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TEACHING VOCABULARY THROUGH DICTATION TO THE EIGHTH GRADE STUDENTS OF SMPN 1 SELEMADEG BARAT IN ACADEMIC YEAR 2012/2013 BY: I GEDE WIDYASMARA PUTRA NPM. 09.8.03.51.31.2.5.3311 ENGLISH DEPARTMENT FACULTY OF TEACHER TRAINING AND EDUCATION MAHASARASWATI DENPASAR UNIVERSITY DENPASAR 2013

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TEACHING VOCABULARY THROUGH DICTATION TO THE EIGHTH

GRADE STUDENTS OF SMPN 1 SELEMADEG BARAT

IN ACADEMIC YEAR 2012/2013

BY:

I GEDE WIDYASMARA PUTRA

NPM. 09.8.03.51.31.2.5.3311

ENGLISH DEPARTMENT

FACULTY OF TEACHER TRAINING AND EDUCATION

MAHASARASWATI DENPASAR UNIVERSITY

DENPASAR

2013

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TEACHING VOCABULARY THROUGH DICTATION TO THE EIGHTH GRADE

STUDENTS OF SMPN 1 SELEMADEG BARAT

IN ACADEMIC YEAR 2012/2013

THESIS

As Partial Fulfilment of the Requirements for the

Sarjana Pendidikan Degree in English Department

Faculty of Teacher Training and Education

Mahasaraswati Denpasar University

BY:

I GEDE WIDYASMARA PUTRA

NPM: 09.8.03.51.31.2.5.3311

ENGLISH DEPARTMENT

FACULTY OF TEACHER TRAINING AND EDUCATION

MAHASARASWATI DENPASAR UNIVERSITY

DENPASAR

2013

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APPROVAL SHEET

1

This thesis entitled “Teaching Vocabulary through Dictation to the Eighth Grade

Students of SMPN 1 Selemadeg Barat in Academic Year 2012/2013” has been approved

and accepted as partial fulfillment for the Sarjana Pendidikan degree in English

Department, Faculty of Teacher Training and Education, Mahasaraswati Denpasar

University.

Approved by

Advisor II

I Komang Budiarta, S.Pd.

NPK. 82 8208 306

Advisor I

Drs. I Made Wardhana, M.Hum.

NIP. 19541221 198403 1 001

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APPROVAL SHEET

2

This thesis was already examined by the committee on oral examination on 16th

August 2013.

Approved by

Chief Examiner

Drs. Nengah Astawa. M.Hum.

NIP. 1957111 3198603 1 001

Examiner II

I Komang Budiarta, S.Pd.

NPK. 82 8208 306

Examiner I

Drs. I Made Wardhana, M.Hum.

NIP. 19541221 198403 001

Head of the English Department

I Komang Budiarta, S.Pd.

NPK. 82 8208 306

Dean of Faculty of Teacher

Training and Education

Prof. Dr. Wayan Maba

NIP. 19581231 19830 1 032

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ACKNOWLEDGEMENT

First of all, the researcher thanks go to the Almighty God, Ida Sang Hyang Widhi

Wasa, for His blessing so that this thesis can be finished to fulfill one of the requirements

for finishing his study in English Department, Faculty of Teacher Training and

Education, Mahasaraswati Denpasar University.

He would like to acknowledge his sincere gratitude to Drs. I Made Wardhana,

M.Hum. as his first advisor and I Komang Budiarta, S. Pd. as his second advisor who

have kindly guided and given valuable correction and suggestion in his thesis. He also

expresses his sincere gratitude to all lecturers and staffs of English Department, Faculty

of Teacher Training and Education, Mahasaraswati Denpasar University for their

valuable guidance and advice.

Great thank is also dedicated to the headmaster of SMPN 1 Selemadeg Barat and

the English teacher of class VIII B for their permission so this action study could be

accomplished as expected. He also thanks to the class VIII B students because without

their help, he is sure that this thesis would never have been completed, even though this

final project is far from perfect, the researcher hopes that this thesis can be useful for

those who read it.

The last but not least; he dedicates this paper to all of his beloved family, who

have supported her from beginning until finishing this thesis. The great thanks are also

dedicated to all of his friends that have shared their time and attention to him. Without all

of them mentioned, he would be nothing.

Denpasar, 2 August 2013

Researcher

I Gede Widyasmara Putra

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TABLE OF CONTENT

COVER ........................................................................................................................ i

INSIDE COVER ........................................................................................................... ii

APPROVAL SHEET 1 ................................................................................................. iii

APPROVAL SHEET 2 .............................................................................................. iv

ACKNOWLEDGEMENT ......................................................................................... v

TABLE OF CONTENT ............................................................................................ vi

LIST OF TABLE .......................................................................................................... vi

LIST OF GRAPH ......................................................................................................... ix

ABSTRACT ................................................................................................................... x

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

1.1 Background of the Study ........................................................... 1

1.2 Statement of Research Question ............................................... 3

1.3 Purpose of the Study ................................................................. 3

1.4 Limitation of the Study ............................................................. 4

1.5 Significance of the Study ........................................................... 4

1.6 Assumption of the Study ............................................................ 5

1.7 Hypothesis .................................................................................. 5

1.8 Definition of Key Term.............................................................. 6

1.9 Theoretical Framework ............................................................. 6

CHAPTER II REVIEW OF RELATED LITERATURE ........................................ 7

2.1 Conception of Vocabulary ......................................................... 7

2.2 Kinds of Vocabulary .................................................................. 10

2.1.1 Noun ........................................................................... 10

2.1.2 Verb ........................................................................... 11

2.1.3 Adjective ................................................................... 11

2.1.4 Adverb ....................................................................... 12

2.1.5 Pronoun ..................................................................... 12

2.1.6 Determiners ............................................................... 13

2.1.7 Preposition ................................................................ 13

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2.1.8 Conjunction .................................................................. 14

2.3 The importance of vocabulary ................................................... 15

2.4 Teaching vocabulary through dictation ...................................... 16

2.4 Assessment of Vocabulary ......................................................... 17

CHAPTER III RESEARCH METHOD ................................................................... 20

3.1 Subject of the Study ................................................................... 20

3.2 Research Design ........................................................................ 20

3.2.1 Initial Reflection ............................................................. 21

3.2.2 Planning. ......................................................................... 22

3.2.3 Action ............................................................................. 22

3.2.4 Observation .................................................................... 23

3.2.5 Reflection. ...................................................................... 24

3.3 Research Instrument .................................................................. 24

3.3.1 Test ................................................................................ 24

3.3.2 Questionnaire ................................................................. 25

3.4 Data Collection ......................................................................... 25

3.5 Data Analysis ............................................................................ 26

CHAPTER IV THE PRESENTATION OF THE FINDINGS .................................. 28

4.1 Tabulation and description of data ............................................ 28

4.2 Data Analysis ............................................................................ 31

4.3 Discussion of the Finding ......................................................... 34

CHAPTER V CONCLUSION AND SUGGESTION ............................................. 36

5.1 Conclusion ................................................................................ 36

5.2 Suggestion .................................................................................. 37

REFERENCES ........................................................................................................... 39

APPENDICES

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LIST OF TABLE

Table 1 Tabulation of Data Showing the Subjects’ Progressing Achievement

through the Implementation of dictation Score in Vocabulary Mastery ..... 28

Table 2 Tabulation of Data Showing the Subjects’ Changing Motivation and

Attitudes through Dictation in Learning Vocabulary

Mastery.............................................................................................. .......... 30

Table 3 Summary of the Research Finding Showing the Mean of Each Session

and the Grand Mean of Cycle I and Cycle II ................................................. 32

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LIST OF GRAPH

Graph 1 Depicting the Subjects’ Progressing Vocabulary Mastery in Cycle

I. ................................................................................................................ 33

Graph 2 Depicting the Subjects’ Progressing Vocabulary Mastery in Cycle

II ................................................................................................................ 33

Graph 3 Showing the Subjects’ Progressing Grand Mean of Pre-test, Cycle

I and Cycle II……………………………………………………… ......... 34

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ABSTRACT

Putra, I Gede Widyasmara, 2013. Teaching Vocabulary Through Dictation to the

Eighth Grade Students of SMPN 1 Selemadeg Barat in Academic Year of

2012/2013. First Advisor: Drs. I Made Wardhana. M.Hum and Second

Advisor: I Komang Budiarta, S.Pd.

The present classroom action study dealt with teaching vocabulary through

dictation. In general, the subjects of SMPN 1 Selemadeg Barat indicated that they had

poor ability in recalling English vocabulary. In detail, the subjects’ mean score on the

pre-test was 1.40. The teaching and learning activities showed that the subjects’

motivation and interest in learning English were very low. Based on the research question

which was examined in the study namely: to what extent is the effectiveness of dictation

in teaching English vocabulary to the eighth grade students of SMPN 1 Selemadeg Barat

in academic year 2012/2013? This study applied an action research design with

descriptive analysis which involved four steps in a cycle, namely: planning, action,

observation and reflection in order to overcome the problem. Teaching through dictation

was applied and two cycles were carried out; each cycle consisted of two sessions. In the

first cycle, the use of dictation in teaching English vocabulary were applied. It showed

that the subjects’ grand mean score in Cycle I was 5.13, which meant good in the level of

mastery. The result demonstrated that the subjects’ ability in recalling English vocabulary

improved. In the Cycle II, the subjects’ grand mean score was 8.05 which meant very

good in the level of mastery. Based on the result above, it can be seen the positive

progress of their achievement of vocabulary mastery after the implementation of dictation

especially for cycle II. The additional data which derived from questionnaire showed that

7.90% subjects very liked the method, 21.58% subjects liked it, 0.52% subjects quite

liked it and 0% subjects disliked it. Based on the result of this study, it could be

concluded that dictation could change their learning motivation and make them active in

classroom and more exciting in learning vocabulary.

