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ENRICHING VOCABULARY MASTERY
USING SHORT TEXTS
A Classroom Action Research in the Second Year of
SMP N 5 Sukoharjo in the Academic Year of 2009/2010
Written by:
Risqi Ekanti Ayuningtyas Palupi
K2206029
Submitted to Teacher Training and Education Faculty of Sebelas Maret
University as Partial Fulfilment of the Requirement
for the Undergraduate Degree of Education
TEACHER TRAINING AND EDUCATION FACULTY
SEBELAS MARET UNIVERSITY
SURAKARTA
2010
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APPROVAL
This thesis is approved by the consultants to be examined by the Board of
Examiners of Teacher Training and Education Faculty of Sebelas Maret University.
Approved by
Consultant 1 Consultant 2
Dr. Abdul Asib, M.Pd.
NIP. 19520307 198003 1 005
Teguh Sarosa, S.S., M.Hum.
NIP. 19730205 200604 1 001
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This thesis is examined by the Board of Examiners of Teacher Training and
Education Faculty of Sebelas Maret University and accepted as a partial fulfillment of
the requirements for achieving the Undergraduate Degree of Education in English.
Place of the test :
Date of the test :
The Board of Examiners
1. Chairman
Drs. Suparno, M. Pd (………………………)
NIP. 19511127 198601 1 001
2. Secretary
Dewi Sri Wahyuni, M.Pd. (………………………)
NIP. 19780818 200312 2 002
3. Consultant 1
Dr. Abdul Asib, M.Pd. (……………………....)
NIP. 19520307 198003 1 005
4. Consultant 2
Teguh Sarosa, S.S., M.Hum. (………………………)
NIP 19730205 200604 1 001
Legalized by,
Teacher Training and Education Faculty
Sebelas Maret University
The Dean
Prof. Dr. M. Furqon Hidayatullah, M.Pd
NIP. 19600727 198702 1 001
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ABSTRACT
Risqi Ekanti Ayuningtyas Palupi. K2206029: “ENRICHING VOCABULARY
MASTERY USING SHORT TEXTS (A Classroom Action Research in the Second
Year of SMP N 5 Sukoharjo in the Academic Year of 2009/2010).” Teacher
Training and Education Faculty, Sebelas Maret University, Surakarta 2010.
This study is based on the problem of the low vocabulary mastery of the second
year students of SMP N 5 Sukoharjo in the academic year of 2009/2010. It is aimed at knowing whether using short texts can enrich the students’ vocabulary. It is also
aimed at the improvement of the students’ achievement in teaching learning process
using short stories. The materials used in this research were short text. The procedure of the
research consisted of identifying the problems, planning the action, implementing the action, observing or monitoring the action, reflecting the result of the observation,
and research findings. The research was conducted in one cycle. The cycle consisted
of four meetings. The techniques in collecting the data were qualitative and quantitative method. In the qualitative method, the researcher used observations, field
notes, photographs, and document analysis. The results of the observation were in the form of field notes and photographs. In the quantitative method, the researcher used
tests. The test consisted of the pre-test and post-test. The technique to analyze the test result was by comparing the mean score of pre-test and post-test. Besides that, this
research also used descriptive statistics and the t-test of non-independent.
The results of this research show that short texts can improve the students’ vocabulary mastery. The improvement can be seen in the form of students’
achievements. They can be seen from the aspects of vocabulary mastery and the students’ motivation. First, from the aspect of the vocabulary mastery, the students
could understand, grasp, remember, pronounce, write about 75 until 80 % of the
words correctly and also use the words in context appropriately. Then, the improvement of students’ score can be seen from the differences between the pre-test
and post-test. The mean score of the pre-test improves from 4.07 to 7.36 in post-test. Then, the scores of the pre-test and post-test show that there is also an improvement
of students who achieve the minimum standard score, that is 60. They are from 2.8%
to 94.3% of students. Second, from the students’ motivation, the students are more active and enthusiastic during teaching learning process. Next, they have more
concentration to do the exercises. Then, they do not do something useless during teaching learning process. At last, they also like having discussion with their friends.
The results of this research imply that using short texts are good material to
improve students’ vocabulary mastery and also improve students’ learning activity during teaching learning process. The short texts made the students easier in
understanding the form and the meaning of the words. Through short texts, students
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were also encouraged to practice their ability in reading, writing and pronouncing correctly.
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MOTTO
“Mantapkan hati dan niat seraya berucap Bismillahirrahmanirrahim”
"No pain, no palm; no thorns, no throne; no gall, no glory; no cross, no crown."
(William Penn)
"Criticism should not be querulous and wasting, all knife and rootpuller,
but guiding, instructive, inspiring."
(Ralph Waldo Emerson)
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DEDICATION
With deep profound love, this research is devoted to:
1. Her beloved father and mother, thank you.
Nothing compares to what they have done for
her.
2. Her beloved “eyang uti” and sisters “dek sha”,
who always pray and encourage her.
3. Her best friends “pam, sopal, dee, lucy, jhono,
anggit, riph, tika” who give her unbroken
support, prayer, and cares.
4. Her all friends, who always support her.
5. Herself and her beautiful future.
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ACKNOWLEDGEMENT
Alhamdulillahirabbil’alamin. Praise be to ALLAH SWT who has given His
blessing to the writer so that she can complete the writing of this thesis as a partial
requirement for achieving the undergraduate degree of education in English Teacher
Training and Education Faculty of Sebelas Maret University.
The writer is also fully aware that her thesis can never be finished without the
help of others during the process of writing. Therefore, in this occasion she would
like to express her deepest gratitude and appreciation to the following:
1. The Dean of Teacher Training and Education Faculty of Sebelas Maret
University who had given his permission to write this thesis.
2. The Head of the English Department of Teacher Training and Education
Faculty for his advice.
3. Dr. Abdul Asib, M.Pd., the first consultant, for all his valuable guidance,
advice, encouragement, and patience during the writing process of this thesis.
4. Teguh Sarosa, S.S., M. Hum., the second consultant and academic consultant,
for all his valuable guidance, advice, encouragement, and patience during the
writing process of this thesis.
5. The Headmaster of SMP N 5 Sukoharjo for the permission and advices for
doing the research in SMP N 5 Sukoharjo.
6. Mrs. Sugiyati, the English teacher of SMP N 5 Sukoharjo, who helped and
given her a chance to do the research.
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7. The second year students of SMP N 5 Sukoharjo who participated well in the
research.
8. Her beloved family, her father, her mother, her grandmother, her sister, for
their supports, caring, and prayer.
9. Her “best friends”, Pamrih, Riana, Anggi, Dewi, Lucy, Ariph and Atika for
their supports and suggestions.
10. Her incredible support, Yoyok Sandi Wibowo, Didit Hermawan, Muthya, and
Aji, for his motivation to make the writer keep move on.
11. Her friends in the English Department of the year 2006 for their everlasting
friendship.
12. Everyone who helped the writer to conduct the research for his or her
participation in writing this thesis.
The researcher realizes that this thesis is still far from being perfect. She
hopes and accepts gratefully every comment and suggestion. Hopefully, this thesis
will be useful for the readers.
Surakarta, June, 2010
Rea
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TABLE OF CONTENT
TITLE PAGE ...................................................................................................................... i
APPROVAL........................................................................................................................ ii
ABSTRACT ........................................................................................................................ iv
MOTTO............................................................................................................................... v
DEDICATION .................................................................................................................... vi
ACKNOWLEDGEMENT .................................................................................................. vii
TABLE OF CONTENT ...................................................................................................... ix
LIST OF APPENDIXES ..................................................................................................... xiii
LIST OF TABLE ................................................................................................................ xiv
LIST OF FIGURE ............................................................................................................... xv
CHAPTER I INTRODUCTION ..................................................................................... 1
A. Background of the Study ..................................................................... 1
B. The Limitation of the Problem ............................................................ 6
C. The Problems Statement ...................................................................... 6
D. The Objectives of the Research ........................................................... 7
E. The Benefits of the Study .................................................................... 7
CHAPTER II REVIEW ON RELATED LITERATURE, RATIONALE AND
HYPHOTHESIS ........................................................................................ 9
A. Review on Related Literature .............................................................. 9
1. General Concept of Vocabulary .................................................... 9
a. Notion of Vocabulary .............................................................. 9
b. The Importance of Vocabulary ................................................ 10
c. Vocabulary Mastery ................................................................ 11
d. The Way How to Improve Vocabulary Mastery ..................... 13
e. The Construct of Vocabulary Mastery .................................... 19
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2. Essences of Short Text .................................................................... 23
a. The Concept of Text ................................................................ 23
b. The Concept of Story ............................................................... 24
c. The Notion of Folktales ........................................................... 25
3. The General Concept of Young Learners ....................................... 28
a. The Notion of Young Learners ................................................ 28
b. The Characteristic of Children ................................................ 28
4. The Notion of Motivation ............................................................... 30
a. The Definition of Motivation .................................................. 30
b. The Types of Motivation ......................................................... 31
c. The Characteristic of Motivated Students ............................... 32
B. Rationale .............................................................................................. 33
C. Hypothesis ........................................................................................... 34
CHAPTER III RESEARCH METHODOLOGY .............................................................. 35
A. Setting and Subject of the Research .................................................... 35
B. Method of the Research ....................................................................... 36
C. The Model of Action Research ............................................................ 37
D. The Procedures of Action research ...................................................... 39
E. Technique of Collecting Data .............................................................. 41
F. Technique of Data Analysis ................................................................ 44
G. Validity of the Instrument.................................................................... 45
H. Reliability of the Instrument ................................................................ 45
I. The Criteria of Successful Action ....................................................... 46
CHAPTER IV RESEARCH FINDING AND DISCUSSION ........................................... 47
A. Introduction ......................................................................................... 47
B. The Description of the Research ......................................................... 49
1. Planning the Action ......................................................................... 50
2. Research Implementation ................................................................ 51
3. Observing and Monitoring the Action ............................................ 66
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4. Reflecting the Result of the Observation ........................................ 69
5. Research Finding............................................................................. 72
C. Discussion ............................................................................................ 74
CHAPTER V CONCLUSION, IMPLICATION, SUGGESTION .................................. 77
A. Conclusion ........................................................................................... 77
B. Implication ........................................................................................... 79
C. Suggestion ........................................................................................... 80
1. English Teacher............................................................................... 80
2. Students ........................................................................................... 81
3. Other Researcher ............................................................................. 81
4. School.............................................................................................. 81
BYBLIOGRAPHY
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LIST OF APPENDIXES
Appendix 1 : Description of location SMP N 5 Sukoharjo ............................... 82
Appendix 2 : The Photographs .......................................................................... 85
Appendix 3 : Lesson Plans ................................................................................ 90
Appendix 4 : Students’ Worksheet .................................................................... 102
Appendix 5 : Field Notes ................................................................................... 118
Appendix 6 : Blue Print of Vocabulary Test ..................................................... 144
Appendix 7 : Pre and Post Test Items ............................................................... 145
Appendix 8 : Key Answer of the Test ............................................................... 148
Appendix 9 : The Research Schedule ................................................................ 149
Appendix 10 : Syllabus of KTSP ........................................................................ 150
Appendix 11 : Students Score before the Action ................................................ 153
Appendix 12 : The Students’ Pre-test and Post Test Score ................................. 155
Appendix 13 : The Computation of Validity and Reliability .............................. 157
Appendix 14 : The Computation of T-Test ......................................................... 159
Appendix 15 : The Students’ Test and Worksheet done by the Students ........... 160
Appendix 16 : Key Answer of Worksheet .......................................................... 236
Appendix 17 : Letters of Permission ................................................................... 244
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LIST OF TABLE
Table 1 : The Steps in Action Research.................................................................... 43
Table 2 : Improvement of the Students’ Achievement in Teaching Learning
Process Using Short Texts ........................................................................ 70
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LIST OF FIGURE
Figure 1. An Illustration of Action Research Spiral ................................................. 38
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CHAPTER I
INTRODUCTION
A. Background of the Study
Mastering of a foreign language is one of the important things that is
needed in modern society and globalization era. It is because language is one of
instruments which has important functions in communication. The importance can
be seen from some sides of life, for example is job requirement, one of the
requirements is language competence, both of in spoken and written form. Then,
there are many education books that are written in foreign languages. So, it can be
said that mastering foreign language is very important for surviving life.
