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THE USE OF DRILLING TECHNIQUE TO IMPROVE VOCABULARY

MASTERY OF FOURTH GRADE STUDENTS OF MI MIFTAHUL HUD A

SUWAWAL 01 PAKIS AJI JEPARA IN ACADEMIC YEAR 2010/2 011

Final Project

Submitted in partial fulfillment of the requirements

for the degree of Sarjana Pendidikan

in English

By :

Dhasi Nur Mubin

10428004

ENGLISH EDUCATION STUDY PROGRAM

FACULTY OF LANGUAGES AND ARTS EDUCATION

IKIP PGRI SEMARANG

2013

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DECLARATION

I certify that this final project is definitely my own work. I am completely responsible for the content of this final project. Other writer’s opinions or findings included in the final project are quoted or cited in accordance with ethical standards.

Semarang, October 2013

Dhasi Nur Mubin

10428004

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APPROVAL

This final project entitled “The Use of Drilling Technique To Improve Vocabulary Mastery of Fourth Grade Students of MI Miftahul Huda Suwawal 01 Pakis Aji Jepara In Academic Year 2010/2011“

Name : Dhasi Nur Mubin

NPM :10428004

This final project has been approved by the team of advisors of the English Department of Faculty of language and Art Education of IKIP PGRI Semarang.

Day : Friday

Date : October 4th 2013

Approved by

First Advisor Second Advisor

Drs. A. Wiyaka, M.Pd AB.Prabowo KA. S.Pd. M.Hum.

NIP. 196412161990031002 NPP. 047001157

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RATIFICATION

This Final Project entitled “The Use of Drilling Technique To Improve

Vocabulary Mastery of Fourth Grade Students of MI Miftahul Huda Suwawal 01

Pakis Aji Jepara In Academic Year 2010/2011”. Written by Dhasi Nur Mubin has

been ratified by the team of examiner, for The Degree of Sarjana Pendidikan of

English Education Study Program Faculty of Language and Art Education IKIP

PGRI Semarang on :

Day : Friday

Date : October 4th 2013

Drs. A. Wiyaka, M.Pd. ………………………………

NIP. 196412261990031002

Examiner 1 / Advisor 1

AB Prabowo KA, S.Pd. M.Hum ………………………………

NPP. 047001157

Examiner II/ Advisor II

Sri Wahyuni, S.Pd. M.Pd. ……………………………….

Examiner III

Drs. A. Wiyaka, M.Pd. ………………………………

NIP. 196412261990031002

Dra. Sri Suciati, M,Hum ……………………………..

NIP. 196503161990032002

Dean of FBS

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DEDICATION

To:

My wife and son

Purwanti, A.MG and Dhamats Dewaji Restu Bumi

My Parents H. Marzuki, Hj. Khomastun

My Beloved brother and sister, Nur Safiq (the late), Syamsur Rohman

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MOTTO

A man who has never gone to school may steal from a freight car; but if he has a university education, he may steal the whole railroad.

(Theodore Roosevelt)

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ACKNOWLEDGEMENTS

The opportunity to complete this final project makes the writer feels relieved. In this occasion, I would like to praise Allah the Almighty for the blessing and mercy given to me during my study and in completing this final project.

There are so many persons who help and give me motivation in finishing this final project. In this very time, I would like to thank to the people who contributed their ideas and time given to me in completing my final project.

1. Drs. A. Wiyaka, M.Pd as the first advisor for giving me guidance and

help to finish this final project.

2. AB Prabowo KA, S.Pd, M.Hum as my second advisor for his patience

in improving my final project for its finalization.

3. My thanks also go to Machin, S.Pd.I as the Headmaster of MI Miftahul

Huda Suwawal 01 for allowing me to carry out the study in the school

and for giving the contribution while I was conducting the research

there.

4. I would like to dedicate my deepest gratitude to my wife and son who

have supported finance, spirit and prayers for my success and also my

parent.

5. I am also grateful to my friend for his support during my study and all

my friends who might not be mentioned individually here.

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ABSTRACT

Nur Mubin, Dhasi. 2013. The Use of Drilling Technique to Improve Vocabulary Mastery of The Fourth Grade Students of MI Miftahul Huda Suwawal 01 Pakis Aji Jepara In The Academic Year of 2010/2011. Final Project, English Education Study Program, Faculty of Languages and Arts Education, IKIP PGRI Semarang. Advisor I: Drs. A. Wiyaka, M.Pd, Advisor II: A.B. Prabowo KA, S.Pd. M. Hum.

To understand English vocabulary is very important for English learners. But to teach vocabulary mastery to fourth grade students of elementary school is not easy way. The teacher must find an appropriate method or technique to make students feel enjoy during the learning process in the class.

This final project is based on study which attempted to examine the use of drilling technique to improve vocabulary mastery of fourth grade students of MI Miftahul Huda Suwawal 01 Pakis Aji Jepara in academic year of 2011/2012. The purpose of this study is to find out the students’ difficulties in understanding English vocabulary, to know if drilling technique can improve students’ vocabulary mastery and to find out if there is any significant difference between students that are taught using drilling technique and those who are not.

The subject of the study is the fouth grade students of MI Miftahul Huda Suwawal 01 in the academic year of 2010 / 2011. There were 28 students (14 girls and 14 boys). The writer took all of them as the subject of the study. The technique used for collecting data is pre-test and post-test. Students’ vocabulary mastery was tested first. After got the result, the training using drilling technique was started. Then, students were tested again. The results of pre-test and post-test were then compared to find out if there were any significant differences or not.

Result showed that the students’ score was significantly increasing. In pre-test, 39% students are in level very weak and 61% are in fail. But the post-test result showed that 64% got satisfactory and only 36% in very weak with no student got fail. It meant that the drilling technique improved students’ skill in vocabulary mastery.

Keywords : drilling technique, vocabulary mastery

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TABLE OF CONTENTS

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

DECLARATION ........................................................................................... ii

APPROVAL ................................................................................................... iii

DEDICATION ............................................................................................... iv

MOTTO ......................................................................................................... v

ACKNOWLEDGEMENTS ........................................................................... vi

ABSTRACT ................................................................................................... vii

TABLE OF CONTENTS ............................................................................... viii

LIST OF TABLES ......................................................................................... xi

CHAPTER I INTRODUCTION

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

B. Reasons for Choosing the Topic ........................................................... 3

C. Statements of the Problem .................................................................... 3

C. The Objectives of the Study ................................................................. 4

D. Significances of the Study .................................................................... 4

E. Definition of Key Terms ....................................................................... 5

F. The Outline of the Report ..................................................................... 6

CHAPTER II REVIEW OF RELATED LITERATURE

A. English Language Teaching ................................................................. 7

B. School Based Curiculum (KTSP) ........................................................ 8

C. Teaching Vocabulary with Drilling Technique in Elementary School 9

D. General Concept Drilling Technique .................................................... 10

E. Steps in Drilling ................................................................................... 11

F. Chain Drill ............................................................................................. 12

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G. Second or Foreign Language Learning ................................................ 12

