1
THE USE OF VISUAL AIDS TO IMPROVE VOCABULARY
MASTERY ON THE EIGHTH GRADE STUDENTS OF SMPN 1
KEDUNG JEPARA IN THE ACADEMIC YEAR 2013/2014
Graduating Paper
Submitted to the Board of Examiners as a partial fulfillment of the
Requirements for the Degree of Sarjana Pendidikan Islam (S.Pd.I)
In the English Department
Tatik Assa’diyah
KKI 11310131
International Class Program
English Department of Educational Faculty of
State Institute for Islamic Studies (STAIN) Salatiga.
2014
2
DECLARATION
BISMILLAHIRROHMANIRROHIM
Hereby the writer declares that this graduating paper is made by the write
herself, and it is not containing materials written and has been published by other
people and other peoples‘idea except the information from the references.
The writer is capable to account to him graduation paper if in the future it
can be proved of containing others‘ idea or in fact, the writer imitates the others‘
graduating paper.
Likewise, this declaration is made by the writer, and she hopes that this
declaration can be understood
Salatiga, August 15, 2014
The Writer
Tatik Assa’diyah
113 10 131
3
MINISTRY OF RELIGIOUS AFFAIRS SALATIGA STATE
INSTITUTE FOR ISLAMIC STUDIES (STAIN)
Jl.Tentara Pelajar 02 Phone(0298) 323706, 323433 Fax. 323433 Salatiga
50721
Website: www.stainsalatiga.ac.id E-mail: [email protected]
Salatiga, August 15 , 2014
Setia Rini, M.Pd
The Lecturer of Educational Faculty
Salatiga State Institute for Islamic Studies
ATTENTIVE COUNSELOR NOTES
Case: Tatik Assa‘diyah‘s Graduating Paper
Dear,
The Head of Salatiga State
Institute for Islamic Studies
Assalamu’alaikum Wr.Wb.
After reading and correcting Tatik Assa‘diyah‘s graduating paper entitled ―THE
USE OF VISUAL AIDS TO IMPROVE VOCABULARY MASTERY ON
THE EIGHTH GRADE STUDENTS OF SMPN 1 KEDUNG JEPARA IN
THE ACADEMIC YEAR 2013/2014”, I have decided and would like to propose
that if it could be accepted by the educational faculty. I hope it could be examined
as soon as possible.
Wassalamu’alaikum Wr.Wb.
Consultant
Setia Rini, M.Pd
NIP. 19750518 200312 2 002
4
MINISTRY OF RELIGIOUS AFFAIRS SALATIGA STATE
INSTITUTE FOR ISLAMIC STUDIES (STAIN)
Jl.Tentara Pelajar 02 Phone(0298) 323706, 323433 Fax. 323433 Salatiga
50721
Website: www.stainsalatiga.ac.id E-mail: [email protected]
Salatiga, August 15 , 2014
Ruwandi, M.A
The Lecturer of Educational Faculty
Salatiga State Institute for Islamic Studies
ATTENTIVE COUNSELOR NOTES
Case: Tatik Assa‘diyah‘s Graduating Paper
Dear,
The Head of Salatiga State
Institute for Islamic Studies
Assalamu’alaikum Wr.Wb.
After reading and correcting Tatik Assa‘diyah‘s graduating paper entitled ―THE
USE OF VISUAL AIDS TO IMPROVE VOCABULARY MASTERY ON
THE EIGHTH GRADE STUDENTS OF SMPN 1 KEDUNG JEPARA IN
THE ACADEMIC YEAR 2013/2014”, I have decided and would like to propose
that if it could be accepted by the educational faculty. I hope it could be examined
as soon as possible.
Wassalamu’alaikum Wr.Wb.
Consultant
Ruwandi, M.A
NIP. 19661225 200003 1 002
5
MOTTO
Lerning to Do
Doing to Learn
Erning to live
Living to Serve.
(FFA)
6
DEDICATION
This graduating paper is dedicated to:
1. My God the Almighty
2. My dearest father and mother ( Bisri and Muawanah), who always pray for
me and give their endless love.
3. My dearest brother and sister ( Muntaha Almisbah and Khoirunnisa‘), thank
you for your motivation, kindness, and love.
4. My dearest younger brother and younger sister ( Roisul Umar and Nasriyatur
Rizqiyah), thank you for your kindness and love.
5. My motivator (Taufiqul Muqorrobin ), thank you for your motivation and
your advice,love and everything.
6. All of my big family, thank you for your kindness.
7. My beloved friends khumaira girls (Alif Karyawati, Rizki Parahita A, Khoirul
Bariyyah, Tatik Assa‘diyah, and Kuni Azkal Maroya), thanks for your
support and togetherness.
8. My beloved friends of International Class Program batch 2010, thank for the
togetherness.
9. All my brothers and sisters in International Class Program batch 2011-2013.
10. All of my friends, especially English Department batch 2010.
7
ACKNOWLEDGMENT
In the name of Allah, The Most Gracious and The Most Merciful, The
Lord of Universe. Because of Him, the writer could finish this thesis as one of the
requirement for Sarjana Pendidikan in English Department of Educational Faculty
of Salatiga State Institute for Islamic Studies (STAIN) Salatiga in 2014.
Secondly, peace and salutation always be given to our prophet Muhammad
SAW who has guided us from the darkness to the lightness.
However, this success would not be achieved without those supports,
guidance, advice, help, and encouragement from individual and institution, and I
somehow realize that an appropriate moment for me to deepest gratitude for:
1. Dr. Rahmat Hariyadi, M.Pd. as the rector of Salatiga State Institute for
Islamic Studies.
2. Hammam, S.Pd., M.Pd. as the first director of International Class
Program.
3. Setia Rini, M.Pd. as the second director of International Class Program
4. Noor Malikhah, Ph.D as the third director of International Class Program
5. Setia Rini, M.Pd. as the first writer‘s counselor who have educated,
supported, directed and given the writer advices, suggestions, and
recommendations for this thesis from beginning until the end.
6. Ruwandi, M.A as the second writer‘s counselor who is so kind in
completing this thesis.
7. My dearest parents and my big family, thanks for everything.
8
8. All the lecturers of International Class Program.
9. All the lecturers of English Department of Educational Faculty.
10. All staff that have helped the writer in processing of thesis administration
Thanks for the support, advices, suggestion, and other helps that you all
gives. The writer hopes this research will useful for everyone.
Salatiga, September 4 2014
The Writer
Tatik Assa’diyah
KKI 113 10 131
9
TABLES OF CONTENTS
TITLE…………………………………………………………………..
i
DECLARATION……………………………………………………...
ii
ATTENTIVE CONSELOR NOTES 1………………………………..
iii
ATTENTIVE CONSELOR NOTES 2………………………………
iv
PAGE OF CERTIFICATION……………………………………….
v
MOTTO………………………………………………………………
vi
DEDICATION…………………………………………………………
vii
ACKNOWLEDGEMENT……………………………………………… viii
TABLE OF CONTENS………………………………………………..
ix
ABSTRACK……………………………………………………………
x
CHAPTER I: INTRODUCTION
1
A.BACKGROUND OF STUDY……………………………………….
1
B. IDENTIFICATION OF THE PROBLEM…………………………
3
C. LIMITATION OF THE PROBLEM………………………………
4
D. STATEMENTS OF THE PROBLEM…………………………….
4
E. OBJECTIVES OF THE STUDY………………………………….
5
F. BENEFIT OF STUDY……………………………………………
5
G. CLASIFICATION OF KEY TERM………………………………
6
H. LITERATURE REVIEWS……………………………………….
7
I. RESEARCH METHODOLOGY……………………………………
8
J. HYPOTHESIS OF THE STUDY…………………………………..
19
10
K. THE OUTLINE OF THE GRADUATING PAPER………………
19
CHAPTER II: RESEARCH THEORIES
21
A.TEACHING…………………………………………………………
21
1. Term of Teaching……………………………………………….
22
2. The concept of Teaching………………………………………
23
3. Teaching Strategy………………………………………………
24
B. LEARNING………………………………………………………
27
1. Term of Learning……………………………………………….
27
2. Type of Learning………………………………………………
33
3. Learning Style…………………………………………………
35
C. VOCABULARY
36
1. Term of Vocabulary…………………………………………..
36
2. General View of Vocabulary………………………………….
36
3. Definition of Vocabulary Mastery…………………………….
38
4. Principles of Learning and Teaching Vocabulary………………
38
5. How words are remembered……………………………………
39
6. Type of Vocabulary…………………………………………….
43
7. The importance of a vocabulary………………………………
45
D. VISUAL AIDS
46
1. Definition of Visual Aids………………………………………
46
2. How the visual aids can help in teaching language……………
47
3. The component of Visual Aids…………………………………
50
4. Characteristic of Visual Aids…………………………………
52
11
5. Benefit of Visual Aids…………………………………………
52
6. Type of Visual Aids……………………………………………
53
7. The type of visual aids most commonly used…………………
53
8. Tips for Using Visual Effectively………………………………
54
9. The purpose of using visual aids……………………………….
54
E. THEORITICAL FRAMEWORK……………………………………
55
1. Advantages of Visual Aids…………………………………
60
CHAPTER III: RESEARCH REPORT
62
A. RESEARCH SETTING……………………………………………
62
1. Research Location………………………………………………
63
2. The History of School……………………………………………
63
B. THE PROFILE OF TEACHER AND STAFF
67
1. Teacher………………………………………………………….
67
2. Staff………………………………………………………………
68
A. THE PROFILE OF STUDENTS……………………………………
69
1. The Name of Students…………………………………………
69
B. B. THE PROFILE OF SCHOOL FACILITIES………………………
71
CHAPTER IV: RESEARCH FINDING AND DISCUSSION
74
A. DATA PRESENTATION SCORE…………………………………
74
1. Score verbal of cycle ………………………………………………
74
a. The Result of pre-test cycle 1……………………………………
74
b. The Result of pre-test cycle 2……………………………………
76
c. The Result of post-test cycle 1………………………………….
77
12
d. The Result of post-test cycle 2…………………………………..
B. B.DISCUSSION
78
81
a. Cycle 1………………………………………………………
81
b. Cycle II……………………………………………………..
89
C.RESEARCH SUMMARY……………………………………………
93
CHAPTER V : CLOSURE
96
A. CONCLUSIONS……………………………………………………
96
B. SUGGESTION………………………………………………………
97
BIBLIOGRAPHY
CURRICULUM VITAE
APPENDICES
13
LIST OF TABLES
1.
Table 1.1 The Design of CAR.........................................................
10
2.
Table 3.1 Research Setting…………………………………………
62
3.
Table 3.2 School Profile……………………………………………
63
4.
Table 3.3 School organization Structure…………………………..
66
5.
Table 3.4. Teacher…………………………………………………
67
6.
Table 3.5 Staff…………………………………………………….
68
7.
Table 3.6 The Profile Students……………………………………
69
8.
Table 3.7 The Name of Students………………………………….
69
9.
Table 3.8 The Profile of School Facilities…………………………
71
10.
Table 4.1cycle Score pretest I……………………………………..
74
11.
Table 4.1cycle Score pretest II…………………………………..
76
12 .
Table 4.3 The Result of post test cycle I………………………….
77
13
Table 4.4 The Result of post test cycle II……………………….
78
14.
Table 4.5 The analyze of students improvements……………….
93
14
ABSTRACT
Assa‘diyah, Tatik. 2014. The Use of Visual Aids to Improve Vocabulary Mastery
on The Eighth Grade Students of SMPN 1 Kedung Jepara in the
Academic Year 2013/2014. Graduating Paper, Educational Faculty.
English Department. State Institute for Islamic Studies (STAIN)
Salatiga. Conselor: (I) Setia Rini, M.Pd., (II) Ruwandi, M.A.
Keyword: vocabulary mastery, visual aids
The objective of this research was to measure whether or not Visual Aids was
effective in improving the students‘ English vocabulary mastery. The method of
this research was quantitative. The writer used one group pre test – post test
design. The instruments of the research were pretest and post test. The pre test
was given to find out the ability of the students before they were given the
treatment. The Posttest was given to find out the ability of the students after they
were given treatment. The population of the research was 37of the first grades
students of SMPN 1 Kedung Jepara and the sample of the research was entire
population. The data of this research were collected by giving pre test and post
test to the students‘ sample. The collected data were analyzed by using the t-test
formula. The results of data analysis showed that: the mean score of pretest was
60,946, the mean score of posttest was 70,784 the t-observed was 1,199. The ttable with df 36 and significance level at 0,05 was 0,. Based on the data analysis
above, the writer concluded that the alternative hypothesis of this research was
accepted because the t, observed was higher than the t-table (5.41 >3,26). It also
meant that the visual aids method was effective to increase the students' English
vocabulary mastery.
