enriching students' vocabulary using theme based youtube video

perpustakaan.uns.ac.iddigilib.uns.ac.idENRICHING STUDENTS’ VOCABULARY USING THEMEBASED YOUTUBE VIDEO(A Classroom Action Research to the Fifth Grade Students of SD Negeri IBaturetno, Wonogiri in Academic year 2009/2010)A ThesisBy:Woro WidiastutiX2208541Submitted to the Teacher Training and Education Faculty of Sebelas MaretUniversity as a Fulfillment of the Requirements for Achieving anUndergraduate Degree of Education in EnglishENGLISH DEPARTMENTTEACHER TRAINING AND EDUCATION FACULTYSEBELAS MARET UNIVERSITYSURAKARTAcommit to user2011

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perpustakaan.uns.ac.iddigilib.uns.ac.idMOTTONothing is impossible.If there is a will,there is a way....commit to userv

perpustakaan.uns.ac.iddigilib.uns.ac.idDEDICATIONThis thesis is proudlydedicated to: Her beloved parents Her beloved littlefamilycommit to uservi

perpustakaan.uns.ac.iddigilib.uns.ac.idACKNOWLEDGEMENTSPraise be to Allah SWT for His blessings that the writer can finallycomplete her thesis. This thesis cannot be separated from people’s help andguidance. Therefore, she would like to express her special gratitude to:1. The Dean of Teacher Training and Education Faculty of Sebelas MaretUniversity for his permission to write this thesis.2. The Head of English Department of Teacher Training and Education Facultyof Sebelas Maret University for his permission to write this thesis.3. Dra. Dewi Rochsantiningsih, MEd, PhD, as the first consultant, who haspatiently given her guidance, advice, and time from the beginning up to thecompletion of writing this thesis.4. Dewi Sri Wahyuni, SPd, MPd, as the second consultant, who has given herguidance, advice, and encouragement in writing this thesis.5. Tamsi, S.Pd, the headmaster of SD Negeri I Baturetno, Wonogiri for givingthe permission to hold the research at school.6. Tia Anggraini, S.Pd as the collaborator and the students for good cooperationduring the research.7. Her parents, for giving their endless love, pray, and support.8. Her little family, husband and daughter, for being my inspiration and givingstrength in facing this life.The writer does realize that this thesis is far from being perfect. However,she hopes that this thesis can provide contribution to the improvement of teachingEnglish, especially for elementary students.commit to userSurakarta, March 2011vii

perpustakaan.uns.ac.iddigilib.uns.ac.idWoro WidiastutiX2208541TABLE OF CONTENTSCOVER …………………………………………………………………….. iAPPROVAL OF CONSULTANTS ………………………………………. iiVALIDATION ……………………………………………………………... iiiABSTRACT ………………………………………………………………… ivMOTTO …………………………………………………………………….. vDEDICATION ……………………………………………………………… viACKNOWLEDGEMENT ………………………………………………… viiTABLE OF CONTENTS ………………………………………………….. viiiLIST OF TABLES ………………………………………………………… xLIST OF APPENDICES ………………………………………………….. xiCHAPTER I INTRODUCTIONA. Background of the Study .............................................. 1B. Problem Statements ..................................................... 4C. The Objectives of the Study ........................................ 4D. The Benefits of the Study ............................................ 4CHAPTER II THEORETICAL REVIEWA. Vocabulary ................................................................... 61. The Definition of Vocabulary ............................... 62. Kinds of Vocabulary ............................................. 73. The Importance of Teaching Vocabulary ............. 8B. YouTube Video ........................................................... 101. The Definition of YouTube Video ....................... 102. The Benefits of Using Video ................................ 103. The Criteria of Selecting Video ............................ 114. Teaching Vocabulary Using YouTube Video ....... 12commit to userC. Young Learners ........................................................... 14viii

perpustakaan.uns.ac.iddigilib.uns.ac.id1. The Characteristics of Young Learners ................ 142. Teaching English to Young Learners ................... 153. Review of Related Researches ............................. 154. Rationale ............................................................... 17CHAPTER III RESEARCH METHODOLOGYA. The Context of the Research ....................................... 19B. The Methods of the Research ...................................... 20C. The Model of Action Research .................................... 21D. The Stages of Action Research .................................... 22E. The Techniques of Collecting the Data ....................... 24F. The Techniques of Analyzing the Data ....................... 25CHAPTER IV RESULT OF THE STUDYA. The Process of the Research ......................................... 271. Pre-Research ......................................................... 302. Research Implementation ..................................... 34a. Cycle 1 ........................................................... 37b. Cycle 2 ........................................................... 45B. The Research Findings and Research Discussion ....... 521. Research Findings ................................................. 522. Research Discussion ............................................. 58CHAPTER V CONCLUSION, IMPLICATION, AND SUGGESTIONA. Conclusion ................................................................... 62B. Implication ................................................................... 65C. Suggestions .................................................................. 66BIBLIOGRAPHY ......................................................................................... 67APPENDICES ............................................................................................... 70commit to userix

perpustakaan.uns.ac.iddigilib.uns.ac.idLIST OF TABLESTable 4.1. The Summary of Process of the Research …………………….….... 28Table 4.2. The Summary of Situation Prior to the Research Implementation … 31Table 4.3. The List of Activities Using YouTube Video ……………………… 32Table 4.4. The Indicators of Problems and Solution …………………….….…. 34Table 4.5. The Summary of Research Implementation of Cycle 1 and 2 ……... 35Table 4.6. The Summary of the Research Implementation of Cycle 1 …….….. 37Table 4.7. The Summary of Research Implementation of Cycle 2 ………...….. 45Table 4.8. The Improvement of Research Findings ………………………..….. 53Table 4.9. The Improvement of Students’ Achievement …………………..….. 57Table 4.10. The Sample of Students’ Achievement ………………………..….. 58Table 5.1. The Summary of Research Implementation of Cycle 1 and 2 ...….... 62commit to userx

perpustakaan.uns.ac.iddigilib.uns.ac.idLIST OF APPENDICESAppendix 1 Catatan Lapangan Hasil Penelitian ............................................. 71Appendix 2 Lembar Pengamatan Jalannya KBM ........................................... 75Appendix 3 Transcript of Interview ................................................................ 77Appendix 4 The Diary of Action Research ..................................................... 84Appendix 5 Lesson Plan ................................................................................. 89Appendix 6 Test Description .......................................................................... 101Appendix 7 Pretest and Posttests Items .......................................................... 102Appendix 8 Answer Keys ............................................................................... 111Appendix 9 Students’ Achievement ............................................................... 114Appendix 10 Students’ Worksheets ................................................................ 115Appendix 11 Sample of Photographs .............................................................. 142Appendix 12 Sample of YouTube Video ........................................................ 144Appendix 13 Letters of Permission ................................................................. 146commit to userxi

perpustakaan.uns.ac.iddigilib.uns.ac.id 1CHAPTER IINTRODUCTIONA. Background of the StudyLanguage has important roles to develop intellectual, social, emotionalaspects and to determine success in studying all subject matters. It expectedlyhelps the student to reflect their experiences to show their idea and feelings andalso to understand any kinds of meaning. English, then, is chosen as the firstforeign language to be learned by students in both formal and non-formaleducation in our country. It is included in the curriculum as a compulsory subjectfor the Junior and Senior High School. While, for students in Elementary School,though English is given only as a local subject, it has an important role inpreparing the students to continue their study to the next stages of education.Elementary school is the right place to make the students familiar withEnglish. They, which still belong to young learners in average 6-12 years old, arethe best time in absorbing something new things. For them, English is a newthing, therefore it will be more effective if it is taught to them at this level. In thatlevel, students are always enthusiastic when they get something that they nevergot before. Besides, students can easily in recognizing and rememberingsomething given to them although sometimes they will easily to forget too. Forstudents in elementary school, it is suitable for introducing the basic of Englishthat is vocabulary.Considering the importance of vocabulary competence, it is better tointroduce new vocabulary earlier to the students. It makes them know andunderstand a lot of vocabularies. Inadequacy of vocabulary will obstruct thestudents’ chances to speak, listen, read, or write. It is also the key aspect oflanguage learning which consist of a list or set of words that individual speakersof language might use for speaking, listening, reading, and writing. As stated byVermeer in Schmitt and McCarthy (1997: 140) that knowing the words is the keyto understanding and being understood.commitWithoutto useran extensive vocabulary, students

perpustakaan.uns.ac.iddigilib.uns.ac.id 2will be unable to use the structure and functions they have learned forcommunication.However, after observing the teaching and learning process at the fifthgrade students of SD Negeri I Baturetno, Wonogiri, the writer finds out that thestudents’ vocabulary mastery is still low. It can be seen from the students’ answerwhen they are asked about English, i.e. Bahasa Inggris sulit, Bu; nggak tau artikata-katanya; sulit membacanya, tulisan sama bacanya udah beda; sulitmengingat kata-katanya, Bu, sering lupa; etc.From the students’ statements above, the writer concludes that 1) thestudents get difficulties in recognizing words; 2) the students get difficulties inremembering words; 3) the students get difficulties in grasping the meaning ofEnglish words; 4) the students get difficulties in pronouncing words correctly; and5) the students get difficulties in writing words correctly.In addition, because of their assumption that English is a difficult subject,it makes the classroom situation do not conducive for teaching-learning process. Itcan be seen from 1) students often play and chat with friends during teachinglearningprocess; 2) students often ask permission to go to toilet; 3) most studentsdid not write notes given by teacher; 4) students are easy to get bored in followingEnglish class; and even 5) some students look sleepy in the class.Those problems may arise because the students do not have highlymotivation in following English class and even they think that it is not interesting.Besides, there are limited media that can be used by teacher as teaching aids. Inteaching them, the teacher tends to use drilling and translation method. Those maybe useful methods if those are applied on higher level, but it is not effective forelementary level. The students, which still belong to young learners, are easy toget bored and only can concentrate in a short time. Basically, they cannot learn ina serious way and need to be taught in a fun activity. Therefore, the students notonly have a perception about English that it is a difficult subject but also it is aboring subject.Remembering that young learners different from adults, it is differentteaching English at elementarycommitstudentstofromuserteaching it in the higher level

perpustakaan.uns.ac.iddigilib.uns.ac.id 3students. Elementary students as young learners or children have certaincharacteristics and it needs certain treatments too. For instance, they are easy toget bored and cannot learn seriously in long time. For the teachers in elementaryschool, it is not only necessary to know the characteristics of young learners butalso to master the technique to reach a good development in teaching-learningprocess.Considering the importance of vocabulary that should be mastered by thestudents, it promotes the writer to find out one method that can help the studentsbecome easier in learning English vocabulary. Besides, it should provide them tolearn in an attractive way in order to make they get spirit in teaching-learningprocess. Thus, in this research the writer will bring forward the way of teachingvocabulary by using YouTube video.The YouTube videos are chosen based on the theme on syllabus of Englishfor the fifth grade students and chosen in form of cartoon video in order to makethe students being more interested in teaching-learning process. Sherman (2003:1) states that video allows us to introduce any aspect of real life into the languagelearning environment, contextualizing the learning process. Besides, it can be usedin many different instructional settings, from the classroom to online distancelearning campuses. The great value of video lies in its combination of sounds,images, and sometimes text in the form of subtitles, together with the socioculturalinformation about habits, traditions, culture, etc. All this makes it a verycomprehensible tool for teaching vocabulary to foreign language students.By applying video in English class, it can serve many advantages inhelping the students to learn new vocabulary. Learning by watching video, it canchange the students’ opinion about English as a difficult subject become Englishis an easy and interesting subject. Next, it leads to improve their interest infollowing English class because they will get an entertainment by watching thevideo. The learners who saw video pictures were able to produce a higherpercentage of acceptable vocabularies than the learners who read only thenarratives or those who read both the narratives and definitions.commit to user

perpustakaan.uns.ac.iddigilib.uns.ac.id 4Based on the description above, the writer wants to solve the problems thatarise and to improve the students’ vocabulary through video. The writer believesthat by implementing YouTube video in English teaching-learning process canenrich the fifth grade students’ vocabulary of SD Negeri I Baturetno, Wonogiri.B. Problem StatementsBased on the background of the study above, the problems that will beanalyzed in this study can be formulated as follows:1. Does and what extent the implementation of YouTube video enriches thestudents’ vocabulary?2. What is the situation when YouTube video is applied during the teachinglearningprocess at the fifth grade students of SD Negeri I Baturetno,Wonogiri?C. The Objectives of the StudyThe study aims at finding the answer to the questions stated on theproblem statements above. Therefore, the objectives of the study are:1. To identify whether or not and to what extent the implementation of YouTubevideo can enrich the students’ vocabulary.2. To describe the situation when YouTube video is applied during the teachinglearningprocess at the fifth grade of SD Negeri I Baturetno, Wonogiri.D. The Benefits of the StudyThe result of the study is expected to give some benefits for the followingsides that are related to the scope of the study, they are:1. The writerFor the writer that also the English teacher in SD Negeri I Baturetno, the resultof the study can be a reflection in her teaching experience. She also canidentify whether or not the students enjoy and improve themselves in learningEnglish and also identify and weaknesses. Therefore, through this research,commit to user

