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English Vocabulary Mastery by Year Two of

Elementary School Students In

SDN Selosari IV Magetan

(Psycholinguistics Approach)

Submitted as a Partial Fulfilment of the Requirement for Sarjana Degree at

English Department of Faculty of Lettre and Fine Art

Sebelas Maret University

By:

RICHA PRIMASTIWI

C1306062

English Department

Faculty of Letters and Fine Arts

Sebelas Maret University

Surakarta

2011


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PRONOUNCEMENT

Name : Richa Primastiwi

NIM : C1306062

In the name of God, I state wholeheartedly that the thesis entitled English

Vocabulary Mastery by Year Two of Elementary School Students In SDN

Selosari IV Magetan is originally made by the researcher. It is neither a

plagiarism, nor made by others. The things related to other people work are

written in quotation and included within the bibliography.

If this pronouncement is proven incorrect in the future, the researcher is ready to

take the responsibility.

Surakarta, June 2011

The researcher,

Richa Primastiwi


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Motto

Kita singsingkan lengan baju, kepalkan tangan

Kita hajar kebodohan, tau diri, kenal diri dan bisa jaga diri

Hantam ketidak pastian diri, pengecut bukanlah jati diri yang

sejati

Tunjukkan pada dunia kita adalah manusia yang harus dipuji

(Superman Is Dead)

Ask not what your country can do for you;

Ask what you can do for your country

(J. F Kennedy)


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DEDICATION

From the bottom of my heart, I wholeheartedly dedicate this thesis to:

My Savior, The Almighty Allah SWT

My Super Mom, Esti Rahayu, Spd

My beloved Dad, Heri Susanto

My Sweet LitBro Anggara

My beloved Kakung in Paradise

My big Family

My lovely Friends, love u all Kawan

My Self


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ACKNOWLEDGEMENT

Alhamdulillahirabbil’alamin…I would like to address my greatest thanks

to Allah SWT for everything given to me. With His blessing, strength, and

guidance, I finally could finish this thesis completely. However, I also realize that

this thesis would not be successful without the assistance from other individuals

and institutions. For this purpose, I deliver gratitude to”

Drs. Riyadi Santosa, M.Pd. Ph.D, as the Dean of Faculty of Letters and

Fine Arts of Sebelas Maret University, for his approval in conducting this

thesis.

Drs. S. Budi Waskito, M.Pd., as the Head of English Non Regular

Program of Faculty of Letters and Fine Arts, Sebelas Maret University.

Prof. DR. M. Sri Samiati Tarjana, as my thesis consultant for her advice

and guidance on assisting this thesis from the beginning until the end.

Yuyun Kusdianto, S.S. M. A. as my academic supervisor, thanks for the

advice and guidance during my study in Sebelas Maret University.

All lecturers of English Department who have given valuable knowledge

and experience.

All teachers and students of SDN Selosari IV Magetan, thank you so much

for your help and your permission to collect the data in the school.


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My lovely Mama and Ayah, thanks for your great love, support, attention,

patience, and prayer given to me. I am proud of being your daughter.

My sweet LitBro thanks so much for your jokes, who gives big supports

for me.

My three rebels (Bobby, Eka, Jrx), your words and your songs being a big

motivation for me man, thank you so much CHEERS.

For Sha Tuing^_^ thank for your anger man. Honestly I need that.

For Mummu, Ulunc, Rurry, Pakde Rosyid, Kiki, Endunk, Ridho, Debo,

Kembar Tika & Ratana, Mimah and Channy thanks for the support and

togetherness during my study.

For unbeatable classmate Non Regular English Program 2006 thanks for

being my friends guys.

For Lufthansa Gank, Desta, Putri, Ay, Lya thank for your pray girls, miss

u so much.

For Mas Fahmi thanks for giving the information and knowledge about the

entire requirement of thesis that I don’t know before.

For Kawan-Kawanku thank you so much for your prayer and your support

guys. My life becomes bright because of you kawan.

All people who always help and support me. I am so sorry that I cannot

mention one by one. It does not mean that I forget you. Thank you very

much.


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Last but not least, I realize that this thesis is far from being perfect.

Therefore, I wholeheartedly welcome any suggestions, comments, and criticism

from anyone who has concern in improving this thesis.

Surakarta, June 2011

The Researcher

Richa Primastiwi


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TABLE OF CONTENTS

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

APPROVAL OF THE THESIS CONSULTANT ................................................ ii

APPROVAL OF THE BOARD OF EXAMINERS ............................................. iii

PRONOUNCEMENT ........................................................................................... iv

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

DEDICATION ...................................................................................................... vi

ACKNOWLEDGEMENT .................................................................................... vii

TABLE OF CONTENTS ...................................................................................... x

ABSTRACT .......................................................................................................... xiv

CHAPTER I: INTRODUCTION

A. Background Research ....................................................................................... 1

B. Scope of Research ............................................................................................ 4

C. Problem Statement ........................................................................................... 5

D. Research Objective ........................................................................................... 5

E. Research Benefit ............................................................................................... 5

F. Research Methodology ..................................................................................... 6

G. Thesis Organization .......................................................................................... 7

CHAPTER II: LITERATURE REVIEW

A. Psycholinguistic ................................................................................................ 10

B. Vocabulary ....................................................................................................... 11

C. Vocabulary Mastery ......................................................................................... 12

D. Factors Influencing Vocabulary Mastery ......................................................... 14

CHAPTER III: RESEARCH METHODOLOGY


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A. Research Method .............................................................................................. 20

B. Data and Data Sources ..................................................................................... 20

C. Sample and Sampling Technique ..................................................................... 21

D. Instruments of The Research ............................................................................ 22

E. Research Procedure .......................................................................................... 23

F. Method of Data Collecting ............................................................................... 23

CHAPTER IV: DATA ANALYSIS

A. Data Analysis ................................................................................................... 25

A.1. The Test Results ..................................................................................... 26

A.1.a. Results of Test One .................................................................... 27

A.1.b. Results of Test Two ................................................................... 28

A.1.c. Results of Test Three ................................................................. 29

A.2. Factors Influencing Vocabulary Mastery ................................................ 30

A.2.a. Factors Found at School .............................................................. 31

A.2.b. Factors Found out of the School ................................................. 32

B. The Analysis of Mastering Factors ................................................................. 33

1. The Analysis of High Category ................................................................ 35

1.1 Internal Factors ................................................................................. 35

1.2 External factors ................................................................................. 37

2. The Analysis of Middle Category ............................................................ 43



3. The Analysis of Low Category ................................................................ 51



CHAPTER V CONCLUSIONS AND SUGGESTIONS ..................................... 56

A. Conclusions .............................................................................................. 56


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B. Suggestions ............................................................................................... 59

LIST OF TABLE

Table 1 The Result of Test One ............................................................................ 27

Table 2 The Result of Test Two ............................................................................ 28

Table 3 The Result of Test Three .......................................................................... 29

Table 4 The Level Scores ...................................................................................... 34

Table 5 The Result Test of High Level Scores ..................................................... 35

Table 6 The Special Time to Study ....................................................................... 38

Table 7 The Facilities at Home to Support Learning English ............................... 40

Table 8 The Facilities at Home ............................................................................. 41

Table 9 The Results Test of Middle Level ............................................................ 43

Table 10 The Time to Study.................................................................................. 46

Table 11 The Facilities at Home to Support English Learning ............................. 48

Table 12 The Facility “Fruit and Vegetable” at Home ......................................... 49

Table 13 The Result Test of Low Level................................................................ 51

Table 14 The Time to Study.................................................................................. 53

Table 15 The Facility “Fruit and Vegetable” at Home ......................................... 54


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ABSTRACT

Richa Primastiwi C1306052. 2011. English Vocabulary Mastery by

Year Two of Elementary School Students In SDN Selosari IV Magetan

(Psycholinguistics Approach). Thesis: English Department of Faculty of

Letters and Fine Arts. Sebelas Maret University.