15
CHAPTER I
INTRODUCTION
A. Background of Study
Vocabulary is one language components which should be mastered
by SMP or SMA students. Vocabulary is the most important component
that will become the basic competence in order to successfully master the
four language skills like listening, speaking, reading and writing. If the
students have mastered a number of vocabularies required at their level,
it will be easier for them to master those elements in English learning.
Hardjono defines ―From all aspect foreign language that should be
mastered by the students in the learning process, vocabulary is the most
important aspect because the students can not use foreign language
without vocabulary.‖( 1998:p.71). It means vocabulary is an essential
component that has to be learned by the students in order to master
English well. Hatch and Brown (1995: p. 1) state that vocabulary is the
foundation to build a language which plays a fundamental role in
communication. It means that vocabulary is the first priority in learning
English. Vocabulary mastery has always been an essential part of English
as a foreign language from the importance of vocabulary above, the
teacher should give serious attention in teaching vocabulary especially to
the SMP students, because it is a crucial component in learning English.
16
Teachers have their own priority to manage their classroom, As
Richards (1994:p.97) state ‖ teachers have primary responsibility for how
they teach; they may assume very different roles within their own
classroom‖. So teachers should make their classroom comfortable and
interesting, especially teaching English in junior high school.
According to Hatch and Brown (1995: p. 1) there are several
difficulties of mastering vocabulary The first is such a test may be used
with classes of learners who speak different first languages and thus
translation is not a practical approach.
Second, there is the likelihood
that some learners will have poor reading skills and thus the test needs to
be able to be given orally if necessary. And the third is that the contexts
for the tested words must not cause too many problems for the learners.
The difficulties are faced by students of SMPN 1 KedungJepara.
This can be proven from pure research in the eighth grade students the
researcher found that students‘ vocabulary mastery is low. It is because
the students get difficulties in mastering vocabulary mastery. They are :
(1) the students get difficulties in grasping and memorizing the meaning
of the words ; (2) they found it hard to spell the words correctly ; and (3)
they get difficulties in pronouncing the words correctly; and (4) they get
difficulties in using vocabulary in a sentence (Brown 1995: p. 1).
Based upon interviews with teachers and students, the researcher
found some psychological barriers from the students. They feel shy and
17
afraid to ask the teacher if they find a difficulty. These problems may
give a great influence to their learning process.
The writer suggests using visual aids to solved the problem. The
visual aids method can be used in teaching vocabulary, to make the
teaching learning process much interesting and fun. It will increase
students‘ interest in learning process in the classroom, because the
circumstances become more interesting. It is suitable with the
characteristic of the young learners who like playing and talking about
here and now so using visual aids can be helpful in teaching vocabulary.
According to (Eline: 1997) the advantages of using visual aids
they are; (1) Visual aids can make ideas clear and understandable (2.)
Visual aids can make a speech more interesting (3.) Visual aids can help
an audience remember facts and details (4.) Visual aids can help prove a
point.
By using visual aids the expectation an effectively in order that the
students can enrich and improve their vocabulary easily. Also helped
students understand the motivation in learning and improving learning
outcomes in learning vocabulary.
Based on the explanation above, the writer wants to use the visual
aids method as the method to improve student‘s vocabulary mastery. The
writer is interested in carrying out a study on ―THE USE OF VISUAL
AIDS TO IMPROVE VOCABULARY MASTERY ON THE EIGHTH
18
GRADE STUDENTS OF SMPN 1 KEDUNG JEPARA IN THE
ACADEMIC YEAR 2013/2014
B. Identification of the Problem
The on successful study of English may be consul by the following
problems:
1. Teacher may not apply the appropriate approach or method in
language teaching
2. Teacher may not use the best learning strategies
3. Teacher may not use the best learning sources
4. Teacher have to responsibility decreasing of less learn motivation and
less skill even in problem solving of teaching visual aids.
C. Limitation of the Problem
Derived from the problems identified above, the writer focuses
ontheuse of visual aids to improve vocabulary mastery on the Eighth
grade students of SMPN 1 Kedung Jepara. This means the writer hopes
that the result research can be used as reference for those who want to
conduct a research in teaching English .
D. Statements of the Problem
1. How is the implementation of visual aids to improve vocabulary
mastery on the eighth grade students of SMPN 1 Kedung Jepara.
in the academic year of 2013/2014?
19
2.
Whether or not the implementation of Visual Aids signify the
improvement vocabulary on the eighth grade students of SMPN 1
Kedung Jepara. In the academic year of 2013/2014?
E. Objectives of the Study
Based on the problem formulation above the objective of this
research can be specified as follows:
1. To describe the implementation of visual aids to improve
vocabulary mastery on the eighth grade students of SMPN
1 Kedung Jepara. in the academic year of 2013/2014?
2. To analyze and evaluate the improvement of vocabulary
mastery after using visual aids?
F. Benefit of Study
The result of this research is expected to give contribution in
some ways:
1. Practically
The result of this research can be used by English
teacher in teaching, to motivate the students to improve
their vocabulary mastery and to suggest the SMPN 1
Kedung Jepara to complete their teaching especially the
language teaching using visual aids
2. Theoretically
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Beside Vocabulary is basic component in learning a
foreign language and Generally children like thing about
visual aids , so they are highly motivated to learnvocabulary
and to memorize words that the children watch from visual
aids performance. Furthermore, visual aids will make the
students relaxed and fun.
The result of this research can be used as reference work for study
of the other subject.
G. Classification of Key Term
Here are some definitions as a guidance to understand the terms
of this study:
1. Visual aids
Visual aid refers to an instructional aid that is used
to supplement spoken and written information. Visual aids
can be in the form of videotape, posters, cars models and
film.
2. Vocabulary mastery
In
the
oxford
learner‘s
pocket
dictionary,
vocabulary is list of words with their meanings, especially
in a book for learning a foreign language. Mastery is
command or control through knowledge and skill in specific
field (the new lexicon Webster‘s dictionary of united stated
21
American, 2000:615). Vocabulary mastery is the knowledge
understanding the words.
H. Literature Reviews
In the research paper the writer takes one literature reviews. The
first review is entitled ― Improving Students Vocabulary Matery Using
Experiential Learning (A Classroom Action Research on The Sixth Grade
of SDN Banaran 01 Sukoharjo in The A cademic Years 2009/2010) that
was by ―Ike Anisa 2009.
In that paper, she analyzed that the result the use of
Experiental Learning can improve students‘ their vocabulary, motivation,
interest and achievement. The implementation of visual aids is reasonable
because it can give students enrich and improve their vocabulary easily
and motivation to learn English. (Ike Anisa, 2009) .
Differ with Ika‘s paper, (Budi, 2011:35) identified that the use of
visual aids can help students to improving vocabulary mastery on the text
and answer the question. visual aids is not only making students easier to
understand the lesson but also motivating and attracting students in
learning English particularly in structuring ideas, editing ideas.vocabulary
mastery ability as well.
Based on the findings above, the researcher is interested in conducting
research using word wall as a method to teach text as the way to improve
students‘ vocabulary mastery ability . Because the students sometimes feel
22
bored since the methods and media are monotonous. When the teacher
used usual method, the students will not be attracted with the teaches.
So word wall will gain the interest from the student in junior high
school and also can motivate students and improve their vocabulary
mastery.
I. Research Methodology
1. Research Approach
An approach that will be done by the writer use quantitative
as a primary approach. The quantitative research isolates and
defines variables and variables categories. These variable are
linked together to frame hypotheses. The data are collected are then
tested upon the data (Banner, 1993:4). The secondary approach is
descriptive. Descriptive is describing how a technique of learning is
applied and the result can be reached (Mukhlis, 2000:57).
2. Method of The Study
The method is used in this research is CAR (Classroom
Action Research). CAR is systematic study from a group of
teachers to conduct actions in learning based on their reflection. It
indicates that the basic unity of theoretical and practical knowledge
Ebbutt in (Basrowi and Suwandi, 2008: 26). Furthermore,
23
Classroom Action Research (CAR) is a research designed to assist
a teacher to find out what is happening in his or her own class and
to determine actions for future improvement.
3. Research Subject
In conducting this action research, the writer is interested in
the students of SMPN 1Kedung Jepara. It is located on Sowan
Lor Street –Tedunan . The class is consist of 37 students
specifically consist of 10 males and 27 females. They are selected
on the basic of the preliminary observation, which is shown the
result that students is low vocabulary mastery in visual aids.
4. Research Design
This study uses the classroom action research
(CAR), with the several processes; they are preliminary study,
planning of the action research, observation, and reflection, and
then make the report. It is popular way in this period.
Preliminary study included the students low in vocabulary skill,
the students have poor motivation in vocabulary skill.
Classroom action research begins with a finding reference about
the classroom experiences, issues, the problem of the class, etc.
it will help the teacher to explore and examine the several aspect
that should be prevented and improve the study and learning
process. The class room action research procedure used which
was adapted from Kemmis and Taggart (1985:34).
24
According to Kemmis (1990)cited in Mills (2000:17), action
research consists of cycles. Every cycle consists of four steps; planning,
acting, observing, and reflecting.
Table 1.1
THE DESIGN OF CLASSROOM ACTION RESEARCH
Kemmis and Mc Taggart Model
CYCLE 1
Set of
problem
Planning I
Reflection I
Action I
Observation I
CYCLE 2
New problem
from Reflection
I of problem
Planning II
If the problem
has not finished
yet
Reflection II
Action II
Observation II
NEXT STEP
This research uses a classroom action research. Actually there are
varieties of procedures of research, but the researcher selects Kemmis and
25
Mc Taggart Model in Dr.Hamzah,M.Pd (2012). MenjadiPeneliti PTK yang
Profesional as the measurement in this study.
The researcher plans to conduct two cycles of classroom action
research. There are four steps in one cycle for doing classroom action
research. They are planning, action and observation, and reflection.
1. Cycle I
a) Planning
In this stage the researcher conducted some activities to
make the teaching and learning process interesting. The
researcher arranges the lesson plan based on the teaching
material, improves the teaching strategy, prepare the teaching aid
and also prepares the sheet of the observation to observe
teaching and learning process in this cycle.
b) Action
Doing the activity based lesson plan which is made. In
teaching and learning activity, the students are guided to study
vocabulary through using Vocabulary game and here are some
steps:
1) Giving a brief explanation of the material of
vocabulary
2) Applying Vocabulary game.
3) Providing worksheet
4) Stimulate the students to do the task.
26
5) Closure activity
In the end of teaching and learning activity in every cycle, the
teacher gives a test to evaluate the students‘ result for teaching and
learning process.
c) Observation
Observation is made during the learning process
should be on going and observer does a collaboration in
implementation with the English teacher of the class. Here are
the instruments used:
1) Field note
2) Recording the situation
3) Collecting data (students‘ score)
d) Reflection
A reflection is effect to inspect what has been done. The
result of reflection is used to establish the next steps of the
research. This research is designed in classroom action research.
It is purposed to improve student vocabulary mastery. Before
doing the cycle, the researcher uses preliminary research to
identify the problems in teaching and learning process. There
are three cycle in this classroom action research. They are first
cycle, and second cycle. Each cycle has several steps such as
identifying area focus (planning), collecting data (action),
27
analyzing and interpreting data (observation), develop an action
planning (reflection).
The researcher‘s reflection is done by discussing with his
collaborator. Note of lack, incompatibility between action and scenario or
different response of students that expected. They are analysis of the
observation, identification of the problem and find out the alternative
decision of the problem.
2. Cycle II
The second cycle is done based on the result of reflection from the
first cycle. If the result from observation was still low in quality, it is
needed another action in order to make improvement of the quality for
the next cycle the topic.
a) Planning
1. The researcher identified the teaching and learning design, such
as arranging lesson plan which was according to teaching and
learning process.
2. The researcher prepared the teaching and learning resources,
such as material, power point (slides), and worksheet and
observation sheets.
