an objective and present primary instruction is most often presented in the form of lecturer, textbook, reading, teacher led-discussion, or possible combinations of any these procedures. In another words, in the traditional teaching models, the students focus all attention upon the teacher and discourage communication among students. In the traditional system, as stated by OMalley (1998: 14) in http//www.academon.com/lib/paper/15376.html, the teacher is only the agent in the classroom transmitting knowledge to students who are expected to absorb information passively. Traditional technique used by the English teacher in the Elementary School is a way to teach English using picture in general according to the topic. Usually, the teacher also uses a textbook in order to help the students in understanding in meanings of new vocabulary.

23

CHAPTER III METHOD OF INVESTIGATION

3.1

The Source of the Data Human being who lives together in the world may have many problems.

When they meet problem, they always attempt to solve them. To attempt in solving their problem, most of scientists have a famous way. It is called research method. In this research, to achieve the object of the study, the writer needed some data. The required data and information were obtained from the sources: a. Field research The study was a field research because it was held at school. Arikunto (2002: 3) stated that a field research of a field study for example an educational research could be carried out at school, in the societies, factories, or hospital to achieve educational objectives. The study was conducted at SD Negeri 05 Randudongkal. To get empirical data for the study, the writer administrated a test. This test was given to the sixth graders of SD Negeri 05 Randudongkal in academic year 2006/ 2007. They were supposed to do the test to show their achievement in mastering the English names of object.

23

24

b. Experiment Experiment referred to the effort to obtain the data from the experimental group and control group. SD Negeri 05 Randudongkal was chosen as the experiment site. Through the method she chose, the writer did her research in the class until she gathered the data to be analyzed. Arikunto (2002: 12) stated that an experimental study or experimental research was a research which was done to prospective variable research because in fact the variable had not come.

3.2 3.2.1

Method of Data Analysis Subject of the Study The subject of the study was the sixth graders of SD Negeri 05

Randudongkal. The reason why the writer chose the sixth graders of SD Negeri 05 Randudongkal as the object of the study was because in that school English lesson was only taught to the sixth graders. So, it was the only one choice to decide the subject of the study for this research. The numbers of them were 30 students. They were 18 male and 12 female. The class was divided into two groups; they were the experimental group and control group by using the lottery methods. The experimental group was taught by using cartoon movie and control group was taught using conventional technique.

25

3.2.2

Variables A variable was anything which did not remain constant (Nunan 1992: 25).

A variable was a concept which has value. The value always changed from one unit of analysis. In this study, there were two variables. There were independent variable and dependent variable. Independent variable referred to the use of cartoon movie and conventional technique in teaching names of object, and dependent variable referred to the students mastery of names of object after being treated using the audio visual, that was DORA THE EXPLORER cartoon movie and conventional technique.

3.3 3.3.1

Method of Data Collection The Instrument of the Research The instrument used in this experiment was to measure the students

mastery in vocabulary (in this case was names of object) as an indication of progress toward educational objectives set for the students. A test was used as a method of data collecting. A test was a set of questions, each of which had correct answer, which examinees usually answered orally or in writing (Tinambunan 1988: 3). In this thesis, the writer concerned with the names of object mastery of the sixth graders of SD Negeri 05 Randudongkal. Before designing the instrument, the writer had to decide what type of the test should be used. According to Gronlund, test of achievement might be used for selection, placement, diagnosis, or certification of mastery (Gronlund 1986: 65).

26

And Tinambunan said that achievement test was designed to indicate degree of success in some past learning activity (Tinambunan 1988: 7). Based on above statements, the writer assumed that in this research, she would like to conduct the achievement test. An achievement test was a systematic procedure for determining the amount of students had learned. In this case was based on the names of object mastery of the students. The type of the test applied in the research was an objective test. The objective test was a test which was highly structured and required the pupil to supply a word or two, or to select the correct answer for among a limited number of alternatives. According to Tinambunan, the objective test included a variety of items type. Objective item could be classified into supply-type item and selectiontype. The supply type test required pupil to supply the answer. The type was also known as short answer or completion. The completion item was a written statement which required the examinee to supply the correct word or short phrase in response to an incomplete sentence, a question or word association. And the selection type required pupil to select the answer from given number or alternatives. The type could be further subdivided into: a. True false True false item consisted of declarative and the students response true if it conformed to accept the truth, or false if it was essentially.

27

b. Matching item The matching test item consisted of two parallel columns with each word, number or symbol in one column being matched to a word, sentence or a phrase in the other columns. Matching item was useful in measuring students ability to make association, discern relationship, and made interpretation or measure knowledge of a series of facts. c. Multiple choice item The multiple choice item consisted of a premise and set of alternatives. The premise, known as the stem, was presented as question or incomplete statement which students answer or completed by selecting one of several alternatives (also called options or choices) were available. Only one was correct or response and the other were referred to as distracters. Alternatives might consist of numbers, single word, letters, phrase sentence or formula. The function of the distracter was to distract the students who were uncertain of the answer (Tinambunan 1988: 55-56). In this research, the writer constructed of the selection type. The test consisted of 20 items of multiple choice with four options: A, B, C, D. The writer chose the objective type test based on the following considerations: a. Objective test type made the examiners easy to compute the difficulty level and discriminating power.

28

b. Objective test type would not make the examiners had different interpretation of students answer. c. Objective test type would be easier to score the students. The material tested as an instrument of this research covered topics in the 2004 curriculum. The topics were chosen by the writer, in this case as the teacher for the research. They were numeral, colors, names of animals, fruit and things around us. 3.3.2 Procedure of the Experiment In this study, the sixth graders of SD Negeri 05 Randudongkal in academic year 2006/ 2007 were chosen as the object of the study. The numbers of the students were 30; they were 15 students as the experimental group and 15 as the control group. For the experimental group, the writer decided to use the DORA THE EXPLORER cartoon movie, and the control group was taught by conventional way or without cartoon movie. Both groups had the same material from the teacher. The writer as the teacher gave the vocabulary lessons, which were names of object. She gave the lesson twice a week for both groups, she taught the same topic to both groups on numeral and color, names of animal, fruit and things around us.