This research was conducted in order to observe the vocabulary mastery of

year two of elementary school students and to find out why each student

experienced different processes of mastery.

The results involved students of year two of SDN Selosari IV Magetan.

The research is descriptive research using the results of the vocabulary testes.

Furthermore, the interview to the students and parents were also conducted to find

out what factors which influence the vocabulary mastery.

The results of data analysis show that students of year two of SDN

Selosari IV Magetan master the English vocabulary in different conditions. From

the three tests, it can be grouped into three groups of mastery. They are high,

middle and low categories. There are different factors which influence the

different processes of vocabulary mastery both from internal and external factors.

The internal factors of the student them selves are; motivation, self concept,

communication problems in interaction, physic condition of students,

concentration, intelligent and talent. The external factors are; support and

motivation from the teacher and people around them like parents, and the facilities

at school or at home.

The researcher expects that this research will give benefits to the

readers especially the students of English Department who are interested in

Psycholinguistics Study particularly in studying English vocabulary mastery.


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English Vocabulary Mastery by Year Two of Elementary

School Students In SDN Selosari IV Magetan

(Psycholinguistics Approach)

Richa Primastiwi1

Prof. DR. M. Sri Samiati Tarjana2

ABSTRACT

2011. Thesis: English Department of Faculty of Letters and

Fine Arts. Sebelas Maret University.

This research was conducted in order to observe the vocabulary

mastery of year two of elementary school students and to find out

why each student experienced different processes of mastery.

The results involved students of year two of SDN Selosari IV

Magetan. The research is descriptive research using the results of

the vocabulary testes. Furthermore, the interview to the students

and parents were also conducted to find out what factors which

influence the vocabulary mastery.

The results of data analysis show that students of year two of SDN

Selosari IV Magetan master the English vocabulary in different

conditions. From the three tests, it can be grouped into three groups

of mastery. They are high, middle and low categories. There are

different factors which influence the different processes of

vocabulary mastery both from internal and external factors. The

internal factors of the student them selves are; motivation, self

concept, communication problems in interaction, physic condition

of students, concentration, intelligent and talent. The external

factors are; support and motivation from the teacher and people

around them like parents, and the facilities at school or at home.

The researcher expects that this research will give benefits to the

readers especially the students of English Department who are

interested in Psycholinguistics Study particularly in studying

English vocabulary mastery.

1 Mahasiswa Jurusan Sastra Inggris dengan NIM 1306052

2 Dosen Pembimbing


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CHAPTER I

INTRODUCTION

A. Background Research

Language is one of the important means in human life for

communication. Without language, it is difficult for human beings to interact

with one another. Furthermore, all human activities are hard to do if human

being does not have a language. In other words, all human activities involve

the use of language to do those activities.

There are many skills employed in every language. For this

purpose, people need to acquire their language by learning. Generally there are

four skills conducted in language learning; listening, speaking, reading, and

writing. These skills not only occur in formal learning but also occur since

people were born. In the fact, before a child can say “mama” or “papa” to her

or his parents, firstly he or she pays attention and listens to his mother to say

“mama” or his father to say “papa”. In other words, children use language by

listening before speaking (Dardjojo, 2003:299).

Basically, every language is important as long as it has a function as

a bridge in communication. Both the mother tongue and second language are

basically important to fulfil people’s need. The Indonesian mother tongue is a

vernacular language while English is a foreign language. Without disregarding

other languages, actually English is the most important language since it is as

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an international language, used for communicating for the entire world

(Wiratno, 2003:3)

People not merely need to improve their listening and speaking skills

in social interaction, but also it is very essential for them to develop their

reading and writing skills at this time. Dardjowidjojo (2003:299) states that in

this modern era, reading and writing are essential and people cannot neglect

them. Without these skills, our vision will be limited to what are around us.

Similar to reading, the development of children’s writing skill starts

during pre-school age approximately from two until three year of age, they

usually use to write their names (Djatmika, 2005:70). Some of the children are

trained before they study in kindergarten by their parents at home or close

person to them. Other children have acquired writing since they study in

kindergarten.

English is an international language. This means that most people in

the world use English as a medium of communication, because it has a great

importance in developing several fields. In the other words, we can say that

the mastering of English language is very important for every one. The young

generation will need the language to help them to get information. Without

mastering English language, people will find difficulties to increase their

knowledge and their communities, because many sources of knowledge such

as books are written in English. In the international communities the

conversation is conducted in English. Based on the human needs in mastering


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English language, nowadays children in the elementary school are introduced

to this language.

Indonesian students have already studied English since in the

kindergarten level of study up to the university level. Children are expected to

master English and Bahasa Indonesia. For Javanese people, their children are

expected to master Javanese language. Those languages are not only in the

form of speaking but in form of writing, listening and reading skills.

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 have 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 beside that mastering foreign language

is very important for surviving life.

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


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a foreign language. Knowing more words in English language, it will make

other persons understand or make ourselves being understood easily.

Based on the above phenomena, this research is conducted to

observe the differences of English vocabulary acquisition on student of year

two elementary school, especially in SDN Selosari IV Magetan. Thus, the

researcher intends to make a research entitled English Vocabulary Mastery

by Year Two Elementary School Students in SDN Selosari IV Magetan.

B. SCOPE OF RESEARCH

The research is focused on how children in year two of elementary

schools mastering English language. The variation on mastering English

vocabulary made by students of year two elementary school is the main goal

of this research. The researcher takes the data from the results of the student’s

task based on the teacher lessons and curriculum.

The data are taken from the test in the classes of the elementary

school students studying in SDN SELOSARI IV MAGETAN that are

conducted once a week, usually on Saturday morning. The English materials

are taken from the textbook in English, such as English for children and other

source.


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C. PROBLEM STATEMENT

Considering the research background, the researcher tries to raise of

the problem statements as follow:

1. What are possible factors affecting the development in

English mastery process as a foreign language of the

students of year two elementary school?

2. What English vocabulary language the students of year two

of elementary school are mastering?

D. RESEARCH OBJECTIVE

Based on the above problem statement, the researcher is intended to:

1. To find out the possible factors affecting the development

in English mastering process as the foreign languages of

students of year two of elementary school.

2. To describe the English vocabulary language students of

year two of elementary school are mastering.

E. RESEARCH BENEFIT

The findings of the research on the English mastering of the

elementary school students in SDN SELOSARI IV MAGETAN are expected

to give contribution in this area of Psycholinguistics research. It is hoped that

the study will be beneficial for:


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1. Children

The results of the study can contribute to the improvement of the

children’s competences in mastering English.

2. Teacher

The result of the study can be used as a significant material for

developing the language teaching and learning of year two elementary

school students.

3. Students and researchers

The result of the study can be provide a description to conduct

research related to factors effecting the development of mastery English

process as a foreign language for year two elementary school students.

F. RESEARCH METHODOLOGY

This research employs a descriptive method. It refers to the method

to formulate the conclusion by collecting, classifying, and interpreting the data

of the research. The setting of this research is SDN Selosari IV Magetan. This

research was conducted from March to May 2010.

