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THESIS

IMPROVING STUDENTS’ VOCABULARY MASTERY

THROUGH AUDIO-VISUALIZED NARRATIVE TEXT

(A Classroom Action Research in the Eight Grade Students of SMP Negeri 1

Tempuran, 2009/ 2010)

By:

INDAH PANUNTUN UTAMI

K2206004

This thesis is submitted to fulfill the requirement for Undergraduate Degree in

English Department Teacher Training and Education Faculty

ENGLISH DEPARTMENT

TEACHER TRAINING AND EDUCATION FACULTY

SEBELAS MARET UNIVERSITY

SURAKARTA

2011

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ABSTRACT

Indah Panuntun Utami. K2206004. IMPROVING STUDENTS’VOCABULARY MASTERY THROUGH AUDIO-VISUALIZEDNARRATIVE TEXT (A Classroom Action Research at Eight Grade ofSMPN 1 Tempuran in the 2009/2010 Academic Year). Thesis, Surakarta:Teacher Training and Education Faculty of Sebelas Maret University, January2011.

The purposes of this research were to find out 1) whether audio-visualized narrative text can improve students’ vocabulary mastery, 2) whathappens in the classroom when audio-visualized narrative text is implemented,and 3) how audio-visualized narative text can improve students’ vocabularymastery at the eighth grade of SMPN Tempuran 1.

This classroom action research was conducted in two cycles. The firstcycle consisted of three meetings and in the second cycle there were twomeetings. Every cycle consisted of five steps: 1) identifying problems andplanning the action, 2) implementing the action, 3) observing the action, and 4)reflecting the result of the action. The researcher collected the data by usingobservation, interview, document analysis, and photographs. To analyze thequalitative data, the researcher used Burns theory. It follows the steps ofassembling the data, coding the data, comparing the data, building interpretationsand reporting the outcomes. To find out the improvement of the students’vocabulary mastery the researcher conducted some tests. The tests were conductedbefore the action (pre-test) and after the action (post-test). The mean score of eachtest was quantitatively analyzed to find out the improvement of students’vocabulary mastery after the research action. The results of observation,interview, document analysis, and photographs were analyzed as qualitative datato find out what happen when audio-visualized narrative text is implemented inthe classroom and discribing the steps in using audio-visualized narrative text toimprove students vocabulary.

Result shows that: 1) Students’ test score improved: from 5.8 (3.06 inspelling, 35.69 in meaning, and 2.75 in pronunciation) to 7.3 (4.25 in spelling,40.36 in meaning, and 6.17 in pronunciation) in Cycle I and from 5.9 (3.78 inspelling, 33.44 in meaning, and 3.83 in pronunciation ) to 7.1 (4.08 in spelling,37.58 in meaning, and 8.25 in pronunciation) in Cycle II; 2) When Audio-visualized Narrative Text was applied in the class, students got more active andenthusiastic in learning, and 3) Audio-visualized Narrative Text helped studentsbetter understand vocabulary through its’ picturing each word visibly.

To conclude, audio-visualized narrative text: 1) can improve thestudents’ vocabulary mastery, 2) make classroom situation more interactive, and3) help students learn vocabulary better and more enjoyably.

The result of the research implies that English teachers need to chooseappropriate media in teaching vocabulary. One of the appropriate media to teachvocabulary is audio-visualized narrative text. Audio-visualized narrative textmake an easier way to the teacher to get better understanding of her students’through its’ picturing each word visibly. In using this media, the teacher should

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know how to segment the audivisualized narrative text, so that vocabulary can betaught effectively . On the other hand, the students should pay full attention in theteaching learning process.

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APPROVAL

This thesis has been approved to be examined by the board of the Thesis

Examiners of the Teacher Training and Education Faculty of Sebelas Maret

University as a partial fulfillment of the requirements for the Undergraduate

Degree of Education in English.

On :

By :

Consultant I Consultant II

Drs. Martono, M.A Endang Setyaningsih, S.Pd. M.Hum

NIP. 19600301 198803 1 004 NIP. 19800513 200312 2 2002

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APPROVAL OF THE EXAMINERS

This thesis has been examined by the board of the Thesis Examiners of the

Teacher Training and Education Faculty of Sebelas Maret University of Surakarta

and has been accepted to be one of the Requirements for the Completion of

Undergraduate Degree of Education in English on 2011

Board of Examiners:

1. Chairman : Drs. Suparno, M.Pd NIP.19511127 198601 1 01

2. Secretary : Dewi Sri Wahyuni, S. Pd, M.Pd NIP. 19780818 200312 2 002

3. Examiner 1 : Drs. Martono, M.A NIP. 19600301 198803 1 004

4. Examiner 2 : Endang Setyaningsih, S.Pd, M.Hum NIP. 19800513 200312 2 002

Teacher Training and Education Faculty

Sebelas Maret University

The Dean,

Prof. Dr. M. Furqon Hidayatullah, M.Pd

NIP. 19600727 198702 1 001

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MOTTO

Sesungguhnya sesudah kesulitan ada kemudahan.

(QS. Al- insyirah: 6)

Bersyukur atas semua nikmat Allah.

Lihat ke “atas” perlu, namun janganlah lupa memandang ke “bawah”

(Ibu)

Takkan gentar oleh cerca dan takkan goyah oleh puja.

(Bapak)

Ukuran sukses sejati terletak pada kemampuan anda merasakan pikiran bahagia

(Erbe Sentanu)

Impossible = I’m possible

(Unknown)

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DEDICATION

This thesis is dedicated to:

1. My beloved Mom and Dad, you are my passion. Thanks for your

unconditional love.

2. My big family, thanks for the love and prayers. Especially for (Alm) Hj.

Siti Zaenah, my Grandma who passed away last year.

3. All of my best friends in English Department ‘06

Especially for Nanik, Tiwi, Mila, Shanti as editor of her thesis and also

Risty, Nunun, Novi, Titik, Ana, Laras, Ika, Vina, Rela, Rois, Sari, Surya,

Zee, Yuniar, Ani, Wiwid, Wastuti, Upik, Dewi, Dini, Fatimah, Lusi,

Riana, Kristin, Anggi, Indra, Hasan, Aris, Dedi, Eko, Setyo, Nico, Agung

for their motivation in finishing her thesis.

4. All of my best friends in B-One (Ovi, Winda, Jujuk, Nunun, Teh Arin,

Irma, Teh Nita, Acid, Mbak Ita, Mbak Ima, Restu, Sinta, Rida, Atik, Mbak

Kiki, Mbak Fanni Mona, Mbak Kwok, Prita, Agni, Nofi, Yusmi, Syita,

Mbak Tika, Nyit2, Nurul, Wida, Lilin, Evi). Thanks for understanding me.

5. My best friends ever: Rahman Karim, Tombak Mahesa Baghaskara,

Yunita Andriyani, Azhoma Nazirin and (Alm) Erdiana Mutiaraningtyas

who passed away at 15tthh March 2007.

6. All of my friends in BEM UNS, Pendekar Tidar, Spenasal ‘03, GHS ’06,

IKAMMAS. Thanks for every beautiful moments.

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ACKNOWLEDGEMENT

Praise to Allah, the Almighty who has given His blessing so that the writer

can finally finish this thesis as a partial fulfillment in achieving the Undergraduate

Degree of English Education.

The writer realizes that this thesis could not be achieved without the help

and assistance from others. Therefore, in this occasion the writer would give her

appreciation to the individuals and institutions who have given their help during

the process of writing so that this thesis is finally finished. She would like to

express her deepest gratitude to the following:

1. Prof. Dr. M. Furqon Hidayatullah, M.Pd, the Dean of Teacher Training

and Education Faculty.

2. Drs. Suparno, M.Pd, the Head of the Art and Language Education

Department.

3. Drs. Martono, M.A, both as the Head of the English Department of

Teacher Training and Education Faculty and as the writer’s first

consultant for his patient, guidance and advice.

4. Endang Setyaningsih, S.Pd, M.Hum, the writer’s second consultant for

her patient, guidance and advice.

5. Umi Hidayati, S.Pd, M.Pd, the Headmaster and as the English teacher

of Eighth Grade SMP Negeri 1 Tempuran Magelang Teacher for

helping me during the research.

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6. All of the students in VIIF of SMP Negeri 1 Tempuran Magelang for

participating well in this research.

7. My beloved Mom and Dad for their priceless love, prayers and spirits.

8. My beloved friends in the English Dept’06. Thanks for everything.

This last four years would never be forgotten.