29

The schedule of the groups can be explained as follows: Table 1 The Schedule of Activities during the Research Control group Experimental group Meeting Topic The words to be taught First PRE-TEST Friday March 2nd,2007 09.30 am Second NUMERALS - One - Two - Three - Four - Five - Six - Seven - Eight - Nine - Ten Third COLORS - Red - Orange - Yellow - Blue - Green - Purple - White - Pink - Brown Friday March, 9th 2007 09.30 am Friday March, 9th 2007 10.30 am Monday March, 5th 2007 11.00 am Friday March 2nd, 2007 09.30 am Monday March, 5th 2007 12.00 am Time and date Time and date

30

- Black Fourth ANIMALS - Bird - Butterfly - Ant - Snake - Spider - Crocodile - Tiger - Cat - Rabbit - Chicken Fifth FRUITS - Corn - Banana - Orange - Mango - Strawberry - Grape - Apple - Pineapple - Durian Sixth THINGS ARROUND US - Map - Branch - Box - Star - Mountain - River - Forest - Garden - House Monday March, 2007 11.00 am Monday 19th March, 2007 12.00 am 19th Friday 2007 09.30 am Friday 16th March, 2007 10.30 am 16th - Water melon March, Monday March, 2007 11.00 am Monday 12th March, 2007 12.00 am 12th

31

- Nest - Flag - Jacket - Field Seventh POST-TEST Friday March, 2007 09.30 am Friday 23rd March, 2007 09.30 am 23rd

Table 2 The Steps of Teaching Names of Object to the Experimental Group and Control Group No 1. Topics Numerals and colors Control Group Teacher asked the Experimental Group Teacher prepared the

students to open the books and read it. Teacher pronounced the words in the book one by one and asked the students to repeat after her correctly. Teacher asked the students to mention the meaning of the words in Indonesia.

cassette that would be used in teaching the topic. Teacher asked the students to look at the program carefully. Teacher asked the students to remember the words showed and asked them to pronounce it correctly according to the teacher command.

2.

Animals

Teacher

asked

the

Teacher

prepared

the

students to open the

cassette that would be

32

book and read it. Teacher pronounced the words in the book and asked the students to repeat correctly. Teacher answered Indonesia. gave it the in questions and students after her

used in teaching the topic. Teacher asked the students to look at the program carefully and remember Teacher the asked words the said in the cassette. students to pronounce the words correctly one by one and told the meaning of the words according to the teachers command.

3.

Fruits things

and Teacher

asked

the

Teacher

prepared

the

students to open the book and read it. Teacher pronounced the words in the book and asked the students to repeat correctly. Teacher asked the students to mention the meaning of the object in Indonesia after her

cassette that would be used in teaching the topic. Teacher asked the students to look at the program carefully. Teacher the asked the students to pronounce words showed the correctly. Teacher asked students to look for the meaning of the words showed in Indonesia.

around us

33

3.3.3

Procedure of Collecting Data This study was conducted on SD Negeri 05 Randudongkal. The informant

of this study was the class. Both classes were taught by the same teacher with the same material those had been chosen by the teacher. The experimental group would be taught by using DORA THE EXPLORER cartoon movie and control group by using conventional technique. Then, the writer gave the same test to the students. The test was used as an instrument to collect required data. The last step was comparing the result of the test to know the differences between the two techniques. 3.3.4 Writing Instrument Before constructing a test, to determine whether or not an objective had been realized, it was necessary to select the content which was applicable to the objective and to identify the complexity of the intellectual or affective activity involved. That was, the teacher had to be able to classify the objective in two dimensions; content and cognitive affective. The test blue print, which was called table of specification, was a two way table with content shown on one axis and cognitive domain on the other. (Tinambunan, 1988: 30) Consequently, the table of specification should indicate the relative value of each content area, perhaps by showing the desired weight as a percentage. These weights were subjective teacher decision reflecting the relative important of each area. Many criteria could aid the teacher in formulating the best weight. One might expect these weights to be related to class time devoted to each area; thus,

34

class time might be used as an indicator of importance (Tinambunan, 1988: 31). In this case, 5 sessions would be spent to teach the material chosen. They were 2 sessions for Numeral and Color, and 1 session for Names of Animal, and 2 sessions for Fruit and Things around us. The expected weight for the topic numeral and color:

2 sessions x 100 % = 40 % of the test 5sessions It means that the number of the numeral and color items will be 40 %of the whole test. The expected weight for animal: 1session x 100 % = 20 % of the test 5sessions It means the number of the animal items will be 20 % of the whole test. The expected weight for fruit and things around us:

2 sessions x 100 % = 40 % of the test 5sessions It means that the number of the fruit and things around us items will be 40% of the whole test.
Table 3 The Table of Specification

Weight 40% 20% 40%

Content Numeral and color Animal Fruit and things around us Total items

Number of items by content area 8 4 8 20

35

The table of specification means that the number of items for numeral and color are 8 items, animals are 4 items, and fruit and things around us are 8 items. The total items are 20.

3.4

Try Out

Before an instrument was used to collect the data, a try out test was conducted on March 2nd, 2007. It was used to measure the validity and reliability of the test that would be used as the instrument of the research. There were students as the respondent of the try out test group. They had to complete the test consisting of 20 items in 20 minutes. The students would get score of 100 if all the answers were correct. The analysis scores of the try out test could be seen in appendix 5. After scoring the result of the try out test, the next step was analyzing to know the reliability and the validity of each item in which to decide whether the items were properly used in the next test.

