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CHAPTER I
INTRODUCTION
1.1. Background of Study
No one can deny the universality of English, outside English-speaking
countries; English has become a compulsory component of education in many
countries. English is also one of the basic requirements to get a job. If we read
an advertisement about job vocation in newspaper, we will see that most
employers are now looking for people with a good will background of English.
T1 seems that English is such as an important language to be master.
In Indonesia, English is a first foreign language that believed as an
important language in order to transfer and develop technology. English has
been thought since the students enter the Junior High School even in some
region it's been thought earlier since the students are the fours year grade of
elementary school. However, the teaching of English in Indonesia has been
thought as failure. Almost all of the student assume that it is a difficult and
boring subject. This is due the fact that Senior High School graduations that
rave learnt English for six years are still unable to use the language in their
daily communication.
As matter of fact, the students found it was difficult to improve their
English since they lack of vocabulary. It is difficult for any one matter how old-
to understand what are he or she read or listens if they cannot define the
meaning of a word in the sentence or speech. Vocabulary is crucial for getting

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meaning from written or oral text wit hour knowledge of key vocabulary in a
text; a learner may have a serious trouble understanding the massage. Teaching
the meaning of individual words, however, will not ensure that learners can
read a text with understanding words enter into meaningful relation with other
words around them...' Sinclair (1996: 76). to understand a text, learner need to
know words and knowing word involves knowing its spoken and written
context of use, matters with words of related meaning' Carter (2001; 43).
Vocabulary has attained and built upon, as a learner needs it to
understand a new language and to communicate thought and ideas to others.
Perhaps one does not begin a journey of to increase vocabulary built it soon
becomes evident a language learner requires more and more vocabulary, culture
and intellectual development in snowing a vast amount of words Steadman
(1937) and backing them makes a person look ignorant. In the context of
learning English as a language a learner is forced to be autonomous and
independent and make conscious effort to learn vocabulary outside the
classroom simply because the exposure to the target language is limited in
class, so teacher cannot rely on their studies 'picking us' lexical items. This
explicit that: teaching vocabulary is need by the education world.
However, vocabulary is not seriously difficult if not impossible to teach
because of the complexity of its linguistic. Semantic and psycho-cognitive
aspects Pacific (2005). Then a problem has occurred, how can we get their
vocabulary necessary" With hundreds of thousand of words in the English

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language, teaching vocabulary can seem like a very daunting prospect. How
must the teacher teach vocabularies to their students and make them more
comfortable in studying English?
The using of animation movie might be answered this problem. Many
researches recommended the using of media in teaching learning process.
Media can be used to support one or more of the following their activities.
a. Gain attention. A movie on the screen, questions on the board or music
playing as students enter the room at serve to get the student's attention.
b. Support learning through examples and visual elaboration, one of the
biggest advantages of media is the world the classroom. When it is not
possible to take the dent into the world.
c. Elicit students response Present information to student and pose question to
them involved in answering the question.
d. Provide feedback. Media can be used to provide feedback relating to a test
or class exercise.
e. Enhance retention transfer. Movie enhance retention. Media helps students
visualize a lesson and transfer abstract concept into concreted, easier to
remember objects.
f. Asses performance. Movie is an excellent way to pose assessment question
for the class to answer, or student can submit mediated presentation as
classrooms projects.
Therefore, the writer tries to take this issue to investigate.

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1.2. Statement of Problem
Stating the problem is one of the most important ways of investigation.
Therefore, the researcher states the problems of this research as follow: Does
the using animation movie effective in teaching vocabulary at the eighth year
students of SMP Islam Al- Rusnaniah Melain in the academic year 2016/2017?
1.3. Purpose of Study
There is at least goal to be achieved through this research. These is
stated as follow: This simple investigation to find out is the using of animation
movie affective in teaching English vocabulary or not.
1.4. Scope of Study
The object of this study will be taken from the eight class students of
Junior High School SMP Islam Al- Rusnaniah Melain. Then the investigation is
limited to be the use of improving students vocabulary mastery thought pictures
an action Research at SMP Islam Al- Rusnaniah Melain in the academic year
2016/2017.
1.5. Significant of Study
In this study, we can see the significance of the study from two factors:
1. Theoretical significance
The result of this study is expected giving students' motivation and
good input that involve of communications and vocabulary, which will be
applied by movie in teaching and learning process.

