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CHAPTER I
INTRODUCTION

A. Background of the Problems

English is one of the international language is used in countries throughout

the world, including Indonesia. As the first language, English is though as a

compulsory subject from the elementary school up to senior school in today’s

Indonesian educational system.

English in Indonesia is known as the second foreign language with a very

limited usage including the place, time, and environment. This foreign

language is important to be taught with the aims to improve the ability to

absorb information and to transfer knowledge and technology, art, culture and

to develop the relation among nations in the world.

In every language, vocabulary is important to convey meaning, to express

wane desires and feelings, and to communicate with others. Vocabulary is one

at the components which supports the speaker in communication, whenever we

want to communicate with other people using a language. We should have

mastered a stock of words (vocabulary) related to the topic spoken so

vocabulary is very crucial to convey communication.

But to be master in vocabulary is very difficult. The students have many

difficulties in learning vocabulary, such as in pronunciation, spelling,

memorizing, and also in using words in sentences or in oral communication.

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The students are difficult to understand the meaning of English language.

Based on the interview with the English teacher at the Tenth grade students of

MA Mathla’ul Anwar Malingping , there were still a lot of problems in

learning vocabulary faced by students. Most of the students have low

vocabulary mastery. The students also could not memorize the vocabulary

easily. They were difficult to understand of the language.

On other hand the students do not have motivation to study English, and

the method or the technique in studying vocabulary is still monotonous or

convensional method, so they feel bore and they do not interested in studying

English.

Based on explanation above, the reseacher applied implementing of

cartoon film toward students’ vocabulary mastery. Implementing of cartoon

film is a media become effective in teaching learning especially in teaching

vocabulary. This media can help students to know more about vocabulary.

That is why teachers need to choose one of various techniques that are

possibly appreciated for students. According to Gerlach (1975:187) techniques are

the ways and means adopted by a teacher to direct the learners' activities toward an

objective. Techniques are the tools of the teacher. The effective teacher has a

multitude of techniques and must be prepared to select the one, which will be

efficient in leading the learners to the desired terminal behavior. Techniques are

means for reaching an objective and can be part of expository or inquiry

approaches.
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From the problem above the researcher wants to conduct an experiment to

use implementing of cartoon movie as an alternatives technique to improve the

vocabulary mastery for the students. The Senior high school students are given

something different from what they usually get in class. Through this study, the

writer wants to find out a new teaching technique to increase the quality of English

teaching process in Senior high school.

That is why the writer would like to apply a media teaching to teach English

in this school by using a media entitled The Effect of Implementing Cartoon

Film Toward Students’ Vocabulary Mastery (Classroom Action Research of

Tenth Grade Students of MA Mathla’ul Anwar Malingping in Academic Year of

2017/2018).

B. Identification of the Problems

Based the background of the problem above, it can be described as follow:

1. The students’ vocabulary is still low.

2. The students lack of motivation in studying vocabulary.
3. The students need a media to improve their motivation in studying

vocabulary.
4. Students’ motivation to learn English is very low.

C. Limitation of the Problems

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The researcher limits in this research on “THE EFFECT OF

IMPLEMENTING CARTOON FILM TOWARD STUDENTS’

VOCABULARY MASTERY”,

(An experimental study at the Tenth Grade Students of MA Mathla’ul

Anwar Malingping 2017/2018 Academic Year).

D. Research Questions

Based on the background of the problem above the research question as

follow:

1. How is the effect of implementing cartoon film toward students’

vocabulary mastery for the Tenth Grade Students of MA Mathla’ul Anwar

Malingping in Academic Year 2017/2018?

E. Research Purpose

The purpose of this research is to know The Effect of Implementing

Cartoon Film Toward Students’ Vocabulary Mastery for the Tenth Grade

Students of Mathla’ul Anwar Malingping in Academic year 2017/2018.

F. Significance of the Research

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Hopefully, the results of this research provide the additional information

about the use of Watching Cartoon Film in classroom activities, and provide

information about the effectiveness of the media to improve students’

Vocabulary mastery.

1. For Students

The result of this research provides supports to the students to

improve their vocabulary mastery. Teaching vocabularies through

watching cartoon film makes students relax and fun, because this

media improves their learning vocabulary easily without significant

difficulties.

