Proposal Herdika Mutia Putri Bi6c

7/31/2019 Proposal Herdika Mutia Putri Bi6c

1/39

IMPROVING STUDENTS VOCABULARY MASTERY

BY USING DIRECT METHOD TO THE ELEVENTH GRADE SCIENCE OF

SMA N 1 MUARO JAMBI

A RESEARCH PROPOSAL

WRITTEN BY:

Herdika Mutia Putri

TE. 090342

ENGLISH STUDY PROGRAMFACULTY OF TARBIYAH

STATE INSTITUTE OF ISLAMIC

SULTHAN THAHA SAIFUDDIN

JAMBI

2012

1


2/39

CHAPTER I

INTRODUCTION

1.1 Background

English is an international language that is commonly used as a mean of

communication among countries. In indonesia, English becomes one of the foreign languages

learned as a school subject. Generally, Indonesian students have studied this subject since they

are in primary school. In this level, English is taught as a local content.

In teaching and learning English, the first thing to do is mastering vocabulary for the

students. By mastering a lot of vocabularies, students will be able to communicate each other,

easier in doing exercises and help them to express their ideas. Beside that, students will also

have mastery of language skills like reading, listening, speaking, and writing.

Even though vocabulary mastery is important in order to support the mastery in English

skill, in fact many of English learners are often faced with the problems of vocabulary mastery.

Based on the direct observation conducted at the second grade of SMA N 1 Muaro Jambi, it

was found that; students problem about mastering vocabulary is due to several factors. First,

they had limited number of words as they found it was difficult memorize the vocabulary

items listed. Second, the teaching learning process was less interesting as teacher gave

monotonous method. Third, the teacher often used translation method in teaching vocabulary

that made students can not remember their vocabularies in long period of time.

To help students to overcome their problems, the researcher proposed a method to teach

English vocabulary in order to improve their vocabulary mastery. The method that was known

as direct method gave a way to the students to understand and master the material delivered in

teaching and learning process. This direct method gave opportunity to the students to study

directly with the target language (English) without going through the process of translating into

Students native language (Bahasa Indonesia). In this way, the teacher could convey lesson

directly through demonstration, action or picture. Furthermore, direct method was a very

important way to be conducted because it could make students practice directly how to use the

foreign language. Beside that, the students might be familiar with the target language as the

teacher always introduces new target language words or phrase in teaching. Because of these

reasons, the researcher was interested in conducting a research for the purpose of Improving

Students Vocabulary Mastery at The Second Grade of SMA N 1 Muaro Jambi.

1.2 Formulation of the Problem

2


3/39

Based on the research background, the problem of this research was formulated as

follow: How can direct method improve students vocabulary mastery to the eleventh grade

science students of SMA N 1 Muaro Jambi?

1.3 Limitation of the Problem

This research focused on the use of direct method on students vocabulary related to

school activities, holiday and seasons. The object of this research was the second grade

students at SMA N 1 Muaro Jambi

1.4 Purpose of the Research

The purpose of this research was to improve the students vocabulary mastery by using

direct method to the second grade of SMA N 1 Muaro Jambi

1.5. Significant of the Research

The research was expected to give contribution for students, teachers, and other

researchers. It was hoped that students can be interested in learning English vocabulary and

enrich their vocabulary, so that they can mastery the vocabulary. This research might also give

the contribution for English teachers to choose the most approriate method in teaching English

subject especially teaching vocabulary. Finally, the result of this research can be used as the

reference for those who want to conduct a research in English teaching-learning process.

CHAPTER II

REVIEW OF RELATED LITERATURE

3


4/39

The major concern of this research was the students improvement in mastery the

vocabulary by using direct method. This chapter reviews the related literature which is

concerned with this research.

2.1 Vocabulary Mastery

2.1.1 The definition of Vocabulary Mastery

Many experts defined the term of vocabulary in many ways. In general, all of the

definitions have similar idea that is number of words used for communication.

Vocabulary is total number of words which (with rules for combining them) make up a

language 1. In other source, Longman said that vocabulary is a list of words, usually in

alphabetically order and with explanations of their meanings. 2 Webster stated that vocabulary

is a list or collecting of words or of words and phrases usually aphabetically arranged and

explained or defined 3. He also stated that vocabulary is a summary or stock of words employed

by a language, group, individual, or work, or in relation to be a subject.

Vocabulary is more complex than the definition suggest .4

First, words come in two forms: oral and print. Oral vocabulary includes those

words that we recognize and use in listening and speaking. Print vocabulary includes

those words that we recognize and use in reading and writing. Second, word

knowledge also comes in two forms, receptive and productive. Receptive vocabularyincludes words that we recognize when we hear or see them. Productive vocabulary

includes words that we use when we speak or write. Receptive vocabulary is typically

larger than productive vocabulary, and may include many words to which we assign

some meaning, even if we dont know their full definitions and connotations or ever

use them ourselves as we speak and write.

Based on the definition above, it can conclude that vocabulary is the knowledge of words and word meanings in both oral and print language and in productive and receptive

form. In other word, vocabulary is the total number of words that has meaning and it is also as

1 Hornby, AS, 1987. Oxford Advanced Learners Dictionary of Current English.Great Britain: Oxford University Press: 959

2 Longman group.1989. Longman Dictionary of Contemporary English New Edition. Britain: Longman:1177

3 Webster, Merriam. 1966. Websters Third New International Dictionary of The English Language Unabridged. Massachusetts, U.S.A: G and C. Merriam Company:2560

4 Lehr, Fran. (n.d, Online). A Focus on Vocabulary. Available at: http://www.prel.org/products/re_/ ES0419 .htm. (Accssed from the internet on 14 May ).

4
http://www.prel.org/products/re_/%20%20%20ES0419http://www.prel.org/products/re_/%20%20%20ES0419http://www.prel.org/products/re_/%20%20%20ES0419http://www.prel.org/products/re_/%20%20%20ES0419


5/39

the element of language which is used in speaking, listening, reading and writing. So, if we

want to master in language, we must mastery in vocabulary too.

Mastery is a very great skill or knowledge 5. Mastery is great skill or knowledge in a

particular subject or activity. Webster 6 also stated same meaning that mastery is the skill or

knowledge in a subject that makes one a master in it.

It means practices not knowledge alone. In this case, mastery is a level of performance

shows that a student has demonstrated the knowledge, skill and abilities for a unity of

instruction or subject area depend by a recognized standard.