H. The Characteristics of Elementary Student ......................................... 15

I. Drilling Technique and Oral Work ....................................................... 15

J. Technique in Teaching Vocabulary ...................................................... 17

K. Reason for Using Drilling Technique .................................................. 18

L. Previous Study ...................................................................................... 18

CHAPTER III METHODOLOGY OF THE RESEARCH

A. Research Design ................................................................................... 19

B. Implementing ........................................................................................ 20

C. Subject of The Study ............................................................................ 23

D. Instrument of The Study ...................................................................... 24

E. Data Collection .................................................................................... 25

F. Method of Analyzing Data ................................................................... 25

G. Method of Reporting the Result .......................................................... 27

CHAPTER IV RESEARCH FINDINGS AND DISCUSSION

A. Research Findings ................................................................................ 29

B. Discussion ............................................................................................. 30

CHAPTER V CONCLUSIONS AND SUGGESTIONS

A. Conclusions .......................................................................................... 42

B. Suggestions ........................................................................................... 43

BIBLIOGRAPHY .......................................................................................... 44

APPENDIX .................................................................................................... 46

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LIST OF TABLES

Table Page

3.1 Tinambunan’s classification of achievement ........................................... 28

4.1. Pre-Test Score ........................................................................................ 32

4.2 Frequency of pre-test score ...................................................................... 34

4.3 Pre-test standard deviation ....................................................................... 35

4.4 Post-test score .......................................................................................... 36

4.5 Frequency of post-test score .................................................................... 37

4.6 Post-test standard deviation...................................................................... 38

4.7 Tinambunan formula of students’ score in pre-test.................................. 40

4.8 Tinambunan formula of students’ score in post-test ................................ 41

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CHAPTER I

INTRODUCTION

A. Background of the Study

English is one of international languages, which is used throughout the

world and also English is used in many field of life such as: in Politics,

Economics, Social and Education. Therefofe, English, as a language in

international communication, is cleary by many learners to deliver thought and

interact in variety of situation.

Nowadays, English is widely used in the world. Second or Foreign

language learners have several advantages over people who do not know

another language. Competency in using another language is essential in the

world which demands people to communicate more effectively with others.

Shafer (2002) declares that “learning another language frees you, broadens

your mind and enhances your cognitive flexibility. The more languages you

know, the more doors open to you”.

At this time, teaching English particularly at elementary schools in

Indonesia has totally been encouraged. This attempt is purposed to familiarize

pupils with English at an early stage. Almost all elementary schools in

Indonesia particular conduct English teaching. It has been 11 years that English

teaching is run since the Decree of Minister of Education and Culture Number

060/U/1993 regarding English as a local content subject matter starting from

the fourth grade was issued (Suyanto, 2004).

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English teaching involves of four language skill, they are listening,

speaking, reading and writing. In teaching and learning a language, there are

four aspects that support four language skills above such as grammar,

vocabulary, spelling and pronunciation that are also taught in English teaching

and learning process.

English is an introduction language spoken in international event and is

used the medium of information flow on science, technology, and culture as

well. As we are in developing country we should try to be able to speak

English to make relationship with other country in the world so that we can

master the science, technology and culture in the world, so we can face the

competition in the global era. By mastering English, it is easier for us to make

a good relationship with other countries.

This drill used when a long line of dialog is giving student trouble. The

teacher breaks down the line into several parts. The student repeat a part of the

sentence, usually the last phrase of the line. Then, following the teacher’s cue,

the student expand what they are repeating part by part until they are able to

repeat the entire line. This also directs more student attention to the end of the

sentence, where new information typical accore (Larsen, 2004: 48).

In this study, the writer tries to find out how good the drilling technique

if it is used to improve the vocabulary mastery to fourth grades of elementary

school students. The study concerns with the teaching and learning process in

English that is focused on the vocabulary mastery of fourth grade students of

MI Miftahul Huda Suwawal Pakis Aji Jepara in academic year of 2010/2011.

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B. Reasons for Choosing the Topic

There are some reasons why the writer chooses the topic “The Use of

Drilling Technique To Improve Vocabulary Mastery of Fourth Grade Students

of MI Miftahul Huda Suwawal 01 In Academic Year 2010/2011”. Those are:

1. Students’ vocabulary mastery is still not good enough and by using

drilling technique the students will be much easier and happier while

learning English.

2. As a student of English department, I have a great interest in this problem.

I just try to solve the problem in teaching vocabulary mastery especially at

elementary school.

3. I also try to help the students in learning vocabulary since they have

difficulties on it.

C. Statements of the Problem

In this study, the writer wants to find some answers from problems

found in the research object. The statements of the problem that will be

discussed in this study are:

1. What are the students’ difficulties in understanding English vocabulary?

2. To what extent does drilling technique improve students’ vocabulary

mastery?

3. Is there any significance difference between students that are taught using

drilling technique and those who are not?

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D. The Objectives of the Study

The objectives of the study are to describe the teaching and learning

process of teaching vocabulary mastery to the fourth grade students of

elementary school. The objectives of the study can be stated as follows:

1. To know the students’ difficulties in understanding English vocabulary.

2. To know if drilling technique can improve students’ vocabulary mastery.

3. To identify if there is any significance difference between students that are

taught using drilling technique and those who are not.

E. Significance of the Study

After finishing this study, the writer demands the significances of this

study will be useful for:

a. For Writer

The writer will get a valuable experience and knowledge in teaching English

in elementary school. So, if someday he becomes an English teacher in

elementary school, of course he will be a good teacher. Moreover, he can

share his experience and knowledge in teaching by using drilling technique

to others who want to teach English.

b. For English Teacher

The English teacher may use the drilling technique to improve students’

skill in vocabulary mastery and also may try to find another method that

must be useful for students. Besides, the teacher also can see the

effectiveness or ineffectiveness of such technique in teaching. Moreover, the

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teacher also will become more creative and of course want to try another

methods in teaching English beside the conventional method.

c. For Students

The students will enjoy the learning process and have a thought that English

is easy and interesting subject. So, they will be able to use and understand

English as a means of communication and so on. This will bring a good

motivation for student in learning English.

F. Definition of Key terms

a. Drilling Technique

Drilling technique refers to behaviorist approach where the students are

suggested to be used to with foreign language the students learn (Larsen,

2004).

b. Vocabulary Mastery

Vocabulary mastery is how the students ability in acquiring vocabulary and

use it in daily communication.

c. MI Miftahul Huda Suwawal 01

MI Miftahul Huda Suwawal 01 is the object of this study. It is an

elementary school that is located in Suwawal Timur Pakis Aji Jepara in the

academic year of 2010/2011. The writer will only uses the fourth grade

students as object of this study.

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G. The Outline of the Report

The final project is divided into five chapters that can be presented as

follows. Chapter 1 gives the introduction that contains the background of the

study, reasons for choosing the topic, the statements of the problem, the

objectives of the study, the significance of the study and outline of the thesis.