The researcher found the data from the students’ assignment result of

the vocabulary review in the student’s notebook and the vocabulary exercise

results of the field note that was written by the researcher during the

observation in the classroom. Furthermore, the researcher also conducted an

interview to the students about their vocabulary review and exercises and had


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the field notes of the teacher’s method of teaching to find the reason about

differences of the English vocabulary acquisition.

The source of data in this research is elementary school student’s

work based on the material given by their teacher. The material are taken from

English for year two of elementary school students and the teacher’s material

assignments that done by the students on the answers sheet.

The researcher applied total sampling technique since the researcher

took all the mastering English vocabulary by the students of year two in

elementary school. The focus of this research is only on the English

vocabulary mastery. Vocabulary mastery was collected by making the list, and

then data were analyzed. Finally, the researcher interpreted the data.

G. Thesis Organization

This research will be presented in the form of the thesis with the

following systematic:

Chapter I : Introduction contains research background, Scope of

Research, Problem Statement, Research Objective,

Research Benefit, Research Methodology, and Thesis

Organization.

Chapter II : Literary Review contains Psycholinguistic, Vocabulary,

Vocabulary Mastery, and General Factor Influencing

Vocabulary Mastery.


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Chapter III : Research Methodology contains Research Method, Data

and Data Sources, Sample and Sampling Technique,

Instruments of the research, Research Procedure and

Method of Data Collecting.

Chapter IV : Data Analysis contains Data Report and the Analysis of

Mastery Report.

Chapter V : Conclusions and Suggestions.


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CHAPTER II

LITERATURE REVIEW

A. Psycholinguistic

According to Slobin (1971; x) psycholinguistics brings

together the theoretical and empirical tools of both psychology and

linguistics to study the mental process underlying the acquisition and

use of language. Slobin‟s theory then leads two terms to be concerned,

which are psychology and linguistic. In brief psychology are interested

in the underlying knowledge and abilities which people must have in

order to use language and order to learn to use language in childhood.

According to Darjowidjojo (2003:27), psycholinguistic is a

study of mental process occupied of human being in using language.

Harley (in Darjowidjojo, 2005: 7) also stated that psycholinguistics is

the study of mental process in using language

Based on above definition, Darjowidjojo defines four topics

related to Psycholinguistic:

a. Comprehension, mental process defines by human

being in understanding utterance and meaning of it.

b. Production, mental process that makes one produces

utterances.

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c. Biological and neurological base that makes human

beings use language.

d. Language acquisition, how children acquire their

language.

Based on psycholinguistics theories stated by the expert, it

is known that there are processes in using human language. The term

„language acquisition‟ mentioned by those experts prove that children

acquire their language from time to time since they were born.

Djatmika (2005: 6) stated that it. Based on the development of

children‟s language are start from the first development, the

development of phonology, then the development of grammar, the

development of semantics, and finally the development of pragmatics.

From definition above, we may conclude that the main

topic of psycholinguistic is the process of how the learners acquire the

language. Children as language learner acquire their language since

they were born up to they grown up as adult.

B. Vocabulary

In Wikipedia, vocabulary as a set of word known to a

person or other entity, or that are part of specific language. The

vocabulary of a person is defined either as the set of all words that are

understood by the person or the set of all words likely to be used by

the person when constructing new sentences.


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Recognition of the meaning making potential of words

means that vocabulary become a learning objective in its own right.

Swan and Walter (1984) wrote that vocabulary acquisition is the

largest and most important task facing the language learner.

Vocabulary is the biggest component of any language

According to Evelyn and Cheryl Brown (1995:1),

vocabulary refers to a list or set of words for a particular language or a

list or a set of words that individual speaker of a language might use.

Furthermore, they classify vocabulary into two definitions; they are

receptive vocabulary and productive vocabulary. Some people say the

division is „passive‟ and „active‟.

In addition, Coady also states that vocabulary is central to

language and of critical important to typical language learner (1997:5).

According to Tylor (1992:2), in order to live in the world, we must

name it. Names are essential for the construction of reality. Without a

name, it is difficult to accept the existence of an object, an event, and a

feeling.

C. Vocabulary Mastery

Hornby (1984:523) says that mastery is the complete

control or 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 of the certain area. Certain area in teaching means a


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lesson taught. It is usually arranged by a standard of curriculum and

syllabus in every aspect if the topic or the test.

While vocabulary is a series of words in a 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 this case of the physical

object or idea, in the form of symbols of a group of letter in a single or

more than one words.

The process of vocabulary mastery is not simple. The

vocabulary mastery could not be done spontaneously but step by step.

Keraf (1989: 65-66) defines the step in processing vocabulary mastery.

First, in the children period, children are able to define concepts of

vocabulary to say their concrete ideas. Second, the adolescent period,

an adolescent starts to use the language and makes it more extensive

directly in simple communication. Third, in the adult period, the

vocabulary is used more and more intensive because the children make

more communication with each other.

From the definition above, mastery may be defined as the

ability to use skill or knowledge in one subject area based on

recognized standard. Vocabulary means a series of words in foreign

language used to express meaning.


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D. Factors Influencing Vocabulary Mastery

There are many factors that can influence vocabulary

mastery. Although the students just listen and memorize, some

students still have difficulties in vocabulary mastery, as the mastery

process is different for each student. There are external and internal

factors that influence them just like (Rod Ellis.1997; 4) has said that

the internal factors consist of motivation, self concept, self esteem and

self efficacy, communication problem in interaction, physical

condition of student, and external factors consist of support and

motivation, facilities, Situation.

Internal

Internal factors are factors that appear from the children it

self. They are;

1. Motivation

According to Marriam Webster (Gino, Suwarni, Suripto

dkk: 1993), motivation comes from the word ‘matus’, meaning

something that because someone does something.

In acquiring vocabulary, motivation is very important since

it reveals whether a child has the desire to absorb the lesson of

vocabulary or not (Gino, Suwarni, Suripto dkk: 1993: 28).


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2. Self concept, self esteem and self efficacy

This point is taken from Tanis Bryan in Bernice Y.L Wong

(1996:94). “Self concept refers to a person‟s awareness of his or her

own characteristics and the ways in which he or she is like or unlike

other. Self esteem refers to a value a persons puts on the one‟s

behavior. Perceived self – efficacy refers to a person judgments of

competence to execute course of action require to deal with

perspective situations. Attributions refer to a person‟s explanations for

successful and failure outcome”.

From this opinion, the researcher takes a conclusion that the

awareness of children is very important to get their way in learning

English. If they known their characteristics and they know which one

they like or dislike, they will find their own way to learn language.

3. Communication problem in interaction

Bernice Y.L Wong (1996:105), also stated that children

who have learning disabilities very often have problems in expressing

themselves (i.e. problem in expressive language). It is possible that this

expressive language problem result in communication problem that, in

turn, adversely affect their social interaction with others.

The question of why interaction is important in language

learning situation, as answered by Wilga M. Rivers, who added

(1987;4) by giving through interaction, students can increase their


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language story as they listen or read authentic linguistic material, or

even the output of their fellow students in discussions, skits, jointed

problem solving tasks or through dialog journals. (As teachers,

frequently overlook how much students learn from their peers).

4. Physical condition of student

There are also internal factors which come from the

children themselves. According to Djatmika (2005: 72), one of them is

the problem of concentration to focus on the writing activity. This can

be seen from the children‟s unseriousness in doing writing task.

According to Norrist (1994: 21) and Edge (1997: 7-8) there

are factors of mistakes and errors in learning English. The first one is

carelessness. This factor is often closely related to the lack of

motivation. This may happen because the material and/or the style of

presentation do not suit the students.

The second factor is first language interference. In the

research, the subjects occasionally write the words in Bahasa Indonesia

regulation-the spelling and the pronunciation are related.

