Name : Andrianita

NPM : A1B021033

Judul: "The Use of Cartoon Films: A Fun Approach to Enhance Vocabulary Learning for
Fourth Grade Students at SDN 140 Seluma"

Introduction

Education has an effective pedagogy based on learning innovation. Educators continue to

explore ways to engage and empower students by using multimedia tools to support and
improve student learning. Among the many learning media, one of the media used is cartoon
films which are very popular because they can educate young minds and convey educational
content in an attractive visual way. According to an educational psychologist, "Multimedia
can be more effective than verbal presentations in encouraging learning from words and
pictures." (Richard E. Mayer). Confirmation of this opinion explains how cognitive processes
developing in students can be supported and students' understanding can also be expanded by
using multimedia, especially animated films (cartoons).

Vocabulary is one of the key components of language that is related to English learning.
Because vocabulary is so important for language development, it is quite difficult to master
the other four language skills without mastering vocabulary first. Therefore, it is better to
teach vocabulary early than late. Vocabulary, according to Richard and Renandya (2002), is
very important in speaking, listening, reading, and writing. This confirms that when someone
has a small vocabulary it can affect a person's ability to use language effectively and
efficiently. This shows the importance of vocabulary in learning a language.

It is common for children to forget terms they have recently learnt. Teachers need to be more
creative in their approach to getting students interested in what they are studying and to focus
on growing their vocabulary, which is an essential component of becoming proficient in
speaking, listening, reading, and writing English. Having a big vocabulary is quite beneficial
since it will help someone learn English more easily (Munir, 2016). Teachers can use kid-
friendly material to get students excited about learning and expand their vocabulary. One
method is to use movies as a teaching tool. Due of its importance in today's adolescent
society, the film was chosen as a teaching resource. The movie sequence also sends a morally
uplifted message to the audience.

One type of media that can be utilized for learning is a cartoon movie. Instructors can utilize
cartoon movies as teaching tools since they grab kids' attention with their bright colors,
humorous characters, and, despite their brief plots, uplifting messages for the audience.
Canning and Wilson (2014) assert that cartoons have the power to pique and sustain students'
interest. Students, particularly younger ones, may find cartoon movies interesting since they
cater to both visual and auditory learning preferences. By seeing the speaker's physical
attributes and hearing their voice, this media can assist pupils in understanding the message
being conveyed. As a result, pupils can use animated graphics to modify their spoken
language. They will be able to comprehend and retain spoken language more easily as a
result. In light of this assertion, the researcher is curious to know if employing cartoon
movies as a teaching tool increases students' grasp of language. Students in SD 009
Samarinda class 2B were chosen by the researcher to be the study's subject.

Children in elementary school are beginning learners. Children's future success depends on
their vocabulary. To provide students with greater opportunities to acquire English,
vocabulary instruction must begin in primary school. One cannot articulate thoughts or
communicate successfully without a large enough vocabulary. One more thing preventing
kids from learning a foreign language is having a limited vocabulary. Learners eventually
become disinterested in what they are studying if they are unable to increase their vocabulary.
To instruct them, educators should develop a variety of instructional strategies that will make
young students feel comfortable in a classroom setting. A cartoon film, song, or picture might
be a novel approach to teaching vocabulary to younger students.

Young learners, particularly those between the ages of six and twelve, learn in a different way
than older learners, adolescents, and adults, claims Harmer (2001). They become
disinterested after ten minutes or so due to boredom. Given the unique qualities and needs of
the students, the instructor ought to have additional authority when instructing them.

A cartoon movie is one type of media that teachers use to teach vocabulary. The animated
film Blues Clues will be used in this piece. The Blue's Clues animated film mostly discusses
participant characters' lives and behaviors to help students understand the concepts. The
animated film may inspire the pupil to express their own opinions. It would be difficult for
them to learn a lot of new language from the animated film. The picture, sounds, and motion
all provide the kids with hints and signals. The movie's actions, images, and sounds convey
messages that are simple to learn through language. Obtaining the animated film is simple
because it may be taken from the internet or television program.

Active vocabulary and passive vocabulary are the two categories of vocabulary (Templeton,
2004). The term "active vocabulary" describes terms that students can articulate accurately,
comprehend, and use to their advantage when writing and speaking. Conversely, passive
vocabulary is made up of terms that kids can recognize and comprehend when they read
aloud or hear someone else speak, but they do not utilize these words when writing or
speaking.

The KTSP 2006 curriculum states that vocabulary is taught in reading comprehension classes
for elementary school students studying English. To teach vocabulary, students need to
comprehend basic English writing within the classroom setting. When teaching vocabulary,
the instructor begins with the letters. The alphabet and relevant words, such as words,
phrases, and short sentences, are recited aloud by the students. For the kids to comprehend
the materials, they must expand their vocabulary. The four abilities of speaking, reading,
writing, and listening are all incorporated into vocabulary study.

Children in elementary school are beginning learners. According to Philips (1993), young
learners are kids who start formal learning in their first year of life and are between the ages
of five and twelve. Young language learners are elementary school pupils who acquire a
foreign or second language within their first six or seven years of formal education, according
to McKay (2006).