3. Prepare attendance list in order to know students‘ activeness in
participating teaching and learning by using visual aids.
b) Acting
c) Observation
28
d) Reflection
5. Research Instrument
According to (Eline:1997)
it can be concluded that a
research Instrument is what you use to collect the information in a
qualitative field tudy or observation. It helps you keep track of what
you observe and how to reports it. It mus be both valid and precise.
the process of collecting data, analyzing, and find the solution.such
as a paper and pencil test, a questionnaire, an interview, a research
tool, or a set of guidelines for observation.
(Pierce, 2009, p. 159) state "Careful planning for data
collection can help with setting realistic goals. Data collection
instrumentation, such as surveys, physiologic measures (blood
pressure or temperature), or interview guides, must be identified and
described. Using previously validated collection instruments can
save time and increase the study's credibility. Once the data
collection procedure has been determined, a time line for completion
should be established."
The researcher use of validated collection instrument consists
of Observation, Test and Check list.
1. Observation (Sheet)
Observation
is
action
which
forms
interpretation and values of theory. In addition researcher also
will do observation with classroom action research, so
29
researcher will join in class. In this case, the researcher is the
teacher. The researcher will used field note, field notes are
used to observe and to know the situation and activities during
teaching learning process. By using field note I would like to
know class situation and participation of students.
2. Test
Test is a method of measuring a person‘s ability,
knowledge, or performance in a given domain (H. Doughlas
brown, 2004, 3). Test is done to know students‘
achievement so that the researcher knows the students‘
improvement can be reached by the students.
6. Evaluation criteria
The students‘ success or failure in doing the activities
above was assessed by referring to the criterion issued by
Department of Education andCulture. The criterion says that a
student can be said to pass the test if he or she cansolve 65% of the
whole problems and a class is said to be successful if 85% of
themembers pass the test.
True = 10 x 10 = 100
False = 0 x 0 =
0
100
30
7.
Data collection
a)
Test
Test is a method of measuring a person‘s ability,
knowledge, or performance in a given domain (H. Doughlas
brown, 2004, 3). In this classroom action research, the
researcher provided pre test and post test to evaluate how
far the students understand the ability of vocabulary. Test is
done to know students‘ achievement so that the researcher
knows the students‘ improvement can be reached by the
students.
Harris(1969:7)said that the multiple—choice consists of
stem or lead ,which is either a direct question or an in complete
statement ,and two or more choices or responses, of which one
is the answer and the others are distracters—that are the incorrect
responses. In this study, I used 50 items of multiple—choice of
four distracters: A, B, C, and D. To assess the development
achieved by the students a series of tests were carried out. They
were pre-test, formative test, and post-test. The tests were
designed to measure the students‗ability in vocabulary. It focused
on subject-verb agreements because based on my observation, the
eight grade students of SMP N 1 Kedung Jepara especially in
vocabulary agreements were still low and it needed to be
increased.
31
1. Construction of Instrument
a) Pre-test
Pre-test was given to the students in the first step of
collecting data. Pre-test was used to identify the students‘
ability in vocabulary game before the treatment was given.
In other words, it told the beginning conditions of the
students‗ ability in vocabulary mastery.
b) Formative test
Formative test is a test which is evaluating students
in the process of forming their competencies and skills with
the goal of helping them to continue that growth process
(Brown,2004:6). In this study, the writer conducted the
formative tests in the end of cycle1 and cycle2.
c) Post-test
Post-test was conducted to measure the students
‗achievement after the treatments. The test was the same as
the pre-test and formative tests. Result of the post-test was
analyzed to see to what extent vocabulary game develop
the students ‗invocabulary mastery.
1) Observation
Observation is the activity of giving total concern
to research object by the sense (SuharsiniArikunto,
2006, 149). The purpose of observation intended to
32
know how the condition of class and students during
the teaching and learning process. In conducting
observation the researcher used the sheets of checklist
to note the activity that might occur in the teaching
vocabulary mastery by using visual aids.
2) Documentation
Documentation method is to get a researcher data
linked to research object that will be elaborated in this
research, and it emphasizes an interview method result,
and observation. This method is used to collect data
dealing with documentation of teaching and learning
process the use visual aids to improve vocabulary
mastery.
8. Data Analysis
1. Statistical technique
A statistical technique is used to know there are
any influences to student vocabulary mastery or no from
the result of pre-test and post test. The researcher uses
mean formula from (Sutrisnohadi, 1981:246) to analyze
the data:
M=
∑
In which:
33
M
: the mean obtained
∑x
: the sum of the students‘ value
N
: the number of subject
2. Descriptive technique
A descriptive technique is used to know the
students‘ behavior during teaching and learning process.
In descriptive technique the researcher will analyze the
observation sheet which has been made with his
collaborator.
J. Hypothesis of the Study
Based on the background of study, statement of the problem, the
hypothesis of this study stated that: ―The use of visual aids To improve
vocabulary mastery on the eighth grade students of SMPN 1 Kedung
Jepara. in the Academic Year of 2013/2014‖.
K. The Outline of the Graduating Paper
In order to make easy to understand this graduating paper, the
researcher uses a system of presentation as follows:
Chapter 1 is introduction. It contains; the background of the study,
the identification of the problem, limitation of the problem, statement of
problem, objectives of the study, benefit of study, classification of key
term, hypothesis of the study and research methodology
34
Chapter II is research theories. It contains about theories that
relevant toward research, Teaching, Learning, Vocabulary, and visual
aids, and about the characteristic the teaching learning process using
visual aids .
Chapter III is research report. It contains about general
description of SMPN 1 Kedung Jepara.
Chapter IV is research finding and discussion. It is about field
note and scores of the test.
Chapter V contains of closure presents by giving conclusion and
suggestion, bibliography and appendix.
35
CHAPTER II
RESEARCH THEORIES
This chapter contains two sections. This first section talks about the
theoretical reviews underlying this study. The last section describes the research
procedure which is used as the basis of this study
A. Teaching
Teaching is derived from word teach. It has meaning; give
somebody information about a particular subject to learn something
(Oxford-Advanced Learner‘s Dictionary, 1995: 1225).
H. Douglas Brow (2000), in his book Principles of Language Learning
and Teaching stated that ―Teaching is showing or helping someone to
learn how to do by something, giving instruction, guiding in the study of
something‖.
According to Nathan Gage (1964:269) noted that ―to satisfy the
practical demands of education, theories of learning must be stood on their
head‘ so as to yield theories of teaching.‖ Teaching is guiding and
facilitating learning, enabling the learner to learn, setting the conditions for
learning. An extended definition or theory of teaching will spell out
governing principles for choosing certain methods and technique. A theory
of teaching, in compatible with your integrated understanding of the
learner and of the subject matter to be learned, will point the way to
36
successful procedures on a given day for given learners under the various
constraints of particular context of learning.
1. Term of Teaching
Term of Teaching as follow as:
a. The first Action plan: Specific proposal developed by a learner,
teacher or institution to address problems or difficulties or meet a
desired goal.
b. The second active learning methodes:Learning methods that focus
on ensure learners and active role in the process of learning instead
of passively receiving information.
c. The third is aesthetic response: An effective response a person has
to material, which is based on the visual‘s background knowledge,
attitudes, and experiences.
d. The fourthblended learning: An educational formation that
integrates learning technique including online delivery of materials
through board or other teaching methods.
e. The fifth competencies:Individual abilities as relate to knowledge,
understanding, and skill; see also minimal competence.
f. The sixth curriculum:Broadly understood as the subjects and
material to be taught by an educationalintuition; may include the
learning experiences, skills, and abilities students are expected to
learn.
37
g. The seventh evaluation: Processing of assessing work completed
by an individual, group or institution with the aim of determining
whether the individual, group has predetermining standards.
h. The eighth exercise: Problem, task or other activity aimed at
developing or improving a person‘s skill or knowledge.
i. And then in the feedback: Responses provided to an individual
while completing a task that are intended to guide the individual to
desire end.
2. The Concept of Teaching
According to Biggs (1991) an expert on contemporary cognitive
psychology stated the concept of teaching divides into three, namely:
a) In quantitative terms, teaching means "the transmission of
knowledge" that the transmission of knowledge in this case the
teacher only needs to master the knowledge of their field of study
and pass on to his students as well as possible.
b) In terms of institutional teaching means "the efficient orchestration
of teaching skills", it means the arrangement of all the teaching
skills efficiently in this sense teachers are required to always be
ready to adapt different teaching techniques for a variety of
different students' talents, abilities, and needs.
c) Quantitative understanding of teaching that is "the facilitation of
learning" that is an effort to help facilitate student learning activity.
Overall understanding of the above can be concluded that in
38
principle are teaching activities to develop the full potential of the
realm of psychological.
3. Teaching Strategy
From (http://www. part-time/strategy) accessed on May 20, 2014)
teaching strategy comprise of :
a. Lecturer : The lecture method was the most widely use
instructional in college classroom. college classrooms in the late
1970 reported usng some form of the lecture method to teach
students (cashin, 1990).Used in conjunction with active learning
teaching strategies, the traditional lecture can be an effective way
to achieve instructional goals. The advantages of the lecture
approach are that it provides a way to communicate a large amount
of information to many listeners, maximizes instructor control and
is non-threatening to students. The disadvantages are that lecturing
minimizes feedback from students, assumes an unrealistic level of
student understanding and comprehension, and often disengages
students from the learning process causing information to be
quickly forgotten. The following recommendations can help make
the lecture approach more effective (Cashin, 1990).
1. Fit the lecture to the audience
2. Focus your topic - remember you cannot cover everything
in one lecture
39
3. Prepare an outline that includes 5-9 major points you want
to cover in one lecture
4. Organize your points for clarity
5. Select appropriate examples or illustrations
6. Present more than one side of an issue and be sensitive to
other perspectives
7. Repeat points when necessary
8. Be aware of your audience - notice their feedback
9. Be enthusiastic - you don‘t have to be an entertainer but
you should be excited by your topic.
(from Cashin, 1990, pp. 60-61)
a. Case Method: Providing an opportunity for students to apply
what they learn in the classroom to real-life experiences has
proven to be an effective way of both disseminating and
integrating knowledge. The case method is an instructional
strategy that engages students in active discussion about issues
and problems inherent in practical application. It can highlight
fundamental dilemmas or critical issues and provide a format for
role playing ambiguous or controversial scenarios.
b. Discussion : There are a variety of ways to stimulate discussion.
For example, some faculty begin a lesson with a whole group
discussion to refresh students‘ memories about the assigned
reading. Other faculty find it helpful to have students list critical
40
points or emerging issues, or generate a set of questions stemming
from the assigned reading. These strategies can also be used to
help focus large and small group discussions.
c. Give specific feedback rather than general comments. For
example (―The beanbag didn‘t get all the way to the hoop, James,
so you might try throwing it harder.
d. Ask questions that provoke children‘s thinking. (―If you couldn’t
talk to your partner, how else could you let him know what to
do?‖)
e. Provide information, directly giving children facts, verbal labels,
and other information. (―This one that looks like a big mouse with
a short tailis called a vole.‖)
f. Give directions for children‘s action or behavior. (―Touch each
block only once as you count them.‖ ―You want to move that icon
over here? Okay, click on it and hold down, then drag it to
wherever you want.‖)
g. Integrating Technology: Today, educators realize that computer
literacy is an important part of a student's education. Integrating
technology into a course curriculum when appropriate is proving
to be valuable for enhancing and extending the learning
experience for faculty and students. Many faculty have found
electronic mail to be a useful way to promote student/student or
faculty/student communication between class meetings. Others
41
use listserves or on-line notes to extend topic discussions and
explore critical issues with students and colleagues, or disciplinespecific software to increase student understanding of difficult
concepts.
h. Distance Learning. Distance learning is not a new concept. We
have all experienced learning outside of a structured classroom
setting through television, correspondence courses, etc. Distance
learning or distance education as a teaching pedagogy, however, is
an important topic of discussion on college campuses today.
Distance learning is defined as 'any form of teaching and learning
in which the teacher and learner are not in the same place at the
same time' (Gilbert, 1995).
B. Learning
Learning is the act or experience of one that learnsknowledge or
skill acquired by instruction or study modification of a behavioral
tendency
by
experience
(as
exposure
to
conditioning)
(http://www.merriam-webster.com/dictionary/learning)
1.
Term of Learning
From
(http://theelearningcoach.com/resources/online-
learning-glossary-of-terms/) term learning as follow as :
a) ASYNCHRONOUS
LEARNING:
When
learners
participate in an online learning course at different times, it
is known as asynchronous learning. This might also be
42
called
eLearning
or
web-based
training
(WBT).