The third factor is slip of the pen in writing or slip of the

tongue in speaking. According to Edge (1997: 8), this may happen

because someone speaks in hurry, or tired in thinking about something

else.


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External

External factors are all factors that come from outside and

surrounding the children. From that definition, we can find such aspect

as Gino, Suwarni, Suripto dkk said (1993; 4)

1. Support and Motivation

It means the condition which should occur to motivate and

stimulate the student in mastering vocabulary. Wilga M. Rivers said

(1987; 4)

Teachers should not be looking for the best method for

teaching languages (or helping students learn languages),

but rather the most appropriate approach, design of

material, or set of procedure in a particular case. Teacher

need to be flexible, with a repertoire of technique they can

employ as circumstance dictate, while keeping interaction

central – interaction between teacher and student, student

and teacher, student and student, student and authors of text

and student and the community that speaks the language.

Support and motivation are one of external factors in

English vocabulary mastery. The opinion of Wilga M. Rivers means

that the teacher and parents at home become very important persons in

motivating and simulating the mastery process. It means that in school

the teacher helps the student to develop their ability in learning

language. Teacher should make good interaction with students,

because it can make them enjoy to learning language. Parents at home

should give good attention to their children to learn language, for

example parents accompany their children when they learning

language, then parents give the example about language. Let their


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children develop the language, because it can make the children

conscious in learning language.

To conclude, the teacher in the class and parents at home

become very important persons in motivating and stimulating mastery

process.

2. Facilities

According to Rod Allis (1997; 4) another external factor is

the input that the learner receive, that is, the samples of language

which a learner is exposed. Language learning cannot occur without

some input. A question of considerable interest is what type of input

facilities are involved in learning.

3. Situation

Rod Ellis (1997; 4) gives his opinion about this:

One of external factors is the social milieu in which

learning takes place. Social conditions influence the opportunities that

learners have to hear and speak the language and the attitude that they

develop toward it.

So there are two factors which influence in English

vocabulary mastery, they are internal and external factors. The

researcher had a notion that the factors can influence the different in

English language mastery. Maybe, if some of the factors are not

completed, the student will find the difficulties in English vocabulary

mastery. From that assessment, the researcher did the observation in


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year two of SDN Selosari IV Magetan in order to find the factors

which influence the different English vocabulary mastery.


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CHAPTER III

RESEARCH METHODOLOGY

A. Research Method

The researcher uses the descriptive method. The descriptive method

analyzes the data according to the varied characteristic which is similar to the

origin when the data are taken (Sutopo, 2002: 35). It is also supported by Martini

and Nawawi (19965: 73), they stated that descriptive research focuses on fact

finding. It means the data are described as they are or based in what occurs on the

real life.

B. Data and Data sources

The data of this research were taken from:

a) The result of vegetables and fruits vocabulary test

b) The field note of observations during the lesson

c) The questionnaire for student

d) The questioner for parents

The data of this research are the English vocabulary mastery of elementary

school students. The setting of this research is SDN SELOSARI IV MAGETAN

JATIM. This research was conducted from March to May 2010. In these results,

the different results were found. Moreover, the students in this class have different

background, behavior and ability. Therefore, in the process of mastering and

learning this foreign language, difficulties sometimes occurred for several

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students. It indicates that there was a different mastering in English vocabulary in

fruit and vegetable.

The research observed several facilities in the classroom as the input of

vocabulary material on fruit and vegetable vocabulary, such as pictures and toys.

The researcher also observed the main input of the lesson which was very

important in this process of vocabulary mastery. That is the way of the teacher

giving this material.

The researcher also finds some information by interviewing students about

their attitude and habit in supporting English vocabulary mastery, and also found

some information from their parents by giving them a questioner sheet.

C. Sample and Sampling Technique

The sampling technique employed in this research was total sampling. The

sampling was taken from SDN SELOSARI IV MAGETAN. The researcher used

year two students of elementary school because the researcher thinks that they are

as the students who have already got English as one of their subjects. Year two

students of the elementary school are those who get more vocabulary mastery

than year one. The researcher used year two students as the sampling because the

children times are in a critical period when the children absorb all of information

and acquire that information. Critical period is a time which is very sensitive to

study language. It’s about 2 year old and 14 year old (Djatmika, 2005:4).

Furthermore, the main reason why the researcher chooses this school SDN

SELOSARI IV MAGETAN is because in this school the lesson of English starts


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from year one until year six, and students in year two have more interest in this

lesson than year one.

Besides that, the researcher also used the whole data in analyzing this

research. There are; the test result of students, the interview of students and the

questionnaire of student’s parents. The sampling of vocabulary learning process

in the research was focused on fruit and vegetable for students of year two of

SDN SELOSARI IV MAGETAN.

D. Instrument of The Research

To conduct this research, some instruments are used. The first instrument

was taking a note of the observation. The researcher observes the way of teaching,

the response of the students and the facilities which support vocabulary mastering.

Besides that, the students have a class and test, and the elementary student’s

works are based on the material given by their teacher. The tests are given to the

subjects for three times namely:

First test on March 27, 2010

Second test on April 17, 2010

Third test on May 22, 2010

The above instruments were employed to support the research. According

to Sutopo, in a qualitative research, the main instrument is the researcher herself,

while other data collecting instrument are usually used as supporting instruments

(Sutopo, 2002: 35).


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E. Research Procedure

The research procedures of research are:

1. collecting the data :

a. The result of vocabulary of fruit and vegetable test

b. The observation during the lesson occurred

c. The questionnaire for the students.

d. The interview from the student’s parents.

2. Analyzing the first data, that is the test result. The researcher classified

the student into three categories based on student’s performance in

vocabulary mastery, based on the test result. The categories are high,

middle, and low.

3. Analyzing deeper for each category to know what factors made the

different performance.

4. Analyzing data from the questionnaire for students and student’s

parents

5. Giving a conclusion and some suggestion.

F. Method of Data Collecting

The data of this research was collected by conducting observation in SDN

Selosari IV Magetan Jatim from March to May 2010 in the elementary English class

which was held once a week.

The observation which was conducted by the researcher is categorized into

the observation with an active role. Sutopo (2002:67) states that in this type of


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observation, the researcher does not only view the events in the research but the

researcher may pay many roles in the conditions which have a correlation to the

research. In addition, he says that the technique involves the researcher to have a

dialogue with the research subject in language researches.

The second data is the interview results from the students. The researcher

interviewed the students one by one based on interview guide, and obtained the

data by conducting question and answer methods. From the discussion, the

researcher found the causes of the mastery problem from the interview with the

students on this class. In order to support the data, the researcher also interviewed

the parents, to know their parents attitude, motivation and supportive responses to

their children in studying English.


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CHAPTER IV

DATA ANALYSIS

A. Data Report

In this chapter, the researcher presents the results of the research and

discussion of English Vocabulary Mastery by Year Two of Elementary School

Students in SDN Selosari IV Magetan to answer the problems presented in chapter I.

The research was conducted at SDN Selosari IV Magetan Class two. The numbers of

students in this research are 18. The names of the students are mentioned below. The

researcher analyzes the students by calling them with their nicknames. The nicknames

are as follows: Nanda, Oshin, Indi, Dandi, Andre, Afan, Bayu, Heru, Iszar, Nimas,

Septi, Dita, Candra, Rehita, Fada, Imam, Riska, Sri.

The data are divided into two categories:

1. The first data are the results of the test taken to measure the students’

ability in the vocabulary mastery.

