Improving Students’ Vocabulary Mastery

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    IMPROVING STUDENTS VOCABULARY MASTERY

    USING REALIA(A Classroom Action Research at the Fourth Grade Students of

    SD Negeri Kalimacan Sragen in Academic Year 2008- 2009)

    By:

    Dwi Wantini

    K2204024

    A THESIS

    Submitted to Teacher Training and Education Faculty of Sebelas Maret

    University as a Partial Fulfillment of the Requirement to Gain the

    Undergraduate Degree in English Education

    ENGLISH DEPARTMENT

    TEACHER TRAINING AND EDUCATION FACULTY

    SEBELAS MARET UNIVERSITY

    SURAKARTA

    2010

    i

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    APPROVAL

    This thesis has been approved by the consultants to be examined by the board of

    thesis examiners of Teacher Training and Education Faculty of Sebelas Maret

    University.

    Approved By:

    Consultant 1 Consultant 2

    Drs. A. Handoko Pudjobroto Endang Setyaningsih, SPd. M.HumNIP.19581026 198803 1 001 NIP 19800513 200312 2002

    ii

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    APPROVAL OF EXAMINERS

    This thesis has been examined by the Board of Thesis Examiners of Teacher

    Training and Education Faculty, Sebelas Maret University, Surakarta and

    accepted as one of the requirements for getting an Undergraduate Degree of

    Education in English Department.

    On :

    Date :

    Board of Examiners:

    1. Chairman:

    Drs. Martono, M.A. (......................) NIP 19600301 198803 1004

    2. Secretary:

    Drs.Suparno, M.Pd ()

    NIP 19500918 198702 2001

    3. Examiner I:

    Drs. A. Handoko Pudjobroto (.......................) NIP 19581026 198803 1001

    4. Examiner II :

    Endang Setyaningsih, SPd, M.Hum (..........................)NIP 19800513 200312 2002

    Teacher Training and Education Faculty

    Sebelas Maret University of Surakarta

    Dean,

    Prof. Dr. H.M. Furqon Hidayatullah, M. Pd

    NIP 19600727 198702 1001

    iii

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    ABSTRACT

    Dwi Wantini. K2204024: IMPROVING STUDENTS VOCABULARY MASTERY USING REALIA (A Classroom Action Research at the Fourth Grade Students of SD Negeri Kalimacan in Academic Year 2008/2009). Teacher Training and Education Faculty. Sebelas Maret University. 2010.

    The objective of this research is to know whether or not the use of realia can improve the students vocabulary mastery or not. In this research the writer limits mastering vocabulary on meaning. The action hypothesis of the research is the use of realia in teaching can improve the students vocabulary mastery.

    The research is a classroom action research. The action research was conducted on April 2009. This study was conducted on the fourth grade students of SD Negeri Kalimacan in academic year 2008/2009. There were 18 students. In this research, the researcher taught vocabulary using realia. This classroom action research was conducted in two cycles. Each cycle consists of four steps namely planning, action, observation, and reflection. In collecting the data, the writer used two techniques namely test and non-test technique. Test technique consist of pre-test and post-test which were conducted in every cycle. Non-test technique consists of three ways namely observation, interview, documentation. In observation the research observed the activities during the action by noting them on field notes. The field notes were made for every meeting. The second is interview. The researcher interviewed the teacher and the students before and after conducting the action. The third is documentation. The researcher documented the activities during the research using photograph. In analyzing the data, the researcher studied the field notes of observation and the result of the interview. Statistically, the writer calculates the mean score of pre-tests and the mean score of post-tests then compared them.

    The result of the action showed that the students vocabulary mastery improved as shown in the result of both the observation of students activities during the action and the result of the pre-tests and post-tests scores. The mean score of tests in cycle 1 are 7.05 to 8.16. In cycle 2 the mean score of pre-test is 7.23 and the mean score of post test is 9.16. There were also positive changes in students behavior in learning English. During the action, the students paid good participation to the lesson. The students were more active in joining the process of teaching and learning. Therefore, it can be concluded that teaching vocabulary using realia can improve the students vocabulary mastery.

    iv

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    ABSTRAK

    Dwi Wantini. K2204024: IMPROVING STUDENTS VOCABULARY MASTERY USING REALIA (A Classroom Action Research at the Fourth Grade Students of SD Negeri Kalimacan in Academic Year 2008/2009). Fakultas Keguruan dan Ilmu Pendidikan. Universitas Sebelas Maret. 2010.