As it is known, there are so many kinds of foreign language. English is
one of the important foreign languages. It has been discussed before that foreign
language has many functions, so does English. It has a function as a bridge for all
aspects of human life, such as trade, communication, education, science,
technology, society, and culture. In education, English is one of the native
languages used to improve students‟ ability. As quoted in Undang-Undang
Sisdiknas (2003: 15) “bahasa asing dapat digunakan sebagai bahasa pengantar
pada satuan pendidikan tertentu untuk mendukung kemampuan berbahasa asing
peserta didik”. That is the most important reason why English is learned in
school.
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Actually, teaching English at junior high school is extremely important
because it is still the basis for the higher level. Brewster, Ellis, and Girard (1992:
23-24) define some reasons for starting to learn a foreign language earlier. First,
teaching English to young learner is aimed to increase the total number of years
spent learning language. Second, the indisputable fact those young learners have a
greater facility for understanding and imitating what they hear than adult. Third,
the aim of early foreign language learning is to prepare young learner
linguistically, psychologically, and culturally for language learning.
Singleton in Brumfit (1997: 7) also defines some reasons for teaching
English at primary level, they are:
1. The need to expose children from an early age to understanding of
foreign cultures so that they grow up tolerant and sympathetic to
others.
2. The need to link communication to understanding of view concepts.
3. The need for maximum learning time for important languages, the
earlier you start the more time you get.
4. The advantage of starting with early second language instruction so
that later the language can be used as a medium of teaching.
From some statements above, it can be concluded that studying foreign
language, especially English language, at junior high school is very important. By
learning foreign language earlier, it prepares young learners to make a link of
communication to understand concept of communication it self. It also maximizes
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learning time for learning foreign language, the earlier they start the more time
they get. They will more understand what they have learned.
For enhancing all aspects in foreign language, especially English skills
(listening, speaking, writing, and reading), the students need something to do.
Firstly, the students need to understand the meaning of words. The words here
means as vocabulary. For beginners, vocabulary mastery is the basic knowledge
in learning English. Coady and Huckin (1998: 5) say that vocabulary is the central
to language and of critical importance to language learning for the young learners.
Vocabulary supports all of the English skills. It should not be neglected by
anyone who learns a language. Then, knowing words is the key for understanding
and being understood. So it can be concluded that vocabulary takes the important
aspect to master English well as a foreign language. Knowing more words in
English language, it will make other person understand or make ourselves
understood easily.
Considering the importance of vocabulary competence, it is better to
introduce new vocabulary earlier to the students. It makes them know and
understand a lot of vocabularies. Therefore, it is not easy to teach English for the
young learners, here are the junior high students. Sometimes, a teacher has many
problems to develop the students‟ vocabulary mastery. One of the problems that
are faced is the characteristics of the students as young learners. There are many
kinds of students‟ characteristic. First, young learners forget something quickly.
They will forget some words that are learned easily if the teachers do not repeat
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the words many times. It is clear that repetition is needed. Second, young learners
get bored easily. Here, the teachers have to find out the appropriate, technique, or
and material of teaching vocabulary for their students. By using the appropriate
method, technique or and material, it is hoped the students feel amused and then
get the best result in learning English, especially in vocabulary mastery. Third,
young learners still like playing. They prefer playing than studying. They always
discuss about something in their around while playing. So, it is important to find
out the appropriate, technique, and or material to enrich young learners‟
vocabulary mastery. The method, technique or the material is not only fun but
should also contain the appropriate topic to be discussed.
After having pre research by interviewing the teacher and observing
teaching learning process of mastering vocabulary at the second year of SMP N 5
Sukoharjo, the researcher finds out that the students‟ vocabulary mastery is still
low. It can be seen from some indicators that are shown by the students‟ acts as
follows: firstly, the students are less interested in teaching learning process. It
may be caused by the teacher‟s material which is not appropriate and attractive.
The materials used in teaching learning process only from books and
students worksheet. There are no materials from other sources like internet,
magazine, etc. So, it makes the students less interested and do not be active in
teaching learning process. In teaching learning process, there are no interesting
technique that used by the teacher. The teaching learning process uses teacher
centre in delivering the lessons. Most of materials come from the teachers, so the
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students do not have full concentration on the lesson and doing something useless
during the process of teaching learning. Secondly, the students get difficulties to
remember and grasp the meaning of words when the teacher gives them some
English words. The students also get difficulties when they have to translate the
words. It is because there are no appropriate learning sources that used to help the
students for remembering the materials that are given. Thirdly, the students get
difficulties in writing words or group of words correctly. It can be seen when they
find some words that have double letters. Most of the students forget to write
down the second letter. For example the word “suddenly”, the students write the
word only “sudenly”. The other difficulties that the students faced when they do
an exercise on jumble word. The students usually get mistake to rearrange into the
correct word. Example is the word “n-t-w-i-r-e”. The correct arrangement is
“winter” but students rearrange them become “writen”. From the indicators that
are mentioned above, students‟ marks are still lower than the passing grade.
Due to the facts above, the researcher tries to enrich vocabulary mastery of
the students using short texts. She wants to make the students interested by using
the teaching material of short texts. She uses short texts because short texts will
help to solve the problems that are faced by the students. Short text is one of an
interesting material that helps the students to find out the keys to remember and
grasp many new vocabularies. Beside that the students will be easy to write down
the correct words or group words. It is because all words or group word are inside
of the short texts.
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Based on the description above, the researcher would like to conduct a
research to solve the problem and also enrich students‟ vocabulary mastery by
using short stories entitled “ENRICHING VOCABULARY MASTERY USING
SHORT TEXTS” (A Classroom Action Research in the Second Year of SMP N 5
Sukoharjo in the Academic Year of 2009/2010).
B. The Limitation of the Problem
The research has a broad scope and it is impossible for the researcher to
handle the study consisting of so many complicated problems. Therefore, the
researcher limits the problem on how to enrich the students‟ vocabulary mastery
using short texts of the second year of SMP N 5 Sukoharjo in the academic year
of 2009/2010.
C. The Problems Statement
Based on the background of study, the researcher wants to prove whether
or not the short texts can improve students‟ vocabulary mastery in learning
English at the junior high school. The problems of the study can be formulated as
follows:
1. Can short texts enrich vocabulary mastery of the second year of SMP N 5
Sukoharjo in the academic year of 2009/2010?
2. How is the students‟ motivation in teaching learning process using short texts
of the second year of SMP N 5 Sukoharjo in the academic year of 2009/2010?
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D. The Objectives of the Research
Based on the formulation of the problem, the general objective of this
research is to improve students‟ vocabulary by using short texts. Particularly, this
research is aimed to find out:
1. Whether using short texts can enrich the students‟ vocabulary of the second
year of SMP 5 Sukoharjo in the academic year of 2009/2010.
2. The students‟ motivation in teaching learning process using short texts of the
second year of SMP N 5 Sukoharjo in the academic year of 2009/2010.
E. The Benefits of the Study
It is expected that this research contributes some significant progresses in
teaching vocabulary for several sides, they are:
1. Teacher
It is expected that the teacher will get more information about one of the
appropriate teaching materials, in this case is short texts. So the teacher hoped
to create an interesting teaching learning process by using this teaching
material. Then, the data of the research are also very useful for the teacher. It
will help the teacher to identify the students‟ difficulties in learning
vocabulary and also find the students who need more guiding. Then, the
teacher can take some correct problems solving from those problems.
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2. Students
It is expected that the result will give motivation to the students to be
better in vocabulary mastery. Through short texts, students are expected to
have good enrichment in vocabulary and also the changes of behavior during
teaching learning process.
3. School
It is expected that the information of the result will be very useful for
getting success in teaching learning process, so the quality of teaching
learning process can be increased. The result of the research is also hoped to
improve students‟ achievement in English lesson standard.
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CHAPTER II
REVIEW ON RELATED LITERATURE (RATIONALE AND HYPOTHESIS)
A. Review On Related Literature
1. General Concept of Vocabulary
a. Notion of Vocabulary
There are some definitions of vocabulary proposed by linguist
experts, Hatch and Brown (1995: 1) state that vocabulary is a list or set
of words for a particular language or a list or set of words that individual
speakers of a language might use. Since vocabulary is a list, the only
system involved is alphabetical order in dictionaries. Here, vocabulary is
written in alphabetical order in dictionaries based on system or rule of
foreign language.
Ur (1998: 60) defines that vocabulary can be mean as the words
we teach in foreign language. It means vocabulary is written or spoken
unit of language as symbol of idea in foreign language for the learners.
For example, if someone learns new words in foreign language, it means
that someone learns vocabulary. The items in vocabulary may be more
than a single word, for example post office, mother-in-law, which
expressing a single idea.
Furthermore, McWhorter (1989: 311) says that vocabulary
means the ability to recognize individual words and to associate
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meaning with the particular combination of letters that form a word. In
the other word, vocabulary is the competence or skill in recognizing
words and its meaning. Words are symbols, groups of letter that stand
for, or represent, either a physical object or an idea. Then, recognizing
words means knowing its meaning or idea and how they are formed by a
combination of letters. For example, the word chair in our minds a
physical reality, an object with a flat surface, usually supported by four
legs, and used to for sitting. Then, the word love on the other hand, does
not represent a physical object. It symbolizes the feeling of one person
toward another.
Based on Hatch and Brown, vocabulary deals with a series of
words in particular language. Ur adds that vocabulary deals with word
taught in foreign language. Meanwhile, McWhorter states that
vocabulary deals with the competence in recognizing words and its
meaning. Based on three definitions above, vocabulary can be
constructed as a series of words in foreign language used to express
meaning. The words here are the symbols in form of groups of letter
represent either a physical object or an idea. It can be formed from a
single or more than one word.
b. The Importance of Vocabulary
Vocabulary is an important aspect in our life. It is because
people need vocabulary in expressing their ideas both of in mother
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tongue and foreign language. Tailor (1991: 1) says that in order to live
in the world, we must name objects. Names are essential for the
construction of reality. Without a name, it will be difficult to accept the
existence of an object, an event, and a feeling.