Based on the definition in above, it can be concluded that vocabulary mastery is great

skill and knowledge of words and meaning in both oral and print language and in productive

and receptive form.

2.1.2 The importance of vocabulary

Todays frontier is knowledge. Brain has taken precedence over brawn; our physical

struggle for existence had been replaced by intellectual struggle, and knowledge of words has

become a most valuable tool. The more vocabulary we possess, the more efficient are these

tools of thought. With a good vocabulary, which indicates scope of knowledge, we can grasp

the thoughts of others and be able to communicate our own thoughts to them. Youth, with its

idealism and enthusiasm, probably has always wanted to change the world. Perhaps there is

only more evidence of this desire today. But those with limited vocabulary never can alter the

world. (Wordsmart.com: Online).

The quality of someones language skill is clearly depend on her/his quantity and

quality of vocabulary 7. Many vocabulary that we have, it will bigger possibility we skilled in

language. According to Rivers in Nunans book 8, vocabulary is Essential for successful

second language use because, without an extensive vocabulary, we will be may unable to use

the structure and functions we may have learned for comprehensible communication. English

5 Barnhart, Thorndike. 1997. Intermediate Dictionary. USA, America: Scott Foresman:538

6 Webster, Merriam. 1966. Websters Third New International Dictionary of The English Language Unabridged. Massachusetts, U.S.A: G and C. Merriam Company:1390

7 Tarigan, Henry Guntur. 1991. Metodologi Pengajaran Bahasa 1. Bandung: Angkasa:1986

8 Nunan, David. 1995. Laguage Teaching Methodology. Britain: Phoenix ELT:117

5


6/39


7/39

Context clues are techniques for guessing vocabulary from context including activating

background knowledge from the topic of the text, obtaining clues from grammaticcal structure,

pronounciatio and punctuation and using the natural redudancy of surrounding words. For

example, the reder should be able to guess the meaning of workaholic in the following

sentece : My father was a workaholi c , he worked so long and so hard that we rarely saw him.

2. Word morphology

Learners can be taught to extend their vocabulary by mixing and matching word stems,

suffixes and affixes.

3. Mnemomic devices

These are tricks for committing words to memory. Nattinger points out that there is

resistance to the use of such devices by many teachers.

4. Loci

These are form of mnemonic in which a list of words to be learned are associated with a

familiar visual image such as a room or awell known tourist spot. Each wword is asssociated in

some way with one of the items in the visual image, and taking image is the use of assist in the

recall of the word.

5. Paired associates

In this technique, which is similar to the use of Loci, words in the first and second

language which have similarity of sound and meaning are associated. Nattinger cites Currens

example of the German word schwarz which means black and which could be associated with

the English word swarthy.

6. Key words

Here the target vocabulary item is paired with its native language equivalent in an

idiosyncratic way. For example, in learning thst the Spanish word perro means dog. One

might notice that the first syllable of the new word sounds like pear and would then visualize

a large pear-shaped dog waddling down the street(.

7. Total physical Response

In this technique, the target vocabulary items are paired with relevant physical actions.

8. Cognitive depth

This technique was developed by Craik and Lockhart. Students are asked one of the

following questions in relation each word.

1. Is there a word present?

2. Is the word printed in capitals or in lower case letters?3. Does it ryhme with......?

7


8/39

4. Is it a member of.... category?

5. Does it fit into the following sentence?

Each question forces successively deeper levels of processing, and Craik and Lockhart

found that there was superior retention and recall when words were related to questions 4 or 5

than 1 or 2.

8. Formal Groupings

Certain vocabulary items can be memorised by teaching students to recognisebasic

forms of words and how they combine with certain affixes. For example, students could be

taught the meanings of words such as tele (far, distant), phone (sound), photo (light), graph

(write, mark) and then given lists of vocabulary items containing these words and asked to

guess the meaings of these compound words.

9. Word families

This is an extension of the formal grouping technique. Excercises can be develop to

show word families are developed from a singel root.

10. Historical orthographical similarities

This involves the development of associations based on historical, orthographical

similarities between cognate language. For example, there are many words in languages such as

Spanish and Italian, or English and German, which share common or cosely related meanings

and which can be exploited to assist learners to expand thier target vocabulary.

11. Collocation

Collocations are words which are commonnly associated. Nattinger suggests that

exercises to develop and strengthen these associtions can greatly facilitate learning.

Some strategies for teaching and learning vocabularies 12. They are:

1. Get into a pair-define-explain routine

2. Set up a word of the week program

3. Make your students into word wizards

4. Play vocabulary bingo.

The tips and techniques that can used in teaching vocabulary. Some of them are about

the oldies but goodies 13. They are: 1. Matching synonyms, 2. Matching opposites 3. Fill in the

12 Reiss, Jodi. 2008. 102 Content Strategies for English Language Learners: Teaching for Academic Success in grades 3-12. New Jersey: Pearson Meril Prentice Hall:109

13

Pettigrew, Joseph. (n.d, Online) Teaching Vocabulary: Two Dozen Tips and Techniques.http://people.bu.edu/jpettigr/Artilces_and_Presentations/ Vocabulary . htm. (Accssed from the internet on 14 May

).

8
http://people.bu.edu/jpettigr/Artilces_and_Presentations/%20Vocabulary%20.%20htmhttp://people.bu.edu/jpettigr/Artilces_and_Presentations/%20Vocabulary%20.%20htm


9/39

blank sentences. Several aspects of lexis that need to be taken into account when teaching

vocabulary 14, they are:

Boundaries between conceptual meanings: knowing not only what lexis refers to, but

also where the boundaries are that separate it from words of related meaning (e.g. cup,mug, and bowl).

Polysemy: distinguishing between the various meaning of a single word form with

several and closely related meanings (head: of a person, of a pin, of an organisation).

Homonymy: distinguishing between the various meaning of a single word form which

has several meanings which are NOT closely related ( e.g. a file: used to put papers in

or a tool).

Homophony: understanding words that have the same pronunciation but differentspellings and meanings (e.g. flour, flower).

Synonymy: distinguishing between the different shades of meaning that synonymous

words have (e.g. extends, increase, expand).

Affective meaning: distinguishing between the attitudinal and emotional factors

(denotation and connotation), which depend on the speakers attitude or the situation.

Socio-cultural associations of lexical items is another important factor.