9. My best friend in kos Barokah 1. It’s been my pleasure to be with you

all during the last four years.

10. My beloved friends who accompany in every steps of her life.

11. Last, thank you very much for everyone who had been the part of my

life.

Surakarta, Mei 2011

iput

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TABLE OF CONTENT

TITLE................................................................................................................... i

ABSTRACT ........................................................................................................ ii

APPROVAL ....................................................................................................... iv

APPROVAL OF THE EXAMINERS .................................................................. v

MOTTO.............................................................................................................. vi

DEDICATION................................................................................................... vii

ACKNOWLEDGEMENT ................................................................................ viii

TABLE OF CONTENT ....................................................................................... x

LIST OF APPENDICES ................................................................................... xiii

CHAPTER I INTRODUCTION .......................................................................... 1

A. Background of the Study ............................................................................. 1

B. Problem Limitation ...................................................................................... 4

D. Problems Statement ..................................................................................... 4

E. Objective of the Study ................................................................................. 4

F. Benefits of the Study .................................................................................... 4

CHAPTER II THEORETICAL REVIEW ............................................................ 6

A. The Description of Vocabulary .................................................................... 6

1. The Definition of Vocabulary Mastery .................................................... 6

2. Teaching Vocabulary .............................................................................. 7

B. The Nature of Audio-visualized Narrataive Text ....................................... 10

1. Review on Audio-visual Aids ............................................................... 10

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a. Definition of Audio-visual Aids ....................................................... 10

b. The Importance of Audio-visual Aids in Language Teaching ........... 11

c. Technique of Audio-visual Aids Application .................................... 12

d. The Kinds of Audio-visual Aids ....................................................... 13

2. Review on Narrative Text ..................................................................... 16

a. Definition of Text ............................................................................. 16

b. Definition of Narrative Text ............................................................. 17

3. Review on Audio-visualized Narrative Tet ............................................ 19

C. Rationale ................................................................................................... 20

D. Hypothesis ................................................................................................ 21

CHAPTER III RESEARCH METHODOLOGY ................................................ 22

A. Research Setting ........................................................................................ 22

B. Research Subject ....................................................................................... 23

C. Research Method ....................................................................................... 23

D. Model of the Research ............................................................................... 24

E. Procedures of the Research ........................................................................ 25

F. Technique of Collecting Data ..................................................................... 26

G. Technique of Analyzing Data .................................................................... 28

CHAPTER IV RESEARCH FINDING AND DISCUSSION ............................. 31

A. Introduction .............................................................................................. 31

B. The Implementation of Audio-Visualized Storytelling .............................. 32

C . Discussion ................................................................................................ 48

CHAPTER V CONCLUSION, IMPLICATION, AND SUGGESTION ............. 50

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A. Conclusion ................................................................................................ 50

B. Implication ................................................................................................ 50

C. Suggestion ................................................................................................. 51

BIBLIOGRAPHY .............................................................................................. 52

APPENDICES ................................................................................................... 55

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xiii

LIST OF APPENDICESS

1. Research Schedule ………………………………………………… 55

2. Pre Research Observation ………………………………………… 56

3. Researcher’s Field Notes………………………………….............. 62

4. Transcript of Interview …………………………………………… 71

5. Lesson Plans ………………………………………………………. 78

6. List of Students’ Names …………………………………………. 87

7. List of Students’ Score …………………………………………… 88

8. Observer’s Field Notes...................................................................... 92

9. Vocabulary Test Scoring Rubric...................................................... 97

10. Photographs...................................................................................... 98

11. Pre-test and Post-test Question......................................................... 99

12. Students’ Worksheet……………………………………………… 114

13. Legalization……………………………………………………….. 132

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CHAPTER I

INTRODUCTION

A. Background of Study

English plays a very important role in the global communication. As

quoted in Undang-Undang SISDIKNAS, bahasa asing terutama bahasa Inggris

merupakan bahasa internasional yang sangat penting kegunaannya dalam

pergaulan global (2003: 85). However, English is a foreign language in

Indonesia, so not every Indonesian uses English well. Nevertheless, English can

be learned by every one who wants to acquire it. In fact, it becomes the major

subject to be learned and taught in both formal and informal school institution.

English is taught early from primary schools until high school and even

college. It is taught as muatan lokal (local content subject) when the students are

at elementary schools. But, it becomes a compulsory subject for Junior High

School (Sekolah Menengah Pertama) and Senior High School (Sekolah

Menengah Atas) students.

Learning English involves four basic skills. Those are reading, speaking,

listening and writing. One of the elements in the language that cannot be separated

from teaching linguistic skills is English vocabulary. It is difficult to master

foreign language without understanding the vocabulary. Horwitz (in Schmitt,

Norbert and Michael McCharthy 1997: 201) says that the most important part of

learning a foreign language is learning vocabulary. In learning English, the

beginners need to know vocabulary first and understand the meaning of the

words. Teaching vocabulary as second language is more emphasized rather than

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teaching other language elements. Cross (1995: 5) stated that a good store of

words is crucial for understanding and communication. One cannot have

conversation with someone else if he or she does not master the vocabulary

needed.

Teaching vocabulary for beginner is not easy. There are many problems

that will be faced by the teacher when he/she introduces English to her students.

As stated in www.ezinearticles.com there are three critical problems in English

language teaching and learning: lack of learner motivation; insufficient time,

resources and material; and over crowded English classes. When the writer did

pre-observation, she found some problems in the English teaching learning

process in SMP Negeri 1 Tempuran, Magelang, Central Java. The teacher used

the same activities in every meeting: explaining the lesson, requesting the students

to do some excercises and then asking them to check the answers in the next

meeting. There were no other media, such as visual or audiovisual aids to make

students enjoy studying in the process of teaching and learning. The only source

the teacher used was a textbook. As a result, the students felt bored and only got a

few vocabularies.

While making an interview with the teacher, the writer knew that

majority of the students had some difficulties in grasping the synonym of words.

The students looked reluctant to join English class. In the drilling techique process

for example, not all of the students followed the teacher’s instruction. The

students seemed to be afraid of making mistake.

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To overcome those problems, the teacher must create interesting and

enjoyable teaching learning activities, especially for young learners. There are

many methods that are appropriate to teach English. One of the methods is audio-

visualized narrative text. Audiovisual aids can help the students’ imagine the real

things. It can relate both teacher’s idea and student’s idea. By watching the movie

the students can see the real things.

Besides, the students will be entertained with attractive narrative and they

will feel comfortable with the atmosphere in process of teaching and learning.

Audiovisual aids used in narrative text have the potential material to overcome the

problem in SMP Negeri 1 Tempuran. Therefore, the problems of vocabulary can

be solved.

Based on the description above, the reseacher was interested to improve

students’ vocabulary mastery through audio-visualized narrative text. By

watching and listening the material within audio-visual aids, the students learn to

grasp by seeing and listening.

That is why the researcher conducted this research under the title:

IMPROVING STUDENTS’ VOCABULARY MASTERY THROUGH AUDIO-

VISUALIZED NARRATIVE TEXT (A Classroom Action Research of the Eighth

Grade Students of SMP Negeri 1 Tempuran, 2009/ 2010).

B. Problem Limitation

The writer limited the scope of the research only in the techiques to help

the students memorizing certain vocabularies dealing with the themes used in

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teaching English to Eighth Grade Junior High School. The themes are Experience

in the Farm and Experience in the Kitchen.

C. Problem Statements

The problem of the study had been formulated into the following

questions:

1. Can audio-visualized narrative text improve students’ vocabulary mastery?

2. What happens when audio-visualized narrative text is implemented in the

classroom?

3. How does audio-visualized narrative text improve students’ vocabulary?

D. Objectives of the Study

The objectives of the study were:

1. To find out whether audio-visualized narrative text can improve students’

vocabulary mastery.

2. To find out what happens when audio-visualized narrative text is

implemented in the classroom.

3. To describe the steps in using audio-visualized narrative text to improve

students’ vocabulary.

E. The Benefits of the Study

There are some benefits expected from this study, both for the teacher

and the students.

1. For the Teacher

It is expected that the result of the study can give the following

benefits for the teacher to:

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a. provide clear drawing upon the use of Audio-visualized Narrative Text

to enrich vocabulary.

b. teach in a more interesting and amusing way.

c. solve problems dealing with gaining students’ attention during

vocabulary drilling.

2. For the Students

It is expected that the result of the study will be beneficial for the

students to:

a. get more engaging experience dealing with vocabulary learning.

b. learn vocabulary in fun way.

c. help understand the materials taught to them better.