perpustakaan.uns.ac.iddigilib.uns.ac.id 5the writer can improve her teaching experience both technique and practicallyto be a creative teacher in the future.2. StudentsFor the fifth grade students of SD Negeri I Baturetno, Wonogiri, it is hopedthat the result of the study can help them in learning English therefore therewill be a significant improvement in vocabulary mastery. Besides, by applyingYouTube video as learning media, the students are expected being morecomfort and interested in following English class.3. English TeacherThrough this research, the English teachers are expected obtaining a new ideain teaching English by implementing YouTube video. They are also expectedgetting a better understanding about how to teach English using interestingmedia, especially for students in elementary school. Indirectly, it is hoped thatthe research finding will be able to encourage them in finding other techniquesin teaching vocabulary.4. SchoolBy conducting this research, it is expected that the information can be usefulinput for SD Negeri I Baturetno, Wonogiri to improve its quality in teachinglearningprocess, especially in English lesson. Besides, it is also expected tobe able to motivate the school in facilitating its institution with technology andelectronic media.5. Other researchersThe result of the study is expected to give a highly contribution for otherresearchers in doing the same action research. Furthermore, it is hoped that itwill be useful information for other researcher so that they can develop newtechniques in teaching vocabulary to the elementary students.commit to user

perpustakaan.uns.ac.iddigilib.uns.ac.id 6CHAPTER IITHEORETICAL REVIEWThis chapter provides a review on literature related to the title of theresearch namely enriching students’ vocabulary using theme based YouTubevideo. To support this research, this chapter discusses about vocabulary, YouTubevideo, young learners, and review of related researchers. Each of them isdiscussed in the following section.A. Vocabulary1. The Definition of VocabularyGenerally, vocabulary can be defined as a list of words with theirmeanings, especially at the back of a book used for teaching a foreign language.In other words, vocabulary is always related to the words and dictionary. Thereare some definitions of vocabulary by some experts. As taken from Wikipedia,vocabulary refers to all the words known and used by a particular person. Itusually grows and evolves with age, and serves as a useful and fundamental toolfor communication and acquiring knowledge.A similar statement stated by Hatch and Brown (1995: 1) that the term ofvocabulary refers to a list or set of words for a particular language or a list or setof words that individual speakers of language might use. As what Hatch andBrown say, vocabulary is a list of words. It means that there are more than onewords used by the speaker of a certain language. Vocabulary also refers to a groupof words used by a person as a means of communication.Ur (1996: 60) also defines vocabulary as the words that are taught inforeign language. She adds that vocabulary is mainly defined as words that areused in a foreign language course. The words in vocabulary do not come from thestudents’ native language. It is a set of words from second or foreign language thatis being learned by students.commit to user

perpustakaan.uns.ac.iddigilib.uns.ac.id 7A new item of vocabulary may be more than a single word which is madeup of 2 or 3 words but expressing a single idea. Additionally, Moon in Schmittand McCarthy (1997: 105) argues that traditionally, vocabulary consists not onlyof single words: lexemes are often made up of strings of more that one word.From all definitions above, it can be concluded that vocabulary is a set ofwords that are taught in foreign language. Vocabulary is also closely related to alist of words used to express the speakers’ idea.2. Kinds of VocabularyThere are two kinds of vocabulary, receptive and productive vocabulary.Haycraft in Hatch and Brown (1995: 370) states that receptive vocabulary iswords that the student recognizes and understands when they occur in a context,but which he cannot produce correctly, and productive vocabulary is words whichthe student understands, can pronounce correctly, and use constructively inspeaking and writing.Since the subject of the study is elementary school students, the objectiveof the study is the students’ receptive vocabulary. However, the researcher usedconstructive speaking in the form of communicative classroom activity in order tointroduce vocabulary and language in its communicative function.According to Ur (1996: 60), there are six aspects of vocabulary that needto be taught in teaching vocabulary as follows:a. Form: Pronunciation and SpellingThe learner has to know how a word is pronounced (its pronunciation)and what it looks like (its spelling).b. GrammarA word sometimes comes with grammatical rules. The learner also needsto know the past form of a verb, the plural form of a noun, etc.c. CollocationIt deals with the appropriateness of particular combination of words.commit to user

perpustakaan.uns.ac.iddigilib.uns.ac.id 8d. Aspects of Meaning (1): denotation, connotation, appropriatenessDenotation refers to the meaning of a word as what it refers to in the realworld. Connotation is the meaning of a word when it comes in association,negative or positive evokes that may or may not be stated in dictionarydefinition. The context is also important to determine the meaning of a word.It gives appropriateness where the word commonly used.e. Aspects of Meaning (2): meaning relationshipA word sometimes has a close relationship with others. In languageteaching, this kind of relationship is useful. The learner should recognize thewords in different relationships. Synonyms, antonyms, hyponyms are someof the main ones.f. Word formationCertain vocabulary can be broken down into their components. Students’understanding in prefixes and suffixes can help them in knowing the meaningof words.Those six aspects give what a learner needs to learn language. However,the aspects taught should be matched with the students’ level. Since the researchwas conducted in elementary school, the aspects chosen were spelling,pronunciation, and meaning.3. The Importance of Teaching VocabularyVocabulary is the key aspects of language learning which consists of a listor set of words that individual speakers of language might use for listening,speaking, reading, and writing. It is also the first steps of learning a secondlanguage and becomes the basic competence to get other competences oflanguage. The importance of vocabulary is explained by Coady and Huckin(1997: 5) who states that vocabulary is central to language and of criticalimportance to the typical language learner. It means that vocabulary take animportant role in teaching language. With more vocabulary, the learners willeasily in understanding and using language without any difficulties.commit to user

perpustakaan.uns.ac.iddigilib.uns.ac.id 9There are some importances of vocabulary stated by expert. Firstly, anextensive vocabulary aids expressions and communication. Secondly, vocabularysize has been directly linked to reading comprehension. Thirdly, linguisticvocabulary is synonymous with thinking vocabulary. The last is that a person maybe judged by others based on his or her vocabulary.As stated by Thornburry (2002: 13) that without grammar very little canbe conveyed, without vocabulary nothing can be conveyed. Similarly, McCarthyin Schmitt and McCarthy (1997: 140) states that no matter how well the studentslearn grammar, no matter how successfully the sound of language is mastered,without words to express wide language meaning, communication in secondlanguage cannot be happen in any meaningful way. It means that vocabulary isfoundation to build language with plays a fundamental role in communication.According to Allen (1983: 5), the communication will stop when learnerslack the necessary words. It means that when one does not know what vocabularyused to communicate with others, one cannot express his idea to be conveyed andin addition to this, the communication will end. However, mastering vocabulary isnot only having great vocabularies or remembering vocabularies. It is alsoincludes the skill to make the right choice words, and also spelling the wordcorrectly.Furthermore, Rivers in Nunan (1991: 117) states that the acquisition of anadequate vocabulary is essential for successful second language use becausewithout an extensive vocabulary, we will be unable to use the structures andfunctions that we may have learned for comprehensible communication. It meansthat vocabulary will give an important element in the acquisition of secondlanguage.From the opinions above, it can be concluded that vocabulary plays animportant role in language communication. When one learns language, the firststep that should be known is learning vocabulary. It is caused by vocabulary is thebasic aspect of learning any language.commit to user

perpustakaan.uns.ac.iddigilib.uns.ac.id 10B. YouTube Video1. The Definition of YouTube VideoNowadays, when the internet has become more accessible, it is seen bymany people as one of the most powerful innovations ever invented, and withgood reasons. One of the reasons always advocated for adopting technology ofinternet is that it leads to efficiency gains. In other words, it helps people do whatthey already were doing, but faster, cheaper, or easier. The potential of internet isthat it can be used as a teaching aid in English language learning.There are many kinds of media taken from internet which can be used inteaching-learning process. One of them is called YouTube. YouTube is a verypopular web video sharing site that lets anyone store videos for private or publicviewing. YouTube provides a venue for sharing videos among friends and familyas well as a showcase for new and experienced videographers. There are so manykinds and types of video include entertainment, education, advertisement, etc.The real advantage of YouTube, at least from a language learning point ofview, is that it offers authentic examples of English used by people. At the sametime, YouTube video enables teacher to attach the students to the real life natureof these videos. By creating context for these short video, students can be helpedto explore a world of online English learning possibilities.Generally, video is the technology of electronically capturing, recording,processing, storing, transmitting, and reconstructing a sequence of still imagesrepresenting scenes in motion. Video is a great resource to use in class and thereare an endless number of ways to exploit it to create motivating, memorableclasses with a high level of language production. The use of video technologies toillustrate the educational materials has become much more feasible.2. The Benefits of Using VideoBasically, students really enjoy watching movies and TV for a varietyreasons. For one, they get exposure to natural language in a non-threateningsetting. Secondly, movies and video provide common ground to students of anyinternational background.commit to user

perpustakaan.uns.ac.iddigilib.uns.ac.id 11For all young learners, the use of video gives a useful input in learningEnglish. First, video communicates meaning better than other media. It means thatvideo present language in context in ways that a cassette can’t. Learners can seewho’s (or what’s) speaking, where the speakers are, what they’re doing, etc. Allthese visual clues can help comprehension. Second, video represents a positiveexploitation of technology. Teenagers, in particular, have a positive attitudetoward television and video. It is seen as being modern compared to books.Tomalin (1991: 48) states that there are some benefits of teaching Englishusing video for learners aged 3 – 8 years old. They are as follows:a. Children enjoy language learning with videoOne of the aims of teaching English to young learners is to instill in them theidea that language learning is happy experience, and video creates anattractive enjoyable learning environment.b. Video is an effective way of studying body languageYounger language learners are still learning about the world around themc. Children gain confidence through repetitionYoung children love to hear stories again and again and the same goes forvideo. By watching a video several times children can learn by absorptionand imitation.3. The Criteria for Selecting VideoWhen selecting a video for used in the classroom, certain general criteriashould be kept in mind. There are several criteria in selecting video:a. WatchabilityIt is related to the question is the video interesting, would a young learnerwant to watch this, etc.b. CompletenessTomalin (1991: 50) states the ideal video clip tells a complete story or asection of a story. This idea of completeness is important for young learnerswhose primary motivation for watching a video is enjoyment.commit to user

perpustakaan.uns.ac.iddigilib.uns.ac.id 12c. LengthThe length of the clip is important. It shouldn’t be long, perhaps between 30seconds and 10 minutes depending on the learning objective.d. Appropriateness of ContentThe content should be suitable for young learners. It should also be suitablefor viewing in all cultures.e. Level of MaturityChildren mature very quickly. It is should be matched with their level ofmaturity in order to make them understand the concepts in the video.f. Availability of Related MaterialsMany authentic videos now come with ready made materials that can be usedfor language teaching. Other videos may have been adapted from books,which could be used in the classroom to support the video.4. Teaching Vocabulary Using YouTube VideoVideo can be a valuable and possibly underused classroom tool. Although,there is always the temptation to simply put a video on at the end of term and letthe students watch a film without even challenging them to be actively involved.According to Sherman (2003: 1), video allow us to introduce any aspect ofreal life into the language learning environment, contextualizing the learningprocess. Besides, it can be used in many different instructional settings, from theclassroom to online distance learning campuses. The great value of video lies inits combination of sounds, images, and sometimes text (in the form of subtitles),together with the socio-cultural information about habits, traditions, culture, etc.All this makes it a very comprehensible tool for teaching vocabulary to foreignlanguage students.Furthermore, adapted from Willis' 6 roles for video (1983: 45), there arefour possible roles for video: a) developing listening skills - listening for globalunderstanding, listening for detail; b) to provide information - to provide contentrelevant to students' needs and interests; c) presenting or reinforcing language -commit to user

perpustakaan.uns.ac.iddigilib.uns.ac.id 13grammar, vocabulary, functions; and d) stimulating language production - videoused as a basis for discussion, a model for learners to follow, a visual aid.Teaching English using video will give a fun atmosphere to the students,especially young learners. They can learn unconsciously while they are watchingthe film, so that they enjoy language learning. Tomalin (1991: 48) states one ofthe aims of teaching English to young children is to instill in them the idea thatlanguage learning is a happy experience, and video creates an attractive enjoyablelearning environment. It means that it is important to make children feel comfortand happy first in order to make language learning run effectively.Basically, there are two main uses of video have been distinguished:instructional video, specifically created to teach foreign languages, and authenticvideo materials, such as films, TV series, commercials, etc., originally created fornative speakers of the language. Even if it can sometimes be more difficult tohandle, it is in fact very functional to use authentic video in the foreign languageclass, since students can profit more efficiently from this type of input, given itspresentation of real (not manipulated) and complete communicative situations,that is what learners really need in real life.Authentic videos for young learners will often contain a lot of repetition.This is a good lesson for lower levels because students only have to focus on aminimum of spoken dialogue. Students watch a scene from a film which has lotsof things that they can see and therefore write in their vocabulary books.Talavan (2007: 1) states that students of all levels can benefit from the useof video, since there are always easier video sequences, spoken at a slower ratethat can match lower level students’ needs. Besides, authentic video has anobvious advantage over conventional audio tapes and the visual dimension thatmakes understanding easier through gestures and context.In addition, teaching English using YouTube video will be appropriate toyoung learners since it provides an entertainment to the students therefore it willnot only leads the language learning learnable but also enjoyable.commit to user