3.5

Condition of the Test

Harris (1969: 13) stated that all good tests possessed three qualities: validity, reliability, and practically. That was to say, any test that we used had to be appropriate in terms of our objectives, dependable in the evidence, and applicable to our particular situation. Those characteristics of good test would be explained further below.

36

3.5.1

Validity

Heaton (1975: 152) said that every test, whether it be a short informal classroom test or public examination, should be as valid as the constructor could make it. Briefly, the validity of a test is the extent to which it measures what it supposed to measure and nothing else. There were three types of validity: content validity, criterion related validity and construct validity, but the primary concern for classroom achievement testing was content validity. Content validity was concerned with what went into the test. The degree of content validity in a classroom test related to how well the test measure the subject matter content studied and the behaviors which the test tasks required. A test would have a high content validity if the items were representative of the population of possible tasks. The method used to measure the validity of the test was calculated with the formula of Pearsons Product Moment Correlation. The formula as follow:
rxy = N (XY ) (X )(Y ) {NX 2 (X ) 2 }{NY 2 (Y ) 2 }

Where: r xy N X Y : the correlation of the scores on the two halves of the test : the number of the students : the sum of X scores : the sum of Y scores (Arikunto 2002: 157)

If r xy > r table , it meant that the test was valid with the significant 5%.

37

The complete computation result of the validity of each test item was shown in appendix 6. The following was the example of item validity computation for item number 1, and for the other items would use the same formula. r xy = ( 27 277) ( 25 320) {(27 25) ( 25) 2 }{(27 256358) (320) 2 }

= 0,330 After obtaining r xy , value of item number 1 = 0,330. It was consulted to critical value of r table Product Moment. For = 5% and the number of subject = 27, the r table is 0,388. Because the r xy value of number 1 was not higher than r table (0,330 < 0,388), so the item number 1 was invalid.
3.5.2 Reliability

Reliability referred to the consistency of the test scores. That was, how consistent test score or other evaluation result was from one measurement to another. If we administered a test, it meant that we were looking for information. And if any used to be made of the information from the test, it was desirable that the information should be stable, consistent and dependable (Gronlund, 1986: 132). Based on the statement above, a try out test would be carried out to get the reliability of the test items, and the split-half technique was decided to use in measuring the reliability of the test. Consulting the Pearson Product Moment Formula, the writer did six steps to measure the reliability of the test.

38

a. First, the writer administered the test and gave the result of each students test paper a score. Then the tests were divided into two halves and the scores made by the each halve were recorded. b. Second, in order to be safe, the writer took the odd items as one half of the test and even items as the other half. Then, listed the pairs of the scores in two columns; labeling the column to the left X, and that to the right Y. c. The third step was to calculate the following statistic: 1) The sum of the X score 2) The sum of the Y score 3) The sum of the square of the X score 4) The sum of the square of the Y score 5) The sum of the product of each X score with the corresponding Y score.
Table 4 The Table of Students Score in Validity Computation
No. 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 X 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 Y 19 18 17 17 16 16 15 14 14 13 13 12 11 11 11 11 11 X2 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 Y2 361 324 289 289 256 256 225 196 196 169 169 144 121 121 121 121 121 XY 19 18 17 17 16 16 15 14 14 13 13 12 11 11 11 11 11

39

18 19 20 21 22 23 24 25 26 27

1 1 1 1 1 1 0 0 1 1 25

10 10 9 9 9 9 8 7 6 4 320

1 1 1 1 1 1 0 0 1 1 25

100 100 81 81 81 81 64 49 36 16 4168

10 10 9 9 9 9 0 0 6 4 305

d. In the last step, the Spearman Brown Formula was used to estimate the reliability of the entire test. The formula was like this:

n r 11 = n 1

s 2 pq s2

If r 11 > r table , the test was reliable. In which: r11 : reliability of total test n : the number of items s : deviation standard

p : the number of the students who answered the item correctly N q : the number of the students who answered the item incorrectly (q = 1-p) N : the number of students in two groups The result of the computation was: n = 20

s 2 = 14.44 pq = 3.385

40

From the result above could be calculated: 20 14,439 3,384615 r 11 = 14,439 20 1 11,054 r 11 = (1,052632 ) 14,439 r 11 = 1,052632 0,765588 r 11 = 0,805882 On significant 5%, with N = 27, the computation of r table = 0,388 Since r 11 > r table , so the test was reliable.

3.6

Item Analysis

Item Analysis was evaluating the effectiveness of the item. The purpose of doing item analysis was to check whether or not each item met the requirement of a good test item. According to Heaton (1975: 172) After the answer sheets had been accumulated, all items should be examined from the point of view of their difficult level of discrimination. From that statement, it could be noted that item analysis concentrated on two things, those were item difficulty and discriminating power (item discrimination).
3.6.1 The Difficulty Level of the Test

The index difficulty of an item simply showed how easy or difficult the particular item proved in the test.

41

Applying the procedures of calculating the difficulty level of an item as recommended by Heaton (1975: 172), in this study, item analysis was conducted. The value of level of difficulty was computed by using the formula: P= B . JS

In which: P : The facility value (index of difficulty) B : The number of students who answered correctly JS : The total number of the students The table below was criteria of item difficulty.
Table 5 The Criteria of Item Difficulty

Interval 0,0 < IK 0,30 0,30 < IK 0,70 0,70 < IK 1,00

Criteria Difficult Medium Easy

Here was the example of the computation of the difficulty level of item number 1. B = 25 P= 25 = 0,926 27 JS = 27

Since the value of P was on the position of 0,71 1,0, so the item number 1 was considered as the easy item.