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CHAPTER II

THEORETICAL REVIEW

A. The Description of Vocabulary

1. The Definition of Vocabulary Mastery

To learn means to know the meaning. In learning vocabulary it is

important to know what vocabulary is. Ur (1996: 60) states that vocabulary can be

defined, roughly, as the words we teach in the foreign language. While Hornby

(1995:1331) states that vocabulary is the total number of the words in a language.

As it is stated above, vocabulary is a collection of words that students learn in the

foreign language lesson. In addition, Hornby stated that vocabulary is not only in

foreign language teaching but also in a mother language. This statement is

heartened by Burns and Broman (1975: 295) who say that vocabulary means the

stock of words used by person, class, or profession. The use of word is classified

by people or field.

Likewise, Hatch and Brown (1995: 1) say that the term vocabulary refers

to a list or a set of words that individual speakers of language might use. Since

vocabulary is a list, the only system involved is alphabetical order in dictionaries.

The choice in vocabulary selection used in teaching vocabulary is an important

factor. It means that to get the meaning of words someone needs the process of

learning in context as stated by Allen (1983: 4). He said it is true that the students

will make mistakes if they learn the meaning of many words without learning how

to put together in a sentence. In other words, learning vocabulary cannot be

focused on the use of dictionary. Students also need to know the context of the

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word in the sentence. From the definitions above, it can be concluded that

vocabulary is a collection of words used by people or field including the context

in a certain language.

Meanwhile, mastery is defined by Swannel (1994: 656) as

comprehensive knowledge or use of a subject or instrument. While Hornby (1995:

523) adds that mastery is complete control of knowledge.

It can be concluded that vocabulary mastery is whole knowledge and

detail information to improve skill in target language. It is important to select

theme that is appropriate with students’ need. In addition, syllabus is also

important to know the goal of the study. In this context, vocabulary mastery is

limited by themes of the material for Junior High School.

2. Teaching Vocabulary

Vocabulary is the first thing that students have to learn to know a

language. Therefore, it must be understood that a learner has to possess

vocabulary mastery in order to learn a language successfully, including English.

Therefore, good vocabulary mastery plays an important role in learning English.

Coady (1997: 5) stated that vocabulary is central to language and of critical

importance to the typical language learner. Based on Coady, vocabulary is very

important for the students to learn a language. That statement is supported by

Lewis and Hill (1990: 12) who state that vocabulary is important for the students.

It is more than grammar for communication purpose, particularly in the early

stage when students are motivated to learn the basic words. Without having

proportional English vocabulary, students will get some difficulties in using

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English. In other words, it can be said that when students understand the meaning

of the words they will understand English easily.

In addition, vocabulary is an essential part of communication. Allen

(1983: 5) states that communication will stop when learners lack the necessary

word. It means that mastery of vocabulary has important roles in social

relationship. Someone who does not know what vocabulary contributes to

communicate with others will not be able to express his idea effectively and the

communication will be misunderstood.

According to Vermer in McCarthy and Schmitt (1997: 140):

Knowing words is the key to understanding and being understood. The bulkof learning a new language consists of learning new words. Grammaticalknowledge does not make for great proficiency in a language.

It means to understand language and to make our language understandable, we

should know “words” first rather than grammar.

In addition, Rivers in Nunan (1998: 117) states that,

The acquisition of an adequate vocabulary is essential for successful secondlanguage use because without an extensive vocabulary, we will be unable touse the structures and function we may have learned for comprehensiblecommunication.

This view strengthen Vermer’s view above, that words should be mastered earlier

than grammar because without words, we cannot use the structure and functions.

Paying attention to the statements, it is known that mastering vocabulary is very

important to be successful in using language.

While Cross (1992: 5) states that a major aim of most teaching

programmes is to help students to gain large vocabulary of useful words.

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Teaching vocabulary is very essential in beginner level. Teachers should give

certain attention in teaching vocabulary and decide the area of words that become

the basic need for the pupil. The teacher must give attention to develop the

vocabularies of each child through carefully planned instruction.

That statement is emphasized by Brown and Payne in Hatch and Brown

(1995: 373), saying that vocabulary being learned by the students follows five

essential steps.

1) Having sources for encountering new words

2) Getting a clear image, either visual or auditory or both, for the forms of the

new words

3) Learning the meaning of the words

4) Making a strong memory connection between the forms and meaning of the

words

5) Using the words

Based on the statement, the very beginning step in learning vocabulary is

by deriving it from some sources. After that, the learner knows the words’ form in

the real life by visual, auditory illustration or even the combination of them. By

looking at the illustration, the learner can assume the appropriate meaning of the

words. The teacher’s task in vocabulary teaching process is to make a strong

memory connection for both the words and meanings for his/her students. Using

the word in a sentence is the last step for checking the students’ vocabulary

mastery.

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The expert tries to suggest techniques that help to study vocabulary in

easier ways. The writer is using their combination both visual and auditory

illustration, audio visualized narrative text. By constructing a relaxed condition

and giving a real imagination, it is expected that the children will find an easy way

to learn vocabulary.

B. The Nature of Narrative Video

1. Review on Video

a. Definition of Media

Etymologically, the word “media” comes from Latin language

“medius”. Literally, it means mediator or companion. Media is the

messages mediator or companion from the sender to the receiver (Arsyad,

2005:3).

Association for education and communication technology

(AECT) in Sadiman (2002:6) defines media as all forms and lines which

are used by people to convey information. According to Gagne, media is

many kinds of components in students’ environment that can stimulate

them to study (Sadiman dkk, 2002:6).

Based on those definitions above, it can be concluded that media

are all things that can be used to deliver the message from sender to

receiver so it can stimulate the mind, feeling, attention, and students’

interest in order to attain the teaching and learning process.

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a. Kinds of Media

Media can be classified into three categories: visual, audio, and

audio visual (http://edu-articles.com).

1) Visual media

There are two kinds of visual media; those are unprojected

media and projected media.

a) Unprojected media

Unprojected media can be divided into:

(1) Realia or real thing. The object must not be presented in class, but

students should be able to see and observe them. For example the

students observe the ecosystem, plant, the diversity of living

thing, et cetera. These media are able to give real experiences to

the students.

(2) Model. Model is the imitation of real thing presented in three

dimension form as substitution of the real thing. This medium

helps the teacher to present the object that cannot be brought into

the class, for example digestion system, respiration system,

excretion system, et cetera.

(3) Graphic. The functions of graphic are to catch the students’

attention, clarify the lesson, and illustrate the fact or forgettable

concept. There are many kinds of graphic, such as picture, sketch,

scheme, chart, and graph.

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b) Projected media

There are two types of projected media:

(1) Transparency of OHP. This is stated as the real media because the

teacher must not change the layout of the class and still able to

face the students. Transparency media includes software (OHT)

and hardware (OHP).

(2) Bordered film or slide. This is a transparent film that usually has

measurement of 35mms and border 2x2 inches. The use of this

medium is the same as OHP, but the visualization of this medium

is better than OHP.

2) Audio media

There are two kinds of audio media that are commonly used:

a) Radio. Radio is an electronic tool that can be used to listen to the

news, new important events, life problems, et cetera.

b) Audio cassette. This tool is cheaper than the other because the

supplying and the treatment cost are relatively cheap.

3) Audio visual media

There are many kinds of audio visual tool:

a) Video. This is one kind of audio visual media, besides film. In

learning process, this tool is usually presented in the form of VCD.

b) Computer. This tool has all the benefit of the other media. Computer

is able to show text, picture, sound and picture, and can also be used

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interactively. Even, computer can be connected to internet to browse

the unlimited learning sources.

b. Definition of Audio-visual Aids

Audio-visual is more efficient than the other media to use in the process

teaching and learning process. It has an integral part of good education. Good

teachers have always recognized that education and life are one and have used

everything at their command to vitalize the learning process through the five

sense. According to Basuki Wibawa et al in Media Pengajaran (2001: 71), “media

audio-visual adalah media yang dapat dilihat sekaligus dapat didengar”. In other

words, such media can be both seen and listened.

Meanwhile, Elliot et al in Rina (1998: 491) states that audio-visual aids

are the technology usually used to present information in several different formats

usually supplementing a teacher presentation; for example: TV and video players.

Based on the definitions above, it can be concluded that audiovisual is the

technology usually used in supplementing a teacher presentation both in the audio

and visual form.