2. For English Teacher

This research provides supports to English teachers to develop the

teaching aids for English teaching. They may improve the media in

teaching and learning vocabularies. They may also use the new

media for making students enjoy in learning so they are not

confused anymore in choosing the appropriate media for students

need.

3. For the researcher

The result of this research supports researchers to enrich the media

used for vocabulary mastery. In addition, the researcher knows

deeply about teaching vocabulary by watching cartoon film.

4. For the Further Researcher

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The result of the research is able to use reference to furthermore

research in developing teaching vocabulary. It is hoped that the

data can open other researchers’ mind in completing vocabulary

field research. Therefore, for other research will be got a good

result related to teaching vocabulary. The data can be used to

improve other research, particularly the difficulties in mastering

vocabulary.

CHAPTER II
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REVIEW OF RELATED LITERATURE AND HYPOTHESIS

A. Theoretical Background

1. General Concept of Media

a. Theory of media

Based on Oxford learner’s pocket, medium (plural media) is

“something which is used for a particular person. Education association

defines that media is thing that can be manipulated, can be seen, can be heard,

can be read, and can be talked with instrument which is used well in the

teaching learning process, and can influence effectiveness of instructional

program.

According to Oemar Hamalic,(2008:28) there are four classifications of

teaching media:

1. Visual media, such as filmstrip, , transparency, micro projection, bulletin

board, pictures, illustration, chart, graphic, poster, map,and globe.
2. Audited media, such as phonograph record, electric transcript, radio,
recorder of tape recorder.
3. Audio visual media, such as film, TV, and three dimensions things.
4. Dramatization, role play, and socio drama.

Base on the definations above those media can be used in teaching

according to the materials and students' level and interest. The question of

what media attributes are necessary from a given learning situation becomes

the basis of media selection.

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b. Definition of Cartoon Film

Cartoon is always associated with kids. Basically, cartoon is

entertainment for kids, but nowadays the adults are familiar with this term

since cartoon movies are made for adults. There are many opinions about

cartoon. Wittich and Schuller,(1962:135) say that cartoon is pictorial

representation or caricature of a person, idea, situation that is designed to

influence public opinion.

Based on the definition above, it can be concluded that cartoon film is

a form of media as the representation of man’s character, man’s idea, and

certain situation by using drawing instead of real people and places.

c. Definition of Film
Hornby, (1995:434) defines films as story, etc. recorded as a set of

moving pictures to be show on television or the cinema. Here, Hornby gives a

clear definition about film. There are three important keys about film based

on his statement:
1. Films are story
2. Films are recorded as moving pictures
3. Films are shown on TV or cinema.

Based on the definition above, it can be stated that films are story with

potrays man’s interpretation of life recorded as a set of moving images to be

shown on television or cinema in order to give particular messages to the

viewers.

d. Contribution of Cartoon Film to Teach Students’ Vocabulary

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Jerrold Kemp,(1963:3-4) list the function of general media or audio

visual aids in particular and their contribution to a language learning as

follow:

1. The instruction can be more interesting.

Audio visual aid can attract the students’ interest a specially those of
English learners. If they are interested, they will give much attention to
what is being taught or discussed.
2. Learning becomes more interactive.
The activity is relatively more interesting than the activity of listening or
writing the teacher explanation.
3. The quality of learning can be improved.
If there is a good preparation of using visual aids, it will be possible for
teacher to create a good language learning process in which the students’
participation of dominant.
4. The positive attitudes of students toward what they are learning can be
enhanced.
The purpose of aids should mean to simplify instruction. They should not
make the process of teaching and learning more complicated.

According to the statement above, teaching media is needed in

teaching learning process to help student to become more active. The students

have to be active during the teaching learning process including learning the

English vocabularies. By using a cartoon film in their lessons they can learn

words correctly.

Furthermore, the writer chooses the cartoon Film to teach names of

object because through the cartoon film children will learn names of object by

seeing the object in that movie. So, it will help students to memorize the

names of object.
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However, I believe that words do have a special significance for

children learning a new language. The word is recognizable linguistic unit and

for children in their first language and so they will notice word in the language

by showing them object that they can see and touch, and that have single word

labels in the first language. From their earliest lessons, children are

encouraged to think of new language as a set of words, although of course this

may not be the only way they think of it.