Style, register, dialect: Being able to distinguish between different levels of formality,the effect of different contexts and topics, as well as differences in geographical

variation.

Translation: awareness of certain differences and similarities between the native and

the foreign language (e.g. false cognates).

Chunks of language: multi-word verbs, idioms, strong and weak collocations, lexical

phrases.

Grammar of vocabulary: learning the rules that enable students to build up different

forms of the word or even different words from that word (e.g. sleep, slept, sleeping;

able, unable; disability).

Pronunciation: ability to recognise and reproduce items in speech.

The implication of the aspects just mentioned in teaching is that the goals of vocabulary

teaching must be more than simply covering a certain number of words on a word list. We must

14 Moras, (2001. Online), Teaching Vocabulary to Advanced Students: A Lexical Approach. (Accssed from

the internet on 02 March 2010).

9


10/39

use teaching techniques that can help realise this global concept of what it means to know a

lexical item. And we must also go beyond that, giving learner opportunities to use the items

learnt and also helping them to use effective written storage systems.

There are some ways in presenting new vocabulary 15. They are:

1. Exposure. This is the first procedure in a vocabulary lesson plan where students are

tuned into those words you want to present.

2. Inductive Ways of Presentation. In order to get to a word, teachers show a picture and

talk about it. This works differently from deductive methods (more commonly used with

grammar related teaching contexts) where teachers isolate the rule and then follow-up with

a number of practice activities.

3. Issues of Fluency and Accuracy. In fluency, the emphasis is placed on meaning whereas

accuracy emphasizes form and structure.

Practicing new vocabulary can convey by teaching vocabulary in a context . The aim

of a context is to establish some kind of frame within one of the following text types

such as a rap chant, a song or a picture, a story, etc. The reader is encouraged to

understand, interpret, make sense, decode (i.e. what does each phoneme sound like?)

and decipher (i.e. putting the parts together in order to solve the information gap

between decoding and deciphering) 16.

Brown mentions five guidelines for the communicate treatment of vocabulary teaching

below 17:

1) Allocate specific class time to vocabulary learning

During the teaching and learning process, the teacher needs to provide students

opportunities to practice their vocabulary without some interruption for their grammatical

mistakes.

15 Sasson, Dorit. 2008. Lesson Plan Terms About Teaching New Vocabulary.http://www.suite101.com/content/important-vocabulary-definitions-a46677 . (Accssed from the internet on14 May ).

16 Sasson, Dorit. 2008. Lesson Plan Terms About Teaching New Vocabulary.http://www.suite101.com/content/important-vocabulary-definitions-a46677 . (Accssed from the internet on14 May ).

171 Kosasih, Engkos. 2008: Online. Teaching Vocabulary by Means of "PAIKEM. Available at:http://sman5-pandeglang.com/bahasa/b-inggris/36-teaching-vocabulary-by-means-of-qpaikemq.html .

Accessed from the internet on 14 May 2010).

10
http://www.suite101.com/content/teaching-vocabulary-in-context-a38469http://www.suite101.com/content/teaching-vocabulary-in-context-a38469http://www.suite101.com/content/decoding-activities-a44873http://www.suite101.com/content/decoding-activities-a44873http://www.suite101.com/content/important-vocabulary-definitions-a46677http://www.suite101.com/content/important-vocabulary-definitions-a46677http://sman5-pandeglang.com/bahasa/b-inggris/36-teaching-vocabulary-by-means-of-qpaikemq.htmlhttp://www.suite101.com/content/important-vocabulary-definitions-a46677http://www.suite101.com/content/important-vocabulary-definitions-a46677http://www.suite101.com/content/teaching-vocabulary-in-context-a38469http://www.suite101.com/content/decoding-activities-a44873http://sman5-pandeglang.com/bahasa/b-inggris/36-teaching-vocabulary-by-means-of-qpaikemq.html


11/39

2) Help the students to learn vocabulary in context

The best acquisition of vocabulary comes from comprehension or production of words

within the context of surroundings. Students may try to associate new words with a

meaningful context to which they apply properly.

3) Play down the role of bilingual dictionaries

The first and the second devices in teaching vocabulary above are aimed at resisting the

overuse of students bilingual dictionaries. But this way cannot be used a long the learning

because it rarely helps the students to acquire some words for later recall and use.

4) Encourage students to develop strategies for determining the meaning of words.

The teachers should try to autodidact learning. The students may apply word-attack

strategies such as identifying the goals of introduction, applying word building, definition

clues, and interference clues.

5) Engage in unplanned vocabulary Teaching

The teacher may engage the students in unplanned teaching. The teacher can give several

examples to the students and he/she encourages them to use the word in other sentences.

The teacher must make a sure that such unplanned teaching; however, does not detract from

the central focus of activity by going on and on.

Kruse makes five suggestions for teaching written vocabulary in context. They are 18:

1. Word elements such as prefixes, suffixes and roots.

2. Pictures, diagrams and charts

3. Clues of definition

4. Inference clues from discourse.

5. General aids

2.2 Direct Method

2.2.1 Definition of Direct Method

Direct method is a way in teaching foreign language lesson where the teacher directly

uses its language in teaching. If there is word that difficult to understand by student, teacher

can define it by demonstrating, describing or using visual aid, and so on. 19

18 Nunan, David. 1995. Laguage Teaching Methodology. Britain: Phoenix ELT.

19

Muthoharoh, Hafiz. (2010. Online) Metode Langsung(Direct Method). Available at:http://alhafizh84.wordpress.com/2010/02/05/metode-langsung-direct-method/. (Accssed from the internet on 13October 2010).

11


12/39


13/39


14/39


15/39


16/39

1. Preparing language knowledge which has advantages for speech

in context.

2. Suitable and appropriate for linguistic stages of students

3. Some presentation and display for spontaneity speech.

In other source, Nababan and Subyakto (1992: 17) state the strengths of direct method

generally. They are:

1. The learner skilled in listening

2. The learner knows much of vocabulary

3. The learner has pronunciation like or close to native

speaker

4. The learner gets some practice in conversation, especially about

topic that has been taught in the class.

Muthoharoh (n.d, Online) states the advantages of direct method, which sees from its

efficiency:

1.Students are motivated to say and understand the words and sentences in foreign language

that taught by their teacher, moreover the teacher use instrument and some satisfying media.