Vocabulary always becomes the essential part of English as a
foreign language. Every person who learns a language must learn the
vocabulary of the language in order to make the learning process easier.
Without vocabulary mastery, learning a language becomes a very hard
thing to do and communication in second language cannot happen in any
meaningful way.
In language learning, vocabulary plays an important role. Edge
(1993: 27) states that knowing a lot of words in foreign language are
very important. Cross (1995: 14) states that a good store of words is
crucial for understanding and communication. A strong vocabulary can
be a valuable asset, both in college and later in our career.
According to the statement above, it can be concluded that
vocabulary is very important in learning language and mastering
vocabulary will facilitate someone in using language in communication.
c. Vocabulary Mastery
Coulson et al (1987: 1050) define that mastery is skill, use, or
knowledge. It means mastery is the ability to use one of knowledge.
While Hornby (1984:523) says that mastery is the complete control or
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knowledge. Here, mastery is the whole power or ability to direct
knowledge. It means mastery is the ability to combine skill and
knowledge in one certain area. The certain area in teaching means a
lesson taught. It is usually arranged by a standard of curriculum and
syllabus in every aspect whether the topic or the test.
While vocabulary is a series of words in foreign language used to
express meaning in form of symbols of groups of letter, either a physical
object or an idea and it also can be formed from a single or more than
one word. So, from both of definitions above, vocabulary mastery can
be constructed as an ability to combine skill or knowledge of words that
used to express meaning, in case of the physical object or idea, in form
of symbols of group of letter in a single or more one word.
The process of vocabulary mastery is not simple. The vocabulary
mastery can not be done spontaneous but step by step. Keraf (1989: 65-
66) defines the step in processing vocabulary mastery. First, children
period, this term children are able to define concept vocabulary to say
their concrete idea. Second, adolescent period, this term is the
adolescent start to use the language and make it more extensive directly
in simple communication. Third, adult period, this term the vocabulary
are used more and more intensive because they make more
communication each other.
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From the definition above, mastery may be defined as the ability
to use skill or knowledge in one subject area based on recognized
standard. While vocabulary, means a series of words in foreign language
used to express meaning. Then vocabulary mastery define as an ability
to combine skill or knowledge of words that used to express meaning, in
case of the physical object or idea, in form of symbols of group of letter
in a single or more one word.
d. The Way How to Improve Vocabulary Mastery
There are various ways to improve vocabulary mastery. The
teachers may have some techniques to teach it. The technique here
refers to the way of teaching. The success of teaching learning process
depends on not only the teachers‟ and students‟ competence but also the
technique of teaching.
Dealing with the technique of vocabulary teaching, there are so
many techniques proposed by some experts. There are two techniques in
improving vocabulary mastery. They are direct and indirect techniques.
Direct technique is usually used through the language book, prose,
poetry and games. Then indirect technique uses the other source of
lesson like mathematic, social lesson, and science lesson.
There are some techniques of teaching vocabulary. The
techniques are the unplanned vocabulary teaching and planned
vocabulary teaching. Unplanned vocabulary teaching is
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extemporaneous teaching of vocabulary items that come up without
planning in course of lesson, while planned vocabulary teaching where
the teacher goes into classroom with an item or a set of vocabulary items
that the teacher has decided before hand. The planned vocabulary
teaching can be described as “the vocabulary lesson” since the primary
objective of the teaching activities is the presentation and practice of the
lexical item themselves.
While Lewis and Hill (1992: 102-103) mention some ways to
teach vocabulary. They are:
1) Demonstrate
Demonstration is the way of teaching vocabulary by doing physical
demonstration together verbal explanation. The demonstration helps
to make the meaning clearer and to fix the word in the students‟
minds. Beside that it also helps students to memorize both of visual
and aural memories. For examples, stagger, chuckle, etc.
2) Use the real thing
In this way, the teachers present vocabulary items by bringing the
real things into classroom. The objects of the real things can be in
the class or probably through the window. Sometimes the
explanation is no more complicated than pointing.
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3) Draw or sketch
Teachers do not need to be artists to make simple sketches which
illustrate meaning. For example the meaning of bush was explained
by two very simple sketches.
4) Use the blackboard to show scales or grades
Words like cool, orange (color), or probably may be explained by
presenting them with groups of related words:
Hot
warm
cool
cold
red
orange
yellow
certainly / definitely
probably / possibly
5) Antonyms
This is the way of teaching vocabulary by giving the opposites or
antonyms of the word. Here, the learners have to be aware that a
word may have different opposite in difficult context. It is worth
that the explanations given here are not exact definitions of the
word, the level of the explanation must be suitable to the students‟
level of English at the time so that dictionary, like accuracy can
often be counter-productive. For example:
light bag >< heavy bag poor >< rich
light word >< strong word dirty >< clean
rough area >< quite area happy >< sad
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rough texture >< smooth texture high >< low
6) Synonyms
Synonyms are the way of teaching vocabulary by giving same
meaning of two or more words. Though words may have similar
denotation meaning, their connotation meanings often differ. Beside
that, using the former phrase also helps to build up in the students‟
mind ides that language consists of choice, that words do not mean
the same as each other.
7) The dictionary
This is the way of teaching vocabulary by using dictionary to know
vocabulary items. One technique for explaining these which
teachers too frequently overlook is asking the class whether
anybody knows the word and, or not, asking one or more students
to look the word up in a dictionary. A bilingual dictionary can be
used at low levels and monolingual dictionary at the high levels.
8) Verbal explanation
Verbal explanation refers to the way of teaching vocabulary by
explaining the meaning of vocabulary items in students‟ own
language.
9) Translation
It is a way of teaching vocabulary by translating some words or
individual words from the target language into other language. It is
17
seen as boring and traditional. In this technique, the teacher will
find difficulty to translate the word(s) into all languages, if the class
consists of different nationalities.
Furthermore, Gairns (1991: 73-75) says that there are some
techniques used in presenting new vocabulary. They are:
1) Visual techniques
a) Visual
These include flashcards, photographs, blackboard drawings,
wallcharts, and realia (i.e. objects themselves). They are
extensively used for conveying meaning and particularly useful
for teaching concrete items of vocabulary such as furniture, and
certain areas of vocabulary such as places, professions,
descriptions of people, actions, and activities.
b) Mime and gesture
These are often used to supplement other ways of conveying
meaning. When teaching an item such as “to swerve”, a teacher
might build a situation to illustrate it, making use of blackboard
and gesture to reinforce the concept.
2) Verbal Techniques
a) Use illustrative situation (oral or written)
This is most helpful when items become more abstract. To
ensure that students understand, teachers often make use of
18
more than one situation or context to check that students have
grasped the concept.
b) Use of synonymy and definition
Definition here is the way of teaching vocabulary by defining or
describing objects. Synonymy is also the way of teaching by
giving more than one meaning for a word.
c) Contrast and opposites
Contrast and opposites are they way of teaching vocabulary by
giving the opposites of the words. However, it is vital to
illustrate the contexts in which this is true.
d) Scales
Once students have learnt two contrasting or related gradable
items, this can be a useful way of revising and feeding in new
items. This is the example of adverbs of frequency:
I
never
hardly ever
occasionally
sometimes
often
always
go to cinema on Sundays
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e) Examples of type
This is the way of teaching vocabulary by exemplifying things it
self. The example of “furniture” is “table, chair, bed, sofa, etc”.
Some of these can of course also be dealt with through visual
aids.
3) Translation
Translation can be very effective way of conveying meaning. It can
save valuable time in teaching process but it seen as boring and
traditional. The teacher will find difficulties if the students come
from different nationalities.
In this paper, the researcher uses definition, synonyms, antonyms,
mime and gesture, dictionary, verbal explanation and translation
techniques to improve students‟ vocabulary mastery. It is because the
techniques that are mentioned are usually used in school. Then, it is also
hoped that by using these techniques, the students can understand and
grasp the vocabulary easily.
e. The Construct of Vocabulary Mastery
Dealing with the vocabulary mastery, it can be defined as an ability
to combine skill or knowledge of words that is used to express meaning,
in case of the physical object or idea, in form of symbols of group of
letter in a single or more one word.
20
Thornbury (2002: 27) declares some factors why learning
vocabulary is rather difficult for second language learner. If those factors
are fulfilled, someone can be said that he or she has achieved the
vocabulary mastery. The example is when an Indonesian student has an
English subject at school and it is the second language for her or him.
She or he can not understand the lesson easily. It is because she or he
should know the appropriate word, how to spell, how to pronunce, what‟s
the meaning, etc to express the idea of the subject. Here, Thornbury says
that the factors come from the word‟s aspects such pronunciation,
spelling, length and complexity, grammar, meaning, and range,
connotation and idiomatic are the indicators in vocabulary mastery.
Those six aspects above will be defined briefly here.
1) Pronunciation
Research shows that words that are difficult to pronounce are
more difficult to learn. Potentially difficult words will typically be
those that contain sounds that are unfamiliar to some groups of
learners- such as regular and lorry for Japanese speakers. Many
learners find that words with clusters of consonants, such as strength
or crisp or breakfast, are also problematic.
2) Spelling
Sound- spelling mismatches are likely to be the cause of
errors, either of pronunciation or of spelling, and can contribute to a
21
word‟s difficulty. While most English spelling is fairly law-abiding,
there are also some glaring irregularities. Words that contain silent
letters are particularly problematic: foreign, listen, headache,
climbing, bored, honest, cupboard, muscle, etc.
3) Length and complexity
Long words seem to be no more difficult to learn than short
ones. However, as a rule of thumb, high frequency words tend to be
short in English, and therefore the learner is likely to meet them more
often, a factor favoring their „learn ability‟. Furthermore, variable
stress in polysyllabic words- such as in word families like necessary,
necessity and necessarily can add to their difficulty.
4) Grammar
It is problematic when grammar associated with the word,
especially if this differs from that of its L1 equivalent. Spanish
learners of English, for example, tend to assume that explain follows
the same pattern as both Spanish explicar and English tell, and say he
explained me the lesson. Remembering whether a verb like enjoy,
love, or hope is followed by an infinitive (to swim) or an –ing form
(swimming) can add to its difficulty. Then the grammar of phrasal
verbs is particularly troublesome: some phrasal verbs are separable
(she looked the word up) but others are not (she looked after the
children).
22
5) Meaning
When two words overlap in meaning, learners are likely to
confuse them. Make and do are a case in point: you make breakfast
and make an appointment, but you do the housework and do a
questionnaire. The words with multiple meanings such as since, and
still, can also be troublesome for learners. Having learned one
meaning of the word, they may be reluctant to accept a second,
totally different, meaning. Unfamiliar concepts may make a word
difficult to learn. Thus, culture specific items such as words and
expressions associated with the game cricket (a sticky wicket, a hat
trick, and a good innings) will seem fairly opaque to most learners
and are likely to be easily learned.
6) Range, connotation and idiomaticity
Words that can be used in a wide range of context will
generally be perceived as easier than their synonyms with a narrower
range. Thus put is a very wide-ranging verb, compare to impose,
place, position, etc. Likewise, thin is a safer bet than skinny, slim,
slender. The words have style constraints, such as very informal
words (chuck for throw, swap for exchange) may cause problems.