Asynchronous learning allows learners to go through a
course at their own pace and on their own schedule.
b) AUDIO CONFERENCING: Audio conferencing refers to
a connection between three or more locations that involves
a voice-only connection. This can be done via telephone or
via the computer. When the audio conference is done
between computers over the Internet, it uses a technology
known as VOIP (Voice Over Internet Protocol).
c) BLENDED
LEARNING:
Blended
learning
is
an
instructional approach that includes a combination of online
and in-person learning activities. For example, students can
complete online self-paced assignments by a certain date
and then meet on-site or online for additional learning
activities.
d) COMPUTER-BASED TRAINING(CBT): CBT refers to
any type of course that runs on a computer, either on a CD,
on a person‘s hard drive or on the Internet. The
distinguishing point is that computer-based training does
not involve an instructor or facilitator who is physically
present. Now that most computer-based training occurs via
the Internet, the term is used infrequently. More common
43
terms are online learning, eLearning and Web-based
Training (WBT).
e) COURSEWARE: Courseware refers to any instructional
software that is delivered on a computer.
f) DISTANCE EDUCATION or DISTANCE LEARNING:
Distance Education/Learning occurs when students and
their instructors are in different geographical locations and
the instruction occurs on an electronic device, such as a
computer or mobile phone. The learning can occur in a
synchronous environment, in which all participants are
connected at the same time or in an asynchronous
environment, when participants are engaged in learning at
different times.
g) E-LEARNING: eLearning (short for electronic learning) is
an umbrella term that refers to all types of training,
education and instruction that occurs on a digital medium,
like a computer or mobile phone.
h) HYBRID LEARNING: See blended learning.
i) INFORMAL LEARNING: Informal learning occurs when
people have a need to know something. They set their own
learning objectives and acquire knowledge, skills and
information in their own ways. This could be through
asking questions, observing experts, practicing and
44
conversing. It‘s the kind of natural learning humans do
outside of a structured environment.
j) INSTRUCTIONAL
DESIGN:
Instructional
design
involves the identification of the knowledge, information,
and skill gaps of a particular group of people and creating
or selecting learning experiences that close this gap.
Instructional designers base their learning decisions on
cognitive psychology, instructional theory and best
practices.
k) INSTRUCTOR LED TRAINING (ILT): ILT typically
refers to providing instruction in a classroom environment
where the instructor and learners are together at the same
time and in the same physical location.
l) INSTRUCTIONAL
DESIGNER:
An
instructional
designer practices the craft and science of instructional
design. This person identifies the needs of a targeted
audience and determines the best approaches for meeting
the audience‘s needs. It could involve designing and writing
online learning courses as well as writing the manuals
needed for Instructor-Led Training. Some instructional
designers also create graphics and use authoring systems to
produce online courses.
45
m) INTERACTIVE MULTIMEDIA: Interactive multimedia
allows learners to provide input to an online course and
receive feedback as a result of the input. The input might
consist of a mouse click or drag, gestures, voice commands,
touching an input screen, text entry and live interactions
with connected participants.
n) MOBILE LEARNING: Learning that takes place on a
hand-held device, such as a mobile phone, that can take
place anytime and anywhere.
o) MULTIMEDIA: Multimedia refers to the presentation of
information and instruction through a combination of
graphics, audio, text, or video. Multimedia instruction is
often interactive.
p) ONLINE LEARNING: The term online learning is often
used synonymously with eLearning. It is an umbrella term
that includes any type of learning accomplished on a
computer and usually over the Internet.
q) SELF-PACED LEARNING: Self-paced learning refers to
the type of instruction that allows a person to control the
flow of the courseware. It implies the learning environment
is asynchronous.
r) SOCIAL MEDIA LEARNING: Social media learning
refers to the acquisition of information and skills through
46
social technologies that allow people to collaborate,
converse, provide input, create content and share it.
Examples of social media learning can occur through online
social networking platforms, blogs and micro blogs (like
Twitter), online talk radio and wikis.
s) STREAMING MEDIA: Streaming media refers to video
and audio that is downloaded to a computer from the
Internet as a continuous stream of data and is played as it
reaches the destination computer.
t) SYNCHRONOUS
LEARNING:
When
learners
participate in an online learning course at the same time but
in different locations, it is known as synchronous learning.
Synchronous learning allows learners to interact with the
instructor and other participants. This is done through
software that creates a virtual classroom.
u) VIDEO CONFERENCING: Video conferencing refers to
the use of video technology (both hardware and software)
to create a virtual meeting between two or more people in
different physical locations. Participants can see and hear
each other through this technology.
v) VIRTUAL CLASSROOM: The virtual classroom refers
to a digital classroom learning environment that takes place
over the Internet rather than in a physical classroom. It is
47
implemented through software that allows an instructor and
students to interact.
w) WEBINAR: A webinar is a seminar or workshop in which
the facilitator and participants view the same screen at the
same time. Usually the webinar has an audio component
that the facilitator controls and functionality that allows
participants to chat by entering text, answering polls,
raising their hands and asking questions.
x) WEB-BASED TRAINING (WBT): WBT refers to all
types of digital instruction in which the learning material is
presented via the Internet.
2. Type of Learning
a. Perceptual learning – ability to learn to recognize stimuli that
have been seen before
1) Primary function is to identify and categorize
objects and situations
2) Changes within the sensory systems of the brain
b. Stimulus-response learning – ability to learn to perform a
particular behavior when a certain stimulus is present.
1) Establishment of connections between sensory
systems and motor systems.
2) Classical conditioning – association between two
stimuli
48
a.
Unconditioned
Response
Stimulus
(UR),
(US),
Conditioned
Unconditioned
Stimulus
(CS),
Conditioned Response (CR)
b.
Hebb rule – if a synapse repeatedly becomes active
at about the same time that the postsynaptic neuron
fires, changes will take place in the structure or
chemistry of the synapse that will strengthen it.
c.
Rabbit experiment – tone paired with puff of air
c . Instrumental conditioning – association between a response
and a stimulus; allows an organism to adjust its behavior according
to the consequences of that behavior.
1) Reinforcement – positive and negative
2) Punishment
3) Motor learning – establishment of changes within
the motor system
4) Relational
learning
–
involves
connections
between different areas of the association cortex
5) Spatial learning – involves learning about the
relations among many stimuli
6) Episodic learning – remembering sequences of
events that we witness
7) Observational learning – learning by watching
and imitation other people
49
3. .Learning Style
Learning style is the biologically and developmentally
imposed set of characteristics that make the same teaching method
wonderful for some and terrible for others (Dunn and Grigss,
1988). (Reid, 1987) stated Learning styles are simply put, various
approaches or ways of learning. They involve educating methods,
particular to an individual that are presumed to allow that
individual to learn best. It is commonly believed that most people
favor some particular method of interacting with, taking in, and
processing stimuli or information (LdPride, 2009).
a. Reid (1995) proposed two major hypotheses about learning
styles:
1) All students have their own learning styles and learning
strengths and weaknesses.
2) A mismatch between teaching and learning styles causes
learning failure, frustration and demoivation.
b. Reid (1987) identifies six learning styles, referred to as
PerceptualLearning Styles:
1) Visual learners prefer seeing ideas in writing, e.g: reading
handouts.
2) Auditory learners prefer listening, e.g. oral explanations,
discussions.
50
3) Kinesthetic learners prefer active participation, e.g.: drama,
role—play.
4) Tactile learners prefer hands-on work, e.g: handling
materials or taking notes.
5) Group learners prefer studying with others.
6) Individual learners prefer studying alone.
C. Vocabulary
1.
Term of Vocabulary
From (Online edition 2009 Cambridge) the term vocabulary
consists of:
Recall the major steps in inverted index construction:
a. Collect the documents to be indexed.
b. Tokenize the text.
c. Do linguistic preprocessing of tokens.
d. Index the documents that each term occurs in
2.
General View of Vocabulary
In general students interpret vocabulary only a matter of
words, as Burn and Broman (1975p.27) state that vocabulary is the
stock of words used by person, class or profession to state their
idea. They also state that almost every individual uses several
different vocabularies; they are often designated as hearing,
speaking, reading, and writing. Words are symbols of ideas; one
51
needs facility in the use of words. In this definition they try to see
the meaning of vocabulary from the general point of view.
According to Hornby , vocabulary is the total numbers of
words in a language and vocabulary is a list of words with their
meanings ( 1995: p. 131). It means that vocabulary is a number of
words along with the meaning in a language that is known by a
person. Here, words are symbol that represent, either physical
object or idea. Dealing with the vocabulary state that vocabulary
can be defined, roughly, as the words we teach in the foreign
language. However, new item of vocabulary may be more than a
single word (1996:p.60)
Meanwhile vocabulary mastery has always been an
essential part of English as a foreign language. There is no doubt
that vocabulary mastery is basic in learning English. Here, the word
mastery can be defined as a test assessing performance on an
objective (Gagne, Briggs, and Wager, (1992:p.262). Furthermore,
Zimmerman (in Cody and Huckin, 1997:p.5) state that ―vocabulary
is central to language in critical importance to the typical language
learning.
It can be concluded that vocabulary is a total numbers or a
list of words as symbols of ideas of a foreign language text or
grammar which are needed to express the idea.
52
3. Definition of Vocabulary Mastery
Vocabulary mastery are plays an important role in learning a
language. There are some definitions of mastery that are proposed by
experts. (Swannel (1994:p.656) defines mastery as comprehensive
knowledge. This definition is supported by Hornby who states that
mastery is complete knowledge or complete skill (1995:p.721).
According to culson (1987:p.1050), mastery is skill to use the
knowledge. It means that mastery is ability to use one‘s knowledge.
From the explanation above vocabulary mastery means an
ability to use words in conducting communication, and students
understand the sets of words. It can also be said that the set of words
likely to be used by those students when constructing new sentences.
4. Principles of learning and teaching vocabulary
However many theories about vocabulary learning process
were written, it still remains the matter of memory. Thus, there are
several general principles for successful teaching, which are valid for
any method. According to Wallace, 1988 the principles are:
a) Aim – what is to be taught, which words, how many
b) Need – target vocabulary should respond students‘ real needs
and interests
c) Frequent exposure and repetition
d) Meaningful presentation – clear and unambiguous denotation
or reference should be assured Learning vocabulary is a
53
complex process. The students‘ aim to be reached in learning
vocabulary process is primarily their ability to recall the word
at will and to recognize it in its spoken and written form.
Generally, knowing a word involves knowing its form and its
meaning at the basic level. In deeper aspects it means the abilities to
know its (Harmer 1993):
1) Meaning, i.e. relate the word to an appropriate object or
context
2) Usage, i.e. knowledge of its collocations, metaphors and
idioms, as well as style and register (the appropriate level of
formality), to be aware of any connotations and associations
the word might have
3) Word formation, i.e. ability to spell and pronounce the word
correctly, to know any derivations (acceptable prefixes and
suffixes),
4) Grammar, i.e. to use it in the appropriate grammatical form
5.
How words are remembered
Unlike the learning of grammar, which is essentially a rule
based system, vocabulary knowledge is largely a question of
accumulating individual items. The general rule seems to be a
question of memory. And during the process of teaching and
learning vocabulary an important problem occurs: How does
54
memory work? Researchers into the workings of memory
distinguish between the following systems ( Thornbury, 2002)
a) Short– term store
b) working memory
c) Long– term memory
a) Short - term store
Short-term store is the brain capacity to hold a limited
number of items of information for periods of time up to a few
seconds. It is the kind of memory that is involved in repeating a
word that you have just heard the teacher modeling. But
successful vocabulary learning involves more than holding
words for a few seconds. To integrate words into long - term
memory they need to be subjected to different kinds of
operations.
b) Working memory
Working memory means focusing on word long enough to
perform operations on them. It means the information is
manipulated via the senses from external sources and/or can be
downloaded from the long- term memory. Material remains in
working memory for about twenty seconds. The existence of
articulator loop enables this new material processing. It works a bit
like audiotape going round around again. It assures the short- term
store to be kept refreshed. The ability to hold a word in working
55
memory is a good predictor of language learning aptitude. The
better ability to hold words in working memory the smoother the
process of learning foreign languages.
c) Long –term memory
Long-term memory can be seen as kind of filling system. Unlike
working memory, which has a limited capacity and no permanent
content, this kind of memory has an enormous capacity and its
contents are durable over time. However, to ensure moving new
materials into permanent long-term memory requires number of
principles to be followed, described by Thornbury, 2002:
1) Repetition – repetition of encounters with a word is very
important, useful and effective. If the word is met several
times over space interval during reading activities, students
have a very good chance to remember it for a long time.