2. The second data are taken from the findings of the factors which influence

mastery acquisition. The factors are :

a. The factors found at school, like facilities at school, and the

method of the teacher to deliver the material.

b. The factors found out of the school, like the facilities at home

and the attention from the parents.

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1. The test results

The tests were conducted on March 27, April 17 and May 22 2010.

The tests are different. The first test is about vegetables’ vocabulary, the second test is

about fruit vocabulary and the last test is about both of them. The first and the second

test have the same type. They are in the form of matching the picture with the

questions. Every question has four pictures and just one picture matches the question.

The questions are taken from the textbook of English material. From those data, the

researcher found different vocabulary masteries in some students.


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The result of test one is as follows:

1. a. Result of Test One

Saturday, March 27 2010

Table 1. Results of Test One

No NAME SCORE

1. Nanda 70

2. Oshin 80

3. Indi 100

4. Dandi 100

5. Andre 60

6. Afan 80

7. Bayu 50

8. Heru 60

9. Iszar 60

10. Nimas 80

11. Septi 100

12. Dita 100

13. Candra 100

14. Rehita 100

15. Fada 100

16. Imam 80

17. Riska 40

18. Sri 80

The test was given after the teacher presented the material. In the first

test there were four different groups of scores; 100, 80, 60, and 40. There were 7

students who got 100, 5 students got 80, 1 student got 70, 3 students got 60, 1 student

got 50 and 1 student got 40. It cab be assumed that the lesson of vegetable vocabulary


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increases, because more than half of the students in that class got good scores. It

shows that the vocabularies were still fresh in the student’s memory.

The result of the test two is as follows:

1. b. Result of Test Two

Saturday, April 17 2010

Table 2. The Results of Test Two

No NAME SCORE

1. Nanda 60

2. Oshin 80

3. Indi 100

4. Dandi 40

5. Andre 60

6. Afan 80

7. Bayu 80

8. Heru 100

9. Iszar 80

10. Nimas 80

11. Septi 60

12. Dita 100

13. Candra 100

14. Rehita 80

15. Fada 80

16. Imam 80

17. Riska 20

18. Sri 80

The second test was given one week after the teacher gave the

material. This test has the same type to the first test. There are five questions and

every question has four pictures. The students might find the correct one from the

picture which matches with the question. The second test has five different groups of


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scores, they are: 100, 80, 60, 40, 20. In the second test, most of the students got good

marks, only some of them got bad marks.

The result of test three is as follows:

1. c. Result of Test three

Saturday, May 22, 2010

Table 3. The Results of Test three

No NAME SCORE

1. Nanda 50

2. Oshin 80

3. Indi 40

4. Dandi 70

5. Andre 70

6. Afan 80

7. Bayu 50

8. Heru 60

9. Iszar 60

10. Nimas 60

11. Septi 70

12. Dita 70

13. Candra 80

14. Rehita 70

15. Fada 80

16. Imam 100

17. Riska 50

18. Sri 40

The third test was different from the first and the second. The students

have to match the name of fruits with the picture. This test was done five weeks after

second test. One week before doing the third test, the students got the material about


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fruit and vegetable again. From this test, the students got various scores, the scores

from 40 up to 100. Almost all the scores of students decreased, it was caused by many

possibilities. They will be discussed in the analysis.

2. The factors influencing vocabulary mastery

The second data were taken from the findings of factors which

influence the vocabulary mastery. The researcher carried out 5 observations as

follows:

1. Saturday, March 27 2010

o Observed the way the teacher teaches

o The students did Test One

2. Saturday, April 17, 2010

o The students did Test Two

o Observed the facilities in the class and in the school

3. Saturday, May 22, 2010

o Gave questionnaire to students and interviewed the students

o The students did Test Three

4. Saturday, 8 May 2010

o Made a game with the teacher and the students

5. Saturday, 17 June 2010

o Interviewed the student’s parents


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2. a. The factors found at school

1. The facilities at school

The facilities that supported vocabulary teaching in the class were the

pictures of fruits and vegetables on the wall. From those pictures, students can

learn about fruit and vegetable and their color.

2. The method of the teacher to deliver the material.

The methods of teaching were done in interactive ways. The teacher

chose this method because the students are still young and they like playing

and having fun. So this method matches with the students in year one and year

two of the Elementary school. The subjects of this research are the year two

students of the Elementary school.

The teacher usually used the facility in the class and the school to

teach the students. For example, the teacher used the pictures to give riddles to

the students.

Sometimes the teacher made a game, the game usually was done in the

school yard or out of the class. It is expected that the students could enjoy the

English lesson. The teacher taught English songs to the students. Firstly the

teacher sang the English songs then the students repeat them. The teacher

mixes an Indonesian song with an English song, for example the teacher sang

a song “Pamanku” then the teacher asked the question about vocabulary like

“dibawakannya rambutan pisang….” Pisang bahasa inggrisnya apa anak-

anak?. The student who could guess will raise the hand. This is done by the


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teacher when the teacher told the story. The teacher would give the student

puzzle about the song. For example lyrics of the song“ Ibu menyuruh Budi

kepasar untuk membeli wortel” then the teacher asked the question “ wortel

bahasa Inggris nya apa? Siapa yang bisa?” The students raised their hands to

show their enthusiasm.

2. b. The factors found out of the school

There are two different factors out of the school, the internal and

external factors. The internal factors are factors coming from the student it self, like

motivation, self concept, self esteem and self efficacy, communication problem in

interaction, and physical condition of the students. The external factors are factors

coming from out of the self, like motivation from parents and teachers, facilities, and

situation. Those data were taken from the observation in the class, the questionnaire

and interview for the students and the interview for the student’s parents.

During the observation in SDN Selosari IV Magetan, the researcher

found out that some students were enthusiastic in the lesson and some others were

passive, even one of the students were not interested in this lesson. For example, the

enthusiastic students were Oshin and Candra. They always get good marks and they

always tried to answer every teacher’s question. It is different from Riska, he was not

interested in this lesson, so he always did what he wanted to do in the class and he

never paid attention to the lesson. He did not understand the lesson. The physical

condition of the students also influenced the condition of students in mastering the


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material. For example Indi, she is basically an active student, she is clever and

enthusiastic in every lesson. In the first and second test she got 100 scores, but in the

third test she got 40 because she was sick. From this situation, the researcher takes the

conclusion that sickness influenced the student’s concentration.

Support and motivation from the parents are two of the successful keys

in mastering such language. Good support, good motivation, and good facility make

children confident to master the vocabulary.

B. The Analysis of Mastery Factors

Based on the data, the researcher got the results which show the

different mastery of several students as follow:

The analysis was based on the average of the score of those three tests.

Then, it is divided into three categories.

The classifications of scores level are:

1. High (H) : For the score 76 – 100

2. Middle (M) : For the score 60 – 75

3. Low (L) : For the score under 60


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The result of the data as follows:

Table 4. The Level Scores

No NAME TEST

I

TEST

II

TEST

III

AVERAGE

SCORE

CATEGORIZE

1. Nanda 70 60 50 60 M

2. Oshin 80 80 80 80 H

3. Indi 100 100 40 80 H

4. Dandi 100 40 70 70 M

5. Andre 60 60 70 63 M

6. Afan 80 80 70 76 H

7. Bayu 50 80 50 60 M

8. Heru 60 100 60 73 M

9. Iszar 60 80 60 67 M

10. Nimas 80 80 60 73 M

11. Septi 100 60 70 77 H

12. Dita 100 100 70 90 H

13. Candra 100 100 800 93 H

14. Rehita 100 80 70 83 H

15. Fada 100 80 80 87 H

16. Imam 80 80 100 87 H

17. Riska 40 20 50 36 L

18. Sri 80 80 40 67 M

The data above show that there were differences of mastery in learning

vocabulary of fruits and vegetables. From 18 students in this research, nine students

got high scores, eight students got middle scores and just one student got low score.