Uncertainly to the connotations of some words may cause problems
too. Thus, propaganda has negative connotations in English, but its
nearest equivalent in other languages may dean deviant. Finally,
23
words or expression that are idiomatic (like make up your mind, keep
an eye on…) will generally be more difficult than words whose
meaning is transparent (decide, watch). It is their idiomaticity, as
well as their syntactic complexity that makes phrasal verbs so
difficult.
From all those definition above, we conclude that vocabulary
mastery is the students‟ awareness of understanding the words and their
rules to communicate. The aspects to be measured are limited to
pronunciation of words, spelling, the use of words in meaning and
meaning. It is because, those three aspects that are learned in junior high
school.
2. Essences of Short Text
a. The Concept of Text
Brown and Yule (1997: 24) suggest that the term to spoke “text” as
well, where “text” means verbal record communication. They also
differentiate the term of those text and discourse dealing with the context.
Willis (1998: 67) says that text in general sense to mean a continuous
piece of spoken or written language. Texts in this sense are printed texts.
Arthur Hughes (2003:140) states that texts candidates are expected
to be able to deal with can be specified along number of parameters:
type, form, graphic features, topic, style, intended readership, length,
24
readability or difficulty, range of vocabulary and grammatical structure.
Text type include: text books, handouts, articles (in newspaper, journals
or magazine), poems, encyclopedia, dictionary, novel (extracts) and short
stories, etc. He also states that text forms include: description, exposition,
argumentation, instruction, and narration.
Cross (1995:77-78) states that the text is a major resources;
permitting you to vary the learning activities from lesson to lesson. There
are four main factors to consider when deciding how to threat a passage;
linguistic complexity, length, interest level and aims.
From the definition above, it can be concluded that the text is a
verbal communication which consists of continuous piece of spoken or
written language and its meaning is contextually.
b. The Concept of Story
Story is account of past events, incidents, or account of invented
or imagined events, etc (Hornby: 1995: 94). Taylor (2000: 16) says that
story is relating tale to one or more listener through voice and gesture. It
is clear that vocabulary in a story should be presented in clear context;
the amusing situations can make the vocabulary easy to remember.
Ray B. West (1968: v) says that story is something brought into
being by application of the skill and workings of the imagination of the
author. Its aim is to arouse the emotions and stimulate the imagination of
the students.
25
Brad Hooper (1992: xi) says that story is different from a novel
in that it is short enough to be read in one sitting, with every word
leading toward some final, preordained effect. In story, the sentences are
generally shorter in order the students easy to follow the story.
From the statements above, the writer draw conclusion that story
refers to the written or spoken description of past events, incidents, or
account of invented or imagined events that can be used to for teaching
students which have aims to make the students easier to follow the story
and it has different from a novel that is short enough to be read in one
sitting.
This paper, the writer uses the story as text especially folktale for
increasing vocabulary mastery in second year of SMP N 5 Sukoharjo
Academic Year 2009/2010.
c. The Notion of Folktales
One kind of story that usually heard by child is the folktales. It is
type words composition that recites the story of the folklore in a certain
region that is popularly and orally told from one generation to other
generation in a certain community.
(www.classicalfolktale.wikipedia.com)
1) The meaning of Folktales
The word folktale is not defined in English usage. Taylor
(2000:4) defines the term “folktale” as traditional story that has been
26
passed by words of mouth, told from parents to children over many
generations or passed on by countless storytellers sitting around
countless evening fires. No one knows who the original author was,
and there are usually different versions of the same story, he also
states that the term “folktale” has also been used to refer to literary
retelling of these tales.
Another definition of folktales is that “words folktales refer
to the many types of traditional narratives know to the “folk” (Coffin
and Cohen, 1996:1). Philips (1992) defines folktales as story about
telling stories with unverifiable claims and its literary form.
From the definition above, we can assume that folktales are
traditional stories that have been passed by words of mouth and told
from generation to generation. Folktales lasted through a long period
of time due to their universality. They are forms of traditional
literature which began as attempt to explain and understand the
natural and spiritual world. The origin of folktales lies in oral
tradition.
2) The type of folktales
There are several types of folktales. Taylor (2000) divides
folktales as fable, fairy tales, hero stories, myths, legend. Fables are
very short folktales with animals as the main characteristic and with
very obvious moral lesson, often summon up in single line at the end.
27
Legend is stories that are based on real hero and his or her mighty
deeds. And believed by the teller and served as historical purpose:
“The dog and the meat” and “the greedy old spider”.
Fairy tales are folktales that include some magical elements
(not necessity fairies): the German word marchen is sometimes used
for this. Fairy tales are fictional and take place in a never-land.
Examples: Tumbelina. Hero stories some of which have some real
historical parts and other of which may not. Examples “Johnny
Appleased” and “Pail Bunyan”, primitive myth, when strictly
defined, is religious and deals with the creating and ordering of the
universe and with the earlier order in which present world condition
were being established. It is told as if they are fact, and usually
involving God, Goddesses and supernatural power: “Adam and Eve”
and “Noah‟s ark”. Legends are stories that are based on a real hero
and his or her mighty deeds and believed by the teller and serve a
historical purpose. Example: “Shakespeare‟s Ghost” and “Paul
Bunyan”.
3) The Characteristics of Folktales
Although there a lot of variations between folktales, and even
between two telling stories of the same tale, certain characteristics
typical in folktales contribute to relatively easy reading. Taylor
28
(2000:9) gives various characteristics of folktales that make them
exceptionally good for language teaching. These are the list:
- time order
- repetition and redundancy
- predictability
- relatively simply grammar
- concrete ideas
- illustrations that provide support and context for the texts
- a unique reader-write relationship
3. The General Concept of Young Learners
a. The Notion of Young Learners
Teaching English to children is different from teaching English to and
adult. In relation to the English teaching learning process, they need
activities which are exiting and can stimulate their curiosity. It means that
the English teacher should be use the technique for English teaching that
can make the students interested in learning English Lesson (House,
1997: 98)
b. The Characteristic of Children
In general, children have the following characteristics:
29
1) They like playing
Children like playing. They more like playing than learning. Hence
from that to convey the material of learning we should be able to take
both, that is playing and learning in the same time.
2) They talk about “Here and Now”
Children always discuss about existing in their around and happened
in that time. So material of teaching that will be teaching is about
their surrounding and happened in that time.
3) Their own understanding comes through hands, eyes, and ears
Children will be understandings about what we talk are using hands,
eyes, and ears.
Clark (1990: 6-8) states the characteristics of the children are as follows:
1) Children are developing conceptually. They develop their way of
thinking from the concrete to the abstract thing.
2) Children have no real linguistic. They teach subject what school
provides for them
3) Children are still developing their common skill such as turn taking
and the use of body language. They learn more slowly.
4) Young children are very egocentric. They tend to resolves around
themselves.
30
5) Children get bored easily children have no choice to attend school.
The class activities must be fun and interesting by setting up the
interesting activities.
6) Children are at early of their education, ensuring success and
enhancing the children‟s motivation are important factors in
promoting the success of early start in foreign language learning.
7) Children are better mimics. It will take them more confident in
attempting the sound of foreign language and they delighted in
playing the sound.
8) Children forget quickly. Therefore, the teacher in teaching English
needs repetition.
From the definition above, it can be conclude that young learner need
activities which are exiting and can stimulate their curiosity, of course based
on their characteristics in teaching learning English lesson.
4. The Notion of Motivation
a. The Definition of Motivation
Motivation is needed in every occasion, especially in teaching
learning process. It is because motivation will influence someone both in
process and result. Thus, it is very important for teachers to know about
motivation.
31
Some experts define some definition of motivation. Brophy (1998:
3) says that motivation refers to the students‟ subjective experiences,
their willingness to engage in teaching learning activities and their
reasons for doing this. Then, Weiner (in Elliot et al, 2000: 332) says that
motivation is internal states that arouses us to action, pushes us in
particular direction, and keep us engaged in certain activities. Next,
Groccia (1992: 62) states that people learn and study because the
consequences of such behavior satisfy certain internal and/or external
motives.
From the definition above it can be concluded that motivation is an
arousal, impulse, or desire that moves and leads learner to do a particular
action in order to meet and needs or to attain a set of goals of teaching
learning process.
b. The Types of Motivation
There are many kinds of learning motivation stated by the experts.
Biggs and Watkins (1995: 84) state that there are four categories of
motivation, namely: extrinsic motivation, achievement motivation, social
motivation, intrinsic motivation.
Extrinsic motivation is motivation where the students learn
because of consequences to obtain a reward and to avoid the punishment.
While intrinsic motivation is motivation where the students learn because
they are interested in task or activities itself.
32
Achievement motivation, the students learn in order to compete
against the other students, that is winning makes they feel good. Then,
social motivation is defined as the students‟ motivation in order to make
the other people feel pleasure.
Ur (1996: 19) defines some kinds of motivation. They are
integrated motivation and instrumental motivation. Integrative
motivation is the desire to identify with and integrate into target language
culture. Then instrumental motivation is to wish to learn the language for
purposes of study or carrier.
c. The Characteristic of Motivated Students
Naiman et al, in Ur (1996: 275) comes to conclusion that the most
successful students are not necessary those to whom a language comes
very easily; they are those who display certain typical characteristic,
most of them clearly associated with motivation, those are as follows:
1). Positive task oriented. The learner willing to tackle tasks and
challenges, and has confidence in his or her success.
2). Ego-involvement. The learner finds it important to succeed in
learning and promote his or her own positive self-image.
3). Need for achievement. The learner has needs to achieve, to overcome
difficulties and succeed in what he or she sets out to do.
4). High aspiration. The learner is ambitious, goes for demanding
challenges, high proficiency, top grades.
33
5). Goal orientation. The learner is very aware of the goals of learning, or
of specific learning activities, and directs his or her effort towards
achieving them.
6). Perseverance. The learner consistently invests a high level of effort in
learning, and it is not discouraged by setbacks or apparent lack
progress.
7). Tolerance of ambiguity. The learner is not disturbed or frustrated by
situations involving a temporary lack of understanding will come
later.
B. Rationale
In learning English vocabulary, there are difficulties that might be faced by
the learners especially the young learners. The students‟ vocabulary mastery of
SMP N 5 Sukoharjo in the academic year of 2009/2010 is still low. It can be seen
from some indicators that are shown by the students as follows: firstly, the
students are less interested in teaching learning process. It is caused by the
teacher‟s material which is not appropriate on their level. Most of the students do
not have full concentration on the lesson and doing something useless during the
process of teaching learning. Secondly, the students get difficulties to remember
and grasp the meaning of words when the teacher gives them some English words
and then translate them. Thirdly, the students get difficulties in writing words or
group of words correctly. It can be seen when they do the exercises. They could
34
not do the exercises perfectly. Most of their marks are still lower than the passing
grade.
So, the teacher should create an interesting teaching material. The teaching
materials should be suitable with the young learners‟ characteristics. One of the
teaching materials that can be used is the short texts. Short texts are interesting
materials in teaching language. By using short texts, the teacher helps the students
to remember the words and understand the meaning and also the grammatical
pattern of the sentences easily.