2) Retrieval - another kind of repetition. Activities, which
require retrieval, such as using the new items in written
tasks, help students to be able to recall it again in the future.
3) Spacing - it is useful to split memory work over a period of
time rather than to mass it together in a single block.
4) Pacing – to respect different learning styles and pace,
students should be ideally given the opportunity to do
memory work individually.
56
5) Use - putting words to use, preferably in an interesting way,
is the best way of ensuring they are added to long – term
memory. This is so called ―Use it or lose it‖ principle.
6) Cognitive depth - the more decisions students make about
the word and the more cognitively demanding these
decisions are, the better the word is remembered.
7) Personal
organizing
-
personalization
significantly
increased the probability that students will remember new
items. It is achieved mainly through conversation and roleplaying activities.
8) Imaging – easily visualized words are better memorable
than those that do not evoke with any pictures. Even
abstract words can be associated with some mental image.
9) Mnemonics – tricks to help retrieve items or rules that are
stored in memory. The best kinds of mnemonics are visuals
and keyword techniques.
10) Motivation - strong motivation itself does not ensure that
words will be remembered. Even unmotivated students
remember words if they have to face appropriate tasks.
11) Attention - it is not possible to improve vocabulary without
a certain degree of conscious attention.
57
6. Types of vocabulary
From(http://en.wikipedia.org/wiki/VocabularyThe_importance of a
vocabulary) type of vocabulary consists of below:
a.
Reading vocabulary
A literate person's reading vocabulary is all the words he or
she can recognize when reading. This is generally the largest type
of vocabulary simply because a reader tends to be exposed to more
words by reading than by listening
b. Listening vocabulary
A person's listening vocabulary is all the words he or she can
recognize when listening to speech. People may still understand words
they were not exposed to before using cues such as tone, gestures, the
topic of discussion and the social context of the conversation.
c. Speaking vocabulary
A person's speaking vocabulary is all the words he or she uses
in speech. It is likely to be a subset of the listening vocabulary. Due to
the spontaneous nature of speech, words are often misused. This
misuse – though slight and unintentional – may be compensated by
facial expressions, tone of voice, or hand gestures.
d.
Writing vocabulary
Words are used in various forms of writing from formal essays
to Twitter feeds. Many written words do not commonly appear in
speech. Writers generally use a limited set of words when
58
communicating: for exampleif there are a number of synonyms, a
writer will have his own preference as to which of them to use.he is
unlikely to use technical vocabulary relating to a subject in which he
has no knowledge or interest.
e.
Focal vocabulary
Focal vocabulary is a specialized set of terms and distinctions
that is particularly important to a certain group: those with a particular
focus of experience or activity. A lexicon, or vocabulary, is a
language's dictionary: its set of names for things, events, and ideas.
Some linguists believe that lexicon influences people's perception of
things, the Sapir–Whorf hypothesis. For example, the Nuer of Sudan
have an elaborate vocabulary to describe cattle. The Nuer have dozens
of names for cattle because of the cattle's particular histories,
economies, and environments [clarification needed]. This kind of
comparison has elicited some linguistic controversy, as with the
number of "Eskimo words for snow". English speakers with relevant
specialised knowledge can also display elaborate and precise
vocabularies for snow and cattle when the need arises.
f. Vocabulary growth
During its infancy, a child instinctively builds a vocabulary.
Infants imitate words that they hear and then associate those words
with objects and actions. This is the listening vocabulary. The
speaking vocabulary follows, as a child's thoughts become more
59
reliant on his/her ability to self-express without relying on gestures or
babbling. Once the reading and writing vocabularies start to develop,
through questions and education, the child starts to discover the
anomalies and irregularities of language.
In first grade, a child who can read learns about twice as many
words as one who cannot. Generally, this gap does not narrow later.
This results in a wide range of vocabulary by age five or six, when an
English-speaking child will have learned about 1500 words.
After leaving school, vocabulary growth reaches a plateau
[clarification needed]. People usually then expand their vocabularies
by e.g. reading, playing word games, and by participating in
vocabulary-related programs. Exposure to traditional print media
teaches correct spelling and vocabulary, while exposure to text
messaging leads to more relaxed word acceptability constraints.
7. The importance of a vocabulary
a. An extensive vocabulary aids expression and communication.
b. Vocabulary
size
has
been
directly
linked
to
reading
comprehension.
c. Linguistic vocabulary is synonymous with thinking vocabulary.
d. A person may be judged by others based on his or her vocabulary.
Wilkinson (1972) once said," Without grammar, very little can
be conveyed, without vocabulary, nothing can be conveyed."
60
D.Visual Aids
1.
Definition of Visual Aids
Visual Aids are devices, sch as films, slides, models, and
blackboard, that display in visual from material to be understood or
remebered
(Collins
English
Dictionary).
The
process
of
understanding speech in a first or second language. The Concept of
Visual AidsThe media that used in teaching learning process
isvisual. It includes chalkboard, marker board andpicture, other
aids model that give the concrete thing.―Visual media present
content in breadth and depth‖. Itaroused represent Heinrich R
(1982:63). Ellyawati(2005:11) ―stated that visual aids are the aids
that couldbe seen only‖. It can help the teacher in delivering
themessage or the content of education theme to thelearners.
In the classroom situation, the teacher has to try andmake
up the class as natural or concrete as possible sothe pupil are
interested to study. As the KTSP(2006:36) ―states that one of the
characteristics of the Junior High School students in learning is
conceptthing‖. It means that the learning process is startedfrom the
concrete things, those are the things whichcould be seen, heard,
smelled and touched. The teachercan use the objects and situation
shown in a picture,film or other visual representation of reality as if
theyare the actual objects and situation themselves.
61
2.
How the visual aids can help in teaching languages
The aids that help in teaching languages and that can be
seen are called 'visual aids'. They provide practical solutions to the
problems of a language teacher whose equipment, as a rule,
consists of nothing more than books and classroom. They include
black-board, chart maps, pictures, flannel-boards, film strips,
slides, epidiascope and actual objects that facilitate the process of
teaching. The function of each of these in helping the teaching
process is discussed below.
a) BLACK-BOARD: A big strong piece of wood, called black-board
is the oldest associate of the teacher but an essential teaching aid. It
is used to reading and writing to the pupil. Anything, to which the
teacher wants to draw the attention of the pupil, is written on it, e.g.
difficult words, phrase patterns, structure patterns, grammar works,
questions to test comprehension. In this way the teacher finds his
lessons more interesting, lively and effective. It is an important
means of picture composition.
b) CHARTS AND MAPS: Since all diagrams cannot be drawn on
black-board, they need to be made on charts. A good number of
sentences illustrating some points can be written on the chart with
some diagrams. Besides sentence chart, we may have substitution
table charts and vocabulary charts. Different colors should be used
to bring in variety, decoration and effect. It should be big enough to
62
accommodate the necessary materials with words written in bold
letters. Charts are very useful for presenting and practicing
structures, vocabulary items and compositions. Maps may be used
for displaying the location of places, mountains, rivers, etc.
c) PICTURES: Pictures comprise text pictures and class pictures.
Text pictures are to be found in the texts designed primarily for
beginners. The meaning of a single word can be shown in different
pictures. For example, the very first lesson of the beginner's text
may have different patterns of heads of persons and animals to
teach the word head.
Class pictures may be sub-divided into picture cards and wall
pictures. Picture cards or post cards are extremely helpful in
language teaching. They may be captioned or uncaptioned in front
or on reverse side.
Wall pictures include maps, posters, photographs, etc. They
may be used in place of things such as clouds, sea, mountain, sky,
etc., which cannot be brought into the classroom. They are
excellent in practice for oral composition and question and answer
drill.
Pictures have great importance in the sense that what cannot
be described by words, can be described through them.
d) FLANNEL BOARD: It is a piece of wooden board covered with
flannel to stick on some stiff and sanded strips of paper. It is used
63
where there is the need of presenting things in small pieces on very
quick rearrangement of smaller units. The advantages of this aid
are that items can be prepared beforehand, can be moved about on
the flannel and preserved for use on further occasions.
e) FILMS: Film, which is yet another visual aid, may be supplied for
language teaching in the form of fixed film strips or slides and
motion picture films. The former can be used to convey meaning to
teach reading on aids in oral and written composition. The
advantages of slides and film strips are that they direct the attention
of the whole class to the screen and to the pictures and words on it.
Film strips and slides free the teacher room the reality of the
situation, leaving the teacher free to control the class. Film strips
can depict not only those situations which the teacher can present
in the class but also many of these which he cannot. A situation of
film strip can be shown over and over again.
Motion pictures are not only visual aids, but if designed,
they may be the chief means of presenting both meaning and form
of the language. They can do what the film strips do and more.
They can teach students in a short time because of the high degree
of attention which they compel through movement and isolation of
contact. Gestures, looks and movements of lips may help the
viewer to interpret what is said. Motion pictures are even able to
communicate emotional experience and thus they are superior to
64
film strips. They can show any situation which can and cannot be
demonstrated in the classroom. However, it is to be noted that if
language teaching by films are to be successful, visual aids have to
be designed especially to teaching at a specific level for films,
which merely present a teacher in action, are less effective than a
good teacher.
Thus we have seen that visual aids play a very vital role in
language teaching. The main function of visual teaching material is
semantic. It permits the learner to understand what he hears, to
learn the situation in which language forms are used and to
associate his learning through repetition and limitation.
3. The Component of Visual Aids
Visual Aids consists of five components; class presentation, team,
quiz, scoring and team recognition (Robert E. Slavin, 2005, 143). Here are
the components:
a. Class presentation
Teacher as a facilitator must state material, rule and
teaching technique before explaining the aim of subject that is
reached in the class. Teacher motivates students to be active and
creative during teaching and learning process. In visual aids,
students must be concerned with the material that is presented. It
can help them to do the quiz and individual quiz score can
determine the team score.
65
b.
Team
Teaming or grouping is a step to gather students in a team
from different ethnic, achievement, and gender. Students work in a
team that the teacher divides. Teacher prepares worksheet as a guide
for the team, so that all members master and each member give
contribution. When the team is working, teacher observes, give
guidance, motivation and helps if the students need. The aim of team
is to determine that all of members can study seriously and to
prepare the members work the quiz well.
c. Quiz
Teacher evaluates the result of study with giving quiz about
material that is learned and students evaluate other team presentations.
In quiz, students are expected to work in a pair and they are allowed to
help each other. So every student has to be responsible for
understanding the material individually.
d. Score of Individual Development
Every student is given first score that is acquired from average
of score in doing the similar quiz. Then, the students can collect the
point for their team based on the increasing of score quiz that is
compared with their first score.
66
4. Characteristic of Visual Aids
The Characteristics of Good Visual Aids are as follows:
a. It should be large enough to be clearly visible to the entire group.
b. Avoid unnecessary decoration.
c. The important parts should be accentuated by use of effects such as
bright color.
d. It should show good workmanship and careful development.
e. It should explain ah abstract ideas, show a relationship or present a
sequence of procedure that cannot be clarified without it.
f. Whether reduced or enlarged, keep the visual to a scale and
maintain proportionately.
g. It should be displayed properly.
h. Avoid too much writing and the writing should be within the
comprehension of the learners.
i. After use, it must be preserved using appropriate storage technique.
j. It should be mounted in such a way as to make it portable.
5.
Benefit of Visual Aids
From (http://members.shaw.ca/toasted/visual_aids.htm) Visual
aids can be powerful tools for effective communication. You are
encouraged to use them whenever they might enhance a speech. Why
use visuals? They have five important benefits:
1. They increase understandingMost of what people learn
is ingested through their eyes - not their ears. Visual
67
aids help to convey messages clearly. They save
timeInformation that is presented visually is received
and processes faster than a verbal message.
2. They enhance retention
3. They promote attentiveness
People think faster than you speak... visuals help keep
them focused on your message.
4. They help control nervousness
Displaying visual aids gives you purposeful physical
activity that lets your body process nervous energy
without distracting the audience.
6.