42

Based on the explanation above, items numbers 1, 5, 7, 13, 15, 16, 17, and 20 were considered as the easy items, whereas items numbers 2, 3, 4, 6, 9, 11, 14, and 18 were considered as the medium items, and items numbers 8, 10, 12, and 19 were considered as the difficult items. The computation of each item could be seen in appendix 6.
3.6.2 The Discriminating Power

It was also essential to determine the discriminating power of the test items because it could discriminate between the more and the less able students. Heaton stated: The discrimination index of an item indicated the extent to which the item discriminated between the test tees, separating the more able test tees from the less able. The index of discriminating told us whether those students who performed well on the whole test tended to do well or badly on each item in the test (Heaton, 1975: 173) There were various method of obtaining the index of discrimination, here the writer used the formula as follows: D = In which: D : The discrimination index B A : The number of students in upper group who answered the item correctly B B : The number of students in lower group who answered the item correctly J A : The number of students in upper group J B : The number of students in lower group B A BB JA JB

43

The criteria of the item discriminations were as follows:

Table 6 The Criteria of the Discrimination Index Interval Criteria

D 0,20 0,20 < D 0,40 0,40 < D 0,70 0,70 < D 1,00

Poor Satisfactory Good Excellent (Arikunto, 2002: 210)

The following was the computation of the discrimination index for item number 1, other computations for each item could be seen in appendix 6. B A = 14 J A = 14 So : 14 11 D= 14 13 D = 1,000 0,8462 D = 0,154 The computation resulting the value of D = 0,154. Since D value was on the position of 0,00 0,20, the item number 1 was categorized as poor item. B B = 11 J B = 13

44

3.7

Data Processing

To analyze the result of the experiment that discussed the comparative study which compared two techniques, data collected were processed by applying t-test formula to know whether there was significant difference between those two teaching techniques. t=
x1 x 2 1 1 s + n1 n2
2 ( n1 1) s12 + ( n2 1) s2 n1 + n2 2

Where s = In which: s x

: deviation standard : mean

n : total respondent The data gathered were analyzed in the following steps: a. The tabulation of the data, which included scoring items of the test and arranging its ranks. b. Applying the data based on the kind of the study (comparative study).

45

CHAPTER IV RESULT AND DISCUSSION

4.1

Computation between the two Means

After getting all the scores, the computation was made. The first was to know the significant differences of the experiment could be seen through the difference of the two mean. The following formula was used to get the means: Mx =

x N

My =

y N

Where: Mx : the mean of the experimental group : the sum of all scores of the experimental group : the mean of the control group : the number of the subject The score distribution of the experimental and control groups could be seen in appendix 11 and 12. The computation of the two means scores of the experimental group and that of the control group was calculated as follows: Mx =

x
My N

x N
204 15

= 13,6 45

46

The mean score of the experimental group was 13,6. My =

y N
179 15

= 11,93 The mean score of the control group was 11,93. If we compared the two means it was clear that the mean post test score of the experimental group was higher than that of the control one. The difference between the two means was 1,67 (Mx My). To make the analysis more reliable, the writer analyzed by using t-test formula as stated in chapter III. The significant difference between the two means could be seen by using this formula: t=

x1 x 2 1 1 s + n1 n2
2 ( n1 1) s12 + ( n2 1) s2 n1 + n2 2

Where s = In which: s

: deviation standard

x : mean n : total respondent Ho was rejected if t > t (1 )( n1+ n 22 ) Accepted area of Ho

47

The score of the students mastery of names of object could be seen in appendix 12. From the data, obtained: Resource Total N
x

Experimental Group 204 15 13,60 1,5429 1,24

Control group 179 15 11,93 3,2095 1,79

(s 2 ) Deviation standard (s)

Applied into the t-test formula: s=

(15 1)1,5429 + (15 1)3,2095 15 = 15 2

= 1,54149 t=
13,60 11,93 1 1 1,54149 + 15 15

= 2,961 On the level of = 5% with degree of freedom (df) = 15 + 15 2 = 28, obtained t ( 0,95)( 28) = 2,05

Accepted area of Ho 2,05 2,961

Since t was on the rejected area of Ho, so it could be concluded that the experimental group was better than the control group.

48

4.2

Test of Significance

After getting the t-value, the writer conducted the critical value on t-table to check whether the difference was significant or not. Before the experiment was conducted, the level of significant to be used in the experiment had been divided first. For this experiment, the writer used the 5% (0,05) alpha level of significant as usually used in psychological and educational research. The number of subject in this experiment for both experimental and control group was 30. The degree of freedom (df) was 28. The critical value with the degree of freedom 28 at the 5% alpha level of significant was 2,05. The tvalue of post-test was higher than critical value (2,961 > 2,05). It could be concluded that there was a significant difference of the post-test result between the experimental group and the control one.

4.3

Grade of Achievement

The study was to find out whether or not DORA THE EXPLORER cartoon movie as the media in teaching names of object was effective for the sixth graders of SD Negeri 05 Randudongkal. The writer would clarify the non statistical analysis. Below was the list of the level of mastery of the correct answer and grade for the experimental and control group. There were five levels of achievement as proposed by Tinambunan (1988: 129).

49

Table 7 The Table of the Levels of Achievement by Tinambunan

Percentage of correct answer 93 100 % 85 92 % 75 84 % 60 74 % Below 60 %

Grade A Outstanding B Very good C Satisfactory D Very weak F Fail

Level of achievement Outstanding achievement Above average achievement Average achievement Below average achievement Insufficient achievement

The following were the students achievement levels of the experimental group.
Table 8 The Table of Students Achievement of The Experimental Group

No. 1. 2. 3. 4. 5.