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CHAPTER I

INTRODUCTION

1.1 Background of the Study

Vocabulary is vital to communicating with others and understanding what

one is reading. As we know that information is known to everyone, but

acknowledging it instead of taking it for granted ads important goals to your

students’ list of basic skills to master. Course books and teachers alike tend to

treat vocabulary only in passing while the grammatical syllabus takes centre stage.

However, Ellis in Goodridge (2010:1) states that knowing the words in a piece of

discourse facilitates understanding which in turn allows the grammatical

patterning to become more transparent. In addition, it is possible to communicate

very effectively with imperfect grammar if the correct vocabulary is known;

indeed research suggests that lexical errors impede comprehension more than

grammatical errors. It makes vocabulary important in our daily life especially for

young learners because they who have better vocabularies are often able to think

more deeply, express themselves better, and learn new things more quickly.

McCarten (2007:2) explains it is equally important to help students with

how to learn vocabulary as well as what to learn. It can be said that teaching

vocabulary is important and how to lead the students to study vocabulary. Pikulski

(2004:1) states that the vital importance of vocabulary for success in life means

people are able to express themselves clearly and effectively if they have adequate

vocabulary. Having better vocabulary can improve students’ ability to think or

express their mind. Futhermore, having many vocabularies make the students are

able to reveal something that is needed to communicate. They should be taught

1

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equally and more attention should be given to teach vocabulary in order to arrange

some words into a sentence even a paragraph.

In line with the above statement Carter & Nunan (2001:42) write that

English teachers learn to ignore the significance of vocabulary in their teaching. In

fact the use of suitable vocabulary can cancel out structural incorrectness. Based

on this authenticity, recently, linguists have increasingly turned their attention to

vocabulary, learning stressing their importance in language teaching and

reassessing some of the ways it is taught and learned. It means that vocabulary

plays very essentials task in language teaching. As the objective of language

teaching is to develop students’ skills namely: listening, speaking, reading and

writing; the acquisition of meaning also influences the performance of students.

Based on the preliminary observation, that the researcher has done before

doing the research, the researcher got that many students did not understand when

the native speaker spoke. In this case, many of them did not have enough

vocabulary when they tried to use words in English. Many of them also did not

focus when they learnt English in the school. It was caused many students were

not able to communicate and write words correctly in English very well.

Dictation is the process of writing down what someone else has said with

the students; dictation offers a way for a teacher to record a student’s thoughts or

ideas when the writing demands surpass writing skills. Wilson (2005:2) states that

dictation activities allow students to practice their listening and writing skills in

very controlled setting. Dictation provides a chance for the students to model

many writing behavior including handwriting, matching sounds-to-letters to spell

words, and sentence formation. Dictation has been used in language testing for a

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long time, but its benefit in language teaching and learning has been questioned

by some language teachers. Currently dictation seems to be undergoing a revival

as a useful teaching device. It is thought that dictation can help develop all

language components, such as vocabulary, grammar and pronunciation. However,

there are no data on the usefulness of dictation at tertiary level.

According to the statement above, the researcher uses the dictation to

practice and motivate students’ vocabulary mastery so their mastery in this

language feature can be effectively improved.

1.2 Statement of Research Question

Based on the background of the study above, the problem to be under

focused on this study can be stated as follows: to what extent is the effectiveness

dictation in teaching English vocabulary to the eighth grade students of SMPN 1

Selemadeg Barat in academic year 2012/2013?

1.3 Purpose of the Study

According to the problem above, any scientific study is conducted in order

to answer the research question under study. This study is designed to make the

eighth grade students of SMPN 1 Selemadeg Barat in mastering vocabulary. The

ability of the eighth grade students of SMPN 1 Selemadeg Barat in mastering

vocabulary needs to be developed in some ways. One simple way to overcome the

problem is by dictation to measure the mastery of the students. This study has a

purpose to improve the students’ vocabulary mastery in the eighth grade students

of SMPN 1 Selemadeg Barat in academic year 2012/2013.

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1.4 Limitation of the Study

To overcome the problem that has been formulated, the researcher has to

develop a strategy which can solve the problem. One of them is dictation. In this

study, the researcher focuses on teaching vocabulary mastery by using dictation to

the eighth grade students of SMPN 1 Selemadeg Barat in academic year

2012/2013. The present study only focuses on introducing vocabulary. Therefore,

the researcher limits his investigation on teaching vocabulary especially noun,

such as: job, part of body, family members, and numbers.

1.5 Significance of Study

The important thing in the present investigation is the expected research

findings as one of the main practical solutions of the study. The findings of the

present study are expected to provide both theoretical as well as practical

importance to teach vocabulary through dictation as the followings:

Theoretically, the results of the present study are intended to provide the

evidence of the working knowledge that there is a significant influence of

students’ vocabulary mastery in a context to their mastery to comprehend. These

findings can disclose further areas of research and it can be used by the teacher

and researcher as a basic of undertaking similar study in the area.

Practically, the findings of this study are useful for the teachers, students

and the researcher himself. The present study can be used as informative feedback

to English teacher of SMPN 1 Selemadeg Barat. In addition, it is expected that

English teacher can use the right method and technique in teaching vocabulary.

The findings of the present study can be used as indicator of success or failure of

the teacher on the effort of helping the students in learning vocabulary.

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1.6 Assumption of the study

There are some variables that are related and have effects to this research.

Because of the limitation of time, finance and investigator’s ability, not all

variables can be controlled. The researcher is only concerned with the variables as

stated in the research question. In this study, the researcher thinks it necessary to

assume the following assumptions:

1. The eighth grade students of SMPN 1 Selemadeg Barat in under

investigation are assumed to have the same degree of motifation in

learning English.

2. The eighth grade students of SMPN 1 Selemadeg Barat in under

investigation are assumed to have been studying English to the same

lenght of time.

3. The eighth grade students of SMPN 1 Selemadeg Barat are assumed to

have the same level of knowledge and to be qualified enough.

4. The eighth grade students of SMPN 1 Selemadeg Barat under study are

assumed to have similar language experience and language exposure.

5. The instruments that are used for collecting the data are constructed in

such a way so that they are assumed to be valid and reliable.

6. The English teachers of SMPN 1 Selemadeg Barat are assumed that the

teachers have the same qualification in teaching English

1.7 Hypothesis

Based on the background of the study and the research question stated

above in order to give direction in collecting and interpreting data and as a

tentative solution to the problem, the hypothesis can be drawn as follows:

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teaching English vocabulary through dictation to the eighth grade students of

SMPN 1 Selemadeg Barat in academic year 2012 / 2013 is effective.

1.8 Definition of Key Term

The following are some operational definitions in relation to the topic of

the study. In order to avoid misunderstanding, the researcher needs to

operationally define the following terms; they are as follows:

1. Vocabulary refers to the a list of new words that will be studied by the

eighth grade student of SMPN 1 Selemadeg Barat in academic year

2012/2013 especially about noun on the topics such as: job, part of body,

family members, and numbers.

2. Dictation is a teaching activity that focuses on increasing the students’

ability by dictating a page material. In which the teacher reads the material

three times with different ways in each session and the students write the

material that has been read by the teacher.

3. SMPN 1 Selemadeg Barat is a junior high school which is located in

Tabanan where the present study is conducted.

1.9 Theoretical Framework

In the theoretical framework, it will be discussed and re-examined the

literature as follows: (1) conception of vocabulary, (2) kind of vocabulary, (3) the

importantance of vocabulary, (4) teaching vocabulary through dictation, and (5)

assessment of vocabulary. All the above headings are briefly discussed in chapter

II which deals with “Review of Related Literature”

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CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter discusses about some important issues that are related to the

background of the study. It includes the conception of vocabulary, kinds of

vocabulary, the importance of vocabulary,teaching vocabulary through dictation,

assessment of vocabulary. For further information, they will be discussed below.

2.1 The Conception of Vocabulary

For many students, vocabulary is regarded as the basic ability that is used

to understand the meaning of words that the students read and hear throughout

their life. Mastering vocabulary is one of the main abilities that influences the

success in learning language. Vocabulary is assumed as the language component

that is used an aid to the four major skills, but nonetheless the role of vocabulary

in learning English cannot be ignored. Therefore, to simplify in comprehending

the conception of learning vocabulary; the researcher decides to restrict the

conception how vocabulary work in learning language.

Thornbury (2002:22) states that vocabulary is not an all-or-nothing

phenomen on, that is a case of either knowing or not knowing. The success of

learning vocabulary is related to the vocabulary size that is mastered by students.

A second language learner needs longer time to learn enough vocabulary

compared to someone who live in a natural setting. Every learner has different

amount of vocabulary, depending on the demand. In the daily conversation, there

are so many words that English user usually uses; it is including the suffixes and

the word itself. It has difference quantity of every person because it also affects by

the environment and the habit of user itself.

7

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Linse & Nunan (2005:121) state vocabulary is the collection of words that

an individual knows. Every individual has their own words collection that they

use to communicate. The process of taking and adding words into their own word

items have begun from the young age. In the school environment, the young

learners are usually taught vocabularies beginning from the noun. This is the most

simple word class that is easy to understand and teach because it is very easy to

illustrate and students found it easier to imagine. Meanwhile, for other kinds of

word classes, such as verb, adverb, adjective, noun, pronoun, conjunction,

preposition and determiners will be taught coincide with it.

