Improving the Ability in Mastering English Vocabulary through Animated Video Learning Media

 

Improving the Ability in Mastering English Vocabulary through Animated Video Learning Media in Class VII B Students of SMP N 3 Manonjaya

 

Beni Alpian 

ABSTRACT

Many students are lazy to memorize English vocabulary. This can be caused because they are lazy or they are not interested in the learning method used, even though they already know the impact. When they are required to translate or listen to English readings or expressions, they seem to have difficulty in finding the meaning of some of the words. So one tactic in mastering vocabulary is by learning vocabulary in a class that is really entertaining, attracting students' attention which is done repeatedly by using animated video until students master it, even better until students are able to say the vocabulary learned with correct speech and intonation. This research uses classroom action research method. The research subjects were class VII B as many as 23 people, techniques data collection includes observation sheets and test sheets during the action and documentation of learning activities. Based on the discussion and research results, it can be concluded as follows: learning English vocabulary through animated video learning media can improve students' vocabulary mastery.

 

INTRODUCTION

Learning a language is often associated with how to compose a sentence that is good for speaking. Many people think that they want to directly be able to speak fluently and interact with each other with the language being studied, but they rarely think that what is more important to learn and reproduce is the mastery of the vocabulary of the language, however mastering a lot of vocabulary is the main facility for learning. Compose sentences and speak fluently. Thornbury (2002, p.13) emphasized that without grammar very little can be conveyed; without vocabulary nothing can be conveyed. Consequently, vocabulary is basic to communication. (Without using grammar it will be difficult to convey (speaking/writing), while without mastery of vocabulary it will not be able to convey anything.

There is also an opinion that often sees and listens to conversations with mobile phones, TV, or laptops and really pays attention to the conversations will increase language learning skills. That's true, but again it would be better if there was experience in mastering vocabulary before, so that learning would be maximized using these learning media.

Pay attention to how to translate foreign languages. Someone will translate the most difficult vocabulary first before translating all of them or at least one paragraph. In that one paragraph, someone will really look for the meaning of vocabulary that is rarely used or difficult to understand. After all the difficult vocabulary can be understood, then all sentences in one paragraph can be translated properly according to the context of the discussion. If there is only one vocabulary that cannot be understood, then one paragraph cannot be translated properly, especially in the context of the discussion. And so on in translating the following paragraphs.

When students are faced with an English text, the first thing they do is focus on finding meaning in each vocabulary, especially new vocabulary, and then on grammar. Schmitt (2010; p. 4) noted, “Learners carry around dictionaries and not grammar books”. The students when faced with an English text, the first thing they do is take a dictionary. So learning language vocabulary is an important thing to be carried out by a teacher.

Many students are lazy to memorize English vocabulary. This can be caused because they are lazy or they are not interested in the learning method, even though they already know the impact. When they are required to translate or listen to English readings or expressions, they seem to have difficulty in finding the meaning of some of the words.

So one tactic in mastering vocabulary is by learning vocabulary in a class that is really entertaining, attracting students' attention which is done repeatedly until students master it, even better until students are able to say the vocabulary learned with correct speech and intonation. According to Richards and Renandya (2002) video is a very complicated media, which can coup with a variety of visual elements and a great range of audio experiences. ). So the author in his research will use video learning media in an effort to improve students' English vocabulary mastery skills.

METHOD

In this research the writer uses classroom action research. The research procedure consists of 3 cycles, to find out the students' initial knowledge of vocabulary material optimally, direct question and answer with students, and student test results. Meanwhile, to find out the interaction of teachers with students, observations were made and to find out the right action for learning in the next cycle. There are several kinds of CAR model designs, one of which is the Kurt Lewin model design, this design is a reference for other CAR designs, because Kurt's model design Lewin is very basic There are several kinds of CAR model designs, one of which is the Kurt Lewin model design, this design is a reference for other CAR designs, consisting of four components, namely planning, acting, observing and reflecting.

 

RESEARCH RESULTS AND DISCUSSION

Description per cycle

a. Cycle I

1. Planning

This research is planned to be carried out in 3 cycles, with the objectives of each cycle: increasing students' interest in learning, increasing students' competence and vocabulary achievement and knowing student responses after using animated videos as classroom action research in class VII B. After determining the Competency Standards and Basic Competencies to be studied in accordance with the 2013 Curriculum and the required number of face-to-face hours, learning tools are drawn up.

2. Action

In the first cycle, vocabulary learning was carried out with greeting material which was carried out in 3 meetings. Prior to the start of the research, it was first informed that this class would be conducted classroom action research by the researcher, which involved seventh grade students of SMP Negeri 3 Manonjaya and an observer, namely another English teacher. Actions to be taken include Introduction, pretest, posttest, assignments and reflection with students as well as with observers or collaborators.