perpustakaan.uns.ac.iddigilib.uns.ac.id 14C. Young Learners1. The Characteristics of Young LearnersThere are some characteristics of young learners that differentiate themfrom adult. By knowing their characteristics, it is hoped that the teacher wouldtreat their students well and be able to choose an appropriate technique of teachingin order to reach the objective of teaching-learning process.The age of learners can be categorized into three ages, which are:a. The age of 5 – 12 is considered Young Learners.b. The age of 12 – 18 is considered Teenagers.c. Older than 18 is considered to be Adult.According to Purwaningsih in Daristya, young learners are learners inelementary school aging 9 – 10 years old who are learning English as foreignlanguage. Similarly, Hoesein in Daristya states that young learners are thestudents of elementary school who are at grade four up to grade six. From thosestatements, it may be concluded that young learners are students who are studyingEnglish in elementary school.Additionally, Brumfit (1995: v) proposed some characteristics of younglearners as follows:a. Young learners are only just beginning their schooling. So that teachers havemajor opportunity to mould their expectations of life in school.b. As a group, they are potentially more differentiated than secondary or adultlearners, for they are closer to their varied home cultures and new to theconformity increasingly imposed across cultural groupings by the school.c. They tend to be keen and enthusiastic learners, without the inhibitions whicholder children sometimes bring to their schooling.d. Their learning can be closely linked with their development of ideas andconcepts, because it is so close to their initial experience of formal schooling.e. They need physical movement and activity as much as stimulation for theirthinking, and the closer together these can be better.From explanation above, it can be concluded that children are mostlyenthusiastic of doing something.commitLearningtowithuserphysical movement will be more

perpustakaan.uns.ac.iddigilib.uns.ac.id 15attractive for them. Therefore, it is important to teach them with a technique thatinvolves some interesting activities during teaching-learning process.2. Teaching English to Young LearnersRecently, English began to be taught to elementary school even primaryschool. It is important to introduce English as early as possible in order to preparethem in continuing their study to the higher level such as junior high school andsenior high school. Scott and Ytreberg (2000: 4) propose the reasons of teachinglanguage to young learners as follows:a. Only by an early start can language mastery be assured.b. Preadolescents can learn a language without self-consciousness.c. The early start instills respect for the other people and foster tolerance.d. Appreciably more children can be eager to study a foreign language later on.e. The students who began early will be much further along in high school and incollege.As stated above, it is clearly that English should be taught earlier.Remembering that young learners have their special characteristics thatdifferentiate them with adults, it is important for teacher to choose a techniquethat suitable for their average age. Not all of the English teaching methods can beused to teach young learners. Being an English teacher also should be variously inpresenting the materials since children only have concentration in a few and easyto get bored.D. Review of Related ResearchesThere are some articles related to the use of video in foreign languageclass. The first article entitled “Learning Vocabulary Through Authentic Videoand Subtitles”. It states that subtitles can be used together with authentic video toimprove word recognition and vocabulary acquisition skills in the EFL class. Thisatmosphere provides authentic input through three different channels (written text,oral text and images) that contribute to offer a better and potentially longer-lastingmental representation of new andcommitold lexicalto useritems. The great value of video lies

perpustakaan.uns.ac.iddigilib.uns.ac.id 16in its combination of sounds, images, and sometimes text (in the form ofsubtitles), together with the socio-cultural information about habits, traditions,culture, etc. All this makes it a very comprehensible tool for teaching vocabularyto foreign language students.Tatsuki (1999) writes about “Video in the Language Lab: TeachingVocabulary”. She states learners who read illustrative sentences (sentencescapturing a scene in the movie and model the correct usage of a target vocabularyitem) scored better on a multiple choice test than did those who read the narrativeonly or read the narrative and watched the video. This would indicate that ifvocabulary learning is going to be measured by productive use, video is certainlyfacilitative. If, on the other hand, vocabulary gain is going to be measured viamultiple choice testing, video will be most efficient if learners are provided withcontextualized sentence models. Either way, video is a useful part of vocabularylearning.McKinnon writes “Teaching Technologies: Teaching English UsingVideo”. It is an article offering advice and suggestions on how to teach Englishusing video. He states that video is a valuable and possibly underused classroomtool. There is always the temptation to simply put a video on at the end of termand let our students watch a film without even challenging them to be activelyinvolved. Then, he concludes that the use of video is an advantage here as it is anemotional scene with lots of gestures, adding weight to the situation.Constantinescu (2007) writes “Using Technology to Assist in VocabularyAcquisition and Reading Comprehension”. First, it starts with a brief overview ofthe relationship between vocabulary knowledge and reading comprehension.Then, it has been increasingly argued that computer technologies can supportlearning in a number of ways. Many features of the computer are considered toenhance vocabulary development and reading comprehension: multimedia is oneof them. Multimedia refers to computer-based systems that use various types ofcontent, such as text, audio, video, graphics, animation, and interactivity. Chunand Plass in Constantinescu (2007) states that visual multimedia advanceorganizers were found to help notcommitonlytorecallingusernew words, but also act as

perpustakaan.uns.ac.iddigilib.uns.ac.id 17facilitators of reading comprehension, which stresses the close relationshipbetween vocabulary and reading.Irina (2010) writes “Using YouTube Videos in Teaching English”. Shestates that video material taken from YouTube can be a very useful source andasset for the language teaching-learning process because it combines both fun andpedagogic instructions in an authentic material that reflect real interaction. Usingvideos in the English class is a very helpful and stimulating method to motivatethe students to get the most of the lesson. By employing videotaped materialteachers can always create an indefinite number of language teaching activities.The devised activities above are mere examples based on one short segment andeach focuses of a different language skill that EFL students need to acquire.E. RationaleVocabulary plays an important role in learning English as secondlanguage. It becomes the basic competence in order to get other competence likelistening, speaking, reading, and writing. Considering the importance ofvocabulary, it is better to introduce it earlier. Here, the students of elementaryschool are the right level in introducing English vocabulary so that it can preparethem entering the next stages of education.Thus, there should be a technique that can facilitate the improvement ofstudents’ vocabulary. Remembering that the students still belong to younglearners with their special characteristics, the technique selected must be suitablefor them. It is essential to find out ways of promoting learning activities which aremotivating, interesting, and fun in order to make the objective of the teachinglearningprocess can be achieved.YouTube video, then are thought to be adequate for that purpose since itprovides the combination of sounds, images, and sometimes text (in the form ofsubtitles). All this make it a very comprehensible tool for teaching vocabularyespecially for elementary students. The use of YouTube video enables the teacherto create follow up activities where the students can be actively involved. Theywill be attracted in learning activitycommitso thatto userthey can accept what is being taught

perpustakaan.uns.ac.iddigilib.uns.ac.id 18easily. Besides, the students will be more comfort and enjoy in learning newEnglish vocabulary. As everyone knows that children are easy to get bored andcannot pay attention to the lesson in a long time, it can help them in learningEnglish using an attractive way.commit to user

perpustakaan.uns.ac.iddigilib.uns.ac.id 19CHAPTER IIIRESEARCH METHODOLOGYThis chapter discusses the research method that is used in this study. Itcovers the research setting, the subject of the research, the methods of theresearch, the model of action research, the procedures of action research, thetechnique of collecting the data, and the technique of analyzing the data. Each ofthem is discussed in the following section.A. The Context of the ResearchThis research is conducted at SD Negeri I Baturetno, Wonogiri. Its addressis Duwet Kidul, Baturetno, Wonogiri. SD Negeri I Baturetno is one of the mostfavorite state elementary school in Baturetno sub district. There are six classes atthe school which consist of 264 students. The writer conducts the research startfrom May to June 2010 that represents the second semester of academic year2009/2010.However, the subject of the study is the fifth grade students of SD Negeri IBaturetno. There are 46 students in the class which consist of 23 boys and 23girls. Even though most of them are coming from the middle-low economy level,they belong to the students having a great motivation in learning English.Sometimes, they do not pay attention to the teacher and even feel sleepy inEnglish class because they felt that the teaching and learning process which isboring and going monotonous.Considering with the fact above, the writer thought that by applyingYouTube video in English class, it will change the situation being more alive andinteresting. Besides, the students get an entertainment while they are learning newEnglish vocabulary. They will learn English in a difference way and techniquethat they never got before.commit to user

perpustakaan.uns.ac.iddigilib.uns.ac.id 20B. The Methods of the ResearchIn conducting the study, the writer uses an action research method. Thereare some definitions given by some experts. The first definition of the actionresearch is given by Elliot (1991: 6) that action research might be defined as thestudy of a social situation with a view to improving the quality of action within it.It aims to feed practical judgment in concrete situations and the validity of the“theories” or hypothesis it generates depends not so much on “scientific” test oftruth, as on their usefulness in helping people to act more intelligently andskillfully. Meanwhile, Rapoport in Rudduck and Hopkins (1989: 58) states thataction research is a type of applied social research differing from other varieties inthe immediacy of the researcher’s involvement in the action process.As taken from Wikipedia, action research is a reflective process ofprogressive problem solving led by individuals working with others in teams or aspart of a community of practice to improve the way they address issues and solveproblems. Action research can also be undertaken by larger organizations orinstitution, assisted, or guided by professional researchers with the aim ofimproving their strategies, practices, and knowledge of the environments withinwhich they practice.From the definitions above, it can be summarized that action research isthe systematic study conducted by teacher researchers, principals, schoolcounselors, or other stakeholders in the teaching and learning environment toovercome education problems or to change things related to educational problem.In other words, it is used to improve and to justify their own social or educationalpractices, their understanding of these practices and the situations in which thepractices are carried out with the validity of theories and hypothesis. Further, thereare four elements that characterized the nature of action research, they arecollaboration, focus on practical problems, professional development, and theneed of project structure.In this study, the writer prefers conducting a classroom action research toother educational research because of the following reasons:commit to user

perpustakaan.uns.ac.iddigilib.uns.ac.id 211. Classroom action research is continuous process that produces open-endedresult, so that this research enables the researcher to become continuouslearners to change and improve their quality in teaching.2. The researchers are committed to take action and positive educational changebased on their findings rather than being satisfied with reporting theirconclusions to others.3. Classroom action research is research for change and improvement. It isexpected that this research not only change and improve students’ vocabularybut also to change and improve teacher’s technique variation in teachingvocabulary.4. The use of the teaching vocabulary technique in this research can bemonitored, so that the use of the technique will not deviate or out from theinstructional process.C. The Model of Action ResearchThe model of action research used in this study is based on the modeldeveloped by Kemmis and McTaggart (1998) in Burns (1999: 32). They state thataction research occurs through a dynamic and complementary process thatconsists of four fundamental steps in a spiraling process. They are as follows:a. Planning: develop a plan of critically informed action to improve what isalready happeningb. Action: act to implement the plan.c. Observation: observe the effects of the critically informed action in the contextin which it occurs.d. Reflection: reflect these effects as the basis for further planning.In this research, the four steps can be expanded into six steps, namely: 1)identifying the problem; 2) planning the action; 3) implementing the action; 4)observing or monitoring the action; 5) reflecting the result of observation; and 6)revising the plan for following step. Those six steps form one cycle.commit to user

perpustakaan.uns.ac.iddigilib.uns.ac.id 22D. The Stages of Action ResearchThe model of the action research above is the frameworks in undertaking aclassroom action research. Those six steps are taken in each procedure that formsone cycle. They are as follows:1. Identifying the ProblemThe researcher identifies the problems first before planning the action.The problem refers to the students’ vocabulary mastery that is still low. It iscaused by some factors related to both teacher and students. The problem canbe identified by using:a. Test : the pre-test was given to identify the students’ competencein comprehending English vocabularyb. Interview : the interview was held in order to identify the students’opinion about English class and the problem faced by the students duringteaching-learning process.c. Observation : the observation was done to identify the students’behavior and class situation during teaching-learning process.2. Planning the ActionThe researcher then plans everything related to the actions that will beimplemented. The preparation is done for each cycle. The preparations are asfollows:a. Arranging lesson plans. It covers processes of choosing the YouTubevideo played, the materials used, the kinds of activities done, etc.b. Designing and setting steps in doing action.c. Preparing suitable teaching aids, such as laptop, LCD projector, flash ordisc containing many films, etc.d. Preparing sheets for classroom observation.e. Preparing tests.3. Implementing the ActionThe researcher implements the teaching and learning of vocabulary byusing YouTube video to help the students understand the material. Theimplementations generally arecommitpresentedto useras follows:

perpustakaan.uns.ac.iddigilib.uns.ac.id 23a. Presenting the topicThe researcher presents the topic in the form of playing YouTube videofor many times. As the teaching media, the researcher uses laptopsupported by LCD projector in order the films can be watched clearly bythe students though they sat in the back arrow.b. Giving tasksIn this stage, the researcher gives tasks for the students. The tasks can beexercises, practices, and various activities such as games, discussions, etcthat should be done by students in a group. The researcher may revisethose tasks in every cycle.c. EvaluatingFinally, at the end of the action, the researcher conducts a post-test tomeasure the students’ ability in mastering vocabulary after the action isimplemented and to measure the students’ improvement after they weretaught by using YouTube video.4. Observing or Monitoring the ActionThe teacher, as the researcher, observes all activities in the teachingand learning process while the technique of teaching vocabulary usingYouTube video is carried out. This observation is done with her collaborator.They keep notes of students’ impression during the teaching and process. Theteacher also creates a conductive atmosphere to increase the students’motivation in learning vocabulary, for example by giving suggestion, helpingtheir difficulties while learning, and giving feedback for their efforts.5. Reflecting and Evaluating the Result of the ObservationThe researcher makes an evaluation based on her observation and hercollaborator’s note to identify the weaknesses during the action. Theweaknesses can be seen from facts whether they are active or passive inteaching and learning process. She also makes diaries about the condition ofthe class during the action. Next, this evaluation will be a basic considerationto conduct the next cycle of teaching.commit to user