Number of students 9 3 2 1 0

Percentage of correct answer 93 100 % 85 92 % 75 84 % 60 74 % Below 60 %

Grade A Outstanding B Very good C Satisfactory D Very Weak F Fail

Level of achievement Outstanding achievement Above average achievement Average achievement Below average achievement Insufficient achievement

While the following were the students achievement levels of the control group.

50

Table 9 The Table of Students Achievement of The Control Group

No. 1. 2. 3. 4. 5.

Number of students 3 2 5 4 1

Percentage of correct answer 93 100 % 85 92 % 75 84 % 60 74 % Below 60 %

Grade A Outstanding B Very good C Satisfactory D Very Weak F Fail

Level of achievement Outstanding achievement Above average achievement Average achievement Below average achievement Insufficient achievement

The result of names of object test of the experimental and control group reported in the graphic form. The vertical line with the students grades and the horizontal line showed the frequency of the students. There were three graphics described the research findings. The first graphic described the result of the experimental group, the second one showed the result of the control group and the last graphic showed the result of the test of both groups. a. The graphic of the result of names of object test of the experimental group This graphic showed the result of names of object test achieved by the experimental group. There were 9 students who got the highest score in the level of outstanding achievement, 3 students were in the very good grade, 2 students got the satisfactory, 1 students was in the very weak grade and no student was in the fail grade.

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Relative Frequency Polygon of The Result of the Names of Object Post Test of The Experimental Group

10,00 9,00 8,00 7,00 6,00 5,00 4,00 3,00 2,00 1,00 E D C B A

b. The graphic of the result of names of object test of the control group This graphic showed the result names of object test achieve by the control group. There were 3 students who got the highest score in the level of outstanding achievement, 2 students were in the very good grade, 3 students got satisfactory, 4 students were in the very weak grade and 1 student was in the fail grade.
Relative Frequency Polygon of The Result of the Names of Object Post Test of The Control Group

10,00 9,00 8,00 7,00 6,00 5,00 4,00 3,00 2,00 1,00 E D C B A

52

c. The graphic of the result of the both groups This graphic showed the result of the experimental group and the control group.

Relative Frequency Polygon of The Result of the Names of Object Test of The Experimental and Control Group 10,00 9,00 8,00 7,00 6,00 5,00 4,00 3,00 2,00 1,00 E D C B A

Note : experimental group control group

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4.4

The Meaning of the Result

The aim of this study was to know whether the use of DORA THE EXPLORER cartoon movie was more effective to be used in teaching names of object at the sixth grade of Elementary School. The average scores of the experimental group and the control group were 13,6 and 11,93. The testing hypothesis indicated that the experimental group was significantly higher than the control group. The research findings revealed that the result of the experiment was contrary to the hypothesis which stated that there was no significant difference between names of object proficiency of students those taught by using cartoon movie and which taught by using the conventional technique. In line with research findings, the hypothesis had to be changed to there was a significant difference in names of object mastery of the sixth graders of Elementary School those taught by using DORA THE EXPLORER cartoon movie and which taught by conventional technique.

4.5

The Effect of Experiment

Here the writer showed some factors those were influenced by the result of the experiment. The explanation below showed the advantages of the using of DORA THE EXPLORER cartoon movie to teach names of object or noun at the Elementary School.

54

a. For the students: a.) The media could help the students interested to the material. b.) The media made the students felt the language learning process as an interesting experience. c.) The media motivated the students to do the language learning. d.) The media could enlarge the students knowledge and helped them to improve their understanding of the material. b. For the teacher: a.) The media helped the teacher establishing an interesting way for language learning. b.) The media provided ideas for the teacher to create an interesting activity in learning for the students.

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CHAPTER V CONCLUSION AND SUGGESTION

5.1

Conclusion

Based on the investigation and discussion in chapter IV, it could be concluded: a. There was a significant difference of students achievement in names of object or noun between those taught using DORA THE EXPLORER cartoon movie and those taught using conventional technique for the sixth graders of SD Negeri 05 Randudongkal in the academic year 2006/ 2007. b. The use of DORA THE EXPLORER cartoon movie in teaching and improving students mastery of noun is more effective than the conventional technique. Based on the statistical analysis, it could be seen that the mean of the experimental group score was higher than the mean score of the control group. The t-test measurement obtained 2,961. The critical value for the 28 degrees of freedom at 5% alpha level of significant was 2,05. Since the obtained of t-value (2,961) was higher than critical value at 5% alpha level of significant (2,05), it was found that the experimental group in achievement in names of object test was better than the control groups.

55

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5.2

Suggestion

Based on the above conclusion, the writer gives several suggestions: a. For the teacher: a.) It would be better to use DORA THE EXPLORER cartoon movie to teach names object at the Elementary School. b.) Teaching using audiovisual needs long preparation, so teachers have to prepare it as well as possible. b. For school/ headmaster: a.) The teaching of English should be started at the first grade, in order to the students can learn more about English and it can help them to learn English in the next level. b.) The school or the headmaster should provide the facilities that support teaching technique using audiovisual, such as television and video player. c. For the film creator The cartoon movie maker should make another cartoon movie that can help the students to learn English vocabulary like DORE THE EXPLORER cartoon movie. d. For TV program: It should provide English cartoon movie in television program, so children not only entertained but also learn English vocabulary. e. For parents: They should support their children to do language learning by giving or providing VCD of English cartoon movie at home.