Using cartoon film in teaching English vocabulary is actually meant to

help students to catch and express the vocabulary from what they watch.

e. Applying Cartoon Film in Teaching Students’ Vocabulary

According to Oemar Hamalik,(2002: 98) a good movie/film has some

features as below:

1. Can arouse students’ interest.

2. True and authentic.
3. Up to date in setting, clothes and environment.
4. Appropriate with students’ maturity level.
5. The language used is true.
6. Its unity and sequence are in good order.
7. The technique used fulfills the requirement and is satisfying.

Base on the statement above, there are some steps that must be done in

using cartoon film as teaching media, that all of steps as follows:

1. Teacher’s preparation; first, teacher should prepare the material. Then,

she/he chooses the appropriate cartoon film related to the material in

order to achieve the goal of teaching hope.

2. Class preparation; some things can be done in class preparation are:
a) Explaining the cartoon film content briefly
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b) Explaining some important parts that must be noticed while

watching the cartoon film.

3. Presentation; after preparing audience, cartoon film is played.
4. Continuation activity; this activity can be question-answer in order to

measure how far students’ understanding on material presented. If there

is something wrong, the cartoon film can be played once more.

The activities can be:
a) Reading book about problem played if the book is available.
b) Making composition about what have been watched.
c) If necessary, make a test about the material prepared through the

cartoon film.

In this research, researcher do some steps for using cartoon film in

teaching. First, she/he prepares the material, in this case English vocabulary.

Then, she/he chooses up cartoon film used in teaching. After that, she/he

explains something should be notice while watching the cartoon film in class

preparation. Next step playing the cartoon film. Finally, she/he gives students

some exercises related to the cartoon film and asks them to guess a verb based

on the film they have watched.

2. The Definition of Vocabulary

According to Then Richards (2002: 255) states that vocabulary is a

core component of language proficiency and provides much of the basis for

how well learners speak,listen, read and write. As a core of the component of

the language, the students have to have sufficient vocabulary to make them

easier when they speak, catch the massage, get the massage, and write down

the idea in their sentences.

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Based on the definition above, Vocabulary helps the students easier

when they speak, catch the massage, get massage and write down English

sentences.

Beside that Burns and Broman (1975:295) stated that vocabulary as the

stock of words that used by person, class or profession. The meaning is clear

enough that is almost cases of human life, they use set of words. Vocabulary is

needed to improve the four language skills, namely listening, speaking,

reading, and writing. Without grammar, very little can be conveyed, without

vocabulary nothing can be conveyed words

Then, based on the definition above, Vocabulary is the key words that

used by the people. Without vocabulary they will not improve the four English

language skill.

a. Kinds of Vocabulary

There are many classification made by linguist concerning the types of

vocabulary. Each vocabulary items has separate description and separate

different treatment. Charles C. Fries (1967:44-46) divides vocabulary into four

groups as follows:

The first is function words. These words, although some of them may
also have full-words meaning contents. Amount of these groups are
auxiliaries, preposition, conjunction, depending on where they are placed.
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The second is substitute words. Those words do not represent as

individual things or specific actions, but function as substitutes for whole for
classes of words. Its means that is a link among words.

The third kind of vocabulary items are those that are distributed in use
according to such grammatical matters as the absence or presence of a
negative.

The fourth the large body of “content words” constitutes the fourth
group of vocabulary items and chief materials are usually considered when the
vocabulary items and chief materials are usually considered when the
vocabulary of language is discussed.

Scrivener (1994:74) divide vocabulary into two kinds, there are

productive (active) vocabulary and receptive (passive) vocabulary.

1. Productive vocabulary is the sets of words that are used in spoken

communication. Good pronunciation might be encouraged getting the

sounds and the stress right.

2. Receptive vocabulary is the use of words that we recognize and

understand, but tend not to use ourselves.

b. Vocabulary Mastery

Vocabulary is important in case it could help student to enjoy their

clauses. Ones who master enough vocabulary will face fewer difficulties than

those who have less vocabulary. Moreover, vocabulary has an important role

in teaching process. According to Scrivener (1994:75) there are five roles of

vocabulary, they are:

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1. Vocabulary is very important and needed to be dealt with systematically

its own right.

2. To distinguish between vocabularies for productive use receptive

recognition.