    Tujuan dari penelitian ini adalah untuk mengetahui apakah penggunaan realia dapat meningkatkan penguasaan vocabulary pada siswa. Dalam penelitian ini penulis membatasi penguasaan vocabulary pada aspek arti (meaning). Penulis membuat hypothesis bahwa penggunaan realia dapat meningkatkan penguasaan vocabulary pada siswa.

    Dalam penelitian ini penulis menerapkan penelitian tindakan kelas. Penelitian dilaksanakan pada bulan April 2009. Subjek penelitian adalah siswa kelas IV SD Negeri Kalimacan tahun ajaran 2008/2009 yang terdiri dari delapan belas siswa. Dalam penelitian ini peneliti mengajar Bahasa Inggris menggunakan realia. Penelitian dilaksanakan dalam dua siklus. Masing-masing siklus terdiri dari empat tahap yaitu perencanaan, pelaksanaan tindakan, observasi, dan refleksi. Penulis menggunakan dua teknik pengumpulan data yaitu teknik tes dan non-tes. Teknik tes terdiri dari pre-tes dan post-tes yang diadakan di setiap siklus. Teknik non-tes terdiri dari tiga cara yaitu observasi, wawancara, dan dokumentasi. Dalam observasi penulis mengamati kegiatan selama pelaksanaan tindakan dengan mencatat hasilnya pada lembar catatan lapangan (field note). Catatan lapangan ditulis di setiap pertemuan kelas. Cara yang kedua adalah wawancara. Peneliti melakukan wawancara dengan guru dan siswa sebelum dan sesudah dilaksanakan tindakan kelas. Yang ketiga adalah dokumentasi. Peneliti mendokumentasikan beberapa kegiatan di kelas selama dilaksanakan tindakan dengan menggunakan foto/kamera. Dalam menganalisis data peneliti mempelajari hasilobservasi yang telah dicatat pada lembar catatan lapangan dan hasil wawancara. Selain itu, peneliti menghitung nilai rata-rata dari nilai pre-tes dan post-tes kemudian membandingkannya untukmengetahui peningkatan siswa terhadap penguasaan vocabulary.

    Hasil penelitian menunjukkan bahwa penguasaan vocabulary siswa meningkat sebagaimana ditunjukkan dari hasil observasi dan nilai pada pre-tes dan post-tes. Nilai rata-rata siswa pada pre-tes dan post-tes di siklus pertama meningkat dari 7,05 menjadi 8,16. Pada siklus kedua nilai rata-rata siswa meningkat dari 7,23 saat pre-tes menjadi 9,16 saat pos-tes. Dari hasil observasi menunjukkan ada perubahan positif pada siswa dalam belajar Bahasa Inggris. Selama dilaksanakan tindakan kelas siswa memberikan perhatian dan partisipasi saat mengikuti pelajaran. Siswa menjadi lebih aktif dalam kegiatan belajar mengajar. Oleh karena itu, dapat disimpulkan bahwa mengajar vocabulary dengan menggunakan realia dapat meningkatkan penguasaan vocabulary pada siswa.

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    MOTTO

    Only to You we Pray and only to You we ask for help

    (Al Fatihah :5)

    Antusislah meraih apa yang bermanfaat bagimu dan jangan

    bersikap lemah. (HR. Muslim)

    vi

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    DEDICATION

    I lovingly dedicate this thesis to:

    My beloved mother,

    My father,

    My sister,

    vii

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    ACKNOWLEDGEMENT

    Alhamdulillahirabbil alamin. Praise is to Allah SWT, The Almighty, for

    the Blessing so that the writer can accomplish the writing of this thesis as a partial

    requirement for achieving the undergraduate degree of education in English

    Teacher Training and Education Faculty of Sebelas Maret University. Invocation

    and peace go to Muhammad, the Prophet, his families, and his disciplines. May

    Allah bless them and give them peace.

    The writer is also fully aware that her thesis can never be finished without

    the help of others during the process of writing. Therefore, in this occasion she

    would like to express her deepest gratitude and appreciation to the following:

    1. The Dean of Teacher Training and Education Faculty of Sebelas Maret

    University for giving the writer permission to write the thesis.