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BIBLIOGRAPHY

Allen, V. F. 1983. Technique in Teaching Vocabulary. New York: Oxford University Press. Amstrong, David G. and Tom V. Savage. 1983. Secondary Education An Introduction. New York: Macmillan Publishing co. Inc. Arikunto, Suharsimi. 2002. Prosedur Penelitian Suatu Pendekatan Praktek. Jakarta: Rineka Cipta. Brown, J. B. 1988. Understanding Research in Second Language Learning. Cambridge: 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. Frank, Marcella. 1972. Modern English. New Jersey: Prentice Hall. Inc. Gerlach, Veron. 1980. Teaching and Media a Systematic Approach. USA: Prentice-Hall. Inc. Gronlund, Norman E. 1976. Measurement and Evaluation in Teaching. New York: Millan Publishing Company. Harmer, Jeremy. 2001. The Practice of English Language Teaching. Essex: Longman Press. Harris, D. 1969. Teaching English as a Second Language. New York: Mc. Graw Hill, Book Company. Helaly, Zaenab., Zaid EL. 1987. Teaching English to Children. New York: English Teaching Forum. Heaton, J. B.1975. Writing English Language Test. London: Longman Group, Ltd. Hornby, A. S. 1974. Oxford Advanced Learners Dictionary of Current English. Oxford: Oxford University Press.

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Jacobson, David, Eggen, Paul and Kauckhak, Donald. 1989. Methods for Teaching a Skill Approach. Ohio: Merril Publishing Company. Kemp, Jerrold. 1983. Planning and Producing Audio Visual Materials. Sanfransisco, Calofornia: Chandler Publishing Company. Kleeman, D. 2005. Selecting Good Cartoon Movies. Retrieved on October 14, 2006. from http:// www.futureofchildren.org. Lado, Robert. 1975. Language Testing. The Construction and Use of Foreign Language Test. A Teachers Book. Great Britain. Longman. Notion, L. S. P. 1997. Teaching and Learning Vocabulary. Wellington: Victoria University. Nunan, D. 1992. Research Methods in Language Learning. Cambridge: Cambridge University Press. OMalley. 1998. Traditional and Constructivist http://www.academon.com/lib/ paper/15376.html Teaching Models.

Sax, Gilbert. 1979. Foundations of Educational Research. New York: PrenticeHall. Inc. Scott, Wendy. 1990. Teaching English to Children. New York: Longman. Tim Pengembangan MKDK IKIP Semarang. 1989. Psikologi Perkembangan. Semarang: IKIP Semarang Press. Tinambunan, W. 1988. Evaluation of Students Achievement. Jakarta: Depdikbud. Wahyuni, Sri. 1997. The Contribution of Visual Aids to the Teaching of Vocabulary. FPBS IKIP Semarang: Unpublshed Paper. Websters Revised Unabridged Dictionary. 1913. How to cite information from the world wide web. Retrieved May 1, 2006, from http//www.answer.com/topic/animation.

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Appendix 1

TRY OUT TEST Choose The Correct Answer! 1. What is the color of the refrigerator? It is. a. white b. red c. pink d. orange

2.

Where are they? They are. a. in the garden b. at the river c. at the mountain d. in the house

3.

Ana: What is that? Bob: That is a. a. butterfly b. star c. box d. nest

4.

I saw a in the small branch. a. cat b. butterfly c. snake d. nest

60

5.

What date is today? Today is. a. seventh b. sixth c. ninth d. eighth

6.

Look at the picture! It is a. a. bird b. fly c. butterfly d. mosquito

7.

How many corns are there? They arecorns. a. one b. two c. three d. four

8.

What is the name of that animal? It is. a. fly b. ant c. mosquito d. spider

9.

It is a. a. bag b. fly c. globe d. map

10.

What is it? It is a. a. canteen b. house c. Mosque d. School

61

11.

The colors of our National flag are. a. red and white b. white and red c. black and white d. red and black

12.

The color of the banana is. a. white b. yellow c. red d. orange

13.

I like that fruit. That is. a. water melon b. mango c. banana d. orange

14.

It is a. a. mountain b. sky c. river d. beach

15.

It is number. a. five b. nine c. eight d. three

62

16.

What is it? It is a. a. snake b. tiger c. lion d. crocodile

17.

It is my. a. T-shirt b. trousers c. jacket d. long dress

18.

It is a green. a. box b. star c. leaf d. corn

19.

What color is it? It is. a. pink b. purple c. blue d. brown

20.

5+5=?

Five plus five equals. a. seven b. ten c. nine d. eight

63

63

Appendix 2

TRY-OUT ANSWER KEY

1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20.

C A B D D C C B D B A B A C A D C A B B

64

Appendix 3

TRY OUT-TEST ANSWER SHEET

Name Student Number

: :

1. a b c d 2. a b c d 3. a b c d 4. a b c d 5. a b c d 6. a b c d 7. a b c d 8. a b c d 9. a b c d 10. a b c d

11. a b c d 12. a b c d 13. a b c d 14. a b c d 15. a b c d 16. a b c d 17. a b c d 18. a b c d 19. a b c d 20. a b c d

72

Appendix 4

TRY OUT TEST TAKERS

No. 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27

Name Teguh Aili Uswatun Khasanah Adnan Dwi Anita R. Adi Wibowo Aulia Fahmi Aji Handoyo Ahmad Noval Tika Setiyani Alham Maulana Astanto Mufriyan Intan Pratiwi Istiqlaliyah Ina Rahmadenti Yunivita Farah Maulida Linda Fatmasari Manatul Hidayat M. Adi Irawan Nur Rofik Ratna Triani N.S. Selvi Lutfiani Titik Tyas Novandra Tias Widodo Agus Hilman Wanti Agus N. Intan M. Muna Luqiana

73

Appendix 9

THE EXPERIMENTAL GROUP

No. 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 Prastyo Rafi Sandi R. M. Hanif A.