3. The learner will be difficult to finish the work, if they have first met
some new vocabularies.

4. To deal not only with a single word lexical items, but also with longer,
multi word items.

5. Training in the use of English dictionaries provides learners with a vital

tool for self-study.

Based on the definition above vocabulary is important for students

language learning process. More about, if the students just have less

vocabulary they will be unable to understand more about English. In addition,

if the learners have a less vocabulary, they cannot access information or

knowledge. Moreover, without the words the learner cannot really understand

facts or ideas that the learners have met.

c. Source of Vocabulary

After mastering vocabularies well, students must improve their

vocabularies. To improve vocabularies, students have to know, where the

source of vocabulary comes from, so, the students will be easier to learn

English. Harmer (2001:56) say that there are some sources vocabulary studies,

they are:
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1. Word List

Word list is on economical way of recognizing vocabulary for learning

and it is does not matter a great deal if they are put together in a random
ways. The student can learn vocabulary wherever they are, because it is
easy to bring.

2. Vocabulary Book

It is also integrated into skill work, typically in the form of a pre-task

or post-task vocabulary focus. There is many vocabulary and task in
vocabulary book which can be exercise for the students.

3. The Teacher

The teacher is a potential fruitful source of vocabulary input not only

in terms of in accidental learning, but also as a means of introducing
vocabulary thought teacher talk.

4. Learner

Each learner can contribute to the shared clause lexicon thought

activities as brainstorming. Learners can improve their vocabulary from
other learner by discussion and sharing with their friends.

5. Short Text

Short text for vocabulary building purposes whether spoken or written

have enormous advantages over learning words form list.

From the statement above, we know that the teacher and learner have

the great influence in improving students vocabulary mastery, especially

and teaching learning process. Teacher must make students feel enjoy in

learning vocabulary. So they will be easier in remembering new

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vocabulary that they have got. Therefore, the students with poor

vocabulary need to build their vocabulary.

d. Teaching Vocabulary

1. Hornby (1995:1225) says that teaching is an activity that showing to

people to do something in order to they can do it themselves, give some

information about particular subject, helping someone to study

something.

2. Teaching vocabulary is very essential. Vocabulary as a symbol of ideas

should be at the center of language teaching. A teacher should give the

best facility learning and attention in teaching vocabulary.

3. Fauziati (2002:155) says that vocabulary is central to language and of

critical importance to typical language learner. Without a sufficient

vocabulary, someone cannot communicate effectively or express his

ideas in both oral and written form. A teacher should devise various

relevant activities for promoting vocabulary learning to the students in

order that they will learn new vocabulary with useful and interesting.

e. The Principle of Teaching English Vocabulary

The major principles in which a teacher must remember they are:

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1. Words are important not only in themselves but also in their distribution

with other word.

2. In teaching a foreign language, one must remember that words many

meaning.
3. We learn language (including our native language) on two levels, the

level of understanding and level of production.

To able to speak well, the students have to master the language

components such as vocabulary, grammar/ phonology and spelling.

f. Cartoon Film as a Means to Improve Students’ Vocabulary Mastery

When teaching vocabulary in foreign language we need to bear in

mind that students are still building up their first language and vocabulary still

in the process of acquiring and organizing concept. This makes the learning of

vocabulary in a foreign language a complex matter. Teacher often asks how

many new words it is possible to introduce the lesson.

Unfortunately, there is no definite answer as this will depend on the

learn ability and how rich and memorable the context is in which the words

are presented. English is a target language, so at least students have to master

vocabulary items. If the students have already mastered vocabulary,

grammatical rules and know how to pronounce the word correctly, they will be

easy to speak in English, give information, express their mind and make

conversation with other people. On the other hand, students who have limited

vocabulary items and they have poor ability in pronunciation, grammatical

rules, etc. it will be very difficult for them in learning English.

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According to Finnochiario,(1974:182) vocabulary is the content and

function words of language which are learned so thoroughly that they can be

used in the performance of any communication act.