To analyze the factors of vocabulary deeper, the researcher classified them into three

discussions: high, middle, and low categories.


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B.1. The Analysis of High Category

Table 5. The Result Test of High Level Scores

No Name Test I Test II Test III Score Category

1. Oshin 80 80 80 80 H

2. Indi 100 100 40 80 H

3. Afan 80 80 70 76 H

4. Septi 100 60 70 77 H

5. Dita 100 100 70 90 H

6. Candra 100 100 80 93 H

7. Rehita 100 80 70 83 H

8. Fada 100 80 80 87 H

9. Imam 80 80 100 87 H

There were 9 students who got high scores. The students who are

included to this score category have a good ability in mastering vocabulary of fruits

and vegetables. The internal factors are motivation, concentration, self esteem, and

communication problem in interaction, physical condition of the students and the

external factors are such as support and motivation from their parents, facilities at

home, and learning situation.

B.1.1. Internal Factors

The first internal factor is the internal motivation from the students.

The motivation is the desire of the students to absorb and mastery the vocabulary.

Related to motivation, all of the students in this category like English. The students in

this category are very interested in this lesson. They are a good attention when the

teacher teaches the material and they memorize the vocabulary quickly. So when the


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teacher gives the question after the lesson ends, they are very enthusiastic to answers.

They are included in the clever student category in this class.

Basically from the nine students who got high scores, not all of them

said that the English lesson is easy. Some of them said that English is difficult, but

they always repeat the lesson at home when they get home from the school. They

have a good self motivation to study English. For example, Oshin and Indi, they give

a special time to learn English, because they feel that English lesson is not easy and if

they don’t have a special time to learn the lesson they will not understand this lesson.

Indi and Oshin sometimes study together; their home is close so they do together. But

if they found the difficulties, they are ask their Mom or Dad.

It is different with Candra. Candra is a clever student and he has a

good memory, so when the teacher teaches him, he memorize the lesson. He always

pays attention when the teacher teaches the English lesson, and he is always

enthusiastic when the teacher a gives questions or a game. He has a special time to

learn English lesson, and he usually learns with his parents. His parents said that he

likes watching English cartoon films in DVD.

The other factors are related to the factors of mistakes and errors in

learning English. This is the main part from internal factors that cause the students to

make mistakes in the test, like slip of the pen. It might happen because someone was

in hurry, or tired.


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B.1.2. External Factor

External factors are all factors from outside of the children. They are

motivation and support from the people around them. The first is the teacher’s

support and motivation. All of the students in this category like the way of their

teacher in teaching. They like the method of teaching of the teacher, such as a guess,

play the game, tell the story, and sing a song. The teacher supports the students well.

In this category all of the students gave a good response to the teacher, because the

teacher was very kind and patient to learn the students.

The next factor is support and motivation from the parents. Almost all

of the parents support their children well. The parents pay attention to the children’s

time of study. The researcher showed that almost the entire students had a special

time to study regularly.


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The examples of their time to study are as follow:

Table 6. The Special Time to Study

No Nick Name Time to study Friends in

learning

Learn English

1. Oshin 7.00 – 8.00 pm Mother Yes

2. Indi 7.00 – 8.00 pm Father and mother Yes

3. Afan 6.30 – 8.00 pm Mother No

4. Septi 6.30 – 7.30 pm Sister Yes

5. Dita 7.00 – 8.00 pm Mother and father Yes

6. Candra 6.30 – 8.00 pm Mother and father Yes

7. Rehita 7. 00 – 8.00 pm Mother and father Yes

8. Fada 7.00 - 7.30 pm Mother and father Yes

9. Imam 6.30 – 7.45 pm Sister Yes

Most of the students in this category have certain time to study

regularly, only Afan doesn’t have certain time to study English. From the data, the

researcher found the motivation and support from the parents, it was seen from the

data that the parents accompany their children in study English at home. Some of the


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students in this category study with their sister, but it shows that their family gives the

support and motivation to them.

In this category, most of the student’s parents give a good attention to

their children to study English; they not only accompany their children when the

children study but they also give some facilities at home to support their children in

learning English. It can be seen from the questionnaire, as follow:


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Table 7. The Facilities at Home to Support Learning English

Name Facility at home to support English learning

Oshin TV, VCD, dictionary with picture, English book with picture, film

VCD, and English story book with picture and bilingual language.

Indi TV, VCD/DVD player, tape recorder, Radio, dictionary with

picture, English story book with picture and bilingual language,

and film DVD

Afan TV, VCD/DVD player, tape recorder, Radio, and picture at wall

Septi TV, VCD/DVD player, tape recorder, Radio, dictionary with

picture, film VCD

Dita TV, VCD/DVD player, tape recorder, Radio, dictionary with

picture, and film DVD

Candra TV, VCD/DVD player, tape recorder, Radio, dictionary with

picture, English book story with bilingual language.

Rehita TV, VCD/DVD player, tape recorder, Radio, English book with

picture, dictionary, English story book with bilingual language,

and film DVD and picture.

Fada TV, VCD/DVD player, tape recorder, Radio, English text book,

dictionary with picture, English story book with picture and

bilingual language, and film DVD.

Imam TV, VCD/DVD player, tape recorder, and dictionary with picture.


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The researcher focuses on fruits and vegetables vocabularies.

Therefore, the researcher uses the table as follows, to know the parents’ support to

their children in fruit and vegetable vocabularies, both facility and activity.

Table 8. The Facilities at Home

No Name Facilities to support “ fruit and

vegetable” at home

Repeat the fruit

and vegetable

vocabulary

1. Oshin Dictionary and English book with

picture

Yes

2. Indi English dictionary with picture Yes

3. Afan Picture Yes

4. Septi Film VCD Yes

5. Dita English dictionary with picture Yes

6. Candra Dictionary with picture, English

book

Yes

7. Rehita Film DVD and picture Yes

8. Fada English book Yes

9. Imam Dictionary with picture Yes

Most of the students in this category have facilities at home to support

them in learning fruits and vegetables vocabularies, read and repeat the fruits and


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vegetables vocabularies at home. The situation of the subject to hear and speak the

language also influenced them in mastering English well. From the interview and the

questionnaire, the researcher get the data that the parents sometimes try to use English

at home to build a good situation in learning English. All of the students in this

category are supported by their parents by accompanying them in practicing English

directly at home.

From the whole analysis of high category, the researcher found that the

student’s ability in vocabulary mastery, especially in fruits and vegetables

vocabularies mastery is good because they are supported by many factors. The factors

are internal and external factors. They have good motivation in vocabulary mastery. If

there are mistakes in doing the test, it is because of carelessness. The motivation from

their parents or family, the facilities that are given to them and the good situation at

home also help them in mastering the vocabulary.


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B.2 The Analysis of Middle Category

The students in middle category are;

Table 9. The Result Test of Middle Level

Name Test I Test II Test III Average score Category

Nanda 70 60 50 60 M

Dandi 100 40 70 70 M

Andre 60 60 70 63 M

Bayu 50 80 50 60 M

Heru 60 100 60 73 M

Iszar 60 80 60 67 M

Nimas 80 80 60 73 M

Sri 80 80 40 67 M

There are eight students in the middle category. In this category, the

student’s ability of mastering vocabulary of fruits and vegetables is not really good.