McCarten (2007:21) states that learning vocabulary is largely about

remembering. Remembering is the main concept in leaning vocabulary that cannot

be ignored. English learners have to be able to remember most of words that they

find. Not only remembering, they have to understand about the meaning of those

words. Remembering a lot of vocabulary will give many benefits to the learner to

improve their other language ability because knowing more vocabulary means the

good ability in using many varieties of words in producing or accepting language.

It will make the transfer of information more accurate and faster. Therefore,

learning vocabulary needs the good teaching methods or techniques that is used in

teaching-learning process in order that student can remember it well.

Preszler (2006:4) mentions that vocabulary or word meaning is one of the

keys to comprehend. In linguistic, basically information is sent through groups of

coherence words that are narrow into single certain information. It means

knowing a lot of vocabulary for the learners who are maastering . A text or speech

will be easier to comprehend if the reader or listener understands every word that

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the writer or speaker wants to convey. Without mastering enough vocabulary, it is

definitely difficult for the students to accept the information.

McCharthy et al. (2010:21) state learning new word meanings comes over

time. English has thousands of words and it still increases which make it

unlimited to be learned. Learning English vocabulary will be never finish because

the language is always developing as the development of its user. Leaners will

find the new meaning of words merely even until they die because every time the

new language terms in communication always appear. Moreover, English is used

by many countries in the world; each of those countries have different English

style, wich makes English has many vocabularies.

Hiebert & Kamil (2005:3) also mention that vocabulary as knowledge of

words and word meanings in both oral and language and in productive and

receptive forms. However, vocabulary is more complex than its definition. It has

significant roles especially in understanding the words’ meaning in oral form,

such as when we are speaking and listening. It is also useful when we are working

with form of word such as when we are reading or writing. Furthermore,

vocabulary is also used in productive and receptive form. In productive form,

vocabulary is used when we are delivering the language in order it can be

accepted well by the receiver. Conversely, in receptive form, vocabulary is used

when we are trying to accept information.

Vocabulary is the basic language which has significant function in

developing language skill. It is about the word function and meaning of word and

become the basic medium to express their ideas. It is used as a basic for beginners

to start their study in learning a language in order their knowledge can be

improved gradually appropriate with learning language steps. The good ability in

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using words and understanding of its meaning is the basic ability will help the

learner to be easier to produce and accept information.

2.2 Kind of Vocabulary

Vocabulary is the language component that the student should learn before

they learn the four basic skills. It is learning about words’ meaning and it is really

important because it is used in producing and producing information. For the

beginners, they may know that learning vocabulary is just about learning noun but

it has different case for the intermediate level. Jackson (2005:17) state There are

also the other kinds of vocabulary that should be learned. All kinds of vocabulary

that should be learned including noun are called word classes.

The function of each word in constructing a sentence cannot be ignored. In

order to be able to construct a good sentence, the function of word should be

known well. Thornbury (2002:3) mentions that the words play different roles in a

text and they fall into one the eight of different word classes, as follows:

2.2.1 Noun

Colman (2005:8) state that noun is the name of something: a thing or a

person or a place, or even a feeling or a state of mind. Here are some examples of

noun: house, Jane, delight, pencils, Paris etc. Noun is a grammatically distinct

category of words which includes those denoting all kinds of physical objects,

such as persons, animals and in animate objects, Huddleston &Pullum (2005:83)

state there are four kinds of nouns according to him:

a. Common nouns (house, chicken, banana, boy,townastronaut, artist, zebra,

bird, beach, park, bed, and blanket)

b. Proper nouns (Adelaide, Michael, Christmas, April)

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c. Collective nouns (crowd, class, flock, choir, fleet, a family, a crew, a

school)

d. Abstract nouns (joy, misery, neglect, duty, aggression, conversation,

pause)

2.2.2 Verb

Verbs are the words that are used to explain the actions. There are some

kinds of verbs, they are including: auxiliary verb (be, shall, are, will, is, can etc.),

main verb is the verb that carries the meaning (sit, work, climb, arrive, eat, etc.),

and phrasal verb, McCarthy et al. (2010:29) states when we combine verbs with

other grammatical words, such as adverbs, we create phrasal verbs (traffic light,

sit down, go on, throw away etc.). In addition, Colman (2005:13) states that verbs

are the doing, being, having words. Their basic forms are the forms you find in the

dictionary, and you can put to in, for examples: to eat, to write, to sing. The “to”

form is called the infinitive. It is the one they used to tell us not to split.

2.2.3 Adjective

According to Thornbury (2002:3) Adjective is often defined as a word

which describes or gives more information about noun and pronoun. Adjectives

describe noun I terms of such qualities as size, color, number and kind. The

adjective most commonly used at the first time, such as good, happy, sad, old

young, etc. Williams (2005:59) states words that modify nouns are called

“adjectives. Adjectives are the words that usually used to reinforce the explanation

of the information of noun and pronoun. This word cannot stand alone without the

subject or object that can be explained. Adjective can be used to explain such us

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size (large, small, big, long), color (yellow, green, and black), shape (square,

circle, three angle), appearance (pretty, ugly), evaluation (commendable), ect.

2.2.4 Adverb

Downing & Locke (2006:454) state adverbs are used to post-modify nouns

express notions such as place, time and reason. It is different with adjectives

which explain about noun and pronoun. There are three kinds of adverb namely

adverb of time, adverb of place and adverb of reason. For example: adverb of

time (today, yesterday, later now), adverb of place (along), and adverb of reason

(why and etc). Sargeant (2007:95) states that adverbs are words that tell you more

about verb, adjectives and other adverbs. Many adverbs end in –ly. You make

these adverbs by adding –ly to adjectives. There are three kinds of adverb namely

adverb of time, adverb of place and adverb of reason. For example: adverb of

time (today, yesterday, later now and etc), adverb of place (along, here, there and

etc), and adverb of reason (why and etc)

2.2.5 Pronoun

Pronouns are a word or form that substitute for a noun or noun phrase. It is

a particular case of a pro-form. Pronouns have traditionally been regarded as one

of the parts of speech, although many modern theorists would not regard them as a

single distinct word class, because of the variety of functions performed by words

which are classed as pronouns. Jackson (2005:18) states pronouns mainly

substitute for nouns. It includes: the personal pro- nouns (I, me, and mine),

reflexive pronouns (myself, ourselves, themselves), indefinite pronouns

(everybody, nothing), and relative pronouns (who, whose, which). Thornbury

(2002:3) states Pronoun is often defined as a word which can be used We use

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pronoun very often, so that we do not have keep on repeating a noun. This chapter

is about the kind of pronoun called a personal pronoun because it is often refers to

a person, such as I, you, they, we, it she, he. instead of a noun.

2.2.6 Determiner

Determiners are used to accompany nouns. Williams (2005:83) state

determiners always come before nouns, they are included: the articles (a, an, the),

demonstrative determiners (this, that, these, those), possessive determiners (my,

our, your, his, her), numerals (five, fifth), indefinite quantifiers (many, much,

some, few, several, a lot of). According to Thornbury (2002:3) states that

Determiner is words that are used with nouns to clarify the noun. There are

different types of determiners:

a. Article: a, an, the

b. Demonstratives: this, that, these, those, which etc.

c. Possessives: my, your, our, their, his, hers, whose, my friend's, our

friends', etc.

d. Quantifiers: few, a few, many, much, each, every, some, any etc.

e. Numbers: one, two, three, twenty, forty

b. Ordinals: first, second, 1st 2

nd, 3

rd, last, next, etc.

2.2.7 Preposition

Prepositions which tell us how something is positioned or done in relation

to something else. Huddleston & Pullum (2005:20) state the most central

members of the preposition category have primary meanings expressing various

relations of space or time. Moreover, Colman (2005:28) state that here are all

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those words, usually little ones, like: to, in, at, from, before. Prepositions are

related with noun to the other parts of a sentence. It is usually put before the noun

for example, in the garden, under the sofa, on the bed, in front the office, after the

lecture, before lunch, because of the delay, during the night etc.

2.2.8 Conjunction

Conjunction is a part of speech that connects two words, sentences,

phrases or clauses. A discourse connective is a conjunction joining sentences. This

definition may overlap with that of other parts of speech, so what constitutes a

conjunction must be defined for each language. In general, a conjunction is an

invariable grammatical particle, and it may or may not stand between the items it

conjoins. Downing & Locke (2006:292) divided conjunctions as follows: simple

conjunctions (when, whenever, where, wherever, because, if, unless, until, while,

as, although), conjunctive groups (as if, as though, even if, even though, even

when, soon after, no sooner) and complex conjunctions: (as long as, as soon as ).

Although there are eight kinds of word classes in English but not all of

them are used when we construct a sentence. Only half of those word classes are

usually used in constructing sentence. McCarthy et al. (2010:29) state that the

major word-classes are noun, verb, adjective and adverb. Those four word classes

are the mostly used when we construct a sentence because most of sentence

contain the information with of object, action and official word. Meanwhile, for

the four others such as pronoun, determiner, preposition and conjunction, they

have less contribution in constructing sentence and they are used as the

compliment to maximize the sentences’ information.

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The ability in using of all those kinds of word classes become a must for

the language learners. Moreover, learning vocabulary is not just learning about the

meaning of words that we usually use in daily life but there a many words that

should be learned. Nation (2001:30) states although not all these words need to be

known to be a very successful language user, it is very important that learners

continue to increase their vocabulary size. Language learner is emphasized to be

more focus in learning the words that they will usually use but after mastering

enough vocabulary, language learners also have to learn how to use them

appropriately in order it forms more complex and specific information.