Types of Visual Aids
Visuals range from simple handheld objects to expensive
multi-media extravaganzas. Your choice for a particular speech should
depend on several factors including:
a) The information you want to convey,
b) The size of the audience,
c) The physical environment of the room,
d) The equipment available to you,
e) The time available to prepare visual aids,
f) The amount of money you can afford.
7. The types of visual aids most commonly used include:
a) Physical objects, props and models
68
b) White boards,
c) Charts and posters,
d) Flip charts
e) Overhead transparencies
f) Computer presentations, e.g. Powerpoint.
There are pros and cons associated with using each of the
above visual aids.
8. Tips for Using Visuals Effectively
a. Make sure they are visible to the entire audience
1) A good rule of thumb is one-half inch for each ten feet
between the visual and the farthest audience member.
2) Print neatly
3) Display them high enough so that all can see
4) Avoid standing in front of them.
b. Keep them simple
1) Use a single visual to illustrate a point
2) Make diagrams and wording simple and accurate
3) With overheads, no more than seven lines and seven
words/line.
9. The purpose of using visual aids
a. Enliven a difficult/boring subject
b. Make a presentation entertaining
c. Help the presenter to stick to the intended plan
69
E. Theoritical framework
Vocabulary
is one language component
which has to be
mastered by students. But some students vocabulary ability of junior high
school, especially in SMPN 1 Kedung Jepara are weak and English
Speaking fears for them. Because of that situation, the writer does this
research. Before the research, in teaching vocabulary,The English teacher
of SMPN 1 Kedung just uses realiaty to teach her students and when doing
research the writer uses at vocabulary game to teach students of SMPN 1
Kedung Jepara
The technique that teacher always uses in teaching vocabulary
mastery is three phases technique. Although, in this research the writer
uses the same technique in teaching vocabulary mastery but the writer
assumes that students‘ vocabulary ability will be better than before. It is
caused by using vocabulary game students will enjoy the teaching learning
process. If the students enjoy the teaching learning process, they will input
material easily without compulsively.
To implement Visua Aida is not easy. A teacher is demanded to
prepare the instrument and technique well to apply this method in learning.
Here are some procedures to apply visual aids in the class:
1. Make a task and summary that is given for students.
2. Arrange the students‘ achievement
3. Determine the members based on the member of team
4. Divide the students into a team.
70
5. Suggest students to fill the paper of team summary (Slavin,2008:
143).
a) Implementation Guide and Visual Aids Steps
Robert E. Slavin in his book Cooperative Learning: theory,
research and practice 2005 stated Implementation Guide and Visual
Aids Steps as follows:
1 . Implementation Guide
a) Make the students enthusiastic to do the question
b) Ask students randomly. It will make the students to prepare
their answers every time.
c) Do not give the question that needs long time to do. They will
be bored and not be interested in the learning.
2. Visual Aids Steps in cooperative learning.
a) Teaching
This step is material delivery step (teaching) to
transfer lesson to the student before they learn in their team.
A teacher must set the goal includes what aspect will be
achieved and state the general concept of the ongoing
teaching and learning in the meeting.
b) Team study
Students work with the project paper of their team
to master the material.
1.
give two pieces of activity sheet to student.
71
2.
give two pieces of answer sheet to student.
The obligation of the members of team is to master material
that explained in the class and helps other team members to master the
material. The students get activity sheet and answer sheet that is used
to drill ability during teaching and to score their own selves and
classmates. In the first work in Visual Aids, A teacher must explain to
the students how important to do in a team and set the classroom
rules:
a) Students have responsibility to ensure that their team to learn their
material.
b) No one stops learning until their own entire team master the
material.
c) Ask a hand to all team members to help other team members before
asking to the teacher.
A teacher can also motivate the students to make additional
rules if it is needed. The next steps are:
1. Let students move to their team.
2. Give time around 10 minutes to choose name of their time.
3. Share activity sheets and answer sheet (two sheets to each team).
4. Instruct the students to work together in pair.
5. Suggest the students that they have not finished yet in learning until
they believe that their team mates get 100 to their quiz.
72
6. Ensure that the students understand the worksheet is to learn not to
just fill in the blank.
7. Make the students to explain the answer each other than match the
answer.
8. Remind the students if they have question they must ask their team
mates before they ask the teacher
c) Test
a) Share the quiz and give time that is related to the students to finish.
b) Do not let the students work together the quiz.
c) Let the students to change the worksheet with other team or collect
the quiz to score after the class ends.
d) Individual Development Score
The main concept of individual development score is to give to
every student the purpose of performance that is reached if they strive
diligently and give better performance than he does before. Every
student can give maximal point contribution to their team in this
scoring system, but no students who can do without giving their best
effort. Every student is given first score that got from the average of
student performance in doing the same quiz before. Then the students
collect point to their team based on their development level of quiz
score is compared with the first score.
e) Team recognition
73
The score of team is counted based on the development score
that made by each members of a team and individual certificate.
According to Slavin (Dr.Rusman, 2011: 216), Visual Aids have two
kinds of assessment:
a) Individual Score
Development
No
Test Score
Score
1
More than 10 points under first score
0 point
2
10-1 points under first score
10 points
3
Quiz score until 10 points upper first score
20 points
4
More than 10 points upper first score
30 points
5
Answer sheet is perfect (apart from first
30 points
score)
b) Team Score
Average score of team = adding the team development score
Members of the team
No
Average Score
Development Score
1
0<N<5
-
2
6 < N< 15
Good Team
3
16 < N<20
Great Team
4
21 < N< 30
Super Team
74
The other reason why vocabulary game is more effective than
reality to teach vocabulary, it is seen when students are playing game they
want to be a winner, they have to defeat the challenges in the game. Every
challenges force them to speak English and it will be a solution to improve
their speaking ability.
2 . Advantage of Visual Aids
According to Roger and Johnson (Rusman,2011) there are five
advantages of using Visual Aids as follows:
1.Positive Interdependence
The success of team is decided by the members‘ effort
hence,every student in a team feel interdependence.
2. Individual accountability
The succes of team depends on each member of team, so that
why the members have a task and responsibility that must be done.
3. Face to face promotion interaction
Visual Aids gives a chance to each member of team to makeinteraction
to transfer or receive information each other.
4. Participation Communication
To train students to participate and communicate actively in teaching
and learning activity.
5. Team Evaluation
To educate students how to evaluate and coordinate the task
eachother in a team.
75
CHAPTER III
RESEARCH REPORT
A. Research Setting
The research was conducted at SMPN 1 Kedung Jepara Street
Sowan Lor Tedunan. SMPN 1 Kedung Jepara is one of outstanding state
schools in Jepara because it has lots of achievements. The students who
want to study in SMPN 1 should have good achievement in their junior
high school.
This research was carried out during 4 days from April 16thto 21th,
2014. The schedule of research can be presented in figure below.
The schedule research of SMPN 1 Kedung Jepara
Table.3.1
No
Date and time
1
Tuesday , April 15th, 2014
2
Wednesday, April 16th, 2014
Activities
Place
Observation
SMPN1 Kedung Jepara
Planning
Eight Class of SMPN 1
KedungJepara
3
Thursday , April 17th, 2014
Pre-Test
Eight Class of SMPN 1
KedungJepara
4
Saturday , April 19th, 2014
Cycle 1
Eight Class of SMPN 1
KedungJepara
5
Monday , April 20th, 2014
Cycle 2
Eight Class of SMPN 1
KedungJepara
6
Tuesday , April 22th, 2014
Post test
Eight Class of SMPN 1
KedungJepara
76
1. Research Location
The whole school width is 28850 M2. The width of buildingis3.812
M2, yard width is20 M2, the width of sport field is7.740 M2 dan luas
2
kebun 3.4162 M2and the width of other area is 13.583 M .
2. The History of School
a. School Profile
Most of another village in Jepara, Sowan lor is it furniture
industrial central export orientate.
Education: contained of SMP Negeri 1 Kedung are founded on
the 1982 and included one of school who well thought of activity
in jamboree for the level regency .The school profile can be
presented in figure below.
.
The school profile of SMPN 1 Kedung Jepara
Table 3.2
School Profile
a.
School name
: SMP Negeri 1 Kedung Jepara
b.
School main number : 301036204003
c.
Accreditation
:A
d.
Address
: Tedunan, Sowan Lor Jepara
e.
Telephone
: (0291)3319218
f.
Post code
: 59463
77
g.
Village
: Sowan Lor
h. Subdistrict
: Kedung
i. City
: Jepara
j. Province
: Central Java
k. Founded
: 1982
b. Vision, Mission and School Objective
1. Vision
To create an institution with excellent graduates in
achievement, devout, pious, care to environment and to able to
compete in global era.
2. Mission
To actualize the vision SMPN 1 Kedung Jepara has mission
as follows:
a) Conducting teaching and learning effectively and
efficiently.
b) Doing Cooperation with university or other institutions.
c) Conducting academic activity and non academic as a
place for students to develop self potential.
d) Implementing school rule consistently.
78
e) Increasing life spirit and create harmony between
religion communities.
f) Conducting extracurricular periodically that can grows
students‘ social care.
g) Creating school culture that cares and love
environment.
h) Involving students‘ parent to give guidance about good
attitude.
i) School carries out coordination and communication
with students‘ parent, society, government institution
or non government institution.
j) Conducting self development program to recognize
self-potentials.
c . Objectives
a)
School develops curriculum.
b)
School has/achieves standard content (curriculum) in 2008.
c)
School has/achieves process learning standard includes in
the year of 2007,
Conducting learning with CTL strategy
Conducting approach total learning.
Conducting innovative learning.
d) School has/achieves education standard and educator staff based on
SPM the year of 2008.
79
e) School has/achieves infrastructure in the year of 2009.
f) School has/achieves school management standard.
g) School has/achieves competence standard, achievement standard and
graduate standard.
h) School has/achieves school budgeting standard.
i) School has/achieves national standard in international level.
d. School Organization Structure
The structural organization in SMPN 1Kedung Jepara are
generally state officials and certificated.
The school organization structure of SMPN 1 Kedung Jepara
Table.3.3
NO
NAME OF TEACHER
POSITION
1
Mahmudi, S.Pd
Principal
2
Ibnu Susilo, S.Pd
School committee
3
Hj. Rochimaji, S.Pd
Administration Coordinator
4
Dra. Siti Zumroh
Curriculum vice Principal
5
Aries Anis, S.Pd, Si
Student vice Principal
6
Nur Khasiatun, S.Pd
Infrastructure vice Principal
7
Mukhlisin, S.Pd
Society relation and cooperation
coordinator
8
Edy Alfan, S.Pd
Board of Student Organization
9
Puji Utomo, S.Pd
Board of Scout organization
80
B. The Profile of Teacher and Staff
1. Teacher
The teachers who work in SMPN 1Kedung Jepara are generally state
officials and certificated.
The Profile educator teacher of SMPN 1 Kedung Jepara
Table 3.4
NO
NAME
DICIPLINE
1
Mahmudi, S.Pd
Indonesian Language
2
Edy Alfan, A.Md
Sport
3
Puji Utomo, S.Pd
Social Studies
4
Anif Yti,S.Pd
5
Dra. Siti Zumroh
6
Sunari,S.Pd
7
Sukartinah Tatiana, BA
8
Hamami, S.Pd
Mathematics
9
Pujiyanto, S.Pd
Social Studies
11
Ibnu Susilo, S.Pd
12
Farida Mufidah, S.Pd
13
Mukhlisin, S.Pd
Indonesian
14
A.Kundori S.pd
PKN
15
Umi Mutma‘inah S.Pd
16
Indriyasari, S.Pd
Guidance and concealing
Islamic Education
PKN
Indonesian
Music Art
Mathematics
Chemistry
English
81
17
Riswati, S.Kom
TIK
18
Siti Zuriyah, S.Pd
19
Muhammad Taufiq, S.Sn
Javanese
Carved Object
2. Staff
The staff who work in SMPN 1Kedung Jepara are generally state
officials and certificated.
The list staff of SMPN 1 Kedung Jepara
Table.3.5
NO
NAME
SEX
1
Noor Salim
Male
2
Nur Khasiatun, S.Pd
Female
3
Nor Rohimi, S.Pd
Female
4
Ery Kristijanti
Female
5
Triyanto
Male
6
Mukri
Male
7
Sriyanti
Female
8
H.Suwardi
Male
9
Galih Indris Saputra
Male
11
A.Fitriyanto
Male
12
M. Sa‘dun
Male
82
A. The profile of Students
Students who are in SMPN 1 Kedung Jepara generally have good
achievement and a variety of potentials that can be developed.