Based on the general factors which support vocabulary mastery, the ideal students

should have many factors which support them in vocabulary mastery. The influencing

factors are same with the influencing factor in the high category, such as; the factor

internal from themselves like motivation, concentration, self-esteem and physical

condition of student, and the external factor are motivation and support from the

parents or family, the learning situation, and facilities at home.


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B.2.1 Internal Factor

The first factor is internal factor from the students. The motivation is

the desire of the students to absorb and mastery the vocabulary. Related the

motivation, most of the students in this category like and interest to English. Bayu

and Nanda are not really like English, because they feel that English is difficult. It is

not strange that sometime they do not pay attention in the English lesson. If they feel

that the material is easy, they will be interest but if the material is difficult, they do

not pay attention to the material. As the result, they got a bad score, because they only

memorize the material which they consider easy. The material that they consider to be

difficult is hard to memorize.

Another factor is related to the mistake and errors in learning English.

They are carelessness and slip of pen. It might happen because the students are in a

bad condition like sick, or tired, or thinking about something else during the test. The

conditions make the student’s concentration is not good so it can disturb the students

in doing the test. In this category, the carelessness found in test one and test three was

done by Bayu in test one. Nanda, Bayu and Sri did in test two.

Other internal problem was found on Nanda and Bayu. They have a

problem with the lack of communication and talent. Basically they are not really fond

of and interested in English and their talent is also on the standard, they do not really

good in English but they are too afraid to ask to the teacher about the difficulties that

they feel, so they choose keep silent.


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B.2.2 External Factors

The external factors are factors from outside the students. They are

support and motivation from people around the students, facility and also situation

and condition. Basically the teacher has the same method in teaching the students.

They are in the same class with the same method in teaching and the same facility in

English lesson. But from the 18 students in this class there are three score categories.

It is because some of the factors which influence the English vocabulary mastery are

not exploited maximally.

Like in the high category the students in this category like the method

of teaching of the teacher. The students in this category are interested whenever the

teacher is giving them guesses, game, singing a song or even telling the story. But

some factors do not do well. So the score of the students in this category is under the

students in the high category.

The other factor is motivation and support from the parents and people

around the students. Most of the parents give a good support and motivation to their

children. From the interview with the student’s parents and the questionnaire from the

students, it can be considered that the parents also give their support and motivation.

They pay attention to their children’s learning time. The data showed that almost all

of the students have special time to study regularly. There are various times to study,

as follow:


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Table 10. The Time to Study

Name Time to study Friend in

learning

English

Time to study English

Nanda 6.15 – 7.30 pm Mother No time to study English just

studies at school and do her

home work if she has a

English home work.

Dandi 7.30 – 8.30 pm Father No, just do his homes work if

he got the home work.

.Andre 6.30 – 7.00 pm Father No, just study at school.

Bayu 6.30 – 7.45 pm Mother Yes, his mother usually

teaches him to memorize the

English vocabulary.

Heru 7.00 – 8.00 pm Mother Yes, he repeats his English

material after he goes home

from school and he joins in

private English course.

Iszar 7.00 – 8.00 pm Mother Yes, his mother gives he

guess about English

vocabulary that he gets from

the English material and he

joins in private English

course.

Nimas 6.30 – 7.45 pm Mother and

father

Yes, she joins with the private

English course.

Sri 6.30 – 7.15 pm Sister Yes, she usually ask to her

sister to read her English

material then she repeats that.


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From the table above it can be seen that three of nine students don’t

have the regular time to study at home. The other students have a regular time to

study even one of the students Nimas joins a private English course. From the

interview with the student’s parents the researcher found that the support and

motivation from the parents is to accompany their children studying at home.

In this research, the researcher would focus on the English learning.

Basically, the high and the middle category have the same problem, and the problem

is about the English material. Some the students in this category have less interest in

English, and their reasons are that their children are just too young to learn English

and they only have limited time to get their children learning English. Nanda,Dandi,

and Andre’s parents said that English is not really important to learn in their age,

they are still too young to learn English. It is because their parents don’t know the

importance of English.

The other factors influencing the vocabulary mastery are the facilities

and the situation. In this category, the parents paid attention in giving the facilities to

study English as the data follows:


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Table 11. The Facility at Home to Support English Learning

Name Facility at home to support English learning

Nanda TV, DVD player, and dictionary with picture

Dandi TV, DVD player, Tape recorder, Radio, English book,

and dictionary.

Andre TV, dictionary with picture and picture.

Bayu TV, DVD player, Radio, English book, dictionary with

picture and cartoon film DVD.

Heru TV, DVD player, Radio, dictionary with picture and

English story book with bilingual language.

Iszar TV, DVD player, Radio, dictionary with picture and

English story book with bilingual language.

Nimas TV, DVD player, Radio, tape recorder, computer,

dictionary with picture and English story book with

bilingual language, English book, cartoon film DVD.

Sri TV, DVD player, Radio, English book, dictionary with

picture, English story book with bilingual language and

cartoon film DVD.

This research focuses on fruits and vegetables vocabularies. Therefore,

the researcher uses the table as follow, to know the parent’s support to their children

in learning fruits and vegetables vocabularies, both activity and facility to study.


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Table 12. The Facility “fruit and vegetable” at home

Name Facility “fruit and vegetable”

at home

Repeat the material of fruit

and vegetable vocabulary

Nanda Dictionary with picture No

Dandi English book and English

dictionary.

No

Andre Dictionary with picture and

picture.

No

Bayu English book, dictionary with

picture and cartoon film DVD.

Sometimes

Heru Dictionary with picture and

English story book with

bilingual language.

Yes

Iszar Dictionary with picture and

English story book with

bilingual language.

Yes

Nimas Computer, dictionary with

picture and English story book

with bilingual language,

English book, cartoon film

DVD.

Yes

Sri English book, dictionary with

picture, English story book

with bilingual language and

cartoon film DVD.

Yes


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In this category, all of the students have facilities to learn English, but

some of them do not use the facility to learn English. Some students have facilities

but they do not repeat the material at home, so that they could not get a maximum

score. That is look from Nanda, Dandi and Andre. In the first test Dandi got a perfect

score but the score is low at the second and third test. Different with Bayu, he has

facilities at home, and some times he repeats the material at home so his score is

variety in first and third test he got middle score, but in second test he got maximal

score.

This category is different from previous category, if in high category

all of the students have facilities at home and always repeat the material then they got

a maximal score in every test but it is not in this category. In this category some of

student used facility to repeat the material and some others do not, and one of them

only repeats the material. Therefore, they could do the test although the result is not

as good as the high category. Most of the students in this category do not have

problem with the internal factor, there are only two students who are not really

interest this lesson. The two of students who do not really like the English, do not

have the supporting and motivation from their parents too because their parents have

low interest in English. From this condition, the parents must understand the

condition of their children and this force the parents to support and motivate them.

Their parents do not only give the facility but also give support and motivation to

them so they could acquire English vocabulary and they did not fail the test.


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B.3 The last analysis of Low Category

The last analysis is the low category. There is only one student

included in this category.

Table 13. The Result Test of Low Level

No Name Test I Test

II

Test

III

Score Category

1. Riska 40 20 50 36 L

The table shows that only one student got low score. His ability in mastering

the vocabulary of fruits and vegetables is bad. Based on the factor influencing

vocabulary mastery, the student with difficulties in mastering vocabulary might have

many barriers. The success keys of mastering vocabulary are the internal and external

factors, the internal factors are; motivation, concentration, self-esteem and physic

condition of student, and the external factors are parent’s support, the learning

situation and facility at home.