2.3 The Importance of Vocabulary

Vocabulary is an important language component that must be learned. It

has a significant effect in learning English. In order to know how importance the

vocabulary mastery in learning English, the researcher tries to stretch it through

the opinions from some compatible resources.

Vocabulary is the language component that is introduced earlier in

learning English and it is learned before grammar and structure. Learning

vocabulary involves the mastery of word meaning where the words are the basic

that construct a language. It is regarded being able to give alteration towards the

students’ language development as the reinforcement in learning the language

basic skills. Daller et al. (2007:1) state that vocabulary is a vital area of innovation

in academic approach. It is assumed as the most important phase that influences

the success in mastering English. Although it is heard easy just to mastery the

word meaning, but the things that make the students have to work harder is the

quantity of word that exist on English.

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Pikulski & Templetion, (2004:5) state that one reason teachers are

concerned about teaching vocabulary is to facilitate the comprehension of a test

which students will be assigned to read. If students do not know the meaning of

many of the words which they will encounter in a text, their comprehension of

that selection is likely to be compromised. When the purpose of the vocabulary

instruction is to facilitate the comprehension of the selection, it is obvious that this

instruction must take place as an introduction before the reading of the selection.

Vocabulary is not a developmental skill or one that can ever be seen as

fully mastered. The expansion and elaboration of vocabularies is something that

extends across a lifetime Hibert a& Kamil (2005:2). Most of teaching program has

a major aims as a process for helping the students to gain more vocabulary of

useful word. As a teacher, we have to introduce the new words or vocabulary and

the students need to do some practice by relating a word to another words or

making in a sentence. Vocabulary is exactly important in mastering English,

because many vocabularies which are mastered, it means more ideas they can

express or many ideas of people. So the students will realize that a word can show

many meanings and many words have one meaning. If students has know about

that, they will try to make a sentence in other form and try to look for a new word

which the meaning almost same or synonym.

2.4 Teaching Vocabulary Through Dictation

In relation to this study, dictation technique is used to improve the

students’ vocabulary mastery. The vocabulary item that is taught to the students

can be presented in various ways and context. The presentation of the words or

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vocabulary are given through context, so the students are asked to look for and

also to understand the meaning of those words by relating them to their context.

Brown (2004:132) states dictation seems to provide a reasonably valid

method for integrating listening and writing skills and for tapping into the

cohesive element of language implied in short passage. Dictation is the process of

writing down what someone else has said with the students, dictation offers a way

for a teacher to record a student’s thoughts or ideas when the writing demands

surpass writing skills. Dictation provides a chance for the students to model many

writing behaviors including handwriting, matching sounds-to-letters to spell

words, and sentence formation. Currently dictation seems to be undergoing a

revival as a useful teaching device. It is thought that dictation can help develop all

language components, such as vocabulary, grammar and pronounciation.

However, there are no data on the usefulness of dictation at tertiary level. In this

study a dictation, test take-takes hear a passage, typically of 15 to 20 words,

recited three times; first, at normal speed; then, with long pauses between phrases

or natural word groups, during which time test-takers write down what they have

just heard; and finally at normal speed once more so they can check their work

and proofread. After the activities, the students can discuss the material.

2.5 Assessement of Vocabulary

Assessment becomes the most important part in teaching-learning process.

Using test is the way how to measure the students’ language ability. Fulcher &

Davidson (2007:28) state that language tests are designed by teachers with a

particular skill and training in test design. In addition Schmitt (2000:164) states

that each of language abilities has different purpose in its test design. For the

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vocabulary test, the typical purpose for testing is to obtain an estimate of the size

of learners' vocabularies. Besides, measuring the students’ vocabulary

improvement ability, the test also has another purpose. It is also used as the basic

to evaluate the next action that classroom needed after teaching-learning finished.

It becomes consideration weather the classroom needs to give evaluation.

Test cannot be made ineptly. The test must be reliable and valid as well as

the standardizations. Cohen et al. (2007:148) define that the reliability in

quantitative research is essentially a synonym for dependability, consistency and

replicability overtime, over instruments and over groups of respondents.

Furthermore, it basically means finding out whether you will get the same results

from the same person if you ask them to complete your measure on two different

occasions (Norton, 2009:97). It is purposed to minimalize the error caused by the

test. Moreover, the test also must be valid. Cohen et al. (2007:133) state that

validity is essentially a demonstration of particular instrument in fact measures

what it purports to measure. Test validity is purposed to measure the performance

of the test matches with the course that is being tested. For example, the results of

vocabulary valid test will reflect the student real ability in vocabulary. If a test is

constructed without reliability and validity, it cannot be used to test because it will

not be able to reflect the students’ real ability.

Making the vocabulary test has to be adjusted with students’ levels that are

tested. For the intensive level of vocabulary such as the students in junior high

school, it needed different tests’ level to test their ability. Completion test

provides the chance for students to use their logical thinking to find the answer of

the blank word that exists in the test. It is designed similar with gap-filling task.

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Brown (2004:201) states that gap-filling task is to create sentence completion

item, where test-takers read the part of sentence and then complete it by writing

the phrase. It will train the students’ imagination to draw the context and situation

of test and also train them to make appropriate decision to answer the test.

Assessment is needed to know the last result and measure the student’s

achievement in mastering skill during the teaching-learning vocabulary. In this

study, the researcher decides to use the test in the form of completion test to

assess the students’ vocabulary mastery. The researcher expects completion test

can reflect the development that students achieve well after the treatment is given.

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CHAPTER III

RESEARCH METHOD

3.1 Subject of the Study

The subjects of this study were limited on the second semester of eighth

grade students (B class) of SMPN 1 Selemadeg Barat in academic year

2012/2013. The class which had 28 students that consisted 15 male and 13 female

. The reasons in choosing this class as the subjects investigation were because

based on the interview with the English teacher, who had sufficient time and

experiences to know the students’ vocabulary mastery.

3.2 Research Design

Methodology has very important role in scientific research. Each research

has different research method appropriate with the goal that wants to be achieved.

This study was designed in the form of classroom action-based research. Burns

(2010:2) states one of the main aims of action research is to identify a

‘problematic’ situation or issue that the participants, who may include teachers,

students or even administrators which are worth looking into more deeply and

systematically. Action research was focused to study and finding the problem that

existed in the classroom during teaching-learning process and then it was

continued by giving the treatment to solve the problem.

Goodnough (2011:4) states that action research is considered a form of

applied research that may be adopted to examine specific issues or address

problems. Action research could be used in any setting as long as it was involving

the problem. In the classroom situation, problem probably appeared during the

teaching-learning process from every class participants. It was the factors of low

20

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achievement of subjects in studying. The implementation of specific teaching

method or technique to solve the classroom problem is assumed as one of the best

treatment that could be used to increase the classrooms’ learning quality.

Cohen et al. (2007:300) state that action research starts with small cycles

of planning, acting, observing and reflecting which can help to define issues, ideas

and assumptions more clearly. Classroom action research used cycles process in

its process and in every cycle consisted of Planning (P), Action (A), Observation

(O), and Reflection (R). Before stepping forward to the first cycle, the researcher

had to find the (IR) Initial Reflection and it was done through giving pre-test to

the first semester students of the eighth grade B class of SMPN 1 Selemadeg

Barat. It was purposed to measure the pre-existing ability of the students in

mastering vocabulary especially verb and noun. Furthermore, the result of was

compared to the result in Cycle I to find out the degree of improvement that

students achieved during the research. The result in Cycle I was used to revise

planning for Cycle II. The figure of cyclical process of classroom action-based

research as bellowed:

Cycle I : P1 A1 O1 R1

Cycle II : (RP) A2 O2 R2

3.2.1 Initial Reflection

Initial Reflection was an activity which was held before the action was

conducted. It aimed to find out the basic ability of students under investigated, in

this case the ability of vocabulary mastery. The data of initial reflection derived

from the pre-test that was given for the students for the first day of research. The

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initial reflection data would be used as consideration in planning stage to

determine the best treatment to solve the students’ problem.

3.2.2 Planning

Planning was the first stage of cycle where the researcher prepared the

classroom instructional planning which would be implemented to solve the

problem of subject under study in learning vocabulary. The researcher was

suggested to read a lot of references which supported the theory and focus

knowledge that they wanted to improve.

In this stage, the researcher concentrated to make an instructional

activities. Preparing all the requirements that supported the research. There were

some points that the researcher must prepare as follows:

a. Preparing a series of vocabulary teaching material and the media that

would be used in teaching vocabulary through dictation.

b. Preparing post-test in the end of session on the basis of the dictation

which is taught at the time.

c. Preparing questionnaire to the subject which will be given in the end of

Cycle II.

3.2.3 Action

Action is the second stage after planning in each cycle. The focus which

was done by the researcher in this stage was implementing the instructional

strategy that had been planned before. The researcher in this stage was doing the

teaching learning process. The researcher tried to treat the subjects by

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implementing task-based language teaching. There were three main activities that

of lesson plan namely pre-activity, whilst-activity and post-activity.

In the pre-activity, the researcher tried to stimulate the subjects prior

knowledge related to the topic that would be discussed. Subjects were given

leading questions related to the topic to awaken the subjects mind to make them

interested in their study. It was done in 15 minutes for each session.

In whilst-activity, the researcher gave some explanations to the subjects

about the material by using dictation. In this activity, the researcher read the

material three times and the subjects wrote the material that has been read by the

researcher. Next, it was continued by the researcher to examine the material that

has been written. It would take about 45 minutes.