Considering the explanation above, the researcher believes that short texts
can enrich students‟ vocabulary mastery.
C. Hypothesis
The hypothesis of this research can be formulated as follows: by using short
texts, the students can improve their vocabulary mastery, especially for the
Second Year of SMP N 5 Sukoharjo in the academic Year of 2009/2010.
35
CHAPTER III
RESEACH METODHOLOGY
A. Setting and Subject of the Research.
1. Setting of place
This research was done in SMP Negeri 5 Sukoharjo, Sukoharjo
Regency. This school is located at Bulakan, Sukoharjo. It is because there is a
problem related with students‟ vocabulary mastery.
2. Time of research
This research held on a cycle on second semester in the academic
year of 2009/2010. The details are the pre-test, the treatments, and the post-
test. The pre-test was done on the first meeting. It was done for knowing the
students‟ basic ability of the second grade class of SMP Negeri 5 Sukoharjo in
the academic year of 2009/2010. Next, the treatments were done on the
second until five meeting. The aim was to master vocabulary by using short
stories. Post test was done on the six meeting. Last, the post-test was done on
the sixth meeting. It was done for knowing the students‟ improvement after
using short texts in teaching learning process.
3. Subject of the Research
The subject of this research is the second grade class of SMP Negeri
5 Sukoharjo in the academic year of 2009/2010. There are 35 students for
class A, consist of 11 boys and 24 girls.
36
B. Method of the Research
This research is a kind of action research. For a starting point, it is
necessary to give a definition of action research. Dewi Rochsantiningsih (2008)
defines action research as:
“proses sistematis di mana guru dengan sukarela melibatkan diri untuk melakukan refleksi dokumentasi, dan atau tindakan untuk lebih
memahami hakekat dan atau konsekuensi mengajar dengan tujuan untuk melakukan tindakan atau menguabah atau meningkatkan kualitas
pembelajaran dan lebih baik bila dilakukan secara kolaboratif dengan
kolega atau teman guru.”
Kemmis (1983) in Hopkins (1993: 44) says that action research is a form
of self-reflective inquiry undertaken by participants in social (including
educational) situation in order to improve the rationality and justice of (a) their
own social or educational practices; (b) their understanding to these practices, and
(c) the situations in which the practices are carried out. It is most rationally
empowering when undertaken by participants collaboratively, though it is often
undertaken by individuals and sometimes in cooperation with outsiders.
Rapport (1970) in Hopkins (1993: 44) says that action research is aimed
to contribute both to the practical concern of people in an immediate problematic
situation and to the goals of the school science by joint collaboration within a
mutually acceptable ethical framework. Meanwhile, Ebbutt (1985) in Hopkins
(1993: 45) states action research is about the systematic study of attempts to
improve educational practice by groups of participants by means of their own
practical actions and by means of own reflection upon the effects of those actions.
37
Furthermore, Wiersma (2000: 10) states one type of applied research is
action research, research conducted by a teacher, administrator, or other
educational professionals to aid in decision making in the local school. Action
research focuses on the solution of day-to-day problems at the local level. Action
research is usually less rigorous in term of design and methodology than other
educational researches. Often, intact groups are used in some cases, only a single
group or individual is involved in the study.
From the definition above, it can be concluded that action research is a
systematic study and it is a form of self-reflective inquiry undertaken or carried
out by participants in educational situation rather than outside researches to solve
the problem in order to improve the students‟ ability. By participating the actions
in this research, it is hoped that the researcher will find the solution for
developing the students‟ vocabulary mastery.
Based on the definition and the aims above, this research is done to
increase the students‟ vocabulary mastery through short texts.
C. The Model of Action Research
The model of classroom action research used in this study is based on the
model developed by Kemmis and Mc Taggart (1985). According to the model,
the implementation of the classroom action research includes four steps in the
following:
38
1. Planning
Develop a plan of critically informed action to improve what is already
happening.
2. Action
Act to implement the plan.
3. Observation
Observe the effects of the critically informed action in the context in which it
occurs.
4. Reflection
Reflecting process on these effects as the basis for further planning,
subsequent critically informed and so on, through a succession of a stages.
Based on Hopkins‟ point of views (1993: 48) this model can be illustrated
as follow.
39
D. The Procedures of Action Research
In this classroom action research, each procedure takes five steps in one cycle.
There are follows:
1. Identifying the problems
The researcher identified the problem before planning the action. The
problem referred to the students‟ difficulty in learning vocabulary. The problem
was caused by the technique of delivering material which was not suitable and
interesting to the learners. It was obtained by observing the teaching learning
process, interviewing the students, and conducting a pre-test.
2. Planning the action
The researcher prepared everything related to the action as follows:
a. Planning the steps and technique for delivering the material in the form of
lesson plan.
b. Designing the steps in doing the action.
c. Preparing the material.
d. Preparing sheets for classroom observation (to know the situation of
teaching learning process when the technique is applied).
e. Preparing teaching aids.
f. Preparing a test.
It was done to know whether students‟ vocabulary could be improved or
not.
40
3. Implementing the action
The researcher implemented the teaching learning activity of vocabulary
using short texts. The real implementations were generally presented as follows:
a. The researcher greeted the students and checked the students‟ attendance at
the beginning of class.
b. The researcher presented the material by giving a worksheet one by one to the
students.
c. The researcher stimulated the students to try guessing some words related to
the stories.
d. The researcher gave explanation about the words, pronounced them correctly,
and drilled the students.
e. The researcher gave the students time to make note in their book.
f. The researcher gave the students individual task.
g. The researcher gave the students oral task by pointing the students one by one
to guess and pronounce the words that are related to the stories shown by
teacher to check whether the students had understood.
h. The researcher discussed the answer of task with the students
i. After doing the practices, the researcher reviewed the material.
4. Observing and monitoring the action
The researcher observed all activities in the teaching learning process and
created a conducive atmosphere in a class.
41
5. Evaluating and Reflecting the result of the observation
The researcher evaluated all actions in the cycle. The researcher observed
the actions to find the problems of the activities that had been carried out in
using short stories in teaching vocabulary.
E. Technique of Collecting Data
The techniques of collecting data are qualitative and quantitative method.
Qualitative method consists of observation, field notes, interview, photograph,
document analysis.
Observation technique means the researcher comes to the class, observes
the teaching learning process done by the teacher and the students. Based on
Burns (1999: 80), observation is a kind of activities in action research that enables
researchers to document and reflect systematically upon classroom interactions
and events, as they actually occur rather than as we think they occur.
The teacher takes the position behind the class while observing the
teaching learning process and makes a note all things about what happen during
the teaching learning process.
42
Notes or field notes are descriptions and accounts of events in the research
context that are written in relatively factual and objective style (Burns, 1999: 87).
The researcher made notes of each observation done. The researcher made note to
all activities during the lesson, and noted the students‟ reaction and response to
the learning.
The interview technique is done spontaneously. It means that the
researcher does not make some questions first. This interview is also done to the
students and the teacher before and after teaching learning process. The purpose is
to get the information about everything in teaching learning process using short
stories.
Photographs are a way of greatly enhancing classroom analysis and
providing visual stimuli that can be integrated into reporting and presenting the
research to others (Burns, 1999: 101).
Analyzing the document was done toward the Kurikulum Tingkat Satuan
Pendidikan, which is about English lesson in Junior High School including its
Standar Kompetensi and Kompetensi Dasar. The aim of this analysis was to
complete the information which had been gotten from observation and interview.
Then, quantitative method uses test technique. Test technique which is
used is achievement test. Achievement test is the test that is used to measure
students‟ ability after learning something (Arikunto, 1996: 21). The test here is a
vocabulary test. The vocabulary test is used to measure the students‟ vocabulary
mastery. In this research, the researcher used essay and pronoun test type for both
43
the pre-test and post-test. The total numbers of test items were 30 items. The test
consisted of vocabularies that had been taught to the students. The result of the
test was analyzed to know the students‟ achievement on vocabulary.
There are some steps that should be done by the researcher in this action
research. Here is the diagram of the steps.
Table 1. The steps in Action Research
Step of action Participant Technique Data
Pre action
Students
Researcher
Interview
Observation
Test (Pre-test)
Result of the interview
Result of observation
Result of pre-test
The action
Students
Researcher
Planning
Implementing
Observing and
monitoring
Reflecting
Result of observation
Field notes
Post action Students
Researcher
Test (Post-test) Result of post-test
44
F. Technique of Data Analysis
The technique of data analysis in this research consists of two kinds; they
are qualitative descriptive analysis and also quantitative descriptive analysis.
1. Qualitative descriptive
In qualitative descriptive analysis, the data are the result of
observation, field notes, interview, and photographs. The steps are: (a)
compare the data from each informant to make easy in classifying the same
data, (b) classify the data in certain classification, (c) Making the inference,
making the data in the table, (d) making an inductive conclusion. Making a
hypothesis using the classify data.
2. Quantitative descriptive analysis
In quantitative descriptive analysis, this research uses descriptive
statistics. It is used to make the data simple and communicative. This step
uses a simple formula that is called as t-test of non-independent. It makes
clearer the data and the characteristic of the data (Nurgiantoro, 2001:8).
In this formula, the pre-test is compared with the post-test to know
whether teaching vocabulary using short stories can improve the students‟
vocabulary mastery.
The formula of t-test of non-independent is as follows:
t = where t is the result of t-test non-independent
45
Finally, when the difference between the values of t-obtained and the
value of t-table is significant, the effectiveness of using short stories to
improve students‟ vocabulary mastery will be known.
G. Validity of the Instrument
In computing the validity of each item from the instrument, the researcher
uses the formula as follows:
where; and
p : the number of correct answer
q : the number of incorrect answer
n : the number of respondent
The result of the computation of validity will be consulted to t-table
distribution, from this; it will be known whether or not the instrument is valid.
H. Reliability of the Instrument
After the valid items are determined, the reliability can be determined by
using the formula:
; where k is the number of valid items.
46
The result of the computation of reliability will be consulted to r table of
statistics. From this, it will be known whether or not the instrument is reliable.
I. The Criteria of Successful Action
The measurement that is used in checking vocabulary mastery is test. The
indicators are: (1) there is an improvement number of students that have minimal
criterion at least 75 % from the total number of students, and (2) there is an
improving average mark of the class based on the criteria in the curriculum that is
used in that school.
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CHAPTER IV
RESEARCH FINDING AND DISCUSSION
In this chapter, the researcher discusses the implementation of the action.
The structure of the writing contains introduction, the description of the research,
and discussion. Introduction contains the problem faced by the students. The
description of the research contains the implementations of the actions of the
research in the field. The discussion deals with the implementations of the actions
that are teaching by using short texts based on theories from some experts.
A. Introduction
As presented in chapter I, many problems were found in teaching English
for students of the second year of SMP Negeri 5 Sukoharjo in the academic year
of 2009/2010. They were supported in pre-research that has been done by the
researcher. The main problem faced by the students was the lack of vocabularies.
Their vocabulary was still low. It can be seen from the indicators like: 1) they
were less interested in teaching learning process; 2) they got difficulties to
understand and grasp the meaning of words; and 3) they got difficulties in writing
words or group of words correctly.