Chapter II is Review of Related Literature. It discusses the theories

used as the bases of this research.

Chapter III is Methodology of the Research. It covers subject of the

study, instrument of the study, steps in the action research, and the criterion of

assessment.

Chapter IV is Research Findings and Discussion. The research findings

are described and interpreted in this chapter. This chapter discusses the analysis

of each activity in each cycle.

The last chapter is Chapter V, which gives the conclusion about the

research findings and some suggestions related to this study.

.

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CHAPTER II

REVIEW OF THE RELATED LITERATURE

A. English Language Teaching

English is one of many languages in the world. There are some doubts

as to its future status, but even in the present it is worth countering the idea that

is an all embracing world language. There are many more people in the world,

especially in Indonesia, who do not speak English than there are people who

do. Therefore, English language teaching has an inmportant role in improving

lanuage skill. Harmer (2004: a. 57) describes that teaching means to give

(someone knowledge) or to instruct or train (someone). It is undertaking certain

ethical task or activities the intension of which is to induce learning. Therefore,

English language teaching means that the teacher gives some knowledge about

English so that they can use English well anywhere. Based on the 2006

curriculum, English is one of the primary subjrcts at school. The objectives of

teaching english to Elementary students as a primary subject of the study are:

1. Developing the communication skill in English both spoken and writen

language. The ability to communicate includes listening, speaking, reading,

and writing.

2. Giving information that English is one of the most important foreign

languages that bacome means of communication in education.

3. Developing the understanding of language and culture. Therefore the

children will have knowledge about culture. The role of an english teacher

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in elementary school is very important because he/she has the task to

develop the material and technique in teaching in the classroom in order

the students can master English well. The teacher need to have special

training or education to have knowledge to prepare a good lesson, provide

appropriate resources to learn, and so on. In other words, a teacher with

good educational background logically hack chance to be a good facilitator.

Good environment and media also support the success of language

teaching. Therefore the teacher must create a good condition and make

his/her teaching interesting for them and be very helpful to encourage

them to learn English.

B. School Based Curriculum (KTSP)

In school based curriculum, it is stated that there arae four literacy

levels: performative, functional, informational, and epistemic. In performative

level, people can read and write, and speak symbol. In functional level, student

are expected to be able to use language in their daily life. In informational level,

student are expected to produce knowledge by their languge themselves.

In school based curriculum (KTSP), the elementary school students are

expected to reach informational level because they are prepared to the junior

high school. Therefore, literacy is the focus of the development of learning

English in this curriculum. Kinds of texts used are texts that can support the

extent of academic literacy degree. Verbal communication activity is a process

of producing texts both spoken and written. Hyland (2004: 6) states that texts

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are autonomous objects which can be anlyzed and described independently of

particular context, writers or readers. Texts have a structure. They are orderly

arrangement of words, clauses, sentences, by following the princilpes which

guide the correct arrangement of elements. Writers can encode full semantic

representation of their intended meaning. From the definition above I can

conclude that texts are a group of words or organizes patterns of spoken or

written language that has meaning.

C. Teaching Vocabulary with Drilling Technique in Elementary School

As stated before that elementary school students are expected to reach

informational level because they are prepared to the Junior High School. They

are expected to produce knowledge using their own language. In this case, the

students must be able to understand more vocabularies.

In elementary school, literacy is the focus of development learning

English in this curriculum. One of the goals in learning English at elementary

school is to develop communicationskill in English both spoken and written

language, but the mater just basic English. Therefore, the teachers must be

careful in teaching English to his/her students. According to school based

curriculum (KTSP) of elementary school, the teching are as follows:

1. Grammar focus (simple present tense, simple past tense).

2. Introducing texts (narrative, recount, descriptive).

3. Vocabulary around school and around us.

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From the explanation above, I come to a conclusion that teaching

English for elementary school students must be related to curriculum.

Furthermore, the teacher must be able to make an interesting teaching

especially in teaching English to communicate. The parent would be very

helpful to encourage them to learn English and finally the expected result can

be reached.

D. General Concept of Drilling Technique

Meyers (2005 : 2) states that writing and vocabulary is a way to

produce language you do naturally when you speak. English is speaking to

other on paper – or on a computer screen. vocabulary is also an action – a

process of discovering and organizing your ideas, putting them on a paper and

reshaping and revising them. In other words, Palmer (1994 : 5) states that

vocabulary is recursive. It goes back and forth we plan a little, put words on

paper, stop to plan when we want to say next, go back and change a sentence,

or change our minds altogether.

Drills can be useful teaching-learning material because they provide

practice of small, manageable chunks of language. This helps to build

confidence and automatic use of structures and expressions that have been

drilled. Also, they can be part of a teaching or learning sequence that

progresses from more towards less controlled practice.

Mary Spratt (1991) noted that drills can be either mechanical or

meaningful. Mechanical drills are controlled by the teacher who provides drill

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cues to which students respond. These drills can give beginning students a

chance to articulate the new language fluently. Meaningful drills are controlled

by the teacher as well as by the students who must understand the drill cues in

order to respond. Meaningful drills are more desirable than mechanical drills

because they provide a reason for speaking and are thus more engaging and

motivating. Spratt (10–11) points out these requisites for meaningful drills:

1. They should look like real language, containing hesitations, proper social

reactions such as exclamations, questions, or comments that require a

response. They can even consider register and nonverbal elements.

2. The response should not be totally predictable; a variety of responses

should be incorporated.

3. They should involve genuine reactions between or among the speakers.

4. They should be purposeful and based on topics of relevance to students.

5. They should be sufficiently controlled and allow the teacher to observe how

well learning has taken place.

6. They should allow for sustained language practice.

E. Steps in Drilling

Diane Larsen in book “ Technique and Principle in Language Teaching

(2004 : 49) states that there are three steps to drilling technique, among others;

1. Students are asked to repeat the teacher model as accurately and as

quickly as possible.

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2. The teacher walks around the room as student, one by one, ask and answer

question of each teacher. The teacher begins the chain by greeting a

particular student or asking him question.

3. The teacher begins with the part at the end of the sentence (and works

backward from there) to keep the intonation of the line as natural as

possible.

This drill is used when the teacher gine lesson to the student about

vocabulary. The teacher breaks down the vovabulary into last parts. The

teacher gives students a certain kind of sentence patter, an affirmative sentence

for example. Students are asked to meaning of vocabulary to the teacher.

F. Chain Drill

Diane Larsen ( 2004 : 50) A chain drill gets its name from the chain of

conversation that forms around the rooms as student, one-by-one, ask and

answer question of each teacher. The teacher begins the chain by greeting a

particular student or asking him a question. The student responds, and then

turns to the students sitting next him. This technique will be applied in the

research.

G. Second or Foreign Language Learning

Every one acquires his or her first language gradually but

subconsciously. He or she never learns the patterns of the language but through

the exposure of the language used by their adults.

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It quit differs with language learning. Second or foreign language

learning means acquiring new habits or ways of using the speech organs and

learning the forms and the arrangements of forms required by the system

(Marry Finocchiaro, 1974:19). In language learning, acquiring habits of the

language comes through the intensive and extensive practice of numerous

examples.