In post-activity, the researcher summarized the learning material. The

researcher made sure that the subjects understood and gave the time for subjects to

ask questions if they still had problem or they had difficulties about the lesson and

it was done in 20 minutes for each session

3.2.4 Observation

In observation, the researcher observed the classroom situation during the

action. This suggested that classroom observation was simultaneously carried out

while teaching vocabulary. In the light of this class action research, observation

was intended to establish whether or not the teaching or learning process being

undertaken could improve and promote their achievement in vocabulary.

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3.2.5 Reflection

Reflection was the process of analyzing data to determine how far the data

collected have shown the effectiveness of the strategy in solving the students’

learning problem. Reflection also showed the factors that supported the success of

the teaching strategy or the other problems that might occur during the

implementation. After the implementation of the instructional strategy, the

researcher collected the data about the development of the class through giving

post-test. And the result of the reflections would be used as feedback and basis to

plan and carried out the actions in Cycle II in improving ways.

3.3 Research Instrument

In the classroom action research, the collected data were used to determine

and reflect the degree of effectiveness of the treatment in solving the students’

learning problem. However, the selection and construction of appropriate research

instruments were very essential of a scientific investigation. Furthermore, the

instruments were used to collect data should have validity and reliability. In

gathering the data, there were two kinds of instruments that were generally used

by the researcher in conducting classroom action research such as test and

questionnaire. Those instruments were described as follows:

3.3.1 Test

During the study, the researcher gave two kinds of tests, pre-test and post-

test. Pre-test was given at the first meeting of first cycle which was purposed to

know the initial ability of the subjects in vocabulary mastery. Meanwhile, post-

test was given in the end of each session of Cycle I and Cycle II. The tests were in

the form of completions test consisted of ten items. The scores were zero until ten

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and for a correct answer one points would be given and for the incorrect answer

had was scored zero.

3.3.2 Questionnaire

Questionnaire was given to the students in the end of cycle II.

Questionnaire was intended to find out the percentages of satisfaction of students

towards the implementation of dictation to improve their achievement in

vocabulary. It allowed the students to give their opinion and response about the

teaching-learning strategy which had been given to them, whether they liked it or

not. The questionnaire consisted of 10 statements in the form of multiple choice

which was written in Indonesian language. The results of questionnaire were

qualitatively scored using the scale between 3-0. Option of “A” was three, option

of “B” was two, option of “C” was one and option of “D” was zero.

3.4 Data Collection

There were two kinds of data collection gathered in study namely

quantitative and qualitative data. The quantitative data was obtained from the

results of the test that were presented in main score. On the other hand, the

qualitative data was gained through administering questionnaire and doing

observation during the teaching learning process.

The process of data collection could be drawn as follows: At first, the

subjects were given pre-test which consisted of ten items to find out the initial

ability of subjects in vocabulary mastery. Secondly, the researcher started to apply

the teaching strategy that had been made based on dictation and gave the post-test

which also consisted of ten items to the subjects in the end of each session. Post-

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test was administered in the end of each session to know the progress that subjects

achieved after the action. Finally, after all of session was done, the researcher

gave the questionnaire wich consisted of ten statements to know the percentages

of satisfaction and subjects response towards the implementation of dictation in

learning vocabulary. And the data required to answer the research question.

3.5 Data Analysis

After collecting quantitative and qualitative data, they were analyzed by

the researcher. The quantitative data was derived from the result of the pre–test

and post-test in Cycle I and Cycle II as well as qualitative data. Furthermore, the

quantitative data was analyzed by calculating the mean score of pre-test, for post-

tests of Cycle I and for post-test of Cycle II. Below was the formula that was used

to analyze the mean score of quantitative data:

������

Where: M : Mean score

�X : The sum of total score

N : The total number of the students

The result of pre-test was compared with the corresponding ground mean

scores for post-tests of Cycle I and post-test of Cycle II which showed the

different achievement that subjects obtained.

The data analysis of questionnaire was used as reflection about the

subjects satisfaction and the effectiveness of the teaching strategy which had been

given. In order to get the percentage of the effectiveness of teaching strategy, it

can be formulated as the formula as follows:

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����

��������

Where:

X = Score in percentage

R = Score of total item chosen

N = Total of all item chosen

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CHAPTER IV

THE PRESENTATION OF FINDINGS

4.1 Tabulation and Description of Data

There were several data gathered for the present classroom action research.

The data collected by administering pre–test, post–test and questionnaire to the

eighth grade students of SMPN 1 Selemadeg Barat. In this study, the data were

collected could be distinguished into quantitative and qualitative data. The

quantitative data were derived from the result of pre-test and post-test in Cycle I

and Cycle II. Each cycle consisted of two post-tests; it meant that in the Cycle I as

well as Cycle II, there were two post-tests. It showed the vocabulary development

that subjects under study obtained after the implementation of dictation.

Meanwhile, the qualitative data were derived from administering questionnaire by

the subjects under study in the end of the study. It showed the response of the

subjects under study towards the implementation of dictation in learning

vocabulary. The five set of score that were collected in this study could be

tabulated as follows:

Table 1

Tabulation of Data Showing the Subjects’ Progressing Achievement through the

Implementation of dictation Score in Vocabulary Mastery

Subject IR S1 S2 S3 S4

1 0 2 5 6 8

2 2 6 7 8 10

3 3 5 7 9 10

4 2 6 7 8 9

5 1 5 6 7 8

6 1 4 5 7 8

28

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7 2 5 7 8 9

8 1 5 6 8 10

9 2 6 7 8 9

10 0 4 6 7 8

11 1 3 5 7 8

12 1 5 6 7 9

13 1 4 7 8 10

14 0 3 5 6 7

15 1 4 6 8 9

16 1 4 7 8 9

17 1 3 5 7 8

18 3 6 7 8 9

19 1 3 5 6 8

20 2 5 6 7 9

21 2 5 7 8 9

22 2 4 6 8 10

23 1 5 6 7 8

24 1 4 5 6 8

25 1 4 7 8 9

26 0 3 5 7 8

27 1 4 6 8 9

28 0 2 4 6 7

Total 34 119 168 207 243

The additional that were required to complete the data of present study

were collected from administering the questionnaire. The purpose of giving the

questionnaire was to find out the changing of students’ attitude and learning

motivation in learning vocabulary after the implementation of dictation. The

questionnaire consisted of 10 items with four options A, B, C and D. The results

of questionnaire were qualitatively scored using the scale between 3-0. Option A

means very good, option B means good, option C means enough, option D means

very bad. The scores gathered from administering questionnaires showed the

subject changing attitudes and motivation in learning vocabulary through

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dictation. The collected data showing the students’ total scores from the

questionnaire of using dictation were tabulated as follows:

Table 2

Tabulation of Data Showing the Subjects’ Changing Motivation

and Attitudes through Dictation in Learning Vocabulary Mastery

Subject A (3) B(2) C(1) D(0)

1 21 6 - -

2 24 4 - -

3 18 8 - -

4 15 6 2 -

5 21 6 - -

6 27 2 - -

7 12 8 2 -

8 24 4 - -

9 27 2 - -

10 18 8 - -

11 24 4 - -

12 24 4 - -

13 21 6 - -

14 15 10 - -

15 24 4 - -

16 24 4 - -

17 18 8 - -

18 27 2 - -

19 27 2 - -

20 12 12 - -

21 15 10 - -

22 21 6 - -

23 21 6 - -

24 18 8 - -

25 24 4 - -

26 24 4 - -

27 18 8 - -

28 21 6 - -

Total 585 162 4 -

Total A + B + C + D 751

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4.1 Data Analysis

Based on the research instruments, there were five sets of raw scores,

which showed the students’ progression achievement in vocabulary mastery

especially noun and through dictation. Before the data were analyzed, all of them

were tabulated as above in the table 2.

Based on the tabulation of data that was presented in table 2, it was

calculated to find the mean of IR score (X0) and also the mean of post-test in each

session in each cycle (X1, X2, X3, and X4) that obtained by the second semester

students of eighth grade B class of SMPN 1 Selemadeg Barat by the formula as

follows:

1. The X0 of IR score = ���

=

� = 1.40

2. The X1 of S1 score = ���

=

���

� = 4.25

3. The X2 of S2 score = ���

=

��

� = 6.00

4. The X3 of S3 score = ��

=

���

� = 7.40

5. The X4 of S4 score = ���

=

��

� = 8.70

The grand mean (XI) of the post-test scores in cycle I was as follows:

X1 = �����

� =

���������

� =

�����

� = 5.13

The grand mean (XII) of the post-test scores in cycle II was as follows:

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XI = = = = 8.05

The results of the data analysis above which were considered as the

findings of the present action study could be summarized as follows:

Table 3

Summary of the Research Finding Showing the Mean of Each Session

and the Grand Mean of Cycle I and Cycle II

IR S0 X0 = 1.40 Grand Mean

Cycle I S1 X1 = 4.25

XI = 5.13 S2 X2 = 6.00

Cycle II S3 X3 = 7.40

XII = 8.05 S4 X4 = 8.70

There was also the additional data that supported the main data which was

collected through the administration of the questionnaire that was given in the end

of Cycle II. The result of he questionnaire should be computed to get the

comparative percentage of the subjects’ total responses towards the perspective of

items A, B, C or D as shown as follows:

1. Total percentage of item A = × 100% = 77.90%

2. Total percentage of item B = × 100% = 21.58%

3. Total percentage of item C = × 100% = 0.52%

4. Total percentage of item D = ��

× 100% = 0%

These findings definitely supported the major findings of the present

classroom action study. These findings also convincingly proved the effectiveness

of dictation in teaching vocabulary to the eighth grade students of SMPN 1

7.40 + 8.70

2

16. 10

2

X3 + X4

2

162

751

_4_

751

585

751

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33

Selemadeg Barat in academic year 2013/2014. The main findings of present

classroom action study, that was, the rising comparative mean figures of pre-test

scores and the post-test scores obtained by the tenth grade students of SMPN 1

Selemadeg Barat for Cycle I and Cycle II could be graphically presented as the

following:

Graph 1: Depicting the Subjects’ Progressing Vocabulary Mastery in Cycle I.