perpustakaan.uns.ac.iddigilib.uns.ac.id 246. Revising the PlanBased on the weaknesses found from the activity that has been carriedout, the researcher revises the plan for the next cycle. It is done to get betterresults of the method she applied.E. The Techniques of Collecting the DataIn this classroom action research, the researcher uses qualitative andquantitative methods in collecting the data. Each of them is explained as follows:1. ObservationIn this research, the observation was done to describe the activities and classsituation during the teaching-learning process when the YouTube videoapplied. When the researcher that is also a teacher taught vocabulary usingvideo, the observer observes, evaluates, and offers suggestion about theapplication of video in English class.2. DocumentsThe documents were in the form of lesson plans and students’ worksheets andit was used to gain the information about the students’ progress in vocabularycompetence.3. InterviewThe researcher used interview to get information from the students towardtheir perception about English, their understanding about the lesson, and thestrength and weaknesses of the application of video in teaching-learningprocess. It was held at the beginning and the end of the research.4. Research diaryIn this research, the researcher made her own diaries to write some importantnotes toward the students’ behavior and also its improvement during teachinglearningprocess.5. PhotographsBy taking photographs, it helped the researcher to describe the real situationduring teaching-learning process.commit to user

perpustakaan.uns.ac.iddigilib.uns.ac.id 256. TestsIn this research, the tests involved pretest and posttests. Pretest was given toidentify the students’ vocabulary before the method applied while posttestswere given to measure the improvement of students’ vocabulary after applyingvideo in English class.F. The Techniques of Analyzing the DataAfter collecting the data, the next step is analyzing the data. In order toanalyze the qualitative data gained from observation, interview, research diary,documents, and photographs, the researcher analyzes them by using interactivemodel proposed by Miles and Huberman (1992: 16). The procedures are asfollows:1. Data ReductionData reduction refers to the process of selecting, focusing, simplifying,abstracting, and transforming the data appear in written-up field notes ortranscription. Data reduction is a form of analysis that sharpens, sorts, focuses,discards, and organizes data in such a way that “final” conclusions can be drawnand verified.2. Data DisplayGenerally, a display is an organized, compressed assembly of informationthat permits conclusions drawing and action. The most frequent form of displayfor qualitative data has been extended text.3. Conclusion Drawing/VerificationConclusion drawing is only a half of a Gemini configuration. Conclusionsare also verified as the analyst proceeds. Verification may be as a brief as afleeting second thought crossing the analyst’s mind during writing.On the other hand, the pretest and posttests that belong to the quantitativedata were presented with the mean score of pretest and posttests and analyzed bydescriptive statistics. The formula as follows:∑ xx =∑ yN commit y = to N user

perpustakaan.uns.ac.iddigilib.uns.ac.id 26In whichx = mean of pre-test scorey = mean of posttest scoreN = number of samplescommit to user

perpustakaan.uns.ac.iddigilib.uns.ac.id 27CHAPTER IVRESULT OF THE STUDYThe objectives of doing this research as stated in Chapter I are to identifywhether or not and what extent YouTube video can enrich the students’vocabulary and to describe the situation when YouTube video is applied duringthe teaching-learning process at the fifth grade of SD Negeri I Baturetno,Wonogiri. Those findings are described in this chapter. It is divided into two partswhich include the process of the research and the research findings and researchdiscussion. Each part is described as follows:A. The Process of the ResearchThe writer that is also as the English teacher in SD Negeri I Baturetno hadbeen teaching for about a year. She teaches from class one to six. SD Negeri IBaturetno has large numbers of students that is for about 250 students. In thisstudy, she chooses class 5 to be the subject of the research which has 46 studentsand since it has problems as stated in chapter I. For this research, she teaches class5 once a week based on the class schedule for English lesson that is everySaturday on 07.15 up to 08.25.Before conducting the research, the writer did observation and interviewsthe students with her collaborator who an English teacher in SD Negeri 4Baturetno, TA. From the observation, it could be concluded that class 5 hadproblem in vocabulary mastery. In other words, the students still got difficulties inrecognizing and remembering words, grasping meaning of words, pronouncingwords, and writing words correctly. The class which has 46 students also difficultto be handled by teacher since they often made noises during teaching-learningprocess. Therefore, an action research is conducted by the writer and hercollaborator to overcome those problems.The research was conducted for about a month started from May until June2010. It included two cycles whichcommitis donetothroughusersome sequence processes from

perpustakaan.uns.ac.iddigilib.uns.ac.id 28beginning until the end of the research. The procedure of the research consists ofpre-research, research implementation, and research finding and researchdiscussion. The whole research was conducted through the following process:Pre-ResearchResearchImplementationCycle 1Table 4.1. The Summary of Process of the Research1. ObservationTA and the writer observed the TLP of English classAims:• Identify the problems arise during TLP concerning to the students’vocabulary competence• Identify classroom situation before applying videoResults:• 5 indicators that showed the students had limited vocabulary mastery• The class situation during TLP was not conducive2. InterviewThe writer interviewed the studentsAims:• To know their opinion about English subject• To know their interest toward English class• To know their opinion about teacher’s technique in teachingvocabulary• To know their opinion about English vocabularyResults:• Most students said that English is a difficult subject• Only few students interest toward English• Most students said that they felt bored and sleepy during TLP• Most students said that they had difficulties in mastering EnglishvocabularyTA and the writer collaboratively implemented the research which is carriedout into two cyclesPlanning: prepared laptop, LCD projector, loudspeaker, photograph, videocollections, materials, lesson plans, students’ exercises, posttest,and everything related to the action.Action: applying videoMeeting 1: Listen and Repeat (Clothes)• Did questioning and answering with students asbrainstorming• Introduced the video and how to download it from YouTube• Played video and asked students to pronounce words theyheard from video together• Played video and asked students to pronounce wordsindividuallyMeeting 2: Which one? (Clothes)• Reviewed previous lesson• Played video and asked students to point which clothmentioned on video• Pointed some students to come forward and point which clothmentioned on video• Provided an exerciseMeeting 3: What is this? (Clothes)• Reviewed commit previous to user lesson• Played video and asked students to guess the name of cloth

perpustakaan.uns.ac.iddigilib.uns.ac.id 29Cycle 2shown on video• Played video and asked students to write the name of eachclothes shown on video• Asked students to checked the correct answer together bywatching videoObservation: TA and the writer observed the implementation of Cycle 1• Most students could recognize words well• Students could remember words given before well• Most students could pronounce words correctly• Most students paid much attention during TLP• Students became more enthusiastic in following English class• There was no students ask permission to go to toilet• There were few students play and chat during TLP• There were some boy students did not want do teacher’s command• Most students did not want to write notes given• Most students made mistakes in grasping meaning of words• Most students wrote in incorrect spellings• 19 from 46 students reached the passing gradeReflection: TA and the writer reflected the observation resultPositive improvement:• Most students could recognize and remember word well• Most students could pronounce words correctly• Class situation became more alive• Most students became more active in joining English class• There was no student ask permission to go to toiletLimitations:• Most students made mistakes in grasping meaning of English words• Most students wrote in incorrect spellings• Some students did not want to write notes givenRevision plan: TA and the writer revised the plan. The next cycle focused on:• Improving students’ ability in grasping meaning of words• Improving students’ ability in writing words• Limiting students’ chance in writing notes• Creating activities which are more joyfulPlanning: prepared laptop, LCD projector, loudspeaker, photograph, videocollections, materials, lesson plans, students’ exercises, posttest,and everything related to the action.Action: applying videoMeeting 1: Read the word (Clothes)• Did questioning and answering with students as brainstorming• Played and asked students to read words shown on videotogether• Played video and pointed some students to read the wordsindividually• Played game• Provided an exerciseMeeting 2: Write the words (Clothes)• Reviewed previous lesson• Played video and asked students to write the words shown onvideo• Played video and checked the correct answer by watchingvideo commit to user• Played game

perpustakaan.uns.ac.iddigilib.uns.ac.id 30ResultDiscussion• Asked students to translate Indonesian words into English• Provided and exerciseMeeting 3: Describing clothes• Reviewed previous lesson• Explained how to describe clothes• Asked some students to come forward to describe clothes• Played video and asked students to describe clothes shown onvideo• Played game• Provided an exerciseObservation: TA and the writer observed the action of Cycle 2• Students were able to translate English words into Indonesian• Most students wanted to do teacher’s command well• Students had their own initiative to write important notes y themselves• Most students could write English words correctly• 95% students reached the passing gradeReflections:• The improvement of students’ recognition toward English words• The improvement of writing ability• The improvement of class situation after video applied• The improvement of students’ behavior during TLP• The improvement of students’ achievementTA and the writer discussed the result findings based on the data obtainedfrom field notes, interview, and teacher’s diary. Then, the writer concluded theresult as a final reflection, as follows:• Video was able to change students’ perception toward English that is adifficult subject into an interesting subject• Video was an effective teaching aid to teach vocabulary to the students inelementary school• Video attracted students’ attention during TLP• Video was able to change class situation became more fun and conducive• There was a good improvement and achievement concerning to thestudents’ vocabulary mastery• Video could improve students’ vocabulary mastery.The process of the research stated in Table 4.1 above is discussed in the followingsection:1. Pre-ResearchThe pre-research was conducted to investigate the students’ vocabularycompetence and the classroom situation during teaching-learning process. Thereare three activities in collecting the data for pre-research; they are observation,interview, and pre-test. The summary of situation prior to the researchimplementation can be seen in the table 4.2 below:commit to user

perpustakaan.uns.ac.iddigilib.uns.ac.id 31Table 4.2. The Summary of Situation Prior to the Research ImplementationIndicators Criteria of problems DocumentsA. Vocabulary Competence• Observation• Interview1. The students get difficulties in Students needed much time to • Pre-testrecognizing wordsrecognize words2. The students get difficulties inremembering wordsStudents could only mention fewvocabularies given before3. The students get difficulties ingrasping meaning of wordsStudents often made mistakes Itranslating English words intoIndonesian4. The students get difficulties in Students pronounced words as readpronouncing words5. The students get difficulties inwriting words correctlyIndonesian wordsStudents wrote words just like as theyheard (car=kar, bicycle=baisikel,truck=treck)Score 55,43B. Class Situation1. Students often play and chatwith friends during TLP2. Students often ask permissionto go to toilet3. Most students did not writenotes given by teacher4. Students are easy to get boredin following English class5. Some students look sleepy inthe classMost students made noises by playingand chatting, even they ignoredteacher’s warningThere were about 4 or 5 students askpermission to go toilet in once timeStudents ignored teacher’s commandto write. They prefer playing thanwriting.Most students asked to finish thelesson soonMost of boy students in back arrowswere sleepy, even some of them hadslept for a momentThe writer and her collaborator did pre-research before conducting theresearch. The pre-research included some activities that are observing teachinglearningprocess, interviewing the students, and providing pre-test. Based on thoseactivities, it was found some problems arose during English class. Those problemscovered students’ vocabulary mastery that is still low and class situation that isnot conducive for teaching-learning process.After conducting observation and interview, there are some indicators ofproblems found related to vocabulary mastery. Those indicators are the studentsget difficulties in: 1) recognizing words; 2) remembering words; 3) grasping themeaning of English words, e.g. shirt=kaos, skirt=kemeja, trousers=celana, etc; 4)pronouncing the words; 5) writing commit words to correctly, user e.g. shert, a bleck cap, etc.