The difficulties of learning vocabularies were caused by some reasons.
First, the students as young learners forget something quickly. They will forget
48
some words that are learned easily if the teachers do not repeat the words many
times. So, repetition is needed.
Second, the students as young learners get bored easily. Here, the teachers
have to find out the appropriate method, technique, or and material of teaching
vocabulary for their students. By using the appropriate method, technique or and
material, it is hoped the students feel amused and then get the best result in
learning English, especially in vocabulary mastery.
Third, the students as young learners still like playing. They prefer playing
to studying. They always talk about something while playing. So, it is important
to find out the appropriate method, technique, and or material to enrich young
learners‟ vocabulary mastery. The method, technique or the material is not only
fun but should also contain the appropriate topic to be discussed.
Based on the facts above, the researcher decided to conduct a research to
solve the problems through this study. One of the problems that is taken in this
study is the materials that are not suitable and interesting to the students. Thus,
the research is concentrated on improving materials of teaching vocabulary
through a classroom action research and the use of short texts as the teaching
learning source.
There were some targets which the researcher expected to achieve by
conducting the action for the improvement of students‟ vocabulary. Firstly, the
researcher wanted to create interesting situation in the classroom. Secondly, the
researcher wanted to make the students are able to grasp and remember the
49
meaning of words more easily. Thirdly, the researcher wanted to make the
students able to write the words or group of words correctly so the improvement
of students‟ vocabulary could be achieved.
Based on the problems and the targets that the researcher expected to
achieve, the researcher decided to carry out interesting teaching materials, in this
case was short texts, in presenting and practicing new vocabularies. Through a
classroom action research, the researcher hopes that the research can enrich
students‟ vocabulary mastery and change the situation during the teaching
learning process.
B. The Description of the Research
The implementation of the action planned in this research was held in a
cycle. The researcher divided the cycle into four meetings. Each meeting took 80
minutes. It was conducted from April, 2010 until April, 2010. In this
cycle, the researcher used short texts as the teaching materials. The cycle in this
research also consisted of series of steps, namely planning the action,
implementing the action, observing or monitoring the action, evaluating and
reflecting the result of the observation, and revising the plan. They are explained
as follows:
50
1. Planning the action
The action plan was made based on the problems that were mentioned
in the introduction above. To overcome those problems, the researcher
planned and chose interesting learning materials to solve the problems and
improve students‟ behavior during teaching learning process. The researcher
chose short texts as the teaching materials. The researcher believed that short
stories could improve the students‟ vocabulary and attract the students‟
enthusiasm in teaching learning process. It is because the stories are very
funny and give the students a lot of new list of vocabularies.
By using short text, it was expected that the students are able to grasp
the meaning of new vocabulary easily. Besides that, the students are able to
write down the words or group of words correctly. The teacher also planned
to drill the students‟ pronunciations using the words that have been prepared.
So, the indicators of vocabulary mastery can be completed.
The researcher taught 80 minutes in every meeting. The researcher
planned to use 10 minutes to greet the students and stated the topic. The
researcher told the students that they were going to learn English by using
short stories that day. It was to get the students‟ attention and interest. The
researcher also gave a lot of time to drill the students. The students could
drill every word until five times. The students could ask questions whenever
they found problems. The researcher allocated 60 minutes to give the
students a chance to learn the material by doing the worksheet and to practice
51
the pronunciation of the words that they have learned. The last five up to ten
minutes was to review and close the lesson.
Before implementing the action, the researcher conducted a pre-test on
the first meeting. This test was conducted in the beginning to know the
students‟ ability about the material that would be given. The pre test was
conducted on April, 2010. Besides preparing the pre-test, the researcher
prepared the material, lesson plans as researcher‟s guidance in teaching
vocabulary, students‟ worksheet that consisted of some tasks and also
teaching equipments that are related to the action. After implementing the
action, the researcher conducted a post-test. Post-test was conducted after the
last action on the last meeting of the cycle, April, 2010 to know the
students‟ improvement of vocabulary mastery.
2. Research Implementation
The action plan was implemented by the researcher with the help from
the teacher as the observer. This cycle was conducted in four meetings. Each
meeting was divided into three terms, namely: opening, main activity, and
closing.
a. First meeting
1) Opening
A pre test was conducted on April, 2010. The test started at
10.25 a.m. The bell rang. The researcher came to the class on time
52
and greeted the students. After greeting the students, the researcher
checked the students‟ attendance list. The researcher also asked about
the students‟ preparation to face the test that would be done on that
day. The test was a pre-test. This test was aimed to know students‟
ability about the new materials that would be given, in this case was
short stories. Then, the researcher explained about the rules of the
test. After that, she passed the worksheet test to the students.
2) Main activity
After getting test worksheet, the students did the test
individually. The students were not allowed to cheat in doing the test
or to look for the answer on the dictionary. The test was about
understanding the meaning of words, pronunciation of words, the use
of words in context and spelling.
3) Closing
After the bell rang, the researcher asked the students to collect
the test worksheet on the desk. Then, the researcher checked the test
worksheet whether they were complete or not.
Next, the researcher asked about the students‟ feeling. After
that, the researcher gave the information that the students would get
the materials in the next meeting and closed the meeting on that day
.
53
b. Second meeting
1) Opening
The second meeting was conducted on April, 2010. The
researcher and the observer came to the class at 10.25 am and then
greeted the students. After greeting the students, the researcher
checked the students‟ attendance. No one was absent that day. The
researcher distributed students‟ worksheet to the students for the
second meeting.
2) Main Activity
To open the lesson, she asked the students whether they ever
read or heard short stories or not. The students answered “yes, Mam”.
Then, the researcher asked the students to mention some short texts
that they ever read or heard. Some of them mentioned some titles of
short stories; this means that they understood what learning source
that would be used.
After introducing the materials that would be used, the
researcher began the lesson of the day by asking the students to find
the meaning of some words. They tried to answer the task by looking
for the answer on the dictionary. Then, the researcher and the students
checked the answer together.
54
Next, the researcher gave a chance to the students to read the
story on their own worksheet. The title was “The Flowers from the
Moon”. The researcher also asked them to find out the idea of the
story using words that they ever had before. They obeyed the
researcher‟s instruction. After the students finished reading the short
story, the researcher asked three of the students to mention the main
idea of the story. From the students‟ answer, it could be seen that the
students still made some mistakes in getting the main point of the
story.
Next, the researcher drilled the students‟ pronunciation with the
guiding words on the worksheet. The researcher pronounced every
word once and the students pronounced every word three times. All
students obeyed the researcher‟s instruction.
Next, to check the students understanding about new
vocabulary, the researcher asked the students to write down some
words and find the meaning of each word. After the students finished
doing the task, the researcher asked the students to pronounce the
words together. Some students were shy and afraid to speak loudly.
They were afraid if they made a mistake. The researcher advised
them that it was only a practice.
Next, to know the students‟ understanding, the researcher asked
the students to do the next task that is to fill in the blanks in some
55
sentences with the words that were mentioned on the worksheet and
answered the questions about the story. The story‟s title was “Royal
Spaghetti”. After finishing the task, the researcher and the students
discussed the answers of the task together. Some students were very
enthusiastic to answer the question of the task.
3) Closing
After finishing the task, the researcher reviewed the material.
The researcher showed all the words to the students, then, the
students pronounced and mentioned the meaning of the words. If they
made a mistake, the researcher gave the students choice to choose the
correct answer. Most students made a mistake in pronouncing the
words.
Next, the researcher had some reflection towards all the
activities that had been done that day by asking the students‟ feeling
and comment. The researcher asked “how about your feeling today?”
The students answered, “very-very interesting”. Then, the researcher
closed the lesson because the time was up.
c. Third meeting
1) Opening
The third meeting was conducted on April, 2010. The
researcher and the observer came to the class at 08.05 am. In the
56
second meeting the researcher continued teaching the material by
using short stories. To prepare the class, the researcher said “good
morning” to the students. Then the teacher checked the students‟
attendance. No one was absent. Then, the researcher began the
material by reviewing the last lesson and asked the students some
questions dealing with the material that had been given in the second
meeting.
2) Main Activity
In the beginning of the lesson, all students focused on the
lesson. The researcher used this chance to begin the main activity. In
this main activity, the learning source used in teaching learning
process was the same as before. The researcher passed a new
worksheet for each student and asked the students to do the exercises.
In this meeting, the students started the main activity by finding
the correct words and their meaning. After five minutes, the
researcher checked the answered with the students together. Then, the
researcher asked some of students to read the story. The title was
”Rainbow”. There were some pronunciation mistakes done by the
students. The researcher checked the students‟ pronunciation. After
that, the students and the researcher discussed the story to get the
main idea. The students felt easily to grasp the main idea of the text
because they have translated some difficult words before.
57
Next, the researcher asked the students to arrange the letters into
a good word. Then, they were also asked to find the meaning of the
words. They were very busy to discuss the correct arrangement of the
letters with their friends. The students who had finished discussing
the correct arrangement, then they wrote their answer in the
whiteboard. From the students‟ answer, it could be seen that students
still made mistakes in arranging the words. Then, the researcher and
the students discussed the answer together.
In the middle of the activity, the researcher changed the
technique in introducing the new words to the students. The
researcher used the synonym to introduce the words. The students
looked very interested in the new task. The students tried to find the
synonymy of the words by using their dictionary. After five minutes,
the researcher asked some students to answer the questions and wrote
the answers on the whiteboard. The researcher and the students
checked the answers together.
After checking the answer, the researcher asked the students to
pay attention to some words, and then asked them to get the meaning
of them. After that, the researcher asked the students to fill in the
blanks in some sentences with the words that were mentioned on the
students‟ worksheet. The title was “The Caliph and the Clown”.
Next, the students and the researcher checked the answers together.
58
After checking the answers, the researcher asked some students to
read the story loudly. The researcher also asked the other students to
pay attention to the text. Then, the students tried to grasp the main
point of the story with the researcher. The students were enthusiastic
in answering the question from the researcher. Some of them were
very busy to remember some of the new words that they heard before
and the other discussed with their friends to find the main idea of the
story.
On the last task of the third meeting, the researcher asked the
students to discuss some of phrases from the story before. They were
very busy to prepare the answer. Students who had finished
discussing the answers, and then they wrote their answer on the
whiteboard and then checked the answer with the researcher.
3) Closing
In the end section, the researcher reviewed the material from the
beginning. The researcher mentioned some difficult words and the
students tried to guess the right pronunciation and the right meaning.
The students pronounced every word three to four times.
Next, the researcher had some reflection towards all the
activities that had been done that day by asking the students‟ feeling
and comment. The reseacher asked “bagaimana pendapat kalian
tentang pelajaran pada hari ini?” The students answered,
59
“menyenangkan bu. Banyak kosa kata baru dan gampang ingetnya”.
Then, the researcher closed the lesson because the time was up.
d. Fourth meeting
1) Opening
The fourth meeting was conducted on April, 2010. The
researcher and the observer came to the class at 10.25 am. In the
fourth meeting the researcher continued teaching the material by
using short stories. To prepare the class, the researcher said “good
morning” to the students. Then the teacher checked the students‟
attendance. No one was absent. Then, the researcher began the
material by reviewing the last lesson and asked the students some
questions dealing with the material that was given in the first and
second meeting. The researcher distributed students‟ worksheet to the
students for the fourth meeting.