The totality students per class of SMPN 1 Kedung Jepara
Table 3.6
NO
Grade
Students
1.
VII
34
2.
VIII
37
3.
IX
30
1. The Name of Students
Students who are in SMPN 1 Kedung Jepara generally have
good achievement and a variety of potentials that can be developed.
Here are the name of students included the following :
The name of Eighth grade students of SMPN 1 Kedung Jepara
Table.3.7
No
Name
Sex
Female
1
Aisyah Eka Dwiyanti
2
Adam Fudhola
Male
3
Adhi Nugroho Saputro
Male
4
Ahmad As‘ari
Male
5
Alamul Yakin
Male
6
Aliyatul Fitri
Female
83
Male
7
Angga Tri Wibowo
8
Anindya Nastiti Restu Viani
Female
9
Aniz Zuliayaningsih
Female
Arif Bahtiar
Male
11
Bai‘atu Izza
Female
12
Devi Rama Sita
Female
13
Devi Tianah Sah
Female
14
Dewi Astri Septiani
Female
15
Febriyanti Prasetyoningrum
Female
16
Feby Fandhita Alfian
Female
17
Fery Setiawan
Male
18
Hasim Muzadi
Male
19
Hatta Najjah
Male
20
Lakhiqotul Khasanah
21
Mohamad Alam Sadewa
Male
22
Mohamad Fahrurozi Faruq
Male
23
Mohammad Saiful
Male
24
Mohammda Sofah
Male
25
Mohammad Dimyati Wahid
Male
26
Mohammad Eqi Ezra Fanio
Male
27
Muhammad Rifqi Setiawan
Male
10
Female
84
Male
28
Mukhamad Mujib
29
Nikmatul Magfiroh
30
Rifky Khakim
Male
31
Septi Ika Dewi
Female
32
Siti Alfiyah
Female
33
Teguh Wibisono Adi Susilo
34
Tithah Aryatama
Female
35
Uning Siami
Female
36
Wiwit Cita Cahyyani
Female
37
Zull Via Fridina
Female
Female
Male
B. The Profile of School Facilities
Infrastructure list of SMPN 1 KedungJepara
Table 3. 8
Condition
No
Room
Total
Width(M2)
Good
1.
Teori/Kelas
26
1.575
V
a. Physics
1
225
V
b. Biology
1
225
V
c. Chemistry
1
219
V
Laboratorium
2.
Bad
85
d. Computer
1
126
V
e. Language
1
255
V
f. Social science
1
180
V
g. Multimedia
1
63
V
1
150
V
Conventional Library
3.
Room
4.
Multimedia Library Room
1
96
V
5.
Meeting Public building
1
408
V
6.
Hall
1
600
V
7.
Mosque
1
117
V
8.
Student health unit
1
21
V
9.
Cooperation
1
24
V
10.
Concealing room
1
21
V
11.
Principal room
1
63
V
12.
Teacher room
1
108
V
13.
Administration room
1
63
V
14.
Student Organization Room
1
9
V
1
12
V
Rest room for women
15.
teacher
16.
Rest room for men teacher
2
12
V
17.
Rest room for students
8
113
V
18.
Storehouse
1
12
V
86
CHAPTER IV
RESEARCH FINDINGS AND DISCUSSION
This chapter focuses on presenting the findings and discussions of this
study, which is indeed regarded as the core of the conducted research. It displays
full detail of research findings at the beginning, and discussions on the findings
coming along afterwards. The findings section covers the data collected from the
test or measurement for the both two cycles, in each cycle, the step are planning,
acting, observing and reflecting.
A. Data Presentation- Score
1. Score verbal of cycle 1
a.
The Result of pre-test cycle
The mean of pre-test
Score of pre-test in cycle 1
Table 4.1
No
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
Name
Aisyah Eka Dwiyanti
Adam Fudhola
Adhi Nugroho Saputro
Ahmad As‘ari
Alamul Yakin
Aliyatul Fitri
Angga Tri Wibowo
Anindya Nastiti Restu Viani
Aniz Zuliayaningsih
Arif Bahtiar
Bai‘atu Izza
Devi Rama Sita
Devi Tianah Sah
Dewi Astri Septiani
Febriyanti Prasetyoningrum
Feby Fandhita Alfian
Fery Setiawan
Hasim Muzadi
Hatta Najjah
Lakhiqotul Khasanah
Scores
65
50
60
40
50
65
70
65
60
60
60
65
60
65
60
65
60
60
60
60
87
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
Mohamad Alam Sadewa
Mohamad Fahrurozi Faruq
Mohammad Saiful
Mohammda Sofah
Mohammad Dimyati Wahid
Mohammad Eqi Ezra Fanio
Muhammad Rifqi Setiawan
Mukhamad Mujib
Nikmatul Magfiroh
Rifky Khakim
Septi Ika Dewi
Siti Alfiyah
Teguh Wibisono Adi Susilo
Tithah Aryatama
Uning Siami
Wiwit Cita Cahyyani
Zull Via Fridina
Total
Average
60
60
65
65
65
65
60
60
60
60
65
65
65
65
65
65
40
2250
60.810
To calculate the mean of score pre test vocabulary mastery , the
researcher used formula:
M=
∑
In which:
M : the mean obtained
∑x : the sum of the students‘ value
N
: the number of subject
Note:
M
=
2250
37
=
60,810
Based on the result of observation, the score of mean is 60,810. It means
that the score of mean middle.
88
Score of pre-test in cycle 2
Table 4.2
No
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
M=
∑
Name
Aisyah Eka Dwiyanti
Adam Fudhola
Adhi Nugroho Saputro
Ahmad As‘ari
Alamul Yakin
Aliyatul Fitri
Angga Tri Wibowo
Anindya Nastiti Restu Viani
Aniz Zuliayaningsih
Arif Bahtiar
Bai‘atu Izza
Devi Rama Sita
Devi Tianah Sah
Dewi Astri Septiani
Febriyanti Prasetyoningrum
Feby Fandhita Alfian
Fery Setiawan
Hasim Muzadi
Hatta Najjah
Lakhiqotul Khasanah
Mohamad Alam Sadewa
Mohamad Fahrurozi Faruq
Mohammad Saiful
Mohammda Sofah
Mohammad Dimyati Wahid
Mohammad Eqi Ezra Fanio
Muhammad Rifqi Setiawan
Mukhamad Mujib
Nikmatul Magfiroh
Rifky Khakim
Septi Ika Dewi
Siti Alfiyah
Teguh Wibisono Adi Susilo
Tithah Aryatama
Uning Siami
Wiwit Cita Cahyyani
Zull Via Fridina
Total
Average
Scores
65
50
60
40
50
65
70
65
60
60
60
65
60
65
60
65
60
60
60
60
60
60
65
65
65
65
60
60
60
60
65
65
65
60
60
60
60
2255
60.946
89
= 60,946
Based on the result of observation, the score of mean is 60,946. It
means that the score of mean is middle.
b. The result of post test in cycle 1
Table 4.3
No
1
2
3
4
5
6
7
8
9
10
Name
Aisyah Eka Dwiyanti
Adam Fudhola
Adhi Nugroho Saputro
Ahmad As‘ari
Alamul Yakin
Aliyatul Fitri
Angga Tri Wibowo
Anindya Nastiti Restu Viani
Aniz Zuliayaningsih
Arif Bahtiar
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
Bai‘atu Izza
Devi Rama Sita
Devi Tianah Sah
Dewi Astri Septiani
Febriyanti Prasetyoningrum
Feby Fandhita Alfian
Fery Setiawan
Hasim Muzadi
Hatta Najjah
Lakhiqotul Khasanah
Mohamad Alam Sadewa
Mohamad Fahrurozi Faruq
Mohammad Saiful
Mohammda Sofah
Mohammad Dimyati Wahid
Mohammad Eqi Ezra Fanio
Muhammad Rifqi Setiawan
Mukhamad Mujib
Nikmatul Magfiroh
Rifky Khakim
Septi Ika Dewi
Siti Alfiyah
Teguh Wibisono Adi Susilo
Tithah Aryatama
Uning Siami
Wiwit Cita Cahyyani
Zull Via Fridina
Total
Avarage
Scores
85
80
80
70
70
80
80
70
80
75
65
75
65
80
75
75
75
80
65
65
70
75
75
85
80
75
75
80
75
75
6.5
70
70
75
7.5
70
65
2619
70,784
90
M=
∑
=70,744
Based on the result of observation, the score of mean is 70,784. It means
that the score of mean is high.
Score of post-test in cycle 2
Table 4.4
No
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
Name
Aisyah Eka Dwiyanti
Adam Fudhola
Adhi Nugroho Saputro
Ahmad As‘ari
Alamul Yakin
Aliyatul Fitri
Angga Tri Wibowo
Anindya Nastiti Restu Viani
Aniz Zuliayaningsih
Arif Bahtiar
Bai‘atu Izza
Devi Rama Sita
Devi Tianah Sah
Dewi Astri Septiani
Febriyanti Prasetyoningrum
Feby Fandhita Alfian
Fery Setiawan
Hasim Muzadi
Hatta Najjah
Lakhiqotul Khasanah
Mohamad Alam Sadewa
Mohamad Fahrurozi Faruq
Mohammad Saiful
Mohammda Sofah
Mohammad Dimyati Wahid
Mohammad Eqi Ezra Fanio
Muhammad Rifqi Setiawan
Mukhamad Mujib
Nikmatul Magfiroh
Rifky Khakim
Scores
75
80
80
80
80
85
70
85
70
70
70
75
70
95
80
75
80
80
80
80
80
80
75
75
75
75
70
80
70
70
91
31
32
33
34
35
36
37
M=
Septi Ika Dewi
Siti Alfiyah
Teguh Wibisono Adi Susilo
Tithah Aryatama
Uning Siami
Wiwit Cita Cahyyani
Zull Via Fridina
Total
Average
75
75
75
80
70
80
70
2760
76,621
∑
=76,621
Based on the result of observation, the score of mean is 76,621. It
means that the score of mean is high.
The calculation the t-test
a.
T-test of cycle 1
√∑
√
=
=
√
∑
⁄
92
= - 3,628
∑
√∑
⁄
√
=
√
=
= 3,628
Based on the calculation of cycle 1, it can be concluded that before
using visual aids give low ability to master vocabulary. It is showed that
∑X2 (5062500) lower than ∑Y2 (5085025) while the score of t-test of pre
test is -3,628-test of post test 3,628
b. T-test of cycle 2
√∑
√
∑
⁄
93
√∑
∑
⁄
√
Based on the calculation of cycle 1, it can be concluded that
before using visual aids give low ability to master vocabulary. It is
showed that ∑y2 7617600 higher than ∑X2 6859161while the score of ttest of post test is 5,844 Than t-test of pretest is -5,844
2. Discussion
a. Cycle 1
1. Planning
The activities are preparing:
a) Materials, lesson plan, designing steps in implanting the action.
b) List of students‘ name
c) Teaching aids (slides, certificate, worksheet and digital camera)
94
d) Observation Instrument
e) Test.
2. Implementation of the action
Saturday , April 17th , 2014at 10.00 a.m. The writer as the
researcher coordinated the teaching schema to make it sure that the
instrument completed. The teacher asked to the researcher went to the
eight class room. The researcher looked some of students were still in
front of the class to wait the teacher. Then, when they looked Ms. Indri
(the English teacher) as a collaborator of the researcher walked on
toward the class they came into the class immediately.
Students
: Stand up please, Good morning Mom
Collaborator
: Good morning, Students and how are you?
Students
: We are fine, Mom
Collaborator
: That sounds great. Ok as you did pre-test from Ms. Tatik
In the previous meeting and now Ms. Tatik would carry
out classroom action research in this class for about one
month?
Aniz
: What is classroom action research?
Collaborator
: Classroom action research is a kind of research that is
conducted in the class to increase students‘ grade and
skill. Let‘s get started, Help Ms. Tatik to do research and
follow his instruction enthusiastically. Time is your Ms.
Tatik. Please, come up
95
Students
: We will help him, Mom
Teacher
: Nice to be in your class, today I will take Ms. Ind‘s class
to do research and the purpose of my research is the use of
visual aids to improve vocabulary mastery.