Graph 2: Depicting the Subjects’ Progressing Vocabulary Mastery in Cycle II.

10.00

9.00

8.00

7.00

6.00

5.00

4.00

3.00

2.00

1.00

0.00

10.00

9.00

8.00

7.00

6.00

5.00

4.00

3.00 2.00 1.00

0.00

1.40

4.25

6.00

0,00

1,00

2,00

3,00

4,00

5,00

6,00

7,00

8,00

9,00

10,00

X0 X1 X2

1.40

7.40

8.70

0,00

1,00

2,00

3,00

4,00

5,00

6,00

7,00

8,00

9,00

10,00

X0 X3 X4

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Graph 4: Percentage Rate of Questionnaire

a. Dicussion of The Findings

The data analysis that derived from present class action study indicated

that the mean of pre-test scores which were obtained by the subjects under study

in vocabulary mastery especially noun showed the figure 1.40. This mean figure

clearly indicated that the ability of the subjects under study in vocabulary mastery

especially noun were relatively low.

The result of data analysis of the reflection scores in cycle I (X1 and X2)

showed the increasing mean figures of 4.25 and 6.00. The grand mean figure of

the reflection or post-test scores obtained by the subjects under study was much

higher than the mean of IR scores. The grand mean figure derived in Cycle I was

5.13. The result of grand mean figure of Cycle I obviously showed the

improvement obtained by subjects under study in vocabulary mastery especially

in mastering noun through dictation.

The result of data analysis of the reflection scores for the Cycle II (X3 and

X4) respectively showed the significant increase showed by the progressing mean

figures of 7.40 and 8.70. The grand mean figure of the reflection or post-test

10.00

8.00

6.00

4.00

2.00

0.00

1.40

5.13

8.05

0,00

1,00

2,00

3,00

4,00

5,00

6,00

7,00

8,00

9,00

10,00

X0 Cycle 1 Cycle 2

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35

scores that was derived by the subjects under study in the Cycle II was 8.05. The

comparison between the grand mean figures of the cycle I and Cycle II showed

the increase of mean figure score 2.93. The significant improvement scores of

mean figure of Cycle II (X3 and X4) indicated that the effectiveness of teaching

vocabulary through dictation in the Cycle II was more effective than the Cycle I.

It was the evidence of the revision that had been done for the Cycle II by analyzed

and fixed the weaknesses that students face in the Cycle I in vocabulary mastery

especially in mastering noun.

Moreover, the proportional percentage figures of the questionnaire showed

the percentages derived from items A, B, C and D are 77.90%, 21.58%, 0.52%

and 0%. These result of these figures indicated that 77.90% subjects very liked

dictation, 21.58% subjects liked dictation, 0.52% subjects quite like dictation and

0% subjects did not like dictation. It obviously indicated the changing of students’

learning behavior had been changed positively and that was their attitude and

learning motivation heightened significantly.

Finally, the finding of this study found that the hypothesis of this study

that was previously mentioned in Chapter I that vocabulary mastery of the eighth

grade students of SMPN 1 Selemadeg Barat in academic year 2012/2013 can be

improved by dictation. Their vocabulary mastery in mastering noun progressed

and improved very constantly and significantly from session to session

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CHAPTER V

CONCLUSION AND SUGGESTION

This present study which dealt with improving vocabulary mastery of the

eighth grade students of SMPN 1 Selemadeg Barat in academic year 2012/2013

through dictation finally arrived at the last chapter. This chapter concluded the

findings of this study and recommended some suggestions so that this study can

give the benefits for the English teacher and students.

5.1 Conclusion

The result of analysis of pre-test scores (X0) pointed out the mean figure

of 1.40. This figures indicated that the students’ vocabulary mastery was still low.

The result of the data analysis of reflection scores in Cycle I (X1 and X2) showed

the increasing mean figures of 4.25 and 6.00 which resulted Cycle I grand mean

figure of 5.13. The data analysis of reflection scores in cycle II (X3 and X4)

showed the increasing mean figures of 7.40 and 8.70 which resulted the Cycle II

grand mean figure of 8.70. The grand mean figures between Cycle I and Cycle II

were showing the significant difference 2.92. The increase of the grand mean

figure obtained in Cycle II indicated the result of the revise version dictation

towards the weaknesses that existed in cycle I. The difference of the scores that

were derived after finishing all of the data analysis in this study showed X0 scored

1.40, XI scored 5.13 and XII scored 8.05

The result of questionnaires showed the comparative percentages 77.90%,

21.58%, 0.52% and 0% for items A, B, C and D. It indicated the changing of the

subjects’ learning behavior changed positively that was their attitude and learning

36

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motivation heightened significantly. Moreover, these findings also indicated the

success of the dictation in improving the students’ participation, motivation,

interest and enjoyment especially in learning vocabulary.

Finally, from the discussion above it can be concluded that the findings of

this study can prove the hypothesis of this classroom action research that was

vocabulary mastery of the eighth grade students of SMPN 1 Selemadeg Barat in

academic year 2012/2013 can be improved through dictation.

5.1 Suggestion

There are some suggestions which are addressed to the English teacher, the

student and also to the other researcher based on the findings of this study.

For the English teacher of SMPN 1 Selemadeg Barat, they are suggested to

use dictation as the teaching method because it has been proved effective to be

used in teaching vocabulary. Besides, the teacher also should teach using the

others various methods or techniques. Moreover, working in group is also

important to improve the students’ ability and communication.

For the students, they should be more active in the class and always ask

the teacher if they find the problem in study. For classroom learning, this study

can be used as the way to improve vocabulary mastery. It is expected to be able to

help them in vocabulary learning since this method will be able to solve their

problem in mastering vocabulary and improving the students’ vocabulary mastery.

For the other researcher, this study is only an research that concern about

using dictation in improving vocabulary mastery. It is recommended to other

researchers to investigate the effectiveness of dictation to towards the other

language skills. And for the other researchers also suggested to use this study as a

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contribution to complete the other study to find better findings. It can be

functioned as a guidance to conduct the other classroom action research.

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REFERENCES

Brown, H. D. (2004). Language Assessment: Principle and Classroom Practices.

New York: Pearson Education Inc.

Burns, A. (2010). Doing Action Research inEnglish Language Teaching.New

York: Routledge.

Carter, R. & Nunan, D. (2001). The Cambridge Guide to Teaching English to

Speaking of Other Languages: The Press Syndicate of the University of

Cambridge, United Kingdom.

Cohen, L., Manion, L. & Morrison, K. (2007). Research Methods inEducation.

London: Routledge.

Daller, H., Milton, J. & Treffers-Daller, j. (2007). Modelling and Assessing

pVocabulary Knowledge. USA: Cambridge University Press.

Downing, A. & Locke, P (2006). English Grammar: A University Course Second

Edition. New York: Routledge.

Fulcher, G & Davidson, F (2007). Language Testing and Assessment.New York:

Routledge.

Goodnough, K. (2011). Taking Action in Science Classrooms Through

Collaborative Action Research.Rotterdam: Sense Publishers.

Hiebert, E. H. & Kamil, M. L. (2005). Teaching and Learning

Vocabulary:Bringing Research to Practice. Ney Jersey: Lawrence Erlbaum

Associates Inc.

Huddleston, R., & Pullum, G. K. (2005). A Student's Introduction to English

Grammar. New York: Cambridge University Press.

Jackcson, H. (2005). Good Grammar For Students.London: SAGE Publications

Ltd.

Linse, C. T. & Nunan, D. (2005). Practical English language Teaching: Young

learners. New York: McGraw-Hill ESL/ELT.

McCarten, J. (2007). Teaching vocabulary: Lessons from the Copus, Lessons

from the Classroom. New York: Cambridge University Press.

McCharthy, M., O’Keeffe, A & Walsh. S (2010). Vocabulary Matrix:

Understanding, Learning, Teaching. Croatia: Cengage Learning.

39

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40

Nation, I. S. P. (2001). Learning Vocabulary in Another Language. United

Kingdom: Cambridge University Press.

Norton, L. S. (2009). Action Research in Teaching and Learning: A practical

guide to conducting pedagogical research in universities. USA:

Routledge.

Nunan, D. (2004). Task-based Language Teaching. New York: Cambridge

University Press.

Pikulski, J. J. & Sane, T. (2004). Teaching and Developing Vocabulary. USA:

Houghton Mifli Company

Thornbury, S. (2002). How to Teach Vocabulary.United Kingdom: Person

Education Limited.

Williams, J. D. (2005). The Teacher’s Grammar Book. New Jersey: Lawrence

Erlbaum Associates Inc.