B.3.1 Internal Factors

In mastering vocabulary, motivation is very important since it reveals whether

a child has a desire to absorb the lesson of vocabulary or not. In this case, the students

do not have interesting in this lesson, so they do not have desire to absorb the lesson

of vocabulary. Basically Riska has a problem in motivation from his own selves; he

does not like this lesson so he doesn’t have a motivation to learning English.


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The next factor is concentration, inside the classroom Riska does not pay

attention to the lesson and he inclines do everything that he wants to do. He never has

a good concentration to do the test because he does not like this lesson and he feels

that English is hard for him. The physical condition does not influence him, because

he is always healthy but he has a problem with his psychology with this lesson.

The analysis shows that some problems in internal factor influence the student

in mastering the vocabulary. Motivation and concentration are important in mastering

vocabulary, if someone does not have motivation and concentration that the mastering

vocabulary will not be good. The intelligence and talent can influence in mastering

vocabulary. So if we want to get good vocabulary mastery to our children we must

pay attention to our own children first.

B.3.2 External Factor

The external factors are all of factors from outside of the children. The teacher

in the class, the parents and family at home become important persons in motivating

and simulating the mastery process.

The first factor is the teacher support and motivation. Basically Riska is one of

the students in this category likes the way of his teacher in teaching but the problem is

that he does not like the lesson. The teacher gives the same method of teaching to all

of the students. The teacher has an attractive way in delivering the material, such as

singing a song and playing games.


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The next factor is the parent’s support and motivation. Most of the parents

support and motivate their children well. From the interview with the parents, it can

be considered that parents also gave their support and motivation. They paid attention

to their children’s study time. It is the Riska’s time to study, is as follow;

Table 14. The Time to Study

Name Time to study Friend in

learning

English

Time to study

English

Riska 6.30 – 7.30 pm Mother and

sister

He joins to private

English course.

Basically his parents very support and motivate him to learn English. It shows

from the attention of his parent, his parents understand that their son is hard to learn

English so they ask their son to go to private English course in order to their son

could learn English with someone who know more about English.

The other factors are facility and situation. This research focuses on fruit and

vegetable vocabularies. Therefore, the researcher uses the table as follow, to know the

parent’s support to their children in fruits and vegetables vocabularies, both facility

and activity to learn.


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Table 15. The Facility “Fruit and Vegetable Vocabulary” at Home

Name Facility “fruit and vegetable

vocabulary” at home

Repeat the fruit and

vegetable vocabulary

Riska TV, DVD player, radio, dictionary

with picture, English story book with

bilingual language, picture, and

English cartoon film with bilingual

language.

Some time if he want.

Riska have facilities at home but he does not repeat the material at home. Just

some time he repeats the material at home. After he did his home work, his mother

asks him to repeat the material. Basically he repeats but he does not have

concentration on learn English vocabulary, when he repeats the material so he could

not memorize the material well.

From the interview with Riska’s mother, the researcher got information that

Riska does not want to learn English, he is not interested and felt hard in English

lesson although his mother orders him to the English course but he has no motivation

from him selves so he is hard to get mastering vocabulary well. But his mother is very

patient to accompany him in study English, even when he joins the English course his

mother accompanies him. His mother is very patient to grow motivation in Riska’s


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selves. Riska’s mother knows that English is important for her son so she wants her

son to like English.


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CHAPTER V

CONCLUSION AND SUGGESTION

A. CONCLUSION

This chapter presents the conclusion of the study implemented and

some suggestions related to elementary school children mastery English vocabulary.

Summary of the possible factors are affecting the development in English mastery

process the foreign language of children in the elementary school.

The conclusions are as follow:

1. The students of year two of SDN Selosari IV Magetan mastery the English

vocabulary in different process. From the three times tests were conducted, it can

be grouped into three groups of mastering. They are; high, middle, and low

categories. High category is the category for the students with score 75 – 100,

middle category is the category for students with score 60 – 75, and the last

category is low category, this category is the category for student with score under

60. There were nine students who got high score; eight students got who middle

score and only one student who got low score.

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2. There were different factors which influence the different process of

vocabulary mastery; they are internal and external factors. The internal factor is

the factors come from the students them selves, such as motivation from him/her

selves, self esteem, talent, concentration, intelligent, communication problems in

interaction and physic condition of the students. The external factor is the factor

come from surrounding the students, like people or facilities. The external factors

are teacher and parents or family support, facilities at home and the learning

situation.

a. The High category

The students in this category have a good ability in vocabulary

mastering, especially in fruit and vegetable vocabulary mastery. It is because the

internal and the external factors were fulfilled. They have a good motivation from

them selves in vocabulary mastery. Moreover, better talent and intelligence are

support them in vocabulary mastery. Their parents although give good support for

them and the facilities at home support them too. From this phenomenon, the

researcher takes a conclusion that internal and external factors which are fulfilled

with a good the vocabulary mastery will maximally.

b. The Middle category

Some students in this category have a problem in internal factors and

external factors. The two of the students in this category have a problem in internal


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factors. They are Bayu and Nanda, they have a problem of their own. They feel that

English is hard, so that they do not interest in English. This condition makes that they

cannot get the maximal score. However it influenced them in vocabulary mastery.

Then some of the external problems come from the student’s parent. There are three

student’s parents who do not understand about English so they do not care with their

children. The researcher concludes that the internal and external factors are important

to support the children in vocabulary mastery. If one of the internal or external factors

do not fulfill, the students cannot learn English maximally.

c. The Low category

The analysis of the low category found that the students have the

intelligent and talent problem. Moreover they do not have supporting factors from

both internal and external factors. Only one student is in this category. Riska does not

like English, it makes a problem in internal factor. Basically he does not like English

so he is not interested in this lesson. It means that the internal factor is not fulfilled.

The teacher gave the similar material and thought similar method to all of the

students but this student has a problem of their own self so he does not pay attention

when the teacher teaches him. Basically his parents give a good attention and facility

to him but he does not use it maximally. His mother knows about the important of

English and she gives a good facility to him. She knows that her son does not really

like English so she orders her son to join the private English course. All of it aims to


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make the son like English then he gets good English vocabulary mastery. From this

fact, basically the external factors was fulfilled but the problem comes from him self.

From this, the researcher takes a conclusion that to get the good of

English vocabulary mastery, the students must build the passion of English by

themselves. It means that they have to fulfill the internal factors first, and then it is

followed by external factors which can maximize the English vocabulary mastery

process.

B. SUGGESTION

In this part, the researcher would like to give some suggestion to those who

are involved in the children education, as follows:

1. Teacher could improve the intensity of using English during the

lesson.

2. Teacher should improve the lesson such as giving more number of

vocabularies completing with the letter and pronunciation.

3. Teacher should ask what children want to arouse their intention in

learning English.

4. Teacher should create comfortable atmosphere that makes English

is fun.

5. Teacher should provide interesting media to support their teaching.


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6. Teacher should be aware whether the students in the classroom

enjoy the lesson or not, because it will influence the success of

teaching – learning activities.

7. For the parents, they should support their children to study English

by giving facilities and companying in learning English.

8. The parents could support their children with the variety methods

at home. Such as making a little English conversation at home with

children.

9. Parents should give more attention to their children in English

learning.

10. For the next researcher, he or she could find the other factors

influencing vocabulary acquisition that are not available in this

research.

11. The other researcher may find the other internal factor such as

problem of concentration, mistakes errors, first language

interference and slip of the pen in writing or slip of the tongue in

speaking.

12. For the next researcher, they could improve the media into

audiovisual, such as using electronic media (TV, VCD/DVD,

radio) to make the teaching in order to learning activity

successfully.

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