Gabriella Anindyarizki Widhiprasetya, 0203517105 (2021) THE EFFECTIVENESS OF CHILDREN YOUTUBE SONGS AND FLASHCARD GAMES TO TEACH VOCABULARY TO KINDERGARTEN PUPILS WITH HIGH AND LOW LEVELS OF PARENT INVOLVEMENT IN TK KARANGTURI SEMARANG BY ONLINE LEARNING. Masters thesis, UNNES.

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Abstract

This research aims to show the effective interaction between kindergarten children's YouTube songs, flashcard games, and parental involvement in vocabulary learning at Kindergarten Karangturi by online teaching; to show the effectiveness of YouTube songs in teaching vocabulary to low- involvement parent students through online teaching; to analyze the effectiveness of YouTube songs in teaching vocabulary to high-involvement parent students through online teaching; to know the effectiveness of flashcard games for teaching vocabulary to students with low parental involvement through online teaching; to analyze the effectiveness of flashcard games to teach vocabulary to high- involvement parent students through online teaching; to analyze the effectiveness of YouTube songs compared to flashcard games in teaching vocabulary to students with low parental involvement through online teaching; to show the effectiveness of YouTube songs compared to flashcard games in teaching vocabulary to high-involvement parent students through online teaching; and to analyze the effectiveness difference in teaching vocabulary with YouTube songs compared to flashcard games for TK Karangturi students with online teaching. This research was a quasi-experimental study with a 2x2 factorial design that focuses on two or more independent variables or factors on at least one dependent variable. The results of this research are, in H1, the ANOVA clearly showed an interaction between these two independent variables regarding the pre-test and post-test results of the vocabulary test. In H2, the results of the analysis of variance (ANOVA) clearly showed that it was effective to use YouTube songs as the vocabulary teaching media to pupils with high parent involvement. In H3, the ANOVA clearly showed that it is effective to use YouTube songs as the vocabulary teaching media to pupils with low parent involvement. In H4, the ANOVA clearly showed it is effective to use flashcard games as the vocabulary teaching media to pupils with high parent involvement. In H5, the analysis of variance (ANOVA) showed it is effective to use flashcard games as the vocabulary teaching media to pupils with low parent involvement. In H6, the ANOVA clearly showed there is a statistically significant difference in the interaction effect, and it is effective to use youtube songs flashcard games as the vocabulary teaching media to pupils with high parent involvement. In H7, the ANOVA clearly showed there is no statistically significant difference in the interaction effect, and it was not effective to use youtube songs and flashcard games as the vocabulary teaching media to pupils with low parent involvement. In H8variance (ANOVA) analysis has revealed there is a significant difference in teaching vocabulary with YouTube songs compared with flashcard games to Karangturi Kindergarten pupils in the 1st and 2nd experimental class. The conclusions are Hypothesis 1, Hypothesis 2, Hypothesis 3, Hypothesis 4, Hypothesis 5, Hypothesis 6, Hypothesis 8 are accepted while Hypothesis 7 is not accepted. It was expected for further research to continue this study by examining other aspects by using teaching media to teach English for a very young learner.

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