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APPENDICES

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APPENDIX 1

LIST OF SUBJECT NAME

No Nama

1 Adi Tenaya I Komang

2 Adu Yusta Amanda Humara I Made

3 Adi Darma Putra I Putu

4 Antika Yasa I Made

5 Adi Rama Hendra Putra Dewa Putu

6 Arsiani Ni Nyoman

7 Arta Widyana I Putu Gede

8 Ayu Desi Anitasari Ni Made

9 Ayu Linda Dewi Ni Gusti Ayu Made

10 Ayu Trisna Dewi Ni Made

11 Ayu Weda Lestari Ni Putu

12 Bastiana I Wayan

13 Dandaphani Ra Purnama Ni Putu

14 Dewantara putra Dewa Bagus

15 Dian Ambarawati Ni Putu

16 Dwikye Berliana

17 Eka Yuliani Gusti Agun Ayu Putu

18 Ellisa Krisnawati

19 Febri Putri Ni Kadek

20 Hendra Ari Gunawan I Wayan

21 Indrawan I Nyoman

22 Jimmy Setiawan I Putu

23 Meisy Paramitha Ni Putu

24 Panji Setiawan I Made

25 Putu Oka Riyadi I Gusti

26 Ririn Virawidyanti Ni Luh Gede

27 Isma Yanthi Dewa Ayu Made

28 Wahyu Aditia I made

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APPENDIX 2

PRE TEST

Please complete the sentence with the correct answer!

1. He buys an expensive book and the price is (56.000) . . . . rupiah.

2. Tony has (17) . . . . dogs.

3. We have (10) . . . fingers.

4. The function of my . . . . is to taste something.

5. I hear a voice using my . . . .

6. Andy has a sister, and his sister’s son is his . . . .

7. My . . . . is my father’s grandmother.

8. Anton’s father is a . . . . and his father usualy takes a model picture with the

camera.

9. My sister is a . . . . and she manage a hotel.

10. Komang is a . . . . , he usually makes a statue from wood.

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APPENDIX 3

POST TEST

Session 1 Cycle I

Please complete the sentence with the correct answer!

1. Andy is my uncle’s son. He is my . . . .

2. The mother of my m father is called . . . .

3. My mother has two daughters, me and Shinta. So Shinta is my . . . .

4. Andi is my . . . . because he is my brother’s son.

5. My . . . . is my mother’s sister

6. My father’s . . . . is my mother.

7. Julia is my aunt. Her husband’s name is Joe. So Joe is my . . . .

8. My father’s grand father is my . . . .

9. My wife’s father is my . . . .

10. His step father’s son is his . . . . Her name is Keenan.

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APPENDIX 4

LESSON PLAN

Cycle I session 1

School/Institution : SMPN 1 Selemadeg Barat

Subject : English

Theme : Familly mebers

Class/Semester : VIII B/2

Time Allotment : 2 x 40 minutes

A. Standard Competence :

Understanding a simple transactional and interpersonal conversation in integrated

with a close environment

B. Basic Competence :

Responding in transactional and interpersonal conversation use a simple language in

integrated with a close environment.

C. Indicators :

1. Expressing the meaning of vocabulary about part of body correctly.

2. Writing the vocabularies correctly.

D. Learning Objective :

In the end of the study, the students are able to:

1. Expressing the meaning of vocabulary about part of body correctly.

2. Writing the vocabularies correctly.

E. Learning material :

Vocabularies about familly members with the meaning. For example:

11. The mother of my m father is called grandfather.

12. My aunt is my mother’s sister

13. My father’s wife is my mother. Ect.

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F. Approach / method/ technique :

1. Dictation

G. Learning activities :

Teacher’s Activities Students’ Activities

Pre Activity (15 minute)

1. Greeting the students.

2. Introducing myself.

3. Checking the presence list of the

students.

4. Warming up the students by asking

some questions concerning to the

topic.

1. Responding the teacher’s greeting.

2. Listening

3. Raising their hands and saying

“present” when their names are

called.

4. Paying attention and answering the

questions.

Whilst Activity (45 minute)

1. Describing the students about the

material that will be taught.

2. Asking the students to listen up what

the teacher says.

3. Asking the students to write what the

teacher says about the material. For

example :

a) The mother of my m father is

called grandfather.

b) My aunt is my mother’s sister

c) My father’s wife is my mother.

Ect.

4. Correcting the students’ test.

5. Giving a point to the students’ work.

1. Paying attention to the teacher.

2. Listening up the teacher.

3. Writing what the teacher says.

4. Listening to the teacher’s

explanation.

5. Paying attention

Post activity (20 minute)

1. Asking the students to answer the

students’ worksheet.

2. Asking the difficulties that are found

by the students.

3. Teacher concludes the learning

process.

1. Answering the students’ worksheet.

2. Discussing the difficulties.

3. Paying attention to the teacher’s

explanation.

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H. Learning source and media :

a. Media : Board markers, eraser , blank paper, text.

I. Assessment / Evaluation :

• The students answer the completion.

• The score is between 0-100.

No Criteria Score

1 Correct answer

I. Completion

10

2 Wrong answer 0

J. Follow Up

After tthe evaluation is done, if the result of the evaluation is unacceptable, so the

repetition will be conducted to this lesson plan.

Mahasiswa,

I Gede Widyasmara Putra

NPM. 09.8.03.51.31.2.5.3311

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48

APPENDIX 5

POST TEST

Session 2 Cycle I

Please complete the sentence with the correct answer!

1. Exan is a . . . . . Her job is helping the doctor.

2. . . . . teaches the student in the classroom.

3. The one that makes a clothes is named . . . .

4. If I have toothache, I will look for a . . . .

5. Anto’s father is a . . . . He always helps his father to catch fish.

6. She is a . . . . that always serves a food for me in the restaurant.

7. A . . . . always types documents in a company.

8. His father can make everything from wood. His father is . . . .

9. Jonathan is sick. He just has to find a . . . .

10. He always takes a tourist from the airport, then takes the tourist to everywhere

by car with a tour guide. He is a . . . .

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APPENDIX 6

LESSON PLAN

Session 2 Cycle I

School/Institution : SMPN 1 Selemadeg Barat

Subject : English

Theme : Job

Class/Semester : VIII B/2

Time Allotment : 2 x 40 minutes

K. Standard Competence :

Understanding a simple transactional and interpersonal conversation in integrated

with a close environment

L. Basic Competence :

Responding in transactional and interpersonal conversation use a simple language in

integrated with a close environment.

M. Indicators :

6. Expressing the meaning of vocabulary about job correctly.

7. Writing the vocabularies correctly.

N. Learning Objective :

In the end of the study, the students are able to:

3. Expressing the meaning of vocabulary about job correctly.

4. Writing the vocabularies correctly.

O. Learning material :

Vocabularies about job with the meaning. For example:

1. She is a waitrees that always serves a food for me in the restaurant.

2. If I have toothache, I will look for a dentist

3. Exan is a nurse, Her job is helping the doctor.

P. Approach / method/ technique :

2. Dictation

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Q. Learning activities :

Teacher’s Activities Students’ Activities

Pre Activity (15 minute)

5. Greeting the students.

6. Introducing myself.

7. Checking the presence list of the

students.

8. Warming up the students by asking

some questions concerning to the

topic.

5. Responding the teacher’s greeting.

6. Listening

7. Raising their hands and saying

“present” when their names are

called.

8. Paying attention and answering the

questions.

Whilst Activity (45 minute)

3. Describing the students about the

material that will be taught.

4. Asking the students to listen up what

the teacher says.

5. Asking the students to write what

the teacher says about the material.

For example:

a) She is a waitrees that always

serves a food for me in the

restaurant.

b) If I have toothache, I will look

for a dentist

c) Exan is a nurse, Her job is

helping the doctor.

6. Correcting the students’ test.

7. Giving a point to the students’ work.

6. Paying attention to the teacher.

7. Listening up the teacher.

8. Writing what the teacher says.

9. Listening to the teacher’s

explanation.

10. Paying attention

Post activity (20 minute)

4. Asking the students to answer the

students’ worksheet.

5. Asking the difficulties that are found

by the students.

6. Teacher concludes the learning

process.

4. Answering the students’ worksheet.

5. Discussing the difficulties.

6. Paying attention to the teacher’s

explanation.

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51

R. Learning source and media :

b. Media : Board markers, eraser, blank paper, text.

S. Assessment / Evaluation :

• The students answer the completion.

• The score is between 0-100.

No Criteria Score

1 Correct answer

II. Completion

10

2 Wrong answer 0

T. Follow Up

After tthe evaluation is done, if the result of the evaluation is unacceptable, so the

repetition will be conducted to this lesson plan.

Mahasiswa,

I Gede Widyasmara Putra

NPM. 09.8.03.51.31.2.5.3311

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52

APPENDIX 7

POST TEST

Session 1 Cycle II

Please complete the sentence with the correct answer!

1. I have (16) . . . . dogs.

2. Julia gets (54) . . . . post cards in a week.

3. This bag is the most expensive one that I have. It’s (650.000) . . . . rupiah.

4. In a day I can get (116) . . . . stamps from my friends.

5. The cell phone price is (1.300.000) . . . . rupiah.

6. My father had (3.000.000) . . . . savings.

7. She wins (2.500.000.000) . . . . from the tv show quiz.

8. There are around (1.500) . . . . kind of fish in the sea.

9. My house has (4) . . . . doors.

10. My aunt’s weight is (74) . . . . killograms.

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53

APPENDIX 8

LESSON PLAN

Session 1 Cycle II

School/Institution : SMPN 1 Selemadeg Barat

Subject : English

Theme : Numbers

Class/Semester : VIII B/2

Time Allotment : 2 x 40 minutes

U. Standard Competence :

Understanding a simple transactional and interpersonal conversation in integrated

with a close environment

V. Basic Competence :

Responding in transactional and interpersonal conversation use a simple language in

integrated with a close environment.