Media such as cartoon film, cartoon comic, short stories, video, tape

recorder, etc are now commonly used in teaching English particularly in

improve students’ mastery in vocabulary, students can improve vocabulary

related to the class room environment, they can use basic vocabulary essential

for communication as well as student catered word. These words will be the

one the student will want to learn and final the measure to remember.

g. The Advantage of Cartoon Film

In this part, the writer discusses the advantages and disadvantages of

cartoon film:

1. The Advantage of Cartoon Film

One of audio visual media is movie or film. Film is considered

effective to be used as a teaching aid. A movie played in front of students

should be an integral part of teaching activity.

Film has particular value, such as completing basic experience,

provoking new inspiration, attracting attention, showing treatment of real

object, explaining abstract things, etc.

There are some advantages of cartoon film as a medium in

teaching learning process. They are:

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a) Cartoon film can describe process

b) Cartoon film can arouse impression of room and time
c) The picture are three dimensions
d) The sound can arouse reality of picture in from of nature expression
e) Cartoon film can tell expert’s voice while watching his/ her appearance
f) Color of cartoon film can add reality of object, which is practiced
g) Cartoon film can show scientific theory and animation

2. The Disadvantage of Cartoon Film

The disadvantages of cartoon film as follows:

a) During playing cartoon film, teacher cannot explain any material

because it can disturb students’ concentration
b) Students cannot understand the cartoon film well if it is playing too
fast
c) It is difficult to repeat what is gone except playing it once more
d) The equipment is expensive

Suharsisi Arikunto,(2006:106) A good movie is movie that can fulfill

students’ need in relation to the material studied. Oemar Hamalik states that

main principle that refers to 4-R, “The right film in the right place at the right

time used in the right way.

B. Review of Previous A Related Research

On this topic have ever researched by Dewi Susilowati from IKIP PGRI

Semarang by the topic, ”The use of English Film to Improve Students’

Mastery in Vocabulary the case study of tenth year students of

SMAN 14 Semarang in the academic year 2008/2009”. This

research focus on general vocabulary (verb, noun act) and use quantitative

analyze.
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And other research by Wiwin Supriyanti NIM: 053411264 Tarbiyah

Faculty IAIN Walisongo Semarang 2009/2010 with the topic, “The

Effectiveness of Fairytale Movie as a Medium in Teaching Narrative Writing:

an Experimental Research”. So, from this research has concluded that the

result of the researcher mean of writing score of experimental class (the

student taught using movie) are 71,5 and the mean of writing score of control

class (the student taught using non-movie) are 65,5. There is a difference in

writing score between student taught using movie and those taught using non-

movie. It is showed by the mean of experimental class is higher than control

class (71, 5 > 65, 5). On the other hand, the test of hypothesis using t-test

formula shows the value of t-test is higher than value of the t-table. The value

of t-test is 3,614 while the value of t-table on α = 5% is 1,677 (3,614 > 1,677).

The hypothesis is accepted.

Difference on my research, the topic is, ”The Effect of Implementing

Cartoon Film Toward Students’ Vocabulary Mastery (An experimental study at

the Tenth grade of MA Mathla’ul Anwar Malingping in the academic year of

2017/2018)” So, in this case only focuses in vocabulary by uses quantitative

research analyses.

C. Assumption

The tenth grade students of MA Mathla’ul Anwar Malingping have the

same ability in understanding on vocabulary. Implementing of cartoon film

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can help the students to improve their understand on vocabulary mastery.

Furthermore method of collection the data as well as an instrument used was

opportunity selected and constructed.

D. Hypothesis

English for the students of MA Mathla’ul Anwar are still low and . The

students prefer to study in an enjoyable situation and more interesting. The

use of watching cartoon film in English language learning has special

contribution in making the students active and the class more alive.

Implementing of cartoon film really supports in teaching vocabulary, the

students are more interested in learning English. When the students are

interested in certain material, it will be easier from them to understand it well.

Implementing of cartoon film can raise the students’ motivation and interest.

It can also make affective education process in learning English vocabulary.

In teaching by Implementing cartoon film the students understand

about the material. The students comprehend when the teacher gives some

new words by watching cartoon film. It is useful in teaching and learning

process in vocabulary.

And in this research is to know whether teaching vocabulary using

implementing cartoon film better than teaching vocabulary without using

implementing cartoon film. And to find the answer of the problem, the
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researcher should propose alternative Hypothesis (Ha) and Null Hypothesis

(Ho) as below:

1) Alternative Hypothesis (Ha) = There is significant effect of implementing

cartoon film in Teaching Vocabulary at the Tenth Grade Students of MA

Mathla’ul Anwar Malingping.