2.The teacher begins teach simple words and sentences that can be known and understood by

the students in daily life such as (pen, pencil, chair, desk, etc), so that students can catch

symbols in foreign language that are taught by their teacher easily.

3.This method is relatively having much use instruments like video, film, radio cassette, tape

recorder, and other media/instruments that can made by the teacher, so this method can

attract students interest. If the students are interested, the lesson will fell not difficult.

4.The students get direct and practical experience, although in the beginning the sentences that

are said are have not much understood yet.

5.Students speech organs will trained by saying and getting utterances that is often heard.

In other aspects, there are also disadvantages of using direct method. The first, the

learning can be passive, if teacher can not motivate the students. Moreover, the students might

be feel bored because they do not understand the words and sentences that are pronounced by

teacher, because the teacher use target language in interpreting the meaning of vocabulary in

teaching and learning process. The second, in early stage this method seems difficult to be

practiced, because students have not much vocabulary yet that they have been understood. The

third, the teacher is not always consistent to speak in English in whole teaching and learning

process because teacher is forced, for example to translate difficult words into students nativelanguage.

16


17/39

CHAPTER III

RESEARCH METHOD

3.1 Design of The Research

The design in this research was a classroom action research. Classroom action research

is a research which consists of planning, action and reflection, and conducted by the teacher in

her own class 26. Action research is research conducted by one or more individuals or groups for

the purpose of solving a problem or obtaining information in order to inform local practice 27.

For this research, the researcher used a collaborative action research in which the

researcher was assisted by one of the English teachers who taught at SMA N 1 Muaro Jambi. In

this case the researcher and teacher become a team work for solving the problems in teaching

English in order to improve the students vocabulary mastery.

3.2 Procedure of the Research

This Action Research was conducted into three cycles, it was conducted in 9 meetings.

Each cycle has three meetings and conducted based on following procedure:

3.2.1. Planning

In this stage, the activities are done to prepare all the equipments. Before that,

researcher gave a test to the students. It was taken to know the basic level of students

26 Kusumah, W and D. Dwitagama. 2010. Mengenal Penelitian Tindakan Kelas. Jakarta: Indeks: 927 Fraenkel, Jack. R and Norman. E. Wallen. 2003. How to Design and Evaluate Research in Education.

New York: Mc Graw Hill: 527

17


18/39

knowledge about vocabulary mastery. The test was in choices, matching the words with the

meaning/function and matching the words with the pictures.

Before doing the test, the researcher asked permission to the collaborative teacher who

taught at that class XI IPA 3 and also discussed about this action research. The researcher

worked together with her as a collaborative team to do the activities during the research

process. The other activities were designing the material, designing the questions for the test or

students exercise in the class, making the lesson plan, making observation sheet and

scheduling of research.

In this stage the researcher did the following activities:

- made the schedule of meeting

- designed the material

- made lesson plans for each meeting

- made the sheet of test, observation sheet, and filled note.

3.2.2 Acting

In this stage, the activities were done together with collabotarive teacher. For example,

in taking the action of teaching vocabulary by using direct method to students , taking a note

during teaching learning process and gave some test to get the score.

In the first meeting of teaching vocabulary, the collaborative teacher and researcher

give the explanation about direct method and also the way in teaching and learning by using

direct method. The researcher and collaborative teacher taught the students to understand the

vocabulary by using the target language with some media such as pictures, realia , and others

in order to make them easy in improving the vocabulary and doing activities which include

implementing lesson plan and giving task and text.


- Implemented lesson plan

- Gave task or test

3.2.3 Observing

In this stage the researcher observed all activities during the research proccess by filling

the observation sheet and made field note based on the factual activities in class. The classroom

observation was conducted in order to see students activity, learning material, time, students

motivation and the progressing of students vocabulary mastery in learning vocabulary by

using direct method.

18


19/39

3.2.4 Reflecting

In this stage, the researcher concluded the result of all activities in each meeting, by

checking field note, observation sheet and the result of students test. The students activities

during the process of learning and all task which have been given by researcher in class was

also reflected. So, from all activities, the researcher can find students weakness during the

activities at class and then the researcher and collaborative teacher revise it to get better process

in next meeting.


- Checked students task or test

- Analyzed field note and observation sheet with collaborative teacher

- Made conclusion

The students vocabulary score was interpreted as follows:

Table 3.2

The score interpretation for the students achievement

Score Category

80-10070-79

60-69

50-59

0-49

Very goodGood

Fair

Weak

Poor

3.3 Subject of the Research

The subject of this research was students of class XII of SMA N 1 Muaro Jambi. In this

school, there were five grade XII IPA classes. The total students were 157. In the following

table were the students in the science second grade of SMA N 1 Muaro Jambi:

Table 3.1

The students in the second grade of SMA N 1 Muaro Jambi:

No. Classes Number of students

19


20/39

1. XI IPA I 322. XI IPA 2 303. XI IPA 3 324. XI IPA 4 325. XI IPA 5 31

Total 157

Source: SMA N 1Muaro Jambi in academik year 2011/2012

The sample of this research was students of class XII IPA 3 at SMA N 1 Muaro Jambi

in academic year 2011/2012. The number of students were 32 students. It was consist of 15

boys and 17 girls. The students in this class have different background of live and knowledge,

different strength and weakness and intelligence that gave significant effect in this Classroom

Action Research. The reason of choosing XI IPA 3 class as the sample was because thosestudents have lack of vocabularies. It was known from the researchers observation and from

the interview with the English teacher who taught them. Beside that, this class has the lowest

English Mid-semester scores in the previous semester.

3.4 Data of the Research

The data of this research were quantitave and qualitative data. Quantitative data of this

research was the improvement of students vocabulary mastery which was measured throughscore test of vocabulary. Qualitative data of this research were the data from observation sheet

and filed note which was collected during teaching learning process.

3.5 Instruments

The instrument that was used to collect the data in this research were field note,

observation sheet, and test.

3.5.1 Field note

Field note was used by the researcher and collaborative teacher to take note and

describe everything happened during conducting the research. The collaborative teacher helped

the researcher in observing directly. The collaborative teacher or the researcher wrote the

observation and reflection on them to become aware of the point of view from which they

observed.

3.5.2 Observation Sheet

20


21/39

Observation sheet was used by researcher and collaborative teacher to record and

collect real information of teaching and learning process during conducting the research. In

doing this observation, the crucial component was highlighted; students activity, learning

material, time, students motivation and the progressing of vocabulary mastery.