Dimyati
: Bu, pelajaran bahasa inggris itu membosankan,apalagi
vocab, gak tertarik
(Older brother, study language English
is boring,
especially vocabulary, not interesting)
Teacher
: Ok, Good assumption smart girl, let me tell you the rule in
the class
1. No texting during the teaching and learning activity
2. No saying profanity in the class
3. Raise your hand to speak or to ask permission to leave
the class
4. Do not make any noisy
5. Listen to the teacher while explaining material
and if you break the rule , please take one card and
memorize the words in front of the right corner of the
class. If you finish, you can report the words and you can
back to your seat. Everyone, stand up please and now give
applause for your respect and appreciation. Now take out
your note, before we start study vocabulary mastery
discussion we will do ice breaker first and we will do with
96
word wall.
Students
: That will be interesting for opening, Mas (Elder brother)
Teacher
: Let‘s count down one to eight start from the left side of
me
Students
: One.. two .. three .. four .. etc.
Teacher
: I will clap my hand twice go to behind the class while I
put the number of group on your table and I clap my hand
three times, every single of you must go to the table based
on you have already got from counting. (Clap.. Clap) –
they go to behind the class (Clap.. Clap .. Clap ..) – they
go to the numbered table.
―Remember I just play the song three times, Work in a
group, do the best for your group and if you have the
lowest score you must sing the lyric on the slide, Do you
agree?‖
Students
: We do agree Mas,(Elder brother) we are ready, Mas
(Elder Brother)
Teacher
: Well, now Hand in your note
Smile team
: Wait a minute, Mas , we will correct first
Teacher
: I will count one until 5, if you don‘t hand in your note
your work will not be accepted. (The teacher gives back
the worksheet to other groups and suggests students to
correct the other group work).
97
Teacher
: Ok, after this every group showing one person to in front
of to stick on the result of task.
Group I
: We got words (Welcome, Desk, Math)
Group II
: We got words ( Read, Friend, Eraser)
Group III
: We got words (Crayons, Playground, Pencil)
Group IV
:We got words (Paper, Teacher, Rules)
Teacher
: Good answer for the first time, any other group can add
or correct the words? I will count until three if there is no
team raise hand, I will give one score for every Group of
team?
Teacher
: Ok let‘s give applause for night moon ( clap..clap..clap).
Stop it, I have 3 clues and you have to answer with three
passwords;
Eight class: We are amazing
Eight class : We are smart
Eight class : We are one family
Teacher
: I will give reward for the team that has the highest score
in this class. The scoring system is;
“when you have More than 10 points under first score, your team will get
zero points,
10-1 points under first score, you will get ten points
Quiz score until 10 points upper first score, you will get twenty points
More than 10 points upper first score and
98
Answer sheet is perfect (apart from first score) you will get thirty points”
Angel team
: What kind of reward will you give, Mas (elder brother)
Teacher
: I will give a certificate for the team and for the team that
get two certificate can be exchanged to one package of
cocolatos (a kind of chocolate)
Angga
: I think my team will be the winner
Teacher
: Let‘s look who will be the winner, do not waste the time.
Do it the task with your team carefully,
remember the technique and do the best for your team
progress.
(Students carry out to task ―Back to School‖)
Teacher
: Please, correct the worksheet you get, sum the correct
answer and times 5, let‘s discuss together, what is the
title of the text?
Students
: Back to School
Teacher
: Yes, correct and my new teacher said‖_____ to your
classroom
Students
: Welcome
Teacher
: Yes, smart choice, students and the next question is ―don‘t
forget to sharpen your ____ , Ok let‘s answer Group II
Group II
: pencil
Group III
: We know elder brother ―That‗s; p-e-n-c-i-l
(Spelling)
99
Teacher
: That‘s brilliant answer and give applause for group III
(clap..clap..clap). Let‘s go to the fourth question, there is a
pink ______ on end of my pencil
Group IV
: eraser
Teacher
: Good answer class, now we will keep on the last question
of the team quiz and we will move to the individual quiz.
What kind of genre of the vocabulary?
Students
: Descriptive !! (enthusiastically)
(teacher and students discuss about the answers of individual quiz)
Teacher
: In individual quiz I will show the answer on the slide
while I give score of your work and give point as I told
earlier. (Teacher walks around the class and gives point
and note for the teams of the class)
Students
: Elder brother, who is the winner?
Teacher
: Any team can be the winner. Stop making a noisy; it will
be great moment because I will announce the winner of
this meeting, no complaining, no screaming or scolding
the winner team, that‘s the deal, what do you think?
Student
: Yes, I will accept any team that will be the winner, please
make it faster, we are waiting.
Teacher
: The best team goes to ….. Let‘s give a big hand for
―Group II ‖ come up, please
Students
: Huu.. Huuuu
100
Teacher
: No screaming, give respect to the winner team!!! and
thanks for Ms. Indri who waits for during the lesson in
the
corner, and I hope Mr. Indri will give the certificate for
the winner team.
Students
: Time to go home, Elder brother
Teacher
: Yes, I know, wait a minute. The next meeting we will
discuss teaching vocabulary with the different topic.
Do not forget to work in a team
Students
: Is the team same with this meeting?
Teacher
: Yes, it is. So, every member of the team must try hard to
increase your progress for your team and let‘s pray.
3. Observation
In the first cycle, the writer observed the teaching and learning
process. The researcher does monitoring, guiding and conditioning of the
classroom and the researcher finds some problems in the classroom as
follows:
1. The students have not followed yet the instruction of the teacher.
2. Some students who are in the back corner do not pay attention
of their work.
3. The students look awkward to participate in the team.
4. A few members of the team count on the leader of the team to
work the team quiz by his or her self.
101
5. The students who sit close to the door often speak while the
teacher is explaining the material.
The progress is not significant yet as achievement indicator
B. Cycle II
Based on the result of cycle 1, it is necessary to continue to the
next cycle.
1. Planning
These activities are prepared;
a. Lesson plan, materials, designing steps in doing the action
b. List of student‘s name
c. Teaching aids (slides, and short video certificate, worksheet,
memorization card and digital camera)
d. Test
2. Implementation of action
On Monday , April 20 th ¬, 2014 at 7.45 A.M, the writer as the
researcher coordinated the teaching steps based on the result of the cycle
one to the collaborator. Then both of them came into the class.
Students
: Stand up, please and say good morning
Teacher
: Good morning, class and how are you?
Students
: We are fine, miss and how about you?
Teacher
: I am fine too. Nice to see you again, what day is today?
Students
: Today is Monday, miss (enthusiastically)
102
Teacher
: In this beautiful day, we will learn vocabulary like we did in the
previous meeting but we will learn to the different topic.
Students
: What is the topic of this day, sir?
Teacher
: em… the topic is …? Anyone wants to try to guess what the topic
of today? how about ―ANIMAL EXPERIMENTATION‖
Students
: That will be great miss, won‘t you?
Teacher
: Some of you know and ever going to zoo? Follow this instruction,
if I say ―One‖ you must stand up and if I say ―Two‖ you must go to
your team, do you understand?
Devi
: Wait a moment, sir. Do you mean that the team is like the last
meeting?
Teacher
: Yes, it is Devi, everyone let‘s ay attention the instruction
Students
: We are ready, sir
Teacher
: One….(clap)… Two … (clap) good job for your attention and
now clap your hand for everybody follows the instruction
Students
: Clap..clap..clap
Teacher
: Before we go to the lesson, I will check your team preparation, I
have some question on the slide and if you know the answer just
raise your hand, for the team that get the lowest score must sing a
song on the slide like we did in the last meeting.
Students
: Good idea, sir
Teacher
: Listen this question carefully, Are you ready?
Students
: Yes, We are ready
103
: The first question is ―she is smart and professional, she is one of
Teacher
the influential teacher of this school and now she is the principle of
this school, who is she?‖
Smile
: pick our team, sir
No name
: me, pick us, sir (joined by other teams to raise their hand)
Teacher
: Wait, No name you go first, the answer is?
No name
: Mr. Mahmudi
Teacher
: Correct !!! give applause for no name team
Spirit
: We are the fist, sir
Teacher
: that‘s our deal, accept and respect other teams. The next question
is ―we go to that place when we need some subject books in the
recess some students of this school spend time to read or just
borrow the book there and the word is beginning with ―L‖? What is
that?
No name
: Library
Teacher
: That‘s right answer, give applause for no name team
(Teacher and students continues the quiz to the tenth question)
Teacher
: That‘s interesting quiz, class and now we well discuss our lesson
for today, look at the screen on the wall and
3. Observation
In the second cycle, the writer observed the teaching and learning
process. The researcher does monitoring, guiding and conditioning of the
classroom and the researcher finds some problems in the classroom as
follows:
104
1. The students have followed the instruction of the teacher.
2. Some students who are in the back corner do pay attention of
their work.
3. The students to participate in the team.
4. The students who sit close to the door often speak while the
teacher is explaining the material.
5. The progress is significant as achievement indicator.
4. Reflection
The researcher has implemented the steps of cycle based on
procedure of classroom research. After analyzing the result of action in
cycle II with the collaborator, the researcher concluded several points in
teaching and learning process in the next cycle as follows:
a) Checking students‘ work to make sure that the students do the task
and encourage them to be aware that cooperative work will be
interesting activity.
b) Emphasizing the rule in the classroom must be obeyed and not to
keep on the teaching and learning process if there are some students
make a noisy.
c) Be more active teacher in the class such as asking question to the
teams and guiding the team that often gets problem to understand the
topic.
d) Make some games in teaching and learning activity as alternative
activity to reduce the stress because of the difficult materials.
105
C. Research Summary
From the result of analyze in cycle I, cycle 2. The
researcher will analyze the students‘ improvements from cycle 1
and cycle 2.The Improvements as follows:
The analyze of students improvements
Table 4.5
No
Analyze
1.
Cycle 1
Cycle 2
-Pretest
60,810
60,946
-Posttest
70,744
76,621
Mean
2.
T-Table N =37
-3,26
5,417
3.
T-Calculation (T-test)
-3,26
5,417
In order to find the significant between two group is by compare
the result of the t-test with the t-table . it expected that there is no
significant different between two groups. So the first theoretical
hypothesis is accepted if the result of the t-test is less than or equal with
table. If the score the calculation indicates that t-test less than or same
with t-table, there I no different between the non visual aids and using
visual aids.
106
The accepted or refusal of the hypothesis is based on the
comparison of the coefficient score by calculating score by t-table and ttest. The coefficient of t-table obtained from the statistic test calculation
that is (n-1). Then this case n=37, and the ―degree of freedom ―is 37-1=36.
The result of the calculation is based on the significant level 5% that is
2,48
If the calculation is less than table, the statically hypothesis
than there is no difference between non visual aids and using visual
aids to vocabulary mastery is refused. Nevertheless, if the
calculation is more than or same with t table, than there is
significant difference between methods is accepted.
107
CHAPTER V
CLOSURE
A. Conclusion
Based on the data that has been analyzed, the writer concludes that:
1. The process of teaching learning vocabulary using visual aids method is
going smoothly and most of the students are enthusiastic to arrange the
method. It can be seen on the result of observation in the class that is most
of students feel enjoyable and happy in teaching and learning process. It
also can be proven of the students are active to answer some question and
create the word wall in group activity.
2. The student‘s mastery on vocabulary after using word wall method for
eighth grade students of SMPN 1 Kedung jepara in academic year
2013/2014 can be conclude that there is difference between non word wall
method and using word wall method because mean of pretest and post test
in every cycle was increased. It indicates that by applying word wall
method, the students‘ vocabulary has improved. It means that word wall
method provides significant contribution in improving the students;
vocabulary. Finally, from statements above the researcher concludes that
word wall method is appropriate for the eighth grade students of SMPN 1
Kedung Jepara to improve vocabulary mastery
108
B. Suggestion
Based on the conclusions above, some suggestions are offered as
follows:
1. For English teacher
In teaching simple present tense, teachers need an interesting
technique to eliminate the students‗ boredom during the lesson and
attract them to be interested in teaching learning process. Visual aids
technique can be used as one alternative technique in teaching
vocabulary mastery.
2. For the students.
Students should familiarize with visual aids in order to ease the
teaching learning process using this technique. Therefore, it will reach
satisfying results in students‗ mastery of vocabulary.
3. For the future researcher
Future researchers should try using visual aids technique in
teaching other aspects of vocabulary. Moreover, future researchers
should maximize the use of visual aids.
109
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