2) Null Hypothesis (Ho) = There is not significant influence of implementing

cartoon film in Teaching Vocabulary at the Tenth Grade Students of MA

Mathla’ul Anwar Malingping.

CHAPTER III

RESEARCH METHODOLOGY

A. The Objective of the Research

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The objective of the research is to know the student’s vocabulary

achievement before and after they are taught by “Media of Watching Cartoon

Film Toward Students’ Vocabulary Mastery”.

B. Time and Place of the Research.

1. Place of the research

The researcher will choose MA Mathla’ul Anwar Malingping as

the object of the research because the place is not far from his boarding

house. It is easy to researcher to reach. Besides that, the consideration for

choosing the school is that it has an English laboratory because the study

was using cartoon film as medium. So, English laboratory plays significant

role in this study. It is on Jl. Raya Bayah Km.06 Cikeusik Malingping kp.

Cempakasari ds. Sukaraja kec. Malingping post code 42391. The research

will be held on February 2018 .

2. Time of the research.

The researcher will do research at MA Mathla’ul Anwar

Malingping during April 2018.

C. The research Method

In this research, the researcher uses the quantitative method to analyze the data.

1. Definition of quantitative method

According to Yoyo S (2004:1) stated that “a quantitative study is

best typified by an experiment designed to test a hypothesis through the use

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of objective instrument and appropriate statistical analysis.” It is

quantitative because it emphasizes the systematic measurement and

quantification of variables and the data that was gained were numeric and

was analyze by using statistical computation. Quantitative approach stressed

the analysis to the numerical data that is processed by statistical method. It

will explain the result of pre-test and post-test. And the methodology which

is used in this research is experimental study.

Furthermore Best and Khan (2006:289) said that Quantitative

research Quatification has been defined as a numerical method of describing

observation of materials or characteristics. .

The researcher uses the effect of implementing cartoon film to know the

influence students’ understanding on vocabulary when they study by

implementing cartoon film in the class. The quantitative data is students’

understanding on vocabulary score in pre test and post test.

2. Experimental Design

According to Best and Khan (2006:177-183) Experimental design is

the blue print of the procedure that enable the researcher to test hypoteses by

reaching valid conclusions about relationships between independent and

dependent variable.
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Quasi-experimental design provides a less satisfactory degree of

control, use only when randomization is not feasible.

These design provide control of when and to whom the measurement

is applied, because random assigment to experimental and control treatment

has not been applied, the equivalence of the groups is not assured.

O1 O3 = pre test
O1 X O2
O3 C O4
O2 O4 = post test

X = exposure of a group to an experimental ( treatment ) Variable.

C = exposure of a group to the control or placebo condition.
O = observation or test administered

D. Population and Sample

1. Population
According to Best and Kahn,(2006:15) population is any group of

individuals that has one or more characteristics in common and that are of

interest to the researcher. Futhermore to Arikunto (2002:110), “population is

complete set of individual or subject having some common observable charact-

eristics. Next Hades in Faizin (2004:21) also states that is the number of the

people having at the least the same characteristic. The population of this

research is the Tenth grade students of senior high school MA Mathla’ul Anwar

Malingping in academic year 2017/2018. Which is consists of two classes,

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class X IPA has 23 students, X IPS has 21 students. The total amount are 44

students.
Table 3.2
The Total Number Of Population

NO Class Students Note

1 X IPA 23 Experiment Class

2 X IPS 21 Control Class
Sum 44

2. Sample
According to Best and Kahn,(2006:15) “Sample is a small

proportion of the population that selected for observation an analysis. By

observing the characteristics of the population from which it was drow.”

Furthermore Arikunto, (2010:174) said that Sample is a part of the

population which will be researched. The sample used in this research is

the random sampling. For determined sample, researcher uses roll on

technique like bellow:

X IPA

The first roll class X IPA parallel with arrow and the second roll class X IPS

X IPS
parallel with arrow. So the sample is class X IPA and class X IPS.
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For determined experimental class and control class, the researcher uses same

technique:

X IPA X IPS

The first roll for determined experimental class, class X IPA parallel with arrow so

experimental class is X IPA.