The strengths of audio-visual aids are to add, maintain and stimulate

interest; to save time; to clarify and clear up problems of ambiguity; to reinforce

the concepts you are trying to communicate in words; to be useful in conveying

emotive elements; to aid in memorization; to provide 'proof' and make an issue

'real'.

The weaknesses of audio-visual aids are as follows:

1) Production cost for video material can be expensive

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2) Material goes out-of-date quickly

3) It may require special equipment and space for viewing and listening

4) The equipment will require regular servicing to minimize breakdowns,

inclined to ‘sit on the shelf’

(http://www.environment.nsw.gov.au)

c. The Importance of Audio-visual Aids in Language Teaching

Amir Hamzah Sulaeman (1981: 16) states that there are three reasons

why using audio-visual aids is effective:

1) Audio-visual aids enable people to transfer and to receive knowledge or

information and also to avoid misunderstanding.

2) Audio-visual aids improve curiosity to know better. It motivates and raises

the curiosity to know and investigate a new innovation.

3) Audio-visual aids preserve knowledge everlastingly. It produces an effective

knowledge transfer and makes it long stand in the memory.

4) Audio-visual aids is popular.

In addition, Kemp (1980: 6) states that there are five benefits of using

audio-visual aids in teaching:

1) It makes education more productive with various experiences for learners. It

makes education more productive through increasing the rate of learning by

providing worthwhile experiences for learners that teachers need not, or

cannot, furnish.

2) It makes education more individual giving various alternative resources so

that the learners can take place their preference. It makes education more

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individual through providing many alternative paths with a variety of

resources so that learning can take place according to the learner’s study

preference.

3) It makes learner closer to world’s conception. It makes learning more

immediate through bridging the gap between the worlds inside and outside

the classroom by means of the experiences these resources can provide.

4) It makes access to education more equal for learner wherever they are. It

makes access to education more equal for learners wherever they are, through

the portability of various materials (audio and video cassettes, filmstrips,

film, self-study packages) and through the use of effective delivery systems

(air transmission, cables, satellites) for transmitting information.

5) It gives instruction more specific base. It gives instruction a more specific

base through providing a framework for systematic instructional planning.

d. Technique of Audio-visual Aids Application

Procedures are basic to effective teaching with audiovisual aids. It will be

helpful in the process teaching and learning if the teacher knows how to use it.

DeBoer et al (1970: 344) state there are three procedures in using audio-visual

aids. They are: preparation, presentation, and follow-up.

1) Preparation is finding the specific of audiovisual aids to gain the purpose of

the study. After that, make integration with the total learning situation. “Is the

purpose for using the material clear in the minds of the students?”. Then,

choose the best physical aspect of the environment.

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2) Presentation is the most important things in the technique. In this step,

transfer knowledge takes place. Physical arrangements relegated to

unobtrusiveness. Then, use of the aid as often as instructional needs dictate.

3) Follow-up is needed to know the success of the process in teaching and

learning. Make discussion of the material presented. After that, make an

evaluation of material.

2. Review on Narrative Text

a. Definition of Text

Willis (1998: 67) says that text, in general sense, means a continuous

piece of spoken or written language. Texts in this sense will include recordings of

spoken language and extracts from video, in addition to the printed word.

Thwaites et al (1994: 67) states that text is a combination of signs. The

sign has such meaning for various groups of people in various social contexts.

This statement is strengthened by Santosa (2003: 17) who defines text as language

use that performs task to express function or social meaning in a situated and

cultural context.

From the definition above, it can be concluded that the text is a verbal

record which is the combination of sign consisting of continuous piece of spoken

or written language contextually.

Santosa (2003: 60) says that text structure is the unity of form

(symbol/textual) and meaning (experiential, logical, rhetorical or interpersonal)

which wholly point out to the aim/social function of the text.

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The structure of text are opening, body, and closing. The structures

simultaneously make meaning organism to gain social function. Every meaning

organism has different rhetorical side as social function. Text does not either stuck

at the structure but also picture of “SS” beside the road. It means that in front of

the sign is winding road as stated by Santosa (2003: 60-61).

Based on the communicative purpose, Pardiyono (2007:93-98) classifies

the text into eleven types. They are: description, recount, narrative, procedure,

explanation, discussion, exposition, news item, report, anecdote, and review.

However, in this study the text was focused on the narrative text.

b. Definition of Narrative Text

Narrative text is a text which says the past activities or event which

concerns on the problematic experience and resolution in order to amuse and even

give the moral messages to the reader. The generic structure of narrative text are

orientation; stating the topic of an activity or event which will be told, sequence

of events; presenting the story about the past activities or events which has the

chronological of conflicts and resolutions; resolution; stating the problem solving,

and coda; concluding in order to give the moral values.

Gerot and Wignell (1994: 204) said that the social function of narrative is

to amuse, to entertain and to deal with actual or vicarious experience in different

ways; Narratives deal with problematic events which lead to a crisis or turning

point of some kind, which in turn find a resolution. It is strengthened by

www.ncowie.wordpress.com in which it is stated that the basic purpose of

narrative is to entertain, to gain and to hold a readers’ interest. However narratives

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can also be written to teach or inform, to change attitudes/social opinions e.g. soap

operas and television dramas that are used to raise optical issues. Narratives

sequence people/characters in time and place but differ from recounts in that

through the sequencing, the stories set up one or more problems, which must

eventually find a way to be resolved.

According to Hartono (2005:7), the language features used in narrative

text are:

a. Focus on specific participants.

Narrative text focuses on the story of certain participant or character.

b. Use of past tense.

Tenses used in narrative text is past tense, because it tells about a story

happened in the past. The formula of past tense is

S + V2 … or S + to be (was/were)...

c. Use of temporal conjunction.

The examples of temporal conjunction are: first, finally, then, when, next,

last, before, etc.

d. Use of material (or action) processes.

Material process relates to the physical action done by the participants.

The examples of materials process are:

The water flows.

Participant process

e. Use of mental process.

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Mental process relates to the verbs which indicate the participants’ feeling,

thinking, and perceiving, for example:

Mr. Setiawan is satisfied with his new car.

Senser mental phenomenon

To sum up, narrative text is a text retelling past event that included some

problems to amuse and gain interest.

3. Review on Narrative Video

Narrative is one of genre taught in Junior high School. Narrative can be

the starting-point for a wide variety of related language and learning activities.

Narrative creates teaching learning process feel relaxing and amusing for students

as the purpose of the text type genre. Thus, it can create enjoyable atmosphere that

increase students’ motivation. Therefore, when students enter the class they will

not fill any pressure.

The attractiveness of this technique will increase when it is presented in

the video form. This technique will therefore not be a conventional narrative text

any longer but it becomes an audio-visualized narrative text. Presenting the

narrative video needs the support of video. Video are are the technology usually

used in supplementing a teacher presentation both the audio and visual form.

With the use of video, the students can get clear imagination of the

narrative video. Children can learn the story through narrative video by their

sense, by seeing, and by hearing. It will be easier for young learner to grasp the

core of material and the message of the story in more interesting way.

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To sum up, narrative video is verbal of narrative genre based on

technology including both the audio and visual form to make students interested

in the teaching and learning process and to a better attitude.

C. Rationale

Vocabulary mastery is the most important language element to

understand a language. Vocabulary is an important element that people need to be

able to communicate his/her ideas to other people in a more effective manner.

Without choosing the right ones, there will be misundersanding. In teaching and

learning process, teachers can use some media to deliver the materials. One of the

media that can be used in teaching English vocabulary is audio-visualized

narrative text.

Narrative can make students interested in the teaching and learning

process and that creates a better attitude. It can create comfortable atmosphere in

the classroom. It guides students to grasp the core of the material especially

vocabulary with enjoyable learning. In this technique, the students will memorize

new vocabularies that are exposed by the teacher. The technique is also important

to motivate, to stimulate to imagination, and to create the foundations of basic

language functions.

With the usage of video, the students can get clear imagination of the

narrative video. Besides, the usage of video can entertain the students. Video are

one of the ways usually used in supplementing a teacher presentation both the

audio and visual form. The students will learn how to get the meaning with the

audio-visual material. It can transfer real information better than other media. It

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also helps the students to memorize better. This medium will help the teacher to

teach one of English elements i.e. teaching new vocabulary.

By using this medium, it is expected that the students will posses ability

in understanding meaning of words. The ability of understanding the meaning of

the words can be identified through the improvement of new words mastery of the

students. It is also expected that by using this medium the students can get the

point of narrative text in enjoyable classroom atmosphere.