3.5.3 Test

The researcher used vocabulary test to know students vocabulary mastery and to

improve students vocabulary mastery based on the result of students score. The material of

test was taken from text book. The test was in form of choices, matching the words with their

meaning/function and matching the words with the pictures. It consisted of 20 items, and they

had to finish it in 45 minutes.

3.6 Technique of Data Collection

In collecting the data, researcher used field note, observation and vocabulary test. Field

note and observation was used during teaching and learning process for collecting all happen in

teaching and learning process. Field note and observation was done by collaborative teacher or

researcher directly.

The researcher and collaborative teacher used vocabulary test to know how students

vocabulary mastery and how to improve students vocabulary mastery based on the result of

students score. The students score was evaluated and arranged based on the range of students

score.

3.7 Technique of Data Analysis

As it is mentioned previously, the data in this research were quantitative data and

qualitative data. The data/ score obtained from the test as quantitative data were analyzed by

using this formula:

Students score = The correct score x 100

The total number of questions

The data obtained from observation and field note as qualitative data were analyzed by

some steps in the following:

1. The researcher put the action in the observation sheet andfield note for observing during teaching process.

21


22/39

2. The researcher read the data which collected to get sense

of data.

3. The researcher analyzed and described what happen

during teaching process and how teaching and learning process by using Direct Method.

4. The researcher broke down the data into smaller unit.

Determined the important of the unit and put the unit together into interpreted form.

5. The researcher made general conclusion.

6. The researcher wrote and made report for next cycle. All

data were investigated, analyzed and made plans for the next cycle and findings.

3.8 Working Indicator

The success of classroom action research was determined by problem indicator. The

indicator related to the students achievement in mastering the vocabulary. The students

vocabulary mastery was measured by calculating the students score in doing the test. Based on

the standard of minimum mark in English subject at SMA N 1 Muaro Jambi, students have to

get mark 61 or more. In this research, the researchers target was the students in average should

reach minimum score of 70 from the test that researcher given.

22


23/39


24/39

10 J 6011 K 6012 L 6013 M 2514 N 6515 O 4016 P 6517 Q 7018 R 50

Based on the result of students pre-test before conducting the action, it was found that the

students have not much mastery the vocabulary yet. Based on the result above, there were 3

students at level 0-49 ( poor), 3 students were at level 50-59 (weak), 9 students were at level

60-69 (fair) and 2 students were at level 70-79 (good) . The students were difficult to answer

the test in part of choices which showed the question about words with the closest meanings.They also asked each other (cheated) about the meaning of words because they did not

understand of those words. It showed that the students vocabulary mastery were relatively low.

This classroom action research was conducted in three cycles. Each cycle consisted of four

phases: planning, acting, observing and reflecting. Every cycle consisted of three meetings.

Each meeting was 80 (2x40 minutes). This research started on January 20 th, 2012 and finished

on May 28 th, 2012. This research was conducted for three times a week. Those were on

Monday at 10.25 a.m.-11.45 a.m., Tuesday at 08.50 a.m -10.00 a.m, and Wednesday at 15.10 p.m -16.30 p.m. The researcher and collaborative teacher decided to add meeting of English

Subject on Wednesday afternoon because they would had the second semester test soon. The

result of each cycle was used as recommendation to improve the method and the students

vocabulary mastery in the next cycle. The recommendation could be found in the reflection.

In this paper, the researcher would like to describe more clearly about what and how the

students vocabulary mastery after applying the Direct Method.

4.1.1 . Implementation of the First cycle

The first cycle consisted of three meetings. The vocabulary which taught was about

school activity, with the topic shown below:

Table 4.2 Topic of the first cycle

No. Meeting Date Topic1 First April 20 th, 2011 Camping

2 Second May 2nd

, 2011 like and dislike(Extracurricular activity)

24


25/39

3 Third May 3 rd, 2011 School activity (the fist cycle

test)

Based on the problem stated in the background and the data found in the baseline, the

actions were done by applying Direct Method in the process of teaching vocabulary. The

actions which are done were planning, acting, observing and reflecting.

In planning stage, the activities which are done were preparing all the equipments that

needed in doing the research. They were: designed the material, made the lesson plan, and

prepared some pictures. Beside that, the researcher also prepared the instruments of classroom

action research such as: observation sheet that was used by collaborative teacher or researcher

to give judgment during teaching learning process and field note to show the event that was not

written in the observation sheet.

In acting stage, the researcher applied the planning that had been arranged. The

researcher and collaborative teacher conducted the cycle one in three meetings. Cycle one was

started on April 20 th, 2011 at 10.25 a.m. 11.45 a.m. In the first meeting, the researcher gave

the explanation about Direct Method; the advantages of learning by using Direct Method, the

way and media which would be applied in teaching and learning process by using Direct

Method. Students then started to learn about the materials. Students were divided into 4 groups.

Then, the researcher gave a picture and text with the title Camping to each group. After that,the students were asked some questions about that picture. The researcher asked one student in

each group to read one paragraph from the text loudly and other students were listened it. Then,

students asked to find difficult words from the text and write those words in the whiteboard.

After that, researcher gave the meaning of those difficult words with demonstration and some

pictures. The last, students answered some questions from the text that they had learned.

In the second meeting, the researcher gave students the material. The topic of material

was about Extracurricular Activity (like and dislike). The researcher divided the students into 4groups. One group consist four or five students. The researcher asked a student the name of a

picture of extracurricular activity. Then, the researcher gave example of parts/things/words that

have correlation with its activity by using Spider Map. After that, each group was given a

picture of extracurricular activity and asked them to find words that have correlation with the

activity by using spider map like the researchers example. After students from each group

wrote some words in the white board, they followed the researcher in pronouncing those words.

The last, the researcher asked students to write their reason why they were like and dislike of

some extracurricular, then asked them to answer it by spoken.

25


26/39

In the third meeting, the researcher and collaborative teacher gave the students test to

found the result of students learning in the first cycle. The number of test was 20 which consist

of choices, matching the words with their meaning, and matching the words with the pictures.

Not all of the students joined the test in that time because one student was sick. So, she did the

test in the next meeting.

At the same time, the researcher observed by filling out the instrument that had

prepared. It was the observation sheet to observe students learning process in learning

vocabulary by using Direct Method. Beside that, the researcher also wrote the situation and

condition of teaching and learning process or the event that was not written in the observation

sheet.