Names

Agung Bilal R. Jordan Andrean Milzan Azmul Fauzi Iswatun Khasanah Ali Mukmin Irkham Zakaria Anrumuriza Ahmad Muzaki Arul Afianto M. Adib Fadli Muh. Hilmi Hartanto

74

Appendix 10

THE CONTROL GROUP

No. 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15

Name Anang Ade Lifian Amelia Restu Ayu lusiana Dewi Bekti Ainul Fikih Candra Antika Sari Irkham Awaludin Cahya Retno Sejati Ronjanah Diana Hesti Milani Nurul Ashifa Eva Arvani Adit Aprianto Dika Dwi Oktavia Angga Anggrian

No. 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27

Name Teguh Aili U Adnan Dwi Adi Aulia Aji Ahmad Tika Alham Mufriyan Intan Istiqlaliyah Ina Yuni Linda Manatul M. Adi I Nur Rofik Ratna Selvi Titik Tias Agus Wanti Intan Muna

1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 1 1 1 1 1 1 1 1 0

2 0 1 0 1 0 0 0 0 0 0 0 1 1 1 1 0 1 0 0 1 0 0 0 0 0 0 0

3 0 1 1 1 0 1 0 1 0 0 0 0 0 1 1 1 1 1 0 1 1 1 1 0 0 0 0

4 0 1 1 0 1 0 0 1 0 0 1 0 0 1 1 1 0 1 1 1 1 0 1 0 0 0 0

5 0 1 0 1 1 0 0 1 0 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1

6 0 1 0 1 0 0 0 1 0 0 1 1 0 1 1 0 0 1 0 1 1 0 1 0 0 0 0

7 1 1 0 1 1 1 0 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 1 1

8 0 0 0 1 0 1 0 1 1 1 0 0 0 1 0 0 1 0 1 1 0 0 1 0 1 1 0

9 1 1 1 0 0 1 0 1 0 0 1 0 0 0 1 0 1 0 0 1 0 1 0 1 0 0 0

Item Number 10 11 12 0 1 0 1 1 1 1 1 0 1 0 1 0 1 0 1 1 0 1 0 0 0 1 1 0 0 0 0 1 0 0 1 1 0 1 0 0 1 1 0 0 0 0 1 0 0 0 1 0 1 1 1 0 0 0 1 0 1 1 0 0 1 0 0 1 0 1 0 1 0 1 1 0 0 0 0 1 1 0 0 0

13 1 1 0 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1

14 1 1 0 1 0 1 0 0 0 1 1 0 1 0 1 0 1 0 0 1 0 0 0 0 0 0 0

15 1 1 0 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1

16 1 1 1 1 1 1 1 1 0 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1

17 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1

18 1 1 1 1 0 1 0 1 0 0 0 1 0 0 1 0 0 1 1 1 1 0 0 0 0 0 0

19 0 0 0 1 0 0 0 0 1 0 1 0 0 0 1 0 1 0 0 0 1 0 0 1 0 0 1

20 1 1 1 1 1 1 0 1 1 1 1 0 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1

Skor total 11 18 10 17 10 14 6 10 8 11 15 11 12 13 17 10 16 13 12 18 14 11 13 12 8 11 8

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Appendix 7

NAMES OF OBJECT TEST

Choose The Correct Answer! 1. Ana: What is that? Bob: That is a. a. butterfly b. star c. box d. nest

2.

I saw a in the small branch. a. cat b. butterfly c. snake d. nest

3.

What date is today? Today is. a. seventh b. sixth c. ninth d. eighth

4.

Look at the picture! It is a. a. bird b. fly c. butterfly d. mosquito

70

5.

How many corns are there? They arecorns. a. one b. two c. three d. four

6.

What is the name of that animal? It is. a. fly b. ant c. mosquito d. spider It is a. a. bag b. fly c. globe d. map

7.

8.

The colors of our National flag are. a. red and white b. white and red c. black and white d. red and black

9.

The color of the banana is. a. white b. yellow c. red d. orange

10.

I like that fruit. That is. a. water melon b. mango c. banana d. orange

71

11.

It is a. a. mountain b. sky c. river d. beach

12.

What is it? It is a. a. snake b. tiger c. lion d. crocodile

13.

It is my. a. T-shirt b. trousers c. jacket d. long dress

14.

It is a green. a. box b. star c. leaf d. corn

15.

What color is it? It is. a. pink b. purple c. blue d. brown

64

Appendix 8

NAMES OF OBJECT ANSWER KEY

1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15.

B D D C C B D A B A C D C A B

64

Appendix 3 TRY-OUT TEST ANSWER SHEET

Name Student Number

: :

1. a b c d 2. a b c d 3. a b c d 4. a b c d 5. a b c d

6. 7. 8. 9. 10.

a b c d a b c d a b c d a b c d a b c d

11. a b c d 12. a b c d 13. a b c d 14. a b c d 15. a b c d

16. a b c d 17. a b c d 18. a b c d 19. a b c d 20. a b c d

PRE-TEST ANSWER SHEET

Name Student Number

: :

1. a b c d 2. a b c d 3. a b c d 4. a b c d 5. a b c d

6. 7. 8. 9. 10.

a b c d a b c d a b c d a b c d a b c d

11. a b c d 12. a b c d 13. a b c d 14. a b c d 15. a b c d

PRE-TEST ANSWER SHEET

Name Student Number

: :

1. a b c d 2. a b c d 3. a b c d 4. a b c d 5. a b c d

6. 7. 8. 9. 10.

a b c d a b c d a b c d a b c d a b c d

11. a b c d 12. a b c d 13. a b c d 14. a b c d 15. a b c d

ANALISIS POST-TEST (CONTROL GROUP)

No. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15.