In the section which now follows, the writer will discuss the models of

language learning proposed by Littlewood (1989). Those models are the

creative construction model and the skill-learning model.

1. Second or Foreign Language Learning as Creative Construction

A model of a second or foreign language learning that has become

increasingly influential is one, which sees it as a creative construction.

According to this model the learner constructs a series of internal

representations of the language system. This occurs as a result of natural

processing strategies and exposure to the second or foreign language

communication situations. Whenever the right kind of exposure takes

place, the learner’s internal representation develop gradually in predictable

stages, in the direction of the native speaker’s competence. This model

owes a lot of similar concepts proposed for first language learning.

Diagrammatically, the process can be represented as follows:

2. Second Language Learning as a Form of Skill Learning

This model which is implicit in most current approaches to teaching a

second or foreign language contrasts sharply with the creative construction

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model The creative construction model emphasizes on the cognitive

processing strategies that the leaner bring to the tasks in order to develop

internal representations of the seconds or foreign language. On the other

hand, the skill-learning model is based on the assumption that if we

require the learner to produce predetermined pieces of language (through

drills or question and answer practice) this productive Second language

exposure Processing strategies Temporary representation of the system

utterances activity will lead them to internalize the system underlying the

language.

3. Organizing

After you have put your ideas into words, you can begin to organize them.

This process involves selecting, subtracting, and adding. Think again

about your purpose and audience what goal does you want to accomplish –

to inform, persuade, or entertain? What point do you want to make? And

what should you tell your readers so that you can accomplish those goals?

Return to your technique and do the following :

a. Underline or highlight best ideas in your brainstorming list, putting

related ideas together. Add to the as more ideas occur to you and

remove or ignore the parts that are not related to your choices.

b. Choose the part of the clustering diagram that has the best ideas. Do a

second clustering diagram that explores those ideas in greater detail.

Ignore the parts of the original diagram that are not related to your

choice.

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c. Circle or highlight the best parts of your drill. Do a secend even a third

free vocabulary on them, Ignore the parts of each vocab that are not

related to your choice. And focus more specifically on your subject and

add more details.

d. Outlining

After selecting, subtracting and adding, the teacher can make an

informal outline. (Meyers, 2005 : p.5-6)

H. The Characteristics of Elementary School Students

In general, elementary school students are the children at the age

between seventh up to thirteenth years old in which they will be an adult. The

following are some general characteristics as the children of that group

according to thulus Hidayat (1997: 10):

1. The elementary school students still need another help in learning.

2. They prefer to practice something interesting than studying the lesson.

3. They often do or imitate negative thing from what they know or they watch.

4. They prefer to state their ideas than to obey the advice from another people.

5. Most of elementary school students are creative and like new experience.

6. Usually they need new information and asking something.

I. Drilling Technique and Oral Work

Dr. M.F. Patel and Praveen M. Jain in book “English Language

Teaching” (2008 : 103-106) When there is talking and writing there is also

27

reading. Mr. Mehta says there is much difference between speaking and

reading. When person speak then words come naturally but in reading there

is just reading or speaking of only that things which have been written in the

text. There is in order of importance. The tongue is important tool of speaking

and reading so when there is writing and speaking, there is reading also. The

logical starting place of any language teaching is oral work.

Usefulness of Oral Work or Drilling Technique (Praveen M. Jain, 2008 : 104)

1. To suggest new ideas: When teacher wants to increase the vocabulary of

students, he at first should introduce the new ideas to the students so that

student could be able to increase his vocabulary. During this process, the

teacher should not apply his own notions on students. He should put a topic'

before students so that there will be discuss or talking among them on the

topic. Teacher should put topic according to experiences and interests of

students.

2. When teacher introduces new ideas, then new word also should be

introduced to students so that students could be acquainted of new words.

With little efforts students can learn two or three words of English language.

Thus student can be strong in remembering of words.

3. When students learn new ideas and new words, then he should be given the

knowledge of way of arranging words properly. There is much difference in

order of words in English and Indonesian language. Teacher should tell

about the two patterns of the languages. So that student could understand it

very well so that they could apply them in their speech.

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Importance of Drilling Technique (Dr. M.F. Patel, 2008):

1. It unable student to speaks very effectively and mastery on communicate

on skill.

2. It makes student perfect in any kind of reading and writing.

3. Drilling technique and oral work helps students to read lesson of the text

very effectively and it helps to prepare the way for textual teaching.

4. Drilling technique and oral work helps students to improve their spelling

mistake.

5. Drilling technique and oral work remits the pronunciation mistakes and

thus develops the habit of correct or accurate speech.

J. Technique in Teaching Vocabulary

(John, 1997: 27) The teaching of vocabulary as an activity can ba down

into four separate parts. Each of these four parts will be single word. The word

should be arranged as follows:

1. The first vocabulary should tell something about think around us. What kind

of work what is this? Where was the think place?

2. The second paragraph should describe human body. What is this? What

kind of human body?

3. The third paragraph shoul tell how the use the think around us, by whom?

4. The fourth pargraph should give the moral of the story. What did you learn

from the experience? Were you able to apply what you learned to other

experiences in your life?

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K. Reasons For Using Drilling Technique

There are six reasons why the writer using Drilling Method Diane

Larsen (2000:103). Those are:

1. Drilling technique is useful for presenting new grammatical and

vocabulary items.

2. Drilling technique allows for meaningful practice or vocabulary and

structures presented by the teacher.

3. Drilling technique can also provide a stimulus for using the language at the

reproduction and manipulation to speak, to read, to write.

4. Drilling technique can be used for revision from one lesson to another as

well as for long term revision or vocabulary and structure.

5. Drilling technique can be used to supplement whatever textbook the

teacher is using or whatever course he is following.

6. Drilling technique is easy to collect, to make and to transport.

L. Previous Study

The previous study was done by Dhasi Nur Mubin. He did a study on

using a chain drill to improve students’ fluency in speaking English (the case

of the fourth grade students of MI Miftahul Huda Suwawal 1 in academic year

of 2010/2011). The result of his study showed that there were any significant

improvements in speaking for student after they were taught by using such

method. That’s why the writer wants to do a study using such method in

different object.

30

CHAPTER III

METHODOLOGY OF THE RESEARCH

A. Research Design

A research method used in this study is an action research. Action

research is focused on the immediate application, not on the development on

theory, no upon general application. This research will be conducted in the

classroom. This activity contains several cycles. In each cycle have four

elements: planning, acting, observing and reflecting. In order to be clear, the

writer will have to present the Lewin’s model of action research. It can be

depicted as follows:

According to Elliot (1996: 70), based on the model above, there is a

basic cycle of activities. The activities can be elaborated as follows:

1. Identifying Initial Idea

The initial media refers to a state of situation one wishes to change or

to improve on, (Elliot, 1991: 72). In this research the initial idea is thought

that there will be a change on picture in drilling technique.