D. Hypothesis

Based on theories above, the writer constructed the hypothesis of the

research as: using narrative video can improve the students’ achievement in

vocabulary mastery.

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CHAPTER III

RESEARCH METHODOLOGY

A. Research Setting

This research was conducted for 5 months from January 2010 to May

2010. It included pre observation activities (try out and pre-test). This research

was conducted in SMP Negeri 1 Tempuran. SMP Negeri 1 Tempuran is one of the

junior high schools located in Tempuran district, Magelang Regency. This school

is located on Jl. Tempuran-Purworejo Km 11. Physically, SMP Negeri 1

Tempuran has 18 classrooms consisting of 6 classes for 7th grades, 6 classes for 8th

grades, and 6 classes for 9th grades. Each class consists of thirty to thirty six

students. The facilities in this school are headmaster’s room, administrators’

room, teachers’ room, science laboratory, language laboratory, computer

laboratory, skills room, library, BP/BK, health room, cooperation room, mosque,

OSIS room, kitchen, warehouse, parking areas, garden, and toilets.

The researcher used Language Laboratory room in this research because

there is no LCD (Liquid Chrystal Display) in this classroom. There is only one

portable LCD in this school.

Language Laboratory room is a special room for teachers who want to

use audio visual media in their teaching. This room is located between computer

laboratory room and VIII D class. There are a white board, 40 chairs and 40 tables

and head phones. It is also facilitated with LCD, TV, a set of computer, and an

AC (Air Condition).

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B. Research Subject

The subject of this research is the eighth grade students of SMP Negeri 1

Tempuran. It consists of thirty six students: 16 males and 20 females.

C. Research Method

The research method used in this study is classroom action research.

Nunan (1992: 229) says that action research is a form of self-reflective inquiry

carried out by practioners, aimed at solving problems, improving practice, or

enhancing understanding. Meanwhile Carr and Kemmis (1982) in Burns

(1999:30) states that action research is simply a form of self-reflective enquiry

undertaken by participants in social situation in order to improve the rationality

and justice of their own practices, their understanding of this practices and the

situations in which the practices are carried out. While Mills (2000: 6) states that

the action research is any systematic inquiry conducted by teacher researchers,

principals, school counsellors, or other stakeholders in teaching or learning

environment, to gather information about the ways that their particular schools

operate, how they teach, and how well their students learn.

Burns (1999: 30) mentions some characteristics of action research taken

from some experts’ definitions as follow:

1. Action research is contextual, small-scale and localized. It identifies and

investigates problems within a specific situation.

2. It is evaluating and reflective as it aims to bring about change and

improvement in practice.

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3. It is participator as it provides for collaborative investigation by teams of

colleagues, practitioners and researchers.

4. Changes in practice are based on the collection of information or data which

provides the impetus for changes.

It can be concluded that action research is a form of self-reflective

inquiry by teachers, researchers, principals, school counsellors, or other

stakeholders in teaching or learning environment to solve problems in order to get

improvement.

In this research, the writer used action research because she tried to solve

classroom problem in vocabulary mastery. Her purpose was to improve the junior

high school students’ vocabulary mastery so that the result would be higher than

the previous. The researcher used audio-visualized narrative text to teach

vocabulary in communicative activity. The result of the research shows whether

or not there was an improvement on the students’ vocabulary mastery and the

implementation of audio visualized narrative text in the classroom.

D. Models of the Research

The model of action research used in this research is the model

developed by Kemmis and Mc Taggart in Burns (1999:32). According to the

model, the implementation of the classroom action research includes four steps in

the following:

1. Identifying problems and planning the action.

2. Implementing the action

3. Observing the action.

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4. Reflecting the result of the observation.

Visually, the steps in action research by Kemmis and Mc Taggart

(Hopkins, 1993:48) can be illustrated as follows:

E. Procedures of the Research

The model of action research is the framework in undertaking classroom

action research. Action research’s procedure covers planning, action, observation,

and reflection. In conducting this action research, there is collaboration between

the writer and the English teacher. The procedures of action research in this

research are as follows:

1. Identifying the Problem

In this stage, the writer as the researcher conducted a preliminary

observation at the school. Besides observing the classroom interaction, the

researcher interviewed the English teacher and students.

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2. Planning the Action

The writer prepared everything related to the action that would be

implemented. The writer prepared the material, lesson plan, and designed the

steps in doing the action. Then, the writer also prepared the teaching aid and

media used in teaching and learning process.

3. Implementing the Action

The writer implemented the teaching vocabulary mastery through audio-

visualized narrative text.

4. Observing the Action

The writer, as observer, observed all activities in teaching and learning

process while the teacher is teaching. The result of the observation was noted in

the form of field notes.

5. Reflecting

The researcher analyzed the collected data, determining whether the

action is successful or not. The result of this step became the basis for the next

activity or cycle and also answers the hypothesis that had been proposed by the

writer before the action was carried out.

F. Technique of Collecting Data

In this classroom action research, the writer used what Burn says in her

book “Collaborative Action Research for English Language Teachers” (1999: 78)

as observational technique in collecting the data. The writer also used tests,

interview and document analysis. The techniques used are in line with the types of

data:

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1. Qualitative Data

The qualitative data in this research were collected by using some

techniques including:

a. Observation

Observation is taking regular conscious notice of classroom action and

occurrences, which are particularly relevant to the issues or topics being

investigated (Burns, 1999:80). The observation was conducted before and during

the research. The observation was aimed to know the situation of the teaching

learning process when the media was used.

b. Interview

Interviews and discussions are face-to-face personal interactions, which

generate data about the research issue and allow specific to be discussed from

other people perspective (Burns, 1999:17). The interviews were conducted to

teacher and students.

c. Document Analysis

The document consists of lesson plans, students’ worksheet, scoring

notes and field notes.

d. Photos

Photograph is a technique for data collection, which combines a range of

language classroom tasks and activities effectively where visual aids are an

invaluable support in learning (Burns, 1999:101). The photographs were taken

while the actions were implemented. Photographs were used to show the activity

done by the students in the class during vocabulary mastery.

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2. Quantitative Data

The quantitative data were collected by using tests. The tests were given

four times: in the beginning of the research and in the end of each cycle. These

tests were conducted to measure the students’ vocabulary mastery improvement.

Then the post test result was compared to the students’ score before the actions

were implemented.

Table 3.2 Table of Collecting Data

Steps of theresearch

Participants Techniques ofcollecting

Data Techniquesof analysis

Pre

rese

arch · Researcher

· Students· Teacher

· Test· Observation· Interview

· Scores· Field notes

ConstantComparativeMethod anddescriptive

statistic

Impl

emen

tatio

n

· Researcher· Students· Teachers

· Observation· Document

· Photographs· Students’Answer sheet

ConstantComparative

Method

Res

ult d

iscu

ssio

n

· Researcher

· Teaching andlearningprocess

· Students’achievement

invocabulary· Students’motivation

G. The Technique of Analyzing The Data

After collecting the data, the next step of the study was analyzing the

data. The data were analyzed by using qualitative and quantitative data analysis.

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1. Qualitative Data Analysis

The data of pre-research observation report, field notes, and the

photographs of teaching learning process were analyzed by using qualitative data

analysis. Related to the technique of analysis data in action research, Burns

(1999: 156-160) proposes five steps in analysing qualitative data. The processes

of analysis data are:

a. Assembling the data

The first step is to assemble the data is collecting over the period of the period.

The researcher assembles the data that have collected over the period of the

research: field notes, questionnaires, interviews, and test.

b. Coding the data

Coding is a process of attempting to reduce the large amount of data that may

be collected to more manageable categories of concepts, themes, or types.

c. Comparing the data

After coding the data, the data are compared to see whether themes or patterns

are repeated or developed across different data gathering techniques.

d. Building the data

This is the point where the researcher moves beyond describing, categorizing,

coding, and comparing to make some sense of the meaning of the data.

e. Reporting the outcomes

This last step involves presenting an account of the research for others.

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2. Quantitative Data Analysis

In analyzing the test score of the vocabulary test, a statistical descriptive

technique is used to find the students’ mean score. The data from the test were

analyzed in order to prove whether or not teaching vocabulary using audio-

visualized narrative text can improve students’ vocabulary mastery. In this

research, the students’ mean score of the post test 1 is compared to the students’

mean score of the post test 2 to know whether there was an improvement of the

students’ vocabulary mastery. The formulas used to compute the mean scores are:

x=N

xå

Nyy å

=

In which:

x = Means of pre-test scores

N = Number of sample

y = Means of post-test scores

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CHAPTER IV

RESEARCH FINDING AND DISCUSSION

In this chapter, the writer presents the result of her classroom action

research. The subject of this research was the eighth grade students of SMPN 1

Tempuran in the 2009/2010 academic year. This chapter is divided into four parts:

Introduction, The Implementation of Audio-visualized Narrative Text, Research

Finding, and Discussion.