The second roll for determined control class, class X IPS parallel with arrow so

control class is X IPS.

Table 3. 3
The Total Number Of Sample

Number Of Number Of
NO Class Note
Students Sample
1 X IPA 23 23 Experimental class
2 X IPS 21 21 Control class

E. The data collection technique

To get the data, the researcher uses test.

According to Hughes (2003) test is a tool to measure language

proficiency of students. Furthermore Brown (2004:3) stated that a test is a

method of measuring a person's ability knowledge, or performance in a given

domain. In the same line. Next Anthony J Nitko (1983:6) defined test is

systematic procedure for observing and describing one or more characteristics

 28

of person with the aid of either a numerical of category system. Then Cronbach

in Azwar (2005) defined a test is a systematic procedure for observing a

person's behavior and describing it with the aid of a numerical scale or

category system.

Test is first conducted before getting data, the researcher uses pre-test and post-

test.

a. Pre-test

Pre-test is a test that is given to all Tenth grade students of MA Mathla’ul

Anwar Malingping to measure their abillity before treatment process

( teaching by implementing cartoon film ). This test is given to know the

basic competence for all studnets and to know their earlier knowledge

before they get treatment.

b. Treatment
In this steps the researcher gave different treatment to both groups, the

researcher taught the student of class X IPA as an experimental group to

speak by implementing caroon film, while class X IPS as the control group

the researcher taught the students to study by implementing cartoon film.

c. Post-test

Post-test is test that is given is given to all Tenth grade students of MA

Mathla’ul Anwar Malingping to measure their abillity after treatment

process (teaching by implementing cartoon film ). This test is given to

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know the basic competence for all students and to know their earlier

knowledge before they get treatment.

F. Validity and Realiability

1. Validity

A test is said to have content validity if its content constitutes a

representative sample of the language skill, structure, etc. With which it is

meant to be concerned. What is the importance of content validity? Firstly,

the greater a test’s content validity, the more likely it is to be an accurate

measure of what it is supposed to measure. Secondly, such a test is likely

to have harmful backwash effect. According to Brown (2004:22-23) the

measurement of content validity can be observed when we can clearly

define the students’ achievement which related to the objective of the

study that stated on the lesson plan that we are measuring.

Furthermore Arikunto (2010:211) said that validity is the result that

shows the level of validity or the validity of instrument.

Next, Joppe (2000:1) stated that validity determines whether the

research truly measures that which it was intended to measure or how

truthful the research results are. In other words, does the research

instrument allow you to hit "the bull’s eye" of your research object? The
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writer generally determine validity by asking a series of questions, and

will often look for the answers in the research of others.

Based on explanation above, the researcher gives the score in the

student’s ability in studying vocabulary.

2. Reliability
According to Arikunto (2020:221) Reliability has definition that

an instrument will be blievable to be use as a tool to collect the data

becausenits instrument is good.

Based on explanation above the researcher give scores would avoid

the subjectivity by one person.

G. The Research procedure

Kemmis and McTaggart (1998) in Burns (2010: 07) develop a simple

model of the cyclical nature of the typical action research process. Each cycle

has four steps: planning, acting and observing, and reflecting.

There are four phases that were used to conduct the action research:

1. Ask permission to the head master of MA Mathla’ul Anwar

Malingping.

2. Select the sample of the research

3. Do the research
4. Administer the result of the test
5. Calculate the data
6. Analyze the data
7. Make Conclusion
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H. The Research Instrument

The type of instrument used in this research is test. According to Allen

Philips (1979:1-2) a test is commonly defined as a tool or instrument of

measurement that is used to obtain data about a specific trait or characteristic

of and individual or group.

Arikunto said that “instrument of the research is a device or facility

which is use by the researcher in collecting the data so that the sresearch will

be more easy and better result in which more detail, Complete and ssystematic

until become more easy to be explored (2010:203). The researcher usses the

test to collect the data. Arikunto (2010:193) stated that “test is some questions

or training also another device that used to know the intelligent ability or skill

that is having by the personality or group.

According to Best and Khan,(2006:177) experrimental design is the

blueprint of the procedures the enable the researched to test hypoteses by

reaching valid conclusions about relationship between independent and

dependent variable.