Nama Anang Ade Lifian Amelia Restu Ayu Lusiana Dewi Bekti Ainul Fikih Candra Antika Sari Ilkham Awaludin Cahya Retno Sejati Ronjanah Diana Hesti Milani Nurul Ashifa Eva Arvani Adit Aprianto Dika Dwi Oktavia Angga Anggrian

1 1 1 1 1 1 1 1 0 0 1 1 1 1 1 1

2 1 0 1 1 1 1 1 1 1 1 0 1 1 0 1

3 1 1 1 1 1 1 0 1 1 1 1 0 0 1 1

4 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0

5 1 0 1 1 1 1 1 1 1 1 0 1 1 0 1

6 1 0 0 0 1 1 0 1 1 1 1 1 0 1 1

Nomor Butir 7 8 9 1 0 1 1 1 1 1 0 1 1 1 1 1 0 1 1 1 1 1 1 1 1 0 1 1 1 1 1 0 1 1 1 1 1 1 0 1 1 1 0 0 1 1 0 0

10 1 1 1 1 0 1 1 1 1 1 0 1 1 1 1

11 1 0 1 1 1 1 1 1 0 1 1 1 1 1 0

12 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1

13 1 1 1 1 0 1 1 1 0 0 0 1 0 0 1

14 1 0 1 1 1 1 1 1 1 1 1 1 0 0 1

15 1 1 0 1 1 0 1 0 1 0 1 1 1 1 0

Skor total 14 10 12 14 12 14 13 12 12 12 11 13 11 8 10

ANALISIS POST-TEST (EXPERIMENTAL GROUP)

No. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15.

Nama Prastio Rafi Shandi R. M. Hanif Agung Bilal R. Jordan Andrean Milzan Shidqi Azmul Fauzi Iswatun Khasanah Ali Mukmin Irkham Z. Anrumuriza Ahmad Muzaqi Arul M. Adib Fadli Muh. Hilmi Hartono

1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1

2 1 1 1 1 1 1 1 1 1 1 0 1 1 1 1

3 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1

4 0 1 1 1 1 1 1 0 1 0 1 1 0 1 1

5 1 1 1 1 1 1 1 1 0 1 1 1 1 1 1

6 1 1 1 0 1 1 1 1 1 1 1 0 1 0 1

Nomor Butir 7 8 9 10 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1

11 0 1 1 0 1 1 0 1 1 1 1 1 1 1 1

12 1 1 1 1 1 1 1 0 1 1 1 1 1 1 1

13 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1

14 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1

15 0 1 1 0 1 1 0 1 1 1 1 0 1 1 0

Skor total 12 15 15 12 15 15 12 13 14 14 14 13 14 14 14

ANALISIS PRE-TEST (EXPERIMENTAL GROUP)

No. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15.

Nama Prastio Rafi Shandi R. M. Hanif Agung Bilal R. Jordan Andrean Milzan Shidqi Azmul Fauzi Iswatun Khasanah Ali Mukmin Irkham Z. Anrumuriza Ahmad Muzaqi Arul M. Adib Fadli Muh. Hilmi Hartono

1 0 1 0 0 1 1 0 0 1 0 1 1 0 1 1

2 0 1 1 1 1 1 0 1 1 0 1 1 0 0 1

3 1 0 1 1 0 1 0 1 0 0 1 1 1 1 1

4 0 1 0 0 1 1 0 0 1 0 1 1 0 0 1

5 1 1 1 1 0 0 0 1 0 1 1 1 1 1 1

6 1 1 0 0 1 1 0 0 1 0 1 0 0 0 0

Nomor Butir 7 8 9 10 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 0 1 0 0 1 1 1 1 0 1 0 0 1 0 0 1 1 0 1 0 1 1 1 0 1 1 1 1 1 0 1 1 1 1 1 1 1 1 1 1 1

11 0 1 0 0 1 1 0 0 1 1 0 0 0 0 0

12 1 1 1 1 1 0 1 0 1 1 1 1 1 1 1

13 1 1 0 1 1 1 1 1 0 1 1 1 1 1 1

14 0 0 0 0 1 1 1 1 1 0 1 0 1 1 0

15 0 1 0 0 1 1 0 0 1 0 0 0 0 0 0

Skor total 9 13 8 9 11 11 6 7 10 6 12 11 8 10 11

ANALISIS PRE-TEST (CONTROL GROUP)

No. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15.

Nama Anang Ade Lifian Amelia Restu Ayu Lusiana Dewi Bekti Ainul Fikih Candra Antika Sari Ilkham Awaludin Cahya Retno Sejati Ronjanah Diana Hesti Milani Nurul Ashifa Eva Arvani Adit Aprianto Dika Dwi Oktavia Angga Anggrian

1 1 1 0 1 1 1 0 0 0 1 0 0 1 1 1

2 1 1 1 1 0 1 0 1 1 0 0 0 1 0 0

3 1 1 1 1 1 1 1 0 1 1 1 0 1 1 0

4 1 0 1 0 0 0 1 1 1 1 0 0 0 0 1

5 1 1 1 1 0 1 1 0 1 1 1 1 1 1 1

6 1 0 0 0 1 0 0 1 0 1 0 0 1 0 0

Nomor Butir 7 8 9 1 0 1 1 1 0 1 1 1 1 1 1 1 1 1 1 1 1 1 0 0 0 1 0 1 1 0 0 1 1 1 0 1 1 0 0 0 1 1 1 0 0 1 1 0

10 1 1 1 1 1 0 1 1 1 1 0 0 0 1 1

11 1 0 0 0 0 1 1 1 0 1 1 0 1 0 1

12 1 1 1 1 1 1 0 1 1 0 1 1 0 0 1

13 1 1 1 1 1 1 1 0 1 1 0 1 0 1 1

14 1 0 0 1 1 1 0 0 0 1 0 1 1 1 0

15 0 0 0 1 0 1 0 1 1 0 0 0 1 1 1

Skor total 13 9 10 12 10 12 7 8 10 11 6 5 10 8 10