A. Introduction

Based on the pre-research which was conducted to eighth grade students

of SMP N 1 Tempuran, the writer found that the students had low vocabulary

mastery. It was revealed in the interview with the English teacher and the

students, and through classroom observation.

The students’ low vocabulary mastery was caused by their low

motivation. It was seen from their reluctance to join English class. Some of them

did not seem to be interested in the teaching learning process. When the teacher

did drilling technique, only some of the students followed the teacher instruction.

The students seemed to be afraid of making mistake.

Moreover, in the teaching and learning activity, the students got

difficulties in understanding and grasping the meaning of words. For one thing,

when the teacher asked some commonly taught words (such as: sew, paint, burn,

hungry, spend, throw, and thirsty) to one of her students, the students could not

answer her question correctly.

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The students also had problem in writing words or group of words

correctly. Based on the interview with the English teacher, the writer knew that

students sometimes understood the meaning of a word, but they could not write it

correctly. For example, they wrote ‘excelent’ for ‘excellent’. They could not

pronounce it correctly either.

In this study, audio-visualized narrative text was used to overcome those

problems. Audio-visualized narrative text was used by teacher to help the students

grasp meaning, pronounce and use words correctly in fun and motivating

atmosphere.

Audio-visualized narrative text gives the audio-visual of words to the

students. Audio provides the model of the correct pronounciation of words and

visualization can help to show the spelling of words. It also stimulates students’

motivation and interest in genuine context of use.

In short, there were two targets that the researcher wanted to achieve

through the use of audio-visualized narrative text: to improve of students’

vocabulary mastery and to create interesting situation in the classroom.

B. The Implementation of Audio-visualized Storytelling

This section presents the implementation of teaching English vocabulary by

using audio-visualized narrative text. This study was conducted in two cycles.

Each cycle was completed through five steps, namely: 1) identifying problems

and planning the action, 2) implementing the action, 3) observing the action, and

4) reflecting the result of the action.

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1. Cycle 1

a. Identifying the Problems and Planning the Action

Before conducting the research, the researcher had given the students a

pre-test, through which the problems on vocabulary that the students had could be

revealed. It was conducted on Saturday, 24th April 2010 at the last two periods,

from 08.35 am to 09.55 am. The test consisted of written test and spoken test. The

result showed how the students found it difficult to identify the meaning of words,

and to spell the words. Besides, when they were tested to pronounce some English

words, they often made mistake. Knowing this, the researcher planned three

meetings to accommodate students to improve their vocabulary mastery, by

drawing their motivation and interest at first. Table 4.1 is the result of the pre-test.

In the first cycle, she planned to draw students’ interest in vocabulary

learning. The researcher chose audio-visualized narrative text which were closely

related to child world. To support the process of teaching and learning, the

researcher prepared the lesson plan, materials, students’ worksheet, teaching aids

(such as: computer, LCD, active speaker and headset), and post test. The post test,

containing the same model as the pre test, was designed to know the students’

improvement in vocabulary after the implementation of the action. The theme

which was taught in the first cycle was experience in the farm.

Table 4.1 The Result of Pre Test

No Nama Score1. Afrah Laila 6,02. Ahmad Azizurohman 5,23. Ahmad Syahrir Choirul Anwar 6,04. Alfiani Riastuti 5,85. Ari Wicaksono 6,4

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6. Baniyah 5,67. Desi Dwi Ariyanti 6,18. Dewi Larasati 6,29. Dyah Taurisna Pujiyatun 5,0

10. Erlia Zulianti 5,611. Fajar Sigit Riyanto 5,612. Faristawati 6,013. Fuat Akrom 6,614. Hafidh Kurnia Adi 6,315. Hana Juliana 7,616. Hanif Prasojo 6,217. Hannuna Dzawinnuha 6,018. Indra Utami Yanastiti 6,119. Irna Risma Wati 5,420. Irvan Kurniawan 6,621. Khori Adella Ariesta 6,422. Muhammad Alvian Setyadi 5,323. Muhammad Hafidz Suyuti 6,124. Rani Hartiwi 5,425. Resti Dwi Yanti 6,426. Ria Subekti 6,127. Rina Wahyu 5,828. Robby Alif Nugroho 6,829. Satria Agung Gemilang 3,730. Savira Ramadhani 6,331. Septian Dwi Cahyo 5,132. Sidiq 5,933. Siti Laelatul Fauziyah 5,634. Sri Rahayu 5,035. Teguh Arif Yanto Sudrajat 6,436. Zimika Mala Sari 6,1

Mean Score 5.8

b. Implementing the Action

As what the researcher had mentioned above, the first cycle was

conducted in three meetings. The instructional process in each meeting consisted

of three phases: opening, main activity, and closing. In the following is the

schedule of first cycle implementation.

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Table 4. 2 The Schedule of First Cycle.

Meeting Date MaterialI 28-04-2010 Meaning (including synonyms and

antonyms), Pronounciation, Spelling,II 29-04-2010 Meaning of words in a sentenceIII 1-05-2010 Pronounciation

The following is the description of the action implementation from the first

until the third meeting.

1) The First Meeting

The first meeting was conducted on Wednesday, 28th April 2010. It

began at 07.00 am and ended at 08.20 am, taking place in the language laboratory.

Acting as the teacher was the researcher, and acting as the observer was Mrs. U,

the English teacher of the class.

The teacher opened the lesson by greeting and reintroducing herself.

Everyone was present that day. She then checked students’ readiness to join the

lesson. The class condition was crowded and noisy. After having the students

quiet, she stated the topic they were going to learn that day.

To begin the discussion, the teacher posed a question to the students

whether they had ever heard about ranch. No students answered the question.

They were not familiar with the word “ranch”. Some students were busy opening

dictionaries, some others were quiet. The dictionaries the students used were not

standard, so they could not find the meaning of “ranch”. Then, she explained the

meaning of “ranch”. After that, she asked the students to mention some words

they knew dealing with ranch. Some students just kept silent. Some others tried to

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answer the question although they made some mistakes in pronouncing the words

they mentioned. She then corrected their mistakes.

The teacher then posed the next question. She asked the students dealing

with their experience in the ranch. No one was willing to answer the question, so

she pointed the chairman of the class to tell his experience. The next turn was

given to the boy student who was pointed by the chairman of the class. Later, she

made a discussion about the story. She let the students to mention some words

dealing with ranch from what their friend had told. She also gain some other

words from the rest of the class.

Afterwards, the teacher asked her students if they were interested in

cartoon film. Most girl students answered “Yes” and a few boy students answered

“No”. After having short conversation with the students, the teacher played the

film about experience in a farm. Since the video was on, the teacher asked the

students to write the difficult word they heared in the video to their book.

Unfortunately, most of the students did not follow her instructions. She asked

some students to find out why it happened. After that, she knew that the students

did not understand the difficult words because there is no subtitle. Most of them

got nothing since they could not clearly catch the words spoken in the film. Only

three students could grasp some words in the video. Then, the teacher asked three

students who had noted their difficult words to write down on the whiteboard and

pronounce them. The students in fact could pronounce the words well but they

misspelled them. She also asked the students to find out the meaning of the words

in their dictionary.

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After that, the teacher decided to replay the video with English subtitle.

The students looked happy. The teacher repeated the same task to the students, to

write down the difficult words on their book. Since the video was turned on, the

teacher moved around the class to monitor the students’ activities. From her

monitoring of the students’ works, she found that the students still had difficulties

in spelling some words that should have be familiar for eighth grade.

Because of the limited time, the researcher only replayed half of the

video. After that, she and the students discussed the unfamiliar words together.

She wrote the words on the whiteboard. Then, she taught them the meaning, how

they should be spelled, and how they should be pronounced. She asked the

students to find the antonyms and synonyms of the words. The teacher also asked

the students to make some sentences by using the words. Since the time was

limited, the teacher set this task as students’ homework.

In the end of the meeting, the teacher asked students’ about their feeling.

She asked them about their perception about her using film as teaching learning

media. “What is your perception about that film? Bagaimana pendapat kalian

tentang film itu?” One of them answered, “Seneng bu, ceritanya bagus.” Other

student answered the same way, “Seneng bu, menarik” However, another student

sitting in front of the teacher’s desk answered, “Boring bu, ceritanya gak

menarik.”