2. Planning

Planning is followed up for identifying the text to find out solution for

problems. This research is intended to find out:

a) The students’ response during learning process.

b) The students’ improvement of vocabulary.

c) The writer will conduct four cycles of research to know

31

d) The student improvement of picture vocabulary. To know students’

ability in producing the Drilling vocabulary, the writer asks to the

students to vocabulary.

B. Implementing

Implementing is the performing of planned action. Based the model

above, the researcher can change the plans after conducting one step when

they are needed. In this study, the writer will conduct five activities the

elaboration of plans is as follows:

1. First cycle

In the first step, the teacher show picture to the student, The second

part is to do Join Construction of the vocabulary, where there will be four

activities. After conducting and observing the implementing cycle, the

next step that the writer will be done is evaluating. The evaluating is a

fact-finding about the result of the action. It is an analysis to find out the

influence of vocabulary in drilling for improving the students in learning

vocabulary.

a. Modeling of the Vocabulary

In the first activity of Modeling of the Text, the writer will introduce

vocabulary to the students. The theme is “Things around us“. The

theme of the vocab is about things around us. Then the writer will

distribute the vocab to the students. The students are grouped into

several groups consist of two students. Ask them to understand the

32

content of vocabulary and discuss it. The summary of the vocabulary is:

“Book, table, chair, blackboard”. In the second activity of Modeling of

the Vovabulary, the writer will ask the students to understand the

vocabulary. The both the writer and the students will discuss the

vocabulary. The generic structures of drilling are orientation/exposition,

resolution/felling action, and resolution. In the third activities of drilling

vocabulary, the writer will explain about last vocabulary. Then the

researcher will ask to the students to make sentences using this

vocabulary as exercises before making the true good sentence.

b. Join Sentence with Vocabulary

In the first activity Join Sentence with Vocabulary, the writer will ask to

the students to make a plan to write a sentence in a group. It is based on

the vocabulary that had been given before. In this case, the students

should try to explore their idea and then should arrange the main idea

every paragraph. In the second activity, the writer will ask to the

students to arrange the first draft of sentence based on the vocabulary

given and pay attention to the good structure of the sentence and

consult the work to the teacher or writer and friends. The writer or

teacher will give suggestion. In the third activity, the writer will ask to

the students to discuss the suggestion given by writer or teacher and

friends. Then giving the suggestion to the friends need. They may be

able to use dictionary if they have difficulties in vocabulary. In the

fourth activity, the students should arrange the sentence based on the

33

suggestion given by the writer or teacher and friends. After arranging

the sentence, the students will read once more carefully. They should

pay attention to the good structure o the sentence, spelling, vocabulary,

punctuation, etc. if there are many mistakes, they have to revise it.

2. Second Cycle

In the second cycle, the writer will divide the activities into two parts.

The first is to do Modeling of the sentence where there will be three

activities. The second part is to do Independent Construction of the

sentence where there will be five activities.

a. Modeling of the Drilling Vocabulary

In the first activities of Modeling of the drilling vocabulary, the writer

will discuss about vocabulary “Part of Body“. The theme of the

vocabulary is about name of the body. The second activities, the writer

and the students will discuss about the good structure of the vocabulary .

Then, the writer will recall the lesson about arrange sentence to make

sure that the students have known about the sentence that will be used

in good sentence.

In the third activities the writer will give an opportunity to the

studentsto ask about everything that relate to the vocabulary before

they are given assignment to produce vocabulary individually.

b. Independent Construction of the Vocabulary

In first the activity of Independent Construction of the vocabulary, the

writer will ask to the students to make planning to write vocabulary

34

individually. It is based on the vocabulary given before. In this case, the

students should try to explore their ides and arrange it in a paragraph.

In the second activity, the writer will ask to the students to arrange the

first sentence of vocabulary based on the vocabulary given and consult

the work to the writer or their teacher.

In the third activity, the writer will ask to the students to arrange the

second sentence based on the vocabulary given by the writer or their

teacher. They may be able to use dictionary if they have many

difficulties in new vocabulary.

In the fourth activities, the students should read the sentence once more

carefully before making the final copy. The students should pay

attention to the spelling, vocabulary, pronoun, etc. if there are many

mistakes, they must revise the draft and finally they arrange the final

copy of the sentence.

In the fifth activity, the writer will make interview to students to know

about the difficulties they have in producing sentence.

C. Subject of the Study

1. Population

Population is a group about which the researcher is interested in gaining

information and drawing conclusions. If the researcher were interested in

the educational aspirations of teachers, for example, the population of the

study would be teachers (Tuckman, 1978:227). In addition, population is

35

any group of people, objects or things having characteristics from which

researcher gets data. Population in this study is the fourth grade students of

MI Miftahul Huda Suwawal 01 Pakis Aji Jepara in the academic year

2011/2012.

2. Sample

Tuckman (1978:226) said that when we do a study, we must select a sample

or representative group from such population to serve as respondents. In this

study, the writer will use all students in fourth grade of MI Miftahul Huda

Suwawal 01 Pakis Aji Jepara in the academic year 2010/2011 as sample.

The number of fourth grade students of MI Miftahul Huda Suwawal 01

Pakis Aji Jepara in the academic year 2010/2011 used in this study is 28.

The writer uses all fourth grade students as sampling. Therefore, the writer

uses total sampling method.

D. Instrument of the Study

Instrument of research refers to devices used in observing and

recording events or gathering data (Saleh, 2001:17). There are many

instruments used in collecting data. There are questionnaire, interview,

observation, test, etc (Arikunto, 1998:137). In this study, the writer only used

two instruments, namely test and observation.

The researcher used a test to assess the student’s mastery on the

material given. Test is very useful to measure subjects’ achievement in such

given material. Evaluation such as test, demonstration, quiz, help very much

36

to answer. Thus, evaluation should be a significant aspect in the teaching

process. Teacher cannot judge directly on the teaching and learning process,

unless evaluation of learners’ performance occurs.

E. Data Collection

Data are very important because research finding comes from the

interpretation of the collected data. To collect the data the writer held a field

research. The writer conducted the teaching process then gave a pre-test to

assess the students’ vocabulary mastery. Then, after giving treatment using

drilling technique, the writer gave them post-test. The writer also made

observation during the teaching process to observe the students’ attitude in

the class.

F. Method of Analyzing Data

Through scoring, the results of the students’ work will be useful to

depict students’ level of writing achievement. Since the purpose of the

research is to measure the students’ proficiency, the writer interpret the result

both statistically and non statistically.

After conducting the test, the writer did scoring and classifying them

into some categories. The scores here used to depict the students’ level of

achievement.

In line with the research conducted; descriptive study, the researcher

uses the descriptive statistical analysis to analyze the students’ achievement.

37

There are five kinds of descriptive statistical analysis namely mean, median,

mode, and standard deviation.

a. Mean

Mean is gained by adding a list of scores and then dividing by the number

of scores (Tuckman, 1978:250). It is the average of group scores and used

to determine the position of the students in achieving the material given.

