Arum Nisma Wulandari, 2009 (2009) The Effect of Using “Multi Media” VCD as Media for Teaching Vocabulary to Kindergarten Students (The Case Study of Panti Puruhita Kindergarten Krapyak Indah Semarang in the Academic Year of 2008/ 2009). Under Graduates thesis, Universitas Negeri Semarang.

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Abstract

Wulanjani, Arum Nisma. 2009. The Effect of Using “Multi Media” VCD as Media for Teaching Vocabulary to Kindergarten Students (The Case Study of Panti Puruhita Kindergarten Krapyak Indah Semarang in the Academic Year of 2008/ 2009). Final Project. English Department. S1 Degree of Department. Advisor: I. Dra. C. Murni Wahyanti, M. A , II. Dr. Dwi Anggani L. B, M. Pd. Key words: research, teaching, media. This final project is an action research. In this study I limit the discussion by stating the problem: To what extent does the use of “Multi Media” VCD as media affect the vocabulary teaching and learning process in Panti Puruhita Kindergarten Krapyak Indah Semarang? The aims of the action research are to find out whether the use of “Multi Media” VCD can improve the students’ mastery of vocabulary, to find out whether “Multi Media” VCD can be used as media in teaching vocabulary at Panti Puruhita Kindergarten Krapyak Indah Semarang, and to find out whether “Multi Media” VCD can improve the students’ interests and motivation in learning vocabulary. It is expected that the result of the study can give contribution to the teacher at Panti Puruhita Kindergarten Krapyak Indah Semarang in enriching the teachers’ strategy in teaching vocabulary. Moreover, this study may give an experience to the students in learning vocabulary using “Multi Media” VCD. And furthermore, this study is hoped will be valuable and useful for English teachers in encircling their technique in teaching vocabulary to kindergarten students. There were four steps in conducting this action research: planning, action, monitoring, and reflecting. In obtaining data, I carried out two cycles. The first cycle, there were three activities: giving a pre-test, teaching process, and giving cycle I test. In the second cycle, there were also three activities: teaching process, giving cycle II test, and giving a post-test and questionnaire. Finally, the last activities were doing post-test and questionnaire. According to data analysis, it can be found that there is an improvement in the result of the students’ in each test. It is shown by the average result of the students’ achievement from the first test into the last test. The average of the students’ result was 42.30% (pre-test), 74.23% (cycle I test), 80.38% (cycle II test), and 81.15% (post-test). The main factor affecting the improvement was the students’ interests of using “Multi Media” VCD. It can be found from the questionnaire result. The items of number 1 and 3 are about the students’ interests and motivation in learning vocabulary using “Multi Media” VCD. The mean of each item is 2.9 and 2.9. Based on the criterion, it can be conclude that the students’ interests and motivation was high. Referring to my experience in conducting the action research, I offer several suggestions. First, I suggest “Multi Media” VCD can be used frequently to teach vocabulary to kindergarten students. Second, hopefully there would be further studies on teaching vocabulary using other VCD applied other technique.

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