perpustakaan.uns.ac.iddigilib.uns.ac.id 32Meanwhile, the indicators of problems that are related to the class situation arestudents: 1) play and chat with friends during teaching-learning process; 2) oftenask permission to go toilet during teaching-learning process; 3) do not want towrite the notes given by teacher; 4) are easy to get bored and do not interest infollowing English class; 5) look sleepy in the class.The writer also provided pre-test to the students to identify theirachievement toward vocabulary competence. From 46 students in class 5, therewere only 3 students reached the passing grade that is 70. Meanwhile, othersgained score under the passing grade. In other words, 93% of 46 students in class5 still had difficulties in term of vocabulary. It could be concluded that they stillhad the low vocabulary mastery.In this research, the writer offered learning English by watching videodownloaded from YouTube to the students. It was not only aimed to enrichstudents’ vocabulary but also change the class situation became more fun andconducive for teaching-learning process. The fundamental reason why the writerchooses video was she wanted to give an entertainment to the students while theylearning. Therefore, the students would be more interested in following Englishclass and there would be no more students get bored and feel sleepy duringteaching-learning process. Besides, she also wanted to change students’perception about English that is a difficult subject became an interesting subject.Meanwhile, the writer chooses YouTube cartoon video which is suitable for theiraverage age. The list of activities to use YouTube video in this research can beseen in the Table 4.3 as follows:Table 4.3. The List of Activities Using YouTube VideoNo. Activity Objective Indicator CycleMeeting1. Teacher explains about Attract students’ attention B4 C1-M1YouTube and how totoward Englishdownload the video2. Teacher plays YouTube video Make students recognize A1, B1, B2, C1-M1without pausingwords related to the topic B4, B53. Teacher asks students to write Make students practice A5, B1, B3 C1-M1vocabularies shown on video writing4. Teacher adds other related Improve students’A1, A2 C1-M1vocabularies on the blackboard commit vocabulary to user5. Teacher plays YouTube video Give a model to students A4, B1 C1-M1

perpustakaan.uns.ac.iddigilib.uns.ac.id 33and asks students to repeat thewords6. Teacher plays YouTube videowithout sound and asksstudents to pronounce words7. Teacher plays YouTube videoand asks students to point thepicture mentioned8. Teacher plays YouTube videoand asks students comeforward to point the pictureindividually9. Teacher gives an exerciserelated to the video10. Teacher plays YouTube videoand asks students to guess thename of each picture shown11. Teacher plays YouTube videoby pausing it in each pictureshown and asks students towrite its name12. Teacher plays YouTube videoand checks the correct writing13. Teacher plays YouTube videoby pausing in each wordshown and asks students toread it14. Teacher plays YouTube videowithout sound and asksstudents to read by themselves15. Teacher divides class into 2groups to play game related tothe video16. Teacher plays YouTube videowithout showing the visualand asks students to write theword mentioned17. Teacher plays YouTube videoand checks the correct writingby watching its spelling18. Teacher divides class into 2groups to play game related tothe video19. Teacher gives an exercise totranslate English words intoIndonesian20. Teacher plays YouTube videoand explains the materialrelated to the videohow to pronounce wordscorrectlyInvestigate students’pronunciation had beencorrect or notMake students recognizethe things while listeningits name mentionedInvestigate students couldrecognize words given ornotInvestigate students’understanding about thematerialMake students rememberabout the name of pictureshownMake students practice towriteMake students know thecorrect writing of eachpictureGive a model to studentshow to read words withcorrect pronunciationInvestigate students’pronunciation correct ornotMake students active inlearning and investigatetheir understanding aboutthe materialMake students practicewriting by listeningMake students identify thecorrect writingMake students practicewriting by playing gameMake students grasp themeaning of wordscorrectlyMake students understandthe materialcommit to userA4A1, A2, B4,B5A1, A2, B4,B5C2-M1C1-M1C2-M1C1-M2C1-M2A2, A3 C1-M2A1, A2, A3,B4, B5C1-M3A3, A5, B3 C1-M3C2-M2A3, A5, B3 C1-M3C2-M2A4, B1 C2-M1A4B1, B2, B4,B5C2-M1C2-M1A5, B3 C2-M2A5A5, B2, B3,B4, B5C2-M2C2-M2A3, B3 C2-M2B1C3-M3

perpustakaan.uns.ac.iddigilib.uns.ac.id 34Beside the list of activities to use YouTube video, the progresses are alsoproposed. Those are can be seen in the Table 4.4 below:IndicatorsA. VocabularyCompetenceB. ClassroomSituationTable 4.4. The Indicators of Problems and SolutionActivity1. The students get difficulties in recognizing 2, 4, 7, 8, 10words2. The students get difficulties in remembering 4, 7, 8, 9, 10words3. The students get difficulties in grasping9, 11, 12, 19meaning of words4. The students get difficulties in pronouncing 5, 6, 13, 14words5. The students get difficulties in writing words 3, 11, 12, 16, 17, 18correctly1. Students often play and chat with friends 2, 3, 5, 13, 15, 20, 21during TLP2. Students often ask permission to go to toilet 2, 15, 18, 213. Most students did not write notes given by 3, 11, 12, 16, 18, 19teacher4. Students are easy to get bored in following 1, 2, 7, 8, 10, 15, 18,English class215. Some students look sleepy in the class 2, 7, 8, 10, 15, 18, 212. Research ImplementationThe research was implemented collaboratively by the writer and hercollaborator, TA. When the writer taught the students of class 5, TA sat in theback arrow and observed the whole activities during teaching-learning processfrom pre-research, cycle 1, and cycle 2. In this research, each cycle consisted ofsix steps namely: 1) identifying the problem; 2) planning the action; 3)implementing the action; 4) observing the action; 5) reflecting the observationresult; and 6) revising the plan.The research implementation was done in cycle 1 and 2 bywatching video related to the topic on syllabus for class 5 that is “clothes”. Incycle 1, there were three kinds of video about clothes covered listen and repeat;which one?; and what is this?. While in cycle 2, the video consisted of read theword; write the word; and describing clothes. Each cycle, there were threemeetings and each meeting that took 70 minutes was played a type of video.commit to user

perpustakaan.uns.ac.iddigilib.uns.ac.id 35Table 4.5. The Summary of Research Implementation of Cycle 1 and 2Topic introduced Clothes• Listen and Repeat• Which one?• What is this?• Read the word• Write the word• Describing clothesClass used for Action 5 (Five)researchProblem identified • The low of students’ vocabulary mastery• Classroom situation during TLP was not conduciveProposed solution Applying video in learning vocabularyImplementation In two cyclesCycle 1Planning3 meetingsPrepared laptop, LCD projector, loudspeaker, photograph, videocollections, materials, lesson plans, students’ exercises, posttest, andActionseverything related to the action.First meeting: Listen and Repeat (Clothes)• Did questioning and answering with students as brainstorming• Introduced the video and how to download it from YouTube• Played video and asked students to pronounce words they heardfrom video together• Played video and asked students to pronounce words individuallySecond meeting: Which one? (Clothes)• Reviewed previous lesson• Played video and asked students to point which cloth mentionedon video• Pointed some students to come forward and point which clothmentioned on video• Provided an exerciseThird meeting: What is this? (Clothes)• Reviewed previous lesson• Played video and asked students to guess the name of cloth shownon video• Played video and asked students to write the name of each clothesshown on video• Asked students to checked the correct answer together bywatching videoObservation Observation: TA and the writer observed the implementation of Cycle 1• Most students could recognize words well• Students could remember words given before well• Most students could pronounce words correctly• Most students paid much attention during TLP• Students became more enthusiastic in following English class• There was no students ask permission to go to toilet• There were few students play and chat during TLP• There were some boy students did not want do teacher’scommand• Most students did not want to write notes given• Most students made mistakes in grasping meaning of words• Most students commit wrote to user in incorrect spellings

perpustakaan.uns.ac.iddigilib.uns.ac.id 36ReflectionRevisionCycle 2PlanningActions• 19 from 46 students reached the passing gradeReflection: TA and the writer reflected the observation result• Most students could recognize and remember word well• Most students could pronounce words correctly• Class situation became more alive• Most students became more active in joining English class• There was no student ask permission to go to toilet• Most students made mistakes in grasping meaning of Englishwords• Most students wrote in incorrect spellings• Some students did not want to write notes givenRevision plan: TA and the writer revised the plan. The next cyclefocused on:• Improving students’ ability in grasping meaning of words• Improving students’ ability in writing words• Limiting students’ chance in writing notes• Creating activities which are more joyful3 meetingsPrepared laptop, LCD projector, loudspeaker, photograph, videocollections, materials, lesson plans, students’ exercises, posttest, andeverything related to the action.First meeting: Read the word (Clothes)• Did questioning and answering with students as brainstorming• Played and asked students to read words shown on video together• Played video and pointed some students to read the wordsindividually• Played game• Provided an exerciseSecond meeting: Write the words (Clothes)• Reviewed previous lesson• Played video and asked students to write the words shown onvideo• Played video and checked the correct answer by watching video• Played game• Asked students to translate Indonesian words into English• Provided and exerciseThird meeting: Describing clothes• Reviewed previous lesson• Explained how to describe clothes• Asked some students to come forward to describe clothes• Played video and asked students to describe clothes shown onvideo• Played game• Provided an exerciseObservation Observation: TA and the writer observed the action of Cycle 2• Students were able to translate English words into Indonesian• Most students wanted to do teacher’s command well• Students had their own initiative to write important notes ythemselves• Most students could write English words correctly• 95% students reached the passing gradeReflection • Students commit were enthusiastic to user in joining English class• Students became more active during TLP

perpustakaan.uns.ac.iddigilib.uns.ac.id 37• Students could grasp the meaning of words well• Students could write words correctly• Students had their own initiative to write important notes bythemselvesFindings as the whole • The improvement of students’ recognition toward English words• The improvement of writing ability• The improvement of class situation after video applied• The improvement of students’ behavior during TLP• The improvement of students’ achievementThe more explanation about the research implementation of Cycle 1 and 2as stated above on Table 4.5. is described as follows:a. Cycle 1table below:The summary of the research implementation of cycle 1 can be seen in theTable 4.6. The Summary of the Research Implementation of Cycle 1Topic introduced Clothes• Listen and Repeat• Which one?• What is this?Class used for Action 5 (Five)researchProblem identified • The low of students’ vocabulary mastery• Classroom situation during TLP was not conduciveProposed solution Applying YouTube video in learning vocabularyImplementation In two cyclesCycle 13 meetingsPlanningPrepared laptop, LCD projector, loudspeaker, photograph, videocollections, materials, lesson plans, students’ exercises, posttest, andeverything related to the action.ActionsFirst meeting: Listen and Repeat (Clothes)• Did questioning and answering with students as brainstorming• Introduced the video and how to download it from YouTube• Played video and asked students to pronounce words they heardfrom video together• Played video and asked students to pronounce words individuallySecond meeting: Which one? (Clothes)• Reviewed previous lesson• Played video and asked students to point which cloth mentionedon video• Pointed some students to come forward and point which clothmentioned on video• Provided an exerciseThird meeting: What is this? (Clothes)• Reviewed previous lesson• Played video and asked students to guess the name of cloth shownon video commit to user• Played video and asked students to write the name of each clothes

perpustakaan.uns.ac.iddigilib.uns.ac.id 38shown on video• Asked students to checked the correct answer together bywatching videoObservation Observation: TA and the writer observed the implementation of Cycle 1• Most students could recognize words well• Students could remember words given before well• Most students could pronounce words correctly• Most students paid much attention during TLP• Students became more enthusiastic in following English class• There was no students ask permission to go to toilet• There were few students play and chat during TLP• There were some boy students did not want do teacher’scommand• Most students did not want to write notes given• Most students made mistakes in grasping meaning of words• Most students wrote in incorrect spellings• 19 from 46 students reached the passing gradeReflectionReflection: TA and the writer reflected the observation result• Most students could recognize and remember word well• Most students could pronounce words correctly• Class situation became more alive• Most students became more active in joining English class• There was no student ask permission to go to toilet• Most students made mistakes in grasping meaning of Englishwords• Most students wrote in incorrect spellings• Some students did not want to write notes givenRevisionRevision plan: TA and the writer revised the plan. The next cyclefocused on:• Improving students’ ability in grasping meaning of words• Improving students’ ability in writing words• Limiting students’ chance in writing notes• Creating activities which are more joyfulCycle 1 was conducted in three meetings. It was held on May 22 nd , 29 th ,and June 5 th , 2010. There were six steps namely identifying the problem, planningthe action, implementing the action, observing the action, reflecting theobservation result, and revising the plan. They will be presented as follows:1. Identifying the ProblemBased on the data obtained from pre-research observation, interview, andpretest result, the writer identified that the problem faced by the fifth gradestudents of SD Negeri I Baturetno was their vocabulary mastery that is still low.Besides, the class situation was not conducive for teaching-learning processbecause the students always make noises by chatting or playing with other friends.commit to user

perpustakaan.uns.ac.iddigilib.uns.ac.id 39Therefore, the writer collaboratively with her collaborator would conduct anaction research to solve those problems.2. Planning the ActionBefore conducting the action, the writer decided to apply video taken fromYouTube to solve problems faced by the students in learning English vocabulary.The video itself were chosen in form of cartoon video which is suitable forstudents in elementary school. Then, TA and the writer continued to arrange someaction plans in supporting the application of video in this action research. Thoseplanning covered material preparation, the collection of video, lesson plans,students’ exercises, post test, laptop, LCD projector, loudspeaker, and everythingrelated to the action. In this research, the writer chose one topic from the syllabusfor the second semester that is “clothes”. This topic would be taught in everymeeting by watching video.3. Implementing the ActionIn implementing the action, there were four steps in each meeting namelywarming up, presentation, practice, and production. In each meeting for about 70minutes, there would be played a type of video about “clothes” followed by someactivities related to the video. The whole activities in each meeting are describedas follows:a) First meeting (Saturday, May 22 nd , 2010)(1) Warming upThe school’s bell was rung at 07.15. The writer came into class 5 togetherwith TA. As usual, there were many students did not come yet into the class. Itcaused by some of them still changed their sport costume into school uniformafter having morning exercise every Saturday. The writer should wait for allstudents came into the class for about 5 minutes. After all students sat in theirown seat, the writer opened the meeting by greeting the students and checkingtheir attendance. The students answered slowly because they looked tired afterhaving exercise and did not pay attention to the writer. Seeing this condition,the writer did questioning and answering to attract their attention to the lesson.The writer pointed some studentscommittotoansweruserher questions e.g. when did you