The formula used to determine and find mean is :

Mx = ∑��

In which:

Mx = mean

∑X = the sum of X or any test scores

N = number of samples

b. Median

Median is the score in the middle; 50 percent of the scores fall above it,

and 50 percent of the scores fall below it (Tuckman, 1978:251). It is also

called as the fiftieth percentile. It is a description of the distribution of the

scores and considered as the complement information of the average

scores.

c. Mode

Mode is the score that most frequently occurs in distribution of the data. It

is the score that has maximum frequency in the data.

38

d. Standard Deviation

Standard deviation is an average of the degree to which a set of scores

deviates from the mean. It is used for a set o scores is a measurement of

the variability of the scores in the distribution. The closer the spread of

scores, the smaller the standard deviation is, and the greater the spread of

the scores the larger the deviation is. The procedure to compute the

standard deviation is done by subtracting the mean of each score to obtain

the deviation of the scores from the mean. Then, square each of the

deviation to obtain x². Secondly, the sum of x² is divided by the number of

objects (N) and the square root. The following is the formula of standard

deviation.

SD = �∑fX²N In which:

SD = Standard Deviation

∑X2 = the sum of deviation squared

N = total of the subjects

G. Method of Reporting the Result

In the reporting the result of analysis the data, I will apply both

statistical and non-statistical analysis to report the result of the students’

achievement in vocabulary lesson. Principally the procedure of reporting the

result will fulfill at least two criteria:

39

1. The report readers’ know or understand what the aim of the report is. It

means that the readers can interpret the report properly.

2. The report will be objective. It means that the report describe the real

condition of the research.

In reporting the result of the study, there are many various ways.

Those can be in form of tables, charts, statistical data, etc. To categorize and

describe the students’ achievement, the researcher used the frequency

distribution and counted the students’ scores using Tinambunan formula:

Table 3.1. Tinambunan’s classification of achievement

The Percentage of Correct Answers

Grade Levels of Achievement

93 – 100% (A) Outstanding Outstanding Achievement

85 – 92% (B) Very Good Above Average

75 – 84% (C) Satisfactory Average

60 – 74% (D) Very Weak Below Average

Below 60% (E) Fail Insufficient

40

CHAPTER IV

RESEACH FINDINGS AND DISCUSSION

In this chapter I would like to report and the discussions the result of

the result of the study. The data analysis consisted of statistical analysis and non-

statistical analysis.

A. Research Findings

In this section, the writer does the research to gain data to be discussed

then. The writer does two steps, those are:

1. Process of the Study

This study was intended to know the students’ mastery of vocabulary

the drilling technique. In this case the samples were the fourth graders of

MI Miftahul Huda Suwawal Timur Pakis Aji Jepara in the academic year

of 2010/2011.

2. Scoring of the Test

The test consisted of thirty items. For the first part, the task is multiple

choices. And the second part is essay. There are twenty questions in the

form of multiple choices and ten simple questions in the form of essay.

To make the interpretation easy, the correct answers for multiple choices

are multiplied by three. And the essay questions are multiplied by four. If

a student answered the test 100 % correctly, he got the highest score that

is 100.

41

B. Discussion

After delivering the materials, I measured the students’ achievement

on listening comprehension and put the result in a form that is readily

interpretable. Thus, that taken from the result of the test is very useful to

describe the mastery of the material given. Since the purpose of the study is

to measure students’ proficiency, the interpretation was done in the form

statistical and non-statistical analysis. The analysis of each activity started

from the first cycle up to second cycle, the analysis of interview would be

discussed. Here is the analysis of each cycle.

1. Analysis of the First Step

In the first step, there were three parts that were pre-test, modeling

of the vocabulary, and pronoun of the vocabulary. Here is the analysis of

each part.

2. Analysis of the First Activity (Pre-test)

A pre-test was conducted on the beginning of the research. The

purpose of this test was the check the students’ ability in producing

vocabulary, how to improve and spelling vocabulary.

3. Analysis the second activity

The second activity was called modeling of the vocabulary. There

were 42 students followed the teaching and learning process. In this

activity, the vocabulary was introduced to the students. The duration was

about 15 minutes. In this activity the students were grouped into several

groups consisted of two students based. During the lesson, asked the

42

students to discuss the picture of the vocabulary before I explained it. Then

I explained the meaning and spell of vocabulary. The students and I

discussed the meaning and spell together. I also explained the in writing so

that the students knew the steps and made them easy to remain vocabulary.

The steps in writing were exploring ideas.

4. Analysis the Third Activity

The third activity was called join word to make simple text. In this

activity there were three activities. That was making planning and writing

the first draft, writing the second draft and, writing the final copy.

5. Analysis of the Second Cycle

In the second cycle there were three parts, they were modeling of

the vocabulary, independent spelling of the vocabulary and meaning. Here

is the analysis of each part.

a. Analysis of the First activity

The first activity in the second cycle was called modeling of the

vocabulary. It was followed by 42 students. In this activity, the writer

explained about the spelling of the vocabulary, and make simple

sentence. The students could ask question to me if they had difficulties

meaning of vocabulary.

In this activity, the new vocabulary was introduced to the students.

The vocabulary used here is things around us. The duration was about

20 minutes. In this activity, the students did not work in a group

anymore, but they worked individually. During the lesson, asked the

43

students discussing the meaning of vocabulary once more. Then I

recalled the vocabulary.

b. The Analysis of the drilling technique

The activity of writing the first draft was followed by 28 students. I

asked the students to do the pre-test. The students’ pre-test score is as

follows:

Table 4.1. Pre-Test Score

No Respondent Name of Student Pre-Test Score (X)

1 Student 1 Ahmad Dany Naufal L 50

2 Student 2 Ahmad Farid 50

3 Student 3 Ahmad Ikhwan Saputra 50

4 Student 4 Amelia Fajriyatul A 45

5 Student 5 Amilatus sholihah 45

6 Student 6 Bena Verna Oktaviani 45

7 Student 7 Deni Saputra 45

8 Student 8 Dewi Ratna Febriyanti 45

9 Student 9 Eko Prasetyo 50

10 Student 10 Elif Ainin 50

11 Student 11 Fajar Farikha 50

12 Student 12 Febriannisa Fahreza 50

13 Student 13 Isnaini 50

14 Student 14 Lailatul Magfiroh 50

15 Student 15 Lenni Setyoningtyas 55

16 Student 16 M. Reza Khoirudin 55

17 Student 17 M. Romadhon Miftahul R 55

18 Student 18 Miftahul R 60

44

The mean of pre-test is :

� = ∑�

�

=1540

28

= 55

a. The Median

The median is the score that splits a distribution in half 50 % of the

scores lie above the median and 50 % of the scores lie below the

median. To find the median, the data must be arranged from the

smallest into the largest score.