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2. Practical significance
The result of the study is expected will much help the English
teachers in conducting an English course and to inform the English teachers
of SMP Islam Al- Rusnaniah Melain in. the to adopt the Pictures to promote
the students vocabulary. Although for students, this method is expected
giving motivation and being active in studying English to be better.
1.6. Hypothesis of Study
Arising from the problems of the study stated previously, the writer
formulates that picture have positive effect, especially in increasing students
vocabulary in learning English to the eight year students of Arising from the
problems of the study stated previously, the writer formulates that picture have
positive effect, for the sake of statistic computation, the alternative hypothesis
Ha) should be changed to Null hypothesis Ho); animation movie do not have
any positive effect in increasing students vocabulary to the eight year students
of SMP Islam Al- Rusnaniah Melain.
1.7. The Definition of Key Terms
1. Improve
Improve in this study is started by low and be height, it is called
improvement’s.
2. Animation Movie
The definition of animation movie is communication and relation of
some people.

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3. Increasing
The power to or change the way something functions or develops oxford
dictionary (1995). Another definition of increasing is a cognitive factor
that tends to have what people the American Dictionary of the English
Language (2000). In this case, increasing is defined as the increase-using
picture toward student vocabulary.
4. Students
This researches as the subject of the study the second year students of
SMP Islam Al- Rusnaniah Melain in academic year 2016/2017.
5. Vocabulary
The little oxford dictionary supplied several definition of the word
"vocabulary" i.e.:
Vocabulary is list of words used by language or book or branch of
science, or an author.
Vocabulary is person's range of language. Then, Hornsby in oxford
advance learner's dictionary of current English, defines the term
vocabulary as:
Vocabulary is the total number of words that make a language.
Vocabulary is the bodies of word know to a person or used in a particular
book, subject, etc.
Vocabulary is the list of words with their meaning, response which
accompanies a text book in a foreign language.

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From the definitions above, the writer made conclusion that vocabulary
in this study is a fundamental of the second language learners to arrange the
word to be a sentence and it is possible of the second language learners to
express something to another or they have ability to read a lot of books on
different subjects and also deal with foreign language.

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CHAPTER II
REVIEW OF RELATED LITERATURE
2.1. Concept of Teaching Vocabulary
Language without vocabulary is nonsense. Its nothing can be
conveyed through listening, speaking, reading and writing without learning
vocabulary. Therefore, this makes possible for someone to engage, in
communication.
A word remembered best it has earned in fun situation rather than
how often the word is practiced Bach Rick, et al; (1987). This contradicts with
common belief among the teachers that word should be practiced as often as
possible within a short time span- It is how the word is practiced that is
important rather than how often it is practices
Here are some vocabularies teaching according to Cook (1991: 43):
a. Basic level word should be taught first
b. Some words may be through components of meaning.
c. It is how the word is practiced not how often it is practiced.
d. Teaching vocabulary should not separate words from their structural
context
e. Remembered students transfer L 1 meaning as well as the words
themselves,
f. Teaching vocabulary. not separate words from their structural context.

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Teaching all subjects should not be separate/from their methods. In
this case, to rise the visual media in develop students vocabulary, especially
picture media, which is believed a raise interest, motivation and can be used
as stimulus for students to draw their attention.
Levied and Lentz' (1975: 21) stated that there are four function of
teaching media especially visual media, they are as follow:
a. Attentive Function
Visual media is the core. Students interest and to direct students'
attention, concentrate the subject, which is interrelated with the means of
visual media that participate in subject material.
b. Affective Function
To know the student’s contentment level while, they are studying
reading visual text. Pictures or symbol can raise student’s emotion and
attitude, for example, when students read information about war and other
social life.
c. Cognitive Function
Visual media can be shown from research invention which covers
that visual symbol or pictures accelerate' comprehension and exacerbate
students memories about information "car message which is contained in
the picture".