2) Main activity
Then, the researcher began the lesson by reading a story. The
title was “The Magic Seeds”. The students listened curiously to the
researcher‟s story. Sometimes they made an underline for some
difficult words. Then, the researcher asked the students to make a pair
of discussion. The researcher asked the students to discuss the story
60
that they heard. Some of them were busy to remember the story and
the other tried to grasp and write the meaning of some words.
The next task, the researcher asked the students to write some
words that they found in the story before. Then, they had to find the
meaning of the words. After that, some of students wrote their
difficult words on the whiteboard. Then, the researcher and the
students checked the answer together. The researcher continued the
lesson by drilling the students‟ pronunciations. The students
pronounced the words three or four times.
Next, the researcher asked the students to match the words with
their antonyms. The students worked in pairs. Then, the students
wrote the answers in the whiteboard. The researcher checked the
answers.
After that, the researcher asked the students‟ ability in writing
words. The students had to write some words they heard. The
students wrote the answers on their worksheet. Then, the researcher
also asked the students to find the meaning of the words. The
researcher and the students discussed the answers together.
Next, the researcher asked some of the students to read the
story. The story‟s title was “The Owl and the Nightingale”. The
researcher also asked the students to find some difficult words on the
story. After five minutes, the researcher addressed some of the
61
students to retell the story by their own words. The students already
knew some words so it made the students easy to retell the story.
The next task, the students had to find the hyponymy of some
words based on the text that they ever read before. The students were
very busy to find the answers. There are some students discussed the
answers with their friends.
For the last task, the researcher asked the students to answer
some questions about the story. The students discussed with their
friends. After 5 minutes, the researcher asked some students to write
the students‟ answers and then checked the answers.
3) Closing
After finishing the task, the researcher reviewed the material.
The researcher showed all the words to the students. Then, the
students pronounced and mentioned the meaning of the words three
or four times.
Next, the researcher had some reflection towards all the
activities that had been done that day by asking the students‟ feeling
and comment. The researcher asked “bagaimana pelajaran dengan
cerita pendek hari ini?” The students answered, “lumayan, Bu”. The
other students added “senang, bu. Tau arti katanya, jadi gampang
nerjemahin bacaannya”. Then, the researcher closed the lesson
because the time was up.
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e. Fifth meeting
1) Opening
The fifth meeting was conducted on April, 2010. The
researcher and the observer came to the class at 10.25 am. In the fifth
meeting the researcher continued teaching the material by using short
stories. To prepare the class, the researcher said “good morning” to
the students. Then the teacher checked the students‟ attendance. No
one was absent. Then, the researcher began to teach the material by
reviewing the last lesson and asked the students some questions
dealing with the material that was given in the third meeting. Then,
the researcher passed the student‟s worksheet for the fifth meeting to
the students.
2) Main activity
For the first activity, the researcher asked the students to listen
what the researcher pronounced and then write the answer on the
students‟ worksheet. After that, the researcher asked the students to
write the answers on the white board and discuss the answers
together.
Then, the researcher asked the student‟s to find the meaning of
some words. They could find the meaning in the dictionary. After five
minutes, the researcher checked the students‟ answer.
63
Next, the students had to find the synonym of some words by
matching the words in the column A to the column B. Some of the
students tried to get the answer from the dictionary and the others
were discussed. After 5 minutes, the researcher and the students
checked the answer together. Then, the researcher addressed some
students to pronounce some words that were mentioned by the
researcher. The students pronounced the words three or four times.
After that, the researcher asked some students to read the story
and the other paid attention to their friends. The title of the story was
“Why Bears Hibernate in the Winter”. The researcher also asked the
students to write the difficult words that they found. After the
students read the story, the researcher guided the students to find the
meaning form the difficult words that they found. Then, the students
tried to grasp the main idea of the story. The students felt happy
because the story was very funny.
Next, the researcher asked the students to arrange the jumble
words into a good arrangement. The students worked in pairs. Some
of the students worked with their dictionary and the other tried to get
the answer from the short story that they read before. After 10
minutes, the researcher asked the students to write the answer in the
whiteboard. Many students raised their hand to write their answer in
the whiteboard. They enjoyed this material.
64
For next material, the students were asked to read the story. The
title was “The Necklace”. They had to grasp the main idea of the
story individually then retold the story in their own words. All of the
students were silent and did the instruction well. After 10 minutes, the
researcher asked three of the students to retell the story. The other
students paid attention to their friend who retold the story. Then, the
researcher discussed with the students about the story that they heard.
They felt happy with this teaching way.
The last task, the researcher asked the students to discuss some
of the phrases from the text. They worked in groups. After 5 minutes,
the students wrote the answer on the whiteboard.
3) Closing
After finishing the task, the researcher reviewed the material.
The researcher repeated some difficult words to the students. Then,
the students pronounced and mentioned the meaning of the words
three or four times.
Next, the researcher had some reflection towards all the
activities that had been done that day by asking the students‟ feeling
and comment. The researcher asked “bagaimana pelajaran dengan
cerita pendek hari ini?” The students answered, “menyenangkan,
Bu”. The other students added “senang, bu. Tau arti katanya, jadi
gampang nerjemahin bacaannya”. The researcher did not forget to
65
inform the students that in the next meeting the test would be done.
Then, the researcher closed the lesson because the time was up.
f. Sixth meeting
1) Opening
A post-test was conducted on April, 2010. The bell rang at
08.05 a.m. The researcher came to the class on time and greeted the
students. After greeting the students, the researcher checked the
students‟ attendance list. The researcher also asked about the
students‟ preparation to face the post-test that would be done on that
day. This post-test was aimed to know the students‟ improvement of
vocabulary mastery. Then, the researcher explained about the rules of
the test. After that, she passed the test worksheets to the students.
2) Main Activity
The students did the test individually. They were not allowed to
cheat in doing the test or to look for the answer on the dictionary. The
test was the same with the pre test that was done before. The
materials were such as understanding meaning of words,
pronunciation of words, the use of words in context and spelling.
3) Closing
After the test finished, the researcher discussed the answers of
test with the students. All students were very active in discussing the
66
answers with the researcher. All students paid attention with the
discussion. No student was busy with his own business. Then, the
researcher asked the students‟ feeling and comment during teaching
learning process with the researcher. The researcher said thank you to
the students for everything during the research. Then, the researcher
closed the discussion because the bell rang.
3. Observing and Monitoring the Action
In monitoring the implementation of this cycle, the researcher used
observation to see the effects of conducting the cycle. The observation was
conducted simultaneously when teaching learning process took place.
In this cycle, there were six meetings. The first and the sixth meeting
of the cycle were used for testing. Then the second to fifth meeting was
focused on improving vocabulary aspects and students‟ motivation in
teaching learning process. The aspects that should be improved were
meaning of words, the use of words in context, pronunciation of words, and
spelling. In the teaching and learning process, short texts were used to make
the way of grasping the meaning easier.
Besides the explanation of implementing the actions above, the
results of the observation of the teaching and learning process were also
supported by the interviews with the students about the use of short texts in
teaching vocabulary. From the observation results, it was known that there
were some improvements on students‟ vocabulary. They were the mastery of
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meaning, spelling, pronunciation, and using words in context. Beside the
students‟ improvements on vocabulary, the observation results explained the
students‟ motivation and activities in teaching-learning process and student‟s
motivation from the second to the fifth meeting.
In the second meeting, the students looked happy and enthusiastic to
attend the class. They paid attention to the lesson. No one was busy with
their own business. The situation was conducive because there was no noisy
outside the class. Some students were active to answer the questions from the
researcher when the researcher gave them some question or asked them to do
the exercises. All students did the task quite well. Some students tried to
answer the questions of the task, the others were quiet.
Although the students‟ motivation increased, some students were still
passive. Some students were silent when the researcher asked the question to
the students. Beside passive, most students were shy to speak loudly. They
were afraid if their answers were wrong. To solve this problem, the
researcher gave advice to the students that it was only a practice.
In the third meeting, the students‟ motivation was good. They paid
attention to the lesson. Their responses were good. The students also obeyed
the researcher instruction. No students were busy with their own business in
the class. All of them were seriously listened to the stories. They also did the
task on their worksheet well.
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In the middle of the third meeting, the students‟ motivation increased.
The students were happy and enthusiastic when the researcher changed the
activity in introducing the new words. The researcher used synonymy
technique in introducing the new words. It seemed that they had already
understood about the term.
In the third meeting, the students still had problem in pronouncing the
word. It can be seen when the researcher asked the students one by one to
check the students‟ understanding. They still made mistake to pronounce the
right pronunciation. To solve this problem, the researcher asked the students
to pronounce the word three or four times.
In the fourth meeting, the researcher still used short stories for
teaching learning process. Before starting the lesson, the researcher just
reviewed all materials from the third meeting. Good atmosphere was created
in the class. When the researcher asked the students to read the story and do
the task, many students raised their hand. They were also enthusiastic when
discussing with their friends. Sometimes they told each other about
something else. So, the researcher went around the class to monitor and
guide them whether they were active to discuss with their friends or not.
In middle of the fourth meeting, the students asked to write some
words on their worksheet. They could do the exercises well because there
were some phonetic symbols that helped them to do the exercises. After that,
the students were asked to fill in the blank sentences with the correct words.
69
The students felt happy and enthusiastic doing this task because they knew
all of the meaning of the difficult words by discussing with their friends and
also looking for the dictionary.
In the fifth meeting, the students were very active. It could be seen
during the teaching-learning process. They listened what the researcher
pronounced. They also could write the correct words that they heard. Most
students were active and all students got attention to the lesson. In reviewing
the materials, all students were active to grasp the meaning of every word.
4. Reflecting the Result of the Observation
Based on the observation results which were gathered in field notes,
the researcher reflected the results of the action as follows: a) the students
who were still passive were getting more active and interested when they
were reading and understanding the story, b) the students were able to grasp
the meaning of words when the researcher gave them some new
vocabularies, c) the students were able to write the words correctly and could
use the words in context, d) the students were also able to pronounce the
words correctly.
Moreover, the test score in the first and sixth meeting showed the
improvement result. The mean of the pre-test was 4.07, while the mean score
of the post-test was 7.36.
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Based on the result of the observing and the test above, it could be
seen that there were increasing students‟ motivation and also the aspects of
vocabulary. All of the aspects were completed. The researcher concluded that
teaching vocabulary using short texts attracted students‟ curiosity in knowing
new words. Through short texts, students were encouraged to practice their
ability in pronouncing and writing words correctly. Short texts also
encouraged the students to be more active during teaching learning process.
They became more motivated and enthusiastic in learning English which
they did not tend to do something useless and got bored in the middle of
teaching learning process. The improvement of students‟ achievements in
teaching learning process using short stories can be seen in the table 2.
Table 2. Improvement of the Students‟ Achievement in Teaching Learning Process
Using Short Texts
Source of the data before implementing the
action after implementing the action
Observation and Interview
Vocabulary mastery Vocabulary mastery
1. The students got difficulties to understand
and grasp the meaning of
words. They forgot words and their meanings easily.