If the number of scores is even, the median is halfway between the two

most scores. When the number of scores is odd, the median is in the

middle score. As the number of score is 28, the median must be the

fourteenth (50) summed with fifteenth (55) then is divided by two. Here

is the median of data:

19 Student 19 Miftahul Khasanah 60

20 Student 20 Miftahul Ulin Nuha 60

21 Student 21 Muhammad Adi Saputra 60

22 Student 22 Muhammad Amril Khaliza 65

23 Student 23 Nanda Koerunsyah 65

24 Student 24 Fikriya Adilla 65

25 Student 25 Indah Agne Yusanti 65

26 Student 26 Achmad Faidlur Rohman 60

27 Student 27 Ahmad Arifin 70

28 Student 28 David Maulana Ibrahim 70

Sum ∑ 1540

45

� = 50 + 552

= 1052

= 52.5

b. The Mode

The mode or modus score is the score that occurs most frequently in a

data distribution. It is determined by tallying up the number of times

each score occurs in a distribution and selecting the score that occurs

most frequently.

Table 4.2. Frequency of pre-test score

No Pre-test score Frequency

1 45 5

2 50 9

3 55 3

4 60 5

5 65 4

6 70 2

∑ 28

From the table above, the mode for pre-test is 50 as it occurs nine times.

c. Standard Deviation

Standard deviation is very important in analyzing statistical data. This is

used to measure the variability of scores in the data. It shows how all of

the scores spread out and thus gives us a further description of the test

scores than the range. The standard deviation is an average of the

46

degree to which a set of scores deviates from the mean. The closer the

spread of scores, the smaller the standard deviation is. The greater the

spread of scores, the larger the deviation is.

The data of pre-test result used to find the standard deviation in

experiment group can be seen in table below.

Table 4.3. Pre-test standard deviation

No Score (Y) F f(Y) y y² fy²

1 45 5 225 -10 100 500

2 50 9 450 -5 25 225

3 55 3 165 0 0 0

4 60 5 300 +5 25 125

5 65 4 260 +10 100 400

6 70 2 140 +15 225 450

∑ 28 1700

Therefore, the standard deviation for pre-test is :

SDy = �∑fY�N

= �170028

= 7.79

After founding the mean, median and standard deviation, the writer

gave treatments to the students to improve their vocabulary mastery skill

using drilling technique. At first, the students felt some kind of confusion

as it was new for them. Then the writer explained about such technique in a

very simple way as it was easy on its application. As the students felt enjoy,

47

the learning process became easier. And after two weeks treatment, here is

the students’ post-test result:

Table 4.4. Post-test score

No Respondent Name Post-test Score (X)

1 Student 1 Ahmad Dany Naufal L 72

2 Student 2 Ahmad Farid 68

3 Student 3 Ahmad Ikhwan Saputra 78

4 Student 4 Amelia Fajriyatul A 70

5 Student 5 Amilatus sholihah 76

6 Student 6 Bena Verna Oktaviani 80

7 Student 7 Deni Saputra 82

8 Student 8 Dewi Ratna Febriyanti 76

9 Student 9 Eko Prasetyo 68

10 Student 10 Elif Ainin 72

11 Student 11 Fajar Farikha 72

12 Student 12 Febriannisa Fahreza 80

13 Student 13 Isnaini 82

14 Student 14 Lailatul Magfiroh 72

15 Student 15 Lenni Setyoningtyas 72

16 Student 16 M. Reza Khoirudin 76

17 Student 17 M. Romadhon Miftahul R 76

18 Student 18 Miftahul R 76

19 Student 19 Miftahul Khasanah 78

20 Student 20 Miftahul Ulin Nuha 80

21 Student 21 Muhammad Adi Saputra 78

22 Student 22 Muhammad Amril Khaliza 80

23 Student 23 Nanda Koerunsyah 82

24 Student 24 Fikriya Adilla 78

25 Student 25 Indah Agne Yusanti 74

48

From the data above, we could get the mean of the score. The mean is:

� = ∑�

�

=2128

28

= 76

If we compare the mean of pre-test that is only 55 the mean of post-test

is 76 It means the students score highly increasing.

The median of the data is the fourteenth (76) summed with fifteenth 76)

then is divided by two. Therefore, the median is:

� =76 + 76

2

=152

2

= 76

The median increased about 23.5 point as the median pre-test is only

52.5.

Table 4.5. Frequency of post-test score

No Post-test score Frequency

1 68 2

2 70 1

3 72 6

4 74 1

26 Student 26 Achmad Faidlur Rohman 80

27 Student 27 Ahmad Arifin 72

28 Student 28 David Maulana Ibrahim 78

Sum ∑ 2128

49

5 76 5

6 78 5

7 80 5

8 82 3

∑ 28

From the table above, the post-test mode is 72 as it occurs six times.

Table 4.6. Post-test standard deviation

No Score (X) F f(X) X x² fx²

1 68 2 136 -8 64 128

2 70 1 70 -6 36 36

3 72 6 432 -4 16 96

4 74 1 74 -2 4 4

5 76 5 380 0 0 0

6 78 5 390 2 4 20

7 80 5 400 4 16 80

8 82 3 246 6 36 108

∑ 28 472

Therefore, the standard deviation for post-test is :

SD = �∑fX�N

= �47228

= 4.12

The ‘t’ test value of this study can be gained using formula below:

t0 = Mx − MySEMx−My

50

Therefore, we should find the value of SE %& first:

SE Mx = SDx√N − 1 = 4.12√28 − 1

= 4.12√27

= 4.125.2

= 0.792

And the value of SE %y is:

SE %( = SDy√N − 1 = 7.79√28 − 1

= 7.79√27

= 7.795.2

= 1.498

The value of ‘t’ test is:

t0 = Mx − MySEMx−My

= 76 − 550.792 − 1.498 = 210.706

= 29.75

51

From the T-test above, the writer continued to make conclusion with the

result of t-test. From the data, the writer looked for degree of freedom (df)

with the formula df= N-1 = 28 – 1 = 27. In the t-table for df = 27 is 2.77

whereas the result of t-test is 29.75 > 2.76. It can be concluded that there is

a significant improvement of using drilling technique to improve students’

skills on vocabulary mastery of MI Miftahul Huda Suwawal 01 Pakis Aji

Jepara.

6. Non-Statistical Analysis

The next step is to do non statistical analysis. This non statistical

analysis deals with the students’ achievement levels before and after using

drilling technique.The analysis here is based on students’ score in pre-test

and post test. And then the writer put it in table based on Tinambunan’

classification. The classification of pre-test is:

Table 4.7 Tinambunan formula of students’ score in pre-test

No The Percentage of

Correct Answers

Frequency % Level of

achievement

Grade

1 93 – 100%

0 0% (A) Outstanding

Outstanding

Achievement

2 85 – 92% 0 0% (B) Very Good Above Average

3 75 – 84% 0 0% (C) Satisfactory Average

4 60 – 74% 11 39% (D) Very Weak Below Average

5 Below 60% 17 61% (E) Fail Insufficient

52

The result shows that 39% of students in level very weak and the rest

61% are fail. And then, the writer compares with the students’ score in

post-test below:

Table 4.8. Tinambunan formula of students’ score in post-test

No The Percentage of

Correct Answers

Frequency % Level of

achievement

Grade

1 93 – 100%

0 0% (F) Outstanding

Outstanding

Achievement

2 85 – 92% 0 0% (G) Very Good Above Average

3 75 – 84% 18 64% (H) Satisfactory Average

4 60 – 74% 10 36% (I) Very Weak Below Average

5 Below 60% 0 0% (J) Fail Insufficient

The result shows that 64% students got satisfactory and 36% students

got very weak with no student in level fail. This result shows that

improving students’ skill in vocabulary mastery by using drilling technique

to fourth grade students of MI Miftahul Huda Suwawal 01 Pakis Aji Jepara

in academic year of 2010/2011 is considered to be successful.