perpustakaan.uns.ac.iddigilib.uns.ac.id 40buy clothes for the last time; what kind of clothes did you buy; where did youbuy it; etc. The writer also repeated the questions into Indonesian in order tomake the students understood well and could answer it. However, most ofstudents still answered the writer’s questions in Indonesian.(2) PresentationAfter having questioning and answering, the writer told the students aboutthe topic that they were going to learn. The topic was “clothes”. The writeralso told the students that they would learn in a different way that is watchingvideo. The writer explained that there were laptop, LCD projector, andloudspeakers that would support the TLP. Then, the writer told that she wouldplay a video about clothes entitled “listen and repeat”. In this video, thestudents were asked to pronounce the words they heard from the video. Thewriter would pause them in each word mentioned in order to the studentscould follow well. The video would be played repeatedly until the studentscould pronounce words well.(3) PracticeWhen the video was being played, most students pronounced the wordsslowly. There was also some boy students did not want to pronounce words.The writer gave warning to them by calling their names and asked them to dothis activity but it was happened repeatedly so it wastes the time. The writerplayed the video repeatedly until they could pronounce the words correctly.However, most students still pronounced the words incorrectly.(4) ProductionThe writer asked one by one student to come forward and pronounce thewords about clothes shown in video loudly. Some of them did not want tocome forward so that the writer should persuade them first.b) Second meeting (Saturday, May 29 th , 2010)(1) Warming upThe lesson was begun at 07.15. When the writer and TA came into theclass, there were still three students did not come yet while others did notprepare the books yet. Then, thecommitwritertogreeteduserthe students and checked their

perpustakaan.uns.ac.iddigilib.uns.ac.id 41attendance followed by reviewing the previous lesson. She gave somequestions related to the previous lesson to the students. Some students couldanswer it with correct pronunciation while others still made mistakes.(2) PresentationBefore playing the video, the writer told the students about what should bedone when the video was p-laying. The video was still related to the clothesand entitled “which one?”. So, when the video asked “which one?”, thestudents must guessed which cloth mentioned.(3) PracticeWhen the video was playing, the students looked enthusiastic to guesswhich cloth mentioned on video. Even, some of them came forward andpointed the picture directly. So it made the situation become so crowdedbecause many students wanted to come forward. The writer gave warning andtold them that they only need to guess or point the correct answer by givingthe clue or saying the number. The video was played twice. The class becameso noisy because the students’ answers did not same and together with others.(4) ProductionThe writer played the video and paused them in each cloth shown, thenasked one by one student to come forward and pointed the correct clothmentioned by using a ruler. Most of students could do this activity correctly.Then, the writer provided an exercise to the students and gave 10 minutes todo it.c) Third Meeting (Saturday, June 5 th , 2010)(1) Warming upTA and the writer came into the class at 07.10. All students were sat intheir own chairs and had prepared the books in the table. The writer gavesmile to them and greeted them as usual. Then, it was continued by checkingthe students’ attendance and there was no student absent for this meeting.After that, the writer reviewed the previous lesson by doing questioning andanswering with the students. It was done in repeatedly to know whether or notthe students could remember allcommitvocabulariesto usergiven.

perpustakaan.uns.ac.iddigilib.uns.ac.id 42(2) PresentationThe writer told the students that they would still watch the video aboutclothes but in different type. The type of video would be played is “what isthis?”. So, when the video asked “what is this?”, the students must guessedand answered it based on the cloth shown on video. The writer would pause ineach cloth shown in order to make the students could guess it well.(3) PracticeThe video was being played. After the video asked “what is this?”, thestudents answered aloud although their answer did not same each others. Theylooked happy and enthusiastic in guessing the name of the cloth shown invideo. Most students could guess and answer them in correct pronunciation.(4) ProductionAfter the students guessed the name of clothes shown in video, they wereasked to take a paper. Then, the writer played the video once and asked themto write the name of clothes shown in video in their own paper. After that, thewriter collected the papers and checked the students’ answer together with thestudents.4. Observing the ActionFrom observing the TLP in the first cycle, the writer assumed that theteaching-learning process using video ran well and it became alive. The video thatserved not only all vocabularies but also exercises related to the topic taught letthe students could learn by doing exercise shown on video.In addition, the students became interested and motivated in learningEnglish. It could be seen from the students’ responses when they had the learningactivities. The students paid much attention when the video was playing andwanted to do the video’s instruction. For example, for the first meeting, thestudents wanted to pronounce all vocabularies mentioned by video although therewere few boy students did not want to do it. This happened also in the second andthird meeting where they looked so enthusiastic to point the cloth mentioned andguess the name of clothes shown on video.commit to user

perpustakaan.uns.ac.iddigilib.uns.ac.id 43During the teaching-learning process, there were only few students playand chat with others. Most of them followed every step of teaching-learningprocess seriously. Besides, there was no students ask permission to go to toilet asthey did before learning by using video. It showed that most students attracted tofollow all procedures of English class.Learning vocabularies by watching video made the students easier inrecognizing and remembering new vocabularies they got because they saw thethings rather than imagination. Besides, the video guided the students about howto pronounce the words correctly by imitating the native speaker in pronouncingwords on video. The writer only needed to play the video repeatedly in order tomake the students had more practices, so that they could pronounce wordscorrectly.Nevertheless, the writer did not satisfy yet with the result of teachinglearningprocess because there were some indicators of problems that were notgood yet. For further observation, the students still made mistakes in grasping themeaning of English words and writing words although they could pronounce themwell. For example, most students translated shirt as kaos, skirt as kemeja, scarf askerudung, etc. Then, when the writer asked them to write, some students wrotedown in incorrect spellings i.e. shert, a bleck cap, scraf, etc. The other problemwas some students did not want to write the notes given by teacher. They said thatthey had understood so they did not need to write down the notes.On the other hand, the result of posttest showed that the students’ scorewere better compared with the pretest result. The mean score of pretest was 55,43and the mean score of posttest 1 was 67,28. It means that there was animprovement of learning vocabulary but it was not quite satisfying.5. Reflecting the Observation ResultBy observing the result of observation above, the writer could make aconclusion that the use of video is suitable for teaching vocabulary to elementarystudents. The students became more interested and motivated in learningvocabulary. The students became more active and enthusiastic in joining teaching-commit to user

perpustakaan.uns.ac.iddigilib.uns.ac.id 44learning process. The video made the students happy in learning new vocabularybecause they were not just oriented to the textbooks.There was also no students ask permission to go to toilet. During teachinglearningprocess, there were only few students who play or chat with friends but itstill could be handled by teacher. Concerning to the vocabulary competence, therewas significant improvement. Most students could recognize and remember wordsgiven before. When they asked, they could answer it correctly. The students alsocould pronounce words well. When the writer asked some questions to them, theycould answer it in English with the correct pronunciation.However, in grasping the meaning of English words, the students stillmade mistakes when they asked to translate words into Indonesian since somewords have similar writing such as T-shirt, shirt, skirt, shoes, socks, etc. While inwriting words, the students found it difficult to write with the right spellingsalthough they could pronounce words correctly because most of vocabularies arenew. The writer gave guidance more to write in correct spelling on the blackboardbut most students did not want to write or copy them on their own books.Therefore, next time, they could not write English words correctly because theydid not have the correct samples of writing given by teacher before.Analyzing the result of tests, the mean score of the pretest was 55,43 andthe mean score of posttest 1 was 67,28. It indicates that the students’ vocabularymastery increased but it was not satisfying yet.6. Revising the PlanTo solve the problems that appeared in cycle 1 which included: (1) moststudents still made mistakes in grasping the meaning of English words; (2) somestudents found it difficult to write English word with the correct spellings; and (3)some students did not want to write the notes given by teacher; the writer wouldplay the video longer than before and combined by playing games. Besides, thewriter gave more guidance in writing English words to the students. It wasimplemented in cycle 2.commit to user

perpustakaan.uns.ac.iddigilib.uns.ac.id 45b. Cycle 2After identifying the weaknesses got in cycle 1, the writer tried toovercome them by implementing YouTube video combined with games in cycle2. The following is the summary of the research implementation of cycle 2.Table 4.7. The Summary of Research Implementation of Cycle 2Topic introduced Clothes• Read the word• Write the word• Describing clothesClass used for Action 5 (Five)researchProblem identified • The low of students’ vocabulary mastery• Classroom situation during TLP was not conduciveProposed solution Applying video in learning vocabularyImplementation In two cyclesCycle 2Planning3 meetingsPrepared laptop, LCD projector, loudspeaker, photograph, videocollections, materials, lesson plans, students’ exercises, posttest, andActionseverything related to the action.First meeting: Read the word (Clothes)• Did questioning and answering with students as brainstorming• Played and asked students to read words shown on video together• Played video and pointed some students to read the wordsindividually• Played game• Provided an exerciseSecond meeting: Write the words (Clothes)• Reviewed previous lesson• Played video and asked students to write the words shown onvideo• Played video and checked the correct answer by watching video• Played game• Asked students to translate Indonesian words into English• Provided and exerciseThird meeting: Describing clothes• Reviewed previous lesson• Explained how to describe clothes• Asked some students to come forward to describe clothes• Played video and asked students to describe clothes shown onvideo• Played game• Provided an exerciseObservation Observation: TA and the writer observed the action of Cycle 2• Students were able to translate English words into Indonesian• Most students wanted to do teacher’s command well• Students had their own initiative to write important notes ythemselves• Most students could write English words correctly• 95% students commit reached to user the passing grade

perpustakaan.uns.ac.iddigilib.uns.ac.id 46Reflection • Students were enthusiastic in joining English class• Students became more active during TLP• Students could grasp the meaning of words well• Students could write words correctly• Students had their own initiative to write important notes bythemselvesFindings as the whole • The improvement of students’ recognition toward English words• The improvement of writing ability• The improvement of class situation after video applied• The improvement of students’ behavior during TLP• The improvement of students’ achievementThe overall activities in cycle 2 as stated in the Table 4.7. above isdescribed as follows:1. Identifying the ProblemBased on the result of the first cycle, there were still several weaknessesfound to be solved. The students still made mistakes in grasping the meaning ofEnglish words because there were some words have similarity on its writing i.e.T-shirt, shirt, skirt, shoes, socks, etc. The other problem was the students found itdifficult to write English words with correct spellings although they couldpronounce it correctly. It caused by most of vocabularies given were new.However, the problem toward classroom situation, the students did notwant to write the notes given by teacher. When the teacher gave guidance to writewith the correct spellings by writing them on the blackboard, then the student didnot want to copy them on their own books. Therefore, the students did not havethe correct sample of writing words and could not write correctly in the future.2. Planning the ActionBefore doing the second cycle, the writer prepared the materials, thecollection of video, lesson plans, students’ exercises, posttest 2, laptop, LCDProjector, loudspeaker, and everything related to the action. The topic was goingto learn in cycle 2 was the same topic taught in cycle 1 that is clothes becausethere were so many vocabularies about clothes that should be mastered by thestudents. By preparing everything was needed at cycle 2, the action could be donewell and the problems stated on cycle 1 could be solved.commit to user

perpustakaan.uns.ac.iddigilib.uns.ac.id 473. Implementing the ActionIn implementing the action, the writer divided every meeting into fouractivities based on the lesson plan that had been made before. They were warmingup, presentation, practice, and production. There were three meetings for thesecond cycle and the topic taught was still clothes. The whole activities in eachmeeting are described as follows:a) First Meeting (Saturday, June 12 th , 2010)(1) Warming upTA and the writer came into the class 5 at 07.10. All students had sat ontheir own chairs and prepared the books on their table. Then, the writerhelped by TA, prepared laptop, LCD projector, and loudspeakers forteaching. When the bell was rung at 07.15, the writer greeted the students andchecked their attendance. After that, she did questioning and answeringrelated to the topic and also reviewed the previous lesson. For example: whatdo we wear for sleeping, what does she wear for swimming, etc. most ofstudents could answer correctly in English although the writer did notrepeated the questions into Indonesian.(2) PresentationThe writer explained to the students that the video would be played was“read the word”. The video would show the name of each cloth, and then thestudents must read it together. When the video was being played, all studentslooked enthusiastic to read the words shown on video. They read them loudly.Then, this activity was done individually in order to know whether or not allstudents could read the word correctly.(3) PracticeThe writer divided the class into two big groups; they were boys and girlsgroup. For playing this game, each group had been asked by the writer tobring clothes. Then, she asked the students to put the clothes they brought ontheir table. After that, she explained the rules of the game. The writer wouldsay a name of clothes, then the students from two groups who hold the clothmentioned should stand up andcommitshowtoit touserthe class. The student who stand up

perpustakaan.uns.ac.iddigilib.uns.ac.id 48first and had correct answer, his/her group would get the point. In the end ofgame, the group which had the highest point would be the winner.When the students were ready, the writer started the game by saying“shirt”. Then, some students looked confuse and made noises by asking theirfriends hold the cloth mentioned to stand up. A girl student stood up first andraised the cloth. The writer said “great or correct” for the correct answer andthen draw a star on the blackboard as the point for the group which answeredcorrectly.This game was done repeatedly until all clothes had been mentioned. Allstudents looked happy and enthusiastic in joining this game. During thegame, the class situation was noisy but it still could be handled by the teacher.(4) ProductionAfter played the game, the writer distributed copies of an exercise containssome vocabularies related to the clothes. Then, the students were asked towrite the number beside the name of cloth mentioned by the writer. Thewriter only mentioned the word once, so the students should paid muchattention to her.b) Second Meeting (Wednesday, 16 th , 2010)(1) Warming upThe writer came into the class together with TA. After prepared teachingaids, the writer asked the leader of class to lead praying. After praying, thewriter greeted the students and checked their attendance. To review theprevious lesson, the writer asked some students to mention 3 names of clothesorally. Some students raised their hands and said “Saya, Bu”. The writer washappy to see it. It showed that the students’ did not feel ashamed anymore inanswering the questions orally. Moreover, most of students could answer itcorrectly.(2) PresentationIn this session, the writer told the students that the video would be playedwas “write the words”. The video would mention a name of clothes thenshowed its correct spellings.commitButtobeforeuserthe students watch the correct