    2. The Head of English Department of Teacher Training and Education

    Faculty of Sebelas Maret University who has guided the writer to do this

    thesis.

    3. Her consultants, Drs. A. Handoko Pudjobroto, the first consultant, and

    Endang Setyaningsih, SPd, M.Hum, the second consultant, for their

    patience in guiding the writer to finish the thesis and for their careful

    correction, advice, and suggestion.

    4. Sumarni, AMa.Pd the headmaster of SD Negeri Kalimacan, who allowed

    the writer to carry out the research in her school.

    viii

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    5. Apriliana Dewi Saptarini, Am.d, the English teacher of SD Negeri

    Kalimacan, who has helped and given her a chance to accomplish the

    research.

    6. The students of fourth grade of SD Negeri Kalimacan for their cooperation

    in the research.

    7. Her beloved families, her mother (Ibu Parsini), her father (Bapak Sukadi),

    Mbak Mury, Mas Ipank, Rara for their love, pray, support, caring and

    helps.

    8. Her lovely friendship English department, Eka, Wulwul, Anne, Annida,

    Phy, Reny, Tamia, Mimma, Yanti, and Nurul Fajariah, thanks for your

    help, friendship, togetherness and pray in arranging this thesis.

    9. Her friends in English Department who cannot be mentioned one by one

    for the ever lasting friendship.

    Nothing is perfect in this world, and this thesis is not an exception.

    However, the writer hopes that this thesis could give a little contribution to the

    improvement of teaching English, especially for Elementary School.

    Surakarta, November 2010

    The Writer

    ix

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    TABLE OF CONTENT

    TITLE ....................................................................................................... i

    PAGE OF APPROVAL............................................................................. ii

    ABSTRACT............................................................................................... iv

    MOTTO..................................................................................................... vi

    DEDICATION........................................................................................... vii

    ACKNOWLEDGEMENT......................................................................... viii

    TABLE OF CONTENT............................................................................. x

    LIST OF APPENDICES............................................................................ xii

    CHAPTER I INTRODUCTION................................................................ 1

    A. The Background of the Study........................................................ 1

    B. Problem Statement......................................................................... 5

    C. The Problem Limitation................................................................. 5

    D. The Aim of Study........................................................................... 5

    E. The Benefit of the Study................................................................ 5

    CHAPTER II THEORETICAL REVIEW................................................. 7

    A. The Review of Vocabulary............................................................ 7

    1. The Definition of Vocabulary........................................................ 7

    2. The Aspect of Vocabulary............................................................. 7

    3. The Importance of Vocabulary ..................................................... 9

    4. Vocabulary Mastery....................................................................... 10

    5. Teaching Vocabulary..................................................................... 11

    B. The Review of Realia..................................................................... 16

    1. The Definition of Realia................................................................ 16

    2. The Characteristics of Realia......................................................... 16

    3. The Advantages of Using Realia in Teaching Vocabulary............ 17

    C. The Characteristics of Young Learner........................................... 18

    D. The Cognitive Development of Young Learner............................ 19

    E. Basic Assumption ......................................................................... 23

    x

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    F. Hypothesis...................................................................................... 24

    CHAPTER III RESEARCH METHODOLOGY...................................... 25

    A. Place and Time of Research........................................................... 25

    B. The Subject of the Study .............................................................. 25

    C. The Method of The Study.............................................................. 25

    D. The Model of Action research....................................................... 26

    E. The Procedure of Action Research................................................ 27

    F. Collecting the Data........................................................................ 29

    G. Technique of Analyzing the Data ................................................. 31

    CHAPTER IV RESEARCH FINDING AND DISCUSSION.................. 32

    A. Research Finding........................................................................... 32

    1. Cycle 1............................................................................... 32

    2. Cycle 2............................................................................... 44

    B. Discussion ..................................................................................... 51

    CHAPTER V CONCLUSION, IMPLICATION, AND SUGGESTION.. 55

    A. Conclusion..................................................................................... 55

    B. Implication..................................................................................... 55

    C. Suggestion...................................................................................... 56

    BIBLIOGRAPHY...................................................................................... 58

    APPENDICES................

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