She also asked the students about their difficulty in grasping the meaning

in the film and then gave some solution for them. They answered “Bahasanya

asing”, “Ngomongnya kecepetan”. The teacher gave them motivation that they

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would soon get accustomed with English sounds, and they would got it easier by

taking more practice. Finally, she reminded the students to do their homework and

closed the meeting.

2) The Second Meeting

The second meeting was also conducted in the language laboratory. It

was held on Thursday, 29th April 2010. The topic was the same, it was about

experience in the farm. The teacher started the lesson by greeting the students and

checking attendant list. Afterwards, she asked the students to write their

homeworks on the whiteboard. Then, they disccused it together. The next section

was showing the example of simple present tense and past tense.

Next, the teacher gave the students a worksheet. Then, she asked them to

watch the same film again as the one played the day before. While watching the

film, she asked them to complete the missing words in their worksheet. They

might not open their dictionary. They should try to catch the words from the film.

This was aimed at training the students to identify the meaning of words. Besides,

through this activity, they could also learn how to spell words correctly, and

recognize the words spoken in the film. After watching the video, they were given

some more minutes to complete the worksheet.

Having finished completing the worksheet, the students then discussed

their work together with the teacher. Some mistakes were done by the students

both in identifying the correct words to fill in the blanks and in spelling the words.

The teacher helped them find their mistakes and how to correct them. Then, she

led the students relist the correct missing words.

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Before ending the activity, the teacher asked the students to work in pair.

She asked the students to make four sentences from any four of the missing words

they have completed through the listening activity. After that, they disscussed

their work together.

Next, the teacher reviewed the material and asked students’ feeling

during teaching and learning process. Because it was the last period, the teacher

asked the chairman of the class to lead the praying session. Finally, she closed the

meeting by saying good bye.

3) The Third Meeting

The third meeting was held on Saturday, 1st May 2010 at the two last

periods. The topic was the same as the one in the previous meeting; it was about

experience in the farm. As usual, the teacher opened the lesson by greeting the

students first. After that, she checked students’ attendance.

Afterward, the teacher presented a power point about some words dealing

with farm and asked her students to read. She found that the students had poor

pronounciation. After that, she played a film with English subtitle. She asked the

students to pay attention to the pronounciation. Unfortunately, the students got

nothing. They felt the actreess spoke too fast. Then, the teacher paused the film on

the particular words. This method worked quite well.

She then wrote some words dealing with experience in the farm. She

asked the students to spell and pronounce the words. Some students could do it

well but some others made mistakes. Then, she drilled the whole class.

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Next, the researcher distributed the copies of the material and started to

review the vocabulary the students had learned in the previous meeting. Some

students were very noisy, so the researcher warned them. “Can you keep silent?”

she said. Then they continued the discussion together.

Finally, the researcher closed the lesson by thanking the students for their

attention and then said goodbye.

By the end of cycle I, the researcher conducted a post test to evaluate the

students on what they already learnt during the cycle. It was conducted on

Wednesday, 5th May 2010, from 7.00 am through 8.20 am. The result of the test is

shown on Table 4.2.

Table 4.3 The Result of Post Test 1

No Nama Post-Test1. Afrah Laila 7,32. Ahmad Azizurohman 7,13. Ahmad Syahrir Choirul Anwar 6,44. Alfiani Riastuti 7,45. Ari Wicaksono 6,76. Baniyah 8,77. Desi Dwi Ariyanti 6,48. Dewi Larasati 8,39. Dyah Taurisna Pujiyatun 7,310. Erlia Zulianti 7,711. Fajar Sigit Riyanto 7,412. Faristawati 7,113. Fuat Akrom 6,414. Hafidh Kurnia Adi 6,715. Hana Juliana 8,716. Hanif Prasojo 7,417. Hannuna Dzawinnuha 8,018. Indra Utami Yanastiti 6,719. Irna Risma Wati 7,020. Irvan Kurniawan 6,321. Khori Adella Ariesta 7,022. Muhammad Alvian Setyadi 8,4

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23. Muhammad Hafidz Suyuti 7,024. Rani Hartiwi 5,425. Resti Dwi Yanti 7,426. Ria Subekti 6,427. Rina Wahyu 7,928. Robby Alif Nugroho 8,629. Satria Agung Gemilang 7,030. Savira Ramadhani 8,431. Septian Dwi Cahyo 6,732. Sidiq 7,033. Siti Laelatul Fauziyah 6,034. Sri Rahayu 6,635. Teguh Arif Yanto Sudrajat 8,036. Zimika Mala Sari 8,0

Mean Score 7.3

c. Observation

Some points of the implementation on the audiovisualized storytelling

based on the teaching learning process, document analysis, and test can be

explained as follows:

1) The improvement of students’ vocabulary mastery score.

The test result showed that students got improvement on vocabulary

mastery although it was not satisfying. The mean score of pre test was 5.8, while

in post test 1 the mean score was 7.3.

2) Students were more interested and more motivated in the teaching learning

process

The students were more interested in the teaching learning process. Using

film as an authentic material and choosing appropriate topic for students in

teaching vocabulary made the class more alive. From the short conversation with

the students, the researcher found that they felt happy watching the film. They

also said that the film was interesting.

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d. Reflection

Reflection was done to evaluate the teaching and learning process she has

done so far. Recalling the targets of the first cycle, which were to increase

students’ interest and motivation and to improve their vocabulary mastery, the

researcher found some positive results and weaknesses from the action in the

cycle I.

The positive results which can be found in the first cycle were:

1) Implementing audio-visualized storytelling in teaching and learning process

attracted the students’ attention. It was revealed through their being very

enthusiastic in watching the film.

2) There was an improvement of students’ vocabulary mastery. It was shown

from the result of the first post-test.

3) There was an improvement of students’ behavior in teaching and learning

process. The students did the task and assignment actively.

She also found the weaknesses in cycle 1, as follows:

1) Some students were still passive in teaching and learning process. Some of

them were afraid to answer the teacher’s questions. They must be pointed.

2) Some students still made mistakes in spelling and pronouncing some words.

3) The students still made mistakes in using words in the right context.

Based on the weaknesses above, the researcher planned to take a revised

action to get the target she had set. The revised action was conducted in the

second cycle. The plan in cycle II focused more on spelling and pronounciation as

well as improving students’ behavior from passive to be more active.

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2. Cycle 2

From the reflection done by the end of Cycle I, the researcher found

some weaknesses related students’ activity in the class and their vocabulary

mastery. Dealing with activity, some students were still passive when joining

teaching and learning activities. Some of them were afraid to answer the teacher’s

questions. In vocabulary mastery, some students still made mistakes in spelling

and pronouncing some words. Besides, they still made mistakes in using the

words in the right context.

Based on the weaknesses above, the researcher revised the action in

Cycle II. The action in the cycle would focus more on spelling and pronounciation

as well as improving students’ behavior from passive to be more active.

a. Planning the Action

Before she implemented the plan, she held a pretest again. The theme

was “Experience in the Kitchen”. The pretest took place on Saturday, 8th May

2010. The following is the result:

Table 4.3 The Result of Pre Test 2

No Nama Score1. Afrah Laila 7,62. Ahmad Azizurohman 6,03. Ahmad Syahrir Choirul Anwar 5,34. Alfiani Riastuti 4,75. Ari Wicaksono 6,66. Baniyah 4,37. Desi Dwi Ariyanti 5,98. Dewi Larasati 4,79. Dyah Taurisna Pujiyatun 4,710. Erlia Zulianti 5,611. Fajar Sigit Riyanto 5,912. Faristawati 5,113. Fuat Akrom 6,3

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14. Hafidh Kurnia Adi 5,615. Hana Juliana 7,716. Hanif Prasojo 6,117. Hannuna Dzawinnuha 7,718. Indra Utami Yanastiti 4,619. Irna Risma Wati 5,720. Irvan Kurniawan 521. Khori Adella Ariesta 6,322. Muhammad Alvian Setyadi 6,423. Muhammad Hafidz Suyuti 5,324. Rani Hartiwi 6,725. Resti Dwi Yanti 6,026. Ria Subekti 6,727. Rina Wahyu 6,028. Robby Alif Nugroho 6,029. Satria Agung Gemilang 4,630. Savira Ramadhani 7,331. Septian Dwi Cahyo 6,032. Sidiq 6,133. Siti Laelatul Fauziyah 5,734. Sri Rahayu 4,935. Teguh Arif Yanto Sudrajat 5,936. Zimika Mala Sari 6,6

Mean Score 5.9

b. Implementing the Action

There were two meetings in this cycle. Both meetings were treatment

meeting. To know the result of cycle 2, she also made post test 2.