The result of students vocabulary test for the first cycle is showed in the following table:

Table 4.3 The result of students vocabulary test in the first cycle

No Name of Students The result of student test NotePre- test The first cycle

test1 A 65 652 B 60 653 C 70 704 D 60 605 E 45 606 F 75 707 G 65 658 H 55 459 I 55 6010 J 60 7011 K 60 7012 L 60 7013 M 25 6014 N 65 7015 O 40 6016 P 65 7017 Q 70 6018 R 50 60

Based on the test result in the first cycle above, the researcher found there are more

different result between pre-test and the first cycle test. In this cycle, the researcher could see

the improvement of students vocabulary score. The improvement was significance because

26


27/39

there were 7 students in range of good category (70-79), 10 students were in fair category (60-

69) and one student was in poor category (0-49).

Based on the observation sheet in every meeting of the first cycle, it was found that in

the first cycle students gave contribution in the class. They were motivated to learn English.

They were interested with the pictures that were shown as the media. They tried to know and

understand the vocabulary although some students did not understand the meaning of English

words which said by the researcher or English words from their book. In other word, the

students have not mastery much of vocabulary yet.

Based on the field note in every meeting of the first cycle, it was found that in the first

cycle the students difficult to find out the vocabulary and meanings. When the researcher asked

some questions to the students, they answered in Indonesian Language. They were also noisy.

In general, there was improvement of students vocabulary mastery in the third meeting

of first cycle, but some students still got problem in understanding the meaning of vocabulary

especially about the synonym (the same meaning) of words, and the description of words by

using sentence. Beside that, they still have less of vocabulary. When the researcher asked some

questions to the students, they answered in Indonesian Language. The result of the first cycle

test still did not reach the indicator; the average of students score was still under 70. So that,

researcher come to the second cycle to continue the treatment by using much more pictures,

demonstration, and examples in order to make students understand the meaning of English

words.

4.1.2 Implementation of the second cycle

The researcher and collaborative teacher conducted the second cycle in three meetings.

Its main goal was to improve students vocabulary mastery by using Direct Method. The

vocabulary which taught was about holiday, with the topic was shown below:

Table 4.4 Topic of the second cycle

No. Meeting Date Topic1 First May 4 th, 2012 Holiday (on the beach)

2 Second May 9 th, 2012 Holiday (A visit to the

zoo)3 Third May 10 th, 2012 Holiday ( test of the second

cycle )

27


28/39

In the planning stage of this classroom action research, the researcher planned the

lesson plan, prepared the method (Direct Method: by using much more pictures, demonstration,

and examples in order to make students understand the meaning of English), prepared the

instruments of classroom observation such as: observation sheet and field note.

In acting stage, the researcher applied the planning that had been arranged. The

researcher and collaborative teacher conducted the second cycle in three meetings. The second

cycle was conducted on Wednesday/ May 4 th, 2012 at 15.10 16.30 p.m., Monday/ May 9 th,

2012 at 10.25 11.45 a.m. and Tuesday/ May 10 th, 2012 at 08.50 10.00 a.m.

In the first meeting, the researcher gave vocabulary game before the students started the

lesson. After that, the researcher showed the pictures of places that usually visited by people in

holiday to the students and asked them about those pictures. The students were divided into 4

groups by the researcher. Then, they were given a text with the title On the beach and one

student from each group read one paragraph loudly. The students were asked to find out the

difficult word from the text and wrote those vocabularies in the white board. After that, the

researcher explains about those difficult words with some demonstration and pictures. Then,

the students were asked to answer some questions from the text that they have learned.

In the second meeting, the researcher gave vocabulary game to the students before

starting the lesson. After that, the researcher showed the pictures of tourism places to the

students and asked them about those pictures. The students were divided into 4 groups by the

researcher. Then, they were given a text with the title A visit to the zoo and one student from

each group read one paragraph loudly. The students were asked to find out the difficult word

from the text and wrote those vocabularies in the white board. And then, the researcher

explains about those difficult words with some demonstration and pictures. After that, the

students were asked to do the exercise. The last, researcher and students discuss about the

exercise.


found the result of students learning in the second cycle. The number of test was 20 which

consist of choices, matching the words with their meaning, and matching the words with the

pictures. From 18 students that exist in class XI IPA 3, all of them joined the test. They need

only about 30 minutes to finish their test. Because of that, the teacher continued the lesson

about asking, giving, and responding opinion that related with season. Students sit in pairs and

they were asked to read the text of conversation. After that, they were asked to give and

28


29/39

respond the opinion about the season in Indonesia. The last, one student was asked to stand up

in front of the class and other students gave opinion about their friends appearance.

At the same time, the researcher observed by filling out the instrument that had

prepared. It was the observation sheet to observe students learning process in learning

vocabulary by using Direct Method. Beside that, the researcher also wrote the situation and

condition of teaching and learning process or the event that was not written in the observation

sheet.

The result of students vocabulary test for the second cycle is showed in the following

table:

Table 4.5 The result of students vocabulary test in the second cycle

No Name of

Students

The result of student test NotePre- test The first cycle

test

The second

cycle test1 A 65 65 652 B 60 65 653 C 70 70 754 D 60 60 705 E 45 60 456 F 75 70 807 G 65 65 208 H 55 45 509 I 55 60 5010 J 60 70 7011 K 60 70 7512 L 60 70 7513 M 25 60 6514 N 65 70 8015 O 40 60 7016 P 65 70 9017 Q 70 60 7018 R 50 60 80

Based on the test result in the first cycle above, the researcher found there are more

different result between pre-test, the first cycle test and the second cycle test. In this cycle, the

researcher can see the improvement of students vocabulary score that compare with the pre-

test and the first cycle test. The researcher found the improvement of the students vocabulary

score in the second cycle but it was not significance. There are also 4 students who have

29


30/39

declining score because some of them did not present in the learning process in cycle 2. In this

cycle, there are 2 students in poor category (0-49), 2 students in weak category (50-59), 3

students in fair category (60-69), 7 students in good category (70-79), and 4 students in very

good category (80-100).

Based on the observation sheet in every meeting of the second cycle, it was found that

in the second cycle students had good motivation in learning vocabulary. The students felt

interest studied English when the researcher started the lesson by giving vocabulary game as a

warming up. They also started to memorize the vocabulary well. Students vocabularies were

increase. It was proved from their understanding in doing exercises and their responding

toward researchers questions.

