ENRICHING STUDENTS’ VOCABULARY USING THEME BASED YOUTUBE VIDEO (A Classroom Action Research to the Fifth Grade Students of SD Negeri I Baturetno, Wonogiri in Academic year 2009/2010)

摘要

Woro Widiastuti. X2208541. ENRICHING STUDENTS’ VOCABULARY udUSING THEME BASED YOUTUBE VIDEO (A ClassroomAction Research udto the Fifth Grade Students of SD Negeri I Baturetno, Wonogiri in Academic Year 2009/2010). A Thesis. English Department. Teacher Training and Education Faculty. Sebelas Maret University. Surakarta. 2011. udThis study aims to identify: (1) whether or not and to what extent YouTube video can enrich students’ vocabulary and (2) to describe the situation when YouTube is applied during the teaching-learning process. udIn the research, the writer conducteda classroom action research from May 19th to June 22nd, 2010 in the fifth grade of SDNegeri I Baturetno, Wonogiri. udThe writer conducted two cyclesof action research and each cycle consisted of a series of steps, namely: identifying the problems, planning the action, implementing the action, observing the action, reflecting the observation result, and revising the plan. udThe data of the research were collected by using some techniques including observation, interview, research diary, documents, photographs, and tests. Then, the qualitative data wereanalyzed by Interactive Model: data reduction, data display, and conclusion drawing/verification. While the quantitative data were analyzed by descriptive statistics to calculate the mean score of pretest and posttests. udTo identify whether or not and to what extent YouTube video can enrich students’ vocabulary and to describe the situation when YouTube video is applied during teaching-learning process, the research findings show that: (1) YouTube video can enrich students’ vocabulary: (a) students could recognize words easily; (b) students could remember words given before well; (c) students could grasp the meaning of words correctly; (d) students could pronounce words well; and (e) students could write words correctly; and (2) YouTube video can improve classroom situation: (a) students didnotplay and chat with friends during teaching-learning process; (b) students didnot ask permission to go to toilet; (c) students wanted to write notes given by teacher; (d) students interested in following English class; and (e) students were enthusiastic in learning activity. Besides, it also improves students’ score: pretest 55,43; test on Cycle 1 67,28; posttest 80,33. This posttest is higher than the English passing grade (KKM/Kriteria Ketuntasan Minimal) that is 70. udBased on the research findings, it shows the improvement in students’ vocabulary mastery and classroom situation. It can be stated that English class became more fun and conducive when the teacher used YouTube video in udteaching-learning process. Therefore, it is recomended that the English teacher should be creative to use interesting media and technique in order to make the teaching-learning process will not onlylearnable but also enjoyable.