1) The first meeting

The first meeting was on Wednesday, 12th May 2010. The theme was

“Experience in the Kitchen”. She began the lesson by greeting and checking

students’ attendance. After that she stated the topic of that day.

The teacher began the lesson by reviewing the last lesson. She asked the

students to mention some vocabularies dealing with experience in the farm. Most

of the students still remembered some words in the previous lesson. Next, the

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teacher introduced the new topic to the students by giving some questions about

experience in the kitchen. The teacher asked the students about tools that were

usually used by the students in the kitchen. Then, she asked three of the students

about their experience in the kitchen.

After that, she played a film. Then she asked the students to find out the

dificult words in the film. Then, they disscussed the words together. She also led

the students to play “mix and match” game about kitchen tools in pair.

The second material to discuss was imperative. The teacher showed

power point about formula of imperative and the example. Then, she asked the

students to made five sentences about imperative.

Time is up, before closing the lesson, researcher asked, “Students, may I

know your perception about the implementation of video in your vocabulary?”

They answered, “Menyenangkan”, “Filmnya lucu.” At last, researcher closed the

meeting by reviewing the material and pointed out the chairman of the class to

lead them pray.

2) The Second Meeting

It was carried out on 15th May 2010. The theme was the same, experience

in the kitchen. The teacher opened the lesson by asking students to sit down on

their own chair and greeted them. She opened the power point, showed the

vocabulary and then drilled the students one by one. She found that the students

did it incorrectly. Then she asked the students to watch a film. She wanted the

students to pay attention of the pronounciation. After that, she drilled words one

by one.

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The teacher also asked the students to do an exercise including finding

words’ antonym and synonym task. After that, she disscussed together with the

students. In the end of the session, the researcher informed the students that the

second post test would be held in the following week. Finally, she closed the

lesson by asking the chairman of the class to lead them pray.

The next week, on Wednesday, 19th May 2010, a post test was held. It

was to evaluate the students’ learning vocabulary during cycle II. The result of the

test is presented in the following table.

Table 4.4 The Result of Post Test 2

No Nama Score1. Afrah Laila 6,72. Ahmad Azizurohman 7,13. Ahmad Syahrir Choirul Anwar 7,34. Alfiani Riastuti 7,35. Ari Wicaksono 6,66. Baniyah 7,17. Desi Dwi Ariyanti 7,48. Dewi Larasati 7,39. Dyah Taurisna Pujiyatun 6,610. Erlia Zulianti 7,611. Fajar Sigit Riyanto 6,612. Faristawati 6,613. Fuat Akrom 7,114. Hafidh Kurnia Adi 6,615. Hana Juliana 816. Hanif Prasojo 6,617. Hannuna Dzawinnuha 7,918. Indra Utami Yanastiti 6,719. Irna Risma Wati 7,320. Irvan Kurniawan 7,321. Khori Adella Ariesta 6,722. Muhammad Alvian Setyadi 6,623. Muhammad Hafidz Suyuti 7,124. Rani Hartiwi 7,425. Resti Dwi Yanti 7,726. Ria Subekti 6,9

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27. Rina Wahyu 7,428. Robby Alif Nugroho 7,129. Satria Agung Gemilang 6,730. Savira Ramadhani 8,631. Septian Dwi Cahyo 7,832. Sidiq 6,733. Siti Laelatul Fauziyah 6,634. Sri Rahayu 7,135. Teguh Arif Yanto Sudrajat 7,936. Zimika Mala Sari 7,3

Mean Score 7,1

c. Observation

In this stage, she did observation and evaluation through observation

toward the teaching and learning process, document analysis, and pre test and post

test of the cycle 2. The result of observation can be reported as follows:

1) The improvement of the students’ vocabulary score.

This improvement can be seen from the result of vocabulary test. In pre

test 2 the students’ mean score was 5.9. In post test 2, their mean score improved

though not significantly to 6.9.

2) The students’ perception of audiovisualized narrative text as an interesting

media in mastering vocabulary.

In general, the students have a good perception about film. They said that

the film was funny and looks enthusiastic in the teaching learning process. When

they saw a funny scene, they laughed They enjoyed the film.

d. Reflection

After analyzing the result of the tests and the observation results in the

second cycle, she found some improvements. The improvements were as follows:

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1) The improvement of students’ vocabulary mastery

There was an improvement in students’ vocabulary mastery which could

be seen from their achievement in the last post test.

The implementation of film gave a significant contribution in improving

students’ vocabulary mastery. This improvement could also be revealed from their

qualities in using words in the right context. After using the media, students were

also able to spell and pronounce words correctly.

2) The increasing of students’ motivation and interest.

The students were motivated to be involved in the teaching learning

activity. They were also more active in the teaching learning process.

B. Discussion

The research findings are based on the teaching learning process,

document analysis, and test. They can be explained as follows:

1. The improvement in students’ vocabulary mastery

The students could understand and grasp the meaning more easily. The

students could also pronounce the words correctly. They could use and spell the

words correctly, too. The students did more practices in understanding,

pronouncing, spelling, and using the words. They are helped by watching film and

doing some tasks so they could have more practices for enriching vocabulary

mastery using audio-visualized narrative text. The result of the tests shows

improvement: from 5.8 to 7.3 in Cycle I and from 5.9 to 7.1 in Cycle II.

2. The improvement in classroom atmosphere

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The classroom atmosphere improved. The students were more interested

in joining the activities and they enjoyed the teaching learning process. The

students were more active and more enthusiastic during teaching learning process

because of the teacher use interesting materials. When the researcher asked them

about their perception, they answered, “menyenangkan”, “filmnya lucu”. The

students also gave more concentration during teaching learning process. It can be

seen from their relevant answer to some question given by the teacher related to

the lesson.

There are some improvements after the teacher giving the students some

treatments. These improvements include the improvement in vocabulary aspects,

such as pronunciation and spelling. As a conclusion, the use of Audiovisualized

Narrative Text can improve students vocabulary mastery. The evidence is the

improving scores. In addition, the classroom atmosphere also become more

positive. The indicators are:

a. The students more actively participate in the teaching learning process

b. The students are more interested in the teaching learning proces

c. The students are more concentrated at classroom activity

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CHAPTER V

CONCLUSION, IMPLICATION, AND SUGGESTION

In this chapter, the writer presents conclusion, implication, and

suggestion of the study about improving students’ vocabulary mastery through

audio-visualized narrative text.

A. Conclusion

Based on the research findings and discussion in the previous chapter, the

researcher makes a conclusion that teaching vocabulary through audio-visualized

narrative text can improve students’ vocabulary mastery. The students’

improvement on vocabulary mastery is shown by the enhancement of the

students’ achievement in vocabulary test, before and after the actions. The mean

score improved from the pre-test 1 to the cycle 1 test and from the pre-test 2 to the

cycle 2 test. In the pre-test 1 the students got 5.8 and in the post test 1 test they

got 7.3. In the pre-test 2 the students got 5.9 and in the post test 2 they got 7.1.

The quality of interesting classroom also improved. The students are

more interested in the teaching learning process. Using video as an authentic

material and choosing appropriate topic for students in teaching vocabulary made

the class more alive.

B. Implication

Based on the conclusion in this study and supported by all of the data of

the research, there is an improvement in teaching vocabulary by Audio-visualized

narrative text. Audio-visualized narrative text is an effective and interesting way

to improve students’ vocabulary mastery. Audio-visulized narrative text can

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improve students’ vocabulary mastery and also create interesting situation in the

classroom.

C. Suggestions

The writer would like to propose some suggestions dealing with the

result of this research. Hopefully, the following suggestions will be useful for the

teachers, the other researchers and educational institutions.

1. For the Teachers

The teachers should choose appropriate technique or teaching aids that

suitable with the situation in their classroom. It is important to attract students’

interest of teaching learning process. The interesting way will make the students

more easily buy into the learning process.

2. For the Institutions

The institutions should provide technique and teaching aids reference that

support the teaching learning process in order to improve the teaching learning

quality.

3. For Other Researchers

This study is just one of many efforts in increasing motivation and

achievement students’ vocabulary. The writer hopes that the result of this study

can stimulate other researchers to conduct other researchers related to this field or

the technique.

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