THE EFFECTIVENESS OF USING ANIMATION VIDEO ON STUDENTS' MOTIVATION AND VOCABULARY MASTERY

MOCH. SYAMSUL HADI, 12510174029 (2019) THE EFFECTIVENESS OF USING ANIMATION VIDEO ON STUDENTS' MOTIVATION AND VOCABULARY MASTERY. [ Thesis ]

Preview	Text Cover.pdf Download (2MB) | Preview
Preview	Text Abstrak.pdf Download (357kB) | Preview
Preview	Text Daftar isi.pdf Download (217kB) | Preview
Preview	Text Bab I.pdf Download (401kB) | Preview
	Text Bab II.pdf Download (351kB)
	Text Bab III.pdf Download (912kB)
	Text Bab IV.pdf Download (416kB)
	Text Bab V.pdf Download (261kB)
	Text Daftar Pustaka.pdf Download (270kB)

Abstract

ABSTRACT Hadi, Moch. Syamsul. 2019. The Effectiveness of Using Animation Video on Students’ Motivation and Vocabulary Mastery. Thesis. English Language Education. Graduate Program. State Islamic Institute (IAIN) of Tulungagung. Advisor: (I) Dr. Sukarsono, M.Pd, (II) Dr. Dwi Astuti Wahyu Nurhayati, S.S. M.Pd. Keywords: Animation video, Vocabulary mastery, Motivation. Vocabulary is a fundamental component in the language learning. Without sufficient knowledge of vocabulary, it is difficult to master the language. The acquisition of vocabulary is an essential process in the language learning. It is needed to be mastered before learning the four skills of language such as listening, speaking, reading and writing. However, the students still have difficulty in grasping the meaning of words. They often feel bored with the conventional method and media that are used in English learning. So, the interest of teaching media can be one of the solutions for that problem. Animation video can be used as vocabulary teaching media. Animation video is the media that can produce motion picture and sound. It is considered being able to make the students become more enthusiastic, focused, not easily bored, and increasing their motivation in the vocabulary learning. Besides that, it also helps the teacher to convey the material clearer and abridges the students in understanding the lesson, so it can influence the students’ vocabulary mastery. The formulation of the research problems are: (1) is there any difference on the mean score of vocabulary mastery and motivation between the students who are taught by using animation video and non-animation video? (2) is there any significant difference on the mean score of vocabulary mastery and motivation between the students who are taught by using animation video and non-animation video? The purposes of this research are (1) to know the difference on the mean score of vocabulary mastery and motivation between the students who are taught by using animation video and non-animation video, (2) to know the significant difference on the mean score of vocabulary mastery and motivation between the students who are taught by using animation video and non-animation video. The research design of this study is quasi-experimental research with nonrandomized control group, pretest-posttest design. The population of this research is all the students of eighth grade at SMPN 2 Sumbergempol in 2018/2019 academic years. The samples of this research are the students of VIII F as the experimental group and VIII G as the control group. The instruments of this research are test and questionnaire. The data is analyzed by using Kruskal-Wallis testing on SPSS Statistics 17.0. The null hypothesis of this study stated “There is no significant difference on the mean score of vocabulary and motivation between the students who are taught by using animation video and non-animation video.” The alternative hypothesis stated that “There is significant difference on the mean score of vocabulary and motivation between the students who are taught by using animation video and non-animation video.” The result of data analysis showed that the mean score of vocabulary test from experimental group was 73.33, while the control group was 66.75 and the mean score of motivation from experimental group was 70.39, while the control group was 62.56. It can be concluded that there was any difference on the mean score of vocabulary mastery and motivation between the students who are taught by using animation video and non-animation video. The result of Sig. value of vocabulary was 0.012 and motivation was 0.005 Based on the criteria of Kruskal-Wallis hypothesis testing, if the Sig. value < 0.05, the null hypothesis is rejected. Due to the fact that the Sig. value in this study was smaller than 0.05, the null hypothesis (Ho) is rejected. So, the alternative hypothesis (Ha) is accepted. From the hypothesis testing above, it can be concluded that there was any significant difference on the mean score of students’ vocabulary mastery and motivation between the students’ who are taught by using animation video and non-animation video. It means that the use of animation video in vocabulary teaching was effective and it can be an alternative media in vocabulary teaching at junior high school.

Actions (login required)

View Item