Additionally, the teacher might offer a list of vocabulary words taken directly from the book
when teaching vocabulary to younger students. Incorporating additional terminology that is
pertinent to the kids, the teacher employs it. A teacher must be well-versed in the resources
they use in the classroom. When teaching vocabulary to children, teachers should be familiar
with both the broad meaning of words and their definitions. Both oral and written forms of
the language are possible. The children also listen to what the teacher says so that they can
imitate what the teacher says. When the teacher has given spoken language, the teacher can
give written language so that the children know how the vocabulary is formed.

The young learners' materials cover subjects related to areas of interest that they frequently
encounter in their daily lives. Topics covered include things that happen in and around
schools. Therefore, it is simpler for kids to act out and take in the words that are related to
both within and outside of the classroom. To facilitate the acquisition of a foreign language,
Cameron (2001) offers several instructional strategies. a) Make learning English enjoyable
and engaging. b) Be encouraging and don't worry about making mistakes. c) Make sure kids
feel comfortable and don't hesitate to participate. Use lots of gestures, actions, and pictures to
explain what you mean. d) Talk to them in English frequently, especially about topics they
can understand. e) engage in games, sing along to music, and recite rhymes and chants. f) use
visuals and various voice acting to narrate short stories in English. g) When they speak in
their mother tongue, don't be alarmed. When someone asks you a question in their mother
tongue, you can respond to them in English and occasionally translate what they say. h)
Recycle fresh terminology frequently, but don't be scared to include new terms or phrases
they might not be familiar with. i) Design a class that includes a variety of activities—some
quiet, some loud, some sitting, some standing, and some moving.

In recent years, teaching English to young learners has gained importance in Indonesian
curriculum development. Teaching young learners is not always an easy strive, though. There
are a lot of factors to think about when deciding what and how to teach. It is a known truth
that children differ psychologically and physically from adults. Children tend to use their
imagination in learning. While adults use reason more logically to understand what is taught.

The age of a student is now taken into consideration while making judgments about their
education. Young learners enjoy their language studies with a plethora of happy activities in a
setting full of colour and light. Harmer (2001) supports abstract ideas even if adults are
supposed to employ them as they are capable of rational thought. Adults frequently have a
strong grasp of the reasons behind their learning as well as what they want to understand.

Children between the ages of six and eleven who are eager to learn about everything are
typically considered early learners. According to Harmer (2001), children share several
general characteristics. They respond to meaning even when they do not understand the
words; (b) they frequently learn indirectly rather than directly; (c) they gain an understanding
not only from explanations but also from things they see, hear, and—most importantly—have
the opportunity to touch and interact with; (d) they typically show a passion for learning and
curious nature about the world around them; and (e) they require the teacher's approval and
individual attention. (f) They feel comfortable discussing themselves and react well to lessons
that center on them and their personal life in the classroom. (g) They have a short attention
span; unless an activity is captivating, they will quickly become disinterested and stop
interacting within ten minutes or so.

According to Titi (2007), a cartoon movie is essentially a series of sequentially shown images
that are animated like diagrams or cartoons. She goes on to say that another reference is that a
cartoon movie is an illusion of motion made by showing images of still objects one after the
other. They are given access to technology to increase their imagination. Cartoons usually
contain interesting but unreal images. In the sense that cartoons present fictional images so
that children can imagine as they, please.

Furthermore, according to Pande (2008), a cartoon movie is a highly stylized, humorous

depiction that uses a moving flowchart to critique a person or event with certain thoughts. A
cartoon movie is a unique kind of art that uses exaggerated, vibrant, animated diagrams to
create humorous appearances. To put it briefly, cartoon movies demonstrate how to depict
people's imagination, which is expressed through drawing shapes. People can learn
everything about human, social, and animal behaviour through the use of cartoon movies,
which are jam-packed with visual effects and motion pictures.

Young learners can benefit from watching cartoon movies as a medium for vocabulary
instruction. These are excellent tools for increase curiosity and inspiring young students. The
teacher is also assisted in making the lesson easier to understand by employing cartoon
movies. Cartoon movies are a thought-provoking, humorous, accessible, and engaging kind
of media that may be utilized to teach vocabulary. "Blue's Clues" is one of the cartoon films
that can be utilized.

Teachers can benefit from the animated film "Blue's Clues" by helping their pupils become
more motivated, acquire background knowledge, become more critical thinkers, and generate
new ideas. It makes teaching language to the pupils easier. They could be inspired to discuss
the film in their own words. Students would have a difficult time learning a lot of new
terminology because "Blue's Clues" is a somewhat noisy animated film.

With its features, a cartoon movie can be utilized as a teaching tool for young learners of
vocabulary. The goal of this option is to locate fresh and engaging content for teaching
vocabulary in English. Students benefit from learning new vocabulary words from the
animated film. They can learn a few new terms. Cartoon movies are therefore an alternate
source of information that can assist teachers in teaching vocabulary or students in expanding
their vocabulary.