They also got difficulties when they had to translate
the words from Indonesian
into English or vice versa.
1. The students understood and grasped the meaning of
words easily. They also
remembered the words easily.
They translated words from Indonesian into English or
vice versa easily.
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2. The students could not pronounce the words
correctly. They still made
mistakes to pronounce the words.
3. The students still made
mistakes when they wrote
words. For example when the students found a word
which has double letters. Most of the students forgot
to write the second letter.
Most of the students also made mistakes when they
did the exercises in arranging some letters into
a correct word.
4. The students could only
pronounce, understand, remember, grasp and use
words in context about 25
% of them.
2. The students could pronounce most of the
words correctly.
3. The students could write
the words correctly. They
also could arrange the letters into a correct word.
There were no mistakes in writing the words
4. The students could
pronounce, understand remember, grasp and use
words in context about 75-
80 % of them.
Students‟ motivation Students‟ motivation
1. The students were less
interested during teaching learning process
2. The students did not have full concentration during
teaching learning process.
3. The students liked doing
something useless during teaching learning process
1. The students were more
active and enthusiastic during teaching learning
process. They started to ask and answer the questions.
2. The students had more concentration to do the
exercises.
3. They did not do something
useless during teaching learning process.
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4. The students did the exercises individually.
4. The students liked having discussion with their
friends.
Test
The mean score of pre-test : 4.07
The mean score of post-test : 7.36
5. Research Findings
From the table above, the students‟ improvement could be seen. The
improvements were students‟ vocabulary mastery and also students‟
motivation. From the vocabulary aspects, the students understood and
grasped the meaning of words easily; they could pronounce and write the
words correctly. They could pronounce, understand, remember, grasp and
use the words in context about 75 until 80 % of them. The examples were
prince, daughter, dream, different, quarrel, sky, sea, chuckled, purple,
captured, reason, freedom, etc. Then, the improvement also could be seen on
the students‟ scores of test. There was an improvement of the mean score
between the pre-test and post-test, from 4.07 to 7.36. Beside that, there was
also an improvement of students who had scored more than the minimum
standard score, in this case 60. The data of the students‟ score of pre-test and
post-test showed that there was an improvement of students who achieved
the minimum standard score, from 2.8 % of students became 94.3 % of
students. It proved that there was a significant improvement of the students‟
scores. Then the difference between the pre-test and post-test scores was
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3.30; while the coefficient of the t-test between the pre-test and post-test was
19.29. Meanwhile, the t-table for 35 students is 2.04. Since is
higher than , it means that there is a significant difference between pre-
test and post-test score.
Next, the students‟ motivation increased when the short text were
used. The indicators showed that they were more active and enthusiastic
during the teaching learning process. They asked more questions than before.
They also raised their hands to answer the questions. Next, they had more
concentration to do the exercises. They did not do something useless during
teaching learning process and like having discussion with their friends.
Considering the facts of some improvements dealing with teaching
vocabulary by using short texts above, finally, the researcher decided to stop
the cycle. There were some reasons for stopping this research only in one
cycle. They were as follows:
a) The aspects of vocabulary mastery were completed. The students
understood and grasped the meaning of the words easily, they could
pronounce the words correctly, they could write the words correctly, and
they also could use the words in context appropriately. Beside the
vocabulary mastery, the students‟ motivation also increased. They were
more active and attractive during teaching learning process. They also
had more concentration to the lesson; they did not do something useless
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during teaching learning process. They liked having discussion with their
friends. The discussion helped them to understand the lesson and do the
tasks well.
b) There was an improvement of the mean score between the pre-test and
post-test, from 4.07 to 7.36. From the pre-test and post-test score, there
was also an improvement of students who had scored more than the
minimum standard score, in this case 60, from 2.8 % became 94.3 %.
c) The researcher only had limited time to conduct the research. The school
gave two weeks to finish the implementation of the research. It was
because the school would hold a mid term test for all the students.
C. Discussion
The research findings came from the observation and the test scores. The
observation that was done showed that there were some improvements in
students‟ vocabulary mastery aspects and students‟ motivation. At first from the
students‟ vocabulary mastery, the students could understand, grasp, and
remember the meaning easily. The students also could pronounce the words
correctly. They also could use and write the words correctly. Here, the students
did more practices and steps by steps in understanding, grasping, pronouncing,
spelling, and using the words. They have their own worksheet that was completed
with some short texts, so they could have more practices for enriching vocabulary
mastery using short stories. It could be understood since human brain has limit
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capacity to absorb new things from surrounding. Human also has limit memory to
remember all at once (www.ksmumail/human_brain. edu).
Second from the students‟ motivation, the students, as the young learners,
were more active and enthusiastic during teaching learning process. The students
were more active and enthusiastic because the materials used were new materials.
Then, the students had more concentration during teaching learning process. Ur
(1998) explains that there are three sources of young learners‟ attention in class,
namely pictures, story, and game. Young learners like to read and listen
interesting stories. Beside the new materials, there were also many kinds of
interesting techniques used to teach short texts. It made the students enjoy, more
active and enthusiastic to follow the teaching learning process. According to
Linse (2005), teachers of English to young learners, should know the techniques
of teaching practically for example “listen and repeat”, read and write”, “listen,
say, and write”, question and answer”. Petty, and Jensen (1980: 285) also states
that teaching English to children needs special techniques. The best way to add
breadth and depth to child‟s vocabulary is by providing a variety of opportunities
for new and interesting experience.
Next, the situation in the class before implementing the action was
described as some students were busy with themselves, especially the students at
the back. They did some useless activities, such as talking with other students or
disturbing their friends. After implementing the action, the class situation became
more active and enthusiastic. They focused on the materials which were used
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through short texts. It matches with Elli‟s theory. According to Elli (1991:31),
vocabulary in story is presented in clear context and the amusing situation. The
amusing situation could make students become more enthusiastic. Maya K. David
also states that one indicator which makes teaching learning process succeed is
the active students during teaching learning process. They are active if they are
suitable with the teacher‟s technique and they are far from teacher pressure
(www.david399.htm).
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CHAPTER V
CONCLUSION, IMPLICATION, AND SUGGESTION
A. Conclusion
Having conducted the research of teaching vocabulary by using short texts
in Junior High School, the researcher comes to a conclusion that teaching
vocabulary by using short texts can improve the students‟ vocabulary. This is
based on the facts found in accordance with the result of the action implemented
to find answers to the problem statements. The more detailed results of the action
implemented in this research were as follows.
The first is about the enrichment of the students‟ vocabulary mastery of
the second year of SMP 5 Sukoharjo in the academic year of 2009/2010. Based
on the analysis of the result of the implementation of the actions which had been
conducted to improve the students‟ vocabulary, it can be seen that the
implementation of teaching vocabulary by using short texts can effectively
improve students‟ vocabulary. It could be seen from the aspects of vocabulary
which are completed. First, the students could understand and grasp the meaning
easily. They also could remember the meaning of the words easily. Second, the
students could pronounce the words correctly. Third, the students also could write
the words correctly. For example, in arranging the jumble letters, they could
rearrange the letters into a correct word. Fourth, the students could pronounce,
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understand, remember, grasp and use the words in context about 75-80 % of them
correctly. Next, there was an improvement of the mean score between the pre-test
and post-test, from 4.07 to 7.36. Beside that, there was an improvement of
students who had scored more than the minimum standard score, in this case 60.
The data of the students‟ score of pre-test and post-test showed that there were
more students who achieved the minimum standard score, from 2.8 % became
94.3 % of students. It proved that there was a significant improvement of the
students‟ scores. The difference between the pre-test and post-test scores was
3.30; while the coefficient of the t-test between the pre-test and post-test was
19.29. Meanwhile, the t-table for 35 students is 2.04. Since is higher
than , it means that there is a significant difference between pre-test and post-
test score.
The second is about the students‟ motivation. The researcher found a good
atmosphere in the class. The students were more active and enthusiastic during
teaching learning process. There were so many students who raised their hands to
answer the question on the whiteboard or oral answer. Most of the students gave
more attention than before. Next, they had more concentration to do the exercises.
They did not do something useless during teaching learning process. They also
liked having discussion with their friends.
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B. Implication
Based on the conclusion of the study, there is a significant improvement
of students‟ vocabulary and improvement of students‟ learning activity after
teaching used short texts to teach new vocabulary and to train the students in
order to write and pronounce correctly. It implies that using short texts are good
material to improve students‟ vocabulary mastery and also improve students‟
learning activity during teaching learning process. The short texts made the
students easier in understanding the form and the meaning of the words. Through
short texts, students were also encouraged to practice their ability in reading,
writing and pronouncing correctly.
In teaching English using short texts, the teacher should choose
appropriate techniques, materials, and media. It is conducted by English teacher
to make the students‟ more interested and more active in teaching-learning
process and to avoid the boredom. The teacher could use “listen and repeat”, read
and write”, “listen, say, and write”, question and answer”. Then, the teacher also
can use the visual techniques such as mime and gesture and verbal techniques
such as verbal explanation, synonyms and definition, antonyms in teaching
vocabulary to the students. The students suggest using dictionary in translating
the words. The teacher can also conduct an oral test to make the students more
motivated and attracted in teaching-learning process.
Beside the appropriate techniques, the teacher should have to choose the
appropriate materials and media to teach vocabulary. The material in this case is
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short texts. The short texts have to contain new and old information to the
students. The genre that is used is narrative. It is suitable with the material that
used in the second year of junior high school. The materials have to appropriate
with the syllabus that used in that school. The students can find the difficult
words and their meaning, and then make analyses of the stories by their own
words. It makes the students understand the stories well. By implementing short
texts using appropriate techniques and materials, there is an improvement of
students‟ vocabulary mastery of the second year of SMP 5 Sukoharjo in the
academic year of 2009/2010.
C. Suggestion
After carrying out the researcher and obtaining the conclusion, the
researcher would like to propose some suggestion directed to the English teacher,
students, other researcher, and for school.
1. English teacher
The English teachers should learn the characteristics of the students
in order to know exactly what they need and what problems they faced on
their development. By understanding those points, the teacher could choose
the most suitable method, techniques, and materials in improving the
students‟ motivation in learning English based on certain condition.
Besides, the English teachers should create an interesting and
enjoyable situation of teaching learning process. Students will be easy in
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learning when the situation is interesting for them and the students will more
enthusiastic. It also would avoid the boredom.
2. Students
An instructional process will not be successful if students are not
maximally involved in it. The students have to be more active and motivated
to learn English. The students not only can study English in the class but also
can study everywhere and every time. They can practice English in their
daily life.
3. Other researcher
This study is just one of efforts in improving students‟ vocabulary. It
is expected that the finding of this study will be used as a starting point of the
future research on similar problems. There are many other method,
techniques, and materials of teaching English of Junior High School students
that can be taken as objects of research to find out the effectiveness of
teaching.
4. School
The institution should state a policy in improving the quality of the
teaching English for children. It should encourage the English teacher to be
creative to use various method, techniques or materials. It should also be
facilitated with various media supporting the teaching activity.
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