perpustakaan.uns.ac.iddigilib.uns.ac.id 49spelling of each word given by video, they were asked to write down first ontheir own paper. The writer would pause in each cloth mentioned and waitedfor the students finish to write it. After they finish writing, she played thevideo and let the students checked their writing based on the correct spellingshown on video.(3) PracticeAfter practicing writing by watching video, the writer asked the students toplay a game. She divided the class into boys group and girls group. For thisgame, the students had been asked to bring any kinds of clothes. The rule ofthe game was a student stood up and showed the cloth to other group. Then,all member of the rival group should write the name of cloth shownindividually. When the writer said “finish”, they should finish their writingand showed their answer and let the writer counted the correct answer thenwrote the numbers on the blackboard. In the end of game, the group whichreached the most number of score would be the winner.(4) ProductionThe writer wrote some Indonesian words related to the clothes on theblackboard, and then asked the students to translate them into English. Theywere asked to do this exercise individually because it was done to measuretheir understanding about the lesson given.c) Third Meeting (Saturday, June 19 th , 2010)(1) Warming upThe writer greeted the students by saying “good morning”. After checkedthe students’ attendance, the writer gave some questions about the previouslesson to activate the students’ memory. Most students still remembered byanswering the questions correctly.(2) PresentationThe writer explained to the students that they would learn to describeclothes. It meant that the students would not only learn about clothes’vocabularies but also other vocabularies used to describe clothes. The writerexplained to the students by writingcommitonto userthe blackboard about how to describe

perpustakaan.uns.ac.iddigilib.uns.ac.id 50clothes. First, she drew a skirt then wrote the color in Indonesian. Then, shewrote the correct answer based on the picture and clues given, that is “a redskirt”. She repeated this explanation by asking some students to comeforward and write the correct answer based on the picture and clues given bythe writer. To check whether all students had understood or not, the writerplayed video about “describing clothes” and asked the students to describeeach cloth shown on video orally. Then, the writer checked their answer bywatching the correct answer shown on video. Students looked enthusiastic indoing this activity. They answered loudly although sometimes their answerswere incorrect.(3) PracticeThe writer divided the students in groups consisted of 4-5 students foreach group. Each group was asked to draw a person wearing a set of clothes,and then other groups were asked to describe the clothes drawn. In the end ofgame, the writer collected the answer of all groups and checked them togetherwith the students. The group which got the highest score would be the winnerof game.When the game was started, some students were laugh because the picturedrawn by their friends did not good enough, even looked funny. During thegame, all students were happy and enthusiastic, so the writer was also happyto see this condition.(4) ProductionThe writer distributed copies of exercise contains some clues of certainclothes, and then asked the students to describe the clothes in Englishindividually. When the students did the exercise, the writer walked around theclass to make sure that the students did not cheat.4. Observing the ActionBy monitoring each meeting of the second cycle, it was found that theteaching-learning process was getting better than the first cycle. The teachinglearningprocess became more effective. The students could focus and paid muchattention to the video and did thecommitvideo’stoinstructionuserwell. Besides, the students

perpustakaan.uns.ac.iddigilib.uns.ac.id 51became more active to write the important notes although the teacher did notasked them to write. It means that the use of video combined with games and alsosupported by giving more guidance to the students could solve the problems statedat cycle 1. The students’ ability in grasping meaning and writing English wordsalso improved. It showed that they were able to translate English words intoIndonesian or Indonesian into English and write down English word correctly.In addition, the result of posttest showed that there was improvementtoward vocabulary mastery. The mean score of posttest 2 was better than posttest1. The mean score of posttest 2 was 80,33 and the mean score of posttest 1 was67,28. In other words, there were 95% of 46 students obtained the score above thepassing grade, 70.5. Reflecting the Observation ResultBased on the result of observation, on the second cycle, the teachinglearningprocess improved better than the first cycle. Thus, the writer couldconclude that the use of video was actually appropriate to be applied at the fifthgrade students at the elementary school. Video made the students more active,enthusiastic, interested, and motivated in learning English.The teaching-learning process also became more effective. The studentscould both pronounce and write English words. Besides, they were able to graspthe meaning of English words correctly. It means that the teaching-learningprocess ran better that the previous cycle.The posttest of cycle 2 showed the improvement result. It was much betterthan before. Most students could reach the passing grade. The percentage showedthat on posttest 1, there were only 41% or about 19 students of 46 studentsreached the passing grade, while on posttest 2 there were 95% or 44 studentsreached the passing grade.In addition, the writer and TA decided to stop the cycle since all indicatorsof problems had improved, and the time was limit even though not all studentsshowed the improvement.commit to user

perpustakaan.uns.ac.iddigilib.uns.ac.id 52B. The Research Findings and Research Discussion1. Research FindingsAfter analyzed the research result which were gathered from severalsources of data which include pre-observation report, field notes, interviews,research diaries, photographs, and score of pretest and posttests, the writerobtained several findings which answered the research questions as stated inChapter I. The research findings included the improvement of students’vocabulary mastery and classroom situation. The findings were summarized atTable 4.8. as follows:commit to user

53ENRICHING STUDENTS’ VOCABULARY USING THEME BASED YOUTUBE VIDEOTable 4.8. The Improvement of Research FindingsIndicators Pre-Research C1 C2M1 M2 M3 M1 M2 M3A. VocabularyCompetence1. The students getdifficulties inrecognizingwords2. The students getdifficulties inrememberingwords3. The students getdifficulties ingraspingmeaning ofwordsStudents neededmuch time torecognize wordsStudents couldonly mention fewvocabulariesgiven beforeStudents oftenmade mistakes intranslatingEnglish wordsinto IndonesianStudents couldrecognize wordswhich hassimple writingsStudents neededmuch time torememberwords givenbeforeStudents couldonly translatefew wordswhich hassimple writingsMost studentseasier torecognize wordsgiven, whileothers still getdifficultiesMost studentscould rememberwords which hassimple writings(cap, hat, tie)Only fewstudents couldtranslate simplewords correctlyMost studentscould recognizewords related tothe topicFew studentsstill forgot somevocabulariesgiven to themStudents mademistakes intranslating wordswhich hassimilar writing(shirt, T-shirt,skirt)Students couldrecognize mostof vocabulariesrelated to thetopic givenStudents couldmention most ofvocabulariesgiven to thembeforeStudents wereable to differ themeaning ofsimilar wordsStudents couldrecognizevocabulariesrelated to thetopic givenStudents couldmentionvocabulariesgiven to thembeforeMost studentscould translatewords correctly.Students couldrecognizevocabulariesrelated to thetopic givenStudents couldmentionvocabulariesgiven to thembeforeMost studentscould grasp themeaning ofwords well.4. The students getdifficulties inpronouncingwordsStudentspronounced wordsas read IndonesianwordsMost studentstried hard topronouncewords as theyheard fromvideo, whileothers did notStudentspronounce wordsas they heardfrom video,although therewere stillmistakes inMost studentscould pronouncewords correctly,but it was in lowspeedMost studentscould pronouncewords betterthan beforeMost studentswere able topronounce wordscorrectlyMost studentswere able topronounce wordscorrectly

545. The students getdifficulties inwriting wordscorrectlyStudents wrotewords just like asthey heard(car=kar,bicycle=baisikel,truck=treck)want to do itStudents werecareless inwriting words,so there weremany mistakespronouncingwords whichhave manyspellings(trousers,raincoat,swimsuit)Most studentscould writesimple shortwords, but itneeded muchtimeStudents stillmade mistakeswhen writingwords which hasmany spellingsStudents weremore careful inwriting wordswhich has manyspellingsMost studentscould writewords correctlyScore 55,43 67,28 80,33B. ClassSituation1. Students oftenplay and chatwith friendsduring TLPMost studentsmade noises byplaying andchatting, eventhey ignoredteacher’s warningSome studentscould focus onlyfor a moment tothe lesson, whileothers chattingwith friendsSome studentscould focus tothe lesson inlong time, butother frienddisturb them byasking someMost studentsdid not play orchat during TLPSome studentsplayed withfriend whenplaying a gamein group2. Students oftenask permissionto go to toilet3. Most studentsdid not writenotes given byteacherThere were about4 or 5 students askpermission to gotoilet in once timeStudents ignoredteacher’scommand towrite. They preferplaying thanwriting.Students askedto go toilet forlong time forabout 5 minutesMost studentssaid that theyhave understoodthe materials, sothey did notneed to write thequestionsMost studentsasked to go toiletonly after thevideo wasplayedSome studentswanted to write,but they did notfinish itThere was fewstudents go totoilet during TLPSome studentsborrowed theirfriend’s book,then write thenotes in theirhomeThere was nostudents askedpermission to goto toilet until theend of lessonStudents writenotes but itneeded long timeSome studentschat with friendswhen doingexercise becausethey asked theanswerThere was nostudents askedpermission to goto toilet until theend of lessonStudents couldwrite the notesgiven quickly.Students couldwrite wordscorrectlyMost studentsdid not makenoises anymoreboth by playingor chattingThere was nostudents askedpermission to goto toilet until theend of lessonStudents hadtheir owninitiative to writeby themselves

554. Students areeasy to get boredin followingEnglish class5. Some studentslook sleepy inthe classMost studentsasked to finish thelesson soonMost of boystudents in backarrows weresleepy, even someof them had sleptfor a momentnotesSome studentscame late intothe classMost studentsasked to go totoilet to washtheir face inorder to makethey did not feelsleepy anymoreMost studentswere onlyinterest when thevideo was beingplayedStudents did notfeel sleepy whenthe video wasbeing playedMost studentslooked happy tofollow everysteps of TLPStudents couldfocus to thelesson withoutfeeling sleepyStudents werehappy andenthusiasticwhen doing agameStudents wereactive infollowing thelessonStudents becamemoreenthusiastic injoining EnglishclassStudents wereactive infollowing thelessonStudents becamemoreenthusiastic injoining EnglishclassStudents wereactive infollowing thelesson

perpustakaan.uns.ac.iddigilib.uns.ac.id56Based on the Table 4.8. above, it can be seen that there were some findingsfound in the research. The more detail explanation is described as follows:a. The improvement of students’ vocabulary masteryThe implementation of video improved the students’ vocabulary mastery.It could be seen from the students’ achievement of posttest after conducting thecycle. Most of them gained score higher than the passing grade, 70. It means thatthe students became easier in learning vocabulary by watching video.Before applying video, students often got difficulties in recognizing andremembering words given to them. Sometimes, they needed much time to answerteacher’s questions because they must remember the words given first. However,after they learn vocabulary by watching video, they found it easier to berecognized and memorized since the video not only showed the words but also thepicture of each word mentioned. It made the students became easier in learningEnglish vocabulary. Besides, they could directly know the meaning of wordsshown on video. The students did not find difficult anymore in grasping themeaning of words as they did before. Formerly, they often made mistakes intranslating similar words i.e. shirt=kaos, skirt=kemeja, shoes=kaos kaki,socks=sepatu, etc. After learning by watching video, the students easier ingrasping the meaning of words, even it has similar writing.The video not only served all vocabularies related to the topic but alsoexercises, it let the students could learn by doing the exercise. For example, on thevideo entitled “listen and repeat” and “read the word”, the students could directlypractice to pronounce words as they heard from the video. The video was alsoplayed repeatedly until all students were able to pronounce well. By did manypractice, most students could pronounce words correctly. It was also happened instudents’ writing ability. Before applying video, the students were careless andmade many mistakes in writing words because they often wrote words as theyheard. After applying video, students became aware in writing. First, they watchedthe correct spellings shown on video, reminded them on their mind, and thenwrote carefully on their books. Finally, the students could not only write wordscorrectly but also could describe clothescommitwhichto userare in the form of phrase.