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d. Compensatory Function
Teaching media can be shown from research product that is said
that visual media can help a weak and show learner in reading to organize
information in tae text and to recall it back.
In other words, teaching media is as spirit for a weak learner or
student improving and understanding the subject material which can be
out in the form of the text or orally, for example, finding out the meaning
of word "mile" through picture, painting, photograph, etc.
2.2. Type of Vocabulary
Learning a language will mean nothing without learning its
vocabulary. Regarding the types of vocabulary, Quant (1966: 34) categorized
into four types:
1. Listening Vocabulary
Type of vocabulary is also built early, that is time when the child
begins to recognize sound. It is limited only to the sound, which is
associated with his experience.
2. Speaking vocabulary
Type of vocabulary is also built early. That is time when the child
begins to communicate with the surroundings. Although the application or
vocabulary at this page is very simple and it contains many of the small
function words, that kind of vocabulary can make up a speech.

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3. Vocabulary of Reading and Writing
These types of vocabulary are developed at the some time. How
ever, reading vocabulary usually comes, earlier than vocabulary of
writing. These types of vocabulary are recognized when one ha the
capability of reading and writing.
Gorrel and Laird (1964: 413) claimed that every one has at least
four of vocabularies they as follows:
a. Speaking vocabulary, some vocabularies, which speak as the result of
Their listening process but only, consist of view simple word.
b. Reading vocabulary, types of vocabulary which allow people know
and vocabulary, plus little larger than the speaking vocabulary.
c. Writing vocabulary, which include the word in speaking vocabulary,
Vocabulary, plus other that he can call up. This larger is much large
than speaking and reading vocabulary.
d. Acquaintance vocabulary, the largest vocabulary. It includes the other
three, but include also a considerable number of words which he
owner ha seen or heard before but does not know much about. He may
remember enough about them, so that he can usually guess their
meaning in context.
In other words, according to the above statement about the types of
vocabularies, vocabularies have to be learning from the simple word to the
difficult word. Start from listening people around, getting input the words into

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brain, try to understand, and then ready to speak. The learner will not be
Burden in learning a foreign language if the teacher often teacher the language
from the simple level to the higher level.
Here are other types of vocabularies:
a) Heaton (1976: 159) stated that every person has to type of vocabulary,
those are active and passive vocabularies.
b) Joe (1996: 34) stated that vocabulary learning is a part of the syllabus
using activities that are largely productive, unpredictable and subject to
the whims of the people who happen to be in the discussion group.
2.3. Technique in Developing Vocabulary
In teaching and learning vocabulary, the learner should recognize their
needs. This important, because words are in various kinds, which make it
impossible for the teacher to teach all of words?
The teacher then should find the efficient techniques in the
implementation of the teaching process in the classroom. To make the teacher
more ready to teach the students and the teaching learning process will run
fluently.
Deller (1990: 59), suggested the procedures in vocabulary teaching for
the flower intermediate, which can be applied in junior high school. students
are:
a) Teacher chooses an area or category of vocabulary they want to work on.

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b) Teacher asks each student to think of a word in the chosen area of
vocabulary.
c) Each student writes some word on a peace of paper and gives it to the
teacher to, checks and keeps.
d) Teacher cheeks students' work and distributed among the students. Each
student has apiece on his or her table.
e) Match the pieces of paper with the correct answer; making sure no one
gets their own work.
f) Student match the work they have been dealt on the whiteboard or
whiteboard with is definition.
Next, the particular things to be aware of the students are vocabulary
development. The writer finds conveniently to say that one technique to bring
the students into a first presentation is having them read and find the difficult
words. These words then can be guessed or they may to try to predict the new
meaning of them through the text.
This means that the student should read on their own and try to involve
their capability in developing or maintaining a plenty of vocabularies, in
elation to the reading process that might be handle in vocabulary teaching.
2.4. Testing Vocabulary
To know directly progress of the vocabulary teaching or the students,
achievement, the writers should test student. The writer when will do the
selection present only the concept of testing new vocabularies. It deals only