Based on the field note in every meeting of the second cycle, it was found that in the

second cycle the students were easier to be controlled. They paid attention when researcher

demonstrated the vocabularies. They also tried to be the first in answering researchers

questions. But, some of them still used Indonesian language when answered the researchers

question.

In third meeting of the second cycle, there was improvement of students vocabulary

mastery, but some students still got problem in understanding the meaning of vocabulary

especially about the synonym (the same meaning) of words and the description of words byusing sentence. The students also still used Indonesian Language in answering teachers

questions. The result of the second cycle test still did not reach the working indicator, the

average of students score were also under 70. Therefore, researcher comes to the third cycle to

continue the treatment with some practices in to make students using English word and familiar

with English Vocabulary.

. 4.1.3 Implementation of the third cycleThe third cycle consisted of three meetings. The vocabulary taught was about season,

with the topic shown below:

Table 4.6. Topic of the third cycle

No. Meeting Date Topic1 First May 11 th, 2012 Season and weather 2 Second May 23 th, 2012 Suggestions3 Third May 24 th, 2012 Season (test of the third

cycle)

30


31/39

In the planning stage of the third cycle, the researcher planned the lesson plan, designed

the material, and prepared the media and the instruments of classroom observation such as:

observation sheet and field note.

In the third cycle, the researcher and collaborative teacher conducted the cycle three in

three meetings. The third cycle was conducted on Wednesday/ May 11 th, 2012 at 15.40 17.00

p.m., Monday/ May 23 th, 2012 at 10.25 11.45 a.m. and Tuesday/ May 24 th, 2012 at 08.50

10.00 a.m.

In the first meeting at the acting stage, the researcher showed pictures of view which

described about season and asked them about those pictures. Students were divided into 4

groups and they were given the text about the season that contains some of the picture aboutweather. Then, the researcher asked one student in each group to read few lines from the text

loudly. After that, the researcher asked students to match the season with its characteristic

weather and do the exercise about the season.

In the second meeting, the teacher asked students to sit in pairs. Then, teacher spread

the text dialogue to the students. Some students were asked to read the dialogue which

contained the suggestion. After that, the teacher explained about the difficult word and the

pattern of how to give suggestion by using example. The teacher asked students to write the

suggestions based on the picture. Students were asked to memorize their answers then collect

their exercises book. Teacher asked some students to write their answers in the whiteboard.

Then, teacher gave comment and correction to the students answers.


found the result of students learning in the third cycle. The number of test was 20 which consist

of choices, matching the words with their meaning, and matching the words with the pictures.After finishing do the test, teacher and students discuss about the test. In that time, not all of the

students join the test because there was some students were sick and absent. So, they did the

test in the next meeting.

Table 4.7 The result of students vocabulary test in the third cycle

No Name of

Students

The result of student test Note

Pre- test The firstcycle test

Thesecond

The thirdcycle test

31


32/39

cycle test1 A 65 65 65 802 B 60 65 65 703 C 70 70 75 754 D 60 60 70 755 E 45 60 45 806 F 75 70 80 807 G 65 65 20 708 H 55 45 50 709 I 55 60 50 6510 J 60 70 70 7511 K 60 70 75 7012 L 60 70 75 8013 M 25 60 65 6514 N 65 70 80 6515 O 40 60 70 7516 P 65 70 90 8017 Q 70 60 70 7518 R 50 60 80 75

Based on the test result in the third cycle above, the researcher found there are more

different result between pre-test, the first cycle test, and the second cycle test. In this cycle, the

researcher could see the significant improvement of students vocabulary score that compare

with the pre- test, the first cycle test and the second cycle test. In this cycle there was not

student in poor and weak category. There are 3 students in fair category (60-69), 10 students in

good category (70-79), and 5 students in very good category (80-100).

Based on the observation sheet in every meeting of third cycle, it was found that in the

third cycle, students are motivated to study about season. They asked about some countries

which have 4 seasons. Students vocabularies were in good progress. They could write

sentences based on the word from the teacher.. They gave good responses in answering

teachers questions. They also did their test seriously.

The result of field note from the third cycle showed the improvement of students

positive respond about the using of Direct Method. The students were interested to know the

season in some countries. They asked much more in this lesson. They could do some

conversation practice in front of the class. The students also could finish the test only 30

minutes.

32


33/39

In the third cycle, the students vocabularies were in good progress. They could mastery

many of words better than before. They also enjoyed the learning process through some

pictures and demonstration. In this cycle, the result of students test reached the working

indicator of this research. The average of students score were more than 70, so that, the

researcher did not make reflection anymore. It was because the goal of this research was

reached.

4.2. The Result

Based on the purpose of the researcher was to improve students vocabulary, the

researcher indicated that Direct Method can improve the students vocabulary. The researcher

also found that applying Direct Method could better contribution to improve students

vocabulary. It could be seen on the result of the students test, observation, and field note,

where teaching by using Direct Method made students active and motivated in learning

vocabulary.

In the first cycle, the researcher taught about school activity. In this cycle the researcher

gave students some pictures and reading text. They asked to find the difficult words or

unfamiliar words. Then the researcher explained the meaning of those words with some

demonstration and pictures. After that, students did the exercises. After the first cycle done,

the test was taken on the third meeting. The result below showed the percentage of students

achievement:

Very good : 80 100 = 0 student = 0%

Good : 70 79 = 7 students = 38,9%

Fair : 60 69 = 10 students = 55,6%

Weak : 50 59 = 0 students = 0%

Poor : 0 49 = 1 student = 5,6%

33


34/39

In the second cycle, the researcher taught about holiday. In this cycle the researcher

gave students some pictures and reading text. They asked to find the difficult words or

unfamiliar words and wrote it in the whiteboard. Then the researcher explained the meaning of

those words with some demonstration and pictures. After that, students did the exercise. After

the second cycle done, the test was taken on the third meeting. The result below showed the

percentage of students achievement:

Very good : 80 100 = 4 student = 22,2%

Good : 70 79 = 7 students = 38,9%

Fair : 60 69 = 3 students = 16,7%

Weak : 50 59 = 2 students = 11,1%

Poor : 0 49 = 2 student = 11,1%

In the third cycle, the teacher taught about season. In this cycle the teacher divided

students into some groups or pairs and gave them some pictures and reading text. They asked to

find the difficult words or unfamiliar words. Then the researcher explained it with some

examples. After that, students did the exercise and wrote their answers in the whiteboard. After

the second cycle done, the test was taken on the third meeting. The result below showed the

percentage of students achievement:

Very good : 80 100 = 5 student = 27,8%

Good : 70 79 = 10 students = 55,6%

Fair : 60 69 = 3 students = 16,7%

Weak : 50 59 = 0 students = 0%

Poor : 0 49 = 0 student = 0%

Based on the researcher observation and reflection each cycle, the researcher found that

applying Direct Method can give better contribution to improve students vocabulary.