W. Indicators :

8. Expressing the meaning of vocabulary about numbers correctly.

9. Writing the vocabularies correctly.

X. Learning Objective :

In the end of the study, the students are able to:

5. Expressing the meaning of vocabulary about numbers correctly.

6. Writing the vocabularies correctly.

Y. Learning material :

Vocabularies about numbers. For example:

1. I have two dogs.

2. In my garden there are twelve trees.

3. My father had three million savings. ect

Z. Approach / method/ technique :

3. Dictatio

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54

AA. Learning activities :

Teacher’s Activities Students’ Activities

Pre Activity (15 minute)

9. Greeting the students.

10. Introducing myself.

11. Checking the presence list of the

students.

12. Warming up the students by asking

some questions concerning to the

topic.

9. Responding the teacher’s greeting.

10. Listening

11. Raising their hands and saying

“present” when their names are

called.

12. Paying attention and answering the

questions.

Whilst Activity (45 minute)

8. Describing the students about the

material that will be taught.

9. Asking the students to listen up what

the teacher says.

10. Asking the students to write what

the teacher says about the material.

For example:

a) I have two dogs.

b) In my garden there are twelve

trees.

c) My father had three million

savings. ect

11. Correcting the students’ test.

12. Giving a point to the students’ work.

11. Paying attention to the teacher.

12. Listening up the teacher.

13. Writing what the teacher says.

14. Listening to the teacher’s

explanation.

15. Paying attention

Post activity (20 Minute)

7. Asking the students to answer the

students’ worksheet.

8. Asking the difficulties that are found

by the students.

9. Teacher concludes the learning

process.

7. Answering the students’ worksheet.

8. Discussing the difficulties.

9. Paying attention to the teacher’s

explanation.

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55

BB. Learning source and media :

c. Media : Board markers, eraser, blank paper, text.

CC. Assessment / Evaluation :

• The students answer the completion.

• The score is between 0-100.

No Criteria Score

1 Correct answer

III. Completion

10

2 Wrong answer 0

DD. Follow Up

After tthe evaluation is done, if the result of the evaluation is unacceptable, so the

repetition will be conducted to this lesson plan.

Mahasiswa,

I Gede Widyasmara Putra

NPM. 09.8.03.51.31.2.5.3311

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56

APPENDIX 9

POST TEST

Session 2 Cycle II

Please complete the sentence with the correct answer!

1. We have a . . . . between our eyes and mouth.

2. She uses her . . . . to listen every single words.

3. There are some types of . . . . .There are curly and wavy.

4. We have two . . . . to see something.

5. My shoes don’t fit in my . . . . .

6. I always say “I Love You” to my mom using my . . . . .

7. I have a lot of gloves for my . . . . when making a cake.

8. There is a ring on his wife’s . . . . .

9. Her . . . . will be red when she’s embrassed.

10. Hair under the nose is named . . . . .

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57

APPENDIX 10

LESSON PLAN

Session 2 Cycle II

School/Institution : SMPN 1 Selemadeg Barat

Subject : English

Theme : Part of body

Class/Semester : VIII B/2

Time Allotment : 2 x 40 minutes

EE. Standard Competence :

Understanding a simple transactional and interpersonal conversation in integrated

with a close environment

FF. Basic Competence :

Responding in transactional and interpersonal conversation use a simple language in

integrated with a close environment.

GG. Indicators :

10. Expressing the meaning of vocabulary about part of body correctly.

11. Writing the vocabularies correctly.

HH. Learning Objective :

In the end of the study, the students are able to:

7. Expressing the meaning of vocabulary about part of body correctly.

8. Writing the vocabularies correctly.

II. Learning material :

Vocabularies about part of body with the meaning. For example :

1. I have two eyes to see something.

2. She uses her ears to listen every single words.

3. My shoes don’t fit in my feet. Ect.

JJ. Approach / method/ technique :

4. Dictation

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KK. Learning activities :

Teacher’s Activities Students’ Activities

Pre Activity (15 minute)

13. Greeting the students.

14. Introducing myself.

15. Checking the presence list of the

students.

16. Warming up the students by asking

some questions concerning to the

topic.

13. Responding the teacher’s greeting.

14. Listening

15. Raising their hands and saying

“present” when their names are

called.

16. Paying attention and answering the

questions.

Whilst Activity (45 minute)

13. Describing the students about the

material that will be taught.

14. Asking the students to listen up what

the teacher says.

15. Asking the students to write what the

teacher says about the material. For

example :

a). I have two eyes to see something.

b). She uses her ears to listen every

single words.

c). My shoes don’t fit in my feet.

Ect.

16. Correcting the students’ test.

17. Giving a point to the students’ work.

16. Paying attention to the teacher.

17. Listening up the teacher.

18. Writing what the teacher says.

19. Listening to the teacher’s

explanation.

20. Paying attention

Post activity (20 minute)

10. Asking the students to answer the

students’ worksheet.

11. Asking the difficulties that are found

by the students.

12. Teacher concludes the learning

process.

10. Answering the students’ worksheet.

11. Discussing the difficulties.

12. Paying attention to the teacher’s

explanation.

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LL. Learning source and media :

d. Media : Board markers, eraser, blank paper, text

MM. Assessment / Evaluation :

• The students answer the completion.

• The score is between 0-100.

No Criteria Score

1 Correct answer

IV. Completion

10

2 Wrong answer 0

NN. Follow Up

After tthe evaluation is done, if the result of the evaluation is unacceptable, so the

repetition will be conducted to this lesson plan.

Mahasiswa,

I Gede Widyasmara Putra

NPM. 09.8.03.51.31.2.5.3311

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APPENDIX 11

KUESIONER

Petunjuk dalam menjawab soal:

• Bacalah pertanyaan dibawah ini secara seksama.

• Jawablah pertanyaan ini dengan sejujur-jujurnya.

• Silangkan (x) huruf A, B, C atau D yang menjadi pilihan jawaban

anda pada lembar soal yang disediakan.

• Kumpulkan lembar soal kepada guru apabila anda sudah selesai

mengerjakan soal ini.

1. Apakah menurut anda belajar kosa kata dalam bahasa ingris menggunakan

dictation itu menyenangkan?

A. sangat menyenangkan

B. menyenangkan

C. biasa-biasa saja

D. kurang menyenangkan.

2. Bagaimana kesan anda terhadap pembelajaran kosa kata dalam bahasa inggris

inggris dengan menggunakan dictation?

A. sangat menarik

B. menarik

C. biasa-biasa saja

D. kurang menarik

3. Apakah anda menyukai belajar kosa kata dalam bahasa inggris dengan

menggunakan dictation?

A. sangat menyukai

B. menyukai

C. biasa-biasa saja

D. kurang menyukai

4. Apakah belajar kosa kata dalam bahasa inggris melalui dictation bermanfaat

bagi kemampuan anda dalam berbicara?

A. sangat bermanfaat

B. bermanfaat

C. biasa-biasa saja

D. kurang bermanfaat

5. Apakah situasi pembelajaran melalui dictation dapat membantu anda dalam

mengetahui kosa kata dalam bahasa inggris dengan baik?

A. sangat membantu

B. membantu

C. biasa-biasasaja

D. kurang membantu

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6. Apakah cara belajar kosa kata dalam bahasa inggris melalui dictation ini,

anda bersemangat dalam belajar?

A. sangat bersemangat

B. bersemangat

C. cukup bersemangat

D. tidak bersemngat

7. Apakah dengan cara pembelajaran melaui dictation, pengetahuan kosa kata

dalam bahasa inggris anda meningkat?

A. sangat meningkat

B. meningkat

C. cukup meningkat

D. tidak meningkat

8. Apakah cara belajar kosa kata dalam bahasa inggris dengan dictation

membantu meningkatkan daya ingat anda tentang kosakata dalam Bahasa

Inggris?

A. Sangat meningkat

B. Meningkat

C. Cukup meningkat

D. Tidak meningkat

9. Apakah anda mengalami kesulitan selama berlangsungnya proses belajar kosa

kata dalam bahasa inggris dengan dictation?

A. Sangat mengalami kesulitan

B. Cukup banyak mengalami kesulitan

C. Sedikit mengalami kesulitan

D. Tidak mengalami kesulitan sama sekali

10. Apakah perintah yang disampaikan oleh guru pada saat pengajaran kosa kata

dalam bahasa inggris menggunakan dictation mudah dipahami?

A. sangat mudah

B. mudah

C. cukup mudah

D. tidak mudah

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AUTOBIOGRAPHY

My name is I Gede Widyasmara Putra and I was born in

Tabanan on October 31st 1991. I live at Jl. Tukad Sarikuning I

no 2. My father is Drs. I Wayan Sutariyasa as the headmaster

of SDN 1 Lalang Linggah and my mother is Dra. Ni Nyoman

Darsi as a seller. I have one younger sister. My parents hope all

of their children can graduate at university according to their

ability and interest. I started my study in kindergarten at TK Srikandi Surabrata

from 1996 until 1997. I continued my study to elementary school at SDN 1

Lalang Linggah from 1997 until 2003. Then, I continued to junior high school at

SMPN 3 Selemadeg Barat from 2003 until 2006 and senior high school at SMKN

3 Denpasar from 2006 until 2009. After finishing my study at senior high school, I

continued my study at Mahasaraswati Denpasar University from 2009 until 2013.

I concentrated at English Department, Faculty of Teacher Training and Education.

I took English because I wanted to be a teacher. Besides, I also think that English

should be mastered in modern era. During my study, I got a lot of knowledge and

experiences from my class and student’s organization. The lecturers here also very

friendly, kindly and welcome and it makes me very enjoy the teaching learning

process. I believe that what we do wholeheartedly, full with hard work, discipline,

and prayer will give us a satisfying result.