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with the description of what to test and be types of test that could be
developed. In testing vocabulary "achievement, the writer has chosen two
types of test that could be developed: fill in multiple choice test types.
The choosing these types of test "multiple choice and fill in test are
based on the GBPP that has been formalized National by the Education
Department. GBPP 1993 leads the teacher in choosing the types of test that
Will be used test the students' achievement in teaching learning
process.
2.5. Media of Instructional
1. Teaching Media
The word media comes from Latin Language Medius, which
means middle, mediating or deliverer. In Arabic, media means mediating
or messages deliverer from sender to the messages receiver Aryad, (2003:
3). It is easy to find the factorial media such as brochures, pamphlet, and
book lest, magazine, newspaper and similar materials beyond this
fascinating and challenging media, which are full of information, symbol,
picture and any other types of knowledge as a media in their language
classroom instruction. Media can be all of -the bridge, which could
transfer the message from message sender to the receiver Soeparno (1988:
1). However, in this particular writing, it is wise to consider the
educational media.

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Media in the classroom is expected to bring the message or
information from its resource teacher through several channel visual,
audiovisual, performance, to the receiver or students Suparno, (1988 : 3).
According to Defleur (1989: 33), media can is any object or arrangement
of subjects use as device to provide the human being with parallel me-
aping. Media are usually used in teaching instruction ad information.
There are many kinds of media, one of them is media of education
naturally, media of education have general characteristic Oemar, (1989:
22-23). They are:
a) Media of education means an object, which can be touched, heard and
seen.
b) The main stress is on the object or other things, which can be seen and
heard.
c) Media of education is a kind of visual aids in teaching and learning.
d) It is used interaction in teaching between teacher and students.
e) Media of education has an aspect as an instrument and technique,
which has, close relationship to the method used.
Media of education is aids method is also technique, which is used
to make communication and interaction. between teacher and students
more effective in teaching and process in the classroom.

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Regarding the last thing above, in this case creative and
imaginative teachers are demanded to utilize such an easy made media,
which is easily made by the teachers.
Social study will be better understood if teachers discuss the
picture contained in the reading as readiness activity. Question that the
teacher can raise about animation movie may help to motivate students to
study.
When the students some time face a complex and difficult
vocabulary, the teacher has to clarify the complex and difficult
vocabularies as clear as possible to the students. One way out for the
teacher when He/She finds the problems above is, for example, by the
telling the students about the sentences context, then telling the students
that they could force their imagination to think about the meaning of the
words' in the context which is related to the animation movie.
2. The Use of Teaching Media
Teaching vocabulary is the basic part in language teaching. The
use of media is therefore, to smoothen in the process of teaching learning
activity. I hope that the result could be optimally achieved, because
teaching media has graduate potential in stimulating and increasing
interest in learning English vocabulary.
According to Sudjana and Rival, (1992: 2) teaching media is
useful in some ways:

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a) It makes the teaching more interesting and it raises students'
motivation.
b) It makes the teaching materials more clearly and easily comprehended
by students, which is the main goal of an instruction.
c) It makes the teaching method more varieties, only in which that there
is a feedback between the teacher and the students.
d) It gives a lots of chances for students to study because they can do
other activities white listening at the same time such as observation,
action and demonstration
Based on the above statements the role of the media in vocabulary
teaching is important. It takes a great potential in increasing students
interest and motivation in learning and to avoid teachers domination in
language class.