34


35/39


36/39


37/39

Longman group.1989. Longman Dictionary of Contemporary English New Edition . Britain:

Longman.

Lehr, Fran. (n.d, Online). A Focus on Vocabulary. Available at:

http://www.prel.org/products/re_/ ES0419 .htm. (Accssed from the internet on 17

December 2010).

Larsen, Diane-Freeman. 1986. Techniques and Principles in Language Teaching.

New York. Oxford University Press.

Moras, (2001. Online), Teaching Vocabulary to Advanced Students: A Lexical Approach.

(Accssed from the internet on 02 March 2010).

Mulyono, Herri. (n.d, Online). Implementing Direct Method at Public Elementary school: A

Feasibility Study at SDN Kebon Bawang 08 Afternoon Class North Jakarta.

http://diskusi.pppptkbahasa.net/viewtopic.php . (Accssed from the internet on 03

November 2010).

Muthoharoh, Hafiz. (2010. Online) Metode Langsung(Direct Method). Available at:

http://alhafizh84.wordpress.com/2010/02/05/metode-langsung-direct-method/.

(Accssed from the internet on 13 October 2010).

Nababan- Subyakto. 1992. Metodologi Pengajaran Bahasa. Jakarta: Gramedia.

Nunan, David. 1995. Laguage Teaching Methodology . Britain: Phoenix ELT.

Pettigrew, Joseph. (n.d, Online) Teaching Vocabulary: Two Dozen Tips and Techniques.http://people.bu.edu/jpettigr/Artilces_and_Presentations/ Vocabulary . htm . (Accssed

from the internet on 18 maret 2011).

Reiss, Jodi. 2008. 102 Content Strategies for English Language Learners: Teaching for

Academic Success in grades 3-12 . New Jersey: Pearson Meril Prentice Hall.

Tarigan, Henry Guntur. 1991. Metodologi Pengajaran Bahasa 1. Bandung: Angkasa.

Tarigan, H.G. 1986. Pengajaran Kosakata . Bandung: Angkasa.

37
http://www.prel.org/products/re_/%20%20%20ES0419http://diskusi.pppptkbahasa.net/viewtopic.phphttp://people.bu.edu/jpettigr/Artilces_and_Presentations/%20Vocabulary%20.%20htmhttp://www.prel.org/products/re_/%20%20%20ES0419http://diskusi.pppptkbahasa.net/viewtopic.phphttp://people.bu.edu/jpettigr/Artilces_and_Presentations/%20Vocabulary%20.%20htm


38/39

Sasson, Dorit. 2008. Lesson Plan Terms About Teaching New Vocabulary.

http://www.suite101.com/content/important-vocabulary-definitions-a46677 . (Accssed

from the internet on 18 maret 2011).

Schackne, Steve. (n.d, Online). The Direct Method . http://www.developingteachers. com/articles

tchtraining/direct1_steve.htm . (Accessed from the internet on 02 November 2010)

Webster, Merriam. 1966. Websters Third New International Dictionary of The English

Language Unabridged. Massachusetts, U.S.A: G and C. Merriam Company.

Wehmeier, S. et. al. (2005). Oxford Advanced Lernings Dictionary . Oxford: University Press.

Yang ni g dmskin ke lmbrn:

, (n.d). The Direct Method or Natural Approach . Available at: ( http://www2.uni-

wuppertal.de/FB4/anglistik/multhaup/methods .elt/4 . direct_ method. htm. (Accessed

from the internet on 04 November 2010)

.(n.d). Vocabulary meaning and definition . Available at: http://thinkexist. com/

dictionary meaning/vocabulary/ .(Accssed from the internet on 03 November 2010)

(n.d), Direct Method [Online]. Available at: http://en.wik ipedia.

org/wiki/Di rect__method__(education) . (Accessed from the internet on 13 October

2010).

(n.d), The Important of Vocabulary [Online]. Available at:

http://www.wordsmart.com/articles/The-Importance-of-Vocabulary/ . (Accessed fromthe internet on 17 December 2010)

38
http://www.suite101.com/content/important-vocabulary-definitions-a46677http://www2.uni-wuppertal.de/FB4/anglistik/multhaup/methods.elt/4.%20direct_%20method.%20%20%20htmhttp://www2.uni-wuppertal.de/FB4/anglistik/multhaup/methods.elt/4.%20direct_%20method.%20%20%20htmhttp://www2.uni-wuppertal.de/FB4/anglistik/multhaup/methods.elt/4.%20direct_%20method.%20%20%20htmhttp://var/www/apps/conversion/current/tmp/scratch30318/ipedia.%20org/wiki/Dihttp://var/www/apps/conversion/current/tmp/scratch30318/ipedia.%20org/wiki/Dihttp://var/www/apps/conversion/current/tmp/scratch30318/ipedia.%20org/wiki/Dihttp://www.wordsmart.com/articles/The-Importance-of-Vocabulary/http://www.suite101.com/content/important-vocabulary-definitions-a46677http://www2.uni-wuppertal.de/FB4/anglistik/multhaup/methods.elt/4.%20direct_%20method.%20%20%20htmhttp://www2.uni-wuppertal.de/FB4/anglistik/multhaup/methods.elt/4.%20direct_%20method.%20%20%20htmhttp://var/www/apps/conversion/current/tmp/scratch30318/ipedia.%20org/wiki/Dihttp://var/www/apps/conversion/current/tmp/scratch30318/ipedia.%20org/wiki/Dihttp://www.wordsmart.com/articles/The-Importance-of-Vocabulary/


39/39

Date post:	05-Apr-2018
Category:	Documents
Upload:	herdika-mutia-putri
View:	226 times
Download:	0 times

Proposal Herdika Mutia Putri Bi6c

Documents