53

CHAPTER V

CONCLUSIONS AND SUGGESTIONS

Vocabulary mastery is the first skill that the children active to study

English. Before they are able to use a language in real communication children

develop their competence from vocabulary to the others. In this last chapter, the

writer will present some conclusions and suggestions based on the study.

A. CONCLUSIONS

Based on the result of the research in the previous chapter, I can conclude

that:

1. It is described that the students have more knowledge about what

vocabulary with drilling technique. They seem know the steps to make a

good writing and it is very useful for them when they tell something.

Therefore they can make a sentence better than before.

2. The teachers seem have more knowledge in teaching vocabulary because

by reading this final project, they will know the steps in writing and how

to give score of the students’. Therefore they can use this technique to

increase the students’ achievement in lesson.

3. It is expected that this research will be useful for someone who will have a

research or final project about teaching vocabulary because in this reseach

there are many steps in conducting research that can be used as references.

4. By conducting this research, I have more knowledge in the field. I knew

how to apply the writing lesson by using many types of texts better than

54

before and I also have experience how to master the class based on the

situation I faced in the class.

B. SUGGESTIONS

Based on the conclusions above, I would like to offer some suggestions

about drilling technique, among:

1. The students’ should learn more about vocabulary in order they can get

more knowledge. It will be better for them to use the steps in speak

English when they speak English in order they can make a good speaking.

If they have many difficulties, they can ask the teacher.

2. It will be better for the teachers to use the rule in lesson, in this case is the

steps in teach when they teach vocabulary in order they can increase the

students’ achievement in study. They also should help their students’ when

their students have difficulties in study.

3. The teacher and the students must work together in teaching and learning

process, especially in vocabulary lesson, they should help each other to

make the teaching vocabulary process successful.

55

BIBLIOGRAPHY

Arikunto, Suharsini, 2006. Prosedur Penelitian Suatu Pendekatan Praktek. Departemen Pendidikan dan Kebudayaan. 2005. CBC Students Work Book Grade

XIA. Semarang Departemen Pendidikan dan Kebudayaan. 2010. Penyempurnaan dan

Penyesuaian Kurikulum 2008. Jakarta. Depdikbud. Edward David & Rebecca M. Valette, 1977, Classroom Technique: Foreign

Language and English as a Second Language, New York: Harcout Brace. Hager. Diane. Janette K. Klinger. Terese C. Aceves. How To Teach English

Language Learners. 2009. San Frasisco. Jossey Bass. Harmer, Jeremy. 2004. English Language Teaching. New York: Longman. Allen Jain. Praveen and Dr. M.F. Patel. 2008. English Language Teaching. Sunrise

Publisher. Vaishali Nagar. Kemmis and Mc. Taggart. 1993. Action Reseach. US. Sunrise Publisher. 17. Lapp, Diane and Douglas Fisher. 2010. Handbook of Reseach on Teaching the

English Language Arts. London : Routledge Falmer. Larsen. Diane, Freeman. 2004. Technique and Principle in Language Teaching. Mayers, 2005. How To Teach Writing and Vocabulary : Elementary School. US.

New York.Oxpord University Press.

Shafer, M. (2002). One world many tongues. Retrieved October 3rd, 2009.

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Suyanto, K. K. E. 2004. Pengajaran Bahasa Inggris di Sekolah Dasar. Yogyakarta: Rineka Cipta

Tinambunan, W. 1988. Evaluation of Student’ Acvhievement. Jakarta :

Depdikbud

Websteris Ninth Collegiate Dictionary. 2001. Teaching Vocabulary in Language .New York. Oxpord University Press.

57

Apendix

Test

Mata Pelajaran : Bahasa Inggris Hari/Tanggal :

Kelas : IV (Empat) Waktu :

Nama : NoAbsen : _______

I. Pililah jawaban yang tepat dengan memberi tanda (x) pada jawaban a, b, c,

dan d yang kamu anggap benar

1. “Merah” in English is …..

a. White c. Green

b. Black d. Red

2. “ 9”, in English is …..

a. Six c. Eight

b. Seven d. Nine

3. “ Hidung“ in English is …..

a. Stomach c. Nose

b. Leg d. Cheek

4. “Table ” in Indonesia is …..

a. Meja c. lemari

b. Kursi Goyang d. Restauran

58

5. “Rambut” , in English is ….

a. Leg c. Eye

b. Hair d. hand

6. What is this ?

a. Pencil c. bag

b. Book d. Motorcycle

7. A : Good morning, student.!

B : ……………….

a. Good morning d. Good evening

b. Good afternoon

c. Good night

8. Fourteen, in Indonesia is …..

a. 10 c. 13

b. 11 d. 14

9. Tujuh Belas ( 17 ), in English is ………

a. Seventy c. Eight

b. Seventeen d. Six

10. “ 2 “ , In english is ....

a. One c. Three

b. Two d. Five

59

11. “belajar” in English is ….

a. Play football c. Take a nap

b. Study d. Watched TV

12. Tiga puluh empat ( 34 ), in English is ………

c. Seventy c. Thirty two

d. Thirty four d. Thirty one

13. What is this?

a. Table

b. Book

c. Chair

d. Bag

14. “Kucing” in English is.....

a. Cow c. Bufallo

b. Cat d. Chicken

15. A : Good Afternoon, Student !!

B : ………………… Teacher !!s

a. Good Morning c. Good Afternoon

b. Good Luck d. Good bye

16. Merah, in English is ……

a. Blue c. Red

b. Yellow d. Pink

17. Two plus two equals four, in english is.....

a. 2 + 2 = 4 c. 3 + 1 = 4

b. 2 + 4 = 6 d. 2 + 3 = 5

60

18. 5 x 2 = 10 .

a. Five times one equals five

b. Five minus one equals four

c. Five times two equals ten

d. Four plus one equals five

19. A : What animal produces milk ?

B : It is a ….?

a. Dog c. Cat

b. Cow d. Tiger

20. A : Do you have a pet?

B : Yes, I have a ……

d. Tiger c. Komodo

e. Lion d. Cat

II. Isilah dengan baik dan benar

A. Bilangan Bulat =

1. 1 :

2. 2 :

3. 3 :

4. 4 :

5. 5 :

B. Benda – benda

6. Buku :

7. Pulpen :

8. Tas :

9. Kursi :

10. Meja :