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CHAPTER III
RESEARCH METHODOLOGY
3.1. Methodology of the research
Research is the systematic. controlled, empirical and critical
investigation of hypothetical preposition about the presumed relation among
natural phenomena Yusra, (2006 : 2). And from the several sort of research
designs are put forward, the writer resorts the experimental study, it is a study
about the effect of independent friable on one or more dependent variable by
carefully controlling the effect of some confounding variables in the treatment
Yusra, (2006 : 43).
The experimental research use a number of research variables, namely
1. Independent variables are improving of English Skill
2. Dependent variable is students’ vocabulary
3.2. Population and Sampling Technique
1. Population
Population is the number of people or individual who at least has the
some characteristic. Hadi (1984; 220).
2. Sample
Sukandarrumidi (2002; 46) interpreted that sample is the part, of
population who have the some characteristic, Even horn by (2005;10-40)
stated that sample is one of number of things or one part of a whole that can
be examined in order to see what the rest is like.

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Because of the population that will be studied is in a great number,
whereas the writer is prevented by limited time finance and energy provided she
needs to drown sample, it is expected that trough this sample she can state a
conclusion about the population,
The technique to draw sample used by writer is a sample random from a
list of the population required of subjects for the sample,
3.3. Data Collection Procedures
To obtain the data, the writer used the repeated measure design, in
his/her method, the experiment of the same group Yusra (2006: 43).
Observation is done twice before and after experiment, the observation before
experiment is pre-test. Then, the different score between post-test assumed as
eye effect of the treatment Arikunto (2006; 85).
The procedures to collect data are as follow;
1. Pre-Test
Pre-test is a test given to students after vocabulary is thought in the
conventional way it is intended to measure the vocabulary memorizing
ability of students before English mastery are used in written test which
consist of filling the blanks the assessment of pre test is based on the
accuracy of students in answering the question given.

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2. Treatment
Firstly teacher told the students about the topic that would be
discussed ,student were expected to be active in class room by asking them
to mention some words related to the topic in their mother tongue. Next,
teacher read a simple paragraph in the text slowly, while students listened to
teacher, read the paragraph once again sentence by sentence, and students to
reds after teacher, Teacher asked same, students to read the paragraph
slowly the other listened, After that, students were asked to find some
unfamiliar words and wrote them on the whiteboards, Teacher then showed
some pictures related to the unfamiliar word on the whiteboard to the
students asked in English he name of things of the pictures, to respond the
instruction given they could use some way to answer such as using their
mother tongue, first opening the dictionary or using teacher clue, teacher
asked some students to write answer on the whiteboard, teacher corrected
students answer furthermore students were asked to pronounce the word on
the whiteboard after teacher. Teacher pointed toward the pictures and the
real objects while students pronounced the new word that had been
translated on the whiteboard one by one in this treatment, teacher used no
only as an instrument but also objects which existed in the classroom , in the
and of the class activities teacher showed the pictures again and asked
students to mention the name of things in the pictures during the treatment,

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the teacher had to facilitate herself with he observation sheets the treatment
maws done twelve times or triple a week for about for week,
3. Treatment for control group
Firstly teacher told students about the topic that would be discussed;
students were expected to be active in class by asking them, to mention
some words which were related to the topic in English or in their mother
tongue. Next, teacher read a simple paragraph in the text slowly while
students listened to teacher. Teacher read the paragraph once again sentence
by sentence, and the students read after teacher. Teacher asked some
students to read the paragraph slowly the other listened, after moreover
students were asked to find some unfamiliar words and wrote the them on
the whiteboard, Teacher give the students time to translate the unfamiliar
words first then help students if they got difficulties, student were asked to
use some ways in translating the unfamiliar words such a opening
dictionary, using their mother tonguefish or using teacher chine. Next,
students pronounced the unfamiliar word several here, finally, in the and of
class activities teacher asked students to write some sentences using new
words they hard learn and did some other exercises. related to the topic
discussed, The instruction a done twelve time or triple a week for about four
weeks.

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3.4. Method of Data Analysis
After obtaining the individual scores of the two groups, the writer
process the data score with the following steps:
1. Calculating the mean score of experimental group
N
X
M
1
Where:
M1 = is the mean score of experimental group
X = is the individual score
N = is the number of sample
 = is the sum of.
2. Calculating the mean score of control group.
N
X
M
1
Where:
M2 = is the mean score of control group
Y = is the individual score
N = is the number of sample
 = is the sum of
Suharsimi, 1999).

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