perpustakaan.uns.ac.iddigilib.uns.ac.id57b. The improvement of classroom situationThe classroom situation during teaching-learning process improved afterthe application of video in the English class. It could be seen from the first timevideo applied that the students became more interested in joining English class.Through YouTube video, the students became happier and enjoy in learningactivities. It also changed the students’ perception toward English that is adifficult subject became easy and interesting subject. In addition, they becameinterest to follow English class, so that all students had entered the classroom andprepared English books before the writer came into the class.During the teaching-learning process, there was no students play or chatwith friends and ask permission to go toilet as they did before. They could focusand paid much attention both to video and the teacher. There was also no sleepystudent in the class. All of them were happy and enthusiastic in following allactivities until the end of class. It could be quoted from the interview of students’comment as follows:PVASAMAAAISANIA: Asyik, Bu. Jadi nggak ngantuk lagi.: Jadi nggak banyak nulis, jadi seneng deh sama Inggris.: Kalau pakai video gini, lebih mudah belajarnya, karena ada gambar dantulisannya juga di video.: Pokoknya menyenangkan, Bu, kalau pakai video. Lain kali mbok kaya’ giniterus, Bu. Soalnya jadi nggak gampang bosen.: Gambar videonya lucu-lucu, Bu. Jadi asyik pelajarannya.Related to the improvement of students’ vocabulary mastery, it can beseen at Table 4.9. and Table 4.10. about the students’ achievement below:Table 4.9. The Improvement of Students’ AchievementSub cycle Observation Cycle 1 Cycle 2Kind of test Pretest Posttest 1 Posttest 2Mean of Students’ score 55,43 67,28 80,33Increasing of Students’ mean score - 11,85 13,05commit to user

perpustakaan.uns.ac.iddigilib.uns.ac.id58Table 4.10. The Sample of Students’ AchievementStudents’ initial name AAA DCW PMHPretest 70 60 35Posttest 1 90 75 45Posttest 2 95 85 65Mean Score 85 73,33 48,33Based on the table above, it can be concluded that there is improvement ofstudents’ score at pretest and posttests. It also can be seen that the students gaineda good achievement at posttest 2.2. Research DiscussionThe last step of action research was discussing the research result. Theobjective of this research was to enrich students’ vocabulary mastery and improveclassroom situation. Based on the data obtained from research findings, it could beseen that the implementation of YouTube video gave its contribution toward theattempts on enriching the students’ vocabulary mastery. Those findings arediscussed as follows:a. YouTube video can enrich students’ vocabularyYouTube video that the writer implemented in teaching learning processduring the research could improve the students’ vocabulary. This improvementinclude: 1) students could recognize vocabularies related to the topic given; 2)students could mention vocabularies given before; 3) students could grasp themeaning of words well; 4) students were able to pronounce words correctly; and5) students could write words correctly. These findings are supported by theresearch result stated in pretest and posttests that there is improvement ofstudents’ score that higher than the passing grade, 70.The finding of this research show that the students could recognize thewords given easily since they learned by using YouTube video because it not onlyshows the writing of words but also its pictures. It is supported by the articleentitled “Learning Vocabulary through Authentic Video and Subtitles” (no-name,undated) that the great value of videocommitliestoinuserits combination of sounds, images,

perpustakaan.uns.ac.iddigilib.uns.ac.id59and sometimes text (in the form of subtitles). Subtitles can be used together withauthentic video to improve word recognition and vocabulary acquisition skills inthe EFL class.As stated by TE Editor (2003) young children love to hear stories againand again and the same goes for video. By watching a video several times,children can learn by absorption and imitation. This statement supports theresearch finding that students could mention words given before easily becausethey have memorized them in their mind. More often the students watchvocabularies shown on the video, it will be much easier for them to memorize it.In this study, the findings also show that the students can be easier ingrasping the meaning of words. Wade (2010) states that visual images of videohelp to convey meaning. Similarly, Wilson (2000) who suggests that imagescontextualized in video or on its own can help to reinforce language learning,provided the learner can see immediate meaning in terms of vocabularyrecognition.By applying YouTube video in teaching-learning process, the studentscould learn by practicing the exercise given. In pronouncing words, the videopronounced word first then asked the students to repeat it. It could be donerepeatedly until the students were able to pronounce words correctly. There aresome advantages of using video stated by Irina (2010). In term of pronunciation,the students can improve their pronunciation by listening to the language of nativespeakers and imitating it.While in writing words, the findings show that the students could alsopractice writing directly as guided by YouTube video. First, it asked students towrite word they already heard, and then checked together by watching its spellingshown on video. It is supported by the statements quoted from an article entitled“Learning Vocabulary through Authentic Video and Subtitles” (no-name,undated) that in this context, authentic video and subtitles can precisely play animportant role to help learners increase and strengthen their foreign languagevocabulary, given the appropriate guidance. Any well-prepared learning taskcommit to user

perpustakaan.uns.ac.iddigilib.uns.ac.id60using subtitles in authentic video will encourage a better understanding andacquisition of new vocabulary.In conclusion, the use of YouTube video was able to make the studentseasier in learning vocabulary. The learners who saw video pictures were able toproduce a higher percentage of acceptable vocabularies than the learners who readonly the lists of vocabulary given. It is supported by Marshall (2002) who citesthe conclusion of Wiman and Mierhenry (1969), extending Dale’s “ConeExperience” that people will generally remember: 10% of what they read; 20% ofwhat they hear; 30% of what they see; and 50% of what they hear and see.b. YouTube video improves classroom situationThe research findings show that using YouTube video in the classroomwas able to improve classroom situation. It can be seen as follows: 1) students didnot make noises both by playing or chatting; 2) students did not often ask to gotoilet; 3) students had their own initiative to write notes; 4) students became moreenthusiastic in joining English class; and 5) students were active in following thelesson.These findings are supported by Tomalin (1991: 48) that one of the aimsof teaching English to young children is to instill in them the idea that languagelearning is happy experience, and video creates an attractive enjoyable learningenvironment. It is also in line with Rammal’s statement. Rammal (2005) in hisresearch entitled “Using Video in the EFL Classroom” states that video materialcan be a very useful source and asset for the language teaching-learning processbecause it combines both fun and pedagogic instructions in authentic material thatreflect real interaction.YouTube video can also make the students paid much attention until theend of the lesson without any disturbing activity like playing or chatting andasking to go to toilet. They could focus more in teaching learning processconducted in the class. It is supported by Miclaus (undated) who states usingvideos in the English class is a very helpful and stimulating method to motivatethe students to get the most of the lesson. Williams (1991: 207) in Walker (1997)commit to user

perpustakaan.uns.ac.iddigilib.uns.ac.id61also states that children learn better if they have a positive attitude towards whatthey are doing and if they are motivated or want to do it.In conclusion, there are some cases that make the students stop fromlearning English. They are feeling uncomfortable, confused, tired, and bored.Then, learning English with YouTube video was able to make them feel fun andcomfort. As stated by Tarunpatel (2009) in his research that students in manycontexts have said they like video activities because they provide a break from theusual textbook-based activities, and even when the activities challenge students,learning with video is more enjoyable. Similarly, Cruse (undated) states that oneof the greatest strengths of video is the ability to communicate with viewers on anemotional, as well as a cognitive, level. Because of this ability to reach viewers'emotions, video can have a strong positive effect on both motivation and affectivelearning. Not only are these important learning components on their own, but theycan also play an important role in creating the conditions through which greatercognitive learning can take place.commit to user

perpustakaan.uns.ac.iddigilib.uns.ac.id62CHAPTER VCONCLUSION, IMPLICATION, AND SUGGESTIONA. ConclusionAs stated before in Chapter I, the research was about enriching students’vocabulary by using video taken from YouTube. The research was done with anEnglish teacher of an elementary school (TA) as the observer since he writer wasas the researcher and also as the English teacher of SD Negeri I Baturetno,Wonogiri. There was pre-research before conducting the research. It includedinterviews, observation, and pre-test. Pre-research was held in order to identify theproblems arose toward vocabulary competence and classroom situation during theteaching-learning process. Based on the result of pre-research, there was found 5indicators of problems that showed the students had limited vocabulary masteryand the classroom situation was not conducive for teaching-learning process.To solve those problems, the writer decided to bring forward a techniqueusing video in presenting and practicing new vocabulary through an actionresearch in order to enrich the students’ vocabulary and change the class situationduring teaching-learning process.The research was conducted in two cycles. Every cycle was held in threemeetings. Each meeting was divided into four steps, namely: warming up,presentation, practice, and production.Table 5.1. The Summary of Research Implementation of Cycle 1 and 2Topic introduced Clothes• Listen and Repeat• Which one?• What is this?• Read the word• Write the word• Describing clothesClass used for Action 5researchProblem identified • The low of students’ vocabulary mastery• Classroom situation during TLP was not conduciveProposed solution Applying video in learning vocabularyImplementation In two cycles commit to user

perpustakaan.uns.ac.iddigilib.uns.ac.id63Cycle 1PlanningActions3 meetingsPrepared laptop, LCD projector, loudspeaker, photograph, videocollections, materials, lesson plans, students’ exercises, posttest, andeverything related to the action.First meeting: Listen and Repeat (Clothes)• Did questioning and answering with students as brainstorming• Introduced the video and how to download it from YouTube• Played video and asked students to pronounce words they heardfrom video together• Played video and asked students to pronounce words individuallySecond meeting: Which one? (Clothes)• Reviewed previous lesson• Played video and asked students to point which cloth mentionedon video• Pointed some students to come forward and point which clothmentioned on video• Provided an exerciseThird meeting: What is this? (Clothes)• Reviewed previous lesson• Played video and asked students to guess the name of cloth shownon video• Played video and asked students to write the name of each clothesshown on video• Asked students to checked the correct answer together bywatching videoObservation Observation: TA and the writer observed the implementation of Cycle 1• Most students could recognize words well• Students could remember words given before well• Most students could pronounce words correctly• Most students paid much attention during TLP• Students became more enthusiastic in following English class• There was no students ask permission to go to toilet• There were few students play and chat during TLP• There were some boy students did not want do teacher’scommand• Most students did not want to write notes given• Most students made mistakes in grasping meaning of words• Most students wrote in incorrect spellings• 19 from 46 students reached the passing gradeReflectionReflection: TA and the writer reflected the observation result• Most students could recognize and remember word well• Most students could pronounce words correctly• Class situation became more alive• Most students became more active in joining English class• There was no student ask permission to go to toilet• Most students made mistakes in grasping meaning of Englishwords• Most students wrote in incorrect spellings• Some students did not want to write notes givenRevisionRevision plan: TA and the writer revised the plan. The next cyclefocused on:• Improvingcommitstudents’to userability in grasping meaning of words• Improving students’ ability in writing words

perpustakaan.uns.ac.iddigilib.uns.ac.id64Cycle 2PlanningActions• Limiting students’ chance in writing notes• Creating activities which are more joyful3 meetingsPrepared laptop, LCD projector, loudspeaker, photograph, videocollections, materials, lesson plans, students’ exercises, posttest, andeverything related to the action.First meeting: Read the word (Clothes)• Did questioning and answering with students as brainstorming• Played and asked students to read words shown on video together• Played video and pointed some students to read the wordsindividually• Played game• Provided an exerciseSecond meeting: Write the words (Clothes)• Reviewed previous lesson• Played video and asked students to write the words shown onvideo• Played video and checked the correct answer by watching video• Asked students to translate Indonesian words into English• Played game• Provided and exerciseThird meeting: Describing clothes• Reviewed previous lesson• Explained how to describe clothes• Asked some students to come forward to describe clothes• Played video and asked students to describe clothes shown onvideo• Played game• Provided an exerciseObservation Observation: TA and the writer observed the action of Cycle 2• Students were able to translate English words into Indonesian• Most students wanted to do teacher’s command well• Students had their own initiative to write important notes ythemselves• Most students could write English words correctly• 95% students reached the passing gradeReflection • Students were enthusiastic in joining English class• Students became more active during TLP• Students could grasp the meaning of words well• Students could write words correctly• Students had their own initiative to write important notes bythemselvesFindings as the whole • The improvement of students’ recognition toward English words• The improvement of writing ability• The improvement of class situation after video applied• The improvement of students’ behavior during TLP• The improvement of students’ achievementBased on the Table 5.1 above, the result of the study showed that usingvideo in teaching vocabulary wascommitan effectiveto usertechnique in enriching students’

perpustakaan.uns.ac.iddigilib.uns.ac.id65vocabulary and also changing the classroom situation. The use of video made thestudents easier in recognizing and remembering new vocabulary given to them.By watching video, the students could also grasp the meaning of words directly.The video which not only served all vocabularies related to the topic but alsoexercise let the students learned by doing the exercise. Thus, the students couldpronounce words as they heard from video and practice to write with the correctspellings as shown on video. By playing video repeatedly, the students were ableto pronounce and write words correctly because they had more practices inlearning.However, regarding with the classroom situation, the implementation ofvideo during the research could change it became more conducive for teachinglearningprocess. It could be seen from there was no students play or chat withfriends and ask permission to go to toilet when the lesson was being delivered.Then, all students became more active in teaching-learning process. They becameenthusiastic in learning process and did not feel bored or sleepy as they felt beforelearning by watching video. Moreover, learning vocabulary by watching videolimited the students’ chance in writing notes, so that they had their own initiativeto write the important notes although the teacher did not ask them to write.In conclusion, based on the research findings and research discussion inChapter IV, it can be concluded that by applying video in teaching-learningprocess can enrich the students’ vocabulary mastery and change classroomsituation.B. ImplicationIn teaching vocabulary to children, it is important to implement anappropriate technique and media that match with their characteristics. Based onthe conclusion of the study that there is a significant improvement towardvocabulary competence and classroom situation after using video in teachinglearningprocess, it implies that using video in teaching vocabulary is an effectivemedia to enrich students’ vocabulary and also change classroom situation becamemore conducive for teaching-learningcommitprocess.to userUsing video combined with games

perpustakaan.uns.ac.iddigilib.uns.ac.id66can create good atmosphere which supports the teaching-learning process andmake the students feel happy and enthusiastic in following English class. In otherwords, the use of video is effective not only to attract the students, or improvetheir motivation toward the lesson, but also to facilitate in achieving the teachingobjectives.C. SuggestionsHaving concluded the result of the research which is using video inteaching vocabulary to the elementary students, the writer would like to proposesome suggestions as follows:1. For English teacherEnglish teacher should be creative to use interesting media and techniquein teaching vocabulary, so that the teaching-learning process will not onlylearnable but also enjoyable. They should also create a good atmosphere inteaching-learning process in order to make the students are motivated to learn anddo not get bored even feel sleepy during the teaching-learning process.Dealing with the media used, in this case is video, teacher should carefullyin selecting the video going to be used. They should select the video which notonly contain entertainment but also education aspect and suitable for theirstudents’ average age.2. For the studentsThe students should motivate themselves to be active in learning English.They should not to be afraid of making mistakes and keeping on trying. Theyshould also have more practices both in school and their home so that it will helpthem to learn English easier.3. For the institutionThe institution as a formal place to have knowledge and education shouldbe complemented with facilities and various media to support teaching-learningprocess, so that it will run more efficiently and effectively.commit to user