3. Observation

Observations or research observations are carried out by collaborators, namely the students being studied and the researchers themselves. The collaborator observes each meeting and records or fills out the observation sheet provided by the researcher. Students and teachers (researchers) carry out learning with steps according to the lesson plans made with reference to the use of animated videos in reading learning. The results of the observations of students were recorded by the researcher at the time of reflection.

Observation tools in the form of observation sheets given to collaborators to be filled out when observing the course of learning during the study. The observation sheet and list of questions for reflection can be seen in the appendix.

4. Reflection

Reflection with students is done in class. The trick is to ask questions directly with students about the use of animated videos in reading learning that has just been implemented. To facilitate reflection, the researcher prepared a number of questions that would be asked to students at the time of reflection. Students' responses or answers, the researcher noted as a result of reflection with students, would be used to plan or improve actions in the second cycle.

Reflection with collaborators is done in the teacher's office outside of class hours. The researcher discusses the plan for the second cycle with the collaborators based on the notes from the observations of the collaborators and the researchers themselves and considers the results of reflection with the students.

NO	STUDENT NUMBER	NAME OF STUDENTS	SCORE	DESCRIPTION
1	X
			68	pass
		Average=	58,26
		Percentage of passing=	0,43

 

From the table above, it can be seen that the scores obtained by students before following the first cycle, the grades obtained by students of Class VII B SMP Negeri 3 Manonjaya only completed about 43%, this is what prompted the author to conduct this research, in order to improve student learning outcomes. Students especially remember vocabulary (vocabulary) through learning using animated videos.

After doing Cycle I on August 6 to 8, 2019, the students saw different results. They can already understand the sentences in the reading/expression. By using the animated video. They have started to understand the sentences in the readings/expressions, although not all students have understood all of this, but judging by the results of the tests carried out in the first cycle, it has increased, from the beginning only 43% were completed, but through the first cycle they have completed as much as 61%.

NO	STUDENT NUMBER	NAME OF STUDENTS	SCORE	DESCRIPTION
1	X
			72	pass
		Average=	65,22
		Percentage of passing=	0,61

 

After the test was carried out on Cycle I and an evaluation was carried out, the results were already starting to be good, it was proven that the class VII B students of SMP Negeri 3 Manonjaya, had started to understand the sentences in the reading/expressions through animated videos. In terms of completeness, students have reached 61% compared to before doing this first cycle. However, with the achievement of 60%, the author feels that he has to improve the understanding of students, so that the author feels he has to and needs to do cycle II which is carried out from 12 to 14 August 2019, with the hope that it can improve the ability of students to understand sentences in reading/expressions. For students who have begun to be able to understand sentences in readings/expressions, to be more diligent in listening to animated videos that are shown, and For students who are still lacking, to further improve their ability to understand sentences in readings/expressions, so that later they can achieve students' mastery in reading material through this animated video can achieve near-perfect things.

b. Cycle II

If the results of the first cycle study still need to be improved and followed up, the researchers will carry out learning improvement actions in the second cycle with the research implementation procedures as in the first cycle.

NO	STUDENT NUMBER	NAME OF STUDENTS	SCORE	DESCRIPTION
1	X
			72	pass
		Average=	68,70
		Percentage of passing=	0,65

 

From the table of the implementation of cycle II, it can be seen that students who participated in reading material through this animated video experienced a significant increase, as evidenced by taking the test in cycle II, they were able to understand English vocabulary through animated videos, and when viewed closely, percentage, the completeness of students in class VII B SMP Negeri 3 Manonjaya, in this material is 65%.

c. Cycle III

NO	STUDENT NUMBER	NAME OF STUDENTS	SCORE	DESCRIPTION
1	X
			72	pass
		Average=	74,70
		Percentage of passing=	0,83

 

 

If the results of the second cycle study still need to be improved and followed up, the researchers will carry out corrective actions for learning in the third cycle with the research implementation procedures as in the second cycle.

From the table of the implementation of cycle III which was carried out from 19 to 21 August 2019, it can be seen that students who took part in the reading/expression reading material (reading through this animated video experienced a significant increase, as evidenced by taking the test in cycle III, they could already understand English vocabulary through animated videos, and when viewed as a percentage, the completeness of class VII B students of SMP Negeri 3 Manonjaya, in this material is 83%.

CONCLUSION

Classroom Action Research (CAR) for class VII B students of SMP Negeri 3 Manonjaya in the 2019/2020 school year was carried out in three cycles. Each cycle consists of four stages, namely: (1) planning, (2) action implementation, (3) observation, and (4) reflection. Based on the discussion and research results, it can be concluded as follows: learning English vocabulary through animated video learning media can improve students' vocabulary mastery. This can be seen from the increase in the percentage of students' scores based on achieving the KKM score (68) from the first cycle of 0.61%, increasing in the second cycle of 0.65 and increasing again in the third cycle of 0.83.

 

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