The technique of data collection done in this research is as follow:

Test: It aims at finding out the students’ competence in learning English

vocabulary mastery. In this research, the researcher interests to use

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implementing cartoon film. The researcher uses test in the research instrument

for collecting data. The test was pre-test English Vocabulary.

I. The Technique of Data Analysis

To analyze the data, the researcher will use the following formula:

1. Mean ( X )

Best and khan (2006:359) state “ the mean of a distribution is

commonly understood as the arithmetic avarge”. The term grade-point

avarage is a mean value. It is computed by dividing the sum of all the scores

by the number of scores. The formula form:

X=∑X (Best and kahn, 2006)

N
Where: X= mean

X= scores in a distribution

∑ = sum of

N= number of scores

2. Standar Deviation

According to Best and khan (2006:365), the standard deviation is

the square root of the variance, it is the most frequently used as a measure

of spread or dispersion of scores in a distribution, the formula of standard

deviation of a population is:

√ Σ( X −X )2
σ = N

Where:
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σ = standard deviation

∑= sum of

X= score in distribution

X = Mean

N = Number of score

a) Calculating Standar Eror of Differences

√
2 2
σ 1 σ2
+
SE = N1 N2

Where:SE= standard error of difference

Σ = standard deviation

N= number of score

b) Assumption Test

Assumption test

1. Normality of Distribution
Analysis of normality of distribution was conducted to find out the scores

of experimental and control group whether the scores were normally

distributed or not. Is higher than the level of significance (0,05), the scores

was normally distributed.

2. Homogenity of Variance
The analysis of homogenity of varience was conducted to find out the

variance of the experimental and control group whether the scores were

homogenous or not. If the probability is higher than level of significance

(0,05), variance of the experimental and control group was homogenous.

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c) Calculating Acoefficiant Significant

t =M1-M2
SE

Where: t = the valuable which the statistical significance of the mean

difference will be judge.

MI = mean difference of experimental class
M2 = mean difference of the contrpl group
SE = standard error of difference

J. Statistic of the Research Hypotheses

After calculating all of data, the researcher can formulate the statistic

hypotheses as follow:

If t-test< t-table, it means that Ha is rejected and Ho is accepted.

If t-test > t-table, it means that Ha is accepted and Ho is rejected.

TABLE OF CONTENT

CHAPTER I INTRODUCTION
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A. Background of the Study ……………………………………...... 1

B. Identification of the Problem ………………………………….....

3

C. Limitation of the Problem …………………………………….......4

D. Research Questions …….………………………………………...4

E. Research Purpose …………………………………………………4

F. Significance of the Research………………………………….......4

CHAPTER II REVIEW OF RELATED LITERATURE AND HYPOTHESIS

A. Theoretical Background ……………………………….………...7

1. General Concept of Media ………………………………….7

a. Theory of media. ………………………………………...7

b. Definition of Cartoon Film ……………………………... 8

c. Definition of Film ……………..…………………………8

d. Contribution of Cartoon Film to Teach Students’

Vocabulary ……………………………………………... 9

e. Applying Cartoon Film in Teaching Students’

Vocabulary………………………………………………10

2. The Definition of Vocabulary ……………..……….………12

a. Kind of Vocabulary …..……………………………………13

b. Vocabulary Mastery …………………...………………..14

c. Source of
Vocabulary……………………………………….14

d. Teaching Vocabulary ……….………………………….. 16

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e. The Principle of Teaching English Vocabulary ……… .. 16

f. Cartoon Film as a Means to Improve Students’
Mastery………………………………………………..... 17
g. The Adventage Cartoon Film …………………………... 18

B. Previous Research …………………………………………………. 19

C. Assumption …………………..………………………………… 20

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

CHAPTER III RESEARCH METHODOLOGY

A. Objective of The Study ………………………………………… 23

B. Time and Place of the Research ……………………………….. 23

C. The Research Method ………………………………………….. 23

D. Population and Sample ………...……………………………….. 26

E. The Data Collection Technique …………………...……………. 28

F. Validity and Reability …………………………….…………….. 29

G. The Research Procedure ……………..…………………………. 31

H. The Research Instrument ……………………………………….. 32
I. The Technique of Data Analysis …………………………….......33
J. Statistic of the Research Hypotheses …………………………….35
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REFERENCE

Arikunto, Suharsimi,
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